Wingate University Academic Catalog 2019-20

WINGATE UNIVERSITY ACADEMIC CATALOG 2019-2020 (First Edition)

PARTS I-III PART I: THE UNIVERSITY PART II: UNDERGRADUATE PROGRAMS PART III: GRADUATE AND PROFESSIONAL PROGRAMS

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Wingate University does not unlawfully discriminate on the basis of race, color, national origin, sex, disability, age, or any other status protected by applicable federal, state, or local law. The following individuals have been designated to handle inquiries regarding the University’s non-discrimination policies.

For inquiries regarding non-discrimination on the basis of sex: Michael Reynolds, Interim Title IX Coordinator 704-233- 8242 m.reynolds@wingate.edu.

For inquiries regarding non-discrimination on the basis of disability: Kristin Wharton, Director of Disability Support Services 704-233- 8269 kwharton@wingate.edu For inquiries regarding non-discrimination on the basis of age, race, color, national origin, or any other status protected by applicable federal, state, or local law: Dori Armstead, Vice President, Human Resources 704-233- 8810 armstead@wingate.edu The information contained in this catalog is correct and reflects policy and states progress requirements for graduation effective as of the date of publication. The University reserves the right to make changes in its educational and financial policies as the Wingate University Board of Trustees may deem consonant with sound academic and fiscal practice.

The University further reserves the right to ask a student to withdraw at any time.

Wingate University (USPS 686-480) Volume 76, No. 1 is published by Wingate University, N. Camden Street, Wingate, NC 28174.

Published by the Office of the Registrar Wingate University Academic Catalog 2019-2020

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TABLE OF CONTENTS PART I: ABOUT THE UNIVERSITY Mission Statement .................................................................................................................... 8 History ...................................................................................................................................... 9 Leaders of Wingate University ......................................................................................... 11 Accreditation ........................................................................................................................... 12 Associations ............................................................................................................................ 12 Campus Locations................................................................................................................... 13 Board of Trustees .................................................................................................................... 14 Officers of the University ........................................................................................................ 16 Faculty Senate ..........................................................................................................................17 Academic Deans...................................................................................................................... 18 Faculty ..................................................................................................................................... 18 Librarians ................................................................................................................................ 31 Emeritus Faculty ..................................................................................................................... 31 PART II: UNDERGRADUATE PROGRAMS Traditional Undergraduate Academic Calendar .................................................................... 34 Adult Bachelor Degree Academic Calendar ........................................................................... 36 Admissions, Costs, and Financial Planning ........................................................................... 37 Academic Support Services and Programs............................................................................. 57 Undergraduate Degrees .......................................................................................................... 65 Academic Programs, Schools, and Departments ................................................................... 77 Cannon College of Arts and Sciences Department of Biology ....................................................................................................... 94 Biology ............................................................................................................................. 94 Biology (3+1 Program) .................................................................................................... 94 Environmental Biology.................................................................................................... 95 Department of Chemistry and Physics .............................................................................. 96 Chemistry......................................................................................................................... 96 Chemistry-Business ......................................................................................................... 97 Department of Communication and Art ............................................................................98 Department of English and Modern Languages................................................................ 99 Film Studies Minor .......................................................................................................... 100 Department of History and Political Science ...................................................................101 History ............................................................................................................................101 Political Science ............................................................................................................. 102 Department of Mathematics ............................................................................................ 104 Mathematics/Business .................................................................................................. 104 Mathematics .................................................................................................................. 105 Department of Music ....................................................................................................... 105 Music.............................................................................................................................. 107 Music, Emphasis in Church Music................................................................................ 107 Music, Emphasis in Performance ................................................................................. 108 Department of Psychology ............................................................................................... 109 Department of Religion and Philosophy ..........................................................................110 Religious Studies ............................................................................................................110 Minors.............................................................................................................................110 Department of Sociology ................................................................................................... 111 Criminal Justice.............................................................................................................. 111 Human Services .............................................................................................................. 111 Wingate University Academic Catalog 2019-2020

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Sociology ......................................................................................................................... 111 Women’s and Gender Studies Minor ................................................................................112 Byrum School of Business Accounting ......................................................................................................................114 Finance ...........................................................................................................................114 Management ...................................................................................................................114 Marketing ....................................................................................................................... 115 Levine College of Health Sciences Department of Nursing ..................................................................................................... 117 College of Professional Studies Thayer School of Education Biology and Education ..................................................................................................... 126 Elementary Education...................................................................................................... 126 English and Education ..................................................................................................... 127 Health and Physical Education ........................................................................................ 128 History and Education ..................................................................................................... 129 Mathematics and Education ............................................................................................ 130 Middle Grades Education .................................................................................................131 Music Education............................................................................................................... 132 Reading/Elementary Education ...................................................................................... 133 Add-On Licensure ............................................................................................................ 133 Master of Arts in Education (K-6) 4 + 1 Program ........................................................... 134 Post-baccalaureate residency Program ........................................................................... 134 Non-licensure Program .................................................................................................... 135 Educational Studies ....................................................................................................... 135 School of Sport Sciences Community and Commercial Recreation ........................................................................ 137 Exercise Science ............................................................................................................... 137 Sport Management ........................................................................................................... 139 Adult Bachelor’s Degree (ABD) Program .............................................................................. 141 Academic Policies ................................................................................................................. 149 Undergraduate Course Descriptions Accounting (ACCT) ............................................................................................................... 170 American Sign Language (ASL).............................................................................................172 Art (ART) ...............................................................................................................................172 Athletic Training (AT) ...........................................................................................................177 Biology (BIO) ........................................................................................................................ 180 Business (BUS) ..................................................................................................................... 187 Chemistry (CHEM) ............................................................................................................... 189 Communication (COMM)..................................................................................................... 193 Community and Commercial Recreation (CCR) .................................................................. 198 Computer Science (CS) ........................................................................................................ 200 Criminal Justice (CRJ) ......................................................................................................... 201 Economics (ECON) ...............................................................................................................202 Education (ED) .....................................................................................................................203 English (ENG) ....................................................................................................................... 213 Entrepreneurship (ENTR) .................................................................................................... 218 Wingate University Academic Catalog 2019-2020

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Environmental Biology (ENV).............................................................................................. 219 Exercise Science (EXSC).......................................................................................................220 Finance (FINA) ..................................................................................................................... 222 French (FREN) ..................................................................................................................... 223 Geography (GEOG)............................................................................................................... 225 German (GERM)................................................................................................................... 225 Global Perspectives (GPS) .................................................................................................... 225 Greek (GREK) ....................................................................................................................... 227 Health (HETH) ..................................................................................................................... 227 Health and Physical Education (HPE) ................................................................................. 228 Health Sciences (HSCI) ........................................................................................................ 229 History (HIST) ...................................................................................................................... 229 Honors (HON) ...................................................................................................................... 233 Human Services (HS) ........................................................................................................... 234 Long Term Care (LtC) ........................................................................................................... 235 Management (MGMT) .......................................................................................................... 235 Marketing (MARK) ............................................................................................................... 236 Mathematics (MATH)........................................................................................................... 237 Modern Languages (MLAN) ................................................................................................. 241 Music (MUS) ......................................................................................................................... 241 Nursing (NURS).................................................................................................................... 249 Organizational Communication anm.d Management ......................................................... 252 Pharmacy (PHAR) ................................................................................................................ 252 Philosophy (PHIL) ................................................................................................................ 252 Physical Education (PE) ....................................................................................................... 253 Physics (PHYS) ..................................................................................................................... 255 Political Science (PSCI) ........................................................................................................ 256 Psychology (PSYC) ................................................................................................................ 257 Religion (REL) ...................................................................................................................... 262 Science (SCI) ......................................................................................................................... 264 Sociology (SOC) .................................................................................................................... 265 Spanish (SPAN) .................................................................................................................... 269 Special Studies ...................................................................................................................... 272 Sport Management (SMGT) ................................................................................................. 274 Theatre Arts (THAR) ............................................................................................................ 277 Women’s and Gender Studies (WS) ..................................................................................... 277 PART III: GRADUATE AND PROFESSIONAL PROGRAMS Costs and Financial Planning ...............................................................................................280 Graduate Policies and Procedures ........................................................................................ 291 Byrum School of Business Academic Calendar ............................................................................................................... 310 Master of Accounting ............................................................................................................. 311 Master of Business Administration ...................................................................................... 314 Levine College of Health Sciences Doctor of Occupational Therapy ......................................................................................... 322 Doctor of Pharmacy .............................................................................................................. 343 Doctor of Physical Therapy................................................................................................... 363 Master of Physician Assistant Studies .................................................................................. 387

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College of Professional Studies Thayer School of Education Doctor of Education in Educational Leadership .................................................................. 401 Doctor of Education in Higher Education Executive Leadership........................................404 Master of Arts in Education in Elementary Education (K-6) .............................................. 407 Master of Arts in Teaching in Elementary Education (K-6) ................................................409 Master of Arts in Education in Educational Leadership (K-12) .......................................... 412 Add-on Licensure Program for School Administration (K–12)........................................... 414 School of Sport Sciences Master of Arts in Sport Management ................................................................................... 419 Graduate and Professional Course Descriptions Master of Accounting (ACCT) .............................................................................................. 427 Master of Business Administration (BUS) ........................................................................... 429 Doctor of Physical Therapy (DPT)........................................................................................ 433 Education (ED) .....................................................................................................................440 Educational Leadership (EDLD) .......................................................................................... 444 Doctorate in Educational – Educational Leadership (EL) .................................................. 446 Doctorate in Education (ER) ................................................................................................ 449 Doctorate in Education – Higher Education Executive Leadership (EL, Er) ..................... 449 Master of Arts in Sport Management (MASM) .................................................................... 450 Occupational Therapy (OTD) ............................................................................................... 452 Pharmacy (PHAR) ................................................................................................................ 459 Physician Assistant Studies (PA) .......................................................................................... 467

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WINGATE UNIVERSITY ACADEMIC CATALOG 2019-2020

PART I: THE UNIVERSITY

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STATEMENT OF PURPOSE The mission of Wingate University is to develop educated, ethical, and productive global citizens. Following its Judeo-Christian heritage, the University seeks to cultivate the following in its students: Knowledge, Faith, and Service.

GOALS To promote knowledge, the University seeks to: • • •

• • • •

Provide programs of undergraduate, graduate, and professional study Provide a faculty committed to teaching and learning Require an undergraduate core curriculum designed to develop: o aesthetic, cultural, and literary appreciation o analytical and problem-solving abilities o critical thinking o effective communication o integrated perspectives on civilization, the individual, and the social group o wellness Offer majors and programs of study appropriate for society and the University’s student population and resources that further develop students’ knowledge and skills in focused areas Create opportunities for international study and travel Provide opportunities to explore and develop academic, career, and personal goals Encourage participation in co-curricular and extra-curricular educational, cultural, and recreational opportunities To nurture faith, the University seeks to:

• • • • •

Sustain a community where the bases of faith are explored and where there is a search for truth and meaning Articulate the ideal of integrity in all relationships Encourage ethical application of knowledge informed by Judeo-Christian principles Create and support opportunities for worship and faith development Attract scholars for whom Judeo-Christian values and practice are important aspects of living To encourage service, the University seeks to:

• • •

Emphasize the importance of service to God and humanity Facilitate opportunities to volunteer time, knowledge, and labor beyond the campus community Sponsor organizations that coordinate service opportunities and foster leadership and teamwork

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HISTORY What is now Wingate University was established in 1896 by the Baptist Associations of Union County in North Carolina and Chesterfield County in South Carolina. There were few public schools at that time in the rural areas of the Carolina Piedmont; therefore, in its earliest days, the Wingate School offered a complete literacy education from first grade through high school. The school was built on a 10-acre tract with oak trees and a spring for drinking water, located in what would later become the town of Wingate, North Carolina.

The site was near Meadow Branch Church and the Seaboard Air Line Railway. The trustees named the new school for a president of Wake Forest University, Washington Manley Wingate, and chose Wake Forest graduate and Union County native Marcus B. Dry as its first principal. One hundred seventy-five students attended the first year. For 12 years Professor Dry directed the school and, with the assistance of Polly Crowder in music, taught most of the curriculum.

As the state of North Carolina expanded its public schools, the Wingate School became primarily a boarding school for students in their upper years of high school. The school purchased additional land, built teaching and boarding facilities, and established a sound academic reputation. A 1916 report by B.C. Ashcraft to the Baptist Association praised the Wingate faculty of seven college-trained men and women who knew that “when you start a young man or a young woman on the right road, when you set a light aglow in a young mind, when you touch in the right way a young life, [those] influences are not to be measured by years—they are eternal.”

WINGATE JUNIOR COLLEGE The Wingate School expanded its educational vision in 1923 when it became Wingate Junior College, offering the first two years of baccalaureate education. The College was still working to establish its new identity and expand its role in education when the Great Depression began in 1929. The next decade at Wingate was marked by financial and enrollment challenges, including the loss of outside funding, students lacking money for tuition and the College frequently being unable to pay faculty salaries. Making the situation worse, the administration building burned to the ground in 1932.

President Coy Muckle and a few determined teachers kept the school open, holding classes at Wingate Baptist Church, formerly called Meadow Branch Church, next to campus. Four years later, a new administration building was constructed where the old one had previously stood. This building, named the Burris Building in the 1960s to memorialize C.C. Burris, who led the College from 1937 to 1953, faces the Academic Quadrangle and is one of the largest classroom buildings on the Wingate campus.

After World War II, a sequence of events bolstered Wingate Junior College. Returning veterans stabilized the enrollment, and in 1952 the Southern Association of Colleges and Schools granted membership and accreditation to Wingate. President Budd Smith arrived in 1953 and led the College for 21 years. He and his wife, Ethel, focused on increasing both enrollment and financial support. In the mid-1950s, Wingate Junior College had only four buildings. Smith encouraged textile magnate Charles A. Cannon of Kannapolis, North Carolina, to begin making financial contributions to the College. Cannon saw Wingate as a place where the children of textile workers and others in the middle class might go to college. Cannon’s financial contributions allowed the College to erect new buildings, renovate older structures and expand the curriculum. Also in the 1950s, Dr. Smith, an avid botanist, personally directed the planting of flowers and trees that complemented the stately oaks on the central campus. Through the labor of the Smiths and the generosity of Cannon and others, the College was able to turn to the future with new confidence.

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WINGATE COLLEGE Although Wingate Junior College was recognized as an outstanding private two-year institution, the education market in North Carolina was changing substantially by the 1970s. Employers increasingly expected workers to have a baccalaureate degree. In 1977, under the leadership of Thomas E. Corts, Wingate became a four-year institution. The name was changed to Wingate College, and in 1979, the school granted its first baccalaureate degrees. In 1978, the College launched W’International, a program of international study and travel for sophomores. Additional majors were added in the 1980s, along with master’s degree programs in education and in business.

WINGATE UNIVERSITY In 1993, Wingate College expanded its reach by opening the School of Graduate and Continuing Education in Matthews, North Carolina. During its centennial in 1995, the Board of Trustees voted to change the institution’s name to Wingate University.

In 2003, under the direction of the trustees and President Jerry E. McGee, Wingate University began its first doctoral-level program with the School of Pharmacy. This was a catalyst for the University to offer degree programs in additional health science fields. The Master of Physician Assistant Studies program began in 2008 and achieved full enrollment in its first year. Also in 2008, Wingate added its second doctoral program: the Doctor of Education in Educational Leadership.

In 2009, the School of Pharmacy and Department of PA studies were brought under the newly established Levine College of Health Sciences. The Levine College of Health Sciences building on the main campus, opened in 2011, was the second LEED-certified (Leader in Energy and Environmental Design) building in Union County. Also in 2011, Wingate University opened a campus in Hendersonville, North Carolina, where it offers programs in pharmacy and physician assistant studies.

Because of the need for additional classroom space, the University moved its Matthewscampus programs to the Ballantyne Corporate Park in south Charlotte in 2013. Also in 2011, Wingate University opened a campus in Hendersonville, North Carolina, where it offers programs in pharmacy and physician assistant studies.

In 2014, Wingate University began a Doctor of Physical Therapy program on the main campus.

Dr. T. Rhett Brown, a Wingate alumnus with 27 years of experience as a Wingate University administrator, was named the University’s 10th president in 2015. Brown replaced Dr. Jerry McGee, who retired after 23 years as Wingate’s president. At the time of his retirement, McGee was the longest-serving college president in North Carolina.

Since 2013, Wingate has experienced a 23-percent increase in overall student population, making it the fastest-growing private university in North Carolina. In 2019 the University added two more graduate programs -- a Master of Science in Athletic Training and a Doctor of Occupational Therapy.

Wingate is home to the Cannon College of Arts and Sciences; the Levine College of Health Sciences; the Byrum School of Business; and the College of Professional Studies, which includes the Thayer School of Education and the School of Sport Sciences.

Sources: Hubert I. Hester, The Wingate College Story, 1972; Carolyn C. Gaddy, Saturday Before the Second Sabith: The History of Meadow Branch-Wingate Baptist Church, 1810-1984.

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LEADERS OF WINGATE UNIVERSITY PRINCIPALS:

PRESIDENTS:

M.B. Dry ........................... 1896-1908 B.Y. Tyner ......................... 1908-1911 J. Grover Carroll ............... 1911-1918 Patty J. Marks ................... 1918-1919 Charles M. Beach .............. 1919-1923

Charles M. Beach .............. 1923-1924 Joseph B. Huff .................. 1924-1930 Coy Muckle ....................... 1930-1936 J.B. Little .......................... 1936-1937 Craven C. Burris ............... 1937-1953 Budd E. Smith .................. 1953-1974 Thomas E. Corts ............... 1974-1983 Paul R. Corts ..................... 1983-1991 Jerry E. McGee ................. 1992-2015 T. Rhett Brown .............. 2015-present

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ACCREDITATION The Southern Association of Colleges and Schools Commission on Colleges is the recognized regional accrediting body in the 11 U.S. Southern states (Alabama, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Texas and Virginia) and in Latin America for those institutions of higher education that award associate, baccalaureate, master’s or doctoral degrees (see www.sacscoc.org).

Questions about the status of the University’s accreditation may be obtained from the Commission on Colleges by calling 404-679-4500 or by writing to the SACS home office, 1866 Southern Lane, Decatur, GA 30033. Wingate University is accredited by SACS to award the bachelor’s, master’s, and professional degrees.

Other accrediting agencies are the: Accreditation Commission for Education in Nursing Accreditation Council for Business Schools and Programs Accreditation Council for Occupational Therapy Education (Candidacy Status) Accreditation Council for Pharmacy Education Accreditation Review Commission on Education for the Physician Assistant Commission on Accreditation in Physical Therapy Education Commission on Accreditation of Athletic Training Education Commission on Sport Management Accreditation National Association of Schools of Music North Carolina Department of Public Instruction

ASSOCIATIONS American Association of Colleges for Teacher Education American Association of Colleges of Pharmacy American Association of Collegiate Registrars and Admissions Officers American Association of University Women American College Personnel Association American College Testing Program American Council on Education Association for Institutional Research Association of College and University Housing Officers—International Association of Governing Boards of Universities and Colleges Association of International Educators Carolinas Association of College Registrars and Admissions Officers College Board College Sports Information Directors of America Council for Advancement and Support of Education Council of Independent Colleges Council on International Educational Exchange Forum on Education Abroad Greater Charlotte Consortium National Association of College Admission Counselors National Association of Colleges and Employers National Association of College and University Business Officers NAFSA: Association for International Education National Association of Independent Colleges and Universities National Association of Student Financial Aid Administrators National Association of Student Affairs Professionals in Higher Education Wingate University Academic Catalog 2019-2020

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National Career Development Association National Collegiate Athletic Association Division II National Council for State Authorization Reciprocity Agreements National Collegiate Honors Council North Carolina Association of Colleges for Teacher Education North Carolina Association of Independent Colleges and Universities North Carolina Career Consortium of Metrolina Colleges North Carolina Career Development Association North Carolina College Personnel Association North Carolina Counseling Association North Carolina Housing Officers North Carolina Independent Colleges and Universities Society of Human Resource Management South Atlantic Conference Southern Association of College Admission Counselors Southern Association of College and University Business Officers Southern Association of Collegiate Registrars and Admissions Officers State Authorization Reciprocity Agreement North Carolina The World Affairs Council of Charlotte Union County Human Resources Association

CAMPUS LOCATIONS The 520-acre Wingate campus is located on the southeastern edge of the metropolitan Charlotte area in North Carolina. Wingate’s programs of study are centered at the Wingate University campus in Wingate, North Carolina, the Ballantyne area of south Charlotte, and in Hendersonville, North Carolina.

Wingate University Ballantyne is housed in the Gibson Building at 11430 North Community House Roade, near the Johnston Road/Highway 521 interchange on I-485.

Free parking is available for students. Ballantyne Corporate Park has 300 companies with more than 14,000 employees. Convenient amenities for professional students are close by, including restaurants, retail shops, a Y Fitness Center, golf course, and landscaped walking trails.

Wingate University Hendersonville offers graduate students in Pharmacy and Physician Assistant Studies the opportunity to hone their skills in a $32 million state-of-the-art Health Sciences Center. This building, a partnership between Henderson County, Pardee UNC Health Care, Blue Ridge Community College, the city of Hendersonville and Wingate University, contains smart classrooms, well-equipped laboratories, soft spaces for study and faculty offices. Students will have direct access to patients as well as collaborative learning experiences.

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BOARD OF TRUSTEES OFFICERS Chair .................................................................................................... Joseph H. Patterson Vice Chair ........................................................................................William T. Crowder Jr. Secretary ................................................................................................ Rebecca B. Bullard Assistant Secretary ............................................................................ Douglas E. Turner Jr.

TERMS EXPIRING IN 2022 Audley L. Bell (’71) ...........................................................................................Baldwin, NY Daniel K. Davis (’73) ................................................................................... High Point, NC Gregory I. Hinrichs ........................................................................................Charlotte, NC Thomas J. Koontz (’60) ........................................................................ Winston Salem, NC Claudia S. Robinette ........................................................................................ Marston, NC Robert J. Spence............................................................................................ Matthews, NC Donald C. Taft ...............................................................................................Charlotte, NC James C. Wilson Jr.. .................................................................................. Spartanburg, SC

TERMS EXPIRING IN 2021 Meredith O. Galvin (’62) ................................................................................Davidson, NC Ronald G. Hinson ............................................................................................. Monroe, NC Paul B. Little ............................................................................................... Wadesboro, NC Carolyn D. Matthews ............................................................................Winston-Salem, NC M. Lynn Moss ....................................................................................................Raleigh, NC Joseph H. Patterson .......................................................................................Charlotte, NC Thomas E. Perry Jr............................................................................................Raleigh, NC Douglas E. Turner Jr. ........................................................................................... Dunn, NC Edward L. West ..............................................................................................Charlotte, NC

TERMS EXPIRING IN 2020 Russell W. Booker (‘91) ............................................................................. Spartanburg, SC G. Frank Cagle (‘71) ....................................................................................... Lexington, SC Cecil Thomas Dixon .............................................................................................. Cary, NC Charles A. Howard II (’69) ............................................................................. Charlotte, NC Joseph C. Hunter............................................................................................. Concord, NC Fonda Salgueiro ............................................................................................ Savannah, GA Andrew Thomas Smart (’01) ......................................................................... Greenville, SC Deidre S. Vick .................................................................................................. Houston, TX

TERMS EXPIRING IN 2019 Rebecca B. Bullard (‘81) ................................................................................. Charlotte, NC Wayne P. Cooper ............................................................................................Charlotte, NC William T. Crowder Jr. (‘68) .......................................................................... Charlotte, NC James C. Furman ................................................................................................Boone, NC John N. Hendley............................................................................................... Monroe, NC James W. Mason III (‘75) ........................................................................... Laurinburg, NC Luther T. Moore ............................................................................................ Charlotte, NC Patrick D. Philmon (’72)...................................................................................... Keller, TX Johnny L. Tillett (’84) .......................................................................................Raleigh, NC

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LIFETIME HONORARY TRUSTEES Evelyn W. Bingham .......................................................................................Lexington, NC Arnold A. Culbreth, Jr. ............................................................................... Greensboro, NC C. C. Dickson, Jr. ............................................................................................Charlotte, NC Elona L. Edwards .........................................................................................Marshville, NC William F. Harris............................................................................................Charlotte, NC Don Hill .......................................................................................................Kannapolis, NC Thomas J. Kean. ............................................................................................. Norwood, NC H. Joe King Jr.................................................................................................Charlotte, NC Jack C. Lail ............................................................................................... New London, NC E. Lazelle Marks ....................................................................................... Rockingham, NC Duran G. McDonald .......................................................................................Charlotte, NC Jimmy K. Stegall .............................................................................................. Monroe, NC W. H. Swan (’60) ............................................................................... Ocean Isle Beach, NC Evelyn V. Taylor ................................................................................... Southern Pines, NC Thomas E. Williams (’61) ................................................................................. Monroe, NC

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OFFICERS OF THE UNIVERSITY T. Rhett Brown (1996) President B.A., Wingate College; M.B.A., Wingate University; Ed.D., University of Alabama J. Craig Addison (2018) Senior Vice President for Administration and Finance B.S., University of South Carolina Dori D. Armstead (2018) Vice President for Human Resources B.A., Ball State University; M.H.R.D., Clemson University Patrick Biggerstaff (2000) Vice President for Finance B.S., M.B.A., Wingate University; Ed.D., Gardner-Webb University Barry P. Cuffe (1994) Faculty Senate Chair and Donald B. Haskins Professor of Management Science B.S., University of Miami at Coral Gables; M.A., Indiana University; Ph.D., University of Miami Hannah M. Dickerson (2011) Vice President for Advancement B.S., Presbyterian College; M.B.A., Wingate University Scotty E. Hunsucker (1994) Vice President of Operations B.S., Wingate College; M.B.A., Wingate University Heather C. Miller (2011) Senior Vice President for External Relations B.A., Wingate University; M.A., Appalachian State University; Ed.D., North Carolina State University John Samuel Petoskey (2007) Vice President for Business Intelligence B.S., M.B.A., Wingate University R. Stephen Poston (1972) Vice President and Director of Athletics A.A., Gardner-Webb College; B.A., Wake Forest University; M.A., Appalachian State University Nancy H. Randall (1979) Vice Provost for Student Engagement and Harry and Frances Cannon Professor of Sociology and Human Services B.A., University of North Carolina at Asheville; M.S., Ph.D.,University of Wisconsin Eric F. Schneider (2015) Vice Provost for Health Sciences and Professor of Pharmacy B.S., The Ohio State University; Pharm.D., Medical University of South Carolina Steve Shank (2017) Vice President for Technology and Information Systems and Chief Information Officer B.A., North Carolina State University Lisa S. Smith (2004) Vice Provost for Faculty Affairs, Dean of the Faculty, and Professor of Pharmacy B.S., The Ohio State University; Pharm.D., University of Kentucky Robert B. Supernaw (2002) Interim Provost and Professor of Pharmacy A.A., Long Beach Community College; Pharm.D., University of the Pacific E. Vincent Tilson (2002) Vice President for Strategic Partnerships and Special Assistant to the President B.A., University of North Carolina at Wilmington; M.Div., Southern Baptist Theological Seminary Wingate University Academic Catalog 2019-2020

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FACULTY SENATE Barry P. Cuffe (1994) Faculty Senate Chair and Donald B. Haskins Professor of Management Science B.S., University of Miami at Coral Gables; M.A., Indiana University; Ph.D., University of Miami Brooke M. Mitchell (2002) Faculty Senate Vice Chair and Professor of English A.A., Young Harris College; B.A., University of Georgia; M.A., Ph.D., University of South Carolina Tarra Ellis (2015) Assistant Professor of Education B.A., University of North Carolina at Chapel Hill; M.Ed., Ph.D., University of North Carolina at Charlotte J. Brock Harris (2013), Associate Professor of Pharmacy B.S., North Carolina State University; Pharm.D., University of North Carolina Steven Hyland, Jr. (2011) Associate Professor of History B.A., M.A., University of Texas Austin; Ph.D., The Ohio State University Erin Jacobson (2015) Assistant Professor of Physical Therapy B.S., D.P.T., University of South Carolina Melinda J. Lein (2009) Associate Professor of Music B.S., B.M., M.M., University of Missouri-Columbia; M.M., D.M.A., University of MissouriKansas City Rebecca L. McClough (2012) Assistant Professor of Physician Assistant Studies and Clinical Coordinator B.S., Grace College; M.P.A.S., Wingate University Daniel McLaughlin (2006) Associate Professor of Sport Sciences B.S., M.A., Mankato State University; Ph.D., University of North Carolina at Greensboro Erika S. Niland (2010) Associate Professor of Biology B.S., Wingate University; M.S., Ph.D., University of Georgia Dawn Norwood (2015) Associate Professor of Sport Sciences and Assistant Dean of the School of Sport Sciences B.A., Northern Illinois University; M.S., Grambling State University; Ph.D., University of Tennessee – Knoxville Lisa A. Schwartz (1998) Professor of Finance B.B.A., M.B.A., Ph.D., University of Texas at Arlington John D. Sykes, Jr. (1989) Mary and Harry Brown Professor of English B.A., Wake Forest University; M.A., University of Chicago; M.A., Ph.D., University of Virginia Darrel Staat (2015) Assistant Professor of Education and Coordinator, Community College Executive Leadership Program B.S., M.A., Mankato State University; Ph.D., University of North Carolina at Greensboro Rick Watkins (2009) Assistant Professor of Education B.A., University of North Carolina at Wilmington; M.A., University of North Carolina at Pembroke; Ed.S., Ed.D., Nova Southeastern University

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J. Andrew Woods (2009) Associate Professor of Pharmacy B.S., University of Tennessee-Martin; Pharm.D. University of Tennessee Health Sciences Center

ACADEMIC DEANS Peter M. Frank (2003) Dean of the Byrum School of Business and Professor of Economics B.A., Grove City College; M.S., University of North Carolina-Charlotte; Ph.D., George Mason University Caroline Hoefferle (2001) Dean for General Education and Professor of History B.S., M.A., Central Michigan University; Postgraduate Diploma in Historical Studies, University of Strathclyde, Glasgow, Scotland; Ph.D., Central Michigan University/University of Strathclyde Joint Program H. Donald Merrill (1980) Dean of the Cannon College of Arts and Sciences and Professor of Psychology and Human Services A.A., Lake-Sumter Junior College; B.A., M.Ed., University of Central Florida; Ed.D., Auburn University Kurt Wargo (2015) Interim Dean of the School of Pharmacy, Regional Dean of the Hendersonville campus, and Professor of Pharmacy B.S., Kent State University; Pharm.D., Creighton University Travis L. Teague (2012) Vice Provost of the College of Professional Studies, Dean of the School of Sport Sciences, and Professor of Sport Sciences B.A., M.A.T., University of North Carolina at Chapel Hill; D.A., Middle Tennessee State University

FACULTY John C. Acquaviva (2009) Professor of Sport Sciences B.A., Shepherd College; M.S., George Mason University; Ph.D., Florida State University Acchia Albury (2011) Associate Professor of Biology B.S., Benedict College; Ph.D., University of South Carolina Martha S. Asti (1979) Professor of Music and Scholar in Residence B.M., Salem College; M.M., University of Memphis; Ph.D., University of Miami G. Edwin Bagley, Jr. (1981) C.C. Dickson Professor of Ethics and Professor of Philosophy B.A., Samford University; M.Div., Southern Baptist Theological Seminary; M.A., University of Louisville; Ph.D., Tulane University Kristen G. Barbee (2012) Director and Associate Professor of Nursing Diploma, Presbyterian Hospital School of Nursing; B.S.N., Gardner-Webb University; M.S.N., East Carolina University; Ph.D., University of North Carolina at Greensboro Robert W. Barrons (2006) Associate Professor of Pharmacy B.S., Erskine College; B.S., Pharm.D., University of South Carolina Dawn Battise (2012) Associate Professor of Pharmacy Pharm.D., Campbell University

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Vanessa Baucom (2017) Visiting Instructor of Mathematics B.S., Wingate University; M.A.Ed., University of North Carolina at Charlotte Christopher Beck (2018) Assistant Professor of Psychology B.S., A.B., University of Georgia; M.A., University of North Carolina at Wilmington; M.S., Ph.D., Florida State University Rosalind V. Becker (2007) Associate Professor and Director of Physician Assistant Program A.S., Orange County Community College; A.S., Kettering College of Medical Arts; B.S., Kettering College of Medical Arts; M.S., Arizona School of Health Sciences J. Gregory Bell (1984) Associate Professor of Mathematics A.A., B.A., Wingate College; M.S., University of South Carolina; D.A., Illinois State University Ann Black (2015) Assistant Professor of Nursing B.S.N., University of North Carolina at Greensboro; M.S.N., East Carolina University; D.N.P., Gardner-Webb University Roy Blank (2014) Associate Professor of Physician Assistant Studies and Medical Director of Physician Assistant Program B.S., Wake Forest University; M.D., University of Maryland Rebecca B. Boeschel (2010) Associate Professor of Physician Assistant Studies and Academic Coordinator of Physician Assistant Program B.A., University of North Carolina Chapel Hill; M.S.H.S., Washington University Medical Center Cassie Boland (2011) Associate Professor of Pharmacy Pharm.D., Wingate University Jenny Bond (2017) Associate Professor of Sport Sciences B.S., Appalachian State University; M.A., East Carolina University; Ph.D., Ball State University Lisa Brennan (2017) Assistant Professor of Pharmacy B.A., University of North Carolina at Chapel Hill; M.A.T., Vanderbilt University; Pharm.D., Creighton University Sharon Brigman (2018) Instructor of Nursing B.S.N., Winston-Salem State University; M.S.N., University of North Carolina at Charlotte Laora D. Brizendine (2002) Associate Professor of Mathematics B.S., Pennsylvania State University; M.S., Virginia Tech; Ed.D., West Virginia University Debbi D. Brock (2012) Assistant Professor of Entrepreneurship and Marketing B.B.A., Ohio University; M.B.A., Xavier University; Ph.D., Northcentral University Annie Brooks (2017) Assistant Professor of Collaborative Piano B.M., Western Washington University; M.M., D.M., State University of New York at Stony Brook David Brooks (2014) Assistant Professor of Music B.M., Western Washington University; M.M., University of Washington; D.M.A., Stony Brook University

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J. Alison Brown (2003) Professor of Biology B.S., M.S., M.S., University of Tennessee; Ph.D., West Virginia University Mark G. Bryant (2007) Assistant Dean of Graduate Business Programs and Instructor of Business B.S., University of Delaware; M.B.A., Purdue University Stacey S. Caplan (2018) Academic Fieldwork Coordinator and Assistant Professor of Occupational Therapy B.S., Louisiana State University; O.T.D., Rocky Mountain University of Health Professions Christy L. Carter (2012) Associate Professor of Biology B.S., Alderson-Broaddus College; M.S., Ph.D., Ohio University Edward L. Case (2009) Associate Professor of Education B.S., M.Ed., Ph.D., Clemson University Sergio Castello (2016) Associate Professor of Financial Economics and Assistant Dean of Curriculum and Assessment B.B.A., Freed-Hardeman University; M.B.A., University of Memphis; Ph.D., Colorado State University Cristina Castillo Artuch (2017) Visiting Instructor of Spanish B.A., University of Zaragoza, Spain; M.A., University of Salamanca, Spain Michelle D. Chaplin (2011) Associate Professor of Pharmacy, Hendersonville Pharm.D. Butler University Susan T. Chen (2017) Visiting Assistant Professor of History B.A., Chinese Culture University; M.A., Tunghai University, Taiwan; M.A., University of Wisconsin-Madison; Ph.D., Emory University Amy Chilton (2018) Visiting Assistant Professor of Religion B.A., Puget Sound Christian College; M.Div., Ph.D., Fuller Theological Seminary Brandy Clemmer (2012) Assistant Professor of Sport Sciences, Clinical Coordinator of Athletic Training B.S., M.A., Ed.D., Gardner-Webb University Heather V. Clontz (2006) Professor of Chemistry B.S., Mercer University; Ph.D., University of South Carolina Christy Cobb (2017) Assistant Professor of Religion B.A., Carson-Newman College; M.A., Wake Forest University; M.Div., Campbell University; Ph.D., Drew University John S. Coleman (1982) Assistant Professor of Communication A.A., Wytheville Community College; B.A., Radford College; M.L.S., University of North Carolina at Chapel Hill Megan Ducker Coleman (2012) Associate Professor of Pharmacy Pharm.D., Wingate University James T. Coon (1994) Associate Professor of Communication B.A., M.A., Ph.D., Bowling Green State University Rebecca M. Cottenoir (2018) Visiting Instructor of Education B.S., Washington College, University of Mississippi; M.S., The University of Mississippi Wingate University Academic Catalog 2019-2020

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David Cox (2019) Visiting Instructor of Mathematics B.A., Southwest Baptist University; M.S., The University of Oklahoma Thomas B. Crawford, Jr. (2008) Professor of Accounting, Economics, and Finance B.S., M.B.A., University of North Carolina at Charlotte; Ph.D., Clemson University; CFA Barry P. Cuffe (1994) Donald B. Haskins Professor of Management Science B.S., University of Miami at Coral Gables; M.A., Indiana University; Ph.D., University of Miami Aaron B. Culley (2000) Associate Professor of Sociology B.A., M.A., Ph.D., Indiana University Christopher E. Dahm (1995) Professor of Chemistry B.S., Wheaton College; Ph.D., Indiana University Ashley Davis, (2019) Visiting Instructor of Nursing B.S.N., South Carolina State University; M.S.N., Liberty University Debra A. Davis (2013) Associate Professor of Biology B.S., Birkbeck College, University of London; M.S., University of Massachusetts; Ph.D., University of South Carolina Matthew E. Davis (2016) Assistant Professor of Psychology B.A., University of North Carolina at Asheville; M.S., University of North Carolina at Greensboro; Ph.D., Auburn University Tracy L. Davis (2015) Assistant Professor of Biology B.S., Michigan State University; M.S., University of Nebraska; Ph.D., The Ohio State University Christi DeWaele (2015) Associate Professor of Sport Sciences B.A., University of North Carolina at Chapel Hill; M.S., Florida State University; Ph.D., University of Nevada at Las Vegas Melissa McCall Dinkins (2014) Associate Professor of Pharmacy and Director of the Introductory Pharmacy Practice Experience Program Pharm.D., University of North Carolina at Chapel Hill Reeti Douglas (2019) Assistant Professor of Occupational Therapy and Doctoral Capstone Coordinator B.S.O.T., The University of Texas; O.T.D., Rocky Mountain University of Health Professions Nicole Drake (2014) Assistant Professor/Clinical Coordinator of Physician Assistant Studies B.S., Michigan State University; M.S., P.A., Western Michigan University Karen Shearer Dunn (2017) Visiting Assistant Professor of Communication B.S., Georgetown College; M.A., The Ohio State University Kay Edwards (2017) Instructor of Nursing A.D.N., Carolina College of Health Sciences; B.S.N., M.S.N., University of North Carolina at Charlotte Joseph M. Ellis (2010) Associate Professor of Political Science B.A., Winthrop University; M.A., Ph.D., Temple University

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Tarra Ellis (2015) Assistant Professor of Education B.A., University of North Carolina at Chapel Hill; M.Ed., Ph.D., University of North Carolina at Charlotte Lindsey A. Elsey (2019) Visiting Instructor of Art B.F.A., Appalachian State University; M.F.A., Clemson University Nicholas Ferencz (2005) Associate Professor of Pharmacy and Director of Pharmacy Practice Laboratory B.Sc., M.Sc., The Ohio State University; B.A., Cleveland State University; M.S.L.S., CaseWestern Reserve University; Ph.D., Tulane University; Pharm.D., The University of Mississippi Adan Figueroa (2017) Visiting Instructor of Spanish B.A., Stony Brook University; M.A., Nova Southeastern University Taylor Fischer (2017) Assistant Professor of Physician Assistant Studies B.A., Western Carolina University; M.M.S., Methodist University Carolyn Ford (2005) Professor of Pharmacy and Director of Community Healthcare Outreach B.S., Pharm.D., Florida A & M University Melissa Fox Powers (2012) Associate Professor of Biology B.S., Union College; Ph.D., University of Connecticut Peter M. Frank (2003) Professor of Economics and Dean of the Byrum School of Business B.A., Grove City College; M.S., University of North Carolina at Charlotte; Ph.D., George Mason University Monica Fusetti (2018) Visiting Instructor of English B.A., M.A., East Carolina University Michael Geier (2017) Assistant Professor of Management M.S.M.E., Hochschule Essingen University of Applied Sciences; M.B.A., Wingate University; D.B.A., California Intercontinental University Lisa Grant (2015) Assistant Professor of Physical Therapy B.S., M.S., University of Central Florida; D.P.T., Northeastern University Carrie L. Griffiths (2012) Associate Professor of Pharmacy B.A., M.A., Murray State University; Pharm.D., Wingate University James W. Hall (1982) Ruth Horton Professor of Chemistry and Physics B.S., University of South Carolina; Ph.D., University of North Carolina at Chapel Hill Wesley R. Haltom (2011) Associate Professor of Pharmacy and Director of the Advanced Pharmacy Practice Experience Program Pharm.D. Wingate University Charlesa Hann (2015) Assistant Professor of Professional Studies, Assistant Dean of the Thayer School of Education, and Director of the Adult Bachelor’s Degree Program B.A., University of Akron; M.S.S.A., Case Western Reserve University; Ph.D., University of Akron Laura Happe (2018) Associate Professor of Pharmacy M.P.H., University of South Florida; Pharm.D., Creighton University Medical School of Pharmacy Wingate University Academic Catalog 2019-2020

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Harold D. Harlow, Jr. (2008) Professor of Management B.Tech., University of Dayton; M.B.A., Xavier University; D.B.A., Alliant International University J. Brock Harris (2013), Associate Professor of Pharmacy B.S., North Carolina State University; Pharm.D., University of North Carolina Chris Harrist (2016) Assistant Professor of Sport Sciences B.S., M.S., Tarleton State University; Ph.D., Texas A&M University Sarah Harrison-Burns (1989) Lloyd and Georgia Thayer Professor of Education B.S., Mississippi University for Women; M.Ed., Ed.S., Ph.D., University of Southern Mississippi James M. Hastings (2005) Associate Professor of History B.A., Reed College; M.A., University of Wisconsin-Madison; Ph.D., University of Wisconsin-Madison Daniella Hauser (2019) Assistant Professor of Occupational Therapy B.S., M.S.O.T., University of Scranton; O.T.D. Mount Mary University Ellis A. Hayes (2001) Associate Professor of Management A.A, Wilkes Community College; B.S.B.A., B.S., Appalachian State University; M.S., University of North Carolina at Greensboro; Ed.D., Virginia Tech.

Jason Hedetniemi (2017) Visiting Assistant Professor of Mathematics B.S., Furman University; M.S., Ph.D., Clemson University Suzanne Hiller (2019) Assistant Professor of Education and Director of Graduate Education Programs B.A., University of Mary Washington; M.A., Loyola University; Ph.D., George Mason University Abannik O. Hino (2001) Associate Professor of History B.A., University of Khartoum, Sudan; M.A., University of Khartoum, Sudan; Ph.D., Michigan State University Caroline Hoefferle (2001) Dean for General Education and Professor of History B.S., M.A., Central Michigan University; Postgraduate Diploma in Historical Studies, University of Strathclyde, Glasgow, Scotland; Ph.D., Central Michigan University/University of Strathclyde Joint Program Jennifer C. Hough (2017) Assistant Professor of Music B.M., Winthrop University; M.M., D.M.A., University of North Carolina at Greensboro Steven Hyland, Jr. (2011) Associate Professor of History B.A., M.A., University of Texas Austin; Ph.D., The Ohio State University Erin Jacobson (2015) Assistant Professor of Physical Therapy B.S., D.P.T., University of South Carolina Janet Jenkins (2011) Assistant Professor of Education and Assistant Dean for the Thayer School of Education B.S., Appalachian State University; M.S.A, Ph.D., University of North Carolina at Charlotte Chelsea Kaufman (2018) Assistant Professor of Political Science B.A., Clarion University of Pennsylvania; M.A., Ph.D., Purdue University

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Melanie Keel (2014) Assistant Professor, School of Education B.A., North Carolina State University; M.A., Appalachian State University; Ph.D. (December 2014), University of South Carolina Heather A. Kehr (2006) Associate Professor of Pharmacy Pharm.D., University of Maryland School of Pharmacy Allison Kellar (2012) Associate Professor of English and Director of the Honors Program B.A.J., University of Georgia; M.A., Clemson University; Ph.D., University of Georgia Rebekah D. Kelleher (2000) Associate Professor of Education B.Ed., M.Ed., Nicholls State University; Ed.D., Georgia Southern University Ji-Ho Kim (2012) Associate Professor of Sport Sciences B.A., Kyungsung University; M.S., Ph.D., University of Tennessee-Knoxville Olga Klibanov (2008) Professor of Pharmacy Pharm.D., University of North Carolina at Chapel Hill Samir A. Kouzi (2004) Professor of Pharmacy B.S., King Saud University; Ph.D., University of Mississippi Magdalena Krajewska (2011) Associate Professor of Political Science B.Sc., London School of Economics and Political Science; Ph.D., Brandeis University Kenneth Kroeger (2011) Associate Professor of Chemistry and Physics B.S., University of Dayton; Ph.D., University of Colorado Amresh Kumar (2014) Assistant Professor of Marketing B.S., M.S., University of Pune, India; Ph.D., State University of New York, Buffalo Candace Lapan (2018) Assistant Professor of Psychology B.A., M.A., Ph.D., University of North Carolina at Greensboro Susan Lauer (2013) Associate Professor of Mathematics B.S., University of Georgia; M.A.M., Ph.D., Auburn University Melinda J. Lein (2009) Associate Professor of Music B.S., B.M., M.M., University of Missouri-Columbia; M.M., D.M.A., University of MissouriKansas City Sylvia Little-Sweat (1963) Professor of English and Writer in Residence A.A., Wingate College; A.B., M.A.T., University of North Carolina at Chapel Hill; D.A., Middle Tennessee State University Terese J. Lund (2013) Associate Professor of Psychology B.A., Miami University; M.A., Teachers College, Columbia University; Ph.D., Boston College Mitchell Mackinem (2018) Associate Professor of Sociology B.A., Newberry College; M.A., University of Tennessee; Ph.D., University of South Carolina Brett MacLennan (2017) Assistant Professor of Physical Therapy B.S., Framingham State University; M.S., Boston University; D.P.T., Massachusetts General Hospital Institute of Health Professions Kenneth A. Mann (2018) Visiting Instructor of Mathematics B.S., M.S., Old Dominion University Wingate University Academic Catalog 2019-2020

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Jessie Wright Martin (2007) Professor of Voice, Director of Opera, and Artist-inResidence B.M., Florida State University; M.M., D.M.A., Louisiana State University B. James Massey (2014) Assistant Professor of Physical Therapy B.A., North Carolina State University; D.P.T., University of North Carolina at Chapel Hill Elizabeth J. Maupin (2013) Assistant Professor of Physician Assistant Studies B.S., University of Missouri; M.M.S., Wake Forest University Rebecca L. McClough (2012) Assistant Professor of Physician Assistant Studies and Clinical Coordinator B.S., Grace College; M.P.A.S., Wingate University Daniel McLaughlin (2006) Associate Professor of Sport Sciences B.S., M.A., Mankato State University; Ph.D., University of North Carolina at Greensboro Lisa T. Meade (2006) Professor of Pharmacy B.S., University of North Carolina; Pharm.D., University of Mississippi H. Donald Merrill (1980) Professor of Psychology and Human Services and Dean of the Cannon College of Arts and Sciences A.A., Lake-Sumter Junior College; B.A., M.Ed., University of Central Florida; Ed.D., Auburn University Edward D. Mills (1989) Marjorie H. Lang Professor of Biology B.A., Wake Forest University; M.S., Appalachian State University; Ph.D., University of Alabama Luke W. Mills (2014) Assistant Professor of English B.A., M.A., North Carolina State University; Ph.D., University of North Carolina at Chapel Hill Sandra R. Mills (2003) Assistant Professor of Mathematics B.A., Winthrop University; M.A., University of North Carolina at Chapel Hill; Ph.D., Ohio University Brooke M. Mitchell (2002) Professor of English A.A., Young Harris College; B.A., University of Georgia; M.A., Ph.D., University of South Carolina David T. Mitchell (2017) Assistant Professor of History and Political Science B.S., Samford University; Ph.D., Auburn University Geniece MondÊ (2013) Associate Professor of Sociology and Criminal Justice B.A., State University, New York; M.A., Ph.D., Harvard University Cortney M. Mospan (2017) Assistant Professor of Pharmacy Pharm.D., Ohio Northern University Geoffrey Mospan (2014) Assistant Professor of Pharmacy Pharm.D., Ohio Northern University Taura S. Napier (1996) Professor of English B.A., Wake Forest University; M.A., University College, Dublin; Ph.D., The Queen’s University of Belfast

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Traci Napolitano (2002) Associate Professor of Sport Sciences and Director of Athletic Training Education Program B.S., Slippery Rock University; M.S., Ph.D., University of Florida Amie J. Naylor (2003) Professor of Pharmacy B.S., University of California at Davis; M.S., San Diego State University; Ph.D., University of Florida Kimberly L. Nealy (2010) Associate Professor of Pharmacy Pharm.D., Campbell University Michael Neville (2015) Professor of Pharmacy, Assistant Dean for Students Pharm.D., University of Georgia David Nichols (2018) Visiting Instructor of Chemistry B.S., California Institute of Technology; M.A., M.Phil., Columbia University Erika S. Niland (2010) Associate Professor of Biology B.S., Wingate University; M.S., Ph.D., University of Georgia Melissa Tolley Nink (2018) Assistant Professor of Mathematics B.A., Agnes Scott College; M.S., Ph.D., North Carolina State University Sarah Nisly (2017) Professor of Pharmacy A.A., Hutchinson Community College; Pharm.D., University of Kansas Dawn Norwood (2015) Associate Professor of Sport Sciences and Director of Graduate Sport Management Program B.A., Northern Illinois University; M.S., Grambling State University; Ph.D., University of Tennessee - Knoxville Donald Nuzum (2004) Associate Professor of Pharmacy B.S., University of Texas at Arlington; Pharm.D., Texas Tech University Health Sciences Center C. Brian Odom (1997) Associate Professor of Biology B.S., Wofford College; M.S., Georgia Southern College; Ph.D., University of South Carolina Jacqueline L. Olin (2007) Professor of Pharmacy B.S., Binghamton University; M.S., Pharm.D., Rutgers University Nathaniel Olson (2019) Visiting Assistant Professor of Voice B.M., Wheaton College; M.M., Indiana University Bloomington; D.M.A., University of North Carolina at Greensboro Ryan Owens (2017) Assistant Professor of Pharmacy Pharm.D., Campbell University Barbara W. Pann (1988) Assistant Professor of Communication B.A., Georgetown College; M.A., Morehead State University Angela Pegram (2009) Associate Professor of Pharmacy Pharm.D., Campbell University Kaitlyn Perry (2017) Assistant Professor of Mathematics B.S., Mount St. Mary’s University; M.A., Ph.D., The University of Alabama

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Michele A. Pfaff (2014) Assistant Professor of Nursing B.S.N., Duquesne University; M.S.N., University of North Carolina at Charlotte; D.N.P., Gardner-Webb University Haley Pillars (2017) Visiting Instructor of Biology B.S., Wingate University; M.S., University of North Carolina at Charlotte Jacob Plummer (2015) Associate Professor of Chemistry B.A., Northwestern College; Ph.D., University of Notre Dame Kenney Potter (2005) Professor of Music and Director of Choral Activities B.M.E., Florida State University; M.S., Portland State University; D.M.A., University of North Carolina at Greensboro Casey Pratt (2008) Associate Professor of English B.A., Saginaw Valley State University; M.A., Purdue University; Ph.D., Purdue University Robert Prevost (1994) Associate Professor of Philosophy B.A., Baylor University; M.A., Trinity Evangelical Divinity School; D. Phil., University of Oxford; J.D., University of Texas Dawn A. Price (2008) Associate Professor of Music and Director of Instrumental Music B.M., Appalachian State University; M.M., Appalachian State University; D.M.A., University of Southern Mississippi Deborah C. Prouty (2018) Assistant Professor of Physical Therapy M.P.T., University of Maryland; Ed.D., Argosy University Kristy L. Putts (2017) Assistant Professor of Physician Assistant Studies and Clinical Coordinator B.S., Eastern Michigan University; M.S.H.S., George Washington University Nancy H. Randall (1979) Vice Provost for Student Engagement and Harry and Frances Cannon Professor of Sociology and Human Services B.A., University of North Carolina at Asheville; M.S., Ph.D.,University of Wisconsin A. Paige Rawson (2017) Visiting Assistant Professor of Religion B.A., Furman University; M.Div., Pacific School of Religion; M.A., Graduate Theological Union; Ph.D., Drew University Amy Richardson, 2017) Visiting Instructor, PE 101 and Experiential Learning Coordinator B.S., University of Alabama; M.S., Louisiana Tech University Tanya Riley (2013) Associate Professor of Pharmacy B.S., Paul Quinn College; Pharm.D., University of Louisiana-Monroe Treavor Riley (2012) Associate Professor of Pharmacy Pharm.D., University of Louisiana-Monroe Lacey J. Ritter (2017) Assistant Professor of Sociology B.A., The University of Northern Iowa; M.S., Ph.D., Florida State University April M. Robinson (2010) Associate Professor of Pharmacy B.S., Furman University; Pharm.D., Medical University of South Carolina Mark R. Roncace (2002) Professor of Religion B.A., Methodist College; M.A., Florida State University; Ph.D., Emory University

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Benjamin Sammons (2015) Assistant Professor of English B.A., Mercer University; M.A., Ph.D., University of North Carolina at Chapel Hill Usha Sanyal (2017) Visiting Assistant Professor of History B.A., Delhi University, India; M.A., University of Kent at Canterbury, United Kingdom; M.Phil., Ph.D., Columbia University NaTasha R. Schiller (2018) Assistant Professor of Biology B.S., Grand Valley State University; Ph.D., Western Michigan University Eric F. Schneider (2015) Professor of Pharmacy and Vice Provost of the Levine College of Health Sciences B.S., St. Louis College of Pharmacy; Pharm.D., Medical University of South Carolina Mark W. Schuhl (2000) Associate Professor of Spanish and Interim Coordinator of Modern Languages B.A., M.A., Ph.D., University of Pennsylvania George Schuppin (2014) Associate Professor of Physical Therapy B.S., M.S., Virginia Polytechnical Institute; Ph.D., East Carolina University Lisa A. Schwartz (1998) Professor of Finance B.B.A., M.B.A., Ph.D., University of Texas at Arlington JamieLynn Sebaaly (2015) Assistant Professor of Pharmacy B.S., Pharm.D., University of North Carolina at Chapel Hill Tyler Shultz (2017) Assistant Professor of Physical Therapy B.S., University of Georgia; D.P.T., Medical College of Georgia Wynnet Sinclair (2019) Assistant Professor of Occupational Therapy B.S., Colorado State University; O.T.D., Chatham University Rodney Siwale (2019) Associate Professor of Pharmacy B.S., University of Kent; M.S., King’s College London; Ph.D., Mercer University Lisa S. Smith (2004) Vice Provost for Faculty Affairs, Dean of the Faculty, and Professor of Pharmacy B.S., The Ohio State University; Pharm.D., University of Kentucky Susan M. Smith (2015) Assistant Professor of Pharmacy B.S., Ohio Northern University; Pharm.D., Medical University of South Carolina Christi A. Sporl (2016) Assistant Professor of Sociology B.A., University of Louisiana at Monroe; M.A., Ph.D., University of Kentucky Darrel Staat (2015) Assistant Professor of Education and Coordinator, Community College Executive Leadership Program B.S., M.A., Mankato State University; Ph.D., University of North Carolina at Greensboro Amanda Moody Stanford (2017) Visiting Assistant Professor of English B.A., University of North Texas; M.S., Ph.D., University of Edinburgh William Steffen (2018) Visiting Assistant Professor of Exercise Science B.S., The University at Albany (NY); M.Ed., Furman University; Ed.D., The University of North Carolina at Greensboro Kristin F. Stowe (2003) Professor of Economics B.A., Guilford College; M.A., Ph.D., Clemson University Wingate University Academic Catalog 2019-2020

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Meeralakshmi Subramaniam (2017) Visiting Instructor of Chemistry B.Tech., Anna University; M.S., University of Oklahoma; Robert B. Supernaw (2002) Interim Provost and Professor of Pharmacy A.A., Long Beach Community College; Pharm.D., University of the Pacific Melissa Sweetman (2017) Associate Professor of Occupational Therapy and Director of the Occupational Therapy Program B.S., Medical University of South Carolina; O.T.D., Rocky Mountain University of Health Professions; Ph.D., Piedmont International University Mary Swiggum (2013) Associate Professor of Physical Therapy B.S., Boston University; M.H.S., University of Indianapolis; Ph.D., Texas Woman’s University John D. Sykes, Jr. (1989) Mary and Harry Brown Professor of English B.A., Wake Forest University; M.A., University of Chicago; M.A., Ph.D., University of Virginia Shawn R. Taylor (2011) Associate Professor of Pharmacy Pharm.D., University of South Carolina Travis L. Teague (2012) Professor of Sport Sciences and Dean of the School of Sport Sciences B.A., M.A.T., University of North Carolina at Chapel Hill; D.A., Middle Tennessee State University Grant D. Thompson (2014) Assistant Professor of Chemistry & Physics B.S., University of Missouri; M.S., Ph.D., University of Kentucky Ana V. Thorne (2018) Visiting Assistant Professor of English B.A., M.A., Mount Saint Mary’s University; M.F.A., Antioch University; Ph.D., Claremont Graduate University M. Benjamin Thorne (2014) Assistant Professor of History B.A., Guilford College; M.A., Ph.D., Indiana University Robert R. Threatt (2007) Assistant Professor of Accounting B.B.A., University of Florida; M.B.A, Emory University; CPA Brandon Tutkowski (2018) Assistant Professor of Chemistry B.S., Concordia University Wisconsin; Ph.D., University of Notre Dame Shem Unger (2015) Assistant Professor of Biology B.S., Texas A & M University; M.S., Missouri State University; Ph.D., Purdue University P. Brittany Vickery (2015) Associate Professor of Pharmacy B.S., Virginia Intermont College; Pharm.D., Wingate University Stephen Vickery (2017) Assistant Professor of Pharmacy Pharm.D., Wingate University Rashi Waghel (2012) Associate Professor of Pharmacy B.S., Georgia Institute of Technology; Pharm.D., University of Georgia Kurt Wargo (2015) Interim Dean of the School of Pharmacy, Regional Dean of the Hendersonville campus, and Professor of Pharmacy B.S., Kent State University; Pharm.D., Creighton University

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James F. Watkins (2011) Assistant Professor of Accounting B.A., B.A., North Carolina State University; M.A.C.C., University of North Carolina at Charlotte; CPA Rick Watkins (2009) Assistant Professor of Education B.A., University of North Carolina at Wilmington; M.A., University of North Carolina at Pembroke; Ed.S., Ed.D., Nova Southeastern University Bob Webb (2017) Regional Medical Director of Physician Assistant Program B.S., Indiana University; M.D., Indiana University School of Medicine Shakena L. Daniel West (2014) Assistant Professor of Chemistry B.S., Winthrop University; Ph.D. (August 2014), University of South Carolina Jay Wilder (2000) Associate Professor of Psychology B.A., Emory University; M.S., Ph.D., Syracuse University Jennifer Wilson (2012) Associate Professor of Pharmacy Pharm.D., Ohio Northern University Jordan Wilson (2018) Assistant Professor of Music B.M., M.M., Eastman School of Music; D.M.A., University of Wisconsin-Madison Krista R. Wilson (2009) Associate Professor of Chemistry A.A., Central Florida Community College; B.S., Ph.D., University of Florida Jacob P. Wobig (2014) Assistant Professor of Political Science B.A., University of Nebraska; J.D., University of Iowa; Ph.D., University of Nebraska Nana Wolfe-Hill (2015) Assistant Professor of Music B.M.E., St. Olaf College; M.M., D.M.A. University of North Carolina at Greensboro Karen Woodrow (2019) Assistant Professor of Physical Therapy and Director of Clinical Education B.H.S., D.P.T., Quinnipiac University J. Andrew Woods (2009) Associate Professor of Pharmacy B.S., University of Tennessee-Martin; Pharm.D. University of Tennessee Health Sciences Center Catherine Wright (2014) Assistant Professor of Religion B.S., B.Ed., M.Div., Ph.D., University of Toronto Nicholas J. D. Wright (2009) Associate Professor of Pharmacy B.Sc., Ph.D., University of Southampton, UK Diane Wrisley (2013) Professor of Physical Therapy Pittsburgh Marc Zhaoding Yang (2002) Professor of Modern Languages B.A., Normal University of Central China; D.E.A., UniversitĂŠ des Sciences Humaines de Strasbourg; Ph.D., University of Minnesota Patrick Young (2011) Associate Professor of Psychology B.S., M.A., Humboldt State University; Ph.D., Florida State University

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LIBRARIANS Amee H. Odom (1995) Director of the Ethel K. Smith Library B.A., Wingate College; M.L.I.S., University of North Carolina at Greensboro; M.A., University of North Carolina at Charlotte R. Marilyn Brown (1988) Catalog Librarian A.A., Mitchell College; B.A., University of North Carolina at Charlotte; M.L.S., University of North Carolina at Greensboro Keith Lassiter (2017) Technical Services and Collection Management Librarian B.A., Wingate University; M.Div., Gardner-Webb University; M.L.S., North Carolina Central University Isaac C. Meadows (2014) Digital Services Librarian B.A., Appalachian State University; M.S.I.S., University of North Carolina at Chapel Hill Kory A. Paulus (2017) Reference and Instruction Librarian B.A., University of North Carolina at Charlotte; M.L.I.S., Drexel University Jessica Lee Swaringen (2017) Reference and Instruction Librarian B.A., Wingate University; M.A., Western Carolina University; M.L.S., East Carolina University

EMERITUS FACULTY Dates following names indicate period of service.

Robert D. Billinger, Jr. (1979-2014) Ruth D. Horton Professor of History\ Robert E. Bodycombe, Jr. (1980-1992) Lang Professor of Business and Economics Polly T. Bostic (1980-2016) Instructor in Piano and University Accompanist Ronald D. Bostic (1978-2015) Professor of Music Beverly B. Christopher (1962-2007) Professor of English G. Byrns Coleman (1960-2012) Professor of Religion Robert W. Doak (1979-2014) Professor of English Joseph M. Graham (1982-2014) Professor of Accounting E. Lee Hadden, Jr. (1975-2012) Professor of Biology Marilyn Hartness (1997-2019) Associate Professor of Art James T. Henderson (1977-1995) Professor of Psychology and Human Services Judy F. Hutton (1965-2004) Professor of Music Gladys McCain Kerr (1960-1970, 1971-1999) Associate Professor of Mathematics Beth L. Murray (1980-2015) Assistant Professor of Education Kenneth C. Murray (1975-2007) Professor of Music Education Wingate University Academic Catalog 2019-2020

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Louise S. Napier (1965-2015) Professor of Art and Education A. Sue Pauley (1988-2016) Associate Professor of Sociology and Human Services Robert A. Shaw (1993-2007) Professor of Education Leon Smith (1980-2008) Professor of Communication Studies Jerry L. Surratt (1967-2001) Lang Professor of History J. Maurice Thomas (1966-2001) Associate Professor of English Pamela R. Thomas (1977-2015) Professor of English Lawrence E. Veenstra (1977-1998) Associate Professor of Psychology and Human Services Rachel Walker (1967-2008) Associate Professor of English E. Alexander Youngman (1980-2014) Professor of Art

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WINGATE UNIVERSITY ACADEMIC CATALOG 2019-2020

PART II: UNDERGRADUATE PROGRAMS

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TRADITIONAL UNDERGRADUATE ACADEMIC CALENDAR FALL 2019 Beginning of Academic Year New Faculty Orientation State of the University Address New Student Orientation Residence Halls Open Convocation Classes Begin Add/Drop Ends Labor Day Holiday Incomplete Deadline Midterm Grades Due Fall Break Family Weekend Senior Registration Graduation Application Deadline for Spring 2020 Junior Registration Withdrawal Deadline Homecoming Sophomore Group 1 Registration Sophomore Group 2 Registration Sophomore Group 3 Registration Freshman Group 1 Registration Freshman Group 2 Registration Freshman Group 3 Registration Exit Exam Deadline Thanksgiving Break Classes End Reading Day Final Exams Deadline for Internships Residence Halls Close Fall Commencement

Aug. 12 Aug. 12-13 Aug. 13 Aug. 16-19 Aug. 17 Aug. 18 Aug. 19 Aug. 22 Sep. 2 Sep. 19 Oct. 5 (Saturday) Oct. 5-8 Oct. 11-12 Oct. 22 Oct. 22 Oct. 23-24 Oct. 24 Oct. 25-26 Oct. 29 Oct. 30 Oct. 31 Nov. 5 Nov. 6 Nov. 7 Nov. 15 Nov. 27-29 Dec. 2 Dec. 3 Dec. 4-10 Dec. 2 Dec. 11 Dec. 14

SPRING 2020 New Student Orientation Residence Halls Open Spring Welcome Back Classes Begin Add/Drop Ends Martin Luther King Holiday Incomplete Deadline Midterm Grades Due Spring Break

Jan. 7 Jan. 7 Jan. 7 Jan. 8 Jan. 14 Jan. 20 Feb. 8 (Saturday) Feb. 28 Mar. 2-6

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Senior Registration Junior Registration Withdrawal Deadline Sophomore Group 1 Registration Sophomore Group 2 Registration Sophomore Group 3 Registration Freshman Group 1 Registration Freshman Group 2 Registration Freshman Group 3 Registration One Day One Dog Exit Exam Deadline Easter Break Classes End Deadline for Internships Reading Day Final Exams Residence Halls Close Graduate Commencement Nursing Pinning Ceremony Baccalaureate Undergraduate Commencement Year End Reflection – Faculty & Staff End of Academic Year

Mar. 17 Mar. 19-20 Mar. 19 Mar. 24 Mar. 25 Mar. 26 Mar. 30 Mar. 31 Apr. 1 Apr. 2 Apr. 10 Apr. 10-13 Apr. 27 Apr. 27 Apr. 28 Apr. 29-May 5 May 6 May 8 May 8 May 8 May 9 May 12 May 15

SUMMER 2020 Summer Long Session Begins Summer Long Session Last Day to Add/Drop Memorial Day Holiday Summer Session I Begins Summer Session I Last Day to Add/Drop Summer Session I Last Day to Withdraw Summer Session I Classes End Summer Session I Final Exams July 4th Holiday Summer Session II Begins Summer Session II Last Day to Add/Drop Summer Long Session Last Day to Withdraw Summer Session II Classes End Summer Session II Final Exams Summer Long Session Ends Summer Long Session Final Exams

May 18 May 18 May 25 Jun. 1 Jun. 1 Jun. 15 Jun. 25 Jun. 25 Jul. 4 (Saturday) Jul. 6 Jul. 6 Jul. 6 Jul. 30 Jul. 30 Aug. 9 (Sunday) Aug. 9 (Sunday)

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ADULT BACHELOR DEGREE ACADEMIC CALENDAR First Session

Second Session

FALL 2019 Faculty Orientation/Workshop

Aug. 13-17

State of the University Address

Aug. 14

---

New Student Orientation

Aug. 15

Oct. 9

Classes Begin

Aug. 20

Oct. 17

Add/Drop Ends

Aug. 20-21

Oct. 17-18

Labor Day Holiday

Sept. 3

--

Incomplete Deadline

Sept. 20

--

Fall Break

Oct. 15-16

--

Homecoming

Oct. 20

Oct. 20

Withdrawal Deadline

Sept. 26

Nov. 28

Thanksgiving Break

--

Nov. 21-23

Classes End

Oct. 8

Dec. 8

Final Exams

Oct. 10-11

Dec. 10-11

Graduation Date

--

Dec. 15

Jan. 3

Mar. 6

SPRING 2020 New Student Orientation Classes Begin

Jan. 9

Mar. 13

Add/Drop Ends

Jan. 9-10

Mar. 13-14

Martin Luther King Holiday

Jan. 21

--

Incomplete Deadline

Feb. 9

--

Spring Break

Mar. 6-12

--

Easter Break

--

Apr. 19-22

Withdrawal Deadline

Feb. 18

Apr. 18

Classes End

May-1

Final Exams

Feb. 27 Feb. 28 & Mar. 4

May 2 & 6

Commencement

--

May-11

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ADMISSIONS, COSTS, AND FINANCIAL PLANNING ADMISSION Persons seeking admission to Wingate University should contact the Office of Admissions for an application and other pertinent information necessary for enrollment.

The University operates on a rolling admission plan. Candidates for admission are notified of the enrollment decision within two weeks of application completion. Admission is based on high school record and SAT or ACT scores. For transfer students, work from all previous colleges attended is also considered. Personal interviews and recommendations, while not required, are encouraged and often prove beneficial to both the University and the student.

FIRST-YEAR ADMISSION For an application to be considered complete, the following items are recommended: ● Completed application form ● Official high school transcript or GED certification (if applicable) Final high school transcripts must be received prior to the first day of class. ● SAT or ACT scores* * SAT or ACT scores are not required if the applicant has been out of high school for five or more years.

Although some flexibility may be allowed, the following high school course distribution is recommended.

COURSE English Math (Algebra and above) Social Science Natural Science (1 lab) Second Language

NUMBER OF UNITS 4 3 2 2 2

EARLY COLLEGE STU DENT ADMISSION Early/Middle College students should follow the same admission process as First-Year students. Once admitted, an official transcript evaluation of any college courses taken will be completed by the Registrar. Courses completed at accredited colleges and universities with a grade of “C”, or better, will be accepted at full value, provided they are comparable to Wingate University’s curriculum. Wingate University has an articulation agreement with North Carolina Community Colleges. Early/Middle College students who complete an A.A. or A.S. degree will have many of those credits applied toward Wingate’s Core Curriculum.

Each case will be evaluated individually to best meet the student’s needs.

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INTERNATIONAL STU DENT ADMISSION Wingate is a Student and Exchange Visitor Program (SEVP)-certified school and is required to comply with federal regulations when admitting international students. All F and M visa students that study in the United States require a Form I-20, “Certificate for Eligibility for Nonimmigrant Student Status.” This policy applies to both first-year international students and international students transferring from an international institution or another school in the United States.

International students requiring an F1 student visa must submit the following to be eligible for an I-20: 1.

2.

3.

4.

5.

6.

Fall semester applications must be received no later than June 1st. Spring semester application must be received by November 1st.

A color copy of the biography page of the student’s passport Secondary school transcripts: original transcript required and certified English translations of transcripts for documents not issued in English. a. Wingate recommends World Education Services, Inc. (WES) for evaluation and University Language Services for translation. b. Note that translated and evaluated official final transcripts are also required for enrollment.

Secondary school diploma (if already earned) Evidence of English proficiency - see English Proficiency Requirements (for the I20).

Financial responsibility form and evidence of funding (e.g. bank statements or letters less than 6 months old) required for issuance of the I-20.

ENGLISH PROFICIENCY REQU IREMENTS Wingate is a Student and Exchange Visitor Program (SEVP)-certified school and must comply with federal regulations when admitting international students. As part of these requirements, Wingate requires international students to demonstrate English proficiency as part of the admissions process prior to the issuance of an I-20 immigration document.

International first-year students may demonstrate English proficiency in the following ways: 1.

2.

3.

Have citizenship in a country where English is the official language and the language of instruction in higher education. Please see our list of exempt countries.

Graduation from a high school, attending for a minimum of 3 years, at an international institution or American school where the primary language of instruction was completed in English. The institution must provide a signed letter or official transcript verifying courses were taught in English.

All other international students seeking F1 visas must achieve a minimum required test score on at least one approved language proficiency exam/test. The scores must be from within the past 24 months at the time of application to Wingate. The approved exams/tests are as follows: a. Minimum SAT score of 450 on the Evidence-based Reading and Writing section b. Minimum ACT score of 17 on both the Reading and English sections c.

Minimum TOEFL IBT score of 70 or 550 on the paper based test d. Minimum IELTS score of 5.5 - academic module

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e. f.

Minimum Level 112 for ELS Minimum Level 6 completed at ELTI at UNC Charlotte

International transfer students from US or international institutions may demonstrate English proficiency in the following ways: 1.

2.

3.

Have citizenship in a country where English is the official language and the language of instruction in higher education. Please see our list of exempt countries.

Successfully complete 24 transferable hours at a US university or community college with a grade of C or better in English composition (e.g. English 100).

All other international students seeking F1 visas must achieve a minimum required test score on at least one approved language proficiency exam/test. The scores must be from within the past 24 months at the time of application to Wingate unless the applicant is currently enrolled in a US institution. The approved exams/tests are as follows: a. Minimum SAT score of 450 on the Evidence-based Reading and Writing section b. Minimum ACT score of 17 on both the Reading and English sections c.

Minimum TOEFL IBT score of 70 or 550 on the paper based test d. Minimum IELTS score of 5.5 e. Minimum Level 112 for ELS f.

Minimum Level 6 completed at ELTI at UNC Charlotte

Admission of an international student who requires an F-1 visa is only final when the visa is obtained. A student must be fully admitted to the undergraduate program to receive an I-20. International students holding current tourist (B1/B2) visas are not allowed to enroll in a degree program. Questions about F1 visa requirements can be addressed to international@wingate.edu. All other international admissions questions should be directed to the Undergraduate Admissions Office at v.best@wingate.edu.

COUNTRIES EXEMPT FROM ENG LISH PROFICIENCY EXAM SCORE REQUIREMENTS • • • • • • • • • • • • • • • • • •

Anguilla* Antigua and Barbuda* Australia Bahamas* Barbados* Belize* Bermuda British Indian Ocean Territory British Virgin Islands Canada (expect Quebec) Cayman Islands Dominica* Falkland Islands Fiji Gibraltar Grenada Guyana* Guinea (British) Wingate University Academic Catalog 2019-2020

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• • • • • • • • • • • • • • • • • • • • • •

Ireland Jamaica* Marshall Islands Mauritius Micronesia Montserrat Nauru New Zealand Palau Papua New Guinea Solomon Islands St. Kitts and Nevis* St. Lucia St. Vincent and the Grenadines* Tonga Trinidad and Tobago* Turks and Caicos Islands Tuvalu United Kingdom (England, Northern Ireland, Scotland & Wales) U.S. Virgin Islands Vanuatu Western Samoa

*With CXC or CAPE examination.

Since English is the official first language at the countries listed above, students from those countries are NOT required to submit a proof of English proficiency.

After acceptance, international students must submit a $300 enrollment deposit and a Financial Responsibility Form showing adequate financial resources to attend the University before an I-20 form will be issued. The deadline for processing an international student application is May 1 for fall semester enrollment and October 1 for spring semester enrollment. Wingate University should receive $300 enrollment deposits by June 1 for fall semester entrance and by October 15 for spring semester entrance to allow adequate time for issuance of the I-20 form and for securing the student visa. Enrolling students must submit final transcripts, all official or certified documents required for application, and medical/immunization requirements no later than the final day to register for classes.

READMIT STUDENT ADMISSION Any student who wishes to enroll at Wingate University as an undergraduate student who has previously been enrolled at Wingate will need to apply as a re-admit student. To be readmitted the student must complete a Readmission Application which is available from the Office of Admissions and on the University’s website. A student who has been absent for two consecutive semesters (including the semester of withdrawal, if applicable) must meet the catalog requirements for graduation in effect at the time of readmission. Students who have been suspended by the Office of Campus Life and wish to apply for reinstatement should submit a written appeal to the Office of the Dean of Campus Life. Students who have been academically suspended and wish to apply for reinstatement should submit a written appeal to the Academic Appeals Committee, in care of the Academic Resource Center.

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TRANSFER ADMISSION Students who complete course work at another accredited college or university may apply for admission to Wingate. A completed application for admission must be submitted and must be accompanied by official transcripts from all institutions previously attended along with an official high school transcript or GED certification. SAT or ACT scores may also be required for transfer applicants with less than 24 transferable credits unless the student has been out of high school for five or more years. Transfer applicants should be eligible, both academically and socially, to return to the institution from which they are transferring. All application documents can be found on the University’s website, or students may contact the transfer counselor for more information.

TRANSFER CREDIT Academic work completed at accredited colleges and universities will be accepted at full value for courses passed with a grade of “C” or better provided they are comparable to Wingate University’s curriculum. The Registrar, in consultation with the appropriate department chair(s), evaluates coursework to determine equivalency. The maximum number of course hours that may transfer from a two-year institution is 64 semester hours.

A maximum of 90 semester hours will be accepted from four-year institutions. Wingate University participates in the North Carolina Community College Articulation Agreement.

Second Language requirements: Students may receive credits for second language courses that the student took at another college or university, even if the language is not taught at Wingate University, under the following conditions: ● ● ●

The courses were completed with a grade of “C-” or better.

The courses were offered by an accredited higher education program, college, or university.

The courses were not for continuing education.

INDEPENDENT COMPREHENSIVE ARTICULATION AGREEMENT (ICAA) Wingate University, a member institution of North Carolina Independent Colleges and Universities (NCICU), has agreed to the terms of the Independent Comprehensive Articulation Agreement (ICAA) between NCICU members and the North Carolina Community College System (NCCCS). The following terms apply: ● Students with an A.A. or A.S. degree from a North Carolina community college with no grade lower than a “C” will automatically fulfill all 100- and 200-level institutionwide core curriculum requirements at Wingate University, with the exception of physical education; a second language, if the student did not take these as part of the associate’s degree; Global Perspectives 310 and 320, and any major-specific class(es) required under University Foundations. ● Courses will be evaluated on a course-by-course basis for students who did not earn an A.A. or A.S. degree, or for students with one or more grades of “D.” ● Transfer courses which did not originate at an NC community college, at a UNC institution, or at a signatory institution of NCICU may be used under this articulation agreement if they were used in the awarding of a two-year degree from an NC community college. These courses must meet core curriculum requirements, must be

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from a regionally-accredited institution, and must total no more than 25 percent (four courses) of the core curriculum. ● Students may file a grievance if they think the terms of the ICAA have not been followed. See the Office of the Registrar for more details.

CREDIT BY EXAMINATION Students may earn a maximum of 30 semester hours of credit toward a baccalaureate degree by examination prior to enrollment.

ADVANCED PLACEMENT (AP) Students who score three, four, or five on the Advanced Placement Test of the College Entrance Examination Board may receive credit as determined by the appropriate academic department. Students should send official scores to the Office of the Registrar.

COLLEGE LEVEL EXAMINATION PROGRAM (CLEP) Students who score 50 points or higher on CLEP subject examinations may earn credit toward a baccalaureate degree. Students should send official scores to the Office of the Registrar.

DANTES (DSST) EXAMINATIONS Certain credits are accepted from DANTES (DSST) courses when the courses have comparable courses at Wingate. Students should send official scores to the Office of the Registrar.

CAMBRIDGE AICE EXAM SCORES Cambridge Assessment International Education offers exams comparable to AP and IB. Exams must be at the Advanced level--either A and/or the AS level(s)—to be eligible to receive possible credit. Students should send official AICE transcripts to the Office of the Registrar.

INTERNATIONAL BACCALAUREATE PROGRAM CREDIT Students who score five, six, or seven on the Higher Level Examinations of the International Baccalaureate Program may receive credit toward a baccalaureate degree.

Students should send official scores to the Office of the Registrar.

ADULT BACHELOR’S DEGREE CREDIT BY EXAM PROGRAM POLICY Students in the Adult Bachelor’s Degree program may earn up to six-credit hours each enrolled term. Credit by examination must be earned before the student’s final 30 hours at Wingate University. Students must secure advance permission from the Director of the Adult Bachelor’s Degree Program and the Registrar (see Transient Study under Academic Policies) before registering for an examination.

DUAL ENROLLMENT Highly qualified high school students with a letter of recommendation from their high school guidance counselors who would like to take college courses prior to or during their senior year may do so through the Wingate Dual Enrollment Program. Dual Enrollment credit is generally transferable to other colleges and universities. Students enrolled through Wingate University Academic Catalog 2019-2020

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this program will be allowed to take classes on a space-available basis. Charges for Dual Enrollment classes are $1,075 for one course, $2,100 for two courses, and $1,985 for three courses.

ENROLLMENT DEPOSIT To confirm enrollment, a prospective first-year student, readmit, or transfer student should submit an enrollment deposit. Enrollment deposits are refundable upon written request until May 1st for fall semester enrollment and November 1st for spring semester enrollment. An enrollment deposit which has been transferred from an earlier term is nonrefundable. Once enrolled, an enrollment deposit is only refunded after the student graduates. If a student withdraws before graduating, the deposit is forfeited.

MEDICAL/IMMUNIZATION REQUIREMENTS After a student has been accepted by Wingate University, he/she is required to submit health information which includes a health history, proof of insurance, physical examination, and immunization information. Medical requirements are due July 1 (fall admission) and January 2 (spring admission). Students who are incomplete 30 days after classes begin are subject to expulsion from classes and the University until such information is received.

The physical examination must be performed one year prior to the date of admission to the University. Per NCAA regulations, students participating in an intercollegiate sport must have a physical every six months. Physicals can be done in The Health Center for a fee.

The physical must include: vision, urinalysis, hemoglobin, and TB skin test.

The following immunizations are required: ●

●

●

●

● ● ●

Tetanus Series (Td, DPT, Tdap) three doses. One must have been within the past 10 years. Those individuals enrolling in college or university for the first time on or after July 1, 2008 must have had three doses of tetanus/diphtheria toxoid and a booster dose of tetanus/diphtheria/pertussis vaccine if a tetanus/diphtheria toxoid or tetanus/diphtheria/pertussis vaccine has not been administered within the past 10 years.

Measles Two doses (after 1st birthday). Measles vaccines are not required if any of the following occur: Diagnoses of disease prior to January 1, 1994; an individual who has been documented by serological testing to have a protective antibody titer against measles; or an individual born prior to 1957.

Mumps Two doses. Mumps vaccine is not required if any of the following occur: an individual who has been documented by serological testing to have a protective antibody titer against mumps; an individual born prior to 1957.

Rubella One dose. Rubella vaccine is not required if any of the following occur: 50 years of age or older; an individual who has been documented by serological testing to have a protective antibody titer against rubella.

Hepatitis B Three doses. Hepatitis B vaccine is not required if an individual was born before July 1, 1994 and is not enrolled in a Health Science major.

Polio Three doses. An individual attending school who has attained his or her 18th birthday is not required to receive polio vaccine.

Meningococcal Series. Two doses. If the first one is given at age 16, then only one is required.

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●

●

Students in Pharmacy, Physician Assistant Studies, Physical Therapy, Nursing, Exercise Science, and Athletic Training are required to have additional immunizations. Check with those programs to identify what is required.

Required vs. Recommended North Carolina law requires individuals attending college or universities to receive certain vaccines. But in order to be fully protected from vaccine-preventable diseases, individuals should receive all immunizations recommended by the Centers for Disease Control and Prevention (CDC).

Recommended vaccines include flu, meningitis, meningococcal B series, and HPV.

Students who are not compliant with NC immunization requirements within 30 days of the first day of class will be required to withdraw from classes. Students taking online courses, off campus courses, evening courses (after 5 p.m.) or no more than 4 daytime credit hours are exempt from immunization requirements. Medical and religious exemptions can be requested through The Health Center. Questions should be directed to the Director of The Health Center, Campus Box 3037, Wingate University, Wingate, NC 28174.

INTERNATIONAL STU DENTS International students must meet North Carolina guidelines concerning immunizations. They must provide documentation of insurance.

A student accident and sickness insurance program is available for purchase by students of Wingate University in the Business Office.

All students with a positive tuberculin skin test will be referred to the Health Department for evaluation and follow-up. If it is the recommendation of the Health Department that they receive prophylactic treatment for tuberculosis, students will be required to comply.

FINANCIAL INFORMATION The University operates on a semester basis. Statements are sent approximately one month prior to the beginning of each term. Statements can be seen on WinLINK and are updated each week. Charges for the semester must be paid before a student’s registration is considered complete. Students must notify the University, prior to arrival, of any financial aid, trust funds, etc., accruing to the student from sources other than Wingate University. If the student expects to receive aid of any type from the University, it must be cleared with the Office of Student Financial Planning prior to the student’s arrival on campus. If a student’s account is not clear 30 days after the first class, the student will automatically be placed on the Wingate University Payment Plan and be responsible for the $75 enrollment fee and late fees of $75 per month.

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BASIC SEMESTER CHARGES Residing

Commuting

Tuition

$17,955

Residential Fee

$5,050

NC Meal Tax

$17,955

$90

TOTAL*

$23,095

$17,955

ADDITIONAL CHARGES AND FEES Residential Fees (per semester)

Enrollment Deposit

Single Room (if available)

$5,050

Over Occupancy (triple, if required)

$4,700

Single Room (if requested)

$6,300

Meal Tax

$90

Full-time

$300

Health & Wellness (per semester)

$50

Part-Time

Tuition (per semester hour)

$1,175

Adult Bachelor’s Degree

Tuition (per semester hour)

$395

Music Lessons (per semester)

2-credit hour course

$410

1-credit hour course

$210

Class Guitar/Class Piano/Class Voice (per hour)

$210

Audit (per course)

$420

Credit by Examination

$420

Other

Return Check Service Charge

$25

Payment Plan Fee

$75

Late Payment Fee

$75

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Summer School (2019)

Tuition (per hour)

$560

Room (per term)

$450

Internship Tuition (per hour)

$165

BOOKS AND SUPPLIES Textbooks and supplies may be purchased through the Wingate online bookstore at https://wingate.textbookx.com. Excess financial aid may be used to purchase books through the online bookstore by filling out a book voucher request with the Business Office.

CHECK ACCEPTANCE The Business Office will accept checks only for payment of accounts. The University suggests that an account be established with a local bank. Wingate Outfitters Bookstore cashes checks up to $50 with a valid student ID card.

DEPOSIT (ENROLLMENT) A first-time full-time student must pay a $300 deposit prior to enrollment. Wingate will hold the deposit throughout the student’s educational career at the University. University fees, fines, returned checks, facilities damage charges, and other miscellaneous charges, if not paid in the usual manner, may be deducted from the deposit. After a student has graduated, the deposit, less appropriate deductions, will be refunded within 60 days. If a student does not graduate, it is forfeited.

EXPENSES Charges are based on a minimum student load of 12 semester contact hours. Students taking less than 12 semester hours are classified as part-time students and are charged tuition at the rate of $1175 per semester hour.

ID, MEAL, AND DEBIT CARD A student must submit the Wingate I.D. card to the Office of Campus Life upon withdrawal from the University. Withdrawal may require refunds to some student financial aid programs. This policy applies to students who officially withdraw during any regular session of the University.

Students may also deposit money on a debit account through the Business Office. The student’s I.D. card serves as the debit card that can be used in Wingate Outfitters, W.T. Harris Dining Hall, Klondike Poolside, Einstein Bros. Cafe, Grab-N-Go, Wingate Pizza Hut, Wingate Starbucks and towards University fines and fees. This is not a bank debit card. No refund is given from the debit card until the student graduates or withdraws from the University. At that time any remaining money will be refunded to the student.

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INSURANCE (MEDICAL) The federal government’s Affordable Care Act (effective January 2014) requires all individuals have adequate health insurance coverage. This involves university systems including Wingate University students.

All Wingate University students are required to enroll in or opt out of insurance coverage. Students who already have a comparable plan to that required by law will not be charged for a health plan provided the online waiver is completed. Please visit https://wingate.medicatconnect.com to provide proof of insurance to opt out.

REFUND/REPAYMENT POLICY FOR TRADITIONAL UNDERGRADUATE STUDENTS A refund refers to the University charges returned to the student and/or to the financial source that covered those charges. Refunds are made within 30 days of the student’s withdrawal.

Students who withdraw from Wingate University on or before the first class day of a semester will receive a full refund of any payment made toward tuition, fees, and room and board.

For students who withdraw after the first day of class during a semester, the following institutional refund policy for tuition, fees, and room and board will be in effect: ● ● ● ● ●

90% refund when withdrawal is after the first day of class during a semester and before the end of the first week of class 80% refund when withdrawal is during the second week of class 60% refund when withdrawal is during the third week of class 40% refund when withdrawal is during the fourth week of class 20% refund when withdrawal is during the fifth week of class

The date of withdrawal is the date that the official withdrawal form is received by the Office of the Registrar or the date of withdrawal specified by the student, whichever is earlier. The semester begins with the first day of class. The first week of the semester is the seven-day period that begins on the first day of class. The point of withdrawal is measured in weeks, and the student is considered to have withdrawn within a given week, as defined above, if the withdrawal date is prior to the end of that week.

RETURN OF TITLE IV FUNDS Students receiving federal financial aid: The Higher Education Amendments of 1998 established a formula for calculating the amount of aid a student and school can retain when the student totally withdraws from all classes. Students who withdraw from all classes prior to completing more than 60% of an enrollment term will have their eligibility for aid recalculated based on the percent of the term completed. For example, a student who withdraws completing only 30% of the term will have “earned” only 30% of any Title IV aid received. The remaining 70% must be returned by the school and/or the student. The Office of Student Financial Planning encourages you to read this policy carefully. If you are thinking about withdrawing from all classes PRIOR to completing 60% of the semester, you should contact the Office of Financial Planning to discuss how your withdrawal will affect your financial aid.

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This policy shall apply to all students who withdraw, take a temporary leave of absence, or are expelled from Wingate University, and receive financial aid from Title IV funds (Federal financial aid programs authorized under the Higher Education Act of 1965, as amended). Title IV funds include the following programs: ● ● ● ● ● ●

Pell Grant Iraq and Afghanistan Service Grant TEACH Grant FSEOG Direct Loan Perkins Loan

A student’s withdrawal date is: ● ● ●

the date the student begins the institution’s withdrawal process or officially notifies the institution of intent to withdraw; or the midpoint of the period for a student who leaves without notifying the institution; or the student’s last date of attendance at a documented academically-related activity.

Title IV aid is earned in a prorated manner on a per diem basis up to and including the 60% point in the semester. Title IV aid and all other aid is viewed as 100% earned after that point in time.

The percentage of Title IV aid earned shall be calculated as follows: Percent of term completed =

Number of days completed by student Total number of days in term

The percent of term completed shall be the percentage of Title IV aid earned by the student.

The total number of calendar days in a term of enrollment shall exclude any scheduled breaks of more than five days.

The percentage of Title IV aid unearned (i.e., to be returned to the appropriate program) shall be 100% minus the percent earned. Unearned aid shall be returned first by Wingate University from the student’s account calculated as follows: Total institutional charges X percent of unearned aid = amount returned to program(s)

Unearned Title IV aid shall be returned to the following programs in the following order: 1.

2.

3.

4.

Unsubsidized Direct Stafford loans (other than PLUS loans) Subsidized Direct Stafford loans Federal Perkins loans Federal PLUS loans

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5.

6.

7.

8.

9.

Direct PLUS loans Federal Pell Grants for which a Return is required Federal Supplemental Educational Opportunity Grants (FSEOG) for which a return of funds is required Federal TEACH grants for which a Return is required Iraq and Afghanistan Service Grant for which a Return is required

Exception: No program can receive a refund if the student did not receive aid from that program.

When the total amount of unearned aid is greater than the amount returned by Wingate University from the student’s account, the student is responsible for returning unearned aid to the appropriate program(s) as follows: 1. Federal Pell Grant 2. Federal Supplemental Educational Opportunity Grant 3. Other Title IV Grants Loan amounts are returned according to the terms of the promissory note.

1.

2.

3.

Amounts to be returned by the student to federal grant programs will receive a 50% discount. Providing each student with the information given in this policy; Identifying students who are affected by this policy and completing the Return of Title IV Funds calculation for those students; Returning any Title IV funds that are due the Title IV programs.

Refunds and adjusted bills will be sent to the student’s home address on file in the Registrar’s Office following withdrawal. Students are responsible for any portion of their institutional charges that are left outstanding after Title IV funds are returned.

INSTITUTIONAL AND STUDENT RESPONSIBILITY: RETURN OF TITLE IV FUNDS Wingate University’s responsibilities in regard to the return of Title IV funds include: 1.

2.

3.

Providing each student with the information given in this policy; Identifying students who are affected by this policy and completing the Return of Title IV Funds calculation for those students; Returning any Title IV funds that are due the Title IV programs.

The student’s responsibilities in regard to the return of Title IV funds include: 1.

2.

Becoming familiar with the Return of Title IV policy and how complete withdrawal affects eligibility for Title IV aid; Returning to the Title IV programs any funds that were disbursed directly to the student and which the student was determined to be ineligible for via the Return of Title IV Funds calculation.

The procedures and policies listed above supersede those published previously and are subject to change at any time.

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STUDENT FINANCIAL PLANNING The Wingate University Office of Student Financial Planning welcomes the opportunity to help students and their families who seek information on scholarships, grants, student loans, and on-campus employment. All students who plan to apply for financial aid must complete the Free Application for Federal Student Aid (FAFSA).

Many financial aid programs are awarded based on need as determined by information submitted on the FAFSA. To receive maximum consideration for all available financial aid programs, the FAFSA should be filed by May 1 prior to each academic year for which a student wishes to be considered for financial aid.

Financial aid programs vary, as do the needs of students. Grant assistance is gift or entitlement aid and carries no repayment obligation. Student loans are long-term, low interest loans, which may be repaid after the student completes his or her education. Many students obtain jobs on the campus and are paid monthly for hours worked.

Financial assistance is awarded in a package which may include one or more of the financial aid programs. All financial aid awards, including athletic, academic, and outside scholarships are coordinated through the Office of Student Financial Planning. The total financial assistance awarded will never exceed the costs related to attending Wingate University.

Scholarships, grants, and student loan proceeds may be applied to the cost of attending Wingate University and are generally credited directly to the student’s account. Earnings from campus jobs are paid directly to the student; therefore, they are not used as a credit toward the student’s account.

FEDERAL AID PROGRAMS North Carolina Need-Based Scholarship: The Need-Based Scholarships for Students Attending Private Institutions of Higher Education Program, also known as the North Carolina Need-Based Scholarship Program, was established by the 2011 General Assembly to provide need-based scholarships for North Carolina students attending private institutions of higher education. Wingate plays a role in administering the program on behalf of the students that it enrolls. Funds for the support of the program are contingent each year upon appropriations made available to Wingate by the North Carolina General Assembly.

Federal Pell Grant: Awards from this federal grant program range from $657 to $6,195 during the 2019-20 year. The U.S. Department of Education determines eligibility using the FAFSA. Federal Supplemental Grant: Awards from this federal grant program are made to students who receive the Federal Pell Grant based on the availability of funds.

Loan Programs: Students and parents can use the Direct Loan program for all federal student and parent loans. The Direct Loan program is funded by the federal government, and students and parents can borrow directly from the federal government.

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Federal Direct Loan Program (subsidized/unsubsidized): This federal program provides long-term, low-interest loans to students. Per academic year, first-year students are eligible for up to $5,500; sophomores, $6,500; and juniors and seniors, $7,500.

Payments may be deferred if the student is enrolled at least half-time (six hours).

Information is available through the Office of Student Financial Planning or at www.studentloans.gov. Students whose parents are denied a Federal Direct PLUS loan may receive up to an additional $5,000 in unsubsidized Stafford.

Private Alternative Loans: Federal law requires colleges to certify private education loans using the borrower’s choice of lender and the guarantee agency used by that lender.

Based upon this law, you can choose any lender, including one that may not appear on the list provided. This list includes lenders that students at Wingate have historically used in obtaining private educational loans. Note: Wingate University does not accept any form of gift or payment from any lender as an inducement to be on the lender list.

Federal Work-Study: In this joint federal-university program, part-time work-study employment is made available to students. Students work an average of 10 hours per week and receive payroll checks monthly.

Note: All of the above programs require filing of the FAFSA.

FINANCIAL ASSISTANCE ALTERNATIVES For families who do not qualify for federal or state financial assistance or whose financial assistance does not cover the entire cost of university attendance, there are several alternatives. Some of these are listed below (contact the Office of Student Financial Planning for more information).

Equal Payment Plan: Families may divide the annual cost of tuition, fees, room and board into eight (8) equal payments. There is an annual $75 participation fee; however, Wingate charges no interest throughout the year. The first installment of the payment plan, along with a $75 enrollment fee, will be due by the main, fall semester due date. The following payments will be due by the first day of each month September to November for the fall semester and January to April for the spring semester. A fee of $75 will be assessed for each late payment.

Federal Direct (PLUS) Loan: The Department of Education makes available the Federal Direct PLUS Loan for parents of undergraduate students. Interest rates are fixed at 7% for 2019-20. Repayment begins after the loan has been fully disbursed.

ACADEMIC SCHOLARSHIPS Academic Scholarships are awarded to qualified undergraduate applicants who have been admitted to Wingate University’s Main Campus. After admission to the University, the academic credentials of each student are reviewed to determine scholarship eligibility.

Students are notified of their scholarship award by the Office of Admissions immediately, with the exception of the Irwin Belk Scholarship. Belk recipients are notified in January. A separate scholarship application is not required.

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by the individual scholarship criteria. Students are considered for the highest level scholarship based upon their qualifications; thus only one of the following academic scholarships will be awarded at the time of entry into Wingate University.

Irwin Belk Scholarships, our most competitive scholarships, are available to exemplary entering first-year students. Recipients are typically in the top 10% of their high school graduating class, have above a 4.20 weighted high school GPA and have an SAT score above 1950 (or an ACT score above 30). Irwin Belk Scholarships are limited and meeting minimum requirements for consideration does not guarantee receipt of an Irwin Belk Scholarship. Recipients must enroll full-time and must maintain satisfactory academic progress requirements as outlined in the University Catalog.

Trustee Scholarships are available to outstanding entering first-year students. These scholarships are awarded to students who have above a 4.2 weighted GPA. Scholarship recipients must enroll full-time and maintain satisfactory academic progress as outlined in the University catalog.

Presidential Scholarships are available to exceptional entering first-year students.

These scholarships are awarded to students who have above a 3.60 weighted GPA. Scholarship recipients must enroll full-time and maintain satisfactory academic progress as outlined in the University catalog.

Academic Merit Scholarships are available to entering first-year students based on academic achievement and leadership. Merit Scholarships are awarded to students who have above a 3.00 weighted GPA. Scholarship recipients must enroll full-time and maintain satisfactory progress requirements as outlined in the University catalog.

Gateway Scholarships are available to entering first-year students based on demonstrated achievement and involvement. Scholarship recipients must enroll full-time and maintain satisfactory progress requirements as outlined in the University catalog.

Transfer Scholarships are awarded to transferring students entering one of Wingate University’s undergraduate programs. Recipients must have demonstrated academic success at other colleges and universities and have a minimum of 24 college credit hours of acceptable transfer work. Scholarship recipients must enroll full-time and maintain satisfactory progress requirements as outlined in the University catalog.

LEGACY AWARDS The Legacy Award is an annual award available to entering first-year students or new transfer students. To qualify, the student must be a son, daughter, grandson, granddaughter, niece, nephew, or sibling of a Wingate alumnus. Eligible students will receive a $1000 grant during each academic year.

MUSIC SCHOLARSHIPS Music scholarships, based on a performance audition and academic achievement, are awarded upon admission. The student must perform two contrasting selections representing an advanced level of study. For more information about the scholarships and the audition dates, contact the Department of Music.

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VETERANS BENEFITS Veterans may qualify for education benefits from the Veterans Administration according to their time and length of military service, and in some cases those benefits can be transferred to dependents (Chapter 33). Benefits through Dependents’ Educational Assistance (Chapter 35) may also be available for military spouses and children of veterans who died or were disabled as a result of a service-related injury or disease. Students who plan to use VA education benefits should apply to the VA for a Certificate of Eligibility, and contact the VA School Certifying Official at Wingate, located in the Office of the Registrar.

Wingate participates in the Yellow Ribbon Program for eligible Chapter 33 participants, and also works with veterans using Vocational Rehabilitation services (Chapter 31).

In accordance with Title 38 United States Code Section 3679 (e), students who have provided verification of their eligibility to receive VA education benefits funded under Chapter 31 and Chapter 33, will not be subject to any penalties, including access to classes, libraries, or other institutional facilities, or be required to borrow additional funds, because of the student’s inability to meet financial obligations to the institution due to delayed disbursement of VA education benefits. Students are covered under this policy for 90 days after the date that enrollment is certified by the university.

SATISFACTORY ACADEMIC PROGRESS (SAP ) POLICY FOR FINANCIAL AID RECIPIENTS As mandated by the Higher Education Act, institutions of higher education must establish minimum standards of “Satisfactory Academic Progress”. Wingate University makes these standards applicable to all federal, state of North Carolina and institutional financial aid programs.

Programs administered by outside agencies, or states other than North Carolina, may have their own academic standards for students. Check the requirements with the agency granting your funding.

Student athletes must satisfy the eligibility requirements established by Wingate and by the NCAA to be eligible for athletically related financial aid. Please refer to your grant-inaid for this information.

GENERAL SATISFACTORY ACADEMIC PROGRESS PRINCIPLES These principles apply to all degree programs at Wingate University. Specific guidelines for each academic program are outlined after these general principles.

Federal Regulations require the university to establish SAP standards in the following areas: (1) Cumulative GPA; (2) Cumulative Hours Earned; and (3) Maximum Time Frame.

In addition, the SAP policy must include a student’s total academic history. ● ●

SAP will be determined at the end of each semester (Fall, Spring and Summer) for which you are enrolled To earn hours at Wingate University, a student must receive a grade of A, B, C, or D. Any other grade does not earn hours.

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“I’ or “W” Grades: will be counted as hours attempted but not hours earned, therefore, will negatively impact a student’s ability to satisfy SAP. Repeated Courses: Courses for which you have passed with a grade of D or better can only be repeated once in your enrollment at Wingate University to count for federal financial aid eligibility determination. When a student repeats a course, the total attempted hours will increase with each repeat, but the student will only earn hours for a completed course once. Therefore, repeating classes will negatively impact a student’s ability to satisfy the 67% passage rate, but may significantly increase a student’s cumulative GPA.

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1.

2.

3.

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Students may only receive Federal aid funding for one repetition of a previously passed course.

Students may receive federal aid for repeated coursework if the student received an unsatisfactory or failing grade. There is no limit on the number of attempts allowable if the student does not receive a passing grade.

Students may receive federal aid for repeated coursework if a student needs to meet an academic standard for a previously passed course, such as a minimum grade.

Credit hours from another institution that are accepted toward a student’s educational program must count as both attempted and completed hours.

Attempted / earned hours also include credits earned through Advanced Placement (AP), College Level Examination Program (CLEP), or other similar testing programs.

Academic Bankruptcy: hours dismissed through academic bankruptcy will still count towards hours attempted for Federal Financial Aid purposes.

UNDERGRADUATE STUDENTS SAP CUMULATIVE GPA All students must achieve and maintain a Cumulative Grade Point Average (GPA) of 2.0.

Students in the following majors must maintain the cumulative GPA as indicated: Major

Minimum Cumulative GPA

Athletic Training

2.7

Exercise Science (Pre-Professional track)

2.5

All Education (except Educational Studies)

2.7

CUMULATIVE HOURS EARNED A student must pass (earn) at least 67% of their credits attempted (excluding non-credit courses and pass/fail courses).

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MAXIMUM TIME FRAME Undergraduate students must complete their degree requirements within 150% of the published length of their academic program to remain eligible for federal financial aid. This is the maximum allowable time for receipt of financial aid regardless of whether the student did or did not receive financial aid during any period of his/her enrollment. In addition, students will be allowed to receive institutional financial aid for a maximum of 8 semesters (summer excluded).

FAILURE TO MEET SATISFACTORY ACADEMIC PROGRESS Students who fail to meet the Satisfactory Academic Progress standards will be placed on Financial Aid Warning (FAW) for the following semester (payment period). During the FAW period, a student will be eligible to receive financial aid. If you meet the minimum standards at the end of the FAW, you will be placed back in good standing.

At the end of the FAW period, students who still do not meet the SAP standards will be ineligible for financial aid and placed on Financial Aid Cancellation (FAC). You will receive written notification of the loss of your financial aid.

Students who are re-admitted to Wingate University following a period of nonenrollment must meet Wingate’s SAP policy in order to regain eligibility for financial aid.

REGAINING FINANCIAL AID To regain your financial aid eligibility, you can enroll for (and attend) subsequent semesters without financial aid. Your progress will be re-evaluated at the end of each semester to determine your progress.

OR Students who become ineligible to receive financial aid due to SAP and feel they have extenuating circumstances, may make a written appeal to the Financial Aid Committee by completing and submitting the Satisfactory Academic Progress Appeal Form. Extenuating circumstances are reviewed on a case-by-case basis. The Financial Aid Committee is comprised of the Director and Counselors of Financial Aid. If necessary, the Vice-President of Enrollment and Planning may be included.

The appeal must include what has changed that will allow the student to make SAP at the next evaluation (end of the next semester).

Students who appeal, and subsequently have their appeals approved, will be placed on an academic plan that is developed by the Financial Aid Director and the Registrar. They will be given the status of Financial Aid Probation (FAP). Students are required to meet with the Financial Aid Director to discuss and sign off on the terms of the Academic Plan.

Once the Academic Plan is finalized, the student’s financial aid eligibility status will be updated and their financial aid awards will be reinstated (institutional funds are reinstated based on available funding). Academic Plans may be made for up to four semesters, and students placed on an Academic Plan must continually meet the terms of the plan (each semester) as outlined in the letter granting the appeal.

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If a student fails to meet the terms of the Academic Plan for any given period, the student loses financial aid eligibility.

CONSUMER INFORMATION DISCLOSURES The Higher Education Opportunity Act (HEOA) requires that colleges and universities provide specific disclosures to prospective and current students. These disclosures may be found at https://www.wingate.edu/about/disclosures-and-consumer-information.

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ACADEMIC SUPPORT SERVICES AND PROGRAMS ACADEMIC ADVISING Wingate University is committed to providing individual academic advising and guidance for all undergraduate students. Each student is assigned to an Academic Advisor.

The Academic Advisor assists the student in planning his/her academic program and meets with the student periodically regarding academic and co-curricular issues. Professional staff in the Office of Career Development are available to advise students about potential majors, careers, internships and related experiential education opportunities.

Academic Advisors assist students in the development of individual academic plans that include all degree requirements and reflect the students’ career and life goals. While advisors are primary resources to assist students in academic degree planning, students are ultimately responsible for planning and completing the curriculum requirements of their specific degrees.

The Director of Academic Advising is also available to assist students with questions about completing the university CORE curriculum, degree and graduation requirements, academic forms, policies/procedures and related issues. Adult Bachelor’s Degree Program Wingate University Adult Bachelor Degree program is committed to providing academic advice and personal guidance for its students. The Director of Adult Bachelor’s Degree Program will help plan the student’s academic program and meet with the student periodically throughout the year. Advisors help students develop individual academic programs that include Wingate’s specific degree requirements and the student’s career objectives.

While advisors have resources to aid students in academic planning, the responsibility for meeting the requirements of a specific degree rests with the individual student.

ACADEMIC RESOURCE CENTER (ARC) AND STUDENT SUCCESS The mission of the Academic Resource Center (ARC) is to support student learning through access to support programs, staff, and services. Located on the 2nd floor of the Ethel K. Smith Library, students will find support with academic skills, subject area peer tutoring, peer writing assistance, supplemental instruction, academic advising, and disability support services.

The Office of Student Success in the ARC connects students with appropriate support systems and services to assist them in realizing their academic goals. The office facilitates communication between faculty, staff, and students that leads to collaborative educational support.

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COUNSELING SERVICES The Office of Counseling Services is dedicated to providing a safe and confidential environment for students to discuss a variety of personal and interpersonal concerns. The goal of Counseling Services is also to provide a holistic wellness component to students’ educational experiences through the promotion of ways for students to achieve and maintain a healthy mind, body, and spirit.

DISABILITY SERVICES Wingate University is committed to ensuring that no otherwise qualified individual with a disability is excluded from participation in, denied the benefits of, or subjected to discrimination in university programs or activities due to his or her disability. The University is fully committed to complying with all requirements of the Americans with Disabilities Act of 1990 (ADA) and its amendments and the Rehabilitation Act of 1973 (section 504) and to providing equal educational opportunities to otherwise qualified students with disabilities. Disability support services are available to otherwise qualified students with disabilities to ensure equal access to the university’s programs and services.

Services may include making academic and/or non-academic accommodations for students. The university’s Office of Disability Services is the only designated department authorized to coordinate disability related services. Students should contact the Office of Disability Services when seeking academic and/or non-academic accommodations. The office is located on the 2nd floor of the Ethel K. Smith Library, in the Academic Resource Center (the ARC). Contact information: kwharton@wingate.edu, 704-233-8366.

STUDENT DISABILITY GRIEVANCE PROCEDURE Wingate University is committed to ensuring that no otherwise qualified individual with a disability is excluded from participation in, subjected to discrimination in connection with, or denied the benefits of any University programs or activities due to his or her disability.

The University has adopted this internal grievance procedure to provide for the prompt and equitable resolution of student complaints alleging any action prohibited by Section 504 of the Rehabilitation Act of 1973 (“Section 504”) or Title III of the Americans with Disabilities Act (“Title III”) or otherwise alleging disability-related discrimination or harassment. Section 504 prohibits discrimination on the basis of disability in any program or activity receiving Federal financial assistance, and Title III prohibits discrimination on the basis of disability by private entities (including Universities) that provide places of public accommodation. These laws and accompanying regulations may be examined in the office of the Director of Disability Support Services, whom the University has designated to coordinate its efforts to comply with Section 504 and the ADA (“the Director”).

WHO MAY GRIEVE? Any student currently enrolled at the University who believes he or she has been discriminated against or harassed on the basis of disability by a University employee (e.g., administrator, faculty, staff, adjunct faculty, or other agent of the University); University student; or, in certain circumstances, by a visitor to the University, may use this process to file a grievance.

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WHAT MAY BE GRIEVED? An action or decision may be grieved if it involves alleged discrimination or harassment by a University employee; University student; or, in certain circumstances, by a visitor to the University against a student on the basis of that student’s disability. Such actions may include, but are not limited to, denial of accommodations or lack of physical access to University facilities or programs.

CONFIDENTIALITY AND PROHIBITION AGAINST RETALIATION The University will treat all information submitted in connection with a grievance as confidential. Subject to FERPA and other applicable privacy laws, however, the University official investigating the grievance will inform individuals with a legitimate need to know of the grievance and may provide them related information as necessary to allow the University official to conduct a meaningful and thorough investigation. The University official investigating the grievance will inform all involved parties of the need to maintain the confidentiality of such information.

Wingate University prohibits retaliation for submitting a grievance or participating in a grievance investigation. Retaliation includes threats, intimidation, reprisals, and adverse actions. The University official investigating the grievance will advise all involved parties of this strict prohibition against retaliation.

INFORMAL GRIEVANCE PROCEDURE The Informal Grievance Procedure is designed to facilitate a satisfactory resolution of the grievance in an informal manner. The student has the option to forego the Informal Grievance Procedure and move immediately to the Formal Grievance Procedure.

A student initiates the Informal Grievance Procedure by contacting the Director. If the Director is the subject of the grievance, the student initiates the Informal Grievance Procedure by contacting the Dean of Academic Support Programs. The student may contact the appropriate official (the “Investigator”) by e-mail, phone, or in person. To initiate the Informal Grievance Procedure, a student is not required to submit the grievance in writing, but the Investigator may ask the student to do so or to submit other evidence, if necessary to facilitate a satisfactory resolution.

The Investigator will attempt to expeditiously facilitate a satisfactory resolution. The Investigator may meet in person with the student, confer with the individual(s) against whom the grievance is filed, attempt to arrange a meeting between the student and the individual(s), or take any other steps the Investigator believes will be useful in promoting resolution.

Within 21 calendar days after the student initially contacts the Investigator regarding the grievance, the Investigator will inform the student in writing of the outcome of the Informal Grievance Procedure.

FORMAL GRIEVANCE PROCEDURE If the student is not satisfied with the resolution reached using the Informal Grievance Procedure, or if the student chooses not to use the Informal Grievance Procedure, the student may initiate the Formal Grievance Procedure by submitting a written complaint to the appropriate Investigator. A student who chooses to initiate the Formal Grievance Procedure after participating in the Informal Grievance Procedure must do so within 14

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calendar days of receipt of the Investigator’s written notification of the outcome of the Informal Grievance Procedure. The written complaint must: ● ● ● ● ● ●

be dated; state the problem or action alleged to be discriminatory and the date of the alleged action; state how the action is discriminatory (or how the decision is unreasonable if it a denial of a requested accommodation); name the individual(s) against whom the grievance is filed; state the requested remedy; and be signed by the student.

Within seven calendar days of receiving the written complaint, the Investigator will provide written notification of receipt of the complaint to the grievant and to the individual(s) against whom the grievance is filed. The Investigator will also conduct a thorough investigation of the complaint, affording all relevant persons an opportunity to submit evidence regarding the allegations. Within 30 days of receipt of the written complaint, the Investigator will provide the grievant and the individual(s) against whom the complaint is filed a written decision regarding the grievance. The decision will include findings of fact, a conclusion, and, if applicable, an explanation of remedies, which may include the imposition of disciplinary sanctions and / or referral to an individual’s supervisor or another administrator for the determination and imposition of disciplinary sanctions

APPEAL The student or the individual(s) against whom the grievance is filed may appeal within fourteen calendar days of receiving the Investigator’s written decision and / or any associated disciplinary sanctions by writing to the respective Vice-Provost of their program, Dr. Nancy Randall or Dr. Eric Schneider. The written appeal must clearly set forth the grounds for the appeal and must include all supporting evidence. Generally, the ViceProvost will limit his or her review of the Investigator’s decision to determining whether the Investigator considered the proper facts and whether there were any procedural irregularities. Within 21 days of receipt of the appeal, the Vice-Provost will provide the grievant and the individual(s) against whom the complaint is filed a written decision regarding the appeal. The decision of the Vice-Provost is final, and the University will disregard any subsequent appeals (in any form) to any University representative, including the University President.

ADJUSTMENT OF DEADLINES The Investigator, Dean of Academic Support Programs, or Vice-Provost may change the above deadlines for good cause, such as semester or summer breaks. Likewise, if the application of time deadlines creates a hardship due to the urgency of the matter or the proximity of an event, the Investigator, the Dean of Academic Support Programs, or the Vice-Provost, at the request of the student, will determine if an expedited procedure can be created.

SUPPORT PERSONS/ADVISORS The student who initiates the grievance may have one support person/advisor present to support and assist them during any meetings. The student is not limited in their choice of support person/advisor. The student may consult privately with their respective support person/advisor during meetings provided that such consultation is not disruptive. Support person/advisors, may not, directly participate in any meeting.

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A support person/advisor may be required to leave a meeting if their presence is disruptive at the Investigator’s request. A support person must maintain confidentiality regarding any and all communications exchanged.

INTERIM MEASURES If necessary while any grievance investigation is ongoing, the University may take interim measures to stop discrimination or prevent its recurrence. Such interim measures may include, but are not limited to, limiting interaction between the parties, arranging for the provision of temporary accommodations, or staying a course grade.

CONFIDENTIALITY OF RECORDS Once the Investigator or Vice-Provost has made the final decision regarding the grievance, the records related to the grievance will be confidentially maintained in the Office of Disability Support Services for three years.

DISABILITY ACCOMMODATIONS Wingate University will make arrangements to ensure that students with disabilities are provided appropriate accommodations as needed to participate in this grievance procedure.

Requests for accommodations must be made to the Director. The Director will review the supporting disability related documentation, make a decision about the request, notify the student about approved accommodations and make arrangements for the accommodations. Accommodations may include, but are not limited to, providing interpreters for the deaf, providing recordings of materials for the blind, and assuring a barrier-free location for the proceedings.

EXTERNAL COMPLAINTS The availability and use of this grievance procedure does not prevent a student from filing a complaint of discrimination with external agencies such as the U.S. Department of Education, Office for Civil Rights.

DISABILITY HARASSMENT POLICY Wingate University is committed to ensuring that no otherwise qualified individual with a disability is excluded from participation in, subjected to discrimination in connection with, or denied the benefits of any University programs or activities due to his or her disability. Harassment is a form of discrimination and, therefore, harassment directed toward an individual student with a disability is a violation of the University’s antidiscrimination policy as well as state and federal laws.

Disability harassment is defined as verbal (including written or electronic communication) or physical conduct that is directed at an individual because of his/her mental/physical disability that is sufficiently severe, pervasive, or persistent so as to have the purpose or effect of creating a hostile work or educational environment. A hostile environment may exist even if there are no tangible effects on the student, where the harassment is serious enough to adversely affect the student’s ability to participate in or benefit from the educational program. Disability harassment may occur in a variety of relationships, including faculty and student, supervisor and student employee, student and student, staff and student, and other relationships between students and other persons having business at or visiting the University.

To file a complaint of harassment students should follow the University’s Grievance Procedure for Students with Disabilities.

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GATEWAY 101 This one-credit-hour Core course is required of all entering students in their first semester. It includes topics and activities related to the Wingate experience and is intended to support the student throughout the transition to the Wingate community and the collegiate academic environment. (Transfer students who enter with Junior standing may be exempted from this requirement.)

OFFICE OF CAREER DEVELOPMENT Office of Career Development provides resources to assist students in exploring majors and career options. Through an emphasis on career development as a process requiring planning, the goal is to help students identify their interests and abilities early on and actively engage in preparation for their futures. The professional staff members provide students with career advising, self-assessment exercises, resume and cover letter guidance, job searches, graduate school preparation, mock interviews, on-campus employer recruiting/career fairs, and various career-related events. The Parents Association Career Resource Center offers a career library, computers for resume writing and job/internship searching, career software programs, and available peer career mentors for drop-in assistance. Students may take Gateway 301, a class offered by the office, which helps students with resumes, cover letters, job search techniques, and other career-related topics.

