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Qraduate Proqrams Cataloq

2003-2004

Boiling Springs, North Carolina 28017

Contents

3 Calendar

5 Introduction to Gardner- Webb University

History Purpose Accreditation Campus and Buildings 13 Academic Information

24 Student Life

30 Finances and Financial Aid

Expenses 2002-2003 Financial Aid Scholarships

41 Graduate School (800-492-4723)

48 Curriculum

60 Courses of Instruction

79 Graduate School of Business (800-457-4622)

84 Curriculum

95 Courses of Instruction

103 M. Christopher White School of Divinity (800-619-3761)

114 Curriculum

121 Courses of Instruction

146 Directory and Appendices

162 Index

164 Campus Map

167 For more information and assistance

Catalog Requirements

The conditions and policies set forth in this catalog have binding effect upon the University and students for the academic year in which it is in force. The University reserves the right to make necessary changes and corrections. When changes are made in graduation requirements, the University accepts a moral obligation to pro¬ vide students the conditions effective the year of their most recent continuous enrollment or an alternative which would not be punitive. Otherwise, all other requirements are effective and in force upon publication of changes. Gardner-Webb Vol. 4 - August 2003

Published annually at Boiling Springs, N.C. 28017.

Gardner-Webb University is committed to equality of opportunity in all areas of education and does not practice or condone discrimination in any form against applicants or students on the basis of race, color, national origin, gender, age, or dis¬ ability.

Book rate postage paid at Boiling Springs, N.C. 28017.

Catalog of Graduate Programs / 2

life^raS™1131 VlSlt t0 camPus,ls not possible> the latest information about campus the Intfrf ?TamS’ °ther1'!vents maki"g news at GWU can be accessed on tions abour or A WWW-gardner'webb-edu>- Prospective students may submit ques- web sfte Pr°8ramS M Gardner'Webb or apply for admission through the

Calendar / 3

Calendar

Fall Semester 2003

August 14 (Thursday) August 18 (Monday)

August 22 (Friday)

August 25 (Monday)

August 25 (Monday)

August 26 (Tuesday) September 1 (Monday)

October 20-21 (Mon.-Tues.) November 27-28 (Thur.-Fri.) December 4(Thursday)

December 8-11 (Mon-Thurs)

New Graduate and Divinity Student Orientations Divinity school classes begin Last day for Divinity late registration Last day for Divinity schedule modification Fall Convocation of the School of Divinity Grad School classes and Business School classes begin Fall Convocation of the University Last Day for Grad School and Business School Late Registration Fall Break

Thanksgiving Holidays

Last day of classes for Grad School,

Business School and Divinity School Programs Examinations

Spring Semester 2004

January 2 (Friday)

January 5 (Monday)

January 9 (Friday)

January 12 (Monday)

January 20 (Tuesday)

March 8-9 (Monday-Friday) April 12 (Monday)

April 29 (Thursday)

May 3-6 (Mon.-Thur.)

May 8 (Saturday)

New Divinity Student Orientation New Graduate Student Orientation; Divinity School classes begin

Last day for Divinity late registration Last day for Divinity schedule modification Grad School and Business School classes begin Last day for Grad School and Business School late registration Spring Break Easter Holiday Break

Last day of classes for Divinity School, Grad School and Business School Programs Examinations Commencement

Summer School 2004

First Term for Grad School and Business School: May 19 - June 22 May 1 7-June 22 Divinity Classes meet on Monday and Tuesday

for six weeks

May 19 (Wednesday) Graduate School and Business School classes begit

June 21-22 (Mon-Tues) Graduate School and Business School exams

Second Term for Grad School and Business School: June 23 - July 27 June 23 (Wednesday) Graduate School and Business School classes begir

July 5-22 Divinity Classes meet on Monday thru Thursday

for three weeks

July 26-July 27 (Mon-Tues) Graduate School and Business School exams

Ten Week Term for Divinity: May 18 - July 20 (Classes meet Tuesday only) July 31 (Saturday) Commencement

Catalog of Graduate Programs / 4

Introduction to Gardner- Webb / 5

Introduction to Gardner-Webb

Gardner- Webb University is a coeducational, residential, church-related univer¬ sity on a beautiful campus just outside Shelby at Boiling Springs, North Carolina. The University derives its name from O. Max Gardner, distinguished governor of North Carolina in the 1930s, and his wife, Fay Webb Gardner. The beauty of the campus and the quality of the academic program owe much to their example and leadership.

Location

Gardner-Webb University is located in the Piedmont section of western North Carolina, one of the most desirable and rapidly developing areas of our nation. Boiling Springs is a small rural town. Nearby Shelby, a city of 25,000, is noted for its support of the arts and as the home of state and national leaders. Forty-five miles east of Gardner-Webb is the thriving city of Charlotte, the largest city in the Carolinas. Less than one hour away to the south is the city of Spartanburg, South Carolina.

Gardner-Webb is easily accessible, being located only three miles from U.S. 74 and thirteen miles from Interstate 85. Less than one hour from campus are the Smoky Mountains with many recreational opportunities. Gardner-Webb University enjoys the lifestyle of a relatively small institution yet has the advantage of being centrally located to major urban resources in nearby areas.

Students

Gardner-Webb University, founded by Baptists in 1905, has grown steadily to its current enrollment of over 3,500 students. The 2,500 undergraduates come from many states and 30 foreign countries. Slightly less than half of the students are men, and the student body includes several racial and socioeconomic groups. The four graduate schools enroll over 1000 students. Gardner-Webb University admits stu¬ dents of any race, color, sex, and national or ethnic origin without discrimination. This diversity enriches the life of the campus community and reflects the nature of American society.

Programs

Gardner-Webb University is committed to the liberal arts as the best preparation students can have for rewarding, meaningful lives. In addition, the University offers programs in career-oriented fields to prepare students for specialized work. All of the programs at Gardner-Webb are evaluated periodically by accrediting agencies to insure that standards of quality are maintained.

Gardner-Webb provides three distinct academic programs: the on-campus pro¬ gram, the Greater Opportunities for the Adult Learner Program (evening classes taught in a number of locations for graduates of two-year colleges), and Graduate Programs.

Gardner-Webb University has a Graduate School (offering M.A., M.S., Ed.S and Ed.D. degrees in a variety of areas), a graduate School of Divinity (offering the M.Div. and D.Min. degrees), and a graduate School of Business (offering the M.B.A., I.M.B.A. and M.Acc. degrees). For additional information on the on-cam- pus undergraduate and GOAL programs, see the bulletins for each program.

Catalog of Graduate Programs / 6

Complementing the academic program at Gardner- Webb University is a broad range of student life programs and activities designed to enable students to develop their personal identities, and to create lifetime friendships.

Faculty

Gardner- Webb University is blessed with a dedicated staff and an excellent fac¬ ulty, seventy-five percent of whom hold doctorates. The primary concern of the fac¬ ulty is teaching. The faculty have been chosen because of their academic prepara¬ tion, their Christian commitment, and their desire for excellence in teaching. Many of Gardner- Webb’s faculty have blessed the University with long years of service. The faculty is large enough to provide well-rounded academic programs. Yet a major strength of Gardner- Webb is that the University' has remained small enough so that the relationship between faculty and students is friendly, informal and lasting. The faculty/student ratio is 1:14-

Academic Calendar

The University’s academic year is divided into two semesters and a summer school. The fall semester is a four-month term, ending prior to Christmas holidays. Following the four-month spring semester is a comprehensive summer school of two terms of five weeks each for the Graduate School and Graduate School of Business. The School of Divinity has three sessions: one six-week session; one three- week ses¬ sion; and one ten-week session. Evening classes both on-campus and at various off- campus locations are offered throughout the year.

The calender is designed to meet the needs of full-time students with day and evening schedules, part-time students, and members of the communities in which classes are taught who desire further educational work.

The University offers workshops and seminars on a variety of topics and for a vari¬ ety of groups throughout the year.

History

Gardner- Webb University has experienced remarkable growth, perseverance, and maturity. The institution began as a boarding high school and later became a junior college. Today Gardner- Webb is a thriving regional university with growing master’s and doctor’s programs.

From a movement initiated by the Kings Mountain Baptist Association in 1903, and later joined by the Sandy Run Baptist Association, the Boiling Springs High School was chartered on December 2, 1905, as an institution “where the young... could have the best possible educational advantages under distinctive Christian influence.” This close relationship of the institution to the area churches continues today.

In response to the changing educational needs of the area the institution was transformed into the Boiling Springs Junior College in 1928. The Great Depression created many problems for the College, but its survival was secured by the sacrifices of many loyal supporters.

In 1942, Governor O. Max Gardner began devoting his energy, time, and wealth to strengthening and guiding the College. So important was his influence that the name of the institution was changed to Gardner- Webb College in honor of the gov¬ ernor, his wife Fay Webb Gardner, and their families.

The decades following World War II were years of physical growth and academic development. New buildings went up as enrollments increased. A major step in the institution’s development was its full accreditation as a senior college in 1971. In

Introduction to Gardner- Webb / 7

1980 the institution began offering a master of arts degree in education.

The institution officially became known as Gardner- Webb University in January 1993, culminating years of preparation. Today Gardner- Webb is a thriving regional university which offers eight distinct degree programs, has a highly qualified faculty and a beautiful campus of over 200 acres.

Historically the University has played significant roles in teacher education and ministerial preparation for church-related vocations. Programs of instruction and experiences designed to prepare teachers and ministers continue to be major objec¬ tives of the University.

Although there have been many changes over the years, Gardner-Webb University remains closely related to the Baptist State Convention of North Carolina. The University holds in high esteem its commitment to Christian princi¬ ples and values as the best foundation for the development of human personality and social order.

Presidents

James Blaine Davis, 1928-30; Zeno Wall, 1930-32; James L. Jenkins, 1932-35; A.C. Lovelace, 1935-36; George J. Burnette, 1936-39; J.R. Cantrell, 1939-43; Philip Lovin Elliot, 1943-61; E. Eugene Poston, 1961-76; Craven E. Williams, 1976-86; M. Christopher White, 1986-2002, Frank Campbell, 2002-.

