2014-2015 Course Catalog by Trinity Lutheran College

2014-2015 Course Catalog

Contents Presidentâ&#x20AC;&#x2122;s Welcome.......................................................................................................................................................... 5

About Trinity Lutheran College.........................................................................................................................................7

Student Life..........................................................................................................................................................................13

Admission and Registration..............................................................................................................................................21

Tuition, Fees and Financial Aid.......................................................................................................................................29

Academic Information......................................................................................................................................................39

Programs of Study............................................................................................................................................................. 55

Course Descriptions.......................................................................................................................................................100

Personnel........................................................................................................................................................................... 125

Contact Information....................................................................................................................................................... 128

This catalog is not a contract, but rather an informational guide for the convenience of students. While every effort is made to provide accurate and up-to-date information at the time of publication, the college reserves the right to change, without notice, statements in this catalog concerning policies, academic offerings and calendars, rules of conduct, and tuition and fees. Changes go into effect whenever the proper authorities so determine, and they apply not only to prospective students but also to those who at that time are matriculated in the college. The college reserves the right to discontinue courses at any time. Students are expected to confer with their academic advisors for precise information concerning academic programs. Advising by anyone, whether authorized or otherwise, inconsistent with published statements is not binding. Final responsibility for meeting academic and graduation requirements rests with each individual student. Trinity Lutheran College does not discriminate on the basis of race, color, sex, creed, age, marital status, national origin, citizenship, disability (sensory, mental or physical), veteran status, sexual orientation or political ideology, if applicable, or any other status or characteristic protected by local, state, or federal law, in its admission policies, educational, employment, or student financial aid programs. Veterans: Information contained in this publication is hereby certified as true and correct in content and policy as of the date of publication, in compliance with the Veterans Administration DVB Circular 20-76-84 and Public Law 94-502. Trinity Lutheran College is in compliance with the Family Educational Rights and Privacy Act of 1974. See Student Records Policy on page 39.

President’s Welcome Dear Student, At Trinity, we say that “small is the new big.” When we say “small,” we refer only to the size of our student body. We are a small college, and proud of it. This allows our faculty and staff to spend quality time with students, guiding them and helping them discover their callings. But our students do big things. They go on to Ph.D. programs, top-tier graduate programs, dynamic jobs, and—regardless of their career—lives of leadership and service. We are glad you have chosen to be a part of this important, unique legacy. In this catalog, we share with you our policies and standards related to your academic experience. Commitment to quality, especially quality outcomes, is something we take seriously. Likewise, because of our ability to be nimble, we foster a spirit of innovation. In our changing world, it is important for us to train leaders who will go on to solve the challenges of the future with faithfulness and creativity. Of course, you get what you put into any college experience. Faculty stand by, ready to invest in your life. Personal attention is something we take to a whole new level. Faculty take their role of advising before, during, and after graduation seriously. So, to make the most of your time with us, be sure to stay in regular contact with those who are here to invest in your education. Sincerely,

John W. Reed President

About Trinity Lutheran College

Mission and Core Themes “Trinity Lutheran College, through biblically-centered education, develops Christian leaders with a global perspective whose lives and ministry serve Jesus Christ in church and society.” – Trinity Lutheran College mission statement Biblically-centered liberal arts.

Engaged faith.

Our academic programs reflect our uniqueness as a biblically-centered, faith-based institution. This finds expression in our ‘Common Conversation’ curriculum which brings into dialogue biblical and theological studies and a rich liberal arts program. The goal of this curriculum is to foster within students competencies in our common learning outcomes: critical thinking, collaboration, communication, curiosity, and character. Students who successfully complete this curriculum will be fluent communicators in oral, written, and digital media, they will be adept at navigating global settings and intercultural contexts, and they will lead and serve through their vocations with a biblically informed understanding of God’s mission in the world. To achieve this, Trinity students are taught and mentored by faculty who are committed to excellence in scholarship, teaching, and community service. Academic program development is driven by innovation and creativity that is both responsive to current and emerging markets and faithful to the longstanding institutional mission.

Our Living-Learning Community model integrates faith, learning, and service into all aspects of college life. Students engage each other and the community around them through a comprehensive student life program, service learning practicum, internships, international travel experiences, and co-curricular activities. Ultimately, our graduates are prepared to be competent, faithful servant leaders in an increasingly multicultural and global world.

Heritage Trinity Lutheran College was founded in 1944 as the Lutheran Bible Institute of Seattle (LBIS), rooted in a wider early 20th century movement among American Lutheran denominations. The Lutheran Bible Institute was historically linked to a variety of European and Protestant Bible teaching institutions that grew out of the church renewal movements, on the European continent and in Great Britain, during the preceding two centuries. These movements sought to offer systematic, in-depth study of Scripture to lay persons in the historic Reformation tradition.

Vocational discovery and preparation. Our programs integrate vocational exploration with practical skills development. This duel focus on vocational formation (for life and career) means two things for our graduates. First, throughout the CRUX curriculum, students are encouraged to foster a sense of how their vocation plays out within God’s mission in the world. Second, students are encouraged to develop a sense of how their vocation best finds expression within aspects of service and leadership within their intended careers. To this end, graduates are challenged to demonstrate discipline-specific competencies that indicate preparedness for success within their professional careers. Students are supported in vocational discovery and professional preparation through quality educational programs, first-rate academic advising and mentoring, engagement in spiritual formation practices, and co-curricular activities.

The college’s first campus was located in downtown Seattle, though it soon moved to the Greenwood area of north Seattle. In 1979, the college relocated to the Providence Heights Campus in Issaquah, Wash., a 39acre wooded campus formerly owned by the Sisters of Providence. In 2008, the college moved from Issaquah to downtown Everett, Wash., remodeling the former Port Gardner building. The current campus includes the Campus Center, an adjacent parking garage and two student apartment buildings. The college’s name was changed to Trinity Lutheran College in 1998 to reflect its status as a four-year, accredited college. Trinity is accredited by the Northwest Commission on Colleges and Universities, one of the six regional accrediting bodies recognized by the United States Department of Education.

Today Trinity offers over 40 areas of study within 10 majors and 17 minors, as well as a two-year Associate of Biblical Studies degree, one-year Certificates in Professional Studies, and a one-year Certificate in Biblical Studies. The college maintains its distinctiveness by offering students the opportunity to participate within a ‘Common Conversation’ between the breadth and depth of the Liberal Arts disciplines (Humanities, Arts, Social, Behavioral and Natural Sciences) and a foundational exploration of biblical texts, personal formation and service learning.

A liberal arts education, therefore, is one that does not merely communicate facts but helps students develop advanced skills that will allow them to faithfully live-out their vocations, in whatever context or career they are led. Our Lutheran heritage emphasizes the centrality of the Bible, vocational discernment and critical thought about living faithfully through service. These three foci are important elements of the CRUX curriculum taken by all students. Recognizing that there is no neutral vantage point from which to engage the core biblical texts and spirituality of ancient Israel and the early Christian church, we invite students from all backgrounds to engage the Bible from their own perspectives. Faculty members bring the perspective of their own rich and varied Christian traditions but respect and support the deep Lutheran roots of the college and its curriculum.

Commitments Trinity is not affiliated with any single Lutheran denomination. As an independent college with a Lutheran heritage, Trinity is committed to upholding that tradition while seeking a close partnership in ministry with all Christian churches and service to the community as a whole.

Two elements within the CRUX curriculum play a significant role in shaping students as future leaders in with a global perspective: Vocation and Formation (taken by all students in their first year) and Service Learning Practicum (taken by all students in their second year). Vocation and Formation centers on the Christian concept of vocation as a way of life and is a central element of the Trinity First-Year Experience. In a supportive small-group environment led by a faculty mentor, students build community, engage their own story, uncover their gifts and passions, explore spiritual practices, and seek to discover the way that their deepest passions can connect to the world’s deepest needs. The Service Learning Practicum has been a distinctive part of Trinity’s educational program for several decades. Full-time students participate in on- or off-campus service experiences supervised by faculty and community professionals. Students donate thousands of hours each year to the surrounding community; through this process, students learn about their strengths and their callings in life.

The Lutheran expression of the Christian faith emphasizes God’s love for God’s world, God’s unique self-disclosure through the life, death, and resurrection of Jesus Christ; God’s presence in the Word and the Sacraments as the means of grace by which God’s love reaches people today; the gift of faith that brings us into God’s love and life; and the work of the Spirit to call, gather, enlighten and sanctify us in the faith. As part of the Church catholic, Trinity accepts the Canonical Books of the Old and New Testaments as the testimony of God’s revelation, and acknowledges the three ecumenical creeds of the Trinitarian Christian tradition: The Apostles’ Creed, the Nicene Creed and the Athanasian Creed.

Distinctiveness Character and Values Trinity welcomes students from all backgrounds to address with faculty the great questions of life in which faith and scholarship intersect. We call this a ‘Common Conversation’ between general studies disciplines and the foundational exploration of biblical texts, personal formation and service learning within our CRUX curriculum.

By the end of their first semester, all students are encouraged to declare their chosen major. As students turn their attention towards their specific disciplines, they are given the opportunity for in-depth study of a specific area of interest while at the same time remaining grounded in the core themes of the institution and working towards increased competency in their program’s five learning outcomes (in our common learning outcomes: critical thinking, collaboration, communication, curiosity, and character). Throughout a student’s education at Trinity, competent and caring faculty members work closely with students to create an enriching and nurturing learning environment.

General education courses instruct students about important disciplines of life. The breadth of all general studies courses helps students become well-rounded individuals who will develop the intellectual tools to address an array of life challenges and opportunities. Students are taught to research thoroughly, argue persuasively, read critically and solve problems creatively. 10

Academic Partnerships

A very low student-to-faculty ratio is distinctive for Trinity students. This personalized attention helps guide students toward professional placement and graduate school.

Trinity is a member of the Affiliated Learning Partners that exists as a consortium of higher education institutions including Luther Seminary, St. Paul, Minnesota; Pacific Lutheran Theological Seminary, Berkeley, California; Concordia University, Portland, Oregon; and Pacific Lutheran University, Tacoma, Washington. This consortium acts as the institutional arm of Lutheran Educational Network and Support, which provides enrichment, collegiate, and graduate Lutheran education in the Pacific Northwest.

The Living-Learning Community Trinity students are not sheltered or shielded from engagement with society; rather they are encouraged and coached through the process of entering the fray of their immediate community in creative and active ways. Trinity’s Living-Learning Community model makes every square foot of the college a learning laboratory. It fosters an environment in which each community experience is an intentional part of a holistic education. Similarly, the greater Everett area serves as a classroom through service learning and community engagement opportunities.

Trinity is also a member of the Lutheran Educational Conference of North America (LECNA). LECNA, which was formed in 1910, is the oldest existing inter-Lutheran organization in the United States and Canada. Its purpose is to encourage, assist, and promote cooperation among Lutheran colleges and universities in the United States and Canada.

These are some examples of how the Living-Learning Community affects the student experience:

Location and Facilities

• The student store becomes a “laboratory” for business students to practice marketing, accounting, and management skills.

The Trinity Lutheran College Campus Center is located at 2802 Wetmore Ave., at the corner of California Street and Wetmore Avenue in Everett, Washington.

• Professors participate in student life by leading conversations, seminars, and other activities that connect classroom and extracurricular activities.

The Campus Center has five floors devoted to classrooms, administrative offices, faculty offices, the library, a student store and a commons area. The center is served by a parking garage connected by a skywalk. Student housing is nearby, as is the YMCA, which serves as the college’s athletic facility and is free for all students.

• Staff members participate in the educational experience of students through advising and spiritual development roles. • Chapel leadership becomes a course that prepares students to become future leaders in community worship settings.

About Everett, Washington

• Professors use their best gifts and passions for the benefit of the whole community. For instance, professors might teach conflict resolution skills within the context of creating roommate agreements.

Everett, named an “All-America City,” is a great place to call home. In a region brimming with world-renowned landmarks, corporations and scenery, Everett boasts some of best of the Puget Sound. Downtown you will find the Xfinity Arena, a northwest destination for exciting events from racing to concerts. On the waterfront, enjoy the largest public marina on the West Coast and nearly 50 miles of shoreline.

• Music students participate in community church choirs as part of their college education.

Accreditation

Professional sports teams call Everett home: the Everett Silvertips ice hockey team and the AquaSox minor league baseball team offer affordable tickets and thrilling competition.

Trinity Lutheran College is accredited by the Northwest Commission on Colleges and Universities (NWCCU), one of six regional associations in the United States that accredit schools and colleges. NWCCU is recognized by the United States Secretary of Education.

Along with more than 1,600 acres of beautiful parks, trails and playgrounds, Everett has a revitalized downtown with shops, churches, businesses, restaurants,

and housing. Everett is a great place to experience college life. Just 30 minutes to the south of Everett is Seattle, the “Emerald City,” boasting some of the tallest skyscrapers west of the Mississippi. Seattle is a cosmopolitan city with many facets. It is the crossroads of commerce with Asia and the gateway to Alaska. Second only to New York in live theater, it is rich in opportunities for cultural development and entertainment. Continually rated as one of America’s most livable cities, Seattle and its surrounding area were appraised by Rand McNally as America’s number one best vacation spot, making it a great weekend get-away. For those who prefer glistening icy pinnacles to glittering crystal towers, the Pacific Northwest has no shortage of mountains to inspire spiritual retreats and winter fun. Rising well over two miles into the sky, the Cascade Mountains point like marble cathedrals toward the heavens. Mt. St. Helens and her sleeping grandfather Mt. Rainier are two famous names among five equally majestic volcanic peaks. Fishing, skiing, snowshoeing, and hiking abound. In the winter, it is a wilderness of pristine Arctic splendor; and in the summer, the music of innumerable cascading streams, for which the mountains are named, flows over hillsides painted orange and red by the leaves of Indian paintbrush.

Student Life

Purpose Student Life at Trinity exists to develop leaders serving Christ and society by nurturing holistic learning and development and creating a vibrant educational community. life; to stimulate communication between the student body and the Board of Directors, Administration, and faculty; and to carry out the responsibilities described in the TSG Constitution, and those activities TSG develops.

Opportunities Student Involvement Becoming involved as a student is an essential element for success in college. Student Life is committed to helping Trinity students maximize their educational experience through a full spectrum of opportunities and programs.

The offices of the TSG include: • President: The President manages TSG, represents the TSG and ASB to the President of the college as well as to the Board of Directors.

Student Leadership • Executive Vice President: The Executive Vice President is the keeper of the ASB Constitution and is in charge of elections. S/he is responsible for the support and development of all clubs and student organizations.

Trinity Lutheran College recognizes the need for developing quality student leaders and leadership programs. As such our programs help students identify personal abilities and foster a supportive environment in which they can be utilized. Specific programs include Trinity Student Government, Resident Assistants, Student Event and Activity Team (SEAT), various clubs and organizations, student publications, and the Act Six program. Student Life desires to contribute to the leadership skills of all students, whether the student is in a specific position of leadership or simply wants to develop leadership potential.

• Director of Finance: The Director of Finance is the keeper of the TSG finances which comes directly from the ASB fees that students pay each semester. He or she is responsible for creating forms and policies to regulate budgetary needs and requests. • Director of Administrative Affairs: The Director of Administrative Affairs is responsible for communication and advertising between TSG and the ASB. S/he also manages the TSG office.

Events and Programs Student Life is committed to enrich the overall Trinity learning experience through advising and coordinating events and programs including student adventures, wellness programs, and Residence Life programming and events. Whether planning general campus events, advising Trinity Student Government initiatives, or collaborating with other offices in developing new programs, Student Life assists Trinity Lutheran College students to reach their educational goals.

• Director of Student Spiritual Life: The Director of Student Spiritual Life works with the Campus Pastor and the Spiritual Life Committee to plan and implement opportunities for worship and spiritual development of students.

Trinity Student Government All registered students are members of the Associated Student Body (ASB). Members of the ASB elect student officers in the Spring semester for the following year. These officers make up the Trinity Student Government (TSG).

For more information about TSG, election procedures and opportunities to be involved, contact the Executive Vice President or Director of Administrative Affairs. 2014-15 TSG

The purpose of TSG is to provide leadership on behalf of the student body; to promote excellence in spiritual, academic, physical, and social aspects of campus 15

President: Christian Paige Executive Vice President: Bello Dondja Director of Finance: Mallayana Bradley Director of Administrative Affairs: Angela Jackson Director of Spiritual Life: Kristin Gonzales

The worship life at Trinity is an experiential learning laboratory, where emerging leaders are living out their faith in authentic and innovative ways that will shape tomorrow’s church. The Trinity community is engaged in this shared mission, and together—students, faculty, staff, guests and friends—we join in the work of making disciples, discerning vocations and seeking to proclaim the Gospel in a manner that is meaningful and powerful in our complex and ever-changing world.

Clubs Involvement is the name of the game at Trinity. Do you have a hobby or a passion you’d like to share with others? Is there an activity you’d like to participate in that nobody is organizing? Why not form a club? Talk to the TSG Executive Vice President for information about current clubs or help with starting your own. Funds are set aside each year in the TSG budget for clubs.

Trinity is committed to the spiritual growth of each student. In order to facilitate spiritual growth, both individually and corporately, each member of the community is encouraged to participate regularly in our Tuesday Chapel. Chapel worship is an interactive experience that draws from the deep resources of the Christian tradition while seeking new and innovative ways to engage and express our shared spiritual journey—particularly though the arts. Rooted in our Lutheran identity, Chapel draws on the gifts of all the members of our community—both within Trinity and in the wider community. If you have a way in which you’d like to contribute to the life of worship at Trinity, contact the Campus Pastor.

2014-15 Clubs Diversity Center TASC (Trinity Act Six Congregation) Creation Care Club Eagle Outreach Nobiliores Drama Club The League CHANGE (Cultures Helping Achieve Necessary Gender Equality) IT Crowd

Each person is encouraged to worship regularly with and participate in a local congregation.

Student Employment

Intercollegiate Athletics

There are a number of jobs on campus available to students for both work-study and non-work-study. Positions may be available in the Corner Store, The Nest, Admissions Office, Front Desk, Writing Center, Garage, IT Services, Library, Acorn Children’s Center and other departments.

Trinity sponsors both men’s and women’s teams in five intercollegiate sports: cross-country, golf, track and field, swimming and soccer. Our teams compete as members of both the National Association of Intercollegiate Athletics (NAIA) Division I and the National Christian College Athletic Association (NCCAA), Division I.

Whether using work-study or non-work-study, students are employed on a part-time basis, being paying state minimum wage. Students are paid every month for the hours that they have worked. Job schedules are built around class schedules.

Traditions and Special Events

Students interested in working on campus should speak first with the department they are interested in working for.

SOAR (Summer Orientation, Advising and Registration): Orientation days held during the summer to welcome and register new students.

Spiritual Life and Worship

Welcome Weekend: The days before the fall semester begins dedicated to welcoming new students.

The Trinity community centers around learning, service, worship and prayer. Engaging our Christian faith in traditional and creative ways, we share the common purpose of equipping one another for lives that serve Jesus Christ.

Opening Convocation: The celebrative worship service opening the academic year each fall.

Advent Festival Concerts: Usually held the first weekend in December, these choir concerts are a highlight of the Advent and Christmas seasons.

academic inquiry based on the conviction that all truth is God’s truth. Students have the right to be treated with respect and have the right to due process.

Awards and Honors Chapel: Students, faculty and staff are honored for their contributions to the Trinity community and for their achievements.

As a private institution, Trinity has the right to institute standards for behavior, including those that govern academic integrity and personal conduct. Students are expected to be servant leaders as modeled by Jesus Christ and respect the worth and dignity of all. By choosing to enroll at Trinity, students knowingly and willing agree to the policies and ethos that the institution endorses in the Academic Catalog and Student Handbook.

Baccalaureate: A worship service held the evening before commencement. Commencement: A time-honored ceremony that recognizes and honors the completion of the graduates’ academic work and service.

Bullying in the workplace or classroom: Trinity

Security

Trinity Lutheran College is committed to maintaining a working, learning, and social environment in which the rights and dignity of all the staff, faculty, and students of the community are respected. Among the many things we do to maintain such an environment, the College prohibits behaviors that rise to the level of bullying. Bullying is defined as conduct of any sort directed at another that is severe, pervasive or persistent, and is of a nature that would cause a reasonable person in the victim’s position substantial emotional distress and undermine his or her ability to work, study or participate in his or her regular life activities or participate in the activities of the College, and actually does cause the victim substantial emotional distress and undermines the victim’s ability to work, study, or participate in the victim’s regular life activities or participate in the activities of the College.

Although security coverage is provided, there is no foolproof way of preventing loss of property through theft or vandalism. All members of the Trinity community can contribute by being alert to the safety and security of the campus, and promptly reporting any suspicious circumstances to the Dean of Students, Director of Facilities, Director of Residence Life or Residence Life staff as appropriate. Trinity is not responsible for personal property in the Trinity Apartments, the Campus Center or the parking garage, including vehicles and bikes parked on or near campus. Items found on the campus will be kept in the lost and found at the Information Desk. Unclaimed items will be disposed of after 30 days.

Student Records and Confidentiality Certain items of information about individual students are fundamental to the educational process and must be recorded. Data concerning students is used only for clearly defined purposes and is safeguarded to avoid violations of personal privacy. In accordance with the Family Educational Rights and Privacy Act of 1974 (FERPA), Trinity Lutheran College is responsible for the effective supervision of access to and/or release of official information about its students.

Responsibilities and Policies The purpose of Trinity Lutheran College is to create an intentional learning environment that challenges servant leaders to thoughtfully, faithfully and actively challenge the world. Trinity seeks to challenge and impact God’s world by holistically educating students in an environment that is at the same time an academic community and a community of faith. To that end, we are committed to providing a biblically-centered foundation that encourages community members to grow as whole persons: physically, intellectually, socially, emotionally and spiritually.

FERPA allocates three specific rights to students regarding the educational records held by educational agencies or institutions. Student at Trinity Lutheran College have the right to: • Inspect their own educational records.

Students, as members of this community, are free to rigorously pursue intellectual inquiry and faith formation within the context of a Christ-centered community of scholars. Students enjoy freedom of

• Request corrections me made to records if information was recorded inaccurately.

• Restrict the access of others to personally identifiable records (with exceptions as listed by FERPA).

each week. Students can sign up online for a tutoring session or “walk-in” as slots are available.

Trinity Lutheran College is committed to protecting the right of privacy of all individuals about whom it holds information, records, and files. Access to student records is restricted to the student concerned, to parents of a dependent student, to others with the student’s written consent, to officials within the College, and to a court of competent legal jurisdiction. If a student believes that their rights under FERPA have been violated, they may contact the Dean of Students.

Writing tutors work with students to support their writing at every stage of the process. They can assist with the development of ideas or writing an outline, and they can also identify problem areas in essay drafts and provide suggestions to students so they may improve their writing. Student tutors are available for particular courses throughout the year. Please see the list on the Writing and Tutoring Center door for more information for this semester.

Further information regarding FERPA can be found at www.ed.gov/policy/gen/guid/fpco/ferpa/index.html

Students are encouraged to use the Writing Center frequently and to come early in the writing process to take full advantage of the services offered.

Student Code of Conduct The Trinity community honors safety and respect for the individual as well as the community. Students are expected to: • Uphold federal, state and local laws.

Campus Wellness and Support

• Act with integrity.

Trinity Counseling Center Services

• Behave in a manner that is respectful to, and ensures the safety of self, the Trinity community, and others.

Trinity’s counselors are dedicated to facilitating students’ emotional, social, and educational growth, through the exploration and understanding of self and others. Now and then, you may experience individual, relationship, academic or social difficulties that you are unable to resolve on your own – and you may find it helpful to talk to a professional counselor about these concerns.

As a Christian community with clear sense of mission, we hold one another accountable to community standards of behavior that allow every member of this community to thrive.

Topics for discussion include, but are not limited to: personal and interpersonal exploration, depression, anxiety, self-esteem, sexuality, eating and body image issues, self-harming and suicidal ideation, grief and loss counseling, rape and crisis counseling, alcohol and drug referral.

The Trinity Lutheran College Student Code of Conduct shall apply to conduct that occurs on College premises (Campus Center, Trinity Apartments and Trinity Garage), Trinity-sponsored programs or activities, including athletic events, and to off-campus conduct that adversely affects the Trinity community, poses a threat to the safety of persons or property, or damages the institution’s reputation or relationship with the greater community. In addition, Trinity Lutheran College, in collaboration with the communities of the Everett area, may respond to student violations of community-based laws and ordinances designed to protect civility and quality of life. The Dean of Students shall decide whether the Code of Conduct shall be applied to conduct occurring off-campus on a caseby-case basis.

The Trinity Counseling Center provides students with seven counseling session (per academic year) for a cost of $15.00 per session. If a student requests counseling but is unable to afford the counseling rate, a sliding fee scale based on student income is available. No student will be denied the opportunity to access counseling services due to economic circumstances. The Trinity Lutheran Counseling Center utilizes brief psychodynamic, or time-sensitive therapy that focuses the therapeutic work on the resolution of a specific problem or movement towards a specific goal, decided upon between the student and counselor in the first session. Should a student wish to continue counseling after the allotted seven sessions, the student will be provided with a list of local,

Writing and Tutoring Center The Writing and Tutoring Center is located on the 4th floor and is staffed by student tutors several hours

affordable counseling referrals (including the private practice of the Trinity Counseling Center counselors.) Participation in any workshops or therapy groups provided by Trinity does not count towards the allotted seven sessions. If a student experiences a crisis and has already utilized the seven allotted sessions, the student may schedule an additional, one-time session for the purpose of receiving immediate crisis intervention, resources, and referrals to community crisis services for ongoing treatment.

with disabilities. Please contact the Dean of Students with special needs. If your disability is learning related, and not physical, you will need to provide a current Individual Educational Plan (IEP) at the time of your request. The Dean of Students will consult with faculty and will provide students with information on other disability-related services and agencies available to them. Students who plan to use accommodations should contact the Dean of Students by the first week of classes.

To schedule an appointment, e-mail counseling@TLC. edu. Appointments are usually available within one week, but can be scheduled sooner if it is determined that the student is in crisis.

Residence Life

Groups may also be formed throughout the year based on student interest. These groups will focus on a specific issue such as adult children of an alcoholic, food and body image, or grief and loss. If you are interested in being involved in a group, please e-mail counseling@TLC.edu.

Trinity offers private, furnished rooms for full-time students. Living within the Trinity community in student housing is a valuable enhancement to the educational experience. All single students under 21 years of age are required to live in the residence halls unless they live at home with a parent or guardian.

Confidentiality

Director of Residence Life and Resident Assistants: The Director of Residence Life lives on campus in the Trinity Apartments, has responsibility for the security and well-being of the residents and is on call for emergencies. Student Resident Assistants are selected to serve as liaisons and community facilitators within the residence units.

Trinity Apartments

With limited legal exceptions, all services are confidential. Your counselor will discuss Trinityâ&#x20AC;&#x2122;s confidentiality policy with you during the first session. Our commitment to the ethical standards of the counseling and psychology professions is strong.

Apartment Hours: For security purposes and because a rested body and mind are most conducive for learning, students are expected to comply with residence hall rules and regulations. Quiet hours are established out of respect and consideration for neighbors and coincide with city of Everett noise policies. Quiet hours are 10 p.m. to 8 a.m daily.

In the event of an emergency dial 911. Campus Pastor The campus pastor is available to all members of the Trinity community for conversation, pastoral counseling, support in time of crisis, and prayer. Pastor Samuelson is also a great resource person for helping with discerning your vocation, navigating the stress of college, and connecting you to spiritual resources and communities.

Laundry Facilities: The Trinity Apartments have a laundry room equipped with washers and dryers, located on the basement level.

Everett Family YMCA

Mail Services: Mailboxes serviced directly by the US Postal Service are provided for each student living in the Trinity Apartments. Students are responsible to notify the USPS of their intention to receive mail at the Trinity Apartments.

Trinity Lutheran College enjoys a great relationship with the Everett Family YMCA. Full-time students are offered a free membership. Students must fill out a registration form and get an ID photo taken at the YMCA for a YMCA membership card. Registration forms can be picked up during Welcome Weekend or at the Student Life Center

Housing During Breaks The Trinity Apartments remains open during Thanksgiving and Spring breaks.

Disability Services Students are encouraged to take time away from campus between semesters in December. Students will

Trinity provides classroom accommodations and disability related services to eligible enrolled students 19

be charged $200 for staying the apartments between semesters and must meet the following conditions: • Student’s account is current • The student is not on disciplinary probation • The student has lived in the Trinity Apartments for the fall semester and is remaining in the Trinity Apartments during the spring semester. Students who are Trinity Apartment residents in the fall semester are welcome to stay in the apartments during EPIC Term without additional charge, provided they remain a paying resident in the apartments during the following spring semester. If the student moves out of the Trinity Apartments after January 6, 2014, the student must pay $500. There will be no food service when campus is closed. Summer housing is available for those students who are enrolled in the preceding and proceeding academic year and graduating seniors.

Admission and Registration

Eligibility

Application Procedures

Applicants must have a high school grade point average (GPA) of 2.5 or higher to be granted full acceptance. Students with a GPA between 2.0 and 2.5 may be accepted for admission to the college on a covenant basis, agreeing to work closely with an academic advisor, take no more than 12 credits and limit extra-curricular activities.

To enroll as a full-time or part-time student working toward a degree or certificate, applicants should submit a complete application online at TLC.edu/admissions. Requests for a paper application can be made by calling 1.800.843.5659.

Applicants for admission to Trinity must have either a high school diploma or a high school diploma equivalent (GED) or certification of high school completion.

High school students may begin the application process after they have finished their junior year. Students applying for fall admission are encouraged to complete an application by February 1 for priority financial aid consideration.

Application Timeline

Applicants who have completed the following courses in high school will be given priority in the admission process:

Priority application deadlines: Fall Semester December 1 Spring Semester November 1

• Four credits of English

Notice of Admission to Students

• Three credits of mathematics (Algebra I, Geometry and Algebra II, or Integrated Math I, II, and III or higher level math)

Applicants will be notified of the admission decision by mail. Early applicants for fall semester of the next academic year will be notified after October of the year before their matriculating.

• Senior year math-based quantitative course (additional math or an algebra-based science course)

First Year Admission • Two credits of science (with two lab sciences: one algebra based and one biology, chemistry, or physics-based)

High school students must submit official high school transcripts. Students who have received a high school diploma equivalent must submit an official copy of their GED.

• Three credits of social science • One year of a foreign language

Trinity accepts the ACT or SAT as a college entrance examination. Trinity code numbers for the tests are: SAT-4408, ACT-4453. Scores listed on an official high school transcript will be accepted. Applicants do not need to submit scores if they are not required to submit a high school transcript.

• One year of fine, visual or performing arts Trinity does not discriminate with regard to race, color, sex, creed, age, marital status, national origin, citizenship, the presence of any sensory, mental or physical disability, veteran status, sexual orientation or political ideology. Discrimination and harassment based on any of those factors are inconsistent with our educational philosophy and will not be tolerated.

All students are required to submit a personal statement. A campus interview may be requested. Visits to the campus are strongly encouraged to provide valuable information with which to make an appropriate college decision. The Admissions staff carefully consider a student’s academic performance, test scores, recommendation, as well as school, church and community involvement.

International Student Admission

Transfer students must list all colleges previously attended on the application and provide transcripts from those colleges.

Trinity welcomes students from other countries into its college programs and is authorized by federal law to enroll non-immigrants.

All students are required to submit a personal statement.

To meet minimum requirements, an applicant must: A campus interview may be requested. Visits to the campus are strongly encouraged to provide valuable information with which to make an appropriate college decision.

• Be 17 years of age • Have graduated from high school (or equivalent)

Part-time, Non-Matriculated Students

• Submit an official TOEFL score if English is not your native language. Minimum scores are: Computer-based TOEFL: 173 Paper-based TOEFL: 550 Internet-based TOEFL: 80

Part-time students who are not working toward a degree or certificate may simply register for courses by mail, online, or in person. Call the Registrar’s Office to make an appointment to register and make payment.

To submit an official TOEFL score, use institution code 4408. Registration materials for the examination are available from TOEFL Services, P.O. Box 6151, Princeton, NJ 08541-6151. Phone 609.771.7500. Fax 609.771.7500 or http://www.toefl.org.

When part-time students have completed six credits, they must either declare a “non-degree” status with the Office of the Registrar if they are attending Trinity for personal enrichment and are not pursuing a certificate or degree, or matriculate by completing the application procedures if they plan on working toward a degree or certificate.

Application Process for International Students To be considered for admission, international applicants must submit the following:

Readmission of Former Students

• International Student Application for Admission. All application components must be written in, or translated into, English.

