1 10 125 https://d1y502jg6fpugt.cloudfront.net/39779/archive/files/d5ecf47646e3a54400c8c04bf10d55d2.pdf?Expires=1777507200&Signature=CXx-mEZpQTsFLSmkYuwcHWcy4AGxcVkdwFmJHwXOlDUhZCvad0bmIaVzQ28XuSq320UQgAJqbiRDi84GW3PZfrgJLIqMVTVmPTHfVNqSCKa%7E6cOshFeAnvBsYUXpo5dPK6H2l%7E4vba1WCKRdKPGKHMBIYwXvhHW7WoLlQoRcjMaTO4ZVli9IOH0nUpjgXnER6seHFw3L9f9ogtfctVeuN8IPQP%7Ey5BJk2MFOEvypkCQ%7EpJpJUIPFl6L-fJFDP5Dou8QTKs-%7EMkSw6NK9FqdlgbXGlu5B3-RiG9zH-tSrJqC7JnYjigR1pmagK5MG6VcjqyCP%7E9FDzTyOpy3JXlv0jg__&Key-Pair-Id=K6UGZS9ZTDSZM 6c0ab3bf863fbf7ffa47245ee3b80084 PDF Text Text 2009-2010 Catalog The Citadel Graduate College �The Citadel Graduate College (CGC) 171 Moultrie Street Charleston, SC 29409 (843) 953-5089 www.citadel.edu/graduatecollege Please refer to the Student Handbook or the CGC web site for frequently called numbers and the annual calendar. 2 �Table of Contents President’s Message Board of Visitors The Citadel Statement of Vision, Core Values, and Mission The Citadel Graduate College Mission/Purpose Accreditation Procedural Information Policy Information Specific Policies and Procedures for Evening Undergraduate Programs 4 4 5 6 6 7 14 21 Graduate Degree Programs Master of Business Administration Master of Arts in Teaching • Biology • English • Mathematics • Social Studies • Physical Education Master of Education in Educational Leadership - Elementary or Secondary School Administration and Supervision Specialist in Educational Leadership - School Superintendency Master of Education in Counselor Education - Elementary or Secondary and Student Affairs & College Counseling Master of Education in Literacy Education Master of Arts in English Master of Arts in History Master of Arts in Psychology: Clinical Counseling Specialist in Education in School Psychology Master of Arts in Social Science Master of Arts in Biology Master of Science in Computer Science Masters of Arts in Education in Mathematics Master of Science in Health, Exercise, & Sport Science 27 36 37 38 38 38 39 42 45 47 52 59 64 69 70 76 80 83 86 89 Graduate Certificate Programs Graduate Certificate in Technical Project Management Graduate Certificate in Sport Management - Sport Sales & Marketing Graduate Certificate in Leadership Graduate Certificate in Student Affairs 94 96 97 98 Undergraduate Degree Programs Bachelor of Science in Business Administration Bachelor of Science in Civil Engineering Bachelor of Science in Electrical Engineering 100 104 112 3 �President’s Message Welcome to The Citadel Graduate College, where we extend our mission of educating principled leaders to those interested in pursuing graduate study to become leaders in their chosen fields. We take great pride in our distinguished faculty and excellent facilities 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 the more than 6,000 CGC alumni for whom a graduate degree from The Citadel was a stepping stone to success and continued growth. Lt Gen John W. Rosa, USAF (Ret), ‘73 President Board of Visitors The Citadel Board of Visitors is composed of eleven graduates of the college; seven elected by joint vote of the SC General Assembly, three elected by alumni (Citadel Alumni Association) and one appointed by the Governor. All members serve six–year terms. Colonel Douglas A. Snyder, ‘82, Chair Colonel Glenn D. Addison, ‘79, Vice Chair Colonel William E. Jenkinson III, ‘68 Colonel Allison Dean Love, CGC, ‘93 Colonel William G. Kastner, ‘74 Colonel Claude W. Burns III, ‘80 Colonel W. Thomas McQueeney, ‘74 Colonel Fred L. Price, Jr., ‘75 Lieutenant Colonel Ben W. Legare, Jr., USA (Ret), ‘63 Colonel James M. McQuilla, ‘88 Lieutenant General W. Michael Steele, USA (Ret), ‘67 Colonel Myron C. Harrington, Jr., USMC (Ret), Secretary, ‘60 The Honorable Mark Sanford, Governor, Ex Officio Major General Stanhope Spears, Adjutant General, Ex Officio The Honorable James Rex, State Superintendent of Education, Ex Officio Colonel Leonard C. Fulghum, Jr., ‘51, Member Emeritus 4 �The Citadel Statement of Vision, Core Values, and Mission Achieving excellence in the education of principled leaders. Statement of Vision Core Values Academics: We produce graduates who have insight into the issues, ideas and values that are important to society and possess the skills necessary to deal with them successfully. Duty: We emphasize the importance of individual accountability and the moral obligation of responsibility for the welfare of others. Honor: We adhere to a code, which teaches that uncompromising personal integrity is the primary guide in all situations. Morality: We believe that an individual’s character is of utmost importance and, therefore, we provide training which emphasizes ethical principles and core values. Discipline: We operate a leadership laboratory, which emphasizes a structured environment, acceptance of responsibility, self-confidence and service to others. Diversity: We promote diversity in all segments of our campus community and in all aspects of college life. Mission The Citadel’s mission is to educate and prepare graduates to become principled leaders in all walks of life by instilling the core values of The Citadel in a challenging intellectual environment. 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 structured military environment. The cadet lifestyle provides a disciplined environment that supports the growth and development of character, physical fitness, and moral and ethical principles. 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 higher education and 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 adult students seeking traditional and demanding academic challenges. Institutional Characteristics: The Citadel is a coeducational, comprehensive, state-assisted, 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 the business arena, a third or more enter the military and government service, and the remainder goes directly into graduate and professional study. Many graduates choose to pursue professional or graduate degrees later in their careers. Through its evening 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 three baccalaureate degree programs (Bachelor of Science in Business Administration, Bachelor of Science in Civil Engineering, and Bachelor of Science in Electrical Engineering) and six graduate degree programs (Master of Arts, Master of Science, Master of Arts in Teaching, Master of Arts in Education, Master of Business Administration, and Specialist in Education). 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 60% 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 addresses audiences beyond the college by sharing their knowledge with other scholars and with the public. 5 �The Citadel Graduate College Mission/Purpose The Citadel Graduate College provides adults in the Lowcountry and the State of South Carolina opportunities for higher education 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 adult students seeking traditional and demanding academic challenges. By providing graduate research, scholarly contributions, affiliations with educational, business and science professional associations nation-wide and around the world, community outreach and development, and contribution of other resources, The Citadel Graduate College supports and encourages stronger economic development in the region by identifying and creating new programs to benefit the community. The Citadel, The Military College of South Carolina, was established in 1842. In 1966 the coeducational undergraduate Evening College was founded. In 1968, as part of its mission to serve the State and particularly the Lowcountry, The Citadel initiated graduate degree programs. In 1994, the Board of Visitors approved the formation of The College of Graduate and Professional Studies. In 2007, the name was changed to The Citadel Graduate College to help people more closely identify and recognize an important part of The Citadel. Programs under this college are open to all qualified students regardless of sex, race, age or ethnic origin. The Provost and Dean of the College is the acadmic officer charged with the administration and supervision of all graduate study. The Graduate Council, made up of the Provost, the Associate Provost and Dean of The Citadel Graduate College, the Director of the Library, and a representative of each academic department with a graduate major, establishes standards and policies and approves program modifications. Accreditation The Citadel is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools, an institutional accrediting body recognized by the Council on Postsecondary Education. The Commission on Colleges of the Southern Association of Colleges and Schools accredits The Citadel to award Bachelor’s, Master’s, and Specialist degrees. Programs for the preparation of secondary education teachers at the bachelor’s and master’s levels, for the preparation of guidance counselors at the master’s and specialist degree levels, and for the preparation of school superintendents at the specialist degree level are accredited by the National Council on Accreditation of Teacher Education (NCATE), a specialized accrediting body recognized by the Council on Postsecondary Accreditation. The head of the Department of Education serves as the Director of Teacher Education. The Department of Chemistry is accredited by the American Chemical Society, a specialized accrediting body recognized by the Council on Postsecondary Accreditation. The Department 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 Accreditation Council. The Civil and Electrical Engineering programs are accredited by the Engineering Accreditation Commission of the Accreditation Board for Engineering and Technology. (ABET). The School Counseling Programs that offer a Master of Education in Counselor Education (Elementary or Secondary Certification) were granted full eight years CACREP (Council for Accreditation of Counseling and Related Educational Programs) in July 2005. The School Psychology Program is fully accredited by the National Association of School Psychologists. 6 �Purpose of the CGC Catalog Procedural Information 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 are subject to change at any time during the period for which the catalog is in effect. The application process at The Citadel Graduate College (CGC) is a two-part process that occurs simultaneously. The applicant must be accepted into CGC and the program to which he/she seeks a degree. Requirements for acceptance into CGC include: a. Completed application for admission b. Non-refundable application fee c. Transcripts submitted directly from all colleges and universities attended. Transcripts from all schools are required, regardless of whether the coursework would apply to a degree program, to ensure good academic and financial standing. d. A standardized admissions test (GRE, GMAT, or MAT depending on the program) score. Upon receipt of an application, each applicant is sent a letter acknowledging the application and outlining specific admission requirements for CGC and the program for which he/she applied. 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. Application and Admissions The requirements for acceptance into specific programs and degrees are described in this catalog for each program/degree. Official copies of test scores must be sent directly to the CGC office. Full acceptance is not granted until both CGC and program requirements are met. After acceptance by the program, any nonUS Citizen must be cleared for registration by The International Office. The TOEFL test is required of any applicant whose native language is not English. At this time a letter of acceptance is sent to the student which includes the name of the advisor. Students are encouraged to meet with his or her advisor. Application for Resident Status Any student or prospective student who is uncertain concerning entitlement to 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/ and are to be completed and returned to that office at least two weeks prior to registration for any semester or summer term for which the student is attempting to qualify for payment of in-state tuition and fee rate. 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. 7 �Drop/Add and Withdrawals To drop or add a course from the schedule or to change sections within a course, a student must come to the CGC office and complete a “drop/add” form. The deadline for changes is listed in the calendar for each semester. Students who have PAWS accounts may drop/add on the web. Formal notice of intent to withdraw from any class is necessary in all cases. After the drop period, students who choose to withdraw must complete a withdrawal form available in the CGC office or online. The dates for dropping and withdrawing are listed in the term calendar at www.citadel. edu/graduatecollege. 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 ratio (GPR). To withdraw with the grade of “W,” the student must complete the course withdrawal form obtained from the CGC office or online and return the form to the CGC office. Students who do not follow this procedure will receive a failing grade in the course(s) which they cease to attend. Ceasing to attend a course does not constitute an official withdrawal from the course. The grade of “W” will be recorded if a student withdraws on or before the published deadline. Students should check the current calendar for the term found at www.citadel.edu/graduatecollege for deadlines. Fee Payment All fees are due and payable at the time of registration. If fees are not paid by the published date on the term calendar, prior to classes starting, the student may be dropped from registered classes. Checks for the amount of charges should be made payable to The Citadel. Fees may also be paid with bank cards, however a service fee is incurred. Electronic check payment is also available at no charge. Deferred payment plans may be arranged in advance of a semester through a third party. Forms are available in the Treasurer’s office. The Citadel reserves the right at any time to adjust fees to meet the current cost of operation. Fee schedules are published each semester on The Citadel’s web page. The Citadel Treasurer is responsible for the collection of monies due The Citadel. All correspondence concerning fees, payments, and status of accounts should be directed to that office. Financial Aid and Scholarships The Financial Aid Office handles student loan applications, grants, scholarships and work-study programs. Forms and Deadlines To apply for financial aid at The Citadel, all students should file a Free Application for Federal Student Aid (FAFSA) as soon as possible after January 1. These forms are available online at http:// FAFSA.ed.gov. Additional information may be requested by the Financial Aid Office. Students are responsible for checking their PAWS accounts and completing all requested paperwork and financial aid requirements in a timely manner. Because funds are limited, those students whose applications are completed after the 8 deadline dates will receive consideration for aid only as fund availability permits. Priority deadline dates are as follows: Academic year (fall and spring) Fall only Spring only Summer February 28 February 28 October 15 March 15 Applicants with financial aid paperwork not completed 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 at the established fee payment deadlines. Students will be reimbursed if they are subsequently determined to be eligible for financial aid. Determining Financial Need The amount of financial aid is determined based on the FAFSA form the applicant files after January each year. This form solicits information about the applicant’s family’s current financial situation and produces an “expected family contribution”. 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 are 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. Independent students will fall into one of the following categories. Students are automatically independent and therefore not required to submit parental data if: a. He/she is 24 years old or older by Dec 31 of the award year b. He/she is a graduate student c. He/she is married d. He/she is currently serving on active duty in the U.S. Armed Forces for purposes other than training e. He/she is a veteran of the U.S. Armed Forces f. He/she has children (or other dependents) and will provide more than half of their support g. He/she was in foster care or deemed a dependent or ward of the court h. He/she was an emancipated minor or in legal guardianship as determined by a court i. He/she was determined to be an unaccompanied youth that was homeless or were 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 conditional 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) Generally, a student must be enrolled at least half-time. This is defined as 3 hours/semester for graduate students and 6 hours/semester for undergraduate students. 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. 6) 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. Types of Financial Aid • • • • Be Pell Grant Eligible Be a first or second year student Enroll full-time Graduate from a "rigorous high school course of study" Eligible students will be notified of their award via PAWS. SMART Grant (NSG) – Undergraduate Only The National SMART Grants were created with the Higher Education Reconciliation Act of 2005 to be awarded for the first time in the 2006-2007 year. Awards range up to $4000. Award levels could be reduced if the estimated number of recipients exceeds the available funding. Basic Requirements for a NSG: • Complete the FAFSA • Be a U.S. Citizen or eligible noncitizen • Be Pell Grant eligible • Be a third or fourth year student • Enroll full-time • Have a least a 3.0 cumulative GPA • Have declared a major in an eligible field, and enroll in courses required for that major Grants Federal Pell Grant - Undergraduate Only The Federal Pell Grant program provides federal grants for eligible undergraduate students. Eligibility is determined by the Free Application for Federal Student Aid (FAFSA) using a nationally mandated formula applied uniformly to all applicants. Students must demonstrate satisfactory progress toward a degree each year to receive a Pell Grant in the next academic term. The Citadel participates in the Department of Education’s Electronic Data Exchange (EDE) program, which provides the student and the institution with faster processing of applications. When a student completes the FAFSA, the eligibility for a Federal Pell Grant is determined by the processor, and a paper Student Aid Report (SAR) is generated and mailed to the student’s home address. (An electronic SAR is available for applicants who provide a valid e-mail address). At the same time, an Electronic ISIR is generated to the school. If corrections need to be made on the application, the institution can send the corrections electronically and have the results within 4 days instead of the 2-3 weeks previously required. Federal Supplemental Educational Opportunity Grant (SEOG) – Undergraduate Only The SEOG program provides aid to students who qualify for Pell Grants and who show exceptional financial need. These grants range in value from $300 to $3,000 per academic year, with the average award being $750. ACG Grant – Undergraduate Only Academic Competitiveness Grants (ACG) was created with the Higher Education Reconciliation Act of 2005 to be awarded for the first time in the 2006-2007 year. The awards range up to $750 for first year students and $1300 for second year students. Award levels could be reduced if the estimated number of recipients exceeds the available funding. Basic Requirements for an ACG: • Complete the FAFSA • Be a U.S. Citizen or eligible noncitizen Eligible majors for SMART Grants at The Citadel include biology, chemistry, civil engineering, computer science, electrical engineering, mathematics, and physics. Eligible students are notified of their award via PAWS. South Carolina Need-Based Grant - Undergraduate Only South Carolina Need-Based Grants are awarded to South Carolina residents on a first-come basis and to students that show financial need. A student may receive up to $2,500 annually for full time status and up to $1,250 annually for part-time status. For more information view the South Carolina Commission on Higher Education web site for eligibility requirements. Work Programs The Federal Work Study Program – Undergraduate/Graduate This program, which is federally funded, provides part-time employment to qualifying students. Students are paid on an hourly basis, not less than the federal minimum wage. Paychecks for hours worked are issued biweekly directly to the student. The Human Resources Office makes assignments after a student has qualified for work-study. Loans The Federal Perkins Loan Program – Undergraduate/Graduate The Perkins loan program provides needy students with long term, low interest loans for educational expenses. Loans range from $300 to $5,500 per year. The interest rate is five percent. Federal legislation requires institutions to make Perkins Loans available first to students with exceptional financial need. Fulltime undergraduate applicants are given priority when funds are limited. Repayment begins following a grace period of nine months after graduation or termination of enrollment on at least a half-time basis. Students may be allowed up to ten years to repay based upon the amount borrowed, with a $40 per month minimum payment required. Loan repayment may also be deferred for specific reasons. There are also cancellation provisions for borrowers who enter specific 9 �fields of teaching, teach in designated schools, serve in an area of hostilities, volunteer under the Peace Corps or the Domestic Volunteer Service Act of 1973, or serve as a law enforcement or corrections officer. The Federal Direct Loan Program - Undergraduate/Graduate The Direct Loan program (formerly GSL) provides students with long term low interest loans. Both subsidized and unsubsidized Direct Loans are available. The federal government “subsidizes” the loan by paying the interest while the student is in school. For an unsubsidized loan, interest accrues while the student is enrolled. Another difference between these two loans is that the family contribution (as determined from the FAFSA) is taken into consideration when determining a student’s need for a subsidized loan. Eligibility for an unsubsidized loan does not depend on the family contribution. Undergraduate: The maximum amounts in loans, subsidized and unsubsidized combined, may not exceed $5,500 for a student who has not completed the first year of a program, $6,500 for a student who has completed the first year but not the second, and $7,500 for a student in the remaining years of undergraduate study. Undergraduate dependent students can borrow no more than $31,000 during their academic careers. Of this amount, no more than $23,000 can be subsidized. Undergraduate independent students can borrow no more than $57,500 during their academic careers. Of this amount, no more than $23,000 can be subsidized. The interest rate for a undergraduate Federal Direct Loan (student) disbursed on or after July 1, 2008 is a 5.6% fixed rate for a subsidized loan and 6.8% for an unsubsidized loan. Repayment begins six months after the student’s enrollment drops below half-time status. Graduate: The maximum amount that a graduate student can borrow through the federal student loan program is $20,500 annually. Of this amount, no more than $8500 can be subsidized. The interest rate for a graduate Federal Direct Loan (student) disbursed on or after July 1, 2006 is a 6.8% fixed rate. Repayment begins six months after the student’s enrollment drops below halftime status. The Federal Direct Parent Loan for Undergraduate Students (PLUS) – Undergraduate Only Under the Federal Direct PLUS program, parents of dependent undergraduate students may borrow annually up to the difference between the student’s cost of attendance and the estimated amount of financial assistance for each dependent student. There is no aggregate maximum under this program. The interest rate for a Federal Direct PLUS Loan (parent) disbursed on or after July 1, 2006 is a 7.9% fixed rate. Repayment begins 60 days after the final disbursement. Graduate PLUS Loan – Graduate Only Under the Federal Direct Graduate-PLUS program, graduate students may borrow annually up to the difference between their cost of attendance and the estimated amount of any other financial aid. The interest rate for a Direct Graduate-PLUS disbursed after July 1, 2006, is a 7.9% fixed rate. Students are encouraged to maximize their Federal student loans first before applying for a GraduatePLUS. 10 South Carolina Teacher Loan Program – Undergraduate/Graduate This loan program is intended to attract talented teachers to remain in South Carolina by offering a cancellation of their student loan. A loan recipient who becomes certified to teach in a subject area of critical need or in a designated school district has the loan cancelled at the rate of 20% for each full year of teaching up to 100%. To qualify, the student must be a resident of South Carolina attending college for the purpose of becoming a certified teacher. Employment must be in the state’s public school system in an area of critical need as defined by the State Board of Education. Loan recipients who do not become certified or do not teach in an area of critical need will be required to repay the entire amount of the loan plus interest. Because funds in the program are limited, there is a priority processing deadline of April 1. To ensure that an application is received at the South Carolina Student Loan Corporation by the deadline, it should be submitted to The Citadel Office of Financial Aid and Scholarships no later than March 15. Satisfactory Academic Progress (SAP) for Financial Aid Recipients The Citadel is required by federal law to establish, publish and apply reasonable standards for measuring whether a student is maintaining satisfactory academic progress toward a degree objective, and to ensure progress toward the degree for all periods of enrollment, whether or not the student has received financial aid. To be eligible to receive or remain eligible to receive financial aid, students must maintain “satisfactory progress” in their course of study. A determination of satisfactory progress incorporates three standards applied at the end of each 12 month period of enrollment: 1. 2. 3. Maintain a minimum amount of earned credit hours Maintain a minimum Grade Point Ratio Complete program of study in a required amount of time Minimum Earned Credit Hours In general, students are expected to complete 75% of the hours for which they are funded each academic year. The Financial Aid Office will monitor hours completed at the end of each academic year to determine if the student: 1) has made academic progress; 2) will be placed on probation for one semester; or 3) will be disqualified from receiving financial aid. Grade Point Ratio (GPR) Requirements Undergraduate Students Total Hours 0-39 40-69 70-99 100 & above Minimum GPR 1.300 1.500 1.700 1.900 Graduate Students must maintain the minimum cumulative grade point average as required by the Graduate College for continuance. Note: Total hours are quality hours and any Transfer & Pass/Fail Hours combined. �Maximum Hours Financial aid eligibility is limited to students that have reached 150% of attempted hours for their program of study. Disqualification Students will be disqualified at the end each academic year in which one of the following occurs: Undergraduate Students • Full-time students who earn less than 24 hours • Part-time students who earn less than 75% of the hours attempted • GPR is less than minimum requirement for continuance on probation Graduate Students • Full-time students who earn less than 15 hours • Part-time students who earn less than 75% of the hours attempted • GPR is less than minimum requirement for continuance on probation Re-Qualification Undergraduate Students – The student must enroll without federal aid and complete the number of hours they are deficient. The minimum GPR must also be received for continuance on probation depending on your grade level. This work may be completed at The Citadel without aid or at another institution as long as the hours have been approved by the Registrar’s Office or Citadel Graduate College. It is the student’s responsibility to notify the Financial Aid Office of hours transferred from another institution. Graduate Students – The student must enroll without federal aid and complete the number of hours they are deficient. A minimum of 3.0 GPR must also be received. This work may be completed at The Citadel without aid or at another institution as long as the hours have been approved by the Citadel Graduate College. It is the student’s responsibility to notify the Financial Aid Office of hours transferred from another institution. Appeals Students who are determined to be ineligible for financial aid due to lack of satisfactory academic progress may appeal this decision. An appeal of any decision concerning initial or continued financial aid funding must be submitted on a SAP Appeal Form. The steps are outlined below: 1. Make an appointment to meet with a financial aid counselor once you have received notice that your financial aid will be disqualified. 2. Complete a SAP Appeal Form. Clearly explain your circumstances by attaching supporting documentation and submitting the information to the Financial Aid Office. 3. Your information will be reviewed by the Financial Aid Appeal Committee. A decision will be based upon the information that you provided as well as your records at The Citadel. 4. You will be notified of the decision in writing. If you need to take additional action, you will be advised to do so. If you feel there were circumstances that were not reflected in the committee’s decision, you may request an appointment with the Director of Financial Aid. You should bring with you any additional documentation that will specifically explain those pertinent issues you think should be considered. The final level of appeal rests with the Director of Financial Aid. Financial Aid Refund and Repayment Policy Refunds Financial aid recipients who withdraw from school are eligible to receive only that portion of the institutionally determined refund (see the Expenses section of this catalog) which exceeds the financial aid received. This policy also applies to students on whose behalf a parent has borrowed a Title IV loan. Refunds will be returned to the programs from which the student received aid. The Higher Education Amendments of 1998, Public Law 105-244 changed substantially the way funds paid toward a student’s education are to be handled when a recipient of Federal Financial Aid withdraws from school. 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 Week 7 43 percent Week 2 12 percent Week 8 50 percent Week 3 18 percent Week 9 56 percent Week 4 25 percent Week 10 60 percent Week 5 31 percent Week 11-16 100 percent Week 6 37 percent 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: • Unsubsidized Student Loans • Subsidized Student Loans • Perkins Loans • PLUS Loans/Graduate PLUS Loans • Federal Grants • 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 • Withdraws from some classes, but continues to be enrolled in other classes, or • Does not receive funds for the period in question. 11 �(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. • Federal Direct/Stafford loans; • Federal Perkins loans; • Federal PLUS loans received on behalf of the student; • Federal Pell Grants; • ACG/SMART Grants • Federal SEOG Grants; • other Title IV programs; • other federal, state, private, or institutional student financial assistance received by the student for which refunds are required; • the student. Other Assistance Vocational Rehabilitation Scholarships: This program provides for education and training if the student has a physical or mental disability which 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. College Budget Plans: Tuition Management Service (T.M.S.) is one of a number of special plans by many of the larger banks which will pay college fees when due and arrange for a parent or sponsor to repay on a prearranged monthly budget schedule extending over the year. Contact The Citadel’s Treasurer’s Office for information. Veterans’ Services: Veterans’ services are administered under the umbrella of student financial aid at The Citadel. Veterans’ services are intended to meet the needs of students receiving benefits under the following programs: • Ch. 30—Montgomery GI Bill—Active Duty, Veterans • Ch. 31—Vocational Rehabilitation • Ch. 35—Dependants’ Educational Assistance Program • Ch. 1606—Montgomery GI Bill—Selected Reserve • Ch. 1607—(REAP, Reserve Education Assistance 12 Program). • Ch. 33—Post 9-11 GI Bill Veterans who believe they have an entitlement should check with their local VA Office, the regional office in Columbia (1-800-8271000), or the VA Coordinator at The Citadel. An applicant should contact the VA Coordinator in the Financial Aid Office at The Citadel well in advance of the anticipated matriculation date so that the necessary documents may be obtained in order to certify attendance with the VA. All veterans and dependents receiving VA Educational Benefits are required to come to the Financial Aid Office each semester and complete a request for VA Certification card. Any changes in the veterans’ course of study should be cleared with the VA Coordinator in the Financial Aid Office to ensure continuation of benefits. Any reduction in course load should be reported immediately to avoid overpayment. Transfer students are reminded that the office must have copies of all transcript evaluations made by the Registrar’s Office before certification can be made to the Veterans’ Administration for payment. Joint Degree Programs The Citadel participates in joint graduate degree programs with the College of Charleston in Computer Science, English, and History. Students routinely take courses at both institutions. Citadel students will register for all their Computer Science, English, or History courses at The Citadel, even when a particular course may be offered at the College of Charleston. More specific information is available from the respective program directors. Maymester and Summer School The Citadel’s Maymester and Summer School is a component of CGC which has the responsibility for the coordination and administration of all aspects of The Citadel’s graduate and undergraduate summer school programs. The operation of Maymester and Summer School is the responsibility of the Dean of CGC and is administered under the guidelines established in coordination with the Provost and the Commandant. The operation encompasses all aspects of college administration. All Maymester and Summer School students are ultimately the academic and administrative responsibility of the Provost. CGC students remain under their academic deans, while non-degree and transient students are administrated by the CGC Dean. Students residing in the barracks, regardless of academic status are the disciplinary responsibility of the commandment, all other non cadet students remain as stated above. Admissions—Undergraduate admission to Maymester and Summer School does not constitute admission to the regular academic session of The Citadel. Undergraduate 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 not 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 applying, having applied, or having been accepted past or present should contact the Registrar’s Office for admission and registration information and assistance. 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—Registration for all students, graduate and undergraduate, enrolled in Maymester or Summer School at The Citadel is conducted in the CGC office located in Bond Hall, Room 101. Admission and registration may be conducted in one of three ways: 1) Students may come to the office and complete the application/registration procedure 2) Students may mail or fax in an application/registration form. 3) Returning students may register through PAWS online. Parking—Ample lighted 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. The fee for the parking tag is published in the “Schedule of Classes for Summer School” online at www.citadel.edu. The parking fee covers all sessions of Maymester and Summer School. Very limited parking is available for motorcycles on a first come, first served basis at the Lesesne Gate of The Citadel. All motorcycles must have a Citadel parking tag. Two and three wheeled motorized vehicles may not be operated on campus. Students may park at their own risk on the public streets surrounding The Citadel without purchasing a Citadel parking tag. 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 “Schedule of Summer Classes” provides information on the cost of living in barracks housing. Dining—Coward Hall, The Citadel Dining Hall price of meals for students living in the barracks are included in room and board fees. All other students, graduate or undergraduate, may obtain noon meal tickets for the established fee indicated in the “Summer Schedule of Classes.” Meal tickets for 3 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. Student Identification Cards—Maymester and Summer School students attending on-campus courses may obtain a Citadel identification card. The identification cards are obtained at registration in the CGC office. This card is necessary for using The Citadel and area consortium libraries. CSI students obtain ID cards from the commandant’s office. Recreation—Campus recreational facilities are available to students enrolled in Maymester and Summer School classes upon payment of the activity fee in the Treasurer’s Office. These facilities include the Deas Hall weight room, racquetball courts, swimming pool, gymnasium, tennis courts, track, and The Citadel Beach House located on the Isle of Palms. Students must show The Citadel identification card to use these facilities. Orientation In order to assist new CGC students in becoming familiar with The Citadel facilities and support services, CGC offers two new student orientations each year. These orientation sessions are offered before the beginning of the fall term and before the beginning of the spring term. New students will be notified of the date, time, and place of these orientations. Refunds No fees are refunded after the published drop deadline. This date is usually following two class meetings. To obtain the appropriate refund, a student must complete the drop form available in the CGC office or drop via the online system. The Dean of CGC may authorize a refund for valid reasons after the scheduled refund date but only if a formal application is made in writing to the Dean of CGC. Registration, technology and application fees are not refundable. Registration Registration is conducted by mail, through Personal Access Web for Students (PAWS), or in person in the CGC office located on the first floor of Bond Hall, Room 101. Registration is not complete until all fees are paid. Students may not attend class until they are fully registered. Completed registrations will be honored on a first-come, first-serve basis. Any changes in registration must be made prior to the end of the term’s Add/ Drop period. Information concerning fees, class times, and registration calendars can be found each academic term online at www.citadel.edu/graduatecollege. Transfer Credit Graduate students applying for transfer credit will use the “Transfer Credit for Graduate Programs” form located online at http://www.citadel.edu/graduatecollege/forms/. The form will be submitted to CGC 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. Approval is granted by the student’s department, contingent upon Citadel policy. Only courses with a “B” or higher are acceptable for transfer. Undergraduate students should refer to the undergraduate section of the catalog. 13 �Policy Information Academic Integrity Policy and Procedures The following academic integrity policy is in effect for non-cadet students for fall and spring semester and all students including cadets in Maymester and summer school. Absolute integrity is expected of every Citadel student in all academic undertakings. Academic integrity is grounded on the concept of honesty with respect to the intellectual efforts of oneself and others. A student’s submission of work for academic credit indicates that the work is the student’s own. Students are responsible for knowing what constitutes violations of the Academic Integrity Policy. Examples of violations of the Academic Integrity policy include, but are not limited to the following: • Plagiarizing or representing the words, ideas, or information of another person as one’s own without documentation; • Giving or receiving prior to an examination any unauthorized information concerning the content of that examination; • Using, without authorization of the instructor, notes, books, prompts, or other materials, or receiving verbal or electronic assistance to aid in answering questions on an examination; • Giving or receiving substantive aid during the course of an examination; • Asking or permitting another person to take a test or engage in other academic work; or taking a test or engaging in academic work for another, whether voluntarily or for hire, in conjunction with class work or for admissions purposes; • Violating personal property rights (for example, stealing or attempting to steal tests, keys, or grade books); • Fabricating data in support of laboratory or field work; • Engaging in other acts of academic misconduct. While academic integrity is a shared responsibility, it is incumbent upon the student to abide by the academic integrity requirements. It is the responsibility of the faculty member to inform the student of any atypical academic integrity requirements. 1. When a faculty member suspects or has been informed that a student may have violated the Academic Integrity Policy, the faculty member should inform the student in writing within ten working days of discovery. Some situations may require more time; however in no case should this written notification be delayed by more than one month. Written notification will include the allegation and a suggested time, place and date for a meeting of the student, the professor, and Department Head of the department in which the alleged violation took place. If the faculty member making the allegation is the Department Head of the department in which the alleged violation took place, the meeting will include the student, the faculty member, and Dean of the school in which the alleged violation took place. 2. After this meeting, if the faculty member decides that no violation occurred, the matter will be dropped. If the faculty member decides that a violation has occurred but that only a grade penalty is warranted, the student may be assigned an “F” for the work in question, or, in more serious cases, an “F” in the course. If it is determined that a more serious penalty is warranted, or if the student does not accept the grade penalty offered, the accusation will be remanded to the 14 Dean of the school in which the alleged violation occurred. If that Dean participated in the meeting with the faculty member and the students, the matter is referred to the Provost. 3. Upon receiving the allegation, the Dean of the school where the alleged violation occurred or the Provost will appoint a four member hearing board comprised of the Dean of CGC, two faculty members from outside the program of the accused student and a currently enrolled CGC student of the same student classification, but outside the program of the accused student. The hearing will be convened within two weeks from the date the hearing board receives the case. If circumstances preclude meeting this deadline, the accused will be so informed in writing. A minimum of seven days notice will be provided the student prior to the hearing. The accused student may be advised by another student or member of the permanent faculty or staff, not to exceed two. The student and/or the student’s advisor may cross-examine all witnesses and the accuser. A tape recording of the hearing, which will be closed, will be made. Upon conclusion of the hearing, the hearing board will vote and report its findings and recommendation to the Dean of the school in which the alleged violation occurred or the Provost. 4. Upon reviewing the recommendation, the Dean of the school where the alleged violation occurred, or the Provost will either exonerate the student; impose a sanction less than suspension, dismissal or expulsion; or recommend a sanction of suspension, dismissal, or expulsion to the President of the College. If the sanction is not suspension, dismissal, or expulsion, the student may appeal this sanction to the President of the College who makes the final decision. If the sanction is for suspension, dismissal, or expulsion, the President of the College will review the case and the process that has been followed and make the decision on removal of the student from The Citadel for a violation of academic integrity. The student may appeal that decision to the Board of Visitors. Appeals of Violations of Academic Integrity - Students who have been found guilty of a violation of academic integrity where the punishment is suspension, dismissal, or expulsion shall be entitled to petition an Academic Integrity Board of Review to hear an appeal provided the petition is submitted to the Office of the President within five working days after receiving notice of the findings of the Provost, and provided the petition states the grounds on which the appeal is based. An Academic Integrity Board of Review is established by the President. An Academic Integrity Board of Review will consist of a Dean, who serves as chair; a department head; a senior member of the faculty; and a non-voting recorder. Once established, an Academic Integrity Board of Review will be furnished the record of the original proceedings and will evaluate the petition of appeal to determine if any of the following grounds have been met: • new evidence has been found since the individual was found guilty; • the individual’s rights were not protected; • there was a procedural error during the trial. If after considering the petition of appeal, the Academic Integrity Board of Review determines that the request for appeal sets forth reasonable grounds for appeal and agrees to hear the appeal, the accused student and advisor will be present during the formal portion of the hearing, which will be taped. Oral arguments from �the student or advisor will be heard and will normally be limited to 30 minutes each. In addition, the student or advisor will have the opportunity to question any witnesses called by the Academic Integrity Board of Review. The formal appeal hearing will be taped, and the tape will become part of the record of the Academic Integrity Board of Review. The findings of the Academic Integrity Board of Review will be transmitted to the President in the form of sealed, confidential written recommendations, with appropriate justifications. 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: a. 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. b. 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. c. 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. Failure to achieve the 3.0 GPR upon completion of the nine (9) additional graduate credit hours will result in termination 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. Some programs have more strict program requirements. Check with your program advisor for the standards for your program. Admission Categories Graduate students may be admitted to CGC in one of the following two categories: degree seeking or non-degree seeking. Degree seeking - A graduate student is classified as degree seeking when all admission requirements are met and the student has been admitted to a degree program. To obtain this classification a student must: • • • • • Complete and return the application form along with the appropriate non-refundable application fee to The Citadel Graduate College. Submit to The Citadel Graduate College all official transcripts to include documentation of the baccalaureate and all other undergraduate or graduate work from accredited colleges or universities. Transcripts must be sent directly from each school or university. Submit the official score report on the appropriate admissions test (current within 5 years of application). Check individual program requirements in this catalog for the minimum acceptable score for the desired program. Score report must be sent directly from testing organization. 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. Additional admission requirements of specific programs are outlined in the information provided for each degree program. Non-degree seeking - A graduate student is classified as non-degree 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 (no additional fee required) and comply with the requirement stated above in “Degree Seeking”. Program requirements will dictate the number of hours in non-degree status that will be accepted into any program. No student shall register beyond 8 hours without being fully accepted into a degree program. To obtain non-degree classification the student must: • • Complete and return the application form along with the appropriate non-refundable application fee to the CGC office. Submit a college transcript that shows completion of a bachelor’s or higher degree before registration. Senior Citizens - Persons over the age of 60 who meet degree or non-degree admissions requirements and are not employed fulltime may register for courses on a space-available basis with no credit hours fee charged. All other fees must be paid. International Students - An international student who applies to a graduate program at The Citadel must complete the following requirements before enrolling in classes: • Have completed a degree equivalent to an American 15 �• • • • • baccalaureate degree. Have his/her academic credentials officially evaluated by one of the accredited organizations suggested by the CGC office. Meet all the admission criteria for the desired graduate degree program. Provide the appropriate score on the TOEFL exam. 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. Senior Scholars - CGC hosts the “Senior Scholars” group which is open to retired persons 55 years and older who enjoy varied academic and humanistic stimulation. The group meets six to seven times in the fall and spring semesters, and four times in the summer for lectures, presentations and similar events. Dues are assessed to cover refreshments. Contact the CGC office for information or visit our web site at www.citadel.edu/ graduatecollege. Admission Policy (Graduate Students) In keeping with the mission of The Citadel, The Citadel Graduate College seeks to enroll mature 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: a. An application with a non-refundable fee, b. Official transcripts sent directly from all colleges attended, c. Official scores on the appropriate admissions test (current within 5 years of application), and d. an official TOEFL score if English is not the native language. Admission Test All graduate programs in The Citadel Graduate College require submission of an official admissions test score. The test must be current within five years of application. See the appropriate program for the type of test required. Applicants for graduate programs in The Citadel Graduate College who possess an earned master’s or doctorate degree from an accredited institution may request permission to waive the requirement to supply an admissions test score. An applicant must request the waiver in writing from the dean of the academic school in which the program resides. Submission of a request for waiver is not an assurance of approval. Therefore, an applicant must ensure sufficient time to complete an admissions test prior to the first semester of desired attendance. 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 16 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 a written request in the CGC office, 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. 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 are admitted to 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. Catalog of Record The catalog bearing the number of the academic year in which the student enters The Citadel will be their catalog of record for academic program requirements. Class Attendance Regular attendance is required of all CGC students. In case of absences due to sickness or other circumstances beyond their control, students should notify the professor. A student who has missed more than 20% of the scheduled meetings may, at the discretion of the professor, be awarded a grade of “F” for excessive absences, unless there are extenuating circumstances. Individual instructors may establish more stringent policies. The attendance record maintained by the instructor is official. As soon as the instructor has determined that a grade of “F” for excessive absences is warranted, the responsible Dean and CGC are notified. The student will be instructed to not return to class. The instructor will enter the grade of “F” during regular grading. 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, Associate 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. Any student desiring to keep directory information confidential must file notice each 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. If no other satisfactory arrangements can be made, the student will receive a complete refund of all fees paid. Course Load The minimum semester hour load for students wishing to be classified as full-time graduate students is 9 semester hours. Students holding Citadel graduate assistantships will be considered as full time if the they are taking at least 6 semester hours. Students who hold full-time employment should not register for more than 6 semester hours in any given term. Students may register for a maximum of 2 courses or no more than 7 credit hours each summer term (Summer I, Summer II). The evening session is considered a part of Summer I and Summer II. Permission to take more than 2 courses each summer term must be obtained from the Dean of the School, the Department Head of the program or the Dean of the CGC. No more than one course may be taken during Maymester. Course Substitution Course substitutions in degree programs and certification plans can only be authorized by the approval of the Head of the Department, Dean of the School, or Dean of the CGC. Forms to initiate this procedure are available in the CGC office. 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. Directed Works Directed Works are defined as those specifically funded or created at the direction of the College, and which may or may not include Exceptional use of College resources. They are distinguished from non-directed works, which are pedagogical, scholarly, literary, or aesthetic works resulting from non-directed effort. Exceptional Use of College Resources is defined as the provision of resources or support by the College for the creation of a work that is of a degree or nature not routinely made available to College employees. Sabbatical leaves, faculty research grants, and faculty development grants awarded by the College upon the recommendation of the Research, Faculty Development, or Sabbaticals Committees, although competitive, are routinely available to the faculty and are therefore deemed non-exceptional unless specifically designated otherwise by agreement between the originator and the Provost. Earning a Second Master’s Degree The College permits the earning of a second master’s degree where the area of concentration is different. Since some of the core courses may be identical, these may be waived in the second degree program. A maximum of twelve hours may be transferred from one Citadel degree program to another for those students wishing to obtain a second master’s degree. However, a minimum of 33 hours of new credits must be included in the planned program for the second degree. 17 �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. 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. Due to the cadet aspect of The Citadel community, CGC students are reminded to be aware of and respect military college traditions. The CGC Student Handbook is a good source of information. 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.” 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 accomplishmens. 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, graduatelevel quality. While it signifies work of “A” or “B” level, it 18 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. 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, Maymester, summer I, or summer II 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. 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. Graduation Students must apply to graduate by the established deadline. 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. There are three graduation dates each calendar year. There is a late April or early May graduation date at the end of the Spring period of instruction, an August graduation date at the end of the Summer II 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 April or May, following the Spring semester. The graduation date is the term in which the student completes all requirements. An incomplete grade is a delay in the completion of requirements, and the posting of the final grade determines the completion of that requirement. Applications for graduation are available in the CGC office and online. A late fee is charged for applications filed after the posted deadline. To be recommended for a degree, students must meet all admission requirements and satisfactorily complete the scholarship and curriculum requirements for the degree. Finally, students must be free from all financial indebtedness to The Citadel. These deadlines for the graduation application ensure your diploma will be ordered in a timely manner and prevent additional administrative costs. It is each student’s responsibility to apply to graduate. Do not select a graduation date until you are certain all requirements will be met. Parents who are either graduates of the Corps of Cadets, the Veteran Day Program, or The Citadel Graduate College may present diplomas to their sons or daughters at the CGC commencement ceremony. �Intellectual Property Ownership of intellectual property will reside with the originator, whether a member of the faculty, a member of the 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. 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). 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. Pass-Fail Courses 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. Any changes in registration must be made prior to the end of the terms’ Add/Drop period. All fees are due by published calendar dates. Repeating a Course Courses may be repeated only under the following circumstances: a. No courses may be repeated once a grade of “B” or higher has been earned. b. If a class in which a “C+” or “C” was earned is repeated, it may be repeated only one time. c. If a course is repeated, the last grade of record is used to determine whether course requirements for graduation have been met. d. The hours may be used only once toward graduation. e. 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 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 a waiver must be initiated by the student in writing to the appropriate Department Head who is responsible for making the final decision and for notifying the student. Department Heads will forward recommendations through their appropriate Dean who sends it to the CGC office. Waivers must be on file in the CGC office prior to application for graduation. It is the students responsibility to ensure the waiver is provided to the CGC office. If a waiver 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. 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. 19 �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 Dean of CGC does not rule on academic matters. However, students are encouraged to provide a courtesy copy of grievances and appeals to the Dean of CGC for record. 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. 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. Theses Thesis committee appointments will be made at the discretion of the appropriate department head. Disposition of thesis will be coordinated by the student with the library. Transcript A transcript is a confidential document and is released only when students make a request in writing. There is no charge for the initial transcript, but a fee is charged for all subsequent ones. Remittances for transcripts should accompany the request for the transcript and should be mailed directly to the Office of the Registrar. Official copies are not released to students but are sent to requested destinations. 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. Transfer Credit 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 20 No more than 12 hours, relevant to the student’s program, may be transferred from other regionally accredited colleges or universities. Exceptions are granted by the Provost. Only graduate credit hours, of 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. �Specific Policies and Procedures for Evening Undergraduate Programs All other CGC policies and procedures apply. CGC courses cover a wide variety of areas and are open to interested persons from diverse backgrounds. In addition to graduate programs, CGC also offers three undergraduate degrees: bachelor of science in business administration; bachelor of science in civil engineering; and bachelor of science in electrical engineering. Each of these degree programs is offered in cooperation with Trident Technical College (TTC). The first two years of each program are taken at TTC. The junior and senior years are completed at The Citadel through evening and summer courses offered by CGC. The degree is awarded by The Citadel. Courses may also be transferred in from accredited colleges and universities other than TTC. The basic course requirements remain the same. The junior and senior years are completed at The Citadel. In each of the undergraduate degree programs offered by CGC, 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. CGC spring, fall, and summer 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 @ 953-5187. Academic Criteria for Continuance Records of degree-seeking undergraduate students are assessed for academic criteria for continuance after each period of two semesters and the included summer sessions. 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. Full-time 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 the 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 traces 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. Academic Discharge An undergraduate student who fails to meet either or both of the academic criteria for continuance will be discharged for academic deficiencies. Although The Citadel will notify students that they are deficient in either or both areas, it is the responsibility of students to ensure that these criteria are met. To avoid academic discharge, a student must meet both hour and GPR requirements concurrently either at the end of the fall semester, at the end of the spring semester, or in August, as appropriate. A student who is discharged for academic reasons for the first time may apply for readmission after being out of school for one semester. If approved for readmission, the student will be readmitted on academic probation. If a student fails for a second time to meet minimum academic criteria for continuance, the Dean responsible for the academic program in which the student is majoring will review the academic record and any extenuating circumstances the student wishes to present in writing. Based on this review and in consultation with the faculty advisor and the department head or the CGC Dean, the responsible Dean will determine the conditions under which the student will be permitted to continue or will award the student a second academic discharge. Except under extremely extenuating circumstances, a student discharged a second time for academic reasons will not be considered for readmission and may not enroll in course work in any program at The Citadel—day, evening, or summer. 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 21 �radio 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. Admission the student is majoring must provide a recommendation and rationale for combining courses. c. The Dean responsible for the academic program in which the student is majoring must grant final approval for the combining of courses. Definitions Because of community service orientation, CGC permits participation by evening undergraduate students in non-degree status as well as those who are pursuing an undergraduate degree. Elective refers to a course that is required for graduation and may be any three-credit course offered by the College. Catalog of Record Approved Elective refers to a course that must be selected from a list of courses provided by the individual school or department. 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. 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. CLEP credits may be earned under the following conditions: 1. Since all CLEP examinations are not accepted by The Citadel, the student must obtain prior approval through the Office of the Registrar. 2. The score earned must meet or exceed the current minimum score recommended by CLEP for that subject area exam. 3. The amount of credit will be determined by the scope of the material measured. 4. 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. 5. Because basic skills of listening to and speaking a language are such critical components of the Core Language Experience, completing any portion of this 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: a. The courses to be combined must all be offered by the same department and must be related in some way. b. The department head or Dean for the program in which 22 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 the 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 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 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. 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. 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 provided 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 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 recognize plus and minus grades for the CGC programs. General Education Development (GED) examination may register for up to 15 credit hours of course work for personal or professional development. b. Persons age 60 or above and not employed full-time may enroll tuition-free in courses in the CGC on a space-available basis. All other fees must be paid. c. High school seniors may be permitted to register for a maximum of two courses and the associated labs in the CGC on the basis of written recommendation from their high school guidance counselor or principal. d. Undergraduate transient students who wish to enroll in course work for transfer to another institution may be asked to present evidence that they are in good academic standing at their home institution. e. Students who are in cadet status and are enrolled in the Corps of Cadets for a fall or spring semester are not eligible to enroll in CGC courses. Students who are in cadet status and are not currently enrolled in the Corps of Cadets, but who have not been given a conduct or academic discharge, may, with the prior approval of the appropriate Dean, take a limited number of credit hours in CGC. 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. Pass-Fail Juniors and seniors with cumulative grade-point ratios of 2.000 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, and no more than four courses taken under this option may be used to meet graduation requirements. 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: a. The grades of “A” through “C” as “S” (satisfactory, pass-for credit); b. The grades of “D” or “F” as “U” (unsatisfactory, fail-no credit). c. Students desiring to take a course on the Pass-Fail option should contact the Registrar’s Office. Non-Degree Seeking Students Non-degree seeking undergraduate students are permitted to participate under the following conditions: a. Students who provide documentation of having graduated from an accredited high school or having completed the 23 �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 2.000 and a minimum grade point ratio of 2.000 in all coursework in the major. Recommendations for graduation are made by the Academic Board to the Board of Visitors, which in turn awards appropriate degrees. 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 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, have responsibility 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. 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: a. The Citadel and TTC have an articulated agreement that permits a student to complete the first two years of study in engineering or business administration at TTC. These credits are transferred to The Citadel where a student can complete the final two years for a Bachelor of Science Degree in Business Administration, Civil Engineering, or Electrical Engineering. A student who completes in its entirety the TTC portion of one of these programs needs only to submit an official transcript from TTC and certificate of completion in order to be admitted for the final two years of study in CGC. Details of the 2+2 programs are available online or in the CGC office, Bond Hall, Room 101. These three programs are outlined in this catalog under 24 their respective departments. b. Applicants may be admitted into degree seeking status if they have transfer credit from other 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. Admission is based on prior college-level academic performance and confirmation of completion of all coursework for the first two years of the degree program. Applicants whose prior college-level academic performance is questionable may be permitted to enroll in a limited number of courses in a probationary status at the discretion of the academic department. Upon completion of the first 15 semester hours with a grade point ratio of at least 2.0, the adult student will 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 15 semester hours, admission will be denied and participation in the CGC will be terminated. c. 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 where English is not the native language. �Graduate Degree Programs 2009-2010 25 �School of Business Administration MBA: Business Administration 26 �Master of Business Administration School of Business, 843-953-5056 Dr. Wesley M. Jones, Director of Graduate and External Programs, wes.jones@citadel.edu Kathy J. Jones, MBA Director, mbadirector@citadel.edu Mission Statement: The mission of the School of Business Administration is to educate and develop leaders of principle to serve a global community. Admission Requirements: Applicants will be admitted to the MBA program on the basis of scholastic achievement and aptitude for graduate study. Other qualities appropriate to graduate study are also considered. Anyone holding a bachelor’s degree from an accredited college or university (one recognized by the Council for Higher Education Accreditation) is eligible for consideration. Prior study in business and/or economics is not a requirement for admission. All material must be received by the CGC office on or before the following dates to assure consideration to the MBA program. Semester to begin: Fall Spring Summer Admission material due: July 20th December 1st March 20th 1. Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. 2. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each accredited college or university. Applicants whose degrees are from colleges or universities outside the United States may be required to have transcripts translated by an academic credential evaluation organization recognized by The Citadel Graduate College 3. Take the Graduate Management Admissions Test (GMAT) and submit an official copy of the scores to the CGC office. The GMAT must be taken within the last five years for The Citadel to accept the scores. Scores on other graduate entrance exams, such as the GRE, are not acceptable substitutes. 4. Submit two letters of reference to the CGC office. These may be from faculty members where undergraduate work was done and/or from associates in business or military service. References should be able to evaluate applicant’s potential for graduate work in business. 5. Submit a resume detailing previous work experience. 6. Submit two brief essays that answer the following questions: a. How have your education, knowledge, experience and skills prepared you for graduate business education, and how will these help you contribute to the program’s educational community? b. What do you hope to gain from your graduate education, both during the process and in the future? 7. Submit an official TOEFL score if the applicant’s native language is not English. The minimum score is 550 paper-based, 213 computerbased or 79 internet-based. 8. The MBA Committee and/or the MBA Director may request an interview with the applicant. Admission Denied: During the admission process, the applicant’s records will be reviewed and results communicated in writing. If the application is denied, an applicant may petition the MBA Committee through the MBA Director for reconsideration, citing any extenuating or mitigating circumstances. Program Requirements: Students are required to complete 48 hours of graduate study, including fourteen required courses and two elective courses. A maximum of two courses (6 hours) may be transferred in from an approved MBA program at another institution. 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. Required courses: BADM 701, BADM 704, BADM 707, BADM 710, BADM 725, BADM 728, BADM 731, BADM 734, and BADM 737 are required before taking the capstone course, BADM 740. Students must successfully complete these courses with a GPR of 3.0 or better before taking BADM 740 or elective courses, with the exception that a student who has successfully completed all of the courses except one may take that last required course simultaneously with one advanced or one elective course. Any prerequisites for advanced or elective courses must be met. Course load: It is strongly recommended that students take no more than six hours per semester. Permission is no longer required to take more than six hours unless the student has provisional status. Students with provisional status must secure permission from the MBA Director to take more than three hours in a semester. Course of Study: BADM 701 Foundations of Accounting, 3 credit hours BADM 704 Foundations of Economics, 3 credit hours BADM 707 Foundations of Marketing and International Business, 3 credit hours BADM 710 Quantitative Methods, 3 credit hours BADM 713 Communication for Leadership, 3 credit hours BADM 716 Legal and Ethical Environment For Decision Makers, 3 credit hours BADM 719 Information Technology Management, 3 credit hours BADM 722 Leadership in Organizations, 3 credit hours BADM 725 Foundations of Finance, 3 credit hours BADM 728 Accounting for Executives, 3 credit hours BADM 731 Foundations of Management and Operations, 3 credit hours BADM 734 Financial Problems, 3 credit hours BADM 737 Strategic Marketing, 3 credit hours BADM 740 Global Business Strategy, 3 credit hours Two Electives, 6 credit hours Total Courses: 48 credit hours 27 �Curriculum Exemption Requirements: Some students may be able to exempt BADM 701, BADM 704, BADM 707, BADM 710, BADM 725, or BADM 731 based upon prior appropriate undergraduate or graduate course work in which the applicant has made a grade of “B” or better. Exempted courses do not require replacement with other courses. The MBA Director will determine how much credit an MBA applicant qualifies for, and the letter of acceptance will list any courses in which the applicant may exempt. All courses being considered must have been completed within the last ten years. Course Exemption BADM 701 - Foundations of Accounting (3 Cr Hrs) Undergraduate courses in both Financial and Managerial Accounting with grades of B or better, all within the last ten years. BADM 704 - Foundations of Economics (3 Cr Hrs) Undergraduate principle courses in both Microeconomics and Macroeconomics, plus at least one other advanced economics course beyond the two principle courses, with grades of B or better, all within the last ten years. BADM 707 - Foundations of Marketing and International Business (3 Cr Hrs) Undergraduate courses in both Marketing and International Business with grades of B or better all within the last ten years. BADM 710 - Quantitative Methods (3 Cr Hrs) Undergraduate courses in Statistics, Quantitative Methods, and Business Research with grades of B or better, all within the last ten years. BADM 725 - Foundations of Finance (3 Cr Hrs) Undergraduate course in Principles of Finance plus one additional advanced finance course beyond the principle course, both with a grade of B or better within the last ten years. BADM 731 - Foundations of Management and Operations (3 Cr Hrs) Undergraduate courses in Principles of Management, Operations Management, and Statistics/Quantitative Methods with grades of B or better, all three within the last ten years. Transfer Credit: A maximum of six credit hours for graduate courses from an accredited institution (including consortia and AACSB International-accredited institutions) may be approved for transfer (except BADM-740), provided: (1) those courses are determined to be equivalent to one of the advanced or elective courses at The Citadel, (2) grades of “B” or better were received in the courses being considered, and (3) credit was earned within the five years prior to admission into The Citadel MBA program. 28 Grading: All students are subject to the Academic Standards section under Policy Information of The Citadel Graduate College catalog which can be found on page 14. Requirements for Graduation: The degree of Master of Business Administration may be conferred upon those students who successfully complete the 48 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 48 credit hours of advanced graduate coursework will only be allowed (for exceptional circumstances) with approval of the Director of the MBA program. Additional hours may not be used to increase GPR to the 3.0 required for graduation. Business School Website: Find more information on the MBA program by visiting the school’s website at www.citadel.edu/csba. Related Programs: Certificate: Health Care Administration Students earn an MBA from The Citadel and a Certificate in Health Care Administration from MUSC. For more information regarding this program, please email Ann Brown at brownah@ musc.edu. Dual Degree Programs: PharmD/MBA Program - Students earn a PharmD from MUSC and an MBA from The Citadel. For more information regarding this program, please visit http://www.sccp.sc.edu/students/ pharmd_mba.aspx. MD/MBA Program - Students earn an MD from MUSC and an MBA from The Citadel. For more information regarding this program, please contact The Citadel’s MBA office by email at mbadirector@citadel.edu. Required Courses: BADM-701—Foundations of Accounting Three Credit Hours This course is designed to provide students with knowledge of the basic tools and concepts used in financial accounting. It emphasizes identifying and interpreting relevant accounting information for decision-making by external users. The focus is on the four financial statements: the income statement, the statement of changes in equity, the balance sheet, and the statement of cash flows. Prerequisite: None. BADM-704—Foundations of Economics Three Credit Hours This course introduces students to microeconomics (the study of individual economic units, including product markets, individual consumers, and firms) and macroeconomics (the study of broad economic aggregates such as gross domestic product). Prerequisite: None. �BADM-707—Foundations of Marketing and International Business Prerequisite: None. Three Credit Hours This course provides an introduction to the world of international business including the nature and fundamental concepts of international business, its environment, opportunities in the global marketplace as well as theoretical and applied examples. In addition, the course illustrates how concepts from international business are utilized in the marketing of products and services for the individual firm. Prerequisite: None. BADM-725—Foundations of Finance BADM-710—Quantitative Methods BADM-728—Accounting for Executives Three Credit Hours This introductory course in finance provides students with the financial management tools necessary to analyze complex business financial problems, and offer reasoned alternative solutions. The course builds on principles presented in basic financial and managerial accounting courses, and introduces the student to new financial principles. Prerequisite: Foundations of Accounting (BADM 701). Three Credit Hours This course is designed to provide students with knowledge of analytical tools and concepts used in making optimal decisions in the pursuit of organizational goals including cost efficiency, service delivery, and profit. Analytical concepts include probability theory, statistics, regression analysis, forecasting, and utility theory. In addition to the theory covered above, the students will also work on projects employing techniques, particularly regression and forecasting. Prerequisite: None. 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 case studies and projects. It 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 decision-making, including behavioral and ethical aspects. Prerequisite: Foundations of Accounting (BADM 701). BADM-713—Communication for Leadership BADM-731—Foundations of Management and Operations 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-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-722—Leadership in Organizations 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 selfassessment, role play, team building exercises, and a leadership portfolio. Three Credit Hours This course introduces students to the classical management functions: planning, organizing, leading, and the exercise of control. It provides an overview of management theory and practice, with application to the role of operations in service and manufacturing organizations. Students explore the role of operations in building the competitive strength of the firm and in fulfilling the firm’s goals of creating value and delivering customer satisfaction. The course integrates classical and modern management concepts with an array of real-world cases, including a survey of the concepts and techniques involved in designing and managing operations. Prerequisite: Quantitative Methods (BADM 710). BADM-734—Financial Problems 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 nondirected 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. Prerequisites: Foundations of Accounting (BADM 701), Quantitative Methods (BADM 710), Foundations of Finance (BADM 725), and Accounting for Executives (BADM 728). BADM-737—Strategic Marketing Three Credit Hours This course examines how organizations gain and maintain a competitive advantage in a dynamic era. The course emphasizes the analysis of marketing decisions involving product, price, 29 �promotion, and distribution variables. Global opportunities are investigated. Prerequisites: Foundations of Accounting (BADM 701), Foundations of Economics (BADM 704), Foundations of Marketing and International Business (BADM 707), and Accounting for Executives (BADM 728). 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. Through cases which place students in diverse managerial situations, 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 corporate strategy and the role of leadership in improving performance. Prerequisites: Foundations of Accounting (BADM 701), Foundations of Economics (BADM 704), Foundations of Marketing and International Business (BADM 707), Quantitative Methods (BADM 710), Foundations of Finance (BADM 725), Accounting for Executives (BADM 728), Foundations of Management and Operations (BADM 731), Financial Problems (BADM 734), and Strategic Marketing (BADM 737). Elective Courses: BADM-750—Seminar in Business Administration Three Credit Hours This course may be elected by students desiring 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: None. BADM-751—Seminar in Accounting Prerequisites: Foundations of Accounting (BADM-701) and Accounting for Executives (BADM-728) BADM-752—Seminar in Economics Prerequisite: Foundations of Economics (BADM-704) BADM-753—Seminar in Finance Prerequisites: Foundations of Finance (BADM-725) and Financial Problems (BADM-734) BADM-754—Seminar in Management BADM-755—Seminar in Marketing Prerequisite: Foundations of Marketing and International Business (BADM-707) BADM-762—Negotiation Strategies Three Credit Hours Negotiation, the art and science of creating agreements between two or more parties, 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 30 to improving negotiating strategies (the science) and, second, develop and sharpen negotiating skills through realistic cases (the application) with an emphasis on preparation, bidding, and 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—Human Resource Development Three Credit Hours Human Resource Development (HRD) as a field involves 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-770—Internet Resources for Managers Online Three Credit Hours This online course introduces MBA students to the resources available through the WWW that support all functional areas of business. In this course you will find, analyze, and report on resources for management, strategy, accounting, finance, marketing, information resources, communication, international business, and others. Although not a web site development course, as part of the course, you will learn to create basic web pages that contains tables, graphics, background images, and hyper links. 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: Foundations of Marketing and International Business (BADM 707). BADM-774—International Business Three Credit Hours In this course students study the trend toward internationalization, explore the terminology used in international business, and, via case studies and examples, demonstrate the problems and advantages of the internationalization process. Prerequisite: Foundations of Marketing and International Business (BADM 707) 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. Prerequisites: Foundations of Marketing and International Business (BADM 707) and Strategic Marketing (BADM 737). 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: Foundations of Economics (BADM 704). BADM-780—Research Methods Three Credit Hours This course provides students with the requisite knowledge and skills necessary for carrying out the research process from research design to the analysis and presentation of results. Many quantitative techniques may be applied in the data analysis, including (but not limited to) parametric and nonparametric statistical techniques, estimation, and statistical inference. Prerequisite: Quantitative Methods (BADM 710). BADM-782—Advanced Topics in Information Technology Three Credit Hours The topics covered in 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). economy. Techniques include smoothing, time series analysis, and regression analysis. Prerequisites Foundations of Economics (BADM 704) and Quantitative Methods (BADM 710). 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. Prerequisites: Foundations of Accounting (BADM 701) and 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. Prerequisites: Foundations of Marketing and International Business (BADM 707) and Strategic Marketing (BADM 737) 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 proved 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: Foundations of Accounting (BADM 701), Foundations of Economics (BADM 704), Quantitative Methods (BADM 710), Accounting for Executives (BADM 728), and Foundations of Management and Operations (BADM 731). BADM-792—Financial Institutions Three Credit Hours This course analyzes financial markets and institutions, emphasizing the role, structure, and activities of financial intermediaries. The dynamic pattern of financial flows is analyzed by flow-of-funds analysis. The decision processes and market impact of both the suppliers of credit and the users of these funds are examined. The nature of economic and regulatory policy and its impact on markets and institutions are emphasized throughout. Prerequisites: Foundations of Accounting (BADM 701), Quantitative Methods (BADM 710), Foundations of Finance (BADM 725), Accounting for Executives (BADM 728) and Financial Problems (BADM 734). 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 long-run profitability of the firm. This course will help the student understand and create forecasts for the firm, industry and the 31 �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. Prerequisite: Advanced graduate standing and permission of the instructor, the MBA Program Director, and the Dean of The School of Business. 32 �School of Education MAT: Biology English Mathematics Social Studies Physical Education MEd: Educational Leadership Elementary or Secondary School Administration and Supervision Counselor Education Elementary or Secondary and Student Affairs & College Counseling Literacy Education EdS: Educational Leadership School Superintendent The Citadel 33 �SCHOOL OF EDUCATION Graduate Programs The purpose of the Graduate Programs of the 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 secondary school teachers, school counselors, reading teachers and consultants, 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 approved The Citadel’s educational preparation programs. In 1974 all professional education programs offered by the College 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 program reviews, conducted in the spring of 2000, 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 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 34 5. these standards to students through their teaching, research, and service endeavors. 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: • Now more than ever, our society is in need of principled educational professionals capable of and committed to ensuring that all children learn. • Now more than ever, the quality of education available to our children and youth will make the difference between those who prosper in the new economy and those left behind. • Now more than ever, it is time to accelerate our transformation of an educational system that is no longer relevant for the modern, global economy. In today’s world we must educate all children and at unprecedented high levels. As noted by Ted Hershberg and his colleagues at the University of Pennsylvania, “the evidence makes clear that the current structure of public education designed for a different purpose and different century cannot help all students become effective citizens or productive workers in the new economy.’ 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. The Citadel’s Professional Educational Unit is on the march, transforming itself into a Center of Excellence for the preparation of principled educational leaders. Through our initial program for teacher candidates for P-12 schools and our advanced programs for professional educators in P-12 schools, The Citadel’s Professional Educational Unit transforms cadets and graduate students into principled educational leaders capable of and committed to transforming our schools into learning communities where all children and youth succeed. The Citadel’s Professional Educational Unit has identified 17 performance indicators for candidates to demonstrate that they are principled educational leaders who are knowledgeable, reflective, �and ethical professionals: Knowledgeable Principled Educational Leaders... 1. know in-depth subject matter of their field of professional study and practice; 2. demonstrate and apply an understanding of developmental and learning theories; 3. model instructional and/or leadership theories of best practice; 4. utilize the knowledge gained from professional study to develop and implement an educational program that is varied, creative, and nurturing; 5. integrate the use of technology; and 6. 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 characteristics; 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. research their practice by reflectively and critically asking questions and seeking answers. Ethical Principled Educational Leaders... 1. apply reflective practices; 2. demonstrate commitment to a safe, supportive learning environment; 3. demonstrate high values and a caring, fair, honest, responsible and respectful attitude; 4. establish rapport with students, families, colleagues, and community; 5. value diversity and exhibit sensitivity to and respect for cultures; and 6. exhibit prompt regular attendance, wear professional attire, and communicate in standard English. ate College. Beginning in September, 2006 the Professional Education Board meets monthly during each academic year. The School’s Web Site The 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 on the School of Education’s web site: www.citadel.edu/education. Admission Test Policy The minimum acceptable score for admission for all degree programs is a score of 396 on the Miller Analogies Test (MAT)* or 900 (combined score on verbal and quantitative sections) on the Graduate Record Examination (GRE). Students who score between 380 and 395 on the MAT or between 750 and 899 on the GRE may apply for provisional status. A student with provisional status who completes 6 semester hours and maintains a 3.50 GPA may be classified as regular degree-seeking status (see respective programs for additional requirements). Regular admission status is granted only upon completion of all admission requirements, documentation, and respective program requirements. * Students who have taken the MAT prior to October 2004, the minimum score accepted is 40, or a score of 30-39 to apply for provisional status. Note: Provisional students must comply with CGC admission requirements. Students who do not complete admission requirements during the provisional period will be restricted from additional registrations beyond the 6 hour provisional status. Students who score 379 or below on the MAT or 749 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 at the request of the student. 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 college. In pursuing these goals, the PEB will concentrate on communication, assessment, and governance issues. The Citadel’s Dean of the 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 Gradu35 �Master of Arts in Teaching (MAT) Biology (9-12), English Language Arts (9-12), Mathematics (9-12), Social Studies (9-12), and Physical Education (K-12) School of Education: 843-953-5097 Education Advisors: Dr. Stephenie Hewett, stephenie.hewett@citadel.edu Dr. Renee Jefferson, renee.jefferson@citadel.edu Dr. Kathryn Richardson Jones, kathryn.jones@citadel.edu Dr. Tammy Graham, tammy.graham@citadel.edu Content Area Advisors: Biology, Dr. Joel Gramling, joel.gramling@citadel.edu English, Dr. James M. Hutchisson, hutchissonj@citadel.edu Mathematics, Dr. Stephen Comer, steve.comer@citadel.edu Physical Education, Dr. Josey Templeton, josey.templeton@citadel.edu Social Studies, Dr. Michael Barrett, Michael.Barrett @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, English Language Arts, Mathematics, Physical Education, or Social Studies. The program shares the philosophy and conceptual base of the School of Education: Leadership for learner-centered education. Students will study learner-centered education in their courses and make its principles a part of their own philosophy. 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. Admission Requirements: 1. 2. 3. 4. 36 Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall, Room 101. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each accredited college and university Successfully complete either the Graduate Record Examination (GRE) or the Miller Analogies Test (MAT). GRE minimum acceptable score is a verbal and quantitative combination of 900. MAT minimum is a raw score of 396.* Applicants are expected to have a cumulative undergraduate GPA of 2.5 or higher. Applicants with less than a 2.5 undergraduate GPR may appeal to The Admission, Retention, and Certification Committee. The Committee’s 5. recommendation regarding this appeal will be forwarded to the Dean of the School of Education for final action. Students are expected to attend a MAT orientation session prior to their formal admission to the program. *Students who score between 750-899 on the GRE or 380-395 on the MAT may apply for provisional status. Under provisional status, students may enroll for only one semester of 6 hours. If the student maintains a 3.50 GPA under provisional status, they may be considered for degree seeking status the following semester provided all other requirements are met. Students who score 379 or below on the MAT or 749 or below on the GRE will not be admitted. Admission test must be current within five (5) years of application. 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 advisor 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. In addition to the regular admission requirements of The Citadel Graduate College, each MAT student must complete and pass the Praxis II Examination in the content field in which the student seeks certification. A passing score, using South Carolina standards (www.ets.org/praxis/prxsc.html), must be achieved prior to placement in the Professional Internship. Prior to the internship in teaching, the teacher candidate must: - Apply for the internship no later than May 1 for the subsequent spring internship semester and no later than October 1 for the subsequent fall internship semester. - 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. - Be cleared by the South Carolina State Department of Education. - Successfully complete all required field experiences - a minimum of 100 hours prior to the student teaching internship. - Successfully complete 60 full days during the student teaching internship. - Negative TB test. - MAT interns must successfully pass Red Cross Blood Borne Pathogens training prior to internship. -Proof of current American Red Cross certification in First Aid and CPR must be submitted prior to the internship. 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). Please note: Effective September 1, 2005, Secondary Teaching �Certificates issued by South Carolina State Department of Education will cover grades 9-12 and Middle Grades Teaching Certificates will cover grades 5-8. Additionally, effective July 1, 2006, the PRAXIS- Principles of Learning and Teaching (PLT) pedagogy exam will be required prior to the issuance of an initial certificate. To complete the program and be eligible for certification, in addition to education courses, students must have taken all of the content area courses below. Further, it is the responsibility of the teacher candidate 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, additional graduate work in the content field will be required. Required Program: Prerequisite: PSYC 500 - Human Growth and Development (or verifiable undergraduate preparation in psychology). 1. Core Requirements The following courses MUST 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. EDUC 500 - Foundations of American Education or EDUC 522 - Critical Educational Issues in a Multicultural Society (if student has prior Education coursework) EDUC 512 - Data Collection and Analysis EDUC 514 - The Exceptional Child in the School EDUC 536- Educational Psychology 2. Professional 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- Teaching Reading in Middle and High School Content Areas* EDUC 520 - Professional Internship *Not required for Physical Education students. Alternate requirements are listed under required content area courses. 3. Content Field For Biology and Social Studies, 9 graduate hours in a content field is a minimum. For candidates in English, a minimum of 12 graduate hours is required. For Mathematics and Physical Education programs, courses required at the graduate level are noted below. 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 students. Master of Arts in Teaching- Biology Note: At least 3 of the course requirements listed below must be successfully completed on the graduate level Anthropology - 1 course ANTH 201 or ANTH 202 or ANTH 501 Biology Survey - 2 courses BIOL 101 with BIOL 111 and BIOL 102 with BIOL 112 or BIOL 130 with BIOL 131 and BIOL 140 and BIOL 141 Cell Biology with lab- 1 course BIOL 205 or BIOL 612 Chemistry with lab- 2 courses CHEM 103 with CHEM 113 and CHEM 104 with CHEM 114 or CHEM 151 with CHEM 161 and CHEM 152 with CHEM 162 Ecology with lab- 1 course BIOL 406 or BIOL 506 Evolution - 1 course BIOL 208 or BIOL 601 Genetics with lab- 1 course BIOL 308 or BIOL 508 Geology with lab- 1 course for High School Certification 2 courses recommended for Middle School Certification GEOL 201 and 211, GEOL 202 and 212 Anatomy/Physiology with lab - 1 course BIOL 403 or BIOL 414 or BIOL 502 or BIOL 317 with 327 or BIOL 318 with BIOL 328 Introduction to Physics with lab - 1 course is required, 2 are recommended PHYS 203 and PHYS 253 or PHYS 204 and PHYS 254 or PHYS 221 and PHYS 271 or PHYS 222 and PHYS 272 Microbiology with lab- 1 course BIOL 310 or BIOL 607 Biology Methods- select 1 from the following BIOL 605- Laboratory Methods in Biology BIOL 606- Field Methods in Biology BIOL 609- Seminar in Environmental Science Biology Elective - 1 course 37 �Master of Arts in Teaching - English Note: ENGL 595 and three 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 standards. 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. British Authors - 2 courses ENGL 201 and 202 or ENGL 203 and 204 American Literature- 1 course ENGL 215 Public Speaking- 1 course ENGL 205 or ENGL 206 World Literature -2 courses ENGL 218/520 and ENGL 219/521 Film Studies- 1 course ENGL 209/560 African American Literature ENGL 349/535 Adolescent Literature- 1 course ENGL 370/552 Literary Criticism- 1 course ENGL 407/555 Advanced Composition- 1 course ENGL 413/565 Modern Grammar- 1 course ENGL 414/553 History of English Language- 1 course ENGL 415/554 Methods and Materials for English Language Arts ENGL 595 (Required for all candidates) Master of Arts in Teaching - Mathematics The MAT in Mathematics program assumes a substantial undergraduate preparation in mathematics. Therefore, prior to formal admission to the MAT Mathematics program, an applicant must have successfully completed the following courses. Any of these courses not taken prior to admission to The Citadel are added to the candidate’s minimum of 18 graduate hours in mathematics. MATH 131 MATH 132 MATH 231 MATH 234 MATH 240 CSCI 110 MATH 412 or MATH 512 Analytical Geometry & Calculus I Analytical Geometry & Calculus II Analytical Geometry & Calculus III Differential Equations Linear Algebra Fundamentals of Computing History of Mathematics The following required mathematics courses must be taken at The Citadel: MATH 542 Probability & Statistics MATH 550 Mathematical Modeling MATH 532 Modern Algebra MATH 521 Modern Geometry MATH 514 Methods for Middle/Secondary Mathematics MATH 545 Applications of Discrete Mathematics 38 Master of Arts in Teaching - Social Studies Note: At least 3 of the course requirements listed below must be completed successfully on the graduate level. History of World Civilization or Western Civilization -2 courses HIST 105 and HIST 106 or HIST 103 and HIST 104 Survey of U.S. History- 2 courses HIST 201 and HIST 202 Introduction to Sociology- 1 course SOCI 201 Principles of Macroeconomics- 1 course BADM 201 American National Government- 1 course PSCI 102 or PSCI 502 Cultural Anthropology- 1 course ANTH 202 or ANTH Historiography- 1 course HIST 594 Urban Politics- 1 course PSCI 302 or PSCI 509 or PSCI 306 or PSCI 506 or PSCI 307 or PSCI 401 World Geography- 1 course GEOG 209 or GEOG 511 History of the Non-Western World HIST 560 Teaching of History and Social Sciences or Instructional Approaches to Social Sciences- 1 course HIST 692 or PSCI 505 �Master of Arts in Teaching in Physical Education Dr. Josey H. Templeton, 843-953-7952, josey.templeton@citadel.edu Dr. Lori H. Williams, 843-953-7954, lori.williams@citadel.edu Dr. Tim Bott, 843-953-7954, tim.bott@citadel.edu Dr. Kathryn Richardson-Jones, 843-953-3163, kathryn.jones@citadel.edu Admission Requirements: 1. Contact the Director of Graduate Studies for the Department of Health, Exercise, and Sport Science. 2. Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. 3. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each accredited college or university. 4. Applicants are expected to have a cumulative undergraduate GPA of 2.5 or higher. Applicants with less than a 2.5 undergraduate GPA may appeal to The Admission, Retention, and Certification Committee. The Committee’s recommendation regarding this appeal will be forwarded to the Dean of the School of Education for final action. 5. Successfully complete either the Miller Analogies Test (MAT) or the Graduate Record Examination (GRE) and have scores sent to The Citadel’s CGC office. The test must be current within five years of application. Minimum acceptable score for the MAT is 396. The minimal acceptable GRE score is a combined verbal and quantitative score of 900. Applicants who score between 380-395 on the MAT or between 750-899 on the GRE may apply for provisional status provided all other requirements are met. A student with provisional status who completes 6 graduate semester hours in one semester and maintains a 3.5 grade point ratio may be classified as a regular degree-seeking student. Regular admission status is granted only upon completion of all admission requirements, documentation, and respective program requirements, and review by department. 6. Three letters of recommendation must be sent to The CGC office. 7. A Program of Study completed by the applicant and his/her program advisor must be submitted to The CGC office. Program Requirements: 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 content 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 student must complete and successfully pass the PRAXIS II Examination in the content field in which the student seeks certification. A passing score, using South Carolina standards, must be achieved prior to placement in the Professional Internship. Prior to the internship in teaching, the teacher candidate must: - Apply for the internship no later than May 1 for the subsequent spring internship semester and no later than October 1 for the subsequent fall internship semester. - 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. - 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. - Successfully complete 60 full days during the student teaching internship. - Negative TB test. - MAT interns must successfully pass Red Cross Blood Borne Pathogens training prior to internship. -Proof of current American Red Cross certification in First Aid and CPR must be submitted prior to the internship. To graduate and be recommended for certification, teacher candidates must have successfully completed the PRAXIS II Principles of Learning and Teaching and all other certification tests for the State of South Carolina. Completion of the approved program will qualify the student for a teaching license in physical education, grades K-12. A minimum grade point average of 3.0 is necessary to complete the Master of Teaching in Physical Education degree program. 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. Biology (4) or Chemistry (4) or Physics (4) with laboratory Health & Wellness (3) Human Anatomy (3/4) and/or Human Physiology (3/4) or Anatomy/ Physiology (6/8) with laboratory Adolescent Psychology (3) and Child Psychology (3) OR PSYC-500 Human Growth and Development (3) 39 �Course Requirements: 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-two (42) hours. Each student is assigned an advisor from the School of Education and from The Department of Health, Exercise, & Sport Science. Both advisors will examine transcripts and develop a program of study for each student. Required Education and Physical Education Courses - 42 hours EDUC 536 Educational Psychology EDUC 512 Data Collection & Analysis HESS 505 Motor Development and Motor Learning* HESS 525 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 Content and Methods of Teaching Rhythmic Activities and Movement 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 Seondary Physical Education HESS 561 Advanced Measurement and Evaluation in Physical Education* HESS 620 Professional Internship The Professional Internship requires that a minimum of sixty (60) full days be spent in the schools, and during the Professional Internship, it will not be possible for the teacher candidate to take any additional courses. *Undergraduate and graduate transcripts may be evaluated for application to coursework in the program. Field Experiences: Many education courses require field experiences that vary from course to course and are related to specific course objectives. All field experiences provide opportunities for Master’s candidates to develop pedagogical knowledge and skills. At a minimum, teacher candidates are expected to successfully complete 75 hours of field experiences prior to the Professional Internship that is an additional sixty (60) days. Course Listings and Descriptions: HESS-505—Motor Development and Motor Learning Three Credit Hours Study of appropriate learning theories, and heredity and environmental factors that influence learning and performance of gross motor skills. 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 teaches content and prepares students in teaching styles, methodologies, and assessment techniques for health education curricula in K-12 schools. Prerequisite: A health and wellness course. 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-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 in physical activity, physical education, and sport. HESS-535—History, Philosophy, and 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. 40 �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 gross motor skills will be included. HESS-551—Content and 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 designed for large groups 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-561—Advanced Measurement and 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 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. 41 �Master of Education in Educational Leadership - Elementary or Secondary School Administration and Supervision School of Education, 843-953-5097 Dr. Mary Lou Yeatts, Coordinator, Division of Educational Leadership, yeattsm1@citadel.edu Dr. Kathy Brown, kathy.brown@citadel.edu Dr. Kent Murray, kent.murray@citadel.edu Mission Statement: The mission and goals of the Masters 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 • New curricular developments and trends • Skills in practical applications of educational research • Competence in applying principles of human and group behavior in problem situations. • Knowledge and competencies in staff personnel administration • Different leadership and management styles and a clear understanding and working knowledge of LearnerCentered Education. Admission Requirements: Admission is based on assessment of the following: 1. An application form, along with appropriate nonrefundable application fee, must be returned to The Citadel Graduate College (CGC) Bond Hall, Room 101. 2. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each accredited college or university. 3. An overall undergraduate grade point average of 2.5 or a 2.7 ratio for the last 60 semester hours of undergraduate credit. Applicants with less than a 2.5 undergraduate GPR may appeal to The Admission, Retention, and Certification Committee. The Committee’s recommendation regarding this appeal will be forwarded to the Dean of the School of Education for final action. 4. Official scores of the Graduate Record Exam (GRE)— minimum score accepted is a verbal and quantitative combination of 900 or official scores of the Miller Analogies Test (MAT)—minimum score of 396, taken within the past five years.* Students who have taken the MAT prior to October 2004, the minimum score accepted is 40. 5. A copy of a valid South Carolina elementary or secondary teaching certificate. Applicants must be in good standing with the State Board of Education at the time of acceptance. 42 6. A copy of a South Carolina Professional Certificate verifying three years teaching experience. At least one year of teaching at the appropriate level for Advanced Level certification for which the candidate is applying must be validated. R 43-64 REQUIREMENTS FOR CERTIFICATION AT THE ADVANCED LEVEL I. ADMINISTRATION (A) Elementary School Principal and Supervisor (1) Master’s degree (2) Valid South Carolina Educator’s Professional Certificate at the elementary 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 (5) Completion of an advanced program approved by the State Board of Education for the training of elementary principals and supervisors South Carolina Educator Certification Manual, p. 62 (Revised August 2008) R 43-64 REQUIREMENTS FOR CERTIFICATION AT THE ADVANCED LEVEL I. ADMINISTRATION (B) Secondary School Principal and Supervisor (1) Master’s degree (2) Valid South Carolina Educator’s Professional Certificate at the 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 7-12 (5) Completion of an advanced program approved by the State Board of Education for the training of secondary principals and supervisors South Carolina Educator Certification Manual, p. 62 (Revised August 2008) Note: Courses taken prior to official admission or courses taken through other programs do not count toward the School Administration and Supervision program/degree without written approval from the School of Education’s Dean. * The minimum acceptable score is as follows: 1. M.Ed. - a score of 396 on the MAT or 900 on the GRE a. Provisional Status - Candidates, who score between 380 and 395, (30-39 if taken prior to October 2004), on the MAT or between 750 and 899 on the GRE may apply for provisional status. Candidates, admitted under this provisional status, may enroll for only one semester of 6 hours and maintain a 3.5 GPA in order to be classified as a degree seeking or certification-only candidate after completion of departmental review. b. Regular admission is granted upon completion �of CGC requirements and respective program requirements. Admission Requirements for South Carolina Certification Only: Applicants who hold a valid SC teaching certificate and a master’s degree with a minimum 3.5 GPA in a different area of professional education but wish to add administration certification must provide the following admission materials: 1. An application form, along with appropriate nonrefundable application fee, must be returned to The Citadel Graduate College (CGC) Bond Hall, Room 101. 2. An official transcript directly from each accredited college or university attended - Bachelor’s through Master’s degree. 3. A copy of valid South Carolina teaching certificate. 4. Official scores of the Graduate Record Exam (GRE)— minimum score accepted is a verbal and quantitative combination of 900 or official scores of the Miller Analogies Test (MAT)—minimum score of 396, taken within the past five years.* Students who have taken the MAT prior to October 2004, the minimum score accepted is 40. 5. A copy of a South Carolina Professional Certificate verifying three years teaching experience. At least one year of teaching at the appropriate level for Advanced Level certification for which the candidate is applying must be validated. R 43-64 REQUIREMENTS FOR CERTIFICATION AT THE ADVANCED LEVEL I. ADMINISTRATION (A) Elementary School Principal and Supervisor (1) Master’s degree (2) Valid South Carolina Educator’s Professional Certificate at the elementary 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 (5) Completion of an advanced program approved by the State Board of Education for the training of elementary principals and supervisors South Carolina Educator Certification Manual, p. 62 (Revised August 2008) R 43-64 REQUIREMENTS FOR CERTIFICATION AT THE ADVANCED LEVEL I. ADMINISTRATION (B) Secondary School Principal and Supervisor (1) Master’s degree (2) Valid South Carolina Educator’s Professional Certificate at the 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 7-12 (5) Completion of an advanced program approved by the State Board of Education for the training of secondary principals and supervisors South Carolina Educator Certification Manual, p. 62 (Revised August 2008) Note: Courses taken prior to official admission or courses taken through other programs do not count toward the School Administration and Supervision program/degree without written approval from the Dean, School of Education. *The minimum acceptable score is as follows: 1. Certification-Only - a score of 396 on the MAT or 900 on the GRE a. Provisional Status - Candidates, who score between 380 and 395, (30-39 if taken prior to October 2004), on the MAT or between 750 and 899 on the GRE may apply for provisional status. Candidates, admitted under this provisional status, may enroll for only one semester of 6 hours and maintain a 3.5 GPA in order to be classified as a degree seeking or certification-only after completion of review by the department. b. Regular admission is granted upon completion of CGC requirements and respective program requirements. 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. Obtain Departmental permission before enrolling in EDUC 531 - Principles of Elementary or EDUC 532 Principles of Secondary Curriculum Development; contact Division of Educational Leadership Coordinator by email. 4. Complete Program Audit. 5. 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 sixmonth 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 Supervision and Administration Examination. (c) Meet with advisor to review request for admission to an internship (d) Apply in person to CGC to register for an internship 43 �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. M.Ed. Required Program: Note: Maximum course load is (6) hours. 1. Core requirements—9 semester 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 2. Professional Requirements—30 semester hours EDUC 528 School Administration EDUC 527 Finance and Business Management EDUC 601 School Law EDUC 602 Staff Personnel Administration EDUC 529 Microcomputers and School Management EDUC 524 Techniques of School Supervision *Departmental permission required before enrolling in: EDUC 531 Principles of Elementary Curriculum Development or EDUC 532 Principles of Middle or High Curriculum Development 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 44 Certification-Only Required Program: 1. Professional Requirements - 30 semester hours EDUC 528 School Administration EDUC 527 Finance and Business Management EDUC 601 School Law EDUC 602 Staff Personnel Administration EDUC 529 Microcomputers and School Management EDUC 524 Techniques of School Supervision * Departmental permission required before enrolling in: EDUC 531 Principles of Elementary Curriculum Development or EDUC 532 Principles of Middle or High Curriculum Development EDUC 616 Political Prccess 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 �Specialist in Educational Leadership School Superintendent School of Education, 843-953-5097 Dr. Mary Lou Yeatts, Coordinator, Division of Educational Leadership, yeattsm1@citadel.edu Dr. Kathy Brown, kathy.brown@citadel.edu Dr. Kent Murray, kent.murray@citadel.edu school business administrator (5) Completion of an advanced program approved by the State Board of Education for the training of school superintendents South Carolina Educator Certification Manual, p. 63 (Revised August 2008) Note: Specialist in Educational Leadership courses taken prior to official program admission will not count toward the degree without written approval from the School of Education. Transfer Credit: 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 certification at the superintendent’s level. Admission Requirements: Admission to the Specialist in Educational Leadership Program is based on assessment of the following: 1. A completed graduate application form along with the appropriate non-refundable application fee to The Citadel Graduate College (CGC) office, Bond Hall Room 101. 2. All official transcripts directly from each accredited college or university attended (including a Master’s Degree or Certification-only in administration) with a minimum 3.5 grade point average. 3. A South Carolina State Professional Certificate with school administrator endorsement and two years in an administrative position equivalent to assistant principal or higher in education. 4. A South Carolina Professional Teaching certificate that is valid and three years teaching experience and two years as a school or district administrator, post secondary administrator, or school business administrator. 5. Official scores of the Graduate Record Exam (GRE) miniumum score accepted is a verbal and quantitative combination of 900 or official scores of the Miller Analogies Test (MAT) minimum score of 396, taken within the past five years. a. No Provisional Status granted. b. Regular admission is granted upon completion of CGC requirements and respective program requirements including completion of review by the department. R 43-64 REQUIREMENTS FOR CERTIFICATION AT THE ADVANCE LEVEL I. ADMINISTRATION (C) District Superintendent (1) Master’s degree (2) Valid South Carolina Professional Certificate at the elementary, middle or secondary level (3) Minimum of 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 Six credit hours of graduate courses, which are appropriate for the major in Educational Leadership, may be approved for transfer from an accredited institution of higher learning. Transfer courses must be no older than 6 years from the first semester of degree work taken at The Citadel. All additional courses must be taken at The Citadel. 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 performing 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: (a) Complete 21 credit hours prior to submitting an internship application for faculty review. (b) Earn a passing score on the PRAXIS, South Carolina’s Supervision and Administration Examination. (c) Meet with advisor to review request for admission to an internship. (d) Apply in person to CGC to register for an internship. Applicants for spring administrative internships should file and 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 45 �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. Required Program: 1.Professional Requirements – 33 semester hours EDUC 606 Superintendency and School Organization EDUC 600 Professional Negotiations EDUC 619 Assessment of School Programs EDUC 598 Curriculum Project (Prerequisite EDUC 531/532) EDUC 535 Organizational Theory and Behavior EDUC 610 Seminar on School Improvement EDUC 603 School Plant Seminar EDUC 612 Seminar in School Law (Prerequisite EDUC 601) EDUC 614 Seminar in Educational Administration EDUC 632 Internship in Superintendency EDUC 633 Internship in Superintendency Total hours = 33 (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. 46 �Master of Education in Counselor Education (Elementary or Secondary and Student Affairs & College Counseling) School of Education, 843-953-5097 Dr. Cynthia Crawford, 843-953-5326 cynthia.crawford@citadel.edu Dr. Aaron H. Oberman, 843-953-7123 aaron.oberman@citadel.edu Dr. George T. Williams, 843-953-2205 Coordinator of Counselor Education Programs george.williams@citadel.edu The Council for Accreditation of Counseling and Related Educational Programs (CACREP) granted accreditation in July 2005, effective until October 31, 2013, to the School Counseling Programs which offer Master of Education degrees in Counselor Education. 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 informed leaders, effective and reflective instructional leaders, and ethical and professional leaders who are committed to the provision of a school environment focused toward a learner-centered education. 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: • • PD1: Long-Range Planning • • • • • PD3: Development and Use of Assessments PD2: Short-Range Planning of Guidance and Counseling Activities PD4: Providing Guidance and Counseling Services PD5: Providing Consultation Services PD6: Coordinating Guidance and Counseling Services PD7: Professional Responsibilities Students in both the elementary and secondary school counseling programs complete both a School of Education Core and Counselor Education Core (refer to Division of School Counseling Handbook 2008, p.16) for a total of 48 credit hours. Students enrolled in the Master of Education in Counselor Education with a concentration in Student Affairs and College Counseling degree programs complete a School of Education Core, Student Affairs Core, and Counselor Education Core for a total of 48 credit hours. Students enrolled in the Student Affairs Graduate Certificate program complete only four courses focusing on the areas of student services, student development, historical and contemporary aspects of higher education, and administration (See page 98 for details). 47 �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 following: 1. 2. 3. 4. 5. 6. 7. 8. 9. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each accredited college or university. A minimum GPA of 3.0 for the last 60 sequential units completed. Official scores of the Graduate Record Examination or the Miller Analogies Test taken within the last five years.* Three letters of reference, at least two of which should be from instructors or supervisors who will assess a prospective student’s academic ability and/or potential for effectiveness in the field. 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 school counseling profession, and longterm professional goals. This statement is very important because it enables the faculty to make informed decisions regarding admission. Complete and return a graduate application form, along with appropriate non-refundable application fee, to the The Citadel Graduate College (CGC), Bond Hall Room 101. A personal group admissions interview with an Academic Review Board to assess personal and professional readiness and satisfactory completion of requirements. Completed Program of Study for School Counseling. Completed Admissions Questionnaire (http://citadel. edu/graduatecollege/forms) * The minimum acceptable score for all degree programs is a score of 396 on the MAT or 900 on the GRE. Students who score between 380 and 395 on the MAT or 750-899 on the GRE may apply for provisional status. Students may enroll for one semester under provisional status upon completion of all other requirements and review by department. Students may enroll for only 6 hours and must maintain a 3.50 GPA in order to be classified as degree seeking. Regular admission is granted upon completion of CGC requirements and respective program requirements and review by department. Applicants should provide all of the above materials to The Citadel Graduate College, 171 Moultrie Street, Charleston, SC 29409-6250. The application deadlines are March 1st for summer admission, October 1st for spring admission, and June 1st for fall admission. The formal application in School Counseling or Student Affairs at The Citadel is procured from the office of The Citadel Graduate College, located in Bond Hall 101 or online at www.citadel.edu/ admission/g/apply. The telephone number is (843) 953-5089. All successful applicants are initially admitted in a “conditionally 48 classified” status. Admitted students will receive a letter from The Citadel Graduate College. It is the student’s responsibility to meet with a faculty advisor early in the first term to begin preparing an official study plan. 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 required to attend Counselor Education Town Hall Gatherings each semester. An official study plan is submitted after the student has successfully completed the three courses, EDUC 514 (School Counseling) or 522 (Student Affairs), EDUC 515 (School Counseling) or 537 (Student Affairs), and EDUC 551 and the student has made adequate personal, academic and professional progress during the three designated courses for the Academic Review Board to grant “Unconditional” or “fully classified” status. NOTE: 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 full-time employment shall not register for more than 6 semester hours in any given term. Effective summer 2007, 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 counseling certification, must provide the same admission materials. Transfer of Credits: School Counseling applicants may transfer a maximum of 12 credit hours of graduate coursework taken at other institutions. Coursework accepted for transfer must be parallel course work within the School Counseling programs at The Citadel. Transfer of credit is not acceptable for the following Citadel courses: EDUC 515, 552, 624, 629, 650, or 651. Transfer of credit approval must be documented in writing by the faculty advisor and the Dean of the School of Education. School Counseling Program Requirements: Students in either program complete both a School of Education core and a Counseling core for a total of 48 credit hours. Part of the coursework includes a 600 clock-hour internship in either elementary or secondary school counseling settings. Students are required to earn a minimum score of 550 on the PRAXIS II test for guidance and counseling prior to enrolling in the practicum (EDUC 629). This must be on file at The Citadel Graduate College. �Once students finish nine (9) credit hours of graduate study in the program, including the three courses, EDUC 514, EDUC 515, and EDUC 551, they must meet with a faculty advisor and complete an official study plan. The faculty advisor, in consultation with other school counseling faculty, reviews the study plan and determines whether the student has made adequate personal, academic, and professional progress during the three designated courses, totaling nine (9) credit hours. “Unconditional” or “fully classified” status is then given by the Academic Review Board. (Refer to Appendix A: Division of School Counseling Handbook, “School Counseling Student Evaluation Form,” p.51.) The study plan specifies required courses for the M.Ed. degree. A schedule for completion of the courses is devised at this time. The study plan takes into account the prerequisites and sequencing of coursework to meet a student’s degree objective. Field Experience Requirements: School Counseling students must formally request permission from the faculty advisor to enroll in a 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 that in which the field experience is sought. The coordinator of the field experiences must approve all field experience applications, which are due by the last Friday in September for spring placements and 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 guidance and counseling must be on file at the office for The Citadel Graduate College prior to application for a practicum placement. School Counseling 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, and 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 primarily by the field site supervisor, with supervision by The Citadel instructor as well. Requirements for Graduation: Students pursuing M.Ed. degrees in School Counseling 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 pass a Comprehensive Oral Examination prior to completion of the Internship I course (i.e., EDUC-650 and EDUC-651). Students should consult with the faculty advisor to schedule a Comprehensive Oral Examination. This exam, one hour in length, is designed to assess general knowledge in the various areas of the school counseling curriculum. Should the oral examination demonstrate substantial gaps in the student’s knowledge base, the advisor will provide guidance for remediation and a second examination will be scheduled. Additionally, the exam will provide an opportunity for the student to give feedback to the program faculty concerning the quality of other instructional program experiences with the goal of improving the counselor education programs. The exam is conducted by two of the School Counseling faculty members. Required Program: Based upon these objectives, 48 semester hours of study for Elementary and Secondary School Counseling are offered as follows: Elementary and Secondary School Counseling (48 Credit Hours Total) School of Education Core - 12 Credit Hours EDUC 500* Foundations of American Education (3 credit hours) PSYC 500* Human Growth and Development (3 credit hours) EDUC 514* The Exceptional Child in the Schools (3 credit hours) EDUC 522* Critical Educational Issues in a Multicultural Society (3 credit hours) Counselor Education Core - 36 Credit Hours A. Foundations - 18 Credit Hours EDUC 515 EDUC 521 EDUC 550 EDUC 551 EDUC 552 EDUC 561 Introduction to the Counseling Profession (3 credit hours) Program Planning, Management, and Evaluation in School Counseling (3 credit hours) Career Counseling and Development (3 credit hours) Counseling Theories and Practice (3 credit hours) Group Counseling (3 credit hours) Counseling Diverse Populations (3 credit hours) B. Research/Appraisal - 6 Credit Hours EDUC 512 EDUC 549 Data Collection and Analysis (3 credit hours) Applied Measurement Techniques (3 credit hours) C. Helping Relationships - 12 Credit Hours EDUC 624 EDUC 629 EDUC 650** Basic Counseling Skills (3 credit hours) Practicum in School Counseling (3 credit hours) Elementary School Counseling Internship I (3 credit hours) and 49 �EDUC 652 OR EDUC 651** and EDUC 653 Elementary School Counseling Internship II (3 credit hours) Secondary School Counseling Internship I (3 credit hours) Secondary School Counseling Internship II (3 credit hours) * Students who have completed an upper division course in one of these areas may request to substitute approved electives for one or more of these courses. Appropriate documentation is required. **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 cannot be completed while working full-time in an occupation other than school counseling. 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. Student Affairs & College Counseling Curriculum The Student Affairs & College Counseling Curriculum is based on 48 credit hours of study as follows.Individuals may be interested in pursuing a graduate certificate in Student Affairs which can be found on page 98. School of Education Core - 6 Credit Hours EDUC 500 —Foundations of American Education (Student Affairs Specialization Only) 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. An 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 522—Critical Issues in a Multicultural Society (Student Affairs Specialization Only) 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. 50 Student Affairs Core - 9 Credit Hours EDUC—537 Student Development Services Three Credit Hours Overview of the historical development of the counseling and student affairs profession, as well as legal & 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. Counselor Education Core - 33 Credit Hours A. Foundations - 15 Credit Hours EDUC 550: Career Counseling and Development (3 credit hours) EDUC 551: Counseling Theories and Practice (3 credit hours) EDUC 552: Group Counseling (3 credit hours) EDUC 561: Counseling Diverse Populations (3 credit hours) EDUC 562:* Legal & Ethical Leadership Issues in Education (3 credit hours) B. Research/Appraisal - 6 Credit Hours EDUC 512: Data Collection and Analysis (3 credit hours) EDUC 549: Applied Measurement Techniques (3 credit hours) C. Helping Relationships - 12 Credit Hours EDUC 624: Basic Counseling Skills (3 credit hours) EDUC 634: Practicum in Student Affairs (3 credit hours) EDUC 655:** Internship I in Student Affairs (3 credit hours) EDUC 656:** Internship II in Student Affairs (3 credit hours) ** The internship in Student Affairs consists of 16 weeks of full-time 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. Four Additional Special Topics Courses for Seeking Licensed Professional Counselor (LPC) - 12 Credit Hours EDUC ____: Elective approved by faculty advisor (3 credit hours) EDUC 567 (587): Special Topics: Assessment of Abnormal Behavior (3 credit hours) �EDUC 568 (587): Special Topics: DSM-IV-TR (3 credit hours) PSYC 500: Human Growth and Development (3 credit hours) 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 Examiner for Licensure of 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 2000 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 Citadel 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-IV-TR (diagnosis) and EDUC-567: Assessment of Abnormal Behavior (assessment and treatment of psychopathology). 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/education/academic_programs/counseling.html under “Program Information.” 51 �Master of Education in Literacy Education School of Education, 843-953-5097 Dr. Jennifer L. Altieri, 843-953-3162 jennifer.altieri@citadel.edu 3. 4. Mission Statement: 5. With quality experiences encouraging inquiry along with practical study, a comprehensive knowledge of the field of literacy education is developed for candidates who pursue this degree. This comprehensive understanding of the developmental literacy process parallels the school’s goal of developing “principled educational leaders who are knowledgeable, reflective, and ethical professionals” conceptual base which further undergirds the knowledge base provided candidates who pursue this degree. The general goals and objectives of the program are: 1. A knowledge and mastery of all aspects of the literacy process; 2. 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; 3. A knowledge of the abilities and skills which enhance a wholesome teacher- student-parent relationship in working with students identified as at-risk readers in order to develop a case study; 4. A knowledge of those skills necessary to recognize and accommodate for individual differences in literacy instruction; 5. A knowledge of how to plan, supervise, and enhance programs as a reading consultant; 6. A knowledge of and ability to demonstrate effective literacy instructional strategies; 7. A knowledge of communicating information about literacy; 8. A knowledge of the relationship of literacy skills to subject-matter content areas; 9. A knowledge of significant research conducted in literacy education; and 10. A knowledge of a broad range of children’s and adolescent literature and how to incorporate this literature into the classroom. 11. A knowledge of how to effectively support and mentor educators and serve as a literacy leader. Admission Requirements: 1. 2. 52 Complete and return application form along with appropriate non-refundable application fee to The Citadel Graduate College (CGC), Bond Hall room 101. Applicants must have a 2.50 overall undergraduate grade 6. point average in order to be accepted into the Master of Education in Literacy Education program. Applicants with less than a 2.5 undergraduate GPR may appeal to The Admission, Retention, and Certification Committee. The Committee’s recommendation regarding this appeal will be forwarded to the Dean of the School of Education for final action. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each accredited college or university. Submit a valid teaching certificate issued by South Carolina or another state. The minimum acceptable score is a score of 396 on the MAT or 900 on the GRE (Current within five years of application). Candidates who score between 380 and 395 on the MAT or 750-899 on the GRE may apply for provisional status. After enrolling for one semester under provisional status, completing 6 hours and earning a 3.50 GPA, the candidate may be considered as degree seeking provided all other requirements are met. Regular admission status is granted upon completion of college requirements, respective program requirements, and review by department. Candidate must be in good standing with the State Board of Education at the time of acceptance. Note: 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. Program Requirements: The Master of Education in Literacy Education is a 36-hour program, consisting of 2 professional core requirements and 10 literacy 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, exam number 10200: Introduction to the Teaching of 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. Recommendation for certification as Reading Teacher in South Carolina requires two years teaching experience. Recommendation for certification as Reading Consultant in South Carolina requires five years teaching experience. 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 certified as both Reading Teacher and Reading Consultant provided the candidate already possesses a valid teaching certificate in the state of South Carolina. �Required Program: All courses must be taken in sequence as laid out in the program of study. Professional Core Requirements-6 semester hours EDUC-536 Educational Psychology And select one course from the following: EDUC-512 Data Collection and Analysis EDUC-549 Applied Measurement Techniques Professional Educational Specialization-30 semester hours EDUC-570 Developing Literacy Knowledge with At Risk Readers EDUC-588 Developing Literacy Skills PreK-Grade 5 EDUC-589 Methods and Materials for Developing Literacy Skills EDUC-590 Literacy Assessment and Instruction EDUC-591 Practicum in Literacy Education EDUC-592 Teaching Reading in the Middle and High School Content Areas EDUC-594 Internship in Literacy Education EDUC-596 Analysis of Literacy Research EDUC-599 Supervision of School Literacy Programs EDUC-608 Literature for Children and Adolescents List of All Education Courses: 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. An 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 learner-centered conceptual base in the process of teaching their discipline specialty. A. English; B. Biology; C. Social Studies; D. Mathematics. A passing score on the PRAXIS II must be achieved upon completion of this class. 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 A course 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-513—Teaching of Social Studies Three Credit Hours Organization, methods, and procedures for teaching social studies, including history, in the secondary and middle schools. EDUC-514—The Exceptional Child in the School Three Credit Hours The Exceptional Child in the School, an introductory level course for students with little or no background or experience in special education, 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 exceptional children and youth. There is a focus on cause, identification, and educational and community programs for exceptional individuals. 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 53 �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 evening seminars. This last course in the MAT sequence requires an Application: for fall semester, April 1, for spring, October 1. Application forms are available in the Department of Education. 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 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 Lab fee - $20.00 EDUC-522—Critical Educational Issues in a Multicultural Society Three Credit Hours A study of contemporary issues/trends, internal and external to elementary and secondary school systems, which impact 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 Criteria of various types of good schools. Need for school supervision at all levels. Relationship of supervisor to administrators, organization of different schools, materials of instruction, evaluating learning and instruction, teacher visitation and conferences. EDUC-527—Finance and Business Management Three Credit Hours 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. 54 EDUC-528—School Administration Three Credit Hours A course 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—Micro-Computer and School Management Three Credit Hours A course for practicing and prospective educational administrators. The course presents the current state-of-the-art technology in using microcomputers in such areas as record keeping, pupil scheduling, energy conservation, data collection and analysis, and the evaluation programs. EDUC-531—Principles of Elementary Curriculum Development Three Credit Hours The study of underlying principles of curriculum development and organization including curriculum evaluations and current issues and trends in the subject fields will be the focus of the course. Attention is given to the professional decisions teachers, administrators, and counselors must make about curriculum. EDUC-532—Principles of Middle or High Curriculum Development Three Credit Hours 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 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-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 EDUC-588—Developing Literacy Skills Pre K-Grade 5 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. Three Credit Hours A foundational course designed to focus on developing literacy skills from pre-kindergarten through fifth grade. The developmental process of literacy growth along with techniques for teaching phonemic awareness, word recognition, vocabulary, and comprehension skills will be explored. Lab Fee: $20 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-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-566—Seminar in Teaching Strategies for Middle School and High School Teachers Three Credit Hours A course designed to provide middle school and school secondary teachers with practical concepts, competencies, and cooperative experiences in interdisciplinary unit teaching. Emphasis will be given to such instructional concepts as team planning, diagnosis, and strategies. Interdisciplinary units will be constructed and evaluated within the experience. EDUC-570—Developing Literacy Knowledge 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-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. Lab Fee - $20.00 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. An application for practicum and 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. Practicum applications are due the last Friday of January for the Fall semester practicum. EDUC-592— Teaching Reading and Writing in the Middle and High School—Content Areas Three Credit Hours A course designed for the middle school and high school teacher emphasizing pupil diagnosis followed by instructional decision making directed toward a balanced teaching approach. Candidates focus on literacy skills while teaching the subject matter of the secondary content areas. EDUC-594—Internship in Literacy Education Three Credit Hours A field-based course in which each candidate engages in the supervised teaching of small groups of students. Candidates synthesize the knowledge they have gained in the program to demonstrate ability to appropriately assess and instruct a group of students at each student’s level of literacy instruction. Prerequisites: EDUC 591 and EDUC 512 or 549. An application for practicum and 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. Practicum applications are due the last Friday of January for the Fall semester practicum. 55 �EDUC-596—Analysis of Literacy Research EDUC-605—Independent Study Three Credit Hours An in-depth analysis of significant literacy studies is provided. Analysis is directed toward reviewing, exploring, and evaluating the research techniques and findings. Prerequisite: 12 Hours of Literacy Coursework 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-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 This course 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-599—Supervision of School Literacy Programs Three Credit Hours A course designed primarily for principals, supervisors, and reading consultants. Included is the study of the nature and functions of supervision for literacy programs; supervisory techniques; the role of the principal, supervisor, and reading consultant in the improvement of instruction; administration of a literacy program; and other cognate problems and issues. Prerequisite: 12 Hours of Literacy Coursework EDUC-600—Professional Negotiations Three Credit Hours Emphasis is placed upon 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 Constitutional, statutory, case, and common law bases of school administration and the study of legal provisions and principles relating to education. Includes emphasis on research and analysis. EDUC-602—Staff Personnel Administration Three Credit Hours Study of personnel policies and practices as they relate to recruitment, selection, orientation, employment, promotion, evaluation, in-service development, morale, dismissal, retirement, and teacher-administrator relationships. EDUC-603—School Plant Seminar Three Credit Hours 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. 56 EDUC-606—The Superintendency and School Organization Three Credit Hours Emphasis on the principles of central school administration and the structural organization of public education and the responsibilities and authority of school boards, superintendent, principals and relationships among 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 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 An update 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-614—Seminar in Educational Administration Three Credit Hours Exploration of 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 A 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. Includes attention to school community relations. �EDUC-619—Assessment of School Programs Three Credit Hours A 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-624—Basic Counseling Skills Three Credit Hours Systematic development of skills essential to enter practicum. Prerequisite: EDUC-551 EDUC-629—Practicum in School Counseling Three Credit Hours Supervised 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 Supervised field studies and experiences in central office administration. Pass/Fail grading system. Prerequisite: Passing PRAXIS exam score on file at The Citadel. Permission of Advisor, School of Education. EDUC-650—Elementary School Counseling Internship 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-661—Internship in Elementary Administration (fall/spring) Three Credit Hours Supervised fields studies and experiences in elementary school administration. Course may be taken during fall or spring semester only. Pass/Fail grading system. Prerequisites: Passing PRAXIS exam score on file at The Citadel. Permission of Advisor. EDUC-662—Internship in Elementary Administration (summer, fall, spring) Three Credit Hours Supervised field studies and experiences in secondary administration. Course may be taken during fall or spring semester only. Pass/Fail grading system. Prerequisite: Passing PRAXIS exam score on file at The Citadel. Permission of Advisor. EDUC-663—Internship Middle and High Administration (fall/spring) Three Credit Hours Supervised field studies and experiences in secondary school administration. Course may be taken during fall or spring semester only. Pass/Fail grading system. Prerequisites: Passing PRAXIS exam score on file at The Citadel. Permission of Advisor. EDUC-664—Internship in Middle and High Administration (summer) Three Credit Hours Supervised field studies and experiences in secondary school administration. Internship requires full-time internship in assigned school. Prerequisites: EDUC-663. Passing PRAXIS exam score on file at The Citadel. 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 Prerequisite: EDUC-651 and permission from advisor. May be taken concurrently with EDUC-651. 57 �School of Humanities & Social Sciences MA: English History Psychology: Clinical Counseling Social Science EdS: School Psychology The Citadel 58 �Master of Arts in English Department of English, 843-953-5068 Dr. James M. Hutchisson, hutchissonj@citadel.edu Mission: The Citadel and the College of Charleston offer a joint Master of Arts degree in English. The thirty-six 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. Admissions Requirements: 1. 2. 3. 4. 5. 6. Complete and return application form along with appropriate non-refundable application fee to the The Citadel Graduate College (CGC), Bond Hall room 101. Submit to the CGC office official transcript(s) directly from each institution of higher learning attended, including documentation of graduation from an accredited four-year college or university. The transcript(s) should be sent directly from the institutions attended to the CGC office. Applicants are expected to have a cumulative undergraduate GPA of at least 2.5 on a 4.0 scale and a 3.0 in the major. Submit at least two letters of recommendation from former professors or immediate supervisors in recent employment. Each referee should be as specific as possible in addressing the applicant’s motivation and ability to complete a graduate degree. Submit a two-page statement about educational goals and interest in a graduate program in English. Submit 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. Submit an official copy of scores from the general test of the Graduate Record Examination (GRE) or the Miller Analogies Test (MAT). (Applicants who do not have an undergraduate degree in English are also required to take the GRE advanced test in literature.) The test scores must date from the past five years. Applicants are expected to have a composite GRE verbal, quantitative, and analytical score of at least 1400. For those who take 7. the MAT in October 2004 and thereafter, the admission requirement is a score of at least 403 (comparable to a score of 45 prior to October 2004). 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, upon making a written request to the Joint Program Committee, to pursue course work as a provisional student. Upon completing nine semester hours with a minimum GPA of 3.25 the student will be eligible for degree-seeking status. 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 1700, 6 hours • British Literature after 1700, 6 hours • American Literature, 6 hours • Seminar (English 700), 3 hours • Electives, 9 hours • Thesis and Oral Defense of Thesis 6 hours • Demonstration of competency in one foreign language • Comprehensive Examination Non-thesis Option: Same as above, except that the thesis is deleted and the number of elective hours is eighteen. Notes: • At least nine hours must be taken at each campus. • English 700 satisfies 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 (3), 699 (3), and 701 (6) in any combination may count toward the required 36 hours. • Students may demonstrate their competency in a foreign language by translating a passage provided by The Citadel and the College of Charleston. The foreign language requirement must be met before a student can take the comprehensive examination. • The comprehensive examination is prepared and administered by the Joint Program Committee and is taken by all candidates after the completion of at least 27 hours of coursework. Copies of all previous examinations are available on the websites of both English departments. 59 �Concentration in African American Literature: In 2004 an African American Literature Concentration was added to the Master of Arts degree program. The fifteen hour (15) concentration, with a thesis option, offers advanced course work in African American literature, independent study courses for further exploration into an African American literature topic, and cross disciplinary opportunities with courses in other departments that have a central concern with African American literature. Students opting to add a concentration in African American literature must meet the normal requirements for the M.A. In addition, they must complete one of these two courses of study: Standard Option: • 9 hours of African American literature (any combination of 535, 570, 571, and 573) • 3 hours of study of an African American topic in another discipline, as approved by the graduate director • 3 hours of study in an African American topic, such as an independent study or internship, as approved by the graduate director Thesis Option: • 6 hours of African American literature (any combination of 535, 570, 571, 572, and 573) • 3 hours of study of an African American topic in another discipline, as approved by the graduate director • 6 hours of thesis on an African American topic Notes: • A student may substitute 3 hours of independent study on an African-American topic (as approved by the graduate director) for any 3 hours of coursework. • Students taking this concentration may apply only one of their African American literature courses to the six hour American literature requirement of the M.A. List of Courses: 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. 60 ENGL-503—English Drama to 1642 Three Credit Hours A study of English drama from its origins in the Middle Ages, through the predecessors and contemporaries of Shakespeare, and on to the closing of the theatres in 1642. ENGL-504—Poetry and Prose of the English Renaissance Three Credit Hours Non-dramatic poetry and prose of the sixteenth and early seventeenth centuries, with emphasis on the major authors (Spenser, Sidney, Marlowe, Jonson, Donne, and Herbert) and on the major literary types. 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 such 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 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 Rosetti. 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-516—Continental Literature Three Credit Hours A study of European literature in translation since the Renaissance, including works by such authors as Cervantes, Moliere, Racine, Goethe, Stendhal, Balzac, Tolstoy, Dostoyevski, and important writers of the twentieth century. �ENGL-517, 518—Special Topics in Literature ENGL-529—American Fiction: 1945 to the Present 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. Three Credit Hours A study of the significant American novels and short fiction published since World War II. ENGL-530—Special Topics in The Humanities ENGL-520—A Survey of World Literature I Three Credit Hours Masterpieces of world literature in translation from the beginnings to around 1650 with special attention to the philosophical content and the development of literary forms. Three Credit Hours A study of special areas of the humanities or related areas which are outside the normal course offerings of the English Department. The subject for each course will be announced. ENGL-531—British Poetry: 1900 to Present ENGL-521—A Survey of World Literature II Three Credit Hours Masterpieces of world literature in translation from around 1650 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 eighteenth 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 20th- century British writers up to 1945, 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 of the early twentieth century. 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 twentieth-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 twentieth-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 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. 61 �ENGL-553—Modern English Grammar ENGL-563—Creative Writing—Fiction 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. Three Credit Hours Class discussion of student writing using twentieth-century fictional works as models. 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. Special attention is given to the varieties of American English, particularly African American Vernacular 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-557—Creative Writing—Poetry Three Credit Hours Class discussion of student writing using twentieth-century poems as models. 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 A study of films from a variety of nations and filmmakers. Attention is given to how techniques of filmmaking such as mise en scène, montage, and lighting communicate a filmmaker’s construction of meaning. In some cases, comparisons may also be made between films and their written sources to demonstrate differing approaches to conveying comparable meaning. 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. 62 ENGL-570—Topics in African American Literacy Genres Three Credit Hours A study of a particular genre of African American literature, suchas drama, novels, or poetry. Topics will vary according to instructors. ENGL-571—Topics in African American Literary Periods Three Credit Hours A study of a particular period of African American literature, such as the Harlem Renaissance. Topics will vary according to instructors. ENGL-572—Topics in Major African American Writers Three Credit Hours A study of a particular African American writer, such as Langston Hughes or Toni Morrison. Topics will vary according to instructors. 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-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: EDUC501 and EDUC-592. Note: This class is designed for students in the M.A.T. in English program; it cannot be used for degree credit in the M.A. program that The Citadel offers jointly with the College of Charleston. ENGL-650—Principles of Literary Research Three Credit Hours Study of textual bibliography, research methods and resources, and methods of presenting research. 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. ENGL-702—Internship Three Credit Hours A supervised field experience in which the student observes and participates in a professional occupation related to the English degree. The internship will consist of 300 hours of work and the completion of a formal report. Permission of the graduate director required. Graded on a pass/fail basis. 63 �Master of Arts in History Department of History, 843-953-5073 Dr. Katherine Grenier, grenierk@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, and 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. 64 Complete and return a graduate application form, along with appropriate non-refundable application fee, to the The Citadel Graduate College (CGC), Bond Hall Room 101. Submit one official copy of a transcript directly from each institution of higher learning attended, including documentation of graduation from an accredited four-year college or university. Submit three 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. Submit 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. Submit an official copy of test scores of the Graduate Record Examination or Miller Analogies Test. Tests must have been taken within last five years. Applicants are expected to have a cumulative undergraduate GPR of at least 2.5 on a 4.0 scale and a 3.0 in the major. They are also expected to have 15 hours of history course work beyond the initial survey along with a composite GRE verbal and quantitative score exceeding 1000 (or MAT score of 410). An applicant who fails to meet these 7. 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 G.P.A. 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. The Admissions Committee will consider complete applications for the program on the following dates: March 1st for the summer or fall semester October 1st for the spring term 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. 600- and 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. Required Program: The Master of Arts in History is conferred upon those candidates who successfully complete an approved program of study consisting of a minimum of thirty-three (33) semester hours of graduate credit with a cumulative GPR of 3.0. 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** The program offers two tracks, according to students’ career goals. 1. Thesis track students must take HIST-801, HIST-802 and successfully defend their thesis. (These courses count towards the 18 hours in the major concentration.) 2. Non-thesis track students must take two research seminars, preferably within their area of concentration, and a comprehensive exam in their major field. *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. 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. List of 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 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-503—The Jeffersonian and Nationalist Period Three Credit Hours A study of American history, 1800-1850, with an emphasis on the clash of Federalist and Jeffersonian principles; emerging political and cultural nationalism; the war of 1812; the influence of Jacksonian Democracy on political, social, and economic life; growing sectionalism and the Mexican War. 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 survey 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. 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 65 �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 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 slavetrade 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 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. 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-543—Twentieth-Century Europe HIST-582—China to 1800 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. 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-545—History of Modern Russia HIST-583—Modern China 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. 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-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-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 HIST-563—Modern Latin America *HIST-590—Special Topics in U.S. History 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. Three Credit Hours Examples include Turning Points in American History, the Progressive Era, the Social and Cultural Transformation of the 1920s, etc. 66 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-591—Special Topics in European History HIST-710—Research Seminar in U.S. History Three Credit Hours Examples include Georgian Britain, Edwardian Britain, the European Left and Labor, etc. 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-592—Special Topics in Latin American Asian/African History HIST-720—Research Seminar in Lowcountry Studies 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. 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-593—Special Topics in Peace, War, and Diplomacy HIST-740—Research Seminar in European History Three Credit Hours Examples include World War I, the Vietnam War, Diplomacy of the American Civil War, etc. Three Credit Hours A topical seminar focused upon a central historical problem with a major research paper required. HIST-610—Special Topics in U.S. History HIST-760—Research Seminar in Asian/ African/Latin American 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, the Caribbean Origins of the Lowcountry). This interdisciplinary course will allow a student to explore an area of specific interest. 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 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. *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., HIST-610, 630, 640, and 670) are restricted to fifteen (15) M.A. students and normally are conducted as seminars with discussions of assigned readings in the scholarly literature. Emphasis is placed upon the analysis and synthesis of diverse historical materials, and a longer research paper of 20 to 25 pages is required on a suitable topic in the historiography of the field. In general, these distinctions in size, methodology, and assignments apply to all 500 and 600-level courses. Courses for the MAT Degree 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, reilgious beliefts, 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 M.A. in History.) 67 �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. (This course does not count towards the requirements for the M.A. in History.) 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. Department of Psychology Graduate Programs The Department of Psychology offers two graduate psychology programs, one in Clinical Counseling (MA only) and the other in School Psychology (MA and Ed.S.). The two programs share 27 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 scientistpractitioner 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 Accreditation Council (MPAC), 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 54 credit hours. The program includes 30 credit hours of core courses, 12 hours of advanced courses, 3 hours of electives, and 9 hours of field work. Field work 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/academics/psyc/. 68 �Master of Arts in Psychology: Clinical Counseling Department of Psychology, 843-953-5320 Dr. William G. Johnson will.johnson@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. All applicants must request admission packets from CGC and submit for review: 1. 2. 3. 4. 5. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each 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) 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; The Graduate Record Examination (GRE) score of 1000 (minimum of 450 on verbal and quantitative section) or a score of 410 or higher on the Miller Analogies Test (MAT) (score of 50 if taken prior to October 2004); Current within five years of application; A completed admissions questionnaire; Two letters of reference. Complete and return a graduate application form, along with appropriate non-refundable application fee, to the The Citadel Graduate College (CGC), Bond Hall Room 101. 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. Application materials can be requested from The Citadel Graduate College, The Citadel, Charleston, South Carolina 29409: (843) 953-5089 or online at www.citadel.edu/graduatecollege. All application requirements must be met and materials submitted to The Citadel Graduate College by March 15 to be considered for fall admission in the Clinical Counseling Program. 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 54 credit hours, including 30 credit hours of core courses, 12 hours of advanced courses, 3 hour elective, 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 who successfully complete this program (and take Career Counseling as one of their elective courses) 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 masters degree program. The program is a member of the Council of Applied Master’s Programs in Psychology and is accredited by the Masters in Psychology Accreditation Council. Students must abide by the Ethical Principles of Psychologists and Code of Conduct of the American Psychological Association throughout their enrollment. The MA degree will be conferred on students who have successfully completed the requirements of the program with a minimum GPA of 3.0. For the elective thesis option, a written presentation as well as oral defense of the student’s research before a faculty committee is required. 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 12 hours of graduate credit taken as nondegree-seeking student will be applied toward program requirements. Required program for Clinical Counseling Students: Core Courses: Course PSYC-500 PSYC-501 PSYC-507 PSYC-508 PSYC-514 PSYC-523 PSYC-525 PSYC-549 PSYC-553 PSYC-561 Credit Human Growth and Development , 3 hours. Principles of Cognitive and Behavioral Change, 3 hours General Psychopathology: Assessment and Differential Diagnosis, 3 hours Counseling and Personality Theories, 3 hours Ethics and Mental Health Law, 3 hours Statistics and Research Design, 3 hours Basic Counseling Techniques, 3 hours Applied Measurement Techniques, 3 hours Introduction to Family Dynamics, 3 hours Social-multicultural Perspectives, 3 hours 69 �Students completing the Clinical Counseling curriculum must complete a comprehensive examination successfully to be permitted to take the following Advanced Courses: Advanced Courses: Course PSYC-552 PSYC-611 PSYC-643 PSYC-644 PSYC-629 PSYC-651 PSYC-652 Electives: PSYC-557 PSYC-602 PSYC-603 PSYC-555 PHED-511 EDUC-550 Credit Group Counseling Techniques, 3 hours Clinical and Professional Issues in Counseling, 3 hours Contemporary Psychological Assessment and . Psychotherapy, 3 hours Advanced Counseling Techniques, 3 hours Practicum: Clinical Counseling, 3 hours Internship I, 3 hours Internship II, 3 hours Counseling & Psychotherapy for Couples, 3 hours Social and Biological Basis of Child and Adolescent Behavior, 3 hours Affective and Cognitive Interventions: Child/Adolescent, 3 hours Special Topics: Alcohol and Substance Abuse Counseling, 3 hours Special Topics: Sports Psychology, 3 hours Career Counseling, 3 hours (Required for ...... Licensed Professional Counselor) 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 PSYC643 and PSYC 552. Field placement opportunities are available in many agencies within the tri-county area and are listed on the website. 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 three courses at The Citadel prior to admission to practicum: PSYC-508 Counseling and Personality Theories PSYC-552 Group Counseling Techniques PSYC-643 Contemporary Psychological Assessment and Psychotherapy PSYC-644 Advanced Counseling Techniques 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. List of Psychology Courses begins on Page 72. 70 Specialist in Education in School Psychology Department of Psychology, 843-953-5320 Dr. Kerry Lassiter, lassiterk@citadel.edu Mission: The mission of the Specialist in Education (Ed.S.) program in School Psychology is to prepare students to become scientist practitioners. This model sees the school psychologist as a databased problem solver at the individual, the group, and the systems level. 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 II level in South Carolina. The program is also accredited 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. All applicants must submit for review: 1. An official transcript of the baccalaureate degree and all other undergraduate and graduate work directly from an 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); 2. A current (within five years of application) Graduate Record Examination (GRE) score of at least 1000 (minimum of 450 on each section). The Miller Analogies Test (MAT) can be substituted for GRE scores with prior permission from the Coordinator of Admissions (953-5320). A score of at least 410 or higher on the MAT is required. 3. A completed admissions questionnaire (www.citadel.edu/ graduatecollege/forms; 4. Two letters of reference; 5. Complete and return a graduate application form, along with appropriate non-refundable application fee, to the The Citadel Graduate College (CGC), Bond Hall Room 101. Application materials can be requested from The Citadel Graduate College, The Citadel, Charleston, South Carolina 29409: (843) 9535089 or online at www.citadel.edu/graduatecollege. All application requirements must be completed and materials submitted to The Citadel Graduate College by March 15th. �Program Requirements: The Ed.S. degree in School Psychology consists of 75 semester hours with 4 interacting components: 1. Core knowledge courses focusing on psychological foundations with emphasis on the role, functions, and scope of the profession of school psychology (30 hours). a. PSYC 500: Human Growth and Development b. PSYC 501: Principles of Behavior and Cognitive Change c. PSYC 507: General Psychopathology:Assessment & Differential Diagnosis d. PSYC 508: Counseling and Personality Theories e. PSYC 512: Ethics, Roles, & Law f. PSYC 523: Statistics & Research Design g. PSYC 525: Basic Counseling Techniques h. PSYC 549: Applied Measurement Techniques i. PSYC 553: Introduction to Family Dynamics j. PSYC 561: Social-multicultural Perspectives 2. Advanced knowledge and skills courses which emphasize the knowledge and skills more specific to educational settings (30 hours). a. PSYC 502: Psychological & Educational Exceptionalities:Child/Adolescent b. PSYC 503: Objective Assessment c. PSYC 504: Special Techniques in Assessment d. PSYC 505: Personality, Social, & Emotional Assessment e. PSYC 602: Social & Biological Basis of Child &Adolescent Behavior f. PSYC 605: Systems Theory & Consultation: Prevention and Intervention* g. PSYC 606: Educational Interventions* h. PSYC 607: Behavioral and Emotional Interventions* i. PSYC 612: Reading Assessment and Interventions j. PSYC 620: 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. 3. 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 can not begin this block of courses until they have officially been admitted into the School Psychology Program and completed all prerequisites. a. PSYC 615: Practicum in School Psychology I b. PSYC 616: Practicum in School Psychology II c. PSYC 617: Consultation & Intervention Practicum I d. PSYC 618: Consultation & Intervention Practicum II e. PSYC 621: Internship in School Psychology I f. PSYC 622: Internship in School Psychology II *NOTE: PSYC 615/617 & 616/618 are co-requisites 4. Experience as a scientist practitioner in gathering and analyzing data (3 hours). a. 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 Handbook of School Psychology) are awarded the Ed.S. degree. Students must complete all course requirements within a 5-year period from the date of initial enrollment. Internship requirements must be completed within 2 years of the completion of course work or 7 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 be the thesis. Field-Based Placement Requirements: School Psychology students must complete all course work before placement in an internship setting (including thesis). Students will be required to spend a minimum of 1200 clock hours in a supervised internship and complete these hours within 2 years. To meet South Carolina requirements, students who plan to complete an internship must apply through the South Carolina Department of Education (SCDOE) for an internship certificate. Further, 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 SCDOE by the deadline for the intended semester of Internship (January 15 fo Fall Semester internship and May 1 for Spring internship). Other field-based experiences may require a criminal background check prior to field placement. Program Sequence: PSYC 503, 504, 505, and 615/616 must be taken in prescribed sequence, with each course building on the preceding one incrementally. The intervention courses (PSYC 605, 606, 607 and 617/618) must be completed prior to (or 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 enrolled in order to avoid an extension of their course work by one year. 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, 71 �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 by the Program 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 615/616, PSYC 617/618, PSYC 605, PSYC 606, PSYC 621, and PSYC 622. Students enrolled in these classes are advised to consult their syllabus and instructor for more specific details List of all Psychology Graduate Courses: 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. 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-IV) will be emphasized. 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 these instruments with emphasis on utilizing this information within the data-based problem-solving model, particularly the problem definition, problem analysis and intervention planning stages. Prerequisite: Officially admitted into School Psychology Program 72 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 PSYC503, where students gain practical experience with intelligence, achievement, visual-motor measures as well as 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-IV, IDEA, etc.). Emphasis will be on acquiring and interpreting information on behavior tendancies and styles with special attention to school age children and youth. Students will gain practical experience in the use and interpretation of objective, projective, and observational techniques. Practical experiences will be integrated with analysis of the literature relating to legal issues, validity of data, and clinical studies. Emphasis will be on utilization of such information in a model that emphasizes databased 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 DSM-IV. 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. 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: Human Growth and Development (PSYC-500). 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. factors associated with groups; and methods/procedures used in group counseling/psychotherapy. Prerequisite: The student must have completed all core courses PSYC-514— Ethics and Mental Health Law PSYC-553—Introduction to Family Dynamics 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). 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: Human Growth and Developement (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-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: completion of all or concurrent registration in: 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—Applied Measurement Techniques 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. PSYC-552—Group Counseling Techniques 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 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: Family Dynamics (PSYC-553). PSYC-561—Social-Multicultural Perspectives Three Credit Hours This course uses principles of social psychology to examine the influences of cultural, ethnic, minority, gender, and life-styles on psychological, educational and social development. Particular attention will be focused on variations in experiences and perceptions of individuals from divergent backgrounds as these impact on educational and psychological environments. Students will be provided practical experiences that will enable them to shift focus from their own perspectives. Prerequisite: Human Growth and Developement (PSYC-500). PSYC-599—Thesis Three Credit Hours A supervised applied research project related to a topic or issue in psychology. A prospectus, to be approved by the supervising faculty member, shall detail the nature of the study and the methodology to be used. The thesis shall be submitted according to designated format, and its acceptance (and the award of credit) shall depend upon an oral defense before departmental faculty. The student will also be expected to submit the research for presentation at a state, regional, or national psychology association meeting or equivalent. Prerequisite: Completion of Statistics and Research Design (PSYC523). 73 �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: Human Growth and Developement (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. Students will cover systems theories and models of consultation to include mental health consultation, behavioral consultation, organizational change, and collaborative decision-making as well as primary/secondary prevention methods with a focus on the learning and psychology of the school age child/adolescent. Interventions that promote positive school cultures will be examined across classroom, school, family, and community systems. Prerequisite: Ethics, Roles and Law (PSYC-512). Corequisites: 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 psychologistsin-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. Corequisites: Practicum in School Psychology I (PSYC 615) and Practicum in Consultation and Intervention I (PSYC 617) 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 74 to target specific needs related to internalizing and externalizing behaviors. Crisis intervention and threat assessment will also be addressed. Corequisites: Practicum in School Psychology II (PSYC 616) and Practicum in Consultation and Intervention II (PSYC 618) PSYC-611—Clinical and Professional Issues in Counseling Three Credit Hours Counseling does not occur in a vacuum and clinical counselors working within the community must possess basic knowledge of a number of topics that affect the provision of care to clients. This course addresses a number of topics that relate to the practice of counseling. Topics to be addressed include: 1) licensure and professional development; 2) advanced personality theory with a focus on assessment and treatment of personality disorders; 3) psychopharmacology for the non-physician; and 4) use of empirically validated treatments. Prerequisite: Students must have completed all core courses and passed comprehensive examination. PS YC-612 — R eading Assessment and Inter vention: 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 programs and methods of instruction used to prevent reading problems before they occur will also be reviewed. Corequisites: Practicum in Consultation and Intervention: I and II (PSYC 616/618) PSYC-615/616 —Practicum in School Psychology: I and II Two Credit Hours each These practica 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. Corequisites: 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 practica 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 data-based problem solving approach to intervene with children in need of school psychology intervention. Corequisites: 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 provided 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, as well as review methods and procedures involved in assessing institutional programs (i.e., program evaluation, implementation and efficacy). 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 multiculturally 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 supervised field experience for community 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 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 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. PSYC-644—Advanced Counseling Techniques 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-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 prior course work, including Practicum (may take elective with Internship) 75 �Master of Arts in Social Science Department of Political Science & Criminal Justice, 843-953-5072 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, 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. 2. 3. 4. Complete and return a graduate application form, along with appropriate non-refundable application fee, to the The Citadel Graduate College (CGC), Bond Hall Room 101. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each accredited college or university attended. All students must successfully complete either the Graduate Record Examination (GRE) or the Miller Analogies Test (MAT). It must be current within five years of application. The minimum for the GRE is a verbal and quantitative combination of 900. The minimum for the MAT is a score of 396 (a raw score of 40 if taken prior to October 2004). Individuals who fail to meet the minimum score requirement may be admitted to regular student status with a recommendation of the CGC Dean upon the completion of eight hours of work with a minimum grade point average of 3.25. Completed program of study with advisor. Required Program: The Master of Arts in Social Science is a 36 credit hour program consisting of the following requirements: 1. 76 Required Core (6 hours) PSCI 500/ CRMJ 500 Seminar in Social Science PSCI 501/ CRMJ 501 Research Methods in Social Science *NOTE: these 6 hours must be included in the first 12 hours taken in the program. 2. 3. Cluster A: Foundation Courses (15 hours) Students should select five courses from any political science, criminal justice, sociology, or anthropology courses the Department offers. Cluster B: Electives (15 hours) Students should select five courses from those listed in this cluster, three of which must be Psychology graduate courses (9 hours). Other courses may be used as electives with the permission of the Departmental Graduate Director. * Courses taught by the Department of Political Science and Criminal Justice and designated as leadership subject application courses for the Leadership Certificate may not count simultaneously as Cluster A and B courses for the MASS degree program. Those in the MASS program who are dual enrolled in the Leadership Certificate may opt to have the course count within the Cluster B as their leadership subject application requirement but not simultaneously as a Cluster A requirement. Courses taught by the Department of Political Science and Criminal Justice and designated as leadership subject application will count as a Cluster A requirement for those in the MASS degree program and not dual enrolled in the Leadership Certificate. List of Courses: (Cluster B): PSYC 500 PSYC 501 PSYC 561 Human Growth and Development Principles of Cognitive & Behavioral Change *With Instructor Permission Only General Psychopathology *With Instructor Permission Only Counseling and Personality Theories Introduction to Family Dynamics Special Topics in Psychology *With Instructor Permission Only Social-Multicultural Perspectives BADM 704 BADM 713 Foundations of Economics Communication for Leadership EDUC 500 EDUC 561 EDUC 600 Foundations of American Education Counseling Diverse Populations Professional Negotiations ENGL 530 ENGL 558 Special Topics in the Humanities Technical and Professional Writing GEOG 511 World Geography HIST 506 HIST 551 HIST 610 HIST 620 The U.S. in the Twentieth Century Women in the Western World Special Topics in U.S. History Special Topics in Lowcountry Studies HESS 502 HESS 503 HESS 504 Drug and Substance Abuse Human Sexuality Public Health PSYC 507 PSYC 508 PSYC 553 PSYC 555 Total: Thirty six (36) hours. �List of Courses: (Cluster A): 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-505—Instructional Approaches to Social Sciences Three Credit Hours This course is designed to provide an overview of the social sciences, to show how they differ from the humanities and the natural sciences, to review how the scientific approach and the scientific method may be applied to the study of social sciences, and to introduce students to a variety of pedagogical techniques; special emphasis will be given to the use of technology in the teaching of the social sciences and will include instruction on the use of the internet, on the gathering and analysis of social science data, and the utilization of simulations in the classroom. 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. 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-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 decisionmaking process, and the impact of court decisions. PSCI-570—The Civil Rights Movement Three Credit Hours An examination of the Civil Rights Movement from World War II to the present with extended attention given to the critical period from 1954 to 1965; the course will consider the impact of this “civil rights decade” on American politics and political behavior during the last third of the 20th century. Key events, organizations, and personalities will be examined, and continuing issues (such as affirmative action, majority-minority legislative districting, and racial typing) will be discussed. Secondary analyses will be supplemented by the use of videotapes, first-hand accounts, and primary documents to enhance students’ understanding of the movement and its effects. 77 �PSCI-592—Political Theory CRMJ-564— Juvenile Justice 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. 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. 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-510— Topics in Criminal Justice CRMJ-565 Corrections 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. 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. PSCI-662—Constitutional Law: Civil Rights and Liberties CRMJ-560— Criminal Justice Agency Administration Three Credit Hours Seminar on the nature of criminal justice organizations, criminal justice personnel, and group behavior in criminal justice organizations. Organizational and management theories are analyzed and applied to contemporary structure. Innovative strategies are discussed, as is policy development consistent with jurisdictional variables. 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. 78 CRMJ-566— Ethics in Criminal Justice Three Credit Hours A study of the role of justice, ethics, and ethical behavior in the criminal justice process and practice. The course examines ethical issues regarding the applications of law enforcement, law, courts, and corrections in the justice mechanism. Consideration is given to the function of ethical conduct in the rule of law, use of authority, and exercises of governmental power in criminal justice. Ethical dilemmas and practical applications are explored. 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. 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. �School of Science & Mathematics MA: Biology MS: Computer Science MAE: Mathematics MS: Health, Exercise & Sport Science The Citadel 79 �Master of Arts in Biology Department of Biology, 843-953-5203 Dr. Paul M. Rosenblum, paul.rosenblum@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. 4. Complete and return application form along with appropriate non-refundable application fee to the The Citadel Graduate College (CGC), Bond Hall room 101. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each accredited college or university attended. All students must successfully complete either the Graduate Record Examination (GRE) or the Miller Analogies Test (MAT). It must be current within five years of application. The minimum for the GRE is a verbal and quantitative combination of 900. The minimum for the MAT is a raw score of 396 (or a score of 40 if taken prior to October 2004). Individuals who fail to meet the minimum score requirement may be admitted to regular student status with a recommendation of the CGC Dean upon the completion of eight hours of work with a minimum grade point average of 3.25. Completed program of study with advisor. Program Requirements: 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. A copy of the program of study will be sent to the CGC to allow admission. 80 When the student files for graduation, the final program of study will be signed by the student and advisor and sent to CGC. List of Courses: 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 non-parametric 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. BIOL-531—Reproductive and Developmental Strategies Four Credit Hours A study of reproductive and developmental strategies used across the phyla, this course will consider how the choices of the reproducing adults affect the development and survival of the offspring. The laboratory will include use of model systems to investigate the theories discussed in lecture. Lecture: three hours a week; laboratory: three hours a week BIOL-601—Evolution of Animals 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 Plant Kingdoms Four 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: three hours a week; laboratory: three 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. 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 experience. 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-607—Microbiology Four Credit Hours General coverage of the anatomy, morphology, ecology, and chemistry of microorganisms. The emphasis of the course will be on bacteria, however, some time will be spent on the study of fungi, viruses, richettsiae, and protozoans. Lecture: three hours a week; laboratory: three hours a week. 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: three hours a week. 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. 81 �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. 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-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. 82 �Master of Science in Computer Science Department of Mathematics and Computer Science Dr. John I. Moore, Jr., Department Head, 843-953-5048, john.moore@citadel.edu Dr. Margaret Francel, Program Director, 843-953-6987, margaret.francel@citadel.edu 1. 2. Mission: The M.S. in Computer Science 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 science program is a joint program with the College of Charleston. Admission Requirements: 1. 2. 3. 4. 5. 6. A completed graduate application form, along with appropriate non-refundable application fee, to the The Citadel Graduate College (CGC), Bond Hall room 101. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each accredited college and university. Students admitted to the program are normally expected to have an undergraduate grade point average of at least 3.0. 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 6 credit hours of courses in a nondegree-seeking status and then apply for admission after successful completion of these courses. Approval from the Program Director or Department Head before registering for any graduate Computer Science (CSCI) courses. Completion of the Graduate Record Examination (GRE) with a minimum combined score of 1000 on the verbal and quantitative sections of the general test and a minimum score of 4.0 on the writing assessment. The GRE must be current within five years of the application for admission to the program. Evidence of a command of spoken and written English such as a TOEFL score of 550 paper-based, 79-80 internet based or 213 computer-based (if English is not the native language of citizenship). Competency, demonstrated through coursework, approved work experience, or a program administrated competency exam, in the areas of basic Computer Architecture, Object-oriented Programming, Discrete Mathematics, and Data Structures. Degree Requirements: The Master of Science in Computer Science 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: 3. Complete the following four core courses for a total of 12 hours. CSCI 601 Data Modeling CSCI 602 Foundations of Software Engineering CSCI 603 Object-Oriented Design Patterns CSCI 604 Distributed Computer Systems Architecture Declare an area of specialization from among software engineering, information systems, or computer science, and complete four courses in that area (12 hours). a) 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 one of the courses must be chosen from 654 and 658. b) 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 courses must be 632 and 638. c) 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. Complete one of the following three options (9 hours). a) CSCI 699 Research Thesis (6 hours) plus one elective. b) CSCI 698 Project thesis (3 hours) plus two electives. c) Three electives (9 hours). The Citadel’s School of Engineering offers a graduate certificate program in Technical Project Management consisting of four courses. ENGR 650 (Overview of Technical Project Management) may be substituted for CSCI 634 in satisfying degree requirements for the M.S. in Computer Science, and the remaining three courses, ENGR 651, ENGR 652, and ENGR 653, may be taken as electives satisfying requirement 3c above. List of Courses: CSCI-601—Data Modeling Three Credit Hours Data Modeling includes conceptual, logical, and physical modeling. The focus is on conceptual data modeling. Students learn about data element analysis, standardization, naming, and normalization. They learn how to create a single model that supports multiple user views. In addition, instruction is given on how to select and use modeling tools (UML). CSCI-602—Foundations of Software Engineering Three Credit Hours A breadth-first coverage of software engineering processes and methodologies including life cycle modeling, process management and improvement. Metrics and phased development are emphasized. 83 �CSCI-603—Object-Oriented Design Patterns CSCI-631—Privacy and Security Issues Three Credit Hours A programming course emphasizing design patterns to increase software design quality, reliability and reuse. The course covers current pattern catalog and object-oriented design processes for design refactoring. Tool usage is expected to be heavy. 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 networks and emphasizes the application of cryptography to address those problems. CSCI 604—Distributed Computer Systems Architecture CSCI-632—Data Communications and Networking Three Credit Hours Processor micro-architectures, hardwired vs. micro-programmed control, pipelining and pipeline hazards, memory hierarchies, bus-based system architecture and memory mapping, hardwaresoftware interface, and operating system concepts. 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, internetworking protocol suites (with emphasis on TCP/IP), the client/server paradigm, the BSD Socket interface, network security, and important network applications. CSCI-612—Advanced Computer Organization Three Credit Hours The course covers general purpose systems consisting of loosely coupled components built from PCs. Topics include interconnection networks, protocols, high performance I/O, load balancing, availability, programming models and environments, parallel algorithms and applications. The course is lab intensive and will include the implementation of parallel algorithms on a Beowulf Cluster. Prerequisites: CSCI 604 and an undergraduate course in Operating Systems. CSCI-614—Advanced Operating Systems Three Credit Hours A study is made of 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. Linux kernel internals will also be considered. Prerequisites: CSCI 604 and an undergraduate course in Operating Systems. CSCI-616—Automata 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-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. Project integration, scope, time, cost, quality control, and risk management. Managing the changes in organizations resulting from introducing or revising information systems. Identifying project champions, working with user teams, training and documentation. The change management role of the IS specialist. CSCI-636—Information Technology Policy and Strategy Three Credit Hours The top management, strategic perspective for gaining competitive advantage through information systems. The development and implementation of policies and plans to achieve organizational goals. Effective information systems use. Defining the systems that support the operational, administrative and strategic needs of the organization, including the growth and support of computing throughout the organization. Approaches to managing the information systems function in organizations. Role of the CIO. CSCI-638—Database Design Three Credit Hours Topics include conceptual and logical data models, relational database design, SQL, query processing, administration, CASE tools. A database design project is part of the requirements and includes a hands-on design, development and implementation using available database software like Oracle. Prerequisite: CSCI 601. CSCI-654—Software Requirements Analysis and Specification Three Credit Hours An introduction to the software engineering requirements process. Topics to include: feasibility studies, risk; and requirements elicitation, modeling, analysis, specification, and validation. Prerequisite: CSCI 602. 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, 84 �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 that in combination business and IT concerns can be aligned. Experience with service-oriented development, process modeling and execution, and securing services will be obtained. CSCI-691—Independent Study Variable 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. Prerequisite: Approval by the MSCS program director. 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, CSCI 602, 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, CSCI 602, CSCI 603 and CSCI 604, and approval by the MSCS program director. CSCI-672—Human-Computer Interaction Three Credit Hours This course is an 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. CSCI-674—Introduction to Computer Graphics Three Credit Hours An introduction to the fundamental principles of computer graphics. Using the OpenGL application-programming interface, students will learn these principles by writing a series of programming projects. Prerequisites: Basic knowledge of linear algebra and experience writing programs in a high level language. 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. 85 �Master of Arts in Education in Mathematics Department of Mathematics and Computer Science Dr. John I. Moore, Jr., Department Head, 843-953-5048, john.moore@citadel.edu Dr. Stephen D. Comer, Program Director 843-953-5037, steve.comer@citadel.edu Graduate courses in Mathematics are also offered in support of other degree programs, primarily the Master of Arts in Teaching (MAT) with a concentration in the field of Mathematics. Mission: The purpose of the M.A.E. in Mathematics is to enhance the mathematical knowledge and teaching techniques of middle and secondary mathematics teachers. The program is intended for individuals who currently hold a teaching certificate, but a certificate is not required. Courses associated with this program do not require that the participant have an undergraduate major in mathematics. However, the mathematics background and maturity gained from at least twelve hours of mathematics at the college level, with at least one course in calculus, are required. Participants whose preparation may not be adequate should confer with the department head or the program director. Admission Requirements 1. A completed graduate application form along with appropriate non-refundable fee returned to The Citadel Graduate College (CGC), Bond Hall room 101. 2. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each accredited college or university. Applicants are expected to have a cumulative undergraduate GPA of 2.5 or higher. Applicants with less than a 2.5 GPA may appeal to the Department of Mathematics and Computer Science, and their application will be reviewed by the Program Director and the Department Head. The department recommendation will be forwarded to the Dean of Science and Mathematics for final action. 3. An official copy of the Graduate Record Exam (GRE) or the Miller Analogies Test (MAT). The minimum combined score for the GRE on the verbal and quantitative sections of the general test is 900. The minimum score for the MAT is a raw score of 400.* 4. Completion of a minimum of 12 hours of college mathematics that includes at least one course in calculus. *Students who score between 750-899 on the GRE or 380-395 on the MAT may apply for provisional status. Under provisional status, students may enroll for only one semester of 6 hours. If the student maintains a 3.50 GPA under provisional status, they may be considered for degree seeking status the following semester. Students who score 379 or below on the MAT or 749 or below on the GRE will not be admitted. Admission test must be current within five (5) years of application. 86 Degree Requirements: The minimum number of hours required is 33 semester hours, of which at least 21 must be mathematics courses and 9 must be education courses. The other three hours can be either mathematics or education. Required Math Courses: MATH 521 Modern Geometry (3) MATH 532 Modern Algebra (3) MATH 545 Applications of Discrete Mathematics (3) MATH 553 Calculus from an Advanced Standpoint (3) Electives Three or four courses* (9-12 semester hours) *MATH 501, 509, 517, and 541 are excluded as electives. CSCI 562 and CSCI 563 may be counted. Required Education Courses (one course from each of the following areas): a. Humanistic Orientation (one course) (3) EDUC 500 Foundations of American Education EDUC 522 Critical Education Issues in Multicultural Society b. Behavioral Science Foundation (one course) (3) EDUC 536 Educational Psychology c. Research (3) EDUC 512 Data Collection and Analysis A comprehensive written examination that covers the content of the four core courses (MATH 521, MATH 532, MATH 545, and MATH 553) is required of all candidates upon completion of these courses. List of Courses: MATH-501—Arithmetic and Algebraic Structures for Middle School Teachers Three Credit Hours This course is designed to relate the content of arithmetic and algebraic structures to middle school teachers. It will address the special needs of middle school teachers and identify resources and assistance. Course instruction will model the recommendations of NCTM and the content will be consistent with the South Carolina Curriculum standards. MATH-505, 506—Mathematics for Middle/Secondary School Teachers Three Credit Hours These courses are designed to introduce students to topics in finite mathematics with applications to “real” world problems. Either spreadsheets or some other technology will be used to model the problems and expedite the calculations. MATH-509—Geometry and Measurement for Middle School Teachers Three Credit Hours A course designed to introduce appropriate geometric concepts and measurements for middle school. Course instruction will model the recommendations of NCTM and the content will be consistent with South Carolina Curriculum standards. �MATH-510—Problem Solving Techniques MATH-521—Modern Geometry Three Credit Hours Strategies and techniques for problem solving will be introduced and used to solve mathematical problems. The emphasis will be on middle and secondary level problem solving. A major portion of the course consists of hands-on experience in problem solving, both individually and in groups. 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-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 under represented 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. MATH-517—Concepts of Pre-Calculus for Middle School Teachers Three Credit Hours This course will review the topics in pre-calculus with an emphasis on conceptual understanding and how middle school mathematics leads into pre-calculus. Technology will be used to assist in the motivation and development of algebraic and trigonometric ideas. Prerequisite: MATH 501 or equivalent. 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. MATH-519—Using Technology in Teaching Middle School Mathematics Three Credit Hours This course will demonstrate how calculators and other technological advances can be used to motivate and develop conceptual understanding of arithmetic, algebra, and geometric concepts. Various applications which make use of calculators will be investigated. The appropriateness of calculator use in teaching certain topics will be discussed. Note: Credit may not be received for both MATH 518 and 519. MATH-530—Geometric 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-541—Probability and Statistics for Middle School Teachers Three Credit Hours The course will demonstrate basic ideas of data collection and the use of elementary statistical ideas to analyze the data. Various graphical representations and models will be explored. Interpretations of the data and possible extrapolations will be investigated. 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. 87 �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. CSCI-562—Microcomputer Applications for Teachers Three Credit Hours This course is specifically designed to help teachers/administrators prepare to use microcomputers and Internet resources in their classroom/school. Topics include a general introduction to computers, word-processing, spreadsheets, databases, and telecommunications. Emphasis will be on actual classroom/school applications. This course is not intended for anyone who has already taken another computer course. Note: This course can not be used for the Master of Science in Computer Science. CSCI-563—Programming for Teachers Three Credit Hours This course is an introduction to problem solving and programming skills. It is aimed at developing strategies and programs that teachers can use with middle and high school students. Note: This course can not be used for the Master of Science in Computer Science. Prerequisite: CSCI 562 or other computing course. 88 �Department of Health, Exercise, & Sport Science Mission Statement: Goals of the degree programs M.S. in Health, Exercise, and Sport Science, M.A.T in Physical Education, and M.B.A with a concentration in Sport Management are to provide an exemplary educational environment and experiences leading to advanced skills, knowledge, and attitudes within the domains of human movement; healthful living; individual growth and development; application of physical, biological, and behavioral sciences to the teaching and learning processes; and management and administration of sport, exercise, and recreation programs. These three programs provide scholarly approaches to the study of professions for those interested in health science, exercise science, sport science, physical education, and human performance. These advanced degree programs prepare graduates for leadership positions including those within schools and other teaching and coaching venues; the recreation industry; college and university sports, intramurals, recreation, and sports club programs; resort programming; wellness and fitness industries; and sport and athletic administration. The Department of Health, Exercise, and Sport Management also provides a Graduate Certificate in Sport Management (see page 96 for details). Master of Science in Health, Exercise, & Sport Science Dr. John S. Carter, 843-953-7953/5060, john.carter@citadel.edu Dr. Dena P. Garner, 843-953-7960, dena.garner@citadel.edu Admission Requirements: 1. Contact the Director of Graduate Studies for the Department of Health, Exercise, and Sport Science. 2. Complete and return a graduate application form, along with appropriate non-refundable application fee, to the The Citadel Graduate College (CGC), Bond Hall Room 101. 3. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each accredited college or university. Students whose degrees are from colleges and universities outside the United States may be required to have their transcripts translated by one of several academic credential evaluation organizations recognized by The Citadel’s CGC office. 4. Successfully complete either the Miller Analogies Test (MAT) or the Graduate Record Examination (GRE) and have official scores sent directly to The Citadel’s CGC office. The test must be current within five years of application Minimum acceptable score for the MAT is 396. The minimal acceptable GRE score is a combined verbal and quantitative score of 900. Applicants who score between 380-395 on the MAT or between 750-899 on the GRE may apply for provisional status. A student with provisional status who completes 6 graduate semester hours in one semester and maintains a 3.5 grade point ratio may be classified as a regular degree-seeking student. Regular admission status is granted only upon completion of all admission requirements, documentation, respective program requirements, and evaluation by department. 5. Three letters of recommendation must be sent to The CGC Office. These may be from faculty members of the applicant’s undergraduate institution and/or from associates in business, government, education, or military service. 6. Submit a resume detailing previous work experiences. 7. Submit an official TOEFL score if your native language is not English. The minimum acceptable score is 550 paper based, 213 computer-based, or 79 internet-based. 8. A Program of Study must be completed by the applicant and his/her program advisor. 89 �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 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. After the written exam is evaluated, each student will undergo an oral investigation consisting of questions selected by members of the departmental graduate 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. Core 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 and Methods of Analyzing Research in Health, Exercise, & Sport Science I HESS 541 Current & Future Trends in Health, Exercise, & Sport Science * HESS 507 Special Problems in Health, Exercise, & Sport Science * (OR) HESS 542 (OR) HESS 598 HESS 599 Practicum in Health, Exercise, & Sport Science * Thesis I in Health, Exercise, & Sport Science (3) * Thesis II in Health, Exercise, & Sport Science (3) * * HESS 540 is a prerequisite or co-requisite for this course TOTAL HOURS of CORE REQUIREMENTS: 21 or 24 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 503 Human Sexuality HESS 504 Public Health HESS 508 Epidemiology 90 HESS 509 HESS 511 HESS 512 HESS 523 HESS 534 HESS 543 HESS 544 HESS 545 HESS 546 HESS 547 HESS 548 HESS 549 HESS 560 HESS 554 Preventive and Rehabilitative Aspects of Physical Activity Special Topics in Health, Exercise, & Sport Science Special Topics in Health, Exercise, & Sport Science Administration and Leadership of Exercise and Sport Organizations Accommodating Persons with Disabilities in Sport & Physical Activity Consumer Health Exercise Testing & Assessment Nutrition for Exercise, Sport, and Physical Activity Environmental Physiology Techniques of Conditioning for Sport and Physical Fitness Psychology of Sport & Motivation Sociological and Cultural Aspects of Sport Research Techniques and Methods of Analyzing Research in Health, Exercise, & Sport Science II * ** Analysis of Sport Skills and 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 • • Opportunities exist for the development of specialized programs of study that emphasize 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 M. S. curriculum. Total program hours: 39 OR 42 (21/24 core hours + 18 elective) Course Listings & Descriptions: 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 and 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 HESS-511—Special Topics in Health, Exercise, & Sport Science Three Credit Hours A study of all facets of human sexuality. Three Credit Hours A course designed to analyze public health trends, services, funding, and organization of local, state, and federal agencies. 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 the topic. HESS-505—Motor Development and Motor Learning HESS-512—Special Topics in Health, Exercise, & Sport Science Three Credit Hours Study of appropriate learning theories, hereditary and environmental factors that influence learning and performance of gross motor skills. 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 the topic. HESS-504—Public Health 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, and Sport Science Three Credit Hours An independent research study of a local problem or a specialized subject area that is not normally covered in existing courses. Prerequisite: HESS-540 Research Techniques and 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 and Measurements, Statistics, or equivalent. HESS-509—Preventive and 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. Prerequisites: Anatomy and/or Physiology HESS 523—Administration and 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-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-540—Research Techniques and 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 and 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. Prerequisites: HESS-540 Research Techniques and Methods of Analyzing Research in Health, Exercise, & Sport Science I HESS-542—Practicum in Health, Exercise, and 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) that will enhance and complement classroom learning, develop valuable skills, nurture networking, and may advance one toward future career goals. Prerequisites: HESS-540 Research Techniques and Methods of 91 �Analyzing Research in Health, Exercise, & Sport Science I 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, and 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. HESS-546—Environmental Physiology Three Credit Hours A course that examines the energetics of environmental stress on cardiovascular, respiratory, metabolic, and muscle physiology as pertain to physical performance. HESS-547—Techniques of Conditioning for Sport and Physical Fitness Three Credit Hours A study of the 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 and Motivation Three Credit Hours A course that addresses 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 affects on society, including race, gender, adherence, values, and violence. HESS-554—Analysis of Sports Skills and Techniques Three Credit Hours 92 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-560—Research Techniques and 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; Statistics, Tests and Measurements, or equivalent. HESS-598—Thesis I in Health Science, Exercise Science, and Sport Science Three Credit Hours Student will be directed to develop the 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, and 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. �Graduate Certificate Programs 2009-2010 93 �Graduate Certificate in Technical Project Management credit hours The optional course for TPM Graduate Certificate Program is: • ENGR 690: Independent Study Total Required Courses: 12 credit hours School of Engineering, 843-953-6588 Dr. Keith Plemmons, 843-953-7677 Keith.Plemmons@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 leaders. Admission Requirement: Successful applicants must meet the following criteria for admission into the TPM graduate certificate program. 1. Complete and return a graduate application form, along with appropriate non-refundable application fee, to the The Citadel Graduate College (CGC), Bond Hall Room 101. 2. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each accredited college or university attended. 3. Submit 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 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? All material must be received by the CGC office to receive consideration to the TPM graduate program. An undergraduate engineering degree is not required. Program Requirements: Students are required to complete 12 hours of graduate study within a four-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. Required Program: The required courses for the TPM Graduate Certificate Program are: • ENGR 650: Overview of Technical Project Management, 3 credit hours • ENGR 651: Technical Project Planning and Scheduling,3 credit hours • ENGR 652: Applications of Quality Management,3 credit hours • ENGR 653: Technical Project Support and Operations, 3 94 All students are required to complete a Capstone Project that spans the four TPM courses. Other degree programs may require students to complete subject specific Capstone Projects in order to transfer TPM courses for credit within those programs. A graduate student desiring to engage in a research or scholarly project of mutual interest to the student and the faculty member who directs the study, may propose to substitute ENGR 690 for ENGR 651, ENGR 652, or ENGR 653. Approval to register for ENGR 690 requires written permission from the Dean of Engineering; a 3.0 cumulative GPA; and approved Specific Course Assignment including applicable scope, expected deliverables, and contact information. Required Courses: ENGR 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 build projects. The five major process groups of Initiation, Planning, Executing, Monitoring and Controlling, and Closing are investigated in relationship with the nine knowledge areas of Integration, Scope, Time, Cost, Quality, Human Resources, Communication, Risk and Procurement. Professional responsibility and ethics will receive particular emphasis. ENGR 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, Primavera and MS Project computer applications, along with web-based management and technology tools. Prerequisite: ENGR 650 or instructor permission. ENGR 652: Applications of Quality Management Three Credit Hours This course investigates 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 function point analysis will be addressed. Prerequisite: ENGR 650 or instructor permission. �ENGR 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, negotiations, coaching and interpersonal skills, contract specifications and general conditions, bonds and insurance, and risk planning and mitigation. Prerequisite: ENGR 650 or instructor permission. Optional Course: ENGR 690: Independent Study Three Credit Hours This course is designed to give School of Engineering students real-world work experience to complement the classroom education they have previously received or to allow for working 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 experiences to a variety of managerial issues and/or to the investigation of some advanced topic. Topics shall not be directly related to the student’s past life experiences. Applicable efforts, activities, and topics will be coordinated through the School of Engineering. Transfer Credit: No transfer credit hours will be accepted. Grading: All students are expected to maintain high academic and professional standards. Any student who receives any form of “C” (i.e. C, C+) or F will be dismissed from the TPM program for academic insufficiency. Dismissed students must resubmit application documents and appeal to the dean of the school to be considered for continuance in the program. 95 �Graduate Certificate in Sport Management - Sport Sales & Marketing Department of Health, Exercise, and Sport Science 843-953-5060 Dr. Harry Davakos, 843-953-7957 Harry.Davakos@citadel.edu The Sport Management Certificate Program This certificate program in Sport Management offers 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 program at The Citadel, may accept these certificate program courses as credits towards completion of a Master’s degree with an emphasis in Sport Management. Admission Requirements Requirements and application procedures for admission into the Sport Management Certificate Program: 1. Contact the Director of the Sport Management Program in the Department of Health, Exercise, and Sport Science, Deas Hall, Room 205, Tel: (843) 953-5060, email: harry.davakos@ citadel.edu. 2. Complete and return a graduate application form, along with a non-refundable application fee to The Citadel Graduate College (CGC), Bond Hall, Room 101. 3. Submit an official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from accredited colleges and universities. Students whose degrees are from colleges and universities outside the United States may be required to have their transcripts translated by one of several academic credential evaluation organizations recognized by The Citadel Graduate College. 4. Submit a resume to the Director of the Sport Management Program (Department of Health, Exercise, and Sport Science) detailing previous work experience. 5. A letter of intent to the Director of the Sport Management Program (Department of Health, Exercise, and Sport Science) that addresses the following questions: a. How have your past experiences prepared you for the Sport Management Certificate Program’s graduate work? 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 Sport Management Certificate Program? All material must be received by the CGC and Health, Exercise, and Sport Science Department to receive consideration for entrance into the Sport Management Certificate Program. 96 Course Descriptions HESS-518—Sport Marketing and Finance Three Credit Hours A course examining theories, principles, fundamentals, applications, and challenges of marketing and financing in exercise, sport, and recreation industries. 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 and Leadership of Exercise and Sport Organizations Three Credit Hours A course examining organizational theory and behavior as well as leadership qualities related to exercise and sport organizations. Effectiveness, structure, and design of exercise and sport organizations are also addressed as well as cultures, leadership styles, conflicts, changes, and human resources involved in these entities. HESS-529—Special Problems in Sport Management: 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-539—Sport Public Relations and Promotions Three Credit Hours A course focusing on marketing and public relations principles and practices in the sport management industry. �Graduate Certificate in Leadership Dr. Harry Carter, 843-953-7598 Harry.Carter@citadel.edu The graduate certificate in Leadership consists of five (5) three (3) hour couses at the graduate level which can be used in each of the following programs or can be completed as a stand alone certificate in leadership for those interested individuals who are not enrolled in one of these three programs; • Master of Arts in Social Science • Master of Science in Project Management • Master of Business Administration Admission Requirements 1. 2. 3. 4. Complete and return a graduate application form, along with the appropriate non-refundable application fee, to the The Citadel Graduate College (CGC), Bond Hall Room 101. Submit an official transcript for the baccalaureate degree and all other undergraduate or graduate work directly from each college or university attended. Submit a 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 leadership? 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? Submit the names and contact information for three (3) references familiar with your work. perspective. Prerequisite: (PSYC 500) Human Growth and Development BADM-713—Communication 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. Prerequisites: None. BADM-722—Leadership in Organizations 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 included 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 speakesr, individual selfassessment, role play, team building exercises, and a leadership portfolio. Prerequisites: None. Application of Leadership Three Credit Hours Choose one (1) of the following courses: • Master of Arts in Social Science HIST/ENGL/PSCI AAA *Courses are currently being developed • Master of Science in Project ENGR 672 Management • Master in Business Administration BADM 740 All material must be received by the CGC office to receive consideration for admission to this graduate certificate program. Students who are currently admitted to a graduate degree program at The Citadel are automatically eligible to pursue the Graduate Certificate in Leadership. Course Descriptions 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 development processes. 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 contributions to each theoretical perspectives and examine techniques unique to each 97 �Graduate Certificate in Student Affairs School of Education 843-953-5097 Dr. George Williams, 843-953-2205 George.williams@citadel.edu The Citadel Graduate College (CGC) and the Division of Counselor Education within The Citadel 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. The Student Affairs graduate certificate 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. The program also provides supportive educational background for those interested in pursuing a doctoral degree in Educational Leadership with a concentration in Higher Education Administration currently offered by Clemson University at the Lowcountry Graduate Center. Admission Requirements: 1. 2. 3. Submit a completed graduate application form along with a $30 non-refundable fee to The Citadel Graduate College. Submit official transcript(s) of all undergraduate and graduate credit directly from the source, including documentation of graduation from an accredited four-year college or university. Submit 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. Curriculum 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). 98 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-537—Student Development Services in Higher Education Three Credit Hours This course focuses on the historical and current approaches of the organization, management, and evaluation of student services. EDUC-500—Foundations of American Education (Student Affairs and College Counseling Concentration) Three Credit Hours This course is designed to assist students in understanding the historical trends and events that have influenced contemporary American higher education and the resulting evolution of the American college student. 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-634—Practicum in Higher Education Student Affairs 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 100 clock hours. Prerequisite: Permission from a faculty Advisor �Undergraduate Degree Programs 2009-2010 99 �Bachelor of Science in Business Administration School of Business, 843-953-5056 Duvall Herlocker, 843-953-6450 duvall.herlocker@citadel.edu Dr. Lester Pittman, lester.pittman@tridenttech.edu Mission: The mission of the School of Business Administration is to educate and develop leaders of principle to serve a global community. 2 + 2 Program: The Citadel’s Bachelor of Science in Business Administration is a “2 +2” program provided in cooperation with Trident Technical College. Students take freshman- and sophomore- level courses at Trident (or an equivalent college), and they come to The Citadel for their junior- and senior- level courses. Students who wish to earn a B.S. in Business Administration through The Citadel’s Graduate College can begin their coursework at TTC and earn an Associate in Arts degree along the way. The Steps: • Apply to TTC (www.tridenttech.edu). List AA as your major and Citadel-Business as your career path. • Submit SAT/ACT scores and official transcripts of all colleges you have attended directly from the source OR take TTC’s placement test. • Visit TTC’s Orientation Center to be assigned to the right TTC advisor • Meet with your advisor and fill out a 2+2 Enrollment Form • Complete specified courses at TTC with a minimum cumulative GPA of 2.0 • Apply to The Citadel • Sign transfer request form Admission Requirements: To be admitted into The Citadel’s portion of the program, students must: 1. Complete and return an undergraduate application to the The Citadel Graduate College (CGC), Bond Hall Room 101. 2. Complete the designated courses with Trident Technical College or equivalent with a grade of C or higher. (Students may begin taking Citadel courses at any time as long as prerequisites have been met and an official TTC transcript has been sent.) 3. Maintain a minimum 2.0 GPA. 100 The Citadel’s undergraduate program, our principal focus, blends four semesters of science, four semesters of English, four semesters of foreign language courses, other traditional liberal arts courses, and upper-level business courses. Persons interested in the Master of Business Administration program, which is offered only through evening classes, should consult the Graduate portion of this catalog for further information. Required Courses Course Hours Must be Taken at TTC or equivalent Composition and Literature - ENG 101 Composition and Literature - ENG 102 English Literature I - ENG 205 American, British or World Literature – ENG 203/206/208/209 3 3 3 Western Civilization - HIS 101 Western Civilization - HIS 102 or World History - HIS 104 World History - HIS 105 3 3 3 3 Modern Language (FRE, SPA, or GER 101) Modern Language (FRE, SPA, or GER 102) Modern Language (FRE, SPA, or GER 201) Modern Language (FRE, SPA, or GER 202) 4 4 3 3 Macroeconomics - ECO 210 [BADM 201] Microeconomics - ECO 211 [BADM 202] Social Science Core Course (PSY 201, SOC 101, ANT 101, or PSC 201) Public Speaking SPC 205 [Citadel Non-Business Elective] 3 3 Microcomputer Applications - CPT 101 [CSCI 110] College Algebra with Modeling - MAT 109 Probability & Statistics - MAT 120 [BADM 205] Elementary Calculus - MAT 130 [MATH 106] Accounting Principles - ACC 101 [BADM 211] Accounting Principles - ACC 102 [BADM 212] 3 3 3 3 3 3 Biology 101, Chemistry 106, Physics 201, or Astronomy 101 Biology 102, Chemistry 107, Physics 202, or Astronomy102 Biology 101, Chemistry 106, Physics 201, or Astronomy 101 Biology 102, Chemistry 107, Physics 202, or Astronomy102 [Note: 4 semesters of science required] Non-Business Elective Non-Business Elective 3 3 3 4 4 4 4 3 3 �Course Hours Must be Taken at The Citadel Communications in Business BADM 216 3 Business Law - BADM 305 3 Marketing Principles - BADM 309 3 Computer Applications in Business BADM 317 3 (Prereq CPT 101) Business Finance BADM 321 3 (Prereq ACC 101&102) Management & Organization Behavior BADM 338 3 Leadership in Organizations BADM 371 3 (Prereq BADM 338) Production Management BADM 410 3 (Prereq ECO 211, MAT 120, ACC 102, BADM 338) Strategic Management BADM 422 3 (Prereq ECO 210 & 211, ACC 101 & 102, MKT 101) Business Elective BADM 3 Business Elective BADM 3 Business Elective BADM 3 Business Elective BADM 3 List of Courses: 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: Junior Standing 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. 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-317—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 and database development and design. Includes a major business project utilizing presentation software and the Internet. Prerequisite: Microcomputer Applications (CSCI-110). BADM-318—Commercial Law Three Credit Hours Required of business administration majors with a concentration in accounting. A detailed examination of commercial law topics including sales, commercial paper, secured transactions, bulk transfers, and bankruptcy. Prerequisite: Legal and Ethical Environment of Business (BADM305). 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: Accounting for Decision-Making (BADM-212). 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. 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 101 �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: Junior standing: Psychology of Leadership (PSYC 371) or Management and Organizational Behavior (BADM 338). BADM-404—Investments handling, and inventory control are discussed. Prerequisites: Principles of Microeconomics (BADM-202), Business Statistics (BADM-205), Accounting for Decision-Making (BADM212), and Management and Organizational Behavior (BADM-338). BADM-412—International Economics Three Credit Hours An analysis of the theoretical principles underlying international specialization and exchange, the making of international payments, the relation of international payments to national income, and the application of these principles to recent historical developments and current national policies. An introduction is provided to the network, composition, and sources of world trade. Prerequisite: Principles of Microeconomics (BADM-202). 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-413—International Marketing BADM-405—Marketing Management BADM-414—Consumer Behavior 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). 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-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). 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-417—Systems Analysis and Design for Business Three Credit Hours This course addresses the theory and practice of effective database systems design for businesses. Topics include client/server models and object-oriented databases, as well as the data warehouse’s role in supporting business decision-making. Prerequisite: Microcomputer Applications (CSCI-110) and Computer Applications in Business (BADM-317) or permission of instructor. BADM-420—Management of Change 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. 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: Senior standing in business administration BADM-410—Production & Operations Management BADM-422—Strategic Management BADM-409—Human Resource Management Three Credit Hours Required of all business administration seniors. Analysis of the production function as the planning, organizing, directing, and controlling of the required activities and resources necessary to produce products and services. Managerial problems in the areas of plant design and location, production standards, operations planning and control, product development, materials 102 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 decisionmaking 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), Accounting for Decision-Making �(BADM-212), Marketing Principles (BADM-309), Business Finance (BADM-321), Management and Organizational Behavior (BADM338). 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 startup 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: Senior standing in business administration. BADM-430–435—Seminar in Business Administration Three Credit Hours Prerequisite: approval of course instructor and department head. 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. BADM-450—Internship Three Credit Hours Prerequisite: Senior Standing Open to senior business administration majors. This course gives senior students real-world 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. BADM-490—Independent Study Three Credit Hours Prerequisite: Senior standing with at least a 3.0 academic average. 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. 103 �Bachelor of Science in Civil Engineering learning, effective communication, contributions on multidisciplinary teams, and broad based prospective of engineering and societal needs. Department of Civil and Environmental Engineering Dr. Kenneth Brannan, Department Head 843.953.5083, ken.brannan@citadel.edu 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. Department’s Mission Statement: The mission of the Department of Civil and Environmental Engineering (CEE) is to provide a nationally recognized studentcentered 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 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. Admission Requirements: 1. 2. 3. 4. Complete the designated courses with Trident Technical College or equivalent with a grade of C or higher. Maintain a minimum 2.0 GPA. Submit all official transcripts directly from the source to the The Citadel Graduate College (CGC) office. Complete and return an undergraduate application to the CGC, Bond Hall Room 101. 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. Sustainable Success: Graduating students who have sustainable career success and participate in leadership roles through demonstration of lifelong 104 Departmental Core Values: The Department of Civil and Environmental Engineering has adopted the following core values: • We believe that our students, our staff, and our faculty are our most important resources. • We believe that the education, development, and welfare of our students are the primary concerns of the faculty and staff. • We believe that the civil engineering profession is committed to improving the quality of life. • We recognize the value of a broad education. • We are committed to provide a learning environment that fosters honesty, integrity, and the highest professional and ethical standards. • We recognize the importance of preparing our students for leadership roles in the community and the profession. • We seek to foster open communication, trust, and the free exchange of ideas. • We believe in the value of human diversity. • We promise and require tolerance and mutual respect. • We strive for excellence through the pursuits of continuous improvement and believe that change provides opportunity for growth. Program Requirements: Two-Plus-Two Evening Mode The Citadel through the CGC offers an undergraduate Bachelor of Science degree in Civil Engineering. This program is offered in cooperation with Trident Technical College where the student completes the first two years of study. The junior and senior years of study are completed at The Citadel by attending evening classes. Program 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: • an ability to apply knowledge of mathematics, science and engineering • an ability to design and conduct experiments, as well as analyze and interpret data • an ability to design a system, component, or process to meet desired needs • an ability to function on multi-disciplinary teams • an ability to identify, formulate and solve engineering problems • an understanding of professional and ethical responsibility • an ability to communicate effectively • the broad education necessary to understand the impact of engineering solutions in a global and societal context • a recognition of the need for, and an ability to engage in, life- �• • • • • long learning a knowledge of contemporary issues an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice an understanding of the elements of project management, construction, and asset management an understanding of business and public policy and administration fundamentals an understanding of the role of the leader and leadership principles and attitudes Program of Study: The Civil and Environmental Engineering Department’s fouryear program begins with courses which 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 the Engineering Accreditation Commission of the Accreditation Board for Engineering and Technology (ABET). 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), and the Society of American Military Engineers. 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. LeTellier 203 is a general purpose lab maintained by ITS. LeTellier 206 and 308 are on the CEE departmental network and require a departmental user account. The Main Computer Lab – LeTellier 203 LeTellier 203 is the primary teaching and student-use computer facility in the Civil Engineering Department. The twenty-three 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 campus-wide network includes: an ALPHA cluster which handles student email and information systems and the library information systems; a Novell network for printer access; and the UNIX systems administered by the Department of Mathematics and Computer Science. The software in the labs is Windows based. All machines in the lab have graphics-capable www browers. The department’s standard general purpose software includes: Microsoft Office, Mathcad, and Autocad Lt. 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 the CEE Department’s Web server. 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. The Special Applications Lab – LeTellier 206 LeTellier 206 is the home of the Civil Engineering Department Special Applications Lab. Note: A CEE departmental computer account is required to log in on these workstations. The twelve 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. Each of these computers has a CDRW drive to accommodate large student files. This laboratory is equipped with a network A-B size laser printer and E-size plotter. There is also a 8-1/2x14 fixed-bed color scanner in this lab for student use. The Graphics Lab – LeTellier 308 LeTellier 308 is the home of the Civil Engineering Department Graphics Instruction Lab. Note: A CEE departmental computer account is required to log in on these workstations. 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 workstations. Each of these computers has a 250 MB ZIP drive and a CDR/W drive to accommodate large student files. This laboratory is equipped with a networked A/B size laser printer. Materials Testing Laboratory: Major items of equipment include a 400,000-pound universal hydraulic testing machine with a clearance of 8 feet for column testing and with a 36-inch-wide working platform; a 250,000 pound concrete cylinder testing machine; a 60,000-pound hydraulic universal testing machine; a 10,000-inch-pound torsion machine; and equipment for making tension, compression, shearing, and most other accepted and significant tests on metals, concrete, wood, and other structural materials. A transmission Polariscope and related equipment are available to investigate in a wide variety of two dimensional photoelastic models. 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 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 two soils laboratories are equipped with consolidmeters, triaxial and direct shear machines, unconfined compression machines, permeameters, Atterberg 105 �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, an autoclave, a constant temperature refrigerator, spectrophotometer, a drying oven, a water still, a type I 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, theodolites, level rods, tapes, and six total stations. Nine Geographic Positioning System (GPS) receivers have been acquired by the department for use in the geospatial representation courses. 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 humanity or social science electives, one technical elective, and one civil engineering design elective 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. The civil and environmental engineering design elective allows the students to specialize in a technical area of civil engineering by completing a design course at the senior level that integrates principles and practices of earlier courses into the design of the engineering system. Students who are on academic probation will not be permitted to enroll in upper level courses offered by the civil and environmental engineering department (i.e., junior and senior level classes). 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 offered by the Civil and Environmental Engineering Department. Students are required to be advised for each semester of enrollment at The Citadel. 106 List of Courses: CIVL-100—Introduction to Civil and Environmental Engineering Two Credit Hours Required of all Civil and Environmental Engineering freshmen. Meets The Citadel 101 first year seminar requirement. The engineering process from problem formulation to the evolution of creative design is demonstrated through the practical solution of engineering problems. Course topics provide an introduction to the engineering profession, branches and functions of civil engineering, professional ethics, and the role of engineers in society. Course assignments include individual student exercises, team-oriented engineering projects, in-class presentations, and peer evaluations. As a foundation for lifelong learning in the civil engineering profession, students will develop and enhance study skills, including time management, learning strategies, computer techniques/tools, and effective communication. The course will introduce students to campus facilities, resources, support services and lifestyle issues useful for making a successful transition to the unique environment of The Citadel. Laboratory: Four hours. 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, true lengths, and shapes; problems on points, lines, and planes; development of a reasonable skill in lettering. A substantial portion of the course is taught using CAD software. Laboratory: Four 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. Corequisites: Analytic Geometry and Calculus I (MATH-131) and Physics with Calculus I and Lab (PHYS-221/271) 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. Corequisites: Engineering Drawing (CIVL-101), Surveying Laboratory (CIVL-235). CIVL-208—Geospatial Representation Three Credit Hours Required of all Civil and Environmental Engineering sophomores. A course in geospatial representation that includes topographic mapping, advanced adjustments using least squares procedures, map projections, state plan coordinate systems, astronomic control �for mapping, Geographic Positioning 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). Corequisites: Introduction to Civil and Environmental Engineering (CIVL-100) and Geospatial Representation Laboratory (CIVL238). into construction specifications. Problems are solved by both manual and computer methods. Preparation of construction plans for a highway, including use of survey data, plotting, design of horizontal and vertical control; storm drainage design; earthwork determination and mass diagram calculations. Lecture: Three hours. Prerequisites: Transportation Engineering (CIVL-305); corequisite: Asphalt and Concrete Laboratory (CIVL-327). CIVL-209—Computer Application for Civil and Environmental Engineering CIVL-304—Mechanics of Materials Two Credit Hours Required for all Civil and Environmental Engineering sophomores. Instruction in computer applications to problems chosen from civil engineering fields and fields clearly related thereto. Development of computer-based methodsfor analyzing civil engineering systems. The focus of the course is on algorithm development and implementation. Lecture: One hour; Laboratory: Two hours. 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; riveted and 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-235—Surveying Laboratory CIVL-305—Transportation Engineering 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 and detailed survey. Computer applications and computer drafting are utilized. Laboratory: Two hours. Corequisite: Surveying (CIVL-205). CIVL-238—Geospatial Representation 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 Laboratory (CIVL-235) Corequisite: Geospatial Representation (CIVL-208). CIVL-301—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-302—Highway Engineering Three Credit Hours Required of all Civil and Environmental Engineering juniors. Alignment and earthwork drawings and computations; earthwork operations; routine tests of highway materials, bituminous and non-bituminous; pavement and basic thickness design; design and testing of asphalt paving mixtures; constructions of roadway elements; construction surveys; and an introduction Three Credit Hours Required of all Civil and Environmental Engineering juniors. Development and interrelationships of United States transportation systems; planning, financing, and design of land transportation, airport, and seaport facilities. Includes road and railroad geometric and drainage design; public transportation facilities; sedimentation and erosion controls; airport layout and design; and design of harbors and port facilities. Lecture: Three hours. Prerequisites: Introduction to Civil and Environmental Engineering (CIVL-100), Engineering Drawing (CIVL-101), Geospatial Representation (CIVL-208), Geospatial Representation Laboratory (CIVL-238). 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-209), 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). 