The Purpose of Gardner-Webb University

Gardner-Webb, a private, Christian, Baptist-related university, provides superior undergraduate and graduate education strongly grounded in the liberal arts. By fos¬ tering meaningful intellectual thought, critical analysis and spiritual challenge with¬ in a diverse community of learning, Gardner-Webb prepares its graduates to make significant contributions for God and humanity in an ever-changing global commu¬ nity.

Statement ofValues

Academic Excellence

Visible enthusiasm for knowledge, intellectual challenge, continuous learning and scholarly endeavors; proactive pursuit of educational opportunities within and beyond the classroom for the sheer joy of discovery; notable recognition and accom¬ plishment within one’s field of study.

Liberal Arts

Broad-based exposure to the arts and sciences and to each field’s unique chal¬ lenges, contributions and lessons for life; complementing the acquisition of career- related knowledge and skills with well-rounded knowledge of self, others, and soci¬ ety.

Strong Work Ethic

Pursuing a clear purpose and persevering despite distraction and adversity until it is achieved.

Christian Heritage and Values

Self-giving service that displays itself in moral action in Christ-likeness; respect¬ ing the dignity and worth of others.

Teamwork

Working collaboratively to support and promote shared goals; assuming responsi-

Catalog of Graduate Programs / 8

bility willingly; meeting commitments dependably; handling disagreement c structively.

Student-Centered Focus

Respecting the value and individuality of every student; lending an ear, a heart and a hand to students in need; providing faculty, staff, facilities and programs that appeal and involve, thereby affording every student varied and valuable opportuni¬ ties for personal and professional development; contributing financial assistance where necessary in support of students’ educational activities.

Institutional Involvement and Responsibility

Actively assisting our local, national and global community through research, education, volunteerism and outreach; fostering dialogue and action in support of human welfare and environmental stewardship.

Diversity

Studying, respecting and celebrating our world’s rich mix of cultures, ideologies and races. Conducting GWU’s recruitment, employment and advancement prac¬ tices in a manner that ensures equal opportunity for all qualified faculty, staff and students without regard to race, gender, or national origin.

Templeton Foundation

T Gardner-Webb University is proud to have been consistently honored by the John Templeton Foundation as a “Character-Building College.” The Templeton Foundation grants this recognition to a limited number of schools which have the building of character as a major part of their mission and who do what they say - build character in students.

Accreditation

Gardner- Webb University is accredited by the Commission on Colleges of the

G?orImd00^C4noO7n T,COiilegeS andLSch°°ls (1866 Southern Lane, Decatur, RacrT t4 7; TelfPhone number 404-679-4501) to award Associate Baccalaureate, Master s and Doctoral degrees. In addition several departmental pro- nrooram? accredlted bY ,tbe appropriate state or national agencies. The education the Nati0nal Council for Accreditation of Teacher Pubrc In^i ? ^anxd/^LaPPr°Ved by the the North Car°bna Department of Public Instruction The M. Christopher White School of Divinity is accredited by

Snivtrs^1 * / Thfu0g,!Cal Sch0°ls “ the United States and Canada. The

traintaTSK^denl immigrati°n aUth°ritieS rflhe ^ ^ f°r the

Campus and Buildings

is rWebb ? mpus iS beautiful> spacious, and rich in lawns and trees. It

ofmllfr, I a equlPPed to serve its living and learning community. Over 200 acres andtiX 3 raPC PrdC m°re than ade9uate space for buildings, playing fields Dieted ' aPCd areaS' Eifenslve hu'ldmg and improvement projects have been com- a resUentTdnt ^T'a / prCSent livin8 and dmmg facilities are designed to serve arethe followtg: ^ °f ^ approximately 1.300. Among the campus and buildings

arotndle ~ “fTr IT? °f practice and plaY^g fields, situated SDac^nr ,11 P 1 for fo°tba11’ baseball> soc«r and softball. There is adequate

space for all sports, intramural and intercollegiate.

Campus and Buildings / 9

Bost Qymnasium and Swimming Pool is part of the University Physical Development Complex. Renovated in 1999, it is named in memory of L.C. Bost of Shelby and Jean Bost Gardner. The facility contains basketball courts and classroom areas. The swimming pool is heated and enclosed for year-round use.

Broyhill Adventure Course, funded by the Broyhill Foundation and constructed in 1999, the Alpine Tower, the Climbing Straight Wall, and the Rescue Exercise provide leadership training activities for students and other groups.

Communications Studies Hall, formerly the Boiling Springs Elementary School, was acquired in 1990. It houses the Communication Studies Department offices, the Millennium Playhouse and classrooms for journalism, photography, television, radio and theater.

Craig Hall is named in memory of Hubert M. Craig, Sr., of Gaston County, a for¬ mer trustee of Gardner- Webb University. The building was renovated in 1998 and houses classrooms and offices for the Education and English departments.

Dover Campus Center, constructed in 1966, was completely renovated in 1990. It houses the cafeteria, lounges, the Campus Shop, the Center for Congregational Enrichment, Financial Planning, and the undergraduate admissions offices. The building is named in memory of Charles I. Dover of Shelby.

Dover Memorial Library is named in memory of Mr. and Mrs. John R. Dover, Sr., pioneer industrialists of Cleveland County. The three-story structure, erected in 1974, is designed to provide seating for over 450 students.The library is equipped with state of the art computer technology, which provides access to libraries around the world. The holdings include several special book collections, the most notable being the library of the local post-Civil War author, Thomas Dixon, and the diaries and scrapbooks of the late Mrs. O. Max Gardner. The library houses the Belk-Ellis Multimedia Center, provided by the William Ellis family of Shelby, N.C., and the Belk Foundation. The library houses a model of Jerusalem’s Herodian Temple Mount during the time of Jesus. The 240-square-foot replica, one of only two in the world of this stature, was constructed by William McGehee of Winston-Salem and donat¬ ed to the school as a teaching tool. Located across from the Library is the Kathleen Nolan Dover Garden.

Dover Memorial Chapel is a gracefbl and inspiring structure which stands at the formal entrance to the campus. Erected in 1972, the interior features a 336-seat auditorium. The lower level houses the Social Sciences department and classrooms.

Elliott Hall, originally constructed in 1952, honors the memory of the seventh president of the University. Renovated in 1985, the building houses the Nursing Program and classrooms.

Elliott House houses the University radio station WGWG, a 50,000 watt stereo FM educational station broadcasting over a radius of 75 miles. Public Relations and the University Publications Department are also located in Elliott House.

Qardner Memorial Hall, completed in 1948, was constructed and furnished by the family of the late Governor O. Max Gardner. The building contains a recital hall, music studios and offices, classrooms, practice rooms, a band room and the campus computer technology offices.

Catalog of Graduate Programs / 10

Hamrick Hall was built after World War I as a memorial to area residents who ri9«r1VeSU C3USe °f freedom- Ic was destroyed W Are and rebuilt in 1940. b?,i d43’ he r?buli S“ Was named in memorV ofE.B. Hamrick. In 1982, the budding was p aced on the National Register of Historic Places. In 1998, the build-

now hon“* ,he ^ °f B” •*»

by walking trails, rmd a bell ,„w„ aZ^XSSa """""

Lindsay Hall, completed in 1967 and completely renovated in 1992 is a three- story, air-conditioned structure. It was named in memory of David and Winifred

School fn3537’ °f uUtDe^°rdt0n' The building houses the M. Christopher White School of Divinity, the Religion and Psychology departments and classrooms.

ledc adSnSrar d gaT and various meedngs. Classrooms, offices for ath-

Christoph^1 mfreSch19Pf n 3 tW°'St°ry bljck structure which houses the M. b, memory of Dr, mrS^TbS^S™' ”” hl" “ “J

^Physical Plant Offices are located just south of the main campus on Highway

woZS'^eJXtZsT^ K'f '“I ** “d

Association). OC-CSA (Greater Cleveland County Soccer

in«S6000e,a oompleral i„ 1 ■ 966, include, a football stadium se„.

?JZ; W td"v,™ pTCT1 fT“ ^ “"V » -med in me" o-

hooo, ^SCiS sSE? PmB ^ “ ”™1 <»

gram ’i* houses baseball and tennis pro¬ Re™iH,i‘hw “Zif if ■*“ H A P7 <* ”»«! ” memo,, of the

^velopmennsmdent^ZXX^tl^A^ * ^

Campus and Buildings / 11

Suttle Wellness Center was completed in 2000 and is named in memory of J.L. Suttle Jr., of Shelby, N.C. Added as a wing to the University Physical Development Complex, the Suttle Wellness Center contains a wellness/fitness center with state of the art exercise equipment as well as a student recreation area.

University Physical Development Complex. This complex consists of the Suttle Wellness Center, the Bost Gymnasium and Pool, and the office suite for the Department of Physical Education, Wellness and Sports Studies.

Washburn Hall was purchased and completely renovated in 1990. The building contains the offices of the College for Extended Professional Studies (GOAL), the Graduate School, and Counseling and Career Services and Academic Advising. It is named in honor of Dr. and Mrs. Gene Washburn of Boiling Springs, N.C.

Washburn Memorial Building is a brick structure erected in 1941 by Seaton A. Washburn in memory of the Washburn families. Originally used as a library, the building now houses the Department of Foreign Languages.

Webb Hall was built by the O. Max Gardner Foundation in memory of Mrs. O. Max (Fay Webb) Gardner, her parents, grandparents, and great-grandparents. The first wing was completed in 1960, and the second wing was added in 1973. The building houses administrative offices, including the office of the president. In front of the Webb Hall is the Suttle-Wall Tower of Light. The tower, built in 1969, is in memory of Joseph Linton Suttle and Dr. Zeno Wall.

The Webb Tennis Complex , constructed in 2000, is one of the premier tennis facilities in the region. The twelve courts are ideal for intercollegiate and recre¬ ational play. The courts are lighted for evening play.

Williams Observatory, named in honor of Gardner- Webb’s ninth president Dr. Craven E. Williams, was built in 1990.

Withrow Mathematics and Science Hall, named in memory of A.T. Withrow of Charlotte, has facilities for mathematics, biology, chemistry, and physics.

Wrestling Building, located south of the main campus, provides office and prac¬ tice space for the wrestling team.

Residential Student Halls

Residential students may choose from the following eleven residential facilities which offer a range of housing options - Decker, H.A.P.Y., Lutz-Yelton, Mauney, Myers, Nanney, Royster, Spangler, Stroup, University Commons (six apartment buildings), and University Honors.