Students who officially withdrew and are returning after an absence of less than two years may simply complete an “Application for Readmission.” They must also submit official transcripts from colleges attended during the absence from Trinity.

• Official transcripts with certified English translations must be sent from high schools and all previously attended colleges.

After an absence of two academic years or unofficial withdrawal, students must reapply, following the regular Application Procedures.

• Official documentation of financial resources: a letter and proof of finances (bank statement) or financial sponsor (if applicable).

A student who was dismissed for academic reasons must present sufficient college-level coursework from an accredited institution or other evidence that demonstrates ability to achieve the minimum 2.00 cumulative GPA required to remain in good academic standing.

• Official TOEFL score, if English is not the native language. Upon acceptance for admission to the college, a 40% percent payment of tuition for the first semester may be required.

A student who was dismissed for any other reason must show evidence indicating that the circumstance that led to disqualification has been resolved in order to be eligible for re-admission.

Transfer Student Admission You may apply as a transfer student if you have graduated from high school or earned an equivalent diploma, and seek to transfer college-level credit to Trinity from another regionally accredited college or university. To be considered for transfer admission to Trinity, you need one year (30 semester or 45 quarter hours) of college level academic coursework.

Readmitted students must satisfy the requirements of the current catalog.

SOAR is held multiple times throughout the summer. Students who live outside of Western Washington and International Students may request an over-the-phone advising appointment. Students will not be permitted to register for classes until all steps within the enrollment process have been completed.

Accepted Student Process Accepted students are required to submit the following to the Office of Admission: • A $200 Enrollment Deposit to indicate intent to enroll. The deposit payment is to be made before May 1, the National Date of Declaration for all students admitted to Trinity for fall semester. For students admitted after April 15, payment is due within two weeks from the date of acceptance to Trinity. The date for advance payment for the spring semester is November 1. This amount will be credited to the student’s account for the first semester of enrollment. It is non-refundable after the application deadlines listed above.

Welcome Weekend is the second part of the orientation process. Welcome Weekend will introduce students to more aspects of the Trinity community. Students who are living on campus will move into campus housing during this time. Students accept responsibility for making up missed work and for any academic penalties associated with late arrival.

Registration

• A completed Intent to Enroll form. • A completed On-Campus Housing Application, including a $300 damage deposit, if moving into the campus housing.

Registration is complete when all forms have been filed with the Registrar and financial arrangements have been made. Circumstances may alter Trinity’s ability to provide certain educational experiences, and Trinity reserves the right to discontinue any course or program without prior notice. As a general rule, an enrollment of seven students is required to offer an elective course.

• A completed Medical History Form and Measles Immunization. Deferred Admission

Late Fees

Accepted applicants may request to defer admission to a later semester. Application files are valid for two years following original acceptance. After two years, the student must reapply.

Full-time continuing students registering after the day(s) specified for registration are subject to a late registration fee of $100.

Admissions Enrollment Deposit Changes in Registration Fall semester deposit not refundable after May 1. Students wishing to make changes to their registration may do so only by using the Add/Drop/Withdraw Form, which is available from the Office of the Registrar. More information about changes in registration is available in the section detailing Academic Information.

Spring semester deposit not refundable after December 10. All refunded deposits will be charged a $35 processing fee.

Orientation Students are expected to attend orientation before they matriculate. For fall admits there are two components to Orientation, beginning with Summer Orientation, Advising and Registration (SOAR). In order to register for classes, new students must meet with an Academic Advisor, assigned at the event.

Transfer of Credits

B.A. degree and 30 semester credits toward an ABS degree. In addition, Trinity evaluates coursework from schools and colleges which are accredited by other agencies, provided the institution is listed in Accredited Institutions of Postsecondary Education, published by the American Council on Education (ACE). No more than 40 semester credits may be accepted from vocational/technical fields of study, and these credits will be considered as electives.

Direct Transfer Agreement Policy for Accepting Transfer Credits for Students who fall under the DTA (AA)

Courses completed at non-regionally accredited institutions in which the student earned a grade of “C-” or higher, may be evaluated by faculty in the appropriate academic department.

Trinity accepts the terms of the Direct Transfer Agreement (DTA). Transfer students who have completed an appropriate associates degree from one of the 29 Washington state community colleges enter Trinity with junior standing. They also are given credit for having satisfied all general studies requirements and core competencies (WCL, IF, WF).

Lower division courses taken at four-year institutions and all courses taken at two-year colleges will be counted only as lower-division credit (i.e., 100 or 200 level). Upper division and graduate courses taken at four-year institutions may be used to satisfy upper division (i.e., 300 or 400 level) requirements. In all cases, courses must be transferred from an appropriately accredited institution. A grade of “D” cannot be transferred to satisfy any course in the major or minor.

Such transfer students are still normally required to take at least 14 credits of the CRUX curriculum (noted below). These courses include: • RELI 111 Bible and Worldview (or ramp-up option) (4 cr)

In the transcript evaluation process, quarter credits will be converted to semester credits. The formula used is: 1 quarter credit = .67 semester credit. Credit for college-level work from accredited community, junior or vocational/technical colleges is allowed to a cumulative maximum of 90 semester credits.

• RELI 114/L Synoptic Gospels and Lab (4 cr) • REL 106 Service Learning Practicum (1 cr) • RELI 107 Service Learning Practicum (1 cr)

Non-accredited Institutions

The remaining 200 or 300 Level RELI courses are to be determined in consultation with academic advisor.

Credit earned at an unaccredited college or university may be submitted for evaluation at the time of transfer. Credit which has been awarded a grade of “C-” or higher may be transferable upon appropriate faculty evaluation and recommendation, on a course-bycourse basis. Credits receiving recommendation are provisionally accepted until the student has satisfactorily completed 15 semester credits at Trinity.

Students transferring under the terms of the DTA who are under the age of 21 upon initial registration at Trinity are also required to take RELI 112/RELI 113 Vocation & Formation I & II (2 credits total). Transfer students who have not completed an associates degree or who seek to transfer from institutions other than Washington state community colleges will have their transcripts evaluated on a course-by-course basis to determine the number of transferable credits and transfer GPA.

Foreign Institutions Credit earned at a foreign institution may be submitted for evaluation at the time of transfer. If the institution is listed in the ACE-published Accredited Institutions of Postsecondary Education, the credits will be evaluated as the college evaluates similar U.S. institutions. If the institution is not listed in the ACE guide, the student must provide acceptable documentation of its academic equivalency in the United States.

General Transfer of Credit Trinity evaluates credits from regionally accredited colleges and universities for applicability toward the Common Conversation (Crux and General Education requirements), major or elective requirements. Trinity may accept up to 90 semester credits toward a

International students who have successfully completed their secondary education in countries where their advanced secondary education has included generalstudies preparation for an undergraduate degree and where in those countries the undergraduate degree is abbreviated to three years of full time study (e.g., in United Kingdom, Sweden, Norway, Finland, or India), may petition for the credits earned during their final year of secondary school to be applied toward their Trinity undergraduate degree. In such cases, students must provide an English-language transcript of their secondary education and the results of all exams taken in preparation for tertiary education. Successful students may have up to 30 credits of the general education curriculum waived upon review.

higher level exams. A total of 31 credits may be earned through AP, CLEP, and IB. Proficiency Examination Students may earn credit for a course by examination. The student must submit a Proficiency Examination form with the signatures of the faculty of the course for which the exam is being taken, and the department chair for the course, and pay a Proficiency Examination fee prior to taking the exam. A minimum score of 70% (“C”) or better is required to pass the exam. The fee is due regardless of the outcome of the exam (see the Fees section of this catalog). The Proficiency Examination form is available from the Office of the Registrar.

Alternative Credits

Transfer Credits and the CRUX

Several alternative credit programs are available to Trinity Lutheran College applicants of exceptional ability. Non-graded credits will be limited to a total of 30.

Students who transfer to Trinity with fewer than 30 credits are required to take the entire CRUX curriculum.

Prior Learning Experience

Transfer students with more than 90 credits must take at least 8 credits from the CRUX curriculum. These credits are to be determined through conversations with their academic advisor.

Prior Learning Experience (PLE) credit will be awarded for college-level learning that has occurred outside the classroom. There are three ways in which students can demonstrate that they have achieved college-level learning through prior experience: a) by successful completion of proficiency examinations. b) by submission of professional certification obtained through non-college instruction. c) by writing papers which document learning that has occurred through life experience. Such credit awards shall be made under protocol designed to ensure that reliable and valid measures of learning outcomes are or have been applied. All policies and procedures will follow guidelines set by the Council for Adult and Experiential Learning (CAEL) and the Northwest Commission on Colleges and Universities.

Transcript of Academic Record Students and former students are encouraged to request transcripts online. Requests for transcript may be denied for students who have outstanding balances on their student accounts or who are subject to disciplinary action. Transcript requests may also be made in writing to the Registrar’s Office by emailing Registrar@TLC.edu, or by postal mail to Trinity Lutheran College, 2802 Wetmore Ave., Everett, WA 98201.

Advanced placement, CLEP, and IB To receive credit for Advanced Placement exams, a student must earn at least a score of 3 and higher. Please see the Registrar’s Office for specific score minimums.

Please include your name, any prior names, birth date, dates of attendance, and address (for mailing). Requests are honored if financial accounts are in good standing. Every effort is made to process transcript requests the next day.

To receive credit for CLEP exams, a score of 50 or higher is required depending upon the exam. A CLEP exam will not be accepted for credit if it is taken after a higher level course has already been taken in the same discipline.

Official transcripts that are dated, stamped with the Registrar’s seal are acceptable evidence of each student’s academic achievements and good standing with Trinity.

To receive credit for International Baccalaureate (IB), a student must earn a score of 5 or higher on the

Academic records are subject to the provisions of the Family Educational Rights and Privacy Act of 1974. 27

Tuition, Fees and Financial Aid

Tuition Costs

Computer Lab Fees $75 per course* *for use of CIS and VisCom labs

Full-Time Students

Other fees may be charged for courses, such as lab fees, art supplies, or expenses related to off-campus travel or activities.

Full-time is defined as students enrolled in 12-17 credits per semester. The full-time tuition amount for 2014/15 is $13,820 per semester. An additional $1,152 per credit hour is charged for all credits over 17.0 per semester. An ASB fee of $75 per semester and a Student Activity Fee of $175 per semester is charged for all full-time students.

Please note: The Board of Directors and Administration of Trinity Lutheran College reserve the right to change the tuition and fees at any time.

Housing Costs (2014-15)

EPIC Term tuition rate is $75 per credit hour.

Room

Students per unit

Semester cost per student

Single

$4,125

Double

$2,850

An ASB and Student Activity Fee of $150 is charged for part-time students enrolled in 7-11 credits; students with 7-11 audit hours are charged $50. Part-time students enrolled in seven or more credits also pay a $30 technology free.

Triple

$2,850

Quad

$2,850

Senior Citizen Audit Discount

Housing costs include: Utilities (electricity, water, Wi-Fi access, sewer, garbage), security system, onsite Resident Assistants, housing/maintenance staff, Residence Life activities, use of the Bungalow (community space), on-site laundry facilities, and green space. Apartments are furnished with refrigerator, oven/range, beds, mattresses, dressers, and some kitchen supplies.

Part-Time Students Part-time Students Tuition (1-6 credits) Tuition (7-11 credits)

Per credit hour Per audit hour $576 $115 $1,152 $115

Please note that housing fees are subject to change.

Trinity offers senior citizens (55 years or older) the chance to audit one course per semester for $100. Travel courses are not included. Seats must be available in the class and upper-level courses may require instructor approval. For information, contact the registrar. Trinity Alumni Audit Discount

Deposits: Students living in campus housing must pay a one-time $300 damage deposit. For details, contact Student Services.

Trinity offers alumni and former students who have taken 30 or more semester credits the opportunity to audit two courses per year at no charge. Travel courses are not included. Seats must be available in the class and upper-level courses may require instructor approval. For information, contact the registrar.

Student Accounts All students are asked to submit a completed Payment Plan Agreement and a Meal Plan Form (if applicable) to the Student Accounts Office. If a completed Payment Plan Agreement is not received by July 15 for fall semester or January 15 for spring semester the student will automatically be assigned the Payment in Full plan.

Additional Fees The charges listed above do not include lab fees, personal expenses, textbooks, or the following miscellaneous fees: Choir Fee Music Lessons Graduation Fee Campus Center Parking Technology Fee Transcript Fee

$25 per semester $375 per course $100 $150 per semester $50 per semester $20

Student Accounts accepts cash and checks for payment on account. Credit card payments through Visa, MasterCard or American Express may be made in person or by phone. Payments more than ten days late are subject to a 3% late fee.

Payment options are outlined below. All payment arrangements are coordinated with the amount and type of verified financial assistance that is awarded, excluding work study.

Withdrawals and Refunds Any student who is contemplating withdrawal from the college for any reason should first consult the Academic Dean. Refunds due will be provided to students if they have met all financial obligations to the college and obtain a Withdrawal Form from the Registrar’s Office, get the requisite signatures, and return the form with their Trinity Student ID card to the Dean of Students Office. Failure to follow this procedure will result in grades of “F” for all courses and will prevent any refunds from being made.

Payment in Full: (one semester)* • Deadline for fall semester - August 15 • Deadline for spring semester and January 15 Trinity Payment Plan: • 5 monthly installments during the semester due the last day of each month.

Students who wish to be considered for a refund beyond those regular deadlines must withdraw from the courses and submit this petition with supporting information. Petitions are only considered from students who submit documentation of a call to active military duty due to national emergency or a severe and unexpected illness which began during the term and precludes any and all activity. Submitting a petition does not guarantee its approval. (Note: Reserve duty training does not constitute active military duty.) A Petition for Refund form is available from the Registrar’s Office.

• Fall semester is billed August through December and Spring semester is billed January through May. • An administrative fee of $100 per semester will be added to the account balance for using the payment plan. • If payment is not made by the due-date, a 3% late fee will be assessed. Unpaid Accounts

Tuition

Through financial aid, student loans, and grants most students are able to cover most of the cost of education. While the college strives to inform students of available Financial Aid, it remains the sole responsibility of the student to ensure that their account is paid in full and on time.

Refunds for tuition will be made in the following manner: Days of classes: Percent Refund:

1-5 100%

6-10 80%

11-15 16-20 20+ 60% 40% 0%

Financial Aid at Trinity

Students must pay their accounts at the time of registration or establish an agreed upon payment plan with the college. Students who are unable to meet either of these two requirements will be subject to sanctions which may include the following: blocked access to the Student Information System, registration holds (blocked registration), exclusion from final exams, transcript holds, debt collections, and disenrollment from the college. Students with outstanding balances on their accounts who have otherwise completed the academic requirements for their degrees, may be prohibited from participating in commencement ceremonies and may have their diplomas and final transcripts held until such a time that their accounts have been cleared. Unpaid accounts will be charged late fees at 1.5% per month on the balance due until paid. Student transcripts will not be released until all accounts are paid. The college reserves the right to assess interest on all overdue payments and amend or interpret this financial policy at the discretion of the Vice President of Finance.

Because friends of Trinity give generously our tuition is below the national average for private colleges. In addition to this basic assistance, several special sources of financial aid are available, including need-based grants, merit scholarships, loans and employment. Recognizing that many students who desire to attend would be unable to meet all expenses of enrollment from personal or family resources, Trinity is glad to provide assistance to eligible students. The financing of a college education is a partnership between students, their families and the college. Need-based financial aid is available to help fill the gap between students’ potential resources and their allowable educational expenses. Potential resources are parent contribution, summer and academic year employment, savings and assets. The amount of contribution expected from the parents is related to the family’s financial strength, net income, number of 32

Specialty Scholarships

dependents, assets, allowable expenses and indebtedness. Merit-based aid for academic achievement, leadership and talent is available in the form of renewable scholarships.

Dean’s Circle Scholarship: Up to 60% tuition per year awarded to students with a minimum 3.25 GPA, submitted ACT/SAT score, and a sample academic writing assignment. To apply contact the Academic Dean.

The quantity and composition of federally funded awards is based on demonstrated financial need. In addition to the actual tuition, room and board charges, the government allows the following amounts to be included in figuring a student’s need: books, $1000; personal, $1,700; and transportation, $1,200.

ELCA Bishop’s Scholarship: Up to 50% of tuition per year awarded to students from participating ELCA synods who demonstrate leadership in school, church and community, with a minimum 3.0 GPA and submitted ACT/SAT score. Students apply online at TLC. edu/scholarships. Recipients must enroll full time. Automatically renews annually for up to 3 years if a 3.0 grade point average is maintained.

Aid timeline Students must complete and submit all financial aid paperwork prior to the start of term.

Lenore Myers Scholarship for Youth and Family Ministry: Up to $10,000 per year awarded to full time students intending to major in Children, Youth & Family Studies. Applicants must have a minimum 3.0 grade point average and SAT score of 1080 or ACT of 23. Apply for this scholarship with a cover letter submitted to the Children, Youth & Family Studies Department.

Students who fail to complete all financial aid paperwork by the start of term will lose access to the Student Information System (Populi) until financial aid requirements are satisfied. Students who have not completed their financial aid requirements will be responsible for the full balance (minus eligible financial aid awards) on their account and will be subject to the Student Accounts policy.

Students with a Purpose: Up to $2000 awarded to students enrolled full time with a minimum 2.5 GPA. Students must demonstrate leadership, initiative, or outstanding service in school, church or community.

Scholarships Trinity offers merit-based scholarships for new students, to include first-year and first-year transfer students with 15 or more semester credits of approved coursework. As a candidate for admission, an applicant will automatically be considered for these awards upon acceptance to the college. All scholarships are based on full-time enrollment. Trinity reserves the right to exclude certain courses when determining GPA.

Talent Scholarships

Academic Scholarships

Music Talent: Can be awarded, regardless of need, for vocal and musical performance. Students interested in Music Talent Scholarships should contact the Chair of Music department.

Athletic Talent: Talent awards can be offered regardless of need for recruited athletes. Trinity offers talent awards in men’s and women’s soccer, cross country and golf. Students interested in learning more about athletic talent awards may contact the Athletics Department.

President’s Scholarship: $9,000 to $11,000 per year, awarded to first year students only with a minimum 3.75 GPA and submitted ACT/SAT score. Automatically renews annually for up to three years if a 3.5 GPA is maintained.

Scholarships for Continuing Students The college awards scholarships for continuing students each May based on academic and other criteria. Application is made in the form of an essay submitted to the Financial Aid Office in March of each academic year.

Trinity Scholarship: $7,000 to $9,000 per year awarded to full-time students with a minimum 3.4 GPA and submitted ACT/SAT score. Automatically renews annually for up to three years if a 3.2 GPA is maintained.

Honors Scholarships: Awarded for superior academic achievement. Students must hold a cumulative grade point average of 3.9 or higher to be eligible for consideration.

Honors Scholarship: $4,000 to $7000 per year awarded to students with a minimum 3.0 GPA and submitted ACT/SAT score.

Academic Scholarships: Awarded for commendable academic achievement. Students must hold a cumulative GPA of 3.5 or higher to be eligible for consideration.

that date will be considered on the basis of availability of remaining funds. It is necessary to make a new application for financial aid for each academic year.

President’s Leadership Scholarship: Awarded to a senior with 30 or more credits at Trinity and a cumulative GPA of 3.5 or higher, whose involvement in the college community has made a difference.

State Need Grant The State Need Grant (SNG) program helps the state’s lowest-income undergraduate students pursue degrees, refine skills, and retrain for new careers. To be eligible, a student’s family income cannot exceed 70 percent of the state’s median.

General Achievement Scholarships: Awarded to students based upon academic achievement (3.3 GPA or higher) and significant community involvement.

College Bound Scholarship

Need-Based Aid

The College Bound Scholarship program encourages low-income, middle school students to choose a path that will lead to educational success after high school. The College Bound Scholarship covers the cost of public institution tuition and fees, plus a small book allowance, for low-income students who sign a pledge in 7th or 8th grade promising to graduate from high school and demonstrate good citizenship. The scholarship may also be applied to Trinity’s tuition and fees.

Financial need is largely determined by the analysis of the Free Application for Federal Student Aid Form (FAFSA), which must be filled out by students requesting assistance. A statement of financial condition, called the Student Aid Report (SAR), is generated. The FAFSA analysis determines an expected contribution for college expenses from the students and their parents. Under certain circumstances of student independence, parents are not expected to have the responsibility of assisting their offspring. “Financial Need” is defined as the difference between total student expenses for an academic year and the expected student/parent contribution, and is a primary factor in determining eligibility for most available financial aid. Students must be matriculated and in a declared degree or certificate program to be eligible for federal aid.

Federally Sponsored Aid The Pell Grant A Federal Pell Grant, unlike a loan, does not have to be repaid. Pell Grants are awarded to undergraduate students who have not earned a bachelor’s or a professional degree. Pell Grants are considered a foundation of federal financial aid, to which aid from other federal and nonfederal sources might be added.

Application Procedures: Fill out the FAFSA online at www.fafsa.gov. The Trinity school code is 013525. As a result of the information received from the FAFSA, the U.S. Department of Education will evaluate an applicant’s eligibility for a Pell Grant, and a Student Aid Report (SAR) will be formulated and sent to the applicant.

There are limits on the maximum amount each student is eligible to receive each academic year and in total (aggregate Pell Grant limit). Students may receive less than the maximum award depending not only on financial need, but also on costs to attend school, status as a full-time or part-time student and plans to attend school for a full academic year or less.

If the school code is used, Trinity receives the SAR electronically. The Financial Aid Office makes a need analysis and notifies the applicant. If offered a Financial Aid Package, the applicant must confirm the award by signing it and returning it to Trinity within the requested time.

Any Pell Grant eligible student whose parent or guardian died as a result of military service in Iraq or Afghanistan after Sept. 11, 2001 will receive the maximum annual award. Students must be under 24 years old or enrolled at least part-time in college at the time of the parent’s or guardian’s death.

Aid, with the exception of Federal Work Study (FWS), is credited to the student’s account. One-half of the amount is disbursed each semester.

Beginning with the 2012-2013 award year, students can only receive a Pell Grant for up to a maximum of 12 semesters or the equivalent. A student must achieve satisfactory progress (a 2.0 grade point average or higher) to continue receiving a Pell Grant. Students who do not make satisfactory progress

For the fall semester, applications received by May 1 will be given preference. Applications received after 34

during a semester, though given their Pell Grant award for that semester, will not be given their award the next semester until satisfactory progress is re-established. If satisfactory progress is not established before the end of the semester, they will lose their award for that semester.

regulations. No interest is charged while a student is in school at least half-time. Direct Unsubsidized Loans: Not based on financial need; interest is charged during all periods, even during the time a student is in school and during grace and deferment periods.

Application for the Pell Grant program is made by completing a FAFSA.

Direct PLUS Loans: Unsubsidized loans for the parents of dependent students and for graduate/professional students. PLUS loans help pay for education expenses up to the cost of attendance minus all other financial assistance. Interest is charged during all periods. Parents can apply for the PLUS loan online at www. studentloans.gov. A Master Promissory Note and Loan Entrance Counseling must be completed before loan money can be disbursed.

Supplemental Educational Opportunity Grant Program The Federal Supplemental Educational Opportunity Grant (FSEOG) program is for undergraduates with exceptional financial need. Pell Grant recipients with the lowest expected family contributions will be considered first for a FSEOG. Just like Pell Grants, the FSEOG does not have to be repaid.

Veteran and Other Benefits

Students can receive between $100 and $4,000 per year. The SEOG is awarded on an as-needed basis, determined by the Financial Aid Committee.

Selected programs of study are approved by the Washington State Higher Education Coordinating Board’s State Approving Agency for enrollment of persons eligible to receive educational benefits under Chapters 30, 32, and 35, Title 38, U.S. Code and Chapters 1606 and 1607, Title 10, U.S. Code. Applications for benefits are available on the GI Bill website at www.gibill.va.gov.

Work Study Work Study programs help students earn money for college while gaining valuable work experience. Work Study programs also provides students with an alternative to high levels of borrowing.

Trinity is also approved for the benefits from Social Security, the Bureau of Indian Affairs, and the Bureau of Indian Affairs in Alaska.

The Federal Work Study Program allows students to work on campus (or off campus as part of our community service outreach efforts) and earn funds to meet the cost of attending Trinity. In order to qualify for a work-study award, students are required to file the FAFSA. Trinity administers this program in accordance with the laws, federal regulations and instructions issued by or on behalf of the Department of Education, as well as its own institutional policies. A student’s eligibility to participate in the work-study program is reviewed annually. Work-study awards are given for the academic year (approximately August – May).

Title IV and Trinity Financial Aid A student must be a citizen of the United States or on permanent visa to receive federal financial aid (Pell, SEOG, FWS, FFEL). Scholarships issued by Trinity Lutheran College, excluding federal assistance money, may be available to all students, foreign or citizen of the U.S. The financial aid recipient is obligated to maintain Satisfactory Academic Progress at the college. At Trinity, satisfactory academic progress is a 2.0 GPA, as well as completion of 12 credit hours per semester (for full-time students). Students who receive below a 2.0 GPA or complete less than 12 credit hours per semester will be placed on academic probation. If the student is able to re-establish satisfactory progress before the end of the semester or payment period, financial aid will be released to the student.

Washington’s State Work Study program serves low-income and middle-income students who are Washington State residents. Work Study jobs are off campus. Students qualify by filing the FAFSA. Direct Loans The following are made through the Federal Direct Loan Program, which is administered by the U.S. Department of Education:

Before graduation or official withdrawal, students are required to have an exit interview with the Financial Aid Office.

Direct Subsidized Loans: For students with demonstrated financial need, as determined by federal 35

Students enrolled full-time must take 12 credit hours or more of instruction per semester to qualify for a full Pell Grant. Three-quarter-time attendance (nine to eleven hours) will entitle students to three-quarters of the Pell. Half-time attendance (six to eight hours) will entitle students to half of the Pell.

Students are responsible for applying for employment. Employment on campus or off is not guaranteed. Equal Opportunity It is the policy of Trinity Lutheran College to provide equal opportunity for all qualified persons in full compliance with Washington State and federal laws. Trinity does not discriminate on the basis of physical handicap in the admission or recruitment of students. All student financial aid programs are free from discrimination as specified by federal law. The college does not discriminate on the basis of race, color, national origin, age, or gender in its educational, employment, and recruitment programs.

Students must inform the Financial Aid Office of any changes in their financial circumstances that exceed $200. Students must also report receipt of other resources, such as scholarships, awards and earnings from employment. Work-Study employment offers begin with the first semester of enrollment. Continuance is subject to satisfactory job performance as determined by the employment supervisor.

The designated coordinator of services for disabled persons is the Dean of Students. The Trinity physical plant is geared toward the physically disabled with its wide elevators, automatic front doors, ramps, and several residence hall rooms that are able to accommodate a wheelchair.

Aid may be awarded in the form of scholarships, grants, loans and/or employment. Most financial aid awards are a combination package of different forms of assistance: Pell Grants, SEOG, Federal Family Education Loans, Federal Work Study, grants and scholarships. In packaging a student award, the Financial Aid Office attempts to be sensitive to any unusual circumstances. At no time is the Financial Aid Office able to extend financial aid over and above the established need factor. This would be considered an “over award” and is not allowed according to the Department of Education’s regulations.

Satisfactory Academic Progress When students accept financial aid at Trinity they also accept the responsibility for maintaining Satisfactory Academic Progress (SAP).

Trinity Scholarships will not be applied if a student withdraws during the first three weeks of the semester. Students withdrawing after three weeks will receive a pro-rated scholarship and will have to pay any balance on their account. Outside scholarships will not be refunded if necessary to cover the student’s owing balance.

Satisfactory Academic Progress (SAP) Policy is a requirement set by Federal and Washington State financial aid regulations that requires students to make Satisfactory Academic Progress toward the completion of a degree. Students at Trinity receiving federal, state or college aid, in addition to meeting other financial aid eligibility requirements, must be in good academic standing and be making satisfactory progress in their degree program. This policy is reviewed on a yearly basis. Should the policy change students will be notified.

Refunds and Repayment Policy: Refunds and repayments to be returned to the Title program(s) are determined by the Federal Title IV policy 34CFR 668.22. Specific information regarding this policy is available in the Financial Aid Office and Student Accounts Office.

The policy at Trinity is to allow students to continue to receive financial assistance as long as they are in “good standing”. To do otherwise could cause a severe hardship on students who devote their efforts to achieving satisfactory progress. This progress is based on the following criteria:

Employment There are three types of employment a student may seek: • On-Campus Work Study positions for students who qualify as part of their financial aid package.

• The numbers of credit hours students enroll in per semester,

• Other non-Work Study positions on campus. • Term and cumulative grade point average, • Off-campus employment. The college receives listings of job opportunities for off-campus jobs.

• Length of enrollment at Trinity and, 36

Financial Aid Warning, Probation Termination and Appeal

• Any transfer courses accepted by Trinity. • To maintain Satisfactory Academic Progress at Trinity:

Students who fail to maintain SAP will be subject to the following process:

• Students must maintain a cumulative grade point average of at least a 2.0 and,

Letters and electronic mail notifications (email) will be sent after grades are posted at the end of each semester to notify students who failed to meet the SAP standards.

• Successfully complete 67% of the classes they enroll for each semester and annually. Students applying for financial aid must be in compliance with the SAP policies as a condition of eligibility. Financial aid will be denied to students who fail to maintain progress under the Trinity SAP policy. At the end of each term and year, a review will be made to check compliance with semester and/or cumulative grade point average (GPA), maximum time frame limit, and minimum credit hour completion requirements. Entering students or continuing students applying for aid, who have previously attended Trinity must also be in compliance with the SAP policy even if they have not received aid during periods of prior enrollment.

A “Warning” status will be assigned to students failing to meet the standards for the first time. A “Probation” status will be assigned to students who successfully appeal for reinstatement after a “termination” period. “Termination” status results in the denial of financial aid. A student in a Termination Status may appeal for reinstatement of eligibility (placed in Probation Status with an approved appeal). An Appeal may be made one time for SAP purposes. Appeals must be in writing to the Financial Aid Office. The appeal must include an explanation of why the student failed to meet SAP and an academic plan to regain satisfactory academic standing at Trinity. An academic plan is an agreement between the student, Trinity Advising and the Financial Aid Office of the students plan to progress with passing grades and completed classes.

Duration of Study For full time undergraduate students receiving federal/ Title IV aid, the maximum number of credit hours that may be attempted is 186 (150% of required credits) and the maximum time frame for completing a baccalaureate degree is six years. For undergraduate students receiving Washington State Financial Aid (WSFA), the maximum number of credit hours that may be attempted is 155 (125% of required credits) or a maximum of 10 semesters, whichever comes first.

To regain compliance in SAP when a student is terminated, a student must complete a term (6 credit hours minimum) while earning at least a 2.0 semester GPA and completing all classes attempted without the benefit of financial aid. It must be mathematically possible to have a cumulative GPA of 2.0 or higher by the end of the academic year.

Even if a student changes his or her major or academic program, only 186 credit hours may be taken qualifying for federal financial aid and 155 credits for state aid, and the maximum time frame of six years for receiving a degree is enforced. Some financial aid programs (e.g. most college gift aid programs) allow aid to be awarded for a maximum of four academic years for entering first year students, and two years for entering transfer students or a maximum of 153 credit hours.

Further information about Trinity’s SLP policy, including specific policies for part-time students and the SAP regulations pertaining to Washington State aid programs, is provided through the Director of Financial Aid and Student Records.

For part-time undergraduate students, a minimum of 12 credit hours must be completed each academic year and achieve a degree with a maximum time frame of ten years. (The maximum number of credits allowable is 186.)

Academic Information

Academic Calendar The academic calendar, following the 4-1-4 system, provides for two semesters with an interim EPIC Term of four weeks. This calendar is favored by many liberal arts colleges and universities due to its flexibility and potential for innovative short-run and off-campus courses. Trinity’s fall semester begins in late August and ends with Christmas Break. During EPIC Term, students take one intensive course. Many students participate travel courses during this month. The spring semester begins in early February and ends in mid-May. A period of summer instruction is offered occasionally.