107 �CIVL-310—Statics and Mechanics of Materials for Non-Civil Engineers CIVL-317—Professional Sustainability Issues 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 and Lab (PHYS-221/271). One Credit Hour Required of all Civil and Environmental Engineering juniors. A companion course to CIVL-314. Course focuses on ethics in the engineering context, leadership development of an engineering professional, project management and public policy, team building, and lifelong learning skills. Lecture: one hour Prerequisite: Junior standing in Civil and Environmental Engineering CIVL-312—Introduction to Environmental Engineering CIVL-327—Asphalt and Concrete Laboratory Three Credit Hours Required of all Civil and Environmental Engineering juniors. Introduction to water, air, solid and hazardous waste (including radioactive material), and noise pollution and its control. Included are social and ethical considerations, legal and regulatory principles, risk analysis, the effect of pollutants on the environment, and the engineering principles governing the generation and control of these pollutants. Lecture: Three hours. Prerequisite: General Chemistry I, General Chemistry I Laboratory (CHEM-151/161). 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); Corequisite: Highway Engineering (CIVL-302). CIVL-313—Hydrology and Water Resources Three Credit Hours Required of all Civil and Environmental Engineering juniors. Hydrologic principles and application; hydrologic cycle which includes precipitation, evaporation/transportation, and infiltration; groundwater flow theory and application; measurement of surface water flow; hydrography development; extreme flow analysis; flood routing; design of storm water conveyance systems; and water storage applications. Lecture: Three hours. Prerequisite or corequisite: Fluid Mechanics (CIVL-315). CIVL-314—Engineering Administration Two Credit Hours Required of all Civil and Environmental Engineering juniors. An elementary course in engineering administration with primary attention given to the basic principles of engineering economy as applied to the economic analysis of the costs of construction and operation of various engineering works. Computer applications in cost analysis. In addition, the course covers engineering ethics as applied by practicing engineers. Lecture: Two hours. CIVL-315—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. Hydraulics, a practical application of fluid mechanics involving the flow of water, investigates the properties of orifices, weirs, flumes, pipes, and open channels, including their engineering applications. Classroom assignments will include design problems and problem solving using computers. Lecture: Three hours. Prerequisites: Statics (CIVL-202), with a “C” or better; Either Analytic Geometry & Calculus (MATH-231) or Applied Engineering Mathematics (MATH-234). 108 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 209 for many assignments. Lecture: Three hours. Prerequisite: Computer Application for Civil and Environmental Engineering (CIVL-209). 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); Corequisite: 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), Analytic Geometry & Calculus (MATH 231), and Applied Engineering Mathematics (MATH 234). 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: Fluid Mechanics (CIVL-315), General Chemistry II/ General Chemistry Laboratory II (CHEM-152/162), Introduction to Environmental Engineering (CIVL-312), 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, Fluid Mechanics (CIVL-315), 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); corequisite Geotechnical Engineering Laboratory (CIVL-402) 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: Fluid Mechanics (CIVL-315). 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). Approved Electives: The following courses are offered on demand. They constitute part of a list of courses (including courses offered by other departments) which are approved by the head of the Department of Civil and Environmental Engineering as satisfying the requirement that each Civil and Environmental Engineering major complete a threecredit-hour technical elective. CIVL-411—Engineering Management Three Credit Hours Technique of engineering planning and management using the critical path method (CPM) and program evaluation and review techniques (PERT). Both computer and noncomputer approaches are used. Relationships between owners, A-E’s, and contractors are covered with emphasis on proper professional conduct by the engineer. Lecture: Three hours. Prerequisite: Completion of all freshman, sophomore, and junior courses or approval of the department head. 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. 109 �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 Water Resources (CIVL-313), Highway Engineering (CIVL-302); corequisite: Water and Wastwater (CIVL408). Civil and Environmental Engineering Design Electives Each Civil and Environmental Engineering major must complete one of the following design courses in the spring of the senior year. Each course provides students an opportunity to: • Function with multi-disciplinary teams • Identify, formulate, and solve realistic engineering problems where economic, environmental, sustainability, and manufacturability are considered • Understand professional and ethical responsibilities • Communicate effectively • Understand the political, global, and social impacts of engineering solutions • Understand the regulatory review process CIVL-422—Comprehensive Project Design in Environmental Engineering Three Credit Hours Application to civil engineering principles, through group studies and lecture, to develop a solution for a comprehensive engineering problem devoted to water resources/environmental engineering. Lecture: Two hours; Laboratory: Two hours. Prerequisites: Senior standing in Civil and Environmental Engineering, Water and Wastewater Systems (CIVL-408). CIVL-423—Comprehensive Project Design in Structural Engineering Three Credit Hours Application of civil engineering principles, through group studies and lecture, to develop a solution for a comprehensive Structural Engineering problem involving other aspects of civil engineering. Lecture: Two hours; Laboratory: Two hours. Prerequisite: Senior standing in Civil and Environmental Engineering, Reinforced Concrete Design (CIVL 404); Corequisite: Steel Design (CIVL 406). CIVL-424—Comprehensive Project Design in Geotechnical Engineering Three Credit Hours Application of civil engineering principles, through group studies and lecture, to develop a solution for a comprehensive Geotechnical engineering problem involving other aspects of civil engineering. Lecture: Two hours; Laboratory: Two hours. 110 Prerequisite: Senior standing in Civil and Environmental Engineering CIVL-425—Comprehensive Design Project in Engineering Practice Three Credit Hours Application of civil engineering principles, through group studies and lecture, to develop a solution for a comprehensive problem of general engineering practice involving many aspects of civil engineering. Lecture: Two hours; Laboratory: Two hours. Prerequisite: Senior standing in Civil and Environmental Engineering. Site developmental projects require Subdivision Planning and Design (CIVL 421) as a prerequiste. Highway transportation projects require Highway Engineering (CIVL 302) as a prerequisite. 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 �CIVIL & ENVIRONMENTAL ENGINEERING MAJOR HOURS REQUIRED FOR GRADUATION: 132 CIVIL ENGINEERING: TTC First Year Citadel Third Year ENG 101/102 MAT 140/141/240 CHM 110/111 PHY 221/PSY 201 EGR 270/275/282 CIVL 301/302 CIVL 304/327 CIVL 305/309 CIVL 307/313 CIVL 312/315 CIVL 314 ELEC 308 CIVL 330 TTC Second Year Citadel Fourth Year MAT 242 PHY 222 HIS 101/102 ENG 205/2XX EGR 260/285/295/286/296 CIVL 404/402 CIVL 408/410 CIVL 409/406 CIVL 418/419 Technical Elective**** Hum/Soc Sci Elective*** CIVL 42X *** To be selected from an approved list of courses in the humanities or social sciences ****Elective to be an approved Engineering or Science course All freshman and sophomore level engineering and science courses must be successfully completed prior to enrolling in senior level classes 111 �Bachelor of Science in Electrical Engineering Department of Electrical and Computer Engineering Dr. John Peeples: 843.953.5057 john.peeples@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-plus-two evening mode. The day mode is coeducational and open only to members of the South Carolina Corps of Cadets and enlisted active duty students assigned to one of The Citadel’s ROTC Departments. The two-plus-two evening mode is coeducational, 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 Mathematics and Computer Science, 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), 111 Market Place, Suite 1050, Baltimore, MD 21202-4102 – Telephone: (410) 347-7700. 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 highly conducive both to learning and to the development of close student-faculty relationships. 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. 112 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. Complete the designated courses with Trident Technical College or equivalent with a grade of C or higher. 2. Maintain a minimum 2.0 GPA. 3. Submit all official transcripts directly from the source to the CGC office. 4. Complete and return an undergraduate application to the The Citadel Graduate College (CGC), Bond Hall Room 101. 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 Trident Technical College where the student completes the first two years of study. 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 Objectives: The Citadel Department of Electrical and Computer Engineering program prepares graduates to: • Succeed in the practice of electrical engineering, by ethically and judiciously applying knowledge of science, mathematics and engineering methods to solve problems facing a technologically complex society. • Apply and operate current hardware and software tools, equipment and development environments to conduct and/or lead engineering analysis, design and research. • 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. • Pursue graduate education and/or professional registration as desired or required. • Be principled leaders with strong communications and team building skills. �Methods used to evaluate the program’s success in meeting these objectives include: 1. Periodic surveys of graduates and employers to gauge our graduates’ success, advancement and technical contributions in the workplace, and to identify potential gaps or areas requiring improvement in the curriculum. 2. Annual evaluation by an ECE Advisory Board sub-committee of hardware and software tools, equipment, development environments and laboratory plans, to ensure currency and/or identify requirement gaps. 3. Periodic evaluation of our graduates’ membership and roles in professional organizations, participation in formal continuing education opportunities and other activities relating to lifelong learning. 4. Monitoring of our graduates’ involvement and success in graduate study of engineering and related disciplines. 5. Annual review of our graduate’s success in efforts to become professionally licensed. 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. Electrical engineering topics studied in the sophomore year include 6 credit hours of electrical circuit analysis, 1 credit hour of electrical circuits laboratory, and 3 credit hours of computer applications pertinent to the field. Theory is combined with application, demonstration, and experimental verification. In addition, the first two years include 19 credit hours of mathematics, 8 credit hours of chemistry, 8 credit hours of physics, 18 credit hours of English and history and 3 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. The junior year requires a total 21 credit hours of electrical engineering course work. Breadth of coverage is provided by courses in linear system 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 sixth 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) and ELEC 415 (Electrical Measurements Laboratory), 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), ELEC 425, (Interference Control in Electronics), ELEC 426 (Antennas and Propagation) 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 CSCI 420 Software Engineering ELEC 418 Advanced Digital Systems ELEC 419 Computer Network Architecture ELEC 423 Digital Signal Processing ELEC 416 Communications Engineering Power Engineering CIVL 310 Statics and Mechanics of Materials For NonCivil Engineers ELEC 307 Nuclear Engineering ELEC 403 Electric Power Systems ELEC 407 Systems II ELEC 405 Electrical Measurements ELEC 415 Electrical Measurements Laboratory ELEC 426 Antennas and Propagation 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 418 Advance Digital Systems ELEC 423 Digital Signal Processing ELEC 424 Solid State Devices ELEC 405 Electrical Measurements ELEC 415 Electrical Measurements Laboratory 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, 113 �electric machines, and digital circuits and 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 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 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. Required program for 2+2: Lower two years of study offered at Trident Technical College. TTC First Year ENG 101/102 HIS 101/102 CHM 110/111 MAT 140/141/132 ECE 201 EGR 273/275 TTC Second Year ENG 205/2XX PSY 201 PHY 221/222 MAT 240/242 ECE 221/222/205 EGR 270 Citadel Third Year MATH 335 ELEC 306/313 ELEC 309/312/301 ELEC 311/330 ELEC 316/302 ELEC 318 CIVL 314/TECH ELEC Citadel Fourth Year HUMANITIES ELECTIVE ELEC 421/422 ELEC 412/4XX * ELEC 4XX/4XX * ELEC 4XX/4XX * Credit hours required for graduation: 128 for evening students 114 Technical Electives: One of the following courses: Optics, PHYS 308; Thermodynamics, PHYS 410; Statics and Mechanics of Materials For Non-Civil Engineers, CIVL 310; Data Structures, CSCI 223; Engineering Management, CIVL 411;Deterministic Methods of Operational Research, MATH 381; Mathematical Models and Applications, MATH 470 **Advanced humanities or social science courses. *Approved Departmental Electives must be selected from among the following courses: Nuclear Engineering (ELEC 307), Electronics II (ELEC 401), Electric Power Systems (ELEC 403), Electrical Measurements (ELEC 405), Systems II (ELEC 407), Advanced Topics in Electrical Engineering (ELEC 413), System Simulation (ELEC 414), Electrical Measurements Laboratory (ELEC 415), Communication Engineering (ELEC 416), Advanced Digital Systems (ELEC 418), Computer Network Architecture (ELEC 419), Digital Signal Processing (ELEC 423), Solid-State Devices (ELEC 424), Interference Control in Electronics (ELEC 425), Antennas and Propagation (ELEC 426) and Software Engineering (CSCI 420) Note: ELEC 405 and ELEC 415 must be taken together 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. List of Courses: ELEC-104—Engineering Fundamentals I One Credit Hour 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. Lecture: One hour; Laboratory: One hour. ELEC-105—Engineering Fundamentals II Two Credit Hours Required of electrical engineering freshmen. Continuation of Engineering Fundamentals I to include the introduction of subject areas common to most engineering disciplines, such as mechanics, energy, engineering economy, electrical theory, and material balance. Introduction to the design process to include preliminary design team exercises. Lecture: Two hours. ELEC-201—Electric Circuit Analysis I Three Credit Hours Prerequisites: Analytic Geometry & Calculus 1 (MATH 131) or permission of the department head to allow it as a co-requisite; prerequisite or co-requisites: Engineering Fundamentals 1 (ELEC 104), Physics with Calculus 1/Laboratory for Physics with Calculus 1 (PHYS 221/271.). ELEC-202—Electric Circuit Analysis II Required of electrical engineering sophomores. Basic electrical elements and sources, Ohm’s and Kirchhoff’s Laws, techniques of DC circuit analysis, sinusoidal analysis and phasors, power, three-phase circuits; and transient response of simple �circuits, uses of SPICE to aid circuit analysis. Lecture: Three hours, two semesters. Prerequisites: Analytic Geometry & Calculus II (MATH 132) or permission of the department head to allow it as a co-requisite, a grade of “C” or better in ELEC 201; prerequisite or co-requisites: Engineering Fundamentals (ELEC 105), Electrical Laboratory (ELEC 204), Computer Applications for Electrical Enginners (ELEC 206). 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: Elecyric Circuit Analysis II (ELEC 202) or Elements of Electrical Engineering (ELEC 308), Computer Applications for Electrical Engineers (ELEC 206). 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 electrical engineering problems. High level language programming of computers; the use of application programs for the study of electrical circuits in the time and frequency domains; data manipulation, data plotting, and equation solving using application programs such as MATLAB. Lecture: Three hours. Prerequisites or co-requisite: Electric Circuit Analysis (ELEC 202) or Elements of Electrical Engineering (ELEC 308). 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; heat transfer and fluid flow; radiation hazards and shielding; nuclear propulsion; and controlled fusion. 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 Required of civil engineering juniors. 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 II (MATH 132). ELEC-309—Signals and Systems Three Credit Hours prerequisites or co-requisites: MATH 335 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), Applied Engineering Mathematics (MATH 234). ELEC-311—Digital Logic and Circuits ELEC-301—Linear Systems Laboratory One Credit Hour Required of all electrical engineering juniors. A laboratory course to accompany ELEC 312. Laboratory: Two hours. Prerequisite: Electrical Laboratory (ELEC 204), Signals and Systems (ELEC 309). Corequisite: Systems I (ELEC 312). 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 corequisite: 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 lowfrequency 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 Analysis (ELEC 204), Computer Applications for Electrical Engineers (ELEC 206); prerequisite or corequisite: Electronics Laboratory (ELEC 313). Three Credit Hours Introduction to Boolean algebra; digital data coding; digital arithmetic; design of combinational and sequential circuits; design, construction and evaluation of digital circuits using industrystandard digital integrated circuits. Employs HDL and other S/W design tools. Lecture: Three hours. Prerequisite or corerequisite: Introduction to Discrete Structures (MATH 206) or consent of department head. 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) Co-requisites: Linear Systems Laboratory (ELEC 301) 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: Electric Circuit Analysis (ELEC 202), Electric Laboratory (ELEC 204), Computer Applications for Electrical 115 �Engineers (ELEC 206). 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 and magnetic fields; experimental laws and their relation to Maxwell’s equations; Laplace and Poisson’s equations; boundary value problems; and time varying fields, plane waves, and transmission line phenomena. Lecture: Three hours. Prerequisites: Electric Circuit Analysis (ELEC 202), Electrical Laboratory (ELEC 204), Computer Applications for Electrical Engineers (ELEC 206), Physics with Calculus II/Laboratory for Physics with Calculus II (PHYS 222/272), Applied Engineering Mathematics I (MATH 234), Applied Engineering Mathematics II (MATH 335). ELEC-330—Digital Systems Engineering digital signal conditioning, noise, transducers, instrumentation system design, digital interfaces, and computer based instrumentation and measurements.. Lecture: Two hours. Prerequisite: Any two 300-level electrical engineering laboratory courses; prerequisite or corequisite: Electrical Measurements Laboratory (ELEC 415). 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). Three Credit Hours Required of electrical engineering juniors. Characteristics, specifications, and design of digital systems; analysis and synthesis of sequential circuits; microprocessor interfacing. Design projects required. Lecture: Three hours. Prerequisite: Digital Logic and Circuits (ELEC 311). ELEC 413—Advanced Topics in Electrical Engineering ELEC-401—Electronics II ELEC-414—System Simulation 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. This course may be taken only once for credit. Lecture: Three hours. Three Credit Hours Characteristics and applications of modern linear and digital integrated circuits. CMOS digital logic, differential amplifiers, power amplifiers, oscillators and filter circuits. Lecture: Three hours. Prerequisite: Electronics I (ELEC 306), Electronics Laboratory (ELEC 313). 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-403—Electric Power Systems One Credit Hour A laboratory course to complement ELEC 405. Laboratory: Two hours. Prerequisite or corequisite: Electrical Measurements (ELEC 405). Three Credit Hours A study of electrical power generation, transmission, and distribution; load flow, faults, system stability, and system economics. Design project required. Lecture: Three hours. Prerequisites: Computer Applications for Electrical Engineers (ELEC 206), Electromechanical Energy Conversion (ELEC 316), and Electromagnetic Fields (ELEC 318). ELEC-405—Electrical Measurements Two Credit Hours An introduction to modern electrical instrumentation and measurements. Topics include: measurement theory, analog and 116 ELEC-415—Electrical Measurements Laboratory 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: Electronics I (ELEC 306), Systems I (ELEC 312), and Electromagnetic Fields (ELEC 318), Digital Systems Engineering (ELEC 330) �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: Digital Systems Engineering (ELEC 330). 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. Prerequisite: Digital Logic and Circuits (ELEC 311). 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), Electromechanical Energy Conversion (ELEC 316), Digital Systems Engineering (ELEC 330) and Electromagnetic Fields (ELEC 318) or consent of the department head. 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: Electronics I (ELEC 306), and Electromagnetic Fields (ELEC 318). 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), Electromagnetic Fields (ELEC 318), Digital Systems Engineering (ELEC 330). 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-422—Design II Three Credit Hours 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. Required of all electrical engineering seniors. 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: Systems I (ELEC 312), Digital Systems Engineering (ELEC 330). 117 �The Citadel Graduate College 171 Moultrie Street Charleston, SC 29409 (843) 953-5089 www.citadel.edu/graduatecollege 118 � 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, 2009-2010 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 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 2009 2010 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.) 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. Identifier An unambiguous reference to the resource within a given context https://citadeldigitalarchives.omeka.net/items/show/1434 https://d1y502jg6fpugt.cloudfront.net/39779/archive/files/8f26a1e4163dfd930ac50a561f3226ea.pdf?Expires=1777507200&Signature=V9MfWRqZfQvcQrH60Zv4fUOCcrJmqEpP3pkSOTB49ENrP912O54Db1ISxmUYSn1O3YyVcTuLhWL21DIDmIWLGMEe%7ETABdKNSH0GXfNfU5vMoPhb9fjqdlOKbtBzyOepYsoqtWqubpNConMsui%7E9hsZgQpKfBIwLs7doqJWSIaE%7ECYr-4BP4VzVELcMzGyQR8A1eKrebHcxZ7Wwi94ruMH6MOKh131h5XcrrQfAMemyod1uCjIPP9IiDis7w3Eytl2zJ6XCspUq2uB4f2QUKfiqki5yS37GyMTEohS3wZZ9yvJlf1q2iruXoLhETmlG-aKqDzeeqIErwo6F%7EnqZaFTg__&Key-Pair-Id=K6UGZS9ZTDSZM 249546305fdedff01fa81f651f395ada PDF Text Text 2010-2011 Academic Catalog Achieving Excellence in the Education of Principled Leaders. �The Citadel Graduate College (CGC) 171 Moultrie Street Charleston, SC 29409 (843) 953-5089 www.citadel.edu/graduatecollege Please refer to the Student Handbook or the CGC web site for frequently called numbers and the annual calendar. 2 �Table of Contents President’s Message Board of Visitors The Citadel Statement of Vision, Core Values, and Mission The Citadel Graduate College Mission/Purpose Accreditation 2010-2011 Academic Calendar Procedural Information Policy Information Specific Policies and Procedures for Evening Undergraduate Programs 4 4 5 6 6 7 8 15 22 Graduate Degree Programs Master of Business Administration Master of Arts in Teaching • Biology • English • Mathematics • Social Studies • Accelerated Programs • Physical Education Master of Education in Educational Leadership - Elementary or Secondary School Administration and Supervision Specialist in Educational Leadership - School Superintendency Master of Education in Counselor Education - Elementary or Secondary and Student Affairs & College Counseling Master of Education in Literacy Education Master of Arts in English Master of Arts in History Master of Arts in Psychology: Clinical Counseling Specialist in Education in School Psychology Master of Arts in Social Science Master of Arts in Biology Master of Science in Computer Science Masters of Arts in Education in Mathematics Master of Science in Health, Exercise, & Sport Science Master of Science in Project Management 28 36 37 37 38 38 38 40 43 46 48 53 60 65 70 71 77 82 85 88 91 97 Graduate Certificate Programs Graduate Certificate in Technical Project Management Graduate Certificate in Sport Management - Sport Sales & Marketing Graduate Certificate in Leadership Graduate Certificate in Student Affairs 103 105 106 107 Evening Undergraduate Degree Programs Bachelor of Science in Business Administration Bachelor of Science in Civil Engineering Bachelor of Science in Electrical Engineering 109 113 121 3 �President’s Message Welcome to The Citadel Graduate College, where we extend our mission of educating principled leaders to people like you who seek graduate study to become leaders in their chosen fields. We take great pride in our distinguished faculty and excellent facilities 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 the nearly 8,000 CGC alumni for whom a graduate degree from The Citadel was a stepping stone to success and continued growth. Lt Gen John W. Rosa, USAF (Ret), ‘73 President Board of Visitors The Citadel Board of Visitors is composed of eleven graduates of the college; seven elected by joint vote of the SC General Assembly, three elected by alumni (Citadel Alumni Association) and one appointed by the Governor. All members serve six–year terms. Colonel Douglas A. Snyder, ‘82, Chair Colonel Glenn D. Addison, ‘79, Vice Chair Colonel Allison Dean Love, CGC, ‘93 Colonel William G. Kastner, ‘74 Colonel Claude W. Burns III, ‘80 Colonel W. Thomas McQueeney, ‘74 Colonel Fred L. Price, Jr., ‘75 Lieutenant Colonel Ben W. Legare, Jr., USA (Ret), ‘63 Colonel James M. McQuilla, ‘88 Lieutenant General W. Michael Steele, USA (Ret), ‘67 Colonel Dylan W. Geoff, ‘02 The Honorable Mark Sanford, Governor, Ex Officio Major General Stanhope Spears, Adjutant General, Ex Officio The Honorable James Rex, State Superintendent of Education, Ex Officio Colonel Leonard C. Fulghum, Jr., ‘51, Member Emeritus 4 �The Citadel Statement of Vision, Core Values, and Mission Achieving excellence in the education of principled leaders. Statement of Vision Core Values Academics: We produce graduates who have insight into the issues, ideas and values that are important to society and possess the skills necessary to deal with them successfully. Duty: We emphasize the importance of individual accountability and the moral obligation of responsibility for the welfare of others. Honor: We adhere to a code, which teaches that uncompromising personal integrity is the primary guide in all situations. Morality: We believe that an individual’s character is of utmost importance and, therefore, we provide training which emphasizes ethical principles and core values. Discipline: We operate a leadership laboratory, which emphasizes a structured environment, acceptance of responsibility, self-confidence and service to others. Diversity: We promote diversity in all segments of our campus community and in all aspects of college life. Mission The Citadel’s mission is to educate and prepare graduates to become principled leaders in all walks of life by instilling the core values of The Citadel in a challenging intellectual environment. 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 structured military environment. The cadet lifestyle provides a disciplined environment that supports the growth and development of character, physical fitness, and moral and ethical principles. 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 higher education and 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 adult students seeking traditional and demanding academic challenges. Institutional Characteristics: The Citadel is a coeducational, comprehensive, state-assisted, 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 the business arena, a third or more enter the military and government service, and the remainder goes directly into graduate and professional study. Many graduates choose to pursue professional or graduate degrees later in their careers. Through its evening 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 three baccalaureate degree programs (Bachelor of Science in Business Administration, Bachelor of Science in Civil Engineering, and Bachelor of Science in Electrical Engineering) and six graduate degree programs (Master of Arts, Master of Science, Master of Arts in Teaching, Master of Arts in Education, Master of Business Administration, and Specialist in Education). 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 60% 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 addresses audiences beyond the college by sharing their knowledge with other scholars and with the public. 5 �The Citadel Graduate College Mission/Purpose The Citadel Graduate College provides adults in the Lowcountry and the State of South Carolina opportunities for higher education 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 adult students seeking traditional and demanding academic challenges. By providing graduate research, scholarly contributions, affiliations with educational, business and science professional associations nation-wide and around the world, community outreach and development, and contribution of other resources, The Citadel Graduate College supports and encourages stronger economic development in the region by identifying and creating new programs to benefit the community. The Citadel, The Military College of South Carolina, was established in 1842. In 1966 the coeducational undergraduate Evening College was founded. In 1968, as part of its mission to serve the State and particularly the Lowcountry, The Citadel initiated graduate degree programs. In 1994, the Board of Visitors approved the formation of The College of Graduate and Professional Studies. In 2007, the name was changed to The Citadel Graduate College to help people more closely identify and recognize an important part of The Citadel. Programs under this college are open to all qualified students regardless of sex, race, age or ethnic origin. The Provost and Dean of the College is the acadmic officer charged with the administration and supervision of all graduate study. The Graduate Council, made up of the Provost, the Associate Provost and Dean of The Citadel Graduate College, the Director of the Library, and a representative of each academic department with a graduate major, establishes standards and policies and approves program modifications. Accreditation The Citadel is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools, an institutional accrediting body recognized by the Council on Postsecondary Education. The Commission on Colleges of the Southern Association of Colleges and Schools accredits The Citadel to award Bachelor’s, Master’s, and Specialist degrees. Programs for the preparation of secondary education teachers at the bachelor’s and master’s levels, for the preparation of guidance counselors at the master’s and specialist degree levels, and for the preparation of school superintendents at the specialist degree level are accredited by the National Council on Accreditation of Teacher Education (NCATE), a specialized accrediting body recognized by the Council on Postsecondary Accreditation. The head of the Department of Education serves as the Director of Teacher Education. The 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 Accreditation Council. The Civil and Electrical Engineering programs are accredited by the Engineering Accreditation Commission of the Accreditation Board for Engineering and Technology. (ABET). The School Counseling Programs that offer a Master of Education in Counselor Education (Elementary or Secondary Certification) were granted full eight years CACREP (Council for Accreditation of Counseling and Related Educational Programs) in July 2005. The School Psychology Program is fully accredited by the National Association of School Psychologists. 6 �The Citadel Graduate College Academic Calendar 2010-2011 2010 2011 Aug. 18 Payment for fall 2010 due Jan. 5 Payment for spring 2011 due Aug. 23 Fall 2010 classes begin Jan. 10 Spring 2011 classes begin Sept. 3 Last day to drop/add Jan. 17 Sept. 6 Labor Day - no CGC classes Martin Luther King Day - no CGC classes Oct. 11 Last day to withdraw with a grade of “W” Jan. 24 Last day to drop/add Feb. 1 Nov. 1 Last day to apply for graduation* Last day to apply for spring or summer graduation for those participating in the commencement ceremony* Nov. 2 Election Day - no CGC classes Mar. 1 Nov. 8 Registration begins for spring 2011 for currently enrolled students Last day to apply for spring graduation for those not participating in the commencement ceremony** Nov. 22 Registration for spring 2011 begins for all students Mar. 7 Last day to withdraw with a grade of “W” Nov. 22 Fall Break begins Mar. 7 Nov. 29 CGC classes resume Registration for summer 2011 begins for currently enrolled students Dec. 7 Last day for CGC classes Mar. 21 Registration for summer 2011 begins for all students Dec. 8 CGC exams begin Mar. 25 Spring Break begins after class Dec. 14 CGC exams end Winter break begins Apr. 4 CGC classes resume Dec. 16 Semester grades due by 10:00 a.m. Apr. 4 Registration for fall 2011 begins for currently enrolled students Apr. 18 Registration for fall 2011 begins for all students Apr. 25 Last day for CGC classes Apr. 26 CGC exams begin May 2 CGC exams end May 5 Semester grades due by 10:00 a.m. May 8 CGC Commencement * Deadline is for CGC students completing requirements on December 15. * Deadline is for CGC students completing requirements in the spring or summer and are participating in the spring commencement ceremony. ** Deadline is for CGC students completing requirements in the spring but are not participating in the spring commencement ceremony. 7 �Purpose of the CGC Catalog Procedural Information 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 are subject to change at any time during the period for which the catalog is in effect. The application process at The Citadel Graduate College (CGC) is a two-part process that occurs simultaneously. The applicant must be accepted into CGC and the program to which he/she seeks a degree. Requirements for acceptance into CGC include: a. Completed application for admission b. Non-refundable application fee c. Transcripts submitted directly from all colleges and universities attended. Transcripts from all schools are required, regardless of whether the coursework would apply to a degree program, to ensure good academic and financial standing. d. A standardized admissions test (GRE, GMAT, or MAT depending on the program) score. Upon receipt of an application, each applicant is sent a letter acknowledging the application and outlining specific admission requirements for CGC and the program for which he/she applied. 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. Application and Admissions The requirements for acceptance into specific programs and degrees are described in this catalog for each program/degree. Official copies of test scores must be sent directly to the CGC office and must be current within five years of application. Full acceptance is not granted until both CGC and program requirements are met. After acceptance by the program, any nonUS Citizen must be cleared for registration by The International Office. The TOEFL test is required of any applicant whose native language is not English. At this time a letter of acceptance is sent to the student which includes the name of the advisor. Students are encouraged to meet with his or her advisor. Application for Resident Status Any student or prospective student who is uncertain concerning entitlement to 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/ and are to be completed and returned to that office at least two weeks prior to registration for any semester or summer term for which the student is attempting to qualify for payment of in-state tuition and fee rate. 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. 8 �Drop/Add and Withdrawals To drop or add a course from the schedule or to change sections within a course, a student must come to the CGC office and complete a “drop/add” form. The deadline for changes is listed in the calendar for each semester. Students who have Lesesne Gateway accounts may drop/add on the web. Formal notice of intent to drop or withdraw from any class is necessary in all cases. After the drop period, students who choose to withdraw must complete a withdrawal form available in the CGC office or online. The dates for dropping and withdrawing are listed in the term calendar at www.citadel.edu/graduatecollege. 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 ratio (GPR). To withdraw with the grade of “W,” the student must complete the course withdrawal form obtained from the CGC office or online and return the form to the CGC office. Students who do not follow this procedure will receive a failing grade in the course(s) which they cease to attend. Ceasing to attend a course does not constitute an official withdrawal from the course. The grade of “W” will be recorded if a student withdraws on or before the published deadline. Students should check the current calendar for the term found at www.citadel.edu/graduatecollege for deadlines. Fee Payment All fees are due and payable at the time of registration. If fees are not paid by the published date on the term calendar, prior to classes starting, the student may be dropped from registered classes. Checks for the amount of charges should be made payable to The Citadel. Fees may also be paid with bank cards, however a service fee is incurred. Electronic check payment is also available at no charge. Deferred payment plans may be arranged in advance of a semester through a third party. Forms are available in the Treasurer’s office. The Citadel reserves the right at any time to adjust fees to meet the current cost of operation. Fee schedules are published each semester on The Citadel’s web page. The Citadel Treasurer is responsible for the collection of monies due The Citadel. All correspondence concerning fees, payments, and status of accounts should be directed to that office. Financial Aid and Scholarships The Financial Aid Office handles student loan applications, grants, scholarships and work-study programs. Forms and Deadlines To apply for financial aid at The Citadel, all students should file a Free Application for Federal Student Aid (FAFSA) as soon as possible after January 1. These forms are available online at http:// FAFSA.ed.gov. Additional information may be requested by the Financial Aid Office. Students are responsible for checking their Lesesne Gateway accounts and completing all requested paperwork and financial aid requirements in a timely manner. Because funds are limited, those students whose applications are completed after the deadline dates will receive consideration for aid only as fund availability permits. Priority deadline dates are as follows: Academic year (fall and spring) Fall only Spring only Summer February 28 February 28 October 15 March 15 Applicants with financial aid paperwork not completed 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 at the established fee payment deadlines. Students will be reimbursed if they are subsequently determined to be eligible for financial aid. Determining Financial Need The amount of financial aid is determined based on the FAFSA form the applicant files after January each year. This form solicits information about the applicant’s family’s current financial situation and produces an “expected family contribution”. 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 are 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. Independent students will fall into one of the following categories. Students are automatically independent and therefore not required to submit parental data if: a. He/she is 24 years old or older by Dec 31 of the award year b. He/she is a graduate student c. He/she is married d. He/she is currently serving on active duty in the U.S. Armed Forces for purposes other than training e. He/she is a veteran of the U.S. Armed Forces f. He/she has children (or other dependents) and will provide more than half of their support g. He/she was in foster care or deemed a dependent or ward of the court h. He/she was an emancipated minor or in legal guardianship as determined by a court i. He/she was determined to be an unaccompanied youth that was homeless or were self-supporting and at risk of being homeless. 9 �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 conditional 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) Generally, a student must be enrolled at least half-time. This is defined as 3 hours/semester for graduate students and 6 hours/semester for undergraduate students. 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. 6) 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. Types of Financial Aid Grants Federal Pell Grant - Undergraduate Only The Federal Pell Grant program provides federal grants for eligible undergraduate students. Eligibility is determined by the Free Application for Federal Student Aid (FAFSA) using a nationally mandated formula applied uniformly to all applicants. Students must demonstrate satisfactory progress toward a degree each year to receive a Pell Grant in the next academic term. The Citadel participates in the Department of Education’s Electronic Data Exchange (EDE) program, which provides the student and the institution with faster processing of applications. When a student completes the FAFSA, the eligibility for a Federal Pell Grant is determined by the processor, and a paper Student Aid Report (SAR) is generated and mailed to the student’s home address. (An electronic SAR is available for applicants who provide a valid e-mail address). At the same time, an Electronic ISIR is generated to the school. If corrections need to be made on the application, the institution can send the corrections electronically and have the results within 4 days instead of the 2-3 weeks previously required. Federal Supplemental Educational Opportunity Grant (SEOG) – Undergraduate Only The SEOG program provides aid to students who qualify for Pell Grants and who show exceptional financial need. These grants range in value from $300 to $3,000 per academic year, with the average award being $750. ACG Grant – Undergraduate Only Academic Competitiveness Grants (ACG) was created with the Higher Education Reconciliation Act of 2005 to be awarded for the first time in the 2006-2007 year. The awards range up to $750 for first year students and $1300 for second year students. Award levels could be reduced if the estimated number of recipients exceeds the available funding. Basic Requirements for an ACG: • Complete the FAFSA • Be a U.S. Citizen or eligible noncitizen 10 • • • Be Pell Grant Eligible Be a first or second year student Graduate from a "rigorous high school course of study" Eligible students will be notified of their award via Lesesne Gateway. SMART Grant (NSG) – Undergraduate Only The National SMART Grants were created with the Higher Education Reconciliation Act of 2005 to be awarded for the first time in the 2006-2007 year. Awards range up to $4000. Award levels could be reduced if the estimated number of recipients exceeds the available funding. Basic Requirements for a NSG: • Complete the FAFSA • Be a U.S. Citizen or eligible noncitizen • Be Pell Grant eligible • Be a third or fourth year student • Have a least a 3.0 cumulative GPA • Have declared a major in an eligible field, and enroll in courses required for that major Eligible majors for SMART Grants at The Citadel include biology, chemistry, civil engineering, computer science, electrical engineering, mathematics, and physics. Eligible students are notified of their award via Lesesne Gateway. South Carolina Need-Based Grant - Undergraduate Only South Carolina Need-Based Grants are awarded to South Carolina residents on a first-come basis and to students that show financial need. A student may receive up to $2,500 annually for full time status and up to $1,250 annually for part-time status. For more information view the South Carolina Commission on Higher Education web site for eligibility requirements. Work Programs The Federal Work Study Program – Undergraduate/Graduate This program, which is federally funded, provides part-time employment to qualifying students. Students are paid on an hourly basis, not less than the federal minimum wage. Paychecks for hours worked are issued biweekly directly to the student. The Human Resources Office makes assignments after a student has qualified for work-study. Loans The Federal Perkins Loan Program – Undergraduate/Graduate The Perkins loan program provides needy students with long term, low interest loans for educational expenses. Loans range from $300 to $5,500 per year. The interest rate is five percent. Federal legislation requires institutions to make Perkins Loans available first to students with exceptional financial need. Fulltime undergraduate applicants are given priority when funds are limited. Repayment begins following a grace period of nine months after graduation or termination of enrollment on at least a half-time basis. Students may be allowed up to ten years to repay based upon the amount borrowed, with a $40 per month minimum payment required. Loan repayment may also be deferred for specific reasons. There are also cancellation provisions for borrowers who enter specific fields of teaching, teach in designated schools, serve in an area �of hostilities, volunteer under the Peace Corps or the Domestic Volunteer Service Act of 1973, or serve as a law enforcement or corrections officer. The Federal Direct Loan Program - Undergraduate/Graduate The Direct Loan program (formerly GSL) provides students with long term low interest loans. Both subsidized and unsubsidized Direct Loans are available. The federal government “subsidizes” the loan by paying the interest while the student is in school. For an unsubsidized loan, interest accrues while the student is enrolled. Another difference between these two loans is that the family contribution (as determined from the FAFSA) is taken into consideration when determining a student’s need for a subsidized loan. Eligibility for an unsubsidized loan does not depend on the family contribution. Undergraduate: The maximum amounts in loans, subsidized and unsubsidized combined, may not exceed $5,500 for a student who has not completed the first year of a program, $6,500 for a student who has completed the first year but not the second, and $7,500 for a student in the remaining years of undergraduate study. Undergraduate dependent students can borrow no more than $31,000 during their academic careers. Of this amount, no more than $23,000 can be subsidized. Undergraduate independent students can borrow no more than $57,500 during their academic careers. Of this amount, no more than $23,000 can be subsidized. The interest rate for a undergraduate Federal Direct Loan (student) disbursed on or after July 1, 2010 is a 4.5% fixed rate for a subsidized loan and 6.8% for an unsubsidized loan. Repayment begins six months after the student’s enrollment drops below half-time status. Graduate: The maximum amount that a graduate student can borrow through the federal student loan program is $20,500 annually. Of this amount, no more than $8500 can be subsidized. The interest rate for a graduate Federal Direct Loan (student) disbursed on or after July 1, 2006 is a 6.8% fixed rate. Repayment begins six months after the student’s enrollment drops below halftime status. The Federal Direct Parent Loan for Undergraduate Students (PLUS) – Undergraduate Only Under the Federal Direct PLUS program, parents of dependent undergraduate students may borrow annually up to the difference between the student’s cost of attendance and the estimated amount of financial assistance for each dependent student. There is no aggregate maximum under this program. The interest rate for a Federal Direct PLUS Loan (parent) disbursed on or after July 1, 2006 is a 7.9% fixed rate. Repayment begins 60 days after the final disbursement. Graduate PLUS Loan – Graduate Only Under the Federal Direct Graduate-PLUS program, graduate students may borrow annually up to the difference between their cost of attendance and the estimated amount of any other financial aid. The interest rate for a Direct Graduate-PLUS disbursed after July 1, 2006, is a 7.9% fixed rate. Students are encouraged to maximize their Federal student loans first before applying for a GraduatePLUS. South Carolina Teacher Loan Program – Undergraduate/Graduate This loan program is intended to attract talented teachers to remain in South Carolina by offering a cancellation of their student loan. A loan recipient who becomes certified to teach in a subject area of critical need or in a designated school district has the loan cancelled at the rate of 20% for each full year of teaching up to 100%. To qualify, the student must be a resident of South Carolina attending college for the purpose of becoming a certified teacher. Employment must be in the state’s public school system in an area of critical need as defined by the State Board of Education. Loan recipients who do not become certified or do not teach in an area of critical need will be required to repay the entire amount of the loan plus interest. Because funds in the program are limited, there is a priority processing deadline of April 1. To ensure that an application is received at the South Carolina Student Loan Corporation by the deadline, it should be submitted to The Citadel Office of Financial Aid and Scholarships no later than March 15. Satisfactory Academic Progress (SAP) for Financial Aid Recipients The Citadel is required by federal law to establish, publish and apply reasonable standards for measuring whether a student is maintaining satisfactory academic progress toward a degree objective, and to ensure progress toward the degree for all periods of enrollment, whether or not the student has received financial aid. To be eligible to receive or remain eligible to receive financial aid, students must maintain “satisfactory progress” in their course of study. A determination of satisfactory progress incorporates three standards applied at the end of each 12 month period of enrollment: 1. 2. 3. Maintain a minimum amount of earned credit hours Maintain a minimum Grade Point Ratio Complete program of study in a required amount of time Minimum Earned Credit Hours In general, students are expected to complete 75% of the hours for which they are funded each academic year. The Financial Aid Office will monitor hours completed at the end of each academic year to determine if the student: 1) has made academic progress; 2) will be placed on probation for one semester; or 3) will be disqualified from receiving financial aid. Grade Point Ratio (GPR) Requirements Undergraduate Students Total Hours 0-39 40-69 70-99 100 & above Minimum GPR 1.300 1.500 1.700 1.900 Graduate Students must maintain the minimum cumulative grade point average as required by the Graduate College for continuance. Note: Total hours are quality hours and any Transfer & Pass/Fail Hours combined. 11 �Maximum Hours Financial aid eligibility is limited to students that have reached 150% of attempted hours for their program of study. Disqualification Students will be disqualified at the end each academic year in which one of the following occurs: Undergraduate Students • Full-time students who earn less than 24 hours • Part-time students who earn less than 75% of the hours attempted • GPR is less than minimum requirement for continuance on probation Graduate Students • Full-time students who earn less than 15 hours • Part-time students who earn less than 75% of the hours attempted • GPR is less than minimum requirement for continuance on probation Re-Qualification Undergraduate Students – The student must enroll without federal aid and complete the number of hours they are deficient. The minimum GPR must also be received for continuance on probation depending on your grade level. This work may be completed at The Citadel without aid or at another institution as long as the hours have been approved by the Registrar’s Office or Citadel Graduate College. It is the student’s responsibility to notify the Financial Aid Office of hours transferred from another institution. Graduate Students – The student must enroll without federal aid and complete the number of hours they are deficient. A minimum of 3.0 GPR must also be received. This work may be completed at The Citadel without aid or at another institution as long as the hours have been approved by the Citadel Graduate College. It is the student’s responsibility to notify the Financial Aid Office of hours transferred from another institution. Appeals Students who are determined to be ineligible for financial aid due to lack of satisfactory academic progress may appeal this decision. An appeal of any decision concerning initial or continued financial aid funding must be submitted on a SAP Appeal Form. The steps are outlined below: 1. Make an appointment to meet with a financial aid counselor once you have received notice that your financial aid will be disqualified. 2. Complete a SAP Appeal Form. Clearly explain your circumstances by attaching supporting documentation and submitting the information to the Financial Aid Office. 3. 4. 12 Your information will be reviewed by the Financial Aid Appeal Committee. A decision will be based upon the information that you provided as well as your records at The Citadel. You will be notified of the decision in writing. If you need to take additional action, you will be advised to do so. If you feel there were circumstances that were not reflected in the committee’s decision, you may request an appointment with the Director of Financial Aid. You should bring with you any additional documentation that will specifically explain those pertinent issues you think should be considered. The final level of appeal rests with the Director of Financial Aid. Financial Aid Refund and Repayment Policy Refunds Financial aid recipients who withdraw from school are eligible to receive only that portion of the institutionally determined refund (see the Expenses section of this catalog) which exceeds the financial aid received. This policy also applies to students on whose behalf a parent has borrowed a Title IV loan. Refunds will be returned to the programs from which the student received aid. The Higher Education Amendments of 1998, Public Law 105-244 changed substantially the way funds paid toward a student’s education are to be handled when a recipient of Federal Financial Aid withdraws from school. 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 Week 7 43 percent Week 2 12 percent Week 8 50 percent Week 3 18 percent Week 9 56 percent Week 4 25 percent Week 10 60 percent Week 5 31 percent Week 11-16 100 percent Week 6 37 percent 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: • Unsubsidized Student Loans • Subsidized Student Loans • Perkins Loans • PLUS Loans/Graduate PLUS Loans • Federal Grants • 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 • Withdraws from some classes, but continues to be enrolled in 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. • Federal Direct/Stafford loans; • Federal Perkins loans; • Federal PLUS loans received on behalf of the student; • Federal Pell Grants; • ACG/SMART Grants • Federal SEOG Grants; • other Title IV programs; • other federal, state, private, or institutional student financial assistance received by the student for which refunds are required; • the student. Other Assistance Vocational Rehabilitation Scholarships: This program provides for education and training if the student has a physical or mental disability which 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. College Budget Plans: Tuition Management Service (T.M.S.) is one of a number of special plans by many of the larger banks which will pay college fees when due and arrange for a parent or sponsor to repay on a prearranged monthly budget schedule extending over the year. Contact The Citadel’s Treasurer’s Office for information. Veterans’ Services: Veterans’ services are administered under the umbrella of student financial aid at The Citadel. Veterans’ services are intended to meet the needs of students receiving benefits under the following programs: • Ch. 30—Montgomery GI Bill—Active Duty, Veterans • Ch. 31—Vocational Rehabilitation • Ch. 35—Dependants’ Educational Assistance Program • Ch. 1606—Montgomery GI Bill—Selected Reserve • Ch. 1607—(REAP, Reserve Education Assistance Program). • Ch. 33—Post 9-11 GI Bill Veterans who believe they have an entitlement should check with their local VA Office, the regional office in Columbia (1-800-8271000), or the VA Coordinator at The Citadel. An applicant should contact the VA Coordinator in the Financial Aid Office at The Citadel well in advance of the anticipated matriculation date so that the necessary documents may be obtained in order to certify attendance with the VA. All veterans and dependents receiving VA Educational Benefits are required to come to the Financial Aid Office each semester and complete a request for VA Certification card. Any changes in the veterans’ course of study should be cleared with the VA Coordinator in the Financial Aid Office to ensure continuation of benefits. Any reduction in course load should be reported immediately to avoid overpayment. Transfer students are reminded that the office must have copies of all transcript evaluations made by the Registrar’s Office before certification can be made to the Veterans’ Administration for payment. Joint Degree Programs The Citadel participates in joint graduate degree programs with the College of Charleston in Computer Science, English, and History. Students routinely take courses at both institutions. Citadel students will register for all their Computer Science, English, or History courses at The Citadel, even when a particular course may be offered at the College of Charleston. More specific information is available from the respective program directors. Maymester and Summer School The Citadel’s Maymester and Summer School is a component of CGC which has the responsibility for the coordination and administration of all aspects of The Citadel’s graduate and undergraduate summer school programs. The operation of Maymester and Summer School is the responsibility of the Dean of CGC and is administered under the guidelines established in coordination with the Provost and the Commandant. The operation encompasses all aspects of college administration. All Maymester and Summer School students are ultimately the academic and administrative responsibility of the Provost. CGC students remain under their academic deans, while non-degree and transient students are administrated by the CGC Dean. Students residing in the barracks, regardless of academic status are the disciplinary responsibility of the commandment, all other non cadet students remain as stated above. Admissions—Undergraduate admission to Maymester and Summer School does not constitute admission to the regular academic session of The Citadel. Undergraduate 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 not 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 13 �principal and may enroll in a maximum of two freshman level courses. Citadel undergraduate day students applying, having applied, or having been accepted past or present should contact the Registrar’s Office for admission and registration information and assistance. 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—Registration for all students, graduate and undergraduate, enrolled in Maymester or Summer School at The Citadel is conducted in the CGC office located in Bond Hall, Room 101. Admission and registration may be conducted in one of three ways: 1) Students may come to the office and complete the application/registration procedure 2) Students may mail or fax in an application/registration form. 3) Returning students may register through Lesesne Gateway online. Parking—Ample lighted 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. The fee for the parking tag is published in the “Schedule of Classes for Summer School” online at www.citadel.edu. The parking fee covers all sessions of Maymester and Summer School. 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. Students may park at their own risk on the public streets surrounding The Citadel without purchasing a Citadel parking tag. 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 “Schedule of Summer Classes” provides information on the cost of living in barracks housing. Dining—Coward Hall, The Citadel Dining Hall price of meals for students living in the barracks are included in room and board fees. All other students, graduate or undergraduate, may obtain noon meal tickets for the established fee indicated in the “Summer Schedule of Classes.” Meal tickets for 3 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. Student Identification Cards—Maymester and Summer School students attending on-campus courses may obtain a Citadel identification card. The identification cards are obtained after registering in Bond 244. This card is necessary for using The 14 Citadel and area consortium libraries. Recreation—Campus recreational facilities are available to students enrolled in Maymester and Summer School classes upon payment of the activity fee in the Treasurer’s Office. These facilities include the Deas Hall weight room, racquetball courts, swimming pool, gymnasium, tennis courts, track, and The Citadel Beach House located on the Isle of Palms. Students must show The Citadel identification card to use these facilities. Orientation In order to assist new CGC students in becoming familiar with The Citadel facilities and support services, CGC offers two new student orientations each year. These orientation sessions are offered before the beginning of the fall term and before the beginning of the spring term. New students will be notified of the date, time, and place of these orientations. Refunds No fees are refunded after the published drop deadline. This date is usually following two class meetings. To obtain the appropriate refund, a student must complete the drop form available in the CGC office or drop via the online system. The Dean of CGC may authorize a refund for extenuating circumstances after the scheduled refund date but only if a formal application is made in writing to the Dean of CGC. Registration, technology and application fees are not refundable. Registration Registration is conducted by mail, through BannerWeb, or in person in the CGC office located on the first floor of Bond Hall, Room 101. Registration is not complete until all fees are paid. Students may not attend class until they are fully registered. Completed registrations will be honored on a first-come, first-serve basis. Any changes in registration must be made prior to the end of the term’s Drop/Add period. Information concerning fees, class times, and registration calendars can be found each academic term online at www.citadel.edu/graduatecollege. Transfer Credit Graduate students applying for transfer credit will use the “Transfer Credit for Graduate Programs” form located online at http://www.citadel.edu/graduatecollege/forms/. The form will be submitted to CGC 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. Approval is granted by the student’s department, contingent upon Citadel policy. Only courses with a “B” or higher are acceptable for transfer. Undergraduate students should refer to the undergraduate section of the catalog. �Policy Information Academic Integrity Policy and Procedures The following academic integrity policy is in effect for non-cadet students for fall and spring semester and all students including cadets in Maymester and summer school. Absolute integrity is expected of every Citadel student in all academic undertakings. Academic integrity is grounded on the concept of honesty with respect to the intellectual efforts of oneself and others. A student’s submission of work for academic credit indicates that the work is the student’s own. Students are responsible for knowing what constitutes violations of the Academic Integrity Policy. Examples of violations of the Academic Integrity policy include, but are not limited to the following: • Plagiarizing or representing the words, ideas, or information of another person as one’s own without documentation; • Giving or receiving prior to an examination any unauthorized information concerning the content of that examination; • Using, without authorization of the instructor, notes, books, prompts, or other materials, or receiving verbal or electronic assistance to aid in answering questions on an examination; • Giving or receiving substantive aid during the course of an examination; • Asking or permitting another person to take a test or engage in other academic work; or taking a test or engaging in academic work for another, whether voluntarily or for hire, in conjunction with class work or for admissions purposes; • Violating personal property rights (for example, stealing or attempting to steal tests, keys, or grade books); • Fabricating data in support of laboratory or field work; • Engaging in other acts of academic misconduct. While academic integrity is a shared responsibility, it is incumbent upon the student to abide by the academic integrity requirements. It is the responsibility of the faculty member to inform the student of any atypical academic integrity requirements. 1. When a faculty member suspects or has been informed that a student may have violated the Academic Integrity Policy, the faculty member should inform the student in writing within ten working days of discovery. Some situations may require more time; however in no case should this written notification be delayed by more than one month. Written notification will include the allegation and a suggested time, place and date for a meeting of the student, the professor, and Department Head of the department in which the alleged violation took place. If the faculty member making the allegation is the Department Head of the department in which the alleged violation took place, the meeting will include the student, the faculty member, and Dean of the school in which the alleged violation took place. 2. After this meeting, if the faculty member decides that no violation occurred, the matter will be dropped. If the faculty member decides that a violation has occurred but that only a grade penalty is warranted, the student may be assigned an “F” for the work in question, or, in more serious cases, an “F” in the course. If it is determined that a more serious penalty is warranted, or if the student does not accept the grade penalty offered, the accusation will be remanded to the Dean of the school in which the alleged violation occurred. If that Dean participated in the meeting with the faculty member and the students, the matter is referred to the Provost. 3. Upon receiving the allegation, the Dean of the school where the alleged violation occurred or the Provost will appoint a four member hearing board comprised of the Dean of CGC, two faculty members from outside the program of the accused student and a currently enrolled CGC student of the same student classification, but outside the program of the accused student. The hearing will be convened within two weeks from the date the hearing board receives the case. If circumstances preclude meeting this deadline, the accused will be so informed in writing. A minimum of seven days notice will be provided the student prior to the hearing. The accused student may be advised by another student or member of the permanent faculty or staff, not to exceed two. The student and/or the student’s advisor may cross-examine all witnesses and the accuser. A tape recording of the hearing, which will be closed, will be made. Upon conclusion of the hearing, the hearing board will vote and report its findings and recommendation to the Dean of the school in which the alleged violation occurred or the Provost. 4. Upon reviewing the recommendation, the Dean of the school where the alleged violation occurred, or the Provost will either exonerate the student; impose a sanction less than suspension, dismissal or expulsion; or recommend a sanction of suspension, dismissal, or expulsion to the President of the College. If the sanction is not suspension, dismissal, or expulsion, the student may appeal this sanction to the President of the College who makes the final decision. If the sanction is for suspension, dismissal, or expulsion, the President of the College will review the case and the process that has been followed and make the decision on removal of the student from The Citadel for a violation of academic integrity. The student may appeal that decision to the Board of Visitors. Appeals of Violations of Academic Integrity - Students who have been found guilty of a violation of academic integrity where the punishment is suspension, dismissal, or expulsion shall be entitled to petition an Academic Integrity Board of Review to hear an appeal provided the petition is submitted to the Office of the President within five working days after receiving notice of the findings of the Provost, and provided the petition states the grounds on which the appeal is based. An Academic Integrity Board of Review is established by the President. An Academic Integrity Board of Review will consist of a Dean, who serves as chair; a department head; a senior member of the faculty; and a non-voting recorder. Once established, an Academic Integrity Board of Review will be furnished the record of the original proceedings and will evaluate the petition of appeal to determine if any of the following grounds have been met: • new evidence has been found since the individual was found guilty; • the individual’s rights were not protected; • there was a procedural error during the trial. If after considering the petition of appeal, the Academic Integrity Board of Review determines that the request for appeal sets forth reasonable grounds for appeal and agrees to hear the appeal, the accused student and advisor will be present during the formal portion of the hearing, which will be taped. Oral arguments from 15 �the student or advisor will be heard and will normally be limited to 30 minutes each. In addition, the student or advisor will have the opportunity to question any witnesses called by the Academic Integrity Board of Review. The formal appeal hearing will be taped, and the tape will become part of the record of the Academic Integrity Board of Review. The findings of the Academic Integrity Board of Review will be transmitted to the President in the form of sealed, confidential written recommendations, with appropriate justifications. 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: a. 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. b. 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. c. 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. Failure to achieve the 3.0 GPR upon completion of the nine (9) additional graduate credit hours will result in termination 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. Some programs have more strict program requirements. Check with your program advisor for the standards for your program. 16 Admission Categories Graduate students may be admitted to CGC in one of the following two categories: degree seeking or non-degree seeking. Degree seeking - A graduate student is classified as degree seeking when all admission requirements are met and the student has been admitted to a degree program. To obtain this classification a student must: • • • • • Complete and return the application form along with the appropriate non-refundable application fee to The Citadel Graduate College. Submit to The Citadel Graduate College all official transcripts to include documentation of the baccalaureate and all other undergraduate or graduate work from accredited colleges or universities. Transcripts must be sent directly from each school or university. Submit the official score report on the appropriate admissions test (current within 5 years of application). Check individual program requirements in this catalog for the minimum acceptable score for the desired program. Official score report must be sent directly from testing organization. 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. Additional admission requirements of specific programs are outlined in the information provided for each degree program. Non-degree seeking - A graduate student is classified as non-degree 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 requirement stated above in “Degree Seeking”. Program requirements will dictate the number of hours in non-degree status that will be accepted into any program. No student shall register beyond 8 hours without being fully accepted into a degree program. To obtain non-degree classification the student must: • • Complete and return the application form along with the appropriate non-refundable application fee to the CGC office. Submit a college transcript that shows completion of a bachelor’s or higher degree before registration. Senior Citizens - Persons over the age of 60 who meet degree or non-degree admissions requirements and are not employed fulltime may register for courses on a space-available basis with no credit hours fee charged. All other fees must be paid. International Students - An international student who applies to a graduate program at The Citadel must complete the following requirements before enrolling in classes: • Have completed a degree equivalent to an American baccalaureate degree. �• • • • • Have his/her academic credentials officially evaluated by one of the accredited organizations suggested by the CGC office. Meet all the admission criteria for the desired graduate degree program. Provide the appropriate score on the TOEFL exam. 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. Admission Policy (Graduate Students) In keeping with the mission of The Citadel, The Citadel Graduate College seeks to enroll mature 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: a. An application with a non-refundable fee, b. Official transcripts sent directly from all colleges attended, c. Official scores on the appropriate admissions test (current within 5 years of application), and d. an official TOEFL score if English is not the native language. Admission Test All graduate programs in The Citadel Graduate College require submission of an official admissions test score. The test must be current within five years of application. See the appropriate program for the type of test required. Applicants for graduate programs in The Citadel Graduate College who possess an earned master’s or doctorate degree from an accredited institution may request permission to waive the requirement to supply an admissions test score. An applicant must request the waiver in writing from the dean of the academic school in which the program resides. Submission of a request for waiver is not an assurance of approval. Therefore, an applicant must ensure sufficient time to complete an admissions test prior to the first semester of desired attendance. 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 a written request in the CGC office, 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. 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 are admitted to 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. Catalog of Record The catalog bearing the number of the academic year in which the student enters The Citadel will be their catalog of record for academic program requirements. Class Attendance Regular attendance is required of all CGC students. In case of absences due to sickness or other circumstances beyond their control, students should notify the professor. A student who has missed more than 20% of the scheduled meetings may, at the discretion of the professor, be awarded a grade of “F” for excessive absences, unless there are extenuating circumstances. Individual instructors may establish more stringent policies. The attendance record maintained by the instructor is official. As soon as the instructor has determined that a grade of “F” for excessive absences is warranted, the responsible Dean and CGC are notified. The student will be instructed to not return to class. The instructor will enter the grade of “F” during regular grading. 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 17 �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. Any student desiring to keep directory information confidential must file notice each 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. If no other satisfactory arrangements can be made, the student will receive a complete refund of all fees paid. Course Substitution Course substitutions in degree programs and certification plans can only be authorized by the approval of the Head of the Department, Dean of the School, or Dean of the CGC. Forms to initiate this procedure are available in the CGC office. 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 the earning of a second master’s degree where the area of concentration is different. Since some of the core courses may be identical, these may be waived in the second degree program. A maximum of 12 hours may be transferred from one Citadel degree program to another for those students wishing to obtain a second master’s degree. However, a minimum of 33 hours of new credits must be included in the planned program for the second degree. 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. Course Load The minimum semester hour load for students wishing to be classified as full-time graduate students is 9 semester hours. Students holding Citadel graduate assistantships will be considered as full time if the they are taking at least 6 semester hours. Students who hold full-time employment should not register for more than 6 semester hours in any given term. Students may register for a maximum of 2 courses or no more than 7 credit hours each summer term (Summer I, Summer II). The evening session is considered a part of Summer I and Summer II. Permission to take more than 2 courses each summer term must be obtained from the Dean of the School, the Department Head of the program or the Dean of the CGC. No more than one course may be taken during Maymester. 18 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. Due to the cadet aspect of The Citadel community, CGC students are reminded to be aware of and respect military college traditions. The CGC Student Handbook is a good source of information. 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.” 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 accomplishmens. 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, graduatelevel 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. 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, Maymester, summer I, or summer II 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. 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. Graduation Students must apply to graduate by the established deadline. 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. There are three graduation dates each calendar year. There is a late April or early 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 April or May, following the Spring semester. The graduation date is the term in which the student completes all requirements. An incomplete grade is a delay in the completion of requirements, and the posting of the final grade determines the completion of that requirement. Applications for graduation are available in the CGC office and online. A late fee is charged for applications filed after the posted deadline. To be recommended for a degree, students must meet all admission requirements and satisfactorily complete the scholarship and curriculum requirements for the degree. Finally, students must be free from all financial indebtedness to The Citadel. These deadlines for the graduation application ensure your diploma will be ordered in a timely manner and prevent additional administrative costs. It is each student’s responsibility to apply to graduate. Do not select a graduation date until you are certain all requirements will be met. Parents who are either graduates of the Corps of Cadets, the Veteran Day Program, or The Citadel Graduate College may present diplomas to their sons or daughters at the CGC commencement ceremony. Intellectual Property Ownership of intellectual property will reside with the originator, whether a member of the faculty, a member of the 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. 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, 19 �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). Learning and Academic Retention Center The Citadel’s Learning and Academic Retention 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. Graduate as well as undergraduate students have access to the Center. In addition to individual and smallgroup 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), Citadel graduate students are encouraged to take advantage of the resources offered by the Learning and Academic Retention Center. 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. 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 20 not be awarded for pass or fail work, and performance that is barely adequate (C+ or below) will not receive credit. 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. Any changes in registration must be made prior to the end of the terms’ Add/Drop period. All fees are due by published calendar dates. Repeating a Course Courses may be repeated only under the following circumstances: a. No courses may be repeated once a grade of “B” or higher has been earned. b. If a class in which a “C+” or “C” was earned is repeated, it may be repeated only one time. c. If a course is repeated, the last grade of record is used to determine whether course requirements for graduation have been met. d. The hours may be used only once toward graduation. e. 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 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 a waiver must be initiated by the student in writing to the appropriate Department Head who is responsible for making the final decision and for notifying the student. Department Heads will forward recommendations through their appropriate Dean who sends it to the CGC office. Waivers must be on file in the CGC office prior to application for graduation. It is the students responsibility to ensure the waiver is provided to the CGC office. If a waiver 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 academic level of authority to have the opportunity to resolve the grievance satisfactorily. The Dean of CGC does not rule on academic matters. However, students are encouraged to provide a courtesy copy of grievances and appeals to the Dean of CGC for record. 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. each student to be acquainted with all academic, financial, and administrative requirements within the prescribed deadlines and time limits. Theses Thesis committee appointments will be made at the discretion of the appropriate department head. Disposition of thesis will be coordinated by the student with the library. Transcript A transcript is a confidential document and is released only when students make a request in writing. There is no charge for the initial transcript, but a fee is charged for all subsequent ones. Remittances for transcripts should accompany the request for the transcript and should be mailed directly to the Office of the Registrar. Official copies are not released to students but are sent to requested destinations. 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. Transfer Credit No more than 12 hours, relevant to the student’s program, may be transferred from other regionally accredited colleges or universities. Exceptions are granted by the Provost. Only graduate credit hours, of 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. 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 21 �Specific Policies and Procedures for Evening Undergraduate Programs All other CGC policies and procedures apply. CGC courses cover a wide variety of areas and are open to interested persons from diverse backgrounds. In addition to graduate programs, CGC also offers three undergraduate degrees: bachelor of science in business administration; bachelor of science in civil engineering; and bachelor of science in electrical engineering. Each of these degree programs is offered in cooperation with Trident Technical College (TTC). The first two years of each program are taken at TTC. The junior and senior years are completed at The Citadel through evening and summer courses offered by CGC. The degree is awarded by The Citadel. Courses may also be transferred in from accredited colleges and universities other than TTC. The basic course requirements remain the same. The junior and senior years are completed at The Citadel. In each of the undergraduate degree programs offered by CGC, 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. CGC spring, fall, and summer 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 953-5187. Academic Criteria for Continuance Records of degree-seeking undergraduate students are assessed for academic criteria for continuance after each period of two semesters and the included summer sessions. 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. Full-time 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 the 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. 22 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 traces 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. Academic Discharge An undergraduate student who fails to meet either or both of the academic criteria for continuance will be discharged for academic deficiencies. Although The Citadel will notify students that they are deficient in either or both areas, it is the responsibility of students to ensure that these criteria are met. To avoid academic discharge, a student must meet both hour and GPR requirements concurrently either at the end of the fall semester, at the end of the spring semester, or in August, as appropriate. A student who is discharged for academic reasons for the first time may apply for readmission after being out of school for one semester. If approved for readmission, the student will be readmitted on academic probation. If a student fails for a second time to meet minimum academic criteria for continuance, the Dean responsible for the academic program in which the student is majoring will review the academic record and any extenuating circumstances the student wishes to present in writing. Based on this review and in consultation with the faculty advisor and the department head or the CGC Dean, the responsible Dean will determine the conditions under which the student will be permitted to continue or will award the student a second academic discharge. Except under extremely extenuating circumstances, a student discharged a second time for academic reasons will not be considered for readmission and may not enroll in course work in any program at The Citadel—day, evening, or summer. 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 �radio 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. Admission the student is majoring must provide a recommendation and rationale for combining courses. c. The Dean responsible for the academic program in which the student is majoring must grant final approval for the combining of courses. Definitions Because of community service orientation, CGC permits participation by evening undergraduate students in non-degree status as well as those who are pursuing an undergraduate degree. Elective refers to a course that is required for graduation and may be any three-credit course offered by the College. Catalog of Record Approved Elective refers to a course that must be selected from a list of courses provided by the individual school or department. 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. 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. CLEP credits may be earned under the following conditions: 1. Since all CLEP examinations are not accepted by The Citadel, the student must obtain prior approval through the Office of the Registrar. 2. The score earned must meet or exceed the current minimum score recommended by CLEP for that subject area exam. 3. The amount of credit will be determined by the scope of the material measured. 4. 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. 5. Because basic skills of listening to and speaking a language are such critical components of the Core Language Experience, completing any portion of this 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: a. The courses to be combined must all be offered by the same department and must be related in some way. b. The department head or Dean for the program in which 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 the 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 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 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. 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 23 �program upon the recommendation of the instructor. The removal of the incomplete is the responsibility of the student. 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 provided 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 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 recognize plus and minus grades for the CGC programs. Non-Degree Seeking Students Non-degree seeking undergraduate students are permitted to participate under the following conditions: a. Students who provide documentation of having graduated from an accredited high school or having completed the 24 General Education Development (GED) examination may register for up to 15 credit hours of course work for personal or professional development. b. Persons age 60 or above and not employed full-time may enroll tuition-free in courses in the CGC on a space-available basis. All other fees must be paid. c. High school seniors may be permitted to register for a maximum of two courses and the associated labs in the CGC on the basis of written recommendation from their high school guidance counselor or principal. d. Undergraduate transient students who wish to enroll in course work for transfer to another institution may be asked to present evidence that they are in good academic standing at their home institution. e. Students who are in cadet status and are enrolled in the Corps of Cadets for a fall or spring semester are not eligible to enroll in CGC courses. Students who are in cadet status and are not currently enrolled in the Corps of Cadets, but who have not been given a conduct or academic discharge, may, with the prior approval of the appropriate Dean, take a limited number of credit hours in CGC. 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. Pass-Fail Juniors and seniors with cumulative grade-point ratios of 2.000 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, and no more than four courses taken under this option may be used to meet graduation requirements. 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: a. The grades of “A” through “C” as “S” (satisfactory, pass-for credit); b. The grades of “D” or “F” as “U” (unsatisfactory, fail-no credit). c. 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 2.000 and a minimum grade point ratio of 2.000 in all coursework in the major. �Recommendations for graduation are made by the Academic Board to the Board of Visitors, which in turn awards appropriate degrees. 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 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, have responsibility 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. Applicants whose prior college-level academic performance is questionable may be permitted to enroll in a limited number of courses in a probationary status at the discretion of the academic department. Upon completion of the first 15 semester hours with a grade point ratio of at least 2.0, the adult student will 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 15 semester hours, admission will be denied and participation in the CGC will be terminated. c. 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 where English is not the native language. 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: a. The Citadel and TTC have an articulated agreement that permits a student to complete the first two years of study in engineering or business administration at TTC. These credits are transferred to The Citadel where a student can complete the final two years for a Bachelor of Science Degree in Business Administration, Civil Engineering, or Electrical Engineering. A student who completes in its entirety the TTC portion of one of these programs needs only to submit an application and an official transcript from TTC and certificate of completion in order to be admitted for the final two years of study in CGC. Details of the 2+2 programs are available online or in the CGC office, Bond Hall, Room 101. These three programs are outlined in this catalog under their respective departments. b. Applicants may be admitted into degree seeking status if they have transfer credit from other 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. Admission is based on prior college-level academic performance and confirmation of completion of all coursework for the first two years of the degree program. 25 �Graduate Degree Programs 2010-2011 26 �School of Business Administration Master of Business Administration 27 �Master of Business Administration School of Business, 843-953-5056 Dr. Wesley M. Jones, Director of Graduate and External Programs, wes.jones@citadel.edu Ms. Kathy J. Jones, MBA Coordinator, mbadirector@citadel.edu Mission Statement: The mission of the School of Business Administration is to educate and develop leaders of principle to serve a global community. Admission Requirements: Applicants will be admitted to the MBA program on the basis of scholastic achievement and aptitude for graduate study. Other qualities appropriate to graduate study are also considered. Anyone holding a bachelor’s degree in business administration from an accredited college or university (one recognized by the Council for Higher Education Accreditation) is eligible for consideration. Students with an undergraduate degree from a discipline other than business who would like to pursue the MBA must fulfill admission requirements by the completion of the appropriate Foundation courses that are listed on page 29 of this catalog in addition to the other admissions requirements. All material must be received by the CGC office on or before the following dates to assure consideration to the MBA program. Semester to begin: Fall Spring Summer Admission material due: July 20th December 1st March 20th 1. Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. 2. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each accredited college or university. Applicants whose degrees are from colleges or universities outside the United States are required to have transcripts translated by an academic credential evaluation organization recognized by The Citadel Graduate College. 3. Take the Graduate Management Admissions Test (GMAT) and submit an official copy of the scores to the CGC office. The GMAT must be taken within the last five years for The Citadel to accept the scores. Scores on other graduate entrance exams, such as the GRE, are not acceptable substitutes. 4. Submit two letters of recommendation to the CGC office. These may be from faculty members where undergraduate work was done and/or from associates in business or military service. Recommendations should be able to evaluate the applicant’s potential for graduate work in business. 5. Submit a resume detailing previous work experience. 6. Submit two brief essays that answer the following questions: a. How have your education, knowledge, experience and skills prepared you for graduate business education, and how 28 will these help you contribute to the program’s educational community? b. What do you hope to gain from your graduate education, both during the process and in the future? 7. Submit an official TOEFL score if the applicant’s native language is not English. The minimum score is 550 paper-based, 213 computerbased or 79 Internet-based. 8. The MBA Committee and/or the MBA Director may request an interview with the applicant. Admission Denied: During the admission process, the applicant’s records will be reviewed and results communicated in writing. If the application is denied, an applicant may petition the MBA Committee through the MBA Director for reconsideration, citing any extenuating or mitigating circumstances. Program Requirements: Students that have an undergraduate business degree from an accredited college or university (e.g. AACSB accredited) are required to complete 36 hours of graduate study, including nine required courses and three elective courses. A maximum of two courses (6 hours) may be transferred in from an approved AACSB MBA program at another institution. 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. Required courses: BADM 713, BADM 716, BADM 722, BADM 728, BADM 731, BADM 734, and BADM 737 are required before taking the capstone course, BADM 740. Students must successfully complete these courses with a GPR of 3.0 or better before taking BADM 740. Any prerequisites for advanced or elective courses must be met. Course load: It is strongly recommended that students take no more than six hours per semester. Permission is no longer required to take more than six hours unless the student has provisional status. Students with provisional status must secure permission from the MBA Director to take more than three hours in a semester. Course of Study: Students from AACSB accredited undergraduate programs who meet the admissions requirements of The Citadel MBA program will be allowed to begin MBA classes upon acceptance. This course of study will consist of 27 specific required hours (9 classes) and 9 elective hours (3 classes) and will lead to the awarding of a general MBA from The Citadel School of Business Administration. The required courses in the general MBA are listed below and must be taken by every student. BADM 713 Communication for Leadership, 3 credit hours BADM 716 Legal and Ethical Environment For Decision Makers, 3 credit hours BADM 719 Information Technology Management, 3 credit hours BADM 722 Leadership in Organizations, 3 credit hours BADM 728 Accounting for Executives, 3 credit hours �BADM 731 Quantitative Methods for Operations Management, 3 credit hours BADM 734 Financial Problems, 3 credit hours BADM 737 Strategic Marketing, 3 credit hours BADM 740 Global Business Strategy, 3 credit hours Must be taken within the last six hours of a students’ MBA program of study. Three Electives, 9 credit hours Total Courses: 36 credit hours Transfer Credit: A maximum of six credit hours for graduate courses from an accredited institution (including consortia and AACSB International-accredited institutions) may be approved for transfer (except BADM-740), provided: (1) those courses are determined to be equivalent to one of the advanced or elective courses at The Citadel, (2) grades of “B” or better were received in the courses being considered, and (3) credit was earned within the five years prior to admission into The Citadel MBA program. Grading: All students are subject to the Academic Standards section under Policy Information of The Citadel Graduate College catalog which can be found on page 14. Requirements for Graduation: The degree of Master of Business Administration may be conferred upon those students who successfully complete the 36 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 36 credit hours of advanced graduate coursework will only be allowed (for exceptional circumstances) with approval of the Director of the MBA program. Additional hours may not be used to increase GPR to the 3.0 required for graduation. Business School Website: Find more information on the MBA program by visiting the school’s website at www.citadel.edu/csba. Related Programs: Certificate: Health Care Administration Students earn an MBA from The Citadel and a Certificate in Health Care Administration from MUSC. For more information regarding this program, please email Ann Brown at brownah@musc. edu. Dual Degree Programs: PharmD/MBA Program - Students earn a PharmD from MUSC and an MBA from The Citadel. For more information regarding this program, please visit http://www.sccp.sc.edu/students/ pharmd_mba.aspx. MD/MBA Program - Students earn an MD from MUSC and an MBA from The Citadel. For more information regarding this program, please contact The Citadel’s MBA office by email at mbadirector@citadel.edu. Non-Degree Business Foundations Program: Applicants who do not meet the standards for full admission into the 36-hour MBA program may still be admitted into the NonDegree Business Foundations Program. This program is open to anyone needing a background in business or as a refresher in business foundational concepts. Participation in this program may be used to meet the requirements for admission into the 36-hour MBA program. There is no GMAT requirement or GPA requirement for admission into the Business Foundations program. Those wishing to complete the 36-hour MBA program, however, must meet the requirements for admission. Admission Requirements for Non-Degree Business Foundations Program: 1. Complete and return a graduate application form, along with the appropriate non-refundable application fee to The Citadel Graduate College (CGC), Bond Hall Room 101. 2. Submit an official transcript for the baccalaureate degree and all other undergraduate or graduate work directly from each college or university attended. 3. Submit two essay questions (these questions may be used as part of the application to the MBA program as well), no more than one page each, which answers the following questions: a. How has your experience/education prepeared you for a graduate course in business? b.What do you expect to gain from taking the foundation courses? 4. Submit the names and contact information for three (3) references familiar with your work. All material must be received by the CGC office to receive consideration for admission to the foundation program must meet the same deadlines as stated above. Course Descriptions: BADM-701—Foundations of Accounting Three Credit Hours This course is designed to provide students with knowledge of the basic tools and concepts used in financial accounting. It emphasizes identifying and interpreting relevant accounting information for decision-making by external users. The focus is on the four financial statements: the income statement, the statement of changes in equity, the balance sheet, and the statement of cash flows. Prerequisite: None. BADM-704—Foundations of Economics Three Credit Hours This course introduces students to microeconomics (the study of individual economic units, including product markets, individual consumers, and firms) and macroeconomics (the study of broad economic aggregates such as gross domestic product). Prerequisite: None. BADM-707—Foundations of Marketing and International Business Three Credit Hours This course provides an introduction to the world of international business including the nature and fundamental concepts of 29 �international business, its environment, opportunities in the global marketplace as well as theoretical and applied examples. In addition, the course illustrates how concepts from international business are utilized in the marketing of products and services for the individual firm. Prerequisite: None. BADM-710—Quantitative Methods Three Credit Hours The course is designed to equip graduate students in business with statistical and quantitative techniques that can be applied to real life business situations. To accomplish this, students will learn to apply statistical and quantitative algorithms by use of both a calculator and computer software. Software programs included in the course are Excel spreadsheets, Excel data analysis tools and graphics, SPSS for Windows. Students will learn various strategies to communicate results--written reports, online bulletin boards, multimedia presentations, oral presentations, computer supported presentations, and Power Point presentations. Topic coverage includes: descriptive statistics, probability, discrete probability distributions, continuous probability distributions, sampling distributions, estimating a single population parameter, quality and statistical process control, simple regression and correlation analysis, multiple regression analysis, forecasting, and chi-square analysis. Prerequisite: None. BADM-725—Foundations of Finance Three Credit Hours This introductory course in finance provides students with the financial management tools necessary to analyze complex business financial problems, and offer reasoned alternative solutions. The course builds on principles presented in basic financial and managerial accounting courses, and introduces the student to new financial principles. Prerequisite: Foundations of Accounting (BADM 701) or equivalent undergraduate coursework. MBA Program: BADM-713—Communication 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-719—Information Technology Management Three Credit Hours This course introduces the student to the vocabulary of 30 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-722—Leadership in Organizations 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 selfassessment, role play, team building exercises, and a leadership portfolio. 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 case studies and projects. It 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 decision-making, including behavioral and ethical aspects. Prerequisite: Foundations of Accounting (BADM 701) or equivalent undergraduate coursework. 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, 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: Quantitative Methods (BADM 710) or equivalent undergraduate coursework. BADM-734—Financial Problems 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 nondirected 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. Prerequisites: Foundations of Finance (BADM 725) or equivalent undergraduate coursework. �BADM-737—Strategic Marketing Three Credit Hours This course examines how organizations gain and maintain a competitive advantage in a dynamic era. The course emphasizes the analysis of marketing decisions involving product, price, promotion, and distribution variables. Global opportunities are investigated. Prerequisites: Foundations of Marketing and International Business (BADM 707) or equivalent undergraduate coursework. Negotiation, the art and science of creating agreements between two or more parties, 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) and, second, develop and sharpen negotiating skills through realistic cases (the application) with an emphasis on preparation, bidding, and distributive and integrative bargaining techniques. Prerequisite: None. BADM-740—Global Business Strategy BADM-764—Entrepreneurship Three Credit Hours This comprehensive and integrative MBA capstone course pulls together the concepts, tools, and approaches taught in all the required courses. Using 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: Communication for Leadership (BADM 713), Legal and Ethical Environment for Decision Makers (BADM 716), IT Management (BADM 719), Leadership in Organizations (BADM 722), Accounting for Executives (BADM 728), Financial Problems (BADM 734), and Strategic Marketing (BADM 737). Must be taken within the last six hours of a students’ MBA program of study. Elective Courses: BADM-750—Seminar in Business Administration Three Credit Hours This course may be elected by students desiring 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: None. BADM-751—Seminar in Accounting Prerequisites: Foundations of Accounting (BADM-701) and Accounting for Executives (BADM-728) BADM-752—Seminar in Economics Prerequisite: Foundations of Economics (BADM-704) BADM-753—Seminar in Finance Prerequisites: Foundations of Finance (BADM-725) and Financial Problems (BADM-734) BADM-754—Seminar in Management BADM-755—Seminar in Marketing Prerequisite: Foundations of Marketing and International Business (BADM-707) or equivalent undergraduate coursework. BADM-762—Negotiation Strategies Three Credit Hours 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—Human Resource Development Three Credit Hours Human Resource Development (HRD) as a field involves 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-770—Internet Resources for Managers Online Three Credit Hours This online course introduces MBA students to the resources available through the WWW that support all functional areas of business. In this course you will find, analyze, and report on resources for management, strategy, accounting, finance, marketing, information resources, communication, international business, and others. Although not a web site development course, as part of the course, you will learn to create basic web pages that contains tables, graphics, background images, and hyper links. Prerequisite: None. BADM-772—International Management Three Credit Hours 31 �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: None. BADM-774—International Business Three Credit Hours In this course students study the trend toward internationalization, explore the terminology used in international business, and, via case studies and examples, demonstrate the problems and advantages of the internationalization process. Prerequisite: None. 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. Prerequisites: Foundations of Marketing and International Business (BADM 707) or equivalent undergraduate coursework. 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: None. BADM-780—Research Methods Three Credit Hours This course provides students with the requisite knowledge and skills necessary for carrying out the research process from research design to the analysis and presentation of results. Many quantitative techniques may be applied in the data analysis, including (but not limited to) parametric and nonparametric statistical techniques, estimation, and statistical inference. Prerequisite: Quantitative Methods for Operations Management (BADM 731). long-run 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. Prerequisites 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. Prerequisites: 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. Prerequisites: Foundations of Marketing and International Business (BADM 707) or equivalent undergraduate coursework. 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 proved 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 Institutions Three Credit Hours This course analyzes financial markets and institutions, emphasizing the role, structure, and activities of financial intermediaries. The dynamic pattern of financial flows is analyzed by flow-of-funds analysis. The decision processes and market impact of both the suppliers of credit and the users of these funds are examined. The nature of economic and regulatory policy and its impact on markets and institutions are emphasized throughout. Prerequisites: None. BADM-782—Advanced Topics in Information Technology Three Credit Hours The topics covered in 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 32 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. Prerequisite: Advanced graduate standing and permission of the instructor, the MBA Program Director, and the Dean of The School of Business. �School of Education Master of Arts in Teaching: • Biology • English • Mathematics • Social Studies • Physical Education Master of Education • Educational Leadership Elementary or Secondary School Administration and Supervision • Counselor Education Elementary or Secondary and Student Affairs & College Counseling • Literacy Education Specialist in Education • Educational Leadership • School Superintendent 33 �SCHOOL OF EDUCATION Graduate Programs The purpose of the Graduate Programs of the 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 secondary school teachers, school counselors, reading teachers and consultants, 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 approved The Citadel’s educational preparation programs. In 1974 all professional education programs offered by the College 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 program reviews, conducted in the spring of 2000, 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 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 34 5. these standards to students through their teaching, research, and service endeavors. 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: • Now more than ever, our society is in need of principled educational professionals capable of and committed to ensuring that all children learn. • Now more than ever, the quality of education available to our children and youth will make the difference between those who prosper in the new economy and those left behind. • Now more than ever, it is time to accelerate our transformation of an educational system that is no longer relevant for the modern, global economy. In today’s world we must educate all children and at unprecedented high levels. As noted by Ted Hershberg and his colleagues at the University of Pennsylvania, “the evidence makes clear that the current structure of public education designed for a different purpose and different century cannot help all students become effective citizens or productive workers in the new economy.’ 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. The Citadel’s Professional Educational Unit is on the march, transforming itself into a Center of Excellence for the preparation of principled educational leaders. Through our initial program for teacher candidates for P-12 schools and our advanced programs for professional educators in P-12 schools, The Citadel’s Professional Educational Unit transforms cadets and graduate students into principled educational leaders capable of and committed to transforming our schools into learning communities where all children and youth succeed. �The Citadel’s Professional Educational Unit has identified 17 performance indicators for candidates to demonstrate that they are principled educational leaders who are knowledgeable, reflective, and ethical professionals: Knowledgeable Principled Educational Leaders... 1. know in-depth subject matter of their field of professional study and practice; 2. demonstrate and apply an understanding of developmental and learning theories; 3. model instructional and/or leadership theories of best practice; 4. utilize the knowledge gained from professional study to develop and implement an educational program that is varied, creative, and nurturing; 5. integrate the use of technology; and 6. 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 characteristics; 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. research their practice by reflectively and critically asking questions and seeking answers. Ethical Principled Educational Leaders... 1. apply reflective practices; 2. demonstrate commitment to a safe, supportive learning environment; 3. demonstrate high values and a caring, fair, honest, responsible and respectful attitude; 4. establish rapport with students, families, colleagues, and community; 5. value diversity and exhibit sensitivity to and respect for cultures; and 6. exhibit prompt regular attendance, wear professional attire, and communicate in standard English. 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 Web Site The 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 on the School of Education’s web site: www.citadel.edu/education. Admission Test Policy The minimum acceptable score for admission for all degree programs is a score of 396 on the Miller Analogies Test (MAT) or 900 (combined score on verbal and quantitative sections) on the Graduate Record Examination (GRE). Students who score between 380 and 395 on the MAT or between 750 and 899 on the GRE may apply for provisional status. A student with provisional status who completes 6 semester hours and maintains a 3.50 GPA may be classified as regular degree-seeking status (see respective programs for additional requirements). Regular admission status is granted only upon completion of all admission requirements, documentation, and respective program requirements. Note: Provisional students must comply with CGC admission requirements. Students who do not complete admission requirements during the provisional period will be restricted from additional registrations beyond the 6 hour provisional status. Students who score 379 or below on the MAT or 749 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 at the request of the student. 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 college. In pursuing these goals, the PEB will concentrate on communication, assessment, and governance issues. The Citadel’s Dean of the 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 35 �Master of Arts in Teaching (MAT) Secondary Education • Biology (Grades 9-12) • English Language Arts (Grades 9-12) • Mathematics (Grades 9-12) • Social Studies (Grades 9-12) Physical Education (Grades K-12) School of Education: 843-953-5097 Teacher Education Division Coordinator: Dr. Kathyrn Richardson Jones, kathryn.jones@citadel.edu Education Advisors: Dr. Stephenie Hewett, stephenie.hewett@citadel.edu Dr. Renee Jefferson, renee.jefferson@citadel.edu Dr. Kathryn Richardson Jones, kathryn.jones@citadel.edu Dr. Tammy Graham, tammy.graham@citadel.edu Content Area Advisors: Biology and General Science: Dr. Joel Gramling, joel.gramling@citadel.edu English: Dr. James M. Hutchisson, hutchissonj@citadel.edu Mathematics: Dr. John Moore, john.moore@citadel.edu Physical Education: Dr. Josey Templeton, josey.templeton@citadel.edu Social Studies: Dr. Michael Barrett, Michael.Barrett @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, English Language Arts, Mathematics, Physical Education, or Social Studies. The program shares the philosophy and conceptual base of the School of Education: Leadership for learner-centered education. Students will study learner-centered education in their courses and make its principles a part of their own philosophy. 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. Admission Requirements: 1. 2. 36 Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall, Room 101. Submit an official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each accredited college and university. Successfully complete either the Graduate Record Examination (GRE) or the Miller Analogies Test (MAT). GRE minimum acceptable score is a verbal and quantitative combination of 900. MAT minimum is a raw score of 396.* 4. Applicants are expected to have a cumulative undergraduate GPA of 2.5 or higher. Applicants with less than a 2.5 undergraduate GPR may appeal to The Admission, Retention, and Certification Committee. The Committee’s recommendation regarding this appeal will be forwarded to the Dean of the School of Education for final action. 5. Students are expected to attend a MAT orientation session prior to their formal admission to the program. 6. MAT in Physical Education applicants requires three letters of recommendations and an evaluation by the department. *Students who score between 750-899 on the GRE or 380-395 on the MAT may apply for provisional status. Under provisional status, students may enroll for only one semester of 6 hours. If the student maintains a 3.50 GPA under provisional status, they may be considered for degree seeking status the following semester provided all other requirements are met. Students who score 379 or below on the MAT or 749 or below on the GRE will not be admitted. Admission test must be current within five (5) years of application. 3. 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 advisor 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. In addition to the regular admission requirements of The Citadel Graduate College, each MAT student must complete and pass the Praxis II Examination in the content field in which the student seeks certification. A passing score, using South Carolina standards (www.ets.org/praxis/prxsc.html), must be achieved prior to placement in the Professional Internship. Prior to the internship in teaching, the teacher candidate must: • Apply for the internship no later than May 1 for the subsequent spring internship semester and no later than October 1 for the subsequent fall internship semester. • 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 100 hours prior to the student teaching internship. • Successfully complete 60 full days during the student teaching internship. • Negative TB test. • MAT interns must successfully pass Red Cross Blood Borne �• Pathogens training prior to internship. Proof of current American Red Cross certification in First Aid and CPR must be submitted prior to the 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). Please note: Effective September 1, 2005, Secondary Teaching Certificates issued by South Carolina State Department of Education will cover grades 9-12 and Middle Grades Teaching Certificates will cover grades 5-8. Additionally, effective July 1, 2006, the PRAXIS- Principles of Learning and Teaching (PLT) pedagogy exam will be required prior to the issuance of an initial certificate. Secondary Education: • Biology (Grades 9-12), • English Language Arts (Grades 9-12), • Mathematics (Grades 9-12), • Social Studies (Grades 9-12), (Special Note: Beginning fall 2010 accelerated programs in Secondary Biology and Mathematics are available for interested full time students. Please see requirements under “Accelerated Program” below.) Prerequisite: PSYC 500 - Human Growth and Development (or verifiable undergraduate preparation in psychology) Core Education Requirements The following courses MUST 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.) • EDUC 500 - Foundations of American Education or EDUC 522 - Critical Educational Issues in a Multicultural Society (if student has prior Education coursework) • EDUC 512 - Data Collection and Analysis • EDUC 514 - The Exceptional Child in the School • EDUC 536- Educational Psychology Professional Education 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- Teaching Reading in Middle and High School Content Areas* • EDUC 520 - Professional Internship *Not required for Physical Education students. Alternate requirements are listed under required content area courses. For Biology and Social Studies, 9 graduate hours in a content field is a minimum. For candidates in English, a minimum of 12 graduate hours is required. For Mathematics and Physical Education programs, courses required at the graduate level are noted below. 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 students. To complete the program and be eligible for certification, in addition to education courses, students must have taken all of the content area courses below. Further, it is the responsibility of the teacher candidate 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. Master of Arts in Teaching Biology (Grades 9-12) Note: At least 3 of the course requirements listed below must be successfully completed on the graduate level Science Content Area Required Courses: • Anthropology - 1 course - ANTH 201 or ANTH 202 or ANTH 501 • Biology Survey - 2 courses - BIOL 101 with BIOL 111 and BIOL 102 with BIOL 112 or BIOL 130 with BIOL 131 and BIOL 140 and BIOL 141 • Cell Biology with lab- 1 course - BIOL 205 or BIOL 612 • Chemistry with lab- 2 courses - CHEM 103 with CHEM 113 and CHEM 104 with CHEM 114 or CHEM 151 with CHEM 161 and CHEM 152 with CHEM 162 • Ecology with lab- 1 course - BIOL 406 or BIOL 506 • Evolution - 1 course - BIOL 208 or BIOL 601 • Genetics with lab- 1 course - BIOL 308 or BIOL 508 • Geology with lab- 1 course for High School Certification GEOL 201 and 211, GEOL 202 and 212 • Anatomy/Physiology with lab - 1 course - BIOL 403 or BIOL 414 or BIOL 502 or BIOL 317 with 327 or BIOL 318 with BIOL 328 • Introduction to Physics with lab - 1 course is required, 2 are recommended - PHYS 203 and PHYS 253 or PHYS 204 and PHYS 254 or PHYS 221 and PHYS 271 or PHYS 222 and PHYS 272 • Microbiology with lab- 1 course - BIOL 310 or BIOL 607 • Biology Methods- select 1 from the following - BIOL 605Laboratory Methods in Biology, BIOL 606- Field Methods in Biology, BIOL 609- Seminar in Environmental Science • Biology Elective - 1 course Master of Arts in Teaching – English (Grades 9-12) Notes: • ENGL 595 and three 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 standards. • 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. 37 �English Language Arts Required Courses: • British Authors - 2 courses - ENGL 201 and 202 or ENGL 203 and 204 • American Literature- 1 course - ENGL 215 • Public Speaking- 1 course - ENGL 205 or ENGL 206 • World Literature -2 courses - ENGL 218/520 and ENGL 219/521 • Film Studies- 1 course - ENGL 209/560 • African American Literature - ENGL 349/535 • Adolescent Literature- 1 course - ENGL 370/552 • Literary Criticism- 1 course - ENGL 407/555 • Advanced Composition- 1 course - ENGL 413/565 • Modern Grammar- 1 course - ENGL 414/553 • History of English Language- 1 course - ENGL 415/554 • Methods and Materials for English Language Arts - ENGL 595 (Required for all candidates) Master of Arts in Teaching – Mathematics (Grades 9-12) The MAT in Mathematics program assumes a substantial undergraduate preparation in mathematics. Therefore, prior to formal admission to the MAT Mathematics program, an applicant must have successfully completed the following courses. Any of these courses not taken prior to admission to The Citadel are added to the candidate’s minimum of 18 graduate hours in mathematics. • Analytical Geometry & Calculus I - MATH 131 • Analytical Geometry & Calculus II – MATH 132 • Analytical Geometry & Calculus III - MATH 231 • Differential Equations - MATH 234 • Linear Algebra - MATH 240 • Fundamentals of Computing - CSCI 110 The following required mathematics courses must be taken at The Citadel: • Probability & Statistics - MATH 542 • Mathematical Modeling- MATH 550 • Modern Algebra - MATH 532 • Modern Geometry - MATH 521 • Methods for Middle/Secondary Mathematics - MATH 514 • Applications of Discrete Mathematics- MATH 545 Master of Arts in Teaching - Social Studies (Grades 9-12) Note: At least 3 of the course requirements listed below must be completed successfully on the graduate level. • History of World Civilization or Western Civilization -2 courses HIST 105 and HIST 106 or HIST 103 and HIST 104 • Survey of U.S. History- 2 courses- HIST 201 and HIST 202 • Introduction to Sociology- 1 course - SOCI 201 • Principles of Macroeconomics- 1 course - BADM 201 • American National Government- 1 course - PSCI 102 or PSCI 502 • Cultural Anthropology- 1 course ANTH 202 or ANTH 501 • Historiography- 1 course - HIST 594 • Urban Politics- 1 course - PSCI 302 or PSCI 509 or PSCI 306 or PSCI 506 or PSCI 307 or PSCI 401 • World Geography- 1 course GEOG 209 or GEOG 511 • History of the Non-Western World- 1 course - HIST 560 • Teaching of History and Social Sciences or Instructional Approaches to Social Sciences- 1 course - HIST 692 or PSCI 505 38 Accelerated Programs - Master of Arts in Teaching – Biology or Mathematics (Grades 9-12) Prerequisite: Human Growth and Development - PSYC 500 (or verifiable undergraduate preparation in psychology). Biology Content Area Required Courses: Prior to admission - Teacher candidates remove undergraduate deficiencies in Science and plan for required graduate level program courses in Science (Developed through undergraduate transcript analysis with Mathematics content area advisor) – Expected Science Content Preparation for all Biology Teacher Candidates: • Behavior of Organisms and their Relationship to Social Systems - 1 course - ANTH 201, ANTH 202, ANTH 501 or SOCI 201, PSYC 201, PSYC 305, or PSYC 500 • Biology Survey with lab - 2 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 - 2 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 - 1 course - EART 201 • PHYS 254 or PHYS 221 and PHYS 271 or PHYS 222 and PHYS 272 • Introduction to Physics with lab - 1 course is required, 2 are recommended - PHYS 203 and PHYS 253 or PHYS 204 and • Cell Biology with lab- 1 course - BIOL 205 or BIOL 612 • Ecology with lab - 1 course - BIOL 406 or BIOL 506 • Evolution - 1 course - BIOL 208 or BIOL 601Genetics with lab - 1 course - BIOL 204 or BIOL 308 or BIOL 508 • Anatomy/Physiology with lab - 1 course - BIOL 403 or BIOL 317 with BIOL 327 or BIOL 318 with BIOL 328 or BIOL 502 or BIOL 603 • Microbiology with lab - 1 course - BIOL 310 or BIOL 607 • Biology Methods - select 1 course from the following: • 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 should be chosen if all undergraduate course requirements have been met. Biology teacher candidates may choose from the following: BIOL 502–Comparative Vertebrate Anatomy, BIOL 505–Biometry, BIOL 508–Genetics, BIOL 509–Marine Biology, BIOL 510-Vertebrate Natural History, BIOL 512–Descriptive Histology, BIOL 514–The Vascular Flora of South Carolina, BIOL 518–Ornithology, BIOL 519–Economic Botany, BIOL 526–Freshwater Biology, BIOL 531–Reproductive and Developmental strategies, BIOL 602–Morphological Survey of Plant Kingdoms, BIOL 603–General Physiology Cohort Required Education and Biology Content Course Sequence: • Fall: BIOL Graduate level course from transcript analysis and EDUC 540-Integrative Foundations and Teaching in American Education • Spring: Physical Sciences as needed and BIOL Graduate level course from transcript analysis • Summer I: BIOL Graduate Level course from transcript analysis and EDUC 541-Integrative Educational Psychology and the Exceptional Child • Summer II: Biology Methods – BIOL 605, 606 or 609 and EDUC 542–Teaching Reading and Writing in Middle and �High School Content Areas through Applied Research. Fall: EDUC 520-Internship and EDUC 525-Transition to the Profession 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 pre-internship 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 Science setting with content area certified teachers who are ADEPT trained as well as participate in a Transition to the Profession Seminar Course during the final semester of the program. Mathematics Content Area Required Courses: Prior to admission - Teacher candidates remove undergraduate deficiencies in Math (Developed through undergraduate transcript analysis with Mathematics content area advisor) Expected undergraduate preparation: • Analytical Geometry & Calculus I - MATH 131 • Analytical Geometry & Calculus II - MATH 132 • Analytical Geometry & Calculus III - MATH 231 • Differential Equations - MATH 234 • Linear Algebra - MATH 240 • Fundamentals of Computing - CSCI 110 Cohort Required Education and Math Content Course Sequence: • Fall: MATH 532-Modern Algebra and EDUC 540-Integrative Foundations and Teaching in American Education • Spring: MATH 542-Probability and Statistics and MATH 545-Applications of Discrete Mathematics • Summer I: MATH521-Modern Geometry, Math 550Math Modeling and EDUC 541-Integrative Educational Psychology and the Exceptional Child • Summer II: MATH514-Methods for Middle/Secondary Mathematics and EDUC 542–Teaching Reading and Writing in Middle and High School Content Areas through Applied Research. • Fall: EDUC520-Internship and EDUC 525-Transition to the Profession • 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 Mathematics setting with content area certified teachers who are ADEPT trained as well as participate in a Transition to the Profession Seminar Course during the final semester of the program. 39 �Master of Arts in Teaching in Physical Education (Grades K-12) Dr. Josey H. Templeton, 843-953-7952, josey.templeton@citadel.edu Dr. Lori H. Williams, 843-953-7954, lori.williams@citadel.edu Dr. Tim Bott, 843-953-7959, tim.bott@citadel.edu Dr. Kathryn Richardson-Jones, 843-953-3163, kathryn.jones@citadel.edu Admission Requirements: 1. Contact one of the pedagogy specialists in the Department of Health, Exercise, and Sport Science. 2. Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. 3. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each accredited college or university. 4. Applicants are expected to have a cumulative undergraduate GPA of 2.5 or higher. Applicants with less than a 2.5 undergraduate GPA may appeal to The Admission, Retention, and Certification Committee. The Committee’s recommendation regarding this appeal will be forwarded to the Dean of the School of Education for final action. 5. Successfully complete either the Miller Analogies Test (MAT) or the Graduate Record Examination (GRE) and have scores sent to the CGC office. The test must be current within five years of application. Minimum acceptable score for the MAT is 396. The minimal acceptable GRE score is a combined verbal and quantitative score of 900. Applicants who score between 380-395 on the MAT or between 750-899 on the GRE may apply for provisional status provided all other requirements are met. A student with provisional status who completes 6 graduate semester hours and maintains a 3.5 grade point ratio may be classified as a regular degree-seeking student. Regular admission status is granted only upon completion of all admission requirements, documentation, and respective program requirements, and review by department. Students who score 379 or below on the MAT or 749 or below on the GRE will not be admitted. 6. Three letters of recommendation must be sent to the CGC office. 7. A Program of Study completed by the applicant and his/her program advisor must be submitted to the CGC office. Program Requirements: 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. 40 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 content 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 student must successfully pass the PRAXIS II Examination in the content field in which the student seeks certification. A passing score, using South Carolina standards, must be achieved prior to placement in the Professional Internship. Prior to the internship in teaching, the teacher candidate must: - Apply for the internship no later than May 1 for the subsequent spring internship semester and no later than October 1 for the subsequent fall internship semester. - 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. - 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. - Successfully complete 60 full days during the student teaching internship. - Negative TB test. - MAT interns must successfully pass Red Cross Blood Borne Pathogens training prior to internship. -Proof of current American Red Cross certification in First Aid and CPR must be submitted 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, Physical Education Content Knowledge, and Physical Education Movement Forms Video Evaluation) and any other certification tests for the State of South Carolina. 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. • Biology (4) or Chemistry (4) or Physics (4) with laboratory; • Health & Wellness (3) or pass a departmental competency exam; • Human Anatomy (4) and Human Physiology (4) or Anatomy/ Physiology (8) (each course must include a laboratory); • Adolescent Psychology (3) and Child Psychology (3) OR • PSYC-500 Human Growth and Development (3) �Course Requirements: 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-two (42) hours. Each student is assigned an advisor from the School of Education and from The Department of Health, Exercise, & Sport Science. Both advisors will examine transcripts and develop a program of study for each student. Required Education and Physical Education Courses - 42 hours EDUC 536 Educational Psychology EDUC 512 Data Collection & Analysis HESS 505 Motor Development and Motor Learning* HESS 525 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 Content and Methods of Teaching Rhythmic Activities and Movement 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 Seondary Physical Education HESS 561 Advanced Measurement and Evaluation in Physical Education* HESS 620 Professional Internship (6 hours) The Professional Internship requires that a minimum of sixty (60) full days be spent in the schools, and during the Professional Internship, it will not be possible for the teacher candidate to take any additional courses. *Undergraduate and graduate transcripts may be evaluated for application to coursework in the program. Field Experiences: Many education courses require field experiences that vary from course to course and are related to specific course objectives. All field experiences provide opportunities for Master’s candidates to develop pedagogical knowledge and skills. At a minimum, teacher candidates are expected to successfully complete 75 hours of field experiences prior to the Professional Internship that is an additional sixty (60) days. Course Descriptions: HESS-505—Motor Development and Motor Learning Three Credit Hours This course provides the study of appropriate learning and development theories, and heredity and environmental factors that influence human performance. 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-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 This course provides the study of legal, ethical, and practical definitions of involving people with disabilities in physical activity, physical education, and sport settings. 41 �HESS-535—History, Philosophy, and 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-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 and 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-561—Advanced Measurement and 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 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. 42 �Master of Education in Educational Leadership - Elementary or Secondary School Administration and Supervision School of Education, 843-953-5097 Dr. Mary Lou Yeatts, Coordinator, Division of Educational Leadership, marlou.yeatts@citadel.edu Dr. Kathy Brown, brownk2@citadel.edu Dr. Kent Murray, kent.murray@citadel.edu Mission Statement: The mission and goals of the Masters 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 • New curricular developments and trends • Skills in practical applications of educational research • Competence in applying principles of human and group behavior in problem situations. • Knowledge and competencies in staff personnel administration • Different leadership and management styles and a clear understanding and working knowledge of LearnerCentered Education. Admission Requirements: Admission is based on assessment of the following: 1. An application form, along with appropriate nonrefundable application fee, must be returned to The Citadel Graduate College (CGC) Bond Hall, Room 101. 2. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each accredited college or university. 3. An overall undergraduate grade point average of 2.5 or a 2.7 ratio for the last 60 semester hours of undergraduate credit. Applicants with less than a 2.5 undergraduate GPR may appeal to The Admission, Retention, and Certification Committee. The Committee’s recommendation regarding this appeal will be forwarded to the Dean of the School of Education for final action. 4. Official scores of the Graduate Record Exam (GRE)— minimum score accepted is a verbal and quantitative combination of 900 or official scores of the Miller Analogies Test (MAT)—minimum score of 396, taken within the past five years.* 5. A copy of a valid South Carolina elementary or secondary teaching certificate. Applicants must be in good standing with the State Board of Education at the time of acceptance. 6. A copy of a South Carolina Professional Certificate verifying three years teaching experience. At least one year of teaching at the appropriate level for Advanced Level certification for which the candidate is applying must be validated. R 43-64 REQUIREMENTS FOR CERTIFICATION AT THE ADVANCED LEVEL I. ADMINISTRATION (A) Elementary School Principal and Supervisor (1) Master’s degree (2) Valid South Carolina Educator’s Professional Certificate at the elementary 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 (5) Completion of an advanced program approved by the State Board of Education for the training of elementary principals and supervisors South Carolina Educator Certification Manual, p. 62 (Revised August 2008) R 43-64 REQUIREMENTS FOR CERTIFICATION AT THE ADVANCED LEVEL I. ADMINISTRATION (B) Secondary School Principal and Supervisor (1) Master’s degree (2) Valid South Carolina Educator’s Professional Certificate at the 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 7-12 (5) Completion of an advanced program approved by the State Board of Education for the training of secondary principals and supervisors South Carolina Educator Certification Manual, p. 62 (Revised August 2008) Note: Courses taken prior to official admission or courses taken through other programs do not count toward the School Administration and Supervision program/degree without written approval from the School of Education’s Dean. * The minimum acceptable score is as follows: 1. M.Ed. - a score of 396 on the MAT or 900 on the GRE a. Provisional Status - Candidates, who score between 380 and 395, on the MAT or between 750 and 899 on the GRE may apply for provisional status. Candidates, admitted under this provisional status, may enroll for only one semester of 6 hours and maintain a 3.5 GPA in order to be classified as a degree seeking or certification-only candidate after completion of departmental review. b. Regular admission is granted upon completion of CGC requirements and respective program requirements. 43 �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. An application form, along with appropriate nonrefundable application fee, must be returned to The Citadel Graduate College (CGC) Bond Hall, Room 101. 2. An official transcript directly from each accredited college or university attended - Bachelor’s through Master’s degree. 3. A copy of valid South Carolina teaching certificate. 4. Official scores of the Graduate Record Exam (GRE)— minimum score accepted is a verbal and quantitative combination of 900 or official scores of the Miller Analogies Test (MAT)—minimum score of 396, taken within the past five years.* 5. A copy of a South Carolina Professional Certificate verifying three years teaching experience. At least one year of teaching at the appropriate level for Advanced Level certification for which the candidate is applying must be validated. R 43-64 REQUIREMENTS FOR CERTIFICATION AT THE ADVANCED LEVEL I. ADMINISTRATION (A) Elementary School Principal and Supervisor (1) Master’s degree (2) Valid South Carolina Educator’s Professional Certificate at the elementary 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 (5) Completion of an advanced program approved by the State Board of Education for the training of elementary principals and supervisors South Carolina Educator Certification Manual, p. 62 (Revised August 2008) R 43-64 REQUIREMENTS FOR CERTIFICATION AT THE ADVANCED LEVEL I. ADMINISTRATION (B) Secondary School Principal and Supervisor (1) Master’s degree (2) Valid South Carolina Educator’s Professional Certificate at the 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 7-12 (5) Completion of an advanced program approved by the State Board of Education for the training of secondary principals and supervisors 44 South Carolina Educator Certification Manual, p. 62 (Revised August 2008) Note: Courses taken prior to official admission or courses taken through other programs do not count toward the School Administration and Supervision program/degree without written approval from the Dean, School of Education. *The minimum acceptable score is as follows: 1. Certification-Only - a score of 396 on the MAT or 900 on the GRE a. Provisional Status - Candidates, who score between 380 and 395, on the MAT or between 750 and 899 on the GRE may apply for provisional status. Candidates, admitted under this provisional status, may enroll for only one semester of 6 hours and maintain a 3.5 GPA in order to be classified as a degree seeking or certification-only after completion of review by the department. b. Regular admission is granted upon completion of CGC requirements and respective program requirements. 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 Program Audit. 4. 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 sixmonth 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 Supervision and Administration Examination. (c) Meet with advisor to review request for admission to an internship (d) Apply in person or via fax 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. M.Ed. Required Program: Note: Maximum course load is (6) hours. 1. Core requirements—9 semester 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 2. Professional Requirements—30 semester hours EDUC 528 School Administration EDUC 527 Finance and Business Management EDUC 601 School Law EDUC 602 Staff Personnel Administration EDUC 529 Microcomputers and School Management EDUC 524 Techniques of School Supervision EDUC 531 Principles of Elementary Curriculum Development or EDUC 532 Principles of Middle or High Curriculum Development 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 Certification-Only Required Program: 1. Professional Requirements - 30 semester hours EDUC 528 School Administration EDUC 527 Finance and Business Management EDUC 601 School Law EDUC 602 Staff Personnel Administration EDUC 529 Microcomputers and School Management EDUC 524 Techniques of School Supervision EDUC 531 Principles of Elementary Curriculum Development or EDUC 532 Principles of Middle or High Curriculum Development EDUC 616 Political Prccess 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 45 �Specialist in Educational Leadership School Superintendent School of Education, 843-953-5097 Dr. Mary Lou Yeatts, Coordinator, Division of Educational Leadership, yeattsm1@citadel.edu Dr. Kathy Brown, kathy.brown@citadel.edu Dr. Kent Murray, kent.murray@citadel.edu 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 certification at the superintendent’s level. Admission Requirements: Admission to the Specialist in Educational Leadership Program is based on assessment of the following: 1. A completed graduate application form along with the appropriate non-refundable application fee to The Citadel Graduate College (CGC) office, Bond Hall Room 101. 2. All official transcripts directly from each accredited college or university attended (including a Master’s Degree or Certification-only in administration) with a minimum 3.25 grade point average. 3. A South Carolina State Professional Certificate with school administrator endorsement and two years in an administrative position equivalent to assistant principal or higher in education. 4. A South Carolina Professional Teaching certificate that is valid and three years teaching experience and two years as a school or district administrator, post secondary administrator, or school business administrator. 5. Official scores of the Graduate Record Exam (GRE) miniumum score accepted is a verbal and quantitative combination of 900 or official scores of the Miller Analogies Test (MAT) minimum score of 396, taken within the past five years. a. No Provisional Status granted. b. Regular admission is granted upon completion of CGC requirements and respective program requirements including completion of review by the department. R 43-64 REQUIREMENTS FOR CERTIFICATION AT THE ADVANCE LEVEL I. ADMINISTRATION (C) District Superintendent (1) Master’s degree (2) Valid South Carolina Professional Certificate at the elementary, middle or secondary level (3) Minimum of 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 46 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 Educator Certification Manual, p. 63 (Revised August 2008) Note: Specialist in Educational Leadership courses taken prior to official program admission will not count toward the degree without written approval from the School of Education. Transfer Credit: Six credit hours of graduate courses, which are appropriate for the major in Educational Leadership, may be approved for transfer from an accredited institution of higher learning. Transfer courses must be no older than 6 years from the first semester of degree work taken at The Citadel. All additional courses must be taken at The Citadel. 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 performing 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: (a) Complete 21 credit hours prior to submitting an internship application for faculty review. (b) Earn a passing score on the PRAXIS, South Carolina’s Supervision and Administration Examination. (c) Meet with advisor to review request for admission to an internship. (d) Apply in person to CGC to register for an internship. Applicants for spring administrative internships should file and 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. Required Program: 1.Professional Requirements – 33 semester hours EDUC 606 Superintendency and School Organization EDUC 600 Professional Negotiations EDUC 619 Assessment of School Programs EDUC 598 Curriculum Project (Prerequisite EDUC 531/532) EDUC 535 Organizational Theory and Behavior EDUC 610 Seminar on School Improvement EDUC 603 School Plant Seminar EDUC 612 Seminar in School Law (Prerequisite EDUC 601) EDUC 614 Seminar in Educational Administration EDUC 632 Internship in Superintendency EDUC 633 Internship in Superintendency Total hours = 33 (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. 47 �Master of Education in Counselor Education (Elementary or Secondary and Student Affairs & College Counseling) School of Education, 843-953-5097 Dr. Cynthia Crawford, 843-953-5326 cynthia.crawford@citadel.edu Dr. Aaron H. Oberman, 843-953-7123 aaron.oberman@citadel.edu Dr. George T. Williams, 843-953-2205 Coordinator of Counselor Education Programs williamsg@citadel.edu The Council for Accreditation of Counseling and Related Educational Programs (CACREP) granted accreditation in July 2005, effective until October 31, 2013, to the School Counseling Programs which offer Master of Education degrees in Counselor Education. 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 a school environment focused toward a learner-centered education. 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 48 • • • • • • • • 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: • • PD1: Long-Range Planning • • • • • PD3: Development and Use of Assessments PD2: Short-Range Planning of Guidance and Counseling Activities PD4: Providing Guidance and Counseling Services PD5: Providing Consultation Services PD6: Coordinating Guidance and Counseling Services PD7: Professional Responsibilities Students in both the elementary and secondary school counseling programs complete both a School of Education Core and Counselor Education Core (refer to Division of Counselor Education Handbook online at http://www.citadel.edu/education/academic_programs/ counseling.html) for a total of 51 credit hours. Students enrolled in the Master of Education in Counselor Education with a concentration in Student Affairs and College Counseling degree program complete a School of Education Core, Student Affairs Core, and Counselor Education Core for a total of 48 credit hours. Students enrolled in the Student Affairs Graduate Certificate program complete only four courses focusing on the areas of student services, student development, historical and contemporary aspects of higher education, and administration (See page 107 for details). �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 following: 1. 2. 3. 4. 5. 6. 7. 8. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each accredited college or university. A minimum GPA of 3.0 for the last 60 sequential units completed. Official scores of the Graduate Record Examination or the Miller Analogies Test taken within the last five years.* Three letters of reference, at least two of which should be from instructors or supervisors who will assess a prospective student’s academic ability and/or potential for effectiveness in the field. 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 school counseling profession, and longterm professional goals. This statement is very important because it enables the faculty to make informed decisions regarding admission. Complete and return a graduate application form, along with appropriate non-refundable application fee, to the The Citadel Graduate College (CGC), Bond Hall Room 101. A personal group admissions interview with an Academic Review Board to assess personal and professional readiness and satisfactory completion of requirements. Completed Admissions Questionnaire (http://citadel.edu/ graduatecollege/forms) * The minimum acceptable score for all degree programs is a score of 396 on the MAT or 900 on the GRE. Students who score between 380 and 395 on the MAT or 750-899 on the GRE may apply for provisional status. Students may enroll for one semester under provisional status upon completion of all other requirements and review by department. Students may enroll for only 6 hours and must maintain a 3.50 GPA in order to be classified as degree seeking. Regular admission is granted upon completion of CGC requirements and respective program requirements and review by department. Applicants should provide all of the above materials to The Citadel Graduate College, 171 Moultrie Street, Charleston, SC 29409-6250. The application deadlines are March 1st for summer admission, October 1st for spring admission, and June 1st for fall admission. The formal application in School Counseling or Student Affairs and College Counseling at The Citadel is procured from the office of The Citadel Graduate College, located in Bond Hall 101 or online at www.citadel.edu/admission/g/apply. The telephone number is (843) 953-5089. All successful applicants are initially admitted in a “conditionally classified” status. Admitted students will receive a letter from The Citadel Graduate College. It is the student’s responsibility to meet with a faculty advisor early in the first term to begin preparing an official study plan. 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 required to attend Counselor Education Town Hall Gatherings each semester. An official study plan is submitted after the student has successfully completed the three courses, EDUC 514 (School Counseling) or 522 (Student Affairs), EDUC 515 (School Counseling) or 537 (Student Affairs), and EDUC 551 and the student has made adequate personal, academic and professional progress during the three designated courses for the Academic Review Board to grant “Unconditional” or “fully classified” status. NOTE: 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 full-time employment shall not register for more than 6 semester hours in any given term. Effective summer 2007, 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. Transfer of Credits: Counselor Education M.Ed. degree applicants may transfer a maximum of 12 credit hours of graduate coursework taken at other institutions. Coursework accepted for transfer must be parallel course work within the Counselor Education programs at The Citadel. Transfer of credit is not acceptable for the following Citadel courses: EDUC 515, 552, 624, 629, 650, or 651. Transfer of credit approval must be documented in writing by the faculty advisor and the Dean of the School of Education. School Counseling Program Requirements: Students in either 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 in either elementary or secondary school counseling settings. Students are required to earn a minimum score of 550 on the PRAXIS II test for guidance and 49 �counseling prior to enrolling in the practicum (EDUC 629). This must be on file at The Citadel Graduate College. Once students finish nine (9) credit hours of graduate study in the program, including the three courses, EDUC 514, EDUC 515, and EDUC 551, they must meet with a faculty advisor and complete an official study plan. The faculty advisor, in consultation with other school counseling faculty, reviews the study plan and determines whether the student has made adequate personal, academic, and professional progress during the three designated courses, totaling nine (9) credit hours. “Unconditional” or “fully classified” status is then given by the Academic Review Board. (Refer to Appendix in Division of Counselor Education Handbook, for “School Counseling Student Evaluation Form.”) Comprehensive Examination (CPCE) during the beginning of the semester while enrolled in the Internship I course (i.e., EDUC-650 and EDUC-651). The study plan specifies required courses for the M.Ed. degree. A schedule for completion of the courses is devised at this time. The study plan takes into account the prerequisites and sequencing of coursework to meet a student’s degree objective. Elementary and Secondary School Counseling (51 Credit Hours Total) Field Experience Requirements: School Counseling students must formally request permission from the faculty advisor to enroll in a 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 that in which the field experience is sought. The coordinator of the field experiences must approve all field experience applications, which are due by the last Friday in September for spring placements and 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 guidance and counseling must be on file at the office for The Citadel Graduate College prior to application for a practicum placement. School Counseling 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 primarily by the field site supervisor, with supervision by The Citadel instructor as well. Requirements for Graduation: Students pursuing M.Ed. degrees in School Counseling 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 50 Students are required to present his/her professional electronic portfolio at the end-of-the-semester Counselor Education Professional Portfolio Presentation Day(s) prior to completion of the Internship II course (i.e., EDUC-652 and EDUC-653). Required Program: Based upon these objectives, 51 semester hours of study for Elementary and Secondary School Counseling are offered as follows: School of Education Core - 12 Credit Hours EDUC 500* Foundations of American Education (3 credit hours) PSYC 500* Human Growth and Development (3 credit hours) EDUC 514* The Exceptional Child in the Schools (3 credit hours) EDUC 522* Critical Educational Issues in a Multicultural Society (3 credit hours) Counselor Education Core - 36 Credit Hours A. Foundations - 18 Credit Hours EDUC 515 EDUC 521 EDUC 550 EDUC 551 EDUC 552 EDUC 561 Introduction to the Counseling Profession (3 credit hours) Program Planning, Management, and Evaluation in School Counseling (3 credit hours) Career Counseling and Development (3 credit hours) Counseling Theories and Practice (3 credit hours) Group Counseling (3 credit hours) Counseling Diverse Populations (3 credit hours) B. Research/Appraisal - 6 Credit Hours EDUC 512 EDUC 549 Data Collection and Analysis (3 credit hours) Applied Measurement Techniques (3 credit hours) C. Helping Relationships - 12 Credit Hours EDUC 624 EDUC 629 EDUC 650** and EDUC 652 OR EDUC 651** Basic Counseling Skills (3 credit hours) Practicum in School Counseling (3 credit hours) Elementary School Counseling Internship I (3 credit hours) Elementary School Counseling Internship II (3 credit hours) Secondary School Counseling Internship I (3 credit �hours) and EDUC 653 Secondary School Counseling Internship II (3 credit hours) D. Elective - 3 Credit Hours Approval of the 3 credit hour course elective must be documented by the student’s faculty advisor. * Students who have completed an upper division course in one of these areas may request to substitute approved electives for one or more of these courses. Appropriate documentation is required. **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 cannot be completed while working full-time in an occupation other than school counseling. 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. Student Affairs & College Counseling Curriculum: The Student Affairs & College Counseling Curriculum is based on 48 credit hours of study as follows. Individuals interested in pursuing a graduate certificate in Student Affairs which can refer to page 107. School of Education Core - 6 Credit Hours EDUC 500 —Foundations of American Education (Student Affairs Specialization Only) 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. An 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 522—Critical Issues in a Multicultural Society (Student Affairs Specialization Only) 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. Student Affairs Core - 9 Credit Hours EDUC—537 Student Development Services Three Credit Hours Overview of the historical development of the counseling and student affairs profession, as well as legal & 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. Counselor Education Core - 33 Credit Hours A. Foundations - 15 Credit Hours EDUC 550: Career Counseling and Development (3 credit hours) EDUC 551: Counseling Theories and Practice (3 credit hours) EDUC 552: Group Counseling (3 credit hours) EDUC 561: Counseling Diverse Populations (3 credit hours) EDUC 562: Legal & Ethical Leadership Issues in Education (3 credit hours) B. Research/Appraisal - 6 Credit Hours EDUC 512: Data Collection and Analysis (3 credit hours) EDUC 549: Applied Measurement Techniques (3 credit hours) C. Helping Relationships - 12 Credit Hours EDUC 624: Basic Counseling Skills (3 credit hours) EDUC 634: Practicum in Student Affairs and College Counseling (3 credit hours) EDUC 655:** Internship I in Student Affairs and College Counseling (3 credit hours) EDUC 656:** Internship II in Student Affairs and College Counseling (3 credit hours) ** The internship in Student Affairs consists of 16 weeks of full-time 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. Four Additional Special Topics Courses for Seeking Licensed Professional Counselor (LPC) - 12 Credit Hours EDUC ____: Elective approved by faculty advisor 51 �EDUC 567: EDUC 568: PSYC 500: (3 credit hours) Assessment of Abnormal Behavior (3 credit hours) DSM-IV-TR (3 credit hours) Human Growth and Development (3 credit hours) 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 2000 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 Citadel 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-IV-TR (diagnosis) and EDUC-567: Assessment of Abnormal Behavior (assessment and treatment of psychopathology). 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/education/academic_programs/counseling.html under “Program Information.” 52 �Master of Education in Literacy Education School of Education, 843-953-5097 Dr. Jennifer L. Altieri, 843-953-3162 jennifer.altieri@citadel.edu Dr. Stephenie M. Hewett, 843-953-5019 stephenie.hewett@citadel.edu Dr. Dan Ouzts, 843-953-5201 dan.ouzts@citadel.edu Admission Requirements: 1. 2. 3. 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 general goals and objectives of the program are: 1. A knowledge and mastery of all aspects of the literacy process; 2. 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; 3. A knowledge of the abilities and skills which enhance a wholesome teacher- student-parent relationship in working with students identified as at-risk readers in order to develop a case study; 4. A knowledge of those skills necessary to recognize and accommodate for individual differences in literacy instruction; 5. A knowledge of how to plan, supervise, and enhance programs as a reading consultant; 6. A knowledge of and ability to demonstrate effective literacy instructional strategies; 7. A knowledge of communicating information about literacy; 8. A knowledge of the relationship of literacy skills to subject-matter content areas; 9. A knowledge of significant research conducted in literacy education; and 10. A knowledge of a broad range of children’s and adolescent literature and how to incorporate this literature into the classroom. 11. A knowledge of how to effectively support and mentor educators and serve as a literacy leader. 4. 5. 6. Complete and return application form along with appropriate non-refundable application fee to The Citadel Graduate College (CGC), Bond Hall room 101. Applicants must have a 2.50 overall undergraduate grade point average in order to be accepted into the Master of Education in Literacy Education program. Applicants with less than a 2.5 undergraduate GPR may appeal to The Admission, Retention, and Certification Committee. The Committee’s recommendation regarding this appeal will be forwarded to the Dean of the School of Education for final action. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each accredited college or university. Submit a valid teaching certificate issued by South Carolina or another state. The minimum acceptable score is a score of 396 on the MAT or 900 on the GRE (Current within five years of application). Candidates who score between 380 and 395 on the MAT or 750-899 on the GRE may apply for provisional status. After enrolling for one semester under provisional status, completing 6 hours and earning a 3.50 GPA, the candidate may be considered as degree seeking provided all other requirements are met. Regular admission status is granted upon completion of college requirements, respective program requirements, and review by department. Candidate must be in good standing with the State Board of Education at the time of acceptance. Note: 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. Program Requirements: The Master of Education in Literacy Education is a 36-hour program, consisting of 2 professional core requirements and 10 literacy 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, exam number 0204: 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. Recommendation for certification as Reading Teacher in South Carolina requires two years teaching experience. Recommendation for certification as Reading Consultant in South Carolina requires five years teaching experience. 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 both Reading Teacher and Reading Consultant provided the candidate already possesses a valid teaching certificate in the state of South Carolina. 53 �Required Program: All courses must be taken in sequence as laid out in the program of study. Professional Core Requirements-6 semester hours EDUC-536 Educational Psychology And select one course from the following: EDUC-512 Data Collection and Analysis EDUC-549 Applied Measurement Techniques Professional Educational Specialization-30 semester hours EDUC-570 Developing Literacy Knowledge with At Risk Readers EDUC-588 Developing Literacy Skills PreK-Grade 5 EDUC-589 Methods and Materials for Developing Literacy Skills EDUC-590 Literacy Assessment and Instruction EDUC-591 Practicum in Literacy Education EDUC-592 Teaching Reading in the Middle and High School Content Areas EDUC-594 Internship in Literacy Education EDUC-596 Analysis of Literacy Research EDUC-599 Supervision of School Literacy Programs EDUC-608 Literature for Children and Adolescents Course Descriptions: 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. An 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 learner-centered conceptual base in the process of teaching their discipline specialty. A. English; B. Biology; C. Social Studies; D. Mathematics. A passing score on the PRAXIS II must be achieved upon completion of this class. 54 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 A course 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-513—Teaching of Social Studies Three Credit Hours Organization, methods, and procedures for teaching social studies, including history, in the secondary and middle schools. EDUC-514—The Exceptional Child in the School Three Credit Hours The Exceptional Child in the School, an introductory level course for students with little or no background or experience in special education, 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 exceptional children and youth. There is a focus on cause, identification, and educational and community programs for exceptional individuals. 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 EDUC-527—Finance and Business Management 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. Three Credit Hours 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 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 evening seminars. This last course in the MAT sequence requires an Application: for fall semester, April 1, for spring, October 1. Application forms are available in the Department of Education. 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 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 Lab fee - $20.00 EDUC-522—Critical Educational Issues in a Multicultural Society Three Credit Hours A study of contemporary issues/trends, internal and external to elementary and secondary school systems, which impact 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 Criteria of various types of good schools. Need for school supervision at all levels. Relationship of supervisor to administrators, organization of different schools, materials of instruction, evaluating learning and instruction, teacher visitation and conferences. Three Credit Hours A course 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—Micro-Computer and School Management Three Credit Hours A course for practicing and prospective educational administrators. The course presents the current state-of-the-art technology in using microcomputers in such areas as record keeping, pupil scheduling, energy conservation, data collection and analysis, and the evaluation programs. EDUC-531—Principles of Elementary Curriculum Development Three Credit Hours The study of underlying principles of curriculum development and organization including curriculum evaluations and current issues and trends in the subject fields will be the focus of the course. Attention is given to the professional decisions teachers, administrators, and counselors must make about curriculum. EDUC-532—Principles of Middle or High Curriculum Development Three Credit Hours 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 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. 55 �EDUC-549—Applied Measurement Techniques EDUC-585—Independent Research 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. 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-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. Lab Fee: $20 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-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 goals 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-566—Seminar in Teaching Strategies for Middle School and High School Teachers Three Credit Hours A course designed to provide middle school and school secondary teachers with practical concepts, competencies, and cooperative experiences in interdisciplinary unit teaching. Emphasis will be given to such instructional concepts as team planning, diagnosis, and strategies. Interdisciplinary units will be constructed and evaluated within the experience. EDUC-570—Developing Literacy Knowledge 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. 56 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—Developing Literacy Skills Pre K-Grade 5 Three Credit Hours A foundational course designed to focus on developing literacy skills from pre-kindergarten through fifth grade. 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. Lab Fee - $20.00 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. An application for practicum and 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. Practicum applications are due the last Friday of January for the Fall semester practicum. EDUC-592— Teaching Reading and Writing in the Middle and High School—Content Areas Three Credit Hours A course designed for the middle school and high school teacher emphasizing pupil diagnosis followed by instructional decision making directed toward a balanced teaching approach. �Candidates focus on literacy skills while teaching the subject matter of the secondary content areas. to education. Includes emphasis on research and analysis. EDUC-602—Staff Personnel Administration EDUC-594—Internship in Literacy Education Three Credit Hours A field-based course in which each candidate engages in the supervised teaching of small groups of students. Candidates synthesize the knowledge they have gained in the program to demonstrate ability to appropriately assess and instruct a group of students at each student’s level of literacy instruction. Prerequisites: EDUC 591 and EDUC 512 or 549. An application for practicum and 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. Practicum applications are due the last Friday of January for the Fall semester practicum. EDUC-596—Analysis of Literacy Research Three Credit Hours An in-depth analysis of significant literacy studies is provided. Analysis is directed toward reviewing, exploring, and evaluating the research techniques and findings. Prerequisite: 12 Hours of Literacy Coursework 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 This course 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-599—Supervision of School Literacy Programs Three Credit Hours A course designed primarily for principals, supervisors, and reading consultants. Included is the study of the nature and functions of supervision for literacy programs; supervisory techniques; the role of the principal, supervisor, and reading consultant in the improvement of instruction; administration of a literacy program; and other cognate problems and issues. Prerequisite: 12 Hours of Literacy Coursework EDUC-600—Professional Negotiations Three Credit Hours Emphasis is placed upon 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 Constitutional, statutory, case, and common law bases of school administration and the study of legal provisions and principles relating Three Credit Hours Study of personnel policies and practices as they relate to recruitment, selection, orientation, employment, promotion, evaluation, in-service development, morale, dismissal, retirement, and teacher-administrator relationships. EDUC-603—School Plant Seminar Three Credit Hours 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 Emphasis on the principles of central school administration and the structural organization of public education and the responsibilities and authority of school boards, superintendent, principals and relationships among 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 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 An update 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 57 �EDUC-614—Seminar in Educational Administration Three Credit Hours Exploration of 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 A 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. Includes attention to school community relations. EDUC-619—Assessment of School Programs Three Credit Hours A 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-624—Basic Counseling Skills Three Credit Hours Systematic development of skills essential to enter practicum. Prerequisite: EDUC-551 EDUC-629—Practicum in School Counseling Three Credit Hours Supervised 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 Supervised field studies and experiences in central office administration. Pass/Fail grading system. Prerequisite: Passing PRAXIS exam score on file at The Citadel. Permission of Advisor, School of Education. EDUC-650—Elementary School Counseling Internship 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 58 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 Prerequisite: EDUC-651 and permission from advisor. May be taken concurrently with EDUC-651. EDUC-661—Internship in Elementary Administration (fall/spring) Three Credit Hours Supervised fields studies and experiences in elementary school administration. Course may be taken during fall or spring semester only. Pass/Fail grading system. Prerequisites: Passing PRAXIS exam score on file at The Citadel. Permission of Advisor. EDUC-662—Internship in Elementary Administration (summer, fall, spring) Three Credit Hours Supervised field studies and experiences in secondary administration. Course may be taken during fall or spring semester only. Pass/Fail grading system. Prerequisite: Passing PRAXIS exam score on file at The Citadel. Permission of Advisor. EDUC-663—Internship Middle and High Administration (fall/spring) Three Credit Hours Supervised field studies and experiences in secondary school administration. Course may be taken during fall or spring semester only. Pass/Fail grading system. Prerequisites: Passing PRAXIS exam score on file at The Citadel. Permission of Advisor. EDUC-664—Internship in Middle and High Administration (summer) Three Credit Hours Supervised field studies and experiences in secondary school administration. Internship requires full-time internship in assigned school. Prerequisites: EDUC-663. Passing PRAXIS exam score on file at The Citadel. Permission of Advisor. �School of Humanities & Social Sciences Master of Arts: • English • History • Psychology: Clinical Counseling • Social Science Specialist in Education: • School Psychology 59 �Master of Arts in English Department of English, 843-953-5068 Dr. James M. Hutchisson, hutchissonj@citadel.edu Mission: The Citadel and the College of Charleston offer a joint Master of Arts degree in English. The thirty-six 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. Admissions Requirements: 1. 2. 3. 4. 5. 6. 60 Complete and return application form along with appropriate non-refundable application fee to the The Citadel Graduate College (CGC), Bond Hall room 101. Submit to the CGC office official transcript(s) directly from each institution of higher learning attended, including documentation of graduation from an accredited four-year college or university. The transcript(s) should be sent directly from the institutions attended to the CGC office. Applicants are expected to have a cumulative undergraduate GPA of at least 2.5 on a 4.0 scale and a 3.0 in the major. Submit at least two letters of recommendation from former professors or immediate supervisors in recent employment. Each referee should be as specific as possible in addressing the applicant’s academic ability, motivation, and ability to complete a graduate degree. Submit a two-page statement about educational goals and interest in a graduate program in English. Submit 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. Submit an official copy of scores from the general test of the Graduate Record Examination (GRE) or the Miller Analogies Test (MAT). (Applicants who do not have an undergraduate degree in English are also required to take the GRE advanced test in literature.) The test scores must date from the past five years. Applicants are expected to have a composite GRE verbal, quantitative, and analytical score of at least 1400. 7. 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, upon making a written request to the Joint Program Committee, to pursue course work as a provisional student. Upon completing nine semester hours with a minimum GPA of 3.25 the student will be eligible for degree-seeking status. 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, 6 hours • British Literature after 1800, 6 hours • American Literature, 6 hours • Seminar (English 700), 3 hours • Electives, 9 hours • Thesis and Oral Defense of Thesis 6 hours • Demonstration of competency in one foreign language • Comprehensive Examination Non-thesis Option: Same as above, except that the thesis is deleted and the number of elective hours is eighteen. Notes: • At least nine hours must be taken at each campus. • English 700 satisfies 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 (3), 699 (3), and 701 (6) in any combination may count toward the required 36 hours. • Students may demonstrate their competency in a foreign language by completing two years or their equivalent of college-level study in a single foreign language with an average grade of C or higher: or completing, with a grade of B or higher, English 517: Old English Language. The foreign language requirement must be met before a student can take the comprehensive examination. • The comprehensive examination is prepared and administered by the Joint Program Committee and is taken by all candidates after the completion of at least 27 hours of coursework. Copies of all previous examinations are available on the websites of both English departments. �Concentration in African American Literature: In 2004 an African American Literature Concentration was added to the Master of Arts degree program. The fifteen hour (15) concentration, with a thesis option, offers advanced course work in African American literature, independent study courses for further exploration into an African American literature topic, and cross disciplinary opportunities with courses in other departments that have a central concern with African American literature. Students opting to add a concentration in African American literature must meet the normal requirements for the M.A. In addition, they must complete one of these two courses of study: Standard Option: • 9 hours of African American literature (any combination of 535, 570, 571, and 573) • 3 hours of study of an African American topic in another discipline, as approved by the graduate director • 3 hours of study in an African American topic, such as an independent study or internship, as approved by the graduate director Thesis Option: • 6 hours of African American literature (any combination of 535, 570, 571, 572, and 573) • 3 hours of study of an African American topic in another discipline, as approved by the graduate director • 6 hours of thesis on an African American topic Notes: • A student may substitute 3 hours of independent study on an African-American topic (as approved by the graduate director) for any 3 hours of coursework. • Students taking this concentration may apply only one of their African American literature courses to the six hour American literature requirement of the M.A. Course Descriptions: 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-503—English Drama to 1642 Three Credit Hours A study of English drama from its origins in the Middle Ages, through the predecessors and contemporaries of Shakespeare, and on to the closing of the theatres in 1642. ENGL-504—Poetry and Prose of the English Renaissance Three Credit Hours Non-dramatic poetry and prose of the sixteenth and early seventeenth centuries, with emphasis on the major authors (Spenser, Sidney, Marlowe, Jonson, Donne, and Herbert) and on the major literary types. 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 such 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 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 Rosetti. 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-516—Continental Literature Three Credit Hours A study of European literature in translation since the Renaissance, including works by such authors as Cervantes, Moliere, Racine, Goethe, Stendhal, Balzac, Tolstoy, Dostoyevski, and important writers of the twentieth century. 61 �ENGL-517, 518—Special Topics in Literature ENGL-529—American Fiction: 1945 to the Present 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. Three Credit Hours A study of the significant American novels and short fiction published since World War II. ENGL-530—Special Topics in The Humanities ENGL-520—A Survey of World Literature I Three Credit Hours Masterpieces of world literature in translation from the beginnings to around 1650 with special attention to the philosophical content and the development of literary forms. Three Credit Hours A study of special areas of the humanities or related areas which are outside the normal course offerings of the English Department. The subject for each course will be announced. ENGL-531—British Poetry: 1900 to Present ENGL-521—A Survey of World Literature II Three Credit Hours Masterpieces of world literature in translation from around 1650 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 eighteenth 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 20th- century British writers up to 1945, 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 of the early twentieth century, including such figures as Fitzgerald, Hemingway, Faulkner, and Stein. 62 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 twentieth-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 twentieth-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 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. �ENGL-553—Modern English Grammar ENGL-563—Creative Writing—Fiction 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. Three Credit Hours Class discussion of student writing using twentieth-century fictional works as models. 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. Special attention is given to the varieties of American English, particularly African American Vernacular 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-557—Creative Writing—Poetry Three Credit Hours Class discussion of student writing using twentieth-century poems as models. 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 A study of films from a variety of nations and filmmakers. Attention is given to how techniques of filmmaking such as mise en scène, montage, and lighting communicate a filmmaker’s construction of meaning. In some cases, comparisons may also be made between films and their written sources to demonstrate differing approaches to conveying comparable meaning. 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-570—Topics in African American Literary Genres Three Credit Hours A study of a particular genre of African American literature, suchas drama, novels, or poetry. Topics will vary according to instructors. ENGL-571—Topics in African American Literary Periods Three Credit Hours A study of a particular period of African American literature, such as the Harlem Renaissance. Topics will vary according to instructors. ENGL-572—Topics in Major African American Writers Three Credit Hours A study of a particular African American writer, such as Langston Hughes or Toni Morrison. Topics will vary according to instructors. 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-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: EDUC501 and EDUC-592. Note: This class is designed for students in the M.A.T. in English program; it cannot be used for degree credit in the M.A. program that The Citadel offers jointly with the College of Charleston. ENGL-650—Principles of Literary Research Three Credit Hours Study of textual bibliography, research methods and resources, and methods of presenting research. 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 63 �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-702—Internship Three Credit Hours A supervised field experience in which the student observes and participates in a professional occupation related to the English degree. The internship will consist of 300 hours of work and the completion of a formal report. Permission of the graduate director required. Graded on a pass/fail basis. 64 �Master of Arts in History Department of History, 843-953-5073 Dr. Joelle Neulander, joelle.neulander@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, and 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. Complete and return a graduate application form, along with appropriate non-refundable application fee, to the The Citadel Graduate College (CGC), Bond Hall Room 101. Submit one official copy of a transcript directly from each institution of higher learning attended, including documentation of graduation from an accredited four-year college or university. Submit three 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. Submit 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. Submit an official copy of test scores of the Graduate Record Examination or Miller Analogies Test. Tests must have been taken within last five years. Applicants are expected to have a cumulative undergraduate GPR of at least 2.5 on a 4.0 scale and a 3.0 in the major. They are also expected to have 15 hours of history course work beyond the initial survey along with a composite GRE verbal and quantitative score exceeding 1000 (or MAT score of 410). An applicant who fails to meet these 7. 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 G.P.A. 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. The Admissions Committee will consider complete applications for the program on the following dates: March 1st for the summer or fall semester October 1st for the spring term 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. 600- and 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. Required Program: The Master of Arts in History is conferred upon those candidates who successfully complete an approved program of study consisting of a minimum of thirty-three (33) semester hours of graduate credit with a cumulative GPR of 3.0. 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** The program offers two tracks, according to students’ career goals. 1. Thesis track students must take HIST-801, HIST-802 and successfully defend their thesis. (These courses count towards the 18 hours in the major concentration.) 2. Non-thesis track students must take two research seminars, preferably within their area of concentration, and a comprehensive exam in their major field. *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. 65 �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. 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. Course Descriptions: (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 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-503—The Jeffersonian and Nationalist Period Three Credit Hours A study of American history, 1800-1850, with an emphasis on the clash of Federalist and Jeffersonian principles; emerging political and cultural nationalism; the war of 1812; the influence of Jacksonian Democracy on political, social, and economic life; growing sectionalism and the Mexican War. 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 survey 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. 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 66 �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-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 slavetrade 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 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. 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-543—Twentieth-Century Europe HIST-582—China to 1800 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. 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-545—History of Modern Russia HIST-583—Modern China 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. 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-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-562—Colonial Latin America 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. 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 HIST-563—Modern Latin America *HIST-590—Special Topics in U.S. History 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. Three Credit Hours Examples include Turning Points in American History, the Progressive Era, the Social and Cultural Transformation of the 1920s, etc. 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-591—Special Topics in European History Three Credit Hours Examples include Georgian Britain, Edwardian Britain, the European Left and Labor, etc. 67 �*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-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, the Caribbean Origins of the Lowcountry). 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-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 68 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 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., HIST-610, 630, 640, and 670) are restricted to fifteen (15) M.A. students and normally are conducted as seminars with discussions of assigned readings in the scholarly literature. Emphasis is placed upon the analysis and synthesis of diverse historical materials, and a longer research paper of 20 to 25 pages is required on a suitable topic in the historiography of the field. In general, these distinctions in size, methodology, and assignments apply to all 500 and 600-level courses. Courses for the MAT Degree: 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, reilgious beliefts, 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 M.A. in History.) 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. (This course does not count towards the requirements for the M.A. in History.) 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. Department of Psychology Graduate Programs The Department of Psychology offers two graduate psychology programs, one in Clinical Counseling (MA only) and the other in School Psychology (MA and Ed.S.). The two programs share 27 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 scientistpractitioner 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 Accreditation Council (MPAC), 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 54 credit hours. The program includes 30 credit hours of core courses, 12 hours of advanced courses, 3 hours of electives, and 9 hours of field work. Field work 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/academics/psyc/. 69 �Master of Arts in Psychology: Clinical Counseling Department of Psychology, 843-953-5320 Dr. William G. Johnson will.johnson@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. All applicants must request admission packets from CGC and submit for review: 1. 2. 3. 4. 5. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each 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) 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; The Graduate Record Examination (GRE) score of 1000 (minimum of 450 on verbal and quantitative section) or a score of 410 or higher on the Miller Analogies Test (MAT). Current within five years of application; A completed admissions questionnaire; Two letters of reference. Complete and return a graduate application form, along with appropriate non-refundable application fee, to the The Citadel Graduate College (CGC), Bond Hall Room 101. 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. 70 Application materials can be requested from The Citadel Graduate College, The Citadel, Charleston, South Carolina 29409: (843) 953-5089 or online at www.citadel.edu/graduatecollege. All application requirements must be met and materials submitted to The Citadel Graduate College by March 15 to be considered for fall admission in the Clinical Counseling Program. 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 54 credit hours, including 30 credit hours of core courses, 12 hours of advanced courses, 3 hour elective, 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 who successfully complete this program (and take Career Counseling as one of their elective courses) 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 masters degree program. The program is a member of the Council of Applied Master’s Programs in Psychology and is accredited by the Masters in Psychology Accreditation Council. Students must abide by the Ethical Principles of Psychologists and Code of Conduct of the American Psychological Association throughout their enrollment. The MA degree will be conferred on students who have successfully completed the requirements of the program with a minimum GPA of 3.0. For the elective thesis option, a written presentation as well as oral defense of the student’s research before a faculty committee is required. 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 12 hours of graduate credit taken as nondegree-seeking student will be applied toward program requirements. Required Program for Clinical Counseling Students: Core Courses: Course PSYC-500 PSYC-501 PSYC-507 PSYC-508 PSYC-514 PSYC-523 PSYC-525 PSYC-549 PSYC-553 PSYC-561 Credit Human Growth and Development , 3 hours. Principles of Cognitive and Behavioral Change, 3 hours General Psychopathology: Assessment and Differential Diagnosis, 3 hours Counseling and Personality Theories, 3 hours Ethics and Mental Health Law, 3 hours Statistics and Research Design, 3 hours Basic Counseling Techniques, 3 hours Applied Measurement Techniques, 3 hours Introduction to Family Dynamics, 3 hours Social-multicultural Perspectives, 3 hours �Students completing the Clinical Counseling curriculum must complete a comprehensive examination successfully to be permitted to take the following Advanced Courses: Advanced Courses: Course PSYC-552 PSYC-611 PSYC-643 PSYC-644 PSYC-629 PSYC-651 PSYC-652 Electives: PSYC-557 PSYC-602 PSYC-603 PSYC-555 PHED-511 EDUC-550 Credit Group Counseling Techniques, 3 hours Clinical and Professional Issues in Counseling, 3 hours Contemporary Psychological Assessment and . Psychotherapy, 3 hours Advanced Counseling Techniques, 3 hours Practicum: Clinical Counseling, 3 hours Internship I, 3 hours Internship II, 3 hours Counseling & Psychotherapy for Couples, 3 hours Social and Biological Basis of Child and Adolescent Behavior, 3 hours Affective and Cognitive Interventions: Child/Adolescent, 3 hours Special Topics: Alcohol and Substance Abuse Counseling, 3 hours Special Topics: Sports Psychology, 3 hours Career Counseling, 3 hours (Required for ...... Licensed Professional Counselor) 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 PSYC643 and PSYC 552. Field placement opportunities are available in many agencies within the tri-county area and are listed on the website. 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 three courses at The Citadel prior to admission to practicum: PSYC-508 Counseling and Personality Theories PSYC-552 Group Counseling Techniques PSYC-643 Contemporary Psychological Assessment and Psychotherapy PSYC-644 Advanced Counseling Techniques 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. Specialist in Education in School Psychology Department of Psychology, 843-953-5320 Dr. Kerry Lassiter, lassiterk@citadel.edu Mission: The mission of the Specialist in Education (Ed.S.) program in School Psychology is to prepare students to become scientist practitioners. This model sees the school psychologist as a databased problem solver at the individual, the group, and the systems level. 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 II level 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. All applicants must submit for review: 1. An official transcript of the baccalaureate degree and all other undergraduate and graduate work directly from an 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); 2. A current (within five years of application) Graduate Record Examination (GRE) score of at least 1000 (minimum of 450 on each section). The Miller Analogies Test (MAT) can be substituted for GRE scores with prior permission from the Coordinator of Admissions (953-5320). A score of at least 410 or higher on the MAT is required. 3. A completed admissions questionnaire (www.citadel.edu/ graduatecollege/forms; 4. Two letters of reference; 5. Complete and return a graduate application form, along with appropriate non-refundable application fee, to the The Citadel Graduate College (CGC), Bond Hall Room 101. Application materials can be requested from The Citadel Graduate College, The Citadel, Charleston, South Carolina 29409: (843) 9535089 or online at www.citadel.edu/graduatecollege. All application requirements must be completed and materials submitted to The Citadel Graduate College by February 1st. List of Psychology Courses begins on Page 73. 71 �Program Requirements: The Ed.S. degree in School Psychology consists of 75 semester hours with 4 interacting components: 1. Core knowledge courses focusing on psychological foundations with emphasis on the role, functions, and scope of the profession of school psychology (30 hours). a. PSYC 500: Human Growth and Development b. PSYC 501: Principles of Behavior and Cognitive Change c. PSYC 507: General Psychopathology:Assessment & Differential Diagnosis d. PSYC 508: Counseling and Personality Theories e. PSYC 512: Ethics, Roles, & Law f. PSYC 523: Statistics & Research Design g. PSYC 525: Basic Counseling Techniques h. PSYC 549: Applied Measurement Techniques i. PSYC 553: Introduction to Family Dynamics j. PSYC 561: Social-multicultural Perspectives 2. Advanced knowledge and skills courses which emphasize the knowledge and skills more specific to educational settings (30 hours). a. PSYC 502: Psychological & Educational Exceptionalities:Child/Adolescent b. PSYC 503: Objective Assessment c. PSYC 504: Special Techniques in Assessment d. PSYC 505: Personality, Social, & Emotional Assessment e. PSYC 602: Social & Biological Basis of Child &Adolescent Behavior f. PSYC 605: Systems Theory & Consultation: Prevention and Intervention* g. PSYC 606: Educational Interventions* h. PSYC 607: Behavioral and Emotional Interventions* i. PSYC 612: Reading Assessment and Interventions j. PSYC 620: 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. 3. 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 can not begin this block of courses until they have officially been admitted into the School Psychology Program and completed all prerequisites. a. PSYC 615: Practicum in School Psychology I b. PSYC 616: Practicum in School Psychology II c. PSYC 617: Consultation & Intervention Practicum I d. PSYC 618: Consultation & Intervention Practicum II e. PSYC 621: Internship in School Psychology I f. PSYC 622: Internship in School Psychology II *NOTE: PSYC 615/617 & 616/618 are co-requisites 4. Experience as a scientist practitioner in gathering and analyzing data (3 hours). a. 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 Handbook 72 of School Psychology) are awarded the Ed.S. degree. Students must complete all course requirements within a 5-year period from the date of initial enrollment. Internship requirements must be completed within 2 years of the completion of course work or 7 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 be the thesis. Field-Based Placement Requirements: School Psychology students must complete all course work before placement in an internship setting (including thesis). Students will be required to spend a minimum of 1200 clock hours in a supervised internship and complete these hours within 2 years. To meet South Carolina requirements, students who plan to complete an internship must apply through the South Carolina Department of Education (SCDOE) for an internship certificate. Further, 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 SCDOE by the deadline for the intended semester of Internship (January 15 fo Fall Semester internship and May 1 for Spring internship). Other field-based experiences may require a criminal background check prior to field placement. Program Sequence: PSYC 503, 504, 505, and 615/616 must be taken in prescribed sequence, with each course building on the preceding one incrementally. The intervention courses (PSYC 605, 606, 607 and 617/618) must be completed prior to (or 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 enrolled in order to avoid an extension of their course work by one year. 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 by the Program 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 615/616, PSYC 617/618, PSYC 605, PSYC 606, PSYC 621, and PSYC 622. Students enrolled in these classes are advised to consult their syllabus and instructor for more specific details Course Descriptions: 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. 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-IV) will be emphasized. 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 these instruments with emphasis on utilizing this information within the data-based problem-solving model, particularly the problem definition, problem analysis and intervention planning stages. 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 PSYC503, where students gain practical experience with intelligence, achievement, visual-motor measures as well as 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-IV, IDEA, etc.). Emphasis will be on acquiring and interpreting information on behavior tendancies and styles with special attention to school age children and youth. Students will gain practical experience in the use and interpretation of objective, projective, and observational techniques. Practical experiences will be integrated with analysis of the literature relating to legal issues, validity of data, and clinical studies. Emphasis will be on utilization of such information in a model that emphasizes databased 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 DSM-IV. 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. 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: Human Growth and Development (PSYC-500). 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 73 �the diverse opportunities for school psychologists to positively impact communities, and to value implementing best practices as a school psychologist. factors associated with groups; and methods/procedures used in group counseling/psychotherapy. Prerequisite: The student must have completed all core courses PSYC-514— Ethics and Mental Health Law PSYC-553—Introduction to Family Dynamics 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). 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: Human Growth and Developement (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-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: completion of all or concurrent registration in: 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—Applied Measurement Techniques 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. PSYC-552—Group Counseling Techniques 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 74 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: Family Dynamics (PSYC-553). PSYC-561—Social-Multicultural Perspectives Three Credit Hours This course uses principles of social psychology to examine the influences of cultural, ethnic, minority, gender, and life-styles on psychological, educational and social development. Particular attention will be focused on variations in experiences and perceptions of individuals from divergent backgrounds as these impact on educational and psychological environments. Students will be provided practical experiences that will enable them to shift focus from their own perspectives. Prerequisite: Human Growth and Developement (PSYC-500). PSYC-599—Thesis Three Credit Hours A supervised applied research project related to a topic or issue in psychology. A prospectus, to be approved by the supervising faculty member, shall detail the nature of the study and the methodology to be used. The thesis shall be submitted according to designated format, and its acceptance (and the award of credit) shall depend upon an oral defense before departmental faculty. The student will also be expected to submit the research for presentation at a state, regional, or national psychology association meeting or equivalent. Prerequisite: Completion of Statistics and Research Design (PSYC523). �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: Human Growth and Developement (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. Students will cover systems theories and models of consultation to include mental health consultation, behavioral consultation, organizational change, and collaborative decision-making as well as primary/secondary prevention methods with a focus on the learning and psychology of the school age child/adolescent. Interventions that promote positive school cultures will be examined across classroom, school, family, and community systems. Prerequisite: Ethics, Roles and Law (PSYC-512). Corequisites: 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 psychologistsin-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. Corequisites: Practicum in School Psychology I (PSYC 615) and Practicum in Consultation and Intervention I (PSYC 617) 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. Crisis intervention and threat assessment will also be addressed. Corequisites: Practicum in School Psychology II (PSYC 616) and Practicum in Consultation and Intervention II (PSYC 618) PSYC-611—Clinical and Professional Issues in Counseling Three Credit Hours Counseling does not occur in a vacuum and clinical counselors working within the community must possess basic knowledge of a number of topics that affect the provision of care to clients. This course addresses a number of topics that relate to the practice of counseling. Topics to be addressed include: 1) licensure and professional development; 2) advanced personality theory with a focus on assessment and treatment of personality disorders; 3) psychopharmacology for the non-physician; and 4) use of empirically validated treatments. Prerequisite: Students must have completed all core courses and passed comprehensive examination. PS YC-612 — R eading Assessment and Inter vention: 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 programs and methods of instruction used to prevent reading problems before they occur will also be reviewed. Corequisites: Practicum in Consultation and Intervention: I and II (PSYC 616/618) PSYC-615/616 —Practicum in School Psychology: I and II Two Credit Hours each These practica 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. Corequisites: 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). 75 �PSYC-617/618 —Practicum in Consultation and Intervention: I and II One Credit Hour Each These practica 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 data-based problem solving approach to intervene with children in need of school psychology intervention. Corequisites: 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 provided 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, as well as review methods and procedures involved in assessing institutional programs (i.e., program evaluation, implementation and efficacy). 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 multiculturally 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 supervised field experience for community 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 prior course work (may take elective 76 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. PSYC-644—Advanced Counseling Techniques 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-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 prior course work, including Practicum (may take elective with Internship) �Master of Arts in Social Science Department of Political Science & Criminal Justice, 843-953-5069 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, 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. 3. courses the Department offers. Cluster B: Electives (15 hours) Students should select five courses from those listed in this cluster, three of which must be Psychology graduate courses (9 hours). Other courses may be used as electives with the permission of the Departmental Graduate Director. * Courses taught by the Department of Political Science and Criminal Justice and designated as leadership subject application courses for the Graduate Certificate in Leadership may not count simultaneously as Cluster A and B courses for the MASS degree program. Those in the MASS program who are dual enrolled in the Graduate Certificate in Leadership may opt to have the course count within the Cluster B as their leadership subject application requirement but not simultaneously as a Cluster A requirement. Courses taught by the Department of Political Science and Criminal Justice and designated as leadership subject application will count as a Cluster A requirement for those in the MASS degree program and not dual enrolled in the Graduate Certificate in Leadership. Please see page 106 for information about the Graduate Certificate in Leadership. Admission Requirements: 1. 2. 3. 4. Complete and return a graduate application form, along with appropriate non-refundable application fee, to the The Citadel Graduate College (CGC), Bond Hall Room 101. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each accredited college or university attended. All students must successfully complete either the Graduate Record Examination (GRE) or the Miller Analogies Test (MAT). It must be current within five years of application. The minimum for the GRE is a verbal and quantitative combination of 900. The minimum for the MAT is a score of 396. Individuals who fail to meet the minimum score requirement may be admitted to regular student status with a recommendation of the CGC Dean upon the completion of eight hours of work with a minimum grade point average of 3.25. Completed program of study with advisor. Required Program: The Master of Arts in Social Science is a 36 credit hour program consisting of the following requirements: 1. 2. Required Core (6 hours) PSCI 500/ CRMJ 500 Seminar in Social Science PSCI 501/ CRMJ 501 Research Methods in Social Science *NOTE: these 6 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 any political science, criminal justice, sociology, or anthropology List of Courses: (Cluster B) PSYC 500 PSYC 501 PSYC 507 PSYC 508 PSYC 553 PSYC 555 PSYC 561 PSYC 570 Human Growth and Development Principles of Cognitive & Behavioral Change *With Instructor Permission Only General Psychopathology *With Instructor Permission Only Counseling and Personality Theories *With Instructor Permission Only Introduction to Family Dynamics Special Topics in Psychology *With Instructor Permission Only Social-Multicultural Perspectives Social and Cognitive Foundations of Interpersonal Behavior BADM 704 BADM 713 Foundations of Economics Communication for Leadership EDUC 500 EDUC 561 EDUC 600 Foundations of American Education Counseling Diverse Populations Professional Negotiations EDUC 512 EDUC 516 EDUC 520 EDUC 521 ENGL 530 ENGL 535 ENGL 558 ENGL 570 ENGL 571 ENGL 572 ENGL 573 Southern Literature Continental Literature Survey of World Literature I Survey of World Literature II Special Topics in the Humanities African-American Literature Technical and Professional Writing Topics in African-American Literary Genres Topics in African-American Literary Periods Topics in Major African-American Writers Special Topics in African-American Literature 77 �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 HESS 503 HESS 504 Drug and Substance Abuse Human Sexuality Public Health Total: Thirty six (36) hours. Course Descriptions: (Cluster A) 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-505—Instructional Approaches to Social Sciences Three Credit Hours This course is designed to provide an overview of the social sciences, to show how they differ from the humanities and the natural sciences, to review how the scientific approach and the scientific method may 78 be applied to the study of social sciences, and to introduce students to a variety of pedagogical techniques; special emphasis will be given to the use of technology in the teaching of the social sciences and will include instruction on the use of the internet, on the gathering and analysis of social science data, and the utilization of simulations in the classroom. 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. 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-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 decisionmaking process, and the impact of court decisions. �PSCI-570—The Civil Rights Movement Three Credit Hours An examination of the Civil Rights Movement from World War II to the present with extended attention given to the critical period from 1954 to 1965; the course will consider the impact of this “civil rights decade” on American politics and political behavior during the last third of the 20th century. Key events, organizations, and personalities will be examined, and continuing issues (such as affirmative action, majority-minority legislative districting, and racial typing) will be discussed. Secondary analyses will be supplemented by the use of videotapes, first-hand accounts, and primary documents to enhance students’ understanding of the movement and its effects. 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. PSCI-592—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. 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-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-560— Criminal Justice Agency Administration Three Credit Hours Seminar on the nature of criminal justice organizations, criminal justice personnel, and group behavior in criminal justice organizations. Organizational and management theories are analyzed and applied to contemporary structure. Innovative strategies are discussed, as is policy development consistent with jurisdictional variables. 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 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-566— Ethics in Criminal Justice Three Credit Hours A study of the role of justice, ethics, and ethical behavior in the criminal justice process and practice. The course examines ethical issues regarding the applications of law enforcement, law, courts, and corrections in the justice mechanism. Consideration is given to the function of ethical conduct in the rule of law, use of authority, and exercises of governmental power in criminal justice. Ethical dilemmas and practical applications are explored. 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. 79 �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. 80 �School of Science & Mathematics Master of Arts: • Biology Master of Science: • Computer Science Master of Arts in Education: • Mathematics Master of Science: • Health, Exercise, & Sport Science 81 �Master of Arts in Biology Course Descriptions: BIOL-502—Comparative Vertebrate Anatomy Department of Biology, 843-953-5203 Dr. Paul M. Rosenblum, paul.rosenblum@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: 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 non-parametric 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 1. 2. 3. 4. Complete and return application form along with appropriate non-refundable application fee to the The Citadel Graduate College (CGC), Bond Hall room 101. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each accredited college or university attended. All students must successfully complete either the Graduate Record Examination (GRE) or the Miller Analogies Test (MAT). It must be current within five years of application. The minimum for the GRE is a verbal and quantitative combination of 900. The minimum for the MAT is a raw score of 396. Individuals who fail to meet the minimum score requirement may be admitted to regular student status with a recommendation of the CGC Dean upon the completion of eight hours of work with a minimum grade point average of 3.25. Completed program of study with advisor. Program Requirements: 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. A copy of the program of study will be sent to the CGC to allow admission. When the student files for graduation, the final program of study will be signed by the student and advisor and sent to CGC. 82 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. BIOL-531—Reproductive and Developmental Strategies Four Credit Hours A study of reproductive and developmental strategies used across the phyla, this course will consider how the choices of the reproducing adults affect the development and survival of the offspring. The laboratory will include use of model systems to investigate the theories discussed in lecture. Lecture: three hours a week; laboratory: three hours a week BIOL-601—Evolution of Animals 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 Plant Kingdoms Four 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: three hours a week; laboratory: three 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. 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 experience. 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-607—Microbiology Four Credit Hours General coverage of the anatomy, morphology, ecology, and chemistry of microorganisms. The emphasis of the course will be on bacteria, however, some time will be spent on the study of fungi, viruses, richettsiae, and protozoans. Lecture: three hours a week; laboratory: three hours a week. 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: three hours a week. 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. 83 �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. 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-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. 84 �Master of Science in Computer Science 2. Department of Mathematics and Computer Science Dr. John I. Moore, Jr., Department Head, 843-953-5048, john.moore@citadel.edu Dr. Margaret Francel, Program Director, 843-953-6987, margaret.francel@citadel.edu Mission: The M.S. in Computer Science 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 science program is a joint program with the College of Charleston. Admission Requirements: 1. 2. 3. 4. 5. 6. A completed graduate application form, along with an appropriate non-refundable application fee, to the The Citadel Graduate College (CGC), Bond Hall room 101. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each accredited college and university. Students admitted to the program are normally expected to have an undergraduate grade point average of at least 3.0. Approval from the Program Director or Department Head before registering for any graduate Computer Science (CSCI) courses. Completion of the Graduate Record Examination (GRE) with a minimum combined score of 1000 on the verbal and quantitative sections of the general test and a minimum score of 4.0 on the writing assessment. The GRE must be current within five years of the application for admission to the program. Evidence of a command of spoken and written English such as a TOEFL score of 550 paper-based, 79-80 internet based or 213 computer-based (if English is not the native language of citizenship). Competency, demonstrated through coursework, approved work experience, or a program administrated competency exam, in the areas of basic Computer Architecture, Object-oriented Programming, Discrete Mathematics, and Data Structures. Degree Requirements: The Master of Science in Computer Science 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: 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 3. Declare an area of specialization from among software engineering, information systems, or computer science, and complete four courses in that area (12 hours). a) 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 one of the courses must be chosen from 654 and 658. b) 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 courses must be 632 and 631. c) 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. Complete one of the following three options (9 hours). a) CSCI 699 Research Thesis (6 hours) plus one elective. b) CSCI 698 Project thesis (3 hours) plus two electives. c) Three electives (9 hours). The Citadel’s School of Engineering offers a graduate certificate program in Technical Project Management consisting of four courses. ENGR 650 (Overview of Technical Project Management) may be substituted for CSCI 634 in satisfying degree requirements for the M.S. in Computer Science, and the remaining three courses, ENGR 651, ENGR 652, and ENGR 653, may be taken as electives satisfying requirement 3c above. Course Descriptions: 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 breadth-first coverage of software engineering processes and methodologies including life cycle modeling, process management and improvement. Metrics and phased development are emphasized. CSCI-603—Object-Oriented Design Patterns Three Credit Hours A programming course emphasizing design patterns to increase software design quality, reliability and reuse. The course covers current pattern catalog and object-oriented design processes for design refactoring. Tool usage is expected to be heavy. 85 �CSCI 604—Distributed Computer Systems Architecture Three Credit Hours Processor micro-architectures, hardwired vs. micro-programmed control, pipelining and pipeline hazards, memory hierarchies, bus-based system architecture and memory mapping, hardwaresoftware interface, and operating system concepts. CSCI-612—Advanced Computer Organization Three Credit Hours The course covers general purpose systems consisting of loosely coupled components built from PCs. Topics include interconnection networks, protocols, high performance I/O, load balancing, availability, programming models and environments, parallel algorithms and applications. The course is lab intensive and will include the implementation of parallel algorithms on a Beowulf Cluster. Prerequisites: CSCI 604 and an undergraduate course in Operating Systems. 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, internetworking protocol suites (with emphasis on TCP/IP), the client/server paradigm, the BSD Socket interface, network security, and important network applications. CSCI-633—Semantic Web Principles and Practices Three Credit Hours This course covers the emerging technology supporting the Semantic Web with macbine-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. CSCI-614—Advanced Operating Systems Three Credit Hours A study is made of 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. Linux kernel internals will also be considered. Prerequisites: CSCI 604 and an undergraduate course in Operating Systems. CSCI-634—Project Change and Management CSCI-616—Automata Theory CSCI-636—Information Technology Policy, Governance and Strategy 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 networks and emphasizes the application of cryptography to address those problems. 86 Three Credit Hours Managing projects within an organizational context. Including the processes related to initiating, planning, executing, controlling, reporting, and closing a project. Project integration, scope, time, cost, quality control, and risk management. Managing the changes in organizations resulting from introducing or revising information systems. Identifying project champions, working with user teams, training and documentation. The change management role of the IS specialist. Three Credit Hours The top management, strategic perspective for gaining competitive advantage through information systems. The development and implementation of policies and plans to achieve organizational goals. Effective information systems use. Defining the systems that support the operational, administrative and strategic needs of the organization, including the growth and support of computing throughout the organization. Approaches to managing the information systems function in organizations. Role of the CIO. CSCI-638—Advanced Topics in Database Systems Three Credit Hours Builds on the foundation established in CSCI-601 and focuses on 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 or permission of the instructor. CSCI-654—Software Requirements Analysis and Specification Three Credit Hours An introduction to the software engineering requirements process. Topics to include: feasibility studies, risk; and requirements elicitation, modeling, analysis, specification, and validation. Prerequisite: CSCI 602. �CSCI-656—Software Systems Design and Implementation CSCI-690—Special Topics in Computing 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. 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-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-691—Independent Study Variable 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. Prerequisite: Approval by the MSCS program director. CSCI-698—Project Thesis 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 that in combination business and IT concerns can be aligned. Experience with service-oriented development, process modeling and execution, and securing services will be obtained. 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, CSCI 602, 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, CSCI 602, CSCI 603 and CSCI 604, and approval by the MSCS program director. CSCI-672—Human-Computer Interaction Three Credit Hours This course is an 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. CSCI-674—Introduction to Computer Graphics Three Credit Hours An introduction to the fundamental principles of computer graphics. Using the OpenGL application-programming interface, students will learn these principles by writing a series of programming projects. Prerequisites: Basic knowledge of linear algebra and experience writing programs in a high level language. 87 �Master of Arts in Education in Mathematics Department of Mathematics and Computer Science Dr. John I. Moore, Jr., Department Head, 843-953-5048, john.moore@citadel.edu Mr. Stephen D Cotter, Program Director 843-953-5035, steve.cotter@citadel.edu Graduate courses in Mathematics are also offered in support of other degree programs, primarily the Master of Arts in Teaching (MAT) with a concentration in the field of Mathematics. Mission: The purpose of the M.A.E. in Mathematics is to enhance the mathematical knowledge and teaching techniques of middle and secondary mathematics teachers. The program is intended for individuals who currently hold a teaching certificate, but a certificate is not required. Courses associated with this program do not require that the participant have an undergraduate major in mathematics. However, the mathematics background and maturity gained from at least twelve hours of mathematics at the college level, with at least one course in calculus, are required. Participants whose preparation may not be adequate should confer with the department head or the program director. Admission Requirements: 1. A completed graduate application form along with appropriate non-refundable fee returned to The Citadel Graduate College (CGC), Bond Hall room 101. 2. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each accredited college or university. Applicants are expected to have a cumulative undergraduate GPA of 2.5 or higher. Applicants with less than a 2.5 GPA may appeal to the Department of Mathematics and Computer Science, and their application will be reviewed by the Program Director and the Department Head. The department recommendation will be forwarded to the Dean of Science and Mathematics for final action. 3. An official copy of the Graduate Record Exam (GRE) or the Miller Analogies Test (MAT). The minimum combined score for the GRE on the verbal and quantitative sections of the general test is 900. The minimum score for the MAT is a raw score of 400.* 4. Completion of a minimum of 12 hours of college mathematics that includes at least one course in calculus. *Students who score between 750-899 on the GRE or 380-395 on the MAT may apply for provisional status. Under provisional status, students may enroll for only one semester of 6 hours. If the student maintains a 3.50 GPA under provisional status, they may be considered for degree seeking status the following semester. Students who score 379 or below on the MAT or 749 or below on the GRE will not be admitted. Admission test must be current within five (5) years of application. 88 Degree Requirements: The minimum number of hours required is 33 semester hours, of which at least 21 must be mathematics courses and 9 must be education courses. The other three hours can be either mathematics or education. Required Mathematics Courses: MATH 518 Technology in Mathematics Classrooms (3) MATH 542 Probability and Statistics (3) MATH 550 Mathematical Modeling (3) MATH 553 Calculus from an Advanced Standpoint (3) Electives Three or four courses* (9-12 semester hours) *MATH 501, 509, 517, and 541 are excluded as electives. CSCI 562 and CSCI 563 may be counted. Required Education Courses (one course from each of the following areas): a. Humanistic Orientation (one course) (3) EDUC 500 Foundations of American Education EDUC 522 Critical Education Issues in Multicultural Society b. Behavioral Science Foundation (one course) (3) EDUC 536 Educational Psychology c. Research (3) EDUC 512 Data Collection and Analysis A comprehensive written examination that covers the content of the four core courses (MATH 518, MATH 542, MATH 550, and MATH 553) is required of all candidates upon completion of these courses. Course Descriptions: MATH-501—Arithmetic and Algebraic Structures for Middle School Teachers Three Credit Hours This course is designed to relate the content of arithmetic and algebraic structures to middle school teachers. It will address the special needs of middle school teachers and identify resources and assistance. Course instruction will model the recommendations of NCTM and the content will be consistent with the South Carolina Curriculum standards. MATH-505, 506—Mathematics for Middle/Secondary School Teachers Three Credit Hours These courses are designed to introduce students to topics in finite mathematics with applications to “real” world problems. Either spreadsheets or some other technology will be used to model the problems and expedite the calculations. MATH-509—Geometry and Measurement for Middle School Teachers Three Credit Hours A course designed to introduce appropriate geometric concepts and measurements for middle school. Course instruction will model the recommendations of NCTM and the content will be consistent with South Carolina Curriculum standards. �MATH-510—Problem Solving Techniques MATH-521—Modern Geometry Three Credit Hours Strategies and techniques for problem solving will be introduced and used to solve mathematical problems. The emphasis will be on middle and secondary level problem solving. A major portion of the course consists of hands-on experience in problem solving, both individually and in groups. 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-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 under represented 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. MATH-517—Concepts of Pre-Calculus for Middle School Teachers Three Credit Hours This course will review the topics in pre-calculus with an emphasis on conceptual understanding and how middle school mathematics leads into pre-calculus. Technology will be used to assist in the motivation and development of algebraic and trigonometric ideas. Prerequisite: MATH 501 or equivalent. 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. MATH-519—Using Technology in Teaching Middle School Mathematics Three Credit Hours This course will demonstrate how calculators and other technological advances can be used to motivate and develop conceptual understanding of arithmetic, algebra, and geometric concepts. Various applications which make use of calculators will be investigated. The appropriateness of calculator use in teaching certain topics will be discussed. Note: Credit may not be received for both MATH 518 and 519. MATH-530—Geometric 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-541—Probability and Statistics for Middle School Teachers Three Credit Hours The course will demonstrate basic ideas of data collection and the use of elementary statistical ideas to analyze the data. Various graphical representations and models will be explored. Interpretations of the data and possible extrapolations will be investigated. 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. 89 �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. CSCI-562—Microcomputer Applications for Teachers Three Credit Hours This course is specifically designed to help teachers/administrators prepare to use microcomputers and Internet resources in their classroom/school. Topics include a general introduction to computers, word-processing, spreadsheets, databases, and telecommunications. Emphasis will be on actual classroom/school applications. This course is not intended for anyone who has already taken another computer course. Note: This course can not be used for the Master of Science in Computer Science. CSCI-563—Programming for Teachers Three Credit Hours This course is an introduction to problem solving and programming skills. It is aimed at developing strategies and programs that teachers can use with middle and high school students. Note: This course can not be used for the Master of Science in Computer Science. Prerequisite: CSCI 562 or other computing course. 90 �Department of Health, Exercise, & Sport Science Mission Statement: Goals of the degree programs M.S. in Health, Exercise, and Sport Science and M.A.T in Physical Education are to provide an exemplary educational environment and experiences leading to advanced skills, knowledge, and attitudes within the domains of human movement; healthful living; individual growth and development; application of physical, biological, and behavioral sciences to the teaching and learning processes; and management and administration of sport, exercise, and recreation programs. These two programs provide scholarly approaches to the study of professions for those interested in health science, exercise science, sport science, physical education, and human performance. These advanced degree programs prepare graduates for leadership positions including those within schools and other teaching and coaching venues; the recreation industry; college and university sports, intramurals, recreation, and sports club programs; resort programming; wellness and fitness industries; and sport and athletic administration. The Department of Health, Exercise, and Sport Science also provides a Graduate Certificate in Sport Management (see page 106 for details). Master of Science in Health, Exercise, & Sport Science Dr. John S. Carter, 843-953-7953/5060, john.carter@citadel.edu Dr. Dena P. Garner, 843-953-7960, dena.garner@citadel.edu Admission Requirements: 1. Contact the Director of Graduate Studies for the Department of Health, Exercise, and Sport Science. 2. Complete and return a graduate application form, along with appropriate non-refundable application fee, to the The Citadel Graduate College (CGC), Bond Hall Room 101. 3. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each accredited college or university. Students whose degrees are from colleges and universities outside the United States will be required to have their transcripts translated by one of several academic credential evaluation organizations recognized by the CGC office. 4. Successfully complete either the Miller Analogies Test (MAT) or the Graduate Record Examination (GRE) and have official scores sent directly to the CGC office. The test must be current within five years of application. Minimum acceptable score for the MAT is 396. The minimal acceptable GRE score is a combined verbal and quantitative score of 900. Applicants who score between 380-395 on the MAT or between 750-899 on the GRE may apply for provisional status. A student with provisional status who completes 6 graduate semester hours in one semester and maintains a 3.5 grade point ratio may be classified as a regular degree-seeking student. Regular admission status is granted only upon completion of all admission requirements, documentation, respective program requirements, and evaluation by department. 5. Three letters of recommendation must be sent to the CGC office. These may be from faculty members of the applicant’s undergraduate institution and/or from associates in business, government, education, or military service. 6. Submit a resume detailing previous work experiences to the CGC office. 7. Submit an official TOEFL score if your native language is not English. The minimum acceptable score is 550 paperbased, 213 computer-based, or 79 internet-based. 91 �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 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. After the written exam is evaluated, each student will undergo an oral investigation consisting of questions selected by members of the departmental graduate 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. Core 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 and Methods of Analyzing Research in Health, Exercise, & Sport Science I HESS 541 Current & Future Trends in Health, Exercise, & Sport Science * HESS 507 Special Problems in Health, Exercise, & Sport Science * (OR) HESS 542 (OR) HESS 598 HESS 599 HESS 511 HESS 512 HESS 513 HESS 518 HESS 520 HESS 521 HESS 523 HESS 529 HESS 530 HESS 534 HESS 538 HESS 539 HESS 543 HESS 544 HESS 545 HESS 546 HESS 547 HESS 548 HESS 549 HESS 552 HESS 553 HESS 560 HESS 554 HESS 555 HESS 556 HESS 557 Thesis I in Health, Exercise, & Sport Science (3) * Thesis II in Health, Exercise, & Sport Science (3) * TOTAL HOURS of CORE REQUIREMENTS: 21 or 24 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 503 Human Sexuality HESS 504 Public Health HESS 508 Epidemiology Preventive and Rehabilitative Aspects of Physical Activity Special Topics in Health, Exercise, & Sport Science Special Topics in Health, Exercise, & Sport Science Sport Facility & Event Management Sport Marketing Special Topics in Sport Management The Art of Selling in Sport Administration and Leadership of Exercise and Sport Organizations Special Problems in Sport Management: Advertising in Sport Practicum in Sport Management Accommodating Persons with Disabilities in Sport & Physical Activity Internship in Sport Management (6 hours) Sport Public Relations & Promotions Consumer Health Exercise Testing & Assessment Nutrition for Exercise, Sport, and Physical Activity Environmental Physiology Techniques of Conditioning for Sport and Physical Fitness Psychology of Sport & Motivation Sociological and Cultural Aspects of Sport Fundraising for Sport Organizations Sport Communications Research Techniques and Methods of Analyzing Research in Health, Exercise, & Sport Science II * ** Analysis of Sport Skills and Techniques Legal Aspects of Sport Sport Finance Economics of Sport * 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 • Practicum in Health, Exercise, & Sport Science * * HESS 540 is a prerequisite or co-requisite for this course 92 HESS 509 • Opportunities exist for the development of specialized programs of study that emphasize 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 M. S. curriculum. Total program hours: 39 OR 42 (21/24 core hours + 18 elective) �Course Descriptions: 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 and 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-509—Preventive and 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. Prerequisites: Anatomy and/or Physiology HESS-511—Special Topics in Health, Exercise, & Sport 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 the topic. HESS-512—Special Topics in Health, Exercise, & Sport Science Three Credit Hours Study of appropriate learning theories, hereditary and environmental factors that influence learning and performance of gross motor skills. 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 the topic. HESS-506—Applied Physiology of Exercise HESS-513—Sport Facility & Event Management HESS-505—Motor Development and Motor Learning 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, and Sport Science Three Credit Hours An independent research study of a local problem or a specialized subject area that is not normally covered in existing courses. Prerequisite: HESS-540 Research Techniques and 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 and Measurements, Statistics, or equivalent. 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 studies. 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. 93 �HESS 523—Administration and Leadership of Exercise and Sport Organizations HESS-541—Current and Future Trends in Health, Exercise, and Sport Science 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. Three Credit Hours Investigation and exploration of current and future trends in health, exercise, and sport science through contemporary readings and seminar discussions. Prerequisites: HESS-540 Research Techniques and Methods of Analyzing Research in Health, Exercise, & Sport Science I HESS-529—Special Problems in Sport Management: Advertising in Sport HESS-542—Practicum in Health, Exercise, and Sport Science Three Credit Hours A course examining knowledge, skills and concepts required for succesful advertising in the sport industry. Strategies and techniques of successful advertising wll be studied. 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 compliments 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-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-538—Internship in Sport Management Six Credit Hours Involvement in an external working experience with a host sport 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 MBA courses or instructor approval HESS-539—Sport Public Relations &Promotions Three Credit Hours A course that focuses on marketing and public relations principles and practices in the sport management industry. HESS-540—Research Techniques and 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. 94 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) that will enhance and complement classroom learning, develop valuable skills, nurture networking, and may advance one toward future career goals. Prerequisites: HESS-540 Research Techniques and Methods of Analyzing Research in Health, Exercise, & Sport Science I 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, and 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. HESS-546—Environmental Physiology Three Credit Hours A course that examines the energetics of environmental stress on cardiovascular, respiratory, metabolic, and muscle physiology as pertain to physical performance. HESS-547—Techniques of Conditioning for Sport and Physical Fitness Three Credit Hours A study of the 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 and Motivation Three Credit Hours A course that addresses 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 affects on society, including race, gender, adherence, values, and violence. 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 and 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. Examines event management, personnel relations, and governmental regulations that impact sport and recreation as well as tort liabilityspecial emphasis on effective management of risk, athletic eligibility, contracts, and Title IX. HESS-560—Research Techniques and 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; Statistics, Tests and Measurements, or equivalent. HESS-598—Thesis I in Health Science, Exercise Science, and Sport Science Three Credit Hours Student will be directed to develop the 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, and 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. HESS-556—Sport Finance Three Credit Hours This course deals with 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 is designed to introduce the student to fundamental economic concepts and analysis, especially the concepts related to spectator sports, youth sports, recreational sports, the sporting goods industry, etc. 95 �School of Engineering Master of Science: • Project Management 96 �Master of Science in Project Management School of Engineering, 843-953-6588 Dr. Keith Plemmons, PE, PMP 843-953-7677 Keith.Plemmons@citadel.edu Mission Statement: The mission of The Citadel’s Master of Science in Project Management 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. Admission Requirements: 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. Other qualities appropriate to graduate study are also considered. Anyone holding a bachelor’s degree from an accredited college or university (one recognized by the Council for Higher Education Accreditation) is eligible for consideration. A technical or engineering background is not a requirement for admission. 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. Semester to begin: Fall Spring Summer Admission material due: July 20th December 1st March 20th For degree-seeking students: 1. Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. 2. An official transcript of the baccalaureate degree and all other undergraduate or graduate acadmic course work from each accredited college or university recognized by the CHEA must be submitted directly to The Citadel Graduate College. 3. Submission of official copy of GRE or GMAT test score, obtained within the previous five years, to the CGC office. 4. Evidence of a minimum of one year of professional experience, or permission from Department Head. 5. Submit two letters of reference to the CGC office. 6. Submit a resume detailing previous work. 7. Prepare and submit a statement of purpose. 8. Submission of an official TOEFFL score if the applicant’s native language is not English. The minimum score is 550 paper-based or 213 computer-based or 79 Internet-based. For non-degree seeking engineering students wanting to take graduate-level courses to fulfill professional practice requirements: 1. Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. 2. An official transcript of the baccalaureate degree and all other undergraduate or graduate acadmic course work from each accredited college or university recognized by the CHEA must be submitted directly to The Citadel Graduate College. 3. Submit a resume detailing previous work. 4. Submission of an official TOEFFL score if the applicant’s native language is not English. The minimum score is 550 paper-based or 213 computer-based or 79 internet-based. Admission Denied: During the admission process, the applicant’s records will be reviewed and results communicated in writing. If the application is denied, the applicant may petition the Dean of Engineering for re-consideration, citing any extenuating or mitigating circumstances. Program 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. Students are expected to complete all degree requirements within a seven-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. Any prerequisites for applicable courses must be met. All degree candidates must: 1. Complete the following four core Technical Project Management (TPM) courses for a total of 12 hours. ENGR 650 Overview of Technical Project Management ENGR 651 Technical Project Planning and Scheduling ENGR 652 Applications of Quality Management ENGR 653 Technical Project Support and Operations 2. Complete the following two core Leadership courses for a total of 6 hours. BADM 713 Communication for Leadership BADM 722 Leadership in Organizations 3. Declare a plan of study from the following optional areas of study totaling 12 hours from one or more of the following optional areas of study . Option Areas of Study: 97 �• • Leadership Option BADM 710 ENGR 672 ENGR 690 PSYC 500 PSYC 570 Quantitative Methods Applied Leadership Concepts Independent Study Human Growth and Development Social and Cognitive Foundations of Interpersonal Behavior Electrical and Computer Engineering (ECE) Option 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 • Civil and Environmental Engineering (CEE) Option CIVL 502 Sustainability CIVL 504 Natural Hazards and Preservation of Historical Structures CIVL 506 Geographic Information Systems CIVL 508 Monitoring of Civil Engineering Infrastructure CIVL 602 Water Quality Modeling and Management CIVL 604 Aquatic Chemistry CIVL 608 Building Load Analysis CIVL 610 Timber Design CIVL 612 Urban Transportation Planning CIVL 614 Ground Improvement CIVL 616 Deep Foundations CIVL 650 Special Graduate Topics in Civil Engineering Total Courses: 30 credit hours. Transfer Credit: A maximum of two courses (6 hours) may be transferred in from an accredited college or university (one recognized by the Council for Higher Education Accreditation). (except for ENGR 650, ENGR 651, ENGR 652, and ENGR 653), 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 four courses (12 hours) may be tranferred from another Master’s degree program at The Citadel, 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 98 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. Required Technical Project Management Courses: ENGR-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 nine knowledge areas of Integration, Scope, Time, Cost, Quality, Human Resources, Communication, Risk and Procurement. 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, ENGR 651, ENGR 652, and ENGR 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 ENGR-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, Primavera and MS Project computer applications, along with web-based management and technology tools. Each student will continue working on their Capstone Project started in ENGR 650, and if ENGR 652 and ENGR 653 have been successfully completed, will formally present the completed project as part of this course. Prerequisite/Co-requisite: ENGR 650 or instructor permission.* ENGR-652—Applications of Quality Management Three Credit Hours This course investigates 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 function point analysis will be addressed. Each student will continue working on their Capstone Project started in ENGR 650, and if ENGR 651 and ENGR 653 have been successfully completed, will formally present the completed project as part of this course. Prerequisite/Co-requisite: ENGR 650 or instructor permission.* ENGR-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, negotiations, coaching and interpersonal skills, contract specifications and general conditions, bonds and insurance, and risk planning and mitigation. Each student will continue working on their Capstone Project started in ENGR 650, and if ENGR 651 and ENGR 652 have been successfully completed, will formally present the completed project as part of this course. Prerequisite/Co requisite: ENGR 650 or instructor permission.