Satellite Campuses

Qardner-Webb University at Statesville is located at Statesville, N.C. A wide range of undergraduate and graduate programs is offered at this location. Schedules are arranged to accommodate the needs of working adults.

Qardner-Webb University at Charlotte is located at Charlotte, N.C. The GOAL program, Graduate School, and Graduate School of Business programs are taught during the evenings and on Saturdays.

Catalog of Graduate Programs / 12

Distance Learning

A limited but increasing number of graduate courses are offered in an on-line format m addition to the traditional classroom format. For information contact the appropriate Dean or Program Director.

SpecialAcademies

The Broyhill Academy for the Study of Independent Concepts

The Broyhill Academy’s programs are designed to help citizens examine basic concepts and issues, especially the preservation of individualism and a free eco- nomic system. Through a variety of conferences, symposia, and publications, the Academy provides information relative to economic, social, and ethical issues.

B.E. Morris Academy for Christian Studies

ass^ cbnrrdRmy^°nSOrS Special ITT8 °PPortunities both on and off campus to assist church and denominational leaders in their ministries.

Visitor’s Information

“ G^er-Webb University are welcome at all times. The administra¬ tive offices are open Monday through Friday from 8:00 a.m. until 5-00 n m Interviews and campus tours are available between the hours of 9:00 a.m. and 4-00

am aSbt7 Administrative officers and members of the faculty

are available at other times by appointment.

Travel Information

ty Ssfou'Sb^H'^^n iS in ^ tOW^ °f B°iling Springs’ RC- a oommuni- 6 Un!ZfrSlty is ,°nly 13 miles from Interstate 85 and three miles from U.S 74. It is accessible to airline services at Charlotte and Greenville-

s5S ,nd the •»«

Web Site

on theP t0 iS n0C,possibIe- the University can be experienced

camnus tfe Zd .WWW-8ardner'«'ebb.edu for all the latest information about PrZerri ? i VTO&*ms’ athl«ics and other events making news at GWU

^Sd evenZSvf Z ^ “ TPUSLt0Ur’ Submit T-stions abom the universi¬ ty, and even apply for admission through the web site.

Academic Information

Academic Information / 13

The general Academic Information in this section applies to each of the graduate «nd°t°FS °ra,duate School> the Graduate School of Business,

and the M. Christopher White School of Divinity. See the section on each school tor academic information specific to that program.

Course Registration

Registration includes academic advising, selection of courses, and payment of fees. During preregistration, students should consult with their academic advisers on course selection and other degree requirements. However, it is the responsibility of the student, not the academic adviser, to ensure that all University graduation requirements are met. 5

Students will not receive credit for any course for which registration has not been completed. Unless students and their advisers consider it essential, they should not change the schedule after registration.

Late Registration

Students must register according to the information given at preregistration. Continuing students who register after the published mail-in deadline must pav a $50 late registration fee. Students may register for a course after the first class meet¬ ing only with the prior approval of the professor and the dean or program director.

Dropping, Adding, and Changing Courses

Clmnges in a student’s schedule may be made by telephoning the Registrar’s Office. The Dean or Director, the Financial Planning Office, the Business Office and the adviser are notified of the change. A fee will be charged unless the change is requested by the administration. 6

When a student officially withdraws from a course, a grade of “W” (withdrew) is recorded during the first four weeks of the fall and spring semesters, or during the first week of a summer term. After this period a “WP” (withdrew passing) or “WF” (withdrew failing) is assigned by the professor based upon an assessment of the stu- wor,k to date m the course. No hours attempted are recorded for “W” and WP grades.

The last day for dropping an individual course is four weeks after midterm or a date not to exceed 75% of the course. The specific date is established each semester by the Registrar and published in registration materials mailed out by each graduate school. After this time the only courses which will be dropped are those which a stu¬ dent drops when withdrawing from school.

Academic Advising

Each student admitted to graduate study is assigned a faculty adviser who assists the student in developing a program of study. Advisement sessions are scheduled each semester for all graduate students. It is the student’s responsibility to meet with the adviser at the scheduled session or to make arrangements for an alternative meeting time. An appropriate schedule of courses leading to uninterrupted study and completion of all requirements is assured folly accepted students who remain continuously enrolled. Course scheduling, however, may prevent acceleration of the completion of degree requirements. Other schedule options are available.

Catalog of Graduate Programs / 14

Course and Schedule Changes

The University reserves the right to cancel or discontinue any course because of small enrollment or for other reasons deemed necessary. In order to assure quality instruction, the University reserves the right to close registration when the maxi¬ mum enrollment has been reached and to make changes in schedule and/or faculty when necessary.

Academic Load

Graduate School

In the Graduate School a full load is six semester hours during the summer term and three to six semesters hours during each regular semester, depending on the stu¬ dent’s program.

Graduate School of Business

A full course load is six semester hours during fall semester, spring semester, and three semester hours each summer semester. Most students take six hours during fall and spring and three hours each summer semester. The maximum course load for students is nine hours during fall and spring semesters and three hours each summer semester. It is recommended that students who are employed full-time register for no more than six hours during fall and spring semesters.

Most students begin the program in August, but entry during spring and summer !S an option. Students who begin in August and successfully complete two courses each fall, spring, and summer will graduate at the end of their second summer of study, 24 months after beginning the program. Students taking less than two cours¬ es in a semester will most likely graduate in three or four years. Six calendar years are allowed for completion of the degrees.

School of Divinity

A minimum full-time course load for M.Div. degree students is nine hours per semester. The maximum course load for M.Div degree students is seventeen hours per semester. This definition of a full-time load is made for those students requiring certification of full-time status for participation in insurance programs, college loan deferral programs, the receipt of veteran’s benefits, or the regulations of U.S. mmigration. A class load of more than fourteen hours per semester must be approved by the student’s faculty mentor. It is suggested that new students restrict their class loads to nine to twelve hours in the initial semester.

■ f'fiii -tl0n °f 3 ful1 course load is made for those students requiring certifica¬ tion of full-time status for participation in insurance programs, the receipt of veter- ans benefits, or the regulations of US Immigration. Students enrolled hill time are eligible to apply for various financial aid packages. The students should consult with the financial Planning office regarding the availability of financial aid.

Auditing Courses

Any Gardner- Webb student may audit a course for a $100 fee. The auditor is expected to complete the special auditor registration form and to complete all course reqmrements, with the exception of tests and examinations. Approval of the pro¬ fessor and the Dean or Director is required.

Computer Facilities

aJlSend 1jCad°nS onrcamPus> the Gardner- Webb University student has ready and nnm 3 Wl 6 VanetY °f computer facilities, including five minicomputer systems

ScfenceandMmiCrOCOmPUitef' In addid°n t0 the USe in the Computer

science and Management Information Systems programs, computers are an integral

Academic Information / 15

part of programs such as English, Education, Psychology, and Business. tionSCCeSS t0 Intemet ‘S Provided through computer labs on campus and other loca-

Library

The Dover Memorial Library is an active and integral part of the University’s aca¬ demic program. The Library’s collections, available on open stacks, support all areas

200 OnnCUrTU Um t0tal ltem C0Unt of aPProx'mately 800,000, including

200,000 volumes, 500,000 microforms, and many other materials such as videos

acMss3 to iore rd ““Puter.fdes- The library has print and/or online full-text access to more than 9,000 periodicals and is a selective depository for federal gov¬ ernment documents. 6

In addition to its collections, the library provides numerous services to reinforce and enhance the instructional process for both on and off-campus students. Professional librarians are available for individual and group instruction. Interlibrary loan audiovisual and production (lamination, transparencies, etc.) services are available. The Library s home page at www.library.gardner-webb.edu provides infor- I0" Say tKe Llbr?I7’a Ubrary handbook for students, access to our automated catalog MAX a virtual reference page linking to recommended Web sites, and lists

rlZ°rU Y Putr°nS “f7 USe the Llbrary computers to conduct both

research in the NCLIVE databases and general Intemet research as well as to access the University’s own collections.

Library Privileges

Student identification cards are prepared at the time of registration. These cards are necessary in order to use the Dover Memorial Library and other facilities where identification is required. Currently enrolled students may check out materials use interhbrary loan etc. Library privileges require compliance with stated policies check7uteprMlegeTaterl C° C°mply ma? result in fines ^d suspension of

Class Attendance Policy

Regular class attendance is an important student obligation. Students are respon¬ sible for all course work conducted in class meetings. Students are required bv uni¬ versity policy to attend a minimum of 75% of the scheduled class meetings Furthermore, it is the prerogative of the professor to set a more stringent class atten¬ dance policy. During the first week of the semester, the professor will clearly state m writing, the attendance policies which will govern the class. Students are resnon sible for knowing the number of absences that they accumulate P

Absence from class does not excuse the student from responsibility for class work Planned class absences for official business or foreseeable personal circumstances must be negotiated with the professor before the absence and plans made for com- pleting course work missed.

Examinations and Reports

Comprehensive final examinations are required in every course at the end of the semester. The only exceptions are courses which require major research papers as the primary activity of the course A student who does not take the examination at the scheduled time will receive a failing grade in that subject unless excused by the pro! fessor. If the student is excused, the grade will be recorded as Incomplete

Grades will not be recorded if the student’s account is in arrears unless satisfac¬ tory arrangements have been made with the Business Office.

Catalog of Graduate Programs / 16

Grades and Reports

Grading Systems and Quality Points

Graduation is dependent upon quality as well as upon quantity of work done. Letter grades are used. They are interpreted in the table below, with the quality points for each hour of credit shown at the right.

Hours Attempted	Quality Points
Grades Per Credit Hour	Per Credit Hour
A - Superior	1	4
B - Satisfactory	1	3 2
C - Passing	1
D - Marginal (Divinity only)	1
F - Failing	1	0
I - Incomplete	1	0
IN - Incomplete in Internship or Practicum	0	0
W - Withdrew without penalty	0	0
WP - Withdrew passing	0	. 0
WF - Withdrew failing	1	0

An I is assigned where course work is not complete because of circumstances beyond the control of the student. The student has until midterm of the following semester to complete the course work and remove the I; otherwise, the professor will

assign an r grade. ,

A W will be assigned when a student withdraws from a course during the first four weeks of the semester or the first week of a summer term. After the first four weeks of the semester, a WF or WP is assigned by the professor based upon the professors assessment of the student’s work to date in the course.