The office also offers students assistance in obtaining academic and co-curricular internships. As a part of preparing for career decisions following graduation, all students have the opportunity and are encouraged to participate in an internship during their time at Wingate University. Following the first year, students may pursue an internship for the summer term, fall semester, or spring semester. Internships may be either credit-bearing or non-credit-bearing.

Internship and employment opportunities are showcased on CareerGate (online job database), a free service to currently enrolled students and alumni. All students will have access to CareerGate after they obtain a login to their Wingate email account.

LIBRARY AND SPECIAL COLLECTIONS SPECIAL COLLECTIONS Wingate University Special Collections is comprised of physical holdings related to Wingate School/Junior College/College/University, providing researchers information about the education community and traditions of Wingate University. To learn more about using the materials contact Wingate University’s Special Collections Archivist at the Jesse Helms Center, (704) 233-1776, extension 6.

ETHEL K. SMITH LIBRARY LIBRARY MISSION In keeping with the Wingate University mission to develop educated, ethical, and productive citizens at home and abroad, the Ethel K. Smith Library serves as a gateway for Wingate University Academic Catalog 2019-2020

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all students, faculty, and staff to access, explore, and evaluate a variety of traditional, multimedia, and electronic resources, which support the University’s curriculum and facilitate academic inquiry. Fostering a foundational sense of lifelong learning for all constituents is paramount to the librarians and the library staff.

LIBRARY GOALS In keeping with the EKS Library mission, the librarians and library staff endeavor to: ● ● ●

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Offer a welcoming, research-oriented, and engaging environment which fosters academic inquiry Provide access to collections, resources, and programming services in a variety of formats, physical and virtual Encourage faculty members to actively participate in collaborative collection development practices supporting the foundations of academic freedom by developing a diverse collection of materials which present differing perspectives Instill the elements of information literacy including information access, evaluation, and the ethical use of information and intellectual property through reference transactions and library instruction sessions cooperatively designed by librarians and faculty

The Library houses more than 90,000 print volumes in the facility, as well as database subscriptions which provide students online access to a variety of scholarly journal and newspaper titles beyond the Library’s print periodical collection. Additionally, the Library’s InterLibrary Loan Department enables students to research supplementary materials not held in the collection. For students attending our satellite campuses, Library materials can be supplied through the Library’s Bulldog Delivery system in which materials are delivered from the Library via professors or others traveling between campuses.

A variety of study options are available in the Library including individual study carrels in the Quiet Room, several group study spaces, and general areas for individual or group work. For those who bring their laptops to the Library, Wireless LAN access and wet carrels are available in several areas of the facility, including the Ethel K. Café coffee shop on the first floor. The building also includes an electronic instruction lab equipped with computers for interactive teaching.

The Ethel K. Smith Library is staffed with highly trained, professional librarians available to assist students in their research endeavors and to instruct individuals or entire classes in the most effective and efficient research applications available in today’s academic library. The computer commons in the Reference Department is specifically designed for the purpose of such instruction, with the goal of cultivating a basic, interdisciplinary, transferable skill set regarding applied research. In person, phone, and online reference help is available to all Wingate students, and library instruction sessions can be scheduled at our satellite campuses as well.

Please visit https://www.wingate.edu/academics/library for more information on the Ethel K. Smith Library.

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WRITING CENTER The Writing Center is located on the second floor of the Ethel K. Smith Library, adjacent to the ARC, and offers students, staff, and faculty an opportunity to improve and strengthen their writing skills. Students from all majors and classes are encouraged to visit the Writing Center. Tutors can help students work on specific writing assignments as well as helping with any of the “stages” of writing—brainstorming topic ideas, shaping a thesis, revising, learning to better edit your own work, or understanding style demands for papers in different disciplines.

The Writing Center is staffed by faculty-recommended student tutors who have been trained to help other students improve as writers. Students may schedule ongoing tutorial sessions, make appointments for specific writing assignments, or drop-in for a session with an available tutor. Students may also benefit from writing tutorial handouts and checklists available in the Writing Center and through the Center’s website.

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UNDERGRADUATE DEGREES UNDERGRADUATE CU RRICULUM University education at its best transforms students through daily participation in active learning under the supervision of highly qualified professors. A bachelor’s degree is composed of classes from three areas—the core curriculum, the major, and electives.

THE CORE The University Core Curriculum is built around the skills needed to thrive in the 21st century, and it provides the unifying thread that runs through the varied academic pursuits on the campus. ● ●

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The Global Perspectives courses are foundations for facing cultural differences in the diverse settings where university graduates will live and work.

Refined writing skills are nurtured in the courses that focus on the best writing in multiple fields of study, in tandem with Wingate’s Writing Center, which provides daily assistance in integrating writing skills at every level of a student’s training.

Other courses provide opportunities for developing basic skills and cultural perspectives required by the challenges the contemporary world sets before us.

THE MAJOR Each student chooses a Major area of studies, which provides breadth and depth of skills in a distinct area of focus. Some students choose a major as the gateway to a particular career. For others the major is the foundation for further study in a graduate school. Some students choose a major to pursue their deepest interests and enhanced self-understanding.

Within each major students will actively ● ● ●

develop writing skills appropriate to the area of study, learn to use current technology within that field, and acquire skills in public speaking through oral presentations and defenses.

Note: When a requirement in the core may be met by one of several courses, certain majors may specify which courses will meet their requirements.

ELECTIVES Students may choose a second major, or one or two minors, or just design a set of elective courses that will allow them to explore diverse avenues of active learning.

BACHELOR’S DEGREES Wingate University offers five bachelor’s degrees to meet the varied needs of students on the main campus in Wingate. Though similar, they have distinct differences. Some majors allow students to choose one of these degrees based on personal interests and career plans.

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The Bachelor of Arts includes training in speaking a second language, while the Bachelor of Science stresses mathematical and empirical studies. The Bachelor of Music Education prepares students to be licensed for teaching in public schools, and the Bachelor of Science in Nursing prepares students for a career in nursing. The Bachelor of Liberal Studies is offered through the Adult Bachelor’s Degree Program within the College of Professional Studies.

GENERAL EDUCATION Dean:

Caroline Hoefferle

Through the core curriculum, through the majors, and through extracurricular activities, students develop the following competencies: collaboration and teamwork mindset, communication, creativity, critical thinking, entrepreneurial spirit, ethical and civic engagement, global perspectives, historical understanding, managing change, physical wellbeing, personal and professional responsibility, and problem solving.

The following tables outline the General Education requirements for each type of undergraduate degree: Bachelor of Arts, Bachelor of Science, Bachelor of Music Education, Bachelor of Science in Nursing, and Bachelor of Liberal Studies (taught in the evening and designed for degree completion).

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BACHELOR OF ARTS Global Perspectives Year One

GPS 110 Global Perspectives in Scripture

GPS 120 Perspectives in World Cultures

Year Two

GPS 210 Global Perspectives in Literature GPS 310 Global Perspectives in Ethics

GPS 220 Global Perspectives in Economics and Political Science GPS 320 Perspectives in Global Histories

Year Three

Second Language Completed through the intermediate level University Foundations English 110 University Writing and Research

Gateway 101

Fine Arts Any art class, theatre arts class, music ensemble, or Music 156, for at least two hours credit (Entry into music ensembles requires an audition.)

Lyceum Four (4) events in each category plus eight (8) electives, for a total of 24 attendance credits ● Faith and Character Development ● Fine Arts Presentations & Performances ● Academic Lectures ● Personal and Professional Growth

Laboratory Science One semester in biology, chemistry, or physics Four hours credit

Mathematics One semester in Math 115 or higher Three or four hours credit

Physical Education 101 Personal Fitness and Wellness

Social or Behavioral Science One semester in Psychology, Sociology, Political Science, Economics, or History Three hours credit

Literature and Writing Choose from English literature courses 200-level or above and other courses specified in the class schedule. Designed for the third year for three hours credit NOTE: Students whose native language is not English may satisfy the second language requirement by holding a high-school diploma from a school at which the primary language of instruction was not English. Presenting evidence of advanced-level abilities in reading, writing, speaking, and listening—for oral/aural languages, or in the areas of receptive, expressive, culture, and grammar skills­—for visual/gestural languages would also fulfill the language requirement. Students who demonstrate advanced-level skills in one to three of the four categories may fulfill the requirement by completing any two 300- or 400-level courses offered in that language.

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BACHELOR OF SCIENCE Global Perspectives Year One

GPS 110 Global Perspectives in Scripture

GPS 120 Perspectives in World Cultures

Year Two

GPS 210 Global Perspectives in Literature GPS 310 Global Perspectives in Ethics

GPS 220 Global Perspectives in Economics and Political Science GPS 320 Perspectives in Global Histories

Year Three

Second Language Completed through the elementary level University Foundations English 110 University Writing and Research Fine Arts Any art class, theatre arts class, music ensemble, or Music 156, for at least two hours credit (Entry into music ensembles requires an audition.)

Laboratory Science and Mathematics One semester in biology, chemistry, or physics for four hours credit One semester in Math 115 or higher for three or four hours credit Two additional courses chosen from these two categories for six to eight hours credit Physical Education 101 Personal Fitness and Wellness

Gateway 101 Lyceum Four (4) events in each category plus eight (8) electives, for a total of 24 attendance credits ● Faith and Character Development ● Fine Arts Presentations & Performances ● Academic Lectures ● Personal and Professional Growth Social or Behavioral Science One semester in Psychology, Sociology, Political Science, Economics, or History Three hours credit

Literature and Writing Choose from English literature courses 200-level or above and other courses specified in the class schedule. Designed for the third year for three hours credit

NOTE: Students whose native language is not English may satisfy the second language requirement by holding a high-school diploma from a school at which the primary language of instruction was not English. Presenting evidence of advanced-level abilities in reading, writing, speaking, and listening—for oral/aural languages, or in the areas of receptive, expressive, culture, and grammar skills­—for visual/gestural languages would also fulfill the language requirement. Students who demonstrate advanced-level skills in one to three of the four categories may fulfill the requirement by completing any two 300- or 400-level courses offered in that language.

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BACHELOR OF MUSIC EDUCATION Global Perspectives Year One

GPS 110 Global Perspectives in Scripture

GPS 120 Perspectives in World Cultures

Year Two

GPS 210 Global Perspectives in Literature GPS 310 Global Perspectives in Ethics

GPS 220 Global Perspectives in Economics and Political Science GPS 320 Perspectives in Global Histories

Year Three

Second Language Completed through the elementary level University Foundations English 110 University Writing and Research

Gateway 101

Laboratory Science One semester in biology, chemistry, or physics Four hours credit

Lyceum Four (4) events in each category plus eight (8) electives, for a total of 24 attendance credits ● Faith and Character Development ● Fine Arts Presentations & Performances ● Academic Lectures ● Personal and Professional Growth Mathematics One semester in Math 115 or higher Three or four hours credit

Physical Education 101 Personal Fitness and Wellness

NOTE: Students whose native language is not English may satisfy the second language requirement by holding a high-school diploma from a school at which the primary language of instruction was not English. Presenting evidence of advanced-level abilities in reading, writing, speaking, and listening—for oral/aural languages, or in the areas of receptive, expressive, culture, and grammar skills­—for visual/gestural languages would also fulfill the language requirement. Students who demonstrate advanced-level skills in one to three of the four categories may fulfill the requirement by completing any two 300- or 400-level courses offered in that language.

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BACHELOR OF SCIENCE IN NURSING Global Perspectives Year One

GPS 110 Global Perspectives in Scripture

GPS 120 Perspectives in World Cultures

Year Two

GPS 210 Global Perspectives in Literature GPS 310 Global Perspectives in Ethics

GPS 220 Global Perspectives in Economics and Political Science GPS 320 Perspectives in Global Histories

Year Three

Second Language Completed through the elementary level University Foundations English 110 University Writing and Research

Gateway 101

Fine Arts Any art class, theatre arts class, music ensemble, or Music 156, for at least two hours credit (Entry into music ensembles requires an audition.)

Lyceum Four (4) events in each category plus eight (8) electives, for a total of 24 attendance credits Faith and Character Development Fine Arts Presentations & Performances Academic Lectures Personal and Professional Growth Social or Behavioral Science Psychology 101

Laboratory Science and Mathematics Biology 150, Chemistry 101, Math 116, 209 Physical Education 101 Personal Fitness and Wellness

Literature and Writing Choose from English literature courses 200level or above and other courses specified in the class schedule. Designed for the third year for three hours credit

NOTE: Students whose native language is not English may satisfy the second language requirement by holding a high-school diploma from a school at which the primary language of instruction was not English. Presenting evidence of advanced-level abilities in reading, writing, speaking, and listening—for oral/aural languages, or in the areas of receptive, expressive, culture, and grammar skills­—for visual/gestural languages would also fulfill the language requirement. Students who demonstrate advanced-level skills in one to three of the four categories may fulfill the requirement by completing any two 300- or 400-level courses offered in that language.

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BACHELOR OF LIBERAL STUDIES Global Perspectives Choose five courses for 15 credit hours GPS 110: Global Perspectives in Scripture

GPS 120: Perspectives in World Cultures

GPS 210: Global Perspectives in Literature

GPS 220: Global Perspectives in Economics & Political Science

GPS 310: Global Perspectives in Ethics

GPS 320: Perspectives in Global Histories

Second Language 101 (Spanish, French, etc.)

Second Language 102 (Spanish, French, etc.)

University Foundations 17 credit hours minimum English 110: University Writing and Research

Mathematics or Natural Science

Fine Arts

Social or Behavioral Science

Literature and Writing

Communication 101: Public Speaking

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BACCALAUREATE MAJORS Wingate University offers 32 majors at the baccalaureate level. Students choose at least one major. Requirements for majors are explained within their respective academic departments. The courses for a major may include introductory or basic prerequisite courses and higher level courses in the major discipline and/or related disciplines. Some majors permit or require a student to select an area of concentration that allows for more focus on a sub discipline within the major subject area.

A student may earn more than one major. Should a student pursue a second major, no more than two courses from the primary major can be counted toward the second major(s).

A second major does not necessarily entail a second degree. The additional major(s) must be under the same degree program unless permission has been granted to earn more than one degree.

In some cases, a student may return to earn another major after having previously graduated.

Subject Area

Degree(s)

Minor

Accounting

BA/BS

*

Biology

BA/BS

*

Biology and Education

BS

Chemistry

BA/BS

Chemistry Business

BS

Communication

BA/BS

Licensure

* *

*

Areas of Concentration: Journalism/Mass Media, Public Relations, Speech Performance, Sports Broadcasting

Community and Commercial Recreation

BS

Criminal Justice

BA/BS

Educational Studies

BLS/BS

*

Areas of Concentration: Health and Physical Activity, Humanities, Language and Literacy, Math and Science

Elementary Education

BS

English

BA

* *

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English and Education

BA

*

Environmental Biology

BA/BS

*

Exercise Science

BS

*

Two tracks: Fitness Professional and Pre-Professional

Finance

BA/BS

*

Health and Physical Education

BS

History

BA/BS

History and Education

BA/BS

Human Services

BA/BLS/BS

*

Management

BA/BS

*

Marketing

BA/BS

*

Mathematics

BA/BS

*

Mathematics/Business

BA/BS

Mathematics and Education

BS

*

Middle Grades Education

BA/BS

*

* * *

Areas of Emphasis: Language Arts, Mathematics, Science, Social Studies

Music

BA

*

Areas of Emphasis: Church Music, Performance

Music Education

BME

*

Nursing

BSN

*

Organizational Communication and Management

BLS

Political Science

BA/BS

*

Psychology

BA/BS

*

Reading/Elementary Education

BS

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74

Religious Studies

BA/BS

*

Sociology

BA/BS

*

Sport Management

BS

*

Post-Baccalaureate Programs Accounting

MAC

Business Administration

MBA

Educational Leadership

MAEd, EdS, EdD

Elementary Education

MAEd, MAT

Higher Education Leadership

EdS, EdD

Pharmacy

PharmD; MBA/ PharmD

Physician Assistant Studies

MPAS

Physical Therapy

DPT

Occupational Therapy

OTD

Sport Management

MASM

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*

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LYCEUM SERIES In keeping with the belief that diversity of experience is essential to a well-rounded education, Wingate University provides varied opportunities for cultural enrichment outside of the classroom. The Lyceum Series includes programs in the four categories listed below, and students are required to attend at least 24 events over the course of their studies as a requirement for graduation, distributed according to the following plan: Faith and Character Development

4 events

Fine Arts Presentations and Performances

4 events

Academic Lectures

4 events

Personal and Professional Growth

4 events

Electives from any category

8 events

TOTAL

24 EVENTS

Students may be eligible to have the Lyceum requirement reduced if: (1) students have completed coursework at another accredited college or university, (2) obtained course credit through the successful completion of AP exams and/or, (3) completed Early College prior to attending Wingate University. For details regarding reduced Lyceum requirements, students with transfer credit should visit the WUSync Lyceum homepage and refer to the transfer distribution chart. Students who completed all academic coursework prior to Spring 2017 are required to complete the number and categories of lyceums as outlined in their academic catalog year. Completion of the Lyceum series is required for both graduation and participation in Commencement.

For additional clarification is needed, please contact the Lyceum Program at lyceum@wingate.edu.

ELECTIVES The student and advisor should carefully plan for electives that complement the desired major. Electives may be chosen from any course offered by the University provided prerequisites are met. A student should consult with his or her advisor in choosing electives that will meet degree and career objectives. Students may wish to use elective hours to fulfill the specific requirements of a minor. Classes at the 100/200 level are classified as general electives; classes at the 300/400 level are classified as advanced electives.

MINORS To complement a major, students may choose a minor (minimum of 18 semester hours) in one of the below areas. Wingate does not require minors. Minors should be in a different academic discipline than the baccalaureate major. Each department defines minors in each discipline in which a minor may be earned. The following policies apply: Wingate University Academic Catalog 2019-2020

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●

● ●

●

No more than two courses counted for a major may also be counted for a minor (except a biology/chemistry, a finance/accounting, a finance/economics, or a mathematics-business/economics combination).

No more than two courses counted for a minor can count toward another minor.

Students who wish to pursue a minor should notify the Office of Academic Advising of this intent. The minor will not appear on the student’s transcript unless this declaration is made.

A student who is following the requirements for a major outlined in an earlier catalog may choose a minor from a later catalog. The reverse does not apply. This policy is only applicable in choosing a minor; not a second major.

Possible minors include: Accounting

Environmental Biology

Medical Sociology

Art

Exercise Science

Music

Biology

Film Studies

Philosophy

Broadcast Journalism

Finance

Physics

Chemistry

French

Political Science

Communication

History

Prof. and Technical Writing

Community Youth Development

Human Services

Psychology

Creative Writing

International Studies

Religious Studies

Criminal Justice

Legal Studies

Social Science

Economics

Long Term Care

Sociology

Educational Studies

Management

Spanish

English

Marketing

Sport Management

Entrepreneurship

Mathematics

Women’s and Gender Studies

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ACADEMIC PROGRAMS, SCHOOLS, AND DEPARTMENTS INTERNATIONAL PROGRAMS Study abroad programs at Wingate offer a wide range of options for academic and personal growth through short-term, summer, and semester programs. Approved study abroad programs offer transfer credit that can be used to satisfy major and minor requirements. Listed below are a few examples of programs available, but there are many other options that can be approved. Students should contact the Office of International Programs or go to https://www.wingate.edu/academics/international-students for more information.

COUNCIL ON INTERNATIONAL EDUCATIONAL EXC HANGE (CIEE) Through membership with the Council on International Educational Exchange, Wingate University students can choose from semester or summer programs at CIEE study Centers located in 35 countries worldwide. CIEE offers a wide range of study areas, from majorspecific concentrations to language studies to the liberal arts in general. Students apply to the program by submitting two reference letters, a personal statement, and an analysis of the relevance of CIEE courses to the applicant’s degree program. Students must have a minimum 2.75 GPA to apply.

DANISH INSTITU TE FOR STUDY ABROAD (DIS) Wingate University partners with the Danish Institute for Study Abroad (DIS), which allows students to apply to study in Copenhagen or Stockholm for a semester or summer.

Students apply to the program by submitting two reference letters, a personal statement, and an analysis of the relevance of DIS courses to the applicant’s degree program. Students must have a minimum 3.0 GPA to apply. DIS offers a general curriculum as well as specialty courses in marine biology, international business, and communications.

HONG KONG BAPTIST UNIVERSITY Wingate University has an agreement with Hong Kong Baptist University (HKBU), which enables students to study in Hong Kong. Students apply to the program by submitting two reference letters, a personal statement, and an analysis of the relevance of HKBU courses to the applicant’s degree program. Students are required to have a minimum 2.75 GPA. HKBU offers a full range of courses in English suitable for almost any major.

INTERNSHIPS ABROAD Internship opportunities in a variety of countries are available for up to ten weeks in the summer. Wingate has partnered with overseas organizations in each country to assist

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students in finding an internship related to a student’s major, interests, and skills. In addition, our partner arranges interviews, supervises interns, reviews intern paperwork, and coordinates accommodations. In most cases, students will take a course concurrently with the internship which will enhance the learning experience. For all students, internships abroad must be approved by the Office of International Programs. For international students, an internship abroad (even in the student’s home country) will require additional information, which is reviewed by the Office of International Programs.

Internship Abroad experiences are a great way for a student to experience a very individual study abroad/intern program. Because of the nature of the experience, students who are independent, self-motivated, and mature are the best candidates for these programs. Most of the programs have a minimum GPA requirement of 3.0. Wingate requires students to have a minimum, cumulative GPA of 2.5. For the right student, an internship abroad allows him/her to gain work experience within the context of another culture and to live independently for 6-10 weeks in the summer. The deadlines for these programs are typically in February each year. To receive academic credit, a student must work through one of our approved partners or complete a request form to have a new partner reviewed/approved. If a student wants to petition to work with an organization outside of our approved organizations, a request must be made at least three months in advance of participation.

SPANISH IMMERSION PROGRAM The University partners with Intercultural Language School to offer a three week immersion experience in Costa Rica for three credits of Spanish. 100-300 level credit is awarded depending on the student’s placement level. Students live with a Spanish-speaking host family while taking intensive classes that combine classroom time with field experiences.

W’INTERNATIONAL PROGRAM Wingate University offers a unique program called “W’International” that makes an international experience available at minimum expense to all eligible juniors. The program includes a weekly seminar during the fall or spring semester followed by 10 days of travel.

The weekly W’International classes include a general orientation to international travel and an in-depth study of the culture and history of the appropriate destination. Students are required to attend all class meetings and a general session. The study abroad program occurs in December/January (fall) or after Commencement in May (spring). The University covers the majority of the costs of transportation and lodging, so that a student can participate in W’International at a low personal cost. Seminars have a moderate, nonrefundable surcharge due at the beginning of the semester of participation. During the course and while abroad, the student is obligated to follow the professor’s instructions and demonstrate a high standard of character and maturity.

REQU IREMENTS: ●

Junior class standing. A student who does not participate during his/her junior year forfeits eligibility. Those students with junior class standing have earned no fewer than 57 credit hours at the beginning of the semester of participation. Transfer students who have junior status must have completed one semester as a full-time student. Early college students need to consult with the Office of International Programs to determine eligibility.

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● ● ● ●

●

●

Students must be enrolled as traditional, full-time undergraduate students.

Students may only participate once.

A cumulative GPA of 2.3 by the beginning of the semester of participation.

Students must reconcile any debts to the University before commencement of travel.

All balances must be paid by May 1st for spring programs and December 1st for fall programs.

Students must successfully complete the seminar with a “D-” or higher to participate in the abroad portion of the course and cannot be on academic or disciplinary probation at any time during the course. Refunds are not given in these cases.

(Students may receive a refund up until the add/drop deadline.)

Students completing the 2+2 pharmacy program may only participate if they have earned more than 57 hours before admission to the School of Pharmacy.

Students who pass the seminar and who satisfactorily complete the travel portion receive two credit hours.

The sign-up process is separate from regular registration and will take place in March or April. The University does not guarantee a student’s first choice.

WINGATE INTERNATIONAL GRANT FOR STUDENTS The Wingate International Grant for Students program provides limited funding for semester or shorter term study abroad to qualified students. Grants are competitive and are based upon a variety of factors, including financial need, academic merit, the strength of an individual’s application, and the number of applicants. Qualified students will have a minimum 2.75 cumulative GPA. WINGS is awarded to undergraduate students, and each student may only receive one WINGS grant during their enrollment at Wingate. Students must fill out the Free Application for Federal Student Aid (FAFSA) to be considered.

WINGS grants are not available for the W’International Program as it is already subsidized by the University.

Questions about WINGS, qualified study abroad programs, and study abroad in general should be directed to the Office of International Programs in the Young International House or be emailed to International@wingate.edu.

EXPERIENTIAL LEARNING PROGRAM: W’ENGAGE Wingate University offers a community engagement seminar with a domestic travel experience for sophomores. Seminars focus on a specific topic or issue and have three basic elements: Students will (1) gain knowledge of the subject matter through weekly course meetings, (2) actively engage with local or regional community partners, and (3) explore the topic through experiential learning in another setting within the United States (i.e., the travel). Travel ranges from five to seven days and occurs either in the middle of the semester, at fall or spring break, or at the end, in December or May. The University covers the majority of costs associated with the travel. Most seminars have a nominal, nonrefundable surcharge due at the beginning of the semester of participation. During the course and while traveling, students are obligated to demonstrate a high standard of character and maturity.

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REQU IREMENTS: ● ● ●

Sophomore class standing. Students must have earned no fewer than 24 credit hours by the beginning of the semester of participation. Only sophomores are eligible.

A cumulative GPA of 2.3 by the beginning of the semester of participation.

Students who pass the seminar and satisfactorily complete the travel portion receive two credit hours.

UNIVERSITY HONORS PROGRAM The University Honors Program is designed to inspire, engage, and challenge the most motivated and intellectually curious students who attend Wingate University. Students will either be nominated for the program by a professor or will self-nominate by December 15 of their first semester at Wingate. Nominated students will be invited to apply to the program in February, and students who are accepted will be invited to attend a special program that will launch the new honors group in March. Beginning in the first semester of their sophomore year, honors students will choose courses from five different tracks, one a more traditional honors curriculum, two science-based, one in business, and one in nursing.

Transfer students may contact the Honors Program Director about program admission.

Cohesion in University Honors will be achieved by students in the different tracks taking a one-hour interdisciplinary honors seminar, completing an honors thesis or project of significant research in their junior and/or senior year, and taking at least three additional Core-linked, in-course, or regular honors courses.

In addition to completing an honors curriculum, students in University Honors will also be encouraged to participate in at least one summer research grant project with a faculty mentor, be invited to become a member of one general and one discipline-specific honors society (e.g. Alpha Chi), and present their research at both Wingate’s undergraduate research symposium and at least one regional or national conference.

Students will work closely with a professor in their majors to design and complete the University Honors project (Honors 451) or senior-level research. Honors 451, the traditional track’s requirement for a capstone project, is a substantive study culminating in a thesis paper or major-specific project of appropriate scope and length. A student’s Honors 451 thesis must receive an average grade of no lower than a “B” (3.0 quality points) from its three faculty readers in order to qualify a student for the University Honors designation.

Occasionally, students may fulfill the requirements for Honors 451 through enhancing a mandated research project in their major (for example, a required psychology or history thesis) and working with three faculty readers on that project, which they began in a class for their major. This capstone project’s requirements are fulfilled through the senior-level research components in the biology, chemistry, nursing, and business tracks; students in these tracks do not register for Honors 451. Graded projects are submitted for approval to other faculty in the chosen discipline and then forwarded to the Director of Honors who verifies the student’s eligibility to graduate with University Honors and sends the official recommendation to the Registrar.

TRADITIONAL TRACK To graduate with University Honors (traditional track), students must take the following 17 credit hours:

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●

● ●

Five three-credit-hour courses selected from the following: o Honors Global Perspectives in Literature (sophomore year) o Honors Global Perspectives in Economics and Political Science (sophomore year) o Honors Perspectives in Global Histories (junior or senior year) o Honors Global Perspectives in Ethics (senior year) o Honors 210: Mathematical Masterpieces (sophomore or junior year) o Honors 205: Ideas in Fine Arts (sophomore or junior year) o Genetics (100 level) with lab or another science course with lab as science faculty decide (sophomore year) o Honors 300: The Making of the Modern Mind or Honors 315: Special Topics (junior or senior year) o In-class honors in upper-level major requirement or elective course (junior or senior year) o Occasionally, honors sections of courses like psychology or sociology might be offered.

Honors 220 (Interdisciplinary Honors Seminar)—one credit hour, Pass/Fail Honors 451 (Final Research Thesis or project in student’s major to be completed junior or senior year)—one credit hour

Note: Each student will present his or her Honors 451 research at the University’s research symposium.

BIOLOGY TRACK To graduate with honors as a biology major a student must fulfill the following requirements (16 hours total): ●

● ●

Honors Electives (3 courses/9 credit hours — may include Core or In-Course Honors in Biology) o Core-linked options include honors sections of GPS classes and Honors 205: Ideas in Fine Arts. Advanced electives include Honors 300: The Making of the Modern Mind or Honors 315: Special Topics (6 credit hours). o Some ideas for In-Course honors in biology classes include, but are not limited to: ▪ Lead class discussion on a topic of particular interest ▪ Complete an extra or extended paper or project ▪ Complete readings for tutorial sessions ▪ Complete a literature review or annotated bibliography ▪ Keep an academic journal ▪ Interview appropriate professionals ▪ Do a challenging lab experiment or observation ▪ Create a computer program related to course content ▪ Apply the principles of the course through volunteer service Honors 220 (Interdisciplinary Honors Seminar)—one credit hour, Pass/Fail Senior Honors Project (6 credit hours) o Biology 443 (3 credit hours) o Biology 443 (3 credit hours)

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Note: Senior project consists of year-long research project with faculty member. Project is to be written in manuscript form and presented at the WU research symposium. The professional meeting presentation is up to professor’s discretion.

BUSINESS TRACK To graduate with honors as a business major a student must fulfill the following requirements (16 hours total): ● ●

●

●

●

Honors 220 (Interdisciplinary Honors Seminar) — one credit hour, Pass/Fail Honors Electives (2 courses/6 credit hours) — choose two classes from the honors sections of Global Perspectives courses (Global Perspectives 210, 220, 310 or 320) or general honors courses (Honors 205, 210 or 300) Honors Business Electives (2 courses/6 credit hours) — A student may take a special topics honors course offered within the Byrum School of Business (such as Honors 315: Social Entrepreneurship), or the student may complete in-class honors in a 300- or 400-level course with the business school. Each discipline offers a recommendation for in-class honors: Accounting 421, Economics 309, Entrepreneurship 410, Finance 350, Marketing 422, and Management 411. o In-class honors work allows the student to engage in material beyond the standard expectations of the course. Ideas for in-class honors include (but are not limited to) writing an academic literature review, completing an additional or extended research paper, conducting a survey or behavioral experiment related to course content, applying concepts of the course through service learning, conducting interviews with professionals doing related work, or leading class discussion on a topic. A student wishing to complete in-class honors should obtain support of the faculty member before the semester begins, but no later than the last day of drop/add.

Lead class discussion on a topic of particular interest Business 490. Research Methods I (2 credits, Fall) — This class introduces students to applied research. Students will read and discuss papers published in journals across the business disciplines. Techniques to formulate and test hypotheses will be examined. Primary sources and secondary sources will be investigated. The course emphasis is on each student developing an APA-style research proposal, writing a comprehensive literature review, formulating hypotheses and collecting relevant qualitative or quantitative data. Work will be conducted with guidance from the student’s Honors committee.

Business 491. Research Methods II (1 credit, Spring) — This class is a continuation of Business 490. The emphasis is on each student conducting data analysis and writing the results in a manuscript style appropriate for the academic discipline.

Each student will present his or her research at the University’s research symposium. Work will be appraised by the student’s Honors committee and the final manuscript submitted to the Honors program director.

CHEMISTRY TRACK To graduate with honors as a chemistry major a student must fulfill the following requirements (16 hours total): ● ●

Maintain a 3.5 GPA in all chemistry classes Take chemistry 491 & 492 (Senior Research I and II)

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●

● ● ● ●

Take three upper level honors classes such as Honors 315, Honors 300, and a Corelinked honors class. Core-linked options include honors sections of GPS classes and Honors 205: Ideas in Fine Arts. Advanced electives include Honors 300: The Making of the Modern Mind or Honors 315: Special Topics (6 credit hours).

Take Honors 220 (Interdisciplinary Honors Seminar)—one credit hour, Pass/Fail Present their research at a national or regional meeting such as SERMACS or NCUR Participate in the Wingate University Undergraduate Research Symposium Write a publication style paper on their research that is reviewed by two Chemistry faculty

NURSING TRACK To graduate with honors as a nursing major a student must fulfill the following requirements (16 hours total): ● ●

●

●

●

Honors 220 (Interdisciplinary Honors Seminar)—one credit hour, Pass/Fail Two three-credit hour honors classes (core-linked, advanced elective, or in-course honors in nursing). Core-linked options include honors sections of GPS classes and Honors 205: Ideas in Fine Arts. Advanced electives include Honors 300: The Making of the Modern Mind or Honors 315: Special Topics (6 credit hours). Incourse honors in a nursing class must be discussed with the professor.

In-course Honors in Nursing 325 (Science-based Nursing) (3 credit hours). o Students will identify a clinical nursing problem on which they will later write a professional paper presenting an integrated review of the research in order to determine the best practices for handling that clinical nursing problem. During Nursing 325, students will write a plan of a method for studying the problem and, at the end of the semester, will present to the class the background and introduction to the problem, the identification of the research question, and the methods proposed for finding appropriate research studies on the topic.

Honors in a nursing clinical course (to equal an additional 3 credit hours).

Requirements for honors credits must be approved by the course faculty and by the Nursing Program Director. Some ideas for in-course honors include, but are not limited to: o Completing an extra or extended paper or project o Facilitating review sessions o Managing post-clinical conferences o Arranging for in-class guest speakers o Participating in an extracurricular volunteer experience, such as a mission trip and sharing experiences with the rest of the nursing class Nursing 499 (6 credit hours). Students in the Nursing Honors Program will complete this course in lieu of taking Honors 451 in the traditional honors track.

Beginning in the fall semester of the senior year, after completing in-course honors in Nursing 325, students will enroll in NURS 499 fall and spring semesters. The Nursing Honors student will work with a faculty mentor to write an integrated review paper identifying best practices for a clinical nursing or nursing research topic of his/her choice. The student may have the option of working with the faculty mentor in completing parts of an actual research study. The student will present this research publicly to the nursing faculty/students and the academic community at Wingate University’s Undergraduate Research Symposium and has the option to

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submit the research for presentation at a regional or higher conference and/or for publication in a professional nursing journal.

IN-COURSE HONORS Students in the Honors Program may request permission from professors to earn honors credit in a regular class by submitting proposals for completing additional assignments or projects. Some examples of what constitutes in-course honors work are listed above.

Proposals must be approved by the faculty member who is teaching the course and the Honors Program Director within the first three weeks of a semester and must meet department guidelines for honors work. Students who earn honors credit will have it so designated beside the course number on their transcripts and grade reports (example: BIO 380H ). A student must earn at least a B in the course in order to be eligible to receive incourse honors credit. The faculty member will be contacted by the program director at the end of the semester and will report whether the student satisfactorily completed the honors work. Professors may have no more than four students completing in-course honors during a semester without permission from the School Dean and the Honors Committee.

GRADE STANDARDS FOR HONORS SECTION CLASSES A student who receives a C in an honors section of a course will have provisional standing in the Honors Program. More than one C in an honors course will result in the student being ineligible to complete the Honors Program requirements. The student will still receive credit for the honors section of the class on their transcript but will not be eligible to graduate with University Honors. A student with provisional standing must meet with the Honors Program Director.

HONORS RECOGNITION Students who successfully complete the University Honors program will receive the designation “University Honors” on their transcripts and diplomas, will be recognized at Commencement, and will wear a white cord. In addition, each honors course will carry the designation “H” on transcripts and grade reports no matter whether or not a student completes the entire program.

PRE-PROFESSIONAL PROGRAMS A variety of undergraduate programs prepare students for further study and professional careers. Recommended majors for each program are listed below: Pre-Professional Programs Pre-Dentistry

Any major (science recommended)

Pre-Law

Liberal Arts major/Legal Studies minor

Pre-Medical

Any major (science recommended)

Pre-Ministerial

Major in Religious Studies

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Pre-Nursing

Major in Nursing

Pre-Occupational Therapy

Major in a social science or sciences

Pre-Pharmacy

Major in Sciences

Pre-Physical Therapy

Major in Exercise Science (pre-prof. track) or Sciences

Pre-Physician Assistant Studies

Major in Sciences

Pre-Veterinary Medicine

Any major (science recommended)

PRE-HEALTH PROFESSIONS (MEDICAL, VETERINARY, DENTAL) Medical, dental, and veterinary schools specify courses, not specific majors, that are prerequisites for admission to their programs. For example, Pre-Med students may select any major as long as they take the courses required by the medical school they wish to attend. Regardless of which major you select at Wingate University, most medical and dental schools in the U.S. require one year each of biology, general chemistry, organic chemistry, and physics. Some specify calculus. Vet schools may require more: biochemistry, genetics, and microbiology. You should select a major which matches your interests and abilities and one which allows you to complete the necessary biology, chemistry, math, and physics courses. If you choose a major which does not require the essential science and math courses as part of its curriculum, you will need to take them as electives in addition to your major’s required courses.

Admission to professional schools is highly competitive and selective. Excellent study skills, self-discipline and motivation, a strong background in math and science, the ability to think, reason, and express ideas clearly are skills essential to successful academic performance. In order to be competitive for admission to professional school, students must attain a very high GPA, 3.7 or better (especially in science courses), and must earn high scores on the MCAT/DAT/GRE entry test. In addition, students must have: appropriate volunteer or job experience in their area of career interest; effective communication and interview skills; and strong letters of recommendation from their professors, based upon outstanding academic performance, reputation for excellence and personal integrity, and demonstrated potential to succeed in the professional school curriculum.

Most of the science courses have prerequisites and some courses are not offered every semester. The courses you take (biology, chemistry, and math), the sequence in which you take them, and your performance in them are critical — failure to complete specific courses at the right time or with satisfactory grades will interfere with your progress towards completing the sequence of science courses needed for professional school. Each student is responsible for selecting the courses that are needed to meet all entrance requirements specified in the bulletin from the school they wish to attend.

Pre-Health Professions students should consult the information for the major they plan to pursue for suggested first-semester classes.

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PRE-LAW The Pre-Law program at Wingate University is designed to prepare the student for success as a lawyer. No law school requires a particular major as a prerequisite for admission. Rather, law schools look for evidence of reading and analytical abilities which serve as the primary bases of admissions decisions. For that reason, the Pre-Law program has two emphases, both focused on skill development. First, the Pre-Law student should choose a major based on personal interest. Experience indicates that reading and analytical skills can be developed only if a student is willing to work hard and that a student is willing to work hard only if he or she studies a subject that is interesting. Any major will provide ample opportunity to develop the required skills for law school. Second, the Pre-Law student should complete the Legal Studies minor. This minor includes the specific courses in the Wingate University curriculum that will be the most valuable in preparing for law school.

Admission to law school demands that preparation begin far before formal application for admission. The student planning to become a lawyer is urged to meet with the Pre-Law advisor no later than his or her sophomore year.

SUGGESTED SEQUENCE OF COURSES FOR THE LEGAL STUDIES MINOR: ●

● ●

First Year: Fall: Philosophy 101 (This course is not part of the Legal Studies Minor, but provides an excellent introduction into the type of reading and analytical skills needed for success in law school.)

Junior Year Fall: English 360 or Legal Studies elective Spring English 360 or Legal Studies elective

● ●

● ●

Sophomore Year Fall: Economics 221 or Legal Studies elective Spring: Philosophy 351 or Legal Studies elective

Senior Year Fall: Communication Studies 410 and/or Legal Studies elective Spring Communication Studies 410 and/or Legal Studies elective

PRE-MINISTERIAL EDUCATION Students attending Wingate University who are intending to pursue seminary education and a life of ordained ministry in the church or on behalf of the church in other settings are provided a variety of opportunities, within and beyond the classroom. The University’s PreMinisterial program is jointly administered by the Department of Religion and Philosophy and the Office of the Campus Minister, who serves as an advisor.

The undergraduate years can provide a solid foundation for seminary and ministry; they can neither duplicate nor replace seminary education. However, because a sense of call to ministry often flourishes during the college years, we provide opportunities for education and formation in that call. Pre-Ministerial students are encouraged to major in religion in order to receive a solid foundation in the core theological disciplines of Bible, Church History, Theology, and Philosophy. Advanced course-work in the broader liberal arts, including English, History, Sociology, and Psychology can also be helpful, and depending Wingate University Academic Catalog 2019-2020

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upon the students’ particular commitment, a minor or double major in one of these areas may be advised.

The Campus Minister oversees the Center for Vocational Ministry. The goals of the Center are: ● ● ●

●

To help students begin the process of identifying their own unique sense of vocation and “calling” in life.

To encourage students to consider how their religious faith relates, or how they could relate it, to their choice of vocation.

To encourage students to consider the many ways that Christian leadership, community service, and a secular career can be combined within a broad concept of vocation.

To promote a serious exploration of the idea of vocation among all students at Wingate University, including those with less immediate interest in a theological career or a career in community service. The Center believes that all students, if encouraged to consider seriously their lives and future, will prefer a path that enables them to improve the world in which they live.

After the first year in the program, the Campus Minister will help students identify personal and professional goals and work together to find a supervised, off-campus internship that will help the student realize those goals. Examples are students working in churches, helping with mediation in a lawyer’s office, working with social justice nonprofits and even working with the chaplain at a prison.

For more information about the Center contact Rev. Dane Jordan, Minister to Students at djordan@wingate.edu, 704-233-8026, Campus Box 5013, Wingate University, Wingate, NC 28174.

PRE-NURSING It is suggested that Wingate University students intending to pursue the Bachelor of Science in Nursing take the following prerequisites in order to be eligible for admission to the program in the junior year: Global Perspectives 110, 120, 210, 220

4 semesters

12 credits total

Gateway 101

1 semester

1 credit total

English 110

1 semester

3 credits total

Second Language

2 semesters

6 credits total

Fine Arts

1 semester

2 credits total

Physical Education 101

1 semester

2 credits total

Literature and Writing

1 semester

3 credits total

Psychology 101, 250

2 semesters

6 credits total

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Math 116, 209

2 semesters

6 credits total

Chemistry 101

1 semester

4 credits total

Biology 150, 211, 212, 230

4 semesters

16 credits total

Health 200

1 semester

2 credits total

PRE-OCCUPATIONAL THERAPY The mission of the Doctor of Occupational Therapy Program at Wingate University is to develop knowledgeable and ethical occupational therapists who are committed to the health, well-being, and quality of life of all persons, groups, and populations through a solid education founded upon principles of occupational performance, critical thinking/professional reasoning, servant leadership, evidence-based practice/ scholarship, and occupational justice.

If not included within their baccalaureate or master’s degree course of study, each applicant must complete the following 9 additional prerequisite courses at a regionally accredited college or university in the United States: Human Anatomy with lab OR Human Anatomy & Physiology I with lab

4 semester hours

Human Physiology with lab OR Human Anatomy & Physiology II with lab

4 semester hours

Intro to Psychology

3 semester hours

Abnormal Psychology

3 semester hours

Lifespan Development or Developmental Psychology

3 semester hours

Intro to Sociology or Anthropology

3 semester hours

Writing/Composition/Grammar

3 semester hours

Statistics

3 semester hours

Medical Terminology

1-3 semester hours

Other criteria for acceptance into the graduate Doctor of Occupational Therapy Program include: ● ● ●

Completed baccalaureate degree Minimum cumulative GPA of 3.0; C or better in all prerequisite courses Three letters of recommendation

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● ●

Minimum of 40 hours of clinical observation with an occupational therapist in at least two practice settings with different aged clients GRE scores from within the past 5 years (the Wingate OTD GRE code is 2711)

The Doctor of Occupational Therapy Program is seeking accreditation through the Accreditation Council for Occupational Therapy Education (ACOTE) of the American Occupational Therapy Association (AOTA), located at 4720 Montgomery Lane, Suite 200, Bethesda, MD 20814-3449. ACOTE’s telephone number, c/o AOTA, is (301) 652-AOTA and its web address is www.acoteonline.org.

Admissions to the Doctor of Occupational Therapy Program are on a nondiscriminatory basis. There is no discrimination on grounds of race, sex, religion, color, national or ethnic origin, age, disability or military service in Wingate University’s administration of educational policies, programs, activities or services; admissions and housing policies; scholarship or loan programs; or employment. An exception may occur only when appropriate and allowed by law.

PRE-PHARMACY Wingate University School of Pharmacy’s mission is to prepare pharmacists who are ready to practice on the day of graduation. Practice experiences are begun in Year-1, with additional experiences included in EACH year of the curriculum. Practice sites for full-time rotations are located in the Carolinas, throughout the greater Charlotte metropolitan area and beyond.

The fully-integrated curriculum is punctuated with small group case studies held weekly during each semester. All class notes are posted on the school’s webpage prior to class, and each smart classroom allows for wireless student connectivity. Additionally, instant response software is provided to each student, enabling the student to register opinions, take self-assessment tests and receive instant feedback on themselves as well as the class as a whole. The Pharmacy Practice Laboratory is designed like a community pharmacy, not a chemistry lab. Patient counseling rooms allow for recording practice sessions with simulated and real patients.

Through the Pre-Pharmacy Advantage Program, Wingate undergraduate students who meet the following criteria may opt out of the Pharmacy College Admission Test (PCAT). ● Must be admitted as a first time freshman student at Wingate University. ● Must enroll at Wingate University to complete all Pharmacy School prerequisite courses. ● Must earn a 3.2 or higher grade point average in the pharmacy prerequisite courses at Wingate University. ● Must earn a score at or above the 50th percentile on the Pharmacy College Admission Test (PCAT).

Meeting these criteria will guarantee students an interview with the Wingate University School of Pharmacy. By obtaining a satisfactory interview score, students will be admitted to the Doctor of Pharmacy program at Wingate University.

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There are many different paths to take to complete the prerequisites for the Wingate University School of Pharmacy. With a minimum of 61 total credit hours, a student may be able to complete the prerequisites in as little as 4 semesters or 2 years, while other students may choose to complete a bachelor’s degree with Wingate University and then apply to the School of Pharmacy. A faculty advisor will help you determine an academic action plan for completing the Wingate University School of Pharmacy prerequisites while fulfilling your personal goals.

PHARMACY PREREQUISITES: General Chemistry (with lab, for science majors)

2 semesters

8 credits total

Organic Chemistry (with lab, for science majors)

2 semesters

8 credits total

Biology (with lab, for science majors)

1 semesters

4 credits

Anatomy & Physiology (one course covering the whole body, or a two course progression)

3-8 credits

General Microbiology (with lab)

1 semester

4 credits

Physics

1 semester

4 credits

Calculus

1 semester

3-4 credits

Statistics

1 semester

3 credits

English Composition and Literature

2 semesters

6 credits

Humanities/Social Sciences*

4 semesters

12 credits

Electives**

2 semesters

6 credits

* Highly desirable but not mandated: Psychology, Sociology, Second Language, Philosophy, etc. **Examples include Public Speaking, Economics, Advanced Biology or Chemistry, Business, Music, Theatre, etc.

PRE-PHYSICIAN ASSISTANT STUDIES The Wingate University Physician Assistant Program is dedicated to exceptional physician assistant education and the support of service to communities.

The Program is committed to preparing students from many backgrounds to practice medicine in a variety of specialties and settings under the supervision of a physician.

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aims to prepare its graduates to practice and promote primary healthcare of the highest quality as part of a multidisciplinary team. *Biology 311

Human Anatomy and Physiology I

*Biology 312

Human Anatomy and Physiology II

*Biology 320

Microbiology

*Biology 424 or Biology 425

Principles of Biochemistry; Biochemistry

*Chemistry 201

Organic Chemistry I

*Biology 140, 240, or 340

Human, Classical, or Molecular Genetics

Math 209 or Math 330

Inferential Statistics; Statistics I

Psychology 101

General Psychology (AP credit will be accepted)

Health 105

Medical Terminology

* Students must achieve a cumulative GPA of 3.2 of higher on the above courses to be considered for admission to the PA Program.

Results for the Graduate Record Exam (GRE) are to be submitted directly to the PA Program. For further requirements, please see the PA website at https://www.wingate.edu/academics/graduate/physician-assistant-studies.

PRE-PHYSICAL THERAPY If not included within their baccalaureate or master’s degree course of study, each applicant must complete 11 additional prerequisite courses at a regionally accredited college or university in the United States. There are no waivers or exceptions to these 11 prerequisites as listed. If the applicant has attended an institution awarding quarter or other means reporting coursework hours, the applicant must have completed what the DPT Admissions Committee deems to be an approximate equivalent to the semester hours shown for each course.

Human Anatomy and Physiology I (or Human Anatomy) with Lab

4 semester hours minimum

Human Anatomy and Physiology II (or Human Physiology) with Lab

4 semester hours minimum

Physics I with Lab (may be calculus or non-calculus based)

4 semester hours minimum

Physics II with Lab (may be calculus or non-calculus based)

4 semester hours minimum

General Chemistry I with Lab

4 semester hours minimum

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General Chemistry II with Lab

4 semester hours minimum

General Biology I with Lab

4 semester hours minimum

Upper level (300 or above) Biology (Exercise Physiology may fulfill this requirement)

3 semester hours minimum

Human Psychology (may be normal or abnormal)

3 semester hours minimum

Math (College Algebra level or higher)

3 semester hours minimum

Statistics

3 semester hours minimum

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CHARLES A. CANNON COLLEGE OF ARTS AND SCIENCES Dean:

H. Donald Merrill

The Charles A. Cannon College of Arts and Sciences represents the Wingate conviction that truth has a unitary character and that our knowledge and understanding of truth can be enhanced through the exploration of ideas in academic disciplines. These basic disciplines are so intertwined both in content and methodology that they frequently overlap in the experience of the learner. The interrelation of arts and sciences has deep roots in the Western intellectual tradition, from the classic formulation between the Greeks and Romans to the modern foundations of learning which emerged in the Enlightenment. One or more of these disciplines have been involved in most of the discoveries of truth about our world and ourselves since the beginning of human civilization.

In the Charles A. Cannon College of Arts and Sciences, Wingate University unites Biology, Chemistry and Physics, Communication and Art, English and Modern Languages, History and Political Science, Mathematics, Music, Psychology, Religion and Philosophy, and Sociology into an administrative unit—an undergraduate college—to clarify and strengthen our awareness of educational mission and purpose. While we recognize and value the unique contribution of our individual fields, we have the same quest for truth that we believe will flourish in a collegial community.

The arts and sciences provide rich resources to strengthen our solitary lives as individuals and to solidify our relationships with others in society. In a university environment, these disciplines provide many combinations for individual specialization in academic majors. Advanced study in many of these can become the foundation for professional careers and for lifelong learning.

We urge students to discern the unity and the diversity of truth that this university organization represents. We invite all learners, those with high school diplomas and those with doctorates, to join in a quest for knowledge and meaning which will expand our understanding of truth and will open yet new vistas for future generations.

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DEPARTMENT OF BIOLOGY Professors: Associate Professors: Assistant Professors: Visiting Instructor: Lab Staff:

J. Alison Brown, Edward D. Mills (Chair) Acchia Albury, Christy L. Carter, Debra A. Davis, Erika S. Niland, C. Brian Odom, Melissa Fox Powers Tracy L. Davis, NaTasha Schiller, Shem Unger Haley Pillars Nicole Miller, Stephanie Okada, Mark Rollins

BIOLOGY Bachelor of Arts/Bachelor of Science The biology curriculum includes the science and mathematics courses typically required for medical, dental, veterinary medicine, and biology graduate programs. Students should choose electives to meet career and educational goals as well as to meet the 34 hours of 300/400+ level courses.

BS/BA Core Curriculum ............................................................................................................... 42-48 Must include Math 120 Core Biology ............................................................................................................................ 22 Biology 150, 160, 200/205, 240, 340, 405 Advanced Biology electives ......................................................................................................21 Choose from: Biology 300, 302, 311, 312, 320, 330, 360, 365, 370, 380, 390, 402, 410, 412, 413, 414, 415, 420, 421, 422, 423, 424, 430, 450, 441-444, 460, 480, 491-494 Chemistry Required Courses ...................................................................................................16 Chemistry 101, 102, 201, 202 Math 209 ................................................................................................................................... 3 General electives ......................................................................................................................21 Exit Exam .................................................................................................................................. 0 Total minimum hours 125 NOTES: • BIO 150 and 405 are required courses.

• Students may earn a maximum of five (5) hours of Independent Study (BIO 442444) as part of their advanced Biology restrictive electives.

BIOLOGY (3+1 PROGRAM) Bachelor of Arts/Bachelor of Science The 3+1 program is designed for students who wish to get both a baccalaureate degree in Biology and a Doctor of Pharmacy. To do so will require taking a structured program entailing a specific sequence of courses each semester. The first three years will require taking courses within the undergraduate curriculum. The final year’s requirements will be fulfilled within the School of Pharmacy. For a specific outline of the program, please see an advisor in the Biology Department.

BIOLOGY AND EDUCATION (SEE THAYER SCHOOL OF EDUCATION) Bachelor of Science

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ENVIRONMENTAL BIOLOGY Bachelor of Arts/Bachelor of Science The Environmental Biology curriculum is designed to provide opportunities for careers in federal and state government agencies, non-profit groups, corporations, consulting firms, environmental education, and for entry into various graduate programs. Students should choose electives to meet career and educational goals as well as to meet the 40 hours of 300/400+ level courses.

Core Curriculum ......................................................................................................................41 Must include Math 209, Psychology 101 Introductory Biology ................................................................................................................. 8 Biology/Environmental Biology 115, Biology 150 Organismal Biology..................................................................................................................12 Biology 200, 205, 320 Chemistry Required Courses .................................................................................................... 8 Chemistry 101, 102 Advanced Biology/Environmental Biology electives .............................................................. 17 Choose from: Biology 300, 330, 340, 360, 365, 370, 390, 410, 430, 450, 491-493, 442-444; Environmental Biology 495 Biology 421/422 ........................................................................................................................ 4 Biology 405 ............................................................................................................................... 3 Communication 101 .................................................................................................................. 3 Advanced electives .................................................................................................................3-6 General electives (Economics 221/222 recommended)....................................................23-26 Exit Exam .................................................................................................................................. 0 Total minimum hours 125 Students will choose electives that add skills to help them meet their career goals: communications, sociology, business, chemistry, mathematics, psychology, etc.

MINORS Biology Eighteen (18) hours of Biology courses (to include Biology 150). At least six (6) hours must be at the 200 level or above.

Environmental Biology Nineteen (19) hours of Biology courses to include Biology 115, 150, 200/205, 421/422 and choose one course from the following: Biology 300/302/320/330/360/365/370/390/410/421/422/423/430.

Students are responsible for meeting the prerequisites for all courses listed above.

Reminder - no more than 2 courses counted for a major may also be counted for a minor.

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DEPARTMENT OF CHEMISTRY AND PHYSICS Professors: Associate Professors: Assistant Professors: Visiting Instructors: Lab Staff:

Heather V. Clontz, Christopher E. Dahm (Chair), James W. Hall Kenneth Kroeger, Jacob M. Plummer, Krista R. Wilson Grant D. Thompson, Brandon Tutkowski, Shakena L. Daniel West David Nichols, Meeralakshmi Subramaniam M. Todd Griffin, Stacy Hutchison

The Department of Chemistry and Physics offers the following programs: • B.S. or B.A. degree with a major in Chemistry • B.S. degree with a major in Chemistry-Business • Minor in Chemistry • Minor in Physics The courses that are offered by the Department are designed to meet the requirements of these four programs as well as provide students with introductory courses to meet the University’s Core science requirement. The courses also support a variety of preprofessional studies such as pre-medicine, pre-pharmacy, and pre-engineering.

CHEMISTRY Bachelor of Arts/Bachelor of Science The Chemistry major was begun in 1984 for students who wish to pursue graduate work in chemistry, to continue in a professional program, or to obtain employment in industry.

The Chemistry major is designed along a traditional approach to chemical education and is modeled from the guidelines of the Committee on Professional Training (CPT) of the American Chemical Society (ACS). Requirements listed below are for BS degree. The BA degree requires an additional six hours of second language: Core Curriculum ..................................................................................................................... 57 Must include Communication 101; Math 120, 220; Physics 101, 205 Chemistry Required Courses ...................................................................................................41 Chemistry 101, 102, 201, 202, 291,292, 311, 312, 331,332, 413, 450 Chemistry Electives................................................................................................................3-4 Choose one from: Chemistry 424, 426, 430, 460, 470, 471 General/Advanced Electives (40 hours of degree total must be 300/400 level) .................. 23 Recommended: Math 305 Exit Exam .................................................................................................................................. 0 Total minimum hours 125

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CHEMISTRY-BUSINESS Bachelor of Science The Chemistry-Business major was begun in 1993 to provide additional preparation in business for students who plan to go directly upon graduation into an industrial chemistry position, into a chemistry laboratory, or into a sales position. The major provides a strong background in business that will assist the upward mobility of the student in a corporate environment. The student can choose either a management/marketing track which will prepare them for the MBA or an accounting track which will prepare them for the MAC. The Chemistry-Business major is an interdisciplinary program that is offered through the Department of Chemistry and Physics and is not accredited by the Association of Collegiate Business Schools and Programs.

Core Curriculum ..................................................................................................................... 57 Must include Communication 101; Math 120, 220; Physics 101, 102 Chemistry Required Courses ...................................................................................................31 Chemistry 101, 102, 201, 202, 331,332, 450, 460 Business Core .......................................................................................................................... 18 Accounting 253, 254; Business 305; Economics 221, 222; Finance 318 Business Track (choose one) ...................................................................................................12 Management/Marketing Track: Management 302, 315/416; Marketing 301, 422 Accounting Track: Accounting 313, 314, 427, 431 General/Advanced Electives (40 hours of degree total must be 300/400 level) .................... 7 Exit Exam .................................................................................................................................. 0 Total minimum hours 125

MINORS Chemistry The Chemistry Minor is designed for students in other majors (such as Biology) who may wish to begin their career upon graduation in an industrial chemistry laboratory as a chemical technician or analyst. The following classes are required: Chemistry 101, 102, 201, 202, 331

Physics The Physic Minor will consist of five courses with a total of 19 hours credit. The following classes are required: PHYS 101, 120, 205, 311, 320

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DEPARTMENT OF COMMUNICATION AND ART Associate Professor: Assistant Professors: Visiting Assistant Professor: Coordinator of Art:

James T. Coon (Interim Chair) John Coleman, Barbara W. Pann Karen Shearer Dunn Charlene Bregier

MISSION Our primary goal is to enable students to become knowledgeable and effective communicators in a variety of contexts from interpersonal to mass mediated. Our aim is to develop educated and productive citizens who will lead lives of significance in the global community. Our courses challenge students to critically examine the processes, strategies and results of diverse forms of communication. We provide a blend of conceptual and theoretical knowledge about how communication occurs, or fails to occur, with practical application of communication principles in speaking and writing. In addition to regular courses, this is accomplished through selective placement in internships in public relations, journalism and mass media which supplement classroom experiences.

COMMUNICATION REQUIRED COURSES Core Curriculum ................................................................................................................ 51-53 Must include Math 209 Communication Core ...............................................................................................................21 Communication 101, 110, 250, 340, 410; Choose two of the following: Communication 225, 302, 330 Area of Concentration ........................................................................................................ 19-28 General electives ................................................................................................................23-34 Exit Exam .................................................................................................................................. 0 Total minimum hours 125

AREA OF CONCENTRATION JOURNALISM AND MASS MEDIA Select eight courses (23-28 hours), must include required courses designated by an asterisk (*): Communication 220*, 251, 280*, 335, 390, 405*, 406, 420, 425, 435, 445*; Art 115, 225, 230, 331, 332; English 256 SPEECH PERFORMANCE Select eight courses (24 hours), must include required courses designated by an asterisk (*): Communication 202, 225*, 251, 301, 302*, 330, 335*, 350*, 351, 390, 420, 440, 460

PUBLIC RELATIONS Select eight courses (23-27 hours), must include required courses designated by an asterisk (*): Communication 205*, 220*, 251, 280*, 315*, 360, 370, 390, 420, 480; Marketing 301, 422; Art 115, 225, 230, 331; English 255, 256 SPORTS BROADCASTING Communication 220, 251, 390, 420*, 425, (19 hours) *Two semesters ( three hours each) of field experience—semester one with Bulldog Sports Network and semester two off campus internship (local TV, ESPNU, for example)

MINORS Wingate University Academic Catalog 2019-2020

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Art Eighteen (18) hours of Art courses. Twelve (12) hours must include Art 105, 108, 109, 110, and 404. Six (6) hours must be in a concentration: Ceramics - Art 203, 303; Fiber Art - Art 207, 491; Graphics - Art 230, 331; Painting - Art 202, 302; Photography - Art 115, 225, 326; Printmaking - Art 340, 341; or Sculpture - Art 309, 315. Art 491 may be substituted for a 4hour course in the concentration area.

Communication Eighteen (18) hours of Communication. Nine (9) of those hours must be in courses at the 300-level or above.

Broadcast Journalism Required (13): Communication 250, 325, 400; Electives (6): Communication 101, 110, 210, 420, 440

DEPARTMENT OF ENGLISH AND MODERN LANGUAGES Professors:

Associate Professors: Assistant Professors: Visiting Assistant Professors: Visiting Instructors:

Sylvia Little-Sweat (Writer in Residence) Brooke M. Mitchell (Chair), Taura S. Napier, John D. Sykes, Marc Zhaoding Yang Allison Kellar, Casey R. Pratt, Mark W. Schuhl (Interim Coordinator of Modern Languages) Luke W. Mills, Benjamin Sammons Amanda Moody Stanford, Ana V. Thorne Cristina Castillo Artuch, Adan Figueroa, Monica Konarski Fusetti

ENGLISH Bachelor of Arts Core Curriculum ......................................................................................................................51 Must include English 203 Required English Courses………………………………………………………………………………..……27-28 English 200, 204, 210, 211, 255, 320, 402, 420, 430 Digital Literacy……………………………………..…………………………………………………………………2-3 Art 230/332/English 256 Advanced English Literature Electives................................................................................... 18 Must be 300 level or above General/Advanced Electives................................................................................................... 26 Exit Exam .................................................................................................................................. 0 Total minimum hours 125

ENGLISH AND EDUCATION (SEE THAYER SCHOOL OF EDUCATION) Bachelor of Arts

MINORS Creative Writing

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The minor in Creative Writing requires a total of (18) hours from the following two areas: Choose (12) hours from English 330, 335, 340, 360; Choose (6) hours from English 305, 310, 350.

English Eighteen (18) hours of English beyond the 100 level (an English minor may include GPS 210).

French Any nine (9) hours of French courses (300 level or above). Students must successfully complete French through the intermediate level or the equivalent before taking courses for this minor.

Professional and Technical Writing A total of (18) hours from the following two areas: Choose (11-12) hours from English 255, English 256 or Art 332, English 355, English 455.

Choose (6-7) hours from Art 230, English 320, English 360, Communication 205, Communication 250, Communication 320, or Marketing 301.

Spanish Any nine (9) hours of Spanish courses (300 level or above). Students must successfully complete Spanish through the intermediate level or the equivalent before taking courses for this minor.

FILM STUDIES MINOR Program Coordinator:

Allison Kellar

Eighteen (18) hours chosen from: Communication 110, 250, 251, 440; Religion 215; English 336, 340, 342; or other special topics classes related to film studies such as Communication 460. Special topics course will be approved by the program coordinator.

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DEPARTMENT OF HISTORY AND POLITICAL SCIENCE Professor: Associate Professors:

Assistant Professors: Visiting Assistant Professors:

Caroline Hoefferle Joseph M. Ellis (Chair), James M. Hastings, Abannik O. Hino, Steven Hyland, Jr., Magdalena Krajewska Chelsea Kaufman, David T. Mitchell, M. Benjamin Thorne, Jacob P. Wobig Susan T. Chen, Usha Sanyal

HISTORY Bachelor of Arts or Bachelor of Science Core Curriculum ................................................................................................................ 51-53 U.S. History ............................................................................................................................... 9 History 201, 202; 309/311/312/318/391/491 European History...................................................................................................................... 6 History 303/304; 303/304/341/365/392/492 World History ..........................................................................................................................12 Asia: History 315/321/322/394/494 (3) Latin America: History 316/317/318/393/411/493 (3) Middle East/Africa: 324/326/395/495 (3) History 308/390/490/additional course from above world history categories (3) General Historical Studies ........................................................................................................ 4 History 200, 499 Social Science Required Courses .............................................................................................15 Economics 309 (3); Political Science 201 (3); Psychology 101/Sociology 101 (3); Political Science 321/322/330/331/390/Sociology 335/360/375/Philosophy 301/302 (6) Communication 101 .................................................................................................................. 3 General/Advanced electives (40 hours of degree total must be 300/400 level)................... 25 Exit Exam .................................................................................................................................. 0 Total minimum hours 125

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POLITICAL SCIENCE Bachelor of Arts or Bachelor of Science Core Curriculum ................................................................................................................ 51-53 Political Science Required Courses .........................................................................................15 Global Perspectives 220 (counted in Core); Political Science 101, 201, 210, 302, 308 Political Science Electives (choose one from each subfield) ...................................................15 American: Political Science 310/320 Comparative: Political Science 321/322 International Relations: Political Science 330/331 Political Theory: Philosophy 301/302 History Electives ......................................................................................................................12 Economics 222 .......................................................................................................................... 3 Sociology 101 and Sociology Elective (300-level or above) ..................................................... 6 Communication 101 .................................................................................................................. 3 Internship ................................................................................................................................. 3 General/Advanced electives (40 hours of degree total must be 300/400 level)............... 15-17 Exit Exam .................................................................................................................................. 0 Total minimum hours 125

HISTORY AND EDUCATION (SEE THAYER SCHOOL OF EDUCATION) Bachelor of Arts or Bachelor of Science

MINORS Political Science Eighteen (18) hours of Political Science courses, including Global Perspectives 220.

History Eighteen (18) hours are required in addition to the Core Curriculum 200 level or above.

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International Studies Seven courses (19-22 credit hours) are required in four (4) groups.

Group 1 — Core (6 credits)

Global Perspectives 220, 320

Group 2 — Historical Studies (Choose two.)

Communication 301/French 340/History 303/316/321/322/326/390/392/393/394/395/Music 156/Political Science 330/Religion 326/Spanish 330

Group 3 — Contemporary Studies (Choose two.)

Business 405/Communication 340/Education 390/Finance 420/Geography 201/History 304/315/317/318/324/365/Political Science 308/321/322/330/331/390/Sport Management 370 W’International, Internship 499 (non-U.S. location**); Specially-designed course that includes international travel component

Group 4 — International Study Abroad* (Choose one.)

*Must carry academic credit. **Planning an international internship takes at least 3 months. Students should meet with the Office of International Programs and the Office of Career Development well in advance of the semester in which they will intern. International students will have additional, required paperwork for an internship in their home country or abroad.

Social Science Eighteen (18) hours that must include one introductory course and one advanced course in three of the following areas: History, Political Science, Psychology and Sociology

Legal Studies The minor in Legal Studies requires at least 18 hours in the following distribution: Group A (Skills) - At least six hours from the following courses (recommended to be completed by the end of the junior year): Philosophy 351 - Logic

Group B (Legal Studies) - At least 12 hours from the following courses:

English 360 - Advanced Composition

Political Science 210 - Political Ideologies

Economics 221 - Principles of Microeconomics

Political Science 310 - Contemporary Policy Issues

Communication Studies 410 - Persuasion

Criminal Justice/Sociology 307 Criminology

Criminal Justice 301: Criminal Law

Philosophy 380 - Philosophy of Law

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Communication 280 - Mass Media Law and Ethics Political Science 201 - American Government Business 305 - Legal Environment of Business Sport Management 404 - Legal Aspects of Sport and Recreation

DEPARTMENT OF MATHEMATICS Associate Professors: Assistant Professors: Visiting Assistant Professor: Visiting Instructors:

J. Gregory Bell (Chair), Laora D. Brizendine, Susan Lauer Sandra R. Mills, Melissa Nink, Kaitlyn Perry Jason Hedetniemi Vanessa Baucom, David Cox, Kenneth A. Mann

MATHEMATICS/BUSINESS Bachelor of Arts/Bachelor of Science BA/BS Core Curriculum ................................................................................................................46-52 Must include Math 120, Economics 221, BS must add Math 220 Accounting required courses .................................................................................................... 6 Accounting 253, 254 Accounting elective (300 level or above) ................................................................................. 3 Business required courses .......................................................................................................21 Business 305, 323, 405, 417; Finance 318; Management 302; Marketing 301 Computer Science elective (CS 120 or above) .......................................................................... 3 Economics required courses ..................................................................................................... 9 Economics 222, 321, 322 Mathematics required courses ............................................................................................ 9-13 Math 220, 242, 308, 330 Mathematics elective (300 level or above) ............................................................................... 3 Communication 101 .................................................................................................................. 3 General/Advanced Electives (40 hours of degree total must be 300/400 level) ............. 12-18 Exit Exam .................................................................................................................................. 0 Total minimum hours 125

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MATHEMATICS Bachelor of Arts/Bachelor of Science BA/BS Core Curriculum ................................................................................................................46-52 Must include Math 120 for BA; Math 120, 220 for BS Mathematics required courses .......................................................................................... 19-23 Math 220, 242, 305, 308, 330, 400, 410 Advanced Mathematics electives .............................................................................................. 9 Computer Science elective (programming language: CS 120 or above) .................................. 3 Communication 101 .................................................................................................................. 3 Advanced electives ...................................................................................................................12 General/Advanced Electives (40 hours of degree total must be 300/400 level) .............23-29 Exit Exam .................................................................................................................................. 0 Total minimum hours 125

MATHEMATICS AND EDUCATION (SEE THAYER SCHOOL OF EDUCATION) Bachelor of Science

MINOR Mathematics (18) Math courses numbered 120 or above, exclusive of methods courses.

DEPARTMENT OF MU SIC Professors: Associate Professors: Assistant Professors: Visiting Assistant Professor:

Martha S. Asti (Scholar in Residence), Jessie Wright Martin, Kenney Potter (Chair) Melinda J. Lein, Dawn A. Price Annie Brooks, David Brooks, Jennifer C. Hough Jordan Wilson, Nana Wolfe-Hill Nathaniel Olson

The Department of Music is an accredited institutional member of the National Association of Schools of Music.

GOALS AND OBJECTIVES The Department of Music exists to provide music instruction of high quality to students enrolled in music degree programs and to general university students. The specific objectives of the department are to offer: • baccalaureate degrees in music which are appropriate to the students served; • music survey course and ensembles to satisfy the fine arts component of the core curriculum; • elective courses in music for the general student population; • performance opportunities in instrumental and vocal ensembles for all students; • concerts, recitals, and master classes for music students, the campus community, and the public.

DEGREE PROGRAM G OALS

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The Bachelor of Music Education curriculum is designed to prepare the student for licensure to teach in the areas of choral, instrumental, and/or general music in the public schools, grades K-12.

The Bachelor of Arts in Music is designed for the study of music within a liberal arts curriculum. Students may pursue an emphasis in performance. When course sequences are structured carefully, students in this degree program can fulfill requirements in music and may attain either a double major, a minor, or two minors in another discipline(s).

REQU IREMENTS FOR MUSIC MAJORS Admittance Procedure for Music Majors ● ●

Admittance to the University.

Audition to gain approval to proceed with a degree program in the Department of Music. The audition process has three components: o Performance of two selections; o Interview with music faculty; and o Theory Assessment Exam—written and aural theory (the Theory Assessment Exam includes the fundamentals of notation [pitch and rhythm], tonality, scales, intervals, and triad structures.)

Performance Study Examinations Each music student enrolled in principal applied study will have a performance study examination at the end of each semester. Guidelines are available in the music student department handbook.

Recital Performance Requirements All students in Principal Performance Study perform in student recitals each semester. Students in the Bachelor of Music Education program give a senior recital (Music 420B). Emphasis in Performance students give both junior and senior recitals (Music 320 and 420A). Emphasis in Church Music students and general Music majors complete a senior project (Music 420C).

Recital Attendance Requirement Students pursuing music degrees at Wingate University are expected to attend recitals and concerts presented on campus. For specific attendance requirements for each program of study, see the description of the course, Recital and Concert Lab, Music 125. . . 426.

Elective Music Courses For students studying other academic fields, electives in music are offered. Chamber Choir, Chamber Ensemble, Men’s Choir, Pep Band, Percussion Ensemble, University Singers, Wind Ensemble, and Women’s Choir give all students the opportunity to participate in performance ensembles. Other elective courses in music for the general student population include individual performance study in voice and various instruments.

Music Scholarship. Music Majors holding a music scholarship must continue study on the principal instrument and participate in ensemble(s) each semester of matriculation.

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MUSIC Bachelor of Arts—General Core curriculum .......................................................................................................................51 Must include Music 357—2 credits Musicianship ........................................................................................................................... 22 Music 217, 218, 238, 239, 317, 338, 343, 356, 358, 318, 339 Recital and Concert Lab (eight semesters) Performance Studies ............................................................................................................... 10 Ensemble (four semesters) 103/107/108/109/113/114/119/140 (4 credits) Principal instrument: Music 162 (4) Secondary Performance Study (2) Piano for all students except piano principals Music Electives ........................................................................................................................14 Art course .................................................................................................................................. 2 Non-music electives ................................................................................................................ 26 Senior Project (Music 420C) .................................................................................................... 0 Exit Exam .................................................................................................................................. 0 Total minimum hours 125* *40 hours total must be 300/400

MUSIC, EMPHASIS IN CHURCH MUSIC Bachelor of Arts Core curriculum .......................................................................................................................51 Must include Music 357—2 credits Music ....................................................................................................................................... 36 Music 217, 218, 238, 239, 299, 317, 318, 338, 339, 343, 356, 358 (22 credits) Ensemble (8 semesters) 103/107/108/109/113/119/140/303/307/308/309/313/319/340 (8 credits) Secondary Piano (4) Except piano principals Diction, Accompanying, Chamber Ensemble, or Class Voice (2) Recital and Concert Lab (7 semesters) Emphasis in Church Music ......................................................................................................19 Principal instrument: Music 162 (4) Music 353, 371, 374, 401, 406, 410 (13) Internship (2) Music 420C (Recital) (0) Art course .................................................................................................................................. 2 General/Advanced Electives (40 hours of degree total must be 300/400 level) ................... 17 Exit Exam .................................................................................................................................. 0 Total minimum hours 125* *40 hours total must be 300/400

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MUSIC, EMPHASIS IN PERFORMANCE Bachelor of Arts Core curriculum .......................................................................................................................51 Must include Music 357—2 credits Musicianship ........................................................................................................................... 22 Music 217, 218, 238, 239, 317, 338, 343, 356, 358, 318, 339 Recital and Concert Lab (eight semesters) Performance Studies ............................................................................................................... 10 Ensemble (four semesters) 103/107/108/109/113/114/119/140 (4 credits) Principal instrument: Music 162 (4) Secondary Performance Study (2) Piano for all students except piano principals Emphasis in Performance .......................................................................................................14 Principal Performance Study—Music 262, 362, 462 (12) Diction, Accompanying, or Chamber Ensemble (2) Music 320 and Music 420A (Junior and Senior Recitals) (0) Art course .................................................................................................................................. 2 General/Advanced Electives (40 hours of degree total must be 300/400 level) .................. 26 Exit Exam .................................................................................................................................. 0 Total minimum hours 125* *40 hours total must be 300/400

MUSIC EDUCATION (SEE THAYER SCHOOL OF EDUCATION) Bachelor of Music Education Program Coordinator: Kenney Potter

MINOR IN MUSIC Music 217, 218, 238, 239, 356/357/358; Keyboard (2); Music electives (4); Ensemble (2)

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DEPARTMENT OF PSYCHOLOGY Professor: Associate Professors: Assistant Professors:

H. Donald Merrill Terese J. Lund, Jay Wilder, Patrick R. Young (Chair) Christopher Beck, Matthew E. Davis, Candace Lapan

PSYCHOLOGY Bachelor of Arts/Bachelor of Science Core Curriculum ......................................................................................................................51 Must include Biology 120, Sociology 101, Math 209 Psychology Required Courses ..................................................................................................12 Psychology 101, 206, 210, 406 Psychology electives ................................................................................................................ 30 Developmental (6): Psychology 208/209/311/340 Counseling/Clinical (6): Psychology 315/322/407 Social/Applied (6): Psychology 321/332/335/404 Cognitive (6): Psychology 303/305/330/435 Elective (6): Any other classes from restricted electives to complete 3 or 4 total courses in one area for specialization; OR Psychology 490 (must have a total of 3 hours to qualify); OR Psychology 499 (must have a total of 3 hours to qualify) General/Advanced Electives (40 hours of degree total must be 300/400 level) .................. 35 Exit Exam .................................................................................................................................. 0 Total minimum hours 125

MINOR Psychology Eighteen (18) hours to include: (3) Psychology 101; (3) Developmental Psychology: 208/209/311/340; (3) Counseling/Clinical Psychology: 315/322/407; (3) Social/Applied Psychology: 321/332/335/404; (3) Cognitive: 303/305/330/435; and (3) Psychology elective 300 level or above.

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DEPARTMENT OF RELIGION AND PHILOSOPHY Professors: Associate Professor: Assistant Professors: Visiting Assistant Professors:

G. Edwin Bagley, Jr., Mark R. Roncace Robert Prevost (Chair) Christy Cobb, Catherine Wright Amy Chilton, A. Paige Rawson

RELIGIOUS STUDIES Bachelor of Arts/Bachelor of Science Core Curriculum ................................................................................................................ 51-53 Biblical Studies.......................................................................................................................... 6 Choose from: Religion 305/307/316/415/416/420/430 Historical Studies ...................................................................................................................... 3 Choose from: Religion 326/341/342 Theological Studies ................................................................................................................... 3 Choose from: Religion 215/301/330/332/360/362/450 Philosophical Studies ................................................................................................................ 6 Choose from: Philosophy 101/301/302/351/360/380 Religion/Philosophy electives (must be at the 300 level or above) ......................................... 9 Religion 490 .............................................................................................................................. 3 General/Advanced Electives (40 hours of degree total must be 300/400 level) .................. 44 Exit Exam .................................................................................................................................. 0 Total minimum hours 125 Note: At least 21 hours of the 30 hours for the major must be at the 300 level or above

MINORS Philosophy Eighteen (18) hours, including at least twelve (12) hours of philosophy courses, which may be supplemented with up to six (6) hours chosen from the following: Global Perspectives 310; English 430, Religion 326, Sociology 375.

Religious Studies Eighteen (18) hours of 200 level or above courses from at least two of the four areas listed in the Religious Studies major (Biblical, Historical, Theological, and Philosophical Studies).

Includes Global Perspectives 310.

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DEPARTMENT OF SOCIOLOGY Professor: Associate Professor: Assistant Professors:

Nancy H. Randall Aaron B. Culley (Chair), Mitchell Mackinem, Geniece MondĂŠ Lacey J. Ritter, Christi A. Sporl

CRIMINAL JUSTICE Bachelor of Arts/Bachelor of Science Core Curriculum ................................................................................................................54-56 Must include Math 209; Sociology 101; Psychology 101 Criminal Justice Required Courses ........................................................................................ 22 Criminal Justice 201, 205, 301, 305, 307, 390, 495 Restricted Electives ................................................................................................................... 9 Choose from Criminal Justice 475; Psychology 322; Sociology 301/330/335; Human Services 321 General/Advanced Electives (40 hours of degree total must be 300/400 level) ............ 38-40 Exit Exam .................................................................................................................................. 0 Total minimum hours 125

HUMAN SERVICES Bachelor of Arts/Bachelor of Science Core Curriculum ..................................................................................................................... 48 Must include Math 209 Core Required Courses ........................................................................................................... 25 Human Services 321, 323, 330, 411; Psychology 101, 206, 250; Sociology 101 Psychology/Sociology Electives .............................................................................................. 18 Psychology (9) Psychology 315/322/330/335/340/404/407/425 Sociology (9) Sociology 204/205/301/335/341/351/352/353/354/355/356 General/Advanced Electives (40 hours of degree total must be 300/400 level) .................. 34 Exit Exam .................................................................................................................................. 0 Total minimum hours 125

SOCIOLOGY Bachelor of Arts/Bachelor of Science Core Curriculum ..................................................................................................................... 48 Must include Math 209 Sociology Required Courses ....................................................................................................12 Sociology 101, 206, 375, 440 Sociology Elective Courses (chose from any but not listed above) ........................................ 24 General/Advanced Electives (40 hours of degree total must be 300/400 level) ...................41 Exit Exam .................................................................................................................................. 0 Total minimum hours 125

MINORS Criminal Justice Any (18) hours of Criminal Justice courses

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Human Services Human Services 321, 411; Psychology 322; Sociology 330; Electives (2 courses) chosen from Criminal Justice 201/Psychology 208/209/311/Sociology 102/335/402

Long Term Care (18) credit hours to include: Required (12) hours: Long Term Care 345; Three-credit Internship in Long Term Care Management; Management 302; Sociology 353 Electives: (6) hours chosen from Accounting 253, Business 111, Communication 225, 340, Health 101, Human Services 321, Management 306, Psychology 311, Sociology 341, 352

Medical Sociology Sociology 101, 341; Electives (4 courses) chosen from Sociology 351/352/353/354/355/356

Sociology Eighteen (18) hours of sociology courses.

WOMEN’S AND GENDER STUDIES MINOR Professors: Associate Professors: Assistant Professors:

Caroline Hoefferle, Brooke M. Mitchell Terese J. Lund (Chair), Geniece Mondé Christy Cobb, Lacey J. Ritter, Christi A. Sporl

Eighteen (18) hours chosen from: Women’s and Gender Studies 204, 205, 312, 315, 316, 340, 351, 357, 402, 403, 499.

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PORTER B. BYRUM SCHOOL OF BUSINESS Dean: Assistant Dean of Graduate Business Programs: Assistant Dean of Curriculum: Professors:

Associate Professors: Assistant Professors:

Instructor:

Peter M. Frank Mark Bryant Sergio Castello Thomas B. Crawford Jr., Barry P. Cuffe, Peter M. Frank, Harold D. Harlow, Jr., Lisa A. Schwartz, Kristin F. Stowe Sergio Castello, Ellis A. Hayes Debbi D. Brock, Michael Geier, Amresh Kumar, Robert R. Threatt, James F. Watkins Mark Bryant

MISSION STATEMENT OF THE SCHOOL OF BUSINESS The Porter B. Byrum School of Business provides excellence in teaching and developing future business leaders to make a difference in the world. Accordingly, the School of Business has the following objectives: ● ●

● ●

To develop and deliver a curriculum and to set educational standards consistent with those of a national accrediting body in business administration; To attract and retain faculty able to foster the mission of the University and the School and who will value teaching, applied scholarship, and professional experience; To encourage students to pursue academic and professional excellence; To provide opportunities for engagement with ethical issues, involvement with cultural events, and encountering of a global perspective.

Bachelor of Arts or Bachelor of Science degrees are offered in Accounting, Finance, Management, and Marketing. Bachelor of Science degree candidates will meet their requirements through additional intermediate level core curriculum requirements in mathematics and/or laboratory science. Bachelor of Arts degree candidates will meet their requirements through additional intermediate level core curriculum requirements in a second language.

Graduate degrees offered are a Master of Business Administration (MBA) and a Master of Accounting (MAC). The MBA is designed to offer working professionals the advanced training necessary to prepare them for top management positions. The MAC is designed to prepare students for the Uniform Certified Public Accountant examination (CPA exam) and to satisfy the 150 hour requirement for licensing as a CPA. Qualified students may apply to be admitted to the MAC program immediately after receiving a bachelor’s degree. For further details about either program, consult the Graduate Business Catalog or turn to the Graduate Studies chapter in this catalog.

All business school undergraduate majors are required to pass an exit examination in their major in the last academic semester before graduation.

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All majors in the School of Business must complete a minimum of 125 credit hours to graduate, including the following requirements: Core Curriculum (including B.A. or B.S. requirements) ............................................ 51-53 Must include Math 117 or 120, Economics 221 Business School core required courses ............................................................................ 33 Accounting 253, 254; Business 111, 305, 308, 323, 417; Economics 222; Finance 318; Management 302; Marketing 301 Exit Exam ........................................................................................................................... 0 Students must choose to pursue either a Bachelor of Arts (B.A.) or a Bachelor of Science (B.S.) degree. The Bachelor of Arts Degree requires the following additional courses: (6) Second Language through the intermediate level. The Bachelor of Science requires the following additional courses: (6-8) Math/Science (Math must be 116 or above)

ACCOUNTING Bachelor of Arts/Bachelor of Science In addition to the core curriculum and business core requirements, a major in accounting requires the following: Accounting ........................................................................................................................21 Accounting 313, 314, 325, 330, 421, 427, 431 General electives .........................................................................................................18-20

FINANCE Bachelor of Arts/Bachelor of Science In addition to the core curriculum and business core requirements, a major in finance requires the following: Accounting 300 or 400 level .............................................................................................. 6 Economics 300 or 400 level (except for Economics 350) ................................................ 6 Finance 350, 414, 418, 420 ...............................................................................................12 General Electives .......................................................................................................... 15-17

MANAGEMENT Bachelor of Arts/Bachelor of Science In addition to the core curriculum and business core requirements, a major in management requires the following: Business 405....................................................................................................................... 3 Management 306, 313, 315, 330, 416, 419 ....................................................................... 18 Advanced Business Electives ............................................................................................. 6 Any 300 or 400 level course in the School of Business General Electives ..........................................................................................................13-15

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MARKETING Bachelor of Arts/Bachelor of Science In addition to the core curriculum and business core requirements, a major in marketing requires the following: Business 405....................................................................................................................... 3 Communication 101 ........................................................................................................... 3 Management 306 ............................................................................................................... 3 Marketing 341, 422, 464, 486 ...........................................................................................12 Marketing 411 (Special Topics) .......................................................................................... 3 General Electives ......................................................................................................... 15-17 Marketing majors are encouraged to consider a minor in Art/Graphics, Entrepreneurship, Finance, International Studies, Public Relations, Psychology, or another complementary area.

MINORS Currently available in the following areas: Accounting, Economics, Entrepreneurship, Finance, Management, and Marketing.

(Business majors) No more than two courses, which are already required in the major/emphasis may be counted toward the minor. No more than two courses, which are already required in the minor/emphasis may be counted toward a second minor.

Exception: Finance majors may minor in Accounting and/or Economics by only taking two additional Accounting or Economics courses, respectively.

(Non-Business majors) Required to take the prerequisite principles courses to meet the requirements for a minor.

However, course prerequisites and sequences may be waived by permission.

Exception: Business-Mathematics may minor in Economics by only taking two additional Economics courses.

The specific requirements for minors are as follows:

Accounting Required: (9) Accounting 253, 254, 313 Electives: (9) choose from any 300 or 400 level Accounting courses

Economics Required: (18) Economics 221, 222, 321, 322, and any two courses (6) in Economics

Entrepreneurship Required: (12) Entrepreneurship/Management 315, Entrepreneurship 340, Entrepreneurship 410, Entrepreneurship 496/499 Electives: (6) Choose from Special Topics or other 300/400 level courses from any disciplines that have a significant entrepreneurship component. These courses must be approved by the director of the entrepreneurship minor.

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Note: Students with majors outside of the School of Business must take Business 101 as a prerequisite for any entrepreneurship courses.

Finance Required: (15) Finance 318, 350, 414, 418, 420 Elective: (3) Choose from any 300 or 400 level Accounting or Economics course

Management Required: (12) Management 302, 306, 313, 416 Electives: (6) Choose from 300 or 400 level Business (BUS) or Management (MGMT) courses

Marketing Required: (12) Marketing 301, 341, 411, 422 Electives: (6) Choose any two from the following Marketing 411, 464, 486, 499, Entrepreneurship 315, 340, Art 230, 404, Chemistry 460, Communication 205, 315, 390, 460, Community & Commercial Recreation 465, English 256, Psychology 303, 305, 321, 435, Sport Management 300

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LEVINE COLLEGE OF HEALTH SCIENCES Vice Provost for Health Sciences: Eric F. Schneider Four programs of study leading to degrees in health professions comprise the Levine College of Health Sciences. These programs include the School of Pharmacy, established in 2003; the Department of Physician Assistant Studies, established in 2008; the Department of Nursing, established in 2012; and the Doctor of Physical Therapy Program, established in 2014.

The overarching goal of the College is to educate and graduate the most practice-ready healthcare practitioners in the country. To that end, practice experience is incorporated into the curriculum of each program, and the collaborative practice model is emphasized through inter-professional education.

DEPARTMENT OF NU RSING Associate Professor: Assistant Professors: Instructors:

Kristen G. Barbee (Director) Ann Black, Michele A. Pfaff Sharon Brigman, Kay Edwards

NURSING Bachelor of Science in Nursing The undergraduate Nursing Program provides a broad-based arts and sciences curriculum that prepares students as generalists to enter the profession of nursing. After successfully completing the program, students are eligible to take the NCLEX-RN licensure exam in order to obtain an RN license to practice nursing.

Separate admission is required into the upper division program with application made during the spring semester of the sophomore year. Prerequisite courses required before admission into the program are taken during the first two undergraduate years. The nursing program only admits students each fall.

The BSN Nursing Program is currently approved by the NC Board of Nursing to maintain 40 students. Entry into the program is very competitive. In order to be considered for admission into the nursing program, the student must have achieved all three of the following: 1. a cumulative GPA of 3.0 or higher at the end of spring semester 2. a minimum TEAS score of 68 3. a minimum grade of B (80) in HETH 200 Qualified applications will be then weighted according to their individual TEAS scores.

The student can take the TEAS up to two times before the end of spring semester prior to entering nursing in order to achieve the minimum score, with a minimum of two weeks in between TEAS attempts. Students who earn less than a “C� grade in any course, but particularly BIO and/or CHEM courses, should contact their advisor and/or the nursing program director for guidance and possible change of major.

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Below is a suggested plan of study showing recommended scheduling of the prerequisite math and science courses that will allow a student the best chance for successful prerequisite study. The required undergraduate CORE courses should also be completed during the first two years of enrollment, with the exception of GPS 310 and 320, since scheduling is difficult in the last two years.

First Year: Fall Semester: Chemistry 101, Math 116 (can also be taken in the spring) Spring Semester: Biology 150, Psychology 101 Second Year: Fall Semester: Biology 211, Math 209, Psychology 250 Spring Semester: Health 200, Biology 212, 230 Core curriculum ...................................................................................................................... 52 Must include Biology 150, Chemistry 101, Math 116, 209, Psychology 101 Biology 211, 212, 230................................................................................................................12 Health 200 ................................................................................................................................ 2 Psychology 250 ......................................................................................................................... 3 Nursing required courses ....................................................................................................... 53 Nursing 310, 311, 312, 320, 325, 335, 340, 430, 435, 442, 450, 460, 465 Elective ...................................................................................................................................... 3 Total minimum hours 125

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COLLEGE OF PROFESSIONAL STUDIES Vice Provost and Dean: Assistant Dean of the Thayer School of Education: Assistant Dean of the School of Sport Sciences: Assistant Dean of Assessment:

Travis L. Teague Charlesa Hann Dawn Norwood Janet Jenkins

The College of Professional Studies was established in 2019 with its foundation based upon the pillars of the university: Faith, Knowledge and Service. The College is comprised of two schools, the Lloyd and Georgia Thayer School of Education and the School of Sport Sciences. Another component of the College of Professional Studies is the Office of External Academic Partnerships. This office collaborates on projects and initiatives with our academic partners in the state, including the public K-12 schools and the community college system.

The College of Professional Studies unites academic preparation in a variety of disciplines spanning from bachelor to doctoral programs, all designed to prepare students for success within their chosen careers and to develop an appreciation for lifelong learning.

Students and faculty within the College of Professional Studies are committed to excellence in teaching, learning, and scholarship, as well as striving to serve our communities in meaningful ways.

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LLOYD AND GEORGIA THAYER SCHOOL OF EDUCATION Assistant Dean: Professor: Associate Professors: Assistant Professors:

Charlesa Hann Sarah Harrison-Burns Eddie Case, Rebekah Kelleher Tarra Ellis, Charlesa Hann, Janet Jenkins, Melanie Keel, Darrel Staat, Rick Watkins Rebecca Cottenoir

Visiting Instructor:

DEPARTMENT COORDINATORS Elementary Education: Rebekah Kelleher Middle Grades Education: Sarah Harrison-Burns Secondary Education English and Education: Melanie Keel Biology and Chemistry Education: Eddie Case Mathematics and Education: Janet Jenkins History and Education: Tarra Ellis Special Subjects (K-12) Music Education: Dawn Price Health and Physical Education: Dan McLaughlin Post-baccalaureate Residency Program Elementary Education: Charlesa Hann Middle and Secondary Education: Janet Jenkins The Thayer School of Education Teacher Education Program offers nine majors and 12 licensure areas: Elementary Education (K-6) Middle Grades Education (6-9) ● Language Arts ● Social Studies ● Mathematics ● Science Biology Education (9-12)

English and Education (9-12) Mathematics and Education (9-12) History and Education (9-12) Music Education (K-12) Reading (K-12)/Elementary Education Health and Physical Education (K-12)

The Wingate University Teacher Education Program is designed to meet the North Carolina Competencies and Guidelines for Approved Teacher Education Programs. The professional education programs at Wingate University are guided by the conceptual framework of The Effective Facilitator of Learning. This conceptual framework is consistent with the mission of Wingate University and with the motto of “Faith, Knowledge, Service.”

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Wingate University’s Teacher Education Programs are conceived in the context of a wellrounded liberal arts education and integrated with the principles of a Christian institution.

Courses are as follows: The Liberal Arts Foundation and Global Perspectives courses: ● Composition and literature ● Fine Arts ● Second Language ● Social and Behavioral Sciences ● Biological and Physical Sciences ● Mathematics ● Health and Physical Education ● Global Perspectives The Ethics Component courses: ● Global Perspectives in Scripture and Global Perspectives in Ethics ● Professional ethics in foundation courses and methods courses and student teaching The Professional Knowledge courses: ● Psychology ● Diversity and Differentiation ● Foundations of Education ● Curriculum and Instruction ● Pedagogy Applied Teaching and Leadership opportunities are gained through: ● Required field experiences ● An intense semester of student teaching Teaching experiences enable teachers to make Ethical and Informed Leadership Decisions as they: ● Design lesson plans ● Implement lesson plans ● Assess well-defined lesson plans while developing the flexibility to meet diverse classroom challenges ● Engage in leadership and collaborative activities The Service component joins knowledge with action through outreach opportunities such as: ● Those provided by the first-year course (Gateway 101) and professional, social, academic, and service organizations and activities course requirements within field experience The Teacher Education Program components provide the framework for the student to become an Effective Facilitator of Learning.

An Effective Facilitator of Learning is one who applies the components to design curriculum and create an effective learning environment guided by research and reflection.

The goals of the conceptual framework are to develop teachers who have:

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A broad knowledge and understanding of the liberal arts, including language, literature, religion, fine arts, history and the social/behavioral sciences, world awareness and global perspectives, mathematics and the natural sciences, and physical fitness Moral, spiritual and ethical concerns of life and culture in America and internationally and demonstrate the ability to practice these values and ethics through thoughtful decision-making A broad and in-depth knowledge and understanding of the subject area(s) to be taught A knowledge and understanding of the historical and philosophical foundations of education, curriculum and instruction, theories of learning and child/adolescent growth and development, characteristics and needs of the special child, effective teacher behaviors and methods and techniques for instruction and evaluation to address the diverse needs of all children.

Enhanced abilities and competencies in effective teaching and leadership behaviors and adaptive planning, instruction, and evaluation through supervised field experiences appropriate to subject and level of licensure Evidence of the ability to demonstrate and refine effective teaching and leadership behaviors and adaptive planning, instruction, and evaluation through a supervised sixteen-week teaching experience appropriate to the level of licensure.

Note: In the event that provisions of the Teacher Education Program are modified as a result of mandated changes by the North Carolina Department of Public Instruction, students will be required to meet the revised requirements even if not stated in this catalog.

TEACHER EDUCATION PROGRAM DEGREE-SEEKING STUDENTS Students may be admitted to the Teacher Education Program upon satisfying the following requirements and being approved by the Teacher Education Committee.

Applications, including due dates and deadlines, for admission to Teacher Education are available in Hayes 308.

The student must: Submit a formal application to the Teacher Education Committee the semester that he or she is scheduled to complete 45 semester hours. A brief autobiography is required. ● Have a cumulative and specialty GPA of at least 2.70 at the time of application. A minimum 2.70 is required each semester until graduation to maintain an active status in the program. ● Have passed at least one Wingate University course in education with a field experience. The field experience must be in an elementary, middle, or secondary public school setting and must be evaluated as part of the education course. ● Successfully meet the minimum score requirements of the PRAXIS CORE, SAT or ACT tests. Candidates must have passed the PRAXIS CORE or be exempt before being formally accepted into the program on or before December 1 for spring admissions, on or before August 1 for fall admissions. Please see an education professor for further information regarding minimum scores. ●

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Have a minimum grade of “C-” in English 110.

Elementary Education applicants must have a minimum grade of “C-” in Math 118 and 119.

Provide three (3) references from Wingate University professors. One recommendation must come from a core professor in education.

Be interviewed by at least one education professor.

The Teacher Education Committee reserves the right to deny admission or continuance in the program to any student who has displayed deficiencies in the following areas/dispositions: ● academic performance ● sense of responsibility ● interpersonal and communication skills ● moral standards Exceptions to the above policies may be recommended by the Assistant Dean of the Thayer School of Education and approved by the Teacher Education Committee.

LICENSURE-ONLY STUDENTS Students holding baccalaureate degrees who wish to seek initial licensure must be admitted to the Teacher Education Program before being allowed to student teach and before being recommended for licensure. A student may be admitted to the Teacher Education Program upon satisfying the following requirements and being approved by the Teacher Education Committee. Applications, including due dates and deadlines, for admission to Teacher Education are available in Hayes 308.

The student must: ● Submit a formal application to the Teacher Education Committee after completion of 12 semester hours at Wingate University. A brief autobiography is required. ● Have a cumulative GPA of at least 2.70 on post-baccalaureate coursework taken at Wingate University at the time of application and the student must maintain a 2.70 through student teaching. ● Have passed at least one Wingate University course in education with a field experience. The field experience must be in an elementary, middle, or secondary public school setting and must be evaluated as part of the education course. ● Successfully meet the minimum score requirements of the PRAXIS CORE series tests. ● Have a minimum of “C-” in English 110 or equivalent. ● Elementary Education applicants must have a minimum grade of “C-” in Math 118 and 119. ● Provide three references. ● Be interviewed by at least one education professor.

The Teacher Education Committee reserves the right to deny admission or continuance in the program to any student who has displayed deficiencies in the following areas/dispositions: ● academic performance ● sense of responsibility ● interpersonal and communication skills ● moral standards

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Exceptions to the above policies may be recommended by the Assistant Dean of the Thayer School of Education and approved by the Teacher Education Committee. Program requirements for the student seeking only initial licensure will be determined by review of the student’s transcript(s) by the Assistant Dean of the Thayer School of Education.

One or two letters of recommendation from any source other than University professors may be included in the student’s file at the student’s request. These are in addition to the three recommendations that are required from university professors.

All requirements in Professional Studies, the Specialty Studies, and Human Communication must be met. In addition, the student may be required to take certain Core Curriculum as preparation for the Praxis Series tests. The Assistant Dean of the Thayer School of Education reserves the right to require a student to retake an education course at Wingate University.

Note: Lateral entry students must meet the same admission criteria as initial licensure students. Students entering the Post-baccalaureate Residency Program must meet the admissions criteria for the Postbaccalaureate Residency Program.

ADDING AN AREA OF LICENSURE A student wishing to add another area of licensure to a current or expired license will be required to meet: ● All requirements for the Specialty Studies. ● All requirements for the Professional Studies. Student Teaching will be required if the additional area of licensure is significantly different from the initial area of licensure as determined by the Assistant Dean of the Thayer School of Education. ● The minimum score on the Praxis Area Test(s).

PROGRESSION IN THE TEACHER EDUCATION PROGRAM THE 50% RULE The North Carolina Quality Assurance Program limits the progression of undergraduate candidates in teacher education programs to introductory courses only. The Thayer School of Education limits this to no more than one-half of the total professional studies core courses, exclusive of student teaching, until formal admission requirements have been satisfied.

A student must satisfy all conditions for full admission no later than the end of the first semester following that in which initial application was made. This must be done no later than the junior year.

STUDENT TEACHING Typically, a student must have completed all program requirements in a satisfactory manner before student teaching begins. Under certain conditions, a student may complete one semester in his or her program following student teaching. See your advisor for specific information.

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A student must have a cumulative GPA of at least 2.70 and at least a 2.70 in the specialty area(s) to student teach. The specialty area consists of the Professional Studies Core and the Specialty Studies Core. Other courses required for teacher education include psychology and human communication. A minimum grade of “C-” is required in each course.

An application for permission to student teach is made to the Office of the Assistant Dean of the Thayer School of Education during the semester before the anticipated student teaching. Students who meet the requirements outlined in the Teacher Education Handbook will be allowed to student teach. A health form is required. Applications, including due dates and deadlines, for student teaching are available in Hayes 308.

WORKING/ACTIVITIES DURING STUDENT TEACHING SEMESTER Student teaching is a full-time commitment; therefore, a student should have no other major obligations during this period. Students may not participate in university athletics or cheerleading during the student teaching period.

Because of the nature of and responsibilities related to student teaching, a student is expected not to work full-time or part-time during student teaching. Any appeal to this policy regarding work must be made in writing to the Assistant Dean of the Thayer School of Education and submitted with the application for student teaching. Requests received after the date cited in the University calendar for the particular semester will not be considered. A student who makes such an appeal must be able to demonstrate in writing that failure to work during student teaching will create financial and/or other hardships and must be willing to appear before the Teacher Education Committee, if necessary, to answer any questions. The Assistant Dean of the Thayer School of Education will present the appeal to the Teacher Education Committee for consideration and action. The prospective student teacher will be notified accordingly.

The Wingate University’s Teacher Education Program does require a practicum experience for lateral entry candidates to supply adequate documentation of effective teaching skills and experiences. There are required on-site supervision and visits by teacher education faculty.

LICENSURE TESTS Prior to graduation all candidates must provide evidence of having taken the appropriate licensure exam(s) as required by the North Carolina Department of Public Instruction.

Elementary Education candidates will take the Pearson Foundations of Reading and Pearson Mathematics Subtest or PRAXIS CKT Mathematics Subtest examinations.

Candidates in all other licensure areas will take the Praxis II examinations required for their content area(s).

Registration information is available in the Thayer School of Education, in Hayes 308.

Students are responsible for registering and paying all associated fees.

EXIT EXAMINATIONS Each student must pass an exit examination prior to graduation. This requirement can be met in either of two ways: verification of passing scores on all required licensure examinations (see previous section on North Carolina licensure tests) or obtain a passing score on the Wingate University exit examination. Students who do not pass either the licensure test(s) or the exit examination will not graduate.

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BIOLOGY AND EDUCATION Bachelor of Science Program Coordinator: Eddie Case The Biology and Education Program is a double major designed to prepare one to teach biology at the secondary level to students in grades 9-12.

Core Curriculum ..................................................................................................................... 45 Global Perspectives 110, 120, 210, 220, 310, 320 (18); Lyceum; English 110 (3); English Literature (3), Second Language (6); Biology 150 (4); Math 209 (3); Fine Arts (2) History 201/202//312/PSCI 201 (3); Physical Education 101 (2); Gateway 101 (1) General Education Requirements for Teacher Education ....................................................... 6 Psychology 209 (3); Communication 101 (3) Professional Core .................................................................................................................... 29 Education 300 (1), 301 (3), 303 (3), 304 (1), 305 (3), 306 (3), 326 (1), 335 (2), 470abc (12) Specialty Studies ..................................................................................................................... 45 Biology 160 (4), 200 (4), 205 (4), 240 (3), 311 (4), 312 (4), 405 (3) Chemistry 101 (4), 102 (4), 201 (4), 202 (4) Education 354 (3) Education 497 ........................................................................................................................... 0 Total minimum hours 125

ELEMENTARY EDUCATION Bachelor of Science Program Coordinator: Rebekah D. Kelleher The Elementary Education Program is designed to prepare one to teach all subjects in grades K-6.

Core Curriculum ..................................................................................................................... 52 Global Perspectives 110, 120, 210, 220, 310, 320 (18); Lyceum; English 110 (3); English Literature (3), Second Language (6); Science 201, 202 (8); Math 118, 119 (6); Fine Arts (2) Sociology 101 (3); Physical Education 101 (2); Gateway 101 (1) Specialty Area Content Requirements.....................................................................................12 Communication 101 (3); Geography 201 (3); History 201/202/312/PSCI 201 (3); Psychology 208 (3) Professional Core .............................................................................................................. 26-29 Education 300 (1), 301 (3), 303 (3), 304 (1), 305 (3), 306 (3), 440abc (12) Specialty Studies .................................................................................................................... 27 Education 308 (3), 322 (3), 327 (3), 353 (2), 358 (3), 361 (2), 362 (3), 392 (2), 410 (3), 411 (3) Electives .................................................................................................................................5-8 Education 497 ........................................................................................................................... 0 Total minimum hours 125

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ENGLISH AND EDUCATION Bachelor of Arts Program Coordinator: Melanie Keel The English and Education Program is a double major designed to prepare one to teach English at the secondary level to students in grades 9-12.

Core Curriculum ..................................................................................................................... 48 Global Perspectives 110, 120, 210, 220, 310, 320 (18); Lyceum; English 110 (3), Second Language (12); Fine Arts (2); Laboratory Science (4); Math (115 or higher) (3); History 201/202/312/PSCI 201 (3); Physical Education 101 (2); Gateway 101 (1) General Education Requirements for Teacher Education ....................................................... 6 Communication 101 (3); Psychology 209 (3) Professional Core .....................................................................................................................31 Education 300 (1), 301 (3), 303 (3), 304 (1), 305 (3), 306 (3), 322 (3), 335 (2), 465abc (12) Specialty Studies ..................................................................................................................... 36 English 203 (3), 204 (3), 210 (3), 211 (3), 307/308/403 (3), 320 (3), 255/256/360 (3), 420 (3), 430 (3); Education 324 (3), 327 (3); 400-level English elective (3) Restricted Electives ................................................................................................................... 3 Choose one: Communication 202, 250, 405; English 330, 340 Electives .................................................................................................................................... 3 Education 497 ........................................................................................................................... 0 Total minimum hours 127

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HEALTH AND PHYSICAL EDUCATION Bachelor of Science Program Coordinator: Dan McLaughlin The Health and Physical Education Program is a double major designed to prepare one to teach health and physical education to all students in Grades K-12. In addition to requirements for entrance to the School of Education, students must pass Biology 120 with a minimum of a C-.

Core Curriculum (not including the 4 hours duplicated in Specialty Studies)................. 52-53 Global Perspectives 110, 120, 210, 220, 310, 320 (18); Lyceum; English 110 (3); English Literature (3), Second Language (6); Math 209 (3); Biology 120 (4); Exercise Science 312 (4); Math/Science (3-4); Psychology 101 (3); Fine Arts (2); Physical Education 101 (2); Gateway 101 (1) General Education Requirements for Teacher Education ....................................................... 3 Communication 101 Professional Core .................................................................................................................... 27 Education 300 (1), 301 (3), 303 (3), 304 (1), 305 (3), 306 (3), 326 (1), 490abc (12) Specialty Studies ..................................................................................................................... 39 Exercise Science 205(2), 230 (2), 255 (3), 310 (4), 312 (4 duplicated in Core); Health 101 (3); Physical Education 145 (1); Health and Physical Education 201 (3), 203 (3), 220 (2), 221 (2), 222 (2), 320 (3), 380 (3), 385 (3), 410 (3) Restricted Elective (choose one from below) ........................................................................... 3 Exercise Science 315/325/Sport Management 305/Community and Commercial Recreation 306/350 Elective ................................................................................................................................... 0-1 Education 497 ........................................................................................................................... 0 Health and Physical Education 497.......................................................................................... 0 Total minimum hours 125 Note: The Health and Physical Education Program is a four-year sequence. In order to complete the degree in four years, Biology 120 needs to be taken during the first or sophomore year.

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HISTORY AND EDUCATION Bachelor of Arts or Bachelor of Science Program Coordinators: Tarra Ellis The History and Education Program is designed to prepare one to teach the social sciences at the secondary level to students in grades 9-12.

Core Curriculum .................................................................................. B.A.: 48-49; B.S.: 48-50 Global Perspectives 110, 120, 210, 220, 310, 320 (18); Lyceum; Second Language 101, 102 (6); English 110 (3); English Literature (3), Fine Arts (2); Physical Education 101 (2); Gateway 101 (1); Math 115 or above (3-4); Lab Science (4) B.A. only add: Second Language (6) B.S. only add: Math 115 or above/Lab Science (6-8) General Education Requirements for Teacher Education ....................................................... 6 Psychology 209 (3); Communication 101 (3) Professional Core .................................................................................................................... 29 Education 300 (1), 301 (3), 303 (3), 304 (1), 305 (3), 306 (3), 326 (1), 335 (2), 443abc (12) General Historical Studies ........................................................................................................ 7 History 200 (3); Education 390 (3) U.S. History ..............................................................................................................................12 History 201 (3), 202 (3); 311 (3); 312/391/491/Political Science 331 (3) World History ..........................................................................................................................12 Asia: History 315/321/322/394/494 (3) Europe: 303/304 (3) Latin America: History 316/317/318/393/411/493 (3) Middle East/Africa: 324/326/395/495 (3) Social Science Required Courses .............................................................................................12 Economics 309 (3); Political Science 201 (3); Sociology 101 (3); Geography 201 (3) Electives (W’International recommended) ............................................................................. 2 Education 497 ........................................................................................................................... 0 Total minimum hours: 128-130

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MATHEMATICS AND EDUCATION Bachelor of Science Program Coordinator: Janet Jenkins The Mathematics and Education Program is a double major designed to prepare one to teach mathematics at the secondary level to students in grades 9-12.

Core Curriculum ..................................................................................................................... 54 Global Perspectives 110, 120, 210, 220, 310, 320 (18); Lyceum; English 110 (3); English Literature (3), Second Language (6); Laboratory Science (8); Math 120, 220 (8); Fine Arts (2); Social/Behavioral Science (3); Physical Education 101 (2); Gateway 101 (1) General Education Requirements for Teacher Education ....................................................... 6 Communication 101 (3); Psychology 209 (3) Professional Core .................................................................................................................... 29 Education 300 (1), 301 (3), 303 (3), 304 (1), 305 (3), 306 (3), 326 (1), 335 (2), 460abc (12) Specialty Studies ..................................................................................................................... 29 Math 242 (3), 300 (3), 301 (1), 305 (4), 308 (3), 330 (3), 405 (3) Advanced Math elective: Math 310/331/401/450/451 (3) Computer Science 120 (3) Education 360 (3) Restricted Math Electives ......................................................................................................... 6 Choose from Mathematics 400/401/410/450 Elective .......................................................................................................................................1 Education 497 ........................................................................................................................... 0 Total minimum hours 125

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MIDDLE GRADES EDU CATION Bachelor of Arts/Bachelor of Science Program Coordinators: Sarah Harrison-Burns The Middle Grades Education Program is designed to prepare one to teach a subject to students in grades 6-9. The concentration of study is chosen from Language Arts, Mathematics, Science, or Social Studies.

Core Curriculum ................................................................................................................52-54 Global Perspectives 110, 120, 210, 220, 310, 320 (18); Lyceum; English 110 (3); English Literature (3), Second Language (6); Laboratory Science (8); Math 115 and higher (3-4); Laboratory Science or Math 115 and higher (3-4); Fine Arts (2); Sociology 101 (3); Physical Education 101 (2); Gateway 101 (1) For Language Arts Concentration: English literature satisfied in Professional/Specialty Studies.

For Science Concentration: Biology 150 (4), 160 (4), 200 (4) and Math 115 (4) must be taken in the Core.

For Mathematics Concentration: Math 118 (3) and Math 119 (3) must be taken in the Core.

General Education Requirements for Teacher Education ....................................................... 6 Psychology 209; Communication 101 Professional/Specialty Studies .......................................................................................... 67-71 Choose Language Arts, Mathematics, Science, or Social Science (below) Education 497 ........................................................................................................................... 0 Total minimum hours: 125-129

Language Arts

Professional Core ................................................................................................................... 29 Education 300 (1), 301 (3), 303 (3), 304 (1), 305 (3), 306 (3), 322 (3), 444abc (12), 497 (0) Specialty Studies ..................................................................................................................... 39 Education 308 (3), 327 (3), 331 (3), 410 (3), 411 (3); English 203/204/206 (3), 210/211 (3), 320 (3), 360 (3), 430 (3); English elective (3); Advanced English electives (6).

(Note: one English literature also counted in Core.)

Other (general elective) ............................................................................................................ 2

Mathematics Professional Core .................................................................................................................... 32 Education 300 (1), 301 (3), 303 (3), 304 (1), 305 (3), 306 (3), 322 (3), 331 (3), 444ab (12), 497 (0) Specialty Studies ..................................................................................................................... 33 Education 357 (3); Math 120 (4), 209 (3), 220 (4), 242 (3), 300 (3), 301 (1), 308 (3), 405 (3), 451 (3); Computer Science 120 (3) Other (general elective) ............................................................................................................ 2

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Science Professional Core .................................................................................................................... 32 Education 300 (1), 301 (3), 303 (3), 304 (1), 305 (3), 306 (3), 322 (3), 331 (3), 444abc (12), 497 (0) Specialty Studies ............................................................................................................... 36-38 Education 354 (3); Biology 115 (4), 120 (4), 405 (3); Chemistry 100 (4); Science 101 (4); Physics 101, 102 (8) Advanced Science electives (6-8)

Social Studies Professional Core .................................................................................................................... 38 Education 300 (1), 301 (3), 303 (3), 304 (1), 305 (3), 306 (3), 322 (3), 331 (3), 395 (3), 410 (3), 444abc (12), 497 (0) Specialty Studies ..................................................................................................................... 34 Geography 201 (3); History 200 (3), 201/202 (3), 308 (3), 311 (3), 315/316/317/318/322/324/326/303/304/412/413 (9); Political Science 201 (3); Economics 309/Political Science 331/History 312/390 (3)

Note: A student may choose to pursue a BA degree in Middle Grades Education. The student will be expected to meet the additional requirements through summer school or an extra semester. Choices made in the advising recommendation will be dependent on the concentration a student has chosen. The student should work closely with the advisor to outline an appropriate sequence of courses.

MUSIC EDUCATION Bachelor of Music Education Program Coordinator: Dawn Price Core Curriculum ..................................................................................................................... 37 Global Perspectives 110, 120, 210, 220, 310, 320 (18); Lyceum; English 110 (3), Second Language (6); Laboratory Science (4); Math (115 or higher) (3); Physical Education 101 (2); Gateway 101 (1) Music ....................................................................................................................................... 63 Music 217, 218, 238, 239, 299, 317, 318, 323/324/328 or 329, 327, 338, 339, 343/344, 353/354, 356, 357, 358, 401/403 Principal and/or secondary performance study (16, including 4 hours of piano) Ensemble (six semesters) Diction, Accompanying, or Chamber Ensemble and Class Voice (2) Recital and Concert Lab (seven semesters) Music /Education 371, 374/376, 384/386 Education ...........................................................................................................................27-30 Education 300 (1), 301 (3), 303 (3), 304 (1), 305 (3), 306 (3), 326 (1), 442abc (12) Music 420B (Senior Recital)..................................................................................................... 0 Education 497 ........................................................................................................................... 0 Total minimum hours 127

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READING /ELEMENTARY EDUCATION Bachelor of Science Program Coordinator: Melanie Keel The Reading/Elementary Education Program is designed to prepare one to teach reading to all students in grades K-12 and to teach all subjects to students in grades K-6.

Core Curriculum ..................................................................................................................... 52 Global Perspectives 110, 120, 210, 220, 310, 320 (18); Lyceum; English 110 (3); English Literature (3), Second Language (6); Laboratory Science (8); Math 118, 119 (6); Fine Arts (2); History 201/202/312/PSCI 201 (3); Physical Education 101 (2); Gateway 101 (1) General Education Requirements for Teacher Education ....................................................... 6 Psychology 208/209 (3); Communication 101 (3) Professional Core .................................................................................................................... 26 Education 300 (1), 301 (3), 303 (3), 304 (1), 305 (3), 306 (3), 486abc (12) Specialty Studies ..................................................................................................................... 48 Reading (27): Education 308 (3), 322 (3), 327 (3), 410 (3), 411 (3), 420 (3), 421 (3); Psychology 206 (3); English 320 (3) Elementary Education (24): Education 353 (2), 358 (3), 361 (2), 362 (3), 392 (2); Sociology 101 (3); Geography 201 (3); History 311 (3) Education 497 ........................................................................................................................... 0 Total minimum hours 132 Note: The Reading/Elementary Education Program is theoretically a four-year sequence; however, in practice, it may require additional time. Thus, the advising sequence is designed for four and one-half years.

ADD-ON LICENSURE Program Coordinator: Melanie Keel

Reading

The Reading Add-On Licensure is a 12-hour program designed to prepare one to teach reading to students in grades K-12. The licensure may only be added to the Elementary Education major.

Specialty Studies ......................................................................................................................12 Education 420 (3), 421 (3); Psychology 206 (3); English 320 (3)

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MASTER OF ARTS IN EDUCATION (K-6) 4 + 1 PROGRAM Bachelor of Science/Master of Arts in Education Program Coordinator: Rebekah Kelleher The 4 + 1 program offers Elementary Education majors an opportunity to complete their Master of Arts in Education (MAED) Degree within one year of having completed their bachelor’s degree. Applications are made during the spring semester of the junior year and are available in Hayes 308. MAED program details are available in the Wingate University Graduate Education Catalog.