* Behavior Three credit hours This course presents a survey of the scientific study of social influence -- or social psychology, in other words. The class is based on the premise 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, and is thus critical to successful performance in virtually every professional endeavor. The topics addressed include social judgment and decision-making, attitudes and attitude change, persuasion, group processes, prejudice and discrimination, and conflict resolution. Prerequisites: None *ENGR 651, ENGR 652, ENGR 653 may be taken in any order. Required Leadership Courses: BADM-713—Communication 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-722—Leadership in Organizations 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 selfassessment, role play, team building exercises, and a leadership portfolio. Prerequisite: None. Option Areas of Study Courses (Total 12 hours): Leadership Option Courses PSYC 500 and PSYC 570 are currently provided by The Citadel under the Department of Psychology. BADM 710 is provided by the School of Business under the Master of Business Administration (MBA) program. ENGR 672 and ENGR 690 are currently provided by The Citadel School of Engineering. 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-570–Social and Cognitive Foundations of Interpersonal BADM-710–Quantitative Methods Three credit hours This course is designed to provide students with knowledge of analytical tools and concepts used in making optimal decisions in the pursuit of organizational goals including cost efficiency, service delivery, and profit. Analytical concepts include probability theory, statistics, regression analysis, forecasting, and utility theory. In addition to the theory covered above, the students will also work on projects employing techniques, particularly regression and forecasting. Prerequisites: None ENGR-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 international projects, virtual project teams, executive leadership issues, conflict resolution, effective oral and written communications, changing a corporate culture, stakeholder management, and how to lead the team development lifecycle. Course content will include case studies, guest speakers, executive shadowing, and classroom simulations. Prerequisites: ENG-650 ENGR-690–Independent Study Three credit hours This course is designed to give students real-world work experience to complement the classroom education they have previously received or to allow for working 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 experiences to a variety of managerial issues and/or to the investigation of some advanced topic. Topics shall not be directly related to the student’s past life experiences. Applicable efforts, activities, and topics will be coordinated through the School of Engineering. Prerequisites: ENG-650 Electrical and Computer Engineering Option 99 �Courses: The Department of Electrical and Computer Engineering (ECE) offers the following courses: 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 random-discrete 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–Adaptive 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 Standing 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. 100 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-665–Fundamentals of Advanced Energy Conversion 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. Civil and Environmental Engineering Option Courses: The Department of Engineering (ECE) offers the following courses: 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: CIVL330 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–Building Load Analysis Three credit hours Structural engineering applications of analysis methodologies used to determine loads in accordance with ASCE 7. Course provides thorough overview of all practical load considerations. Prerequisites: CIVL 309 or approved equivalent. 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. Prerequisites: CIVL 304 or approved equivalent. 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 travel demand software and transportation planning applications will also be covered. Prerequisites: BS in mathematics, science, or engineering, or permission from instructor. 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: CIVL410 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: CIVL410 or equivalent or permission from instructor. 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. Prerequisites: none. CIVL-610–Timber Design 101 �Graduate Certificate Programs 2010-2011 102 �Graduate Certificate in Technical Project Management credit hours The optional course for TPM Graduate Certificate Program is: • ENGR 690: Independent Study Total Required Courses: 12 credit hours School of Engineering, 843-953-6588 Dr. Keith Plemmons, 843-953-7677 Keith.Plemmons@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 leaders. Admission Requirement: Successful applicants must meet the following criteria for admission into the TPM graduate certificate program. 1. Complete and return a graduate application form, along with appropriate non-refundable application fee, to the The Citadel Graduate College (CGC), Bond Hall Room 101. 2. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each accredited college or university attended. 3. Submit 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 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? All material must be received by the CGC office to receive consideration to the TPM graduate program. An undergraduate engineering degree is not required. Program Requirements: Students are required to complete 12 hours of graduate study within a four-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. Required Program: The required courses for the TPM Graduate Certificate Program are: • ENGR 650: Overview of Technical Project Management, 3 credit hours • ENGR 651: Technical Project Planning and Scheduling,3 credit hours • ENGR 652: Applications of Quality Management,3 credit hours • ENGR 653: Technical Project Support and Operations, 3 All students are required to complete a Capstone Project that spans the four TPM courses. Other degree programs may require students to complete subject specific Capstone Projects in order to transfer TPM courses for credit within those programs. A graduate student desiring to engage in a research or scholarly project of mutual interest to the student and the faculty member who directs the study, may propose to substitute ENGR 690 for ENGR 651, ENGR 652, or ENGR 653. Approval to register for ENGR 690 requires written permission from the Dean of Engineering; a 3.0 cumulative GPA; and approved Specific Course Assignment including applicable scope, expected deliverables, and contact information. Required Courses: ENGR 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 nine knowledge areas of Integration, Scope, Time, Cost, Quality, Human Resources, Communication, Risk and Procurement. 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, ENGR 651, ENGR 652, and ENGR 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 ENGR 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, Primavera and MS Project computer applications, along with web-based management and technology tools. Each student will continue working on their Capstone Project started in ENGR 650, and if ENGR 652 and ENGR 653 have been successfully completed, will formally present the completed project as part of this course. Prerequisite/Co-requisite: ENGR 650 or instructor permission. 103 �ENGR 652: Applications of Quality Management Three Credit Hours This course investigates 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 function point analysis will be addressed. Each student will continue working on their Capstone Project started in ENGR 650, and if ENGR 651 and ENGR 653 have been successfully completed, will formally present the completed project as part of this course. Prerequisite/Co-requisite: ENGR 650 or instructor permission. ENGR 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, negotiations, coaching and interpersonal skills, contract specifications and general conditions, bonds and insurance, and risk planning and mitigation. Each student will continue working on their Capstone Project started in ENGR 650, and if ENGR 651 and ENGR 652 have been successfully completed, will formally present the completed project as part of this course. Prerequisite/Co requisite: ENGR 650 or instructor permission. Optional Course: ENGR 690: Independent Study Three Credit Hours This course is designed to give School of Engineering students real-world work experience to complement the classroom education they have previously received or to allow for working 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 experiences to a variety of managerial issues and/or to the investigation of some advanced topic. Topics shall not be directly related to the student’s past life experiences. Applicable efforts, activities, and topics will be coordinated through the School of Engineering. Transfer Credit: No transfer credit hours will be accepted. Grading: All students are expected to maintain high academic and professional standards. Any student who receives any form of “C” (i.e. C, C+) or F will be dismissed from the TPM program for academic insufficiency. Dismissed students must resubmit application documents and appeal to the dean of the school to be considered for continuance in the program. 104 �Graduate Certificate in Sport Management - Sport Sales & Marketing Department of Health, Exercise, and Sport Science 843-953-5060 Department Head Dr. John S. Carter, 843-953-7953 john.carter@citadel.edu Program Coordinator Dr. Harry Davakos, 843-953-7957 Harry.Davakos@citadel.edu Dr. Linda Schoonmaker, 843-953-7958 linda.schoonmaker@citadel.edu The Sport Management Certificate Program This certificate program in Sport Management offers 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 program at The Citadel, may accept these certificate program courses as credits towards completion of a Master’s degree with an emphasis in Sport Management. Admission Requirements: Requirements and application procedures for admission into the Sport Management Certificate Program: 1. Contact the Program Coordinator of the Sport Management Program in the Department of Health, Exercise, and Sport Science, Deas Hall, Room 205, Tel: (843) 843-7957 or (843) 953-5060, email: harry.davakos@citadel.edu. 2. Complete and return a graduate application form, along with a non-refundable application fee to The Citadel Graduate College (CGC), Bond Hall, Room 101. 3. Submit an official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from accredited colleges and universities. Students whose degrees are from colleges and universities outside the United States will be required to have their transcripts translated by one of several academic credential evaluation organizations recognized by The Citadel Graduate College. 4. Submit a resume to the Program Coordinator of the Sport Management Program (Department of Health, Exercise, and Sport Science) detailing previous work experience. 5. A letter of intent to the Program Coordinator of the Sport Management Program (Department of Health, Exercise, and Sport Science) that addresses the following questions: a. How have your past experiences prepared you for the Sport Management Certificate Program’s graduate work? 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 Sport Management Certificate Program? All materials must be received by the CGC and Health, Exercise, and Sport Science Department to receive consideration for entrance into the Sport Management Certificate Program. Course Descriptions: HESS-518—Sport Marketing Three Credit Hours A course examining theories, principles, fundamentals, applications, and challenges of marketing in exercise, sport, and recreation industries. 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 and Leadership of Exercise and Sport Organizations Three Credit Hours A course examining organizational theory and behavior as well as leadership qualities related to exercise and sport organizations. Effectiveness, structure, and design of exercise and sport organizations are also addressed as well as cultures, leadership styles, conflicts, changes, and human resources involved in these entities. HESS-529—Special Problems in Sport Management: 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-539—Sport Public Relations and Promotions Three Credit Hours A course focusing on public relations principles and practices in the sport management industry. 105 �Graduate Certificate in Leadership Dr. Mick Fekula Director of Academic Leadership Programs, 843-953-4994 The graduate certificate in Leadership consists of five (5) three (3) hour couses at the graduate level which can be used in each of the following programs or can be completed as a stand alone certificate in leadership for those interested individuals who are not enrolled in one of these three programs; • Master of Arts in Social Science • Master of Science in Project Management • Master of Business Administration Admission Requirements: 1. 2. 3. 4. Complete and return a graduate application form, along with the appropriate non-refundable application fee, to the The Citadel Graduate College (CGC), Bond Hall Room 101. Submit an official transcript for the baccalaureate degree and all other undergraduate or graduate work directly from each college or university attended. Submit a 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 leadership? 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? Submit the names and contact information for three (3) references familiar with your work. All material must be received by the CGC office to receive consideration for admission to this graduate certificate program. Students who are currently admitted to a graduate degree program at The Citadel are automatically eligible to pursue the Graduate Certificate in Leadership. Course Descriptions: 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 development processes. 106 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. BADM-713—Communication 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. Prerequisites: None. BADM-722—Leadership in Organizations 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 included 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 speakesr, individual selfassessment, role play, team building exercises, and a leadership portfolio. Prerequisites: None. Application of Leadership Three Credit Hours Choose one (1) of the following courses: • Master of Arts in Social Science Choose from select History, English, or Political Science courses • Master of Science in Project ENGR 672 Management • Master in Business Administration BADM 740 �Graduate Certificate in Student Affairs School of Education 843-953-5097 Dr. George Williams, 843-953-2205 Williamsg@citadel.edu The Citadel Graduate College (CGC) and the Division of Counselor Education within The Citadel 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. The Student Affairs graduate certificate 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. The program also provides supportive educational background for those interested in pursuing a doctoral degree in Educational Leadership with a concentration in Higher Education Administration currently offered by Clemson University at the Lowcountry Graduate Center. Admission Requirements: 1. 2. 3. EDUC-537—Student Development Services in Higher Education Three Credit Hours This course focuses on the historical and current approaches of the organization, management, and evaluation of student services. EDUC-500—Foundations of American Education (Student Affairs and College Counseling Concentration) Three Credit Hours This course is designed to assist students in understanding the historical trends and events that have influenced contemporary American higher education and the resulting evolution of the American college student. 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. EDUC-634—Practicum 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 100 clock hours. Prerequisite: Permission from a faculty Advisor Submit a completed graduate application form along with the appropriate non-refundable application fee to The Citadel Graduate College. Submit official transcript(s) of all undergraduate and graduate credit directly from the source, including documentation of graduation from an accredited four-year college or university. Submit 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. Curriculum: 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). 107 �Undergraduate Degree Programs 2010-2011 108 �Bachelor of Science in Business Administration School of Business, 843-953-5056 Ms. Duvall Herlocker, 843-953-6450 duvall.herlocker@citadel.edu Dr. Lester Pittman, 843-574-6420 lester.pittman@tridenttech.edu Mission: The mission of the School of Business Administration is to educate and develop leaders of principle to serve a global community. 2 + 2 Program: The Citadel’s Bachelor of Science in Business Administration is a “2 +2” program provided in cooperation with Trident Technical College. Students take freshman and sophomore level courses at Trident (or an equivalent college), and they come to The Citadel for their junior and senior level courses. Students who wish to earn a B.S. in Business Administration through The Citadel’s Graduate College can begin their coursework at TTC and earn an Associate in Arts degree along the way. The Steps: • Apply to TTC (www.tridenttech.edu). List AA as your major and Citadel-Business as your career path. • Submit SAT/ACT scores OR take TTC’s placement test. • Visit TTC’s Orientation Center to be assigned to the right TTC advisor • Submit official transcripts of all colleges attended • Meet with your advisor and fill out a 2+2 Enrollment Form • Complete specified courses at TTC with a minimum cumulative GPA of 2.0 • Apply to The Citadel • Sign transfer request form Admission Requirements: To be admitted into The Citadel’s portion of the program, students must: 1. Complete and return an undergraduate application to the The Citadel Graduate College (CGC), Bond Hall Room 101. 2. Complete the designated courses with Trident Technical College or equivalent with a grade of C or higher. (Students may begin taking Citadel courses at any time as long as prerequisites have been met and official TTC and all other college transcripts have been sent.) 3. Maintain a minimum 2.0 GPA. The Citadel’s undergraduate program, our principal focus, blends four semesters of science, four semesters of English, four semesters of foreign language courses, other traditional liberal arts courses, and upper-level business courses. Persons interested in the Master of Business Administration program, which is offered only through evening classes, should consult the Graduate portion of this catalog for further information. Required Courses Course Hours May be taken at TTC or equivalent Composition and Literature - ENG 101 Composition and Literature - ENG 102 English Literature I - ENG 205 American, British or World Literature – ENG 203/206/208/209 3 3 3 Western Civilization - HIS 101 Western Civilization - HIS 102 or World History - HIS 104 World History - HIS 105 3 3 3 3 Modern Language (FRE, SPA, or GER 101) Modern Language (FRE, SPA, or GER 102) Modern Language (FRE, SPA, or GER 201) Modern Language (FRE, SPA, or GER 202) 4 4 3 3 Macroeconomics - ECO 210 [BADM 201] Microeconomics - ECO 211 [BADM 202] Social Science Core Course (PSY 201, SOC 101, ANT 101, or PSC 201) Public Speaking SPC 205 [Citadel Non-Business Elective] Microcomputer Applications - CPT 101 [CSCI 110] College Algebra with Modeling - MAT 109 [MATH 104] Probability & Statistics - MAT 120 [BADM 205] Elementary Calculus - MAT 130 [MATH 106] Accounting Principles - ACC 101 [BADM 211] Accounting Principles - ACC 102 [BADM 212] 3 3 Solar System Astronomy - AST 101 Stellar Astronomy - AST 102 or Biological Science I - BIO 101 Biological Science II - BIO 102 or College Chemistry I - CHM 110 College Chemistry II - CHM 111 or Physics I - PHY 201 Physics II - PHY 202 [Note: 4 semesters of science required] Non-Business Elective Non-Business Elective General Elective (Non-business elective or busines elective) 27 courses 3 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4 3 3 3 Total 87 hours 109 �Course Hours Must be taken at The Citadel Communications in Business BADM 216 3 (Pre-requisites: ENG 101 & 102) Business Law - BADM 305 3 Marketing Principles - BADM 309 (Pre-requisites: ECO 211) 3 Computer Applications in Business BADM 317 3 Business Finance BADM 321 3 (Prereq ACC 101&102) Management & Organization Behavior BADM 338 3 Leadership in Organizations BADM 371 3 (Prereq BADM 338) Production Management BADM 410 3 (Prereq ECO 211, MAT 120, ACC 102, BADM 338) Strategic Management BADM 422 3 (Prereq ECO 210 & 211, ACC 101 & 102, BADM 309, BADM 321 & BADM 338) Business Elective BADM 3 Business Elective BADM 3 Business Elective BADM 3 Business Elective BADM 3 13 courses 39 hours Courses Descriptions: 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: ENG 101 & 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. 110 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-317—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 and database development and design. Includes a major business project utilizing presentation software and the Internet. BADM-318—Commercial Law Three Credit Hours Required of business administration majors with a concentration in accounting. A detailed examination of commercial law topics including sales, commercial paper, secured transactions, bulk transfers, and bankruptcy. Prerequisite: Legal and Ethical Environment of Business (BADM305). 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-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. �BADM-338—Management and Organizational Behavior BADM-409—Human Resource Management 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. 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. 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-410—Production & Operations Management Three Credit Hours Required of all business administration seniors. Analysis of the production function as the planning, organizing, directing, and controlling of the required activities and resources necessary to produce products and services. Managerial problems in the areas of plant design and location, production standards, operations planning and control, product development, materials handling, and inventory control are discussed. Prerequisites: Principles of Microeconomics (BADM-202), Business Statistics (BADM-205), Introduction to Managerial Accounting (BADM-212), and Management and Organizational Behavior (BADM-338). BADM-412—International Economics Three Credit Hours An analysis of the theoretical principles underlying international specialization and exchange, the making of international payments, the relation of international payments to national income, and the application of these principles to recent historical developments and current national policies. An introduction is provided to the network, composition, and sources of world trade. Prerequisite: Principles of Microeconomics (BADM-202). 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—Systems Analysis and Design for Business Three Credit Hours This course addresses the theory and practice of effective database systems design for businesses. Topics include client/server models and object-oriented databases, as well as the data warehouse’s role in supporting business decision-making. Prerequisite: Computer Applications in Business (BADM-317) 111 �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: Senior standing in business administration 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 decisionmaking 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), Management and Organizational Behavior (BADM338). 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 startup 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: Senior standing in business administration. BADM-430–435—Seminar in Business Administration Three Credit Hours Prerequisite: approval of course instructor and department head. 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. BADM-450—Internship Three Credit Hours This course gives senior students real-world 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: Senior or Junior Standing 112 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: Senior Standing �Bachelor of Science in Civil Engineering learning, effective communication, contributions on multidisciplinary teams, and broad based prospective of engineering and societal needs. Department of Civil and Environmental Engineering Dr. Kenneth Brannan, Department Head 843.953.5083, ken.brannan@citadel.edu 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. Department’s Mission Statement: The mission of the Department of Civil and Environmental Engineering (CEE) is to provide a nationally recognized studentcentered 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 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. Admission Requirements: 1. 2. 3. 4. Complete the designated courses with Trident Technical College or equivalent with a grade of C or higher. Maintain a minimum 2.0 GPA. Submit all official transcripts directly from the source to the The Citadel Graduate College (CGC) office. Complete and return an undergraduate application to the CGC, Bond Hall Room 101. 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. Sustainable Success: Graduating students who have sustainable career success and participate in leadership roles through demonstration of lifelong 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. 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. 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 Mode The Citadel through the CGC offers an undergraduate Bachelor of Science degree in Civil Engineering. This program is offered in cooperation with Trident Technical College where the student completes the first two years of study. The junior and senior years of study are completed at The Citadel by attending evening classes. Program 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: • an ability to apply knowledge of mathematics, science and engineering • an ability to design and conduct experiments, as well as analyze and interpret data • an ability to design a system, component, or process to meet desired needs • an ability to function on multi-disciplinary teams • an ability to identify, formulate and solve engineering problems • an understanding of professional and ethical responsibility • an ability to communicate effectively • the broad education necessary to understand the impact of engineering solutions in a global and societal context • a recognition of the need for, and an ability to engage in, lifelong learning • a knowledge of contemporary issues • an ability to use the techniques, skills, and modern 113 �• • • engineering tools necessary for engineering practice an understanding of the elements of project management, construction, and asset management an understanding of business and public policy and administration fundamentals an understanding of the role of the leader and leadership principles and attitudes Program of Study: The Civil and Environmental Engineering Department’s fouryear program begins with courses which 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 the Engineering Accreditation Commission of the Accreditation Board for Engineering and Technology (ABET). 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), and the Society of American Military Engineers. 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. LeTellier 203 is a general purpose lab maintained by ITS. LeTellier 206 and 308 are on the CEE departmental network and require a departmental user account. The Main Computer Lab – LeTellier 203 LeTellier 203 is the primary teaching and student-use computer facility in the Civil Engineering Department. The twenty-three 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 campus-wide network includes: an ALPHA cluster which handles student email and information systems and the library information systems; a Novell network for printer access; and the UNIX systems administered by the Department of Mathematics and Computer Science. The software in the labs is Windows based. All machines in the lab have graphics-capable www browers. The department’s standard general purpose software includes: Microsoft Office, Mathcad, and Autocad Lt. 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 the CEE Department’s Web server. These postings are in a mixture of 114 formats including PDF files, Mathcad documents, spreadsheet files, executable programs, and multimedia presentation files that students may review as needed before and after class. The Special Applications Lab – LeTellier 206 LeTellier 206 is the home of the Civil Engineering Department Special Applications Lab. Note: A CEE departmental computer account is required to log in on these workstations. The twelve 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. Each of these computers has a CDRW drive to accommodate large student files. This laboratory is equipped with a network A-B size laser printer and E-size plotter. There is also a 8-1/2x14 fixed-bed color scanner in this lab for student use. The Graphics Lab – LeTellier 308 LeTellier 308 is the home of the Civil Engineering Department Graphics Instruction Lab. Note: A CEE departmental computer account is required to log in on these workstations. 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 workstations. Each of these computers has a 250 MB ZIP drive and a CDR/W drive to accommodate large student files. This laboratory is equipped with a networked A/B size laser printer. Materials Testing Laboratory: Major items of equipment include a 400,000-pound universal hydraulic testing machine with a clearance of 8 feet for column testing and with a 36-inch-wide working platform; a 250,000 pound and an additional 300,000 pound concrete cylinder testing machine; a 60,000-pound hydraulic universal testing machine; a 10,000-inch-pound torsion machine; and equipment for making tension, compression, shearing, and most other accepted and significant tests on metals, concrete, wood, and other structural materials. A transmission Polariscope and related equipment are available to investigate in a wide variety of two dimensional photo-elastic models. 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 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 two soils laboratories are 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, an autoclave, a constant temperature refrigerator, spectrophotometer, a drying oven, a water still, a type I 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, theodolites, level rods, tapes, six total stations, data collectors, and nine Geographic Positioning System (GPS) receivers. 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 humanity or social science electives, one technical elective, and one civil engineering design elective 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. The civil and environmental engineering design elective allows the students to specialize in a technical area of civil engineering by completing a design course at the senior level that integrates principles and practices of earlier courses into the design of the engineering system. Students who are on academic probation will not be permitted to enroll in upper level courses offered by the civil and environmental engineering department (i.e., junior and senior level classes). 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 offered by the Civil and Environmental Engineering Department. Students are required to be advised for each semester of enrollment at The Citadel. Course Descriptions: CIVL-100—Introduction to Civil and Environmental Engineering Two Credit Hours Required of all Civil and Environmental Engineering freshmen. Meets The Citadel 101 first year seminar requirement. The engineering process from problem formulation to the evolution of creative design is demonstrated through the practical solution of engineering problems. Course topics provide an introduction to the engineering profession, branches and functions of civil engineering, professional ethics, and the role of engineers in society. Course assignments include individual student exercises, team-oriented engineering projects, in-class presentations, and peer evaluations. As a foundation for lifelong learning in the civil engineering profession, students will develop and enhance study skills, including time management, learning strategies, computer techniques/tools, and effective communication. The course will introduce students to campus facilities, resources, support services and lifestyle issues useful for making a successful transition to the unique environment of The Citadel. Laboratory: Four hours. 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, true lengths, and shapes; problems on points, lines, and planes; development of a reasonable skill in lettering. A substantial portion of the course is taught using CAD software. Laboratory: Four 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. Corequisites: Analytic Geometry and Calculus I (MATH-131) and Physics with Calculus I and Lab (PHYS-221/271) 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. Corequisites: Engineering Drawing (CIVL-101), Surveying Laboratory (CIVL-235). CIVL-208—Geospatial Representation Three Credit Hours Required of all Civil and Environmental Engineering sophomores. A course in geospatial representation that includes topographic mapping, advanced adjustments using least squares procedures, map projections, state plan coordinate systems, astronomic control for mapping, Geographic Positioning Systems (GPS), Geographic 115 �Information Systems (GIS), and remote sensing. Lecture: Three hours. Prerequisites: Surveying (CIVL-205), Surveying Laboratory (CIVL235), and Analytic Geometry and Calculus I (MATH-131). Corequisites: Introduction to Civil and Environmental Engineering (CIVL-100). CIVL-209—Computer Application for Civil and Environmental Engineering Two Credit Hours Required for all Civil and Environmental Engineering sophomores. Instruction in computer applications to problems chosen from civil engineering fields and fields clearly related thereto. Development of computer-based methodsfor analyzing civil engineering systems. The focus of the course is on algorithm development and implementation. Lecture: One hour; Laboratory: Two 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 measurements by tape and EDM, angular measurements by theodolite and total station; traversing; traverse closure computations; balancing computations; and preparation of boundary plat and detailed survey. Computer applications and computer drafting are utilized. Laboratory: Two hours. Corequisite: 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 (CIVL-235) Corequisite: Geospatial Representation (CIVL-208). CIVL-301—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-302—Highway Engineering Three Credit Hours Required of all Civil and Environmental Engineering juniors. Alignment and earthwork drawings and computations; earthwork operations; routine tests of highway materials, bituminous and non-bituminous; pavement and basic thickness design; design and testing of asphalt paving mixtures; constructions of roadway elements; construction surveys; and an introduction into construction specifications. Problems are solved by both 116 manual and computer methods. Preparation of construction plans for a highway, including use of survey data, plotting, design of horizontal and vertical control; storm drainage design; earthwork determination and mass diagram calculations. Lecture: Three hours. Prerequisites: Transportation Engineering (CIVL-305); corequisite: 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; riveted and 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. Development and interrelationships of United States transportation systems; planning, financing, and design of land transportation, airport, and seaport facilities. Includes road and railroad geometric and drainage design; public transportation facilities; sedimentation and erosion controls; airport layout and design; and design of harbors and port facilities. Lecture: Three hours. Prerequisites: Introduction to Civil and Environmental Engineering (CIVL-100), Engineering Drawing (CIVL-101), Geospatial Representation (CIVL-208), Geospatial Representation Laboratory (CIVL-238). 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-209), 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 and Lab (PHYS-221/271). CIVL-314—Engineering Administration Two Credit Hours Required of all Civil and Environmental Engineering juniors. An elementary course in engineering administration with primary attention given to the basic principles of engineering economy as applied to the economic analysis of the costs of construction and operation of various engineering works. Computer applications in cost analysis. In addition, the course covers engineering ethics as applied by practicing engineers. Lecture: Two hours. CIVL-317—Professional Sustainability Issues One Credit Hour Required of all Civil and Environmental Engineering juniors. A companion course to CIVL-314. Course focuses on ethics in the engineering context, leadership development of an engineering professional, project management and public policy, team building, and lifelong learning skills. 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 using computers. Lecture: Three hours. Prerequisite: Statics (CIVL-202) with a grade of “C” or better; Corequisites: 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. Prerequisite: Materials Laboratory (CIVL-307); Corequisite: 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 209 for many assignments. Lecture: Three hours. Prerequisite: Computer Application for Civil and Environmental Engineering (CIVL-209). 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); Corequisite: Geotechnical Engineering I (CIVL-410). 117 �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), Analytic Geometry & Calculus (MATH 231), and Applied Engineering Mathematics (MATH 234). 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, Fluid Mechanics (CIVL-320), 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 118 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); corequisite Geotechnical Engineering Laboratory (CIVL-402) 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: Fluid Mechanics (CIVL-320). 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). Approved Electives: The following courses are offered on demand. They constitute part of a list of courses (including courses offered by other departments) which are approved by the head of the Department of Civil and Environmental Engineering as satisfying the requirement that each Civil and Environmental Engineering major complete a threecredit-hour technical elective. CIVL-411—Engineering Management Three Credit Hours Technique of engineering planning and management using the critical path method (CPM) and program evaluation and review techniques (PERT). Both computer and noncomputer approaches are used. Relationships between owners, A-E’s, and contractors are covered with emphasis on proper professional conduct by the engineer. Lecture: Three hours. Prerequisite: Completion of all freshman, sophomore, and junior courses or approval of the department head. 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-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); corequisite: Water and Wastwater (CIVL408). Civil and Environmental Engineering Design Electives Each Civil and Environmental Engineering major must complete one of the following design courses in the spring of the senior year. Each course provides students an opportunity to: • Function with multi-disciplinary teams • Identify, formulate, and solve realistic engineering problems where economic, environmental, sustainability, and manufacturability are considered • Understand professional and ethical responsibilities • Communicate effectively • Understand the political, global, and social impacts of engineering solutions • Understand the regulatory review process CIVL-422—Comprehensive Project Design in Environmental Engineering Three Credit Hours Application to civil engineering principles, through group studies and lecture, to develop a solution for a comprehensive engineering problem devoted to water resources/environmental engineering. Lecture: Two hours; Laboratory: Two hours. Prerequisites: Senior standing in Civil and Environmental Engineering, Water and Wastewater Systems (CIVL-408). engineering. Lecture: Two hours; Laboratory: Two hours. Prerequisite: Senior standing in Civil and Environmental Engineering CIVL-425—Comprehensive Design Project in Engineering Practice Three Credit Hours Application of civil engineering principles, through group studies and lecture, to develop a solution for a comprehensive problem of general engineering practice involving many aspects of civil engineering. Lecture: Two hours; Laboratory: Two hours. Prerequisite: Senior standing in Civil and Environmental Engineering. Site developmental projects require Subdivision Planning and Design (CIVL 421) as a prerequiste. Highway transportation projects require Highway Engineering (CIVL 302) as a prerequisite. 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 CIVL-423—Comprehensive Project Design in Structural Engineering Three Credit Hours Application of civil engineering principles, through group studies and lecture, to develop a solution for a comprehensive Structural Engineering problem involving other aspects of civil engineering. Lecture: Two hours; Laboratory: Two hours. Prerequisite: Senior standing in Civil and Environmental Engineering, Reinforced Concrete Design (CIVL 404); Corequisite: Steel Design (CIVL 406). CIVL-424—Comprehensive Project Design in Geotechnical Engineering Three Credit Hours Application of civil engineering principles, through group studies and lecture, to develop a solution for a comprehensive Geotechnical engineering problem involving other aspects of civil 119 �CIVIL & ENVIRONMENTAL ENGINEERING MAJOR HOURS REQUIRED FOR GRADUATION: 133 CIVIL ENGINEERING: TTC First Year Citadel Third Year ENG 101/102 MAT 140/141/240 CHM 110/111 PHY 221/PSY 201 EGR 270/275/282 CIVL 301/302 CIVL 304/327 CIVL 305/309 CIVL 307/320 CIVL 321/322 CIVL 314/317 ELEC 308 CIVL 330 TTC Second Year Citadel Fourth Year MAT 242 PHY 222 HIS 101/102 ENG 205/2XX EGR 260/285/295/286/296 CIVL 404/402 CIVL 408/410 CIVL 409/406 CIVL 418/419 Technical Elective**** Hum/Soc Sci Elective*** CIVL 42X *** To be selected from an approved list of courses in the humanities or social sciences ****Elective to be an approved Engineering or Science course All freshman and sophomore level engineering and science courses must be successfully completed prior to enrolling in senior level classes 120 �Bachelor of Science in Electrical Engineering Department of Electrical and Computer Engineering Dr. John Peeples: 843.953.5057 john.peeples@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-plus-two evening mode. The day mode is coeducational and open only to members of the South Carolina Corps of Cadets and enlisted active duty students assigned to one of The Citadel’s ROTC Departments. The two-plus-two evening mode is coeducational, 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 Mathematics and Computer Science, 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), 111 Market Place, Suite 1050, Baltimore, MD 21202-4102 – Telephone: (410) 347-7700. 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 highly conducive both to learning and to the development of close student-faculty relationships. 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. Complete the designated courses with Trident Technical College or equivalent with a grade of C or higher. 2. Maintain a minimum 2.0 GPA. 3. Submit all official transcripts directly from the source to the CGC office. 4. Complete and return an undergraduate application to the The Citadel Graduate College (CGC), Bond Hall Room 101. 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 Trident Technical College where the student completes the first two years of study. 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 Objectives: The Citadel Department of Electrical and Computer Engineering program prepares graduates to: • Succeed in the practice of electrical engineering, by ethically and judiciously applying knowledge of science, mathematics and engineering methods to solve problems facing a technologically complex society. • Apply and operate current hardware and software tools, equipment and development environments to conduct and/or lead engineering analysis, design and research. • 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. • Pursue graduate education and/or professional registration as desired or required. • Be principled leaders with strong communications and team building skills. 121 �Methods used to evaluate the program’s success in meeting these objectives include: 1. Periodic surveys of graduates and employers to gauge our graduates’ success, advancement and technical contributions in the workplace, and to identify potential gaps or areas requiring improvement in the curriculum. 2. Annual evaluation by an ECE Advisory Board sub-committee of hardware and software tools, equipment, development environments and laboratory plans, to ensure currency and/or identify requirement gaps. 3. Periodic evaluation of our graduates’ membership and roles in professional organizations, participation in formal continuing education opportunities and other activities relating to lifelong learning. 4. Monitoring of our graduates’ involvement and success in graduate study of engineering and related disciplines. 5. Annual review of our graduate’s success in efforts to become professionally licensed. 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. Electrical engineering topics studied in the sophomore year include 6 credit hours of electrical circuit analysis, 1 credit hour of electrical circuits laboratory, and 3 credit hours of computer applications pertinent to the field. Theory is combined with application, demonstration, and experimental verification. In addition, the first two years include 19 credit hours of mathematics, 8 credit hours of chemistry, 8 credit hours of physics, 18 credit hours of English and history and 3 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. The junior year requires a total 21 credit hours of electrical engineering course work. Breadth of coverage is provided by courses in linear system 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 sixth 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) and ELEC 415 (Electrical Measurements Laboratory), 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), ELEC 425, (Interference Control in Electronics), ELEC 426 (Antennas 122 and Propagation) 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 CSCI 420 Software Engineering ELEC 418 Advanced Digital Systems ELEC 419 Computer Network Architecture ELEC 423 Digital Signal Processing ELEC 416 Communications Engineering Power Engineering CIVL 310 Statics and Mechanics of Materials For NonCivil Engineers ELEC 307 Nuclear Engineering ELEC 403 Electric Power Systems ELEC 407 Systems II ELEC 405 Electrical Measurements ELEC 415 Electrical Measurements Laboratory ELEC 426 Antennas and Propagation 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 418 Advance Digital Systems ELEC 423 Digital Signal Processing ELEC 424 Solid State Devices ELEC 405 Electrical Measurements ELEC 415 Electrical Measurements Laboratory 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, electric machines, and digital circuits and 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 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 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. Required program for 2+2: Lower two years of study offered at Trident Technical College. TTC First Year ENG 101/102 HIS 101/102 CHM 110/111 MAT 140/141/132 ECE 201 EGR 273/275 TTC Second Year ENG 205/2XX PSY 201 PHY 221/222 MAT 240/242 ECE 221/222/205 EGR 270 Citadel Third Year MATH 335 ELEC 306/313 ELEC 309/312/301 ELEC 311/330 ELEC 316/302 ELEC 318 CIVL 314/TECH ELEC Citadel Fourth Year HUMANITIES ELECTIVE ELEC 421/422 ELEC 412/4XX * ELEC 4XX/4XX * ELEC 4XX/4XX * Credit hours required for graduation: 128 for evening students Technical Electives: One of the following courses: Optics, PHYS 308; Thermodynamics, PHYS 410; Statics and Mechanics of Materials For Non-Civil Engineers, CIVL 310; Data Structures, CSCI 223; Engineering Management, CIVL 411;Deterministic Methods of Operational Research, MATH 381; Mathematical Models and Applications, MATH 470 **Advanced humanities or social science courses. *Approved Departmental Electives must be selected from among the following courses: Nuclear Engineering (ELEC 307), Electronics II (ELEC 401), Electric Power Systems (ELEC 403), Electrical Measurements (ELEC 405), Systems II (ELEC 407), Advanced Topics in Electrical Engineering (ELEC 413), System Simulation (ELEC 414), Electrical Measurements Laboratory (ELEC 415), Communication Engineering (ELEC 416), Advanced Digital Systems (ELEC 418), Computer Network Architecture (ELEC 419), Digital Signal Processing (ELEC 423), Solid-State Devices (ELEC 424), Interference Control in Electronics (ELEC 425), Antennas and Propagation (ELEC 426) and Software Engineering (CSCI 420) Note: ELEC 405 and ELEC 415 must be taken together 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. Course Descriptions: ELEC-104—Engineering Fundamentals I One Credit Hour 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. Lecture: One hour; Laboratory: One hour. ELEC-105—Engineering Fundamentals II Two Credit Hours Required of electrical engineering freshmen. Continuation of Engineering Fundamentals I to include the introduction of subject areas common to most engineering disciplines, such as mechanics, energy, engineering economy, electrical theory, and material balance. Introduction to the design process to include preliminary design team exercises. Lecture: Two hours. ELEC-201—Electric Circuit Analysis I Three Credit Hours Prerequisites: Analytic Geometry & Calculus 1 (MATH 131) or permission of the department head to allow it as a co-requisite; prerequisite or co-requisites: Engineering Fundamentals 1 (ELEC 104), Physics with Calculus 1/Laboratory for Physics with Calculus 1 (PHYS 221/271.). ELEC-202—Electric Circuit Analysis II Required of electrical engineering sophomores. Basic electrical elements and sources, Ohm’s and Kirchhoff’s Laws, techniques of DC circuit analysis, sinusoidal analysis and phasors, power, three-phase circuits; and transient response of simple circuits, uses of SPICE to aid circuit analysis. Lecture: Three hours, two semesters. 123 �Prerequisites: Analytic Geometry & Calculus II (MATH 132) or permission of the department head to allow it as a co-requisite, a grade of “C” or better in ELEC 201; prerequisite or co-requisites: Engineering Fundamentals (ELEC 105), Electrical Laboratory (ELEC 204), Computer Applications for Electrical Enginners (ELEC 206). 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: Elecyric Circuit Analysis II (ELEC 202) or Elements of Electrical Engineering (ELEC 308), Computer Applications for Electrical Engineers (ELEC 206). 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 electrical engineering problems. High level language programming of computers; the use of application programs for the study of electrical circuits in the time and frequency domains; data manipulation, data plotting, and equation solving using application programs such as MATLAB. Lecture: Three hours. Prerequisites or co-requisite: Electric Circuit Analysis (ELEC 202) or Elements of Electrical Engineering (ELEC 308). ELEC-301—Linear Systems Laboratory One Credit Hour Required of all electrical engineering juniors. A laboratory course to accompany ELEC 312. Laboratory: Two hours. Prerequisite: Electrical Laboratory (ELEC 204), Signals and Systems (ELEC 309). Corequisite: Systems I (ELEC 312). 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 corequisite: 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 lowfrequency 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 Analysis (ELEC 204), Computer Applications for Electrical Engineers (ELEC 206); prerequisite or corequisite: Electronics Laboratory (ELEC 313). 124 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; heat transfer and fluid flow; radiation hazards and shielding; nuclear propulsion; and controlled fusion. 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 Required of civil engineering juniors. 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 II (MATH 132). ELEC-309—Signals and Systems Three Credit Hours prerequisites or co-requisites: MATH 335 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), Applied Engineering Mathematics (MATH 234). ELEC-311—Digital Logic and Circuits Three Credit Hours Introduction to Boolean algebra; digital data coding; digital arithmetic; design of combinational and sequential circuits; design, construction and evaluation of digital circuits using industrystandard digital integrated circuits. Employs HDL and other S/W design tools. Lecture: Three hours. Prerequisite or corerequisite: Introduction to Discrete Structures (MATH 206) or consent of department head. 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) Co-requisites: Linear Systems Laboratory (ELEC 301) 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: Electric Circuit Analysis (ELEC 202), Electric Laboratory (ELEC 204), Computer Applications for Electrical �Engineers (ELEC 206). 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 and magnetic fields; experimental laws and their relation to Maxwell’s equations; Laplace and Poisson’s equations; boundary value problems; and time varying fields, plane waves, and transmission line phenomena. Lecture: Three hours. Prerequisites: Electric Circuit Analysis (ELEC 202), Electrical Laboratory (ELEC 204), Computer Applications for Electrical Engineers (ELEC 206), Physics with Calculus II/Laboratory for Physics with Calculus II (PHYS 222/272), Applied Engineering Mathematics I (MATH 234), Applied Engineering Mathematics II (MATH 335). ELEC-330—Digital Systems Engineering digital signal conditioning, noise, transducers, instrumentation system design, digital interfaces, and computer based instrumentation and measurements.. Lecture: Two hours. Prerequisite: Any two 300-level electrical engineering laboratory courses; prerequisite or corequisite: Electrical Measurements Laboratory (ELEC 415). 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). Three Credit Hours Required of electrical engineering juniors. Characteristics, specifications, and design of digital systems; analysis and synthesis of sequential circuits; microprocessor interfacing. Design projects required. Lecture: Three hours. Prerequisite: Digital Logic and Circuits (ELEC 311). ELEC 413—Advanced Topics in Electrical Engineering ELEC-401—Electronics II ELEC-414—System Simulation 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. This course may be taken only once for credit. Lecture: Three hours. Three Credit Hours Characteristics and applications of modern linear and digital integrated circuits. CMOS digital logic, differential amplifiers, power amplifiers, oscillators and filter circuits. Lecture: Three hours. Prerequisite: Electronics I (ELEC 306), Electronics Laboratory (ELEC 313). 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-403—Electric Power Systems One Credit Hour A laboratory course to complement ELEC 405. Laboratory: Two hours. Prerequisite or corequisite: Electrical Measurements (ELEC 405). Three Credit Hours A study of electrical power generation, transmission, and distribution; load flow, faults, system stability, and system economics. Design project required. Lecture: Three hours. Prerequisites: Computer Applications for Electrical Engineers (ELEC 206), Electromechanical Energy Conversion (ELEC 316), and Electromagnetic Fields (ELEC 318). ELEC-405—Electrical Measurements Two Credit Hours An introduction to modern electrical instrumentation and measurements. Topics include: measurement theory, analog and ELEC-415—Electrical Measurements Laboratory 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: Electronics I (ELEC 306), Systems I (ELEC 312), and Electromagnetic Fields (ELEC 318), Digital Systems Engineering (ELEC 330) 125 �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: Digital Systems Engineering (ELEC 330). 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. Prerequisite: Digital Logic and Circuits (ELEC 311). 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), 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 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. Required of all electrical engineering seniors. 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: Systems I (ELEC 312), Digital Systems Engineering (ELEC 330). 126 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: Electronics I (ELEC 306), and Electromagnetic Fields (ELEC 318). 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), Electromagnetic Fields (ELEC 318), Digital Systems Engineering (ELEC 330). 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). �The Citadel Graduate College 171 Moultrie Street Charleston, SC 29409 (843) 953-5089 www.citadel.edu/graduatecollege 127 � 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, 2010-2011 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 2010 2011 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/1438 https://d1y502jg6fpugt.cloudfront.net/39779/archive/files/64b54574b21b3d50d7b2ff6cb36a8eaf.pdf?Expires=1777507200&Signature=ViPtBxAL1QgLAQoXNyndNFLM2a8YNhJ3ZFb-5IyBGd1Q6MRUN1lbhMl94MbQ0lYeY0vYQmopcSZzbaL1GMYnfI9zSgFiLBNYrbk29dCKhZuUwZKDYxUN1AyKVz4-WbIGGFRzIvswDrpCUASN51pzD9uCexKKWtH35Dq1SMKZcyShYnbVsMZyrHcSHRQ40xsb8HXokKDDKA4x8t2%7EDjladaqeNCpLwiJjRp5jKenA4kxYPVgpLhmbVxz4Bapx9WBCL6LtNXIxd2tqEmDFo3jN9s1SX0gSJw1GO30TEUecUi5lsp7ZARLjIfghUJR%7E-qbguzf6Rz22-9tjc30Y2o7pIQ__&Key-Pair-Id=K6UGZS9ZTDSZM fd01e8e918f5058734e0d29866478974 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 Student Handbook or the CGC web site for frequently called numbers. 2 �Table of Contents President’s Message Board of Visitors The Citadel’s Statement of Vision, Core Values, and Mission The Citadel Graduate College’s Mission/Purpose Accreditation 2011-2012 Academic Calendar Procedural Information Policy Information Specific Policies and Procedures for Evening Undergraduate Programs 4 4 5 7 7 8 9 15 22 Graduate Degree Programs Master of Business Administration Master of Arts in Teaching - Secondary Education • English • Social Studies Accelerated Master of Arts in Teaching - Secondary Education • Biology • Mathematics Master of Arts in Teaching - Middle Grades • English • Mathematics • Science • Social Studies Master of Arts in Teaching - Physical Education Master of Education in Educational Leadership - Elementary or Secondary School Administration and Supervision Specialist in Educational Leadership - School Superintendency Master of Education in Counselor Education - Elementary or Secondary and Student Affairs & College Counseling Master of Education in Literacy Education Master of Arts in English Master of Arts in History Master of Arts in Psychology: Clinical Counseling Specialist in Education in School Psychology Master of Arts in Social Science Master of Arts in Biology Masters of Arts in Education in Mathematics Master of Science in Computer Science Master of Science in Health, Exercise, & Sport Science Master of Science in Project Management 28 36 37 37 38 38 38 39 40 40 40 40 41 44 47 49 54 62 67 72 73 80 85 88 91 94 100 Graduate Certificate Programs Graduate Certificate in Technical Project Management Graduate Certificate in Sport Management - Sport Sales & Marketing Graduate Certificate in Leadership Graduate Certificate in Student Affairs Graduate Certificate in Environmental Studies Graduate Certificate in Homeland Security Graduate Certificate in Systems Engineering Management 107 109 110 111 112 113 115 Evening Undergraduate Degree Programs Bachelor of Arts in Criminal Justice Bachelor of Science in Business Administration Bachelor of Science in Civil Engineering Bachelor of Science in Electrical Engineering 118 123 127 135 3 �President’s Message Welcome to The Citadel Graduate College, where we extend our mission of educating principled leaders to people like you who seek graduate study to become leaders in their chosen fields. We take great pride in our distinguished faculty and excellent facilities 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 the nearly 8,000 CGC alumni for whom a graduate degree from The Citadel was a stepping stone to success and continued growth. Lt Gen John W. Rosa, USAF (Ret), ‘73 President Board of Visitors The Citadel Board of Visitors is composed of eleven graduates of the college; seven elected by joint vote of the SC General Assembly, three elected by alumni (Citadel Alumni Association) and one appointed by the Governor. All members serve six–year terms. Colonel Douglas A. Snyder, ‘82, Chair Colonel Glenn D. Addison, USAFR (Ret), ‘79, Vice Chair Colonel Allison Dean Love, CGC, ‘93 Colonel W. Thomas McQueeney, ‘74 Colonel Fred L. Price, Jr., ‘75 Lieutenant Colonel Ben W. Legare, Jr., USA (Ret), ‘63 Colonel James M. McQuilla, ‘88 Lieutenant General W. Michael Steele, USA (Ret), ‘67 Colonel Dylan W. Goff, ‘02 Lieutenant General John B. Sams, Jr., USAF (Ret), ‘67 Colonel Tecumseh Hooper, Jr., ‘69 The Honorable Nikki R. Haley, Governor, Ex Officio Major General Robert E. Livingston, Jr., Adjutant General, Ex Officio The Honorable Mitchell M. Zais, State Superintendent of Education, Ex Officio Colonel Leonard C. Fulghum, Jr., ‘51, Member Emeritus 4 �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 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 Corps of Cadets 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. Honor: First and foremost honor includes adherence to the Honor Code of The Citadel. A cadet “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. 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 Corps of Cadets. 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, state-assisted, four-year institution whose primary undergraduate student body consists of approximately 1,900 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 three baccalaureate degree programs (Bachelor of Science in Business Administration, Bachelor of Science in Civil Engineering, and Bachelor of Science in Electrical Engineering) and 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). 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. 5 �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. 6 �The Citadel Graduate College’s Mission/Purpose The Citadel Graduate College provides adults in the Lowcountry and the State of South Carolina opportunities for higher education 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 adult students seeking traditional and demanding academic challenges. By providing graduate research, scholarly contributions, affiliations with educational, business and science professional associations nation-wide and around the world, community outreach and development, and contribution of other resources, The Citadel Graduate College supports and encourages stronger economic development in the region by identifying and creating new programs to benefit the community. The Citadel, The Military College of South Carolina, was established in 1842. In 1966 the coeducational undergraduate Evening College was founded. In 1968, as part of its mission to serve the State and particularly the Lowcountry, The Citadel initiated graduate degree programs. In 1994, the Board of Visitors approved the formation of The College of Graduate and Professional Studies. In 2007, the name was changed to The Citadel Graduate College to help people more closely identify and recognize an important part of The Citadel. Programs under this college are open to all qualified students regardless of sex, race, age or ethnic origin. The Provost and Dean of the College is the acadmic officer charged with the administration and supervision of all graduate study. The Graduate Council, made up of the Provost, the Associate Provost and Dean of The Citadel Graduate College, the Director of the Library, and a representative of each academic department with a graduate major, establishes standards and policies and approves program modifications. Accreditation The Citadel is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools, an institutional accrediting body recognized by the Council on Postsecondary Education. The Commission on Colleges of the Southern Association of Colleges and Schools accredits The Citadel to award Bachelor’s, Master’s, and Specialist degrees. Programs for the preparation of secondary education teachers at the bachelor’s and master’s levels, for the preparation of guidance counselors at the master’s and specialist degree levels, and for the preparation of school superintendents at the specialist degree level are accredited by the National Council on Accreditation of Teacher Education (NCATE), a specialized accrediting body recognized by the Council on Postsecondary Accreditation. The head of the Department of Education serves as the Director of Teacher Education. The 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 Accreditation Council. The Computer Science programs as well as the Civil and Electrical Engineering programs are accredited by the Engineering Accreditation Commission of the Accreditation Board for Engineering and Technology (ABET). The School Counseling Programs that offer a Master of Education in Counselor Education (Elementary or Secondary Certification) were granted full eight years CACREP (Council for Accreditation of Counseling and Related Educational Programs) in July 2005. The School Psychology Program is fully accredited by the National Association of School Psychologists. 7 �The Citadel Graduate College Academic Calendar 2011-2012 2011 2012 Aug. 17 Payment for fall 2011 due Jan. 4 Payment for spring 2012 due Aug. 22 Fall 2011 classes begin Jan. 9 Spring 2012 classes begin Sept. 2 Last day to drop/add Jan. 16 Sept. 5 Labor Day - no CGC classes Martin Luther King Day - no CGC classes Oct. 10 Last day to withdraw with a grade of “W” Jan. 23 Last day to drop/add Feb. 1 Nov. 1 Last day to apply for graduation* Last day to apply for spring or summer graduation for those participating in the commencement ceremony* Nov. 7 Registration begins for spring 2012 for currently enrolled students Mar. 1 Nov. 8 Election Day - no CGC classes Last day to apply for spring graduation for those not participating in the commencement ceremony** Nov. 18 Fall Break begins Mar. 5 Last day to withdraw with a grade of “W” Nov. 21 Registration for spring 2012 begins for all students Mar. 5 Nov. 28 CGC classes resume Registration for summer 2012 begins for currently enrolled students Dec. 6 Last day for CGC classes Mar. 19 Registration for summer 2012 begins for all students Dec. 7 CGC exams begin Mar. 23 Spring Break begins after class Dec. 13 CGC exams end Winter break begins Apr. 2 CGC classes resume Dec. 15 Semester grades due by 10:00 a.m. Apr. 2 Registration for fall 2012 begins for currently enrolled students Apr. 16 Registration for fall 2011 begins for all students Apr. 23 Last day for CGC classes Apr. 24 CGC exams begin Apr. 30 CGC exams end May 3 Semester grades due by 10:00 a.m. May 5 CGC Commencement * Deadline is for CGC students completing requirements on December 15. * Deadline is for CGC students completing requirements in the spring or summer and are participating in the spring commencement ceremony. ** Deadline is for CGC students completing requirements in the spring but are not participating in the spring commencement ceremony. 8 �Purpose of the CGC Catalog Procedural Information 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 are subject to change at any time during the period for which the catalog is in effect. The application process at The Citadel Graduate College (CGC) is a two-part process that occurs simultaneously. The applicant must be accepted into CGC and the program to which he/she seeks a degree. Requirements for acceptance into CGC include: a. Completed application for admission b. Non-refundable application fee c. Transcripts submitted directly from all colleges and universities attended. Transcripts from all schools are required, regardless of whether the coursework would apply to a degree program, to ensure good academic and financial standing. d. A standardized admissions test (GRE, GMAT, or MAT depending on the program) score. 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. Application and Admissions Upon receipt of an application, each applicant is sent a letter acknowledging the application and outlining specific admission requirements for CGC and the program for which he/she applied. The requirements for acceptance into specific programs and degrees are described in this catalog for each program/degree. Official copies of test scores must be sent directly to the CGC office and must be current within five years of application. Full acceptance is not granted until both CGC and program requirements are met. After acceptance by the program, any nonUS Citizen must be cleared for registration by The International Office. The TOEFL test is required of any applicant whose native language is not English. At this time a letter of acceptance is sent to the student which includes the name of the advisor. Students are encouraged to meet with his or her advisor. Application for Resident Status for Tuition and Fee Purposes Any student or prospective student who is uncertain concerning entitlement to 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/ and are to be completed and returned to that office at least two weeks prior to registration for any semester or summer term for which the student is attempting to qualify for payment of in-state tuition and fee rate. 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. 9 �Drop/Add and Withdrawals To drop or add a course from the schedule or to change sections within a course, a student must come to the CGC office and complete a “drop/add” form or drop/add through Lesesne Gateway. The deadline for changes is listed in the calendar for each semester. Formal notice of intent to drop or withdraw from any class is necessary in all cases. After the drop period, students who choose to withdraw must complete a withdrawal form available in the CGC office or online. The dates for dropping and withdrawing are listed in the term calendar at www.citadel. edu/graduatecollege. 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 ratio (GPR). To withdraw with the grade of “W,” the student must complete the course withdrawal form obtained from the CGC office or online and return the form to the CGC office. Students who do not follow this procedure will receive a failing grade in the course(s) which they cease to attend. Ceasing to attend a course does not constitute an official withdrawal from the course. The grade of “W” will be recorded if a student withdraws on or before the published deadline. Students should check the current calendar for the term found at www.citadel.edu/graduatecollege for deadlines. Fee Payment All fees are due and payable at the time of registration. If fees are not paid by the published date on the term calendar, prior to classes starting, the student may be dropped from registered classes. Checks for the amount of charges should be made payable to The Citadel. Fees may also be paid with bank cards, however a service fee is incurred. Electronic check payment is also available at no charge. Deferred payment plans may be arranged in advance of a semester through a third party. Forms are available in the Treasurer’s office. The Citadel reserves the right at any time to adjust fees to meet the current cost of operation. Fee schedules are published each semester on The Citadel’s web page. The Citadel Treasurer is responsible for the collection of monies due The Citadel. All correspondence concerning fees, payments, and status of accounts should be directed to that office. Financial Aid and Scholarships The Financial Aid Office handles student loan applications, grants, scholarships and work-study programs. Their office is located in Bond Hall, Room 138 and they 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) as soon as possible after January 1. These forms are available online at http:// FAFSA.ed.gov. Additional information may be requested by the Financial Aid Office. Students are responsible for checking their Lesesne Gateway accounts and completing all requested paperwork 10 and financial aid requirements in a timely manner. Because funds are limited, those students whose applications are completed after the deadline dates will receive consideration for aid only as fund availability permits. Priority deadline dates are as follows: Academic year (fall and spring) Fall only Spring only Summer February 28 February 28 October 15 March 15 Applicants with financial aid paperwork not completed 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 at the established fee payment deadlines. Students will be reimbursed if they are subsequently determined to be eligible for financial aid. Determining Financial Need The amount of financial aid is determined based on the FAFSA form the applicant files after January each year. This form solicits information about the applicant’s family’s current financial situation and produces an “expected family contribution”. 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 are 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. Independent students will fall into one of the following categories. Students are automatically independent and therefore not required to submit parental data if: a. He/she is 24 years old or older by Dec 31 of the award year b. He/she is a graduate student c. He/she is married d. He/she is currently serving on active duty in the U.S. Armed Forces for purposes other than training e. He/she is a veteran of the U.S. Armed Forces f. He/she has children (or other dependents) and will provide more than half of their support g. He/she was in foster care or deemed a dependent or ward of the court h. He/she was an emancipated minor or in legal guardianship as determined by a court i. He/she was determined to be an unaccompanied youth that was homeless or were 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 conditional 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) Generally, a student must be enrolled at least half-time. This is defined as 3 hours/semester for graduate students and 6 hours/semester for undergraduate students. 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. 6) 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. 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 The Citadel is required by federal law to establish, publish and apply reasonable standards for measuring whether a student is maintaining satisfactory academic progress toward a degree objective, and to ensure progress toward the degree for all periods of enrollment, whether or not the student has received financial aid. To be eligible to receive or remain eligible to receive financial aid, students must maintain “satisfactory progress” in their course of study. A determination of satisfactory progress incorporates three standards applied at the end of each 12 month period of enrollment: 1. 2. 3. Maintain a minimum amount of earned credit hours Maintain a minimum Grade-Point Ratio Complete program of study in a required amount of time Minimum Earned Credit Hours In general, students are expected to complete 75% of the hours for which they are funded each academic year. The Financial Aid Office will monitor hours completed at the end of each academic year to determine if the student: 1) has made academic progress; 2) will be placed on probation for one semester; or 3) will be disqualified from receiving financial aid. Grade-Point Ratio (GPR) Requirements Undergraduate Students Total Hours 0-39 40-69 70-99 100 & above Minimum GPR 1.300 1.500 1.700 1.900 Graduate Students must maintain the minimum cumulative GPR as required by the Graduate College for continuance. Note: Total hours are quality hours and any Transfer & Pass/Fail Hours combined. Maximum Hours Financial aid eligibility is limited to students that have reached 150% of attempted hours for their program of study. Disqualification Students will be disqualified at the end each academic year in which one of the following occurs: Undergraduate Students • Full-time students who earn less than 24 hours • Part-time students who earn less than 75% of the hours attempted • GPR is less than minimum requirement for continuance on probation Graduate Students • Full-time students who earn less than 15 hours • Part-time students who earn less than 75% of the hours attempted • GPR is less than minimum requirement for continuance on probation Re-Qualification Undergraduate Students – The student must enroll without federal aid and complete the number of hours they are deficient. The minimum GPR must also be received for continuance on probation depending on your grade level. This work may be completed at The Citadel without aid or at another institution as long as the hours have been approved by the Registrar’s Office or The Citadel Graduate College. It is the student’s responsibility to notify the Financial Aid Office of hours transferred from another institution. Graduate Students – The student must enroll without federal aid and complete the number of hours they are deficient. A minimum of 3.0 GPR must also be received. This work may be completed at The Citadel without aid or at another institution as long as the hours have been approved by The Citadel Graduate College. It is the student’s responsibility to notify the Financial Aid Office of hours transferred from another institution. Appeals Students who are determined to be ineligible for financial aid due to lack of satisfactory academic progress may appeal this decision. An appeal of any decision concerning initial or continued financial aid funding must be submitted on a SAP Appeal Form. The steps are outlined below: 1. Make an appointment to meet with a financial aid counselor once you have received notice that your financial aid will be dis qualified. 2. Complete a SAP Appeal Form. Clearly explain your circumstances by attaching supporting documentation and submitting the information to the Financial Aid Office. 3. Your information will be reviewed by the Financial Aid Appeal Committee. A decision will be based upon the information that you provided as well as your records at The Citadel. 11 �4. You will be notified of the decision in writing. If you need to take additional action, you will be advised to do so. If you feel there were circumstances that were not reflected in the committee’s decision, you may request an appointment with the Director of Financial Aid. You should bring with you any additional documentation that will specifically explain those pertinent issues you think should be considered. The final level of appeal rests with the Director of Financial Aid. Financial Aid Refund and Repayment Policy Refunds Financial aid recipients who withdraw from school are eligible to receive only that portion of the institutionally determined refund which exceeds the financial aid received. This policy also applies to students on whose behalf a parent has borrowed a Title IV loan. Refunds will be returned to the programs from which the student received aid. The Higher Education Amendments of 1998, Public Law 105-244 changed substantially the way funds paid toward a student’s education are to be handled when a recipient of Federal Financial Aid withdraws from school. 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 Week 7 43 percent Week 2 12 percent Week 8 50 percent Week 3 18 percent Week 9 56 percent Week 4 25 percent Week 10 60 percent Week 5 31 percent Week 11-16 100 percent Week 6 37 percent 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: • Unsubsidized Student Loans • Subsidized Student Loans • Perkins Loans • PLUS Loans/Graduate PLUS Loans • Federal Grants • 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 • Withdraws from some classes, but continues to be 12 enrolled in 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. • Federal Direct/Stafford loans; • Federal Perkins loans; • Federal PLUS loans received on behalf of the student; • Federal Pell Grants; • Federal SEOG Grants; • other Title IV programs; • other federal, state, private, or institutional student financial assistance received by the student for which refunds are required; • the student. Other Assistance Vocational Rehabilitation Scholarships: This program provides for education and training if the student has a physical or mental disability which 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. College Budget Plans: Tuition Management Service (T.M.S.) is one of a number of special plans by many of the larger banks which will pay college fees when due and arrange for a parent or sponsor to repay on a prearranged monthly budget schedule extending over the year. Contact The Citadel’s Treasurer’s Office for information. Veterans’ Services: Veterans’ services are administered under the umbrella of student financial aid at The Citadel. Veterans’ services are intended to meet the needs of students receiving benefits under the following programs: • Ch. 30—Montgomery GI Bill—Active Duty, Veterans • Ch. 31—Vocational Rehabilitation • Ch. 33—Post 9-11 GI Bill • Ch. 35—Dependants’ Educational Assistance Program • Ch. 1606—Montgomery GI Bill—Selected Reserve �• Ch. 1607—(REAP, Reserve Education Assistance Program). Veterans who believe they have an entitlement should check with their local VA Office, the regional office in Columbia (1-800-8271000), or the VA Coordinator at The Citadel. An applicant should contact the VA Coordinator in the Financial Aid Office at The Citadel well in advance of the anticipated matriculation date so that the necessary documents may be obtained in order to certify attendance with the VA. All veterans and dependents receiving VA Educational Benefits are required to come to the Financial Aid Office each semester and complete a request for VA Certification card. Any changes in the veterans’ course of study should be cleared with the VA Coordinator in the Financial Aid Office to ensure continuation of benefits. Any reduction in course load should be reported immediately to avoid overpayment. Transfer students are reminded that the office must have copies of all transcript evaluations made by the Registrar’s Office before certification can be made to the Veterans’ Administration for payment. Joint Degree Programs The Citadel participates in joint graduate degree 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. More specific information is available from the respective program directors. Maymester and Summer School The Citadel’s Maymester and Summer School is a component of CGC which has the responsibility for the coordination and administration of all aspects of The Citadel’s graduate and undergraduate summer school programs. The operation of Maymester and Summer School is the responsibility of the Dean of CGC and is administered under the guidelines established in coordination with the Provost and the Commandant. The operation encompasses all aspects of college administration. All Maymester and Summer School students are ultimately the academic and administrative responsibility of the Provost. CGC students remain under their academic deans, while non-degree and transient students are the responsibility of the CGC Dean. Students residing in the barracks, regardless of academic status are the disciplinary responsibility of the commandment, all other non cadet students remain as stated above. Admissions—Undergraduate transient admission to Maymester and Summer School does not constitute admission to the regular academic session of The Citadel. 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 not 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 applying, having applied, or having been accepted past or present should contact the Registrar’s Office for admission and registration information and assistance. 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—Registration for all students, graduate and undergraduate, enrolled in Maymester or Summer School at The Citadel is conducted in the CGC office located in Bond Hall, Room 101. Admission and registration may be conducted in one of three ways: 1) Students may come to the office and complete the application/registration procedure 2) Students may mail or fax in an application/registration form. 3) Returning students may register through Lesesne Gateway online. Parking—Ample lighted 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. The fee for the parking tag is published in the “Schedule of Classes for Summer School” online at www.citadel.edu. The parking fee covers all sessions of Maymester and Summer School. 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. 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 “Schedule of Summer Classes” provides information on the cost of living in barracks housing. 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 “Summer Schedule of Classes.” Meal tickets for 3 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. 13 �Student Identification Cards—Maymester and Summer School students attending on-campus courses may obtain a Citadel identification card. The identification cards are obtained after registering in Bond 244. This card is necessary for using The Citadel and area consortium libraries. Recreation—Campus recreational facilities are available to students enrolled in Maymester and Summer School classes upon payment of the activity fee in the Treasurer’s Office. These facilities include the Deas Hall weight room, racquetball courts, swimming pool, gymnasium, tennis courts, track, and The Citadel Beach House located on the Isle of Palms. Students must show The Citadel identification card to use these facilities. Orientation In order to assist new CGC students in becoming familiar with The Citadel facilities and support services, CGC offers two new student orientations each year. These orientation sessions are offered before the beginning of the fall term and before the beginning of the spring term. New students will be notified of the date, time, and place of these orientations. Refunds No fees are refunded after the published drop deadline. This date is usually following two class meetings. To obtain the appropriate refund, a student must complete the drop form available in the CGC office or drop via the online system. The Dean of CGC may authorize a refund for extenuating circumstances after the scheduled refund date but only if a formal application is made in writing to the Dean of CGC. Registration, technology and application fees are not refundable. Registration Registration is conducted by mail, online through Lesesne Gateway, or in person in the CGC office located on the first floor of Bond Hall, Room 101. Registration is not complete until all fees are paid. Students may not attend class until they are fully registered. Completed registrations will be honored on a first-come, first-serve basis. Any changes in registration must be made prior to the end of the term’s Drop/Add period. Information concerning fees, class times, and registration calendars can be found each academic term online at www.citadel.edu/ graduatecollege. Transfer Credit Graduate students applying for transfer credit will use the “Transfer Credit for Graduate Programs” form located online at http://www.citadel.edu/graduatecollege/forms/. The form will be submitted to CGC 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. Approval is granted by the student’s department, contingent upon Citadel policy. Only courses with a “B” or higher are acceptable for transfer. Undergraduate students should refer to the undergraduate section of the catalog. 14 �Policy Information Academic Integrity Policy and Procedures The following academic integrity policy is in effect for non-cadet students for fall and spring semester and all students including cadets in Maymester and Summer School. Absolute integrity is expected of every Citadel student in all academic undertakings. Academic integrity is grounded on the concept of honesty with respect to the intellectual efforts of oneself and others. A student’s submission of work for academic credit indicates that the work is the student’s own. Students are responsible for knowing what constitutes violations of the Academic Integrity Policy. Examples of violations of the Academic Integrity policy include, but are not limited to the following: • Plagiarizing or representing the words, ideas, or information of another person as one’s own without documentation; • Giving or receiving prior to an examination any unauthorized information concerning the content of that examination; • Using, without authorization of the instructor, notes, books, prompts, or other materials, or receiving verbal or electronic assistance to aid in answering questions on an examination; • Giving or receiving substantive aid during the course of an examination; • Asking or permitting another person to take a test or engage in other academic work; or taking a test or engaging in academic work for another, whether voluntarily or for hire, in conjunction with class work or for admissions purposes; • Violating personal property rights (for example, stealing or attempting to steal tests, keys, or grade books); • Fabricating data in support of laboratory or field work; • Engaging in other acts of academic misconduct. While academic integrity is a shared responsibility, it is incumbent upon the student to abide by the academic integrity requirements. It is the responsibility of the faculty member to inform the student of any atypical academic integrity requirements. 1. When a faculty member suspects or has been informed that a student may have violated the Academic Integrity Policy, the faculty member should inform the student in writing within ten working days of discovery. Some situations may require more time; however in no case should this written notification be delayed by more than one month. Written notification will include the allegation and a suggested time, place and date for a meeting of the student, the professor, and Department Head of the department in which the alleged violation took place. If the faculty member making the allegation is the Department Head of the department in which the alleged violation took place, the meeting will include the student, the faculty member, and Dean of the school in which the alleged violation took place. 2. After this meeting, if the faculty member decides that no violation occurred, the matter will be dropped. If the faculty member decides that a violation has occurred but that only a grade penalty is warranted, the student may be assigned an “F” for the work in question, or, in more serious cases, an “F” in the course. If it is determined that a more serious penalty is warranted, or if the student does not accept the grade penalty offered, the accusation will be remanded to the Dean of the school in which the alleged violation occurred. If that Dean participated in the meeting with the faculty member and the students, the matter is referred to the Provost. 3. Upon receiving the allegation, the Dean of the school where the alleged violation occurred or the Provost will appoint a four member hearing board comprised of the Dean of CGC, two faculty members from outside the program of the accused student and a currently enrolled CGC student of the same student classification, but outside the program of the accused student. The hearing will be convened within two weeks from the date the hearing board receives the case. If circumstances preclude meeting this deadline, the accused will be so informed in writing. A minimum of seven days notice will be provided the student prior to the hearing. The accused student may be advised by another student or member of the permanent faculty or staff, not to exceed two. The student and/or the student’s advisor may cross-examine all witnesses and the accuser. A tape recording of the hearing, which will be closed, will be made. Upon conclusion of the hearing, the hearing board will vote and report its findings and recommendation to the Dean of the school in which the alleged violation occurred or the Provost. 4. Upon reviewing the recommendation, the Dean of the school where the alleged violation occurred, or the Provost will either exonerate the student; impose a sanction less than suspension, dismissal or expulsion; or recommend a sanction of suspension, dismissal, or expulsion to the President of the College. If the sanction is not suspension, dismissal, or expulsion, the student may appeal this sanction to the President of the College who makes the final decision. If the sanction is for suspension, dismissal, or expulsion, the President of the College will review the case and the process that has been followed and make the decision on removal of the student from The Citadel for a violation of academic integrity. The student may appeal that decision to the Board of Visitors. Appeals of Violations of Academic Integrity - Students who have been found guilty of a violation of academic integrity where the punishment is suspension, dismissal, or expulsion shall be entitled to petition an Academic Integrity Board of Review to hear an appeal provided the petition is submitted to the Office of the President within five working days after receiving notice of the findings of the Provost, and provided the petition states the grounds on which the appeal is based. An Academic Integrity Board of Review is established by the President. An Academic Integrity Board of Review will consist of a Dean, who serves as chair; a department head; a senior member of the faculty; and a non-voting recorder. Once established, an Academic Integrity Board of Review will be furnished the record of the original proceedings and will evaluate the petition of appeal to determine if any of the following grounds have been met: • new evidence has been found since the individual was found guilty; • the individual’s rights were not protected; • there was a procedural error during the trial. If after considering the petition of appeal, the Academic Integrity Board of Review determines that the request for appeal sets forth reasonable grounds for appeal and agrees to hear the appeal, the accused student and advisor will be present during the formal portion of the hearing, which will be taped. Oral arguments from 15 �the student or advisor will be heard and will normally be limited to 30 minutes each. In addition, the student or advisor will have the opportunity to question any witnesses called by the Academic Integrity Board of Review. The formal appeal hearing will be taped, and the tape will become part of the record of the Academic Integrity Board of Review. The findings of the Academic Integrity Board of Review will be transmitted to the President in the form of sealed, confidential written recommendations, with appropriate justifications. 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: a. 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. b. 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. c. 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. Failure to achieve the 3.0 GPR upon completion of the nine (9) additional graduate credit hours will result in termination 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. Some programs have more strict program requirements. Check with your program advisor for the standards for your program. 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. Graduate and undergraduate students 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. 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. Admission Categories Graduate students may be admitted to CGC in one of the following two categories: degree seeking or non-degree seeking. Degree seeking - A graduate student is classified as degree seeking when all admission requirements are met and the student has been admitted to a degree program. To obtain this classification a student must: • • • • • Complete and return the application form along with the appropriate non-refundable application fee to The Citadel Graduate College. Submit to The Citadel Graduate College all official transcripts to include documentation of the baccalaureate and all other undergraduate or graduate work from accredited colleges or universities. Transcripts must be sent directly from each school or university. Submit the official score report on the appropriate admissions test (current within 5 years of application). Check individual program requirements in this catalog for the minimum acceptable score for the desired program. Official score report must be sent directly from testing organization. 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. Additional admission requirements of specific programs are outlined in the information provided for each degree program. Non-degree seeking - A graduate student is classified as non-degree 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 16 �desired program and comply with the requirement stated above in “Degree Seeking”. Program requirements will dictate the number of hours in non-degree status that will be accepted into any program. No student shall register beyond 8 hours without being fully accepted into a degree program. To obtain non-degree classification the student must: • • Complete and return the application form along with the appropriate non-refundable application fee to the CGC office. Submit a college transcript that shows completion of a bachelor’s or higher degree before registration. Senior Citizens - Persons over the age of 60 who meet degree or non-degree admissions requirements and are not employed fulltime may register for courses on a space-available basis with no credit hours fee charged. All other fees must be paid. International Students - An international student who applies to a graduate program at The Citadel must complete the following requirements before enrolling in classes: • Have completed a degree equivalent to an American baccalaureate degree. • Have his/her academic credentials officially evaluated by one of the accredited organizations suggested by the CGC office and sent directly from that organization to the CGC office. • Meet all the admission criteria for the desired graduate degree program. • Provide the appropriate score on the TOEFL exam. • 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. Admission Policy (Graduate Students) In keeping with the mission of The Citadel, The Citadel Graduate College seeks to enroll mature 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: a. An application with a non-refundable fee, b. Official transcripts sent directly from all colleges attended, c. Official scores on the appropriate admissions test (current within 5 years of application), and d. an official TOEFL score if English is not the native language. Admission Test All graduate programs in The Citadel Graduate College require submission of an official admissions test score. The test must be current within five years of application. See the appropriate program for the type of test required. Applicants for graduate programs in The Citadel Graduate College who possess an earned master’s or doctorate degree from an accredited institution may request permission to waive the requirement to supply an admissions test score. An applicant must request the waiver in writing from the dean of the academic school in which the program resides. Submission of a request for waiver is not an assurance of approval. Therefore, an applicant must ensure sufficient time to complete an admissions test prior to the first semester of desired attendance. The new GRE score format will be available after November 2011. The Citadel will honor the current and new GRE formats, provided the test is official and current (five years from date of application). 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. 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 are admitted to 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. Catalog of Record The catalog bearing the number of the academic year in which the student enters The Citadel will be their 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 offical. In case of absences due to illness or other circumstances beyond their control, students should notify the instructor as soon as possible. 17 �The attendance policy for any CGC class is determined by the instructor and will be presented in the course syllabus. At the discretion of the instructor, a student who violates the course attendance policy may be penalized. In general, missing more than 20% of the scheduled class meetings would be considered excessive. 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. Any student desiring to keep directory information confidential must file notice each year. 18 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. Course Load The minimum semester hour load for students wishing to be classified as full-time graduate students is 9 semester hours. Students holding Citadel graduate assistantships will be considered as full time if they are taking at least 6 semester hours. Students who hold full-time employment should not register for more than 6 semester hours in any given term. Students may register for a maximum of 2 courses or no more than 7 credit hours each summer term (Summer I, Summer II). The evening session is considered a part of Summer I and Summer II. Permission to take more than 2 courses each summer term must be obtained from the Dean of the School, the Department Head, or program director. No more than one course may be taken during Maymester. Course Substitution Course substitutions in degree programs and certification plans can only be authorized by the approval of the Head of the Department, Dean of the School, or Dean of the CGC. Forms to initiate this procedure are available in the CGC office. 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 the earning of a second master’s degree where the area of concentration is different. Since some of The Citadel core courses may be identical, these may be waived in the second degree program. A maximum of 12 hours may be transferred from one Citadel degree program to another for those students wishing to obtain a second master’s degree. Ordinarily, a minimum of 33 hours of new credits must be included in the planned program for the second degree. However, students who enter a second master’s degree program at The Citadel after also earning a certificate will not necesarily be subject to this 33-hour minimum; such cases will �be evaluated on an individual basis, with the number of hours ultimately accepted subject to the approval of the CGC Dean. 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. 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. Due to the cadet aspect of The Citadel community, CGC students are reminded to be aware of and respect military college traditions. The CGC Student Handbook is a good source of information. 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.” 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 accomplishmens. 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, graduatelevel 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. 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. 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, Maymester, summer I, or summer II 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. Graduation Students must apply to graduate by the established deadline. 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. There are three graduation dates each calendar year. There is a late April or early 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 April or May, following the Spring semester. The graduation date is the term in which the student completes all requirements. An incomplete grade is a delay in the completion of requirements, and the posting of the final grade determines the completion of that requirement. Applications for graduation are available in the CGC office and online. A late fee is charged for applications filed after the posted deadline. To be recommended for a degree, students must meet all admission requirements and satisfactorily complete the scholarship and curriculum requirements for the degree. Finally, students must be free from all financial indebtedness to The Citadel. These deadlines for the graduation application ensure your diploma will be ordered in a timely manner and prevent additional administrative costs. It is each student’s responsibility to apply to graduate. Do not select a graduation date until you are certain all requirements will be met. 19 �Parents who are either graduates of the Corps of Cadets, the Veteran Day Program, or The Citadel Graduate College may present diplomas to their sons or daughters at the CGC commencement ceremony. Intellectual Property Ownership of intellectual property will reside with the originator, whether a member of the faculty, a member of the 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. 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). 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. 20 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. 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. Any changes in registration must be made prior to the end of the terms’ Add/Drop period. All fees are due by published calendar dates. Repeating a Course Courses may be repeated only under the following circumstances: a. No courses may be repeated once a grade of “B” or higher has been earned. b. If a class in which a “C+” or “C” was earned is repeated, it may be repeated only one time. c. If a course is repeated, the last grade of record is used to determine whether course requirements for graduation have been met. d. The hours may be used only once toward graduation. e. 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 a waiver must be initiated by the student in writing to the appropriate Department Head who is responsible for making the final decision and for notifying the student. Department Heads will forward recommendations through their appropriate Dean who sends it to the CGC office. This recommendation will be subject to the final approval of the CGC Dean. Waivers must be on file in the CGC office prior to application for graduation. It is the students responsibility to ensure the waiver is provided to the CGC office. If a waiver 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 academic level of authority to have the opportunity to resolve the grievance satisfactorily. The Dean of CGC does not rule on academic matters. However, students are encouraged to provide a courtesy copy of grievances and appeals to the Dean of CGC for record. 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, de- partment 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. Theses Thesis committee appointments will be made at the discretion of the thesis advisor and/or program director and/or department head. Guidelines for formatting and submitting theses will be determined by individual programs. Thesis students should consult the program handbook and/or the program director for specific guidance on such matters. The program or department is responsible for providing the student with specific directions about producing a copy of the thesis for The Citadel library. Transcript A transcript is a confidential document and is released only when students make a request in writing. There is no charge for the initial transcript, but a fee is charged for all subsequent ones. Remittances for transcripts should accompany the request for the transcript and should be mailed directly to the Office of the Registrar. Official copies are not released to students but are sent to requested destinations. 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. Transfer Credit No more than 12 hours, relevant to the student’s program, may be transferred from other regionally accredited colleges or universities. Exceptions are granted by the Provost. Only graduate credit hours, of 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. 21 �Specific Policies and Procedures for Evening Undergraduate Programs All other CGC policies and procedures apply. CGC courses cover a wide variety of areas and are open to interested persons from diverse backgrounds. In addition to graduate programs, CGC also offers four undergraduate degrees: bachelor of arts in criminal justice; bachelor of science in business administration; bachelor of science in civil engineering; and bachelor of science in electrical engineering. Each of these degree programs is offered in cooperation with Trident Technical College (TTC). The first two years of each program are taken at TTC. The junior and senior years are completed at The Citadel through evening and summer courses offered by CGC. The degree is awarded by The Citadel. Courses may also be transferred in from accredited colleges and universities other than TTC. The basic course requirements remain the same. The junior and senior years are completed at The Citadel. In each of the undergraduate degree programs offered by CGC, 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. CGC spring, fall, and summer 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. Academic Criteria for Continuance Records of degree-seeking undergraduate students are assessed for academic criteria for continuance after each period of two semesters and the included summer sessions. 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. Full-time 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 the 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 22 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 Plus Transfer& Pass/Fail Hours 0-39 40-69 70-99 100 & above Grade-Point Ratio Grade-Point Ratio for Continuance for Continuance (on probation) (without probation) 1.100 1.300 1.400 1.600 1.700 1.800 1.900 2.000 This table traces 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. Academic Discharge An undergraduate student who fails to meet either or both of the academic criteria for continuance will be discharged for academic deficiencies. Although The Citadel will notify students that they are deficient in either or both areas, it is the responsibility of students to ensure that these criteria are met. To avoid academic discharge, a student must meet both hour and GPR requirements concurrently either at the end of the fall semester, at the end of the spring semester, or in August, as appropriate. A student who is discharged for academic reasons for the first time may apply for readmission after being out of school for one semester. If approved for readmission, the student will be readmitted on academic probation. If a student fails for a second time to meet minimum academic criteria for continuance, the Dean responsible for the academic program in which the student is majoring will review the academic record and any extenuating circumstances the student wishes to present in writing. Based on this review and in consultation with the faculty advisor and the department head or the CGC Dean, the responsible Dean will determine the conditions under which the student will be permitted to continue or will award the student a second academic discharge. Except under extremely extenuating circumstances, a student discharged a second time for academic reasons will not be considered for readmission and may not enroll in course work in any program at The Citadel—day, evening, or summer. 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 radio 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. Admission department and must be related in some way. b. The department head or Dean for the program in which the student is majoring must provide a recommendation and rationale for combining courses. c. The Dean responsible for the academic program in which the student is majoring must grant final approval for the combining of courses. Definitions Because of community service orientation, CGC permits participation by evening undergraduate students in non-degree status as well as those who are pursuing an undergraduate degree. Elective refers to a course that is required for graduation and may be any three-credit course offered by the College. Catalog of Record Approved Elective refers to a course that must be selected from a list of courses provided by the individual school or department. 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. 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. CLEP credits may be earned under the following conditions: 1. Since all CLEP examinations are not accepted by The Citadel, the student must obtain prior approval through the Office of the Registrar. 2. The score earned must meet or exceed the current minimum score recommended by CLEP for that subject area exam. 3. The amount of credit will be determined by the scope of the material measured. 4. 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. 5. Because basic skills of listening to and speaking a language are such critical components of the Core Language Experience, completing any portion of this 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: a. The courses to be combined must all be offered by the same 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 the 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 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 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. 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 23 �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. 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. a. 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. b. Persons age 60 or above and not employed full-time may enroll tuition-free in courses in the CGC on a space-available basis. All other fees must be paid. c. High school seniors may be permitted to register for a maximum of two courses and the associated labs in the CGC on the basis of written recommendation from their high school guidance counselor or principal. d. Undergraduate transient students who wish to enroll in course work for transfer to another institution may be asked to present evidence that they are in good academic standing at their home institution and have met any course prerequisites. e. Students who are in cadet status and are enrolled in the Corps of Cadets for a fall or spring semester are not eligible to enroll in CGC courses. Students who are in cadet status and are not currently enrolled in the Corps of Cadets, but who have not been given a conduct or academic discharge, may, with the prior approval of the appropriate Dean, take a limited number of credit hours in CGC. 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. Grade-Point Ratio Computation Pass-Fail 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. Juniors and seniors with cumulative grade-point ratios of 2.000 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, and no more than four courses taken under this option may be used to meet graduation requirements. 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. 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. Instructors report grades as usual, A through F. The Registrar’s Office translates grades as follows: a. The grades of “A” through “C” as “S” (satisfactory, pass-for credit); b. The grades of “D” or “F” as “U” (unsatisfactory, fail-no credit). c. Students desiring to take a course on the Pass-Fail option should contact the Registrar’s Office. Non-Degree Seeking Students Non-degree seeking undergraduate students are permitted to participate under the following conditions: 24 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 2.000 and a minimum grade point ratio of 2.000 in all coursework in the major. Recommendations for graduation are made by the Academic Board to the Board of Visitors, which in turn awards appropriate degrees. 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 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, have responsibility 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. official transcripts from all other colleges attended. Admission is based on prior college-level academic performance and confirmation of completion of all coursework for the first two years of the degree program. Applicants whose prior college-level academic performance is questionable may be permitted to enroll in a limited number of courses in a probationary status at the discretion of the academic department. Upon completion of the first 15 semester hours with a grade point ratio of at least 2.0, the adult student will 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 15 semester hours, admission will be denied and participation in the CGC will be terminated. c. 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 where English is not the native language. 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: a. The Citadel and TTC have an articulated agreement that permits a student to complete the first two years of study in engineering, business administration, or criminal justice at TTC. 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 or a Bachelor of Science Degree in Business Administration, Civil Engineering, or Electrical Engineering. A student who completes in its entirety the TTC portion of one of these programs needs only to submit an application and an official transcript from TTC and certificate of completion in order to be admitted for the final two years of study in CGC. Details of the 2+2 programs are available online or in the CGC office, Bond Hall, Room 101. These four programs are outlined in this catalog under their respective departments. b. Applicants may be admitted into degree seeking status if they have transfer credit from other accredited institutions that meet the requirements of the first two years of the degree program they wish to pursue. The student must provide 25 �Graduate Degree Programs 2011-2012 26 �School of Business Administration Master of Business Administration 27 �Master of Business Administration School of Business, 843-953-5056 Dr. Wesley M. Jones, Director of Graduate and External Programs, wes.jones@citadel.edu Ms. Kathy M. Jones, MBA Program Director, mbadirector@citadel.edu Mission Statement: The mission of the School of Business Administration is to educate and develop leaders of principle to serve a global community. Admission Requirements: Applicants will be admitted to the MBA program on the basis of scholastic achievement and aptitude for graduate study. Other qualities appropriate to graduate study are also considered. Anyone holding a bachelor’s degree in business administration from an accredited college or university (one recognized by the Council for Higher Education Accreditation) is eligible for consideration. Students with an undergraduate degree from a discipline other than business who would like to pursue the MBA must fulfill admission requirements by the completion of the appropriate Pre-MBA courses that are listed on page 28 of this catalog in addition to the other admissions requirements. All material must be received by the CGC office on or before the following dates to assure consideration to the MBA program. Semester to begin: Fall Spring Summer Admission material due: June 15th October 15th March 1st 1. Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. 2. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each accredited college or university. Applicants whose degrees are from colleges or universities outside the United States are required to have transcripts translated by an academic credential evaluation organization recognized by The Citadel Graduate College. 3. Take the Graduate Management Admissions Test (GMAT) and submit an official copy of the scores to the CGC office. The GMAT must be taken within the last five years for The Citadel to accept the scores. Scores on other graduate entrance exams, such as the GRE, are not acceptable substitutes. 4. Submit two letters of recommendation to the CGC office. These may be from faculty members where undergraduate work was done and/or from associates in business or military service. Recommendations should be able to evaluate the applicant’s potential for graduate work in business. 5. Submit a resume detailing previous work experience. 6. Submit two brief essays that answer the following questions: a. How have your education, knowledge, experience and skills prepared you for graduate business education, and how 28 will these help you contribute to the program’s educational community? b. What do you hope to gain from your graduate education, both during the process and in the future? 7. Submit an official TOEFL score if the applicant’s native language is not English. The minimum score is 550 paper-based, 213 computer based, or 79 Internet based. 8. All international students must apply for the MBA program to apply for a student visa. 9. The MBA Committee and/or the MBA Director may request an interview with the applicant. Admission Denied: During the admission process, the applicant’s records will be reviewed and results communicated in writing. If the application is denied admission, an applicant may petition the MBA Committee through the MBA Director for reconsideration, citing any extenuating or mitigating circumstances. Program Requirements: Students that have an undergraduate business degree from an accredited college or university (e.g. AACSB accredited) are required to complete 36 hours of graduate study, including nine required courses and three elective courses. A maximum of two courses (6 hours) may be transferred in from an approved AACSB MBA program at another institution. 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. Required courses: BADM 713, BADM 716, BADM 719, and BADM 722 may be taken as co-requisites with the capstone course BADM 740; BADM 728, BADM 731, BADM 734, and BADM 737 are required to be taken before taking the capstone course, BADM 740. Students must successfully complete these courses with an overall GPR of 3.0 or better before taking BADM 740. Any prerequisites for advanced or elective courses must be met. Course load: It is strongly recommended that part-time students take no more than six hours per semester, and fulltime students may take no more than nine hours per semester without permission of the MBA Program Director. Students with provisional status must secure permission from the MBA Program Director to take more than three hours in a semester. Summer terms are restricted to six hours per term for part and full-time students, except provisional students who are limited to three hours per summer term. Course of Study: Students from AACSB accredited undergraduate programs who meet the admissions requirements of The Citadel MBA program will be allowed to begin MBA classes upon acceptance. This course of study will consist of 27 specific required hours (9 classes) and 9 elective hours (3 classes) and will lead to the awarding of a general MBA from The Citadel School of Business Administration. The required courses in the general MBA are listed below and must be taken by every student. �BADM 713 Communication for Leadership, 3 credit hours BADM 716 Legal and Ethical Environment For Decision Makers, 3 credit hours BADM 719 Information Technology Management, 3 credit hours BADM 722 Leadership in Organizations, 3 credit hours BADM 728 Accounting for Executives, 3 credit hours BADM 731 Quantitative Methods for Operations Management, 3 credit hours BADM 734 Financial Problems, 3 credit hours BADM 737 Strategic Marketing, 3 credit hours BADM 740 Global Business Strategy, 3 credit hours Must be taken within the last six hours of a students’ MBA program of study. Three Electives, 9 credit hours Total Courses: 36 credit hours Transfer Credit: A maximum of six credit hours for graduate courses from an accredited institution (including consortia and AACSB International-accredited institutions) may be approved for transfer (except BADM-740), provided: (1) those courses are determined to be equivalent to one of the advanced or elective courses at The Citadel, (2) grades of “B” or better were received in the courses being considered, and (3) credit was earned within the five years prior to admission into The Citadel MBA program. Grading: All students are subject to the Academic Standards section under Policy Information of The Citadel Graduate College catalog which can be found on page 14. Requirements for Graduation: The degree of Master of Business Administration may be conferred upon those students who successfully complete the 36 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 36 credit hours of advanced graduate coursework will only be allowed (for exceptional circumstances) with approval of the MBA Program Director. Additional hours may not be used to increase GPR to the 3.0 required for graduation. Business School Website: Find more information on the MBA program by visiting the school’s website at www.citadel.edu/csba. Related Programs: Certificate: Health Care Administration Students earn an MBA from The Citadel and a Certificate in Health Care Administration from MUSC. For more information regarding this program, please email Ann Brown at brownah@musc. edu. Dual Degree Programs: PharmD/MBA Program - Students earn a PharmD from MUSC and an MBA from The Citadel. The PCAT score will be accepted in lieu of the GMAT for these students. For more information regarding this program, please visit http://www.sccp.sc.edu/ students/pharmd_mba.aspx. MD/MBA Program - Students earn an MD from MUSC and an MBA from The Citadel. For more information regarding this program, please contact The Citadel’s MBA office by email at mbadirector@citadel.edu. Pre-MBA Program: Applicants who do not meet the standards for full admission into the 36-hour MBA program may still be admitted into the Pre-MBA program. This program is open to anyone needing a background in business or as a refresher in business foundational concepts. Participation in this program may be used to meet the requirements for admission into the 36-hour MBA program. There is no GMAT requirement or GPA requirement for admission into the Business Foundations program. Those wishing to complete the 36-hour MBA program, however, must meet the requirements for admission. Admission Requirements for the Pre-MBA Program: 1. Complete and return a graduate application form, along with the appropriate non-refundable application fee to The Citadel Graduate College (CGC), Bond Hall Room 101. 2. Submit an official transcript for the baccalaureate degree and all other undergraduate or graduate work directly from each college or university attended. 3. Submit two essay questions, no more than one page each, which answers the following questions: a. How has your experience/education prepared you for a graduate course in business? b.What do you expect to gain from taking the foundation courses? 4. Submit the names and contact information for three (3) references familiar with your work. To be considered for admission to the Pre-MBA program, admission materials must be submitted by the same deadlines as stated above. Course Descriptions: Pre-MBA Program BADM-701—Foundations of Accounting Three Credit Hours This course is designed to provide students with knowledge of the basic tools and concepts used in financial accounting. It emphasizes identifying and interpreting relevant accounting information for decision-making by external users. The focus is on the four financial statements: the income statement, the statement of changes in equity, the balance sheet, and the statement of cash flows. Prerequisite: None. BADM-704—Foundations of Economics Three Credit Hours This course introduces students to microeconomics (the study of individual economic units, including product markets, individual consumers, and firms) and macroeconomics (the study of broad economic aggregates such as gross domestic product). Prerequisite: None. BADM-707—Foundations of Marketing and International Business Three Credit Hours This course provides an introduction to the world of international business including the nature and fundamental concepts of international business, its environment, opportunities in the global 29 �marketplace as well as theoretical and applied examples. In addition, the course illustrates how concepts from international business are utilized in the marketing of products and services for the individual firm. Prerequisite: None. organizations are using information technology for a competitive advantage and redefining the way in which they interact with their stakeholders. Prerequisite: None. BADM-722—Leadership in Organizations BADM-710—Quantitative Methods Three Credit Hours The course is designed to equip graduate students in business with statistical and quantitative techniques that can be applied to real life business situations. To accomplish this, students will learn to apply statistical and quantitative algorithms by use of both a calculator and computer software. Software programs included in the course are Excel spreadsheets, Excel data analysis tools and graphics, SPSS for Windows. Students will learn various strategies to communicate results--written reports, online bulletin boards, multimedia presentations, oral presentations, computer supported presentations, and Power Point presentations. Topic coverage includes: descriptive statistics, probability, discrete probability distributions, continuous probability distributions, sampling distributions, estimating a single population parameter, quality and statistical process control, simple regression and correlation analysis, multiple regression analysis, forecasting, and chi-square analysis. Prerequisite: None. BADM-725—Foundations of Finance Three Credit Hours This introductory course in finance provides students with the financial management tools necessary to analyze complex business financial problems, and offer reasoned alternative solutions. The course builds on principles presented in basic financial and managerial accounting courses, and introduces the student to new financial principles. Prerequisite: Foundations of Accounting (BADM 701) or equivalent undergraduate coursework. MBA Program: BADM-713—Communication 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-719—Information Technology Management Three Credit Hours This course introduces the student to the vocabulary of Management Information Systems (MIS) and explores how 30 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 selfassessment, role play, team building exercises, and a leadership portfolio. 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 case studies and projects. It 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 decision-making, including behavioral and ethical aspects. Prerequisite: Foundations of Accounting (BADM 701) or equivalent undergraduate coursework. 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, 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: Quantitative Methods (BADM 710) or equivalent undergraduate coursework. BADM-734—Financial Problems 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 nondirected 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: Foundations of Finance (BADM 725) or equivalent undergraduate coursework. �BADM-737—Strategic Marketing Three Credit Hours This course examines how organizations gain and maintain a competitive advantage in a dynamic era. The course emphasizes the analysis of marketing decisions involving product, price, promotion, and distribution variables. Global opportunities are investigated. Prerequisite: Foundations of Marketing and International Business (BADM 707) or equivalent undergraduate coursework. 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. Using 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: Accounting for Executives (BADM 728), Quantitative Methods for Operations Management (BADM 731), Financial Problems (BADM 734), and Strategic Marketing (BADM 737). Must be taken within the last six hours of a students’ MBA program of study. Elective Courses: BADM-750—Seminar in Business Administration Three Credit Hours This course may be elected by students desiring 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—Seminar in Accounting Prerequisites: Foundations of Accounting (BADM-701) and Accounting for Executives (BADM-728) BADM-752—Seminar in Economics Prerequisite: Foundations of Economics (BADM-704) BADM-753—Seminar in Finance Prerequisites: Foundations of Finance (BADM-725) and Financial Problems (BADM-734) BADM-754—Seminar in Management BADM-755—Seminar in Marketing Prerequisite: Foundations of Marketing and International Business (BADM-707) or equivalent undergraduate coursework. power, persuasion, influence, and control in modern organizations. In this course students first apply theories developed as guides to improving negotiating strategies (the science) and, second, develop and sharpen negotiating skills through realistic cases (the application) with an emphasis on preparation, bidding, and 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—Human Resource Development Three Credit Hours Human Resource Development (HRD) as a field involves 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-770—Internet Resources for Managers Online Three Credit Hours This online course introduces MBA students to the resources available through the WWW that support all functional areas of business. In this course you will find, analyze, and report on resources for management, strategy, accounting, finance, marketing, information resources, communication, international business, and others. Although not a web site development course, as part of the course, you will learn to create basic web pages that contains tables, graphics, background images, and hyper links. Prerequisite: None. BADM-762—Negotiation Strategies Three Credit Hours Negotiation, the art and science of creating agreements between two or more parties, introduces students to the effective use of 31 �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: None. BADM-774—International Business Three Credit Hours In this course students study the trend toward internationalization, explore the terminology used in international business, and, via case studies and examples, demonstrate the problems and advantages of the internationalization process. Prerequisite: None. 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: Foundations of Marketing and International Business (BADM 707) or equivalent undergraduate coursework. 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: None. BADM-780—Research Methods Three Credit Hours This course provides students with the requisite knowledge and skills necessary for carrying out the research process from research design to the analysis and presentation of results. Many quantitative techniques may be applied in the data analysis, including (but not limited to) parametric and nonparametric statistical techniques, estimation, and statistical inference. Prerequisite: Quantitative Methods for Operations Management (BADM 731). BADM-782—Advanced Topics in Information Technology Three Credit Hours The topics covered in 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. 32 Planning requires accurate forecasts of future sales, capacity, market size, prices, and a myriad of other variables that determine the long-run 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: Foundations of Marketing and International Business (BADM 707) or equivalent undergraduate coursework. 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 proved 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 Institutions Three Credit Hours This course analyzes financial markets and institutions, emphasizing the role, structure, and activities of financial intermediaries. The dynamic pattern of financial flows is analyzed by flow-of-funds analysis. The decision processes and market impact of both the suppliers of credit and the users of these funds are examined. The nature of economic and regulatory policy and its impact on markets and institutions are emphasized throughout. Prerequisites: None. 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. Prerequisite: Advanced graduate standing and permission of the instructor, the MBA Program Director, and the Dean of The School of Business. �School of Education Master of Arts in Teaching Secondary Education: • English Language Arts • Social Studies • Accelerated Program • Biology • Mathematics Master of Arts in Teaching Middle Grades: • English Language Arts • Mathematics • Science • Social Studies Master of Arts in Teaching Grades K-12: • Physical Education Master of Education • Educational Leadership Elementary or Secondary School Administration and Supervision • Counselor Education Elementary or Secondary and Student Affairs & College Counseling • Literacy Education Specialist in Education • Educational Leadership School Superintendent 33 �SCHOOL OF EDUCATION Graduate Programs The purpose of the Graduate Programs of the 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 secondary school teachers, school counselors, reading teachers and consultants, 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 approved The Citadel’s educational preparation programs. In 1974, all professional education programs offered by the College 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 program reviews, conducted in the spring of 2000, 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 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 34 5. these standards to students through their teaching, research, and service endeavors. 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. In today’s world we must educate all children and at unprecedented high levels. As noted by Ted Hershberg and his colleagues at the University of Pennsylvania, “the evidence makes clear that the current structure of public education designed for a different purpose and different century cannot help all students become effective citizens or productive workers in the new economy.’ 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. The Citadel’s Professional Educational Unit is on the march, transforming itself into a Center of Excellence for the preparation of principled educational leaders. 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 transforms cadets and graduate students into principled educational leaders capable of and committed to transforming our schools into learning communities where all children and youth succeed. �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. The School’s Web Site The 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 on the School of Education’s web site: www.citadel.edu/education. Admission Test Policy The minimum acceptable score for admission for all degree programs is a score of 396 on the Miller Analogies Test (MAT) or 900 (combined score on verbal and quantitative sections) on the Graduate Record Examination (GRE). Students who score between 380 and 395 on the MAT or between 750 and 899 on the GRE may apply for provisional status. A student with provisional status who completes 6 semester hours and maintains a 3.50 GPA may be classified as regular degree-seeking status (see respective programs for additional requirements). Regular admission status is granted only upon completion of all admission requirements, documentation, and respective program requirements. Note: Provisional students must comply with CGC admission requirements. Students who do not complete admission requirements during the provisional period will be restricted from additional registrations beyond the 6 hour provisional status. Students who score 379 or below on the MAT or 749 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 at the request of the student. 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 college. In pursuing these goals, the PEB will concentrate on communication, assessment, and governance issues. The Citadel’s Dean of the 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. 35 �Master of Arts in Teaching (MAT) Secondary Education (Grades 9-12) • English Language Arts • Social Studies Accelerated MAT (Grades 9-12) • Biology • Mathematics School of Education: 843-953-5097 Teacher Education Division Coordinator: Dr. Kathyrn Richardson Jones, kathryn.jones@citadel.edu Education Advisors: Dr. Stephenie Hewett, stephenie.hewett@citadel.edu Dr. Renee Jefferson, renee.jefferson@citadel.edu Dr. Kathryn Richardson Jones, kathryn.jones@citadel.edu Dr. Tammy Graham, tammy.graham@citadel.edu Content Area Advisors: Biology and General Science: Dr. Joel Gramling, joel.gramling@citadel.edu English: Dr. James M. Hutchisson, hutchissonj@citadel.edu Mathematics: Col. Stephen Cotter, scotter1@citadel.edu Physical Education: Dr. Josey Templeton, josey.templeton@citadel.edu Social Studies: Dr. Michael Barrett, Michael.Barrett @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, English Language Arts, Mathematics, Physical Education, or Social Studies. The program shares the philosophy and conceptual base of the School of Education: Leadership for learner-centered education. Students will study learner-centered education in their courses and make its principles a part of their own philosophy. 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. Admission Requirements: 1. 2. 36 Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall, Room 101. Submit an official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each accredited college and university. 3. Successfully complete either the Graduate Record Examination (GRE) or the Miller Analogies Test (MAT). GRE minimum acceptable score is a verbal and quantitative combination of 900. MAT minimum is a raw score of 396.* 4. Applicants are expected to have a cumulative undergraduate GPA of 2.5 or higher. Applicants with less than a 2.5 undergraduate GPR may appeal to The Admission, Retention, and Certification Committee. The Committee’s recommendation regarding this appeal will be forwarded to the Dean of the School of Education for final action. 5. Students are expected to attend a MAT orientation session prior to their formal admission to the program. 6. MAT in Physical Education applicants requires three letters of recommendations and an evaluation by the department. *Students who score between 750-899 on the GRE or 380-395 on the MAT may apply for provisional status. Under provisional status, students may enroll for only one semester of 6 hours. If the student maintains a 3.50 GPA under provisional status, they may be considered for degree seeking status the following semester provided all other requirements are met. Students who score 379 or below on the MAT or 749 or below on the GRE will not be admitted. Admission test must be current within five (5) years of application. 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 advisor 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. In addition to the regular admission requirements of The Citadel Graduate College, each MAT student must complete and pass the Praxis II Examination in the content field in which the student seeks certification. A passing score, using South Carolina standards (www.ets.org/praxis/prxsc.html), must be achieved prior to placement in the Professional Internship. Prior to the internship in teaching, the teacher candidate must: • Apply for the internship no later than May 1 for the subsequent spring internship semester and no later than October 1 for the subsequent fall internship semester. • 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 100 hours prior to the student teaching internship. • Successfully complete 60 full days during the student teaching internship. • Negative TB test. • MAT interns must successfully pass Red Cross Blood Borne Pathogens training prior to internship. �Proof of current American Red Cross certification in First Aid and CPR must be submitted prior to the 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). • Please note: Effective September 1, 2005, Secondary Teaching Certificates issued by South Carolina State Department of Education will cover grades 9-12 and Middle Grades Teaching Certificates will cover grades 5-8. Additionally, effective July 1, 2006, the PRAXIS- Principles of Learning and Teaching (PLT) pedagogy exam will be required prior to the issuance of an initial certificate. Secondary Education • • • English Language Arts Social Studies Accelerated Programs • Biology • Mathematics (Special Note: Beginning fall 2010 accelerated programs in Secondary Biology and Mathematics are available for interested full time students. Please see requirements under “Accelerated Program” below.) Prerequisite: 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.) • EDUC 500 - Foundations of American Education or EDUC 522 - Critical Educational Issues in a Multicultural Society (if student has prior Education coursework) • EDUC 512 - Data Collection and Analysis • EDUC 514 - The Exceptional Child in the School • EDUC 536- Educational Psychology Professional Education 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- Teaching Reading in Middle and High School Content Areas* • EDUC 520 - Professional Internship *Not required for Physical Education students. Alternate requirements are listed under required content area courses. For Social Studies, 9 graduate hours in a content field is a minimum. For candidates in English, a minimum of 12 graduate hours is required. For Physical Education programs, courses required at the graduate level are noted below. 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 students. To complete the program and be eligible for certification, in addition to education courses, students must have taken all of the content area courses below. Further, it is the responsibility of the teacher candidate 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. Master of Arts in Teaching – English Language Arts (Grades 9-12) Notes: • ENGL 595 and three 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 standards. • 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. English Language Arts Required Courses: • British Authors - 2 courses - ENGL 201 and 202 or ENGL 203 and 204 • American Literature- 1 course - ENGL 215 • Public Speaking- 1 course - ENGL 205 or ENGL 206 • World Literature -2 courses - ENGL 218/520 and ENGL 219/521 • Film Studies- 1 course - ENGL 209/560 • African American Literature - ENGL 349/535 • Adolescent Literature- 1 course - ENGL 370/552 • Literary Criticism- 1 course - ENGL 407/555 • Advanced Composition- 1 course - ENGL 413/565 • Modern Grammar- 1 course - ENGL 414/553 • History of English Language- 1 course - ENGL 415/554 • Methods and Materials for English Language Arts - ENGL 595 (Required for all candidates) Master of Arts in Teaching - Social Studies (Grades 9-12) Note: At least 3 of the course requirements listed below must be completed successfully on the graduate level. • History of World Civilization or Western Civilization -2 courses HIST 105 and HIST 106 or HIST 103 and HIST 104 • Survey of U.S. History- 2 courses- HIST 201 and HIST 202 • Introduction to Sociology- 1 course - SOCI 201 • Principles of Macroeconomics- 1 course - BADM 201 • American National Government- 1 course - PSCI 102 or PSCI 502 37 �• • • • • • Cultural Anthropology- 1 course ANTH 202 or ANTH 501 Historiography- 1 course - HIST 594 Urban Politics- 1 course - PSCI 302 or PSCI 509 or PSCI 306 or PSCI 506 or PSCI 307 or PSCI 401 World Geography- 1 course GEOG 209 or GEOG 511 History of the Non-Western World- 1 course - HIST 560 Teaching of History and Social Sciences or Instructional Approaches to Social Sciences- 1 course - HIST 692 or PSCI 505 Accelerated Programs Master of Arts in Teaching Biology or Mathematics (Grades 9-12) Prerequisite: Human Growth and Development - PSYC 500 (or verifiable undergraduate preparation in psychology). Biology Content Area Required Courses: Prior to admission - Teacher candidates remove undergraduate deficiencies in Science and plan for required graduate level program courses in Science (Developed through undergraduate transcript analysis with Biology content area advisor) Expected Science Content Preparation for all Biology Teacher Candidates: • Behavior of Organisms and their Relationship to Social Systems - 1 course - ANTH 201, ANTH 202, ANTH 501 or SOCI 201, PSYC 201, PSYC 305, or PSYC 500 • Biology Survey with lab - 2 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 - 2 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 - 1 course - EART 201 • PHYS 254 or PHYS 221 and PHYS 271 or PHYS 222 and PHYS 272 • Introduction to Physics with lab - 1 course is required, 2 are recommended - PHYS 203 and PHYS 253 or PHYS 204 and • Cell Biology with lab- 1 course - BIOL 205 or BIOL 612 • Ecology with lab - 1 course - BIOL 406 or BIOL 506 • Evolution - 1 course - BIOL 208 or BIOL 601Genetics with lab - 1 course - BIOL 204 or BIOL 308 or BIOL 508 • Anatomy/Physiology with lab - 1 course - BIOL 403 or BIOL 317 with BIOL 327 or BIOL 318 with BIOL 328 or BIOL 502 or BIOL 603 • Microbiology with lab - 1 course - BIOL 310 or BIOL 607 • Biology Methods - select 1 course from the following: • 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 should be chosen if all undergraduate course requirements have been met. Biology teacher candidates may choose from the following: BIOL 502–Comparative Vertebrate Anatomy, BIOL 505–Biometry, BIOL 508–Genetics, BIOL 509–Marine Biology, BIOL 510-Vertebrate Natural History, BIOL 512–Descriptive Histology, BIOL 514–The Vascular Flora of South Carolina, BIOL 518–Ornithology, BIOL 519–Economic Botany, BIOL 526–Freshwater Biology, BIOL 531–Reproductive and Developmental strategies, 38 BIOL 602–Morphological Survey of Plant Kingdoms, BIOL 603–General Physiology Tentative Cohort Required Education and Biology Content Course Sequence Based on Enrollment: • Fall: BIOL Graduate level course from transcript analysis and EDUC 540-Integrative Foundations and Teaching in American Education • Spring: Physical Sciences as needed and BIOL Graduate level course from transcript analysis • Summer I: BIOL Graduate Level course from transcript analysis and EDUC 541-Integrative Educational Psychology and the Exceptional Child • Summer II: Biology Methods – BIOL 605, 606 or 609 and EDUC 542–Teaching Reading and Writing in Middle and High School Content Areas through Applied Research • Fall: EDUC 520-Internship 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 pre-internship 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 Science setting with content area certified teachers who are ADEPT trained. Mathematics Content Area Required Courses: Prior to admission - Teacher candidates remove undergraduate deficiencies in Mathematics (Developed through undergraduate transcript analysis with Mathematics content area advisor) Expected undergraduate preparation: • Analytical Geometry & Calculus I - MATH 131 • Analytical Geometry & Calculus II - MATH 132 • Analytical Geometry & Calculus III - MATH 231 • Linear Algebra - MATH 240 • Fundamentals of Computing - CSCI 110 Tentative Cohort Required Education and Math Content Course Sequence Based on Enrollment: • Fall: MATH 532-Modern Algebra and EDUC 540-Integrative Foundations and Teaching in American Education • Spring: MATH 542-Probability and Statistics and MATH 545-Applications of Discrete Mathematics • Summer I: MATH521-Modern Geometry, Math 550Math Modeling and EDUC 541-Integrative Educational Psychology and the Exceptional Child • Summer II: MATH514-Methods for Middle/Secondary Mathematics and EDUC 542–Teaching Reading and Writing in Middle and High School Content Areas through Applied Research • Fall: EDUC520-Internship 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 Mathematics setting with content area certified teachers who are ADEPT trained as well as participate in a Transition to the Profession Seminar Course during the final semester of the program. Master of Arts in Teaching (MAT) Middle Grades (Grades 6-8) • Science • English Language Arts • Mathematics • Social Studies School of Education: 843-953-5097 Teacher Education Division Coordinator: Dr. Kathyrn Richardson Jones, kathryn.jones@citadel.edu Education Advisors: Dr. Stephenie Hewett, stephenie.hewett@citadel.edu Dr. Renee Jefferson, renee.jefferson@citadel.edu Dr. Kathryn Richardson Jones, kathryn.jones@citadel.edu Dr. Tammy Graham, tammy.graham@citadel.edu Content Area Advisors: Biology and General Science: Dr. Joel Gramling, joel.gramling@citadel.edu English: Dr. James M. Hutchisson, hutchissonj@citadel.edu Mathematics: Col. Stephen Cotter, scotter1@citadel.edu Social Studies: Dr. Michael Barrett, Michael.Barrett @citadel.edu The Master of Arts in Teaching Middle Grades program is a joint program offered with the College of Charleston. Candidates who wish to enroll in this program will take half of their teacher preparation coursework at The Citadel and the other half at the College of Charleston. 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 • Educational Research (CofC) - EDFS 635 or Data Collection and Analysis (The Citadel) - EDUC 512 • The Exceptional Child in School (The Citadel) - EDUC 514 or Introduction to Exceptional Children (CofC) - EDFS 710 • Middle Grades Organization and Curriculum (CofC) - EDEE 515 Middle Grades Practicum – (6 semester hour – 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 39 �Grades 5-8 (CofC) - EDMG 658 Culminating Professional Experiences in Middle School (60 continuous full days during the internship - 9 semester hours must be taken together at the same institution) • Professional Internship (The Citadel) – EDUC 520 and • Transition to the Profession Seminar (The Citadel) – EDUC 525 or • Clinical Practice in Middle Grades (CofC) – EDEE 669 and • Transition to the Profession Seminar (CofC) – EDMG 698 Middle Grades Content Preparation This program assumes substantial undergraduate preparation. Any of the following undergraduate content area courses not taken prior to admission to the program are added to the candidate’s minimum graduate hours. English Expected Undergraduate Content • Adolescent Literature (1 course) • World Literature (2 courses) • American Literature (1 course) • Media Studies (1 course) • Modern English Grammar (1 course) • Creative Writing (short story, poetry, etc.) (1 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 • Success in Literacy for Older Readers (CofC) - EDEE 678 • Reading: Diagnosis and Remediation (The Citadel) - EDUC 698 Mathematics Expected Undergraduate Content • Algebra and Trigonometry (1 course) • Geometry (1 course) • Probability and Statistics (1 course) • Discrete Math (1 course) Required Graduate Mathematics Courses - (9 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 Science Expected Undergraduate Content 4 hours minimum in science areas other than primary preparation • Biology • Chemistry • Geology • Physics 40 Required Graduate Science Courses - (9 semester hours) • Nature of Science, Mathematics, and Science/Mathematics Education (CofC)-EDFS 660 • Science methods course - 1 based on prior preparation and experience (The Citadel) 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 (CofC): o Earth Science for Teachers - SMFF 523 o Topics in Botany for Teachers - 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 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 Social Studies Expected Undergraduate Content • World History or Western Civilization (2 courses) • US History (2 courses) • South Carolina History (1 course) • Anthropology or Sociology (1 course) • Microeconomics (1 course) • Political Science that covers American Govt. (1 course) Required Graduate Social Studies Courses - (9 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, 522, 594, 693 • Teaching History and Social Sciences (The Citadel) HIST 692 �Master of Arts in Teaching in Physical Education (Grades K-12) Dr. Josey H. Templeton, 843-953-7952, josey.templeton@citadel.edu Dr. Lori H. Williams, 843-953-7954, lori.williams@citadel.edu Dr. Tim Bott, 843-953-7959, tim.bott@citadel.edu Dr. Kathryn Richardson-Jones, 843-953-3163, kathryn.jones@citadel.edu Admission Requirements: 1. Contact one of the pedagogy specialists in the Department of Health, Exercise, and Sport Science. 2. Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. 3. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each accredited college or university. 4. Applicants are expected to have a cumulative undergraduate GPA of 2.5 or higher. Applicants with less than a 2.5 undergraduate GPA may appeal to The School of Education Admission, Retention, and Certification Committee. The Committee’s recommendation regarding this appeal will be forwarded to the Dean of the School of Education for final action. 5. Successfully complete either the Miller Analogies Test (MAT) or the Graduate Record Examination (GRE) and have scores sent to the CGC office. The test must be current within five years of application. Minimum acceptable score for the MAT is 396. The minimal acceptable GRE score is a combined verbal and quantitative score of 900. Applicants who score between 380-395 on the MAT or between 750-899 on the GRE may apply for provisional status provided all other requirements are met. A student with provisional status who completes 6 graduate semester hours and maintains a 3.5 grade point ratio may be classified as a regular degree-seeking student. Regular admission status is granted only upon completion of all admission requirements, documentation, and respective program requirements, and review by department. Students who score 379 or below on the MAT or 749 or below on the GRE will not be admitted. 6. Three letters of recommendation must be sent to the CGC office. 7. A Program of Study completed by the applicant and his/her program advisor must be submitted to the CGC office. Program Requirements: 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 content 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 student must successfully pass the PRAXIS II Examination in the content field in which the student seeks certification. A passing score, using South Carolina standards, must be achieved prior to placement in the Professional Internship. Prior to the internship in teaching, the teacher candidate must: - Apply for the internship no later than May 1 for the subsequent spring internship semester and no later than October 1 for the subsequent fall internship semester. - 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. - 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. - Successfully complete 60 full days during the student teaching internship. - Negative TB test. - MAT interns must successfully pass Red Cross Blood Borne Pathogens training prior to internship. -Proof of current American Red Cross certification in First Aid and CPR must be submitted 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, Physical Education Content Knowledge, and Physical Education Movement Forms Video Evaluation) and any other certification tests for the State of South Carolina. 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. • Biology (4) or Chemistry (4) or Physics (4) with laboratory; • Health & Wellness (3) or pass a departmental competency exam; • Human Anatomy (4) and Human Physiology (4) or Anatomy/ Physiology (8) (each course must include a laboratory); • Adolescent Psychology (3) and Child Psychology (3) OR • PSYC-500 Human Growth and Development (3) 41 �Course Requirements: 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-two (42) hours. Each student is assigned an advisor from the School of Education and from The Department of Health, Exercise, & Sport Science. Both advisors will examine transcripts and develop a program of study for each student. Required Education and Physical Education Courses - 42 hours EDUC-536 Educational Psychology EDUC-512 Data Collection & Analysis HESS-505 Motor Development and Motor Learning* HESS-525 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 Content and Methods of Teaching Rhythmic Activities and Movement 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 Seondary Physical Education HESS-561 Advanced Measurement and Evaluation in Physical Education* HESS-620 Professional Internship (6 hours) The Professional Internship requires that a minimum of sixty (60) full days be spent in the schools, and during the Professional Internship, it will not be possible for the teacher candidate to take any additional courses. *Undergraduate and graduate transcripts may be evaluated for application to coursework in the program. Field Experiences: Many education courses require field experiences that vary from course to course and are related to specific course objectives. All field experiences provide opportunities for Master’s candidates to develop pedagogical knowledge and skills. At a minimum, teacher candidates are expected to successfully complete 75 hours of field experiences prior to the Professional Internship that is an additional sixty (60) days. 42 Course Descriptions: HESS-505—Motor Development and Motor Learning Three Credit Hours This course provides the study of appropriate learning and development theories, and heredity and environmental factors that influence human performance. 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-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 This course provides the study of legal, ethical, and practical definitions of involving people with disabilities in physical activity, physical education, and sport settings. �HESS-535—History, Philosophy, and 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-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 and 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-561—Advanced Measurement and 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 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. 43 �Master of Education in Educational Leadership - Elementary or Secondary School Administration and Supervision School of Education, 843-953-5097 Dr. Mary Lou Yeatts, Coordinator, Division of Educational Leadership, marlou.yeatts@citadel.edu Dr. Kathy Brown, brownk2@citadel.edu Dr. Kent Murray, kent.murray@citadel.edu Mission Statement: The mission and goals of the Masters 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 • New curricular developments and trends • Skills in practical applications of educational research • Competence in applying principles of human and group behavior in problem situations. • Knowledge and competencies in staff personnel administration • Different leadership and management styles and a clear understanding and working knowledge of LearnerCentered Education. Admission Requirements: Admission is based on assessment of the following: 1. Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC) Bond Hall, Room 101. 2. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each accredited college or university. 3. An overall undergraduate grade point average of 2.5 or a 2.7 ratio for the last 60 semester hours of undergraduate credit. Applicants with less than a 2.5 undergraduate GPR may appeal to The Admission, Retention, and Certification Committee. The Committee’s recommendation regarding this appeal will be forwarded to the Dean of the School of Education for final action. 4. Official scores of the Graduate Record Exam (GRE)— minimum score accepted is a verbal and quantitative combination of 900 or official scores of the Miller Analogies Test (MAT)—minimum score of 396, taken within the past five years.* 5. A copy of a valid South Carolina elementary or secondary teaching certificate. Applicants must be in good standing with the State Board of Education at the time of acceptance. 6. A copy of a South Carolina Professional Certificate verifying three years teaching experience. At least one year of teaching at the appropriate level for Advanced 44 Level certification for which the candidate is applying must be validated. R 43-64 REQUIREMENTS FOR CERTIFICATION AT THE ADVANCED LEVEL I. ADMINISTRATION (A) Elementary School Principal and Supervisor (1) Master’s degree (2) Valid South Carolina Educator’s Professional Certificate at the elementary 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 (5) Completion of an advanced program approved by the State Board of Education for the training of elementary principals and supervisors South Carolina Educator Certification Manual, p. 62 (Revised August 2008) R 43-64 REQUIREMENTS FOR CERTIFICATION AT THE ADVANCED LEVEL I. ADMINISTRATION (B) Secondary School Principal and Supervisor (1) Master’s degree (2) Valid South Carolina Educator’s Professional Certificate at the 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 7-12 (5) Completion of an advanced program approved by the State Board of Education for the training of secondary principals and supervisors South Carolina Educator Certification Manual, p. 62 (Revised August 2008) Note: Courses taken prior to official admission or courses taken through other programs do not count toward the School Administration and Supervision program/degree without written approval from the School of Education’s Dean. * The minimum acceptable score is as follows: 1. M.Ed. - a score of 396 on the MAT or 900 on the GRE a. Provisional Status - Candidates, who score between 380 and 395, on the MAT or between 750 and 899 on the GRE may apply for provisional status. Candidates, admitted under this provisional status, may enroll for only one semester of 6 hours and maintain a 3.5 GPA in order to be classified as a degree seeking or certification-only candidate after completion of departmental review. b. Regular admission is granted upon completion of CGC requirements and respective program requirements. �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. An application form, along with appropriate nonrefundable application fee, must be returned to The Citadel Graduate College (CGC) Bond Hall, Room 101. 2. An official transcript directly from each accredited college or university attended - Bachelor’s through Master’s degree. 3. A copy of valid South Carolina teaching certificate. 4. Official scores of the Graduate Record Exam (GRE)— minimum score accepted is a verbal and quantitative combination of 900 or official scores of the Miller Analogies Test (MAT)—minimum score of 396, taken within the past five years.* 5. A copy of a South Carolina Professional Certificate verifying three years teaching experience. At least one year of teaching at the appropriate level for Advanced Level certification for which the candidate is applying must be validated. R 43-64 REQUIREMENTS FOR CERTIFICATION AT THE ADVANCED LEVEL I. ADMINISTRATION (A) Elementary School Principal and Supervisor (1) Master’s degree (2) Valid South Carolina Educator’s Professional Certificate at the elementary 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 (5) Completion of an advanced program approved by the State Board of Education for the training of elementary principals and supervisors South Carolina Educator Certification Manual, p. 62 (Revised August 2008) R 43-64 REQUIREMENTS FOR CERTIFICATION AT THE ADVANCED LEVEL I. ADMINISTRATION (B) Secondary School Principal and Supervisor (1) Master’s degree (2) Valid South Carolina Educator’s Professional Certificate at the 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 7-12 (5) Completion of an advanced program approved by the State Board of Education for the training of secondary principals and supervisors South Carolina Educator Certification Manual, p. 62 (Revised August 2008) Note: Courses taken prior to official admission or courses taken through other programs do not count toward the School Administration and Supervision program/degree without written approval from the Dean, School of Education. *The minimum acceptable score is as follows: 1. Certification-Only - a score of 396 on the MAT or 900 on the GRE a. Provisional Status - Candidates, who score between 380 and 395, on the MAT or between 750 and 899 on the GRE may apply for provisional status. Candidates, admitted under this provisional status, may enroll for only one semester of 6 hours and maintain a 3.5 GPA in order to be classified as a degree seeking or certification-only after completion of review by the department. b. Regular admission is granted upon completion of CGC requirements and respective program requirements. 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 Program Audit. 4. 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 sixmonth 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 Supervision and Administration Examination. (c) Meet with advisor to review request for admission to an internship (d) Apply in person or via fax 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 45 �administrative internships after the December, March, and August deadlines cannot be guaranteed enrollment. M.Ed. Required Program: Note: Maximum course load is (6) hours. 1. Core requirements—9 semester 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 2. Professional Requirements—30 semester hours EDUC 528 School Administration EDUC 527 Finance and Business Management EDUC 601 School Law EDUC 602 Staff Personnel Administration EDUC 529 Microcomputers and School Management EDUC 524 Techniques of School Supervision EDUC 531 Principles of Elementary Curriculum Development or EDUC 532 Principles of Middle or High Curriculum Development 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 46 Certification-Only Required Program: 1. Professional Requirements - 30 semester hours EDUC 528 School Administration EDUC 527 Finance and Business Management EDUC 601 School Law EDUC 602 Staff Personnel Administration EDUC 529 Microcomputers and School Management EDUC 524 Techniques of School Supervision EDUC 531 Principles of Elementary Curriculum Development or EDUC 532 Principles of Middle or High Curriculum Development EDUC 616 Political Prccess 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 �Specialist in Educational Leadership School Superintendent School of Education, 843-953-5097 Dr. Mary Lou Yeatts, Coordinator, Division of Educational Leadership, yeattsm1@citadel.edu Dr. Kathy Brown, kathy.brown@citadel.edu Dr. Kent Murray, kent.murray@citadel.edu 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 certification at the superintendent’s level. Admission Requirements: Admission to the Specialist in Educational Leadership Program is based on assessment of the following: 1. Complete and return a graduate application form, along with the appropriate non-refundable application fee, to The Citadel Graduate College (CGC) office, Bond Hall Room 101. 2. All official transcripts directly from each accredited college or university attended (including a Master’s Degree or Certification-only in administration) with a minimum 3.25 grade point average. 3. A South Carolina State Professional Certificate with school administrator endorsement and two years in an administrative position equivalent to assistant principal or higher in education. 4. A South Carolina Professional Teaching certificate that is valid and three years teaching experience and two years as a school or district administrator, post secondary administrator, or school business administrator. 5. Official scores of the Graduate Record Exam (GRE) miniumum score accepted is a verbal and quantitative combination of 900 or official scores of the Miller Analogies Test (MAT) minimum score of 396, taken within the past five years. a. No Provisional Status granted. b. Regular admission is granted upon completion of CGC requirements and respective program requirements including completion of review by the department. R 43-64 REQUIREMENTS FOR CERTIFICATION AT THE ADVANCE LEVEL I. ADMINISTRATION (C) District Superintendent (1) Master’s degree (2) Valid South Carolina Professional Certificate at the elementary, middle or secondary level (3) Minimum of 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 Educator Certification Manual, p. 63 (Revised August 2008) Note: Specialist in Educational Leadership courses taken prior to official program admission will not count toward the degree without written approval from the School of Education. Transfer Credit: Six credit hours of graduate courses, which are appropriate for the major in Educational Leadership, may be approved for transfer from an accredited institution of higher learning. Transfer courses must be no older than 6 years from the first semester of degree work taken at The Citadel. All additional courses must be taken at The Citadel. 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 performing 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: (a) Complete 21 credit hours prior to submitting an internship application for faculty review. (b) Earn a passing score on the PRAXIS, South Carolina’s Supervision and Administration Examination. (c) Meet with advisor to review request for admission to an internship. (d) Apply in person to CGC to register for an internship. Applicants for spring administrative internships should file and 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 47 �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. Required Program: 1.Professional Requirements – 33 semester hours EDUC 606 Superintendency and School Organization EDUC 600 Professional Negotiations EDUC 619 Assessment of School Programs EDUC 598 Curriculum Project (Prerequisite EDUC 531/532) EDUC 535 Organizational Theory and Behavior EDUC 610 Seminar on School Improvement EDUC 603 School Plant Seminar EDUC 612 Seminar in School Law (Prerequisite EDUC 601) EDUC 614 Seminar in Educational Administration EDUC 632 Internship in Superintendency EDUC 633 Internship in Superintendency Total hours = 33 (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. 48 �Master of Education in Counselor Education (Elementary or Secondary and Student Affairs & College Counseling) School of Education, 843-953-5097 Dr. George T. Williams, 843-953-2205 Coordinator of Counselor Education Programs williamsg@citadel.edu Dr. Barbara L. Griffin, 843-953-7087 griffinb2@citadel.edu Dr. Aaron H. Oberman, 843-953-7123 aaron.oberman@citadel.edu The Council for Accreditation of Counseling and Related Educational Programs (CACREP) granted accreditation in July 2005, effective until October 31, 2013, to the School Counseling Programs which offer Master of Education degrees in Counselor Education. 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 a school environment focused toward a learner-centered education. 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: • • PD1: Long-Range Planning • • • • • PD3: Development and Use of Assessments PD2: Short-Range Planning of Guidance and Counseling Activities PD4: Providing Guidance and Counseling Services PD5: Providing Consultation Services PD6: Coordinating Guidance and Counseling Services PD7: Professional Responsibilities Students in both the elementary and secondary school counseling programs complete both a School of Education Core and Counselor Education Core (refer to Division of Counselor Education Handbook online at http://www.citadel.edu/education/academic_programs/ counseling.html) for a total of 51 credit hours. Students enrolled in the Master of Education in Counselor Education with a concentration in Student Affairs and College Counseling degree program complete a School of Education Core, Student Affairs Core, and Counselor Education Core for a total of 48 credit hours. Students enrolled in the Student Affairs Graduate Certificate program complete only four courses focusing on the areas of student services, student development, historical and contemporary aspects of higher education, and administration (See page 111 for details). 49 �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 following: 1. 2. 3. 4. 5. 6. 7. 8. Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each accredited college or university. A minimum GPA of 3.0 for the last 60 sequential units completed. Official scores of the Graduate Record Examination or the Miller Analogies Test taken within the last five years.* Three letters of reference, at least two of which should be from instructors or supervisors who will assess a prospective student’s academic ability and/or potential for effectiveness in the field. 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 school counseling profession, and longterm professional goals. This statement is very important because it enables the faculty to make informed decisions regarding admission. A personal group admissions interview with an Academic Review Board to assess personal and professional readiness and satisfactory completion of requirements. Completed Admissions Questionnaire (http://citadel.edu/ graduatecollege/forms) * The minimum acceptable score for all degree programs is a score of 396 on the MAT or 900 on the GRE. Students who score between 380 and 395 on the MAT or 750-899 on the GRE may apply for provisional status. Students may enroll for one semester under provisional status upon completion of all other requirements and review by department. Students may enroll for only 6 hours and must maintain a 3.50 GPA in order to be classified as degree seeking. Regular admission is granted upon completion of CGC requirements and respective program requirements and review by department. Applicants should provide all of the above materials to The Citadel Graduate College, 171 Moultrie Street, Charleston, SC 29409-6250. The application deadlines are: • June 1st for fall admission • October 1st for spring admission • March 1st for summer admission The formal application in School Counseling or Student Affairs and College Counseling at The Citadel is procured from the office of The Citadel Graduate College, located in Bond Hall 101 or online at www.citadel.edu/admission/g/apply. The telephone number is (843) 953-5089. 50 All successful applicants are initially admitted in a “conditionally classified” status. Admitted students will receive a letter from The Citadel Graduate College. It is the student’s responsibility to meet with a faculty advisor early in the first term to begin preparing an official study plan. 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 required to attend Counselor Education Town Hall Gatherings each semester. An official study plan is submitted after the student has successfully completed the three courses, EDUC 514 (School Counseling) or 522 (Student Affairs), EDUC 515 (School Counseling) or 537 (Student Affairs), and EDUC 551 and the student has made adequate personal, academic and professional progress during the three designated courses for the Academic Review Board to grant “Unconditional” or “fully classified” status. NOTE: 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 full-time employment shall not register for more than 6 semester hours in any given term. Effective summer 2007, 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. Transfer of Credits: Counselor Education M.Ed. degree applicants may transfer a maximum of 12 credit hours of graduate coursework taken at other institutions. Coursework accepted for transfer must be parallel course work within the Counselor Education programs at The Citadel. Transfer of credit is not acceptable for the following Citadel courses: EDUC 515, 552, 624, 629, 650, or 651. Transfer of credit approval must be documented in writing by the faculty advisor and the Dean of the School of Education. School Counseling Program Requirements: Students in either 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 in either elementary or secondary school counseling settings. Students are required to earn �a minimum score of 550 on the PRAXIS II test for guidance and counseling prior to enrolling in the practicum (EDUC 629). This must be on file at The Citadel Graduate College. Once students finish nine (9) credit hours of graduate study in the program, including the three courses, EDUC 514, EDUC 515, and EDUC 551, they must meet with a faculty advisor and complete an official study plan. The faculty advisor, in consultation with other school counseling faculty, reviews the study plan and determines whether the student has made adequate personal, academic, and professional progress during the three designated courses, totaling nine (9) credit hours. “Unconditional” or “fully classified” status is then given by the Academic Review Board. (Refer to Appendix in Division of Counselor Education Handbook, for “Counselor Education Student Evaluation Form.”) Students are required to take the Counselor Preparation Comprehensive Examination (CPCE) during the beginning of the semester while enrolled in the Internship I course (i.e., EDUC-650 and EDUC-651). The study plan specifies required courses for the M.Ed. degree. A schedule for completion of the courses is devised at this time. The study plan takes into account the prerequisites and sequencing of coursework to meet a student’s degree objective. Elementary and Secondary School Counseling (51 Credit Hours Total) Field Experience Requirements: School Counseling students must formally request permission from the faculty advisor to enroll in a 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 that in which the field experience is sought. The coordinator of the field experiences must approve all field experience applications, which are due by the last Friday in September for spring placements and 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 guidance and counseling must be on file at the office for The Citadel Graduate College prior to application for a practicum placement. School Counseling 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 primarily by the field site supervisor, with supervision by The Citadel instructor as well. Requirements for Graduation: Students pursuing M.Ed. degrees in School Counseling 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 present his/her professional electronic portfolio at the end-of-the-semester Counselor Education Professional Portfolio Presentation Day(s) prior to completion of the Internship II course (i.e., EDUC-652 and EDUC-653). Required Program: Based upon these objectives, 51 semester hours of study for Elementary and Secondary School Counseling are offered as follows: School of Education Core - 12 Credit Hours PSYC 500* Human Growth and Development (3 credit hours) EDUC 514* The Exceptional Child in the Schools (3 credit hours) EDUC 613 Foundations of American Higher Education EDUC 622 Critical Multicultural Issues in Higher Education Counselor Education Core - 36 Credit Hours A. Foundations - 18 Credit Hours EDUC 515 EDUC 521 EDUC 550 EDUC 551 EDUC 552 EDUC 561 Introduction to the Counseling Profession (3 credit hours) Program Planning, Management, and Evaluation in School Counseling (3 credit hours) Career Counseling and Development (3 credit hours) Counseling Theories and Practice (3 credit hours) Group Counseling (3 credit hours) Counseling Diverse Populations (3 credit hours) B. Research/Appraisal - 6 Credit Hours EDUC 512 EDUC 549 Data Collection and Analysis (3 credit hours) Applied Measurement Techniques (3 credit hours) C. Helping Relationships - 12 Credit Hours EDUC 624 EDUC 629 EDUC 650** and EDUC 652 OR EDUC 651** Basic Counseling Skills (3 credit hours) Practicum in School Counseling (3 credit hours) Elementary School Counseling Internship I (3 credit hours) Elementary School Counseling Internship II (3 credit hours) Secondary School Counseling Internship I (3 credit hours) and 51 �EDUC 653 Secondary School Counseling Internship II (3 credit hours) D. Elective - 3 Credit Hours Approval of the 3 credit hour course elective must be documented by the student’s faculty advisor. * Students who have completed an upper division course in one of these areas may request to substitute approved electives for one or more of these courses. Appropriate documentation is required. **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 cannot be completed while working full-time in an occupation other than school counseling. 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. Student Affairs & College Counseling Curriculum: The Student Affairs & College Counseling Curriculum is based on 48 credit hours of study as follows. Individuals interested in pursuing a graduate certificate in Student Affairs which can refer to page 107. Student Affairs & College Counseling Core15 Credit Hours 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. EDUC 613 —Foundations of American Higher Education Three Credit Hours This course provides an introduction to the historical, political, 52 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. An 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 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. Counselor Education Core - 33 Credit Hours A. Foundations - 15 Credit Hours EDUC 550: Career Counseling and Development (3 credit hours) EDUC 551: Counseling Theories and Practice (3 credit hours) EDUC 552: Group Counseling (3 credit hours) EDUC 561: Counseling Diverse Populations (3 credit hours) EDUC 562: Legal & Ethical Leadership Issues in Education (3 credit hours) B. Research/Appraisal - 6 Credit Hours EDUC 512: Data Collection and Analysis (3 credit hours) EDUC 549: Applied Measurement Techniques (3 credit hours) C. Helping Relationships - 12 Credit Hours EDUC 624: Basic Counseling Skills (3 credit hours) EDUC 634: Practicum in Student Affairs and College Counseling (3 credit hours) EDUC 655:** Internship I in Student Affairs and College Counseling (3 credit hours) EDUC 656:** Internship II in Student Affairs and College Counseling (3 credit hours) ** The internship in Student Affairs consists of 16 weeks of full-time 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. Four Additional Special Topics Courses for Seeking Licensed Professional Counselor (LPC) - 12 Credit Hours EDUC ____: Elective approved by faculty advisor (3 credit hours) EDUC 567: Assessment of Abnormal Behavior (3 credit hours) EDUC 568: DSM-IV-TR (3 credit hours) PSYC 500: Human Growth and Development (3 credit hours) �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 2000 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 Citadel 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-IV-TR (diagnosis) and EDUC-567: Assessment of Abnormal Behavior (assessment and treatment of psychopathology). 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/education/academic_programs/counseling.html under “Program Information.” 53 �Master of Education in Literacy Education School of Education, 843-953-5097 Dr. Jennifer L. Altieri, 843-953-3162 jennifer.altieri@citadel.edu Dr. Stephenie M. Hewett, 843-953-5019 stephenie.hewett@citadel.edu Dr. Dan Ouzts, 843-953-5201 dan.ouzts@citadel.edu Admission Requirements: 1. 2. 3. 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 general goals and objectives of the program are: 1. A knowledge and mastery of all aspects of the literacy process; 2. 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; 3. A knowledge of the abilities and skills which enhance a wholesome teacher- student-parent relationship in working with students identified as at-risk readers in order to develop a case study; 4. A knowledge of those skills necessary to recognize and accommodate for individual differences in literacy instruction; 5. A knowledge of how to plan, supervise, and enhance programs as a reading consultant; 6. A knowledge of and ability to demonstrate effective literacy instructional strategies; 7. A knowledge of communicating information about literacy; 8. A knowledge of the relationship of literacy skills to subject-matter content areas; 9. A knowledge of significant research conducted in literacy education; and 10. A knowledge of a broad range of children’s and adolescent literature and how to incorporate this literature into the classroom. 11. A knowledge of how to effectively support and mentor educators and serve as a literacy leader. 54 4. 5. 6. Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall room 101. Applicants must have a 2.50 overall undergraduate grade point average in order to be accepted into the Master of Education in Literacy Education program. Applicants with less than a 2.5 undergraduate GPR may appeal to The Admission, Retention, and Certification Committee. The Committee’s recommendation regarding this appeal will be forwarded to the Dean of the School of Education for final action. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each accredited college or university. Submit a valid teaching certificate issued by South Carolina or another state. The minimum acceptable score is a score of 396 on the MAT or 900 on the GRE (Current within five years of application). Candidates who score between 380 and 395 on the MAT or 750-899 on the GRE may apply for provisional status. After enrolling for one semester under provisional status, completing 6 hours and earning a 3.50 GPA, the candidate may be considered as degree seeking provided all other requirements are met. Regular admission status is granted upon completion of college requirements, respective program requirements, and review by department. Candidate must be in good standing with the State Board of Education at the time of acceptance. Note: 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. Program Requirements: The Master of Education in Literacy Education is a 36-hour program, consisting of 2 professional core requirements and 10 literacy 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, exam number 0204: 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. Recommendation for certification as Literacy Teacher in South Carolina requires two years teaching experience. Recommendation for certification as Literacy Coach in South Carolina requires five years teaching experience. 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 both Literacy Teacher and Literacy Coach provided the candidate already possesses a valid teaching certificate in the state of South Carolina. �Required Program: All courses must be taken in sequence as laid out in the program of study. Professional Core Requirements-6 semester hours EDUC-536 Educational Psychology And select one course from the following: EDUC-512 Data Collection and Analysis EDUC-549 Applied Measurement Techniques Professional Educational Specialization-30 semester hours EDUC-570 Developing Literacy Knowledge with At Risk Readers EDUC-588 Developing Literacy Skills PreK-Grade 5 EDUC-589 Methods and Materials for Developing Literacy Skills EDUC-590 Literacy Assessment and Instruction EDUC-591 Practicum in Literacy Education EDUC-592 Teaching Reading in the Middle and High School Content Areas 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 Course Descriptions: 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. An 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 learner-centered conceptual base in the process of teaching their discipline specialty. A. English; B. Biology; C. Social Studies; D. Mathematics. A passing score on the PRAXIS II must be achieved upon completion of this class. 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 relating to effective schools. This ability to analyze research data should result in improved by professional performance. EDUC-513—Teaching of Social Studies Three Credit Hours Organization, methods, and procedures for teaching social studies, including history, in the secondary and middle schools. 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 exceptional children and youth. There is a focus on cause, identification, and educational and community programs for exceptional individuals. 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. 55 �EDUC-516—Research Design EDUC-524—Techniques of School Supervision 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. 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-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 evening seminars. This last course in the MAT sequence requires an Application: for fall semester, April 1, for spring, October 1. Application forms are available in the Department of Education. 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 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-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). 56 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—Micro-Computer and School Management Three Credit Hours Coursework is designed for practicing and prospective educational administrators that presents current technology in using computers in such areas as record keeping, pupil scheduling, data collection and analysis, and the evaluation and instructional programs. 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-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. Learner-centered 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 exceptional individuals. 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-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-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 goals 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-566—Seminar in Teaching Strategies for Middle School and High School Teachers Three Credit Hours A course designed to provide middle school and school secondary teachers with practical concepts, competencies, and cooperative experiences in interdisciplinary unit teaching. Emphasis will be given to such instructional concepts as team planning, diagnosis, and strategies. Interdisciplinary units will be constructed and evaluated within the experience. 57 �EDUC-570—Developing Literacy Knowledge 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—Developing Literacy Skills Pre K-Grade 5 Three Credit Hours A foundational course designed to focus on developing literacy skills from pre-kindergarten through fifth grade. 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. An application for practicum and 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. Practicum applications are due the last Friday of January for the Fall semester practicum. 58 EDUC-592— Teaching Reading and Writing in the Middle and High School—Content Areas Three Credit Hours A course designed for the middle school and high school teacher emphasizing pupil diagnosis followed by instructional decision making directed toward a balanced teaching approach. Candidates focus on literacy skills while teaching the subject matter of the secondary content areas. EDUC-594—Internship in Literacy Education Three Credit Hours A field-based course in which each candidate engages in the supervised teaching of small groups of students. Candidates synthesize the knowledge they have gained in the program to demonstrate ability to appropriately assess and instruct a group of students at each student’s level of literacy instruction. Prerequisites: EDUC 591 and EDUC 512 or 549. An application for practicum and 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. Practicum applications are due the last Friday of January for the Fall semester practicum. EDUC-596—Analysis of Literacy Research Three Credit Hours An in-depth analysis of significant literacy studies is provided. Analysis is directed toward reviewing, exploring, and evaluating the research techniques and findings. Prerequisite: 12 Hours of Literacy Coursework 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-599—Supervision of School Literacy Programs Three Credit Hours A course designed primarily for principals, supervisors, and reading consultants. Included is the study of the nature and functions of supervision for literacy programs; supervisory techniques; the role of the principal, supervisor, and reading consultant in the improvement of instruction; administration of a literacy program; and other cognate problems and issues. Prerequisite: 12 Hours of Literacy Coursework 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 EDUC-612—Seminar in 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. 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-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, evaluation, in-service development, morale, dismissal, 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-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-624—Basic Counseling Skills Three Credit Hours Systematic development of skills essential to enter practicum. Prerequisite: EDUC-551 EDUC-629—Practicum in School Counseling Three Credit Hours Supervised 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. 59 �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. Prerequisite: 12 Hours of Literacy Coursework 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. Prerequisite: 12 Hours of Literacy Coursework EDUC-650—Elementary School Counseling Internship 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 Prerequisite: EDUC-651 and permission from advisor. May be taken concurrently with EDUC-651. 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. 60 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. �School of Humanities & Social Sciences Master of Arts: • English • History • Psychology: Clinical Counseling • Social Science Specialist in Education: • School Psychology 61 �Master of Arts in English 7. Department of English, 843-953-5068 Dr. James M. Hutchisson, hutchissonj@citadel.edu Mission: The Citadel and the College of Charleston offer a joint Master of Arts degree in English. The thirty-six 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. Admissions Requirements: 1. 2. 3. 4. 5. 6. 62 Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. Submit to the CGC office official transcript(s) directly from each institution of higher learning attended, including documentation of graduation from an accredited four-year college or university. The transcript(s) should be sent directly from the institutions attended to the CGC office. Applicants are expected to have a cumulative undergraduate GPA of at least 2.5 on a 4.0 scale and a 3.0 in the major. Submit at least two letters of recommendation from former professors or immediate supervisors in recent employment. Each referee should be as specific as possible in addressing the applicant’s academic ability, motivation, and ability to complete a graduate degree. Submit a two-page statement about educational goals and interest in a graduate program in English. Submit 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. Submit an official copy of scores from the general test of the Graduate Record Examination (GRE) or the Miller Analogies Test (MAT). (Applicants who do not have an undergraduate degree in English are also required to take the GRE advanced test in literature.) The test scores must date from the past five years. Applicants are expected to have a composite GRE verbal and quantitative score of at least 1000 and a 4 on the writing assessment section. Those taking the MAT should have a score of at least 400. 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, upon making a written request to the Joint Program Committee, to pursue course work as a provisional student. Upon completing nine semester hours with a minimum GPA of 3.25 the student will be eligible for degree-seeking status. Application Deadlines The Joint Program Committee will consider completed applications for the regular degree program on the following dates: Fall: May 1 Spring: November 1 Summer: April 1 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, 6 hours • British Literature after 1800, 6 hours • American Literature, 6 hours • Seminar (English 700), 3 hours • Electives, 9 hours • Thesis and Oral Defense of Thesis 6 hours • Demonstration of competency in one foreign language • Comprehensive Examination Non-thesis Option: Same as above, except that the thesis is deleted and the number of elective hours is eighteen. Notes: • At least nine hours must be taken at each campus. • English 700 satisfies 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 (3), 699 (3), and 701 (6) in any combination may count toward the required 36 hours. • Students may demonstrate their competency in a foreign language by completing two years or their equivalent of college-level study in a single foreign language with an average grade of C or higher: or completing, with a grade of B or higher, English 517: Old English Language. The foreign language requirement must be met before a student can take the comprehensive examination. • The comprehensive examination is prepared and �administered by the Joint Program Committee and is taken by all candidates after the completion of at least 27 hours of coursework. Copies of all previous examinations are available on the websites of both English departments. Concentration in African American Literature: In 2004 an African American Literature Concentration was added to the Master of Arts degree program. The fifteen hour (15) concentration, with a thesis option, offers advanced course work in African American literature, independent study courses for further exploration into an African American literature topic, and cross disciplinary opportunities with courses in other departments that have a central concern with African American literature. Students opting to add a concentration in African American literature must meet the normal requirements for the M.A. In addition, they must complete one of these two courses of study: Standard Option: • 9 hours of African American literature (any combination of 535, 570, 571, and 573) • 3 hours of study of an African American topic in another discipline, as approved by the graduate director • 3 hours of study in an African American topic, such as an independent study or internship, as approved by the graduate director Thesis Option: • 6 hours of African American literature (any combination of 535, 570, 571, 572, and 573) • 3 hours of study of an African American topic in another discipline, as approved by the graduate director • 6 hours of thesis on an African American topic Notes: • A student may substitute 3 hours of independent study on an African-American topic (as approved by the graduate director) for any 3 hours of coursework. • Students taking this concentration may apply only one of their African American literature courses to the six hour American literature requirement of the M.A. Course Descriptions: 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-503—English Drama to 1642 Three Credit Hours A study of English drama from its origins in the Middle Ages, through the predecessors and contemporaries of Shakespeare, and on to the closing of the theatres in 1642. ENGL-504—Poetry and Prose of the English Renaissance Three Credit Hours Non-dramatic poetry and prose of the sixteenth and early seventeenth centuries, with emphasis on the major authors (Spenser, Sidney, Marlowe, Jonson, Donne, and Herbert) and on the major literary types. 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 such 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 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 Rosetti. ENGL-512—Literature of the U.S. South Three Credit Hours A study of selected texts, both canonical and lesser-known, by and about residents of the U.S. South. The course will emphasize works produced since 1900 and will explore some of the recurring themes often associated with the region: race, class, family, and place; land, labor, and the pastoral ideal; nostalgia, history, and the global South. 63 �ENGL-516—Continental Literature ENGL-528—American Fiction: 1900 to 1945 Three Credit Hours A study of European literature in translation since the Renaissance, including works by such authors as Cervantes, Moliere, Racine, Goethe, Stendhal, Balzac, Tolstoy, Dostoyevski, and important writers of the twentieth century. Three Credit Hours A study of the novels and short stories of major American writers of the early twentieth century, including such figures as Fitzgerald, Hemingway, Faulkner, and Stein. ENGL-529—American Fiction: 1945 to the Present 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 beginnings to around 1650 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 around 1650 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 eighteenth century. ENGL-523—Nineteenth Century American Literature I— Romanticism Three Credit Hours A study of the significant American novels and short fiction published since World War II. ENGL-530—Special Topics in The Humanities Three Credit Hours A study of special areas of the humanities or related areas which are outside the normal course offerings of the English Department. The subject for each course will be announced. 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 twentieth-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 twentieth-century British dramatists such as Shaw, Pinter, Stoppard, and Beckett. Three Credit Hours A study of major figures of the American Romantic period (approximately 1830-1860), including Emerson, Thoreau, Poe, Hawthorne, and Melville. ENGL-534—American Drama: 1900 to Present ENGL-524—Nineteenth Century American Literature II— Realism ENGL-535—African American Literature 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. Three Credit Hours A study of the work of major twentieth-century American dramatists such as O’Neill, Williams, Miller, and Albee. 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-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 20th- century British writers up to 1945, including such figures as Conrad, Lawrence, Forster, Woolf, and Joyce. 64 ENGL-550, 551—Special Topics in Composition or Language 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 ENGL-562—Workshop in Advanced Composition Three Credit Hours A study of literature for the adolescent, including methods of introducing the major literary genres to the secondary school student. 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-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-563—Creative Writing—Fiction ENGL-554—History of the English Language Three Credit Hours A study of a particular genre of African American literature, suchas drama, novels, or poetry. Topics will vary according to instructors. Three Credit Hours A historical survey of the syntactic and phonological features of Old, Middle, Early Modern, and present day English. Special attention is given to the varieties of American English, particularly African American Vernacular 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-557—Creative Writing—Poetry Three Credit Hours Class discussion of student writing using twentieth-century poems as models. 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 A study of films from a variety of nations and filmmakers. Attention is given to how techniques of filmmaking such as mise en scène, montage, and lighting communicate a filmmaker’s construction of meaning. In some cases, comparisons may also be made between films and their written sources to demonstrate differing approaches to conveying comparable meaning. Three Credit Hours Class discussion of student writing using twentieth-century fictional works as models. ENGL-570—Topics in African American Literary Genres ENGL-571—Topics in African American Literary Periods Three Credit Hours A study of a particular period of African American literature, such as the Harlem Renaissance. Topics will vary according to instructors. ENGL-572—Topics in Major African American Writers Three Credit Hours A study of a particular African American writer, such as Langston Hughes or Toni Morrison. Topics will vary according to instructors. 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-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: EDUC501 and EDUC-592. Note: This class is designed for students in the M.A.T. in English program; it cannot be used for degree credit in the M.A. program that The Citadel offers jointly with the College of Charleston. ENGL-650—Principles of Literary Research Three Credit Hours Study of textual bibliography, research methods and resources, and methods of presenting research. 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. 65 �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. ENGL-702—Internship Three Credit Hours A supervised field experience in which the student observes and participates in a professional occupation related to the English degree. The internship will consist of 300 hours of work and the completion of a formal report. Permission of the graduate director required. Graded on a pass/fail basis. 66 �Master of Arts in History Department of History, 843-953-5073 Dr. Joelle Neulander, joelle.neulander@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, and 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. Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. Submit one official copy of a transcript directly from each institution of higher learning attended, including documentation of graduation from an accredited four-year college or university. Submit three 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. Submit 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. Submit an official copy of test scores of the Graduate Record Examination or Miller Analogies Test. Tests must have been taken within last five years. Applicants are expected to have a composite GRE verbal and quantitative score exceeding 1000 (or MAT score of 410). Applicants are expected to have a cumulative undergraduate GPA of at least 2.5 on a 4.0 scale and a 3.0 in the major. They are also expected to have 15 hours of history course work beyond the initial survey. An applicant who fails to meet 7. these 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. The Admissions Committee will consider complete applications for the program on the following dates: March 1st for the summer or fall semester October 1st for the spring term 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. 600- and 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. Required Program: The Master of Arts in History is conferred upon those candidates who successfully complete an approved program of study consisting of a minimum of thirty-three (33) semester hours of graduate credit with a cumulative GPA of 3.0. 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** The program offers two tracks, according to students’ career goals. 1. Thesis track students must take HIST-801, HIST-802 and successfully defend their thesis. (These courses count towards the 18 hours in the major concentration.) 2. Non-thesis track students must take two research seminars, preferably within their area of concentration, and a comprehensive exam in their major field. *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. 67 �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. 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. Course Descriptions: (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 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-503—The Jeffersonian and Nationalist Period Three Credit Hours A study of American history, 1800-1850, with an emphasis on the clash of Federalist and Jeffersonian principles; emerging political and cultural nationalism; the war of 1812; the influence of Jacksonian Democracy on political, social, and economic life; growing sectionalism and the Mexican War. 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 survey 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. 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 68 �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-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 slavetrade will also be considered. 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-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-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-586—Japan to 1800 HIST-562—Colonial Latin America HIST-587—Modern Japan 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. 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. 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-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. 69 �*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-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 Examples include World War I, the Vietnam War, Diplomacy of the American Civil War, etc. 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-610—Special Topics in U.S. History HIST-740—Research Seminar in European History *HIST-593—Special Topics in Peace, War, and Diplomacy Three Credit Hours Examples include the Depression and New Deal; Business, Labor and Economic History; Social and Cultural History. Three Credit Hours A topical seminar focused upon a central historical problem with a major research paper required. HIST-620—Special Topics in Lowcountry Studies HIST-760—Research Seminar in Asian/ African/Latin American History Three Credit Hours An interdisciplinary course organized around a specific topic (e.g., Education, the Environment of the Lowcountry, Plantation Culture, Gullah, the Caribbean Origins of the Lowcountry). This interdisciplinary course will allow a student to explore an area of specific interest. 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 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. 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., HIST-610, 630, 640, and 670) are restricted to fifteen (15) M.A. students and normally are conducted as seminars with discussions of assigned readings in the scholarly literature. Emphasis is placed upon the analysis and synthesis of diverse historical materials, and a longer research paper of 20 to 25 pages is required on a suitable topic in the historiography of the field. In general, these distinctions in size, methodology, and assignments apply to all 500 and 600-level courses. Courses for the MAT Degree: 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, reilgious beliefts, 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-594—Historiography for Social Studies Teachers Three Credit Hours Designed for social studies and history teachers in the 70 �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. (This course does not count towards the requirements for the MA in History.) 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. Department of Psychology Graduate Programs The Department of Psychology offers two graduate psychology programs, one in Clinical Counseling (MA only) and the other in School Psychology (MA and Ed.S.). The two programs share 27 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 scientistpractitioner 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 Accreditation Council (MPAC), 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 54 credit hours. The program includes 30 credit hours of core courses, 12 hours of advanced courses, 3 hours of electives, and 9 hours of field work. Field work 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. PSYC599, 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. 71 �Master of Arts in Psychology: Clinical Counseling Department of Psychology, 843-953-5320 Dr. William G. Johnson will.johnson@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. All applicants must request admission packets from CGC and submit for review: 1. 2. 3. 4. 5. Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101 An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each 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) 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; The Graduate Record Examination (GRE) score of 1000 (minimum of 450 on verbal and quantitative section) or a score of 410 or higher on the Miller Analogies Test (MAT). Current within five years of application; A completed admissions questionnaire; Two letters of reference. 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. 72 Application materials can be requested from The Citadel Graduate College, The Citadel, Charleston, South Carolina 29409: (843) 953-5089 or online at www.citadel.edu/graduatecollege. All application requirements must be met and materials submitted to The Citadel Graduate College by March 15 to be considered for fall admission in the Clinical Counseling Program. 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 54 credit hours, including 30 credit hours of core courses, 12 hours of advanced courses, 3 hour elective, 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 who successfully complete this program (and take Career Counseling as one of their elective courses) 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 masters degree program. The program is a member of the Council of Applied Master’s Programs in Psychology and is accredited by the Masters in Psychology Accreditation Council. Students must abide by the Ethical Principles of Psychologists and Code of Conduct of the American Psychological Association throughout their enrollment. The MA 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 nondegree-seeking student will be applied toward program requirements. Required Program for Clinical Counseling Students: Core Courses: Course PSYC-500 PSYC-501 PSYC-507 PSYC-508 PSYC-514 PSYC-523 PSYC-525 PSYC-549 PSYC-553 PSYC-561 Credit Human Growth and Development , 3 hours. Principles of Cognitive and Behavioral Change, 3 hours General Psychopathology: Assessment and Differential Diagnosis, 3 hours Counseling and Personality Theories, 3 hours Ethics and Mental Health Law, 3 hours Statistics and Research Design, 3 hours Basic Counseling Techniques, 3 hours Applied Measurement Techniques, 3 hours Introduction to Family Dynamics, 3 hours Social-multicultural Perspectives, 3 hours �Students completing the Clinical Counseling curriculum must complete a comprehensive examination successfully to be permitted to take the following Advanced Courses: Advanced Courses: Course PSYC-552 PSYC-611 PSYC-643 PSYC-644 PSYC-629 PSYC-651 PSYC-652 Electives: PSYC-557 PSYC-602 PSYC-603 PSYC-555 PHED-511 EDUC-550 Credit Group Counseling Techniques, 3 hours Clinical and Professional Issues in Counseling, 3 hours Contemporary Psychological Assessment and . Psychotherapy, 3 hours Advanced Counseling Techniques, 3 hours Practicum: Clinical Counseling, 3 hours Internship I, 3 hours Internship II, 3 hours Counseling & Psychotherapy for Couples, 3 hours Social and Biological Basis of Child and Adolescent Behavior, 3 hours Affective and Cognitive Interventions: Child/Adolescent, 3 hours Special Topics: Alcohol and Substance Abuse Counseling, 3 hours Special Topics: Sports Psychology, 3 hours Career Counseling, 3 hours (Required for ...... Licensed Professional Counselor) 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 PSYC643 and PSYC-552. Field placement opportunities are available in many agencies within the tri-county area and are listed on the website. 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-508 Counseling and Personality Theories PSYC-552 Group Counseling Techniques PSYC-643 Contemporary Psychological Assessment and Psychotherapy PSYC-644 Advanced Counseling Techniques 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. List of Psychology Courses begins on Page 75. Specialist in Education in School Psychology Department of Psychology, 843-953-5320 Dr. Kerry Lassiter, lassiterk@citadel.edu Mission: The mission of the Specialist in Education (Ed.S.) program in School Psychology is to prepare students to become scientist practitioners. This model sees the school psychologist as a databased problem solver at the individual, the group, and the systems level. 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 II level 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. All applicants must submit for review: 1. Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. 2. An official transcript of the baccalaureate degree and all other undergraduate and graduate work directly from each 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); 3. A current (within five years of application) Graduate Record Examination (GRE) score of at least 1000 (minimum of 450 on each section). The Miller Analogies Test (MAT) can be substituted for GRE scores with prior permission from the Coordinator of Admissions (953-5320). A score of at least 410 or higher on the MAT is required. 4. A completed admissions questionnaire (www.citadel.edu/ graduatecollege/forms; 5. Two letters of reference; Application materials can be requested from The Citadel Graduate College, The Citadel, Charleston, South Carolina 29409: (843) 953-5089 or online at www.citadel.edu/graduatecollege. All application requirements must be completed and materials submitted to The Citadel Graduate College by March 15 to be considered for fall admission in the School Psychology program. 73 �Program Requirements: The Ed.S. degree in School Psychology consists of 75 semester hours with 4 interacting components: 1. Core knowledge courses focusing on psychological foundations with emphasis on the role, functions, and scope of the profession of school psychology (30 hours). a. PSYC-500: Human Growth and Development b. PSYC-501: Principles of Behavior and Cognitive Change c. PSYC-507: General Psychopathology:Assessment & Differential Diagnosis d. PSYC-508: Counseling and Personality Theories e. PSYC-512: Ethics, Roles, & Law f. PSYC-523: Statistics & Research Design g. PSYC-525: Basic Counseling Techniques h. PSYC-549: Applied Measurement Techniques i. PSYC-553: Introduction to Family Dynamics j. PSYC-561: Social-multicultural Perspectives 2. Advanced knowledge and skills courses which emphasize the knowledge and skills more specific to educational settings (30 hours). a. PSYC-502: Psychological & Educational Exceptionalities:Child/Adolescent b. PSYC-503: Objective Assessment c. PSYC-504: Special Techniques in Assessment d. PSYC-505: Personality, Social, & Emotional Assessment e. PSYC-602: Social & Biological Basis of Child &Adolescent Behavior f. PSYC-605: Systems Theory & Consultation: Prevention and Intervention* g. PSYC-606: Educational Interventions* h. PSYC-607: Behavioral and Emotional Interventions* i. PSYC-612: Reading Assessment and Interventions j. PSYC-620: 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. 3. 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 can not begin this block of courses until they have officially been admitted into the School Psychology Program and completed all prerequisites. a. PSYC-615: Practicum in School Psychology I b. PSYC-616: Practicum in School Psychology II c. PSYC-617: Consultation & Intervention Practicum I d. PSYC-618: Consultation & Intervention Practicum II e. PSYC-621: Internship in School Psychology I f. PSYC-622: Internship in School Psychology II *NOTE: PSYC 615/617 & 616/618 are co-requisites 4. Experience as a scientist practitioner in gathering and analyzing data (3 hours). a. 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 Handbook 74 of School Psychology) are awarded the Ed.S. degree. Students must complete all course requirements within a 5-year period from the date of initial enrollment. Internship requirements must be completed within 2 years of the completion of course work or 7 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 be the thesis. Field-Based Placement Requirements: School Psychology students must complete all course work before placement in an internship setting (including thesis). Students will be required to spend a minimum of 1200 clock hours in a supervised internship and complete these hours within 2 years. To meet South Carolina requirements, students who plan to complete an internship must apply through the South Carolina Department of Education (SCDOE) for an internship certificate. Further, 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 SCDOE by the deadline for the intended semester of Internship (January 15 fo Fall Semester internship and May 1 for Spring internship). Other field-based experiences may require a criminal background check prior to field placement. Program Sequence: PSYC-503, 504, 505, and 615/616 must be taken in prescribed sequence, with each course building on the preceding one incrementally. The intervention courses (PSYC-605, 606, 607 and 617/618) must be completed prior to (or 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 enrolled in order to avoid an extension of their course work by one year. 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 by the Program 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-615/616, PSYC-617/618, PSYC-605, PSYC-606, PSYC-621, and PSYC-622. Students enrolled in these classes are advised to consult their syllabus and instructor for more specific details Course Descriptions: 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. 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-IV) will be emphasized. 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 these instruments with emphasis on utilizing this information within the data-based problem-solving model, particularly the problem definition, problem analysis and intervention planning stages. 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 intelligence, achievement, visual-motor measures as well as 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-IV, IDEA, etc.). Emphasis will be on acquiring and interpreting information on behavior tendancies and styles with special attention to school age children and youth. Students will gain practical experience in the use and interpretation of objective, projective, and observational techniques. Practical experiences will be integrated with analysis of the literature relating to legal issues, validity of data, and clinical studies. Emphasis will be on utilization of such information in a model that emphasizes databased 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 DSM-IV. 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. 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: Human Growth and Development (PSYC-500). 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 75 �the diverse opportunities for school psychologists to positively impact communities, and to value implementing best practices as a school psychologist. 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). 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: completion of all or concurrent registration in: 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—Applied Measurement Techniques 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. PSYC-552—Group Counseling Techniques 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; 76 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-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: 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: Family Dynamics (PSYC-553). PSYC-561—Social-Multicultural Perspectives Three Credit Hours This course uses principles of social psychology to examine the influences of cultural, ethnic, minority, gender, and life-styles on psychological, educational and social development. Particular attention will be focused on variations in experiences and perceptions of individuals from divergent backgrounds as these impact on educational and psychological environments. Students will be provided practical experiences that will enable them to shift focus from their own perspectives. Prerequisite: Human Growth and Development (PSYC-500). 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 A supervised applied research project related to a topic or issue in psychology. A prospectus, to be approved by the supervising faculty member, shall detail the nature of the study and the methodology to be used. The thesis shall be submitted according to designated format, and its acceptance (and the award of credit) shall depend upon an oral defense before departmental faculty. The student will also be expected to submit the research for presentation at a state, regional, or national psychology association meeting or equivalent. Prerequisite: Completion of Statistics and Research Design (PSYC523). 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: 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. Students will cover systems theories and models of consultation to include mental health consultation, behavioral consultation, organizational change, and collaborative decision-making as well as primary/secondary prevention methods with a focus on the learning and psychology of the school age child/adolescent. Interventions that promote positive school cultures will be examined across classroom, school, family, and community systems. Prerequisite: Ethics, Roles and Law (PSYC-512). Corequisites: 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 psychologistsin-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. Corequisites: Practicum in School Psychology I (PSYC-615) and Practicum in Consultation and Intervention I (PSYC-617) 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. Crisis intervention and threat assessment will also be addressed. Corequisites: Practicum in School Psychology II (PSYC-616) and Practicum in Consultation and Intervention II (PSYC-618) PSYC-611—Clinical and Professional Issues in Counseling Three Credit Hours Counseling does not occur in a vacuum and clinical counselors working within the community must possess basic knowledge of a number of topics that affect the provision of care to clients. This course addresses a number of topics that relate to the practice of counseling. Topics to be addressed include: 1) licensure and professional development; 2) advanced personality theory with a focus on assessment and treatment of personality disorders; 3) psychopharmacology for the non-physician; and 4) use of empirically validated treatments. 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 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 programs and methods of instruction used to prevent reading problems before they occur will also be reviewed. Corequisites: Practicum in Consultation and Intervention: I and II (PSYC-616/618) PSYC-615/616 —Practicum in School Psychology: I and II Two Credit Hours each These practica 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 77 �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. Corequisites: 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 practica 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 data-based problem solving approach to intervene with children in need of school psychology intervention. Corequisites: 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 provided 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, as well as review methods and procedures involved in assessing institutional programs (i.e., program evaluation, implementation and efficacy). 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 multiculturally 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). 78 PSYC-629—Practicum: Clinical Counseling Three Credit Hours This course is a supervised field experience for community 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 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 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. PSYC-644—Advanced Counseling Techniques 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-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 prior course work, including Practicum (may take elective with Internship) 79 �Master of Arts in Social Science Department of Political Science & Criminal Justice, 843-953-5069 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, 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. 2. 3. 4. Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each accredited college or university attended. All students must successfully complete either the Graduate Record Examination (GRE) or the Miller Analogies Test (MAT). It must be current within five years of application. The minimum for the GRE is a verbal and quantitative combination of 900. The minimum for the MAT is a score of 396. 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 eight hours of degree coursework with a minimum grade point average of 3.25, the student is considered fully admitted. Completed program of study with advisor. Required Program: The Master of Arts in Social Science is a 36 credit hour program consisting of the following requirements: 1. 2. 80 Required Core (6 hours) PSCI-500/ CRMJ-500 Seminar in Social Science PSCI-501/ CRMJ-501 Research Methods in Social Science *NOTE: these 6 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 any political science, criminal justice, sociology, or anthropology courses the Department offers. 3. Cluster B: Electives (15 hours) Students should select five courses from those listed in this cluster, three of which must be Psychology graduate courses (9 hours). Other courses may be used as electives with the permission of the Departmental Graduate Director. Students accepted for the MASS degree program may simultaneously enroll in the Graduate Certificate in Leadership and/or the Graduate Certificate in Homeland Security programs. Each certificate involves separate enrollment 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 page 110 for more details on the Graduate Certificate in Leadership and page 113 for more details on the Graduate Certificate in Homeland Security. List of Courses: (Cluster B) PSYC-500 PSYC-501 PSYC-507 PSYC-508 PSYC-553 PSYC-555 PSYC-561 PSYC-570 Human Growth and Development Principles of Cognitive & Behavioral Change *With Instructor Permission Only General Psychopathology *With Instructor Permission Only Counseling and Personality Theories *With Instructor Permission Only Introduction to Family Dynamics Special Topics in Psychology *With Instructor Permission Only Social-Multicultural Perspectives Social and Cognitive Foundations of Interpersonal Behavior BADM-704 BADM-713 Foundations of Economics Communication for Leadership EDUC-500 EDUC-561 EDUC-600 Foundations of American Education Counseling Diverse Populations Professional Negotiations ENGL-512 ENGL-516 ENGL-520 ENGL-521 ENGL-530 ENGL-535 Southern Literature Continental Literature Survey of World Literature I Survey of World Literature II Special Topics in the Humanities African-American Literature �ENGL-558 ENGL-570 ENGL-571 ENGL-572 ENGL-573 Technical and Professional Writing Topics in African-American Literary Genres Topics in African-American Literary Periods Topics in Major African-American Writers Special Topics in African-American Literature 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 HESS-503 HESS-504 Drug and Substance Abuse Human Sexuality Public Health Total: Thirty six (36) hours. Course Descriptions: (Cluster A) 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-505—Instructional Approaches to Social Sciences Three Credit Hours This course is designed to provide an overview of the social sciences, to show how they differ from the humanities and the natural sciences, to review how the scientific approach and the scientific method may be applied to the study of social sciences, and to introduce students to a variety of pedagogical techniques; special emphasis will be given to the use of technology in the teaching of the social sciences and will include instruction on the use of the internet, on the gathering and analysis of social science data, and the utilization of simulations in the classroom. 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. 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-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 81 �process, the roles of judges and lawyers, the judicial decisionmaking process, and the impact of court decisions. PSCI-570—The Civil Rights Movement Three Credit Hours An examination of the Civil Rights Movement from World War II to the present with extended attention given to the critical period from 1954 to 1965; the course will consider the impact of this “civil rights decade” on American politics and political behavior during the last third of the 20th century. Key events, organizations, and personalities will be examined, and continuing issues (such as affirmative action, majority-minority legislative districting, and racial typing) will be discussed. Secondary analyses will be supplemented by the use of videotapes, first-hand accounts, and primary documents to enhance students’ understanding of the movement and its effects. PSCI-592—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. 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-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 Seminar on the nature of criminal justice organizations, criminal justice personnel, and group behavior in criminal justice organizations. Organizational and management theories are analyzed and applied to contemporary structure. Innovative strategies are discussed, as is policy development consistent with jurisdictional variables. 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 CRMJ-566— Ethics in Criminal Justice 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. Three Credit Hours A study of the role of justice, ethics, and ethical behavior in the criminal justice process and practice. The course examines ethical issues regarding the applications of law enforcement, law, courts, and corrections in the justice mechanism. Consideration is given to the function of ethical conduct in the rule of law, use of authority, and exercises of governmental power in criminal justice. Ethical dilemmas and practical applications are explored. CRMJ-560— Criminal Justice Agency Administration 82 �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. 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. 83 �School of Science & Mathematics Master of Arts: • Biology Master of Arts in Education: • Mathematics Master of Science: • Computer Science • Health, Exercise, & Sport Science 84 �Master of Arts in Biology Course Descriptions: BIOL-502—Comparative Vertebrate Anatomy Department of Biology, 843-953-5203 Dr. John Weinstein, john.weinstein@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: 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 non-parametric 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 1. 2. 3. 4. Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each accredited college or university attended. All students must successfully complete either the Graduate Record Examination (GRE) or the Miller Analogies Test (MAT). It must be current within five years of application. The minimum for the GRE is a verbal and quantitative combination of 900. The minimum for the MAT is a raw score of 396. 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 eight hours of degree coursework with a minimum grade point average of 3.25, the student is considered fully admitted. Completed program of study with advisor. Program Requirements: 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. A copy of the program of study will be sent to the CGC to allow admission. When the student files for graduation, the final program of study will be signed by the student and advisor and sent to CGC. 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. 85 �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. BIOL-531—Reproductive and Developmental Strategies Four Credit Hours A study of reproductive and developmental strategies used across the phyla, this course will consider how the choices of the reproducing adults affect the development and survival of the offspring. The laboratory will include use of model systems to investigate the theories discussed in lecture. Lecture: three hours a week; laboratory: three hours a week BIOL-601—Evolution of Animals 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 Plant Kingdoms Four 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: three hours a week; laboratory: three 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 86 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. 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 experience. 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-607—Microbiology Four Credit Hours General coverage of the anatomy, morphology, ecology, and chemistry of microorganisms. The emphasis of the course will be on bacteria, however, some time will be spent on the study of fungi, viruses, richettsiae, and protozoans. Lecture: three hours a week; laboratory: three hours a week. 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: three hours a week. 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. 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-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. 87 �Master of Arts in Education in Mathematics Department of Mathematics and Computer Science Dr. John I. Moore, Jr., Department Head, 843-953-5048, john.moore@citadel.edu Mr. Stephen D Cotter, Program Director 843-953-5035, steve.cotter@citadel.edu Graduate courses in Mathematics are also offered in support of other degree programs, primarily the Master of Arts in Teaching (MAT) with a concentration in the field of Mathematics. Mission: The purpose of the M.A.E. in Mathematics is to enhance the mathematical knowledge and teaching techniques of middle and secondary mathematics teachers. The program is intended for individuals who currently hold a teaching certificate, but a certificate is not required. Courses associated with this program do not require that the participant have an undergraduate major in mathematics. However, the mathematics background and maturity gained from at least twelve hours of mathematics at the college level, with at least one course in calculus, are required. Participants whose preparation may not be adequate should confer with the department head or the program director. Admission Requirements: 1. Complete and return a graduate application form, along with the appropriate non-refundable fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. 2. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each accredited college or university. Applicants are expected to have a cumulative undergraduate GPA of 2.5 or higher. Applicants with less than a 2.5 GPA may appeal to the Department of Mathematics and Computer Science, and their application will be reviewed by the Program Director and the Department Head. The department recommendation will be forwarded to the Dean of Science and Mathematics for final action. 3. An official copy of the Graduate Record Exam (GRE) or the Miller Analogies Test (MAT). The minimum combined score for the GRE on the verbal and quantitative sections of the general test is 900. The minimum score for the MAT is a raw score of 400.* 4. Completion of a minimum of 12 hours of college mathematics that includes at least one course in calculus. *Students who score between 750-899 on the GRE or 380-395 on the MAT may apply for provisional status. Under provisional status, students may enroll for only one semester of 6 hours. If the student maintains a 3.50 GPA under provisional status, they may be considered for degree seeking status the following semester. Students who score 379 or below on the MAT or 749 or below on the GRE will not be admitted. Admission test must be current within five (5) years of application. 88 Degree Requirements: The minimum number of hours required is 33 semester hours, of which at least 21 must be mathematics courses and 9 must be education courses. The other three hours can be either mathematics or education. Required Mathematics Courses: MATH-518 Technology in Mathematics Classrooms (3) MATH-542 Probability and Statistics (3) MATH-550 Mathematical Modeling (3) MATH-553 Calculus from an Advanced Standpoint (3) Electives Three or four courses* (9-12 semester hours) *MATH-501, 509, 517, and 541 are excluded as electives. CSCI-562 and CSCI-563 may be counted. Required Education Courses (one course from each of the following areas): a. Humanistic Orientation (one course) (3) EDUC-500 Foundations of American Education EDUC-522 Critical Education Issues in Multicultural Society b. Behavioral Science Foundation (one course) (3) EDUC-536 Educational Psychology c. Research (3) EDUC-512 Data Collection and Analysis Course Descriptions: MATH-501—Arithmetic and Algebraic Structures for Middle School Teachers Three Credit Hours This course is designed to relate the content of arithmetic and algebraic structures to middle school teachers. It will address the special needs of middle school teachers and identify resources and assistance. Course instruction will model the recommendations of NCTM and the content will be consistent with the South Carolina Curriculum standards. MATH-505, 506—Mathematics for Middle/Secondary School Teachers Three Credit Hours These courses are designed to introduce students to topics in finite mathematics with applications to “real” world problems. Either spreadsheets or some other technology will be used to model the problems and expedite the calculations. MATH-509—Geometry and Measurement for Middle School Teachers Three Credit Hours A course designed to introduce appropriate geometric concepts and measurements for middle school. Course instruction will model the recommendations of NCTM and the content will be consistent with South Carolina Curriculum standards. �MATH-510—Problem Solving Techniques MATH-521—Modern Geometry Three Credit Hours Strategies and techniques for problem solving will be introduced and used to solve mathematical problems. The emphasis will be on middle and secondary level problem solving. A major portion of the course consists of hands-on experience in problem solving, both individually and in groups. 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-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 under represented 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. MATH-517—Concepts of Pre-Calculus for Middle School Teachers Three Credit Hours This course will review the topics in pre-calculus with an emphasis on conceptual understanding and how middle school mathematics leads into pre-calculus. Technology will be used to assist in the motivation and development of algebraic and trigonometric ideas. Prerequisite: MATH-501 or equivalent. 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. MATH-519—Using Technology in Teaching Middle School Mathematics Three Credit Hours This course will demonstrate how calculators and other technological advances can be used to motivate and develop conceptual understanding of arithmetic, algebra, and geometric concepts. Various applications which make use of calculators will be investigated. The appropriateness of calculator use in teaching certain topics will be discussed. Note: Credit may not be received for both MATH-518 and 519. MATH-530—Geometric 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-541—Probability and Statistics for Middle School Teachers Three Credit Hours The course will demonstrate basic ideas of data collection and the use of elementary statistical ideas to analyze the data. Various graphical representations and models will be explored. Interpretations of the data and possible extrapolations will be investigated. 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. 89 �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. CSCI-562—Microcomputer Applications for Teachers Three Credit Hours This course is specifically designed to help teachers/administrators prepare to use microcomputers and Internet resources in their classroom/school. Topics include a general introduction to computers, word-processing, spreadsheets, databases, and telecommunications. Emphasis will be on actual classroom/school applications. This course is not intended for anyone who has already taken another computer course. Note: This course can not be used for the Master of Science in Computer Science. CSCI-563—Programming for Teachers Three Credit Hours This course is an introduction to problem solving and programming skills. It is aimed at developing strategies and programs that teachers can use with middle and high school students. Note: This course can not be used for the Master of Science in Computer Science. Prerequisite: CSCI-562 or other computing course. 90 �Master of Science in Computer Science 2. Department of Mathematics and Computer Science Dr. John I. Moore, Jr., Department Head, 843-953-5048, john.moore@citadel.edu Dr. Shankar Banik, Program Director, 843-953-5039, shankar.banik@citadel.edu Mission: The Master of Science in Computer Science 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 science program is a joint program with the College of Charleston. Admission Requirements: 1. 2. 3. 4. 5. 6. Complete and return a graduate application form, along with the appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each accredited college and university. Students admitted to the program are normally expected to have an undergraduate grade point average of at least 3.0. Approval from the Program Director or Department Head before registering for any graduate Computer Science (CSCI) courses. Completion of the Graduate Record Examination (GRE) with a minimum combined score of 1000 on the verbal and quantitative sections of the general test and a minimum score of 4.0 on the writing assessment. The GRE must be current within five years of the application for admission to the program. Evidence of a command of spoken and written English such as a TOEFL score of 550 paper-based, 79-80 internet based or 213 computer-based (if English is not the native language of citizenship). Competency, demonstrated through coursework, approved work experience, or a program administrated competency exam, in the areas of basic Computer Architecture, Object-oriented Programming, Discrete Mathematics, and Data Structures. Degree Requirements: The Master of Science in Computer Science 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: 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 3. CSCI-603 Object-Oriented Design Patterns CSCI-604 Distributed Computer Systems Architecture Declare an area of specialization from among software engineering, information systems, or computer science, and complete four courses in that area (12 hours). a) 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 one of the courses must be chosen from 654 and 658. b) 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 these courses must be 632 and 631. c) 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. Complete one of the following three options (9 hours). a) CSCI-699 Research Thesis (6 hours) plus one elective. b) CSCI-698 Project thesis (3 hours) plus two electives. c) Three electives (9 hours). The Citadel’s School of Engineering offers a graduate certificate program in Technical Project Management consisting of four courses. PMGT-650 (Overview of Technical Project Management) may be substituted for CSCI-634 in satisfying degree requirements for the Master of Science in Computer Science, and the remaining three courses, PMGT-651, PMGT-652, and PMGT-653, may be taken as electives satisfying requirement 3c above. Course Descriptions: 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 breadth-first coverage of software engineering processes and methodologies including life cycle modeling, process management and improvement. Metrics and phased development are emphasized. CSCI-603—Object-Oriented Design Patterns Three Credit Hours A programming course emphasizing design patterns to increase software design quality, reliability and reuse. The course covers current pattern catalog and object-oriented design processes for 91 �design refactoring. Tool usage is expected to be heavy. CSCI 604—Distributed Computer Systems Architecture Three Credit Hours Processor micro-architectures, hardwired vs. micro-programmed control, pipelining and pipeline hazards, memory hierarchies, bus-based system architecture and memory mapping, hardwaresoftware interface, and operating system concepts. CSCI-612—Advanced Computer Organization Three Credit Hours The course covers general purpose systems consisting of loosely coupled components built from PCs. Topics include interconnection networks, protocols, high performance I/O, load balancing, availability, programming models and environments, parallel algorithms and applications. The course is lab intensive and will include the implementation of parallel algorithms on a Beowulf Cluster. Prerequisites: CSCI-604 and an undergraduate course in Operating Systems. CSCI-614—Advanced Operating Systems Three Credit Hours A study is made of 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. Linux kernel internals will also be considered. Prerequisites: CSCI-604 and 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 networks and emphasizes the application of cryptography to address those problems. 92 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, internetworking protocol suites (with emphasis on TCP/IP), the client/server paradigm, the BSD Socket interface, network security, and important network applications. CSCI-633—Semantic Web Principles and Practices Three Credit Hours This course covers the emerging technology supporting the Semantic Web with macbine-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. 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. Project integration, scope, time, cost, quality control, and risk management. Managing the changes in organizations resulting from introducing or revising information systems. Identifying project champions, working with user teams, training and documentation. The change management role of the IS specialist. CSCI-636—Information Technology Policy, Governance and Strategy Three Credit Hours The top management, strategic perspective for gaining competitive advantage through information systems. The development and implementation of policies and plans to achieve organizational goals. Effective information systems use. Defining the systems that support the operational, administrative and strategic needs of the organization, including the growth and support of computing throughout the organization. Approaches to managing the information systems function in organizations. Role of the CIO. CSCI-638—Advanced Topics in Database Systems Three Credit Hours Builds on the foundation established in CSCI-601 and focuses on 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 or permission of the instructor. CSCI-654—Software Requirements Analysis and Specification Three Credit Hours An introduction to the software engineering requirements process. Topics to include: feasibility studies, risk; and requirements elicitation, modeling, analysis, specification, and validation. Prerequisite: CSCI-602. �CSCI-656—Software Systems Design and Implementation CSCI-690—Special Topics in Computing 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. 