Academic Probation and Suspension

Graduate School, Graduate School of Business

F Grade

Any admitted student receiving a grade of F in a graduate course will be sus¬ pended. The student may reapply after one year. The department graduate faculty makes the decision on whether to readmit, and, if readmitted, the stipulations that will apply. If readmitted, the student must repeat at Gardner- Webb the course in which he or she received the F, making at least a B. Only the higher grade will be counted in computing the Gardner-Webb grade point average, although the lower grade will remain on the official transcript. No more than one F may be repeated.

C Grade

A student who receives nine hours of C grades will be suspended. The student may reapply after one year. The graduate faculty makes the decision on whether to readmit and, if readmitted, the stipulations that will apply.

Repeating Courses

Courses may be taken only once with the exception given under the F grade pol¬ icy above.

Academic Information / 17

School of Divinity

A student must have at least a 2.0 overall Grade Point Average to be awarded a degree in the School of Divinity. When the GPA falls below 2.0, the student is placed on academic probation and is so notified. In order to be removed from acad¬ emic probation, the student may enroll for a maximum of nine semester hours in the following semester and attain a cumulative GPA of 2.0. If at the completion of this semester the student has not attained a 2.0 GPA, the student may be placed on aca¬ demic suspension. Students placed on academic suspension will be required to with¬ draw for at least one semester (not including summer sessions). After that time, stu¬ dents wishing to resume studies may seek readmission to the degree program. Students who are readmitted after having been placed on academic suspension will be allowed to take no more than six hours and must earn a semester grade point average of 2.50. Students failing to meet this stipulation may be subject to academ¬ ic dismissal.

Repeating Courses

Only courses with a grade of “D,” “F,” or “WF” may be repeated and then only once. When a course is repeated at the School of Divinity, only the higher grade is counted in computing the student’s overall grade point average, although the lower grade remains on the official transcript.

Transfer Courses While on Suspension or Probation

A student may not take courses for transfer credit from another institution while on suspension or probation.

Retention Policy

Graduate School, Graduate School of Business

A student must have an average of 3.0 overall to be awarded the M.A., M.S., M.B.A., I.M.B.A., or M. Acc. degree. When the GPA falls below 3.0, the student is placed on probation. If, after six hours of additional work, the student does not attain a 3.0 overall, the student will be suspended. The student may reapply after one year. The department graduate faculty makes the decision on whether to read¬ mit and, if readmitted, the stipulations that will apply.

School of Divinity Academic Dismissal Policy

Students who fail to satisfy the requirements for removal of academic suspension after having been readmitted will be required to withdraw from enrollment in the degree program. Students who are dismissed under these conditions are not eligible for readmission.

Transcripts

The Registrar will furnish transcripts of credit upon written request. Official cqpies are $5 each, and this fee should accompany the request.

No transcript will be issued until all the student’s accounts have been settled sat- •isfactorily.

Student Accessto Educational Records

Gardner- Webb University complies with the Family Educational Rights and Privacy Act of 1974. This Act is designed to protect the privacy of educational records, to establish the right of students to inspect and review their educational records, and to provide guidelines for the correction of inaccurate or misleading data through informal and formal hearings. Students also have the right to file com-

Catalog of Graduate Programs / 18

plaints with The Family Educational Rights and Privacy Act Office (FERPA) con¬ cerning alleged failures by the institution to comply with the Act.

Institutional policy explains in detail the procedures to be used by the institution for compliance with the provisions of the Act. Copies of the policy can be found in the Office of the Registrar. That office also maintains a Directory of Records, which lists all student educational records maintained by the institution. Information known as Directory Information will be published unless the student specifically requests that the Registrar’s Office withhold this information. Directory Information is defined as the following: student name, local and permanent addresses, telephone numbers, date of birth, major(s), dates of attendance, previous educational institu¬ tions attended, and degree and awards received.

Questions concerning the Family Educational Rights and Privacy Act may be referred to the Office of the Registrar.

Fair Process

A student who experiences a problem concerning a grade or any other aspect of a course should first discuss the matter with the professor. If the problem is not resolved, he or she should go next to the chair of the department or the coordina¬ tor/director of the particular graduate program, whichever is appropriate. If not sat¬ isfactorily resolved, the matter should be taken to the Dean or Director, who will hear only those parties involved and make a decision in the case,

AcademicAppeals

Graduate School, Graduate School of Business

If the student is not satisfied with the decision in his or her case, that student has a right to appeal He or she should address a letter to the Chair of the Graduate Council, stating the reason for the appeal and explaining the circumstances. If the student is asked to appear before the Council, he or she at that time may bring a rep¬ resentative from within the University to act as counsel. Deadline for an academ¬ ic dishonesty appeal is seven days after the date of the decision being appealed. Deadline for other types of academic appeals (except for grade appeals) is eigh¬ teen months after the date of the decision being appealed. Grade appeals must be completed on or before the last day of the following semester.

School of Divinity

A student who experiences a problem concerning a grade or any other aspect of a course, including issues relating to but not limited to academic dishonesty, should first discuss the matter with the professor. If the problem is not resolved, the student should go next to the Associate Dean of the School of Divinity. If the student or the professor is not satisfied with the decision of the Associate Dean, either party may take the matter to the Appeals Committee whose decision is final. The Appeals Committee consists of the Dean of the School of Divinity, who serves as chair, and two School of Divinity faculty members.

i ^ !nltl,a“ ™ apPeal> the dissatisfied party should address a letter to the Dean of

stln^cTkn 1VlmtT; Stating the reaSon for the aPPeal and explaining the circum¬ stances. The Dean will convene the Appeals Committee. If the student or the pro- ssor is asked to appear before the committee, he or she at that time may bring a representative from within the University to act as counsel. The deadline for an aca¬ demic dishonesty appeal is seven days after the date of the decision being appealed, teen S' * Lacademic aPP** (except for grade appeals) Is eigh¬

teen months after the date of the decision being appealed. Grade appeals must be

Academic Information / 19

completed prior to the last day of the following semester. Grade appeals relating to courses taken during the summer must be made prior to the last day of the following fall semester.

Academic Honesty

Graduate Programs Code of Academic Integrity

Preamble

As students willingly accept the benefits of membership in the Gardner- Webb academic community, which was founded on the ideals of Christianity, they acquire obligations to observe and uphold honesty, integrity, and truthfulness.

Gardner- Webb University expects its graduate students and faculty to display aca¬ demic integrity. As in any community, this institution must be governed by regula¬ tions, which function best when they are fully understood, accepted and cherished by every member of the academic community. Therefore, all graduate students and faculty members are expected to be familiar with, and to base their actions upon, the following statements regarding academic integrity.

Code of Graduate Student Academic Integrity

The Code of Academic Integrity governs the responsibility of students in the var¬ ious graduate programs of Gardner- Webb University to maintain integrity in acade¬ mic work, defines violations of the standards, describes procedures for handling alleged violations of the standards, and lists applicable penalties.

Student Responsibilities

1. Students should recognize that the regulations governing academic integrity exist for the protection of the honest and that dishonesty in an academic setting must not be tolerated, much less condoned.

2. Students are responsible for their own work. Any assignment turned in by a stu¬ dent is assumed to be the work of the student whose name appears on the assign-

3. Students are ultimately responsible for understanding faculty members’ instruc¬ tions for assignments. If instructions are not clear, students must seek clarification from professors.

4. Students must understand the definitions of cheating, plagiarism, and other forms of academic dishonesty.

5. Students should familiarize themselves with the proper use of citations and quotations in order to avoid submitting other people’s work as their own.

6. Students are expected to report incidents of academic dishonesty to their pro-

7. Students who threaten or coerce other students or faculty members for report¬ ing a violation of the Code of Academic Integrity will face disciplinary action, with dismissal from graduate study at Gardner- Webb University being the recommended

. punishment.

Infractions of the Code of Academic Integrity include, but are not limited to, the following:

Cheating - Intentionally using or attempting to use unapproved materials, infor¬ mation, notes, or other devices including unauthorized communication during an academic exercise.

Fabrication and Falsification - Intentional and unauthorized alteration or manu-

Catalog of Graduate Programs / 20

facturing of any information in an academic exercise. Fabrication is a matter of inventing information for academic purposes, whereas falsification is a matter of altering information.

Multiple Submission - The submission of substantial portions of the same acade- mic work (including oral reports) for credit more than once without authorization.

Plagiarism - Intentionally or knowingly presenting the work of another as one’s own (i.e., without proper acknowledgment of the source). The sole exception to the requirement of acknowledging sources is when the ideas, information, etc., are com¬ mon knowledge.

Abuse of Academic Materials - Intentionally or knowingly destroying, stealing or making inaccessible library and other academic resource material.

Complicity in Academic Dishonesty - Intentionally helping or attempting to help another to commit any act of academic dishonesty.

Faculty Responsibilities

1. Faculty must explain all assignments as thoroughly as is reasonable and should address any extraordinary limitations on outside assistance.

2. Faculty members should take reasonable precautions in giving tests to reduce the likelihood that violations occur. The fact that a faculty member did not take a specific precaution does not, however, constitute an excuse for any form of academ¬ ic dishonesty.

3. Faculty must be willing to investigate and, if circumstances warrant, press charges against students suspected of academic dishonesty.

4. Faculty members must file an Academic Dishonesty Report any time they charge a student with an infraction.

5. Faculty members must seek to be fair in their dealings with students, particu¬ larly regarding cases of academic dishonesty, and must realize that no student can be convicted on suspicion alone.

Procedures

A student is accused of, and charged with, violating the Code of Academic Integrity by the professor in the course. A Report of Academic Dishonesty form describing the alleged violation in full is initiated by the professor and completed either in person, by registered mail, by email, or by fax between the graduate stu¬ dent and the professor. The student is required to enter on the report a plea of either Responsible or Not Responsible within two business days. No response is considered as Responsible.

Responsible

A plea of Responsible means that the student is not contesting the allegation and accepts the penalty to be imposed by the professor. The professor then sends the completed Report of Academic Dishonesty to the Chair of the Graduate Council, who sends a copy to either the Dean of the Graduate School or Dean of the Graduate School of Business.