POST-BACCALAUREATE RESIDENCY PROGRAM The Post-baccalaureate Residency Program is an alternative pathway to initial teacher licensure.

The program offers coursework leading to the initial licensure in Elementary Education (K-6); Middle Grades (6-9) Language Arts, Mathematics, Science, and Social Studies; and Secondary (9-12) English, History, Mathematics, and Science.

Candidates for the Elementary Education (K-6) Residency Model will complete 18 semester credit hours (or approved equivalents) of courses in The Master of Arts in Teaching (MAT) that are currently required for initial licensure: ED 502 (3), ED 540 (3), ED 542 (3), ED 544 (3), ED 546 (3), ED 595 (3).

Candidates for Middle Grades (6-9) and Secondary Education (9-12) will complete 18 semester credit hours and 17 semester credit hours, respectively in the existing courses required for initial license to teach in a (English, History, Mathematics, Science) position.

Middle Grades: ED 303 (3), ED 305 (3), ED 306 (3), ED 331 (3), ED 325/354/359/395 (3), ED 595 (3) Secondary Education: ED 303 (3), ED 305 (3), ED 306 (3), ED 335 (2), ED 325/354/360/390 (3), ED 595 (3) Note: Effective June 30, 2019, North Carolina is phasing out the Lateral Entry Program, an alternative pathway to initial teaching licensure. Replacing the Lateral Entry Program is the Residency Model, which requires participants to associate with an Educator Preparation Program (EPP).

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NON-LICENSURE PROGRAM EDUCATIONAL STUDIES Bachelor of Science Program Coordinator: Rebekah Kelleher The Educational Studies major is non-licensure interdisciplinary major with an emphasis on educational foundations and liberal arts. It offers students an opportunity to pursue interests and careers related to education, but not necessarily K-12 teaching.

Students have the option to take interdisciplinary coursework related to one of several concentrations (Humanities, Language and Literacy, Mathematics and Science), The major requires a minimum of 125 semester hours and includes 51-54 credits in the University Core Curriculum, 24 credits in the Professional Core, and 47-50 credits in Specialty Studies.

Students who earn this non-licensure degree will have the option of obtaining licensure post-baccalaureate through a Master of Arts in Teaching (MAT) degree or alternative process, working with students in a setting that does not require teacher licensure (e.g., private or religious schools, non-profit organizations, educational support services), or pursuing graduate work in a non-teaching field.

Students may switch to a licensure program provided they have met all requirements for admission to Teacher Education prior to enrolling in ED 306—Curriculum and Instruction.

Students in licensure programs (Elementary Education, Middle Grades Education, Secondary Education, or K-12 programs) may change to Educational Studies at any point.

Core Curriculum ................................................................................................................ 51-54 Global Perspectives 110, 120, 210, 220, 310, 320 (18); Lyceum; English 110 (3); English Literature (3), Second Language (6); Laboratory Science (4); Math 115 or higher (3-4); Laboratory Science or Mathematics 115 or higher (6-8); Fine Arts (2) Social or Behavioral Science (3); Physical Education 101 (2); Gateway 101 (1) For Math/Science Concentration: Math 120 (4), Math 220 (4), and Laboratory Science (8) must be taken.

Professional Core .................................................................................................................... 24 Education 300 (1), 301 (3), 303 (3), 304 (1), 305 (3), 306 (3), 326 (1), 499 (3); Psychology 208 (3); Communication 101 (3) Education 497 ........................................................................................................................... 0 Specialty Studies in Area of Concentration .......................................................................47-50 Choose one: Health and Physical Activity, Humanities, Language and Literacy, or Mathematics and Science

Health and Physical Activity Core Curriculum ............................................................................................................... 48-49 Global Perspectives 110, 120, 210, 220, 310, 320 (18); Lyceum; English 110 (3); English Literature (3), Second Language (6); Biology 120 (4); Math 209 (3); Exercise Science 312 (4); Math/Science (3-4); Fine Arts (2) Psychology 101 (3); Physical Education 101 (2); Gateway 101 (1) Professional Core .....................................................................................................................21 Education 300 (1), 301 (3), 303 (3), 304 (1), 305 (3), 306 (3), 326 (1), 499 (3);497;(0); Communication 101 (3) Wingate University Academic Catalog 2019-2020

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Specialty Studies ................................................................................................................ 55-56 Exercise Science 230 (2); Health 101 (3); Health and Physical Education 201 (3), 203 (3), 220 (2), 221 (2), 222 (2), 320 (3) 380 (3), 385 (3), 410 (3); Physical Education 145 (1) Restricted Elective (3) (choose one): EXSC 315, EXSC 325, SMGT 305, CCR 350, CCR 306 Unrestricted Electives .......................................................................................................... 9-10

Humanities Restricted Electives ................................................................................................................. 18 Choose 12 credit hours from one of the following 6 areas: Art, Music, and Theater Arts Communications and English Second Languages (Spanish or French) History, Geography, Political Science, Women and Gender Studies Philosophy, Religion Psychology, Human Services, Criminal Justice, and Sociology Choose 6 credit hours from any of the above areas and/or any of the following courses: Education 324/325/390/392/395; Honors 205/210/300; W’Engage; or W’International Unrestricted Electives .......................................................................................................23-26

Language and Literacy Electives in Communication, English or Second Languages ................................................... 6 Education 308/323/324/325/410/411 ...................................................................................12 Advanced Electives ................................................................................................................... 6 Unrestricted Electives ........................................................................................................23-26

Mathematics and Science Education 331 (3), 335 (2), 354 (3), 359 (3) ............................................................................ 11 Mathematics 209 (3), 242 (3) ................................................................................................... 6 Advanced Mathematics Electives (300 level or above).........................................................6-8 Science Electives ................................................................................................................ 14-16 Unrestricted Electives .......................................................................................................... 9-10

Graduation Requirements ● ● ● ●

Must meet a minimum of 125 credit hours, including 40 credit hours at 300 level or above.

Must maintain a minimum of a 2.0 GPA in the major and cumulative.

Must complete the last 30 credit hours of the degree at Wingate University.

Must fulfill the Lyceum requirement.

MINOR IN EDUCATIONAL STUDIES 18 credit hours to include Education 300, 301, 303, 304, 305, 326, 499 and Psychology 208/209

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SCHOOL OF SPORT SCIENCES Assistant Dean: Professors: Associate Professors:

Dawn Norwood John C. Acquaviva, Travis L. Teague Jenny Bond, Christi DeWaele, Ji-Ho Kim, Dan McLaughlin, Traci Napolitano, Dawn Norwood Brandy Clemmer, Chris Harrist, William Steffen Amy Richardson

Assistant Professors: Instructor:

COMMUNITY AND COMMERCIAL RECREATION Bachelor of Science Program Coordinator: Chris Harrist Core Curriculum ................................................................................................................ 51-53 Must include Psychology 101 Sociology 101 ............................................................................................................................. 3 Communication 101/110 ........................................................................................................... 3 Physical Education Skills .......................................................................................................... 2 Health and Physical Education 220, 221, 222 ......................................................................... 6 Community and Commercial Recreation Required Courses ................................................. 36 Community and Commercial Recreation 111, 212, 242, 306, 314, 330, 350, 404, 410, 465, 478, 479 Sport Management 300 ............................................................................................................ 3 General/Advanced Electives (40 hours of degree total must be 300/400 level) ............. 19-21 Electives or a declared minor in Sport Management, Exercise Science, or any other concentration of interest Exit Exam .................................................................................................................................. 0 Total minimum hours 125

EXERCISE SCIENCE Bachelor of Science Program Coordinator: Jenny Bond

DEGREE REQUIREMENTS: EXERCISE SCIENCE MAJOR Students completing a major in Exercise Science must meet the following criteria: ● ● ●

A grade of “B-” or higher in Exercise Science 101, Introduction to Exercise Science A grade of “C-” or higher in all other Exercise Science Core courses For Pre-Professional Track, a cumulative GPA of 2.5 and a grade of “C-” or higher in Biology 150, 311 and 312

Any student receiving a grade lower than a “B-” in Exercise Science 101 must repeat the course. Any student receiving a grade lower than a “C-” in any other Exercise Science core class must repeat the course. If the particular course is a prerequisite for another course, the other course may not be taken until the required passing grade is achieved (“B-” for EXSC 101 and “C-” for all other courses). Students in the Pre-Professional track must repeat Biology 150, 311, or 312 if they earn grades lower than a “C-.”

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Students in the Pre-Professional track are required to maintain a minimum 2.5 cumulative GPA to remain in the program. Failure to maintain a 2.5 cumulative GPA will result in a one-semester probation and may also result in the loss of financial aid. Failure to improve to the minimum 2.5 cumulative GPA by the end of the probation period will result in removal from the program, and the student will be advised into a suitable major. In addition, any student who falls below a 2.5 cumulative GPA after earning 72 credit hours, including transfer hours, will be removed from the program and will be advised into a suitable major.

FITNESS PROFESSIONAL TRACK Core Curriculum ..................................................................................................................... 49 Must include Biology 120/150, Chemistry 100/101, Math 209, Psychology 101 Exercise Science Core ........................................................................................................ 41-43 Athletic Training 305; Exercise Science 101**, 205, 230, 255, 310, 315, 325, 410, 415, 478; Health and Physical Education 203; Health 101; Physical Education 145; Sport Management 305 Fitness Professional Core ....................................................................................................... 10 Exercise Science 312; Psychology 321/330/335/404; Sport Management 330 General/Advanced electives (must have degree total of 40 300/400 level) ....................22-25 Exit Exam (Exercise Science 497) ............................................................................................ 0 Total minimum hours 125

PRE-PROFESSIONAL TRACK Core Curriculum ..................................................................................................................... 49 Must include Biology 150*, Chemistry 101, Math 209, Psychology 101 Exercise Science Core*....................................................................................................... 41-44 Athletic Training 305; Exercise Science 101**, 205, 230, 255, 310, 315, 325, 410, 415, 478; Health and Physical Education 203: Health 101; Physical Education 145; Sport Management 305 Pre-Professional Core ............................................................................................................. 24 Biology 311*, 312*, Chemistry 102; Physics 101, 102; Math 115/120 General/Advanced electives (must have degree total of 40 300/400 level) ...................... 8-11 Psychology 208/209/311/315/330/332/335/404 recommended Exit Exam (Exercise Science 497) ............................................................................................ 0 Total minimum hours 125 **A minimum grade of B- is required in Exercise Science 101. * A minimum grade of C- is required in these courses.

HEALTH AND PHYSICAL EDUCATION (SEE THAYER SCHOOL OF EDUCATION) Bachelor of Science Program Coordinator: Dan McLaughlin

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SPORT MANAGEMENT Bachelor of Science Program Coordinator: Christi DeWaele

ENTRANCE REQUIREMENTS: SPORT MANAGEMENT MAJOR Students selecting to major in Sport Management must be formally admitted. Admission requirements must be met in order to register and complete any SMGT courses at the 300 level or above. Only students who have completed the admission requirements may be admitted to 300 and above level courses with the SMGT prefix.

The following criteria are required for admission into the Sport Management Major: ● Completed application submitted to the Sport Management Program Coordinator o Application deadlines are September 30th, February 28th, and June 30th o Applications may be obtained at the office of the Sport Management Program Coordinator ● 2.00 overall GPA at time of application ● Complete with a “C” or higher: SMGT 111, SMGT 210, and SMGT 242 ● Completion of six Experiential Learning Opportunities (ELO’s) o An ELO Permission Form must be obtained and documented before completing an ELO o ELO Permission Forms may be obtained at the office of the Sport Management Program Coordinator Core Curriculum ............................................................................................................... 48-50 Sport Management courses .................................................................................................... 39 Sport Management 111, 210, 242, 300, 301, 330, 370, 404, 415, 435, 478, 479, 495 Community and Commercial Recreation 212 .......................................................................... 3 Business/Communication courses ......................................................................................... 18 Accounting 253; Business 111; Communication 101; Economics 221; Management 302; Marketing 301 General/Advanced electives (must have degree total of 40 300/400 level) ......................... 18 Exit Exam .................................................................................................................................. 0 Total minimum hours 126

MINORS COMMUNITY YOU TH DEVELOPMENT ● ● ●

Required courses (9): Community and Commercial Recreation 212, 460; Sport Management 305 Choose six (6) hours from: Sociology 305/330/335 Choose three (3) hours from: Physical Education 350/Community and Commercial Recreation 410

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EXERCISE SCIENCE Required courses: Exercise Science 205, 230, 255, 310*, 315*; 325* *These courses require Exercise Science 312 or Biology 311 as prerequisites, which can also satisfy the core curriculum in math/science.

SPORT MANAGEMENT Eighteen (18) hours to include Sport Management 111 and 210; and twelve (12) hours chosen from the following courses: Sport Management 242, 300, 301, 330, 404, 435, 479, 490

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ADULT BACHELOR’S DEGREE (ABD) PROG RAM Vice Provost and Dean: Director and Assistant Professor:

Travis L. Teague Charlesa Hann

The Adult Bachelor's Degree Program offers two degrees: a Bachelor of Liberal Studies (in Human Services, Organizational Communication and Management, or Educational Studies) and a Bachelor of Science in Elementary Education (see Elementary Education under Thayer School of Education). This program offers a baccalaureate degree especially designed for adult students who are interested in a personal curriculum and for individuals whose college careers may have been interrupted. For many students who attended one or more institutions in the past, this allows for the application of previously-earned college credits toward a Wingate degree without having to start over in a different major.

ADMISSION TO THE ABD PROGRAM To be admitted to the Adult Bachelor’s Degree Program, applicants should complete the application on the Wingate website: https://www.wingate.edu/academics/undergraduate/adult-bachelor-degree Admissions are rolling. Candidates for admission are notified of the enrollment decision within three weeks of application completion. An application is considered complete after receipt of the following: ● ● ● ●

Completed online application form Official high school transcript or GED certification (if applicable) Official transcripts from all institutions previously attended SAT or ACT scores for transfer student with fewer than 24 credit hours*

*SAT or ACT scores are not required for students who have been out of high school for five or more years.

READMISSION A student who wishes to be readmitted to Wingate University must complete a Readmission Application which is available from the Campus Office. If the student has attended other colleges after leaving Wingate University, official transcripts must be forwarded to the Campus Office to complete the application. A student who has been absent for two consecutive semesters (including the semester of withdrawal, if applicable) must meet the catalog requirements for graduation in effect at the time of readmission. Students who have been academically suspended and wish to apply for reinstatement should submit a written appeal to the Academic Appeals Committee, in care of the Academic Resource Center.

DEGREE REQUIREMENTS The Adult Bachelor’s Degree, Bachelor of Liberal Studies, consists of four parts: ● ●

Core Curriculum o Global Perspectives (15 credits) o University Foundations (17 credits minimum) Major - Choose one: o Organizational Communication and Management (30 credits) Wingate University Academic Catalog 2019-2020

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Human Services (36 credits) Educational Studies (credits vary based on concentration) ▪ Health and Physical Activity concentration (67 credits) ▪ Humanities concentration (39 credits) ▪ Language and Literacy concentration (39 credits) ▪ Mathematics and Science concentration (74-78 credits) Electives (credits vary based on major/concentration) o Students must choose a combination of general (100/200) level and advanced (300/400) level electives to ensure that a minimum of 40 hours of the BLS total are at the 300/400 level.

Exit Exams o Students must pass Major Exit Exams o o

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GENERAL EDUCATION Global Perspectives Choose five courses for 15 credit hours GPS 110: Global Perspectives in Scripture

GPS 120: Perspectives in World Cultures

GPS 210: Global Perspectives in Literature

GPS 220: Global Perspectives in Economics & Political Science

GPS 310: Global Perspectives in Ethics

GPS 320: Perspectives in Global Histories

Second Language 101 (Spanish, French, etc.)

Second Language 102 (Spanish, French, etc.)

University Foundations 17 credit hours minimum English 110: University Writing and Research

Mathematics or Natural Science

Fine Arts

Social or Behavioral Science

Literature and Writing

Communication 101: Public Speaking

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MAJOR CURRICULUM Organizational Communication and Management Major (30 credit hours) Communication: Choose five of the following (15 hours) Communication 205: Public Relations: Principles and Practices Communication 225: Interpersonal Communication Communication 302: Group Communication Communication 315: Public Relations: Cases, Campaigns and Strategies Communication 320: Writing for the Media Communication 340: Intercultural Communication Communication 375: Organizational Communication Communication 410: Persuasion Marketing/Management: Choose five of the following (15 hours) Marketing 301: Principles of Marketing (Prerequisite for courses below) Management 302: Principles of Management (Prerequisite for other courses below) Management 306: Managerial Communication Management 313: Human Resource Management Management 315: Small Business Management/Entrepreneurship Marketing 341: Consumer Behavior Marketing 411: Special Topics in Marketing Management 416: Organization Theory and Behavior Marketing 422: Marketing Communications Strategy

Human Services Major

(36 credit hours) Note: University Foundations must include Math 209: Inferential Statistics Human Services Core (12 hours) Psychology 101: General Psychology Sociology 101: Introduction to Sociology Psychology 206: Critical Thinking/Research Design Human Services 321: Intro. to Human Services

Individual/Family Development Choose three of the following (9 hours) Psychology 208: Child Psychology Psychology 209: Adolescent Psychology Psychology 311: Adulthood and Aging Sociology 204: Marriage and the Family

Clinical/Deviance Choose three of the following (9 hours) Psychology 315: Psychopathologies Psychology 322: Introduction to Counseling Psychology 407: Psychotherapy: Theory/Method Sociology 301: Deviant Behavior

Cultural Diversity Choose two of the following (6 hours) Sociology 305: Urban Sociology Sociology 330: Social Stratification Sociology 335: Race in Society

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Educational Studies Major: Health and Physical Activity Concentration

(67 credit hours) Educational Studies Professional Core (21 credits): Education 300 Teaching: The Profession (1) Education 301 Foundations of Education (3) Education 303 Educational Psychology (3) Education 304 Exploring Diversity (1) Education 305 Introduction to Differentiated Instruction for All Learners (3) Education 306 Curriculum and Instruction (3) Education 326 Content Area Literacy (1) Education 499 Educational Studies Internship (3) PSYC 101 General Psychology (3) Health & Physical Activities Concentration (46 credits) 42 if EXSC 312 is duplicated in University Foundations as a lab science Emphasis upon Health & Physical Activities for Grades K - 12 Specialty Studies/Restricted Electives EXSC 205 (2) HPE 221 (2) EXSC 255 (3) HPE 222 (2) EXSC 310 (4) EXSC 230 (2) EXSC 312 (4) Can be duplicated in University Foundations – lab science PE 145 (1) HPE 320 (3) HETH 101 (3) HPE 380 (3) HPE 201 (3) HPE 385 (3) HPE 203 (3) HPE 410 (3) HPE 220 (2) 3 Credits for one of the following: EXSC 315/EXSC 325/SMGT 305/CCR 306/CCR 350

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Educational Studies Major: Humanities Concentration (39 credit hours) Educational Studies Professional Core (21 credits): Education 300 Teaching: The Profession (1) Education 301 Foundations of Education (3) Education 303 Educational Psychology (3) Education 304 Exploring Diversity (1) Education 305 Introduction to Differentiated Instruction for All Learners (3) Education 306 Curriculum and Instruction (3) Education 326 Content Area Literacy (1) Education 499 Educational Studies Internship (3) Choose ONE of the following (3) PSYC 208 Child Psychology PSYC 209 Adolescent Psychology PSYC 250 Developmental Psychology Humanities Concentration (18 credits) Emphasis upon Middle Grades 6-9 (English/Social Studies), Secondary Education 9-12 (English/History) Specialty Studies/Restricted Electives 12 credits from ONE of the following categories: Art, Music, Theater Arts Communication, English Modern Languages History, Geography, Political Science, Women & Gender Studies Psychology, Human Services, Criminal Justice, Sociology 6 credits from any of the above and/or any of the following courses: ED 324/325 (3) ED 390/392/395 (3) Honors 205/210/300 (3) W’Engage W’International

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Educational Studies Major: Language and Literacy Concentration (39 credit hours) Educational Studies Professional Core (21 credits): Education 300 Teaching: The Profession (1) Education 301 Foundations of Education (3) Education 303 Educational Psychology (3) Education 304 Exploring Diversity (1) Education 305 Introduction to Differentiated Instruction for All Learners (3) Education 306 Curriculum and Instruction (3) Education 326 Content Area Literacy (1) Education 499 Educational Studies Internship (3) Choose ONE of the following (3) PSYC 208 Child Psychology PSYC 209 Adolescent Psychology PSYC 250 Developmental Psychology Language & Literacy Concentration (18 credits) Emphasis upon Grades K-6 Specialty Studies/Restricted Electives 12 credits from the following: ED 308 (3) ED 323 (2) ED 324 (3) ED 325 (3) ED 410 (3) ED 411 (3) 6 credits from any of the above and/or any of the following courses: Communication, English, or Modern Languages

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Educational Studies Major: Mathematics and Science Concentration (74-78 credit hours) Educational Studies Professional Core (21 credits): Education 300 Teaching: The Profession (1) Education 301 Foundations of Education (3) Education 303 Educational Psychology (3) Education 304 Exploring Diversity (1) Education 305 Introduction to Differentiated Instruction for All Learners (3) Education 306 Curriculum and Instruction (3) Education 326 Content Area Literacy (1) Education 499 Educational Studies Internship (3) Choose ONE of the following (3) PSYC 208 Child Psychology PSYC 209 Adolescent Psychology PSYC 250 Developmental Psychology Mathematics & Science Concentration (53 - 57 credits) Emphasis upon Middle Grades and Secondary Education Mathematics and Science Specialty Studies/Restricted Electives Education (11 credits) ED 331 (3) ED 354 (3) ED 335 (2) ED 359 (3) Mathematics (20 – 22 including credits duplicated in University Foundations) MATH 120 (4) MATH 242 (3) MATH 209 (3) Adv. Math electives (6 – 8) MATH 220 (4) Science (22 – 24 credits with minimum of 8 hours of lab science, including credits duplicated in University Foundations)

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GRADUATION REQUIREMENTS To receive the Bachelor of Liberal Studies or the Bachelor of Science in Elementary Education degree through the Adult Bachelor’s Degree Program, a student must meet the following requirements: ● ● ● ● ● ● ● ● ● ●

Completion of the Global Perspectives Core and University Foundations Completion of a minimum of 120 semester hours for the BLS Completion of a major Completion of a minimum of 40 semester hours of courses 300 level or above (including transfer courses) Maintenance of a 2.00 cumulative GPA on all college-level work and a 2.00 cumulative GPA on all courses in the major (departments may specify grade requirements for certain courses) No more than 90 semester hours transferred from other accredited four-year institutions; no more than 60 credits transferred from a two-year institution No grade below “C-” transferred to Wingate University Repeated course will only apply toward degree once Minimum of 30 hours at Wingate University; the last 30 hours must be taken at Wingate University Passing grade(s) on exit examination(s) Completion of a graduation application with the Office of the Registrar

Note: All financial obligations to Wingate University must be met before the diploma and/or final transcript is released to the student.

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ACADEMIC POLICIES AND PROCEDURES STATEMENT OF STUDENT RESPONSIBILITY It is the responsibility of each student to fulfill his or her degree program and graduation requirements as described in the programs of study and academic policies sections in the catalog. While advisors and administrative staff may assist students who ask for help with curricular decisions, ultimately it is the student who is responsible for his or her choices. Degrees cannot be awarded until all requirements and obligations to the University have been met by the student.

ACADEMIC HONORS COMMENCEMENT At Commencement, students with a cumulative GPA of 3.50 or higher are graduated with honors as follows: Summa cum laude Magna cum laude Cum laude

3.90 and above 3.65 to 3.899 3.50 to 3.649

Graduation with honors is determined by the overall GPA on all undergraduate work attempted at any accredited school and on all credit attempted at Wingate University, although transfer credit cannot be used to raise the Wingate average.

SEMESTER Each semester a President’s List includes those students who have earned a term GPA of 3.80 on at least 12 quality point academic hours and have no grade below a “C-”.

Each semester a Dean’s List includes those students who have earned a term GPA of at least a 3.30 but no more than a 3.799 on at least 12 quality point academic hours and have no grade below a “C-”

ACADEMIC STANDARDS: PROBATION AND SUSPENSION ACADEMIC PROBATION To assist students in maintaining satisfactory progress, Wingate University has adopted standards to identify students who are experiencing academic difficulty so that they can take advantage of timely interventions through academic support programs. Academic probation is an indication of serious academic difficulty and is determined by the cumulative GPA that a student earns on credit courses. At the conclusion of a semester, the Dean of Academic Support Programs will notify the student by mail if the cumulative GPA is below 2.0. In such a case, the student will be placed on academic probation for the next Wingate University Academic Catalog 2019-2020

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regular semester and may be enrolled in Applied Learning Strategies 101. Probation is determined only from grades at the conclusion of a regular semester; mid-semester progress reports are not included in GPA calculations. Note: A student must have a 2.00 cumulative GPA to qualify for the baccalaureate degree.

ACADEMIC SUSPENSION A student who is on academic probation at the end of two successive regular semesters will be academically ineligible for the next semester. A student who makes less than a 1.0 GPA in any given semester will be ineligible to enroll for the next semester.

An academically ineligible student who wishes to apply for reinstatement should send a written appeal to the Academic Appeals Committee, in care of the Academic Resource Center, to request further review of his or her academic records and academic eligibility.

A student must be in good academic standing to be eligible to take courses at another school on a transient basis, therefore, any courses taken at another college or university while the student is on academic suspension will not transfer until the student attains a cumulative 2.0 at Wingate University.

ADDITIONAL BACHELOR’S DEGREE A student may only apply for a second (or subsequent) bachelor’s degree if it differs from any degree previously awarded by Wingate University. For example, if a student has already earned a Bachelor of Science (B.S.) degree, the University will not award a second B.S. degree; it will, however, award a Bachelor of Arts (B.A.) degree. To receive an additional bachelor’s degree, a student must: ● ● ● ●

apply and be admitted into a second undergraduate degree program; earn a minimum of 30 additional semester hours in residence after the awarding of the first degree; complete all requirements for the second degree (Note: Two degrees may not be awarded at the same commencement exercise.), and earn a minimum 2.0 in the second degree. (NOTE: The GPA for the additional degree will not be calculated into the GPA of the first degree.)

ADDITIONAL MAJOR A student should notify the Office of Academic Advising of the intent to pursue a second major. A student may only apply six hours from the first major toward the second major.

A student who has already graduated from Wingate University may return to complete a second major under the undergraduate degree previously awarded. The following policies apply: ● ● ●

A student must fill out a readmission application with Admissions.

At least 30 additional credit hours, including all discipline-specific requirements for the second major, must be taken at Wingate University.

The student must earn a minimum 2.0 in the second major. NOTE: The GPA for the additional major will not be calculated into the GPA of the original degree.

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The second major will be recorded on the transcript, but there will be no additional diploma and no participation in an additional graduation ceremony.

ARMY RESERVE OFFICERS’ TRAINING CORPS (ROTC) Wingate University has a cooperative program with the University of North Carolina at Charlotte under which Wingate students may enroll in the U.S. Army Reserve Officers’ Training Corps (ROTC). Both men and women are eligible for this program and must travel to either the UNC-Charlotte campus or the Charlotte Reserve Center to take instruction and training. Wingate University also offers the voluntary Air Force Reserve Officer Training Corps (AFROTC) Program in cooperation with UNC-Charlotte within the terms of the existing agreements between member schools of the Greater Charlotte Consortium. The program is available to all students with at least two years of education remaining. Detailed information on these programs is available in the Office of the Registrar and from the Department of Military Science, UNC-Charlotte, ­Charlotte, N.C. 28225.

ATTENDANCE Regular class attendance is a student’s obligation and a student is responsible for all the work, including tests and written work, of all class meetings.

Each faculty member defines his or her own absence policy and so informs students on the first day of classes. Students who represent the University at officially recognized activities are responsible for making necessary plans for class absence with each professor before the absence.

The University maintains the regular schedule of classes throughout the semester.

Classes are not usually canceled due to inclement weather and students are responsible for all the work of class meetings missed due to inclement weather.

ATTENDANCE VERIFICATION Each term, the Office of the Registrar will request that all faculty and instructors verify student attendance on the first day after the deadline to add or drop a class. Students not present in class on the day attendance is verified will be dropped from the class unless the instructor indicates, in writing, that the student had an excused absence and needs to remain on a class roster. Dropping a class may result in a decrease in a student’s total credit hours and, consequently, a reduction or return of financial aid. It is the student’s responsibility to contact the instructor to be added back to a class after being dropped for an excused absence.

Attending is defined as completing an academically related activity which includes, but is not limited to: ● ● ● ● ● ●

Physically attending a class where there is an opportunity for direct interaction between the instructor and students.

Submitting a required academic assignment.

Taking an exam or quiz.

Taking a required interactive tutorial or computer-assisted instruction.

Attending a study group that is assigned by the school.

Participating in an online discussion about academic matters.

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Initiating contact with a faculty member to ask a question about the academic subject studied in the course.

REMEMBER: ● ●

Any change in status (i.e., from full-time to part-time, etc.) may cause the reduction or cancellation of your financial aid award. In other words, your out-of-pocket expenses may increase.

Classes added (or added back) after attendance verification may not count toward your enrollment status for Financial Aid purposes.

AUDITING Students may audit courses with the permission of the professor and the Registrar. If the student is part-time, the audit fee of $420 is charged. This fee is not refundable if the student withdraws from the course for any reason. Students may change audit status to credit status only within the first four weeks of the semester and upon additional payment of tuition required for part-time credit or overload credit, if either applies. A for-credit course may not be changed to audit status once the mid-semester date has passed. This change requires approval of the professor and the Registrar.

BANKRUPTCY (ACADEMIC) A student who has earned poor grades that may prevent him or her from graduating may petition the Academic Appeals Committee for academic bankruptcy for one complete term or for consecutive terms including all work before a given date. The bankrupt term(s) is noted on the student’s transcript and the student forfeits credit for all courses during that term(s). Grades from the bankrupt period are not calculated in the student’s GPA, although they remain on the transcript. All grades are included in the calculation of the GPA for honors at graduation. To be considered for bankruptcy, a student must demonstrate that: ● ● ●

Poor performance for the term(s) for which bankruptcy is requested is not typical; Poor performance was due to extenuating circumstances; The cause of the poor performance has been alleviated, and the student has displayed responsible scholarship.

Once bankruptcy status has been granted, the action is irreversible. A student may request bankruptcy once only. Students granted bankruptcy may request a letter of explanation to accompany the transcript when sent to a prospective employer or to other institutions. Certain colleges, universities, and professional schools do not honor a bankruptcy policy.

CATALOG YEAR A student’s catalog year is normally that of his entering academic year or year of readmission. A student who has been absent for two consecutive semesters (including the semester of withdrawal, if applicable) must meet the catalog requirements for graduation in effect at the time of readmission. A student may request graduation under any catalog published following his enrollment, if the catalog is no more than six years old at the time of graduation. Students entering a certification program should check with the division head

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of their program; specific requirements in a new catalog may need to be met for certification purposes.

CLASS LEVEL A student’s class level is determined by the total number of credits earned from Wingate University, accepted transfer credit from other colleges/universities, and from credit-byexam sources approved by Wingate University. Students are classified as follows: First-Year Sophomore Junior

1-23 hours earned 24-56 hours earned 57-86 hours earned

Senior

87 or more hours earned

COURSE NUMBERS Course numbers have the following meanings: 100-199 200-299 300-499 500-799

Primarily for first-year students, but may be taken by all students Primarily for sophomores, but may be taken by all students Primarily for juniors and seniors Graduate and professional courses

Note: Courses numbered below 100 do not count toward meeting degree requirements.

COMMENCEMENT A student must complete a Commencement Application for the Office of the Registrar the semester prior to intended graduation. A student will have one opportunity to walk in Commencement. December and May completers are expected to be present at the December and May ceremonies to receive a diploma. If a student cannot participate, he/she should inform the Office of the Registrar at least 30 days before Commencement. Students who have not completed the Lyceum series are not eligible to participate in Commencement.

A student who will complete all required classes in August can participate in the May ceremony only if he/she: ● ● ● ●

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Has a minimum cumulative GPA of 2.0 Has a 2.0 GPA in the major Can meet all requirements for the degree by the August graduation date Can complete all classes at Wingate University (not off-campus with the exception of internships) o Students are expected to arrange and submit all requested information for the internship at least 45 days prior to the Commencement Ceremony in May Has registered and paid for all required classes prior to Commencement Has completed the Lyceum requirement Has a clear financial account with the Business Office Wingate University Academic Catalog 2019-2020

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COPYRIGHT POLICIES COPYRIGHT COMPLIANCE ●

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Copyright infringement is the act of reproducing, distributing, performing, publicly displaying or making into a derivative work anything that is copyright protected without the permission of the copyright owner or without legal authority (Title 17 United States Code Section 106 Copyright Act). In the peer-to peer filesharing context, unauthorized downloading or uploading substantial parts of a copyrighted work such as music, videos, books, games, software, or other files constitutes an infringement.

All users of the Wingate network are responsible for using electronic materials in accordance with copyright and licensing restrictions. Use of University resources resulting in the violation of copyright laws, including downloading or sharing copyright protected works, is strictly prohibited.

Copyright infringement, including unauthorized peer-to-peer file sharing, may subject you to civil and/or criminal liabilities, as well as personal sanctions imposed by the University.

In general, anyone found liable for civil copyright infringement may be ordered to pay either actual damages or statutory damages of not less than $750 and not more than $30,000 per work infringed. For “willful” infringement, a court may award up to $150,000 per work infringed (i.e. each song or movie illegally copied or distributed). A court can, in its discretion, also assess costs and attorneys’ fees.

For details, see Title 17 United States Code, Sections 504, 505.

Willful copyright infringement can also result in criminal penalties, including imprisonment of up to five years and fines of up to $250,000 per offense.

University sanctions for copyright violations can include suspension of user accounts, suspension of internet access and additional disciplinary sanctions for Honor Code violations as defined in the Student Handbook.

More information regarding copyright laws can be found at www.copyright.gov and www.copyright.gov/help/faq.

STUDENT RIGHTS AND COPYRIG HT A. Copyrights - All copyrights in scholarly books, articles and other publications, artistic, literary, film, tape, and musical works (literary and artistic works) are retained by the faculty, staff, and students who are the authors and are not deemed to be works for hire.

Literary and artistic works include texts that have been stored on computer media, but excludes computer programs or computer software or databases that are neither accessory to nor an electronic expression of a scholarly text. Copyrights in computer programs, code and software shall be treated as an invention under Section C., and the ownership of these copyrights shall follow the policy or ownership of the invention as a whole. Commercial use of the University’s name and/or other trademarks requires prior University approval.

B. Patent Policy on Technology and Literary and Artistic Works - It is the purpose of this policy to encourage, support and reward scientific research and scholarship, and to recognize the rights and interests of the creator, author, inventor, or innovator, the public, the sponsor, and the University.

The terms “inventions, discoveries, and other innovations” and “technology” include tangible or intangible inventions, in the patent sense, whether or not reduced to practice,

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and tangible research results whether or not patentable or copyrightable. These research results include, for example, computer programs, integrated circuit designs, industrial designs, databases, technical drawings, biogenic materials, and other technical creations.

Faculty members working with students on research projects must inform those students in advance of the terms of this policy and of any burdens of non-disclosure or confidentiality deemed necessary by the faculty member to protect resulting technology.

In general, technology created by employees, faculty, staff and students will become the property of the University, and the benefits accruing to the University derived from such inventions will be used to further the academic and research program of the University, subject to the laws of North Carolina. All rights in technology created by Wingate faculty, staff, or students without the use of 40 University facilities or funds administered by the University, but which fall within the inventor’s or creator’s scope of employment, are granted to the University, with income to be distributed in accordance with this policy, subject to the following two (2) exceptions, in which the University generally will assert no ownership rights or interests: 1. Technology assigned to an outside entity by a faculty member under a consulting agreement that is consistent with University policies, including conflict of interest policies, and that was disclosed in writing to the Provost in advance of the agreement by the faculty member. 2. Technology created pursuant to independent research or other outside activity that is consistent with University policies, including conflict of interest policies, and that was disclosed in writing to the Provost at the beginning phase of this research or activity. Acknowledgment in writing is to be obtained from the Provost.

C. Patents or Inventions - Any discovery or invention (1) resulting from research carried on by or under the direction of any employee of the University and having all or part of the cost thereof paid from University funds or from funds under the control of or administered by the University, or (2) which is made by any employee of the University as a direct result of his duties with the University, or (3) which has been developed in whole or in part by any employee, student, or other person through the utilization of University resources or facilities, belongs to the University, shall be assigned to the University (including all rights, title and interest in and to the discovery or invention), and shall be used and controlled in ways to produce the greatest benefit to the University and to the public and shall, at the same time, provide a corresponding benefit to the inventor.

A fund for the promotion of research may be established by the University. In it may be deposited all monies received by the University from financially profitable patents or inventions made by members of its faculty, staff, other employees, students, and others.

These monies shall be expended or invested as the President or Board of Trustees may direct and shall be used to further the research and educational activities of the University.

D. Procedures - A disclosure of any invention or discovery made by an employee or student of the University or resulting from research carried on under the direction of an employee or student in which the University may have an interest shall be submitted promptly by such inventor or discoverer to the division chair or Dean and the Provost or other designated administrative officer. Such officer shall append thereto a statement setting forth his or her opinion concerning the scientific, technical, and economic merit of such invention or discovery, the likelihood and desirability of obtaining a patent, and an estimate of the commercial possibilities of such a patent and transmit such statement to the individual responsible for inventions and discoveries.

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CREDIT BY EXAMINATION Students may earn a maximum of 30 hours toward the baccalaureate degree through an approved credit-by-examination source prior to enrollment. Upon receipt of official scores, the Registrar will award credit based upon guidelines established by the appropriate academic department depending upon the subject of the exam. In general, acceptable scores will fall in the following ranges: ●

generally, scores of 3, 4, or 5 (depending on the subject) on the Advanced Placement of the College Entrance Examination Board (AP) achievement tests scores of 5, 6, or 7 on the Higher Level Examinations of the International Baccalaureate (IB) scores of 50 or higher on subject exams of the College Level Examination Programs (CLEP) scores that rank the student at the minimum of the fiftieth percentile of the testing group on DANTES Subject Standardized Tests (DSST) passing exam scores for AICE subjects at the A or AS Level

● ● ● ●

DEPARTMENTAL EXAMINATION A student may challenge a Wingate University course for credit under the following guidelines: ● ● ●

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●

● ● ● ● ●

The student must be enrolled in the course before challenging for credit.

A student may earn no more than six hours of credit by departmental examination in any given semester.

A full-time student may request the opportunity to demonstrate proficiency any time before midterm. The student must secure permission from the professor who will administer the examination, from the department chair, from the School Dean, and from the Registrar. The necessary form may be secured from the Office of the Registrar. If proficiency is demonstrated in the first week of classes in any semester, the student will be permitted to enroll in another course.

In any course involving laboratory experience, credit by examination must be earned by separate examinations in the lecture and laboratory portions of the course.

Courses requiring proficiency in specific methods and/or techniques (performance groups, supervision, and/or observations in the field) are excluded from credit by examination.

Credit will not be given for a prerequisite to a course for which the student has already received credit.

The examination and its evaluation will be a collective decision of the departmental faculty.

When proficiency is demonstrated, credit by examination (CE) will be shown on the transcript, but no grade points will be awarded.

The acceptability for transfer to other colleges or universities of credit so earned is not guaranteed.

Part-time students must pay a $420 non-refundable fee to the Business Office before an examination is given. Additionally, if the student passes the examination, the student must pay to the Business Office one-half of the current

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per-semester-hour charge for the credit earned. Payment of all fees must be made to the Business Office before the recording of the grade on the student’s transcript.

CREDIT HOUR AND COURSE DELIVERY THE CARNEGIE UNIT is a unit of measurement used by secondary and post-secondary schools to assure uniformity and consistency in assigning credit for courses awarded by an institution. Thus, Wingate University uses this unit in defining a semester hour of credit as equivalent to a minimum of three hours of class per week for a 15-week semester. Courses are reported and recorded in semester hours with one semester hour covering between 650700 minutes. A three-hour course usually contains the equivalent of 2,100 minutes of instruction. The traditional three-hour course includes between 42-45 fifty-minute sessions or 27-29 seventy-five-minute sessions. One credit hour courses contain 14-15 fifty-minute sessions; two credit courses contain 28-30 fifty-minute sessions. The application of this definition requires that all engaged in the process continually adjust for the evolving differences in the methods of delivery, the nature and scope of material, the pedagogy, and the varying ways students commit to the process of education including the pace at which they learn. It is further assumed and expected that students in traditional courses will spend at a minimum an additional two hours of preparation for every hour of instruction.

CLINICALS AND LABS Courses with clinical, ensemble, or lab components have a different credit hour to contact hour ratio, than the 1:1 ratio described above. Typically, the ratio of credit hours to contact hours for these types of courses is 1:3; where 1 credit hour is equivalent to 3 hours of contact in the lab, studio, or clinical setting per week; however, this definition may vary by department/school. Each course with clinical, ensemble, or lab components will specify on the course syllabus the number of credit hours assigned to class (usual 1:1 credit to contact hour ratio) and the number of credit hours assigned to the experiential component, with the contact hours also specified. All proposals for new clinical/lab/ensemble courses coming forward for faculty approval will also have the credit hour to contact hour ratio (or number of contact hours) clearly specified.

NON-TRADITIONAL COURSES In non-traditional courses such as Directed Independent Studies and Online Courses, the University intends that student learning per credit is the equivalent of between 42 and 45 hours of coursework for the semester or term through activities that demonstrate student competency in the learning outcomes while observing appropriate standards and design practices.

If a hybrid or online class is also taught as a traditional class, then the non-traditional version of the class will be deemed to have the same number of semester hours as the traditional version of the class provided both versions require roughly the same work from the student and achieve the same objectives and outcomes regardless of the amount of faceto-face meeting time scheduled for the non-traditional version of the course.

The faculty is responsible for ensuring that the expected quantity of student learning relative to credit hours is achieved. The process for approving courses for credit is a multistepped one which includes the formal request for a new course in which the requirements, credit value, instructional materials, budgetary issues, method of delivery, and learning Wingate University Academic Catalog 2019-2020

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outcomes are identified. This initial process provides compelling evidence of the need for the course and how that course will expand the mission of the department specifically and the University in general. Requestors file through the appropriate Department Chair who subsequently submits the request to the department for approval. Once approved by the department, the proposal is forwarded to the University Academic Affairs committee for approval, and then finally to the University Faculty Assembly for final approval.

Undergraduate courses are categorized according to the following classifications: TRADITIONAL: Courses categorized as traditional should include at least two of the following methods: ● traditional instruction via face-to-face classroom meetings ● laboratory meetings, clinical experiences, practicums, and other instructorsupervised educational activities ● in-classroom tests, exams, student presentations, and/or discussions TECHNOLOGY-ENHANCEMENT: If a professor chooses to electronically enhance a traditional course, he or she is still expected to meet with students each scheduled class period. Electronic enhancement does not authorize professors to teach their course via a blended/hybrid or online platform. Enhancement allows for class continuance in cases of inclement weather, illness, professional development activities, or other circumstances.

If a faculty member wishes to change a traditional course to a hybrid format, the approval of the department chair is needed. If a faculty member wishes to change a traditional course to an online format, approval from the Academic Affairs committee and the Faculty Assembly is required.

HYBRID: A hybrid course consists of a combination of face-to-face and online educational instructional opportunities as designed by the instructor. Online educational instructional opportunities may include lecture, independent study, visual electronic interaction and other online communication. A course is hybrid when up to 49% of the instructional minutes are delivered via an electronic platform. In the event a hybrid course exceeds more than 49% of the minutes of instruction being offered online, the hybrid course will become an online course.

ONLINE: An online course utilizes online tools and resources to deliver 50% or more of class content, discussion, quizzes, exams, etc. The online course may have physical space and meeting times during testing or other examination periods. Any required face-to-face meetings will be specified in the syllabus.

DIRECTED STUDY In rare instances, it may be necessary for a student to take a catalog course on an individual basis. The dean and the faculty member must approve such a request. Approval is granted only under certain conditions: ● ●

The student must have a cumulative GPA of 2.00 A student will not be allowed to take a directed study course to repeat a course in which a grade of “D” or “F” was previously earned.

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FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT (FERPA) The Family Educational Rights and Privacy Act of 1974 (“FERPA”) regulates the use and disclosure of personal information in educational records and permits a student to know what material is maintained in those records. The University’s annual FERPA notification, which is available at https://www.wingate.edu/academics/the-registrar/ferpa sets forth in detail the University’s FERPA-related policies and procedures, including those related to student rights to inspect and review records and to the disclosure and release of student information.

GRADE APPEAL PROCEDURE A student who believes that his or her final grade in a course has been assigned incorrectly may appeal that grade through the following procedure. The process of appeal must be initiated by the student before midterm of the first regular semester following the semester or summer term for which the grade was awarded. ●

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The first level of appeal for a student who is dissatisfied with a grade he or she has received is to the professor who assigned the grade. In a direct, personal interview the student should explain the basis for his or her dissatisfaction and the professor should explain the basis for the grade. If the professor is no longer employed at Wingate University, the student may proceed directly to step 2.

If, after the interview described in step 1, a student is still dissatisfied with the grade assigned, that student should submit to the dean of the school or college a written statement containing the reasons for his or her dissatisfaction and the specific remedy he or she regards as fair and reasonable. The burden of proof is on the student to show that the grade awarded was arbitrary and capricious, irrational, made in bad faith, or contrary to constitution or statute. When, in the opinion of the dean, the student fails to show reasonable cause for further investigation, the dean may deny the appeal without further action. If the dean is the professor concerned, the appeal shall be taken to the Vice Provost for Student Engagement.

When, in the opinion of the dean, a student’s appeal raises reasonable doubt as to whether the grade was correctly assigned, the dean shall seek to mediate the dispute between the student and the professor. The process shall include several meetings: one between the student and the dean; one between the professor and the dean; and a final meeting with the dean, the student and the professor all in attendance. If the professor refuses to accept mediation or if the mediation effort is unsuccessful, the dean shall request that the case be submitted to the Academic Appeals committee of the faculty assembly for investigation. The Academic Appeals committee, upon receiving a grade appeal, shall carry out a thorough investigation in such manner as it may deem appropriate. The committee shall submit to the Vice Provost for Student Engagement its findings in the case, including its recommendations concerning the appropriateness of a grade change. If the committee recommends a change, it shall recommend the specific letter grade that should be awarded in the case. Upon recommendation of the Academic Appeals committee, the Vice Provost for Student Engagement shall have the authority to change the grade on the student’s permanent academic record. The decision of the Vice Provost for Student Engagement shall be final. The Vice Provost for Student

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Engagement will inform the student, the dean, and the professor involved of the result of the grade appeal.

If the grade appeal involves a charge of unethical conduct, the student shall submit the appeal directly to the Vice Provost for Student Engagement. If the Vice Provost for Student Engagement finds insufficient evidence to support a charge of unethical conduct, the student may still appeal the grade following the procedures described above. If the Vice Provost for Student Engagement finds that the conduct of the faculty member was unethical and that the conduct affected the student’s grade, the Vice Provost for Student Engagement shall take such steps as he or she may deem appropriate to determine an accurate and fair final grade for the course. The Vice Provost for Student Engagement shall have the authority to change the grade on the student’s permanent academic record to conform to this determination.

GRADE POINT AVERAGE (GPA) The student’s GPA is calculated by dividing the quality points received by the number of hours attempted. The grade of “A” carries four quality points per credit hour, a “B” three, a “C” two, and a “D” one quality point.

A course in which credit is given on a pass/fail basis is not used in the calculation of the GPA if a grade of “P” is earned. The grade of “F” on a P/F course is used in the GPA calculation. An average grade of “C” on all hours attempted is required for graduation.

GRADE KEY Students are evaluated continually during the semester and grades are assigned at the conclusion of the course. Final examinations are given on work covered during the entire semester. The following grading symbols are recorded: A Excellent B Above average C Average D Passing F Failure P Pass (for courses offered on P/F basis) I Incomplete CR Credit CE Credit by Examination NG No Grade (Science lab grade is factored into lecture grade.)

PF Proficiency Credit (not for credit hour) W Withdrawal R Indicates the course has been repeated; the letter grade to the right of the “R” is the new grade that replaces the previous grade (see repeat course policy) NOTE: Minus (-) or plus (+) signs may be attached to each grade of “A”, “B”, “C”, and “D”, but this does not affect the quality points assigned for those grades.

GRADE REPORTS Reports of progress are kept by the University on all students. Updated grade reports are available online via WinLINK one week after exams have ended.

MID-SEMESTER GRADE REPORTS

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Progress reports indicating courses on which the student is earning less than a “C” will be issued at the middle of the semester to first-year and sophomore students. These do not become a part of the permanent transcript.

GRADUATION REQUIREMENTS To receive a Bachelor’s degree from Wingate University, a student must: ● ● ● ● ● ● ●

Complete 125 semester hours of coursework Complete the requirements of the core curriculum including the Lyceum Series Complete a major course of studies Complete at least 40 semester hours numbered 300 or above* Maintain a 2.00 cumulative GPA (grade point average) on all university-level work and a 2.00 cumulative GPA in each major** Complete the last 30 hours of course work before graduation at Wingate University File a graduation application with the Registrar

*(except in the biology major, which requires a minimum of 34 semester hours in courses numbered 300 or above) **(Some majors like Exercise Science (2.5), Athletic Training (2.75) and Education (2.7) require higher minimum GPA standards.)

HONOR CODE Membership in the Wingate University community is a privilege conferred by reason of demonstrated merit and sustained by a continuing commitment to high standards of performance and conduct. The University expects that all members of the community will voluntarily conduct themselves in a manner reflecting respect for all other members of the community. It is the responsibility of all Wingate University faculty, staff, and students to report any suspected violators of the Honor Code.

The Honor Code states that: ● ●

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Wingate University students do not lie, cheat, steal, or plagiarize, nor do they tolerate in their company the presence of one who does.

Wingate University students conduct themselves at all times in a manner that is conducive to the maintenance of a strong, positive environment for study and learning.

Wingate University students obey the rules and regulations of the University as outlined in the online Student Handbook.

INCOMPLETES (GRADES OF “I”) A student may petition a faculty member for an extended amount of time to complete a course in which the student is regularly enrolled. The following circumstances apply: ●

The student must demonstrate that extenuating circumstances exist that prevent completion of the course(s) according to the University calendar. In this case, the Wingate University Academic Catalog 2019-2020

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● ● ● ●

faculty member may assign a grade of “I” showing that some requirement of the course is not yet complete.

It is the student’s responsibility to initiate steps with the professor to change this grade.

Until the grade of “I” is removed it will be averaged as an “F” on the student transcript.

A grade of “I” which has not been completed within 30 calendar days of the next regular semester will automatically become an “F.” A faculty member may submit a written request on behalf of the student to the School Dean and Registrar’s Office to extend the deadline. When doing so, the faculty member will impose a new deadline.

INDEPENDENT STUDY Independent study involves an arrangement between a student and a professor approved by the student’s advisor for exploration of a particular subject or topic. The arrangement is normally initiated by the student who has in mind specific goals.

Each independent study arrangement must be approved 30 days before the onset of the study itself. Ordinarily, a student may enroll in only one three-hour independent study each semester. A 2.00 cumulative GPA is required for all students engaging in independent studies.

Students whose baccalaureate plan includes more than nine hours of independent study and more than 12 hours in an internship, practicum, etc., must submit an outline of their baccalaureate program to the Academic Affairs Committee for approval.

Independent studies should be completed by the end of the semester of enrollment.

Incompletes are to be given only for medical and extenuating circumstances Completion deadlines must be rigidly maintained.

INTERNSHIPS AND PRACTICUMS Baccalaureate programs at Wingate University may include practical experience as a major constituent. Plans for internships and practicums should be made with both academic competency and career plans in mind. The experience should integrate various elements of the student’s academic program. This determination will be made by the student, the advisor, the appropriate department. To receive credit for an internship or practicum, the student must: ● ●

Submit a completed Internship Learning Contract to the Office of the Registrar at least 30 days before the beginning of the experience Have a minimum cumulative 2.00 GPA

Some internship organizations (especially healthcare facilities and educational organizations) require that Wingate University sign an Affiliation Agreement. These agreements must be reviewed by a senior leader at Wingate. In most cases, it will take at least 3-4 weeks for such an agreement to be finalized, so students should plan their internships in advance of the semester in which they plan to intern. Also, some of these

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agreements require background checks and/or drug screens. The cost of these items is the responsibility of the student.

Internships abroad have additional requirements for both domestic and international students, as outlined in the below chart. In addition to the signatures on the Internship Learning Contract, the following approvals are required for the following students Domestic Student (not studying on F-1 Visa) Type of Internship

Approval

Internship in USA

Office of Career Development

Internship Abroad

Office of Career Development and Office of International Programs Special note: Use Wingate University approved partner for setting up an internship. The Office of International Programs has information on these partners.

International Student (studying at Wingate on F-1 Visa) Type of Internship

Approval

Internship in USA

Office of Career Development and Office of International Program

Internship Abroad (in home country)

Office of Career Development and Office of International Programs

Internship Abroad (in country other than home country)

Office of Career Development and Office of International Programs Special note: Use Wingate University approved partner for setting up an internship. The Office of International Programs has information on these partners.

MAJOR DECLARATIONS AND CHANGES Students interested in declaring or changing majors can do so by completing a Change Major form at https://www.wingate.edu/mygate/students and will be reassigned a faculty advisor in the new major. Students should be aware that changing their major could result in extending the time to degree completion beyond 4 years. Academic advisors are available in the Academic Resource Center (2nd floor of Ethel K. Smith Library) to discuss degree programs and completion.

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ADULT BACHELOR’S DEGREE PROGRAM DECLARATION OR CHANGE

MAJOR

Students interested in declaring or changing majors can do so by contacting the Director of the Adult Bachelor’s Degree Program. Students are required to complete a change of major form. Students should be aware that changing their major could result in extending the time to degree completion.

MEDIA RELEASE Wingate University regularly uses photographs and voice interviews of students for internal and external promotion and/or informational purposes. Students should understand that the photographs and videos may be published on the Internet, in various print media or on television/radio at the sole discretion of Wingate University. By participating, students waive any and all present or future compensation rights to the use of promotional and informational materials. If you desire not to be photographed, interviewed or have material in your likeness published, please contact the Office of Marketing and Communications.

ONLINE CLASS ATTENDANCE Regular attendance in online courses is expected throughout the length of the term.

Students who do not submit any academic assignment (such as a course requirements checklist, a quiz, an exam, written paper or project, discussion board post, or other academic activity) the first week of the class will be dropped from the course. Students who desire to re-engage in the class need to contact the instructor to provide evidence of an excused absence and to find out if it is possible to make up missed work. A student who requests and is added back to an online class will be considered as completing an academic activity. It is the student’s responsibility to make up all missed work.

OVERLOAD Five courses (15-16 hours) are considered a customary course-load for a traditional undergraduate student, and 12 credit hours or four courses is considered a customary course load for an undergraduate student in the Adult Bachelor Degree program. A student may choose to take up to 19 credit hours. Permission to take more than 19 must be obtained from the student’s advisor and Department Chair (or Dean). This permission is not given to students with less than a 2.50 cumulative and semester GPA for the semester prior to the overload semester. Students on probation or reinstated on probation are not eligible to take overloads. Overloads will be approved based on the below GPA scale: Term and Cumulative GPA 3.5 or greater 3.0 to 3.499 2.5 to 2.999

Maximum Number of Credits 22 21 20

Students may appeal to the Academic Appeals Committee for exceptional cases.

The charge for hours over 19 credit hours is $1,175 per credit hour. Traditional undergraduate students pay the charge. Degree completion undergraduate students pay $395 per credit hour.

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REGISTRATION AND SCHEDULE CHANGES A student registers for courses in consultation with his/her academic advisor. Each student should make an appointment with the advisor during the registration period, the dates of which are published in the academic calendar.

DROP/ADD During the first four days of a regular semester, a student may drop and/or add courses to his or her schedule in consultation with the academic advisor. A course that is dropped during the drop/add period is entirely deleted from the student’s record. It is the student’s responsibility to make up all assignments missed prior to adding a course.

WITHDRAWAL FROM A COURSE After the drop/add period, a student can no longer add a course to his/her schedule. A student can, however, withdraw from a course (until the deadline) and receive a grade of “W”, which carries no academic penalty. The student must initiate this process with the academic advisor. After obtaining both the advisor’s signature and the signature of the appropriate professor, the student must take the withdrawal form to the Office of the Registrar. A student will not be considered withdrawn from a course and given a grade of “W” until the Registrar has processed the withdrawal form. A student may withdraw from a course up to the deadline stated in the University calendar to receive a “W” on the academic record. Refunds will not be given for classes once the drop/add period closes. This includes dropping below 12 semester hours or decreasing an overload of semester hours.

REPEAT COURSE POLICY A student may repeat a course that was previously completed. Only the last grade earned is used in the calculation of the GPA. All grades are shown on the transcript. A course may be repeated twice under this policy. This applies only to courses taken and repeated at Wingate University. All grades are included in the calculation of the GPA for honors at graduation. The student is responsible for informing the Office of the Registrar any time a Wingate University course is repeated.

A student may not repeat a course that is a prerequisite for a course for which credit has already been earned.

A student may repeat a course under the repeat policy a maximum of two times.

Retaking a course more than twice will not remove the last grade from the GPA. A student may not transfer in a course from another institution to count as a repeat of credit already taken at Wingate University.

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STUDENT STATUS (FU LL/PART-TIME) A student who is enrolled in 12 semester hours or more is considered a full-time student.

A student who is enrolled for less than 12 semester hours is considered a part-time student.

SUMMER SESSIONS Wingate University offers two month-long summer sessions in June and July. During the June and July summer sessions, a student may complete up to seven credit hours per session. No tuition refunds are made during summer enrollment once classes have begun.

Students may withdraw from summer school up to the announced deadline without an academic penalty.

The same high standards of the University are maintained, with regular faculty members serving as professors. Living accommodations and dining and recreation facilities are available (contact the Office of Campus Life for more information).

Housing is available to students interested in participating in an internship locally over the summer. Internships begin in June and finish the first week of August and must be credit-bearing. As a part of this program, on-campus housing is provided for a modest fee in addition to the cost of credit hours. To participate in this program students must be approved by the Office of Residence Life and Involvement and the Office of Career Development.

TRANSIENT STUDY (PERMISSION TO TAKE COURSES AT ANOTHER INSTITUTION) Wingate students who wish to take a course or courses at another institution during the summer and transfer that credit to Wingate must obtain permission from the Office of the Registrar before taking the course. Likewise, permission must be obtained before enrolling for credit-by-exam. A student must have a cumulative 2.00 GPA to obtain permission to transfer non-Wingate credit back to Wingate University. According to degree requirements, the last 30 hours must be taken in residence at Wingate University. Courses taken at community colleges and other two-year schools are 100/200 level and may not be considered equivalent to Wingate’s 300/400 level courses.

While transfer credits of grade “C” or higher are accepted from other institutions, course work taken at other institutions does not raise a Wingate student’s cumulative GPA. Coursework from other institutions will be considered in determining graduation honors designations, although cannot raise the Wingate average.

Second Language requirements: Students may receive credits for second language courses which the student has approved at another college or university, even if the language is not taught at Wingate University, under the following conditions: ●

The courses are completed with a grade of “C” or better.

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● ●

The courses are not continuing education courses The courses are offered by an accredited higher education program, college, or university

CO-REGISTRATION During pre-registration and registration for the fall and spring semesters, full-time undergraduate students will be allowed to co-register at area institutions provided that Wingate University does not offer the selected courses during the same semester. This registration process is initiated in the Office of the Registrar and requires the approval of the department chair or program coordinator. All students who are approved for transient study during the semester must be enrolled for a minimum of 12 credit hours at Wingate and will not be allowed to co-register elsewhere for more than six credit hours. . An overload analysis will be made on the total number of semester credit hours taken at Wingate University added to the total number of semester credit hours taken simultaneously as transient study. Students taking credits above the 19 hours will be charged an overload fee of $1,175 per credit hour.

TRANSCRIPTS The official academic record for each student is maintained in the Office of the Registrar.

A student has access to the official record during normal office hours.

A student may receive copies of the official transcript by making a request through the National Student Clearinghouse for an electronic transcript or by making a written request by signing a release form in the Office of the Registrar. Unofficial transcripts can be printed by the student using the web-based student information system.

Transcripts will not be released if the student’s account with the University is delinquent.

WITHDRAWAL FROM THE UNIVERSITY TEMPORARY LEAVE OF ABSENCE (TLA) Wingate University recognizes that situations may arise when a student may want to voluntarily interrupt his or her academic studies. The University is committed to handling reasonable requests for leaves in a responsible manner. A Temporary Leave of Absence (TLA) provides students the opportunity to leave during a semester, or, to take up to two semesters away without having to reapply to the University. The TLA is not designed for individual courses. The TLA allows the student eligibility to register for the upcoming semester’s courses during the designated time for his or her class. Students on a TLA are considered to be matriculating students and still enrolled. Students who do not return to Wingate University by the established deadline will automatically be converted to an unenrolled status into the next semester.

To be granted a Temporary Leave of Absence, a student (or immediate family member) must submit a TLA form to the Office of Student Success. Office of Student Success will recommend to the Dean of Academic Support Programs whether a temporary leave of absence is appropriate. Students must be in good academic and social standing with the University to be eligible to participate in this program. Those on academic suspension or community standards probation may not be eligible. Additionally, a student may not request more than two TLA’s in an academic career without permission for special Wingate University Academic Catalog 2019-2020

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circumstances from the Dean of Academic Support Programs, or a designee. If a TLA is initiated and approved within a semester, the student will receive “W’s”. All information must be received prior to the first day of exams in order to be considered.

A temporary leave of absence provides the student with the right to return to the University (in the semester following the leave of absence) without re-application. The student will be allowed to register for University courses at the time designated for his or her class (i.e., junior, senior, etc.) after approved for re-entry to the University by the Office of Student Success. Students who are granted a temporary leave of absence are subject to all University refund/repayment policies. Questions about Title IV student loan deferment while on a temporary leave of absence should be addressed to the Office of Financial Planning.

MEDICAL LEAVE AND/OR LEAVE DUE TO MENTAL HEALTH CRISIS Medical leave is an option available to students who, for physical or psychological reasons, are unable to continue at the university. Appropriate medical and/or mental health evaluation is a required part of this process. To be granted a medical leave or withdrawal, a student (or immediate family member) must submit a request with supporting documentation to the Office of Student Success. The Office of Student Success will recommend to the Dean of Academic Support Programs whether a medical leave of absence or withdrawal is appropriate. In certain cases, the university may initiate a medical leave, where medical or mental health practitioners or physicians recommend that it is not in the student’s or the community’s best interest for the student to continue at the university.

Such leaves are reviewed and approved by the Dean of Academic Support Programs in consultation with the Wingate University Behavioral Intervention Team.

A student who wishes to apply for return to campus after a medical leave of absence, including following a mental health crisis, must provide documentation pertaining to evaluation and/or treatment from a qualified healthcare professional and demonstrate successful engagement in productive activities while on medical leave. The Wingate University Behavioral Intervention Team will convene to evaluate the documentation and any other additional information provided by the student to substantiate their return to campus. The team will then determine whether the student may return to Wingate University, with or without any accommodations, or whether the medical leave should be extended.

INVOLUNTARY A student may forfeit academic responsibility during a semester by:

● persistent failure to complete classroom assignments; ● habitual class absence; and/or ● disruption and disturbance of fellow students.

In such cases, the student may be required to withdraw from the University. The Dean of Campus Life, Academic Support Programs, or Academic Enrichment will investigate cases of forfeiture of academic responsibility. A determination will be made as to whether withdrawal is appropriate after meeting with the student. Appeals of involuntary withdrawals may be made to the Vice Provost for Student Engagement within 48 hours of notification of the withdrawal action. The decision of the Vice Provost for Student Engagement will be final.

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VOLUNTARY Any student voluntarily leaving the University before the close of the term must withdraw officially. The student initiates the withdrawal procedure with the Registrar’s Office. The withdrawal form must be signed by representatives from Residence Life, Athletic Compliance, Financial Planning, and the Business Office. The withdrawal process is completed at the Business Office.

The deadline for withdrawal is stated in the University calendar. A student who withdraws by the deadline and has settled all accounts with the University will receive grades of “W” for the semester. A student who withdraws after the deadline will receive grades of “F” for the semester.

In cases where extenuating circumstances warrant it, a student may receive grades of “W” from the University after the deadline has passed. The student who wishes to make this appeal should submit a letter and any other supporting documentation to the Vice Provost for Student Engagement detailing the reason(s) for the request. If the appeal is accepted, the Registrar will change the semester grades from “F”s to “W”s. Appeals will only be considered for those students who complete the appeal process before the first day of the final exam period of the semester of voluntary withdrawal. Students who have questions about withdrawing or would like to begin the withdrawal process should contact the Registrar’s Office.

ADULT BACHELOR’S DEGREE PROGRAM TLA OR WITHDRAWAL All Temporary Leaves of Absences or Withdrawals are initiated with the Director of the Adult Bachelor’s Degree program first before following the above outlined procedures and policies.

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DESCRIPTION OF UNDERGRADUATE COURSES ACCOUNTING (ACCT) Accounting 253. Principles of Financial Accounting Accounting as an information development and communication function that supports business decision making. Overview of the accounting cycle; impact of decisions on the financial statements, and introduction to financial reporting including preparation and analysis of financial statements.

Prerequisite: Sophomore standing/consent of professor.

Credit: 3 hours (recommended Fall) Accounting 254. Principles of Managerial Accounting Use of accounting information in management planning, controlling, evaluating, and decision making. Specific topics include cost classification, behavior, allocation and accumulation; planning and control systems; budgeting; cost/volume/profit analysis; relevant costs; and responsibility accounting.

Prerequisite: Accounting 253 Credit: 3 hours (recommended Spring) Accounting 313. Intermediate Accounting I Overview of financial accounting and accounting standards. Specific topics include: conceptual framework of accounting, overview of accounting information systems, balance sheet, income statement, retained earnings statement, statement of cash flows, time-value of money, cash and receivables, inventories, and basic financial statement analysis.

Includes an interactive financial accounting lab covering the mechanics of the accounting cycle and preparation of financial statements.

Prerequisite: Accounting 253 with a “C-” or better Credit: 3 hours (Fall) Accounting 314. Intermediate Accounting II Continuation of Accounting 313. In-depth study of the accounting for property, plant and equipment, intangible assets, liabilities, stockholders’ equity, dilutive securities and earnings per share, investments, revenue recognition, and financial statement disclosures.

Prerequisite: Accounting 313 Credit: 3 hours (Spring) Accounting 325. Cost Accounting Review of cost terminology and behaviors. In depth study of overhead rates and allocations, budgeting including flexible and cash budgets, and absorption/variable costing. Topics covered include job order, process, and standard costing including variance, break-even and relevant cost analyses, responsibility accounting, performance measurement, and other emerging cost/management practices/topics.

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Credit: 3 hours (Spring) Accounting 330. Accounting Information Systems Study of the design, implementation, and monitoring of accounting information systems.

Topics include accounting system development, design, and documentation; computer fraud; internal controls; and accounting cycles.

Prerequisite: Computer Science 110 and Accounting 253 Credit: 3 hours. (Fall) Accounting 411. Special Topics in Accounting Special topics relating to financial accounting, managerial accounting, auditing, or income tax. May be taken at the junior or senior level and up to three times as topics will vary.

Prerequisite: Consent of professor Credit: 3 hours Accounting 421. Advanced Accounting Topics and Financial Statement Analysis Financial statements and financial accounting from a user’s perspective. Introduction to selected advanced accounting topics such as fair value accounting while focusing on financial statement reading and analysis. Business valuation concepts are central to the analysis and spreadsheet modeling is used throughout the course.

Prerequisite: Accounting 313 or consent of professor Credit: 3 hours (Fall) Accounting 427. Federal Income Tax I An introduction to federal income taxation of individuals and business entities from a planning perspective. Tax concepts related to common individual and business decisions are emphasized.

Prerequisite: Accounting 253 Credit: 3 hours (Spring) Accounting 431. Auditing Auditing theory and practice. Topics include reports of financial statements; auditing concepts; risk assessment, materiality, and evidential matters; planning the audit and understanding internal controls; auditing business cycles; fraud; test of controls; substantive tests; evaluating audit documentation; and completing the audit.

Prerequisite: Accounting 314 or consent of professor Credit: 3 hours (Spring) Accounting 497. Exit Examination Required of majors in the last semester before graduation. Graded on P/F basis.

Credit: 0 hours Accounting 498. Independent Study Requires consent by the Dean of the School of Business. Must be approved and supervised by a faculty member.

Credit: 3 hours Accounting 499. Internship Internship in accounting. Requires consent of the Dean of the School of Business. Must be approved and supervised by a faculty member.

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Credit: 3/6 hours

AMERICAN SIGN LANGUAGE (ASL) American Sign Language 101. Elementary American Sign Language I The first elementary course in the two-semester course sequence for American Sign Language. The sequence satisfies the University’s second language requirement for B.S. degree programs. ASL is taught using a communicative approach with the majority of class time spent using the language to develop the necessary skills to communicate effectively at an elementary level. Study of deaf culture plays an integral role.

Credit: 3 hours American Sign Language 102. Elementary American Sign Language II The second elementary course in the two-semester course sequence for American Sign Language. The sequence satisfies the University’s second language requirement for B.S. degree programs. ASL is taught using a communicative approach with the majority of class time spent using the language to develop the necessary skills to communicate effectively at an elementary level. Study of deaf culture plays an integral role.

Credit: 3 hours American Sign Language 201. Intermediate American Sign Language I Reinforcement and progressive oral and expressive/receptive skills and practice of American Sign Language through discussions of contemporary issues pertinent to students’ lives. Application of ideas and issues studied through guided and unguided compositions.

Credit: 3 hours American Sign Language 202. Intermediate American Sign Language II This course continues to build on an extensive vocabulary and usage focus, as used to communicate on formal and informal registers. It compares and contrasts American mainstream and the world of deaf culture, including nuisances and sociological behaviors.

There will be practice telling and analyzing short stories. It provides reinforcement and progressive oral and expressive/receptive skills and practice of American Sign Language through discussions of contemporary issues pertinent to students’ lives. Application of ideas and issues will be studied through guided and unguided compositions.

Credit: 3 hours

ART (ART) Art 103. Art Appreciation Lecture introduction to the visual arts, covering visual elements, principles of design, traditional arts, crafts, and historical survey of art. Includes limited hands-on experience with selected art media.

Offered in the Adult Bachelor's Degree Program only.

Credit: 3 hours Art 105. Drawing Fundamentals Introduction to drawing media and techniques with an emphasis on drawing as a process of intense visual observation. Elements of line, value, scale, proportion and composition studied and practiced.

Credit: 4 hours

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Art 108. Studio Art for Non-Majors-2D Introduction to elements and principles of two-dimensional design. Projects will explore the elements of line, shape, value, texture, color and methods of organizing elements into a unified composition. A variety of media will be used.

Credit: 2 hours Art 109. Studio Art for Non-Majors- Clay Introduction to basic hand building techniques with clay. Students practice and become familiar with the ceramic techniques of Native Americans as well as the ancient civilizations of Europe and Asia. Projects encourage thinking individually and creatively about pottery making.

Credit: 2 hours Art 110. Focus on Visual Arts Introduction to the visual arts, including creative processes in both two and three dimensional media. Students will also gain an appreciation of the role art plays in their lives, and its importance to societies past and present. Lecture format.

Credit: 2 hours Art 115. Basic Photographic Techniques Fundamentals of making better photographs. Practical experience includes photographic principles, camera operation, camera handling techniques, and composition. Students will explore creative approaches to their own personal photography through a series of projects under the professor’s guidance. A digital point-and-shoot camera is required. More advanced cameras also qualify. No darkroom work.

Credit: 2 hours Art 202. Painting Exploration of materials, techniques, and problems of painting using either oil or acrylic media. Emphasis on representational subject matter including still life and landscape.

Prerequisite: Art 111 or Art 105 Credit: 4 hours (Fall) Art 203. Ceramics Exploration of hand building with clay. This class explores the creative possibilities of using stoneware clay and working at the studio table, to design a number of interesting projects.

A variety of techniques such as slab work, pinch pot and coil pot methods are part of the syllabus. Wheel throwing concepts introduced. Glaze experimentation make final projects unique.

Prerequisite: Art 112 Credit: 4 hours Art 206. Watercolor Exploration of uses and techniques of watercolor painting. Exercises using wash, wet-inwet, color overlay, and special effects. Painting projects will range from figurative to abstract compositions. Portfolio of watercolor compositions required.

Prerequisite: Art 111 or Art 105 Credit: 2 hours (Spring) Course is repeatable for credit up to 6 hours Art 207. Surface Design: Dyes & Pigments

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Fundamentals of surface design through the use of direct and immersion dyes, batik, stamping and stenciling tools, marbling, and shibori. Experimentation with dyes and pigments on natural fibers.

Prerequisite: Art 108 or Art 111 Credit: 2 hours (Fall) Course is repeatable for credit up to 6 hours Art 214. Jewelry Introduction to basic jewelry design and fabrication. Students learn to use silver and stone in a variety of designs and processes. A study of jewelry making techniques will be covered.

Prerequisite: Art 108 or Art 112 Credit: 4 hours (Spring) Art 215. Sculpture Exploration of sculptural processes, emphasizing integration of ideas, materials and techniques. Projects include additive and subtractive methods as well as assembling using clay, stone, metal and wood.

Prerequisite: Art 112 Credit: 4 hours (Fall) Art 225. Photography: Process and Practice Exploration of photographic theory, techniques and equipment. Emphasizes the use of the 35 millimeter camera as a creative and expressive tool. Studio work includes darkroom experience in developing and printing black and white film. Student must have 35mm manually adjustable camera. Some cameras are available for loan via application to professor.

Credit: 4 hours Art 230. Graphics/Digital Design Introduction to the use of the computer as a tool for fine and graphic arts applications.

Computer design concepts, terminology and processes explored. Foundations of Adobe Photoshop practiced to compose, edit and retouch images. Visual problem solving in combining image and type.

Prerequisite: Art 108 or portfolio showing previous experience in graphic art Credit: 4 hours Art 302. Advanced Painting Advanced study of painting techniques in oils or acrylics. Emphasis on individual and creative approaches to medium, composition, subject matter and personal expression.

Thematic painting series required.

Prerequisite: Art 202 Credit: 2 hours, (Spring, odd years) Course is repeatable for credit up to 6 hours.

Art 303. Ceramics: Wheel Exploration of potter’s wheel techniques. Wheel throwing fundamentals such as: Centering, making handles, making lids, and plates are practiced. Glaze application and the mixing of glaze ingredients learned. Firing kilns give students the opportunity to know the total process of making pottery from start to finish.

Prerequisite: Art 203 Credit: 2 hours Course is repeatable for credit up to 6 hours.

Art 305. Advanced Drawing

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Advanced study of drawing techniques using pastels, oil pastels, charcoal, conte crayon and graphite. Emphasis on individual expression, large scale drawing and experimental approaches to subject matter.

Prerequisite: Art 105 Credit: 2 hours (Spring, even years) Course is repeatable for credit up to 6 hours.

Art 308. Figure Drawing Drawing from a figure model, focusing on both anatomy and facial structures. Work in dry media in a variety of techniques including gesture and contour drawing.

Prerequisite: Art 105 Credit: 2 hours (Fall) Course is repeatable for credit up to 6 hours.

Art 309. Mixed Media Exploration of mixed media techniques with an emphasis on development of individual creative process and expression. Students work with a combination of papermaking, drawing, painting, wood, and collage. Both representational and non-objective subject matter encouraged.

Prerequisite: Art 105 & Art 202 or Art 215 Credit:2 hours, (Fall, odd years) Course is repeatable for credit up to 6 hours Art 314. Advanced Jewelry Advanced exploration of jewelry making techniques. Emphasis on development of personal expression and integrated design concepts.

Prerequisite: Art 214 Credit: 2 hours (Spring) Course is repeatable for credit up to 6 hours.

Art 315. Advanced Sculpture Advanced explorations of sculpture technique focusing on one major sculptural method.

Emphasis on craftsmanship and development of personal expression.

Prerequisite: Art 215 Credit: 2 hours (Fall, odd years) Course is repeatable for credit up to 6 hours.

Art 326. Digital Photography Advanced photographic work emphasizing the use of digital technologies in the photographic process. Includes aspects of digital capture, editing, and output, using Photoshop techniques in the production of finished images for creative and commercial purposes. Studio course. Students provide 6 MP digital camera. For exceptions to prerequisites, consult with professor.

Prerequisite: Art 225 and Art 230.

Credit: 4 hours (Spring) Art 331. Logos & Letterforms A digital studio course in the study of logos, letterforms and typographic concepts as elements of graphic communication. Design processes practiced to develop vector graphic logos and symbols using Adobe Illustrator.

Prerequisite: Art 230 Credit 2 hours (Fall, even years) Course is repeatable for credit up to 6 hours.

Art 332. Page Design Page design concepts explored for the creation of single and multiple page graphic documents. Integration of type, images and other design elements practiced. Computer

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skills in industry standard Adobe InDesign will be developed. Professional file preparation procedures for print and web practiced.

Prerequisite: Art 230 Credit: 2 hours (Fall, odd years) Course is repeatable for credit up to 6 hours.

Art 340. Intaglio Printmaking Exploration of intaglio printmaking processes including etching, aquatint and engraving on zinc plates. Image development and printing of small editions required.

Prerequisite: Art 105 & Art 111 Credit: 2 hours (Fall) Course is repeatable for credit up to 6 hours.

Art 341. Relief Printmaking Exploration of relief printmaking processes including linoleum cuts, wood cuts and monoprints. Image development and printing of small editions required.

Prerequisite: Art 105 & Art 111 Credit: 2 hours (Fall) Course is repeatable for credit up to 6 hours.

Art 370. Art Internship A program of work/study, academic and/or studio, off campus at an established art facility or professional artist’s studio. Choices will include area museums, galleries, photography studios, graphic design establishments, fashion design, interior design business, etc. The internship will be tailored to area of specialization of each individual student.

Credit: Variable Course is repeatable for credit up to 12 hours.

Art 404. The Creative Process-Research Methods for Artists Research methods appropriate to the development of individual visual expression explored.

Topics include idea generation, sketchbook explorations, media research, and practice with collecting, processing & filtering content.

Credit: 2 hours (Spring) Art 450. Senior Exhibit Research, preparation, presentation, and documentation of senior portfolio exhibition.

Demonstration of professional approach and display of selected theme. For art and art/education majors only. Capstone course.

Credit: 4 hours Art 470. Independent Study Specialized research or studio work selected by student with approval and supervision by art faculty member.

Credit: 1-4 hours Art 491. Special Topics in Studio Art Variable course designed to offer students experiences with art media & techniques which are outside of established curriculum. Specific course description to be announced as course is offered.

Credit: 2 hours Repeatable with different topics Art 492. Special Topics in Art History Variable course designed to offer students advanced art history topics outside of established curriculum.

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Credit: 2 hours Repeatable with different topics

ATHLETIC TRAINING (AT) Athletic Training 220. General Medical Conditions and Evaluation This course is designed to present information on various general medical diseases and conditions the athletic trainer will confront. Illness/condition recognition, assessment, differential diagnosis, referral and treatment in different patient populations will be discussed.

Credit: 3 hours Athletic Training 230. Athletic Training Practicum I Athletic training skill development in the areas of risk management, injury prevention, taping and padding, acute care of injury and illness, and general medical conditions and disabilities. Includes a minimum of 100 clinical observation hours under the direct supervision of a certified athletic trainer or licensed healthcare professional.

Prerequisite: Admission to the athletic training program Credit: 2 hours (Fall) Athletic Training 235. Athletic Training Practicum II Advancement of athletic training skills and techniques included in Athletic Training 230.

Includes a minimum of 100 clinical observation hours under the direct supervision of a certified athletic trainer or licensed healthcare professional.

Prerequisite: Athletic Training 230 Credit: 2 hours (Spring) Athletic Training 255. Applied Nutrition (EXSC255) Basic concepts of nutrition including meal balancing, food grouping, and weight gain/loss coupled with the relationship between nutrition and the human physiological processes.

Prerequisite: Exercise Science 101/Health and Physical Education 201/Admission to Athletic Training program Credit: 3 hours (Spring) Athletic Training 305. Care and Prevention of Athletic Injuries General introduction to athletic training. Exposure of the student to the recognition of athletic injuries/illnesses and their care and the prevention of future injuries/illnesses.

Credit: 3 hours (Fall) Athletic Training 310. Exercise Physiology (EXSC310) Study of the physiological effects of exercise on the human body; includes instruction in designing and implementing exercise and conditioning techniques as well as the study of all human biologic systems and how they are influenced/altered by exercise and movement.

Three hours lecture and three hours lab.

Prerequisite: Exercise Science 312/Biology 311 with at least a “C-�

Credit: 4 hours (Spring) Athletic Training 315. Anatomical Kinesiology (EXSC315)

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Study of the human body; specifically the musculoskeletal system will be studied in great depth. Students will learn the basic principles of the body in motion in terms of muscles and joints and will apply the knowledge gained to improve performance in motor skills.

Prerequisite: Exercise Science 312/Biology 311 with at least a “C-�

Credit: 3 hours (Spring) Athletic Training 320. Rehabilitation Techniques in Athletic Training Post-injury and post-operative rehabilitation techniques. Study and application of conditioning techniques involved in returning athletes from a post-injury phase to normal athletic activity.

Prerequisite: Athletic Training 315 Credit: 4 hours (Fall) Athletic Training 326. Therapeutic Modalities Clinical treatment of athletic injuries. Practical use of therapeutic modalities and rehabilitation equipment used in the treatment of athletic injuries. A study of the physiological effects, indications and contraindications of each form of treatment.

Prerequisite: (Recommended: Chemistry 100) Credit: 4 hours (Spring) Athletic Training 330. Athletic Training Practicum III Focuses on previously-developed skills and further includes the reasoning for and uses of therapeutic modalities, assessment and evaluation of injuries and illnesses, and nutritional aspects of injury and illness. Includes a minimum of 100 clinical observation hours under the direct supervision of a certified athletic trainer or licensed healthcare professional.

Prerequisite: Athletic Training 235 Credit: 2 hours (Fall) Athletic Training 335. Athletic Training Practicum IV Designed to prepare athletic trainers to care for emergency situations which occur among athletes. Topics include development of sport-specific emergency plans, triage, and care of life-threatening and non-life-threatening events. In addition, students will be certified in American Red Cross Community First Aid and CPR. Includes a minimum of 100 clinical observation hours under the direct supervision of a certified athletic trainer or licensed healthcare professional.

Prerequisite: Athletic Training 330 Credit: 2 hours (Spring) Athletic Training 400. Athletic Training Seminar Emphasis placed upon guest lectures by various allied health practitioners. Course topics will expand upon existing knowledge in the areas of assessment of injuries, rehabilitation, surgical procedures, and other associated therapeutic subjects as they relate to athletic training.

Prerequisite: Senior standing in Athletic Training program.

Credit: 2 hours (Spring) Athletic Training 410. Organization and Administration of Athletic Training The emphasis of this course will be placed on the administrative tasks of an athletic trainer.

An in depth study of the standards, policies, procedures, practices of an organization, supervision, and administration of an athletic training program will be conducted.

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Management strategies will be presented using case studies. Practical applications and hands-on experience will also be emphasized.

Credit: 3 hours (Fall) Athletic Training 422. Upper Extremity Athletic Injury Assessment An in-depth study of the anatomical, physiological, and pathological processes that occur due to athletic injury. Etiology, mechanisms, signs, symptoms, and special tests associated with head, cervical, spine, shoulder, elbow, wrist and hand injuries will be examined.

Practical evaluation skills and injury disposition proficiency will be improved.

Prerequisite: Athletic Training 305 Credit: 4 hours (Fall) Athletic Training 426. Lower Extremity Athletic Injury Assessment An in-depth study of the anatomical, physiological, and pathological processes that occur due to athletic injury. Etiology, mechanisms, signs, symptoms, and special tests associated with thorax, abdominal, thoracic and lumbar spine, hip, knee, ankle, and foot injuries will be examined. Practical evaluation skills and injury disposition proficiency will be improved.

Prerequisite: Athletic Training 422 or consent of professor Credit: 4 hours (Spring) Athletic Training 430. Athletic Training Practicum V Includes pathology of injuries and illnesses, pharmacology, psychosocial intervention and referral, healthcare administration, and professional development and responsibilities.

Includes a minimum of 100 clinical observation hours under the direct supervision of a certified athletic trainer or licensed healthcare professional.

Prerequisite: Athletic Training 335 Credit: 2 hours Athletic Training 435. Athletic Training Practicum VI Advances the skills and techniques included in Athletic Training 430 and represents the completion of the clinical portion of the curriculum. Includes a minimum of 100 clinical observation hours under the direct supervision of a certified athletic trainer or licensed healthcare professional.

Prerequisite: Athletic Training 430 Credit: 2 hours (Spring) Athletic Training 480. Pathology and Pharmacology Students learn about disease manifestations of the body and organ systems, and the athletic trainer’s role in assessment and control methods. An overview of general pharmacology, including over-the-counter and major prescription medication, drug interactions, and a description of the role of the athletic trainer in clinical decision-making in common settings Credit: 2 hours (Fall) Athletic Training 497. Exit Examination Required of majors in the last semester before graduation. Graded on P/F basis.

Credit: 0 hours Athletic Training 499. Internship in Athletic Training Student will complete an internship consisting of a least 160 contact hours in a nearby high school or in a sports medicine clinic. Students will carry out the daily tasks dictated by the setting in which they choose to do their internships. All students must be under the direct

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supervision of a Certified Athletic Trainer while doing this internship. The Wingate University Athletic Training department will oversee and work in conjunction with the onsite ATC. Prerequisite: Senior standing, consent of professor Credit: 4 hours

BIOLOGY (BIO) Biology 105. The Microbial World Covers the biology and ecology of microorganisms. Explores concepts of microbial physiology, and basic virology. Laboratory course features the Small World Initiative – a semester long research project aimed at discovering novel antibiotics from soil microbes. 3 hours lecture, 3 hours lab. Cannot be applied to Biology major/minor.

Credit: 4 hours Biology 107. Plants and People Addresses the interrelationships between plants and people. Includes a survey of the past, present, and future uses of plants, and the role of conservation biology in the preservation of plant resources. Three hours lecture, three hours lab.

Credit: 4 hours Biology 110. Introductory Entomology Focus on the diversity, ecology, behavior and physiology of insects, as well as, the importance of insects in the environment and many harmful pests. The laboratory component will focus on identification of insects to the ordinal level, which will include a collection, and to familiarize the student with field research and insect biology. Three hours lecture, three hours lab.

Credit: 4 hours Biology 115. Environmental Biology (ENV 115) Basic concepts of ecosystem structure and function, and varieties of interactions in the environment. Problems of energy and energy flow, resources, disruptive influences, and man’s response and responsibility. Three hours lecture, three hours lab.

Credit: 4 hours (Fall) Biology 120. Human Biology Study of the physiology of living organisms, with emphasis on human physiology. Includes an overview of growth and development, physiological control, reproduction and genetics.

Three hours lecture, three hours lab. For non-Biology majors only Credit: 4 hours Biology 125. Reproductive Health Introduction to the human reproductive system. Includes comparative anatomy, gonadal function in the adult, hormone regulation, puberty, fertilization, establishment of a pregnancy, fetal development, parturition, lactation, reproductive aging, assisted reproductive techniques, and reproductive health issues. Three hours lecture, three hours laboratory. For non-Biology majors only.

For non-Biology majors only Credit: 4 hours Biology 140. Human Genetics

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Principles of classical and molecular genetics as applied to the human organism. Medical genetics and chromosomal disorders. Modern genetic manipulation. Three hours lecture, three hours laboratory. For non-Biology majors only.

For non-Biology majors only Credit: 4 hours Biology 150. Principles of Cell and Molecular Biology Basic concepts of biological science emphasizing cell structure, function, and chemistry; cellular metabolism and energetics, and molecular genetics. Prerequisite to all courses Biology 200 level and above. Three hours lecture, three hours lab.

Credit: 4 hours Biology 160. Principles of Organismal and Evolutionary Biology Introduction to the study of organismal diversity emphasizing animals and plants using a phylogenetic approach. Concepts foundational to population and community ecology, evolutionary biology, and human systems presented. Three hours lecture, three hours lab.

Intended for Biology majors and minors only and not recommended for non-majors seeking lab science credit.

Credit: 4 hours Biology 200. Zoology Survey of the biology of the major groups of animals. Phylogenetic relationship is basis for examination of major patterns of structure, physiology, behavior, and natural history.

Laboratory includes field work. Three hours lecture, three hours lab.

Prerequisite: Biology 115/150/160 Credit: 4 hours Biology 205. Plant Biology Evolution of the plant kingdom and related organisms with a focus on life cycles; ecology and adaptation; structure and function; growth and development; medical and economic significance. Three hours lecture, three hours lab.

Prerequisite: Biology 150 and Biology 115/160/Environmental Biology 115 with grade of “C-” or higher, or consent of instructor Credit: 4 hours Biology 211. Principles of Anatomy and Physiology I Fundamental principles of human anatomy and physiology with emphasis on gross and microscopic anatomy and physiology of the human integumentary, skeletal, muscular, nervous, endocrine system. May serve as a prerequisite for Allied Health programs such as Nursing. May not be counted towards the major or minor in Biology. Three hours lecture, three hours lab.

Prerequisite: Biology 150 with a grade of “C-” or higher Credit: 4 hours (Fall) Biology 212. Principles of Anatomy and Physiology II Fundamental principles of human anatomy and physiology with emphasis on gross and microscopic anatomy and physiology of human circulatory, lymphatic, immune, respiratory, digestive, urinary, and reproductive systems and fundamentals of metabolism, nutrition, and acid-base and fluid / electrolyte balance. May serve as a prerequisite for Allied Health programs such as Nursing. May not be counted towards the major or minor in Biology. Three hours lecture, three hours lab.

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Prerequisite: Biology 150 and Biology 211 with a grade of “C-” or higher.

Credit: 4 hours (Spring) Biology 230. Principles of Microbiology General biology of microbial cell structure, physiology, metabolism, genetics, basic virology, microbe-human interactions, disease pathogenesis, and fundamental immunology will be explored. Laboratory includes the use of classical microbiological techniques including culturing, microscopy, staining, and aseptic technique; evaluation and identification of pure microbial cultures, and investigation of the human microbiome. Appropriate for students in allied health fields, such as nursing or occupational therapy. May not be used towards major or minor in Biology. 3 hours lecture, 3 hours lab.

Prerequisite: Biology 150, Chemistry 101/102 with grade of “C-” or higher; or consent of professor Credit: 4 hours (Spring) Biology 240. Classical Genetics Introductory to intermediate coverage of the basic concepts of classical genetics. Principles of Mendelian and Non-Mendelian Inheritance; Multigenic Inheritance, Cytogenetics and Population Genetics.

Prerequisite: Biology 150 with grade of “C-” or higher Credit: 3 hours (Fall and Spring) Biology 300. Ornithology Integrated lecture/laboratory/field study examining the anatomy, physiology, identification, and natural history of birds. Students are expected to supply their own binoculars. Three and one-half hours per week of lecture/laboratory/field study.

Prerequisite: Junior/Senior standing. Biology 150 with grade of “C-” or higher Credit: 3 hours (Spring, odd years) Biology 302. Invertebrate Biology This course will provide the student with an evolutionary progression of taxonomic characteristics of invertebrates, a basic understanding of the anatomy, natural history, and ecology of selected invertebrates. The laboratory component will focus on the ecology and identification of invertebrates and will include a field collection of at least 50 specimens.

Prerequisite: Biology 200 with grade of “C-” or higher Credit: 4 hours (Fall, even years) Biology 311. Human Anatomy and Physiology I Principles and mechanisms of physiological processes that control the human body with special emphasis on homeostatic balance. Topics include cellular organization, histology, and the integumentary, skeletal, muscular, nervous and cardiovascular systems. Laboratory includes microscopic and gross anatomy, and computer assisted analysis of human physiology. Three hours lecture, three hours lab.

Course Prerequisites: Biology 150 with grade of “C-” or higher Credit: 4 hours Biology 312. Human Anatomy and Physiology II Overview of blood, circulatory and lymphatic vasculature, and the endocrine, immune, respiratory, gastrointestinal, urinary, and reproductive systems. Laboratory includes histology and organ, system, and whole animal dissection and measurement of

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physiological processes of respective systems covered in lecture. Three hours lecture, three hours lab.

Course Prerequisites: Biology 311 with grade of “C-” or higher Credit: 4 hours Biology 315. Human Anatomy and Physiology Anatomy and physiology of human organ systems. Laboratory includes whole organ and whole animal dissections, and measurements of physiological processes. Three hours lecture, three hours lab. This one-semester course serves as a prerequisite for graduate professional programs that require only 4 credit hours of Human Anatomy and Physiology, such as Pharmacy.

Course Prerequisites: Biology 150 with grade of “C-” or higher Credit: 4 hours Biology 320. Microbiology Biology of microorganisms with emphasis on microbial cell structure, physiology, metabolism, genetics, medical and ecological importance, basic virology and immunology.

Laboratory includes the use of classical techniques including culturing, microscopy, staining, and aseptic technique; evaluation of microbial samples – pure, and environmental. 3 hours lecture, 3 hours lab.

Prerequisite: Biology 150, Chemistry 102 with grade of “C-” or higher; or consent of professor Credit: 4 hours Biology 330. Marine Biology and Oceanography (ENV 330) Study of the Earth’s marine life and ocean ecosystems; ecological relationships among different forms of sea life and their interactions with the physical environment of the world’s oceans.

Prerequisite: Junior/Senior standing. Environmental Biology/Biology 115 with “C-” or higher or Biology 200 with grade of “C-” or higher Credit: 3 hours Biology 340. Molecular Genetics Intermediate to advanced coverage of the structure and function of nucleic acids. Principles of genomic analysis and recombinant DNA technology. Laboratory focus on techniques of biotechnology and bioinformatics.

Prerequisite: Biology 240 with grade of “C-” or higher Credit: 4 hours (Fall and Spring) Biology 360. Parasitology Principles of veterinary and medical parasitology. Diagnosis and treatment of parasitic infection. Taxonomy and anatomy of parasitic organisms.

Prerequisite: Biology 200 with grade of “C-” or higher; Microbiology strongly recommended Credit: 3 hours (Spring, even years) Biology 365. Herpetology Introduction to the study of amphibian and reptile diversity, life history, ecology, and evolution using a phylogenetic approach, with an emphasis on North Carolina herpetofauna. This course will include required local and regional field excursions and short term research studies. In addition, this course will include scientific journal

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discussions relevant to the field of herpetology. Three hours lecture. For Biology/Environmental Biology majors only.

Prerequisite: Junior/Senior standing. Biology 150 and 160; or Biology 115 and 150 with a grade of “C-” or higher; or permission of instructor.

Credit: 3 hours Biology 370. Field Botany Focus on plant family characteristics using a phylogenetic approach, nomenclature, structural characteristics, and identification of species using a dichotomous key. Laboratory emphasizes identification of regional flora focusing on gymnosperms and angiosperms.

Three hours lecture, three hours lab.

Prerequisite: Junior/Senior standing. Biology 205 with grade of “C-” or higher Credit: 4 hours Biology 380. Advanced Cell Biology Study of advanced cell structure and mechanisms that regulate cell function. Topics include protein trafficking, signal transduction, and cellular migration, cell cycle control and apoptosis, & stem cells, differentiation and gene regulation with an emphasis in health and disease. Laboratory will utilize current methodologies for the manipulation, purification, identification, and functional analysis of cellular components.

Prerequisite: Biology 240 with grade of “C-” or higher Credit: 4 hours (Spring) Biology 390. Applied Environmental Microbiology Theory and application of environmental microbiology. Basic principles of microbiology are applied to the study of microbial ecology in aquatic and terrestrial ecosystems, and microbial interactions within organismal populations. Laboratory course explores current techniques in studying microbial ecology. 3 hours lecture, 3 hours lab.

Prerequisite: Biology 320, Chemistry 101, 102 with grade of “C-” or higher, or consent of professor Credit: 4 hours Biology 402. Virology Introduction to basic principles of virology. Virus-host interactions; bacteriophages; viral pathogens of Eukaryotic cells. Viral diseases; cancer virology; impact of viruses on human health and society. Viruses as research systems. Viruses as tools for genetic manipulation of host cells.

Prerequisite: Biology 340 with grade of “C-” or higher Credit: 3 hours Biology 405. Biology Seminar Selected topics in biology involving student presentations and discussions. Capstone course in the major. Two hours lecture.

Prerequisite: Consent of professor.

Credit: 3 hours Biology 410. General Entomology Focus on the evolution, diversity, behavior and physiology of insects. The laboratory component focuses on identification of insects to the ordinal and family level, and will include a collection of at least 75 specimens, prepared and mounted via professional methods.

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Prerequisite: Biology 302 or consent of professor.

Credit: 4 hours (Fall, odd years) Biology 412. Physiology of Reproduction Functional and anatomical processes that control reproduction in mammals and avian species. Laboratory will include gross anatomical dissection and microscopic study of the male and female reproductive system, studies of endocrinology associated with embryonic development and pregnancy, palpation and ultrasonography of pregnancy, and reproductive management of mammals. Three hours lecture, three hours lab.

Prerequisite: Biology 312 with grade of “C-” or higher Credit: 4 hours (Fall, odd years) Biology 413. Pathophysiology A conceptual course focusing on underlying principles of pathophysiology. Course topics will include cell injury, inflammatory processes, neoplasia, metabolic disturbances, pain, degenerative processes, and general dysfunction of organ systems.

Prerequisite: Biology 312 and 320/340 with grade of “C-” or higher Credit: 3 hours Biology 414. Animal Physiology Comparative study of the diverse functional characteristics of invertebrate and vertebrate organisms; special emphasis given to physiological adaptations to aquatic and terrestrial environments. Topics include temperature acclimation, osmoregulation, excretion, circulation and respiration. Laboratory includes computer assisted analysis of physiological mechanisms using animal models systems. Three hours lecture, three hours lab.

Prerequisite: Biology 312 with grade of “C-” or higher, or consent of professor Credit: 4 hours (Spring, even years) Biology 415. Histology Microscopic anatomy and identification of cells, tissues, and organs; introduction to histological techniques and preparation. Three hours lecture, three hours lab.

Prerequisite: Biology 312 with grade of “C-” or higher Credit: 4 hours (Fall, even years) Biology 420. Immunology Integrated study of the immune system including the molecules, cells, and tissues that coordinate the development, activation, effector functions, and regulation of an immune response. Connections to disease models and applications of immunological techniques will be emphasized. Three hours lecture.

Prerequisites: Biology 340 or 380 with “C-” or higher.

Credit: 3 hours (Fall, even years) Biology 421. Animal Ecology and Evolution Patterns of distribution and abundance of animals, stressing natural selection, adaptation, population dynamics, community interactions, community structure, and ecosystem function. Includes fieldwork during lab. Three hours lecture, three hours lab.

Prerequisite: Junior/Senior standing. Biology 200 with “C-” or higher, Biology 205 strongly recommended.

Credit: 4 hours Biology 422. Plant Ecology and Evolution

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Biotic & abiotic factors affecting the distribution, abundance, and diversity of plant species at the population, community, and ecosystem levels. Theoretical and applied aspects of plant ecology and evolution will be considered. Includes a significant writing component for lecture and laboratory. Laboratory emphasizes field data collection methods. Three hours lecture, three hours lab.

Prerequisite: Junior/Senior standing; Biology 205 with grade of “C-” or higher, Biology 200 strongly recommended Credit: 4 hours Biology 423. Plant Physiology Study of transport of water and solutes, metabolism, and growth and development of plants. Topics include water uptake and balance, mineral nutrition, solute transport, photosynthesis and respiration, stress physiology, hormones, flowering, and tropisms.

Laboratory emphasizes plant physiology at the whole-plant level.

Prerequisite: Junior/Senior standing, Biology 205 with grade of “C-” or higher Credit: 3 hours Biology 424. Biochemistry (CHEM424) Structure and function of proteins, carbohydrates, and lipids. Pathways of intermediary metabolism; thermodynamics, and regulation of rate-limiting enzymes. Signal transduction across membranes, and integration and regulation of metabolism. Three hours lecture.

Prerequisite: Biology 150 and Chemistry 202 with grade of “C-” or higher; Biology 340 highly recommended Credit: 3 hours (Fall) Biology 430. Wildlife Management (ENV 430) Basic principles of wildlife management; study of how wildlife populations are maintained in natural and disturbed communities.

Prerequisite: Environmental Biology/Biology 115 or Biology 150, 200 Credit: 3 hours Biology 450. Evolutionary Biology Principles of modern evolutionary thought; an investigation of the molecular mechanisms, patterns, and consequences of genetic change at the cellular, organismic, and population level.

Prerequisite: Biology 340 with grade of “C-” or higher Credit: 2 hours Biology 460. Neurobiology The study of core operational principles of the nervous system with special emphasis on the cellular and molecular mechanisms in the organization and functions of the nervous system. Topics include membrane potentials, neuronal circuits, synaptic structure and transmission, signal transduction, sensory systems, development and plasticity, learning and memory, and neurological diseases. Laboratory component examines the gross anatomy and microscopic study of the central nervous system, computer-assisted neurophysiology experimentation and a semester long behavior project. (3 hours lecture; 3 hours lab) Prerequisite: Biology 312 with grade of “C-” or higher, or with consent of instructor Credit: 4 hours Biology 480. Cancer Biology

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Study of cell and molecular processes altered by genetic, epigenetic, and micro environmental changes that contribute to cancer initiation, tumor development, and its progression into a metastatic disease. These topics will be evaluated in alignment with the Hallmarks of Cancer as established by Hanahan and Weinberg to determine the cellular changes that are required in order for a cancer cell to thrive. Implications to cancer prevention, diagnosis, and treatment explored through primary literature.

Prerequisite: Biology 380 with grade of “C-� or higher Credit: 3 hours (Fall, odd years) Biology 441-444. Directed Research Individual study of a topic of interest and concern to the student. May involve directed reading and/or experimental work in consultation with and supervision by a biology faculty member. May be repeated for credit (with approval of biology faculty). Offered on demand.

Prerequisite: 2.0 GPA; approval of Biology chairperson and Dean of the College 30 days prior to study Credit: 1-4 hours Biology 445. Teaching Assistantship in Biology The course is designed to encourage Biology majors to enroll as a Supplemental Instructor or Laboratory Assistant to gain teaching assistant experience. Students must have made an A or B in the course of interest. May be repeated for a maximum of 6 credit hours.

Prerequisite: Overall 3.0 GPA; consent of professor Credit: 1-2 hours Biology 491-494. Special Topics in Biology Special topics of interest in Biology.

Prerequisite: Junior/Senior standing and consent of professor.

Credit: 1-4 hours Biology 497. Exit Examination Required of majors in the last semester before graduation. Graded on P/F basis.

Credit: 0 hours Biology 499. Biology Internship Field experience in biology through internship or volunteer opportunity. An acknowledged learning agenda between the supervisor and student is recognized; the student and supervisor will set goals to be met during the internship.

Prerequisite: 2.0 GPA; approval of Biology Chair and Dean of the College of Arts & Sciences Credit: 4 hours

BUSINESS (BUS) Business 101. Introduction to Business Role of business in society; careers in business; and introductory material concerning each of the functional areas of business studies.

Credit: 3 hours Business 105. Business, Society, and Sustainability This course considers the role of business in society from a Judeo-Christian, capitalistic and free market perspective, educating women and men in service to others. This class is Wingate University Academic Catalog 2019-2020

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comprised three areas: faith exploring the vocation of a business leader and a philosophical and ethical framework incorporating virtues, fairness, and equity; knowledge studying the functional areas of business, accounting, finance, economics, management, marketing, strategy, and sustainability; and service incorporating an experiential learning project and reflections.

Credit: 3 hours Business 111. Business Applications Students in this course will learn important business application skills, based around Microsoft Office-related technologies. Students will take a hands-on approach to learning business application concepts and skills through completing engaging projects. There will be projects throughout the course that will help students master important skills and concepts related to business application integration. The projects progress in difficulty, culminating in a Capstone Project that brings the skills gained in the previous projects together into one combined project.

Credit: 3 hours Business 305. Legal Environment of Business General principles of law applicable to the business setting and how they are integrated into the business environment by way of problem solving and decision making. Course only available to junior and senior business majors.

Credit: 3 hours Business 308. Business Statistics Development of analysis techniques designed to promote sound decision making. Business applications involving Descriptive Statistics; Probability Theory; Interval Estimation; Hypothesis Testing; Linear Regression and Analysis of Variance are explored with an equal emphasis on understanding manual calculations and interpreting computer solutions using Microsoft Excel.

Prerequisite: Math 117 or 120 Credit: 3 hours Business 323. Production and Operations Management A medley of quantitative techniques designed to effectively manage manufacturing and service operations. Applications include Simulation; Quality Control; Forecasting; Aggregate Planning; Inventory Models, Queuing Models; Linear Programming; Transportation Problems; Assignment Problems and Integer Linear Programming. Manual calculations and interpretation of computer output are integrated.

Prerequisite: Business 308, Management 302 Credit: 3 hours Business 405. Global Business Introduction to managing and marketing in a global economy. Emphasis on the impact of political, legal, economic, and cultural variables due to government’s policies; consumer values, attitudes and lifestyles; variations in product and technology life cycle; and resource availability.

Prerequisite: Management 302, Marketing 301 Credit: 3 hours Business 413. Special Topics in Business

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Special topics relating to management science or other specialized topics in business. May be taken at the junior or senior level and up to three times as topics will vary.

Prerequisite: Consent of professor Credit: 3 hours Business 417. Business Strategy Capstone course for knowledge of the various functional areas of business from a top management viewpoint of company operations. Focus on top management’s role in strategy formulation and long-range planning in a dynamic environment. Capstone course for Accounting, Finance, Management, and Marketing majors.

Prerequisite: Accounting 254, Economics 222, Finance 318, Management 302, Marketing 301, Senior classification.

Credit: 3 hours Business 490. Research Methods I This class introduces students to applied research. Students will read and discuss papers published in journals across the business disciplines. Techniques to formulate and test hypotheses will be examined. Primary sources and secondary sources will be investigated.

The course emphasis is on each student developing an APA-style research proposal, writing a comprehensive literature review, formulating hypotheses and collecting relevant qualitative or quantitative data. Work will be conducted with guidance from the student’s Honors committee.

Credit: 2 hours (Fall) Business 491. Research Methods II This class is a continuation of Business 490. The emphasis is on each student conducting data analysis and writing the results in a manuscript style appropriate for the academic discipline. Each student will present his or her research at the University’s symposium.

Work will be appraised by the student’s Honors committee and the final manuscript submitted to the Honors program director.

Credit: 1 hours (Spring) Business 498. Independent Study Requires consent of the Dean of the School of Business. Must be approved and supervised by a faculty member.

Credit: 3 hours Business 499. Internship in Business Requires consent of the Dean of the School of Business. Must be approved and supervised by a faculty member.

Credit: 3 hours

CHEMISTRY (CHEM) Chemistry 100. Fundamentals of Chemistry Major concepts of general chemistry. Atomic and molecular structure, bonding, types of reactions, acid-base chemistry, solution chemistry, equilibrium, oxidation-reduction and an introduction to organic chemistry. Three hours lecture and three hours lab per week.

Credit: 4 hours Chemistry 101. Principles of Chemistry I Wingate University Academic Catalog 2019-2020

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The first half of an integrated two-semester sequence. Coverage includes the nature of matter, chemical equations and stoichiometry, gases, and chemical equilibrium. Three hours lecture and three hours lab per week.

Credit: 4 hours (Fall) Chemistry 102. Principles of Chemistry II Second of a two-part integrated sequence. Thermochemistry and equilibria, electrochemistry and oxidation-reduction, chemical kinetics, atomic structure (quantum mechanics), chemical bonding, and spectroscopy. Three lecture and three hours lab per week.

Prerequisite Chemistry 101 with at least a “C-” Credit: 4 hours (Spring) Chemistry 120. Chemistry and Society Basic chemical principles explained within real-world societal issues. Through current technological issues, concepts such as atomic structure, chemical bonding, electromagnetic radiation, stoichiometry, thermodynamics, water quality, acids and bases will be explored.

Intended for non-science majors. Three hours lecture and three hours lab per week.

Credit: 4 hours Chemistry 130. Forensic Science This course is designed to introduce some of the fundamental principles in scientific analysis and to apply them to a number of specialized fields of forensic science. Because forensic science is a multidisciplinary science, the course will cover concepts from physics, chemistry, biology, geology, mathematics, criminal justice, and history. The course will compare/contrast the process of doing real science investigations to that used in various aspects of criminalistics, such as the scope of forensic investigation, the matter of expert qualifications, and the admissibility of evidence in court. Three hours lecture and three hours laboratory per week.

Credit: 4 hours (Fall) Chemistry 201. Organic Chemistry I Chemical bonding; introduction to stereochemistry and spectroscopy; survey of common functional groups. Three hours lecture, three hours lab.

Prerequisite: Chemistry 102 with at least a CCredit: 4 hours (Fall) Chemistry 202. Organic Chemistry II Continuation of functional group survey with emphasis on selected topics of biological importance. Three hours lecture, three hours lab.

Prerequisite: Chemistry 201 with “C-” or higher Credit: 4 hours (Spring) Chemistry 291, 292. Introduction to Chemical Research I & II An introduction to the development, methodologies, management, and presentation of chemical ideas, proposals, and research. The topics will also include current awareness methods, the laboratory notebook, ethics in research, library and Internet resources, the use of Chemical Abstracts, and presentations by students and faculty. Student affiliation in the American Chemical Society is required. One lecture per week.

Prerequisite: Sophomore level or consent of professor.

Credit: 1 hour

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Chemistry 311. Physical Chemistry I A detailed study of gas laws, general thermodynamics, chemical thermodynamics, and equilibrium. Three hours lecture, three hours lab. Capstone course in the major.

Prerequisites: “C-” or higher in Chemistry 202, Math 220, and Physics 205; or consent of professor Credit: 4 hours Chemistry 312. Physical Chemistry II A detailed study of kinetics, quantum mechanics, spectroscopy, and solid-state properties.

Three hours lecture, three hours lab. Capstone course in the major.

Prerequisite: Chemistry 311 Credit: 4 hours Chemistry 331. Analytical Chemistry I A study of the methods, techniques, and problems in chemical analysis. Includes error analysis; equilibrium analysis focusing on acid-base, complexation, precipitation, and oxidation-reduction reactions; introductory spectroscopy; and chromatography covering both gas and liquid techniques. Three hours lecture, three hours lab.

Prerequisite: Chemistry 202 with “C-” or higher Credit: 4 hours (Fall) Chemistry 332. Analytical Chemistry II Basic instrumental analysis featuring electronic, electrochemistry, atomic spectroscopy, molecular spectroscopy, and NMR. Three hours lecture, three hours lab.

Prerequisite: Chemistry 331 with “C-” or higher Credit: 4 hours (Spring, odd years) Chemistry 391, 392. Junior Research I & II The active investigation of a chemical research problem under the direct supervision of the chemistry faculty. Includes participation in the CHEM 291, 292 Introduction to Chemical Research course. One lecture and one lab per week.

Prerequisite: Junior level and consent of professor.

Credit: 2 hours Chemistry 413. Inorganic Chemistry A unified study of the non-carbon elements with an emphasis on properties, periodic trends, and reactions. Three hours lecture and three hours lab.

Prerequisite: Chemistry 202 with “C-” or higher Credit: 4 hours Chemistry 424. Principles of Biochemistry (BIO 424) Structure and function of proteins, carbohydrates, and lipids. Pathways of intermediary metabolism emphasizing cellular location, thermodynamics, and regulation of rate-limiting enzymes. Signal transduction across membranes, and integration and hormonal regulation of metabolism. Three hours lecture.

Prerequisite: Chemistry 202 and Biology 150 with “C-” or higher Credit: 3 hours (Fall) Chemistry 426. Biological Chemistry This course will explore the organic chemistry behind polymers and biological macromolecules. Structure, synthesis, and mechanism of action will be discussed from an

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organic standpoint including reaction mechanisms. Topics will include DNA, proteins, lipids, and carbohydrates as well as the chemical mechanisms and kinetics of enzyme action. Laboratory work will include polymer synthesis, solid phase peptide synthesis, DNA “click” chemistry, PCR, and enzyme kinetics. Three hours lecture and three hours laboratory per week.

Prerequisite: Chemistry 202 with “C-” or higher Credit: 4 hours (Spring) Chemistry 430. Modern Synthesis and Analysis A unified approach to the development and implementation of a multi-step organic reaction synthesis involving the disciplines of organic and analytical chemistry. During the semester, the student will present their progress both as informal class discussions and as formal oral/poster presentations to showcase their results. Two hours lecture, six hours of laboratory per week.

Prerequisite: Chemistry 331 with “C-” or higher Credit: 4 hours Chemistry 450. Hazardous Materials and Chemical Safety Properties and reactions of hazardous materials. Fire prevention and control, chemical storage and labeling, safety procedures, and transportation regulations. Three hours lecture/demonstration.

Prerequisite: Chemistry 202 with “C-” or higher Credit: 3 hours Chemistry 460. Introduction to Commercial Chemistry Problems and challenges of moving chemical reactions and processes from the laboratory scale to the commercial scale. Combines the chemical engineering aspects of large-scale operations with the economics and business aspects of producing and marketing a product.

In labs, students move from beaker chemistry to bucket and barrel chemistry. Production, packaging, labeling, and selling of the product. Three hours lecture and three hours lab.

Prerequisite: Chemistry 202 with “C-” or higher Credit: 4 hours Chemistry 470. Current Topics in Chemistry Investigation of chemical topics of current interest. The choice of topics will be based on the students’ backgrounds and interests, the topics of current interest in the chemical literature, and those topics that would supplement the students’ other chemistry courses.

Prerequisite: Chemistry 202 with “C-” or higher Credit: 3 hours Chemistry 471. Current Topics and Experimental Chemistry Investigation of chemical topics of current interest. The choice of topics will be based on the students’ background and interest, the topics of current interest in the chemical literature, and those topics that would supplement the students’ other chemistry courses. Three hours lecture and three hours lab per week.

Prerequisite: Chemistry 202 with “C-” or higher Credit: 3 hours Chemistry 491, 492. Senior Research I & II

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An active investigation of a chemical research problem under the direct supervision of the chemistry faculty. Includes participation in the CHEM 291,192 Introduction to Chemical Research course. One lecture and two labs per week.

Prerequisite: Senior level and consent of professor.

Credit: 3 hours Chemistry 497. Exit Examination Required of majors in the last semester before graduation. Graded on P/F basis.

Credit: 0 hours

COMMUNICATION (COMM) Communication 101. Public Speaking Fundamental techniques and basic principles essential to effective public speaking.

Credit: 3 hours Communication 102. Workshop Workshop in writing news and feature stories, preparing layout, and copy editing coordinated with production of student publications. May be repeated once.

Credit: 1 hour Communication 110. Mass Communication Role of mass media in American society. Emphasis on the impact of technological, economic, social, and governmental factors.

Credit: 3 hours Communication 202. Introduction to Theatre Basic understanding of and experience in the art of theatre with emphasis on drama appreciation and production. Fulfills fine arts general education requirement.

Credit: 3 hours Communication 205. Public Relations: Principles and Practices Definition of public relations, identification of publics and overview of public relations practice in for profit and non-profit settings. Media relations, crisis communications.

Prerequisite: Communication 220 Credit: 3 hours (Spring) Communication 220. Newswriting Fundamental principles of news gathering and newswriting; study of news and news values.

Enrolled students assist in the production of the Weekly Triangle.

Credit: 4 hours Communication 225. Interpersonal Communication Principles and techniques of effective dyadic and interpersonal communication.

Credit: 3 hours Communication 250. Visual Communication The study of visual theory and practices of visual communication. Involves production of short video programs and editing. Students typically create a news package and/or photography, video or web-based projects. May involve initial exposure to principles of film-making.

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Credit: 3 hours Communication 251. Studio Television Production Explores the use of multi-camera video production (in a studio setting) for the creation of television and/or online programming. While primarily a hands-on laboratory course to teach basic studio operation and production skills, including directing, lighting, crewing, and production planning, the emphasis is on developing an understanding of how to translate communications principles and techniques into productions that accomplish the goals of the producer. Students will mostly produce programming in a variety of nonfiction formats, but some attention will be given to drama/comedy production.

Prerequisite: Communication 110 recommended Credit: 3 hours Communication 280. Mass Media Law and Ethics Laws and regulations concerning the mass media, to include privacy, libel, broadcast, and advertising regulations. Ethical considerations in gathering and presentation of news.

Credit: 3 hours (Fall) Communication 301. Great World Speeches Rhetorical and critical/cultural analysis of significant speakers and speeches in American and international cultures. Attention to the power of oral discourse in culture; writing critical papers on the past, present and future impact of speeches studied.

Credit: 3 hours Communication 302. Group Communication Exploration of communication processes in groups. Emphasis on techniques of group decision making and problem solving.

Credit: 3 hours Communication 315. Public Relations: Cases, Campaigns and Strategies Use of the case study methods to devise solutions to public relations problems, design and execution of public relations campaigns. (Even number Spring semesters or as needed).

Prerequisite: Communication 220 Credit: 3 hours (Even number Spring semesters or as needed) Communication 320. Writing for the Media Writing messages targeted for distribution through channels such as Radio, Television, and the Internet. Emphasis on unity, economy, and appropriateness to medium.

Offered in the Adult Bachelor's Degree Program only.