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-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-691—Independent Study Variable 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. Prerequisite: Approval by the MSCS program director. CSCI-698—Project Thesis 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 that in combination business and IT concerns can be aligned. Experience with service-oriented development, process modeling and execution, and securing services will be obtained. 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, CSCI-602, 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, CSCI-602, CSCI-603 and CSCI-604, and approval by the MSCS program director. CSCI-672—Human-Computer Interaction Three Credit Hours This course is an 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. CSCI-674—Introduction to Computer Graphics Three Credit Hours An introduction to the fundamental principles of computer graphics. Using the OpenGL application-programming interface, students will learn these principles by writing a series of programming projects. Prerequisites: Basic knowledge of linear algebra and experience writing programs in a high level language. 93 �Department of Health, Exercise, & Sport Science Mission Statement: Goals of the degree programs M.S. in Health, Exercise, and Sport Science and M.A.T in Physical Education 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; application of physical, biological, and behavioral sciences to the teaching and learning processes; and management and administration of sport, exercise, and recreation programs. These two programs provide scholarly approaches to study of professions for those interested in health science, exercise science, sport science, physical education, and human performance. These advanced degree programs prepare graduates for leadership positions including those within schools and other teaching and coaching venues; the recreation industry; college and university sports, intramurals, recreation, and sports club programs; resort programming; wellness and fitness industries; and sport and athletic administration. The Department of Health, Exercise, and Sport Science also provides a Graduate Certificate in Sport Management (see page 108 for details). 94 Master of Science in Health, Exercise, & Sport Science Dr. John S. Carter, 843-953-7953/5060, john.carter@citadel.edu Dr. Dena P. Garner, 843-953-7960, dena.garner@citadel.edu Admission Requirements: 1. Contact the Director of Graduate Studies for the Department of Health, Exercise, and Sport Science. 2. Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. 3. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each accredited college or university. Students whose degrees are from colleges and universities outside the United States will be required to have their transcripts translated by one of several academic credential evaluation organizations recognized by the CGC office. 4. Successfully complete either the Miller Analogies Test (MAT) or the Graduate Record Examination (GRE) and have official scores sent directly to the CGC office. This test must be current within five years of application. Minimum acceptable score for the MAT is 396. Minimal acceptable GRE score is a combined verbal and quantitative score of 900. Applicants who score between 380-395 on the MAT or between 750-899 on the GRE may apply for provisional status. A student with provisional status who completes 6 graduate semester hours in one semester and maintains a 3.5 grade point ratio may be classified as a regular degree-seeking student. Regular admission status is granted only upon completion of all admission requirements, documentation, respective program requirements, and evaluation by department. 5. Three letters of recommendation must be sent to the CGC office. These may be from faculty members of the applicant’s undergraduate institution and/or from associates in business, government, education, or military service. 6. Submit a resume detailing previous work experiences to the CGC office. 7. Submit an official TOEFL score if your native language is not English. Minimum acceptable score is 550 paperbased, 213 computer-based, or 79 internet-based. �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 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. After the written exam is evaluated, each student will undergo an oral investigation consisting of questions selected by members of the departmental graduate 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. Core 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 and Methods of Analyzing Research in Health, Exercise, & Sport Science I HESS-541 Current & Future Trends in Health, Exercise, & Sport Science * HESS-507 Special Problems in Health, Exercise, & Sport Science * (OR) HESS-542 (OR) HESS-598 HESS-599 Practicum in Health, Exercise, & Sport Science * Thesis I in Health, Exercise, & Sport Science (3) * Thesis II in Health, Exercise, & Sport Science (3) * * HESS-540 is a prerequisite or co-requisite for this course TOTAL HOURS of CORE REQUIREMENTS: 21 or 24 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-503 Human Sexuality HESS-504 Public Health HESS-508 Epidemiology HESS-509 HESS-511 HESS-512 HESS-513 HESS-518 HESS-520 HESS-521 HESS-523 HESS-530 HESS-534 HESS-538 HESS-539 HESS-543 HESS-544 HESS-545 HESS-546 HESS-547 HESS-548 HESS-549 HESS-552 HESS-553 HESS-558 HESS-560 HESS-554 HESS-555 HESS-556 HESS-557 Preventive and Rehabilitative Aspects of Physical Activity Special Topics in Health, Exercise, & Sport Science Special Topics in Health, Exercise, & Sport Science Sport Facility & Event Management Sport Marketing Special Topics in Sport Management The Art of Selling in Sport Administration and Leadership of Exercise and Sport Organizations Practicum in Sport Management Accommodating Persons with Disabilities in Sport & Physical Activity Internship in Sport Management (6 hours) Sport Public Relations & Promotions Consumer Health Exercise Testing & Assessment Nutrition for Exercise, Sport, and Physical Activity Environmental Physiology Techniques of Conditioning for Sport and Physical Fitness Psychology of Sport & Motivation Sociological and Cultural Aspects of Sport Fundraising for Sport Organizations Sport Communications Advertising in Sport Research Techniques and Methods of Analyzing Research in Health, Exercise, & Sport Science II * ** Analysis of Sport Skills and Techniques Legal Aspects of Sport Sport Finance Economics of Sport * 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 • • 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) 95 �Course Descriptions: 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-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 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. 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-503—Human Sexuality HESS-512—Special Topics in Health, Exercise, & Sport Science HESS-502—Drug and Substance Abuse Three Credit Hours A course designed to analyze public health trends, services, funding, and organization of local, state, and federal agencies. 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-505—Motor Development and Motor Learning HESS-513—Sport Facility & Event Management Three Credit Hours A study of all facets of human sexuality. HESS-504—Public Health 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, and 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 and 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 and Measurements, Statistics, or equivalent. HESS-509—Preventive and 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. 96 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. 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 and 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-542—Practicum in Health, Exercise, and Sport Science HESS-529—Special Problems in Sport Management: Advertising in Sport Three Credit Hours A course examining knowledge, skills and concepts required for succesful advertising in the sport industry. Strategies and techniques of successful advertising wll be studied. 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-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-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 and 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 and 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. Prerequisites: HESS-540 Research Techniques and Methods of Analyzing Research in Health, Exercise, & Sport Science I 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. Prerequisites: HESS-540 Research Techniques and Methods of Analyzing Research in Health, Exercise, & Sport Science I 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, and 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. 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. HESS-547—Techniques of Conditioning for Sport and 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 and 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. 97 �HESS-549—Sociological and Cultural Aspects of Sport Three Credit Hours An examination of sport in America and its affects on society, including race, gender, adherence, values, and violence. 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 and 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-560—Research Techniques and 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; Statistics, Tests and Measurements, or equivalent. 98 HESS-598—Thesis I in Health Science, Exercise Science, and 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, and 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. �School of Engineering Master of Science: • Project Management 99 �Master of Science in Project Management School of Engineering, 843-953-6588 Dr. Keith Plemmons, PE, PMP 843-953-7677 Keith.Plemmons@citadel.edu Mission Statement: The mission of The Citadel’s Master of Science in Project Management 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. Admission Requirements: 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. Other qualities appropriate to graduate study are also considered. Anyone holding a bachelor’s degree from an accredited college or university (one recognized by the Council for Higher Education Accreditation) is eligible for consideration. A technical or engineering background is not a requirement for admission. 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. Semester to begin: Fall Spring Summer Admission material due: July 20th December 1st March 20th For degree-seeking students: 1. Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. 2. An official transcript of the baccalaureate degree and all other undergraduate or graduate acadmic course work from each accredited college or university recognized by the CHEA must be submitted directly to The Citadel Graduate College. 3. Submission of official copy of GRE or GMAT test score, obtained within the previous five years, to the CGC office. 4. Evidence of a minimum of one year of professional experience, or permission from Department Head. 5. Submit two letters of reference to the CGC office. 6. Submit a resume detailing previous work. 7. Prepare and submit a statement of purpose. 8. Submission of an official TOEFL score if the applicant’s native language is not English. The minimum score is 550 paper-based or 213 computer-based or 79 Internet-based. 100 For non-degree seeking engineering students wanting to take graduate-level courses to fulfill professional practice requirements: 1. Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. 2. An official transcript of the baccalaureate degree and all other undergraduate or graduate acadmic course work from each accredited college or university recognized by the CHEA must be submitted directly to The Citadel Graduate College. 3. Submit a resume detailing previous work. 4. Submission of an official TOEFL score if the applicant’s native language is not English. The minimum score is 550 paper-based or 213 computer-based or 79 internet-based. Admission Denied: During the admission process, the applicant’s records will be reviewed and results communicated in writing. If the application is denied, the applicant may petition the Dean of Engineering for re-consideration, citing any extenuating or mitigating circumstances. Program 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. Students are expected to complete all degree requirements within a seven-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. Any prerequisites for applicable courses must be met. All degree candidates must: 1. Complete the following 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: BADM-713 Communication for Leadership BADM-722 Leadership in Organizations PMGT-671 Project Manager Leadership Development PMGT-672 Applied Leadership Concepts 3. Declare a plan of study totaling 12 hours taken from the following optional areas or from other approved graduate programs of interest. �Option Areas of Study: • Leadership Option PMGT-671 PMGT-672 PMGT-690 PSYC-500 PSYC-570 Project Manager Leadership Development Applied Leadership Concepts Independent Study Human Growth and Development Social and Cognitive Foundations of Interpersonal Behavior • Electrical and Computer Engineering Option 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 • Civil and Environmental Engineering Option CIVL-502 Sustainability CIVL-504 Natural Hazards and Preservation of Historical Structures CIVL-506 Geographic Information Systems CIVL-508 Monitoring of Civil Engineering Infrastructure CIVL-602 Water Quality Modeling and Management CIVL-604 Aquatic Chemistry CIVL-608 Building Load Analysis CIVL-610 Timber Design CIVL-612 Urban Transportation Planning CIVL-614 Ground Improvement CIVL-616 Deep Foundations CIVL-650 Special Graduate Topics in Civil Engineering Transfer Credit: A maximum of two courses (6 hours) may be transferred in from an accredited college or university (one recognized by the Council for Higher Education Accreditation). (except for ENGR 650, ENGR 651, ENGR 652, and ENGR 653), 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 four courses (12 hours) may be tranferred from another Master’s degree program at The Citadel, 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. Required Technical Project Management Courses: 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 nine knowledge areas of Integration, Scope, Time, Cost, Quality, Human Resources, Communication, Risk and Procurement. 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, ENGR 651, ENGR 652, and ENGR 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 and risk planning and mitigation. Course content includes realistic projects, case studies, MS Project computer applications, along with web-based management and technology tools. Each student will continue working on their Capstone Project started in PMGT-650, and if PMGT-652 and PMGT-653 have been successfully completed, will formally present the completed project as part of this course. Prerequisite: PMGT-650 or instructor permission.* PMGT-652—Applications of Quality Management Three Credit Hours This course investigates 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 function point analysis will be addressed. Each student will continue working on their Capstone Project started in PMGT-650, and if PMGT-651 and PMGT-653 have been successfully completed, will formally present the completed project as part of this course. Prerequisite: PMGT-650 or instructor permission.* 101 �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, and stakeholder management. Each student will continue working on their Capstone Project started in PMGT-650, and if PMGT-651 and PMGT-652 have been successfully completed, will formally present the completed project as part of this course. Prerequisite: PMGT-650 or instructor permission.* *PMGT-651, PMGT-652, PMGT-653 may be taken in any order. Required Leadership Courses: BADM-713—Communication 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-722—Leadership in Organizations 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 selfassessment, role play, team building exercises, and a leadership portfolio. Prerequisite: None. 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 with engineering and technical backgrounds, 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. 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 international 102 projects, virtual project teams, executive leadership issues, conflict resolution, effective oral and written communications, changing a corporate culture, stakeholder management, and how to lead the team development lifecycle. Course content will include case studies, guest speakers, executive shadowing, and classroom simulations. Prerequisites: PMGT-650 Option Areas of Study Courses (Total 12 hours): Leadership Option Courses PSYC-500 and PSYC-570 are currently provided by The Citadel under the Department of Psychology. PMGT-671, PMGT-672 and PMGT-690 are currently provided by The Citadel School of Engineering. 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-570–Social and Cognitive Foundations of Interpersonal Behavior Three credit hours This course presents a survey of the scientific study of social influence -- or social psychology, in other words. The class is based on the premise 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, and is thus critical to successful performance in virtually every professional endeavor. The topics addressed include social judgment and decision-making, attitudes and attitude change, persuasion, group processes, prejudice and discrimination, and conflict resolution. Prerequisites: None 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 with engineering and technical backgrounds, 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. �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 international projects, virtual project teams, executive leadership issues, conflict resolution, effective oral and written communications, changing a corporate culture, stakeholder management, and how to lead the team development lifecycle. Course content will include case studies, guest speakers, executive shadowing, and classroom simulations. Prerequisites: PMGT-650 PMGT-690–Independent Study Three credit hours This course is designed to give students real-world work experience to complement the classroom education they have previously received or to allow for working 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 experiences to a variety of managerial issues and/or to the investigation of some advanced topic. Topics shall not be directly related to the student’s past work experiences. Applicable efforts, activities, and topics will be approved through the School of Engineering. Prerequisites: PMGT-650 and instructor permission. Transfer credits: No transfer credit will be accepted. Electrical and Computer Engineering Option Courses: The Department of Electrical and Computer Engineering (ECE) offers the following courses: 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 random-discrete 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–Adaptive 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-665–Fundamentals of Advanced Energy Conversion 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. 103 �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. Civil and Environmental Engineering Option Courses: The Department of Engineering (ECE) offers the following courses: 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 socioeconomic 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 104 signal conditioning, and data management. Prerequisites: CIV-330 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–Building Load Analysis Three credit hours Structural engineering applications of analysis methodologies used to determine loads in accordance with ASCE 7. Course provides thorough overview of all practical load considerations. Prerequisites: CIVL-309 or approved equivalent. CIVL-610–Timber 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. Prerequisites: CIVL-304 or approved equivalent. 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 travel demand software and transportation planning applications will also be covered. Prerequisites: BS in mathematics, science, or engineering, or permission from instructor. 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-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. Prerequisites: None. 105 �Graduate Certificate Programs 2011-2012 106 �Graduate Certificate in Technical Project Management credit hours The optional course for TPM Graduate Certificate Program is: • PMGT-690: Independent Study Total Required Courses: 12 credit hours School of Engineering, 843-953-6588 Dr. Keith Plemmons, 843-953-7677 Keith.Plemmons@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 leaders. Admission Requirement: Successful applicants must meet the following criteria for admission into the TPM graduate certificate program. 1. Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. 2. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each accredited college or university attended. 3. Submit a resume detailing work experience. 4. Submit 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 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? All material must be received by the CGC office to receive consideration to the TPM graduate program. An undergraduate engineering degree is not required. Program Requirements: Students are required to complete 12 hours of graduate study within a four-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. Required Program: The required courses for the TPM Graduate Certificate Program are: • PMGT-650: Overview of Technical Project Management, 3 credit hours • PMGT-651: Technical Project Planning and Scheduling,3 credit hours • PMGT-652: Applications of Quality Management,3 credit hours • PMGT-653: Technical Project Support and Operations, 3 All students are required to complete a Capstone Project that spans the four TPM courses. Other degree programs may require students to complete subject specific Capstone Projects in order to transfer TPM courses for credit within those programs. A graduate student desiring to engage in a research or scholarly project of mutual interest to the student and the faculty member who directs the study, may propose to substitute ENGR-690 for PMGT-651, PMGT-652, or PMGT-653. Approval to register for PMGT-690 requires written permission from the Dean of Engineering; a 3.0 cumulative GPA; and approved Specific Course Assignment including applicable scope, expected deliverables, and contact information. Required Courses: 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 nine knowledge areas of Integration, Scope, Time, Cost, Quality, Human Resources, Communication, Risk and Procurement. 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; schedule compression; and risk planning & mitigation. Course content includes realistic projects, case studies, MS Project computer applications, along with web-based management and technology tools. Each student will continue working on their Capstone Project started in PMGT-650, and if PMGT-652 and PMGT-653 have been successfully completed, will formally present the completed project as part of this course. Prerequisite: PMGT-650 or instructor permission. 107 �PMGT-652: Applications of Quality Management Three Credit Hours This course investigates 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 function point analysis will be addressed. Each student will continue working on their Capstone Project started in PMGT-650, and if PMGT-651 and PMGT-653 have been successfully completed, will formally present the completed project as part of this course. Prerequisite: PMGT-650 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, negotiations, coaching and interpersonal skills, contract specifications and general conditions, bonds and insurance, and risk planning and mitigation. Each student will continue working on their Capstone Project started in PMGT-650, and if PMGT-651 and PMGT-652 have been successfully completed, will formally present the completed project as part of this course. Prerequisite: PMGT-650 or instructor permission.* PMGT-651, PMGT-652, and PMGT-653 may be taken in any order. Optional Course: PMGT-690: Independent Study Three Credit Hours This course is designed to give School of Engineering students real-world work experience to complement the classroom education they have previously received or to allow for working 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 experiences to a variety of managerial issues and/or to the investigation of some advanced topic. Topics shall not be directly related to the student’s past work experiences. Applicable efforts, activities, and topics will be approved through the School of Engineering. Prerequisite: PMGT-650 and instructor permission. Transfer Credit: No transfer credit hours will be accepted. Grading: All students are expected to maintain high academic and professional standards. Any student who receives any form of “C” (i.e. C, C+) or F will be dismissed from the TPM program for academic insufficiency. Dismissed students must resubmit application documents and appeal to the dean of the school to be considered for continuance in the program. 108 �Graduate Certificate in Sport Management - Sport Sales & Marketing Department of Health, Exercise, and Sport Science 843-953-5060 Department Head Dr. John S. Carter, 843-953-7953 john.carter@citadel.edu Program Coordinator Dr. Harry Davakos, 843-953-7957 Harry.Davakos@citadel.edu Dr. Linda Schoonmaker, 843-953-7958 linda.schoonmaker@citadel.edu The Sport Management Certificate Program This certificate program in Sport Management offers 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 program at The Citadel, may accept these certificate program courses as credits towards completion of a Master’s degree with an emphasis in Sport Management. Admission Requirements: Requirements and application procedures for admission into the Sport Management Certificate Program: 1. Contact the Program Coordinator of the Sport Management Program in the Department of Health, Exercise, and Sport Science, Deas Hall, Room 205, Tel: (843) 843-7957 or (843) 953-5060, email: harry.davakos@citadel.edu. 2. Complete and return a graduate application form, along with a non-refundable application fee to The Citadel Graduate College (CGC), Bond Hall, Room 101. 3. Submit an official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each accredited colleges and universities. Students whose degrees are from colleges and universities outside the United States will be required to have their transcripts translated by one of several academic credential evaluation organizations recognized by The CGC. 4. Submit a resume to the CGC detailing previous work experience. 5. A letter of intent to the CGC that addresses the following questions: a. How have your past experiences prepared you for the Sport Management Certificate Program’s graduate work? 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 Sport Management Certificate Program? All materials must be received by the CGC to receive consideration for entrance into the Sport Management Certificate Program. Course Descriptions: HESS-518—Sport Marketing Three Credit Hours A course examining theories, principles, fundamentals, applications, and challenges of marketing in exercise, sport, and recreation industries. 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 and Leadership of Exercise and Sport Organizations Three Credit Hours A course examining organizational theory and behavior as well as leadership qualities related to exercise and sport organizations. Effectiveness, structure, and design of exercise and sport organizations are also addressed as well as cultures, leadership styles, conflicts, changes, and human resources involved in these entities. HESS-539—Sport Public Relations and Promotions Three Credit Hours A course focusing on public relations principles and practices in the sport management 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. 109 �Graduate Certificate in Leadership Dr. Mick Fekula Director of Academic Leadership Programs, 843-953-5826 The graduate certificate in Leadership consists of five (5) three (3) hour couses at the graduate level which can be used in each of the following programs or can be completed as a stand alone certificate in leadership for those interested individuals who are not enrolled in one of these three programs; • Master of Arts in Social Science • Master of Science in Project Management • Master of Business Administration Admission Requirements: 1. 2. 3. 4. Complete and return a graduate application form, along with the appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. Submit an official transcript for the baccalaureate degree and all other undergraduate or graduate work directly from each accredited college or university attended. Submit a 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 leadership? 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? Submit the names and contact information for three (3) references familiar with your work. All material must be received by the CGC office to receive consideration for admission to this graduate certificate program. Students who are currently admitted to a graduate degree program at The Citadel are automatically eligible to pursue the Graduate Certificate in Leadership. Students who are not enrolled in a degree program and pursuing the stand alone certificate must complete all 5 courses at The Citadel. Course Descriptions: 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 development processes. 110 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. BADM-713—Communication 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. Prerequisites: None. BADM-722—Leadership in Organizations 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 included 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 speakesr, individual selfassessment, role play, team building exercises, and a leadership portfolio. Prerequisites: None. Application of Leadership Three Credit Hours Choose one (1) of the following courses: • Master of Arts in Social Science Choose from select History, English, or Political Science courses • Master of Science in Project PMGT-672 Management • Master in Business Administration BADM-740 �Graduate Certificate in Student Affairs School of Education, 843-953-5097 Dr. George T. Williams, 843-953-2205 williamsg@citadel.edu The Citadel Graduate College (CGC) and the Division of Counselor Education within The Citadel 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. The Student Affairs graduate certificate 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. The program also provides supportive educational background for those interested in pursuing a doctoral degree in Educational Leadership with a concentration in Higher Education Administration currently offered by Clemson University at the Lowcountry Graduate Center. Admission Requirements: 1. 2. 3. 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. 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. EDUC-613—Foundations of American Higher Education Three Credit Hours This course is designed to assist students in understanding the historical trends and events that have influenced contemporary American higher education and the resulting evolution of the American college student. EDUC-634—Practicum 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 100 clock hours. Prerequisite: Permission from a faculty Advisor Complete and return a graduate application form, along with the appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall, Room 101. Submit an official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each accredited college or university attended. Submit 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. Curriculum: 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). 111 �Graduate Certificate in Environmental Studies Department of Biology, 843-953-5203 Dr. John Weinstein, 843-953-7796 john.weinstein@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. Courses taken as part of the Environmental Studies graduate certificate can be counted toward the Master of Arts in Biology at The Citadel. Admission Requirements: 1. Complete and return a graduate application form, along with the appropriate non-refundable application fee, to The Citadel graduate College (CGC), Bond Hall Room 101. 2. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each accredited college or university attended. 3. A letter of intent outlining the applicant’s purpose in pursuing the certificate program. 4. 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. Program Requirements: 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 Civil and Environmental Engineering courses. 112 Required Course (3 credit hours) BIOL-609 – Seminar in Environmental Studies Biology Elective Courses (2 courses, minimum of 7 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-610 – Tropical Rainforest and Reef Ecology* BIOL-611 – Graduate Research˚ BIOL-621 – Aquatic Toxicology* BIOL-631 – Environmental Physiology *4 credit hours with lab ˚variable credit hours Civil and Environmental Engineering Elective Courses (2 courses, 6 semester hours) CIVL-502 – Sustainability CIVL-504 – Natural Hazards and Preservation of Historical Structures CIVL-506 – Geographic Information Systems CIVL-602 – Water Quality Modeling and Management CIVL-604 – Aquatic Chemistry Please refer to page 85 of this catalog for the Biology course descriptions and to page 104 for the Civil and Environmental Engineering course descriptions. �Graduate Certificate in Homeland Security Security graduate certificate program? 4. Submit the names and contact information for three (3) references familiar with your work. Department of Political Science and Criminal Justice 843 953-5072 Students who are currently admitted to a graduate degree program at The Citadel are automatically eligible to pursue the graduate Certificate in Homeland Security but are required to apply for acceptance into the certificate program. Dr. Martha Hurley, 843-953-0319 Martha.Hurley@citadel.edu All material must be received by the CGC office to receive consideration for admission to this graduate certificate program. 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 Homeland Security Certificate 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 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 Admission Requirements: 1. Complete and return a graduate application form, along with the appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. 2. Submit an official transcript for the baccalaureate degree and all other undergraduate or graduate work directly from each accredited college or university attended. 3. Submit a 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 Program Requirements: Students enrolled in the graduate certificate in Homeland Security offered by the Department of Political Science and Criminal Justice must complete five (5) out of the seven three (3) hour homeland security courses offered at the graduate level. Students who are dual enrolled in both the Master of Arts in Social Science (MASS degree) 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 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 Certificate in Homeland Security. Course Descriptions: CRMJ-515/PSCI-515—Topics in Homeland Security Three Credit Hours Selected special topics or problems in the general area of homeland security to fit the needs of students as well as the specialized knowledge of the faculty. CRMJ-555/PSCI-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. 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-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. 113 �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-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. PSCI-569/CRMJ-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. 114 �Graduate Certificate in Systems Engineering Management School of Engineering, 843-953-6588 Dr. Keith Plemmons, 843-953-7677 Keith.Plemmons@citadel.edu The Systems Engineering Management (SEM) program provides a multidisciplinary approach to the management and delivery of complex, multi-disciplined technical solutions. The program presents systems engineeri ng as a well-developed body of knowledge, methodologies and techniques from a management perspective with application to a wide range of industries. Admission Requirement: Successful applicants must meet the following criteria for admission into the SEM graduate certificate program. 1. Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. 2. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each accredited college or university attended. 3. Submit a resume detailing work experience. 4. Submit 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 program? All material must be received by the CGC office to receive consideration to the SEM graduate program. An undergraduate engineering degree is not required. Program Requirements: Students must complete three required courses and one of the elective courses identified below: Required Program: PMGT-680 Systems Engineering Management Fundamentals PMGT-681 Requirements Development and Management PMGT-682 System Verification and Validation Elective Courses (Select one) PMGT 683 Systems Modeling and Integration PMGT 684 Human System Integration PMGT 685 Decision and Risk Analysis Up to four courses in the SEM program may be used in completing the requirements for the Master of Science in Project Management. Please see your advisor for eligibility. Required Courses: 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 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. Elective Courses: 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. 115 �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 takes a broad study of decision analysis tools and techniques used in technical and management decision making within a risk management context. Integration of 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, Game Theory, sensitivity and multi-attribute utility analysis and decision implementation. Prerequisites: None. 116 �Undergraduate Degree Programs 2011-2012 117 �Bachelor of Arts in Criminal Justice 6. 7. Department of Political Science & Criminal Justice, 843-953-5072 8. Complete courses at Trident Technical College with a minimum GPA of 2.0 Apply to The Citadel (upon acceptance, you may take courses at both institutions at the same time). Meet with your Citadel advisor. Courses taken at TTC or equivalent: 65 hours Dr. Bob McNamara, 843-953-2072 mcnamarar1@citadel.edu The 2 + 2 program in criminal justice was created in 2011 to provide students with an opportunity to receive a four-year degree from The Citadel in the evening. The requirements for the major consist of a total of 60 upper division credit hours: 45 credit hours in the major and 15 credit hours of elective courses, 36 of which must be taken at The Citadel. Mission: The mission of the 2 + 2 program in Criminal Justice 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 and 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. Develop 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. 3. 4. 5. 118 Apply to Trident Technical College. List either A.A. or CRJ as your major and Citadel-Criminal Justice as your career path. Submit SAT/ACT scores or take Trident Tech’s placement exam Visit the Trident Technical College Orientation Center to be assigned a Trident Advisor. Submit official transcripts of all colleges attended. Meet with your advisor and complete a 2 + 2 Enrollment Form. Required Courses Course Writing/English Composition-6 hours ENG-101 English Composition I ENG-102 English Composition II Hours 3 3 Humanities/Foreign Language-6 hours MUS-105 Music Appreciation ART-101 Art History and Appreciation ART-107 History of Early Western Art ART-108 History of Western Art PHI-101 Introduction to Philosophy PHI-110 Ethics REL-101 Introduction to Religion Any Introductory Language sequence 101/102 3 3 3 3 3 3 3 6 History-6 hours (Select one Sequence) HIS-101/102 History of Western Civ. HIS-104/105 History of World Civ. 6 6 Mathematics-6 hours MAT-109 College Algebra with Modeling MAT-120 Probability and Statistics MAT-123 Contemp. College Mathematics 3 3 3 Science-8 hours Courses must have lab, not necessarily sequential BIO-101 Biological Science I + lab BIO-102 Biological Science II + lab CHM-106 Contemporary Chemistry I + lab CHM-107 Contemporary Chemistry II + lab PHY-201 Physics I + lab PHY-202 Physics II + lab AST-101 Solar System Astronomy + lab AST-102 Stellar Astronomy + lab 4 4 4 4 4 4 4 4 Social Science-6 hours SOCI-101 Introduction to Sociology 3 Take one of the following ANT-101 Cultural Anthropology PSC-201 American National Gov. PSY-201 General Psychology 3 3 3 Criminal Justice Major-6 Hours CRJ-201 Introduction to Criminal Justice* CRJ-125 Criminology 3 3 �Lower Division Electives 21 hours (Any Courses Apply) Recommended for TTC Recommended for TTC AA CRJ Students 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 CPT-101 Intro to Computers Oral Communication (3 hours) Literature (3 hours) Humanities/Social Sci/Comm. (9 hours) 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 Dean of Evening 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. Criminal Justice Course Descriptions Required courses if not taken at TTC - 6 hours CRMJ-201 Intro to Criminal Justice CRMJ 202 Criminoloy 3 3 CRMJ-201—Introduction to Criminal Justice Three Credit Hours. Prerequisite for all criminal justice courses (CRMJ-370-499) except CRMJ-202 for nondepartmental 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). Required Courses - 6 hours CRMJ-370 Police Systems CRMJ-380 Corrections 3 3 CRMJ-202—Criminology Three Credit Hours A study of the theories that seek to explain criminal behavior. Courses Taken at The Citadel: 55 hours Course Orientation Course (must be taken in first semester at The Citadel) EUGS-101 Orientation Seminar Hours 1 Upper Level Elective Courses in the Major 33 Credit Hours (Must be at 300 level or higher) 33 hours must be taken from the courses listed below: 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-371 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-390 Victimology CRMJ-391 Criminalistics CRMJ-392 Computer Crime CRMJ-465 Special Topics in Criminal Justice 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: (3 courses, 9 credit hours) PSCI-302 Urban Politics PSCI-310 Domestic Terrorism PSCI-342 International Terrorism PSCI-361 Law and Legal Process PSCI-392 Political Theory PSCI-401 Public Policy Process PSCI-461 Issues in Contemporary Constitutional Law 3 3 3 3 3 3 3 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. 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-201 119 �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 120 (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-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 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-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-498—Independent Study Three Credit Hours Prerequisite: As determined by instructor 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: CRMJ-201 CRMJ-499—Internship Three Credit Hours Prerequisite: Permission of director of internships Internships with government and other agencies are offered to combine academic training with professional experience. Prerequisite: CRMJ-201 Political Science Course Descriptions 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, religio-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-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 decisionmaking. (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 con- temporary 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. Sociology Course Descriptions SOCI-201—Introduction to Sociology Three Credit Hours The scientific study of principles and comparisons in society and culture as these relate to population and communities, behavior systems, group collectivity and structure, social change, and institutions. 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. 121 �SOCI-304—Minority Group Relations Three Credit Hours An examination of the substantive issues in the study of majority-minority 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. 122 �Bachelor of Science in Business Administration School of Business, 843-953-5056 Ms. Duvall Herlocker, 843-953-6450 duvall.herlocker@citadel.edu Dr. Lester Pittman, 843-574-6420 lester.pittman@tridenttech.edu Mission: The mission of the School of Business Administration is to educate and develop leaders of principle to serve a global community. 2 + 2 Program: The Citadel’s Bachelor of Science in Business Administration is a “2 +2” program provided in cooperation with Trident Technical College. Students take freshman and sophomore level courses at Trident (or an equivalent college), and they come to The Citadel for their junior and senior level courses. Students who wish to earn a B.S. in Business Administration through The Citadel’s Graduate College can begin their coursework at TTC and earn an Associate in Arts degree along the way. The Steps: • Apply to TTC (www.tridenttech.edu). List AA as your major and Citadel-Business as your career path. • Submit SAT/ACT scores OR take TTC’s placement test. • Visit TTC’s Orientation Center to be assigned to the right TTC advisor • Submit official transcripts of all colleges attended • Meet with your advisor and fill out a 2+2 Enrollment Form • Complete specified courses at TTC with a minimum cumulative GPA of 2.0 • Apply to The Citadel • Sign transfer request form Admission Requirements: To be admitted into The Citadel’s portion of the program, students must: 1. Complete and return an undergraduate application to the The Citadel Graduate College (CGC), Bond Hall Room 101. 2. Complete the designated courses with Trident Technical College or equivalent with a grade of C or higher. (Students may begin taking Citadel courses at any time as long as prerequisites have been met and official TTC and all other college transcripts have been sent.) 3. Maintain a minimum 2.0 GPA. The Citadel’s undergraduate program, our principal focus, blends four semesters of science, four semesters of English, four semesters of foreign language courses, other traditional liberal arts courses, and upper-level business courses. Persons interested in the Master of Business Administration program, which is offered only through evening classes, should consult the Graduate portion of this catalog for further information. Required Courses Course Hours May be taken at TTC or equivalent Composition and Literature - ENG 101 Composition and Literature - ENG 102 English Literature I - ENG 205 American, British or World Literature – ENG 203/206/208/209 3 3 3 Western Civilization - HIS 101 Western Civilization - HIS 102 or World History - HIS 104 World History - HIS 105 3 3 3 3 Modern Language (FRE, SPA, or GER 101) Modern Language (FRE, SPA, or GER 102) Modern Language (FRE, SPA, or GER 201) Modern Language (FRE, SPA, or GER 202) 4 4 3 3 Macroeconomics - ECO 210 [BADM 201] Microeconomics - ECO 211 [BADM 202] Social Science Core Course (PSY 201, SOC 101, ANT 101, or PSC 201) Public Speaking SPC 205 [Citadel Non-Business Elective] Microcomputer Applications - CPT 101 [CSCI 110] College Algebra with Modeling - MAT 109 [MATH 104] Probability & Statistics - MAT 120 [BADM 205] Elementary Calculus - MAT 130 [MATH 106] Accounting Principles - ACC 101 [BADM 211] Accounting Principles - ACC 102 [BADM 212] 3 3 Solar System Astronomy - AST 101 Stellar Astronomy - AST 102 or Biological Science I - BIO 101 Biological Science II - BIO 102 or College Chemistry I - CHM 110 College Chemistry II - CHM 111 or Physics I - PHY 201 Physics II - PHY 202 [Note: 4 semesters of science required] Non-Business Elective Non-Business Elective General Elective (Non-business elective or busines elective) 27 courses 3 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4 3 3 3 Total 87 hours 123 �Course Hours Must be taken at The Citadel Communications in Business BADM-216 3 (Pre-requisites: ENG-101 & 102) Business Law - BADM-305 3 Marketing Principles - BADM-309 (Pre-requisites: ECO-211) 3 Computer Applications in Business BADM-317 3 Business Finance BADM-321 3 (Prereq ACC-101&102) Management & Organization Behavior BADM-338 3 Leadership in Organizations BADM-371 3 (Prereq BADM-338) Production Management BADM 410 3 (Prereq ECO-211, MAT-120, ACC-102, BADM-338) Strategic Management BADM-422 3 (Prereq ECO-210 & 211, ACC-101 & 102, BADM-309, BADM-321 & BADM-338) Business Elective BADM 3 Business Elective BADM 3 Business Elective BADM 3 Business Elective BADM 3 13 courses 39 hours Courses Descriptions: 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: ENG-101 & 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. 124 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-317—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 and database development and design. Includes a major business project utilizing presentation software and the Internet. BADM-318—Commercial Law Three Credit Hours Required of business administration majors with a concentration in accounting. A detailed examination of commercial law topics including sales, commercial paper, secured transactions, bulk transfers, and bankruptcy. Prerequisite: Legal and Ethical Environment of Business (BADM305). 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-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. �BADM-338—Management and Organizational Behavior BADM-409—Human Resource Management 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. 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. 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-410—Production & Operations Management Three Credit Hours Required of all business administration seniors. Analysis of the production function as the planning, organizing, directing, and controlling of the required activities and resources necessary to produce products and services. Managerial problems in the areas of plant design and location, production standards, operations planning and control, product development, materials handling, and inventory control are discussed. Prerequisites: Principles of Microeconomics (BADM-202), Business Statistics (BADM-205), Introduction to Managerial Accounting (BADM-212), and Management and Organizational Behavior (BADM-338). BADM-412—International Economics Three Credit Hours An analysis of the theoretical principles underlying international specialization and exchange, the making of international payments, the relation of international payments to national income, and the application of these principles to recent historical developments and current national policies. An introduction is provided to the network, composition, and sources of world trade. Prerequisite: Principles of Microeconomics (BADM-202). 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—Systems Analysis and Design for Business Three Credit Hours This course addresses the theory and practice of effective database systems design for businesses. Topics include client/server models and object-oriented databases, as well as the data warehouse’s role in supporting business decision-making. Prerequisite: Computer Applications in Business (BADM-317) 125 �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: Senior standing in business administration 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 decisionmaking 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), Management and Organizational Behavior (BADM338). 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 startup 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: Senior standing in business administration. BADM-430–435—Seminar in Business Administration Three Credit Hours Prerequisite: approval of course instructor and department head. 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. BADM-450—Internship Three Credit Hours This course gives senior students real-world 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: Senior or Junior Standing 126 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: Senior Standing �Bachelor of Science in Civil Engineering learning, effective communication, contributions on multidisciplinary teams, and broad based prospective of engineering and societal needs. Department of Civil and Environmental Engineering Dr. Kenneth Brannan, Department Head 843.953.5083, ken.brannan@citadel.edu 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. Department’s Mission Statement: The mission of the Department of Civil and Environmental Engineering (CEE) is to provide a nationally recognized studentcentered 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 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. Admission Requirements: 1. 2. 3. 4. Complete and return an undergraduate application to The Citadel Graduate College (CGC), Bond Hall Room 101. Complete the designated courses with Trident Technical College or equivalent with a grade of C or higher. Maintain a minimum 2.0 GPA. Submit all official transcripts directly from the source to the The Citadel Graduate College (CGC) office. 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. Sustainable Success: Graduating students who have sustainable career success and participate in leadership roles through demonstration of lifelong 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. 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. 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 Mode The Citadel through the CGC offers an undergraduate Bachelor of Science degree in Civil Engineering. This program is offered in cooperation with Trident Technical College where the student completes the first two years of study. The junior and senior years of study are completed at The Citadel by attending evening classes. Program 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: Foundational 13. Project Management 1. Mathematics 14. Breadth in Civil Engineering Areas 2. Natural Sciences 15. Technical Specialization 3. Humanities Professional 4. Social Sciences 16. Communication Technical 17. Public Policy 5. Materials Science 18. Business and Public Administration 6. Mechanics 19. Globalization 7. Experiments 20. Leadership 127 �8. Problem Recognition & Solving 21. Teamwork 9. Design 22. Attitudes 10. Sustainability 23. Lifelong Learning 11. Comtemporary Issues & History Perspectives 24. Professional and Ethical Responsibility 12. Risk and uncertainty Program of Study: The Civil and Environmental Engineering Department’s fouryear program begins with courses which 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 the Engineering Accreditation Commission of the Accreditation Board for Engineering and Technology (ABET). 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, and the Society of Women Engineers (SWE). CIVIL & ENVIRONMENTAL ENGINEERING MAJOR HOURS REQUIRED FOR GRADUATION: 133 *** To be selected from an approved list of courses in the humanities or social sciences ****Elective to be an approved Engineering or Science course All freshman and sophomore level engineering and science courses must be successfully completed prior to enrolling in senior level classes 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. LeTellier 203 is a general purpose lab maintained by ITS. LeTellier 206 and 308 are on the CEE departmental network and require a departmental user account. The Main Computer Lab – LeTellier 203 LeTellier 203 is the primary teaching and student-use computer facility in the Civil Engineering Department. The twenty-three 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 campus-wide network includes: an ALPHA cluster which handles student email and information systems and the library information systems; a network for printer access; and the UNIX systems administered by the Department of Mathematics and Computer Science. The software in the labs is Windows based. All machines in the lab have graphics-capable www browers. The department’s standard general purpose software includes: Microsoft Office, Mathcad, 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 the CEE Department’s Web server. 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. ENG-101/102 MAT-140/141/240 CHM-110/111 PHY-221/PSY-201 EGR -70/275/282 CIVL-301/302 CIVL-304/327 CIVL-305/309 CIVL-307/320 CIVL-321/322 CIVL-314/317 ELEC-308 CIVL-330 TTC Second Year Citadel Fourth Year The Special Applications Lab – LeTellier 206 LeTellier 206 is the home of the Civil Engineering Department Special Applications Lab. The fifteen 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. Each of these computers has a CDRW drive to accommodate large student files. This laboratory is equipped with a network A-B size laser printer and E-size plotter. There is also a 8-1/2x14 fixed-bed color scanner in this lab for student use. CIVL-404/402 CIVL-408/410 CIVL-409/406 CIVL-418/419 Technical Elective**** Hum/Soc Sci Elective*** CIVL 42X The Graphics Lab – LeTellier 308 LeTellier 308 is the home of the Civil 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 CIVIL ENGINEERING: TTC First Year MAT-242 PHY-222 HIS-101/102 ENG-205/2XX EGR-260/285/295/286/296 128 Citadel Third Year �with a networked A/B size laser printer. Materials Testing Laboratory: Major items of equipment include a 400,000-pound universal hydraulic testing machine with a clearance of 8 feet for column testing and with a 36-inch-wide working platform; a 250,000 pound and an additional 300,000 pound concrete cylinder testing machine; a 60,000-pound hydraulic universal testing machine; a 10,000-inch-pound torsion machine; and equipment for making tension, compression, shearing, and most other accepted and significant tests on metals, concrete, wood, and other structural materials. A transmission Polariscope and related equipment are available to investigate in a wide variety of two dimensional photo-elastic models. 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 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 two soils laboratories are 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, an autoclave, a constant temperature refrigerator, spectrophotometer, a drying oven, a water still, a type I 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, theodolites, level rods, tapes, six total stations, data collectors, and nine Geographic Positioning System (GPS) receivers. 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, one technical elective, and one civil engineering design elective 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. The civil and environmental engineering design elective allows the students to specialize in a technical area of civil engineering by completing a design course at the senior level that integrates principles and practices of earlier courses into the design of the engineering system. Students who are on academic probation will not be permitted to enroll in upper level courses offered by the civil and environmental engineering department (i.e., junior and senior level classes). 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 offered by the Civil and Environmental Engineering Department. Students are required to be advised for each semester of enrollment at The Citadel. Course Descriptions: 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. 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, true lengths, and shapes; problems on points, lines, and planes; development of a reasonable skill in lettering. A substantial portion of the course is taught using CAD software. Laboratory: Four hours CIVL-202—Statics Three Credit Hours Required of all Civil and Environmental Engineering sophomores. Scalar and vector solutions of problems in statics; resultants, 129 �reactions, and equilibrium of forces; analysis of simple trusses, friction; centroids and centers of gravity; and moments of inertia. Lecture: Three hours. Corequisites: Analytic Geometry and Calculus I (MATH-131) and Physics with Calculus I and Lab (PHYS-221/271) understanding the geometry and nomenclature of horizontal and vertical curves. Laboratory: Two hours. Prerequisite: Surveying (CIVL-205) and Surveying Laboratory (CIVL-235) Corequisite: Geospatial Representation (CIVL-208). 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. Corequisites: Engineering Drawing (CIVL-101), Surveying Laboratory (CIVL-235). CIVL-301—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-302—Highway Engineering CIVL-208—Geospatial Representation Three Credit Hours Required of all Civil and Environmental Engineering sophomores. A course in geospatial representation that includes topographic mapping, advanced adjustments using least squares procedures, map projections, state plan coordinate systems, astronomic control for mapping, Geographic Positioning 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). Corequisites: Introduction to Civil Engineering (CIVL-103). 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 measurements by tape and EDM, angular measurements by theodolite and total station; traversing; traverse closure computations; balancing computations; and preparation of boundary plat and detailed survey. Computer applications and computer drafting are utilized. Laboratory: Two hours. Corequisite: 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 130 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 material estimates. Lecture: Three hours. Prerequisites: Transportation Engineering (CIVL-305); corequisite: 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; riveted and 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), Geospatial Representation Laboratory (CIVL-238). �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). 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 using computers. Lecture: Three hours. Prerequisite: Statics (CIVL-202) with a grade of “C” or better; Prerequisites or Corequisites: Either Analytic Geometry & Calculus (MATH-231) or Applied Engineering Mathematics (MATH-234) CIVL-309—Structural Analysis CIVL-321—Hydrology and Hydraulics 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). 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-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, life long learning, attitudes, and leadership. 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. Prerequisite: Materials Laboratory (CIVL-307); Corequisite: 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 131 �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-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); Corequisite: 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), Analytic Geometry & Calculus (MATH-231), and Applied Engineering Mathematics (MATH-234). 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 (CIVL132 322), 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); corequisite Geotechnical Engineering Laboratory (CIVL-402) 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). �Approved Electives: The following courses are offered on demand. They constitute part of a list of courses (including courses offered by other departments) which are approved by the head of the Department of Civil and Environmental Engineering as satisfying the requirement that each Civil and Environmental Engineering major complete a threecredit-hour technical elective. CIVL-411—Engineering Management Three Credit Hours Technique of engineering planning and management using the critical path method (CPM) and program evaluation and review techniques (PERT). Both computer and noncomputer approaches are used. Relationships between owners, A-E’s, and contractors are covered with emphasis on proper professional conduct by the engineer. Lecture: Three hours. Prerequisite: Completion of all freshman, sophomore, and junior courses or approval of the department head. 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-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); corequisite: Water and Wastwater (CIVL408). Civil and Environmental Engineering Design Electives Each Civil and Environmental Engineering major must complete one of the following design courses in the spring of the senior year. Each course provides students an opportunity to: • Function with multi-disciplinary teams • Identify, formulate, and solve realistic engineering problems where economic, environmental, sustainability, and manufacturability are considered • Understand professional and ethical responsibilities • Communicate effectively • Understand the political, global, and social impacts of engineering solutions • Understand the regulatory review process CIVL-422—Comprehensive Project Design in Environmental Engineering Three Credit Hours Application to civil engineering principles, through group studies and lecture, to develop a solution for a comprehensive engineering problem devoted to water resources/environmental engineering. Lecture: Two hours; Laboratory: Two hours. Prerequisites: Senior standing in Civil and Environmental Engineering, Water and Wastewater Systems (CIVL-408). CIVL-423—Comprehensive Project Design in Structural Engineering Three Credit Hours Application of civil engineering principles, through group studies and lecture, to develop a solution for a comprehensive Structural Engineering problem involving other aspects of civil engineering. Lecture: Two hours; Laboratory: Two hours. Prerequisite: Senior standing in Civil and Environmental Engineering, Reinforced Concrete Design (CIVL-404); Corequisite: Steel Design (CIVL-406). CIVL-424—Comprehensive Project Design in Geotechnical Engineering Three Credit Hours Application of civil engineering principles, through group studies and lecture, to develop a solution for a comprehensive Geotechnical engineering problem involving other aspects of civil engineering. Lecture: Two hours; Laboratory: Two hours. Prerequisite: Senior standing in Civil and Environmental Engineering CIVL-425—Comprehensive Design Project in Civil Engineering Three Credit Hours Application of civil engineering principles, through team initiatives and lecture directives to develop design solutions for a comprehensive problem using methods of professional engineering practice and involving multi-disciplinary aspects of civil engineering. Lecture: Two hours; Laboratory: Two hours. Prerequisite: Senior standing in Civil and Environmental Engineering. Site developmental projects require Subdivision Planning and Design (CIVL-421) as a prerequiste. Transportation project requires Highway Engineering (CIVL-302) as a prerequisite. 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. 133 �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 134 �Bachelor of Science in Electrical Engineering Department of Electrical and Computer Engineering Dr. John Peeples: 843.953.5057 john.peeples@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-plus-two evening mode. The day mode is coeducational and open only to members of the South Carolina Corps of Cadets and enlisted active duty students assigned to one of The Citadel’s ROTC Departments. The two-plus-two evening mode is coeducational, 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 Mathematics and Computer Science, 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), 111 Market Place, Suite 1050, Baltimore, MD 21202-4102 – Telephone: (410) 347-7700. 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 highly conducive both to learning and to the development of close student-faculty relationships. 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.Complete and return an undergraduate application to the The Citadel Graduate College (CGC), Bond Hall Room 101. 2.Complete the designated courses with Trident Technical College or equivalent with a grade of C or higher. 3. Maintain a minimum 2.0 GPA. 4. Submit all official transcripts directly from the source to the CGC office. 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 Trident Technical College where the student completes the first two years of study. 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 Objectives: The Citadel Department of Electrical and Computer Engineering program prepares graduates to: • Succeed in the practice of electrical engineering, by ethically and judiciously applying knowledge of science, mathematics and engineering methods to solve problems facing a technologically complex society. • Apply and operate current hardware and software tools, equipment and development environments to conduct and/or lead engineering analysis, design and research. • 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. • Pursue graduate education and/or professional registration as desired or required. • Be principled leaders with strong communications and team 135 �building skills. Methods used to evaluate the program’s success in meeting these objectives include: 1. Periodic surveys of graduates and employers to gauge our graduates’ success, advancement and technical contributions in the workplace, and to identify potential gaps or areas requiring improvement in the curriculum. 2. Annual evaluation by an ECE Advisory Board sub-committee of hardware and software tools, equipment, development environments and laboratory plans, to ensure currency and/or identify requirement gaps. 3. Periodic evaluation of our graduates’ membership and roles in professional organizations, participation in formal continuing education opportunities and other activities relating to lifelong learning. 4. Monitoring of our graduates’ involvement and success in graduate study of engineering and related disciplines. 5. Annual review of our graduate’s success in efforts to become professionally licensed. 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. Electrical engineering topics studied in the sophomore year include 6 credit hours of electrical circuit analysis, 1 credit hour of electrical circuits laboratory, and 3 credit hours of computer applications pertinent to the field. Theory is combined with application, demonstration, and experimental verification. In addition, the first two years include 19 credit hours of mathematics, 8 credit hours of chemistry, 8 credit hours of physics, 18 credit hours of English and history and 3 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. The junior year requires a total 21 credit hours of electrical engineering course work. Breadth of coverage is provided by courses in linear system 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 sixth 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) and ELEC-415 (Electrical Measurements Laboratory), ELEC-407 (Systems II), ELEC-413 (Advanced Topics in Electrical Engineering) ELEC-414 (System Simulation), ELEC416 (Communications Engineering), ELEC-418 (Advanced Digital Systems), ELEC-419 (Computer Network Architecture), ELEC-423 (Digital Signal Processing), ELEC-424 (Solid-State Devices), ELEC136 425, (Interference Control in Electronics), ELEC-426 (Antennas and Propagation) 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-418 Advanced Digital Systems ELEC-419 Computer Network Architecture ELEC-423 Digital Signal Processing ELEC-416 Communications Engineering Power Engineering CIVL-310 Statics and Mechanics of Materials For NonCivil Engineers ELEC-307 Nuclear Engineering ELEC-403 Electric Power Systems ELEC-407 Systems II ELEC-405 Electrical Measurements ELEC-415 Electrical Measurements Laboratory ELEC-426 Antennas and Propagation 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-418 Advance Digital Systems ELEC-423 Digital Signal Processing ELEC-424 Solid State Devices ELEC-405 Electrical Measurements ELEC-415 Electrical Measurements Laboratory 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, electric machines, and digital circuits and 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 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 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. Required program for 2+2: 308; Thermodynamics, PHYS-410; Statics and Mechanics of Materials For Non-Civil Engineers, CIVL-310; Data Structures, CSCI-223; Engineering Management, CIVL-411;Deterministic Methods of Operational Research, MATH-381; Mathematical Models and Applications, MATH-470 **Advanced humanities or social science courses. *Approved Departmental Electives must be selected from among the following courses: Nuclear Engineering (ELEC-307), Electronics II (ELEC-401), Electric Power Systems (ELEC-403), Electrical Measurements (ELEC-405), Systems II (ELEC-407), Advanced Topics in Electrical Engineering (ELEC-413), System Simulation (ELEC-414), Electrical Measurements Laboratory (ELEC-415), Communication Engineering (ELEC-416), Advanced Digital Systems (ELEC-418), Computer Network Architecture (ELEC-419), Digital Signal Processing (ELEC-423), Solid-State Devices (ELEC-424), Interference Control in Electronics (ELEC425), Antennas and Propagation (ELEC-426) and Software Engineering (CSCI-420) Note: ELEC-405 and ELEC-415 must be taken together 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. Course Descriptions: ELEC-106—Fundamentals of Electrical Engineering Three Credit Hour 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. Lower two years of study offered at Trident Technical College. TTC First Year ENG-101/102 HIS-101/102 CHM-110/111 MAT-140/141 ECE-201 EGR-273/275 Citadel Third Year MATH-335 ELEC-306/313 ELEC-309/312/301 ELEC-311/330 ELEC-316/302 ELEC-318 CIVL-314/TECH ELEC TTC Second Year ENG-205/2XX PSY-201 PHY-221/222 MAT-240/242 ECE-221/222/205 EGR-270 Citadel Fourth Year HUMANITIES ELECTIVE ELEC-421/422 ELEC-412/4XX * ELEC-4XX/4XX * ELEC-4XX/4XX * Credit hours required for graduation: 128 for evening students Technical Electives: One of the following courses: Optics, PHYS- 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. Corequisites: ELEC-106, 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. Corequisites: MATH-132, PHYS-222/272 137 �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: Elecyric Circuit Analysis II (ELEC-202) or Elements of Electrical Engineering (ELEC-308) ELEC-206—Computer Applications for Electrical Engineers ELEC-309—Signals and Systems Three Credit Hours prerequisites or co-requisites: MATH-335 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), Applied Engineering Mathematics (MATH234). 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. Prerequisites Fundamentals of Electrical Engineering (ELEC-106) ELEC-311—Digital Logic and Circuits ELEC-302—Electrical Machinery Laboratory ELEC-312—Systems I One Credit Hour Required of electrical engineering juniors. A laboratory course to accompany ELEC-316. Laboratory: Two hours. Prerequisite or corequisite: Electromechanical Energy Conversion (ELEC-316) ELEC-306—Electronics I Three Credit Hours 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. 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) Three Credit Hours Required of all electrical engineering juniors. Characteristics of solid-state devices, theory and design of lowfrequency 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 Analysis (ELEC-204); Corequisite: Electronics Laboratory (ELEC313). ELEC-313—Electronics Laboratory ELEC 307—Nuclear Engineering 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). 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). One Credit Hour Required of electrical engineering juniors. Experimental studies coordinated with the subjects introduced in ELEC-306. Laboratory: Two hours. Prerequisite: Computer Applications for Electrical Engineers (ELEC206). Co-requisite: Electronics I (ELEC-306). ELEC-316—Electromechanical Energy Conversion ELEC-318—Electromagnetic Fields ELEC-308—Elements of Electrical Engineering Three Credit Hours Required of civil engineering juniors. 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). 138 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), Computer Applications for Electrical Engineers (ELEC-206), Physics with Calculus II/Laboratory for Physics with Calculus II (PHYS222/272), Applied Engineering Mathematics II (MATH-335). �ELEC-330—Digital Systems Engineering ELEC 413—Advanced Topics in Electrical Engineering Three Credit Hours Required of electrical engineering juniors. 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-414—System Simulation 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) and Electromagnetic Fields (ELEC-318). ELEC-405—Electrical Measurements Two 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: Two hours. Prerequisite: Electronics Laboratory (ELEC-313), Corequisite: Electrical Measurements Laboratory (ELEC-415). 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). 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. This course may be taken only once for credit. Lecture: Three hours. 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-415—Electrical Measurements Laboratory One Credit Hour A laboratory course to complement ELEC-405. Laboratory: Two hours. Corequisite: Electrical Measurements (ELEC-405). 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), Digital Logic and Circuits (ELEC-311), Electromagnetic Fields (ELEC-318) Corequisite: 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: 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. 139 �Prerequisites: Electrical Machinery Laboratory (ELEC-302), Electronics I (ELEC-306), Systems I (ELEC-312), Digital Logic and Circuits (ELEC-311), Electromechanical Energy Conversion (ELEC316), Digital Systems Engineering (ELEC-330) and Electromagnetic Fields (ELEC-318) or consent of the department head. ELEC-422—Design II Three Credit Hours Continuation of the major design project begun in ELEC421. 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. Required of all electrical engineering seniors. 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: Electronics I (ELEC-306), and Electromagnetic Fields (ELEC-318). 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), Electromagnetic Fields (ELEC-318), Digital Systems Engineering (ELEC-330). 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). 140 � 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, 2011-2012 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 2011 2012 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/1440 https://d1y502jg6fpugt.cloudfront.net/39779/archive/files/d17d35684a959782bf67750c3d0e13b9.pdf?Expires=1777507200&Signature=c-U6NRz6aNeuXDM8WRpTv9y11qM2KhTgv1ec3TYg55S7%7ESL-KQZMd1eTP-q-lV1B9Scz9xIadxQlHzbjkNnqk4vXisRZCYisxFBqqmp1WXL0%7EaT8dblDlaClqnKoFvkoHbOQxZymBjtSs6CCAcrtOwJ%7EcT4mh-WdIjfNx4wXLnjCQbtCj3s5APSHmc%7EKkd1j12WMJVHQlPQTgqteSDrBFQr-yPsb%7EkClkN8kfhB%7ErIXgbeCdAGkEvzy8ucsv9d8WmFvOlssfPyIEZDj5FN343FYwcpjmRLxDm68J4-%7E0s1FYjIJ%7E5yzoUleJcpkUFOT72cnd4kkUreAjZDBV1Q5w3g__&Key-Pair-Id=K6UGZS9ZTDSZM 5bd5444eb163bc1d4afa2506c4d54012 PDF Text Text A Higher Degree of Leadership 2012 - 2013 Academic Catalog • Graduate Degree Programs • Graduate Certificate Programs • Evening Undergraduate Degree Programs �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 Student Handbook or the CGC web site for frequently called numbers. 2 �Table of Contents President’s Message Board of Visitors The Citadel’s Statement of Vision, Core Values, and Mission The Citadel Graduate College’s Mission/Purpose Accreditation 2012-2013 Academic Calendar Procedural Information Policy Information Specific Policies and Procedures for Evening Undergraduate Programs 4 4 5 7 7 8 9 15 22 Graduate Degree Programs Master of Business Administration Master of Arts in Teaching - Secondary Education • English, Social Studies, Biology, Mathematics Master of Arts in Teaching - Middle Grades • English, Mathematics, Science, Social Studies Master of Arts in Teaching - Physical Education Master of Education in Educational Leadership - Elementary or Secondary School Administration and Supervision Specialist in Educational Leadership - School Superintendent Master of Education in Counselor Education - Elementary or Secondary and Student Affairs & College Counseling Master of Education in Literacy Education Master of Arts in English Master of Arts in History Master of Arts in Psychology: Clinical Counseling Specialist in Education in School Psychology Master of Arts in Social Science Master of Arts in Biology Masters of Arts in Education in Mathematics Master of Science in Computer Science Master of Science in Health, Exercise, & Sport Science Master of Science in Project Management 28 36 39 41 44 47 49 53 62 67 72 73 80 85 88 91 94 100 Graduate Certificate Programs Graduate Certificate in Technical Project Management Graduate Certificate in Sport Management - Sport Sales & Marketing Graduate Certificate in Leadership Graduate Certificate in Student Affairs Graduate Certificate in Environmental Studies Graduate Certificate in Homeland Security Graduate Certificate in Systems Engineering Management Graduate Certificate in Intelligence Analysis Graduate Certificate in Hispanic Studies 107 109 110 111 112 113 115 117 119 Evening Undergraduate Degree Programs Bachelor of Arts in Criminal Justice Bachelor of Science in Business Administration Bachelor of Science in Civil Engineering Bachelor of Science in Electrical Engineering 122 127 131 138 3 �President’s Message Welcome to The Citadel Graduate College, where we extend our mission of educating principled leaders to people like you who seek graduate study to become leaders in their chosen fields. We take great pride in our distinguished faculty and excellent facilities 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 the nearly 8,000 CGC alumni for whom a graduate degree from The Citadel was a stepping stone to success and continued growth. Lt Gen John W. Rosa, USAF (Ret), ‘73 President Board of Visitors The Citadel Board of Visitors is composed of eleven graduates of the college; seven elected by joint vote of the SC General Assembly, three elected by alumni (Citadel Alumni Association) and one appointed by the Governor. All members serve six–year terms. Colonel Douglas A. Snyder, ‘82, Chair Colonel Fred L. Price, Jr., ‘75, Vice Chair Colonel Allison Dean Love, CGC, ‘93 Colonel Glenn D. Addison, USAFR (Ret), ‘79 Lieutenant Colonel Ben W. Legare, Jr., USA (Ret), ‘63 Colonel James M. McQuilla, ‘88 Lieutenant General W. Michael Steele, USA (Ret), ‘67 Colonel Dylan W. Goff, ‘02 Lieutenant General John B. Sams, Jr., USAF (Ret), ‘67 Colonel Tecumseh Hooper, Jr., ‘69 Colonel Peter M. McCoy, Sr., ‘74 The Honorable Nikki R. Haley, Governor, Ex Officio Major General Robert E. Livingston, Jr., Adjutant General, Ex Officio The Honorable Mitchell M. Zais, State Superintendent of Education, Ex Officio Colonel Leonard C. Fulghum, Jr., ‘51, Chairman Emeritus Colonel William E. Jenkinson III, Member Emeritus 4 �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 cadet “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 Corps of Cadets 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 Corps of Cadets. 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 1,900 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 three baccalaureate degree programs (Bachelor of Science in Business Administration, Bachelor of Science in Civil Engineering, and Bachelor of Science in Electrical Engineering) and 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). 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 5 �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. 6 �The Citadel Graduate College’s Mission/Purpose The Citadel Graduate College provides adults in the Lowcountry and the State of South Carolina opportunities for higher education 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 adult students seeking traditional and demanding academic challenges. By providing graduate research, scholarly contributions, affiliations with educational, business and science professional associations nation-wide and around the world, community outreach and development, and contribution of other resources, The Citadel Graduate College supports and encourages stronger economic development in the region by identifying and creating new programs to benefit the community. The Citadel, The Military College of South Carolina, was established in 1842. In 1966 the coeducational undergraduate Evening College was founded. In 1968, as part of its mission to serve the State and particularly the Lowcountry, The Citadel initiated graduate degree programs. In 1994, the Board of Visitors approved the formation of The College of Graduate and Professional Studies. In 2007, the name was changed to The Citadel Graduate College to help people more closely identify and recognize an important part of The Citadel. Programs under this college are open to all qualified students regardless of sex, race, age or ethnic origin. The Provost and Dean of the College is the academic officer charged with the administration and supervision of all graduate study. The Graduate Council, made up of the Provost, the Associate Provost and Dean of The Citadel Graduate College, the Director of the Library, and a representative of each academic department with a graduate major, establishes standards and policies and approves program modifications. Accreditation The Citadel is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools, an institutional accrediting body recognized by the Council on Postsecondary Education. The Commission on Colleges of the Southern Association of Colleges and Schools accredits The Citadel to award Bachelor’s, Master’s, and Specialist degrees. Programs for the preparation of secondary education teachers at the bachelor’s and master’s levels, for the preparation of guidance counselors at the master’s and specialist degree levels, and for the preparation of school superintendents at the specialist degree level are accredited by the National Council on Accreditation of Teacher Education (NCATE), a specialized accrediting body recognized by the Council on Postsecondary Accreditation. The head of the Department of Education serves as the Director of Teacher Education. The 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 Accreditation Council. The Computer Science programs as well as the Civil and Electrical Engineering programs are accredited by the Engineering Accreditation Commission of the Accreditation Board for Engineering and Technology (ABET). The School Counseling Programs that offer a Master of Education in Counselor Education (Elementary or Secondary Certification) were granted full eight years CACREP (Council for Accreditation of Counseling and Related Educational Programs) in July 2005. The School Psychology Program is fully accredited by the National Association of School Psychologists. 7 �The Citadel Graduate College Academic Calendar 2012-2013 2012 2013 Aug. 15 Payment for fall 2012 due Jan. 2 Payment for spring 2013 due Aug. 20 Fall 2012 classes begin Jan. 7 Spring 2013 classes begin Aug. 31 Last day to drop/add Jan. 18 Last day to drop/add Sept. 3 Labor Day - no CGC classes Jan. 21 Oct. 8 Last day to withdraw with a grade of “W” Martin Luther King Day - no CGC classes Feb. 1 Nov. 1 Last day to apply for graduation* Last day to apply for spring or summer graduation for those participating in the commencement ceremony* Nov. 5 Registration begins for spring 2013 for currently enrolled students Mar. 1 Nov. 6 Election Day - no CGC classes Last day to apply for spring graduation for those not participating in the commencement ceremony** Nov. 16 Fall Break begins Mar. 4 Last day to withdraw with a grade of “W” Nov. 12 Registration for spring 2013 begins for all students Mar. 4 Nov. 26 CGC classes resume Registration for summer 2013 begins for currently enrolled students Dec. 4 Last day for CGC classes Mar. 15 Spring Break begins after class Dec. 5 CGC exams begin Mar. 18 Registration for summer 2013 begins for all students Dec. 11 CGC exams end Winter break begins Mar. 25 CGC classes resume Dec. 14 Semester grades due by 10:00 a.m. Apr. 8 Registration for fall 2013 begins for currently enrolled students Apr. 22 Registration for fall 2013 begins for all students Apr. 22 Last day for CGC classes Apr. 23 CGC exams begin Apr. 29 CGC exams end May 2 Semester grades due by 10:00 a.m. May 4 CGC Commencement * Deadline is for CGC students completing requirements on December 14. * Deadline is for CGC students completing requirements in the spring or summer and are participating in the spring commencement ceremony. ** Deadline is for CGC students completing requirements in the spring but are not participating in the spring commencement ceremony. 8 �Purpose of the CGC Catalog Procedural Information 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 are subject to change at any time during the period for which the catalog is in effect. The application process at The Citadel Graduate College (CGC) is a two-part process that occurs simultaneously. The applicant must be accepted into CGC and the program to which he/she seeks a degree. Requirements for acceptance into CGC include: a. Completed application for admission b. Non-refundable application fee c. Transcripts submitted directly from all colleges and universities attended. Transcripts from all schools are required, regardless of whether the coursework would apply to a degree program, to ensure good academic and financial standing. Transcripts must be from regionally accredited colleges and universities (e.g. Southern Association of Colleges, North Central Association of Colleges and Schools, etc.). d. A standardized admissions test (GRE, GMAT, or MAT depending on the program) score. 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. Application and Admissions Upon receipt of an application, each applicant is sent a letter acknowledging the application and outlining specific admission requirements for CGC and the program for which he/she applied. The requirements for acceptance into specific programs and degrees are described in this catalog for each program/degree. Official copies of test scores must be sent directly to the CGC office and must be current within five years of application. Full acceptance is not granted until both CGC and program requirements are met. After acceptance by the program, any nonUS Citizen must be cleared for registration by The International Office. The TOEFL test is required of any applicant whose native language is not English. At this time a letter of acceptance is sent to the student which includes the name of the advisor. Students are encouraged to meet with his or her advisor. Application for Resident Status for Tuition and Fee Purposes Any student or prospective student who is uncertain concerning entitlement to 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 two weeks prior to registration for any semester or summer term for which the student is attempting to qualify for payment of in-state tuition and fee rate. 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 9 �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. Drop/Add and Withdrawals To drop or add a course from the schedule or to change sections within a course, a student must come to the CGC office and complete a “drop/add” form or drop/add through Lesesne Gateway. The deadline for changes is listed in the calendar for each semester. Formal notice of intent to drop or withdraw from any class is necessary in all cases. After the drop period, students who choose to withdraw must complete a withdrawal form available in the CGC office or online. The dates for dropping and withdrawing are listed in the term calendar at www.citadel. edu/graduatecollege. Course withdrawal means a student is withdrawing from a course after the refund date has passed. Refunds after the published refund date are granted only under extenuating circumstances (i.e. death in immediate family, serious medical issues, deployment.). A grade of “W” will appear on the student transcript. The “W” does not affect the student’s grade point ratio (GPR). To withdraw with the grade of “W,” the student must complete the course withdrawal form obtained from the CGC office or online and return the form to the CGC office. Students who do not follow this procedure will receive a failing grade in the course(s) which they cease to attend. Ceasing to attend a course does not constitute an official withdrawal from the course. The grade of “W” will be recorded if a student withdraws on or before the published deadline. Students should check the current calendar for the term found at www.citadel.edu/graduatecollege for deadlines. Fee Payment All fees are due and payable at the time of registration. If fees are not paid by the published date on the term calendar, prior to classes starting, the student may be dropped from registered classes. Checks for the amount of charges should be made payable to The Citadel. Fees may also be paid with bank cards, however a service fee is incurred. Electronic check payment is also available at no charge. Deferred payment plans may be arranged in advance of a semester through a third party. Forms are available in the Treasurer’s office. The Citadel reserves the right at any time to adjust fees to meet the current cost of operation. Fee schedules are published each semester on The Citadel’s web page. The Citadel Treasurer is responsible for the collection of monies due to The Citadel. All correspondence concerning fees, payments, and status of accounts should be directed to that office. Financial Aid and Scholarships The Financial Aid Office handles student loan applications, grants, scholarships and work-study programs. Their office is located in Bond Hall, Room 138 and they can be reached at (843) 953-5187 or by email at financial_aid@citadel.edu. 10 Forms and Deadline To apply for financial aid at The Citadel, all students should file a Free Application for Federal Student Aid (FAFSA) as soon as possible after January 1. These forms are available online at http:// FAFSA.ed.gov. Additional information may be requested by the Financial Aid Office. Students are responsible for checking their Lesesne Gateway accounts and completing all requested paperwork and financial aid requirements in a timely manner. Because funds are limited, those students whose applications are completed after the deadline dates will receive consideration for aid only as fund availability permits. Priority deadline dates are as follows: Academic year (fall and spring) Fall only Spring only Summer February 28 February 28 October 15 March 15 Applicants with financial aid paperwork not completed 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 at the established fee payment deadlines. Students will be reimbursed if they are subsequently determined to be eligible for financial aid. Determining Financial Need The amount of financial aid is determined based on the FAFSA form the applicant files after January each year. This form solicits information about the applicant’s family’s current financial situation and produces an “expected family contribution”. 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 are 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. Independent students will fall into one of the following categories. Students are automatically independent and therefore not required to submit parental data if: a. He/she is 24 years old or older by Dec 31 of the award year b. He/she is a graduate student c. He/she is married d. He/she is currently serving on active duty in the U.S. Armed Forces for purposes other than training e. He/she is a veteran of the U.S. Armed Forces f. He/she has children (or other dependents) and will provide more than half of their support g. He/she was in foster care or deemed a dependent or ward of the court �h. He/she was an emancipated minor or in legal guardianship as determined by a court i. He/she was determined to be an unaccompanied youth that was homeless or were 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 conditional 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) Generally, a student must be enrolled at least half-time. This is defined as 3 hours/semester for graduate students and 6 hours/semester for undergraduate students. 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. 6) 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. 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 The Citadel is required by federal law to establish, publish and apply reasonable standards for measuring whether a student is maintaining satisfactory academic progress toward a degree objective, and to ensure progress toward the degree for all periods of enrollment, whether or not the student has received financial aid. To be eligible to receive or remain eligible to receive financial aid, students must maintain “satisfactory progress” in their course of study. A determination of satisfactory progress incorporates three standards applied at the end of each 12 month period of enrollment: 1. 2. 3. Maintain a minimum amount of earned credit hours Maintain a minimum Grade-Point Ratio Complete program of study in a required amount of time Minimum Earned Credit Hours In general, students are expected to complete 75% of the hours for which they are funded each academic year. The Financial Aid Office will monitor hours completed at the end of each academic year to determine if the student: 1) has made academic progress; 2) will be placed on probation for one semester; or 3) will be disqualified from receiving financial aid. Grade-Point Ratio (GPR) Requirements Undergraduate Students Total Hours Minimum GPR 0-39 1.300 40-69 1.500 70-99 1.700 100 & above 1.900 Graduate Students must maintain the minimum cumulative GPR as required by the Graduate College for continuance. Note: Total hours are quality hours and any Transfer & Pass/Fail Hours combined. Maximum Hours Financial aid eligibility is limited to students that have reached 150% of attempted hours for their program of study. Disqualification Students will be disqualified at the end of each academic year in which one of the following occurs: Undergraduate Students • Full-time students who earn less than 24 hours • Part-time students who earn less than 75% of the hours attempted • GPR is less than minimum requirement for continuance on probation Graduate Students • Full-time students who earn less than 15 hours • Part-time students who earn less than 75% of the hours attempted • GPR is less than minimum requirement for continuance on probation Re-Qualification Undergraduate Students – The student must enroll without federal aid and complete the number of hours they are deficient. The minimum GPR must also be received for continuance on probation depending on your grade level. This work may be completed at The Citadel without aid or at another institution as long as the hours have been approved by the Registrar’s Office or The Citadel Graduate College. It is the student’s responsibility to notify the Financial Aid Office of hours transferred from another institution. Graduate Students – The student must enroll without federal aid and complete the number of hours they are deficient. A minimum of 3.0 GPR must also be received. This work may be completed at The Citadel without aid or at another institution as long as the hours have been approved by The Citadel Graduate College. It is the student’s responsibility to notify the Financial Aid Office of hours transferred from another institution. Appeals Students who are determined to be ineligible for financial aid due to lack of satisfactory academic progress may appeal this decision. An appeal of any decision concerning initial or continued financial aid funding must be submitted on a SAP Appeal Form. The steps are outlined below: 1. Make an appointment to meet with a financial aid counselor once you have received notice that your financial aid will be disqualified. 2. Complete a SAP Appeal Form. Clearly explain your circumstances by attaching supporting documentation and 11 �submitting the information to the Financial Aid Office. 3. Your information will be reviewed by the Financial Aid Appeal Committee. A decision will be based upon the information that you provided as well as your records at The Citadel. 4. You will be notified of the decision in writing. If you need to take additional action, you will be advised to do so. If you feel there were circumstances that were not reflected in the committee’s decision, you may request an appointment with the Director of Financial Aid. You should bring with you any additional documentation that will specifically explain those pertinent issues you think should be considered. The final level of appeal rests with the Director of Financial Aid. Financial Aid Refund and Repayment Policy Refunds Financial aid recipients who withdraw from school are eligible to receive only that portion of the institutionally determined refund which exceeds the financial aid received. This policy also applies to students on whose behalf a parent has borrowed a Title IV loan. Refunds will be returned to the programs from which the student received aid. The Higher Education Amendments of 1998, Public Law 105-244 changed substantially the way funds paid toward a student’s education are to be handled when a recipient of Federal Financial Aid withdraws from school. 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 Week 7 43 percent Week 2 12 percent Week 8 50 percent Week 3 18 percent Week 9 56 percent Week 4 25 percent Week 10 60 percent Week 5 31 percent Week 11-16 100 percent Week 6 37 percent 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: • Unsubsidized Student Loans • Subsidized Student Loans • Perkins Loans • PLUS Loans/Graduate PLUS Loans • Federal Grants • 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 12 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 • Withdraws from some classes, but continues to be enrolled in 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. • Federal Direct/Stafford loans; • Federal Perkins loans; • Federal PLUS loans received on behalf of the student; • Federal Pell Grants; • Federal SEOG Grants; • other Title IV programs; • other federal, state, private, or institutional student financial assistance received by the student for which refunds are required; • the student. Other Assistance Vocational Rehabilitation Scholarships: This program provides for education and training if the student has a physical or mental disability which 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. College Budget Plans: Tuition Management Service (T.M.S.) is one of a number of special plans by many of the larger banks which will pay college fees when due and arrange for a parent or sponsor to repay on a prearranged monthly budget schedule extending over the year. Contact The Citadel’s Treasurer’s Office for information. Veterans’ Services: Veterans’ services are administered under the umbrella of student financial aid at The Citadel. Veterans’ services are intended to meet the needs of students receiving benefits under the following programs: �• Ch. 30—Montgomery GI Bill—Active Duty, Veterans • Ch. 31—Vocational Rehabilitation • Ch. 33—Post 9-11 GI Bill • Ch. 35—Dependants’ Educational Assistance Program • Ch. 1606—Montgomery GI Bill—Selected Reserve • Ch. 1607—(REAP, Reserve Education Assistance Program). Veterans who believe they have an entitlement should check with their local VA Office, the regional office in Columbia (1-800-8271000), or the VA Coordinator at The Citadel. An applicant should contact the VA Coordinator in the Financial Aid Office at The Citadel well in advance of the anticipated matriculation date so that the necessary documents may be obtained in order to certify attendance with the VA. All veterans and dependents receiving VA Educational Benefits are required to come to the Financial Aid Office each semester and complete a request for VA Certification card. Any changes in the veterans’ course of study should be cleared with the VA Coordinator in the Financial Aid Office to ensure continuation of benefits. Any reduction in course load should be reported immediately to avoid overpayment. Transfer students are reminded that the office must have copies of all transcript evaluations made by the Registrar’s Office before certification can be made to the Veterans’ Administration for payment. Joint Degree Programs The Citadel participates in joint graduate degree 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. More specific information is available from the respective program directors. Maymester and Summer School The Citadel’s Maymester and Summer School is a component of CGC which has the responsibility for the coordination and administration of all aspects of The Citadel’s graduate and undergraduate summer school programs. The operation of Maymester and Summer School is the responsibility of the Dean of CGC and is administered under the guidelines established in coordination with the Provost and the Commandant. The operation encompasses all aspects of college administration. All Maymester and Summer School students are ultimately the academic and administrative responsibility of the Provost. CGC students remain under their academic deans, while non-degree and transient students are the responsibility of the CGC Dean. Students residing in the barracks, regardless of academic status are the disciplinary responsibility of the commandment, all other noncadet students remain as stated above. Admissions—Undergraduate transient admission to Maymester and Summer School does not constitute admission to the regular academic session of The Citadel. 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 not 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 applying, having applied, or having been accepted past or present should contact the Registrar’s Office for admission and registration information and assistance. 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—Registration for all students, graduate and undergraduate, enrolled in Maymester or Summer School at The Citadel is conducted in the CGC office located in Bond Hall, Room 101. Admission and registration may be conducted in one of three ways: 1) Students may come to the office and complete the application/registration procedure 2) Students may mail or fax in an application/registration form. 3) Returning students may register through Lesesne Gateway online. Parking—Ample lighted 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. The fee for the parking tag is published in the “Schedule of Classes for Summer School” online at www.citadel.edu. The parking fee covers all sessions of Maymester and Summer School. 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. 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. 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 3 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 13 �barracks. Individual meal tickets will not be sold. All students may purchase snacks and light meals in the food court in Mark Clark Hall. Student Identification Cards—Maymester and Summer School students attending on-campus courses may obtain a Citadel identification card. The identification cards are obtained after registering in Bond 244. This card is necessary for using The Citadel and area consortium libraries. Recreation—Campus recreational facilities are available to students enrolled in classes upon payment of the activity fee in the Treasurer’s Office. These facilities include the Deas Hall weight room, racquetball courts, swimming pool, gymnasium, tennis courts, track, and The Citadel Beach House located on the Isle of Palms. Students must show The Citadel identification card to use these facilities. Orientation In order to assist new CGC students in becoming familiar with The Citadel facilities and support services, CGC offers two new student orientations each year. These orientation sessions are offered before the beginning of the fall term and before the beginning of the spring term. New students will be notified of the date, time, and place of these orientations. Refunds No fees are refunded after the published drop deadline. This date is usually following two class meetings. To obtain the appropriate refund, a student must complete the drop form available in the CGC office or drop via the online system. The Dean of CGC may authorize a refund for extenuating circumstances after the scheduled refund date but only if a formal application is made in writing to the Dean of CGC. Extenuating circumstances are defined as a death in immediate family, serious medical issues and deployment. Registration, technology and application fees are not refundable. Registration Registration is conducted by mail, online through Lesesne Gateway, or in person in the CGC office located on the first floor of Bond Hall, Room 101. Registration is not complete until all fees are paid. Students may not attend class until they are fully registered. Completed registrations will be honored on a first-come, first-serve basis. Any changes in registration must be made prior to the end of the term’s Drop/Add period. Information concerning fees, class times, and registration calendars can be found each academic term online at www.citadel.edu/ graduatecollege. Transcripts and Transfer Credit Graduate students applying for transfer credit will use the “Transfer Credit for Graduate Programs” form located online at http://www.citadel.edu/graduatecollege/forms/. The form will be submitted to CGC through the student’s advisor and department 14 head with a copy of the course description from the catalog of the originating institution and the course syllabus. 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. �Policy Information Academic Integrity Policy and Procedures The following academic integrity policy is in effect for non-cadet students for fall and spring semester and all students including cadets in Maymester and Summer School. Absolute integrity is expected of every Citadel student in all academic undertakings. Academic integrity is grounded on the concept of honesty with respect to the intellectual efforts of oneself and others. A student’s submission of work for academic credit indicates that the work is the student’s own. Students are responsible for knowing what constitutes violations of the Academic Integrity Policy. Examples of violations of the Academic Integrity policy include, but are not limited to the following: • Plagiarizing or representing the words, ideas, or information of another person as one’s own without documentation; • Giving or receiving prior to an examination any unauthorized information concerning the content of that examination; • Using, without authorization of the instructor, notes, books, prompts, or other materials, or receiving verbal or electronic assistance to aid in answering questions on an examination; • Giving or receiving substantive aid during the course of an examination; • Asking or permitting another person to take a test or engage in other academic work; or taking a test or engaging in academic work for another, whether voluntarily or for hire, in conjunction with class work or for admissions purposes; • Violating personal property rights (for example, stealing or attempting to steal tests, keys, or grade books); • Fabricating data in support of laboratory or field work; • Engaging in other acts of academic misconduct. While academic integrity is a shared responsibility, it is incumbent upon the student to abide by the academic integrity requirements. It is the responsibility of the faculty member to inform the student of any atypical academic integrity requirements. 1. When a faculty member suspects or has been informed that a student may have violated the Academic Integrity Policy, the faculty member should inform the student in writing within ten working days of discovery. Some situations may require more time; however in no case should this written notification be delayed by more than one month. Written notification will include the allegation and a suggested time, place and date for a meeting of the student, the professor, and Department Head of the department in which the alleged violation took place. If the faculty member making the allegation is the Department Head of the department in which the alleged violation took place, the meeting will include the student, the faculty member, and Dean of the school in which the alleged violation took place. 2. After this meeting, if the faculty member decides that no violation occurred, the matter will be dropped. If the faculty member decides that a violation has occurred but that only a grade penalty is warranted, the student may be assigned an “F” for the work in question, or, in more serious cases, an “F” in the course. If it is determined that a more serious penalty is warranted, or if the student does not accept the grade penalty offered, the accusation will be remanded to the Dean of the school in which the alleged violation occurred. If that Dean participated in the meeting with the faculty member and the students, the matter is referred to the Provost. 3. Upon receiving the allegation, the Dean of the school where the alleged violation occurred or the Provost will appoint a four member hearing board comprised of the Dean of CGC, two faculty members from outside the program of the accused student and a currently enrolled CGC student of the same student classification, but outside the program of the accused student. The hearing will be convened within two weeks from the date the hearing board receives the case. If circumstances preclude meeting this deadline, the accused will be so informed in writing. A minimum of seven days notice will be provided the student prior to the hearing. The accused student may be advised by another student or member of the permanent faculty or staff, not to exceed two. The student and/or the student’s advisor may cross-examine all witnesses and the accuser. A tape recording of the hearing, which will be closed, will be made. Upon conclusion of the hearing, the hearing board will vote and report its findings and recommendation to the Dean of the school in which the alleged violation occurred or the Provost. 4. Upon reviewing the recommendation, the Dean of the school where the alleged violation occurred, or the Provost will either exonerate the student; impose a sanction less than suspension, dismissal or expulsion; or recommend a sanction of suspension, dismissal, or expulsion to the President of the College. If the sanction is not suspension, dismissal, or expulsion, the student may appeal this sanction to the President of the College who makes the final decision. If the sanction is for suspension, dismissal, or expulsion, the President of the College will review the case and the process that has been followed and make the decision on removal of the student from The Citadel for a violation of academic integrity. The student may appeal that decision to the Board of Visitors. Appeals of Violations of Academic Integrity - Students who have been found guilty of a violation of academic integrity where the punishment is suspension, dismissal, or expulsion shall be entitled to petition an Academic Integrity Board of Review to hear an appeal provided the petition is submitted to the Office of the President within five working days after receiving notice of the findings of the Provost, and provided the petition states the grounds on which the appeal is based. An Academic Integrity Board of Review is established by the President. An Academic Integrity Board of Review will consist of a Dean, who serves as chair; a department head; a senior member of the faculty; and a non-voting recorder. Once established, an Academic Integrity Board of Review will be furnished the record of the original proceedings and will evaluate the petition of appeal to determine if any of the following grounds have been met: • new evidence has been found since the individual was found guilty; • the individual’s rights were not protected; • there was a procedural error during the trial. If after considering the petition of appeal, the Academic Integrity Board of Review determines that the request for appeal sets forth reasonable grounds for appeal and agrees to hear the appeal, the accused student and advisor will be present during the formal portion of the hearing, which will be taped. Oral arguments from 15 �the student or advisor will be heard and will normally be limited to 30 minutes each. In addition, the student or advisor will have the opportunity to question any witnesses called by the Academic Integrity Board of Review. The formal appeal hearing will be taped, and the tape will become part of the record of the Academic Integrity Board of Review. The findings of the Academic Integrity Board of Review will be transmitted to the President in the form of sealed, confidential written recommendations, with appropriate justifications. 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: a. 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. b. 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. c. 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. Failure to achieve the 3.0 GPR upon completion of the nine (9) additional graduate credit hours will result in termination 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. Some programs have more strict program requirements. Check with your program advisor for the standards for your program. 16 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. Graduate and undergraduate students 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. 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. Admission Categories Graduate students may be admitted to CGC in one of the following two categories: degree seeking or non-degree seeking. Degree seeking - A graduate student is classified as degree seeking when all admission requirements are met and the student has been admitted to a degree program. To obtain this classification a student must: • • • • • Complete and return the application form along with the appropriate non-refundable application fee to The Citadel Graduate College. Submit to The Citadel Graduate College all official transcripts to include documentation of the baccalaureate and all other undergraduate or graduate work from regionally accredited colleges or universities. Transcripts must be sent directly from each school or university and must be from regionally accredited colleges and universities (e.g. Southern Association of Colleges, North Central Association of Colleges and Schools, etc.). Submit the official score report on the appropriate admissions test (current within 5 years of application). Check individual program requirements in this catalog for the minimum acceptable score for the desired program. Official score report must be sent directly from the testing organization. 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. Additional admission requirements of specific programs are outlined in the information provided for each degree program. Non-degree seeking - A graduate student is classified as non-degree 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 non-degree status that will be accepted into any program. No student shall register beyond 8 hours without being fully accepted into a degree program. To obtain non-degree classification the student must: • • Complete and return the application form along with the appropriate non-refundable application fee to the CGC office. Submit a college transcript that shows completion of a bachelor’s or higher degree before registration. Transcripts must be from regionally accredited colleges and universities (e.g. Southern Association of Colleges, North Central Association of Colleges and Schools, etc.). Senior Citizens - Persons over the age of 60 who meet degree or non-degree admissions requirements and are not employed fulltime may register for courses on a space-available basis with no credit hours fee charged. All other fees must be paid. International Students - An international student who applies to a graduate program at The Citadel must complete the following requirements before enrolling in classes: • Have completed a degree equivalent to an American baccalaureate degree. • Have his/her academic credentials officially evaluated by one of the accredited organizations suggested by the CGC office and sent directly from that organization to the CGC office. • Meet all the admission criteria for the desired graduate degree program. • Provide the appropriate score on the TOEFL exam. • Provide completed CGC Immigration Request form. • 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. Admission Policy (Graduate Students) In keeping with the mission of The Citadel, The Citadel Graduate College seeks to enroll mature 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: a. An application with a non-refundable fee, b. Official transcripts sent directly from all regionally accredited colleges attended (e.g. Southern Association of Colleges, North Central Association of Colleges and Schools, etc.), c. Official scores on the appropriate admissions test (current within 5 years of application), and d. an official TOEFL score if English is not the native language. Admission Test All graduate programs in The Citadel Graduate College require submission of an official admissions test score. The test must be current within five years of application. See the appropriate program for the type of test required. Applicants for graduate programs in The Citadel Graduate College who possess an earned 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 from the academic program director. 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. 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 are admitted to 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. Catalog of Record The catalog bearing the number of the academic year in which the student enters The Citadel will be their 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 offical. In case of absences due to illness or other circumstances beyond their 17 �control, students should notify the instructor as soon as possible. The attendance policy for any CGC class is determined by the instructor and will be presented in the course syllabus. At the discretion of the instructor, a student who violates the course attendance policy may be penalized. In general, missing more than 20% of the scheduled class meetings would be considered excessive. 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. Any student desiring to keep directory information confidential must file notice each year. 18 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. Course Load The minimum semester hour load for students wishing to be classified as full-time graduate students is 9 semester hours. Students holding Citadel graduate assistantships will be considered as full time if they are taking at least 6 semester hours. Students who hold full-time employment should not register for more than 6 semester hours in any given term. Students may register for a maximum of 2 courses or no more than 7 credit hours each summer term (Summer I, Summer II). The evening session is considered a part of Summer I and Summer II. Permission to take more than 2 courses each summer term must be obtained from the Dean of the School, the Department Head, or program director. No more than one course may be taken during Maymester. Course Substitution Course substitutions in degree programs can only be authorized by the approval of the Head of the Department, Dean of the School, or Dean of the CGC. Course substitutions are not permitted for graduate certificate programs. Forms to initiate this procedure are available in the CGC office or online. 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 the two programs share no more than twelve credit hours in common course requirements. Ordinarily, a minimum of 33 hours of new credits must be included in the planned program for the second degree. However, students who enter a second master’s degree program at The Citadel after also earning a certificate will not necessarily be subject to this 33-hour minimum; such cases will be evaluated on an individual basis, with the number of hours ultimately accepted �subject to the approval of the CGC Dean. 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. 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. Due to the cadet aspect of The Citadel community, CGC students are reminded to be aware of and respect military college traditions. The CGC Student Handbook is a good source of information. 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.” 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 accomplishmens. 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, graduatelevel 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. 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. 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. Graduation Students must apply to graduate by the established deadline. 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. There are three graduation dates each calendar year. There is a late April or early 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 April or May, following the Spring semester. The graduation date is the term in which the student completes all requirements. An incomplete grade is a delay in the completion of requirements, and the posting of the final grade determines the completion of that requirement. Applications for graduation are available in the CGC office and online. A late fee is charged for applications filed after the posted deadline. To be recommended for a degree, students must meet all admission requirements and satisfactorily complete the scholarship and curriculum requirements for the degree. Finally, students must be free from all financial indebtedness to The Citadel. These deadlines for the graduation application ensure your diploma will be ordered in a timely manner and prevent additional administrative costs. It is each student’s responsibility to apply to graduate. 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 19 �application will be required along with applicable fee and the diploma will need to be reordered. Pass-Fail Courses Parents who are either graduates of the Corps of Cadets, the Veteran Day Program, or The Citadel Graduate College may present diplomas to their sons or daughters at the CGC commencement ceremony. The graduate must make arrangements with The Citadel Graduate College office prior to commencement. 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. Intellectual Property Registration Ownership of intellectual property will reside with the originator, whether a member of the faculty, a member of the 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. 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). 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. 20 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. Any changes in registration must be made prior to the end of the terms’ Add/Drop period. All fees are due by published calendar dates. Repeating a Course Courses may be repeated only under the following circumstances: a. No courses may be repeated once a grade of “B” or higher has been earned. b. If a class in which a “C+” or “C” was earned is repeated, it may be repeated only one time. c. If a course is repeated, the last grade of record is used to determine whether course requirements for graduation have been met. d. The hours may be used only once toward graduation. e. 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 a waiver must be initiated by the student in writing to the appropriate Department Head who is responsible for making the final decision and for notifying the student. Department Heads will forward recommendations through their appropriate Dean who sends it to the CGC office. This recommendation will be subject to the final approval of the CGC Dean. Waivers must be on file in the CGC office prior to application for graduation. It is the students responsibility to ensure the waiver is provided to the CGC office. If a waiver 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 academic level of authority to have the opportunity to resolve the grievance satisfactorily. The Dean of CGC does not rule on academic matters. However, students are encouraged to provide a courtesy copy of grievances and appeals to the Dean of CGC for record. 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. stand 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. Theses Thesis committee appointments will be made at the discretion of the thesis advisor and/or program director and/or department head. Guidelines for formatting and submitting theses will be determined by individual programs. Thesis students should consult the program handbook and/or the program director for specific guidance on such matters. The program or department is responsible for providing the student with specific directions about producing a copy of the thesis for The Citadel library. Transcript A transcript is a confidential document and is released only when students make a request in writing. There is no charge for the initial transcript, but a fee is charged for all subsequent ones. Remittances for transcripts should accompany the request for the transcript and should be mailed directly to the Office of the Registrar. Official copies are not released to students but are sent to requested destinations. 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. Student Appeal of Grade Transfer Credit 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. 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.). Exceptions are granted by The CGC Dean. 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. 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. 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. 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 under- 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. 21 �Specific Policies and Procedures for Evening Undergraduate Programs All other CGC policies and procedures apply. CGC courses cover a wide variety of areas and are open to interested persons from diverse backgrounds. In addition to graduate programs, CGC also offers four undergraduate degrees: bachelor of arts in criminal justice; bachelor of science in business administration; bachelor of science in civil engineering; and bachelor of science in electrical engineering. Each of these degree programs is offered in cooperation with Trident Technical College (TTC). The first two years of each program are taken at TTC. The junior and senior years are completed at The Citadel through evening and summer courses offered by CGC. The degree is awarded by The Citadel. Courses may also be transferred in from regionally accredited colleges and universities other than TTC (e.g. Southern Association of Colleges, North Central Association of Colleges and Schools, etc.). The basic course requirements remain the same. The junior and senior years are completed at The Citadel. In each of the undergraduate degree programs offered by CGC, 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. CGC spring, fall, and summer schedules are available online. Information on programs, classes, and fees can also be obtained from the CGC office, EUGS 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. Academic Criteria for Continuance Records of degree-seeking undergraduate students are assessed for academic criteria for continuance after each period of two semesters and the included summer sessions. 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. Full-time 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 the 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 22 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 Plus Transfer& Pass/Fail Hours 0-39 40-69 70-99 100 & above Grade-Point Ratio Grade-Point Ratio for Continuance for Continuance (on probation) (without probation) 1.100 1.300 1.400 1.600 1.700 1.800 1.900 2.000 This table traces 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. Academic Discharge An undergraduate student who fails to meet either or both of the academic criteria for continuance will be discharged for academic deficiencies. Although The Citadel will notify students that they are deficient in either or both areas, it is the responsibility of students to ensure that these criteria are met. To avoid academic discharge, a student must meet both hour and GPR requirements concurrently either at the end of the fall semester, at the end of the spring semester, or in August, as appropriate. A student who is discharged for academic reasons for the first time may apply for readmission after being out of school for one semester. If approved for readmission, the student will be readmitted on academic probation. If a student fails for a second time to meet minimum academic criteria for continuance, the Dean responsible for the academic program in which the student is majoring will review the academic record and any extenuating circumstances the student wishes to present in writing. Based on this review and in consultation with the faculty advisor and the department head or the CGC Dean, the responsible Dean will determine the conditions under which the student will be permitted to continue or will award the student a second academic discharge. Except under extremely extenuating circumstances, a student discharged a second time for academic reasons will not be considered for readmission and may not enroll in course work in any program at The Citadel—day, evening, or summer. 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 radio 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. Admission elective credit requirement under the following circumstances: a. The courses to be combined must all be offered by the same department and must be related in some way. b. The department head or Dean for the program in which the student is majoring must provide a recommendation and rationale for combining courses. c. The Dean responsible for the academic program in which the student is majoring must grant final approval for the combining of courses. Definitions Because of community service orientation, CGC permits participation by evening undergraduate students in non-degree status as well as those who are pursuing an undergraduate degree. Elective refers to a course that is required for graduation and may be any three-credit course offered by the College. Catalog of Record Approved Elective refers to a course that must be selected from a list of courses provided by the individual school or department. 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. 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. CLEP credits may be earned under the following conditions: 1. Since all CLEP examinations are not accepted by The Citadel, the student must obtain prior approval through the Office of the Registrar. 2. The score earned must meet or exceed the current minimum score recommended by CLEP for that subject area exam. 3. The amount of credit will be determined by the scope of the material measured. 4. 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. 5. Because basic skills of listening to and speaking a language are such critical components of the Core Language Experience, completing any portion of this 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 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 the 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 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. 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” 23 �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. 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. 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. 24 Non-Degree Seeking Students Non-degree seeking undergraduate students are permitted to participate under the following conditions: a. 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. b. Persons age 60 or above and not employed full-time may enroll tuition-free in courses in the CGC on a space-available basis. All other fees must be paid. c. High school seniors may be permitted to register for a maximum of two courses and the associated labs in the CGC on the basis of written recommendation from their high school guidance counselor or principal. d. Undergraduate transient students who wish to enroll in course work for transfer to another institution may be asked to present evidence that they are in good academic standing at their home institution and have met any course prerequisites. e. Students who are in cadet status and are enrolled in the Corps of Cadets for a fall or spring semester are not eligible to enroll in CGC courses. Students who are in cadet status and are not currently enrolled in the Corps of Cadets, but who have not been given a conduct or academic discharge, may, with the prior approval of the appropriate Dean, take a limited number of credit hours in CGC. 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. Pass-Fail Juniors and seniors with cumulative grade-point ratios of 2.000 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, and no more than four courses taken under this option may be used to meet graduation requirements. 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: a. The grades of “A” through “C” as “S” (satisfactory, pass-for credit); b. The grades of “D” or “F” as “U” (unsatisfactory, fail-no credit). c. 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 2.000 and a minimum grade point ratio of 2.000 in all coursework in the major. Recommendations for graduation are made by the Academic Board to the Board of Visitors, which in turn awards appropriate degrees. 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 a regionally 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 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, have responsibility 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. for the final two years of study in CGC. Details of the 2+2 programs are available online or in the CGC office, Bond Hall, Room 101. These four programs are outlined in this catalog under their respective departments. b. 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. Admission is based on prior college-level academic performance and confirmation of completion of all coursework for the first two years of the degree program. Applicants whose prior college-level academic performance is questionable may be permitted to enroll in a limited number of courses in a probationary status at the discretion of the academic department. Upon completion of the first 15 semester hours with a grade point ratio of at least 2.0, the adult student will 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 15 semester hours, admission will be denied and participation in the CGC will be terminated. c. 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 where English is not the native language. 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: a. The Citadel and TTC have an articulated agreement that permits a student to complete the first two years of study in engineering, business administration, or criminal justice at TTC. 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 or a Bachelor of Science Degree in Business Administration, Civil Engineering, or Electrical Engineering. A student who completes in its entirety the TTC portion of one of these programs needs only to submit an application and an official transcript from TTC and certificate of completion in order to be admitted 25 �Graduate Degree Programs 2012-2013 26 �School of Business Administration Master of Business Administration 27 �Master of Business Administration School of Business, 843-953-5056 Dr. Wesley M. Jones, Director of Graduate and External Programs, wes.jones@citadel.edu Ms. Kathy M. Jones, MBA Program Director, mbadirector@citadel.edu Mission Statement: The mission of the School of Business Administration is to educate and develop leaders of principle to serve a global community. Admission Requirements: Applicants will be admitted to the MBA program on the basis of scholastic achievement and aptitude for graduate study. Other qualities appropriate to graduate study are also considered. Anyone holding a bachelor’s degree in business administration from an accredited college or university (one recognized by the Council for Higher Education Accreditation) is eligible for consideration. Students with an undergraduate degree from a discipline other than business who would like to pursue the MBA must fulfill admission requirements by the completion of the five Pre-MBA courses: BADM 701, Foundations of Accounting, BADM 704, Foundations of Economics, BADM 707, Foundations of Marketing and International Business, BADM 710 Quantitative Methods and BADM 725, Foundations of Finance. Descriptions of these courses are listed on page 29 and 30 of this catalog in addition to the admissions requirements for the Pre-MBA program. All material must be received by the CGC office on or before the following dates to assure consideration to the MBA program. Semester to begin: Fall Spring Summer Admission material due: June 15th October 15th March 1st 1. Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. 2. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each regionally accredited college or university. Applicants whose degrees are from colleges or universities outside the United States are required to have transcripts translated by an academic credential evaluation organization recognized by The Citadel Graduate College. 3. Take the Graduate Management Admissions Test (GMAT) and submit an official copy of the scores to the CGC office. The GMAT must be taken within the last five years for The Citadel to accept the scores. GRE scores may be considered on a case-by-case basis. 4. Submit two signed letters of recommendation to the CGC office. These may be from faculty members where undergraduate work was done and/or from associates in business or military service. Recommendations should be able to evaluate the applicant’s potential for graduate work in 28 business. 5. Submit a resume detailing previous work experience. 6. Submit two brief essays that answer the following questions: a. How have your education, knowledge, experience and skills prepared you for graduate business education, and how will these help you contribute to the program’s educational community? b. What do you hope to gain from your graduate education, both during the process and in the future? 7. Submit an official TOEFL score if the applicant’s native language is not English. The minimum score is 550 paper-based, 213 computer based, or 79 Internet based. 8. All international students must apply for the MBA program to apply for a student visa. 9. The MBA Committee and/or the MBA Director may request an interview with the applicant. Admission Denied: During the admission process, the applicant’s records will be reviewed and results communicated in writing. If the application is denied admission, an applicant may petition the MBA Committee through the MBA Director for reconsideration, citing any extenuating or mitigating circumstances. Program Requirements: Students that have an undergraduate business degree from an accredited college or university (e.g. AACSB accredited) are required to complete 36 hours of graduate study, which include nine required and three elective courses. A maximum of two courses (6 hours) may be transferred in from an approved AACSB MBA program at another institution. 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. Required courses: BADM 713, BADM 716, BADM 719, and BADM 722 may be taken as co-requisites with the capstone course BADM 740; BADM 728, BADM 731, BADM 734, and BADM 737 are required to be taken before taking the capstone course, BADM 740. Students must successfully complete these courses with an overall GPR of 3.0 or better before taking BADM 740. Any prerequisites for advanced or elective courses must be met. Course load: Students may take no more than six credit hours per semester. Students may request in writing to be considered for full time student status; requests must be sent to the MBA Program Director. Students with provisional status must secure permission from the MBA Program Director to take more than three credit hours in a semester. Summer terms are restricted to six credit hours per term for part and full-time students, except provisional students who are limited to three credit hours per summer term. Course of Study: Students from AACSB accredited undergraduate programs who meet the admissions requirements of The Citadel MBA program will be allowed to begin MBA classes upon acceptance. This course of study consists of 27 specific required hours (9 classes) and 9 elective hours (3 classes) and will lead to the awarding of a general MBA from The Citadel School of Business Administration. The �required courses in the general MBA are listed below and must be Pre-MBA Program: taken by every student. BADM 713 Communication for Leadership, 3 credit hours BADM 716 Legal and Ethical Environment For Decision Makers, 3 credit hours BADM 719 Information Technology Management, 3 credit hours BADM 722 Leadership in Organizations, 3 credit hours BADM 728 Accounting for Executives, 3 credit hours BADM 731 Quantitative Methods for Operations Management, 3 credit hours BADM 734 Financial Problems, 3 credit hours BADM 737 Strategic Marketing, 3 credit hours BADM 740 Global Business Strategy, 3 credit hours Must be taken within the last six hours of a students’ MBA program of study. Three Electives, 9 credit hours Total Courses: 36 credit hours Transfer Credit: A maximum of six credit hours for graduate courses from a regionally accredited institution (including consortia and AACSB International-accredited institutions) may be approved for transfer (except BADM-740), provided: (1) those courses are determined to be equivalent to one of the advanced or elective courses at The Citadel, (2) grades of “B” or better were received in the courses being considered, and (3) credit was earned within the five years prior to admission into The Citadel MBA program. Grading: All students are subject to the Academic Standards section under Policy Information of The Citadel Graduate College catalog which can be found on page 15. Requirements for Graduation: The degree of Master of Business Administration may be conferred upon those students who successfully complete the 36 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 36 credit hours of advanced graduate coursework will only be allowed (for exceptional circumstances) with approval of the MBA Program Director. Additional hours may not be used to increase GPR to the 3.0 required for graduation. Business School Website: Find more information on the MBA program by visiting the school’s website at http://www.citadel.edu/ root/mba-program. Related Programs: Dual Degree Programs: PharmD/MBA Program - Students earn a PharmD from MUSC and an MBA from The Citadel. The PCAT score will be accepted in lieu of the GMAT for these students. For more information regarding this program, please visit http://www.sccp.sc.edu/ students/pharmd_mba.aspx. MD/MBA Program - Students earn an MD from MUSC and an MBA from The Citadel. For more information regarding this program, please contact The Citadel’s MBA office by email at mbadirector@citadel.edu. Applicants who do not have an undergraduate degree in business may be admitted into the Pre-MBA program. This program is open to anyone needing a background in business or as a refresher in business foundational concepts. Participation in this program may be used to meet the undergraduate business degree requirements for admission into the 36-hour MBA program. There are no GMAT or GPA requirements for admission into the Pre-MBA program. However, upon completion of the Pre-MBA program, those wishing to apply for the 36-hour MBA program, must meet the requirements for admission. Completion of the Pre-MBA program does not guarantee admission into the MBA program. Admission requirements for the MBA program are found on page 28 of this catalog. Admission Requirements for the Pre-MBA Program: 1. Complete and return a graduate application form, along with the appropriate non-refundable application fee to The Citadel Graduate College (CGC), Bond Hall Room 101. 2. Submit an official transcript for the baccalaureate degree and all other undergraduate or graduate work directly from each regionally accredited college or university attended. 3. Submit two essay questions, no more than one page each, which answers the following questions: a. How has your experience/education prepared you for a graduate course in business? b.What do you expect to gain from taking the foundation courses? 4. Submit a resume detailing previous work experience. 5. Submit the names and contact information (telephone number and email address) for three (3) references familiar with your work. To be considered for admission to the Pre-MBA program, admission materials must be submitted by the same deadlines as stated on page 28. Course Descriptions: Pre-MBA Program BADM-701—Foundations of Accounting Three Credit Hours This course is designed to provide students with knowledge of the basic tools and concepts used in financial accounting. It emphasizes identifying and interpreting relevant accounting information for decision-making by external users. The focus is on the four financial statements: the income statement, the statement of changes in equity, the balance sheet, and the statement of cash flows. Prerequisite: None. BADM-704—Foundations of Economics Three Credit Hours This course introduces students to microeconomics (the study of individual economic units, including product markets, individual consumers, and firms) and macroeconomics (the study of broad economic aggregates such as gross domestic product). Prerequisite: None. 29 �BADM-707—Foundations of Marketing and International Business Three Credit Hours This course provides an introduction to the world of international business including the nature and fundamental concepts of international business, its environment, opportunities in the global marketplace as well as theoretical and applied examples. In addition, the course illustrates how concepts from international business are utilized in the marketing of products and services for the individual firm. Prerequisite: None. BADM-710—Quantitative Methods Three Credit Hours This course is designed to equip graduate students in business with statistical and quantitative techniques that can be applied to real life business situations. To accomplish this, students will learn to apply statistical and quantitative algorithms by use of both a calculator and computer software. Software programs included in the course are Excel spreadsheets, Excel data analysis tools and graphics, SPSS for Windows. Students will learn various strategies to communicate results--written reports, online bulletin boards, multimedia presentations, oral presentations, computer supported presentations, and Power Point presentations. Topic coverage includes: descriptive statistics, probability, discrete probability distributions, continuous probability distributions, sampling distributions, estimating a single population parameter, quality and statistical process control, simple regression and correlation analysis, multiple regression analysis, forecasting, and chi-square analysis. Prerequisite: None. BADM-725—Foundations of Finance Three Credit Hours This introductory course in finance provides students with the financial management tools necessary to analyze complex business financial problems, and offer reasoned alternative solutions. The course builds on principles presented in basic financial and managerial accounting courses, and introduces the student to new financial principles. Prerequisite: Foundations of Accounting (BADM 701) or equivalent undergraduate coursework. MBA Program: BADM-713—Communication 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 30 as a statutory, administrative, and Constitutional law. Prerequisite: None. 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-722—Leadership in Organizations 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 selfassessment, role play, team building exercises, and a leadership portfolio. 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: Foundations of Accounting (BADM 701) or equivalent undergraduate coursework. 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, 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: Quantitative Methods (BADM 710) or equivalent undergraduate coursework. BADM-734—Financial Problems 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 nondirected 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: Foundations of Finance (BADM 725) or equivalent undergraduate coursework. Business (BADM-707) or equivalent undergraduate coursework. BADM-762—Negotiation Strategies Three Credit Hours This course examines how organizations gain and maintain a competitive advantage in a dynamic era. The course emphasizes the analysis of marketing decisions involving product, price, promotion, and distribution variables. Global opportunities are investigated. Prerequisite: Foundations of Marketing and International Business (BADM 707) or equivalent undergraduate coursework. Three Credit Hours This course emphasizes negotiation, the art and science of creating agreements between two or more parties, 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-740—Global Business Strategy BADM-764—Entrepreneurship BADM-737—Strategic Marketing 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: Accounting for Executives (BADM 728), Quantitative Methods for Operations Management (BADM 731), Financial Problems (BADM 734), and Strategic Marketing (BADM 737). Must be taken within the last six hours of a students’ MBA program of study. Elective Courses: BADM-750—Seminar in Business Administration Three Credit Hours This course may be elected by students desiring 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—Seminar in Accounting Prerequisites: Foundations of Accounting (BADM-701) and Accounting for Executives (BADM-728) BADM-752—Seminar in Economics Prerequisite: Foundations of Economics (BADM-704) BADM-753—Seminar in Finance Prerequisites: Foundations of Finance (BADM-725) and Financial Problems (BADM-734) BADM-754—Seminar in Management BADM-755—Seminar in Marketing Prerequisite: Foundations of Marketing and International 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—Human Resource Development Three Credit Hours This course examines Human Resource Development (HRD) as a field involves 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-770—Internet Resources for Managers Online Three Credit Hours This online course introduces MBA students to the resources available through the WWW that support all functional areas of business. In this course you will find, analyze, and report on resources for management, strategy, accounting, finance, marketing, information resources, communication, international business, and others. Although not a web site development course, 31 �as part of the course, the student will learn to create basic web pages that contains tables, graphics, background images, and hyper links. 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: Foundations of Marketing and International Business (BADM 707) or equivalent undergraduate coursework. 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: Foundations of Marketing and International Business (BADM 707) or equivalent undergraduate coursework. 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: Foundations of Marketing and International Business (BADM 707) or equivalent undergraduate coursework. BADM-778—Investments 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: Foundations of Marketing and International Business (BADM 707) or equivalent undergraduate coursework. 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 proved 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 Institutions 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: None. Three Credit Hours This course analyzes financial markets and institutions emphasizing the role, structure, and activities of financial intermediaries. The dynamic pattern of financial flows is analyzed by flow-of-funds analysis. The decision processes and market impact of both the suppliers of credit and the users of these funds are examined. The nature of economic and regulatory policy and its impact on markets and institutions are emphasized. Prerequisites: None. BADM-782—Advanced Topics in Information Technology BADM-795—Independent Study 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 long-run 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 32 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. Prerequisite: Advanced graduate standing and permission of the instructor, the Dean of The School of Business and the Dean of The Citadel Graduate College. �School of Education Master of Arts in Teaching Secondary Education: • English Language Arts • Social Studies • Accelerated Program • Biology • Mathematics Master of Arts in Teaching Middle Grades: • English Language Arts • Mathematics • Science • Social Studies Master of Arts in Teaching Grades K-12: • Physical Education Master of Education • Educational Leadership Elementary or Secondary School Administration and Supervision • Counselor Education Elementary or Secondary and Student Affairs & College Counseling • Literacy Education Specialist in Education • Educational Leadership School Superintendent 33 �SCHOOL OF EDUCATION Graduate Programs The purpose of the Graduate Programs of the 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 secondary school teachers, school counselors, reading teachers and consultants, 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 approved The Citadel’s educational preparation programs. In 1974, all professional education programs offered by the College 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 program reviews, conducted in the spring of 2000, 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 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 34 5. these standards to students through their teaching, research, and service endeavors. 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. In today’s world we must educate all children and at unprecedented high levels. As noted by Ted Hershberg and his colleagues at the University of Pennsylvania, “the evidence makes clear that the current structure of public education designed for a different purpose and different century cannot help all students become effective citizens or productive workers in the new economy.’ 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. The Citadel’s Professional Educational Unit is on the march, transforming itself into a Center of Excellence for the preparation of principled educational leaders. 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 transforms cadets and graduate students into principled educational leaders capable of and committed to transforming our schools into learning communities where all children and youth succeed. �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. The School’s Web Site The 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 on the School of Education’s web site: www.citadel.edu/education. Admission Test Policy The minimum acceptable score for admission for all 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). Students 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 6 semester hours and maintain a 3.50 GPA and then will be classified as regular 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. 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 college. In pursuing these goals, the PEB will concentrate on communication, assessment, and governance issues. The Citadel’s Dean of the 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. 35 �Master of Arts in Teaching (MAT) Secondary Education (Grades 9-12) • English Language Arts • Social Studies Accelerated MAT (Grades 9-12) • Biology • Mathematics School of Education: 843-953-5097 Teacher Education Division Coordinator: Dr. Kathyrn Richardson Jones, kathryn.jones@citadel.edu Education Advisors: Dr. Stephenie Hewett, stephenie.hewett@citadel.edu Dr. Renee Jefferson, renee.jefferson@citadel.edu Dr. Kathryn Richardson Jones, kathryn.jones@citadel.edu Dr. Tammy Graham, tammy.graham@citadel.edu Content Area Advisors: Biology and General Science: Dr. Joel Gramling, joel.gramling@citadel.edu English: Dr. James M. Hutchisson, hutchissonj@citadel.edu Mathematics: Col. Stephen D. Cotter, steve.cotter@citadel.edu Physical Education: Dr. Josey Templeton, josey.templeton@citadel.edu Social Studies: Dr. Joelle Neulander, joelle.neulander@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, English Language Arts, Mathematics, Physical Education, or Social Studies. The program shares the philosophy and conceptual base of the School of Education: Leadership for learner-centered education. Students will study learner-centered education in their courses and make its principles a part of their own philosophy. 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. Admission Requirements: 1. 2. 36 Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall, Room 101. Submit an official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each regionally accredited college and university. Successfully complete either the Graduate Record Examination (GRE) or the Miller Analogies Test (MAT). GRE minimum acceptable score is a verbal and quantitative combination of 290. MAT minimum is a raw score of 396.* 4. Applicants are expected to have a cumulative undergraduate GPA of 2.5 or higher. Applicants with less than a 2.5 undergraduate GPR may appeal to The Admission, Retention, and Certification Committee. The Committee’s recommendation regarding this appeal will be forwarded to the Dean of the School of Education for final action. 5. Students are expected to attend a MAT orientation session prior to their formal admission to the program. 6. MAT in Physical Education applicants requires three signed letters of recommendation and an evaluation by the department. *Students who score between 283-289 on the GRE or 380-395 on the MAT may apply for provisional status. Once admitted under provisional status, students may enroll for only one semester of 6 hours. If the student maintains a 3.50 GPA under provisional status, they will be considered for degree seeking status the following semester. Students who score 379 or below on the MAT or 282 or below on the GRE will not be admitted. Admission test must be current within five (5) years of application. 3. 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 advisor 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. In addition to the regular admission requirements of The Citadel Graduate College, each MAT student must complete and pass the Praxis II Examination in the content field in which the student seeks certification. A passing score, using South Carolina standards (www.ets.org/praxis/prxsc.html), must be achieved prior to placement in the Professional Internship. Prior to the internship in teaching, the teacher candidate must: • Apply for the internship no later than May 1 for the subsequent spring internship semester and no later than October 1 for the subsequent fall internship semester. • 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 100 hours prior to the student teaching internship. • Successfully complete 60 full days during the student teaching internship. • Negative TB test. �• MAT interns must successfully pass Red Cross Blood Borne Pathogens training prior to internship. Proof of current American Red Cross certification in First Aid and CPR must be submitted prior to the 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). • Please note: Effective September 1, 2005, Secondary Teaching Certificates issued by South Carolina State Department of Education will cover grades 9-12 and Middle Grades Teaching Certificates will cover grades 5-8. Additionally, effective July 1, 2006, the PRAXIS- Principles of Learning and Teaching (PLT) pedagogy exam will be required prior to the issuance of an initial certificate. Secondary Education • • • English Language Arts Social Studies Accelerated Programs • Biology • Mathematics (Special Note: Beginning fall 2010 accelerated programs in Secondary Biology and Mathematics are available for interested full time students. Please see requirements under “Accelerated Program” below.) Prerequisite: 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.) • EDUC 500 - Foundations of American Education or EDUC 522 - Critical Educational Issues in a Multicultural Society (if student has prior Education coursework) • EDUC 512 - Data Collection and Analysis • EDUC 514 - The Exceptional Child in the School • EDUC 536- Educational Psychology Professional Education 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- Teaching Reading in Middle and High School Content Areas* • EDUC 520 - Professional Internship *Not required for Physical Education students. Alternate requirements are listed under required content area courses. For Social Studies, 9 graduate hours in a content field is a minimum. For candidates in English, a minimum of 12 graduate hours is required. For Physical Education programs, courses required at the graduate level are noted below. 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 students. To complete the program and be eligible for certification, in addition to education courses, students must have taken all of the content area courses below. Further, it is the responsibility of the teacher candidate 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. Master of Arts in Teaching – English Language Arts (Grades 9-12) Notes: • ENGL 595 and three 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 standards. • 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. English Language Arts Required Courses: • British Authors - 2 courses - ENGL 201 and 202 or ENGL 203 and 204 • American Literature- 1 course - ENGL 215 • Public Speaking- 1 course - ENGL 205 or ENGL 206 • World Literature -2 courses - ENGL 218/520 and ENGL 219/521 • Film Studies- 1 course - ENGL 209/560 • African American Literature - ENGL 349/535 • Adolescent Literature- 1 course - ENGL 370/552 • Literary Criticism- 1 course - ENGL 407/555 • Advanced Composition- 1 course - ENGL 413/565 • Modern Grammar- 1 course - ENGL 414/553 • History of English Language- 1 course - ENGL 415/554 • Methods and Materials for English Language Arts - ENGL 595 (Required for all candidates) Master of Arts in Teaching - Social Studies (Grades 9-12) Note: At least 3 of the course requirements listed below must be completed successfully on the graduate level. • History of World Civilization or Western Civilization -2 courses HIST 105 and HIST 106 or HIST 103 and HIST 104 • Survey of U.S. History- 2 courses- HIST 201 and HIST 202 • Introduction to Sociology- 1 course - SOCI 201 • Principles of Macroeconomics- 1 course - BADM 201 37 �• • • • • • • American National Government- 1 course - PSCI 102 or PSCI 502 Cultural Anthropology- 1 course ANTH 202 or ANTH 501 Historiography- 1 course - HIST 594 Urban Politics- 1 course - PSCI 302 or PSCI 509 or PSCI 306 or PSCI 506 or PSCI 307 or PSCI 401 World Geography- 1 course GEOG 209 or GEOG 511 History of the Non-Western World- 1 course - HIST 560 Teaching of History and Social Sciences or Instructional Approaches to Social Sciences- 1 course - HIST 692 or PSCI 505 Accelerated Programs Master of Arts in Teaching Biology or Mathematics (Grades 9-12) Prerequisite: Human Growth and Development - PSYC 500 (or verifiable undergraduate preparation in psychology). Biology Content Area Required Courses: Prior to admission - Teacher candidates remove undergraduate deficiencies in Science and plan for required graduate level program courses in Science (Developed through undergraduate transcript analysis with Biology content area advisor) Expected Science Content Preparation for all Biology Teacher Candidates: • Behavior of Organisms and their Relationship to Social Systems - 1 course - ANTH 201, ANTH 202, ANTH 501 or SOCI 201, PSYC 201, PSYC 305, or PSYC 500 • Biology Survey with lab - 2 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 - 2 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 - 1 course - EART 201 • PHYS 254 or PHYS 221 and PHYS 271 or PHYS 222 and PHYS 272 • Introduction to Physics with lab - 1 course is required, 2 are recommended - PHYS 203 and PHYS 253 or PHYS 204 and • Cell Biology with lab- 1 course - BIOL 205 or BIOL 612 • Ecology with lab - 1 course - BIOL 406 or BIOL 506 • Evolution - 1 course - BIOL 208 or BIOL 601Genetics with lab - 1 course - BIOL 204 or BIOL 308 or BIOL 508 • Anatomy/Physiology with lab - 1 course - BIOL 403 or BIOL 317 with BIOL 327 or BIOL 318 with BIOL 328 or BIOL 502 or BIOL 603 • Microbiology with lab - 1 course - BIOL 310 or BIOL 607 • Biology Methods - select 1 course from the following: • 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 should be chosen if all undergraduate course requirements have been met. Biology teacher candidates may choose from the following: BIOL 502 Comparative Vertebrate Anatomy, BIOL 505 Biometry, BIOL 508 Genetics, BIOL 509 Marine Biology, BIOL 510 Vertebrate Natural History, BIOL 512 Descriptive Histology, BIOL 514 The Vascular Flora of South Carolina, 38 BIOL 518 Ornithology, BIOL 519 Economic Botany, BIOL 526 Freshwater Biology, BIOL 531 Reproductive and Developmental strategies, BIOL 602 Morphological Survey of Plant Kingdoms, BIOL 603 General Physiology Tentative Cohort Required Education and Biology Content Course Sequence Based on Enrollment: • A minimum of 2 Graduate level Biology courses from transcript analysis and • Biology Methods – BIOL 605, 606, or 609 • EDUC 540 Integrative Foundations and Teaching in American Education • EDUC 541 Integrative Educational Psychology and the Exceptional Child • EDUC 542 Teaching Reading and Writing in Middle and High School Content Areas through Applied Research • EDUC 520 Internship 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 pre-internship 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 Science setting with content area certified teachers who are ADEPT trained. Mathematics Content Area Required Courses: Prior to admission - Teacher candidates remove undergraduate deficiencies in Mathematics (Developed through undergraduate transcript analysis with Mathematics content area advisor) Expected undergraduate preparation: • 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 • Fundamentals of Computing - CSCI 110 Note: Calculus I and II must be completed prior to enrolling in any graduate mathematics class. Tentative Cohort Required Education and Math Content Course Sequence Based on Enrollment: • 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 • PSYC 500 Human Growth and Development (unless Candidate has verifiable undergraduate preparation in Developmental Psychology) • EDUC 540 Integrative Foundations and Teaching in American Education • EDUC 541 Integrative Educational Psychology and the Exceptional Child �• • EDUC 542 Teaching Reading and Writing in Middle and High School Content Areas through Applied Research EDUC520 Internship 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 Mathematics setting with content area certified teachers who are ADEPT trained as well as participate in a Transition to the Profession Seminar Course during the final semester of the program. Master of Arts in Teaching (MAT) Middle Grades (Grades 6-8) • • • • Science English Language Arts Mathematics Social Studies School of Education: 843-953-5097 Teacher Education Division Coordinator: Dr. Kathyrn Richardson Jones, kathryn.jones@citadel.edu Education Advisors: Dr. Stephenie Hewett, stephenie.hewett@citadel.edu Dr. Renee Jefferson, renee.jefferson@citadel.edu Dr. Kathryn Richardson Jones, kathryn.jones@citadel.edu Dr. Tammy Graham, tammy.graham@citadel.edu Content Area Advisors: Biology and General Science: Dr. Joel Gramling, joel.gramling@citadel.edu English: Dr. James M. Hutchisson, hutchissonj@citadel.edu Mathematics: Col. Stephen Cotter, scotter1@citadel.edu Social Studies: Dr. Joelle Neulander, joelle.newlander@citadel.edu The Master of Arts in Teaching Middle Grades program is a joint program offered with the College of Charleston. Candidates who wish to enroll in this program will take half of their teacher preparation coursework at The Citadel and the other half at the College of Charleston. 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 • Educational Research (CofC) - EDFS 635 or Data Collection and Analysis (The Citadel) - EDUC 512 • The Exceptional Child in School (The Citadel) - EDUC 514 or Introduction to Exceptional Children (CofC) - EDFS 710 • Middle Grades Organization and Curriculum (CofC) - EDEE 515 Middle Grades Practicum – (6 semester hour – 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 39 �Grades 5-8 (CofC) - EDMG 658 Culminating Professional Experiences in Middle School (60 continuous full days during the internship - 9 semester hours must be taken together at the same institution) • 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 Middle Grades Content Preparation This program assumes substantial undergraduate preparation. Any of the following undergraduate content area courses not taken prior to admission to the program are added to the candidate’s minimum graduate hours. English Expected Undergraduate Content • Adolescent Literature (1 course) • World Literature (2 courses) • American Literature (1 course) • Media Studies (1 course) • Modern English Grammar (1 course) • Creative Writing (short story, poetry, etc.) (1 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 • Success in Literacy for Older Readers (CofC) - EDEE 678 • Reading: Diagnosis and Remediation (The Citadel) - EDUC 698 Mathematics Expected Undergraduate Content • Algebra and Trigonometry (1 course) • Geometry (1 course) • Probability and Statistics (1 course) • Discrete Math (1 course) Note: All undergraduate mathematics prerequisites must be completed before taking The Citadel mathematics class, MATH 514. Required Graduate Mathematics Courses - (9 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 *All undergraduate math content courses must be completed before taking this course. Science Expected Undergraduate Content 4 hours minimum in science areas other than primary preparation • Biology • Chemistry • Geology 40 • Physics Required Graduate Science Courses - (9 semester hours) • Nature of Science, Mathematics, and Science/Mathematics Education (CofC)-EDFS 660 • Science methods course - 1 based on prior preparation and experience (The Citadel) 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 (CofC): o Earth Science for Teachers - SMFF 523 o Topics in Botany for Teachers - 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 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 Social Studies Expected Undergraduate Content • World History or Western Civilization (2 courses) • US History (2 courses) • South Carolina History (1 course) • Anthropology or Sociology (1 course) • Microeconomics (1 course) • Political Science that covers American Govt. (1 course) Required Graduate Social Studies Courses - (9 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, 522, 594, 693 • Teaching History and Social Sciences (The Citadel) HIST 692 �Master of Arts in Teaching in Physical Education (Grades K-12) Dr. Josey H. Templeton, 843-953-7952, josey.templeton@citadel.edu Dr. Lori H. Williams, 843-953-7954, lori.williams@citadel.edu Dr. Tim Bott, 843-953-7959, tim.bott@citadel.edu Dr. Kathryn Richardson-Jones, 843-953-3163, kathryn.jones@citadel.edu Admission Requirements: 1. Contact one of the pedagogy specialists in the Department of Health, Exercise, and Sport Science. 2. Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. 3. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each regionally accredited college or university. 4. Applicants are expected to have a cumulative undergraduate GPA of 2.5 or higher. Applicants with less than a 2.5 undergraduate GPA may appeal to The School of Education Admission, Retention, and Certification Committee. The Committee’s recommendation regarding this appeal will be forwarded to the Dean of the School of Education for final action. 5. Successfully complete either the Miller Analogies Test (MAT) or the Graduate Record Examination (GRE) and have scores sent to the CGC office. The test must be current within five years of application. Minimum acceptable score for the MAT is 396. The minimal acceptable GRE score is a combined verbal and quantitative score of 290. Applicants who score between 380-395 on the MAT or between 283-289 on the GRE may apply for provisional status provided all other requirements are met. A student admitted into provisional status who completes 6 graduate semester hours and maintains a 3.5 grade point ratio will be classified as a regular degree-seeking student. Students who score 379 or below on the MAT or 282 or below on the GRE will not be admitted. 6. Three signed letters of recommendation must be sent to the CGC office. 7. A Program of Study completed by the applicant and his/her MAT-PE program advisor must be submitted to the CGC office. Program Requirements: 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 content 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 student must successfully pass the PRAXIS II Examination in the content field in which the student seeks certification. A passing score, using South Carolina standards, must be achieved prior to placement in the Professional Internship. Prior to the internship in teaching, the teacher candidate must: - Apply for the internship no later than May 1 for the subsequent spring internship semester and no later than October 1 for the subsequent fall internship semester. - 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. - 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. - Negative TB test. - MAT interns must successfully pass Red Cross Blood Borne Pathogens training prior to internship. -Proof of current American Red Cross certification in First Aid and CPR must be submitted 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, Physical Education Content Knowledge) and any other certification tests for the State of South Carolina. The candidate must also successfully complete 60 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. • Biology (4) or Chemistry (4) or Physics (4) with laboratory; • Health & Wellness (3) or pass a departmental competency exam; • Human Anatomy (4) and Human Physiology (4) or Anatomy/ Physiology (8) (each course must include a laboratory); • Adolescent Psychology (3) and Child Psychology (3) OR • PSYC-500 Human Growth and Development (3) 41 �Course Requirements: 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-two (42) hours. Each student is assigned an advisor from the School of Education and from The Department of Health, Exercise, & Sport Science. Both advisors will examine transcripts and develop a program of study for each student. Required Education and Physical Education Courses - 42 hours EDUC-536 Educational Psychology EDUC-512 Data Collection & Analysis HESS-505 Motor Development and Motor Learning* HESS-525 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 Content and Methods of Teaching Rhythmic Activities and Movement 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 Seondary Physical Education HESS-561 Advanced Measurement and Evaluation in Physical Education* HESS-620 Professional Internship (6 hours) The Professional Internship requires that a minimum of sixty (60) full days be spent in the schools, and during the Professional Internship, it will not be possible for the teacher candidate to take any additional courses. *Undergraduate and graduate transcripts may be evaluated for application to coursework in the program. Field Experiences: Many education courses require field experiences that vary from course to course and are related to specific course objectives. All field experiences provide opportunities for Master’s candidates to develop pedagogical knowledge and skills. At a minimum, teacher candidates are expected to successfully complete 75 hours of field experiences prior to the Professional Internship that is an additional sixty (60) days. Course Descriptions: HESS-505—Motor Development and Motor Learning Three Credit Hours This course provides the study of appropriate learning and development theories, and heredity and environmental factors that influence human performance. 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-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 This course provides the study of legal, ethical, and practical definitions of involving people with disabilities in physical activity, physical education, and sport settings. HESS-535—History, Philosophy, and 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 42 �these influence curricular models and decisions made by K-12 practitioners. 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 and 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-561—Advanced Measurement and 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. 43 �Master of Education in Educational Leadership - Elementary or Secondary School Administration and Supervision School of Education, 843-953-5097 Dr. Mary Lou Yeatts, Coordinator, Division of Educational Leadership, marylou.yeatts@citadel.edu Dr. Kathy Brown, brownk2@citadel.edu Dr. Kent Murray, kent.murray@citadel.edu Mission Statement: The mission and goals of the Masters 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 • New curricular developments and trends • Skills in practical applications of educational research • Competence in applying principles of human and group behavior in problem situations. • Knowledge and competencies in staff personnel administration • Different leadership and management styles and a clear understanding and working knowledge of LearnerCentered Education. Admission Requirements: Admission is based on assessment of the following: 1. Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC) Bond Hall, Room 101. 2. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each regionally accredited college or university. 3. An overall undergraduate grade point average of 2.5 or a 2.7 ratio for the last 60 semester hours of undergraduate credit. Applicants with less than a 2.5 undergraduate GPR may appeal to The Admission, Retention, and Certification Committee. The Committee’s recommendation regarding this appeal will be forwarded to the Dean of the School of Education for final action. 4. Official scores of the Graduate Record Exam (GRE)— minimum score accepted is a verbal and quantitative combination of 290 or official scores of the Miller Analogies Test (MAT)—minimum score of 396, taken within the past five years for full admission. Candidates, 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 admission requirements have been meet, candidates, admitted under this provisional status, may enroll for only one semester of 6 hours and maintain a 3.5 GPA in order to be classified as a degree seeking or certification-only candidate. 44 5. 6. A copy of a valid South Carolina elementary or secondary teaching certificate. Applicants must be in good standing with the State Board of Education at the time of acceptance. A copy of a South Carolina Professional Certificate verifying three years teaching experience. At least one year of teaching at the appropriate level for Advanced Level certification for which the candidate is applying must be validated. R 43-64 REQUIREMENTS FOR CERTIFICATION AT THE ADVANCED LEVEL I. ADMINISTRATION (A) Elementary School Principal and Supervisor (1) Master’s degree (2) Valid South Carolina Educator’s Professional Certificate at the elementary 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 (5) Completion of an advanced program approved by the State Board of Education for the training of elementary principals and supervisors South Carolina Educator Certification Manual, p. 62 (Revised August 2008) R 43-64 REQUIREMENTS FOR CERTIFICATION AT THE ADVANCED LEVEL I. ADMINISTRATION (B) Secondary School Principal and Supervisor (1) Master’s degree (2) Valid South Carolina Educator’s Professional Certificate at the 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 7-12 (5) Completion of an advanced program approved by the State Board of Education for the training of secondary principals and supervisors South Carolina Educator Certification Manual, p. 62 (Revised August 2008) Note: Courses taken prior to official admission or courses taken through other programs do not count toward the School Administration and Supervision program/degree without written approval from the School of Education’s Dean. �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. An application form, along with appropriate nonrefundable application fee, must be returned to The Citadel Graduate College (CGC) Bond Hall, Room 101. 2. An official transcript directly from each regionally accredited college or university attended - Bachelor’s through Master’s degree. 3. A copy of valid South Carolina teaching certificate. 4. Official scores of the Graduate Record Exam (GRE)— minimum score accepted is a verbal and quantitative combination of 290 or official scores of the Miller Analogies Test (MAT)—minimum score of 396, taken within the past five years for full admission. Candidates, 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 admission requirements have been meet, candidates, admitted under this provisional status, may enroll for only one semester of 6 hours and maintain a 3.5 GPA in order to be classified as a degree seeking or certification-only candidate. 5. A copy of a South Carolina Professional Certificate verifying three years teaching experience. At least one year of teaching at the appropriate level for Advanced Level certification for which the candidate is applying must be validated. R 43-64 REQUIREMENTS FOR CERTIFICATION AT THE ADVANCED LEVEL I. ADMINISTRATION (A) Elementary School Principal and Supervisor (1) Master’s degree (2) Valid South Carolina Educator’s Professional Certificate at the elementary 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 (5) Completion of an advanced program approved by the State Board of Education for the training of elementary principals and supervisors South Carolina Educator Certification Manual, p. 62 (Revised August 2008) R 43-64 REQUIREMENTS FOR CERTIFICATION AT THE ADVANCED LEVEL I. ADMINISTRATION (B) Secondary School Principal and Supervisor (1) Master’s degree (2) Valid South Carolina Educator’s Professional Certificate at the 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 7-12 (5) Completion of an advanced program approved by the State Board of Education for the training of secondary principals and supervisors South Carolina Educator Certification Manual, p. 62 (Revised August 2008) Note: Courses taken prior to official admission or courses taken through other programs do not count toward the School Administration and Supervision program/degree without written approval from the Dean, 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 Program Audit. 4. 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 sixmonth 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 Supervision and Administration Examination. (c) Meet with advisor to review request for admission to an internship (d) Apply in person or via fax 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. 45 �M.Ed. Required Program: Note: Maximum course load is (6) hours. 1. Core requirements—9 semester 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 2. Professional Requirements—30 semester 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 46 Certification-Only Required Program: 1. Professional Requirements - 30 semester 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 Prccess 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 �Specialist in Educational Leadership School Superintendent School of Education, 843-953-5097 Dr. Mary Lou Yeatts, Coordinator, Division of Educational Leadership, marylou.yeatts@citadel.edu Dr. Kathy Brown, brownk2@citadel.edu Dr. Kent Murray, kent.murray@citadel.edu 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 certification at the superintendent’s level. Admission Requirements: Admission to the Specialist in Educational Leadership Program is based on assessment of the following: 1. Complete and return a graduate application form, along with the appropriate non-refundable application fee, to The Citadel Graduate College (CGC) office, Bond Hall Room 101. 2. All official transcripts directly from each regionally accredited college or university attended (including a Master’s Degree or Certification-only in administration) with a minimum 3.25 grade point average. 3. A South Carolina State Professional Certificate with school administrator endorsement and two years in an administrative position equivalent to assistant principal or higher in education. 4. A South Carolina Professional Teaching certificate that is valid and three years teaching experience and two years as a school or district administrator, post secondary administrator, or school business administrator. 5. Official scores of the Graduate Record Exam (GRE) miniumum score accepted is a verbal and quantitative combination of 290 or official scores of the Miller Analogies Test (MAT) minimum score of 396, taken within the past five years. a. No Provisional Status granted. b. Regular admission is granted upon completion of CGC requirements and respective program requirements including completion of review by the department. R 43-64 REQUIREMENTS FOR CERTIFICATION AT THE ADVANCE 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 of 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 or 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 Educator Certification Manual, p. 63 (Revised August 2008) Note: Specialist in Educational Leadership courses taken prior to official program admission will not count toward the degree without written approval from the School of Education. Transfer Credit: Six credit hours of graduate courses, which are appropriate for the major in Educational Leadership, may be approved for transfer from a regionally accredited institution of higher learning. Transfer courses must be no older than 6 years from the first semester of degree work taken at The Citadel. All additional courses must be taken at The Citadel. 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 performing 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: (a) Complete 21 credit hours prior to submitting an internship application for faculty review. (b) Earn a passing score on the PRAXIS, South Carolina’s Supervision and Administration Examination. (c) Meet with advisor to review request for admission to an internship. (d) Apply in person to CGC to register for an internship. Applicants for spring administrative internships should file and application with their advisor no later than December 1 of the preceding semester. Applicants for fall administrative internships 47 �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. Required Program: 1.Professional Requirements – 33 semester hours EDUC 535 Organizational Theory and Behavior EDUC 598 Curriculum Project (Prerequisite EDUC 531/532) EDUC 600 Professional Negotiations EDUC 603 School Plant Seminar EDUC 606 Superintendency and School Organization EDUC 610 Seminar on School Improvement EDUC 612 Seminar in School Law (Prerequisite EDUC 601) EDUC 614 Seminar in Educational Administration EDUC 619 Assessment of School Programs EDUC 632 Internship in Superintendency EDUC 633 Internship in Superintendency Total hours = 33 (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. 48 �Master of Education in Counselor Education (Elementary or Secondary and Student Affairs & College Counseling) School of Education, 843-953-5097 Dr. George T. Williams, 843-953-2205 Coordinator of Counselor Education Programs williamsg@citadel.edu Dr. Guy Ilagan, 843-953-7087 gilagan@citadel.edu Dr. Aaron H. Oberman, 843-953-7123 aaron.oberman@citadel.edu The Council for Accreditation of Counseling and Related Educational Programs (CACREP) granted accreditation in July 2005, effective until October 31, 2013, to the School Counseling Programs which offer Master of Education degrees in Counselor Education. 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: MEd in Elementary School Counseling, MEd in Secondary School Counseling, Elementary School Counseling Certification only, Secondary School Counseling Certification only, MEd in Student Affairs and College Counseling, and a Graduate Certificate in Student Affairs. 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: • • PD1: Long-Range Planning • • • • • PD3: Development and Use of Assessments PD2: Short-Range Planning of Guidance and Counseling Activities PD4: Providing Guidance and Counseling Services PD5: Providing Consultation Services PD6: Coordinating Guidance and Counseling Services PD7: Professional Responsibilities Students in both the elementary and secondary school counseling programs complete both a School of Education Core and Counselor Education Core (refer to Division of Counselor Education Handbook online at http://www.citadel.edu/education/academic_programs/ counseling.html) for a total of 51 credit hours. 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, 49 �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 page 111 for details). 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 following: 1. 2. 3. 4. 5. 6. 7. 8. Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each regionally accredited college or university. A minimum GPA of 3.0 for the last 60 sequential units completed. Official scores of the Graduate Record Examination or the Miller Analogies Test taken within the last five years.* Three signed letters of reference, at least two of which should be from instructors or supervisors who will assess a prospective student’s academic ability and/or potential for effectiveness in the field. 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. This statement is very important because it enables the faculty to make informed decisions regarding admission. A personal group admissions interview with an Academic Review Board to assess personal and professional readiness and satisfactory completion of requirements. Completed Admissions Questionnaire (http://www.citadel. edu/graduatecollege/forms) * The minimum acceptable score for all degree programs is a score of 396 on the MAT or 290 on the GRE (or 900 prior to 2012). Students who score between 380 and 395 on the MAT or 281-289 (or 750-899 prior to 2012) on the GRE may apply for provisional status. Provided all other admission requirements have been meet, candidates, admitted under this provisional status, may enroll for only one semester of 6 hours and maintain a 3.5 GPA in order to be classified as a degree seeking or certification-only candidate. Applicants should provide all of the above materials to The Citadel Graduate College, 171 Moultrie Street, Charleston, SC 29409-6250. The application deadlines are: • June 1st for fall admission • October 1st for spring admission • March 1st for summer admission The formal application in School Counseling or Student Affairs 50 and College Counseling at The Citadel is procured from the office of The Citadel Graduate College, located in Bond Hall 101 or online at www.citadel.edu/graduatecollege. The telephone number is (843) 953-5089. All successful applicants are initially admitted in a “conditionally classified” status. Admitted students will receive a letter from The Citadel Graduate College. It is the student’s responsibility to meet with a faculty advisor early in the first term to begin preparing an official study plan. 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 required to attend Counselor Education Town Hall Gatherings each semester. An official study plan is submitted after the student has successfully completed the three courses, EDUC 514 (School Counseling) or 622 (Student Affairs), EDUC 515 (School Counseling) or 537 (Student Affairs), and EDUC 551 and the student has made adequate personal, academic and professional progress during the three designated courses for the Academic Review Board to grant “Unconditional” or “fully classified” status. NOTE: 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 full-time employment shall not register for more than 6 semester hours in any given term. Effective summer 2007, 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. 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. Coursework accepted for transfer must be parallel course work within the Counselor Education programs at The Citadel. Transfer of credit is not acceptable for the following Citadel courses: EDUC 515, 552, or 624. Transfer of credit approval must be documented in writing by the faculty advisor and the Dean of the School of Education. School Counseling Program Requirements: Students in either elementary or secondary school counseling pro- �gram 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 elementary (K-8) or secondary (6-12) school counseling settings. Students are required to earn a minimum score of 550 on the PRAXIS II test for guidance and counseling prior to enrolling in the practicum (EDUC 629). This must be on file at The Citadel Graduate College. Once students finish nine (9) credit hours of graduate study in the program, including the three courses, EDUC 514, EDUC 515, and EDUC 551, they must meet with a faculty advisor and complete an official study plan. The faculty advisor, in consultation with other school counseling faculty, reviews the study plan and determines whether the student has made adequate personal, academic, and professional progress during the three designated courses, totaling nine (9) credit hours. “Unconditional” or “fully classified” status is then given by the Academic Review Board. (Refer to Appendix in Division of Counselor Education Handbook, for “Counselor Education Student Evaluation Form.”) The study plan specifies required courses for the M.Ed. degree. A schedule for completion of the courses is devised at this time. The study plan takes into account the prerequisites and sequencing of coursework to meet a student’s degree objective. 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) during the beginning of the semester while enrolled in the Internship I course (i.e., EDUC-650 and EDUC-651). Students enrolled in Internships 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., EDUC-652 and EDUC-653). Student Affairs & College Counseling students present their portfolios during their last semester in the program. Elementary and Secondary School Counseling Curriculum (51 Credit Hours): Field Experience Requirements: Based upon these objectives, 51 semester hours of study for Elementary and Secondary School Counseling are offered as follows: Counselor Education students must formally request permission from the faculty advisor to enroll in a 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 that in which the field experience is sought. The coordinator of the field experiences must approve all field experience applications, which are due by the last Friday in September for spring placements and the last Friday in January for fall placements. School of Education Core - 12 Credit Hours PSYC 500 Human Growth and Development (3 credit hours) EDUC 500 Foundations of American Education EDUC 514 The Exceptional Child in the Schools (3 credit hours) EDUC 522 Critical Educational Issues in a Multicultural Society 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 guidance and counseling must be on file at the office for The Citadel Graduate College prior to application for a practicum placement. Elementary and Secondary School Counselor Education Core - 36 Credit Hours 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 primarily by the field site supervisor, with supervision by The Citadel instructor as well. Requirements for Graduation: Students pursuing M.Ed. degrees in School Counseling must complete A. Foundations - 18 Credit Hour EDUC 515 Introduction to the Counseling Profession (3 credit hours) EDUC 521 Program Planning, Management, and Evaluation in School Counseling (3 credit hours) EDUC 550 Career Counseling and Development (3 credit hours) EDUC 551 Counseling Theories and Practice (3 credit hours) EDUC 552 Group Counseling (3 credit hours) EDUC 561 Counseling Diverse Populations (3 credit hours) B. Research/Appraisal - 6 Credit Hours EDUC 512* Data Collection and Analysis (3 credit hours) EDUC 549* Applied Measurement Techniques (3 credit hours) *Students are expectecd to complete at least one of these two courses in the first 18 hours of the program. C. Helping Relationships - 12 Credit Hours EDUC 624 Basic Counseling Skills (3 credit hours) 51 �EDUC 629 EDUC 650* and EDUC 652 OR EDUC 651* and EDUC 653 Practicum in School Counseling (3 credit hours) Elementary School Counseling Internship I (3 credit hours) Elementary School Counseling Internship II (3 credit hours) Secondary School Counseling Internship I (3 credit hours) Secondary School Counseling Internship II (3 credit hours) D. Elective - 3 Credit Hours Approval of the 3 credit hour course elective must be documented by the student’s faculty advisor. *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. Student Affairs & College Counseling Curriculum (48 Credit Hours): The Student Affairs & College Counseling Curriculum is based on 48 credit hours of study as follows. Individuals interested in pursuing a Graduate Certificate in Student Affairs can refer to page 111. Student Affairs and College Counseling Core - 15 Credit Hours EDUC 537 Student Development Services in Higher Education (3 credit hours) EDUC 538 Theories of Student Development in Higher Education (3 credit hours) EDUC 539 Higher Education Administration (3 credit hours) EDUC 613 Foundations of American Higher Education (3 credit hours) EDUC 622 Critical Multicultural Issues in Higher Education (3 credit hours) College Counselor Education Courses - 33 Credit Hours A. Foundations - 15 Credit Hours EDUC 550 Career Counseling and Development (3 credit hours) EDUC 551 Counseling Theories and Practice (3 credit hours) EDUC 552 Group Counseling (3 credit hours) EDUC 561 Counseling Diverse Populations (3 credit hours) EDUC 562 Legal & Ethical Leadership Issues in Education (3 credit hours) 52 B. Research/Appraisal - 6 Credit Hours EDUC 512* Data Collection and Analysis (3 credit hours) EDUC 549* Applied Measurement Techniques (3 credit hours) *Students are expected to complete at least one of these two courses in the first 18 hours of the program. C. Helping Relationships - 12 Credit Hours EDUC 624 Basic Counseling Skills (3 credit hours) EDUC 634 Practicum in Student Affairs and College Counseling (3 credit hours) EDUC 655** Internship I in Student Affairs and College Counseling (3 credit hours) EDUC 656** Internship II in Student Affairs and College Counseling (3 credit hours) ** The internship in Student Affairs consists of 16 weeks of full-time 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. Four Additional Courses for Seeking Licensed Professional Counselor (LPC) - 12 Credit Hours EDUC ____ Elective approved by faculty advisor (3 credit hours) EDUC 567 Assessment of Abnormal Behavior (3 credit hours) EDUC 568 DSM-IV-TR (3 credit hours) PSYC 500 Human Growth and Development (3 credit hours) 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 Citadel 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-IV-TR (diagnosis) and EDUC-567: Assessment of Abnormal Behavior (assessment and treatment of psychopathology). 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/counselor.html under “Program Information.” �Master of Education in Literacy Education School of Education, 843-953-5097 Dr. Jennifer L. Altieri, 843-953-3162 jennifer.altieri@citadel.edu Dr. Stephenie M. Hewett, 843-953-5019 stephenie.hewett@citadel.edu Dr. Dan Ouzts, 843-953-5201 dan.ouzts@citadel.edu 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 general goals and objectives of the program are: 1. A knowledge and mastery of all aspects of the literacy process; 2. 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; 3. A knowledge of the abilities and skills which enhance a wholesome teacher- student-parent relationship in working with students identified as at-risk readers in order to develop a case study; 4. A knowledge of those skills necessary to recognize and accommodate for individual differences in literacy instruction; 5. A knowledge of how to plan, supervise, and enhance programs as a reading consultant; 6. A knowledge of and ability to demonstrate effective literacy instructional strategies; 7. A knowledge of communicating information about literacy; 8. A knowledge of the relationship of literacy skills to subject-matter content areas; 9. A knowledge of significant research conducted in literacy education; and 10. A knowledge of a broad range of children’s and adolescent literature and how to incorporate this literature into the classroom. 11. A knowledge of how to effectively support and mentor educators and serve as a literacy leader. Admission Requirements: 1. 2. 3. 4. 5. 6. Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall room 101. Applicants must have a 2.50 overall undergraduate grade point average in order to be accepted into the Master of Education in Literacy Education program. Applicants with less than a 2.5 undergraduate GPR may appeal to The Admission, Retention, and Certification Committee. The Committee’s recommendation regarding this appeal will be forwarded to the Dean of the School of Education for final action. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each regionally accredited college or university. Submit a valid teaching certificate issued by South Carolina or another state. The minimum acceptable score is a score of 396 on the MAT or 290 on the GRE (Current within five years of application). Candidates who score between 380 and 395 on the MAT or 283-289 on the GRE may apply for provisional status provided all other requirements are complete. After enrolling for one semester under provisional status, completing 6 hours and earning a 3.50 GPA, the candidate will be considered as regular degree seeking. Candidate must be in good standing with the State Board of Education at the time of acceptance. Note: 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. Program Requirements: The Master of Education in Literacy Education is a 36-hour program, consisting of 2 professional core requirements and 10 literacy 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, exam number 0204: 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. Recommendation for certification as Literacy Teacher in South Carolina requires two years teaching experience. Recommendation for certification as Literacy Coach in South Carolina requires five years teaching experience. 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 both Literacy Teacher and Literacy Coach provided the candidate already possesses a valid teaching certificate in the state of South Carolina. 53 �Required Program: All courses must be taken in sequence as laid out in the program of study. Professional Core Requirements-6 semester hours EDUC-536 Educational Psychology And select one course from the following: EDUC-512 Data Collection and Analysis EDUC-549 Applied Measurement Techniques Professional Educational Specialization-30 semester hours EDUC-570 Developing Literacy Knowledge with At Risk Readers EDUC-588 Developing Literacy Skills PreK-Grade 5 EDUC-589 Methods and Materials for Developing Literacy Skills EDUC-590 Literacy Assessment and Instruction EDUC-591 Practicum in Literacy Education EDUC-592 Teaching Reading in the Middle and High School Content Areas 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 Course Descriptions: 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. An 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 learner-centered conceptual base in the process of teaching their discipline specialty. A. English; B. Biology; C. Social Studies; D. Mathematics. A passing score on the PRAXIS II must be achieved upon completion of this class. 54 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 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 exceptional children and youth. There is a focus on cause, identification, and educational and community programs for exceptional individuals. 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 evening seminars. This last course in the MAT sequence requires an Application: for fall semester, April 1, for spring, October 1. Application forms are available in the Department of Education. 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 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-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-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-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 Coursework is designed for practicing and prospective educational administrators that present current and emerging technology in using instructional and administrative technology in such areas as record keeping, scheduling, data collection and analysis, and the evaluation and instructional technology. 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 55 �between theory and practice and provide students with opportunities to apply psychological principles and solve practical problems for personal and professional growth. 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 537—Student Development Services in Higher Education EDUC-542—Teaching Reading and Writing in Middle and High School Content Areas Through Applied Research Three Credit Hours Overview of the historical development of the counseling and student afairs 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. 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. Learner-centered 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 exceptional individuals. 20 hours of field experience is required for this course. During field experiences for this course, 56 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-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-551 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 goals 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-589—Methods and Materials for Developing Literacy Skills EDUC-567—Assessment of Abnormal Behavior Three Credit Hours 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. 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-IV-TR courses. EDCU-568—DSM -IV -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 Knowledge 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—Developing Literacy Skills Pre K-Grade 5 Three Credit Hours A foundational course designed to focus on developing literacy skills from pre-kindergarten through fifth grade. The developmental process of literacy growth along with techniques for teaching phonemic awareness, word recognition, vocabulary, and comprehension skills will be explored. 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. An application for practicum and 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. Practicum applications are due the last Friday of January for the Fall semester practicum. EDUC-592— Teaching Reading and Writing in the Middle and High School—Content Areas Three Credit Hours A course designed for the middle school and high school teacher emphasizing pupil diagnosis followed by instructional decision making directed toward a balanced teaching approach. Candidates focus on literacy skills while teaching the subject matter of the secondary content areas. EDUC-594—Internship in Literacy Education Three Credit Hours A field-based course in which each candidate engages in the supervised teaching of small groups of students. Candidates synthesize the knowledge they have gained in the program to demonstrate ability to appropriately assess and instruct a group of students at each student’s level of literacy instruction. Prerequisites: EDUC 591 and EDUC 512 or 549. An application for practicum and 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. Practicum applications are due the last Friday of January for the Fall semester practicum. EDUC-596—Analysis of Literacy Research Three Credit Hours An in-depth analysis of significant literacy studies is provided. Analysis is directed toward reviewing, exploring, and evaluating the research techniques and findings. Prerequisite: 12 Hours of Literacy Coursework EDUC-597—Supervision of Student Teachers Three Credit Hours A course in supervision for master teachers, department heads, 57 �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-599—Supervision of School Literacy Programs Three Credit Hours A course designed primarily for principals, supervisors, and reading consultants. Included is the study of the nature and functions of supervision for literacy programs; supervisory techniques; the role of the principal, supervisor, and reading consultant in the improvement of instruction; administration of a literacy program; and other cognate problems and issues. Prerequisite: 12 Hours of Literacy Coursework 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, evaluation, in-service development, dismissal, 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. 58 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, 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 Supervised 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. Prerequisite: 12 Hours of Literacy Coursework 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. Prerequisite: 12 Hours of Literacy Coursework 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. Prerequisite: Permission from a faculty advisor. 59 �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. 60 �School of Humanities & Social Sciences Master of Arts: • English • History • Psychology: Clinical Counseling • Social Science Specialist in Education: • School Psychology �Master of Arts in English 7. Department of English, 843-953-5068 Dr. James M. Hutchisson, hutchissonj@citadel.edu Mission: 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. Admissions Requirements: 1. 2. 3. 4. 5. 6. 62 Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. Submit to the CGC office official transcript(s) directly from each institution of higher learning attended, including documentation of graduation from a regionally accredited four-year college or university. The transcript(s) should be sent directly from the institutions attended to the CGC office. Applicants are expected to have a cumulative undergraduate GPA of at least 2.5 on a 4.0 scale and a 3.0 in the major. Submit at least two signed letters of recommendation, perferably 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. Submit a two-page statement about educational goals and interest in a graduate program in English. Submit 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. Submit an official copy of scores from the general test of the Graduate Record Examination (GRE) or the Miller Analogies Test (MAT). (Applicants who do not have an undergraduate degree in English are also required to take the GRE advanced test in literature.) The test scores must date from the past five years. 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. 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 nine semester hours with a minimum GPA of 3.25 the student will be eligible for degree-seeking status. Application Deadlines The Joint Program Committee will consider completed applications for the regular degree program on the following dates: Fall: May 1 Spring: November 1 Summer: April 1 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, 6 hours • British Literature after 1800, 6 hours • American Literature, 6 hours • Seminar (English 700), 3 hours • Electives, 12 hours • Thesis and Oral Defense of Thesis, 6 hours • Demonstration of competency in one foreign language • Comprehensive Examination Non-thesis Option: Same as above, except that the thesis is omitted and the number of elective hours is eighteen. Notes: • At least nine hours must be taken at each campus. • English 700 satisfies 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 (3), 699 (3), and 701 (6) in any combination may count toward the required 36 hours. • Students may demonstrate their competency in a foreign language by completing two years or their equivalent of college-level study in a single foreign language with an average grade of B or higher: or completing, with a grade of B or higher, English 517: Old English Language. The foreign language requirement must be met before a student can take the comprehensive examination. • The comprehensive examination is prepared and administered by the Joint Program Committee and is taken �by all candidates after the completion of at least 27 hours of coursework. Copies of all previous examinations are available on the websites of both English departments. Concentration in African American Literature: In 2004 an African American Literature Concentration was added to the Master of Arts degree program. The fifteen hour (15) concentration, with a thesis option, offers advanced course work in African American literature, independent study courses for further exploration into an African American literature topic, and cross disciplinary opportunities with courses in other departments that have a central concern with African American literature. Students opting to add a concentration in African American literature must meet the normal requirements for the M.A. In addition, they must complete one of these two courses of study: Standard Option: • 9 hours of African American literature (any combination of 535, 570, 571, and 573) • 3 hours of study of an African American topic in another discipline, as approved by the graduate director • 3 hours of study in an African American topic, such as an independent study or internship, as approved by the graduate director Thesis Option: • 6 hours of African American literature (any combination of 535, 570, 571, 572, and 573) • 3 hours of study of an African American topic in another discipline, as approved by the graduate director • 6 hours of thesis on an African American topic Notes: • A student may substitute 3 hours of independent study on an African-American topic (as approved by the graduate director) for any 3 hours of coursework. • Students taking this concentration may apply only one of their African American literature courses to the six hour American literature requirement of the M.A. Course Descriptions: 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-503—English Drama to 1642 Three Credit Hours A study of English drama from its origins in the Middle Ages, through the predecessors and contemporaries of Shakespeare, and on to the closing of the theatres in 1642. ENGL-504—Poetry and Prose of the English Renaissance Three Credit Hours Non-dramatic poetry and prose of the sixteenth and early seventeenth centuries, with emphasis on the major authors (Spenser, Sidney, Marlowe, Jonson, Donne, and Herbert) and on the major literary types. 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 such 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 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 Rosetti. ENGL-512—Literature of the U.S. South Three Credit Hours A study of selected texts, both canonical and lesser-known, by and about residents of the U.S. South. The course will emphasize works produced since 1900 and will explore some of the recurring themes often associated with the region: race, class, family, and place; land, labor, and the pastoral ideal; nostalgia, history, and the global South. ENGL-516—Continental Literature Three Credit Hours A study of European literature in translation since the Renaissance, including works by such authors as Cervantes, Moliere, Racine, 63 �Goethe, Stendhal, Balzac, Tolstoy, Dostoyevski, and important writers of the twentieth century. of the early twentieth century, including such figures as Fitzgerald, Hemingway, Faulkner, and Stein. ENGL-517, 518—Special Topics in Literature ENGL-529—American Fiction: 1945 to the Present 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. Three Credit Hours A study of the significant American novels and short fiction published since World War II. ENGL-530—Special Topics in The Humanities ENGL-520—A Survey of World Literature I Three Credit Hours Masterpieces of world literature in translation from the beginnings to around 1650 with special attention to the philosophical content and the development of literary forms. Three Credit Hours A study of special areas of the humanities or related areas which are outside the normal course offerings of the English Department. The subject for each course will be announced. ENGL-531—British Poetry: 1900 to Present ENGL-521—A Survey of World Literature II Three Credit Hours Masterpieces of world literature in translation from around 1650 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 eighteenth 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. 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 twentieth-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 twentieth-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 ENGL-526—Victorian Novel A study of the novels and short stories of major contemporary British writers. Three Credit Hours A study of major British novelists of the late nineteenth century, including Dickens, Eliot, and Hardy. ENGL-550, 551—Special Topics in Composition or Language One - Three Credit Hours ENGL-527—British Fiction: 1900 to 1945 Three Credit Hours A study of the novels and short stories of major 20th- century British writers up to 1945, 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 64 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 ENGL-563—Creative Writing—Fiction 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. Three Credit Hours Class discussion of student writing using twentieth-century fictional works as models. 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. Special attention is given to the varieties of American English, particularly African American Vernacular 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-570—Topics in African American Literary Genres Three Credit Hours A study of a particular genre of African American literature, suchas drama, novels, or poetry. Topics will vary according to instructors. ENGL-571—Topics in African American Literary Periods Three Credit Hours A study of a particular period of African American literature, such as the Harlem Renaissance. Topics will vary according to instructors. ENGL-572—Topics in Major African American Writers Three Credit Hours A study of a particular African American writer, such as Langston Hughes or Toni Morrison. Topics will vary according to instructors. 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-595—Methods and Materials for English Language Arts Three Credit Hours Principles and practice of technical communication as applied to reports, technical papers, oral presentations, and business communications. 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: EDUC501 and EDUC-592. Note: For students in the M.A.T. in English program only. ENGL-559—History and Theory of Rhetoric ENGL-650—Literary Research ENGL-557—Creative Writing—Poetry Three Credit Hours Class discussion of student writing using twentieth-century poems as models. ENGL-558—Technical and Professional Writing 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. Three Credit Hours Study of textual bibliography, research methods and resources, and methods of presenting research. ENGL-560—Film Studies 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. Three Credit Hours A study of films from a variety of nations and filmmakers. Attention is given to how techniques of filmmaking such as mise en scène, montage, and lighting communicate a filmmaker’s construction of meaning. In some cases, comparisons may also be made between films and their written sources to demonstrate differing approaches to conveying comparable meaning. 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-698—Tutorial 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, 65 �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-702—Internship Three Credit Hours A supervised field experience in which the student observes and participates in a professional occupation related to the English degree. The internship will consist of 300 hours of work and the completion of a formal report. Permission of the graduate director required. Graded on a pass/fail basis. 66 �Master of Arts in History Department of History, 843-953-5073 Dr. Kurt M. Boughan, Director boughank1@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, and 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. Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. Submit one official copy of a transcript directly from each institution of higher learning attended, including documentation of graduation from a regionally accredited four-year college or university. Submit 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. Submit 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. Submit an official copy of test scores of the Graduate Record Examination or Miller Analogies Test. Tests must have been taken within last five years. Applicants are expected to have a composite GRE verbal and quantitative score exceeding 300 (or MAT score of 410). Applicants are expected to have a cumulative undergraduate GPA of at least 2.5 on a 4.0 scale and a 3.0 in the major. They are also expected to have 15 hours of history course work beyond the initial survey. An applicant who fails to meet 7. these 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. The Admissions Committee will consider complete applications for the program on the following dates: March 1st for the summer or fall semester October 1st for the spring term 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. 600- and 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. Required Program: 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. 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** The program offers two tracks, according to students’ career goals. 1. Thesis track students must take HIST-801, HIST-802 and successfully defend their thesis. (These courses count towards the 18 hours in the major concentration.) 2. Non-thesis track students must take two research seminars, preferably within their area of concentration, and a comprehensive exam in their major field. *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 67 �director to take a non-history elective. A specific number of courses must be distributed between both institutions. 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. Course Descriptions: (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-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 survey 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. 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-535—Medieval Europe HIST-503—The Jeffersonian and Nationalist Period HIST-537—Renaissance and Reformation Three Credit Hours A study of American history, 1800-1850, with an emphasis on the clash of Federalist and Jeffersonian principles; emerging political and cultural nationalism; the war of 1812; the influence of Jacksonian Democracy on political, social, and economic life; growing sectionalism and the Mexican War. 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. 68 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. 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 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 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. 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-543—Twentieth-Century Europe HIST-582—China to 1800 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. 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-545—History of Modern Russia HIST-583—Modern China 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. 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-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-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 HIST-563—Modern Latin America *HIST-590—Special Topics in U.S. History 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. Three Credit Hours Examples include Turning Points in American History, the Progressive Era, the Social and Cultural Transformation of the 1920s, etc. 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-591—Special Topics in European History Three Credit Hours Examples include Georgian Britain, Edwardian Britain, the European Left and Labor, etc. 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- *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 69 �Caribbean, Asia, Africa, or the Middle East. historical methods necessary to pursue successfully a research topic. This will entail an introduction to primary sources. *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-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-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, the Caribbean Origins of the Lowcountry). 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-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 70 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., HIST-610, 630, 640, and 670) are restricted to fifteen (15) M.A. students and normally are conducted as seminars with discussions of assigned readings in the scholarly literature. Emphasis is placed upon the analysis and synthesis of diverse historical materials, and a longer research paper of 20 to 25 pages is required on a suitable topic in the historiography of the field. In general, these distinctions in size, methodology, and assignments apply to all 500 and 600-level courses. Courses for the MAT Degree: 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, reilgious beliefts, 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-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. (This course does not count �towards the requirements for the MA in History.) 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. Department of Psychology Graduate Programs The Department of Psychology offers two graduate psychology programs, one in Clinical Counseling (MA only) and the other in School Psychology (MA and Ed.S.). The two programs share 27 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 scientistpractitioner 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 Accreditation Council (MPAC), 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 54 credit hours. The program includes 30 credit hours of core courses, 12 hours of advanced courses, 3 hours of electives, and 9 hours of field work. Field work 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. PSYC599, 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. 71 �Master of Arts in Psychology: Clinical Counseling Department of Psychology, 843-953-5320 Dr. William G. Johnson will.johnson@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. All applicants must request admission packets from CGC and submit for review: 1. 2. 3. 4. 5. Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101 An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each 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) 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; The Graduate Record Examination (GRE) score of 297 (minimum of 150 on the verbal reasoning and 141 on the quantitative reasoning section) or a score of 410 or higher on the Miller Analogies Test (MAT). Current within five years of application; A completed admissions questionnaire; Two signed letters of reference. 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. 72 Application materials can be requested from The Citadel Graduate College, The Citadel, Charleston, South Carolina 29409: (843) 953-5089 or online at www.citadel.edu/graduatecollege. All application requirements must be met and materials submitted to The Citadel Graduate College by March 15 to be considered for fall admission in the Clinical Counseling Program. 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 54 credit hours, including 30 credit hours of core courses, 12 hours of advanced courses, 3 hour elective, 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 who successfully complete this program (and take Career Counseling as one of their elective courses) 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 masters degree program. The program is a member of the Council of Applied Master’s Programs in Psychology and is accredited by the Masters in Psychology Accreditation Council. Students must abide by the Ethical Principles of Psychologists and Code of Conduct of the American Psychological Association throughout their enrollment. The MA 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 nondegree-seeking student will be applied toward program requirements. Registration for psychology courses as a non-degree seeking student is available no sooner than one week prior to the start of classes each term. The only exception to this is PSYC 500, registration may occur at any time. Required Program for Clinical Counseling Students: Core Courses: Course PSYC-500 PSYC-501 PSYC-507 PSYC-508 PSYC-514 PSYC-523 PSYC-525 PSYC-549 Credit Human Growth and Development , 3 hours. Principles of Cognitive and Behavioral Change, 3 hours General Psychopathology: Assessment and Differential Diagnosis, 3 hours Counseling and Personality Theories, 3 hours Ethics and Mental Health Law, 3 hours Statistics and Research Design, 3 hours Basic Counseling Techniques, 3 hours Applied Measurement Techniques, 3 hours �PSYC-553 PSYC-561 Introduction to Family Dynamics, 3 hours Social-multicultural Perspectives, 3 hours Students completing the Clinical Counseling curriculum must complete a comprehensive examination successfully to be permitted to take the following Advanced Courses: Advanced Courses: Course PSYC-552 PSYC-611 PSYC-643 PSYC-644 PSYC-629 PSYC-651 PSYC-652 Electives: PSYC-557 PSYC-602 PSYC-603 PSYC-555 PHED-511 EDUC-550 Credit Group Counseling Techniques, 3 hours Clinical and Professional Issues in Counseling, 3 hours Contemporary Psychological Assessment and . Psychotherapy, 3 hours Advanced Counseling Techniques, 3 hours Practicum: Clinical Counseling, 3 hours Internship I, 3 hours Internship II, 3 hours Counseling & Psychotherapy for Couples, 3 hours Social and Biological Basis of Child and Adolescent Behavior, 3 hours Affective and Cognitive Interventions: Child/Adolescent, 3 hours Special Topics: Alcohol and Substance Abuse Counseling, 3 hours Special Topics: Sports Psychology, 3 hours Career Counseling, 3 hours (Required for ...... Licensed Professional Counselor) 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 PSYC643 and PSYC-552. Field placement opportunities are available in many agencies within the tri-county area and are listed on the website. 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-508 Counseling and Personality Theories PSYC-552 Group Counseling Techniques PSYC-643 Contemporary Psychological Assessment and Psychotherapy PSYC-644 Advanced Counseling Techniques 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. Specialist in Education in School Psychology Department of Psychology, 843-953-5320 Dr. Kerry Lassiter, lassiterk@citadel.edu Mission Statement: The mission of the Specialist in Education (Ed.S.) program in School Psychology is to prepare students to become scientist practitioners. This model sees the school psychologist as a databased problem solver at the individual, the group, and the systems level. 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 II level 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. All applicants must submit for review: 1. Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. 2. An official transcript of the baccalaureate degree and all other undergraduate and graduate work directly from each 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); 3. A current (within five years of application) Graduate Record Examination (GRE) score of at least 297 (minimum of 150 on the verbal reasoning and 141 on the quantitative reasoning section). The Miller Analogies Test (MAT) can be substituted for GRE scores with a score of at least 410 or higher. 4. A completed admissions questionnaire (www.citadel.edu/ graduatecollege/forms; 5. Two signed letters of reference. Application materials can be requested from The Citadel Graduate College, The Citadel, Charleston, South Carolina 29409: (843) 953-5089 or online at www.citadel.edu/graduatecollege. All application requirements must be completed and materials submitted to The Citadel Graduate College by March 15 to be considered for fall admission in the School Psychology program. List of Psychology Courses begins on Page 75. 73 �Program Requirements: The Ed.S. degree in School Psychology consists of 75 semester hours with 4 interacting components: 1. Core knowledge courses focusing on psychological foundations with emphasis on the role, functions, and scope of the profession of school psychology (30 hours). a. PSYC-500: Human Growth and Development b. PSYC-501: Principles of Behavior and Cognitive Change c. PSYC-507: General Psychopathology:Assessment & Differential Diagnosis d. PSYC-508: Counseling and Personality Theories e. PSYC-512: Ethics, Roles, & Law f. PSYC-523: Statistics & Research Design g. PSYC-525: Basic Counseling Techniques h. PSYC-549: Applied Measurement Techniques i. PSYC-553: Introduction to Family Dynamics j. PSYC-561: Social-multicultural Perspectives 2. Advanced knowledge and skills courses which emphasize the knowledge and skills more specific to educational settings (30 hours). a. PSYC-502: Psychological & Educational Exceptionalities:Child/Adolescent b. PSYC-503: Objective Assessment c. PSYC-504: Special Techniques in Assessment d. PSYC-505: Personality, Social, & Emotional Assessment e. PSYC-602: Social & Biological Basis of Child &Adolescent Behavior f. PSYC-605: Systems Theory & Consultation: Prevention and Intervention* g. PSYC-606: Educational Interventions* h. PSYC-607: Behavioral and Emotional Interventions* i. PSYC-612: Reading Assessment and Interventions j. PSYC-620: 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. 3. 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 can not begin this block of courses until they have officially been admitted into the School Psychology Program and completed all prerequisites. a. PSYC-615: Practicum in School Psychology I b. PSYC-616: Practicum in School Psychology II c. PSYC-617: Consultation & Intervention Practicum I d. PSYC-618: Consultation & Intervention Practicum II e. PSYC-621: Internship in School Psychology I f. PSYC-622: Internship in School Psychology II *NOTE: PSYC 615/617 & 616/618 are co-requisites 4. Experience as a scientist practitioner in gathering and analyzing data (3 hours). a. 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 Handbook 74 of School Psychology) are awarded the Ed.S. degree. Students must complete all course requirements within a 5-year period from the date of initial enrollment. Internship requirements must be completed within 2 years of the completion of course work or 7 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 be the thesis. No more than 8 hours of graduate credit taken as non-degree-seeking student will be applied toward program requirements. Registration for psychology courses as a non-degree seeking student is available no sooner than one week prior to the start of classes each term. The only exception to this is PSYC 500, registration may occur at any time. Field-Based Placement Requirements: School Psychology students must complete all course work before placement in an internship setting (including thesis). Students will be required to spend a minimum of 1200 clock hours in a supervised internship and complete these hours within 2 years. To meet South Carolina requirements, students who plan to complete an internship must apply through the South Carolina Department of Education (SCDOE) for an internship certificate. Further, 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 SCDOE by the deadline for the intended semester of Internship (January 15 fo Fall Semester internship and May 1 for Spring internship). Other field-based experiences may require a criminal background check prior to field placement. Program Sequence: PSYC-503, 504, 505, and 615/616 must be taken in prescribed sequence, with each course building on the preceding one incrementally. The intervention courses (PSYC-605, 606, 607 and 617/618) must be completed prior to (or 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 enrolled in order to avoid an extension of their course work by one year. 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 by the Program 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-615/616, PSYC-617/618, PSYC-605, PSYC-606, PSYC-621, and PSYC-622. Students enrolled in these classes are advised to consult their syllabus and instructor for more specific details problem-solving model, particularly the problem definition, problem analysis and intervention planning stages. 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 intelligence, achievement, visual-motor measures as well as 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 Course Descriptions: 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. 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-IV) will be emphasized. 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 these instruments with emphasis on utilizing this information within the data-based Three Credit Hours Students will have direct experiences in assessment and evaluation with a focus on several diagnostic systems and methodologies (e.g., DSM-IV, IDEA, etc.). Emphasis will be on acquiring and interpreting information on behavior tendancies and styles with special attention to school age children and youth. Students will gain practical experience in the use and interpretation of objective, projective, and observational techniques. Practical experiences will be integrated with analysis of the literature relating to legal issues, validity of data, and clinical studies. Emphasis will be on utilization of such information in a model that emphasizes databased 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 DSM-IV. 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. 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: Human Growth and Development (PSYC-500). 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 75 �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. 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). 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: completion of all or concurrent registration in: 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—Applied Measurement Techniques 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. 76 PSYC-552—Group Counseling Techniques 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-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: 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: Family Dynamics (PSYC-553). PSYC-561—Social-Multicultural Perspectives Three Credit Hours This course uses principles of social psychology to examine the influences of cultural, ethnic, minority, gender, and life-styles on psychological, educational and social development. Particular attention will be focused on variations in experiences and perceptions of individuals from divergent backgrounds as these impact on educational and psychological environments. Students will be provided practical experiences that will enable them to shift focus from their own perspectives. Prerequisite: Human Growth and Development (PSYC-500). 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 A supervised applied research project related to a topic or issue in psychology. A prospectus, to be approved by the supervising faculty member, shall detail the nature of the study and the methodology to be used. The thesis shall be submitted according to designated format, and its acceptance (and the award of credit) shall depend upon an oral defense before departmental faculty. The student will also be expected to submit the research for presentation at a state, regional, or national psychology association meeting or equivalent. Prerequisite: Completion of Statistics and Research Design (PSYC523). 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: 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. Students will cover systems theories and models of consultation to include mental health consultation, behavioral consultation, organizational change, and collaborative decision-making as well as primary/secondary prevention methods with a focus on the learning and psychology of the school age child/adolescent. Interventions that promote positive school cultures will be examined across classroom, school, family, and community systems. Prerequisite: Ethics, Roles and Law (PSYC-512). Corequisites: 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 psychologistsin-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. Corequisites: Practicum in School Psychology I (PSYC-615) and Practicum in Consultation and Intervention I (PSYC-617) 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. Crisis intervention and threat assessment will also be addressed. Corequisites: Practicum in School Psychology II (PSYC-616) and Practicum in Consultation and Intervention II (PSYC-618) PSYC-611—Clinical and Professional Issues in Counseling Three Credit Hours Counseling does not occur in a vacuum and clinical counselors working within the community must possess basic knowledge of a number of topics that affect the provision of care to clients. This course addresses a number of topics that relate to the practice of counseling. Topics to be addressed include: 1) licensure and professional development; 2) advanced personality theory with a focus on assessment and treatment of personality disorders; 3) psychopharmacology for the non-physician; and 4) use of empirically validated treatments. 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 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 programs and methods of instruction used to prevent reading problems before they occur will also be reviewed. Corequisites: Practicum in Consultation and Intervention: I and II (PSYC-616/618) PSYC-615/616 —Practicum in School Psychology: I and II Two Credit Hours each These practica 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 77 �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. Corequisites: 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 practica 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 data-based problem solving approach to intervene with children in need of school psychology intervention. Corequisites: 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 provided 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, as well as review methods and procedures involved in assessing institutional programs (i.e., program evaluation, implementation and efficacy). 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 multiculturally 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 78 (including thesis). PSYC-629—Practicum: Clinical Counseling Three Credit Hours This course is a supervised field experience for community 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 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 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. PSYC-644—Advanced Counseling Techniques 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-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 prior course work, including Practicum (may take elective with Internship) 79 �Master of Arts in Social Science Department of Political Science & Criminal Justice, 843-953-5069 Dr. Terry Mays, terry.mays@citadel.edu 2. 3. 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, homeland security, 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. 2. 3. 4. Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each regionally accredited college or university attended. All students must successfully complete either the Graduate Record Examination (GRE) or the Miller Analogies Test (MAT). 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 fail to meet the minimum score requirement may be provisionally accepted into the MA 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 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. Completed program of study with advisor. Required Program: The Master of Arts in Social Science is a 36 credit hour program consisting of the following requirements: 1. 80 Required Core (6 hours) PSCI-500/ CRMJ-500 Seminar in Social Science PSCI-501/ CRMJ-501 Research Methods in Social 4. Science *NOTE: these 6 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 any political science, criminal justice, sociology, or anthropology courses the Department offers. Cluster B: Electives (15 hours) Students should select five courses from those listed in this cluster, three of which must be Psychology graduate courses (9 hours). Other courses may be used as electives with the permission of the Departmental Graduate Director. Students wishing to focus on homeland security or leadership may take as many as10 courses from Cluster B with the approval of the Director of the MA program and either the Director of Homeland Security Programs (for homeland security focus) or the Director of Academic Leadership Programs (for leadership focus). Students who choose to focus on social sciences as a general area will take 5 courses from Cluster A and 5 courses from Cluster B with the approval of the Director of the MA program. Students accepted for the MASS degree program may simultaneously 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 page 110 for more details on the Graduate Certificate in Leadership and page 113 for more details on the Graduate Certificate in Homeland Security. List of Courses: (Cluster B) PSYC-500 PSYC-501 PSYC-507 PSYC-508 PSYC-553 PSYC-555 PSYC-561 PSYC-570 Human Growth and Development Principles of Cognitive & Behavioral Change *With Instructor Permission Only General Psychopathology *With Instructor Permission Only Counseling and Personality Theories *With Instructor Permission Only Introduction to Family Dynamics Special Topics in Psychology *With Instructor Permission Only Social-Multicultural Perspectives Social and Cognitive Foundations of Interpersonal Behavior �BADM-704 BADM-713 Foundations of Economics Communication for Leadership EDUC-500 EDUC-561 EDUC-600 Foundations of American Education Counseling Diverse Populations Professional Negotiations ENGL-512 ENGL-516 ENGL-520 ENGL-521 ENGL-530 ENGL-535 ENGL-558 ENGL-570 ENGL-571 ENGL-572 ENGL-573 Southern Literature Continental Literature Survey of World Literature I Survey of World Literature II Special Topics in the Humanities African-American Literature Technical and Professional Writing Topics in African-American Literary Genres Topics in African-American Literary Periods Topics in Major African-American Writers Special Topics in African-American Literature 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 HESS-503 HESS-504 Drug and Substance Abuse Human Sexuality Public Health Total: Thirty six (36) hours. Course Descriptions: (Cluster A) 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-505—Instructional Approaches to Social Sciences Three Credit Hours This course is designed to provide an overview of the social sciences, to show how they differ from the humanities and the natural sciences, to review how the scientific approach and the scientific method may be applied to the study of social sciences, and to introduce students to a variety of pedagogical techniques; special emphasis will be given to the use of technology in the teaching of the social sciences and will include instruction on the use of the internet, on the gathering and analysis of social science data, and the utilization of simulations in the classroom. 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. 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. 81 �PSCI-521—Advanced Placement: American Government CRMJ-510— Topics in Criminal Justice 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. 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. 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; US 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 decisionmaking process, and the impact of court decisions. PSCI-569/CRMJ-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-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/PSCI-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 secuirty organizations with emphasis given to a review of the research related to the development of leadership skills for homeland security management. CRMJ-561— Drugs and Crime PSCI-570—The Civil Rights Movement Three Credit Hours An examination of the Civil Rights Movement from World War II to the present with extended attention given to the critical period from 1954 to 1965; the course will consider the impact of this “civil rights decade” on American politics and political behavior during the last third of the 20th century. Key events, organizations, and personalities will be examined, and continuing issues (such as affirmative action, majority-minority legislative districting, and racial typing) will be discussed. Secondary analyses will be supplemented by the use of videotapes, first-hand accounts, and primary documents to enhance students’ understanding of the movement and its effects. PSCI-592—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. 82 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. 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. 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. 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. CRMJ-567— 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. 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. 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 83 �School of Science & Mathematics Master of Arts: • Biology Master of Arts in Education: • Mathematics Master of Science: • Computer Science • Health, Exercise, & Sport Science 84 �Master of Arts in Biology Course Descriptions: BIOL-502—Comparative Vertebrate Anatomy Department of Biology, 843-953-5203 Dr. John Weinstein, john.weinstein@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: 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 non-parametric 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 1. 2. 3. Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each regionally accredited college or university attended. All students must successfully complete either the Graduate Record Examination (GRE) or the Miller Analogies Test (MAT). The minimum for the GRE is a verbal and quantitative combination of 290. The minimum for the MAT is a raw score of 396. 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 eight hours of degree coursework with a minimum grade point average of 3.25, 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. Program Requirements: 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. 