2014-2015 Calendar Housing Open for New and Returning Students......................................................................................... August 23 Welcome Weekend.....................................................................................................................................August 23 - 24 Semester Begins................................................................................................................................................... August 25 Opening Convocation........................................................................................................................................August 26 Last Day to Drop/Add..........................................................................................................................................August 29 Labor Day (No Classes).................................................................................................................................. September 1 Fall Break.......................................................................................................................................................October 15 - 17 Academic Advising and Registration for EPIC Term and Spring 2015....................................... Oct. 27 – Nov 14 Veteran’s Day (No Classes)..........................................................................................................................November 11 Last Day to Withdraw................................................................................................................................... November 25 Thanksgiving Break (Campus Closed).......................................................................................................... Nov. 26-27 Finals Week...........................................................................................................................................................Dec. 8 - 11 Semester Ends............................................................................................................................................... December 12 Housing Closes, 2 p.m................................................................................................................................. December 12 Christmas Break (Campus Closed)..........................................................................................................Dec. 22-Jan. 2 Housing Opens for Jan Term............................................................................................................................ January 4 EPIC Term Begins..................................................................................................................................................January 5 Last Day to Drop/Add...........................................................................................................................................January 7 Martin Luther King Jr. Day (No Classes)........................................................................................................January 19 Last Day to Withdraw.........................................................................................................................................January 21 EPIC Term Ends.................................................................................................................................................. January 29 Housing Opens, 9 a.m....................................................................................................................................... February 3 Semester Begins..................................................................................................................................................February 4 Last Day to Drop/Add.......................................................................................................................................February 10 President’s Day (No Classes)......................................................................................................................... February 16 Spring Break (No Classes)................................................................................................................. March 30 – April 3 Registration for Fall 2015..........................................................................................................................April 13 – May 1 Awards and Honors Chapel....................................................................................................................................April 28 Last Day to Withdraw..................................................................................................................................................May 4 Finals Week.........................................................................................................................................................May 18 – 21 Graduation Dinner.....................................................................................................................................................May 21 Semester Ends........................................................................................................................................................... May 22 Baccalaureate............................................................................................................................................................. May 22 Housing Closes, 2 p.m............................................................................................................................................. May 22 Commencement....................................................................................................................................................... May 23

Finals Week

Academic Freedom

Instructors may choose to set final exams (or equivalent summative assessments) during Finals Week. Each class is assigned a Finals Week session, which corresponds with regular class times. For sections that meet on Monday or Wednesday mornings, finals are scheduled during their regular times on Monday of finals week. For sections that meet on Monday or Wednesday afternoons, finals are scheduled during their regular times on Wednesday of finals week. For sections that meet on Tuesday or Thursday mornings, finals are scheduled during their regular times on Tuesday of finals week. For sections that meet on Tuesday or Thursday afternoons, finals are scheduled during their regular times on Thursday of finals week.

Academic freedom and freedom of inquiry are rooted within our commitment to the idea that all truth is God’s truth. Therefore, we belong to a tradition that does not seek to suppress freedom of inquiry, but to pursue it as an essential component of our faith and our academic program. The college encourages students and faculty to examine data, to question assumptions, to be freely guided by evidence, and to be learners and scholars together in the pursuit of truth.

Regular class schedule

Finals Week Schedule

M-W class (AM)

Monday

M-W class (PM)

Wednesday

T-Th Class (AM)

Tuesday

T-Th Class (PM)

Thursday

Academic Honesty and Plagiarism Academic honesty is expected of all students at all times at Trinity Lutheran College. Academic dishonesty constitutes a serious violation of scholarship standards that can result in substantial penalties, including denial of credit in a course, as well as dismissal from the college. Plagiarism, therefore, is a serious breach of the academic integrity of the institution. The following definition of (and explanation of how to avoid) plagiarism is used by permission from Bill Scott, Department of Psychology, Wooster College. Plagiarism is the representation of another person’s words, ideas, or information as if they were one’s own. You may use another person’s words, ideas, or information, but to do so without acknowledgment constitutes plagiarism.

Academic Policies and Procedures Academic Advising

For instance, you may describe Einstein’s theory of relativity, but if you present it as your theory you are guilty of plagiarism. You may summarize a Supreme Court opinion in your own words, but if you incorporate the language of the original, without indicating that you are doing so, you are guilty of plagiarism. You may get an idea while reading someone else’s book or term paper, but unless you acknowledge the source, you are guilty of plagiarism. Copying from someone else’s paper during an examination is a form of plagiarism. The submission of a term paper purchased from or prepared by someone else also constitutes plagiarism.

All students are assigned to a faculty academic advisor, ordinarily within their declared major. While Trinity makes every effort to assist students by assigning academic advisors, the final responsibility for meeting academic and graduation requirements rests with each individual student. The provisions of this catalog and information from advisors are not an irrevocable contract between the student and the college. The college reserves the right to change any provision or requirement at any time during the student’s term of residence.

Acknowledgment should be made for theories, interpretation, data, experiments, explorations, literary or artistic works, musical works, inventions, illustrations, or assistance in carrying out a project.

Trinity advisors act as mentors for students. The low student-faculty ratio allows for specialized mentoring by faculty. Students may feel free to approach their professors on a variety of life and career issues.

Beliefs so widely held as to defy citation or information (such as birth and death dates) obtainable from any of a number of authoritative sources are considered ‘common knowledge’ and need not be cited. Also, phraseology in common use may be duplicated without acknowledgment. The following are examples of such phrases:

Students are required to meet with their academic advisor prior to registration each semester. In consultation with their academic advisor, students monitor their own progress toward degree completion. 42

Knowledge is power (Bacon); Iron Curtain (Churchill); Military industrial complex (Eisenhower); Survival of the fittest (Spencer); The shortest distance between two points (Euclid); The best of all possible worlds (Voltaire, following Leibnitz); Eat, drink, and be merry (Ecclesiastes)

Trinity’s academic programs are designed to deliver a high quality education. Each course is taught in a manner appropriate to the student’s level, and standards for student achievement are high. Students are therefore expected to study diligently and apply themselves to their coursework responsibly.

The absence of any discernible attempt to give credit to your source will be taken as ‘prima facie’ evidence of an intent to plagiarize. In other words, if you have made no attempt, however meager, to give credit to someone else, you have created a presumption of willful plagiarism, and it is up to you to demonstrate that you were not attempting to conceal or misrepresent the true authorship.

Academic Standing: Warning, Probation, Dismissal and Appeal Good Standing: All students enrolled are expected to remain in good academic standing. Good standing requires a semester grade point average of 2.00 or higher for the immediate past semester. Academic Warning: Students whose most recent semester grade point average was less than 2.00, whose cumulative GPA is 2.00 or higher, and whose academic progress is otherwise satisfactory are placed on academic warning and sent warning letters.

It is Trinity Lutheran College’s policy to help educate students in all manners that are pertinent to future career paths. As such, students will receive instruction regarding plagiarism in English Composition, College Success Seminar, and courses within each major.

Academic Probation: Students are placed on probation if their cumulative GPA falls below 2.00. Probationary students may not take more than 12 credits during the probationary semester, must meet with their academic advisor once per month during the semester they are on probation (or students may elect to enroll in PSYC 100 in lieu of advisor meetings) and must collect their mid-term grades and submit these to the Academic Committee. Failure to satisfactorily complete each course attempted in a probationary semester may result in dismissal.

Conduct Policies for Those Suspected of Plagiarism If a faculty member has evidence of plagiarism, they have the ability to select one of the following sanctions: •

A zero on the assignment

•

An “F” in the class

•

Recommendation of expulsion

Academic Dismissal: Students not in good standing at the end of a probationary semester are dismissed from the college. They may apply for reinstatement by petitioning, in writing, the Academic Committee. If the petition is approved, the reinstated student continues on academic probation. If the petition is denied, the student may petition again after one semester unless otherwise informed.

Appeals Process If a student would like to appeal the sanction they have the option to appeal through a) the Academic Dean or b) Faculty Council. Recommendation of expulsion will be heard and voted on by the Faculty Council. All sanction decisions from the Faculty Council are final.

To apply for reinstatement, a student should write a letter that explains the cause of poor academic performance, as well as what plans and systems the student has put in place to ensure success. This letter will be submitted to the Administrative Assistant to the Deans and presented to the academic committee within 15 days of receiving a dismissal letter. The committee may choose to consult with the Dean of Students and/or request an in-person meeting with the student to present his or her case. Decisions by the Academic Committee are final.

If a student is expelled, a letter or notice may be sent to surrounding colleges and will be documented in your transcript file. Academic Standards The Academic Dean is responsible for the academic division of the college. With the Academic Dean, Academic Committee has immediate jurisdiction over all questions pertaining to scholarship and is responsible to the Faculty Council for maintenance of the academic standards of the college.

Attendance

Course Numbering

A primary responsibility of students is class attendance. Learning is an experience which requires active participation, and all students are expected to participate in all scheduled classes be they lectures, online collaborations, laboratories, seminars, studios, field trips or other types of activities. It is understood that occasional absences are unavoidable, but the student is responsible for his or her decision to miss a particular class meeting. In deciding to miss a class, a student must be aware that he or she is accountable, nonetheless, for any test or quiz and all assignments, material covered, and announcements made in that class. Faculty are entirely at their discretion about whether or not to allow a student to make up missed assignments. Furthermore, class participation itself is an appropriate criterion for grading and a studentâ&#x20AC;&#x2122;s failure to participate can be expected to affect his or her grade in the course. Failure to drop or withdraw from a course that the student is not attending may result in a final grade of F.

Course numbers indicate the relative degree of difficulty of the coursework and the academic maturity expected of the student. Courses at the 100 and 200 level are introductory and intermediate designed primarily for college freshman and sophomore levels. Courses at the 300 and 400 level are advanced, designed primarily for junior and senior levels. The course numbers also indicate the focus of the thinking skills involved. As a general rule, the skills involved are as follows: 100 level: students should be able to remember/ understand, and apply the course material 200 level: students should be able to apply and analyze texts, concepts, and theories

Absence Due to Illness

300 level: students should be able to critically analyze and create new ideas and projects related to the course material

Extended absence from courses due to illness or accident should be discussed with each instructor involved. Students are responsible for contacting their instructors, either directly or through the Dean of Students, as soon as an extended absence becomes apparent. Students should note that in some instances course requirements will be impossible to complete due to the extended absence.

400 level: create and evaluate important texts, concepts, and theories studied by the course Within most course areas, and particularly within course areas that correspond with majors (e.g. PSYC and the Psychology major; INFO and the Computer Information Systems major), students have the option of taking courses which afford opportunities for specialized study (Directed Study, Independent Study, Guided Reading), professional development in the discipline or field (Practicum, Internship, or Capstone), or credit-bearing work as a teaching assistant.

Change in Catalogs The official College catalog represents an understanding between student and the college, spelling out graduation requirements. In the event that the catalog changes before a student graduates, the student shall meet the requirements for their degree program that are articulated in the most recent academic catalog. In those cases where students would be disadvantaged by changes to the academic catalog, Petition Regarding the Application of Policy, which is available from the Office of the Registrar, with the Academic Committee for consideration.

Where Special Courses are listed with both lower- and upper-division numberings (2xx/3xx), greater degrees of specialization are expected from course content, and higher levels of critical thinking, creativity and application are expected from student work. 298/398 Special Topics Explores topical or special interest subjects to broaden or deepen student learning. May utilize classroom instruction, guest instructors, workshops, conferences, or special projects. Because the course represented by the special-topic designation changes after each iteration, Special Topic courses may be repeated multiple times and still count toward cumulative GPA and credits.

The provisions of the catalog are not an irrevocable contract between the student and the college. The college reserves the right to change any provisions or requirements at any time.

380/480 Practicum Faculty supervised off-campus, non-group instruction focusing on hands-on experience and application of knowledge that he or she has gained through collegelevel classroom instruction.

semester. There is a $150 graduation fee, due at the time of application. The application is due to the Registrar’s Office by October 1st. Students may participate in the Commencement ceremony with one 4 credit course outstanding. This may be accomplished by academic appeal to the Academic Committee by January 15th of the student’s senior year. Outstanding credits must be completed by the end of the summer term following graduation ceremonies. In the commencement bulletin, an asterisk is placed beside those names with the notation “Requirements to be completed by the end of the summer term (of the year of graduation).”

399 Directed Study A Directed Study consists of a project or a set of readings of special interest for advanced students, selected and facilitated by the instructor. The student and faculty will meet weekly to discuss the readings or project. 470 Internship/Field Experience Supervised off-campus, non-group instruction focusing on hands-on experience in a professional setting. The student will be able to relate the internship experience to the knowledge that he or she has gained through college-level classroom instruction. The students should leave the internship with a new set of skills or improvements in their current skill set.

Requirements not completed by this date will postpone graduation to a later date. New graduation fees will be assessed. In all cases, the graduation date will reflect the date at which all requirements are completed. Credit Hour Definition

480 Field Experience/Practicum A field experience course combines an internship experience in the community with independent study.

A unit of credit is one semester hour (or Carnegie unit). In most courses at Trinity, a credit equals 50 minutes of instructor-led learning plus 2 hours of studentdirected learning per credit, per week, over the course of a 15 week semester. For each credit sought, this should total no less than 45 student learning hours per credit hours per semester. For example:

497 Teaching Assistant A Teaching Assistant is invited by a department chair to assist a regular faculty member or department in daily academic duties. 498 Independent Study An Independent Study is a project or a set of readings of special interest for advanced students, designed by the student and supervised by the instructor. Independent study options are available to students as opportunities to research, analyze, integrate and present a subject of personal interest. Requirements for sources, length, organization, application and style are based on the academic level.

1 cr = 15 hours of instructor-led learning (1 per week)+ 30 hours of student-led learning (2 per week) for a semester total of 45 hours of learning. 2 cr = 30 hours of instructor-led learning (2 per week) + 60 hours of student-led learning (4 per week) for a semester total of 90 hours of learning. 4 cr = 60 hours of instructor-led learning (4 per week) + 120 hours of student lead learning (8 per week) for a semester total of 180 hours of learning.

499 Capstone Unless otherwise listed in the course catalog online, this senior-level course is a hybrid lecture-project format. Lectures will contain material specific to job and graduate school preparation as well as life skills such as budgeting and stress-management. The project portion involves an in-depth treatment of one specific area of interest through independent, faculty-supervised research or directed readings. Projects varies per student major and interest but are geared toward the integration of their major with their future plans.

Hybrid Courses A Carnegie Unit may be thought of as a total balance of student learning that is expected in a given semester. Instructors may compensate for a reduction in classroom time or contact hours by either increasing the balance of student-directed learning hours or by providing contact to students outside of the classroom setting.

Commencement

Should instructors wish to shorten the number of hours of instruction in a week or compress the number of weeks during which a course is offered, the preferred model is to design courses using a hybrid or mixed-mode format.

Commencement is held in May. Students planning to graduate must fill out the “Application for Graduation Form” from the Registrar’s Office prior to their final 45

In hybrid courses, instructor-led learning may take a variety of forms: face-to-face classroom time; watching instructor defined content such as streaming video; reading lecture transcripts posted online, viewing PowerPoint presentations, streaming audio, etc.; engaging in instructor defined interactive learning activities such as discussion boards, chat, web conferencing discussion groups.

or staff member, another student, student group or administrator. In most cases, the student should first have attempted to resolve the issue by approaching the person(s) involved, and then the appropriate dean or supervisor, before filing a written complaint. Process The student is encouraged to attempt to resolve all grievances at the lowest possible level. The student should first discusses the problem or complaint with the person whose decision or action is being contested and then with the person’s supervisor. If the grievance cannot be resolved at that level, the student can submit a formal complaint in writing. A complaint must be based on a claimed violation of a College rule or policy that has not been resolved through ordinary processes.

Complaints and Grievances Trinity Lutheran College is committed to providing an educational climate that is conducive to the formation and education of each individual. In order to ensure that commitment, the College has developed procedures for students to pursue grievances within the College community, should such action become necessary. A student who has an unresolved disagreement or dissatisfaction with a faculty or staff member, another student, student group or administrator has the right to file a written complaint without prejudicing his or her status with the College.

Any student who brings a complaint has the burden of proof and must provide documentation and evidence to support the allegation. A complaint should normally be filed within 10 working days of the incident or incidents. (Note: This policy does not limit the College’s right to change rules, policies or practices.) The student should put his or her grievance in writing according to the following guidelines: What is the grievance? Identify it. What are the grounds for the grievance? Explain the basic justification for it based on a claimed violation of a university rule or policy. How would you like to see it resolved? What do you want done?

Definition A complaint involves a concern, problem or issue other than a disciplinary measure. (The appropriate response to a disciplinary measure which is deemed unfair or excessive, or dissatisfaction with a grade, or progression, probation, or dismissal from a program, is an appeal, not a complaint. Appeals are made through established College procedures., as elsewhere in the Academic Catalog). Complaints may be academic or nonacademic.

For academic grievances (other than disability issues) the student will submit the complaint in writing to the Vice President for Academic Affairs. The Vice President for Academic Affairs will ensure that the complaint receives a timely response. The student may appeal the response in writing to the President of the College within 10 days. The results of complaints appealed to this level are final and may not be further appealed. The Vice President for Academic Affairs will keep on file a record of each complaint, its nature and resolution.

An academic complaint may be brought by a student regarding the College’s provision of education and academic services affecting his/her role as a student. Academic grievances can include but are not limited to the following types of allegations: discriminatory action toward students within the classroom by a faculty member, e.g., by singling out specific students for either preferential or adverse treatment; failure of a faculty member to follow College policies in the conduct of classes or examinations; or capricious or unreasonable arbitrary actions by a faculty member that adversely affects student performance.

For non-academic grievances (other than disability issues), the student will submit the complaints in writing to the Dean of Students. The Dean of Students will ensure that the complaint receives a timely response. A record of each complaint, its nature, and resolution, will be forwarded to the Academic Affairs office. Students in the traditional undergraduate program should also see the online Student Handbook.

The student must have first attempted to resolve the issue by approaching the faculty member, and then, where appropriate, the member’s Head of School, before filing a written complaint. A nonacademic complaint may be brought by a student regarding a disagreement or unresolved dissatisfaction with a faculty 46

encouraged that a student who is on the waitlist for a course attend the course from the first day of classes. This ensures seamless transition for both student and faculty should the student move from the waitlist into enrolled status. Trinity reserves the right to re-order the position of students on any class waitlist based on class standing, graduation date, major or concentration coursework or prerequisites. Trinity also reserves the right to enroll above class capacity.

Changes in Registration: Add/Drop and Withdrawal Adding or dropping a Class Students may make changes in their registration during a specified add/drop period at the beginning of each term. All add/drop activity must be completed by the listed add/drop deadlines for the specific term or semester. For deadlines, please refer to the class schedule or academic calendar (online at TLC.edu/ academics/calendar.html).

Unless agreed upon with the instructor, students who are enrolled in courses that are filled to capacity, and who do not attend during the first week of the term for that course, may be administratively withdrawn from the course, without notification. Again, it is the student’s responsibility to check their enrollment status daily.

Before adding or dropping courses, students are required to contact their academic advisor for assistance. Students may add a course without the signature of the instructor and advisor only during the first 5 business days of a class. In extraordinary circumstances, a student may add after the deadline; but must have the instructor’s signature, advisor’s signature, and will be charged a $100 late registration fee and any additional tuition. A student may drop a course without an instructor’s and advisor’s signature only during the first 5 business days of a class.

If you have questions about the waitlist policy or procedures, please contact the Director of Financial Aid & Student Records at 425.249.4777.

Definition of Student Status

Withdrawing from a Class

Matriculated: Students who have enrolled as degree seeking.

After the drop/add deadlines, a student may withdraw from a class with an instructor’s signature but it must be before the last day to withdraw deadline, published in the academic calendar. However, tuition is not refunded and you will be charged a $100 late withdrawal fee. A grade of “W” is recorded on the student’s academic transcript. If a student was enrolled in a class and never attended, and they did not drop the course before the published deadlines, the student will be charged for the class based on the refund schedule.

Non-Matriculated: Non-degree seeking students who are registered for classes either on the ‘Pre-College’ program or ‘Continuing Education’ program. Nonmatriculated students may register for any course where prerequisites are met. Students may take courses concurrently at Trinity and at another accredited institution, e.g., 10 credits at Trinity, 5.0 credits elsewhere. Full-Time: Students registered for 12 or more semester credits.

Waitlist Policy & Administrative Course Withdrawal

Part-Time: Degree or non-degree seeking students registered for fewer than 12 credits.

Once a class fills its seats to capacity, a waitlist is created. A student may add themselves on a course waitlist through the student management system, Populi. Please note, some waitlists may have a maximum limit. If you cannot add yourself to the waitlist, the waitlist is full. As a courtesy to other students, please drop yourself from the waitlist if you no longer plan to take the course.

Good Standing: Students currently meeting financial, academic standards, student life, and library obligations. Credit: Coursework is graded; transcript record; all coursework mandatory. Audit: No grades; transcript record; coursework optional, but 90% attendance mandatory. If attendance requirement is not met, a grade of UA (Unsatisfactory Audit) may, at the discretion of the instructor, be placed on student’s transcript. Audit hours may not be

Once space is available the student(s) will be enrolled automatically into the open seats. It is the student’s responsibility to check their enrollment status daily to see if they have moved from the waitlist into an open seat. During the first week of term, it is strongly 47

counted as part of the 12 credits needed for qualification as a full-time student.

Grading System

Academic Probation: The status of students whose cumulative GPA falls below 2.00.

The quality of a student’s performance in a course is recognized by a letter grade that translates to points for calculation of the GPA:

Disciplinary Probation: Status of students for whom a contract of disciplinary action has been written. See the Student Handbook for the policy.

Grade Points A 4.0 A- 3.7 B+ 3.3 B 3.0 B- 2.7 C+ 2.3 C 2.0 C- 1.7 D+ 1.3 D 1.0 F 0.0 P * U * AU * UA *

Student Class Standing First-year

0-29 earned credits including transfer

Sophomore

30-59 earned credits including transfer

Junior

60-89 earned credits including transfer

Senior 90 or more earned credits including transfer Note: Senior status does not necessarily ensure graduation with that class.

Explanation Superior

Above average

Average

Below average Failed Passing Unsatisfactory Satisfactory audit Unsatisfactory audit (attendance requirement not met)

I * Incomplete IP * In progress (course spans more than one semester, e.g., research project) R * Repeated course NR * Not reported WA * Administrative withdrawal (dismissal from course/college) W * Student withdrawal from course *Course grade not calculated into the GPA

Exiting the College Leave of Absence Some students need or want to leave the college for a time. This is referred to as “Leave of Absence.” A leave of absence is defined as an interruption in attendance at Trinity for a period of one semester for acceptable reasons. Re-entry to the college is automatic at the expiration of the leave period provided all other specified deadlines have been met. A student may request a leave of absence by filling out a Withdrawal/ Leave of Absence form, which is available in the Office of the Registrar. Students who do not return to the Trinity Lutheran after one semester of Leave of Absence will be considered ‘withdrawn’ from the College.

Passing Grades A student must earn a grade of C (2.0) or higher in order for a course to satisfy degree requirements. The credit for a course in which an earned grade is below a C, but above an F, may count toward the total credits required for a degree, but the course itself may not satisfy degree requirements. For example, a student who earns a C- in INFO401 will earn 4 credits toward their degree, but this course would not satisfy the major requirement. Students wishing to appeal this policy may refer to Petitions Regarding the Application of Academic Policy.

Transferring to another Institution Transcripts may be requested by supplying specific personally-identifying information and a signed release to the Registrar’s Office. Trinity credits are generally accepted by other regionally-accredited institutions, but their transferability is determined by the receiving institution.

Incomplete An Incomplete (“I”) may be given only when the student has: 1) satisfactorily completed all course assignments to at a least a ‘B’ level through the date of request; and 2) a student can demonstrate that the completion of other requirements is not possible because of factors beyond the student’s control.

Students withdrawing during the add/drop period will have no record of the quarter on their transcripts. Students withdrawing after the Add/Drop Period will show grades of “W” (withdrawal) for the term.

The “I” may be granted only after a completed and approved Request for Incomplete form has been filed in the Office of the Registrar. Incompletes must be filed before the last session of a class begins. An Incomplete must be completed within 12 weeks of the end of the course, unless an extension has been granted by the Academic Dean. Within the stated timeframe, the Registrar will automatically convert the “I” to the letter grade indicated by the course instructor on the Request for Incomplete form.

Honors Student Honors Eligibility for honors: Students must be registered for a full academic load at Trinity (12 credits or more) and have attained a 3.75 or higher GPA and have no Incompletes for the semester. Dean’s List: Awarded each semester to students in good standing who have attained a 3.75 or higher GPA.

Incomplete grades count negatively in relation to Financial Aid Satisfactory Academic Progress. A pattern of Incomplete grades and extensions will call into question a student’s continued status at Trinity. An Incomplete Contract must be completed by the student and their instructor and submitted to the Office of the Registrar before the end of the semester, in order for the incomplete to be processed or approved. The form is available from the Office of the Registrar.

Promising Leader Award: Awarded by the college president to a graduating senior with excellent academic achievement, involvement in college life, and future promise of exceptional leadership. Inspirational Student Award: An award determined by the student body to recognize a fellow student who contributes to the college’s community and spirit.

Pass/Fail Option Excellence in Writing Award: Awarded by the General Studies Department to a student who has demonstrated exceptional critical writing skills.

Students with a 2.00 or higher GPA may take one “Pass/ Fail” course per year up to a maximum of 4 courses. In most cases, such courses may not be used to fulfill major requirements. Students must obtain instructor approval and declare to the Registrar before midterm.

Biblical Languages Award: Awarded by the Biblical Studies Department to a student who has demonstrated proficiency in a biblical language.

Repeating Courses Graduate Honors Students who receive a grade of “C-” or below in a course at Trinity are allowed to repeat that course. The grade earned when the course is repeated is the grade which will be placed in the permanent record and which will be used in computing the cumulative grade point average. The grade earned the first time will be changed to an “R/(original grade)” and taken out of the GPA calculation.

Associate of Biblical Studies: With Honors (3.5-4.0 cumulative GPA) Bachelor of Arts / Bachelor of Science: Summa cum Laude (3.95-4.0 cumulative GPA); Magna cum Laude (3.75-3.94 cumulative GPA); Cum Laude (3.5-3.74 cumulative GPA)

Courses to which Financial Aid has been applied may be repeated one time and still be covered by financial aid funding if previously completed with a passing grade.

Certificate of Professional Studies: With Distinction (3.75-4.0 cumulative GPA) Note that before any honors can be awarded to graduating students, all coursework must be completed. Once completed, the award may be posted on the transcript.

Withdrawing from a Course Before the last two weeks of a term, students may drop courses and receive a grade of “W.” During the last two weeks of a term, students must remain in courses and receive a final grade in the course.

the Registrar. The instructor who assigned the grade should be involved in any appeal procedure concerning grade changes.

Normal Academic Load Permissible Academic Load: The phrase “academic load” refers to the schedule of courses for which the student is registered. A full-time academic load for Trinity students is 12-17 credits. Courses may be taken concurrently at another institution to fulfill requirements for a Trinity academic program. Students taking more than 17 credits per semester must pay additional tuition on a per credit basis.

Academic Appeals and Petitions Occasionally it may be necessary to institute a petition for a waiver of established policies and procedures, or an appeal for a redress of grievances. Written appeals of policy are processed through the Office of Student Records. Academic appeals fall into two general categories: 1) appeals of grades, or 2) petitions regarding application of specific policies.

Reduction or Limitation of Load: A student’s academic load is subject to reduction or limitation by the Academic Dean, in consultation with the Academic Committee, for inadequate scholarship or excessive employment beyond class time.

Grade Appeals Resolution of grade appeals is handled at the lowest possible level. The student must discuss the situation with the professor involved. Should discussion with the professor not resolve the issue and the student decide to appeal further, the following procedure must be followed:

Leadership Activities: To participate in leadership activities (e.g., student government, resident assistant) students must have a cumulative grade point average of 2.50 during the semester immediately preceding their participation in such an activity. This minimum must be maintained throughout the period of leadership. Minimum cumulative grade point average for student government officers is spelled out in the Associated Student Body Constitution.

1. A written statement describing the situation is submitted to the appropriate Head of School 2. The Head of School will meet with both the student and the professor to resolve the issue. Should the issue not be resolved at this level and the student or the professor wish to appeal further, step 3 is followed.

Petitions Regarding Application of Academic Policy

3. The student or the professor files a grade appeal with the Academic Dean. The Academic Dean will request pertinent information from all parties involved and make a recommendation for resolution. Should the issue remain unresolved, the student or the professor may appeal to the Academic Policies Committee (step 4).

Petitions relating to academic concerns must be in writing. All petitions must include the signature of the student’s advisor. This signature does not necessarily mean that the advisor endorses the petition, but that the advisor is aware of the petitioner’s request. Petitions to waive certain requirements (i.e. Vocation and Formation, SLP, and other CRUX courses) may also require the signature of the appropriate program director to be considered. Petitions are submitted to the Academic Committee, through the Office of the Academic Dean. Typical petitions include: waiver of requirements, acceptance of transfer credits, or substitutions for degree requirements, etc.

4. A petition in writing is submitted by the student or professor to the Academic Committee. The petition will describe the issue involved and the steps taken toward resolution. The Committee will request appropriate documents from the parties involved in steps 1-3. The Committee will hold a hearing on the petition. Parties to the dispute will be granted an opportunity to present their cases and to questioning. After receiving such evidence, the Committee will render a decision. The decision of the Committee is final. No further avenue of appeal is available. The decision of the Committee will be in writing and will remain on file in the office of the Academic Dean and in the student’s academic file.

Grade Changes Once recorded, a grade of “A” through “F” can be changed only in the case of clerical or computational error. It is the student’s responsibility to bring to the attention of the instructor any error in grades received within one semester following the issued grade. The instructor will submit the grade change to 50

A Directed Study may not be substituted for a course listed in the college catalog unless specific approval is given by the Academic Dean.

Independent Study An Independent Study is a particular course that is designed specifically for an individual student. Listed below are the conditions under which an Independent Study may occur: •

•

A student may earn no more than four credits of Directed Study in any given semester and may count no more than twelve credits of Independent Study or Directed Study credit as part of the number of credits required for the bachelor’s degree.

Such study is intended to allow students to explore academic areas of special interest not ordinarily provided by the existing curriculum.

A student wishing to undertake a Directed Study must have attained junior status and be in good academic standing, with a cumulative GPA of 2.50 or higher.

A student wishing to undertake an Independent Study or a Directed Study must have attained junior status and be in good academic standing, with a cumulative GPA of 2.50 or higher.

•

Independent Study is carried out under the guidance of a qualified member of the faculty and must include regular contact with the faculty member.

•

Independent Study must have prior approval of the Academic Dean or Head of School

•

Independent Study is normally available to junior and senior students. It is not available to students who are not regularly enrolled students of the college.

A completed Special Course form (available in the Records Office) must be filed as part of the registration process. A per credit fee will be assessed for Directed Study. The fee is in addition to tuition and any applicable class fees.

Student Records Policy Student records at Trinity are subject to the Federal Family Educational Rights and Privacy Act of 1974 (FERPA). The student’s file is open to the student except for confidential recommendations placed there before January 1, 1975. Students’ requests to see this file will be granted as soon as possible, and in all cases within 45 days of the request. Students may also review their own academic records. Faculty and other college personnel may review a student’s file and academic record when legitimate academic interests dictate. Information may also be provided to scholarship or government agencies regarding financial aid eligibility.

No more than 12 credits of Independent Study may count toward graduation. In unusual cases, students who do not meet these criteria may be permitted to undertake Independent Study providing that the appropriate instructor submits, along with the student’s petition, a letter which, in the judgment of the Academic Dean, adequately justifies the proposed study. A completed Special Course form (available in the Records Office) must be filed as part of the registration process. A per credit fee may be assessed for Independent Studies. The fee is in addition to tuition and any applicable class fees. All Independent or Directed Studies must be approved by the Academic Dean.

No other requests for information, other than “directory information,” will be honored unless authorized by the student in a signed release, which states to whom and for what purpose the information shall be supplied. Directory information includes the following items: student’s name, address, telephone, e-mail address, date of birth, place of birth, major, participation in officially recognized activities, dates of attendance, degrees and awards received, and most recent previous educational agency or institution.

Directed Study A Directed Study consists of a project or a set of readings of special interest for advanced students, selected and facilitated by the instructor. Listed below are the conditions under which Directed Study may occur:

The college does not supply directory information indiscriminately to commercial concerns for such purposes as mailing lists. A student may direct the withholding of any or all of this information by supplying a written request to the Registrar.

The student and faculty will meet weekly to discuss the readings or project.

Should students, after viewing material in their file, think that information is incorrect, they may place a written refutation of the information in the file or they 51

may proceed with the college’s judicial process to request that incorrect material be removed. The claim of incorrect material must, of course, be substantiated before any material will be removed.

Within all of our degrees, Trinity offers a number advising pathways which will help prepare students for further education for professions in law, counseling, teaching, or Christian ministry. Students are encouraged to speak to their advisors about the suggested courses for the pre-law, pre-counseling, pre-teaching, or pre-seminary tracks.