Prerequisite: English 110, consent of professor Credits: 3 hours Communication 330. Nonverbal Communication Analysis of nonverbal human communication and its significance in various settings Credit: 3 hours Communication 335. Oral History The collection, interpretation, and preservation of spoken remembrances and first-hand accounts.

Prerequisite: Communication 250 Credit: 3 hours

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Communication 340. Intercultural Communication Examination of the influence of cultural difference on communication.

Credit: 3 hours (Spring, even years) Communication 346. Creating Online Media: From YouTube to Facebook and Beyond Students will survey and analyze online media offerings, in terms of purpose, placement, intended audience, effectiveness and technical/creative accomplishment. Students will produce a variety of media based on assigned topics/formats and personal interests. Course open to all students.

Credit: 3 hours Communication 350. Dramatic Performance of Literature Introduction to selection, analysis, and presentation of literature through performance.

Prerequisite: Six (6) hours of literature.

Credit: 3 hours Communication 351. Theatrical Improvisation Students will study history, elements, benefits, and applications of theatrical improvisation.

Students will research and review improvisational concepts and principles. Students will actively engage in theatre exercises designed to develop creativity, communication, and collaboration.

Credit: 3 hours Communication 360. Public Relations Writing Focuses on the application of writing skills to the field of public relations. Will emphasize adapting writing style and format to specific stakeholders and to a variety of public relations situations. Students will have the opportunity to examine professional copy and produce their own writing for inclusion in their portfolios. Each student will receive instructor’s critique of his/her writing and will have a chance to critique fellow students’ work.

Prerequisite: Communication 220 Credit: 3 hours (Fall) Communication 365. Crisis Communication Role of public communication in crisis situations; types of crisis; pre- and post-crisis planning; crisis communication management; risk communication; crisis narratives and rhetoric; ethical obligations of crisis communication; dealing with media; image restoration.

Prerequisite: Communication 205 (may be taken concurrently) Credit: 3 hours (Fall) Communication 370. Current Issues in Public Relations Explores a range of current issues facing the Public Relations industry from a theoretical and practical perspective. Provides a focal point for exploring issues of interest and concern from a wide range of areas. Students will provide worthwhile topics for class discussion and will use daily news sources, such as newspapers, television news shows, radio, magazines and the Internet.

Prerequisite: Communication 205 (may be taken concurrently) Credit: 3 hours (Spring, even)

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Communication 375. Organizational Communication This course provides a review and analysis of the major theories of organizational communication and their application in real-world settings. Students will gain knowledge about how communication functions as an integral part of any organizational experience.

Topics will include different perspectives on organizations and communication, varying approaches to studying organizational communication, relationships with teams within organizations, managing organizational change, and organizational ethics. Student will complete projects which require engagement with real organizations on a pragmatic basis.

Credit: 3 hours Communication 390. Sports Broadcasting Overview of the sports broadcasting industry in the U.S., with emphasis on understanding the role of the sportscaster in creating the content seen and heard by millions every day via TV, radio and online outlets. Explores key issues that drive the sports broadcasting industry as they relate to the current state of sports broadcasting. Surveys all aspects of on-air sports broadcasting including anchoring, reporting, play-by-play announcing, and color commentary.

Prerequisite: Communication 250 recommended Credit: 3 hours Communication 400. Workshop in Broadcast Journalism Producing, writing, editing, and reporting campus news and feature stories.

Prerequisite: Communication 250 or consent of professor. May be repeated.

Credit: 1 hour Communication 405. News Editing Copy editing, mark-up, headline writing, picture editing, typography and printing, and mass media law. Enrolled students assist in the production of the Weekly Triangle.

Prerequisite: Communication 220 Credit: 4 hours (Fall, odd years) Communication 406. Digital Journalism An increasing number of people are turning to online sources for news, resulting in a rethinking of methods of news gathering and presentation. This course is designed to give students a hands-on introduction to the use of “Web 2.0� applications as both reporting tools and platforms for storytelling.

Prerequisite: Communication 220 Credit: 3 hours (Spring, alternate years) Communication 410. Persuasion The study of theories of social influence and persuasion from the Classical period to the present. Emphasis on understanding the role of persuasion in cultural and individual contexts such as mass mediated, visual, interpersonal, public argument and in major careers and professions (law, medicine, media, government, public relations, business).

Application of theoretical concepts in oral and written projects.

Credit: 3 hours (Fall/Spring odd years) Communication 420. Internship in Communication Directed field experience in selected areas of communication. Requires approval of the chair of the Communication Department. Students are under the supervision of Wingate University faculty.

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Credit: 3-12 hours Communication 425. Sports Reporting Application of the principles of news reporting and writing to sports-related topics.

Prerequisite: Communication 220 Credit: 3 hours (Spring, even years) Communication 435. Feature Writing Feature article writing for newspapers and magazines with frequent writing assignments aimed toward publication.

Prerequisite: Communication 220 Credit: 3 hours (Spring) Communication 440. Documentary Examination of important non-fiction films and video programs from Lumiere to the present. Emphasis is on structure, argument, and individual style. In-class viewing and discussion; out-of-class analysis of selected programs. Research and writing of a feature length documentary script.

Credit: 3 hours (Spring) Communication 445. Advanced News Reporting An introduction to public affairs reporting and advanced information gathering techniques.

Use of public records, databases and other computer-based resources.

Prerequisite: Communication 220 Credit: 3 hours (Fall, even years) Communication 449. Independent Study Pursuit of a special project in communications. Requires consent of professor and Dean.

May be repeated for a total of six credit hours.

Credit: 3 hours Communication 460. Special Topics in Communication Special topics relating to journalism, media arts, public relations, theater, or speech communication. May be taken up to three times as topics vary.

Credit: 3 hours Communication 480. International Public Relations This course is for students interested in gaining fundamental knowledge and skill in the practice of public relations in an international forum. Course topics will include the public relations process, research for public relations campaigns, objectives and strategies of public relations, evaluating public relations tactics, and international communication.

Prerequisite: Communication 205 (may be taken concurrently) Credit: 3 hours (Spring, odd) Communication 497. Exit Examination Required of majors in the last semester before graduation. Graded on a P/F basis.

Credit: 0 hours

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COMMUNITY AND COMMERCIAL RECREATION (CCR) Community and Commercial Recreation 111. Introduction to Recreation Services Nature, scope and significance of organized recreation services; includes operation of basic recreation units, major program areas, and organizational patterns which serve the recreation needs of society.

Credit: 3 hours Community and Commercial Recreation 212. Program Planning and Organization Essential elements and basic principles involved in organization, supervision, promotion, and evaluation of various types of recreation programs.

Credit: 3 hours Community and Commercial Recreation 242. Leadership in Sport and Recreation (SMGT242) This course will examine the role and responsibility of leadership in sport and recreation.

An emphasis will be placed on leadership styles, techniques, issues, and problems in leading people.

Prerequisite: Sophomore standing Credit: 3 hours Community and Commercial Recreation 301. Instructor Candidate Training Required certification course for all Red Cross instructors. Understanding students and the learning process, being an effective instructor, how to conduct a course, completing evaluations, records and reports.

Credit: 1 hour Community and Commercial Recreation 305. Psychology of Sport and Exercise (SMGT305) This course will examine psychological theories and research related to sport and exercise psychology by providing a broad overview of the major topics in the area.

Prerequisite: Junior standing Credit: 3 hours Community and Commercial Recreation 306. Youth Development in Recreation and Sport (SMGT306) This course will examine organized sport for children today. Emphasis will be on children ages 5-18 in non-school organized sport activities. We will examine the impact of sport and competition on children.

Credit: 3 hours Community and Commercial Recreation 314. Outdoor Recreation History, development, and trends of outdoor recreation, conservation, and organized camping. Overnight camping trip required.

Credit: 3 hours

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Community and Commercial Recreation 330. Leisure/Sport Facility Design and Management (SMGT330) Identification and investigation of design characteristics and management techniques for facilities used in recreational and athletic settings. Field trips required.

Prerequisite: Junior standing Credit: 3 hours Community and Commercial Recreation 340. Water Safety/Lifeguard Training Instructor Authorized Red Cross course for certification as a Water Safety Instructor, Lifeguard Training Instructor, Professional Rescuer CPR Instructor, Head Lifeguard Instructor, and Waterfront Lifeguard Instructor.

Prerequisite: Junior standing Credit: 3 hours, including lab (Spring) Community and Commercial Recreation 350. Foundations of Coaching This course will develop an understanding of fundamental coaching skills/issues, including: coaching philosophies, coaching styles, character development, diverse athletes, communication, motivation, discipline, skill and strategy instruction, training, and management.

Prerequisite: Junior standing Credit: 3 hours Community and Commercial Recreation 404. Legal Aspects of Sport and Recreation (SMGT404) Concentration on legal issues related to amateur sport and recreation.

Prerequisite: Senior standing, CCR 478 Credit: 3 hours Community and Commercial Recreation 405. Sport in Film (SMGT405) Explores the influence of sport in the psycho-social domains of our society. In-depth study into how certain sport films have been utilized to chronicle hero worship, promote political agendas, and serve to chronicle historical development. Sport films primarily from “top fifty� lists will be viewed inside and outside of class. Students will react to movie reviews of the day and delineate how the film fits into the study of the psycho/social/historical aspects of sport.

Credit: 3 hours Community and Commercial Recreation 410. Adapted Sport (HPE 410, SMGT410) Covers the basic principles of identifying, teaching, programming, and evaluating individuals with disabilities. Designed to help future teachers and sport leaders understand the concept of exceptionality and effectively design special services and activities for a diverse population.

Credit: 3 hours (Fall) Community and Commercial Recreation 430. Philosophical Foundations of Sport and Recreation (SMGT430) Culminating experience for students majoring in Sport Management or Community and Commercial Recreation. This is a writing intensive course and includes an in-depth study

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into the philosophical approaches to sport and recreation in the 21st century. Examination of the purpose and role of sport and recreation in American society.

Prerequisite: Senior standing, CCR 478 Credit: 3 hours Community and Commercial Recreation 460. Practicum in Community Youth Development Students will complete a practicum working with youth in a recreation and/or sport setting.

Specifically, this will involve completing a service-learning project with the student actively engaged in a community youth development program. This student will be required to commit 85 hours working at the experience site. The course will also include a one-hour biweekly seminar with the supervising professor.

Credit: 3 hours Community and Commercial Recreation 465. Research, Evaluation, and Grant writing This course examines research methodologies and evaluation processes as applied to recreation and leisure services. The uses and limitations of research for recreation services are critically assessed. Grantsmanship, the nature and professional application of research and evaluation methodology related to leisure services, and the procedures for evaluation and the research process are emphasized.

Credit: 3 hours Community and Commercial Recreation 478. Internship Experience I Combines field experience with a career counseling seminar.

Credit: 3 hours Community and Commercial Recreation 479. Internship Experience II Combines field experience with a career counseling seminar.

Prerequisite: Cumulative minimum GPA of 2.0 Credit: 3 hours Community and Commercial Recreation 490. Special Topics (HPE 490, SMGT 490) This course will examine current topics of interest in the field of Sport Sciences, and students will be expected to conduct a scholarly research project on the subject. The course will serve as an advanced elective for student majors in the School of Sport Sciences.

Credit: 3 hours Community and Commercial Recreation 497. Exit Examination Required of majors in the last semester before graduation. Graded on P/F basis.

Credit: 0 hours Community and Commercial Recreation 499. Independent Study Pursuit of a particular project in recreation. Supervision and guidance by a University faculty member.

Credit: 3 hours

COMPUTER SCIENCE ( CS) Computer Science 110. Computing for the 21st Century Wingate University Academic Catalog 2019-2020

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Introduces computers as tools for communicating in the information age. Topics to be covered include introductions to computer hardware, the operating system, the Internet, and number of applications which can be used to communicate information and ideas.

Credit: 3 hours Computer Science 120. Introduction to Programming Introduces the student to the basic concepts of the discipline of computing, emphasizing elementary facts concerning computer architecture, programming languages, software methodology, and algorithms. Considerable time is devoted to learning how to solve problems using an appropriate programming language. Basic principles of program design and implementation are introduced. Abstract data types, sorting and searching are treated at an elementary level.

Credit: 3 hours (Fall) Computer Science 498. Independent Study Designed for students who wish to undertake an in-depth examination of a computer science related topic. The project will be carried out under the direction of a faculty sponsor.

Prerequisite: Computer Science 120, Junior/Senior standing Credit: 1-3 hours

CRIMINAL JUSTICE (CRJ) Criminal Justice 201. Introduction to Criminal Justice Introduction to the components and processes of the criminal justice system. Topics include history, structure, functions, and philosophy of the criminal justice system and their relationship to life in our society. Upon completion, students should be able to define and describe the major system components and their interrelationships and evaluate career options.

Prerequisite: Sociology 101, Psychology 101 Credit: 3 hours Criminal Justice 205. Juvenile Justice Covers the juvenile justice system and related juvenile issues. Topics include an overview of the juvenile justice system, treatment and prevention programs, special areas and laws unique to juveniles, and other related topics. Upon completion, students should be able to identify/discuss juvenile court structure/procedures, function and jurisdiction of juvenile agencies, processing/detention of juveniles, and case disposition.

Prerequisite: Sociology 101, Psychology 101 Credit: 3 hours Criminal Justice 301. Criminal Law Presents the nature and development of criminal law including the concepts of criminal liability, responsibility, and capacity; comprehensive analysis of the various crimes against persons, property, and morality.

Prerequisite: Criminal Justice 201 Credit: 3 hours Criminal Justice 305. Corrections Covers the history, major philosophies, components, and current practices and problems of the field of corrections. Topics include historical evolution, functions of the various Wingate University Academic Catalog 2019-2020

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components, alternatives to incarceration, treatment programs, inmate control, and other related topics. Upon completion, students should be able to explain the various components, processes, and functions of the correctional system.

Prerequisite: Criminal Justice 201 Credit: 3 hours Criminal Justice 307. Criminology (SOC 307) Topics include theories of crime causation; crime data; statistical analysis of criminal behavior; past, present, and future social control initiatives; and other related topics. Upon completion, students should be able to explain, discuss, and apply various theories of crime causation and societal response.

Prerequisite: Sociology 101, Psychology 101 Credit: 3 hours Criminal Justice 390. Research Methods in Criminal Justice Research designs, data collection, and data analysis methods relevant to criminal justice.

Prerequisite: Criminal Justice 307, Math 209 Credit: 3 hours Criminal Justice 475. Special Topics in Criminal Justice Offers students an opportunity to study emergent topics which are beyond the scope of the current curriculum. Since the content varies, the course may be taken for a maximum of six credits.

Prerequisite: Criminal Justice 201; junior class standing Credit: 1-3 hours Criminal Justice 495. Internship in Criminal Justice Provides an opportunity to develop professional skills in a law enforcement setting.

Requires a minimum of 100 hours of field work for the semester. Scheduled seminars with a faculty member provide guidance and evaluation of the learning experience.

Prerequisite: Criminal Justice 201 Credit: 4 hours Criminal Justice 497. Exit Exam Required of majors in the last semester before graduation. Graded on P/F basis.

Credit: 0 hours

ECONOMICS (ECON) Economics 221. Principles of Microeconomics An introduction to price theory and forms of market organization. This includes the theory of demand and supply for goods and services and an analysis of how markets operate to produce and allocate those goods and services.

Credit: 3 hours (Recommended Fall) Economics 222. Principles of Macroeconomics An introduction to the macro-economy including economic growth and national income, money and inflation, employment and business cycles. Current topics may be included.

Prerequisite: Economics 221 or consent of professor. Computer Science 110 is recommended Credit: 3 hours (Recommended Spring) Wingate University Academic Catalog 2019-2020

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Economics 309. The Foundations of Capitalism in U.S. Economic History Investigate the foundations and origins of capitalism beginning with the early writings of economic thought and the evolution of the market system. Seeks to understand why markets have flourished in the U.S. economy and what are the nature and causes of market disruptions, while also examining the historical significance American political freedom has played in the capitalist system.

Credit: 3 hours (Fall) Economics 321. Intermediate Microeconomics Intermediate level treatment of the theory of price. Topics include consumer demand, production theory, factor pricing, and market structures.

Prerequisite: Economics 221, 222, with a “C-” or better.

Credit: 3 hours (Fall) Economics 322. Intermediate Macroeconomics Intermediate level treatment of theories of national income determination and growth, business cycles and employment, inflation and the general price level.

Prerequisite: Economics 221, 222, with a “C-” or better.

Credit: 3 hours (Spring) Economics 350. Money and Financial Institutions (FINA350) A study of financial markets, money and banking. Topics include financial intermediation, information asymmetries, interest rate determination, securities and the markets in which they trade, risk, monetary policy, and the role and structure of the Federal Reserve.

Financial markets are described and evaluated from the perspective of individual investors and financial intermediaries.

Prerequisite: Economics 222, Finance 318, or consent of professor.

Credit: 3 hours (Spring) Economics 413. Special Topics in Economics Special topics relating to labor markets, public policy, industrial organization, sports economics, or other applied micro or macro topics. May be taken at the junior or senior level and up to three times as topics will vary.

Prerequisite: Economics 221, 222, or consent of professor Credit: 3 hours Economics 498. Independent Study Requires consent of the Dean of the Byrum School of Business. Must be approved and supervised by a faculty member.

Credit: 3 hours Economics 499. Internship in Economics Requires consent of the Dean of the School of Business. Must be approved and supervised by a faculty member.

Credit: 3 hours

EDUCATION (ED) Education 299. Special Topics in Education

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Special topics related to public education in the U.S., comparative education, focused investigations, and student special interests. May include travel and/or other field experiences (proportional to credit hours). Offered only as needed and/or upon request.

This course cannot be used as a substitute for any other education course.

Prerequisite: Variable by topic Credit: 1-3 hours Education 300. Teaching: The Profession For students planning or considering a major in education; Education 300 is an overview of the education profession. This one hour course will allow students the opportunity to familiarize themselves with governance and licensure, issues in education and in specialty areas, as well as provide an opportunity to visit at least 2 of the 3 types of public schools.

Credit: 1 hour Education 301. Foundations of Education Historical, philosophical, and social foundations of education; the governance of education; patterns of school organization; trends in education; and professionalism. Intended to assist in the decision to pursue a career in education. Requires a field experience in a public school classroom.

Prerequisite: Education 300 or consent of professor Credit: 3 hours Education 303. Educational Psychology Theories of learning; maximizing learning and retention; motivation; classroom management and control; working with disadvantaged and gifted learners; fostering creativity; testing and evaluation. Field experience required. Projects focused at licensure level.

Prerequisite: Education 300 or consent of professor Credit: 3 hours Education 304. Exploring Diversity The purpose of the course is to introduce students to the diverse nature of classrooms in America and to assist in their understanding of the system of schooling in the United States.

It will address issues related to how race, gender, language, socioeconomic status, ethnicity and other traits impact this system. Major topics in the course include, among others, immigration, educational and socioeconomic inequality, family structure, and social policy initiatives. The readings for the course bring a range of perspectives to these issues, including sociological, historical, cultural, legal, and economic. It will serve as the foundation for further discussions of diversity in upper level education courses. Requires a field experience in a classroom with a diverse student population.

Credit: 1 hour Education 305. Introduction to Differentiated Instruction for All Learners Building on the exploration of diversity in ED 304, this course focuses attention on how teachers serve students of different backgrounds, abilities and exceptionalities in the classroom. “Differentiated Instruction” or Universal Design for Learning (UDL) identifies students of varying abilities and prior experiences as benefiting from classroom practices that engage them “where they are.” UDL, furthermore, is an attempt to embrace the diversity within the classroom and serve each student as most benefits them. This course is designed to present a general introduction and knowledge of DI. This includes accounting for the trends in the educational programming and the needs of a diverse student

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population including those with special needs. Requires a field experience with a special education teacher or in a inclusion classroom. Field requirements for non-licensure track students are accommodated.

Prerequisite: Education 303 Credit: 3 hours Education 306. Curriculum and Instruction Concepts of curriculum theory, curricular design, curriculum planning, assessment, classroom organization and management, addressing the needs of all children. Audio-visual component. Field experience required. Projects focused at certification level. For all teacher education majors.

Prerequisite: Education 301, 303, and acceptance into the Teacher Education program Credit: 3 hours Education 308. Reading Foundations Grades K-8 Emphasis will be placed on the reading process, readiness for reading instruction, methods of teaching reading, attitudes regarding reading, cultural diversity as it affects learning to read and the teaching of reading, essential skills related to word processing and comprehension, and the interrelatedness of all modes of communication. Different types of reading materials will be evaluated and current literature on the teaching of reading, as well as current public school practices will be discussed. Field experience required.

Prerequisite: Education 301, 306 Credit: 3 hours (Spring) Education 320. Methods of Health Instruction (HPE 320) This course develops the ability to plan, manage, and instruct a health education program at the middle and high school levels.

Prerequisite: Education 301, 303, 306 Credit: 3 hours (Spring) Education 322. Content Literacy for Elementary and Middle Grades Strategies for teaching pertinent reading skills including word analysis and work-study skills in major content areas; techniques for assessing readability and other characteristics of textbooks as well as determining the reading levels of students; non-reading alternatives for helping non-reading students. Field experience required.

Prerequisite: Education 301, 306 Credit: 3 hours (Fall) Education 324. English Methods for Secondary Teachers Methods, materials, techniques, and content for teaching English on the secondary level.

Sources and uses for supplementary materials, activities, and devices. Includes component on the writing process. Simulated or real field experience. Open only to English majors seeking secondary education licensure. Capstone course in English and Education major.

Includes field experience in a high school classroom.

Prerequisite: Education 301, 306 Credit: 3 hours (Fall) Education 326. Content Area Literacy Strategies for teaching pertinent reading skills, including vocabulary and work-study skills in major content areas; characteristics of trade books/text sets; strategies for English Language Learners (ELL); and use of technology.

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Prerequisite: Education 301, 306 Credit: 1 hours Education 327. Literature for Children and Young Adults Study of literature for children and young adults including preferences and needs. Includes methods and techniques for presenting and responding to literature including read aloud, creative dramatics, and other types of reader response. Graphic novels and current trends in literature will be explored. Includes the development of a resource of titles and descriptions for use in teaching.

Prerequisite: Education 306 Credit: 3 hours Education 331. Middle Grades Curriculum and Instruction Uniqueness of Middle Grades; curriculum content and structure, instruction, motivation, general teaching methodologies, remediation, enrichment strategies, appropriate test and evaluation strategies. Requires a field experience appropriate to concentrations. For all Middle Grades education majors.

Prerequisite: Education 301, 306 Credit: 3 hours (Spring) Education 335. Classroom Strategies for the Secondary Teacher Grades 9-12 This course will provide an introduction to teaching methods that are common to all subjects at the secondary level. Topics will include cooperative learning, discovery learning, direct instruction, questioning techniques, differentiation of instruction for diversity, appropriate use of technology, and basic issues of assessment. Field experience required.

Prerequisite: Education 301, 303, 306 Credit: 2 hours (Spring, alternate years) Education 353. Developing Scientific Inquiry in the Elementary Grades Content, material and strategies for teaching science in grades K-6. Simulated and classroom science teaching experience appropriate for student goals. Development of lesson plans, a unit, discovery oriented activities, technology resources for instruction, and long term observational experiments. Field experience required.

Prerequisite: Education 301, 306 Credit: 2 hours (Fall) Education 354. Middle Grades and Secondary Science Methods Methods, materials, techniques and relevant content for teaching science on the Middle Grades (6-9) and secondary (9-12) levels. Development of lesson plans, a unit, demonstrations, labs, long term experimentation, and technology resources for instruction along with simulated and field experiences. Two hours lecture, three hours lab.

Prerequisite: Education 301, 306 Credit: 3 hours (Fall) Education 357. Middle Grades and Secondary Mathematics Teaching Methods This course will focus on curricula, instructional methods, and assessment strategies appropriate for effective teaching and learning in middle school and high school level mathematics classes. The emphasis of the course will be on lesson design, effective instructional methods, and the nature of learning mathematics with conceptual understanding. An overview of digital learning methods appropriate for middle grades and high school mathematics classes will be included. Field experience required.

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Prerequisite: Education 301, 306 Credit: 3 hours Education 358. Teaching Problem Solving and Quantitative Reasoning in the Elementary Grades An overview of the essential components basic in mathematics; methods and techniques for teaching mathematics in the elementary grades; diagnosis and correction techniques; integration within mathematics and with other subjects; techniques for working with the special child; selection and use of technology in the teaching of mathematics; design and use of lesson plans. Requires a field experience and participation in an elementary classroom.

Prerequisite: Education 301, 306 Credit: 3 hours (Fall) Education 361. Promoting Healthy Lifestyles in the Elementary Grades This course develops the ability to plan, manage, and integrate physical activity and teach health concepts at the elementary school level. Field experience required.

Prerequisite: Education 301, 303, 306 Credit: 2 hours (Fall) Education 362. Integrating Fine Arts in the Elementary Curriculum. (ART 362) Designed to develop knowledge and to integrate the basic elements, concepts and skills of fine arts. Specific projects are assigned to promote integration of the arts through current and historical themes, appropriate for the K-6 curriculum. Requires a field experience in a music classroom.

Prerequisite: Education 301, 306 Credit: 3 hours Education 371. Elementary Music Methods (MUS 371) Music teaching methods and materials for the elementary music classroom (K-5).

Philosophy of music in the education of children. Introduction to music lesson planning including scope and sequence, assessment methods, standards-based music education, and cross-curricular planning. Requires a field experience in an elementary school.

Credit: 2 hours Education 374. Middle School Choral Methods (MUS 374) Music teaching methods and materials for middle school chorus (6-8). Topics include philosophy, curriculum, discipline, assessment, and techniques for vocal ensembles and general music classes. Three class hours per week. Includes observation/participation in a middle school music classroom.

Prerequisite: Music 371 Credit: 2 hours (Spring) Education 376. Middle School Instrumental Methods (MUS 376) Music teaching methods and materials for middle school band (6-8). Topics include philosophy, curriculum, discipline, assessment, and techniques for instrumental ensembles.

Three class hours per week. Includes 10 hours of observation/participation in a middle school music classroom.

Prerequisite: Music 371 Credit: 2 hours (Spring)

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Education 380. Elementary Physical Education Methods (HPE 380) Develops the ability to plan, manage, and teach physical education at the elementary school level. Field experience required.

Prerequisite: Education 301, 303, 306 Credit: 3 hours (Fall) Education 384. High School Choral Methods (MUS 384) Music teaching methods and materials for high school chorus (9-12). Topics focused on teaching the choral ensemble and include parental support, discipline, voice building, repertoire, rehearsal techniques, and assessment. Three class hours per week. Includes observation/participation.

Prerequisite: Music 373 Credit: 2 hours (Fall) Education 385. Middle and Secondary Physical Education Methods (HPE 385) This course develops the ability to plan, manage, and instruct a physical education program at the middle and high school levels. Field experience required.

Prerequisite: Education 301, 303, 306 Credit: 3 hours Education 386. High School Instrumental Methods (MUS 386) Music teaching methods and materials for high school (9-12). Topics focused on teaching the instrumental ensemble and include parental support, discipline, tone building, repertoire, and assessment. Three class hours per week. Requires observations/participation in a high school music class.

Prerequisite: Music 373 Credit: 2 hours (Fall) Education 390. Teaching Citizenship and Global Issues Grades 9-12 Role of the social studies in a spiral curriculum. Methodologies derived from learning theories and the nature of the social sciences are considered as sources for instruction strategies. Field experience required.

Prerequisite: Education 301, 306 Credit: 3 hours (Fall) Education 392. Teaching Citizenship and Global Issues Grades K-6 An overview of the rationale and goals of social studies instruction in 21st century elementary schools; planning, implementing, and assessing social studies instruction for global awareness and effective citizenship; and the integration of social studies skills and concepts across the curriculum. Requires a field experience in a K-6 grade classroom Prerequisite: Education 306 Credit: 2 hours Education 395. Teaching Citizenship and Global Issues Grades 6-9 An overview of and methods and techniques for teaching social studies in grades 6-9; integration with other subjects; techniques for teaching the special child; preparation and use of lesson plans. Requires a field experience in a 6-9 grade classroom.

Prerequisite: Education 301, 306 Credit: 3 hours (Fall) Education 399. Special Topics in Education

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Special topics related to public education in the U.S., comparative education, focused investigations, and student special interests. May include travel and/or other field experiences (proportional to credit hours). Offered only as needed and/or upon request.

This course cannot be used as a substitute for any other education course. Field experience varies.

Prerequisite: Variable by topic Credit: 1-3 hours Education 400. Student Teaching Seminar The student teaching seminar is a required course that is concurrent with the student teaching semester. Its purpose is to provide opportunities for the student teacher to process the experiences that are occurring in the classroom and to strengthen professional growth.

Graded on P/F basis.

Prerequisite: Completion of all other University and program requirements and/or permission of the Dean of the School of Education with approval from the Teacher Education faculty.

Co-requisite: Enrollment in student teaching or practicum courses.

Credit: 0-3 hours Education 410. Teaching Writing and Communication Grades K-8 An overview of language development and methods and techniques for teaching writing and communication skills in the 21st Century Elementary and Middle grades classroom; principles and processes for the planning, implementation, and assessment of authentic, differentiated language arts instruction for both native and non-native language learners; aligning language arts instruction with learning standards and learner needs; integration of writing, speaking, listening, viewing, and visually representing within the total literacy program and across the curriculum. Field experience required.

Prerequisite: Education 301, 306, or permission of program coordinator Credit: 3 hours (Spring) Education 411. Reading Assessment and Intervention Strategies for diagnosing difficulties in reading and other subject areas, writing individual educational prescriptions, implementing individualized programs of instruction, conferring with parents, and utilization of other professional resources. Field experience required.

Prerequisite: Education 301, 306, 308 Credit: 3 hours (Fall) Education 420. Investigations in Reading Historical development, current research and trends in reading instructions; organization and administration of reading programs; choosing, developing and using resources for reading instruction. Capstone course for the major in Reading/Elementary Education. Field experience required.

Prerequisite: Education 301, 306 Credit: 3 hours Education 421. Reading Programs: Organization, Management, and Effective Strategies and Methods The purpose of this course is to prepare prospective teachers to implement and/or create a literacy environment to foster reading, writing, speaking, and listening by studying and critiquing a variety of literacy and other reading programs in elementary, middle, and secondary schools. Organization, management, materials, and assessment will be studied in

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such programs as Reading recovery, Reading Workshop, Breakthrough to Literacy, and other reading programs. Includes field experience (K-12).

Prerequisite: Education 301, 306, 308 Credit: 3 hours Education 440a (K-6) Elementary Education Student Teaching: Instructional Prep.

440b (K-6) Elementary Education Student Teaching: Instructional Presentation 440c (K-6) Elementary Education Student Teaching: Classroom Organization and Management Supervised 16-week internship in teaching the elementary grades K-6. Involves observation, participation, and structuring an educational environment. Three grades given: 440a-, 440b-, 440c-.

Prerequisite: Completion of all other University and program requirements and/or permission of the Dean of the School of Education with approval from the Teacher Education faculty.

Credit: 12 hours Education 442a Music Student Teaching: Instructional Preparation 442b Music Student Teaching: Instructional Presentation 442c Music Student Teaching: Classroom Organization and Management Supervised internship in music education. Involves observation, participation, and structuring an educational environment.

Prerequisite: Completion of all other University requirements, permission of the Dean of the School of Education with approval from the Teacher Education faculty.

Credit: 12 hours Education 443a (9-12) History Student Teaching: Instructional Preparation 443b (9-12) History Student Teaching: Instructional Presentation 443c (9-12) History Student Teaching: Classroom Organization/Management Supervised 16-week internship in teaching secondary (9-12) social studies. Involves observation, participation, and structuring an educational environment. Three grades given: 443a-, 443b-, 443c-.

Prerequisite: Completion of all other University and program requirements and/or permission of the Dean of the School of Education with approval from the Teacher Education faculty.

Credit: 12 hours Education 444a Middle Grades Student Teaching: Instructional Preparation 444b Middle Grades Student Teaching: Instructional Presentation 444c Middle Grades Student Teaching: Classroom Organization and Management Supervised 16-week internship in teaching the Middle Grades (6-9) in appropriate areas of concentration. Involves observation, participation, and structuring an educational environment. Three grades given: 444a-, 444b-, 444c-.

Prerequisite: Completion of all other University and program requirements and/or permission of the Dean of the School of Education with approval from the Teacher Education faculty.

Credit: 12 hours

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Education 460a (9-12) Mathematics Student Teaching: Instructional Preparation 460b (9-12) Mathematics Student Teaching: Instructional Presentation 460c (9-12) Mathematics Student Teaching: Classroom Organization and Management Supervised 16-week internship in teaching secondary (9-12) mathematics. Involves observation, participation, and structuring an educational environment. Three grades given: 460a-, 460b-, 460c-. Capstone course for the major.

Prerequisite: Completion of all other University and program requirements and/or permission of the Dean of the School of Education with approval from the Teacher Education faculty.

Credit: 12 hours Education 465a (9-12) English Student Teaching: Instructional Preparation 465b (9-12) English Student Teaching: Instructional Presentation 465c (9-12) English Student Teaching: Classroom Organization and Management Supervised 16-week internship in teaching secondary (9-12) English. Involves observation, participation, and structuring an educational environment. Three grades given: 465a-, 465b-, 465c-.

Prerequisite: Completion of all other University and program requirements and/or permission of the Dean of the School of Education with approval from the Teacher Education faculty.

Credit: 12 hours

Education 470a (9-12) Science Student Teaching: Instructional Preparation 470b (9-12) Science Student Teaching: Instructional Presentation 470c (9-12) Science Student Teaching: Classroom Organization and Management Supervised 16-week internship in teaching secondary (9-12) Biology and Chemistry.

Involves observation, participation, and structuring an educational environment. Three grades given: 470a-, 470b-, and 470c-.

Prerequisite: Completion of all other University and program requirements and/or permission of the Dean of the School of Education with approval from the Teacher Education faculty.

Credit: 12 hours Education 486a (K-12) Reading/Elem. Ed. Student Teaching: Instructional Prep.

486b (K-12) Reading/Elem. Ed. Student Teaching: Instructional Presentation 486c (K-12) Reading/Elem. Ed. Student Teaching: Class.

Organization/Management Supervised 16-week internship in teaching to be divided between placements in elementary grades K-6 and a remedial reading lab. Involves observation, participation, and structuring an educational environment. Three grades given for 486a, 486b, 486c.

Prerequisite: Completion of all other University and program requirements and/or permission of the Dean of the School of Education with approval from the Teacher Education faculty.

Credit: 12 hours

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Education 487a Student Teaching: Instructional Preparation 487b Student Teaching: Instructional Presentation 487c Student Teaching: Classroom Organization and Management Supervised 10-week internship in teaching in one of the Education majors offered. Involves observing, participating, and structuring an educational environment. Three grades given for 487a, 487b, 487c. Offered under special circumstances and may be taken only through special permission of the Teacher Education Committee and Dean.

Prerequisite: Completion of all other University and program requirements and/or permission of the Dean of the School of Education with approval from the Teacher Education faculty.

Credit: 6 hours Prerequisite: Education 306 and full admission to the Teacher Education Program, or permission of the Dean of School of Education.

Education 490a Health and Physical Education Student Teaching: Instructional Prep.

490b Health and Physical Education Student Teaching: Instructional Presentation 490c Health and Physical Education Student Teaching: Classroom Org/Management Supervised internship in teaching health and physical education. Involves observation, participation, and structuring an educational environment for physical education.

Prerequisite: Completion of program requirements and permission of the Dean of the School of Education with approval from the Teacher Education faculty.

Credit: 12 hours Education 491. Introduction to Gifted Education Provides an overview of current and historical issues in the field. Introduces characteristics of gifted students, educational and programming opportunities. Issues in identifying AIG populations and current research are reviewed. Field experience required.

Prerequisite: Education 301, 303, 306 Credit: 3 hours Education 492. Social and Emotional Needs of the Gifted/Talented Focuses on theoretical and practical knowledge to understand and support the social and emotional needs of gifted youth. Field experience required.

Prerequisite: Education 301, 303, 306 Credit: 3 hours Education 493. Methods and Materials in Gifted Education Covers the understanding and use of instructional strategies and materials to facilitate the development of gifted learners from diverse backgrounds who are expressing their gifts in various talent domains. Field experience required.

Prerequisite: Education 301, 303, 306 Credit: 3 hours Education 494. Curriculum Development for the Gifted Explores ways to use assessment data to extend basic differentiation of curriculum elements and integrative methods to design appropriate learning experiences to improve student achievement and growth. Field experience required.

Prerequisite: Education 301, 303, 306

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Credit: 3 hours Education 497. Exit Examination Required of majors in the last semester before graduation. Graded on P/F basis.

Credit: 0 hours Education 498. Content Area Project Required for all Teacher Education programs. Graded on P/F basis.

Credit: 0 hours Education 499. Educational Studies Internship This course provides expertise and experience working in non-instructional settings within K-12 schools in a partner school system, within education-related agencies, or in other agencies which provide education-related services. Activities include observation/participation in appropriate activities in the field setting and reflection on the activities with the site supervisor and others as appropriate.

Credit: 3 hours

ENGLISH (ENG) English 100. Beginning University Writing Introduction to expository prose and study of writing expectations in higher education and the professions. Placement by SAT scores, high-school grades, and a proficiency exam.

Students who make a passing grade in English 100 must also complete English 110 to fulfill the first-year English component of the core curriculum.

Credit: 3 hours English 110. University Writing and Research Emphasis on writing expository essays, conducting research, and reading discursive prose.

Credit: 3 hours English 200. Introduction to the English Major Introduces students to skills necessary to the study of English. Includes an overview of schools of literary criticism; an introduction to research practices; and strategies for writing about literature. Also prepares students to identify and prepare for careers and internships suited to their skill set as English majors. Not for Core or literature credit.

Prerequisite: English 110 Credit: 3 hours English 203. Early American Literature Representative American writers from the Colonial through the Romantic period.

Prerequisite: English 110 Credit: 3 hours English 204. Modern American Literature Representative American writers from the Civil War period to the present.

Prerequisite: English 110 Credit: 3 hours English 206. Contemporary Southern Fiction An introduction to contemporary Southern novel and short stories through the exploration of established themes.

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Prerequisite: English 110 Credit: 3 hours English 210. Major British Authors I Representative British texts from Beowulf through the Restoration.

Prerequisite: English 110 Credit: 3 hours English 211. Major British Authors II Representative British authors from the Romantic movement through the contemporary period.

Prerequisite: English 110 Credit: 3 hours English 255. Professional and Technical Writing Study of practical writing projects. Emphasis on 1) the process of completing on-the-job writing assignments, 2) commonly used formats, and 3) related communication tasks such as oral presentations and graphics. Not for Core or literature credit.

Prerequisite: English 110 Credit: 3 hours English 256. Desktop Publishing An introduction to desktop publishing and fundamentals of design, including layout, formatting, imaging, and publishing. Assignments will include letterhead design, brochures, manuals, newsletters, and web pages using desktop publishing software and equipment. Not for Core or literature credit.

Prerequisite: English 110 Credit: 3 hours English 301. Religious Thought in Literature (REL 301) A study of literary works which address such theological issues as the need to forgive, the role of the minister, the nature of Christ, the status of the church, and the relation of faith to doubt.

Prerequisite: English 110 Credit: 3 hours English 305. Autobiography as Literature Study of major literary autobiographies from antiquity to the present. Research in autobiographical theory and analysis of the types of literary autobiography. Final project will be the composition of an original autobiographical narrative.

Prerequisite: English 110 Credit: 3 hours English 306. Irish Literature 1880-1949, From Renaissance to Revolution Survey of Irish writing, including fictional prose, poetry, and drama; from Britishcontrolled Victorian Ireland, through the establishment of the Irish Free State, to the independence of the 26 counties of the Irish Republic. Its aim is to familiarize students with aspects of Irish literature in English, including the influence of politics and history on Ireland’s literature.

Prerequisite: English 110 Credit: 3 hours

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English 307. Jewish-American Literature Fiction, autobiography, poetry, cultural theory, and literary criticism related to Jews in America.

Prerequisite: English 110 Credit: 3 hours English 308. African-American Literature: A Survey African-American literature, including prose, poetry, and drama, from the 18th century to the present. Emphasis on movements and developments in writing by black Americans, from slave narratives to the novels of Toni Morrison.

Prerequisite: English 110 Credit: 3 hours English 309. Native American Literature Survey of Native American literature and culture from the 1770s to the present, with special attention to contemporary Native American authors. .

Prerequisite: English 110 Credit: 3 hours English 310. Studies in Fiction Novels and short stories from various periods with emphasis on forms, ideas, and techniques.

Prerequisite: English 110 Credit: 3 hours English 311. American Renaissance Literature Examination of American literature and culture from 1840 to 1880.

Prerequisite: English 110 Credit: 3 hours English 312. Literature of the British Enlightenment Survey of literature written in the British Isles from 1660 to 1800 with emphasis on European Neoclassical influences, scientific discovery, and the Industrial Revolution.

Prerequisite: English 110 Credit: 3 hours English 315. Women in Literature (WS 315) Extensive exploration of such topics as images, roles, and life stages of women in literature.

Discussion and application of feminist perspective.

Prerequisite: English 110 Credit: 3 hours English 320. Linguistics English phonology, morphology, syntax, semantics, sociolinguistics, historical linguistics, language acquisition, neurolinguistics, and the history of writing. Not for Core literature credit.

Prerequisite: English 110 Credit: 3 hours English 330. Poetry and Creative Writing

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Poetry from various periods and countries with emphasis on structure and meaning combined with creative writing techniques. Fulfills literature general education requirement.

Prerequisite: English 110 Credit: 3 hours English 335. Fiction-Writing The study of the craft of fiction (structure, scene, setting, characterization, dialogue, atmosphere, point of view, theme) in published models and in the production/revision of student work. Student writing examined in class and in conference with professor. Cannot be used for English major or English minor credit or for Core or literature credit.

Prerequisite: English 110 Credit: 3 hours English 340. Literature and Film Selected literary genres and their film adaptations with emphasis on verbal and visual language, aesthetic effectiveness, and critical judgment.

Prerequisite: English 110 Credit: 3 hours English 342. Shakespeare in Film and Fiction A study of reinterpretations of Shakespearean plays in film, dramas, novels, and other genres of contemporary culture. Exploration of how changing the medium changes the message. Emphasis on issues such as power, justice, love, hatred, and loyalty.

Prerequisite: English 110 Credit: 3 hours English 350. Studies in Drama Drama from various periods with emphasis on forms, ideas, and techniques.

Prerequisite: English 110 Credit: 3 hours English 355. Advanced Studies in Professional and Technical Writing Advanced exploration of the interrelation between written, oral, and graphic communication. Emphasis on research, editing, and producing camera-ready documents.

Not for Core or literature credit.

Prerequisite: English 255: or consent of professor Credit: 3 hours English 360. Advanced Composition Advanced instruction in the various types of composition. Not for Core or literature credit.

Prerequisite: English 110 Credit: 3 hours English 370. Middle English Literature Study of prominent works of Middle English literature, including Chaucer, Langland, the Pearl Poet, and Julian of Norwich.

Prerequisite: English 110 Credit: 3 hours English 371. Old English Literature

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Study of the form of English used prior to the Norman Invasion (1066), including its grammar and lexicon, in the service of appreciating and analyzing its literature.

Prerequisite: English 110 Credit: 3 hours English 401. Twentieth Century British Literature Poetry, drama, fiction, and the essay from 1900 to the present.

Prerequisite: English 110 Credit: 3 hours English 402. Advanced Studies in Literature An intensive study of a special topic, individual author, or literary movement. Attention to be given to current critical and theoretical issues relevant to the area of study. May be repeated for credit as topics vary.

Prerequisite: Junior standing/consent of department head.

Credit: 3 hours English 403. Contemporary American Literature Genres of recent American literature, focusing on the issues and themes confronting Americans; contributions by modern ethnic writers.

Prerequisite: English 110 Credit: 3 hours English 404. Renaissance Studies Selections from all major genres of the English Renaissance (1500-1650), including writers such as Spenser, Sidney, Shakespeare, Donne, and Milton.

Prerequisite: English 110, 210 Credit: 3 hours English 406. Studies in Romantic British Literature Studies in poetry and prose of selected English Romantic writers with emphasis on the creation and characteristics of the English Romantic Movement.

Prerequisite: English 110 Credit: 3 hours English 407. Studies in Victorian British Literature An overview of British prose and poetry written between 1830 and 1901 with an emphasis on dominant ideological Preoccupations of the period.

Prerequisite: English 110 Credit: 3 hours English 408. Scottish Literature An overview of Scottish literature from its beginnings to the present with emphasis on the relationship between history and literature.

Prerequisite: English 110 Credit: 3 hours English 411. Southern Literature Significant Southern writers from Colonial to Modern with emphasis on 20th Century works.

Prerequisite: English 110

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Credit: 3 hours English 420. Shakespeare Representative comedies, histories, and tragedies showing the development of his thought and style. Shakespeare’s world and theatre examined.

Prerequisite: English 210 or consent of professor Credit: 3 hours English 430. Literary Theory A survey of theoretical reflection upon literature and its interpretation from Plato to the present. Capstone course in the major. Not for Core literature credit.

Prerequisite: English 110, (6) hours of literature/consent of professor.

Credit: 3 hours English 449. Independent Study Selected topic under faculty supervision.

Prerequisite: Permissions: Chairperson of the department; Dean of the College of Arts and Sciences.

Credit: 3 hours English 455. Internship in Professional and Technical Writing Intensive study and work at a nearby business or other organization that produces technical writing. A total of 100 contact hours is required. Consent of the English Department is required, and the Department will oversee the internship. Cannot be used for English major or English minor credit, or for Core or literature credit.

Prerequisite: English 355 or consent of professor Credit: 3 hours English 497. Exit Examination Required of majors in the last semester before graduation. Graded on P/F basis.

Credit: 0 hours

ENTREPRENEURSHIP (ENTR) Entrepreneurship 315. Small Business Management/Entrepreneurship (MGMT 315) Study of the small business sector within a free enterprise system; examines the startup process; and reinforces managerial techniques for the continuing success of small firms.

Prerequisite: Management 302, Marketing 301 Credit: 3 hours (Spring) Entrepreneurship 340. Social Entrepreneurship Designed to expose students to the field of social entrepreneurship, this course will develop innovation skills, and social awareness required for success in the field. Topics include development of a sustainable business model capable of providing a positive long term social impact.

Prerequisite: Entrepreneurship/Management 315 or consent of professor Credit: 3 hours Entrepreneurship 410. New Venture Entrepreneurship

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By the completion of this course, students will be able to integrate multiple innovative and entrepreneurial factors into a complete enterprise strategy. Included in the topics will be market evaluation, business modeling, business strategies, financial structures and early and late stage funding sources to ensure sustainable growth.

Prerequisites: Entrepreneurship/Management 315 or consent of professor and senior status Credit: 3 hours Entrepreneurship 496. Entrepreneur in Action Practicum Designed to prepare an entrepreneurship minor with the hands on practical skills necessary to start a business venture. The practicum can focus on launching a student business or a student run on-campus venture. Requires the consent of the Dean of the Byrum School of Business. Must be approved by the entrepreneurship minor coordinator and supervised by a faculty member.

Credit: 3 hours Entrepreneurship 499. Internship in Entrepreneurship For students who are interested in being entrepreneurial within a small business or nonprofit organization. Requires the consent of the Dean of the Byrum School of Business.

Must be approved by the entrepreneurship minor coordinator and supervised by a faculty member.

Credit: 3 hours

ENVIRONMENTAL BIOLOGY (ENV) Environmental Biology 115. Environmental Biology (BIO 115) Basic concepts of ecosystem structure and function, and varieties of interactions in the environment. Problems of energy and energy flow, resources, disruptive influences, and man’s response and responsibility. Three hours lecture, three hours lab.

Credit: 4 hours (Fall) Environmental Biology 330. Marine Biology and Oceanography (BIO 330) Study of the Earth’s marine life and ocean ecosystems; ecological relationships among different forms of sea life and their interactions with the physical environment of the world’s oceans.

Prerequisite: Environmental Biology/Biology 115 or Biology 150, 200 Credit: 3 hours Environmental Biology 430. Wildlife Management (BIO 430) Basic principles of wildlife management; study of how wildlife populations are maintained in natural and disturbed communities.

Prerequisite: Environmental Biology/Biology 115 or Biology 150, 200 Credit: 3 hours Environmental Biology 442-444. Independent Study Individual study of a topic of interest and concern to the student. May involve directed reading and/or experimental work in consultation with and supervision by a biology faculty member. May be repeated for credit (with approval of biology faculty.) Offered on demand.

Prerequisite: 2.0 GPA; approval of Biology Chairperson and Dean of College 30 days prior to study Credit: 2-4 hours Wingate University Academic Catalog 2019-2020

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Environmental Biology 495. Environmental Biology Internship Field experience in environmental biology through paid internship or volunteer opportunity. An acknowledged learning agenda between the supervisor and student is recognized; the student and supervisor will set goals to be met during the internship.

Prerequisite: Completion of junior year, consent of faculty advisor Credit: 4 hours Environmental Biology 491-493. Special Topics in Environmental Biology Special topics of interest in environmental biology. May be repeated for a maximum of six hours.

Prerequisite: Junior/senior standing and consent of professor.

Credit: 1-3 hours Environmental Biology 497. Exit Examination Required of majors in the last semester before graduation. Graded on P/F basis.

Credit: 0 hours

EXERCISE SCIENCE ( EXSC) Exercise Science 101. Introduction to Exercise Science Includes an overview of the profession of exercise science, the characteristics of an exercise science professional, the various career opportunities, history of exercise science, and the role of organizations such as ACSM and NSCA. Requires a grade of “B-� or higher to pass.

Open only to Exercise Science majors and minors, or students with departmental permission.

Credit: 3 hours (Fall, Spring) Exercise Science 205. Principles of Resistance Training Focus on executing proper form and becoming familiar with various resistance training programs for improvement in sports performance, rehabilitation, and general health.

Methods of developing muscular hypertrophy, strength, and endurance are covered in practical laboratories.

Open only to Exercise Science majors and minors, Athletic Training majors, Health & Physical Education majors, or students with departmental permission.

Prerequisite: Physical Education 101 Credit: 2 hours (Fall, Spring) Exercise Science 230. Fitness Promotion and Assessment Develops understanding and skill to promote and assess fitness. Only open to HPE or EXSC majors or students with departmental permission.

Open only to Exercise Science majors and minors, Health & Physical Education majors, or students with departmental permission.

Pre-/Corequisite: Physical Education 101 Credit: 2 hours (Fall, Spring) Exercise Science 255. Applied Nutrition (AT 255) Basic concepts of nutrition including meal balancing, food grouping, and weight gain/loss coupled with the relationship between nutrition and the human physiological processes.

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Open only to Exercise Science majors and minors, Athletic Training majors, Health & Physical Education majors, or students with departmental permission.

Prerequisite: Exercise Science 101/Health and Physical Education 201/Admission to Athletic Training program Credit: 3 hours (Fall, Spring) Exercise Science 310. Exercise Physiology (AT 310) Study of the physiological effects of exercise on the human body; includes instruction in designing and implementing exercise and conditioning techniques as well as the study of all human biologic systems and how they are influenced/altered by exercise and movement.

Three hours lecture and three hours lab.

Open only to Exercise Science majors and minors, Athletic Training majors, Health & Physical Education majors, or students with departmental permission.

Prerequisites: Exercise Science 101 with at least a “B-,” Exercise Science 312/Biology 311 with at least a “C-” Credit: 4 hours (Fall, Spring) Exercise Science 312. Human Structure & Function Study of the major anatomical and physiological aspects of the human body. Three hours lecture and three hours lab.

Open only to Exercise Science majors and minors, Health & Physical Education majors, or students with departmental permission.

Prerequisite: Biology 120/150 with at least a “C-” Credit: 4 hours (Fall) Exercise Science 315. Anatomical Kinesiology (AT 315) Study of the human body; specifically the musculoskeletal system will be studied in great depth. Students will learn the basic principles of the body in motion in terms of muscles and joints and will apply the knowledge gained to improve performance in motor skills.

Open only to Exercise Science majors and minors, Athletic Training majors, Health & Physical Education majors, or students with departmental permission.

Prerequisites: Exercise Science 101 with at least a “B-,” Exercise Science 312/Biology 311 with at least a “C-” Credit: 3 hours (Fall, Spring) Exercise Science 325. Principles of Strength and Conditioning A study of the fundamentals of history and applications of physical training and fitness testing, including the various forms of aerobic and anaerobic exercise, resistance and weight training, all as they apply to an individual or to a group/team.

Open only to Exercise Science majors and minors, Athletic Training majors, Health & Physical Education majors, or students with departmental permission.

Prerequisite: Exercise Science 101 with at least a “B-,” Exercise Science 312/Biology 311 with at least a “C-,” Exercise Science 205 or Admission to Athletic Training program Credit: 3 hours (Fall, Spring) Exercise Science 410. Exercise Prescription for Special Populations Provides the study of common diseases and conditions with a concentration in the design and implementation of exercise programs.

Open only to Exercise Science majors or students with departmental permission.

Prerequisite: Exercise Science 101 with at least a “B-,” Exercise Science 312/Biology 311 with at least a “C-,” Exercise Science 325/Physical Education 325

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Credit: 3 hours (Fall, Spring) Exercise Science 415. Current Topics in Exercise Science Designed as a culminating course to integrate the academic and internship experiences in the Exercise Science program. Recent issues, trends, theories, problems, and research will be examined. Additional content will include career skills, employment strategies, and marketplace needs.

Open only to Exercise Science majors or students with departmental permission.

Prerequisites: Exercise Science 101 with at least a “B-,” Exercise Science 312/Biology 311 with at least a “C-,” Exercise Science 310 with at least a “C-,” Senior standing Credit: 3 hours (Fall) Exercise Science 478. Internship An experiential learning opportunity with the focus on implementing exercise program design in the college community, health/fitness clubs, professional sports teams, or in clinical settings. 3 to 6 credit hours.

Open only to Exercise Science majors or students with departmental permission.

Prerequisites: Exercise Science 101 with at least a “B-,” Exercise Science 312/Biology 311 with at least a “C-,” Exercise Science 325, Senior standing Credit: 3 hours (Spring, Summer) Exercise Science 497. Exit Examination Required of majors in the last semester before graduation. Graded on P/F basis.

Credit: 0 hours Exercise Science 499. Independent Study Designed to give the candidate individually structured study and experience in allied areas such as exercise physiology, cardiac rehabilitation, pre-physical therapy, fitness and recreation, or others approved by Exercise Science faculty.

Open only to Exercise Science majors or students with departmental permission.

Credit: 3 hours

FINANCE ( FINA) Finance 318. Financial Management Introduction to the finance function of organizations and the long run decisions faced by firms. The general institutional environment facing firms and other entities will be covered.

Valuation principles and present value techniques are developed and applied to securities prices and firms investment decision. An understanding of basic principles of accounting, economics, and elementary algebra are needed to succeed in this course.

Prerequisite: Accounting 253, Economics 221/222, Math 117/120 Credit: 3 hours Finance 350. Money and Financial Institutions (ECON350) A study of financial markets, money and banking. Topics include financial intermediation, information asymmetries, interest rate determination, securities and the markets in which they trade, risk, monetary policy, and the role and structure of the Federal Reserve.

Financial markets are described and evaluated from the perspective of individual investors and financial intermediaries.

Prerequisite: Economics 222, Finance 318, or consent of professor.

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Finance 411. Special Topics in Finance Special topics relating to investments, derivatives, portfolio management, or other advanced topics in finance. May be taken at the junior or senior level and up to three times as topics will vary.

Prerequisite: Consent of professor Credit: 3 hours Finance 414. Equity Investing and Portfolio Management Equity securities and related markets are described from the perspectives of equity investing and portfolio management. Topics include equity valuation methods, mean variance theory, efficient markets, portfolio management, and return measurement.

Prerequisite: Finance 318. Preference is given to graduating seniors with finance majors or minors.

Credit: 3 hours (Fall) Finance 418. Corporate Finance Firm’s investment, financing, and dividend decisions are studied. Theories of value are considered under certainty and uncertainty. Recent developments and applications are included as needed.

Prerequisite: Finance 318. Preference is given to graduating seniors with finance majors or minors.

Credit: 3 hours (Fall) Finance 420. International Finance The goal of this course is to study and understand issues facing firms in the global marketplace. Advanced course topics include exchange rate management through derivative instruments, understanding global financial markets, and investment evaluation and selection for multinational firms.

Prerequisite: Economics 222, Finance 318, and recommended senior standing. Preference is given to graduating seniors with finance majors or minors.

Credit: 3 hours (Spring) Finance 497. Exit Examination Required of majors in the last semester before graduation. Graded on a P/F basis.

Credit: 0 hours Finance 498. Independent Study Requires consent of the Dean of the School of Business. Must be approved and supervised by a faculty member.

Credit: 3 hours Finance 499. Internship in Finance Requires consent of the Dean of the School of Business. Must be approved and supervised by a faculty member.

Credit: 3 hours

FRENCH ( FREN) French 101. Elementary French I Wingate University Academic Catalog 2019-2020

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Basic French with emphasis on communication skills. Introduction to aural comprehension, pronunciation, structure of the language, and essential vocabulary for practical communication. No previous preparation in French required.

Credit: 3 hours (Fall) French 102. Elementary French II Basic French with emphasis on communication skills. Aural/reading comprehension.

Pronunciation, grammar, and structure. Progressive vocabulary for written and oral communication.

Prerequisite: French 101 Credit: 3 hours (Spring) French 201. Intermediate French I Reinforcement and expansion of skills developed in elementary courses (French 101, 102) using grammar review, composition, conversation, and selected readings.

Prerequisite: French 102 Credit: 3 hours (Fall) French 202. Intermediate French II Progressive practice in oral and written communication with analysis of selected readings.

Prerequisite: French 201 Credit: 3 hours (Spring) French 304. Conversation and Composition Advanced practice of oral and written skills in French. Review of selected grammatical topics.

Prerequisite: French 202 or consent of professor Credit: 3 hours (Fall, odd years) French 340. Introduction to French and Francophone Civilization An introductory overview of the culture and civilization of Francophone nations through readings, films, and other materials.

Prerequisite: French 202 or consent of professor Credit: 3 hours (Spring, even years) French 401. Introduction to French Literature I: from Classicism to Enlightenment In this course we will read, situate, and analyze French authors from classicism to enlightenment representing different literary genres. Reading a variety of literary works of the time will help students reach a better understanding of French people, culture, history, society, and politics under the “Ancient Régime.” French is the language of instruction.

Prerequisite: French 304 or consent of professor Credit: 3 hours (Fall, even years) French 402. Introduction to French Literature II: 19th Century to Present This course focuses on providing students with an introduction to major literary movements in 19th century. Students are supposed to become familiar with romanticism, realism, and naturalism that Sartre called the “bourgeois literary tradition”; they are also expected to be able to examine today’s French literature evolving around continuity or rupture of this “bourgeois literary tradition”. French is the language of instruction.

Prerequisite: French 304 or consent of professor

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Credit: 3 hours (Spring, odd years) French 440. Advanced Francophone Studies Advanced study of a specific topic in French or Francophone literature or culture. Topic will be announced at the beginning of the preceding semester. May be repeated for credit as topics vary.

Credit: 3 hours French 410. Independent Study in French In depth study of special interest area. By permission only.

Credit: 3 hours

GEOGRAPHY (GEOG) Geography 201. Introduction to Cultural/Human Geography An introductory course including physical geography, environmental studies, regional geography, and cultural geography.

Credit: 3 hours

GERMAN (GERM) German 101. Elementary German I Basic German with emphasis on communication skills. Introduction to aural comprehension, pronunciation, structure of the language, and essential vocabulary for practical communication. No previous preparation in German required. Not recommended for BA degree. Intermediate German may not be offered.

Credit: 3 hours (Fall) German 102. Elementary German II Basic German with emphasis on communication skills. Aural/reading comprehension.

Pronunciation, grammar, and structure. Progressive vocabulary for written and oral communication.

Prerequisite: German 101 Credit: 3 hours (Spring) German 201. Intermediate German I Intensive aural/reading comprehension. Structure of contemporary German with emphasis on grammatical and syntactical accuracy. Vocabulary for written communication.

Prerequisite: German 102 Credit: 3 hours (Fall) German 202. Intermediate German II Progressively intensive aural and reading comprehension. Emphasis on grammatical and syntactical accuracy and communication skills in conversation and writing. Extensive reading. Three class hours and one laboratory hour per week.

Prerequisite: German 201 Credit: 3 hours (Spring)

GLOBAL PERSPECTIVES (GPS) Global Perspectives 110. Global Perspectives in Scripture Wingate University Academic Catalog 2019-2020

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Texts and narratives from the Middle Eastern traditions of the Abrahamic religions as perceived and interpreted within a variety of global religions and international cultures.

Comparative study of main themes and their historical roots from interdisciplinary perspectives.

Credit: 3 hours Global Perspectives 120. Perspectives in World Cultures Critical study of historical narratives and other texts from diverse populations of the world cultivates insights into cultural differences and promotes broader understanding. Students develop skills in analysis and critical thinking by probing origins of world religions, diverse social and political systems, global geography, and early geopolitical struggles.

Credit: 3 hours Global Perspectives 210. Global Perspectives in Literature Survey of literature produced outside Great Britain and the United States with a purpose of enriching self-understanding by comparative inquiry. Readings to include prose, poetry, and drama from ancient through contemporary periods as well as analysis of cultural contexts.

Prerequisites: English 110; Global Perspectives 110 and 120 or permission of professor Credit: 3 hours Global Perspectives 220. Global Perspectives in Economics and Political Science Critical analysis of the economic and political systems in use around the world.

Introduction to comparative economics and comparative politics through a focus on major states manifesting varieties of advanced market capitalism, variants in transition among former socialist economies, and alternative paths among developing economies. Study of the institutional contexts that lead to the different economic and political systems which exist around the world, and development of a deep understanding for the complexity, interconnectedness, and independence of these global systems.

Prerequisite: Global Perspectives 110 and 120 Credit: 3 hours Global Perspectives 310. Global Perspectives in Ethics Character formation, rules, and consequences as conceived and debated in religious and philosophical traditions and applied to contemporary case studies with international significance in the areas of medical care, economic life, and environmental concerns.

Prerequisite: Global Perspectives 210 and 220 Credit: 3 hours Global Perspectives 320. Perspectives in Global Histories Critical historical analysis of major global themes promotes understanding of important trends, conflicts, and controversies of recent and present times. Themes might include global migration, nationalism and violence, race and empire, patterns of genocide, economic and cultural globalization, changing gender patterns, and others. Students will explore a diversity of world views and experiences.

Prerequisite: Global Perspectives 210 and 220 Credit: 3 hours

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GREEK (GREK) Greek 101. Elementary Ancient Greek I Essentials of Ancient Greek with emphasis on grammatical forms, syntax, and vocabulary.

Course will cover the basics of Ancient Greek including Attic and Koine Greek so that the students will be prepared to translate in a variety of disciplines including Classics, History, Philosophy, and Biblical Studies.

Credit: 3 hours (Fall, odd years) Greek 102. Elementary Ancient Greek II Continuation of GREK 101 covering more advanced grammatical forms, syntax, and vocabulary. Students will begin to read and translate elementary passages from Greek literature including the New Testament.

Prerequisite: Greek 101 Credit: 3 hours (Spring, even years)

HEALTH (HETH) Health 101. Personal and Community Health Principles and practices of personal and community health.

Credit: 3 hours Health 105. Medical Terminology Offers a comprehensive overview of medical terminology, including prefixes, suffixes, and root words used in the language of medicine. Topics include medical vocabulary and the terms that relate to the anatomy, physiology, pathological conditions, and the treatment of selected systems. Upon completion, students should be able to spell and define medical terms as related to selected body systems and their pathological disorders.

Credit: 2 hours Health 200. Nursing Concepts Nursing prerequisite course that introduces students to main nursing concepts. The nursing process is stressed along with the QSEN competencies and how these influence the delivery of nursing care today Prerequisite: Chemistry, Biology 211/311 with at least a “C-” Credit: 2 hours Health 305. Human Pathophysiology and Nutrition Focuses on the pathophysiology of common disease conditions affecting human beings across the lifespan. Content builds on basic anatomy and physiology, microbiology, and chemistry content obtained from earlier courses. The pathophysiologic bases of common human health alterations and associated clinical manifestations are discussed. The six nutrient categories and diet recommendations for health promotion and maintenance will be discussed. Topics include the food pyramid recommendations for individuals across the lifespan, energy balance, and dietary modifications required for common health alterations.

Prerequisite: Biology 212 with a grade of “C-” or better Credit: 4 hours

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HEALTH AND PHYSICAL EDUCATION (HPE) Health and Physical Education 201. Introduction to Health and Physical Education Introductory course for students in or interested in the Health and Physical Education major. Examination of the purposes of health and physical education and appropriate teaching behaviors.

Credit: 3 hours (Fall) Health and Physical Education 203. Motor Learning This course could also be titled the “science of practice.� Develops understanding of how to improve motor (physical) skills through practice and instruction with students/athletes having different characteristics.

Credit: 3 hours Health and Physical Education 220. Teaching Educational Gymnastics, Dance, and Rhythms Develops skill and understanding of educational gymnastics and various dance and rhythm activities, along with an understanding of activity-specific teaching issues, including safety, task design, instruction, and assessment. Only open to HPE or CCR majors or students with departmental permission.

Credit: 2 hours (Fall) Health and Physical Education 221. Teaching Individual and Dual Sports Develops skill and an understanding of strategy and rules of various individual and dual sports, along with an understanding of sport-specific teaching issues, including safety, task design, and instruction. Only open to HPE or CCR majors or students with departmental permission.

Credit: 2 hours (Spring) Health and Physical Education 222. Teaching Team Sports Develops skill and an understanding of strategy and rules of various team sports, along with an understanding of sport-specific teaching issues, including safety, task design, and instruction. Only open to HPE or CCR majors or students with departmental permission.

Credit: 2 hours (Spring) Health and Physical Education 320. Methods of Health Instruction (ED 320) Develops the ability to plan, manage, and instruct a health education program at the middle and high school levels. Includes field experience.

Prerequisite: Education 301, 303, 306 Credit: 3 hours (Fall) Health and Physical Education 380. Elementary Physical Education Methods (ED 380) Develops the ability to plan, manage, and teach physical education at the elementary school level. Includes field experience.

Prerequisite: Education 301, 303, 306 Credit: 3 hours (Fall)

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Health and Physical Education 385. Middle and Secondary Physical Education Methods (ED 385) Develops the ability to plan, manage, and instruct a physical education program at the middle and high school levels. Includes field experience.

Prerequisite: Education 301, 303, 306 Credit: 3 hours (Spring) Health and Physical Education 410. Adapted Sport and Physical Education (CCR 410, SMGT410) Covers the basic principles of identifying, teaching, programming, and evaluating individuals with disabilities. It is designed to help future teachers and sport leaders understand the concept of exceptionality and effectively design special services and activities for diverse populations.

Credit: 3 hours (Fall) Health and Physical Education 497. Exit Examination Required of majors in the last semester before graduation. Graded on P/F basis.

Credit: 0 hours

HEALTH SCIENCES ( HSCI) Health Sciences 101. Health Sciences Foundations Overview of the nature and scope of healthcare systems and various healthcare professions in the U.S., with an emphasis on the roles of major U.S. healthcare clinicians.

Credit: 3 hours (Fall)

HISTORY ( HIST) History 200. Introduction to History Introduction to the historical profession, including the history of the profession, historical philosophies, theories and methods (why study history and how); tools and abilities of historians; controversies in the study of history; and career options for history majors.

Credit: 3 hours History 201. United States History I Major political, social, and economic trends in the history of the United States from the First Peoples through the Civil War. Credit: 3 hours (Fall) History 202. United States History II Major political, social, and economic trends in the history of the United States from the Civil War through the 21st century.

Credit: 3 hours (Spring) History 303. Modern European History I Major European powers from conclusion of the Hundred Years War to the beginning of the French Revolution, emphasizing significant political, cultural and religious developments.

Credit: 3 hours (Fall, alternate years) History 304. Modern European History II

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Major European powers in their global setting from the French Revolution to the present, emphasizing political, cultural and religious developments.

Credit: 3 hours (Fall, alternate years) History 308. International Relations (PSCI 308) Readings, lectures, and discussions of international issues: East-West tensions, China after normalization, the post-colonial world and North-South dialogues, and Europe in a nonEuropean world. Seminar approach.

Credit: 3 hours (Spring) History 309. African-American History This course introduces students to the major themes, issues, and debates in AfricanAmerican history. Students will develop an appreciation of how African Americans shaped their own history and how the African-American experience has become a part of the broader American experience.

Credit: 3 hours History 311. History of North Carolina History of North Carolina within the context of growth of the United States; colonial role and participation in Revolutionary War; growth of a sectional outlook and participation in Civil War; emergence of national perspective.

Credit: 3 hours (Fall) History 312. Women in American History (WS 312) History of American Women from the colonial era to the present. Topics include changes in the household and women’s work, rise of female public activism and feminism, and debates over “ideal” womanhood and female sexuality.

Credit: 3 hours (Spring) History 315. Modern East Asia Cultures and histories of China, Japan, Korea and Taiwan from 1750 to the present. Shared cultural influences and each nation’s distinctive history; relations with each other and the West; emerging engagement with global economic systems; contemporary cultural and political issues.

Credit: 3 hours History 316. Colonial Latin America Latin American societies under Spanish and Portuguese rule; contemporary legacies of colonialism; emphasis on social conflict and interplay of gender, race, and class.

Credit: 3 hours History 317. Modern Latin America Latin American history from the Wars of Independence through the 20th Century.

Credit: 3 hours History 318. The United States and Latin America (PSCI318) Inter-American relations from the perspective of both the United States and Latin American societies. Examines US political, economic, social and cultural influences in Latin America as well as Latin American responses.

Credit: 3 hours

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History 321. Culture and History of Japan Origins of Japanese society with focus on national identity and the development of art, literature and religion from earliest times to today. Influence of China and creation of a distinctive Japanese culture; rise of the samurai; Japan’s encounter with the West; 20thcentury militarism; pop culture icons such as Godzilla and Hello Kitty.

Credit: 3 hours History 322. Early India Society, history and historiography of India from the Indus Valley civilization to the establishment of the first Islamic state in 1200 CE. Spread of Vedic Aryan culture; urbanization; rise of classical Indian society; development of Buddhism, Hinduism and Jainism.

Credit: 3 hours History 324. Modern African History Modern sub-Saharan Africa from 1800; precolonial, colonial and post-colonial political and social structures; emphasis on political, economic and social transformation.

Credit: 3 hours History 326. Middle East History of the Middle East from the rise of Islam to the present. Creation and institutionalization of Islamic institutions and law; political expansion and disintegration; focus on modern Middle Eastern conflicts.

Credit: 3 hours History 341. History of the Early Church (REL 341) Christian movement and thought from the beginnings recorded in the Acts of the Apostles through the church's permeation of Western society in the Middle Ages.

Credit: 3 hours History 342. History of the Modern Church (REL 342) Christian movement and thought from the Reformation to present with emphasis on Protestant heritage and particular contributions of the free church tradition.

Credit: 3 hours History 365. The Holocaust A study of the Holocaust, beginning with the conditions that made it possible to establish the Third Reich, and covering the Nazi racial ideology, measures to create a racially "pure" society, the war against the Jews, the role of German allies, participation and resistance, other persecuted groups, the last days, and the postwar legacy. Upper level seminar with intensive reading and writing workload.

Credit: 3 hours (Spring) History 390/490. Special Topics in Global History Special topics related to in-depth research of themes in global or comparative history, including a basic research project at the junior level, and a longer, in-depth research paper at the senior level.

Credit: 3 hours History 391/491. Special Topics in U.S. History Special topics related to in-depth research of themes in United States history, including a

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basic research project at the junior level, and a longer, in-depth research paper at the senior level.

Credit: 3 hours History 392/492. Special Topics in European History S special topics related to in-depth research of themes in European history, including a basic research project at the junior level, and a longer, in-depth research paper at the senior level.

Credit: 3 hours History 393/493. Special Topics in Latin American History Special topics related to in-depth research of themes in Latin American history, including a basic research project at the junior level, and a longer, in-depth research paper at the senior level.

Credit: 3 hours History 394/494. Special Topics in Asian and Pacific History Special topics related to in-depth research of themes in Asian and Pacific history, including a basic research project at the junior level, and a longer, in-depth research paper at the senior level.

Credit: 3 hours History 395/495. Special Topics in African and Middle Eastern History Special topics related to in-depth research of themes in African and Middle Eastern history, including a basic research project at the junior level, and a longer, in-depth research paper at the senior level.

Credit: 3 hours History 400. Internship in Historical Studies Students will complete an internship involving the use of historical skills or methods, including but not limited to, the study of the past, researching, writing, speaking, and thinking critically about the past. Students will complete a university learning contract with a supervising faculty and on-site supervisor, and will work/learn onsite 6 hours per week for 3 credits, 4 hours per week for 2 credits, and 2 hours per week for 1 credit, completing a variety of assessments, including for example, written and verbal reports, to demonstrate student learning.

Prerequisite: History 200 Credit: 1-3 hours History 411. Revolutions in Modern Latin America A seminar on the revolutions in Latin America. Particular focus on the Mexican, Cuban, and Nicaraguan Revolutions and the perspective of the participants.

Credit: 3 hours History 460. Independent Study in History By permission only.

Credit: 3 hours History 499. Senior Thesis in History Involves a major research project that history majors undertake with the consent and guidance of a full-time history instructor in their junior or senior year. Research project

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will build on knowledge gained in earlier courses and may be an expansion of earlier research. Based on primary and secondary sources, the project culminates in an essay with references, notes, and annotated bibliography, as well as a formal research presentation to students and faculty. Students will meet with their thesis advisor one hour per week during the semester.

Credit: 1 hour History 497. Exit Examination Required of majors in the last semester before graduation. Graded on P/F basis.

Credit: 0 hours

HONORS (HON) Honors 205. Ideas in Fine Arts Examines interrelationships among art, music, and philosophical ideals from pre-Christian times to the present. Meets Core Fine Arts requirement and is a substitute for Humanities 103 for Education majors.

Prerequisite: Admission to the Honors program, sophomore standing.

Credit: 3 hours Honors 210. Mathematical Masterpieces An introduction to some of the greatest theorems of mathematics. Proofs and consequences of these theorems are discussed in historical context. The artistic and humanistic aspects of the mathematics are addressed. Meets Core in math.

Prerequisite: Admission to the Honors program, sophomore standing Credit: 3 hours (Spring) Honors 220. Honors Seminar An interdisciplinary examination of a timely, controversial, or perennially favorite topic.

Students will do short readings and written responses on the seminar topic. May be repeated as topics vary for a maximum of three times with from one to three credits earned.

Prerequisite: Admission to the Honors program; sophomore or junior standing Credit: 1 hour Graded on a P/F basis.

Honors 300. The Making of the Modern Mind An interdisciplinary seminar in the ideas that make the present age distinctive.

Prerequisite: Admission to the Honors program, junior standing.

Credit: 3 hours Honors 315. Special Topics An interdisciplinary and in-depth study of a significant academic topic proposed by a faculty pair (or an individual with several guest lecturers). This course will include a field trip or off-campus excursion to reinforce concepts stressed in the class. These special topics will be approved by the Honors Committee.

Prerequisite: Admission to the Honors Program, junior standing Credit: 3 hours Honors 451. University Honors Research Project Required to complete graduation with University Honors.

Credit: 1 hour

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HUMAN SERVICES ( HS) Human Services 321. Introduction to Human Services Exploration of human service delivery systems. Survey of the field and clarification of vocational choice.

Prerequisites: Psychology 101, Sociology 101, junior standing/consent of professor.

Credit: 3 hours Human Services 323. Professional Interviewing and Helping Skills This course is designed to strengthen students' understanding of applicable behavioral theories and foundational skills to successfully work as human services professionals in a broad range of settings. Students will examine various theories useful in professional interactions with clients. Students will then apply these theories while practicing foundational skills through case studies, simulations, and role play.

Prerequisites: Human Services 321, junior standing/consent of professor.

Credit: 3 hours Human Services 330. Social Stratification (SOC 330) Analysis of social stratification and social inequality empirically, theoretically, historically, and comparatively. Examination of dimensions of inequality such as class, status, and power as both causes and consequences of social structure. Specific attention to inequality based on race, class, gender, and age.

Prerequisite: Sociology 101, junior standing/consent of professor.

Credit: 3 hours Human Services 409. Independent Study Under the supervision of a faculty member, students develop a topic relevant to their program and vocational goals. Topics focus explicitly and in depth on methods of human services. Restricted to seniors who have a 3.00 cumulative GPA. Credit: 3 hours Human Services 411. Practicum Field experience under supervision of experienced practitioners. Assessment and development of skill strengths. Departmental screening required prior to registration.

Capstone course for the major. Students under supervision of Wingate University faculty member.

Prerequisite: Human Services 321, senior standing/consent of professor.

Credit: 4 hours Human Services 415. Field Experience in Human Services Directed field experience in selected human services settings.

Prerequisite: Human Services 411 Credit: 3 hours (Spring) Human Services 497. Exit Examination Required of majors in the last semester before graduation. Graded on P/F basis.

Credit: 0 hours

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LONG TERM CARE (LTC) Long Term Care 345. Introduction to Long Term Care (SOC 345) Course provides student with an overview of long term health care systems and workers in the United States, while simultaneously focusing on the needs and situations of patients and their families. This foundational course also gives students a chance to learn about the social, psychological, and physical needs of our growing aging population. Through understanding the health care industry, workers and positions in the industry, and surveying long term care in the US over time, students will receive an introduction to this specific, growing area of health care.

Credit: 3 hours

MANAGEMENT (MGMT) Management 302. Principles of Management Principles underlying the organization, management, and operation of business activities.

Emphasis on the creation and maintenance of the administrative organization, the definition of goals, and the diagnosis and solution of problems which may result from changing conditions.

Prerequisite: Sophomore standing/consent of professor.

Credit: 3 hours Management 306. Managerial Communication Practice in frequently prepared written communications, media, memoranda, letters, instructions, procedures, proposals, and guidelines. Integration with oral dimensions; interpersonal and technological considerations.

Credit: 3 hours Management 313. Human Resource Management Procurement, development, utilization, and maintenance of an effective work force.

Prerequisite: Management 302 Credit: 3 hours (Spring) Management 315. Small Business Management/Entrepreneurship (ENTR315) Study of the small business sector within a free enterprise system; examines the startup process; and reinforces managerial techniques for the continuing success of small firms.

Prerequisite: Management 302, Marketing 301 Credit: 3 hours (Spring) Management 330. Management Information Systems An examination of the role of managed information technology in supporting the internal and external mission components of an organization. Focus upon issues and procedures associated with the commercially-oriented facilitation of technology architectures to enable efficient, effective, and flexible actions at the strategic, tactical, and operational levels.

Prerequisite: BUS 111/CS 110 Credit: 3 hours Management 411. Special Topics in Management Special topics relating to distribution/transportation, industrial purchasing, corporate restructuring, emerging technologies, or other special management topics. May be taken at Wingate University Academic Catalog 2019-2020

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the junior or senior level and up to three times as topics will vary.

Prerequisite: Consent of professor Credit: 3 hours Management 416. Organization Theory and Behavior Impact of different types of markets, technologies, and other factors on the design of organizational structures and the behavior of organization members. Leadership in the goal-directed organization including conflict management, motivation, communications, and decision-making.

Prerequisite: Management 302 Credit: 3 hours (Fall) Management 419. Project Program Management Fundamentals The course will focus on the role of the project manager and the specific processes required for successful outcomes in managing projects. In today's competitive and global environment, the ability to successfully complete projects within the constraints of time, scope, quality, and cost is absolutely vital to any organization.

Prerequisites: Accounting 253, Finance 318, Management 302 Credit: 3 hours Management 497. Exit Examination Required of majors in the last semester before graduation. Graded on P/F basis.

Credit: 0 hours Management 498. Independent Study Requires consent of the Dean of the School of Business. Must be approved and supervised by a faculty member.

Credit: 3 hours Management 499. Internship in Management Requires consent of the Dean of the School of Business. Must be approved and supervised by a faculty member.

Credit: 3 hours

MARKETING (MARK) Marketing 301. Principles of Marketing: The Customer Experience Aligning organizations with strong customer engagement and focus, this course provides a conceptual framework for marketing decision making focusing on principles, techniques, and practices necessary to communicate with various target audiences.

Prerequisite: Sophomore standing or consent of professor Credit: 3 hours Marketing 341. Consumer Behavior: Insights into the Customer Experience Explores the psychology of the consumer and decision process including the cultural, social, and individual factors affecting consumer decision methods.

Prerequisite: Marketing 301 Credit: 3 hours Marketing 411. Special Topics in Marketing

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Current special topics related to marketing from innovative marketing that utilizes customer insights to drive innovative solutions to serve customers desires; digital analytics and strategy examines how organizational leaders should think about digital marketing, social media marketing; and others. Majors are encouraged to take two special topics courses.

Prerequisite: Marketing 301, 341 Credit: 3 hours Marketing 422. Integrated Marketing Communications: Client Solutions Placing customers at the center of business decisions, students develop integrated marketing solutions to solve real world client problems. Utilizing the active learning classroom, students develop integrated marketing solutions and implement marketing deliverables.

Prerequisite: Marketing 301, 341 Credit: 3 hours (Fall) Marketing 464. Market Research: Customer Analytics Leveraging data to shape the marketing strategy and solve business problems. Students will learn both qualitative and quantitative research methods to understand customer decision making.

Prerequisite: Business 308, Marketing 301, 341, 411 Credit: 3 hours (Fall) Marketing 486. Strategic Marketing The capstone marketing course integrates knowledge from previous marketing courses and the overall business core including how to make strategic long term decisions for a business. The capstone course includes an integrated strategic marketing simulation.

Prerequisite: Marketing 301, 341, 411, 422, 464, Senior status Credit: 3 hours (Spring) Marketing 497. Exit Examination Required of majors in the last semester before graduation. Graded on P/F basis.

Credit: 0 hours Marketing 498. Independent Study Requires consent of the Dean of the School of Business. Must be approved and supervised by a faculty member.

Credit: 3 hours Marketing 499. Internship in Marketing All marketing majors are expected to complete an internship in marketing before graduation, although students are not required to complete the internship for credit.

Requires consent of the Dean of the School of Business. Must be approved and supervised by a faculty member.

Credit: 3 hours

MATHEMATICS (MATH) Mathematics 112. College Algebra Algebraic operations as applied to polynomials, linear functions, quadratic functions exponential functions, equations, inequalities, and systems of equations. Selected topics in

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analytic geometry are included where possible. This course requires the minimum of a TI83 calculator. Restricted to students who do not have credit for Math 115, 117, or Math 120.

Note: This course does not fulfill the Core Curriculum requirement for mathematics Prerequisite: Two years of algebra and one year of geometry Credit: 3 hours (Fall) Mathematics 115. Precalculus Linear and quadratic functions, polynomial and rational functions, exponential and logarithmic functions, trigonometric identities. This course requires the minimum of a TI83 calculator. Restricted to students who do not have at least a C in Math 120.

Prerequisite: Math 112 or appropriate score on placement test Credit: 4 hours Mathematics 116. Quantitative Reasoning Quantitative literacy and the development of problem solving skills through an introduction to statistics, logic, and personal finance. Topics to be covered include, but are not limited to financial fundamentals including loans, credit cards and mortgages, survey of statistical studies and the development of criteria necessary to establish causality and correlation, and an introduction to voting theory.

Credit: 3 hours Mathematics 117. Calculus for Business Majors An applied introduction to calculus. Topics include limits, derivatives of algebraic and exponential functions, an introduction to integration, and applications of derivatives to fields of business and economics. Restricted to students who do not have credit for Math 120.

Prerequisite: Math 115 or appropriate score on placement test Credit: 3 hours Mathematics 118. Mathematics for Elementary Education I An in-depth study of the real number system, with an emphasis on problem solving. Topics include an introduction to ancient enumeration systems, bases, modular arithmetic, statistics, and algebra. Restricted to majors in elementary and middle-grades education.

Credit: 3 hours (Fall) Mathematics 119. Mathematics for Elementary Education II An introduction to geometry and mathematical reasoning, with computer applications.

Activities include conjecturing, inventing, and problem solving with activities reinforced by using technology. Also investigate how mathematics is connected to other fields of study.

Restricted to majors in elementary education and middle-grades education.

Credit: 3 hours (Spring) Mathematics 120. Calculus and Analytic Geometry I Rectangular coordinates in the plane, functions, limits, continuity, differentiation of algebraic, trigonometric functions, and transcendental functions, applications of derivatives and differentials and antiderivatives. The first of three semesters of a united course in analytic geometry and calculus.

Prerequisite: Math 115 or appropriate score on placement test Credit: 4 hours Mathematics 209. Inferential Statistics

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Introduction to methods of inferential statistics, stressing applications. Topics include introduction to probability, discrete distributions, binomial distributions, normal distributions, confidence intervals, hypothesis testing, and linear regression.

Credit: 3 hours Mathematics 220. Calculus and Analytic Geometry II The second of three semesters of a unified course in analytic geometry and calculus.

Definite and indefinite integrals of algebraic, trigonometric and transcendental functions, hyperbolic functions, methods of integration, applications of integrals, and convergence and divergence of sequences and series.

Prerequisite: Math 120 Credit: 4 hours (Spring) Mathematics 242. Discrete Mathematics Introduction to combinatorial analysis and graph theory. Topics include combinations, permutations and other counting methods, binomial and multinomial theorems, basic probability theory, equivalence relations, graph theory, generating functions, and difference equations.

Prerequisite: Math 120 Credit: 3 hours (Fall) Mathematics 300. College Geometry Selected topics from Euclidean, non-Euclidean and solid geometry. Ideas and methods of geometry.

Prerequisite: Math 242 Credit: 3 hours (Spring, even years) Mathematics 301. Technology in the Mathematics Classroom Introduction to the capabilities of the graphing calculator and Geometer’s Sketchpad.

Emphasis on techniques that the middle grades and secondary mathematics pre-service teachers will need to know and teach to their students upon completion of their degree.

Prerequisite: Junior/Senior standing; Middle/Secondary Mathematics major Credit: 1 hour (Spring, even years) Mathematics 305. Calculus and Analytic Geometry III The third of three semesters of a unified course in analytic geometry and calculus.

Emphasis is on functions of more than one variable. Topics include vector functions and their derivatives, partial differentiation, multiple integration, and vector analysis.

Prerequisite: Math 220 Credit: 4 hours (Fall) Mathematics 308. Linear Algebra Introduction to algebra involving matrices and vector spaces. Topics include systems of equations, matrices and matrix algebra, determinants, linear transformations, vector spaces, eigenvectors and eigenvalues.

Prerequisite: Math 242 Credit: 3 hours (Spring) Mathematics 310. Differential Equations First order equations with variables separable; Euler’s method of approximate solutions; physical and geometric applications. Linear equations of the first order; applications.

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Solutions of linear equations with constant coefficients; methods of undetermined coefficients; operators. Application to network and dynamic systems. Introduction to series-solutions.

Prerequisite: Math 305 Credit: 3 hours (Spring) Mathematics 330. Statistics I An introduction to continuous and discrete probability distributions. Topics include Bayes Theorem, binomial, Poisson, uniform, normal and other distributions, random variables, moment generating functions, multivariate distributions, and limit theorems.

Prerequisite: Math 242 Credit: 3 hours (Fall, odd years) Mathematics 331. Statistics II An introduction to Statistical methods. Topics include Central Limit Theorem, estimation, hypothesis testing using z, t and chi squared and other methods, and linear models with least squares.

Prerequisite: Math 330 Credit: 3 hours (Spring, even years) Mathematics 400. Abstract Algebra I An introduction to abstract algebra. Topics include groups, abelian groups, symmetric groups, rings, integral domains, fields, homomorphisms and isomorphisms. Emphasis on proof writing.

Prerequisite: Math 308 Credit: 3 hours (Fall, even years) Mathematics 401. Abstract Algebra II A continuation of the introduction to Abstract Algebra. Topics include polynomial rings, ideals, quotient rings, finite abelian groups, and lattices. Emphasis on proof writing.

Prerequisite: Math 400 Credit: 3 hours (Spring, odd years) Mathematics 405. History of Mathematics Study of early numeral systems, Egyptian and Babylonian Mathematics, Greek Mathematics, Chinese and Hindu Mathematics, Arabian Mathematics, Descartes, Pascal, Fermat, the development of Calculus, and an overview of mathematics since 1700 including abstract algebra and non-Euclidean geometry.

Prerequisite: Math 242 Credit: 3 hours (Fall, even years) Mathematics 410. Introduction to Analysis An introduction to single-variable real analysis. Topics include sequences and series, the topology of the real line, limits, continuity, differentiation, and the Riemann integral.

Emphasis on proof writing.

Prerequisite: Math 305, 308 Credit: 3 hours (Fall, odd years) Mathematics 450. Special Topics

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Topics selected from advanced calculus, topology, advanced modern algebra, combinatorics, number theory, or foundations. May be taken up to three times. Taught on demand.

Prerequisite: Consent of professor.

Credit: 3 hours Mathematics 451. Mathematics Research Project The course will require completion of the student’s research paper and the student will make an oral presentation.

Prerequisite: Junior/Senior standing; Middle/Secondary Mathematics major Credit: 3 hours Mathematics 460. Independent Study Study of student-selected topic under faculty supervision. Taught on demand.

Credit: 3 hours Mathematics 497. Exit Examination Required of majors in the last semester before graduation. Graded on P/F basis.

Credit: 0 hours

MODERN LANGUAGES (MLAN) Modern Languages 495. Independent Study Individual work in a selected area of study. Students must write a proposal to be approved by a professor in the semester preceding the coursework. May be repeated for up to a total of six hours credit. By permission only.

Prerequisite: Consent of professor and department.

Credit: 1-3 hours Modern Languages 496. Internship An internship is designed to connect coursework with a supervised experience that is complimentary to a student’s study of one or more of the modern languages. Students must write a proposal to be approved by a professor and the Wingate Internship Supervisor the preceding semester.

Prerequisite: 2.00 cumulative GPA. Students must obtain a Wingate Internship Supervisor to supervise internship, must submit a Learning Contract, and must secure all signatures prior to registering.

Credit: 1-3 hours. May be repeated for credit up to six hours.

MUSIC (MUS) Music 103, 303. University Singers Open to all students by audition. Sacred and secular music from the Renaissance to the present. This organization represents the University on and off campus. Five hours of rehearsal per week. May be repeated for credit.

Credit: 1 hour Music 107, 307. University Wind Ensemble

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Open to all students by audition. Study and performance of a variety of wind and percussion literature. Performs regularly during the academic year. Formal attire is the responsibility of the student. Three rehearsal hours per week. May be repeated for credit.

Credit: 1 hour Music 108, 308. University Pep Band Open to all students. Performance of popular music styles for football games. Performance attire is the responsibility of the student. Two rehearsal hours per week. May be repeated for credit.

Credit: 1 hour (Fall) Music 109, 309. Chamber Choir Select ensemble auditioned from the members of University Singers. Sacred and secular music from the Renaissance to the present. This organization represents the University on and off campus. Four hours of rehearsal per week. May be repeated for credit.

Credit: 1 hour Music 113, 313. Chamber Ensemble Rehearsal and performance of selected chamber works. For elective credit only. By audition. Two hours per week.

Credit: 1 hour Music 119, 319. Men’s Choir Open to all male students by placement hearing. This ensemble studies and performs a wide range of male voiced repertoire representing musical styles of both the Western and non-Western musical traditions. May be repeated for credit.

Credit: 1 hour Music 125, 126; 225, 226; 325, 326; 425, 426. Recital and Concert Lab To acquaint the student with composers and performance practices through recitals and concerts. Attendance is required at 90% of all recitals and concerts as posted by the music faculty. Exceptions are at the discretion of the professor. Eight semesters, BA; seven semesters, BME. Graded on Pass/Fail basis.

Credit: 0 hours Music 130. Class Voice I Position and poise of the body, strengthening exercises for the development of vocal freedom. Simple songs. Open to secondary voice students and all students who wish to learn basic vocal techniques. Two class hours per week.

Credit: 1 hour Music 131. Class Voice II Expansion of Music 130 with emphasis on basic techniques and simple solo literature. Two class hours per week.

Prerequisite: Music 130 Credit: 1 hour Music 136. Class Piano I Basic music terminology, concepts, and keyboard skills. Two class hours per week.

Credit: 1 hour

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Music 137. Class Piano II An extension of Music 136 with more emphasis on improvisation, harmonization, and transposition. Two class hours per week.

Prerequisite: Music 136 Credit: 1 hour Music 138. Class Guitar I Group instruction in beginning guitar. Basic chords and music reading. Students must furnish guitar. Two class hours per week.

Credit: 1 hour Music 140, 340. Women’s Choir Open to all female students by placement hearing. This ensemble studies and performs treble voiced repertoire representing musical styles of both the Western and non-Western musical traditions. May be repeated for credit.

Credit: 1 hour Music 145, 345. Women’s Chamber Ensemble Advanced women’s ensemble that will study and perform a wide range of treble voiced repertoire representing musical styles of both the Western and non-Western musical traditions. Audition required. May be repeated for credit.

Credit: 1 hour Music 156. Global Influences on Music in the U.S.A. Introduces students to the musical influences of countries and cultures from around the world on music created in the United States by American composers. Focus will be placed on classical music, jazz, music for cinema, music for theatre, and popular music.

Credit: 2 hours Music 182, 282, 382, 482. Opera Workshop Opera Workshop is an interactive course designed to introduce and develop the skills that are necessary to be a viable performer in today’s operatic world. Areas of concentration will include: stage movement, general stage vocabulary, the audition process, role preparation and coaching, and operatic literature. These techniques will be addressed and studied through the context of preparing and performing staged scenes to be selected from operas, operettas, and musicals. The semester will culminate in a public presentation of these Opera Scenes and or a full production. This presentation will involve all members of the class. The course will be for elective credit only.

Credit: 0-1 hour Music 205. Lyric Diction for Singers I International Phonetic Alphabet; application to pronunciation of Italian and German.

Techniques in singing these languages. Two class hours per week.

Credit: 1 hour (Fall) Music 206. Lyric Diction for Singers II International Phonetic Alphabet; its application to pronunciation of German and French.

Techniques in singing these languages. Two class hours per week.

Prerequisite: Music 205 Credit: 1 hour (Spring) Music 215. Collaborative Piano I

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Study and practice of collaborative techniques for pianists. Two class hours per week.

Credit: 1 hour (Fall) Music 216. Collaborative Piano II A continuation of Music 215. The study and practice of collaborative techniques for pianists.

Two class hours per week.

Credit: 1 hour (Spring) Music 217. Theory I Entry level course for music majors. Study of scales, intervals, triads and their inversions, basic part-writing principles.

Credit: 3 hours (Fall) Music 218. Theory II Continuation of study of tonal harmony with emphasis on seventh chords, nonharmonic tones, modulation, harmonic analysis and part-writing.

Prerequisite: Music 217 Credit: 3 hours (Spring) Music 230. Class Voice III Position and poise of the body, strengthening exercises for the vocal mechanism, supplemented by technical exercises for the development of vocal freedom. English and Italian songs from vocal literature. Two class hours per week.

Prerequisite: Music 131 Credit: 1 hour Music 231. Class Voice IV Expansion of Music 230. Two class hours per week.

Prerequisite: Music 230 Credit: 1 hour Music 236. Class Piano III Emphasis on practical keyboard skills and solo literature. Two class hours per week.

Prerequisite: Music 137 or equivalent Credit: 1 hour Music 237. Class Piano IV Emphasis on keyboard skills; major and minor scales, sight reading (hymns, open choral score), melody harmonization, transposition, solo and ensemble literature. Two class hours per week.

Prerequisite: Music 236 or equivalent.

Credit: 1 hour Music 238. Ear Training I Foundations in sight singing and ear training utilizing computer-assisted instruction.

Practice of harmonic and melodic intervals to the octave. Rhythmic dictation in simple and compound meters. Reading of all clefs using moveable Do solfège.

Credit: 1 hour (Fall) Music 239. Ear Training II Continuation of sight singing and dictation in all major and minor keys. Singing of triads

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and dominant sevenths in all inversions. Further rhythmic study.

Prerequisite: Music 238 Credit: 1 hour (Spring) Music 285. Alexander Technique The primary purpose of this class is to provide students with tools that will help them to avoid performance-related injuries. Secondary purposes are to provide students with tools that will help them find more physical ease in practice and performance and reduce the debilitating effects of performance anxiety. May be repeated for credit.

Credit: 1 hour (Spring) Music 299. Piano Proficiency Demonstration of keyboard skills as described in the music department manual. Required for all Bachelor of Arts with a Performance emphasis and Bachelor of Music Education students. Must be completed prior to the semester in which the Junior Recital is to be given. Examination is given at the beginning, middle, and end of each semester. Graded on Pass/Fail basis.

Credit: 0 hours Music 317. Theory III Study of chromatic harmony, with emphasis on harmonic and formal analysis of Classical and Romantic works.

Prerequisite: Music 218 Credit: 3 hours (Fall) Music 318. Theory IV Study of musical forms. Introduction to twentieth-century compositional elements and styles.

Prerequisite: Music 317 Credit: 3 hours (Spring) Music 320. Junior Recital - Music Performance Emphasis Formal, public performance of at least 30 minutes. Required of performance emphasis students.

Credit: 0 hours Music 323. Class Woodwinds Introduction to techniques for playing and teaching woodwind instruments. Two class hours per week.

Credit: 1 hour Music 324. Class Brass Introduction to techniques for playing and teaching brass instruments. Two class hours per week.

Credit: 1 hour Music 327. Class Strings Introduction to techniques for playing and teaching string instruments. Two class hours per week.

Credit: 1 hour

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Music 328. Class Percussion Introduction to techniques for playing and teaching percussion, including mallet instruments. Two class hours per week.

Credit: 1 hour Music 329. Instrumental Methods Introduction to techniques for playing and teaching woodwind, brass, and percussion instruments and is intended for vocal, keyboard, and guitar music education majors. This course is in lieu of Music 323, 324, and 328.

Credit: 3 hours Music 338. Ear Training III Continuation of sight singing in all clefs, using moveable Do solfège. Singing, playing, and identification of seventh chords. Harmonic, melodic, and rhythmic dictation.

Prerequisite: Music 218, 239 Credit: 1 hour (Fall) Music 339. Ear Training IV Continuation of previous material to a more advanced level.

Prerequisite: Music 317, 338 Credit: 1 hour (Spring) Music 343. Choral Conducting/ Arranging and Composition Basic conducting techniques applied to rehearsal and performance. Application of music theory in adapting music for various types of choral ensembles. Three class hours per week.

Prerequisite: Music 318 Credit: 2 hours (Fall) Music 344. Instrumental Arranging/Conducting/Orchestration Study and application of basic conducting theories and methods for various instrumental ensembles. Basic techniques for arranging music for various instrumental ensembles (Brass, woodwinds, percussion, and strings). Three class hours per week.

Prerequisite: Music 343 Credit: 2 hours (Spring) Music 346. Conducting Lab Open to all students by audition. Study and performance of various styles of choral music.

Two class hours per week.

Corequisite: Music 343/344 Credit: 0 hours (Fall) Music 353. Choral Conducting II Intermediate choral conducting techniques applied to rehearsal and performance. Three class hours per week.

Prerequisite: Music 343 Credit: 2 hours (Spring) Music 354. Instrumental Conducting II Intermediate instrumental conducting techniques applied to rehearsal and performance.

Three class hours per week.

Prerequisite: Music 344

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Credit: 2 hours (Spring) Music 356. Music History and Literature I An in-depth study of Western music in the 20th and early 21st centuries (ca. 1900 to the present). This course is designed for music majors and minors.

Credit: 2 hours Music 357. Music History and Literature II An in-depth study of Western music in the late Baroque, Classical, and Romantic eras (ca.

1700 to 1900). This course is designed for music majors and minors.

Credit: 2 hours Music 358. Music History and Literature III An in-depth study of Western music in the Medieval, Renaissance, and early Baroque eras (ca. 1000 to 1700). This course is designed for music majors and minors.

Credit: 2 hours Music 371. Elementary Music Methods (Education 371) Music teaching methods and materials for the elementary music classroom (K-5).

Philosophy of music in the education of children. Introduction to music lesson planning including scope and sequence, assessment methods, standards-based music education, and cross-curricular planning. Includes 10 hours of observation/participation.

Credit: 2 hours (Fall) Music 374. Middle School Choral Methods (Education 374) Music teaching methods and materials for middle school chorus (6-8). Topics include philosophy, curriculum, discipline, assessment, and techniques for vocal ensembles and general music classes. Three class hours per week. Includes 10 hours of observation/participation.

Prerequisite: MUS 371 Credit: 2 hours (Spring) Music 376. Middle School Instrumental Methods (Education 376) Music teaching methods and materials for middle school band (6-8). Topics include philosophy, curriculum, discipline, assessment, and techniques for instrumental ensembles.

Three class hours per week. Includes 10 hours of observation/participation.

Prerequisite: Music 371 Credit: 2 hours (Spring) Music 384. High School Choral Methods (Education 384) Music teaching methods and materials for high school chorus (9-12). Topics focused on teaching the choral ensemble and include parental support, discipline, voice building, repertoire, rehearsal techniques, and assessment. Three class hours per week. Includes 10 hours of observation/participation.

Prerequisite: Music 373 Credit: 2 hours (Fall) Music 386. High School Instrumental Methods (Education 386) Music teaching methods and materials for high school (9-12). Topics focused on teaching the instrumental ensemble and include parental support, discipline, tone building,

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repertoire, and assessment. Three class hours per week. Includes 10 hours of observation/participation.

Prerequisite: Music 373 Credit: 2 hours (Fall) Music 401. Choral Techniques Conducting techniques and procedures for choral conductors; score reading; rehearsal preparation and techniques, programming, application of vocal techniques. Three class hours per week.

Prerequisite: Music 343 Credit: 3 hours (Fall) Music 403. Instrumental Techniques Conducting techniques and procedures for instrumental directors; score analysis, rehearsal preparation and techniques adequate to communicate the understanding of musical interpretation. Various instrumental ensembles will serve as laboratory groups. Three class hours per week.

Prerequisite: Music 344 Credit: 3 hours (Fall) Music 405. Marching Band Techniques Study of the basic techniques of planning, charting, and rehearsing marching band shows and administering public school marching bands. Three class hours per week.

Credit: 3 hours (Fall) Music 406. Congregational Song An overview and analysis of congregational song in the context of worship, with special attention to the history of congregational song, historical and modern worship trends, the practice of leading congregational song, and the use of a hymnal. Two class hours per week.

Credit: 2 hours Music 410. Worship in the Modern Church A study of the planning and structure of organized congregational worship. Two class hours per week.

Credit: 2 hours Music 420A. Senior Recital - Music Performance Emphasis Formal, public performance of at least 50 minutes in length. Required of performance emphasis students; optional for music students in other emphases, by invitation. Capstone course for the performance major.

Credit: 0 hours Music 420B. Senior Recital - Music Education Formal, public performance of at least 30 minutes in length. Required of music education students.

Credit: 0 hours Music 420C. Senior Project - General Music or Church Music Emphasis A culminating project under the advisement of the applied instructor. Project will be a formal, public performance of at least 20 minutes of music, a lecture/recital of at least 20

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minutes, or a final academic project. Required of Bachelor of Arts in Music and Bachelor of Arts with an emphasis in Church Music.

Credit: 0 hours Music 470. Independent Study Must follow guidelines for Independent Study in Chapter 4.

Credit: Up to 3 hours Music 471. Literature/Pedagogy Musical literature of the principal instrument representing pre-Baroque through contemporary periods. Pedagogical materials and methodologies will be explored. Taught on demand.

Prerequisite: Principal level of study at the 300 level.

Credit: 3 hours Music 490. Selected Topics in Music Explores topics in music not available in the music core. May be taken more than once as content varies.

Prerequisite: Consent of professor Credit: 3 hours Music 497. Exit Examination Required of majors in the last semester before graduation. Graded on P/F basis.

Credit: 0 hours

NURSING (NURS) Nursing 310. Nursing Process I: Adult I Clinical course emphasizing providing nursing care to adults and the elderly. Geriatric considerations for disease processes will be discussed. Focus will be on various body systems, disease processes, and the associated nursing care.

Prerequisite: Admission into the Upper Division BSN Nursing Program Corequisite: Nursing 311, 312 Credit: 7 hours (4 classroom hours/9 clinical hours) Nursing 311. Nursing Skills I: Physical Assessment Basic nursing clinical skills will be practiced, with an emphasis on physical assessment.

Prerequisite: Admission into the Upper Division BSN Nursing Program Corequisite: Nursing 310, 312 Credit: 2 hours (1 classroom hour/3 lab hours) Nursing 312. Nursing Information Management: Safe Management of Health Information in an Electronic, Global Society Focuses on increasing ability to describe and implement traditional and electronic data management and record keeping safely for patients, healthcare staff and self. Accuracy, communication, ethical, moral, and legal documentation standards will be stressed.

Prerequisite: Admission into the Upper Division BSN Nursing Program Corequisite: Nursing 310, 311 Credit: 3 hours Nursing 320. Nursing Process II: Care of Families and Children Wingate University Academic Catalog 2019-2020

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Clinical course focusing on providing nursing care to people of all ages, both individual and families, who are experiencing childbirth, trauma, illnesses, and the ensuing health alterations. Emphasis is placed on the different responses to these condi­tions as well as the necessity of altering nursing care based on age and growth and developmental changes.

Prerequisite: Nursing 310, 311, 312 Corequisite: Nursing 325, 335, 340 Credit: 6 hours (4 classroom hours/6 clinical hours) Nursing 325. Science-Based Nursing Emphasizes how to critique and analyze research studies that provide the evidence upon which nursing actions are based. Various nursing theoretical frameworks will be discussed.

The process of utilizing evidence-based nursing in order to implement scientifically-based decisions for best practice will be highlighted.

Prerequisite: NURS 310, 311, 312 Corequisite: NURS 320, 335, 340 Credit: 3 credit hours (3 ‘class’ hours) Nursing 335. Pharmacology for Nursing Examines pharmacotherapeutic agents used in the treatment of illness and the promotion, maintenance and restoration of wellness in diverse individuals across the lifespan.

Emphasis is on the principles of pharmacokinetics and pharmacodynamics in the treatment of selected illnesses. The focus is on concepts of safe administration and monitoring the effects of pharmacotherapeutic agents.

Prerequisite: Nursing 310, 311, 312 Corequisite: Nursing 320, 325, 340 Credit: 3 hours Nursing 340. Nursing Process III: Caring for Communities Clinical course that emphasizes caring for various groups in local, regional, national and international communities. Principles of community health and health policy from local to global perspectives will be addressed.

Prerequisite: Nursing 310, 311, 312 Corequisite: Nursing 320, 325, 335 Credit: 4 hours (2 classroom hours/6 clinical hours) Nursing 430. Nursing Process IV. Psychiatric/Mental Health Nursing Clinical course that emphasizes caring for adult individuals experiencing emo­tional and mental illnesses. Clinical experiences will involve both inpatient and outpatient settings within the community.

Prerequisite: Nursing 310, 311, 312, 320, 325, 335, 340 Corequisite: Nursing 435, 442 Credit: 5 hours (3 classroom hours/6 clinical hours) Nursing 435. Nursing Process V: Adult II Clinical course emphasizing providing nursing care to adults. Geriatric considerations for disease processes will be discussed. Focus will be on the remaining body systems and disease processes not covered in NURS 310 and the associated nursing care.

Prerequisite: Nursing 310, 311, 312, 320, 325, 325, 335, 340 Corequisite: Nursing 430, 442 Credit: 5 hours (3 classroom hours/6 clinical hours)

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Nursing 442. Nursing Leadership Emphasizes time management, people management, and delegation skills as well as decision making, change theory, planning and working with interdisciplinary teams and within multiple settings to ensure optimal healthcare delivery.

Prerequisite: Nursing 310, 311, 312, 320, 325, 335, 340 Corequisite: Nursing 430, 435 Credit: 2 hours Nursing 450. Nursing Process VI: Caring for Adults with Complex Illness Clinical course focusing on care for individuals who are ill with complex illnesses involving multiple body systems.

Prerequisite: Nursing 310, 311, 312, 320, 325, 335, 340, 430, 435, 442 Corequisite: Nursing 460, 465 Credit: 6 hours (3 classroom hours/9 clinical hours) Nursing 460. Nursing Process VII: Nursing Practicum Concentrated clinical course that prepares students to care for individuals or groups of various ages when functioning as a new graduate nurse. The student will simulate the roles of an employed graduate nurse by working under the guidance of a selected Registered Nurse Preceptor and faculty. Because this course requires flexible scheduling, students should severely limit activities not directly related to this course during the months of March and April.

Prerequisite: Nursing 310, 311, 312, 320, 325, 335, 340, 430, 435, 442 Corequisite: Nursing 450, 465 Credit: 5 hours (2 classroom hours/9 clinical hours) Nursing 465. Critical Thinking NCLEX-RN Preparation Prepares the student for success on the National Council Licensure Examination for Registered Nurses. Processes involving NCLEX-RN exam application, Board of Nursing application, and sitting for the NCLEX-RN exam will be highlighted. The ATI capstone course will be implemented to assess NCLEX-RN readiness.

Prerequisite: Nursing 310, 311, 312, 320, 325, 335, 340, 430, 435, 442 Corequisite: Nursing 450, 460 Credit: 2 hours Nursing 499. Senior Honors Project Students in the Nursing Honors Program will complete this course in lieu of taking Honors 451 in the traditional honors track. Beginning in the fall semester of the senior year, after completing in-course honors in Nursing 325, students will enroll in NURS 499 fall and spring semesters. The Nursing Honors student will work with a faculty mentor to write an integrated review paper identifying best practices for a clinical nursing or nursing research topic of his/her choice. The student may have the option of working with the faculty mentor in completing parts of an actual research study. The student will present this research publicly to the nursing faculty/students and has the option to submit the research for presentation at a regional or higher conference and/or for publication in a professional nursing journal.

Prerequisite: Permission of the instructor, Nursing 325 Honors Credit: 6 hours total

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ORGANIZATIONAL COMMUNICATION AND MANAGEMENT Organizational Communication and Management 497. Exit Examination Required of majors in the last semester before graduation. Graded on P/F basis.

Credit: 0 hours

PHARMACY (PHAR) Pharmacy 100. Introduction to the Pharmacy Profession Aids pre-pharmacy students in preparing for pharmacy school by developing a realistic understanding of pharmacy education and the pharmacy profession through a survey of pharmacy including its history, the scope of practice, ethical foundations, and educational and career opportunities. Graded on P/F basis.

Credit: 1 hour

PHILOSOPHY (PHIL) Philosophy 101. Introduction to Philosophy Examination of philosophical perspectives from Socrates to the present, showing how human beings have discovered and pondered truths and applied them to life’s challenges.

Greek development of standards for thinking rationally. Arguments about the existence of God and the nature of evil and suffering. Modern perspectives on the relationship of mind and body. Contemporary views on politics, values, and morality.

Credit: 3 hours Philosophy 301. Ancient and Medieval Philosophy Historical development of major schools of philosophy from ancient Greece through the Renaissance. Early Greek attempts to explain the universe systematically. Schools of Athens inspired by Socrates, Plato, and Aristotle. Epicureans, Stoics, and skeptics in Greek and Roman philosophy. Jewish, Christian and Muslim philosophers of the Middle Ages and Renaissance humanism.

Credit: 3 hours Philosophy 302. Modern and Contemporary Philosophy Historical development of major schools of philosophy from the birth of modern science to the present. Rationalism’s focus on formal reasoning and empiricism’s dependence on observation. The Enlightenment project’s proposals for liberty and progressive social reform. Recent developments in existentialism, utilitarianism, pragmatism, and analytic treatments of language.

Credit: 3 hours Philosophy 351. Logic Methods and principles used to distinguish correct from incorrect reasoning. Guidelines for constructing good arguments and criticizing deficient arguments. Focus on varied kinds of meaning and definition. Critical standards for evaluating syllogisms in the Aristotelian tradition and its modern counterparts. Contemporary methods for constructing and symbolizing propositional arguments.

Credit: 3 hours Philosophy 360. Philosophy of Religion Wingate University Academic Catalog 2019-2020

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Problems in theistic tradition, including nature of religious language, concepts of God, relation of faith and doubt, problem of evil, and bases of moral decisions.

Credit: 3 hours Philosophy 380. Philosophy of Law An overview and analysis of competing theories of legal reasoning and of the relationship of morality to law, including natural-law theory, legal formalism, legal positivism, legal realism, and critical legal studies. This course will be of particular interest to Pre-Law students, religious-studies majors, and political science majors.

Credit: 3 hours

PHYSICAL EDUCATION (PE) Physical Education 101. Personal Fitness and Wellness Special emphasis will be placed on cardiovascular fitness, muscular strength/endurance, flexibility, body composition, nutrition, and drug use and abuse. The format of the course will be lecture, demonstration and practical application of the areas discussed in class.

Examinations will be given as needed and scheduled at the discretion of the instructor.

Credit: 2 hours Physical Education 106. Badminton Skills Fundamentals of badminton. History of the game, rules, and scoring for men, women, and doubles. Emphasis on grip, strokes, and strategy. Exploration of the lifetime benefits of the basic fitness concept for the university student.

Credit: 1 hour Physical Education 108. Beginner Swimming Skills This course acquaints the student with the necessary skills, safety concepts, and knowledge to safely enjoy swimming and related aquatic participation.

Credit: 1 hour Physical Education 113. Racquetball Skills Basic skills, strategy and rules of racquetball for singles, cutthroat, and doubles. Each student will supply his own racquet, racquetballs and eye protection goggles with instructor approval.

Credit: 1 hour Physical Education 116. Tennis Skills Fundamentals of tennis; development of skills to play tennis. Place an emphasis on grip, strokes, strategy and court etiquette. Students furnish tennis racquet and balls. University tennis courts will be used.

Credit: 1 hour Physical Education 119. Beginning Weight Training Basic techniques and knowledge of universal, Nautilus, and free weight systems. Fitness evaluation and individual workout programs are included. Development of muscular strength and endurance is stressed. Physiological principles of fitness and their relationship to weight training are also emphasized.

Credit: 1 hour Physical Education 121. Aerobic Fitness Wingate University Academic Catalog 2019-2020

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Cardiovascular fitness program incorporating physiologically safe aerobic dance techniques and various forms of exercise including muscle conditioning and stretching. Students will learn basic training principles and the different components of an aerobic program.

Credit: 1 hour Physical Education 122. Backpacking and Hiking Students will learn the various techniques of backpacking and hiking preparations, field participation, and ecologically safe practices in the outdoors. Students will also become familiar with the various state and federal trail systems in the United States.

Credit: 1 hour Physical Education 123. Mountain Biking Basic knowledge and skills of mountain biking. Emphasis will be placed on the safe operation and maintenance of the bike for recreational purposes. Students will learn to be comfortable and confident while riding their mountain bike off-road. Included in this course is an introduction to equipment selection and fit and a primer on roadside repairs that covers basic maintenance repair procedures. Taught at the campus lake.

Credit: 1 hour Physical Education 126. Yoga This class will explore the various techniques utilized in yoga. Students will learn basic poses and practices so they might use this activity for lifetime fitness.

Credit: 1 hour Physical Education 131. PE Skills Special Topics Special topics in Physical Education skills. Can be repeated for up to six hours as topics vary.

Credit: 1-3 hours Physical Education 145. CPR/AED Training This course focuses on American Red Cross certifications for first aid and CPR for infants, children and adults, and the use of automatic external defibrillator (AED).

Prerequisite: Health and Physical Education and Exercise Science majors with senior standing Credit: 1 hour Physical Education 403. Research Methods in Sport Sciences This course is designed to provide current and/or future health professionals and physical education teachers with basic theoretical and practical knowledge of research techniques and scientific writing, with focus on systematic inquiry, the Scientific Method, hypothesis building, reviewing literature, and designing procedures. The final product of the course will be a complete introduction, review of literature and methods for an empirical research study. We will employ a philosophy of “learning by doing� throughout the course, designed to allow each student to practice the research process.

Prerequisite: Junior standing Credit: 3 hours Physical Education 420. Coaching Internship Internship in an area school for a minimum of ten weeks under supervision of a professor.

Credit: 3 hours

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Physical Education 490. Special Topics (CCR 490, SMGT490) This course will examine current topics of interest in the field of Sport Sciences, and students will be expected to conduct a scholarly research project on the subject. The course will serve as an advanced elective for student majors in the School of Sport Sciences.

Credit: 3 hours

PHYSICS (PHYS) Physics 101. General Physics I The first semester of a two-semester introductory course in college physics. The topics in this algebra-based course include linear motion, forces, energy, angular motion, mechanical properties, and sound. This is the first course for all students who need either an algebrabased or a calculus-based physics course. Those students who need the algebra-based course will continue with Physics 102. Those students who need the calculus-based course will continue with Physics 205. Three hours lecture, three hours of laboratory and recitation.

Prerequisite: Math 115 or equivalent Credit: 4 hours (Fall) Physics 102. General Physics II The second semester of a two-semester introductory course in college physics. The topics in this algebra-based course include atomic/nuclear physics, thermodynamics, electricity, magnetism, and optics. Three hours lecture, three hours of laboratory and recitation.

Prerequisite: Physics 101 with “C-” or higher Credit: 4 hours (Spring) Physics 120. Introduction to Astronomy A broad survey of astronomy. Topics include the structure and formation of the solar system, the birth and death of stars, galaxy formation, and the evolution of the universe.

The topics of gravity, motion, energy, and the properties of light and matter are examined to provide a context for astronomy.

Credit: 4 hours (Spring) Physics 205. Calculus Applications in Physics A calculus-based second semester of a two-semester course sequence in the fundamentals of classical physics. The first part of this course will cover the calculus applications in kinematics, mechanics, and sound that were not covered in the first semester of Physics 101. The second part will include the calculus-based study of thermodynamics, electricity, magnetism, and optics. Four hours lecture, three hours of laboratory and problem drill.