Not Responsible

A plea of Not Responsible means that the student is going to appeal the allega¬ tion and the recommended penalty. This plea requires that a written explanation be filed with the Chair of the Graduate Council within seven days of the date of the plea. The written explanation should include all of the circumstances and the grounds for contesting the charges. The professor sends the Report of Academic Dishonesty, and the student sends his/her written explanation, to the Chair of the

Academic Information / 21

Graduate Council, who sends a copy to either the Dean of the Graduate School or Dean of the Graduate School of Business. When the Chair of the Graduate Council receives the completed Report of Academic Dishonesty and the student’s written explanation, the chair, in consultation with either the Dean of the Graduate School or Dean of the Graduate School of Business, appoints an Appeals Committee com¬ posed of the Chair and two other members of the Graduate Council. The Appeals Committee examines the Report of Academic Dishonesty and the student’s written response. The committee may hear from the professor and the student, if they wish to appear before the committee. The committee decides whether to uphold or over¬ turn the faculty member’s allegation and the proposed punishment. It reports its findings to the Graduate Council, the faculty member, and the student.

Once the Appeals Committee makes its report, either the faculty member or the student may appeal the findings to the Provost within seven days, only on the basis of additional evidence, improper procedure, or a punishment inconsistent with the offense. The Provost may decide to hear the appeal or deny a further hearing. The Provost’s decision is final.

Penalties

A student convicted of academic dishonesty may receive an F in the course, a sit¬ uation which brings automatic suspension from graduate studies.

Student Grievance Policy (non-academic )

Any Student who believes he/she has been discriminated against by a member of the faculty, an employee of the University, or by a fellow student is encouraged to file a complaint. If a student believes he/she has been discriminated against in accordance with policies and practices listed under Title VI of the Civil Rights Act of 1964, Title IX of the Educational Amendments of 1972, or section 504 of the Vocational Rehabilitation Act of 1973, he or she may make a claim that his or her rights have been denied. Claims or grievances should be filed with the appropriate University official.

Complaints and grievances related to academic matters should be made in accor¬ dance with policies and procedures stated in the current Catalog of Graduate Programs.

Complaints and grievances related to non-academic employees of the University should be made to the supervisor of the employee or to the vice president of that

Complaints and grievances related to student life, student activities, residence life, counseling, safety and security, or campus ministry should be made to the Vice President and Dean of Student Development.

Complaints and grievances related to admissions practices, recruitment, and financial aid should be made to the Vice President for Enrollment Management.

Complaints and grievances related to accounts payable and business office relat¬ ed functions should be made to the Vice President of Business Affairs.

Complaints and grievances related to athletics should be made to the Vice President for Athletics.

Complaints and grievances related to public relations, publications, and dona¬ tions to the University should be made to the Vice President for University Relations.

Complaints and grievances specifically related to the Americans with Disabilities Act (ADA)/Section 504 should be made to the Director of Human Resources, who serves as the ADA/504 coordinator. [Complaints and grievances specifically relat-

Catalog of Graduate Programs / 22

ed to educational support services may be made to the Director of the Noel Program for the Disabled.] Complaints and grievances unresolved at this level may be addressed to the Human Relations Committee. The Director of Human Resources will assist with the forwarding of unresolved complaints and grievances to the Human Relations Committee. Decisions by the Human Relations Committee are subject to review by the Provost. The Provost may take whatever action he deems necessary and appropriate. The Provost’s conclusions and actions are final.

If a student believes he/she has been harassed or otherwise discriminated against because of race, gender, religion, color, national or ethnic origin, age, disability, or military service, the student should report the matter immediately to the Vice President and Dean of Student Development. In the case of sexual harassment, the complaint should be made in accordance with the University’s sexual harassment policy as stated in the current student handbook. If a student is not sure how to file a complaint, the Vice President and Dean of Student Development will assist the student.

Complaints should be presented orally to the appropriate University officials described above. If an informal discussion of the matter is not satisfactory, a written statement of the complaint will be requested. A written statement should contain the following:

a. The exact nature and details of the grievance.

b. The date, time, and place of the grievance.

c. The names of witnesses or persons who have knowledge of the grievance.

d. Any available written documentation or evidence that is relevant to the grievance.

The University official who receives the written complaint will investigate the complaint and take whatever action is deemed necessary and appropriate and will respond to the student in a timely manner. If a student has followed the grievance policy process and remains dissatisfied with the response to the complaint, the stu¬ dent may appeal to the Graduate Council or to the School of Divinity Appeals Committee, whichever is appropriate, for academic matters and to the University Appeal Board for non-academic matters. Decisions by the University Appeal Board are subject to review by the Provost. The Provost may take whatever action he deems necessary and appropriate. The Provost’s conclusions and actions regarding the complaint are final.

Progress Review

When the M.A., M.S.N., M.Acc., M.B.A., or I.M.B.A. student has earned between 15 and 21 hours credit, the student and the adviser review progress to date and determine additional work to be completed for the degree. At this time the adviser and the student fill out and sign a midpoint checklist.

Application for Degree

A student must apply for the graduate degree during the semester preceding the final term of study. An appointment should be made with the adviser who will pro¬ vide appropriate forms to be filled out to obtain the degree. The adviser will validate the information on the application. It is the student’s responsibility to turn in the signed form to the Registrar. An $80.00 application for graduation fee is required; this includes the academic regalia, diploma, and administrative costs. Students sub¬ mitting applications after the published deadline must pay a $50 late fee.

Academic Information / 23

Commencement Exercises

Gardner- Webb conducts commencement exercises at the conclusion of the spring semester and at the conclusion of summer school. Each candidate for a degree must be present for rehearsal and for the conferring of degrees. The University is not obligated to grant a degree to any candidate for graduation who does not attend these exercises. Any exception to this policy must be approved in writing by the Provost.

Graduate Student Representation on The Graduate Council

The Graduate Council is the governing body for all graduate programs at Gardner- Webb except for the M.Div. and D. Min. degrees. Graduate students are represented each year on the Graduate Council by a representative who has voting privileges on the Council.

Honor Societies

Chi Sigma Iota

Membership in this International Counseling Academic and Professional Honor Society is one of the highest honors a Gardner- Webb graduate student in the coun¬ seling program can attain for academic excellence. To be eligible for membership, students must have completed 6 semester hours, have a 3.5 G.P.A. or higher, and be a student in good standing.

Sigma Tau Delta

Sigma Tau Delta, the international English honor society, creates camaraderie among English majors and minors, offers scholarships, provides publishing opportu¬ nities, and hosts a national conference where students can showcase their scholar¬ ship. Lifelong membership in Sigma Tau Delta is available to both undergraduate and graduate students who meet the organization’s rigorous requirements.

Catalog of Graduate Programs / 24

Student Life

Gardner- Webb University is committed to the education of the whole person. This includes the mind, the body and the spirit. To this end, the University consid¬ ers the student’s activities outside the classroom to be just as important as the class¬ room experiences. These activities and others help the student to develop social and interpersonal skills, deepen spiritual commitments, explore career opportunities, for¬ mulate a philosophy of life, develop leadership skills, and develop sound ethical and moral principles. The University supports and encourages student involvement in a variety of activities.

Athletics

Gardner-Webb Intramurals

The Gardner-Webb Intramural/Recreational Sports Program’s purpose is to actively encourage, provide, and promote recreational activities to enrich the qual¬ ity of physical, mental, spiritual, and social life for the Gardner-Webb “family.”

Intercollegiate

Gardner-Webb University is a member of the National Collegiate Athletic Association Division I. As a member of the Atlantic Sun Conference, teams com¬ pete in men’s and women’s basketball, baseball, men’s and women’s golf, men’s and women’s soccer, men’s and women’s cross-country, women’s volleyball, women’s soft¬ ball, men’s and women’s tennis and men’s and women’s track and field. As an asso¬ ciate member of the Big South Conference Gardner-Webb competes in football. Other university sponsored sports are wrestling and women’s swimming. In addition to NCAA I membership, Gardner-Webb belongs to the East Coast Atlantic Conference (ECAC).

Broyhill Adventure Course

The Broyhill Adventure Course is a unique outdoor adventure challenge complex that offers three experiential elements: the Alpine Tower II, the Carolina Straight Wall, and the Rescue Exercise (all built by Alpine Towers, Inc.). The combined ele¬ ments offer participants an opportunity to experience climbing and problem solving as a metaphor for accomplishing group goals and achieving personal growth. Participants are given tasks or obstacles to overcome and are then asked to make the connection between the experience and their everyday lives. The Broyhill Adventure Course is based on the “Challenge by Choice” philosophy which allows participants to choose the level of involvement with which they are comfortable.

Campus Ministries

While Gardner-Webb is committed to excellence in academics, it is equally com¬ mitted to the spiritual growth of each of its students. To encourage and challenge the University community in their Christian growth, the Campus Ministries staff:

•Offers pastoral care to students, faculty, administration, and staff.

•Provides vocational counseling and placement assistance to students interested in church-related vocations.

•Assists students in finding a place of worship as they seek a family of faith with which to affiliate.

The Office of Campus Ministries provides numerous opportunities for the spiritu¬ al development of each student. Through student ministry organizations, students are encouraged and challenged in personal discipleship, corporate worship, and life¬ changing ministry and mission experiences.

Student Life / 25

Counseling and Career Services

The Counseling Center provides personal and career counseling. Individuals are helped in developing constructive life plans, handling crisis situations, and coping with day-to-day problems. Programs and group counseling are available for special needs and interest issues. All counseling is confidential. On-campus services of the Counseling Center are made available at no additional cost to the student. Appointments can be made by contacting the Counseling Center. Referral to local community services may be made, if needed.

The Career Services Office is dedicated to serving Gardner- Webb students and alumni with an emphasis on two fundamental roles - aiding in career exploration and self-discovery and providing a myriad of resources to aid in the job search process. All Gardner- Webb students and alumni are eligible for career planning and placement services including use of SIGI-PLUS, a computerized guidance system, resume writing assistance, and job listing service. The Career Services Office also sponsors educational workshops, on-campus interviewing, and several career fairs throughout the year, again open to all current students and alumni.