Major Declaration A major field of study provides each student with the opportunity to explore a single area of inquiry in depth and to gain the self-confidence derived from mastery of a subject. The major must be selected no later than the beginning of a student’s fourth semester of college study. It is the student’s responsibility to meet with his/her academic advisor when declaring a major and in subsequent semesters. Students may change their majors at any point in their academic careers; students choosing to change their majors should be aware that not all previously completed coursework may apply to the newly selected major, and additional coursework may be necessary to meet the new major requirements. Students declare their Majors and Minors using the Declaration Form that is available from the Office of the Registrar.

Tracks

Double Majors

Individualized Major

Any student may pursue a second major. Students must complete all courses for each of the majors.

Students may work with a faculty member to plan an Individualized Major. Such a major is usually interdisciplinary (i.e. including courses from more than one discipline) and provides an opportunity for the student to focus learning in a specialized field not available through the college’s regular programs. The advisor and student plan classes and electives in the major area(s), indicating both courses and credits required. This plan is recorded on an Educational Contract for Individualized Major for a baccalaureate degree. On approval by the Academic Committee, the contract is filed in the Registrar’s Office and with the faculty advisor.

Within some of Trinity’s majors, students are able to specialize their degrees by focusing on particular sub-interests within an academic field At Trinity, we call these specializations ‘tracks’. Students who are interested in pursuing tracks should discuss these options with their academic advisors. Certificate of Professional Studies Certificate of Professional Studies (CPS) candidates declare their program choice as a part of the admission process and before the beginning of classes. Their one-year program is planned with their Academic Advisor.

Minor Component Students may complete one or more minors. The minor is optional and is designated to provide structure to the study of a second field of interest chosen by the student. Students who elect to complete the requirements for a minor must earn a grade-point average of at least 2.0 in courses counting toward that minor. No course counting toward the student’s first minor will count toward the student’s second minor. Individual departments may specify the number of credits allowed on a major-minor overlap.

Students wishing to pursue an Individualized Major must attend to the following process:

Dual Degrees Secure a petition for an Individualized Major from the Office of the Registrar. In consultation with the advisor, a petition is completed. Incomplete petitions will not be considered. The completed petition is submitted to the Registrar who will forward it to the Academic Committee for consideration. The Academic Committee may refer the petition to the appropriate department(s) for review as deemed necessary. “Requests will be evaluated based on factors (including, but not limited to) the efficacy of the student’s plan, adherence to policies regarding an Individualized Major, ability of using Trinity-offered courses as a

Trinity Lutheran College offers the option of obtaining two undergraduate degrees. Trinity students pursuing dual degrees within two departments must complete the Trinity CRUX curriculum, each department’s specific curriculum and the major requirements for each degree, and at least 150 credits. Advising pathways In addition to majors and minors, students may further customize their degree program by adhering to a range of advising pathways, tracks and concentrations. 52

foundation for the major, and availability of a suitable advisor.”

Currently, the library subscribes to hundreds of academic journals related to the programs offered at the college. The library offers a full-text PsycINFO subscription, a collection of up-to-date, full-text PscyArtcile selected by the American Psychological Association, full text journals in various fields through JSTOR, ProQuest Research Library and ABI/INFORM Trade and Industry, the ATLA Religion Database with ATLASerials, the premier index and full-text to journal articles, book reviews, and collections of essaysin all fields of religion, EBSCO Academic Search Premier, Communication and Mass Media Complete, and Religion and Philosophy Collection, FirstSearch’s ERIC, ECO, MEDLINE, and WorldCat, etc.

All petitions for Individualized Major must be submitted prior to beginning the last 30 credits of residency and the petition approved prior to beginning the last semester of study for the degree. At least 30 semester credits with a cumulative GPA of 2.75 must be completed prior to submission of the petition. Students entering the college with 30-59 credits accepted in transfer must complete at least one semester of fulltime study at Trinity before petitioning for an Individualized Major; students who will enter Trinity with 60 or more accepted transfer credits must be accepted for admittance and preregistered for classes before petitioning for an Individualized Major.

Library Technology Information resources are readily available to students on a number of levels. By embracing emerging technologies, the Library continues to transform as an innovative gateway to learning resources.

Proposed majors must include the following minimum requirements: 45 credits: 15 credits in residence, 30 credits upper division.

The Library maintains electronic access to its holdings through SOPHIA, an online catalog system. The library circulation system is automated.

Library

The Multimedia Resource Center houses educational audio and video media resources. They may be used either on the library computer stations or on media workstations.

The Trinity Lutheran College Library is dedicated to the highest professional standards in serving the academic needs of Trinity’s learning community. The Library provides a pleasant research environment in which students and faculty can conveniently access to the resources and services they need. The Library creates an open and inviting atmosphere with the userfriendly services of circulation, reference and research consultation.

Docking stations, wireless internet and printer are available in the library for students owning laptop computers. A Google Education Apps account is provided to each student and faculty member, to support e-mail, file storage, collaborative group discussions, and project promotion.

For promoting independent and up-to-date learning skills, the Library reaches out the community with information literacy programs. Standardized descriptions of the various types of papers, grammar helps, and resources for academic success are also available.

The Scholar’s Edition of LOGOS Bible software is provided for research. Its tutorials are readily available.

The Library staff is committed to providing students with first-rate current information resources. With consistent assessment of the curricular needs of the college, the Library develops excellent collections in various formats, including print materials, audio, video, and electronic resources. The Library subscribes to the best in peer-reviewed journal materials, both in hard copy and full-text electronic format. Participating in library networks and consortia that support group subscriptions and interlibrary loan, the Library extends user access to the wider array of resources and services.

Computer labs and audio/visual communication labs are easily accessible and provide basic suites of software for school projects and individual practices. The LearnLab and all classrooms are equipped with handy digital presentation system. Appropriate use of Technology It is expected that Trinity’s information technology resources will be used in an effective and efficient manner authorized by the college in support of its mission and consistent with the law. All other use is 53

inconsistent with college policy and may be illegal. The college does not authorize the use of its Internet access for the illegal downloading, exchanging or distribution of any copyrighted media. Unauthorized distribution of copyrighted materials including peer-topeer file sharing may be subject to disciplinary action up to and including expulsion as well as civil and/or criminal liabilities. Please be aware that the college monitors its network for unauthorized activity. In addition, the Recording industry Association of America and the Motion Picture Association engage third-party services to monitor the Web for instances of infringement of their copyrighted material using technology that can trace IP addresses to both the original and subsequent infringers. In the event the college’s Information Technology Department detects an infringement occurring at your IP address, your access may be turned off, and you will receive a notice to report to the Dean of Students for possible disciplinary action. The college will not activate your access again until you do so. Be advised that individuals found legally responsible for copyright infringement may be liable for statutory damages up to $30,000 for each work infringed and, if willful infringement is proven by the copyright owner, that amount may be increased up to $150,000 for each work infringed. In addition, an infringer of a work may also be liable for the attorney’s fees incurred by the copyright owner to enforce his or her rights. Furthermore, violations of criminal statutes subject you to penalties of up to 10 years imprisonment depending on the nature of the offense.

Populi Trinity uses Populi, a student information system, as a campus-wide communications system, a learning management system for on-campus, hybrid, and online courses, an to process and manage student records including grades, student accounts, financial aid, and student disciplinary information. All students may access their records and register for classes using Populi. Simply go to https://tlc.populiweb.com OR TLC.edu and click on “PopuliAccess” under the Current Student menu. When the Populi page opens, use your @TLC.edu login and password to gain access.

Curriculum, Programs of Study and Majors 55

Degree Programs Trinity Lutheran College offers the following programs of study: Bachelor of Arts: 4-year accredited degree with majors in Biblical Studies, Business, Leadership & Management, Children, Youth & Family Studies, Communications, Early Childhood Education, Graphic Design & Visual Communications, Intercultural Studies, Music, and Psychology Bachelor of Science: 4-year accredited degree with a major in Computer Information Systems Associate of Biblical Studies: 2-year accredited degree designed to inform personal faith and provide a distinctive biblical foundation for life. Certificate of Biblical Studies: 1-year program for undergraduate students, who are seeking to grow in Christ by biblically-grounding their faith. Certificate of Professional Studies: a continuing education opportunity for individuals who already hold a bachelorâ&#x20AC;&#x2122;s degree. Trinity offers the following certificates: Biblical Studies [30 credits]; Children, Youth &Family Studies [30 credits]; Early Childhood Education [34 credits]; Intercultural Studies [30 credits] ELCA Associate in Ministry Theological Education: a program to support students in the training required to become an Associate in Ministry, a professional roster of the Evangelical Lutheran Church in America. Enrichment Studies: Trinity believes in the value of lifelong learning and encourages individuals to pursue continued education for personal or professional development. Students who wish to take courses, but not receive a degree, are welcome to enroll in courses for personal enrichment.

Bachelor’s Degree Degree Requirements (Overview) A Bachelor of Arts (B.A.) or Bachelor of Science (B.S.) is a four-year accredited degree, comprised of the Trinity CRUX Curriculum, general studies, a major in a student’s field of interest, and electives. A total of 124 credits are required to earn a B.A. or B.S. degree. In addition to credit requirements, the following General requirements apply: • Thirty-two credits applied to the degree must be earned from Trinity. • Forty credits applied to the degree must be upper-level (300 or 400 level). • A transfer student must earn a minimum of 20 of the 40 upper-level credits from Trinity. • Students must complete the requirements for at least one major as part of their degree. These include: Biblical Studies, Business, Leadership & Management, Children, Youth & Family Studies, Communications, Computer Information Systems, Early Childhood Education, Graphic Design & Visual Communications, Intercultural Studies, Music, and Psychology. In unique circumstances, a student may petition for an Individualized Major. • Students declare their major at the end of their first year • All required general education and Trinity CRUX courses must be passed with a grade of “C-” or higher. All required major courses must be passed with a grade of “C” or higher. (Some academic programs may require higher course grades.) • Students must achieve a cumulative grade point average of 2.0 or higher. (Some academic programs may require a higher GPA.) • Graduation requirements must be completed within six years of initial enrollment. Exceptions to any of the above may be made to the Academic Committee using the ‘Petitions Regarding Application of Academic Policy’ which is available from the Registrar’s Office.

Common Conversation Requirements [59 CR] GENERAL STUDIES

[35 CR]

FOUNDATIONS PSYC 100 College Success Seminar ENGL 101 English Composition COMM 101 Introduction to Communications & Public Speaking Social and Behavioral Sciences May be taken from either PSYC 101, SOCI 101, or POLS 201 Mathematical Modeling May be taken from any 4 credit lower-level course denoted as MATH

[17 CR] [1] [4] [4] [4]

EXPLORATION Arts May be taken from any practice-based lower-level course denoted as ARTD, VCOM, or MUSI Humanities May be taken from any lower-level course denoted as ENGL (excluding ENGL 101 or 090), HIST, GREK, or LATN. Some RELI and PHIL courses also apply - consult with your advisor. Social & Behavioral Science May be taken from any lower-level course denoted as ANTH, GEOG, ICUL, POLS, PSYC, or SOCI. Some ECED, BUSA, COMM and upper division courses in aforementioned program areas may also apply - consult with your advisor. Natural Sciences May be taken from any course denoted as NSCI.

[18 CR] [2]

[4]

[8]

INTEGRATION World Cultures and Languages Competency Writing Fluency Competency Information Fluency Competency CRUX

[24 CR]

FOUNDATIONS RELI 112 Vocation and Formation I RELI 113 Vocation and Formation II* RELI 111 Bible and Worldview RELI 114/L Synoptic Gospels + Lab

[10 CR] [1] [1] [4] [4]

EXPLORATION RELI 106 Service Learning Practicum RELI 107 Service Learning Practicum

[10 CR] [1] [1]

Biblical Studies May be taken from any of the following 200-level Biblical Studies courses: RELI 211 Introduction to the Pentateuch RELI 212 Introduction to the Prophets RELI 213 Introduction to the Writings RELI 221 Introduction to the Johannine Literature RELI 222 Introduction to the Pauline Literature

[8] [4] [4] [4] [4] [4]

INTEGRATION [4 CR] RELI 344 History of Christian ThoughtChristianity 58

[4]

Crux “Ramp Up” Option Students who have cumulative GPA of 3.25 or above may elect to meet CRUX credit requirements with similar RELI course content taken at a 300-level. These are courses that are offered for students completing a Biblical Studies major, but they are open to all who meet the prerequisites. Biblical Studies majors are encouraged to discuss this with their advisor.

Competencies Prior to completion of their studies at Trinity Lutheran College, all undergraduate students should demonstrate proficiency in three Core Competencies: World Cultures and Languages (WCL), Writing Fluency (WF), and Information Fluency. (IF). Students may demonstrate proficiency in these competencies either through an individualize assessment with a regular faculty member or their advisor, or by successfully completing coursework in these areas. A list of current courses meeting this competency is available on Populi. Transfer students or students with a demonstrable competency in these areas may petition to have these requirements waived.

BA/BS Student Learning Outcomes Student Learning Outcomes are statements about the intended knowledge, skills and aptitudes that our curriculum is designed to foster within students. As the faculty engages in ongoing assessment of its own effectiveness, it measures itself by how well its curriculum is enabling students to achieve these student learning outcomes. While we have distinct student learning outcomes for the CRUX and for each major, the faculty has identified the following five traits as the backbone for our shared educational work: critical thinking, collaboration, communication, curiosity, and character. Upon successful completion of their studies at Trinity Lutheran College, students will be able to: • Engage in critical thinking • Demonstrate collaboration in their approach to problem solving • Apply and evaluate effective communication skills • Demonstrate an enduring intellectual curiosity • Exhibit character, modeled by virtues of compassion, respect, humility and wisdom, in their life, work and vocation. The Common Conversation: We describe our curriculum as a ‘Common Conversation’ between the Trinity CRUX (vocation and formation, biblical and theological studies, service learning) and general studies (humanities and arts, mathematical modeling, behavioral, natural and social sciences). Taken together, this conversation supports the development of a spiritually and intellectually well-rounded learner who is equipped in the skills, knowledge and traits that are required of successful leaders in today’s world.

General Studies Our general studies requirements are divided into two major categories: Foundations and Explorations. Foundations courses provide students with an opportunity to develop foundational skills in written and verbal communication and mathematical reasoning and orient themselves to some of the core concepts within the 59

social and behavioral sciences. Through Explorations courses, students are exposed to a wider set of subjects and disciplines that help foster intellectual curiosity. In both Foundations and Explorations, students will take courses from the many disciplines that make-up a liberal arts education. Courses in the Arts and Humanities enable students to understand and interpret expressions and artifacts of human experience in word, image, music, and gesture. In these courses, students investigate the varieties of aesthetic, intellectual, and cultural expression from both contemporary and historical perspectives. They also develop the abilities to think rationally and to construct and assess opinions, ideas, and arguments. Arts and Humanities courses further encourage students to explore their own identity and traditions, so that they may craft their own responses to a changing and complex, modern world. Social and Behavioral Sciences studies courses help students gain knowledge of human cultures and the impact of historical events that shaped their development. Courses in this area examine individual, collective, and institutional behavior in social and historical contexts. Coursework may examine the interactions among diverse forces such as those arising in historical, communicative, geographical, social, cultural, legal, economic, and political contexts. Students will be introduced to theoretical approaches and methodologies for understanding social behavior and institutions. Courses may emphasize knowledge of specific historical and social situations or foster an appreciation for the diversity of human sociality and the complex forces shaping human history. Course in the Natural Sciences expose students to the nature and methods of scientific inquiry, emphasizing quantitative approaches to the testing of falsifiable hypotheses. These courses will begin to provide students with the tools and skills required not only to understand physical and biological phenomena but also to discover them through theoretically based inquiry, rigorous analytical thinking, and/or the collection and interpretation of empirical data, broadly interpreted. Development of these skills is an essential component for enabling the discerning of fact from myth and superstition; evaluating methodology, evidence, and opinion; problem-solving; and generally preparing students to be informed and active participants in modern society.

Core Competencies In addition to the General Studies curriculum which introduces students to the ‘common conversation’, students at Trinity Lutheran College are also expected to be able to demonstrate the attainment of three Core Competencies: World Cultures and Languages (WCL), Writing Fluency (WF), and Information Fluency (IF). Students may demonstrate proficiency in these competencies either through an individualize assessment led by regular faculty member, or by successfully completing one of the courses with a WCL, WF , or IF notation in the catalog. These courses are also listed below. Transfer students or students who already possess demonstrable competency in these areas, may petition to have these requirements waived. A Petitions Regarding Application of Academic Policy is available from the Registrar’s Office

World Cultures and Languages (WCL) Students must be able to demonstrate a familiarity with cultural difference and possess the ability to successfully navigate this difference within particular contexts. Courses in which students may demonstrate this competency help them to gain a knowledge of global issues, processes, trends, and systems and to apply this knowledge communicate, and connect, with people in a range of settings. Finally, through courses in World Cultures and Languages, students will acquire a biblically-grounded and holistic understanding of critical human issues in today’s world such as global health, poverty, hunger, conflict, misgovernance, environment, globalization, and injustice and will be able to articulate a philosophy of Christian vocation in today’s multicultural world. This competency may be met through the following courses and course areas: World Language Study, Cultural Intercultural Competencies (ICUL 310), Intercultural OutrachOutreach (ICUL 311), and courses involving significant intercultural engagement (e.g. travel courses).

Information Fluency (IF) Students must be able to utilize information resources within the digital world. This means that students should be able to demonstrate the following discrete skills: a) determine the extent of information needed for a given task; b) access the needed information effectively, efficiently, ethically and legally; c) evaluate this information and its sources critically, d) incorporate selected information into their own knowledge base; e) use this information effectively to accomplish a specific purpose; and f) understand the economic, legal, and social issues surrounding the use of information. Students are encouraged to speak with their advisors about discipline-specific courses in which students may best demonstrate this competency.

Writing Fluency (WF) Through the Writing Fluency competency, students demonstrate how scholars or professional in their disciplines communicate with one another. Through Writing Intensive courses, students learn the inter-relatedness of the study of a discipline and writing about the discipline. Each Writing Intensive Course affords students the chance to engage in dialogue with the instructor (written or in person) about writing. Students are encouraged to speak with their advisors about discipline-specific courses in which students may best demonstrate this competency.

The CRUX At Trinity, we employ faithful methods of inquiry and critical thinking in order to authentically engage the world. At the center of the curriculum for the Common Conversation is CRUX curriculum which through a foundational exploration of biblical texts and themes, personal formation, and service learning, provides students with an opportunity to get to know themselves and God’s world while exploring the Christian worldview and serving others. Upon successfully completing the CRUX, students: • have a broad understanding of the biblical narrative that emerges from Scripture. • be able to articulate a personal, informed response, regarding the biblical texts and the mission of God. • can apply biblical themes to practical, contemporary, and global issues. • are prepared for a lifelong journey of vocational discernment through spiritual practices and faith formation. • are equipped for a life of servant-leadership, which is discerning, holistic, and modeled by Jesus Christ.

Typical CRUX Framework A student at Trinity for three or more years will complete the following CRUX courses.

Fall

Spring

First Year

RELI 111 The Bible and Worldview [4] (offered fall and spring) and RELI 112 Vocation and Formation I [1] (offered fall and spring)

RELI 114 Synoptic Gospels [4] (offered fall and spring) and RELI 113 Vocation and Formation II [1] (offered fall and spring)

Second

RELI 106 Service Learning Practicum [1] and RELI 211 Introduction to the Pentateuch [4] or RELI 221 Introduction to Johannine Literature [4]

RELI 107 Service Learning Practicum [1] and RELI 212 Introduction to the Prophets [4] or RELI 213 Introduction to the Writings [4] or RELI 222 Introduction to Pauline Literature [4]

Third

EXAMPLE 1: A student at Trinity for three or more years, including transfer students who will be at Trinity for 88 or more credits (non-CRUX), will complete 24 credits of the following CRUX courses:

RELI 344 History of Christiaity [4] or RELI 312 Topics in Christian Thought [4]

Fall

Spring

First Year

RELI 111 The Bible and Worldview [4] (offered fall and spring) and RELI 106 Service Learning Practicum [1]

RELI 114 Synoptic Gospels [4] (offered fall and spring) and RELI 107 Service Learning Practicum [1]

Second

RELI 211 Introduction to the Pentateuch [4] or RELI 221 Introduction to Johannine Literature [4]

RELI 212 Introduction to the Prophets [4] or RELI 213 Introduction to the Writings [4] or RELI 222 Introduction to Pauline Literature [4]

Third

EXAMPLE 2: Transfer students who will be at Trinity for 60 or more credits complete 22 credits of the following courses:

RELI 344 History of Christianity [4]

or RELI 312 Topics in Christian Thought [4]

Two courses of SLP or practicum equivalent are expected to be completed by the end of the second year.

Fall

Spring

First Year

RELI 111 The Bible and Worldview [4] (offered fall and spring) and RELI 106 Service Learning Practicum [1]

RELI 114 Synoptic Gospels [4] and RELI 107 Service Learning Practicum [1]

Second

EXAMPLE 3: Transfer students who will be at Trinity for 48 or more credits complete 18 credits of the following courses:

RELI 211 Introduction to the Pentateuch [4] or RELI 221 Introduction to Johannine Literature [4]

RELI 212 Introduction to the Prophets [4] or RELI 213 Introduction to the Writings [4] or RELI 222 Introduction to Pauline Literature [4] or RELI 312 Topics in Christian Thought [4]

Students who have completed 12 credits of CRUX courses may elect to take complete their CRUX coursework with one of the 300-level courses (thus taking only one 200-level CRUX course).

EPIC-Term EPIC term: Experiential, Purposeful, Innovative &and Creative What is EPIC Term? EPIC term, one of the hallmarks of a Trinity education, is an intensive five-week block term when students take only ONE course. EPIC courses uniquely blend on-campus and off-campus experiences in a way that is innovative and often profoundly life changing for students. What makes EPIC term so great? 1. Focus on just ONE class. During EPIC term, you get to put all your energy into one topic, something that a regular term doesn’t normally let you do. The pace changes, and you have time to really dig in—to ask big questions and to be shaped and changed as you learn. 2. Your classroom is the world, literally. EPIC courses at Trinity are, by nature, experiential and immersive, so you get to leave campus and do your learning in the real world. Go somewhere you’ve never dreamed of and gain experiences you couldn’t have in the classroom alone. 3. Make connections. At Trinity we believe that outcomes matter. EPIC classes give you an opportunity to see the world for yourself, and to build real-world skills that lead to internships and jobs. Students who participate in EPIC term pay a program fee, which depends on the course and travel expectations, and a very reduced tuition. In fact, tuition for EPIC courses is discounted 85% from regular tuition at Trinity.

BIBLICAL STUDIES Overview The Biblical Studies major provides an outstanding background in the Old and New Testaments, while integrating faithful methods of biblical interpretation and the languages of the ancient texts. In addition, the major exposes students to philosophy and the history of Judaism and Christianity, which develops strong critical thinking, writing and research skills. The Biblical Studies Department aims to equip and prepare students personally and professionally to lead lives of Christian witness and ministry in church and society. The Department’s goals are that graduates be conversant with the Bible’s content and message and that they use the Scriptures devotionally, as well as theologically, in their daily lives. Students are expected to articulate the Christian faith effectively and compassionately. The department seeks to foster and assist students’ growth in faith and worship, in the use and understanding of Scripture, in Christian discipleship, and in a posture of listening, respect, and service toward others. Graduates are excellently prepared for seminary and other graduate study. As a classic liberal-arts program, graduates have applied their degree in a variety of vocations including church and discipleship ministries, crosscultural service, non-profit and para-church organizations, and as writers. After completing a major in Biblical Studies, a student will be able to: • Demonstrate competency and understanding of the Bible’s content and message • Understand basic Christian theology in its engagement with the world • Inductively study the Christian Scriptures with critical thinking skills and apply them to life • Effectively use various interpretive methods of Bible study • Clearly articulate Christian faith and theology in their historical contexts • Respect cultural dynamics, global realities, and human diversity • Practice a life of Christian vocation and discipleship • Engage successfully in graduate theological study

Biblical Studies Mission The Biblical Studies degree programs prepare students personally and professionally to lead lives of Christian witness and ministry in church and society. Tracks Available Students majoring in Biblical Studies may choose to focus their studies on one of three areas of emphasis: • Biblical Languages • Old and New Testaments • Pre-Seminary Studies

Application Process All students are welcome to declare a Biblical Studies major. No application to the program is required. Additional Programs of Study The Biblical Studies Department offers the following programs of study in addition to the Bachelor of Arts in Biblical Studies. • Associate of Biblical Studies • Certificate in Biblical Studies (1-year undergraduate) • Certificate of Professional Studies in Biblical Studies (post-bachelor’s) • Associate in Ministry theological education courses • Enrichment studies These programs offer opportunities for studying the Scriptures, the heart of the Trinity education encounter.

Major in Biblical Studies A major in Biblical studies requires 40 credits. General studies Prerequisites to the program COMM 101 Introduction to Communication & Public Speaking HIST 210 Church & Western Civilization RELI 215 Research Skills for a Digital Age (meets INFO requirement) PHIL 201 Introduction to Philosophy

[4] [4] [2] [4]

[4] [4]

And 4 additional credits from the following: PSYC 101 Introduction to Psychology SOCI 101 Introduction to Sociology

History/ Historical Theology Select 4 credits from the following: HIST 310 Reformation History HIST 344 History of Christianity

[4 credits] [4] [4]

Hebrew Bible RELI 310 Pentateuch (or RELI 410) RELI 323 Prophetic Literature (or RELI 423) RELI 326 The Writings (or RELI 426)

[12 credits] [4] [4] [4]

New Testament RELI 337 Johannine Literature (or RELI 437) RELI 332 Pauline Literature (or RELI 432) RELI 371 Book of Revelation (or RELI 471)

[10 credits] [4] [4] [2]

Theology RELI 490 Seminar in Biblical Hermeneutics And 2 additional credits from the following: RELI 433 Contemporary Theology RELI 434 Contextual Theology &and World Christianity RELI 435 Theology of the Cross 65

[6 credits] [4] [2] [2] [2]

RELI 451

Missional Theology

[2]

Practicum RELI 306 Biblical Studies Practicum* RELI 406 Biblical Studies Practicum*

[2 credits] [1] [1]

Capstone RELI 499 Integrative Biblical Seminar

[2 credits] [2]

Electives Upper-division electives in Biblical Studies or Theology (RELI), or Biblical Languages (Greek or Hebrew), to make up a total of 40 credits.

[4 credits]

Total required credits

[40]

*Note: After completing RELI 106, Biblical Studies Practicum may fulfill SLP requirement, also may be repeated as an elective in the major.

Minor in Biblical Studies The minor in Biblical Studies consists of the standard CRUX requirements or equivalent “Ramp Up” courses totaling 24 credits. See the CRUX requirements on page 44. Students with a minimum GPA of 3.25 are encouraged to “ramp up” the 200-level courses to take the same number of credits with similar content at the 300-level. See the listing of “Ramp Up” courses on page 44.

Minor in Biblical Languages The minor in Biblical Languages consists of two years of Classical Greek and one year of biblical Hebrew totalling 22 credits. Students who are considering seminary, graduate study, or vocation of Bible translation are encouraged to complete this minor, which consists of the following courses:

GREK 301 GREK 302 GREK 401 GREK 402 HEBR 301 HEBR 302

Greek I Greek II Greek III Greek IV Hebrew I Hebrew II

[4] [4] [3] [3] [4] [4]

Total required credits

[22]

Minor in Classical Languages The minor in Classical Languages consists of two years of Classical Greek and one year of Latin, totalling 22 credits. Students who are considering graduate study in the Classics are encouraged to complete this minor, which consists of the following courses:

GREK 301 GREK 302 GREK 401 GREK 402 LATN 301 LATN 302

Greek I Greek II Greek III Greek IV Latin I Latin II

[4] [4] [3] [3] [4] [4]

Total required credits

[22] 66

Associate of Biblical Studies Overview An Associate of Biblical Studies (ABS) is a two-year degree, comprised of courses in biblical studies, religious studies, and general studies to inform personal faith and provide a distinctive biblical foundation for life. The ABS degree prepares students for transfer to a bachelorâ&#x20AC;&#x2122;s degree program either at Trinity or another institution. A total of 64 credits are required to earn an ABS degree. Four components make up the degree: 1. Trinity CRUX

[24 credits]

Please refer to the description on page 44.

2. College Preparation [1 credits]

PSYC 100 College Success Seminar

[1]

3. General Studies Component [24-28 cr.] Arts [2] May be taken from any practice-based lower-level course denoted as ARTD, VCOM, or MUSI

Humanities ENGL 101 English Composition, plus 8-Credits from any lower-level course denoted as ENGL, HIST, GREK, or LATN,

[12]

Mathematical or Natural Sciences May be taken from any course denoted as MATH or NSCI.

[6]

Social and Behavioral Sciences Select 4 credits from the following: COMM 101 Introduction to Communications and Public Speaking PSYC 101 Introduction to Psychology SOCI 101 Introduction to Sociology

[4] [4] [4] [4]

4. Biblical Studies [6]

Additional 6 credits from 300-level RELI courses.

Total required credits

[64]

Certificate of Biblical Studies (1-year undergraduate) The Certificate of Biblical Studies provides a one-year program (30 credits) for undergraduate students, who are seeking to grow in Christ by biblically-grounding their faith. This program focuses on holistic discipleship, by strengthening head (informed faith), heart (passionate faith), and hands (active faith). The credits earned in this certificate are accredited and may be transferred into programs with similar requirements. Students who choose to remain at Trinity after completing the Certificate will be able to apply all the Trinity CRUX credits and general education credits to any of the academic majors.

Students who are interested in a â&#x20AC;&#x153;gapâ&#x20AC;? year may also take this certificate program. Due to the probability that some general education courses have previously been completed, other courses will be selected in consultation with the advisor. Course Requirements: Fall Semester [12 credit minimum] ENGL 101 English Composition [4] RELI 111 The Bible and Worldview [4] RELI 112 Vocation and Formation I [1] RELI 106 Service Learning Practicum [1] PSYC 100 College Success Seminar (if less than 30 transfer credits) [1] Electives [1-6] January Term RELI 114 Synoptic Gospels RELI 114L Synoptic Gospels Lab

[4 credits] [3] [1]

Spring Semester COMM 101 Introduction to Communications and Public Speaking RELI 113 Vocation and Formation II RELI 107 Service Learning Practicum Select one or more courses from the 200 level RELI courses RELI 2xx (Choose a 200-level RELI course) Electives Total required credits

[12 credit minimum] [4] [1] [1] [4] [1-6] [30]

Certificate of Professional Studies Requirements A Certificate of Professional Studies (CPS) is a post-baccalaureate concentration in biblical and professional studies and is restricted to students who have already earned a bachelorâ&#x20AC;&#x2122;s degree. The certificate is not a degree, but rather certifies that the student has completed academic study beyond a bachelorâ&#x20AC;&#x2122;s degree. (Credits are not graduate level.) 1. Biblical Studies Component [20 credits] A minimum of 20 credits in biblical studies and biblical theology (RELI), or biblical languages (Greek or Hebrew), including at least one course in each of the following areas.

Old Testament RELI 310 Pentateuch RELI 323 Prophetic Literature RELI 326 The Writings

[4] [4] [4]

Gospels or Acts RELI 114 Synoptic Gospels RELI 114L Synoptic Gospels Lab RELI 331 Acts and Paul RELI 337 Johannine Literature

[3] [1] [2] [4]

Epistles RELI 332 RELI 336

Pauline Literature Hebrews and General Epistles

[4] [2]

Biblical Theology RELI 433 Contemporary Theology RELI 434 Contextual Theology and World Christianity RELI 435 Theology of the Cross RELI 451 Missional Theology RELI 490 Seminar in Biblical Hermeneutics RELI 491 499 Integrative Biblical Seminar

[24] [2] [2] [2] [4] [2]

2. Service Learning Practicum Component [2 credits]

RELI 306 RELI 406

Biblical Studies Practicum Biblical Studies Practicum

[1] [1]

3. Electives Students take additional courses as electives to reach the minimum 30 credits required. Recommended electives include:

HIST 310 RELI 344

Reformation History History of Christianity

[4] [4]

Total required credits

[30]

Enrichment Studies Trinity Lutheran College believes in the value of lifelong learning and encourages individuals to pursue continued education for personal or professional development. Students who wish to take courses, but not receive a degree, are welcome to enroll in courses for personal enrichment.

ELCA Associate in Ministry Theological Education Overview Trinity Lutheran College offers courses that may fulfill the theological education requirements for becoming an Associate in Ministry (AIM). An AIM is a person recognized, commissioned, and called by the Evangelical Lutheran Church in America (ELCA) as a lay minister in the area of social service, the arts, Christian education, youth ministry, administration, or other area of specialized ministry. Requirements for commissioning include a bachelor’s degree, basic theological education, 600 hours of approved supervised field experience, and approval for call by the ELCA.