Prerequisite: Physics 101 with “C-” or higher Corequisite: Math 220 Credit: 5 hours (Spring) Physics 311. Modern Physics Introduction to the major discoveries in physics since the 19th century. Topics include special relativity, general relativity, the development of quantum theory, atomic structure, nuclear physics, and particle physics. Three hours lecture.

Prerequisite: Physics 205 with “C-” or higher Credit: 3 hours (Spring, even years)

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Physics 320. Astrophysics Introduction to the principles of modern astrophysics. Topics include celestial mechanics, stellar observations, structure of stars and galaxies, and modern cosmology. Three hours lecture.

Prerequisite: “C-” or higher in Physics 120 and 205 Credit: 3 hours (Spring, odd years)

POLITICAL SCIENCE ( PSCI) Political Science 101. Introduction to Political Science Introduces the core concepts of political science while detailing the history of the discipline and its significance to the academy. A primer on the significance of politics for citizens.

Recommended for any student wishing to learn more about the ideas that shape government.

Credit: 3 hours Political Science 201. American Government Essentials of American government, with attention to nature and origin of national government.

Credit: 3 hours Political Science 210. Political Ideologies Introduces students to the varied ways individuals and groups “think” about politics. An ideology is a belief system that shapes our worldview about such things as politics, economics and culture. Topics include the history of ideology, understanding liberalism and conservatism historically, and ideological developments of the 20th century.

Credit: 3 hours Political Science 302. Research Methods in Political Science Introduction to the logic of inference and the use of the scientific method to study politics.

Students will develop applied research skills, including basic quantitative research methods and case study methods.

Credit: 3 hours Political Science 308. International Relations (HIST308) International relations is the study of political and economic relationships between states.

Topics include war, peace, diplomacy, and the big theoretical arguments that comprise the academic field of international relations.

Credit: 3 hours (Spring) Political Science 310. Contemporary Policy Issues Public policy is the formation of policies by government bodies. This includes, but is not limited to, policies such as health policy, immigration policy, tax policy, and so on. Students will explore contemporary issues in public policy, how it is developed, agreed upon, and becomes part of law.

Credit: 3 hours Political Science 318. The United States and Latin America (HIST318) Analyzes the history of inter-American relations from the perspective of both the United States and the Latin American societies. Seeks to understand U.S. political, economic,

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social, and cultural influence in Latin America as well as Latin American responses to that influence.

Credit: 3 hours Political Science 320. Campaigns and Elections Campaigns are central to the modern political landscape, and the role played by citizens, the media and politicians in these campaigns are crucial to understanding democracy.

Students will learn the basic features of campaigning, redistricting, and electioneering, with a focus primarily on American elections.

Credit: 3 hours Political Science 321. Western Industrial Democracies Western Industrial democracies comprise the core of Western Europe and the United States. Students will study the role of democracy, the varieties of economic systems, and the cultural changes ongoing in these locales.

Credit: 3 hours Political Science 322. Developing Nations Investigates the question of development, and how countries transition out of poverty, political decay or corruption, and ethnic and cultural disputes. The cases studied will be global in nature and make sense of the challenges countries face as they try to reform their economic, political and social institutions.

Credit: 3 hours Political Science 330. Causes of Terrorism Terrorism’s sources are varied and historically complex. Students will learn the origin of terrorism as a political strategy, as well as the current landscape under which terrorism (seems) to thrive.

Credit: 3 hours Political Science 331. US Foreign Policy US Foreign Policy addresses the diplomatic relations between the United States and its neighbors. The class addresses – among other things — the topics or war, peace, terrorism, and international organizations as it relates to foreign affairs.

Credit: 3 hours Political Science 390. Special Topics Offers political science perspectives on subjects or issues beyond the scope of the current curriculum. Since content varies, the course may be taken for credit up to three times. It may be taken by juniors, seniors or other students who have obtained the consent of the professor.

Credit: 3 hours Political Science 497. Exit Examination Required of majors in the last semester before graduation. Graded on P/F basis.

Credit: 0 hours

PSYCHOLOGY (PSYC) Psychology 101. General Psychology

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Psychology is defined as the science of behavior and mental processes. This course is designed to introduce students to the types of behavior and mental processes that psychologists deal with. Students will be introduced to both clinical and nonclinical topics.

Credit: 3 hours Psychology 206. Introduction to Critical Thinking and Research Design (SOC 206) Introduction to the scientific method as it applies to psychology and sociology. Techniques of reading, writing, and thinking like a social scientist. Introduction to experimental and correlational design; reading peer-reviewed journal articles in the social sciences; development of an APA- or ASA-style research proposal.

Prerequisite: Psychology 101/Sociology 101; Math 209 Credit: 3 hours Psychology 208. Child Psychology Provides an overview of the major theories and concepts of child development and psychology. Developmental models and contemporary research are presented addressing the physical, cognitive, emotional, and social changes that occur from prenatal development to late childhood. Emphasis is placed on issues influencing children such as culture, gender, parents, peers, and education.

Prerequisite: Psychology 101/Education 303 Credit: 3 hours (Fall) Psychology 209. Adolescent Psychology Involves the theoretical and empirical study of adolescence. The development of youth from pre-adolescence to late adolescence and emerging adulthood is examined. Attention is given to the developmental tasks of adolescence including puberty, cognitive maturity, identity formation, and relationships with parents, peers, and teachers.

Prerequisite: Psychology 101/Education 303 Credit: 3 hours (Spring) Psychology 210. Psychological Statistics Introduction to basic descriptive and inferential statistical procedures and concepts, tailored specifically to the needs of students majoring in psychology. Specific topics include measures of central tendency and variability, probability, null hypothesis testing, correlation, regression, chi square, z scores, t-tests, and analysis of variance (ANOVA).

Prerequisite: Math 209 Credit: 3 hours (Spring) Psychology 250. Developmental Psychology Principles of growth and development, prenatal development, birth process, infancy through aging process. Emphasis on intellectual, physical, social and religious dimensions; transitional life tasks and faulty biologic, psychologic and sociologic development. This course is for pre-nursing majors only and does not count toward the psychology major or minor.

Prerequisite: Psychology 101, major in pre-nursing Credit: 3 hours Psychology 303. Learning and Memory Our ability to adapt to people and conditions in the surrounding world depend critically on learning through experience and observation and remembering. In this course, students

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will be exposed to the scientific study of these interrelated and fundamental psychological processes. Students will learn about early and contemporary research in the field of human memory, as well as some of the tools and methods that psychological scientists employ to try to understand these very important aspects of human behavior.

Credit: 3 hours (Fall) Psychology 305. Sensation and Perception Perception is a fundamental psychological process. We rely on our sensory and perceptual process every moment of every day in order to interact with other people and objects in the world. In this course, students will be exposed to the scientific study of the major sensory and perceptual systems - vision, hearing, olfaction, taste, and touch. Students will learn about the distinction between basic sensory stimulation and higher-level perception.

Students will also learn about the various tools, theories and techniques that psychological scientists use to study perceptual phenomena.

Credit: 3 hours (Fall) Psychology 311. Adulthood and Aging Explores theory and research on physical, cognitive, social, and personal development from early through late adulthood. Topics addressed include issues related to work, family, friendships, grief, and death. Models of successful aging will be highlighted.

Prerequisite: Psychology 101/Junior standing Credit: 3 hours (Fall) Psychology 315. Psychopathologies Dynamics of abnormal behavior with an emphasis on the social/environmental etiology.

Issues involved in the definition, classification, treatment and prevention of disturbed patterns of behavior.

Prerequisite: Psychology 101, Junior standing Credit: 3 hours (Fall) Psychology 321. Social Psychology Scientific study of the power of the situation in understanding and predicting human behavior. Many times we fail to realize how strongly the social setting, including the established societal norms and the behavior of others, affects our own individual thoughts and behaviors. In this course the student will be introduced to the psychological theory and research informing the scientific community of this ubiquitous effect. Emphasis on critical thinking, reading original journal articles, and understanding the scientific research in the context of one’s own, personal interactions.

Prerequisite: Psychology 101 Credit: 3 hours (Spring) Psychology 322. Introduction to Counseling Examination of principles and techniques of counseling emphasizing the development of skills in verbal and nonverbal communication.

Prerequisite: Psychology 101, Junior standing Credit: 3 hours (Spring) Psychology 330. Physiological Psychology This course is designed to provide students with comprehensive exposure to the nervous system and how it governs sensory experiences, behaviors, thoughts, and emotions. This course will cover relevant anatomical, behavioral, psychological, cellular, imaging, and

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neurophysiological approaches used to study human and non-human behavior. Upon completion of this course, students will have a solid foundation regarding the biological basis of behavior upon which to build in more advanced courses of study.

Credit: 3 hours (Spring) Psychology 332. Personality Examines individual differences in thought, emotion and behavior. Topics covered include basic theoretical perspectives, assessment techniques, research methodologies, and current topics in personality research.

Prerequisite: Psychology 101, Junior standing Credit: 3 hours (Fall) Psychology 335. Health Psychology A biopsychosocial approach to understanding human health and well-being. The student will gain a scientific understanding of psychological theory and research regarding promotion and maintenance of health as well as prevention and treatment of illness.

Emphasis on critical thinking, reading original journal articles, and understanding the scientific research in the context of one’s own, personal lifestyle and choices.

Prerequisite: Psychology 101 Credit: 3 hours (Spring, odd years) Psychology 340. Psychology of Women (WS 340) Explores the experience of being a woman from the psychological perspective. Effects of physical and mental health, family and work, religion and spirituality, rape and domestic violence, sexuality, culture, and media depictions of the lives of women will be examined as will the historical and theoretical perspectives in psychology of women.

Prerequisite: Psychology 101 Credit: 3 hours Psychology 404. Performance Psychology Students learn how the principles of sport psychology can be applied by both athletes and non-athletes to improve performance. This will be accomplished by describing the principles of sport psychology and identifying how they may be applied to various domains including sport, exercise, business, academics, the medical field, tactical professions, and the performing arts among others. Emphasis will be placed on the application of sport psychology to increase performance via enhancement of one’s psychological skills (goalsetting, arousal regulation, self-talk, imagery, concentration/attentional focus, etc.) The distinction between a growth and fixed mindset will also be introduced and discussed in regards to one’s perception of behavior change, and how one’s mindset may impact performance accomplishments.

Credit: 3 hours (Spring) Psychology 406. Advanced Research Design and Methodology Direct instruction on how to use the set of tools most coveted by psychological scientists.

Advanced topics in research design and methodology will be covered. Students will learn when and how to use the proper statistical analyses to approach data collected in psychological inquiry. Students will learn to use the computer data analysis package SPSS. Emphasis on completing an independent research project and writing the results in a full, APA-style term paper.

Prerequisite: Psychology 101, 206 Credit: 3 hours (Fall)

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Psychology 407. Psychotherapy: Theory and Method Introduction to selected therapies widely used in the treatment of individuals and the enhancement of personal well-being.

Prerequisite: Psychology 101 Credit: 3 hours (Fall) Psychology 425. Gender Identity Development This course explores psychological research and theory related to gender identity development, with particular focus on the ways in which gender impacts men’s and women’s daily lives. Attention is given to the biological, environmental, cognitive, and psychosocial changes in sex and gender across the life-span. Topics include the effects of parents, peers, school, work, and the media as they shape gender identity. Throughout the course, we will examine how gender can be studied using empirical research methods and emphasize the importance of race, culture, and social class in understanding gender.

Prerequisite: Psychology 101 Credits: 3 hours (Fall semester of even years) Psychology 435. Cognitive Psychology The psychology of thinking. Emphasis on scientific theory and research regarding mental processes including memory, language, problem-solving, creativity, and Artificial Intelligence. Cognitive psychology is part of a broader, interdisciplinary field of cognitive science and this interdisciplinary theme runs throughout the course. Students will gain an understanding of how cognitive psychologists attempt to understand and predict human thought and its consequences. Emphasis on critical thinking, reading original journal articles, and understanding the scientific research in the context of one’s own, personal cognitions.

Prerequisite: Psychology 101/Junior standing Credit: 3 hours (Spring, even years) Psychology 475. Selected Topics in Psychology Explores topics in psychology that are not covered in the psychology core. Courses are offered whenever sufficient numbers of students request study in a particular content area, or about a subject “in the news.” May be taken more than once as content varies.

Prerequisite: Psychology 101,206/permission of the professor; junior class standing Credit: 3 hours Psychology 490. Research Experience Completion of an empirical research study under faculty supervision. May be repeated for a total of three credit hours.

Prerequisite: Psychology 206 Credit: 1 hour Psychology 497. Exit Examination Required of majors in the last semester before graduation. Graded on P/F basis.

Credit: 0 hours Psychology 499. Internship in Psychology Field experience in psychology through internship or volunteer opportunity. Must be approved and supervised by a faculty member. 1-3 hours variable credit, may be repeated

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until reaching a maximum of 3 hours. Internships require a minimum 2.0 GPA to participate.

Credit: 1-3 hours

RELIGION (REL) Religion 215. Religion and Film Recent American films are an excellent avenue to consider a variety of religious and philosophical issues, such as the problem of evil, the relationship between science and religion, and the nature of reality. Students will learn to view films critically, place the film in conversation with religious texts and ideas, and develop their own perspectives on a variety of topics.

Credit: 3 hours Religion 301. Religious Thought in Literature (ENG 301) Religious and Philosophical ideas as reflected in American writers from the Puritan through the Contemporary Period.

Credit: 3 hours Religion 305. Wisdom and Poetic Literature of Old Testament The nature of evil and suffering, how to be healthy, wealthy, and wise, the seeming absurdity of human existence, and the roles that grief and sex play in religious experience are some of the issues raised by these Old Testament books. A variety of items from contemporary popular culture will enhance discussions.

Credit: 3 hours Religion 307. General Letters Authorship, background, and content of the New Testament books of Hebrews, James 1 and 2, Peter, Jude, and the Johannine epistles.

Credit: 3 hours Religion 316. Women and the Bible (WS 316) Wives, prostitutes, tricksters, and queens are just a few of the roles that women play in the biblical literature. The lives of ancient women, both as depicted in the text and in the “real” world of antiquity, connect to contemporary women’s issues in a number of important ways. The recent contributions of female scholars will receive special attention.

Credit: 3 hours Religion 326. World Religions Historical development of traditions, practices and morality within major religions of the world, including Judaism, Christianity, Islam, Hinduism, Buddhism, Daoism, and Confucianism.

Credit: 3 hours Religion 330. Introduction to Systematic Theology An introduction to the main areas of systematic theology: first principles; God as Trinity; Christology; creation theology; theological anthropology; salvation; missions; Holy Spirit; Church; and end times.

Credit: 3 hours Religion 332. Exploring Suffering and Joy in the Christian Tradition Wingate University Academic Catalog 2019-2020

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This course will address theological questions stemming from the pervasive presence of suffering in our world. Some of these questions include: how does one make sense of suffering in light of the claim that God is infinitely good? What role do suffering and joy play in Christian life and spirituality? Using a variety of sources including theological texts and articles, films, art, and novels, students will examine how one can critically engage experiences of joy and suffering in created life and their role in Christian life and ministry.

Topics to be explored include: classic theism and theodicyÍž biblical and classical interpretations/theologies of sufferingÍž contemporary interpretations/theologies emerging from the Shoah, feminism, Latino/a theologies, liberation theologies, black theologies, LGBTQ+ theologies, disability studies, and Eco theology.

Credit: 3 hours Religion 341. History of the Early Church (HIST341) Christian movement and thought from the beginnings recorded in the Acts of the Apostles through the church's permeation of Western society in the Middle Ages.

Credit: 3 hours Religion 342. History of the Modern Church (HIST342) Christian movement and thought from the Reformation to present with emphasis on Protestant heritage and particular contributions of the free church tradition.

Credit: 3 hours Religion 360. Sociology of Religion (SOC 360) Examination of the role of religion in society, utilizing sociological and other social scientific theories and empirical research.

Prerequisite: Sociology 101; junior standing/consent of professor Credit: 3 hours (Fall, alternate years) Religion 362. Religion and Science: An Interdisciplinary Study This course seeks to provide an interdisciplinary survey of the interaction between science and religion with specific focus on creation and evolution. Team taught by professors from the departments of Chemistry and Religion, this course will be run as a seminar. Students are expected to critically reflect on the assigned readings and write responses prior to each class meeting. The course will begin with a comparison of the creation and evolution as defined by Darwin, modern scientists, atheists and various Christian authors. This course asks students to consider the origin and extent of the apparently irreconcilable differences between the scientific and Christian world views and actively participate in discussing critical issues that will be encountered throughout the semester.

Credit: 3 hours Religion 390. Special Topics Credit: 1-9 hours Religion 399. Christian Ministry Internship Ministry training in an approved ministry setting (local congregation, mission assignment or other contexts as warranted.) Interns work under the supervision of both a faculty advisor and a field supervisor. Proposals for internships must be submitted for prior approval of department. See departmental secretary for guidelines.

Credit: 3 hours Religion 415. Biblical Interpretation

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The Bible has been used both to defend and denounce slavery, homosexuality, and a host of other social and theological issues. From the Bible’s interpretation of itself to contemporary feminist and deconstructionist readings, the history of interpretation demonstrates that interpretation says more about the interpreter than it does about the text. Or does it?

Prerequisite: 6 hours of Biblical studies.

Credit: 3 hours Religion 416. Luke and Acts An intensive literary-critical and socio-historical study of the related narratives of Luke and Acts concerning the respective missions of Jesus and the early church.

Credit: 3 hours Religion 420. Advanced Old Testament Studies This course explores a book, theme, or topic related to the Old Testament. Recent courses have included a study of Judges, with a special focus on its violence and sexuality, and a course on the Major Prophets, with careful attention to its theological complexities. Given the relatively small number of religious studies majors, the course content can be determined in consultation with students.

Credit: 3 hours Religion 430. Advanced New Testament Studies Interpretative study in leading motifs in the New Testament including parables, miracles, Sermon on the Mount, eschatology, the early church, kingdom of God, justification by faith.

Credit: 3 hours Religion 449. Independent Study Selected topic under faculty supervision. Topics focus explicitly and in depth on methods of biblical study and pastoral concerns. By permission only.

Credit: 3 hours Religion 450. Advanced Theological Studies Thorough analysis of one theme such as hermeneutics, revelation, or soteriology, to be announced as the seminar is offered.

Credit: 3 hours Religion 490. Senior Seminar Critical study of selected issues or major figures in religion, with intensive research and writing components. Will focus on a major research piece on an approved topic. The final paper will be read by each member of the Department and will serve as the Exit Exam.

Prerequisite: Prior completion of 15 hours toward the Religious Studies major.

Credit: 3 hours Religion 497. Exit Examination The Exit Exam requirement will be met by successful completion of Religion 490 or some other writing intensive course approved by the Department.

Credit: 0 hours

SCIENCE (SCI) Science 101. Earth Science

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Surface configurations and internal structure of the earth and processes modifying its form.

Consideration of time, universe, and space probing as they relate to planet Earth. Three hours lecture, three hours lab. Intended primarily for education majors.

Credit: 3-4 hours Science 201. Integrated Science I and Lab A survey of the core concepts of chemistry and physics. Emphasis is placed on the integration of content with other areas of science content, scientific inquiry, experimentation, and technological design. Enrollment priority given to education majors.

Three hours lecture, three hours lab.

Credit: 4 hours (Fall) Science 202. Integrated Science II and Lab A survey of the core concepts of life science and earth science. Emphasis is placed on the integration of content with other areas of science content, scientific inquiry, experimentation, and technological design. Enrollment priority given to education majors.

Three hours lecture, three hours lab.

Credit: 4 hours (Spring)

SOCIOLOGY (SOC) Sociology 101. Introduction to Sociology Basic sociological concepts, issues, and methods of analysis. Examination of the impact of social structure on individual behavior.

Credit: 3 hours Sociology 204. Marriage and the Family (WS 204) Application of the sociological imagination to the study of marriage and family in a social historical context, encouraging the student to see the connection between family experiences and social change in the larger society.

Credit: 3 hours Sociology 205. Gender Roles in Society (WS 205) Examination of the contemporary roles and images of women and men in the US and the socio-historical foundations for these roles and images. Theory and research on intersection of gender with other social constructs such as social class, race, age, ethnicity, religion, and sexuality.

Credit: 3 hours (Spring) Sociology 206. Introduction to Critical Thinking and Research Design (Psychology 206) Introduction to the scientific method as it applies to psychology and sociology. Techniques of reading, writing, and thinking like a social scientist. Introduction to experimental and correlational design; reading peer-reviewed journal articles in the social sciences; development of an APA- or ASA-style research proposal.

Prerequisite: Psychology 101/Sociology 101; Math 209 Credit: 3 hours Sociology 301. Deviant Behavior Examination of sociological theories of the cause and consequences of deviant behavior.

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violations of social norms), crime (property crime, violent crime, victimless crime, and white-collar/corporate crime), and social aspects or dynamics of mental illness.

Prerequisite: Sociology 101/102 Credit: 3 hours (Fall) Sociology 305. Urban Sociology Effects of globalization on cities; role of cities in the global economy; patterns of urban development in the less-developed and more-developed regions of the world; social psychological processes used to adapt to urban life; theories of urban development; major urban social problems.

Prerequisite: Sociology 101, junior standing/consent of professor.

Credit: 3 hours Sociology 307. Criminology (CRJ 307) Topics include theories of crime causation; crime data; statistical analysis of criminal behavior; past, present, and future social control initiatives; and other related topics. Upon completion, students should be able to explain, discuss, and apply various theories of crime causation and societal response.

Prerequisite: Sociology 101, Psychology 101 Credit: 3 hours Sociology 330. Social Stratification (HS 330) Analysis of social stratification and social inequality empirically, theoretically, historically, and comparatively. Examination of dimensions of inequality such as class, status, and power as both causes and consequences of social structure. Specific attention to inequality based on race, class, gender, and age.

Prerequisite: Sociology 101, junior standing/consent of professor.

Credit: 3 hours (Fall) Sociology 335. Race in Society Examination of the concept of race, including its historical origins and contemporary consequences, specifically in terms of racially motivated prejudice and discrimination (including both individual and institutional discrimination). Various sociological theories on the causes and consequences of racism are considered, along with contemporary empirical research and examples.

Credit: 3 hours (Spring) Sociology 341. Introduction to Medical Sociology This course is designed to introduce students to some central topics within medical sociology, the study of health and illness through a sociological lens. These topics include, but are not limited to, health and illness behaviors, social factors affecting health, the social construction of health and illness, the social roles of health institutions and health providers, and comparative healthcare systems.

Prerequisite: Sociology 101 Credit: 3 hours (Spring) Sociology 345. Introduction to Long Term Care (LTC 345) Course provides student with an overview of long term health care systems and workers in the United States, while simultaneously focusing on the needs and situations of patients and their families. This foundational course also gives students a chance to learn about the social, psychological, and physical needs of our growing aging population. Through understanding the health care industry, workers and positions in the industry, and Wingate University Academic Catalog 2019-2020

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surveying long term care in the US over time, students will receive an introduction to this specific, growing area of health care.

Credit: 3 hours Sociology 351. Gender and Health (WS 351) The purpose of this course is to introduce students to various ways in which the social construction of health and illness, gender assumptions, and social inequalities impact an individual’s health. A key focus is on the difference between the “disease” (biological factors) and the “illness” (the social interpretation and experience of sickness) and how these intersect to form a complete illness experience. Among the topics discussed will be the social construction of health and illness, social epidemiology, the gendering of health issues, gendered hierarchies in healthcare, and issues of inequality and empowerment in health and medicine. This course is taught from a critical feminist perspective.

Prerequisite: Sociology 101 Credit: 3 hours (Spring) Sociology 352. Sociology of Death and Dying Sociology of Death and Dying is the study of the structure of the human response to death, dying, and bereavement in their socio-cultural, interpersonal, and personal context.

Formation of children’s perception of death; bereavement and grief over the life course; functions of the funeral; euthanasia and death-related ethical debates; and suicide are among the topics to be discussed.

Credit: 3 hours Sociology 353. Sociology of Aging Sociology of Aging begins with a general study of aging and it implications for older individuals, their families and friends, and society as a whole. As the one inequality we all usually face, the study aging and ageism – known as social gerontology – allows us to look at the transformations in the life course of older adults and the impacts on those they encounter. This course uses interdisciplinary perspectives to study age and aging, including sociology, psychology, demography, medicine, and economics.

Credit: 3 hours Sociology 354. Social Psychology of Health and Illness The course provides an overview of the ways in which social psychological theories and perspectives can be used to understand health and illness. Incorporating aspects of medical sociology, sociology, psychology, and social epidemiology, the course looks at our creation of what is healthy and how we go about remaining or becoming healthy once again. The course will look at individual understandings and interpretations of health and illness, as well as the social, environmental, and behavioral contexts that influence our health outcomes.

Credit: 3 hours Sociology 355. Sociology of Mental Health and Illness This course examines sociological theories and research pertaining to the definition, experience, and treatment of mental disorders. Sociological research on mental health and illness has a very wide scope; therefore, this course will focus on three primary areas within sociological research: the definition and measurement of mental illness, the social origins of mental health and mental illness, and personal, community, and societal responses to mental illness.

Credit: 3 hours

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Sociology 356. Global Health This course will explore the unequal distribution of health and disease around the world. It will focus on four major areas: global health issues, sociological perspectives on global health disparities, comparative healthcare systems, and professional approaches to national and cross-national health problems. In this course, we will begin with a cross-national focus of health issues, burdens of disease, and epidemiology.

Credit: 3 hours Sociology 357. Sociology of Sexuality (WS 357) This course will teach students how sexuality, often considered a private matter, is actually a social, cultural, economic, and political creation that is important to everyday life.

Beginning with an understanding of sex and gender, we move into sexualities, showing that sexuality comes in many shapes and forms. The course includes theoretical and methodological approaches to the sociological study of sexuality and focuses on the role of major social institutions – such as the family, education, medicine, and religion – on our understandings of sexuality.

Credit: 3 hours Sociology 360. Sociology of Religion (REL 360) Examination of the role of religion in society, looking broadly at how religion both influences and is influenced by society. Major sociological theories of religion are considered and applied to specific historical and contemporary examples of religious faiths, denominations and organizations. Specific topics considered include: debates over whether societies are growing more secular, religious socialization, and various intersections of religion and politics.

Prerequisite: Sociology 101; junior standing/consent of professor Credit: 3 hours (Fall, alternate years) Sociology 375. History of Social Thought Examination of the ideas of classical social theorists from the 19th and early 20th century, including Comte, Durkheim, Marx, and Weber; includes reading, discussion and analysis of original texts by those theorists. Impact of each theorist’s ideas on contemporary sociological theories and research is also examined. Not recommended as a general elective for students outside of sociology, history, political science or philosophy.

Prerequisite: Sociology 101; junior standing/consent of professor Credit: 3 hours (Spring) Sociology 423. Assistantship in Sociology Teaching internship experience.

Prerequisite: Students are to have previously taken the course for which they will be assisting, having earned an A or B; must have overall GPA of 3.0 or higher; and must have the consent of the professor.

Credit: 1-3 hours variable credit per semester up to a maximum of six hours Sociology 440. Advanced Research Methods in Sociology Scientific methodology as it applies in sociological research. Emphasis on reading journal literature and completing a substantive empirical research project. Focus on quantitative and qualitative research design, measurement, and research applications. Capstone course for the major.

Prerequisite: Math 209; Psychology/Sociology 206; Sociology 375 Credit: 3 hours (Fall)

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Sociology 475. Special Topics Sociological perspective on subjects or issues beyond the scope of the current curriculum.

Since the content varies, the course may be taken two times.

Prerequisite: Sociology 101; junior class standing Credit: Variable, 1-3 hours Sociology 497. Exit Examination Required of majors in the last semester before graduation. Graded on P/F basis.

Credit: 0 hours

SPANISH (SPAN) Spanish 101. Elementary Spanish I Basic Spanish with emphasis on communication skills. Introduction to aural comprehension, pronunciation, structure of the language, and essential vocabulary for practical structure of the language, and essential vocabulary for practical communication.

No previous preparation in Spanish required.

Credit: 3 hours Spanish 102. Elementary Spanish II Basic Spanish with emphasis on communication skills. Aural/reading comprehension.

Pronunciation, grammar, and structure. Progressive vocabulary for written and oral communication.

Prerequisite: Spanish 101 Credit: 3 hours Spanish 103. Intensive Immersion Spanish I Combines Spanish 101 and 102 in one semester. Emphasis on communication skills.

Introduction to aural comprehension, pronunciation, structure of the language, and essential vocabulary for practical communication. Progressive vocabulary for written and oral communication. No previous preparation in Spanish required. Five class hours weekly in classroom setting. Three week component of fifty class hour’s instruction in a Spanishspeaking country to take place in May. Credit: 6 hours (Spring) Spanish 107. Individual Student Beginning Language Immersion Individual immersion study abroad to meet the needs of students at the one-hundred level of study. May include language skills, literature, culture or other educational activities. The course of study would include a regular schedule of courses and other activities in an approved program. It may include home stay to maximize the immersion experience.

Credits would be variable on approval by application to the Department of Modern Languages.

Prerequisite: GPA of 2.5 and consent of professor and department Credit: 1-3 hours Spanish 201. Intermediate Spanish I Reinforcement and expansion of skills developed in elementary courses (Spanish 101-102) using grammar review, composition, conversation, and selected readings.

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Spanish 202. Intermediate Spanish II Progressive practice in oral and written communication with analysis of selected readings.

Prerequisite: Spanish 201 Credit: 3 hours (Spring) Spanish 203. Intermediate Spanish for Health Care Professions I An intermediate course for students who are interested in working in the medical fields.

This course focuses on language and vocabulary required in the fields of medicine and the health sciences. Cultural competence is also present and assessed throughout multiple medical learning scenarios.

Prerequisite: Spanish 102/103 Credit: 3 hours (Fall) Spanish 204. Intermediate Spanish for Health Care Professions II This course is a continuation of Intermediate Spanish for Health Professions I. This course focuses on the intermediate Spanish language and vocabulary required in the fields of medicine and the health sciences. Cultural competence is also present and assessed throughout with multiple medical learning scenarios. A service learning component augments classroom instruction and practice by providing students with real scenarios to apply the content and skills learned in class.

Prerequisite: Spanish 203 Credit: 3 hours (Spring) Spanish 207. Individual Student Intermediate Language Immersion Individual immersion study abroad to meet the needs of students at the two-hundred level of study. May include language skills, literature, culture or other educational activities. The course of study would include a regular schedule of courses and other activities in an approved program. It may include home stay to maximize the immersion experience.

Credits would be variable on approval by application to the Department of Modern Languages.

Prerequisite: GPA of 2.5 and consent of professor and department Credit: 1-3 hours Spanish 304. Conversation and Composition Reinforcement and progressive oral and written practice of Spanish through discussions of contemporary issues pertinent to students’ lives. Application of ideas and issues studied through guided and unguided compositions.

Prerequisite: Spanish 202/consent of the department.

Credit: 3 hours (Fall) Spanish 308. Medical Interpreting and Terminology Advanced Spanish course focusing on learning medical terminology in Spanish and studying the basics of medical interpreting. Includes 20 hours of service learning in the community.

Prerequisite: Spanish 202 with grade of “C-” or better Credit: 3 hours Spanish 309. Medical Interpreting Modes and Techniques Advanced Spanish course that furthers study in medical interpretation and prepares students for oral and written national certification exams. Includes 20 hours of service

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learning in the community.

Prerequisite: Spanish 308 with grade of “B-� or better Credit: 3 hours Spanish 307. Individual Student Advanced Language Immersion Individual immersion study abroad to meet the needs of students at the three-hundred and above level of study. May include language skills, literature, culture or other educational activities. The course of study would include a regular schedule of courses and other activities in an approved program. It may include home stay to maximize the immersion experience. Credits would be variable on approval by application to the Department of Modern Languages.

Prerequisite: GPA of 2.5 and consent of professor and department Credit: 1-3 hours Spanish 310. Introduction to Literature Selected readings in 20th century Spanish literature, both Peninsular and Latin American.

Includes the study of literary terms and reading strategies for literary analysis. Intensive practice of oral and written Spanish.

Prerequisite: Spanish 202.

Credit: 3 hours (Spring) Spanish 320. Culture and Civilization of Spain An overview, through readings and other media, of the culture and people of Spain.

Intensive practice of oral and written Spanish.

Prerequisite: Spanish 202 Credit: 3 hours (Fall, even years) Spanish 330. Culture and Civilization of Latin America An overview, through readings and other media, of the culture and people of Hispanic America. Intensive practice of oral and written Spanish.

Prerequisite: Spanish 202 Credit: 3 hours (Fall, odd years) Spanish 340. Studies in Spanish Literature Study of a specific topic in literature related to the Peninsular or Latin American world.

Topic will be announced at the beginning of the preceding semester. May be repeated for credit as the topics vary.

Prerequisite: Spanish 304/consent of the department.

Credit: 3 hours (Spring, even years) Spanish 350. Spanish Phonetics and Phonology/Conversation A study of Spanish pronunciation, intonation, oral proficiency, dialectology, and production of sounds. Practice with tapes, individually and in the language laboratory. Application of principles through regular conversation periods.

Prerequisite: Spanish 202/consent of professor and department.

Credit: 3 hours (Spring, odd years) Spanish 401. Literature of Spain Selected readings from among the most important works in Peninsular literature. Emphasis is on literary analysis and on the literature as reflection of Spanish history and culture.

Prerequisite: Spanish 310/consent of professor and department.

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Credit: 3 hours (Fall, odd years) Spanish 402. Latin American Literature Selected readings from among the most important works in Latin American literature from the conquest to the present. Emphasis is on literary analysis and on the literature as reflection of Latin American history and culture.

Prerequisite: Spanish 310/consent of professor and department.

Credit: 3 hours (Spring, odd years) Spanish 415. Advanced Grammar, Composition, and Linguistics An intensive study of syntax and semantics. Contrastive linguistic analysis of English and Spanish. History of the Spanish language. Intensive practice in written Spanish.

Prerequisite: At least (6) hours of Spanish 300 level or higher, consent of professor and department.

Credit: 3 hours (Fall, even years) Spanish 430. Senior Seminar Introduction to journals and research methods in the areas of Spanish literature and culture. Research for a topic of special interest to the student, culminating in a final written project and an oral defense.

Prerequisite: At least (15) hours of Spanish 300 level or above.

Credit: 3 hours (Spring)

SPECIAL STUDIES Applied Learning Strategies 101 (ALS) The Applied Learning Strategies course is designed to help students develop and refine their learning strategies. Students will learn about themselves in their roles as learners and how to select and apply learning strategies to meet their individual needs.

Prerequisite: Permission of the instructor Credit: 1 hour Applied Learning Strategies 201 This course introduces students to writing instruction through one-to-one conference sessions and develops skills in the areas of research and Information Literacy. Students will be able to apply these skills in support roles as writing tutors, assisting reference librarians.

Prerequisite: Permission of the instructor Credit: 2 hours Gateway 101. Gateway to University Life (GATE) Orients the student to the academic, social, intellectual, emotional, physical, and spiritual aspects of University life. Required of all entering students.

Credit: 1 hour Gateway 201. Gateway to Leadership (GATE) Develops student leadership through supervised service as peer mentors, helping to orient new students enrolled in Gateway 101 to the challenges of University life. Peer mentors are trained in advance by the Faculty Director of the Gateway 101 program and then work with the instructor of a Gateway 101 class.

Prerequisite: Gateway 101, approval of an instructor of a Gateway 101 section, and approval by the Faculty Director of Gateway 101.

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Credit: 1 hour. May be repeated for credit up to 3 hours.

Gateway 301. Gateway to Professional Life (GATE) Examines strategies for the successful transition into workplace/graduate study; instruction in resume/cover letter preparation, interviewing techniques, job search strategies, graduate school admissions, and other career-related topics.

Prerequisite: Junior standing or permission of instructor. Open to all majors.

Credit: 1 hour Internship 499 Connects coursework with a supervised experience that is complementary to a student’s major or intended career path; academic assignments are chosen and graded by the faculty internship supervisor who sets additional requirements.

Prerequisite: 2.00 cumulative GPA and submitted learning contract Credit: Variable. May be repeated for credit up to 6 hours.

Leadership Fellows I (LDEV) Students are selected by application and evaluate themselves, their strengths and weaknesses, their belief system, their own styles of working with and relating to others, and their perception of their leadership styles. Graded on P/F basis.

Prerequisite: Sophomore class standing.

Credit: 1 hour (Fall) Leadership Fellows II (LDEV) Students are selected by application and discuss the theoretical approaches to leadership, leadership styles, and techniques of group leadership. Through an awareness of their leadership styles, students will begin to experiment with modifications to their personal leadership practices. Graded on P/F basis.

Prerequisite: Sophomore class standing.

Credit: 0 hours (Spring) W’Engage (WENGAGE) A community engagement seminar with a domestic travel experience for sophomores.

Seminars focus on a specific topic or issue and have three basic elements: Students will (1) gain knowledge of the subject matter through weekly course meetings, (2) actively engage with local or regional community partners, and (3) explore the topic through experiential learning in another setting within the United States (i.e., the travel). Travel ranges from five to seven days.

Prerequisite: Sophomore class standing, 2.30 cumulative GPA. Credit: 2 hours W’International (WNATSEM) The program is divided into two parts: seminar and tour. Weekly seminars include a general orientation to international culture and travel; including specific coursework pertaining to the selected destination(s). The seminar culminates in a study-tour opportunity of approximately 10 days. Students must complete the seminar with a “D” or higher to participate in the travel.

Prerequisite: Junior class standing, 2.30 cumulative GPA. Credit: 2 hours

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SPORT MANAGEMENT (SMGT) Sport Management 111. Introduction to Sport Management Intended for sport management majors at the first-year and sophomore level to acquaint them with career possibilities for Sport Management personnel within various segments of the sports industry.

Credit: 3 hours (Fall and Spring) Sport Management 200. Historical Foundations of Recreation and Sport (CCR 200) A study of the historical foundations of recreation, sport, and outdoor education from earliest times to the present.

Prerequisite: Sophomore standing Credit: 3 hours Sport Management 210. Sport Governance An overview of the major components that collectively encompass sport governance, including regulatory power, structure, eligibility, sanctions, and policy. The governance models of major amateur and professional sport organizations are a main focal point of the course.

Prerequisite: Sport Management 111 Credit: 3 hours (Fall and Spring) Sport Management 242. Leadership in Sport and Recreation (CCR 242) Examines the role and responsibility of leadership in sport and recreation. An emphasis will be placed on leadership styles, techniques, issues, and problems in leading people.

Prerequisite: Sophomore standing Credit: 3 hours (Fall and Spring) Sport Management 300. Sport Marketing Examines the discipline of sport marketing in the 21st century and the special nature of sport marketing and all the activities designed to meet the needs and wants of sport consumers through the exchange process. The two major thrusts will be the marketing of sport products and services directly to consumers of sport and marketing of other consumer and industrial products or services through the use of sport promotion.

Prerequisite: Junior standing Credit: 3 hours Sport Management 301. Sport Finance Allows the student to understand the fundamentals of finance, budgeting, and accounting in the sport industry. Emphasizes financial principles, financial markets, as well as growth and development of revenue sources in the 21st century.

Prerequisite: Economics 221, Accounting 253 and Junior standing Credit: 3 hours Sport Management 305. Psychology of Sport and Exercise (CCR 305) Examines psychological theories and research related to sport and exercise psychology by providing a broad overview of the major topics in the area.

Prerequisite: Junior standing Credit: 3 hours

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Sport Management 306. Youth Development in Recreation and Sport (CCR 306) Examines organized sport for children today. Emphasis will be on children ages 5-18 in non-school organized sport activities. We will examine the impact of sport and competition on children.

Credit: 3 hours Sport Management 330. Leisure/Sport Facility Design and Management (CCR 330) Identification and investigation of design characteristics and management techniques for facilities used in recreational and athletic settings. Field trips required.

Prerequisite: Junior standing Credit: 3 hours Sport Management 370. The Globalization of Sport in the 21st Century Explores the development of sport on the international scene with a focus on the impact of sport on various cultures and how sport is viewed as an agent of social change. Examines major international events such as the Olympics, World Cup, Tour de France, and Wimbledon and the relationship to nationalism and the collective self-esteem of countries.

Research focuses on the political, social and economic impact of sport on world powers and developing nations.

Credit: 3 hours Sport Management 404. Legal Aspects of Sport and Recreation (CCR 404) Concentration on legal issues related to amateur sport and recreation.

Prerequisite: Senior standing, Sport Management 478 Credit: 3 hours Sport Management 405. Sport in Film (CCR 405) Explores the influence of sport in the psycho-social domains of our society. In-depth study into how certain sport films have been utilized to chronicle hero worship, promote political agendas, and serve to chronicle historical development. Sport films primarily from “top fifty� lists will be viewed inside and outside of class. Students will react to movie reviews of the day and delineate how the film fits into the study of the psycho/social/historical aspects of sport.

Credit: 3 hours Sport Management 410. Adapted Sport (HPE 410, CCR 410) Covers the basic principles of identifying, teaching, programming, and evaluating individuals with disabilities. Designed to help future teachers and sport leaders understand the concept of exceptionality and effectively design special services and activities for a diverse population.

Credit: 3 hours (Fall) Sport Management 415. Sport Sponsorship and Sales Designed to study the principles of sport marketing through industrial markets. Sales presentation, the sponsorship process, and customer service are all major themes of this course.

Prerequisite: Sport Management 300 Credit: 3 hours (Spring)

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Sport Management 425. Foundations of Leadership Students will develop an understanding of fundamental leadership styles. Culmination of experiences will allow the student to recognize implement different leadership skills in a variety of settings.

Prerequisite: Junior/Senior standing, permission of the instructor Credit: 1 hour Sport Management 435. Sport Analytics This course explores analytics methods in sports and recent analytics trends in the sport industry including analytics in sport marketing, ticketing, facility management, customer retention, and team/athlete performance.

Prerequisite: Senior standing, Sport Management 478 Credit: 3 hours Sport Management 478. Internship Seminar This course is a career counseling seminar for Sport Management majors. It provides student with the skills for preparing a resume, writing cover letters, interviewing techniques, professional networking, and obtaining an internship. Taken in the junior year.

Prerequisite: Sport Management 111 Credit: 3 hours (Spring) Sport Management 479. Internship Experience The field experience provides actual hands-on skills and the beginnings of a professional network. The course is designed to allow students to enter the workforce before graduation.

This is the second part of a two part course and is taken during the summer of the student’s senior year.

Prerequisite: Cumulative minimum GPA of 2.0 Credit: 3 hours Sport Management 490. Special Topics (HPE 490, CCR 490) This course will examine current topics of interest in the field of Sport Sciences, and students will be expected to conduct a scholarly research project on the subject. The course will serve as an advanced elective for student majors in the School of Sport Sciences.

Credit: 3 hours Sport Management 495. Management Issues in Sport A senior level course concentrating on the application of management principles to the sport setting. Emphasis is placed on a capstone project incorporating concepts from previous sport management coursework. The course should be taken the last semester before graduation.

Prerequisites: Management 302; Sport Management 300, 301, 330; Senior standing Credit: 3 hours (Fall) Sport Management 497. Exit Examination Required of majors in the last semester before graduation. Graded on P/F basis.

Credit: 0 hours Sport Management 499. Independent Study Pursuit of a particular project in sport management. Supervision and guidance by a University faculty member.

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Credit: 3 hours

THEATRE ARTS

(THAR)

Theatre Arts 104. Theatre Practicum Open by consent of professor. May be repeated for a total of three hours credit.

Credit: 1 hour

WOMEN’S AND GENDER STUDIES ( WS) Women’s and Gender Studies 204. Marriage and the Family (SOC 204) Applies the sociological imagination to the study of marriage and family in a social and historical context.

Credit: 3 hours Women’s and Gender Studies 205. Gender Roles in Society: An Introduction to Women’s and Gender Studies (SOC 205) Interdisciplinary perspectives of gender roles in sociological, social-psychological, anthropological, economic, political and historical contexts.

Credit: 3 hours

Women’s and Gender Studies 312. Women in American History (HIST312) History of American women from the colonial era to the present. Topics include changes in the household and women’s work, the rise of female public activism and feminism, and debates over “ideal” womanhood and female sexuality.

Credit: 3 hours Women’s and Gender Studies 315. Women in Literature (ENG 315) Extensive exploration of such topics as images, roles, and life stages of women in literature.

Discussion and application of feminist perspective.

Prerequisite: English 110 Credit: 3 hours Women’s and Gender Studies 316. Women and the Bible (REL 316) An investigation of the roles women play in the biblical world and the contribution of women scholars to biblical interpretation.

Credit: 3 hours Women’s and Gender Studies 340. Psychology of Women (PSYC340) Explores the experience of being a woman from the psychological perspective. Effects of physical and mental health, family and work, religion and spirituality, rape and domestic violence, sexuality, culture, and media depictions of the lives of women will be examined as will the historical and theoretical perspectives in psychology of women.

Prerequisite: Psychology 101 Credit: 3 hours Women’s and Gender Studies 351. Gender and Health (SOC 351) The purpose of this course is to introduce students to various ways in which the social construction of health and illness, gender assumptions, and social inequalities impact an

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individual’s health. A key focus is on the difference between the “disease” (biological factors) and the “illness” (the social interpretation and experience of sickness) and how these intersect to form a complete illness experience. Among the topics discussed will be the social construction of health and illness, social epidemiology, the gendering of health issues, gendered hierarchies in health care, and issues of inequality and empowerment in health and medicine. This course is taught from a critical feminist perspective.

Prerequisite: Sociology 101 Credit: 3 hours (Spring) Women’s and Gender Studies 357. Sociology of Sexuality (SOC 357) This course will teach students how sexuality, often considered a private matter, is actually a social, cultural, economic, and political creation that is important to everyday life.

Beginning with an understanding of sex and gender, we move into sexualities, showing that sexuality comes in many shapes and forms. The course includes theoretical and methodological approaches to the sociological study of sexuality and focuses on the role of major social institutions – such as the family, education, medicine, and religion – on our understandings of sexuality.

Credit: 3 hours Women’s and Gender Studies 402. Special Topics in Women’s and Gender Studies Study of a specific topic related to Women’s and Gender Studies. May be taken two times for credit as the topics vary.

Credit: 3 hours Women’s and Gender Studies 403. Independent Study in Women’s and Gender Studies Individual study of a topic of interest to the student.

Credit: 1-3 hours Women’s and Gender Studies 499. Internship in Women’s and Gender Studies Internship in Women’s and Gender Studies. May be repeated for a maximum of 3 credits.

Credit: 1-3 hours

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WINGATE UNIVERSITY ACADEMIC CATALOG 2019-2020

PART III: GRADUATE AND PROFESSIONAL PROGRAMS

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COSTS AND FINANCIAL PLANNING FINANCIAL INFORMATION ALL TUITION PAYMENTS MUST GO TO THE MAIN CAMPUS: Attn: Business Office P.O. Box 159 Wingate, NC 28174 Tuition statements are sent prior to the beginning of each semester. Tuition is due before the first day of class. If you are unsure of the amount owed, please call the Business Office at 704-233-8217 or 704-233-8211. If you have student loans, please have all documents completed before classes begin. Financial Aid questions should be addressed to 704-233-8007.

Many financial aid programs are awarded based on need as determined by information submitted on the FAFSA form. To receive maximum consideration for all available financial aid programs, the FAFSA should be filed by May 1 prior to each academic year for which a student wishes to be considered for financial aid. All financial aid awards, including athletic, academic, and outside scholarships are coordinated through the Office of Student Financial Planning. Wingate accepts Visa, MasterCard and Discover cards. If your employer offers a tuition reimbursement program, your tuition may be deferred to the end of the semester provided we have received a copy of your employer's Tuition Reimbursement Policy. If your account is not clear after the first month of class, you will be automatically enrolled in the Wingate University payment plan and charged the non-refundable $75 enrollment fee.

Any student that has a balance on his/her account will not be allowed to register for the next semester or attend graduation.

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TUITION AND FEES Program

Tuition/Fee

Master of Education (tuition per credit hour)

$

350

Master of Business Administration (tuition per credit hour)

$

635

Master of Accounting (tuition per credit hour

$

575

Master of Sport Management (tuition per credit hour)

$

435

Master of Physician Assistant Studies (tuition per semester/term)

$12,150

Part-time per credit hour rate Doctor of Pharmacy (annual tuition) Part-time per credit hour rate

$

810

$33,570 $

1115

Doctor of Education (tuition per credit hour)

$

495

Doctor of Physical Therapy (annual tuition)

$33,702

Part-time per credit hour rate Occupational Therapy (annual tuition) Part-time per credit hour rate

$

755

$30,900 $

690

Returned Check Fee

$

25

Delayed Payment/Financing Fee (per year)

$

75

Audit fee (per course if permitted)

$

420

Fees

REFUND/REPAYMENT POLICY FOR GRADUATE STUDENTS A refund refers to the University charges returned to the student and/or to the financial source that covered those charges. Refunds are made within 30 days of the student’s official withdrawal.

Students who withdraw from Wingate University before the first class day of a semester will receive a full refund of any payment made toward tuition, room and board. Deposits for Health Sciences programs are not refundable.

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For students who withdraw on or after the first day of class during a semester, the following institutional refund policy for tuition, fees, and room and board will be in effect: Degrees/Programs

Refund

After

Before

75%

First class session

Second class session

50%

Second class session

Third class session

25%

Third class session

Fourth class session

None

Fourth class session

Fifth class session

Doctor of Education, Doctor of Occupational Therapy, Doctor of Pharmacy, Doctor of Physical Therapy, and Master in Physician Assistant Studies

None

First class session

ALL SUMMER SESSIONS

None

First class session

Add-on Licensure, Master of Accounting, Master of Arts in Education, Master of Arts in Teaching, Master of Arts in Sport Management, and Master of Business Administration

The date of withdrawal is the date that the official withdrawal form is received by the Office of the Registrar or the date of withdrawal specified by the student, whichever is earlier. The semester begins with the first day of class. The date of withdrawal is defined as the date of the student’s last academically related activity as verified by the instructor.

RETURN OF TITLE IV FUNDS Students receiving federal financial aid: The Higher Education Amendments of 1998 established a new formula for calculating the amount of aid a student and school can retain when the student totally withdraws from all classes. Students who withdraw from all classes prior to completing more than 60% of an enrollment term will have their eligibility for aid recalculated based on the percent of the term completed. For example, a student who withdraws completing only 30% of the term will have “earned” only 30% of any Title IV aid received. The remaining 70% must be returned by the school and/or the student. The Office of Student Financial Planning encourages you to read this policy carefully. If you are thinking about withdrawing from all classes PRIOR to completing 60% of the semester, you should contact the Office of Financial Planning to discuss how your withdrawal will affect your financial aid.

This policy will apply to all students who withdraw, take a temporary leave of absence, or are expelled from Wingate University, and receive financial aid from Title IV funds (Federal financial aid programs authorized under the Higher Education Act of 1965, as amended). Title IV funds include the following programs: Federal Pell Grants, Federal SEOG, Academic Competitiveness Grant, National SMART Grant, Federal Direct Student and PLUS Loans, and Leveraging Educational Assistance Partnership Grants

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A student’s withdrawal date is: •

the date the student begins the institution’s withdrawal process or officially notifies the institution of intent to withdraw; or the midpoint of the period for a student who leaves without notifying the institution; or the student’s last date of attendance at a documented academically-related activity.

• •

Title IV aid is earned in a prorated manner on a per diem basis up to and including the 60% point in the semester. Title IV aid and all other aid are viewed as 100% earned after that point in time.

The percentage of Title IV aid earned shall be calculated as follows:

Percent of term completed =

Number of days completed by student

Total number of days in term

The percent of term completed shall be the percentage of Title IV aid earned by the student.

The total number of calendar days in a term of enrollment shall exclude any scheduled breaks of more than five days.

The percentage of Title IV aid unearned (i.e. to be returned to the appropriate program) shall be 100% minus the percent earned. Unearned aid shall be returned first by Wingate University from the student’s account calculated as follows: Total institutional charges X percent of unearned aid = amount returned to program(s)

Unearned Title IV aid shall be returned to the following programs in the following order: • •

Unsubsidized Federal Direct Loan Federal Direct Graduate PLUS (Graduate Student)

Exception: No program can receive a refund if the student did not receive aid from that program.

Loan amounts are returned according to the terms of the promissory note.

Refunds and adjusted bills will be sent to the student’s home address on file in the Registrar’s Office following withdrawal. Students are responsible for any portion of their institutional charges that are left outstanding after Title IV funds are returned.

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INSTITUTIONAL AND STUDENT RESPONSIBILITY IN REGARD TO THE RETURN OF TITLE IV FUNDS Wingate University’s responsibilities in regard to the return of Title IV funds include: • • •

Providing each student with the information given in this policy; Identifying students who are affected by this policy and completing the Return of Title IV Funds calculation for those students; Returning any Title IV funds that are due the Title IV programs.

The student’s responsibilities in regard to the return of Title IV funds include: • •

Becoming familiar with the Return of Title IV policy and how complete withdrawal affects eligibility for Title IV aid; Returning to the Title IV programs any funds that were disbursed directly to the student and which the student was determined to be ineligible for via the Return of Title IV Funds calculation.

The procedures and polices listed above supersede those published previously and are subject to change at any time.

EQUAL PAYMENT PLAN Graduate students may divide the cost of tuition into four (4) payments per semester (fall and spring). There is a $75 participation fee; however, Wingate charges no interest throughout the year. The first payment is due 10 days before the beginning of class.

Subsequent payments are due the first day of each month, October-April. Payments may be made using check, cash, VISA, MasterCard or Discover.

ENROLLMENT STATU S (FULL/PART-TIME) Each graduate degree program has defined full-time and part-time status using the standards outlined below.

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Minimum Number of Credits for Enrolled Status Less than Half Time

Degree

Three Quarter Time

Half Time

Full Time

Master of Accounting

1

5

NA

9

Master of Business Administration

1

3

NA

6

Master of Arts in Teaching

1

3

NA

6

Master of Arts in Education

1

3

NA

6

Doctor of Education

1

3

NA

6

Master of Arts in Sport Management

1

5

NA

10

Doctor of Pharmacy

1

6

9

12

Doctor of Physical Therapy

1

6

9

12

Occupational Therapy

1

6

9

12

Master in Physician Assistant Studies

1

5

9

10

FINANCIAL AID LOAN PROGRAMS As a result of recently passed legislation, Wingate University uses the William D. Ford Direct Lending Program.

Students and parents can use the Direct Loan program for all federal student and parent loans. The Direct Loan program is funded by the federal government, and students and parents can borrow directly from the federal government instead of lending agencies (banks).

Federal Direct Loan Program (subsidized/unsubsidized): This federal program provides long-term, low-interest loans to students. Per academic year, graduate students are eligible for up to $8,500 in direct loans. Additional loan funds may be available based upon cost of attendance. Payments may be deferred if the student is enrolled at least halftime (six hours). Information is available through the Office of Student Financial Planning or at www.studentloans.gov. Students whose parents are denied a Federal Direct PLUS loan may receive up to an additional $5,000 in unsubsidized Stafford funds.

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SATISFACTORY ACADEMIC PROGRESS (SAP ) POLICY FOR FINANCIAL AID RECIPIENTS As mandated by the Higher Education Act, institutions of higher education must establish minimum standards of “Satisfactory Academic Progress.” Wingate University makes these standards applicable to all federal, state of North Carolina and institutional financial aid programs.

Programs administered by outside agencies, or states other than North Carolina, may have their own academic standards for students. Check the requirements with the agency granting your funding.

GENERAL SATISFACTORY ACADEMIC PROGRESS PRINCIPLES These principles apply to all degree programs at Wingate University. Specific guidelines for each academic program are outlined after these general principles.

Federal Regulations require the University to establish SAP standards in the following areas: (1) Cumulative GPA; (2) Cumulative Hours Earned; and (3) Maximum Time Frame.

In addition, the SAP policy must include a student’s total academic history.

SAP will be determined at the end of each semester (Fall, Spring and Summer) for which the student is enrolled To earn hours at Wingate University, a student must receive a grade of A, B, or C. Any other grade does not earn hours.

Classes in which a student receives a grade of Withdrawal (W) will be counted as hours attempted but not hours earned, and they therefore will negatively impact a student’s ability to satisfy SAP. Classes in which a student receives a grade of Incomplete (I ) count as hours attempted but not as hours earned, and they therefore will negatively impact a student’s ability to satisfy SAP. When a student repeats a course, the total attempted hours will increase with each repeat, but the student will only earn hours for a completed course once. Therefore, repeating classes will negatively impact a student’s ability to satisfy the 67% passage rate, but may significantly increase a student’s cumulative GPA. Included in attempted and earned hours are all transfer credits from any previous school(s).

SATISFACTORY ACADEMIC PROGRESS STANDARDS To receive eligible financial aid under the Federal Title IV programs, a graduate/professional student must be making “Satisfactory Academic Progress” (SAP) toward graduation. SAP as defined at Wingate University is as follows.

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Graduate Education Programs SAP Doctor of Education in Educational Leadership (EDD/EDS), Master of Arts in Education (MAED), Master of Arts in Teaching (MAT), and Master of Arts in Education in Educational Leadership (EDLD) MAINTAIN A CUMULATIVE GRADE POINT AVERAGE OF 3.0 (B) A student must achieve and maintain a Cumulative Grade Point Average of 3.0.

CUMULATIVE HOURS EARNED A student must pass (earn) at least 67% of their credits attempted (excluding noncredit courses and pass/fail courses).

MAXIMUM TIME FRAME Graduate Education students must complete their degree requirements within 150% of the published length of their academic program, regardless of whether the student did or did not receive financial aid during any prior period of his/her enrollment.

Master of Business Administration (MBA) and Master of Accounting (MAC) SAP MAINTAIN A CUMULATIVE GRADE POINT AVERAGE OF 3.0 A student must achieve and maintain a Cumulative Grade Point Average of 3.0.

CUMULATIVE HOURS EARNED A student must pass (earn) at least 67% of their credits attempted (excluding noncredit courses and pass/fail courses).

MAXIMUM TIME FRAME MBA / MAC students must complete their degree requirements within 150% of the published length of their academic program, regardless of whether the student did or did not receive financial aid during any prior period of his/her enrollment.

Master of Arts in Sport Management (MASM) SAP MAINTAIN A CUMULATIVE GRADE POINT AVERAGE OF 3.0 A student must achieve and maintain a Cumulative Grade Point Average of 3.0.

CUMULATIVE HOURS EARNED A student must pass (earn) at least 67% of their credits attempted (excluding noncredit courses and pass/fail courses).

MAXIMUM TIME FRAME MASM students must complete their degree requirements within 150% of the published length of their academic program, regardless of whether the student did or did not receive financial aid during any prior period of his/her enrollment.

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Master in Physician Assistant Studies (MPAS) SAP MAINTAIN A GRADE POINT AVERAGE OF 3.0 A student must achieve and maintain a Cumulative Grade Point Average of 3.0 and a Semester GPA of 3.0 or higher each term.

CUMULATIVE HOURS EARNED A student must pass (earn) at least 67% of their credits attempted (excluding noncredit courses and pass/fail courses).

MAXIMUM TIME FRAME MPAS students must complete their degree requirements within 150% of the published length of their academic program, regardless of whether the student did or did not receive financial aid during any prior period of his/her enrollment.

Doctor of Pharmacy (PharmD) SAP MAINTAIN A CUMULATIVE GRADE POINT AVERAGE OF 2.0 A student must achieve and maintain a Cumulative Grade Point Average of 2.0.

CUMULATIVE HOURS EARNED A student must pass (earn) at least 67% of their credits attempted (excluding noncredit courses and pass/fail courses).

MAXIMUM TIME FRAME PharmD students must complete their degree requirements within 150% of the published length of their academic program, regardless of whether the student did or did not receive financial aid during any prior period of his/her enrollment.

Doctor of Physical Therapy (DPT) SAP MAINTAIN A CUMULATIVE GRADE POINT AVERAGE OF 3.0 A student must achieve and maintain a Cumulative Grade Point Average of 2.7.

CUMULATIVE HOURS EARNED A student must pass (earn) at least 67% of their credits attempted (excluding noncredit courses and pass/fail courses).

MAXIMUM TIME FRAME DPT students must complete their degree requirements within 150% of the published length of their academic program, regardless of whether the student did or did not receive financial aid during any prior period of his/her enrollment.

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Doctor of Occupational Therapy (ODT) SAP MAINTAIN A CUMULATIVE GRADE POINT AVERAGE OF 3.0 A student must achieve and maintain a Cumulative Grade Point Average of 2.7.

CUMULATIVE HOURS EARNED A student must pass (earn) at least 67% of their credits attempted (excluding noncredit courses and pass/fail courses).

MAXIMUM TIME FRAME DPT students must complete their degree requirements within 150% of the published length of their academic program, regardless of whether the student did or did not receive financial aid during any prior period of his/her enrollment.

FAILURE TO MEET SATISFACTORY ACADEMIC PROGRESS Students who fail to meet the Satisfactory Academic Progress standards will be placed on Financial Aid Warning (FAW) for the following semester (payment period). During the FAW period, a student will be eligible to receive financial aid. If the student meets the minimum standards at the end of the FAW, he/she will be placed back in good standing.

At the end of the FAW period, students who still do not meet the SAP standards will be ineligible for financial aid and placed on Financial Aid Cancellation (FAC). The student will receive written notification of the loss of financial aid.

Students who are re-admitted to Wingate University following a period of nonenrollment must meet Wingate’s SAP policy in order to regain eligibility for financial aid.

FINANCIAL AID APPEALS To regain financial aid eligibility, a student can enroll for (and attend) subsequent semesters without financial aid. Academic progress will be re-evaluated at the end of each semester to determine eligibility.

OR Students who become ineligible to receive financial aid due to SAP and feel they have extenuating circumstances may make a written appeal to the Financial Aid Committee.

Extenuating circumstances may include, but are not limited to, a death of an immediate family member or extreme medical emergencies/illness.

The appeal must include • •

Why the student failed to make SAP What has changed that will allow the student to make SAP at the next evaluation (end of the next semester)

Financial aid may be reinstated by the committee upon demonstration of mitigating circumstances, which must be documented in writing to the satisfaction of the committee.

Examples of mitigating circumstances and appropriate documentation include, but are not necessarily limited to:

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• • •

•

Serious illness of student—statement from physician that illness interfered with student’s ability to meet SAP along with written letter of appeal from student.

Serious illness of immediate family member—statement from a physician along with written letter of appeal from student.

Death of an immediate/close family member—statement from a minister, nearest relative, or an unbiased concerned adult along with written letter of appeal from student.

Disruptive internal family problems—statement from parents, minister, or an unbiased concerned adult along with written letter of appeal from student.

Students who appeal and have their eligibility for Title IV aid reinstated will be place on Financial Aid Probation (FAP). They may receive aid for one payment period. Failure to regain SAP during this payment period will result in the loss of Title IV aid.

CONSUMER INFORMATION DISCLOSURES The Higher Education Opportunity Act (HEOA) requires that colleges and universities provide specific disclosures to prospective and current students. These disclosures may be found at https://www.wingate.edu/about/disclosures-and-consumer-information.

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GRADUATE POLICIES AND PROCEDURES STATEMENT OF STUDENT RESPONSIBILITY The information contained in this handbook/catalog is accurate as of the date of publication. However, Wingate University reserves the right to make changes in the graduate business programs’ academic and financial policies, in student requirements, and in regulations at any time without prior notice. The University further reserves the right to ask a student to withdraw at any time.

Each student is responsible for learning and meeting the degree requirements for graduation.

ACADEMIC HONORS AT COMMENCEMENT At Commencement, Doctor of Occupational Therapy, Doctor of Pharmacy, and Doctor of Physical Therapy students with a cumulative GPA of 3.50 or higher are graduated with honors as follows: Summa cum laude ....................................................................................... 3.90 and above Magna cum laude ............................................................................................3.70 to 3.899 Cum laude........................................................................................................3.50 to 3.699 Graduation with distinction is determined by the overall GPA on all graduate work attempted, including grades earned in repeated courses.

ATTENDANCE DEFINITION Attending is defined as completing an academically related activity which includes, but is not limited to: • • • • • • •

Physically attending a class where there is an opportunity for direct interaction between the instructor and students.

Submitting a required academic assignment.

Taking an exam or quiz.

Taking a required interactive tutorial or computer-assisted instruction.

Attending a study group that is assigned by the school.

Participating in an online discussion about academic matters.

Initiating contact with a faculty member to ask a question about the academic subject studied in the course.

REMEMBER: Any change in status (i.e., from full-time to part-time, etc.) may cause the reduction or cancellation of your financial aid award. In other words, your out-of-pocket expenses may increase.

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BIOMEDICAL INFORMATICS CENTER Use of references located in the Biomedical Informatics Center (BIC) are available for professor and student use during school or college operating hours. The BIC will additionally be open for student access after-hours for a limited amount of time (~2 hours) only if student workers are available. References housed in the BIC are the property of Levine College of Health Sciences and are not to be removed under any circumstances from the BIC. References may only be removed with permission from the Director of the BIC.

COMMENCEMENT Wingate University holds two annual commencements in May and December. Should circumstances arise that prohibit the student from attending commencement, the student should submit a written request to be excused from the ceremony at least 30 days in advance to the Office of the Registrar, Campus Box 3031, Wingate University, Wingate, NC 28174 or to the program director or dean.

A student who will complete all required classes in August can participate in the May ceremony only if he/she: • • • • •

Meets the minimum cumulative GPA required for completion of the degree Can meet all requirements for the degree by the August graduation date Can complete all classes at Wingate University (not off-campus) Has registered and paid for all required classes prior to Commencement Has a clear financial account with the Business Office

Ed.D. candidates must have successfully provided an oral defense of their capstone projects by the preset deadline for the semester in which they intend to walk in Commencement.

COPYRIGHT POLICIES COPYRIGHT COMPLIANCE •

•

•

•

Copyright infringement is the act of reproducing, distributing, performing, publicly displaying or making into a derivative work anything that is copyright protected without the permission of the copyright owner or without legal authority (Title 17 United States Code Section 106 Copyright Act). In the peer-to peer file-sharing context, unauthorized downloading or uploading substantial parts of a copyrighted work such as music, videos, books, games, software, or other files constitutes an infringement.

All users of the Wingate network are responsible for using electronic materials in accordance with copyright and licensing restrictions. Use of University resources resulting in the violation of copyright laws, including downloading or sharing copyright protected works, is strictly prohibited.

Copyright infringement, including unauthorized peer-to-peer file sharing, may subject you to civil and/or criminal liabilities, as well as personal sanctions imposed by the University.

In general, anyone found liable for civil copyright infringement may be ordered to pay either actual damages or statutory damages of not less than $750 and not more than $30,000 per work infringed. For “willful” infringement, a court may award up to $150,000 per work infringed (i.e. each song or movie illegally copied or

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• •

•

distributed). A court can, in its discretion, also assess costs and attorneys’ fees. For details, see Title 17 United States Code, Sections 504, 505.

Willful copyright infringement can also result in criminal penalties, including imprisonment of up to five years and fines of up to $250,000 per offense.

University sanctions for copyright violations can include suspension of user accounts, suspension of internet access and additional disciplinary sanctions for Honor Code violations as defined in the Student Handbook.

More information regarding copyright laws can be found at www.copyright.gov and www.copyright.gov/help/faq.

STUDENT RIGHTS AND COPYRIGHT A. Copyrights - All copyrights in scholarly books, articles and other publications, artistic, literary, film, tape, and musical works (literary and artistic works) are retained by the faculty, staff, and students who are the authors and are not deemed to be works for hire. Literary and artistic works include texts that have been stored on computer media, but excludes computer programs or computer software or databases that are neither accessory to nor an electronic expression of a scholarly text. Copyrights in computer programs, code and software shall be treated as an invention under Section C., and the ownership of these copyrights shall follow the policy or ownership of the invention as a whole. Commercial use of the University’s name and/or other trademarks requires prior University approval.

B. Patent Policy on Technology and Literary and Artistic Works - It is the purpose of this policy to encourage, support and reward scientific research and scholarship, and to recognize the rights and interests of the creator, author, inventor, or innovator, the public, the sponsor, and the University.

The terms “inventions, discoveries, and other innovations” and “technology” include tangible or intangible inventions, in the patent sense, whether or not reduced to practice, and tangible research results whether or not patentable or copyrightable. These research results include, for example, computer programs, integrated circuit designs, industrial designs, data bases, technical drawings, biogenic materials, and other technical creations.

Faculty members working with students on research projects must inform those students in advance of the terms of this policy and of any burdens of non-disclosure or confidentiality deemed necessary by the faculty member to protect resulting technology.

In general, technology created by employees, faculty, staff and students will become the property of the University, and the benefits accruing to the University derived from such inventions will be used to further the academic and research program of the University, subject to the laws of North Carolina. All rights in technology created by Wingate faculty, staff, or students without the use of 40 University facilities or funds administered by the University, but which fall within the inventor’s or creator’s scope of employment, are granted to the University, with income to be distributed in accordance with this policy, subject to the following two (2) exceptions, in which the University generally will assert no ownership rights or interests: 1. Technology assigned to an outside entity by a faculty member under a consulting agreement that is consistent with University policies, including conflict of interest policies, and that was disclosed in writing to the Provost in advance of the agreement by the faculty member. 2. Technology created pursuant to independent research or other outside activity that is consistent with University policies, including conflict of interest policies, and that was disclosed in writing to the Provost at the beginning phase of this research or activity. Acknowledgment in writing is to be obtained from the Provost.

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C. Patents or Inventions - Any discovery or invention (1) resulting from research carried on by or under the direction of any employee of the University and having all or part of the cost thereof paid from University funds or from funds under the control of or administered by the University, or (2) which is made by any employee of the University as a direct result of his duties with the University, or (3) which has been developed in whole or in part by any employee, student, or other person through the utilization of University resources or facilities, belongs to the University, shall be assigned to the University (including all rights, title and interest in and to the discovery or invention), and shall be used and controlled in ways to produce the greatest benefit to the University and to the public and shall, at the same time, provide a corresponding benefit to the inventor.

A fund for the promotion of research may be established by the University. In it may be deposited all monies received by the University from financially profitable patents or inventions made by members of its faculty, staff, other employees, students, and others.

These monies shall be expended or invested as the President or Board of Trustees may direct and shall be used to further the research and educational activities of the University.

D. Procedures - A disclosure of any invention or discovery made by an employee or student of the University or resulting from research carried on under the direction of an employee or student in which the University may have an interest shall be submitted promptly by such inventor or discoverer to the division chair or Dean or the Provost. Such officer shall append thereto a statement setting forth his or her opinion concerning the scientific, technical, and economic merit of such invention or discovery, the likelihood and desirability of obtaining a patent, and an estimate of the commercial possibilities of such a patent and transmit such statement to the individual responsible for inventions and discoveries.

CREDIT HOUR AND COURSE DELIVERY THE CARNEGIE UNIT is a unit of measurement used by secondary and post-secondary schools to assure uniformity and consistency in assigning credit for courses awarded by an institution. Thus, Wingate University uses this unit in defining a semester hour of credit as equivalent to a minimum of three hours of class per week for a 15-week semester. Courses are reported and recorded in semester hours with one semester hour covering between 650700 minutes. A three-hour course usually contains the equivalent of 2,100 minutes of instruction. The traditional three-hour course includes between 42-45 fifty-minute sessions or 27-29 seventy-five-minute sessions. One credit hour courses contain 14-15 fifty-minute sessions; two credit courses contain 28-30 fifty-minute sessions. The application of this definition requires that all engaged in the process continually adjust for the evolving differences in the methods of delivery, the nature and scope of material, the pedagogy, and the varying ways students commit to the process of education including the pace at which they learn. It is further assumed and expected that students in traditional courses will spend at a minimum an additional two hours of preparation for every hour of instruction.

CLINICALS AND LABS Courses with clinical, ensemble, or lab components have a different credit hour to contact hour ratio, than the 1:1 ratio described above. Typically, the ratio of credit hours to contact hours for these types of courses is 1:3; where 1 credit hour is equivalent to 3 hours of contact in the lab, studio, or clinical setting per week; however, this definition may vary by department/school. Each course with clinical, ensemble, or lab components will specify on the course syllabus the number of credit hours assigned to class (usual 1:1 credit to contact hour ratio) and the number of credit hours assigned to the experiential component, with the contact hours also specified. All proposals for new clinical/lab/ensemble courses

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coming forward for faculty approval will also have the credit hour to contact hour ratio (or number of contact hours) clearly specified.

NON-TRADITIONAL COURSES In non-traditional courses such as Directed Independent Studies and Online Courses, the University intends that student learning per credit is the equivalent of between 42 and 45 hours of coursework for the semester or term through activities that demonstrate student competency in the learning outcomes while observing appropriate standards and design practices.

If a hybrid or online class is also taught as a traditional class, then the non-traditional version of the class will be deemed to have the same number of semester hours as the traditional version of the class provided both versions require roughly the same work from the student and achieve the same objectives and outcomes regardless of the amount of faceto-face meeting time scheduled for the non-traditional version of the course.

The faculty is responsible for ensuring that the expected quantity of student learning relative to credit hours is achieved. The process for approving courses for credit is a multistepped one which includes the formal request for a new course in which the requirements, credit value, instructional materials, budgetary issues, method of delivery, and learning outcomes are identified. This initial process provides compelling evidence of the need for the course and how that course will expand the mission of the department specifically and the University in general. Requestors file through the appropriate Department Chair who subsequently submits the request to the department for approval. Once approved by the department, the proposal is forwarded to the University Academic Affairs committee for approval, and then finally to the University Faculty Assembly for final approval.

Courses are categorized according to the following classifications:

Traditional: Courses categorized as traditional should include at least two of the

following methods: • • •

traditional instruction via face-to-face classroom meetings laboratory meetings, clinical experiences, practicums, and other instructorsupervised educational activities in-classroom tests, exams, student presentations, and/or discussions

Technology-Enhancement: If a professor chooses to electronically enhance a traditional course, he or she is still expected to meet with students each scheduled class period. Electronic enhancement does not authorize professors to teach their course via a blended/hybrid or online platform. Enhancement allows for class continuance in cases of inclement weather, illness, professional development activities, or other circumstances.

If a faculty member wishes to change a traditional course to a hybrid format, the approval of the department chair is needed. If a faculty member wishes to change a traditional course to an online format, approval from the Academic Affairs committee and the Faculty Assembly is required.

Hybrid: A hybrid course consists of a combination of face-to-face and online educational instructional opportunities as designed by the instructor. Online educational instructional opportunities may include lecture, independent study, visual electronic interaction and other online communication. A course is hybrid when up to 49% of the instructional minutes are delivered via an electronic platform. In the event a hybrid course exceeds more than 49% of the minutes of instruction being offered online, the hybrid course will become an online course.

Online: An online course utilizes online tools and resources to deliver 50% or more of class content, discussion, quizzes, exams, etc. The online course may have physical space and meeting times during testing or other examination periods. Any required face-to-face meetings will be specified in the syllabus.

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DISABILITY SERVICES Wingate University is committed to ensuring that no otherwise qualified individual with a disability is excluded from participation in, denied the benefits of, or subjected to discrimination in university programs or activities due to his or her disability. The University is fully committed to complying with all requirements of the Americans with Disabilities Act of 1990 (ADA) and its amendments and the Rehabilitation Act of 1973 (section 504) and to providing equal educational opportunities to otherwise qualified students with disabilities. Disability support services are available to otherwise qualified students with disabilities to ensure equal access to the university’s programs and services.

Services may include making academic and/or non-academic accommodations for students. The university’s Office of Disability Services is the only designated department authorized to coordinate disability related services. Students should contact the Office of Disability Services when seeking academic and/or non-academic accommodations. The office is located on the 2nd floor of the Ethel K. Smith Library, in the Academic Resource Center (the ARC). Contact information: kwharton@wingate.edu, 704-233-8366.

STUDENT DISABILITY GRIEVANCE PROCEDURE Wingate University is committed to ensuring that no otherwise qualified individual with a disability is excluded from participation in, subjected to discrimination in connection with, or denied the benefits of any University programs or activities due to his or her disability.

The University has adopted this internal grievance procedure to provide for the prompt and equitable resolution of student complaints alleging any action prohibited by Section 504 of the Rehabilitation Act of 1973 (“Section 504”) or Title III of the Americans with Disabilities Act (“Title III”) or otherwise alleging disability-related discrimination or harassment. Section 504 prohibits discrimination on the basis of disability in any program or activity receiving Federal financial assistance, and Title III prohibits discrimination on the basis of disability by private entities (including Universities) that provide places of public accommodation. These laws and accompanying regulations may be examined in the office of the Director of Disability Support Services, whom the University has designated to coordinate its efforts to comply with Section 504 and the ADA (“the Director”).

WHO MAY GRIEVE? Any student currently enrolled at the University who believes he or she has been discriminated against or harassed on the basis of disability by a University employee (e.g., administrator, faculty, staff, adjunct faculty, or other agent of the University); University student; or, in certain circumstances, by a visitor to the University, may use this process to file a grievance.

WHAT MAY BE GRIEVED? An action or decision may be grieved if it involves alleged discrimination or harassment by a University employee; University student; or, in certain circumstances, by a visitor to the University against a student on the basis of that student’s disability. Such actions may include, but are not limited to, denial of accommodations or lack of physical access to University facilities or programs.

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CONFIDENTIALITY AND PROHIBITION AGAINST RETALIATION The University will treat all information submitted in connection with a grievance as confidential. Subject to FERPA and other applicable privacy laws, however, the University official investigating the grievance will inform individuals with a legitimate need to know of the grievance and may provide them related information as necessary to allow the University official to conduct a meaningful and thorough investigation. The University official investigating the grievance will inform all involved parties of the need to maintain the confidentiality of such information.

Wingate University prohibits retaliation for submitting a grievance or participating in a grievance investigation. Retaliation includes threats, intimidation, reprisals, and adverse actions. The University official investigating the grievance will advise all involved parties of this strict prohibition against retaliation.

INFORMAL GRIEVANCE PROCEDURE The Informal Grievance Procedure is designed to facilitate a satisfactory resolution of the grievance in an informal manner. The student has the option to forego the Informal Grievance Procedure and move immediately to the Formal Grievance Procedure.

A student initiates the Informal Grievance Procedure by contacting the Director. If the Director is the subject of the grievance, the student initiates the Informal Grievance Procedure by contacting the Dean of Academic Support Programs. The student may contact the appropriate official (the “Investigator”) by e-mail, phone, or in person. To initiate the Informal Grievance Procedure, a student is not required to submit the grievance in writing, but the Investigator may ask the student to do so or to submit other evidence, if necessary to facilitate a satisfactory resolution.

The Investigator will attempt to expeditiously facilitate a satisfactory resolution. The Investigator may meet in person with the student, confer with the individual(s) against whom the grievance is filed, attempt to arrange a meeting between the student and the individual(s), or take any other steps the Investigator believes will be useful in promoting resolution.

Within 21 calendar days after the student initially contacts the Investigator regarding the grievance, the Investigator will inform the student in writing of the outcome of the Informal Grievance Procedure.

FORMAL GRIEVANCE PROCEDURE If the student is not satisfied with the resolution reached using the Informal Grievance Procedure, or if the student chooses not to use the Informal Grievance Procedure, the student may initiate the Formal Grievance Procedure by submitting a written complaint to the appropriate Investigator. A student who chooses to initiate the Formal Grievance Procedure after participating in the Informal Grievance Procedure must do so within 14 calendar days of receipt of the Investigator’s written notification of the outcome of the Informal Grievance Procedure. The written complaint must: • • • •

be dated; state the problem or action alleged to be discriminatory and the date of the alleged action; state how the action is discriminatory (or how the decision is unreasonable if it a denial of a requested accommodation); name the individual(s) against whom the grievance is filed; Wingate University Academic Catalog 2019-2020

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• •

state the requested remedy; and be signed by the student.

Within seven calendar days of receiving the written complaint, the Investigator will provide written notification of receipt of the complaint to the grievant and to the individual(s) against whom the grievance is filed. The Investigator will also conduct a thorough investigation of the complaint, affording all relevant persons an opportunity to submit evidence regarding the allegations. Within 30 days of receipt of the written complaint, the Investigator will provide the grievant and the individual(s) against whom the complaint is filed a written decision regarding the grievance. The decision will include findings of fact, a conclusion, and, if applicable, an explanation of remedies, which may include the imposition of disciplinary sanctions and / or referral to an individual’s supervisor or another administrator for the determination and imposition of disciplinary sanctions

APPEAL The student or the individual(s) against whom the grievance is filed may appeal within fourteen calendar days of receiving the Investigator’s written decision and / or any associated disciplinary sanctions by writing to the respective Vice-Provost of their program, Dr. Nancy Randall or Dr. Eric Schneider. The written appeal must clearly set forth the grounds for the appeal and must include all supporting evidence. Generally, the ViceProvost will limit his or her review of the Investigator’s decision to determining whether the Investigator considered the proper facts and whether there were any procedural irregularities. Within 21 days of receipt of the appeal, the Vice-Provost will provide the grievant and the individual(s) against whom the complaint is filed a written decision regarding the appeal. The decision of the Vice-Provost is final, and the University will disregard any subsequent appeals (in any form) to any University representative, including the University President.

ADJUSTMENT OF DEADLINES The Investigator, Dean of Academic Support Programs, or Vice-Provost may change the above deadlines for good cause, such as semester or summer breaks. Likewise, if the application of time deadlines creates a hardship due to the urgency of the matter or the proximity of an event, the Investigator, the Dean of Academic Support Programs, or the Vice-Provost, at the request of the student, will determine if an expedited procedure can be created.

SUPPORT PERSONS/ADVISORS The student who initiates the grievance may have one support person/advisor present to support and assist them during any meetings. The student is not limited in their choice of support person/advisor. The student may consult privately with their respective support person/advisor during meetings provided that such consultation is not disruptive. Support person/advisors, may not, directly participate in any meeting.

A support person/advisor may be required to leave a meeting if their presence is disruptive at the Investigator’s request. A support person must maintain confidentiality regarding any and all communications exchanged.

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INTERIM MEASURES If necessary while any grievance investigation is ongoing, the University may take interim measures to stop discrimination or prevent its recurrence. Such interim measures may include, but are not limited to, limiting interaction between the parties, arranging for the provision of temporary accommodations, or staying a course grade.

CONFIDENTIALITY OF RECORDS Once the Investigator or Vice-Provost has made the final decision regarding the grievance, the records related to the grievance will be confidentially maintained in the Office of Disability Support Services for three years.

DISABILITY ACCOMMODATIONS Wingate University will make arrangements to ensure that students with disabilities are provided appropriate accommodations as needed to participate in this grievance procedure.

Requests for accommodations must be made to the Director. The Director will review the supporting disability related documentation, make a decision about the request, notify the student about approved accommodations and make arrangements for the accommodations. Accommodations may include, but are not limited to, providing interpreters for the deaf, providing recordings of materials for the blind, and assuring a barrier-free location for the proceedings.

EXTERNAL COMPLAINTS The availability and use of this grievance procedure does not prevent a student from filing a complaint of discrimination with external agencies such as the U.S. Department of Education, Office for Civil Rights.

DISABILITY HARASSMENT POLICY Wingate University is committed to ensuring that no otherwise qualified individual with a disability is excluded from participation in, subjected to discrimination in connection with, or denied the benefits of any University programs or activities due to his or her disability. Harassment is a form of discrimination and, therefore, harassment directed toward an individual student with a disability is a violation of the University’s antidiscrimination policy as well as state and federal laws.

Disability harassment is defined as verbal (including written or electronic communication) or physical conduct that is directed at an individual because of his/her mental/physical disability that is sufficiently severe, pervasive, or persistent so as to have the purpose or effect of creating a hostile work or educational environment. A hostile environment may exist even if there are no tangible effects on the student, where the harassment is serious enough to adversely affect the student’s ability to participate in or benefit from the educational program. Disability harassment may occur in a variety of relationships, including faculty and student, supervisor and student employee, student and student, staff and student, and other relationships between students and other persons having business at or visiting the University.

To file a complaint of harassment students should follow the University’s Grievance Procedure for Students with Disabilities.

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EMAIL All correspondence, including news, information, and course updates, are communicated through Wingate email ONLY. To avoid any confusion the school will only use Wingate email address to communicate information. Students should check email regularly.

FAMILY EDUCATIONAL RIGHTS AND PRIVACY (FERPA) The Family Educational Rights and Privacy Act of 1974, commonly known as the Buckley Amendment or FERPA, was passed and put into effect in January 1975. The law regulates the use and disclosure of personal information in educational records and permits a student to inspect what material is maintained in those records. A copy of the Family Educational Rights and Privacy Act of 1974 is on file in the Office of the Dean of Campus Life in the Dickson-Palmer Student Center. It can also be found at http://uscode.house.gov (search for 20 USC 1232g).

A full statement pertaining to the University’s compliance with the Buckley Amendment printed each year in the Student Handbook and also is available on the University website under the Registrar's Office page.

GRADING AND GRADE POINT AVERAGE Grades are assigned based on the following scale: A

Excellent

B

Above average

C

Average

F

Failure

P

Pass (for courses offered on P/F basis)

I

Incomplete

W

Withdrawal

R

Indicates the course has been repeated; the letter grade to the right of the “R” is the new grade that replaces the previous grade (see repeat course policy)

NOTE: Minus (-) or plus (+) signs may be attached to each grade of “A”, “B”, and “C”, but this does not affect the quality points assigned for those grades.

Grade point average (GPA) is determined using 4.00 scale. Students may receive a “+\” as indicators of performance, but these are not calculated into the GPA.

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Incompletes are only assigned in extenuating circumstances. Incomplete coursework must be completed within 30 days of the next semester. Failure to resolve an Incomplete will result in the grade being assigned as an “F.”

GRADUATION PROCEDURES Graduate degree candidates must complete a graduation application at least 10 days prior to the beginning of the semester in which the student will complete degree requirements. Graduation applications can be found online at myGate or at https://www.wingate.edu/academics/the-registrar.

Degrees are conferred three times per year: At the end of the fall semester (December), at the end of the spring semester (May), and at the end of the summer (August).

HONOR CODE Membership in the Wingate University community is a privilege conferred by reason of demonstrated merit and sustained by a continuing commitment to high standards of performance and conduct. The University expects that all members of the community will voluntarily conduct themselves in a manner reflecting respect for all other members of the community. It is the responsibility of all Wingate University faculty, staff, and students to report any suspected violators of the Honor Code.

The Honor Code states that: • •

•

Wingate University students do not lie, cheat, steal, or plagiarize, nor do they tolerate in their company the presence of one who does.

Wingate University students conduct themselves at all times in a manner that is conducive to the maintenance of a strong, positive environment for study and learning.

Wingate University students obey the rules and regulations of the University as outlined in the online Student Handbook.

A student who commits such an offense will be reported to the Program Director or Dean for appropriate action. Failure to report knowledge of an honor code violation will carry the same penalty as an offense.

INCOMPLETE GRADE If permitted by the Program Director or Dean, a student may petition a faculty member for an extended amount of time to complete a course in which the student is regularly enrolled. The student must demonstrate that extenuating circumstances exist that prevent completion of the course(s) according to the University calendar. In this case, the faculty member may assign a grade of “I’ showing that some requirement of the course is not yet complete.

Incomplete grades are not possible for all graduate courses or work, such as clinical rotations Students should always check with the Program Director or Dean first before contacting an instructor.

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It is the student’s responsibility to initiate steps with the professor to change this grade.

A grade of “I” which has not been completed within 30 calendar days of the next regular semester will automatically become an “F”.

A faculty member may submit a written request on behalf of the student to the Office of the Dean of Academic Support Programs to extend the deadline. When doing so, the faculty member will impose a new deadline.

INTERNATIONAL APPLICANTS REQUIRING F1 VISAS Wingate is a Student and Exchange Visitor Program (SEVP)-certified school and is required to comply with federal regulations when admitting international students. All F and M visa students that study in the United States require a Form I-20, “Certificate for Eligibility for Nonimmigrant Student Status.” This policy applies to both first-year international students and international students transferring from an international institution or another school in the United States.

International students requiring an F1 student visa must submit the following to be eligible for an I-20: 1.

2.

3.

4.

5.

6.

7.

8.

Fall semester applications must be received no later than June 1st. Spring semester application must be received by November 1st.

A color copy of the biography page of the student’s passport Secondary school transcripts: original transcript required and certified English translations of transcripts for documents not issued in English.

• Wingate recommends World Education Services, Inc. (WES) for evaluation and University Language Services for translation.

• Note that translated and evaluated official final transcripts are also required for enrollment.

Secondary school diploma (if already earned) Evidence of English proficiency - see English Proficiency Requirements (for the I-20).

Financial responsibility form and evidence of funding (e.g. bank statements or letters less than 6 months old) required for issuance of the I-20.

ENGLISH PROFICIENCY REQU IREMENTS Wingate is a Student and Exchange Visitor Program (SEVP)-certified school and must comply with federal regulations when admitting international students. As part of these requirements, Wingate requires international students to demonstrate English proficiency as part of the admissions process prior to the issuance of an I-20 immigration document.

International first-year students may demonstrate English proficiency in the following ways: 1.

2.

3.

Have citizenship in a country where English is the official language and the language of instruction in higher education. Please see our list of exempt countries.

Graduation from a high school, attending for a minimum of 3 years, at an international institution or American school where the primary language of instruction was completed in English. The institution must provide a signed letter or official transcript verifying courses were taught in English.

All other international students seeking F1 visas must achieve a minimum required test score on at least one approved language proficiency exam/test. The scores must

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be from within the past 24 months at the time of application to Wingate. The approved exams/tests are as follows: a. Minimum SAT score of 450 on the Evidence-based Reading and Writing section b. Minimum ACT score of 17 on both the Reading and English sections c.

Minimum TOEFL IBT score of 70 or 550 on the paper based test d. Minimum IELTS score of 5.5 - academic module e. Minimum Level 112 for ELS f.

Minimum Level 6 completed at ELTI at UNC Charlotte International transfer students from US or international institutions may demonstrate English proficiency in the following ways: 1.

2.

3.

Have citizenship in a country where English is the official language and the language of instruction in higher education. Please see our list of exempt countries.

Successfully complete 24 transferable hours at a US university or community college with a grade of C or better in English composition (e.g. English 100).

All other international students seeking F1 visas must achieve a minimum required test score on at least one approved language proficiency exam/test. The scores must be from within the past 24 months at the time of application to Wingate unless the applicant is currently enrolled in a US institution. The approved exams/tests are as follows: a. Minimum SAT score of 450 on the Evidence-based Reading and Writing section b. Minimum ACT score of 17 on both the Reading and English sections c.

Minimum TOEFL IBT score of 70 or 550 on the paper based test d. Minimum IELTS score of 5.5 e. Minimum Level 112 for ELS f.

Minimum Level 6 completed at ELTI at UNC Charlotte

Admission of an international student who requires an F-1 visa is only final when the visa is obtained. A student must be fully admitted to the undergraduate program to receive an I-20. International students holding current tourist (B1/B2) visas are not allowed to enroll in a degree program. Questions about F1 visa requirements can be addressed to international@wingate.edu. All other international admissions questions should be directed to the Undergraduate Admissions Office.

COUNTRIES EXEMPT FROM ENG LISH PROFICIENCY EXAM SCORE REQUIREMENTS Anguilla* Antigua and Barbuda* Australia Bahamas* Barbados* Belize* Bermuda British Indian Ocean Territory British Virgin Islands Canada (expect Quebec) Cayman Islands Dominica* Falkland Islands Wingate University Academic Catalog 2019-2020

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Fiji Gibraltar Grenada Guyana* Guinea (British) Ireland Jamaica* Marshall Islands Mauritius Micronesia Montserrat Nauru New Zealand Palau Papua New Guinea Solomon Islands St. Kitts and Nevis* St. Lucia St. Vincent and the Grenadines* Tonga Trinidad and Tobago* Turks and Caicos Islands Tuvalu United Kingdom (England, Northern Ireland, Scotland & Wales) U.S. Virgin Islands Vanuatu Western Samoa *With CXC or CAPE examination.

Since English is the official first language at the countries listed above, students from those countries are NOT required to submit a proof of English proficiency.

Questions about F1 visa requirements can be addressed to international@wingate.edu.

LIBRARY RESOURCES SPECIAL COLLECTIONS Wingate University Special Collections is an initiative to organize and present significant materials related to Wingate School/Junior College/College/University in digital format, providing researchers information about the education community and traditions of Wingate University. To learn more about using the collections visit http://libguides.wingate.edu/special_collections or Wingate University’s Special Collections Archivist at the Jesse Helms Center (704) 233-1776, extension 6.

ETHEL K. SMITH LIBRARY LIBRARY MISSION In keeping with the Wingate University mission to develop educated, ethical, and productive citizens at home and abroad, the Ethel K. Smith Library serves as a gateway for Wingate University Academic Catalog 2019-2020

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all students, faculty, and staff to access, explore, and evaluate a variety of traditional, multimedia, and electronic resources, which support the University’s curriculum and facilitate academic inquiry. Fostering a foundational sense of lifelong learning for all constituents is paramount to the librarians and the library staff.

LIBRARY GOALS In keeping with the EKS Library mission, the librarians and library staff endeavor to: • • •

•

Offer a welcoming, research-oriented, and engaging environment which fosters academic inquiry Provide access to collections, resources, and programming services in a variety of formats, physical and virtual Encourage faculty members to actively participate in collaborative collection development practices supporting the foundations of academic freedom by developing a diverse collection of materials which present differing perspectives Instill the elements of information literacy including information access, evaluation, and the ethical use of information and intellectual property through reference transactions and library instruction sessions cooperatively designed by librarians and faculty

The Library houses more than 90,000 print volumes in the facility, as well as database subscriptions which provide students online access to a variety of scholarly journal and newspaper titles beyond the Library’s print periodical collection. Additionally, the Library’s InterLibrary Loan Department enables students to research supplementary materials not held in the collection. For students attending our satellite campuses, Library materials can be supplied through the Library’s Bulldog Delivery system in which materials are delivered from the Library via professors or others traveling between campuses.

A variety of study options are available in the Library including individual study carrels in the Quiet Room, several group study spaces, and general areas for individual or group work. For those who bring their laptops to the Library, Wireless LAN access and wet carrels are available in several areas of the facility, including the Ethel K. Café coffee shop on the first floor. The building also includes an electronic instruction lab equipped with computers for interactive teaching.

The Ethel K. Smith Library is staffed with highly trained, professional librarians available to assist students in their research endeavors and to instruct individuals or entire classes in the most effective and efficient research applications available in today’s academic library. The computer commons in the Reference Department is specifically designed for the purpose of such instruction, with the goal of cultivating a basic, interdisciplinary, transferable skill set regarding applied research. In person, phone, and online reference help is available to all Wingate students, and library instruction sessions can be scheduled at our satellite campuses as well.

Please visit https://www.wingate.edu/student-services/ethel-k-smith-library/ for more information on the Ethel K. Smith Library.

MEDIA RELEASE Wingate University regularly uses photographs and voice interviews of students for internal and external promotion and/or informational purposes. Students should understand that the photographs and videos may be published on the Internet, in various print media or on television/radio at the sole discretion of Wingate University. By Wingate University Academic Catalog 2019-2020

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participating, students waive any and all present or future compensation rights to the use of promotional and informational materials. If you desire not to be photographed, interviewed or have material in your likeness published, please contact the Office of Marketing and Communications.

ONLINE CLASS ATTENDANCE Regular attendance in online courses is expected throughout the length of the term.

Students who do not submit any academic assignment (such as a course requirements checklist, a quiz, an exam, written paper or project, discussion board post, or other academic activity) the first week of the class will be dropped from the course. Students who desire to re-engage in the class need to contact the instructor to provide evidence of an excused absence and to find out if it is possible to make up missed work. A student who requests and is added back to an online class will be considered as completing an academic activity. It is the student’s responsibility to make up all missed work.

ONLINE LEARNING MANAGEMENT SYSTEM Wingate uses Canvas learning platform for all courses. Course updates, syllabi, and information related to a specific course may be posted on Canvas. Check individual course webpages regularly.

TEXTBOOKS Textbooks for individual courses will be available for online purchase via the Wingate University Bookstore website at https://wingate.textbookx.com/

TITLE IX RESOURCES Any student who feels discriminated against, or who is a possible victim of sexual harassment or assault, is encouraged to seek help using the resources identified on the Wingate University website. All information can be found at: https://www.wingate.edu/title-ix

TRANSCRIPTS The official academic record for each student is maintained in the Office of the Registrar. A student has access to the record during normal office hours.

A student may receive copies of the official transcript by ordering them through the National Student Clearinghouse at https://studentclearinghouse.org. Unofficial transcripts can be printed by the student using WinLINK, the web-based student information system.

Transcripts will not be released if the student’s account with the University is delinquent.

WINLINK ACCESS WinLINK is the Wingate University computer system for our students to access their personal/academic information. You will be assigned a student ID number and an email address. You will receive a letter from the main campus regarding your personal log-in and Wingate University Academic Catalog 2019-2020

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password. If you do not receive this information, please contact Ann Deese at 704-233-8151 or deese@wingate.edu.

WITHDRAWAL Students may withdraw from individual courses at their discretion (until the deadline listed on the academic calendar) and receive a grade of “W” on their transcripts provided they secure approval of the instructor and the Registrar.

Withdrawal from the program for the semester is initiated with the Program Director or Dean.

Students who officially withdraw from courses can expect tuition refunds according to the refund schedule in this catalog. If the student receives financial aid, Title IV funding (such as Direct Student Stafford Loans) may have to be returned, thereby creating a balance due for the withdrawing student.

WRITING CENTER The Writing Center is located on the second floor of the Ethel K. Smith Library, adjacent to the ARC, and offers students, staff, and faculty an opportunity to improve and strengthen their writing skills. Students from all majors and classes are encouraged to visit the Writing Center. Tutors can help students work on specific writing assignments as well as helping with any of the “stages” of writing—brainstorming topic ideas, shaping a thesis, revising, learning to better edit your own work, or understanding style demands for papers in different disciplines.

The Writing Center is staffed by faculty-recommended student tutors who have been trained to help other students improve as writers. Students may schedule ongoing tutorial sessions, make appointments for specific writing assignments, or drop-in for a session with an available tutor. Students may also benefit from writing tutorial handouts and checklists available in the Writing Center and through the Center’s website.

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PORTER B. BYRUM SCHOOL OF BUSINESS Dean:

Peter M. Frank

Assistant Dean of Graduate Business Programs:

Mark Bryant

Assistant Dean of Curriculum:

Sergio Castello

Professors:

Thomas B. Crawford Jr., Barry P. Cuffe, Peter M. Frank, Harold D. Harlow, Jr., Lisa A. Schwartz, Kristin F. Stowe

Associate Professors:

Sergio Castello, Ellis A. Hayes

Assistant Professors:

Debbi D. Brock, Michael Geier, Amresh Kumar, Robert R. Threatt, James F. Watkins

Instructor:

Mark Bryant

The mission of the Wingate University Byrum School of Business is to deliver nationally accredited bachelors and masters programs in business. Accordingly, the Byrum School of Business has the following objectives: • •

• •

To develop and deliver a curriculum and to set educational standards consistent with those of a national accrediting body in business administration; To attract and retain faculty able to foster the mission of the University and the School, and who will value teaching, applied scholarship, and professional experience; To encourage students to pursue academic and professional excellence; and To provide opportunities for engagement with ethical issues, involvement with cultural events, and encountering of a global perspective.

ACCREDITATION Wingate University is accredited by the Southern Association of Colleges and Schools Commission on Colleges. It is the recognized regional accrediting body in the 11 U.S. Southern states (Alabama, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Texas and Virginia) and in Latin America for those institutions of higher education that award associate, baccalaureate, master’s or doctoral degrees (see www.sacscoc.org). Questions about the status of the University’s accreditation may be obtained from the Commission on Colleges by calling 404-679-4500 or by writing to the SACS home office, 1866 Southern Lane, Decatur, GA 30033. Wingate University is accredited by SACS to award the bachelor’s, master’s, and professional degrees. Wingate Wingate University Academic Catalog 2019-2020

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University is also nationally accredited by the Accreditation Council for Business Schools and Programs (ACBSP) to offer the following business degrees: • •

Master of Business Administration Master of Accounting

Questions about the status of the University’s business accreditation may be obtained by visiting the ACBSP website (www.acbsp.org), by calling 913-339-9356, or by writing the following address: 7007 College Blvd., Suite 420, Overland Park, KS 66211.

CORRESPONDENCE MAC PROGRAM: Wingate University P.O. Box 159 Wingate, NC 28174 Tel: 704-233-8148 Fax: 704-233-8146 Email: mac@wingate.edu Website: https://www.wingate.edu/academics/graduate/master-ofaccounting

MBA PROGRAM Wingate University Ballantyne Campus The Gibson Building 11430 North Community House Road Suite 150 Charlotte, NC 28227 Tel: 704-233-6002 Fax: 704-233-6009 Email: mba@wingate.edu Website: https://www.wingate.edu/academics/graduate/master-ofbusiness-administration

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ACADEMIC CALENDAR MBA

MAC

New Student Orientation

Aug. 19-22

Aug. 19

Convocation

--

Aug. 18

Classes Begin

Aug. 19

Aug. 19

Add/Drop Ends

Aug. 22

Aug. 22

Labor Day Holiday

Sept. 2

Sept. 2

Incomplete Deadline

Sept. 19

Sept. 19

Fall Break

Oct. 7-8

Oct. 5-8

Homecoming

Oct. 26

Oct. 26

Withdrawal Deadline

Oct. 24

Oct. 24

Thanksgiving Break

Nov. 27-29

Nov. 27-29

Classes End

Nov. 26

Dec. 2

Reading Day

--

Dec. 3

Final Exams

Dec. 2-5

Dec. 4-10

Hooding/Graduation Date

Dec. 14

Dec. 14

FALL 2019

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MBA

MAC

New Student Orientation

Jan. 13-16

Jan. 7

Classes Begin

Jan. 13

Jan. 8

Add/Drop Ends

Jan. 16

Jan. 14

Martin Luther King Holiday

Jan. 20

Jan. 20

Incomplete Deadline

Feb. 8

Feb. 8

Spring Break

Mar. 2-6

Mar. 2-6

Easter Break

Apr. 10-13

Apr. 10-13

Withdrawal Deadline

Mar. 26

Mar. 19

Classes End

Apr. 27

Apr. 27

Reading Day

--

Apr. 28

Final Exams

Apr. 28-May 4

Apr. 29-May 5

Commencement

May 8

May 8

SPRING 2020

MASTER OF ACCOUNTING The Master of Accounting program is designed to be a “fifth year” master’s degree targeted to students interested in becoming certified public accountants or chartered financial analysts. While the program is oriented toward Wingate University students, graduates from other schools are also encouraged to apply. Students who have completed the prerequisite coursework (see the section on Prerequisites on Admission) may complete the degree in three or four semesters. This could include summer coursework allowing students to complete the program in one calendar year. Students without the prerequisite coursework may be able to complete the degree in five or six semesters including summers.

Master of Accounting students who are enrolled for 9 credit hours are considered full-time.

Students enrolled for 5 credit hours are considered half-time.

The curriculum consists of 30 credit hours (10 courses). Courses are taught at the University’s main campus in Wingate, NC.

ADMISSIONS POLICIES An application for admission to the Master of Accounting program may be obtained by contacting the Byrum School of Business. You may also visit our website at https://www.wingate.edu/majors-programs/master-of-accounting-program/.

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Undergraduate students completing a bachelor's degree may be admitted under the following circumstances: •

•

If the applicant has earned a GPA of 3.25 in the following courses: ACCT313, 314, 427 and 431, and submits a completed application form, a recommendation letter from a Wingate University accounting faculty member, and a statement of professional goals.

If the applicant has not earned a GPA of 3.25 in the above mentioned courses, then in addition to the requirements listed above, the applicant must submit an additional recommendation letter, and an official GMAT score.

Applicants who have earned an undergraduate degree from another accredited institution may also apply for admission. Those applicants must submit official transcripts from all colleges and universities attended, an official GMAT score, a completed application form, two letters of recommendation, and a statement of professional goals. Prerequisite requirements must also be satisfied (see below). Students completing ACCT 313, 314, 427 and 431 at Wingate University are not required to submit a GMAT score.

All applicants will be evaluated by the Admissions Committee composed of Wingate University faculty members and the Dean of the Byrum School of Business to determine entrance into the program.

PREREQUISITES FOR ADMISSION Applicants to the Master of Accounting program must have completed accounting coursework through intermediate accounting I and II, auditing, and federal income tax.

Additionally, ACBSP accreditation requirements specify that students admitted to the graduate program must have completed a Common Professional Component (CPC) of coursework prior to admission. This CPC is coursework in a variety of business-related subjects including accounting, economics, finance, quantitative methods, ethics, law, marketing, management, communications, global business, information systems, and strategy. A student with an undergraduate degree in a business area will typically have met these requirements.

Applicants who are deficient in any of the above areas may enroll in 500-level prerequisite courses. Eight (8) hours of 500 level courses is considered full-time status.

GRADUATE MANAGEMENT ADMISSION TEST (GMAT) The Graduate Management Admission Test (GMAT) may be required before a student is admitted into the Master of Accounting program. Please refer to the section above, “Admissions Policies” for more details. Applicants should request their official GMAT test scores be sent to Wingate University by using institutional code 00G-NM-92. Test scores earned more than five years prior to the date of application will not be accepted.

Currently, the GMAT is not administered on the Wingate University campus. However, the test is administered at a number of convenient locations in the area.

You may obtain information regarding the GMAT at www.mba.com. A GMAT bulletin is included in the MAC application packet.

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APPLICATION Applications, including recommendation forms and transcript request forms, are available online at https://www.wingate.edu/majors-programs/master-of-accountingprogram/. You may complete the application online or submit via mail. You may submit the supporting documents via mail only.

CURRICULUM The Master of Accounting curriculum consists of 10 courses. All students take the six required core courses. Students pursuing the CPA exam will take the accounting track.

Students pursuing the CFA exam will take the analyst track.

REQUIRED CORE COURSES Accounting 621: Advanced Accounting I

Accounting 622: Advanced Accounting II

Accounting 651: Advanced Managerial Accounting

Accounting 628: Modeling of Advanced Tax Issues

Accounting 652: Financial Institutions and Management

Accounting 641: Financial Accounting Concepts, Analysis and Valuation

REQUIRED CORE COURSES – ACCOUNTING TRACK Accounting 629: Advanced Taxation of Business and Property

Accounting 631: Advanced Auditing

*Accounting 690: Accounting Research

*Accounting 688: Financial Reporting Methods

* Accounting 690 and 688 will be taught online.

REQUIRED CORE COURSES – ANALYST TRACK Accounting 661: Quantitative Analysis

Accounting 662: Industry and Company Analysis

Accounting 663: Portfolio Management

Accounting 692: Financial Analysis Research

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CLASS SCHEDULE Classes are taught during the day at the University’s Wingate campus.

PROGRAM COMPLETION In order to receive the Master of Accounting degree from Wingate University, students must meet the following requirements: • • • •

An overall cumulative GPA of 3.00 or higher.

No more than one grade of “C” has been received.

30 hours of required courses have been successfully completed.

Students may complete their degree in three or four semesters as a full-time student. This could be 12 or 15 months with one or two semesters of summer coursework. Part-time students usually require two years to complete their degree over five or six semesters including summer coursework.

It is the student’s responsibility to see that all requirements for graduation are met.

MASTER OF BUSINESS ADMINISTRATION The Master of Business Administration (MBA) program is designed to meet the needs of business professionals in the dynamic Charlotte area and Southern Piedmont region. The program is structured to blend with professional work experience to help committed professionals achieve their best.

The MBA program is tailored for working professionals preferably with a minimum of two years professional work experience. Since all students in the program have had professional experience, the program is able to accentuate business theory and skills with a practical application emphasis.

The program offers a carefully chosen group of courses to give students a wide exposure to the key areas of business administration. Students may choose from the following five areas of concentration: data analytics, corporate innovation, health care management, project management, and general management. While the curriculum maintains rigorous academic standards, the teaching and learning occur in an environment of support for professionals who are seeking assistance for problems they face in the everyday work setting.

ADMISSIONS POLICIES An application for admission to the MBA program may be obtained by contacting the Ballantyne Campus Office. You may also visit our website at https://www.wingate.edu/academics/graduate/master-of-business-administration.

Applicants for admission must hold a baccalaureate degree from an accredited institution and, in most cases, have at least two years full-time professional work experience. Exceptions may be considered for applicants with outstanding academic credentials.

Applicants must submit a portfolio of information to the Porter B. Byrum School of Business at the address above. A complete admission portfolio includes:

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• • •

Completed application with a current resume and/or separate written experience summary and statement of applicant goals and objectives.

Official transcripts from all colleges and universities attended.

Official GMAT or GRE scores.

Portfolios will be evaluated by the Admissions Committee to determine entrance into the program. The strength of each portfolio will be evaluated based on the evaluation of undergraduate transcript(s) and GPA, official GMAT or GRE scores, and professional work experience.

PREREQUISITES FOR ADMISSION Although an undergraduate business degree is not required for admission to the MBA program, specific course material is required. Wingate University offers a MBA prerequisites course (Business 500). This course is offered to students in the MBA program who need several prerequisites. It is especially geared for those students who did not graduate with a business undergraduate degree. The course carries eight (8) undergraduate credit hours, and will not count towards the graduate GPA. Students may also take and pay for only the specific Business 500 course components required on a pro-rated basis. A grade of “C” must be earned on all sessions of the course. Students who have already taken the prerequisites must demonstrate mastery of the material normally taught in the following courses by presenting a transcript showing that the course has been completed with a grade of “C” or better.

• • • • • • • • •

Principles of Financial Accounting Principles of Managerial Accounting Principles of Microeconomics Principles of Macroeconomics Principles of Management Principles of Marketing Principles of Finance Business Statistics Mathematics (College Algebra or Calculus)

(Students should be familiar with computer spreadsheet and word processing programs.)

GRADUATE MANAGEMENT ADMISSION TEST (GMAT) The Graduate Management Admission Test (GMAT) is generally required before a student is admitted into the MBA program. Applicants should request that their official GMAT test scores be sent to Wingate University by using the institutional code OOG-NM57. Test scores earned more than five years prior to the date of application will not be accepted.

Currently, the GMAT is not administered on the Wingate University campus. However, the test is administered at a number of convenient locations in the area.

You may obtain information regarding the GMAT at www.mba.com.

GRADUATE RECORD EXAMINATIONS (GRE) The Graduate Record Examinations (GRE) may be substituted for the GMAT. The Wingate University GRE institutional code is 5963. Test scores earned more than five years prior to the date of application will not be accepted.

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Currently, the GRE is not administered on the Wingate University campus. However, the test is administered at a number of convenient locations in the area.

You may obtain information regarding the GRE at www.ets.org/gre.

APPLICATION Applications are available online at https://www.wingate.edu/academics/graduate/master-of-business-administration. You may submit the supporting documents via mail.

CURRICULUM The MBA curriculum consists of a total of 12 three credit courses (36 total credits), which consists of 10 core courses, and two concentration courses. Students must complete all 10 core courses, and choose one area of concentration, from which the two additional concentration courses are chosen. The nature of many of the courses listed in the following section requires that a series of prerequisite courses be taken. For specific information regarding the prerequisites required for each course, consult the course descriptions provided subsequently in this catalog. Any exceptions to the required prerequisites must be approved in advance by the Dean of the Byrum School of Business in consultation with the Assistant Dean of Graduate Business Programs. The following is a listing of the MBA courses:

CORE COURSES BUS 602 – Legal Environment of Business BUS 603 – Business Ethics BUS 611 – Managerial Economics BUS 612 – Organizational Management BUS 613 – Managerial Accounting BUS 615 – Quantitative Data Analysis BUS 622 – Marketing Management BUS 623 – Financial Management BUS 624 – Managing in a Global Marketplace BUS 631 – Business Strategy

CONCENTRATION COURSES Corporate Innovation Overview: This concentration will focus on managing innovation and technology in order to develop competitive advantage from a corporate perspective.

BUS 660 – Corporate Innovation BUS 661 – Technology and Innovation Management

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Data Analytics Overview: This concentration will focus on developing the ability to access, mine, and extract data from information databases, enterprise data warehouses, and other sources; to analyze, interpret, and extract meaning from raw data and leverage applicable specialized data analytics software and other tools with a focus on real world applications; and to translate, optimize, and present data in order to drive optimal business decisions.

BUS 690 – Data Analytics BUS 691 – Business Intelligence Applications

Health Care Management* Overview: This concentration will focus on development of health care management expertise through relevant, real-world oriented health care course content, including the health care system, financial and legal issues, and health care strategy.

BUS 670 – Health Care Systems Management BUS 671 – Financial and Legal Issues in Health Care Management BUS 672 – Health Care Strategic Management* *Note: For the Health Care Management concentration, BUS 672 replaces BUS 631 (Business Strategy) from the core curriculum.

Project and Program Management Overview: This concentration will focus on effective leadership and management of the project and program management process.

BUS 680 – Project/Program Management Fundamentals BUS 681 – Project/Program Management Leadership

General Management Students may choose any two courses from any of the proposed concentrations, with the exception of BUS 672 (subject to prerequisites).

DUAL-DEGREE PROGRAM—PHARM D/MBA Students enrolled in the Wingate University School of Pharmacy have the opportunity to work toward completing the MBA degree while enrolled in the School of Pharmacy. The MBA program is also available to practicing pharmacists. Interested pharmacy students or practicing pharmacists should contact the Assistant Dean of Graduate Business Programs for additional information regarding the application process and specific program requirements. Business 603 (Business Ethics) is not required for Wingate University pharmacy students enrolled in the MBA program, and may not be required for practicing pharmacists depending upon the specific pharmacy curriculum. In terms of admissions requirements, the PCAT may be substituted for the GMAT. All MBA courses are taught at the Ballantyne campus.

CLASS SCHEDULE During fall and spring semesters, courses meet from 6:00 p.m.–8:45 p.m. one night per week. Summer sessions meet twice weekly for a six-week period typically from 6:00 p.m. to Wingate University Academic Catalog 2019-2020

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9:15 p.m. A typical course load is two courses per semester for students who hold full-time jobs.

PROGRAM COMPLETION In order to receive the MBA degree from Wingate University, students must meet the following requirements: • • • • •

An overall cumulative GPA of 3.00 or higher.

No more than two grades of “C” have been received.

36 hours of required courses have been successfully completed.

Completion of the program occurs within six years from the date of admission.

Must pass the Educational Testing Service (“ETS”) Major Field Test for MBA.

It is the student’s responsibility to see that all requirements for graduation are met.

GRADING POLICY No more than two courses with a grade of “C” will be applied toward graduation.

Students have the option of repeating courses for which grades of “C” or lower are received.

The maximum number of repeats for a single course is two. The repeated grade supersedes the previous grade. Any student who receives “F” for coursework will be subject to dismissal from the program.

Students are expected to maintain a 3.00 GPA in the graduate business programs.

Students who fall below 3.00 GPA are placed on academic probation and may be subject to dismissal from the program. Students on probation are evaluated each semester. Attaining a B or better in all subsequent coursework ensures your continuation in the program.

ACADEMIC POLICIES STUDENT GRIEVANCES AND APPEALS Any grievances and appeals must be made in writing and submitted to the Dean of the Byrum School of Business who will consult with the Assistant Dean of the Graduate Business Programs. The student will be informed of all resulting decisions.

STUDENT STATUS Graduate business students have status in one of four categories: • •

Regular: Applicants whose portfolios meet admission requirements and who have completed all program prerequisites.

Probationary: Probationary status will be used only in exceptional cases at the discretion of the Admissions Committee. Probationary students may begin coursework. At the completion of six (6) credit hours, status will be evaluated by the Admissions Committee. To be upgraded to regular status, probationary students must have received a “B” or better in graduate courses at Wingate University. Those who do not meet this requirement will be subject to dismissal from the program. This status is also assigned to students on academic probation.

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•

•

Special: A student who is required to complete all or part of the prerequisite course(s) or a non-matriculating student requesting transfer credit to another institution will be considered special status.

Inactive: A student whose file is inactive longer than one calendar year must reapply for admission prior to enrolling in graduate courses.

TRANSFER CREDIT A maximum of nine semester hours of graduate transfer credit may be applied to the MAC or the MBA degree when all of the following conditions are met: • • • •

The credit has been earned at an accredited institution within six years prior to the application date to Wingate University.

Transfer courses are approved by the Dean of the Byrum School of Business in consultation with the Assistant Dean of Graduate Business Programs.

Individual course grades are “B” or better.

The courses directly satisfy a program requirement as determined by Wingate University.

Individual courses, again, not to exceed the original nine (9) hours, may be taken at another school if Wingate is not currently offering the course.

Each course must be approved in advance by the Dean of the Byrum School of Business in consultation with the Assistant Dean of Graduate Business Programs. Inasmuch as Wingate now offers every course every year and has a multi-year schedule planned and published, it is rare this case would apply.

NOTE: The final six hours of coursework must be completed at Wingate University.

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LEVINE COLLEGE OF HEALTH SCIENCES Vice Provost for Health Sciences: Eric F. Schneider

Four programs of study leading to degrees in health professions comprise the Levine College of Health Sciences. These programs include the School of Pharmacy, established in 2003; the Department of Physician Assistant Studies, established in 2008; the Department of Nursing, established in 2012; and the Doctor of Physical Therapy Program, established in 2014.

The overarching goal of the College is to educate and graduate the most practice-ready health care practitioners in the country. To that end, practice experience is incorporated into the curriculum of each program, and the collaborative practice model is emphasized through inter-professional education.

MEDICAL/IMMUNIZATION REQUIREMENTS After a student has been accepted by Wingate University, he/she is required to submit health information which includes a health history, proof of insurance, physical examination, and immunization information. Medical requirements are due July 1 (Fall admission) and January 2 (Spring admission). Students who are incomplete 30 days after classes begin are subject to expulsion from classes and the University until such information is received.