The Career Services Office also administers an online resume referral and job list¬ ing service. For a complete listing of upcoming events and a current copy of the Jobs Bulletin, visit the website at www.careers.gardner-webb.edu. Bookmark the site and visit often, as the content of the site changes daily.

Employers are an integral part of career services. However, the Career Services Office reserves the right to refuse employers with discriminatory hiring practices. The office will also make decisions regarding third-person employers and on campus recruitment.

VOLUNTEERISM

The Office of Volunteerism exists to provide all members of the Gardner- Webb community with meaningful service opportunities. Each year Gardner- Webb stu¬ dents, faculty and staff volunteer their time and talents to the surrounding commu¬ nity through various campus wide programs sponsored by the Office of Volunteerism. These annual programs include the Volunteer Fair, canned food drive, Salvation Army Angel Tree, Make-A-Difference Day, and others.

In addition to providing campus wide service programs, the Office of Volunteerism also serves as a resource center and clearinghouse for volunteer infor¬ mation. Interested individuals and groups may visit the office to receive information on various on-going and one time service opportunities.

Noel Program forthe Disabled

The Noel Program for the Disabled provides support services to deaf, blind, and other identified disabled students.

In order to assess each disabled student’s needs and to provide the necessary sup¬ port services, professional documentation of a disability or disabilities must be fur¬ nished no later than three weeks prior to the beginning of services.

Residence Life

The University strives to make residential living attractive, comfortable and developmental in nature. All of the residence halls are air conditioned. Students should bring linens, pillow, and other items to personalize their room. It is strongly suggested that they consult with their roommate about decor and items they want to bring.

Residence halls open the day before registration each semester and close after classes at the end of the fall, spring and summer semesters. Residence halls close dur¬ ing Christmas break except for international students or those participating in

Catalog of Graduate Programs / 26

University sponsored events. Students must sign-up to stay during other breaks.

Room assignments are made through the Residence Life Office. Notification of room assignment will be made during the summer.

Each residence hall is staffed with an Area Director or Graduate Resident Director and Resident Advisors. The staff is available to assist students with a vari¬ ety of situations and concerns. All halls are equipped with laundry rooms and vend¬ ing machines for snacks and beverages. Each room has telephone and cable TV ser¬ vice with DC and International access convenient to all areas of campus. In addi¬ tion, the campus is wired for internet use and voice mail.

Campus Shop

The Campus Shop, located in the Charles I. Dover Campus Center, provides all books and materials needed by graduate students for their courses of study. Textbooks are delivered to students at off-campus centers.

University Police

The University Police department is a multi-functional service agency whose pri¬ mary purpose is to protect the University community and enforce regulations designed for safety and security of life and property. Full-time officers are profes¬ sionals who have been properly trained, certified, and commissioned. Services pro¬ vided by the department include traffic control, engraving for identification purpos¬ es, educational seminars, a 24-hour emergency number, vehicle entry service for “lock-outs,” vehicle “jump starts,” and escort service on campus. Officers patrol the entire campus on foot, on bicycles, and in marked/unmarked police vehicles. The department also employs students who are uniformed.

Vehicle Registration

All motorized vehicles operated on Gardner-Webb property must be registered with the University Police Office and display a valid permit. Graduate students can obtain permits for $30.00 during registrations, orientations, and regular business hours from the Office of University Police. A summer-only registration fee is $15. A parking regulations and restrictions manual is distributed with each permit. The University Police department is located in the Poston Center and operates on a 24- hour basis. The Poston Center also functions as a reception center Monday through Friday 8:00 A.M. until 10:00 P.M. and Sundays 2:00 P.M. until 10:00 P.M.

Identification Cards

Identification cards can be obtained from the University Police department. If a campus visit is not possible, cards can be obtained by sending a photo (passport size or larger) to the Graduate School, Graduate School of Business, or School of Divinity Office. Identification cards are issued to first time students free of charge, and replacement cards are available for $5.00. Identification cards are valid for the duration of a student’s enrollment at Gardner-Webb University

Student Activities

The Office of Student Activities is responsible for the educational and entertain¬ ment programming for the students at Gardner-Webb University. A'variety of pro¬ grams is offered to help and encourage the student to grow socially, culturally and spiritually. All students are encouraged to attend and take part in campus activities.

Student Life / 27

University Physical Development Complex

Gardner- Webb University offers students, faculty, and staff a facility furnished with the latest state-of-art cardiovascular equipment to improve comprehensive health and wellness. The Suttle Wellness Center, one of the areas in the University Physical Development Complex, also houses a complete game room for student enjoyment along with a TV viewing area and lounge for gathering with other stu¬ dents and friends. The Suttle Wellness Center, the Bost Gym and swimming pool, a full aerobics workout room, and a ffee-weight room make up the Complex. Students, faculty, and staff are encouraged to use this facility as a means of achieving overall physical well-being and recreation.

Cultural Life

Each year a variety of programs is offered for the cultural and intellectual enrich¬ ment of campus life.

The Department of Fine Arts brings outstanding artists and performers to the campus during the year. The Student Entertainment Association and the Student Government Association also schedule a number of events. Distinguished scholars in various fields are invited to the campus each year to provide lectures and semi¬ nars for the enrichment of the academic program.

There are also recitals in the Dover Theatre and in the O. Max Gardner Fine Arts Hall by members of the Fine Arts Department faculty and advanced students in music. Several choral and orchestral concerts are scheduled.

Plays presented by Gardner- Webb students and by visiting drama groups are also a feature of the University’s cultural offerings.

Student Guidelines, Expectations and Rights

Gardner- Webb University is a community of students, faculty and staff who are dedicated to learning and personal development in an environment of Christian concern. As in any community, certain standards of conduct are necessary to protect the safety, rights, health and general well-being of all members of the community. The University strives to promote concern for the good of the entire group as opposed to selfish individualism.

Each person whether student, faculty or staff voluntarily joins the University community and thus is expected to abide by rules and regulations that have been adopted to insure reasonable standards of conduct. The prohibited behavior code describes conduct which the University does not tolerate. By enrolling in the University, each student agrees to abide by University rules, regulations and expec¬ tations. The Board of Trustees has approved minimum penalties for certain of the prohibited behaviors. The University assures fundamental fairness to any student accused of involvement in prohibited behavior.

The Student Handbook describes the prohibited behavior code and the judicial process used in the event that a student becomes involved in prohibited behavior. The Handbook is distributed during orientation, at which time student rights, responsibilities and expectations are explained in greater detail. The Handbook is also available at the offices of Student Development.

Gardner- Webb University supports and is fully committed to the concept of a drug and alcohol free campus community. In order to comply with the Drug-Free Schools and Communities Act Amendments of 1989, Gardner- Webb publishes the following and makes it available to each student.

(1) The unlawful manufacture, distribution, dispensing, possession or use of controlled substances such as but not limited to the following:

Catalog of Graduate Programs / 28

Narcotics (heroin, morphine, etc.)

Cannabis (marijuana, hashish, etc.)

Stimulants (cocaine, diet pills, etc.)

Depressants (tranquilizers, etc.)

Hallucinogens (PCP, LSD, designer drugs, etc.)

Designer (MDA, MDA-known as ecstasy, ice, etc.)

Alcohol

is prohibited by students on Gardner- Webb University’s property or as any part of the university’s activities. As a condition of enrollment, Gardner-Webb University students will abide by these terms.

(2) Gardner-Webb will impose disciplinary sanctions on students who violate the terms of paragraph 1, above. Upon conviction, the appropriate disciplinary action, up to and including expulsion from the University and/or satisfactory par¬ ticipation in a drug and alcohol abuse assistance or rehabilitation program approved for such purposes by a Federal, State, or local health, law enforcement, or other appropriate agency, will be taken. More specific penalties are outlined in the Gardner-Webb University Student Handbook. Violations may also be referred to the appropriate civil authorities for prosecution under local, state, and federal law.

(3) Local, state, and federal laws prohibit the possession, and distribution of illicit drugs, alcohol and weapons. The applicable legal sanctions for various offens¬ es are listed in the North Carolina Criminal Law and Procedure book, a reference copy of which is maintained by the University’s Campus Police Department.

(4) Information describing the health risks associated with the illicit drugs and abuse of alcohol is made available to all students. Additional information and individual counseling is available through the University’s Counseling Center. If necessary and at the student’s expense, referral can be made to an outside agency.

(5) Local, state and federal law prohibits the possession of weapons on cam¬ pus. These laws supersede any statutes which allow the possession of a concealed weapon by permit. G.S. 14.269.2

Student Life / 29

Catalog of Graduate Programs / 30

Finances and Financial Aid

Gardner- Webb University offers graduate programs of high quality which prepare students for professional careers. Tuition and fees are kept at reasonable rates and are competitive with the leading universities in the region.

Tuition forthe 2003 - 2004 Academic Year

Graduate School

M.A., M.S., Ed.S. Programs $230/hr

Ed.D. Program $270/hr

Graduate School of Business

M.B.A., I.M.B.A., M.Acc. Programs $260/hr

M. Christopher White School of Divinity

M.Div. Program $225/hr

D.Min. Program $270/hr

Expenses

Application Fee (non-refundable) . $25.00

Late Registration Fee . >•• • $50.00

Transcript Fee (per copy) . $5.00

Replacement of I.D. card . $5.00

Automobile Registration (per year) . $30.00

Audit Fee (per course) . $100.00

Challenge Examination and

Examination for Advanced Standing Course Credit (per course) $150.00

School of Divinity Advanced Standing Exam Fee . $100.00

Graduation Application Fee . $80.00

Late Graduation Application Fee . $50.00

Private music instruction: piano, voice, organ, and/or instrumental

One 1/2 hour lesson/wk . $170.00

Two 1/2 hour lessons/wk . $270.00

(More than two lessons per week will be billed at $100 per half hour of additional instruction time.)

Student Activity Fee, per semester for all M.Div students . $20.00

(Payable to GWU School of Divinity)

School of Divinity

Clinical Pastoral Education (CPE)

Payment to accredited providers of CPE is the responsibility of the student. This payment is to be' made through the Gardner- Webb University Business Office. Registration for course credit for DSPC 200 is through the School of Divinity. Applicable scholarships are available to the student through the Director of Admissions.

Finances and Financial Aid / 31

Room and Board

Option 1 - Full-time residents - Double occupancy room with board plan $2,570 per semester.