Options for completing theological education The following are suggested courses the college offers that may meet AIM theological education requirements. Interested persons must first contact their synod’s candidacy committee to determine appropriate courses. Biblical Studies – Old Testament RELI 211 Introduction to the Pentateuch RELI 212 Introduction to the Prophets RELI 213 Introduction to the Writings RELI 310 Pentateuch RELI 323 Prophetic Literature RELI 326 The Writings

[4] [4] [4] [4] [4] [4]

Biblical Studies – New Testament RELI 114 Synoptic Gospels RELI 114 L Synoptic Gospels Lab RELI 221 Introduction to Johannine Literature RELI 222 Introduction to Pauline Literature RELI 331 Acts and Paul RELI 337 Johannine Literature RELI 332 Pauline Literature RELI 336 Hebrews and General Epistles RELI 371 Book of Revelation

[3] [1] [4] [4] [2] [4] [4] [2] [2]

Lutheran Theology & Confessional Writings RELI 435 Theology of the Cross

[2]

Introductory Systematic Theology RELI 433 Contemporary Theology RELI 499 Integrative Biblical Seminar

[2] [2]

Lutheran Church History (including North American context) HIST 310 Reformation History

[4]

Options for completing specialized studies and field experience AIM candidates may also complete specialized studies in Christian education, youth ministry, intercultural studies, administration, or music and worship through courses offered at Trinity. Interested persons must first contact their synodâ&#x20AC;&#x2122;s candidacy committee to determine appropriate courses. If approved by a synod candidacy committee, students may accrue supervised field experience hours through Trinityâ&#x20AC;&#x2122;s Service Learning Practicum or Field Experience program while earning college credit.

Minor in Theology A minor in Theology consists of the following: The Trinity CRUX and general studies requirements, which must include:

HIST 310 RELI 312

Reformation History Topics in Christian Thought

[4] [4]

Each of the following: ICUL 211 Encountering Religions and Belief Systems of the World PHIL 320 Philosophy of Religion RELI 344 History of Christianity RELI 433 Contemporary Theology

[4] [4] [4] [4]

At least four credits of upper division RELI coursework, or COMM 420.

[4]

Total required credits

[20]

Minor in Philosophy A minor in Philosophy consists of the following: The Trinity CRUX and general studies requirements, which must include:

PHIL 201 RELI 312

Introduction to Philosophy Topics in Christian Thought

[4] [4]

All of the following: PHIL 305 Ethical Issues PHIL 320 Philosophy of Religion PHIL 325 Modern Philosophy PHIL 335 The Post-Modern Turn

[4] [4] [2] [2]

And at least eight credits from the following: RELI 344 History of Christianity COMM 420 Rhetorical Criticism/Hermeneutics Any upper division PHIL elective

[4] [4] [4]

Total required credits

[20]

*Note: students intending to apply for graduate programs are strongly encouraged to complete at least two language semesters.

BUSINESS, LEADERSHIP & MANAGEMENT Overview The B.A. in Business, Leadership & Management prepares students with core competencies for a variety of vocations in the for-profit business world and the nonprofit communities. Business, Leadership & Management (BLM) courses prepare students for vocations in all aspects of the business world. Students who complete the BLM program will be able to: • Be prepared to work in the for profit and nonprofit sectors • Be accepted into post-baccalaureate level programs • Demonstrate knowledge, values, and skills of business and nonprofit management and leadership • Be actively engaged in the life of church and society The BLM program also gives students the opportunity to pursue their interests, through coursework and a practicum, focusing on either the business or the nonprofit sector.

Tracks Available Business Management: This track focuses on the skills and knowledge required for professional management with a strong foundation for leadership in business organizations. It prepares graduates for a vocation in small, medium, and large size businesses and emphasizes special expertise and adherence to strong ethical and moral principles. Nonprofit Leadership and Management: This track offers special value to students interested in a career in the nonprofit sector. Students can enhance their undergraduate education to include preparation for occupations in nonprofit organizations, including government service, and graduate study in nonprofit administration. Nonprofits are one of the fastest growing employment sectors in the country, creating a high demand for graduates with skills to work for these diverse and exciting organizations. Accounting track: This track is specifically designed for those students who wish to prepare for a career in accounting. In addition to introductory accounting courses, students will need to complete two intermediate financial accounting courses. Completing these courses may make students more employable upon graduation, and can help prepare students for graduate work in accounting and finance.

Application Process Students in good standing will be admitted to the program with the approval of the Business, Leadership and Management department chair. Please contact the department chair if you are interested.

Major in Business, Leadership & Management Required Prerequisite BUSA 201 Exploration in the Business/Nonprofit Community

[4]

Required Courses BUSA 210 Financial Accounting BUSA 211 Managerial Accounting BUSA 301 Financial Management COMM 360 Advertising and Marketing Principles BUSA 310 Economics BUSA 401 Human Resources Management BUSA 410 Business Law and Ethics BUSA 435 Business Information Systems BUSA 440 Strategic Planning

[4] [4] [4] [4] [4] [4] [2] [4] [4]

Sub-total

[34]

Choose one of three tracks:

Nonprofit Leadership and Management BUSA 320 Resource Development for Nonprofit Organizations/Grantwriting BUSA 420 Managing the Non-profit Organization

[6] [4] [2]

Business Management BUSA 330 Global Business Environment BUSA 430 Operations and Management

[6] [4] [2]

Accounting Track BUSA 350 Intermediate Accounting I BUSA 351 Intermediate Accounting II

[4] [4]

Total required credits

[40-42]

Some students may wish to take courses in other tracks to achieve their educational objectives. With the approval of the Department Chair, students are permitted to substitute courses from either track or elective courses to achieve their educational goals. With the approval of the department chair, students are also encouraged to take a practicum course, and work at a non-profit or business organization. Courses can be waived only with the approval of the department chair.

Minor in Business, Leadership and Management At least 20 credits are required for a minor in Business, Leadership and Management. Required courses: BUSA 201 Introduction to Business/Non-Profit Management BUSA 210 Financial Accounting BUSA 211 Managerial Accounting

[4] [4] [4]

At least 8 credits from the following: BUSA 301 Financial Management COMM 360 Advertising and Marketing Principles BUSA 310 Economics BUSA 330 Global Business Environment BUSA 401 Human Resource Management BUSA 410 Business Law and Ethics BUSA 430 Operations and Management BUSA 435 Business Information Systems

[4] [4] [4] [4] [4] [2] [2] [4]

Total required credits

[20]

Minor in Nonprofit Leadership and Management At least 20 credits are required for a minor in Nonprofit Leadership and Management. Required Courses BUSA 201 Exploration in the Business/Nonprofit Community BUSA 210 Financial Accounting BUSA 320 Resource Development for Non-profit Organizations & Grant writing

[4] [4] [4]

At least 8 additional credits from the following: BUSA 301 Financial Management COMM 360 Advertising and Marketing Principles BUSA 401 Human Resources Management BUSA 410 Business Law and Ethics BUSA 420 Managing the Non-Profit Organization CYFS 355 Outdoor Ministry Administration ECED 308 Administration and Management of Early Learning Programs BUSA 435 Business Information Systems

[4] [4] [4] [2] [2] [2] [4] [4]

Total required credits

[20]

CHILDREN, YOUTH & FAMILY STUDIES Overview The B.A. in Children, Youth & Family Studies equips students to lead effective programs for children, youth, and families in churches, camps, parachurch organizations, social service agencies, or other non-profit organizations. Courses in the major provide students with comprehensive skills to work with children, youth, and families. After completing the program, students will be able to: • Articulate biblical and historical foundations • Design, implement, and evaluate effective programs • Address holistic developmental needs • Examine contextual considerations and work among diverse populations • Secure employment in the field or attend graduate school

Concentrations Available Students, in conversation with department faculty, also have the opportunity to specialize their degree program by focusing their studies in an area of particular interest. Examples of concentration areas include: Children, youth, and family ministry: Church-based children’s and youth ministry programs, teaching, program administration Human services: Community social services, program leadership, family resource centers Community outreach: Church-community partnerships, parachurch ministries, urban missions Christian education: Lifelong faith formation, adult education, intergenerational ministry Outdoor leadership: Camping ministry, outdoor recreation, adventure education Pre-counseling studies: Preparation for graduate-level counseling programs The program includes an emphasis on practical learning experiences through practicum and internship courses closely related to the student’s unique interests, totaling more than 600 hours. A semester-long junior practicum involves working 4-6 hours per week in a local organization and the senior-year Field Experience provides a semester-long experience working full time in a church, agency, camp, school, or nonprofit organization.

Application Process Students apply to a major or minor during the fall semester of their sophomore year. (Application dates vary for transfer students. See department chair for details.) Failure to complete the application process by the stated deadline will delay registration in further courses within the program. Students must be accepted to enroll in 76

upper-level courses used toward a major or minor. The student is responsible for any costs incurred in the application process.

Major in Children, Youth & Family Studies

CYFS 210 CYFS 211 CYFS 300 CYFS 320 CYFS 330 CYFS 335 CYFS 336 CYFS 380 CYFS 480 CYFS 485

Foundations for Children, Youth & Family Studies Models for Programming Family Systems Lifespan Development Counseling Skills Congregational Childrenâ&#x20AC;&#x2122;s Ministry* Congregational Youth Ministry* Practicum Field Experience Philosophy and Practice of Ministry

Total required credits

[4] [4] [2] [4] [4] [2] [2] [4] [14] [4] [44]

* With department approval, CYFS 335/336 may be replaced with courses tailored to a studentâ&#x20AC;&#x2122;s area of professional interest, such as upper-level courses in CYFS, ECE, BUSA, or PSYC.

Minor in Youth Ministry Required courses: CYFS 210 Foundations for Children, Youth & Family Studies CYFS 211 Models for Programming CYFS 305 Youth Retreat Planning CYFS 336 Congregational Youth Ministry RELI 355 Christian Spirituality: Practicing Our Faith

[4] [4] [2] [2] [4]

At least 4 additional credits from the following: CYFS 230 Service Projects and Mission Trips CYFS 300 Family Systems CYFS 330 Counseling Skills CYFS 339 Family Ministry CYFS 356 Outdoor Ministry Programming CYFS 380 Practicum CYFS 398 Special Topics RELI 433 Contemporary Theology

[2] [2] [4] [2] [2] [4] [1-4] [4]

Total required credits

[20]

Minor in Children’s Ministry Required courses: CYFS 210 Foundations for Children, Youth & Family Studies CYFS 211 Models for Programming CYFS 335 Congregational Children’s Ministry ECED 303 Children and Nature ECED 305 Children’s Literature, Language and Literacy

[4] [4] [2] [2] [4]

At least 2 additional credits from the following: CYFS 300 Family Systems CYFS 356 Outdoor Ministry Programming CYFS 398 Special Topic Seminar ECED 210 Child Growth and Development ECED 310 Diversity in Learning and Behavior ECED 398 Special Topics

[2] [2] [1-4] [4] [2] [1-4]

Total required credits

[18]

Minor in Outdoor Leadership Required courses: CYFS 210 Foundations for Children, Youth & Family Studies CYFS 211 Models for Programming CYFS 305 Youth Retreat Planning CYFS 356 Outdoor Ministry Programming ECED 303 Children and Nature

[4] [4] [2] [2] [2]

At least 4 additional credits from the following: BUSA 210 Financial Accounting BUSA 320 Resource Development for Nonprofit Organizations & Grant writing BUSA 420 Managing the Non-profit Organization COMM 360 Advertising and Marketing Principles CYFS 355 Outdoor Ministry Administration RELI 355 Christian Spirituality: Practicing Our Faith

[4] [4] [2] [4] [2] [4]

Total required credits

[18]

Minor in Pre-Counseling Studies Required courses: PSYC 101 Introduction to Psychology* CYFS 320 Lifespan Development CYFS 330 Counseling Skills PSYC 302 Introduction to Clinical Psychology PSYC 330 Research Methods PSYC 401 Abnormal Psychology

[4] [4] [4] [4] [4] [4]

Total required credits

[24]

* Prerequisite course (must be taken before any other courses in the minor)

Certificate of Professional Studies in Children, Youth & Family Studies Overview The Certificate of Professional Studies (CPS) program is designed as a continuing education opportunity for individuals who already hold a bachelor’s degree. By combining courses in biblical studies and professional studies in a specialized field, students strengthen their personal faith and increase skills for professional leadership. The program can be completed as a full-time student in one year (two semesters), or may be completed on a part-time basis over a number of semesters. The certificate program in Children, Youth & Family Studies specifically prepares students to lead programs for children, youth and families in churches, camps, parachurch organizations, social service agencies, or other non-profit organizations that serve young people and families. Students devise their own program of study (based in the requirements below) with the assistance of a faculty advisor. Most prerequisites for courses are waived for students in this program. The certificate is not a degree, but certifies that a student has completed college-level academic study beyond a bachelor’s degree. Courses taken in the certificate program are accredited and appear on a student’s transcript as undergraduate credits. Requirements A total of 30 credits is required to earn a Certificate of Professional Studies in Children, Youth & Family Studies. Two components make up the certificate program: 1. Biblical Studies Component At least 10 credits must be completed in biblical studies or theology (courses generally designated RELI), providing a solid biblical foundation for the program of study. 2. Children, Youth & Family Studies Component At least 20 credits must be completed in Children, Youth & Family Studies (courses designated as CYFS or ECED) to provide for focused study within the discipline. Courses are chosen in consultation with a faculty advisor, giving consideration to personal interests and individual academic goals. Students without prior experience in the field are required to complete CYFS 380 Practicum. Application Process Individuals interested in applying to the Certificate of Professional Studies program must hold a bachelor’s degree in any discipline prior to enrollment. Application to the program is made by submitting an application to Trinity Lutheran College, as well as completing a departmental application for the intended area of study (each department creates its own criteria for admission into its program). Contact the Office of Admissions for more information.

COMMUNICATIONS Overview The B.A. in Communications equips students for careers in various settings where communication is critical to understanding, expressing, and critiquing ideas and concepts. Courses in the major provide students with comprehensive skills in collaborative learning, critical thinking, and application of theories in ways that empower students. Each student will be able to: • Design, present and assess a variety of communication messages • Understand theoretical and other aspects of communication • Understand and uphold high ethical standards in the communications field • Integrate communication principles with other disciplines

Tracks Available Students, in conversation with department faculty, have the opportunity to specialize their degree program by choosing a track that captures their interest. Within the area of specialization, students generally take three courses and focus their senior-year project in the area of the track. Communications: The Communications Generalist concentration is intended for self-directed students who will devise their own program of interest picking courses from the other two concentrations or electives to design a unique program of study. Students use concentration courses to explore and build emphases that prepare them for various careers including social and human services, or prepare them for graduate school, pre-law, education, or pre-seminary. Rhetoric: The Rhetoric concentration equips students with a working knowledge of rhetoric’s role in the creation and maintenance of human understanding. Students explore the role of symbolic action in human interaction spheres including: the marketplace, politics, media, religion, science, and technology. This concentration provides students with a historical, theoretical, and applied understanding of the 2,000 year old rhetorical tradition in order to enhance student’s ability to both create and critique the many different forms of human communication Public Relations and Marketing: The Public Relations and Marketing concentration equips students for professions in marketing and promotional communications. Students explore how corporations and governmental agencies communicate with the public and how publics (e.g., social movements or nonprofits) communicate back to establishment entities. This concentration provides students with the tools to become effective communications professionals, delivering a solid foundation in communication theory and practice. Digital Design: The Digital Design concentration introduces students to the relationships between communications and various multimedia technologies. Students explore methods of analyzing, designing, and rendering communicative messages using digital technologies. This concentration provides students with the conceptual and practical tools needed to become competent digital designers, producers, and critics. It also considers how we use (and misuse) technology in communicative exchanges.

Application Process Students in good standing will be admitted to the program. Contact the registrar to declare a communications major. 80

Major in Communications A total of 36 credits are required for a major in Communications. There are 16 credits in the major emphasis, 12 credits in the three tracks, and 8 credits of electives totaling 36 credits. I. Prerequisites to Major COMM 101 Introduction to Communications and Public Speaking II. Required Major Emphasis Courses COMM 320 Rhetorical Communication Theories COMM 350 Persuasive Messages and Campaigns COMM 499 Capstone (Senior Thesis/Project) PSYC 330 Research Methods

[4] [4] [16] [4] [4] [4] [4]

III. Choose one of four tracks

Track A: Communications Generalist Students may opt for a generalist approach in which they design their own program of study through the self selection of 12 credits at the at the 300 or 400 level.

[12]

Track B: Rhetoric Take all three courses COMM 310 Multimedia Message Analysis COMM 420 Rhetorical Criticism/Hermeneutics COMM 425 Rhetorics of Public Discourse

[12]

Track C: Public Relations and Marketing Take all three courses COMM 300 Media Writing and Analysis COMM 360 Advertising and Marketing Principles COMM 400 Public Relations

[12]

Track D: Digital Design Option Take all three courses COMM 310 Multimedia Message Analysis COMM 370 Multimedia Message Design COMM 410 Multimedia Production

[12]

[4] [4] [4]

IV. All tracks require any combination of 8 credits of electives COMM 381 Homeletics and Advanced Presentations COMM 390 Freedom of Speech and Press COMM 399 Directed Study COMM 420 Rhetorical Criticism/Hermeneutics COMM 430 Communication Consulting and Training COMM 440 Health Communication COMM 450 Communication in the Classroom COMM 460 Intercultural Communication COMM 490 Internships/Field Experience COMM 498 Independent Study Total required credits

[8] [4] [4] [4] [4] [4] [4] [4] [4] [1 â&#x20AC;&#x201C; 4] [1 â&#x20AC;&#x201C; 4] [40]

Minor in Communications There are 20 credits required for a minor in Communications. I. Complete the prerequisite to the Minor COMM 101 Introduction to Communications and Public Speaking

[4] [4]

II. Complete Communications Emphasis Select 4 credits from the following: COMM 320 Rhetorical Communication Theories PSYC 330 Research Methods COMM 350 Persuasive Messages and Campaigns

[8]

III. Complete any combination of 8 credits of communications electives Upper-division (300 and above) COMM courses

[8]

Total required credits

[4] [4] [4]

[20]

EARLY CHILDHOOD EDUCATION Overview Combining theory and research, an understanding of faith development, extensive practical experience, and with a concentration on nature as a means of learning, students are prepared to teach or administer a public or church-based preschool or childcare center. Graduates with a B.A. degree in Early Childhood Education will: • Demonstrate proficiency in developmentally effective approaches to teaching and learning, concentrating on nature as an environment of learning • Positively influence children’s development and learning through appropriate and responsible observation, documentation and assessment in both indoor and outdoor settings • Uphold professional standards and ethical guidelines to advocate for quality educational practices and policies • Model a biblical lifestyle that will create respectful relationships in support of families • Secure employment as a staff member in early childhood facilities, or be prepared for graduate studies

Application Process Students must complete an online Washington State Initial STARS course and register with the Washington Department of Early Learning as part of the process for admittance into the major. The student is responsible for any costs incurred in that course. Failure to complete the STARS course before the end of the first semester in the major will delay registration in further courses within the major. An official state background check must be completed during the first semester in the major. Costs incurred by that process are the responsibility of the student.

Major in Early Childhood Education

ECED 110 ECED 210 ECED 270 ECED 303 ECED 305 ECED 308 ECED 310 EDEC 360 ECED 475 ECED 480

Environments for Teaching and Learning Child Growth and Development Developing Attentiveness: Using Observation Children and Nature Children’s Literature, Language and Literacy Administration and Management of Early Learning Programs Diversity in Learning and Behavior Curriculum and Content Areas Applied Early Learning Field Experience

Total Required Credits

[4] [4] [4] [2] [4] [4] [2] [4] [4] [14] [44]

Minor in Early Childhood Education Required courses: ECED 110 Environments for Teaching and Learning ECED 210 Child Growth and Development

[4] [4]

At least 8 additional credits from the following: ECED 270 Developing Attentiveness: Using Observation ECED 303 Children and Nature ECED 305 Children’s Literature, Language and Literacy ECED 308 Administration and Management of Early Learning Programs ECED 310 Diversity in Learning and Behavior ECED 398 Special Topics

[4] [2] [4] [4] [4] [1-4]

Total required credits

[16]

Certificate of Professional Studies in Early Childhood Education Overview The Certificate in Professional Studies (CPS) program is designed as a continuing education for individuals who already hold a bachelor’s degree. By combining courses in biblical studies and professional studies in a specialized field, students strengthen their personal faith and increase skills for professional leadership. The program can be completed as a full-time student in one year (two semesters), or may be completed on a part-time basis over a number of semesters. The certificate program in Early Childhood Education specifically prepares students to apply skills in teaching or administration to a preschool or childcare center. Students devise their own program of study with the assistance of a faculty advisor. Most prerequisites for courses are waived for students in this program, with the permission of the course instructor. The certificate is not a degree, but certifies that a student has completed academic study beyond a bachelor’s degree. Courses taken in the certificate program are accredited and appear on a student’s transcript as undergraduate credits. Application Process Individuals interested in applying to the Certificate of Professional Studies program must hold a bachelor’s degree in any discipline prior to enrollment. Application to the program is made by submitting an application to Trinity Lutheran College, as well as completing a departmental application for the intended area of study (each department creates its own criteria for admission into its program). Contact the Office of Admissions for more information.

Requirements A total of 34 credits is required to earn a Certificate of Professional Studies in Early Childhood Education. Three components make up the certificate program: 1. Biblical Studies Component At least 10 credits must be completed in biblical studies or biblical theology (courses generally designated RELI), providing a solid biblical foundation for the program of study.

[10 credits]

2. Early Childhood Education Component At least 18 credits must be completed in early childhood education courses.

[18 credits]

Required: ECED 110 Environments for Teaching and Learning ECED 475 Applied Early Learning

[4] [4]

[4] [4] [2] [4] [4] [4] [4]

And 12 additional credits from the following: ECED 210 Child Growth and Development ECED 270 Developing Attentiveness: Using Observation ECED 303 Children and Nature ECED 305 Childrenâ&#x20AC;&#x2122;s Literature, Language and Literacy ECED 308 Administration and Management of Early Learning Programs ECED 310 Diversity in Learning and Behavior EDEC 360 Curriculum and Content Areas

3. Electives Students take additional courses as electives to reach the 34 credits required. Total required credits

[6 credits] [34]

GRAPHIC DESIGN & VISUAL COMMUNICATIONS Overview Graphic Design and Visual Communications prepares students to create, understand, and interpret elements of our visual culture. Students explore design theory, learn use of cutting-edge technologies, and engage in critical analysis of visual representation. Students learn elements of illustration, filmmaking, art, and graphic design as well as the application of aesthetic theories to practical issues. Students attend to foundational concepts as well as aesthetics, learning how principles of color, light, and dimension contribute to overall design. Through study in this program students should be able to: • Understand foundational concepts of art, design, typography, aesthetics and color • Utilize industry related software • Apply knowledge of color and design principles and elements to convey a visual message • Balance understanding of design theory with practical application of design skills • Design and digitize messages that are responsive to changing times, contexts, and technologies • Work effectively with a collaborative team

Tracks Available Graphic Design and Visual Communications majors have the option to specialize in one of three areas: • Digital Design • Video and Film Production • Web Design

Application Process Students in good standing will be admitted to the program with the approval of the Visual Communications department chair. Please contact the department chair if you are interested.

Major in Graphic Design and Visual Communications Required from general studies: COMM 101 Introduction to Communication and Public Speaking ARTD 101 Art Exploration Required major courses: ARTD 102 2D and 3D Foundations ARTD 103 Photography and Image Framing ARTD 202 Drawing and Illustration VCOM 203 Typography VCOM 207 Digital Design Tools COMM 350 Persuasive Messages and Campaigns VCOM 353 Graphic Design COMM 360 Advertising and Marketing COMM 370 Multimedia Message Design COMM 410 Multimedia Production COMM 480 Thesis/Capstone project Sub-total:

[4] [2]

[2] [2] [2] [2] [4] [4] [4] [4] [4] [4] [4] [36]

Choose at least four elective credits:

[4]

Total required credits

[40]

Minor in Graphic Design and Visual Communication Required courses: ARTD 102 2D and 3D Foundations VCOM 203 Typography VCOM 207 Digital Design Tools VCOM 353 Graphic Design

[2] [2] [4] [4]

At least 8 additional credits from the following: COMM 350 Persuasive Messages and Campaigns COMM 360 Advertising and Marketing COMM 370 Multimedia Message Design COMM 410 Multimedia Production

[4] [4] [4] [4]

Total required credits

[20]

COMPUTER INFORMATION SYSTEMS Overview Computer Information Systems majors at Trinity will study information and the way it with both people and social systems. In other words, it is the application of computing to solve problems within the human context. An important component to our program is that it integrates both technological and social perspectives in the study of information. At Trinity, we have an interdisciplinary approach to teaching Computer Information Systems: you will receive in-depth training in computer programming, mathematics and statistics along with ethics and the social sciences. Students will participate in projects in the community in addition to a capstone internship. In this program, students will: • Understand the foundations and applications of information systems. • Understand database architecture, tools, analytics, and structure • Perform data analysis to increase access • Understand the complex relationship between technology and culture

Application Process Students in good standing will be admitted to the program with the approval of the department chair. Please contact the department chair if you are interested.

Major in Computer Information Systems I. Prerequisites MATH 205 Introduction to Statistics MATH 151 Calculus

[8] [4] [4]

II. Foundation INFO 201 Ethics in an Information Age INFO 210 Introduction to Human-Computer Interfacing INFO 220 Basic Programming INFO 230 Basic Tools of Database Programming PSYC 330 Research Methods INFO 270 Information Security, Privacy, and Compliance

[24] [2] [4] [4] [4] [4] [4]

III. Application Select two courses from the following: INFO 280 Documentation, Research Design and File Management INFO 310 HCI Design and Usability INFO 330 Advance of Database Design and Administration INFO 345 Business and Governance Informatics INFO 481 Project Management

[8]

IV. Implication INFO 360 Digital Literacy and Social Informatics

[4] [4]

V. Capstone ALL Majors must conclude with the following: INFO 499 Capstone: Design and Management of Information Systems

[4]

Total required credits

[4] [4] [4] [4] [4]

[4] [40]

INTERCULTURAL STUDIES Overview The B.A. in Intercultural Studies prepares students for cross-cultural service through a variety of organizations in both international and U.S. contexts. At the heart of the Intercultural Studies Major is the Mission of God. This program includes (1) biblical and theological foundations, (2) equipping students to thrive interculturally, (3) understanding mission history and the rise of world Christianity which shape current theories, strategies, and practices, and (4) equipping students with skills in evangelism and outreach. These content areas are honed through experiential learning, culminating in a 14-week-long internship in a cross-cultural setting. Courses in the major provide students with comprehensive knowledge and skills in critical thinking, cultural competence, collaboration, and community organizing. Through study in this program, students should be able to: • Articulate the biblical, theological, and historical foundations of the Christian movement within a pluralistic global context • Develop intercultural sensitivity to orders of increased cognitive complexity, deeper empathy, and behavioral shifting in interpersonal and organizational intercultural engagement • Think critically about globalization, mission outreach, evangelism, Christian service, interfaith relationships, solidarity and social justice • Develop and practice appropriate and responsible intercultural leadership skills • Secure employment or graduate study placement in an intercultural field • Students, in conversation with department faculty, have the opportunity to specialize their degree program by choosing a track that captures their interest.

Tracks Available Global Track: Students choosing this track are interesting in gaining a global perspective and potentially serving internationally. Coursework equips students for cross-cultural partnership and addressing the complexities of a globalized world. Students choose from a wide variety of options to complete a four-week international cultural immersion course, a junior-year intercultural practicum, and a fourteen-week international internship. Urban Track: Students choosing this track are interested in the opportunities and challenges of the growing urban communities in the United States. Coursework teaches students to analyze and address the spiritual, social, racial, and economic realities of cities, preparing them holistically for a variety of careers in urban outreach. Genuine exposure and practical experience are provided through a four-week immersion course, an urban ministry practicum, and a fourteen-week urban internship.

Application Process Students apply to the degree program during the spring semester of their sophomore year or at the midterm of their first semester if transferring in 60 or more credits. (Application dates may vary for transfer students. See department chair for details). Failure to complete the application process by the stated deadline will delay registration in further courses within the major. Students must be accepted into the degree program to enroll in upper-level courses in major. The student is responsible for any costs incurred in the application process.

Major in Intercultural Studies I. Required Major Courses ANTH 201 Introduction to Cultural Anthropology ICUL 201 Dynamics of the Global Christian Movement ICUL 211 Encountering Religions and Belief Systems of the World ICUL 310 Intercultural Competencies ICUL 311 Intercultural Outreach RELI 331 Acts and Paul ICUL 380 Intercultural Ministries Practicum ICUL 382 Intercultural Internship Preparation ICUL 411 Mission Theory, Strategies &and Practices RELI 451 Missional Theology Sub-total

[4] [4] [4] [2] [2] [2] [4] [1] [2] [2] [27]

II. Choose one of the following tracks:

Global Track ICUL 330 Language and Cultural Immersion Experience ICUL 480 Intercultural Internship (global emphasis)

[18] [4] [14]

Urban Track ICUL 320 Perspectives on Urban Ministry ICUL 480 Intercultural Internship (urban emphasis)

[18] [4] [14]

Total required credits

[45]

Minor in Intercultural Studies Required courses: ANTH 201 Introduction to Cultural Anthropology ICUL 201 Dynamics of the Global Christian Movement

[4] [4]

Electives: An additional 12 credits from ICUL courses in accordance with the studentâ&#x20AC;&#x2122;s interests and goals. Total required credits

[20]

Certificate of Professional Studies in Intercultural Studies Overview The Certificate in Professional Studies in Intercultural Studies is designed as a continuing education opportunity to develop new skills or update previous learning. To enter the program, students must hold a bachelorâ&#x20AC;&#x2122;s degree in any discipline. By combining biblical studies with courses in intercultural studies and missions, students strengthen their personal faith and increase their skills for ministry in a specific area. As a full-time student, the certificate can be completed in two full-time semesters. Requirements A total of 30 credits are required to earn a Certificate of Professional Studies. Four components make up the certificate program. Biblical and Theological Studies Component At least 8 credits must be completed in Biblical or Theological Studies courses (designated as RELI).

[8]

Intercultural Studies Component [12] At least 12 credits must be completed in Intercultural Studies courses or Anthropology. Intercultural Ministries Practicum Component ICUL 380 Intercultural Ministries Practicum*

[4] [4]

Electives [6] Students take additional courses as electives to reach the minimum of 30 credits required. Total required credits [30] *Under exceptional circumstances this requirement may be replaced with two semesters of a regular Service Learning Practicum, totaling 2 credits.

MUSIC Overview The B.A. in Music prepares students for work as music and worship leaders in congregations, graduate school or seminary. Our goal is to develop leaders grounded in knowledge of the Bible; skilled in changing worship styles, music, and technology; trained in program administration, and staff and congregation relations; appreciative of lasting traditions; and possessing vision for music ministry. The Music program features well-rounded study in a variety of disciplines, including biblical and religious studies, natural and social sciences, and the humanities. Theory meets practice, as Music students are challenged and prepared to lead the people of God in the song of the church for a new century.

Tracks Available Trinity’s music program allows you to specialize in various proficiency tracks within the degree. • Contemporary & Traditional Worship • Theater Arts • Vocal and Instrumental Ensembles

Application Process Students must submit a completed Music Application form to the Chair of the Music Department after which an audition time will be scheduled. During the audition, students will be evaluated for admission into the program. Students may also be eligible for choral and instrumental scholarships based on a successful audition.

Major in Music Required Courses MUSI 111 Music Theory I MUSI 112 Music Theory II MUSI 211 Music Theory III MUSI 212 Music Theory IV MUSI 242 Music History I MUSI 342 Music History II MUSI 361 Conducting I MUSI 351 Aspects of Church Music MUSI 341 Worship, Music and Culture MUSI 353 Music Technology MUSI 453 Global Music MUSI 470 Internship MUSI 121, 122, 221, 222 Aural Skills MUSI 131, 132, 231, 232 Class Piano MUSI 190, 290, 390, 490 Choir

[3] [3] [3] [3] [4] [4] [1] [4] [4] [4] [4] [4] [4] [4] [7]

At lease 6 additional credits from the following: Private Instrumental or Vocal Lessons

[6]

Total required credits

[62] 93

Minor in Music Required Courses MUSI 111 Music Theory I MUSI 112 Music Theory II MUSI 211 Music Theory III MUSI 212 Music Theory IV MUSI 242 Music History I MUSI 342 Music History II MUSI 121, 122, 221, 222 Aural Skills MUSI 131, 132, 231, 232 Class Piano MUSI 190, 290, 390, 490 Choir

[3] [3] [3] [3] [4] [4] [4] [4] [4]

At least 4 additional credits from the following: Private Instrumental or Vocal Lessons

[4]

Total required credits

[36]

*Theory and Aural Skills courses will incorporate training and use of current music composition technology.