The physical examination must be performed one year prior to the date of admission to the University. Per NCAA regulations, students participating in an intercollegiate sport must have a physical every six months. Physicals can be done in The Health Center for a fee.

The physical must include: vision, urinalysis, hemoglobin, and TB skin test.

The following immunizations are required: •

•

•

•

Tetanus Series (Td, DPT, Tdap) Three doses. One must have been within the past 10 years. Those individuals enrolling in college or university for the first time on or after July 1, 2008 must have had three doses of tetanus/diphtheria toxoid and a booster dose of tetanus/diphtheria/pertussis vaccine if a tetanus/diphtheria toxoid or tetanus/diphtheria/pertussis vaccine has not been administered within the past 10 years.

Measles Two doses (after 1st birthday). Measles vaccines are not required if any of the following occur: Diagnoses of disease prior to January 1, 1994; an individual who has been documented by serological testing to have a protective antibody titer against measles; or an individual born prior to 1957.

Mumps Two doses. Mumps vaccine is not required if any of the following occur: an individual who has been documented by serological testing to have a protective antibody titer against mumps; an individual born prior to 1957.

Rubella One dose. Rubella vaccine is not required if any of the following occur: 50 years of age or older; an individual who has been documented by serological testing to have a protective antibody titer against rubella.

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• • • •

•

Hepatitis B Three doses. Hepatitis B vaccine is not required if an individual was born before July 1, 1994 and is not enrolled in a Health Science major.

Polio Three doses. An individual attending school who has attained his or her 18th birthday is not required to receive polio vaccine.

Meningococcal Series. Two doses. If the first one is given at age 16, then only one is required.

Students in Pharmacy, Physician Assistant Studies, Physical Therapy, Nursing, Exercise Science, and Athletic Training are required to have additional immunizations. Check with those programs to identify what is required.

Required vs. Recommended North Carolina law requires individuals attending college or universities to receive certain vaccines. But in order to be fully protected from vaccine-preventable diseases, individuals should receive all immunizations recommended by the Centers for Disease Control and Prevention (CDC).

Recommended vaccines include flu, meningitis, meningococcal B series, and HPV.

Students who are not compliant with NC immunization requirements within 30 days of the first day of class will be required to withdraw from classes. Students taking online courses, off campus courses, evening courses (after 5 p.m.) or no more than 4 daytime credit hours are exempt from immunization requirements. Medical and religious exemptions can be requested through The Health Center. Questions should be directed to the Director of The Health Center, Campus Box 3037, Wingate University, Wingate NC 28174.

Students in the Physician Assistant Studies require additional immunizations and tests and should check with the Health and Wellness Center prior to enrollment.

INTERNATIONAL STU DENTS • •

Must meet North Carolina guidelines concerning immunizations.

Must provide documentation of insurance. A student accident and sickness insurance program is available for purchase by students of Wingate University in the Business Office.

All students with a positive tuberculin skin test will be referred to the Health Department for evaluation and follow-up. If it is the recommendation of the Health Department that they receive prophylactic treatment for tuberculosis, students will be required to comply.

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DEPARTMENT OF OCCUPATIONAL THERAPY Program Director:

Melissa Sweetman

Assistant Professors:

Daniella Hauser, Wynnet Sinclair, Alisha Singh

Academic Fieldwork Coordinator:

Stacey Caplan

Doctoral Capstone Coordinator:

Reeti Douglas

The Wingate University Department of Occupational Therapy was founded in 2017, and opened its doors to the charter class beginning study in August 2019. The charter class will graduate from Wingate University in May 2022. The class size has been limited to assure individualized attention to every student. Occupational therapy classes will be held primarily in the Burnside Dalton Building located in the center of the Wingate main campus.

The contact information for the department is: Wingate University Department of Occupational Therapy P.O. Box 159 Wingate, NC 28174-0159 Phone: 704-233-8972 E-mail: OTD@Wingate.edu Website: https://otd.wingate.edu Facebook: www.facebook.com/wuotd

ACADEMIC CALEND Fall 2019 New OTD Student Orientation

August 15-16

Convocation Ceremony

August 18

Classes Begin

August 19

Labor Day Holiday

September 2

Fall Break

October 5-8

Thanksgiving Break

November 25-29

Classes End

December 6

Final Exams

December 9-13

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Spring 2020 Classes Begin

January 6

Martin Luther King Holiday

January 20

Spring Break

March 2-6

One Day One Dog

April 2

Easter Break

April 10-13

Classes End

April 24

Final Exams

April 27-May 1 Summer 2020

Classes Begin

May 18

Memorial Day Holiday

May 25

July Fourth Holiday

July 3

Classes End

July 31

Final Exams

August 3-7

ABOUT THE DEPARTMENT The vision of the Doctor of Occupational Therapy Program at Wingate University is to be a leading educator of occupational therapists who are practice-ready leaders and clinical scholars committed to the pursuit of meaningful occupational performance for all persons, groups, and populations.

The mission of the Doctor of Occupational Therapy Program at Wingate University is to develop knowledgeable and ethical occupational therapists who are committed to the health, well-being, and quality of life of all persons, groups, and populations through a solid education founded upon principles of occupational performance, critical thinking/professional reasoning, servant leadership, evidence-based practice/scholarship, and occupational justice.

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STUDENT LEARNING OUTCOMES 1. Occupational Performance a. Articulate and demonstrate occupational therapy core values, ethics, and theory across all practice settings. b. Facilitate occupational performance and engagement as a determinant of health, wellbeing, and quality of life for all persons, groups, and populations within a variety of contexts through the design and implementation of occupation-based, client-centered interventions. c. Collaborate with the client, caregivers, and interdisciplinary team to advocate, evaluate, and provide holistic care that supports health, wellbeing, and quality of life of all persons, groups, and populations.

2. Critical Thinking/Professional Reasoning a. Utilize critical thinking and professional reasoning skills to design and deliver evidence-based, client-centered, occupation-based services. b. Demonstrate advanced knowledge, skills, and problem solving abilities within a specialty practice area. c. Integrate learned material with client and environmental factors to make ethical decisions and demonstrate reflective clinical practice.

3. Evidence-based Practice and Scholarship a. Demonstrate the skills to advance the profession’s body of knowledge through critical inquiry and dissemination of scholarly works with emphasis on mechanisms that evaluate and change professional practice, service delivery, and/or professional issues. b. Locate, understand, critically appraise, evaluate, and integrate current evidence to design and deliver high quality, efficient, and effective therapeutic interventions. c. Identify and implement solutions to address the occupational needs of persons, groups, and populations through evidence-based program development, advocacy, and/or leadership initiatives.

4. Servant Leadership a. Demonstrate proficient use of critical self-reflection skills to develop authentic servant leader characteristics for leading clients, caregivers, colleagues, other health professionals, communities, and the public. b. Facilitate continuing professional development of self and others through reflective practice skills and a desire for lifelong learning. c. Pursue leadership roles in local, state, regional, and/or national organizations within the profession of occupational therapy or within organizations that support the profession and its clients.

5. Occupational Justice and Cultural Responsiveness a. Foster inclusion and diversity to address the needs of underserved persons, groups, and populations in local, regional, national, or international contexts.

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b. Advocate for changes to education, practice, and/or policy to meet the occupational needs of society. c. Address the social and cultural determinants of health, wellbeing, and quality of life to foster equitable access to and participation in one’s desired occupations.

PROGRAM SITES The program is delivered on the main campus of Wingate University. Didactic courses are delivered live with a few courses delivered via distance education. Clinical education experiences entail learning exercises at affiliated sites within the occupational therapy network. The Department will attempt to place students in locations that are mutually agreed upon but reserves the right to place students in locations that may be distant from campus when necessary. Transportation for all off-campus clinical education experiences is the responsibility of the student, as are living arrangements and living expenses.

ACCREDITATION The accrediting agency for occupational therapy education is the Accreditation Council for Occupational Therapy Education (ACOTE). The purpose of ACOTE is to accredit occupational therapy educational programs and occupational therapy assistant educational programs. ACOTE establishes, approves, and administers educational standards to evaluate occupational therapy and occupational therapy assistant educational programs. ACOTE shall have complete autonomy in establishing standards for educational programs; developing and implementing policies, rules, and procedures for conducting accreditation reviews; and making accreditation decisions (ACOTE, 2017). The standards set forth by ACOTE entail the minimum educational standards to which a program must adhere to earn accreditation status. The full list of standards is available for viewing at: https://www.aota.org/~/media/Corporate/Files/EducationCareers/Accredit/StandardsRe view/2018-ACOTE-Standards-Interpretive-Guide.pdf The accreditation process for the Wingate University entry-level OTD program was initiated in 2018 with Candidacy for Accreditation status awarded in 2019. The program must have a preaccreditation review in the Fall of 2020, complete an on-site evaluation in the Fall of 2021, and be granted Accreditation Status (anticipated December of 2021) before graduates will be eligible to sit for the national certification examination for the occupational therapist administered by the National Board for Certification in Occupational Therapy (NBCOT). After successful completion of this exam, the individual will be an Occupational Therapist, Registered (OTR) and will be eligible to apply for licensure to practice occupational therapy in the United States. All states require licensure, and state licenses are usually based on the results of the NBCOT certification examination. (Note: A felony conviction may affect a graduate’s ability to meet NBCOT and licensure requirements, and therefore may necessitate seeking advice prior to starting an academic program). Program outcomes on the NBCOT examination will be found on the NBCOT website at: https://www.nbcot.org/en/Educators/Home#SchoolPerformance once the charter class results are posted. This sequence is the typical accreditation process and timeline for all programs in occupational therapy education.

The contact information for ACOTE is:

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Accreditation Council for Occupational Therapy Education (ACOTE) 4720 Montgomery Lane; Suite 200 Bethesda, MD 20814-3449 Phone c/o AOTA: 301-652-2682 Website: www.acoteonline.org

ADMISSIONS To be considered for admission to the OTD program, students must: •

Have an earned Baccalaureate degree from a regionally accredited institution (official transcript required)

•

Have achieved a minimum cumulative GPA of 3.0 with a “C” or better in all prerequisite courses

•

Supply three (3) letters of recommendation; at least one must be from an occupational therapist and at least one must be from a professor/academic advisor

•

Complete a minimum of 40 hours of clinical observation with an occupational therapist in at least two practice settings with different aged clients

•

Supply GRE scores from within the past 5 years (the Wingate OTD GRE code is 2711)

•

Have no more than three outstanding prerequisite courses at the time of application

•

Complete the following pre-requisite courses: Course

Credits

Human Anatomy with lab OR Human Anatomy & Physiology I with lab

4

Human Physiology with lab OR Human Anatomy & Physiology II with lab

4

Intro to Psychology

3

Abnormal Psychology

3

Lifespan Development or Developmental Psychology

3

Intro to Sociology or Anthropology

3

Writing/Composition/Grammar

3

Statistics

3

Medical Terminology

1-3

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Prospective students may submit applications to the Wingate University Department of Occupational Therapy through the Occupational Therapy Centralized Application System (OTCAS) through the link provided on the OTD program website or through https://otcas.liaisoncas.com. Admissions decisions are multi-factorial and consider a composite score calculated from the required prerequisite work, GPA, GRE scores, letters of recommendation, observation hours, resume, and interview. Other factors involving any student applicant’s likelihood to be successful within the program are also considered. For questions related to admissions, prospective students may direct inquiries to OTD@Wingate.edu or by calling 704-233-8674.

Prerequisite courses must be completed through high school Advanced Placement courses, high school/college dual enrollment courses, or through a regionally accredited institution of higher education (junior college, technical school, college, university) in a face-to-face or online setting. Medical Terminology may be completed through the above avenues or through an online certificate course.

Matriculating students will be required to pass a criminal background check at the time of admission to the program in order to be eligible to complete clinical fieldwork and to sit for the National Board for Certification for Occupational Therapists (NBCOT) examination.

Eligibility requirements for the national examination can be found at www.nbcot.org or by contacting NBCOT, One Bank Street Suite 300, Gaithersburg, MD 20878. Phone: 301-9907979. (Note: A felony conviction may affect a graduate’s ability to meet NBCOT and licensure requirements, and therefore may necessitate seeking advice prior to starting an academic program).

The Wingate University OTD program offers no advanced placement or any other type of transfer credit from prior enrollment in any health science, medical, work experience, or related program. A qualified applicant previously enrolled in another ACOTE-accredited OTD program may be considered for admission only after consultation with the director of the former program of study.

OCUPATIONAL THERAPY PROGRAM ESSENTIAL SKILLS The Doctor of Occupational Therapy program at Wingate University prepares students to enter the workforce as occupational therapists. The profession of occupational therapy is highly skilled and technical, requiring a rigorous academic preparation. Therefore, students must possess certain capabilities to be able to fully participate in the educational process required for preparation as an occupational therapist.

The standards listed below must be met with or without reasonable accommodations in alignment with the Americans with Disabilities Act (ADA). Wingate University does not discriminate against students with disabilities, but it is the student’s responsibility to request needed accommodations through the Office of Disability Support Services within the Academic Resource Center. Prior to accepting a position as a student in the Doctor of Occupational Therapy program, all potential students must confirm their ability to meet each of the standards listed below. If at any time before or during the course of the program the student believes he/she cannot meet any of these standards with or without reasonable accommodations, he/she may be dismissed from the program.

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Sensory/Observation Skills: Students must have sufficient use of sensory abilities including vision, hearing, tactile sensation, smell, and proprioception to safely and thoroughly observe and interpret client interactions accurately. Furthermore, these skills are necessary for full participation in lectures, labs, and experiential learning opportunities.

Communication Skills: Students must possess the ability to read/comprehend, write, and fluently speak the English language. They must be able to communicate effectively and confidently with a variety of audiences including clients of all ages and cultures, caregivers, other health professionals, payers, policy makers, faculty, and the general public. These skills are also necessary for completion of the occupational therapy curriculum, which involves substantial amounts of reading and writing.

Physical/Motor Skills: Students must be able to demonstrate sufficient mobility and strength to complete safe client evaluations and interventions in a variety of settings and on a variety surfaces. Motor capabilities include sitting and standing for long periods of time, walking, crouching, kneeling, bending, twisting, maintaining static/dynamic balance, lifting up to 50 pounds, pushing/pulling up to 100 pounds, demonstrating fine motor dexterity, demonstrating gross and fine motor coordination, and possessing quick physical reaction times.

Intellectual Skills: Students must possess cognitive skills sufficient for critical thinking, reflecting, reasoning, problem solving, organizing, analyzing, calculating, following complex instructions/directions (both written and verbal), recalling information, focusing for long spans of time, making quick decisions, and integrating material from a variety of sources.

Social Skills: Students must be able to establish therapeutic relationships with clients of all ages, abilities, ethnicities, and cultures. Furthermore, students need to possess emotional intelligence sufficient to show empathy and compassion for others, be able to give and receive critical feedback, resolve conflicts with maturity and professionalism, and handle stressful situations.

Professional Behavior Skills: Students must demonstrate professional behaviors at all times including punctuality, dependability, collaboration/cooperation, maintaining professional personal appearance and hygiene, showing initiative, flexibility, and respect for others.

Technology Skills: Students must possess basic computer skills including searching the internet, use of e-mail, using Microsoft Office, and saving/retrieving files.

ACADEMIC PROGRAM The fixed-sequence program begins in August and spans the course of eight continuous semesters. The first five semesters focus on building the foundational knowledge, entrylevel clinical skills, and advanced practice skills required for doctoral level practice with a blend of didactic and experiential learning opportunities. Coursework begins with the basic science foundation and core foundations for the profession of occupational therapy. Next, coursework emphasizes the specific knowledge and skills students need to design and deliver occupational therapy services and function as a leader, advocate, and scholar. The final three semesters allow the student to hone their practice skills and link theory with practice through clinical immersion in Level II Fieldwork and an advanced practice Doctoral Capstone. Upon completion of the program, students will be prepared to enter the workforce as advanced practitioners, researchers, educators, advocates, entrepreneurs, or administrators. The broad scope of the curriculum prepares graduates to practice in a variety of existing and emerging settings with clients of all ages

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DOCTOR OF OCCUPATIONAL THERAPY CURRICULUM Semester 1 (Fall; 14 credits) OTD 711 Human Gross Anatomy (4 credits) OTD 712 Pathophysiology (3 credits) OTD 713 Applied Kinesiology (4 credits) OTD 714 Occupational Therapy Foundations (3 credits) Semester 2 (Spring; 18 credits) OTD 721 Neuroscience (4 credits) OTD 722 Occupational Therapy Process: Mental Health (4 credits) OTD 723 Foundations of Clinical Practice in Occupational Therapy I (3 credits) OTD 724 Foundations of Clinical Practice in Occupational Therapy II (3 credits) OTD 725 Scholarship & Evidence-based Practice I (3 credits) OTD 726 Fieldwork I & Professional Development I (1 credit) Semester 3 (Summer; 17 credits) OTD 731 Occupational Therapy Process: Pediatrics (4 credits) OTD 732 Ethical Considerations for Occupational Therapy Practice (2 credits) OTD 733 Technology for Occupational Performance (4 credits) OTD 734 Preparatory Methods to Support Occupational Therapy Intervention (3 credits) OTD 735 Scholarship & Evidence-based Practice II (3 credits) OTD 736 Fieldwork I & Professional Development II (1 credit) Semester 4 (Fall; 17 credits) OTD 741 Occupational Therapy Process: Adults (4 credits) OTD 742 Social Systems and Population Health (2 credits) OTD 743 Fundamentals of Policy & Advocacy for Occupational Therapists (3 credits) OTD 744 Cultural Considerations for Occupational Therapy Practice (3 credits) OTD 745 Professional & Scholarly Writing (1 credit) OTD 746 Scholarship & Evidence-based Practice III (3 credits) OTD 747 Fieldwork I & Professional Development III (1 credit) Semester 5 (Spring; 17 credits) OTD 751 Occupational Therapy Process: Geriatrics (4 credits) OTD 752 Scholarship of Teaching & Learning in Occupational Therapy Practice (3 credits) OTD 753 Healthcare Management & Administration (2 credits) OTD 754 Leadership Theory & Practice (2 credits) OTD 755 Fieldwork I & Professional Development IV (1 credit) OTD 756 Practice Preparation & Clinical Competence (2 credits) OTD 757 Scholarship & Evidence-Based Practice IV (3 credits) Semester 6 (Summer; 12 credits) OTD 761 Fieldwork II (12 credits) Semester 7 (Fall; 14 credits) OTD 771 Fieldwork II (12 credits) OTD 722 Doctoral Capstone I (2 credits) Semester 8 (Spring; 16 credits) OTD 781 Doctoral Experiential (14 credits) OTD 782 Doctoral Capstone II (2 credits) Total Program Credits: 125

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ACADEMIC POLICIES RIGHT OF THE PROGRAM TO MAKE CHANGES The entire Wingate University Doctor of Occupational Therapy Program curriculum plan, policies, procedures, regulations, and codes are subject to ongoing evaluation and subsequent modification by the collective core faculty. Various departmental committees and groups comprised of core faculty, departmental staff, and university faculty/staff are charged with the collection, review, and suggestion for revision to the appropriate entity.

Proposals for curricular modification emanating from these self-study processes are carefully deliberated upon by the entire faculty prior to any adoption of change.

While the information and regulations detailed within this handbook were believed to be accurate at the time of publication, the Department reserves the right to make modifications to any area described without advance notice, and will provide notice to all current students of the changes made. Changes may be enforced following the date of notification of change.

ACADEMIC ADVISING As each OTD cohort is matriculated into the program, they are assigned a faculty advisor. During the first two weeks of the program, each advisor will meet with all of their advisees once either as a group or individually to inform them of the advisory process. Each semester following thereafter, there are two formal occasions on which advisees must meet with their advisors: • Within three weeks of beginning of each semester • Within three weeks after the mid-semester mark Additional advising sessions may be conducted at the request of the student or the advisor. No advisory meetings are expected during clinical experience and internships but may be scheduled if so desired by the student or advisor.

It is the responsibility of the student to contact his/her advisor to initiate each meeting and come prepared with a completed Student Advising Form. Signed advising forms will be kept in the student’s academic file. The student files are to remain locked at all times and any documents in the student files should be considered confidential information (as is dictated by the FERPA Regulations Subpart D). Faculty advisors should utilize student files to review all items with the student during advisor/advisee meetings. Minutes of each formal advisory meeting shall include major topic areas discussed, deficiencies noticed, and description of the action plan devised to assist the student in meeting desired outcomes.

These minutes are to be signed by both the student and the faculty advisor and placed in the student’s permanent department record.

ACADEMIC HONORS Dean’s List Students whose academic performance is a 3.8 or above are placed on the Dean’s List after each semester. Eligible students must be enrolled full-time and be in good academic standing. Students in the final three semesters (primarily clinical education) will not be eligible for the Dean’s List.

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Students who attain a Department of Occupational Therapy cumulative grade point average of 3.5 or greater will be specially recognized upon graduation.

3.50 to 3.69 = cum laude 3.70 to 3.89 = magna cum laude 3.90 or higher = summa cum laude

ACADEMIC PROGRESSION AND GRADUATION Each year, progression is awarded only to those students who have maintained a cumulative grade point average of 3.0/4.0 (or above), and demonstrated minimally acceptable mastery of the knowledge, skills, and behaviors necessary to earn the degree, Doctor of Occupational Therapy. Remediation activities will be prescribed for those students who are not awarded progression.

Academic Probation Any student earning a cumulative GPA of less than 3.0/4.0 for their first time will be placed on Academic Probation. Academic Probation is for up to two semesters following the failure to maintain the 3.0 GPA. The intent of academic probation is to alert the student of impending failure to progress within the program and to allow them an opportunity to improve their grade average and avoid academic jeopardy. While on probation, students are considered not in good academic standing; therefore, students cannot hold offices in student organizations or serve on professional and/or academic committees.

Possible outcomes for a student placed on academic probation include: •

Probation will be lifted and student returned to good academic standing status after successfully achieving a cumulative GPA of >3.0 in two semesters or less.

•

Academic Suspension will result for failure to achieve a cumulative GPA of >3.0 at the completion of the second semester of academic probation.

Academic Suspension The intent of Academic Suspension is to allow the student time to remediate any inadequate knowledge and/or skills and for their attempt to return to demonstrate removal of those inadequacies. The length of Academic Suspension will be for up to one year. While on Academic Suspension, students do not attend classes and are considered not in good academic standing; therefore, students cannot hold offices in student organizations or serve on professional and/or academic committees. Students are placed on Academic Suspension for one of the following causes: 1.

2.

3.

4.

Failing to remove themselves from Academic Probation after two semesters, or Failing to achieve a minimum GPA of 3.0 by the send of semester 5 prior to Level II Fieldwork, or Returning to the conditions of Academic Probation for a second instance, or Earning a grade of “F” in any course.

Students on Academic Suspension will be offered the opportunity to return to the program at a point in the professional curriculum as determined by the collective core faculty. The point of entry will be determined to be most likely to afford the student the best opportunity for success in the program while respecting the financial burden additional coursework may incur. The student then has the ability to accept or decline the point of return offer.

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Academic Disqualification Students who demonstrate the inability to remove any inadequacies of knowledge or skill will be placed on Academic Disqualification and summarily dismissed from the program of study. Students are placed on Academic Disqualification for one of the following causes: 1) 2)

Failure of the same course twice within the Department of Occupational Therapy, Receipt of a failing grade or a cumulative GPA <3.0 after a term of suspension,

3)

A second violation in drug testing/random drug screening

4)

Significant violation of the OTD Code of Ethics, Code of Personal Conduct, or Code of Academic Conduct.

Duration of Study Students will have a maximum of six years to complete the Doctor of Occupational Therapy Program. All Level II Fieldwork and the Doctoral Capstone must be completed within 24 months of the conclusion of the didactic portion of the curriculum.

Significant quantities of absence The department reserves the right to deny academic progression to any student who, for any reason, has missed a significant portion of the scheduled learning opportunities (20% or greater) in any course or collectively in any academic semester.

Academic Petition If a student does not meet the academic standards or regulations of the Department of Occupational Therapy, he/she may petition the core faculty for an exception to the policy.

The core faculty meets on an as needed basis to review petitions. Each student is responsible for submitting his/her own petition.

Students should submit petitions in writing using the Academic Petition Form. The student is highly encouraged to meet with their faculty advisor to discuss the petition process. Students may also seek guidance about the petition process from the Program Director.

The core faculty will make a decision after reviewing the student’s academic record, and any other pertinent information presented by the student such as physician reports, counselor’s recommendations, court order, etc., and the circumstances stated in the student’s petition. Each petition will be considered on its own merits.

The student will be officially informed of the decision by the Program Director. If the decision is approved, a revised plan of study and terms of agreement for the conditions are prepared for the student. The student has two business days to agree to the terms by signing the agreement and returning to the Program Director. If a petition is denied, the student may meet with their academic advisor to discuss options regarding their educational plans. As a final option, students may appeal a denied petition to the Program Director. The Program Director’s decision is final and cannot be appealed.

ACADEMIC STANDING Students must be in good academic and professional standing to be considered for Department of Occupational Therapy honors, awards, student leadership positions, or any other special recognition acknowledgements.

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ASSESSMENT The faculty has identified the ability set for which a student must demonstrate mastery each benchmark/assessment of the program. Students who do not demonstrate mastery will be given plans for remediation of their deficiencies and may be required to submit to a reassessment of those abilities not mastered prior to progression. The inability to demonstrate mastery of the skill sets prescribed may result in delayed progression.

ATTENDANCE The educational process of a professional is very important, and should never be taken lightly. It is expected that each student in the OTD program has made a commitment to him/herself and to his/her future clients to acquire and master every bit of information and skill possible; therefore, each student is required to be prompt and to attend all scheduled appointments (lectures, instructional demonstrations, laboratory sessions, and examinations). Learning opportunities are to pre-empt any extra-curricular activities in which the student may be involved (i.e. athletics, club activities, work, etc.). The practice of prior planning to avoid conflicts with tardiness or attendance at educational and assessment experiences is paramount for a professional in training and is expected in all circumstances. An absence is defined as missing more than 15 minutes of any scheduled class meeting for any purpose. Absences are likely to contribute to a student’s inability to meet minimum academic and professional requirements of the curriculum and therefore it is expected that a student notify the department prior to missing any session.

The procedure for a student notifying the department of absence should be as follows: •

•

For absences that are foreseen and requested (e.g., a relative’s graduation or wedding), the student should complete and secure permission utilizing the Excused Leave form. See more on the use and acceptable conditions of this document described later in this section.

For absences that are unplanned and will occur within the next 8 hours (e.g., an unplanned illness, injury, accident, or mechanical breakdown), the student will phone the department and leave message or voice mail at 704-233-8972. The message or voice mail should include the reason for the unplanned absence and the student’s expected time of arrival (if known). Within 24 hours of return following the absence, the student must complete and circulate the Excused Leave form for signatures of all faculty whose course was missed that day.

The instructor, course director, or another faculty member designated by the Program Director will determine if the absence is excused or unexcused. An excused absence occurs when the absence has been previously approved and documented between the faculty member and student with previous arrangements made, or, if a sudden illness, accident, medical emergency, or death occurs within the student’s immediate family. Written documentation of the incident such as an accident report, medical statement, or other official documents may be required to substantiate the claim of excused absence for postevent approval. For excused absences, the student will be provided an opportunity to make up any missed work or assignments as determined by the instructor or course director. An Excused Leave form must be completed by the student and submitted to the program assistant at least one week prior to the planned absence. The request will be reviewed by the faculty for the courses that will be missed. The completed Excused Leave form is then placed in the student’s file for record of approval for excused absence.

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in the course syllabus and/or materials. Any make up or missed work may or may not be offered to students with unexcused absences, including examinations, and will be determined by the instructor/course director. If missed work is accepted, a grade penalty may be assessed at the discretion of the instructor.

Any absences (including holidays or unexcused/excused absences) in excess of three (3) days during clinical experiences, clinical affiliations, or clinical internships MUST be made up by the student. Only students in good academic standing may be considered for leave.

No student may request nor be granted leave during clinical experiences or clinical internships.

A student will be considered to be tardy for instruction when he/she arrives later than the planned class meeting but still less than 15 minutes after the planned meeting. An excess of two tardy arrivals per didactic semester will not be tolerated, and may result in a grade penalty or charges of violation of the Department of Occupational Therapy Code of Personal and Academic Conduct.

Absences, whether excused or unexcused, may not exceed 20% of scheduled class time.

Once 20% is exceeded, the student may receive a failing grade in the course.

Significant Quantities of Absence The department reserves the right to deny academic progression to any student who, for any reason, has missed a significant portion of the scheduled learning opportunities (20% or greater) in any course or collectively in any academic semester.

Attendance Policy Related to Examination Procedures The process of examination of learning deserves attention toward providing the least amount of distraction to all. Therefore, for all scheduled written assessments (e.g., examinations) students should arrive early and be prepared for the assessment to begin on time. Students tardy for an examination will be required to take the exam at a later time/date at the discretion of the instructor and a grade penalty may be imposed according to the instructorâ&#x20AC;&#x2122;s missed deadline policy. Unusual and unforeseen circumstances will be handled on a case-by-case basis by the Program Director (or assigned appointee) only if the student alerts the program by phone (704-233-8972) or e-mail (OTD@Wingate.edu) of their circumstance at least 10 minutes prior to the beginning of the scheduled assessment.

Make-up examinations that may vary in content and format from the original will be offered in rare circumstances that are usually related to emergencies, serious illness, or other significant life situation (i.e., death in the family).

CADAVER DISSECTION LAB The cadaver dissection lab is operated solely for educational and research purposes.

Students are warned that their behavior in the cadaver lab must be restrained and reserved.

Absolutely, under no circumstances, is a student to be in the cadaver lab alone at any time, or be in possession of any camera or visual recording device unless tending to a directive issued by an OTD core faculty member. Students may be granted access after normal working hours to avail themselves of the learning opportunities that dissection provides; however, this access is considered a privilege and will be removed and the offender disciplined accordingly if any impropriety of the cadaver dissection lab rules should occur.

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DEPARTMENT OF OCCUPATIONAL THERAPY CODE OF CONDUCT It expected that all students will subscribe to and comply with all aspects of the Occupational Therapy Code of Ethics (2015) which can be downloaded from https://ajot.aota.org/article.aspx?articleid=2442685.

Furthermore, students are expected to adhere to the Department of Occupational Therapy Code of Personal and Academic Conduct as outlined below.

Personal Conduct Personal conduct on University property, at affiliated clinical sites, or Department/University sponsored events is subject to disciplinary jurisdiction of the Department of Occupational Therapy.

The Department of Occupational Therapy may also enforce its own disciplinary policy and procedures when personal/professional conduct, regardless of where it occurs, is deemed incompatible with the overall mission, program, or other functions of the Department of Occupational Therapy. Any action which represents a violation of civil and criminal law will be addressed by the appropriate non-university agencies in accordance with their policies and regulations. Action of non-university authorities in response to any violation of statutes shall not preclude nor replace the right and responsibility of the Department of Occupational Therapy to review the student independently for that violation. If, at the time of graduation, unresolved criminal charges or proceedings are pending against a student, conferral of the degree may be withheld until such time the matter is resolved. In the event the candidate for graduation is exonerated, the degree will be conferred.

The following are examples of conduct for which disciplinary action may be taken.

These are merely examples and are not to be considered all-inclusive.. ●

Alcoholic beverages - possession or consumption of alcoholic beverages on university or university-affiliated sites or functions (except as expressly permitted).

●

Drugs - illegal use, possession, sale, or distribution of any drug, chemical compound, or controlled substance or paraphernalia. Students found guilty of violating this section will be subject to immediate expulsion from the Department of Occupational Therapy.

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Drugs – testing positive or refusing to be tested in the prescribed manner.

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Weapons and dangerous items - illegal use or possession of weapons, firearms, ammunition, fireworks, explosives, noxious materials, incendiary devices or other dangerous substances.

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Theft or damage - theft of, or damage to, property of the university or university-affiliated, other students, other members of the university community, or of campus visitors. Possession of property known to be stolen.

Defacing or unauthorized removal of material from the library is damage and theft.

●

Disorderly conduct – hostile behavior, disorderly conduct, indecent conduct, harassment, inappropriate intimidation, excessive pressure, humiliation, coercion, stalking, hazing, overtly reckless behavior, false alarms, failure to comply with lawful directions of university officials, unauthorized entry of use of university or university-affiliated property, unauthorized use of university name, logo, or symbols.

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Inappropriate social networking that is considered unprofessional for a student occupational therapist.

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Unprofessional conduct – conduct falling below the standard expectations of the faculty and fellow classmates, including noncompliance with reasonable requests of the faculty, staff, and administrators.

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Financial irresponsibility - failure to meet financial responsibilities.

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Failure to respond to notification - failure by a student or organization to respond to notification to appear before the Program Director during any stage of a disciplinary proceeding. Failure to appear will not prevent the Program Director from proceeding with disciplinary action in the absence of the candidate.

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Misuse or abuse of university equipment, programs, or data; unauthorized access to or copying/distributing of data, records, or programs; attempting to alter or modify records, data, or programs. Students are not to take classroom materials (e.g., splinting materials, crafting supplies, etc.) without express permission from a faculty member. All classroom materials (e.g., anatomical models, assessments) removed from their usual storage location must be signed out and returned as soon as they are no longer being used.

●

Failure to schedule and attend advising sessions per the advising policy guidelines.

Academic Conduct All students matriculating into the Department of Occupational Therapy implicitly and personally subscribe to the Code of Personal and Academic Conduct in accepting admission. Each student is responsible for his/her own integrity, and is likewise responsible for reporting possible violation of the Code by others. The faculty shall take all reasonable steps to prevent violations of the Code of Personal and Academic Conduct, and each faculty member likewise is responsible for reporting possible violations.

The following are examples of conduct for which disciplinary action may be taken.

These are merely examples and are not to be considered all-inclusive. ●

Dishonesty which includes, but is not limited to, gaining unauthorized access to an examination or to obtain unfair advantage, using unauthorized sources of information during an examination, assisting a fellow student in committing an act of cheating, collaborating on assignments without explicit permission of the instructor, entering an office or building to obtain unfair advantage, taking an examination for another candidate, or altering grade reports. Fabrication of information, data, or citations is also considered academic dishonesty. ● Plagiarism, which is using, stating, offering, or reporting as one’s own, an idea, expression, or product of another without the proper credit to its source. A direct quote should be cited and placed in quotation marks. However, the student should also know that if the ideas of others are used, these must be cited and referenced per American Psychological Association (APA) 6th edition guidelines or the student is guilty of an act of plagiarism. ● A student who witnesses any of the above or who is approached with an offer to gain unfair advantage is obligated by the Code of Professional and Academic Conduct to report that violation to the appropriate authority. Failure to do so may result in disciplinary action.

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zero (0), and in some circumstances will result in a course grade of zero (0) or other sanctions up to and including dismissal from the University.

COURSE GRADING Students earn a letter grade according to the score achieved as indicated by the course syllabus.

Faculty will provide assignment and exam grades/feedback to students within 10 days. Appointments to discuss individual results may be requested.

Clinical Examinations (Practicals) All clinical examinations must be passed successfully in order to proceed in the curriculum. A grade of >80% is required for a passing score. In addition, students must score 100% on the safety component of a clinical examination or will be considered to have failed the exam. Students receiving a failing grade on any clinical examination in the didactic curriculum will be offered the opportunity to remediate and re-examine up to a maximum of 2 times for any one course. The process for re-examination is as follows: • • •

•

If a student does not pass the lab practical on the 1st attempt, the student will receive immediate remediation from the instructor followed by a 2nd attempt.

If the student passes the lab practical on the 2nd attempt, the student will receive 80% of the available points allotted for the lab practical.

If the student does not pass the lab practical on the 2nd attempt, the 3rd attempt should be arranged by the student with an instructor that is designated by the OTD program director. The student must arrange and complete the 3rd attempt after a period of remediation but within one week or before final grades are due.

If the student passes the lab practical on the 3rd attempt, the student will receive 70% of the available points allotted for the lab practical.

• If the student does not pass the lab practical on the 3rd attempt, the student will receive 0% of the available points allotted for the lab practical and will receive a grade of F for the course (regardless of the points earned on other assignments/activities in the course). With a grade of F, the student will be automatically dismissed from the program and must follow the appeal process to re-enter the program the following year.

Behavior and/or Safety in Practice In the case of behavior and/or safety in practice, clinical or academic faculty may evaluate students in many activities, and any identified deficiencies must be brought to the student’s attention at the earliest appropriate opportunity.

Remediation Policy It is the policy of the program to make a best effort to ensure student success within the program. Feedback on student performance will be provided to students when graded assignments are returned. Our faculty is actively committed to supporting a retention and graduation rate of 100% of every cohort, but we also recognize that despite best efforts, not every student may be successful in the program. Therefore, the inability to successfully remove deficiencies will result in Academic Disqualification of the student from the program.

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Fieldwork and Doctoral Capstone In the case of fieldwork and doctoral capstones, the ACFW/DCC is responsible for assigning the pass/fail grade. Any student receiving a failing grade from the ACFW/DCC will have his/her performance evaluated collectively by a panel of core faculty, appointed by the Program Director. The panel will review the student’s clinical performance in all aspects as deemed necessary. This may include any or all of the following: • Review of clinical documentation, documentation of the supervising Clinical Fieldwork Educator (CFE), and student documentation • Interview of the student, CFE, and ACFW/DCC • Observation of the student in a clinical situation.

The panel will report findings and recommendation of upholding the failing grade or of overturning the failing grade to a passing grade to the Program Director. The AFWC/DCC, in conjunction with the Program Director, will determine the grade and/or remediation to be assigned. The Program Director and student’s Academic Advisor will then inform the student of the outcome.

Repeating a Course Students who earn an F in a course will be placed on academic suspension per the Academic Suspension policy outlined below. If a student is permitted to return to the program, a course may be repeated only one time the next semester it is offered.

EXAMINATION ETIQU ETTE Students are expected to be present and attend all examinations at their scheduled times. Tardiness to scheduled examinations will not be permitted under any circumstances (see Attendance Policy in this manual for additional information). Students wishing to be considered for admittance for an assessment procedure when tardy or absent will be required to obtain an approved excuse from the Program Director and gain permission from the course instructor to reschedule the exam at a later date.

Students are expected to remain in the examination classroom throughout the duration of the exam. Bathroom breaks during the exam will not be permitted. Students should make arrangements with the instructor prior to the exam for medical conditions that may require exceptions.

GRADE DISPUTES Any student who has reason to question a graded assignment, test, or final course grade must first discuss the nature of the concern with the instructor in writing within ten business days of receiving the grade. For clinical education experience grade disputes, the student may appeal to the AFWC/DCC. If a resolution to the problem is not reached at the level of the instructor, the student may appeal the grade to the Program Director. The student must submit the complaint in writing to the Program Director and copy the Instructor/AFWC/DCC. The Program Director may not consider any grade appeal without first consulting with the Instructor/AFWC/DCC. The Program Director will submit her findings/recommendations in writing to the student. The Program Director’s decision is final and cannot be appealed.

GRADING All grades will be calculated on the basis of the following scale: Wingate University Academic Catalog 2019-2020

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A 89.5% to 100% = 4.0 Grade Points per Semester Credit Hour B 79.5% to 89.4% = 3.0 Grade Points per Semester Credit Hour C 69.5% to 79.4% = 2.0 Grade Points per Semester Credit Hour F 69.4% or below = Zero Grade Points per Semester Credit Hour Courses graded on a Pass/Fail basis will not earn quality points, thus no grade points considered.

GRADUATION Students who enroll in and successfully complete the 125 credit hour course of study, have achieved a Department of Occupational Therapy grade point average of least 3.0, earned a “Pass” for all courses that are graded on a “Pass/Fail” basis, successfully completed a Doctoral Capstone Project, are in good administrative/financial standing, and have been judged by the faculty to have met all the academic and professional requirements will be eligible for graduation.

GRIEVANCE POLICY NOT CONCERNING GRADES Students who experience problems relating to the Department of Occupational Therapy that are unrelated to grades may file a grievance using the following procedures: •

• •

•

•

The student should attempt to resolve the problem at the level at which the concern occurred. The attempt to solve this complaint should be presented to involved parties in writing. The student will receive a reply which addresses the complaint in writing.

If the reply is not satisfactory, the student can submit the complaint in writing to the Program Director who will attempt to resolve the issue.

The Program Director will evaluate the complaint and notify the student of her findings in writing. The Program Director’s decision will be final and cannot be appealed.

In the event that the grievance is against the Program Director, the student can submit the complaint in writing to the Vice Provost of Health Sciences, who will evaluate and make determination.

Wingate University will make arrangements to ensure that students with disabilities are provided appropriate accommodations as needed to participate in this grievance procedure. Requests for accommodations must be made to the Office of Disability Services within the Academic Resource Center. (Allegations of disability-related harassment or discrimination, however, should be reported in accordance with, and will be investigated in accordance with, the University’s Student Disability Grievance Procedure.)

INCIDENTAL COSTS ASSOCIATED WITH OCCUPATIONAL THERAPY EDUCATION The student is responsible for any and all costs associated with coursework, including those involving clinical education experiences. Costs to each student may include transportation, room and board, purchase of personal laptop, criminal background checks, drug screens, uniforms, health insurance, and other expenses. Students may be required by some clinical affiliates to successfully pass a specific Criminal Background Check and/or Drug Screening in order to participate in clinical experiences at their facility. Students are

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expected to adhere to all safety and professional requirements imposed by the facility at which they are affiliating. Additionally, students may be offered opportunities to earn advanced certifications or attend enrichment workshops (e.g., NBCOT examination preparation workshop) that may be added personal expenses outside of tuition costs.

INFORMED CONSENT In compliance with the Family Educational Rights and Privacy Act (FERPA), Wingate University, through its Department of Occupational Therapy, requests that all entering students provide their written informed consent to the sharing of personal information with Wingate’s educational partners (e.g., clinical affiliates, occupational therapy practice sites) strictly on a need-to-know basis.

This sharing of personal information may include the following (i) social security numbers; (ii) immunization records; (iii) e-mail addresses and telephone numbers; (iv) results of health care tests; (v) criminal records known to Wingate University; (vi) credit checks. Additionally, notice is hereby given that random drug screening or additional criminal background checks may be requested of the student for placement in certain clinical sites as a matter of standard operating procedures for those sites. The student may be responsible for the cost of drug screening or additional criminal background checks.

If the background check reveals any information that is brought to the student’s attention by the Program Director, which could make the student ineligible for licensure or clinical affiliations, it is the responsibility of the student to: • •

Contact the NBCOT to determine if he or she will be eligible for national examination. After speaking with NBCOT, the student is required to: Meet with the Program Director to discuss a course of action.

Students who are not willing to allow the release of the required personal information may not be able to be placed in an affiliated occupational therapy practice site. In such cases, the student cannot meet the requirements for graduation.

The clinical sites with whom the department partners for clinical affiliation has a sincere interest in detecting and preventing drug use among its students for protection of the public. The department values the partnership it has developed with these clinical sites and works collectively to ensure the supply of quality student interns meets their individual requirements. Therefore, if ever the drug testing/random drug screening required of any particular clinical affiliation site for the purpose of internship reveals a positive result, the first violation will result in an immediate, significant sanction and possible dismissal from the Department of Occupational Therapy. A second offense will result in dismissal from the program.

LAPTOP AND TECHNOLOGY REQUIREMENT All Wingate University occupational therapy students are required to have a laptop personal computer including the Microsoft Office software package, provided at the student’s expense. Students are trained to use their laptops to access class information required for each class. Laptops may be used extensively within a course. Wingate University occupational therapy classrooms provide wireless connections to the medical library system and to the Internet, allowing students to retrieve not only class-related materials, but also other health care related materials. A printer station is made available for student printing needs (a fee may be assessed for printing services), but many students find it beneficial to have a personal printer/scanner.

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Each student is assigned a unique login and password following registration for courses within the department. These login credentials are distributed at departmental student orientation after each student has provided valid photo identification to occupational therapy staff. The login information is used for electronic mail, the Canvas learning platform access, ExamSoft testing software, grade reports, and business office accounts.

Each student is responsible for his/her own data and accounts, and must NOT share or allow another to know or to use their personal account or password. It is the student’s responsibility to protect the account information by changing the password regularly. If any student does not change their password at least annually, the system will require a change of password prior to continuing use of the system. There is no additional charge to the student associated with this process of verification of identity.

LICENSURE AS AN OCCUPATIONAL THERAPIST Graduates from the Wingate University Department of Occupational Therapy will be eligible to sit for the NBCOT examination once full accreditation has been granted (anticipated 2021). Upon earning a passing score on this exam, graduates will then be eligible to apply for licensure to practice occupational therapy in any state within the United States of America. Information regarding the NBCOT examination can be found at www.nbcot.org. Graduates are encouraged to contact the Licensure Board in the state in which they intend to apply for licensure for detailed information on requirements and process.

The North Carolina Board of Occupational Therapy may be contacted at the information below: North Carolina Board of Occupational Therapy P.O. Box 2280 Raleigh, NC 27602 Phone: 919-832-1380 E-mail: administrator@ncbot.org

PERSONAL HEALTH INSURANCE Students are required to maintain personal health insurance coverage during their enrollment in the Department of Occupational Therapy. Students are responsible for all health care costs associated with an illness or injury that results from any activity on campus or at an affiliated training site. Neither the University nor its practice experience partners bear any responsibility for healthcare costs of the student.

RULES RELATED TO DISCLOSURE AND RELEASE OF STUDENT INFORMATION Wingate University generally may not release to any third party any personally identifiable information in a student's education record without the student’s informed consent. In those instances, the release may be made to (i) officials of other educational institutions in which the student seeks to enroll, provided that the student is notified of the transfer of such information, receives a copy of the information if requested in writing, and has an opportunity to challenge the contents of the record; (ii) certain state and federal government officials stipulated by law; (iii) persons or agencies directly related to a student’s application for, or receipt of, financial assistance; (iv) accrediting organizations; (v) parents of dependent students; (vi) any source if required to do so in compliance with judicial order or subpoena, provided that the student is notified of all such orders or subpoenas; (vii) health authorities, if, in the event of any emergency, knowledge of such information is necessary to protect the health or safety of a student or other persons; or (viii) University officials (those carrying out official University business, whether paid or Wingate University Academic Catalog 2019-2020

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unpaid) who have a legitimate educational purpose in consulting the record (based on the need to access the record to perform the University business). Or, the information to be released is exclusively “directory information,” defined as (i) the student's name, address (including e-mail), telephone listing, and photograph; (ii) the student's date and place of birth; (iii) the student's major field of study; (iv) the student's participation in official activities; (v) the height and weight of members of athletic teams; (vi) dates of attendance; (vii) degrees and awards received; and (viii) the most recent previous school attended by the student. Any student may object to the designation of “directory information.”

To do so, he or she must file within 20 days after the first day of classes in each semester a signed notice informing the University that any or all of the information described above should not be considered directory information about that specific student.

The requests must be filed in the Office of the Registrar. Such requests for nondisclosure will only be honored by the University for the current enrollment period; therefore, a new request must be submitted each semester or term.

Each University official responsible for any type of educational record shall maintain a record of the persons or parties, other than those University personnel authorized (as specified above) requesting or obtaining access to a student’s educational records. The record of requested access is available only to the student, to the University official responsible for the custody of such records, and to that official's assistants.

The University may disclose to the parent or legal guardian of a student under the age of 21, without the prior written consent of the student, information regarding any violation by the student of any federal, state, or local law or any rule or policy of the University governing the use or possession of alcohol or a controlled substance if the University has determined that the student has committed a disciplinary violation with respect to such use or possession. The University may disclose, without prior written consent of the student, final results of disciplinary proceedings against the student who is an alleged perpetrator of a crime of violence (18 U.S.C. § 16) or a non-forcible sex offense if the University finds the student committed a violation of the University’s rules or policies with respect to such crime or offense. The information shall include only the name of the student, the violation committed, and any sanctions imposed by the University on the student. The University may include the name of any other student such as a victim or witness, only with the written consent of that other student.

STUDENT RESPONSIBILITIES All financial obligations associated with the student’s occupational therapy education lie with the student including transportation, textbooks, course materials, and other incidental costs. Students are expected to attend each activity of the course and actively participate in the discussions and assignments.

WITHDRAWAL Students must obtain written approval from the Department of Occupational Therapy to withdraw from occupational therapy courses.

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SCHOOL OF PHARMACY Interim Dean:

Kurt A. Wargo

Assistant Dean:

Michael W. Neville

Regional Dean:

Kurt A. Wargo

Professors:

Carolyn Ford, Olga Klibanov, Samir Kouzi, Lisa T. Meade, Amie J. Naylor, Michael W. Neville, Sarah Nisly, Jaqueline L. Olin, Lisa S. Smith, Robert Supernaw, Kurt A. Wargo Associate Professors: Robert W. Barrons, Dawn M. Battise, Cassie L. Boland Michelle Chaplin, Megan L. Coleman, Melissa M. Dinkins, Nicholas Ferencz, Carrie L. Griffiths, Wesley R. Haltom, Laura E. Happe, John Brock Harris, Heather A. Kehr, Kimberly L. Nealy, Donald S. Nuzum, Angela Pegram, Tanya Riley, Treavor Riley, April M. Robinson, Rodney C. Siwale, Shawn Riser Taylor, P. Brittany Vickery, Rashi Waghel, Jennifer A. Wilson, J. Andrew Woods, Nicholas J. Wright Assistant Professors: Lisa Brennan, Cortney M. Mospan, Geoffrey Mospan, Ryan E. Owens, Jamielynn C. Sebaaly, Susan M. Smith, Stephen B. Vickery The Wingate University School of Pharmacy opened its doors to applicants in 2002, with the charter class beginning its program of study in August 2003. The charter class graduated from Wingate University in May 2007. All Wingate University pharmacy faculty have made a commitment to excellence in the classroom; and all classes are taught by faculty possessing terminal doctoral degrees. No courses, discussions, case studies or laboratories are taught by graduate students.

The accrediting agency for schools of pharmacy is the Accreditation Council for Pharmacy Education (ACPE). The accreditation process was initiated in 2002; precandidate status was awarded in 2003, and candidate status was awarded in 2004 and reaffirmed in 2005 and again in 2006. Full accreditation was awarded in June 2007. This sequence is the normal accreditation process for all schools of pharmacy. In accordance with the new accreditation timeline, full accreditation was formally awarded for eight years from 2012-2013 through 2020-2021. Additionally, the Southern Association of Schools and Colleges (SACS) approved the University to award the doctoral degree (Doctor of Pharmacy Degree) in 2004.

Wingate University School of Pharmacy is in strict compliance with the accreditation guidelines of the Accreditation Council for Pharmacy Education. Wingate University School of Pharmacy intends to be nationally recognized as a leader in the education of pharmacists.

It seeks to reach this goal by providing a state-of-the-art, high-tech learning environment that will facilitate critical thinking and problem-solving skills, scholarly inquiry and service to the institution, the profession and the community.

The five salient qualities and expectations of the Wingate University School of Pharmacy graduate are: â&#x20AC;˘ outstanding moral character excellence in interpersonal communication skills â&#x20AC;˘ complete competence in pharmaceutical care

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• strong abilities in problem solving, and • the highest professional commitment to the patient, the community, and the employer.

This handbook contains detailed information describing the admission, progression, and graduation requirements for the Doctor of Pharmacy candidate. The candidate is responsible for knowing the policies, procedures, curricular requirements, and codes of conduct for the School and the University.

The information contained in this handbook is accurate as of the revision date on page 2. However, the University reserves the right to make changes in the program of study, financial policies, and regulations at any time deemed appropriate by the University.

Each student is responsible for his/her progress towards degree completion. Neither the student’s advisor nor the faculty of the School are responsible for insuring that the student meets degree requirements. The School and/or University may terminate enrollment of any student for professional, academic, or financial reasons.

Special Note. It is very important to recognize that there may be differences in the procedures described in the general university student handbook for non-pharmacy students in comparison to the procedures for students enrolled in the professional pharmacy program. These differences are intended and have been carefully crafted based on the nature of the doctoral level professional program. In those cases where procedures are different, the procedures specific to the professional pharmacy program take precedence over those described for the general undergraduate program.

MISSION OF THE SCHOOL The Wingate University School of Pharmacy intends to be a nationally recognized leader in the education of students and pharmacists for the practice of pharmacy in all patient care settings for all patients.

Wingate seeks to pursue its mission by providing an individualized, state-of-the-art learning environment that will facilitate the development of its students’ critical thinking and problem-solving skills for the pursuit of pharmaceutical care. Subordinate to the primacy of Wingate’s teaching mission are scholarly and service pursuits. Wingate will stimulate scholarly inquiry and will facilitate service to patients, to the community, to the health care professions, and to the institution. Consistent with the student-centered focus of the University, limited enrollment will allow for practice experiences during each year of the curriculum and the low student-to-faculty ratio necessary for the fulfillment of the School’s stated mission.

GOALS The goals of the Wingate University School of Pharmacy relate to teaching, scholarship, professional practice, and service.

The teaching goals of the Wingate University School of Pharmacy are: • • • • •

to provide students with the knowledge, skills, abilities, attitudes, and values necessary to practice pharmaceutical care to develop an understanding of and approach to critical inquiry to facilitate the transformation of students from dependent to independent learners to foster a desire and need for life-long learning to provide a model of care that improves health outcomes for patients Wingate University Academic Catalog 2019-2020

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• •

to provide an environment anchored in case analysis to provide an environment of progressively more sophisticated practice learning opportunities

The scholarship goals of the Wingate University School of Pharmacy are: • • •

to engage in scholarship with a focus on the scholarship of teaching to engage in the scholarship of learning documentation and analysis to encourage scholarly inquiry into the continuous analysis of pharmaceutical care in improving patient outcomes

The practice goals of the Wingate University School of Pharmacy are: • • •

to develop an understanding of the value of pharmaceutical care to develop an appreciation of the value of interdisciplinary care to involve students in the profession of pharmacy

The community service goals of the Wingate University School of Pharmacy are: • • •

to develop an understanding of the importance and value of volunteerism to develop an understanding of health care activism to integrate the School into the daily life of the community

ACCREDITATION The Doctor of Pharmacy program of Wingate University School of Pharmacy is fully accredited. The accrediting agency for pharmacy schools is the Accreditation Council for Pharmacy Education (ACPE). The accreditation process was initiated in 2002, and precandidate status was awarded in 2003, and candidate status was awarded in 2004 and reaffirmed in 2005 and again in 2006. Full accreditation was formally awarded upon graduation of the charter class in 2007 and was reaffirmed in 2010. This is the normal accreditation process. In accordance with the new accreditation timeline, full accreditation was formally awarded for eight years from 2012-2013 through 2020-2021. Additionally, the Southern Association of Schools and Colleges (SACS) approved the University to award the Doctor of Pharmacy Degree in 2004.

CONCERNS AND COMPLAINTS The Accreditation Council for Pharmacy Education (ACPE) requires that each school of pharmacy implement a process to allow for students to lodge written complaints regarding the school of pharmacy or the pharmacy program – complaints that relate directly to ACPE’s accreditation standards, policies, or procedures. The Wingate University School of Pharmacy’s process for formally registering these concerns and complaints is as follows: A student who has a concern or a complaint about the School of Pharmacy or the Doctor of Pharmacy Program regarding ACPE’s accreditation standards, policies, or procedures may complete the required components of the Student Concerns and Complaints Form. Those required components include (i) the student’s name, class, and email address, (ii) the date of the concern or complaint, (iii) the specific ACPE accreditation standard, policy, or procedure that is of concern. (The accreditation standards can be found at https://www.acpe-accredit.org/pdf/Standards2016FINAL.pdf), and (iv) a description of the specific complaint or concern.

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• The form will be sent to and reviewed by the Assistant Dean for Students (see the website for details).

• The form will then be referred to the Executive Committee (Dean and Assistant Deans) for analysis, assignment, and planning or action.

• Students will be notified of the concern or complaint and the resultant actions taken or to be taken by the School of Pharmacy.

• A file of these concerns and complaints will be maintained in the Office of the Assistant Dean for Students and will be made available to ACPE during site visits and upon written requests from ACPE. The implications of these complaints will be included in ACPE’s Evaluation Team Report.

These concerns and complaints will also be considered in the School of Pharmacy’s assessment, quality improvement, and self-study processes.

ADMISSIONS The Wingate University School of Pharmacy has a special opportunity and responsibility to educate pharmacists who can help meet the health care needs of the state and the nation. The Admissions Committee selects students who in its judgment best provide excellence and diversity in the student body. The school makes a sincere effort to graduate every matriculated student, and a variety of academic and social support services enhance the overall experience of pharmacy education. Prospective students may make application to the Wingate University School of Pharmacy directly through the National Pharmacy Application Clearinghouse (PharmCAS). The application is available on-line (www.PharmCAS.org). Admissions decisions are based upon the calculated required prepharmacy course work grade point average, PCAT scores, letters of recommendation, and the student interview score. For questions related to admissions, prospective students may direct inquiries to Pharmacy Admissions Hendersonville: 828-697-0105, hendersonville@wingate.edu or Wingate: 704-233-8331 or via e-mail at Pharmacy@Wingate.edu.

Because of the nature of the pharmacy profession and its role in the rendering of pharmaceutical care and medication therapy management, the Wingate University School of Pharmacy has incorporated several non-cognitive skill building elements into the pharmacy curriculum. Therefore, in addition to the demonstration of a high level of cognitive skill, the demands of the curriculum dictate that all School of Pharmacy matriculants must demonstrate a prescribed level of psychomotor skill including visual, auditory, motor, and tactile abilities. Professional Technical Standards as determined by the School of Pharmacy must be met with or without appropriate accommodations.

Wingate University is committed to ensuring that no otherwise qualified individual with a disability is excluded from participation in, denied the benefits of, or subjected to discrimination in university programs or activities due to his or her disability. The University is fully committed to complying with all requirements of the Americans with Disabilities Act of 1990 (ADA) and its amendments and the Rehabilitation Act of 1973 (Section 504) and to providing equal educational opportunities to otherwise qualified students with disabilities. Disability support services are available to otherwise qualified applicants with disabilities to ensure equal access to the University’s programs and services.

Services may include making academic and/or non-academic accommodations for students. The University's Office of Disability Services is the only designated department authorized to coordinate disability-related services. Applicants should contact the Office of Disability Services when seeking academic and/or non-academic accommodations.

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Wingate University requires that a minimum of 62 semester credit hours (94 quarter credit hours) of college coursework be completed prior to matriculation into the School of Pharmacy. Applicants must successfully complete the following required courses.

PRE-PHARMACY ACADEMIC REQU IREME Requirement

Number of Semesters

Number of Credits

General Chemistry (with lab, for science majors)

2 semesters

8 credits

Organic Chemistry (with lab, for science majors)

2 semesters

8 credits

Biology (with lab, for science majors)

1 semester

4 credits

Human Anatomy and Physiology (One course covering the whole body or two course progression)

1 semester

3 - 8 credits

General Microbiology (with lab)

1 semester

4 credits

Physics

1 semester

4 credits

Calculus

1 semester

3-4 credits

Statistics

1 semester

3 credits

English Composition/Literature

2 semesters

6 credits

Humanities/Social Sciences*

12 credits

Other

6 credits

TOTAL MINIMUM CREDITS (SEMESTER CREDIT HOURS):

62 credits

ACADEMIC PROGRAM The academic program of the Wingate University School of Pharmacy is studentcentered. The overarching goal of the curriculum is the assurance of the mastery of the knowledge, skills, abilities, and attitudes prescribed by the profession and by society for the pharmacist of tomorrow. This unique curricular approach has been carefully crafted for continuous quality improvement of its structure and content. Its endpoint can be seen in the health care servant of tomorrow whose commitment to competence does not end upon graduation and whose dedication to the service of mankind is evident in all considerations and actions undertaken.

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2019 - 2020 ACADEMIC CALENDAR Fall 2019

New pharmacy student Orientation Week

August 7-9

Entering student White Coat Ceremony First day of classes

August 9

August 12

State of the University(staff & faculty)

August 13

Third-year student rotation Block 1

August 12to September 13

Fourth-year student rotation Block 4 Labor Day Break

August 19 to September 20

September 2

Third-year student rotation Block 2 Fourth-year student rotation Block 5 Third-year student rotation Block 3 Fourth-year student rotation Block 6 Thanksgiving Week Break

September 16 to October 18 September 23 to October 25 October 21 to November 22 October 28 to December 6

November 25 to November 29

Last day of classes Final Exams

November 22 December 3 to December 10

End of Semester Break

December 11 to January 5 Spring 2020

First day of classes

January 6

Spring Welcome Back (staff & faculty)

January 7

Third-year student rotation Block 4

January 6 to February 7

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Fourth-year student rotation Block 7 MLK Holiday Break

January 6 to February 7

January 20

Third-year student rotation Block 5

February 10 to March 13

Fourth-year student rotation Block 8 Spring Break

February 10 to March 13

March 16 to March 20

Third-year student rotation Block 6

March 23 to April 24

Fourth-year student rotation Block 9

March 23 to April 24

One Day One Dog (staff & faculty)

April 2

Good Friday Break

April 10

Easter Monday Break

April 13

Last day of classes Final Exams Commencement

April 24 April 28 to May 5 May 8

Year End Reflection (staff & faculty)

May 12 Summer 2020

Fourth-year student rotation Block 1 Memorial Day Break

May 25

Fourth-year student rotation Block 2 Fourth of July Break

May 4 to June 5

June 8 to July 10

July 3

Fourth-year student rotation Block 3

July 13 to August 14

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DOCTOR OF PHARMACY CURRICULUM – CLASS OF 2023 FALL (Semester 1) COURSE # TITLE PHA701 Success in Pharmacy PHA707 Pharmacology and Medicinal Chemistry, Part I PHA710 Professional Responsibility and Leadership PHA712 Top 200 Drugs, Part 1 PHA713 Biological Sciences Integrated, Part 1 PHA716 Biomedical Informatics OR PHA717 Introductory Pharmacy Practice Experience-1 PHA718 PHA721 PHA724 PHA726

Critical Thinking and Problem Solving Pharmacy Calculations Professional Communications Dispensing, Dosage Forms, and Compounding TOTAL

Spring (Semester 2) PHA714 Principles of Pharmaceutical Care PHA715 Pharmacy and the US Health care System PHA716 Biomedical Informatics OR PHA717 Introductory Pharmacy Practice Experience-1 PHA722 Top 200 Drugs, Part 2 PHA723 Biological Sciences Integrated, Part 2 PHA727 Pharmacology and Medicinal Chemistry, Part II PHA728 Patient and Interprofessional Communications PHA736 Parenterals TOTAL

HOURS 1 2 1 1 4 2 1 2 1 2 17 2 2 2 1 4 3 1 2 17

SECOND PROFESSIONAL YEAR▪ FALL (Semester 3) COURSE # TITLE PHA730 Clinical Lab Diagnosis and Monitoring PHA733 OTC Pharmacotherapy and Medical Supplies PHA734 Biopharmaceutics and Introductory Pharmacokinetics PHA735 Pharmacy Law and Ethics PHA737 Introductory Pharmacy Practice Experience-2 OR PHA738 Community Health care Outreach PHA739 PHA743 PHA744

Pharmacotherapy Case Studies-1 Cardiovascular System Pharmacotherapy Musculoskeletal and Immune Systems Pharmacotherapy TOTAL SPRING (Semester 4) PHA731 Endocrine System Pharmacotherapy PHA732 Pharmacotherapy for Infectious Diseases PHA737 Introductory Pharmacy Practice Experience-2 OR PHA738 Community Health care Outreach PHA740 Patient Assessment PHA742 Renal System Pharmacotherapy PHA745 Integumentary System Pharmacotherapy PHA746 Nutritional Pharmacotherapy PHA747 Clinical Pharmacokinetics PHA748 Pharmacotherapy Case Studies-2 PHA749 Psychosocial and Behavioral Aspects of Health care PHA750 Biometrics and Literature Evaluation TOTAL

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▪THIRD PROFESSIONAL YEAR▪ FALL (Semester 5) COURSE # TITLE PHA751 GI and Hepatic Systems Pharmacotherapy PHA753 Hematologic and Oncologic Pharmacotherapy PHA754 Pharmacy Management PHA755 Pediatric Pharmacotherapy PHA756 Geriatric Pharmacotherapy PHA757 Basic Clinical Skills-Ambulatory Patient Care OR PHA769 Basic Clinical Skills – Inpatient Care PHA758 Pharmacotherapy Case Studies-3 PHA759 Biomedical and Business Ethics PHA768 Complementary and Alternative Medicine One Elective Course TOTAL SPRING (Semester 6) PHA761 Nervous System Pharmacotherapy PHA762 Pain Pharmacotherapy PHA763 Psychiatric Pharmacotherapy PHA764 Respiratory and EENT Pharmacotherapy PHA765 Women’s and Men’s Health Pharmacotherapy PHA766 Pharmacoeconomics and Health Outcomes PHA767 Current Issues in Public Health PHA757 Basic Clinical Skills-Ambulatory Patient Care OR PHA769 Basic Clinical Skills – Inpatient Care PHA770 Clerkship Orientation PHA771 Pharmacotherapy Case Studies-4 PHA772 Doctoral Candidate Seminar One Elective Course TOTAL

HOURS 2 2 2 1 1 3 1 2 2 1 17 1 1 2 2 2 1 1 3 1 1 2 1 18

ELECTIVE COURSES (Semester 5 or 6) PHA774 PHA775 PHA776 PHA777 PHA778 PHA779 PHA780 PHA791 PHA792 PHA793 PHA794 PHA795 PHA797 PHA799

Medication Therapy Management Therapeutic Lifestyle Changes Advanced Clinical Skills – I Journal Club Advanced Clinical Skills – II Medical Spanish I Drug-Induced Diseases Point of Care Testing Integrative Medicine Advanced Care of the Diabetes Patient Medical Spanish II Critical Care Transformation Research in Pharmacy

1 1 1 1 1 1 1 1 1 1 1 1 1 1

▪FOURTH PROFESSIONAL YEAR▪ SUMMER, FALL and SPRING (SEMESTERS 7, 8, and 9) COURSE # TITLE PHA781 Advanced Adult Internal Medicine Rotation PHA782 Advanced Ambulatory Care Rotation PHA783 Advanced Community Practice Rotation I PHA784 Advanced Community Practice Rotation II PHA785 Advanced Institutional Practice Rotation PHA786 Advanced Long Term Care Rotation PHA787 Elective Rotation I PHA788 Elective Rotation II PHA789 Elective Rotation III TOTAL

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CURRICULAR COMPONENTS Technology. All Wingate University pharmacy students are required to have laptop personal computers. Students are trained to use their laptops to access class notes prior to and during each class. Laptops are used extensively in each class. Wingate University pharmacy classrooms provide wireless connections to the medical library system and to the Internet, allowing students to retrieve not only class-related materials, but also drug and disease management materials. Additionally, students electronically network with pharmacist mentors and with real patients assigned to them. A rapid-impression electronic system allows students to register their opinions and answers to questions posed to form a viewable class composite.

Professional Orientation Sequence. The Professional Orientation Sequence entails many topics that will help the Wingate University pharmacy student better understand his/her role in the profession of pharmacy. A Top 200 drug exploration, during the first two semesters of the curriculum, helps the student learn the names and functions of the most commonly prescribed medications. This is followed by the development of pharmaceutical calculations skills.

In their second year of the professional program, Wingate University pharmacy students are trained to assume roles as leaders in the professional organizations that advocate the advancement of the profession of pharmacy, and they are trained to become leaders in their communities. Additionally, instruction and practice in cardiopulmonary resuscitation and basic life support complement the second year.

Patient Assessment Sequence. An integrated course sequence in biochemistry, molecular biology, human anatomy and physiology, and pathophysiology culminates with additional integration into a patient physical assessment course.

Beginning in the second year, this sequence entails course work in diagnostic clinical laboratory medicine and patient assessment. The patient assessment component develops the student’s physical examination and monitoring skills as well as patient inventory skills.

Problem Management Sequence. The problem management sequence is inaugurated with an overview of the principles of drug actions – specifically, the mechanisms of action of drugs. Following this overview of pharmacology and medicinal chemistry, the sequence entails discussions of pharmacotherapy for each of the most common medical (physical and psychological) conditions confronting health care providers. This sequence in pharmacotherapy essentially follows an organ systems approach. The problem management sequence provides the core therapeutic knowledge necessary for the contemporary practice of pharmacy in the ambulatory and acute care arenas. The elements of pharmacotherapy in this sequence are the mechanisms of drug action, dosing, monitoring drug and nondrug therapy, pharmacoeconomic issues, patient-related issues, and therapeutic outcomes assessment. The sequence includes instruction in cardiovascular pharmacotherapy, infectious disease, over-the-counter drugs, and durable medical equipment in Semester-3. The pharmacotherapy associated with endocrine, renal, and musculoskeletal systems as well as dermatology and nutrition are covered in Semester-4. In Semester-5, topics addressed include the gastrointestinal and hepatic systems along with course work in hematology, oncology, and the special populations of pediatrics and geriatrics. In Semester-6, neurology, pain management, psychiatry, sensory organs, the respiratory system, women’s and men’s health and reproductive system pharmacotherapy principles are developed.

Pharmaceutical Care Sequence. The pharmaceutical care sequence entails course work that is necessary to build the skills necessary to provide pharmaceutical care to a variety of patient prototypes. The sequence begins with a course on how to develop a patient database and how to construct a patient care plan. This is followed by the development of professional patient-centered communication and counseling skills. In the second year, the student will learn the essentials of dosing secondary to the knowledge of patient-specific absorption, distribution, metabolism, and excretion of drugs. In the third professional year,

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this sequence entails financial and personnel management and complementary and alternative medicines.

Pharmacy Practice Sequence. The pharmacy practice sequence is an eclectic mixture of courses grounded in the various functions of the contemporary practice of pharmacy. The ability to retrieve and analyze medical information is emphasized within this sequence.

These skills are utilized throughout the curriculum. The role of pharmacy and interprofessional relationships in the US health care system is also covered.

Additionally, the sequence related to the practice of pharmacy helps the student to develop his/her drug order processing and compounding skills for special dosage forms, including parenteral products. In the second year, this sequence provides the legal and ethical backdrop to the profession. Additionally, in the third year, students learn the processes and techniques of immunization administration and become certified to administer immunizations.

Problem-Based Learning Case Sequence. During four semesters of the didactic curriculum, students will break into teams of approximately seven to dissect cases related to patient problems that are representative of commonly encountered problems in pharmacy practice. Students are trained to think critically and to use group study to maximize learning. Most cases considered will build upon the principles explored contemporaneously within the other course sequences.

Professionalization Sequence. The professionalization sequence will mold the pharmacy student into a professional pharmacist. Initially, the student will electronically network with a pharmacist-mentor, one-on-one. In the second semester, a real patient will be added to the electronic discussions. In this manner, the student will learn the human side of medicine. Within the professionalization sequence, the student’s team (6-7 students in all) will develop a health care related community outreach project. Additionally in the second year, the student will learn how to evaluate medical studies formally presented as well as those chronicled in the medical literature. Also in the second year of the curriculum, discussions of psychosocial aspects of illness and health including gender and cultural implications are developed. In the fifth semester, the student will consider patient-centered issues of ethical decision making related to business, professional, and biomedical dilemmas and challenges. In the sixth semester, the student will develop formal presentation skills in the practice issues seminar course.

Population Pharmacotherapy Sequence. Within the problem management sequence, a special set of courses related to special populations entails course work in pediatrics, geriatrics, pain management, women’s health, and men’s health.

Practice Experience Sequence. There are practice experiences throughout the curriculum, at each level of the curriculum. Additionally, the student will participate in the Introductory Pharmacy Practice Experience in a community pharmacy setting. In the second year, the student will begin basic practice skills in a hospital or outpatient pharmacy setting. In the third year, the student will learn basic clinical skills in ambulatory care, primary care, and institutional settings. The entire fourth year is devoted to 45 weeks of full-time rotations in advanced community practice, advanced institutional practice, ambulatory care practice, long-term care practice, and acute care practice settings. There are also ample opportunities for three special elective rotations to complement the clinical experience learning program.

WUSOP IPE Vision, Mission and Goal Statements (adopted April 2019) The Interprofessional Education Committee (IPE) deliberated and developed statements for the School of Pharmacy’s IPE Vision, Mission and Goals over this past semester. The statements shown below have been approved by the Committee and we want to share them with the faculty. These will be placed in the student handbook and possibly on the web site. Any comments are welcome.

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Vision The interprofessional education program at Wingate University School of Pharmacy strives to create an exemplary model for preparing student pharmacists for interprofessional, team-based patient centered care.

Mission The interprofessional education program at Wingate University School of Pharmacy prepares student pharmacists to be practice ready, interprofessional team members focused on delivering care and advocating for their patients in the effort to improve patient outcomes.

Goal statements: • • • • • • •

IPE program participants will learn about, from and with health professions’ students.

Interprofessional education will be intentionally planned and integrated within the didactic and experiential education portions of the curriculum.

Assessment of interprofessional education activities will be intentional and aligned with program goals.

Meaningful co-curricular and extra-curricular interprofessional education activities will be planned that complement didactic and experiential learning.

The WUSOP IPE Committee will maintain and establish new interprofessional education opportunities with the Wingate University health profession’s programs, as well as with academic health centers external to Wingate University.

WF has intentionally planned activities as does Atrium, Main Hendersonville-based IPE event – simulation with P4 pharmacy students

CURRICULAR CHANGE The Wingate University School of Pharmacy Program is subject to ongoing evaluation as dictated by the Accreditation Council for Pharmacy Education (ACPE). The Self-Study Committee, a standing faculty/student committee, will follow the Guidelines for Self-Study of ACPE. It should be noted that ACPE guidelines call for ongoing assessment rather than point-in-time assessment of program elements. The Self-Study Committee reports to the Dean who is responsible for taking action on the findings and recommendations of the Committee. Proposals for curricular modification emanating from these self-study processes are carefully deliberated upon by the entire faculty. While the curriculum and program of study detailed within this catalog were accurate at the time of publication, the School reserves the right to make modifications without advance notice.

PROGRAM SITES The program will be delivered on and off the campuses of Wingate and Hendersonville campuses. Didactic courses will be delivered live and via distant technology while practice experiences will entail learning exercises within affiliated sites including community pharmacies, long-term care facilities, hospitals, and clinics. The School will attempt to place students in locations that are mutually agreed upon but reserves the right to place students in locations that may be distant from campus when necessary. Transportation for all offcampus practice experiences is the responsibility of the student, as are living arrangements and living expenses during fourth year Advanced Academic Pharmacy Practice Experiences (APPEs).

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ACADEMIC POLICIES ACADEMIC HONORS The Dean’s List Students whose academic performance is within the top ten percent of the class are placed on the Dean’s List after each semester. Eligible students must be enrolled full-time and in good academic standing. Fourth-year professional students are not eligible for the Dean’s List.

Graduation with distinction Students who attain a School of Pharmacy cumulative grade point average of 3.5 or greater will be specially recognized upon graduation.

3.90 or higher = summa cum laude 3.70 to 3.89 = magna cum laude 3.50 to 3.69 = cum laude

ACADEMIC PROGRESSION AND GRADUATION Academic Progression and Graduation Each year, full progression is awarded to students who have successfully achieved a grade of C or higher in all coursework within the School of Pharmacy. Remediation activities may be available for selected courses.

Grading All grades will be calculated on the basis of the following scale: A 89.5% to 100% = 4.0 Grade Points per Semester Credit Hour B 79.5% to < 89.5% = 3.0 Grade Points per Semester Credit Hour C 69.5% to < 79.5% = 2.0 Grade Points per Semester Credit Hour F < 69.5% or below = Zero Grade Points per Semester Credit Hour

Academic Warning (student may continue taking courses) • Receipt of 1st failure • Students are not considered to be in good academic standing and may not hold offices or committee chairs in student organizations nor may they travel to national or regional meetings that conflict with scheduled classes • Students will be considered in good academic standing once the failed course is successfully passed

Academic Probation (student may continue taking courses as outlined

by ASC) • Receipt of failure in a 2nd (different) course • Students are not considered to be in good academic standing and may not hold offices or committee chairs in student organizations nor may they travel to national or regional meetings that conflict with scheduled classes • The Academic Standards Committee (ASC) will develop an academic contract for the student whose terms must be satisfied within the timeline imposed per the contract for continued progression. Those unable to meet the terms of the contract are subject to dismissal from the program.

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• Advisor reassignment may occur.

• Students will be considered in good academic standing once the courses are satisfactorily completed and the terms of the contract are met.

Academic Disqualification (student is dismissed from the program) • • • •

Receipt of 3 or more failures Receipt of 2nd failure of the same course Permanent inability to meet the Professional Technical Standards Note: Disqualified students may petition the ASC to reapply to the School of Pharmacy as an entering P1 student.

Duration of Study Students have a maximum of six years to complete the Doctor of Pharmacy Program.

Academic Petitions If a student does not meet the academic standards or regulations of the School of Pharmacy, s/he may petition the Academic Standards Committee (ASC) for an exception to the policy within 3 business days of the receiving the grade. The ASC meets on an as needed basis to review petitions. Each student is responsible for submitting his/her own petition.

Students must submit petitions to the ASC in writing using the Academic Petition Form. The student must meet with his/her faculty advisor to discuss the petition process. If the student is unable to consult with his/her advisor in advance s/he may also seek guidance about the petition process from the Assistant Dean for Students.

Students have the option to appear before the ASC to present the petition and answer questions. If a student does not wish to appear before the committee, the petition will be considered without the student present.

The student will be officially informed of the decision by the Assistant Dean for Students. If the decision is approved, a revised plan of study and terms of agreement for the conditions are prepared for the student. The student has two business days to agree to the terms by signing the agreement and returning to the Assistant Dean for Students. If a petition is denied, the students may meet with the Assistant Dean for Students to discuss options regarding their educational plans. As a final option, students may appeal a denied petition to the Dean after meeting with the Assistant Dean for Students.

ADVISING Advising is one of the cornerstones of the Wingate University School of Pharmacy. This feature of the student experience is coordinated through the Office of Student Services.

Upon matriculation, each student is assigned a faculty advisor. To assist students with issues related to the curriculum, other educational opportunities, academic progression, career decision-making, and personal concerns, students are requested to meet with their faculty advisor and/or one of the Assistant or Regional deans, depending on the nature of the issue. Furthermore, students should meet with their faculty advisors no less than once per semester.

ASSESSMENT The faculty and practitioners have identified the ability set for which a student must demonstrate mastery each year of the program. Students who do not demonstrate mastery will be given plans for remediation of their deficiencies and may be required to submit to a reassessment of those abilities not mastered prior to full progression.

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The inability to demonstrate mastery of the skill sets prescribed may result in delayed progression. The annual assessment exam scores are not equivalent to course grades. They measure different competencies and therefore, are not interchangeable. Course grades are used to determine progression through the curriculum and Doctor of Pharmacy Degree completion.

ATTENDANCE Attendance is expected and is critical for successful acquisition of knowledge and skills required of the candidates for the Doctor of Pharmacy degree. Students who miss class place themselves at an academic disadvantage.

The Assistant Dean for Students (Wingate) or Regional Dean (Hendersonville) may grant excused absences for medical emergencies, car malfunction or accidents, debilitating illness or death in the immediate family; all other absences are generally unexcused. All absences that occur on an examination, quiz, or special project day require appropriate documentation. Absences associated with weddings, personal travel, traffic court summons, or other non-emergency events do not meet the criteria for excused absences. It would be highly unusual for any student to request an excused absence more than once per semester. Those with circumstances that extend beyond one day should immediately alert the Assistant Dean for Students or Regional Dean.

Students must take all tests, including quizzes, midterms, and final exams, and participate in all lab exercises at their assigned campuses as scheduled in course syllabi.

Faculty at Wingate University School of Pharmacy encourage students to participate in local, regional and national professional organizations. Those who plan to attend professional meetings in order to fulfill official duties or make presentations when exams are scheduled should submit an Anticipated Absence Request form to the Assistant Dean for Students (Wingate) or Regional Dean (Hendersonville) 6 weeks before the anticipated absence. International students may also submit the Anticipated Absence Request form in advance of court appearances. Respective Deans will communicate with the faculty teaching the affected classes.

Punctuality is essential. Excessive tardiness is unacceptable and may result in an unexcused absence. Instructors will have the discretion to determine if students can makeup missed quizzes or assignments due to tardiness. Students who arrive late to examinations will not be permitted admission to the room if one student has completed the examination and has left the room.

CAMPUS TRANSFERS Students seeking to transfer from one pharmacy campus to another must request permission and approval from the Assistant Dean for Students. To be considered for a transfer, students must have a compelling reason or extenuating circumstances. All transfer requests should be submitted in writing directly to the Assistant Dean for Students.

DISABILITY ACCOMMODATIONS Any student who, because of disability, may require special arrangements in order to meet course requirements must first obtain approval for accommodations through the Universityâ&#x20AC;&#x2122;s Office of Disability Services. Once accommodations are approved, the student must meet with the Assistant Dean for Students and then with the course leader prior to or during the first week of class each semester to determine how the accommodations will be provided. It is the studentâ&#x20AC;&#x2122;s responsibility to present accommodation requests Wingate University Academic Catalog 2019-2020

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to each course coordinator within the first week of class of each new semester.

Accommodations are for present and future activities and are not retroactive.

Disabilities that are not approved by the University’s Office of Disability Services will not receive special accommodations.

EXAMINATIONS Students are expected to complete examinations as scheduled. Students must obtain and submit a Request for Excused Absence from the Assistant or Regional Dean and gain permission from the course instructor to reschedule the exam for a later date. Those who are tardy may be asked to leave the class room and not allowed to take the examination.

Students who arrive to examinations late will not be allowed to take the examination if one student has already left the examination room.

Students are expected to remain in the examination classroom throughout the duration of the exam. Bathroom breaks during the exam are not be permitted. Students should make arrangements with the instructor prior to the exam for medical conditions that may require exceptions.

GRADE DISPUTES Didactic Any student who has reason to question a graded assignment, test, or final course grade must first submit the concern to the instructor in writing within ten business days of receiving the grade. Upon receipt of this written notification, the instructor will provide a written response to the student within 10 business days. If the appeal to the instructor is not satisfactory, the student may appeal to the faculty team leader of the course in question by forwarding the original written complaint along with any additional information in writing.

If not resolved at the faculty course leader level, the student may appeal the grade to the Assistant Dean for Students. The student must submit the complaint in writing to the Assistant Dean for Students and copy the Instructor and/or Team Leader of the course.

The Assistant Dean may not consider any grade appeal without consulting with the faculty team leader and/or instructor for the course in question. The Assistant Dean for Student Services may not change a grade but will advise the Dean regarding the situation.

The Dean’s decision on a grade dispute is final.

Experiential/Practice Experience Any student who has reason to question a graded assignment or final rotation grade must first discuss the nature of the concern with the preceptor within ten business days of the end of rotation. If a resolution to the problem is not reached at the level of the preceptor, the student may appeal the grade.

The student may appeal to the appropriate program director – either the Director of the Introductory Pharmacy Practice Experience or the Director of the Advanced Pharmacy Practice Experience. The student must submit the complaint in writing to the Assistant Dean for Students and copy the rotation preceptor.

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If not resolved at that level, the student may appeal the grade to the Assistant Dean for Students. The student must submit the complaint in writing to the Assistant Dean for Students and copy the appropriate Practice Experience Program Director.

The Assistant Dean may not consider any grade dispute without consulting with the appropriate Practice Experience Program Director. The Assistant Dean for Student Services may not change a grade but will advise the Dean regarding the situation. The Deanâ&#x20AC;&#x2122;s decision on a grade dispute is final.

GRADUATION Students who enroll in and pass each required and elective course within the curriculum, have amassed the prescribed hours of practice experience, have achieved a School of Pharmacy grade point average of least 2.0, and have been judged by the faculty to have met all the academic and professional requirements will be eligible for graduation.

PERSONAL HEALTH INSURANCE Students are required to maintain personal health insurance coverage during their enrollment in the School of Pharmacy. Students are responsible for all health care costs associated with an illness or injury that results from any activity on campus or at an affiliated training site. Neither the University nor its practice experience partners bear any responsibility for health care costs of the student.

PROFESSIONALISM The School of Pharmacy at Wingate University is committed to the development of the pharmacy professional. In all professional pharmacy endeavors students are expected to think, act, and behave professionally and throughout the pharmacy curriculum where applicable, students are graded based on their professional contributions. Students are expected to display appropriate respect for the rights and privileges of their peers and other members of University community and their guests. Classroom and laboratory atmospheres must be free from any sort of disruption. Consequently, all courses require the illustration of professional characteristics during and outside of formal class time. Professional characteristics are reflected in the studentâ&#x20AC;&#x2122;s adherence to course policies, School of Pharmacy Handbook guidelines, and the University Code of Conduct.

Instructors reserve the right to take the following action for students who do not adhere to professional expectations: reduction in student points gained for the day, dismissal from the class, or receiving an unexcused absence.

Professional Conduct Review Board The Professional Conduct Review Board is comprised of members of the faculty appointed by the Dean, and members of the student body elected by peers and approved by the Dean. Issues appropriate for Board deliberation may include, but are not limited to the following: academic misconduct, unexcused absences, drug diversion, failed drug screens, drug or alcohol intoxication, failure to report for a drug screen, unauthorized access, distribution of restricted materials, falsifying records, possible Title IX rule compromises, conflict, attire and professional bearing compromises, inappropriate language, harassment, bullying, failure to comply with reasonable instructions, tardiness, communications not up to professional standards, personal and/or cultural insensitivity, HIPAA violations, or other conduct unbecoming a professional. Academic misconduct is a reflection on professionalism and therefore falls under the purview of this Board.

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Students who suspect possible violations of the Code of Professional and Academic Conduct should report this to the Board Chair within 7 working days (excluding holidays and school closures) of the suspected violation. After consultation, a determination will be made within 5 days if a formal written request will be submitted to the Board Chair.

Administrators or faculty members who suspect possible violations of the Code of Professional and Academic Conduct should report this to the Dean and Board Chair within 7 working days (excluding holidays and school closures) of the suspected violation. While consultation with the Dean is required for administrators and faculty members, issue referral does not require formal approval of the Dean. After consultation, the faculty member must submit a formal written request to the Chair. A written response from the Chair will be provided within 5 working days.

Board meetings will be called by the Chair within 10 working days of the request. The Board will convene to review the issue and the involved parties will be invited to speak, as deemed necessary. All Board meetings will be closed sessions as student confidentiality is a priority. Outside participants are not allowed unless previously approved by the Chair for the explicit purpose of providing necessary information. Legal counsel will not be permitted as these are not legal proceedings. Failure to appear will not stop proceedings. Board deliberations and voting will be private. Disciplinary action will be determined by a simple majority vote. The Chair will not vote except in the event of a tie. Within 48 hours, the Board will provide a response which, if necessary, may request additional information.

When a final decision is reached, disciplinary action will then be recommended by the Chair to the Dean for formal, written sanction imposition. After notification, formal appeals must be filed by the sanctioned student within 5 working days to the Vice Provost for Health Sciences. The decision of the Vice Provost is final and is not appealable beyond the Office of the Vice Provost.

Sanctions shall be determined by the Professional Conduct Review Board and recommended to the Dean for approval. Recommendations shall be based on the severity of the infraction and may include more than one sanction. All final sanctions will be reported to the Office of Student Services and kept in the student’s file. Possible recommended sanctions include, but are not limited to:

•

•

• •

Letter of Reprimand o Letter of notice that the student has had a breach in their professionalism contract, which will be sent to the student’s advisor and the Assistant Dean for Students/Regional Dean to be kept in the student’s file Probation o Period of specified time after initial infraction when further violations may result in more severe sanctions such as suspension or dismissal Grade adjustment with or without re-assignment o Receiving an “F” on the course assignment o Receiving an “F” on the overall course Loss or denial of privileges o Holding an office in student organization o Representation of the school for certain extracurricular activities o Support for regional and/or national conferences/meetings o Ability to receive scholarships or awards/honors of distinction, such as Dean’s List Wingate University Academic Catalog 2019-2020

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• • • • •

•

Restitution o Compensation in the form of service, monetary, or material replacement for loss, damage, and/or injury Service o Service to the community, profession, School of Pharmacy, and/or Wingate University Suspension o Temporary separation from the school with conditional readmission Dismissal o Permanent separation from the school Counseling o Counseling services may be provided by the school, however, student may be responsible for payment of services for any external recommended counseling Other discretionary sanctions based upon committee discussion and consultation with the Dean

REMEDIATION A student who does not pass a didactic course (excluding skill demonstration courses) for academic reasons may remediate that course, by re-enrollment in the course, if approved by the Assistant Dean for Students and the faculty member. No more than one course may be remediated each year. Online, i.e. Canvas, course materials will be made available to the remediating student. Additional instruction is not required of the faculty member, but is at the discretion of the faculty member. The methodology for retesting will be established by the faculty member.

Remediated courses are usually offered at the beginning of the summer each year.

Remediation only occurs during regular semesters, i.e. courses may not remediated during winter holidays.

Students who wish to apply to remediate a course should submit the Remediation Request form within five business days after final grades are posted. The form is available at the end of the handbook.

REPEAT COURSES Students who repeat or re-take a course previously passed, the last grade earned becomes the current grade in the course even if it is lower than the first grade. The last grade will be used to determine academic progression, grade point averages, honors, and other related graduation requirements.

STUDENT RESPONSIBILITIES All financial obligations associated with the student’s pharmacy education lie with the student including transportation, textbooks, course materials, and other incidental costs.

Students are expected to attend each activity of the course and actively participate in the discussions and assignments.

TEMPORARY LEAVE OF ABSEN CE (TLA) (STUDENT IS NOT ENROLLED IN COURSES) The Assistant Dean for Students may recommend a leave of absence for any student who is temporarily unable to meet the Professional Technical Standards. Students may also

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request a TLA in the event that the studentâ&#x20AC;&#x2122;s health (e.g. physical, mental, emotional) is in jeopardy. The required terms will be outlined in a written contract for the student to resume participation in the program.

WITHDRAWAL Students are not permitted to withdraw selectively from courses during the semester.

Students may request a withdrawal from all courses from the Assistant Dean for Students.

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DEPARTMENT OF PHYSICAL THERAPY Program Director:

Karen Friel

Professor:

Diane Wrisley, G. Stephen Morris (Visiting Professor)

Associate Professor:

George Schuppin, Mary Swiggum

Assistant Professor:

Lisa Grant, Erin Jacobson, Brett MacLennan, B. James Massey, Deborah C. Prouty, Tyler Shultz, Karen Woodrow

Wingate University is operated on a nondiscriminatory basis. Wingate University complies with federal law, including the provisions of Title VI of the Civil Rights Act of 1964, Title IX of Education Amendments of 1972, Sections 503 and 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act. Wingate University does not discriminate on the basis of race, sex, religion, color, national or ethnic origin, age, disability or military service in its administration of education policies, programs, activities or services; admissions and housing policies; scholarship and loan programs; or employment; except where exemption is appropriate and allowed by law. Inquiries or complaints should be directed to the Office of Business Affairs.

Wingate University further complies with the provisions of the Family Educational Rights and Privacy Act of 1974. This act, as it applies to institutions of higher learning, ensures that students have access to certain records that pertain to them and that unauthorized persons do not have access to such records. A copy of the Act and the Universityâ&#x20AC;&#x2122;s policy regarding Student Educational Records and Information is available upon request at the Office of the Dean of Students and at the Office of the Registrar.

Information on crime statistics and graduation rates is available upon request in the Office of Admissions.

This handbook contains detailed information describing the admission, progression, and graduation requirements for the doctor of physical therapy candidate. The candidate is responsible for knowing the policies, procedures, curricular requirements, and codes of conduct for the Department and the University.

The information contained in this handbook is accurate as of the date of publication.

However, the University reserves the right to make changes in the program of study, financial policies, and regulations at any time deemed appropriate by the University.

Each student is responsible for his/her progress towards degree completion. Neither the studentâ&#x20AC;&#x2122;s advisor nor the faculty of the Department are responsible for insuring that the student meets degree requirements. The Department and/or University may terminate enrollment of any student for professional, academic, or financial reasons.

Special Note. It is very important to recognize that there may be differences in the procedures described in the general university student handbook for non-physical therapy students in comparison to the procedures for students enrolled in the professional physical therapy program. These differences are intended and have been carefully crafted based on the nature of the doctoral level professional program. In those cases where procedures are different, the procedures specific to the professional physical therapy program take precedence over those described for the general undergraduate program.

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2020 ACADEMIC CALENDAR

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ABOUT THE DEPARTMENT The Wingate University Department of Physical Therapy was founded in 2012, and opened its doors to the charter class beginning study in January 2014. The class size has been capped at 44 to assure special attention to every student. All Wingate University physical therapy faculty have made a strong commitment to student-centered education, striving for excellence both in and out of the classroom. All classes are directed by faculty possessing terminal doctoral degrees. No courses, discussions, case studies or laboratories are taught by graduate students.

The accrediting agency for physical therapy education is the Commission on Accreditation in Physical Therapy Education (CAPTE). The program is fully accredited through 2021 and will have its next accreditation site visit in spring of 2021.

Wingate University Department of Physical Therapy is in strict compliance with the accreditation guidelines of CAPTE. Wingate University Department of Physical Therapy’s mission statement is – to provide an innovative, scholarly, learner-centered environment to cultivate exceptional, mindful and impactful physical therapists who are leaders in, and committed to, interprofessional collaboration, global community engagement and professional formation.

The salient values and expectations of every member of the Wingate University Department of Physical Therapy include programs that will consistently strive to include the following guiding principles in all aspects of the educational experience: • • • • • •

Academic Rigor to ready the graduate for physical therapy practice and professional and community service.

Active Learning Strategies that foster intellectual development and scientific reasoning.

Commitment to Student Success that provides each student with the necessary support to be successful in academic achievement.

Integrity in every facet of educational, professional and personal growth among faculty, staff and students.

Value Diversity and the unique contributions that can be provided among all faculty, staff and students.

Sense of Community that works to benefit the larger Wingate community and Piedmont region of North Carolina, and to maintain mutually beneficial connections with our alumni.

PROGRAM SITES The program is delivered onsite on the Wingate campus of Wingate University. Clinical education experiences will entail learning exercises within affiliated sites within the physical therapy network. The Department will attempt to place students in locations that are mutually agreed upon but reserves the right to place students in locations that may be distant from campus when necessary. Transportation for all off-campus clinical education experiences is the responsibility of the student, as are living arrangements and living expenses.

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ACCREDITATION Graduation from a physical therapist education program accredited by the Commission on Accreditation in Physical Therapy Education (CAPTE), 1111 North Fairfax Street, Alexandria, VA 22314; phone; 703-706-245;accreditation@apta.org is necessary for eligibility to sit for the licensure examination, which is required in all states.

ENTRY-LEVEL DPT PROGRAM: The Doctor of Physical Therapy Program at Wingate University is accredited by the Commission on Accreditation in Physical Therapy Education (CAPTE), 1111 North Fairfax Street, Alexandria, Virginia 22314; telephone: 703-706-3245; email: accreditation@apta.org; website: http://www.capteonline.org.

CAPTE considers complaints about programs that are accredited, or are seeking accreditation by CAPTE, and complaints about CAPTE itself. The process for formal complaints regarding CAPTE can be found at http://www.capteonline.org/Complaints/.

OTHER EDUCATIONAL PROGRAMS OFFERED BY THE DEPARTMENT OF PHYSICAL THERAPY: CAPTE only evaluates entry-level DPT programs for accreditation, and does not accredit transitional DPT, post-professional degree program, residency or fellowship programs. The neurological residency programs offered by Wingate University are evaluated for accreditation by the American Board of Physical Therapy Residency and Fellowship Education. More information about ABPTRFE and the accreditation status of any residency or fellowship program is available at: http://www.abptrfe.org/Home.aspx.

ADMISSIONS The Wingate University Department of Physical Therapy has a special opportunity and responsibility to educate physical therapists who can help meet the health care needs of the state and the nation. The goal of the DPT Admissions Committee is to select candidates who will succeed in the program, fill the health care needs of the U.S. upon graduation, and advance the profession of physical therapy, but who will also reflect the multifaceted diversity of society. These goals are consistent with the Wingate University Mission of Commitment to Knowledge, Faith and Service.

Wingate University requires that all applicants matriculating into the DPT Program hold an earned baccalaureate degree or higher from a regionally accredited institution in the U.S., and in addition completed all identified prerequisite course work with a grade of “C” or higher prior to matriculation into the Department of Physical Therapy. Applicants must also meet other minimum requirements as identified on the application and accompanying documents.

Prospective students may make application to the Wingate University Department of Physical Therapy through the avenue described on the applicable programmatic webpage at www.dpt.wingate.edu. Admissions decisions are multi-factorial and consider a composite score calculated from the required pre-physical therapy course work, grade point average, GRE scores, letters of recommendation, and any other student interactions with faculty, staff or other persons associated with Wingate University occurring during the admissions process. Other factors involving any student applicant’s likelihood to be successful within the program are also considered. Additionally, the program may have specific goals or expected outcomes for the entering cohort that may be factored into the admissions Wingate University Academic Catalog 2019-2020

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process. For questions related to admissions, prospective students may direct inquiries to dpt@wingate.edu or by calling (704) 233-8674.

Because of the nature of the physical therapy profession and its role in the rendering of patient care, the Wingate University Department of Physical Therapy has incorporated several non-cognitive skill building elements into the physical therapy curriculum.

Therefore, in addition to the demonstration of a high level of cognitive skill, the demands of the curriculum dictate that all Department of Physical Therapy matriculants must demonstrate a prescribed level of psychomotor skill including visual, auditory, motor, and tactile abilities. Technical standards as determined by the Dean of the Department of Physical Therapy must be met with or without appropriate accommodations.

Wingate University is committed to ensuring that no otherwise qualified individual with a disability is excluded from participation in, denied the benefits of, or subjected to discrimination in university programs or activities due to his or her disability. The University is fully committed to complying with all requirements of the Americans with Disabilities Act of 1990 (ADA) and its amendments and the Rehabilitation Act of 1973 (Section 504) and to providing equal educational opportunities to otherwise qualified students with disabilities. Disability support services are available to otherwise qualified applicants with disabilities to ensure equal access to the University’s programs and services.

Services may include making academic and/or non-academic accommodations for students. The University's Office of Disability Services is the only designated department authorized to coordinate disability-related services. Applicants should contact the Office of Disability Services when seeking academic and/or non-academic accommodations.

PRE-MATRICULATION PHYSICAL THERAPY ACADEMIC REQUIREMENTS Academic Requirements Hold a baccalaureate degree or higher from a regionally accredited institution in the United States, and in addition completed all identified prerequisite course work with a grade of “C” or higher prior to matriculation into the Department of Physical Therapy.

Sciences -- 31 semester hours ● ● ● ● ● ●

4 semester hours Biology with lab 8 semester hours Chemistry (I and II) with lab 8 semester hours Physics (I and II) with lab 4 semester hours Human Anatomy with lab 4 semester hours Human Physiology with lab 3 semester hours Advanced Biology or Upper Level Science

Psychology -- 3 semester hours ● 3 hours of Normal Psychology

Math -- 6 semester hours ● 3 semester hours Pre‐calculus or above ● 3 semester hours Statistics

Other Requirements In an attempt to allow thorough informed consent to attend the professional program, all students who matriculate into the entry-level DPT program MUST complete a criminal background check (CBC) as prescribed by the program. This CBC will allow the Program Wingate University Academic Catalog 2019-2020

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Director and student to be alerted to any potential background information which may interfere with or preclude a student from completing a clinical internship and/or securing the opportunity to sit for licensure in their desired state. After a review and conversation regarding any findings in the CBC, the matriculating student may be asked to provide written documentation of their informed consent to continue with the matriculation and education process.

STUDENT REVIEW OF THEIR ABILITY TO MEET THE ESSENTIAL FUNCTIONS OF A PHYSICAL THERAPIST* The Doctor of Physical Therapy (DPT) Program at Wingate University, in compliance with the Americans with Disabilities Act (ADA), does not discriminate against qualified individuals with disabilities. A person qualified for the DPT program is one who has met academic standards and is able, with or without reasonable accommodations, to meet the essential functions of a physical therapist.

These essential functions are the activities that a student physical therapist must be able to perform, with or without accommodations, in partial fulfillment of the requirements for successful completion of the professional curriculum. They are applicable in the classroom, laboratories, simulated clinical settings, and on clinical education assignments.

Wingate University uses independent clinical education sites that may or may not be able to offer the same reasonable accommodations made available by the University.

The essential functions articulated below will help students interested in the DPT program to make an informed decision about career choice. Other specific requirements and competencies are outlined in course syllabi and clinical performance tools.

ESSENTIAL FUNCTIONS OF A PHYSICAL THERAPIST* The student physical therapist must have the capacity to: Please initial by each essential function and sign below indicating that you have read and acknowledge the following.

____Observe •

Assess patient/client posture, gait, movement patterns, monitor physiological responses, assess depth and characteristics of integumentary compromise, and read degrees of motion on a goniometer.

____Maintain Safety • •

Maintain a safe environment for students, faculty, patients, and colleagues.

Recognize and respond appropriately and in a timely manner to a medical emergency.

____Communicate •

Communicate effectively and sensitively with persons of any cultural and social background using appropriate verbal, nonverbal, and written communication skills with faculty, peers, other members of the health care team, and patients/clients/caregivers.

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•

• •

•

Utilize empathetic listening skills to promote open communication and develop a positive rapport with faculty, peers, other members of the health care team, and patients/clients/caregivers.

Confidently, comprehensively, and concisely communicate relevant information regarding patient status with appropriate members of the health care team.

Read, write, and interpret written and nonverbal communication in a timely manner at a competency level that allows one to safely function in the academic or clinical setting.

Provide complete, accurate and timely written documentation of patient history and physical examination.

____Parallel Processing or Simultaneous Task Management • •

• •

Effectively organize and prioritize tasks when managing the treatment of multiple patients or other rehabilitation duties simultaneously.

Effectively manage patient care and other rehabilitation duties with lab partners, patients, families, and others under stressful conditions, including but not limited to medically or emotionally unstable individuals, situations requiring rapid adaptations, the provision of CPR, or other emergency interventions.

Organize and prioritize multiple, simultaneous tasks, integrate information, and make decisions that provide safety to the patient and others.

Demonstrate the capability to manage and maintain 100% of a full-time physical therapist’s caseload in a cost effective manner.

____Demonstrate Professional/Social/Ethical Behaviors • • •

Display ethical and legal behaviors consistent with the American Physical Therapy Association (APTA) Code of Ethics Display professional behavior consistent with the APTA Core Values of Professionalism.

Display consistent moral behavior in all situations.

____Cognitively Process • • •

•

Receive, remember, analyze, interpret, synthesize, and integrate information from multiple sources.

Attend to multiple tasks throughout the day of scheduled classes and clinical education experiences.

Organize and prioritize information to make safe, appropriate, and timely decisions regarding patient care for the purpose of further examination, intervention, or referral.

Problem solve, recognize deviations from a norm, formulate assessments, and derive clinical judgments from information collected.

____Perform Motor Tasks •

Perform gross and fine motor movements with coordination sufficient to perform complete physical therapy examinations and interventions.

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•

Have sufficient levels of postural control, neuromuscular control, and eye-hand coordination for satisfactory performance in patient care and classroom or laboratory settings.

____Persevere •

•

Possess sufficient mental and physical stamina to meet the demands associated with extended periods of sitting, standing, moving, lifting, and physical exertion required for satisfactory performance in patient care, clinical education, and classroom or laboratory settings.

Possess the emotional stability to manage stress and function effectively under unpredictable circumstances encountered in clinical, classroom and laboratory settings.

*Adapted with permission from Misericordia University.

I have read and acknowledge the Essential Functions of a Physical Therapist and I attest that I have the capacity to demonstrate the characteristics outlined above.

_____________________________ Printed Name

_____________________________ Signature

_____________________

Date

ACADEMIC PROGRAM The academic program of the Wingate University Department of Physical Therapy is learner-centered. The overarching goal of the curriculum is the assurance of the mastery of the knowledge, skills, abilities, and attitudes prescribed by the profession and by society for the physical therapist of tomorrow. This unique curricular approach has been carefully crafted for continuous quality improvement of its structure and content. Its endpoint can be seen in the health care servant of tomorrow whose commitment to competence does not end upon graduation and whose dedication to the service of mankind is evident in all considerations and actions undertaken.

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DOCTOR OF PHYSICAL THERAPY CURRICULUM Year 1 (44 hrs.)

Semester 1 (18) DPT 711 Human Gross Anatomy (4) DPT 712 Human Physiology (3) DPT 713 Clinical Practice 1; Screening and Examination (3) DPT 714 Research I; Search and Appraisal of Literature (3) DPT 715 Physical Therapist as a Professional 1 (2) DPT 716 Principles of Pharmacology (3) Semester 2 (9) DPT 721 Applied Kinesiology (4) DPT 722 Neuroanatomy (3) DPT 723 Neurophysiology (2) Semester 3 (17) DPT 731 Research II; Design and Statistics (3) DPT 732 Pathophysiology (4) DPT 733 Clinical Practice 2; Evaluation, Diagnosis and Intro to Intervention (4) DPT 734 Clinical Integration 1; Application (3) DPT 744 Diagnosis and Management of Musculoskeletal Conditions 1 (3)

Year 2 (45 hrs.)

Semester 4 (18) DPT 741 Clinical Practice 3; Prognosis and Intervention Across Systems (3) DPT 742 Motor Development and Motor Behavior (3) DPT 743 Research 3; Outcomes Assessment and Capstone (2) DPT 735 Diagnosis and Management of Integumentary Conditions (3) DPT 745 Diagnosis and Management of Neurological Conditions 1 (3) -------DPT 746 Clinical Internship 1 (4) Semester 5 (9) DPT 751 Diagnosis and Management of Musculoskeletal Conditions 2 (3) DPT 752 Diagnosis and Management of Neurological Conditions 2 (3) DPT 753 Clinical Integration 2; Reasoning (3) Semester 6 (18) DPT 761 Diagnosis and Management of Cardiopulmonary Conditions (4) DPT 762 Clinical Integration 3; Synthesis (3) DPT 763 Research 4; Capstone (2) DPT 764 Physical Therapist as a Professional 2 (2) DPT 765 Diagnosis and Management of Special Populations (4) DPT 766 Differential Diagnosis for the Physical Therapist (3)

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Year 3 (41 hrs.)

Semester 7 (19) DPT 771 Clinical Internship 2 (4) -----DPT 772 Wellness and Prevention (2) DPT 773 Orthotics and Prosthetics (3) DPT 774 Patient as a Learner (3) DPT 775 Psychosocial Implications in Rehab (2) DPT 776 Diagnostic Imaging in Rehabilitation (2) DPT 777 Management and Administration in Health care (3) Semester 8 (10) DPT 781 Clinical Internship 3 (6) DPT 782 Comprehensive Seminar 1 (4) Semester 9 (12) DPT 791 Clinical Internship 4 (8) DPT 792 Comprehensive Seminar 2 (4)

ACADEMIC POLICIES RIGHT OF THE PROGRAM TO MAKE CHANGES The entire Wingate University Doctor of Physical Therapy Program curriculum plan, policies, procedures, regulations and codes are subject to ongoing evaluation and subsequent modification by the collective core faculty. Various departmental committees and groups comprised of core faculty, departmental staff, and university faculty/staff are charged with the collection, review, and suggestion for revision to the appropriate entity.

Only the collective core faculty may adopt changes to the curriculum, and any revision to the curriculum must have first solicited and considered input from clinical education faculty, associated faculty, the clinical community, and current and past WU-DPT program students. Proposals for curricular modification emanating from these self-study processes are carefully deliberated upon by the entire faculty prior to any adoption of change.

While the information and regulations detailed within this catalog were believed to be accurate at the time of publication, the Department reserves the right to make modifications to any area described without advance notice, and will provide notice to all current students of the changes made. Changes may be enforced following the date of notification of change.

ACADEMIC ADVISING As each DPT cohort is matriculated into the program, they are assigned a faculty advisor by the Program Director. During the first two weeks of the program, each advisor will meet with all of their advisees once either as a group or individually to inform them of the advisory process.

Each semester following thereafter, advisees must meet with their advisors once per semester:

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Advisors will email their advisees during the first week of their clinical rotations in efforts to keep the line of communication open between the advisor and advisee while the student is off campus. Concerns should be directed to the DCE. It is the responsibility of the student to contact their advisor to initiate each meeting.

The advisor may obtain the student’s folder to review during the meeting.

Minutes of each formal advisory meeting shall include major topic areas discussed, deficiencies noticed, and description of the action plan devised to assist the student in meeting desired outcomes. These minutes are to be signed by both the student and the faculty advisor and placed in the student’s permanent department record.

ACADEMIC HONORS Dean’s List Students whose academic performance is a 3.8 or above are placed on the Dean’s List after each semester. Eligible students must be enrolled full-time and in good academic standing. Eighth and Ninth semester students (primarily clinical education) will not be eligible for the Dean’s List.

Graduation with Distinction Students who attain a Department of Physical Therapy cumulative grade point average of 3.5 or greater will be specially recognized upon graduation.

3.50 to 3.69 = cum laude 3.70 to 3.89 = magna cum laude 3.90 or higher = summa cum laude

ACADEMIC PROGRESSION AND GRADUATION Each year, progression is awarded only to those students who have maintained a cumulative grade point average of 3.0/4.0 (or above), and demonstrated minimally acceptable mastery of the knowledge skills and behaviors necessary to earn the degree, Doctor of Physical Therapy. Remediation activities will be prescribed for those students who are not awarded progression.

Academic Probation Any student earning a cumulative GPA of less than 3.0/4.0 for their first time will be placed on Academic Probation. Academic Probation is for up to two semesters following the failure to maintain the 3.0 GPA. The intent of academic probation is to alert the student of impending failure to progress within the program and to allow them an opportunity to improve their grade average and avoid academic jeopardy. While on probation, students are considered not in good academic standing; therefore, students cannot hold offices in student organizations or serve on professional and/or academic committees.

Possible outcomes for a student placed on academic probation include: 1.

2.

Probation will be lifted and student returned to good academic standing status after successfully achieving a cumulative GPA of >3.0 in two semesters or less.

Academic Suspension will result for failure to achieve a cumulative GPA of >3.0 at the completion of the second semester of academic probation.

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Academic Suspension The intent of Academic Suspension is to allow the student time to remediate any inadequate knowledge and/or skills and for their attempt to return to demonstrate removal of those inadequacies. The length of Academic Suspension will be for up to one year. While on Academic Suspension, students do not attend classes and are considered not in good academic standing; therefore, students cannot hold offices in student organizations or serve on professional and/or academic committees. Students are placed on Academic Suspension for one of the following causes: 1.

2.

3.

Failing to remove themselves from Academic Probation, or Returning to the conditions of Academic Probation for a second instance, or Earning a grade of â&#x20AC;&#x153;Fâ&#x20AC;? in any course.

Students on Academic Suspension will be offered the opportunity to return to the program at a point in the professional curriculum as determined by the collective core faculty. The point of entry will be determined to be most likely to afford the student the best opportunity for success in the program while respecting the financial burden additional coursework may incur. The student then has the ability to accept or decline the point of return offer.

Academic Disqualification Students who demonstrate the inability to remove any inadequacies of knowledge or skill will be placed on Academic Disqualification and summarily dismissed from the program of study. Students are placed on Academic Disqualification for one of the following causes: 1.

2.

3.

Failure of the same course twice within the Department of Physical Therapy.

Receipt of a failing grade or a cumulative GPA <3.0 after a term of suspension.

A second violation in drug testing/random drug screening.

Duration of Study Students will have a maximum of four years to complete the Doctor of Physical Therapy Program.

Significant quantities of absence The department reserves the right to deny academic progression to any student who, for any reason, has missed a significant portion of the scheduled learning opportunities (5% or greater is suggested) in any course or collectively in any academic semester.

Academic Petition If a student does not meet the academic standards or regulations of the Department of Physical Therapy, he/she may petition the core faculty for an exception to the policy. The core faculty meets on an as needed basis to review petitions. Each student is responsible for submitting his/her own petition.

Students should submit petitions in writing using the Academic Petition Form (located in Appendix B of the Doctoral Candidate Handbook). The student is highly encouraged to meet with their faculty advisor to discuss the petition process. If the meeting cannot take place in a reasonable way, the petition can be submitted without the faculty advisorâ&#x20AC;&#x2122;s signature. Students may also seek guidance about the petition process from the Program Director.

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Students have the option of appearing before the core faculty to present the petition and answer questions. Students will be given a 10 to 15 minutes time frame before the faculty. If a student does not want to appear before the committee, the petition will be considered without the student present.

The core faculty will make a decision after reviewing the student’s academic record, and any other pertinent information presented by the student such as physician reports, counselor’s recommendations, court order, etc., and the circumstances stated in the student’s petition. Each petition will be considered on its own merits.

The student will be officially informed of the decision by the Program Director. If the decision is approved, a revised plan of study and terms of agreement for the conditions are prepared for the student. The student has two business days to agree to the terms by signing the agreement and returning to the Program Director. If a petition is denied, the student may meet with their academic advisor to discuss options regarding their educational plans. As a final option, students may appeal a denied petition to the Program Director. The Program Director’s decision is final and cannot be appealed.

ACADEMIC STANDING Students must be in good academic and professional standing to be considered for Department of Physical Therapy honors, awards, student leadership positions, or any other special recognition acknowledgements.

ASSESSMENT The faculty has identified the ability set for which a student must demonstrate mastery each benchmark/assessment of the program. Students who do not demonstrate mastery will be given plans for remediation of their deficiencies and may be required to submit to a reassessment of those abilities not mastered prior to progression. The inability to demonstrate mastery of the skill sets prescribed may result in delayed progression.

ATTENDANCE The educational process of a professional is a very important procedure, and one that should never be taken lightly. It is expected that each student in the DPT program has made a commitment to themselves and to their future patients to acquire and master every bit of information and skill possible, therefore each student is required to be prompt and to attend all scheduled appointments (lectures, instructional demonstrations, laboratory sessions, and examinations). Learning opportunities are to pre-empt any extra-curricular activities in which the student may be involved (i.e. athletics, club activities, etc.). The practice of prior planning to avoid conflicts with tardiness or attendance at educational and assessment experiences is paramount for a professional in training and is expected in all circumstances. An absence is defined as missing more than 5 minutes of any scheduled class meeting for any purpose. Absence(s) are likely to contribute to a student’s inability to meet minimum academic and professional requirements of the curriculum and therefore it is expected that a student notify the department prior to missing any session.

The procedure for a student notifying the department of absence should be as follows: Students are expected to be in class for all class sessions; however, students are entitled to 2 excused absences per semester. An Excused Absence form must be completed and signed by all instructors holding class on the days expected to be missed; final approval is required from the Director.

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For absences that are unplanned and will occur within the next 8 hours (e.g., an unplanned illness, injury, accident, or mechanical breakdown), the student will phone the department and leave message or voice mail at 704-233-8358. The message or voice mail should include the reason for the unplanned absence and the student’s expected time of arrival (if known). Within 24 hours of return following the absence, the student must complete and circulate the Excused Absence Form for signatures of all faculty whose course was missed that day or the absence will be considered unexcused.

A student with an unexcused absence from class may be penalized up to 5 points of the final average for the course. Student are NOT allocated two excused absences when on clinical rotation; 100% attendance is expected when on clinical rotation. All unplanned absences from clinic must be made up as per the requirements stipulated by the clinical staff.

Significant quantities of absence: The department reserves the right to deny academic progression to any student who, for any reason, has missed a significant portion of the scheduled learning opportunities (5% or greater is suggested) in any course or collectively in any academic semester.

Student-parents should plan their schedules such that their children are not attending physical therapy classes, labs, or clinical education rotations. Students with children are expected to make childcare arrangements to avoid conflicts with their educational experience.

ONLY STUDENTS IN GOOD ACADEMIC STANDING MAY BE CONSIDERED FOR LEAVE. A student will be considered to be tardy for instruction when he/she arrives later than the planned class meeting but still less than 5 minutes after the planned meeting. Excessive tardiness will not be tolerated, and may result in charges of violation of the Department of Physical Therapy Code of Professional and Academic Conduct.

ATTENDANCE POLICY RELATED TO EXAMINATION PROCEDURES The process of examination of learning deserves attention toward providing the least amount of distraction to all therefore, for all scheduled written assessments (a.k.a.

Examinations) students should arrive early and be prepared for the assessment to begin on time. Students will be considered as absent and therefore unable to sit for the exam if they are not in their seat and ready for pre-assessment information at least 5 minutes before the scheduled start of the assessment. Any student not present 5 minutes before the scheduled start will not be permitted to enter the room and will earn a grade of “0” for that assessment. Unusual and unforeseen circumstances will be handled on a case-by-case basis by the Program Director (or their assigned appointee) only if the student alerts the program by phone (704-233-8358) or email (dpt@wingate.edu) of their circumstance at least 10 minutes prior to the beginning of the scheduled assessment. If a student misses an examination, make up examinations will be given at the discretion of the instructor, with consultation from the Director.

CADAVER DISSECTION LAB The cadaver dissection lab is operated solely for educational and research purposes.

Students are warned that their behavior in the cadaver lab must be restrained and reserved.

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issued by a DPT core faculty member. Students may be granted access after normal working hours to avail themselves of the learning opportunities that dissection provides; however, this access is considered a privilege and will be removed and the offender disciplined accordingly if any impropriety of the cadaver dissection lab rules should occur.

CODE OF PROFESSIONAL AND ACADEMIC CONDUCT Virtually all professional schools and colleges have instituted codes of professional and academic conduct. The Code of Professional and Academic Conduct is descriptive of acceptable and unacceptable conduct.

The Code is designed expressly for the Department of Physical Therapy and is compatible with all regulations and policies of the University. This section complements the previous section detailing the expectations of the physical therapist and physical therapistin-training.

Personal Conduct Personal conduct on University property, at affiliated practice sites, or School or University sponsored events is subject to disciplinary jurisdiction of the Department of Physical Therapy.