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. 85 �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. BIOL-531—Reproductive and Developmental Strategies Four Credit Hours A study of reproductive and developmental strategies used across the phyla, this course will consider how the choices of the reproducing adults affect the development and survival of the offspring. The laboratory will include use of model systems to investigate the theories discussed in lecture. Lecture: three hours a week; laboratory: three hours a week BIOL-601—Evolution of Animals 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 Four 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: three hours a week; laboratory: three 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 86 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. 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 experience. 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-607—Microbiology Four Credit Hours General coverage of the anatomy, morphology, ecology, and chemistry of microorganisms. The emphasis of the course will be on bacteria, however, some time will be spent on the study of fungi, viruses, richettsiae, and protozoans. Lecture: three hours a week; laboratory: three hours a week. 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: three hours a week. 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. 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-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. 87 �Master of Arts in Education in Mathematics Department of Mathematics and Computer Science Dr. John I. Moore, Jr., Department Head, 843-953-5048, john.moore@citadel.edu Dr. Isaac S. Metts, Jr., Program Director 843-953-5042, spike.metts@citadel.edu Col. Stephen D. Cotter, Associate Program Director, 843-953-5035, steve.cotter@citadel.edu Graduate courses in Mathematics are also offered in support of other degree programs, primarily the Master of Arts in Teaching (MAT) with a concentration in the field of Mathematics. Mission: The purpose of the M.A.E. in Mathematics is to enhance the mathematical knowledge and teaching techniques of middle and secondary mathematics teachers. The program is intended for individuals who currently hold a teaching certificate, but a certificate is not required. Courses associated with this program do not require that the participant have an undergraduate major in mathematics. However, the mathematics background and maturity must include at least twelve hours of mathematics at the undergraduate level, with at least 8 semester credit hours in calculus. Participants whose preparation may not be adequate should confer with the department head or the program director. Admission Requirements: 1. Complete and return a graduate application form, along with the appropriate non-refundable fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. 2. 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 cumulative undergraduate GPA of 2.5 or higher. Applicants with less than a 2.5 GPA may appeal to the Department of Mathematics and Computer Science, and their application will be reviewed by the Program Director and the Department Head. The department recommendation will be forwarded to the Dean of Science and Mathematics for final action. 3. An official copy of the Graduate Record Exam (GRE) or the Miller Analogies Test (MAT). The minimum combined score for the GRE on the verbal and quantitative sections of the general test is 290. The minimum score for the MAT is a raw score of 396.* 4. Completion of a minimum of 12 hours of undergraduate mathematics that includes at least 8 semester credit hours in calculus. *Students who score between 283-289 on the GRE or 380-395 on the MAT may apply for provisional status. Under provisional status, students may enroll for only one semester of 6 hours. If the student maintains a 3.50 GPA under provisional status, they will be considered for degree seeking status the following semester. Stu88 dents who score 379 or below on the MAT or 282 or below on the GRE will not be admitted. Admission test must be current within five (5) years of application. Degree Requirements: The minimum number of hours required is 33 semester hours, of which at least 21 must be mathematics courses and 9 must be education courses. The other three hours can be either mathematics or education. Required Mathematics Courses: MATH-518 Technology in Mathematics Classrooms (3) MATH-542 Probability and Statistics (3) MATH-553 Calculus from an Advanced Standpoint (3) Electives Four or five courses* (12-15 semester hours) *MATH-501, 509, 517, and 541 are excluded as electives. CSCI-562 and CSCI-563 may be counted. Required Education Courses (one course from each of the following areas): a. Humanistic Orientation (one course) (3) EDUC-500 Foundations of American Education EDUC-522 Critical Education Issues in Multicultural Society b. Behavioral Science Foundation (one course) (3) EDUC-536 Educational Psychology c. Research (3) EDUC-512 Data Collection and Analysis Course Descriptions: MATH-501—Arithmetic and Algebraic Structures for Middle School Teachers Three Credit Hours This course is designed to relate the content of arithmetic and algebraic structures to middle school teachers. It will address the special needs of middle school teachers and identify resources and assistance. Course instruction will model the recommendations of NCTM and the content will be consistent with the South Carolina Curriculum standards. MATH-505, 506—Mathematics for Middle/Secondary School Teachers Three Credit Hours These courses are designed to introduce students to topics in finite mathematics with applications to “real” world problems. Either spreadsheets or some other technology will be used to model the problems and expedite the calculations. MATH-509—Geometry and Measurement for Middle School Teachers Three Credit Hours A course designed to introduce appropriate geometric concepts and measurements for middle school. Course instruction will model the recommendations of NCTM and the content will be consistent with South Carolina Curriculum standards. �MATH-510—Problem Solving Techniques MATH-521—Modern Geometry Three Credit Hours Strategies and techniques for problem solving will be introduced and used to solve mathematical problems. The emphasis will be on middle and secondary level problem solving. A major portion of the course consists of hands-on experience in problem solving, both individually and in groups. 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-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 under represented 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 prerequites must be completed before taking this course. MATH-517—Concepts of Pre-Calculus for Middle School Teachers Three Credit Hours This course will review the topics in pre-calculus with an emphasis on conceptual understanding and how middle school mathematics leads into pre-calculus. Technology will be used to assist in the motivation and development of algebraic and trigonometric ideas. Prerequisite: MATH-501 or equivalent. 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-541—Probability and Statistics for Middle School Teachers Three Credit Hours The course will demonstrate basic ideas of data collection and the use of elementary statistical ideas to analyze the data. Various graphical representations and models will be explored. Interpretations of the data and possible extrapolations will be investigated. 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-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. MATH-519—Using Technology in Teaching Middle School Mathematics Three Credit Hours This course will demonstrate how calculators and other technological advances can be used to motivate and develop conceptual understanding of arithmetic, algebra, and geometric concepts. Various applications which make use of calculators will be investigated. The appropriateness of calculator use in teaching certain topics will be discussed. Note: Credit may not be received for both MATH-518 and 519. 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. 89 �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. CSCI-562—Microcomputer Applications for Teachers Three Credit Hours This course is specifically designed to help teachers/administrators prepare to use microcomputers and Internet resources in their classroom/school. Topics include a general introduction to computers, word-processing, spreadsheets, databases, and telecommunications. Emphasis will be on actual classroom/school applications. This course is not intended for anyone who has already taken another computer course. Note: This course can not be used for the Master of Science in Computer Science. 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 can not be used for the Master of Science in Computer Science. 90 �Master of Science in Computer Science Department of Mathematics and Computer Science Dr. John I. Moore, Jr., Department Head, 843-953-5048, john.moore@citadel.edu Dr. Shankar Banik, Program Director, 843-953-5039, shankar.banik@citadel.edu Mission: 2. The Master of Science in Computer Science 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 science program is a joint program with the College of Charleston. Admission Requirements: 1. 2. 3. 4. 5. 6. Complete and return a graduate application form, along with the appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each regionally accredited college and university. Students admitted to the program are normally expected to have an undergraduate grade point average of at least 3.0. Approval from the Program Director or Department Head before registering for any graduate Computer Science (CSCI) courses. Completion of the Graduate Record Examination (GRE) with a 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. The GRE must be current within five years of the application for admission to the program. Evidence of a command of spoken and written English such as a TOEFL score of 550 paper-based, 79-80 internet based or 213 computer-based (if English is not the native language of citizenship). Competency, demonstrated through coursework, approved work experience, or a program administrated competency exam, in the areas of basic Computer Architecture, Object-oriented Programming, Discrete Mathematics, and Data Structures. Degree Requirements: The Master of Science in Computer Science 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: 1. Complete the following four core courses for a total of 12 hours. CSCI-601 Data Modeling and Database Design 3. CSCI-602 Foundations of Software Engineering CSCI-603 Object-Oriented Design Patterns CSCI-604 Distributed Computer Systems Architecture Declare an area of specialization from among software engineering, information systems, or computer science, and complete four courses in that area (12 hours). a) 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 one of the courses must be chosen from 654 and 658. b) 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 these courses must be 632 and 631. c) 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. Complete one of the following three options (9 hours). a) CSCI-699 Research Thesis (6 hours) plus one elective. b) CSCI-698 Project thesis (3 hours) plus two electives. c) Three electives (9 hours). The Citadel’s School of Engineering offers a Graduate Certificate in Technical Project Management consisting of four courses. PMGT-650 (Overview of Technical Project Management) may be substituted for CSCI-634 in satisfying degree requirements for the Master of Science in Computer Science, and the remaining three courses, PMGT-651, PMGT-652, and PMGT-653, may be taken as electives satisfying requirement 3c above. Students accepted for the MS in Computer Science degree program may simultaneously enroll in the Graduate Certificate in Technical Project Management program. The certificate involves separate enrollment and acceptance. Course Descriptions: 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 91 �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 and construction 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. 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. 92 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 macbine-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. 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-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-656—Software Systems Design and Implementation CSCI-690—Special Topics in Computing 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. 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-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-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, CSCI-602, 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, CSCI-602, CSCI-603 and CSCI-604, and approval by the MSCS program director. 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 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. 93 �Department of Health, Exercise, & Sport Science Mission Statement: Goals of the degree programs M.S. in Health, Exercise, and Sport Science and M.A.T in Physical Education 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; application of physical, biological, and behavioral sciences to the teaching and learning processes; and management and administration of sport, exercise, and recreation programs. These two programs provide scholarly approaches to study of professions for those interested in health science, exercise science, sport science, physical education, and human performance. These advanced degree programs prepare graduates for leadership positions including those within schools and other teaching and coaching venues; the recreation industry; college and university sports, intramurals, recreation, and sports club programs; resort programming; wellness and fitness industries; and sport and athletic administration. The Department of Health, Exercise, and Sport Science also provides a Graduate Certificate in Sport Management (see page 109 for details). 94 Master of Science in Health, Exercise, & Sport Science Dr. Dena P. Garner, Program Director, 843-953-7960, dena.garner@citadel.edu Admission Requirements: 1. Contact the Director of Graduate Studies for the Department of Health, Exercise, and Sport Science. 2. Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. 3. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each regionally accredited college or university. Students whose degrees are from colleges and universities outside the United States will be required to have their transcripts translated by one of several academic credential evaluation organizations recognized by the CGC office. 4. Successfully complete either the Miller Analogies Test (MAT) or the Graduate Record Examination (GRE) and have official scores sent directly to the CGC office. This test must be current within five years of application. 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 380-395 on the MAT or between 283-289 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. 5. Three signed letters of recommendation must be sent to the CGC office. These may be from faculty members of the applicant’s undergraduate institution and/or from associates in business, government, education, or military service. 6. Submit a resume detailing previous work experiences to the CGC office. 7. Submit an official TOEFL score if your native language is not English. Minimum acceptable score is 550 paperbased, 213 computer-based, or 79 internet-based. �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 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. After the written exam is evaluated, each student will undergo an oral investigation consisting of questions selected by members of the departmental graduate 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. Core 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 and Methods of Analyzing Research in Health, Exercise, & Sport Science I HESS-560 Research Techniques and Methods of Analyzing Research in Health, Exercise, & Sport Science II HESS-507 Special Problems in Health, Exercise, & Sport Science * (OR) HESS-542 (OR) HESS-598 HESS-599 Practicum in Health, Exercise, & Sport Science * Thesis I in Health, Exercise, & Sport Science (3) * Thesis II in Health, Exercise, & Sport Science (3) * * HESS-540 is a prerequisite or co-requisite for this course TOTAL HOURS of CORE REQUIREMENTS: 21 or 24 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-503 Human Sexuality HESS-504 HESS-508 HESS-509 HESS-511 HESS-512 HESS-513 HESS-518 HESS-520 HESS-521 HESS-523 HESS-530 HESS-534 HESS-538 HESS-539 HESS-541 HESS-543 HESS-544 HESS-545 HESS-546 HESS-547 HESS-548 HESS-549 HESS-552 HESS-553 HESS-558 HESS-560 HESS-554 HESS-555 HESS-556 HESS-557 Public Health Epidemiology Preventive and Rehabilitative Aspects of Physical Activity Special Topics in Health, Exercise, & Sport Science (Exercise Science) Special Topics in Health, Exercise, & Sport Science (Sports Management) Sport Facility & Event Management Sport Marketing Special Topics in Sport Management The Art of Selling in Sport Administration and Leadership of Exercise and Sport Organizations Practicum in Sport Management Accommodating Persons with Disabilities in Sport & Physical Activity Internship in Sport Management (6 hours) Sport Public Relations & Promotions Current and Future Trends in Health, Exercise, & Sport Science Consumer Health Exercise Testing & Assessment Nutrition for Exercise, Sport, and Physical Activity Environmental Physiology Techniques of Conditioning for Sport and Physical Fitness Psychology of Sport & Motivation Sociological and Cultural Aspects of Sport Fundraising for Sport Organizations Sport Communications Advertising in Sport Research Techniques and Methods of Analyzing Research in Health, Exercise, & Sport Science II * ** Analysis of Sport Skills and Techniques Legal Aspects of Sport Sport Finance Economics of Sport * 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 • • 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) 95 �Course Descriptions: 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 and 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 and 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, and 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 and 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 and Measurements, Statistics, or equivalent. HESS-509—Preventive and 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. 96 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. 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 and 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-529—Special Problems in Sport Management: Advertising in Sport Three Credit Hours A course examining knowledge, skills and concepts required for succesful advertising in the sport industry. Strategies and techniques of successful advertising wll be studied. 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-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-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-542—Practicum in Health, Exercise, and 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. Prerequisites: HESS-540 Research Techniques and Methods of Analyzing Research in Health, Exercise, & Sport Science I 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, and 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. HESS-546—Environmental Physiology HESS-539—Sport Public Relations &Promotions Three Credit Hours A course examining energetics of environmental stress on cardiovascular, respiratory, metabolic, and muscle physiology as pertain to physical performance. Three Credit Hours A course focusing on marketing and public relations principles and practices in the sport management industry. HESS-547—Techniques of Conditioning for Sport and Physical Fitness HESS-540—Research Techniques and 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 and 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. Prerequisites: HESS-540 Research Techniques and Methods of Analyzing Research in Health, Exercise, & Sport Science I 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 and 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. 97 �HESS-549—Sociological and Cultural Aspects of Sport Three Credit Hours An examination of sport in America and its affects on society, including race, gender, adherence, values, and violence. 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 and 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-560—Research Techniques and 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; Statistics, Tests and Measurements, or equivalent. 98 HESS-598—Thesis I in Health Science, Exercise Science, and 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, and 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. �School of Engineering Master of Science: • Project Management 99 �Master of Science in Project Management School of Engineering, 843-953-9811 Dr. Charles Skipper, Charles.skipper@citadel.edu Mission Statement: The mission of The Citadel’s Master of Science in Project Management 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. Admission Requirements: 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. Other qualities appropriate to graduate study are also considered. 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. 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. Semester to begin: Fall Spring Summer Admission material due: July 20th December 1st March 20th For degree-seeking students: 1. Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. 2. An official transcript of the baccalaureate degree and all other undergraduate or graduate academic course work from each regionally accredited college or university must be submitted directly to The Citadel Graduate College. 3. Submission of official copy of GRE or GMAT test score, current within the previous five years, to the CGC office. 4. Evidence of a minimum of one year of professional experience, or permission from Department Head. 5. Submit two signed letters of reference to the CGC office. 6. Submit a resume detailing previous work. 7. Prepare and submit a statement of purpose. 8. Submission of an official TOEFL score if the applicant’s native language is not English. The minimum score is 550 paper-based or 213 computer-based or 79 Internet-based. For non-degree seeking engineering students wanting to take graduate-level courses to fulfill professional practice requirements: 1. Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. 2. An official transcript of the baccalaureate degree and all other undergraduate or graduate academic course work from each accredited college or university recognized by the CHEA must be submitted directly to The Citadel Graduate College. 3. Submit a resume detailing previous work. 4. Submission of an official TOEFL score if the applicant’s native language is not English. The minimum score is 550 paper-based or 213 computer-based or 79 internet-based. 5. Permission of department is required. Admission Denied: During the admission process, the applicant’s records will be reviewed and results communicated in writing. If the application is denied, the applicant may petition the Dean of Engineering for re-consideration, citing any extenuating or mitigating circumstances. Program 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. 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. Any prerequisites for applicable courses must be met. All degree candidates must: 1. Complete the following 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: BADM-713 Communication for Leadership BADM-722 Leadership in Organizations PMGT-671 Project Manager Leadership Development PMGT-672 Applied Leadership Concepts 3. No transfer credit will be accepted for core courses. 4. Declare a plan of study totaling 12 hours of elective courses taken from the following areas. 100 �Areas of Study: • Leadership PMGT-671 PMGT-672 PMGT-690 PSYC-500 PSYC-570 • • • Project Manager Leadership Development Applied Leadership Concepts Independent Study Human Growth and Development Social and Cognitive Foundations of Interpersonal Behavior 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 Civil and Environmental Engineering CIVL-502 Sustainability CIVL-504 Natural Hazards and Preservation of Historical Structures CIVL-506 Geographic Information Systems CIVL-508 Monitoring of Civil Engineering Infrastructure CIVL-602 Water Quality Modeling and Management CIVL-604 Aquatic Chemistry CIVL-608 Building Load Analysis CIVL-610 Timber Design CIVL-612 Urban Transportation Planning CIVL-614 Ground Improvement CIVL-616 Deep Foundations CIVL-650 Special Graduate Topics in Civil Engineering Systems Engineering Management PMGT-680 Systems Engineering Management Fundamentals PMGT-681 Requirements Development and Management PMGT-682 System Verification and Validation And one of the following elective courses: PMGT-683 Systems Modeling and Integration PMGT-684 Human System Integration PMGT-685 Decision and Risk Analysis Transfer Credit: A maximum of two courses (6 hours) may be transferred in from a regionally 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 one Citadel 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. Required Technical Project Management Courses: 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 nine knowledge areas of Integration, Scope, Time, Cost, Quality, Human Resources, Communication, Risk and Procurement. 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 and risk planning and mitigation. Course content includes realistic projects, case studies, MS Project computer applications, along with web-based management and technology tools. Each student will continue working on their Capstone Project started in PMGT-650, and if PMGT-652 and PMGT-653 have been successfully completed, will formally present the completed project as part of this course. Prerequisite: PMGT-650 or instructor permission.* PMGT-652—Applications of Quality Management Three Credit Hours This course investigates the principles of quality management and 101 �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 function point analysis will be addressed. Each student will continue working on their Capstone Project started in PMGT-650, and if PMGT-651 and PMGT-653 have been successfully completed, will formally present the completed project as part of this course. Prerequisite: PMGT-650 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, and stakeholder management. Each student will continue working on their Capstone Project started in PMGT-650, and if PMGT-651 and PMGT-652 have been successfully completed, will formally present the completed project as part of this course. Prerequisite: PMGT-650 or instructor permission.* *PMGT-651, PMGT-652, PMGT-653 may be taken in any order. Required Leadership Courses (Total 6 hours): BADM-713—Communication 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-722—Leadership in Organizations 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 selfassessment, role play, team building exercises, and a leadership portfolio. Prerequisite: None. 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, 102 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. 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 international projects, virtual project teams, executive leadership issues, conflict resolution, effective oral and written communications, changing a corporate culture, stakeholder management, and how to lead the team development lifecycle. Course content will include case studies, guest speakers, executive interviews, and classroom simulations. Prerequisites: PMGT-650 Elective Courses (Total 12 hours): Civil and Environmental Engineering Courses: 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 socioeconomic 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-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–Building Load Analysis Three credit hours Structural engineering applications of analysis methodologies used to determine loads in accordance with ASCE 7. Course provides thorough overview of all practical load considerations. Prerequisites: CIVL-309 or approved equivalent. CIVL-610–Timber 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. Prerequisites: CIVL-304 or approved equivalent. 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 travel demand software and transportation planning applications will also be covered. Prerequisites: BS in mathematics, science, or engineering, or permission from instructor. 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-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. Prerequisites: None. Electrical and Computer Engineering Courses: 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 random-discrete 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 103 �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–Adaptive 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-665–Fundamentals of Advanced Energy Conversion 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 104 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. Leadership Courses PSYC-500 and PSYC-570 are currently provided by The Citadel under the Department of Psychology. PMGT-671, PMGT-672 and PMGT-690 are currently provided by The Citadel School of Engineering. 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-570–Social and Cognitive Foundations of Interpersonal Behavior Three credit hours This course presents a survey of the scientific study of social influence -- or social psychology, in other words. The class is based on the premise 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, and is thus critical to successful performance in virtually every professional endeavor. The topics addressed include social judgment and decision-making, attitudes and attitude change, persuasion, group processes, prejudice and discrimination, and conflict resolution. Prerequisites: None 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 with engineering and technical backgrounds, 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. �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 international projects, virtual project teams, executive leadership issues, conflict resolution, effective oral and written communications, changing a corporate culture, stakeholder management, and how to lead the team development lifecycle. Course content will include case studies, guest speakers, executive interviews, and classroom simulations. Prerequisites: PMGT-650 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-690–Independent Study Three credit hours This course is designed to give students real-world work experience to complement the classroom education they have previously received or to allow for working 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 experiences to a variety of managerial issues and/or to the investigation of some advanced topic. Topics shall not be directly related to the student’s past work experiences. Applicable efforts, activities, and topics will be approved through the School of Engineering. Prerequisites: PMGT-650 and 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 Systems Engineering Management Courses: 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 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-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 takes 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. 105 �Graduate Certificate Programs 2012-2013 106 �• Graduate Certificate in Technical Project Management • PMGT-652: Applications of Quality Management, 3 credit hours PMGT-653: Technical Project Support and Operations, 3 credit hours School of Engineering, 843-953-9811 Total Required Courses: 12 credit hours Dr. Charles Skipper Charles.skipper@citadel.edu All students are required to complete a capstone project that spans the four TPM courses. 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 leaders. Admission Requirement: Successful applicants must meet the following criteria for admission into the TPM graduate certificate program. 1. Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. 2. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each regionally accredited college or university attended. 3. Submit a resume detailing work experience. 4. Submit 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? 5. Evidence of a minimum of one year work experience, or permission of Department Head. All material must be received by the CGC office and evaluated by the department to receive consideration to the TPM graduate program. An undergraduate engineering degree is not required. Course substitutions or transfer courses cannot be used for certificate programs. 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. Required Program: The required courses for the TPM Graduate Certificate Program are: • PMGT-650: Overview of Technical Project Management, 3 credit hours • PMGT-651: Technical Project Planning and Scheduling, 3 credit hours A formal presentation of the completed capstone project to industry professionals will be made upon completion of the fourth TMP course. Required Courses: 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 nine knowledge areas of Integration, Scope, Time, Cost, Quality, Human Resources, Communication, Risk and Procurement. 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; schedule compression; and risk planning & mitigation. Course content includes realistic projects, case studies, MS Project computer applications, along with web-based management and technology tools. Each student will continue working on their Capstone Project started in PMGT-650, and if PMGT-652 and PMGT-653 have been successfully completed, will formally present the completed project as part of this course. Prerequisite: PMGT-650 or instructor permission. PMGT-652—Applications of Quality Management Three Credit Hours This course investigates 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 methodol107 �ogy, business process improvement, and function point analysis will be addressed. Each student will continue working on their Capstone Project started in PMGT-650, and if PMGT-651 and PMGT-653 have been successfully completed, will formally present the completed project as part of this course. Prerequisite: PMGT-650 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, and stakeholder management. Each student will continue working on their Capstone Project started in PMGT-650, and if PMGT-651 and PMGT-652 have been successfully completed, will formally present the completed project as part of this course. Prerequisite: PMGT-650 or instructor permission.* PMGT-651, PMGT-652, and PMGT-653 may be taken in any order. 108 �Graduate Certificate in Sport Management - Sport Sales & Marketing Department of Health, Exercise, and Sport Science 843-953-5060 Department Head Dr. John S. Carter, 843-953-7953 john.carter@citadel.edu Program Coordinator Dr. Harry Davakos, 843-953-7957 Harry.Davakos@citadel.edu Dr. Linda Schoonmaker, 843-953-7958 linda.schoonmaker@citadel.edu The Sport Management Certificate Program This certificate program in Sport Management offers 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 program at The Citadel, may accept these certificate program courses as credits towards completion of a Master’s degree with an emphasis in Sport Management if admission is granted to both simultaneously. Admission Requirements: Requirements and application procedures for admission into the Sport Management Certificate Program: 1. Contact the Program Coordinator of the Sport Management Program in the Department of Health, Exercise, and Sport Science, Deas Hall, Room 205, Tel: (843) 843-7957 or (843) 953-5060, email: harry.davakos@citadel.edu. 2. Complete and return a graduate application form, along with a non-refundable application fee to The Citadel Graduate College (CGC), Bond Hall, Room 101. 3. Submit an official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each regionally accredited college and university attended. Students whose degrees are from colleges and universities outside the United States will be required to have their transcripts translated by one of several academic credential evaluation organizations recognized by The CGC. 4. Submit a resume to the CGC detailing previous work experience. 5. A letter of intent to the CGC that addresses the following questions: a. How have your past experiences prepared you for the Sport Management Certificate Program’s graduate work? 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 Sport Management Certificate Program? All materials must be received by the CGC and evaluated by the department to receive consideration for entrance into the Sport Management Certificate Program. Coursework is not to begin until admission has been granted into the program. Course substitutions or transfer courses cannot be used for certificate programs. Course Descriptions: HESS-518—Sport Marketing Three Credit Hours Course covers basic components of sport marketing; use of sports as marketing tool for other products; marketing of sports; and current considerations relevant for both marketing through and marketing of sports. 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 and Leadership of Exercise and Sport Organizations Three Credit Hours A course examining organizational theory and behavior as well as leadership qualities related to exercise and sport organizations. Effectiveness, structure, and design of exercise and sport organizations are also addressed as well as cultures, leadership styles, conflicts, changes, and human resources involved in these entities. HESS-539—Sport Public Relations and Promotions Three Credit Hours A course focusing on public relations principles and practices in the sport management 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. 109 �Graduate Certificate in Leadership Dr. Mick Fekula Director of Academic Leadership Programs, 843-953-5826 The graduate certificate in Leadership consists of five (5) three (3) hour couses at the graduate level which can be used in each of the following programs or can be completed as a stand alone certificate in leadership for those interested individuals who are not enrolled in one of these three programs; • Master of Arts in Social Science • Master of Science in Project Management • Master of Business Administration Admission Requirements: 1. 2. 3. 4. Complete and return a graduate application form, along with the appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. Submit an official transcript for the baccalaureate degree and all other undergraduate or graduate work directly from each regionally accredited college or university attended. Submit a 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 leadership? 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? Submit the names and contact information for three (3) references familiar with your work. 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. Students who are not enrolled in a degree program and pursuing the stand alone certificate must complete all 5 courses at The Citadel. Course substitutions or transfer courses cannot be used for certificate programs. Course Descriptions: 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 development processes. 110 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. BADM-713—Communication 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. Prerequisites: None. BADM-722—Leadership in Organizations 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 included 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 speakesr, individual selfassessment, role play, team building exercises, and a leadership portfolio. Prerequisites: None. Application of Leadership Three Credit Hours Choose one (1) of the following courses: • Master of Arts in Social Science PSCI-555—Topics in Political Science Leadership Application CRMJ-555—Leadership Application Course in Criminal Justice • Master of Science in Project Management PMGT-672—Applied Leadership Concepts • Master in Business Administration BADM-740—Global Business Strategy �Graduate Certificate in Student Affairs School of Education, 843-953-5097 Dr. George T. Williams, 843-953-2205 williamsg@citadel.edu The Citadel Graduate College (CGC) and the Division of Counselor Education within The Citadel 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. The Student Affairs graduate certificate 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. The program also provides supportive educational background for those interested in pursuing a doctoral degree in Educational Leadership with a concentration in Higher Education Administration currently offered by Clemson University at the Lowcountry Graduate Center. Admission Requirements: 1. 2. 3. Complete and return a graduate application form, along with the appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall, Room 101. Submit an official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each regionally accredited college or university attended. Submit one letter of recommendation. 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. 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. EDUC-613—Foundations of American Higher Education Three Credit Hours This course is designed to assist students in understanding the historical trends and events that have influenced contemporary American higher education and the resulting evolution of the American college student. EDUC-634—Practicum 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 100 clock hours. Prerequisite: Permission from a faculty Advisor 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. Course substitutions or transfer courses cannot be used for certificate programs. Curriculum: 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). 111 �Graduate Certificate in Environmental Studies Department of Biology, 843-953-5203 Dr. John Weinstein, 843-953-7796 john.weinstein@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. 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. Course substitutions or transfer courses cannot be used for certificate programs. Courses taken as part of the Environmental Studies graduate certificate can be counted toward the Master of Arts in Biology at The Citadel if admission is granted to both simultaneously Admission Requirements: 1. Complete and return a graduate application form, along with the appropriate non-refundable application fee, to The Citadel graduate College (CGC), Bond Hall Room 101. 2. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each regionally accredited college or university attended. 3. A letter of intent outlining the applicant’s purpose in pursuing the certificate program. 4. 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. Program Requirements: 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 112 hours) from the following list of approved Biology courses, and a minimum of two courses (6 semester hours) from the following list of approved Civil and Environmental Engineering courses. Required Course (3 credit hours) BIOL-609 – Seminar in Environmental Studies Biology Elective Courses (2 courses, minimum of 7 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-610 – Tropical Rainforest and Reef Ecology* BIOL-611 – Graduate Research˚ BIOL-621 – Aquatic Toxicology* BIOL-631 – Environmental Physiology *4 credit hours with lab ˚variable credit hours Civil and Environmental Engineering Elective Courses (2 courses, 6 semester hours) CIVL-502 – Sustainability CIVL-504 – Natural Hazards and Preservation of Historical Structures CIVL-506 – Geographic Information Systems CIVL-602 – Water Quality Modeling and Management CIVL-604 – Aquatic Chemistry Please refer to page 85 of this catalog for the Biology course descriptions and to page 104 for the Civil and Environmental Engineering course descriptions. �Graduate Certificate in Homeland Security Department of Political Science and Criminal Justice 843 953-5072 Dr. Martha Hurley, 843-953-0319 martha.hurley@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 Homeland Security Certificate 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 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 Admission Requirements: 1. Complete and return a graduate application form, along with the appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. 2. Submit an official transcript for the baccalaureate degree and all other undergraduate or graduate work directly from each regionally accredited college or university attended. 3. Submit a 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? 4. 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. Course substitutions or transfer courses cannot be used for certificate programs. Program Requirements: Students enrolled in the graduate certificate in Homeland Security offered by the Department of Political Science and Criminal Justice must complete five (5) out of the seven three (3) hour homeland security courses offered at the graduate level. Students who are dual enrolled in both the Master of Arts in Social Science (MASS degree) 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 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 Certificate in Homeland Security. Course Descriptions: CRMJ-515—Topics in Homeland Security Three Credit Hours Selected special topics or problems in the general area 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. 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-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 113 �for terrorism, and counterterrorism as a public policy problem. PSCI-569/CRMJ-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 processes 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. 114 �Graduate Certificate in Systems Engineering Management School of Engineering, 843-953-9811 Dr. Charles Skipper, charles.skipper@citadel.edu The Systems Engineering Management (SEM) program provides a multidisciplinary approach to the management and delivery of complex projects and programs. The 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. Admission Requirements: Successful applicants must meet the following criteria for admission into the SEM graduate certificate program. 1. Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. 2. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each regionally accredited college or university attended. 3. Submit a resume detailing work experience. 4. Submit 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? All material must be received by the CGC office and evaluated by the department to receive consideration to the SEM graduate program. An undergraduate engineering degree is not required. Coursework is not to begin until admission has been granted into the program. Course substitutions or transfer courses cannot be used for certificate programs. Program Requirements: Students must complete three required courses and one of the elective courses identified below: Required Program: PMGT-680 Systems Engineering Management Fundamentals PMGT-681 Requirements Development and Management PMGT-682 System Verification and Validation Elective Courses (Select one) PMGT 683 Systems Modeling and Integration PMGT 684 Human System Integration PMGT 685 Decision and Risk Analysis Up to four courses in the SEM program may be used in completing the requirements for the Master of Science in Project Management if admission is granted to both simultaneously. Please see your advisor for eligibility. Required Courses: 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 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. Elective Courses: 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 115 �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 takes 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. 116 �Graduate Certificate in Intelligence Analysis Department of Political Science and Criminal Justice, 843-953-5072 Dr. David Hurley, hurleyd1@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, Transportation Security, Port Authority Personnel, Military Personnel, local and state agencies that partner with intelligence professionals and others seeking to increase their knowledge and competencies in the area of intelligence. Admission Requirements: 1. Complete and return a graduate application form, along with the appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. 2. Submit an official transcript for the baccalaureate degree and all other undergraduate or graduate work directly from each regionally accredited college or university attended. 3. Submit a 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? Students who are currently admitted to a graduate degree program at The Citadel are automatically eligible to pursue the graduate Certificate in Homeland Security but are required to apply for acceptance into the certificate 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. Course substitutions or transfer courses cannot be used for certificate programs. Program Requirements: Students must complete 15 hours of graduate study (5 courses). The program consists of three required intelligence courses (3 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 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. Simultaneous MASS degree/Intelligence certificate must meet all the requirements (admission, declaration, by course completion without substitution) of the simultaneous MASS degree/ Homeland Security certificate. Students may NOT enroll in the simultaneous MASS/Homeland Security AND MASS/Intelligence certificate programs (since both would fill the Cluster A requirements) but MAY enroll in a simultaneous MASS/Leadership and MASS/Intelligence certificate programs (since the former fills the Cluster B and the latter fills the Cluster A) as currently outlined in the CGC catalog. Intelligence Analysis Required Courses: 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. 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, 117 �the student will gain insight to how intelligence analysis actually transpires. Elective Courses: 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-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. 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. Elective Courses (from Homeland Security): CRMJ-515/PSCI-515—Topics in Homeland Security Three Credit Hours Selected special topics or problems in the general area of homeland security to fit the needs of students as well as the specialized knowledge of the faculty. CRMJ-555/PSCI-515—Leadership Application Course in Criminal Justice Three Credit Hours Selected special topics in leadership application within the field of 118 criminal justice based on the specialized knowledge and research interests of the faculty. 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-566— 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-567—Homeland Security Three Credit Hours Seminar on homeland defence 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. 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. PSCI-569/CRMJ-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. �Graduate Certificate in Hispanic Studies Department of Modern Languages Dr. Guy Toubiana, Department Chair, 843-9536804, toubianag@citadel.edu Dr. Zane U. Segle, Program Director, 843-9537083, seglez1@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 nonnative 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 low country. 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 Spanish-speaking 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 increases. 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. Admission Requirement: One of the three options below must apply for acceptance into the program: 1. Baccalaureate degree in Spanish literature, Spanish linguistics or Spanish education. 2. Baccalaureate degree in any field with a minor in Spanish literature, Spanish linguistics or Spanish education. 3. Baccalaureate degree in any field with 12 credits hours of upper-division classwork in Spanish literature, Spanish linguistics or Spanish education. the following questions: a. How has your experience/education prepared you for gradu ate 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? 4. Submit the names and contact information for three (3) references familiar with your work. Students who are currently admitted to a graduate degree program at The Citadel are automatically eligible to pursue the graduate Certificate in Hispanic Studies but are required to apply for acceptance into the certificate 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. Course substitutions or transfer courses cannot be used for certificate programs. Curriculum: The Graduate Certificate Program in Hispanic Studies 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. The required number of credits to complete the Graduate Certificate is 12. 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 Spanish. 2) The demographic with whom these teachers have contact is primarily Latin American students from Mexico, the Caribbean and Central America. Required Courses: SPAN-520–Mexico Three Credit 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. Admission Process: 1. Complete and return a graduate application form, along with the appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. 2. Submit an official transcript for the baccalaureate degree and all other undergraduate or graduate work directly from each regionally accredited college or university attended. 3. Submit a letter of intent, no more than two pages, which answers 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 economical 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 ethno119 �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 (1939-1975) 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). 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-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: 120 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 forus will be the cultural legacy of the Incan Empire, the War of the Pacific, Haya de la Torre, 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. �Undergraduate Degree Programs 2012-2013 121 �Bachelor of Arts in Criminal Justice 6. 7. Department of Political Science & Criminal Justice, 843-953-5072 8. Complete courses at Trident Technical College with a minimum GPA of 2.0 Apply to The Citadel (upon acceptance, you may take courses at both institutions at the same time). Meet with your Citadel advisor. Courses taken at TTC or equivalent: 65 hours Dr. Bob McNamara, 843-953-2072 mcnamarar1@citadel.edu The 2 + 2 program in criminal justice was created in 2011 to provide students with an opportunity to receive a four-year degree from The Citadel in the evening. The requirements for the major consist of a total of 60 upper division credit hours: 45 credit hours in the major and 15 credit hours of elective courses, 36 of which must be taken at The Citadel. Mission: The mission of the 2 + 2 program in Criminal Justice 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 and 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. Develop 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. 3. 4. 5. 122 Apply to Trident Technical College. List either A.A. or CRJ as your major and Citadel-Criminal Justice as your career path. Submit SAT/ACT scores or take Trident Tech’s placement exam Visit the Trident Technical College Orientation Center to be assigned a Trident Advisor. Submit official transcripts of all colleges attended. Meet with your advisor and complete a 2 + 2 Enrollment Form. Required Courses Course Writing/English Composition-6 hours ENG-101 English Composition I ENG-102 English Composition II Hours 3 3 Humanities/Foreign Language-6 hours MUS-105 Music Appreciation ART-101 Art History and Appreciation ART-107 History of Early Western Art ART-108 History of Western Art PHI-101 Introduction to Philosophy PHI-110 Ethics REL-101 Introduction to Religion Any Introductory Language sequence 101/102 3 3 3 3 3 3 3 6 History-6 hours (Select one Sequence) HIS-101/102 History of Western Civ. HIS-104/105 History of World Civ. 6 6 Mathematics-6 hours MAT-109 College Algebra with Modeling MAT-120 Probability and Statistics MAT-123 Contemp. College Mathematics 3 3 3 Science-8 hours Courses must have lab, not necessarily sequential BIO-101 Biological Science I + lab BIO-102 Biological Science II + lab CHM-106 Contemporary Chemistry I + lab CHM-107 Contemporary Chemistry II + lab PHY-201 Physics I + lab PHY-202 Physics II + lab AST-101 Solar System Astronomy + lab AST-102 Stellar Astronomy + lab 4 4 4 4 4 4 4 4 Social Science-6 hours SOCI-101 Introduction to Sociology 3 Take one of the following ANT-101 Cultural Anthropology PSC-201 American National Gov. PSY-201 General Psychology 3 3 3 Criminal Justice Major-6 Hours CRJ-201 Introduction to Criminal Justice* CRJ-125 Criminology 3 3 �Lower Division Electives 21 hours (Any Courses Apply) Recommended for TTC Recommended for TTC AA CRJ Students 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 CPT-101 Intro to Computers Oral Communication (3 hours) Literature (3 hours) Humanities/Social Sci/Comm. (9 hours) 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 Dean of Evening 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. Criminal Justice Course Descriptions Required courses if not taken at TTC - 6 hours CRMJ-201 Intro to Criminal Justice CRMJ 202 Criminoloy 3 3 CRMJ-201—Introduction to Criminal Justice Three Credit Hours. Prerequisite for all criminal justice courses (CRMJ-370-499) except CRMJ-202 for nondepartmental 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). Required Courses - 6 hours CRMJ-370 Police Systems CRMJ-380 Corrections 3 3 CRMJ-202—Criminology Three Credit Hours A study of the theories that seek to explain criminal behavior. Courses Taken at The Citadel: 55 hours Course Orientation Course (must be taken in first semester at The Citadel) EUGS-101 Orientation Seminar Hours 1 Upper Level Elective Courses in the Major 33 Credit Hours (Must be at 300 level or higher) 33 hours must be taken from the courses listed below: 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-371 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-390 Victimology CRMJ-391 Criminalistics CRMJ-392 Computer Crime CRMJ-465 Special Topics in Criminal Justice 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: (3 courses, 9 credit hours) PSCI-302 Urban Politics PSCI-310 Domestic Terrorism PSCI-342 International Terrorism PSCI-361 Law and Legal Process PSCI-392 Political Theory PSCI-401 Public Policy Process PSCI-461 Issues in Contemporary Constitutional Law SOCI-201, 202 and any 300-400 level course in sociology 3 3 3 3 3 3 3 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. 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-201 123 �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). 124 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-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 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-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-498—Independent Study Three Credit Hours Prerequisite: As determined by instructor 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: CRMJ-201 CRMJ-499—Internship Three Credit Hours Prerequisite: Permission of director of internships Internships with government and other agencies are offered to combine academic training with professional experience. Prerequisite: CRMJ-201 Political Science Course Descriptions 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, religio-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-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 decisionmaking. (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 con- temporary 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. Sociology Course Descriptions SOCI-201—Introduction to Sociology Three Credit Hours The scientific study of principles and comparisons in society and culture as these relate to population and communities, behavior systems, group collectivity and structure, social change, and institutions. 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 majority-minority group relations and social processes, and the cultural orientations which are associated with these issues. 125 �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. 126 �Bachelor of Science in Business Administration School of Business, 843-953-5056 Ms. Duvall Herlocker, 843-953-6450 duvall.herlocker@citadel.edu Dr. Lester Pittman, 843-574-6420 lester.pittman@tridenttech.edu Mission: The mission of the School of Business Administration is to educate and develop leaders of principle to serve a global community. 2 + 2 Program: The Citadel’s Bachelor of Science in Business Administration is a “2 +2” program provided in cooperation with Trident Technical College. Students take freshman and sophomore level courses at Trident (or an equivalent college), and they come to The Citadel for their junior and senior level courses. Students who wish to earn a B.S. in Business Administration through The Citadel can begin their coursework at TTC and earn an Associate in Arts degree along the way. The Steps: • Apply to TTC (www.tridenttech.edu). List AA as your major and Citadel-Business as your career path. • Submit SAT/ACT scores OR take TTC’s placement test. • Visit TTC’s Orientation Center to be assigned to the right TTC advisor • Submit official transcripts of all colleges attended • Meet with your advisor and fill out a 2+2 Enrollment Form • Complete specified courses at TTC with a minimum cumulative GPA of 2.0 • Apply to The Citadel • Sign transfer request form Admission Requirements: To be admitted into The Citadel’s portion of the program, students must: 1. Complete the designated courses with Trident Technical College or equivalent with a grade of C or higher. (Students may begin taking Citadel courses at any time as long as prerequisites have been met and official TTC and all other college transcripts have been sent.) 2. Complete and return an undergraduate application to the The Citadel Graduate College (CGC), Bond Hall Room 101. 3. Maintain a minimum 2.0 GPA. Persons interested in the Master of Business Administration program, which is offered only through evening classes, should consult the Graduate portion of this catalog for further information. Program of Study The 2+2 program in Business Administration consists of 62 hours of general education and lower division courses at TTC, 40 credit hours of upper division courses at The Citadel, and 12 credit hours of elective courses taken at TTC, The Citadel or another institution. 6 hours of upper level general electives are also required and can be taken at The Citadel or another institution. If you have credits from another institution, they will be evaluated according to The Citadel’s policy. Courses Taken at Trident Technical College (or equivalent) Writing/English Composition (6 hours) ENG 101 English Composition I - 3 ENG 102 English Composition II - 3 Humanities/Foreign Language (6 hours) MUS 105 Music Appreciation - 3 ART 101 Art History and Appreciation - 3 ART 107 History of Early Western Art - 3 ART 108 History of Western Art - 3 PHI 101 Introduction to Philosophy - 3 PHI 110 Ethics - 3 REL 101 Introduction to Religion - 3 FRE/SPA/GER 101 and/or 102 - 6 (Need not be in the same language) Mathematics (6 hours) MAT 109 College Algebra w/ Modeling - 3 MAT 130 Elementary Calculus - 3 History (6 hours) HIS 101 History of Western Civ. I. - 3 HIS 102 History of Western Civ. II - 3 HIS 104 History of World Civ. I - 3 HIS 105 History of World Civ. II - 3 HIS 201 American History I - 3 HIS 202 American History II - 3 Science (8 hours) Courses must have lab and need not be sequential BIO 101 Biological Science I - 4 BIO 102 Biological Science II - 4 CHM 110 College Chemistry I - 4 CHM 111 College Chemistry II - 4 PHY 201 Physics I - 4 PHY 202 Physics II - 4 AST 101 Solar System Astronomy - 4 AST 102 Stellar Astronomy - 4 127 �Social Science (6 hours) ECO 210 Macroeconomics - 3 ECO 211 Microeconomics - 3 Business Major Courses (12 hours) MAT 120 Probability & Statistics - 3 ACC 101 Accounting Principles I - 3 ACC 102 Accounting Principles II - 3 CPT 101 Introduction to Computers - 3 Lower Division Electives (15 hours) Any courses apply Recommended for AA students: Oral Communication - 3 (SPC 205, 209, 210, THE 101, or ENG 260) Literature - 3 (ENG 201, 202, 203, 205, 206, 208, 209, 236) Other - 6 (Select from Humanities/Social Sciences/Communication) Total Credit Hours at TTC: 62 Courses Taken at The Citadel EUGS 101 Citadel Orientation - 1 Must be taken in first semester enrolled at The Citadel. Business Major Requirements (27 Hours) BADM 216 Communication in Business - 3 BADM 305 Legal & Ethical Env. of Business - 3 BADM 309 Marketing Principles - 3 BADM 317 Computer Applications in Bus. - 3 BADM 321 Business Finance - 3 BADM 338 Management & Org. Behavior - 3 BADM 371 Leadership in Organizations - 3 BADM 410 Production & Operations Mgt - 3 BADM 422 Strategic Management - 3 Business Electives (12 Hours) 6 hours must be at 300 level or higher. Total Credit Hours at The Citadel: 40 Courses Taken at TTC, The Citadel, or Another Institution - 18 hours Electives (12 hours) Must be 300-400 level courses - 6 hours Courses Descriptions: 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: ENG-101 & 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. 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-317—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 and database development and design. Includes a major business project utilizing presentation software and the Internet. 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 128 �planning and control. Prerequisite: Introduction to Managerial Accounting (BADM-211) 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. 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. 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 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. BADM-410—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: Principles of Microeconomics (BADM-202), Business Statistics (BADM-205), Introduction to Managerial Accounting (BADM-212), and Management and Organizational Behavior (BADM-338). 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. 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 129 �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: Senior standing in business administration 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 decisionmaking 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), Management and Organizational Behavior (BADM338). 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 startup 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: Senior standing in business administration. BADM-430–435—Seminar in Business Administration Three Credit Hours Prerequisite: approval of course instructor and department head. 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. BADM-450—Internship Three Credit Hours This course gives senior students real-world 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: Senior or Junior Standing 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 130 the faculty member who directs the study. The project should culminate in a formal student research paper. Prerequisite: Senior Standing �Bachelor of Science in Civil Engineering learning, effective communication, contributions on multidisciplinary teams, and broad based prospective of engineering and societal needs. Department of Civil and Environmental Engineering Dr. Kenneth Brannan, Department Head 843.953.5083, ken.brannan@citadel.edu 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. Department’s Mission Statement: The mission of the Department of Civil and Environmental Engineering (CEE) is to provide a nationally recognized studentcentered 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 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. Admission Requirements: 1. 2. 3. 4. Complete the designated courses with Trident Technical College or equivalent with a grade of C or higher. Complete and return an undergraduate application to The Citadel Graduate College (CGC), Bond Hall Room 101. Maintain a minimum 2.0 GPA. Submit all official transcripts directly from the source to the The Citadel Graduate College (CGC) office. 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. Sustainable Success: Graduating students who have sustainable career success and participate in leadership roles through demonstration of lifelong 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. 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. 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 Mode The Citadel through the CGC offers an undergraduate Bachelor of Science degree in Civil Engineering. This program is offered in cooperation with Trident Technical College where the student completes the first two years of study. The junior and senior years of study are completed at The Citadel by attending evening classes. Program 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: 1. Mathematics 10. Communication 2. Natural Sciences 3. Mechanics 11a. Public Policy/Public Administration 4. Experiments 11b. Business 5. Problem Solving 12. Leadership 6. Design in four Areas* 7. Contemporary Issues 13. Multi-disciplinary Team Work 8. Project Management 14. Lifelong Learning 9. Breadth in Civil Engineering in four Areas* 15. Professional & Ethical Responsibility *Enviornmental, Structural, Transportation, Land Development 131 �Program of Study: The Civil and Environmental Engineering Department’s fouryear program begins with courses which 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 the Engineering Accreditation Commission of the Accreditation Board for Engineering and Technology (ABET). 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, and the Society of Women Engineers (SWE). CIVIL & ENVIRONMENTAL ENGINEERING MAJOR HOURS REQUIRED FOR GRADUATION: 133 CIVIL ENGINEERING: TTC First Year ENG-101/102 MAT-140/141/240 CHM-110/111 PHY-221/PSY-201 EGR -270/275/282 TTC Second Year MAT-242 PHY-222 HIS-101/102 ENG-205/2XX EGR-260/285/295/286/296 Citadel Third Year CIVL-301/302 CIVL-304/327 CIVL-305/309 CIVL-307/320 CIVL-321/322 CIVL-314/317 ELEC-308 CIVL-330 Citadel Fourth Year CIVL-404/402 CIVL-408/410 CIVL-409/406 CIVL-418/419 Technical Elective**** Hum/Soc Sci Elective*** CIVL 42X *** To be selected from an approved list of courses in the humanities or social sciences ****Elective to be an approved Engineering or Science course All freshman and sophomore level engineering and science courses must be successfully completed prior to enrolling in senior level classes 132 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. LeTellier 203 is a general purpose lab maintained by ITS. LeTellier 206 and 308 are on the CEE departmental network and require a departmental user account. The Main Computer Lab – LeTellier 203 LeTellier 203 is the primary teaching and student-use computer facility in the Civil Engineering Department. The twenty-three 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 campus-wide network includes: an ALPHA cluster which handles student email and information systems and the library information systems; a network for printer access; and the UNIX systems administered by the Department of Mathematics and Computer Science. The software in the labs is Windows based. All machines in the lab have graphics-capable www browers. The department’s standard general purpose software includes: Microsoft Office, Mathcad, 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 the CEE Department’s Web server. 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. The Special Applications Lab – LeTellier 206 LeTellier 206 is the home of the Civil Engineering Department Special Applications Lab. The fifteen 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. Each of these computers has a CDRW drive to accommodate large student files. This laboratory is equipped with a network A-B size laser printer and E-size plotter. There is also a 8-1/2x14 fixed-bed color scanner in this lab for student use. The Graphics Lab – LeTellier 308 LeTellier 308 is the home of the Civil 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 400,000-pound universal hydraulic testing machine with a clearance of 8 feet for column testing and with a 36-inch-wide working platform; a 250,000 pound and an additional 300,000 pound concrete cylinder testing machine; a 60,000-pound hydraulic universal testing machine; a 10,000-inch-pound torsion machine; and equipment for making tension, compression, �shearing, and most other accepted and significant tests on metals, concrete, wood, and other structural materials. A transmission Polariscope and related equipment are available to investigate in a wide variety of two dimensional photo-elastic models. 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 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 two soils laboratories are 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, an autoclave, a constant temperature refrigerator, spectrophotometer, a drying oven, a water still, a type I 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, theodolites, level rods, tapes, six total stations, data collectors, and nine 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. 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, one technical elective, and one civil engineering design elective 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. The civil and environmental engineering design elective allows the students to specialize in a technical area of civil engineering by completing a design course at the senior level that integrates principles and practices of earlier courses into the design of the engineering system. Students who are on academic probation will not be permitted to enroll in upper level courses offered by the civil and environmental engineering department (i.e., junior and senior level classes). 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 offered by the Civil and Environmental Engineering Department, excepting CIVL-418. Students are required to be advised for each semester of enrollment at The Citadel. Course Descriptions: 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. 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, true lengths, and shapes; problems on points, lines, and planes; development of a reasonable skill in lettering. A substantial portion of the course is taught using CAD software. Laboratory: Four 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. Corequisites: Analytic Geometry and Calculus I (MATH-131) and Physics with Calculus I and Lab (PHYS-221/271) 133 �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. Corequisites: Engineering Drawing (CIVL-101) or Introduction to Civil Engineering (CIVL-103), and Surveying Laboratory (CIVL235). Corequisite: Geospatial Representation (CIVL-208), and Engineering Drawing (CIVL-101). CIVL-301—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-208—Geospatial Representation CIVL-302—Highway Engineering Three Credit Hours Required of all Civil and Environmental Engineering sophomores. A course in geospatial representation that includes topographic mapping, advanced adjustments using least squares procedures, map projections, state plan coordinate systems, astronomic control for mapping, Geographic Positioning 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). 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); corequisite: Asphalt and Concrete Laboratory (CIVL-327). 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 measurements by tape and EDM, angular measurements by theodolite and total station; traversing; traverse closure computations; balancing computations; and preparation of boundary plat and detailed survey. Computer applications and computer drafting are utilized. Laboratory: Two hours. Corequisite: 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 (CIVL-235) 134 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; riveted and 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). 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 using computers. Lecture: Three hours. Prerequisite: Statics (CIVL-202) with a grade of “C” or better; Prerequisites or Corequisites: Either Analytic Geometry & Calculus (MATH-231) or Applied Engineering Mathematics (MATH-234) CIVL-309—Structural Analysis CIVL-321—Hydrology and Hydraulics 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). 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-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, life long 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 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. Prerequisite: Materials Laboratory (CIVL-307); Corequisite: 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 135 �210 for many assignments. Lecture: Three hours. Prerequisite: Computer Application for Civil and Environmental Engineering (CIVL-210). 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); Corequisite: 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), Analytic Geometry & Calculus (MATH-231), and Applied Engineering Mathematics (MATH-234). 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. 136 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); corequisite Geotechnical Engineering Laboratory (CIVL-402) 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). Approved Electives: The following courses are offered on demand. They constitute part of a list of courses (including courses offered by other departments) which are approved by the head of the Department of Civil and Environmental Engineering as satisfying the requirement that each Civil and Environmental Engineering major complete a threecredit-hour technical elective. �CIVL-411—Engineering Management Three Credit Hours Technique of engineering planning and management using the critical path method (CPM) and program evaluation and review techniques (PERT). Both computer and noncomputer approaches are used. Relationships between owners, A-E’s, and contractors are covered with emphasis on proper professional conduct by the engineer. Lecture: Three hours. Prerequisite: Completion of all freshman, sophomore, and junior courses or approval of the department head. 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-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); corequisite: Water and Wastwater (CIVL408). Civil and Environmental Engineering Design Electives Each Civil and Environmental Engineering major must complete one of the following design courses in the spring of the senior year. Each course provides students an opportunity to: • Function with multi-disciplinary teams • Identify, formulate, and solve realistic engineering problems where economic, environmental, sustainability, and manufacturability are considered • Understand professional and ethical responsibilities • Communicate effectively • Understand the political, global, and social impacts of engineering solutions • Understand the regulatory review process CIVL-422—Comprehensive Project Design in Environmental Engineering Three Credit Hours Application to civil engineering principles, through group studies and lecture, to develop a solution for a comprehensive engineering problem devoted to water resources/environmental engineering. Lecture: Two hours; Laboratory: Two hours. Prerequisites: Senior standing in Civil and Environmental Engineering, Water and Wastewater Systems (CIVL-408). CIVL-423—Comprehensive Project Design in Structural Engineering Three Credit Hours Application of civil engineering principles, through group studies and lecture, to develop a solution for a comprehensive Structural Engineering problem involving other aspects of civil engineering. Lecture: Two hours; Laboratory: Two hours. Prerequisite: Senior standing in Civil and Environmental Engineering, Reinforced Concrete Design (CIVL-404); Corequisite: Steel Design (CIVL-406). CIVL-424—Comprehensive Project Design in Geotechnical Engineering Three Credit Hours Application of civil engineering principles, through group studies and lecture, to develop a solution for a comprehensive Geotechnical engineering problem involving other aspects of civil engineering. Lecture: Two hours; Laboratory: Two hours. Prerequisite: Senior standing in Civil and Environmental Engineering CIVL-425—Comprehensive Design Project in Civil Engineering Three Credit Hours Application of civil engineering principles, through team initiatives and lecture directives to develop design solutions for a comprehensive problem using methods of professional engineering practice and involving multi-disciplinary aspects of civil engineering. Lecture: Two hours; Laboratory: Two hours. Prerequisite: Senior standing in Civil and Environmental Engineering. Site developmental projects require Subdivision Planning and Design (CIVL-421) as a prerequiste. Transportation project requires Highway Engineering (CIVL-302) as a prerequisite. 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 137 �Bachelor of Science in Electrical Engineering Department of Electrical and Computer Engineering Dr. John Peeples: 843.953.5057 john.peeples@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-plus-two evening mode. The day mode is coeducational and open only to members of the South Carolina Corps of Cadets and enlisted active duty students assigned to one of The Citadel’s ROTC Departments. The two-plus-two evening mode is coeducational, 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 Mathematics and Computer Science, 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), 111 Market Place, Suite 1050, Baltimore, MD 21202-4102 – Telephone: (410) 347-7700. 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 highly conducive both to learning and to the development of close student-faculty relationships. 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. 138 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. 2. 3. 4. Complete the designated courses with Trident Technical College or equivalent with a grade of C or higher. Complete and return an undergraduate application to The Citadel Graduate College (CGC), Bond Hall Room 101. Maintain a minimum 2.0 GPA. Submit all official transcripts directly from the source to the CGC office. 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 Trident Technical College where the student completes the first two years of study. 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 Objectives: The Citadel Department of Electrical and Computer Engineering program prepares graduates to: • Succeed in the practice of electrical engineering, by ethically and judiciously applying knowledge of science, mathematics and engineering methods to solve problems facing a technologically complex society. • Apply and operate current hardware and software tools, equipment and development environments to conduct and/or lead engineering analysis, design and research. • 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. • Pursue graduate education and/or professional registration as desired or required. • Be principled leaders with strong communications and team building skills. �Methods used to evaluate the program’s success in meeting these objectives include: 1. Periodic surveys of graduates and employers to gauge our graduates’ success, advancement and technical contributions in the workplace, and to identify potential gaps or areas requiring improvement in the curriculum. 2. Annual evaluation by an ECE Advisory Board sub-committee of hardware and software tools, equipment, development environments and laboratory plans, to ensure currency and/or identify requirement gaps. 3. Periodic evaluation of our graduates’ membership and roles in professional organizations, participation in formal continuing education opportunities and other activities relating to lifelong learning. 4. Monitoring of our graduates’ involvement and success in graduate study of engineering and related disciplines. 5. Annual review of our graduate’s success in efforts to become professionally licensed. 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. Electrical engineering topics studied in the sophomore year include 6 credit hours of electrical circuit analysis, 1 credit hour of electrical circuits laboratory, and 3 credit hours of computer applications pertinent to the field. Theory is combined with application, demonstration, and experimental verification. In addition, the first two years include 19 credit hours of mathematics, 8 credit hours of chemistry, 8 credit hours of physics, 18 credit hours of English and history and 3 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. The junior year requires a total 21 credit hours of electrical engineering course work. Breadth of coverage is provided by courses in linear system 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 sixth 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) and ELEC-415 (Electrical Measurements Laboratory), ELEC-407 (Systems II), ELEC-413 (Advanced Topics in Electrical Engineering) ELEC-414 (System Simulation), ELEC416 (Communications Engineering), ELEC-418 (Advanced Digital Systems), ELEC-419 (Computer Network Architecture), ELEC-423 (Digital Signal Processing), ELEC-424 (Solid-State Devices), ELEC425, (Interference Control in Electronics), ELEC-426 (Antennas and Propagation) 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-418 Advanced Digital Systems ELEC-419 Computer Network Architecture ELEC-423 Digital Signal Processing ELEC-416 Communications Engineering Power Engineering CIVL-310 Statics and Mechanics of Materials For NonCivil Engineers ELEC-307 Nuclear Engineering ELEC-403 Electric Power Systems ELEC-407 Systems II ELEC-405 Electrical Measurements ELEC-415 Electrical Measurements Laboratory ELEC-426 Antennas and Propagation 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-418 Advance Digital Systems ELEC-423 Digital Signal Processing ELEC-424 Solid State Devices ELEC-405 Electrical Measurements ELEC-415 Electrical Measurements Laboratory 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, 139 �electric machines, and digital circuits and 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 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 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. Required program for 2+2: Materials For Non-Civil Engineers, CIVL-310; Data Structures, CSCI-223; Engineering Management, CIVL-411;Deterministic Methods of Operational Research, MATH-381; Mathematical Models and Applications, MATH-470 **Advanced humanities or social science courses. *Approved Departmental Electives must be selected from among the following courses: Nuclear Engineering (ELEC-307), Electronics II (ELEC-401), Electric Power Systems (ELEC-403), Electrical Measurements (ELEC-405), Systems II (ELEC-407), Advanced Topics in Electrical Engineering (ELEC-413), System Simulation (ELEC-414), Electrical Measurements Laboratory (ELEC-415), Communication Engineering (ELEC-416), Advanced Digital Systems (ELEC-418), Computer Network Architecture (ELEC-419), Digital Signal Processing (ELEC-423), Solid-State Devices (ELEC-424), Interference Control in Electronics (ELEC425), Antennas and Propagation (ELEC-426) and Software Engineering (CSCI-420) Note: ELEC-405 and ELEC-415 must be taken together 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. Course Descriptions: ELEC-106—Fundamentals of Electrical Engineering Three Credit Hour 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. Lower two years of study offered at Trident Technical College. TTC First Year ENG-101/102 HIS-101/102 CHM-110/111 MAT-140/141 ECE-201 EGR-273/275 TTC Second Year ENG-205/2XX PSY-201 PHY-221/222 MAT-240/242 ECE-221/222/205 EGR-270 ELEC-201—Electric Circuit Analysis I Citadel Third Year MATH-335 ELEC-306/313 ELEC-309/312/301 ELEC-311/330 ELEC-316/302 ELEC-318 CIVL-314/TECH ELEC Citadel Fourth Year HUMANITIES ELECTIVE ELEC-421/422 ELEC-412/4XX * ELEC-4XX/4XX * ELEC-4XX/4XX * Credit hours required for graduation: 128 for evening students Technical Electives: One of the following courses: Optics, PHYS308; Thermodynamics, PHYS-410; Statics and Mechanics of 140 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. Corequisites: ELEC-106, 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. Corequisites: 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: Elecyric Circuit Analysis II (ELEC-202) or Elements of Electrical Engineering (ELEC-308) ELEC-206—Computer Applications for Electrical Engineers ELEC-309—Signals and Systems Three Credit Hours prerequisites or co-requisites: MATH-335 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), Applied Engineering Mathematics (MATH234). 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. Prerequisites Fundamentals of Electrical Engineering (ELEC-106) ELEC-311—Digital Logic and Circuits ELEC-302—Electrical Machinery Laboratory ELEC-312—Systems I One Credit Hour Required of electrical engineering juniors. A laboratory course to accompany ELEC-316. Laboratory: Two hours. Prerequisite or corequisite: Electromechanical Energy Conversion (ELEC-316) ELEC-306—Electronics I Three Credit Hours 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. 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) Three Credit Hours Required of all electrical engineering juniors. Characteristics of solid-state devices, theory and design of lowfrequency 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 Analysis (ELEC-204); Corequisite: Electronics Laboratory (ELEC313). ELEC-313—Electronics Laboratory ELEC 307—Nuclear Engineering 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). 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). One Credit Hour Required of electrical engineering juniors. Experimental studies coordinated with the subjects introduced in ELEC-306. Laboratory: Two hours. Prerequisite: Computer Applications for Electrical Engineers (ELEC206). Co-requisite: Electronics I (ELEC-306). ELEC-316—Electromechanical Energy Conversion ELEC-318—Electromagnetic Fields ELEC-308—Elements of Electrical Engineering Three Credit Hours Required of civil engineering juniors. 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). 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), Computer Applications for Electrical Engineers (ELEC-206), Physics with Calculus II/Laboratory for Physics with Calculus II (PHYS222/272), Applied Engineering Mathematics II (MATH-335). 141 �ELEC-330—Digital Systems Engineering ELEC 413—Advanced Topics in Electrical Engineering Three Credit Hours Required of electrical engineering juniors. 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-414—System Simulation 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) and Electromagnetic Fields (ELEC-318). ELEC-405—Electrical Measurements Two 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: Two hours. Prerequisite: Electronics Laboratory (ELEC-313), Corequisite: Electrical Measurements Laboratory (ELEC-415). 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). 142 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. This course may be taken only once for credit. Lecture: Three hours. 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-415—Electrical Measurements Laboratory One Credit Hour A laboratory course to complement ELEC-405. Laboratory: Two hours. Corequisite: Electrical Measurements (ELEC-405). 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), Digital Logic and Circuits (ELEC-311), Electromagnetic Fields (ELEC-318) Corequisite: 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: 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), Digital Logic and Circuits (ELEC-311), Electromechanical Energy Conversion (ELEC316), Digital Systems Engineering (ELEC-330) and Electromagnetic Fields (ELEC-318) or consent of the department head. ELEC-422—Design II Three Credit Hours Continuation of the major design project begun in ELEC421. 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. Required of all electrical engineering seniors. 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: Electronics I (ELEC-306), and Electromagnetic Fields (ELEC-318). 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), Electromagnetic Fields (ELEC-318), Digital Systems Engineering (ELEC-330). 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). 143 � 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, 2012-2013 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 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 2012 2013 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.) 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. https://d1y502jg6fpugt.cloudfront.net/39779/archive/files/c135b41c5b2c896afe2868e5acd0004a.pdf?Expires=1777507200&Signature=QeGSrf9jWqHWxt7MHFU8emPA6U0Qj9N1niWCpYgZ2WbC0vxsFDyWRMFzoK5S5%7E7kZO5VlEkq8pazeZKsDaB5gr06afFZ7zbwNfiRGGx9ruvt5MO7nodZeDT4Sp%7EZgvLmGoZk%7Ek0wDeoVMZpReHr2YOYFuCPxT6T6NtLKKfSev5e0qzn8K62SUEnYGEogLAyxygaLp-O3mm7neosxwdTmITzSAUDRw04SZIDbZbEuChMXOP5nEAPEKBHjNKnBXx6HDled8lkaoRmjZN9ndGMX8e6XDRy-yQtEjDpq1EeyubFe6jILl8eJzBMWBEMV-K8vgNAaqdCS43SzAyABDvyQEw__&Key-Pair-Id=K6UGZS9ZTDSZM 62db5740d48829188d241ffb1e7ce809 PDF Text Text 2013 - 2014 Academic Catalog �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 web site for frequently called numbers, schedule of courses, term dates, fees, and other important information. 2 �Table of Contents President’s Message 4 Board of Visitors 4 The Citadel’s Statement of Vision, Core Values, and Mission 5 The Citadel Graduate College’s Mission/Purpose 7 Accreditation 7 2013-2014 Academic Calendar 8 Procedural Information 9 Policy Information 16 Specific Policies and Procedures for Evening Undergraduate Programs 24 Graduate Degree Programs Master of Business Administration 30 Master of Arts in Teaching - Secondary Education 39 • English, Social Studies, Biology, Mathematics Master of Arts in Teaching - Middle Grades 42 • English, Mathematics, Science, Social Studies Master of Arts in Teaching - Physical Education 45 Master of Education in Educational Leadership - Elementary or Secondary School Administration and Supervision 48 Specialist in Educational Leadership - School Superintendent 51 Master of Education in Counselor Education - Elementary or Secondary and Student Affairs & College Counseling 53 Master of Education in Literacy Education 58 Master of Arts in English 67 Master of Arts in History 72 Master of Arts in Psychology: Clinical Counseling 77 Specialist in Education in School Psychology 79 Master of Arts in Social Science 85 Master of Arts in Biology 92 Masters of Arts in Education in Mathematics 95 Master of Science in Computer Science 98 Master of Science in Health, Exercise, & Sport Science 101 Master of Arts in Sport Management 103 Master of Science in Project Management 109 Graduate Certificate Programs Graduate Certificate in Technical Project Management Graduate Certificate in Sport Management - Sport Sales & Marketing Graduate Certificate in Leadership Graduate Certificate in Student Affairs Graduate Certificate in Environmental Studies Graduate Certificate in Homeland Security Graduate Certificate in Systems Engineering Management Graduate Certificate in Intelligence Analysis Graduate Certificate in Hispanic Studies 117 119 120 122 123 124 126 128 130 Evening Undergraduate Degree Programs Bachelor of Arts in Criminal Justice Bachelor of Science in Business Administration Bachelor of Science in Civil Engineering Bachelor of Science in Electrical Engineering 134 140 144 152 3 �President’s Message Welcome to The Citadel Graduate College, where we extend our mission of educating principled leaders to people like you who seek graduate study to become leaders in their chosen fields. We take great pride in our distinguished faculty and excellent facilities 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 the nearly 8,000 CGC alumni for whom a graduate degree from The Citadel was a stepping stone to success and continued growth. Lt Gen John W. Rosa, USAF (Ret), ‘73 President Board of Visitors The Citadel Board of Visitors is composed of eleven graduates of the college; seven elected by joint vote of the SC General Assembly, three elected by alumni (Citadel Alumni Association) and one appointed by the Governor. All members serve six–year terms. Lieutenant General W. Michael Steele, USA (Retired), ‘67, Chair Colonel Dylan W. Goff, ‘02, Vice Chair Colonel Allison Dean Love, CGC, ‘93 Colonel Glenn D. Addison, USAFR (Ret), ‘79 Colonel Douglas A. Snyder, ‘82 Colonel James M. McQuilla, ‘88 Lieutenant General John B. Sams, Jr., USAF (Retired), ‘67 Colonel “Tee” Hooper, Jr., ‘69 Colonel Peter M. McCoy, Sr., ‘74 Colonel Robert H. Nuttall, Sr., ‘62 Colonel L.E. “Gene” Pinson, ‘72 Colonel Myron C. Harrington, Jr., USMC (Retired), ‘60, Secretary to the Board of Visitors The Honorable Nikki R. Haley, Governor, Ex Officio Major General Robert E. Livingston, Jr., Adjutant General, Ex Officio The Honorable Mitchell M. Zais, State Superintendent of Education, Ex Officio Colonel Leonard C. Fulghum, Jr., ‘51, Chairman Emeritus Colonel William E. Jenkinson III, Member Emeritus 4 �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 cadet “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 Corps of Cadets 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 Corps of Cadets. 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 four baccalaureate degree programs (Bachelor of Science in Business Administration, Bachelor of Science in Civil Engineering, Bachelor of Science in Electrical Engineering, 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 5 �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. 6 �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 underscore 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 404-679-4500 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 secondary education teachers at the bachelor’s and master’s levels, for the preparation of guidance counselors at the master’s and specialist degree levels, and for the preparation of school superintendents at the specialist degree level are accredited by the National Council on Accreditation of Teacher Education (NCATE), a specialized accrediting body recognized by the Council on Postsecondary Accreditation. The head of the Department of Education serves as the Director of Teacher Education. The 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 Accreditation Council. The Computer Science programs as well as the Civil and Electrical Engineering programs are accredited by the Engineering Accreditation Commission of the Accreditation Board for Engineering and Technology (ABET). The School Counseling Programs that offer a Master of Education in Counselor Education (Elementary or Secondary Certification) were granted full eight years CACREP (Council for Accreditation of Counseling and Related Educational Programs) in July 2005. The School Psychology Program is fully accredited by the National Association of School Psychologists. 7 �The Citadel Graduate College Academic Calendar 2013-2014 2013 2014 Aug. 21 Payment for fall 2013 due Jan. 8 Payment for spring 2014 due Aug. 26 Fall 2013 classes begin Jan. 13 Spring 2014 classes begin Sept. 2 Labor Day - no CGC classes Sept. 9 Last day to drop/add Jan. 20 Martin Luther King Day - no CGC classes Oct. 14 Last day to withdraw with a grade of “W” Nov. 1 Last day to apply for graduation Nov. 4 Registration begins for spring 2014 for currently enrolled students Nov. 18 Registration for spring 2014 begins for all students Nov. 22 Fall Break Begins Dec. 2 CGC classes resume Dec. 9 Last day for CGC classes Dec. 10 CGC exams begin Dec. 16 CGC exams end Winter break begins Dec. 19 Semester grades due by 10:00 a.m. Jan. 27 Last day to drop/add Feb. 1 Last day to apply for spring or summer graduation for those participating in the commencement ceremony Mar. 1 Last day to apply for spring graduation for those not participating in the commencement ceremony Mar. 3 Registration for summer 2014 begins for currently enrolled students Mar. 10 Last day to withdraw with a grade of “W” Mar. 17 Registration for summer 2014 begins for all students Mar. 21 Spring Break begins after class Mar. 31 CGC classes resume Apr. 7 Registration for fall 2014 begins for currently enrolled students Apr. 21 Apr. 28 Last day for CGC classes Apr. 29 CGC exams begin May 5 CGC exams end May 8 Semester grades due by 10:00 a.m. May 10 8 Registration for fall 2014 begins for all students CGC Commencement �Purpose of the CGC Catalog 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 are subject to change at any time during the period for which the catalog is in effect. 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. Procedural Information 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 CGC and the program to which he/she seeks a degree. Requirements for acceptance into CGC include: a. Completed application for admission b. Non-refundable application fee c. Transcripts submitted directly from all colleges and universities attended. Transcripts from all schools are required, regardless of whether the coursework would apply to a degree program, to ensure good academic standing. Transcripts must be from regionally accredited colleges and universities (e.g. Southern Association of Colleges, North Central Association of Colleges and Schools, etc.). d. A standardized admissions test (GRE, GMAT, or MAT depending on the program) score. Upon receipt of an application, each applicant is sent a letter acknowledging the application and outlining specific admission requirements for CGC and the program for which he/she applied. The requirements for acceptance into specific programs and degrees are described in this catalog for each program/degree. Official copies of all admmissions documents must be sent directly to the CGC office and admission test scores must be current within five years of application. Full acceptance is not granted until both CGC and program requirements are met. After acceptance by the program, any nonU.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. Upon acceptance, a letter is sent to the student identifying their faculty advisor. Students are encouraged to schedule an apointment 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. 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 two 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. 9 �CGC Class Ring Forms and Deadline 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. 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 Januarly 1 each year. Additional information may be requested by the Financial Aid Office. Students are responsible for checking their online 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. 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 www.citadel.edu/graduatecollege. Priority deadline dates are as follows: Academic year (fall and spring) March 15 Fall only March 15 Spring only October 15 Summer April 15 To drop or add a course from the course schedule or to change sections within a course, a student must come to the CGC office and complete a “drop/add” form or drop/add through Lesesne Gateway. After the drop period, students who choose to withdraw must complete a withdrawal form available in the CGC office or online. 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 at the established fee payment deadlines. Students will be reimbursed if they are subsequently determined to be eligible for financial aid. Course withdrawal means a student is withdrawing from a course after the refund date has passed. Refunds after the published refund date are granted only under extenuating circumstances (i.e. death in immediate family, serious medical issues, deployment.). 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 withdrawal from the course. Fee Payment All fees are due and payable at the time of registration. If fees are not paid by the published date on the term calendar, prior to classes starting, the student may be dropped from registered classes. Checks should be made payable to The Citadel. Fees may also be paid with bank cards, however a service fee is incurred. Electronic check payment is also available at no charge. Deferred payment plans may be arranged in advance of a semester through a third party. Forms are available in the Treasurer’s office. The Citadel reserves the right at any time to adjust fees to meet the current cost of operation. Fee schedules are published each semester on The Citadel’s web page. The Citadel Treasurer is responsible for the collection of monies due to The Citadel. All correspondence concerning fees, payments, and status of accounts should be directed to that office. Financial Aid and Scholarships The Financial Aid Office 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) 9535187 or by email at financial_aid@citadel.edu. 10 Determining Financial Need The amount of financial aid is determined based on the FAFSA form the applicant files after January 1 each year. This form solicits information about the family’s current financial situation and produces an “expected family contribution.” 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 are 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 catagories are considered independent: a. He/she is 24 years old or older by Dec 31 of the academic year b. He/she is a graduate student c. He/she is married d. He/she is currently serving on active duty in the U.S. Armed Forces for purposes other than training e. He/she is a veteran of the U.S. Armed Forces f. He/she has children (or other dependents) and will provide more than half of their support g. He/she was in foster care or deemed a dependent or ward of the court h. He/she was an emancipated minor or in legal guardianship as determined by a court �i. He/she was determined to be an unaccompanied youth who was homeless or was 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 conditional 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) Generally, a student must be enrolled at least half-time. This is defined as 3 hours/semester for graduate students and 6 hours/semester for undergraduate students. 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. 6) 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. 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: earning at least 12 hours. b. Part-time students (enrolled in less than 12 hours/ semester) must earn at least 75% 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. 1.9 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. b. Part-time students (enrolled in less than 9 hours/ semester) must earn at least 75% of credit hours attempted in an academic year. 2. GPA – A student must earn at least a 3.0 grade point average. 3. 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. 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 them 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. 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 11 �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 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 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 When evaluating SAP, a student’s repeated courses will be counted in both attempted and earned hours. 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 a SAP Appeal. Second Degrees Students that are completing a second degree will be required to submit a 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 12 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) 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 Week 7 43 percent Week 2 12 percent Week 8 50 percent Week 3 18 percent Week 9 56 percent Week 4 25 percent Week 10 60 percent Week 5 31 percent Week 11-16 100 percent Week 6 37 percent 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: • Unsubsidized Student Loans • Subsidized Student Loans • Perkins Loans • PLUS Loans/Graduate PLUS Loans • Federal Grants • 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 • Withdraws from some classes, but continues to be enrolled in 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. • Federal Direct/Stafford loans; • Federal Perkins loans; • Federal PLUS loans received on behalf of the student; • Federal Pell Grants; • Federal SEOG Grants; • Other Title IV programs; • Other federal, state, private, or institutional student financial assistance received by the student for which refunds are required; • The student. Other Assistance Vocational Rehabilitation Scholarships: This program provides for education and training if the student has a physical or mental disability which 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. College Budget Plans: The Citadel Tuition Payment Plan (CTPP) which 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. The student determines the payment schedule and calculates the balance remaining after financial aid is applied and any other outside resource is also taken into consideration. Contact The Citadel’s Treasurer’s Office for information. Veterans’ services: Services are administered under the umbrella of student financial aid at The Citadel. Veterans’ services are intended to meet the needs of students receiving benefits under the following programs: • Ch. 30—Montgomery GI Bill—Active Duty, Veterans • Ch. 31—Vocational Rehabilitation • Ch. 33—Post 9-11 GI Bill • Ch. 35—Dependants’ Educational Assistance Program • Ch. 1606—Montgomery GI Bill—Selected Reserve • Ch. 1607—(REAP, Reserve Education Assistance Program). Veterans who believe they have an entitlement should check with their local VA Office, the regional office in Columbia (1-800-8271000), or the VA Coordinator at The Citadel. An applicant should contact the VA Coordinator in the Financial Aid Office at The Citadel well in advance of the anticipated matriculation date so that the necessary documents may be obtained in order to certify attendance with the VA. All veterans and dependents receiving VA Educational Benefits are required to come to the Financial Aid Office each semester and complete a request for VA Certification card. Any changes in a veteran’s course of study should be cleared with the VA Coordinator in the Financial Aid Office to ensure continuation of benefits. Any reduction in course load should be reported immediately to avoid overpayment. Transfer students are reminded that the office must have copies of all transcript evaluations made by the Registrar’s Office before certification can be made to the Veterans’ Administration for payment. Joint Degree Programs The Citadel participates in joint graduate degree 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 from the respective program directors. Maymester and Summer School The Citadel’s Maymester and Summer School is a component of CGC which has the responsibility for the coordination and administration of all aspects of The Citadel’s graduate and undergraduate summer school programs. The operation of Maymester and Summer School is the responsibility of the Dean of CGC and is administered under the guidelines established in coordination with the Provost. The operation encompasses all aspects of college administration. All Maymester and Summer School students are ultimately the academic and administrative responsibility of the Provost. CGC students remain under their academic deans, while non-degree and transient students are the responsibility of the CGC Dean. Students residing in the barracks, regardless of academic status are the disciplinary responsibility of the commandant, all other noncadet students remain as stated above. 13 �Admissions—Undergraduate transient admission to Maymester and Summer School does not constitute admission to the regular academic session of The Citadel. 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 not 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 applying, having applied, or having been accepted past or present should contact the Registrar’s Office for admission and registration information and assistance. When cadets enroll in summer courses or graduate courses, they are required to adhere to the rules and policies outlined in the cadet undergraduate catalog 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—Registration for all students, graduate and undergraduate, enrolled in Maymester or Summer School at The Citadel is conducted in the CGC office located in Bond Hall, Room 101. Admission and registration may be conducted in one of three ways: 1) Students may come to the office and complete the application/registration procedure 2) Students may mail or fax in an application/registration form. 3) Returning students may register through Lesesne Gateway online. Parking—Ample lighted 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 for Summer School” online at www.citadel. edu. The parking fee covers all sessions of Maymester and Summer School. Very limited parking is available for motorcycles on a firstcome, 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. 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 14 Summer Classes” provides information on the cost of living in barracks housing. 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. Student Identification Cards—Maymester and Summer School students attending on-campus courses may obtain a Citadel identification card. The identification cards are obtained after registering in Bond 244. This card is necessary for using The Citadel and area consortium libraries. Recreation—Campus recreational facilities are available to students enrolled in classes upon payment of the activity fee in the Treasurer’s Office. 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. Orientation In order to assist new CGC students in becoming familiar with The Citadel facilities and support services, CGC offers two new student orientations each year. These orientation sessions are offered before the beginning of the fall term and before the beginning of the spring term. New students will be notified of the date, time, and place of these orientations. The Citadel Principled Leadership Seminar The Citadel Principled Leadership Seminar is a professional development seminar during which graduate students at The Citadel learn about principled leadership and the institution’s core values – honor, duty, and respect. Participants engage in discussions about The Citadel’s mission, 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 within an organization. Beginning Fall 2013, all degree-seeking students entering The Citadel Graduate College are required to complete The Citadel Principled Leadership Seminar at some point prior to finishing their program of study. The seminar is taught by The Citadel’s Krause Center for Leadership and Ethics and will be offered as part of new student orientations held during the academic year. Online versions of this seminar are also expected to be available in the near future. �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 www.citadel.edu/graduatecollege. To obtain the appropriate refund, a student must complete the drop form available in the CGC office or drop via Lesesne Gateway. The Dean of CGC may authorize a refund for extenuating circumstances after the scheduled refund date but only if a formal application is made in writing. Extenuating circumstances are defined as a death in immediate family, serious medical issues, or military deployment. Registration, technology, and application fees are not refundable. Registration Registration is conducted by mail, online through Lesesne Gateway, or in person in the CGC office located on the first floor of Bond Hall, Room 101. Registration is not complete until all fees are paid. Students may not attend class until they are fully registered. Completed registrations will be honored on a first-come, first-served basis. Any changes in registration must be made prior to the end of the term’s Drop/Add period. Information concerning fees, class times, and registration calendars can be found each academic term online at www.citadel.edu/ graduatecollege. Transcripts and Transfer Credit Graduate students applying for transfer credit will use the “Transfer Credit for Graduate Programs” form located online at http://www.citadel.edu/graduatecollege/forms/. The form will be submitted to CGC 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. 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. Veterans Status as a Student on The Citadel Campus This policy prescribes rules and regulations related to veteran students on campus. It outlines the types of veteran students as well as the policies related to student status (cadet vs. non-cadet), as well as enrollment requirements, and commencement exercise attendance. a cadet, he/she will be eligible to receive the cadet ring and diploma once academic requirements are met. B. 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. 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. C. Active Duty Student: Other day veteran students with different military affiliations enrolled at The Citadel include: MECEP, STA-21, AECP, and Green to Gold students, who are full-time day students. D. Evening Undergraduate Veteran Student: This group of Veterans declare their program of study through the Evening Undergraduate Studies program, either as part of a “2+2” transfer program with one of the partner technical colleges or through some other mechanism to complete their degree at The Citadel. These veterans are civilians and are not subject to the personal requirements specific to the Corps of Cadets. They will not be subjected to the RPED or ROTC requirements. Policy 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 evening students may enroll in up to six credit hours per semester during the day. Exceptions to this rule must be approved by the Associate Provost for Academic Affairs. Veteran day students may enroll in up to six hours per semester in the evening program. Exceptions to this rule must be approved by the Associate Provost for Academic Affairs. Definitions: A. 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 15 �Policy Information Academic Integrity Policy and Procedures The following academic integrity policy is in effect for non-cadet students for fall and spring semester as well as Maymester and Summer School. Absolute integrity is expected of every Citadel student in academic undertakings. Academic integrity is grounded on the concept of honesty with respect to the intellectual efforts of oneself and others. A student’s submission of work for academic credit indicates that the work is the student’s own. Students are responsible for knowing what constitutes violations of the Academic Integrity Policy. Examples of violations of the Academic Integrity policy include, but are not limited to the following: • Plagiarizing or representing the words, ideas, or information of another person as one’s own without documentation; • Giving or receiving prior to an examination any unauthorized information concerning the content of that examination; • Using, without authorization of the instructor, notes, books, prompts, or other materials, or receiving verbal or electronic assistance to aid in answering questions on an examination; • Giving or receiving substantive aid during the course of an examination; • Asking or permitting another person to take a test or engage in other academic work; or taking a test or engaging in academic work for another, whether voluntarily or for hire, in conjunction with class work or for admissions purposes; • Violating personal property rights (for example, stealing or attempting to steal tests, keys, or grade books); • Fabricating data in support of laboratory or field work; • Engaging in other acts of academic misconduct. While academic integrity is a shared responsibility, it is incumbent upon the student to abide by the academic integrity requirements. It is the responsibility of the faculty member to inform the student of any atypical academic integrity requirements. 1. When a faculty member suspects or has been informed that a student may have violated the Academic Integrity Policy, the faculty member should inform the student in writing within ten working days of discovery. Some situations may require more time; however in no case should this written notification be delayed by more than one month. Written notification will include the allegation and a suggested time, place and date for a meeting of the student, the professor, and Department Head of the department in which the alleged violation took place. If the faculty member making the allegation is the Department Head of the department in which the alleged violation took place, the meeting will include the student, the faculty member, and Dean of the school in which the alleged violation took place. 2. After this meeting, if the faculty member decides that no violation occurred, the matter will be dropped. If the faculty member decides that a violation has occurred but that only a grade penalty is warranted, the student may be assigned an “F” for the work in question, or, in more serious cases, an “F” in the course. If it is determined that a more serious penalty is warranted, or if the student does not accept the grade penalty offered, the accusation will be remanded to the Dean of the school in which the alleged violation occurred. If that 16 Dean participated in the meeting with the faculty member and the students, the matter is referred to the Provost. 3. Upon receiving the allegation, the Dean of the school where the alleged violation occurred or the Provost will appoint a four member hearing board comprised of the Dean of CGC, two faculty members from outside the program of the accused student and a currently enrolled CGC student of the same student classification, but outside the program of the accused student. The hearing will be convened within two weeks from the date the hearing board receives the case. If circumstances preclude meeting this deadline, the accused will be so informed in writing. A minimum of seven days notice will be provided to the student prior to the hearing. The accused student may be advised by another student or member of the permanent faculty or staff, not to exceed two. The student and/or the student’s advisor may cross-examine all witnesses and the accuser. A tape recording of the hearing, which will be closed, will be made. Upon conclusion of the hearing, the hearing board will vote and report its findings and recommendation to the Dean of the school in which the alleged violation occurred or the Provost. 4. Upon reviewing the recommendation, the Dean of the school where the alleged violation occurred, or the Provost will either exonerate the student; impose a sanction less than suspension, dismissal or expulsion; or recommend a sanction of suspension, dismissal, or expulsion to the President of the College. If the sanction is not suspension, dismissal, or expulsion, the student may appeal this sanction to the President of the College who makes the final decision. If the sanction is for suspension, dismissal, or expulsion, the President of the College will review the case and the process that has been followed and make the decision on removal of the student from The Citadel for a violation of academic integrity. The student may appeal that decision to the Board of Visitors. Appeals of Violations of Academic Integrity - Students who have been found guilty of a violation of academic integrity where the punishment is suspension, dismissal, or expulsion shall be entitled to petition an Academic Integrity Board of Review to hear an appeal provided the petition is submitted to the Office of the President within five working days after receiving notice of the findings of the Provost, and provided the petition states the grounds on which the appeal is based. An Academic Integrity Board of Review is established by the President. An Academic Integrity Board of Review will consist of a Dean, who serves as chair; a department head; a senior member of the faculty; and a non-voting recorder. Once established, an Academic Integrity Board of Review will be furnished the record of the original proceedings and will evaluate the petition of appeal to determine if any of the following grounds have been met: • new evidence has been found since the individual was found guilty; • the individual’s rights were not protected; • there was a procedural error during the trial. If after considering the petition of appeal, the Academic Integrity Board of Review determines that the request for appeal sets forth reasonable grounds for appeal and agrees to hear the appeal, the accused student and advisor will be present during the formal portion of the hearing, which will be taped. Oral arguments from the student or advisor will be heard and will normally be limited �to 30 minutes each. In addition, the student or advisor will have the opportunity to question any witnesses called by the Academic Integrity Board of Review. The formal appeal hearing will be taped, and the tape will become part of the record of the Academic Integrity Board of Review. The findings of the Academic Integrity Board of Review will be transmitted to the President in the form of sealed, confidential written recommendations, with appropriate justifications. 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: a. 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. b. 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. c. 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. Failure to achieve the 3.0 GPR upon completion of the nine (9) additional graduate credit hours will result in termination 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. Some programs have more strict program requirements. Check with your program advisor for the standards for your program. 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. Graduate and undergraduate students 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. 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. Admission Categories Graduate students may be admitted to CGC in one of the following two categories: degree seeking or non-degree seeking. Degree seeking - A graduate student is classified as degree seeking when all admission requirements are met and the student has been admitted to a degree program. To obtain this classification a student must: • Complete and return the application form along with the appropriate non-refundable application fee to The Citadel Graduate College. • Submit to The Citadel Graduate College all official transcripts to include documentation of the baccalaureate and all other undergraduate or graduate work from regionally accredited colleges or universities. Transcripts must be sent directly from each school or university and must be from regionally accredited colleges and universities (e.g. Southern Association of Colleges, North Central Association of Colleges and Schools, etc.). • Submit the official score report on the appropriate admissions test (current within 5 years of application). Check individual program requirements in this catalog for the minimum acceptable score for the desired program. Official score report must be sent directly from the testing organization. • 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. • Additional admission requirements of specific programs are outlined in the information provided for each degree program. Non-degree seeking - A graduate student is classified as non-degree 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. 17 �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 non-degree status that will be accepted into any program. No student shall register beyond 8 hours without being fully accepted into a degree program. To obtain non-degree classification the student must: • Complete and return the application form along with the appropriate non-refundable application fee to the CGC office. • Submit a college transcript that shows completion of a bachelor’s or higher degree before registration. Transcripts must be from regionally accredited colleges and universities (e.g. Southern Association of Colleges, North Central Association of Colleges and Schools, etc.). Senior Citizens - Persons over the age of 60 who meet degree or non-degree admissions requirements and are not employed fulltime may register for courses on a space-available basis with no credit hours fee charged. All other fees must be paid. International Students - An international student who applies to a graduate program at The Citadel must complete the following requirements before enrolling in classes: • Have completed a degree equivalent to an American baccalaureate degree. • Have his/her academic credentials officially evaluated by one of the accredited organizations suggested by the CGC office and sent directly from that organization to the CGC office. • Meet all the admission criteria for the desired graduate degree program. • Provide the appropriate score on the TOEFL exam. • Provide completed CGC Immigration Request form. • 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. 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: a. An application with a non-refundable fee, b. Official transcripts sent directly from all regionally accredited colleges attended (e.g. Southern Association of Colleges, North Central Association of Colleges and Schools, etc.), c. Official scores on the appropriate admissions test (current within 5 years of application), and d. An official TOEFL score if English is not the native language e. A copy of the birth certificate, passport, or military ID as proof of U.S. citizenship as defined by the state of South Carolina. 18 Admission Test All graduate programs in The Citadel Graduate College require submission of an official admissions test score. The test must be current within five years of application. See the appropriate program for the type of test required. Applicants for graduate programs in The Citadel Graduate College 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 from the academic program director. 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. 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 are admitted to 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. Catalog of Record The catalog bearing the number of the academic year in which the student enters The Citadel will be their 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 offical. In case �of absences due to illness or other circumstances beyond their control, students should notify the instructor as soon as possible. The attendance policy for any CGC class is determined by the instructor and will be presented in the course syllabus. At the discretion of the instructor, a student who violates the course attendance policy may be penalized. In general, missing more than 20% of the scheduled class meetings would be considered excessive. 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. Any student desiring to keep directory information confidential must file notice each 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. Course Load The minimum semester hour load for students wishing to be classified as full-time graduate students is 9 semester hours. Students holding Citadel graduate assistantships will be considered as full time if they are taking at least 6 semester hours. Students may register for a maximum of 2 courses or no more than 7 credit hours each summer term (Summer I, Summer II). The evening session is considered a part of Summer I and Summer II. Permission to take more than 2 courses each summer term must be obtained from the Dean of the School, the Department Head, or program director. No more than one course may be taken during Maymester. Course Substitution Course substitutions in degree programs can only be authorized by the approval of the Head of the Department, Dean of the School, and Dean of the CGC. Forms to initiate this procedure are available in the CGC office or online. 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 the two programs share no more than twelve credit hours in common course requirements. Ordinarily, a minimum of 33 hours of new credits must be included in the planned program for the second degree. However, students who enter a second master’s degree program at The Citadel after also earning a certificate will not necessarily be subject to this 33-hour minimum; such cases will be evaluated on an individual basis, with the number of hours ultimately accepted subject to the approval of the CGC Dean. 19 �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. 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.” 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. 20 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, graduatelevel 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 setion 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. 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 any given program. In such cases, the standard used to determine their eligibility is the student’s GPA in that particular program, not their cumulative GPA. Graduation Students must apply to graduate by the established deadline. 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. There are three graduation dates each calendar year. There is a late April or early 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 April or May, following the Spring semester. The graduation date is the term in which the student completes all requirements. An incomplete grade is a delay in the completion of requirements, and the posting of the final grade determines the completion of that requirement. Applications for graduation are available in the CGC office and online. A late fee is charged for applications filed after the posted deadline. To be recommended for a degree, students must meet all admission requirements and satisfactorily complete the scholarship �and curriculum requirements for the degree. Finally, students must be free from all financial indebtedness to The Citadel. These deadlines for the graduation application ensure your diploma will be ordered in a timely manner and prevent additional administrative costs. It is each student’s responsibility to apply to graduate. 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. Parents who are either graduates of the Corps of Cadets, the Veteran Day Program, or The Citadel Graduate College may present diplomas to their sons or daughters at the CGC commencement ceremony. The graduate must make arrangements with The Citadel Graduate College office prior to commencement. Participation in CGC Graduation/Commencement Policy 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 for graduation and participation in the annual CGC commencement ceremony, which is held each Spring. Students may apply for graduation and participation in commencement exercises in one of the following circumstances: 1. Students may apply for graduation and participation in commencement during the academic year in which they are completing their degree requirements. 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 commencement the following year. 2. In those cases where students elect to complete all coursework prior to participating in the commencement ceremony, the student should apply to graduate and participate in the next year’s commencement ceremony. 3. 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, 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 CGC commencement exercises. 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. 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). Non-Degree Seeking Students Non-degree seeking graduate students are those who do not intend to become degree seeking students. While these students are allowed to take graduate courses at The Citadel under the following conditions, they cannot use these courses as a way of circumventing standard CGC admissions policy. a. Students who provide documentation of having graduated from an accredited college or university may register for up to 8 credit hours of course work for personal or professional development only. b. Persons age 60 or above and not employed full-time may enroll tuition-free in courses in the CGC on a space-available basis. All other fees must be paid. d. Graduate transient students who wish to enroll in course work for transfer to another institution may be asked to present evidence that they are in good academic standing at their home institution and have met any course prerequisites. 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. Pass-Fail Courses For certain courses, such as internships, practica, workshops, professional development courses, etc., a grade of pass or fail may 21 �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. 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 terms’ Add/Drop period. All fees are due by published calendar dates. Repeating a Course Courses may be repeated only under the following circumstances: a. No courses may be repeated once a grade of “B” or higher has been earned. b. If a class in which a “C+” or “C” was earned is repeated, it may be repeated only one time. c. If a course is repeated, the last grade of record is used to determine whether course requirements for graduation have been met. d. The hours may be used only once toward graduation. e. 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 a waiver must be initiated by the student in writing to the appropriate Department Head, who is responsible for making the final decision and for notifying the student. Department Heads will forward recommendations through their appropriate Dean who sends it to the CGC office. This recommendation will be subject to the final approval of the CGC Dean. Waivers must be on file in the CGC office prior to application for graduation. It is the student’s responsibility to ensure the waiver is provided to the CGC office. If a waiver 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 22 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 academic level of authority to have the opportunity to resolve the grievance satisfactorily. The Dean of CGC does not rule on academic matters. However, students are encouraged to provide a courtesy copy of grievances and appeals to the Dean of CGC for record. 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 under- �stand 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. Theses Thesis committee appointments will be made at the discretion of the thesis advisor and/or program director and/or department head. Guidelines for formatting and submitting theses will be determined by individual programs. Thesis students should consult the program handbook and/or the program director for specific guidance on such matters. The program or department is responsible for providing the student with specific directions about producing a copy of the thesis for The Citadel library. Transcript A transcript is a confidential document and is released only when students make a request in writing. There is no charge for the initial transcript, but a fee is charged for all subsequent ones. Remittances for transcripts should accompany the request for the transcript and should be mailed directly to the Office of the Registrar. Official copies are not released to students but are sent to requested destinations. 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. 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.). Exceptions are granted by The CGC Dean. 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. 23 �Specific Policies and Procedures for Evening Undergraduate Programs All other CGC policies and procedures apply. CGC courses cover a wide variety of areas and are open to interested persons from diverse backgrounds. In addition to graduate programs, CGC also offers four undergraduate degrees: bachelor of arts in criminal justice; bachelor of science in business administration; bachelor of science in civil engineering; and bachelor of science in electrical engineering. Students who wish to earn a degree in from The Citadel’s Evening Undergraduate Studies program typically begin their coursework at one of eleven partnering technical colleges in South Carolina. These partnerships, sometimes referred to as “2 plus 2 programs”, allow students to earn an Associate’s degree at a technical college and then transfer to The Citadel for the final two years. A unique feature of the Business Administration or Criminal Justice programs is that students can take classes at The Citadel while completing their Associate’s degree. However, all students must have at least 24 hours of college credit transferred to The Citadel prior to taking any courses at The Citadel. Our partner colleges are as follows: • • • • • • • • • • • Aiken Technical College Florence-Darlington Technical College Horry-Georgetown Technical College Midlands Technical College Northeastern Technical College Orangeburg- Calhoun Technical College Piedmont Technical College Spartanburg Community College Spartanburg Methodist College Technical College of the Lowcountry Trident Technical College Courses may also be transferred from regionally accredited colleges and universities other than those listed here (e.g. Southern Association of Colleges, North Central Association of Colleges and Schools, etc.). The basic course requirements remain the same. The junior and senior years are completed at The Citadel. 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, EUGS 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. 24 Academic Criteria for Continuance Records of degree-seeking undergraduate students are assessed for academic criteria for continuance after each period of two semesters and the included summer sessions. 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. Full-time 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 the 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) ll credit attempted for which a grade of “A,” “B,” “C,” a “D,” or “F” was received at The Citadel, 2) ourse work transferred from other colleges, and c 3) ourses taken on a Pass-Fail basis. c 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 traces 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. Academic Discharge An undergraduate student who fails to meet either or both of the academic criteria for continuance will be discharged for academic deficiencies. Although The Citadel will notify students that they are deficient in either or both areas, it is the responsibility of students to ensure that these criteria are met. To avoid academic discharge, a student must meet both hour and GPR requirements concurrently either at the end of the fall semester, at the end of the spring semester, or in August, as appropriate. A student who is discharged for academic reasons for the first time may apply for readmission after being out of school for one semester. If approved for readmission, the student will be readmitted on academic probation. �If a student fails for a second time to meet minimum academic criteria for continuance, the Dean responsible for the academic program in which the student is majoring will review the academic record and any extenuating circumstances the student wishes to present in writing. Based on this review and in consultation with the faculty advisor and the department head and the CGC Dean, the responsible Dean will determine the conditions under which the student will be permitted to continue or will award the student a second academic discharge. Except under extremely extenuating circumstances, a student discharged a second time for academic reasons will not be considered for readmission and may not enroll in course work in any program at The Citadel—day, evening, or summer. 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. Admission 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. 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. Evening Undergraduate Studies Orientation 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. 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. CLEP credits may be earned under the following conditions: 1. Not all CLEP examinations are accepted by The Citadel. Therefore, the student must obtain prior approval through the Office of the Registrar. 2. The score earned must meet or exceed the current minimum score recommended by CLEP for that subject area exam. 3. The amount of credit will be determined by the scope of the material measured. 4. 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. 5. 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: a. The courses to be combined must all be offered by the same department and must be related in some way. b. The department head or Dean for the program in which the student is majoring must provide a recommendation and rationale for combining courses. c. The Dean responsible for the academic program in which the student is majoring must grant final approval for the combining of courses. 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 the 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. 25 �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 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. 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. 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. 26 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. Non-Degree Seeking Students 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. a. 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. b. Persons age 60 or above and not employed full-time may enroll tuition-free in courses in the CGC on a space-available basis. All other fees must be paid. c. 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. d. Undergraduate transient students who wish to enroll in course work for transfer to another institution may be asked to present evidence that they are in good academic standing at their home institution and have met any course prerequisites. e. Students who are in cadet status and are enrolled in the Corps of Cadets for a fall or spring semester are not eligible to enroll in CGC courses. 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. �Pass-Fail Evening Undergraduate students with cumulative grade-point ratios of 2.0 or higher may elect to take elective courses on a PassFail 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: a. The grades of “A” through “C” as “S” (satisfactory, pass-for credit); b. The grades of “D” or “F” as “U” (unsatisfactory, fail-no credit). c. Students desiring to take a course on the Pass-Fail option should contact the Registrar’s Office. 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. 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 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 a regionally 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 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, have responsibility 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. All transfer credits are provisional. If an academic unit determines within a reasonable period of time after classes begin that the 27 �Graduate Degree Programs 2013-2014 28 �School of Business Administration Master of Business Administration 29 �Master of Business Administration School of Business, 843-953-5056 Dr. Wesley M. Jones, Director of Graduate and External Programs, wes.jones@citadel.edu Ms. Kathy M. Jones, MBA Program Director, mbadirector@citadel.edu Mission Statement The mission of the School of Business Administration is to educate and develop leaders of principle to serve a global community. Admission Requirements Applicants will be admitted to the MBA program on the basis of scholastic achievement and aptitude for graduate study. Other qualities appropriate to graduate study are also considered. Anyone holding a bachelor’s degree in business administration from a regionally accredited college or university (one recognized by the Council for Higher Education Accreditation) is eligible for consideration. Students with an undergraduate degree from a discipline other than business who would like to pursue the MBA must fulfill admission requirements by the completion of the six Pre-MBA courses: BADM-701, Foundations of Accounting, BADM-704, Foundations of Economics, BADM-707 Foundations of Marketing and International Business, BADM-709 Foundations of Management and Organizations, BADM-710 Foundations of Quantitative Methods and Operations Management, and BADM-725 Foundations of Finance. Descriptions of these courses are listed on page 29 and 30 of this catalog in addition to the admissions requirements for the Pre-MBA program. All material must be received by the CGC office on or before the following dates to assure consideration to the MBA program. Semester to begin: Fall Spring Summer Admission material due: June 15th October 15th March 1st 1. Complete and return a graduate application form, along with appropriate non-refundable application fee, and all other required materials to The Citadel Graduate College (CGC), Bond Hall Room 101, Charleston, SC 29409. 2. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each regionally accredited college or university. Applicants whose degrees are from colleges or universities outside the United States are required to have transcripts translated by an academic credential evaluation organization recognized by The Citadel Graduate College. 3. Take the Graduate Management Admissions Test (GMAT) and submit an official copy of the scores to the CGC office. The GMAT must be taken within the last five years for The Citadel to accept the scores. GRE scores are considered on a case-by-case basis. The Citadel school code for the GMAT and GRE is 5108. 30 4. Submit two signed letters of recommendation to the CGC office. These may be from faculty members where undergraduate work was done and/or from associates in business or military service. Recommendations should be able to evaluate the applicant’s potential for graduate work in business. 5. Submit a resume detailing previous work experience. 6. Submit two brief essays that answer the following questions: a. How have your education, knowledge, experience and skills prepared you for graduate business education, and how will these help you contribute to the program’s educational community? b. What do you hope to gain from your graduate education, both during the process and in the future? 7. A copy of the birth certificate, passport, or military ID as proof of U.S. Citizenship as defined by the State of South Carolina. 8. Submit an official TOEFL score if the applicant’s native language is not English. The minimum score is 550 paper-based, 213 computer- based, or 79 Internet-based. 9. All international students must apply for the MBA program to apply for a student visa. 10. The MBA Committee and/or the MBA Director may request an interview with the applicant. Admission Denied: During the admission process, the applicant’s records will be reviewed and results communicated in writing. If the applicant is denied admission, an applicant may petition the MBA Committee through the MBA Director for reconsideration, citing any extenuating or mitigating circumstances. Program Requirements Students who have an undergraduate business degree from a regionally accredited college or university (e.g. AACSB accredited) are required to complete 36 hours of graduate study, which include nine required and three elective courses. A maximum of two courses (6 hours) may be transferred in from an approved AACSB MBA program at another institution. 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. Required courses: BADM-713, BADM-716, BADM-719, and BADM-722 may be taken as co-requisites with the capstone course BADM-740; BADM-728, BADM-731, BADM-734, and BADM737 are required to be taken before taking the capstone course, BADM-740. Students must successfully complete these courses with an overall GPR of 3.0 or better before taking BADM-740. Any prerequisites for advanced or elective courses must be met. Course load: Students may take no more than six credit hours per semester. Students may request in writing to be considered for full time student status and this request must be completed for each term. Requests must be sent to the MBA Program Director. Students with provisional status must secure permission from the MBA Program Director to take more than three credit hours in a semester. Summer terms are restricted to six credit hours per term for part and full-time students, except provisional students who are limited to three credit hours per summer term. �Course of Study Students from AACSB accredited undergraduate programs who meet the admissions requirements of The Citadel MBA program will be allowed to begin MBA classes upon acceptance. This course of study consists of 27 specific required hours (9 classes) and 9 elective hours (3 classes) and will lead to the awarding of a general MBA from The Citadel School of Business Administration. The required courses in the general MBA are listed below and must be taken by every student. BADM-713 Communications for Leadership, 3 credit hours BADM-716 Legal and Ethical Environment For Decision Makers, 3 credit hours BADM-719 Information Technology Management, 3 credit hours BADM-722 Leadership in Organizations, 3 credit hours BADM-728 Accounting for Executives, 3 credit hours BADM-731 Quantitative Methods for Operations Management, 3 credit hours BADM-734 Financial Problems, 3 credit hours BADM-737 Strategic Marketing, 3 credit hours BADM-740 Global Business Strategy, 3 credit hours Must be taken within the last six hours of a students’ MBA program of study. Three Electives, 9 credit hours Total Courses: 36 credit hours Transfer Credit: A maximum of six credit hours for graduate courses from a regionally accredited institution (including consortia and AACSB International-accredited institutions) may be approved for transfer (except BADM-740), provided: (1) those courses are determined to be equivalent to one of the advanced or elective courses at The Citadel, (2) grades of “B” or better were received in the courses being considered, and (3) credit was earned within the five years prior to admission into The Citadel MBA program. Grading: All students are subject to the Academic Standards section under Policy Information of The Citadel Graduate College catalog which can be found on page 17. Requirements for Graduation: The degree of Master of Business Administration may be conferred upon those students who successfully complete the 36 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 36 credit hours of advanced graduate coursework will only be allowed (for exceptional circumstances) with approval of the MBA Program Director. Additional hours may not be used to increase GPR to the 3.0 required for graduation. Business School Website: Find more information on the MBA program by visiting the school’s website at http://www.citadel.edu/ root/mba-program. Related Programs Dual Degree Programs: PharmD/MBA Program - Students earn a PharmD from MUSC and an MBA from The Citadel. The PCAT score will be accepted in lieu of the GMAT for these students. For more information regarding this program, please visit http://www.sccp.sc.edu/ students/pharmd_mba.aspx. MD/MBA Program - Students earn an MD from MUSC and an MBA from The Citadel. For more information regarding this program, please contact The Citadel’s MBA office by email at mbadirector@citadel.edu. Pre-MBA Program Applicants who do not have an undergraduate degree in business may be admitted into the Pre-MBA program. This program is open to anyone needing a background in business or as a refresher in business foundational concepts. Participation in this program may be used to meet the undergraduate business degree requirements for admission into the 36-hour MBA program. There are no GMAT or GPA requirements for admission into the Pre-MBA program. However, upon completion of the Pre-MBA program, those wishing to apply for the 36-hour MBA program, must meet the requirements for admission. Completion of the Pre-MBA program does not guarantee admission into the MBA program. Admission requirements for the MBA program are found on page 28 of this catalog. Admission Requirements for the Pre-MBA Program 1. Complete and return a graduate application form, along with the appropriate non-refundable application fee to The Citadel Graduate College (CGC), Bond Hall Room 101. 2. Submit an official transcript for the baccalaureate degree and all other undergraduate or graduate work directly from each regionally accredited college or university attended. 3. Submit two essay questions, no more than one page each, which answers the following questions: a. How has your experience/education prepared you for a graduate course in business? b.What do you expect to gain from taking the foundation courses? 4. Submit a resume detailing previous work experience. 5. Submit the names and contact information (telephone number and email address) for three (3) references familiar with your work. 6. A copy of the birth certificate, passport, or military ID as proof of U.S. Citizenship as defined by the State of South Carolina. To be considered for admission to the Pre-MBA program, admission materials must be submitted by the same deadlines as stated on page 30. Course Descriptions Pre-MBA Program BADM-701—Foundations of Accounting Three Credit Hours This course is designed to provide students with knowledge of the basic tools and concepts used in financial accounting. It emphasizes identifying and interpreting relevant accounting information for decision-making by external users. The focus is on 31 �the four financial statements: the income statement, the statement of changes in equity, the balance sheet, and the statement of cash flows. Prerequisite: None. BADM-704—Foundations of Economics Three Credit Hours This course introduces students to microeconomics (the study of individual economic units, including product markets, individual consumers, and firms) and macroeconomics (the study of broad economic aggregates such as gross domestic product). Prerequisite: None. BADM-707—Foundations of Marketing and International Business Three Credit Hours This course provides an introduction to the world of international business including the nature and fundamental concepts of international business, its environment, and opportunities in the global marketplace through theoretical and applied examples. In addition, the course illustrates how concepts from international business are utilized in the marketing of products and services for the individual firm. Prerequisite: None. BADM-709—Foundations of Management and Organizations Three Credit Hours This course introduces students to the classical management functions of planning, organizing, leading, and the exercise of control. This course integrates classical and modern management concepts with an array of real-world cases, including a survey of the concepts and techniques involved in designing and managing operations. Prerequisites: None. BADM-710—Foundations of Quantitative Methods and Operations Management Three Credit Hours This course provides students with an introduction to both the fundamentals of operations management and the essential concepts of probability and statistics. Topics include collection, organization, description, and presentation of data; discrete and continuous probability distributions; sampling distributions; regression, model building, and correlation analysis; forecasting; statistical process control; decision analysis; and waiting lines. Emphasis is on understanding the processes involved in the sourcing, production, and delivery of products and services, along with related operational issues like customer satisfaction, scheduling, project management, quality, inventory, reliability, and capacity management. The spreadsheet computational tool (Excel) is heavily used in this course. Prerequisite: None. BADM-725—Foundations of Finance Three Credit Hours This introductory course in finance provides students with the financial management tools necessary to analyze complex business financial problems, and offer reasoned alternative solutions. The course builds on principles presented in basic financial and managerial accounting courses, and introduces the student to new financial principles. Prerequisite: Foundations of Accounting (BADM-701) or equivalent undergraduate coursework. 32 MBA Program 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. 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-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-722—Leadership in Organizations 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 self assessments, role play, team building exercises, and a leadership portfolio. 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: Foundations of Accounting (BADM-701), Foundations of Finance (BADM-725), or equivalent undergraduate coursework. 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, 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: Foundations of Quantitative Methods and Operations Management (BADM-710) or equivalent undergraduate coursework. BADM-751—Seminar in Accounting 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: Foundations of Accounting (BADM-701) and Accounting for Executives (BADM-728) BADM-734—Financial Problems 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 nondirected 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: Foundations of Finance (BADM-725) or equivalent undergraduate coursework. BADM-737—Strategic Marketing Three Credit Hours This course examines how organizations gain and maintain a competitive advantage in a dynamic era. The course emphasizes the analysis of marketing decisions involving product, price, promotion, and distribution variables. Global opportunities are investigated. Prerequisite: Foundations of Marketing and International Business (BADM-707) or equivalent undergraduate coursework. 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: Accounting for Executives (BADM-728), Quantitative Methods for Operations Management (BADM-731), Financial Problems (BADM-734), and Strategic Marketing (BADM -737). Must be taken within the last six hours of a students’ MBA program of study. Elective Courses BADM-750—Seminar in Business Administration Three Credit Hours This course may be elected by students desiring 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-752—Seminar in Economics 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: Foundations of Economics (BADM-704) BADM-753—Seminar in Finance 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: Foundations of Finance (BADM-725) and Financial Problems (BADM-734) BADM-754—Seminar in Management 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: Foundations of Management and Organizations (BADM-709) or equivalent undergraduate coursework. BADM-755—Seminar in Marketing 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: Foundations of Marketing and International Business (BADM-707) or equivalent undergraduate coursework. 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: Foundations of Finance (BADM-725) BADM-757—Personal Finance Three Credit Hours 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 33 �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-774—International Business BADM-764—Entrepreneurship BADM-776—International Marketing 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. 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: Foundations of Marketing and International Business (BADM-707) or equivalent undergraduate coursework. 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. 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: Foundations of Management and Organizations (BADM-709) or equivalent undergraduate coursework. 34 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: Foundations of Marketing and International Business (BADM-707) or equivalent undergraduate coursework. 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: Foundations of Finance (BADM-725). 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 long-run 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: Foundations of Marketing and International Business (BADM-707) or equivalent undergraduate coursework. 35 �School of Education Master of Arts in Teaching Secondary Education: • English Language Arts • Social Studies • Accelerated Program • Biology • Mathematics Master of Arts in Teaching Middle Grades: • English Language Arts • Mathematics • Science • Social Studies Master of Arts in Teaching Grades K-12: • Physical Education Master of Education • Educational Leadership Elementary or Secondary School Administration and Supervision • Counselor Education Elementary or Secondary and Student Affairs & College Counseling • Literacy Education Specialist in Education • Educational Leadership School Superintendent 36 �SCHOOL OF EDUCATION Graduate Programs The purpose of the graduate programs of the 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 secondary school teachers, school counselors, reading teachers and consultants, 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 educational preparation programs. In 1974, all professional education programs offered by the College were initially accredited by the National Council for Accreditation of Teacher Education (NCATE). Both stateapproved program status and national accreditation have been continuous since they were initially granted. The most recent SCDE, Commission on Higher Education (CHE), and NCATE program reviews, conducted in the spring of 2000, 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 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. In today’s world we must educate all children and at unprecedented high levels. As noted by Ted Hershberg and his colleagues at the University of Pennsylvania, “the evidence makes clear that the current structure of public education designed for a different purpose and different century cannot help all students become effective citizens or productive workers in the new economy.” 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. The Citadel’s Professional Educational Unit is on the march, transforming itself into a Center of Excellence for the preparation of principled educational leaders. 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 children and youth succeed. 37 �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 college. In pursuing these goals, the PEB will concentrate on communication, assessment, and governance issues. The Citadel’s Dean of the 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 Sci- 38 ence, 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 Web Site The 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 on the School of Education’s web site: www.citadel.edu/education. Admission Test Policy The minimum acceptable score for admission for all 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). Students 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 6 semester hours and maintain a 3.50 GPA and then will be classified as regular 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. The School of Education will waive the GRE or MAT admission requirement for applicants who already possess a master’s degree from an accredited institution and/or who are selected by an area school district as members of a cohort pursuing the master’s degree in literacy or educational leadership at The Citadel. �Master of Arts in Teaching (MAT) Secondary Education (Grades 9-12) • English Language Arts • Social Studies Accelerated MAT (Grades 9-12) • Biology • Mathematics School of Education: 843-953-5097 Teacher Education Division Coordinator: Dr. Kathyrn Richardson Jones, kathryn.jones@citadel.edu Education Advisors: Dr. Stephenie Hewett, stephenie.hewett@citadel.edu Dr. Renee Jefferson, renee.jefferson@citadel.edu Dr. Kathryn Richardson Jones, kathryn.jones@citadel.edu Dr. Tammy Graham, tammy.graham@citadel.edu Content Area Advisors: Biology and General Science: Dr. Joel Gramling, joel.gramling@citadel.edu English: Dr. Lauren Rule Maxwell, lauren.maxwell@citadel.edu Mathematics: Col. Stephen D. Cotter, steve.cotter@citadel.edu Social Studies: Dr. Joelle Neulander, joelle.neulander@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, English Language Arts, Mathematics, Physical Education, or Social Studies. The program shares the philosophy and conceptual base of the School of Education: Leadership for learner-centered education. Students will study learner-centered education in their courses and make its principles a part of their own philosophy. 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. Admission Requirements: 1. Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall, Room 101. 2. Submit an official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each regionally accredited college and university. 3. Successfully complete either the Graduate Record Examination (GRE) or the Miller Analogies Test (MAT). GRE minimum acceptable score is a verbal and quantitative combination of 290. MAT minimum is a raw score of 396.* 4. Applicants are expected to have a cumulative undergraduate GPA of 2.5 or higher. Applicants with less than a 2.5 undergraduate GPR may appeal to The Admission, Retention, and Certification Committee. The Committee’s recommendation regarding this appeal will be forwarded to the Dean of the School of Education for final action. 5. Students are expected to attend a MAT orientation session prior to their formal admission to the program. 6. MAT in Physical Education and MAT in Middle Grades applicants requires three signed letters of recommendation and an evaluation by the department. 7. A completed program of study with advisor. 8. A copy of the birth certificate, passport, or military ID as proof of U.S. Citizenship as defined by the State of South Carolina. *Students who score between 283-289 on the GRE or 380-395 on the MAT may apply for provisional status. Once admitted under provisional status, students may enroll for only one semester of 6 hours. If the student maintains a 3.50 GPA under provisional status, they will be considered for degree seeking status the following semester. Students who score 379 or below on the MAT or 282 or below on the GRE will not be admitted. Admission test must be current within five (5) years of application. 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 advisor 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. In addition to the regular admission requirements of The Citadel Graduate College, each MAT student must complete and pass the Praxis II Examination in the content field in which the student seeks certification. A passing score, using South Carolina standards (www.ets.org/praxis/prxsc.html), must be achieved prior to placement in the Professional Internship. Prior to the internship in teaching, the teacher candidate must: • Apply for the internship no later than May 1 for the subsequent spring internship semester and no later than October 1 for the subsequent fall internship semester. • 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 100 hours prior to the student teaching internship. 39 �• Successfully complete 60 full days during the student teaching internship. • Negative TB test. • MAT interns must successfully pass Red Cross Blood Borne Pathogens training prior to internship. Proof of current American Red Cross certification in First Aid and CPR must be submitted prior to the 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). Please note: Effective September 1, 2005, Secondary Teaching Certificates issued by South Carolina State Department of Education will cover grades 9-12 and Middle Grades Teaching Certificates will cover grades 5-8. Additionally, effective July 1, 2006, the PRAXIS- Principles of Learning and Teaching (PLT) pedagogy exam will be required prior to the issuance of an initial certificate. Secondary Education • English Language Arts • Social Studies • Accelerated Programs • Biology • Mathematics (Special Note: Beginning fall 2010 accelerated programs in Secondary Biology and Mathematics are available for interested full-time students. Please see requirements under “Accelerated Program” below.) Prerequisite: 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.) • EDUC 500 - Foundations of American Education or EDUC 522 - Critical Educational Issues in a Multicultural Society (if student has prior Education coursework) • EDUC 512 - Data Collection and Analysis • EDUC 514 - The Exceptional Child in the School • EDUC 536- Educational Psychology Professional Education 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- Teaching Reading in Middle and High School Content Areas* • EDUC 520 - Professional Internship *Not required for Physical Education students. Alternate requirements are 40 listed under required content area courses. For Social Studies, 9 graduate hours in a content field is a minimum. For candidates in English, a minimum of 12 graduate hours is required. For Physical Education programs, courses required at the graduate level are noted below. 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 students. To complete the program and be eligible for certification, in addition to education courses, students must have taken all of the content area courses below. Further, it is the responsibility of the teacher candidate 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. Master of Arts in Teaching – English Language Arts (Grades 9-12) Notes: • ENGL 564 and 595 and 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 standards. • 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. English Language Arts Required Courses: • British Authors - 2 courses - ENGL 201 and 202 or ENGL 203 and 204 • American Literature- 1 course - ENGL 215 • Public Speaking- 1 course - ENGL 205 or ENGL 206 • World Literature -2 courses - ENGL 218/520 and ENGL 219/521 • African American Literature - ENGL 535 • Adolescent Literature- 1 course - ENGL 552 • Modern Grammar- 1 course - ENGL 414/553 • History of English Language- 1 course - ENGL 415/554 • Literary Criticism- 1 course - ENGL 555 • Film Studies- 1 course - ENGL 209/560 • Advanced Composition- 1 course - ENGL 413/562 • Teaching with Technology- ENGL 564 (Required for all candidates) • Methods and Materials for English Language Arts - ENGL 595 (Required for all candidates) Master of Arts in Teaching - Social Studies (Grades 9-12) Note: At least 3 of the course requirements listed below must be completed successfully on the graduate level. • History of World Civilization or Western Civilization -2 �• • • • • • • • • • courses HIST 105 and HIST 106 or HIST 103 and HIST 104 Survey of U.S. History- 2 courses- HIST 201 and HIST 202 Introduction to Sociology- 1 course - SOCI 201 Principles of Macroeconomics- 1 course - BADM 201 American National Government- 1 course - PSCI 102 or PSCI 502 Cultural Anthropology- 1 course ANTH 202 or ANTH 501 Historiography- 1 course - HIST 594 Urban Politics- 1 course - PSCI 302 or PSCI 509 or PSCI 306 or PSCI 506 or PSCI 307 or PSCI 401 World Geography- 1 course GEOG 209 or GEOG 511 History of the Non-Western World- 1 course - HIST 560 Teaching of History and Social Sciences or Instructional Approaches to Social Sciences- 1 course - HIST 692 or PSCI 505 Accelerated Programs Master of Arts in Teaching Biology or Mathematics (Grades 9-12) Prerequisite: Human Growth and Development - PSYC 500 (or verifiable undergraduate preparation in psychology). Biology Content Area Required Courses Prior to admission - Teacher candidates remove undergraduate deficiencies in Science and plan for required graduate level program courses in Science (Developed through undergraduate transcript analysis with Biology content area advisor) Expected Science Content Preparation for all Biology Teacher Candidates: • Behavior of Organisms and their Relationship to Social Systems - 1 course - ANTH 201, ANTH 202, ANTH 501 or SOCI 201, PSYC 201, PSYC 305, or PSYC 500 • Biology Survey with lab - 2 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 - 2 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 - 1 course - EART 201 • PHYS 254 or PHYS 221 and PHYS 271 or PHYS 222 and PHYS 272 • Introduction to Physics with lab - 1 course is required, 2 are recommended - PHYS 203 and PHYS 253 or PHYS 204 and • Cell Biology with lab- 1 course - BIOL 205 or BIOL 612 • Ecology with lab - 1 course - BIOL 406 or BIOL 506 • Evolution - 1 course - BIOL 208 or BIOL 601Genetics with lab - 1 course - BIOL 204 or BIOL 308 or BIOL 508 • Anatomy/Physiology with lab - 1 course - BIOL 403 or BIOL 317 with BIOL 327 or BIOL 318 with BIOL 328 or BIOL 502 or BIOL 603 • Microbiology with lab - 1 course - BIOL 310 or BIOL 607 • Biology Methods - select 1 course from the following: • 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 should be chosen if all undergraduate course requirements have been met. Biology teacher candidates may choose from the following: BIOL 502 Comparative Vertebrate Anatomy, BIOL 505 Biometry, BIOL 508 Genetics, BIOL 509 Marine Biology, BIOL 510 Vertebrate Natural History, BIOL 512 Descriptive Histology, BIOL 514 The Vascular Flora of South Carolina, BIOL 518 Ornithology, BIOL 519 Economic Botany, BIOL 526 Freshwater Biology, BIOL 531 Reproductive and Developmental strategies, BIOL 602 Morphological Survey of Plant Kingdoms, BIOL 603 General Physiology Tentative Cohort Required Education and Biology Content Course Sequence Based on Enrollment: • A minimum of 2 Graduate level Biology courses from transcript analysis and • Biology Methods – BIOL 605, 606, or 609 • EDUC 540 Integrative Foundations and Teaching in American Education • EDUC 541 Integrative Educational Psychology and the Exceptional Child • EDUC 542 Teaching Reading and Writing in Middle and High School Content Areas through Applied Research • EDUC 520 Internship 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 pre-internship 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 Science setting with content area certified teachers who are ADEPT trained. Mathematics Content Area Required Courses Prior to admission - Teacher candidates remove undergraduate deficiencies in Mathematics (Developed through undergraduate transcript analysis with Mathematics content area advisor) Expected undergraduate preparation: • 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 • Fundamentals of Computing - CSCI 110 Note: Calculus I and II must be completed prior to enrolling in any graduate mathematics class. Tentative Cohort Required Education and Math Content Course Sequence Based on Enrollment: • 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 • PSYC 500 Human Growth and Development (unless Candidate has verifiable undergraduate preparation in 41 �Developmental Psychology) • EDUC 540 Integrative Foundations and Teaching in American Education • EDUC 541 Integrative Educational Psychology and the Exceptional Child • EDUC 542 Teaching Reading and Writing in Middle and High School Content Areas through Applied Research • EDUC520 Internship 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 Mathematics setting with content area certified teachers who are ADEPT trained as well as participate in a Transition to the Profession Seminar Course during the final semester of the program. Master of Arts in Teaching (MAT) Middle Grades (Grades 6-8) • • • • Science English Language Arts Mathematics Social Studies School of Education: 843-953-5097 Teacher Education Division Coordinator: Dr. Kathyrn Richardson Jones, kathryn.jones@citadel.edu Education Advisors: Dr. Stephenie Hewett, stephenie.hewett@citadel.edu Dr. Renee Jefferson, renee.jefferson@citadel.edu Dr. Kathryn Richardson Jones, kathryn.jones@citadel.edu Dr. Tammy Graham, tammy.graham@citadel.edu Content Area Advisors: Biology and General Science: Dr. Joel Gramling, joel.gramling@citadel.edu English: Dr. Lauren Rule Maxwell, lauren.maxwell@citadel.edu Mathematics: Col. Stephen Cotter, scotter1@citadel.edu Social Studies: Dr. Joelle Neulander, joelle.newlander@citadel.edu The Master of Arts in Teaching Middle Grades program is a joint program offered with the College of Charleston. Candidates who wish to enroll in this program will take half of their teacher preparation coursework at The Citadel and the other half at the College of Charleston. Admission Requirements 1. Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall, Room 101. 2. Submit an official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each regionally accredited college and university. 3. Successfully complete either the Graduate Record Examination (GRE) or the Miller Analogies Test (MAT). GRE minimum acceptable score is a verbal and quantitative combination of 290. MAT minimum is a raw score of 396.* 4. Applicants are expected to have a cumulative undergraduate GPA of 2.5 or higher. Applicants with less than a 2.5 undergraduate GPR may appeal to The Admission, Retention, and Certification Committee. The Committee’s recommendation regarding this appeal will be forwarded to the Dean of the School of Education for final action. 42 �5. Students are expected to attend a MAT orientation session prior to their formal admission to the program. 6. MAT in Physical Education and MAT in Middle Grades applicants requires three signed letters of recommendation and an evaluation by the department. 7. A completed program of study with advisor. 8. A copy of the birth certificate, passport, or military ID as proof of U.S. Citizenship as defined by the State of South Carolina. *Students who score between 283-289 on the GRE or 380-395 on the MAT may apply for provisional status. Once admitted under provisional status, students may enroll for only one semester of 6 hours. If the student maintains a 3.50 GPA under provisional status, they will be considered for degree seeking status the following semester. Students who score 379 or below on the MAT or 282 or below on the GRE will not be admitted. Admission test must be current within five (5) years of application. 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 • Educational Research (CofC) - EDFS 635 or Data Collection and Analysis (The Citadel) - EDUC 512 • The Exceptional Child in School (The Citadel) - EDUC 514 or Introduction to Exceptional Children (CofC) - EDFS 710 • Middle Grades Organization and Curriculum (CofC) - EDEE 515 Middle Grades Practicum – (6 semester hour – 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 Culminating Professional Experiences in Middle School (60 continuous full days during the internship - 9 semester hours must be taken together at the same institution) • 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 Middle Grades Content Preparation This program assumes substantial undergraduate preparation. Any of the following undergraduate content area courses not taken prior to admission to the program are added to the candidate’s minimum graduate hours. English Expected Undergraduate Content • Adolescent Literature (1 course) • World Literature (2 courses) • American Literature (1 course) • Media Studies (1 course) • Modern English Grammar (1 course) • Creative Writing (short story, poetry, etc.) (1 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 • Success in Literacy for Older Readers (CofC) - EDEE 678 • Reading: Diagnosis and Remediation (The Citadel) - EDUC 698 Mathematics Expected Undergraduate Content • Algebra and Trigonometry (1 course) • Geometry (1 course) • Probability and Statistics (1 course) • Discrete Math (1 course) Note: All undergraduate mathematics prerequisites must be completed before taking The Citadel mathematics class, MATH 514. Required Graduate Mathematics Courses - (9 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 *All undergraduate math content courses must be completed before taking this course. Science Expected Undergraduate Content 4 hours minimum in science areas other than primary preparation • Biology • Chemistry • Geology • Physics Required Graduate Science Courses - (9 semester hours) • Nature of Science, Mathematics, and Science/Mathematics Education (CofC)-EDFS 660 • Science methods course - 1 based on prior preparation and experience (The Citadel) 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 (CofC): o Earth Science for Teachers - SMFF 523 o Topics in Botany for Teachers - 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 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 43 �Social Studies Expected Undergraduate Content • World History or Western Civilization (2 courses) • US History (2 courses) • South Carolina History (1 course) • Anthropology or Sociology (1 course) • Microeconomics (1 course) • Political Science that covers American Govt. (1 course) Required Graduate Social Studies Courses - (9 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, 522, 594, 693 • Teaching History and Social Sciences (The Citadel) HIST 692 44 �Master of Arts in Teaching in Physical Education (Grades K-12) Dr. Josey H. Templeton, 843-953-7952, josey.templeton@citadel.edu Dr. Lori H. Williams, 843-953-7954, lori.williams@citadel.edu Dr. Tim Bott, 843-953-7959, tim.bott@citadel.edu Dr. Kathryn Richardson-Jones, 843-953-3163, kathryn.jones@citadel.edu Admission Requirements 1. Contact one of the pedagogy specialists in the Department of Health, Exercise, and Sport Science. 2. Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. 3. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each regionally accredited college or university. 4. Applicants are expected to have a cumulative undergraduate GPA of 2.5 or higher. Applicants with less than a 2.5 undergraduate GPA may appeal to The School of Education Admission, Retention, and Certification Committee. The Committee’s recommendation regarding this appeal will be forwarded to the Dean of the School of Education for final action. 5. Successfully complete either the Miller Analogies Test (MAT) or the Graduate Record Examination (GRE) and have scores sent to the CGC office. The test must be current within five years of application. Minimum acceptable score for the MAT is 396. The minimal acceptable GRE score is a combined verbal and quantitative score of 290. Applicants who score between 380-395 on the MAT or between 283-289 on the GRE may apply for provisional status provided all other requirements are met. A student admitted into provisional status who completes 6 graduate semester hours and maintains a 3.5 grade point ratio will be classified as a regular degree-seeking student. Students who score 379 or below on the MAT or 282 or below on the GRE will not be admitted. 6. Three signed letters of recommendation must be sent to the CGC office. 7. A Program of Study completed by the applicant and his/her MAT-PE program advisor must be submitted to the CGC office. 8. A copy of the birth certificate, passport, or military ID as proof of U.S. Citizenship as defined by the State of South Carolina. Program Requirements 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 content 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 student must successfully pass the PRAXIS II Examination in the content field in which the student seeks certification. A passing score, using South Carolina standards, must be achieved prior to placement in the Professional Internship. Prior to the internship in teaching, the teacher candidate must: - Apply for the internship no later than May 1 for the subsequent spring internship semester and no later than October 1 for the subsequent fall internship semester. - 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. - 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. - Negative TB test. - MAT interns must successfully pass Red Cross Blood Borne Pathogens training prior to internship. -Proof of current American Red Cross certification in First Aid and CPR must be submitted 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, Physical Education Content Knowledge) and any other certification tests for the State of South Carolina. The candidate must also successfully complete 60 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. • Biology (4) or Chemistry (4) or Physics (4) with laboratory; • Health & Wellness (3) or pass a departmental competency exam; • Human Anatomy (4) and Human Physiology (4) or Anatomy/ Physiology (8) (each course must include a laboratory); • Adolescent Psychology (3) and Child Psychology (3) OR • PSYC-500 Human Growth and Development (3) 45 �Course Requirements 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-two (42) hours. Each student is assigned an advisor from the School of Education and from The Department of Health, Exercise, & Sport Science. Both advisors will examine transcripts and develop a program of study for each student. Required Education and Physical Education Courses - 42 hours EDUC-536 Educational Psychology EDUC-512 Data Collection & Analysis HESS-505 Motor Development and Motor Learning* HESS-525 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 Content and Methods of Teaching Rhythmic Activities and Movement 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 Seondary Physical Education HESS-561 Advanced Measurement and Evaluation in Physical Education* HESS-620 Professional Internship (6 hours) The Professional Internship requires that a minimum of sixty (60) full days be spent in the schools, and during the Professional Internship, it will not be possible for the teacher candidate to take any additional courses. *Undergraduate and graduate transcripts may be evaluated for application to coursework in the program. Field Experiences Many education courses require field experiences that vary from course to course and are related to specific course objectives. All field experiences provide opportunities for Master’s candidates to develop pedagogical knowledge and skills. At a minimum, teacher candidates are expected to successfully complete 75 hours of field experiences prior to the Professional Internship that is an additional sixty (60) days. 46 Course Descriptions HESS-505—Motor Development and Motor Learning Three Credit Hours This course provides the study of appropriate learning and development theories, and heredity and environmental factors that influence human performance. 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-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 This course provides the study of legal, ethical, and practical definitions of involving people with disabilities in physical activity, physical education, and sport settings. �HESS-535—History, Philosophy, and 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-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 and 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-561—Advanced Measurement and 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. 47 �Master of Education in Educational Leadership - Elementary or Secondary School Administration and Supervision School of Education, 843-953-5097 Dr. Mary Lou Yeatts, Coordinator, Division of Educational Leadership, marylou.yeatts@citadel.edu Dr. Kathy Brown, brownk2@citadel.edu Dr. Kent Murray, kent.murray@citadel.edu Mission Statement The mission and goals of the Masters 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 • New curricular developments and trends • Skills in practical applications of educational research • Competence in applying principles of human and group behavior in problem situations. • Knowledge and competencies in staff personnel administration • Different leadership and management styles and a clear understanding and working knowledge of LearnerCentered Education. Admission Requirements Admission is based on assessment of the following: 1. Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC) Bond Hall, Room 101. 2. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each regionally accredited college or university. 3. An overall undergraduate grade point average of 2.5 or a 2.7 ratio for the last 60 semester hours of undergraduate credit. Applicants with less than a 2.5 undergraduate GPR may appeal to The Admission, Retention, and Certification Committee. The Committee’s recommendation regarding this appeal will be forwarded to the Dean of the School of Education for final action. 4. Official scores of the Graduate Record Exam (GRE)— minimum score accepted is a verbal and quantitative combination of 290 or official scores of the Miller Analogies Test (MAT)—minimum score of 396, taken within the past five years for full admission. Candidates, 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 admission requirements have been meet, candidates, admitted under this provisional status, may enroll for only one semester of 6 hours and maintain a 3.5 GPA in order to be classified as a degree seeking or certification-only candidate. 48 *The School of Education will waive the GRE or MAT admission requirement for applicants who already possess a master’s degree from an accredited institution who are selected by an area school district as members of a cohort pursuing the master’s degree in literacy or educational leadership at The Citadel. 5. A copy of a valid South Carolina elementary or secondary teaching certificate. Applicants must be in good standing with the State Board of Education at the time of acceptance. 6. A copy of a South Carolina Professional Certificate verifying three years teaching experience. At least one year of teaching at the appropriate level for Advanced Level certification for which the candidate is applying must be validated. 7. A copy of the birth certificate, passport, or military ID as proof of U.S. Citizenship as defined by the State of South Carolina. R 43-64 REQUIREMENTS FOR CERTIFICATION AT THE ADVANCED LEVEL I. ADMINISTRATION (A) Elementary School Principal and Supervisor (1) Master’s degree (2) Valid South Carolina Educator’s Professional Certificate at the elementary 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 (5) Completion of an advanced program approved by the State Board of Education for the training of elementary principals and supervisors South Carolina Educator Certification Manual, p. 62 (Revised August 2008) R 43-64 REQUIREMENTS FOR CERTIFICATION AT THE ADVANCED LEVEL I. ADMINISTRATION (B) Secondary School Principal and Supervisor (1) Master’s degree (2) Valid South Carolina Educator’s Professional Certificate at the 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 7-12 (5) Completion of an advanced program approved by the State Board of Education for the training of secondary principals and supervisors South Carolina Educator Certification Manual, p. 62 (Revised August 2008) Note: Courses taken prior to official admission or courses taken through other programs do not count toward the School Administration and Supervision program/degree without written approval from the School of Education’s Dean. �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. An application form, along with appropriate nonrefundable application fee, must be returned to The Citadel Graduate College (CGC) Bond Hall, Room 101. 2. An official transcript directly from each regionally accredited college or university attended - Bachelor’s through Master’s degree. 3. A copy of valid South Carolina teaching certificate. 4. Official scores of the Graduate Record Exam (GRE)— minimum score accepted is a verbal and quantitative combination of 290 or official scores of the Miller Analogies Test (MAT)—minimum score of 396, taken within the past five years for full admission. Candidates, 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 admission requirements have been meet, candidates, admitted under this provisional status, may enroll for only one semester of 6 hours and maintain a 3.5 GPA in order to be classified as a degree seeking or certification-only candidate. 5. A copy of a South Carolina Professional Certificate verifying three years teaching experience. At least one year of teaching at the appropriate level for Advanced Level certification for which the candidate is applying must be validated. R 43-64 REQUIREMENTS FOR CERTIFICATION AT THE ADVANCED LEVEL I. ADMINISTRATION (A) Elementary School Principal and Supervisor (1) Master’s degree (2) Valid South Carolina Educator’s Professional Certificate at the elementary 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 (5) Completion of an advanced program approved by the State Board of Education for the training of elementary principals and supervisors South Carolina Educator Certification Manual, p. 62 (Revised August 2008) R 43-64 REQUIREMENTS FOR CERTIFICATION AT THE ADVANCED LEVEL I. ADMINISTRATION (B) Secondary School Principal and Supervisor (1) Master’s degree (2) Valid South Carolina Educator’s Professional Certificate at the 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 7-12 (5) Completion of an advanced program approved by the State Board of Education for the training of secondary principals and supervisors South Carolina Educator Certification Manual, p. 62 (Revised August 2008) Note: Courses taken prior to official admission or courses taken through other programs do not count toward the School Administration and Supervision program/degree without written approval from the Dean, 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 Program Audit. 4. 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 sixmonth 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 Supervision and Administration Examination. (c) Meet with advisor to review request for admission to an internship (d) Apply in person or via fax 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. 49 �M.Ed. Required Program Note: Maximum course load is (6) hours. 1. Core requirements—9 semester 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 2. Professional Requirements—30 semester 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 50 Certification-Only Required Program 1. Professional Requirements - 30 semester 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 Prccess 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 �Specialist in Educational Leadership - School Superintendent School of Education, 843-953-5097 Dr. Mary Lou Yeatts, Coordinator, Division of Educational Leadership, marylou.yeatts@citadel.edu Dr. Kathy Brown, brownk2@citadel.edu Dr. Kent Murray, kent.murray@citadel.edu 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 certification at the superintendent’s level. 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 or 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 Educator Certification Manual, p. 63 (Revised August 2008) Note: Specialist in Educational Leadership courses taken prior to official program admission will not count toward the degree without written approval from the School of Education. Transfer Credit Admission Requirements Admission to the Specialist in Educational Leadership Program is based on assessment of the following: 1. Complete and return a graduate application form, along with the appropriate non-refundable application fee, to The Citadel Graduate College (CGC) office, Bond Hall Room 101. 2. All official transcripts directly from each regionally accredited college or university attended (including a Master’s Degree or Certification-only in administration) with a minimum 3.25 grade point average. 3. A South Carolina State Professional Certificate with school administrator endorsement and two years in an administrative position equivalent to assistant principal or higher in education. 4. A South Carolina Professional Teaching certificate that is valid and three years teaching experience and two years as a school or district administrator, post secondary administrator, or school business administrator. 5. Official scores of the Graduate Record Exam (GRE) miniumum score accepted is a verbal and quantitative combination of 290 or official scores of the Miller Analogies Test (MAT) minimum score of 396, taken within the past five years. a. No Provisional Status granted. b. Regular admission is granted upon completion of CGC requirements and respective program requirements including completion of review by the department. 6. A copy of the birth certificate, passport, or military ID as proof of U.S. Citizenship as defined by the State of South Carolina. R 43-64 REQUIREMENTS FOR CERTIFICATION AT THE ADVANCE 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 of qualifying score(s) on the area Six credit hours of graduate courses, which are appropriate for the major in Educational Leadership, may be approved for transfer from a regionally accredited institution of higher learning. Transfer courses must be no older than 6 years from the first semester of degree work taken at The Citadel. All additional courses must be taken at The Citadel. 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 performing 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: (a) Complete 21 credit hours prior to submitting an internship application for faculty review. (b) Earn a passing score on the PRAXIS, South Carolina’s Supervision and Administration Examination. (c) Meet with advisor to review request for admission to an internship. (d) Apply in person to CGC to register for an internship. 51 �Applicants for spring administrative internships should file and 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. Required Program 1.Professional Requirements – 33 semester hours EDUC 535 Organizational Theory and Behavior EDUC 598 Curriculum Project (Prerequisite EDUC 531/532) EDUC 600 Professional Negotiations EDUC 603 School Plant Seminar EDUC 606 Superintendency and School Organization EDUC 610 Seminar on School Improvement EDUC 612 Seminar in School Law (Prerequisite EDUC 601) EDUC 614 Seminar in Educational Administration EDUC 619 Assessment of School Programs EDUC 632 Internship in Superintendency EDUC 633 Internship in Superintendency Total hours = 33 (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. 52 �Master of Education in Counselor Education (Elementary or Secondary and Student Affairs & College Counseling) School of Education, 843-953-5097 Dr. George T. Williams, 843-953-2205 Coordinator of Counselor Education Programs williamsg@citadel.edu Dr. Guy Ilagan, 843-953-7087 gilagan@citadel.edu Dr. Aaron H. Oberman, 843-953-7123 aaron.oberman@citadel.edu The Council for Accreditation of Counseling and Related Educational Programs (CACREP) initially granted accreditation to The Citadel School Counseling Programs which offer Master of Education degrees in Counselor Education in July 2005. The current accreditation is effective until October 31, 2014. The Citadel is undergoing the submission process for reaffirmation of accreditation by CACREP for the School Counseling Programs at the time of this publication. 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. Program Objectives 1. Reflect current knowledge and positions from lay and professional groups concerning the counseling and human development needs of a pluralistic society; 2. Reflect the present and projected needs of a pluralistic society for which specialized counseling and human development activities have been developed; 3. Reflect input from all persons involved in the conduct of the program, including program faculty, current and former students, and personnel in cooperating agencies; 4. Are directly related to program activities; and 5. 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: • • PD1: Long-Range Planning • • • • • PD3: Development and Use of Assessments PD2: Short-Range Planning of Guidance and Counseling Activities PD4: Providing Guidance and Counseling Services PD5: Providing Consultation Services PD6: Coordinating Guidance and Counseling Services PD7: Professional Responsibilities Students in both the elementary and secondary school counseling programs complete both a School of Education Core and Counselor Education Core (refer to Division of Counselor Education Handbook online at http://www.citadel.edu/education/academic_programs/ counseling.html) for a total of 51 credit hours. 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. 53 �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 page 122 for details). 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 following: 1. Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. 2. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each regionally accredited college or university. 3. A minimum GPA of 3.0 for the last 60 sequential units completed. 4. Official scores of the Graduate Record Examination or the Miller Analogies Test taken within the last five years.* 5. Three signed letters of reference, at least two of which should be from instructors or supervisors who will assess a prospective student’s academic ability and/or potential for effectiveness in the field. 6. 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. This statement is very important because it enables the faculty to make informed decisions regarding admission. 7. A personal group admissions interview with an Academic Review Board to assess personal and professional readiness and satisfactory completion of requirements. 8. Completed Admissions Questionnaire (http://www.citadel. edu/graduatecollege/forms) 9. A copy of the birth certificate, passport, or military ID as proof of U.S. Citizenship as defined by the State of South Carolina. * The minimum acceptable score for all degree programs is a score of 396 on the MAT or 290 on the GRE (or 900 prior to 2012). Students who score between 380 and 395 on the MAT or 281-289 (or 750-899 prior to 2012) on the GRE may apply for provisional status. Provided all other admission requirements have been meet, candidates, admitted under this provisional status, may enroll for only one semester of 6 hours and maintain a 3.5 GPA in order to be classified as a degree seeking or certification-only candidate. Applicants should provide all of the above materials to The Citadel Graduate College, 171 Moultrie Street, Charleston, SC 54 29409-6250. The application deadlines are: • June 1st for fall admission • October 1st for spring admission • March 1st for summer admission The formal application in School Counseling or Student Affairs and College Counseling at The Citadel is procured from the office of The Citadel Graduate College, located in Bond Hall 101 or online at www.citadel.edu/graduatecollege. The telephone number is (843) 953-5089. All successful applicants are initially admitted in a “conditionally classified” status. Admitted students will receive a letter from The Citadel Graduate College. It is the student’s responsibility to meet with a faculty advisor early in the first term to begin preparing an official study plan. 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 required to attend Counselor Education Town Hall Gatherings each semester. An official study plan is submitted after the student has successfully completed the three courses, EDUC 514 (School Counseling) or 622 (Student Affairs), EDUC 515 (School Counseling) or 537 (Student Affairs), and EDUC 551 and the student has made adequate personal, academic and professional progress during the three designated courses for the Academic Review Board to grant “Unconditional” or “fully classified” status. Note: 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 full-time employment shall not register for more than 6 semester hours in any given term. Effective summer 2007, 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. 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. Coursework accepted for transfer must be parallel course work within the Counselor Education programs at The Citadel. Transfer of credit is not acceptable for the following Citadel courses: EDUC 515, 552, or 624. Transfer of credit approval must be documented in writing by the faculty advisor and the Dean of the School of Education. �School Counseling Program Requirements Requirements for Graduation Students in either 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 elementary (K-8) or secondary (6-12) school counseling settings. Students are required to earn a minimum score of 550 on the PRAXIS II test for guidance and counseling prior to enrolling in the practicum (EDUC 629). This must be on file at The Citadel Graduate College. Once students finish nine (9) credit hours of graduate study in the program, including the three courses, EDUC 514, EDUC 515, and EDUC 551, they must meet with a faculty advisor and complete an official study plan. The faculty advisor, in consultation with other school counseling faculty, reviews the study plan and determines whether the student has made adequate personal, academic, and professional progress during the three designated courses, totaling nine (9) credit hours. “Unconditional” or “fully classified” status is then given by the Academic Review Board. (Refer to Appendix in Division of Counselor Education Handbook, for “Counselor Education Student Evaluation Form.”) Students pursuing M.Ed. degrees in School Counseling 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. The study plan specifies required courses for the M.Ed. degree. A schedule for completion of the courses is devised at this time. The study plan takes into account the prerequisites and sequencing of coursework to meet a student’s degree objective. Field Experience Requirements Counselor Education students must formally request permission from the faculty advisor to enroll in a 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 that in which the field experience is sought. The coordinator of the field experiences must approve all field experience applications, which are due by the last Friday in September for spring placements and 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 guidance and counseling 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 primarily by the field site supervisor, with supervision by The Citadel instructor as well. Students are required to take the Counselor Preparation Comprehensive Examination (CPCE) during the beginning of the semester while enrolled in the Internship I course (i.e., EDUC-650 and EDUC-651). Students enrolled in Internships 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., EDUC-652 and EDUC-653). Student Affairs & College Counseling students present their portfolios during their last semester in the program. Elementary and Secondary School Counseling Curriculum (51 Credit Hours) Based upon these objectives, 51 semester hours of study for Elementary and Secondary School Counseling are offered as follows: School of Education Core - 12 Credit Hours PSYC 500 Human Growth and Development (3 credit hours) EDUC 500 Foundations of American Education EDUC 514 The Exceptional Child in the Schools (3 credit hours) EDUC 522 Critical Educational Issues in a Multicultural Society Elementary and Secondary School Counselor Education Core - 36 Credit Hours A. Foundations - 18 Credit Hour EDUC 515 Introduction to the Counseling Profession (3 credit hours) EDUC 521 Program Planning, Management, and Evaluation in School Counseling (3 credit hours) EDUC 550 Career Counseling and Development (3 credit hours) EDUC 551 Counseling Theories and Practice (3 credit hours) EDUC 552 Group Counseling (3 credit hours) EDUC 561 Counseling Diverse Populations (3 credit hours) B. Research/Appraisal - 6 Credit Hours EDUC 512* Data Collection and Analysis (3 credit hours) EDUC 549* Applied Measurement Techniques (3 credit hours) *Students are expectecd to complete at least one of these two courses in the first 18 hours of the program. C. Helping Relationships - 12 Credit Hours EDUC 624 Basic Counseling Skills 55 � EDUC 629 EDUC 650* and EDUC 652 OR EDUC 651* and EDUC 653 (3 credit hours) Practicum in School Counseling (3 credit hours) Elementary School Counseling Internship I (3 credit hours) Elementary School Counseling Internship II (3 credit hours) Secondary School Counseling Internship I (3 credit hours) Secondary School Counseling Internship II (3 credit hours) D. Elective - 3 Credit Hours Approval of the 3 credit hour course elective must be documented by the student’s faculty advisor. *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. Student Affairs & College Counseling Curriculum (48 Credit Hours) The Student Affairs & College Counseling Curriculum is based on 48 credit hours of study as follows. Individuals interested in pursuing a Graduate Certificate in Student Affairs can refer to page 122. Student Affairs and College Counseling Core - 15 Credit Hours EDUC 537 Student Development Services in Higher Education (3 credit hours) EDUC 538 Theories of Student Development in Higher Education (3 credit hours) EDUC 539 Higher Education Administration (3 credit hours) EDUC 613 Foundations of American Higher Education (3 credit hours) EDUC 622 Critical Multicultural Issues in Higher Education (3 credit hours) College Counselor Education Courses - 33 Credit Hours A. Foundations - 15 Credit Hours EDUC 550 Career Counseling and Development (3 credit hours) EDUC 551 Counseling Theories and Practice (3 credit hours) EDUC 552 Group Counseling (3 credit hours) EDUC 561 Counseling Diverse Populations (3 credit hours) EDUC 562 Legal & Ethical Leadership Issues in Education 56 (3 credit hours) B. Research/Appraisal - 6 Credit Hours EDUC 512* Data Collection and Analysis (3 credit hours) EDUC 549* Applied Measurement Techniques (3 credit hours) *Students are expected to complete at least one of these two courses in the first 18 hours of the program. C. Helping Relationships - 12 Credit Hours EDUC 624 Basic Counseling Skills (3 credit hours) EDUC 634 Practicum in Student Affairs and College Counseling (3 credit hours) EDUC 655** Internship I in Student Affairs and College Counseling (3 credit hours) EDUC 656** Internship II in Student Affairs and College Counseling (3 credit hours) ** The internship in Student Affairs consists of 16 weeks of full-time 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. Four Additional Courses for Seeking Licensed Professional Counselor (LPC) - 12 Credit Hours EDUC ____ Elective approved by faculty advisor (3 credit hours) EDUC 567 Assessment of Abnormal Behavior (3 credit hours) EDUC 568 DSM-V-TR (3 credit hours) PSYC 500 Human Growth and Development (3 credit hours) 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 Citadel 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-V-TR (diagnosis) and EDUC-567: Assessment of Abnormal Behavior (assessment and treatment of psychopathology). �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/counselor.html under “Program Information.” 57 �Admission Requirements Master of Education in Literacy Education School of Education, 843-953-5097 Dr. Dan Ouzts, 843-953-5201 ouztsd@citadel.edu Dr. Stephenie M. Hewett, 843-953-5019 stephenie.hewett@citadel.edu 1. 2. 3. 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 general goals and objectives of the program are: 1. A knowledge and mastery of all aspects of the literacy process; 2. 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; 3. A knowledge of the abilities and skills which enhance a wholesome teacher- student-parent relationship in working with students identified as at-risk readers in order to develop a case study; 4. A knowledge of those skills necessary to recognize and accommodate for individual differences in literacy instruction; 5. A knowledge of how to plan, supervise, and enhance programs as a reading consultant; 6. A knowledge of and ability to demonstrate effective literacy instructional strategies; 7. A knowledge of communicating information about literacy; 8. A knowledge of the relationship of literacy skills to subject-matter content areas; 9. A knowledge of significant research conducted in literacy education; and 10. A knowledge of a broad range of children’s and adolescent literature and how to incorporate this literature into the classroom. 11. A knowledge of how to effectively support and mentor educators and serve as a literacy leader. 4. 5. 6. 7. Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall room 101. Applicants must have a 2.50 overall undergraduate grade point average in order to be accepted into the Master of Education in Literacy Education program. Applicants with less than a 2.5 undergraduate GPR may appeal to The Admission, Retention, and Certification Committee. The Committee’s recommendation regarding this appeal will be forwarded to the Dean of the School of Education for final action. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each regionally accredited college or university. Submit a valid teaching certificate issued by South Carolina or another state. The minimum acceptable score is a score of 396 on the MAT or 290 on the GRE (Current within five years of application). Candidates who score between 380 and 395 on the MAT or 283-289 on the GRE may apply for provisional status provided all other requirements are complete. After enrolling for one semester under provisional status, completing 6 hours and earning a 3.50 GPA, the candidate will be considered as regular degree seeking. *The School of Education will waive the GRE or MAT admission requirement for applicants who already possess a master’s degree from an accredited institution who are selected by an area school district as members of a cohort pursuing the master’s degree in literacy or educational leadership at The Citadel. Candidate must be in good standing with the State Board of Education at the time of acceptance. A copy of the birth certificate, passport, or military ID as proof of U.S. Citizenship as defined by the State of South Carolina. Note: 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. Program Requirements The Master of Education in Literacy Education is a 36-hour program, consisting of 2 professional core requirements and 10 literacy 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, exam number 0204: 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. Recommendation for certification as Literacy Teacher in South Carolina requires two years teaching experience. Recommendation for certification as Literacy Coach in South Carolina requires 58 �five years teaching experience. 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 both Literacy Teacher and Literacy Coach provided the candidate already possesses a valid teaching certificate in the state of South Carolina. Required Program All courses must be taken in sequence as laid out in the program of study. Professional Core Requirements-6 semester hours EDUC-536 Educational Psychology And select one course from the following: EDUC-512 Data Collection and Analysis EDUC-549 Applied Measurement Techniques Professional Educational Specialization-30 semester hours EDUC-570 Developing Literacy Knowledge with At Risk Readers EDUC-588 Developing Literacy Skills PreK-Grade 5 EDUC-589 Methods and Materials for Developing Literacy Skills EDUC-590 Literacy Assessment and Instruction EDUC-591 Practicum in Literacy Education EDUC-592 Teaching Reading in the Middle and High School Content Areas 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 Course Descriptions 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. An 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 learner-centered conceptual base in the process of teaching their discipline specialty. A. English; B. Biology; C. Social Studies; D. Mathematics. A passing score on the PRAXIS II must be achieved upon completion of this class. 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 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 exceptional children and youth. There is a focus on cause, identification, and educational and community programs for exceptional individuals. 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. 59 �EDUC-524—Techniques of School Supervision 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 evening seminars. This last course in the MAT sequence requires an Application: for fall semester, April 1, for spring, October 1. Application forms are available in the Department of Education. 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 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-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). 60 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-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 Coursework is designed for practicing and prospective educational administrators that present current and emerging technology in using instructional and administrative technology in such areas as record keeping, scheduling, data collection and analysis, and the evaluation and instructional technology. 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. 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 exceptional individuals. 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 537—Student Development Services in Higher Education EDUC-542—Teaching Reading and Writing in Middle and High School Content Areas Through Applied Research Three Credit Hours Overview of the historical development of the counseling and student afairs 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. 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. Learner-centered 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 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-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-551 or EDUC-537 and EDUC-551 61 �EDUC-561—Counseling Diverse Populations EDUC-587—Special Topics in Education 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. 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-562—Legal & Ethical Leadership Issues in Education Three Credit Hours This course examines goals 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 Knowledge 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. 62 EDUC-588—Developing Literacy Skills Pre K-Grade 5 Three Credit Hours A foundational course designed to focus on developing literacy skills from pre-kindergarten through fifth grade. 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. An application for practicum and 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. Practicum applications are due the last Friday of January for the Fall semester practicum. EDUC-592— Teaching Reading and Writing in the Middle and High School—Content Areas Three Credit Hours A course designed for the middle school and high school teacher emphasizing pupil diagnosis followed by instructional decision making directed toward a balanced teaching approach. Candidates focus on literacy skills while teaching the subject matter of the secondary content areas. EDUC-594—Internship in Literacy Education Three Credit Hours A field-based course in which each candidate engages in the supervised teaching of small groups of students. Candidates synthesize the knowledge they have gained in the program to demonstrate ability to appropriately assess and instruct a group of students at each student’s level of literacy instruction. Prerequisites: EDUC 591 and EDUC 512 or 549. An application for �practicum and 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. Practicum applications are due the last Friday of January for the Fall semester practicum. EDUC-596—Analysis of Literacy Research Three Credit Hours An in-depth analysis of significant literacy studies is provided. Analysis is directed toward reviewing, exploring, and evaluating the research techniques and findings. Prerequisite: 12 Hours of Literacy Coursework 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-599—Supervision of School Literacy Programs Three Credit Hours A course designed primarily for principals, supervisors, and reading consultants. Included is the study of the nature and functions of supervision for literacy programs; supervisory techniques; the role of the principal, supervisor, and reading consultant in the improvement of instruction; administration of a literacy program; and other cognate problems and issues. Prerequisite: 12 Hours of Literacy Coursework 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-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-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, evaluation, in-service development, dismissal, retirement, and teacher-administrator relationships. 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 63 �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 Supervised counseling experience in which student serves as counselor in school setting for a minimum of 100 clock hours. Prerequisites: EDUC-624 64 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. Prerequisite: 12 Hours of Literacy Coursework 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. Prerequisite: 12 Hours of Literacy Coursework 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. 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. 65 �School of Humanities & Social Sciences Master of Arts: • English • History • Psychology: Clinical Counseling • Social Science Specialist in Education: • School Psychology �Master of Arts in English Department of English, 843-953-5068 Dr. James M. Hutchisson, hutchissonj@citadel.edu Mission 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. Admissions Requirements 1. Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. 2. Submit to the CGC office official transcript(s) directly from each institution of higher learning attended, including documentation of graduation from a regionally accredited four-year college or university. The transcript(s) should be sent directly from the institutions attended to the CGC office. Applicants are expected to have a cumulative undergraduate GPA of at least 2.5 on a 4.0 scale and a 3.0 in the major. 3. Submit at least two signed letters of recommendation, perferably 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. 4. Submit a two-page statement about educational goals and interest in a graduate program in English. 5. Submit 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. 6. Submit an official copy of scores from the general test of the Graduate Record Examination (GRE) or the Miller Analogies Test (MAT). (Applicants who do not have an undergraduate degree in English are also required to take the GRE advanced test in literature.) The test scores must date from the past five years. 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. 7. 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 nine semester hours with a minimum GPA of 3.25 the student will be eligible for degree-seeking status. 8. A copy of the birth certificate, passport, or military ID as proof of U.S. Citizenship as defined by the State of South Carolina. Application Deadlines The Joint Program Committee will consider completed applications for the regular degree program on the following dates: Fall: May 1 Spring: November 1 Summer: April 1 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, 6 hours • British Literature after 1800, 6 hours • American Literature, 6 hours • Seminar (English 700), 3 hours • Electives, 12 hours • Thesis and Oral Defense of Thesis, 6 hours • Demonstration of competency in one foreign language • Comprehensive Examination Non-thesis Option: Same as above, except that the thesis is omitted and the number of elective hours is eighteen. Notes: • At least nine hours must be taken at each campus. • English 700 satisfies 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 (3), 699 (3), and 701 (6) in any combination may count toward the required 36 hours. • Students may demonstrate their competency in a foreign language by completing two years or their equivalent of college-level study in a single foreign language with an average grade of C or higher: or completing, with a grade of B or higher, English 517: Old English Language. The 67 �foreign language requirement must be met before a student can take the comprehensive examination. • The comprehensive examination is prepared and administered by the Joint Program Committee and is taken by all candidates after the completion of at least 27 hours of coursework. Copies of all previous examinations are available on the websites of both English departments. Concentration in African American Literature In 2004 an African American Literature Concentration was added to the Master of Arts degree program. The fifteen hour (15) concentration, with a thesis option, offers advanced course work in African American literature, independent study courses for further exploration into an African American literature topic, and cross disciplinary opportunities with courses in other departments that have a central concern with African American literature. Students opting to add a concentration in African American literature must meet the normal requirements for the M.A. In addition, they must complete one of these two courses of study: Standard Option: • 9 hours of African American literature (any combination of 535, 570, 571, and 573) • 3 hours of study of an African American topic in another discipline, as approved by the graduate director • 3 hours of study in an African American topic, such as an independent study or internship, as approved by the graduate director Thesis Option: • 6 hours of African American literature (any combination of 535, 570, 571, 572, and 573) • 3 hours of study of an African American topic in another discipline, as approved by the graduate director • 6 hours of thesis on an African American topic Notes: • A student may substitute 3 hours of independent study on an African-American topic (as approved by the graduate director) for any 3 hours of coursework. • Students taking this concentration may apply only one of their African American literature courses to the six hour American literature requirement of the M.A. 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-503—English Drama to 1642 Three Credit Hours A study of English drama from its origins in the Middle Ages, through the predecessors and contemporaries of Shakespeare, and on to the closing of the theatres in 1642. ENGL-504—Poetry and Prose of the English Renaissance Three Credit Hours Non-dramatic poetry and prose of the sixteenth and early seventeenth centuries, with emphasis on the major authors (Spenser, Sidney, Marlowe, Jonson, Donne, and Herbert) and on the major literary types. 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 such 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 Romantic writings of the early nineteenth century, with special emphasis on Wordsworth, Coleridge, Byron, Shelley, and Keats. ENGL-510—Victorian Literature Course Descriptions 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. 68 Three Credit Hours A study of English literature from 1832 to 1900 in major writers such as Tennyson, Browning, Arnold, Carlyle, Swinburne, and Rosetti. ENGL-512—Literature of the U.S. South Three Credit Hours A study of selected texts, both canonical and lesser-known, by and about residents of the U.S. South. The course will emphasize works produced since 1900 and will explore some of the recurring themes often associated with the region: race, class, family, and place; land, labor, and the pastoral ideal; nostalgia, history, and the global South. �ENGL-516—Continental Literature ENGL-528—American Fiction: 1900 to 1945 Three Credit Hours A study of European literature in translation since the Renaissance, including works by such authors as Cervantes, Moliere, Racine, Goethe, Stendhal, Balzac, Tolstoy, Dostoyevski, and important writers of the twentieth century. Three Credit Hours A study of the novels and short stories of major American writers of the early twentieth century, including such figures as Fitzgerald, Hemingway, Faulkner, and Stein. ENGL-529—American Fiction: 1945 to the Present 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 beginnings to around 1650 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 around 1650 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 eighteenth century. ENGL-523—Nineteenth Century American Literature I— Romanticism Three Credit Hours A study of the significant American novels and short fiction published since World War II. ENGL-530—Special Topics in The Humanities Three Credit Hours A study of special areas of the humanities or related areas which are outside the normal course offerings of the English Department. The subject for each course will be announced. 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 twentieth-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 twentieth-century British dramatists such as Shaw, Pinter, Stoppard, and Beckett. Three Credit Hours A study of major figures of the American Romantic period (approximately 1830-1860), including Emerson, Thoreau, Poe, Hawthorne, and Melville. ENGL-534—American Drama: 1900 to Present ENGL-524—Nineteenth Century American Literature II— Realism ENGL-535—African American Literature 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. Three Credit Hours A study of the work of major twentieth-century American dramatists such as O’Neill, Williams, Miller, and Albee. 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-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 ENGL-550, 551—Special Topics in Composition or Language One - 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. Three Credit Hours A study of the novels and short stories of major 20th- century British writers up to 1945, including such figures as Conrad, Lawrence, Forster, Woolf, and Joyce. 69 �ENGL-552—Adolescent Literature ENGL-562—Workshop in Advanced Composition 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. 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-553—Modern English Grammar ENGL-563—Creative Writing—Fiction 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-570—Topics in African American Literary Genres 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. Special attention is given to the varieties of American English, particularly African American Vernacular 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-557—Creative Writing—Poetry Three Credit Hours Class discussion of student writing using twentieth-century poems as models. 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 Class discussion of student writing using twentieth-century fictional works as models. Three Credit Hours A study of a particular genre of African American literature, suchas drama, novels, or poetry. Topics will vary according to instructors. ENGL-571—Topics in African American Literary Periods Three Credit Hours A study of a particular period of African American literature, such as the Harlem Renaissance. Topics will vary according to instructors. ENGL-572—Topics in Major African American Writers Three Credit Hours A study of a particular African American writer, such as Langston Hughes or Toni Morrison. Topics will vary according to instructors. 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-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: EDUC501 and EDUC-592. Note: For students in the M.A.T. in English program only. ENGL-650—Literary Research 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. Three Credit Hours Study of textual bibliography, research methods and resources, and methods of presenting research. ENGL-560—Film Studies 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. Three Credit Hours A study of films from a variety of nations and filmmakers. Attention is given to how techniques of filmmaking such as mise en scène, montage, and lighting communicate a filmmaker’s construction of meaning. In some cases, comparisons may also be made between films and their written sources to demonstrate differing approaches to conveying comparable meaning. 70 ENGL-698—Tutorial 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. ENGL-702—Internship Three Credit Hours A supervised field experience in which the student observes and participates in a professional occupation related to the English degree. The internship will consist of 300 hours of work and the completion of a formal report. Permission of the graduate director required. Graded on a pass/fail basis. 71 �these 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. 7. The Admissions Committee will consider complete applications for the program on the following dates: • March 1st for the summer or fall semester • October 1st for the spring term 8. A copy of the birth certificate, passport, or military ID as proof of U.S. Citizenship as defined by the State of South Carolina. Master of Arts in History Department of History, 843-953-5073 Dr. Joelle Neulander, Director neulanderj1@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, and 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. 72 Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. Submit one official copy of a transcript directly from each institution of higher learning attended, including documentation of graduation from a regionally accredited four-year college or university. Submit 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. Submit 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. Submit an official copy of test scores of the Graduate Record Examination or Miller Analogies Test. Tests must have been taken within last five years. Applicants are expected to have a composite GRE verbal and quantitative score exceeding 300 (or MAT score of 410). Applicants are expected to have a cumulative undergraduate GPA of at least 2.5 on a 4.0 scale and a 3.0 in the major. They are also expected to have 15 hours of history course work beyond the initial survey. An applicant who fails to meet 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. 600- and 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. Required Program 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. 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** The program offers two tracks, according to students’ career goals. 1. Thesis track students must take HIST-801, HIST-802 and successfully defend their thesis. (These courses count towards the 18 hours in the major concentration.) 2. Non-thesis track students must take two research seminars, preferably within their area of concentration, and a comprehensive exam in their major field. *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. 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. Course Descriptions (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                 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-503—The Jeffersonian and Nationalist Period Three Credit Hours A study of American history, 1800-1850, with an emphasis on the clash of Federalist and Jeffersonian principles; emerging political and cultural nationalism; the war of 1812; the influence of Jacksonian Democracy on political, social, and economic life; growing sectionalism and the Mexican War. 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 survey 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. 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 73 �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                     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 slavetrade 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 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. 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-543—Twentieth-Century Europe                     HIST-582—China to 1800                               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.  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-545—History of Modern Russia                     HIST-583—Modern China                               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. 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-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-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                             HIST-563—Modern Latin America                        *HIST-590—Special Topics in U.S. History 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. Three Credit Hours Examples include Turning Points in American History, the Progressive Era, the Social and Cultural Transformation of the 1920s, etc. 74 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-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-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 Examples include World War I, the Vietnam War, Diplomacy of the American Civil War, etc. 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-610—Special Topics in U.S. History                 HIST-740—Research Seminar in European History           *HIST-593—Special Topics in Peace, War, and Diplomacy Three Credit Hours Examples include the Depression and New Deal; Business, Labor and Economic History; Social and Cultural History. Three Credit Hours A topical seminar focused upon a central historical problem with a major research paper required. HIST-620—Special Topics in Lowcountry Studies       HIST-760—Research Seminar in Asian/ African/Latin American History Three Credit Hours An interdisciplinary course organized around a specific topic (e.g., Education, the Environment of the Lowcountry, Plantation Culture, Gullah, the Caribbean Origins of the Lowcountry). 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. 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., HIST-610, 630, 640, and 670) are restricted to fifteen (15) M.A. students and normally are conducted as seminars with discussions of assigned readings in the scholarly literature. Emphasis is placed upon the analysis and synthesis of diverse historical materials, and a longer research paper of 20 to 25 pages is required on a suitable topic in the historiography of the field. In general, these distinctions in size, methodology, and assignments apply to all 500 and 600-level courses. Courses for the MAT Degree 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, reilgious beliefts, 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-594—Historiography for Social Studies Teachers Three Credit Hours Designed for social studies and history teachers in the 75 �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. (This course does not count towards the requirements for the MA in History.) 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. 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 (M..A. and 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 scientistpractitioner 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 54 credit hours. The program includes 30 credit hours of core courses, 12 hours of advanced courses, 3 hours of electives, and 9 hours of field work. Field work 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. PSYC599, 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. 76 �Master of Arts in Psychology: Clinical Counseling Department of Psychology, 843-953-5320 Dr. William G. Johnson will.johnson@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. Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101 2. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each 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) 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. The Graduate Record Examination (GRE) score of 297 (minimum of 150 on the verbal reasoning and 141 on the quantitative reasoning section) or a score of 410 or higher on the Miller Analogies Test (MAT). Current within five years of application; 4. A completed admissions questionnaire; which can be found at http://www.citadel.edu/root/graduatecollege-forms 5. Two signed letters of reference. 6. A copy of the birth certificate, passport, or military ID as proof of U.S. Citizenship as defined by the State of South Carolina. 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. Application materials can be requested from The Citadel Graduate College, The Citadel, Charleston, South Carolina 29409: (843) 953-5089 or online at www.citadel.edu/graduatecollege. All application requirements must be met and materials submitted to The Citadel Graduate College by March 15 to be considered for fall admission in the Clinical Counseling Program. 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 54 credit hours, including 30 credit hours of core courses, 12 hours of advanced courses, 3 hour elective, 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 who successfully complete this program (and take Career Counseling as one of their elective courses) 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 masters degree program. The program is a member of the Council of Applied Master’s Programs in Psychology and is accredited by the Masters in Psychology and Counseling Accreditation Council. 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 nondegree-seeking student will be applied toward program requirements. Registration for psychology courses as a non-degree seeking student is available no sooner than one week prior to the start of classes each term. The only exception to this is PSYC 500, registration may occur at any time. Required Program for Clinical Counseling Students Core Courses Course PSYC-500 PSYC-501 PSYC-507 PSYC-508 PSYC-514 Credit Human Growth and Development, 3 hours Principles of Cognitive and Behavioral Change, 3 hours General Psychopathology: Assessment and Differential Diagnosis, 3 hours Counseling and Personality Theories, 3 hours Ethics and Mental Health Law, 3 hours 77 �PSYC-523 PSYC-526 PSYC-549 PSYC-553 PSYC-561 Statistics and Research Design, 3 hours Clinical Counseling: Basic, 3 hours Foundations of Psychometrics, 3 hours Introduction to Family Dynamics, 3 hours Cultural Issues in Psychological Practice, 3 hours Students completing the Clinical Counseling curriculum must complete a comprehensive examination successfully to be permitted to take the following Advanced Courses: Advanced Courses Course PSYC-611 Counseling, PSYC-629 Credit Clinical and Professional Issues in PSYC-643 PSYC-644 PSYC-645 PSYC-651 PSYC-652 Contemporary Psychological Assessment and . Psychotherapy, 3 hours Clinical Counseling: Advanced, 3 hours Clinical Counseling: Group, 3 hours Internship I, 3 hours Internship II, 3 hours Electives: PSYC-555 PSYC-557 PSYC-602 PSYC-603 PHED-511 EDUC-550 Special Topics: Alcohol and Substance Abuse Counseling, 3 hours Counseling & Psychotherapy for Couples, 3 hours Social and Biological Basis of Child and Adolescent Behavior, 3 hours Affective and Cognitive Interventions: Child/Adolescent, 3 hours Special Topics: Sports Psychology, 3 hours Career Counseling, 3 hours (Required for . Licensed Professional Counselor) 3 hours Practicum: Clinical Counseling, 3 hours 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 PSYC643 and PSYC-645. Field placement opportunities are available in many agencies within the tri-county area and are listed on the website. 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-508 Counseling and Personality Theories PSYC-643 Contemporary Psychological Assessment and Psychotherapy PSYC-644 Clinical Counseling: Advanced PSYC-645 Clinical Counseling: Group 78 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. �Specialist in Education in School Psychology Application materials can be requested from The Citadel Graduate College, The Citadel, Charleston, South Carolina 29409: (843) 953-5089 or online at www.citadel.edu/graduatecollege. Department of Psychology, 843-953-5320 Dr. Timothy A. Hanchon tim.hanchon@citadel.edu All application requirements must be completed and materials submitted to The Citadel Graduate College by March 15 to be considered for fall admission in the School Psychology program. Program Requirements 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, the group, and the systems level. 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 II level 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. 6. Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. An official transcript of the baccalaureate degree and all other undergraduate and graduate work directly from each 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); A current (within five years of application) Graduate Record Examination (GRE) score of at least 297 (minimum of 150 on the verbal reasoning and 141 on the quantitative reasoning section). The Miller Analogies Test (MAT) can be substituted for GRE scores with a score of at least 410 or higher. A completed admissions questionnaire (www.citadel.edu/ graduatecollege/forms; Two signed letters of reference. A copy of the birth certificate, passport, or military ID as proof of U.S. Citizenship as defined by the State of South Carolina. The Ed.S. degree in School Psychology consists of 75 semester hours with 4 interacting components: 1. Core knowledge courses focusing on psychological foundations with emphasis on the role, functions, and scope of the profession of school psychology (30 hours). a. PSYC-500: Human Growth and Development b. PSYC-501: Principles of Behavior and Cognitive Change c. PSYC-507: General Psychopathology:Assessment & Differential Diagnosis d. PSYC-508: Counseling and Personality Theories e. PSYC-512: Ethics, Roles, & Law f. PSYC-523: Statistics & Research Design g. PSYC-525: Basic Counseling Techniques h. PSYC-549: Foundations of Psychometrics i. PSYC-553: Introduction to Family Dynamics j. PSYC-561: Cultural Issues in Psychological Practice 2. Advanced knowledge and skills courses which emphasize the knowledge and skills more specific to educational settings (30 hours). a. PSYC-502: Psychological & Educational Exceptionalities:Child/Adolescent b. PSYC-503: Objective Assessment c. PSYC-504: Special Techniques in Assessment d. PSYC-505: Personality, Social, & Emotional Assessment e. PSYC-602: Social & Biological Basis of Child &Adolescent Behavior f. PSYC-605: Systems Theory & Consultation: Prevention and Intervention* g. PSYC-606: Educational Interventions* h. PSYC-607: Behavioral and Emotional Interventions* i. PSYC-612: Reading Assessment and Interventions j. PSYC-620: 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. 3. 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 can not begin this block of courses until they have officially been admitted into the School Psychology Program and completed all prerequisites. a. PSYC-615: Practicum in School Psychology I b. PSYC-616: Practicum in School Psychology II c. PSYC-617: Consultation & Intervention Practicum I d. PSYC-618: Consultation & Intervention Practicum II e. PSYC-621: Internship in School Psychology I 79 � f. PSYC-622: Internship in School Psychology II *NOTE: PSYC 615/617 & 616/618 are co-requisites 4. Experience as a scientist practitioner in gathering and analyzing data (3 hours). a. 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 Handbook of School Psychology) are awarded the Ed.S. degree. Students must complete all course requirements within a 5-year period from the date of initial enrollment. Internship requirements must be completed within 2 years of the completion of course work or 7 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 be the thesis. No more than 8 hours of graduate credit taken as non-degree-seeking student will be applied toward program requirements. Registration for psychology courses as a non-degree seeking student is available no sooner than one week prior to the start of classes each term. The only exception to this is PSYC 500, registration may occur at any time. Field-Based Placement Requirements School Psychology students must complete all course work before placement in an internship setting (including thesis). Students will be required to spend a minimum of 1200 clock hours in a supervised internship and complete these hours within 2 years. To meet South Carolina requirements, students who plan to complete an internship must apply through the South Carolina Department of Education (SCDOE) for an internship certificate. Further, 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 SCDOE by the deadline for the intended semester of Internship (January 15 fo Fall Semester internship and May 1 for Spring internship). Other field-based experiences may require a criminal background check prior to field placement. Program Sequence PSYC-503, 504, 505, and 615/616 must be taken in prescribed sequence, with each course building on the preceding one incrementally. The intervention courses (PSYC-605, 606, 607 and 617/618) must be completed prior to (or 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 enrolled in order to avoid an extension of their course work by one year. 80 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-615/616, PSYC-617/618, PSYC-605, PSYC-606, PSYC-621, and PSYC-622. Students enrolled in these classes are advised to consult their syllabus and instructor for more specific details Course Descriptions 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. 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. �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 these instruments with emphasis on utilizing this information within the data-based problem-solving model, particularly the problem definition, problem analysis and intervention planning stages. 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 intelligence, achievement, visual-motor measures as well as 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-V, IDEA, etc.). Emphasis will be on acquiring and interpreting information on behavior tendancies and styles with special attention to school age children and youth. Students will gain practical experience in the use and interpretation of objective, projective, and observational techniques. Practical experiences will be integrated with analysis of the literature relating to legal issues, validity of data, and clinical studies. Emphasis will be on utilization of such information in a model that emphasizes databased 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. 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. 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: Human Growth and Development (PSYC-500). 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. 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). 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: completion of all or concurrent registration in: 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-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 81 �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: completion of all or concurrent registration in: 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. 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: 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. educational and psychological environments. Students will be provided practical experiences that will enable them to shift focus from their own perspectives. Prerequisite: Human Growth and Development (PSYC-500). 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 an oral defense before departmental faculty, 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: Completion of Statistics and Research Design (PSYC523). 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: Human Growth and Development (PSYC-500). 