Electives MUSI 391 Touring Ensemble [1 credit]: is year-long commitment affording 2 credits over two semesters. Members must also participate in the choir. MUSI 392 Worship Band [1 credit]: Members must also participate in the choir. MUSI 312 Music Song Writing, Styles and Traditions [4 credits]: offered every other spring semester MUSI 362 Conducting [1 credit]: It is advised that students take this elective. This course also offers students the opportunity to practice conducting the choir in rehearsal and perhaps a concert. Music 461 Church Music Rehearsal Techniques: It is advised that students take this elective, offered every other fall.

Pass/Fail Requirements Service Learning Practicum as part of the Trinity CRUX Music Core Curriculum and Piano Proficiency Assessments will be taken at the end of oneâ&#x20AC;&#x2122;s sophomore year. Students must pass in order to begin junior level Music courses. The Piano Proficiency Assessment can be taken at any time allowing students to exempt Piano/Keyboard courses. Senior Recital/Capstone and Internships may be completed over Fall, Spring, Summer and EPIC Term pending approval.

PSYCHOLOGY Overview The B.A. in Psychology provides students with an in-depth understanding of human interaction and teaches students to respond to complex individual and social issues. Trinity’s psychology program is an integral part of the entire college’s curriculum—not only does it support other disciplines through its critical thinking development and social and behavioral courses, but it also facilitates a holistic educational experience. Psychological concepts and principles are integral components of a variety of professions. Trinity’s goal is to provide students with a knowledge base in psychology, and an awareness of various methodologies for psychological research, and to allow students the ability to weigh evidence, act ethically, and reflect Christian values in their lives. In addition, the psychology program is an excellent preparation for graduate studies in a number of different fields. Courses in the major provide students with comprehensive skills to work in a number of fields. After completing the program, students will be able to: • Understand the knowledge base and values of psychology • Be aware of various methodologies for research • Weigh evidence critically • Apply psychology in every day and professional settings • Possess information, technological literacy and communication skills • Have exposure to sociocultural and international issues • Engage in career planning and development • Have the opportunity and tools for personal development • Act ethically and reflect on Christian values

Tracks Available All Psychology majors will graduate with a degree in General Psychology. Students may choose to personalize their degree by the courses they select, specializing through electives. Psychology majors may create an individual program of study with their advisor or choose to focus their studies in one of four specified areas: • Clinical Psychology • Forensic Psychology • Industrial/Organizational Psychology • Sports and Exercise Psychology

Application Process To become a Psychology major, apply to the program during the spring semester of your sophomore year. 95

Major in Psychology Prerequisites: PSYC 101 Introduction to Psychology** MATH 205 Introduction to Statistics* Subtotal

[4] [4] [8]

Requirements: PSYC 260 History and Systems** PSYC 330 Research Methods** PSYC 499 Capstone Subtotal

[4] [4] [4] [12]

General Psychology Track Choose 8 credits from Area A courses PSYC 301 Learning and Motivation** PSYC 310 Physiology of Behavior* PSYC 430 Cognition** PSYC 475 Sensation and Perception

[8] [4] [4] [4] [4]

Choose 8 credits from Area B courses CYFS 320 Lifespan Development** PSYC 331 Models of Personality ** PSYC 340 Social Psychology** PSYC 401 Abnormal Psychology**

[8] [4] [4] [4] [4]

Electives in Psychology Electives can include those from area A and B not taken

[12]

Total required credits

[40]

Clinical Psychology Track Area A: PSYC 301 PSYC 310

Learning and Motivation Physiology of Behavior*

[4] [4]

Area B: CYFS 320 Lifespan Development PSYC 401 Abnormal Psychology Electives: PSYC 290 PSYC 291 CYFS 300 PSYC 350 PSYC 302 OR PSYC 411

[4] [4]

Helping Skills Ethics of Counseling Family Systems Group Processes Introduction to Clinical Psychology

[2] [1] [2] [4]

Introduction to School Counseling

[4]

* denotes class that fulfills general education requirements (MATH 4 cr. & NSCI 4 cr.) **denotes class that fulfills Social and Behavioral Science requirement (Introduction to Psychology, plus 8 additional credits.)

Forensic Psychology Track Area A: PSYC 310 Physiology of Behavior* PSYC 430 Cognition

[4] [4]

Area B: PSYC 340 Social Psychology PSYC 401 Abnormal Psychology

[4] [4]

Electives: PSYC 360 PSYC 470 PSYC 365 PSYC 410

[4] [4] [2] [2]

Psychology and Law Psychology of Crime and Deviance Serial Murder and Profiling Psychological Testing and Assessment

Industrial/Organizational (I/O) Psychology Track Area A: PSYC 301 Learning &and Motivation PSYC 430 Cognition

[4] [4]

Area B: PSYC 331 Models of Personality PSYC 340 Social Psychology

[4] [4]

Electives: PSYC 350 PSYC 440 BUSA 401 COMM 431

[4] [4] [4] [4]

Group Processes Introduction to Industrial and Organizational (IO) Psychology OR Human Resource Management Communication and Leadership

Recommended: COMM 360 Marketing and Communications Principles COMM 400 Public Relations COMM 460 Intercultural Communication

[4] [4] [4]

Sports and Exercise Psychology Track Area A: PSYC 301 PSYC 310

Learning &Motivation Physiology of Behavior*

[4] [4]

Area B: PSYC 331 Models of Personality PSYC 340 Social Psychology

[4] [4]

Electives: PSYC 350 Group Processes PSYC 380 Health Psychology PSYC 390 Nutrition as Behavior

[4] [4] [4]

* denotes class that fulfills general education requirements (MATH 4 cr. &and NSCI 4 cr.) **denotes class that fulfills Social and Behavioral Science requirement (Introduction to Psychology, plus 8 additional credits.)

Minor in Psychology Prerequisites PSYC 101

Introduction to Psychology

[4]

Required Minor Courses MATH 205 Introduction to Statistics PSYC 330 Research Methods

[4] [4]

Choose 4 credits from the following Area A courses PSYC 301 Learning and Motivation** PSYC 310 Physiology of Behavior* PSYC 430 Cognition** PSYC 475 Sensation and Perception

[8] [4] [4] [4] [4]

Choose 4 credits from the following Area B courses CYFS 320 Lifespan Development** PSYC 331 Models of Personality ** PSYC 340 Social Psychology** PSYC 401 Abnormal Psychology**

[8] [4] [4] [4] [4]

Choose 4 credits as an elective course Electives can include those from area A and B not taken

[4]

Total required credits

[20]

COURSE DESCRIPTIONS Course Departments Physical Education..................................................................................................................................... (PHED) Collegiate Athletics.................................................................................................................................... (PHED) Biblical Studies .............................................................................................................................................. (RELI) Business, Leadership and Management ............................................................................................... (BUSA) Children, Youth & Family Studies.............................................................................................................(CYFS) Communications..................................................................................................................................... (COMM) Computer Information Systems............................................................................................................. (INFO) Early Childhood Education ..................................................................................................................... (ECED) Graphic Design and Visual Communications ...................................................................... (ARTD, VCOM) Humanities and Languages......................................................... (ENGL, GREK, HIST, LATN, PHIL, SPAN) Intercultural Studies .................................................................................................................................... (ICUL) Music ..............................................................................................................................................................(MUSI) Natural Science and Mathematics ............................................................................................ (MATH, NSCI) Psychology .................................................................................................................................................. (PSYC) Social Sciences................................................................................................... (ANTH, GEOG, POLS, SOCI)

Course Abbreviation Key Anthropology................................................................................................................................................. ANTH Art...................................................................................................................................................................... ARTD Biblical Studies, Religious Studies, Theology............................................................................................RELI Business, Leadership and Management.................................................................................................. BUSA Children, Youth & Family Studies............................................................................................................... CYFS Communications........................................................................................................................................ COMM Early Childhood Education.........................................................................................................................ECED English..............................................................................................................................................................ENGL Geography.....................................................................................................................................................GEOG Greek................................................................................................................................................................ GREK Hebrew............................................................................................................................................................. HEBR History................................................................................................................................................................HIST Computer Information Systems.................................................................................................................INFO Intercultural Studies....................................................................................................................................... ICUL Latin...................................................................................................................................................................LATN Mathematics.................................................................................................................................................. MATH Music.................................................................................................................................................................MUSI Natural Sciences............................................................................................................................................. NSCI Philosophy.........................................................................................................................................................PHIL Physical Education........................................................................................................................................PHED Political Science............................................................................................................................................. POLS Psychology.......................................................................................................................................................PSYC Sociology..........................................................................................................................................................SOCI Theatre Arts..................................................................................................................................................... THEA Graphic Design, Visual Communications............................................................................................. VCOM Social Sciences ......................................................................................................ANTH, GEOG, POLS, SOCI

100

Anthropology ANTH 201 F Introduction to Cultural Anthropology [4] Explores the complexity and diversity of human cultures through the application of anthropological concepts and methods. Examine cultures with anthropological insights and biblical perspective.

Business BUSA 201

Exploration in the Business/Nonprofit Community [4] Introduces both the business world and nonprofit management including enterprise management, human resources management, marketing products and services, financial management and business ethics. Explores differences and similarities between business and nonprofit management. BUSA 210 F Financial Accounting [4] Financial accounting principles for external decision makers considering investment in a business or contribution to a nonprofit. Origins and uses of financial information; accounting concepts and principles; logic; content and format of financial statements; accounting issues in the global community. Preparation of the balance sheet, income statement and cash flow statement. BUSA 211 S Managerial Accounting [4] Use of accounting data for internal decision making, planning, and operational control. Understanding accounting principles, financial statements, cash management, cost accounting, fund management, budgeting, capital budgeting, and risk management. Prerequisite: BUSA 210. BUSA 260 E Career Development Planning: ‘Oh the Places You’ll Go!’ [4] Achieve personal growth while facing the unique challenges of managing your career development. Students in this course create a personal development program, learn to understanding the job market, gain insight on motivation strategies, communication styles, leadership attributes, cover letter and resume writing, job interviewing strategies, and follow-up with organizations after the job interview. Included in this course are several trips to local premiere businesses and companies with the opportunity to make professional connections and gain real-world job skills. BUSA 301 S Financial Management [4] An introduction to the art and science of managing money at the corporate level or in the nonprofit community. Topics

include short-term cash management, capital budgeting, time value of money concepts, balance between risk and reward, and financial analysis techniques. Prerequisite: BUSA 210 and BUSA 211. BUSA 310 F Economics [4] An introduction to the business and financial world of microeconomics and macroeconomics. Microeconomic issues will include supply and demand analysis, and business decision making in economic environments of perfect competition, oligopolies and monopolies. Macroeconomic issues will include policies to address recessions, inflation, and unemployment. BUSA 320 F2 Resource Development for Nonprofit Organizations/Grantwriting [4] Address the resources important for a nonprofit organization to function. Issues of philanthropy and availability of other resources, donor relations, fund development, fund raising, grant writing, and social enterprise development. The composition and function of nonprofit organizations, including the development and functions of boards, volunteers, and governance. A key project will be writing a grant proposal. BUSA 330 F Global Business Environment [4] An introduction to the global business environment, looking at the interactions and external pressures corporations and non-profits face while doing business or providing services in the world economy. With increasing complexity and interdependence institutions must operate within the framework of the global marketplace. Thus they must understand the economic, political, technological, and social-cultural environmental factors facing them to be successful, while still behaving in an ethical and responsible manner. Prerequisite: BUSA 201, may be taken concurrently with this course. BUSA 350 F Intermediate Accounting I [4] This is the first of two intermediate accounting courses that focus on developing an in-depth understanding of Financial Accounting. This course will focus on the development of Generally Accepted Accounting Principles, and examine a number of issues related to preparation of the Balance Sheet and the Income Statement. The course will also include an in-depth examination of accounting issues related to a firm’s assets, such as inventory, receivables, and fixed assets. Prerequisites: BUSA 210 and 211 or equivalent course work. BUSA 351 S Intermediate Accounting II The second course of the intermediate accounting sequence will focus on issues related to liability and equity accounting, corporate income taxes, pension accounting, and leases. The course will also include a detailed examination 101

of issues related to the Statement of Cash Flow, fully diluted Earnings per Share calculations, and full disclosure financial reporting. Prerequisites: BUSA 210, 211 and 350 or equivalent course work. BUSA 401 F Human Resources Management [4] Human resources issues that impact organizations, such as oversight, personnel management, volunteer management, team building, compensation planning, and time management. In addition, issues involved in hiring and working with employees, such as EEOC, fair labor standards, motivation, discipline, selection, and position descriptions. Includes a seminar with either general or nonprofit emphasis. BUSA 410 S Business Law and Ethics [2] Explore legal issues in both the business and non-profit world. Examine legal issues that managers of both for-profit and non-profit organizations need to understand to make informed decisions. Also examine ethical issues to consider both in the United States and internationally. Special attention is paid to ethical and moral issues. BUSA 420 F Managing the Non-Profit Organization [2] Focus on the unique challenges of managing a non-profit organization. Topics include achieving and maintaining nonprofit status, defining the mission and goals of the non-profit organization, measuring success for the non-profit institution, managing a volunteer workforce, building and maintaining successful donor relations, fund accounting, selecting and attracting board members, and the role of the global Non-Government Organization (NGO). BUSA 430 F Operations and Management [2] An examination of key concepts, such as quantitative techniques, and practices applied by world managers in the production of goods and services, including the study of methods of behavior, input and output relationships, system and facility design, scheduling and inventory control systems, management information systems, and facility locations. BUSA 435 S Business Information Systems [4] Focuses upon how business and non-profit organizations use information systems to achieve business objectives. Analyzes the ways marketing, manufacturing, finance and human resources managers use information to manage business activities and achieve organizational goals. BUSA 440 S Strategic Planning [4] Examines how firms develop business strategies to adapt to changing business environments and new business opportunities. Brings together information learned in finance,

economics, marketing and human resources classes to analyze how firms can create and implement plans to achieve a successful future. Case studies are used to illustrate real-life challenges organizations have faced. Prerequisite: upper division status. BUSA 480 Arr Non-Profit Practicum [4] Participation in a nonprofit organization for at least 20 hours per week under direct supervision of a nonprofit professional in conjunction with a seminar. BUSA 485 Arr Business Practicum [4] Participation in an organization for at least 20 hours per week under direct supervision of a professional, taken in conjunction with a seminar.

Communications COMM 101 F,S Introduction to Communications and Public Speaking [4] Introduction to the field of human communication as developed in contemporary theory and research. An emphasis on public speaking with students delivering three presentations throughout the semester. Examines the various subfields of communications. COMM 201 F,S Student Newspaper [1] Students gain real-world experience by producing news and feature stories for a campus newspaper. Requires writing and reporting skills. Repeatable up to 4 credits. COMM 202 F,S Yearbook [1] Learn various aspects of the yearbook publication process such as layout and design, copy writing, photography, budget and finance, and promotion and publicity. Students are responsible for producing complete layouts in order to meet publication deadlines. Repeatable up to 4 credits. COMM 203 N Basic Broadcasting [2] Fundamentals of radio broadcasting and production including audio console operation, use of broadcast equipment, program formats, FCC rules and regulations, and announcing. Apply skill at Everett radio station (KSER). Juniors may take COMM 303 for upper division credit. COMM 300 S Media Writing and Analysis [4] Develop an applied understanding of print and electronic journalismâ&#x20AC;&#x2122;s methods of news writing, gathering information,

102

producing and critiquing media messages along with current legal/ethical issues informing media production, dissemination, and reception. COMM 301 Student Newspaper Repeatable up to 4 credits.

F,S [1]

COMM 302 Yearbook Repeatable up to 4 credits.

F,S [1]

COMM 303 N Basic Broadcasting [2] Fundamentals of radio broadcasting and production including audio console operation, use of broadcast equipment, program formats, FCC rules and regulations, and announcing. Apply skills at Everett radio station (KSER). COMM 310 N Multimedia Message Analysis [4] Introduction to the use of multimedia and digital elements in communicative exchanges, including how visual information is interpreted. Special emphasis on methods of critical analysis. COMM 320 S Rhetorical and Communication Theories [4] Historical overview of theories constituting the communicative arts. Rhetorical theories from classical to modern times tracing the influence of Aristotelian to post-modern principles on the development of communication theories. Social scientific theories of communication are also explored. COMM 350 F Persuasive Messages and Campaigns [4] Examine the logical and psychological principles used in oral, written, and digital persuasive messages. Analyze the persuasive process and learn to craft effective rhetorical messages. Ethical responsibility of communicators is considered as well as forms of persuasive campaigns such as social movements. COMM 360 S Advertising and Marketing Principles [4] Focus on the persuasive and communicative components used in the fields of advertising and marketing. Topics include advertising, copywriting, message design, production, and critique. Introduction to the persuasive and practical applications of advertising and marketing. Emphasizes problem-solving, communication, critical thinking, and design team communication skills. COMM 369 N Introduction to Multimedia Storytelling [4] Introduction to best practices in the creation of stories for video, web and live event applications. Overview of effective

storytelling techniques and tools used to connect effectively with audiences in a variety of multimedia and live event applications. Gain hands-on experience in the construction and crafting of stories including the foundation blocks of effective storytelling, storytelling design and delivery, storytelling devices, and exposure to visual storytelling keys. COMM 370 N Multimedia Message Design [4] An overview of theories and conceptual tools used to design digital messages for various media. Explore ethical and legal issues underlying the design process as well as engage with a variety of technologies and computer applications necessary to create digital content for various multimedia venues. COMM 371 N Multimedia Storytelling Production [4] Hands-on experience in the production of stories for video, web and live events. Examine the work of multimedia storytelling professionals and apply production processes related to a story they design, deliver, and produce in teams. Production processes include research, proposal writing, storyboarding and planning, interviewing, photography/ videography, on-camera talent, editing, audio and music design, budgeting and financing strategies, production schedules, venue scouting, talent booking, crew selection, scriptwriting, technical and legal considerations, and rehearsals. COMM 372 N Advanced Multimedia Design and Storytelling [4] Working in teams to expand competencies acquired in COMM 370 to identify, design and deliver multimedia storytelling presentations for both the Trinity Lutheran College website and for a non-profit organization in the Everett area. Prerequisite: COMM 370 or permission of the instructor and/ or Communications Chair. COMM 381 N Homiletics and Advanced Presentations [4] A synthesis of oral and written communication skills will be developed toward more effective exposition of Biblical texts. Learn different methods of preparation and delivery of sermons, and learn resources available for long range planning. COMM 390 N Freedom of Speech and Press [4] Examines selected issues in freedom of speech and press as embodied in communications law, the Bill of Rights, and the Constitution of the United States. Emphasis on the First and Fourteenth Amendments, to include understanding of clear and present danger, libel and slander, pornography, privacy, and public access to information. Considers functions of American legal system in resolving civil and criminal cases regarding the production, dissemination, and reception of communicative messages.

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COMM 400 N Public Relations [4] A perspective on public relations as integrated into overall workings of public and private organizational strategy and tactics. Key processes required in practice of public relations and standards required for professionalism. Explore the tools and techniques of public relations. Apply public relations principles in a public relations campaign. COMM 410 F Multimedia Production [4] Learn and experience the process of digital message production while also examining the work of professional digital designers. Topics include shooting, camera work, lighting, editing, audio, storyboarding, timing, post-production, and editing using professional software. Work in teams to produce a complete multimedia message. COMM 411 N Advanced Multimedia Production [4] Work in production teams with guidance from professionals to identify, produce, write, shoot, edit and serve as talent in the production of stories for video, web and live events. Teams also work with TLC-TV production students to help with the production of content for the weekly TLC-TV show. Prerequisite: COMM 370 or permission of the instructor and/ or Communications Chair. COMM 420 N Rhetorical Criticism/Hermeneutics [4] Focus on criteria and methods for interpreting discourse with general assessment of the form and function of symbolic action. Analyze situation, argument, structure and style. Specialized approaches such as cultural analysis and close textual analysis are explored. COMM 425 N Rhetorics of Public Discourse [4] Explore the many public contexts where rhetoric flourishes and rhetoricâ&#x20AC;&#x2122;s symbolic dimensions in these contexts. Consider the rhetoric of public memory, science, religion, law, politics, and society in both theory and practice. COMM 430 N Communication Consulting and Training [4] Considers the field of consulting and corporate trainings from a communication perspective. Provides understanding and experience in developing skills and techniques applicable in various consulting contexts. Covers planning, designing, and executing consultancies with a variety of agencies.

COMM 431 N Communications and Leadership [4] Explore contemporary concepts about the meanings and functions of leadership communication in organizations. Learn how organizational communication encompasses not only communication within businesses, but also within large private or nonprofit associations, larger community groups, and governments both large and small. Topics include organizational communication research, such as culture, socialization, systems theory, communication and technology, and globalization. Experience scenarios in class include how to lead, influence, and coach more effectively. COMM 440 N Health Communication [4] Provides a framework for better understanding the processes and applications of communication theories in various healthcare contexts. Emphasis on the improvement of communication competencies for interaction between healthcare professionals and the publics they serve. Covers interpersonal, organizational, intercultural, and ethical elements of health communication. COMM 450 N Communication in the Classroom [4] Focuses on classroom communication such as listening, perception, verbal and nonverbal messages, and instructional strategies. Includes a communication analysis of a classroom observation and the introduction of creative pedagogical techniques. COMM 460 N Intercultural Communication [4] Examines intercultural communication in a variety of contexts including interpersonal, small group, and corporate intercultural exchanges. Explore ways in which cultural differences can lead to misunderstandings. Through such inquiry, insights will be obtained about communicating competently with persons of other cultures. COMM 499 F Capstone (Senior Thesis/Project) [4] All Communications majors must complete capstone and produce a senior thesis, project, or portfolio that showcases the studentâ&#x20AC;&#x2122;s track option. Seniors participate in an in-depth treatment of one specific area of interest through independent (faculty-directed) reading, research, and final thesis, project, or portfolio. The course helps seniors integrate their applied communication major with their future careers. One avenue of focus may be on traditional research to prepare students for graduate school. Prerequisite: ENGL 101, Senior Standing.

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Children, Youth & Family Studies CYFS 210 F Foundations for Children, Youth & Family Studies [4] Explores biblical and theological foundations for ministry and service with children, youth, and families. Introduces current research related to children and adolescents and surveys cultural, sociological, and global dynamics impacting work among children, youth, and families today. CYFS 211 S Models for Programming [4] Analyzes programming models for children, youth, and families in churches, agencies, and parachurch organizations and how models benefit program planning. Reviews historical trends in ministry and service with children and youth. Introduces frameworks for program development and lesson planning. Prerequisite: CYFS 210. CYFS 230 N Service Projects and Mission Trips [2] Provides a framework for designing youth-oriented service and mission experiences using a comprehensive service learning model. Includes review of experiential education theory, biblical views of service, and evaluation of programming resources. CYFS 300 S Family Systems [2] Introduces theoretical models of family and organizational dynamics. Explores the role of family or system functions as well as intervention strategies used to facilitate change. Special topics include alcoholism and drug abuse in the family, single parent family structures, and socioeconomic, cultural and educational influences on the family. CYFS 305 S Youth Retreat Planning [2] Equips participants to plan and lead effective retreats for youth, families, and adults. Addresses theme development, program planning, event leadership, publicity, budgeting, logistics, and program evaluation. Learning is put into practice as the class plans and executes a high school retreat program. CYFS 320 F Lifespan Development [4] Surveys the primary historical and emerging theories of human lifespan development. Explores specific aspects of biological, cognitive, psychosocial, and spiritual development from conception through adulthood.

CYFS 330 S Counseling Skills [4] Presents the primary dynamics of the non-professional counseling relationship, current theories, and basic practices and techniques useful in counseling settings. Explores relevant counseling issues in the lives of children, youth, and families, such as depression, child abuse, domestic abuse, sexual abuse, death and dying, substance abuse, and mental health disorders. Prerequisite: CYFS 320. CYFS 335 F Congregational Childrenâ&#x20AC;&#x2122;s Ministry [2] Explores goals, planning and curricula for effective for children ages infant through 12. Includes day camping, Vacation Bible School, programs for children with special needs, and the needs of children around the world. Prerequisite: CYFS 210; CYFS 320 or concurrent. CYFS 336 F Congregational Youth Ministry [2] Explores major programmatic areas of church-based youth ministry, including discipleship, service projects, retreats, and leadership training. Introduces program planning skills and evaluation of programmatic resources for theological integrity and practical use. Prerequisites: CYFS 210; CYFS 320 or concurrent. CYFS 337 N Confirmation [2] Explores the historical, cultural, and theological development of Confirmation instruction and develops skills for creating and evaluating current practices in congregational Christian education. CYFS 338 N Young Adult Ministry [2] Explores the theological, developmental, and cultural dimensions of emerging adulthood to understand the churchâ&#x20AC;&#x2122;s mission in engaging young adults through effective ministry practices. Includes on-site observations of programs designed for young adults. CYFS 339 N Family Ministry [2] Explores programming models and resources for creating effective family and intergenerational ministries. Emphasis is placed on biblical and theological principles for the congregationâ&#x20AC;&#x2122;s role in supporting faith development in the family context. CYFS 345 N Community Agency Programming [2] Introduces the process of designing, implementing, and evaluating effective programs in organizations that serve children, youth, and families. Topics include needs assessment, asset-based community development, and partnerships. Prerequisite: CYFS 211.

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CYFS 346 N Community Agency Administration [2] Explores basic administrative principles for communitybased organizations. Topics include finances, fund raising, management, personnel, governance, strategic planning and evaluation, legal issues, and communication. Prerequisite: CYFS 211. CYFS 355 F1 Outdoor Ministry Administration [2] Provides an overview of administrative leadership within an outdoor ministry program. Topics include working with boards and committees, marketing, human resources, risk management, finance, fundraising, food service, and facilities management. Credit is given for participation in the Lutheran Outdoor Ministries Administrative Leadership Training Event, as well as completion of a learning portfolio. Additional course fee and travel costs. CYFS 356 F2 Outdoor Ministry Programming [2] Provides an overview of programmatic leadership within an outdoor ministry program. Topics include program planning, leading Bible studies and worship, program staffing, creation stewardship, self-care and wholeness, valuing diversity, and hospitality. Credit is given for participation in the Lutheran Outdoor Ministries Programmatic Leadership Training Event, as well as completion of a learning portfolio. Additional course fee and travel costs. CYFS 360 Let Justice Roll [2] Let Justice Roll, an annual peace and justice youth event, encourages high school youth to engage in issues of social, environmental, and economic justice to learn about God’s call to “do justice, love kindness, and walk humbly with God” (Micah 6:8). Participants are encouraged and challenged to become agents of positive change with a biblical and Christcentered approach. CYFS 380 S Practicum [4] Provides an opportunity to practice skills in program leadership through serving 4-6 hours per week within a church, agency, or other nonprofit organization relevant to the student’s interests. Class sessions address program administration, communication, conflict management, financial management, working with volunteers, and other organizational issues. Prerequisite: CYFS 211. CYFS 480 F Field Experience [14] Provides 560-hour internship within an organization or church that serves children, youth or families. Applies previous coursework to al aspects of program development and leadership under direct supervision of an on-site mentor. Sites are chosen based on individual learning objectives and

must meet departmental requirements. Prerequisite: Senior status and departmental approval. CYFS 485 S Philosophy and Practice of Ministry [4] Integrates prior learning and practical experiences to create a personal philosophy and practice for working with children, youth and families. Explores approaches to long-range planning, culminating in a one-year strategic program plan for a church or organization. Prepares students to gain employment in a professional position and consider future personal and professional development. Prerequisite: CYFS 480.

Early Childhood Education ECED 110 S Environments for Teaching and Learning [4] Explores the history of early learning with an eye towards early learning models and practices. Examines current understandings of the importance of environment to support learning at school and in the home. Introduces program delivery models. Concentrates on developing skills in presentation methods. (Required for ECE majors) ECED 210 F Child Growth and Development [4] Explores basic principles of child development, with special attention to the infant, preschool, and elementary school age child. Includes sequential stages of human development, factors influencing growth and learning, gender diversity, the role of play in development, and the implications of spiritual nurture in the growth of the child. ECED 270 S Developing Attentiveness: Using Observation [4] Provides supervised, practical experience in a preschool setting. Observe, participate, and teach in a classroom. Weekly seminars will link the classroom experience to ECE methods, developmental and theoretical aspects of preschool education, and the integration of faith. Requires a portfolio of experiences, observations, evaluations, and lesson plans with evidence of skills development. ECED 303 S1 Children and Nature [2] Explores the importance of natural settings for the physical, cognitive, behavioral, emotional, and spiritual well being of early learners today. Theories of Lev Vygotsky, Erik Erikson, and Richard Louv will be highlighted. ECED 305 S2 Children’s Literature, Language and Literacy [4] Explores historical and contemporary works of literature for children ages toddler – 12. Explores the history of children’s literature, its impact on child development, and the cultural and social diversity in books. Reviews the process of

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emergent language and the impact of caregivers on children’s literacy. A literacy practicum includes lesson planning and delivery in an early learning program. ECED 308 S2 Administration and Management of Early Learning Programs [4] Explores guidelines for developing and managing an early learning facility. Includes budget writing, school board development, community needs assessment, facility management, staffing guidelines, enrollment management, and other skills necessary to manage a quality early childhood education program. ECED 310 F Diversity in Learning and Behavior [2] Explores appropriate practices for the diversity of needs found in any classroom, including observation and experiences with multi-cultural, urban, and special needs populations, the understanding of groups, and the needs of exceptional learners. Explores classroom management and child guidance methods and techniques. ECED 360 F Curriculum and Content Areas [4] Explores the relationship between traditional content areas, play, and effective learning. Considers the use of natural spaces and activities for cognitive, physical, spiritual, behavioral, and social/emotional learning. Integrates spiritual content with traditional content areas. Explores the concept of “emergent curriculum” and “school readiness.” ECED 475 S Applied Early Learning [4] Includes discussion of personal philosophy, organizational, and career issues, presentation of research to the ECE department, and mentoring of current undergraduate students. Compilation of a formal assessment portfolio and resume will culminate in a “mock” interview. ECED 480 F Field Experience [14] Offers opportunity for full-time practical experience in a preschool, home day care, or agency, working with an experienced on-site supervisor in the field of early learning.

Humanities and Languages English ENGL 090 F English Skills [2] Instruction and practice in sentence structure, including English grammar and punctuation, as well as in larger units of composition. Intended to support students who did not achieve placement into English 101. Prerequisite: Writing placement exam. ENGL 101 F,S English Composition [4] Learn to write clear, concise, grammatically correct English prose, covering the rudiments of English composition. Reviews parts of speech, punctuation, spelling, and sentence and paragraph construction. Develops analytical reading skills and prepares students for college-level composition. ENGL 201 Literature of the Western World [4] Explores the development of Western literature from Homer’s Odyssey (ca. 650 B.C.) through the present day. Introduction to a broad sampling of the “Great Books” which highlight the literary legacy of Western Civilization. Special attention to epic poetry and the four pillars of this genre found in the masterpieces of Homer (Iliad and Odyssey), Vergil (Aeneid), Dante (Divine Comedy), and Milton (Paradise Lost). Highlights works in which the authors combined timeless spiritual insight with extraordinary literary gifts to produce classics of faith expression. ENGL 301 Creative Writing Seminar [4] Provides an opportunity and learning experience for students interested in creative writing. Fictional and non-fictional prose, playwriting, and poetry are covered. Individual accountability to the instructor to produce original, artistic creations, in a writing-intensive course. An extra fee will be assessed. ENGL 445 F,S Writing Center Tutorial [2] Provides supervised learning experience to work as tutors in Trinity’s Writing Center. Train as tutors during the early weeks of the term, then spend regular weekly hours in the writing center tutoring peers. Tutors can expect regular coaching and conferences with instructor. Prerequisite: Application required.

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Greek GREK 301 F Greek I [4] Gives preparation for reading and translating New Testament Greek with sufficient skill to pursue independent study or continue into second-year Greek. First-year Greek stresses vocabulary and grammar. As skill increases, simple New Testament passages will be read. GREK 302 S Greek II [4] Gives preparation for reading and translating New Testament Greek with sufficient skill to pursue independent study or continue into second-year Greek. First-year Greek stresses vocabulary and grammar. As skill increases, simple New Testament passages will be read. Focuses on translating I John and reviews both the grammar and the vocabulary of the first semester. Prerequisite: GREK 301. GREK 399 Arr Directed Study [1-4] Offers opportunity to study, research, analyze, and integrate a subject of personal interest. Readings and projects are determined in collaboration with the professor. Submit an independent study proposal for approval by the professor and the academic dean before registering. GREK 401 F Greek III [3] Builds reading, translation, and exegetical skills. New Testament readings include epistles and gospels, Patristic readings include Athanasius and Basil. Exegetical studies are required in the last semester. Prerequisites: GREK 302. GREK 402 S Greek IV [3] Builds reading, translation, and exegesis skills. Readings are drawn from the New Testament, Septuagint, Apostolic Fathers and Patristics. Exegetical studies are required. Prerequisites: GREK 401.