The Department of Physical Therapy also may enforce its own disciplinary policy and procedures when personal/professional conduct, regardless of where it occurs, is deemed incompatible with the overall mission, program, or other functions of the Department of Physical Therapy. Any action which represents a violation of civil and criminal law will be dealt with by the appropriate non-university agencies in accordance with their policies and regulations. Action of non-university authorities in response to any violation of statutes shall not preclude nor replace the right and responsibility of the Department of Physical Therapy to review the student independently for that violation. If, at the time of graduation, unresolved criminal charges or proceedings are pending against a candidate which, in the sole opinion of the Program Director, prevent the university from conferring a degree of physical therapy, the Program Director shall withhold the degree until such time the matter is resolved. In the event the candidate for graduation is exonerated, the degree will be conferred.

The following are examples of conduct for which disciplinary action may be taken.

These are merely examples and are not to be considered all-inclusive. ● Alcoholic beverages - possession or consumption of alcoholic beverages on university or university-affiliated sites or functions (except as expressly permitted). ● Drugs - illegal use, possession, sale, or distribution of any drug, chemical compound, or controlled substance or paraphernalia. Students found guilty of violating this section will be subject to immediate expulsion from the Department of Physical Therapy. ● Drugs – testing positive or refusing to be tested in the prescribed manner. ● Weapons and dangerous items - illegal use or possession of weapons, firearms, ammunition, fireworks, explosives, noxious materials, incendiary devices or other dangerous substances. ● Theft or damage - theft of, or damage to, property of the university or universityaffiliated, other students, other members of the university community, or of campus visitors. Possession of property known to be stolen. Defacing or unauthorized removal of material from the library is damage and theft. ● Disorderly conduct – hostile behavior, disorderly conduct, indecent conduct, harassment, inappropriate intimidation, excessive pressure, humiliation, coercion, stalking, hazing, overtly reckless behavior, false alarms, failure to comply with lawful directions of

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university officials, unauthorized entry of use of university or university-affiliated property, unauthorized use of university name, logo, or symbols. ● Inappropriate social networking that is considered unprofessional for a student physical therapist. ● Unprofessional conduct – conduct falling below the standard expectations of the faculty and fellow classmates, including noncompliance with reasonable requests of the faculty, staff, and administrators. ● Financial irresponsibility - failure to meet financial responsibilities. ● Failure to respond to notification - failure by a student or organization to respond to notification to appear before the Program Director during any stage of a disciplinary proceeding. Failure to appear will not prevent the Program Director from proceeding with disciplinary action in the absence of the candidate. ● Misuse or abuse of university equipment, programs, or data, or unauthorized access to or copying or distributing of data, records, or programs; or attempting to alter or modify records, data, or programs.

ACADEMIC CONDUCT All students matriculating into the Department of Physical Therapy implicitly and personally subscribe to the Code of Professional and Academic Conduct in accepting admission. Each student is responsible for his/her own integrity, and is likewise responsible for reporting possible violation of the Code by others. The faculty shall take all reasonable steps to prevent violations of the Code of Professional and Academic Conduct, and each faculty member likewise is responsible for reporting possible violations.

The following are examples of conduct for which disciplinary action may be taken.

These are merely examples and are not to be considered all-inclusive. ● Dishonesty which includes, but is not limited to, gaining unauthorized access to an examination or to obtain unfair advantage, using unauthorized sources of information during an examination, assisting a fellow student in committing an act of cheating, collaborating on assignments without explicit permission of the instructor, entering an office or building to obtain unfair advantage, taking an examination for another candidate, or altering grade reports. ● Plagiarism, which is using, stating, offering, or reporting as one’s own, an idea, expression, or product of another without the proper credit to its source. As defined by Webster, plagiarism is “an act or instance of stealing or passing off the ideas or words of another as one’s own, using a created production without crediting the source, or presenting as new and original an idea or product derived from an existing source.”

(Webster’s Collegiate Dictionary). A direct quote should be cited and placed in quotation marks. However, the student should also know that if the ideas of others are used, these must be referenced or the student is guilty of an act of plagiarism. ● A student who witnesses any of the above or who is approached with an offer to gain unfair advantage is obligated by the Code of Professional and Academic Conduct to report that violation to the appropriate authority. Failure to do so may result in disciplinary action.

It is the policy of the School that acts of plagiarism or any other acts of academic dishonesty, on any assignment, quiz, or examination, will result in a course grade of zero (0) and other sanctions. The failing grade and incident of cheating will be reported to the Program Director for possible additional sanctions. The process for the disposition of allegations of academic misconduct is delineated below.

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Reporting and Investigating Suspected Violations of the Code Possible violations of the Code of Professional and Academic Conduct should be reported by any source to the team leader of the course or the faculty member who is supervising the activity involved or to Program Director in writing who will be responsible for a preliminary investigation regarding the validity of the charge. (Allegations of disability-related harassment or discrimination, however, should be reported in accordance with, and will be investigated in accordance with, the University’s Student Disability Grievance Procedure.) The charges and any preliminary findings will be communicated, in writing, to the accused.

A student who stipulates to the charge of academic dishonesty (e.g., plagiarism, cheating) will receive a grade of “F” (zero percentage) for the course and other possible sanctions. Repeat offenders will receive special sanctions beyond the prescribed course grade.

For any violation of the Professional and Academic Conduct Code.

•

•

In cases of minor infractions, a faculty member speaks with the student. The behavior would be discussed at the next regularly scheduled faculty meeting so all faculty are aware. The faculty would also inform the advisor of the concerning behavior.

If the behavior continues after this discussion, the faculty, Director, advisor and student would meet to discuss ongoing issues. A behavioral contract may be developed at this time.

For any infraction, students may be called to appear before the Conduct Review Board, composed of department faculty and other invited faculty, presided over by the non-voting DA, who will determine appropriate remediation plan or dismissal. The decision of the panel is forwarded to the DA and the VPHS who will then jointly make a final determination of disposition.

Sanctions for violation of the Code of Professional and Academic Conduct may include but are not limited to (i) remediation as outlined in the plan; (ii) censure by written letter to be placed in the student’s file; (iii) probation for a specified time period; (iv) suspension for a specified time period or for an indefinite period with written criteria for re-entry consideration; (v) expulsion from the school with the transcript reflecting the nature of the expulsion. Any appeal of the final decision of the Program Director will be made in accordance with University guidelines and will relate to the student’s status within the University, but not the Department of Physical Therapy.

Students with prior instances of unprofessional behaviors may be required to enter the next clinical rotation with a behavioral contract in place.

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COURSE GRADING Written Examinations In the case of written examinations, the student earns the letter grade according to the score achieved as indicated by the course syllabus. A student must have an average of a 70 on the written course examinations to pass the course, regardless of what the numerical average is when all components of the course are calculated.

Clinical Examinations (Practicals) All clinical examinations must be passed successfully in order to proceed in the curriculum. A grade of >80% is required for a passing score. In addition, students must score 100% on the safety component of the clinical examination or will be considered to have failed the exam. Students receiving a failing grade on any clinical examination in the didactic curriculum will be offered the opportunity to remediate and re-examine up to a maximum of 2 times for any one course, or a combination 3 times over the entire curriculum regardless of whether they are repeating any courses. The process for reexamination is as follows: 1.

2.

3.

A lead faculty member for the course will meet with the student and review the inadequacies and discuss opportunities for improvement.

The re-examination will be video recorded, while evaluated in person by two core faculty members. The average score from the two faculty members must be >80% for the student to pass the reexamination. If the student passes on the first retake attempt, the recorded score will be a 75%.

If the average score from the two faculty members is not >80% one of two scenarios will occur. a. If both faculty scored the re-examination at less than 80%, the student will be referred for additional remediation. b. If one faculty member scored the re-examination at less than 80% and the other faculty member scored it >80%, then a third faculty member will review the video and independently score the re-examination. The average of all three scores will be the final score for the re-examination.

If this score is >80%, the student will receive a maximum grade of 75%.

If the re-evaluation score average is less than 80% the student will be referred for remediation. i. Upon completion of the remediation plan the student will complete a second videotaped re-examination. Two core faculty members will score the re-examination. The process for scoring the re-examination is the same as mentioned above. If a second retake is required, the maximum recorded score for a passing performance is a 70%. If a student does not attain >80% at this point, the student will fail the clinical examination and earn a grade of â&#x20AC;&#x153;Fâ&#x20AC;? for the course. (Refer to Wingate University Graduate Catalogue and WU DPT Doctoral Candidate Handbook)

A student who earns a second F in the curriculum will be dismissed from the program without the possibility for reentry.

EXAMINATION ETIQU ETTE Students are expected to be present and attend all examinations at their scheduled times. Tardiness to scheduled examinations will not be permitted under any circumstances (see Attendance Policy for additional information). Students wishing to be considered for admittance for an assessment procedure when tardy or absent will be required to obtain an Wingate University Academic Catalog 2019-2020

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approved excuse from the Program Director and gain permission from the course instructor to reschedule the exam at a later date.

Students are expected to remain in the examination classroom throughout the duration of the exam. Bathroom breaks during the exam will not be permitted. Students are expected to plan their intake and elimination accordingly so as not require a bathroom break during any scheduled exam period. Students should make arrangements with the instructor prior to the exam for medical conditions that may require exceptions.

GRADE DISPUTES Any student who has reason to question a graded assignment, test, or final course grade must first discuss the nature of the concern with the instructor in writing within ten business days of receiving the grade. If the appeal to the instructor is not satisfactory, the student may appeal to the course coordinator of the course in question. The instructor and/or course coordinator will summarize their discussion with the student in writing. If a resolution to the problem is not reached at the level of the instructor or course coordinator, the student may appeal the grade. For clinical education experience grade disputes, the student may appeal to the Director of Clinical Education. If not resolved at that level, the student may appeal the grade to the Program Director. The student must submit the complaint in writing to the Program Director and copy the Instructor/Course Coordinator.

The Program Director may not consider any grade appeal without first consulting with the Instructor/Course Coordinator/Director of Clinical Education. The Program Directorâ&#x20AC;&#x2122;s decision on a grade dispute is final. The Program Director will submit their findings/recommendations in writing to the student. The Program Directorâ&#x20AC;&#x2122;s decision is final and cannot be appealed.

GRADING All grades will be calculated on the basis of the following scale: A 89.5% to 100% = 4.0 Grade Points per Semester Credit Hour B 79.5% to 89.4% = 3.0 Grade Points per Semester Credit Hour C 69.5% to 79.4% = 2.0 Grade Points per Semester Credit Hour F 69.4% or below = Zero Grade Points per Semester Credit Hour Courses graded on a Pass/Fail basis will not earn quality points, thus no grade points considered.

GRADUATION Students who enroll in and successfully complete the program course of study, have achieved a Department of Physical Therapy grade point average of least 3.0, and have been judged by the faculty to have met all the academic and professional requirements will be eligible for graduation.

GRIEVANCE POLICY NOT CONCERNING GRADES Students who experience problems relating to the Department of Physical Therapy that are unrelated to grades may file a grievance using the following procedures:

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1.

2.

3.

4.

5.

The student should attempt to resolve the problem at the level at which the concern occurred. The attempt to solve this complaint should be presented to involved parties in writing. The student will receive a reply which addresses the complaint in writing.

If the reply is not satisfactory, the student can submit the complaint in writing to the Program Director who will attempt to resolve the complaint.

The Program Director will evaluate the complaint and notify the students of his findings in writing. The Program Director’s decision will be final and cannot be appealed.

In the event that the grievance is against the Program Director, the student can submit the complaint in writing to Vice-Provost of Health Sciences, who will evaluate and make determination.

Wingate University will make arrangements to ensure that students with disabilities are provided appropriate accommodations as needed to participate in this grievance procedure. Requests for accommodations must be made to the Office of Disability Services.

Accommodations may include, but are not limited to, providing interpreters for the deaf, providing recordings of materials for the blind, and assuring a barrier-free location for proceedings.

(Allegations of disability-related harassment or discrimination, however, should be reported in accordance with, and will be investigated in accordance with, the University’s Student Disability Grievance Procedure.)

INCIDENTAL COSTS ASSOCIATED WITH PHYSICAL THERAPIST EDUCATION The student is responsible for any and all costs associated with coursework, including those involving clinical education experiences. Costs to each student may include transportation, room and board, criminal background checks, drug screens, uniforms, health insurance (many clinical facilities require the student to be covered by valid major medical insurance), and other expenses. Students may be required by some clinical affiliates to successfully pass a specific Criminal Background Check and / or Drug Screening in order to participate in clinical experiences at their facility. Students are expected to adhere to all safety and professional requirements imposed by the facility at which they are affiliating.

INFORMED CONSENT In compliance with the Family Educational Rights and Privacy Act (FERPA), Wingate University, through its Department of Physical Therapy, requests that all entering students provide their written informed consent to the sharing of personal information with Wingate’s educational partners (e.g., clinical affiliates, physical therapy practice sites) strictly on a need-to-know basis.

This sharing of personal information may include the following (i) social security numbers; (ii) immunization records; (iii) e-mail addresses and telephone numbers; (iv) results of health care tests; (v) criminal records known to Wingate University; (vi) credit checks. Additionally, notice is hereby given that random drug screening or additional criminal background checks may be requested of the student for placement in certain clinical sites as a matter of standard operating procedures for those sites. The student may be responsible for the cost of drug screening or additional criminal background checks.

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If the background check reveals any information that is brought to the student’s attention by the Program Director which could make the student ineligible for licensure or clinical affiliations, it is the responsibility of the student to: 1. Contact their planned licensing authority to determine if he or she will be eligible for licensure. After, speaking with the licensing authority, the student is required to: 2. Meet with the Program Director to discuss a course of action.

Students who are not willing to allow the release of the required personal information may not be able to be placed in an affiliated physical therapy practice site. In such cases, the student cannot meet the requirements for graduation.

The clinical sites with whom the department partners for clinical affiliation has a sincere interest in detecting and preventing drug use among its students for protection of the public. The department values the partnership it has developed with these clinical sites and works collectively to ensure the supply of quality student interns meets their individual requirements. Therefore, if ever the drug testing/random drug screening required of any particular clinical affiliation site for the purpose of internship reveals a positive result, the first violation will result in an immediate, significant, special sanction and possible dismissal from the Department of Physical Therapy. A second offense will result in dismissal from the School. For the policy regarding drug testing, see Section 19.

Department of Physical Therapy Code of Professional and Academic Conduct in this handbook.

The Director of Clinical Education and the Program Director shall be the only individuals in the department to be made aware of drug testing/random drug screening results of students in the department.

LAPTOP COMPUTER REQU IREMENT All Wingate University physical therapy students are required to have laptop personal computers, provided at the student’s expense. A description of hardware and software requirements is provided. Wingate University physical therapy classrooms provide wireless connections to the medical library system and to the Internet, allowing students to retrieve not only class-related materials, but also other health care management materials. A printer station is made available for student printing needs. A fee may be assessed for printing services.

The Doctor of Physical Therapy is a computer intensive program and it is vital to have an up-to-date, functional laptop. It is the responsibility of the student to ensure that laptops are fully operational and supported within the Wingate network prior to class and exams.

Recommended Computer Specifications: · Microsoft Windows 7, 8 or 10 · Mac OSX 10.11 or higher · 4 GB+ memory · 250 GB+ hard drive · Antivirus software · 3 year+ on-site warranty · External hard drive backup · Only genuine versions of Windows and Mac operating systems NO iPads, Chromebooks or tablets. They are not compatible with the required software.

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The Doctor of Physical Therapy program uses ExamSoft testing software for all exams.

You will be required to download Examplify software to your computer. Account and download information will be sent via email prior to starting the semester and will be discussed over orientation.

LICENSURE AS A PHYSICAL THERAPIST Graduates from Wingate University Department of Physical Therapy will be eligible to apply for licensure in any state or territory of the United States. Licensure as a physical therapist is administered by the Federation of State Boards of Physical Therapy. Every state and US territory requires graduates to complete the National Physical Therapy Examination (NPTE), as well as state prepared examination on laws and rules for physical therapy practice within the state. The NPTE is administered through testing centers using computer testing. Scores may be reported to any state. Graduates are advised to contact the Board of Physical Therapy in the state in which they desire to apply for licensure for more detailed information on requirements.

The North Carolina Board of Physical Therapy Examiners may be contacted at the address and phone number listed below.

North Carolina Board of Physical Therapy Examiners 18 West Colony Place - Suite 140 Durham, North Carolina 27705 Phone: (919) 490-5106 www.ncptboard.org

PERSONAL HEALTH INSURANCE Students are required to maintain personal health insurance coverage during their enrollment in the Department of Physical Therapy. Students are responsible for all health care costs associated with an illness or injury that results from any activity on campus or at an affiliated training site. Neither the University nor its practice experience partners bear any responsibility for health care costs of the student.

REMEDIATION POLICY It is the policy of the program to make best effort in ensuring student success within the program. Best effort for student success should always include attempts to remediate any student with inadequate knowledge, skill, behavior, or safety practices. Any inadequacies must be successfully removed prior to the student progressing in the curriculum. A stated “desired program outcome” includes a faculty that is actively committed to supporting a retention and graduation rate of 100% of every cohort, but we also recognize that despite best efforts not every student may be successful in the program. Therefore, the inability to successfully remove deficiencies will result in academic disqualification of the student from the program.

Behavior and/or Safety in Practice In the case of behavior and/or safety in practice, clinical or academic faculty may evaluate students in many activities, and any identified deficiencies must be brought to the student’s attention at the earliest appropriate opportunity. A decision of pass/fail must be reached by consent from a three-member core faculty panel, appointed by the Program Director.

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Clinical Experiences and Internships In the case of clinical experiences and internships, the ACCE/DCE is responsible for assigning the pass/fail grade. Any student receiving a failing grade from the ACCE/DCE will have their performance evaluated collectively by a panel of core faculty, appointed by the Program Director. The panel will review the student’s clinical performance in all aspects as deemed necessary. This may include any or all of the following: • • •

Review of clinical documentation, CPI, documentation of the supervising CI, and student documentation Interview of the student, CI, and ACCE/DCE Observation of the student in a clinical situation.

The panel will report findings and recommendation of upholding the failing grade or of overturning the failing grade to a passing grade to the Program Director. The ACCE/DCE, in conjunction with the Program Director, will determine the grade and/or remediation to be assigned. The Program Director and student’s Academic Advisor will then inform the student of the outcome.

Clinical Examinations (Practicals) For information regarding remediation of clinical examinations, see previous section on Course Grading.

RULES RELATED TO DISCLOSURE AND RELEASE OF STUDENT INFORMATION Wingate University generally may not release to any third party any personally identifiable information in a student's education record without the student’s informed consent.

In those instances, the release may be made to (i) officials of other educational institutions in which the student seeks to enroll, provided that the student is notified of the transfer of such information, receives a copy of the information if requested in writing, and has an opportunity to challenge the contents of the record; (ii) certain state and federal government officials stipulated by law; (iii) persons or agencies directly related to a student’s application for, or receipt of, financial assistance; (iv) accrediting organizations; (v) parents of dependent students; (vi) any source if required to do so in compliance with judicial order or subpoena, provided that the student is notified of all such orders or subpoenas; (vii) health authorities, if, in the event of any emergency, knowledge of such information is necessary to protect the health or safety of a student or other persons; or (viii) University officials (those carrying out official University business, whether paid or unpaid) who have a legitimate educational purpose in consulting the record (based on the need to access the record to perform the University business). Or, the information to be released is exclusively “directory information,” defined as (i) the student's name, address (including e-mail), telephone listing, and photograph; (ii) the student's date and place of birth; (iii) the student's major field of study; (iv) the student's participation in official activities; (v) the height and weight of members of athletic teams; (vi) dates of attendance; (vii) degrees and awards received; and (viii) the most recent previous school attended by the student. Any student may object to the designation of “directory information.”

To do so, he or she must file within twenty days after the first day of classes in each semester a signed notice informing the University that any or all of the information described above should not be considered directory information about that specific student.

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will only be honored by the University for the current enrollment period; therefore, a new request must be submitted each semester or term.

Each University official responsible for any type of educational record shall maintain a record of the persons or parties, other than those University personnel authorized (as specified above) requesting or obtaining access to a student’s educational records.

The record of requested access is available only to the student, to the University official responsible for the custody of such records, and to that official's assistants.

The University may disclose to the parent or legal guardian of a student under the age of 21, without the prior written consent of the student, information regarding any violation by the student of any federal, state, or local law or any rule or policy of the University governing the use or possession of alcohol or a controlled substance if the University has determined that the student has committed a disciplinary violation with respect to such use or possession.

The University may disclose, without prior written consent of the student, final results of disciplinary proceedings against the student who is an alleged perpetrator of a crime of violence (18 U.S.C. § 16) or a non-forcible sex offense if the University finds the student committed a violation of the University’s rules or policies with respect to such crime or offense. The information shall include only the name of the student, the violation committed, and any sanctions imposed by the University on the student. The University may include the name of any other student such as a victim or witness, only with the written consent of that other student.

STUDENT RESPONSIBILITIES All financial obligations associated with the student’s physical therapy education lie with the student including transportation, textbooks, course materials, and other incidental costs. Students are expected to attend each activity of the course and actively participate in the discussions and assignments.

TECHNOLOGY USE IN TEACHING AND ASSESSMENT Classrooms with associated wireless technology are provided for the educational experience. A printer station is made available for student printing needs. A fee may be assessed for printing services.

Each student is assigned a unique login and password following registration for courses within the department. These login credentials are distributed at departmental student orientation after each student has provided valid photo identification to physical therapy staff. The login information is used for electronic mail, the Moodle learning platform access, grade reports, and business office accounts. Each student is responsible for their own data and accounts and must NOT share or allow another to know or to use their personal account or password. It is the student’s responsibility to protect the unique account information by changing the password regularly. If any student does not change their password at least annually, the system will require a change of password prior to continuing use of the system. There is no additional charge to the student associated with this process of verification of identity.

WITHDRAWAL Students must obtain written approval from the Department of Physical Therapy to withdraw from physical therapy courses.

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HARRIS DEPARTMENT OF PHYSICIAN ASSISTANT STUDIES Program Director:

Rosalind V. Becker

Associate Professor:

Rosalind V. Becker, Roy Blank, Rebecca Boeschel

Assistant Professor:

Nicole Drake, Taylor Fischer, Elizabeth Maupin, Rebecca McClough, Kristy L. Putts, Suzanne Wolf

The Wingate University Physician Assistant Program is dedicated to exceptional physician assistant education and the support of service to communities.

The Program is committed to preparing students from many backgrounds to practice medicine in a variety of specialties and settings under the supervision of a physician.

Emphasis is placed upon understanding and appreciating cultural diversity as well as effectively meeting the level of health care comprehension among our patients. The Program aims to prepare its graduates to practice and promote primary health care of the highest quality as part of a multidisciplinary team.

Physician assistants provide such services as: • • • • • •

Taking medical histories and performing physical examinations Diagnosing and treating common illnesses Ordering and interpreting laboratory and special tests Assisting in the operating room Performing minor surgery and special procedures Counseling patients in the treatment of disease and health maintenance

The Physician Assistant Program at Wingate University received accreditation through the Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) in September 2014. The approximate date for the next full review of the program by ARCPA will be September, 2024. SACS (Southern Association of Colleges and Schools) granted approval on January 10, 2008, for Wingate University to offer the Master of Physician Assistant Studies degree (MPAS).

In September, 2012, ARC-PA granted approval for ten PA students on the Hendersonville, North Carolina, campus, joining the School of Pharmacy and MBA program in offering graduate education in Western North Carolina. The first cohort of students matriculated to the Hendersonville campus in fall semester 2013 as part of the Class of 2015.

PA program classrooms at the main campus and Hendersonville campus utilize the state-of-the-art Polycom HDX 8000 systems which support two cameras. One camera views the lecturer and podium area and the other is positioned to view the students. The interaction between instructors and students is bidirectional. MediaSite is used to record lectures which are made available to students under extenuating circumstances such as technology failure, inclement weather, or any other impediment to synchronous classes.

Several classes are taught through methods other than lecture (medical procedures, for example) or have non-lecture lab components. In Patient Assessment I and II labs, the practical physical exam skills will be provided at the main campus and at the Hendersonville campus by experienced faculty from the main campus to ensure that learning skills are equivalent for both cohorts. Hendersonville faculty will be trained by Wingate University Academic Catalog 2019-2020

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main campus faculty to evaluate students’ practical exams using the same check-off sheets and examination techniques.

DEPARTMENT OF PA STUDIES TECHNICAL STANDARDS PREFACE TO TECHNICAL STANDARDS The Rehabilitation Act of 1973 is the primary non-discrimination law applicable to the admissions and post-secondary education of disabled persons. Section 504 of this statute prohibits discrimination solely on the basis of the disability of an “otherwise qualified” person seeking admission to any college, university, or other institution of higher learning.

The purpose of the Americans with Disabilities Act (ADA) enacted in 1990, as far as schools are concerned, is to assure a level playing field so that individuals with disabilities can compete with other applicants on the basis of their ability without being eliminated specifically because of a disability. Disability is defined in the ADA as a physical or mental impairment. The ADA requires that: • • • • •

Schools judge a person on the basis of their ability to complete the education program rather than on their status as a disabled person The person seeking admission must be able to perform the “essential functions” of the program in spite of the disability “Reasonable accommodations” may be needed and, if so, must be provided.

The “essential functions” of the educational program are matters for each school to determine Pre-admission inquiry as to whether a person is disabled is not permitted, but a school may seek as much information as needed to make a determination that an individual can perform the “essential functions” of the education program.

The accreditation standards of the Liaison Committee on Medical Education (LCME) state: “While physical disability should not preclude a student from consideration for admission, each school should develop and publish technical standards for the admission of handicapped applicants, in accordance with legal requirements.”

Any applicant who plans to enter the physician assistant program at Wingate University must possess certain abilities that will enable him/her to master the educational and clinical content of the program within a reasonable time frame and to function as a physician assistant after graduation.

Wingate University welcomes specific inquiries from potential students with disabilities regarding required technical skills and how mastery of those skills might apply to his/her unique situation. Federal law prohibits programs from making inquiries about specific disabilities prior to admission; however, applicants who are selected for admission must be prepared to meet the educational and technical performance standards in order to complete the program. Students who are unable to master these skills will not be allowed to continue in the program.

Preface of Technical Standards is used with permission of the Methodist University PA Program, June 2018.

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TECHNICAL STANDARDS Observation and Sensory Integration The student must: • •

Be able to acquire information in all didactic and clinical settings through sources including but not limited to oral presentation, written material, visual media, and live presentations.

Possess function of visual, tactile, and auditory skills necessary for physical examination and documentation.

Communication The student must: • • • •

Be able to effectively communicate verbally and in writing, at a level consistent with graduate-level work, using proper English grammar, spelling and vocabulary which is necessary for patient evaluation and documentation.

Be able to communicate in a professional manner to all faculty, peers, health care professionals, patients and their families.

Demonstrate the ability to record activity and account for allocation of time in the clinical setting.

Confidently, concisely and professionally communicate relevant information regarding patient status with appropriate members of faculty and the health care team.

Motor Coordination and Function The student must: • •

Possess the necessary motor skills to perform a comprehensive physical examination, maneuver instruments or diagnostic tools, and perform medical procedures.

Have the physical capability, strength and stamina to stand, sit, and move within the classroom, laboratory and clinical areas, including but not limited to, examination rooms, treatment rooms, confined spaces, and surgical suites for long periods of time.

Intellectual/Conceptual Abilities The student must: •

• •

Be able to think critically and with sound judgment, in order to understand, assess, and solve complex clinical problems. This includes the ability to collect, organize, prioritize, reason, analyze, integrate, learn, and retain information, often in a limited time-frame.

Must be able to apply basic principles of the scientific method in reading and interpreting professional literature, to integrate data, and develop appropriate differential diagnoses.

Be able to comprehend two and three-dimensional structures and understand spatial relationships of structures.

Emotional, and Social Abilities The student must: • •

Be flexible and respond appropriately and professionally to stress during the educational period.

Respect and work within the framework of individual, cultural, religious, and socioeconomic differences.

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• • •

Be capable of regular, reliable, and punctual attendance at classes and in regard to clinical responsibilities.

Demonstrate emotional and psychological stability at a level necessary to deliver sound patient care in all settings and while interacting with interdisciplinary health care teams.

Behave in an ethical and moral manner consistent with professional values and standards.

STUDENTS WITH DISABILITIES Any student who, because of disability, may require special arrangements in order to meet the curriculum requirements, is expected to obtain approval for accommodations through the Director of Wingate University the Academic Resource Center. Once accommodations are approved, the student must meet with the Program Director.

Accommodations are for present and future activities and are not retroactive. Students will not receive special arrangements unless accommodations are approved by the University’s Office of Disability Support Services.

Ms. Kristin Wharton Director of the Academic Resource Center kwharton@wingate.edu 704.233.8366

ACADEMIC CALENDAR FOR DIDACTIC STUDENTS FALL SEMESTER 2019 August 16, 19-20 August 21-23

First-year orientation Building the Foundation

August 23

White Coat Ceremony (Class of 2019)

August 26

First-year classes begin

September 2

Labor Day – no classes

October 10-11

Fall Break

November 27-29 December 9-13 December 14

Thanksgiving Break Final exams Graduation (Class of 2019)

SPRING SEMESTER 2020 January 6

Classes begin

January 20

MLK holiday - no classes

March 5-6

Spring Break

April 10-13

Easter holiday - no classes

April 14-17

Final exams

SUMMER SEMESTER 2020 May 4

Classes begin

May 25

Memorial Day - no classes

July 3

Independence Day - no classes

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July 13-17

Final exams

Clinical students should refer to the calendar in their clinical handbook.

ACADEMIC AND PROFESSIONAL PROGRESSION The Progression Committee is charged with the maintenance of the academic and professional standards of the Wingate University PA program. The Committee is composed of principal PA program faculty members. The Program Director acts as chair. Student performance is reviewed at the end of each semester and as needed.

GRADING SCALE Grades on exams, projects, assignments, and final course grades are not rounded except to the hundredth decimal place. For example, an exam grade of 89.991 will be recorded as 89.99. An exam grade of 89.996 will be recorded as 90.00.

A = 90-100% 4.0 grade points B = 80-89% 3.0 grade points C = 70-79% 2.0 grade points F = Below 70% 0 grade points Good academic standing means that a student is not on academic probation and has not been dismissed. To remain in good academic standing, a student must: • • •

Receive a passing grade of "C" or higher in all courses Maintain a semester GPA of 3.0 or higher Maintain a cumulative GPA of 3.0 or higher

A student who receives a final course grade below “C” in any class will be dismissed from the program

ACADEMIC PROBATION A student whose academic performance falls below the acceptable standards (good academic standing) will be placed on academic probation and is no longer in good academic standing. The Program Director will notify the student of the probation in writing, once the GPA and cumulative GPA have been confirmed. The student will be required to remediate deficiencies under the guidance of the Program Director. Failure to complete remediation may result in dismissal from the program.

A student who does not meet the minimum semester GPA of 3.0 and a cumulative GPA of 3.0 at the completion of the 7th semester will be required to remediate deficiencies prior to graduation from the program. This may include, but is not limited to, enrolling for an 8th semester. Failure to complete remediation successfully may result in dismissal from the Program. Additional tuition charges are the responsibility of the student.

Students not in good standing may not hold elected or appointed student leadership positions and may be subject to loss of financial aid and scholarship funding.

ASSESSMENT Faculty assess students on an ongoing basis during their enrollment in the program.

Assessment includes but is not limited to, class participation and interaction, medical knowledge/integration of medical concepts, history and physical exam skills and test scores. To guide the students’ successful progression in the program, the course

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instructor/director or academic advisor may request to meet with a student to discuss concerns in one or more of these areas.

During the didactic year, a student who receives a grade less than 75% on any exam is required to meet with the course instructor or course coordinator. The purpose is to discuss and evaluate concepts the student may not thoroughly understand. A student scoring less than 75% must contact the instructor within 5 business days (Monday-Friday) of the date of the exam to schedule a meeting. Failure to contact the instructor is considered unprofessional behavior.

INTERVENTION Any student with repeated test scores of less than 75% in one or more courses or a midterm GPA less than 3.0, will be required to meet with his/her advisor to discuss and implement a plan to improve academic outcomes.

REMEDIATION If academic outcomes do not improve with intervention or end of semester GPA is less than 3.0, the student will be referred to the Program Director for remediation.

DECELERATION IN THE DIDACTIC YEAR The Department of PA Studies recognizes that there may be circumstances other than academic that require a student to alter his or her course of study during the didactic year.

A student in good academic standing who experiences a significant interruption in the fulltime plan of study may submit a written request to the Program Director to decelerate. The letter must have sufficient information to explain the request.

If deceleration is approved, the student will return to the program as a full-time student at the beginning of the semester in which he/she decelerated during the following year. For example, a student leaving the didactic portion of the program in the middle of the spring semester will return to the program at the beginning of the following spring semester. Due to didactic courses only being offered once per year, there is no option for a shorter absence in the didactic year.

The student will be required to demonstrate competencies prior to returning to the program by taking written competency examinations and/or practical clinical skills assessment. The student must achieve a score of 70% or higher on competency exams in order to return to the program. On return, the student is subject to the policies and procedures of the Handbook in effect for the class in which he/she will graduate.

ADVISORS - FACULTY MEMBERS Upon matriculation, each student is assigned a faculty advisor to assist with issues involving curriculum, academic progression, professional growth, and career decisions.

Students are encouraged to meet with faculty advisors regularly.

Appointments with advisors or course instructors should be requested by email. All students, even with a scheduled appointment, must check in with the departmentâ&#x20AC;&#x2122;s administrative assistant who will notify the faculty member of the studentâ&#x20AC;&#x2122;s arrival.

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While every effort is made to respond quickly and appropriately to students’ phone calls and emails, this happens more routinely during the business day. Calls or emails sent after office hours will likely have a response on the next business day.

ATTENDANCE POLICY Due to the intensity and rapid pace of the PA curriculum, attendance for all classes and required activities is mandatory. Students are expected to be on time for class and should plan their schedules accordingly. Medical and other personal appointments should be scheduled during semester breaks, evenings, or weekends as much as possible.

All absences due to illness, accident, or other unexpected personal or family emergency must be reported via email or telephone to the Academic Coordinator as soon as the student is aware that he/she will miss class time. These absences will be excused on a case-by-case basis and appropriate faculty will be notified. Students will be responsible for any missed content or assignments on these days. Any unreported absence will be considered unexcused. Excessive absences, whether excused or unexcused, may be considered unprofessional and treated as such at the discretion of program faculty.

While the program has a 100% attendance policy, each student is allowed three (3) discretionary personal days during the didactic year. The days can only be used one day at a time, once during each semester: fall (September-December), spring (January-April), and summer (May-July). The days cannot be used in increments or carried over to the next semester. Personal days must be approved in advance by the Academic Coordinator.

Students are responsible for any missed content or assignments on these days. Personal days cannot occur on days when there are group presentations, exams, quizzes, procedures or skills check-offs or on days that involve specialized instruction in areas such as male/female exam training, and OR orientation classes that cannot be made up.

Any discretionary personal day request must be submitted to the Academic Coordinator during the business week and at least 48 hours prior to the absence. Forms must be submitted electronically or in person and should not be left at the front desk. A sample of the Didactic Year Absence Request Form can be downloaded from the Didactic Year Home Page on Canvas. Clinical year students have different attendance requirements and complete a different form for any clinical education phase absences.

SATURDAY CLASS SESSIONS Students are required to attend Saturday sessions several times during the 27-month program. Attendance is mandatory and students will be notified of the dates as early as possible during the semester. Events include, but are not limited to: • • •

Examination of the male/female genitalia taught by associates from Eastern Virginia Medical School during the latter part of the first spring semester of the program Operating Room Orientation class taught in the first summer semester.

The Objective Structured Clinical Examination (OSCE) administered during the final fall semester of the PA program

Other Saturday sessions may be required and sufficient notice will be given to students.

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CHILDREN Student-parents should plan their schedules such that their children are not attending classes, labs, or clinical rotations. Students with children are expected to make child care arrangements to avoid conflicts with the educational experience.

CLINICAL ROTATIONS Clinical rotations are not sequential but all must be successfully completed to graduate.

Clinical year curriculum will be delivered in affiliated sites such as hospitals, medical practices, and other health care related facilities. The PA program has established clinical rotation affiliations in the greater Charlotte and Hendersonville areas as well as other communities. It is the student’s responsibility to plan in advance for transportation costs such as gas and a reliable vehicle. A student can expect to incur additional housing costs if a clinical rotation site is outside a reasonable commuting distance.

Students may request consideration for placement at specific approved practice sites but the PA program reserves the right to place students as necessary. Students may not solicit preceptors or sites without the permission of a Clinical Coordinator.

Following completion of each rotation, students will return to campus, take an end of rotation examination and participate in one or more days of medical or administrative education. Students who relocate after the didactic year are responsible for housing for these campus sessions.

Students are provided a clinical rotation manual at the beginning of the clinical year.

ELECTRONIC TECHNOLOGY LAPTOP COMPUTERS/NOTEBOOKS/IPADS • •

•

•

•

Each student in the PA Program is required to have a laptop computer.

Laptop computers, notebooks, tablets and iPads are permitted to view course materials and take notes. Accessing other forms of information (i.e. e-mail, internet search, g-chat, etc.) is strictly prohibited during class sessions and seminars Most tablets, including iPads and Chromebooks, are not supported by the exam testing software and cannot be used for taking exams. Devices MUST support the latest Windows or MAC operating systems to function with testing software.

Technology specifications will be distributed to each student prior to orientation.

It is the responsibility of the student to ensure that laptops are fully operational within the Wingate network. Personal data/apps on a computer may interfere with effective use of the computer for educational purposes. It is the student’s responsibility to ensure his/her computer is operable prior to the class and each exam.

Course assignments are often required to be submitted via computer. A malfunctioning computer, internet connection failure, inability to upload, etc. is the responsibility of the student and not an acceptable excuse for late submissions.

PERSONAL ELECTRONIC DEVICES In classroom and seminars, unless specifically instructed otherwise by the instructor, cell phones must be turned off (not on vibrate) and off desks/tabletops

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• •

Video recording by students is strictly prohibited Students must ask permission from faculty or instructors for audio recording of lectures prior to the start of the semester. Any such recordings are for personal use only and not to be shared under any circumstances unless permission is sought and granted.

EXAMINATIONS/ELECTRONIC TESTING The following applies to all students in the administration of examinations: • • • • • • • • •

Have a working laptop computer compatible with ExamSoft testing software (iPad and Chromebooks are not supported) Download appropriate exam the night before the testing session Arrive 10 minutes prior to the scheduled start of the exam to set up laptop computers Do not talk or share written materials with other students during an exam Backpacks, notes, cell phones, and items other than the laptop computer must be turned off, removed from the desk or table, and placed on the floor at the side of the room prior to the start of the exam If computer problems occur during the exam, the student should raise his/her hand to notify the proctor Exam proctors will not interpret exam questions or otherwise speak with students during the testing All personal items including laptop must remain in the classroom if a student leaves the room before finishing the exam Upon completion of the exam, students will submit the exam, show the successful submission screen to the proctor, and immediately exit the classroom.

While graded exams are not returned, each student receives his/her individual scores and an analysis of performance. The Strength and Opportunities report identifies areas/categories of strength and weakness on a particular assessment.

LEAVE OF ABSENCE IN THE CLINICAL YEAR The Department of PA Studies recognizes that there may be circumstances other than academic that require a student to alter his or her course of study during the clinical year. A student in academic good standing may submit a written request for leave of absence to the Program Director. The letter must have sufficient information to explain the request. If leave of absence is approved, the student will return to the program as a full-time student at a time agreed upon by the Director of Clinical Education and the Program Director.

The student may be required to demonstrate competencies prior to returning to the program by taking written competency examinations and/or practical clinical skills assessments. The student must achieve a score of 70% or higher on competency exams in order to return to the program. On return, the student may be subject to revisions or additions to the program curriculum or policies.

PROFESSIONAL DEVELOPMENT Students in the PA program are expected to demonstrate high standards of professional behavior in all educational settings including the classroom and laboratories, professional and clinical sites and in non-educational settings. Professional development (professionalism) is considered and evaluated on an individual basis each semester or as needed.

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Components of professional behavior include: • • • • • •

Honesty and integrity Reliability and responsibility Respect Self-improvement Self-awareness/knowledge of limits Adaptability

The Progression Committee completes a Professional Development Evaluation for all students at the end of each of the first three semesters or as needed. When a student receives a “needs improvement” or “unacceptable” on the evaluation, the student is required to meet with his/her advisor. Failure of the student to modify/correct behavior based on advisor feedback, or continuing to exhibit unprofessional behavior will result in the student being referred to the Program Director. The Program Director will meet with the student in question and may impose remediation requirements and/or sanctions up to and including, but not limited to, Professional Probation or dismissal from the Program. A student may be immediately dismissed from the PA Program, without probation, if his or her actions are deemed dangerous, illegal, unethical, or otherwise egregious.

Professional Probation issues may be referenced in applications for licensure and the credentialing process as well as in program reference letters. Completed evaluations, letters of notification, and any recommendations for the corrective behavior are placed in the student file.

A student dismissed from the Program for any reason may appeal the dismissal in writing to the University Provost within five calendar days of receipt of written notification of the dismissal. The Provost’s decision on any such appeal will be final and will not be subject to further appeal.

REQU IREMENTS FOR PROGRAM GRADUATION A student must successfully complete all requirements for the first, second, and third year of the Program in good standing and fulfill financial obligations to the University to graduate. Graduates will receive a Master of Physician Assistant Studies degree.

WITHDRAWAL Students are not permitted to withdraw selectively from courses in the PA program. A student who wishes to withdraw from the program must notify the Program Director in writing.

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MPAS REQU IRED CURRICULUM – CLASS OF 2020

Fall Semester PA 524 Topic Exploration I

0

PA 529 EKG/Radiology PA 530 Clinical Medicine I PA 538 Patient Assessment I

1 6 4

PA 541 Pharmacology I

3

PA 544 Clinical Anatomy

2

PA 546 Pathophysiology I

3

Fall Semester 3 Five-week Clinical Rotations PA 620 Capstone Project I ACLS Spring Semester 3 Five-week Clinical Rotations PA 623 Professional Development Summer Semester 2 Five-week Clinical Rotations

0 1 6

PA 539 Patient Assessment II

4

PA 542 Pharmacology II

3

PA 547 Pathophysiology II

3

PA 580 Research, Epidemiology and Statistics

2

2

17

15 1

16

10

10

19

Spring Semester PA 525 Topic Exploration II PA 527 Health Care Issues I PA 531 Clinical Medicine II

15

Final Semester Fall Semester 2 Five-week Clinical Rotations PA 624 PANCE Preparation (P/F) PA 710 Summative Evaluation 19

PA 720 Capstone Project II

10 (2) 2 4

18 61

Summer Semester PA 521 Clinical Orientation (P/F)

Clinical Rotations

(1)

PA 528 Health Care Issues II

1

PA 532 Clinical Medicine III

4

PA 540 Patient Assessment III PA 543 Pharmacology III PA 550 Emergency Medicine PA 552 Medical Procedures PA 553 Pediatrics PA 554 Women’s Health FIRST THREE SEMESTERS

1 2 2 2 2 2

17 55

LAST FOUR SEMESTERS

61

TOTAL CREDIT HOURS

116

PA 600 Ambulatory Medicine I PA 610 Ambulatory Medicine II PA 602 Internal Medicine PA 603 Pediatrics PA 604 Psychiatry PA 605 General Surgery PA 606 Women’s Health PA 607 Emergency Medicine PA 608 Elective Clinical Rotation I PA 609 Elective Clinical Rotation II

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COLLEGE OF PROFESSIONAL STUDIES Vice Provost and Dean:

Travis L. Teague

Assistant Dean of the Thayer School of Education:

Charlesa Hann

Assistant Dean of the School of Sport Sciences:

Dawn Norwood

Assistant Dean of Assessment:

Janet Jenkins

The College of Professional Studies was established in 2019 with its foundation based upon the pillars of the university: Faith, Knowledge and Service. The College is comprised of two schools, the Lloyd and Georgia Thayer School of Education and the School of Sport Sciences. Another component of the College of Professional Studies is the Office of External Academic Partnerships. This office collaborates on projects and initiatives with our academic partners in the state, including the public K-12 schools and the community college system.

The College of Professional Studies unites academic preparation in a variety of disciplines spanning from bachelor to doctoral programs, all designed to prepare students for success within their chosen careers and to develop an appreciation for lifelong learning.

Students and faculty within the College of Professional Studies are committed to excellence in teaching, learning, and scholarship, as well as striving to serve our communities in meaningful ways.

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LLOYD AND GEORGIA THAYER SCHOOL OF EDUCATION Dean:

Travis Teague

Assistant Dean:

Charlesa Hann

Professor:

Sarah Harrison-Burns

Associate Professors:

Eddie Case, Rebekah Kelleher

Assistant Professors:

Tarra Ellis, Janet Jenkins, Charlesa Hann, Melanie Keel, Darrel Staat, Rick Watkins

Visiting Instructor:

Rebecca Cottenoir

Interim Director of Graduate Education Programs: : Charlesa Hann The graduate education programs at Wingate University are guided by the conceptual framework of The Effective Facilitator of Learning. This conceptual framework is consistent with the mission of Wingate University and with the motto of â&#x20AC;&#x153;Faith, Knowledge, Service.â&#x20AC;? Teacher Education Programs are conceived in the context of a well-rounded liberal arts education and integrated with the principles of a Christian institution.

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GRADUATE EDUCATION ACADEMIC CALENDAR EDD

MAED, MAT and Principalship

Classes Begin

Aug. 24

Aug. 19

Add/Drop Ends

Aug. 24

Aug. 22

Labor Day Holiday

Aug. 31

Sept. 1

Incomplete Deadline

Sept. 19

Sept. 19

Homecoming

Oct. 20

Oct. 20

Withdrawal Deadline

Oct. 24

Oct. 24

Thanksgiving Break

Nov. 27-29

Nov. 30

Classes End

Nov. 30

Dec. 5

Hooding/Graduation Date

Dec. 14

Dec. 14

Classes Begin

Jan. 4

Jan. 8

Add/Drop Ends

Jan. 4

Jan. 14

Martin Luther King Holiday

Jan. 20

Jan. 20

Incomplete Deadline

Feb. 8

Feb. 8

Easter Break

Apr. 10-13

Apr. 10-13

Withdrawal Deadline

Mar. 21

Mar. 21

Classes End

Apr. 4

Apr. 27

Commencement

May 8

May 8

FALL 2019

SPRING 2020

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THE DOCTOR OF EDU CATION IN EDUCATIONAL LEADERSHIP PROGRAM PURPOSE Our graduates will assume positions as principals, superintendents, and central office administrators. The program is directed to the preparation of practicing school leaders. It is important to emphasize that the Ed.D. in Educational Leadership at Wingate University leading to the superintendent certification will provide a means for candidates to gain content knowledge, pedagogical and professional knowledge, skills and dispositions specified by the Educational Leadership Constituent Council as well as the North Carolina Standards for Superintendents.

Based upon the premises established above, the conceptual framework of Effective Facilitators of Learning for future school and school system leaders will be for individuals who understand and are able to facilitate learning communities that support active learning. We are striving to create graduates who are competent at facilitating the learning process in multiple settings at the executive level.

COHORT EXPERIENCE The Wingate University program in Educational Leadership emphasizes the development of Effective Facilitators of Learning, a goal which demands collaborative decision-making in diverse settings. For this reason, the University has adopted a cohort model for the Ed.S. and Ed.D. programs. This organizational plan encourages students to develop skills within a learning community that offers support and encouragement. As students develop their knowledge, engage in research, and participate in class discussions, they develop support systems and professional relationships which may be helpful throughout their professional careers.

Students may be admitted to the program for the fall semester of each year.

ED.D. AND ED.S. REQUIREMENTS Wingate University offers two advanced degrees designed to prepare leaders for North Carolina public school systems. The Wingate University Doctoral Program in Educational Leadership is a 63 credit hour program with 21 hours for coursework/Capstone paper after completion of the Educational Specialist degree. The Educational Specialist degree itself is a 42 credit hour program. The program is experiential and requires application of knowledge and skills obtained through varied experiences. The program is based on clinical practice, problem solving and promoting institutional effectiveness in schools, school districts, and educational service agencies.

The Ed.S. is based on the successful completion of both the 42 hours of course work and the leadership portfolio. Students interested in a continued pursuit of the Doctor of Education program will complete 9 hours in research methods, quantitative analysis, and writing for publication, and 12 hours in the capstone seminar. A Comprehensive Exam of Leadership Competencies will be required for approval to begin the problem-centered action research project. The capstone defense may not be held until the summer semester of the third year of coursework.

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DEGREE REQUIREMENTS EL 7010: Information Management Systems EL 7032: Communications and Community Relations EL 7061: Systematic Inquiry and Decision Analysis EL 7067: Curriculum and Instructional Leadership EL 7095: Diversity and Global Development EL 7109: Managing Human and Fiscal Resources EL 7127: Education Law, Policy and Ethics EL 7134: Educational Leadership: Theory and Practice EL 7151: Principals in the 21st Century EL 7156: Comprehensive Planning and Program Evaluation EL 7189: Organizational Development and Change EL 7211: Data Driven Leadership EL 7234: Economics and Education EL 7512: Superintendents and Executive leadership ER 7311: Measurement Techniques in Education ER 7423: Research Design and Data Analysis ER 7433: Seminar in Professional Research and Publication ER 7950: Doctoral Capstone Project (12 hours) – I, II, and III

ADMISSIONS POLICIES AND REQUIREMENTS Students must submit: • • • • • •

• •

Wingate University On-Line Application for Admissions to the Doctoral Program One official transcript from each institution attended (post high school) Official Graduate Record Exam (GRE) scores or Miller Analogy Test (MAT) within the last 5 years TOEFL for International students whose first language is not English Brief vitae (not to exceed 2 pages) Three (3) letters of professional recommendation describing applicant’s leadership skills (Two letters must come from supervisory or administrative personnel who have had direct experience with the candidate.)

One (1) page letter of intent stating personal professional goals Copy of professional license(s)

Finalists will be invited to participate in the following: •

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Completion of a timed writing sample.

ADMISSIONS SELECTION To be considered for admission, all candidates must be licensed, practicing administrators. Candidates will be selected in a competitive admissions process. A committee of the Wingate Graduate Education faculty will review all applications and will consider each application based on a variety of factors. These factors include, but are not limited to, a review of standardized test score, recommendations, professional work experience, grade point average, and performance in the interview and on the writing sample.

For additional information please visit our website at: https://www.wingate.edu/academics/graduate/education

CAPSTONE PROJECT AND PROGRAM COMPLETION Once a Wingate University doctoral candidate becomes eligible to enter the capstone project process, the candidate may continue into the third year of study.

During the following three semesters, each candidate will enroll in a series of research courses and three semesters of doctoral capstone seminar. The initial semester seminar will be directed, in general, by the Capstone Coordinator. Capstone seminar hours will aid the candidates in focusing their research, completing key sections of the capstone project, and collaborating with their professional writing group, where applicable.

Once a candidate has been approved to continue into the capstone year, he/she must remain continuously enrolled in the capstone course(s). This enrollment ensures that the candidate has full access to materials and faculty expertise. Candidates may complete and defend by the end of the third semester. However, should a candidate require more time, the candidate must apply for Extended Capstone Project Status.

The Director of Graduate Education will monitor the status of any project in this situation. The School reserves the right to reassign or realign any project which enters an extended status to ensure that the project and data remain timely and relevant.

If a candidate continues his/her research past the three semesters allotted and does not enroll in 3 hours of extended capstone seminar each semester, the candidate will be dropped from the program.

Candidates must complete their Ed.D. degree within five years of initial program enrollment. This ensures that a candidate's experiences and research are timely and relevant.

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THE DOCTOR OF EDU CATION IN HIG HER EDUCATION EXECUTIVE LEADERSHIP PROGRAM PURPOSE The Wingate Ed.D. program in Higher Education Executive Leadership is a part-time program for working professionals. Graduates will be prepared for positions as Deans, Vice Presidents and Presidents in institutions of higher education. The program provides both the theoretical and practical applications needed for higher education leaders in the 21st century. The curriculum focuses on four broad areas that will prepare individuals to be successful as university and community college leaders. These are: leadership and organizational development; effective programs and services in higher education; traits of a highly successful universities and community colleges; research and a locally developed capstone project. The Wingate University Doctoral Program in Higher Education Executive Leadership is a 63-credit hour program with 21 hours for coursework/Capstone paper after completion of the Educational Specialist degree. The Educational Specialist degree itself is a 42 credit hour program.

COHORT EXPERIENCE The Wingate University program in Higher Education Executive Leadership has adopted a cohort model. This organizational plan encourages students to develop skills within a learning community that offers support and encouragement. As students develop their knowledge, engage in research, participate in class discussions, they develop support systems and professional relationships which may be helpful throughout their professional careers.

The Ed.S. is based on the successful completion of both the 42 hours of course work and the leadership portfolio. Students interested in a continued pursuit of the Doctor of Education program will complete 9 hours in research methods, quantitative analysis, and writing for publication, and 12 hours in the capstone seminar. A Comprehensive Exam of Leadership Competencies will be required for approval to begin the problem-centered action research project. The capstone defense may not be held until the summer semester of the third year of coursework.

PROGRAM REQU IREMENTS Foundation Courses: EL 7134: Educational Leadership EL 7189: Organizational Development and Change EL 7010: Information Management Systems EL 7095: Diversity and Global Development EL 7211: Data-Driven Leadership EL 7156: Comprehensive Planning and Program Development

Specialized Courses: EL 7128: Higher Education Law and Policy

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EL 7312: Developing Effective Student Service Programs EL 7110: Managing Finance, Budget and Facilities EL 7235: Workforce and Economic Development EL 7033: Community and Government Relations EL 7152: Higher Education in the 21st Century EL 7513: Presidents and Executive Leadership EL 7068: Teaching, Learning, and Student Success

Research Courses: EL 7061: Systematic Inquiry and Decision Analysis ER 7423: Research Design and Data Analysis ER 7433: Seminar in Professional Research and Publication ER 7950 Doctoral Capstone Project – I, II, III Students will complete 14 courses (3 hours each) for a total 42 semester hours. The final 21 semester hours will be earned through a culminating experience called the Doctoral Capstone Project for total of 63 hours. A Comprehensive Exam of Leadership Competencies will be required for approval to begin the problem-centered action research project.

ADMISSIONS POLICIES AND REQUIREMENTS Students must submit: • • • • • • •

•

Wingate University On-Line Application for Admissions to the Doctoral Program One official transcript from each institution attended (post high school) A Master's degree Official Graduate Record Exam (GRE) scores or Miller Analogy Test (MAT) within the last 5 years TOEFL for International students whose first language is not English Brief vitae (not to exceed 2 pages) Three (3) letters of professional recommendation describing applicant’s leadership skills (Two letters must come from supervisory or administrative personnel who have had direct experience with the candidate.)

One (1) page letter of intent stating personal and professional goals

Finalists will be invited to participate in the following: • •

An oral interview with faculty committee Completion of a timed writing sample.

ADMISSIONS SELECTION The admission process is a competitive one. Many factors are considered by a committee of Graduate Education Faculty. The factors include, but are not limited to, a review of standardized test scores, recommendations, professional work experience, grade point average, future professional goals and personal interviews and quality of writing sample.

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For additional information please visit our website at: https://www.wingate.edu/getto-know-wingate-university/wu-ballantyne

CAPSTONE PROJECT AND PROGRAM COMPLETION Once a Wingate University doctoral candidate becomes eligible to enter the capstone project process, the candidate may continue into the third year of study.

During the following three semesters, each candidate will enroll in a series of research courses and three semesters of doctoral capstone seminar. The initial semester seminar will be directed, in general, by the Capstone Coordinator. Capstone seminar hours will aid the candidates in focusing their research, completing key sections of the capstone project, and collaborating with their professional writing group, where applicable.

Once a candidate has been approved to continue into the capstone year, he/she must remain continuously enrolled in the capstone course(s). This enrollment ensures that the candidate has full access to materials and faculty expertise. Candidates may complete and defend by the end third semester. However, should a candidate require more time, the candidate must apply for Extended Capstone Project Status. The Director of Graduate Education will monitor the status of any project in this situation.

The School reserves the right to reassign or realign any project which enters an extended status to ensure that the project and data remain timely and relevant.

If a candidate continues his/her research past the three semesters allotted and does not enroll in 3 hours of extended capstone seminar each semester, the candidate will be dropped from the program.

Candidates must complete their Ed.D. degree within five years of initial program enrollment. This ensures that a candidate's experiences and research are timely and relevant.

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THE MASTER OF ARTS IN EDUCATION IN ELEMENTARY EDUCATION ( K–6) The Master of Arts in Education program was established in June 1985 and is designed for the student who has an undergraduate degree in education or license to teach in the public schools. In 1999, Wingate University worked with elementary teachers and a principal to redesign the master’s program. Following the adoption of the new Standards for Graduate Teacher Candidates the program was revisioned during 2010 – 2011 to focus on the following standards: Teacher Leadership, Respectful Educational Environments, Content and Curriculum Expertise, Student Learning, and Reflection. Key changes include the provision for an elective course, the division of the research course into two courses, allowing for more extensive application of research skills and greater emphasis on action research, and replacement of the Program Portfolio with a Standards-Based Project. The program consists of 30 semester hours leading to the Master of Arts in Education degree with graduate-level (“M”) licensure in Elementary Education (K–6).

ADMISSION REQUIREMENTS To be considered for admission to the Master of Arts in Education in Elementary Education program, an applicant must: • • • • • •

• •

Hold a bachelor’s degree from an accredited college or university Hold an undergraduate major in education or Class “A” licensure to teach in public school; license appropriate for proposed area of graduate study Have a 3.00 (“B”) GPA or higher during last 2 years of undergraduate work or a 3.0 GPA or higher in the education major Submit a Graduate School application Submit official transcripts of all previous academic work beyond high school Submit official satisfactory scores on Miller Analogies Test (MAT) or Graduate Record Examination (GRE.) Provisional admission is possible if scores do not meet Wingate minimal standards Submit three (3) recommendations from administrative or supervisory personnel Submit a copy of teaching license

PROGRAM REQU IREMENTS Core Experiences (15 semester hours) ED 531: Research in Educational Trends, Issues, and Best Practice ED 532: Curriculum Decision-Making ED 535: Action Research ED 560: Developing and Demonstrating Teacher Leadership ED 590: Special Topics in Education

Content-Related Experiences (12 semester hours) ED 540: Communication within the Language Arts Curriculum ED 542: Teaching Problem Solving and Quantitative Reasoning

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ED 544: Teaching Inquiry, Scientific Literacy and Healthful Living ED 546: Integrating Global Social Sciences and the Humanities

Assessment and Evaluation (3 semester hours) ED 552: Assessment and Instructional Intervention Education 597: Program Portfolio* Pass/Fail *ED 597 will be taken at the same time as the final course in the program at no additional charge. If the portfolio is not completed simultaneously or successfully with the final course, then ED 597 must be repeated. ED 597 may be taken up to three (3) times and must be electronically submitted.

Total: 30 semester hours

PROGRAM COMPLETION Candidates for the Master of Arts in Education Degree must complete a minimum of 30 semester hours of coursework in accordance with the prescribed program of study with an overall grade-point average of 3.00 (“B”) or higher. This program leads to the Master of Arts in Education degree with eligibility to apply for graduate level Class “M” licensure in Elementary Education (K–6.) The standards-based Program Portfolio must be submitted and approved to complete the degree program. Receiving an "F" in any course will result in the student being dropped from the program.

Students have up to five years from initial acceptance into the program to complete the program.

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THE MASTER OF ARTS IN TEACHING IN ELEMENTARY EDUCATION ( K–6) In 1996, the graduate program in education was extended to include a Master of Arts in Teaching Degree at Wingate University and was revisioned in 2009 to meet the State of North Carolina’s 21st-Century standards for teaching K–6. The program consists of 36-39 semester hours leading to the Master of Arts in Teaching Degree with Class "M" licensure in Elementary Education (K–6). It is designed especially for college graduates with degrees in areas other than education who wish to pursue a career in teaching. Before licensure can occur, students must meet the minimum score requirements for North Carolina on the following required tests: • •

Pearson’s Foundations of Reading (090) Pearson’s Mathematics Subtest (203) OR Praxis CKT Math Subtest (7803)

An official copy of the test scores must be provided to Wingate University. All coursework including practicum and portfolio must be completed prior to licensure. The graduate program focuses on a model of “an effective facilitator of learning.”

The 21st-century MAT program focuses on the creation of the 21st-century educator. All application requirements are due before full admission. In Part 1, this cohort-based program allows the successful candidate to master the initial licensure competencies in a scheduled three semesters of coursework, plus the practicum semester. The practicum should be completed in an accredited public school.

The classes in the new program require a regular clinical component, which works to help students apply academic knowledge to real classroom situations. ED 500 (a, b, c) must be successfully completed in the first three semesters in order to continue each semester in the Part 1 program. There is no cost for ED 500 as it is pass/fail.

Once students have completed the Practicum and the required licensure tests —they will be eligible to apply for a North Carolina initial "A" license to teach K–6. Then they may continue (with a minimum 3.0 GPA in Part 1) into Part 2 where they work toward mastery of the graduate or ‘M’ level competencies in collaboration with working professionals.

At the end of the program, students will complete a portfolio and, if successful, be eligible to apply for a graduate or 'M' license in North Carolina.

ADMISSION REQUIREMENTS To be considered for admission to the Master of Arts in Teaching Program in Elementary Education (K–6), an applicant must: • • •

• •

Hold a bachelor’s degree from an accredited college or university.

Submit a complete Graduate School Application form.

Submit official transcripts of all previous academic work beyond high school. It is the applicant’s responsibility to have all transcripts sent directly from each institution attended.

Have a cumulative GPA of 2.70 or higher on a 4.00 scale on all post-secondary academic coursework.

Provide three (3) recommendations from administrative or supervisory personnel (forms provided online).

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•

•

Submit official satisfactory scores on either the Miller Analogies Test (MAT) or the Graduate Record Examination (GRE). (If a student fails to meet the minimum score set by the graduate faculty in education, provisional admission will be considered. Wingate University is an official site for the administration of the MAT. Wingate GRE code is 5908; Wingate MAT code is 2536.)

Be accepted by the Graduate Education Programs Admissions Committee.

PROGRAM REQU IREMENTS Education 500 (a,b,c): Clinical Field Experiences in Schools Education 501: Foundations of Teaching and Learning in the 21st Century Education 502: Literacy in the 21st Century Education 531: Research in Educational Trends, Issues, and Best Practices Education 532: Curriculum Decision-Making Education 535: Action Research Education 540: Communication within the Language Arts Curriculum Education 542: Teaching Problem-Solving and Quantitative Reasoning Education 544: Teaching Inquiry, Scientific Literacy, and Healthful Living Education 546: Teaching Global Social Studies and Humanities Education 552: Assessment and Instructional Intervention Education 560: Developing and Demonstrating Teacher Leadership Education 595: Practicum (3 or 6 credit hours) Education 597: Program Portfolio* *ED 597 is taken at the same time as the final course in the program at no additional charge. If the portfolio is not completed simultaneously or successfully with the final course, then ED 597 must be repeated. ED 597 may be taken up to three (3) times and must be electronically submitted using Canvas. Emphasis will be on developing a StandardsBased Project.

Total: 36-39 semester hours

PROGRAM COMPLETION Candidates for the Master of Arts in Teaching Degree must complete a minimum of 3639 semester hours of coursework (PLUS any specified co-requisites), including the Practicum, in accordance with the prescribed program of study with an overall grade-point average of 3.00 (“B”) or higher. (See Grading Policy for information on “C” grades and Academic Probation). A professional portfolio that reflects representative experiences and activities in all coursework must be submitted electronically and approved to complete the program. Receiving an "F" in any course will result in the student being dropped from the program.

Students are allowed up to five years from the date of official acceptance to complete the program.

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For Licensure, students are required to take and pass the licensure tests (see above), and any other requirements of NCDPI.

PRACTICUM AND LICENSURE Candidates for the Master of Arts in Teaching Degree must complete Education 595, a supervised practicum experience in an assigned K–6 classroom (analogous to student teaching in traditional undergraduate teacher education program). The practicum is designed to provide an in-depth internship to graduate students who have minimal to moderate teaching experiences but do not hold a teaching license. The student teaching practicum is a state requirement for initial licensure in North Carolina. Students will have scheduled meetings with their professor. Students will complete their Practicum after completion of the first six courses. The remaining 5 courses will be taken after the Practicum has been completed. This allows students to apply for an A license (making one eligible for a teaching position) while completing the requirements for a master’s degree.

The length of the practicum varies from 7 to 16 weeks in an accredited public-school classroom and is based on documented state approved teaching experiences. Candidates who request a 7-week placement must have at least two years of experience in the publicschool classroom or enrolled in the residency program as a K–6 classroom teacher.

Candidates who request a 10-week placement must have at least one year of experience in the public school classroom or documented exceptionalities in teacher education as observed by the University supervisor and cooperating teacher/mentor. A 16-week practicum is reserved for students who have no documented teaching experience. This practicum allows the graduate student to complete the licensure process. All MAT students must successfully complete the practicum and submit scores on the Pearson tests — Foundations of Reading (SA090), Pearson’s Mathematics Subtest (203) OR Praxis CKT Math Subtest (7803) before he/she will be eligible for licensure. All candidates seeking licensure must submit electronic evidences of the completion of the standards for initial licensure as specified in the teacher education handbook. (Specific details and expectations are outlined in the Practicum Handbook).

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THE MASTER OF ARTS IN EDUCATION IN EDUCATIONAL LEADERSHIP In 2001 the North Carolina Board of Education and the North Carolina Department of Public Instruction began to look at the skills and abilities needed by public school children to be successful citizens and workers in an emerging global economy and the skills needed by educators as well. Since that time, a new set of standards for 21st-century learners has evolved and been adopted by the state of North Carolina. All institutions of higher education who offer this program have been mandated to have their coursework reflect the newly approved 21st-century standards. Wingate established its Master of Arts in Education in Educational Leadership program in 2006 and its revised program was approved by the NC DPI in October 2010. Points of emphasis (evidences) in the revised program are defined as the following six evidences: positive impact on student learning; teacher empowerment and leadership; community involvement and engagement; organizational management; school culture and safety; school improvement. These evidences are integrated into the coursework requirements and are manifested throughout the course of study. The previous program portfolio was replaced with a Standards-Based Program Portfolio that reflects an understanding of the new Executive Leader Standards. Students work with their internship supervisors to complete evidences for this Standards-Based Portfolio. This program qualifies one to earn a North Carolina Class “M” license as a K -12 school principal.

ADMISSION REQUIREMENTS To be considered for admission to the Master of Arts in Education in Educational Leadership (K–12) program, an applicant must: • • • • •

• • •

•

Hold a bachelor’s degree from an accredited college or university.

Have an undergraduate major in Education or class “A” licensure (or equivalent) to teach in public schools (3 years of experience is preferred).

Have a 3.00 (“B”) GPA or higher during the last two years of undergraduate work or a 3.00 GPA or higher in the education major.

Submit a complete Graduate School application form.

Submit official satisfactory scores on the Miller Analogies test (MAT) or the Graduate Record Examination (GRE). (If the student fails to meet the minimum score set by the graduate faculty in education, provisional admission will be considered. Wingate University is an official site for the administration of the MAT.) Provide three (3) recommendations from administrative or supervisory personnel.

Provide an essay or statement of intent for the MAEd in Educational Leadership program.

Submit official transcripts of all previous academic work beyond high school. (It is the applicant’s responsibility to have all transcripts sent directly from each institution attended.)

Submit copy of teaching license(s).

PROGRAM REQU IREMENTS The MAEd in Educational Leadership consists of 37 semester hours at the 500 and 600 levels. Field experiences and internships totaling 475 hours are also expectations for successful completion of the MAEd in Educational Leadership program of study. The

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internships take place after 80 percent of the coursework is completed. The vision of principal as instructional leader incorporates all essential roles as leader, master teacher, and researcher. As such, the program is organized around these courses:

Core Experiences (6 semester hours) EDLD 532: Curriculum Decision-Making EDLD 535: Action Research

Content-Related Experiences (31 semester hours) EDLD 605: Developing and Demonstrating Teacher Leadership EDLD 610: The Principalship – Part I EDLD 615: The Principalship – Part II EDLD 620: School Finance and Budget EDLD 625: Technology in the 21st-Century School EDLD 630: School Law EDLD 634: Measurement and Assessment EDLD 640: Supervision of Instruction EDLD 694: Internship I (Summer only) EDLD 695: Internship II (Academic year only) EDLD 696: Internship III (Academic year only)

Program Portfolio (0 semester hours) EDLD 697: Program Portfolio (Pass/Fail – no credit) Note: ED 697 must be submitted electronically when completing one's final internship.

If the portfolio is not completed simultaneously or successfully with the final course, then EDLD 697 must be repeated. This portfolio will reflect an understanding and application of the 21st-century standards through a Standards-Based Project and will demonstrate the attributes of an Executive Leader.

Total: 37 semester hours

PROGRAM COMPLETION Candidates for the Master of Arts in Educational Leadership Degree must complete 37 semester hours of coursework in accordance with the overall prescribed program of study with an overall grade-point average of 3.00 (“B”) or higher and no grade below a “B.” A leadership portfolio must be prepared, presented and approved reflecting the cumulative research and coursework experiences of the program. The portfolio is submitted and approved prior to matriculation. Receiving an "F" in any course will result in the student being dropped from the program.

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Students are allowed up to five years from the date of official acceptance to complete the program.

THE ADD-ON LICENSURE PROGRAM FOR SCHOOL ADMINISTRATION K–12 The Add-On Licensure Program for School Administration K–12 is designed to provide those students holding a Master’s Degree in Education and a class “M” or equivalent licensure an opportunity to become licensed to work as principals in North Carolina.

Particular emphasis is on a new set of standards recently adopted by the North Carolina Department of Public Instruction. The goal for these standards is to produce skills that result in practitioners becoming successful in facing the challenges of the 21st century as well as those of a growing global economy. There are six points of emphasis: positive impact on student learning; teacher empowerment and leadership; community involvement and engagement; organizational management; school culture and safety; and school improvement. These evidences are integrated into the coursework requirements and are manifested throughout the course of study. In addition, the old program portfolio has been replaced with a Standards-Based Program Portfolio that reflects understanding of the new executive Leader Standards. Students work with their internship supervisor to complete this Standards-Based Program Portfolio.

ADMISSION REQUIREMENTS To be considered for admission to the Add-On Administrative Licensure Program, an applicant must: • • • • •

• • •

Hold a Master's degree from an accredited college or university.

Have a graduate degree in education or related field and Class “M” or equivalent licensure to teach in the public schools.

Have a 3.00 (“B”) GPA or higher in previous graduate education program.

Submit a completed Wingate University Graduate School application form.

Submit official transcripts of all previous academic work beyond high school. It is the applicant’s responsibility to have all transcripts sent directly from each institution attended.

Provide three (3) recommendations from administrative or supervisory personnel.

Provide an essay or statement of intent for the Add-On Licensure program.

Submit copy of teaching license(s).

PROGRAM REQU IREMENTS All students will complete the following:

Content-Related Experiences (22 hours) EDLD 605: Developing and Demonstrating Teacher Leadership EDLD 610: The Principalship – Part I EDLD 615: The Principalship – Part II EDLD 620: School Finance and Budget EDLD 630: School Law

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EDLD 694: Internship I (Summer only) EDLD 695: Internship II (Academic year only) EDLD 696: Internship III (Academic year only) Note: Candidates with a Class “M” license in Counseling, Social Work, etc., (nonclassroom) are required to take two additional courses unless they have teaching experience: Ed 532: Curriculum Decision Making and EDLD 640: Supervision of Instruction.

Program Portfolio (0 semester hours) EDLD 697: Program Portfolio * (Pass/Fail – no credit) Note: EDLD 697 must be submitted electronically and submitted at the same time as the final internship is completed. Beginning in the fall of 2011 the portfolio became a Standards-Based Program Portfolio reflecting an understanding of new Executive Leader Standards. If the portfolio is not completed simultaneously or successfully with the final internship, then EDLD 697 must be repeated.

Total: 22 semester hours

PROGRAM COMPLETION Students in the Add-On Licensure Program for School Administration K–12 are required to complete a minimum of 22 semester hours in accordance with the prescribed program with an overall grade point average of 3.00 (“B”) or higher and no grade below a “B”. Students will complete 475 hours of internship work in appropriate/approved educational placements after coursework is completed. Students also develop a leadership portfolio reflecting related coursework and practice. The portfolio is submitted and approved prior to matriculation. Receiving an "F" in any course will result in the student being dropped from the program.

Candidates with a Class ”M” license in Counseling, Social Work etc., who do not have a teaching license must also complete the following courses to satisfy the requirements of the program: ED 532: Curriculum Decision Making and EDLD 640: Supervision of Instruction.

Completion of the School Administration K–12 licensure program will lead to a North Carolina Class “M” level licensure.

Students are allowed up to five years from the date of official acceptance to complete the program.

COMMON ELEMENTS OF THE PROGRAMS ADMISSION Wingate University has rolling admissions for three semesters—fall, spring, and summer, with the exception of the doctoral program, which only admits in the fall.

A student is admitted with full acceptance if he/she has submitted and satisfactorily met the requirements for admission to the program to which he/she has applied.

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Admission can be granted with provisional status by the Graduate Education Program Admission Committee if the application materials are not complete. However, the missing information must be completed within the first six hours of the program.

A student provisionally admitted is missing one or more of the requirements for admission. If admitted to the program on provisional status, the student must make no less than a “B” on the first six hours of coursework attempted and can only take up to six hours of coursework before completing the requirements. If the student admitted on provisional status makes less than a “B” on the first six hours of coursework, the student will not be able to register for courses the following semester. To continue in the program after that time, the student must submit a written request to the Director of Graduate Education Programs. The appeal must be received at least one month prior to the term for which the student wishes to enroll.

If a student is denied regular or provisional admission, he/she may request special admissions consideration by writing to the Director of Graduate Education Programs at least one month prior to the semester for which the student is seeking admission.

Students have up to five years to complete their program of study and earn their degree/certification.

READMISSION POLICY Students have up to five years to complete their program of study and earn their degree/certification. Students who take leaves of absence, or fail to maintain continuous enrollment must apply for readmission. Students who are dismissed from a program for poor academic performance (as defined by each program) must wait one year (including summers) before being considered for readmission. In any case of readmission, the 5- year timeline for completion of the program is still in effect.

ADVISING Wingate University is committed to providing academic advice and personal guidance for its students. Each student has an advisor who helps plan the student’s academic program and meets with him/her throughout the program.

Students who are admitted into the MAT, MAED, EDLD or Add-On program will be introduced to their advisor at the beginning of their coursework. For doctoral students, the chairperson for their capstones will serve as the advisor.

Wingate University values student input and uses that information as part of our ongoing evaluation and assessment of the program(s). Advisement conferences provide an opportunity for such an exchange of information.

ATTENDANCE Regular class attendance is a student's obligation and a student is responsible for all the work, including tests and written work, of all class meetings. Classes are not usually canceled due to inclement weather, and students are responsible for all the work of class meetings missed due to inclement weather. Each syllabus contains the grade deductions for missed classes and the procedure to request a waiver for an absence.

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Doctoral candidates who have been approved to continue into the Capstone year must maintain continuous enrollment while completing their Capstone project.

GRADING POLICY MASTER’S PROGRAMS No more than one course with a grade of “C” will be applied toward graduation for the Master of Arts in Education in Elementary Education, the Master of Arts in Teaching, and the Educational Leadership program — Master of Arts in Education or Add-on Licensure.

Students have the option of repeating a course for which grades of “C” or lower are received.

The repeated grade supersedes the previous grade. The maximum number repeats for a single course is two.

Any student who receives an “F” for coursework will be subject to dismissal from the program. Any course for which a student has received an “F” must be repeated, and such a course must be taken in the Wingate University Graduate Program. Only the credit hours and grades for the repeated courses are used in determining the student’s overall GPA although all grades are recorded on the transcript.

DOCTORATE PROGRAMS All courses completed for the Ed.D. programs must be completed with an “A” or “B.” A course resulting in a “C” is unacceptable for graduation and as such needs to be retaken.

Upon receiving a “C” for a course, the student is placed on academic probation. A repeat grade of “C” in a second course will result in the student being dropped from the program.

Students are only allowed one “C.” More than one will result in removal from the program.

Courses with a grade of “F” will also result in students being withdrawn from the program.

GPA MAINTENANCE Master’s and Doctoral level students are expected to maintain a 3.0 GPA in the Graduate Education Programs. Students who fall below 3.0 GPA are placed on academic probation. Students on probation are evaluated each semester by the Dean of the Thayer School of Education and/or the Director of Graduate Education Programs. Maintaining a “B” or better in all subsequent coursework ensures continuation in the program. If the student on probation fails to meet the specified grade requirement, he/she will not be permitted to register for classes for the next term. To continue in the program after that time, he/she must submit a written appeal to the Director of Graduate Education Programs.

The appeal must be received at least one month prior to the term for which the student is seeking enrollment. A student may request special readmission consideration only one time.

If the student is reinstated academically and meets specified grade requirements, the student will be removed from academic probation and permitted to continue in the program.

Reports of progress are kept by the University on all students. Updated grade reports are available online via WinLINK one week after exams have ended.

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STUDENT GRIEVANCES AND APPEALS Student grievances and appeals regarding matters other than admission are decided upon by the Program Director and Dean at Wingate University. Any grievances and appeals must be made in writing and submitted to the Dean of the Thayer School of Education and/or the Director of Graduate Education Programs at least one month before a decision on the matter may be expected. The student will be informed in writing of the Dean’s decision.

TRANSFER CREDIT A student may be permitted to transfer credit from another accredited graduate school.

Wingate University will consider transfer provided the credit was gained during the fiveyear period preceding admission, and provided each course has a grade of "B" or better.

Wingate University will accept up to the following number of credits for each program: • • •

Add-On Licensure – three (3) semester hours or one (1) course Master's degrees – six (6) semester hours or two (2) courses Doctoral degrees – nine (9) semester hours or three (3) courses

For students applying to the Doctor of Education in Higher Education Executive Leadership Program who have completed a South Carolina Community College Leadership Academy certificate, 12 semester hours will be accepted.

Any student seeking transfer credit must initiate this action with the Academic Advisor and/or the Director of the Graduate Education Programs. The student must submit the course description and course syllabus for the course taken at another university along with the official transcript. This should be done before proceeding with his/her course of study.

The Graduate Education Programs Admission Committee will evaluate the information and make the decision. If approved, the student will be given the "transfer credit for course" form, which must be completed before credit can be granted.

Since our graduate programs are portfolio based, it should be noted that if a course transferred does not have a portfolio requirement, it will be necessary for the student to complete a portfolio entry that is in keeping with that required in the comparable Wingate University course as a component for completion and credit for EDLD 697 for EDLD and EDLD Add-on students or ED 597 for MAEd or MAT students. The student works with the instructor of the course to satisfy the requirement. All portions must be completed by the time students finish their coursework.

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SCHOOL OF SPORT SCIENCES Assistant Dean:

Dawn Norwood

Professors:

John C. Acquaviva, Travis L. Teague

Associate Professors:

Jenny Bond, Brandy Clemmer, Christi DeWaele, Ji-Ho Kim, Dan McLaughlin, Traci Napolitano, Dawn Norwood

Assistant Professors:

Chris Harrist, William Steffen

Instructor:

Amy Richardson

Director of Graduate Program:

Dawn Norwood

The Master of Arts in Sport Management was developed and established by the School of Sport Sciences at Wingate University in May 2006. This program is designed for students who have earned an undergraduate degree in any field and aspire to work in the field of sport management.

MASM program graduates will learn and develop skills in sport marketing and sponsorship, financial management, event and facility management and legal aspects of sport. Program graduates will be prepared for managerial roles in several facets of the sport management industry.

MASM PROGRAM ACCREDITATION The Commission on Colleges of the Southern Association of Colleges and Schools is the recognized regional accrediting body in the eleven U.S. Southern states (Alabama, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Texas and Virginia) and in Latin America for those institutions of higher education that award associate, baccalaureate, master’s, or doctorate degrees (see www.sacscoc.org).

Inquiries regarding the status of the University’s accreditation may be directed to the Commission on Colleges by calling 404-679-4500 or by writing to the SACS home office, 1866 Southern Lane, Decatur, GA 30033.

Wingate University’s Master of Arts in Sport Management program earned accreditation through the Commission on Sport Management Accreditation (COSMA), the specialized accrediting body that promotes and recognizes excellence in sport management education in colleges and universities. This accreditation serves to keep the program on the leading edge of trends in higher education and sport management, assures that the characteristics of excellence are evident in the curriculum and co-curricular experiences, and ensures that students will gain the knowledge and skills necessary to perform effectively in the field of sport management. Visit the COSMA website www.cosmaweb.org for more information about accreditation.

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MASM ACADEMIC CALENDAR FALL I 2019 SESSION I CLASSES BEGIN

Aug. 19

Last Day to ADD/DROP Classes

Aug. 22

Labor Day-No Class

Sept. 2

Last Day to WITHDRAW from a Class

Sept. 5

Deadline to Remove “Incomplete” from Previous Term

Sept. 19

Last Day of Classes

Oct. 4

Fall Break-NO CLASSES

Oct. 5-8

FINAL EXAMS

Oct. 9-10

SESSION II CLASSES BEGIN

Oct. 14

Last Day to ADD/DROP Classes

Oct. 17

Last Day to WITHDRAW from a Class

Oct. 31

Thanksgiving Recess- NO CLASSES

Nov. 27-29

Last Day of Classes

Dec. 5

FINAL EXAMS

Dec. 9-10

COMMENCEMENT

Dec. 14

FALL II 2019

SPRING I 2020 SESSION I CLASSES BEGIN

Jan. 8

Last Day to ADD/DROP Classes

Jan. 13

MLK Day - NO CLASSES

Jan. 20

Last Day to WITHDRAW from a Class

Jan. 23

Deadline to Remove “Incomplete” from Previous Term

Feb. 8

Last Day of Classes

Feb. 27

FINAL EXAMS

Mar. 2-3

Spring Break- NO CLASSES

Mar. 4-10

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SPRING II 2020 SESSION II CLASSES BEGIN

Mar. 11

Last Day to ADD/DROP Classes

Mar. 16

Easter Break

Apr. 10-30

Last Day of Classes

Apr. 29

Internship Contracts for Summer Due

May 1

FINAL EXAMS

May 4-5

COMMENCEMENT

May-9

SUMMER I 2020 SESSION I CLASSES BEGIN

May 18

Memorial Day - NO CLASSES

May 25

Last Day of Classes

June 25

FINAL EXAMS

June 29-30

SUMMER I 2020 SESSION II CLASSES BEGIN

July 6

Last Day of Classes

Aug. 13

FINAL EXAMS

Aug. 17-18

ADMISSIONS REQU IREMENTS Wingate University’s MASM program has rolling admissions for three semesters — fall, spring and summer (each has two sessions). A student is admitted with full acceptance if he/she has submitted and satisfactorily met the requirements for admission to the program.

In order to be considered for admission to the Master of Arts in Sport Management program, an applicant must: • •

• •

Complete the online application.

Hold a bachelor's degree from an accredited college or university with an overall 2.9 GPA or higher during undergraduate work. Official transcripts must be received directly from all post-secondary colleges or universities attended.

Provide three (3) recommendations from administrative or supervisory personnel.

Provide an essay of intent for applying to the MASM program.

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All transcripts should be mailed to: Wingate University School of Sport Sciences P.O Box 159 Wingate, NC 28174

TRANSFER CREDIT A student may be permitted to transfer credit from another accredited graduate school.

Wingate University will consider transfer of up to six (6) credit hours of appropriate graduate course credit for the Master of Arts Degree(s), provided the credit was earned during the four-year period preceding admission with a minimum final course grade of “B” or better.

Any student seeking transfer credit must initiate this action with the Academic Advisor and/or the Program Director. The student must submit the course description and course syllabus for the course taken at another university along with the official transcript. This process should be completed prior to beginning a student’s course study. The MASM Program Committee will evaluate the information and make the decision. If approved, the student will be given the "Transfer Credit for Course” form which must be completed before credit can be granted.

PROGRAM REQU IREMENTS All students will complete the following:

SPORT MANAGEMENT CORE (21 HOURS): MASM 535: Sport Research MASM 555: Sport Economics and Finance MASM 559: Sport Venue and Event Management MASM 561: Sport Law and Ethics MASM 591: Organization and Administration in Sport MASM 600: Social Issues in Sport MASM 620: Sport Management Internship/Approved Elective MASM 640: Comprehensive Exam

SPORT MARKETING SPECIALIZATION (11 HOURS) MASM 553: PR and Social Media in Sport MASM 557: Sport Marketing MASM 558: Sport Sales and Sponsorship Ticket Return University Training

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ATHLETIC ADMINISTRATION & COMPLIANCE SPECIALIZATION (11 HOURS) MASM 572: NCAA Compliance and Administration MASM 574: College Athletic Development and Wellness MASM 576: Fundraising and Development in College Athletics Athletic Academic Advising Training

Total 32 Hours INTERNSHIP The student’s internship is an integral part of the entire graduate education experience.

Students have the opportunity to apply skills learned in the classroom, gain practical work experience, learn new skills, and develop professional contacts in the sport field.

A student interested in completing the Sport Management Internship must meet with the Program Director by the mid-point of the semester preceding the expected date of enrollment. The Program Director will discuss the student’s responsibilities, review all the required documentation, and explore the options for the student’s internship. Every effort is made to secure an internship site that fits each student’s interest and career goals.

Students may secure their own internship – however, regardless of how the internship is secured, it must be approved before the student can enroll in the Sport Management Internship course.

The MASM Program Director will serve as the internship faculty supervisor. In order to be eligible for registering for the internship, the Internship Contract must be completed and signed by the student and the site supervisor, and submitted to the Program Director at least 30 days before the beginning of the internship. The contract must be approved by the Program Director, Assistant Dean of Sport Sciences, and Dean of the College of Professional Studies.

The internship experience must comprise at minimum 250 total clock hours over the course of the semester enrolled. Required documentation (evaluations, reflection papers, and bi-weekly timesheet reports) must be submitted by the deadline dates.

It is not uncommon for students in a Sport Management program to complete more than one internship experience. A student may be allowed to complete a second internship with the approval of the Program Director. All other requirements, as outlined above, must also be completed in order to enroll in the Sport Management Internship course a second time. Internships may only be completed AFTER all required coursework has been completed. If a student is admitted during Spring II or either summer term, the internship is to be completed the following summer. Please note that while a student may register for and complete a second internship for three (3) credit hours, only the hours from the first internship will be counted toward degree completion.

PROGRAM EVALUATION AND REVIEW All facets of the Master of Arts in Sport Management program are either continuously or periodically evaluated in an effort to maintain high quality programs which meet the standards of excellence set forth by the University and appropriate accrediting agencies.

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Review and evaluation of the Master of Arts in Sport Management program include the following: Review of Provisionally Accepted Students: A careful session-to-session review is conducted of students admitted to the programs on a provisional basis. This review includes discussion between the student’s advisor and the MASM Program Director and is intended to aid in early identification of possible problems.

Course Evaluation: Each time a graduate course is taught it is evaluated by students enrolled in the course. The standard University Course Evaluation form is used. The evaluations are shared with the Assistant Dean of the School of Sport Sciences and the Program Director as well as the professor teaching the course. Their major purposes are course and program evaluation and improvement.

Program Exit Survey: After graduation from the program and being conferred the M.A. degree, graduates are sent a “Program Exit Survey” where they are asked to evaluate the program in terms of its value to them both personally and professionally. Graduates are also asked to evaluate the strengths and weaknesses of the Wingate University Master of Arts in Sport Management program.

Wingate University Graduate Alumni Program Evaluation: Three years after being conferred the Master’s degree, Graduate alumni are mailed a Wingate University Graduate Alumni Program Evaluation form that they are asked to complete and return.

Responses on this form are carefully reviewed by the Assistant Dean of the School of Sport Sciences and the Program Director as well as the graduate faculty to determine areas of improvement.

Updated Course Syllabi: All graduate course syllabi are updated annually to help improve course quality and to ensure that program objectives are met.

PROGRAM COMPLETION Candidates for the Master of Arts in Sport Management must complete a minimum of 32 credit hours of coursework in accordance with the prescribed program of study with a minimum overall grade point average of 3.00. No more than one (1) course with a grade of "C" will be applied toward graduation requirements. Students are allowed up to six (6) years from her/his start date to complete the program.

PROGRAM POLICIES ADVISING Wingate University’s School of Sport Sciences is committed to providing academic advice and personal guidance for its students. Each student has an advisor who helps plan the student’s academic program and may meet with him/her throughout the program.

After the initial conference students are expected to meet periodically with their academic advisor to obtain assistance with scheduling, progress through the program and in the planning for the master's project or thesis. It is the student’s responsibility to contact his/her academic advisor when needed.

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Wingate University values student input and uses that information as part of our ongoing evaluation and assessment of the program.

DIRECTED STUDY In rare instances, it may be necessary for a student to take a catalog course on an individual basis. The Dean of the School of Sport Sciences, Program Director and the faculty member must approve such a request. Please note the following as it pertains to gaining approval for a directed study: • •

The student must have a cumulative GPA of 3.0 A student will not be allowed to take a directed study course to repeat a course in which a grade of "C" was previously earned.

GRADING POLICY No more than one (1) course with a grade of “C” will be applied toward graduation requirements. Students have the option of repeating a course for which a grade of “C” or lower was received. The maximum number of repeats for a single course is two (2). The repeated grade supersedes the previous grade. Any student who receives an “F” for coursework will be subject to dismissal from the program.

Students are required to maintain a 3.0 GPA in the graduate program. Students who fall below a 3.0 GPA are placed on academic probation. Students on probation are evaluated each semester by the Dean of the School of Sport Sciences. Maintaining a “B” or better in all subsequent coursework ensures continuation in the program. If the student on probation fails to meet the specified grade requirement, he/she will not be permitted to register for classes for the next term. To continue in the program after that time, he/she must submit a written appeal to the Program Director, who presents the matter to the Dean of the School of Sport Sciences for decision. The appeal must be received at least one month prior to the term for which the student is seeking enrollment. A student may request special readmission consideration only one time.

The Dean of the School of Sport Sciences has the authority to deny or approve a student’s appeal for readmission. If the student is reinstated academically and meets specified grade requirements, the student will be removed from academic probation and permitted to continue in the program. Any course for which a student has received a “D” or “F” must be repeated, and such a course must be taken in the Wingate University Graduate Program. A student may repeat a course on which a grade of “C” has been earned. Only the credit hours and grades for the repeated courses are used in calculating the student’s overall GPA, although all grades are recorded on the transcript.

Reports of progress are kept by the University on all students. Updated grade reports are available online via WinLINK one week after exams have ended.

NON-DEGREED SEEKING STUDENTS For a variety of reasons, students may want to take graduate courses without actually seeking a degree. Such students must complete a MASM “Non-Degree Seeking Application” form (requested in the School of Sport Sciences) and may take a maximum of six semester hours as a non-degree seeking student. Before continuing to take additional courses in the graduate program, the student must complete all other admission requirements and be formally accepted into the program as a degree-seeking student.

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An undergraduate student wishing to enroll in a graduate course must make a request in writing to the MASM Program Director, who will with at least one other graduate faculty member make the decision to accept or reject the request. The written request must be received at least one month prior to the term for which the student is seeking enrollment.

PROVISIONAL ADMISSION Admission may be granted with provisional status by the MASM Program Committee.

If the student is admitted to the program on a provisional status and makes grades of “B” or higher on the first six hours of coursework, the student may be granted full admission status the following semester. Failure to meet minimum requirements for regular admission and/or failure to comply with all University and MASM program requirements will result in the student officially being released from the program; once released from the program for any reason, the student is not eligible to reapply for admission.

REGISTRATION Registration materials are provided to students once they are admitted into the program whether they are fully admitted or provisionally admitted. New students are registered for their classes by Wingate staff. In subsequent semesters, students self-register online using WinLINK. Students cannot be enrolled for more than 4 courses (12 credit hours) in the summer sessions unless special permission is granted by the Program Director.

A student may register to audit a course with the permission from both the Program Director and the course instructor. Non-degree seeking students must complete an online application, submit transcripts, and secure at least one recommendation prior to submitting a recommendation form.

Wingate University reserves the right to close registration when maximum enrollment for a course has been met and to cancel any course when circumstances warrant.

STUDENT GRIEVANCES AND APPEALS Student grievances and appeals regarding matters other than admission are decided upon by the MASM Program Committee at Wingate University. Any grievances and appeals must be made in writing and submitted to the MASM Program Director at least one month before a decision on the matter may be expected. The student will be informed in writing of the committee’s decision.

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COURSE DESCRIPTIONS MASTER OF ACCOUNTING (ACCT) Accounting 500. Accounting Systems and Topics A graduate level introduction to accounting systems. Topics may be selected from systems and reporting.

Credit: 2 hours *Grade is not computed in the overall MAC grade point average.

Accounting 621. Advanced Accounting I This course studies advanced accounting topics. Accounting for derivatives and cash flow/fair value hedge accounting will be covered. Foreign currency transactions and currency hedging will be covered. Translation of foreign currency financial statements and partnership accounting will be studied. Additional advanced or intermediate topics such as accounting for income taxes, pensions, leases, and accounting changes may also be covered.

Students taking this course will be required to complete regular assignments in the accounting lab.

Prerequisite: Accounting 314 or consent of instructor Credit: 3 hours (Fall) Accounting 622. Advanced Accounting II Study of the accounting for business combinations and consolidated financial statements.

Accounting for governmental and non-for-profit entities will also be covered. Students taking this course may be required to complete assignments in the accounting lab.

Prerequisite: Accounting 314 or consent of instructor Credit: 3 hours (Spring) Accounting 628. Modeling of Advanced Tax Issues This course studies advanced issues of federal taxation for individuals and business entities.

A significant learning goal will be modeling key tax relationships for tax planning and tax compliance. Students taking this course will be required to complete regular assignments in the accounting lab.

Prerequisite: Accounting 427 or equivalent Credit: 3 hours (Fall) Accounting 629. Advanced Taxation of Business and Property This course studies federal income taxation of corporations, partnerships, and S corporations related to formation, operation, distributions and liquidation. Additional topics from income taxation of property will be covered and selected other topics from tax compliance and tax research may also be covered. Students taking this course may be required to complete assignments in the accounting lab.

Prerequisite: Accounting 427 or equivalent Credit: 3 hours (Fall) Accounting 631. Advanced Auditing Study of advanced auditing issues including legal liability, professional ethics, attest function, assurance and other accounting services, licensing and disciplinary actions, internal controls, sufficient and competent audit evidence, and information systems.

Prerequisite: Accounting 431 or equivalent Credit: 3 hours (Spring) Accounting 641. Financial Accounting Concepts, Analysis and Valuation This course studies financial accounting concepts from a financial statement analysis and valuation perspective. Fair value methods are developed and contrasted with historical accounting. A variety of companies and industries are examined. Selected connections Wingate University Academic Catalog 2019-2020

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between accounting and microeconomics and/or business strategy may also be covered.

Students taking this course will be required to complete regular assignments in the accounting lab.

Prerequisite: Accounting 421 or 621 or consent of instructor Credit: 3 hours (Spring) Accounting 651. Advanced Managerial Accounting Study of concepts and techniques impacting the business and regulatory environment.

Topics include internal control and enterprise risk management; cost measurements and performance techniques for special situations; project management; ethics, professional, and legal responsibilities; and risks and controls related to accounting information systems and communications.

Prerequisites: Accounting 314 and 325 or consent of instructor Credit: 3 hours (Fall) Accounting 652. Financial Institutions and Management This course studies financial institutions, instruments, and analysis relevant to corporate financial management. Valuation and analysis of debt instruments will be covered. A variety of financial intermediaries and corporate financial structures may be examined and topics selected from macro and/or monetary economics. Students taking this course will be required to complete regular assignments in the accounting lab.

Prerequisite: Accounting 314 or consent of instructor Credit: 3 hours (Spring) Accounting 661. Quantitative Analysis This course covers quantitative methods and models used in accounting and finance. After a brief review of basic statistics, methods covered include; correlation and regression, multiple-regression, times-series, and simulation. Valuation models and quantitative applications will be selected from accounting and finance.

Under Prerequisites: Business statistics Credit: 3 hours (Fall) Accounting 662. Industry and Company Analysis This course connects financial statement analysis to concepts from economics and business strategy. Financial statements and other data will be used to analyze industries, examine competitive conditions, and evaluate a firmâ&#x20AC;&#x2122;s sustainable competitive advantage. Students will build financial models to forecast profitability. Economic concepts, valuation models, industry accounting policies will be reviewed or explored as needed.

Prerequisite: Accounting 652 Financial Institutions and Management Credit: 3 hours (Spring) Accounting 663. Portfolio Management This course explores portfolio management applications. It is designed to be a capstone course that integrates areas of accounting and financial analysis with portfolio management. An asset-liability framework will be examined and modeled for both individuals and institutions.

Prerequisite: Consent of Instructor Credit: 3 hours (Summer) Accounting 671. Topics in Financial Analysis Study of selected financial analysis topics. May be repeated for credit.

Credit: 3 hours (as needed) Accounting 681. Financial Accounting Topics Study of selected financial accounting topics. May be repeated for credit.

Credit: 2 hours Accounting 682. Managerial Accounting Topics Study of selected managerial accounting topics. May be repeated for credit.

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Credit: 2 hours Accounting 688. Financial Reporting Methods This course combines a conceptual and rules-based review of financial reporting standards.

It is meant to serve as a capstone course to integrate and apply financial accounting concepts and rules to a variety of settings. Issues or readings from the earnings management or accounting theory literature may also be selected.

Credit: 3 hours (Summer) Accounting 690. Accounting Research This course develops research skill through a series of online research activities. Topics are drawn from problems or exercises in financial accounting, tax, and auditing. This is a selfpaced course.

Prerequisite: Accounting 314, 427, 431, or consent of instructor Credit: 3 hours (Summer) Accounting 692. Financial Analysis Research This course develops research and analytical skills through a series of research assignments, quantitative analysis and report writing. Topics are drawn from problems or exercises requiring financial analysis, projections, and written conclusions.

Prerequisite: Accounting 314, 427, 431, or consent of instructor Credit: 3 hours

MASTER OF BUSINESS ADMINISTRATION (BUS) Business 500. Business Prerequisite Course An intensive, semester-long course designed to provide the prerequisite foundation for a student who does not have an undergraduate degree in business. Topics covered include quantitative methods, principles of financial and managerial accounting, finance, principles of micro-and macroeconomics, management, and marketing. A grade of a â&#x20AC;&#x153;Câ&#x20AC;? or better must be earned in each module of the course.

Credit: 8 hours* (2 hours per module) *Grade is not computed in the overall MBA grade point average.

Business 602. Legal Environment of Business (core course) Purpose: To examine the legal environment and how business operates within it.

Topics include: Elements of law and judicial process, civil and criminal procedure, constitutional principles, agency law, government regulations, torts, product liability, property law, contracts, sales and secured transactions, negotiable instruments, credit, bankruptcy, labor and employment law, and employment discrimination.

Credit: 3 hours Business 603. Business Ethics (core course) Purpose: To develop skills in the recognition, analysis and articulation of the ethical responsibilities that businesses have to customers, competitors, employees, and other stakeholders.

Topics include: Influence of religious and cultural values and the efforts to codify ethics for various industries and progressions.

Credit: 3 hours Business 611. Managerial Economics (core course) Purpose: To provide students with an understanding of microeconomic theory as it applies to managerial decision-making, including tools to quantify economic relationships. Thus the course entails both theory and application.

Topics include: Market analysis, consumer behavior, demand estimation, production and cost analysis, and market structures.

Under Prerequisites: Principles of Economics I and II, Principles of Accounting I and II, College Algebra or Calculus Wingate University Academic Catalog 2019-2020

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Prerequisites: Business 614 or 615 or 621 is required and Business 613 recommended Credit: 3 hours Business 612. Organizational Management (core course) Purpose: To analyze, through cases and experiential situations, the behavioral dimensions of business organizations.

Topics include: Motivation, communication, performance, stress, culture, group dynamics, organizational structure, leadership, and change.

Under Prerequisite: Principles of Management Credit: 3 hours Business 613. Managerial Accounting (core course) Purpose: To teach the use of accounting information in management decision making and planning.

Topics include: Cost/Volume/Profit analysis, financial statement analysis, the use of accounting data in decisions such as pricing, capacity, product selection, outsourcing, the use of accounting data in planning and control systems including capital expenditure planning, profitability, resource budgeting, and measures of performance.

Under Prerequisites: Principles of Accounting I and II; Principles of Microeconomics, and computer spreadsheet skills Credit: 3 hours Business 615. Quantitative Data Analysis (core course) Purpose: To investigate a variety of quantitative analysis techniques from the areas of statistics, management science, and optimization. Students will learn both the theoretical and application software skills necessary to quantitatively model, analyze, and interpret a diverse set of problems and make quantitative decisions.

Topics included: Probability distributions, hypothesis testing, forecasting, regression, confidence intervals and p-values, Markov processes, inventory models, job scheduling, decision trees, simulation and linear programming using industry tools including SAS and Excel.

Under Prerequisites: Algebra and Business Statistics Credit: 3 hours Business 622. Marketing Management (core course) Purpose: To study, through cases, projects and survey of research, the development and evaluation of marketing strategies in both consumer and industrial markets.

Topics include: Product management, market segmentation, marketing promotions, distribution management and pricing methods.

Under Prerequisite: Principles of Marketing Credit: 3 hours Business 623. Financial Management (core course) Purpose: To study issues faced by financial managers and investors.

Financial management topics include: Raising capital through debt and equity, capital budgeting, managerial compensation, and decision-making.

Investment Topics include: The valuation of stocks, bonds and options, and portfolio creation.

Under Prerequisites: Finance, Algebra and Statistics Prerequisites: Business 613 is required and Business 614 or 615 or 621 recommended Credit: 3 hours Business 624. Managing in a Global Marketplace (core course) Purpose: To study the opportunities and problems of the management, marketing, and operations of organizations in markets outside the home country.

Topics include: Adaptations to business functions, including organizational design, management of human resources, new product development, legal and ethical diversity, financial and money markets, market research, promotions, and advertising. Emphasis will

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be placed upon the political, legal, economic, and cultural variables that impact organizations through foreign governments.

Credit: 3 hours Business 631. Business Strategy (core course) Purpose: To study managementâ&#x20AC;&#x2122;s role in policy formulation and implementation through research and cases. Opportunities are also available to make policy decisions by viewing business from an entrepreneurial perspective. This is the capstone course for the MBA program.

Prerequisites: Successful completion of at least eight core courses that include Business 622 and Business 623 Credit: 3 hours Business 660. Corporate Innovation (concentration course) Purpose: To develop strong innovation management skills to help managers make good decisions relating to innovation strategy and implementation of new products and processes within the firm.

Topics include: Guiding concepts and theories of innovation and how to translate into concrete practical strategies and programs for developing new products, understanding paradigm shifts in market needs, managing the innovation process and projects across different company functions and environments. Other topics include development of patents, trademarks, copyright, and other intellectual property to protect corporate knowledge assets, development of strategic alliances, and organization of the firm as a learning and innovation organization.

Prerequisites: Business 612 and Business 622 Credit: 3 hours Business 661. Technology and Innovation Management (concentration course) Purpose: To develop decision-making skills in managing technology and innovation programs while providing a clear understanding of the innovation process and the most effective technology and innovation systems in use today.

Topics include: Theory and practice of technology innovation management (TIM) at both functional and general management levels of the firm, technology road maps, and strategic technology plans, managing in varying technology environments, the effect of technology standards, out-sourcing and in-sourcing strategies, competitive strategy factors, and management of the appropriate level of technology deployment within the firm.

Prerequisites: Business 612 and Business 622 Credit: 3 hours Business 670. Health Care Systems Management (concentration course) Purpose: To provide a breadth of advanced coverage across the U.S. health care system and the interrelationships across the different system components.

Topics include: Organization of the U.S. health care system, the structure of the health care delivery system and the continuum of care, the financing of health care services, public and private third party payment structures, managed care and principles of capitation, organization and management of the health services workforce, principles of quality of care and outcome measurement, future changes in the U.S. health care system.

Prerequisite: Business 612 Credit: 3 hours Business 671. Financial and Legal Issues in Health Care Management (concentration course) Purpose: To examine key financial and legal issues in health care management across the spectrum of health care organizations. The course will be divided into sessions that focus specifically on financial and legal topics.

Financial topics include: An in-depth examination of financial issues associated with the third-party payment system, Medicare and Medicaid, managed care and capitation, rate

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setting, contracting, risk management, and financial analysis within health care organizations.

Legal topics include: Legal organization of the health care institution, institutional liability, admission and discharge, consent for treatment, fraud, abuse and compliance, health care information and patient privacy, and health care ethical issues.

Prerequisites: Business 602, Business 623, Business 670 Credit: 3 hours Business 672. Health Care Strategic Management (concentration course) Purpose: To assess and integrate the different functional activities of the health care organization in order to develop overall corporate strategy. This will be the capstone course for the MBA Program for students with the Health Care concentration. This course will substitute for Business 631 (Business Strategy) from the core MBA curriculum.

Topics will include: A comprehensive examination and application of strategic management across the health care industry and managementâ&#x20AC;&#x2122;s role in policy formulation and implementation, competitive advantage in the health care industry and how to sustain it, vertical and horizontal integration and overall expansion strategy, strategic plan design and development.

Prerequisites: Business 670, Business 671, successful completion of at least eight core courses that include Business 622 and Business 623 Credit: 3 hours Business 680. Project/Program Management Fundamentals (concentration course) Purpose: To examine and develop competency in the Project Management Instituteâ&#x20AC;&#x2122;s methodology and approach to project and program management.

Topics include: The role of the project and program manager and the specific processes required for successful outcomes in managing projects, the origin of project management and its importance, the project and product life-cycles, the use of Microsoft Project to manage projects, and other project management techniques and processes. This class has an experiential focus and uses a project management simulation to develop skills and prepare students to manage projects.

Prerequisites: Business 612, Business 613, Business 614 or 615 or 621, Business 623, or the permission of the instructor Credit: 3 hours Business 681. Project/Program Management Leadership (concentration course) Purpose: To examine both managerial and transformational skills and abilities needed in leading projects and programs successfully.

Topics Included: How to lead teams in cross-functional matrix organizations, virtual organizations, and constantly changing organizations. Various theories of leadership will be examined as well as extensive use of experiential skills development and case analysis exercises.

Prerequisites: Business 612, Business 622, or the permission of the instructor Credit: 3 hours Business 690. Data Analytics (concentration course) Purpose: To introduce students to the primary techniques and methods used within data analytics. Theory and applied software skills are jointly emphasized to prepare students for statistical analysis of real world data. Course will expose students to foundational data analytics techniques and methods used in business applications and will promote the development of analytical software skills, especially for interpretation and visualization of results, with a focus on data analytics tools.

Topics include: Databases, visualization of data, experimental design, regression, time series, decision trees, clustering, association rule mining, and Bayesian statistics with extensive use of data analytics tools including SAS and Tableau software, data access/extraction, and other data analysis and data warehouse tools.

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Credit: 3 hours Business 691. Business Intelligence Applications (concentration course) Purpose: To learn effective methods of presenting, visualizing, and making quantitative decisions using the data analytics techniques learned in BUS 690. Course will promote the development of analysis, software, visualization, and presentation skills along with advanced data analysis techniques and real world applications so that students can effectively make quantitative decisions and communicate analytical results and business decisions.

Topics include: Instructor led case studies as well as student projects and presentations will be used to enhance the studentâ&#x20AC;&#x2122;s abilities to use data analytics in problem solving. Coverage is also given to advanced data analytic topics such as survival analysis, nonparametric models, advanced classification, and Monte Carlo simulation.

Prerequisites: Business 614 or 615 or 621 and Business 690 Credit: 3 hours

DOCTOR OF PHYSICAL THERAPY (DPT) Doctor of Physical Therapy 711. Human Gross Anatomy This is a one-semester course designed to help students establish a foundational understanding of the neuromusculoskeletal systems of the human body for the practice of physical therapy. We will take a regional approach covering the arms, trunk, head, and legs.

At the end of the class students will have an understanding of how structure of the human body determines function as a prelude to a clinical understanding of how to treat structural dysfunction.

Credit: 4 hours Doctor of Physical Therapy 712. Human Physiology This is a one semester course designed to help students establish a foundation understanding of muscular, cardiovascular, urinary, gastrointestinal, and endocrine system physiology for the practice of physical therapy. At the end of the class students will have an understanding of the histology, function, and integrated regulation of organs within these systems as they apply to normal body function and as a prelude to a clinical understanding of how to treat dysfunction.

Credit: 3 hours Doctor of Physical Therapy 713. Clinical Practice 1: Screening and Examination This course introduces the student to tools and procedures used in physical therapist clinical practice. Students will learn Patient-centered interviewing, examination format, and the skill of basic patient handling.

Credit: 3 hours Doctor of Physical Therapy 714. Research I: Search and Appraisal of Literature The student is initiated into research methodology relevant to clinical practice and/or research applications. Case-based problems are used to assist students in developing relevant questions, developing a matrix for critical literature review and application of knowledge from the literature review to the answering of clinical questions.

Credit: 3 hours Doctor of Physical Therapy 715. Physical Therapist as a Professional 1 This course is designed to introduce the physical therapy student to professionalism and the continued evolution of the profession of physical therapy. Professionalism is a systematic and integrated set of core values that through assessment, critical reflection, and Wingate University Academic Catalog 2019-2020

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change, guides the judgment, decisions, behaviors, and attitudes of the physical therapist in relation to clients, other professionals, the public, the profession and the physical therapistâ&#x20AC;&#x2122;s own growth. At the end of the course the physical therapy student will have an increased awareness and understanding of the core values and demonstrate integration of professionalism into their own development as a practitioner, consultant, critical inquirer, educator, and administrator.

Credit: 2 hours Doctor of Physical Therapy 716. Principles of Pharmacology Students are instructed in pharmacological principles associated with patient care, with special emphasis placed upon the pharmacological agents, potential side effects, and special issues associated with the pharmacological management of patients/clients most likely to be seen in physical therapy practice.

Credit: 3 hours Doctor of Physical Therapy 721. Applied Kinesiology Students receive instruction in normal joint kinematics, applying the physical laws of motion. Special emphasis will be given to body surface palpation and includes cadaver dissection of the spine and extremities to augment classroom instruction.

Credit: 4 hours Doctor of Physical Therapy 722. Neuroanatomy This course will provide an in-depth overview of functional neuroanatomy with special emphasis on both normal human function and dysfunction following damage to the nervous system. This course will also introduce the principles of neuroscience and describe their clinical application; it will begin with an introduction to the nervous system (macro and micro), then cover the major functions of the central (i.e., brain and spinal cord) and peripheral nervous systems (i.e., somatic and autonomic). The manner in which these systems interact to produce specific responses to stimuli will be discussed. Moreover, the behavioral consequences of damage to each system will be integrated throughout by discussing clinical cases.

Credit: 3 hours Doctor of Physical Therapy 723. Neurophysiology This is a one semester course designed to help students establish a foundation understanding of neural system physiology for the practice of physical therapy. At the end of the class you will have an understanding of the histology, function, and integrated regulation of the system to other systems as they apply to normal body function and as a prelude to a clinical understanding of how to treat dysfunction.

Credit: 2 hours Doctor of Physical Therapy 731. Research II: Design and Statistics This course further develops and elaborates tools and procedures used in clinical decisionmaking and evidence-based practice. Students will apply models of practice and decisiontree analysis in the context of clinical management. Research methodology relevant to clinical practice continues with the critical review of literature related to tests, measures and interventions used in physical therapy practice.

Credit: 3 hours Doctor of Physical Therapy 732. Pathophysiology

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This course will focus on general pathophysiological principles of disease and disorders that affect organ systems of the body, with an emphasis on integrating the interrelationship between different organ systems in the context of clinical correlations relevant to allied health professionals.

Credit: 4 hours Doctor of Physical Therapy 733. Clinical Practice 2: Evaluation and Diagnosis This course provides students with instruction designed to integrate the past and present semester topics and apply it to the systems approach of physical therapy through the patient/client management model. This course specifically introduces and sharpens the studentâ&#x20AC;&#x2122;s ability to reason in a clinical sense, making determinations that will guide the examination, evaluation, diagnosis, prognosis and intervention phases of practice to include concepts such as therapeutic exercise and modalities.

Credit: 4 hours Doctor of Physical Therapy 734. Clinical Integration 1: Application Students are provided case-based patient/client scenarios. Students then locate and compile information from multiple sources to prepare for a mock patient encounter (in small groups) where they apply and practice the information presented to date in courses and information compiled by the student. First year students are monitored and mentored through this process by a faculty member and second year student.

Credit: 3 hours Doctor of Physical Therapy 735. Diagnosis and Management of Integumentary Conditions Students are instructed in and practice skills associated with conditions associated with the Integumentary system, utilizing a comprehensive patient/client management approach through integration of the five elements of care (examination, evaluation, diagnosis, prognosis, and intervention).

Credit: 3 hours Doctor of Physical Therapy 741. Clinical Practice 3: Prognosis and Intervention Across Systems This course provides students with instruction designed to integrate the past and present semester topics and apply it to the systems approach of physical therapy through the patient/client management model. This course specifically introduces and sharpens the studentâ&#x20AC;&#x2122;s ability to reason in a clinical sense, making determinations that will guide the evaluation, prognosis and intervention phases of practice, to include concepts such as clinical decision making, care planning, and discharge planning.

Credit: 3 hours Doctor of Physical Therapy 742. Motor Development and Motor Behavior This course will review normal motor development and motor control from a lifespan perspective. Changes in the neurosensory, neuromuscular, and musculoskeletal systems associated with normal development and aging will be reviewed. Principles of motor control and motor learning will be discussed and related to physical therapy intervention.

Doctor of Physical Therapy 743 Research 3: Outcomes Assessment and Capstone (2) Students are introduced to the process associated with the required capstone project.

Instruction is provided in the steps necessary to completion and students are assigned to a faculty mentor (to be associated for the remainder of their capstone project). Individual student-mentor work on capstone project is begun.

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Credit:3 hours Doctor of Physical Therapy 743. Research 3; Outcomes Assessment and Capstone Students are introduced to the process associated with the required capstone project.

Instruction is provided in the steps necessary to completion and students are assigned to a faculty mentor (to be associated for the remainder of their capstone project). Individual student-mentor work on capstone project is begun.

Credit: 2 hours Doctor of Physical Therapy 744. Diagnosis and Management of Musculoskeletal Conditions 1 This course introduces the student to the principles of orthopedic medicine and includes an overview of etiology, diagnosis, and surgical management of commonly encountered musculoskeletal pathologies across the lifespan. Concepts relating to selective tissue evaluation and mobilization are introduced, and specific exercise approaches for the management of musculoskeletal pathology and recovery are addressed. Case studies and laboratory practice will facilitate the studentsâ&#x20AC;&#x2122; development of skills in evaluation, examination, and interventions along with integration of related curricular topics.

Credit: 3 hours Doctor of Physical Therapy 745. Diagnosis and Management of Neurological Conditions 1 Students are instructed in and practice skills associated with conditions involving the neuromuscular system, utilizing a comprehensive patient/client management approach through integration of the five elements of care (examination, evaluation, diagnosis, prognosis, and intervention).

Credit: 3 hours Doctor of Physical Therapy 746. Clinical Internship 1 Students experience their first full-time clinical practice situation for a duration of eight weeks, where the knowledge, skills and behaviors learned in the classroom are applied to patients/clients under the supervision of a licensed physical therapist as clinical instructor.

Emphasis will be placed on developing interpersonal, documentation, patient examination techniques, patient treatment techniques, and professional behaviors. The primary outcome of this first clinical internship is to begin the management of simple patient cases from all aspects of physical therapy care.

Credit: 4 hours Doctor of Physical Therapy 751. Diagnosis and Management of Musculoskeletal Conditions 2 A continuation of Doctor of Physical Therapy 744, this course progresses the student in management of individuals with musculoskeletal dysfunction through the application of manual techniques and therapeutic interventions that integrate the principles of mechanics, arthrokinematics and osteokinematics. Selected modalities used in the management of musculoskeletal dysfunction and pain are covered. Case studies and laboratory practice will facilitate the studentsâ&#x20AC;&#x2122; development of skills in examination, evaluation, and interventions along with integration of related curricular topics.

Credit: 3 hours

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Doctor of Physical Therapy 752. Diagnosis and Management of Neurological Conditions 2 This is the second course in the neurology sequence. Students are instructed in and practice skills associated with conditions involving the neuromuscular system, utilizing a comprehensive patient/client management approach through integration of the five elements of care (examination, evaluation, diagnosis, prognosis, and intervention).

Credit: 3 hours Doctor of Physical Therapy 753. Clinical Integration 2: Reasoning Students are provided case-based patient/client scenarios. Students then locate, compile, and review information from their first year professional instruction sources to prepare for mentoring a small group of first year students through a mock patient encounter (similar to the process they had encountered as a first year student with the case being varied).

Students then expand on the cases to include recommendations for evidence based intervention.

Credit: 3 hours Doctor of Physical Therapy 761. Diagnosis and Management of Cardiopulmonary Conditions The role of physical therapy in cardiovascular and pulmonary rehabilitation will be discussed including the: 1) etiology and pathophysiology of common cardiovascular and pulmonary disorders, 2) medical and surgical management of patients with these disorders and 3) physical therapy examination, evaluation and management of patients with these disorders.

Credit: 4 hours Doctor of Physical Therapy 762. Clinical Integration 3: Synthesis Students prepare case-based clinical scenarios utilizing their patient/client encounters they have been involved in throughout their professional education. These cases are then presented to the faculty.

Credit: 3 hours Doctor of Physical Therapy 763. Research 4: Capstone Students complete their work with their faculty mentor on their capstone project.