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: Family Dynamics (PSYC-553). PSYC-561—Cultural Issues in Psychological Practice Three Credit Hours This course uses principles of social psychology to examine the influences of cultural, ethnic, minority, gender, and life-styles on psychological, educational and social development. Particular attention will be focused on variations in experiences and perceptions of individuals from divergent backgrounds as these impact on 82 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. Students will cover systems theories and models of consultation to include mental health consultation, behavioral consultation, organizational change, and collaborative decision-making as well as primary/secondary prevention methods with a focus on the learning and psychology of the school age child/adolescent. Interventions that promote positive school cultures will be examined across classroom, school, family, and community systems. �Prerequisite: Ethics, Roles and Law (PSYC-512). Corequisites: 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 psychologistsin-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. Corequisites: Practicum in School Psychology I (PSYC-615) and Practicum in Consultation and Intervention I (PSYC-617) 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. Crisis intervention and threat assessment will also be addressed. Corequisites: Practicum in School Psychology II (PSYC-616) and Practicum in Consultation and Intervention II (PSYC-618) PSYC-611—Clinical and Professional Issues in Counseling Three Credit Hours Counseling does not occur in a vacuum and clinical counselors working within the community must possess basic knowledge of a number of topics that affect the provision of care to clients. This course addresses a number of topics that relate to the practice of counseling. Topics to be addressed include: 1) licensure and professional development; 2) advanced personality theory with a focus on assessment and treatment of personality disorders; 3) psychopharmacology for the non-physician; and 4) use of empirically validated treatments. 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 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 programs and methods of instruction used to prevent reading problems before they occur will also be reviewed. Corequisites: Practicum in Consultation and Intervention: I and II (PSYC-616/618) PSYC-615/616 —Practicum in School Psychology: I and II Two Credit Hours each These practica 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. Corequisites: 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 practica 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 data-based problem solving approach to intervene with children in need of school psychology intervention. Corequisites: 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 provided 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, as well as review methods and procedures involved in assessing institutional programs (i.e., program evaluation, implementation and efficacy). 83 �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 multiculturally 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 supervised field experience for community 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 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 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. 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 84 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 prior course work, including Practicum (may take elective with Internship) �Required Program Master of Arts in Social Science Department of Political Science, 843-953-5069 Dr. Terry Mays, terry.mays@citadel.edu Leadership Focus Dr. Mick Fekula, 843-801-5042 mick.fekula@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. Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. 2. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each regionally accredited college or university attended. 3. All students must successfully complete either the Graduate Record Examination (GRE) or the Miller Analogies Test (MAT). 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 fail to meet the minimum score requirement may be provisionally accepted into the M.A. 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 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. 4. Completed program of study with advisor. 5. A copy of the birth certificate, passport, or military ID as proof of U.S. Citizenship as defined by the State of South Carolina. The Master of Arts in Social Science (MASS) is a 36 credit hour program consisting of the following requirements: 1. Required Core (6 hours) PSCI-500/ CRMJ-500 Seminar in Social Science PSCI-501/ CRMJ-501 Research Methods in Social Science *NOTE: these 6 hours must be included in the first 12 hours taken in the program. 2. Cluster A: Foundation Courses (15 hours) Students should select five courses from any political science, criminal justice, sociology, or anthropology courses the School of Humanities and Social Science offers. 3. Cluster B: Electives (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. List of Courses (Cluster B) PSYC-500 PSYC-501 PSYC-507 PSYC-508 PSYC-553 PSYC-555 PSYC-561 PSYC-570 BADM-704 BADM-713 Human Growth and Development Principles of Cognitive & Behavioral Change *With Instructor Permission Only General Psychopathology *With Instructor Permission Only Counseling and Personality Theories *With Instructor Permission Only Introduction to Family Dynamics Special Topics in Psychology *With Instructor Permission Only Social-Multicultural Perspectives Social and Cognitive Foundations of Interpersonal Behavior Foundations of Economics Communication for Leadership EDUC-500 Foundations of American Education EDUC-561 Counseling Diverse Populations EDUC-600 Professional Negotiations ENGL-512 ENGL-516 ENGL-520 ENGL-521 ENGL-530 ENGL-535 ENGL-558 ENGL-570 ENGL-571 ENGL-572 ENGL-573 Southern Literature Continental Literature Survey of World Literature I Survey of World Literature II Special Topics in the Humanities African-American Literature Technical and Professional Writing Topics in African-American Literary Genres Topics in African-American Literary Periods Topics in Major African-American Writers Special Topics in African-American Literature GEOG-511 World Geography 85 �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 HESS-503 HESS-504 Drug and Substance Abuse Human Sexuality Public Health Total: Thirty six (36) hours. MASS with a Degree Focus in Leadership Students may focus their entire course of study on leadership in an online learning environment. The course of the student consists of eight leadership-specific courses, two human behavior courses, and two research methods courses that prepare the student to produce a leadership capstone project to culminate the program. Required Program: The Master of Arts in Social Science with a focus on Leadership is a 36 credit hour program consisting of the following course requirements: 1. Research Methods (6 hours) PSCI-500 Seminar in Social Science PSCI-501 Research Methods in Social Science 2. Human Behavior (6 hours) PSYC-500 Human Growth and Development PSYC-570 Social and Cognitive Foundations of Interpersonal Behavior 3. Leadership (24 hours) BADM-713 Communication for Leadership BADM-722 Leadership in Organizations: Principles and Practices 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 LDRS-715 Leadership Capstone Project Total: Thirty six (36) hours. MASS with Simultaneous Graduate Certificates in Leadership And/or Homeland Security Students accepted for the MASS degree program may simultaneously 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 86 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 page 120 for more details on the Graduate Certificate in Leadership and page 124 for more details on the Graduate Certificate in Homeland Security. Course Descriptions (Cluster A) 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. 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-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—U.S. Foreign Relations Three Credit Hours An examination of the institutions and policies that comprise U.S. foreign relations. The course surveys the institutions behind the formulation of U.S. foreign policy including the various departments within the Executive Branch of Government and their relationships with the foreign policy related committees within Congress as well as the processes behind the development of U.S. foreign policy. This course includes a review of current problems and developments related to U.S. foreign relations. PSCI-565—International Politics 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 decisionmaking process, and the impact of court decisions. Three Credit Hours This core seminar is intended to introduce graduate students to major themes, debates, and contemporary research in International Politics in preparation for advanced training and research in the field. It is organized around a range of topics of common interest to scholars, such as the underlying nature of the international system, sources of militarized conflict, international political economy, international organization, and U.S. foreign policy. Through this seminar, students will gain an overview of the current state of research in international politics, an outline for further study in the field, and improved skills in analytical thinking and writing. PSCI-566— International Political Economy Three Credit Hours This course covers a series of interrelated topics that constitute the subfield of international political economy, such as the role of states, international and domestic institutions, and other factors in managing conflict and facilitating cooperation in the global economy. It provides an institutional, system-centered approach to the evolution of the international economy and the ways in which political and state action both shape and have been shaped by that economy. The course covers the main theoretical debates in the field; factors that influence the flow of commodities, labor, and capital across borders; the role of domestic politics in the regulation of trade and exchange rates; regional integration; and economic development. 87 �PSCI-567—Global Democracy CRMJ-515/PSCI-515—Topics in Homeland Security 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. 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. PSCI-569/CRMJ-569— National Security Policy CRMJ-560— Homeland Security and Criminal Justice Administration 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. PSCI-570—The Civil Rights Movement Three Credit Hours An examination of the Civil Rights Movement from World War II to the present with extended attention given to the critical period from 1954 to 1965; the course will consider the impact of this “civil rights decade” on American politics and political behavior during the last third of the 20th century. Key events, organizations, and personalities will be examined, and continuing issues (such as affirmative action, majority-minority legislative districting, and racial typing) will be discussed. Secondary analyses will be supplemented by the use of videotapes, first-hand accounts, and primary documents to enhance students’ understanding of the movement and its effects. PSCI-592—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. 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. 88 CRMJ-555/PSCI-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. 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 secuirty organizations with emphasis given to a review of the research related to the development of leadership skills for homeland security management. 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. regulations, and the treatment of terrorists. Ethical dilemmas and practical applications are explored. 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. 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. Course Descriptions (Leadership Focus) CRMJ-567— Homeland Security PSCI-500—Seminar in Social Science 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. 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-568/PSCI 568 — International and Domestic Terrorism PSCI-501—Research Methods in Social Science 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-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) 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. 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-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. 89 �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. 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 self assessments, role play, team building exercises, and a leadership portfolio. Prerequisite: None. 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 decisionmaking 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: BADM 722. 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 and situational 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: BADM 722. 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. Prerequisites: BADM 722 and PSYC 570. 90 LDRS-713—Leadership Self-Appraisal, Development, and Critical Thinking Three Credit Hours This course gives the student the opportunity to study and use instruments to conduct a leadership self-appraisal. The course also emphasizes activities necessary to engage in the development of one’s leadership abilities. Students will make extensions into critical thinking, creativity, innovation, and emotional intelligence in order to consider the impact of those upon their own leadership development and effectiveness. Prerequisites: BADM 722 and PSYC 500. 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. Prerequisites: BADM 722 and LDRS 711. 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: PSCI 500, PSCI 501, PSYC 500, PSYC 570, BADM 713, BADM 722, and all LDRS courses; during a student’s last term of degree completion, this course may be taken concurrent only with LDRS-prefix courses. � School of Science & Mathematics Master of Arts: • Biology Master of Arts in Education: • Mathematics Master of Science: • Computer Science • Health, Exercise, & Sport Science 91 �Master of Arts in Biology Department of Biology, 843-953-5203 Dr. John Weinstein, john.weinstein@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. Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. 2. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each regionally accredited college or university attended. 3. All students must successfully complete either the Graduate Record Examination (GRE) or the Miller Analogies Test (MAT). It must be current within five years of application. The 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. 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 regular-degree seeking status. Students who score 282 or below on the GRE or 379 or below on the MAT will not be admitted. 4. A copy of the birth certificate, passport, or military ID as proof of U.S. Citizenship as defined by the State of South Carolina. Program Requirements 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 92 beginning the program. All students must meet with the graduate advisor prior to beginning their course of study. Course Descriptions 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 non-parametric 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 BIOL-603—General Physiology 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. 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-518—Ornithology BIOL-604—Marine Invertebrates 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. 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. BIOL-606—Field Methods in 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. 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 experience. 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-532—Developmental Biology BIOL-607—Microbiology BIOL-526—Freshwater 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 inducation and of hormones in development; the role of the enviroment 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-601—Evolution of Animals Three Credit Hours A review of evolutionary principles and general morphology of the animal kingdom. Lecture: three hours a week. Four Credit Hours General coverage of the anatomy, morphology, ecology, and chemistry of microorganisms. The emphasis of the course will be on bacteria, however, some time will be spent on the study of fungi, viruses, richettsiae, and protozoans. Lecture: three hours a week; laboratory: three hours a week. 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 BIOL-602—Morphological Survey of the Plant Kingdom Four 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: three hours a week; laboratory: three hours a week. 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: three hours a week. 93 �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. 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-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. 94 �Master of Arts in Education in Mathematics Department of Mathematics and Computer Science Dr. Mei Chen, Department Head, 843-953-7882, chenm@citadel.edu Dr. Isaac S. Metts, Jr., Program Director 843-953-5042, spike.metts@citadel.edu Col. Stephen D. Cotter, Associate Program Director, 843-953-5035, steve.cotter@citadel.edu Graduate courses in Mathematics are also offered in support of other degree programs, primarily the Master of Arts in Teaching (MAT) with a concentration in the field of Mathematics. Mission The purpose of the M.A.E. in Mathematics is to enhance the mathematical knowledge and teaching techniques of middle and secondary mathematics teachers. The program is intended for individuals who currently hold a teaching certificate, but a certificate is not required. Courses associated with this program do not require that the participant have an undergraduate major in mathematics. However, the mathematics background and maturity must include at least twelve hours of mathematics at the undergraduate level, with at least 8 semester credit hours in calculus. Participants whose preparation may not be adequate should confer with the department head or the program director. Admission Requirements 1. Complete and return a graduate application form, along with the appropriate non-refundable fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. 2. 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 cumulative undergraduate GPA of 2.5 or higher. Applicants with less than a 2.5 GPA may appeal to the Department of Mathematics and Computer Science, and their application will be reviewed by the Program Director and the Department Head. The department recommendation will be forwarded to the Dean of Science and Mathematics for final action. 3. An official copy of the Graduate Record Exam (GRE) or the Miller Analogies Test (MAT). The minimum combined score for the GRE on the verbal and quantitative sections of the general test is 290. The minimum score for the MAT is a raw score of 396.* 4. Completion of a minimum of 12 hours of undergraduate mathematics that includes at least 8 semester credit hours in calculus. 5. A copy of the birth certificate, passport, or military ID as proof of U.S. Citizenship as defined by the State of South Carolina. *Students who score between 283-289 on the GRE or 380-395 on the MAT may apply for provisional status. Under provisional status, students may enroll for only one semester of 6 hours. If the student maintains a 3.50 GPA under provisional status, they will be considered for degree seeking status the following semester. Students who score 379 or below on the MAT or 282 or below on the GRE will not be admitted. Admission test must be current within five (5) years of application. Degree Requirements The minimum number of hours required is 33 semester hours, of which at least 21 must be mathematics courses and 9 must be education courses. The other three hours can be either mathematics or education. Required Mathematics Courses: MATH-518 Technology in Mathematics Classrooms (3) MATH-542 Probability and Statistics (3) MATH-553 Calculus from an Advanced Standpoint (3) Electives Four or five courses* (12-15 semester hours) *MATH-501, 509, 517, and 541 are excluded as electives. CSCI-562 and CSCI-563 may be counted. Required Education Courses (one course from each of the following areas): a. Humanistic Orientation (one course) (3) EDUC-500 Foundations of American Education EDUC-522 Critical Education Issues in Multicultural Society b. Behavioral Science Foundation (one course) (3) EDUC-536 Educational Psychology c. Research (3) EDUC-512 Data Collection and Analysis Course Descriptions MATH-501—Arithmetic and Algebraic Structures for Middle School Teachers Three Credit Hours This course is designed to relate the content of arithmetic and algebraic structures to middle school teachers. It will address the special needs of middle school teachers and identify resources and assistance. Course instruction will model the recommendations of NCTM and the content will be consistent with the South Carolina Curriculum standards. MATH-505, 506—Mathematics for Middle/Secondary School Teachers Three Credit Hours These courses are designed to introduce students to topics in finite mathematics with applications to “real” world problems. Either spreadsheets or some other technology will be used to model the problems and expedite the calculations. MATH-509—Geometry and Measurement for Middle School Teachers Three Credit Hours A course designed to introduce appropriate geometric concepts and measurements for middle school. Course instruction will model the recommendations of NCTM and the content will be consistent with South Carolina Curriculum standards. 95 �MATH-510—Problem Solving Techniques MATH-521—Modern Geometry Three Credit Hours Strategies and techniques for problem solving will be introduced and used to solve mathematical problems. The emphasis will be on middle and secondary level problem solving. A major portion of the course consists of hands-on experience in problem solving, both individually and in groups. 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-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 under represented 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 prerequites must be completed before taking this course. MATH-517—Concepts of Pre-Calculus for Middle School Teachers Three Credit Hours This course will review the topics in pre-calculus with an emphasis on conceptual understanding and how middle school mathematics leads into pre-calculus. Technology will be used to assist in the motivation and development of algebraic and trigonometric ideas. Prerequisite: MATH-501 or equivalent. 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-541—Probability and Statistics for Middle School Teachers Three Credit Hours The course will demonstrate basic ideas of data collection and the use of elementary statistical ideas to analyze the data. Various graphical representations and models will be explored. Interpretations of the data and possible extrapolations will be investigated. 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-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. MATH-519—Using Technology in Teaching Middle School Mathematics Three Credit Hours This course will demonstrate how calculators and other technological advances can be used to motivate and develop conceptual understanding of arithmetic, algebra, and geometric concepts. Various applications which make use of calculators will be investigated. The appropriateness of calculator use in teaching certain topics will be discussed. Note: Credit may not be received for both MATH-518 and 519. 96 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. CSCI-562—Microcomputer Applications for Teachers Three Credit Hours This course is specifically designed to help teachers/administrators prepare to use microcomputers and Internet resources in their classroom/school. Topics include a general introduction to computers, word-processing, spreadsheets, databases, and telecommunications. Emphasis will be on actual classroom/school applications. This course is not intended for anyone who has already taken another computer course. Note: This course can not be used for the Master of Science in Computer Science. 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 can not be used for the Master of Science in Computer Science. 97 �Master of Science in Computer Science Department of Mathematics and Computer Science Dr. Mei Chen, Department Head, 843-953-5048, mei.chen@citadel.edu Dr. Shankar Banik, Program Director, 843-953-5039, shankar.banik@citadel.edu Mission The Master of Science in Computer Science 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 science program is a joint program with the College of Charleston. Admission Requirements 1. Complete and return a graduate application form, along with the appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. 2. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each regionally accredited college and university. Students admitted to the program are normally expected to have an undergraduate grade point average of at least 3.0. 3. Approval from the Program Director or Department Head before registering for any graduate Computer Science (CSCI) courses. 4. Completion of the Graduate Record Examination (GRE) with a 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. The GRE must be current within five years of the application for admission to the program. 5. Evidence of a command of spoken and written English such as a TOEFL score of 550 paper-based, 79-80 internet based or 213 computer-based (if English is not the native language of citizenship). 6. Competency, demonstrated through coursework, approved work experience, or a program administrated competency exam, in the areas of basic Computer Architecture, Object-oriented Programming, Discrete Mathematics, and Data Structures. 7. A copy of the birth certificate, passport, or military ID as proof of U.S. Citizenship as defined by the State of South Carolina. Degree Requirements The Master of Science in Computer Science 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. 98 All degree candidates must: 1. Complete the follwing 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 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 Privacy and Security Issues 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 thses 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 (9 hours). • CSCI-699 Research thesis (6 hours) plus one elective. • CSCI-698 Project Thesis (3 hours) plus two electives. • Three electives (9 hours). �ENGR 650, Overview of Technical Project Management, may be substituted for CSCI 634 in satisfying degree requirements for the M.S. in Computer Science. Course Descriptions 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 and construction 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. 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—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 macbine-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. 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 99 �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-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-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 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-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. CSCI-656—Software Systems Design and Implementation This course may be repeated for additional credit, as the topic Three Credit Hours change. An introduction to the issues, techniques, strategies, Prerequisite: Permission of the instructor. representations, and patterns used in designing and implementing software. Possible design topics include: specification of internal CSCI-691—Independent Study interfaces, architectural design, data design, user interface design, Three Credit Hours design tools and evaluation of design. Possible implementation This course consists of individual study of an agreed-upon topic topics include: language-oriented issues, construction technologies, under the direction of a faculty member and following a course tools and formal construction methods. of reading and other requirements proposed by the student Prerequisites: CSCI-602 and CSCI-603. and established by negotiation with the director. This course is intended to provide graduate students with an opportunity to CSCI-657—Embedded Systems Design study in an area of computer science, software engineering or 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. 100 �Department of Health, Exercise, & Sport Science Mission Statement The goals of the degree programs M.S. in Health, Exercise, and 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; application of physical, biological, and behavioral sciences to the teaching and learning processes; 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, physical education, and human performance. These advanced degree programs prepare graduates for leadership positions including those within schools and other teaching and coaching venues; the recreation industry; college and university sports, intramurals, recreation, and sports club programs; resort programming; wellness and fitness industries; and sport and athletic administration. The Department of Health, Exercise, and Sport Science also offers a Graduate Certificate in Sport Management (see page 109 for details). Master of Science in Health, Exercise, & Sport Science Dr. Dena P. Garner, Program Director, 843-953-6323, dena.garner@citadel.edu Admission Requirements 1. Contact the Director of Graduate Studies for the Department of Health, Exercise, and Sport Science. 2. Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. 3. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each regionally accredited college or university. Students whose degrees are from colleges and universities outside the United States will be required to have their transcripts translated by one of several academic credential evaluation organizations recognized by the CGC office. 4. Successfully complete either the Miller Analogies Test (MAT) or the Graduate Record Examination (GRE) and have official scores sent directly to the CGC office. This test must be current within five years of application. 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 380-395 on the MAT or between 283-289 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. 5. Three signed letters of recommendation must be sent to the CGC office. These may be from faculty members of the applicant’s undergraduate institution and/or from associates in business, government, education, or military service. 6. Submit a resume detailing previous work experiences to the CGC office. 7. Submit an official TOEFL score if your native language is not English. Minimum acceptable score is 550 paper based, 213 computer-based, or 79 internet-based. 8. A copy of the birth certificate, passport, or military ID as a proof of U.S. Citizenship as defined by the State of South Carolina. 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 101 �(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 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. After the written exam is evaluated, each student will 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. Core 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 and Methods of Analyzing Research in Health, Exercise, & Sport Science I HESS-560 Research Techniques and 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) * * HESS-540 is a prerequisite or co-requisite for this course TOTAL HOURS for CORE REQUIREMENTS: 21 or 24 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-503 Human Sexuality HESS-504 Public Health HESS-508 Epidemiology HESS-509 Preventive and Rehabilitative Aspects of Physical Activity HESS-511 Special Topics in Health, Exercise, & Sport Science (Exercise Science) 102 HESS-512 HESS-513 HESS-518 HESS-520 HESS-521 HESS-523 HESS-530 HESS-534 HESS-538 HESS-539 HESS-541 HESS-543 HESS-544 HESS-545 HESS-546 HESS-547 HESS-548 HESS-549 HESS-552 HESS-553 HESS-558 HESS-560 HESS-554 HESS-555 HESS-556 HESS-557 Special Topics in Health, Exercise, & Sport Science (Sports Management) Sport Facility & Event Management Sport Marketing Special Topics in Sport Management The Art of Selling in Sport Administration and Leadership of Exercise and Sport Organizations Practicum in Sport Management Accommodating Persons with Disabilities in Sport & Physical Activity Internship in Sport Management (6 hours) Sport Public Relations & Promotions Current and Future Trends in Health, Exercise, & Sport Science Consumer Health Exercise Testing & Assessment Nutrition for Exercise, Sport, and Physical Activity Environmental Physiology Techniques of Conditioning for Sport and Physical Fitness Psychology of Sport & Motivation Sociological and Cultural Aspects of Sport Fundraising for Sport Organizations Sport Communications Advertising in Sport Research Techniques and Methods of Analyzing Research in Health, Exercise, & Sport Science II * ** Analysis of Sport Skills and Techniques Legal Aspects of Sport Sport Finance Economics of Sport * 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 • 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) �Master of Arts in 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. Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. 3. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each regionally accredited college or university. Students whose degrees are from colleges and universities outside the United States will be required to have their transcripts translated by one of several academic credential evaluation organizations recognized by the CGC office. 4. Successfully complete either the Miller Analogies Test (MAT) or the Graduate Record Examination (GRE) and have official scores sent directly to the CGC office. This test must be current within five years of application. 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 380-395 on the MAT or between 283-289 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. 5. Three signed letters of recommendation must be sent to the CGC office. These may be from faculty members of the applicant’s undergraduate institution and/or from associates in business, government, education, or military service. 6. Submit a resume detailing previous work experiences to the CGC office. 7. Submit an official TOEFL score if your native language is not English. Minimum acceptable score is 550 paper based, 213 computer-based, or 79 internet-based. 8. A copy of the birth certificate, passport, or military ID as a proof of U.S. Citizenship as defined by the State of South Carolina. Program Requirements The program consists of thirty-nine (39) semester credit hours. Twenty (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 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, 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 will 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. Core Course Requirements Seven (7) courses within the curriculum designated as “Core Courses” are required for each student. HESS-540 Research Techniques & Methods of Analyzing Research I (3) HESS-560 Research Techniques & Methods of Analyzing Research II (3) HESS-518 Sport Marketing (3) HESS-523 Admin & Leadership of Exercise & Sport Organizations (3) HESS-538 Internship in Sport Management (6) HESS-539 Sport Public Relations & Promotions (3) HESS-555 Legal Aspects of Sport (3) TOTAL CREDIT HOURS for CORE COURSE REQUIREMENTS: 24 Approved Electives Each student is required to choose five (5) courses (15 hours) from the following list of approved elective courses. HESS-507 Special Problems in HESS (3) * HESS-511 Special Topics in HESS (3) HESS-512 Special Topics in HESS (Sport Management) (3) HESS-513 Sport Facility & Event Management (3) HESS-520 Special Topics in Sport Management (3) HESS-521 The Art of Selling in Sport (3) HESS-529 Special Problems in Sport Management (3) * 103 �HESS-530 HESS-541 HESS-542 HESS-548 HESS-549 HESS-552 HESS-553 HESS-556 HESS-557 HESS-558 Practicum in Sport Management (3) Current & Future Trends in HESS (3) * Practicum in HESS (3) * Psychology of Sport & Motivation (3) Sociological & Cultural Aspects of Sport (3) Fundraising for Sport Organizations (3) Sport Communication (3) Sport Finance (3) Economics of Sport (3) Advertising in Sport (3) * HESS-540 is a prerequisite or co-requisite for this course TOTAL CREDIT HOURS for ELECTIVE COURSES: 15 TOTAL PROGRAM HOURS: 39 (24 core hours + 15 elective hours) Course Descriptions 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 and 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 and 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, and 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 and 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 and Measurements, Statistics, or equivalent. HESS-509—Preventive and 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. 104 �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. 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 and 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-529—Special Problems in Sport Management Three Credit Hours A 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-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-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 and 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 and 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. Prerequisites: HESS-540 Research Techniques and Methods of Analyzing Research in Health, Exercise, & Sport Science I 105 �HESS-542—Practicum in Health, Exercise, and Sport Science HESS-549—Sociological and Cultural Aspects of Sport 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. Prerequisites: HESS-540 Research Techniques and Methods of Analyzing Research in Health, Exercise, & Sport Science I Three Credit Hours An examination of sport in America and its affects on society, including race, gender, adherence, values, and violence. 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-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 and 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 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. 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-546—Environmental Physiology HESS-556—Sport Finance HESS-545—Nutrition for Exercise, Sport, and Physical Activity Three Credit Hours A course examining energetics of environmental stress on cardiovascular, respiratory, metabolic, and muscle physiology as pertain to physical performance. 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-547—Techniques of Conditioning for Sport and Physical Fitness HESS-557—Economics of Sport 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 and 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. 106 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 succesful advertising in the sport industry. Strategies and techniques of successful advertising wll be studied. HESS-560—Research Techniques and 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; Statistics, Tests and Measurements, or equivalent. HESS-598—Thesis I in Health Science, Exercise Science, and 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, and 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. 107 � School of Engineering Master of Science: • Project Management 108 �Master of Science in Project Management School of Engineering, 843-953-9811 Dr. Charles Skipper, Charles.skipper@citadel.edu Mission Statement The mission of The Citadel’s Master of Science in Project Management 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. Admission Requirements 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. Other qualities appropriate to graduate study are also considered. 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. 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. Semester to begin: Fall Spring Admission material due: July 20th December 1st For degree-seeking students: 1. Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. 2. An official transcript of the baccalaureate degree and all other undergraduate or graduate academic course work from each regionally accredited college or university must be submitted directly to The Citadel Graduate College. 3. Submission of official copy of GRE or GMAT test score, current within the previous five years, to the CGC office. 4. Evidence of a minimum of one year of professional experience, or permission from Department Head. 5. Submit two signed letters of reference to the CGC office. 6. Submit a resume detailing previous work. 7. Prepare and submit a statement of purpose. 8. Submission of an official TOEFL score if the applicant’s native language is not English. The minimum score is 550 paper-based or 213 computer-based or 79 Internet-based. 9. A copy of the birth certificate, passport, or military ID as proof of U.S. Citizenship as defined by the State of South Carolina. Students enrolled in the MSPM will automatically be enrolled in the Technical Project Management (TPM) certificate program. For non-degree seeking professionals wanting to take graduatelevel courses to fulfill professional practice requirements: 1. Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. 2. An official transcript of the baccalaureate degree and all other undergraduate or graduate academic course work from each accredited college or university recognized by the CHEA must be submitted directly to The Citadel Graduate College. 3. Submit a resume detailing previous work. 4. Submission of an official TOEFL score if the applicant’s native language is not English. The minimum score is 550 paper-based or 213 computer-based or 79 internet-based. 5. A copy of the birth certificate, passport, or military ID as proof of U.S. Citizenship as defined by the State of South Carolina. 6. Permission of department is required. Admission Denied: During the admission process, the applicant’s records will be reviewed and results communicated in writing. If the application is denied, the applicant may petition the Dean of Engineering for re-consideration, citing any extenuating or mitigating circumstances. Program 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. 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. Any prerequisites for applicable courses must be met. 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. No transfer credit will be accepted for core courses. 4. Declare a plan of study totaling 12 hours of elective courses taken from the following areas. Elective courses can be taken in multiple areas. 109 �Transfer Credit: A maximum of two courses (6 hours) may be transferred in from an accredited college or university. (except for • Program Management PMGT 650, PMGT 651, PMGT 652, PMGT 653, PMGT 671, and PMGT 672), provided: (1) grades of “B” or better were received in PMGT-660 Overview of Technical Program Management the courses being considered, (2) credit was earned within six years prior to admission into The Citadel MSPM program, and (3) each PMGT-661 The Legal and Contractual Aspects of Program Management course has been approved by the department head. Areas of Study PMGT-680 Systems Engineering Management Fundamentals Transfer Credit From The Citadel: A maximum of 12 hours may be transferred from one Citadel graduate degree program where PMGT-685 Decision and Risk Analysis appropriate, provided that core degree requirements are met. • Systems Engineering Management Grading: All students are subject to the Academic Standards PMGT-680 Systems Engineering Management section under Policy Information of The Citadel Graduate College Fundamentals catalog. PMGT-681 Requirements Development and Management Requirements for Graduation: The degree of Master of Science PMGT-682 System Verification and Validation in Project Management may be conferred upon those students who successfully complete the 30 hours of graduate coursework as And one of the following elective courses: specified above with a grade-point ratio (GPR) of 3.0 or better on PMGT-683 Systems Modeling and Integration hours earned at The Citadel. Completion of more than 30 credit PMGT-684 Human System Integration hours of advanced graduate coursework will only be allowed for PMGT-685 Decision and Risk Analysis professional development, and may not be used to increase GPR to the 3.0 required for graduation. • Leadership BADM-713 Communication for Leadership BADM-722 Leadership in Organizations BADM-710 Foundations of Quantiative 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 Natural Hazards and Preservation of Historical Structures CIVL-506 Geographic Information Systems CIVL-508 Monitoring of Civil Engineering Infrastructure CIVL-602 Water Quality Modeling and Management CIVL-604 Aquatic Chemistry CIVL-608 Building Load Analysis CIVL-610 Timber Design CIVL-612 Urban Transportation Planning CIVL-614 Ground Improvement CIVL-616 Deep Foundations CIVL-650 Special Graduate Topics in Civil Engineering • 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 110 Required Technical Project Management Courses 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 web-based management and technology tools. Each student will continue working on their Capstone Project started in PMGT-650. Prerequisite: PMGT-650 and PMGT-652; 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, and stakeholder management. Each student will continue working on their Capstone Project started in PMGT-650, and if PMGT-651 and PMGT-652 have been successfully completed, will formally present the completed project as part of this course. Prerequisite: PMGT-650 and PMGT-652 or PMGT-651; or instructor permission. Required Leadership Courses (Total 6 hours) 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 international projects, virtual project teams, executive leadership issues, conflict resolution, oral, written, and electronic communications, negotiations, high performance teams, and secession planning. Course content will include case studies, guest speakers, executive interviews, and team case studies. Prerequisites: PMGT-650 and PMGT-671. Elective Courses (Total 12 hours) Program Management Courses 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 and PMGT-653. 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-685–Decision and Risk Analysis Three credit hours This course takes 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. 111 � Systems Engineering Management Courses 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 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 process improvement, lean enterprise concepts, requirements allocation, and system optimization. Prerequisite: None 112 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. Leadership Courses BADM-710—Foundations of Quantitative Methods and Operations Management Three Credit Hours This course provides students with an introduction to both the fundamentals of operations management and the essential concepts of probability and statistics. Topics include collection, organization, description, and presentation of data; discrete and continuous probability distributions; sampling distributions; regression, model building, and correlation analysis; forecasting; statistical process control; decision analysis; and waiting lines. Emphasis is on understanding the processes involved in the sourcing, production, and delivery of products and services, along with related operational issues like customer satisfaction, scheduling, project management, quality, inventory, reliability, and capacity management. The spreadsheet computational tool (Excel) is heavily used in this course. Prerequisites: None BADM-713—Communication 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-722—Leadership in Organizations 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 selfassessment, role play, team building exercises, and a leadership portfolio. Prerequisite: None 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. Prerequisites: None. 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. Prerequisites: None. PSYC-570–Social and Cognitive Foundations of Interpersonal Behavior Three credit hours This course presents a survey of the scientific study of social influence -- or social psychology, in other words. The class is based on the premise 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, and is thus critical to successful performance in virtually every professional endeavor. The topics addressed include social judgment and decision-making, attitudes and attitude change, persuasion, group processes, prejudice and discrimination, and conflict resolution. 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 experiences 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. Civil and Environmental Engineering Courses 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 socioeconomic 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-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–Building Load Analysis Three credit hours Structural engineering applications of analysis methodologies used to determine loads in accordance with ASCE 7. Course provides thorough overview of all practical load considerations. Prerequisites: CIVL-309 or approved equivalent. CIVL-610–Timber 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. Prerequisites: CIVL-304 or approved equivalent. 113 �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 travel demand software and transportation planning applications will also be covered. Prerequisites: BS in mathematics, science, or engineering, or permission from instructor. 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. 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. 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. 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-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. Prerequisites: None. Electrical and Computer Engineering Courses 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 114 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 random-discrete 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-635–Adaptive 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-665–Fundamentals of Advanced Energy Conversion 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. 115 �Graduate Certificate Programs 2013-2014 116 �Graduate Certificate in Technical Project Management School of Engineering, 843-953-9811 Dr. Charles Skipper Charles.skipper@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 leaders. Admission Requirement Successful applicants must meet the following criteria for admission into the TPM graduate certificate program. 1. Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. 2. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each regionally accredited college or university attended. 3. Submit a resume detailing work experience. 4. Submit 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? 5. Evidence of a minimum of one year work experience, or permission of Department Head. 6. Students who have been admitted to the MSPM are automatically enrolled in the TPM certificate program. 7. A copy of the birth certificate, passport, or military ID as proof of U.S. Citizenship as defined by the State of South Carolina. All material must be received by the CGC office and evaluated by the department to receive consideration to the TPM graduate program. An undergraduate engineering degree is not required. Course substitutions or transfer courses cannot be used for certificate programs. 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. Required Program: The required courses for the TPM Graduate Certificate Program are: • PMGT-650: Overview of Technical Project Management, 3 credit hours • PMGT-651: Technical Project Planning and Scheduling, 3 credit hours • PMGT-652: Applications of Quality Management, 3 credit hours • PMGT-653: Technical Project Support and Operations, 3 credit hours Total Required Courses: 12 credit hours 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 the fourth TPM course. Students are also expected to present their capstone project to industry professionals. Required Courses 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 web-based management and technology tools. Each student will continue working on their Capstone Project started in PMGT-650. Prerequisite: PMGT-650 and PMGT-652: or instructor permission. 117 �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, and stakeholder management. Each student will continue working on their Capstone Project started in PMGT-650, and if PMGT-651 and PMGT-652 have been successfully completed, will formally present the completed project as part of this course. Prerequisite: PMGT-650 and PMGT-651 or PMGT-652; or instructor permission. 118 �Graduate Certificate in Sport Management - Sport Sales & Marketing Department of Health, Exercise, and Sport Science 843-953-5060 Program Coordinator Dr. Harry Davakos, 843-953-7957 Harry.Davakos@citadel.edu Dr. Michelle Richardson, 843-953-7957 frichard@citadel.edu The Sport Management Graduate Certificate Program This graduate certificate program in Sport Management offers 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 Certificate Program: 1. Contact the Program Coordinator of the Sport Management Program in the Department of Health, Exercise, and Sport Science, Deas Hall, Room 205, Tel: (843) 843-7957 or (843) 953-5060, email: harry.davakos@citadel.edu. 2. Complete and return a graduate application form, along with a non-refundable application fee to The Citadel Graduate College (CGC), Bond Hall, Room 101. 3. Submit an official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each regionally accredited college and university attended. Students whose degrees are from colleges and universities outside the United States will be required to have their transcripts translated by one of several academic credential evaluation organizations recognized by The CGC. 4. Submit a resume to the CGC detailing previous work experience. 5. A letter of intent to the CGC that addresses the following questions: a. How have your past experiences prepared you for the Sport Management Certificate Program’s graduate work? 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 Sport Management Certificate Program? 6. A copy of the birth certificate, passport, or military ID as proof of U.S. Citizenship as defined by the State of South Carolina. All materials must be received by the CGC and evaluated by the department to receive consideration for entrance into the Sport Management Certificate Program. Coursework is not to begin until admission has been granted into the program. Course substitutions or transfer courses cannot be used for certificate programs. Course Descriptions HESS-518—Sport Marketing Three Credit Hours Course covers basic components of sport marketing; use of sports as marketing tool for other products; marketing of sports; and current considerations relevant for both marketing through and marketing of sports. 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 and Leadership of Exercise and Sport Organizations Three Credit Hours A course examining organizational theory and behavior as well as leadership qualities related to exercise and sport organizations. Effectiveness, structure, and design of exercise and sport organizations are also addressed as well as cultures, leadership styles, conflicts, changes, and human resources involved in these entities. HESS-539—Sport Public Relations and Promotions Three Credit Hours A course focusing on public relations principles and practices in the sport management 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. 119 �Graduate Certificate in Leadership Dr. Mick Fekula Director of Academic Leadership Programs 843-801-5042 mick.fekula@citadel.edu The graduate certificate in Leadership consists of five (5) three (3) hour courses at the graduate level which can be used in each of the following programs or can be completed as a stand alone certificate in leadership for those interested individuals who are not enrolled in one of these three programs: • Master of Arts in Social Science • Master of Science in Project Management • Master of Business Administration Admission Requirements 1. Complete and return a graduate application form, along with the appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. 2. Submit an official transcript for the baccalaureate degree and all other undergraduate or graduate work directly from each regionally accredited college or university attended. 3. Submit a 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 leadership? 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? 4. Submit the names and contact information for three (3) references familiar with your work. 5. A copy of the birth certificate, passport, or military ID as proof of U.S. Citizenship as defined by the State of South Carolina. 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. Students who are not enrolled in a degree program and pursuing the stand alone certificate must complete all 5 courses at The Citadel. Program Requirements Required Courses (6 Credit hours): BADM-722—Leadership in Organizations PSYC-570—Social and Cognitive Foundations of Interpersonal Behavior Electives (6 Credit hours), choose two (2) of the following: LDRS 710 – Ethics, Values, & Principled Leadership* †LDRS 711 – Leading Change: Organization Development and Transformation* 120 LDRS 712 – Leading Teams: Coaching, Culture, Diversity, and Globalization* BADM 713 – Communication for Leadership PSYC 500 – Human Growth and Development * BADM 722 is a prerequisite for these courses. † Note: Students required to take LDRS 714 (see below) must take LDRS 711 as a prerequisite to LDRS 714 Application of Leadership (3 Credit hours), choose one (1) of the following according to your degree status: BADM-740—Global Business Strategy (if enrolled in the MBA Degree) PMGT-672—Applied Leadership Concepts (if enrolled in Project Management Degree) LDRS-714—Strategic Leadership, Vision, Mission and Contemporary Issues (if non-degree-seeking or enrolled degree programs other than MBA or Project Management) Course Descriptions 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 development processes. 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. BADM-713—Communication 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. Prerequisites: None. BADM-722—Leadership in Organizations 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 included 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 selfassessment, role play, team building exercises, and a leadership portfolio. Prerequisites: None. �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 decisionmaking 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: BADM-722. 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 and situational 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: BADM-722. 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. Prerequisites: BADM-722 and PSYC-570. 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. Prerequisites: BADM-722 and LDRS-711. 121 �Graduate Certificate in Student Affairs School of Education, 843-953-5097 Dr. George T. Williams, 843-953-2205 williamsg@citadel.edu The Citadel Graduate College (CGC) and the Division of Counselor Education within The Citadel 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. The Student Affairs graduate certificate 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. The program also provides supportive educational background for those interested in pursuing a doctoral degree in Educational Leadership with a concentration in Higher Education Administration currently offered by Clemson University at the Lowcountry Graduate Center. Admission Requirements 1. Complete and return a graduate application form, along with the appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall, Room 101. 2. Submit an official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each regionally accredited college or university attended. 3. Submit one letter of recommendation. 4. A copy of the birth certificate, passport, or military ID as proof of U.S. Citizenship as defined by the State of South Carolina. 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. Course substitutions or transfer courses cannot be used for certificate programs. Curriculum 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). 122 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. 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. EDUC-613—Foundations of American Higher Education Three Credit Hours This course is designed to assist students in understanding the historical trends and events that have influenced contemporary American higher education and the resulting evolution of the American college student. EDUC-634—Practicum 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 100 clock hours. Prerequisite: Permission from a faculty Advisor �Graduate Certificate in Environmental Studies Department of Biology, 843-953-5203 Dr. John Weinstein, 843-953-7796 john.weinstein@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. 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. Course substitutions or transfer courses cannot be used for certificate programs. Courses taken as part of the Environmental Studies graduate certificate can be counted toward the Master of Arts in Biology at The Citadel if admission is granted to both simultaneously. Admission Requirements 1. Complete and return a graduate application form, along with the appropriate non-refundable application fee, to The Citadel graduate College (CGC), Bond Hall Room 101. 2. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each regionally accredited college or university attended. 3. A letter of intent outlining the applicant’s purpose in pursuing the certificate program. 4. 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. 5. A copy of the birth certificate, passport, or military ID as proof of U.S. Citizenship as defined by the State of South Carolina. 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 Civil and Environmental Engineering courses. Required Course (3 credit hours) BIOL-609 – Seminar in Environmental Studies Biology Elective Courses (2 courses, minimum of 7 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-610 – Tropical Rainforest and Reef Ecology* BIOL-611 – Graduate Research˚ BIOL-621 – Aquatic Toxicology* BIOL-631 – Environmental Physiology *4 credit hours with lab ˚variable credit hours Engineering, Humanities, and Social Sciences Electives (2 courses, 6 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 Please refer to page 92 of this catalog for the Biology course descriptions, page 89 for the Anthropology course description, page 113 for the Civil and Enviromental Engineering course descriptions, page 73 for the History course description, and page 81 for the Political Science course description. Program Requirements 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 123 �Graduate Certificate in Homeland Security Department of Criminal Justice 843 953-0319 Dr. David Hurley, 843-953-6407 hurleyd1@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 Homeland Security Certificate 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 nonlaw 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 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 Admission Requirements 1. Complete and return a graduate application form, along with the appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. 2. Submit an official transcript for the baccalaureate degree and all other undergraduate or graduate work directly from each regionally accredited college or university attended. 3. Submit a 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? 124 4. Submit the names and contact information for three (3) references familiar with your work. 5. A copy of the birth certificate, passport, or military ID as proof of U.S. Citizenship as defined by the State of South Carolina. Students who are currently admitted to a graduate degree program at The Citadel are automatically eligible to pursue the graduate Certificate in Homeland Security but are required to apply for acceptance into the certificate 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. Course substitutions or transfer courses cannot be used for certificate programs. 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) hour homeland security courses offered at the graduate level. Students who are dually enrolled in both the Master of Arts in Social Science (MASS degree) 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 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 Certificate in Homeland Security. Course Descriptions CRMJ-515—Topics in Homeland Security Three Credit Hours Selected special topics or problems in the general area 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. 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-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. PSCI-569/CRMJ-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 processes 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. 125 �Graduate Certificate in Systems Engineering Management School of Engineering, 843-953-9811 Dr. Charles Skipper, charles.skipper@citadel.edu The Systems Engineering Management (SEM) program provides a multidisciplinary approach to the management and delivery of complex projects and programs. The 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. Admission Requirements Successful applicants must meet the following criteria for admission into the SEM graduate certificate program. 1. Complete and return a graduate application form, along with appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. 2. An official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each regionally accredited college or university attended. 3. Submit a resume detailing work experience. 4. Submit 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? 5. A copy of the birth certificate, passport, or military ID as proof of U.S. Citizenship as defined by the State of South Carolina. All material must be received by the CGC office and evaluated by the department to receive consideration to the SEM graduate program. An undergraduate engineering degree is not required. Coursework is not to begin until admission has been granted into the program. Course substitutions or transfer courses cannot be used for certificate programs. Program Requirements Students must complete three required courses and one of the elective courses identified below: Required Program: PMGT-680 Systems Engineering Management Fundamentals PMGT-681 Requirements Development and Management PMGT-682 System Verification and Validation Elective Courses (Select one) PMGT-683 Systems Modeling and Integration PMGT-684 Human System Integration PMGT-685 Decision and Risk Analysis 126 Up to four courses in the SEM program may be used in completing the elective requirements for the Master of Science in Project Management if admission is granted to both simultaneously. Please see your advisor for eligibility. Required Courses 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 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. Elective Courses 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 takes 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. 127 �Graduate Certificate in Intelligence Analysis Department of Criminal Justice, 843-953-0319 Dr. David Hurley, 843-953-6407 hurleyd1@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, transportation security, port authority personnel, military personnel, local and state agencies that partner with intelligence professionals and others seeking to increase their knowledge and competencies in the area of intelligence. Admission Requirements 1. Complete and return a graduate application form, along with the appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. 2. Submit an official transcript for the baccalaureate degree and all other undergraduate or graduate work directly from each regionally accredited college or university attended. 3. Submit a 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? 4. Submit the names and contact information for three (3) references familiar with your work. 5. A copy of the birth certificate, passport, or military ID as proof of U.S. Citizenship as defined by the State of South Carolina. Students who are currently admitted to a graduate degree program at The Citadel are automatically eligible to pursue the graduate Certificate in Intelligence Analysis but are required to apply for acceptance into the certificate program. 128 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. Course substitutions or transfer courses cannot be used for certificate programs. Program Requirements Students must complete 15 hours of graduate study (5 courses). The program consists of three required intelligence courses (3 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 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. Simultaneous MASS degree/Intelligence certificate must meet all the requirements (admission, declaration, by course completion without substitution) of the simultaneous MASS degree/ Homeland Security certificate. Students may NOT enroll in the simultaneous MASS/Homeland Security AND MASS/Intelligence certificate programs (since both would fill the Cluster A requirements) but MAY enroll in a simultaneous MASS/Leadership and MASS/Intelligence certificate programs (since the former fills the Cluster B and the latter fills the Cluster A) as currently outlined in the CGC catalog. Intelligence Analysis Required Courses 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. 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. Elective Courses 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-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. 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. Elective Courses (from Homeland Security) CRMJ-515/PSCI-515—Topics in Homeland Security Three Credit Hours Selected special topics or problems in the general area of homeland security to fit the needs of students as well as the specialized knowledge of the faculty. CRMJ-555/PSCI-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. 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-566— 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-567—Homeland Security Three Credit Hours Seminar on homeland defence 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. 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. PSCI-569/CRMJ-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. 129 �Graduate Certificate in Hispanic Studies Department of Modern Languages Dr. Guy Toubiana, Department Chair, 843-9536804, toubianag@citadel.edu Dr. Zane U. Segle, Program Director, 843-9537083, seglez1@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 nonnative 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 low country. 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 Spanish-speaking societies of Latin America and Spain • produce professionals in the field of Hispanic Studies 3. Submit a letter of intent, no more than two pages, which answers the following questions: a. How has your experience/education prepared you for gradu ate 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? 4. Submit the names and contact information for three (3) references familiar with your work. 5. A copy of the birth certificate, passport, or military ID as proof of U.S. Citizenship as defined by the State of South Carolina. Students who are currently admitted to a graduate degree program at The Citadel are automatically eligible to pursue the graduate Certificate in Hispanic Studies but are required to apply for acceptance into the certificate 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. Course substitutions or transfer courses cannot be used for certificate programs. Curriculum The program would benefit professionals throughout the community interested in enhancing current expertise or proving foreign language competency required for promotion and/or salary increases. 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 Program in Hispanic Studies 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. The required number of credits to complete the Graduate Certificate is 12. 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 Spanish. 2) The demographic with whom these teachers have contact is primarily Latin American students from Mexico, the Caribbean and Central America. Admission Requirement Required Courses One of the three options below must apply for acceptance into the program: 1. Baccalaureate degree in Spanish literature, Spanish linguistics or Spanish education. 2. Baccalaureate degree in any field with a minor in Spanish literature, Spanish linguistics or Spanish education. 3. Baccalaureate degree in any field with 12 credits hours of upper-division classwork in Spanish literature, Spanish linguistics or Spanish education. Admission Process 1. Complete and return a graduate application form, along with the appropriate non-refundable application fee, to The Citadel Graduate College (CGC), Bond Hall Room 101. 2. Submit an official transcript for the baccalaureate degree and all other undergraduate or graduate work directly from each regionally accredited college or university attended. 130 SPAN-520–Mexico Three Credit 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 economical 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 ethnoracial 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 (1939-1975) 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). 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-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 forus will be the cultural legacy of the Incan Empire, the War of the Pacific, Haya de la Torre, 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 131 �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. 132 �Undergraduate Degree Programs 2013-2014 133 �Bachelor of Arts in Criminal Justice Department of Criminal Justice, 843-953-0319 Dr. Martha Henderson Hurley, 843-953-0319 martha.hurley@citadel.edu The 2 + 2 program in criminal justice was created in 2011 to provide students with an opportunity to receive a four-year degree from The Citadel in the evening. The requirements for the major consist of a total of 60 upper division credit hours: 45 credit hours in the major and 15 credit hours of elective courses, 36 of which must be taken at The Citadel. Mission The mission of the 2 + 2 program in Criminal Justice 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. • Develop 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. Apply to Trident Technical College or one of the other 11 technical college partners in South Carolina. List either A.A. or CRJ as your major and Citadel-Criminal Justice as your career path. 2. Submit SAT/ACT scores or take a technical college’s placement exam 3. Visit the Trident Technical College Orientation Center to be assigned a Trident Advisor. 4. Submit official transcripts of all colleges attended. 5. Meet with your advisor and complete a 2 + 2 Enrollment Form. 134 6. Complete courses at a South Carolina technical college with a minimum GPA of 2.0 7. Apply to The Citadel (upon acceptance, you may take courses at both institutions at the same time). 8. Meet with your Citadel advisor. 9. A copy of the birth certificate, passport, or military ID as proof of U.S. Citizenship as defined by the State of South Carolina. Courses taken at a South Carolina technical college: 65 hours Required Courses Course Writing/English Composition-6 hours ENG-101 English Composition I ENG-102 English Composition II Humanities/Foreign Language-6 hours MUS-105 Music Appreciation ART-101 Art History and Appreciation ART-107 History of Early Western Art ART-108 History of Western Art PHI-101 Introduction to Philosophy PHI-110 Ethics REL-101 Introduction to Religion Any Introductory Language sequence 101/102 History-6 hours (Select one Sequence) HIS-101/102 History of Western Civ. HIS-104/105 History of World Civ. Mathematics-6 hours MAT-109 College Algebra with Modeling MAT-120 Probability and Statistics Hours 3 3 3 3 3 3 3 3 3 6 6 6 3 3 Science-8 hours Courses must have lab, not necessarily sequential BIO-101 Biological Science I + lab BIO-102 Biological Science II + lab CHM-106 Contemporary Chemistry I + lab CHM-107 Contemporary Chemistry II + lab PHY-201 Physics I + lab PHY-202 Physics II + lab AST-101 Solar System Astronomy + lab AST-102 Stellar Astronomy + lab 4 4 4 4 4 4 4 4 Social Science-6 hours SOCI-101 Introduction to Sociology 3 Take one of the following ANT-101 Cultural Anthropology 3 PSC-201 American National Gov. 3 PSY-201 General Psychology 3 Criminal Justice Major-6 Hours CRJ-101 Introduction to Criminal Justice 3 CRJ-125 Criminology 3 �Lower Division Electives 21 Recommended for technical hours (Any Courses Apply) college AA Students Recommended for technical college CRJ Students CPT-101 Intro to Computers CPT-101 Intro to Computers CRJ-120 Constitutional Law Oral Communication (3 hours) CRJ-130 Police Administration Literature (3 hours) CRJ-210 Juvenile and the Law Humanities/Social Sci/Comm. CRJ-220 Judicial Process (9 hours) CRJ-236 Criminal Evidence CRJ-242 Correctional Systems Courses Taken at The Citadel: 55 hours Course Orientation Course (must be taken in first semester at The Citadel) EUGS-101 Orientation Seminar Hours 1 Required courses if not taken at a technical college - 6 hours CRMJ-201 Intro to Criminal Justice 3 CRMJ 202 Criminoloy 3 Required Courses - 6 hours CRMJ-370 Police Systems 3 CRMJ-380 Corrections 3 Upper Level Elective Courses in the Major 33 Credit Hours (Must be at 300 level or higher) 33 hours must be taken from the courses listed below: 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-371 Critical Issues in Law Enforcement 3 CRMJ-373 Criminal Evidence 3 CRMJ-375 Criminal Justice Administration 3 CRMJ-381 Organized Crime 3 CRMJ-382 Drugs and Crime 3 CRMJ-383 Comparative Criminal Justice Systems 3 CRMJ-384 International Crime 3 CRMJ-385 Juvenile Delinquency 3 CRMJ-386 Research Methods in Criminal Justice 3 CRMJ-387 Criminal Investigation 3 CRMJ-388 White Collar Crime 3 CRMJ-390 Victimology 3 CRMJ-391 Criminalistics 3 CRMJ-392 Computer Crime 3 CRMJ-393 Homicide 3 CRMJ-465 Special Topics in Criminal Justice 3 CRMJ-470 Ethics 3 CRMJ-471 Psychology of Crime 3 CRMJ-472 Crime Prevention 3 CRMJ-498 Independent Study 3 CRMJ-499 Internship 3 Three of the following courses can count as an upper level elective in the major: Electives: (3 courses, 9 credit hours) PSCI-302 Urban Politics 3 PSCI-310 Domestic Terrorism 3 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 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 Dean of Evening 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. Criminal Justice Course Descriptions CRMJ-201—Introduction to Criminal Justice Three Credit Hours. Prerequisite for all criminal justice courses (CRMJ-370-499) except CRMJ-202 for nondepartmental 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 inter-government 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 CyberCrime 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 135 �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 cyber-terrorism. 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-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. Prerequisite: CRMJ-201 136 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-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 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, childeren/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 enviromental 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. 137 �CRMJ-498—Independent Study Three Credit Hours Prerequisite: As determined by instructor 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: CRMJ-201 CRMJ-499—Internship Three Credit Hours Prerequisite: Permission of director of internships Internships with government and other agencies are offered to combine academic training with professional experience. Prerequisite: CRMJ-201 Orientation Course Description EUGS-101—Citadel Evening Undergraduate Studies Orientation 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 Political Science Course Descriptions 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, religio-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-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 138 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 decisionmaking. (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 con- temporary 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. Sociology Course Descriptions SOCI-201—Introduction to Sociology Three Credit Hours The scientific study of principles and comparisons in society and culture as these relate to population and communities, behavior systems, group collectivity and structure, social change, and institutions. 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. �Intelligence Course Descriptions 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 911 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-310—Intelligence Collection Systems 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—US 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 US 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, well-honed 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 indepth study.) 139 �Bachelor of Science in Business Administration School of Business, 843-953-5056 Ms. Duvall Herlocker, 843-953-6450 duvall.herlocker@citadel.edu Dr. Lester Pittman, 843-574-6420 lester.pittman@tridenttech.edu Mission The mission of the School of Business Administration is to educate and develop leaders of principle to serve a global community. 2 + 2 Program The Citadel’s Bachelor of Science in Business Administration is a “2 +2” program provided in cooperation with Trident Technical College. Students take freshman and sophomore level courses at Trident (or an equivalent college), and they come to The Citadel for their junior and senior level courses. Students who wish to earn a B.S. in Business Administration through The Citadel can begin their coursework at TTC or any one of eleven technical college in South Carolina and earn an Associate in Arts degree along the way. The Steps • Apply to a technical college in South Carolina. List AA as your major and Citadel-Business as your career path. • Submit SAT/ACT scores OR take the technical college’s placement test. • Visit the technical college’s Orientation Center to be assigned to the right advisor • Submit official transcripts of all colleges attended • Meet with your advisor and fill out a 2+2 Enrollment Form • Complete specified courses at the technical college with a minimum cumulative GPA of 2.0 • Apply to The Citadel • Sign transfer request form Admission Requirements To be admitted into The Citadel’s portion of the program, students must: 1. Complete the designated courses with an approved technical college or equivalent with a grade of C or higher. (Students may begin taking Citadel courses at any time as long as prerequisites have been met and official technical college transcripts have been sent.) 2. Complete and return an undergraduate application to the The Citadel Graduate College (CGC), Bond Hall Room 101. 3. Maintain a minimum 2.0 GPA. 140 4. 5. Submit all official transcripts directly from the source to the CGC office. A copy of the birth certificate, passport, or military ID as proof of U.S. Citizenship as defined by the State of South Carolina. Persons interested in the Master of Business Administration program, which is offered only through evening classes, should consult the Graduate portion of this catalog for further information. Program of Study The 2+2 program in Business Administration consists of 62 hours of general education and lower division courses at a South Carolina technical college, 40 credit hours of upper division courses at The Citadel, and 12 credit hours of elective courses taken at a South Carolina technical college, The Citadel or another institution. 6 hours of upper level general electives are also required and can be taken at The Citadel or another institution. If you have credits from another institution, they will be evaluated according to The Citadel’s policy. Courses Taken at a South Carolina technical College (or equivalent) Writing/English Composition (6 hours) ENG 101 English Composition I - 3 ENG 102 English Composition II - 3 Humanities/Foreign Language (6 hours) MUS 105 Music Appreciation - 3 ART 101 Art History and Appreciation - 3 ART 107 History of Early Western Art - 3 ART 108 History of Western Art - 3 PHI 101 Introduction to Philosophy - 3 PHI 110 Ethics - 3 REL 101 Introduction to Religion - 3 FRE/SPA/GER 101 and/or 102 - 6 (Need not be in the same language) Mathematics (6 hours) MAT 109 College Algebra w/ Modeling - 3 MAT 130 Elementary Calculus - 3 History (6 hours) HIS 101 History of Western Civ. I. - 3 HIS 102 History of Western Civ. II - 3 HIS 104 History of World Civ. I - 3 HIS 105 History of World Civ. II - 3 HIS 201 American History I - 3 HIS 202 American History II - 3 Science (8 hours) Courses must have lab and need not be sequential BIO 101 Biological Science I - 4 BIO 102 Biological Science II - 4 �CHM 110 College Chemistry I - 4 CHM 111 College Chemistry II - 4 PHY 201 Physics I - 4 PHY 202 Physics II - 4 AST 101 Solar System Astronomy - 4 AST 102 Stellar Astronomy - 4 Social Science (6 hours) ECO 210 Macroeconomics - 3 ECO 211 Microeconomics - 3 Business Major Courses (12 hours) MAT 120 Probability & Statistics - 3 ACC 101 Accounting Principles I - 3 ACC 102 Accounting Principles II - 3 CPT 101 Introduction to Computers - 3 Lower Division Electives (12 hours) Any courses apply Recommended for AA students: Electives - 12 (Select from Humanities/Social Sciences/Communication/ Foreign Languages) Total Credit Hours at a South Carolina technical college: 62 Courses Taken at The Citadel EUGS 101 Citadel Orientation - 1 Must be taken in first semester enrolled at The Citadel. Business Major Requirements (27 Hours) BADM 216 Communication in Business - 3 BADM 305 Legal & Ethical Env. of Business - 3 BADM 309 Marketing Principles - 3 BADM 317 Computer Applications in Bus. - 3 BADM 321 Business Finance - 3 BADM 338 Management & Org. Behavior - 3 BADM 371 Leadership in Organizations - 3 BADM 410 Production & Operations Mgt - 3 BADM 422 Strategic Management - 3 Business Electives (12 Hours) 6 hours must be at 300 level or higher. Total Credit Hours at The Citadel: 40 Courses Descriptions 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: ENG-101 & 102 BADM-217—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 and database development and design. Includes a major business project utilizing presentation software and the Internet. 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. 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-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 Courses Taken at a South Carolina technical college, The Citadel, or Another Institution - 18 hours Electives (12 hours) Must be 300-400 level courses - 6 hours 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) 141 �BADM-326—Principles of Real Estate BADM-409—Human Resource Management 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. 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. 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. 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-410—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: Principles of Microeconomics (BADM-202), Business Statistics (BADM-205), Introduction to Managerial Accounting (BADM-212), and Management and Organizational Behavior (BADM-338). 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-404—Investments BADM-414—Consumer Behavior 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-417—Management Information Systems 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). 142 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). 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. �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: Senior standing in business administration 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 decisionmaking 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), Management and Organizational Behavior (BADM338). the faculty member who directs the study. The project should culminate in a formal student research paper. Prerequisite: Senior Standing EUGS-101—Citadel Evening Undergraduate Studies Orientation 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 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 startup 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: Senior standing in business administration. BADM-430–435—Seminar in Business Administration Three Credit Hours Prerequisite: approval of course instructor and department head. 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. BADM-450—Internship Three Credit Hours This course gives senior students real-world 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: Senior or Junior Standing 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 143 �Bachelor of Science in Civil Engineering Department of Civil and Environmental Engineering Dr. Kevin C. Bower, Department Head 843.953.5083, kevin.bower@citadel.edu 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. Department’s Mission Statement The mission of the Department of Civil and Environmental Engineering (CEE) is to provide a nationally recognized studentcentered 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 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. Admission Requirements 1. 2. 3. 4. 5. Complete the designated courses with an approved technical College or equivalent with a grade of C or higher. Complete and return an undergraduate application to The Citadel Graduate College (CGC), Bond Hall Room 101. Maintain a minimum 2.0 GPA. Submit all official transcripts directly from the source to the The Citadel Graduate College (CGC) office. A copy of the birth certificate, passport, or military ID as proof of U.S. Citizenship as defined by the State of South Carolina. 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. 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. 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 Mode The Citadel through the CGC offers an undergraduate Bachelor of Science degree in Civil Engineering. This program is offered in cooperation with Trident Technical College where the student completes the first two years of study. The junior and senior years of study are completed at The Citadel by attending evening classes. Program 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: 1. Mathematics 10. Communication 2. Natural Sciences 3. Mechanics 11a. Public Policy/Public Administration The Civil and Environmental Engineering program educational objectives are designated in the following three areas: 4. Experiments 11b. Business 5. Problem Solving 12. Leadership 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. 6. Design in four Areas* 7. Contemporary Issues 13. Multi-disciplinary Team Work 8. Project Management 14. Lifelong Learning 9. Breadth in Civil Engineering in four Areas* 15. Professional & Ethical Responsibility Program Educational Objectives: Sustainable Success: 144 *Environmental, Structural, Transportation, Land Development �Program of Study The Civil and Environmental Engineering Department’s fouryear program begins with courses which 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 the Engineering Accreditation Commission of the Accreditation Board for Engineering and Technology (ABET). 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, and the Society of Women Engineers (SWE). CIVIL & ENVIRONMENTAL ENGINEERING MAJOR HOURS REQUIRED FOR GRADUATION: 133 CIVIL ENGINEERING: TTC First Year Citadel Third Year ENG-101/102 MAT-140/141/240 CHM-110/111 PHY-221/PSY-201 EGR -270/275/282 CIVL-301/302 CIVL-304/327 CIVL-305/309 CIVL-307/320 CIVL-321/322 CIVL-314/317 ELEC-308 CIVL-330 TTC Second Year Citadel Fourth Year MAT-242 PHY-222 HIS-101/102 ENG-205/2XX EGR-260/285/295/286/296 CIVL-404/402 CIVL-408/410 CIVL-409/406 CIVL-418/419 Technical Elective**** Hum/Soc Sci Elective*** CIVL 42X *** To be selected from an approved list of courses in the humanities or social sciences ****Elective to be an approved Engineering or Science course All freshman and sophomore level engineering and science courses must be successfully completed prior to enrolling in senior level classes 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. LeTellier 203 is a general purpose lab maintained by ITS. LeTellier 206 and 308 are on the CEE departmental network and require a departmental user account. The Main Computer Lab – LeTellier 203 LeTellier 203 is the primary teaching and student-use computer facility in the Civil Engineering Department. 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 campus-wide network includes: an ALPHA cluster which handles student email and information systems and the library information systems; a network for printer access; and the UNIX systems administered by the Department of Mathematics and Computer Science. 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 the CEE Department’s Web server. 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. The Special Applications Lab – LeTellier 206 LeTellier 206 is the home of the Civil Engineering Department Special Applications Lab. The fifteen 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. Each of these computers has a CDRW drive to accommodate large student files. This laboratory is equipped with a network A-B size laser printer and E-size plotter. There is also a 8-1/2x14 fixed-bed color scanner in this lab for student use. The Graphics Lab – LeTellier 308 LeTellier 308 is the home of the Civil 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 400,000-pound universal hydraulic testing machine with a clearance of 8 feet for column testing and with a 36-inch-wide working platform; a 250,000 pound and an additional 300,000 pound concrete cylinder testing machine; a 60,000-pound hydraulic universal testing machine; a 10,000-inch-pound torsion 145 �machine; and equipment for making tension, compression, shearing, and most other accepted and significant tests on metals, concrete, wood, and other structural materials. A transmission Polariscope and related equipment are available to investigate in a wide variety of two dimensional photo-elastic models. 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 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 two soils laboratories are 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, an autoclave, a constant temperature refrigerator, spectrophotometer, a drying oven, a water still, a type I 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, theodolites, level rods, tapes, six total stations, data collectors, and nine 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. Degree: The degree of Bachelor of Science in Civil Engineering (B.S. in C.E.) is awarded to those who successfully complete the program 146 of studies outlined in the course offerings section of this catalog. Two humanities or social science electives, one technical elective, and one civil engineering design elective 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. The civil and environmental engineering design elective allows the students to specialize in a technical area of civil engineering by completing a design course at the senior level that integrates principles and practices of earlier courses into the design of the engineering system. Students who are on academic probation will not be permitted to enroll in upper level courses offered by the civil and environmental engineering department (i.e., junior and senior level classes). 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 offered by the Civil and Environmental Engineering Department, excepting CIVL-418. Students are required to be advised for each semester of enrollment at The Citadel. Course Descriptions 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. 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, true lengths, and shapes; problems on points, lines, and planes; development of a reasonable skill in lettering. A substantial portion of the course is taught using CAD software. Laboratory: Four 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. Corequisites: Analytic Geometry and Calculus I (MATH-131) and Physics with Calculus I and Lab (PHYS-221/271) �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. Corequisites: Engineering Drawing (CIVL-101) or Introduction to Civil Engineering (CIVL-103), and Surveying Laboratory (CIVL235). CIVL-208—Geospatial Representation Three Credit Hours Required of all Civil and Environmental Engineering sophomores. A course in geospatial representation that includes topographic mapping, advanced adjustments using least squares procedures, map projections, state plan coordinate systems, astronomic control for mapping, Geographic Positioning 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 measurements by tape and EDM, angular measurements by theodolite and total station; traversing; traverse closure computations; balancing computations; and preparation of boundary plat and detailed survey. Computer applications and computer drafting are utilized. Laboratory: Two hours. Corequisite: 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 (CIVL-235) Corequisite: Geospatial Representation (CIVL-208), and Engineering Drawing (CIVL-101). CIVL-301—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-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); corequisite: 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; riveted and 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 147 �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-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 using computers. Lecture: Three hours. Prerequisite: Statics (CIVL-202) with a grade of “C” or better; Prerequisites or Corequisites: Either Analytic Geometry & Calculus (MATH-231) or Applied Engineering Mathematics (MATH-234) 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, life long learning, attitudes, and leadership. Lecture: one hour Prerequisite: Junior standing in Civil and Environmental Engineering 148 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. Prerequisite: Materials Laboratory (CIVL-307); Corequisite: 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-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); Corequisite: 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), Analytic Geometry & Calculus (MATH-231), and Applied Engineering Mathematics (MATH-234). 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); corequisite Geotechnical Engineering Laboratory (CIVL-402) 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). Approved Electives The following courses are offered on demand. They constitute part of a list of courses (including courses offered by other departments) which are approved by the head of the Department of Civil and 149 �Environmental Engineering as satisfying the requirement that each Civil and Environmental Engineering major complete a threecredit-hour technical elective. CIVL-411—Engineering Management Three Credit Hours Technique of engineering planning and management using the critical path method (CPM) and program evaluation and review techniques (PERT). Both computer and noncomputer approaches are used. Relationships between owners, A-E’s, and contractors are covered with emphasis on proper professional conduct by the engineer. Lecture: Three hours. Prerequisite: Completion of all freshman, sophomore, and junior courses or approval of the department head. 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-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); corequisite: Water and Wastwater (CIVL408). Civil and Environmental Engineering Design Electives Each Civil and Environmental Engineering major must complete one of the following design courses in the spring of the senior year. Each course provides students an opportunity to: • Function with multi-disciplinary teams • Identify, formulate, and solve realistic engineering problems where economic, environmental, sustainability, and manufacturability are considered • Understand professional and ethical responsibilities • Communicate effectively • Understand the political, global, and social impacts of engineering solutions • Understand the regulatory review process 150 CIVL-422—Comprehensive Project Design in Environmental Engineering Three Credit Hours Application to civil engineering principles, through group studies and lecture, to develop a solution for a comprehensive engineering problem devoted to water resources/environmental engineering. Lecture: Two hours; Laboratory: Two hours. Prerequisites: Senior standing in Civil and Environmental Engineering, Water and Wastewater Systems (CIVL-408). CIVL-423—Comprehensive Project Design in Structural Engineering Three Credit Hours Application of civil engineering principles, through group studies and lecture, to develop a solution for a comprehensive Structural Engineering problem involving other aspects of civil engineering. Lecture: Two hours; Laboratory: Two hours. Prerequisite: Senior standing in Civil and Environmental Engineering, Reinforced Concrete Design (CIVL-404); Corequisite: Steel Design (CIVL-406). CIVL-424—Comprehensive Project Design in Geotechnical Engineering Three Credit Hours Application of civil engineering principles, through group studies and lecture, to develop a solution for a comprehensive Geotechnical engineering problem involving other aspects of civil engineering. Lecture: Two hours; Laboratory: Two hours. Prerequisite: Senior standing in Civil and Environmental Engineering CIVL-425—Comprehensive Design Project in Civil Engineering Three Credit Hours Application of civil engineering principles, through team initiatives and lecture directives to develop design solutions for a comprehensive problem using methods of professional engineering practice and involving multi-disciplinary aspects of civil engineering. Lecture: Two hours; Laboratory: Two hours. Prerequisite: Senior standing in Civil and Environmental Engineering. Site developmental projects require Subdivision Planning and Design (CIVL-421) as a prerequiste. Transportation project requires Highway Engineering (CIVL-302) as a prerequisite. 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 EUGS-101—Citadel Evening Undergraduate Studies Orientation 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 151 �Bachelor of Science in Electrical Engineering Department of Electrical and Computer Engineering Dr. John Peeples: 843.953.5057 john.peeples@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-plus-two evening mode. The day mode is coeducational and open only to members of the South Carolina Corps of Cadets and enlisted active duty students assigned to one of The Citadel’s ROTC Departments. The two-plus-two evening mode is coeducational, 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 Mathematics and Computer Science, 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), 111 Market Place, Suite 1050, Baltimore, MD 21202-4102 – Telephone: (410) 347-7700. 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 highly conducive both to learning and to the development of close student-faculty relationships. 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. 152 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. Complete the designated courses with an approved technical College or equivalent with a grade of C or higher. 2. Complete and return an undergraduate application to The Citadel Graduate College (CGC), Bond Hall Room 101. 3. Maintain a minimum 2.0 GPA. 4. Submit all official transcripts directly from the source to the CGC office. 5. A copy of the birth certificate, passport, or military ID as proof of U.S. Citizenship as defined by the state of South Carolina. 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 Trident Technical College where the student completes the first two years of study. 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 Objectives The Citadel Department of Electrical and Computer Engineering program prepares graduates to: • Succeed in the practice of electrical engineering, by ethically and judiciously applying knowledge of science, mathematics and engineering methods to solve problems facing a technologically complex society. • Apply and operate current hardware and software tools, equipment and development environments to conduct and/or lead engineering analysis, design and research. • 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. • Pursue graduate education and/or professional registration as �desired or required. • Be principled leaders with strong communications and team building skills. Methods used to evaluate the program’s success in meeting these objectives include: 1. Periodic surveys of graduates and employers to gauge our graduates’ success, advancement and technical contributions in the workplace, and to identify potential gaps or areas requiring improvement in the curriculum. 2. Annual evaluation by an ECE Advisory Board sub-committee of hardware and software tools, equipment, development environments and laboratory plans, to ensure currency and/or identify requirement gaps. 3. Periodic evaluation of our graduates’ membership and roles in professional organizations, participation in formal continuing education opportunities and other activities relating to lifelong learning. 4. Monitoring of our graduates’ involvement and success in graduate study of engineering and related disciplines. 5. Annual review of our graduate’s success in efforts to become professionally licensed. 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. Electrical engineering topics studied in the sophomore year include 6 credit hours of electrical circuit analysis, 1 credit hour of electrical circuits laboratory, and 3 credit hours of computer applications pertinent to the field. Theory is combined with application, demonstration, and experimental verification. In addition, the first two years include 19 credit hours of mathematics, 8 credit hours of chemistry, 8 credit hours of physics, 18 credit hours of English and history and 3 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. The junior year requires a total 21 credit hours of electrical engineering course work. Breadth of coverage is provided by courses in linear system 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 sixth 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) and ELEC-415 (Electrical Measurements Laboratory), ELEC-407 (Systems II), ELEC-413 (Advanced Topics in Electrical Engineering) ELEC-414 (System Simulation), ELEC416 (Communications Engineering), ELEC-418 (Advanced Digital Systems), ELEC-419 (Computer Network Architecture), ELEC-423 (Digital Signal Processing), ELEC-424 (Solid-State Devices), ELEC425, (Interference Control in Electronics), ELEC-426 (Antennas and Propagation) 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-418 Advanced Digital Systems ELEC-419 Computer Network Architecture ELEC-423 Digital Signal Processing ELEC-416 Communications Engineering 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-415 Electrical Measurements Laboratory ELEC-426 Antennas and Propagation 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-418 Advance Digital Systems ELEC-423 Digital Signal Processing ELEC-424 Solid State Devices ELEC-405 Electrical Measurements ELEC-415 Electrical Measurements Laboratory 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. 153 �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, electric machines, and digital circuits and 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 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 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. Required program for 2+2: Lower two years of study offered at Trident Technical College. Citadel Third Year TTC First Year MATH-335 ENG-101/102 ELEC-306/313 HIS-101/102 ELEC-309/312/301 CHM-110/111 ELEC-311/330 MAT-140/141 ELEC-316/302 ECE-201 ELEC-318 EGR-273/275 CIVL-314/TECH ELEC Citadel Fourth Year TTC Second Year HUMANITIES ELECTIVE ENG-205/2XX ELEC-421/422 PSY-201 ELEC-412/4XX * PHY-221/222 ELEC-4XX/4XX * MAT-240/242 ELEC-4XX/4XX * ECE-221/222/205 EGR-270 154 Credit hours required for graduation: 128 for evening students Technical Electives: One of the following courses: Optics, PHYS308; Thermodynamics, PHYS-410; Statics and Mechanics of Materials For Non-Civil Engineers, CIVL-310; Data Structures, CSCI-223; Engineering Management, CIVL-411;Deterministic Methods of Operational Research, MATH-381; Mathematical Models and Applications, MATH-470 **Advanced humanities or social science courses. *Approved Departmental Electives must be selected from among the following courses: Nuclear Engineering (ELEC-307), Electronics II (ELEC-401), Electric Power Systems (ELEC-403), Electrical Measurements (ELEC-405), Systems II (ELEC-407), Advanced Topics in Electrical Engineering (ELEC-413), System Simulation (ELEC-414), Electrical Measurements Laboratory (ELEC-415), Communication Engineering (ELEC-416), Advanced Digital Systems (ELEC-418), Computer Network Architecture (ELEC-419), Digital Signal Processing (ELEC-423), Solid-State Devices (ELEC-424), Interference Control in Electronics (ELEC425), Antennas and Propagation (ELEC-426) and Software Engineering (CSCI-420) Note: ELEC-405 and ELEC-415 must be taken together 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. Course Descriptions ELEC-106—Fundamentals of Electrical Engineering Three Credit Hour 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. Corequisites: ELEC-106, 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. Corequisites: 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: Elecyric Circuit Analysis II (ELEC-202) or Elements of Electrical Engineering (ELEC-308) ELEC-206—Computer Applications for Electrical Engineers ELEC-309—Signals and Systems Three Credit Hours prerequisites or co-requisites: MATH-335 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), Applied Engineering Mathematics (MATH234). 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. Prerequisites Fundamentals of Electrical Engineering (ELEC-106) ELEC-311—Digital Logic and Circuits ELEC-302—Electrical Machinery Laboratory ELEC-312—Systems I One Credit Hour Required of electrical engineering juniors. A laboratory course to accompany ELEC-316. Laboratory: Two hours. Prerequisite or corequisite: Electromechanical Energy Conversion (ELEC-316) ELEC-306—Electronics I Three Credit Hours 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. 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) Three Credit Hours Required of all electrical engineering juniors. Characteristics of solid-state devices, theory and design of lowfrequency 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 Analysis (ELEC-204); Corequisite: Electronics Laboratory (ELEC313). ELEC-313—Electronics Laboratory ELEC 307—Nuclear Engineering 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). 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). One Credit Hour Required of electrical engineering juniors. Experimental studies coordinated with the subjects introduced in ELEC-306. Laboratory: Two hours. Prerequisite: Computer Applications for Electrical Engineers (ELEC206). Co-requisite: Electronics I (ELEC-306). ELEC-316—Electromechanical Energy Conversion ELEC-318—Electromagnetic Fields ELEC-308—Elements of Electrical Engineering Three Credit Hours Required of civil engineering juniors. 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). 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), Computer Applications for Electrical Engineers (ELEC-206), Physics with Calculus II/Laboratory for Physics with Calculus II (PHYS222/272), Applied Engineering Mathematics II (MATH-335). 155 �ELEC-330—Digital Systems Engineering ELEC 413—Advanced Topics in Electrical Engineering Three Credit Hours Required of electrical engineering juniors. 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). 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-401—Electronics II 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). 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) and Electromagnetic Fields (ELEC-318). ELEC-405—Electrical Measurements Two 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: Two hours. Prerequisite: Electronics Laboratory (ELEC-313), Corequisite: Electrical Measurements Laboratory (ELEC-415). 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). 156 ELEC-414—System Simulation ELEC-415—Electrical Measurements Laboratory One Credit Hour A laboratory course to complement ELEC-405. Laboratory: Two hours. Corequisite: Electrical Measurements (ELEC-405). 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), Digital Logic and Circuits (ELEC-311), Electromagnetic Fields (ELEC-318) Corequisite: 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: 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), Digital Logic and Circuits (ELEC-311), Electromechanical Energy Conversion (ELEC316), Digital Systems Engineering (ELEC-330) and Electromagnetic Fields (ELEC-318) or consent of the department head. ELEC-422—Design II Three Credit Hours Continuation of the major design project begun in ELEC421. 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. Required of all electrical engineering seniors. 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). EUGS-101—Citadel Evening Undergraduate Studies Orientation 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 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: Electronics I (ELEC-306), and Electromagnetic Fields (ELEC-318). 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), Electromagnetic Fields (ELEC-318), Digital Systems Engineering (ELEC-330). 157 � 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, 2013-2014 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 2013 2014 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/1442 https://d1y502jg6fpugt.cloudfront.net/39779/archive/files/376f565fedc825a2d51d4d181bb7f5f7.pdf?Expires=1777507200&Signature=ihDTuGvnCJnksi%7EQccwDn8wP71USXsZp6BaTOiB18PJnXAENToax9LNIn7EnWT8gxBfa6yJdWPQfyDr07HPOhDqUcsoSkCeGA6YLkMtItgDDbFfMA9otmqoaKIQDoo77xZTfmefgAkS0wGqfx-sd9rGYxIimb29CLmb4oAOQFxVc7T3ttFHYxtT3Itewmsj65a9wLClm8nKpheDH7MVxOuSAxxRpaRW4rP8Iyg6Ywby9gasJu%7EcxHkaNf74%7Ebfu%7E7gRRlFlT%7EXrYM6GyuZhGX6FN%7ElgGa055DLmfgosafcDwKOPKmYvbSZ72JJrbm2rHmsG5cqVaKY24wyyj9tww-w__&Key-Pair-Id=K6UGZS9ZTDSZM 820d86d14976c312e67071a29430422e 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 web site for frequently called numbers, schedule of courses, term dates, fees, and other important information. 2 �Table of Contents President’s Message Board of Visitors The Citadel’s Statement of Vision, Core Values, and Mission The Citadel Graduate College’s Mission/Purpose Accreditation Academic Calendar Procedural Information Policy Information Specific Policies and Procedures for Evening Undergraduate Programs 4 4 5 6 6 7 8 14 24 Graduate Degree Programs Master of Business Administration Master of Arts in Teaching - Secondary Education • English, Social Studies, Biology, Mathematics 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 or Secondary and Student Affairs & College Counseling 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 Master of Arts in English Master of Arts in History Master of Arts in Psychology: Clinical Counseling Specialist in Education in School Psychology Master of Arts in Social Science Master of Science in Leadership Master of Arts in Biology Masters of Arts in Education in Mathematics Master of Science in Computer Science Master of Science in Health, Exercise, & Sport Science Master of Arts in Sport Management Master of Science in Project Management 31 36 39 41 43 47 49 50 52 55 57 59 61 63 65 67 68 69 70 72 75 Graduate Certificate Programs Graduate Certificate in Technical Project Management Graduate Certificate in Sport Management - Sport Sales & Marketing Graduate Certificate in Leadership Graduate Certificate in Student Affairs Graduate Certificate in Environmental Studies Graduate Certificate in Homeland Security Graduate Certificate in Systems Engineering Management Graduate Certificate in Intelligence Analysis Graduate Certificate in Hispanic Studies Graduate Certificate in Cybersecurity Graduate Certificate in History and Teaching Content Graduate Certificate in Literacy Education 78 79 80 81 82 83 84 85 86 87 88 89 Evening Undergraduate Degree Programs Bachelor of Arts in Criminal Justice Bachelor of Science in Business Administration Bachelor of Science in Civil Engineering Bachelor of Science in Electrical Engineering Bachelor of Science in Mechanical Engineering 91 93 95 98 102 Course Descriptions Graduate Course Descriptions Undergraduate Course Descriptions 105 148 3 �President’s Message Welcome to The Citadel Graduate College, where we extend our mission of educating principled leaders to people like you who seek graduate study to become leaders in their chosen fields. We take great pride in our distinguished faculty and excellent facilities 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 the nearly 8,000 CGC alumni for whom a graduate degree from The Citadel was a stepping stone to success and continued growth. Lt Gen John W. Rosa, USAF (Ret), ‘73 President Board of Visitors The Citadel Board of Visitors is composed of eleven graduates of the college; seven elected by joint vote of the SC General Assembly, three elected by alumni (Citadel Alumni Association) and one appointed by the Governor. All members serve six–year terms. Lieutenant General W. Michael Steele, USA (Retired), ‘67, Chair Colonel Dylan W. Goff, ‘02, Vice Chair Colonel Allison Dean Love, CGC, ‘93 Colonel Fred L. Price, Jr., ‘75 Lieutenant General John B. Sams, Jr., USAF (Retired), ‘67 Colonel “Tee” Hooper, Jr., ‘69 Colonel Peter M. McCoy, Sr., ‘74 Colonel Robert H. Nuttall, Sr., ‘62 Colonel L.E. “Gene” Pinson, ‘72 Colonel Greg A. Lapointe, ‘85 Colonel Stanley L. Myers, Sr., ‘98 Colonel Myron C. Harrington, Jr., USMC (Retired), ‘60, Secretary to the Board of Visitors The Honorable Nikki R. Haley, Governor of the State of South Carolina, Ex Officio The Honorable (Dr.) Mick Zais, SC State Superintendent of Education, Ex Officio Major General Robert E. Livingston, Jr., SC State Adjutant General, Ex Officio Colonel Leonard C. Fulghum, Jr., ‘51, Chairman Emeritus Colonel William E. Jenkinson III, ‘68, Emeritus Member 4 �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 cadet “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 Corps of Cadets 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 Corps of Cadets. 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 four baccalaureate degree programs (Bachelor of Science in Business Administration, Bachelor of Science in Civil Engineering, Bachelor of Science in Electrical Engineering, 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. 5 �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 underscore 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 404-679-4500 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 secondary education teachers at the bachelor’s and master’s levels, for the preparation of guidance counselors at the master’s and specialist degree levels, and for the preparation of school superintendents at the specialist degree level are accredited by the National Council on Accreditation of Teacher Education (NCATE), a specialized accrediting body recognized by the Council on Postsecondary Accreditation. The head of the Department of Education serves as the Director of Teacher Education. The 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 Accreditation Council. The Computer Science programs as well as the Civil and Electrical Engineering programs are accredited by the Engineering Accreditation Commission of the Accreditation Board for Engineering and Technology (ABET). The School Counseling Programs that offer a Master of Education in Counselor Education (Elementary or Secondary Certification) were granted full eight years CACREP (Council for Accreditation of Counseling and Related Educational Programs) in July 2005. The School Psychology Program is fully accredited by the National Association of School Psychologists. 6 �The Citadel Graduate College Academic Calendar 2014-2015 2014 2015 Aug. 20 Payment for fall 2014 due Jan. 7 Payment for spring 2015 due Aug. 25 Fall 2014 classes begin Jan. 12 Spring 2015 classes begin Sept. 1 Labor Day - no CGC classes Sept. 8 Last day to drop/add Jan. 19 Martin Luther King Day - no CGC classes Oct. 13 Last day to withdraw with a grade of “W” Nov. 1 Last day to apply for fall graduation Nov. 3 Registration begins for spring 2015 for currently enrolled students Nov. 10 Registration for spring 2015 begins for all students Nov. 21 Fall Break begins after class Dec. 1 CGC classes resume Dec. 8 Last day for CGC classes Dec. 9 CGC exams begin Dec. 15 CGC exams end Winter break begins Dec. 20 Semester grades due by 3:00 p.m. Jan. 26 Last day to drop/add Feb. 1 Last day to apply for spring or summer graduation Mar. 2 Registration for summer 2015 begins for currently enrolled students Mar. 9 Last day to withdraw with a grade of “W” Mar. 16 Registration for summer 2015 begins for all students Mar. 20 Spring Break begins after class Mar. 30 CGC classes resume Apr. 6 Registration for fall 2015 begins for currently enrolled students Apr. 20 Registration for fall 2015 begins for all students Apr. 27 Last day for CGC classes Apr. 28 CGC exams begin May 4 CGC exams end May 7 Semester grades due by 10:00 a.m. May 9 CGC Commencement 7 �Purpose of the CGC Catalog 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 are subject to change at any time during the period for which the catalog is in effect. 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. Procedural Information 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 CGC and the program to which he/she seeks a degree. Requirements for acceptance into CGC include: 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. Additional transcripts may be required depending on undergraduate course requirements by program. 3. Submission of official test scores (GMAT, GRE, or MAT; see program requirements for acceptable test and test scores). Admission test must have been taken within the last five years. Upon receipt of an application, each applicant is sent an email acknowledging the application and outlining specific admission requirements for CGC and the program for which he/she applied. The requirements for acceptance into specific programs and degrees are described in this catalog for each program/degree. Official copies of all admmissions documents must be sent directly to the CGC office and admission test scores must be current within five years of application. Full acceptance is not granted until both CGC and program requirements are met. After acceptance by the program, any nonU.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. Upon acceptance, a letter is sent to the student identifying their faculty advisor. Students are encouraged to schedule an apointment 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. 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. 8 �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. 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 www.citadel.edu/graduatecollege. To drop or add a course from the course schedule or to change sections within a course, a student must drop/add through Lesesne Gateway. After the drop period, students who choose to withdraw must complete a withdrawal form available in the CGC office or online. Course withdrawal means a student is withdrawing from a course after the refund date has passed. Refunds after the published refund date are granted only under extenuating circumstances (i.e. death in immediate family, serious medical issues, deployment.). 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. Fee Payment All fees are due and payable at the time of registration. If fees are not paid by the published date on the term calendar, prior to classes starting, the student may be dropped from registered classes. Checks should be made payable to The Citadel. Fees may also be paid with bank cards, however a service fee is incurred. Electronic check payment is also available at no charge. Deferred payment plans may be arranged in advance of a semester through a third party. Forms are available in the Treasurer’s office. The Citadel reserves the right at any time to adjust fees to meet the current cost of operation. Fee schedules are published each semester on The Citadel’s web page. The Citadel Treasurer is responsible for the collection of monies due to The Citadel. 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 Deadline 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 Januarly each year. Additional information may be requested by the Office of Financial Aid and Scholarships. Students are responsible for checking their online 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. Priority deadline dates are as follows: Academic year (fall and spring) March 15 Fall only March 15 Spring only October 15 Summer April 15 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 at the established fee payment deadlines. Students will be reimbursed if they are subsequently determined to be eligible for financial aid. Determining Financial Need The amount of financial aid is determined based on the FAFSA form the applicant files after January 1 each year. This form solicits information about the family’s current financial situation and produces an “expected family contribution.” 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 are 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 catagories are considered independent: 1. 2. 3. 4. 5. 6. 7. 8. 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 9 �9. He/she was determined to be an unaccompanied youth who was homeless or was 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. Generally, a student must be enrolled at least half-time. This is defined as 4.5 hours/semester for graduate students and 6 hours/semester for undergraduate students. 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. 6. 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. 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 10 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 75% 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. b. Part-time students (enrolled in 4.5 hours/semester) must earn at least 75% of credit hours attempted in an academic year. 2. GPA – A student must earn at least a 3.0 grade point average. 3. 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. 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 them 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 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 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 When evaluating SAP, a student’s repeated courses will be counted in both attempted and earned hours. 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 a SAP Appeal. Second Degrees Students that are completing a second degree will be required to submit a 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) 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 Week 7 43 percent Week 2 12 percent Week 8 50 percent Week 3 18 percent Week 9 56 percent Week 4 25 percent Week 10 60 percent Week 5 31 percent Week 11-16 100 percent Week 6 37 percent 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. 2. 3. 4. 5. 6. Unsubsidized Student Loans Subsidized Student Loans Perkins Loans PLUS Loans/Graduate PLUS Loans Federal Grants 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 enroll11 �ment for which he or she was charged. The refund and repayment requirements DO NOT APPLY to a student who: 1. Withdraws, drops out, or is expelled before his or her first day of class, or 2. Withdraws from some classes, but continues to be enrolled in other classes, or 3. 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.) Veterans’ services: Services are administered under the umbrella of student financial aid at The Citadel. Veterans’ services are intended to meet the needs of students receiving benefits under the following programs: • Ch. 30—Montgomery GI Bill—Active Duty, Veterans • Ch. 31—Vocational Rehabilitation • Ch. 33—Post 9-11 GI Bill • Ch. 35—Dependents’ Educational Assistance Program • Ch. 1606—Montgomery GI Bill—Selected Reserve • Ch. 1607—(REAP, Reserve Education Assistance Program). 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. Due to the complexity of VA educational benefits, students are encouraged to contact The Citadel’s Veterans Service’s Office well in advance of the beginning of the semester. Students that 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 843-953-9824 or email at va_benefits@citadel.edu. 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. 2. 3. 4. 5. 6. 7. Federal Direct/Stafford loans; Federal Perkins loans; Federal PLUS loans received on behalf of the student; Federal Pell Grants; Federal SEOG Grants; Other Title IV programs; Other federal, state, private, or institutional student financial assistance received by the student for which refunds are required; 8. The student. Other Assistance Vocational Rehabilitation Scholarships: This program provides for education and training if the student has a physical or mental disability which 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. College Budget Plans: The Citadel Tuition Payment Plan (CTPP) which 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. The student determines the payment schedule and calculates the balance remaining after financial aid is applied and any other outside resource is also taken into consideration. Contact The Citadel’s Treasurer’s Office for information. 12 Joint Degree Programs The Citadel participates in joint graduate degree 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 from the respective program directors. 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-current-students/ orientation. 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 a professional development seminar during which graduate students at The Citadel learn about principled leadership and the institution’s core values – honor, duty, and respect. Participants engage in discussions about The Citadel’s mission, 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 within an organization. �Beginning Fall 2013, all degree-seeking students entering The Citadel Graduate College are required to complete The Citadel Principled Leadership Seminar at some point prior to finishing their program of study. The seminar is taught by The Citadel’s Krause Center for Leadership and Ethics and will be offered during the academic year. 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 training. 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 training or demonstrate proof that they received it elsewhere. Beginning in Fall 2014, all non-cadet students (day veteran, graduate students-- including those enrolled in graduate certificates and all evening undergraduate students), who enroll in Citadel course(s) will be required to successfully complete D2L training in their first semester on campus. Students who have completed D2L training in the last three years need only provide a copy of their certificate of completion to the CGC office. Face-to-face workshops will be offered by The Citadel each semester and an online version of the course is also available. 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. 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 www.citadel.edu/graduatecollege. To obtain the appropriate refund, a student must complete the drop form available in the CGC office or drop via Lesesne Gateway. The Dean of CGC may authorize a refund for extenuating circumstances after the scheduled refund date but only if a formal application is made in writing. Extenuating circumstances are defined as a death in immediate family, serious medical issues, or military deployment. Registration, technology, and application fees are not refundable. Registration Registration is conducted online through Lesesne Gateway or in person in the CGC office located in Bond Hall, Room 101. 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 fees, class times, and registration calendars can be found each academic term online at www.citadel.edu/graduatecollege. Transcripts and Transfer Credit Graduate students applying for transfer credit will use the “Transfer Credit for Graduate Programs” form located online at http://www.citadel.edu/graduatecollege/forms/. The form will be submitted to CGC 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. 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. Veteran’s Status as a Student on The Citadel Campus This policy prescribes rules and regulations related to veteran students on campus. It outlines the types of veteran students as well as the policies related to student status (cadet vs. non-cadet), as well as enrollment requirements, and commencement exercise attendance. Definitions: 1. 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. 2. 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. 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. 3. Active Duty Student: Other day veteran students with different military affiliations enrolled at The Citadel include: MECEP, STA-21, AECP, and Green to Gold students, who are full-time day students. 4. Evening Undergraduate Veteran Student: This group of Veterans declare their program of study through the Evening Undergraduate Studies program, either as part of a “2+2” transfer program with one of the partner 13 �technical colleges or through some other mechanism to complete their degree at The Citadel. These veterans are civilians and are not subject to the personal requirements specific to the Corps of Cadets. They will not be subjected to the RPED or ROTC requirements. Policy 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 evening students may enroll in up to six credit hours per semester during the day. Exceptions to this rule must be approved by the Associate Provost for Academic Affairs. Veteran day students may enroll in up to eight hours per semester in the evening program. Exceptions to this rule must be approved by the Associate Provost for Academic Affairs. Dress Code Policy for Veteran Students and Fifth-Year Cadets 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, a more relaxed dress code is used for faculty and staff, and a similar approach to the dress code will apply to students. There are additional Dress Code requirements that 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. 14 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. Policy Information Academic Integrity Policy and Procedures The following academic integrity policy is in effect for non-cadet students for fall and spring semester as well as Maymester and Summer School. Absolute integrity is expected of every Citadel student in academic undertakings. Academic integrity is grounded on the concept of honesty with respect to the intellectual efforts of oneself and others. A student’s submission of work for academic credit indicates that the work is the student’s own. Students are responsible for knowing what constitutes violations of the Academic Integrity Policy. Examples of violations of the Academic Integrity policy include, but are not limited to the following: 1. Plagiarizing or representing the words, ideas, or information of another person as one’s own without documentation; 2. Giving or receiving prior to an examination any unauthorized information concerning the content of that examination; 3. Using, without authorization of the instructor, notes, books, prompts, or other materials, or receiving verbal or electronic assistance to aid in answering questions on an examination; 4. Giving or receiving substantive aid during the course of an examination; 5. Asking or permitting another person to take a test or engage in other academic work; or taking a test or engaging in academic work for another, whether voluntarily or for hire, in conjunction with class work or for admissions purposes; 6. Violating personal property rights (for example, stealing or attempting to steal tests, keys, or grade books); 7. Fabricating data in support of laboratory or field work; 8. Engaging in other acts of academic misconduct. While academic integrity is a shared responsibility, it is incumbent upon the student to abide by the academic integrity requirements. It is the responsibility of the faculty member to inform the student of any atypical academic integrity requirements. �1. When a faculty member suspects or has been informed that a student may have violated the Academic Integrity Policy, the faculty member should inform the student in writing within ten working days of discovery. Some situations may require more time; however in no case should this written notification be delayed by more than one month. Written notification will include the allegation and a suggested time, place and date for a meeting of the student, the professor, and Department Head of the department in which the alleged violation took place. If the faculty member making the allegation is the Department Head of the department in which the alleged violation took place, the meeting will include the student, the faculty member, and Dean of the school in which the alleged violation took place. 2. After this meeting, if the faculty member decides that no violation occurred, the matter will be dropped. If the faculty member decides that a violation has occurred but that only a grade penalty is warranted, the student may be assigned an “F” for the work in question, or, in more serious cases, an “F” in the course. If it is determined that a more serious penalty is warranted, or if the student does not accept the grade penalty offered, the accusation will be remanded to the Dean of the school in which the alleged violation occurred. If that Dean participated in the meeting with the faculty member and the students, the matter is referred to the Provost. 3. Upon receiving the allegation, the Dean of the school where the alleged violation occurred or the Provost will appoint a four member hearing board comprised of the Dean of CGC, two faculty members from outside the program of the accused student and a currently enrolled CGC student of the same student classification, but outside the program of the accused student. The hearing will be convened within two weeks from the date the hearing board receives the case. If circumstances preclude meeting this deadline, the accused will be so informed in writing. A minimum of seven days notice will be provided to the student prior to the hearing. The accused student may be advised by another student or member of the permanent faculty or staff, not to exceed two. The student and/or the student’s advisor may cross-examine all witnesses and the accuser. A tape recording of the hearing, which will be closed, will be made. Upon conclusion of the hearing, the hearing board will vote and report its findings and recommendation to the Dean of the school in which the alleged violation occurred or the Provost. 4. Upon reviewing the recommendation, the Dean of the school where the alleged violation occurred, or the Provost will either exonerate the student; impose a sanction less than suspension, dismissal or expulsion; or recommend a sanction of suspension, dismissal, or expulsion to the President of the College. If the sanction is not suspension, dismissal, or expulsion, the student may appeal this sanction to the President of the College who makes the final decision. If the sanction is for suspension, dismissal, or expulsion, the President of the College will review the case and the process that has been followed and make the decision on removal of the student from The Citadel for a violation of academic integrity. The student may appeal that decision to the Board of Visitors. Appeals of Violations of Academic Integrity - Students who have been found guilty of a violation of academic integrity where the punishment is suspension, dismissal, or expulsion shall be entitled to petition an Academic Integrity Board of Review to hear an appeal provided the petition is submitted to the Office of the President within five working days after receiving notice of the findings of the Provost, and provided the petition states the grounds on which the appeal is based. An Academic Integrity Board of Review is established by the President. An Academic Integrity Board of Review will consist of a Dean, who serves as chair; a department head; a senior member of the faculty; and a non-voting recorder. Once established, an Academic Integrity Board of Review will be furnished the record of the original proceedings and will evaluate the petition of appeal to determine if any of the following grounds have been met: 1. new evidence has been found since the individual was found guilty; 2. the individual’s rights were not protected; 3. there was a procedural error during the trial. If after considering the petition of appeal, the Academic Integrity Board of Review determines that the request for appeal sets forth reasonable grounds for appeal and agrees to hear the appeal, the accused student and advisor will be present during the formal portion of the hearing, which will be taped. Oral arguments from the student or advisor will be heard and will normally be limited to 30 minutes each. In addition, the student or advisor will have the opportunity to question any witnesses called by the Academic Integrity Board of Review. The formal appeal hearing will be taped, and the tape will become part of the record of the Academic Integrity Board of Review. The findings of the Academic Integrity Board of Review will be transmitted to the President in the form of sealed, confidential written recommendations, with appropriate justifications. 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. 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. 15 �2. 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. 3. 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. Failure to achieve the 3.0 GPR upon completion of the nine (9) additional graduate credit hours will result in termination 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. Some programs have more strict program requirements. Check with your program advisor for the standards for your program. 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. Graduate and undergraduate students 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. 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. 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 scores on the appropriate admissions test (current within 5 years of application), and 16 3. 4. 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. Additional documentation may be requested for verification of U.S. Citizenship. Admission Categories Graduate students may be admitted to CGC in one of the following three categories: provisional, degree seeking or non-degree seeking. 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. 3. Submit official test scores (GMAT, GRE, or MAT; see program requirements for acceptable test and test scores). Admission test must have been taken within the last five years. Official score report must be sent directly from the testing organization. 4. 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. 5. 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 non-degree 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 non-degree status that will be accepted into any program. No student shall register beyond 8 hours without being fully accepted into a degree program. To obtain non-degree classification the 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. 3. Graduate 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. 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. 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. Senior Citizens - Persons over the age of 60 who meet degree or non-degree admissions requirements and are not employed fulltime may register for courses on a space-available basis with no credit hours fee charged. All other fees must be paid. 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. 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 by a member of the National Association of Credential Evaluation Services (NACES) and sent directly from that organization to the CGC office. 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. 6. 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. 7. 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. 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. Applicants for some graduate programs in The Citadel Graduate College 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 from the academic program director and acceptance of a waiver must be communicated to The Citadel Graduate College. 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 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 are admitted to 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. Catalog of Record The catalog bearing the number of the academic year in which the student enters The Citadel will be their 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 who misses more than 20% of the scheduled 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 17 �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. Any student desiring to keep directory information confidential must file notice each 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. Course Load The minimum semester hour load for students wishing to be classified as full-time graduate students is 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 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 fact-to-face or online. 18 Maymester and Summer School The Citadel’s Maymester and Summer School is a component of CGC which has the responsibility for the coordination and administration of all aspects of The Citadel’s graduate and undergraduate summer school programs. The operation of Maymester and Summer School is the responsibility of the Dean of CGC and is administered under the guidelines established in coordination with the Provost. The operation encompasses all aspects of college administration. All Maymester and Summer School students are ultimately the academic and administrative responsibility of the Provost. CGC students remain under their academic deans, while non-degree and transient students are the responsibility of the CGC Dean. Students residing in the barracks, regardless of academic status are the disciplinary responsibility of the commandant, all other noncadet students remain as stated above. Admissions—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 not 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 applying, having applied, or having been accepted past or present should contact the Registrar’s Office for admission and registration information and assistance. When cadets enroll in summer courses or graduate courses, they are required to adhere to the rules and policies outlined in the cadet undergraduate catalog 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—Registration for all students, graduate and undergraduate, enrolled in Maymester or Summer School at The Citadel may be conducted in one of two ways: 1. Students register via Lessesne Gateway 2. Students may email a registration form. �Parking—Ample lighted 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 for Summer School” online at www.citadel. edu. The parking fee covers all sessions of Maymester and Summer School. Very limited parking is available for motorcycles on a firstcome, 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. 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. 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. 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. Recreation—Campus recreational facilities are available to students enrolled in classes upon payment of the activity fee in the Treasurer’s Office. 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. Course Substitution Course substitutions in degree programs can only be authorized by the approval of the Head of the Department, Dean of the School, and Dean of the CGC. Forms to initiate this procedure are available in the CGC office or online. Degree and Certification Requirements 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 the two programs share no more than twelve credit hours in common course requirements. Ordinarily, a minimum of 33 hours of new credits must be included in the planned program for the second degree. However, students who enter a second master’s degree program at The Citadel after also earning a certificate will not necessarily be subject to this 33-hour minimum; such cases will be evaluated on an individual basis, with the number of hours ultimately accepted subject to the approval of the CGC Dean. 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. 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.” 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. 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 19 �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 setion 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. 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 any given program. In such cases, the standard used to determine their eligibility is the student’s GPA in that particular program, not their cumulative GPA. 20 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 Application Deadlines Fall-- November 1st Spring-- February 1st Summer-- June 1st Graduation 1. Applications for graduation are available in the Office of the Registrar and online. 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 for the degree. Students must be free from all financial indebtedness to The Citadel. 5. Students may apply for graduation and participation in commencement during the academic year in which they are completing their degree requirements. 6. In those cases where students elect to complete all coursework prior to participating in the commencement ceremony, the student may apply to graduate and participate in the next year’s commencement ceremony. Participation in 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. Evening Undergraduate students must have a 2.0 GPA at the time of graduation application to participate in the commencement ceremony. Graduate students must have a 3.0 GPA at the time of graduation application to participate in the commencement ceremony. 3. Students must properly wear official regalia for the commencement ceremony. �4. Students who complete all coursework and degree requirements during the summer session following that years’ commencement exercises may participate in that ceremony or can decide to participate in the commencement ceremony the following year. 5. 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. 6. For those students who have earned a second master’s degree within the same academic year, the student will select which program of study they will process with, but will be recognized for both programs of study. 7. Parents who are either graduates of the Corps of Cadets, the Veteran Day 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 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. 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). 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. 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 The readmission policy for The Citadel Graduate College students (graduate and evening undergraduate) requires a waiting period of two semesters, not including summer sessions, if they have been dismissed for academic reasons. In exceptional and extraordinary circumstances, a student can petition their academic school dean, subsequent appeals are sent to the Associate Provost and Dean of the Graduate College for readmission, but the granting of such appeals would be considered unusual and rare. 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 terms’ Add/Drop period. All fees are due by published calendar dates. Repeating a Course Courses may be repeated only under the following circumstances: 1. No courses may be repeated once a grade of “B” or higher has been earned. 2. If a class in which a “C+” or “C” was earned is repeated, it may be repeated only one time. 3. If a course is repeated, the last grade of record is used to determine whether course requirements for graduation have been met. 4. The hours may be used only once toward graduation. 5. All courses, previously passed or repeated, will be figured in the student’s GPR. No grade previously recorded is removed from the transcript. 21 �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 a waiver must be initiated by the student in writing to the appropriate Department Head, who is responsible for making the final decision and for notifying the student. Department Heads will forward recommendations through their appropriate Dean who sends it to the CGC office. This recommendation will be subject to the final approval of the CGC Dean. Waivers must be on file in the CGC office prior to application for graduation. It is the student’s responsibility to ensure the waiver is provided to the CGC office. If a waiver 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 academic level of authority to have the opportunity to resolve the grievance satisfactorily. The Dean of The CGC does not rule on academic matters. However, students are encouraged to provide a courtesy copy of grievances and appeals to the 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. 22 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. Theses Thesis committee appointments will be made at the discretion of the thesis advisor and/or program director and/or department head. Guidelines for formatting and submitting theses will be determined by individual programs. Thesis students should consult the program handbook and/or the program director for specific guidance on such matters. The program or department is responsible for providing the student with specific directions about producing a copy of the thesis for The Citadel library. Transcript A transcript is a confidential document and is released only when students make a request online at www.citadel.edu/root/ registrar-transcripts. The transcript fee is based on the method of delivery. Official copies are not released to students but are sent to requested destinations. 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. �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.). Exceptions may be granted by The CGC Dean. 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. 23 �Specific Policies and Procedures for Evening 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 five undergraduate degrees: Bachelor of Arts in Criminal Justice; Bachelor of Science in Business Administration; Bachelor of Science in Civil Engineering; Bachelor of Science in Electrical Engineering; and Bachelor of Science in Mechanical Engineering. 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, EUGS 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 which enables students to complete the program and receive a baccalaureate degree from The Citadel. A unique feature of the Business Administration or Criminal Justice programs is that students can take classes at The Citadel while completing their Associate’s degree. However, all students must have at least 24 hours of college credit transferred to The Citadel prior to taking any courses at The Citadel. The Citadel has partnered with eleven technical colleges in South Carolina. These partnerships, permit students to earn an Associate’s degree at a technical college and then transfer to The Citadel Evening Undergraduate Studies (EUGS) program for the final two years. All partner schools offer the prerequisites required for the upper-level classes offered at The Citadel. 24 Our partner colleges are as follows: • Aiken Technical College • Florence-Darlington Technical College • Horry-Georgetown Technical College • Midlands Technical College • Northeastern Technical College • Orangeburg- Calhoun Technical College • Piedmont Technical College • Spartanburg Community College • Spartanburg Methodist College • Technical College of the Lowcountry • Trident Technical College Transfer Program Courses may also be transferred from regionally accredited colleges and universities other than those listed here (e.g. Southern Association of Colleges, North Central Association of Colleges and Schools, etc.). The basic course requirements remain the same. The junior and senior years are completed at The Citadel. 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. Full-time 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 the 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) ll credit attempted for which a grade of “A,” “B,” “C,” a “D,” or “F” was received at The Citadel, 2) ourse work transferred from other colleges, and c 3) ourses taken on a Pass-Fail basis. c 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 traces 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 bachelors degree must submit to the CGC Office: 1. 2. 3. 4. Complete the evening undergraduate application. Official transcripts send 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. catalog of record for matters of academic policy and graduation requirements. Evening Undergraduate Studies Orientation 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-current-students/ orientation. Non-Degree Seeking Students 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. 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 2. Persons age 60 or above and not employed full-time may enroll tuition-free in courses in the CGC on a space-available basis. All other fees must be paid. 3. 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. 4. Undergraduate transient students who wish to enroll in course work for transfer to another institution may be asked to present evidence that they are in good academic standing at their home institution and have met any course prerequisites. 5. Students who are in cadet status and are enrolled in the Corps of Cadets for a fall or spring semester are not eligible to enroll in CGC courses. 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 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. 1. CLEP credits may be earned under the following conditions: 2. Not all CLEP examinations are accepted by The Citadel. Therefore, the student must obtain prior approval through the Office of the Registrar. 3. The score earned must meet or exceed the current minimum score recommended by CLEP for that subject area exam. 4. The amount of credit will be determined by the scope of the material measured. 5. 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. 6. 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 1. Courses may be combined to meet a maximum of one general elective credit requirement under the following circumstances: 2. The courses to be combined must all be offered by the same department and must be related in some way. 3. The department head or Dean for the program in which the student is majoring must provide a recommendation and rationale for combining courses. 4. The Dean responsible for the academic program in which the student is majoring must grant final approval for the combining of courses. 25 �Course Overload Policy The maximum course load (credit hours) which will be approved for either fall or spring semester is normally 22. Overloads (18-22 credit hours) requests may made in writing to the Associate Provost and Dean of the Graduate College. 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 the 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 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. 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 26 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. 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. 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. Academic Forgiveness Any undergraduate student who has been seperated 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 PassFail 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. 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 a regionally 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 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, have responsibility 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. 27 �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: 1. 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, or criminal justice. 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 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. 2. 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. 3. 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 where 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. 28 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 and Dean of the Graduate College, 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 nonacademic 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. If a cadet has been expelled from the SCCC for any reason, he or she is not eligible to return to The Citadel in any program. �Graduate Degree Programs 29 �School of Business Master of Business Administration 30 �Master of Business Administration School of Business, 843-953-5257 Ms. Kathy M. Jones, MBA Program Director, kathy.jones@citadel.edu Mission Statement The mission of the School of Business Administration is to educate and develop leaders of principle to serve a global community. Admission Requirements Applicants will be admitted to the MBA program on the basis of scholastic achievement and aptitude for graduate study. Other qualities appropriate to graduate study are also considered. Anyone holding a bachelor’s degree from a regionally accredited college or university (one recognized by the Council for Higher Education Accreditation) is eligible for consideration. Prior study in business is not a requirement for admission. All material must be received by the CGC office on or before the following dates to assure consideration into the MBA program. Semester to begin: Fall Spring Summer Admission material due: July 15th November 15th April 15th 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 or university. Applicants whose degrees are from colleges or universities outside the United States are required to have transcripts translated by an academic credential evaluation organization recognized by The Citadel Graduate College. 3. Submission of official Graduate Management Admissions Test (GMAT) score or Graduate Record Examination (GRE) score. Admission test must have been taken within the last five years. 4. Submission of two signed letters of recommendation. These may be from a faculty member where undergraduate work was done and/or from an associate in business or military service. Recommendations should be able to evaluate the applicant’s potential for graduate work in business. 5. Submission of a resume detailing previous work experience. 6. All international students applying for the MBA program must apply for a student visa. International students may not apply as non-degree seeking students. 7. The MBA Director may request an interview with the applicant. Provisional Admission: Applicants may be admitted provisionally if their GPA, GMAT score or GRE score does not meet the minimum admission requirements. Students on provisional status may take only two courses and receive a B or better in each course to continue in the MBA program. Admission Denied: During the admission process, the applicant’s records will be reviewed and results communicated in writing. If the applicant is denied admission, an applicant may petition the MBA Committee through the MBA Director for reconsideration, citing any extenuating or mitigating circumstances. Program Requirements Students who have an undergraduate business degree from a regionally accredited college or university (e.g. AACSB accredited) are required to complete 36 hours of graduate study, which include nine required and three elective courses. A maximum of two courses (6 hours) may be transferred in from an approved AACSB MBA program at another institution. Students who do not hold an undergraduate degree in business from a regionally accredited college or university, will be required to complete the pre-requisite courses. 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. Course load: Students may take no more than six credit hours per semester. Students may request in writing to take 9 or more credit hours; this request must be completed for each term. Requests must be sent to the MBA Program Director. Students with provisional status must secure permission from the MBA Program Director to take more than six credit hours in a semester. Summer terms are restricted to six credit hours per term, except provisional students who are limited to three credit hours per summer term. Program of Study Students who do not have an undergraduate degree in business are required to complete the pre-requisite courses. These courses serve as a a background in business or as refresher courses to business concepts for those who may hold a business degree. Pre-Requisite Courses BADM-601—Foundations of Accounting BADM-604—Foundations of Economics BADM-605—Foundations of Finance BADM-606—Foundations of Quantitative Methods and Operations Management BADM-607—Foundations of Marketing BADM-609—Foundations of Management and Organizations Students from AACSB accredited undergraduate programs will be allowed to begin MBA classes upon acceptance. This course of study consists of 27 specific required hours (9 classes) and 9 elective hours (3 classes) and will lead to the awarding of a general MBA from The Citadel School of Business Administration. 31 �Required Courses BADM-713 Communications for Leadership BADM-716 Legal and Ethical Environment For Decision Makers BADM-719 Information Technology Management BADM-722 Leadership in Organizations BADM-728 Accounting for Executives BADM-731 Quantitative Methods for Operations Management BADM-734 Financial Problems BADM-737 Strategic Marketing BADM-740 Global Business Strategy, 3 credit hours Must be taken within the last six hours of a students’ MBA program of study. Course Availability: All courses are not available each semester. Students must ensure they coordinate often with the MBA Program Director on their course of study to ensure completion of course work on time and in the required sequence. This is a student obligation and requirement. Transfer Credit: A maximum of six credit hours for graduate courses from a regionally accredited institution (including consortia and AACSB International-accredited institutions) may be approved for transfer (except BADM-740), provided: (1) those courses are determined to be equivalent to one of the advanced or elective courses at The Citadel, (2) grades of “B” or better were received in the courses being considered, and (3) credit was earned within the five years prior to admission into The Citadel MBA program. Nine Required Courses, 27 credit hours Elective Courses (Choose three) BADM-750—Seminar in Business Administration BADM-751—Seminar in Accounting BADM-752—Seminar in Economics BADM-753—Seminar in Finance BADM-754—Seminar in Management BADM-755—Seminar in Marketing BADM-756—Financial Modeling BADM-757—Personal Finance BADM-762—Negotiation Strategies BADM-764—Entrepreneurship BADM-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 Three Electives, 9 credit hours Total Courses: 36 credit hours 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 Business Administration may be conferred upon those students who successfully complete the 36 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 36 credit hours of advanced graduate coursework will only be allowed (for exceptional circumstances) with approval of the MBA Program Director. Additional hours may not be used to increase GPR to the 3.0 required for graduation. Business School Website: Find more information on the MBA program by visiting the school’s website at http://www.citadel.edu/ root/mba-program. Descriptions of these courses are listed in the last section of this catalog. Related Programs Dual Degree Programs: PharmD/MBA Program - Students earn a PharmD from MUSC and an MBA from The Citadel. The PCAT score will be accepted in lieu of the GMAT for these students. For more information regarding this program, please visit http://www.sccp.sc.edu/ students/pharmd_mba.aspx. MD/MBA Program - Students earn an MD from MUSC and an MBA from The Citadel. For more information regarding this program, please contact The Citadel’s MBA office by email at mbadirector@citadel.edu or 843-953-5257. 32 �School of Education Master of Arts in Teaching Secondary Education: • Biology and General Sciences • English Language Arts • Mathematics • Social Studies Master of Arts in Teaching Middle Grades: • English Language Arts • Mathematics • Science • Social Studies Master of Arts in Teaching Grades K-12: • Physical Education Master of Education • Counselor Education Elementary or Secondary and Student Affairs & College Counseling • Educational Leadership Elementary or Secondary School Administration and Supervision • Interdisciplinary STEM Education • Literacy Education Specialist in Education • Educational Leadership 33 �SCHOOL OF EDUCATION Graduate Programs The purpose of the graduate programs of the 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, reading teachers and consultants, 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 stateapproved 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 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. 34 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. The Citadel’s Professional Educational Unit is on the march, transforming itself into a Center of Excellence for the preparation of principled educational leaders. 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 children and youth succeed. 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. Provisional Status - Students 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 6 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 graduate programs in The Citadel Graduate College 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 academic program director. Cohorts - Those applicants selected by an area school district as members of a cohort pursuing the master’s degree in literacy or educational leadership at The Citadel and who hold a previous Master’s degree from a regionally accredited college or university, will automatically be granted a waiver of the admissions test requirement. LiveText Account 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 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 Web Site The 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 on the School of Education’s web site: www.citadel.edu/education. Admission Test Policy 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). 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. 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 of Education 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. 35 �Master of Arts in Teaching (MAT) Secondary Education (Grades 9-12) • • • • Biology and General Science English Language Arts Mathematics Social Studies School of Education: 843-953-5097 Content Area Advisors: Biology and General Science: Dr. Paul Rosenblum, paul.rosenblum@citadel.edu English Language Arts: Dr. Lauren Rule Maxwell, lauren.maxwell@citadel.edu Mathematics: Col. Stephen Cotter, steve.cotter@citadel.edu Dr. Isaac Metts, spike.metts@citadel.edu Social Studies: Dr. Katherine Grenier, grenierk@citadel.edu Education Advisors: Dr. Tammy Graham, tammy.graham@citadel.edu Dr. Stephenie Hewett, stephenie.hewett@citadel.edu Dr. Renee Jefferson, renee.jefferson@citadel.edu Dr. Kathryn Richardson Jones, kathryn.jones@citadel.edu Program Field Experiences, Internships and Support Services: Dr. Tom Reilly, reillyt1@citadel.edu Ms. Marcia Bonica, marcia.bonica@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 School of Education: Leadership for learner-centered education. Students will study learner-centered education in their courses and make its principles a part of their own philosophy. 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. 36 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 a 2.5 cumulative undergraduate grade point average. 4. 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 years. See page 35 for provisional status information. 5. Students are expected to complete a program of study with content and education advisors upon acceptance, in order to register for classes. 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. Prior to the internship in teaching, the teacher candidate must: • Apply for the internship no later than April 30 for the subsequent spring internship semester and no later than February 15 for the subsequent fall internship semester. • Successfully complete all required field experiences - a minimum of 75 hours 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. 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- 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, 514, and 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). Accelerated Programs Special Note: Accelerated sequencing of course work is available for qualified, full-time students. Interested candidates should consult with their advisor. Co-rerequisite: 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. • EDUC 500 - Foundations of American Education or EDUC 522 - Critical Educational Issues in a Multicultural Society (if student has prior Education coursework) • EDUC 512 - Data Collection and Analysis • EDUC 536- Educational Psychology • EDUC 514 - The Exceptional Child in the School 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- Teaching Reading in Middle and High School Content Areas* • EDUC 520 - Professional Internship *Not required for Physical Education students. Alternate requirements are listed under required content area courses. 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 students. 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 candidate 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 Science setting with content area certified teachers who are ADEPT trained. Master of Arts in Teaching – Biology and General Science (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 Preparation for all Biology Teacher Candidates: • Behavior of Organisms and their Relationship to Social Systems - 1 course - ANTH 201, ANTH 202, ANTH 501 or SOCI 201, PSYC 201, PSYC 305, or PSYC 500 • Biology Survey with lab - 2 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 - 2 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 - 1 course - EART 201 or EDUC 587-Introduction to Earth Science for Teachers • Introduction to Physics with lab - 1 course is required, 2 are recommended - PHYS 203 and PHYS 253 or PHYS 204 and PHYS 254 or PHYS 221 and PHYS 271 or PHYS 222 and PHYS 272 • Cell Biology with lab- 1 course - BIOL 205 or BIOL 612 • Ecology with lab - 1 course - BIOL 406 or BIOL 506 • Evolution - 1 course - BIOL 208 or BIOL 601 • Genetics with lab - 1 course - BIOL 204 or BIOL 308 or BIOL 508 • Anatomy/Physiology with lab - 1 course - BIOL 403 or BIOL 317 with BIOL 327 or BIOL 318 with BIOL 328 or BIOL 502 or BIOL 603 • Microbiology with lab - 1 course - BIOL 310 or BIOL 607 • Biology Methods - select 1 course from the following: • BIOL 605 Laboratory Methods in Biology • BIOL 606 Field Methods in Biology • BIOL 609 Seminar in Environmental Science • Two other graduate level Biology courses in addition to Biology Methods courses should be chosen if all science content course requirements were met in the undergraduate program 37 �Master of Arts in Teaching – English Language Arts (Grades 9-12) Master of Arts in Teaching – Social Studies (Grades 9-12) Note: A minimum of 12 graduate hours in English are required. ENGL564 and 595 and 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 standards. Note: At least 3 of the course requirements listed below must be completed successfully on the graduate level. 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. English Language Arts Required Courses: • British Authors - 2 courses - ENGL 201 and 202 or ENGL 203 and 204 • American Literature- 1 course - ENGL 215 • Public Speaking- 1 course - ENGL 205 or ENGL 206 • World Literature -2 courses - ENGL 218/520 and ENGL 219/521 • African American Literature - ENGL 535 • Adolescent Literature- 1 course - ENGL 552 • Modern Grammar- 1 course - ENGL 414/553 • History of English Language- 1 course - ENGL 415/554 • Literary Criticism- 1 course - ENGL 555 • Film Studies- 1 course - ENGL 209/560 • Advanced Composition- 1 course - ENGL 413/562 • Teaching with Technology- ENGL 564 (Required for all candidates) • Methods and Materials for English Language Arts - ENGL 595 (Required for all candidates) 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 • Fundamentals of Computing - CSCI 110 • 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 38 • History of World Civilization or Western Civilization -2 courses HIST 105 and HIST 106 or HIST 103 and HIST 104 • Survey of U.S. History- 2 courses- HIST 201 and HIST 202 • Introduction to Sociology- 1 course - SOCI 201 • Principles of Macroeconomics- 1 course - BADM 201 • American National Government- 1 course - PSCI 102 or PSCI 502 • Cultural Anthropology- 1 course ANTH 202 or ANTH 501 • Historiography- 1 course - HIST 594 • Urban Politics- 1 course - PSCI 302 or PSCI 509 or PSCI 306 or PSCI 506 or PSCI 307 or PSCI 401 • World Geography- 1 course GEOG 209 or GEOG 511 • History of the Non-Western World- 1 course - HIST 560 • Teaching of History and Social Sciences or Instructional Approaches to Social Sciences- 1 course - HIST 692 or PSCI 505 �Master of Arts in Teaching (MAT) Middle Grades (Grades 5-8) • • • • English Language Arts Mathematics Science Social Studies School of Education: 843-953-5097 Content Area Advisors: Biology and General Science: Dr. Paul Rosenblum, paul.rosenblum@citadel.edu English Language Arts: Dr. Lauren Rule Maxwell, lauren.maxwell@citadel.edu Mathematics: Col. Stephen Cotter, steve.cotter@citadel.edu Dr. Issac Metts, spike.metts@citadel.edu Social Studies: Katherine Grenier, grenierk@citadel.edu Education Advisors: Dr. Tammy Graham, tammy.graham@citadel.edu Dr. Stephenie Hewett, stephenie.hewett@citadel.edu Dr. Renee Jefferson, renee.jefferson@citadel.edu Dr. Kathryn Richardson Jones, kathryn.jones@citadel.edu Program Field Experiences, Internships and Support Services: Dr. Tom Reilly, reilly1@citadel.edu Ms. Marcia Bonica, marcia.bonica@citadel.edu The 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 half of their teacher preparation coursework at The Citadel and the other half at College of Charleston. Admission Requirements 1. Completion of the online graduate application along with the non-refundable application fee. 2. Submission of 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 a 2.5 cumulative undergraduate grade point average. 4. 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 35 for provisional status information. 5. Submission of three letters of recommendation. 6. Students are expected to complete a program of study with content and education advisors upon acceptance, in order to register for classes. 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 • Educational Research (CofC) - EDFS 635 or Data Collection and Analysis (The Citadel) - EDUC 512 • The Exceptional Child in School (The Citadel) - EDUC 514 or Introduction to Exceptional Children (CofC) - EDFS 710 • Middle Grades Organization and Curriculum (CofC) - EDEE 515 Middle Grades Practicum – (6 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 Literacy Skills • Teaching Reading and Writing in the Middle and High School – (The Citadel) EDUC 592 Culminating Professional Experiences in Middle School (60 continuous full days during the internship - 9 semester hours must be taken together at the same institution) • 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 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. 39 �Master of Arts in Teaching – English (Grades 5-8) Expected Undergraduate Content • Adolescent Literature (1 course) • World Literature (2 courses) • American Literature (1 course) • Media Studies (1 course) • Modern English Grammar (1 course) • Creative Writing (short story, poetry, etc.) (1 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 • Success in Literacy for Older Readers (CofC) - EDEE 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 (1 course) • Geometry (1 course) • Probability and Statistics (1 course) • Discrete Math (1 course) Note: All undergraduate mathematics prerequisites must be completed before taking The Citadel mathematics class, MATH 514. Required Graduate Mathematics Courses - (9 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 Master of Arts in Teaching – Science (Grades 5-8) Expected Undergraduate Content 4 hours minimum in science areas other than primary preparation • Biology • Chemistry • Geology • Physics Required Graduate Science Courses - (9 semester hours) • Nature of Science, Mathematics, and Science/Mathematics Education (CofC)-EDFS 660 • Science methods course - 1 based on prior preparation and experience (The Citadel) 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 (CofC): o Earth Science for Teachers - SMFT 523 o Topics in Botany for Teachers - 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 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 (2 courses) • US History (2 courses) • South Carolina History (1 course) • Anthropology or Sociology (1 course) • Microeconomics (1 course) • Political Science that covers American Govt. (1 course) Required Graduate Social Studies Courses - (9 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, 522, 594, 693 • Teaching History and Social Sciences (The Citadel) HIST 692 40 �Master of Arts in Teaching in Physical Education (Grades K-12) School of Education: 843-953-5097 Content Area Advisors: Dr. Tim Bott, tim.bott@citadel.edu Dr. Lori Hicklin, lori.hicklin@citadel.edu Dr. Josey H. Templeton, josey.templeton@citadel.edu Education Advisors: Dr. Tammy Graham, tammy.graham@citadel.edu Stephenie Hewett, stephenie.hewett@citadel.edu Dr. Renee Jefferson, renee.jefferson@citadel.edu Dr. Kathryn Richardson-Jones, kathryn.jones@citadel.edu Physical Education Program Director Dr. Josey Templeton, 843-953-7952, josey.templeton@citadel.edu Program Field Experiences, Internships and Support Services: Dr. Tom Reilly, reillyt1@citadel.edu Ms. Marcia Bonica, marcia.bonica@citadel.edu 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 or university. 3. Applicants are expected to have a 2.5 cumulative undergraduate grade point average. 4. 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. See page 35 for provisional status information. 5. Students are expected to complete a program of study with their MAT-PE program advisor upon acceptance, in order to register for classes. Program Requirements for Physcial Education 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 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 speciality exam with their PE advisor. Prior to the internship in teaching, the teacher candidate must: • Apply for the internship no later than April 30 for the subsequent spring internship semester and no later than February 15 for the subsequent fall internship semester. • 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. • Negative TB test. • MAT interns must successfully pass Red Cross Blood Borne Pathogens training prior to internship. • Proof of current American Red Cross certification in First Aid and CPR must be submitted 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 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. 41 �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. • Biology (4) or Chemistry (4) or Physics (4) with laboratory; • Health & Wellness (3) or pass a departmental competency exam; • Human Anatomy (4) and Human Physiology (4) or Anatomy/ Physiology (8) (each course must include a laboratory); • Adolescent Psychology (3) and Child Psychology (3) or • PSYC-500 Human Growth and Development (3) Course Requirements 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-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 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. Required Education and Physical Education Courses - 42 hours EDUC-536 Educational Psychology EDUC-512 Data Collection & Analysis HESS-505 Motor Development and Motor Learning* HESS-525 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 Content and Methods of Teaching Rhythmic Activities and Movement 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) 42 The Professional Internship requires that a minimum of sixty (60) full days be spent in the schools, and during the Professional Internship, it will not be possible for the teacher candidate to take any additional courses. *Undergraduate and graduate transcripts may be evaluated for application to coursework in the program. Field Experiences Many education courses require field experiences that vary from course to course and are related to specific course objectives. All field experiences provide opportunities for Master’s candidates to develop pedagogical knowledge and skills. At a minimum, teacher candidates are expected to successfully complete 75 hours of field experiences prior to the Professional Internship that is an additional sixty (60) days. �Master of Education in Counselor Education (Elementary or Secondary and Student Affairs & College Counseling) School of Education, 843-953-5097 Dr. Guy Ilagan, gilagan@citadel.edu Dr. Aaron H. Oberman, 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 accrediation 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 following: 1. Completion of the online graduate application along with the non-refundable application fee. 2. Submission of official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each regionally accredited college or university. 3. Applicants are expected to have 3.0 grade point average for the last 60 sequential units completed. 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 35 for provisional status information. 5. 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 should meet with their faculty advisor to plan a schedule for completion of required courses. This study plan takes into account the prerequisites and sequencing of coursework to meet a student’s degree objective. 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 full-time 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/counselor.html under “Program Information.” 43 �Program Objectives 1. Reflect current knowledge and positions from lay and professional groups concerning the counseling and human development needs of a pluralistic society; 2. Reflect the present and projected needs of a pluralistic society for which specialized counseling and human development activities have been developed; 3. Reflect input from all persons involved in the conduct of the program, including program faculty, current and former students, and personnel in cooperating agencies; 4. Are directly related to program activities; and 5. 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. 44 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 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 APS 2: Short-Range Planning of Guidance and Counseling Activities Counselor Education Program Requirements Students in either 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 elementary (K-8) or secondary (6-12) school counseling settings. Students are required to earn a minimum score of 156 on the PRAXIS II test for guidance and counseling prior to enrolling in the practicum (EDUC 629). This must be on file at The Citadel Graduate College. Students in both the elementary and secondary school counseling programs complete both a School of Education Core and Counselor Education Core (refer to Division of Counselor Education Handbook online at http://www.citadel.edu/education/academic_programs/ counseling.html) for a total of 51 credit hours. 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 Although 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) transfer of credit is not acceptable for the following Citadel courses: EDUC 515, 552, or 624. Field Experience Requirements Counselor Education students must formally request permission from the faculty advisor to enroll in a 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 that in which the field experience is sought. The coordinator of the field experiences must approve all field experience applications, which are due by the last Friday in September for spring placements and 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 guidance and counseling 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 primarily by the field site supervisor, with supervision by The Citadel instructor as well. 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) during the beginning of the semester 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., EDUC-652 and EDUC-653). Student Affairs & College Counseling students present their portfolios during their last semester in the program. Elementary and Secondary School Counseling Curriculum (51 Credit Hours) Based upon these objectives, 51 semester hours of study for Elementary and Secondary School Counseling are offered as follows: School of Education Core - 12 Credit Hours PSYC 500 Human Growth and Development (3 credit hours) EDUC 500 Foundations of American Education (3 credit hours) EDUC 514 The Exceptional Child in the Schools (3 credit hours) EDUC 522 Critical Educational Issues in a Multicultural Society (3 credit hours) Elementary and Secondary School Counselor Education Core - 36 Credit Hours A. Foundations - 18 Credit Hour EDUC 515 Introduction to the Counseling Profession (3 credit hours) EDUC 521 Program Planning, Management, and Evaluation in School Counseling (3 credit hours) EDUC 550 Career Counseling and Development (3 credit hours) EDUC 551 Counseling Theories and Practice (3 credit hours) EDUC 552 Group Counseling (3 credit hours) EDUC 561 Counseling Diverse Populations (3 credit hours) B. Research/Appraisal - 6 Credit Hours EDUC 512* Data Collection and Analysis (3 credit hours) EDUC 549* Applied Measurement Techniques (3 credit hours) *Students are expectecd to complete at least one of these two courses in the first 18 hours of the program. C. Helping Relationships - 12 Credit Hours EDUC 624 Basic Counseling Skills (3 credit hours) EDUC 629 Practicum in School Counseling (3 credit hours) EDUC 650* Elementary School Counseling Internship I (3 credit hours) and EDUC 652 Elementary School Counseling Internship II (3 credit hours) or EDUC 651* Secondary School Counseling Internship I (3 credit hours) and EDUC 653 Secondary School Counseling Internship II (3 credit hours) 45 �D. Elective - 3 Credit Hours Approval of the 3 credit hour course elective must be documented by the student’s faculty advisor. *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. Student Affairs & College Counseling Curriculum (48 Credit Hours) The Student Affairs & College Counseling Curriculum is based on 48 credit hours of study as follows. Individuals interested in pursuing a Graduate Certificate in Student Affairs can refer to the Graduate Certificate section of this catalog. Student Affairs and College Counseling Core - 15 Credit Hours EDUC 537 Student Development Services in Higher Education (3 credit hours) EDUC 538 Theories of Student Development in Higher Education (3 credit hours) EDUC 539 Higher Education Administration (3 credit hours) EDUC 613 Foundations of American Higher Education (3 credit hours) EDUC 622 Critical Multicultural Issues in Higher Education (3 credit hours) College Counselor Education Courses - 33 Credit Hours A. Foundations - 15 Credit Hours EDUC 550 Career Counseling and Development (3 credit hours) EDUC 551 Counseling Theories and Practice (3 credit hours) EDUC 552 Group Counseling (3 credit hours) EDUC 561 Counseling Diverse Populations (3 credit hours) EDUC 562 Legal & Ethical Leadership Issues in Education (3 credit hours) B. Research/Appraisal - 6 Credit Hours EDUC 512* Data Collection and Analysis (3 credit hours) EDUC 549* Applied Measurement Techniques (3 credit hours) *Students are expected to complete at least one of these two courses in the first 18 hours of the program. 46 C. Helping Relationships - 12 Credit Hours EDUC 624 Basic Counseling Skills (3 credit hours) EDUC 634 Practicum in Student Affairs and College Counseling (3 credit hours) EDUC 655** Internship I in Student Affairs and College Counseling (3 credit hours) EDUC 656** Internship II in Student Affairs and College Counseling (3 credit hours) ** The internship in Student Affairs consists of 16 weeks of full-time 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. Four Additional Courses for Seeking Licensed Professional Counselor (LPC) - 12 Credit Hours EDUC ____ Elective approved by faculty advisor (3 credit hours) EDUC 567 Assessment of Abnormal Behavior (3 credit hours) EDUC 568 DSM-5 (3 credit hours) PSYC 500 Human Growth and Development (3 credit hours) 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 Citadel 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). �Master of Education in Educational Leadership - Elementary or Secondary School Administration and Supervision School of Education, 843-953-5097 Dr. Kathy Brown, kathy.brown@citadel.edu Dr. Kent Murray, kent.murray@citadel.edu Mission Statement The mission and goals of the Masters 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 • New curricular developments and trends • Skills in practical applications of educational research • Competence in applying principles of human and group behavior in problem situations. • Knowledge and competencies in staff personnel administration • Different leadership and management styles and a clear understanding and working knowledge of LearnerCentered Education. 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 or university. 3. Applicants 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. 4. Submission of official Graduate Record Exam (GRE) or Miller Analogies Test (MAT) scores. MAT minimum acceptable score is a score of 396 or GRE minimum verbal and quantitative score of 290. Admission test must have been taken within the last five years. See page 35 for Provisional Status information. 5. Submission of a valid South Carolina elementary or secondary teaching certificate. Applicants must be in good standing with the State Board of Education at the time of admission. 6. Submission of a South Carolina Professional Certificate verifying three years teaching experience. At least one year of teaching at the appropriate level for Advanced Level certification for which the candidate is applying must be validated 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. 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 or university - Bachelor’s through Master’s degree. 3. A copy of valid South Carolina teaching certificate. Submission of official Graduate Record Exam (GRE) or Miller Analogies Test (MAT) scores. MAT minimum acceptable score is a score of 396 or GRE minimum verbal and quantitative score of 290. Admission test must have been taken within the last five years. See page 35 for Provisional Status information. 4. A copy of a South Carolina Professional Certificate verifying three years teaching experience. At least one year of teaching at the appropriate level for Advanced Level certification for which the candidate is applying must be validated at the time of admission. Note: Courses taken prior to official admission or courses taken through other programs do not count toward the School Administration and Supervision program/degree without written approval from the Dean, 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 sixmonth 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 Supervision and Administration Examination. (c) Meet with advisor to review request for admission to an internship and review degree audit. (d) 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 47 �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. M.Ed. Required Program 1. Core requirements—9 semester 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 2. Professional Requirements—30 semester 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 Certification-Only Required Program 1. Professional Requirements - 30 semester 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 Prccess 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 Note: It is suggested that students who hold full time jobs take no more than six (6) credit hours per a semester. 48 REQUIREMENTS FOR 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 Professional 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. �Master of Education in Interdisciplinary STEM Education School of Education, 843-953-5097 The STEM Center of Excellence, 843-953-6091 Ms. Glenda P. La Rue, Director, glarue@citadel.edu Support Services: Ms. Marcia Bonica, marcia.bonica@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 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 and graduate work directly from each regionally accredited college or university. 3. Submission of official Graduate Record Exam (GRE) or Miller Analogies Test (MAT). Minimum acceptable raw score of 396 on the MAT or verbal and quantitative combination score of 290 on the GRE. Admission test must have been taken within the last five years. See page 35 for Provisional Status information. 4. Applicants are expected to have a 2.5 cumulative undergraduate grade point average. 5. A bachelor’s degree demonstrating appropriate preparation in STEM. 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 on 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. Core Courses 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 ECUC-680 Foundations in STEM II Elective Courses Students will select 5 elective courses, chosen from the following list or as approved by program faculty. BIOL-540 Biotechnology for STEM Educators 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 Multidisciplinary Experimental Design and Implementation MATH-618 Mathematical Technology Resources for STEM Education PHYS-510 Engineering Applications in STEM 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 projectbased 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. 49 �Admission Requirements Master of Education in Literacy Education 1. 2. School of Education, 843-953-5097 Dr. Stephenie M. Hewett, stephenie.hewett@citadel.edu Dr. Dan Ouzts, dan.ouzts@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 Reading Association. The general goals and objectives of the program are: 1. A knowledge and mastery of all aspects of the literacy process; 2. 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; 3. A knowledge of the abilities and skills which enhance a wholesome teacher- student-parent relationship in working with students identified as at-risk readers in order to develop a case study; 4. A knowledge of those skills necessary to recognize and accommodate for individual differences in literacy instruction; 5. A knowledge of how to plan, supervise, and enhance programs as a literacy coach; 6. A knowledge of and ability to demonstrate effective literacy instructional strategies; 7. A knowledge of communicating information about literacy; 8. A knowledge of the relationship of literacy skills to subject-matter content areas; 9. A knowledge of significant research conducted in literacy education; 10. A knowledge of a broad range of children’s and adolescents’ literature and how to incorporate this literature into the classroom; and 11. A knowledge of how to effectively support and mentor educators and serve as a literacy leader. 50 5. 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 Millers Analogy Test (MAT) score. Minimum acceptable score is a raw score of 396 on the MAT or a verbal and quantitative combination score of 290 on the GRE. Admission test must have been taken within the last five years. See page 35 for Provisional Status information. Submission of a valid South Carolina elementary or secondary teaching certificate. Applicants must be in good standing with the State Board of Education at the time of acceptance. Note: 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. No more than six (6) hours of approved coursework may be transfered 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 2 professional core requirements and 10 literacy 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, 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. Recommendation for certification as Literacy Teacher in South Carolina requires two years teaching experience. Recommendation for certification as Literacy Coach in South Carolina requires five years teaching experience. 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 both Literacy Teacher and Literacy Coach provided the candidate already possesses a valid teaching certificate in the state of South Carolina. �Required Program All courses should be taken in sequence as in the program of study. Professional Core Requirements-6 semester hours EDUC-536 Educational Psychology And select one course from the following: EDUC-512 Data Collection and Analysis EDUC-549 Applied Measurement Techniques Professional Educational Specialization-30 semester hours EDUC-570 Developing Literacy Knowledge with At Risk Readers EDUC-588 Developing Literacy Skills PreK-Grade 5 EDUC-589 Methods and Materials for Developing Literacy Skills EDUC-590 Literacy Assessment and Instruction EDUC-591 Practicum in Literacy Education EDUC-592 Teaching Reading in the Middle and High School Content Areas 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 51 �Specialist in Educational Leadership - School Superintendent School of Education, 843-953-5097 Dr. Kathy Brown, brownk2@citadel.edu Dr. Kent Murray, kent.murray@citadel.edu 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 certification at the superintendent’s level. Admission Requirements 1. Completion of the online graduate application along with the non-refundable application fee. 2. Submission of all official transcripts directly 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. 4. Submission of office Graduate Record Exam (GRE) or Miller Analogies Test (MAT). Minimum acceptable raw score of 396 on the MAT or verbal and quantitative combination score of 290 on the GRE. Admission test must have been taken within the last five years. a. No Provisional Status granted. 5. A South Carolina State Professional Certificate with school administrator endorsement and two years in an administrative position equivalent to assistant principal or higher in education. 6. A South Carolina Professional Teaching certificate that is valid and three years teaching experience and two years as a school or district administrator, post secondary administrator, or school business administrator. Note: Specialist in Educational Leadership courses taken prior to official program admission will not count toward the degree without written approval from the School of Education. 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 performing 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 advisor to review request for admission to an internship. 4. Apply to CGC to register for an internship. Applicants for spring administrative internships should file and 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. 52 �Required Program 1.Professional Requirements – 33 semester hours EDUC 535 Organizational Theory and Behavior EDUC 598 Curriculum Project (Prerequisite EDUC 531/532) EDUC 600 Professional Negotiations EDUC 603 School Plant Seminar EDUC 606 Superintendency and School Organization EDUC 610 Seminar on School Improvement EDUC 612 Seminar in School Law (Prerequisite EDUC 601) EDUC 614 Seminar in Educational Administration EDUC 619 Assessment of School Programs EDUC 632 Internship in Superintendency EDUC 633 Internship in Superintendency Total hours = 33 (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. REQUIREMENTS FOR 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 of 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. 53 �School of Humanities & Social Sciences Master of Arts: • English • History • Psychology: Clinical Counseling • Social Science Master of Science: • Leadership Specialist in Education: • School Psychology �Master of Arts in English Department of English, 843-953-5068 Dr. James M. Hutchisson, hutchissonj@citadel.edu Mission 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. Admissions 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. 3. Applicants are expected to have a cumulative undergraduate grade point average of at least 2.5 and 3.0 in the major. 4. 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. 5. Submission of at least two signed letters of recommendation, perferably 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. 6. Submission of a two-page statement about educational goals and interest in a graduate program in English. 7. 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 nine semester hours with a minimum GPA of 3.25 the student will be eligible for degree-seeking status. Application Deadlines The Joint Program Committee will consider completed applications for the regular degree program on the following dates: Fall: May 1 Spring: November 1 Summer: April 1 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, 6 hours • British Literature after 1800, 6 hours • American Literature, 6 hours • Seminar (English 700), 3 hours • Electives, 12 hours • Thesis and Oral Defense of Thesis, 6 hours • Demonstration of competency in one foreign language • Comprehensive Examination Non-thesis Option: Same as above, except that the thesis is omitted and the number of elective hours is eighteen. Notes: • At least nine hours must be taken at each campus. • English 700 satisfies 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 (3), 699 (3), and 701 (6) in any combination may count toward the required 36 hours. • Students may demonstrate their competency in a foreign language by completing two years or their equivalent of college-level study in a single foreign language with an average grade of C or higher: or completing, with a grade of B or higher, English 517: Old English Language. The foreign language requirement must be met before a student can take the comprehensive examination. 55 �• The comprehensive examination is prepared and administered by the Joint Program Committee and is taken by all candidates after the completion of at least 27 hours of coursework. Copies of all previous examinations are available on the websites of both English departments. Concentration in African American Literature In 2004 an African American Literature Concentration was added to the Master of Arts degree program. The fifteen hour (15) concentration, with a thesis option, offers advanced course work in African American literature, independent study courses for further exploration into an African American literature topic, and cross disciplinary opportunities with courses in other departments that have a central concern with African American literature. Students opting to add a concentration in African American literature must meet the normal requirements for the M.A. In addition, they must complete one of these two courses of study: Standard Option: • 9 hours of African American literature (any combination of 535, 570, 571, and 573) • 3 hours of study of an African American topic in another discipline, as approved by the graduate director • 3 hours of study in an African American topic, such as an independent study or internship, as approved by the graduate director Thesis Option: • 6 hours of African American literature (any combination of 535, 570, 571, 572, and 573) • 3 hours of study of an African American topic in another discipline, as approved by the graduate director • 6 hours of thesis on an African American topic Notes: • A student may substitute 3 hours of independent study on an African-American topic (as approved by the graduate director) for any 3 hours of coursework. • Students taking this concentration may apply only one of their African American literature courses to the six hour American literature requirement of the M.A. 56 Courses ENGL-500—Old and Middle English Literature ENGL-501—Chaucer ENGL-502—Shakespeare ENGL-503—English Drama to 1642 ENGL-504—Poetry and Prose of the English Renaissance ENGL-505—Milton 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-512—Literature of the U.S. South ENGL-516—Continental 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-530—Special Topics in The Humanities 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-557—Creative Writing—Poetry ENGL-558—Technical and Professional Writing ENGL-559—History and Theory of Rhetoric ENGL-560—Film Studies ENGL-562—Workshop in Advanced Composition ENGL-563—Creative Writing—Fiction ENGL-570—Topics in African American Literary Genres ENGL-571—Topics in African American Literary Periods ENGL-572—Topics in Major African American Writers ENGL-573—Special Topics in African American Literature ENGL-595—Methods and Materials for English Language Arts ENGL-650—Literary Research ENGL-698—Tutorial ENGL-699—Independent Study ENGL-700—Seminar ENGL-701—Thesis ENGL-702—Internship �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 Master of Arts in History Department of History, 843-953-5073 Dr. Joelle Neulander, Director neulanderj1@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, and 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.* Submisssion 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 Admissions Deadlines The Admissions Committee will consider complete applications for the program on the following dates: 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. 600- and 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. Required Program 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. 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** The program offers two tracks, according to students’ career goals. 1. Thesis track students must take HIST-801, HIST-802 and successfully defend their thesis. (These courses count towards the 18 hours in the major concentration.) 2. Non-thesis track students must take two research seminars, preferably within their area of concentration, and a comprehensive exam in their major field. *All students must take at least three hours in each concentration offered by the program (US, Europe, World). 57 �**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. 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. 58 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-503—The Jeffersonian and Nationalist Period 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                   �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 scientistpractitioner 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 54 credit hours. The program includes 30 credit hours of core courses, 12 hours of advanced courses, 3 hours of electives, and 9 hours of field work. Field work 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. PSYC599, 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 Dr. William G. Johnson will.johnson@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. 3. 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 Anology Test (MAT) score. A minimum score of 297 (minimum of 150 on the verbal reasoning and 141 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. 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. 59 �Application Deadline In order to be considered for fall admission, all application requirements must be met and materials submitted by March 15. 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 54 credit hours, including 30 credit hours of core courses, 12 hours of advanced courses, 3 hour elective, 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 who successfully complete this program (and take Career Counseling as one of their elective courses) 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 masters degree program. The program is a member of the Council of Applied Master’s Programs in Psychology and is accredited by the Masters in Psychology and Counseling Accreditation Council. 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 nondegree-seeking student will be applied toward program requirements. Required Program for Clinical Counseling Students Core Courses Course PSYC-500 PSYC-501 PSYC-507 PSYC-508 PSYC-514 PSYC-523 PSYC-526 PSYC-549 PSYC-553 PSYC-561 60 Credit Human Growth and Development, 3 hours Principles of Cognitive and Behavioral Change, 3 hours General Psychopathology: Assessment and Differential Diagnosis, 3 hours Counseling and Personality Theories, 3 hours Ethics and Mental Health Law, 3 hours Statistics and Research Design, 3 hours Clinical Counseling: Basic, 3 hours Foundations of Psychometrics, 3 hours Introduction to Family Dynamics, 3 hours Cultural Issues in Psychological Practice, 3 hours Students completing the Clinical Counseling curriculum must successfully complete a comprehensive examination to be permitted to take the following Advanced Courses: Advanced Courses Course PSYC-611 PSYC-629 Credit Clinical and Professional Issues in Counseling, 3 hours Practicum: Clinical Counseling, 3 hours PSYC-643 PSYC-644 PSYC-645 PSYC-651 PSYC-652 Contemporary Psychological Assessment and .. Psychotherapy, 3 hours Clinical Counseling: Advanced, 3 hours Clinical Counseling: Group, 3 hours Internship I, 3 hours Internship II, 3 hours Electives: PSYC-555 PSYC-557 PSYC-602 PSYC-603 PHED-511 EDUC-550 Special Topics: Alcohol and Substance Abuse Counseling, 3 hours Counseling & Psychotherapy for Couples, 3 hours Social and Biological Basis of Child and Adolescent Behavior, 3 hours Affective and Cognitive Interventions: Child/Adolescent, 3 hours Special Topics: Sports Psychology, 3 hours Career Counseling, 3 hours (Required for . Licensed Professional Counselor) 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 PSYC643 and PSYC-645. Field placement opportunities are available in many agencies within the tri-county area and are listed on the website. 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-508 Counseling and Personality Theories PSYC-643 Contemporary Psychological Assessment and Psychotherapy PSYC-644 Clinical Counseling: Advanced PSYC-645 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. �Specialist in Education in School Psychology Department of Psychology, 843-953-5320 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, the group, and the systems level. 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 II level 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. 2. Submission of an official transcript reflecting the highest degree earned from a regionally accredited college or university. 3. Minimum requirements for consideration include an overall undergraduate grade point average of 3.0 (or graduate grade point average of 3.0) 4. Submission of official Graduate Record Examination (GRE) or Miller Analogies Tes (MAT) score. Minimum score of at least 297 (minimum of 150 on the verbal reasoning and 141 on the quantitative reasoning section) is required on the GRE and a score of at least 410 on The Miller Analogies Test (MAT). Admission test must have been taken within the last five years. 5. Submission of a completed Admissions Questionnaire 6. Submission of two letters of recommendation Application Deadline All application requirements must be completed and materials submitted to The Citadel Graduate College by March 15 to be considered for fall admission in the School Psychology program. Program Requirements The Ed.S. degree in School Psychology consists of 75 semester hours with 4 interacting components: 1. Core knowledge courses focusing on psychological foundations with emphasis on the role, functions, and scope of the profession of school psychology (27 hours). a. PSYC-500: Human Growth and Development b. PSYC-501: Principles of Behavior and Cognitive Change c. PSYC-507: General Psychopathology:Assessment & Differential Diagnosis d. PSYC-508: Counseling and Personality Theories e. PSYC-512: Ethics, Roles, & Law f. PSYC-523: Statistics & Research Design g. PSYC-525: Basic Counseling Techniques h. PSYC-549: Foundations of Psychometrics j. PSYC-561: Cultural Issues in Psychological Practice 2. Advanced knowledge and skills courses which emphasize the knowledge and skills more specific to educational settings (33 hours). a. PSYC-502: Psychological & Educational Exceptionalities:Child/Adolescent b. PSYC-503: Objective Assessment c. PSYC-504: Special Techniques in Assessment d. PSYC-505: Personality, Social, & Emotional Assessment e. PSYC-602: Social & Biological Basis of Child &Adolescent Behavior f. PSYC-605: Systems Theory & Consultation: Prevention and Intervention* g. PSYC-606: Educational Interventions* h. PSYC-607: Behavioral and Emotional Interventions* i. PSYC-612: Reading Assessment and Interventions j. PSYC-620: Contemporary Issues in School Psychology k. PSYC-642: Advanced Counseling Techniques for School Psychologists *Course taught in conjunction with Practicum in Consultation. Students are required to complete a consultation project in the public schools. 3. 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 can not begin this block of courses until they have officially been admitted into the School Psychology Program and completed all prerequisites. a. PSYC-615: Practicum in School Psychology I b. PSYC-616: Practicum in School Psychology II c. PSYC-617: Consultation & Intervention Practicum I d. PSYC-618: Consultation & Intervention Practicum II e. PSYC-621: Internship in School Psychology I f. PSYC-622: Internship in School Psychology II *NOTE: PSYC 615/617 & 616/618 are co-requisites 4. Experience as a scientist practitioner in gathering and analyzing data (3 hours). a. PSYC-599: Thesis (must be completed prior to award of the M.A.) 61 �Students in the School Psychology program who successfully complete the 75 semester hours and other Program requirements (see Handbook of School Psychology) are awarded the Ed.S. degree. Students must complete all course requirements within a 5-year period from the date of initial enrollment. Internship requirements must be completed within 2 years of the completion of course work or 7 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 be the thesis. No more than 8 hours of graduate credit taken as non-degree-seeking 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 will be required to spend a minimum of 1200 clock hours in a supervised internship and complete these hours within 2 years. To meet South Carolina requirements, students who plan to complete an internship must apply through the South Carolina Department of Education (SCDOE) for an internship certificate. Further, 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. Other field-based experiences may require a criminal background check prior to field placement. Program Sequence PSYC-503, 504, 505, and 615/616 must be taken in prescribed sequence, with each course building on the preceding one incrementally. The intervention courses (PSYC-605, 606, 607, 617/618 and 642) 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. 62 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-615/616, PSYC-617/618, PSYC-605, PSYC-606, PSYC-621, PSYC-622 and PSYC-642. Students enrolled in these classes are advised to consult their syllabus and instructor for more specific details �Master of Arts in Social Science Department of Political Science, 843-953-5069 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. 3. Submission of official Graduate Record Examination (GRE) or the Miller Analogies Test (MAT) score. The minimum score for the GRE is a verbal and quantitative combination of 290. The minimum score for the MAT is a score of 396.* Admission test must have been taken within the last five years. *Students who fail to meet the minimum score requirement may be provisionally accepted into the M.A. 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 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. Required Program The Master of Arts in Social Science (MASS) is a 36 credit hour program consisting of the following requirements: 1. Required Core (6 hours) PSCI-500/ CRMJ-500 Seminar in Social Science PSCI-501/ CRMJ-501 Research Methods in Social Science *NOTE: these 6 hours must be included in the first 12 hours taken in the program. 2. Cluster A: Foundation Courses (15 hours) Students should select five courses from any political science, criminal justice, sociology, or anthropology courses the School of Humanities and Social Science offers. 3. Cluster B: Electives (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. List of Courses (Cluster A) PSCI-500/CRMJ-500 Seminar in Social Science PSCI-501/CRMJ-501 Research Methods in Social Science 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-562 East Asian Affairs PSCI-563 South Asian Affairs PSCI-564 U.S. Foreign Relations PSCI-565 International Politics PSCI-566 International Political Economy PSCI-567 Global Democracy PSCI-569/CRMJ-569 National Security Policy PSCI-570 The Civil Rights Movement PSCI-592 Political Theory PSCI-662 Constitutional Law: Civil Rights and Liberties CRMJ-510 Topics in Criminal Justice CRMJ-515/PSCI-515 Topics in Homeland Security CRMJ-555/PSCI-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 63 �CRMJ-564 Juvenile Justice CRMJ-565 Corrections MASS with Simultaneous Graduate Certificates in CRMJ-567 Homeland Security Leadership And/or Homeland Security CRMJ-568/PSCI 568 International and Domestic Students accepted for the MASS degree program may Terrorism simultaneously enroll in the Graduate Certificate in Leadership CRMJ-572 Ethics and Integrity in Homeland Security and/or the Graduate Certificate in Homeland Security programs. Each certificate involves a separate application and acceptance. SOCI-501 Social Determinants of Modern Life Students dual enrolled in the MASS degree and Graduate Certificate in Leadership may apply the five required courses for ANTH-501 Physical and Cultural Adaptations the certificate as the Cluster B of the MASS degree. Students dual enrolled in the MASS degree and Graduate Certificate in List of Courses (Cluster B) Homeland Security may apply the five required courses for the PSYC-500 Human Growth and Development certificate as the Cluster A of the MASS degree. Students dual PSYC-501 Principles of Cognitive & Behavioral Change enrolled in the MASS degree and Graduate Certificate in *With Instructor Permission Only Homeland Security and Graduate Certificate in Leadership may PSYC-507 General Psychopathology apply the five required courses for the former certificate as the *With Instructor Permission Only Cluster A of the MASS degree and the five required courses for PSYC-508 Counseling and Personality Theories the latter certificate as the Cluster B. If a student is dual enrolled *With Instructor Permission Only for the MASS degree and a Graduate level certificate and then PSYC-553 Introduction to Family Dynamics opts to drop out of the certificate program, the Cluster PSYC-555 Special Topics in Psychology requirement(s) revert to that of stand-alone MASS degree *With Instructor Permission Only program. See Graduate Certificate in Leadership Graduate PSYC-561 Cultural Issues in Psychological Practice Certificate in Homeland Security for details. *With Instructor Permission Only PSYC-570 Social and Cognitive Foundations of Interpersonal Behavior BADM-704 Foundations of Economics BADM-713 Communication for Leadership EDUC-500 Foundations of American Education EDUC-561 Counseling Diverse Populations EDUC-600 Professional Negotiations ENGL-512 Southern Literature ENGL-516 Continental Literature ENGL-520 Survey of World Literature I ENGL-521 Survey of World Literature II ENGL-530 Special Topics in the Humanities ENGL-535 African-American Literature ENGL-558 Technical and Professional Writing ENGL-570 Topics in African-American Literary Genres ENGL-571 Topics in African-American Literary Periods ENGL-572 Topics in Major African-American Writers ENGL-573 Special Topics in African-American Literature 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 Total: Thirty six (36) hours. 64 �Master of Science in Leadership Department of Leadership Studies, 843-801-5042 Dr. Mick Fekula, Department Head, mick.fekula@citadel.edu Mission Statement 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 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. 3. 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. 4. Completed program of study with advisor. Required Program The Master of Science in Leadership is a 36 credit-hour program consisting of the following requirements: 1. Research Methods (6 hours) PSCI-500 Seminar in Social Science PSCI-501 Research Methods in Social Science 2. Human Behavior (6 hours) PSYC-500 Human Growth and Development PSYC-570 Social and Cognitive Foundations of Interpersonal Behavior 3. Leadership (24 hours) BADM-713 Communication for Leadership BADM-722 Leadership in Organizations: Principles and Practices 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 LDRS-715 Leadership Capstone Project Total: Thirty-six (36) hours. Students accepted into the Master of Science in Leadership program will be automatically enrolled into the Graduate Certificate in Leadership *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 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. 65 � School of Science & Mathematics Master of Arts: • Biology • Sport Management Master of Arts in Education: • Mathematics Master of Science: • Computer Science • Health, Exercise, & Sport Science 66 �Master of Arts in Biology Department of Biology, 843-953-5203 Dr. John Weinstein, john.weinstein@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. 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. 3. 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. 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 *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 regular-degree seeking status. Students who score 282 or below on the GRE or 379 or below on the MAT will not be admitted. Program Requirements 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. 67 �Master of Arts in Education in Mathematics Department of Mathematics and Computer Science Dr. Mei Chen, Department Head, 843-953-7882, chenm@citadel.edu Dr. Isaac S. Metts, Jr., Program Director 843-953-5042, spike.metts@citadel.edu Col. Stephen D. Cotter, Associate Program Director, 843-953-5035, steve.cotter@citadel.edu Graduate courses in Mathematics are also offered in support of other degree programs, primarily the Master of Arts in Teaching (MAT) with a concentration in the field of Mathematics. Mission The purpose of the M.A.E. in Mathematics is to enhance the mathematical knowledge and teaching techniques of middle and secondary mathematics teachers. The program is intended for individuals who currently hold a teaching certificate, but a certificate is not required. Courses associated with this program do not require that the participant have an undergraduate major in mathematics. However, the mathematics background and maturity must include at least twelve hours of mathematics at the undergraduate level, with at least 8 semester credit hours in calculus. Participants whose preparation may not be adequate should confer with the department head or the program director. 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 or university. 3. Applicants are expected to have a cumulative undergraduate GPA of 2.5 or higher.* 4. Submission of official Graduate Record Exam (GRE) or the Miller Analogies Test (MAT) score. The minimum combined score for the GRE on the verbal and quantitative sections of the general test is 290. The minimum score for the MAT is a raw score of 396.** Admission test must have been taken within the last five years. 5. Completion of a minimum of 12 hours of undergraduate mathematics that includes at least 8 semester credit hours in calculus. *Applicants with less than a 2.5 GPA may appeal to the Department of Mathematics and Computer Science, and their application will be reviewed by the Program Director and the Department Head. The department recommendation will be forwarded to the Dean of Science and Mathematics for final action. **Students who score between 283-289 on the GRE or 380-395 on the MAT may apply for provisional status. Under provisional 68 status, students may enroll for only one semester of 6 hours. If the student maintains a 3.50 GPA under provisional status, they will be considered for degree seeking status the following semester. Students who score 379 or below on the MAT or 282 or below on the GRE will not be admitted. Admission test must be current within five (5) years of application. Degree Requirements The minimum number of hours required is 33 semester hours, of which at least 21 must be mathematics courses and 9 must be education courses. The other three hours can be either mathematics or education. Required Mathematics Courses: MATH-518 Technology in Mathematics Classrooms (3) MATH-542 Probability and Statistics (3) MATH-553 Calculus from an Advanced Standpoint (3) Electives Four or five courses* (12-15 semester hours) *MATH-501, 509, 517, and 541 are excluded as electives. CSCI-562 and CSCI-563 may be counted. Required Education Courses (one course from each of the following areas): a. Humanistic Orientation (one course) (3) EDUC-500 Foundations of American Education EDUC-522 Critical Education Issues in Multicultural Society b. Behavioral Science Foundation (one course) (3) EDUC-536 Educational Psychology c. Research (3) EDUC-512 Data Collection and Analysis �Master of Science in Computer Science Department of Mathematics and Computer Science Dr. Mei Chen, Department Head, 843-953-5048, mei.chen@citadel.edu Dr. Shankar Banik, Program Director, 843-953-5039, shankar.banik@citadel.edu Mission The Master of Science in Computer Science 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 science 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 Science (CSCI) courses. 6. Competency, demonstrated through coursework, approved work experience, or a program administrated competency exam, in the areas of basic Computer Architecture, Object-oriented Programming, Discrete Mathematics, and Data Structures. Degree Requirements The Master of Science in Computer Science 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: 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 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 Privacy and Security Issues 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 thses 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 (9 hours). • CSCI-699 Research thesis (6 hours) plus one elective. • CSCI-698 Project Thesis (3 hours) plus two electives. • Three electives (9 hours). ENGR 650, Overview of Technical Project Management, may be substituted for CSCI 634 in satisfying degree requirements for the M.S. in Computer Science. 69 �Department of Health, Exercise, & Sport Science Mission Statement The goals of the M.S. in Health, Exercise, and 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; application of physical, biological, and behavioral sciences to the teaching and learning processes; 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, and administration, 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, and sports club programs; resort programming; wellness and fitness industries; human preformance laboratories; health and physical performance organizations; and health, sport and athletic administration. Master of Science in Health, Exercise, & Sport Science Dr. Dena P. Garner, Program Director, 843-953-6323, dena.garner@citadel.edu 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. 3. Submission of official Miller Analogies Test (MAT) or Graduate Record Examination (GRE) scores.* Admission test must have been taken within the last five years. 4. 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. 5. 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 380-395 on the MAT or between 283-289 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 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. 70 �After the written exam is evaluated, each student will 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. Core 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 and Methods of Analyzing Research in Health, Exercise, & Sport Science I HESS-560 Research Techniques and 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) * * 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-503 Human Sexuality HESS-504 Public Health HESS-508 Epidemiology HESS-509 Preventive and Rehabilitative Aspects of Physical Activity HESS-511 Special Topics in Health, Exercise, & Sport Science (Exercise Science) HESS-512 Special Topics in Health, Exercise, & Sport Science (Sports Management) HESS-513 Sport Facility & Event Management HESS-518 Sport Marketing HESS-520 Special Topics in Sport Management HESS-521 The Art of Selling in Sport HESS-523 Administration and Leadership of Exercise and Sport Organizations HESS-530 Practicum in Sport Management HESS-534 Accommodating Persons with Disabilities in Sport & Physical Activity HESS-538 Internship in Sport Management (6 hours) HESS-539 Sport Public Relations & Promotions HESS-541 HESS-543 HESS-544 HESS-545 HESS-546 HESS-547 HESS-548 HESS-549 HESS-552 HESS-553 HESS-558 HESS-560 HESS-554 HESS-555 HESS-556 HESS-557 Current and Future Trends in Health, Exercise, & Sport Science Consumer Health Exercise Testing & Assessment Nutrition for Exercise, Sport, and Physical Activity Environmental Physiology Techniques of Conditioning for Sport and Physical Fitness Psychology of Sport & Motivation Sociological and Cultural Aspects of Sport Fundraising for Sport Organizations Sport Communications Advertising in Sport Research Techniques and Methods of Analyzing Research in Health, Exercise, & Sport Science II * ** Analysis of Sport Skills and Techniques Legal Aspects of Sport Sport Finance Economics of Sport * 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 • 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) 71 �Master of Arts in 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.* Admisison 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 380-395 on the MAT or between 283-289 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. 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. 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 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, 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 will 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. Core Course Requirements Seven (7) courses within the curriculum designated as “Core Courses” are required for each student. HESS-540 Research Techniques & Methods of Analyzing Research I (3) HESS-560 Research Techniques & Methods of Analyzing Research II (3) HESS-518 Sport Marketing (3) HESS-523 Admin & Leadership of Exercise & Sport Organizations (3) HESS-538 Internship in Sport Management (6) HESS-539 Sport Public Relations & Promotions (3) HESS-555 Legal Aspects of Sport (3) Total credit hours for core courses: 24 Approved Electives Each student is required to choose five (5) courses (15 hours) from the following list of approved elective courses. HESS-507 Special Problems in HESS (3) * HESS-511 Special Topics in HESS (3) HESS-512 Special Topics in HESS (Sport Management) (3) HESS-513 Sport Facility & Event Management (3) HESS-520 Special Topics in Sport Management (3) 72 �HESS-521 HESS-529 HESS-530 HESS-541 HESS-542 HESS-548 HESS-549 HESS-552 HESS-553 HESS-556 HESS-557 HESS-558 The Art of Selling in Sport (3) Special Problems in Sport Management (3) * Practicum in Sport Management (3) Current & Future Trends in HESS (3) * Practicum in HESS (3) * Psychology of Sport & Motivation (3) Sociological & Cultural Aspects of Sport (3) Fundraising for Sport Organizations (3) Sport Communication (3) Sport Finance (3) Economics of Sport (3) Advertising in Sport (3) * HESS-540 is a prerequisite or co-requisite for this course Total credit hours for elective courses: 15 TOTAL PROGRAM HOURS: 39 (24 core hours + 15 elective hours) 73 � School of Engineering Master of Science: • Project Management 74 �Master of Science in Project Management School of Engineering, 843-953-9811 Dr. Charles Skipper, charles.skipper@citadel.edu Mission Statement The mission of The Citadel’s Master of Science in Project Management 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. Admission Requirements 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. Other qualities appropriate to graduate study are also considered. 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. 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. Semester to begin: Fall Spring Admission material due: July 20th December 1st Program 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. 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. No transfer credit will be accepted for core courses. Any prerequisites for applicable courses must be met. 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. Declare 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 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 a regionally accredited college or university. 3. Submission of official copy of Graduate Record Examination (GRE) or Graduate Management Amission Test (GMAT) score. Admission test must have been taken within the last five years. 4. Submission of resume detailing at least one year of work experience or permission from Department Head. 5. Submission of two letters of recommendation. 7. Submission of a statement of purpose. Students enrolled in the MSPM will automatically be enrolled in the Graduate Certificate in Technical Project Management (TPM). 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. • 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-680 Systems Engineering Management Fundamentals 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 PMGT-684 PMGT-685 Systems Modeling and Integration Human System Integration Decision and Risk Analysis 75 �• Leadership BADM-713 Communication for Leadership BADM-722 Leadership in Organizations BADM-606 Foundations of Quantiative 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 Natural Hazards and Preservation of Historical Structures CIVL-506 Geographic Information Systems CIVL-508 Monitoring of Civil Engineering Infrastructure CIVL-602 Water Quality Modeling and Management CIVL-604 Aquatic Chemistry CIVL-608 Building Load Analysis CIVL-610 Timber Design CIVL-612 Urban Transportation Planning CIVL-614 Ground Improvement CIVL-616 Deep Foundations CIVL-650 Special Graduate Topics in Civil Engineering • 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 76 Transfer Credit: A maximum of two courses (6 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 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 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. �Graduate Certificate Programs 77 �Graduate Certificate in Technical Project Management School of Engineering, 843-953-9811 Dr. Charles Skipper Charles.skipper@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 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? 5. Submission of evidence of a minimum of one year work experience, or permission of Department Head. *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 to receive consideration 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. 78 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 required courses for the TPM Graduate Certificate Program are: • PMGT-650: Overview of Technical Project Management, 3 credit hours • PMGT-651: Technical Project Planning and Scheduling, 3 credit hours • PMGT-652: Applications of Quality Management, 3 credit hours • PMGT-653: Technical Project Support and Operations, 3 credit hours Total Required Courses: 12 credit hours 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 the fourth TPM course. Students are also expected to present their capstone project to industry professionals. �Graduate Certificate in Sport Management - Sport Sales & Marketing Department of Health, Exercise, and Sport Science 843-953-5060 Program Requirements 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 Program Coordinator Dr. Harry Davakos, 843-953-7957 Harry.Davakos@citadel.edu Dr. Michelle Richardson, 843-953-7957 frichard@citadel.edu 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 which addresses 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. 79 �Graduate Certificate in Leadership Department of Leadership Studies Dr. Mick Fekula Director of Academic Leadership Programs 843-801-5042 mick.fekula@citadel.edu The Graduate Certificate in Leadership consists of five (5) three (3) hour courses at the graduate level which can be used in each of the following programs: Master of Arts in Social Science, Master of Science in Project Management, Master of Business Administration; or can be completed as a stand alone certificate in leadership for those interested individuals who are not enrolled in one of these three programs: Admission Requirements 1. Completion of the online graduate application along with the non-refundable application fee. 2. Submission of an official transcript for the baccalaureate degree a regionally accredited college or university. 3. 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 leadership? 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? 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 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. Those enrolled in the Master of Science in Leadership program will be automatically accepted into this certificate program. 80 Program Requirements Required Courses (6 Credit hours): BADM-722—Leadership in Organizations PSYC-570—Social and Cognitive Foundations of Interpersonal Behavior 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* BADM 713 – Communication for Leadership PSYC 500 – Human Growth and Development * BADM 722 is a prerequisite for these courses. † Note: Students required to take LDRS 714 (see below) must take LDRS 711 as a prerequisite to LDRS 714 Application of Leadership (3 Credit hours), choose one (1) of the following according to your degree status: BADM-740—Global Business Strategy (if enrolled in the MBA program) PMGT-672—Applied Leadership Concepts (if enrolled in M.S. in Project Management program) LDRS-714—Strategic Leadership, Vision, Mission and Contemporary Issues (if non-degree-seeking or enrolled in degree programs other than MBA or Project Management) �Graduate Certificate in Student Affairs School of Education, 843-953-5097 Dr. Guy Ilagan, gilagan@citadel.edu Dr. Aaron Oberman, aaron.oberman@citadel.edu Dr. George T. Williams, williamsg@citadel.edu 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 The Citadel Graduate College (CGC) and the Division of Counselor Education within The Citadel 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. 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. 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. Additional transcripts may be required depending on undergraduate course requirements by program. 3. 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. 81 �Graduate Certificate in Environmental Studies Department of Biology, 843-953-5203 Dr. John Weinstein, 843-953-7796 john.weinstein@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. 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. 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. Courses taken as part of the Environmental Studies graduate certificate can be counted toward the Master of Arts in Biology at The Citadel if admission is granted to both simultaneously. 82 Program Requirements 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 Civil and Environmental Engineering courses. Required Course (3 credit hours) BIOL-609 – Seminar in Environmental Studies Biology Elective Courses (2 courses, minimum of 7 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 *4 credit hours with lab ˚variable credit hours Engineering, Humanities, and Social Sciences Electives (2 courses, 6 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 �Graduate Certificate in Homeland Security Department of Criminal Justice 843-953-0319 Michael Brady, mike.brady@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 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. Additional transcripts may be required depending on undergraduate course requirements by program. 3. 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? 4. 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–Topics in Homeland Security CRMJ-555–Leadership Application Course in Criminal Justice CRMJ-560–Homeland Security and Criminal Justice Administration CRMJ-568/ PSCI-568–International and Domestic Terrorism PSCI-569/ CRMJ-569–National Security Policy CRMJ-570–Homeland Security CRMJ-572–Ethics and Integrity in Homeland Security 83 �Graduate Certificate in Systems Engineering Management School of Engineering, 843-953-9811 Dr. Charles Skipper, charles.skipper@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 course of instruction presents systems engineering as a welldeveloped body of knowledge, methodologies and techniques from a management perspective with application to a wide range of industries. Admission Requirements Successful applicants must meet the following criteria for admission into the SEM graduate certificate program. 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. Additional transcripts may be required depending on undergraduate course requirements by program. 3. Submission of resume detailing work experience. 4. 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? All material must be received by the CGC office and evaluated by the department to receive consideration to the SEM graduate certificate program. An undergraduate engineering degree is not required. Coursework is not to begin until admission has been granted into the program. 84 Program Requirements Students must complete three required courses and one of the elective courses identified below: Required Program: PMGT-680 Systems Engineering Management Fundamentals PMGT-681 Requirements Development and Management PMGT-682 System Verification and Validation Elective Courses (Select one): PMGT-683 Systems Modeling and Integration PMGT-684 Human System Integration PMGT-685 Decision and Risk Analysis Up to four courses in the SEM program may be used in completing the elective requirements for the Master of Science in Project Management if admission is granted to both simultaneously. Please see your advisor for eligibility. �Graduate Certificate in Intelligence Analysis Department of Criminal Justice, 843-953-0319 Michael Brady, mike.brady@citadel. 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, transportation security, port authority personnel, military personnel, local and state agencies that partner with intelligence professionals and others seeking to increase their knowledge and competencies in the area of intelligence. 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. Additional transcripts may be required depending on undergraduate course requirements by program. 3. 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? 4. Submission of the names and contact information for three (3) references familiar with your work. Program Requirements 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. Required Courses: CRMJ-580–Introduction to Intelligence CRMJ-581–Intelligence Research and Analysis CRMJ-582–Intelligence Theory Application Elective Courses (select two): CRMJ-562— Comparative Criminal Justice Systems CRMJ-583 —Transnational Organized Crime CRMJ-585 — Topics in Intelligence PSCI-510—Topics in Political Science Elective Courses from Homeland Security CRMJ-515/PSCI-515—Topics in Homeland Security CRMJ-555/PSCI-555—Leadership Application Course in Criminal Justice CRMJ-560—Homeland Security and Criminal Justice Administration CRMJ-566— Ethics and Integrity in Homeland Security CRMJ-567—Homeland Security CRMJ-568/ PSCI-568—International and Domestic Terrorism PSCI-569/CRMJ-569—National Security Policy 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. 85 �Graduate Certificate in Hispanic Studies Department of Modern Languages 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 nonnative 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 low country. 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 Spanish-speaking 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 increases. 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. 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. Additional transcripts may be required depending on undergraduate course requirements by program. 3. 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? 4. Submission of the names and contact information for three (3) references familiar with your work. 86 One of the three options below must apply for acceptance into the program: 1. Baccalaureate degree in Spanish literature, Spanish linguistics or Spanish education. 2. Baccalaureate degree in any field with a minor in Spanish literature, Spanish linguistics or Spanish education. 3. Baccalaureate degree in any field with 12 credits hours of upper-division classwork in Spanish literature, Spanish linguistics or Spanish education. 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 Spanish. 2) The demographic with whom these teachers have contact is primarily Latin American students from Mexico, the Caribbean and Central America. 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-550–Special Topics: Culture and Literature of South America �Graduate Certificate in Cybersecurity Department of Mathematics and Computer Science Dr. Mei Chen, Department Head, 843-953-5048, mei.chen@citadel.edu Dr. Shankar Banik, Program Director, 843-953-5039, shankar.banik@citadel.edu With cybercrime on the rise, cybersecurity grows more vital with each passing day. 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 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 Our nation’s leaders recognize cybersecruity 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 industry 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. 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. 3. Applicants are expected to have an undergraduate grade point average of 3.0.* 4. Approval from the Program Director or Department Head before registering for any graduate Computer Science (CSCI) courses. 5. 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 committe, students whose grade point average is less than 3.0 may be permitted to take up to 6 credit hours of courses in a non-degree seeking status and then apply for admission after successful completion of these courses. 87 �Graduate Certificate in History and Teaching Content Department of History Dr. Joelle Neulander, 843-953-5073 joelle.neulander@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. 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. Additional transcripts may be required depending on undergraduate course requirements by program. 3. Submission of letter of intent, no more than two pages, whihc answers the folowing questions: a. How has your experience/education prepared you for graduate courses in history? b. How will your knowledge, skills, and experineces contribute to this program’s learning community? c. What do you hope to gain from this graduate certificate program? 4. 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 Studiesdepartment 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. 88 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 Socal 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 �Graduate Certificate in Literacy Education School of Education, 843-953-5097 Dr. Stephenie Hewett, stephenie.hewett@citadel.edu Dr. Dan Ouzts, dan.ouzts@citadel.edu Learning Outcomes The general goals and objectives of the Graduate Certificate in Literacy Education are: • 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 in order to develop a case study; • A knowledge of those skills necessary to recognize and accommodate for individual differences in literacy instruction; • A knowledge of and ability to demonstrate effective literacy instructional strategies; • 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). Program Requirements The Graduate Certificate in Literacy Education consists of five, three credit hour courses to be taken in the following order: EDUC-588—Developing Literacy Skills Pre K-Grade 5 EDUC-589—Methods and Materials for Developing Literacy Skills EDUC-590—Literacy Assessment and Instruction EDUC-592—Teaching Reading and Writing in the Middle and High School-Content Areas EDUC-591—Practicum in Literacy Education *Recommendation for certification by the State of South Carolina requires a satisfactory score on the Praxis II Examination. 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. Additional transcripts may be required depending on undergraduate course requirements by program. 3. Submission of valid teaching certificate issued by South Carolina or another state. 4. Submission of proof of two years teaching experience. 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. Students accepted into the Master of Education in Literacy Education are automatically enrolled in this certificate program. 89 �Undergraduate Degree Programs 90 �Bachelor of Arts in Criminal Justice Department of Criminal Justice, 843-953-0319 Dr. Sean Griffin, Department Head, 843-953-0319 sean.griffin@citadel.edu Edwin Lugo, Advisor elugo@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 in the evening. The requirements for the major consist of a total of 60 upper division credit hours: 45 credit hours in the major and 15 credit hours of elective courses, 36 of which must be taken at The Citadel. Mission 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. • Develop 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. The Steps 1. Apply to technical college. List either A.A. or CRJ as your major and Citadel-Criminal Justice as your career path. 2. Submit SAT/ACT scores or take a technical college’s placement exam 3. Visit the Technical College’s Orientation Center to be assigned an advisor. 4. Meet with your advisor to fill out a 2+2 enrollment form. 5. Complete specified courses at the technical college with a minimum cumulative grade point average of 2.0. 