Hebrew HEBR 301 F1 Hebrew I [4] Introduces the fundamentals of the Hebrew language: grammar, word and sentence structure, verbal system, reading, and writing. Introduces resources and aids for word study and translation. Skills acquired for use in other coursework and personal Bible study.

HEBR 302 S1 Hebrew II [4] Continuation of the fundamentals of the Hebrew language: grammar, word and sentence structure, verbal system, reading, and writing. Introduces resources and aids for word study and translation. Skills acquired for use in other coursework and personal Bible study. Prerequisite: HEBR 301. HEBR 399 Arr Directed Study [1-4] Offers opportunity to study, research, and analyze, and integrate a subject of personal interest. Readings and projects are selected and facilitated under the direction of the professor. Submit an independent study proposal for approval by the professor and the academic dean before registering.

History HIST 110 N United States History [4] An overview of North American history with special emphasis on the United States. Cultural Interaction, immigration, societal, ethnic interaction, and understanding social and philosophical aspects of society. HIST 220 N Pacific Northwest History [4] An overview of the history and culture of the Pacific Northwest with special attention to Washington. Exploration of the natural and cultural history of the region. HIST 310 S Reformation History [4] Study of the key events, personalities, and movements that marked the Protestant reformation. The spirit of reform simmered for some 200 years before breaking out with surprising intensity in the 16th century, giving birth to Protestantism and shattering the papal leadership of western Christendom. Three major traditions marked early Protestantism: Lutheran, Reformed, and Anglican. After a generation, the Church of Rome itself, led by the Jesuits, recovered its moral fervor. Bloody struggles between Catholics and Protestants followed and Europe was ravaged by war before it became obvious that western Christendom was permanently divided.

Latin LATN 301 F1 Latin I [4] Introduces basic morphology and syntax of classical Latin; focus on English vocabulary building through a knowledge of Latin roots, and an understanding of basic Latin grammar.

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LATN 302 S1 Latin II [4] Introduces basic morphology and syntax of classical Latin; focus on English vocabulary building through a knowledge of Latin roots, and an understanding of basic Latin grammar. Begin to translate selected secular Latin texts. Ecclesiastical readings are drawn from Jerome, Augustine, Bede, Gregory the Great, and Thomas a Kempis. Prerequisite: LATN 301.

Philosophy PHIL 201 S Introduction to Philosophy [4] Systematic examination of the major Western philosophies along with a comparison of their respective treatments of the major questions confronting any philosophical system: the existence of God, the problem of evil, the nature of moral value, the theory of knowledge, the nature of reality, and the ethical determination of how humans ought to live. Additional emphasis on the development and role of social ethics. PHIL 305 S Ethical Issues [4] Studies the methods, theory, history, and trends of moral reasoning, with an introduction to relevant issues in applied ethics, and special attention to ethical issues related to sexuality, health care, business, and environmental policy. PHIL 320 F Philosophy of Religion [4] Explores philosophical reflections on religion, its language, classical approaches to the existence of God, the problem of evil, and the relationship between science and religion. Special attention will be given to evaluating critiques of region and theistic belief, as well as approaches to Christian apologetics.

Spanish SPAN 121 Spanish I Basic introduction to Spanish language, grammar and vocabulary.

F [4]

SPAN 122 S Spanish II [4] Continuation of Spanish 121. Further emphasis on command of conversational Spanish with emphasis on language, grammar and vocabulary.

Social Sciences GEOG 201 N World Geography [4] Examines the physical and demographic features of global societies. Emphasis on understanding the various cultures of the world in relationship to their physical environment. POLS 201 S Political Science [4] A study of the process of government and how government functions. Special emphasis on United States government and Washington State government. SOCI 101 S Introduction to Sociology [4] A comprehensive introduction to the field of sociology including analyses of the mutual interaction of society and the individual, major theoretical perspectives, methods for obtaining sociological knowledge, major problems, and issues which confront societies.

PHIL325 S Modern Philosophy [2] Examination of philosophers and their thought within the modern era, with special attention to analytic philosophy, and the principles of formal logic. PHIL 335 S The Post-Modern Turn [2] Engagement with trends in Continental philosophy and contemporary trends in Anglo-American thought, with special attention to philosophical questions that intersect with the life and practice of the church in the twenty-first century.

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Computer Information Systems INFO 201 Ethics in the Information Age [42] Ethical and professionalization issues that arise in the context of designing and using networked information technologies and information resources. Examines frameworks for making ethical decisions, emergent technologies and their ethical implications, information/computer professionalism. Topics include privacy, intellectual property, cybercrime, games, social justice and codes of professional ethics. Fulfills Information Fluency requirement. INFO 210 Introduction to Human-Computer Interfacing [4] Provides an introduction to and overview of the field of human-computer interaction (HCI). HCI is an interdisciplinary field that integrates theories and methodologies from computer science, cognitive psychology, design and many other areas. Topics discussed include the history and future of HCI, User-Centered Design, Prototyping, Heuristic Evaluation, Direct Manipulation, Representation, Visual and Informational Design, Evaluating Designs, Conducting User Studies and Collaboration on the Web. INFO 220 Basic Programming [4] Introduction to basic programming tools, including C++, C sharp, Java and programming tools for the web. INFO 230 Basic Tools of Database Programming [4] Introduction to programming for users of database design concepts. Entering and modifying data, accessing data using visual tools and SQL, and building database applications using forms and application development tools. Emphasis on problem-solving techniques. INFO 270 Introduction to Information Security, Privacy and Compliance [4] Information security with a primarily focus on introduction to three core areas of technical aspects of security, organizational aspects of security and legal aspects of security. Through real life examples, illuminate fundamental ideas and concepts of information security. Reevaluate and conceptualize material learned in discrete courses to consider the topics from the perspective of security. Vulnerabilities that combine standard hardware and software configurations will be examined because they illuminate both security and computer networks. Operating systems and file systems are examined from the perspective of access control, permissions and availability of system services.

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INFO 280 Documentation, Research Design and File Management [4] Focuses on classifying, coding, processing, storing, retrieving and preserving or securely destroying the paper, electronic and other records organizations receive or generate. They support information management and professional staff in a variety of ways, including the traditional retrieving of records relevant to access requests. INFO 310 HCI Design and Usability [4] The analysis of human factors and the design of computer application interfaces. A survey of current HCI designs with an eye toward what future technologies will allow. Emphasizes learning HCI based on implementation and testing interfaces. Human-computer interaction design (HCID) describes the way a person or group accomplishes tasks with a computerâ&#x20AC;&#x201D;what the individual or group does and how the computer responds; what the computer does and how the individual or group responds. Organized around a collection of readings and designing projects applying human-computer interaction principles to the design, selection and evaluation of interactive systems. INFO 330 Advanced Database Design and Administration [4] Designing and constructing advanced database architecture. Introduction to taxonomy. Understanding the constructs of database designs. Introduction to data warehousing and reporting tools to drive analytical decisions. INFO 345 Business and Governance Informatics [4] Managerial and technological strategies for the success of e- business adoption and diffusion. Topics such as mobile technology, information systems innovation, adoption, diffusion and management will be discussed. Learn to support executive information systems as well as have skills to perform data-mining tasks with that information. INFO 360 Digital Literacy and Social Informatics [4] Introduction to key social research perspectives and literatures on the use of information and communication technologies. Discusses current topics such as information ethics, relevant legal frameworks, popular and controversial uses of technology (for example, peer-to-peer file sharing), digital divides, and so on. Outlines research methodologies for social informatics INFO 481 Project Management [4] Introduces project management principles within the context of Informatics. Provides knowledge that managers need to implement information systems on time and within budget. Concentrates on methods and issues in organizing,

ICUL 311 S Intercultural Outreach [2] Building on foundations established in Intercultural Competencies, explores the cultural understandings and ministry skills required for intercultural evangelism and to facilitate contextual faith communities. Methodologies of evangelism, church planting, and development are analyzed with focus on cultural variations in organization, social roles, social change, and decision-making. Gain skills to communicate the Gospel of Jesus Christ interculturally. Prerequisite: ICUL 310.

planning and controlling projects, and the use of computerbased project management tools. INFO 499 Arr Capstone: Design and Management of Information Systems [4] Students select an appropriate project (preferably based on cognate) and then develop a plan that leads to success. Teamwork, communication and organizational skills are emphasized in a real-world-style environment.

Intercultural Studies

ICUL 320 Perspectives on Urban Ministry [4] The Everett community is our classroom, introducing us to the benefits and challenges of urban life. Explore the trends facing increasing urbanization globally, and the opportunities for ministry. Engage the biblical and faith community resources for outreach and justice in the city.

ICUL 201 F Dynamics of the Global Christian Movement [4] Historical accounts, extensive contemporary and missiological literature provide a comprehensive introduction to the mission of the Christian church and the development of the church in Asia, Africa, Latin America from varied perspectives. Study includes the political, cultural, ideological, spiritual, and relational dynamics that have influenced the historical spread of Christianity and shape the continuing mission enterprise of today’s global church, as well as the vocational calling of missionaries.

ICUL 330 J2,N Language and Cultural Immersion Experience [4] Involves students in a global learning experience. Language and culture learning through personal encounters, exposureto evangelistic and development organizations, and adventurous engagement with the history, culture and spirituality of the region. Offerings vary; including Latin America, Africa, and Asia.

ICUL 210 S Introduction to Global Issues [4] Introduces the interdisciplinary character of global studies and acquaints students with major trends and themes in global issues today. Students will acquire knowledge regarding the origins and development of the field and study key international topics which affects all of human life. There are four, integrated components: discipline-based concepts, analytical tools, research theories and ideologies; region-based information, perspectives, issues, and theories; economic, political, and cultural perspectives on globalization and development; and content topics revolving around food, energy, health, security, and the environment.

ICUL 380 S Intercultural Ministries Practicum [4] Combining classroom discussions with on-site experiences under the guidance of a supervisor, focuses on leadership and skills for intercultural ministry. Five to eight hours per week of hands-on experience within a congregation, agency, or non-profit organization setting that is relevant to the student’s chosen concentration and approved by the department. Using the site as a “working lab,” provides guided learning in the areas of time management, communication, conflict management, office administration, and other organizational capacities.

ICUL 211 Encountering Religions and Belief Systems of the World [4] Readings, discussions, interviews, and field experiences, introduce the cultural heritage, beliefs, practices, and sociological components of the worlds’ major religions and religious movements. Students develop appreciation and respect toward faith traditions and practitioners.

ICUL 382 Arr Internship Preparation [1] Provides supervised logistical and academic preparation required for those who plan to fulfill an intercultural internship. Among the tasks addressed are securing a suitable internship site and supervisor, preparing an internship proposal and contract, planning for required traveling, compiling information regarding the ministry context, and developing a methodology and literature base for the related research topic.

ICUL 310 F Intercultural Competencies [2] Introduces the biblical basis, tools and skills for cultural competency. Gain understandings for effective intercultural living, education, teamwork, and conflict resolution. With contributions from anthropologists, communication specialists, and ministry practitioners, the relationship of the Gospel and culture is considered.

ICUL 411 S1 Mission Theory, Strategies and Practice [4] Combining a survey of current literature and case studies, explores the socio-cultural, political, economic, and spiritual principles and practices of various mission strategies on both 111

MUSI 121 F Aural Skills I [1] Develop the aural skills needed for interval recognition, sight-singing, as well as rhythmic, melodic and harmonic dictation.

macro- and micro-levels within intercultural and/or urban settings. Emphasis on holistic models which incorporate the proclamation of the Gospel with justice advocacy, development, and human care ministries, this course examines methods and strategies which empower residents, work for justice, and envision the reign of God. ICUL 480 Arr Intercultural Internship [14] Serve in an organization or church under the direct supervision of an on-site supervisor. Focus is direct application of previous coursework and participating in all aspects of program development and leadership within an organization that serves the local/global community. Carry out a research project designed to closely examine a specific aspect of intercultural ministry. Evaluate potential for adjusting to longterm intercultural involvement. Sites are chosen specific to a student’s academic interests and are tailored to meet the student’s particular learning objectives. Sites and on-site supervisors must meet departmental requirements and be approved by the course instructor. Prerequisites: senior status and ICUL 382. ICUL 490 N Guided Readings [2] Independent reading following a guideline that may include missionary biographies, mission history, mission strategy, theology, and cultural studies, with opportunities to discuss the readings with other students. Prerequisites: ICUL 201 ICUL 499 SN Capstone for Global Studies [2] The Capstone Seminar is designed to demonstrate accumulated learning into a single original project of choice, subject to the instructor’s approval. Although the most common way of completing this course is the writing of a research thesis of approximately 8000 words, alternate projects can be explored in consultation with the instructor. The completed thesis or project should bring together theme, region, foreign language expertise, and overseas experience. The Capstone necessitates multiple drafts of research that are subjected to heightened peer review and regular feedback from instructor and peers.

Music MUSI 111 F Music Theory I [3] Introduction to basic music theory including scales, keys and chordal harmony. Introduction to computer music composition software. MUSI 112 S Music Theory II [3] Continuation of MUSI 111 with further study of chordal harmony. Prerequisite: MUSI 111. 112

MUSI 122 S Aural Skills II [1] Continuation of MUSI 121. Continue to develop the aural skills needed for interval recognition, sight-singing, as well as rhythmic, melodic and harmonic dictation. Prerequisite: MUSI 121. MUSI 131 F Piano I [1] Begin developing keyboarding skills including sight-reading, performance, and harmonization of simple melodies. May be offered as a class or a private lesson. MUSI 132 S Piano II [1] Continuation of MUSI 131. Continue to develop keyboarding skills including sight-reading, performance, and harmonization of simple melodies. May be offered as a class or a private lesson. Prerequisite: MUSI 131. MUSI 170 N Class Voice [1] Develop voice and stage presence for successful performance as an ensemble or a solo singer focusing on breath management, resonance, diction, ear training, and musicreading. Recommended for students without previous music experience. MUSI 171/271/371/471 F,S Private Vocal Instruction (I,II,III,IV) [1] Receive 12, 30-minute vocal lessons with a trained instructor. Participate in a recital/performance. Open to all. Contact the department chair for more information. An additional private lesson fee will be charged. MUSI 172 /272 / 372/ 472 F,S Private Piano Instruction (I,II,III,IV) [1] Receive 12, 30-minute piano with a trained instructor. Participate in a recital/performance. Open to all. Contact the department chair for more information. An additional private lesson fee will be charged. MUSI 173 /273 / 373/ 473 F,S Private Guitar Instruction (I,II,III,IV) [1] Receive 12, 30-minute guitar lessons with a trained instructor. Participate in a recital/performance. Open to all. Contact the department chair for more information. An additional private lesson fee will be charged.

MUSI 174/274 / 374/ 474 F,S Private Percussion Instruction (I,II,III,IV) [1] Receive 12, 30-minute percussion lessons with a trained instructor. Participate in a recital/performance. Open to all. Contact the department chair for more information. An additional private lesson fee will be charged. MUSI 175/275/375/475 F,S Private Organ Instruction (I,II,III,IV) [1] Receive 12, 30-minute organ lessons with a trained instructor. Participate in a recital/performance. Open to all. Contact the department chair for more information. An additional private lesson fee will be charged. MUSI 190/290/390/490 F,S Choir (I,II,III,IV) [1] Have an opportunity for musical and spiritual growth through the study, performance, and introduction of choral music in various genres and styles. Develop vocal skills, learn and apply music theory and sight signing. The Choir represents Trinity at chapel services, seasonal concerts, special performances, congregational visits, and other events as needed throughout the academic year. Members are expected to attend all functions of the choir. An additional choir fee may be charged. Prerequisite: Audition at the beginning of each term, open to all majors. MUSI 191/291/391/491 F,J,S Touring Ensemble (I,II,III,IV) [1] A select group performing traditional, contemporary sacred and secular choral music. Members are selected by audition and have had prior vocal experience and possess substantial music reading ability and aural skills. Members exemplify all aspects of the highest levels of professional choral musicianship in rehearsal and in stage performance. There will be a number of performances annually, many of which will be outside of class time. Since the expressed purpose of this group is to prepare for and present performances as ambassadors of Trinity, there will be opportunities to perform in a variety of churches, schools and collegiate venues. Members are required to participate in Choir. Performing ensembles may go on tour during the EPIC-Term or during spring break. An additional ensemble fee may be charged. Prerequisite: Audition at the beginning of each year. MUSI 192/292/392/492 F,S Worship Band (I,II,III,IV) [1] An auditioned group of singers and instrumentalists that represent Trinity in chapel services, concerts, special events, school and church outings, and community functions. Performs a variety of musical styles and genres. Learn worship leadership skills, and vocal and instrumental skills. Required to participate in Choir. Performing ensembles may go on tour during the EPIC-Term or during spring break. Prerequisite: Audition at the beginning of each year.

MUSI 211 F Music Theory III [3] Continuation of MUSI 112 with further study of chordal harmony. Prerequisite: MUSI 112. MUSI 212 S Music Theory IV [3] Continuation of MUSI 211 with advanced study of chordal harmony and 20th Century practices. Prerequisite: MUSI 211. MUSI 221 F Aural Skills III [1] Continuation of MUSI 122. Continue to develop the aural skills needed for interval recognition, sight-singing, as well as rhythmic, melodic and harmonic dictation. Prerequisite: MUSI 122. MUSI 222 S Aural Skills IV [1] Continuation of MUSI 221. Continue to develop advanced aural skills needed for interval recognition, sight-singing, as well as rhythmic, melodic and harmonic dictation. Prerequisite: MUSI 221. MUSI 231 F Piano III [1] Continuation of MUSI 132. Continue to develop keyboarding skills including sight-reading, performance, and harmonization of simple melodies. Prerequisite: MUSI 132 MUSI 232 S Piano IV [1] Continuation of MUSI 231. Develop advanced keyboarding skills including sight-reading, performance, and harmonization of simple melodies. Address the needs of the Keyboard Proficiency Exam. Prerequisite: MUSI 231. MUSI 242 S Music History I [4] Study of Western music from the early Christian era through the Middle Ages, Renaissance, Baroque and Classic eras. Prerequisite: MUSI 211 and MUSI 221. MUSI 312 S Music Song Writing, Styles and Traditions [4] Discuss and examine Music and Worship styles, traditions, and hymnody. Begin writing worship songs and/or other styles and genres, while learning concepts and practicing skills in song writing with music composition software. There will be interactive conversations and sharing of one anotherâ&#x20AC;&#x2122;s music. Prerequisites: MUSI 212 and MUSI 222. MUSI 341 S Worship, Music and Culture [4] Explores the theology and history of worship from Biblical times through the present with particular emphasis on the role of music in liturgical and non-liturgical corporate 113

worship. Discuss the use of liturgy, psalms, hymns, spirituals and modern worship songs within the context of the rapid cultural and technological changes of today. Topics include planning, preparing, and producing traditional and contemporary worship services that glorify God while ministering to the needs of the 21st century church. MUSI 342 S Music History II [4] Continuation of MUSI 242. Cover the evolution of Western music from the Romantic period through the 20th century’s response to new theoretical constructs, technologies, and popular and cross-cultural influences. Prerequisite: MUSI 242. MUSI 351 S Aspects of Church Music [4] Explore the various aspects of a vibrant music and worship ministry: Children’s Choir, Handbells, Praise and Worship Teams, Choir, and Band and Orchestra. Emphasis on how to begin, establish, schedule, budget, and administer a comprehensive program within the church or school context. A practicum experience within a church or school setting is required. Serves as a prerequisite for internships. MUSI 353 J Music Technology [4] Introduction to the various technologies used in many of today’s church music ministries. Gain knowledge and technical proficiencies with live sound and recording equipment through lectures, research, discussions, class presentations, individual practice, and hands-on activities. Discussion of how to best arrange and amplify instruments in contemporary worship as well as amplify choirs for worship services or recording. Application in the context of an actual church worship service and rehearsal will be required. MUSI 361 F Conducting I [1] Instruction in basic conducting patterns, expressive techniques, interpretations of common musical styles and terminology, preparation of a piece for rehearsal or performance, rehearsal and vocal techniques, selection and ordering appropriate repertoire for a group and vocal/choral tone development. Prerequisites: MUSI 212 and MUSI 222. MUSI 362 S Conducting II [1] Continuation of MUSI 361 as it builds upon the skills taught in MUSI 361. Develop critical listening and corrective skills and techniques. Further development of personal conducting techniques and skills are developed within a choral setting. Score study, programming and exploration of different types and styles of music and performance practices will be explored. Prerequisite: MUSI 361.

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MUSI 453 J Global Music [4] Explore music from other cultures, to appreciate and understand their spiritual and musical expressions. Opportunities to create different types and genres of music, and experience the performance of different pieces of music. Develop their own music canon of 20 pieces. Prerequisites: MUSI 212, MUSI 222 and MUSI 361. MUSI 461 F Church Music Rehearsal Techniques [1] Address techniques for leading rehearsals and worship services in both traditional and contemporary settings; directing church choirs, worship teams, children’s choirs. Prerequisites: MUSI 212 and MUSI 222. MUSI 499 F,S Music Senior Presentation [2] All graduates must have a final presentation/capstone in the form of the presentation of a paper, a recital, or other performance. The Chair of the Music Department must previously approve this work in order to fulfill graduation requirements.

Natural Sciences and Mathematics MATH 105 S Mathematics for the Social Sciences [2] A study of mathematical applications to business, economics, social sciences, and personal finance. Topics include mathematics of finance, taxes, insurance, and investing. Emphasis on application of mathematics to everyday problems, developing reasoning ability, and using technology appropriately. MATH 123 College Algebra [4] Gain a basic understanding of theory and applications of functions and algebraic methods of problem solving for linear, quadratic, polynomial and rational functions. garithmic functions. MATH 151 Calculus [4] Functions, limits, continuity, trigonometric functions, techniques and applications of differentiation, indefinite and definite integrals, the fundamental theorem. MATH 205 F Introduction to Statistics [4] Teaches the core statistical ideas and some tools to potential users of statistics. Learn core statistical methods and tools of statistics. Determine when to use a statistical analysis, how to structure and complete a statistical analysis, and how to interpret the results. Topics will include the structure of data

sets, histograms, means, standard deviations, mathematical structures, and correlation. An extra fee will be charged to cover the cost of specialized software. NSCI 150 F Introduction to Biology [4] Addresses biological concepts from the structure and function of the cell, to the biology of the human body. Understand the chemical basis of life, the essential organic molecules of cells, the structure and function of cells, how cells harvest chemical energy, photosynthesis, concepts of inheritance, DNA structure, functions of genes, microbiology, plant biology, and animal biology. Learn objective, analytical methods for quantifying and understanding the physical, chemical, and biological properties of life, and apply basic analytical skills to problems designed to give a better understanding of biological concepts. NSCI 201 F Astronomy [4] A study of the moon, sky, celestial mechanics, solar system, and the sidereal universe. The formation and evolution of stars, space-time, black holes and galaxies. Labs include a study of the laws of physics related to the optics of telescopes, evenings in observation, and a weekend field trip. Additional fee may apply. NSCI 220 S Earth Science and the Ecosystem [4] Introduces the nature of science and the use of the scientific method to study earth, physical, and biological sciences. Shows the numerous and important ways in which air, land, and aquatic systems interrelate with humans. Emphases on broad concepts and fundamental principles of scientific technological methods, the ecosystem equilibrium, the impacts of technology on the world, and stewardship of the environment.

Physical Education PHED 110 Total Fitness [1] A program of self-selected aerobic exercise, intended to maximize the stewardship of oneâ&#x20AC;&#x2122;s body as a gift from God. Self-evaluation of general health and goal setting for improvement or maintenance in order to select aerobic activities best suited for oneâ&#x20AC;&#x2122;s body and life-style. Emphasis on a lifetime commitment. Some of the self-selected aerobic activities include: swimming, biking, jogging, aerobic walking, soccer, basketball, volleyball, badminton, floor hockey, and water aerobics. PHED 120 Ballroom Dancing Traditional and popular ballroom dance.

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PHED 130 N Bowling [1] Basic fundamentals and techniques of bowling. Proper selection, care, and use of equipment are taught. Terminology and scoring will also be included. Students learn the value of bowling as a recreational activity. PHED 140 N Boxing Conditioning [1] Learn the basic punches, correct footwork, and basic patterns of movement. Improve cardiovascular conditioning, core strength, functional strength and basic technique. PHED 150 N Yoga [1] Improve muscular strength, endurance, flexibility, posture, balance, and relaxation techniques. PHED 170 N Zumba [1] Latin dance style cardio workout. PHED 310 N Functional Anatomy and Kinesiology [4] Study of skeletal, articular, and muscular systems as they are involved in the science of human movement. Explore structure and function of the musculoskeletal system with an emphasis on the mechanical aspect of human motion. Muscle testing, flexibility testing, goniometry, and the aspects of normal functional gait and posture.

Collegiate Athletics All collegiate athletics may only be taken by permission of the Athletics Director or designated coach. PHED 111 Competitive College Soccer

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PHED 112 Pre-Season Athletic Conditioning

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PHED 113 Competitive College Golf

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PHED 114 Competitive College Cross Country

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PHED 115 Competitive College Track

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PHED 116 Competitive College Tennis

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PHED 121/221/321/421A Track and Field Conditioning (I/II/III/IV)

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PHED 121/221/321/421B Varsity Track and Field (I/II/III/IV)

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PHED 122/22222/322/422A Soccer Conditioning (I/II/III/IV)

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PHED 122/22222/322/422B Varsity Soccer (I/II/III/IV)

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PHED 123/223/333/433A323/423A Cross Country Conditioning (I/II/III/IV)

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PHED 123/223/333/433B Varsity Cross Country (I/II/III/IV)

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PHED 124/224/324/424A Golf Conditioning (I/II/III/IV)

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PHED 124/224/324/424B Varsity Golf (I/II/III/IV)

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PHED 125/225/325/425A Swim Conditioning (I/II/III/IV)

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PHED 125/225/325/425B Varsity Swim (I/II/III/IV)

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PHED 126/226/326/426A Tennis Conditioning (I/II/III/IV)

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PHED 126/226/326/426B Varsity Tennis (I/II/III/IV)

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PHED 127/227/327/427A Volleyball Conditioning (I/II/III/IV)

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PHED 127/227/327/427B Varsity Volleyball (I/II/III/IV)

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Psychology PSYC 100 F,S College Success Seminar [1] An introduction to academic and community life at the college level including time management preferred learning styles, note taking skills, test taking skills, reading comprehension, and other topics important to succeeding in college. Required of all first year students unless they matriculate with either 30 college credits that are not obtained through Advance Placement or a cumulative high school GPA of 3.25 or higher. PSYC 101 Introduction to Psychology [4] An overview of contemporary psychology introducing areas such as: sensation, perception, motivation, learning, 116

emotion, human development, personality, intelligence, abnormal behavior, and psychological measurement. PSYC 260 S2 History and Systems [4] A historical review of psychology as a discipline. Examines the basic assumptions, methodologies, and research findings of the primary psychological theories and traditions. Addresses issues of ethics, as well as civic, social, and global responsibility. PSYC 290 F Helping Skills [2] An introduction to the theories and models of establishing positive relationships with people in need. The topics of intervention, directed questioning, confidentiality, and empathetic communication will be presented. PSYC 291 F Ethics of Counseling [1] Seminar style, discusses the ethical standards of the American Psychological Association, with an emphasis on the ethics issues encountered by those in a counseling role. Common ethical concerns will be discussed as well as methods of preventing and resolving ethical dilemmas. PSYC 301 S2 Learning and Motivation [4] A study of the basic principles of learning and behavior, with a research emphasis. Topics include classical conditioning and operant conditioning as well as behavior modification. Focus on animal and human learning. A virtual animal laboratory component employs the basic principles of learning. PSYC 302 F1 Introduction to Clinical Psychology [4] A survey of diagnostic and therapeutic strategies employed by clinical psychologists. The scientist-practitioner model is emphasized through the critical analysis of theories and empirical research that provide the foundation for determining effective treatments of mental disorders. PSYC 310 S Physiology of Behavior [4] Studies the biological bases of behavior and mental processes, including, sensation, perception, motivation, memory, psychological disorders, and emotion. PSYC 330 F Research Methods [4] Understand and apply basic social sciences research methods including research design, data analysis, and interpretation. Topics include the design and implementation of research projects, single and multi-factor methodologies, conducting interviews and field observations, constructing and administering surveys, analyzing and interpreting existing

data, and constructing program evaluations. Course fulfills Intensive Writing requirement.

at nutritional interventions in the management of neurological and psychiatric conditions. The primary objective is to provide background sufficient to enable students to critically evaluate new developments in this evolving field.

PSYC 331 F2 Models of Personality [4] Surveys the major theoretical models of personality and their practical implications, as well as social and biological influences on personality. Methods of personality research and relevant findings are also introduced and applied to realworld settings.

PSYC 401 N Abnormal Psychology [4] Provides critical analysis of the history, etiology, and of abnormal behavior with reference to methods of assessment and treatment. Emphasizes an interdisciplinary approach to understanding of maladaptive behavior.

PSYC 340 S1 Social Psychology [4] Examines social psychology theories and methods stressing applicability of discipline specific research and knowledge to contemporary social problems.

PSYC 405 N Psychology of Gender and Human Sexuality [4] Psychological perspectives of gender. Emphasizes development of gender identity, socialization of each gender in contemporary society, and adult development. Class activities include lectures, films, and discussion. Prerequisite: PSYC 101.

PSYC 350 F2 Group Processes [4] Learn small group processes - on leading teams - concentrating on leadership and influence processes, especially as they relate to persuasion and to the quality of decision making, performance and creativity of the group. A combination of lecture, discussion and experiential learning.

PSYC 410 N Psychological Testing [2] A survey of standardized tests addressing methods of development, standardization, and interpretation.

PSYC 360 N Psychology and Law [4] Examine the interaction between theories and applications of psychology and practice of civil and criminal law. Topics include, insanity, malpractice, competency, civil commitment, violence, jury selection, and expert-witness testimony.

PSYC 411 N Introduction to School Counseling [4] An introduction to the field of school psychology, including its history, the roles and functions of school psychologists, professional issues, and ethics and law for school psychologists.

PSYC 365 N Serial Murder and Profiling [2] Examine the topic of serial murder. Cover the history of the phenomenon as well as contemporary events. Various forms of serial murder will be described and profiled. Other topics include serial murder and it relations to race and gender; the myth of serial murder; the media and serial murder; profiling; and some explanations of selected serial killers.

PSYC 415 N Physiology of Drug Use [2] A study of the neurochemical, physical and mental effects of commonly used addictive psychoactive substances on the human biological system. Emphasis is placed on the basic pharmacology of psychoactive drugs, the medical consequences of abuse and addiction, and therapeutic approaches for managing chemical dependency.

PSYC 380 Health Psychology Survey the broad application of psychology to disease and wellness. Topics include stress, healthy habits, substance abuse, eating disorders, chronic pain and psychoneuroimmunology.

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PSYC 420 N Psychology and Religion [4] Focuses on the relationship between psychology and religion. Examines the interaction between psychological aspects of human functioning and religious movements and practices.

PSYC 390 N Nutrition as Behavior [4] Overview selected topics in nutrition that have implications for healthy functioning. Topics include a brief overview of the science of nutrition; a historical review of the origins of modern western diet; taste, smell, food preferences and regulation of food intake; issues in weight control; selected dietary belief systems; acute impact of nutrition and nutritional supplementation on brain function; and a critical look

PSYC 430 S1 Cognition [4] Address major theories and classical research in cognitive psychology. Topics include attention, language, reasoning and problem solving. An emphasis will be placed on memory including every day and extraordinary memory experiences (including false-memory, expertise and memory disorders).