Option 2 - Part-time residents - Double occupancy.

A. Overnight accommodation - rate per night - $15.

B. One night per week - per semester $225.

C. Two nights per week - per semester $450.

Each of the Option 2 plans is subject to space availability in the Residence Halls.

Option 3 Those who wish to live off-campus may inquire at the School of Divinity about availability and price of off-campus housing.

Option 4 Limited married student housing is available on a first-come, first-serve basis.

Individuals may contact the Director of Admissions for the School of Divinity for more information.

Commuters and part-time resident students may purchase meal tickets or indi¬ vidual meals from the University food service.

School of Divinity Deposit

Advanced Deposit: Upon notification of admission to the School of Divinity, an applicant should submit a non-refimdable deposit of $150 to confirm his/her inten¬ tion to attend the School of Divinity.

Balance of Account: The balance of the charges for the semester is due prior to enrolling for class. Those who cannot pay their accounts in full must make satisfac¬ tory financial arrangements with the University Business Office to obtain clearance to register.

Charge Reduction Policy for Class Withdrawal

Registration in any graduate program is considered a contract binding the student for charges for the entire semester. However, it is the policy of Gardner- Webb University to give pro-rata charge reductions through 60% of the enrollment peri¬ od in the event a student OFFICIALLY WITHDRAWS from class(es). In order to withdraw officially, the student must contact the Registrar in person or by phone at 704-406-3966. Withdrawal must be completed prior to the end of the semester in order to be official.

Reductions will be computed on total charges for tuition, room and board but not on fees and textbooks. Students leaving for disciplinary reasons will not be eligible for any reduction and will be liable for the entire semester’s charges. For purposes of interpreting this policy the pro-rata charge reduction percentage is equal to the number of calendar days (includes weekends) remaining in the semester divided by the number of calendar days in the semester. No charge reductions will be given after the 60% period of enrollment for the semester.

When a student’s charges are reduced, Federal, State, Institutional and Non-insti- tutional Aid will be adjusted in accordance with the regulations governing the respective programs. Please contact the University Business Office for current regu¬ lations concerning these programs. Leaving the University without officially with¬ drawing may result in a student’s forfeiting all financial aid and, thus, becoming responsible for the entire balance.

Catalog of Graduate Programs 1 32

Delinquent Student Accounts

A student with outstanding financial obligations may be prevented from register- ing for the following semester. A student will not be allowed to participate in com¬ mencement exercises or receive a diploma, nor will transcripts be released, until all financial obligations are satisfied. Delinquent accounts may be referred to collection agencies and/or credit bureaus. Financial obligations include, but are not limited to, student account balance, parking, disciplinary and library fines, and returned checks.

Financial Assistance

Graduate School (M A, M.S., Ed.S., Ed.D. Programs)

Financial Aid

Some school systems, medical centers and businesses assist Gardner- Webb grad¬ uate students in the payment of tuition and fees. Prospective students should inquire in their central offices as to the availability of such funds. Stafford Student Loans are also available to graduate students, as well as work study awards on a limited basis. The Financial Planning Office can provide details, but interested students should apply well in advance of the date of initiation of their graduate program.

Assistantships

Financial assistance in the form of assistantships is available on a limited basis to on-campus graduate students. Inquiries may be made with the department in which the student intends to enroll or in the Graduate School Office.

Goals For Graduate Assistantships

1. Provide financial assistance and beneficial, appropriate work opportunities for academically strong graduate students.

2. Provide mature work assistance to academic programs, academic offices, and athletic programs.

Policies for Assistantships

1. Applications for assistantships may be obtained from and submitted to the Graduate School Office.

2. Awards are available for the academic year and the summer term to those students carry¬ ing a full-time academic load. They are renewable for up to three years.

3. Each department will select the individual recipients of the awards and be responsible for assigning work duties. Graduate assistants may not be assigned additional assistantship duties by any other department of the University.

4. Recipients of fellowships and/or scholarships may also receive assistantships.

5. Individual assistantship contracts must be re-evaluated yearly.

6. Service related to assistantships should follow the academic schedule and may not exceed 25 hours per week.

7. Students who are employed full time are not eligible for assistantships.

Graduate Education Scholarship

Each fall a scholarship is awarded to a new student in one of the education grad¬ uate programs. The scholarship provides full tuition remission for graduate courses in the student’s program. For an application, contact the Graduate School Office. Students from under-represented populations are encouraged to apply.

Finances and Financial Aid / 33

GravetT'Johnson Professional Travel Endowment Fund

Established December 2001 by Dr. Darlene J. Gravett in memory of her parents, Arthur W. and Nadine M. Johnson, this hind provides a limited amount of money to help pay expenses for graduate students in English or English education who trav¬ el to professional conferences to make presentations. Apply through the department

M.S.N. Scholarships:

The North Carolina Master’s Nurse Scholars Program P.O.Box 14223

Research Triangle Park, NC 27709 (919) 549-8614 (800) 700-1775 G.P.A. required: 3.0

Repaid by working as a master’s prepared nurse or teaching in a nurse education program in North Carolina for one year for each year of Master’s Nurse Scholars Program funding.

Foundation for the Carolinas

1043 E. Morehead St.

Charlotte, NC 28204 G.P.A. required: 3.0

Only for residents of North and South Carolina

NC Health, Sciences and Math Scholarships

North Carolina Office of Budget and Management

116 W. Jones St. Suite 2054

Raleigh, NC 27611

(919) 733-2164

Amount: $500-$6000

G.P.A. required: 0

Restricted to residents of North Carolina attending any US college or university.

May be considered a loan that can be repaid or forgiven under a program where the student works at a specified facility for a specified amount of time.

National League for Nursing

1043 E. Morehead St., Suite 100 PO Box 34769 Charlotte, NC 28204 (704) 376-9541 Fax: (704) 376-1243

Graduate School of Business (M.B.A., I.M.B.A. andMAcc. Programs)

Private Sources

Many companies and foundations offer assistance to students based on a variety of qualifications. Students should investigate policies of their employers as well as check with local civic organizations to determine availability of such funds.

Catalog of Graduate Programs / 34

Stafford Loan

Subsidized, low-interest loan for eligible students who demonstrate financial need. Students make no payment while enrolled at least half-time and during the six-month grace period after graduation. Application materials and information are available at the Financial Planning Office (704) 406-4243.

Graduate Assistant

Awards are available for the academic year and the summer semesters to students who assist professors in research, teaching, and related academic responsibilities. Students must carry a full-time academic load.

Work Study

Positions are available having varied duties supporting daily operations in acade¬ mic and non-academic departments.

Deferred Payment Plan

Initial payment is one-third of the amount due when registering, including a small deferred payment charge, with the remaining balance in two equal payments.

M. Christopher White School of Divinity (M.Drv. Program)

Financial assistance in the form of scholarships and assistantships is available. Inquiries should be made through the Director of Admissions for the School of Divinity.

Annual Scholarships

Baptist State Convention of North Carolina Grants: Grants of up to $9,000 for a degree program are provided to students by the Baptist State Convention of North Carolina. The recipient must be Baptist, a member in good standing of a church cooperating with the Baptist State Convention of North Carolina, and take a min¬ imum of six hours per semester. Policies and application forms are available through the Director of Admissions for the School of Divinity.

South Carolina Baptist Convention Scholarship: Full-time South Carolina students are eligible to apply each year for this scholarship. Students are to write to Dr. Carlisle Driggers, Executive Director-Treasurer, General Board of the South Carolina Baptist Convention, 907 Richland Street, Columbia, SC 29201 for appli¬ cations.

Cooperative Baptist Fellowship Scholarships

Scholarships are available through the Cooperative Baptist Fellowship (CBF) and are based on financial need, commitment to serve in Baptist life in keeping with the mission strategy of the Cooperative Baptist Fellowship, and potential success in the¬ ological education. Applications and CBF Mission Statements are available from the Admissions Office at the School of Divinity.

Endowed Scholarships

Christian Service Organization Graduate Scholarships

As part of the overall endowment corpus of the Christian Service Organization, the following scholarships have been funded:

A. Donald and Hazel H. Allen Scholarship: Funded by Mr. and Mrs. Donald Allen of Shelby, N.C., to support divinity school students.

Allen-Ginn-Elliott Scholarship: Established in 1994, this scholarship commemorates the special relationship between the Lawson Allen family, the Leonard Allen fami-

Finances and Financial Aid / 35

ly, the Charles Ginn family, the Phil Elliott family and Gardner- Webb University.

Herman A. and Ellen B. Beam Scholarship: Established in 1997 by Ellen Baxter Beam of Fallston, N.C.

C. David Boan CSO Scholarship: Established in 2002 by Dr. David Boan, who is an alumnus of Gardner- Webb. Dr. Boan currently serves as the Director of Church Relations with Gardner- Webb University.

Cline W. and Doris Borders Scholarship: Established in 2000 by Cline and Doris Borders. Reverend Borders served as the Director of Missions for the Kings Mountain Baptist Association for many years prior to his retirement.

Curtis and Joyce Braswell: Established in 1999 by Mr. and Mrs. Curtis Braswell of Columbia, S.C. Their son was one of the first graduates of the M. Christopher White School of Divinity.

T. F. and Doris M. Bridges Scholarship: T.F. and Doris M. Bridges established this scholarship in 1999 to express their commitment to Christian higher education and the values held by Gardner- Webb University.

Mattie T. Christopher and EttaS. Butterworth Scholarship: Established in 1995 by A. Donald and Joyce A. Christopher of Wilmington, N.C., in honor of Mrs. Etta S. Butterworth and in memory of Mrs. Mattie T. Christopher, mothers of the donors.

Cleo P. and James E. Chadwell Scholarship: Established in 2000 by Mrs. Cleo Chadwell of Shelby, N.C. in memory of her husband James.

Kenneth Howard Cole Memorial Scholarship: Established in 1996 by Lucille Hamner Cole of Shreveport, Louisiana, in memory of her husband. Family members have added to the endowment corpus.

Donald E. and Kaye A. Cook Scholarship: Established in 2000 by the University to honor the retirement of Dr. Cook, Distinguished Professor of New Testament Interpretation in the divinity school. Dr. Cook passed away in November 2001.