6. Apply to The Citadel. Admission Requirements 1. Completion of the evening undergraduate application 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 recieved 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): 65 credit hours Course Writing/English Composition-6 hours ENG-101 English Composition I ENG-102 English Composition II Humanities/Foreign Language-6 hours MUS-105 Music Appreciation ART-101 Art History and Appreciation ART-107 History of Early Western Art ART-108 History of Western Art PHI-101 Introduction to Philosophy PHI-110 Ethics REL-101 Introduction to Religion Any Introductory Language sequence 101/102 History-6 hours (Select one Sequence) HIS-101/102 History of Western Civ. HIS-104/105 History of World Civ. Mathematics-6 hours MAT-109 College Algebra with Modeling MAT-120 Probability and Statistics Hours 3 3 3 3 3 3 3 3 3 6 6 6 3 3 Science-8 hours Courses must have lab, not necessarily sequential BIO-101 Biological Science I + lab BIO-102 Biological Science II + lab CHM-106 Contemporary Chemistry I + lab CHM-107 Contemporary Chemistry II + lab PHY-201 Physics I + lab PHY-202 Physics II + lab AST-101 Solar System Astronomy + lab AST-102 Stellar Astronomy + lab 4 4 4 4 4 4 4 4 Social Science-6 hours SOCI-101 Introduction to Sociology 3 91 �Take one of the following ANT-101 Cultural Anthropology 3 PSC-201 American National Gov. 3 PSY-201 General Psychology 3 Criminal Justice Major-6 Hours CRJ-101 Introduction to Criminal Justice 3 CRJ-125 Criminology 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 Communication (3 hours) Literature (3 hours) Humanities/Social Sci/Comm. (9 hours) Courses Taken at The Citadel: 55 credit hours Course Orientation Course (must be taken in first semester at The Citadel) EUGS-101 Orientation Seminar Hours 1 Required courses if not taken at a technical college - 6 hours CRMJ-201 Intro to Criminal Justice 3 CRMJ 202 Criminoloy 3 Required Courses - 6 hours CRMJ-370 Police Systems 3 CRMJ-380 Corrections 3 Upper Level Elective Courses in the Major 33 Credit Hours (Must be at 300 level or higher) 33 hours must be taken from the courses listed below: 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-333 Immigration Security 3 CRMJ-371 Critical Issues in Law Enforcement 3 CRMJ-373 Criminal Evidence 3 CRMJ-375 Criminal Justice Administration 3 CRMJ-381 Organized Crime 3 CRMJ-382 Drugs and Crime 3 CRMJ-383 Comparative Criminal Justice Systems 3 CRMJ-384 International Crime 3 CRMJ-385 Juvenile Delinquency 3 CRMJ-386 Research Methods in Criminal Justice 3 CRMJ-387 Criminal Investigation 3 CRMJ-388 White Collar Crime 3 CRMJ-389 Justice in Latin America 3 92 CRMJ-390 Victimology 3 CRMJ-391 Criminalistics 3 CRMJ-392 Computer Crime 3 CRMJ-393 Homicide 3 CRMJ-465 Special Topics in Criminal Justice 3 CRMJ-470 Ethics 3 CRMJ-471 Psychology of Crime 3 CRMJ-472 Crime Prevention 3 CRMJ-498 Independent Study 3 CRMJ-499 Internship 3 Three of the following courses can count as an upper level elective in the major: Electives: (3 courses, 9 credit hours) PSCI-302 Urban Politics 3 PSCI-310 Domestic Terrorism 3 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 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 Dean of Evening 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. �Bachelor of Science in Business Administration School of Business, 843-953-5056 Ms. Duvall Herlocker, 843-953-6450 duvall.herlocker@citadel.edu Dr. Lester Pittman, 843-574-6420 lester.pittman@tridenttech.edu Mission The mission of the School of Business is to educate and develop leaders of principle to serve a global community. The Citadel’s Bachelor of Science in Business Administration is a 2 +2/degree completion program. Students take freshman and sophomore level courses at a Technical College, and they attend The Citadel for their junior and senior level courses. Students who wish to earn a B.S. in Business Administration through The Citadel can begin their coursework a technical college and earn an Associate in Arts degree as well. The Steps 1. Apply to a technical college in South Carolina. List AA as your major and Citadel-Business as your career path. 2. Submit SAT/ACT scores OR take the technical college’s placement test. 3. Visit the technical college’s Orientation Center to be assigned to the right advisor 4. Submit official transcripts of all colleges attended 5. Meet with your advisor and fill out a 2+2 Enrollment Form 6. Complete specified courses at the technical college with a minimum cumulative GPA of 2.0 7. Apply to The Citadel 8. Sign transfer request form Admission Requirements To be admitted into The Citadel’s portion of the program, students must: 1. Completion of the evening undergraduate application 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 recieved in order for the application to be complete and reviewed. 3. Completion of the designated courses with an approved technical college or equivalent with a grade of C or higher. 4. Applicants are expected to have a minimum grade point average of2.0. 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. Persons interested in the Master of Business Administration program, which is offered only through evening classes, should consult the Graduate portion of this catalog for further information. Program of Study The Business Administration program consists of 62 hours of general education and lower division courses at a South Carolina technical college, 40 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. 6 hours of upper level general electives are also required and can be taken at The Citadel or another institution. If you have credits from another institution, they will be evaluated according to The Citadel’s policy. Courses Taken at a South Carolina technical College (or equivalent): 62 credit hours Course Hours Writing/English Composition (6 hours) ENG-101 English Composition I ENG-102 English Composition II 3 3 Humanities/Foreign Language (6 hours) MUS-105 Music Appreciation 3 ART-101 Art History and Appreciation 3 ART-107 History of Early Western Art 3 ART-108 History of Western Art 3 PHI-101 Introduction to Philosophy 3 PHI-110 Ethics 3 REL-101 Introduction to Religion 3 FRE/SPA/GER-101 and/or 102 6 (Need not be in the same language) Mathematics (6 hours) MAT-109 College Algebra w/ Modeling MAT-130 Elementary Calculus History (6 hours) HIS-101 History of Western Civ. I. HIS-102 History of Western Civ. II HIS-104 History of World Civ. I HIS-105 History of World Civ. II HIS-201 American History I HIS-202 American History II Science (8 hours) Courses must have lab and need not be sequential BIO-101 Biological Science I BIO-102 Biological Science II CHM-110 College Chemistry I 3 3 3 3 3 3 3 3 4 4 4 93 �CHM-111 College Chemistry II 4 PHY-201 Physics I 4 PHY-202 Physics II 4 AST-101 Solar System Astronomy 4 AST-102 Stellar Astronomy 4 Social Science (6 hours) ECO-210 Macroeconomics 3 ECO-211 Microeconomics 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 Lower Division Electives (12 hours) Any courses apply Recommended for AA students: Electives - 12 (Select from Humanities/Social Sciences/Communication/Foreign Languages) Course Hours 1 Must be taken in first semester enrolled at The Citadel. Business Major Requirements (27 Hours) BADM-216 Communication in Business BADM-305 Legal & Ethical Env. of Business BADM-309 Marketing Principles BADM-317 Computer Applications in Bus. BADM-321 Business Finance BADM-338 Management & Org. Behavior BADM-371 Leadership in Organizations BADM-410 Production & Operations Mgt BADM-422 Strategic Management Business Electives (12 Hours) BADM-320 International Busines BADM-323 Quality Management BADM-324 Purchasing and Materials Management BADM-326 Principles of Real Estate BADM-327 Principled Entrepreneurship and the Free Enterprise System BADM-329 Project Management 94 Courses Taken at a South Carolina technical college, The Citadel, or Another Institution - 18 credit hours 300-400 level electives - 6 hours Courses Taken at The Citadel: 40 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 3 3 Total Credit Hours at The Citadel: 40 Electives (12 hours) Total Credit Hours at a South Carolina technical college: 62 EUGS-101 Citadel Orientation BADM-404 Investments BADM-405 Marketing Management BADM-407 Money and Banking BADM-409 Human Resource Management BADM-413 International Marketing BADM-414 Consumer Behavior BADM-415 Relationship Marketing BADM-417 Management Information Systems BADM-420 Management of Change BADM-421 Logistics Management BADM-423 Personal Finance BADM-425 Small Business Management/Entrepreneurship BADM-428 Technology and Entrepreneurship BADM-429 Technology and Entrepreneurship BADM-430–435 Seminar in Business Administration BADM-450 Internship BADM-490 Independent Study �Bachelor of Science in Civil Engineering Department of Civil and Environmental Engineering Dr. Kevin C. Bower, Department Head 843-953-5083, kevin.bower@citadel.edu Department’s Mission Statement The mission of the Department of Civil and Environmental Engineering (CEE) is to provide a nationally recognized studentcentered 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 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. Admission Requirements 1. Completion of the designated courses with an approved the 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 recieved 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. 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. 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. 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. 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 Mode The Citadel through the CGC 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. The junior and senior years of study are completed at The Citadel by attending evening classes. 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 • Mechanics • Experiments • Public Policy/Public Administration -Business • Problem Solving • Leadership • Design in four Areas* • Contemporary Issues • Multi-disciplinary Team Work • Project Management • Lifelong Learning • Breadth in Civil Engineering in four Areas* • Professional & Ethical Responsibility *Environmental, Structural, Transportation, Land Development 95 �Program of Study Courses Taken at The Citadel The Civil and Environmental Engineering Department’s fouryear program begins with courses which 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 the Engineering Accreditation Commission of the Accreditation Board for Engineering and Technology (ABET). 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, and the Society of Women Engineers (SWE). Civil & Enviromental Engineering Major Hours Required for Graduation: 133 Courses Taken at Trident Technical College (or equivalent) Civil Engineering (16 credit 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 2 3 3 1 1 Humanities/Social Sciences (21 credit hours) ENG-101 English Composition I 3 ENG-102 English Composition II 3 ENG-205 English Literature I 3 ENG-206 English Literature II 3 HIS-101 Western Civilization to 1689 3 HIS-102 Western Civilization Post 1689 3 PSY-201 General Psychology 3 Math/Science (35 credit hours) CHM-110 College Chemistry I 4 CHM-111 College Chemistry II 4 EGR-275 Introduction to Engineering/ Computer Graphics 4 MAT-140 Analytic Geometry and Calculus I 4 MAT-141 Analytic Geometry and Calculus II 4 MAT-240 Analytic Geometry and Calculus III 4 MAT-242 Differential Equations 4 PHY-221 University Physics 4 PHY-222 University Physics II 4 Total Credit Hours at TTC (or equivalent): 72 96 Third Year (36 credit hours) CIVL-301 Dynamics 3 CIVL-302 Highway Engineering 3 CIVL-304 Mechanics of Materials 3 CIVL-305 Transportation Engineering 3 CIVL-307 Materials Laboratory 1 CIVL-309 Structural Analysis 4 CIVIL-314 Engineering Economy 2 CIVIL-317 Professional Sustainability 1 CIVL-320 Fluid Mechanics 3 CIVL-321 Hydrology and Hydraulics 3 CIVL-322 Introduction to Environmental Engineering 3 CIVL-327 Asphalt and Concrete Laboratory 1 CIVL-330 Measurements, Analysis and Modeling for CEE Systems 3 ELEC-308 Elements of Electrical Engineering 3 Fourth Year (27 credit 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-418 Fluid Mechanics Laboratory 1 CIVL-419 Environmental Engineering Laboratory 1 CIVL-42X Civil Engineering Elective 3 Technical Elective* 3 Humanities/Social Science Elective** 3 *To be selected from an approved list of courses in the humanities or social sciences **Elective to be an approved Engineering or Science course Total Credit Hours at The Citadel: 63 All freshman and sophomore level engineering and science courses must be successfully completed prior to enrolling in senior level classes Civil and Enviromental Engineering Design Electives Each Civil and Enviromental Engineering major must complete one of the following design courses in the spring of the senior year: CIVIL-422 Comprehensive Project Design in Environmental Engineering CIVIL-423 Comprehensive Project Design in Structural Engineering CIVIL-424 Comprehensive Project Design in Geotechnical Engineering CIVIL-425 Comprehensive Project Design in Civil Engineering CIVIL-450 Civil and Enviromental Engineering Intership CIVIL-453 Special Topics in Civil Engineering �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 Engineering Department. 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, 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 the CEE Department’s Web server. 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. The Special Applications Lab – LeTellier 206 LeTellier 206 is the home of the Civil Engineering Department Special Applications Lab. The fifteen 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. The Graphics Lab – LeTellier 308 LeTellier 308 is the home of the Civil 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 400,000-pound universal hydraulic testing machine with a clearance of 8 feet for column testing and with a 36-inch-wide working platform; a 250,000 pound and an additional 300,000 pound concrete cylinder testing machine; a 60,000-pound hydraulic universal testing machine; a 10,000-inch-pound torsion machine; and equipment for making tension, compression, shearing, and most other accepted and significant tests on metals, concrete, wood, and other structural materials. A transmission Polariscope and related equipment are available to investigate in a wide variety of two dimensional photo-elastic models. 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 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 two soils laboratories are 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, theodolites, level rods, tapes, six total stations, data collectors, and nine 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. 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, one technical elective, and one civil engineering design elective 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. The civil and environmental engineering design elective allows the students to specialize in a technical area of civil engineering by completing a design course at the senior level that integrates principles and practices of earlier courses into the design of the engineering system. 97 �Bachelor of Science in Electrical Engineering Department of Electrical and Computer Engineering Dr. John Peeples: 843-953-5057 john.peeples@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-plus-two evening mode. The day mode is coeducational and open only to members of the South Carolina Corps of Cadets and enlisted active duty students assigned to one of The Citadel’s ROTC Departments. The two-plus-two evening mode is coeducational, 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 Mathematics and Computer Science, 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), 111 Market Place, Suite 1050, Baltimore, MD 21202-4102 – Telephone: (410) 347-7700. 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 highly conducive both to learning and to the development of close student-faculty relationships. 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. 98 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. 2. 2. Completion of the designated courses with an approved Technical College or equivalent 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 recieved 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. 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 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, 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 lifelong 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. Electrical engineering topics studied in the sophomore year include 6 credit hours of electrical circuit analysis, 1 credit hour of electrical circuits laboratory, and 3 credit hours of computer applications pertinent to the field. Theory is combined with application, demonstration, and experimental verification. In addition, the first two years include 19 credit hours of mathematics, 8 credit hours of chemistry, 8 credit hours of physics, 18 credit hours of English and history and 3 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. The junior year requires a total 21 credit hours of electrical engineering course work. Breadth of coverage is provided by courses in linear system 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 sixth 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) and ELEC-415 (Electrical Measurements Laboratory), 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), ELEC423 (Digital Signal Processing), ELEC-424 (Solid-State Devices), ELEC-425, (Interference Control in Electronics), ELEC-426 (Antennas and Propagation), Energy Systems Engineering (ELEC437) 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-418 Advanced Digital Systems ELEC-419 Computer Network Architecture ELEC-423 Digital Signal Processing ELEC-416 Communications Engineering 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-415 Electrical Measurements Laboratory ELEC-426 Antennas and Propagation ELEC-427 Energy Systems Engineering 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-418 Advance Digital Systems ELEC-423 Digital Signal Processing ELEC-424 Solid State Devices ELEC-405 Electrical Measurements ELEC-415 Electrical Measurements Laboratory 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 99 �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, electric machines, and digital circuits and 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). Humanities/Social Sciences (21 credit hours) ENG-101 English Composition I 3 ENG-102 English Composition II 3 ENG-205 English Literature I 3 ENG-206 English Literature II 3 HIS-101 Western Civilization to 1689 3 HIS-102 Western Civilization Post 1689 3 PSY-201 General Psychology 3 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 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. 4 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. Electrical Engineering Major: Electrical Engineering Path at a South Carolina Technical College (or equivalent): Courses Taken at Trident Technical College (or equivalent) 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 3 100 Math/Science (32 credit hours) CHM-110 College Chemistry I CHM-111 College Chemistry II MAT-140 Analytic Geometry and Calculus I MAT-141 Analytic Geometry and Calculus II MAT-240 Analytic Geometry and Calculus III MAT-242 Differential Equations PHY-221 University Physics I 4 PHY-222 University Physics II 4 4 4 4 4 4 Total Credit Hours at TTC (or equivalent): 71 Courses Taken At The Citadel Electrical Engineering Courses (32 credit hours) ELEC-302 Electrical Machinery Laboratory 1 ELEC-306 Electronics I 6 ELEC-309 Signals and Systems I 3 ELEC-311 Digital Logic and Circuits 3 ELEC-312 Systems I 3 ELEC-313 Electronics Laboratory 1 ELEC-316 Electromechanical Energy Conversion 3 ELEC-318 Electromagnetic Fields 3 ELEC-330 Digital Systems Engineering 3 ELEC-412 Applied Probability and Statistics for Engineers 3 ELEC-421 Design I 3 ELEC-422 Design I 3 Electrical Engineering Electives (15 credit hours)- Choose five courses from the following list: ELEC-307 Nuclear Engineering 3 ELEC-401 Electronics II 3 ELEC-403 Electric Power Systems 3 ELEC-405 Electrical Measurements 2 ELEC-415 Electrical Measurements Laboratory 1 ELEC-407 Systems II 3 ELEC-413 Advanced Topics in Electrical Engineering 3 ELEC-414 System Simulation 3 ELEC-416 Communications Engineering 3 ELEC-418 Advanced Digital Systems 3 ELEC-419 Computer Network Architecture 3 ELEC-423 Digital Signal Processing 3 ELEC-424 Solid-State Devices 3 ELEC-425 Interference Control in Electronics 3 ELEC-426 Antennas and Propagation 3 CSCI-420 Software Engineering 3 Note: ELEC 405 and ELEC 415 must be taken together. �Technical Elective (3 credit hours) - Choose one course from the following list: PHYS-308 Optics 3 PHYS-410 Thermodynamics 3 CIVL-310 Statics and Mechanics of Materials for Non-Civil Engineers 3 CSCI-223 Data Structures 3 CIVL-411 Engineering Management 3 MATH-381 Deterministic Methods of Operational Research 3 MATH-470 Mathematical Models and Applications 3 Math/Civil Engineering Courses (5 credit hours) MATH-335 Applied Mathematics II CIVL-314 Engineering Administration 3 2 Humanities Elective (3 credit hours) - To be selected from an approved list of courses in the humanities or social sciences.** Total Credit Hours at The Citadel: 58 Credit hours required for graduation: 128 for evening students **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. 101 �Bachelor of Science in Mechanical Engineering Department of Engineering Leadership & Program Management Dr. Charles O. Skipper, Department Head, 843-953-9811, skipperc1@citadel.edu Dr. Robert Rabb, ME Program Director, 843-953-0520, rrabb@citadel.edu Mission 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 broad-based, rigorous curriculum, emphasizing theoretical and practical engineering concepts, strong professional values, and a disciplined work ethic. Admission Requirements 1. 2. 3. Completion of the designated courses with an approved Technical College or equivalent 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 recieved in order for the application to be complete and reviewed. Program Educational Objectives The Mechanical Engineering Program educational objectives prepare graduates to: • Succeed 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. • Apply and operate current engineering and analysis tools and equipment to conduct and/or lead engineering analysis, design and research. • 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. • Pursue graduate education and/or professional registration as desired or required. • Be principled leaders with strong communications and teambuilding skills to lead people, manage resources, solve complex problems, communicate information, and influence decisions 102 Program Core Values The Mechanical Engineering Program 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. Engineers as Principled Leaders: We believe the engineering profession requires the highest professional and ethical standars, which we seek to model, teach and prepare our students to embrace. Collaborative Teaching and Learning Environment: We believe in a collaborative collegial enviroment amoung 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 Mode 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. The junior and senior years of study are completed at The Citadel by attending evening classes. Program Outcomes 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. �Program of Study Courses Taken at The Citadel 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 aplication 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 real-world control of robots, unmanned aerial vehicels, and other autonomous systems. Mechanical Engineering Major Courses Taken at Trident Technical College Mechanical Engineering (19 credit 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-275 Intro. to Engineering/Computer Graphics EGR-262 Engineering Dynamics^ 1 3 3 3 3 3 3 3 Humanities/Social Science Courses (21 credit hours) ENG-101 English Composition I 3 ENG-102 English Composition II 3 ENG-205 English Literature I 3 ENG-206 English Literature II 3 HIS-101 Western Civilization to 1689 3 HIS-102 Western Civilization Post 1689 3 PSY-201 General Psychology 3 Math/Science Requirements (32 credit hours) CHM-110 College Chemistry I CHM-111 College Chemistry II MAT-140 Analytic Geometry and Calculus I MAT-141 Analytic Geometry and Calculus II MAT-240 Analytic Geometry and Calculus III MAT-242 Differential Equations PHY-221 University Physics I PHY-222 University Physics II ^Students can elect to take this course at TTC or in the summer at The Citadel. Total Credit Hours at TTC (or equivalent): 72 4 4 4 4 4 4 4 4 Third Year (37 credit hours) CIVL-301 Dynamics ^ CIVL-304 Mechanics of Materials CIVL-307 Materials Laboratory MATH-335 Applied Mathematics II 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 w/lab Technical Elective * 3 3 1 3 3 3 3 3 3 3 3 3 3 Fourth Year (26 credit hours) MECH-415 Heat Transfer MECH-450 Mechatronics w/lab MECH-460 Mechanical Engineering Sys Design MECH-481 Senior Design I MECH-482 Senior Design II MECH ME Option I ** MECH ME Option II ** MECH Mechanical Elective ** Adv. Humanities/Social Science Course *** 3 3 3 2 3 3 3 3 3 *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 at The Citadel: 63 Hours Required for Graduation: 135 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. 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. 103 �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; a 60,000-pound hydraulic universal testing machine; a 10,000-inch-pound torsion machine; and equipment for making tension, compression, shearing, and most other accepted and significant tests on composites, metals concrete, wood and other structural materials. A transmission Polariscope and related equipment are available to investigate in a wide variety of two dimensional photo-elastic models. 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 involv¬ing 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. 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 program director. 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. Two humanity or social science electives, 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). 104 �Course Descriptions Descriptions of graduate courses and evening undergraduate courses are listed in this section. Consult the course schedules online to determine the course offerings in a particular term. Graduate Course Descriptions 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. 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 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 non-parametric 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 BIOL-508—Genetics 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. 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. 105 �BIOL-532—Developmental Biology BIOL-606—Field Methods in 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 inducation and of hormones in development; the role of the enviroment 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. 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 experience. 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 BIOL-601—Evolution of Animals 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. Four Credit Hours General coverage of the anatomy, morphology, ecology, and chemistry of microorganisms. The emphasis of the course will be on bacteria, however, some time will be spent on the study of fungi, viruses, richettsiae, and protozoans. Lecture: three hours a week; laboratory: three hours a week. 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 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. 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 Four Credit Hours A study of marine invertebrates and their environment. Lecture: three hours a week; laboratory: three hours a week. 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-605—Laboratory Methods in Biology BIOL-621—Aquatic Toxicology BIOL-604—Marine Invertebrates 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. 106 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. �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. financial problems, and offer reasoned alternative solutions. The course builds on principles presented in basic financial and managerial accounting courses, and introduces the student to new financial principles. Prerequisite: Foundations of Accounting (BADM-601) or equivalent undergraduate coursework. BADM-606—Foundations of Quantitative Methods and Operations Management 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, speluking 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. Three Credit Hours This course provides students with an introduction to both the fundamentals of operations management and the essential concepts of probability and statistics. Topics include collection, organization, description, and presentation of data; discrete and continuous probability distributions; sampling distributions; regression, model building, and correlation analysis; forecasting; statistical process control; decision analysis; and waiting lines. Emphasis is on understanding the processes involved in the sourcing, production, and delivery of products and services, along with related operational issues like customer satisfaction, scheduling, project management, quality, inventory, reliability, and capacity management. The spreadsheet computational tool (Excel) is heavily used in this course. Prerequisite: None. BIOL-631—Environmental Physiology BADM-607—Foundations of Marketing 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. Three Credit Hours This course provides an introduction to the world of business marketing including the nature and fundamental concepts of marketing, the assessment of consumer behavior, competitive analysis and marketing decision-making focused on the marketing planning process. Prerequisite: None. Business Administration (BADM) BADM-609—Foundations of Management and Organizations BIOL-625—Tropical Rainforest and Reef Ecology Pre-Requisite Courses: BADM-601—Foundations of Accounting Three Credit Hours This course is designed to provide students with knowledge of the basic tools and concepts used in financial accounting. It emphasizes identifying and interpreting relevant accounting information for decision-making by external users. The focus is on the four financial statements: the income statement, the statement of changes in equity, the balance sheet, and the statement of cash flows. Prerequisite: None. BADM-604—Foundations of Economics Three Credit Hours This course introduces students to microeconomics (the study of individual economic units, including product markets, individual consumers, and firms) and macroeconomics (the study of broad economic aggregates such as gross domestic product). Prerequisite: None. BADM-605—Foundations of Finance Three Credit Hours This introductory course in finance provides students with the financial management tools necessary to analyze complex business Three Credit Hours This course introduces students to the classical management functions of planning, organizing, leading, and the exercise of control. This course integrates classical and modern management concepts with an array of real-world cases, including a survey of the concepts and techniques involved in designing and managing operations. Prerequisites: None. MBA Courses: 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. 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 107 �well as a statutory, administrative, and Constitutional law. Prerequisite: None. 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-722—Leadership in Organizations 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 self assessments, role play, team building exercises, and a leadership portfolio. 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: Foundations of Accounting (BADM-601), Foundations of Finance (BADM-605), or equivalent undergraduate coursework. 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, 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: Foundations of Quantitative Methods and Operations Management (BADM-606) or equivalent undergraduate coursework. BADM-734—Financial Problems 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 nondirected business finance cases. Students will be responsible for identifying relevant financial issues, offering alternative solutions, 108 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: Foundations of Finance (BADM-605) or equivalent undergraduate coursework. 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 decision-making is explored in both domestic and global settings. Prerequisite: Foundations of Marketing (BADM-607) or equivalent undergraduate coursework. 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: Accounting for Executives (BADM-728), Quantitative Methods for Operations Management (BADM-731), Financial Problems (BADM-734), and Strategic Marketing (BADM -737). Must be taken within the last six hours of a students’ MBA program of study. BADM-750—Seminar in Business Administration Three Credit Hours This course may be elected by students desiring 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—Seminar 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: Foundations of Accounting (BADM-601) or equivalent undergraduate coursework and Accounting for Executives (BADM-728). BADM-752—Seminar 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: Foundations of Economics (BADM-604) or equivalent undergraduate work. skills through realistic cases (the application) with an emphasis on preparation, bidding, distributive and integrative bargaining techniques. Prerequisite: None. BADM-753—Seminar in Finance BADM-764—Entrepreneurship 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: Foundations of Finance (BADM-605) or equivalent undergraduate work. BADM-754—Seminar 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: Foundations of Management and Organizations (BADM-609) or equivalent undergraduate coursework. BADM-755—Seminar 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: Foundations of Marketing (BADM-607) or equivalent undergraduate coursework. 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: Foundations of Finance (BADM-605) or equivalent undergraduate coursework. BADM-757—Personal Finance Three Credit Hours 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 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—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: Foundations of Management and Organizations (BADM-609) or equivalent undergraduate coursework. 109 �BADM-774—International Business BADM-788—Consumer Behavior 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: Foundations of Marketing (BADM-607) or equivalent undergraduate coursework. 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: Foundations of Marketing (BADM-607) or equivalent undergraduate coursework. 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: Foundations of Marketing (BADM-607) or equivalent undergraduate coursework. 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: Foundations of Finance (BADM-605) or equivalent undergraduate coursework. 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 long-run 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). 110 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: Foundations of Finance (BADM-725). 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. Prerequisite: Advanced graduate standing and permission of the instructor, the Dean of The School of Business and the Dean of The Citadel Graduate College. �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 ultrastrong 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 socioeconomic 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-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–Building Load Analysis Three credit hours Structural engineering applications of analysis methodologies used to determine loads in accordance with ASCE 7. Course provides thorough overview of all practical load considerations. Prerequisites: CIVL-309 or approved equivalent. CIVL-610–Timber 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. Prerequisites: CIVL-304 or approved equivalent. 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, 111 �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 travel demand software and transportation planning applications will also be covered. Prerequisites: BS in mathematics, science, or engineering, or permission from instructor. 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-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. Prerequisites: None. Criminal Justice (CRMJ) 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 112 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/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/PSCI-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 secuirty organizations with emphasis given to a review of the research related to the development of leadership skills for homeland security management. 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. CRMJ-566— 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-567— 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. 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 indepth 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 CRMJ-568/PSCI 568—International and Domestic from a variety of sources, and the use Terrorism of analytic tools to establish connections between people, places, events and other entities. Three Credit Hours Students are exposed to computer software programs that visually In-depth seminar on the nature of international, transnational, depict complex relationships. 113 �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. Computer Science (CSCI) CSCI-562—Microcomputer Applications for Teachers Three Credit Hours This course is specifically designed to help teachers/administrators prepare to use microcomputers and Internet resources in their classroom/school. Topics include a general introduction to computers, word-processing, spreadsheets, databases, and telecommunications. Emphasis will be on actual classroom/school applications. This course is not intended for anyone who has already taken another computer course. 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 can not be used for the Master of Science in Computer Science. 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 114 Three Credit Hours This course covers basic techniques for the design and construction 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. 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 macbine-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. 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 115 �posted online. Access to a Mindstorms robotics kit with software is required for the course. and manipulating data created in Microsoft Access using Visual Basic. CSCI-656—Software Systems Design and Implementation CSCI-672—Human-Computer Interaction 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. 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 CSCI-674—Introduction to Computer Graphics 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, 116 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-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, CSCI-602, 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, CSCI-602, CSCI-603 and CSCI-604, and approval by the MSCS 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. An 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 learner-centered conceptual base in the process of teaching their discipline specialty. A. English; B. Biology; C. Social Studies; D. Mathematics. A passing score on the PRAXIS II must be achieved upon completion of this class. 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 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 exceptional children and youth. There is a focus on cause, identification, and educational and community programs for exceptional individuals. 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 evening seminars. This last course in the MAT sequence requires an Application: for fall semester, April 1, for spring, October 1. Application forms are available in the Department of Education. 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 117 �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 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 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. 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-524—Techniques of School Supervision EDUC-535—Organizational Theory and Behavior 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 Coursework is designed for practicing and prospective educational administrators that present current and emerging technology in using instructional and administrative technology in such areas as record keeping, scheduling, data collection and analysis, and the evaluation and instructional technology. 118 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 afairs 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. 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. Learner-centered 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 exceptional individuals. 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 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. 119 �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-562—Legal & Ethical Leadership Issues in Education Three Credit Hours This course examines goals 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 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. 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-550—Career Counseling and Development EDUC-570—Developing Literacy Knowledge with At Risk Readers EDUC-549—Applied Measurement Techniques 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-551 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. 120 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—Developing Literacy Skills Pre K-Grade 5 EDUC-598—Curriculum Project Three Credit Hours A foundational course designed to focus on developing literacy skills from pre-kindergarten through fifth grade. The developmental process of literacy growth along with techniques for teaching phonemic awareness, word recognition, vocabulary, and comprehension skills will be explored. 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-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 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. 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-602—Staff Personnel Administration EDUC-592— Teaching Reading and Writing in the Middle and High School—Content Areas Three Credit Hours A course designed for the middle school and high school teacher emphasizing student diagnosis followed by instructional decision making directed toward a balanced teaching approach. Candidates focus on literacy skills while teaching the subject matter of the secondary content areas. 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. Prerequisite: EDUC-501 EDUC-594—Internship in Literacy Education Three Credit Hours A field-based course in which each candidate engages in the supervised teaching of small groups of students. Candidates synthesize the knowledge they have gained in the program to demonstrate ability to appropriately assess and instruct a group of students at each student’s level of literacy instruction. 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 Coursework includes the study of personnel policies and practices as they relate to recruitment, selection, orientation, employment, promotion, evaluation, in-service development, dismissal, retirement, and teacher-administrator relationships. EDUC-603—School Plant Seminar 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. Three Credit Hours A course in supervision for master teachers, department heads, and college teachers with supervisory responsibilities in teacher education. 121 �EDUC-608—Literature for Children and Adolescents EDUC-619—Assessment of School Programs 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. 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-610—Seminar on School Improvement 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. 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. 122 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 Supervised 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. 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. Prerequisite: Permission from a faculty 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 Three 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 Three 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. 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. 123 �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 random-discrete 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–Adaptive 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. 124 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-665–Fundamentals of Advanced Energy Conversion 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. �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 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 Rosetti. ENGL-512—Literature of the U.S. South Three Credit Hours A study of selected texts, both canonical and lesser-known, by and about residents of the U.S. South. The course will emphasize works produced since 1900 and will explore some of the recurring themes often associated with the region: race, class, family, and place; land, labor, and the pastoral ideal; nostalgia, history, and the global South. ENGL-516—Continental Literature 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. Three Credit Hours A study of European literature in translation since the Renaissance, including works by such authors as Cervantes, Moliere, Racine, Goethe, Stendhal, Balzac, Tolstoy, Dostoyevski, and important writers of the twentieth century. ENGL-503—English Drama to 1642 ENGL-517, 518—Special Topics in Literature Three Credit Hours A study of English drama from its origins in the Middle Ages, through the predecessors and contemporaries of Shakespeare, and on to the closing of the theatres in 1642. ENGL-504—Poetry and Prose of the English Renaissance Three Credit Hours Non-dramatic poetry and prose of the sixteenth and early seventeenth centuries, with emphasis on the major authors (Spenser, Sidney, Marlowe, Jonson, Donne, and Herbert) and on the major literary types. ENGL-505—Milton 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 beginnings to around 1650 with special attention to the philosophical content and the development of literary forms. ENGL-521—A Survey of World Literature II Three Credit Hours A study of the major poetry, selected prose, and selected minor poems with emphasis on Paradise Lost. Three Credit Hours Masterpieces of world literature in translation from around 1650 to the present time with special attention to the philosophical content and the development of literary forms. ENGL-506—Restoration and Eighteenth Century Drama ENGL-522—Colonial and Revolutionary American Literature Three Credit Hours A study of such 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 Romantic writings of the early nineteenth century, with special emphasis on Wordsworth, Coleridge, Byron, Shelley, and Keats. Three Credit Hours A detailed study of major American writers from the earliest settlers through the end of the eighteenth 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. 125 �ENGL-525—Eighteenth Century British Novel Three Credit Hours ENGL-537— Contemporary British Fiction A study of the origins of the British novel, including such figures as Fielding, Richardson, and Defoe. A study of the novels and short stories of major contemporary British writers. ENGL-526—Victorian Novel ENGL-550, 551—Special Topics in Composition or Language Three Credit Hours A study of major British novelists of the late nineteenth century, including Dickens, Eliot, and Hardy. 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-527—British Fiction: 1900 to 1945 Three Credit Hours A study of the novels and short stories of major 20th- century British writers up to 1945, 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 of the early twentieth century, including such figures as Fitzgerald, Hemingway, Faulkner, and Stein. 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-530—Special Topics in The Humanities Three Credit Hours A study of special areas of the humanities or related areas which are outside the normal course offerings of the English Department. The subject for each course will be announced. 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 twentieth-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 twentieth-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. 126 Three Credit Hours 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. Special attention is given to the varieties of American English, particularly African American Vernacular 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-557—Creative Writing—Poetry Three Credit Hours Class discussion of student writing using twentieth-century poems as models. 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 ENGL-650—Literary Research 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. Three Credit Hours Study of textual bibliography, research methods and resources, and methods of presenting research. ENGL-560—Film Studies Three Credit Hours A study of films from a variety of nations and filmmakers. Attention is given to how techniques of filmmaking such as mise en scène, montage, and lighting communicate a filmmaker’s construction of meaning. In some cases, comparisons may also be made between films and their written sources to demonstrate differing approaches to conveying comparable meaning. 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-563—Creative Writing—Fiction Three Credit Hours Class discussion of student writing using twentieth-century fictional works as models. ENGL-570—Topics in African American Literary Genres Three Credit Hours A study of a particular genre of African American literature, suchas drama, novels, or poetry. Topics will vary according to instructors. ENGL-571—Topics in African American Literary Periods Three Credit Hours A study of a particular period of African American literature, such as the Harlem Renaissance. Topics will vary according to instructors. ENGL-572—Topics in Major African American Writers 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. ENGL-702—Internship Three Credit Hours A supervised field experience in which the student observes and participates in a professional occupation related to the English degree. The internship will consist of 300 hours of work and the completion of a formal report. Permission of the graduate director required. Graded on a pass/fail basis. Three Credit Hours A study of a particular African American writer, such as Langston Hughes or Toni Morrison. Topics will vary according to instructors. 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-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: EDUC501 and EDUC-592. Note: For students in the M.A.T. in English program only. 127 �Health, Exercise, and Sport Science (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 and 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 and 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, and 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 and 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 and Measurements, Statistics, or equivalent. HESS-509—Preventive and 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. 128 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. 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 and 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 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. 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-535—History, Philosophy, and Curriculum of Physical Education HESS-527—Content & Methods of Teaching School Health Education & Health-Related Aspects of Physical Fitness 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. 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 (tradi-tional, 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-529—Special Problems in Sport Management Three Credit Hours A 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. 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 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 and 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 and 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. Prerequisites: HESS-540 Research Techniques and Methods of Analyzing Research in Health, Exercise, & Sport Science I. HESS-542—Practicum in Health, Exercise, and 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. Prerequisites: HESS-540 Research Techniques and Methods of Analyzing Research in Health, Exercise, & Sport Science I. 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. 129 �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, and 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. 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. HESS-547—Techniques of Conditioning for Sport and 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 and 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. 130 HESS-551—Content and 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 and 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 succesful advertising in the sport industry. Strategies and techniques of successful advertising wll be studied. �HESS-560—Research Techniques and 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 and 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, and 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, and 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. 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-503—The Jeffersonian and Nationalist Period Three Credit Hours A study of American history, 1800-1850, with an emphasis on the clash of Federalist and Jeffersonian principles; emerging political and cultural nationalism; the war of 1812; the influence of Jacksonian Democracy on political, social, and economic life; growing sectionalism and the Mexican War. 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 survey 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. 131 �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; 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                     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 the development of each area’s political, social, and cultural traditions and institutions. Close attention is devoted to social values, reilgious beliefts, 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 slavetrade 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 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. 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-551—Women in the Western World                   HIST-582—China to 1800                               Three Credit Hours An examination of the ideas, institutions, and events in Western Civilization which specifically affected women. Lectures and 132  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                               HIST-610—Special Topics in U.S. History                 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. 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-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-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, the Caribbean Origins of the Lowcountry). 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-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-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. 133 �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 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 and normally are conducted as seminars with discussions of assigned readings in the scholarly literature. Emphasis is placed upon the analysis and synthesis of diverse historical materials, and a longer research paper of 20 to 25 pages is required on a suitable topic in the historiography of the field. In general, these distinctions in size, methodology, and assignments apply to all 500 and 600-level courses. 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 adn 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. 134 �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 decisionmaking 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: BADM 722 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: PSCI 500, PSCI 501, PSYC 500, PSYC 570, BADM 713, BADM 722, and all LDRS courses; during a student’s last term of degree completion, this course may be taken concurrent only with LDRS-prefix courses. LDRS-711—Leading Change: Organization Development and Transformation Three Credit Hours In this course students examine the leadership processes associatedwith achieving effective change, including transformational and situational 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: BADM 722 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. Prerequisites: BADM 722 and PSYC 570 LDRS-713—Leadership Self-Appraisal, Development, and Critical Thinking Three Credit Hours This course gives the student the opportunity to study and use instruments to conduct a leadership self-appraisal. The course also emphasizes activities necessary to engage in the development of one’s leadership abilities. Students will make extensions into critical thinking, creativity, innovation, and emotional intelligence in order to consider the impact of those upon their own leadership development and effectiveness. Prerequisites: BADM 722 and PSYC 500 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. Prerequisites: BADM 722 and LDRS 711. 135 �Mathematics (MATH) MATH-506—Mathematics for Middle/Secondary School Teachers Three Credit Hours These courses are designed to introduce students to topics in finite mathematics with applications to “real” world problems. Either spreadsheets or some other technology will be used to model the problems and expedite the calculations. 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 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. 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-512—History of Mathematics MATH 542—Probability and Statistics MATH-511—Number Theory 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 under represented cultures and selected reading to show the contributions of mathematics to the development of science. 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-514—Methods for Middle/Secondary Mathematics MATH-545—Applications of Discrete 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 prerequites must be completed before taking this course. MATH-550—Mathematical Modeling 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. 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. Three Credit Hours Discrete mathematical topics are introduced and used in various applications. Included are counting techniques, combinatorics, graphs, theory, and recurrence relations. 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. 136 �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. 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 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. 137 �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. 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—U.S. Foreign Relations 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. Three Credit Hours An examination of the institutions and policies that comprise U.S. foreign relations. The course surveys the institutions behind the formulation of U.S. foreign policy including the various departments within the Executive Branch of Government and their relationships with the foreign policy related committees within Congress as well as the processes behind the development of U.S. foreign policy. This course includes a review of current problems and developments related to U.S. foreign relations. PSCI-521—Advanced Placement: American Government PSCI-565—International Politics PSCI-510—Topics in Political Science 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 decisionmaking process, and the impact of court decisions. 138 Three Credit Hours This core seminar is intended to introduce graduate students to major themes, debates, and contemporary research in International Politics in preparation for advanced training and research in the field. It is organized around a range of topics of common interest to scholars, such as the underlying nature of the international system, sources of militarized conflict, international political economy, international organization, and U.S. foreign policy. Through this seminar, students will gain an overview of the current state of research in international politics, an outline for further study in the field, and improved skills in analytical thinking and writing. PSCI-566— International Political Economy Three Credit Hours This course covers a series of interrelated topics that constitute the subfield of international political economy, such as the role of states, international and domestic institutions, and other factors in managing conflict and facilitating cooperation in the global economy. It provides an institutional, system-centered approach to the evolution of the international economy and the ways in which political and state action both shape and have been shaped by that economy. The course covers the main theoretical debates in the field; factors that influence the flow of commodities, labor, and capital across borders; the role of domestic politics in the regulation of trade and exchange rates; regional integration; and economic development. �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/CRMJ-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. PSCI-570—The Civil Rights Movement Three Credit Hours An examination of the Civil Rights Movement from World War II to the present with extended attention given to the critical period from 1954 to 1965; the course will consider the impact of this “civil rights decade” on American politics and political behavior during the last third of the 20th century. Key events, organizations, and personalities will be examined, and continuing issues (such as affirmative action, majority-minority legislative districting, and racial typing) will be discussed. Secondary analyses will be supplemented by the use of videotapes, first-hand accounts, and primary documents to enhance students’ understanding of the movement and its effects. PSCI-592—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 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 web-based management and technology tools. Each student will continue working on their Capstone Project started in PMGT-650. Prerequisite: PMGT-650 and PMGT-652; 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, and stakeholder management. Each student will continue working on their Capstone Project started in PMGT-650, and if PMGT-651 and PMGT-652 have been successfully completed, will formally present the completed project as part of this course. 139 �Prerequisite: PMGT-650 and PMGT-652 or PMGT-651; or instructor permission. PMGT-660–Overview of Technical Program Management 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 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. 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 PMGT-681–Requirements Development and Management to the many challenging issues being faced internally and externally Three credit hours so that successful processes can be developed and pitfalls avoided. This course is designed to build the knowledge and skills necessary Key topics covered will include the need for effective processes to manage the translation of needs and priorities into a system of and management agility, establishing a culture of communication, requirements and to develop derived requirements. These together superior stakeholder engagement, and active executive support in form the basis of the engineering of complex technical and program governance. multidiscipline projects. Course topics will focus on managing the Prerequisite: PMGT-650 and PMGT-653 processes associated with the development of system requirements. The course will introduce concepts associated with the translation PMGT-661–The Legal and Contractual Aspects of Program of user needs and priorities into basic functions and quantifiable Management performance requirements, along with how to analyze and improve Three Credit hours upon the requirements in areas such as correctness, completeness, This course provides an overview of legal and contractual issues consistency, measurability and testability. that influence and impact technical program and project managePrerequisite: PMGT-680 or instructor permission. ment decisions. An overview of the legal system and regulatory framework will be developed to facilitate an understanding of PMGT-682–System Verification and Validation potential legal issues. Primary focus is placed upon understanding Three credit hours and avoiding pitfalls associated with the contracting process as This course is designed to build knowledge and performance it pertains to Engineering and Construction programs and large competencies related to the verification and validation processes Government/Private Programs. Other topics include legal relationassociated with ensuring the integrity of an evolving design ships between the Client, Prime Contractor and Design Professolution. A comprehensive exploration of system verification sional; negligence and the Design Professional; Design Professional and validation practices will be performed to provide a basis licensing and liability; the role of insurance and bonds in program for applying technical modeling and simulation techniques and management; personnel and labor issues; intellectual property; lifecycle phases. Course topics will include an examination of environmental liability in public and private construction; claims, applicable industry standards and provide a broad understanding arbitration, and dispute resolution options; and the ethical implicaassociated with relevant process areas. tions of decisions. Prerequisite: PMGT-680 or instructor permission. 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. 140 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 takes 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-590–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 these instruments with emphasis on utilizing this information within the data-based problem-solving model, particularly the problem definition, problem analysis and intervention planning stages. 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 intelligence, achievement, visual-motor measures as well as adaptive behavior and preschool assessment. Emphasis is on integrating information from all sources (i.e., problem analysis)into information utilized in 141 �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 tendancies and styles with special attention to school age children and youth. Students will gain practical experience in the use and interpretation of objective, projective, and observational techniques. Practical experiences will be integrated with analysis of the literature relating to legal issues, validity of data, and clinical studies. Emphasis will be on utilization of such information in a model that emphasizes databased 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. 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: 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. 142 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. 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-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: 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: Offically admitted into Clinical Counseling Program and Family Dynamics (PSYC-553). PSYC-561—Cultural Issues in Psychological Practice Three Credit Hours This course uses principles of social psychology to examine the influences of cultural, ethnic, minority, gender, and life-styles on psychological, educational and social development. Particular attention will be focused on variations in experiences and perceptions of individuals from divergent backgrounds as these impact on educational and psychological environments. Students will be provided practical experiences that will enable them to shift focus from their own perspectives. Prerequisite: Officially admitted into Clinical Counseling Program or School Psychology Program and Human Growth and Development (PSYC-500). 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 an oral defense before departmental faculty, 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. Students will cover systems theories and models of consultation to include mental health consultation, behavioral consultation, organizational change, and collaborative decision-making as well as primary/secondary prevention methods with a focus on the learning and psychology of the school age child/adolescent. 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). Corequisites: 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 psychologistsin-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 143 �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. Corequisites: Practicum in School Psychology I (PSYC-615) and Practicum in Consultation and Intervention I (PSYC-617). 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. Crisis intervention and threat assessment will also be addressed. Corequisites: Practicum in School Psychology II (PSYC-616) and Practicum in Consultation and Intervention II (PSYC-618). PSYC-611—Clinical and Professional Issues in Counseling Three Credit Hours Counseling does not occur in a vacuum and clinical counselors working within the community must possess basic knowledge of a number of topics that affect the provision of care to clients. This course addresses a number of topics that relate to the practice of counseling. Topics to be addressed include: 1) licensure and professional development; 2) advanced personality theory with a focus on assessment and treatment of personality disorders; 3) psychopharmacology for the non-physician; and 4) use of empirically validated treatments. 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 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 programs and methods of instruction used to prevent reading problems before they occur will also be reviewed. Corequisites: Practicum in Consultation and Intervention: I and II (PSYC-616/618). PSYC-615/616 —Practicum in School Psychology: I and II Two Credit Hours each These practica 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 144 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. Corequisites: 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 practica 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. Corequisites: 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 provided 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, as well as review methods and procedures involved in assessing institutional programs (i.e., program evaluation, implementation and efficacy). 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 multiculturally �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 supervised field experience for community 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-642 —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-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. 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. 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 145 �Spanish (SPAN) SPAN-520–Mexico Three Credit 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 economical 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 ethnoracial 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 (1939-1975) 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). 146 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-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 forus will be the cultural legacy of the Incan Empire, the War of the Pacific, Haya de la Torre, 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. 147 �Undergraduate Course Descriptions Business Administration (BADM) 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: ENG-101 & 102 BADM-217—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 and database development and design. Includes a major business project utilizing presentation software and the Internet. 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. 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-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. 148 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. 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 considerations in purchasing and materials management. 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. 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 or senior 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). Prerequisite: 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. 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). 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. BADM-410—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: Principles of Microeconomics (BADM-202), Business Statistics (BADM-205), Introduction to Managerial Accounting (BADM-212), and Management and Organizational Behavior (BADM-338). 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-404—Investments BADM-414—Consumer Behavior 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-415—Relationship Marketing 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 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). 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. 149 �BADM-417—Management Information Systems BADM-425—Small Business Management/Entrepreneurship 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. 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 startup 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: Senior standing in business administration. 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: Senior standing in business administration. 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: BADM-205 and BADM-429 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 or senior standing in business administration. BADM-429—Technology and Entrepreneurship Three Credit Hours This course focuses on basic principles and essential concepts of supply chains and their effecitve 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. 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 decisionmaking 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), Management and Organizational Behavior (BADM338). 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. 150 BADM-430–435—Seminar in Business Administration Three Credit Hours Prerequisite: approval of course instructor and department head. 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. BADM-450—Internship Three Credit Hours This course gives senior students real-world 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: Senior or Junior Standing. �BADM-490—Independent Study CIVL-208—Geospatial Representation 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: Senior Standing Three Credit Hours Required of all Civil and Environmental Engineering sophomores. A course in geospatial representation that includes topographic mapping, advanced adjustments using least squares procedures, map projections, state plan coordinate systems, astronomic control for mapping, Geographic Positioning 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). Civil Engineering (CIVL) 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 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, true lengths, and shapes; problems on points, lines, and planes; development of a reasonable skill in lettering. A substantial portion of the course is taught using CAD software. Laboratory: Four 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. Corequisites: Analytic Geometry and Calculus I (MATH-131) and Physics with Calculus I and Lab (PHYS-221/271) 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. Corequisites: Engineering Drawing (CIVL-101) or Introduction to Civil Engineering (CIVL-103), and Surveying Laboratory (CIVL235). 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 measurements by tape and EDM, angular measurements by theodolite and total station; traversing; traverse closure computations; balancing computations; and preparation of boundary plat and detailed survey. Computer applications and computer drafting are utilized. Laboratory: Two hours Corequisite: 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 (CIVL-235) Corequisite: Geospatial Representation (CIVL-208), and Engineering Drawing (CIVL-101). CIVL-301—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. 151 �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); corequisite: 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. 152 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, life long 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 Corequisites: 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 Prerequisite: Materials Laboratory (CIVL-307); Corequisite: 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-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); Corequisite: 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), Analytic Geometry & Calculus (MATH-231), and Applied Engineering Mathematics (MATH-234). 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). 153 �CIVL-410—Geotechnical Engineering II CIVL-421—Subdivision Planning and Design 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); corequisite Geotechnical Engineering Laboratory (CIVL-402) 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); corequisite: Water and Wastwater (CIVL408). CIVL-411—Engineering Management Three Credit Hours Technique of engineering planning and management using the critical path method (CPM) and program evaluation and review techniques (PERT). Both computer and noncomputer approaches are used. Relationships between owners, A-E’s, and contractors are covered with emphasis on proper professional conduct by the engineer. Lecture: Three hours Prerequisite: Completion of all freshman, sophomore, and junior courses or approval of the department head. 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). 154 CIVL-422—Comprehensive Project Design in Environmental Engineering Three Credit Hours Application to civil engineering principles, through group studies and lecture, to develop a solution for a comprehensive engineering problem devoted to water resources/environmental engineering. Lecture: Two hours; Laboratory: Two hours Prerequisites: Senior standing in Civil and Environmental Engineering, Water and Wastewater Systems (CIVL-408). CIVL-423—Comprehensive Project Design in Structural Engineering Three Credit Hours Application of civil engineering principles, through group studies and lecture, to develop a solution for a comprehensive Structural Engineering problem involving other aspects of civil engineering. Lecture: Two hours; Laboratory: Two hours Prerequisite: Senior standing in Civil and Environmental Engineering, Reinforced Concrete Design (CIVL-404); Corequisite: Steel Design (CIVL-406). CIVL-424—Comprehensive Project Design in Geotechnical Engineering Three Credit Hours Application of civil engineering principles, through group studies and lecture, to develop a solution for a comprehensive Geotechnical engineering problem involving other aspects of civil engineering. Lecture: Two hours; Laboratory: Two hours Prerequisite: Senior standing in Civil and Environmental Engineering CIVL-425—Comprehensive Design Project in Civil Engineering Three Credit Hours Application of civil engineering principles, through team initiatives and lecture directives to develop design solutions for a comprehensive problem using methods of professional engineering practice and involving multi-disciplinary aspects of civil engineering. Lecture: Two hours; Laboratory: Two hours Prerequisite: Senior standing in Civil and Environmental �Engineering. Site developmental projects require Subdivision Planning and Design (CIVL-421) as a prerequiste. Transportation project requires Highway Engineering (CIVL-302) as a prerequisite. 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 CIVL-425—Comprehensive Design Project in Civil Engineering Three Credit Hours Application of civil engineering principles, through team initiatives and lecture directives to develop design solutions for a comprehensive problem using methods of professional engineering practice and involving multi-disciplinary aspects of civil engineering. Lecture: Two hours; Laboratory: Two hours. Prerequisite: Senior standing in Civil and Environmental Engineering. Site developmental projects require Subdivision Planning and Design (CIVL-421) as a prerequiste. Transportation project requires Highway Engineering (CIVL-302) as a prerequisite. 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-370499) 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 inter-government 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 CyberCrime 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 cyber-terrorism. 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 155 �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-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-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-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-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-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-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. 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-201 156 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 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, childeren/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 enviromental 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 Prerequisite: As determined by instructor 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 157 �will supervise the project. Virtually any aspect of criminal justice may be investigated. Especially recommended for those considering graduate or professional study. Prerequisite: CRMJ-201 CRMJ-499—Internship Three Credit Hours Prerequisite: Permission of director of internships Internships with government and other agencies are offered to combine academic training with professional experience. Prerequisite: CRMJ-201 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. Corequisites: ELEC-106, 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. Corequisites: 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: Elecyric Circuit Analysis II (ELEC-202) or Elements of Electrical Engineering (ELEC-308) 158 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 Prerequisites Fundamentals of Electrical Engineering (ELEC-106) 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 corequisite: 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 lowfrequency 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 Analysis (ELEC-204); Corequisite: 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 Required of civil engineering juniors. 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 prerequisites or co-requisites: MATH-335 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), Applied Engineering Mathematics (MATH234). �ELEC-311—Digital Logic and Circuits ELEC-401—Electronics II Three Credit Hours 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 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-312—Systems I 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) and Electromagnetic Fields (ELEC-318). 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 ELEC-403—Electric Power Systems ELEC-405—Electrical Measurements One Credit Hour Required of electrical engineering juniors. Experimental studies coordinated with the subjects introduced in ELEC-306. Laboratory: Two hours Prerequisite: Computer Applications for Electrical Engineers (ELEC206). Co-requisite: Electronics I (ELEC-306). Two 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: Two hours Prerequisite: Electronics Laboratory (ELEC-313), Corequisite: Electrical Measurements Laboratory (ELEC-415). ELEC-316—Electromechanical Energy Conversion ELEC-407—Systems II 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). 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-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), Computer Applications for Electrical Engineers (ELEC-206), Physics with Calculus II/Laboratory for Physics with Calculus II (PHYS222/272), Applied Engineering Mathematics II (MATH-335). 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 ELEC-330—Digital Systems Engineering Three Credit Hours Required of electrical engineering juniors. 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). 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 159 �ELEC-414—System Simulation ELEC-422—Design II 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). One Credit Hour A laboratory course to complement ELEC-405. Laboratory: Two hours Corequisite: Electrical Measurements (ELEC-405). Three Credit Hours Continuation of the major design project begun in ELEC421. 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. Required of all electrical engineering seniors. ELEC-416—Communications Engineering ELEC-423—Digital Signal Processing ELEC-415—Electrical Measurements Laboratory 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), Digital Logic and Circuits (ELEC-311), Electromagnetic Fields (ELEC-318) Corequisite: Electronics 1 (ELEC-306) 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-418—Advanced Digital Systems ELEC-424—Solid-State Devices 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: Digital Systems Engineering (ELEC-330) or Computer Organization and Programming (CSCI-305) 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: Electronics I (ELEC-306), and Electromagnetic Fields (ELEC-318). ELEC-419—Computer Network Architecture ELEC-425—Interference Control in Electronics 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), Digital Logic and Circuits (ELEC-311), Electromechanical Energy Conversion (ELEC316), Digital Systems Engineering (ELEC-330) and Electromagnetic Fields (ELEC-318) or consent of the department head. 160 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), Electromagnetic Fields (ELEC-318), Digital Systems Engineering (ELEC-330). 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 Evening Undergraduate Studies Orientation (EUGS) 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, well-honed 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 indepth study.) EUGS-101—Citadel Evening Undergraduate Studies Orientation 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-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-310—Intelligence Collection Systems 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 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 public infrastructure and 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, interface of 2D and 3D data with Computer Aided Manufacturing, simulation of rigid body motion (Working Model), presentation software (Powerpoint, HTML), and spreadsheets. Introduction to teaming and creativity. Laboratory: Four hours MECH-304—Engineering Materials w/Lab Three Credit Hours Course explores the relationships between the microscopic structure and macroscopic properties of materials used in engineering applications. The origin of mechanical, electrical, and thermal properties is studied. Important material failure modes such as 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 materials 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 161 �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. Lecture: Two hours; Laboratory: Two hours Prerequisites: CIVL-304/307 and CHEM-151 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. MECH-310—Thermal – Fluid Systems I w/Lab Lecture: Two hours; Laboratory: Two hours Three Credit Hours Prerequisites: ELEC-202/204 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 MECH-340—Manufacturing Processes momentum as well as the 2nd Law of Thermodynamics. Principles Three Credit Hours are applied to incompressible flow in pipes and turbomachinery, This is an introductory course that examines the interactions external flows, power generation systems, refrigeration cycles, and between design and manufacturing from the designer’s point total air-conditioning focusing on the control volume approach. of view. The first portion of the class is devoted to safe, handsLaboratory exercises are integrated into classroom work. This on experience with manufacturing machines and equipment. course includes completion of a comprehensive, out-of-class Students will have an opportunity to work on civil and design problem. This design problem provides the opportunity for mechanical manufacturing machines that are common in students to apply engineering science and the engineering design machine, woodworking, and sheet metal shops such as a mill, process to a hands-on project. lathe, grinder, belt sander, drill press, and band saw. Common Lecture: Two hours; Laboratory: Two hours manufacturing processes will be introduced and design guidelines Prerequisites: MATH-132, PHYS-221, PHYS-271; will be developed for each process. The successful student will Prerequisites or Corequisites: MATH-231, CIVL-301 leave this class with an appreciation that a designer must consider the method of manufacture during the design process to ensure MECH-311—Thermal – Fluid Systems II w/Lab that a product is functional, economically viable, and safe. Basic principles of metal processing; applied mechanics of metal cutting Three Credit Hours and forming; cost analysis of manufacturing operations. Thermal-Fluid Systems II continues the integrated study of Lecture: Two hours; Laboratory: Two hours fundamental topics in thermodynamics and fluid mechanics. Prerequisites: CIVL-304/307 The course applies conservation principles for mass, energy, and linear momentum as well as the 2nd Law of Thermodynamics. Principles are applied to an automotive system to examine engine MECH-345—Machine Design performance (Otto and Diesel Cycles) and heat exchangers and Three Credit Hours to high performance aircraft to examine the Brayton Cycle, This course introduces mechanical engineering design as an compressible flow, external flow, lift, and drag. Laboratory iterative decision making process and fundamental engineering exercises are integrated into classroom work. This course includes science applied to machine components. Analysis for the design completion of a comprehensive, out-of-class design problem. This and manufacture of basic mechanical elements and their role in design problem provides the opportunity for students to apply the design of machines; application of finite element modeling; engineering science to the design of a comprehensive thermal-fluid introduction to failure theory, fatigue analysis, and energy methods system. for deflection analysis and their application of them to the design Lecture: Two hours; Laboratory: Two hours and analysis of machine elements; design of multi-component Prerequisite: MECH-310 systems. Useful design techniques (such as modeling, CPM, optimization, probabilistic approaches, etc.) and factors influencing design (such as human factors, products liability, ethics, societal, MECH-325—Computer Applications economics, safety, etc.) are presented, discussed, and incorporated. Three Credit Hours Design against static failure and fatigue failure of structural Introduction to structured programming and applied numerical members and machine parts: design and selection of components methods in scientific computing. The course uses applied problems including fasteners, welds (and welding techniques), shafts, springs, in engineering and mathematics to introduce numerical methods gears, bearings, and chain drives. The course culminates in a such as numerical interpolation, finite differencing, integration, team-oriented process, design, and manufacture of a mechanical root finding, and linear algebraic system solutions. MATLAB is engineering product using the techniques, tools, machines, and taught as a vehicle for programming of computational algorithms equipment that were developed and taught throughout the course. and solving the problems numerically in a structured high speed Lecture: Three hours environment. Prerequisites: CIVL-304/307 Lecture: Two hours; Laboratory: Two hours Prerequisites: MECH-102, ELEC-202/204, CIVL-301 MECH-350—Modeling and Analysis of Dynamic Systems w/ MECH-330—Measurements and Instrumentation w/Lab Lab Three Credit Hours Fundamentals of measurement systems in mechanical engineering including transducer operation, signal conditioning, data reduction, and presentation of results. Transducer and 162 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, mechanical, and aeronautical �systems. Topics include system modeling using Laplace transform, frequency domain, state variable methods, Boolean logic and algebra, system hardware and software development, and interfacing for mechanical applications. Mathematical models are developed for electrical, mechanical, aeronautical, 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 to include applications of microprocessors and microcontrollers and digital electronics to the design and utilizations of embedded control systems in smart systems and products. Laboratory exercises include feedback design and system identification. Lecture: Two hours; Laboratory: Two hours Prerequisites: CIVL-301, MECH-330, MATH-335 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-152 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 MECH-404—Advanced Materials used to evaluate the system. Students will design a system which utilizes a renewable energy source and economically evaluate the Three Credit Hours system. Fundamentals of deformation and fracture in metals, polymers, Lecture: Three hours ceramics and composites with application to design. Emphasis Prerequisites: MECH-310 on time-temperature dependence of polymers, brittle behavior of advanced ceramics, the fracture mechanics approach to design of high strength and critical application of materials, and composite behavior. Lecture: Three hours Prerequisite: MECH-304 MECH-418—Energy Conversion Systems w/Lab Three Credit Hours An overview and historical evolution of both classical and stateof-the-art energy conversion technology. Advanced analysis of energy conversion hardware, air conditioning and refrigeration MECH-408—Composite Design as well as fossil fuel combustion processes using concepts of energy. Major methods of direct energy conversion are covered, Three Credit Hours including thermoelectricity, photovoltaics, thermionics, magneto Introduces materials and mechanics of composites with emphasis hydrodynamics, and fuel cells. Applications of the thermodynamic, on high performance polymer matrix composites. Topics include heat transfer, and fluid flow principles to the modeling and design material selection, laminate analysis/design, design implications of thermal systems. These systems include pumps, fans, and heat from manufacturing and joining methodology, and interpreting and mass exchangers. The current state of national and world test results. A team design-built test project is required. energy is presented and alternatives including renewable energy Lecture: Three hours and a hydrogen economy are explored with reference to economic, Prerequisite: MECH-304 political, environmental and technological factors. MECH-409—Composite Manufacturing w/Lab Lecture: Two hours; Laboratory: Two hours Prerequisite: MECH-415 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 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. MECH-415—Heat Transfer Introduces the theory and issues related to the design of axial and radial flow turbines, compressors and pumps. Three Credit Hours Lecture: Three hours The three modes of heat transfer (conduction, convection, and Prerequisite: MECH-311 radiation) are studied in detail and applications are made to various engineering systems. The principles of conduction and convection are used to study the mechanisms of heat transfer during boiling, condensation and the design and operation of heat exchangers. Lecture: Three hours Prerequisite: MATH-335, 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, MECH-416—Mass and Energy Balances heat transfer, and alternative energy systems. The fundamentals of transport theory and the solution to the Three Credit Hours transport equation using Monte Carlo N-Particle (MCNPX) Introduction to mass and energy balances in single phase and transport code are introduced. multiphase, nonreactive and reactive systems. Course topics Lecture: Three hours include an introduction to engineering calculations and process Prerequisites: MECH-415 163 �MECH-425—Advanced Heat Transfer MECH-445 — Manufacturing Design w/Lab Three Credit Hours Three Credit Hours This course covers additional topics in conduction, convection and Applications of fundamentals of engineering mechanics in analysis and synthesis of machine components and systems to the radiation heat transfer as well as mass transfer, phase change and numerical methods. manufacture of products from metals, polymers, ceramics, and Lecture: Three hours composites. Use and management of computers in engineering for drafting, design management, documentation, and manufacturing. Prerequisite: MECH-415 Covers drafting methods and standards, design data management, CNC operations, implementation, kinematics, control, operation, MECH-426—Air Conditioning sensing, and design as applied to various types of industrial models. Three Credit Hours A related project is required. Human comfort and the properties of air. Air conditioning Lecture: Two hours; Laboratory: Two hours in residences, public and industrial buildings using vapor Prerequisite: MECH-345 and MECH-440 compression and absorption units. Cooling loads, psychrometry, fans, duct sizing and layout, automatic control, and acoustic design MECH-450 — Mechatronics w/Lab considerations. Three Credit Hours Lecture: Three hours Applications of microprocessors and microcontrollers and digital Prerequisite: MECH 311 electronics to the design and utilization of embedded control systems in smart systems and products. Topics include Boolean MECH-430—Robotics Engineering w/Lab logic and algebra, system hardware and software development, and Three Credit Hours interfacing for mechanical applications. Interdisciplinary course in engineering systems applied to Lecture: Two hours; Laboratory: Two hours computer controlled devices. Topics include kinematics, control, Prerequisite: MECH-350 operation, sensing, and design as applied to various types of industrial and other robots and programmable manipulators. A MECH-452—Digital Logic and Circuits w/Lab related project is required. Three Credit Hours Lecture: Two hours This course covers the analysis, design, simulation, and Laboratory: Two hours construction of digital logic circuits and systems. The material Prerequisite: MECH-350 in this course provides the necessary tools to design digital hardware circuits such as digital clocks and locks, as well as MECH-435 — Finite Elements for Engineering Applications computer hardware. The course begins with the study of binary Three Credit Hours and hexadecimal number systems, Boolean algebra, and their Emphasizes solving various one-dimensional, transient, non-linear application to the design of combinational logic circuits. The problem statements including heat conduction, beam deflection, first half of the course focuses on designs using small-scale convection/diffusion (transport), gas dynamic shocks, and integration (SSI) logic circuits, medium-scale integration (MSI) open channel flows. Assesses higher order bases, time stepping circuits, and programmable logic devices (PLDs) to implement procedures, iterative solvers, and finite difference methodologies. combinational logic functions. The second half of the course Utilizes MATLAB for computational experiments emphasizes sequential logic circuits like counters and sequence Lecture: Three hours recognizers, and also covers memory systems. Laboratory work in Prerequisites: CIVL-304, 301, MECH-310 this half of the course focuses on using very high speed integrated circuit hardware description language (VHDL) to simulate digital MECH-440 — Advanced Manufacturing Processes and Their systems and to program those systems into PLDs. As a final project, Application student teams design, build, and test a digital logic system such as a Three Credit Hours programmable alarm clock, digital lock, or burglar alarm. This course examines major manufacturing processes, their Lecture: Two hours; Laboratory: Two hours capabilities, analysis, economics and manufacturing process Prerequisite: ELEC-202/204 selection. Students perform both kinematic (the study of the motion of machinery without regard to forces) analysis and MECH-455 — Advanced Mechatronics w/Lab kinematic design of planar and spatial mechanisms, cams, and gear Three Credit Hours trains. Computer programming is used for iterative methods in A comprehensive course in the field of mechatronics. Mechatronics both analysis and design. Specific methods and techniques taught is the crossroads in engineering where mechanical engineering, and applied are operations strategy, product design and selection, electrical engineering, computer science, and controls engineering supply chain management, total quality management, forecasting, meet to create new and exciting real-world systems. Knowledge of capacity planning, facility location, facility layout, work system mechanical and electrical components, controls theory, and design design, inventory management, material requirements planning, are integrated to solve actual physical design applications. and scheduling. Lecture: Two hours; Laboratory: Two hours Lecture: Three hours Prerequisite: MECH-450 Prerequisites: CIVL-301 and MECH-340 164 �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 Prerequisite: 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. Development of equations of conservation of mass and momentum lead to development of aircraft performance and design parameters. 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 301 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, unsymmetrical 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 Two 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 MECH-475 — Aircraft Performance and Static Stability the clients. Three Credit Hours Lecture: One hour; Laboratory: Two hours The course applies the principles developed in applied Prerequisite: MECH-345 aerodynamics to develop the equations of motion for a rigid Corequisite: MECH-460 aircraft in steady state level flight, maneuvering flight, and during takeoff and landing. These equations are analyzed to determine MECH-482—Senior Design II such performance characteristics as maximum range, endurance, Three Credit Hours turning rate, climb rate, etc. Piston-prop, turbo-prop, and jet The student teams continue their design solutions to a general aircraft are considered. The equations of motion are then analyzed problem furnished by an external client. Continuous and regular to develop static stability criteria and investigate steady state communication with the outside clients is expected, as well as control characteristics. Design constraints based on customer with the faculty advisors. During this semester the teams continue requirements, mission profiles, aircraft sizing, optimization, and refining their solutions, complete the detail design, make oral presentation of performance capabilities are considered. presentations of the final design, and complete and submit the Lecture: Three hours Final Written Report. Prerequisite: MECH 470 Lecture: One hour Laboratory: Four hours MECH-476 — Propulsion Systems Prerequisite: MECH-481 (This course is a continuation of MECHThree Credit Hours 481) Application of basic principles in the study of the performance characteristics of air and space vehicles to include the aerodynamics MECH-497 — Special Topics in Mechanical Engineering of steady one dimensional isentropic compressible flow. Shock Three Credit Hours waves, gas turbines, turbojet, turbofan, turboprop, turboshaft, ram This course provides in-depth study of a special topic in jet, rocket, nuclear propulsion and space propulsion systems are engineering mechanics or mechanical engineering not offered discussed and compared. elsewhere in the curriculum. Course content will be based on the Lecture: Three hours special expertise of the Visiting Professor or a senior mechanical Prerequisite: MECH 311 engineering faculty member. Lecture: Three hours Prerequisite: Department Head approval. 165 �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 his faculty advisor and eh 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 his 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, religio-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-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 decisionmaking. (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). 166 �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. Sociology (SOCI) SOCI-201—Introduction to Sociology Three Credit Hours The scientific study of principles and comparisons in society and culture as these relate to population and communities, behavior systems, group collectivity and structure, social change, and institutions. 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. 167 � 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, 2014-2015 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 2014 2015 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/1443 https://d1y502jg6fpugt.cloudfront.net/39779/archive/files/d22cad9c9400c42ec44c4d8a40cb987a.pdf?Expires=1777507200&Signature=nBo47AdPv0QsNSbE2cWpGnmZgewbW0HnBXgiH9aE7iihkZNQry9sVi9%7EGEetnw%7EsMaFbFsWcprD5L9EfywI%7EJLZe2hYsIXbliZUB%7EvCHfWHyv1hVTGuAP7E0d3270n5mbzgZ9mTLdPfFJaaDRV7ONkAqorFM-%7EaCICXKgIMjCnaHD0TmPGD1aWdmbkV2oa97GVGWocJ-cljpVvgOEuQOWZz0ho-4fsoOD3ruj1puknN-K19c5b3X-KFt3EYfITQr50aDSWlxCTp%7EBY5Hi7EQaNiyOqTKsideV9539PXePa4tunfGvDBRP6cscwRauYsdyKNlB99wCy-jjIWKHgxJ-w__&Key-Pair-Id=K6UGZS9ZTDSZM 7fb7a25a6d382a70627a60c932ee58e1 PDF Text Text CGC/EUGS Catalog 2015-2016 1 �2 The Citadel Graduate College �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 web site for frequently called numbers, schedule of courses, term dates, fees, and other important information. CGC/EUGS Catalog 2015-2016 3 �Table of Contents Listing of Graduate Programs 5 Listing of Graduate Certificate Programs 6 Lising of Undergraduate Programs 6 President’s Message 7 Board of Visitors 7 The Citadel’s Statement of Vision, Core Values, and Mission 8 The Citadel Graduate College’s Mission/Purpose 9 Accreditation 9 Academic Calendar 10 Admission and Enrollment Policies 11 Expenses and Financial Aid 16 Academic Regulations and Procedures 20 Student Services 27 Specific Policies and Procedures for Evening Undergraduate Programs 28 Graduate Degree Programs 33 Graduate Certificate Programs 86 Evening Undergraduate Degree Programs 100 Graduate Course Descriptions 120 Undergraduate Course Descriptions 162 4 The Citadel Graduate College �Graduate Degree Programs Degree Program School of Business Coordinator Email MBA Morgan LaForge mlaforge@citadel.edu Master of Business Administration Page 35 Zucker Family School of Education MAT Master of Arts in Teaching - Secondary Education Biology English Mathematics Social Studies Dr. Paul Rosenblum Dr. Lauren Rule Maxwell Col. Stephen Cotter Dr. Katherine Grenier paul.rosenblum@citadel.edu lauren.maxwell@citadel.edu steve.cotter@citadel.edu grenierk@citadel.edu 41 MAT Master of Arts in Teaching - Middle Grades Science English Mathematics Social Science Dr. Paul Rosenblum Dr. Lauren Rule Maxwell Col. Stepher Cotter Dr. Katherine Grenier paul.rosenblum@citadel.edu lauren.maxwell@citadel.edu steve.cotter@citadel.edu grenierk@citadel.edu MAT Master of Arts in Teaching - Physical Education Dr. Lori Hicklin lori.hicklin@citadel.edu 46 M.Ed. Master of Education in Counselor Education Dr. Guy Ilagan Elementary, Secondary, or Dr. Aaron Oberman Student Affairs & College Counseling Dr. George Williams gilagan@citadel.edu aaron.oberman@citadel.edu george.williams@citadel.edu 48 M.Ed. Master of Education in Educational Leadership Dr. Kathy Brown Elementary or Secondary School Dr. Kent Murray Administration and Supervision kathy.brown@citadel.edu kent.murray@citadel.edu 52 M.Ed. Master of Education in Interdisciplinary STEM Education Dr. Kathryn Richardson Jones kathryn.jones@citadel.edu 55 M.Ed. Master of Education in Literacy Education Dr. Stephanie Hewett Dr. Dan Outs stephanie.hewett@citadel.edu dan.ouzts@citadel.edu 56 Ed.S. Specialist in Educational Leadership - School Superintendent Dr. Kathy Brown Dr. Kent Muray kathy.brown@citadel.edu kent.murray@citadel.edu 58 44 School of Humanities & Social Science M.A. Master of Arts in English Dr. James Hutchisson jim.hutchisson@citadel.edu 61 M.A. Master of Arts in History Dr. Keith Knapp keith.knapp@citadel.edu 63 M.A. Psychology: Clinical Counseling Dr. Genelle Sawyer sawyerg1@citadel.edu 65 Ed.S. Specialist in Education in School Psychology Dr. Timothy Hanchon tim.hanchon@citadel.edu 68 M.A. Master of Arts in Social Science Dr. Terry Mays terry.mays@citadel.edu 70 M.A. International Politics & Military Affairs Dr. Terry Mays terry.mays@citadel.edu 72 M.S. Master of Science in Leadership Dr. Harrison Carter harry.carter@citadel.edu 73 Department of Leadership Studies School of Science & Mathematics M.A. Master of Arts in Biology Dr. John Weinstein john.weinstein@citadel.edu 75 M.A. Accelerated Master of Arts in Biology Dr. John Weinstein john.weinstein@citadel.edu 76 M.A.Ed. Master of Arts in Education in Mathematics Col. Stephen Cotter steve.cotter@citadel.edu 77 M.S. Master of Science in Computer Science Dr. Shankar Banik shankar.banik@citadel.edu 78 M.S. Master of Science in Health, Exercise & Sport Science Dr. Dena Garner dena.garner@citadel.edu 79 M.A. Master of Arts in Sport Management Dr. Harry Davakos harry.davakos@citadel.edu 81 Dr. Charles Skiper charles.skpper@citadel.edu 84 School of Engineering M.S. Master of Science in Project Management CGC/EUGS Catalog 2015-2016 5 �Graduate Certificate Programs Coordinator Degree Program Email Page Cert. Graduate Certificate in Technical Project Management Dr. Charles Skipper charles.skipper@citadel.edu 87 Cert. Graduate Certificate in Sport Management Sport Sales & Marketing Dr. Harry Davakos harry.davakos@citadel.edu 88 Cert. Graduate Certificate in Leadership Dr. Harrison Carter harry.carter@citadel.edu 89 Cert. Graduate Certificate in Student Affairs Dr. Aaron Oberman aaron.oberman@citadel.edu 90 Cert. Graduate Certificate in Enviromental Studies Dr. John Weinstein john.weinstein@citadel.edu 91 Cert. Graduate Certificate in Homeland Security LTC Mike Brady mike.brady@citadel.edu 92 Cert. Graduate Certificate in Systems Engineering Mangement Dr. Charles Skipper charles.skipper@citadel.edu 93 Cert. Graduate Certificate in Intelligence Analysis LTC Mike Brady mike.brady@citadel.edu 94 Cert. Graduate Certificate in Hispanic Studies Dr. Sara Fernandez-Medina fernandezs@citadel.edu 95 Cert. Graduate Certificate in Cybersecurity Dr. Shankar Banik shankar.banik@citadel.edu 96 Cert. Graduate Certificate in History & Teaching Content Dr. Keith Knapp keith.knapp@citadel.edu 97 Cert. Graduate Certificate in Literacy Education Dr. Dan Ouzts dan.ouzts@citadel.edu 98 Cert. Graduate Certificate in Technical Program Management Dr. Charles Skipper charles.skipper@citadel.edu 99 Evening Undergraduate Degree Programs B.A. Bachelor of Arts in Criminal Justice Dr. Bob McNamara bob.mcnamara@citadel.edu 101 B.S.B.A. Bachelor of Science in Business Administration Morgan LaForge mlaforge@citadel.edu 103 B.A. Bachelor of Arts in Political Science Brad Collins collinsb1@citadel.edu 105 B.S. Bachelor of Science in Social Studies Education Dr. Kathryn Richardson Jones kathryn.jones@citadel.edu 107 B.S. Bachelor of Science in Civil Engineering Dr. Kevin Bower kevin.bower@citadel.edu 109 B.S. Bachelor of Science in Electrical Engineering Dr. Robert Barsanti robert.barsanti@citadel.edu 113 B.S. Bachelor of Science in Mechanical Engineering Dr. Robert Rabb rrabb@citadel.edu 117 6 The Citadel Graduate College �President’s Message Welcome to The Citadel Graduate College, where we extend our mission of educating principled leaders to people like you who seek graduate study to become leaders in their chosen fields. We take great pride in our distinguished faculty and excellent facilities 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 the nearly 8,000 CGC alumni for whom a graduate degree from The Citadel was a stepping stone to success and continued growth. Lt Gen John W. Rosa, USAF (Ret), ‘73 President Board of Visitors The Citadel Board of Visitors is composed of eleven graduates of the college; seven elected by joint vote of the SC General Assembly, three elected by alumni (Citadel Alumni Association) and one appointed by the Governor. All members serve six–year terms. Lieutenant General John B. Sams, Jr., USAF (Retired), ‘67, Chair Colonel Dylan W. Goff, ‘02, Vice Chair Colonel Allison Dean Love, CGC, ‘93 Colonel Fred L. Price, Jr., ‘75 Colonel “Tee” Hooper, Jr., ‘69 Colonel Peter M. McCoy, Sr., ‘74 Colonel Robert H. Nuttall, Sr., ‘62 Colonel L.E. “Gene” Pinson, ‘72 Colonel Greg A. Lapointe, ‘85 Colonel Stanley L. Myers, Sr., ‘98 Colonel Myron C. Harrington, Jr., USMC (Retired), ‘60, Secretary to the Board of Visitors The Honorable Nikki R. Haley, Governor of the State of South Carolina, Ex Officio The Honorable Molly M. Spearman, SC State Superintendent of Education, Ex Officio Major General Robert E. Livingston, Jr., SC State Adjutant General, Ex Officio Colonel Leonard C. Fulghum, Jr., ‘51, Chairman Emeritus Colonel William E. Jenkinson III, ‘68, Emeritus Member Colonel Doublas A. Snyder, ‘82, Emeritus Member CGC/EUGS Catalog 2015-2016 7 �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, Bachlor 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. 8 The Citadel Graduate College �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 404-679-4500 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 secondary education teachers at the bachelor’s and master’s levels, for the preparation of guidance counselors at the master’s and specialist degree levels, and for the preparation of school superintendents at the specialist degree level are accredited by the National Council on Accreditation of Teacher Education (NCATE), a specialized accrediting body recognized by the Council on Postsecondary Accreditation. The head of the Department of Education serves as the Director of Teacher Education. The 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 Accreditation Council. The Computer Science programs as well as the Civil and Electrical 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 Certification) were granted full eight years CACREP (Council for Accreditation of Counseling and Related Educational Programs) in July 2005. The School Psychology Program is fully accredited by the National Association of School Psychologists. CGC/EUGS Catalog 2015-2016 9 �The Citadel Graduate College Academic Calendar 2015-2016 2015 2016 Aug. 19 Payment for Fall 2015 due Jan. 6 Payment for Spring 2016 due Aug. 24 Fall 2015 classes begin Jan. 11 Spring 2016 classes begin Sep. 7 Labor Day - no CGC classes Sep. 7 Last day to drop/add Jan. 18 Martin Luther King Day - no CGC classes Oct. 12 Last day to withdraw with a grade of “W” Nov. 1 Last day to apply for fall graduation Nov. 2 Registration begins for Spring 2016 for returning students Nov. 9 Registration for spring 2016 begins for all students Nov. 20 Fall Break begins after last class Nov. 30 Jan. 25 Last day to drop/add Feb. 1 Last day to apply for spring or summer graduation Feb. 29 Registration for Summer 2016 begins for returning students Mar. 7 Last day to withdraw with a grade of “W” Mar. 14 Registration for Summer 2016 begins for all students Mar. 25 Spring Break begins after last class CGC classes resume Apr. 4 CGC classes resume Dec. 7 Last day for CGC classes Dec. 8 CGC exams begin Apr. 11 Registration for Fall 2016 begins for returning students Dec. 14 CGC exams end Winter break begins Apr. 18 Registration for Fall 2016 begins for all students Dec. 18 Apr. 25 Last day for CGC classes Apr. 26 CGC exams begin May 2 CGC exams end May 5 Semester grades due by 10:00 a.m. May 7 CGC Commencement Semester grades due by 3:00 p.m. 10 The Citadel Graduate College �Purpose of the CGC Catalog 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. 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. Admission and Enrollment Policies 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: • • • 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 official test scores (GMAT, GRE, or MAT; see program requirements for acceptable test and test scores). The admissions test must have been taken within the last five years. Upon receipt of an application, each applicant is sent an email acknowledging the application and outlining specific admission requirements for the CGC and the program for which he/she applied. The requirements for acceptance into specific programs and degrees are described in this catalog for each program/degree. Official copies of all admmissions documents must be sent directly to the CGC office, and admission test scores 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 nonU.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. 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 nad 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 CGC/EUGS Catalog 2015-2016 11 �listed in the term calendar at www.citadel.edu/graduatecollege. To drop or add a course from the course schedule or to change sections within a course, a student must drop/add through Lesesne Gateway. After the drop period, students who choose to withdraw must complete a withdrawal form available in the CGC office or online. Course withdrawal means a student is withdrawing from a course after the refund date has passed. Refunds after the published refund date are granted only under extenuating circumstances (i.e. death in immediate family, serious medical issues, deployment). 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. Joint Degree Programs The Citadel participates in joint graduate degree 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 or in person in the CGC office located in Bond Hall, Room 101. 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 fees, class times, and registration calendars can be found each academic term online at www.citadel.edu/graduatecollege. Transcripts and Transfer Credit Graduate students applying for transfer credit will use the “Transfer Credit for Graduate Programs” form located online at http://www.citadel.edu/graduatecollege/forms/. The form will be submitted to the CGC 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. Approval is granted by the student’s department, contingent upon Citadel policy. Only courses with a “B” or higher are acceptable 12 The Citadel Graduate College 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. Veteran’s Status as a Student on The Citadel Campus This policy prescribes rules and regulations related to veteran students on campus. It outlines the types of veteran students as well as the policies related to student status (cadet vs. non-cadet), as well as enrollment requirements, 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 fulltime 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. 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. Active Duty Student: Other day veteran students with different military affiliations enrolled at The Citadel include: MECEP, STA-21, AECP, and Green to Gold students, who are full-time day students. Evening Undergraduate Veteran Student: This group of Veterans declare their program of study through the Evening Undergraduate Studies program, either as part of a “2+2” transfer program with one of the partner technical colleges or through some other mechanism to complete their degree at The Citadel. These veterans are civilians and are not subject to the personal requirements specific to the Corps of Cadets. They will not be subjected to the RPED or ROTC requirements. Policy: 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 evening students may enroll in up to six credit hours per semester during the day. Exceptions to this rule must be approved by the Associate Provost for Academic Affairs. Veteran day students may enroll in up to eight hours per semester in the evening program. Exceptions to this rule must be approved by the Associate Provost for Academic Affairs. 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 scores on the appropriate admissions test (current within 5 years of application), and; 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. 3. Submit official test scores (GMAT, GRE, or MAT; see program requirements for acceptable test and test scores). Admission test must have been taken within the last five years. Official score report must be sent directly from the testing organization. 4. 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. 5. 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. To obtain non-degree classification the 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. 3. Graduate 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. Senior Citizens - 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. 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 by a member of the National Association of Credential Evaluation Services (NACES) and sent directly from that organization to the CGC office. 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. 6. 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. 7. 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 CGC/EUGS Catalog 2015-2016 13 �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. Applicants will be admitted on conditional status for one semester until their official documents are received by the CGC office. 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 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 from the academic program director and acceptance of a waiver must be communicated to The Citadel Graduate College. 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 14 The Citadel Graduate College 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 are admitted to 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 part-time 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. The operation of Maymester and Summer School is the responsibility of the Dean of the CGC and is administered under the guidelines established in coordination with the Provost. The operation encompasses all aspects of college administration. All Maymester and Summer School students are ultimately the academic and administrative responsibility of the Provost. CGC students remain under their academic deans, while non-degree and transient students are the responsibility of the CGC Dean. Students residing in the barracks, regardless of academic status are the disciplinary responsibility of the commandant, all other noncadet students remain as stated above. Admissions—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 applying, having applied, or having been accepted past or present should contact the CGC office for admission and registration information and 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 - Registration for all students, graduate and undergraduate, enrolled in Maymester or Summer School at The Citadel may be conducted in one of two ways: 1. Students register via Lessesne Gateway. 2. Students may email a registration form. Course Substitution Course substitutions in degree programs can only be authorized by the approval of the Head of the Department, Dean of the School, and Dean of the CGC. Forms to initiate this procedure are available in the CGC 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. 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 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.). Exceptions may be granted by the CGC Dean. 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. Online Course Policy The Citadel is currently authorized and licensed to operate in the State of South Carolina. At this time, The Citadel is only accepting applications for enrollment in online coursework from prospective students in the State of South Carolina or current students who reside on-campus. The Citadel is actively working to verify authorization in other states. Please refer to The Citadel web site for state authorization updates. Readmission Policy The readmission policy for The Citadel Graduate College students (graduate and evening undergraduate) requires a waiting period of two semesters, not including summer sessions, if they have been dismissed for academic reasons. In exceptional and extraordinary circumstances, a student can petition their academic school dean, subsequent appeals are sent to the Associate Provost and Dean of The Citadel Graduate College for readmission, but the granting of such appeals would be considered unusual and rare. CGC/EUGS Catalog 2015-2016 15 �Determining Financial Need Expenses and Financial Aid Fee Payment 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. Fees may also be paid with bank cards, however a service fee is incurred. Electronic check payment is also available at no charge. Deferred payment plans may be arranged in advance of a semester through a third party. Forms are available in the Treasurer’s office. The Citadel reserves the right at any time to adjust fees to meet the current cost of operation. Fee schedules are published each semester on The Citadel’s web page. The Citadel Treasurer is responsible for the collection of monies due to The Citadel. 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 January 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. 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 catagories 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 was determined to be an unaccompanied youth who was homeless or was self-supporting and at risk of being homeless. Federal Eligibility Requirements Priority deadline dates are as follows: Academic year (fall and spring) March 15 Fall only March 15 Spring only October 15 Summer April 15 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 at the established fee payment deadlines. Students will be reimbursed if they are subsequently determined to be eligible for financial aid. 16 The Citadel Graduate College The amount of financial aid is determined based on the FAFSA form the applicant files after January 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 are 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. 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. Generally, a student 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. 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. �6. 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. 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. b. Part-time students (enrolled in 4.5 hours/semester) must earn at least 66% of credit hours attempted in an academic year. 2. GPA – A student must earn at least a 3.0 grade point average. 3. 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. 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 them to meet SAP at the next evaluation Academic Year The academic year for SAP determination is comprised of the fall, spring, and summer terms. 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). Minimum Standards Unsatisfactory academic progress is defined as a failure to meet at least one of the following standards: Appeal Deadlines Completed appeal forms must be turned in two weeks before the end of the term for which the appeal is filed. 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 e. Attempted credit hours cannot exceed 207 hours (more than 150% of program length). Grades Only letter grades are given to evaluate a student’s progress. The following definitions of letter grades are applicable: 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. Fulltime students enrolled in one semester are considered to be meeting progression standards by earning at least 9 hours. “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 in the next full semester, or the “IP” becomes an “F.” The summer session will not be considered a semester in CGC/EUGS Catalog 2015-2016 17 �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. 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. 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. Other federal/state programs as required Some Private Educational Loans (as required by the lender) Financial Aid Refund and Repayment Policy The percentage earned will be calculated based on the following schedule: Week 1 6 percent Week 2 12 percent Week 3 18 percent 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. Week 4 25 percent Week 5 31 percent Week 6 37 percent 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. Week 7 43 percent Week 8 50 percent Week 9 56 percent Week 10 60 percent 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 18 The Citadel Graduate College Week 11-16 100 percent 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. 2. 3. 4. 5. 6. Unsubsidized Student Loans Subsidized Student Loans Perkins Loans PLUS Loans/Graduate PLUS Loans Federal Grants 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 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. 2. 3. 4. 5. 6. 7. Federal Direct/Stafford loans Federal Perkins loans Federal PLUS loans received on behalf of the student Federal Pell Grants Federal SEOG Grants Other Title IV programs Other federal, state, private, or institutional student financial assistance received by the student for which refunds are required 8. The student resource is also taken into consideration. Contact The Citadel’s Treasurer’s Office for information. Veterans’ services: Services are administered under the umbrella of student financial aid at The Citadel. Veterans’ services are intended to meet the needs of students receiving benefits under the following programs: • Ch. 30—Montgomery GI Bill—Active Duty, Veterans • Ch. 31—Vocational Rehabilitation • Ch. 33—Post 9-11 GI Bill • Ch. 35—Dependents’ Educational Assistance Program • Ch. 1606—Montgomery GI Bill—Selected Reserve • Ch. 1607—(REAP, Reserve Education Assistance Program). 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 that 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 843-953-9824 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 www.citadel.edu/graduatecollege. To obtain the appropriate refund, a student must complete the drop form available in the CGC office or drop via Lesesne Gateway. The Dean of CGC may authorize a refund for extenuating circumstances after the scheduled refund date only if a formal application is made in writing. Extenuating circumstances are defined as a death in immediate family, serious medical issues, or military deployment. Registration, technology, and application fees are not refundable. Other Assistance 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. College Budget Plans: The Citadel Tuition Payment Plan (CTPP), which 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. The student determines the payment schedule and calculates the balance remaining after financial aid is applied and any other outside CGC/EUGS Catalog 2015-2016 19 �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 a professional development seminar during which graduate students at The Citadel learn about principled leadership and the institution’s core values – honor, duty, and respect. Participants engage in discussions about The Citadel’s mission, 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 within an organization. Beginning Fall 2013, all degree-seeking students entering The Citadel Graduate College are required to complete The Citadel Principled Leadership Seminar at some point prior to finishing their program of study. The seminar is taught by The Citadel’s Krause Center for Leadership and Ethics and will be offered during the academic year. An online version is also available from the CGC office. 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 campuswide 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 20 The Citadel Graduate College in Citadel course(s) are required to successfully complete D2L training in their first semester on campus. Students who have completed D2L training in the last three years need only provide a copy of their certificate of completion to the CGC office. 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 cover-ups, 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. �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 proposed 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 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 with 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. CGC/EUGS Catalog 2015-2016 21 �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. Hearings will be conducted in private. 2. 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 22 The Citadel Graduate College 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 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. 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. 2. Dismissal—Forced withdrawal from The Citadel for two semesters. 3. 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 campus- related 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. 4. Reprimand—Written notice to student that behavior was unacceptable and that further issues could result in suspension or expulsion. 5. Restriction—Loss of privileges including but not limited to parking on campus, access to university facilities, etc. 6. Course Withdrawal—From the course in which the offense occurred. 7. 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. 8. 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. That the hearing officer or board failed to provide due process; 2. 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 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. 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. 2. 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. 3. 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. Failure to achieve the 3.0 GPR upon completion of the nine (9) additional graduate credit hours will result in termination 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. Some programs have more strict program requirements. Check with your program advisor for the standards for your program. 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 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 CGC/EUGS Catalog 2015-2016 23 �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 the two programs share no more than twelve credit hours in common course requirements. Ordinarily, a minimum of 33 hours of new credits must be included in the planned program for the second degree. However, students who enter a second master’s degree program at The Citadel after also earning a certificate will not necessarily be subject to this 33-hour minimum; such cases will be evaluated on an individual basis, with the number of hours ultimately accepted subject to the approval of the CGC Dean. 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 24 The Citadel Graduate College 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/03provost/3-107-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: B+: B: C+: C: P: F: I: W: A grade of “A” represents work of a high quality. Four quality points are awarded for each credit hour. A grade of “B+” represents above average quality work. Three and one-half quality points are awarded for each credit hour. A grade of “B” indicates average graduate work. Three quality points are awarded for each credit hour. 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. A grade of “C” is unsatisfactory. Two quality points are awarded for each credit hour. A grade of “P” indicates work of acceptable, graduatelevel 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. A grade of “F” indicates that the minimum requirements have not been met. No quality points are awarded. A grade of “I” represents work of satisfactory quality incomplete for authorized reasons. (See section below.) 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. 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 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 Application Deadlines Fall November 1st Spring February 1st Summer February 1st Graduation 1. Applications for graduation are available in the Office of the Registrar and online. 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 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. Evening undergraduate students must have a 2.0 GPA at the time of graduation application to participate in the commencement ceremony. Graduate students must have a 3.0 GPA at the time of graduation application to participate in the commencement ceremony. 3. Students must properly wear official regalia for the commencement ceremony. 4. 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. 5. 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. 6. For those students who have earned a second master’s degree within the same academic year, the student will select which program of study they will process with, but will be recognized for both programs of study. 7. Parents 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 CGC/EUGS Catalog 2015-2016 25 �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 a waiver must be initiated by the student in writing to the appropriate Department Head, who is responsible for notifying the student. Department Heads will forward recommendations through their appropriate Dean who sends it to the CGC office. This recommendation will be subject to the final approval of the CGC Dean. Waivers must be on file in the CGC office prior to application for graduation. It is 26 The Citadel Graduate College the student’s responsibility to ensure the waiver is provided to the CGC office. If a waiver 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 academic level of authority to have the opportunity to resolve the grievance satisfactorily. The Dean of the CGC does not rule on academic matters. However, students are encouraged to provide a courtesy copy of grievances and appeals to the 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. 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 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. Dining 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. 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 Housing 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. Official copies are not released to students but are sent to requested destinations. 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. 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. 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 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/ 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 upon payment of the activity fee in the Treasurer’s Office. 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. CGC/EUGS Catalog 2015-2016 27 �Specific Policies and Procedures for Evening 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 seven undergraduate degrees: Bachelor of Arts in Criminal Justice; 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 Electrical Engineering; and Bachelor of Science in Mechanical Engineering. 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 which enable students to complete the program and receive a baccalaureate degree from The Citadel. A unique feature of the Business Administration, Criminal Justice, Political Science, and Social Studies Education programs is that students can take classes at The Citadel while completing their Associate’s degree. However, all students must have at least 24 hours of college credit transferred to The Citadel prior to taking any courses at The Citadel. The Citadel has partnered with eleven technical colleges in South Carolina. These partnerships permit students to earn an Associate’s degree at a technical college and then transfer to The Citadel EUGS program for the final two years. All partner schools offer the prerequisites required for the upper-level classes offered at The Citadel. 28 The Citadel Graduate College Our partner colleges are as follows: • Aiken Technical College • Florence-Darlington Technical College • Horry-Georgetown Technical College • Midlands Technical College • Northeastern Technical College • Orangeburg-Calhoun Technical College • Piedmont Technical College • Spartanburg Community College • Spartanburg Methodist College • Technical College of the Lowcountry • Trident Technical College Transfer Program Courses may also be transferred from regionally accredited colleges and universities other than those listed here (e.g. Southern Association of Colleges, North Central Association of Colleges and Schools, etc.). The basic course requirements remain the same. The junior and senior years are completed at The Citadel. 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. Full-time 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 the 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. 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. 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. 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. 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. 2. 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. 3. 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. 4. 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. 5. Students who are in cadet status and are enrolled in the Corps of Cadets for a fall or spring semester are not eligible to enroll in CGC courses. 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: CGC/EUGS Catalog 2015-2016 29 �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. Course Overload Policy A maximum course load of 22 credit hours will be approved for either fall or spring semester. Overload (18-22 credit hours) requests may made in writing to the Associate Provost and Dean of the Graduate College. 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 30 The Citadel Graduate College 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. 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. 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. 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. Academic Forgiveness Any undergraduate student who has been seperated 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 PassFail option. Normally, no more than one course may be taken under this option each semester. A student may take the PassFail 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. 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 a regionally accredited institution (e.g. Southern Association of Colleges, North Central Association of Colleges and Schools, etc.) will be CGC/EUGS Catalog 2015-2016 31 �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. 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: 1. 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. 2. 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. 3. 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. 32 The Citadel Graduate College 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 gradepoint 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 and Dean of the Graduate College, 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. If a cadet has been expelled from the SCCC for any reason, he or she is not eligible to return to The Citadel in any program. �Graduate Degree Programs CGC/EUGS Catalog 2015-2016 33 �School of Business Administration 34 The Citadel Graduate College Master of Business Administration �Master of Business Administration School of Business, 843-953-5056 www.citadel.edu/root/mba Dr. Wes Jones MBA Program Director, Interim jonesw1@citadel.edu Morgan LaForge, M.Ed. MBA Academic Advisor mlaforge@citadel.edu Mission Statement The mission of the 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 for the 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 requirements. 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. 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 July 15th Spring November 15th Summer April 15th Admission Requirements 1. Completion of the online graduate application along with the non-refundable application fee. 2. 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. 3. 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. 4. Submission of a resume detailing previous work experience. 5. 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 Students are expected to complete all degree requirements within a six years from the term of admission into the MBA program. 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 foundation courses. These courses are preparation for non-business majors and provide foundation competencies prior to enrolling in graduate level MBA courses. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar PRE-REQUISITE COURSES (6 courses, 18 Credit Hours) BADM-601 BADM-604 BADM-605 BADM-606 BADM-607 BADM-609 Foundations of Accounting Foundations of Economics Foundations of Finance Foundations of Quantitative Methods and Operations Management Foundations of Marketing Foundations of Management and Organizations REQUIRED COURSES (9 Courses, 27 credit hours) BADM-713 Communications for Leadership BADM-716 Legal and Ethical Environment For Decision Makers BADM-719 Information Technology Management BADM-722 Leadership in Organizations BADM-728 Accounting for Executives CGC/EUGS Catalog 2015-2016 35 �BADM-731 Quantitative Methods for Operations Management BADM-734 Financial Problems BADM-737 Strategic Marketing BADM-740 Global Business Strategy* *Must be taken in final semester ELECTIVE COURSES (Choose 3 courses, 9 credit hours) BADM-750 Seminar in Business Administration BADM-751 Seminar in Accounting BADM-752 Seminar in Economics BADM-753 Seminar in Finance BADM-754 Seminar in Management BADM-755 Seminar in Marketing BADM-756 Financial Modeling BADM-757 Personal Finance BADM-762 Negotiation Strategies BADM-764 Entrepreneurship BADM-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 per semester. Students may request in writing to take more credit hours per term. Requests must be sent to the MBA Program Director. Summer terms are restricted to six credit hours per term, except provisional students who are limited to three credit hours per summer term. Course Availability: All required courses are available each semester. Elective courses are not offered on a regular schedule. 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 BADM-740), provided: (1) the course is determined to be equivalent to one of the advanced or elective 36 The Citadel Graduate College 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. Requirements for Graduation: The MBA degree may be conferred upon those students who successfully complete the 36 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 36 credit hours of advanced graduate coursework will only be allowed (for exceptional circumstances) with approval of the MBA Program Director. Additional hours may not be used to increase GPR to the 3.0 required for graduation. Dual Degree Programs The School of Business has partnered with other departments on campus and MUSC to offer students the opportunity to enhance their graduate education. Graduate Certificate in Leadership Three of the required MBA courses (BADM 713, 722, and 740) can be used towards completion of the Leadership Graduate Certificate leaving students only two additional courses to take to complete the certificate. Graduate Certificate in Technical Project Management (TPM) Two of the following courses required for the TPM Graduate Certificate can be taken as electives for the MBA program. • PGMT 650 – Overview of Technical Project Management • PGMT 651 – Technical Project Planning and Scheduling • PGMT 652 – Applications of Quality Management • PGMT 653 – Technical Project Support and Operations MD/MBA MD students at MUSC can concurrently earn a MBA from The Citadel. MCAT score will be accepted in lieu of the GMAT/ GRE requirement. MD students may begin MBA coursework during the Summer semester preceding the first year of medical education and continue during Summer semesters between the first and second years and during the academic year following the third year of medical education. Students without an undergraduate degree in business may be required to take foundation courses. PharmD/MBA PharmD students at MUSC can simultaneously earn an MBA from The Citadel. PCAT score will be accepted in lieu of the GMAT/GRE requirement. Many of the courses taken for the PharmD program at MUSC will transfer towards the MBA program. Students without an undergraduate degree in business may be required to take foundation courses. �Zucker Family School of Education Master of Arts in Teaching Secondary Education: • Biology • English • Mathematics • Social Studies Master of Arts in Teaching Middle Grades: • English • Mathematics • Science • Social Science Master of Arts in Teaching Grades K-12: • Physical Education Master of Education • Counselor Education Elementary or Secondary and Student Affairs & College Counseling • Educational Leadership Elementary or Secondary School Administration and Supervision • Interdisciplinary STEM Education • Literacy Education Specialist in Education • Educational Leadership School Superintendent CGC/EUGS Catalog 2015-2016 37 �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. 38 The Citadel Graduate College 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 learnercentered 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. The Citadel’s Professional Educational Unit is on the march, transforming itself into a Center of Excellence for the preparation of principled educational leaders. 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 children and youth succeed. 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 Web Site 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 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 - Students 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 graduate programs in The Citadel Graduate College 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 academic program director. Cohorts - Those applicants selected by an area school district as members of a cohort pursuing the master’s degree in literacy or educational leadership at The Citadel and who hold a previous Master’s degree from a regionally accredited college CGC/EUGS Catalog 2015-2016 39 �or university, will automatically be granted a waiver of the admissions test requirement. 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. 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. 40 The Citadel Graduate College �Master of Arts in Teaching (MAT) Secondary Education (Grades 9-12) • • • • Biology English Mathematics Social Studies Zucker Family School of Education 843-953-5097 schoolofeducation@citadel.edu http://www.citadel.edu/root/teacher-education Content Area Advisors: Biology: Dr. Kristy Johnson, kristy.johnson@citadel.edu English: Dr. David Allen, david.allen@citadel.edu Mathematics: Col. Stephen Cotter, steve.cotter@citadel.edu Dr. Richard Robinson, rrobins4@citadel.edu Social Studies: Dr. Katherine Grenier, grenierk@citadel.edu Education Advisors: Dr. Tammy Graham, tammy.graham@citadel.edu Dr. Stephenie Hewett, stephenie.hewett@citadel.edu Dr. Renee Jefferson, renee.jefferson@citadel.edu Dr. Kathryn Richardson Jones, Program Coodinator, kathryn.jones@citadel.edu Program Field Experiences, Internships and Support Services: Dr. Tom Reilly, reillyt1@citadel.edu Ms. Marcia Bonica, marcia.bonica@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. 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 a 2.5 cumulative undergraduate grade point average. 4. 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 39 for provisional status information. 5. 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 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 with staterequired 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- 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, 514, and 536. • Be cleared by the South Carolina State Department of CGC/EUGS Catalog 2015-2016 41 �• • • • 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). Accelerated Programs Special Note: Accelerated sequencing of course work is available for qualified, full-time students. Interested candidates should consult with their advisor. 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. EDUC-500 EDUC-522 2. EDUC-514 3. EDUC-536 4. EDUC-512 5. EDUC-588 Foundations of American Education* OR Critical Educational Issues in a Multicultural Society (if student has prior Education coursework) The Exceptional Child in the School* Educational Psychology Data Collection and Analysis* 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 EDUC-592 EDUC-520 Methods and Materials of Middle and High School Teaching * Teaching Reading and Writing in Middle and High School - Content Areas Professional Internship (HESS-620 for PE students) *Not required for Physical Education students. Alternate requirements are listed under required content area courses. 42 The Citadel Graduate College 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 candidate 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 pre-internship 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 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 (1 course): ANTH-201, ANTH-202, ANTH-501 • Biology Survey with lab (2 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 (2 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 (1 course): EART-201 or EDUC-587-Introduction to Earth Science for Teachers Introduction to Physics with lab(1 course required, 2 recommended): PHYS-203 and PHYS-253 or PHYS-204 and PHYS-254 or PHYS-221 and PHYS-271 or PHYS-222 and PHYS-272 Cell Biology with lab (1 course): BIOL-205 or BIOL-612 Ecology with lab (1 course): BIOL-406 or BIOL-506 Evolution (1 course): BIOL-208 or BIOL-601 Genetics with lab (1 course): BIOL-204 or BIOL-308 or BIOL-508 Anatomy/Physiology with lab (1 course): BIOL-403 or BIOL-317 with BIOL-327 or BIOL-318 with BIOL-328 or BIOL-502 or BIOL-603 Microbiology with lab (1 course): BIOL-310 or BIOL-607 Biology Methods (select 1 course from the following): • BIOL-605 Laboratory Methods in Biology • BIOL-606 Field Methods in Biology • 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 Master of Arts in Teaching – English (Grades 9-12) Note: A minimum of 4 graduate level English courses is required. ENGL-564 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. 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. English Language Arts Content Area Requirements: • British Authors (2 courses): ENGL-201 and ENGL-202 • American Literature (1 course): ENGL-215 • Public Speaking (1 course): ENGL-205 or ENGL-206 • World Literature (2 courses): ENGL-218 or ENGL-520 and ENGL-219 or ENGL-521 • African American Literature (1 course): ENGL-535 • Adolescent Literature (1 course): ENGL-552 • Modern English Grammar (1 course): ENGL-414 or ENGL-553 • History of the English Language (1 course): ENGL-415 or ENGL-554 • Literary Criticism (1 course): ENGL-555 • Film Studies (1 course): ENGL-209 or ENGL-560 • Advanced Composition (1 course): ENGL-413 or ENGL-562 • • Teaching with Technology (1 course): ENGL-564 Methods and Materials for English Language Arts (1 course): ENGL-595 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 Master of Arts in Teaching – Social Studies (Grades 9-12) Note: At least 3 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 (2 courses): HIST-105 and HIST-106 or HIST-103 and HIST-104 • Survey of U.S. History (2 courses): HIST-201 and HIST-202 • Introduction to Sociology (1 course): SOCI-201 • Principles of Macroeconomics (1 course): BADM-201 • American National Government (1 course): PSCI-102 or PSCI-502 • Cultural Anthropology (1 course): ANTH-202 or ANTH-501 • Historiography (1 course): HIST-594 • Urban Politics (1 course): PSCI-302 or PSCI-509 or PSCI- 306 or PSCI-506 or PSCI-307 or PSCI-401 • World Geography (1 course): GEOG-209 or GEOG-511 • History of the Non-Western World (1 course): HIST-560 • Teaching of History and Social Sciences or Instructional Approaches to Social Sciences (1 course): HIST-692 or PSCI-505 Descriptions of courses are listed in the last section of this catalog. CGC/EUGS Catalog 2015-2016 43 �Master of Arts in Teaching (MAT) Middle Grades (Grades 5-8) • • • • English Mathematics Science Social Science Zucker Family School of Education 843-953-5097 schoolofeducation@citadel.edu http://www.citadel.edu/root/teacher-education Content Area Advisors: Science: Dr. Kristy Johnson, kristy.johnson@citadel.edu English: Dr. David Allen, david.allen@citadel.edu Mathematics: Col. Stephen Cotter, steve.cotter@citadel.edu Dr. Richard Robinson, rrobins4@citadel.edu Social Science: Dr. Katherine Grenier, grenierk@citadel.edu Education Advisors: Dr. Tammy Graham, tammy.graham@citadel.edu Dr. Stephenie Hewett, stephenie.hewett@citadel.edu Dr. Renee Jefferson, renee.jefferson@citadel.edu Dr. Kathryn Richardson Jones, Program Coordinator, kathryn.jones@citadel.edu Program Field Experiences, Internships and Support Services: Dr. Tom Reilly, reillyt1@citadel.edu Ms. Marcia Bonica, marcia.bonica@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 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 half of their teacher preparation coursework at The Citadel and the other half at College of Charleston. 44 The Citadel Graduate College Admission Requirements 1. Completion of the online graduate application along with the non-refundable application fee. 2. Submission of 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 a 2.5 cumulative undergraduate grade point average. 4. 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 35 for provisional status information. 5. Submission of three letters of recommendation. 6. 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 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 • Educational Research (CofC): EDFS-635 or Data Collection and Analysis (The Citadel): EDUC-512 • The Exceptional Child in School (The Citadel): EDUC-514 or Introduction to Exceptional Children (CofC): EDFS-710 • Middle Grades Organization and Curriculum (CofC): EDEE-515 • Foundations of Literacy (The Citadel): EDUC-588 Middle Grades Practicum: (6 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 Literacy Skills: • Teaching Reading and Writing in the Middle and High School (The Citadel): EDUC-592 Culminating Professional Experiences in Middle School: (60 continuous full days during the internship, 9 semester hours, must be taken together at the same institution) • 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 • 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 Master of Arts in Teaching – English (Grades 5-8) Expected Undergraduate Content: • Adolescent Literature (1 course) • World Literature (2 courses) • American Literature (1 course) • Media Studies (1 course) • Modern English Grammar (1 course) • Creative Writing (short story, poetry, etc.) (1 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 • Success in Literacy for Older Readers (CofC): EDEE-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 (1 course) • Geometry (1 course) • Probability and Statistics (1 course) • Discrete Math (1 course) Note: All undergraduate mathematics prerequisites must be completed before taking The Citadel mathematics class, MATH-514.* Required Graduate Mathematics Courses (9 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 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 - (9 semester hours): • Nature of Science, Mathematics, and Science/Mathematics Education (CofC): EDFS-660 • Science methods course (The Citadel): 1 course based on prior preparation and experience • Laboratory Methods in Biology: BIOL-605 • Field Method in Biology: BIOL-606 • 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): • Earth Science for Teachers: EDUC 587 or SMFT-523 • Topics in Botany for Teachers: BIOL 514 or SMFT537 • Atomic Theory of Matter from Lucretius to Quarks: SMFT-548 • Applications of Physics for Teachers: How Things Work: SMFT-555 • Genetics and Molecular Biology for Teachers: SMFT639 or BIOL 508 • Physics of Force and Motion for Teachers: SMFT-645 • Determination of Structure and Matter: SMFT-647 • Space Science for Teachers: SMFT-524 Master of Arts in Teaching – Social Science (Grades 5-8) Expected Undergraduate Content: • World History or Western Civilization (2 courses) • US History (2 courses) • South Carolina History (1 course) • Anthropology or Sociology (1 course) • Microeconomics (1 course) • Political Science that covers American Govt. (1 course) Required Graduate Social Studies Courses (9 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): HIST-692 Descriptions of Citadel courses are listed in the last section of this catalog. CGC/EUGS Catalog 2015-2016 45 �Master of Arts in Teaching (MAT) in Physical Education (Grades K-12) Department of Health, Exercise, & Sport Science, 843-953-5060 http://www.citadel.edu/root/teacher-education Content Area Advisors: Dr. Tim Bott, tim.bott@citadel.edu Dr. Lori Hicklin, Program Director lori.hicklin@citadel.edu Education Advisors: Dr. Tammy Graham, tammy.graham@citadel.edu Dr. Stephenie Hewett, stephenie.hewett@citadel.edu Dr. Renee Jefferson, renee.jefferson@citadel.edu Dr. Kathryn Richardson Jones, kathryn.jones@citadel.edu Physical Education Program Director Dr. Lori Hicklin, 843-953-6307, lori.hicklin@citadel.edu Program Field Experiences, Internships and Support Services: Dr. Tom Reilly, reillyt1@citadel.edu Ms. Marcia Bonica, marcia.bonica@citadel.edu 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 or university. Applicants are expected to have a 2.5 cumulative undergraduate grade point average. 3. 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. See page 39 for provisional status information. 4. 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. 46 The Citadel Graduate College Program Requirements 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. • Have a negative TB test. • 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 must be submitted 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 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 corequisite courses (undergraduate or graduate) within the last six (6) years with a grade of “C” or better. • 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) HESS-551 HESS-561 HESS-588 HESS-620 Content & Methods of Teaching Secondary Physical Education Advanced Measurement and Evaluation in Physical Education* Foundations of Developing Literacy Skills Professional Internship (6 hours) 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. Descriptions of Citadel courses are listed in the last section of this catalog. *Undergraduate and graduate transcripts may be evaluated for application to coursework in the program. TOTAL PROGRAM REQUIREMENTS: 45 Credit Hours The Professional Internship requires that a minimum of sixty (60) full days be spent in the schools, and during the Professional Internship, it will not be possible for the teacher candidate to take any additional courses. Field Experiences: Many education courses require field experiences that vary from course to course and are related to specific course objectives. All field experiences provide opportunities for Master’s candidates to develop pedagogical knowledge and skills. At a minimum, teacher candidates are expected to successfully complete 75 hours of field experiences prior to the Professional Internship that is an additional sixty (60) days. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar REQUIRED EDUCATION AND PHYSICAL EDUCATION COURSES EDUC-536 EDUC-588 HESS-505 HESS-525 HESS-527 HESS-528 EDUC-592 HESS-533 HESS-534 Educational Psychology Foundations in Literacy Motor Development and Motor Learning* Scientific Principles of Physical Education and Health, Exercise, & Sport Science* Content and Methods of Teaching Health Education and Health-Related Aspects of Physical Fitness Foundations of Developing Literacy Skills through Content and Methods of Teaching Physical Education Teaching Reading and Writing in the Middle and High School Content Areas Content and Methods of Teaching Elementary School Physical Education 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 CGC/EUGS Catalog 2015-2016 47 �Master of Education in Counselor Education (Elementary or 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 official transcript of the baccalaureate degree and all other undergraduate or graduate work 48 The Citadel Graduate College directly from each regionally accredited college or university. Applicants are expected to have a 3.0 grade point average. 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 39 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 full-time 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/counselor-education-programs/med-counseloreducation under “Forms and Handbooks”. Program Objectives 1. Reflect current knowledge and positions from lay and professional groups concerning the counseling and human development needs of a pluralistic society; 2. Reflect the present and projected needs of a pluralistic society for which specialized counseling and human development activities have been developed; 3. Reflect input from all persons involved in the conduct of the program, including program faculty, current and former students, and personnel in cooperating agencies; 4. Are directly related to program activities; and 5. 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 in both the elementary and secondary school counseling programs complete both a School of Education Core and Counselor Education Core (refer to Division of Counselor Education Handbook online at http://www.citadel. edu/education/academic_programs/counseling.html) for a total of 51 credit hours. 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, EDUC539, 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). CGC/EUGS Catalog 2015-2016 49 �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. Portfolio Presentation Day(s) prior to completion of the Internship II course (i.e., EDUC-652 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 ELEMENTARY AND SECONDARY SCHOOL COUNSELING (51 Credit Hours) 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. SCHOOL OF EDUCATION CORE (12 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 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. 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 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-the-semester Counselor Education Professional 50 The Citadel Graduate College ELEMENTARY AND SECONDARY SCHOOL COUNSELOR EDUCATION CORE (36 Credit Hours) 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 Elective (3 Credit Hours) Approval of the 3 credit hour course elective must be documented by the student’s faculty advisor. *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. 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: TOTAL PROGRAM REQUIREMENTS: 51 Credit Hours Descriptions of courses are listed in the last section of this catalog. STUDENT AFFAIRS & 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. 48 Credit Hours Descriptions of courses are listed in the last section of this catalog. 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 PsychoEducational 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 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 ** The internship in Student Affairs consists of 16 weeks of full-time 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. CGC/EUGS Catalog 2015-2016 51 �Master of Education in Educational Leadership - Elementary or Secondary School Administration and Supervision Zucker Family School of Education 843-953-5097 http://155.225.198.23/root/educational-leadership Dr. Kathy Brown kathy.brown@citadel.edu Dr. Kent Murray kent.murray@citadel.edu Introductory Statement The Zucker Family School of Education’s Supervision and Administration 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 awarded certification and licensure as school building administrators. The Administration and Supervision programs accreditation is effective through October 31, 2021. Mission Statement The mission and goals of the Masters 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 • New curricular developments and trends • Skills in practical applications of educational research • Competence in applying principles of human and group behavior in problem situations • Knowledge and competencies in staff personnel administration • Different leadership and management styles and a clear understanding and working knowledge of LearnerCentered Education 52 The Citadel Graduate College 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 or university. 3. Applicants 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. 4. Submission of official Graduate Record Exam (GRE) or Miller Analogies Test (MAT) scores. MAT minimum acceptable score is a score of 396 or GRE minimum verbal and quantitative score of 290. Admission test must have been taken within the last five years. See page 39 for Provisional Status information. 5. Submission of a valid South Carolina elementary or secondary teaching certificate. Applicants must be in good standing with the State Board of Education at the time of admission. 6. Submission of a South Carolina Professional Certificate verifying three years teaching experience. At least one year of teaching at the appropriate level for Advanced Level certification for which the candidate is applying must be validated 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. 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 or university - Bachelor’s through Master’s degree. 3. A copy of valid South Carolina teaching certificate. 4. Submission of official Graduate Record Exam (GRE) or Miller Analogies Test (MAT) scores. MAT minimum acceptable score is a score of 396 or GRE minimum verbal and quantitative score of 290. Admission test must have been taken within the last five years. See page 35 for Provisional Status information. 5. A copy of a South Carolina Professional Certificate verifying three years teaching experience. At least one year of teaching at the appropriate level for Advanced Level certification for which the candidate is applying must be validated at the time of admission. Note: Courses taken prior to official admission or courses taken through other programs do not count toward the School Administration and Supervision program/degree without written approval from the Dean, 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 sixmonth 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 Supervision and Administration Examination. c. Meet with advisor to review request for admission to an internship and review degree audit. d. 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 M.Ed. REQUIRED PROGRAM CORE REQUIREMENTS (9 credit hours) All core requirements must be completed prior to or concurrently with registration for any other courses. EDUC-512 EDUC-514 EDUC-522 Data Collection and Analysis The Exceptional Child in the School 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 PROGRAM REQUIRED COURSES: 39 Credit Hours Descriptions of courses are listed in the last section of this catalog. 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 Prccess 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. CGC/EUGS Catalog 2015-2016 53 �REQUIREMENTS FOR 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 Professional 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 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. 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. 54 The Citadel Graduate College �Master of Education in Interdisciplinary STEM Education targeted for working professionals with coursework delivered online in asynchronous format, allowing students to progress though the program at their own pace. Zucker Family School of Education, 843-953-5097 The STEM Center of Excellence, 843-953-6091 http://www.citadel.edu/root/stemcenter-medstem 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. Dr. Kathryn Richardson Jones, Program Coodinator, kathryn.jones@citadel.edu Ms. Marcia Bonica, Support Services marcia.bonica@citadel.edu 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. 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 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 and graduate work directly from each regionally accredited college or university. Applicants are expected to have a 2.5 cumulative undergraduate grade point average. 3. A bachelor’s degree demonstrating appropriate preparation in STEM. Program Requirements The program assumes appropriate undergraduate preparation in STEM. The 36-credit hour MEd in Interdisciplinary STEM Education is organized into two areas - core and electives. The coursework will consist of twenty one (21) 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 GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light • The Citadel Principled Leadership Seminar CORE COURSES (21 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 ECUC-680 Foundations in STEM II ELECTIVE COURSES (15 credit hours) Students will select 5 elective courses, chosen from the following list or as approved by program faculty. BIOL-540 Biotechnology for STEM Educators 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 Multidisciplinary Experimental Design and Implementation EDUC-587 Earth Science for Teachers MATH-618 Mathematical Technology Resources for STEM Education PHYS-510 Engineering Applications in STEM 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: 36 Credit Hours Description of courses are listed in the last section of this catalog. CGC/EUGS Catalog 2015-2016 55 �Master of Education in Literacy Education Zucker Family School of Education 843-953-5097 http://www.citadel.edu/root/literacy-educationprogram Dr. Stephenie M. Hewett stephenie.hewett@citadel.edu Dr. Robin Jocius robin.jocius@citadel.edu Dr. Dan Ouzts, Program Coordinator dan.ouzts@citadel.edu 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 develop: 1. A knowledge and mastery of all aspects of the literacy process; 2. 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; 3. A knowledge of the abilities and skills which enhance a wholesome teacher- student-parent relationship in working with students identified as at-risk readers in order to develop a case study; 4. A knowledge of those skills necessary to recognize and accommodate for individual differences in literacy instruction; 5. A knowledge of how to plan, supervise, and enhance programs as a literacy coach; 6. A knowledge of and ability to demonstrate effective literacy instructional strategies; 7. A knowledge of the relationship of literacy skills to subject-matter content areas; 8. A knowledge of significant research conducted in literacy education; 9. A knowledge of a broad range of children’s and adolescents’ literature and how to incorporate this literature into the classroom; and 10. A knowledge of how to effectively support and mentor educators and serve as a literacy leader. 56 The Citadel Graduate College 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 or university. Applicants are expected to have a 2.5 cumulative undergraduate grade point average. 3. Submission of official Graduate Record Examination (GRE) or Millers Analogy Test (MAT) score. Minimum acceptable score is a raw score of 396 on the MAT or a verbal and quantitative combination score of 290 on the GRE. Admission test must have been taken within the last five years. See page 39 for Provisional Status information. 4. Submission of a valid South Carolina elementary or secondary teaching certificate. Applicants must be in good standing with the State Board of Education at the time of acceptance. Students accepted into the Master of Education in Literacy Education are automatically enrolled in the Graduate Certificate in Literacy Education. 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. 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 10 literacy 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. Recommendation for certification as a Literacy Teacher in South Carolina requires two years teaching experience. Recommendation for certification as Literacy Coach in South Carolina requires five years teaching experience. 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. �GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar The following courses should be taken in sequence as in the program of study. PROFESSIONAL CORE REQUIREMENTS (6 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 Teaching Reading and Writing in the Middle and High School Content Areas 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 Catalog 2015-2016 57 �Specialist in Educational Leadership - School Superintendent 5. A South Carolina Professional Teaching certificate that is valid, three years teaching experience, and two years as a school or district administrator, post secondary administrator, or school business administrator. Zucker Family School of Education 843-953-5097 http://www.citadel.edu/root/educationalleadership Note: Specialist in Educational Leadership courses taken prior to official program admission will not count toward the degree without written approval from the Zucker Family School of Education. Dr. Kathy Brown brownk2@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 confer certification as a school district superintendent. At program completion, candidates will be awarded certification and licensure as school district superintendents. 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. Completion of the online graduate application along with the non-refundable application fee. 2. Submission of all official transcripts directly 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. 3. Submission of office Graduate Record Exam (GRE) or Miller Analogies Test (MAT). Minimum acceptable raw score of 396 on the MAT or verbal and quantitative combination score of 290 on the GRE. Admission test must have been taken within the last five years. No Provisional Status granted. 4. A South Carolina State Professional Certificate with school administrator endorsement and two years in an administrative position equivalent to assistant principal or higher in education. 58 The Citadel Graduate College 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 decisionmaking and in evaluating decisions on the basis of subsequent information; knowledge of research in admin-istration, 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, (912 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 advisor to review request for admission to an internship. 4. Apply to CGC to register for 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 • The Citadel Principled Leadership Workshop PROFESSIONAL REQUIREMENTS (33 credit hours) EDUC-535 Organizational Theory and Behavior EDUC-598 Curriculum Project (Prerequisite EDUC 531/532) EDUC-600 Professional Negotiations EDUC-603 School Plant Seminar EDUC-606 Superintendency and School Organization EDUC-610 Seminar on School Improvement EDUC-612 Seminar in School Law (Prerequisite EDUC 601) EDUC-614 Seminar in Educational Administration EDUC-619 Assessment of School Programs EDUC-632 Internship in Superintendency EDUC-633 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. REQUIREMENTS FOR CERTIFICATION AT THE ADVANCED LEVEL I. ADMINISTRATION C. District Superintendent 1. Master’s degree 2. Valid South Carolina Teaching or Professional Certificate at the elemen-tary, middle or secondary level 3. Minimum of 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. South Carolina Teacher Certification Manuel R 43-64 REQUIREMENTS FOR CERTIFICATION AT THE ADVANCED LEVEL. Descriptions of courses are listed in the last section of this catalog. CGC/EUGS Catalog 2015-2016 59 �School of Humanities & Social Sciences Master of Arts: • English • History • Psychology: Clinical Counseling • Social Science • International Politics & Military Affairs Master of Science: • Leadership Specialist in Education: • School Psychology 60 The Citadel Graduate College �Master of Arts in English Department of English 843-953-5068 http://www.citadel.edu/root/english Dr. James M. Hutchisson hutchissonj@citadel.edu Mission Statement 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. 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. 3. Applicants are expected to have a cumulative undergraduate grade point average of at least 2.5 and 3.0 in the major. 4. 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. 5. Submission of at least two signed letters of recommendation, perferably 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. 6. Submission of a two-page statement about educational goals and interest in a graduate program in English. 7. 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 nine semester hours with a minimum GPA of 3.25 the student will be eligible for degree-seeking status. Application Deadlines The Joint Program Committee will consider completed applications for the regular degree program on the following dates: Admission Term: Materials Due: Fall May 1st Spring 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, 6 hours • British Literature after 1800, 6 hours • American Literature, 6 hours • Seminar (English 700), 3 hours • Electives, 12 hours • Thesis and Oral Defense of Thesis, 6 hours • Demonstration of competency in one foreign language • Comprehensive Examination Non-thesis Option: Same as above, except that the thesis is omitted and the number of elective hours is eighteen. Notes: • At least nine hours must be taken at each campus. • English 700 satisfies 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 (3), 699 (3), and 701 (6) in any combination may count toward the required 36 hours. • Students may demonstrate their competency in a foreign language by completing two years or their equivalent of college-level study in a single foreign language with an average grade of C or higher: or completing, with a CGC/EUGS Catalog 2015-2016 61 �• grade of B or higher, English 517: Old English Language. The foreign language requirement must be met before a student can take the comprehensive examination. The comprehensive examination is prepared and administered by the Joint Program Committee and is taken by all candidates after the completion of at least 27 hours of coursework. Copies of all previous examinations are available on the websites of both English departments. Concentration in African American Literature In 2004 an African American Literature Concentration was added to the Master of Arts degree program. The fifteen hour (15) concentration, with a thesis option, offers advanced course work in African American literature, independent study courses for further exploration into an African American literature topic, and cross disciplinary opportunities with courses in other departments that have a central concern with African American literature. Students opting to add a concentration in African American literature must meet the normal requirements for the M.A. In addition, they must complete one of these two courses of study: Standard Option: • 9 hours of African American literature (any combination of 535, 570, 571, and 573) • 3 hours of study of an African American topic in another discipline, as approved by the graduate director • 3 hours of study in an African American topic, such as an independent study or internship, as approved by the graduate director Thesis Option: • 6 hours of African American literature (any combination of 535, 570, 571, 572, and 573) • 3 hours of study of an African American topic in another discipline, as approved by the graduate director • 6 hours of thesis on an African American topic Notes: • A student may substitute 3 hours of independent study on an African-American topic (as approved by the graduate director) for any 3 hours of coursework. • Students taking this concentration may apply only one of their African American literature courses to the six hour American literature requirement of the M.A. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar COURSES ENGL-500 ENGL-501 ENGL-502 ENGL-503 ENGL-504 ENGL-505 Old and Middle English Literature Chaucer Shakespeare English Drama to 1642 Poetry and Prose of the English Renaissance Milton 62 The Citadel Graduate College 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-512 Literature of the U.S. South ENGL-516 Continental Literature ENGL-517,518 Special Topics in Literature ENGL-520 A Survey of World Literature I ENGL-521A 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-530 Special Topics in The Humanities 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-557 Creative Writing—Poetry ENGL-558 Technical and Professional Writing ENGL-559 History and Theory of Rhetoric ENGL-560 Film Studies ENGL-562 Workshop in Advanced Composition ENGL-563 Creative Writing—Fiction ENGL-564 Teaching with Technology ENGL-570 Topics in African American Literary Genres ENGL-571 Topics in African American Literary Periods ENGL-572 Topics in Major African American Writers 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-650 Literary Research ENGL-698 Tutorial ENGL-699 Independent Study ENGL-700 Seminar ENGL-703 Seminar in English Literature Before 1800 ENGL-704 Seminar in English Literature After 1800 ENGL-705 Seminar in American Literature ENGL-701 Thesis ENGL-702 Internship Descriptions of courses are listed in the last section of this catalog. �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. Master of Arts in History Department of History 843-953-5073 http://www.citadel.edu/root/history-mastersprogram Dr. Keith Knapp, Director keith.knapp@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. 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. 3. 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. 4. 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.* 5. Submisssion 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. 6. Submission of evidence of ability to conduct research and *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 de-gree requirements. Application Deadlines The Admissions Committee will consider complete applications for the program on the following dates: Admission Term: Fall and Summer Materials Due: 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. 600- and 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 CGC/EUGS Catalog 2015-2016 63 �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. 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** The program offers two tracks, according to students’ career goals: 1. Thesis track students must take HIST-801 and HIST-802 and successfully defend their thesis. (These courses count towards the 18 hours in the major concentration.) 2. Non-thesis track students must take two research seminars, preferably within their area of concentration, and a comprehensive exam in their major field. *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. 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 64 The Citadel Graduate College 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. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar 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-503 The Jeffersonian and Nationalist Period 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. �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 hours of electives, and 9 hours of field work. Field work is completed in agencies throughout the tri-county area and involves a 150-hour practicum and 600hour 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. 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 Anology Test (MAT) score. A minimum score of 297 (minimum of 150 on the verbal reasoning and 141 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. 4. Submission of a completed Admissions Questionnaire 5. Submission of two letters of recommendation Students requesting a transfer from another Master’s program CGC/EUGS Catalog 2015-2016 65 �must provide documentation of a GRE or MAT score (copies are acceptable) in order to complete requirements for application to the program. Application Deadline The Admissions Committee will consider complete applications for the program on the following date: Admission Term: Materials Due: Fall March 15 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, 3 credit required course in Alcohol and Substance Abuse Counseling, 12 hours of advanced courses, 3 hour elective, 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 who successfully complete this program (and take Career Counseling as one of their elective courses) 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 masters degree program. The program is a member of the Council of Applied Master’s Programs in Psychology and is accredited by the Masters in Psychology and Counseling Accreditation Council. 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 non-degreeseeking student will be applied toward program requirements. 66 The Citadel Graduate College Required Program for Clinical Counseling Students GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar 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 REQUIRED COURSE PSYC-540 Alcohol and Substance Abuse 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 EDUC-550 Career Counseling (Required for Licensed Professional Counselor) �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 and are listed on the website. 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-508 Counseling and Personality Theories PSYC-643 Contemporary Psychological Assessment and Psychotherapy PSYC-644 Clinical Counseling: Advanced PSYC-645 Clinical Counseling: Group Descriptions of courses are listed in the last section of this catalog. 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 Catalog 2015-2016 67 �Specialist in Education in School Psychology Department of Psychology 843-953-5320 http://www.citadel.edu/root/psychology 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 data-based 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 II level 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. 2. 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) 3. Submission of official Graduate Record Examination (GRE) or Miller Analogies Tes (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 and a score of at least 410 on The Miller Analogies Test (MAT). Admission test must have been taken within the last five years. 4. Submission of a completed Admissions Questionnaire. 5. Submission of two letters of recommendation. Application Deadline The Admissions Committee will consider complete applications for the program on the following date: 68 The Citadel Graduate College Admission Term: Materials Due: Fall March 1 Program Requirements GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar The Ed.S. degree in School Psychology consists of 75 semester hours with 4 interacting components. CORE courses focusing 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 knowledge and skills courses which emphasize 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 can not begin this block of courses until they have officially been admitted into the School Psychology Program and completed all prerequisites. 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 and analyzing data (3 hours) Program Sequence PSYC-503, 504, 505, and 615/616 must be taken in prescribed sequence, with each course building on the preceding one incrementally. The intervention courses (PSYC-605, 606, 607, 608, and 617/618) must be taken concurrently with PSYC615/616 (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. 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 Handbook of School Psychology) 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 be the thesis. No more than 8 hours of graduate credit taken as 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 will be required to spend a minimum of 1200 clock hours in a supervised internship and complete these hours within 2 years. To meet South Carolina requirements, students who plan to complete an internship must apply through the South Carolina Department of Education (SCDOE) for an internship certificate. Further, 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. 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 handson 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, PSYC505, PSYC-512, PSYC-615/616, 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. CGC/EUGS Catalog 2015-2016 69 �Master of Arts in Social Science Department of Political Science 843-953-5069 http://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 Required Program The Master of Arts in Social Science (MASS) is a 36 credit hour program consisting of the following requirements: REQUIRED CORE (6 hours) PSCI-500/ CRMJ-500 Seminar in Social Science PSCI-501/ CRMJ-501 Research Methods in Social Science *NOTE: these 6 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 any political science, criminal justice, sociology, or anthropology courses the School of Humanities and Social Science offers. 70 The Citadel Graduate College 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. CLUSTER A COURSES PSCI-500/CRMJ-500 Seminar in Social Science PSCI-501/CRMJ-501 Research Methods in Social Science 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-562 East Asian Affairs PSCI-563 South Asian Affairs 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/PSCI-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-567 Homeland Security CRMJ-568/PSCI 568 International and Domestic Terrorism CRMJ-572 Ethics and Integrity in Homeland Security SOCI-501 Social Determinants of Modern Life ANTH-501 Physical and Cultural Adaptations ANTH 505 Special Topics in Anthropology �CLUSTER B COURSES PSYC-500 Human Growth and Development *PSYC-501 Principles of Cognitive & Behavioral Change *PSYC-507 General Psychopathology *PSYC-508 Counseling and Personality Theories PSYC-553 Introduction to Family Dynamics *PSYC-555 Special Topics in Psychology *PSYC-561 Cultural Issues in Psychological Practice PSYC-570 Social and Cognitive Foundations of Interpersonal Behavior *With Instructor Permission Only BADM-704 Foundations of Economics BADM-713 Communication for Leadership EDUC-500 Foundations of American Education EDUC-561 Counseling Diverse Populations EDUC-600 Professional Negotiations ENGL-512 Southern Literature ENGL-516 Continental Literature ENGL-520 Survey of World Literature I ENGL-521 Survey of World Literature II ENGL-530 Special Topics in the Humanities ENGL-535 African-American Literature ENGL-558 Technical and Professional Writing ENGL-570 Topics in African-American Literary Genres ENGL-571 Topics in African-American Literary Periods ENGL-572 Topics in Major African-American Writers ENGL-573 Special Topics in African-American Literature MASS with Simultaneous Graduate Certificates in Leadership and/or Homeland Security Students accepted for the MASS degree program may simultaneously 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. 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 Total: Thirty six (36) hours Descriptions of courses are listed in the last section of this catalog. CGC/EUGS Catalog 2015-2016 71 �Master of Arts in International Politics and Military Affairs Department of Political Science, 843-953-5069 Dr. Terry Mays terry.mays@citadel.edu Required Program 1. Required Core (6 hours) PSCI-500 Seminar in Social Science PSCI-501 Research Methods in Social Science. *NOTE: these 6 hours must be included in the first 12 hours taken in the program. 2. Electives (30 hours) List of Elective Courses (3 hours each) 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 reflecting the highest degree earned from a regionally accredited college or university. 72 The Citadel Graduate College 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 568 International and Domestic Terrorism PSCI 569 PSCI 570 National Security Policy 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 CRMJ 581 Intelligence Research and Analysis Total: Thirty-six (36) hours Descriptions of courses are listed in the last section of this catalog. �Master of Science in Leadership Department of Leadership Studies 843-953-7598 http://www.citadel.edu/root/ms-leadership Dr. Harrison Carter harry.carter@citadel.edu Mission Statement 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 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. 3. 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 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 380395 on the MAT may apply for provisional status. Upon completion of the first eight hours of degree coursework, with a minimum 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. Required Program The Master of Science in Leadership is a 36 credit-hour program consisting of the following requirements: 1. Research Methods (6 hours) PSCI-500 Seminar in Social Science PSCI-501 Research Methods in Social Science or EDUC-512 Data Collection and Anlysis 2. Human Behavior (6 hours) PSYC-500 Human Growth and Development PSYC-570 Social and Cognitive Foundations of Interpersonal Behavior 3. Leadership (24 hours) LDRS-723 OR BADM-713 Communication for Leadership BADM-722 Leadership in Organizations: Principles and Practices 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 LDRS-715 Leadership Capstone Project 4. Elective (optional; 3 hours) LDRS-716 Independent Study in Leadership Total: Thirty-six (36) hours Descriptions of courses are listed in the last section of this catalog. Students accepted into the Master of Science in Leadership program will be automatically enrolled into the Graduate Certificate in Leadership. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar CGC/EUGS Catalog 2015-2016 73 �School of Science & Mathematics Master of Arts: • Biology • Accelerated M.A. in Biology • Sport Management Master of Arts in Education: • Mathematics Master of Science: • Computer Science • Health, Exercise, & Sport Science 74 The Citadel Graduate College �Master of Arts in Biology Department of Biology 843-953-5203 http://www.citadel.edu/root/biology Dr. John Weinstein john.weinstein@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. Admssion 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. 3. 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 regular-degree seeking status. Students who score 282 or below on the GRE or 379 or below on the MAT will not be admitted. 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. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar 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. Program Requirements 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 CGC/EUGS Catalog 2015-2016 75 �Accelerated Master of Arts in Biology Department of Biology 843-953-5203 http://www.citadel.edu/root/biology Dr. John Weinstein john.weinstein@citadel.edu Mission Statement The Accelerated Master of Arts in Biology program is designed to provide Citadel undergraduate students majoring in Biology an accelerated route to obtain a Master’s degree. 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 course work until completing the requirements for the M.A. in Biology 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 a total of 5 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 time frame. Admission Requirements The program is only available to Citadel undergraduate students pursuing a B.S. in Biology or the B.S. in Biology, Secondary Teaching Specialization. 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. Undergraduate GPA of 3.5 or higher in either the B.S. in Biology or B.S. in Biology, Secondary Education degree programs at The Citadel. 76 The Citadel Graduate College 3. Senior (1A) classification (102 credit hours in the B.S. in Biology degree, 98 credit hours in the B.S. in Biology, Secondary Teaching Specialization degree). Program Requirements 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 2 graduate level courses during the Summer and 1 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. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar 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. �Master of Arts in Education in Mathematics Department of Mathematics and Computer Science http://www.citadel.edu/root/mathcs-programs/ mae-math Dr. Mei Chen, Department Head 843-953-7882, chenm@citadel.edu Col. Stephen D. Cotter, Program Director 843-953-5035, steve.cotter@citadel.edu Head. The department recommendation will be forwarded to the Dean of Science and Mathematics for final action. **Students who score between 283-289 on the GRE or 380-395 on the MAT may apply for provisional status. Under provisional status, students may enroll for only one semester of 6 hours. If the student maintains a 3.50 GPA under provisional status, they will be considered for degree seeking status the following semester. Students who score 379 or below on the MAT or 282 or below on the GRE will not be admitted. Admission test must be current within five (5) years of application. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar Degree Requirements Graduate courses in Mathematics are also offered in support of other degree programs, primarily the Master of Arts in Teaching (MAT) with a concentration in the field of Mathematics. Mission The purpose of the M.A.E. in Mathematics is to enhance the mathematical knowledge and teaching techniques of middle and secondary mathematics teachers. The program is intended for individuals who currently hold a teaching certificate, but a certificate is not required. Courses associated with this program do not require that the participant have an undergraduate major in mathematics. However, the mathematics background and maturity must include at least twelve hours of mathematics at the undergraduate level, with at least 8 semester credit hours in calculus. Participants whose preparation may not be adequate should confer with the department head or the program director. 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 or university 3. Applicants are expected to have a cumulative undergraduate GPA of 2.5 or higher.* 4. Submission of official Graduate Record Exam (GRE) or the Miller Analogies Test (MAT) score. The minimum combined score for the GRE on the verbal and quantitative sections of the general test is 290. The minimum score for the MAT is a raw score of 396.** Admission test must have been taken within the last five years. 5. Completion of a minimum of 12 hours of undergraduate mathematics that includes at least 8 semester credit hours in calculus The minimum number of hours required is 33 semester hours, of which at least 21 must be mathematics courses and 9 must be education courses. The other three hours can be either mathematics or education. Required Mathematics Courses: MATH-518 Technology in Mathematics Classrooms (3) MATH-542 Probability and Statistics (3) MATH-553 Calculus from an Advanced Standpoint (3) Electives Four or five courses* (12-15 semester hours) *CSCI-562 (not routinely offered) and CSCI-563 OR CSCI-663 may be counted. Required Education Courses (one course from each of the following areas): a. Humanistic Orientation (one course) (3) EDUC-500 Foundations of American Education EDUC-522 Critical Education Issues in Multicultural Society b. Behavioral Science Foundation (one course) (3) EDUC-536 Educational Psychology c. Research (3) EDUC-512 Data Collection and Analysis Total Credit Hours: 33 Descriptions of courses are listed in the last section of this catalog. *Applicants with less than a 2.5 GPA may appeal to the Department of Mathematics and Computer Science, and their application will be reviewed by the Program Director and the Department CGC/EUGS Catalog 2015-2016 77 �Master of Science in Computer Science Department of Mathematics and Computer Science http://www.citadel.edu/root/mathcs-programs/mscomputer-science Dr. Mei Chen, Department Head 843-953-5048, mei.chen@citadel.edu Dr. Shankar Banik, Program Director 843-953-5039, shankar.banik@citadel.edu Mission The Master of Science in Computer Science 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 science 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 Science (CSCI) courses. 6. Competency, demonstrated through coursework, approved work experience, or a program administrated competency exam, in the areas of basic Computer Architecture, Object-oriented Programming, Discrete Mathematics, and Data Structures. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar Degree Requirements The Master of Science in Computer Science 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: 78 The Citadel Graduate College 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 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 Privacy and Security Issues 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 thses 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 (9 hours). • CSCI-699 Research thesis (6 hours) plus one elective. • CSCI-698 Project Thesis (3 hours) plus two electives. • Three electives (9 hours). ENGR 650, Overview of Technical Project Management, may be substituted for CSCI 634 in satisfying degree requirements for the M.S. in Computer Science. �Department of Health, Exercise, & Sport Science Mission Statement The goals of the M.S. in Health, Exercise, and 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; application of physical, biological, and behavioral sciences to the teaching and learning processes; 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, and administration, 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, and sports club programs; resort programming; wellness and fitness industries; human preformance laboratories; health and physical performance organizations; and health, sport, and athletic administration. Master of Science in Health, Exercise & Sport Science Department of Health, Exercise & Sport Science http://www.citadel.edu/root/hess-programs/ graduate/master-of-science-health-exercise-sportscience Dr. Dena P. Garner, Program Director 843-953-6323, dena.garner@citadel.edu 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 3. Submission of official Miller Analogies Test (MAT) or Graduate Record Examination (GRE) scores.* Admission test must have been taken within the last five years. 4. 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. 5. 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 380-395 on the MAT or between 283-289 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. CGC/EUGS Catalog 2015-2016 79 �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 will 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 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 and Methods of Analyzing Research in Health, Exercise, & Sport Science I HESS-560 Research Techniques and 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) * * 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-503 Human Sexuality HESS-504 Public Health HESS-508 Epidemiology HESS-509 Preventive and Rehabilitative Aspects of Physical Activity HESS-511 Special Topics in Health, Exercise, & Sport Science (Exercise Science) HESS-512 Special Topics in Health, Exercise, & Sport Science (Sports Management) 80 The Citadel Graduate College HESS-513 HESS-518 HESS-520 HESS-521 HESS-523 HESS-530 HESS-534 HESS-538 HESS-539 HESS-541 HESS-543 HESS-544 HESS-545 HESS-546 HESS-547 HESS-548 HESS-549 HESS-552 HESS-553 HESS-558 HESS-560 HESS-554 HESS-555 HESS-556 HESS-557 Sport Facility & Event Management Sport Marketing Special Topics in Sport Management The Art of Selling in Sport Administration and Leadership of Exercise and Sport Organizations Practicum in Sport Management Accommodating Persons with Disabilities in Sport & Physical Activity Internship in Sport Management (6 hours) Sport Public Relations & Promotions Current and Future Trends in Health, Exercise, & Sport Science Consumer Health Exercise Testing & Assessment Nutrition for Exercise, Sport, and Physical Activity Environmental Physiology *** Techniques of Conditioning for Sport and Physical Fitness Psychology of Sport & Motivation Sociological and Cultural Aspects of Sport Fundraising for Sport Organizations Sport Communications Advertising in Sport Research Techniques and Methods of Analyzing Research in Health, Exercise, & Sport Science II * ** Analysis of Sport Skills and Techniques Legal Aspects of Sport Sport Finance Economics of Sport * 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 • 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. �Master of Arts in Sport Management Department of Health, Exercise, & Sport Science http://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.* Admisison 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 380-395 on the MAT or between 283-289 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. 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. 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 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, 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 will 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 Core Course Requirements Five (5) courses within the curriculum designated as “Core Courses” are required for each student. HESS-518 Sport Marketing (3) HESS-523 Admin & Leadership of Exercise & Sport Organizations (3) HESS-538 Internship in Sport Management (6) HESS-539 Sport Public Relations & Promotions (3) HESS-555 Legal Aspects of Sport (3) HESS-556 Sport Finance (3) OR HESS-557 Economics of Sport (3) HESS-559 Research in Sport Management (3) Total credit hours for core courses: 18 Approved Electives Each student is required to choose seven (7) courses (21 hours) from the following list of approved elective courses. HESS-507 Special Problems in HESS (3) * HESS-511 Special Topics in HESS (3) HESS-512 Special Topics in HESS (Sport Management) (3) HESS-513 Sport Facility & Event Management (3) HESS-520 Special Topics in Sport Management (3) HESS-521 The Art of Selling in Sport (3) HESS-529 Special Problems in Sport Management (3) * HESS-530 Practicum in Sport Management (3) CGC/EUGS Catalog 2015-2016 81 �HESS-541 HESS-542 HESS-548 HESS-549 HESS-552 HESS-553 HESS-556 HESS-557 HESS-558 Current & Future Trends in HESS (3) * Practicum in HESS (3) * Psychology of Sport & Motivation (3) Sociological & Cultural Aspects of Sport (3) Fundraising for Sport Organizations (3) Sport Communication (3) Sport Finance (3) Economics of Sport (3) Advertising in Sport (3) * HESS-540 is a prerequisite or co-requisite for this course Total credit hours for elective courses: 21 TOTAL PROGRAM HOURS: 39 (18 core hours + 21 elective hours) Descriptions of courses are listed in the last section of this catalog. 82 The Citadel Graduate College �School of Engineering Master of Science: • Project Management CGC/EUGS Catalog 2015-2016 83 �Master of Science in Project Management School of Engineering, 843-953-9811 http://www.citadel.edu/root/pmgt-admission Dr. Charles Skipper, charles.skipper@citadel.edu Mission Statement The mission of The Citadel’s Master of Science in Project Management 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. Admission Requirements 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. 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 March 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 official copy of Graduate Record Examination (GRE) or Graduate Management Admission Test (GMAT) score. Admission test must have been taken within the last five years.GRE/GMAT requirement can be waived if applicant has previously earned a master’s degree. 4. Submission of resume detailing at least one year of work experience or permission from Department Head. 5. Submission of two letters of recommendation. 7. Submission of a one-page statement of purpose. 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 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 Program 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. 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 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. Declare 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 • Students enrolled in the MSPM will automatically be enrolled in the Graduate Certificate in Technical Project Management (TPM). 84 The Citadel Graduate College 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 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. • Leadership BADM-713 Communication for Leadership BADM-722 Leadership in Organizations BADM-606 Foundations of Quantiative 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 Grading: All students are subject to the Academic Standards section under Policy Information of The Citadel Graduate College catalog. • Civil and Environmental Engineering CIVL-502 Sustainability CIVL-504 Natural Hazards and Preservation of Historical Structures CIVL-506 Geographic Information Systems CIVL-508 Monitoring of Civil Engineering Infrastructure CIVL-602 Water Quality Modeling and Management CIVL-604 Aquatic Chemistry CIVL-608 Building Load Analysis CIVL-610 Timber Design CIVL-612 Urban Transportation Planning CIVL-614 Ground Improvement CIVL-616 Deep Foundations CIVL-650 Special Graduate Topics in Civil Engineering • 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 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. 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. 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, CGC/EUGS Catalog 2015-2016 85 �Graduate Certificate Programs 86 The Citadel Graduate College �Graduate Certificate in Technical Project Management School of Engineering 843-953-9811 http://www.citadel.edu/root/pmgt-admission Dr. Charles Skipper, charles.skipper@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 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? 5. Submission of resume detailing a minimum of one year work experience, or permission of Department Head. 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. GRADUATION REQUIREMENT (non-credit bearing) • Darkness to Light Training PROGRAM REQUIREMENTS 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 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 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. CGC/EUGS Catalog 2015-2016 87 �Graduate Certificate in Sport Management - Sport Sales & Marketing Department of Health, Exercise, and Sport Science 843-953-5060 http://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 Students accepted to the Master of Arts in Sport Management are automatically enrolled in this certificate program. GRADUATION REQUIREMENT (non-credit bearing) • Darkness to Light Training Program Requirements 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. 88 The Citadel Graduate College �Graduate Certificate in Leadership Department of Leadership Studies 843-953-5815 http://www.citadel.edu/root/graduate-certificate-inleadership Dr. Jaye Goosby Smith, Director of Academic Leadership Programs jsmith53@citadel.edu The Graduate Certificate in Leadership consists of five (5) three (3) hour courses at the graduate level which can be used in each of the following programs: Master of Arts in Social Science, Master of Science in Project Management, Master of Business Administration; or can be completed as a stand alone certificate in leadership for those interested individuals who are not enrolled in one of these three programs: Admission Requirements 1. Completion of the online graduate application along with the non-refundable application fee. 2. Submission of an official transcript for the baccalaureate degree from a regionally accredited college or university. 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. Those enrolled in the Master of Science in Leadership program will be automatically accepted into this certificate program. GRADUATION REQUIREMENT (non-credit bearning) • Darkness to Light Training Program Requirements Required Courses (6 Credit hours): BADM-722—Leadership in Organizations PSYC-570—Social and Cognitive Foundations of Interpersonal Behavior 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* BADM 713 – Communication for Leadership PSYC 500 – Human Growth and Development * BADM 722 is a prerequisite for these courses. † Note: Students required to take LDRS 714 (see below) must take LDRS 711 as a prerequisite to LDRS 714 Application of Leadership (3 Credit hours), choose one (1) of the following according to your degree status: BADM-740—Global Business Strategy (if enrolled in the MBA program) PMGT-672—Applied Leadership Concepts (if enrolled in M.S. in Project Management program) LDRS-714—Strategic Leadership, Vision, Mission and Contemporary Issues (if non-degree-seeking or enrolled in degree programs other than MBA or Project Management) Total Required Courses: 15 credit hours Descriptions of courses are listed in the last section of this catalog. CGC/EUGS Catalog 2015-2016 89 �Graduate Certificate in Student Affairs School of Education 843-953-5097 http://www.citadel.edu/root/counselor-educationprograms/graduate-certificate-in-student-affairs Dr. Guy Ilagan, gilagan@citadel.edu Dr. Aaron Oberman, Program Coordinator aaron.oberman@citadel.edu Dr. George T. Williams, williamsg@citadel.edu The Citadel Graduate College (CGC) and the Division of Counselor Education within The Citadel 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. 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. 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. Additional transcripts may be required depending on undergraduate course requirements by program. 3. 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. 90 The Citadel Graduate College GRADUATION REQUIREMENT (non-credit bearing) • Darkness to Light Training 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. �Graduate Certificate in Environmental Studies Department of Biology 843-953-5203 http://www.citadel.edu/root/biology-programs/ grad-certificate-environmental-studies Dr. John Weinstein, 843-953-7796 john.weinstein@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. 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. 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. GRADUATION REQUIREMENT (non-credit bearing) • Darkness to Light Training Program Requirements 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 Civil and Environmental Engineering courses. Required Course (3 credit hours) BIOL-609 – Seminar in Environmental Studies Biology Elective Courses (2 courses, minimum of 7 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 *4 credit hours with lab ˚variable credit hours Engineering, Humanities, and Social Sciences Electives (2 courses, 6 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 at The Citadel if admission is granted to both simultaneously. CGC/EUGS Catalog 2015-2016 91 �Graduate Certificate in Homeland Security Department of Criminal Justice 843-953-0319 http://www.citadel.edu/root/criminaljustice-ihsecurity-programs/criminaljustice-graduate/ graduate-certificate-homeland-security 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 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. Additional transcripts may be required depending 92 The Citadel Graduate College on undergraduate course requirements by program. 3. 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? 4. 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. GRADUATION REQUIREMENT (non-credit bearing) • Darkness to Light Training 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–Topics in Homeland Security CRMJ-555–Leadership Application Course in Criminal Justice CRMJ-560–Homeland Security and Criminal Justice Administration CRMJ-568/ PSCI-568–International and Domestic Terrorism PSCI-569/ CRMJ-569–National Security Policy CRMJ-570–Homeland Security CRMJ-572–Ethics and Integrity in Homeland Security Total Required Courses: 15 credit hours Descriptions of courses are listed in the last section of this catalog. �Graduate Certificate in Systems Engineering Management GRADUATION REQUIREMENT (non-credit bearing) • Darkness to Light Training Program Requirements School of Engineering 843-953-9811 http://www.citadel.edu/root/pmgt-admission Dr. Charles Skipper charles.skipper@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. Admission Requirements Successful applicants must meet the following criteria for admission into the SEM graduate certificate program. Students must complete three required courses and one of the elective courses identified below: Required Program: PMGT-680 Systems Engineering Management Fundamentals PMGT-681 Requirements Development and Management PMGT-682 System Verification and Validation Elective Courses (Select one): PMGT-683 Systems Modeling and Integration PMGT-684 Human System Integration PMGT-685 Decision and Risk Analysis Up to four courses in the SEM program may be used in completing the elective requirements for the Master of Science in Project Management if admission is granted to both simultaneously. Please see your advisor for eligibility. Total Required Courses: 12 credit hours Descriptions of courses are listed in the last section of this catalog. 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 work experience of at least one year, permission of the Department Head. 4. 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? All material must be received by the CGC office and evaluated by the department 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. CGC/EUGS Catalog 2015-2016 93 �Graduate Certificate in Intelligence Analysis Department of Criminal Justice 843-953-0319 http://www.citadel.edu/root/criminaljustice-ihsecurity-programs/criminaljustice-graduate/ graduate-certificate-in-intelligence 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, transportation security, port authority personnel, military personnel, local and state agencies that partner with intelligence professionals and others seeking to increase their knowledge and competencies in the area of intelligence. 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. Additional transcripts may be required depending on undergraduate course requirements by program. 3. 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? 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. 94 The Citadel Graduate College Program Requirements 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. GRADUATION REQUIREMENT (non-credit bearing) • Darkness to Light Training Required Courses: CRMJ-580–Introduction to Intelligence CRMJ-581–Intelligence Research and Analysis CRMJ-582–Intelligence Theory Application Elective Courses (select two): CRMJ-562— Comparative Criminal Justice Systems CRMJ-583 —Transnational Organized Crime CRMJ-585 — Topics in Intelligence PSCI-510—Topics in Political Science Elective Courses from Homeland Security CRMJ-515/PSCI-515—Topics in Homeland Security CRMJ-555/PSCI-555—Leadership Application Course in Criminal Justice CRMJ-560—Homeland Security and Criminal Justice Administration CRMJ-566— Ethics and Integrity in Homeland Security CRMJ-567—Homeland Security CRMJ-568/ PSCI-568—International and Domestic Terrorism PSCI-569/CRMJ-569—National Security Policy Total Required Courses: 15 credit hours Descriptions of courses are listed in the last section of this catalog. �Graduate Certificate in Hispanic Studies Department of Modern Languages http://www.citadel.edu/root/mlng-graduatecertificate-hispanic-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 Spanish-speaking 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 increases. 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. 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. Additional transcripts may be required depending on undergraduate course requirements by program. 3. 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? 4. Submission of the names and contact information for three (3) references familiar with your work. One of the three options below must apply for acceptance into the program: 1. Baccalaureate degree in Spanish literature, Spanish linguistics or Spanish education. 2. Baccalaureate degree in any field with a minor in Spanish literature, Spanish linguistics or Spanish education. 3. Baccalaureate degree in any field with 12 credits hours of upper-division classwork in Spanish literature, Spanish linguistics or Spanish education. 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 REQUIREMENT (non-credit bearing) • Darkness to Light Training 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-550–Special Topics: Culture and Literature of South America Total Required Courses: 12 credit hours Descriptions of courses are listed in the last section of this catalog. CGC/EUGS Catalog 2015-2016 95 �Graduate Certificate in Cybersecurity Department of Mathematics and Computer Science http://www.citadel.edu/root/mathcs-programs/ cybersecurity-graduate-certificate Dr. Mei Chen, Department Head, 843-953-5048, mei.chen@citadel.edu Dr. Shankar Banik, Program Director, 843-953-5039, shankar.banik@citadel.edu With cybercrime on the rise, cybersecurity grows more vital with each passing day. Our nation’s leaders recognize cybersecruity 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 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. 3. Applicants are expected to have an undergraduate grade point average of 3.0.* 4. Approval from the Program Director or Department Head before registering for any graduate Computer Science (CSCI) courses. 5. 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 com- 96 The Citadel Graduate College mitte, students whose grade point average is less than 3.0 may be permitted to take up to 6 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 REQUIREMENT (non-credit bearing) • Darkness to Light Training 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. �Graduate Certificate in History and Teaching Content GRADUATION REQUIREMENT (non-credit bearing) • Darkness to Light Training Department of History 843-953-5073 http://www.citadel.edu/root/history-graduatecertificate 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. Dr. Keith Knapp keith.knapp@citadel.edu Required Course: HIST-594—Histography for Socal Studies Teachers 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. 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. Additional transcripts may be required depending on undergraduate course requirements by program. 3. Submission of letter of intent, no more than two pages, whihc answers the folowing questions: a. How has your experience/education prepared you for graduate courses in history? b. How will your knowledge, skills, and experineces contribute to this program’s learning community? c. What do you hope to gain from this graduate certificate program? 4. 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). Program Requirements 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 Descriptions of courses are listed in the last section of this catalog. 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 Studiesdepartment 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. CGC/EUGS Catalog 2015-2016 97 �Graduate Certificate in Literacy Education Zucker Family School of Education 843-953-5097 http://www.citadel.edu/root/literacy-educationprogram Dr. Stephenie Hewett, stephenie.hewett@citadel.edu Dr. Robin Jocius robin.jocious@citadel.edu Dr. Dan Ouzts, Program Coordinator dan.ouzts@citadel.edu Learning Outcomes The general goals and objectives of the Graduate Certificate in Literacy Education are: • 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 in order to develop a case study • A knowledge of those skills necessary to recognize and accommodate for individual differences in literacy instruction • A knowledge of and ability to demonstrate effective literacy instructional strategies • 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 how to effectively support English Language Learners (ELLs) 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. Additional transcripts may be required depending on undergraduate course requirements by program. 3. Submission of valid teaching certificate issued by South Carolina or another state. 4. Submission of proof of two years teaching experience, to be recommended for licensure with the state. 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 98 The Citadel Graduate College admission has been granted into the program. Students accepted into the Master of Education in Literacy Education are automatically enrolled in this certificate program. GRADUATION REQUIREMENT (non-credit bearing) • Darkness to Light Training Program Requirements The Graduate Certificate in Literacy Education consists of five, three credit hour courses to be taken in the following order: EDUC-588—Developing Literacy Skills Pre K-Grade 5 EDUC-589—Methods and Materials for Developing Literacy Skills EDUC-590—Literacy Assessment and Instruction EDUC-592—Teaching Reading and Writing in the Middle and High School-Content Areas EDUC-591—Practicum in Literacy Education 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 may pursue the Graduate Certificate in Literacy Education who are not licensed by the state by completing the first two admission requirements listed above and submitting a letter of intent to the Literacy program coordinator. Certification will not by recommended from The Citadel nor from the SC State Department of Education. Upon completion of these requirements and completion of the five courses listed above, the student will have completed the Graduate Certificate in Literacy Education from The Citadel. Certificate completion will be noted on the official Citadel transcript. �Graduate Certificate in Technical Program Management School of Engineering 843-953-9811 http://www.citadel.edu/root/pmgt-admission Dr. Charles Skipper, charles.skipper@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 a minimum of three years work experience, or permission of the Department Head. 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? GRADUATION REQUIREMENT (non-credit bearing) • Darkness to Light Training 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 Techni¬cal Program Management. 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 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 to receive consideration to the TPgM Graduate Certificate program. An undergraduate engineering degree is not required. CGC/EUGS Catalog 2015-2016 99 �Evening Undergraduate Degree Programs �Bachelor of Arts in Criminal Justice Department of Criminal Justice 843-953-0319 http://www.citadel.edu/root/ eveningundergraduatestudies-2-2-programs/ criminal-justice Dr. Bob 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 in the evening. The requirements for the major consist of a total of 60 upper division credit hours: 45 credit hours in the major and 15 credit hours of elective courses, 36 of which must be taken at The Citadel. Mission 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 Develop 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 The Steps 1. Apply to a regionally accredited college or university. If attnding a technical college,. list either A.A. or CRJ as your major and Citadel-Criminal Justice as your career path. 2. Submit SAT/ACT scores or take a technical college’s placement exam. 3. Visit the Technical College’s Orientation Center to be assigned an advisor. 4. Meet with your advisor to fill out a 2+2 enrollment form. 5. Complete specified courses at the technical college with a minimum cumulative grade point average of 2.0. 6. Apply to The Citadel. Admission Requirements 1. Completion of the evening undergraduate application. 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 recieved 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): 65 credit hours Courses: Writing/English Composition-6 hours ENG-101 English Composition I ENG-102 English Composition II Humanities/Foreign Language-6 hours MUS-105 Music Appreciation ART-101 Art History and Appreciation ART-107 History of Early Western Art ART-108 History of Western Art PHI-101 Introduction to Philosophy PHI-110 Ethics REL-101 Introduction to Religion Any Introductory Language sequence 101/102 (does not have to be sequential) History-6 hours (Select one Sequence) HIS-101/102 History of Western Civ. HIS-104/105 History of World Civ. Mathematics-6 hours MAT-109 College Algebra with Modeling MAT-120 Probability and Statistics Science-8 hours Courses must have lab, not necessarily sequential BIO-101 Biological Science I + lab BIO-102 Biological Science II + lab CHM-106 Contemporary Chemistry I + lab CHM-107 Contemporary Chemistry II + lab PHY-201 Physics I + lab PHY-202 Physics II + lab AST-101 Solar System Astronomy + lab AST-102 Stellar Astronomy + lab Social Science-6 hours Hours 3 3 3 3 3 3 3 3 3 6 6 6 3 3 4 4 4 4 4 4 4 4 CGC/EUGS Catalog 2015-2016 101 �SOCI-101 Introduction to Sociology Take one of the following: ANT-101 Cultural Anthropology PSC-201 American National Gov. PSY-201 General Psychology 3 3 3 3 Criminal Justice Major-6 Hours CRJ-101 Introduction to Criminal Justice 3 CRJ-125 Criminology 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 (3 hours) Oral Communication (3 hours) Literature (3 hours) Humanities/Social Sci/Comm. (9 hours) Courses Taken at The Citadel: 55 credit hours Course Hours EUGS-101-Introduction to The Citadel Experience 1 (must be taken in first semester at The Citadel) Required courses if not taken at a technical college - 6 hours CRMJ-201 Intro to Criminal Justice 3 CRMJ-202 Criminoloy 3 Required Courses - 6 hours CRMJ-370 Police Systems 3 CRMJ-380 Corrections 3 Upper Level Elective Courses in the Major: 33 Credit Hours (Must be at 300 level or higher) 33 hours must be taken from the courses listed below: 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-333 Immigration Security CRMJ-371 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 102 The Citadel Graduate College 3 3 3 3 3 3 3 3 3 3 3 CRMJ-388 White Collar Crime 3 CRMJ-389 Justice in Latin America 3 CRMJ-390 Victimology 3 CRMJ-391 Criminalistics 3 CRMJ-392 Computer Crime 3 CRMJ-393 Homicide 3 CRMJ-465 Special Topics in Criminal Justice 3 CRMJ-470 Ethics 3 CRMJ-471 Psychology of Crime 3 CRMJ-472 Crime Prevention 3 CRMJ-498 Independent Study 3 CRMJ-499 Internship 3 Three of the following courses can count as an upper level elective in the major: Electives: (3 courses, 9 credit hours) PSCI-302 Urban Politics 3 PSCI-310 Domestic Terrorism 3 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 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 Dean of Evening 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. �Bachelor of Science in Business Administration School of Business 843-953-5056 http://www.citadel.edu/root/ eveningundergraduatestudies-2-2-programs/ business-administration technical college or equivalent with a grade of C or higher. 4. Applicants are expected to have a minimum grade point average of 2.0. 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. Persons interested in the Master of Business Administration program, which is offered only through evening classes, should consult the Graduate portion of this catalog for further information. Program of Study Morgan LaForge, M.Ed., 843-953-5257 mlaforge@citadel.edu Mission The mission of the School of Business is to educate and develop leaders of principle to serve a global community. The Citadel’s Bachelor of Science in Business Administration is a 2 + 2/degree completion program. Students take freshman and sophomore level courses at a Technical College, and they attend The Citadel for their junior and senior level courses. Students who wish to earn a B.S. in Business Administration through The Citadel can begin their coursework at a technical college and earn an Associate in Arts degree as well. The Steps 1. Apply to a technical college in South Carolina. List AA as your major and Citadel-Business as your career path. 2. Submit SAT/ACT scores OR take the technical college’s placement test. 3. Visit the technical college’s Orientation Center to be assigned an advisor. 4. Submit official transcripts of all colleges attended. 5. Meet with your advisor and fill out a 2+2 Enrollment Form. 6. Complete specified courses at the technical college with a minimum cumulative GPA of 2.0. 7. Apply to The Citadel. 8. Sign transfer request form. Admission Requirements To be admitted into The Citadel’s portion of the program, students must: 1. Completion of the evening undergraduate application 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. Completion of the designated courses with an approved The Business Administration program consists of 62 hours of general education and lower division courses at a South Carolina technical college, 40 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. Six hours of upper level general electives are also required and can be taken at The Citadel or another institution. If you have credits from another institution, they will be evaluated according to The Citadel’s policy. Courses Taken at a South Carolina technical college (or equivalent): 62 credit hours Courses: Hours Writing/English Composition (6 hours) ENG-101 English Composition I ENG-102 English Composition II 3 3 Humanities/Foreign Language (6 hours) MUS-105 Music Appreciation 3 ART-101 Art History and Appreciation 3 ART-107 History of Early Western Art 3 ART-108 History of Western Art 3 PHI-101 Introduction to Philosophy 3 PHI-110 Ethics 3 REL-101 Introduction to Religion 3 FRE/SPA/GER-101 and/or 102 6 (Need not be in the same language) Mathematics (6 hours) MAT-109 College Algebra w/ Modeling MAT-130 Elementary Calculus History (6 hours) HIS-101 History of Western Civ. I HIS-102 History of Western Civ. II HIS-104 History of World Civ. I HIS-105 History of World Civ. II HIS-201 American History I HIS-202 American History II Science (8 hours) Courses must have lab and need not be sequential 3 3 3 3 3 3 3 3 CGC/EUGS Catalog 2015-2016 103 �BIO-101 Biological Science I 4 BIO-102 Biological Science II 4 CHM-110 College Chemistry I 4 CHM-111 College Chemistry II 4 PHY-201 Physics I 4 PHY-202 Physics II 4 AST-101 Solar System Astronomy 4 AST-102 Stellar Astronomy 4 Social Science (6 hours) ECO-210 Macroeconomics 3 ECO-211 Microeconomics 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 Lower Division Electives (12 hours) Any courses apply Recommended for AA students: Electives - 12 (Select from Humanities/Social Sciences/Communication/Foreign Languages) Total Credit Hours at a South Carolina technical college: 62 Courses Taken at The Citadel: 40 credit hours Courses: Hours EUGS 101-Introduction to The Citadel Experience 1 (must be taken in first semester at The Citadel) Business Major Requirements (27 Hours) BADM-216 Communication in Business BADM-217 Computer Applications in Business BADM-305 Legal & Ethical Env. of Business BADM-309 Marketing Principles BADM-321 Business Finance BADM-338 Management & Org. Behavior BADM-371 Leadership in Organizations BADM-410 Production & Operations Mgt BADM-422 Strategic Management Business Electives (12 Hours) BADM-320 International Busines BADM-323 Quality Management BADM-324 Purchasing and Materials Management BADM-326 Principles of Real Estate BADM-327 Principled Entrepreneurship and the Free Enterprise System BADM-329 Project Management 104 The Citadel Graduate College 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 BADM-404 Investments BADM-405 Marketing Management BADM-407 Money and Banking BADM-409 Human Resource Management BADM-413 International Marketing BADM-414 Consumer Behavior BADM-415 Relationship Marketing BADM-417 Management Information Systems BADM-420 Management of Change BADM-421 Logistics Management BADM-423 Personal Finance BADM-425 Small Business Management/Entrepreneurship BADM-428 Technology and Entrepreneurship BADM-429 Technology and Entrepreneurship BADM-430–435 Seminar in Business Administration BADM-450 Internship BADM-490 Independent Study 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 Total Credit Hours at The Citadel: 40 Courses Taken at a South Carolina technical college, The Citadel, or Another Institution - 18 credit hours Electives (12 hours) 300-400 level electives - 6 hours �Bachelor of Arts in Political Science Department of Political Science 843-953-5072 http://www.citadel.edu/root/ eveningundergraduatestudies-2-2-programs/ political-science Dr. Dubose Kapeluck, Department Head 843-953-2037 dubose.kapeluck@citadel.edu Brad Collins, Advisor 843-953-4852 collinsb1@citadel.edu Mission Statement 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. 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. 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 problemsolving skills while further honing real-life skills related to reading, writing, listening and speaking. Admission Requirements 1. Completion of the evening undergraduate application. 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 recieved 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): : 65 credit hours Writing/English Composition (6 hours) ENG 101 English Composition I – 3 ENG 102 English Composition II – 3 Humanities/Foreign Language (6 hours) MUS 105 Music Appreciation – 3 ART 101 Art History and Appreciation – 3 ART 107 History of Early Western Art – 3 ART 108 History of Western Art – 3 PHI 101 Introduction to Philosophy – 3 PHI 110 Ethics – 3 REL 101 Introduction to Religion – 3 FRE/SPA/GER 101 and 102 – 8 History (6 hours) HIS 101 Western Civ. to 1689 – 3 HIS 102 Western Civ. post 1689 – 3 HIS 104 World History I – 3 HIS 105 World History II – 3 HIS 201 American History Discovery to 1877 – 3 HIS 202 American History 1877 to Present – 3 Mathematics (6 hours) MAT 109 College Algebra with Modeling – 3 or MAT 110 College Algebra – 3 MAT 120 Probability and Statistics – 3 Science (8 hours with lab, not necessarily sequential) BIO 101 Biological Science I – 4 BIO 102 Biological Science II – 4 CHM 110 College Chemistry I – 4 CHM 111 College Chemistry II – 4 PHY 201 Physics I – 4 PHY 202 Physics II – 4 AST 101 Solar System Astronomy – 4 AST 102 Stellar Astronomy – 4 Social Science (9 hours) PSC 201 American Gov. – 3 PSC 215 State and Local Gov. – 3 ECO 210 Macroeconomics – 3 Lower Division Electives (24 hours) (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: 65 CGC/EUGS Catalog 2015-2016 105 �Courses taken at The Citadel: 52 credit hours Semester Spring) EUGS 101-Introduction to The Citadel Experience - 1 (must be taken in first semester at The Citadel) Total Credit Hours at The Citadel: 52 Required Major Courses: 6 hours PSCI 361 Law and Legal Process – 3 PSCI 461 Powers of Government – 3 American Politics Electives: 15 hours PSCI 301 American Parties and Politics – 3 PSCI 302 Urban Politics – 3 PSCI 304 American Political Thought – 3 PSCI 305 American Presidency – 3 PSCI 306 Legislative Process – 3 PSCI 307 Southern Politics – 3 PSCI 308 Public Opinion – 3 PSCI 310 Domestic Terrorism – 3 PSCI 311 The Civil Rights Movement and American Politics – 3 PSCI 371 Leadership in Politics – 3 PSCI 393 Research Methods in Political Science – 3 PSCI 396 Politics and the Media – 3 PSCI 402 Politics of Bureaucracy – 3 PSCI 403 Topics in American Government and Politics – 3 PSCI 431 American Foreign Relations – 3 PSCI 498 Independent Study* – 3 PSCI 499 Internship* – 3 Pre-Law and Legal Studies Subfield Electives: 12 hours PSCI 304 American Political Thought – 3 PSCI 311 The Civil Rights Movement and American Politics – 3 PSCI 331 International Law – 3 PSCI 393 Research Methods in Political Science – 3 PSCI 402 Politics of Bureaucracy – 3 PSCI 463 Topics in Law and Legal Studies – 3 PSCI 498 Independent Study* – 3 PSCI 499 Internship* – 3 SOCI 201 Introduction to Sociology – 3 CRMJ 202 Criminology – 3 ENGL 411 Writing in the Professions – 3 BADM 211 Accounting Principles and Practice – 3 CRMJ 465 Special Topics in Criminal Justice – 3 CRMJ 371 Criminal Law** – 3 CRMJ 373 Criminal Evidence – 3 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. *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 106 The Citadel Graduate College �Bachelor of Science in Social Studies Education School of Education 843-953-5097 http://www.citadel.edu/root/teacher-education the application to be complete and reviewed. 3. Meet with Citadel advisor. 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. Trident-Citadel 2 Plus 2/Degree Completion Program Social Studies Education Major Dr. Kathryn Richardson Jones, Ed.D., Program Coordinator 843-953-3163 Kathryn.Jones@Citadel.edu Total Hours for the Baccalaureate Degree is 123-125 hours 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. Writing/English Composition 6 hours ENG 101 English Composition I ENG 102 English Composition II 3 3 Humanities/Foreign Lang. 6 hours MUS 105 Music Appreciation ART 101 Art History and Appreciation 3 3 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 and 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. The Steps 1. Apply to a regionally accredited college or university or technical college. 2. Submit SAT/ACT scores or take a technical college’s placement exam 3. Visit the Technical College’s Orientation Center to be assigned an advisor. 4. Meet with your advisor to fill out a 2+2 enrollment form. 5. Complete specified courses at the technical college with a minimum cumulative grade point average of 2.0. 6. Apply to The Citadel. 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 Courses Taken At Trident Technical College: 65-67 hours General Education 38 Hours History 12 hours HIS 104 World History I HIS 105 World History II HIS 201 American History HIS 202 American History Mathematics 6 hours MAT 110 College Algebra MAT 120 Probability and Statistics Science 8 hours Courses must have lab, not necessarily sequential BIO 101 Biological Science I BIO 102 Biological Science II CHM 110 College Chemistry I CHM 111 College Chemistry II PHY 201 Physics I PHY 202 Physics II AST 101 Solar System Astronomy AST 102 Stellar Astronomy 3 3 3 3 3 3 4 4 4 4 4 4 4 4 Social Science 12 hours PSC 201 American Gov. 3 SOC 101 Intro to Sociology 3 PSY 101 General Psychology 3 ECO 210 Macroeconomics 3 Lower Division Electives 15-17 hours (Any Transferable Courses Apply) Recommended for TTC AA Students Oral Communication 3 CPT 101 Introduction to Computers 3 CGC/EUGS Catalog 2015-2016 107 �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: Courses taken at The Citadel: 58 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 Teaching Students with Special Needs EDUC 301 Foundations in Literacy Development EDUC 401 Methods and Materials of Secondary School Teaching EDUC 306 Teaching Reading in Secondary Schools EDUC 402 Special Methods in Teaching EDUC 499 Teaching Internship (12 hours) 1 3 3 3 3 3 3 3 3 Elective Courses: 21 Credit Hours Social Studies (Cultural Anthropology and World Geography) 6 hours History Elective: 3 hours Approved Elective: 6 hours PSCI 302 Urban Politics HIST 206 Social and Cultural History of the Non-Western World 3 3 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 I exams on file at The Citadel. 2. Maintained a cumulative Grade Point Average of 2.750 or higher on coursework taken at The Citadel. 3. Passed 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 no later than May 1st of the previous academic year for admission to the spring student teaching internship or by January 15 for fall student teaching internships. 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. 108 The Citadel Graduate College Acceptable disposition evaluations; 1. Completed all professional education courses and content coursework with a cumulative GPA of at least 2.75 2. Completed successfully all previous field experiences 3. Have on file at The Citadel official records of the appropriate PRAXIS I, PRAXIS II test score(s) and the appropriate PRAXIS II - Principles of Learning and Teaching (PLT)* test score 4. 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 I, PRAXIS II and Principles of Learning and Teaching (PLT) exams on file at The Citadel. A grade of “C” or better in EDUC 499 is necessary to qualify for recommendation for South Carolina teacher licensure (certification). �Bachelor of Science in Civil Engineering Department of Civil and Environmental Engineering http://q1.citadel.edu/root/ eveningundergraduatestudies-2-2-programs/civilengineering Dr. Kevin C. Bower, Department Head 843-953-5083 kevin.bower@citadel.edu Department’s Mission Statement The mission of the Department of Civil and Environmental Engineering (CEE) is to provide a nationally recognized studentcentered 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 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. Admission Requirements 1. Completion of the designated courses with an approved the 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 recieved 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. 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. 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. 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. 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 Mode The Citadel through the CGC 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. CGC/EUGS Catalog 2015-2016 109 �EGR-296 Engineering Surveying Lab II 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 Mechanics Experiments • Public Policy/Public Administration -Business • Problem Solving • Leadership • • Design in four Areas* Contemporary Issues • Multi-disciplinary Team Work • Project Management • Lifelong Learning • Breadth in Civil Engineering in four Areas* • Professional & Ethical Responsibility *Environmental, Geotechnical, Structural, Transportation, The Civil and Environmental Engineering Department’s fouryear program begins with courses which 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, and the Society of Women Engineers (SWE). Civil & Enviromental Engineering Major Hours Required for Graduation: 133 Courses Taken at Trident Technical College (or equivalent): 110 The Citadel Graduate College Humanities/Social Sciences (21 credit hours) ENG-101 English Composition I ENG-102 English Composition II ENG-205 English Literature I ENG-206 English Literature II HIS-101 Western Civilization to 1689 HIS-102 Western Civilization Post 1689 PSY-201 General Psychology 3 3 3 3 3 3 3 Math/Science (35 credit hours) CHM-110 College Chemistry I 4 CHM-111 College Chemistry II 4 EGR-275 Introduction to Engineering/ Computer Graphics 4 MAT-140 Analytic Geometry and Calculus I 4 MAT-141 Analytic Geometry and Calculus II 4 MAT-240 Analytic Geometry and Calculus III 4 MAT-242 Differential Equations 4 PHY-221 University Physics 4 PHY-222 University Physics II 4 Total Credit Hours at TTC (or equivalent): 72 Program of Study Civil Engineering (16 credit 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 1 3 3 2 3 3 1 Courses Taken at The Citadel: Third Year (36 credit hours) CIVL-301 Dynamics 3 CIVL-302 Highway Engineering 3 CIVL-304 Mechanics of Materials 3 CIVL-305 Transportation Engineering 3 CIVL-307 Materials Laboratory 1 CIVL-309 Structural Analysis 4 CIVIL-314 Engineering Economy 2 CIVIL-317 Professional Sustainability 1 CIVL-320 Fluid Mechanics 3 CIVL-321 Hydrology and Hydraulics 3 CIVL-322 Introduction to Environmental Engineering 3 CIVL-327 Asphalt and Concrete Laboratory 1 CIVL-330 Measurements, Analysis and Modeling for CEE Systems 3 ELEC-308 Elements of Electrical Engineering 3 Fourth Year (27 credit 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-418 Fluid Mechanics Laboratory 1 CIVL-419 Environmental Engineering Laboratory 1 CIVL-42X Civil Engineering Elective 3 Technical Elective* 3 Humanities/Social Science Elective** 3 *To be selected from an approved list of courses in the humanities or social sciences �**Elective to be an approved Engineering or Science course Total Credit Hours at The Citadel: 63 Civil and Enviromental Engineering Design Electives Each Civil and Enviromental Engineering major must complete one of the following design courses in the spring of the senior year: CIVIL-422 Comprehensive Project Design in Environmental Engineering CIVIL-423 Comprehensive Project Design in Structural Engineering CIVIL-424 Comprehensive Project Design in Geotechnical Engineering CIVIL-425 Comprehensive Project Design in Civil Engineering CIVIL-450 Civil and Enviromental Engineering Intership CIVIL-453 Special Topics in Civil Engineering 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 twenty-four student stations and 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. The Special Applications Lab – LeTellier 206 LeTellier 206 is the home of the Civil and Environmental Engineering Department Special Applications Lab. The fifteen 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. 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. Materials Testing Laboratory: Major items of equipment include a 250,000 pound and an additional 300,000 pound concrete cylinder testing machine; a 60,000-pound hydraulic universal testing machine; a 10,000-inch-pound torsion 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 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. 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 CGC/EUGS Catalog 2015-2016 111 �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, theodolites, level rods, tapes, six total stations, data collectors, and nine 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. 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, one technical elective, and one civil engineering design elective 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. The civil and environmental engineering capstone design courses allow the students at the senior level to integrate principles and practices of earlier courses into the design of the engineering system. 112 The Citadel Graduate College �Bachelor of Science in Electrical Engineering Department of Electrical and Computer Engineering http://www.citadel.edu/root/ eveningundergraduatestudies-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 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 Mathematics and Computer Science, 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), 111 Market Place, Suite 1050, Baltimore, MD 21202-4102 – Telephone: (410) 347-7700. 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 highly conducive both to learning and to the development of close student-faculty relationships. 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. 2. 2. Completion of the designated courses with an approved Technical College or equivalent 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 recieved 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 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, 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 sus- CGC/EUGS Catalog 2015-2016 113 �tain 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 lifelong 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 3 credit hours of computer applications for electrical engineers. Electrical engineering topics studied in the sophomore year include 6 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, 8 credit hours of chemistry or biology, 8 credit hours of physics, 18 credit hours of English and history and 3 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. 