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PSYC 440 Introduction to S1 Industrial and Organizational (IO)F Psychology [4] Industrial-organizational (I/O) psychology is the scientific study of the workplace. Psychological knowledge and methodology are used to study relevant business issues including employee and organizational assessment, selection, training, performance, development, behavior, satisfaction, leadership, and work-life balance. I/O psychology utilizes scientific rigor to maximize the economic and psychological well-being of employees and their organizations. Combines lecture and hands-on experiences to gain a sophisticated understanding of the theories and research that guide I/O practice, and practical knowledge of how I/O activities are conducted. PSYC 470 N Psychology of Crime and Deviance [4] Expand knowledge of the sociological and social-psychological theories of deviant behavior, of historical perspectives of deviance as they relate to social change, to the ways in which deviance is constructed within a moral framework of society, and to further develop critical thinking skills concerning the process of deviance definition and control. Deviance models from Psychology, Sociology and Criminology will be introduced. PSYC 475 Sensation and Perception [4] Our sensory and perceptual systems form an essential link for our interaction with the external world. This link is based on information received from two closely related but distinct processes. This course will cover how these two processes interact to shape our conscious experience of the world. Topics discussed include anatomy and physiology of the sensory systems (e.g., vision, audition, touch, taste, smell), types of stimuli affecting sensory systems, illusions (when our perception does not match the physical reality), and current knowledge and theories of our perceptual abilities. PSYC 480 F,S Practicum [1] A practical experience in a clinical or social service or business setting. PSYC 490 Supervised Research Participate in an on-going research lab under the direct supervision of a faculty member.

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PSYC 495 Senior Thesis Conduct an individual research project and present the results to a committee.

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PSYC 498 Arr Independent Study [1-4] Offers opportunity to study, research, analyze, and integrate 118

a subject of personal interest. Readings and projects are determined in collaboration with the professor. Submit an independent study proposal for approval by the professor and the academic dean before registering. PSYC 499 F Capstone [4] Seniors participate in an in-depth treatment of one specific area of interest through independent, faculty-supervised research or directed readings. Help seniors integrate their psychology major with their future plans. Two tracks will be available. Track A will focus on traditional research, preparing students for graduate school in psychology. Track B will focus on applying psychology in the areas that psychology majors plan to pursue after graduation. This tract will be part practicum and part capstone. Prerequisite: PSYC 250 and senior standing in psychology.

Biblical Studies and Theology RELI 106 F Service Learning Practicum I [1] Engages the greater community as a practical learning context in which students serve 3-5 hours per week to address issues and topics identified by community partners. Emphasizes servant leadership and the opportunity for faithful Christian witness in word and/or deed. Class sessions provide time for reflection on the service experience with a faculty advisor. RELI 107 S Service Learning Practicum II [1] Engages the greater community as a practical learning context in which students serve 3-5 hours per week to address issues and topics identified by community partners. A continuation of RELI 106, this course emphasizes reflection on service experiences and the relationship between service and vocation. RELI 111 F,J,S The Bible and Worldview [4] An overview of the Hebrew Bible (Old Testament) and New Testament’s narrative themes and introductory issues; begins with a discussion of textual topics and a review of the historical settings (with their political, cultural, and religious dimensions). The Bible’s major literary units and themes are integrated with worldview (Weltanschauung) issues—such as cosmology, anthropology, the human predicament and redemption/renewal—which are foundational for understanding stewardship of creation, current global issues, and a beginning understanding of diverse worldviews. RELI 112 Vocation and Formation I Engages students in intellectual, spiritual and vocational

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discovery, developing skills that broaden their global perspective, encourage them to think critically, and explore the Christian concept of vocation as a way of life. Through readings, discussion, and reflection, students in this course are equipped to fully participate in the resources offered by Trinity’s Living-Learning community. RELI 113 ,S Vocation and Formation II [1] Exploring Vocation and Spirituality: Continues exploration of vocational and spiritual formation with a particular emphasis on service learning, career guidance, and vocational discernment. Prerequisites: RELI 112 RELI 114 F,S Synoptic Gospels [3] Examines the person, teachings and mission of Jesus Christ, as presented in the three Synoptic Gospel accounts of Matthew, Mark, and Luke. Compares and contrasts the three parallel accounts of the life of Christ, and seeks to highlight the unique voice of each Gospel writer in their telling of the story of Jesus. Issues such as historical context, canon history, and interpretational methodologies are introduced, and prominent themes such as the Kingdom of God and Jesus’ use of parables are explored. REI 114 L FN,S Synoptic Gospels Lab [1] Introduces inductive Bible study methods and Bible study resources to equip faithful interpretive processes. One Synoptic Gospel passage will be studied thoroughly, applying the systematic process. May be met with RELI 215. RELI 206 / 207 F/S Service Learning Practicum [1] Provides the opportunity for service learning in the greater community through regular volunteer service (3-5 hours per week) or a focused project (approx. 40 hours). Emphasizes relationship of service to student’s academic and professional interests. May be repeated. RELI 211 F Introduction to the Pentateuch [4] Explores the first five books of the Hebrew Bible (Old Testament) to impart a deeper appreciation of God‘s great acts in creation and history. Shows God‘s intervention in the lives of God’s people as they respond to God’s faithfulness and love. It further sheds light on God’s self-revelation as Yahweh, and examines God’s covenant relationship with Israel and the greater fulfillment of that covenant in Jesus Christ. Prerequisites: RELI 111 and RELI 114 RELI 212 S Introduction to the Prophets [4] Surveys the whole body of Hebrew Bible (Old Testament) prophetic literature; special attention given to Isaiah,

Jeremiah, Ezekiel, and selected minor prophets. Prerequisites: RELI 111 and RELI 114 RELI 213 S Introduction to the Writings [4] Surveys the whole body of Hebrew Bible (Old Testament) writings or Hagiographa, with special attention to the nature of Hebrew poetry, the literary structure and importance for study of the wisdom writings. Prerequisites: RELI 111 and RELI 114 RELI 214 S Research Skills for a Digital Age [2] Developing skills and capacity in computer-aided research by utilizing leading industry-standard software, internet resources, professional online journal databases, bibliographic management software, and related resources to aid research in biblical studies and related fields. Students will explore tools with beginning application through an inductive Bible study portfolio project. Meets RELI 114L RELI 221 F Introduction to Johannine Literature [4] Explores the Fourth Gospel and letters attributed to John, researching John‘s handling of the divine and human person of Jesus Christ, his call to faith in Jesus’ name, his proclamation of eternal life as a future gift yet already realized in the life of the believer, and his vision of the fulfillment of all things in the person of Jesus. Discernment of several distinctive Johannine motifs that are woven into the literary fabric of the Fourth Gospel. The three letters of John extend the main themes of the Gospel—especially eternal life, abiding in Christ, and love for one another—and apply them to specific controversies faced by Johannine congregations in Asia Minor. Prerequisites: RELI 111 and RELI 114 RELI 222 S Introduction to Pauline Literature [4] A survey of Pauline epistles and their place in the historical missionary activity and church planting of the Apostle Paul and his associates. Principles of reading and interpreting NT letters as Occasional Literature will be explored, as well as prominent theological themes such as the nature of the Church, the meaning of salvation and the central role of the cross in Paul’s theology. Prerequisites: RELI 111 and RELI 114 RELI 306 F Biblical Studies Practicum [1] Provides a major-specific opportunity in Service Learning Practicum to experience a ministry context that may be encountered in professional or volunteer work in the church or community. In consultation with the instructor, select an area of service that provides both challenge and opportunity to further develop ministry skills and competencies. Prerequisite: Junior status and RELI 114.

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RELI 307 Chapel Planning [1] In this course students will get hands-on learning experience in the art of “worship curation” by participating in planning and implementing Chapel at Trinity Lutheran College. A worship curator reads the scriptures and the context of their community and then arranges the gifts of that community in the art form known as worship—an interactive experience which is designed to help participants encounter God and to respond in meaningful and transformative ways. This course can be repeated for credit.

RELI 326 S2 The Writings [4] Examines the whole body of the Hebrew Bible (Old Testament) writings or Hagiographa in greater depth, with attention to issues of critical and literary scholarship (such as source, form, rhetorical, redaction, canonical, and narrative criticism); and theological themes (such as covenant faithfulness, theodicy, identity, exile); with features including Hebrew poetry and wisdom writings. Prerequisites: Junior level and RELI 114. Students who have completed of one year of Hebrew are encouraged to take this at the 400-level.

RELI 310 F1 Pentateuch [4] Examines the first five books of the Hebrew Bible (Old Testament) in greater depth and with attention to issues of critical and literary scholarship (such as source, form, rhetorical, canonical, and narrative criticism); and theological themes (such as creation, covenant, historical narrative, and Missio Dei). Students who have completed of one year of Hebrew are encouraged to take this at the 400-level. Prerequisite: Junior status and RELI 114.

RELI 331 S1 Acts and Paul [2] Examines the second of Luke’s two-part work, which presents the continuing work of the Spirit in the early Church,focusing on the course the early Church took as it spread beyond the narrow confines of Palestine and Asia Minor to infiltrate the farthest reaches of the Roman Empire through the missionary labors of St. Paul. Intended to deepen knowledge and trust of Christ for more effective service to Him and the Church. Prerequisite: Junior status and RELI 114. Students who have completed of one year of Greek are encouraged to take this at the 400-level.

RELI 312 S Topics in Christian Thought [4] Involves a lively exploration of key themes, thinkers, and traditions in Christian thought, generally following the outline of the Apostles’ Creed. With special attention to the Loci Communes method of approaching biblical topics, students will develop thoughtful perspectives on the relationship between historic Christianity and church controversies, contemporary religions and ideologies, science, politics, art, architecture, and popular culture. Prerequisites: RELI 111 and RELI 114 and at least one 200-level RELI course.

RELI 332 F2 Pauline Literature [4] Examines Pauline theology in greater depth, and surveys the whole body of Pauline literature with attention to issues of critical and literary scholarship and theological themes;special attention given to such pivotal epistles as Romans, 1 and 2 Corinthians, Galatians, Philippians, and Ephesians. Prerequisite: Junior status and RELI 114. Students who have completed of one year of Greek are encouraged to take this at the 400-level.

RELI 323 S1 Prophetic Literature [4] Examines the whole body of Hebrew Bible (Old Testament) prophetic literature in greater depth with attention to issues of critical and literary scholarship and theological themes; special attention given to Isaiah, Jeremiah, Ezekiel, and selected minor prophets. Prerequisite: Junior status and RELI 114. Students who have completed of one year of Hebrew are encouraged to take this at the 400-level.

RELI 334 F History of Christianity [4] This capstone course of the CRUX overviews the impact of historical, religious, cultural, political, and sociological factors upon the development of Christianity from Pentecost to the present. The formation of the Church, Christian institutions, creeds, and thought will be considered in their historical contexts. Prerequisite: Junior status and RELI 114

RELI 324 J2 Wisdom Literature and Contemporary Reason [4] Examines writings such as Job, Proverbs, and Ecclesiastes. Probes the theology of Hebrew Wisdom Literature, its relation to Near Eastern Wisdom traditions and the role of Wisdom in the teachings of Jesus and the New Testament. Explores historical and theological contexts of Wisdom Literature, as well as the practical and ethical implications of Wisdom teaching for contemporary Christian living. Important themes include the problem of suffering, principles of decision-making, speech ethics, and character formation. Prerequisite: RELI 114.

RELI 336 F1 Hebrews and the General Epistles [2] Studies the message of several New Testament booksHebrews, James, 1-2 Peter, and Jude- which appear to have been written to a wider or “general” audience. Hebrews encourages the believer to live with bold and confident trust in Jesus, who is presented as the fulfillment of the Old Testament. James addresses matters of faithful daily living in Christ and insists that “faith without deeds is dead.” 1 Peter is a summary of Christian proclamation and practice. 2 Peter addresses the doctrine of the second coming of Christ. Jude warns against the influence of those who falsify their faith

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by immoral conduct. Prerequisite: Junior status and RELI 114. Students who have completed of one year of Greek are encouraged to take this at the 400-level. RELI 337 F2 Johannine Literature [4] Explores the Fourth Gospel and letters attributed to John, researching John’s handling of the divine and human person of Jesus Christ, his call to faith in Jesus’ name, his proclamation of eternal life as a future gift yet already “realized” in the life of the believer, and his vision of the fulfillment of all things in the person of Jesus. Discernment of several distinctive Johannine motifs that are woven into the literary fabric of the Fourth Gospel. The three letters of John extend the main themes of the Gospel—especially eternal life, abiding in Christ, and love for one another—and apply them to specific controversies faced by Johannine congregations in Asia Minor. Prerequisite: Junior status and RELI 114. Students who have completed of one year of Greek are encouraged to take this at the 400-level. RELI 340 N Women of Faith [2] Explores the history, theology, and ministry of women from Biblical to current times. Examines ways that Scripture and the Western Christian Tradition have shaped the lives and experiences of women, with an introduction to feminist hermeneutics Prerequisite: Junior status and RELI 114. RELI 344 History of Christianity [4] This capstone course of the CRUX overviews the impact of historical, religious, cultural, political, and sociological factors upon the development of Christianity from Pentecost to the present. The formation of the Church, Christian institutions, creeds, and thought will be considered in their historical contexts. RELI 345 F2 Early Christian Church and Patristics [2] Studies the history of the Christian Church from its earliest post-biblical roots in the second century through the Patristic Fathers of the early seventh century. Focuses on the writings of the post-canonical collection of letters and didactic treatises known as The Apostolic Fathers. Follows two different yet concurrent paths of development of the Eastern (Greek) and the Western (Latin) church identities. Special attention given to the Council of Nicea and its ecumenical creed. Prerequisite: Junior status and RELI 114. RELI 355 F2 Christian Spirituality: Practicing Our Faith [4] Aids spiritual growth by (1) laying a biblical and theological foundation for approaching spirituality, (2) investigating the major traditions of spirituality in the Christian church and some of the classics of devotion, and (3) enabling and guiding the construction of a personal Christian spirituality for

today. This module explores the history of Christian spirituality. Prerequisite: Junior status and RELI 114. RELI 371 F2 The Book of Revelation [2] Explores the apocalyptic literature of the Bible, especially Daniel and Revelation, an extension of prophetic literature that calls God’s people to patient endurance in difficult times and gives hope for the future. Explores various ways of interpreting these books. Prerequisite: Junior status and RELI 114. Students who have completed of one year of Greek are encouraged to take this at the 400-level. RELI 385 Dean’s Circle [1] A seminar-based course in which students and the Academic Dean explore pressing academic issues of the day. Topics have included critical theory, contemporary fiction, holocaust studies, secularization, digital technologies, etc. Associated with the Dean’s Circle scholarship. RELI 406 F,S Biblical Studies Practicum [1] Provides a major-specific opportunity in Service Learning Practicum to experience a ministry context that may be encountered in professional or volunteer work in the church or community. In consultation with the instructor, select an area of service that provides both challenge and opportunity to further develop ministry skills and competencies. Prerequisite: RELI 306. RELI 410 F1 Exegesis in the Pentateuch [4] Examines the first five books of the Hebrew Bible (Old Testament) in greater depth and with attention to issues of critical and literary scholarship (such as source, form, rhetorical, canonical, and narrative criticism) and theological themes (such as creation, covenant, historical narrative, and Missio Dei) while integrating prior learning in the biblical Hebrew language. Prerequisite: Junior status and RELI 114; completion of one year of the Hebrew language. RELI 423 S1 Exegesis in Prophetic Literature [4] Examines the whole body of Hebrew Bible (Old Testament) prophetic literature in greater depth with attention to issues of critical and literary scholarship and theological themes while integrating prior learning in the biblical Hebrew language; special attention given to Isaiah, Jeremiah, Ezekiel, and selected minor prophets.; special attention given to Jeremiah, Ezekiel, and selected minor prophets. Prerequisite: Junior status and RELI 114; 400-level requires completion of one year of the Hebrew language.

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RELI 426 S2 Exegesis in the Writings [4] Examines the whole body of the Hebrew Bible (Old Testament) writings or Hagiographa in greater depth, with attention to issues of critical and literary scholarship (such as source, form, rhetorical, redaction, canonical, and narrative criticism); and theological themes (such as covenant faithfulness, theodicy, identity, exile) while integrating prior learning in the biblical Hebrew language; with features including Hebrew poetry and wisdom writings. Prerequisites: Junior level and RELI 114. RELI 432 S2 Exegesis in Pauline Literature [2] Examines Pauline theology in greater depth, and surveys the whole body of Pauline literature with attention to issues of critical and literary scholarship and theological themes while integrating prior learning in the biblical Greek language; special attention given to such pivotal epistles as Romans, 1 and 2 Corinthians, Galatians, Philippians, and Ephesians. Prerequisite: Junior status and RELI 114; 400-level requires completion of one year of Greek. RELI 433 S1 Contemporary Theology [4] Focuses on theologians and movements of the twentieth and twenty-first centuries. An introduction to the challenge of continually relating the Christian faith to a changing world. Prerequisite: Junior status and RELI 114. RELI 434 F1 Contextual Theology and World Christianity [2] Identifies contemporary issues in world Christianity and the rise of the “global south.” Provides focused introductions to the movements of current importance, such as Pentecostalism and representative indigenous Christian movements. Studies the way local communities and culture groups receive the Christian faith, apply its message to their life contexts, and voice its relevance through writings and traditions. Areas of special focus will be: theological approaches, models and criteria for contextual theologies; understanding how to respond to multiple expressions of the Christian faith within the one worldwide church, and case studies in contextual theology. RELI 435 J2 Theology of the Cross [2] A biblical perspective of the Lutheran Theology of the Cross and freedom in Christ will be based primarily upon the book of Galatians with an analysis of Martin Luther’s interpretation found in A Treatise on Christian Liberty (1520). This foundation will be examined in light of contemporary applications in Christian life and faith. Prerequisites: Junior level and RELI 114.

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RELI 437 F2 Exegesis in Johannine Literature [4] Explores the Fourth Gospel and letters attributed to John, researching John’s handling of the divine and human person of Jesus Christ, his call to faith in Jesus’ name, his proclamation of eternal life as a future gift yet already “realized” in the life of the believer, and his vision of the fulfillment of all things in the person of Jesus while integrating prior learning in the biblical Greek language. Discernment of several distinctive Johannine motifs that are woven into the literary fabric of the Fourth Gospel. The three letters of John extend the main themes of the Gospel—especially eternal life, abiding in Christ, and love for one another—and apply them to specific controversies faced by Johannine congregations in Asia Minor. Prerequisite: Junior status and RELI 114; 400-level requires completion of one year of Greek. RELI 451 S2 Missional Theology [2] A mission-focused survey of Scripture provides the framework from which this course engages students in theological and vocational reflection that is integrated with previous coursework and internship experiences. Following a seminar format, students will engage God’s Word with their newfound perspectives on the world, and vice versa. Students will research the theological and missiological import of a topic pertinent to their academic and vocational interests, and also will develop a personal “theology of mission.” Prerequisite: Junior status and RELI 114. RELI 471 [2] Explores the apocalyptic literature of the Bible, especially Daniel and Revelation, an extension of prophetic literature that calls God’s people to patient endurance in difficult times and gives hope for the future. Explores various ways of interpreting these books. Prerequisite: Junior status and RELI 114; 400-level requires completion of one year of Greek. RELI 490 F1 Seminar in Biblical Hermeneutics [4] Intended for pre-seminary students but open to all; Introduces current issues and tools of biblical interpretation. Examine both historical critical methodology and more recent approaches to interpretation. Explore the assumptions behind modern methods and the possibilities and limits of their use. The working presumption is that the Bible is a human word that can be studied with the aid of literary tools and is, at the same time, God’s word through and through, calling God’s people to reverent listening. Prerequisite: Junior status and REI 114. RELI 499 S Integrative Biblical Seminar [2] A capstone course, intended for pre-seminary students but open to all. Individual research, faculty and student presentations, and seminar-style discussions to explore biblical theology in an integrative and comprehensive manner. Designed

to be taken during the senior year, this course draws upon the student’s accumulated learning in general studies, biblical studies, and theology to provide an opportunity to engage in integrative creative thinking around biblical and theological themes. Prerequisite: Senior status. RELI 492 F,S Theology and Philosophy Thesis or Capstone Project [4] Work with an internal and external supervisor to research, write, and defend a written thesis, or conduct and report on a supervised capstone project. Special attention will be given to graduate school application and preparation, as well as career preparation. Prerequisite: Senior status. RELI 499 S Integrative Biblical Seminar [2] A capstone course, intended for pre-seminary students but open to all. Individual research, faculty and student presentations, and seminar-style discussions to explore biblical theology in an integrative and comprehensive manner. Designed to be taken during the senior year, this course draws upon the student’s accumulated learning in general studies, biblical studies, and theology to provide an opportunity to engage in integrative creative thinking around biblical and theological themes. Prerequisite: Senior status.

Graphic Design & Visual Communications ARTD 101 S Exploration of Art [2] This ExplorationThis class connects students to the local arts community by helping engage in three distinct artistic media and styles, and then facilitating reflection and dialog in a seminar with peers and a faculty facilitator. Material fees may apply. ARTD 102 F 2D and 3D Foundations [2] The way humanity structures every object we create—from newspapers to buildings—reveals a great deal about our hopes, needs, and presumptions. We’ll explore how the fundamentals of harmony, hierarchy, balance, depth, and other elements of design can give us the tools to create layouts and objects that are both useful and meaningful.

ARTD 201 N Christianity and the Arts [2] Explores the historical and biblical use of the arts, the unique characteristics of each art medium (visual, literature, drama, music, and dance), the concept of creativity, aesthetics and criteria, and the use of arts in contemporary culture. Suggests and questions definitions of “Christian” art and challenges students to apply their artistic talents to their ministry, worship, and daily life-styles. Making representations of the world around us has fascinated humanity throughout all of history. Even the detached objectivity that photography has offered us hasn’t suppressed our need for drawings and illustrations. Explore the unique value of illustration in a hands-on process using traditional media. VCOM 203 N Typography [2] The quiet and powerful artform of shaping the very letters that form our written language has experienced an explosion of activity with the introduction of computers. Explore both readability and tone as we look at the elements that add up to exquisite—or disastrous—typefaces. VCOM 207 N Digital Design Tools [4] Fundamentals of digital design software programs are explored. Fundamental design principles for print layout, website creation and typography will be addressed while mastering techniques used extensively in the digital design industry. VCOM 353 Graphic Design [4] Graphic Design is the unique blending of words and pictures, color and lines, which come together to form almost all of the content we encounter in print or on a screen. Introduction to contrast, repetition, alignment, proximity, color theory, and grid systems. Using both traditional media and the Adobe Creative Suite, explore common design tasks from designing billboards to websites.

ARTD 103 F Photography and Image Framing [2] With the advent of digital photography we now live in a world that is generating more photos per day than any one person could even hope to see in a lifetime. But what are the basic elements of a strong image? How can we choose images that most appropriately meet the needs of a given project or task? And how does the role of cropping and context radically change the experience of a photo? 123

PERSONNEL Board of Directors Barbara Andrews........................................................................................................................................2016 – 3rd term South Elgin, IL Rev. Dr. Kevin Bates..................................................................................................................................2016 – 3rd term Everett, WA Karen Clements..........................................................................................................................................2016 – 1st term Everett, WA William R. Dorward ...................................................................................................................................2016 – 1st term Addison, TX Heidi Francis (’84)...................................................................................................................................... 2017 – 3rd term Bellevue, WA Irma Goertzen.............................................................................................................................................2016 – 1st term Seattle, WA Twyla Lucas (’72)........................................................................................................................................ 2017 – 3rd term Marysville, WA Maria Paiva (’85)........................................................................................................................................2015 – 2nd term Los Angeles, CA Rev. David Parks (’78)................................................................................................................................ 2017 – 3rd term Everett, WA Tim Pearson (’80).....................................................................................................................................2015 – 2nd term Anchorage, AK Josh Post (’98)............................................................................................................................................ 2017 – 3rd term Seattle, WA Rev. John Schraan (’02) ..........................................................................................................................2016 – 3rd term Yakima, WA Rev. Herb Shao (’94)................................................................................................................................2017 – 2nd term Honolulu, HI Dr. Dale Soden ..........................................................................................................................................2016 – 3rd term Spokane, WA Deborah Squires........................................................................................................................................ 2017 – 3rd term Mukilteo, WA Joyce Stewart.............................................................................................................................................. 2017 – 1st term Issaquah, WA Sue Taylor...................................................................................................................................................2016 – 2nd term Mill Creek, WA Phyllis T. Turner-Brim.....................................................................................................................................................2017 – 2nd term Snohomish, WA 124

College Administration

of California, Berkeley; M.P.Acc., University of Washington; Ph.D., Copenhagen Business School.

John W. Reed President B.A., University of Idaho M.Ed., Whitworth College

Ryan Torma, 2014-, Professor &Chair of Graphic Design and Visual Communications, Associate Dean for Learning, Design and Technology; B.A, University of Minnesota; M.A., Luther Seminary; EdD, Bethel University. (in process).

Michael W. DeLashmutt, FHEA Academic Dean Vice President for Academic Affairs B.A., Northwest University M.A., Fuller Theological Seminary Ph.D, University of Glasgow PCAP, University of Exeter Kelly Miller Vice President of Institutional Advancement BA, Speech Communications, University of Washington, â&#x20AC;&#x2DC;83 Andrea Ide Dean of Students B.A., Vanguard University M.A., Seattle University Rev. Erik Samuelson Campus Pastor Director of Spiritual and Vocational Formation B.A., Pacific Lutheran University M. Div, Pacific Lutheran Theological Seminary M.A., Graduate Theological Union

Faculty School of Business, Information, and Design (Dr Stuart Webber, Head of School) Mark Barnum, 2013-, Lecturer in Computer Information Systems; B.A. University of California Karen Buehlmaier, Lecturer in Business, Leadership and Management; B.A., California Polytechnic Institute; M.B.A., University of the Redlands; Ph.D., United States International University. Mario Guimaraes, 2014-Professor and Chair of Computer Information Systems, BS, Universidade Federal do Rio de Janeiro, MS; Pontificia Universidade Catolica do Rio de Janerio, Ph.D., Pontificia Universidade Catolica do Rio de Janeiro Stuart Webber, 2007-, Professor and Chair of Business, Leadership and Management; B.A., B.S., University of California, Davis; M.B.A., University

School of Ministry and Education (Prof Sue Houglum, Head of School) Michael DeLashmutt, 2013-, Academic Dean and Vice President for Academic Affairs, Professor of Theology and Technology; BA, Northwest University; MAT, Fuller Theological Seminary; PhD, University of Glasgow, PGCAP, University of Exeter. Fellow of the Higher Education Academy (UK). Rev. David Ellingson, 2004-, Professor of Children, Youth & Family Studies and Director, Children, Youth and Family Center, B.A., Luther College; M.Div., Yale Divinity School; D.Min., Claremont School of Theology. Beth Elness-Hanson, 2008-, Professor and Chair of Biblical Studies, Intercultural Studies Program Director, B.A. Trinity Lutheran College; B.A. University of Minnesota; M.A.T. Fuller Seminary; Ph.D. Candidate MisjonshĂ¸gskolen Jan Fekkes, Lecturer in Biblical Studies; B.A., Biola University; Ph.D., University of Manchester (England). Bruce Grigsby, 1992-, Professor of Biblical Studies; B.A., Claremont McKenna College; B.A., M.A., University of California (Irvine); Th.M., Dallas Theological Seminary; Ph.D., University of Aberdeen, Scotland. Susan Houglum, 1996-, Professor and Chair of Early Childhood Education; B.A., Pacific Lutheran University; M.Ed., Vanderbilt University. Mark Jackson, 2001-, Professor and Chair of Children, Youth & Family Studies and Director for the Center for Community Engagement; B.A., Whitworth College; M.A., Gonzaga University; M.N.M., Regis University. School of Humanities, Arts and Social Sciences (Dr David Schulz, Head of School) Betsi Little, 2006-, Professor and Chair of Psychology; B.A., Indiana University; M.A., Ph.D., University of North Dakota.

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Stephen Marshall-Ward, 2011-, Professor and Chair of Music. B.A., Bob Jones University; M.A., Pensacola Christian College, D.S.M., Graduate Theological Foundation.

Wanda Griffiths, Music; B.A. Bethany College; Ph.D. Claremont Graduate University. Benjamin Guenther, Psychology; Ph.D. The University of Georgia.

Michael A. Miller, Jr., 2010-, Professor of Music; B.M.E., M.M., Winthrop University.

Rich Hansen, Music; B.A. University of Washington.

John Patella, 2014-, Lecturer Psychology; BA Western Washington University; M.Ed, University of Washington; Ed.D., Seattle Pacific University

Elizabeth Hayes, Biblical Studies; D.Phil., Oxford University.

Annemarie Russell, 2010-, Lecturer in English, Director of Communications and Marketing, Director of the Writing Center; B.A., Whitworth University; M.A., University of Oregon. David Schulz, 2006-, Professor and Chair of Communications and Director; B.A., Western Washington University; M.A., University of Nevada, Las Vegas; Ph.D., Pennsylvania State University.

George Hunter, Psychology; B.A., Pennsylvania State University; M.A., Radford University; Ph.D., University of Kansas. Cheryl Iverson, Early Childhood Education; B.A. University of Washington; M.A.Ed Concordia University. Peggy Kurtz, Music; M.M., Pacific Lutheran University. Karin Larsen, Music; B.A. Trinity Lutheran College.

Kirsten Sundberg Lunstrum, 2014-, Lecturer in English; BA, Pacific Lutheran University; MA, University of California, Davis

Remy Leonard, General Studies (Political Science); B.A., Washington State University, J.D., University of Oregon.

Affiliate Faculty

Ed Moats, Philosophy; M.S.,Western Washington University, M.A., Philosophy, Colorado State, J.D., Case Western

Norma Aamodt-Nelson, Music; B.A., Pacific Lutheran University; M.A., University of Iowa. D.S.M., Graduate Theological Foundation

Paul Scotchmer, Anthropology; Ph.D., Drew University.

Maire Atkinson, Communications (Broadcasting); B.S., M.S., Ph.D., Drexel University. Owen Bargreen, Psychology; B.A., Whitman College; M.A, Psy.D. California School of Professional Psychology. Timothy Burdick, Children, Youth & Family Studies; B.A., Seattle Pacific University; M.S., Eastern Washington University; Ph.D., University of Birmingham (England). Janet Cederberg, Early Childhood Education; B.S., North Dakota State University; Certificate, Lutheran Bible Institute of Seattle (Trinity Lutheran College); M.A., Saybrook University. Joel Cummings, Music; M.A. New England Conservatory of Music. Whitney Dibble, Children, Youth & Family Studies; B.S., M.S., Seattle Pacific University

Karen Scott, Intercultural Studies; M.A., Ph.D. Intercultural Studies, Fuller Theological Seminary Vicky Thomas, Music; B.A. Yale, M.A. University of Washington Doug Tolmie, Communications; B.A. University of Washington; Defense Language Institute, US Navy.

Faculty Emeriti The following individuals have been honored for their years of meritorious service to Trinity Lutheran College and the world beyond as faculty emerita/emeritus. The distinction, normally granted upon retirement from active service, is recommended by the college faculty and approved by the Board of Directors. The date indicates the year in which the honor was conferred. Rev. Jacque Schweiss, Professor Emeritus

(1988)

Dr. C. Jack Eichhorst, President Emeritus

(1990)

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Dr. Trygve R. Skarsten, President Emeritus

(1994)

Patricia Lelvis, Professor Emerita

(1997)

Dr. James A. Bergquist, President Emeritus

(1999)

Rev. John Bergren, Professor Emeritus

(2003)

Rev. Dr. Daniel Bloomquist, Professor Emeritus (2003) Josee Jordan, Professor Emerita

(2003)

Irene Hausken, Librarian Emerita

(2003)

Rev. Dr. Lowell Stime, Academic Dean Emeritus (2008) Dr. John Stamm, President Emeritus

(2009)

Jean Wahlstrom, Academic Dean Emerita

(2010)â&#x20AC;&#x192;

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Contact Information

Worship services and community spiritual life Erik Samuelson Campus Pastor Director of Vocational and Spiritual Formation 425.249.4759, Erik.Samuelson@TLC.edu

Academic matters Dr. Michael DeLashmutt Academic Dean 425.249.4766, Michael.DeLashmutt@TLC.edu Admissions, information for prospective students, campus visits. Office of Admissions. 425.249.4800, Admissions@TLC. edu Alumni relations, alumni events 425.249.4758, Alumni@TLC.edu Campus life, housing/student apartments Jessica Corral. Director of Residence Life 425.249.4790, Student.Services@TLC.edu Financial aid, scholarships, grants, and loans Andrea Paull. Director of Financial Aid and Student Records. 425.249.4776, Fin_Aid@TLC.edu

General information Information Desk 425.249.4800, Info@TLC.edu Music opportunities, choir, ensembles Stephen Marshall-Ward Professor and Chair of Music 425.249.4773, Stephen.Marshall-Ward@TLC.edu Service learning options, community service Center for Community Engagement 425. 249.4770, CCESL@TLC.edu Student accounts, payment plans, Work-study opportunities, student employment, job options Lainie Bielau Student Accounts Assistant 425.249.4776, Business@TLC.edu Transcripts, schedules, registration Andrea Paull Director of Financial Aid and Student Records, Registrar 425.249.4776, Registrar@TLC.edu

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