Exceptional work is selected for presentation during the Comprehensive Examination week.

Doctor of Physical Therapy 764 Physical Therapist as a Professional 2 (2) This course is designed to expand the physical therapy studentâ&#x20AC;&#x2122;s application and understanding of professionalism, the roles of practitioner, consultant, critical inquirer, educator, and administrator, and the evaluation of ethical and legal situation in physical therapy practice. At the end of the course the physical therapy student will demonstrate integration of professionalism into their own actions and critical assessment skills in relation to professional standards. The student will also foster professionalism during their interactions with peers, instructors, patients, and society.

Credit: 2 hours Doctor of Physical Therapy 764. Physical Therapist as a Professional 2 This course is designed to expand the physical therapy studentâ&#x20AC;&#x2122;s application and understanding of professionalism, the roles of practitioner, consultant, critical inquirer, educator, and administrator, and the evaluation of ethical and legal situation in physical therapy practice. At the end of the course the physical therapy student will demonstrate integration of professionalism into their own actions and critical assessment skills in

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relation to professional standards. The student will also foster professionalism during their interactions with peers, instructors, patients, and society.

Credit: 2 hours Doctor of Physical Therapy 765. Diagnosis and Management of Special Populations Students receive instruction in the unique needs of various client populations in regards to physical therapy evaluation and management across the age spectrum. Topics to be covered include the management of the pediatric population and the psychosocial needs of the child, family centered care, early intervention, and school-based practice, and continues in topics of womenâ&#x20AC;&#x2122;s health, adults with intellectual and developmental disabilities, adults with mental illness and limited cognitive function, and geriatrics.

Credit: 4 hours Doctor of Physical Therapy 766. Differential Diagnosis for the Physical Therapist Students receive instruction in the complex thought processes and skills which require the physical therapist to make determination of appropriateness for treatment or identify conditions that may require referral to or examination by a physician. Students then practice the skills through case studies from a variety of practice patterns.

Credit: 3 hours Doctor of Physical Therapy 771. Clinical Internship 2 Students experience their second full-time eight week clinical practice situation, where the knowledge, skills and behaviors learned in the classroom are applied to patients/clients under the supervision of a licensed physical therapist as clinical instructor. Emphasis will be placed on developing interpersonal, documentation, patient examination techniques, patient treatment techniques, and professional behaviors. The primary outcome of the second internship is to continue to advance the skills learned in the first internship.

Students should be able to manage a small caseload (3-4 patients) of patients with a single diagnosis and no co-morbidities. Students should also begin to manage more complex patients.

Credit: 4 hours Doctor of Physical Therapy 772. Wellness and Prevention This course is designed to expose the physical therapy student to the concept of prevention and wellness in physical therapy. By the end of the course the student will have an understanding of the importance of the critical role that physical therapists have in educating and training society about prevention wellness. The student will also demonstrate an ability to identify and construct methods for implementing prevention and wellness programs within physical therapy clinics.

Credit:2 hours Doctor of Physical Therapy 773. Orthotics and Prosthetics Students are instructed in orthotic and prosthetic components, prescription, and physical therapy application. Additionally, students receive instruction in and practice exercise prescription for amputees, evaluative procedures for orthotics and prosthetics, prosthetic gait analysis, and prosthetic device care. Other common pathological gait manifestations are examined and corrective physical therapist action is discussed.

Credit: 3 hours

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Doctor of Physical Therapy 774. Patient as a Learner Students receive instruction in and practice the skills associated with the evaluation of learning needs of the patient/client, designing and delivering instructional material to fulfill the learnerâ&#x20AC;&#x2122;s needs, and the process of effective and efficient assessment of learning.

Credit: 3 hours Doctor of Physical Therapy 775. Psychosocial Implications in Rehab This course is designed to provide students with the information necessary for the appraisal and understanding of the psychosocial and medical aspects of common acute and chronic forms of disability/illness, including their nature, causes, and treatment. Topics include psychosocial aspects of rehabilitation that relate to sociocultural attitudes, mental health issues, family dynamics , and sexuality. This course will also address psychosocial issues that pertain to bodily disfigurement, sensory and motor impairment, cognitive-behavioral deficits, affective deficits, and specific catastrophic diseases.

Credit: 2 hours Doctor of Physical Therapy 776. Diagnostic Imaging in Rehabilitation Students receive instruction in the principles, procedures, and interpretation of diagnostic imaging techniques. Special emphasis is placed on plain film radiography, myelograms, CT scans, medical resonance imaging and nuclear medicine as they relate to the musculoskeletal, cardiovascular, gastrointestinal and reproductive systems.

Credit: 2 hours Doctor of Physical Therapy 777. Management and Administration in Health care Students receive instruction in the role of the administrator in physical therapy and health care. Emphasis is placed on business operations, budget development, supervision of support personnel, risk management, utilization review, quality improvement, accreditation and reimbursement. Additionally, the student will construct a professional resume writing and practice interviewing skills.

Credit: 3 hours Doctor of Physical Therapy 781. Clinical Internship 3 Students experience their third full-time clinical practice situation, lasting a total of 12 weeks. In this experience the knowledge, skills and behaviors learned in the classroom are applied to patients/clients under the supervision of a licensed physical therapist as clinical instructor. Emphasis will be placed on developing independence in interpersonal behaviors, documentation, patient examination and treatment techniques, fiscal management, and professional behaviors. The primary outcome of the third clinical internship is to near expectations of the entry level physical therapist. The student should be able to manage at least one half a caseload of less complex patients but will still require guidance of the complex patients.

Credit: 6 hours Doctor of Physical Therapy 782. Comprehensive Seminar 1 Students are guided through a week by week review of topics covered during their past three year curriculum in an on-line, asynchronous review developed to refresh the main concepts and prepare for the upcoming national licensure exam. This course takes place concurrently during their third 12 week clinical internship (Doctor of Physical Therapy 781 Clinical Internship 3), and encourages the student to share their learning experiences

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during internship with their classmates through an interactive discussion in an on-line learning platform.

Credit: 4 hours Doctor of Physical Therapy 791. Clinical Internship Students experience their final full-time clinical practice situation (15 weeks), where the knowledge, skills and behaviors learned in the classroom are applied to patients/clients under the supervision of a licensed physical therapist as clinical instructor. Emphasis will be placed on developing independence with interpersonal behaviors, documentation, patient examination and treatment techniques, fiscal management, and professional behaviors. The primary outcome of the fourth clinical internship is to be entry level physical therapy practitioners. Students will also be able to explore advanced skills and areas of specialty interest.

Credit: 8 hours Doctor of Physical Therapy 792. Comprehensive Seminar 2 Students return to campus after all clinical work is completed and are instructed in the steps necessary to prepare and apply for the opportunity to take the National Physical Therapy Exam for licensure. Students are administered a practical and written examination comprehensive of all material provided in the professional program. Students must achieve a passing score on the comprehensive examinations to graduate.

Credit: 4 hours

EDUCATION (ED) Education 500. Clinical Field Experience in Schools Provides the initial licensure candidate with specific, standardized field experiences that assist the candidate in drawing real-world parallels with current, masterâ&#x20AC;&#x2122;s-level coursework.

Each student will enroll in three sections of this course prior to his/her student-teaching practicum experience, and each semester (in collaboration with the coursework being taken) activities and reflections will be identified that assist the candidate in applying the philosophical, theoretical and technical foundations of the competencies being studied.

Course designed for students in all Master of Arts in Teaching/initial licensure programs Credit: 0 Hours (must have 3 semesters of field experiences during initial licensure phase in order to progress to practicum) Education 501. Foundations of Teaching and Learning in the 21st Century The goal of Education 501 is to develop Effective Facilitators of Learning. Students in this class will gain a firm foundation for teaching and learning in the 21st century. The course will include a cultural and socio-political view of schools; includes dynamic analyses of the kinds of students in 21st-century classrooms, their diverse needs, and the focus needed on growth/development to ensure all learners succeed. Basic planning and management strategies will also be used to develop an understanding of teaching. A 10-15 hour clinical component is required.

Course designed for students in all Master of Arts in Teaching/initial licensure programs Credit: 3 Hours Education 502. Literacy in the 21st Century Students will study the reading process including philosophies, theories and different reading methods based on a balanced reading program with emphasis on literature-based Wingate University Academic Catalog 2019-2020

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instruction in the 21st century. Students in this class will experience extensive training in the basic foundations of literacy instruction, including phonemic awareness, phonics, word analysis, vocabulary development, comprehension and fluency. Students will employ the pillars of literacy instruction to diagnose literacy issues in K–6 students, plan for effective literacy instruction, and employ effective formative and summative techniques to assess literacy in K–6 classrooms. A 10-15 hour clinical component is required.

Course designed for students in all Master of Arts in Teaching/initial licensure programs Credit: 3 Hours Education 531. Research in Educational Trends, Issues, and Best Practice Designed as an introduction to advanced studies in education. The course will assist the graduate candidate in exploring the research on trends, issues, and best practices in education. Through the lens of these pertinent issues, graduate students will become efficient consumers of educational research and use that research to develop a detailed understanding of the issues in education that impact educators and their students.

Course designed for students in all Master's-level (M licensure) programs.

Credit: 3 Hours Education 532. Curriculum Decision Making Within this set of experiences, students will investigate the historical, social, and political influences on curriculum policies and practices and explore various models of curriculum organization and development. Students will collaborate to develop an integrated curriculum project which includes standards-based content and activities, appropriate scope and sequence, effective integration of technology, and provisions for individual differences.

Course designed for students in all Master-level (M licensure) programs.

Credit: 3 hours Education 535. Action Research This course will familiarize the graduate candidate with the nature, procedures, and application of action research in education. Candidates will examine, analyze, and synthesize action research literature and will plan, conduct, and report upon a simple action research study.

Course designed for students in all Master-level (M licensure) programs.

Credit: 3 Hours Education 540. Communication Skills within the English Language Arts Curriculum This course actively involves graduate students in examining the definition, nature and purpose of the five strands of the K–6 English Language Arts curriculum: listening, speaking, reading, writing, and viewing. Special emphasis will be given to the issues of planning, implementing, and evaluating instruction. Students will also examine the issues of varying learner needs and styles and instructional models and how they integrate the language arts throughout the curriculum. As a culminating activity, students will design and create a teaching module integrating literacy with the total K–6 curriculum. A clinical component of 10-15 hours is required for MAT students.

Course designed for Elementary Education students in the Master of Arts in Teaching (K– 6) and the Master of Arts in Education (K–6) degree programs Credit: 3 hours

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Education 542. Teaching and Learning Through a Problem Solving Approach Using a problem solving approach to teaching mathematics, the graduate student will become involved in putting “research into practice” as he or she explores the content of elementary school mathematics, the research of the methods and strategies involved, and the design and evaluation of teaching procedures. A clinical component of 10-15 hours is required for MAT students.

Course designed for Elementary Education students in the Master of Arts in Teaching (K– 6) and the Master of Arts in Education (K–6) degree programs Credit: 3 hours Education 544. Teaching Inquiry, Scientific Literacy, and Healthful Living Introduces students to inquiry- and constructivist-based approaches to teaching science and healthful living in grades K–6. Topics include: national and state standards for content, teaching, curriculum and assessment; scientific attitudes and processes; attributes of healthful living; integration with other curriculum areas; and the use of technology. Student present demonstrations, learning activities, and a science fair project. A clinical component of 10-15 hours is required for MAT students.

Course designed for Elementary Education students in the Master of Arts in Teaching (K– 6) and the Master of Arts in Education (K–6) degree programs Credit: 3 hours Education 546: Integrating Global Social Studies and Humanities This course involves students in examining the definition, nature, and purpose of the social studies curriculum and the integration of the humanities at the K–6 level. The issues of planning, teaching, and evaluating the integrated social studies/humanities program will receive major consideration. Other topics to be covered will be diversity in the classroom, children with special needs, citizenship education and democratic values, using primary documents, and strategies for teaching. Students will become actively involved in designing and producing an integrated teaching unit at the K–6 level. A clinical component of 10-15 hours is required for MAT students.

Course designed for Elementary Education students in the Master of Arts in Teaching (K– 6) and the Master of Arts in Education (K–6) degree programs Credit: 3 hours Education 552. Assessment and Instructional Intervention Designed to focus on the collection, analysis, interpretation, and use of quantitative data for research purposes. Specifically, students will look at aggregated and disaggregated standardized test score data, survey data, and other quantitative data for the purposes of program evaluation and developing school improvement strategies that have the potential to directly impact student learning. The course will use an understanding of data to assist students in designing appropriate instructional interventions. This course will use a blended delivery model.

Course designed for students in all Master-level (M licensure) programs.

Credit: 3 Hours Education 560. Developing and Demonstrating Teacher Leadership Assists the candidate in examining the principles of teacher leadership. The course will focus on the ways teachers choose to lead, the leadership roles available to teachers, and

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how those roles present themselves in Kâ&#x20AC;&#x201C;12 schools. Candidates will examine research on effective teacher leadership and reflect on the opportunities to lead in their own environments. Students will have the opportunity to experience various coaching models and explore the ways teachers can be encouraged to lead and supported in leading. This course includes a 6-10 hour clinical practice component. This course will use a blended delivery model.

This course is designed as part of the core experience for all masterâ&#x20AC;&#x2122;s candidates in graduate education programs.

Credit: 3 Hours Education 590. Special Topics in Education Special topics related to public education in the US, comparative education, focused investigations, and student special interests. May include travel and/or other field experiences (proportional to credit hours). Offered only as needed and/or upon request.

This course will use a blended delivery model.

This course cannot be used as a substitute for any other education course.

Credit: Up to 3 hours Education 591. Introduction to Gifted Education The introductory course in the education of gifted, talented, and creative students. The course provides an overview of the current and historical issues in the field. The intellectual, social, emotional, developmental, and educational characteristics of gifted students are introduced. Appropriate educational opportunities and programming are discussed. Issues in identification of the gifted, special gifted populations, and current research are reviewed. This course will use an online delivery model.

Credit: 3 hours (Fall) Education 592. Social and Emotional Needs of the Gifted/Talented This course will focus on both theoretical and practical knowledge to understand and support the social and emotional needs of gifted youth. Students in this course review current research on the affective characteristics, personality traits, and affective growth and adjustment of gifted children and will learn to recognize signs of stress and distress and explore ways to deal with perfectionism and other issues related to special populations.

Content covered includes: understanding social and emotional components of giftedness; guidance concerns; social, emotional, developmental and educational characteristics of gifted students; self-concept and adjustment concerns; and the affective needs of special gifted populations. This course will use an online delivery model.

Credit: 3 hours (Spring) Education 593. Methods and Materials in Gifted Education This course focuses on the understanding and use of instructional strategies and materials to facilitate the development of gifted learners from diverse backgrounds who are expressing their gifts in various talent domains. It includes information concerning the differentiation of instruction for gifted learners based on their characteristics and needs and on theory and practices in instructional design and modification. This course will use an online delivery model.

Credit: 3 hours (Summer I) Education 594. Curriculum Development for the Gifted

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This course focuses on ways to use assessment data to extend basic differentiation of curriculum elements (content, process, product, and learning environment) and integrative methods to design appropriate learning experiences to improve student achievement and growth. This course will use an online delivery model.

Credit: 3 hours (Summer II) Education 595. Practicum This set of experiences is designed to provide the mature individual with the necessary classroom experiences to become a successful up-to-date teacher. The length of the Practicum, intensity of supervision, and the number of credit hours are based upon prior teaching experience. NOTE: Students should complete the Application for Practicum Form the semester prior to the Practicum. Applications for the spring practicum are due by October 1. Applications for the fall practicum are due by February 15.

Prerequisite: Completion of first 6 courses of program.

Credit: 3-6 hours Education 597. Program Portfolio This course is used to show completion of the program portfolio on the student transcript.

Enrollment is usually concurrent with the final semester of coursework, and in which case, no additional tuition will be assessed. If this course is taken in a separate semester after all other coursework is completed, an administrative fee will be assessed. Graded on a Pass/Fail basis. Students must pass in order to qualify for graduation. Education 597 may be taken up to three times.

Credit: 0 Semester hours

EDUCATIONAL LEADERSHIP (EDLD) Educational Leadership 605. Developing and Demonstrating Teacher Leadership This course is designed to familiarize students with instruments that assess teacher leadership and to help them analyze different models of the same. By the end of the course students should be able to initiate and supervise peer coaching and mentoring and be effective communicators to supervised staff for improved teacher performance. This course will use a blended delivery model.

Credit: 3 hours Educational Leadership 610. The Principalship â&#x20AC;&#x201C; Part I This course focuses on school and school and instruction improvement with particular emphasis on effective models of teaching, including sensitivity to meeting the needs of a diverse population and embracing the technology available in the 21 century. This course will use a blended delivery model.

Credit: 3 hours Educational Leadership 615. The Principalship â&#x20AC;&#x201C; Part II This course focuses on the many challenges that fall under the umbrella of Human Resources. More specifically, it targets monitoring of teachers and use of the New Teacher Evaluation Instrument. This course will use a blended delivery model.

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Educational Leadership 620. School Finance and Budgeting Students learn fundamental concepts and practices related to school finance, funding, and budgeting. Students actively engage in the process of managing school finances through classroom simulations and field experience assignments. Focus includes system- and school-level budgeting, department and program budgeting, and the managing of grants and other special funding. (Field experience required: 25 hrs.)

Credit: 3 hours Educational Leadership 625. Technology in the 21st Century School This course introduces students to instructional management applications of 21st-century educational technology. Topics discussed include: selection, evaluation, and application of educational software, research strategies on the world wide web, ethical and safety issues.

Students will examine current software for human resources and finance in addition to developing skills to purchasing technology for a school. This course will use a blended delivery model.

Credit: 3 hours Educational Leadership 630. School Law This course provides a thorough overview of public school law, including the laws that apply to special education programming and students. Case studies will help students gain an understanding of how to interpret law in specific situations, including school discipline and personnel decisions. This course will use a blended delivery model.

Credit: 3 hours Educational Leadership 634. Measurement and Assessment This course focuses on the collection, analysis, interpretation, and use of quantitative data for research purposes. Specifically, students will look at aggregated and disaggregated standardized test score data, survey data, and other quantitative data for the purposes of program evaluation and developing school improvement strategies. This course will use a blended delivery model.

Credit: 3 hours Educational Leadership 640. Supervision of Instruction Students learn how to provide substantial and productive feedback to teachers regarding their classroom practice. Various models of supervision will be examined with specific training in the use of the NC Teacher Evaluation Instrument as a system for supervision.

Other emerging instructional assessment models will be explored.

Credit: 3 hours Educational Leadership 694. Internship I This internship will occur typically in the summer. A minimum of 75 hours will be served in an administrative role in a public school during summer months. This internship is jointly supervised by the building principal(s) and a School of Graduate and Continuing Education faculty member. Attendance at two seminar meetings required.

Credit: 1 hour Educational Leadership 695. Internship II

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This course will consist of a minimum of 200 hours service in an administrative role in a public school during either a fall or spring semester (and therefore a component of the Kâ&#x20AC;&#x201C; 12 academic year). This internship is jointly supervised by the building principal(s) and a School of Graduate and Continuing Education faculty member. Attendance at two seminar meetings required.

Credit: 3 hours Educational Leadership 696: Internship III This course will consist of a minimum of 200 hours service in an administrative role in a public school during either a fall or spring semester (and therefore a component of the Kâ&#x20AC;&#x201C; 12 academic year). This internship is jointly supervised by the building principal(s) and a School of Graduate and Continuing Education faculty member. Attendance at two seminar meetings will be required.

Credit: 3 hours Educational Leadership 697: Leadership Program Portfolio This course is used to show completion of the program portfolio on the student transcript.

Enrollment is usually concurrent with the final semester of coursework (usually Internship II and/or III), and, in which case, no additional tuition will be assessed. If this course is taken in a separate semester after all other coursework is completed, an administrative fee will be assessed. Graded on a Pass/Fail basis. Must pass in order to qualify for graduation.

May be taken up to three times.

Credit: 0 hours

DOCTORATE IN EDUCATIONAL LEADERSHIP (EL) Educational Leadership 7010. Information Management Systems This course examines applications of modern technology for the purpose of strategic planning, curriculum design and delivery and assessment and accountability. This course will use a blended delivery model with most course activities being completed online.

For Ed.D. in Educational Leadership and Ed.D. in Higher Education Leadership Credit: 3 hours Educational Leadership 7032. Communications and Community Relations This course will examine principles and practices for improving school and community relationships with emphasis on the local school site. This course will use a blended delivery model where some course meetings will be held entirely online on a regular basis.

Credit: 3 hours Educational Leadership 7061. Systematic Inquiry and Decision Analysis This course examines cycle metric principles and evaluative instruments, inventories, checklists, and rating scales related to systematic inquiry of program effectiveness. This course will use a blended delivery model.

For Ed.D. in Educational Leadership and Ed.D. in Higher Education Leadership Credit: 3 hours Educational Leadership 7067. Curriculum and Instructional Leadership This course examines the principles of curriculum development, central components of instructional leadership and problems, and trends impacting the governance of curriculum.

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This course will use a blended delivery model. This course includes an internship project requiring approximately 20 hours outside of class time and supervision by an appropriate site-based supervisor for Educational Leadership K-12 majors. This project becomes part of the student's leadership portfolio as required by the State of North Carolina.

Credit: 3 hours Educational Leadership 7095. Diversity and Global Development This course examines the fundamental dimensions of diversity globalization and the internationalization of schools. This course will use a blended delivery model. This course includes an internship project requiring approximately 20 hours outside of class time and supervision by an appropriate site-based supervisor for Educational Leadership K-12 majors. This project becomes part of the student's leadership portfolio as required by the State of North Carolina.

For Ed.D. in Educational Leadership and Ed.D. in Higher Education Leadership Credit: 3 hours Educational Leadership 7109. Managing Human and Fiscal Resources This course examines business management functions as related to human resources, budgeting, educational efficiency, observations/evaluations of teachers and school personnel; examines relevant topics such as comprehensive human resources development models and motivation, climate and productivity. This course will use a blended delivery model. This course includes an internship project requiring approximately 20 hours outside of class time and supervision by an appropriate site-based supervisor for Educational Leadership K-12 majors. This project becomes part of the student's leadership portfolio as required by the State of North Carolina.

Credit: 3 hours Educational Leadership 7127. Education Law, Policy and Ethics This course develops a framework for analysis and decision making in education policy; analyzes selected issues; examines educational research methodologies; provides a comprehensive review of legal structures governing the administration of public schools.

This course will use a blended delivery model.

Credit: 3 hours Educational Leadership 7134. Educational Leadership: Theory and Practice This course reviews the implications of contemporary administration and organizational models of education policies and practices; advanced analysis and synthesis of the knowledge, skills, and dispositions of ethical leaders who promote the success of all students by creating cultures of educational excellence and responding to diverse learners.

This course will use a blended delivery model. This course includes an internship project requiring approximately 20 hours outside of class time and supervision by an appropriate site-based supervisor for Educational Leadership K-12 majors. This project becomes part of the student's leadership portfolio as required by the State of North Carolina.

For Ed.D. in Educational Leadership and Ed.D. in Higher Education Leadership Credit: 3 hours Educational Leadership 7151. Principals in the 21st Century This course examines the various roles and expectations of principals in the 21st century, examines the demands and expectations of school leaders in an era of internationalization

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and global education and accountability. This course will use a blended delivery model. This course includes an internship project requiring approximately 20 hours outside of class time and supervision by an appropriate site-based supervisor for Educational Leadership K-12 majors. This project becomes part of the student's leadership portfolio as required by the State of North Carolina.

Credit: 3 hours Educational Leadership 7156: Comprehensive Planning and Program Evaluation This course focuses on concepts and strategies associated with effective planning in education and human services, examines how data can be used as input for a comprehensive plan. This course will use a blended delivery model. This course includes an internship project requiring approximately 20 hours outside of class time and supervision by an appropriate site-based supervisor for Educational Leadership K-12 majors. This project becomes part of the student's leadership portfolio as required by the State of North Carolina.

For Ed.D. in Educational Leadership and Ed.D. in Higher Education Leadership Credit: 3 hours Educational Leadership 7189. Organizational Development and Change This course examines the operational structure of schools, critical approaches to effective communication, principles of change process, and diverse strategies for change agents. This course will use a blended delivery model. This course includes an internship project requiring approximately 20 hours outside of class time and supervision by an appropriate site-based supervisor for Educational Leadership K-12 majors. This project becomes part of the student's leadership portfolio as required by the State of North Carolina.

For Ed.D. in Educational Leadership and Ed.D. in Higher Education Leadership Credit: 3 hours Educational Leadership 7211. Data Driven Leadership This course examines federal, state, and local student data for school improvement planning and implementation, addresses accountability and impetus for data drive leadership. This course will use a blended delivery model. This course includes an internship project requiring approximately 20 hours outside of class time and supervision by an appropriate site-based supervisor for Educational Leadership K-12 majors. This project becomes part of the student's leadership portfolio as required by the State of North Carolina.

For Ed.D. in Educational Leadership and Ed.D. in Higher Education Leadership Credit: 3 hours Educational Leadership 7234. Economics and Education This course investigates economic forces impacting public school finance. This course will use a blended delivery model.

Credit: 3 hours Educational Leadership 7512. Superintendents and Executive Leadership This course examines the current status and evolved roles, responsibilities, alliances, and partnerships of superintendents; analysis of executive leadership and improved performance of key leadership roles in school districts; examines the creation of a culture

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that distributes and empowers leadership. This course will use a blended delivery model.

This course includes an internship project requiring approximately 20 hours outside of class time and supervision by an appropriate site-based supervisor for Educational Leadership K-12 majors. This project becomes part of the student's leadership portfolio as required by the State of North Carolina.

Credit: 3 hours

DOCTORATE IN EDUCATIONAL LEADERSHIP (ER) Educational Research 7311. Measurement Techniques in Education This course examines methods used to measure and evaluate student progress and how the information gathered can be used to make program decisions and improvements. This course will use a blended delivery model. This course includes an internship project requiring approximately 20 hours outside of class time and supervision by an appropriate site-based supervisor for Educational Leadership K-12 majors. This project becomes part of the student's leadership portfolio as required by the State of North Carolina.

Credit: 3 hours Educational Research 7423. Research Design and Data Analysis This course examines the utilization of essential research skills with an emphasis on qualitative and quantitative decision analysis; examines the knowledge and skills for action research. This course will use a blended delivery model.

For Ed.D. in Educational Leadership and Ed.D. in Higher Education Leadership Credit: 3 hours Educational Research 7433. Seminar in Professional Research and Publication This course prepares students for professional writing of research reports and academic documents for publication; Students will examine relevant problems and issues with the expectation to develop an action plan for resolution; examines APA 6th edition guidelines for professional writing and publication. This course will use a blended delivery model.

Prerequisite: Educational Research 7423 Research Design and Data analysis For Ed.D. in Educational Leadership and Ed.D. in Higher Education Leadership Credit: 3 hours Educational Research 7950. Doctoral Capstone Project This is the culminating experience that involves a problem-centered action research project, experiential experience; requires a review committee, requires a formal report in various forms, such as improvement plan, action plan or consultation analysis and recommendation plan. This course will use a blended delivery model.

For Ed.D. in Educational Leadership and Ed.D. in Higher Education Leadership Credit: 12 hours

DOCTORATE IN HIGHER EDUCATION EXECUTIVE LEADERSHIP (EL, ER) Educational Leadership 7033. Higher Education and Government Relations This course examines internal and external communications, marketing, local, state and federal relations and friend fund raising. This course will use a blended delivery model.

Credit: 3 hours Educational Leadership 7068: Teaching, Learning and Student Success

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This course examines the relationship between teaching and student learning and its impact on how successful students are in achieving their educational goals; an in-depth look at what is most successful in impacting this relationship is covered. This course will use a blended delivery model.

Credit: 3 hours Educational Leadership 7110. Managing Finance, Budget, and Facilities This course examines business management functions as related to human resources, budgeting, educational efficiency, observations/evaluations of teachers and school personnel; examines relevant topics such as comprehensive human resources development plans, professional development models and motivation, climate and productivity. This course will use a blended delivery model.

Credit: 3 hours Educational Leadership 7128. Higher Education Law and Policy This course provides a comprehensive review of legal structures, regulations and case law concerning higher education and develops a framework for analysis and decision making in higher education. This course will use a blended delivery model.

Credit: 3 hours Educational Leadership 7152. Higher Education in the 21st Century The course examines current issues and future trends that will impact higher education in the future. This course will use a blended delivery model.

Credit: 3 hours Educational Leadership 7235. Work Force and Economic Development This course examines the components of workforce training and economic development at the local, state and federal level; the impact of a worker training program on economic development is presented. This course will use a blended delivery model.

Credit: 3 hours Educational Leadership 7312. Developing Effective Student Service Programs This course examines how effective practices and programs in student recruitment, admissions, financial aid, counseling, advising, registration, and student activities and athletics impact student enrollment, retention and graduation. This course will use a blended delivery model.

Credit: 3 hours Educational Leadership 7513. Presidents and Executive Leadership This course examines the current and future roles, responsibilities, cooperative partnerships and collaborative alliances of higher education presidents; building an effective leadership team and a culture of organizational and personal success (at all levels).

This course will use a blended delivery model.

Credit: 3 hours

MASTER OF ARTS IN SPORT MANAGEMENT (MASM) Master of Arts in Sport Management 535. Sport Research This course will familiarize the graduate candidate with the nature, procedures, and application of action research in sport management. Candidates will examine, analyze, and synthesize action research literature and will plan, conduct, and report upon a simple sport research study.

Credit: 3 hours

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Master of Arts in Sport Management 553. PR and Technology in Sport This course will focus on the growth of the Internet and its emerging role as marketing and a public relations medium. Students will explore the advantages and disadvantages relative to traditional marketing practices. Students will engage in creating promotional and informational video formats, web pages, online survey forms, and work to analyze survey responses.

Credit: 3 hours Master of Arts in Sport Management 555. Sport Economics and Finance This course is designed to allow the student to understand the fundamentals of finance, budgeting, and accounting in the sport and recreation industry. The course will emphasize financial principles, financial markets as well as growth and development of revenue sources in the 21st century.

Credit: 3 hours Master of Arts in Sport Management 557. Sport Marketing and Promotions This course will provide the theoretical underpinnings of sport promotion and sales and to illustrate their applications with practical examples from the sport marketplace. The course will also introduce students to the application of basic principles of marketing to and managing sport industry with emphasis on intercollegiate athletics, professional sport and multi-sport club operations by providing students with a broad appreciation of marketing, providing them with an up-to-date understanding of marketing concepts as they are currently being applied in advanced study and work in marketing, consumer behavior and related fields.

Credit: 3 hours Master of Arts in Sport Management 558. Sport Sales and Sponsorship This course will provide the theoretical techniques used to sell and generate revenues in the sport industry. This required course will concentrate on corporate sales and sponsorship, its growing role and its vital importance in sports. Topics include sales proposal development, sponsorship solicitation, licensing rights, new business development, endorsements and merchandising, commercialization of technology, and corporate partnerships. The course will provide an overview of the industry and instruction on effective methods to plan, price, organize, acquire, implement, measure and evaluate sponsorships including the development of a corporate sponsorship plan.

Credit: 3 hours Master of Arts in Sport Management 559. Sport Venue and Event Management This course will provide identification and investigation into the design and management of sport and recreational venues. Management techniques and procedures for athletic events will be examined. Required field trips will be a vital component of in this class.

Credit: 3 hours Master of Arts in Sport Management 561. Sport Law and Ethics This course will enable the student to analyze and understand legal issues and to discuss the ramifications of those issues with a foundation of comprehensive information that is relevant to managers in the sport industry. Ethical considerations in sport decision-making will also be discussed.

Credit: 3 hours Master of Arts in Sport Management 574. Collegiate Athletic Development and Wellness This course will provide students with insight into the importance of using an athletic program as a vehicle to holistically develop athletes both on and off the court or field; particular focus will be placed on career development, counseling services, life skills seminars, personal finance, communication, post-sport career transition, and reaching injured athletes..

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Master of Arts in Sport Management 591. Organization and Administration of Sport The administrative processes in sports and athletics from high school, to college, to public/private recreation, and to professional sports will be analyzed and examined.

Credit: 3 hours Master of Arts in Sport Management 600. Social Issues in Sport This course will explore how .power relations, stereotypes, cultural ideologies and personal beliefs impact sport participation. Critical analysis will be the basis for exploring the links between sport and major issues in society.

Credit: 3 hours Master of Arts in Sport Management 620. Sport Management Internship The internship will normally occur at the approximate mid-point of the studentâ&#x20AC;&#x2122;s program.

A minimum of 225 hours will earn three (3) credit hours and will be supervised by the Program Director and the internship site supervisor.

Credit: 3 hours Master of Arts in Sport Management 630. Sport Management Project This project will represent the culminating experience for the non-thesis student. The project will comprise of a research study or a major sport management project, planned and completed under the guidance of the Program Director/Academic Advisor. The project is expected to demonstrate the studentâ&#x20AC;&#x2122;s ability to conduct in-depth research, the capability to gather and organize large amounts of material, and the capacity to write the material in a clear, accessible, and professional standard. It is expected that the student spend, at minimum, 60-75 hours in the completion of the project.

Credit: 3 hours Master of Arts in Sport Management 631. Sport Management Thesis This is a culminating activity for candidates who have focused interest in research and in those planning to pursue doctoral study. Candidates, with support from their Thesis advisor and committee, will create a thesis prospectus detailing background information and statement of purpose; develop the hypothesis statement; conduct the review of literature; compile a list of relevant sources, and establish the procedures for their proposed research, including the methods, research instrument, data collection process, description of the participants and a participant selection, and preliminary certification of the Research Review Board.

Credit: 3 hours Master of Arts in Sport Management 632. Sport Management Thesis II Upon satisfactory completion of MASM 631: Sport Management Thesis I, candidates, with support from their major professor and thesis committee, will complete the remaining steps of the Thesis project, including application of the research instrument; collection and analysis of the data; development of the conclusion and recommendation; composing the abstract; completion and approval of the final written Thesis; and presentation of the oral defense to the Thesis committee and the MASM faculty.

Credit: 3 hours

OCCUPATIONAL THERAPY (OTD) Occupational Therapy 711. Human Gross Anatomy This course is designed to help students establish a foundational understanding of the neuromusculoskeletal systems of the human body for the practice of occupational therapy.

Using a regional approach, students will explore the head and neck, trunk, upper extremities, and lower extremities. At the conclusion of the course, students will have an

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understanding of how body structures contribute to occupational performance.

Prerequisites: Admission to the Doctorate of Occupational Therapy Program Credit: 4 hours (Fall) Occupational Therapy 712. Pathophysiology This course provides education on general pathophysiological principles of disease and disorders that affect organ systems of the body, with an emphasis on integrating the interrelationship between different organ systems in the context of clinical correlations relevant to occupational therapy practice. Topics include but are not limited to the effects of heritable diseases, genetic conditions, disability, trauma, and injury to the physical and mental factors that may influence occupational performance.

Prerequisites: Admission to the Doctorate of Occupational Therapy Program Credit: 3 hours (Fall) Occupational Therapy 713. Applied Kinesiology This course focuses on instruction in joint kinematics, applying the physical laws of motion.

Special emphasis is placed on body surface palpation and measurements of goniometry, dexterity, and strength.

Prerequisites: Admission to the Doctorate of Occupational Therapy Program Credit: 4 hours (Fall) Occupational Therapy 714. Occupational Therapy Foundations This course is designed to introduce students to the profession of occupational therapy.

Topics include but are not limited to the history and philosophy of the profession, foundations of occupational science, occupational and psychological development across the lifespan, the domain of occupational therapy, occupational therapy theory, concepts of human behavior, and Vision 2025. Additionally, students will analyze the trends in models of service delivery, including but not limited to medical, educational, community, and social models, and their potential effect on the practice of OT. This course also facilitates discussion of the varied roles of the OT as a practitioner, educator, researcher, policy developer, program developer, advocate, administrator, consultant, and entrepreneur.

Prerequisites: Admission to the Doctorate of Occupational Therapy Program Credit: 3 hours (Fall) Occupational Therapy 721. Neuroscience This course focuses upon the foundations of neuroanatomy and neuropathophysiology with emphasis on both typical and atypical human function following damage to the nervous system. This course will introduce the principles of neuroscience and describe their clinical application; it will begin with an introduction to the nervous system (micro and macro), then address the major functions of the central, autonomic, and peripheral nervous systems. Moreover, the consequences of damage to each system in relation to occupational performance will be integrated throughout the course through case-based application.

Prerequisites: Successful completion of Semester 1 courses for Doctorate of Occupational Therapy Program Credit: 4 hours (Spring) Occupational Therapy 722. Occupational Therapy Process: Mental Health Drawing upon undergraduate coursework in psychology, abnormal psychology, and/or sociology, this course addresses the occupational performance of clients with mental health and/or psychosocial challenges and the models of practice and frameworks used in mental health practice. Additionally, the psychosocial implications of practice across all practice settings are analyzed and students learn the process of occupational therapy including screening; evaluation; intervention planning, monitoring, and modification; referral; and discharge planning for clients with psychosocial or mental health challenges.

Prerequisites: Successful completion of Semester 1 courses for Doctorate of Occupational Therapy Program Credit: 4 hours (Spring)

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Occupational Therapy 723. Foundations of Clinical Practice in Occupational Therapy I This course introduces students to information necessary for socialization to the profession and entry-level clinical practice. Topics include but are not limited to: practice settings for occupational therapists, official documents of the American Occupational Therapy Association, professional accountability and professional development, the distinct value of OT, interprofessional practice, task analysis, clinical reasoning, and skills for reflective practice. Additionally, this course addresses clinical leadership including the collaborative roles and responsibilities of the OT and OTA and how the role of a professional is enhanced by knowledge of and involvement in international, national, state, and local OT associations and related professional organizations.

Prerequisites: Successful completion of Semester 1 courses for Doctorate of Occupational Therapy Program Credit: 3 hours (Spring) Occupational Therapy 724. Foundations of Clinical Practice in Occupational Therapy II This course continues to lay the foundation for entry-level clinical practice through education on topics including but not limited to: therapeutic use of self in both individual and group interaction, group theory and process, graded activity, skilled observation, blood borne pathogens, universal precautions, vital signs, HIPAA, safety regulations, physical transfers, wheelchair management, use of mobility devices, and clinical documentation.

Prerequisites: Successful completion of Semester 1 courses for Doctorate of Occupational Therapy Program Credit: 3 hours (Spring) Occupational Therapy 725. Scholarship & Evidence-Based Practice I This course provides an introduction to research methodology and critical appraisal relevant to clinical practice and/or research applications. Students will learn to develop clinical questions, locate, understand, critique, and evaluate information to assess the validity and trustworthiness of quantitative and qualitative research, and integrate evidence into clinical practice. Additionally, students will learn to articulate the importance of how scholarly activities contribute to the development of a body of knowledge relevant to the profession.

Prerequisites: Successful completion of Semester 1 courses for Doctorate of Occupational Therapy Program Credit: 3 hours (Spring) Occupational Therapy 726. Fieldwork I & Professional Development This course allows students to begin developing professional behaviors and apply what they have learned about psychosocial and mental health occupational therapy theory and practice in a clinical setting through supervised observation and participation. The didactic portion of this course allows students to engage in critical reflection regarding clients and interventions observed in the clinical setting. The course also emphasizes the importance of continuing professional development with the initiation of a reflective professional portfolio that students will develop over the course of their studies.

Prerequisites: Successful completion of Semester 1 courses for Doctorate of Occupational Therapy Program Credit: 1 hour (Spring) Occupational Therapy 731. Occupational Therapy Process: Pediatrics This course addresses the developmental milestones and occupational performance of infants, children, and youth. Emphasis is placed on models of practice and frameworks used in pediatric practice. Additionally, pediatric considerations across all practice settings are analyzed and students learn the process of occupational therapy including screening; evaluation; intervention planning, monitoring, and modification; clinical reasoning with compensatory techniques; referral; and discharge planning for pediatric clients.

Prerequisites: Successful completion of Semester 2 courses for Doctorate of Occupational Therapy Program Wingate University Academic Catalog 2019-2020

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Credit: 4 hours (Summer) Occupational Therapy 732. Ethical Considerations for Occupational Therapy Practice This course explores the concept of ethical dilemmas and decisions. Topics include but are not limited to: the use of the Occupational Therapy Code of Ethics as a foundation for addressing social injustice, occupational deprivation, and disparity in the receipt of health care services; professional responsibilities related to liability issues under current models of service provision; and strategies for analyzing issues and making decisions to resolve personal and organizational ethical conflicts.

Prerequisites: Successful completion of Semester 2 courses for Doctorate of Occupational Therapy Program Credit: 2 hours (Summer) Occupational Therapy 733. Technology for Occupational Performance This course introduces the use of technology to facilitate occupational performance.

Students will learn to evaluate and adapt processes or environments (e.g., home, work, school, community), apply ergonomic principles and principles of environmental modification, provide recommendations and training in strategies for enhancing functional and community mobility, and select and teach compensatory techniques including the use of assistive technology, seating and positioning considerations, contextual modifications and adaptations, ergonomics, driver rehabilitation, telehealth, virtual environments/gaming, distance communication, and the use of electronic medical records to document therapeutic intervention.

Prerequisites: Successful completion of Semester 2 courses for Doctorate of Occupational Therapy Program Credit: 4 hours (Summer) Occupational Therapy 734. Preparatory Methods to Support Occupational Therapy Intervention This course introduces students to the theory and skills necessary for selecting and utilizing preparatory methods and tasks including but not limited to therapeutic exercise, wound care, physical agent modalities, and prosthetics to prepare clients for occupational performance. Additionally, students will learn to select, design, fabricate, and apply orthotics for upper extremity conditions.

Prerequisites: Successful completion of Semester 2 courses for Doctorate of Occupational Therapy Program Credit: 3 hours (Summer) Occupational Therapy 735. Scholarship & Evidence-Based Practice II This course introduces the principles of study design, literature review, methodology, data analysis, and synthesis for both quantitative and qualitative studies. Emphasis will be placed on strategies for ensuring validity and reliability of quantitative studies and trustworthiness of qualitative studies.

Prerequisites: Successful completion of Semester 2 courses for Doctorate of Occupational Therapy Program Credit: 3 hours (Summer) Occupational Therapy 736. Fieldwork I & Professional Development II This course facilitates the continuing development of professional behaviors and application of material learned about pediatric occupational therapy theory and practice in a clinical setting through supervised observation and participation. The didactic portion of this course focuses upon completion of the occupational profile/client interview and skilled documentation supporting the rationale for occupational therapy intervention.

Prerequisites: Successful completion of Semester 2 courses for Doctorate of Occupational Therapy Program Credit: 1 hour (Summer) Occupational Therapy 741. Occupational Therapy Process: Adults Wingate University Academic Catalog 2019-2020

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This course addresses the occupational performance adult clients with emphasis on models of practice and frameworks used in clinical practice. Additionally, considerations across all practice settings are analyzed and students learn the process of occupational therapy including screening; evaluation; intervention planning, monitoring, and modification; clinical reasoning with compensatory techniques; referral; and discharge planning for adult clients.

Prerequisites: Successful completion of Semester 3 courses for Doctorate of Occupational Therapy Program Credit: 4 hours (Fall) Occupational Therapy 742. Social Systems & Population Health This course introduces students to the influence of occupation on health promotion and wellness among persons, groups, and populations. Social determinants of health as well as ethical and practical considerations that affect the health and wellness needs of those who are experiencing or are at risk for social injustice, occupational deprivation, and disparity in the receipt of services will be explored. Students will learn skills for program development to address the health and wellness needs of individuals and communities and will also learn about the roles of occupational therapists as consultants, care coordinators, case managers, and facilitators of transition services in traditional and emerging practice environments.

Prerequisites: Successful completion of Semester 3 courses for Doctorate of Occupational Therapy Program Credit: 3 hours (Fall) Occupational Therapy 743. Fundamentals of Policy & Advocacy for Occupational Therapists This course provides the foundation necessary for students to advocate for occupational therapy services and supportive policies to ensure occupational justice for all persons, groups, and populations. Students will be introduced to the sociopolitical environment and analyze how OT history, OT theory, and the sociopolitical climate influence and are influenced by practice. Students will learn to identify and evaluate the systems and structures that create federal and state legislation and regulations and their implications and effects on practice and policy; integrate current social, economic, political, geographic, and demographic factors to promote policy development and the provision of OT services; identify opportunities to address societal needs and advocate for changes in service delivery policies; articulate to consumers, potential employers, colleagues, third-party payers, regulatory boards, policymakers, other audiences, and the general public both the unique nature of occupation as viewed by the profession of OT and the value of occupation to support performance, participation, health, and well-being; and identify strategies to assist the consumer in gaining access to OT and other health and social services.

Prerequisites: Successful completion of Semester 3 courses for Doctorate of Occupational Therapy Program Credit: 2 hours (Fall) Occupational Therapy 744. Cultural Considerations for Occupational Therapy Practice Drawing upon undergraduate coursework in sociology and/or anthropology, this course explores the influence of culture on occupational performance. Students will learn skills for cultural sensitivity and responsiveness, while global social issues and prevailing health/welfare needs of populations with or at risk for disabilities and chronic health conditions will be addressed.

Prerequisites: Successful completion of Semester 3 courses for Doctorate of Occupational Therapy Program Credit: 3 hours (Fall) Occupational Therapy 745. Professional & Scholarly Writing This course provides students with the tools required for professional and scholarly writing.

Focus will be on writing scholarly reports for presentation or publication in journals, magazines, newsletters, or white papers; writing letters of insurance appeal; locating and securing grants; effectively and professionally communicating in writing with clients, Wingate University Academic Catalog 2019-2020

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families, significant others, communities, colleagues, other health providers, and the public; and using the written word to promote occupational therapy.

Prerequisites: Successful completion of Semester 3 courses for Doctorate of Occupational Therapy Program Credit: 1 hour (Fall) Occupational Therapy 746. Scholarship & Evidence-Based Practice III In this course, students will identify a topic for research; conduct a needs analysis; design a study that evaluates professional practice, service delivery, and/or professional issues; and complete the Institutional Review Board (IRB) approval process.

Prerequisites: Successful completion of Semester 3 courses for Doctorate of Occupational Therapy Program Credit: 3 hours (Fall) Occupational Therapy 747. Fieldwork I & Professional Development III This course facilitates the continuing development of professional behaviors and application of material learned about adult occupational therapy theory and practice in a clinical setting through supervised observation and participation. The didactic portion of this course focuses upon clinical reasoning, client education, and communication with clients/caregivers.

Prerequisites: Successful completion of Semester 3 courses for Doctorate of Occupational Therapy Program Credit: 1 hour (Fall) Occupational Therapy 751. Occupational Therapy Process: Geriatrics This course addresses the occupational performance older adult clients with emphasis on models of practice and frameworks used in clinical practice. Additionally, considerations across all practice settings are analyzed and students learn the process of occupational therapy including screening; evaluation; intervention planning, monitoring, and modification; clinical reasoning with compensatory techniques; referral; and discharge planning for geriatric clients. Topics of productive aging and end of life issues are also addressed.

Prerequisites: Successful completion of Semester 4 courses for Doctorate of Occupational Therapy Program Credit: 4 hours (Spring) Occupational Therapy 752. Scholarship of Teaching & Learning in Occupational Therapy Practice In this course, students will learn the principles of teaching and learning for both clinical and academic higher education applications. Students will explore the topics of health literacy and the ability to educate and train the client, caregiver, family, significant others, communities, colleagues, other health providers, and the public; the ongoing professional responsibility for providing fieldwork education and the criteria for becoming a fieldwork educator; and basic foundations for transitioning to the role of academician for entry-level occupational therapy programs.

Prerequisites: Successful completion of Semester 4 courses for Doctorate of Occupational Therapy Program Credit: 3 hours (Spring) Occupational Therapy 753. Healthcare Management & Administration This course provides an introduction to the practice of management and administration in occupational therapy. Emphasis is placed on the impact of contextual factors on occupational therapy services; business operations and marketing; budget development; supervision of clinical and support personnel; risk management, utilization review, and quality improvement; accreditation; reimbursement; staff development; and requirements for credentialing, licensure, certification, and registration.

Prerequisites: Successful completion of Semester 4 courses for Doctorate of Occupational Therapy Program Credit: 3 hours (Spring) Wingate University Academic Catalog 2019-2020

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Occupational Therapy 754. Leadership Theory & Practice This course introduces students to leadership theories and strategies important for leading clients, colleagues, consumers, and the profession of occupational therapy. Emphasis will be placed on the distinction between leadership and management, the use of self-reflection for continuing leader development, the importance of leadership in the field of occupational therapy, servant leadership theory, and exploration of leadership positions in organizations or agencies promoting the profession.

Prerequisites: Successful completion of Semester 4 courses for Doctorate of Occupational Therapy Program Credit: 3 hours (Spring) Occupational Therapy 755. Fieldwork I & Professional Development IV This course facilitates the continuing development of professional behaviors and application of material learned about geriatric occupational therapy theory and practice in a clinical setting through supervised observation and participation. The didactic portion of this course focuses upon interprofessional practice and interdisciplinary communication.

Prerequisites: Successful completion of Semester 4 courses for Doctorate of Occupational Therapy Program Credit: 1 hour (Spring) Occupational Therapy 756. Practice Preparation & Clinical Competence This course allows students to demonstrate the skills, attitudes, and knowledge required for entry-level occupational therapy practice. Students will complete case-based mock client encounters demonstrating evidence-based practice and clinical skills, reflective practice, and the ability to apply theoretical constructs to evaluation and intervention with various types of clients in a variety of practice contexts and environments, including populationbased approaches, to analyze and effect meaningful occupation outcomes. Additionally, students will demonstrate knowledge of applicable national requirements for credentialing and requirements for licensure, certification, or registration under state laws and will pass a competency exam prior to initiation of Level II fieldwork experiences.

Prerequisites: Successful completion of Semester 4 courses for Doctorate of Occupational Therapy Program Credit: 2 hours (Spring) Occupational Therapy 757. Scholarship & Evidence-Based Practice IV In this course, students will collect data, complete data analysis, and compose a report for presentation or publication in a peer-reviewed journal.

Prerequisites: Successful completion of Semester 4 courses for Doctorate of Occupational Therapy Program Credit: 3 hours (Spring) Occupational Therapy 761. Fieldwork II This course is the first 12-week, full-time experience in a clinical setting under the supervision of a qualified occupational therapy practitioner. It provides students with the hands-on opportunity to continue developing skills required to relate theory and evidence to practice through client evaluation, intervention, and discharge. Students will apply principles of clinical reasoning and reflective practice to establish entry-level competency in a traditional or non-traditional practice setting.

Prerequisites: Successful completion of all coursework and competency evaluations Credit: 12 hours (Summer) Occupational Therapy 771. Fieldwork II This course is the second 12-week, full-time experience in a clinical setting under the supervision of a qualified occupational therapy practitioner. It provides students with the hands-on opportunity to continue developing skills required to relate theory and evidence to practice through client evaluation, intervention, and discharge. Students will apply principles of clinical reasoning and reflective practice to establish entry-level competency in a traditional or non-traditional practice setting.

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Prerequisites: Successful completion of OTD 761 Level II Fieldwork Credit: 12 hours (Fall) Occupational Therapy 772. Doctoral Capstone I During this online course, students will design a scholarly proposal for a culminating project that relates theory to practice and demonstrates synthesis of advanced knowledge in their chosen practice area. Additionally, students will develop personal learning outcomes for their doctoral experiential in collaboration with a faculty mentor.

Prerequisites: Successful completion of OTD 761 Level II Fieldwork Credit: 2 hours (Fall) Occupational Therapy 781. Doctoral Experience This 16-week, full-time experience allows doctoral students to develop advanced skills in one or more of the following: clinical practice skills, research skills, administration, leadership, program and policy development, advocacy, education, or theory development.

Prerequisites: Successful completion of all Level II Fieldwork and OTD 772; students must also pass a competency examination prior to initiation of the doctoral experiential Credit: 14 hours (Spring) Occupational Therapy 782. Doctoral Capstone II During this hybrid course, students will implement a culminating project that relates theory to practice and demonstrates synthesis of advanced knowledge in their chosen practice area. Students will also prepare a scholarly report that is appropriate for presentation or for publication in a peer-reviewed journal.

Prerequisites: Successful completion of all Level II Fieldwork and OTD 772 Credit: 2 hours (Spring)

PHARMACY (PHAR) Pharmacy 701. Professional Orientation I: Success in Pharmacy An introduction to the policies and services of the School of Pharmacy and University and a process for student success.

Prerequisite: Doctor of Pharmacy Program Standing Semester: Fall; Credit 1 hour Pharmacy 707. Pharmacology and Medicinal Chemistry, Part I: Problem Management I The principles of drug action including mechanisms of drug action, biophysical and physicochemical properties of drugs, and drug-related structure-activity relationships.

Prerequisite: Doctor of Pharmacy Program Standing Credit: 2 hours (Fall) Pharmacy 710. Professional Orientation V: Professional Responsibility and Leadership An overview of professional organizations and professional and community leadership.

Prerequisite: Doctor of Pharmacy Program Standing Credit: 1 hour (Fall) Pharmacy 712. Professional Orientation II: Top 200 Drugs, Part 1 Part 1 of an overview of the most frequently prescribed drugs.

Prerequisite: Doctor of Pharmacy Program Standing Credit: 1 hour (Fall) Pharmacy 713. Patient Assessment I: Biological Sciences Integrated, Part 1 Part 1 of an integrated biological sciences sequence including the principles of biochemistry, human anatomy, and physiology.

Prerequisite: Doctor of Pharmacy Program Standing Wingate University Academic Catalog 2019-2020

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Credit: 4 hours (Fall) Pharmacy 714. Pharmaceutical Care I: Principles of Pharmaceutical Care The processes of pharmaceutical care and pharmacy practice models; the structure, development, and use of various documentation styles; and a primer on biomedical terminology and abbreviations.

Prerequisite: Doctor of Pharmacy Program Standing Credit: 2 hours (Spring) Pharmacy 715. Pharmacy Practice I: Pharmacy and the US Health care System An introduction to the dynamic role of pharmacy and pharmaceutical products within the US health care system, primarily from a socio-economic perspective.

Prerequisite: Doctor of Pharmacy Program Standing Credit: 2 hours (Spring) Pharmacy 716. Pharmacy Practice II: Biomedical Informatics Biomedical informatics including electronic medical information retrieval and analysis and the use of patient and medical information databases.

Prerequisite: Doctor of Pharmacy Program Standing Credit: 2 hours Pharmacy 717. Practice Experience I: Introductory Pharmacy Practice Experience-1 An introductory practice experience in a community pharmacy practice setting. (May be taken first or second semester.)

Prerequisite: Doctor of Pharmacy Program Standing Credit: 2 hours Pharmacy 718. Problem-Based Learning I: Critical Thinking and Problem Solving Case studies in observation, critical thinking, consensus building, problem solving, and professionalism.

Prerequisite: Doctor of Pharmacy Program Standing Credit: 1 hour (Fall) Pharmacy 721. Professional Orientation III: Pharmacy Calculations Pharmaceutical calculations including dose, dosing, and compounding problems.

Prerequisite: Doctor of Pharmacy Program Standing Credit: 2 hours (Fall) Pharmacy 722. Professional Orientation IV: Top 200 Drugs, Part 2 Part 2 of an overview of the most frequently prescribed drugs.

Prerequisite: Doctor of Pharmacy Program Standing Credit: 1 hour (Spring) Pharmacy 723. Patient Assessment II: Biological Sciences Integrated, Part 2 Part 2 of an integrated pharmaceutical sciences sequence including the principles of biochemistry, human anatomy, and physiology.

Prerequisites: Doctor of Pharmacy Program Standing and PHA 713 Credit: 4 hours (Spring) Pharmacy 724. Pharmaceutical Care II: Professional Communications An introduction to the principles of effective communication with a particular focus on health-related interactions, using simulated practice scenarios. Design preparation, delivery, and critique of (i) educational, (ii) informative, (iii) persuasive, and (iv) conflict resolution communication strategies.

Prerequisite: Doctor of Pharmacy Program Standing Credit 1 hour (Fall)

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Pharmacy 726. Pharmacy Practice III: Dispensing, Dosage Forms, and Compounding.

Drug order processing and pharmaceutical dosage forms and basic compounding.

Prerequisite: Doctor of Pharmacy Program Standing Credit: 2 hours (Fall) Pharmacy 727. Pharmacology and Medicinal Chemistry, Part II: Problem Management I The principles of drug action including mechanisms of drug action, biophysical and physicochemical properties of drugs, and drug-related structure-activity relationships.

Prerequisite: Doctor of Pharmacy Program Standing, PHA 707 Credit: 3 hours (Spring) Pharmacy 728. Problem-Based Learning II: Patient and Interprofessional Communications The process of learning basic communication strategies in pharmacy practice with an emphasis on taking a medication history and patient counseling. Also involves case studies in special communication challenges that relate to patients, pharmacists, and other health care providers. Students will be required to complete laboratory activities in addition to classroom work.

Prerequisite: Doctor of Pharmacy Program Standing Credit: 1 hour (Spring) Pharmacy 730. Patient Assessment III: Clinical Laboratory Diagnosis and Monitoring Patient assessment focused on clinical laboratory interpretation and monitoring Prerequisite: Doctor of Pharmacy Program Standing, PHA 723 Credit: 2 hours (Fall) Pharmacy 731. Problem Management II: Endocrine System Pharmacotherapy Pharmacotherapy, including medical problem management, of problems associated with the endocrine system.

Prerequisites: Doctor of Pharmacy Program Standing, PHA 723 and PHA 727 Credit: 2 hours (Spring) Pharmacy 732. Problem Management III: Pharmacotherapy for Infectious Diseases Pharmacotherapy, including medical problem management, of problems associated with infectious diseases.

Prerequisites: Doctor of Pharmacy Program Standing, PHA 723 and PHA 727 Credit: 3 hours (Spring) Pharmacy 733. Problem Management IV-V: Over-the-Counter Pharmacotherapy and Medical Supplies Pharmacotherapy, including medical problem management, using over-the-counter medications, medical supplies and devices, and durable medical equipment.

Prerequisites: Doctor of Pharmacy Program Standing, PHA 723 and PHA 727 Credit: 2 hours (Fall) Pharmacy 734. Pharmaceutical Care III: Principles of Biopharmaceutics and Introductory Pharmacokinetics Principles of biopharmaceutics including pharmacodynamics and pharmacokinetics.

Prerequisites: Doctor of Pharmacy Program Standing, PHA 707, PHA 723, Co-requisites: PHA 721, PHA 723, PHA 727 Credit: 3 hours (Fall) Pharmacy 735. Pharmacy Practice IV: Pharmacy Law and Ethics Pharmacy jurisprudence including laws, regulations, malpractice; and ethical considerations in practice.

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Prerequisite: Doctor of Pharmacy Program Standing Credit: 2 hours (Fall) Pharmacy 736. Pharmacy Practice V: Parenteral Products The processes of sterile preparation and administration of parenteral products.

Prerequisite: Doctor of Pharmacy Program Standing Credit: 2 hours (Spring) Pharmacy 737. Practice Experience II: Introductory Pharmacy Practice Experience 2 A second-level practice experience in an institutional pharmacy practice setting. (May be taken third or fourth semester.)

Prerequisite: Doctor of Pharmacy Program Standing Credit: 2 hours Pharmacy 738. Professionalization III: Community Health care Outreach A student team developed community health care-related outreach project. (May be taken third or fourth semester.)

Prerequisite: Doctor of Pharmacy Program Standing Credit: 2 hours Pharmacy 739. Problem-Based Learning Cases III: Pharmacotherapy Case Studies I Pharmacotherapy case studies designed to facilitate students’ application of knowledge, skills, and abilities for various pharmacy related problems.

Prerequisites: Doctor of Pharmacy Program Standing, PHA 707, PHA 723 Co-requisites: PHA 723, PHA 727, PHA 730, PHA 733 – PHA 735, PHA 743 – PHA 744 Credit: 1 hour (Fall) Pharmacy 740. Patient Assessment IV: Patient Assessment Patient physical assessment for diagnosis and monitoring and the use of patient medical status inventories in pharmaceutical care.

Prerequisites: Doctor of Pharmacy Program Standing and PHA 723 Credit: 2 hours (Spring) Pharmacy 742. Problem Management VII: Renal System Pharmacotherapy Pharmacotherapy, including medical problem management, of problems associated with the renal system.

Prerequisites: Doctor of Pharmacy Program Standing, PHA 723 and PHA 727 Credit: 1 hour (Spring) Pharmacy 743. Problem Management VIII: Cardiovascular System Pharmacotherapy Pharmacotherapy, including medical problem management, of problems associated with the cardiovascular system.

Prerequisites: Doctor of Pharmacy Program Standing, PHA 723 and PHA 727 Credit: 3 hours (Fall) Pharmacy 744. Problem Management IX: Musculoskeletal and Immune Systems Pharmacotherapy Pharmacotherapy, including medical problem management, of problems associated with the musculoskeletal and immune systems.

Prerequisites: Doctor of Pharmacy Program Standing, PHA 723 and PHA 727 Credit: 2 hours (Fall) Pharmacy 745. Problem Management X: Integumentary System Pharmacotherapy Pharmacotherapy, including medical problem management, of problems associated with the skin.

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Prerequisites: Doctor of Pharmacy Program Standing, PHA 723 and PHA 727 Credit: 1 hour (Spring) Pharmacy 746. Problem Management XI: Nutritional Pharmacotherapy Pharmacotherapy, including medical problem management, of problems associated with nutrition.

Prerequisites: Doctor of Pharmacy Program Standing and Pharmacy, PHA 721, PHA 723 and PHA 727 Credit: 1 hour (Spring) Pharmacy 747. Pharmaceutical Care IV: Clinical Pharmacokinetics Applied clinical pharmacokinetics including the absorption, distribution, metabolism, and excretion of drugs.

Prerequisites: Doctor of Pharmacy Program Standing, PHA 723, PHA 727 and PHA 734 Credit: 2 hours (Spring) Pharmacy 748. Problem-Based Learning Cases IV: Pharmacotherapy Case Studies II Pharmacotherapy case studies is designed to facilitate students’ application of diagnostic and therapeutic knowledge for various body system and disease related problems.

Prerequisites: Doctor of Pharmacy Program Standing, PHA 723, PHA 727 Co-requisites: PHA 723, PHA 727, PHA 731 – PHA 732, PHA 742, PHA 745 – PHA 747 Credit: 1 hour (Spring) Pharmacy 749. Pharmacy Practice VI: Psychosocial and Behavioral Aspects of Health care Psychosocial, cultural, and gender-related aspects of illness, health, and health care.

Prerequisite: Doctor of Pharmacy Program Standing Credit: 2 hours (Spring) Pharmacy 750. Professionalization IV: Biometrics and Literature Evaluation An overview of the principles of biometrics and medical/pharmaceutical literature evaluation.

Prerequisites: Doctor of Pharmacy Program Standing and PHA 716 Credit: 1 hour (Spring) Pharmacy 751. Problem Management XII: GI and Hepatic Systems Pharmacotherapy Pharmacotherapy, including medical problem management, of problems associated with the gastrointestinal and hepatic systems.

Prerequisites: Doctor of Pharmacy Program Standing, PHA 723 and PHA 727 Credit: 2 hours (Fall) Pharmacy 753. Problem Management XIV: Hematologic and Oncologic Pharmacotherapy Pharmacotherapy, including medical problem management, of problems associated with blood, blood disorders, and problems associated with malignant disease.

Prerequisites: Doctor of Pharmacy Program Standing, PHA 723 and PHA 727 Credit: 2 hours (Fall) Pharmacy 754. Pharmaceutical Care V: Pharmacy Management Administrative sciences course that concentrates on developing the essential management skills of: Accounting, Finance, Economics, Marketing, Business Planning, Operations, Human Resources and Value Creation to encourage students to develop innovative practice models and the skills to manage teams.

Prerequisite: Doctor of Pharmacy Program Standing Credit: 2 hours (Fall)

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Pharmacy 755. Problem Management XVI: Pediatric Pharmacotherapy Pharmacotherapy, including medical problem management, of problems of pediatric patients.

Prerequisites: Doctor of Pharmacy Program Standing, PHA 723 and PHA 727 Credit: 1 hour (Fall) Pharmacy 756. Problem Management XVII: Geriatric Pharmacotherapy Pharmacotherapy, including medical problem management, of problems of geriatric patients.

Prerequisites: Doctor of Pharmacy Program Standing, PHA 723 and PHA 727 Credit: 1 hour (Fall) Pharmacy 757. Practice Experience III: Basic Clinical Skills for Ambulatory Patient Care A (third) practice experience for the development of pharmaceutical care skills in an ambulatory care setting. (May be taken fifth or sixth semester.)

Prerequisite: Doctor of Pharmacy Program Standing and satisfactory completion of all first and second year courses.

Credit: 3 hours Pharmacy 758. Problem-Based Learning Cases V: Pharmacotherapy Case Studies III Pharmacotherapy case studies is designed to facilitate students’ application of diagnostic and therapeutic knowledge for various body system and disease related problems.

Prerequisites: Doctor of Pharmacy Program Standing, PHA 723 and PHA 727 Co-requisites: PHA 723, PHA 727, PHA 751 – PHA 753, PHA 755 – PHA 756, PHA 768 Credit: 1 hour (Fall) Pharmacy 759. Professionalization V: Biomedical and Business Ethics Lecture and case-based discussions of the ethical considerations in health care, including patient rights, and an overview of health care business ethics.

Prerequisite: Doctor of Pharmacy Program Standing Credit: 2 hours (Fall) Pharmacy 761. Problem Management XVIII: Nervous System Pharmacotherapy Pharmacotherapy, including medical problem management, of problems associated with the nervous system.

Prerequisites: Doctor of Pharmacy Program Standing, PHA 723 and PHA 727 Credit: 1 hour (Spring) Pharmacy 762. Problem Management XIX: Pain Pharmacotherapy Pharmacotherapy, including medical problem management, of problems associated with pain and headache.

Prerequisites: Doctor of Pharmacy Program Standing, PHA 723 and PHA 727 Credit: 1 hour (Spring) Pharmacy 763. Problem Management XX: Psychiatric Pharmacotherapy Pharmacotherapy, including medical problem management, of problems associated with the psychiatric disorders.

Prerequisites: Doctor of Pharmacy Program Standing, PHA 723 and PHA 727 Credit: 2 hours (Spring) Pharmacy 764. Problem Management XXI: Respiratory and EENT Pharmacotherapy Pharmacotherapy, including medical problem management, of problems associated with the respiratory system and the eyes, ears, nose, and throat.

Prerequisites: Doctor of Pharmacy Program Standing, PHA 723 and PHA 727 Credit: 2 hours (Spring) Wingate University Academic Catalog 2019-2020

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Pharmacy 765. Problem Management XXII: Men’s and Women’s Health Pharmacotherapy Pharmacotherapy, including medical problem management, of problems associated with women’s and men’s health.

Prerequisites: Third year Doctor of Pharmacy Program Standing, PHA 723 and PHA 727 Semester: Spring Pharmacy 766. Pharmaceutical Care VII: Pharmacoeconomics and Health Outcomes An overview of pharmacoeconomics and the measurement and analysis of health care outcomes.

Prerequisite: Doctor of Pharmacy Program Standing Credit: 1 hour (Spring) Pharmacy 767. Professionalization VII: Current Issues in Public Health This course will provide pharmacy students with instruction and skills on identifying, evaluating, developing, and refining programs to address public health issues.

Prerequisite: Doctor of Pharmacy Program Standing Credit: 1 hour (Spring) Pharmacy 768. Pharmacy Practice VII: Complementary and Alternative Medicine An overview of complementary and alternative medicine (CAM), with a focus on the use of dietary supplements as self-selected products for therapeutic or preventive purposes.

Prerequisite: Doctor of Pharmacy Program Standing Credit: 2 hours (Fall) Pharmacy 769. Practice Experience IV: Basic Clinical Skills for Inpatient Care A (third/fourth) practice experience for the development of pharmaceutical care skills in an institutional care setting. (May be taken fifth or sixth semester.)

Prerequisite: Doctor of Pharmacy Program Standing and satisfactory completion of all first and second year courses.

Credit: 3 hours Pharmacy 770. Professional Orientation VIII: Clerkship Orientation An orientation to the clerkship procedures and expectations.

Prerequisite: Doctor of Pharmacy Program Standing Credit: 1 hour (Spring) Pharmacy 771. Problem-Based Learning Cases VI: Pharmacotherapy Case Studies IV Pharmacotherapy case studies is designed to facilitate students’ application of diagnostic and therapeutic knowledge for various body system and disease related problems.

Prerequisites: Doctor of Pharmacy Program Standing, PHA 723 and PHA 727 Co-requisites: PHA 723, PHA 727, PHA 761 – PHA 765 Credit: 1 hour (Spring) Pharmacy 772. Professionalization VI: Doctoral Candidate Seminar A seminar series entailing student presentations on contemporary health care therapeutic issues.

Prerequisite: Doctor of Pharmacy Program Standing, PHA 750 Credit: 2 hours (Spring) Pharmacy 774. Medication Therapy Management Delivering Medication Therapy Management (MTM) Services in the Community is an innovative and interactive certificate training program that explores the pharmacist’s role in providing MTM services to patients. There is an additional fee for this class as it is associated with the APhA certificate program.

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Prerequisite: Doctor of Pharmacy Program Standing and within 12 months of APPEs Credit: 1 hour (Spring) Pharmacy 775. Therapeutic Lifestyle Changes Develop the third year pharmacy studentâ&#x20AC;&#x2122;s ability to educate and engage their patients in appropriate Therapeutic Lifestyle Changes.

Prerequisite: Doctor of Pharmacy Program Standing Credit: 1 hours (Fall) Pharmacy 776. Advanced Clinical Skills I Active development of ambulatory care pharmacotherapy-related knowledge, skills, and abilities.

Prerequisite: Doctor of Pharmacy Program Standing, PHA 757 Credit: 1 hour (Fall) Pharmacy 777. Journal Club This course is designed to actively develop the knowledge, skills, and abilities required for journal club evaluation and presentation. Successful completion of this course should adequately prepare third year pharmacy students for evaluation, analysis and discussion of current therapeutic, medical, health care policy, or health care ethics literature and presentation of a journal club.

Prerequisite: Doctor of Pharmacy Program Standing Credit: 1 hour (Fall) Pharmacy 778. Advanced Clinical Skills II Active development of inpatient medicine/acute care pharmacotherapy-related knowledge, skills, and abilities.

Prerequisite: Doctor of Pharmacy Program Standing, PHA 769 Credit: 1 hour (Spring) Pharmacy 779. Medical Spanish I A primer on Medical Spanish for health care providers, with a focus on medication instructions and compliance enhancement.

Prerequisite: Doctor of Pharmacy Program Standing Credit: 1 hour (Fall) Pharmacy 780. Drug-Induced Diseases Identify and assess conditions caused by adverse medication effects. Develop, implement and monitor optimal pharmacotherapy plan using evidence-based medicine.

Prerequisite: Doctor of Pharmacy Program Standing, PHA 739 Credit: 1 hour (Spring) Pharmacy 791. Point of Care Testing This course is intended to help pharmacy students earn a point of care testing (POCT) certificate. It includes self-study, lecture, discussion, and skill assessments. Students will learn various types of specimen collection; the legal and management issues associated with POCT and follow-up care.

Prerequisite: Doctor of Pharmacy Program Standing; PHA 740 Credit: 1 hour (Spring) Pharmacy 793. Advanced Care of the Diabetes Patient An advanced study in diabetes care focusing on providing proper management and patient education.

Prerequisite: Doctor of Pharmacy Program Standing, PHA 731 Credit: 1 hour (Spring) Pharmacy 794. Medical Spanish II

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A primer on Pharmacy Spanish for practitioners focusing on providing proper management and patient education.

Prerequisite: Doctor of Pharmacy Program Standing, PHA 779 Credit: 1 hour (Spring) Pharmacy 795. Critical Care Pharmacotherapy A pharmacotherapy of problems (including pathophysiology and clinical presentation) associated with the critically ill in both the adult and pediatric populations.

Prerequisite: Doctor of Pharmacy Program Standing, PHA 743, PHA 761, PHA 764 Credit: 1 hour (Spring) Pharmacy 797. Transformation Provides opportunities for students to identify and address deficit areas that may increase their risk for poor academic performance. A variety of teaching methods (e.g. lecture, student presentation, online discussion board, role play, physical movement) will be employed.

Prerequisite: Doctor of Pharmacy Program Standing Credit 1 hour (Spring) Pharmacy 799: Research An elective course applying principles of research design, approval through appropriate body, performance of intervention (if applicable), data collection and analysis as well as reporting the results in a manner appropriate for the research conducted.

Prerequisites: Permission of Instructor Credit: 1 hour

PHYSICIAN ASSISTANT STUDIES (PA) Physician Assistant Studies 521. Clinical Orientation This course will provide first year students with procedures and expectations to develop skills to maximize the learning process during the clinical rotation phase of the PA Program.

Prerequisite: Physician Assistant Studies Program Standing Credit: 1 hour (Summer) Pass/Fail Physician Assistant Studies 524. Topic Exploration I This is the first of two courses that will engage students in small group discussion related to concurrent topics in Clinical Medicine, Pathophysiology, and Patient Assessment. The interactive discussion format will develop critical thinking skills as students review disease etiology, pathophysiology, pertinent history and clinical findings, pertinent physical exam, differential diagnosis, and treatment. In addition, students will be guided through refinement of taking an adequate disease history and making decisions based on key points uncovered in the history by experienced faculty facilitators.

Prerequisite: Physician Assistant Studies Program Standing Credit: 0 hour (Fall) Physician Assistant Studies 525. Topic Exploration II This is the second of 2 courses that will engage students in small group discussion related to concurrent topics in Clinical Medicine, Pathophysiology, and Patient Assessment. The interactive discussion format will develop critical thinking skills as students review disease etiology, pathophysiology, pertinent history and clinical findings, pertinent physical exam, differential diagnosis, and treatment. In addition, students will be guided through refinement of taking an adequate disease history and making decisions based on key points uncovered in the history by experienced faculty facilitators.

Prerequisite: Physician Assistant Studies Program Standing Credit: 0 hour (Spring)

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Physician Assistant Studies 527. Health Care Issues I and Special Topics In Health Care Issues I, students will develop skills to increase well-being and mindfulness.

Students will explore difficulties and challenges that may emerge while communicating with patients. Topics covered will include working with patients with cultural differences, individuals who may be ambivalent about making changes, grief and breaking bad news, as well as patients with low health literacy. In addition, we will discover how our own implicit bias may affect health care choices that we make. Special Topics explores crucial questions about health, economic, and cultural issues among a variety of populations, exploring how these issues affect the meanings of health and disease among members of the population, as well as their access and receipt of medical care. Through a combination of lecture and class discussion, students examine the impact of culture and population membership on wellness and the burden of disease. Time is spent reflecting on the impact of intracultural values in care-seeking activities and common assumptions regarding the impact of those values by individuals outside of the culture. The class will also explore the role of differences in social structure, gender role, and gender identity in relation to the receipt of medical services that reflect the standard of care.

Prerequisite: Physician Assistant Studies Program Standing Credit: 1 hour (Spring) Physician Assistant Studies 528. Health Care Issues II Students will explore the unique role of PAs and the ethical and professional issues that may be encountered in the student experience and in collaborative medical practice.

Through discussion and analysis of ethical challenges, students will better understand the ethics of decision-making that affects others, as well as recognize external factors that influence ethical decision making. Students will examine fundamental principles of professionalism that are the basis of medicineâ&#x20AC;&#x2122;s contract with society and will be introduced to healthcare team structure and key principles of effective interprofessional practice.

Prerequisite: Physician Assistant Studies Program Standing Credit: 1 hour (Spring) Physician Assistant Studies 529. EKG/Radiology Electrocardiography and Radiology is a single semester course designed to develop techniques for the interpretation of electrocardiograms and radiographic results and images. The electrocadiogram component of the course will integrate cardiovascular physiology with the interpretation of EKGs. This course will serve as a foundation for the cardiology section of Clinical Medicine. An equal emphasis will be placed upon cardiac physiology, cardiac pathology and tracing interpretation. An understanding of radiographic procedures is required for the diagnosis of many medical conditions. Some imaging procedures are interpreted by primary care providers.

Other interpretations are provided by radiologists and the results are then applied by the medical provider to establish a diagnosis. The radiology course will introduce information that addresses both of these concepts.

Prerequisite: Physician Assistant Studies Program Standing Credit: 1 hour (Fall) Physician Assistant Studies 530. Clinical Medicine I Clinical Medicine 1 is the first of a series of three courses with emphasis upon medical diagnosis, management of disease processes and treatment. The course addresses the pathophysiology, clinical presentation, diagnosis and management of diseases by system and specialty. In addition to the study of the specifics of each disease process, an emphasis is placed upon the logical analysis of data followed by the application of this information to diagnosis and management issues. A logical approach to clinical issues is integrated with the specific clinical features of each disease to develop a consistent pattern of diagnosis and management. The topics covered include: Dermatology, Ophthalmology and Otolaryngology (EENT), Gastroenterology, Hematology, Cardiology, Pulmonary, and Nutrition. Also incorporated into these topics and modules are reviews of relevant pathology, genetic information, electrocardiography and radiology.

Prerequisite: Physician Assistant Studies Program Standing Credit: 6 hours (Fall) Wingate University Academic Catalog 2019-2020

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Physician Assistant Studies 531. Clinical Medicine II Clinical Medicine II is the second of a series of three courses with emphasis upon medical diagnosis, management of disease processes and treatment. The course builds upon the foundation established in Clinical Medicine 1. As with the first course in this series, Clinical Medicine 2 addresses the pathophysiology, clinical presentation, diagnosis and management of diseases by system and specialty. The logical approach to the diagnosis and management of disease processes is further developed. Relationships between diseases and the subtleties of accurate diagnosis are explored in this course. The topics covered include: Neurology, Urology, Nephrology, Endocrinology, Infectious Diseases and Rheumatology.

Also incorporated into these topics and modules are reviews of relevant pathology, genetic information, electrocardiography and radiology.

Prerequisite: Physician Assistant Studies Program Standing Credit: 6 hours (Spring) Physician Assistant Studies 532. Clinical Medicine III Clinical Medicine 3 is the final component of this series of topics that explore medical diagnosis, management of disease processes and treatment. Building upon Clinical Medicine 1 and 2, the application of critical thinking to the practice of medicine is further developed. Integrated with the discussion of specific disease processes is the logical analysis of data followed by the application of this information to diagnosis and management issues.

The topics covered include: Psychiatric and musculoskeletal diseases. Also incorporated into these topics and modules are reviews of relevant pathology, genetic information and imaging.

Prerequisite: Physician Assistant Studies Program Standing Credit: 4 hours (Summer) Physician Assistant Studies 538. Patient Assessment I This is the first of three consecutive courses that develop foundational skills and techniques required to gather a complete medical history and perform a thorough physical examination. This course introduces the student to the art of history taking and physical exams of skin, eyes, ears, nose, throat, gastroenterology, cardiovascular, and pulmonary systems. A combination of lecture, assigned readings, self-directed learning, and hands on experience in a laboratory setting will be used to develop studentâ&#x20AC;&#x2122;s ability to critically evaluate information obtained through patient interviews and physical exam in the formation of diagnostic possibilities. Laboratory sessions will emphasize the proper use of diagnostic equipment and techniques for performing a comprehensive physical examination. In addition, students will learn documentation skills needed to completely and accurately document a history and physical exam.

Prerequisite: Physician Assistant Studies Program Standing Credit: 4 hours (Fall) Physician Assistant Studies 539. Patient Assessment II This course teaches foundational skills and techniques required to gather a complete medical history and perform a thorough physical examination. This course introduces the student to the art of history taking and physical exams of neurological and musculoskeletal systems, as well as, male and female genitalia. During this course, the integration of the studentâ&#x20AC;&#x2122;s knowledge of the structure and function of the human body will be coupled with laboratory sessions emphasizing the proper use of diagnostic equipment and techniques for performing a comprehensive physical examination.

Prerequisite: Physician Assistant Studies Program Standing Credit: 4 hours (Spring) Physician Assistant Studies 540. Patient Assessment III This course expands on knowledge and skills acquired in PA 538 and PA 539 Patient Assessment I and II, as well as Clinical Medicine and Pharmacology courses to further develop diagnostic and patient management skills.

Prerequisite: Physician Assistant Studies Program Standing Credit: 1 hour (Spring) Wingate University Academic Catalog 2019-2020

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Physician Assistant Studies 541. Pharmacology I This is the first class in a three part series, based on the NCCPA blueprint, the AMSPC Knowledge Objectives in Medical Pharmacology, and nationally accepted competencies for Physician Assistants. Students will be introduced to pharmacokinetic, pharmacodynamic, and pharmacotherapeutic principles, and are expected to acquire knowledge and develop the skills that a physician assistant will need to enhance patient care in clinical practice focusing on efficient and efficacious use of pharmacologic materials.

Prerequisite: Physician Assistant Studies Program Standing Credit: 3 hours (Fall) Physician Assistant Studies 542. Pharmacology II This is the second class in a three part series. Students will be introduced to systematic pharmacology and pharmaceutical agent use. Combined lecture and active learning exercises are designed to develop the skills that a physician assistant will need to enhance patient care in clinical practice focusing on efficient and efficacious use of pharmacologic materials.

Prerequisite: Physician Assistant Studies Program Standing Credit: 3 hours (Spring) Physician Assistant Studies 543. Pharmacology III This is the third and final class in a three part series. Students will be introduced to additional classes of medications and expected to apply accurate and appropriate pharmacokinetic, pharmacodynamic, and pharmacotherapeutic principles. Combined lecture and active learning exercises are designed to develop the skills that a physician assistant will need to enhance patient care in clinical practice.

Prerequisite: Physician Assistant Studies Program Standing Credit: 2 hours (Spring) Physician Assistant Studies 544. Clinical Anatomy This course is designed to provide Physician Assistant students with a working knowledge of the major anatomical regions and structures of the body. Emphasis will be placed upon the relationships of components within a specific region as well as surface and functional anatomy as it relates to physical examination skills and clinical applications.

Prerequisite: Physician Assistant Studies Program Standing Credit: 2 hours (Fall) Physician Assistant Studies 546. Pathophysiology I This is the first of two courses where students learn integrative human pathophysiology by studying interrelationship of function and dysfunction at the molecular, cellular, tissue, organ, and body system level. With emphasis on understanding homeostatic mechanisms that maintain health and alterations of function brought about by disease, injury and aging, students learn principles and develop conceptual models of pathophysiology that can be applied to decision-making in clinical practice.

Prerequisite: Physician Assistant Studies Program Standing Credit: 3 hours (Fall) Physician Assistant Studies 547. Pathophysiology II This is the second of two courses where students learn integrative human pathophysiology by studying interrelationship of function and dysfunction at the molecular, cellular, tissue, organ, and body system level. With emphasis on understanding homeostatic mechanisms that maintain health and alterations of function brought about by disease, injury, and aging, students learn principles and develop conceptual models of pathophysiology that can be applied to decision-making in clinical practice.

Prerequisite: Physician Assistant Studies Program Standing Credit: 3 hours (Spring) Physician Assistant Studies 550. Emergency Medicine

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Emergency Medicine is an advanced clinical course designed to explore the treatment of trauma and medical disorders commonly presenting to the emergency department. Taught in a classroom and case-based format, the emphasis is on priorities in stabilization of patients with life-threatening trauma or illness and on selection of appropriate diagnostic and therapeutic measures. The emergent presentation of diseases previously studied in the Clinical Medicine course are integrated in to the course material. Although the specifics of each disease process are important, an emphasis is placed upon the logical analysis of data followed by the application of this information to diagnosis and management issues. Basic principles of critical analysis of information taught in the Clinical Medicine series of lectures are applicable to this course.

Prerequisite: Physician Assistant Studies Program Standing Credit: 2 hours (Spring) Physician Assistant Studies 552.Medical Procedures This course is taught using a combination of lectures and laboratory exercises. Students learn to perform procedures such as splinting, casting, intravenous insertions, nasogastric intubations, Foley catheter insertion and various suturing techniques. Students learn principles of surgery including pre-operative, intra-operative and post-operative care.

Student will also learn how to preform minor surgical procedures as well as participate in an off-campus scrub class to learn sterile technique.

Prerequisite: Physician Assistant Studies Program Standing Credit: 2 hours (Spring) Physician Assistant Studies 553. Pediatrics Students must understand the special needs of patients within the primary care subspecialty of pediatrics. This class is taught in modular format using a variety of learning methods, including traditional lectures and interactive techniques. By completion of this course the PA student will be prepared to perform a comprehensive pediatric history and physical exam, understand the components and rationale behind routine well child care, develop fundamental knowledge necessary to the care of the pediatric through adolescent population, recognize normal and abnormal findings unique to the pediatric age group, and demonstrate understanding of normal growth and development.

Prerequisite: Physician Assistant Studies Program Standing Credit: 2 hours (Spring) Physician Assistant Studies 554. Women’s Health Students must understand the special needs of patients within the primary care subspecialty of women’s health. This class is taught in a comprehensive approach to women’s healthcare by exploring issues that primarily impact women’s health, including reproductive health. Upon its completion, students will be able to perform a thorough OB/GYN history, understand the skill of performing a thorough, painless OB/GYN examination, continue to develop the skills of formulating a diagnosis and management plan as it pertains to Obstetrics and Gynecology, understand the mandate and guidelines to practice preventive care and health maintenance for women, and demonstrate a foundational fund of knowledge in obstetrics, gynecology and women’s health necessary for all physician assistants (regardless of career specialty).

Prerequisite: Physician Assistant Studies Program Standing Credit: 2 hours (Spring) Physician Assistant Studies 580. Research, Epidemiology and Statistics The Research, Epidemiology, and Statistics course provides an introduction to basic methods for undertaking research and program evaluation to include: methods and measures, epidemiology, critical evaluation, and analytical concepts. Also included are modules covering critical evaluation of printed and presented materials, basic epidemiology, and evidence based medicine.

Prerequisite: Physician Assistant Studies Program Standing Credit: 2 hours (Spring) Prerequisite: Physician Assistant Studies Program Standing Credit: 2 hours (Spring) Wingate University Academic Catalog 2019-2020

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Physician Assistant Studies 600. Ambulatory Medicine I This course will provide the student with clinical instruction and hands-on experience in primary care medicine that build upon the knowledge and skills gained in the didactic year.

The rotation will take place in an outpatient setting and may include a family medicine clinic, an internal medicine clinic, or an urgent care facility. The student will gain knowledge, clinical skills, and experience in the evaluation and management of a wide range of medical problems seen in primary care. There will be emphasis on the comprehensive care of patients, including chronic and acute disease management, preventive care and health maintenance, and patient/family education.

Prerequisite: Physician Assistant Studies Program Standing Credit: 5 hours Physician Assistant Studies 602. Internal Medicine This course will provide the student with clinical instruction and hands-on experience in inpatient internal medicine that build upon the knowledge and skills gained in the didactic year. The rotation will take place in an inpatient hospital setting. The student will gain knowledge, clinical skills and experience in the evaluation and management of a wide range of medical problems seen in internal medicine. There will be an emphasis on comprehensive care of the patient, including chronic and acute disease management, preventive care and health maintenance, and patient/family education.

Prerequisite: Physician Assistant Studies Program Standing Credit: 5 hours Physician Assistant Studies 603. Pediatrics This course will provide the student with clinical instruction and hands-on experience in pediatrics that build upon the knowledge and skills gained in the didactic year. The rotation will take place in hospital, outpatient clinic, or private practice settings. The student will gain knowledge, clinical skills and experience in the evaluation and management of a wide range of medical problems seen in pediatrics. There will be an emphasis on comprehensive care, including chronic and acute disease management, preventive care and health maintenance, and patient/family education.

Prerequisite: Physician Assistant Studies Program Standing Credit: 5 hours Physician Assistant Studies 604. Psychiatry This course will provide the student with clinical instruction and hands-on experience in general psychiatry/ behavioral health that build upon the knowledge and skills gained in the didactic year. The rotation will take place in inpatient or outpatient settings. The student will gain knowledge, clinical skills and experience in the evaluation and management of a wide range of medical problems seen in psychiatry/behavioral health.

There will be an emphasis on comprehensive care of the patient, including chronic and acute disease management, preventive care and health maintenance, and patient/family education.

Prerequisite: Physician Assistant Studies Program Standing Credit: 5 hours Physician Assistant Studies 605. General Surgery This course will provide the student with clinical instruction and hands-on experience in surgical care that will build upon the knowledge and skills gained in the didactic year. The rotation will take place in surgical outpatient and inpatient facilities as available.

Regardless of setting, there will be an emphasis on the medical management of a surgical patient including: preoperative care (history, physical exam, risk assessment, recognition of surgical emergencies), perioperative care (antibiotic and thromboprophylaxis, scrubbing, sterile field/technique, retraction, hemostasis), and postoperative care (wound management, fluid, electrolyte and acid-base balance, blood products, management of complications, nutrition, patient education).

Prerequisite: Physician Assistant Studies Program Standing Credit: 5 hours Wingate University Academic Catalog 2019-2020

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Physician Assistant Studies 606. Womenâ&#x20AC;&#x2122;s Health This course will provide the student with clinical instruction and hands-on experience in womenâ&#x20AC;&#x2122;s health that build upon the knowledge and skills gained in the didactic year. The rotation will take place in hospital, clinic, or private practice settings and will include prenatal care, gynecology, and in some practice settings, labor and delivery. The student will gain knowledge, clinical skills and experience in the evaluation and management of a wide range of medical conditions seen in womenâ&#x20AC;&#x2122;s health. There will be an emphasis on comprehensive care of the patient, including chronic and acute disease management, preventive care and health maintenance, and patient education.

Prerequisite: Physician Assistant Studies Program Standing Credit: 5 hours Physician Assistant Studies 607. Emergency Medicine This course will provide the student with clinical instruction and hands-on experience in emergency medicine that build upon the knowledge and skills gained in the didactic year.

The rotation will take place in emergency department settings and students may be required to participate in rotating shifts. The student will gain knowledge, clinical skills and experience in the evaluation and management of a wide range of medical problems seen in emergency medicine. There will be an emphasis on emergency care (ranging from routine to life-saving) as well as patient and family education.

Prerequisite: Physician Assistant Studies Program Standing Credit: 5 hours Physician Assistant Studies 608. Elective Rotation I This course will provide advanced training and clinical experience in a medical/surgical field of interest to the student. The student will engage in all appropriate aspects of patient care from initial patient evaluation, diagnostic workup, assessment and management. A variety of outpatient and inpatient clinical sites will be used as appropriate to the medical specialty. The goal of the elective rotation is to provide the student with practical experience and exposure in a medical field of interest which will build upon knowledge and skills gained in the didactic year and in completed required clinical rotations.

Prerequisite: Physician Assistant Studies Program Standing Credit: 5 hours Physician Assistant Studies 609. Elective Rotation II This course will provide advanced training and clinical experience in a medical/surgical field of interest to the student. The student will engage in all appropriate aspects of patient care from initial patient evaluation, diagnostic workup, assessment and management. A variety of outpatient and inpatient clinical sites will be used as appropriate to the medical specialty. The goal of the elective rotation is to provide the student with practical experience and exposure in a medical field of interest which will build upon knowledge and skills gained in the didactic year and in completed required clinical rotations.

Prerequisite: Physician Assistant Studies Program Standing Credit: 5 hours Physician Assistant Studies 610. Ambulatory Medicine II This course will provide the student with clinical instruction and hands-on experience in primary care medicine that build upon the knowledge and skills gained in the didactic year and in PA 600 Ambulatory Medicine I. The rotation will take place in an outpatient setting and may include a family medicine clinic, outpatient internal medicine clinic, or an urgent care facility. The student will gain knowledge, clinical skills and experience in the evaluation and management of a wide range of medical problems seen in primary care.

There will be an emphasis on the comprehensive care of patients, chronic and acute disease management, preventive care and health maintenance, and patient/family education.

Prerequisite: Physician Assistant Studies Program Standing Credit: 5 hours

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Physician Assistant Studies 620.Capstone Project I PA 620 is the beginning course in your Capstone project required for completion of your MPAS degree. It is designed to be a cumulative process using knowledge acquired during the didactic and clinical phases of your PA education. This knowledge is then applied using basic research techniques and quality improvement to complete a research paper and an oral presentation.

Prerequisite: Physician Assistant Studies Program Standing Credit: 2 hours (Fall) Physician Assistant Studies 623. Professional Development Students will continue to build on their foundation of the Physician Assistant profession by looking at topics such as resume development, employment strategies, completing of state applications, medical malpractice, and reimbursement issues. This course is designed to promote collaborative learning and to cultivate effective communication skills to successfully transition from a student to a certified PA. Prerequisite: Physician Assistant Studies Program Standing Credit: 1 hour (Spring) Physician Assistant Studies 624. PANCE Preparation This course prepares students to successfully complete the Physician Assistant National Certifying Examination (PANCE), necessary for entering medical practice. Review material uses a systems approach, integrating all aspects of medicine including medical and surgical disorders encountered.

Prerequisite: Physician Assistant Studies Program Standing Credit: 2 hours (Fall) Pass/Fail Physician Assistant Studies 710. Summative Evaluation Prerequisite: Physician Assistant Studies Program Standing Credit: 2 hours (Fall) Physician Assistant Studies 720. Capstone Project II Prerequisite: Physician Assistant Studies Program Standing Credit: 4 hours (Fall)

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INDEX Academic Calendar Adult Bachelor Degree .................... 36 Graduate Business.......................... 310 Graduate Education ...................... 400 Graduate Sport Sciences ............... 420 Occupational Therapy ................... 322 Pharmacy ....................................... 348 Physical Therapy ........................... 364 Physician Assistant Studies........... 390 Traditional Undergraduate ..............34 Academic Deans ................................... 18 Academic Merit Scholarships ..............52 Academic Resource Center .................. 57 Accounting .................................. 114, 311 Accreditation ........................................ 12 ACBSP............................................ 308 ACOTE ............................................325 ACPE...................................... 343, 345 ARC-PA...........................................387 CAPTE ................................... 365, 366 COSMA ........................................... 419 National Association of Schools of Music........................................... 105 NC Board of Nursing .......................117 SACSCOC..................................12, 308 ACT .............. 37, 38, 39, 41, 122, 141, 303 Add-on License, Principalship........... 414 Admission ....................................... 414 Curriculum ..................................... 414 Maximum Time .............................. 415 Program Completion ...................... 415 Tuition ............................................ 281 Add-on License, Reading ................... 133 Adult Bachelor Degree ....................... 141 Admission ....................................... 141 Calendar .......................................... 36 Core Curriculum............................... 71 Course Descriptions ....................... 170 Credit by Exam ................................ 42 Degree Requirements..................... 141 Educational Studies ....................... 145 General Education.......................... 142 Graduation Requirements ............. 148 Human Services ............................. 143 Leave of Absence ............................ 169 Major Changes ............................... 164 Organizational Communication and Management ............................... 143 Readmission ................................... 141 Tuition ..............................................45 Withdrawal ..................................... 169 Advanced Placement...... 42, 54, 156, 327 Art........................................................ 99 Associations ......................................... 12 Bachelor of Arts.................................... 67 Bachelor of Liberal Studies .................. 71

Bachelor of Music Education .............. 69 Bachelor of Science .............................. 68 Bachelor of Science in Nursing ........... 70 Biology ................................................. 94 Biomedical Informatics ..................... 292 Board of Trustees................................. 14 Officers ............................................. 14 Books and Supplies..................... 46, 306 Broadcast Journalism.......................... 99 Cambridge Assessment International Education ......................................... 42 Campus Locations ............................... 13 Career Development ............................ 62 Chapter 31 ............................................ 53 Chapter 33 ........................................... 53 Chapter 35............................................ 53 Check Acceptance ................................ 46 Chemistry and Physics ........................ 96 Church Music..................................... 107 CIEE ..................................................... 77 CLEP .................................................... 42 Colleges and Schools Arts and Sciences ............................. 93 Business ................................. 113, 308 Education ............................... 120, 399 Health Sciences .......................117, 320 Pharmacy ....................................... 343 Professional Studies............... 119, 398 Sport Sciences ......................... 137, 419 Commencement Graduate Policies ........................... 301 Undergraduate Policies ................. 153 Communication and Art ...................... 98 Community and Commercial Recreation ........................................................ 137 Community Youth Development....... 139 Consumer Information Disclosures ... 56, 290 Copyright Policies ...................... 154, 292 Counseling Services ............................. 58 Course Descriptions Accounting ..................................... 170 American Sign Language ............... 172 Art................................................... 172 Athletic Training .............................177 Biology............................................ 180 Business ......................................... 187 Chemistry ....................................... 189 Communication ............................. 193 Community and Commercial Recreation .................................. 198 Computer Science ......................... 200 Criminal Justice ............................. 201 Doctor of Physical Therapy............ 433 Doctorate in Educational Leadership ....................................................446

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Doctorate in Higher Education Executive Leadership ................ 449 Economics ..................................... 202 Education ...................................... 203 Educational Leadership ................ 444 English ............................................ 213 Entrepreneurship ........................... 218 Environmental Biology .................. 219 Exercise Science ............................ 220 Finance .......................................... 222 French............................................ 223 Geography ......................................225 German ...........................................225 Global Perspectives ........................225 Graduate Education ...................... 440 Greek ..............................................227 Health .............................................227 Health and Physical Education ..... 228 Health Sciences ............................. 229 History ........................................... 229 Honors ........................................... 233 Human Services ............................ 234 Long Term Care..............................235 Management...................................235 Marketing ...................................... 236 Master of Accounting .....................427 Master of Arts in Education .......... 440 Master of Arts in Sport Management ................................................... 450 Master of Arts in Teaching ............ 440 Master of Business Administration ................................................... 429 Mathematics ...................................237 Modern Languages ......................... 241 Music .............................................. 241 Nursing .......................................... 249 Occupational Therapy ....................452 Organizational Communication and Management ...............................252 Pharmacy ................................252, 459 Philosophy ......................................252 Physical Education .........................253 Physician Assistant Studies............467 Physics ............................................255 Political Science..............................256 Psychology ...................................... 257 Religion ......................................... 262 Science ........................................... 264 Sociology.........................................265 Spanish .......................................... 269 Special Studies ...............................272 Sport Management .........................274 Theatre Arts .................................... 277 Women and Gender Studies .......... 277 Creative Writing .................................. 99 Credit by Exam................................... 156 Adult Bachelor Degree Policy ......... 42 Departmental Examination ........... 156 Undregraduate Maximum .............. 42

Credit Hour and Course Delivery ......157, 294 Criminal Justice .................................. 111 DANTES............................................... 42 Department of Public Instruction .... 122, 125, 412, 414 Direct Loans................................. 51, 285 Disability Services........................58, 296 Grievance Procedure................58, 296 Harassment Policy ................... 61, 299 Doctor of Education, Educational Leadership...................................... 401 Admission ......................................402 Capstone.........................................403 Curriculum .....................................402 Degree Requirements .................... 401 Maximum Time..............................403 Program Completion .....................403 Tuition ............................................ 281 Doctor of Education, Higher Education Executive Leadership .....................404 Admission ......................................405 Capstone.........................................406 Maximum Time..............................406 Program Completion .....................406 Tuition ............................................ 281 Doctor of Occupational Therapy ....... 322 Academic Disqualification ............. 332 Academic Petition .......................... 332 Academic Policies ..........................330 Academic Probation ....................... 331 Academic Suspension .................... 331 Accreditation .................................. 325 Admission ...................................... 326 Advising..........................................330 Attendance ............................. 333, 334 Cadaver Lab ................................... 334 Calendar ......................................... 322 Code of Conduct ............................. 335 Curricular Change ..........................330 Curriculum .....................................328 Essential Skills ............................... 327 Financial Responsibility ................ 342 Frequent Absence .......................... 332 Grade Disputes............................... 338 Grading .................................. 337, 338 Graduation ..................................... 339 Grievance Policy............................. 339 Honors ...........................................330 Incidental Costs ............................. 339 Informed Consent ..........................340 Insurance (Medical)....................... 341 Laptop Requirement ......................340 Learning Outcomes........................ 324 Licensure ........................................ 341 Maximum Time.............................. 332 Mission ........................................... 323 Release of Information .................. 341 Significant Absence........................ 334

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Withdrawal .................................... 342 Doctor of Pharmacy .......................... 343 Academic Disqualification .............356 Academic Petitions .........................356 Academic Policies........................... 355 Academic Probation ....................... 355 Academic Warning ......................... 355 Accreditation ......................... 343, 345 Admission ...................................... 346 Advising ..........................................356 Attendance ..................................... 357 Calendar ........................................ 348 Campus Transfers .......................... 357 Class of 2023 Curricular Plan ....... 350 Curricular Change ..........................354 Curricular Components..................352 Curriculum .....................................347 Disability Accommodations ........... 357 Exams ............................................ 358 Financial Responsibility................. 361 Goals .............................................. 344 Grade Disputes .............................. 358 Grading ...........................................355 Graduation .....................................359 Honors ............................................355 Insurance (Medical) .......................359 Leave of Absence ............................ 361 Maximum Time ..............................356 Mission .......................................... 344 PharmD/MBA ................................ 317 Prerequisites...................................347 Professionalism ..............................359 Remediation ................................... 361 Repeat Courses ............................... 361 Tuition ............................................ 281 Withdrawal .................................... 362 Doctor of Physical Therapy............... 363 Academic Disqualification .............374 Academic Petition ..........................374 Academic Policies........................... 372 Academic Probation ....................... 373 Academic Suspension ....................374 Accreditation ......................... 365, 366 Admission ...................................... 366 Advising ..........................................372 Attendance ..................................... 375 Cadaver Lab ....................................376 Calendar ........................................ 364 Code of Conduct ............................. 377 Curricular Change .......................... 372 Curriculum .................................... 370 Essential Functions ....................... 368 Exams .................................... 376, 380 Financial Responsibility................ 386 Grade Disputes ............................... 381 Grading .................................. 380, 381 Graduation ..................................... 381 Grievance Policy ............................. 381 Honors ............................................373

Incidental Costs .............................382 Informed Consent ..........................382 Insurance (Medical).......................384 Laptop Requirement ...................... 383 Licensure ........................................384 Maximum Time.............................. 374 Prerequisites .................................. 367 Release of Information .................. 385 Remediation ...................................384 Significant Absence........................ 374 Technology Use ..............................386 Tuition ............................................ 281 Withdrawal.....................................386 DSST .................................................... 42 Dual Enrollment .................................. 42 Early College ........................................ 37 Economics........................................... 115 Educational Specialist ...............401, 404 Educational Studies .................... 135, 144 Electives ............................................... 75 Elementary Education ................ 126, 141 ELS ...............................................39, 303 ELTI .............................................39, 303 Email ................................................. 300 Emeritus Faculty ................................. 31 English and Modern Languages .......... 99 Enterpreneurship ............................... 115 Environmental Biology........................ 95 Exercise Science................................. 137 Faculty ................................................. 18 Faculty Senate.......................................17 FAFSA ......................................... 50, 280 Family Educational Rights and Privacy ........................................ 159, 300, 363 Federal Supplemental Grant ............... 50 FERPA............................................... 300 Finance................................................114 Financial Aid (Planning) Graduate Programs ........................ 285 State & Federal Programs ................ 50 Undergraduate ................................. 50 Free Application for Federal Student Aid ................................................. 50, 280 French ................................................ 100 Gateway 101 ......................................... 62 Gateway Scholarships .......................... 52 GMAT.......................................... 312, 315 GPA ............................................160, 300 Grade Key ..................................160, 300 Grade Point Average ..................160, 300 Grade Reports .................................... 160 Graduate and Professional Programs Attendance ..................................... 291 Commencement Honors ................ 291 Full/Part-time ................................284 Graduate Education Admission ...................................... 415 Advising.......................................... 416 Attendance ..................................... 416

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Calendar ........................................ 400 Grading Policy ................................ 417 Grievances and Appeals ................. 418 Readmission ................................... 416 Transfer Policy ............................... 418 GRE .................................................... 315 Health and Physical Education.......... 128 HEOA .......................................... 56, 290 High School Students ......................... 42 Higher Education Opportunity Act ....56, 290 History....................................................9 History and Political Science ............. 101 Honor Code .................................161, 301 Human Services .......................... 111, 143 IELTS .................................... 38, 39, 303 Incomplete Grade .......................161, 301 Independent Comprehensive Articulation Agreement (ICAA) ....... 41 Insurance (Medical) ............ 47, 359, 384 International Baccalaureate ............... 42 International Programs ....................... 77 CIEE ................................................. 77 Danish Institute................................ 77 Hong Kong Baptist University ......... 77 Internships Abroad .......................... 77 Spanish Immersion ..........................78 WINGS Grant ................................... 79 WInternational .................................78 International Students ...................... 302 Admission - Undergraduate............ 38 Countries Exempt from Proficiency ................................................... 303 Countries Exempt from Profiency .. 39 English Proficiency.................. 38, 302 Immunizations ................................ 44 School of Health Sciences .............. 321 International Studies ......................... 103 Internships, Undergraduate .............. 162 Irwin Belk Scholarships .......................52 Lab Science ..........................................67 Leaders of the University ..................... 11 Learning Management System ......... 306 Legacy Award .......................................52 Legal Studies ................................86, 103 Librarians ............................................. 31 Library ......................................... 62, 304 Biomedical Informatics Center ..... 292 Ethel K. Smith Library .................... 62 Mission and Goals ................... 62, 305 Special Collections .................. 62, 304 Licensure Bacccalaureate Degree in Teacher Education .................................... 123 Master of Arts in Teaching ............. 411 Occupational Therapy .................... 341 Physical Therapy ........................... 384 Principalship .................................. 414 Long Term Care ................................. 112

Lyceum Requirement ................... 75, 153 Majors .................................................. 72 Management ....................................... 114 Marketing ........................................... 115 Master of Accounting ......................... 311 Admission ....................................... 311 Calendar ......................................... 310 Correspondence .............................309 Curriculum ..................................... 313 Prerequisites .................................. 312 Program Completion ..................... 314 Transfer Policy ............................... 319 Tuition ............................................ 281 Master of Arts in Education 4+1 .................................................. 134 Master of Arts in Education, Educational Leadership ................. 412 Admission ...................................... 412 Curriculum ..................................... 412 Maximum Time.............................. 414 Program Completion ..................... 413 Tuition ............................................ 281 Master of Arts in Education, Elementary Education ....................................... 407 Admission ...................................... 407 Curriculum ..................................... 407 Maximum Time............................. 408 Program Completion .................... 408 Tuition ............................................ 281 Master of Arts in Sport Management Accreditation .................................. 419 Admission ...................................... 421 Advising..........................................424 Appeals ...........................................426 Calendar .........................................420 Curriculum ..................................... 422 Directed Study ............................... 425 Evaluation and Review .................. 423 Grading .......................................... 425 Grievances ...................................... 426 Internship ...................................... 423 Non-Degreed Students .................. 425 Program Completion ..................... 424 Provisional Admission ................... 426 Registration.................................... 426 Transfer Policy ............................... 422 Tuition ............................................ 281 Master of Arts in Teaching ................409 Admission ......................................409 Curriculum ..................................... 410 Licensure ......................................... 411 Practicum ........................................ 411 Program Completion ..................... 410 Tuition ............................................ 281 Master of Business Administration ... 314 Academic Policies .......................... 318 Academic Status ............................. 318 Admission ...................................... 314 Appeals ........................................... 318

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Calendar ......................................... 310 Concentrations ............................... 316 Corporate Innovation ..................... 316 Correspondence ............................ 309 Curriculum ..................................... 316 Data Analytics ................................ 317 Grading Policy ................................ 318 Health Care Management .............. 317 PharmD/MBA ................................ 317 Prerequisites................................... 315 Program Completion ...................... 318 Project and Program Management 317 Transfer Policy ............................... 319 Tuition ............................................ 281 Master of Physician Assistant Studies ........................................................387 Academic Probation ....................... 391 Accreditation ..................................387 Advising ......................................... 392 Attendance .................................... 393 Calendar ........................................ 390 Children ......................................... 394 Clinicals ......................................... 394 Curricular Plan ...............................397 Deceleration of Program ............... 392 Disabilities ..................................... 390 Exams .............................................395 Grading ........................................... 391 Graduation .................................... 396 Intervention................................... 392 Laptop Requirement ..................... 394 Leave of Absence ............................395 Professional Development .............395 Remediation .................................. 392 Saturday Classes............................ 393 Technical Standards ...................... 388 Tuition ............................................ 281 Withdrawal .................................... 396 Mathematics.......................................104 Mathematics/Business ...................... 104 Media Release ............................ 164, 305 Medical Sociology .............................. 112 Medical/Immunization Requirements Health Sciences ............................. 320 Middle Grades Education .................. 131 Minors .................................................. 75 Mission Statement ................................ 8 Communication and Art ................. 98 Goals for All Programs ...................... 8 Library ..................................... 62, 304 Music Mission and Goals ............... 105 Occupational Therapy ................... 323 Pharmacy ....................................... 344 School of Business .......................... 113 Music .................................................. 105 Scholarships .....................................52 Music Scholarships ..............................52 Native Language .................................. 67 North Carolina Community College .... 41

North Carolina Need-Based Scholarship .......................................................... 50 Nursing ............................................... 117 Occupational Therapy Tuition ............................................ 281 Officers of the University..................... 16 President .......................................... 16 Online Class Attendance ........... 164, 306 Organizational Communication and Management .................................. 143 Overload, Undergraduate .................. 164 Parent Direct (PLUS) Loan ................. 51 Payment Plan Graduate and Professional ............284 Undergraduate ................................. 51 Pearson ............................... 125, 409, 411 Pell Grant ............................................. 50 Permission to Take Courses at Another Institution ...................................... 166 Pharmacy Prerequisites .......................90 Physics ................................................. 97 Pre-Professional Programs.................. 84 Dental ............................................... 85 Law ...................................................86 Medicine........................................... 85 Ministerial Education ...................... 86 Nursing......................................87, 118 Occupational Therapy......................88 Pharmacy ......................................... 89 Physical Therapy .............................. 91 Physician Assistant Studies .............90 Veterinary Medicine ........................ 85 Presidential Scholarships .................... 52 Presidents ............................................. 11 Private Alternative Loans .................... 51 Professional and Technical Writing .. 100 Psychology ......................................... 109 Reading/Elementary Education........ 133 Refund/Repayment Policy Graduate and Professional ............ 281 Return of Title IV Funds .......... 47, 282 Student Responsibility.............49, 284 Traditional Undergraduate .............. 47 Religion and Philosophy.....................110 Repeat Courses ........................... 165, 361 ROTC................................................... 151 SAP ...............................................53, 286 SAT.............. 37, 38, 39, 41, 122, 141, 303 Satisfactory Academic Progress .. 53, 286 Failure to Meet ......................... 55, 289 General Principles.................... 53, 286 Graduate Business ......................... 287 Graduate Education ....................... 287 Graduate Sport Sciences ................ 287 Occupational Therapy....................289 Pharmacy ...................................... 288 Physical Therapy ........................... 288 Physician Assistant Studies .......... 288 Regaining Financial Aid........... 55, 289

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Undergraduate .................................54 Scholarships - Undergraduate ............. 51 Social Science ..................................... 103 Sociology ............................................. 111 Spanish ...............................................100 Sport Management ............................ 139 Student Responsibility ............... 149, 291 Student Teaching ............................... 124 Working During ............................. 125 Teacher Education ............................. 122 50% Rule ........................................ 124 Adding a Licensure Area ................ 124 Degree-Seeking Students ............... 122 Exit Exam ....................................... 125 Licensure Only ............................... 123 Licensure Tests............................... 125 Post Baccaluareate Program .......... 134 Student Teaching ........................... 124 TEAS....................................................117 Title 38 .................................................53 Title IX Resources ............................. 306 TOEFL ...................38, 39, 303, 402, 405 Transcripts ................................. 167, 306 Transfer Policy Advanced Placement (AP)............... 42 Cambridge AICE.............................. 42 CLEP ................................................ 42 DSST ................................................ 42 Graduate Business.......................... 319 Graduate Education ....................... 418 Graduate Sport Sciences ............... 422 IB ..................................................... 42 ICAA ................................................. 41 Undergraduate ................................. 41 Transfer Scholarships ..........................52 Trustee Scholarships............................52 Tuition and Fees Graduate and Professional Programs .................................................... 281 Undergraduate .................................45 Undergraduate Academic Policies and Procedures 149 Academic Probation ....................... 149 Academic Suspension .................... 150 Additional Bachelor’s Degree......... 150 Admission ......................................... 37 Advising ............................................ 57 Attendance ..................................... 151 Attendance Verification ................. 151 Auditing a Class .............................. 152 Bankruptcy (Academic) ................. 152 Billing .............................................. 44 Calendar - Adult Bachelor ............... 36 Calendar - Traditional ......................34 Catalog Year ................................... 152 Class Level ...................................... 153 Commencement Policies ................ 153 Co-Registration .............................. 167 Course Descriptions ....................... 170

Course Numbers ............................ 153 Dean’s List...................................... 149 Deposit ....................................... 43, 46 Directed Study ............................... 158 Drop/Add ....................................... 165 Full/Part-Time ............................... 166 Grade Appeals ................................ 159 Graduation Requirements .............. 161 Honor Code ..................................... 161 IDs .................................................... 46 Independent Study ........................ 162 International Programs ................... 77 Internships ..................................... 162 Latin Honors .................................. 149 Leave of Absence............................ 167 Major Changes ............................... 163 Medical/Immunizations .................. 43 Mid-Semester Grade Reports ........ 160 Overload ......................................... 164 Payment Plan ................................... 51 President’s List............................... 149 Readmission.....................................40 Residential Fees ............................... 45 Scholarships ..................................... 51 Second Major ................................. 150 Student Success ............................... 57 Summer Sessions ........................... 166 Transfer Admission.......................... 41 Transient Study .............................. 166 Tuition and Fees .............................. 45 University Honors........................... 80 Withdrawal..................................... 167 Withdrawal, Course ....................... 165 Undergraduate Curriculum ................. 65 Bachelor of Arts ............................... 67 Bachelor of Music Education ........... 69 Bachelor of Science .......................... 68 Bachelor of Science in Nursing ........ 70 Electives ........................................... 65 General Education ..................... 65, 66 Majors .............................................. 72 Minors .............................................. 75 Undergraduate Majors Accounting ...................................... 114 Biology.............................................. 94 Biology (3+1 Program)..................... 94 Biology and Education ................... 126 Chemistry ......................................... 96 Chemistry-Business ......................... 97 Communication, Emphasis in Journalism and Mass Media ........ 98 Communication, Emphasis in Public Relations ....................................... 98 Communication, Emphasis in Speech Performance ................................. 98 Communication, Emphasis in Sports Broadcasting................................. 98 Community and Commercial Recreation .................................. 137

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Criminal Justice .............................. 111 Educational Studies ............... 135, 144 Educational Studies, Emphasis in Health and Physical Activity ...... 135 Educational Studies, Emphasis in Humanities ................................. 136 Educational Studies, Emphasis in Language and Literacy ............... 136 Educational Studies, Emphasis in Mathematics and Science ........... 136 Elementary Education ................... 126 English ............................................. 99 English and Education ................... 127 Environmental Biology ....................95 Exercise Science, Fitness Professional Track ........................................... 138 Exercise Science, Pre-Professional Track ........................................... 138 Finance ........................................... 114 Health and Physical Education ...... 128 History ............................................ 101 History and Education ................... 129 Human Services ...................... 111, 143 MAEd 4+1 ....................................... 134 Management................................... 114 Marketing ....................................... 115 Mathematics ................................... 105 Mathematics and Education .......... 130 Mathematics/Business ................... 104 Middle Grades Education .............. 131 Music .............................................. 107 Music Education............................. 132 Music, Emphasis in Church Music 107 Music, Emphasis in Performance ..108 Nursing ............................................117 Organizational Communication and Management ............................... 143 Political Science.............................. 102 Psychology ...................................... 109 Reading/Elementary Education .... 133 Religious Studies ............................ 110 Sociology.......................................... 111 Sport Management......................... 139 Undergraduate Minors Accounting...................................... 115 Art .................................................... 99 Biology ..............................................95 Broadcast Journalism ..................... 99 Chemistry ......................................... 97 Communication ............................... 99 Community Youth Development ... 139 Creative Writing .............................. 99 Criminal Justice .............................. 111 Economics ...................................... 115

Educational Studies ....................... 136 English ........................................... 100 Entrepreneurship............................ 115 Environmental Biology .................... 95 Exercise Science ............................. 140 Film Studies ................................... 100 Finance ............................................116 French ............................................ 100 History ........................................... 102 Human Services .............................. 112 International Studies ..................... 103 Legal Studies .................................. 103 Long Term Care .............................. 112 Management ................................... 116 Marketing ........................................ 116 Mathematics................................... 105 Medical Sociology ........................... 112 Music .............................................. 108 Philosophy.......................................110 Physics.............................................. 97 Political Science ............................. 102 Professional and Technical Writing .................................................... 100 Psychology...................................... 109 Religious Studies.............................110 Social Science ................................. 103 Sociology ......................................... 112 Spanish........................................... 100 Sport Management ........................ 140 Women and Gender Studies ........... 112 University Honors .............................. 80 Biology Track ................................... 81 Business Track ................................. 82 Chemistry Track ............................... 82 Grade Standards .............................. 84 In-Course Honors ............................ 84 Nursing Track .................................. 83 Traditional Track ............................ 80 Veterans Benefits ................................. 53 Vocational Rehabilitation .................... 53 WEngage .............................................. 79 Requirements .................................. 80 WINGS ................................................. 79 WinLINK Acccess ..............................306 WInternational Program ..................... 78 Requirements ................................... 78 Withdrawal ........................307, 342, 362 Physical Therapy ............................386 Physician Assistant Studies ........... 396 Withdrawal from the University ....... 167 Work Study .......................................... 51 Writing Center ............................. 64, 307 Yellow Ribbon ...................................... 53

Wingate University Academic Catalog 2019-2020