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 sixth 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. 114 The Citadel Graduate College 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), ELEC405 (Electrical Measurements) and ELEC-415 (Electrical Measurements Laboratory), ELEC-407 (Systems II), ELEC-413 (Advanced Topics in Electrical Engineering) ELEC-414 (System Simulation), ELEC-416 (Communications Engineering), ELEC418 (Advanced Digital Systems), ELEC-419 (Computer Network Architecture), ELEC-423 (Digital Signal Processing), ELEC424 (Solid-State Devices), ELEC-425, (Interference Control in Electronics), ELEC-426 (Antennas and Propagation), Energy Systems Engineering (ELEC-427), Computer Architecture (ELEC428) 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-418 Advanced Digital Systems ELEC-419 Computer Network Architecture ELEC-423 Digital Signal Processing ELEC-416 Communications Engineering 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-415 Electrical Measurements Laboratory ELEC-426 Antennas and Propagation ELEC-427 Energy Systems Engineering 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-418 Advance Digital Systems ELEC-423 Digital Signal Processing ELEC-424 Solid State Devices ELEC-405 Electrical Measurements ELEC-415 Electrical Measurements Laboratory 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, electric machines, and digital circuits and 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 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 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. Electrical Engineering Major: Electrical Engineering Path at a South Carolina Technical College (or equivalent): 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 Humanities/Social Sciences (21 credit hours) ENG-101 English Composition I ENG-102 English Composition II ENG-205 English Literature I ENG-206 English Literature II HIS-101 Western Civilization to 1689 HIS-102 Western Civilization Post 1689 PSY-201 General Psychology 3 3 3 3 3 3 3 Math/Science (32 credit hours) CHM-110 College Chemistry I CHM-111 College Chemistry II MAT-140 Analytic Geometry and Calculus I MAT-141 Analytic Geometry and Calculus II MAT-240 Analytic Geometry and Calculus III MAT-242 Differential Equations PHY-221 University Physics I PHY-222 University Physics II 4 4 4 4 4 4 4 4 Total Credit Hours at TTC (or equivalent): 71 Courses Taken At The Citadel Electrical Engineering Courses (32 credit hours) ELEC-302 Electrical Machinery Laboratory 1 ELEC-306 Electronics I 6 ELEC-309 Signals and Systems I 3 ELEC-311 Digital Logic and Circuits 3 ELEC-312 Systems I 3 ELEC-313 Electronics Laboratory 1 ELEC-316 Electromechanical Energy Conversion 3 ELEC-318 Electromagnetic Fields 3 ELEC-330 Digital Systems Engineering 3 ELEC-412 Applied Probability and Statistics for Engineers 3 ELEC-421 Design I 3 ELEC-422 Design I 3 Electrical Engineering Electives (15 credit hours)- Choose five courses from the following list: ELEC-307 Nuclear Engineering 3 ELEC-401 Electronics II 3 ELEC-403 Electric Power Systems 3 ELEC-405 Electrical Measurements 2 CGC/EUGS Catalog 2015-2016 115 �ELEC-415 Electrical Measurements Laboratory 1 ELEC-407 Systems II 3 ELEC-413 Advanced Topics in Electrical Engineering 3 ELEC-414 System Simulation 3 ELEC-416 Communications Engineering 3 ELEC-418 Advanced Digital Systems 3 ELEC-419 Computer Network Architecture 3 ELEC-423 Digital Signal Processing 3 ELEC-424 Solid-State Devices 3 ELEC-425 Interference Control in Electronics 3 ELEC-426 Antennas and Propagation 3 ELEC-427 Energy Systems Engineering 3 ELEC-428 Computer Architecture 3 CSCI-420 Software Engineering 3 Note: ELEC 405 and ELEC 415 must be taken together. Technical Elective (3 credit hours) - Choose one course from the following list: PHYS-308 Optics 3 PHYS-410 Thermodynamics 3 CIVL-310 Statics and Mechanics of Materials for Non-Civil Engineers 3 CSCI-223 Data Structures 3 CIVL-411 Engineering Management 3 MATH-381 Deterministic Methods of Operational Research 3 MATH-470 Mathematical Models and Applications 3 Math/Civil Engineering Courses (5 credit hours) MATH-335 Applied Mathematics II CIVL-314 Engineering Administration 3 2 Humanities Elective (3 credit hours) - To be selected from an approved list of courses in the humanities or social sciences.** Total Credit Hours at The Citadel: 58 Credit hours required for graduation: 128 for evening students **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. 116 The Citadel Graduate College �Bachelor of Science in Mechanical Engineering Department of Engineering Leadership & Program Management http://q1.citadel.edu/root/ eveningundergraduatestudies-2-2-programs/ mechanical-engineering Dr. Charles O. Skipper, Department Head, 843-953-9811, skipperc1@citadel.edu Dr. Robert Rabb, ME Program Director, 843-953-0520, rrabb@citadel.edu Mission 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 broad-based, rigorous curriculum, emphasizing theoretical and practical engineering concepts, strong professional values, and a disciplined work ethic. Admission Requirements 1. 2. 3. Completion of the designated courses with an approved Technical College or equivalent 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 recieved in order for the application to be complete and reviewed. Program Educational Objectives The Mechanical Engineering Program educational objectives prepare graduates to: • Succeed 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. • Apply and operate current engineering and analysis tools and equipment to conduct and/or lead engineering analysis, design and research. • 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. • Pursue graduate education and/or professional registration as desired or required. • Be principled leaders with strong communications and team-building skills to lead people, manage resources, solve complex problems, communicate information, and influence decisions Program Core Values The Mechanical Engineering Program 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. Engineers as Principled Leaders: We believe the engineering profession requires the highest professional and ethical standars, which we seek to model, teach and prepare our students to embrace. Collaborative Teaching and Learning Environment: We believe in a collaborative collegial enviroment amoung 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 Mode 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 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 CGC/EUGS Catalog 2015-2016 117 �necessary for engineering practice. Total Credit Hours at TTC (or equivalent): 72 Program of Study Courses Taken at The Citadel 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 aplication 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 real-world control of robots, unmanned aerial vehicels, and other autonomous systems. Courses Taken at Trident Technical College (or equivalent) Mechanical Engineering (19 credit hours) ECE-201 Electrical and Computer Engineering Seminar 1 ECE-205 Electrical and Computer Engineering Lab 3 ECE-221 Intro. to Electrical Engineering I 3 ECE-222 Intro. to Electrical Engineering II 3 EGR-260 Engineering Statics 3 EGR-270 Intro. to Engineering 3 EGR-275 Intro. to Engineering/Computer Graphics 3 EGR-262 Engineering Dynamics^ 3 Humanities/Social Science Courses (21 credit hours) ENG-101 English Composition I ENG-102 English Composition II ENG-205 English Literature I ENG-206 English Literature II HIS-101 Western Civilization to 1689 HIS-102 Western Civilization Post 1689 PSY-201 General Psychology Math/Science Requirements (32 credit hours) CHM-110 College Chemistry I CHM-111 College Chemistry II MAT-140 Analytic Geometry and Calculus I MAT-141 Analytic Geometry and Calculus II MAT-240 Analytic Geometry and Calculus III MAT-242 Differential Equations PHY-221 University Physics I PHY-222 University Physics II ^Students can elect to take this course at TTC or in the summer at The Citadel. 118 The Citadel Graduate College 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4 Third Year (37 credit hours) CIVL-301 Dynamics ^ CIVL-304 Mechanics of Materials CIVL-307 Materials Laboratory MATH-335 Applied Mathematics II 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 w/lab Technical Elective * 3 3 1 3 3 3 3 3 3 3 3 3 3 Fourth Year (26 credit hours) MECH-415 Heat Transfer MECH-450 Mechatronics w/lab MECH-460 Mechanical Engineering Sys Design MECH-481 Senior Design I MECH-482 Senior Design II MECH ME Option I ** MECH ME Option II ** MECH Mechanical Elective ** Adv. Humanities/Social Science Course *** 3 3 3 2 3 3 3 3 3 *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 at The Citadel: 63 Hours Required for Graduation: 135 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. 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 campuswide 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. 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; a 10,000-inch-pound torsion machine; impact tester; grinder/ polisher; dual chamber furnace; and equipment for making tension, compression, shearing, and most other accepted and significant tests on composites, metals concrete, wood and other structural materials. A transmission Polariscope and related equipment are available to investigate in a wide variety of two dimensional photo-elastic models. 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 involv¬ing 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. 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 program director. 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. Two humanities or social science electives, 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). CGC/EUGS Catalog 2015-2016 119 �Course Descriptions Descriptions of graduate courses and evening undergraduate courses are listed in this section. Consult the course schedules online to determine the course offerings in a particular term. Graduate Course Descriptions 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 non-parametric 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. 120 The Citadel Graduate College 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. A study of marine invertebrates and their environment. Lecture: three hours a week; laboratory: three hours a week. BIOL-526—Freshwater Biology BIOL-605—Laboratory Methods in 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. 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 inducation and of hormones in development; the role of the enviroment 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-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. 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. 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 experience. 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-607—Microbiology Four Credit Hours General coverage of the anatomy, morphology, ecology, and chemistry of microorganisms. The emphasis of the course will be on bacteria, however, some time will be spent on the study of fungi, viruses, richettsiae, and protozoans. Lecture: three hours a week; laboratory: three hours a week. BIOL-609—Seminar in Environmental Studies Three Credit Hours A review of evolutionary principles and general morphology of the animal kingdom. Lecture: three hours a week. 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-602—Morphological Survey of the Plant Kingdom BIOL-610—Special Topics in Biology BIOL-601—Evolution of Animals 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 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. CGC/EUGS Catalog 2015-2016 121 �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 brackish-water systems. Lecture: three hours a week; laboratory: three hours a week. 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, speluking 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) Prerequisite Courses: BADM-601—Foundations of Accounting Three Credit Hours This course is designed to provide students with knowledge of the basic tools and concepts used in financial accounting. It emphasizes identifying and interpreting relevant accounting information for decision-making by external users. The focus is on the four financial statements: the income statement, the statement of changes in equity, the balance sheet, and the statement of cash flows. Prerequisite: None. 122 The Citadel Graduate College BADM-604—Foundations of Economics Three Credit Hours This course introduces students to microeconomics (the study of individual economic units, including product markets, individual consumers, and firms) and macroeconomics (the study of broad economic aggregates such as gross domestic product). Prerequisite: None. BADM-605—Foundations of Finance Three Credit Hours This introductory course in finance provides students with the financial management tools necessary to analyze complex business financial problems, and offer reasoned alternative solutions. The course builds on principles presented in basic financial and managerial accounting courses, and introduces the student to new financial principles. This course may be completed through a Citadel-approved exam. The exam must be completed within the first semester the student is accepted into the MBA program. Prerequisite: Foundations of Accounting (BADM-601) or equivalent undergraduate coursework. BADM-606—Foundations of Quantitative Methods and Operations Management Three Credit Hours This course provides students with an introduction to both the fundamentals of operations management and the essential concepts of probability and statistics. Topics include collection, organization, description, and presentation of data; discrete and continuous probability distributions; sampling distributions; regression, model building, and correlation analysis; forecasting; statistical process control; decision analysis; and waiting lines. Emphasis is on understanding the processes involved in the sourcing, production, and delivery of products and services, along with related operational issues like customer satisfaction, scheduling, project management, quality, inventory, reliability, and capacity management. The spreadsheet computational tool (Excel) is heavily used in this course. Prerequisite: None. BADM-607—Foundations of Marketing Three Credit Hours This course provides an introduction to the world of business marketing including the nature and fundamental concepts of marketing, the assessment of consumer behavior, competitive analysis and marketing decision-making focused on the marketing planning process.This course may be completed via CLEP. The CLEP exam must be completed within the first semester the student is accepted into the MBA program. Prerequisite: None. BADM-609—Foundations of Management and Organizations Three Credit Hours This course introduces students to the classical management functions of planning, organizing, leading, and the exercise of control. This course integrates classical and modern management concepts with an array of real-world cases, including a survey of the concepts and techniques involved in designing and managing operations. This course may be completed via CLEP. The CLEP exam �must be completed within the first semester the student is accepted into the MBA program. Prerequisites: None. MBA Courses: 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. 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-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-722—Leadership in Organizations 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 self assessments, role play, team building exercises, and a leadership portfolio. 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: Foundations of Accounting (BADM-601), Foundations of Finance (BADM-605), or equivalent undergraduate coursework. 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, 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: Foundations of Quantitative Methods and Operations Management (BADM-606) or equivalent undergraduate coursework. BADM-734—Financial Problems 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 nondirected 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: Foundations of Finance (BADM-605) or equivalent undergraduate coursework. 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 decision-making is explored in both domestic and global settings. Prerequisite: Foundations of Marketing (BADM-607) or equivalent undergraduate coursework. 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: Accounting for Executives (BADM-728), Quantitative Methods for Operations Management (BADM-731), Financial Problems (BADM-734), and Strategic Marketing (BADM -737). Must be taken within the last six hours of a students’ MBA program of study. CGC/EUGS Catalog 2015-2016 123 �BADM-750—Seminar 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—Seminar 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: Foundations of Accounting (BADM-601) or equivalent undergraduate coursework and Accounting for Executives (BADM-728). BADM-752—Seminar 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: Foundations of Economics (BADM-604) or equivalent undergraduate work. BADM-753—Seminar 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: Foundations of Finance (BADM-605) or equivalent undergraduate work. BADM-754—Seminar 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: Foundations of Management and Organizations (BADM-609) or equivalent undergraduate coursework. BADM-755—Seminar 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: Foundations of Marketing (BADM-607) or equivalent undergraduate coursework. 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. 124 The Citadel Graduate College Prerequisite: Foundations of Finance (BADM-605) or equivalent undergraduate coursework. BADM-757—Personal Finance Three Credit Hours 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: None. 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. 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: Foundations of Management and Organizations (BADM-609) or equivalent undergraduate coursework. 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: Foundations of Marketing (BADM-607) or equivalent undergraduate coursework. 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: Foundations of Marketing (BADM-607) or equivalent undergraduate coursework. 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: Foundations of Finance (BADM-605) or equivalent undergraduate coursework. 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: Foundations of Marketing (BADM-607) or equivalent undergraduate coursework. 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 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). 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: Foundations of Finance (BADM-605). BADM-784—Business and Economic Forecasting BADM-795—Independent Study BADM-782—Advanced Topics in Information Technology 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 long-run profitability of the firm. This course will help the student understand and create forecasts for the firm, 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. CGC/EUGS Catalog 2015-2016 125 �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 ultrastrong 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 socioeconomic 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, 126 The Citadel Graduate College 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-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–Building Load Analysis Three credit hours Structural engineering applications of analysis methodologies used to determine loads in accordance with ASCE 7. Course provides thorough overview of all practical load considerations. Prerequisites: CIVL-309 or approved equivalent. CIVL-610–Timber 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. Prerequisites: CIVL-304 or approved equivalent. 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, growth-factor 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 travel demand software and transportation planning applications will also be covered. Prerequisites: BS in mathematics, science, or engineering, or permission from instructor. 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-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. Prerequisites: None. Criminal Justice (CRMJ) 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. 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/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/PSCI-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 secuirty organizations with emphasis given to a review of the research related to the development of leadership skills for homeland security management. 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, CGC/EUGS Catalog 2015-2016 127 �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. CRMJ-566— 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. 128 The Citadel Graduate College CRMJ-567— 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. 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. 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 �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. 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. Computer Science (CSCI) CSCI-562—Microcomputer Applications for Teachers Three Credit Hours This course is specifically designed to help teachers/administrators prepare to use microcomputers and Internet resources in their classroom/school. Topics include a general introduction to computers, word-processing, spreadsheets, databases, and telecommunications. Emphasis will be on actual classroom/school applications. This course is not intended for anyone who has already taken another computer course. 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 can not be used for the Master of Science in Computer 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 and CGC/EUGS Catalog 2015-2016 129 �construction 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. 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. 130 The Citadel Graduate College CSCI-633—Semantic Web Principles and Practice Three Credit Hours This course covers the emerging technology supporting the Semantic Web with macbine-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. 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. ject-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-656—Software Systems Design and Implementation CSCI-672—Human-Computer Interaction 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. 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 CSCI-674—Introduction to Computer Graphics 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 ob- 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-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, CSCI-602, 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, CSCI-602, CSCI-603 and CSCI-604, and approval by the MSCS CGC/EUGS Catalog 2015-2016 131 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. An 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. A passing score on the PRAXIS II must be achieved upon completion of this class. 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 132 The Citadel Graduate College 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 exceptional children and youth. There is a focus on cause, identification, and educational and community programs for exceptional individuals. 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 evening seminars. This last course in the MAT sequence requires an Application: for fall semester, April 1, for spring, October 1. Application forms are available in the Department of Education. 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 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. 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-528—School Administration EDUC 537—Student Development Services in Higher Education Three Credit Hours Overview of the historical development of the counseling and student afairs 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-529—Emerging Technologies for School Administration 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. 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. Three Credit Hours Coursework is designed for practicing and prospective educational administrators that present current and emerging technology in using instructional and administrative technology in such areas as record keeping, scheduling, data collection and analysis, and the evaluation and instructional technology. EDUC-531—Principles of Elementary Curriculum Development Three Credit Hours Coursework focuses on the study of underlying principles of 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 Catalog 2015-2016 133 �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 exceptional individuals. 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. 134 The Citadel Graduate College 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 of counseling and consulting are presented and examined. EDUC-562—Legal & Ethical Leadership Issues in Education Three Credit Hours This course examines goals 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. 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-570—Developing Literacy Skills with At Risk Readers EDUC-551—Counseling Theories and Practice EDUC-585—Independent Research 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-551 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 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. 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. CGC/EUGS Catalog 2015-2016 135 �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— Teaching Reading and Writing in the Middle and High School—Content Areas Three Credit Hours A course designed for the middle school and high school teacher emphasizing student diagnosis followed by instructional decision making directed toward a balanced teaching approach. Candidates focus on literacy skills while teaching the subject matter of the secondary content areas. EDUC-594—Internship in Literacy Education Three Credit Hours A field-based course in which each candidate engages in the supervised teaching of small groups of students. Candidates synthesize the knowledge they have gained in the program to demonstrate ability to appropriately assess and instruct a group of students at each student’s level of literacy instruction. 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. 136 The Citadel Graduate College 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, evaluation, in-service development, dismissal, 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 EDUC-619—Assessment of School Programs 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. 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-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-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 Supervised 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, CGC/EUGS Catalog 2015-2016 137 �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. 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. 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. 138 The Citadel Graduate College 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 Three 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 Three 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 random-discrete 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–Adaptive 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. 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-665–Fundamentals of Advanced Energy Conversion 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-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 CGC/EUGS Catalog 2015-2016 139 �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 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 Rosetti. ENGL-512—Literature of the U.S. South Three Credit Hours A study of selected texts, both canonical and lesser-known, by and about residents of the U.S. South. The course will emphasize works produced since 1900 and will explore some of the recurring themes often associated with the region: race, class, family, and place; land, labor, and the pastoral ideal; nostalgia, history, and the global South. ENGL-516—Continental Literature 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. Three Credit Hours A study of European literature in translation since the Renaissance, including works by such authors as Cervantes, Moliere, Racine, Goethe, Stendhal, Balzac, Tolstoy, Dostoyevski, and important writers of the twentieth century. ENGL-503—English Drama to 1642 ENGL-517, 518—Special Topics in Literature Three Credit Hours A study of English drama from its origins in the Middle Ages, through the predecessors and contemporaries of Shakespeare, and on to the closing of the theatres in 1642. ENGL-504—Poetry and Prose of the English Renaissance Three Credit Hours Non-dramatic poetry and prose of the sixteenth and early seventeenth centuries, with emphasis on the major authors (Spenser, Sidney, Marlowe, Jonson, Donne, and Herbert) and on the major literary types. ENGL-505—Milton 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 beginnings to around 1650 with special attention to the philosophical content and the development of literary forms. ENGL-521—A Survey of World Literature II Three Credit Hours A study of the major poetry, selected prose, and selected minor poems with emphasis on Paradise Lost. Three Credit Hours Masterpieces of world literature in translation from around 1650 to the present time with special attention to the philosophical content and the development of literary forms. ENGL-506—Restoration and Eighteenth Century Drama ENGL-522—Colonial and Revolutionary American Literature Three Credit Hours A study of such 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 Romantic writings of the early nineteenth century, with special emphasis on Wordsworth, Coleridge, Byron, Shelley, and Keats. 140 The Citadel Graduate College Three Credit Hours A detailed study of major American writers from the earliest settlers through the end of the eighteenth 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 cover poetry, fiction, and drama, as well as autobiographies and cultural commentaries. A study of the origins of the British novel, including such figures as Fielding, Richardson, and Defoe. ENGL-537— Contemporary British Fiction ENGL-526—Victorian Novel A study of the novels and short stories of major contemporary British writers. 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 20th- century British writers up to 1945, 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 of the early twentieth century, including such figures as Fitzgerald, Hemingway, Faulkner, and Stein. Three Credit Hours 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 A study of the significant American novels and short fiction published since World War II. 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-530—Special Topics in The Humanities ENGL-554—History of the English Language ENGL-529—American Fiction: 1945 to the Present Three Credit Hours A study of special areas of the humanities or related areas which are outside the normal course offerings of the English Department. The subject for each course will be announced. 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 twentieth-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 twentieth-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 Three Credit Hours A historical survey of the syntactic and phonological features of Old, Middle, Early Modern, and present day English. Special attention is given to the varieties of American English, particularly African American Vernacular 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-557—Creative Writing—Poetry Three Credit Hours Class discussion of student writing using twentieth-century poems as models. 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. CGC/EUGS Catalog 2015-2016 141 �ENGL-559—History and Theory of Rhetoric ENGL-574—Special topics in English Literature Before 1800 ENGL-560—Film Studies ENGL-575—Special topics in English Literature After 1800 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. Three Credit Hours A study of films from a variety of nations and filmmakers. Attention is given to how techniques of filmmaking such as mise en scène, montage, and lighting communicate a filmmaker’s construction of meaning. In some cases, comparisons may also be made between films and their written sources to demonstrate differing approaches to conveying comparable meaning. 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-563—Creative Writing—Fiction Three Credit Hours Class discussion of student writing using twentieth-century fictional works as models. 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-570—Topics in African American Literary Genres Three Credit Hours A study of a particular genre of African American literature, suchas drama, novels, or poetry. Topics will vary according to instructors. ENGL-571—Topics in African American Literary Periods Three Credit Hours A study of a particular period of African American literature, such as the Harlem Renaissance. Topics will vary according to instructors. ENGL-572—Topics in Major African American Writers Three Credit Hours A study of a particular African American writer, such as Langston Hughes or Toni Morrison. Topics will vary according to instructors. 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. 142 The Citadel Graduate College 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. 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 fullfills 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: EDUC501 and EDUC-592. Note: For students in the M.A.T. in English program only. ENGL-650—Literary Research Three Credit Hours Study of textual bibliography, research methods and resources, and methods of presenting research. 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. �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 requrement 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, 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 requrement 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 requrement for American Literature as well as the seminar requirement. Health, Exercise, and Sport Science (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 and 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 and 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, and 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 and 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 and Measurements, Statistics, or equivalent. HESS-509—Preventive and 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. 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. CGC/EUGS Catalog 2015-2016 143 �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 and 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 Prerequisite: HESS 550 or permission of the instructor. HESS-529—Special Problems in Sport Management Three Credit Hours A 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, and 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 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. 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-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 (tradi-tional, folk, square, social, line), and aerobics. Additional emphasis is placed on candidate skill development in dance and basic gymnastics. HESS-539—Sport Public Relations &Promotions 144 The Citadel Graduate College Three Credit Hours A course focusing on marketing and public relations principles and practices in the sport management industry. HESS-540—Research Techniques and 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. laboratory techniques for assessing human physiological responses to exercise, physical training, health-related physical fitness, and sport performance will be studied. HESS-541—Current and Future Trends in Health, Exercise, and Sport Science HESS-548—Psychology of Sport and Motivation Three Credit Hours Investigation and exploration of current and future trends in health, exercise, and sport science through contemporary readings and seminar discussions. Prerequisites: HESS-540 Research Techniques and Methods of Analyzing Research in Health, Exercise, & Sport Science I. HESS-542—Practicum in Health, Exercise, and 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. Prerequisites: HESS-540 Research Techniques and Methods of Analyzing Research in Health, Exercise, & Sport Science I. 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 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 and Methods of Teaching Secondary Physical Education 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. 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-545—Nutrition for Exercise, Sport, and Physical Activity HESS-552—Fundraising for Sport Organizations 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. 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. HESS-547—Techniques of Conditioning for Sport and 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 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 and 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. CGC/EUGS Catalog 2015-2016 145 �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 succesful advertising in the sport industry. Strategies and techniques of successful advertising wll 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 and 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 and 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 146 The Citadel Graduate College 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, and 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, and 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. 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-503—The Jeffersonian and Nationalist Period Three Credit Hours A study of American history, 1800-1850, with an emphasis on the clash of Federalist and Jeffersonian principles; emerging political and cultural nationalism; the war of 1812; the influence of Jacksonian Democracy on political, social, and economic life; growing sectionalism and the Mexican War. 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 survey 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. 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 the development of each area’s political, social, and cultural traditions and institutions. Close attention is devoted to social values, reilgious beliefts, 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 CGC/EUGS Catalog 2015-2016 147 �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-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-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-590—Special Topics in U.S. History Three Credit Hours 148 The Citadel Graduate College 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, the Caribbean Origins of the Lowcountry). 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 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 adn 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 Catalog 2015-2016 149 �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 decisionmaking 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: BADM 722 LDRS-711—Leading Change: Organization Development and Transformation Three Credit Hours In this course students examine the leadership processes associatedwith achieving effective change, including transformational and situational 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: BADM 722 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. Prerequisites: BADM 722 and PSYC 570 LDRS-713—Leadership Self-Appraisal, Development, and Critical Thinking Three Credit Hours This course gives the student the opportunity to study and use instruments to conduct a leadership self-appraisal. The course also emphasizes activities necessary to engage in the development of one’s leadership abilities. Students will make extensions into critical thinking, creativity, innovation, and emotional intelligence in order to consider the impact of those upon their own leadership development and effectiveness. Prerequisites: BADM 722 and PSYC 500 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. Prerequisites: BADM 722 and LDRS 711. 150 The Citadel Graduate College 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: PSCI 500, PSCI 501, PSYC 500, PSYC 570, BADM 713, BADM 722, and all LDRS courses; during a student’s last term of degree completion, this course may be taken concurrent only with 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-723—Communications for Leadership Three Credit Hours This course is identical to BADM 713 and is cross-listed for the benefit of the MBA and LDRS programs. �Mathematics (MATH) MATH 542—Probability and Statistics 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. 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-512—History of Mathematics MATH-545—Applications of Discrete Mathematics MATH-511—Number Theory 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 under represented 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 prerequites 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. 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. CGC/EUGS Catalog 2015-2016 151 �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 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 152 The Citadel Graduate College 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. 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 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 countryspecific experiences/case studies related to the democratization process. 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 CGC/EUGS Catalog 2015-2016 153 �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 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-569/CRMJ-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 sub-regional, 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 154 The Citadel Graduate College 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 subregional organizations to carry out its original purpose, and its recent resurgence as a single voice for its members. PSCI-573 - Political Theory Three Credit Hours This course explores major theoretical writing related to international politics from the ancient Greeks to the present day. Throughout the course, emphasis is placed on a comparison of ideas and on the relationships between theories and contemporary problems. 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. 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. 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. PSCI-592—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 CGC/EUGS Catalog 2015-2016 155 �Project Management (PMGT) management. Each student will continue working on their Cap 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 web-based management and technology tools. Each student will continue working on their Capstone Project started in PMGT-650. Prerequisite: PMGT-650 and PMGT-652; 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 156 The Citadel Graduate College stone 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 and PMGT-652 or PMGT-651; or instructor permission. 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 and PMGT-653; 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 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 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 CGC/EUGS Catalog 2015-2016 157 �decision implementation. Prerequisites: None. intervention planning within the problem-solving model. Prerequisite: Objective Assessment (PSYC-503). PMGT-690–Independent Study PSYC-505—Personality, Social, and Emotional Assessment 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 158 The Citadel Graduate College 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 tendancies and styles with special attention to school age children and youth. Students will gain practical experience in the use and interpretation of objective, projective, and observational techniques. Practical experiences will be integrated with analysis of the literature relating to legal issues, validity of data, and clinical studies. Emphasis will be on utilization of such information in a model that emphasizes databased 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. 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: 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. 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 (PSYC-507), and Counseling and Personality Theories (PSYC508). 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 (PSYC-507), 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 decisionmaking 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: 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: Offically admitted into Clinical Counseling Program and Family Dynamics (PSYC-553). CGC/EUGS Catalog 2015-2016 159 �PSYC-561—Cultural Issues in Psychological Practice Three Credit Hours This course uses principles of social psychology to examine the influences of cultural, ethnic, minority, gender, and life-styles on psychological, educational and social development. Particular attention will be focused on variations in experiences and perceptions of individuals from divergent backgrounds as these impact on educational and psychological environments. Students will be provided practical experiences that will enable them to shift focus from their own perspectives. Prerequisite: Officially admitted into Clinical Counseling Program or School Psychology Program and Human Growth and Development (PSYC-500). 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 an oral defense before departmental faculty, 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 160 The Citadel Graduate College 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. Students will cover systems theories and models of consultation to include mental health consultation, behavioral consultation, organizational change, and collaborative decisionmaking as well as primary/secondary prevention methods with a focus on the learning and psychology of the school age child/ adolescent. 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). Corequisites: 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, 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. Corequisites: Practicum in School Psychology I (PSYC-615) and Practicum in Consultation and Intervention I (PSYC-617). 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. Crisis intervention and threat assessment will also be addressed. Corequisites: 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 Counseling does not occur in a vacuum and clinical counselors working within the community must possess basic knowledge of a number of topics that affect the provision of care to clients. This course addresses a number of topics that relate to the practice of counseling. Topics to be addressed include: 1) licensure and professional development; 2) advanced personality theory with a focus on assessment and treatment of personality disorders; 3) psychopharmacology for the non-physician; and 4) use of empirically validated treatments. 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 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 programs and methods of instruction used to prevent reading problems before they occur will also be reviewed. Corequisites: Practicum in Consultation and Intervention: I and II (PSYC-616/618). PSYC-615/616 —Practicum in School Psychology: I and II Two Credit Hours each These practica 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. Corequisites: 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 practica 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. Corequisites: 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 provided 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, as well as review methods and procedures involved in assessing institutional programs (i.e., program evaluation, implementation and efficacy). 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 multiculturally 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 supervised field experience for community 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 CGC/EUGS Catalog 2015-2016 161 �(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. 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). PSYC-643—Contemporary Psychological Assessment and Psychotherapy Sociology (SOCI) 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. 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 162 The Citadel Graduate College 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. Spanish (SPAN) SPAN-520–Mexico Three Credit 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 economical 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 (1939-1975) 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). 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-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) 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 forus will be the cultural legacy of the Incan Empire, the War of the Pacific, Haya de la Torre, 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. 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 CGC/EUGS Catalog 2015-2016 163 �Undergraduate Course Descriptions Business Administration (BADM) 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: ENG-101 & 102 BADM-217—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-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. 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-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. 164 The Citadel Graduate College 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: BADM 205 or 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 considerations in purchasing and materials management. Prerequisite: BADM 205 or 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. 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. 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). Prerequisite: 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 decisionmaker 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. 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. BADM-410—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: Principles of Microeconomics (BADM-202), Business Statistics (BADM-205), Introduction to Managerial Accounting (BADM-212), Management and Organizational Behavior (BADM-338) and STAT 160. 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 CGC/EUGS Catalog 2015-2016 165 �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-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. BADM-417—Management Information Systems 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), 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. 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. BADM-425—Small Business Management/Entrepreneurship BADM-420—Management of Change BADM-428—Technology and Entrepreneurship 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. 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: BADM-205 and BADM-429 or STAT 160. 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 decisionmaking skills by assuming the role of top management in a simulated company and through the study of actual business 166 The Citadel Graduate College 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 startup 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 or senior standing in business administration. 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 or senior standing in business administration. BADM-429—Supply Chain 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: BADM 205 or STAT 160 BADM-430–435—Seminar in Business Administration Three Credit Hours Prerequisite: approval of course instructor and department head. 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: Junior or senior standing in business administration. reactions, and equilibrium of forces; analysis of simple trusses, friction; centroids and centers of gravity; and moments of inertia. Lecture: Three hours. Corequisites: Analytic Geometry and Calculus I (MATH-131) and Physics with Calculus I and Lab (PHYS-221/271) BADM-450—Internship CIVL-205—Surveying Three Credit Hours This course gives senior students real-world 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: Senior or Junior Standing. 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-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 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-202—Statics Three Credit Hours Required of all Civil and Environmental Engineering sophomores. Scalar and vector solutions of problems in statics; resultants, 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. Corequisites: Engineering Drawing (CIVL-101) or Introduction to Civil Engineering (CIVL-103), and Surveying Laboratory (CIVL235). 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 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 Corequisite: Surveying (CIVL-205). CIVL-239—Geomatics Laboratory One Credit Hour Required of all Civil and Environmental Engineering sophomores. CGC/EUGS Catalog 2015-2016 167 �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 (CIVL-235) Corequisite: Geospatial Representation (CIVL-208), and Engineering Drawing (CIVL-101). CIVL-301—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-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); corequisite: 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). 168 The Citadel Graduate College 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 (MATH132). 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, commu- �nication, public policy, ethics, life long 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 Corequisites: 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-402—Geotechnical Engineering Laboratory 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) 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); Corequisite: Geotechnical Engineering I (CIVL-410). CIVL-322—Introduction to Environmental Engineering CIVL-404—Reinforced Concrete Design CIVL-321—Hydrology and Hydraulics 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 (CIVL320), 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 Prerequisite: Materials Laboratory (CIVL-307); Corequisite: Highway Engineering (CIVL-302). 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), Analytic Geometry & Calculus (MATH-231), and Applied Engineering Mathematics (MATH-234). 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 CGC/EUGS Catalog 2015-2016 169 �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); corequisite Geotechnical Engineering Laboratory (CIVL-402) CIVL-411—Engineering Management Three Credit Hours Technique of engineering planning and management using the critical path method (CPM) and program evaluation and review techniques (PERT). Both computer and noncomputer approaches are used. Relationships between owners, A-E’s, and contractors are covered with emphasis on proper professional conduct by the engineer. Lecture: Three hours Prerequisite: Completion of all freshman, sophomore, and junior courses or approval of the department head. 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. 170 The Citadel Graduate College 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); corequisite: Water and Wastwater (CIVL-408). CIVL-422—Comprehensive Project Design in Environmental Engineering Three Credit Hours Application to civil engineering principles, through group studies and lecture, to develop a solution for a comprehensive engineering problem devoted to water resources/environmental engineering. Lecture: Two hours; Laboratory: Two hours Prerequisites: Senior standing in Civil and Environmental Engineering, Water and Wastewater Systems (CIVL-408). CIVL-423—Comprehensive Project Design in Structural Engineering Three Credit Hours Application of civil engineering principles, through group studies and lecture, to develop a solution for a comprehensive Structural Engineering problem involving other aspects of civil engineering. Lecture: Two hours; Laboratory: Two hours �Prerequisite: Senior standing in Civil and Environmental Engineering, Reinforced Concrete Design (CIVL-404); Corequisite: Steel Design (CIVL-406). CIVL-424—Comprehensive Project Design in Geotechnical Engineering Three Credit Hours Application of civil engineering principles, through group studies and lecture, to develop a solution for a comprehensive Geotechnical engineering problem involving other aspects of civil engineering. Lecture: Two hours; Laboratory: Two hours Prerequisite: Senior standing in Civil and Environmental Engineering CIVL-425—Comprehensive Design Project in Civil Engineering Three Credit Hours Application of civil engineering principles, through team initiatives and lecture directives to develop design solutions for a comprehensive problem using methods of professional engineering practice and involving multi-disciplinary aspects of civil engineering. Lecture: Two hours; Laboratory: Two hours Prerequisite: Senior standing in Civil and Environmental Engineering. Site developmental projects require Subdivision Planning and Design (CIVL-421) as a prerequiste. Transportation project requires Highway Engineering (CIVL-302) as a prerequisite. Prerequisite: Senior standing in Civil and Environmental Engineering. Site developmental projects require Subdivision Planning and Design (CIVL-421) as a prerequiste. Transportation project requires Highway Engineering (CIVL-302) as a prerequisite. 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) CIVL-450—Civil and Environmental Engineering Internship CRMJ-201—Introduction to Criminal Justice Three Credit Hours. Prerequisite for all criminal justice courses (CRMJ-370499) 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). CIVL-453—Special Topics in Civil Engineering CRMJ-202—Criminology Three Credit Hours A study of the theories that seek to explain criminal behavior. 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. 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 CIVL-425—Comprehensive Design Project in Civil Engineering Three Credit Hours Application of civil engineering principles, through team initiatives and lecture directives to develop design solutions for a comprehensive problem using methods of professional engineering practice and involving multi-disciplinary aspects of civil engineering. Lecture: Two hours; Laboratory: Two hours. 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 inter-government 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- CGC/EUGS Catalog 2015-2016 171 �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, 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 cyber-terrorism. 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 172 The Citadel Graduate College 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. 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 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 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-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 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 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, childeren/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 CGC/EUGS Catalog 2015-2016 173 �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 enviromental 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 Prerequisite: As determined by instructor 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: CRMJ-201 CRMJ-499—Internship Three Credit Hours Prerequisite: Permission of director of internships Internships with government and other agencies are offered to combine academic training with professional experience. Prerequisite: 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 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. 174 The Citadel Graduate College 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. EDUC 306-Teaching Reading and Writing in the Middle and High School Three Credit Hours       Prerequisites: EDUC 202, EDUC 301 and EDUC 401 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. EDUC 307-Child Development Three Credit Hours Acquisition of understanding and appreciation of the mental, physical, social, and emotional aspects of development in childhood. Emphasis on techniques of motivation, principles of learning, learning styles, individual differences, and developmental problems. Field experience is required. EDUC 312-Teaching Students with Special Needs Three Credit Hours Teaching Students with Special Needs 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 disabilities and students at risk for school failure. Teaching Students with Special Needs 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        Prerequisites: Admission to Upper Level Study 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 teachinglearning process will be emphasized. �EDUC 402- Special Methods in Teaching Three Credit Hours Prerequisites: Admission to Upper Level Study 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). EDUC 499-Internship in Teaching Twelve Credit Hours Prerequisites: Refer to requirements for admission to internship. 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. 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. Corequisites: ELEC-106, 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. Corequisites: MATH-132, PHYS-222/272 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: Elecyric 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 Prerequisites Fundamentals of Electrical Engineering (ELEC-106) 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 corequisite: 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 lowfrequency 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 Analysis (ELEC-204); Corequisite: 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 Required of civil engineering juniors. 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-204—Electrical Laboratory One Credit Hour Required of electrical engineering sophomores. CGC/EUGS Catalog 2015-2016 175 �ELEC-309—Signals and Systems Three Credit Hours prerequisites or co-requisites: MATH-335 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), Applied Engineering Mathematics (MATH-234). ELEC-311—Digital Logic and Circuits Three Credit Hours 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: Computer Applications for Electrical Engineers (ELEC-206). 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), Computer Applications for Electrical Engineers (ELEC-206), Physics with Calculus II/Laboratory for Physics with Calculus II (PHYS222/272), Applied Engineering Mathematics II (MATH-335). 176 The Citadel Graduate College ELEC-330—Digital Systems Engineering Three Credit Hours Required of electrical engineering juniors. 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) and Electromagnetic Fields (ELEC-318). ELEC-405—Electrical Measurements Two 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: Two hours Prerequisite: Electronics Laboratory (ELEC-313), Corequisite: Electrical Measurements Laboratory (ELEC-415). 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-415—Electrical Measurements Laboratory One Credit Hour A laboratory course to complement ELEC-405. Laboratory: Two hours Corequisite: Electrical Measurements (ELEC-405). 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), Digital Logic and Circuits (ELEC-311), Electromagnetic Fields (ELEC-318) Corequisite: 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: 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), Digital Logic and Circuits (ELEC-311), 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 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. Required of all electrical engineering seniors. 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: Electronics I (ELEC-306), and Electromagnetic Fields (ELEC-318). 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 highspeed circuits and reducing crosstalk. Laboratory exercises and demonstrations will be used to reinforce the material. Lecture: Three hours Prerequisites: Signals and Systems (ELEC-309), Electromagnetic Fields (ELEC-318), Digital Systems Engineering (ELEC-330). ELEC-426—Antennas and Propagation Three Credit Hours CGC/EUGS Catalog 2015-2016 177 �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). 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 ELEC-427—Energy Systems Engineering inquiries, declassified official “lessons learned”, unclassified Three Credit Hours articles by former practitioners, select media commentaries, An overview of current and emerging methods of energy and a few academic papers. The course will conclude with an conversion used to generate electricity and to support all examination of the various efforts at reform, some of which methods of transportation. This basic look includes study of have fundamentally transformed the American Intelligence the thermodynamics, chemistry, flow and transport processes Community and others that have fallen short of effecting real that apply to energy conversion with emphasis on sustainability, change. efficiency, environmental impact and performance. Systems utilizing fossil fuels, nuclear and renewable resources are studied. Case studies will highlight and explore the various Study of energy storage and transmission is included as required “Ingredients for Intelligence Success” including: effective to assess both stationary power generation and transportation management structures and organization, well-honed energy needs. collection programs and skills, well-honed analytic skills and Lecture: Three hours analytic rigor, professional attentiveness and persistence, Prerequisites: MATH 131and PHYS 221/271 ingrained organizational cooperation, effective interagency communication and information sharing, sufficiently dedicated resources, and well-developed target understanding (via in-depth study.) 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-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-310—Intelligence Collection Systems 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. 178 The Citadel Graduate College 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 public infrastructure and 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, interface of 2D and 3D data with Computer Aided Manufacturing, simulation of rigid body motion, presentation software, and spreadsheets. Introduction to teaming and creativity. Laboratory: Four hours MECH-304—Engineering Materials w/Lab Three Credit Hours Course explores the relationships between the microscopic structure and macroscopic properties of materials used in �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 MECH-310—Thermal – Fluid Systems I w/Lab experiment design. Lecture: Two hours; Laboratory: Two hours Three Credit Hours Prerequisites: ELEC-202/204 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 MECH-340—Manufacturing Processes momentum as well as the 2nd Law of Thermodynamics. Principles Three Credit Hours are applied to incompressible flow in pipes and turbomachinery, This is an introductory course that examines the interactions external flows, power generation systems, refrigeration cycles, and between design and manufacturing from the designer’s point total air-conditioning focusing on the control volume approach. of view. The first portion of the class is devoted to safe, handsLaboratory exercises are integrated into classroom work. This on experience with manufacturing machines and equipment. course includes completion of a comprehensive, out-of-class Students will have an opportunity to work on civil and design problem. This design problem provides the opportunity for mechanical manufacturing machines that are common in students to apply engineering science and the engineering design machine, woodworking, and sheet metal shops such as a mill, process to a hands-on project. lathe, grinder, belt sander, drill press, and band saw. Common Lecture: Two hours; Laboratory: Two hours manufacturing processes will be introduced and design guidelines Prerequisites: MATH-132, PHYS-221, PHYS-271; will be developed for each process. The successful student will Prerequisites or Corequisites: MATH-231, CIVL-301 leave this class with an appreciation that a designer must consider the method of manufacture during the design process to ensure MECH-311—Thermal – Fluid Systems II w/Lab that a product is functional, economically viable, and safe. Basic principles of metal processing; applied mechanics of metal cutting Three Credit Hours and forming; cost analysis of manufacturing operations. Thermal-Fluid Systems II continues the integrated study of Lecture: Two hours; Laboratory: Two hours fundamental topics in thermodynamics and fluid mechanics. Prerequisites: CIVL-304/307 The course applies conservation principles for mass, energy, and linear momentum as well as the 2nd Law of Thermodynamics. MECH-345—Machine Design Principles are applied to an automotive system to examine engine Three Credit Hours performance (Otto and Diesel Cycles) and heat exchangers and This course introduces mechanical engineering design as an to high performance aircraft to examine the Brayton Cycle, compressible flow, external flow, lift, and drag. Laboratory iterative decision making process and fundamental engineering science applied to machine components. Analysis for the design exercises are integrated into classroom work. This course includes completion of a comprehensive, out-of-class design problem. This and manufacture of basic mechanical elements and their role in the design of machines; application of finite element modeling; design problem provides the opportunity for students to apply engineering science to the design of a comprehensive thermalintroduction to failure theory, fatigue analysis, and energy fluid system. methods for deflection analysis and their application of them to Lecture: Two hours; Laboratory: Two hours the design and analysis of machine elements; design of multiPrerequisite: MECH-310 with a grade of “C” or higher component systems. Useful design techniques (such as modeling, CPM, optimization, probabilistic approaches, etc.) and factors MECH-325—Computer Applications influencing design (such as human factors, products liability, ethics, societal, economics, safety, etc.) are presented, discussed, Three Credit Hours and incorporated. Design against static failure and fatigue failure This course uses applied problems in engineering and of structural members and machine parts: design and selection of mathematics to introduce Computer-Aided Drafting (CAD) and components including fasteners, welds (and welding techniques), MATLAB problem-solving techniques. Covered topics include shafts, springs, gears, bearings, and chain drives. The course creation and editing of 3D parts and assemblies with appropriate culminates in a team-oriented process, design, and manufacture design intent, configurations, equation-based modeling, finite of a mechanical engineering product using the techniques, element analysis, curve fitting and data analysis, numerical tools, machines, and equipment that were developed and taught interpolation, integration, root finding, and linear algebraic throughout the course. system solutions. Lecture: Two hours; Laboratory: Two hours Lecture: Three hours Prerequisites: MECH-102 Prerequisites: CIVL-304/307 MECH-330—Measurements and Instrumentation w/Lab Three Credit Hours Fundamentals of measurement systems in mechanical engineering including transducer operation, signal conditioning, 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. Lecture: Two hours; Laboratory: Two hours Prerequisites: CIVL-304/307 and CHEM-151 CGC/EUGS Catalog 2015-2016 179 �MECH-350—Modeling and Analysis of Dynamic Systems w/ Lab 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, mechanical, and aeronautical systems. Topics include system modeling using Laplace transform, frequency domain, state variable methods, Boolean logic and algebra, system hardware and software development, and interfacing for mechanical applications. Mathematical models are developed for electrical, mechanical, aeronautical, 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 to include applications of microprocessors and microcontrollers and digital electronics to the design and utilizations of embedded control systems in smart systems and products. Laboratory exercises include feedback design and system identification. Lecture: Two hours; Laboratory: Two hours Prerequisites: CIVL-301, MECH-330, MATH-335 Lecture: Three hours Prerequisite: MATH-335, 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-152 MECH-417—Renewable Energy Three Credit Hours Covers renewable energy sources such as solar heating and MECH-404—Advanced Materials cooling, wind energy, biomass, and photovoltaic energy. Surveys the energy availability of these sources and life cycle cost and Three Credit Hours present value used to evaluate the system. Students will design a Fundamentals of deformation and fracture in metals, polymers, system which utilizes a renewable energy source and economically ceramics and composites with application to design. Emphasis evaluate the system. on time-temperature dependence of polymers, brittle behavior of Lecture: Three hours advanced ceramics, the fracture mechanics approach to design of Prerequisites: MECH-310 high strength and critical application of materials, and composite behavior. MECH-418—Energy Conversion Systems w/Lab Lecture: Three hours Three Credit Hours Prerequisite: MECH-304 with a grade of “C” or higher An overview and historical evolution of both classical and stateMECH-408—Composite Design of-the-art energy conversion technology. Advanced analysis of energy conversion hardware, air conditioning and refrigeration Three Credit Hours as well as fossil fuel combustion processes using concepts of Introduces materials and mechanics of composites with emphasis energy. Major methods of direct energy conversion are covered, on high performance polymer matrix composites. Topics include including thermoelectricity, photovoltaics, thermionics, material selection, laminate analysis/design, design implications magneto hydrodynamics, and fuel cells. Applications of the from manufacturing and joining methodology, and interpreting thermodynamic, heat transfer, and fluid flow principles to the test results. A team design-built test project is required. modeling and design of thermal systems. These systems include Lecture: Three hours pumps, fans, and heat and mass exchangers. The current state of Prerequisite: MECH-304 with a grade of “C” or higher national and world energy is presented and alternatives including MECH-409—Composite Manufacturing w/Lab renewable energy and a hydrogen economy are explored with reference to economic, political, environmental and technological Three Credit Hours factors. This course covers manufacturing fundamentals, manufacturing Lecture: Two hours; Laboratory: Two hours processes, composite fabrication and assembly, quality and Prerequisite: MECH-415 with a grade of “C” or higher inspection methods, repair, and required equipment. Topics include material selection, laminate analysis, manufacturing, MECH-419—Mechanical Power Plants joining, and testing. Three Credit Hours Lecture: Two hours; Laboratory: Two hours Students engage in the analysis, testing and evaluation of internal Prerequisite: MECH-304 with a grade of “C” or higher combustion engines and their subsystems with a view toward MECH-415—Heat Transfer understanding the underlying principles which affect their design. Spark ignition and compression ignition engine systems are Three Credit Hours studied in detail. Steam, cogeneration and combined cycles are The three modes of heat transfer (conduction, convection, and studied. Introduces the theory and issues related to the design of radiation) are studied in detail and applications are made to axial and radial flow turbines, compressors and pumps. various engineering systems. The principles of conduction and Lecture: Three hours convection are used to study the mechanisms of heat transfer Prerequisite: MECH-311 during boiling, condensation and the design and operation of heat exchangers. 180 The Citadel Graduate College � gear trains. Computer programming is used for iterative methods in both analysis and design. Specific methods and techniques Three Credit Hours taught and applied are operations strategy, product design and This course focuses on nuclear reactor systems, the release of selection, supply chain management, total quality management, nuclear energy in the reactor core, and its removal as heat for forecasting, capacity planning, facility location, facility producing electric power. Specific topics emphasize reactor layout, work system design, inventory management, material kinetics, heterogeneous reactors, control rods and shim, reactor requirements planning, and scheduling. poisons, heat transfer, and alternative energy systems. Lecture: Three hours The fundamentals of transport theory and the solution to the Prerequisites: CIVL-301 and MECH-340 witha grade of “C” or transport equation using Monte Carlo N-Particle (MCNPX) higher transport code are introduced. Lecture: Three hours MECH-445 — Manufacturing Design w/Lab Prerequisites: MECH-415 Three Credit Hours MECH-425—Advanced Heat Transfer Applications of fundamentals of engineering mechanics in analysis and synthesis of machine components and systems to the Three Credit Hours manufacture of products from metals, polymers, ceramics, and This course covers additional topics in conduction, convection composites. Use and management of computers in engineering and radiation heat transfer as well as mass transfer, phase change for drafting, design management, documentation, and and numerical methods. manufacturing. Covers drafting methods and standards, design Lecture: Three hours data management, CNC operations, implementation, kinematics, Prerequisite: MECH-415 with a grade of “C” or higher control, operation, sensing, and design as applied to various types MECH-426—Air Conditioning of industrial models. A related project is required. Lecture: Two hours; Laboratory: Two hours Three Credit Hours Prerequisite: MECH-345 and MECH-440 Human comfort and the properties of air. Air conditioning MECH-420—Nuclear Reactor Analysis 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-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, MECH-430—Robotics Engineering w/Lab and interfacing for mechanical applications. Lecture: Two hours; Laboratory: Two hours Three Credit Hours Prerequisite: MECH-350 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, nonlinear 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-304, 301, MECH-310 MECH-440 — Advanced Manufacturing Processes and Their Application Three Credit Hours This course examines major manufacturing processes, their capabilities, analysis, economics and manufacturing process selection. Students perform both kinematic (the study of the motion of machinery without regard to forces) analysis and kinematic design of planar and spatial mechanisms, cams, and 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-202/204 CGC/EUGS Catalog 2015-2016 181 �MECH-455 — Advanced Mechatronics w/Lab MECH-476 — Propulsion Systems Three Credit Hours Three Credit Hours A comprehensive course in the field of mechatronics. Application of basic principles in the study of the performance characteristics of air and space vehicles to include the Mechatronics is the crossroads in engineering where mechanical engineering, electrical engineering, computer science, and aerodynamics of steady one dimensional isentropic compressible controls engineering meet to create new and exciting real-world flow. Shock waves, gas turbines, turbojet, turbofan, turboprop, systems. Knowledge of mechanical and electrical components, turboshaft, ram jet, rocket, nuclear propulsion and space controls theory, and design are integrated to solve actual physical propulsion systems are discussed and compared. Lecture: Three hours design applications. Lecture: Two hours; Laboratory: Two hours Prerequisite: MECH 311 Prerequisite: MECH-450 with a grade of “C” or higher MECH-477—Vibration Engineering MECH-460 — Mechanical Engineering System Design Three Credit Hours Three Credit Hours In this course students develop a foundation in the analysis and This course provides experience in the integration of math, design of free and forced single and multi-degree of freedom science, and engineering principles leading to a comprehensive systems. Applications include modeling, damping, resonance, engineering design project. Open-ended, client-based design force transmissibility, vibration absorbers, matrix formulation problems emphasize a multidisciplinary approach to total and modal analysis. Emphasis is placed on vibration examples system design providing multiple paths to a number of feasible from several engineering fields. Out-of-class design problems and acceptable solutions which meet the stated performance provide students with the opportunity to apply principles taught requirements. Design teams are required to develop product in the classroom to realistic problems encountered by practicing specifications, generate alternatives through modeling, make engineers. In-class demonstrations supplement the theory practical engineering approximations to include probabilistic development. approaches, perform appropriate analysis to support the technical Lecture: Three hours feasibility of the design, and make decisions leading to an optimal Prerequisite: CIVL 301 system design. System integration, reverse engineering/redesign projects, human factors engineering, products liability, ethics, MECH-478 — Lightweight Structures safety, computer-aided design, maintainability, and fabrication Three Credit Hours techniques are addressed. This course provides an integrative Applies the principles of mechanics to the structural analysis experience in support of the overarching academic program goal. of mechanical and aerospace components. Covers stress Lecture: Three hours tensors, shear flow in open and closed sections, beam columns, Prerequisite: MECH-345 unsymmetrical bending, Castigliano’s theorem, statically indeterminate structures, thin walled pressure vessels, MECH-470—Introduction to Applied Aerodynamics introduction to elasticity. Three Credit Hours Lecture: Three hours The fundamental laws of fluid mechanics are used to develop Prerequisite: CIVL-304/307 the characteristic forces and moments generated by the flow about aerodynamic bodies. Physical properties of the standard MECH-481 — Senior Design I atmosphere as well as lift, drag, and aerodynamic moments are Two Credit Hours studied for airfoils (2-D) and finite wings (3-D) in the subsonic Design projects with industry. Students work in teams with three and supersonic flow regimes. Development of equations of or four members on design projects furnished from external conservation of mass and momentum lead to development of clients. The emphasis is on creating design solutions, with aircraft performance and design parameters. appropriate analyses, to meet stakeholders’ needs. In addition Lecture: Three hours to regular meetings with their faculty advisors, the teams are Prerequisite: MECH 311 with a grade of “C” or higher expected to maintain close and continuous communications with their clients during the semester. The projects culminate in oral MECH-475 — Aircraft Performance and Static Stability presentations and Interim Written Reports which are submitted to Three Credit Hours the clients. The course applies the principles developed in applied Lecture: One hour; Laboratory: Two hours aerodynamics to develop the equations of motion for a rigid Prerequisite: MECH-345 Corequisite: MECH-460 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, MECH-482—Senior Design II turning rate, climb rate, etc. Piston-prop, turbo-prop, and jet Three Credit Hours aircraft are considered. The equations of motion are then analyzed The student teams continue their design solutions to a general to develop static stability criteria and investigate steady state problem furnished by an external client. Continuous and regular control characteristics. Design constraints based on customer communication with the outside clients is expected, as well as requirements, mission profiles, aircraft sizing, optimization, and with the faculty advisors. During this semester the teams continue presentation of performance capabilities are considered. refining their solutions, complete the detail design, make oral Lecture: Three hours presentations of the final design, and complete and submit the Prerequisite: MECH 470 Final Written Report. 182 The Citadel Graduate College �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. Political Science (PSCI) 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 his faculty advisor and eh 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 his 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. 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, religiopolitical, 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-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 decisionmaking. (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 CGC/EUGS Catalog 2015-2016 183 �politics. The specific issues and cases studied may vary from semester to semester. Sociology (SOCI) SOCI-201—Introduction to Sociology Three Credit Hours The scientific study of principles and comparisons in society ancults, 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-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 majority-minority 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. 184 The Citadel Graduate College � 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, 2015-2016 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 2015 2016 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/1444 https://d1y502jg6fpugt.cloudfront.net/39779/archive/files/89a56d04a85529657126cb5424151c60.pdf?Expires=1777507200&Signature=VTirBeSFx-MjzZMxc3JvBt9bmj5-RllwrX0jNIBnxpG9BhK1AE0fbUDZd4twRRWeWBTiFpLoHxPNxbEnBlH06a4Ye6ltamObiOhtvHWBlfpD2X3IswXDBuPfelu-I2Qb1riezGvMA9-n6x38hKsOMVBEmY5egckPeDhOLTUwDr4OhyXMDOZh7EJeBISy-FQGMXeDRH-Ptji-N1YljOLpaL3yVzSVeUKpVPGdCgwig4hmNYaGwLLomCIMAqcowtqY2xoINE3RqUoKltrlAYYFSjZbwmNGRHTZXWcz%7E8bjRNsWlrgDFcqXKDyF%7ElQ%7E909c1ZwWCTvN5rwwhi8ELb%7EXXQ__&Key-Pair-Id=K6UGZS9ZTDSZM c55411dcfe5c8efc97d3b978a05aef97 PDF Text Text 2016 - 2017 Academic Catalog �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 Undergraduate Programs 27 Graduate Degree Programs 33 Graduate Certificate Programs 95 Evening Undergraduate Degree Programs 120 Graduate Course Descriptions 139 Undergraduate Course Descriptions 188 3|CGC/EUGS Academic Catalog �Degree Graduate Degree Programs Coordinator School of Business Program MBA Master of Business Administration Ms. Morgan LaForge MAT Email mlaforge@citadel.edu Master of Arts in Teaching – Secondary Education Page 35 Zucker Family School of Education Biology English Mathematics Social Studies MAT MAT M.Ed. 41 Dr. Kristy Johnson Dr. David Allen Dr. Richard Robinson Dr. Katherine Grenier johnsonk1@citadel.edu david.allen@citadel.edu rrobins4@citadel.edu grenierk@citadel.edu Dr. David Allen Dr. Richard Robinson Dr. Kristy Johnson Dr. Katherine Grenier Dr. Lori Hicklin Dr. Guy Ilagan Dr. Aaron Oberman Dr. George Williams Dr. Kathy Brown Dr. Kent Murray Dr. Rodney Thompson Dr. Kathryn Richardson Jones Dr. Stephenie Hewett Dr. Robin Jocius Dr. Dan Ouzts Dr. Kathy Brown Dr. Kent Murray Dr. Rodney Thompson david.allen@citadel.edu rrobins4@citadel.edu johnsonk1@citadel.edu grenierk@citadel.edu lori.hicklin@citadel.edu gilagan@citadel.edu obermana1@citadel.edu williamsg@citadel.edu brownk2@citadel.edu kent.murray@citadel.edu thompsonr3@citadel.edu kathryn.jones@citadel.edu Master of Arts in Teaching – Middle Grades 45 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. Master of Education in Educational Leadership – Elementary or Secondary School Administration and Supervision M.Ed. Master of Education in Interdisciplinary STEM Education M.Ed. Master of Education in Literacy Education Ed.S. Specialist in Educational Leadership – School Superintendent M.A. M.A. M.A. Ed.S. M.A. M.A. M.A. Master of Arts in English Master of Arts in History Psychology: Clinical Counseling Specialist in Education in School Psychology Master of Arts in Social Science Master of Arts in Intelligence and Security Studies Master of Arts in International Politics and Military Affairs 48 50 54 57 hewetts@citadel.edu robin.jocius@citadel.edu ouztsd@citadel.edu brownk2@citadel.edu kent.murray@citadel.edu thompsonr3@citadel.edu 58 hutchissonj@citadel.edu knappk@citadel.edu genelle.sawyer@citadel.edu tim.hanchon@citadel.edu terry.mays@citadel.edu cjensen1@citadel.edu terry.mays@citadel.edu 63 65 67 70 72 74 75 jsmith53@citadel.edu 77 paul.nolan@citadel.edu paul.nolan@citadel.edu rrobins4@citadel.edu shankar.banik@citadel.edu garnerd1@citadel.edu harry.davakos@citadel.edu 79 80 81 82 83 85 charles.skipper@citadel.edu kevin.bower@citadel.edu robert.barsanti@citadel.edu rrabb@citadel.edu 87 88 91 93 60 School of Humanities and Social Science Dr. James Hutchisson Dr. Keith Knapp Dr. Genelle Sawyer Dr. Timothy Hanchon Dr. Terry Mays Dr. Carl Jensen Dr. Terry Mays Department of Leadership Studies M.S. Master of Science in Leadership Dr. Jaye Goosby Smith M.A. M.A. M.A. M.S. M.S. M.A. Master of Arts in Biology Accelerated Master of Arts in Biology Master of Arts in Education in Mathematics Master of Science in Computer Science Master of Science in Health, Exercise, & Sport Science Master of Arts in Sport Management School of Science and Mathematics Dr. Paul Nolan Dr. Paul Nolan Dr. Richard Robinson Dr. Shankar Banik Dr. Dena Garner Dr. Harry Davakos School of Engineering 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 4|CGC/EUGS Academic Catalog Dr. Charles Skipper Dr. Kevin Bower Dr. Robert Barsanti Dr. Robert Rabb �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. Graduate Certificate in History and Teaching Content Graduate Certificate in Homeland Security 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 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. Kevin Bower Dr. Robert Rabb Dr. Robert Barsanti Dr. Shankar Banik Dr. Paul Nolan Dr. Kevin Bower Dr. Silvia RocaMartinez Dr. Keith Knapp Dr. Carl Jensen Dr. Carl Jensen Dr. Jaye Goosby Smith Dr. Robin Jocius Dr. Robert Rabb Dr. Robert Rabb Dr. Jaye Goosby Smith Dr. Robert Rabb Dr. Harry Davakos rrabb@citadel.edu kevin.bower@citadel.edu rrabb@citadel.edu robert.barsanti@citadel.edu shankar.banik@citadel.edu paul.nolan@citadel.edu kevin.bower@citadel.edu srocamar@citadel.edu 96 97 98 99 100 101 102 103 knappk@citadel.edu cjensen1@citadel.edu cjensen1@citadel.edu jsmith53@citadel.edu robin.jocius@citadel.edu rrabb@citadel.edu rrabb@citadel.edu jsmith53@citadel.edu rrabb@citadel.edu harry.davakos@citadel.edu 104 105 106 107 108 109 110 111 112 113 Dr. Kevin Bower Dr. Aaron Oberman Dr. Charles Skipper Dr. Charles Skipper Dr. Charles Skipper Dr. Kevin Bower kevin.bower@citadel.edu obermana1@citadel.edu charles.skipper@citadel.edu charles.skipper@citadel.edu charles.skipper@citadel.edu kevin.bower@citadel.edu 114 115 116 117 118 119 lmaza@citadel.edu mlaforge@citadel.edu collinsb1@citadel.edu kathryn.jones@citadel.edu 121 123 125 127 kevin.bower@citadel.edu robert.barsanti@citadel.edu rrabb@citadel.edu 129 132 136 Evening Undergraduate Degree Programs B.A. B.S. B.A. B.S. Bachelor of Arts in Criminal Justice Bachelor of Science in Business Administration Bachelor of Arts in Political Science Bachelor of Science in Social Studies Education B.S. B.S. B.S. Bachelor of Science in Civil Engineering Bachelor of Science in Electrical Engineering Bachelor of Science in Mechanical Engineering 5|CGC/EUGS Academic Catalog Ms. Lindey Maza Ms. Morgan LaForge Mr. Brad Collins Dr. Kathryn Richardson Jones Dr. Kevin Bower Dr. Robert Barsanti Dr. Robert Rabb �Welcome to The Citadel Graduate College, where we extend our mission of educating principled leaders to people like you who seek graduate study to become leaders in their chosen fields. We take great pride in our distinguished faculty and excellent facilities 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 8,000 CGC alumni for whom a graduate degree from The Citadel was a stepping stone to success and continued growth. Lt Gen John W. Rosa, USAF (Ret), ‘73 President Board of Visitors The Citadel Board of Visitors is composed of eleven graduates of the college; seven elected by joint vote of the SC General Assembly, three elected by alumni (Citadel Alumni Association) and one appointed by the Governor. All members serve six–year terms. Lieutenant General John B. Sams, Jr., USAF (Retired), ‘67, Chair Colonel Dylan W. Goff, ‘02, Vice Chair Colonel Allison Dean Love, CGC, ‘93 Colonel Fred L. Price, Jr., ‘75 Colonel “Tee” Hooper, Jr., ‘69 Colonel Peter M. McCoy, Sr., ‘74 Colonel Robert H. Nuttall, Sr., ‘62 Colonel L.E. “Gene” Pinson, ‘72 Colonel Greg A. Lapointe, ‘85 Colonel Stanley L. Myers, Sr., ‘98 Colonel Myron C. Harrington, Jr., USMC (Retired), ‘60, Secretary The Honorable Nikki R. Haley, 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, Emeritus Member Colonel Douglas A. Snyder, ‘82, Emeritus Member 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. 7|CGC/EUGS Academic Catalog �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 404-679-4500 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 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 and Electrical 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 �Fall 2016 Spring 2017 Aug 17 CGC – Fall Tuition Due Jan 5 CGC - Spring Tuition Due Aug 22 CGC – Fall Classes Begin Jan 9 CGC - Spring Classes Begin Aug 23 CofC Joint Prog Classes Begin Jan 16 CGC – No Classes Aug 29 CofC Joint Prog Drop/Add Ends Jan 23 CGC - Drop/Add Ends Sep 5 Labor Day - No CGC Classes Feb 27 Sep 5 CGC - Drop/Add Ends Mar 6 CGC - Last day to Withdraw with a "W" Oct 10 CGC - Last Day to Withdraw with a "W" Mar 9 CGC - Mid-Term Grades Due by 10am Oct 27 Oct 31 Nov 1 Nov 7 Nov 8 CofC Joint Prog Last Day to Withdraw with a "W" CGC - Registration for Spring 2016 for Returning Students CGC - Application for Fall Graduation due CGC – Registration for Spring 2016 for All Students Election Day – No CGC Classes Held Mar 13 CGC - Registration for Summer 2017 for Returning Students CGC - Registration for Summer 2017 for All Students Mar 24 CGC - Spring Break Begins Apr 3 CGC - Classes Resume Apr 10 CGC - Registration for Fall 2017 for Returning Students Apr 17 CGC - Registration for Fall 2017 for All Students Nov 21 CGC – Fall Break Begins Apr 24 CGC – Spring Classes End Nov 28 CGC – Fall Break Ends Apr 25 CGC - Exams Begin Dec 5 CofC Joint Prog Classes End May 1 CGC - Exams End Dec 6 CGC - Classes End May 3 CGC - Graduating Students' Grades Due by 10am Dec 7 CGC - Exams Begin May 3 CGC – Maymester and Summer Tuition Due Dec 13 CGC - Exams End May 4 CGC - Remaining Grades Due by 10am Dec 16 CGC - Semester Grades Due by 3pm **Dates are subject to change** 9|CGC/EUGS Academic Catalog �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. • • 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. 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. Upon receipt of an application, each applicant is sent an email acknowledging the application and outlining specific admission requirements for the CGC and the program for which he/she applied. The requirements for acceptance into specific programs and degrees are described in this catalog for each program/degree. 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 nonU.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 www.citadel.edu/graduatecollege. 10 | C G C / E U G S A c a d e m i c C a t a l o g �To drop or add a course from the course schedule or to change sections within a course, a student must drop/add through Lesesne Gateway. After the drop period, students who choose to withdraw must complete a withdrawal form available in the CGC office or online. Course withdrawal means a student is withdrawing from a course after the refund date has passed. Refunds after the published refund date are granted only under extenuating circumstances (i.e. death in immediate family, serious medical issues, deployment). 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. Joint Degree Programs The Citadel participates in joint graduate degree 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 fees, class times, and registration calendars can be found each academic term online at www.citadel.edu/graduatecollege. Transcripts and Transfer Credit Graduate students applying for transfer credit will use the “Transfer Credit for Graduate Programs” form located online at http://www.citadel.edu/graduatecollege/forms/. The form will be submitted to the CGC 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. 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. 11 | C G C / E U G S A c a d e m i c C a t a l o g Veteran’s Status as a Student on The Citadel Campus This policy prescribes rules and regulations related to veteran students on campus. It outlines the types of veteran students as well as the policies related to student status (cadet vs. non-cadet), as well as enrollment requirements, 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 fulltime 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. 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. Active Duty Student: Other day veteran students with different military affiliations enrolled at The Citadel include: MECEP, STA-21, AECP, and Green to Gold students, who are full-time day students. Evening Undergraduate Veteran Student: This group of Veterans declare their program of study through the Evening Undergraduate Studies program, either as part of a “2+2” transfer program with one of the partner technical colleges or through some other mechanism to complete their degree at The Citadel. These veterans are civilians and are not subject to the personal requirements specific to the Corps of Cadets. They will not be subjected to the RPED or ROTC requirements. Policy: 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 evening students may enroll in up to six credit hours per semester during the day. Exceptions to this rule must be approved by the Associate Provost for Academic Affairs. Veteran day students may enroll in up to eight hours per semester in the evening program. Exceptions to this rule must be approved by the Associate Provost for Academic Affairs. 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. 3. An official TOEFL score if English is not the native language. The minimum acceptable score of 550 paperbased, 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. 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 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 non- degree status 12 | C G C / E U G S A c a d e m i c C a t a l o g that will be accepted into any program. No student shall register beyond 8 hours without being fully accepted into a degree program. To obtain non-degree classification the 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. 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 take up to two courses per semester (a maximum of 8 credit hours) for one academic year (defined at three consecutive terms, Fall, Spring, and Summer) as a non-degree seeking student. If a student wishes to pursue non-degree coursework beyond the one-year limit, they must make a formal request to the Graduate College. Courses taken in this status cannot be used for transfer into any degree program at The Citadel. If a student wishes to pursue a degree, they must submit a new application for the program of study and follow the appropriate admissions protocol. 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 Graduate College at cgc@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 by a member of the National Association of Credential Evaluation Services (NACES) and sent directly from that organization to the CGC office. 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 computerbased, 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 where English is the native language. 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. �6. 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. 7. International students may not register before full acceptance into a degree program and clearance from the International Student Director. 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. Evening Undergraduate Students - Please refer to the Evening Undergraduate Programs Procedure section. Audit Policy 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. Applicants will be admitted on conditional status for one semester until their official documents are received by the CGC office. 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 official 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. 13 | C G C / E U G S A c a d e m i c C a t a l o g 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 are admitted to 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. The operation of Maymester and Summer School is the responsibility of the Dean of the CGC and is administered under the guidelines established in coordination with the Provost. The operation encompasses all aspects of college administration. All Maymester and Summer School students are ultimately the academic and administrative responsibility of the Provost. CGC students remain under their academic deans, while non-degree and transient students are the responsibility of the CGC Dean. 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. Admissions—Undergraduate transient admission to Maymester and Summer School does not constitute admission to the regular academic session of The Citadel. �Transient Students Readmission Policy 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. The readmission policy for The Citadel Graduate College students (graduate and evening undergraduate) requires a waiting period of two semesters, not including summer sessions, if they have been dismissed for academic reasons. In exceptional and extraordinary circumstances, a student can petition their academic school dean, subsequent appeals are sent to the Associate Provost and Dean of The Citadel Graduate College for readmission, but the granting of such appeals would be considered unusual and rare. Citadel undergraduate day students applying, having applied, or having been accepted past or present should contact the CGC office for admission and registration information and 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. Registration 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 - Registration for all students, graduate and undergraduate, enrolled in Maymester or Summer School at The Citadel must be conducted online: 1. Students register via Lesesne Gateway. 2. We no longer accept paper forms for registration. Course Substitution Course substitutions in degree programs can only be authorized by the approval of the Head of the Department, Dean of the School, and Dean of the CGC. Forms to initiate this procedure are available in the CGC 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. 14 | C G C / E U G S A c a d e m i c C a t a l o g 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 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.). Exceptions may be granted by the CGC Dean. 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. 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 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: 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 1 Summer April 1 • • 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: October 31 Spring only • 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. 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. 15 | C G C / E U G S A c a d e m i c C a t a l o g 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. 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. 6. 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. 7. 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). 16 | C G C / E U G S A c a d e m i c C a t a l o g 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. b. Part-time students (enrolled in 4.5 hours/semester) must earn at least 66% of credit hours attempted in an academic year. 2. GPA – A student must earn at least a 3.0 grade point average. 3. 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 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 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. 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) 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 Week 2 12 percent Week 3 18 percent 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. Week 4 25 percent Week 5 31 percent Week 6 37 percent Week 7 43 percent 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. Week 8 50 percent Week 9 56 percent Week 10 60 percent Week 11-16 100 percent 17 | C G C / E U G S A c a d e m i c C a t a l o g �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. 2. 3. 4. 5. 6. Unsubsidized Student Loans Subsidized Student Loans Perkins Loans PLUS Loans/Graduate PLUS Loans Federal Grants 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 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. 2. 3. 4. 5. 6. 7. Federal Direct/Stafford loans Federal Perkins loans Federal PLUS loans received on behalf of the student Federal Pell Grants Federal SEOG Grants Other Title IV programs Other federal, state, private, or institutional student financial assistance received by the student for which refunds are required 8. The student 18 | C G C / E U G S A c a d e m i c C a t a l o g Other Assistance 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. 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 • 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 www.citadel.edu/graduatecollege. To obtain the appropriate refund, a student must drop the course via Lesesne Gateway. The Dean of CGC may authorize a refund for extenuating circumstances after the scheduled refund date if a formal application is made in writing. Extenuating circumstances are defined as a death in immediate family, serious medical issues, or military deployment. Registration, technology, 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. The seminar is taught by The Citadel’s Department of Leadership Studies and will be offered online regularly during the year. completed D2L training in the last three years need only provide a copy of their certificate of completion to the CGC office. 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 cover-ups, 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. 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 training in their first semester on campus. Students who have 19 | C G C / E U G S A c a d e m i c C a t a l o g 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. �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. 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 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 with 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. 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. 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. Definition of Terms: In general, four types of conduct fall under the proposed honor code: lying, cheating, stealing, and the toleration of those who engage in any of these activities. 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. 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. 20 | C G C / E U G S A c a d e m i c C a t a l o g 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. �5. 6. The right to an audio copy of the hearing upon written request. 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 21 | C G C / E U G S A c a d e m i c C a t a l o g 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 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 campus- related 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 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. 22 | C G C / E U G S A c a d e m i c C a t a l o g Failure to achieve the 3.0 GPR upon completion of the nine (9) additional graduate credit hours will result in termination 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. Some programs have more strict program requirements. Check with your program advisor for the standards for your program. 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 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. 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 the two programs share no more than twelve credit hours in common course requirements. Ordinarily, a minimum of 33 hours of new credits must be included in the planned program for the second degree. However, students who enter a second master’s degree program at The Citadel after also earning a certificate will not necessarily be subject to this 33hour minimum; such cases will be evaluated on an individual basis, with the number of hours ultimately accepted subject to the approval of the CGC Dean. 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. 23 | C G C / E U G S A c a d e m i c C a t a l o g 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 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. 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 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 Application Deadlines Fall November 1st Spring February 1st Summer February 1st 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. 24 | C G C / E U G S A c a d e m i c C a t a l o g Participation in the CGC Commencement Ceremony 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. Evening undergraduate students must have a 2.0 GPA at the time of graduation application to participate in the commencement ceremony. Graduate students must have a 3.0 GPA at the time of graduation application to participate in the commencement ceremony. 3. Evening undergraduate students must be no more than 15 credit hours short of meeting degree requirements. Graduate students must be no more than 6 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. For those students who have earned a second master’s degree within the same academic year, the student will select which program of study they will process with, but will be recognized for both programs of study. 8. 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. 1. 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 a waiver must be initiated by the student in writing to the appropriate Department Head, who is responsible for notifying the student. Department Heads will forward recommendations through their appropriate Dean who sends it to the CGC office. This recommendation will be subject to the final approval of the CGC Dean. Waivers must be on file in the CGC office prior to application for graduation. It is the student’s responsibility to ensure the waiver is provided to the CGC office. If 25 | C G C / E U G S A c a d e m i c C a t a l o g a waiver 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 academic level of authority to have the opportunity to resolve the grievance satisfactorily. The Dean of the CGC does not rule on academic matters. However, students are encouraged to provide a courtesy copy of grievances and appeals to the 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. 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 Leave Of Absence Request 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. 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 Graduate College through an online web form, available at http://www.citadel.edu/root/GraduateCollege/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 Graduate College webpage mentioned above. 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. Official copies are not released to students but are sent to requested destinations. 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. 26 | C G C / E U G S A c a d e m i c C a t a l o g 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 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 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 seven undergraduate degrees: Bachelor of Arts in Criminal Justice; 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 Electrical Engineering; and Bachelor of Science in Mechanical Engineering. 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 which enable students to complete the program and receive a baccalaureate degree from The Citadel. A unique feature of the Business Administration, Criminal Justice, Political Science, and Social Studies Education programs is that students can take classes at The Citadel while completing their Associate’s degree. However, all students must have at least 24 hours of college credit transferred to The Citadel prior to taking any courses at The Citadel. The Citadel has partnered with seventeen technical colleges in South Carolina. These partnerships permit students to earn an Associate’s degree at a technical college and then transfer to The Citadel EUGS program for the final two years. All partner schools offer the prerequisites required for the upper-level classes offered at The Citadel. 27 | C G C / E U G S A c a d e m i c C a t a l o g �Our partner colleges are as follows: • Aiken Technical College • Central Carolina Technical College • Denmark Technical College • Florence-Darlington Technical College • Greenville Technical College • Horry-Georgetown Technical College • Midlands Technical College • Northeastern Technical College • Orangeburg-Calhoun Technical College • Piedmont Technical College • Spartanburg Community College • Spartanburg Methodist College • Technical College of the Lowcountry • Tri-County Technical College • Trident Technical College • Williamsburg Technical College • York Technical College Transfer Program Courses may also be transferred from regionally accredited colleges and universities other than those listed here (e.g. Southern Association of Colleges, North Central Association of Colleges and Schools, etc.). The basic course requirements remain the same. The junior and senior years are completed at The Citadel. 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. Parttime 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 Transfer & Hours 0-39 40-69 70-99 100 & above Grade-Point Ratio for Continuance (on probation) 1.100 1.400 1.700 1.900 Grade-Point Ratio Plus for Continuance Pass/Fail (without probation) 1.300 1.600 1.800 2.000 This table shows the minimum academic progress students must make toward attaining the minimum acceptable overall grade-point 28 | C G C / E U G S A c a d e m i c C a t a l o g 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. 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. 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. 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 �4. 5. 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. Students who are in cadet status and are enrolled in the Corps of Cadets for a fall or spring semester are not eligible to enroll in CGC courses. 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. 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. Course Overload Policy A maximum course load of 22 credit hours will be approved for either fall or spring semester. Overload (18-22 credit hours) requests may made in writing to the Associate Provost and Dean of the Graduate College. 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 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. Elective refers to a course that is required for graduation and may be any three-credit course offered by the College. College Level Examination Program Approved Elective refers to a course that must be selected from a list of courses provided by the individual school or department. 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. 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. 29 | C G C / E U G S A c a d e m i c C a t a l o g 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 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. 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. 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 30 | C G C / E U G S A c a d e m i c C a t a l o g 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 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. 31 | C G C / E U G S A c a d e m i c C a t a l o g 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 a regionally 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 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. 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: 1. 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. 2. 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. 3. 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 and Dean of the Graduate College, 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. If a cadet has been expelled from the SCCC for any reason, he or she is not eligible to return to The Citadel in any program. 32 | C G C / E U G S A c a d e m i c C a t a l o g �GRADUATE DEGREE PROGRAMS 33 | C G C / E U G S A c a d e m i c C a t a l o g �SCHOOL OF BUSINESS MASTER OF BUSINESS ADMINISTRATION ADMINISTRATION 34 | C G C / E U G S A c a d e m i c C a t a l o g �Admission Requirements Master of Business Administration 1. School of Business, 843-953-5056 www.citadel.edu/mba 2. Dr. William Sharbrough MBA Program Director sharbroughw@citadel.edu 3. Morgan LaForge, M.Ed. MBA Academic Advisor mlaforge@citadel.edu Mission Statement The mission of the 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. 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 July 15th Spring November 15th Summer April 15th 35 | C G C / E U G S A c a d e m i c C a t a l o g 4. 5. 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. Program Requirements Students are expected to complete all degree requirements within six years from the term of admission into the MBA program. 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 foundation courses. These courses are preparation for non-business majors and provide foundation competencies prior to enrolling in graduate level MBA courses. All foundation courses must be completed within the first year of admission. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 FOUNDATION COURSES (6 courses, 18 Credit Hours) BADM-601 Foundations of Accounting BADM-604 Foundations of Economics BADM-605 Foundations of Finance BADM-606 Foundations of Quantitative Methods and Operations Management BADM-607 Foundations of Marketing BADM-609 Foundations of Management and Organizations CORE COURSES (9 Courses, 27 credit hours) BADM-713 Communications for Leadership BADM-716 Legal and Ethical Environment for Decision Makers BADM-719 Information Technology Management BADM-722 Leadership in Organizations BADM-728 Accounting for Executives �BADM-731 Quantitative Methods for Operations Management BADM-734 Financial Problems BADM-737 Strategic Marketing BADM-740 Global Business Strategy* *BADM 728, 731, 734, and 737 are prerequisites to BADM 740. This course should be taken in the student’s final semester. 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. ELECTIVE COURSES (Choose 3 courses, 9 credit hours) BADM-750 Seminar in Business Administration BADM-751 Seminar in Accounting BADM-752 Seminar in Economics BADM-753 Seminar in Finance BADM-754 Seminar in Management BADM-755 Seminar in Marketing BADM-756 Financial Modeling BADM-757 Personal Finance BADM-762 Negotiation Strategies BADM-764 Entrepreneurship BADM-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 Requirements for Graduation: The MBA degree may be conferred upon those students who successfully complete the 36 hours of graduate coursework as specified above with a gradepoint ratio (GPR) of 3.0 or better on hours earned at The Citadel. Completion of more than 36 credit hours of advanced graduate coursework will only be allowed (for exceptional circumstances) with approval of the MBA Program Director. Additional hours may not be used to increase GPR to the 3.0 required for graduation. 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 BADM-740), provided: (1) the course is determined to be equivalent to one of the advanced or elective 36 | C G C / E U G S A c a d e m i c C a t a l o g Grading: All students are subject to the Academic Standards section under Policy Information of The Citadel Graduate College catalog. Dual Degree Programs The School of Business has partnered with other schools on campus and MUSC to offer students the opportunity to enhance their graduate education. Graduate Certificate in Leadership Three of the required MBA courses (BADM 713, 722, and 740) can be used towards completion of the Leadership Graduate Certificate leaving students only two additional courses to take to complete the certificate. The elective course BADM 766 also can be used for the Graduate Certificate in Leadership. Graduate Certificate in Technical Project Management (TPM) Two of the following courses required for the TPM Graduate Certificate can be taken as electives for the MBA program. • PGMT 650 – Overview of Technical Project Management • PGMT 651 – Technical Project Planning and Scheduling • PGMT 652 – Applications of Quality Management • PGMT 653 – Technical Project Support and Operations MD/MBA MD students at MUSC can concurrently earn a MBA from The Citadel. MCAT score will be accepted in lieu of the GMAT/ GRE requirement. MD students may begin MBA coursework during the Summer semester preceding the first year of medical education and continue during Summer semesters between the first and second years and during the academic year following the third year of medical education. Students without an undergraduate degree in business may be required to take foundation courses. PharmD/MBA PharmD students at MUSC can simultaneously earn an MBA from The Citadel. PCAT score will be accepted in lieu of the GMAT/GRE requirement. Many of the courses taken for the PharmD program at MUSC will transfer towards the MBA program. Students without an undergraduate degree in business may be required to take foundation courses. �ZUCKER FAMILY SCHOOL OF EDUCATION MASTER OF ARTS IN TEACHING – SECONDARY EDUCATION, GRADES 7-12  BIOLOGY  ENGLISH  MATHEMATICS  SOCIAL STUDIES MASTER OF ARTS IN TEACHING – MIDDLE GRADES, GRADES 5-8  ENGLISH  MATHEMATICS  SCIENCE  SOCIAL SCIENCE MASTER OF ARTS IN TEACHING – GRADES K-12  PHYSICAL EDUCATION MASTER OF EDUCATION  COUNSELOR EDUCATION – ELEMENTARY, SECONDARY, OR STUDENTS AFFAIRS & COLLEGE COUNSELING  EDUCATIONAL LEADERSHIP – ELEMENTARY OR SECONDARY SCHOOL ADMINISTRATION AND SUPERVISION  INTERDISCIPLINARY STEM EDUCATION  LITERACY EDUCATION SPECIALIST IN EDUCATION –  EDUCATIONAL LEADERSHIP SCHOOL SUPERINTENDENT 37 | C G C / E U G S A c a d e m i c C a t a l o g �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. 38 | C G C / E U G S A c a d e m i c C a t a l o g 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 learnercentered 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. The Citadel’s Professional Educational Unit is on the march, transforming itself into a Center of Excellence for the preparation of principled educational leaders. 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 children and youth succeed. 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 39 | C G C / E U G S A c a d e m i c C a t a l o g 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 Web Site 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. �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. 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. 40 | C G C / E U G S A c a d e m i c C a t a l o g �Master of Arts in Teaching (MAT) Secondary Education (Grades 7-12) • • • • Biology English Mathematics Social Studies Zucker Family School of Education 843-953-5097 schoolofeducation@citadel.edu http://www.citadel.edu/root/teacher-education Content Area Advisors: Biology: Dr. Kristy Johnson, johnsonk1@citadel.edu English: Dr. David Allen, david.allen@citadel.edu Mathematics: Dr. Richard Robinson, rrobins4@citadel.edu Social Studies: Dr. Katherine Grenier, grenierk@citadel.edu Education Advisors: Dr. Tammy Graham, tammy.graham@citadel.edu Dr. Stephenie Hewett, stephenie.hewett@citadel.edu Dr. Renee Jefferson, renee.jefferson@citadel.edu Dr. Kathryn Richardson Jones, Program Coordinator, kathryn.jones@citadel.edu Program Field Experiences, Internships and Support Services: Dr. Tom Reilly, reillyt1@citadel.edu Ms. Marcia Bonica, marcia.bonica@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. 41 | C G C / E U G S A c a d e m i c C a t a l o g 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 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 39 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. 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. 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 staterequired 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- 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 514, and 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). 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 Teaching Reading and Writing in Middle and High School - Content Areas EDUC-520 Professional Internship (HESS-620 for PE students) 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 42 | C G C / E U G S A c a d e m i c C a t a l o g 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 candidate 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 pre-internship 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 (1 course): ANTH-201, ANTH-202, or ANTH501 • Biology Survey with lab (2 courses): BIOL-101 with BIOL-111 and BIOL-102 with BIOL-112 or BIOL130 with BIOL-140 and BIOL-131 and BIOL-141 • Chemistry with lab (2 courses): CHEM-103 with CHEM113 and CHEM-104 with CHEM-114 or �• • • • • • • • • • CHEM-151 with CHEM-161 and CHEM-152 with CHEM-162 Geology with lab (1 course): EART-201 or EDUC587-Introduction to Earth Science for Teachers Introduction to Physics with lab (1 course required, 2 recommended): PHYS-203 and PHYS-253 or PHYS-204 and PHYS-254 or PHYS-221 and PHYS-271 or PHYS-222 and PHYS-272 Cell Biology with lab (1 course): BIOL-205 or BIOL-612 Ecology with lab (1 course): BIOL-406 or BIOL-506 Evolution (1 course): BIOL-208 or BIOL-601 Genetics with lab (1 course): BIOL-204 or BIOL-308 or BIOL-508 Anatomy/Physiology with lab (1 course): BIOL-403 or BIOL-317 with BIOL-327 or BIOL-318 with BIOL-328 or BIOL-502 or BIOL-603 Microbiology with lab (1 course): BIOL-310 or BIOL-607 Biology Methods (1 course): • BIOL-605 Laboratory Methods in Biology • BIOL-606 Field Methods in Biology • 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 Master of Arts in Teaching – English (Grades 7-12) Note: A minimum of 4 graduate level English courses is required. ENGL-564 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 (2 courses): ENGL-201 and ENGL202 American Literature (1 course): ENGL-215 Public Speaking (1 course): ENGL-205 or ENGL-206 World Literature (2 courses): ENGL-218 or ENGL520 and ENGL-219 or ENGL-521 African American Literature (1 course): ENGL-535 Adolescent Literature (1 course): ENGL-552 43 | C G C / E U G S A c a d e m i c C a t a l o g • • • • • • • Modern English Grammar (1 course): ENGL-414 or ENGL-553 History of the English Language (1 course): ENGL-415 or ENGL-554 Literary Criticism (1 course): ENGL-555 Film Studies (1 course): ENGL-209 or ENGL-560 Advanced Composition (1 course): ENGL-413 or ENGL-562 Teaching with Technology (1 course): ENGL-564 Methods and Materials for English Language Arts (1 course): ENGL-595 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 �Master of Arts in Teaching – Social Studies (Grades 7-12) Note: At least 3 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 (2 courses): HIST-105 and HIST-106 or HIST-103 and HIST-104 • Survey of U.S. History (2 courses): HIST-201 and HIST-202 • Introduction to Sociology (1 course): SOCI-201 • Principles of Macroeconomics (1 course): BADM-201 • American National Government (1 course): PSCI-102 or PSCI-502 • Cultural Anthropology (1 course): ANTH-202 or ANTH-501 • Historiography (1 course): HIST-594 • Urban Politics (1 course): PSCI-302 or PSCI-509 or PSCI- 306 or PSCI-506 or PSCI-307 or PSCI-401 • World Geography (1 course): GEOG-209 or GEOG-511 • History of the Non-Western World (1 course): HIST-560 • Teaching of History and Social Sciences or Instructional Approaches to Social Sciences (1 course): HIST-692 or PSCI-505 Descriptions of courses are listed in the last section of this catalog. 44 | C G C / E U G S A c a d e m i c C a t a l o g �Master of Arts in Teaching (MAT) Middle Grades (Grades 5-8) • • • • English Mathematics Science Social Science Zucker Family School of Education 843-953-5097, schoolofeducation@citadel.edu http://www.citadel.edu/root/teacher-education Content Area Advisors: English: Dr. David Allen, david.allen@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. Tammy Graham, tammy.graham@citadel.edu Dr. Stephenie Hewett, stephenie.hewett@citadel.edu Dr. Renee Jefferson, renee.jefferson@citadel.edu Dr. Kathryn Richardson Jones, Program Coordinator, kathryn.jones@citadel.edu Program Field Experiences, Internships and Support Services: Dr. Tom Reilly, reillyt1@citadel.edu Ms. Marcia Bonica, marcia.bonica@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. 45 | C G C / E U G S A c a d e m i c C a t a l o g Admission Requirements 1. 2. 3. 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 39 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 Prerequisite: (3 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): EDEE-515 • Foundations of Literacy (The Citadel): EDUC-588 or EDEE 604 (CofC) Middle Grades Practicum: (6 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 �Literacy Skills: • Teaching Reading and Writing in the Middle and High School (The Citadel): EDUC-592 Culminating Professional Experiences in Middle School: 60 continuous full days during the internship, 9 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 staterequired 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- 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 514, and 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). 46 | C G C / E U G S A c a d e m i c C a t a l o g 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 Master of Arts in Teaching – English (Grades 5-8) Expected Undergraduate Content: • Adolescent Literature (1 course) • World Literature (2 courses) • American Literature (1 course) • Media Studies (1 course) • Modern English Grammar (1 course) • Creative Writing (short story, poetry, etc.) (1 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 (1 course) • Geometry (1 course) • Probability and Statistics (1 course) • Discrete Math (1 course) Note: All undergraduate mathematics prerequisites must be completed before taking The Citadel mathematics class, MATH514.* Required Graduate Mathematics Courses (9 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 �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 - (9 semester hours): • Nature of Science, Mathematics, and Science/Mathematics Education (CofC): EDFS-660 • Science methods course (The Citadel): 1 course based on prior preparation and experience • Laboratory Methods in Biology: BIOL-605 • Field Method in Biology: BIOL-606 • 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): • Earth Science for Teachers: EDUC 587 or SMFT-523 • Topics in Botany for Teachers: BIOL 514 or SMFT537 • Atomic Theory of Matter from Lucretius to Quarks: SMFT-548 • Applications of Physics for Teachers: How Things Work: SMFT-555 • Genetics and Molecular Biology for Teachers: SMFT639 or BIOL 508 • Physics of Force and Motion for Teachers: SMFT-645 • Determination of Structure and Matter: SMFT-647 • Space Science for Teachers: SMFT-524 Master of Arts in Teaching – Social Studies (Grades 5-8) Expected Undergraduate Content: • World History or Western Civilization (2 courses) • US History (2 courses) • South Carolina History (1 course) • Anthropology or Sociology (1 course) • Microeconomics (1 course) • Political Science that covers American Govt. (1 course) Required Graduate Social Studies Courses (9 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): HIST-692 Descriptions of Citadel courses are listed in the last section of this catalog. 47 | C G C / E U G S A c a d e m i c C a t a l o g �Master of Arts in Teaching (MAT) in Physical Education (Grades K-12) Department of Health, Exercise, & Sport Science, 843-953-5060 http://www.citadel.edu/root/teacher-education Content Area Advisors: Dr. Tim Bott, tim.bott@citadel.edu Dr. Lori Hicklin, Program Director lori.hicklin@citadel.edu Education Advisors: Dr. Tammy Graham, tammy.graham@citadel.edu Dr. Stephenie Hewett, stephenie.hewett@citadel.edu Dr. Renee Jefferson, renee.jefferson@citadel.edu Dr. Kathryn Richardson Jones, kathryn.jones@citadel.edu Physical Education Program Director Dr. Lori Hicklin, 843-953-6307, lori.hicklin@citadel.edu Program Field Experiences, Internships and Support Services: Dr. Tom Reilly, reillyt1@citadel.edu Ms. Marcia Bonica, marcia.bonica@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. 48 | C G C / E U G S A c a d e m i c C a t a l o g Program Requirements 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. • Have a negative TB test. • 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 must be submitted 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 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. • 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) HESS-551 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. Descriptions of Citadel 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 REQUIRED COURSES (45 credit hours) EDUC-536 Educational Psychology EDUC-592 Teaching Reading and Writing in the Middle and High School Content Areas HESS-505 Motor Development and Motor Learning* HESS-525 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 49 | C G C / E U G S A c a d e m i c C a t a l o g HESS-561 HESS-620 Content & Methods of Teaching Secondary Physical Education Advanced Measurement and Evaluation in Physical Education* Professional Internship (6 hours) *Undergraduate and graduate transcripts may be evaluated for application to coursework in the program. TOTAL PROGRAM REQUIREMENTS: 45 Credit Hours The Professional Internship requires that a minimum of sixty (60) full days be spent in the schools, and during the Professional Internship, it will not be possible for the teacher candidate to take any additional courses. Field Experiences: Many education courses require field experiences that vary from course to course and are related to specific course objectives. All field experiences provide opportunities for Master’s candidates to develop pedagogical knowledge and skills. At a minimum, teacher candidates are expected to successfully complete 75 hours of field experiences prior to the Professional Internship that is an additional sixty (60) days. �Master of Education in Counselor Education (Elementary, Secondary, and Student Affairs & College Counseling) 1. Zucker Family School of Education 843-953-5097 schoolofeducation@citadel.edu http://www.citadel.edu/root/counselor-education 3. 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. 50 | C G C / E U G S A c a d e m i c C a t a l o g 2. 4. 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. 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 39 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 full-time 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/counselor-education-programs/med-counseloreducation under “Forms and Handbooks”. 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 51 | C G C / E U G S A c a d e m i c C a t a l o g 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, EDUC539, 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. 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. 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-the-semester Counselor Education Professional 52 | C G C / E U G S A c a d e m i c C a t a l o g Portfolio Presentation Day(s) prior to completion of the Internship II course (i.e., EDUC-652 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 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-588 Foundations of Literacy (elementary majors) or EDUC-592 Teaching Reading and Writing in Middle & High School Content Areas (secondary majors) 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. 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: TOTAL PROGRAM REQUIREMENTS: 48 Credit Hours 51 Credit Hours Descriptions of courses are listed in the last section of this catalog. Descriptions of courses are listed in the last section of this catalog. STUDENT AFFAIRS & COLLEGE COUNSELING (48 Credit Hours) STUDENT AFFAIRS AND COLLEGE COUNSELING CORE (15 Credit Hours) EDUC-537 EDUC-538 EDUC-539 EDUC-613 EDUC-622 Student Development Services in Higher Education Theories of Student Development in Higher Education Higher Education Administration Foundations of American Higher Education 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 ** 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. 53 | C G C / E U G S A c a d e m i c C a t a l o g 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 PsychoEducational 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 �Master of Education in Educational Leadership - Elementary or Secondary School Administration and Supervision 4. 5. Zucker Family School of Education 843-953-5097 http://155.225.198.23/root/educational-leadership Dr. Kathy Brown, Program Coordinator brownk2@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 and Administration 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 awarded certification and licensure as school building administrators. The Administration and Supervision programs accreditation is effective through October 31, 2021. 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. Mission Statement The mission and goals of the Master’s 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 LearnerCentered 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 of an earned baccalaureate degree 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. 54 | C G C / E U G S A c a d e m i c C a t a l o g 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. 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. 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 Supervision and Administration Examination. c. Meet with advisor to review request for admission to an internship and review degree audit. d. 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 CORE REQUIREMENTS (9 credit hours) All core requirements must be completed prior to or concurrently with registration for any other courses. EDUC-512 EDUC-514 EDUC-522 Data Collection and Analysis The Exceptional Child in the School 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 55 | C G C / E U G S A c a d e m i c C a t a l o g EDUC-601 EDUC-602 EDUC-616 EDUC-661 OR EDUC-663 EDUC-662 OR EDUC-664 School Law Staff Personnel Administration Political Process of Public Education Internship in Elementary Administration Internship in Middle or High Administration Internship in Elementary Administration Internship in Middle or High Administration TOTAL PROGRAM REQUIRED COURSES: 39 Credit Hours Descriptions of courses are listed in the last section of this catalog. 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. �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 preK-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. 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. 56 | C G C / E U G S A c a d e m i c C a t a l o g �Master of Education in Interdisciplinary STEM Education Zucker Family School of Education, 843-953-5097 The STEM Center of Excellence, 843-953-6091 http://www.citadel.edu/root/stemcenter-medstem Dr. Kathryn Richardson Jones, Program Coordinator, kathryn.jones@citadel.edu Ms. Marcia Bonica, Support Services marcia.bonica@citadel.edu 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. 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 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 Program Requirements The program assumes appropriate undergraduate preparation in STEM. The 36-credit hour MEd in Interdisciplinary STEM Education is organized into two areas - core and electives. The coursework will consist of twenty one (21) 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. CORE COURSES (21 credit hours) EDUC-670 Foundations in STEM I 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-680 Foundations in STEM II ELECTIVE COURSES (15 credit hours) Students will select 5 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. 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: 36 Credit Hours Description of courses are listed in the last section of this catalog. 57 | C G C / E U G S A c a d e m i c C a t a l o g �Master of Education in Literacy Education Zucker Family School of Education 843-953-5097 http://www.citadel.edu/root/literacy-educationprogram Admission Requirements 1. 2. 3. Dr. Stephenie M. Hewett stephenie.hewett@citadel.edu Dr. Robin Jocius, Program Coordinator robin.jocius@citadel.edu Dr. Dan Ouzts ouztsd@citadel.edu 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 develop: 1. A knowledge and mastery of all aspects of the literacy process; 2. 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; 3. A knowledge of the abilities and skills which enhance a wholesome teacher- student-parent relationship in working with students identified as at-risk readers in order to develop a case study; 4. A knowledge of those skills necessary to recognize and accommodate for individual differences in literacy instruction; 5. A knowledge of how to plan, supervise, and enhance programs as a literacy coach; 6. A knowledge of and ability to demonstrate effective literacy instructional strategies; 7. A knowledge of the relationship of literacy skills to subject-matter content areas; 8. A knowledge of significant research conducted in literacy education; 9. A knowledge of a broad range of children’s and adolescents’ literature and how to incorporate this literature into the classroom; and 10. A knowledge of how to effectively support and mentor educators and serve as a Literacy Coach. 58 | C G C / E U G S A c a d e m i c C a t a l o g 4. 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 a valid South Carolina teaching certificate. Applicants must be in good standing with the State Board of Education at the time of acceptance. 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. 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 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. 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. 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. �GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 The following courses should be taken in sequence as in the program of study. PROFESSIONAL CORE REQUIREMENTS (6 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 Teaching Reading and Writing in the Middle and High School Content Areas 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. 59 | C G C / E U G S A c a d e m i c C a t a l o g �Specialist in Educational Leadership School Superintendent Zucker Family School of Education http://www.citadel.edu/root/ educational-leadership Dr. Kathy Brown, Program Coordinator brownk2@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 confer certification as a school district superintendent. At program completion, candidates will be awarded certification and licensure as school district superintendents. 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 preK-12 or post-secondary teacher and two years as a school or school district administrator, post-secondary administrator, or school business administrator. 60 | C G C / E U G S A c a d e m i c C a t a l o g 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. 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 decisionmaking 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 • The Citadel Principled Leadership Seminar – LDRS 500 PROFESSIONAL REQUIREMENTS (33 credit hours) EDUC-535 Organizational Theory and Behavior EDUC-598 Curriculum Project (Prerequisite EDUC 531/532) EDUC-600 Professional Negotiations EDUC-603 School Plant Seminar EDUC-606 Superintendency and School Organization EDUC-610 Seminar on School Improvement EDUC-612 Seminar in School Law (Prerequisite EDUC 601) EDUC-614 Seminar in Educational Administration EDUC-619 Assessment of School Programs EDUC-632 Internship in Superintendency EDUC-633 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, postsecondary 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. 61 | C G C / E U G S A c a d e m i c C a t a l o g �SCHOOL OF HUMANITIES & SOCIAL SCIENCES MASTER OF ARTS  ENGLISH  HISTORY  PSYCHOLOGY: CLINICAL COUNSELING  SOCIAL SCIENCE  INTELLIGENCE & SECURITY STUDIES  INTERNATIONAL POLITICS & MILITARY AFFAIRS SPECIALIST IN EDUCATION –  SCHOOL PSYCHOLOGY 62 | C G C / E U G S A c a d e m i c C a t a l o g �Master of Arts in English Department of English 843-953-5068 http://www.citadel.edu/root/english Dr. James M. Hutchisson hutchissonj@citadel.edu Mission Statement 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. 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. 63 | C G C / E U G S A c a d e m i c C a t a l o g *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 nine semester hours with a minimum GPA of 3.25 the student will be eligible for degree-seeking status. Application Deadlines The Joint Program Committee will consider completed applications for the regular degree program on the following dates: Admission Term: Materials Due: Fall May 1st Spring 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, 6 hours • British Literature after 1800, 6 hours • American Literature, 6 hours • Seminar (English 700), 3 hours • English 511 (Intro to Graduate English Studies), 3 hours • Electives, 9 hours • Thesis and Oral Defense of Thesis, 6 hours • Demonstration of competency in one foreign language • Comprehensive Examination Non-thesis Option: Same as above, except that the thesis is omitted and the number of elective hours is eighteen. Notes: • At least nine hours must be taken at each campus. • English 700 satisfies 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 (3), 699 (3), and 701 (6) in any combination may count toward the required 36 hours. • Students may demonstrate their competency in a foreign language by completing two years or their equivalent of �• college-level study in a single foreign language with an average grade of C or higher: or completing, with a grade of B or higher, English 517: Old English Language. The foreign language requirement must be met before a student can take the comprehensive examination. The comprehensive examination is prepared and administered by the Joint Program Committee and is taken by all candidates after the completion of at least 27 hours of coursework. Copies of all previous examinations are available on the websites of both English departments. Concentration in African American Literature In 2004 an African American Literature Concentration was added to the Master of Arts degree program. The fifteen hour (15) concentration, with a thesis option, offers advanced course work in African American literature, independent study courses for further exploration into an African American literature topic, and cross disciplinary opportunities with courses in other departments that have a central concern with African American literature. Students opting to add a concentration in African American literature must meet the normal requirements for the M.A. In addition, they must complete one of these two courses of study: Standard Option: • 9 hours of African American literature (any combination of 535, 570, 571, and 573) • 3 hours of study of an African American topic in another discipline, as approved by the graduate director • 3 hours of study in an African American topic, such as an independent study or internship, as approved by the graduate director Thesis Option: • 6 hours of African American literature (any combination of 535, 570, 571, 572, and 573) • 3 hours of study of an African American topic in another discipline, as approved by the graduate director • 6 hours of thesis on an African American topic Notes: • A student may substitute 3 hours of independent study on an African-American topic (as approved by the graduate director) for any 3 hours of coursework. • Students taking this concentration may apply only one of their African American literature courses to the six hour American literature requirement of the M.A. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 ENGL-506 ENGL-507 Restoration and Eighteenth Century Drama Poetry and Prose of the Restoration and Eighteenth Century ENGL-509 Romantic Literature ENGL-510 Victorian Literature ENGL-512 Literature of the U.S. South ENGL-517, 518 Special Topics in Literature ENGL-520 A Survey of World Literature I ENGL-521A 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-650 Literary Research ENGL-698 Tutorial ENGL-699 Independent Study ENGL-700 Seminar ENGL-703 Seminar in English Literature Before 1800 ENGL-704 Seminar in English Literature After 1800 ENGL-705 Seminar in American Literature ENGL-701 Thesis ENGL-702 Internship Descriptions of courses are listed in the last section of this catalog. COURSES ENGL-500 ENGL-501 ENGL-502 ENGL-504 ENGL-505 Old and Middle English Literature Chaucer Shakespeare Poetry and Prose of the English Renaissance Milton 64 | C G C / E U G S A c a d e m i c C a t a l o g �Master of Arts in History Department of History 843-953-5073 http://www.citadel.edu/root/history-mastersprogram 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.* Submisssion 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 65 | C G C / E U G S A c a d e m i c C a t a l o g 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. 600- and 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. �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** 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 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. 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. 66 | C G C / E U G S A c a d e m i c C a t a l o g GRADUATION R EQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 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. �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 hours of electives, and 9 hours of field work. Field work is completed in agencies throughout the tricounty 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. 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. 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. 67 | C G C / E U G S A c a d e m i c C a t a l o g 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. Application Deadline The Admissions Committee will consider complete applications for the program on the following date: Admission Term: Materials Due: Fall March 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, 3 credit required course in Alcohol and Substance Abuse Counseling, 12 hours of advanced courses, 3 hour elective, 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 who successfully complete this program (and take Career Counseling as one of their elective courses) 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 masters 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. 68 | C G C / E U G S A c a d e m i c C a t a l o g Required Program for Clinical Counseling Students GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 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 REQUIRED COURSE PSYC-540 Alcohol and Substance Abuse 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 EDUC-550 Career Counseling (Required for Licensed Professional Counselor) �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-508 PSYC-643 PSYC-644 PSYC-645 Counseling and Personality Theories Contemporary Psychological Assessment and Psychotherapy Clinical Counseling: Advanced Clinical Counseling: Group Descriptions of courses are listed in the last section of this catalog. 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. 69 | C G C / E U G S A c a d e m i c C a t a l o g �Specialist in Education in School Psychology Department of Psychology 843-953-5320 http://www.citadel.edu/root/psychology 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 data-based 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 II level 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 and 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: Fall March 1 70 | C G C / E U G S A c a d e m i c C a t a l o g Program Requirements GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 The Ed.S. degree in School Psychology consists of 75 semester hours with 4 interacting components. CORE COURSES focusing 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 knowledge and skills courses which emphasize 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. 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 and analyzing data (3 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 be the thesis. No more than 8 hours of graduate credit taken as 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 will be required to spend a minimum of 1200 clock hours in a supervised internship and complete these hours within 2 years. To meet South Carolina requirements, students who plan to complete an internship must apply through the South Carolina Department of Education (SCDOE) for an internship certificate. Further, 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. Other field-based experiences may require a criminal background check prior to field placement. 71 | C G C / E U G S A c a d e m i c C a t a l o g Program Sequence PSYC-503, 504, 505, and 615/616 must be taken in 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 PSYC615/616 (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. �Master of Arts in Social Science Department of Political Science 843-953-5069 http://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. 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. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 Program Requirements The Master of Arts in Social Science (MASS) is a 36 credit hour program consisting of the following requirements: REQUIRED CORE (6 hours) PSCI-500/ CRMJ-500 Seminar in Social Science * PSCI-501/ CRMJ-501 Research Methods in Social Science * *NOTE: these 6 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 any political science, criminal justice, sociology, or anthropology courses the School of Humanities and Social Science offers. 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. 72 | C G C / E U G S A c a d e m i c C a t a l o g CLUSTER A COURSES PSCI-500/CRMJ-500 Seminar in Social Science PSCI-501/CRMJ-501 Research Methods in Social Science 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-562 East Asian Affairs PSCI-563 South Asian Affairs 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/PSCI-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-567 Homeland Security CRMJ-568/PSCI 568 International and Domestic Terrorism 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 SOCI-501 Social Determinants of Modern Life ANTH-501 Physical and Cultural Adaptations ANTH 505 Special Topics in Anthropology �CLUSTER B COURSES PSYC-500 Human Growth and Development *PSYC-501 Principles of Cognitive & Behavioral Change *PSYC-507 General Psychopathology *PSYC-508 Counseling and Personality Theories PSYC-553 Introduction to Family Dynamics *PSYC-555 Special Topics in Psychology *PSYC-561 Cultural Issues in Psychological Practice PSYC-570 Social and Cognitive Foundations of Interpersonal Behavior *With Instructor Permission Only BADM-704 Foundations of Economics BADM-713 Communication for Leadership EDUC-500 Foundations of American Education EDUC-561 Counseling Diverse Populations EDUC-600 Professional Negotiations ENGL-512 Southern Literature ENGL-516 Continental Literature ENGL-520 Survey of World Literature I ENGL-521 Survey of World Literature II ENGL-530 Special Topics in the Humanities ENGL-535 African-American Literature ENGL-558 Technical and Professional Writing ENGL-570 Topics in African-American Literary Genres ENGL-571 Topics in African-American Literary Periods ENGL-572 Topics in Major African-American Writers ENGL-573 Special Topics in African-American Literature 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 Total: Thirty six (36) hours Descriptions of courses are listed in the last section of this catalog. 73 | C G C / E U G S A c a d e m i c C a t a l o g MASS with Simultaneous Graduate Certificates in Leadership and/or Homeland Security Students accepted for the MASS degree program may simultaneously 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. �Master of Arts in Intelligence and Security Studies 3. Department of Criminal Justice 843-953-0319 http://www.citadel.edu/root/criminaljustice-ihsecurity-programs/criminaljusticegraduate/master-of-arts-intelligence-andsecurity 4. Dr. Carl Jensen, cjensen1@citadel.edu The Master's degree program in Intelligence and Security Studies (ISS) prepares students to enhance national security through intelligence and homeland security leadership. Best practices for intelligence and national security combined with current theory, research and experience give students the background necessary to cultivate critical thinking. 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 load 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 a cybersecurity concentration option that results in a certificate offered jointly by the Department of Mathematics and Computer Science and the Department of Computer Science at the College of Charleston. 5. 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. Students who wish to enroll in the cybersecurity concentration must meet additional admissions requirements as established by the Department of Mathematics and Computer Science. GRADUATION REQUIREMENT (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 • Intelligence and Security Studies Student Portfolio Program Requirements Required Core Courses (12 credit hours): CRMJ-501/PSCI-501– Research Methods in Social Science* CRMJ-568/PSCI-568– International and Domestic Terrorism CRMJ-570 – Homeland Security CRMJ-580 – Introduction to Intelligence *NOTE: This course must be included in the first 15 credits hours taken in the program. Degree Electives (24 credit hours OR 12 credit hours for Cybersecurity Concentration Students): BADM-722 – Leadership in Organizations CRMJ-510 – Topics in Criminal Justice CRMJ-515/PSCI-515 – Topics in Homeland Security CRMJ-555/PSCI-555 – Leadership Application Course in Criminal Justice CRMJ-560 – Homeland Security and Criminal Justice Administration CRMJ-562 – Comparative Criminal Justice Systems CRMJ-569 – National Security Policy CRMJ-572 – Ethics and Integrity in Homeland Security CRMJ-581/INTL-581 – Intelligence Research and Analysis CRMJ-582 – Intelligence Theory Application CRMJ-583 – Transnational Organized Crime CRMJ-585 – Topics in Intelligence CRMJ-600 – Homeland Security Internship INTL-600 – Intelligence Internship Admission Requirements 1. 2. 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. 74 | C G C / E U G S A c a d e m i c C a t a l o g Cybersecurity Concentration Computer Science Courses (12 credit hours) CSCI-614 – Advanced Operating Systems CSCI-631 – Privacy and Security Issues CSCI-632 – Data Communications and Network CSCI-641 – Advanced Cybersecurity Total Required Courses: 36 credit hours Descriptions of courses are listed in the last section of this catalog. �Master of Arts in International Politics and Military Affairs • • GRADUATION REQUIREMENTS (non-credit bearing) Darkness to Light Training The Citadel Principled Leadership Seminar – LDRS 500 Department of Political Science, 843-953-5069 Dr. Terry Mays, terry.mays@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 - Effective Spring 2017 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. 3. Provide a written statement of purpose setting forth your intentions, goals, and preparation for graduate study in our department. 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. 75 | C G C / E U G S A c a d e m i c C a t a l o g Program Requirements 1. Required Core (2 classes, 3 hours each) PSCI-500 Seminar in Social Science PSCI-501 Research Methods in Social Science *NOTE: these 6 hours must be included in the first 12 hours taken in the program. 2. Electives (10 classes, 3 hours each) CRMJ-581 / INTL-581 Intelligence Research and Analysis 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 568 International and Domestic Terrorism PSCI 569 / CRMJ 569 National Security Policy 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 *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. �DEPARTMENT OF LEADERSHIP STUDIES 76 | C G C / E U G S A c a d e m i c C a t a l o g MASTER OF SCIENCE  LEADERSHIP �Master of Science in Leadership Department of Leadership Studies 843-953-7598 http://www.citadel.edu/root/ms-leadership Dr. Benjamin Dean, Department Head bdean@citadel.edu Dr. Jaye Goosby Smith, Program Director jsmith53@citadel.edu Mission Statement 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 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. 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 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 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. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 77 | C G C / E U G S A c a d e m i c C a t a l o g Required Program The Master of Science in Leadership is a 36 credit-hour program consisting of the following requirements: 1. Research Methods (6 hours) PSCI-500 Seminar in Social Science PSCI-501 Research Methods in Social Science or EDUC-512 Data Collection and Analysis 2. Human Behavior (6 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-723 OR BADM713 Communication for Leadership LDRS 722/BADM-722 Leadership in Organizations: Principles and Practices LDRS-766/BADM-766 Human Resource Development 4. Electives (optional; 3 hours) LDRS-716 Independent Study in Leadership Total: Thirty-six (36) hours Descriptions of courses are listed in the last section of this catalog. Students accepted into the Master of Science in Leadership program will be automatically enrolled into the Graduate Certificate in Leadership. �SCHOOL OF SCIENCE & MATHEMATICS MASTER OF ARTS  BIOLOGY  ACCELERATED MA IN BIOLOGY  SPORT MANAGEMENT MASTER OF ARTS IN EDUCATION  MATHEMATICS MASTER OF SCIENCE  COMPUTER SCIENCE  HEALTH, EXERCISE, & SPORT SCIENCE 78 | C G C / E U G S A c a d e m i c C a t a l o g �Master of Arts in Biology Department of Biology 843-953-5203 http://www.citadel.edu/root/biology Dr. Paul Nolan, 843-953-7076 paul.nolan@citadel.edu 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. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 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 regular-degree seeking status. Students who score 282 or below on the GRE or 379 or below on the MAT will not be admitted. Program Requirements 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 79 | C G C / E U G S A c a d e m i c C a t a l o g 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. �Accelerated Master of Arts in Biology Department of Biology 843-953-5203 http://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 course work until completing the requirements for the M.A. in Biology 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 a total of 5 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 time frame. Admission Requirements The program is available to Citadel undergraduate students majoring in any discipline as long as they have successfully completed a minimum of 8 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. 2. 3. Complete and return an online application form along with the non-refundable application fee to The Citadel Graduate College. Undergraduate GPA of 3.5 or higher in either the B.S. in Biology or B.S. in Biology, Secondary Education degree programs at The Citadel. Senior (1A) classification Program Requirements 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 2 graduate level courses during the Summer and 1 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 2 courses, or 8 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. 80 | C G C / E U G S A c a d e m i c C a t a l o g �Master of Arts in Education in Mathematics Department of Mathematics and Computer Science http://www.citadel.edu/root/mathcsprograms/mae-math Dr. Mei Chen, Department Head 843-953-7882, chenm@citadel.edu Dr. Richard Robinson, Program Director 843-953-9676, rrobins4@citadel.edu Head. The department recommendation will be forwarded to the Dean of Science and Mathematics for final action. **Students who score between 283-289 on the GRE or 380-395 on the MAT may apply for provisional status. Under provisional status, students may enroll for only one semester of 6 hours. If the student maintains a 3.50 GPA under provisional status, they will be considered for degree seeking status the following semester. Students who score 379 or below on the MAT or 282 or below on the GRE will not be admitted. Admission test must be current within five (5) years of application. GRADUATION REQUIREMENTS (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 Degree Requirements Graduate courses in Mathematics are also offered in support of other degree programs, primarily the Master of Arts in Teaching (MAT) with a concentration in the field of Mathematics. Mission The purpose of the M.A.E. in Mathematics is to enhance the mathematical knowledge and teaching techniques of middle and secondary mathematics teachers. The program is intended for individuals who currently hold a teaching certificate, but a certificate is not required. Courses associated with this program do not re- quire that the participant have an undergraduate major in mathematics. However, the mathematics background and maturity must include at least twelve hours of mathematics at the undergraduate level, with at least 8 semester credit hours in calculus. Participants whose preparation may not be adequate should confer with the department head or the program director. 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 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 cumulative undergraduate GPA of 2.5 or higher.* Submission of official Graduate Record Exam (GRE) or the Miller Analogies Test (MAT) score. The minimum combined score for the GRE on the verbal and quantitative sections of the general test is 290. The minimum score for the MAT is a raw score of 396.** Admission test must have been taken within the last five years. Completion of a minimum of 12 hours of undergraduate mathematics that includes at least 8 semester credit hours in calculus *Applicants with less than a 2.5 GPA may appeal to the Department of Mathematics and Computer Science, and their application will be reviewed by the Program Director and the Department 81 | C G C / E U G S A c a d e m i c C a t a l o g The minimum number of hours required is 33 semester hours, of which at least 21 must be mathematics courses and 9 must be education courses. The other three hours can be either mathematics or education. Required Mathematics Courses: MATH-518 Technology in Mathematics Classrooms (3) or MATH-815 Mathematical Technology Resources for STEM Education MATH-542 Probability and Statistics (3) MATH-553 Calculus from an Advanced Standpoint (3) Electives Four or five courses* (12-15 semester hours) CSCI-563 OR CSCI-663 may be counted. Required Education Courses (one course from each of the following areas): a. Humanistic Orientation (one course) (3) EDUC-500 Foundations of American Education EDUC-522 Critical Education Issues in Multicultural Society b. Behavioral Science Foundation (one course) (3) EDUC-536 Educational Psychology c. Research (3) EDUC-512 Data Collection and Analysis Total Credit Hours: 33 Descriptions of courses are listed in the last section of this catalog. �Master of Science in Computer Science Department of Mathematics and Computer Science http://www.citadel.edu/root/mathcsprograms/ms- computer-science Dr. Mei Chen, Department Head 843-953-5048, mei.chen@citadel.edu Dr. Shankar Banik, Program Director 843-953-5039, shankar.banik@citadel.edu Mission The Master of Science in Computer Science 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 science program is a joint program with the College of Charleston. 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 of the baccalaureate degree and all other undergraduate or graduate work directly from each regionally accredited college and university. Applicants are expected to have an undergraduate grade point average of at least 3.0. 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. Approval from the Program Director or Department Head before registering for any graduate Computer Science (CSCI) courses. Competency, demonstrated through coursework, approved work experience, or a program administrated competency exam, in the areas of basic Computer Architecture, Object-oriented 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 Science 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: 82 | C G C / E U G S A c a d e m i c C a t a l o g 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 (9 hours). • CSCI-699 Research thesis (6 hours) plus one elective. • CSCI-698 Project Thesis (3 hours) plus two electives. • Three electives (9 hours). ENGR 650, Overview of Technical Project Management, may be substituted for CSCI 634 in satisfying degree requirements for the M.S. in Computer Science. �Department of Health, Exercise, & Sport Science Mission Statement The goals of the M.S. in Health, Exercise, and 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. Master of Science in Health, Exercise & Sport Science Department of Health, Exercise & Sport Science http://www.citadel.edu/root/hess-programs/ graduate/master-of-science-health-exercise-sportscience Dr. Dena P. Garner, Program Director 843-953-6323, garnerd1@citadel.edu Admission Requirements 1. 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. 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. 3. Submission of official Miller Analogies Test (MAT) or Graduate Record Examination (GRE) scores.* Admission test must have been taken within the last five years. 4. 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. 5. 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 283-289 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. 83 | C G C / E U G S A c a d e m i c C a t a l o g �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 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 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 and Methods of Analyzing Research in Health, Exercise, & Sport Science I HESS-560 Research Techniques and 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) * * 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-503 Human Sexuality HESS-504 Public Health HESS-508 Epidemiology HESS-509 Preventive and Rehabilitative Aspects of Physical Activity HESS-511 Special Topics in Health, Exercise, & Sport Science (Exercise Science) HESS-513 Sport Facility & Event Management HESS-518 Sport Marketing 84 | C G C / E U G S A c a d e m i c C a t a l o g HESS-520 Special Topics in Sport Management HESS-521 The Art of Selling in Sport HESS-523 Administration and Leadership of Exercise and Sport Organizations HESS-530 Practicum in Sport Management HESS-534 Accommodating Persons with Disabilities in Sport & Physical Activity HESS-538 Internship in Sport Management (6 hours) HESS-539 Sport Public Relations & Promotions 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, and Physical Activity **** HESS-546 Environmental Physiology *** HESS-547 Techniques of Conditioning for Sport and Physical Fitness HESS-548 Psychology of Sport & Motivation HESS-549 Sociological and Cultural Aspects of Sport HESS-552 Fundraising for Sport Organizations HESS-553 Sport Communications HESS-558 Advertising in Sport HESS-560 Research Techniques and Methods of Analyzing Research in Health, Exercise, & Sport Science II * ** HESS-554 Analysis of Sport Skills and Techniques HESS-555 Legal Aspects of Sport HESS-556 Sport Finance HESS-557 Economics of Sport * 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 •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. �Master of Arts in Sport Management Department of Health, Exercise, & Sport Science http://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. 2. 3. 4. 5. 6. Contact the Director of Graduate Studies for the Department of Health, Exercise, and Sport Science. Completion of the online graduate application along with the non-refundable application fee. Submission of an official transcript of the baccalaureate degree directly from a regionally accredited college or university. 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. 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. *Applicants who score between 380-395 on the MAT or between 283-289 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. 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 85 | C G C / E U G S A c a d e m i c C a t a l o g effective oral and written communications skills through each phase of 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) Sport Marketing (3) The Art of Selling in Sport (3) 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) HESS-518 HESS-521 HESS-523 ELECTIVE COURSES (Choose 5 courses, 15 credit hours) Special Problems in HESS (3) * Special Topics in HESS (3) Sport Facility & Event Management (3) Special Topics in Sport Management (3) * Special Problems in Sport Management (3) * Practicum in Sport Management (3) ~ Current & Future Trends in HESS (3) * Practicum in HESS (3) ~ * Psychology of Sport & Motivation (3) Sociological & Cultural Aspects of Sport (3) Fundraising of Sport Organizations (3) Sport Communication (3) Legal Aspects of Sport (3) Sport Finance (3) Economics of Sport (3) Advertising in Sport (3) HESS-507 HESS-511 HESS-513 HESS-520 HESS-529 HESS-530 HESS-541 HESS-542 HESS-548 HESS-549 HESS-552 HESS-553 HESS-555 HESS-556 HESS-557 HESS-558 ~ 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. �SCHOOL OF ENGINEERING 86 | C G C / E U G S A c a d e m i c C a t a l o g MASTER OF SCIENCE  PROJECT MANAGEMENT  CIVIL ENGINEERING  ELECTRICAL ENGINEERING  MECHANICAL ENGINEERING �Master of Science in Project Management School of Engineering, 843-953-9811 http://www.citadel.edu/root/pmgt-admission Dr. Charles Skipper, charles.skipper@citadel.edu Mission Statement The mission of The Citadel’s Master of Science in Project Management 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. Admission Requirements 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. 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? 87 | C G C / E U G S A c a d e m i c C a t a l o g Students enrolled in the MSPM will automatically be enrolled in the Graduate Certificate in Technical Project Management (TPM). 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 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 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. 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 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 PMGT-682 PMGT-683 PMGT-684 PMGT-685 • Leadership BADM-713 BADM-722 BADM-606 Requirements Development and Management System Verification and Validation Systems Modeling and Integration Human System Integration Decision and Risk Analysis Communication for Leadership Leadership in Organizations 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 88 | C G C / E U G S A c a d e m i c C a t a l o g 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. �Master of Science in Civil Engineering School of Engineering, 843-953-5083 http://www.citadel.edu/root/cee-graduateprograms/master-of-science-civil-engineering Dr. Kevin C. Bower, P.E. kevin.bower@citadel.edu 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. Semester to begin: Fall Summer Spring Admission material due: July 20th April 15th December 1 st 89 | C G C / E U G S A c a d e m i c C a t a l o g 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. 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. Program Requirements 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’s 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 listing the top four corresponding courses of interest 2. Complete at least 6 courses (18 hours) from the civil engineering areas of study below. 3. Complete 4 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 CVIL 714 Advanced Steel Design CIVL 715 Advanced Reinforced Concrete Design CIVL 716 Analysis & Design of Prestressed Concrete Members CIVL 718 Matrix & Finite Element Analysis 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 Non-Technical Electives • • Business Administration BADM 604 Foundations of Economics BADM 609 Foundation of Management & Organization BADM 713 Communication for Leadership BADM 716 Legal & Ethical Environment for Decision Makers BADM 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 90 | C G C / E U G S A c a d e m i c C a t a l o g • 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 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. 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. 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. �Program Requirements 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 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. 91 | C G C / E U G S A c a d e m i c C a t a l o g 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’s Principled Leadership Seminar – LDRS 500   GRADUATION REQUIREMENTS (Course Requirements) All degree candidates must: 1. 2. 3. Complete a total of 30 credit hours of course work. Complete the 4 electrical and computer engineering core courses (12 hours). Complete 6 courses (18 hours) of elective courses. At least 2 electives (6 hours) must be chosen from the electrical and computer engineering department. The remainder (up to 4 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 Adaptive Signal Processing ELEC 645 Data Communications Networks ELEC 655 Digital Communications ELEC 675 Computer Architecture ELECTIVES (at least 6 credit hours) ELEC 605 Advanced Power Systems ELEC 615 Spectral Analysis ELEC 625 RF Systems ELEC 665 Fundamentals of Advanced Energy Conversion 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 Communication for Leadership BADM 716 Legal and Ethical Environment for Decision Makers BADM 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 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 Leading Change: Organization Development and Transformation LDRS 712 Leading Teams: Coaching, Culture, Diversity, and Globalization LDRS 713 Leadership Self-Appraisal, Development & Critical Thinking LDRS 714 Strategic Leadership, Vision, Mission & Contemporary Issues 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 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. 92 | C G C / E U G S A c a d e m i c C a t a l o g 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. �Master of Science in Mechanical Engineering Department of Mechanical Engineering, 843-953-5057 http://www.citadel.edu/root/me-graduateprograms/master-of-science-mechanicalengineering 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. Semester to begin: Fall Summer Spring Admission material due: July 20th April 15th December 1st 93 | C G C / E U G S A c a d e m i c C a t a l o g 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. 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’s 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 6 courses (18 hours) from the mechanical engineering areas of study below. Complete 4 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 • 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 • 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 • Business Administration BADM 604 Foundations of Economics BADM 609 Foundation of Management and Organization BADM 713 Communication for Leadership BADM 716 Legal and Ethical Environment for Decision Makers BADM 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 and 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, and Globalization LDRS 713 Leadership Self-Appraisal, Development And Critical Thinking LDRS 714 Strategic Leadership, Vision, Mission and Contemporary Issues 94 | C G C / E U G S A c a d e m i c C a t a l o g 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 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 / 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. *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). 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. �GRADUATE CERTIFICATE PROGRAMS 95 | C G C / E U G S A c a d e m i c C a t a l o g �Graduate Certificate in Aeronautical Engineering Department of Mechanical Engineering, 843-953-5057 http://www.citadel.edu/root/me-graduateprograms/aeronautical 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 4 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: Dr. Robert J. Rabb, P.E. rrabb@citadel.edu 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 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’s Principled Leadership Seminar – LDRS 500 96 | C G C / E U G S A c a d e m i c C a t a l o g 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. �Graduate Certificate in Built Environment and Public Health At least one of the following courses: CIVL 506 CIVL 640 Geographic Information Systems Urban Mobility Infrastructure Policy and Planning School of Engineering, 843-953-5083 A max of two courses will be transferred in from the following list, or approved by the department head: http://www.citadel.edu/root/cee-graduateprograms/environmental-public-health Medical University of South Carolina Dr. Kevin C. Bower, P.E. kevin.bower@citadel.edu Clemson University 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. College of Charleston 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 Students are required to complete 2 courses (6 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’s 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 97 | C G C / E U G S A c a d e m i c C a t a l o g BEHH 700 Social and Behavioral Sciences ENVH 700 Environmental Health Sciences CRP 8060 CRP 8010 CRP 8020 PUBA 502 PUBA 602 PUBA 611 EVSS 601 EVSS 659 Urban and Regional Analysis Planning Process and Legal Foundations Site Planning & Infrastructure Applications in GIS Public Policy Urban Policy Economic Theory for Policy Analysis 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. �Graduate Certificate in Composites Engineering Department of Mechanical Engineering, 843-953-5057 http://www.citadel.edu/root/me-graduateprograms/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. *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’s Principled Leadership Seminar – LDRS 500 98 | C G C / E U G S A c a d e m i c C a t a l o g 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 4 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 MECH 606 MECH 702 MECH 703 MECH 708 Materials and Process Selection Fatigue and Fracture Theory of Elasticity Theory of Plasticity 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. �Graduate Certificate in Computer Engineering Department of Electrical and Computer Engineering, 843-953-5057 http://www.citadel.edu/root/ece 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 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’s Principled Leadership Seminar – LDRS 500 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 4 courses (12 hours) from the electrical and computer engineering areas of study below. 99 | C G C / E U G S A c a d e m i c C a t a l o g 3. Computer Engineering ELEC 635 ELEC 645 ELEC 655 ELEC 675 Adaptive Signal Processing Data Communications Networks Digital Communications Computer Architecture 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. �Graduate Certificate in Cybersecurity Department of Mathematics and Computer Science http://www.citadel.edu/root/mathcs-programs/ cybersecurity-graduate-certificate Dr. Mei Chen, Department Head, 843-953-5048, mei.chen@citadel.edu Dr. Shankar Banik, Program Director, 843-953-5039, shankar.banik@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 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, objectorientated 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 6 credit hours of courses in a non-degree seeking status and then apply for admission after successful completion of these courses. 100 | C G C / E U G S A c a d e m i c C a t a l o g 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 REQUIREMENT (non-credit bearing) • Darkness to Light Training 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. �Graduate Certificate in Environmental Studies Department of Biology 843-953-5203 http://www.citadel.edu/root/biology-programs/ grad-certificate-environmental-studies 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. Courses taken as part of the Environmental Studies graduate certificate can be counted toward the Master of Arts in Biology at The Citadel if admission is granted to both simultaneously. 101 | C G C / E U G S A c a d e m i c C a t a l o g GRADUATION REQUIREMENT (non-credit bearing) • Darkness to Light Training Program Requirements 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 (3 credit hours) BIOL-609 – Seminar in Environmental Studies Biology Elective Courses (2 courses, minimum of 7 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 *4 credit hours with lab ˚variable credit hours Engineering, Humanities, and Social Sciences Electives (2 courses, 6 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. �Graduate Certificate in Geotechnical Engineering School of Engineering, 843-953-5083 Dr. Kevin C. Bower, P.E. kevin.bower@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. *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’s Principled Leadership Seminar – LDRS 500 102 | C G C / E U G S A c a d e m i c C a t a l o g 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. �Graduate Certificate in Hispanic Studies Department of Modern Languages http://www.citadel.edu/root/mlng-graduatecertificate-hispanic-studies Dr. Sara Fernandez-Medina, 843-953-5065, fernandezs@citadel.edu Dr. Silvia Roca-Martinez, 843-9536811, 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 Spanish-speaking 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. 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, 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? 103 | C G C / E U G S A c a d e m i c C a t a l o g 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 REQUIREMENT (non-credit bearing) • Darkness to Light Training 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 Descriptions of courses are listed in the last section of this catalog. �Graduate Certificate in History and Teaching Content GRADUATION REQUIREMENT (non-credit bearing) • Darkness to Light Training Program Requirements Department of History 843-953-5073 http://www.citadel.edu/root/history-graduatecertificate 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. 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 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. 104 | C G C / E U G S A c a d e m i c C a t a l o g 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 Descriptions of courses are listed in the last section of this catalog. �Graduate Certificate in Homeland Security Department of Criminal Justice 843-953-0319 http://www.citadel.edu/root/criminaljustice-ihsecurity-programs/criminaljustice-graduate/ graduate-certificate-homeland-security 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 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. 105 | C G C / E U G S A c a d e m i c C a t a l o g 3. 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? 4. 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. GRADUATION REQUIREMENT (non-credit bearing) • Darkness to Light Training 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–Topics in Homeland Security CRMJ-555–Leadership Application Course in Criminal Justice CRMJ-560–Homeland Security and Criminal Justice Administration CRMJ-568 / PSCI-568–International and Domestic Terrorism PSCI-569 / CRMJ-569–National Security Policy CRMJ-570–Homeland Security CRMJ-572–Ethics and Integrity in Homeland Security Total Required Courses: 15 credit hours Descriptions of courses are listed in the last section of this catalog. �Graduate Certificate in Intelligence Analysis Department of Criminal Justice 843-953-0319 http://www.citadel.edu/root/criminaljustice-ihsecurity-programs/criminaljusticegraduate/graduate-certificate-in-intelligence 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. 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. Program Requirements 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. GRADUATION REQUIREMENT (non-credit bearing) • Darkness to Light Training Required Courses: CRMJ-580–Introduction to Intelligence CRMJ-581–Intelligence Research and Analysis CRMJ-582–Intelligence Theory Application Elective Courses (select two): CRMJ-515/PSCI-515—Topics in Homeland Security CRMJ-555/PSCI-555—Leadership Application Course in Criminal Justice CRMJ-560—Homeland Security and Criminal Justice Administration CRMJ-562— Comparative Criminal Justice Systems CRMJ-566—Ethics and Integrity in Homeland Security CRMJ-568/ PSCI-568—International and Domestic Terrorism CRMJ-569/PSCI-569—National Security Policy CRMJ-570—Homeland Security CRMJ-583 —Transnational Organized Crime CRMJ-585 — Topics in Intelligence PSCI-510—Topics in Political Science Total Required Courses: 15 credit hours 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 | C G C / E U G S A c a d e m i c C a t a l o g Descriptions of courses are listed in the last section of this catalog. �Graduate Certificate in Leadership Department of Leadership Studies 843-953-5815 http://www.citadel.edu/root/graduate-certificate-inleadership Dr. Benjamin Dean, Department Head bdean@citadel.edu Dr. Jaye Goosby Smith, Program Director jsmith53@citadel.edu The Graduate Certificate in Leadership consists of five (5) three (3) hour courses at the graduate level which can be used in each of the following programs: Master of Arts in Social Science, Master of Science in Project Management, Master of Business Administration; or can be completed as a stand-alone certificate in leadership for those interested individuals who are not enrolled in one of these three programs: Admission Requirements LDRS 723 or BADM 713 – Communication for Leadership PSYC 500 – Human Growth and Development * LDRS 722/BADM 722 is a prerequisite for these courses. Application of Leadership (3 Credit hours), choose one (1) of the following according to your degree status: BADM-740—Global Business Strategy (if enrolled in the MBA program) PMGT-672—Applied Leadership Concepts (if enrolled in M.S. in Project Management program) LDRS-710—Ethics, Values, & Principled Leadership LDRS-711—Leading Change: Organization Development and Transformation LDRS-714—Strategic Leadership, Vision, Mission and Contemporary Issues (if non-degree-seeking or enrolled in degree programs other than MBA or Project Management) LDRS-723—Communications for Leadership Total Required Courses: 15 credit hours Descriptions of courses are listed in the last section of this catalog. 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. 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. 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 Program Requirements The Graduate Certificate in Leadership is a 15 credit hour program consisting of the following requirements: Required Courses (6 Credit hours): LDRS-722/BADM-722—Leadership in Organizations PSYC-570 — Social and Cognitive Foundations of Interpersonal Behavior 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* 107 | C G C / E U G S A c a d e m i c C a t a l o g �Graduate Certificate in Literacy Education 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. Zucker Family School of Education 843-953-5097 Students accepted into the Master of Education in Literacy Education are automatically enrolled in this certificate program. http://www.citadel.edu/root/literacy-educationprogram GRADUATION REQUIREMENT (non-credit bearing) • Darkness to Light Training Dr. Stephenie Hewett stephenie.hewett@citadel.edu Dr. Robin Jocius, Program Coordinator robin.jocius@citadel.edu Dr. Dan Ouzts ouztsd@citadel.edu Learning Outcomes The general goals and objectives of the Graduate Certificate in Literacy Education are: 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 in order to develop a case study; A knowledge of those skills necessary to recognize and • accommodate for individual differences in literacy instruction; A knowledge of and ability to demonstrate effective literacy • instructional strategies; A knowledge of the relationship of literacy skills to • subject-matter content areas; A knowledge of significant research conducted in literacy • education; and A knowledge of how to effectively support English Language • Learners (ELLs) Program Requirements The Graduate Certificate in Literacy Education consists of five, three credit hour courses to be taken in the following order: EDUC-588—Foundations in Literacy EDUC-589—Methods and Materials for Developing Literacy Skills EDUC-590—Literacy Assessment and Instruction EDUC-592—Teaching Reading and Writing in the Middle and High School Content Areas EDUC-591—Practicum in Literacy Education 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 may pursue the Graduate Certificate in Literacy Education who are not licensed by the state. 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 conferred from a regionally accredited college or university. Admission Requirements 1. 2. 3. 4. 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. Submission of proof of two years teaching experience, to be recommended for licensure with the state. 108 | C G C / E U G S A c a d e m i c C a t a l o g Certification will not be recommended from The Citadel nor from the SC State Department of Education. Upon completion of these requirements and completion of the five courses listed above, the student will have completed the Graduate Certificate in Literacy Education from The Citadel. Certificate completion will be noted on the official Citadel transcript. �Graduate Certificate in Manufacturing Engineering Department of Mechanical Engineering, 843-953-5057 http://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. *Students who have manufacturing focus Engineering Graduate not be required for program). been admitted to the MSME with a need to apply for the Manufacturing Certificate program (application fee will those already admitted to the MSME 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 500 109 | C G C / E U G S A c a d e m i c C a t a l o g 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 4 courses (12 hours) from the manufacturing engineering area of study below. 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. �Graduate Certificate in Mechatronics Engineering Department of Mechanical Engineering, 843-953-5057 http://www.citadel.edu/root/me-graduateprograms/mechatronics 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. 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 500 110 | C G C / E U G S A c a d e m i c C a t a l o g 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 4 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 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. �Graduate Certificate in Military Leadership Department of Leadership Studies 843-953-5815 http://www.citadel.edu/root/graduate-certificatemilitary-leadership Dr. Benjamin Dean, Department Head bdean@citadel.edu Dr. Jaye Goosby Smith, Program Director jsmith53@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. The certificate program includes an individual research project focused on a specific dimension of military leadership. This serves as the student's capstone experience in the program. Finally, the five courses in the certificate program can be coupled with the following seven additional courses to complete the M.S. in Leadership degree.        LDRS 710 LDRS 711 LDRS 712 LDRS 723 or BADM 713 LDRS 766/BADM 766 PSYC 570 PSCI 501 or EDUC 512 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. 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 500 111 | C G C / E U G S A c a d e m i c C a t a l o g Program Requirements REQUIRED COURSES 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 LDRS 715 – Leadership Capstone Project * *Must be taken as the last course in the certificate program. Total Required Courses: 15 credit hours Descriptions of courses are listed in the last section of this catalog. 3 3 3 3 3 �Graduate Certificate in Power and Energy Engineering Department of Mechanical Engineering, 843-953-5057 http://www.citadel.edu/root/me-graduateprograms/power-and-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 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 500 112 | C G C / E U G S A c a d e m i c C a t a l o g 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 4 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. �Graduate Certificate in Sport Management - Sport Sales & Marketing Department of Health, Exercise, and Sport Science 843-953-5060 http://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 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. 113 | C G C / E U G S A c a d e m i c C a t a l o g Students accepted to the Master of Arts in Sport Management are automatically enrolled in this certificate program. GRADUATION REQUIREMENT (non-credit bearing) • Darkness to Light Training Program Requirements 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. �Graduate Certificate in Structural Engineering School of Engineering, 843-953-5083 http://www.citadel.edu/root/cee-graduateprograms/structural-engineering Dr. Kevin C. Bower, P.E. kevin.bower@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). 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 500 114 | C G C / E U G S A c a d e m i c C a t a l o g 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 structural engineering areas of study below. 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. �Graduate Certificate in Student Affairs School of Education 843-953-5097 http://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. 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. 115 | C G C / E U G S A c a d e m i c C a t a l o g GRADUATION REQUIREMENT (non-credit bearing) • Darkness to Light Training 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. �Graduate Certificate in Systems Engineering Management School of Engineering 843-953-9811 http://www.citadel.edu/root/pmgt-admission Dr. Charles Skipper charles.skipper@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. Admission Requirements Successful applicants must meet the following criteria for admission into the SEM graduate certificate program. 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 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? All material must be received by the CGC office and evaluated by the department 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. 116 | C G C / E U G S A c a d e m i c C a t a l o g • • GRADUATION REQUIREMENT (non-credit bearing) Darkness to Light Training The Citadel Principled Leadership Seminar – LDRS 500 Program Requirements Students must complete three required courses and one of the elective courses identified below: Required Courses: • PMGT-680 Systems Engineering Management Fundamentals • PMGT-681 Requirements Development and Management • PMGT-682 System Verification and Validation Elective Courses (Select one): • PMGT-683 Systems Modeling and Integration • PMGT-684 Human System Integration • PMGT-685 Decision and Risk Analysis 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. Total Required Courses: 12 credit hours Descriptions of courses are listed in the last section of this catalog. �Graduate Certificate in Technical Program Management School of Engineering 843-953-9811 http://www.citadel.edu/root/pmgt-admission Dr. Charles Skipper, charles.skipper@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? All material must be received by the CGC office and evaluated by the department to receive consideration to the TPgM Graduate Certificate program. An undergraduate engineering degree is not required. 117 | C G C / E U G S A c a d e m i c C a t a l o g GRADUATION REQUIREMENT (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 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. 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. �Graduate Certificate in Technical Project Management School of Engineering 843-953-9811 http://www.citadel.edu/root/pmgt-admission Dr. Charles Skipper, charles.skipper@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 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? *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 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. 118 | C G C / E U G S A c a d e m i c C a t a l o g GRADUATION REQUIREMENT (non-credit bearing) • Darkness to Light Training • The Citadel Principled Leadership Seminar – LDRS 500 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. �Graduate Certificate in Transportation Engineering School of Engineering, 843-953-5083 http://www.citadel.edu/root/cee-graduateprograms/transportation-engineering Dr. Kevin C. Bower, P.E. kevin.bower@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. *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 500 119 | C G C / E U G S A c a d e m i c C a t a l o g 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 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. �EVENING UNDERGRADUATE DEGREE PROGRAMS 120 | C G C / E U G S A c a d e m i c C a t a l o g �Bachelor of Arts in Criminal Justice 2. Department of Criminal Justice 843-953-0319 3. http://www.citadel.edu/root/ eveningundergraduatestudies-2-2-programs/ criminal-justice 4. 5. 6. Ms. Lindey Maza lmaza@citadel.edu Admission Requirements 1. 2. 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 in the evening. 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. Mission 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 Develop 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 The Steps 1. Submit SAT/ACT scores or take a technical college’s placement exam. Visit the Technical College’s Orientation Center to be assigned an advisor. Meet with your advisor to fill out a 2+2 enrollment form. Complete specified courses at the technical college with a minimum cumulative grade point average of 2.0. Apply to The Citadel. Apply to a regionally accredited college or university. If attending a technical college, list either A.A. or CRJ as your major and CitadelCriminal Justice as your career path. 121 | C G C / E U G S A c a d e m i c C a t a l o g 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. Program of Study Courses taken at a South Carolina technical college (or equivalent): 65 credit hours Courses: Writing/English Composition-6 hours ENG-101 English Composition I ENG-102 English Composition II Humanities/Foreign Language-6 hours MUS-105 Music Appreciation ART-101 Art History and Appreciation ART-107 History of Early Western Art ART-108 History of Western Art PHI-101 Introduction to Philosophy PHI-110 Ethics REL-101 Introduction to Religion Any Introductory Language sequence 101/102 (does not have to be sequential) Hours 3 3 3 3 3 3 3 3 3 6 History-6 hours (Select one Sequence) HIS-101/102 History of Western Civ. HIS-104/105 History of World Civ. 6 6 Mathematics-6 hours MAT-109 College Algebra with Modeling MAT-120 Probability and Statistics 3 3 Science-8 hours Courses must have lab, not necessarily sequential BIO-101 Biological Science I + lab BIO-102 Biological Science II + lab CHM-106 Contemporary Chemistry I + lab CHM-107 Contemporary Chemistry II + lab 4 4 4 4 �PHY-201 Physics I + lab PHY-202 Physics II + lab AST-101 Solar System Astronomy + lab AST-102 Stellar Astronomy + lab 4 4 4 4 Social Science-6 hours SOCI-101 Introduction to Sociology Take one of the following: ANT-101 Cultural Anthropology PSC-201 American National Gov. PSY-201 General Psychology 3 3 3 3 Criminal Justice Major-6 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 CPT-101 Intro to Computers (3 hours) Oral Communications (3 hours) Literature (3 hours) Humanities/Social Sci/Comm (9 hours) Courses Taken at The Citadel: 55 credit hours Hours 1 Required courses if not taken at a technical college - 6 hours CRMJ-201 Intro to Criminal Justice 3 CRMJ-202 Criminology 3 Required Courses - 6 hours 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) 33 hours must be taken from the courses listed below: 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 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: Recommended for technical college AA Students Course EUGS-101-Introduction to The Citadel Experience (must be taken in first semester at The Citadel) 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 and Failures 3 3 3 3 3 3 122 | C G C / E U G S A c a d e m i c C a t a l o g Electives: (3 courses, 9 credit hours) PSCI-302 Urban Politics PSCI-310 Domestic Terrorism PSCI-311 The Civil Rights Movement and American Politics PSCI-342 International Terrorism PSCI-361 Law and Legal Process PSCI-392 Political Theory PSCI-401 Public Policy Process PSCI-461 Issues in Contemporary Constitutional Law PSCI-462 Constitutional Law: Civil Rights and Liberties SOCI-201,202 and any 300-400 level course in sociology 3 3 3 3 3 3 3 3 3 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 Evening 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 �Bachelor of Science in Business Administration School of Business, 843-953-5056 http://www.citadel.edu/root/ eveningundergraduatestudies-2-2-programs/businessadministration Morgan LaForge, M.Ed., 843-953-5257 mlaforge@citadel.edu Mission The mission of the School of Business is to educate and develop leaders of principle to serve a global community. Program Description The Citadel’s Evening Bachelor of Science in Business Administration is a degree completion program. Students take freshman and sophomore level courses at a SC technical college, and attend The Citadel for their junior and senior level courses. Students enrolled at a SC technical college should pursue an Associate in Arts degree. Students may being taking Citadel courses at any time as long as 24 college credit hours have been transferred to The Citadel and prerequisites have been met. Prerequisites include English Composition I and II, College Algebra, Probability and Statistics, Micro and Macroeconomics, Financial and Managerial Accounting, and Introduction to Computers. Admission Requirements To be admitted into The Citadel’s portion of the program, students must: 1. 2. 3. Complete the evening 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. Program of Study The Business Administration program consists of 62 hours of general education and lower division courses at a South Carolina 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. Courses Taken at a South Carolina technical college (or equivalent): 62 credit hours Courses: Writing/English Composition (6 hours) ENG-101 English Composition I ENG-102 English Composition II Humanities/Foreign Language (6 hours) MUS-105 Music Appreciation ART-101 Art History and Appreciation ART-107 History of Early Western Art ART-108 History of Western Art PHI-101 Introduction to Philosophy PHI 105 Introduction to Ethics (recommended) PHI-110 Ethics REL-101 Introduction to Religion FRE/SPA/GER-101 and/or 102 (Need not be in the same language) 3 3 3 3 3 3 3 3 3 3 6 Mathematics (6 hours) MAT-110 College Algebra MAT-130 Elementary Calculus 3 3 History (6 hours) HIS-101 History of Western Civ. I HIS-102 History of Western Civ. II HIS-104 History of World Civ. I HIS-105 History of World Civ. II HIS-201 American History I HIS-202 American History II 3 3 3 3 3 3 Science (8 hours) Courses must have lab and need not be sequential BIO-101 Biological Science I BIO-102 Biological Science II CHM-110 College Chemistry I CHM-111 College Chemistry II PHY-201 Physics I PHY-202 Physics II AST-101 Solar System Astronomy AST-102 Stellar Astronomy 4 4 4 4 4 4 4 4 Social Science (6 hours) ECO-210 Macroeconomics ECO-211 Microeconomics 123 | C G C / E U G S A c a d e m i c C a t a l o g Hours 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 Courses Taken at a South Carolina technical college, The Citadel, or Another Institution – 12 hours Electives (12 hours) Courses may be any college level transferable course. Lower Division Electives (12 hours) Any courses apply Recommended for AA students: Electives - 12 (Select from Humanities/Social Sciences/ Communication/Foreign Languages) Total Credit Hours: 120 Courses Taken at The Citadel: 46 credit hours Courses: 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. Hours EUGS 101-Introduction to The Citadel Experience (must be taken in first semester at The Citadel) 1 Business Major Requirements (27 Hours) BADM-216 Communication in Business BADM-217 Computer Applications in Business BADM-305 Legal & Ethical Env. of Business BADM-309 Marketing Principles BADM-321 Business Finance BADM-338 Management & Org. Behavior BADM-371 Leadership in Organizations BADM-410 Production & Operations Mgt. BADM-422 Strategic Management Business Electives (12 Hours) BADM-320 International Business BADM-323 Quality Management BADM-324 Purchasing and Materials Management BADM-326 Principles of Real Estate BADM-327 Principled Entrepreneurship and the Free Enterprise System BADM-329 Project Management BADM-404 Investments BADM-405 Marketing Management BADM-407 Money and Banking BADM-409 Human Resource Management BADM-413 International Marketing BADM-414 Consumer Behavior BADM-415 Relationship Marketing BADM-417 Management Information Systems BADM-420 Management of Change BADM-421 Logistics Management BADM-423 Personal Finance BADM-425 Small Business Management/ Entrepreneurship BADM-428 Technology and Entrepreneurship BADM-429 Technology and Entrepreneurship BADM-430–435 Seminar in Business Administration BADM-450 Internship BADM-490 Independent Study 124 | C G C / E U G S A c a d e m i c C a t a l o g 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 �Bachelor of Arts in Political Science Program of Study Department of Political Science 843-953-5072 Courses taken at a South Carolina technical college (or equivalent): 65 credit hours http://www.citadel.edu/root/ eveningundergraduatestudies-2-2-programs/ political-science Writing/English Composition (6 hours) ENG 101 English Composition I – 3 ENG 102 English Composition II – 3 Dr. Dubose Kapeluck, Department Head 843-953-2037 dubose.kapeluck@citadel.edu Humanities/Foreign Language (6 hours) MUS 105 Music Appreciation – 3 ART 101 Art History and Appreciation – 3 ART 107 History of Early Western Art – 3 ART 108 History of Western Art – 3 PHI 101 Introduction to Philosophy – 3 PHI 110 Ethics – 3 REL 101 Introduction to Religion – 3 FRE/SPA/GER 101 and 102 – 8 Brad Collins, Advisor 843-953-4852 collinsb1@citadel.edu Mission Statement 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. 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. 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. Completion of the evening undergraduate application. 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. 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. History (6 hours) HIS 101 Western Civ. to 1689 – 3 HIS 102 Western Civ. post 1689 – 3 HIS 104 World History I – 3 HIS 105 World History II – 3 HIS 201 American History Discovery to 1877 – 3 HIS 202 American History 1877 to Present – 3 Mathematics (6 hours) MAT 109 College Algebra with Modeling – 3 or MAT 110 College Algebra – 3 MAT 120 Probability and Statistics – 3 Science (8 hours with lab, not necessarily sequential) BIO 101 Biological Science I – 4 BIO 102 Biological Science II – 4 CHM 110 College Chemistry I – 4 CHM 111 College Chemistry II – 4 PHY 201 Physics I – 4 PHY 202 Physics II – 4 AST 101 Solar System Astronomy – 4 AST 102 Stellar Astronomy – 4 Social Science (9 hours) PSC 201 American Gov. – 3 PSC 215 State and Local Gov. – 3 ECO 210 Macroeconomics – 3 Lower Division Electives (24 hours) (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: 65 125 | C G C / E U G S A c a d e m i c C a t a l o g �Courses taken at The Citadel: 52 credit hours EUGS 101-Introduction to The Citadel Experience - 1 (must be taken in first semester at The Citadel) Required Major Courses: 6 hours PSCI 361 Law and Legal Process – 3 PSCI 461 Powers of Government – 3 American Politics Electives: 15 hours PSCI 301 American Parties and Politics – 3 PSCI 302 Urban Politics – 3 PSCI 304 American Political Thought – 3 PSCI 305 American Presidency – 3 PSCI 306 Legislative Process – 3 PSCI 307 Southern Politics – 3 PSCI 308 Public Opinion – 3 PSCI 310 Domestic Terrorism – 3 PSCI 311 The Civil Rights Movement and American Politics – 3 PSCI 371 Leadership in Politics – 3 PSCI 393 Research Methods in Political Science – 3 PSCI 396 Politics and the Media – 3 PSCI 402 Politics of Bureaucracy – 3 PSCI 403 Topics in American Government and Politics – 3 PSCI 431 American Foreign Relations – 3 PSCI 492 Special Topics in Political Science: Modern Ideologies – 3 PSCI 498 Independent Study* – 3 PSCI 499 Internship* – 3 Pre-Law and Legal Studies Subfield Electives: 12 hours PSCI 304 American Political Thought – 3 PSCI 311 The Civil Rights Movement and American Politics – 3 PSCI 331 International Law – 3 PSCI 393 Research Methods in Political Science – 3 PSCI 402 Politics of Bureaucracy – 3 PSCI 463 Topics in Law and Legal Studies – 3 PSCI 498 Independent Study* – 3 PSCI 499 Internship* – 3 SOCI 201 Introduction to Sociology – 3 CRMJ 202 Criminology – 3 ENGL 411 Writing in the Professions – 3 BADM 211 Accounting Principles and Practice – 3 CRMJ 465 Special Topics in Criminal Justice – 3 CRMJ 371 Criminal Law** – 3 CRMJ 373 Criminal Evidence – 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) 126 | C G C / E U G S A c a d e m i c C a t a l o g 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 �Bachelor of Science in Social Studies Education 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. School of Education, 843-953-5097 Trident-Citadel 2 Plus 2/Degree Completion Program Social Studies Education Major http://www.citadel.edu/root/teacher-education Program Coordinator and Education Advisor: Dr. Kathryn Richardson Jones, Ed.D., Kathryn.Jones@citadel.edu, 843-953-3163 Social Studies Advisor: Dr. Katherine Grenier, grenierk@citadel.edu Support Services: Ms. Marcia Bonica, Marcia.bonica@citadel.edu 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, and 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. The Steps 1. 2. 3. 4. 5. 6. Apply to a regionally accredited college or university or technical college. Submit SAT/ACT scores or take a technical college’s placement exam Visit the Technical College’s Orientation Center to be assigned an advisor. Meet with your advisor to fill out a 2+2 enrollment form. Complete specified courses at the technical college with a minimum cumulative grade point average of 2.0. Apply to The Citadel. 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. 127 | C G C / E U G S A c a d e m i c C a t a l o g Total Hours for the Baccalaureate Degree is 123-125 hours Courses Taken At Trident Technical College: 65-67 hours General Education: 38 Hours Writing/English Composition: 6 hours ENG 101 English Composition I ENG 102 English Composition II 3 3 Humanities/Foreign Lang.: 6 hours MUS 105 Music Appreciation ART 101 Art History and Appreciation 3 3 History: 12 hours HIS 104 World History I HIS 105 World History II HIS 201 American History HIS 202 American History 3 3 3 3 Mathematics: 6 hours MAT 110 College Algebra MAT 120 Probability and Statistics 3 3 Science: 8 hours Courses must have lab, not necessarily sequential BIO 101 Biological Science I BIO 102 Biological Science II CHM 110 College Chemistry I CHM 111 College Chemistry II PHY 201 Physics I PHY 202 Physics II AST 101 Solar System Astronomy AST 102 Stellar Astronomy 4 4 4 4 4 4 4 4 Social Science: 12 hours PSC 201 American Gov. SOC 101 Intro to Sociology PSY 101 General Psychology ECO 210 Macroeconomics 3 3 3 3 Lower Division Electives: 15-17 hours (Any Transferable Courses Apply) Recommended for TTC AA Students Oral Communication CPT 101 Introduction to Computers 3 3 �Courses taken at The Citadel: 58 Hours EUGS 101-Introduction to The Citadel Experience (1 credit hour; 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 Teaching Students with Special Needs EDUC 301 Foundations in Literacy Development EDUC 401 Methods and Materials of Secondary School Teaching EDUC 306 Teaching Reading in Secondary Schools EDUC 402 Special Methods in Teaching EDUC 499 Teaching Internship (12 hours) 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 3 3 3 3 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) 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 I exams on file at The Citadel. 2. Maintained a cumulative Grade Point Average of 2.750 or higher on coursework taken at The Citadel. 3. Passed 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 128 | C G C / E U G S A c a d e m i c C a t a l o g 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: Acceptable disposition evaluations; 1. Completed all professional education courses and content coursework with a cumulative GPA of at least 2.75 2. Completed successfully all previous field experiences 3. Have on file at The Citadel official records of the appropriate PRAXIS I, PRAXIS II test score(s) and the appropriate PRAXIS II - Principles of Learning and Teaching (PLT)* test score 4. 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 I, 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). �Bachelor of Science in Civil Engineering Program Educational Objectives: Department of Civil and Environmental Engineering http://www.citadel.edu/CEE The Civil and Environmental Engineering program educational objectives are designated in the following three areas: Dr. Kevin C. Bower, Department Head 843-953-5083 kevin.bower@citadel.edu 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. Department’s Mission Statement The mission of the Department of Civil and Environmental Engineering (CEE) is to provide a nationally recognized studentcentered 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 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. Admission Requirements 1. 2. 3. Completion of the designated courses with an approved the Technical College or equivalent 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. 129 | C G C / E U G S A c a d e m i c C a t a l o g 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. 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. 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. 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 Mode The Citadel through the CGC 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. �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 ▪Natural Sciences ▪Mechanics ▪Experiments ▪Problem Solving ▪Design in four Areas* ▪Contemporary Issues ▪Project Management ▪Breadth in Civil Engineering in four Areas* ▪Communication ▪Public Policy/Public Administration ▪Business ▪Leadership ▪Multi-Disciplinary Team Work ▪Lifelong Learning ▪Professional & Ethical Responsibility *Environmental, Geotechnical, Structural, Transportation Program of Study The Civil and Environmental Engineering Department’s four- year program begins with courses which 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 offcampus 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 Hours Required for Graduation: 137 Courses Taken at Trident Technical College (or equivalent) Civil Engineering (17 credit 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 Humanities/Social Sciences (21 credit hours) ENG-101 English Composition I ENG-102 English Composition II ENG-205 English Literature I ENG-260 Advanced Technical Communications HIS-101 Western Civilization to 1689 HIS-102 Western Civilization Post 1689 PSY-201 General Psychology Math/Science (36 credit hours) BIO-101 Biological Science I CHM-110 College Chemistry I CHM-111 College Chemistry II EGR-275 Introduction to Engineering/Computer Graphics MAT-140 Analytic Geometry and Calculus I MAT-141 Analytic Geometry and Calculus II MAT-240 Analytic Geometry and Calculus III MAT-242 Differential Equations PHY-221 University Physics Total Credit Hours at TTC (or equivalent): 74 4 4 4 4 4 4 4 4 4 Courses Taken at The Citadel Third Year (35 credit 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 Fourth Year (28 credit hours) 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-418 Fluid Mechanics Laboratory CIVL-419 Environmental Engineering Laboratory CIVL-432 Civil Engineering Capstone I CIVL-433 Civil Engineering Capstone II Humanities/Social Science Elective* *Elective to be an approved Engineering or Science course. Total Credit Hours at The Citadel: 63 130 | C G C / E U G S A c a d e m i c C a t a l o g 3 3 3 3 3 3 3 3 3 3 3 1 4 2 3 3 3 1 3 3 1 3 3 3 3 3 1 1 1 3 3 3 �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. Equipment for the design, mixing, compaction by both hammer and gyratory means, and testing of asphalt concrete paving mixtures by the Marshall and other methods is included. 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 twenty-four student stations and 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. 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. The Special Applications Lab – LeTellier 206 LeTellier 206 is the home of the Civil and Environmental Engineering Department Special Applications Lab. The fifteen 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. 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. 131 | C G C / E U G S A c a d e m i c C a t a l o g 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. 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. 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. 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. �Bachelor of Science in Electrical Engineering Department of Electrical and Computer Engineering http://www.citadel.edu/root/ eveningundergraduatestudies-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 Mathematics and Computer Science, 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 highly conducive both to learning and to the development of close student-faculty relationships. 132 | C G C / E U G S A c a d e m i c C a t a l o g 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. 2. 3. Completion of the designated courses with an approved Technical College or equivalent 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 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 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, 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. 4. 5. 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. Pursue graduate education and/or professional registration as desired or required. 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 lifelong 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 3 credit hours of computer applications for electrical engineers. Electrical engineering topics studied in the sophomore year include 6 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, 8 credit hours of chemistry or biology, 8 credit hours of physics, 18 credit hours of English and history and 3 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. 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. 133 | C G C / E U G S A c a d e m i c C a t a l o g 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) and ELEC-415 (Electrical Measurements Laboratory), ELEC-407 (Systems II), ELEC-413 (Advanced Topics in Electrical Engineering) ELEC-414 (System Simulation), ELEC-416 (Communications Engineering), ELEC418 (Advanced Digital Systems), ELEC-419 (Computer Network Architecture), ELEC-423 (Digital Signal Processing), ELEC- 424 (Solid-State Devices), ELEC-425, (Interference Control in Electronics), ELEC-426 (Antennas and Propagation), Energy Systems Engineering (ELEC-427), Computer Architecture (ELEC428) 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-418 Advanced Digital Systems ELEC-419 Computer Network Architecture ELEC-423 Digital Signal Processing ELEC-416 Communications Engineering ELEC-428 Computer Architecture Power Engineering CIVL-310 Statics and Mechanics of Materials For NonCivil Engineers ELEC-307 Nuclear Engineering ELEC-403 Electric Power Systems ELEC-407 Systems II ELEC-405 Electrical Measurements ELEC-415 Electrical Measurements Laboratory ELEC-426 Antennas and Propagation ELEC-427 Energy Systems Engineering 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-418 Advance Digital Systems ELEC-423 Digital Signal Processing ELEC-424 Solid State Devices ELEC-405 Electrical Measurements ELEC-415 Electrical Measurements Laboratory �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, electric machines, and digital circuits and 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 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 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. 134 | C G C / E U G S A c a d e m i c C a t a l o g Electrical Engineering Major: Electrical Engineering Path at a South Carolina Technical College (or equivalent): 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 Humanities/Social Sciences (21 credit hours) ENG-101 English Composition I ENG-102 English Composition II ENG-205 English Literature I ENG-206 English Literature II HIS-101 Western Civilization to 1689 HIS-102 Western Civilization Post 1689 PSY-201 General Psychology 3 3 3 3 3 3 3 Math/Science (32 credit hours) CHM-110 College Chemistry I CHM-111 College Chemistry II MAT-140 Analytic Geometry and Calculus I MAT-141 Analytic Geometry and Calculus II MAT-240 Analytic Geometry and Calculus III MAT-242 Differential Equations PHY-221 University Physics I PHY-222 University Physics II 4 4 4 4 4 4 4 4 Total Credit Hours at TTC (or equivalent): 71 Courses Taken At The Citadel 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 3 ELEC-330 Digital Systems Engineering ELEC-412 Applied Probability and Statistics for Engineers ELEC-421 Design I ELEC-422 Design I 1 6 3 3 3 1 3 3 3 3 3 �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-415 Electrical Measurements Laboratory ELEC-416 Communications Engineering ELEC-418 Advanced Digital Systems ELEC-419 Computer Network Architecture ELEC-423 Digital Signal Processing ELEC-424 Solid-State Devices ELEC-425 Interference Control in Electronics ELEC-426 Antennas and Propagation ELEC-427 Energy Systems Engineering ELEC-428 Computer Architecture CSCI-420 Software Engineering Note: ELEC 405 and ELEC 415 must be taken together. 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 CIVL-411 Engineering Management MATH-381 Deterministic Methods of Operational Research MATH-470 Mathematical Models and Applications MECH-325 Computer Applications w/ Lab Math/Civil Engineering Courses (5 credit hours) MATH-335 Applied Mathematics II CIVL-314 Engineering Administration 3 3 3 2 3 3 3 1 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 2 Humanities Elective (3 credit hours) - To be selected from an approved list of courses in the humanities or social sciences** Total Credit Hours at The Citadel: 58 Credit hours required for graduation: 128 **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 135 | C G C / E U G S A c a d e m i c C a t a l o g �Bachelor of Science in Mechanical Engineering Department of Mechanical Engineering Program Core Values The Mechanical Engineering Program has adopted the following core values: http://q1.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 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 broad-based, rigorous curriculum, emphasizing theoretical and practical engineering concepts, strong professional values, and a disciplined work ethic. Admission Requirements 1. 2. 3. Completion of the designated courses with an approved Technical College or equivalent 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 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. 136 | C G C / E U G S A c a d e m i c C a t a l o g 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 educational excellence. Program Requirements Two-Plus-Two Evening Mode 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 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. 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 real-world control of robots, unmanned aerial vehicles, and other autonomous systems. Courses Taken at Trident Technical College (or equivalent) Mechanical Engineering (22 credit 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-275 Intro. to Engineering/Computer Graphics EGR-262 Engineering Dynamics^ 1 3 3 3 3 3 3 3 Humanities/Social Science Courses (21 credit hours) ENG-101 English Composition I ENG-102 English Composition II ENG-205 English Literature I ENG-206 English Literature II HIS-101 Western Civilization to 1689 HIS-102 Western Civilization Post 1689 PSY-201 General Psychology 3 3 3 3 3 3 3 137 | C G C / E U G S A c a d e m i c C a t a l o g Math/Science Requirements (32 credit hours) CHM-110 College Chemistry I CHM-111 College Chemistry II MAT-140 Analytic Geometry and Calculus I MAT-141 Analytic Geometry and Calculus II MAT-240 Analytic Geometry and Calculus III MAT-242 Differential Equations PHY-221 University Physics I PHY-222 University Physics II 4 4 4 4 4 4 4 4 Total Credit Hours at TTC (or equivalent): 75 Courses Taken at The Citadel Third Year (37 credit hours) CIVL-301 Dynamics ^ CIVL-304 Mechanics of Materials CIVL-307 Materials Laboratory MATH-335 Applied Mathematics II 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 w/lab MECH-460 Mechanical Engineering Sys Design 3 3 1 3 3 3 3 3 3 3 3 3 3 Fourth Year (26 credit 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 2 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 at The Citadel: 63 Hours Required for Graduation: 135 �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. 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. 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; 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. 138 | C G C / E U G S A c a d e m i c C a t a l o g 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 program director. 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. Two humanities or social science electives, 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). �GRADUATE COURSE DESCRIPTIONS 139 | C G C / E U G S A c a d e m i c C a t a l o g �Course Descriptions Descriptions of graduate courses and evening undergraduate 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. 140 | C G C / E U G S A c a d e m i c C a t a l o g 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. 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 inducation 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-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-601—Evolution of Animals 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. 141 | C G C / E U G S A c a d e m i c C a t a l o g 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. 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 experience. 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-607—Microbiology Four Credit Hours General coverage of the anatomy, morphology, ecology, and chemistry of microorganisms. The emphasis of the course will be on bacteria, however, some time will be spent on the study of fungi, viruses, richettsiae, and protozoans. Lecture: three hours a week; laboratory: three hours a week. 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 structureactivity relationships, single-species and community-level toxicity measures, regulatory issues, and career opportunities. Examples will be drawn from marine, freshwater, and brackish-water systems. Lecture: three hours a week; laboratory: three hours a week. 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 coinstructors 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, speluking 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) Foundation Courses: BADM-601—Foundations of Accounting Three Credit Hours This course is designed to provide students with knowledge of the basic tools and concepts used in financial accounting. It emphasizes identifying and interpreting relevant accounting information for decision-making by external users. The focus is on the four financial statements: the income statement, the statement of changes in equity, the balance sheet, and the statement of cash flows. Prerequisite: None. 142 | C G C / E U G S A c a d e m i c C a t a l o g BADM-604—Foundations of Economics Three Credit Hours This course introduces students to microeconomics (the study of individual economic units, including product markets, individual consumers, and firms) and macroeconomics (the study of broad economic aggregates such as gross domestic product). Prerequisite: None. BADM-605—Foundations of Finance Three Credit Hours This introductory course in finance provides students with the financial management tools necessary to analyze complex business financial problems, and offer reasoned alternative solutions. The course builds on principles presented in basic financial and managerial accounting courses, and introduces the student to new financial principles. This course may be completed through a Citadelapproved exam. The exam must be completed within the first semester the student is accepted into the MBA program. Prerequisite: Foundations of Accounting (BADM-601) or equivalent undergraduate coursework. BADM-606—Foundations of Quantitative Methods and Operations Management Three Credit Hours This course provides students with an introduction to both the fundamentals of operations management and the essential concepts of probability and statistics. Topics include collection, organization, description, and presentation of data; discrete and continuous probability distributions; sampling distributions; regression, model building, and correlation analysis; forecasting; statistical process control; decision analysis; and waiting lines. Emphasis is on understanding the processes involved in the sourcing, production, and delivery of products and services, along with related operational issues like customer satisfaction, scheduling, project management, quality, inventory, reliability, and capacity management. The spreadsheet computational tool (Excel) is heavily used in this course. Prerequisite: None. BADM-607—Foundations of Marketing Three Credit Hours This course provides an introduction to the world of business marketing including the nature and fundamental concepts of marketing, the assessment of consumer behavior, competitive analysis and marketing decision-making focused on the marketing planning process. This course may be completed via CLEP. The CLEP exam must be completed within the first semester the student is accepted into the MBA program. Prerequisite: None. BADM-609—Foundations of Management and Organizations Three Credit Hours This course introduces students to the classical management functions of planning, organizing, leading, and the exercise of control. This course integrates classical and modern management concepts with an array of real-world cases, including a survey of the concepts and techniques involved in designing and managing operations. This course may be completed via CLEP. The CLEP exam must be completed within the first semester the student is accepted into the MBA program. Prerequisites: None. �MBA Core Courses: 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. 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-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-722—Leadership in Organizations 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 self assessments, role play, team building exercises, and a leadership portfolio. 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 decision- making, including behavioral and ethical aspects. Prerequisite: Foundations of Accounting (BADM-601), Foundations of Finance (BADM-605), or equivalent undergraduate coursework. 143 | C G C / E U G S A c a d e m i c C a t a l o g 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, 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: Foundations of Quantitative Methods and Operations Management (BADM-606) or equivalent undergraduate coursework. BADM-734—Financial Problems 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: Foundations of Finance (BADM-605) or equivalent undergraduate coursework. 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: Foundations of Marketing (BADM-607) or equivalent undergraduate coursework. 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: Accounting for Executives (BADM-728), Quantitative Methods for Operations Management (BADM-731), Financial Problems (BADM-734), and Strategic Marketing (BADM -737). Must be taken within the last six hours of a students’ MBA program of study. �BADM-750—Seminar 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—Seminar 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: Foundations of Accounting (BADM-601) or equivalent undergraduate coursework and Accounting for Executives (BADM-728). BADM-752—Seminar 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: Foundations of Economics (BADM-604) or equivalent undergraduate work. BADM-753—Seminar 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: Foundations of Finance (BADM-605) or equivalent undergraduate work. BADM-754—Seminar 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: Foundations of Management and Organizations (BADM-609) or equivalent undergraduate coursework. BADM-755—Seminar 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: Foundations of Marketing (BADM-607) or equivalent undergraduate coursework. 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. 144 | C G C / E U G S A c a d e m i c C a t a l o g Prerequisite: Foundations of Finance (BADM-605) or equivalent undergraduate coursework. BADM-757—Personal Finance Three Credit Hours 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: None. 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. 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: Foundations of Management and Organizations (BADM-609) or equivalent undergraduate coursework. industry and the economy. Techniques include smoothing, time series analysis, and regression analysis. Prerequisite Quantitative Methods for Operations Management (BADM-731). 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: Foundations of Marketing (BADM-607) or equivalent undergraduate coursework. 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: Foundations of Marketing (BADM-607) or equivalent undergraduate coursework. 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: Foundations of Marketing (BADM-607) or equivalent undergraduate coursework. 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: Foundations of Finance (BADM-605) or equivalent undergraduate coursework. 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 long-run profitability of the firm. This course will help the student understand and create forecasts for the firm, 145 | C G C / E U G S A c a d e m i c C a t a l o g 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-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: Foundations of Finance (BADM-605). 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. 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. Civil Engineering (CIVL) 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-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 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-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 socioeconomic decisions related to natural hazards and historical structures. Prerequisites: BS degree in engineering or related field. 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-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, 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. 146 | C G C / E U G S A c a d e m i c C a t a l o g �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, growth-factor 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 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. 147 | C G C / E U G S A c a d e m i c C a t a l o g 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 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 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 CIVL712 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 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 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 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 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 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 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 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 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 148 | C G C / E U G S A c a d e m i c C a t a l o g 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) 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. 149 | C G C / E U G S A c a d e m i c C a t a l o g 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/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/PSCI-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. 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. 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. 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. 150 | C G C / E U G S A c a d e m i c C a t a l o g 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 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 can not be used for the Master of Science in Computer 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. 151 | C G C / E U G S A c a d e m i c C a t a l o g 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. 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 macbine-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. 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. 152 | C G C / E U G S A c a d e m i c C a t a l o g 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. 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 objectoriented 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-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 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. 153 | C G C / E U G S A c a d e m i c C a t a l o g 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, CSCI-602, 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. �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. An 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. A passing score on the PRAXIS II must be achieved upon completion of this class. 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 154 | C G C / E U G S A c a d e m i c C a t a l o g 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 exceptional children and youth. There is a focus on cause, identification, and educational and community programs for exceptional individuals. 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 evening seminars. This last course in the MAT sequence requires an Application: for fall semester, April 1, for spring, October 1. Application forms are available in the Department of Education. 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 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 Coursework is designed for practicing and prospective educational administrators that present current and emerging technology in using instructional and administrative technology in such areas as record keeping, scheduling, data collection and analysis, and the evaluation and instructional technology. EDUC-531—Principles of Elementary Curriculum Development Three Credit Hours Coursework focuses on the study of underlying principles of 155 | C G C / E U G S A c a d e m i c C a t a l o g 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. �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 exceptional individuals. 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. 156 | C G C / E U G S A c a d e m i c C a t a l o g 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. 157 | C G C / E U G S A c a d e m i c C a t a l o g 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. 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— Teaching Reading and Writing in the Middle and High School—Content Areas Three Credit Hours A course designed for the middle school and high school teacher emphasizing student diagnosis followed by instructional decision making directed toward a balanced teaching approach. Candidates focus on literacy skills while teaching the subject matter of the secondary content areas. EDUC-594—Internship in Literacy Education Three Credit Hours A field-based course in which each candidate engages in the supervised teaching of small groups of students. Candidates synthesize the knowledge they have gained in the program to demonstrate ability to appropriately assess and instruct a group of students at each student’s level of literacy instruction. 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. 158 | C G C / E U G S A c a d e m i c C a t a l o g 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 a l, 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. 159 | C G C / E U G S A c a d e m i c C a t a l o g 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 (K-12). 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. 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. 160 | C G C / E U G S A c a d e m i c C a t a l o g 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 Three 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 Three 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 random-discrete 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–Adaptive 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. 161 | C G C / E U G S A c a d e m i c C a t a l o g 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-665–Fundamentals of Advanced Energy Conversion 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, with emphasis on the major authors (Spenser, Sidney, Marlowe, Jonson, Donne, and Herbert) and on the major literary types. 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 such 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 Romantic writings of the early nineteenth century, with special emphasis on Wordsworth, Coleridge, Byron, Shelley, and Keats. 162 | C G C / E U G S A c a d e m i c C a t a l o g 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-512—Literature of the U.S. South Three Credit Hours A study of selected texts, both canonical and lesser-known, by and about residents of the U.S. South. The course will emphasize works produced since 1900 and will explore some of the recurring themes often associated with the region: race, class, family, and place; land, labor, and the pastoral ideal; nostalgia, history, and the global South. 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 beginnings to around 1650 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 around 1650 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-537— Contemporary British Fiction Three Credit Hours A study of the novels and short stories of major contemporary British writers. ENGL-526—Victorian Novel Three Credit Hours A study of major British novelists of the late nineteenth century, including Dickens, Eliot, and Hardy. 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-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. 163 | C G C / E U G S A c a d e m i c C a t a l o g 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. Special attention is given to the varieties of American English, particularly African American Vernacular 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 A study of films from a variety of nations and filmmakers. Attention is given to how techniques of filmmaking such as mise en scène, montage, and lighting communicate a filmmaker’s construction of meaning. In some cases, comparisons may also be made between films and their written sources to demonstrate differing approaches to conveying comparable meaning. 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 working with a diverse population of students. 164 | C G C / E U G S A c a d e m i c C a t a l o g 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. 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, 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 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, Exercise, and Sport Science (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 and 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 and 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, and 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 and 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 and Measurements, Statistics, or equivalent. HESS-509—Preventive and 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. 165 | C G C / E U G S A c a d e m i c C a t a l o g 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. 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 and 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. 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. 166 | C G C / E U G S A c a d e m i c C a t a l o g 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, and 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 and 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 and 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. Prerequisites: HESS-540 Research Techniques and Methods of Analyzing Research in Health, Exercise, & Sport Science I. HESS-542—Practicum in Health, Exercise, and 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. Prerequisites: HESS-540 Research Techniques and Methods of Analyzing Research in Health, Exercise, & Sport Science I. 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, and 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. HESS-551—Content and 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-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. 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-547—Techniques of Conditioning for Sport and 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-554—Analysis of Sports Skills and 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-548—Psychology of Sport and 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. 167 | C G C / E U G S A c a d e m i c C a t a l o g 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. 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. HESS-560—Research Techniques and 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. History (HIST) HESS-561—Advanced Measurement and 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. 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. 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, and 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, and 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. 168 | C G C / E U G S A c a d e m i c C a t a l o g 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-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. 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 169 | C G C / E U G S A c a d e m i c C a t a l o g 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 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. 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-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-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-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.) 170 | C G C / E U G S A c a d e m i c C a t a l o g 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, the Caribbean Origins of the Lowcountry). 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 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 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. 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. 171 | C G C / E U G S A c a d e m i c C a t a l o g Intelligence (INTL) 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 �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: BADM 722 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 and situational 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: BADM 722 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. Prerequisites: BADM 722 LDRS-713—Leadership Self-Appraisal, Development, and Critical Thinking Three Credit Hours This course gives the student the opportunity to study and use instruments to conduct a leadership self-appraisal. The course also emphasizes activities necessary to engage in the development of one’s leadership abilities. Students will make extensions into critical thinking, creativity, innovation, and emotional intelligence in order to consider the impact of those upon their own leadership development and effectiveness. Prerequisites: BADM 722 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. Prerequisites: BADM 722 172 | C G C / E U G S A c a d e m i c C a t a l o g 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: PSCI 501 or EDUC 512, BADM 713 or LDRS 723, BADM 722, and all required or elective LDRS courses; during a student’s last term of degree completion, this course may be taken concurrently only with 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-723—Communications for Leadership Three Credit Hours This course is identical to BADM 713 and is cross-listed for the benefit of the MBA and LDRS programs. 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. 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 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. LDRS-753-Stategy & 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. Prerequisites: LDRS 750 �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 under represented 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. 173 | C G C / E U G S A c a d e m i c C a t a l o g 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 non-circular 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. 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. 174 | C G C / E U G S A c a d e m i c C a t a l o g 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 computer-based 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. 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-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 threedimensional 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. 175 | C G C / E U G S A c a d e m i c C a t a l o g 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 control-systems. 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 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. 176 | C G C / E U G S A c a d e m i c C a t a l o g 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 t