J. Hugh and Mildred Cornwell Scholarship: Established in 1996 by Mr. and Mrs. Hugh Cornwell of Forest City, N.C.

Ralph W. and Sybil Y. Dixon, Sr. Scholarship: Established in 1996 by Mr. and Mrs. Ralph W. Dixon, Sr. of Fallston, N.C.

Double Shoals Baptist Church Scholarship: This scholarship was established by the members of Double Shoals Baptist Church of Cleveland County, N.C.

Charles W. “Buddy” Freeman Scholarship: Established in 1993 by friends of Buddy Freeman, Gardner- Webb alumnus.

Stephen Burgess Greene Memorial Scholarship: Established in 1994 by Rush and Margaret Greene in memory of their son.

George Edgar and Jennie Lee Hampton Memorial Scholarship: Established in 2001 by Howard Glenn and Lucille Hampton Daniel of Rutherford County to honor the memory of Dr. Daniel’s parents.

Russell L. and Lillie M. Hinton Scholarship: Established by Mrs. Lillie Hinton in memory of her husband, a noted pastor in Cleveland County, N.C.

H.S. and Sandra Keeter, Jr. Scholarship: Established in 1998 by Mr. Keeter, a Gardner- Webb trustee and Mrs. Keeter, a Gardner- Webb alumnae.

.Bobby Joe and Betty B. Kendrick Scholarship: Established in 1995 by Mr. and Mrs. Bobby Joe Kendrick of Shelby, N.C.

Robert L. and Rhea Lamb Scholarship: Established by Dr. and Mrs. Lamb to provide financial assistance for divinity students. Dr. Lamb was the founding Dean of the School of Divinity and has been honored as Dean Emeritus.

Roland and Lois Leath Scholarship: Initiated in 1997 and funded by friends of Roland and Lois Leath of Shelby, N.C.

Robert H. and Betty Lutz Scholarship: Established in 1995 and funded by the Lutz Foundation of Cliffside, N.C. the scholarship honors Mr. and Mrs. Robert H Lutz of Shelby, N.C.

Robert Harold and Betty Jolley Lutz Scholarship-. Established and funded by Mr. and

Catalog of Graduate Programs / 36

Mrs. Robert H. Lutz of Shelby, N.C., longtime supporters of the Christian Service Organization.

Thomas W. and Elene C. Martin Scholarship: Established in 1995 by Mr and Mrs Martin of Lattimore, N.C.

Mdnnis-Smilh-Bcst Scholarship-. Initiated in 1993 by Herman and Margaret Best of Shelby, N.C. in memory of the Reverend Neill Mclnnis, father of Mrs. Best, and in honor of the Reverends Rockwell Smith and David Herman Best, brother-in-law and son of the Bests.

Robert G. and Mary Francis Moore Scholarship: Established by R.G. and Mary Francis Moore of Cliffside, N.C.

Don and Becky Morgan Memorial Scholarship: Initiated in 1998 by Dr. Robert E. Morgan, Professor Emeritus of Gardner- Webb, in memory of his brother and sister- in- law.

Gilbert and Sue Morgan Memorial Scholarship: Initiated in 1998 by Dr. Robert E Morgan, Professor Emeritus of Gardner-Webb, in memory of his father and mother James A. and Ganell Pittman Scholarship-. The Reverend and Mrs. James A. Pittman of Roanoke Rapids, N.C. established this scholarship in 1994.

Charles H. and Jo B. Rabon Scholarship: This scholarship was initiated in 1995 bv highe^ education5 ^ ^ ^ ^ Rab°n in bonor of their commitment to Christian

T Jamts R' RobkM; Robbins Scholarship: Established in 1994 by Mr. and Mrs. James E. Robbins of Rutherford County.

EdwaTH q' and R!cha?t0n Sess0m SchokrskP- The Reverend and Mrs.

Cleveland County established this scholarship in 1994.

StSfcrfiSSSfe Sdu,k,‘kp: E*t,b'“hed to 1996 b* Mr' “d M"' “l*

Addie Crotts Sparks Memorial Scholarship-. Initiated in 1996 by Carl and Faye Spangler to honor the memory of Faye’s mother, Mrs. Addie Crotts Sparks.

Foster C Pluto Sprinkle Memorial Scholarship-. Established in 2000 by Anita Sprinkle Roberts of Shelby, N.C. to honor the memory of her father.

RafeilTr T u Mok?shipJ Established to 1998 by Mrs. Stuart W. Upchurch of Raleigh, N.C., to honor her former pastor Dr. R. Wayne Stacy.

Hen™ C CT '"t N?r L' Tu^ Famiiy SchokrshiP: The descendants of Mr. and Mrs. Henry C. Taylor of Connelly Springs, N.C., established this scholarship in 1994 as an act of appreciation for their Christian lives.

oSh k^tter^Sch°krskp- Established in 1994 by members of First Baptist

retired ' N'Q’ ^ scholarshiP honors their pastor, Dr. Watterson, on his

retirement for his years of ministry.

Chris Wbire^wf Unda R F** Sch°krshiP: Established in 1993 by Dr. and Mrs. 2002! ^ ^ WhlK SelVed 35 President of Gardner-Webb University from 1986-

Wilson Sunday Schod Class of First Ghurch, Shelby, N.C., established this scholarship in 1995.

Other Christian Service Organization Qraduate Scholarships: SaSeTMPerry«1;nf EcholarshiP> Anderson “Andy” and Shirley S. Blanton Essie DMDavisSM ° afShT qRi? “ c “d Ray Comwe11 Scholarship, John Ed and Schoi?™to w/mem0^la SJcholarshiP- TW. Gantt, Jr. and Mrs. Edna R. Gantt Scholarship' S T/t ^ ^ ScholarshiP- LT' Hamrick Memorial ienl-to U C acnd7/ne,r Ivester Memorial Scholarship, Reverend James L.

H anH nem°rc xS,ch°larship. Mildred Johnson Endowed Scholarship, Roger ScS?mCe, uM1fe Scholarship, R. Thad Parsons, III Scholarship, Rev Setlfoi^ Rlizabeth ^ebb Plyfer Scholarship, R.E. and Bonnie R.

TavW an^ r P; ?™Ce and Dlanne Rabon Scholarship, Lester and Bertie Taylor and Carl and Frances Shook Scholarship, Tri-City Concrete

Finances and Financial Aid / 37

Scholarship W' ^ MdiSSa K'Whke SchoIarshiP’ R°V and Joyce Wyatt

School of Divinity Endowed Scholarships

In 1993 Gardner- Webb University established the M. Christopher White School ot Divinity to provide graduate level professional education for ministers. As part of the overall endowment corpus the following scholarships have been funded:

Baptist State Convention of North Carolina: Established in 1996 by action of the Baptist State Convention, the trust provides scholarships for students in the School of Divinity. Recipients must be residents of North Carolina and members of Baptist churches cooperating with the Baptist State Convention Thomas Hudson and Penelope Patter Biles Memorial Scholarship : This scholarship was mitiated in 1997 by Dr. Paul Biles, the son of Mr. and Mrs. Thomas Hudson

Robi^Rli “"if Kfarn Bklock’Jlr^olaph‘P: Established in 1996 by Mr. and Mrs. Cornty, N C k °f GaSt°ma’ HQ Preference is g^en to students from Gaston

PaS'laStr ‘ Z Sclr^Shtp: ^Wished in 1996 by Mrs. Helen J. Smith of

J n" ' p““' D“d Bom' ” ■lu”-

‘n 1W7 Mr‘ “d Mn- ^

of Firll R »nrr°?kclCh0t %^™ySLh^ship: Established in 2002 by the members nf rlrl i r C^ch of Rutherfordton to express gratitude for the life and legacy

ru, “d fo^en“,

J. Harold and Peggy Craig Scholarship : Established in 1 995 by the Penelope Baptist

The sch °f N,f rn h0n0[ °f J' Har°ld &aig and in memory °f Mrs. Craig.

The scholarship provides financial assistance to students in sacred music

Z. FalWShSRC ' MlS Sch°krshlp: Initiated in 1993 bV Mr- and Mrs. Robert Charles and Carolyn Horton Scholarship : Established in 1999 by family and friends of Charles and Carolyn Horton. For many years Dr. Horton was pastor of the College Park Baptist Church in Orlando, FL. P r or the

John and Jean Lewis Scholarship: Established in 2001 by members of Fir«- r3,„c, JCeanLe\WsRalel8h’ N‘<^’ th‘S scholarshiP honors the ministry and lives of Johnmd

t ooT^M,C“ L“ Scholarship: This scholarship was initiated in

1993 by Boiling Springs Baptist Church of Boiling Springs, N.C.; in honor of Dr Linnens, who was pastor of the church for many years. First preference is given to students from Boiling Springs Baptist Church, with second preference given to stu¬ dents from other churches in the Kings Mountain Baptist Association Elizabeth, Pat and Tommy McClain Scholarship : This scholarship was established in 2002 by the members of First Baptist Church of Rutherfordton to express gratitude for the life and legacy of Elizabeth, Pat and Tommy McClain. The scholarship ben! efits first and foremost students from Rutherford County

Ira McCluney Memorial Scholarship: This scholarship was established in 2000 by Mrs. Jessie McCluney Wallace to honor the memory of her father, Ira McClunev and to express her commitment to Christian theological education V

Bet tie and Ray Morris School of Divinity Scholarship: This scholarship was estab¬ lished in 2002 by the members of First Baptist Church of Rutherfordton to express

William T. and Mabel Hate Nolen Scholarship: This scholarship w 2000 by Mr. and Mrs. W.T. Nolen of Gastonia, N.C.

ip was established ii

Catalog of Graduate Programs / 38

Penelope Baptist Church Scholarships: Established in 1993 by the Penelope Baptist Church of Hickory, N.C.

Frances and Bob Riley Scholarship: This scholarship was established in 1993 by April and Garland Bolejack of Shelby, N.C. to honor April’s parents, Frances and Bob Riley.

Carl M. and Fannie K. Spangler Christian Education Scholarship: This scholarship was established in 1992 in memory of Carl M. Spangler and in honor of Fannie K. Spangler by their children.

Springdale Baptist Church - Reverend Paul Bullington Scholarship: Initiated by the Springvale Baptist Church of Lugoff, S.C., in 1998.

H. Straughan and Eloise Brown Stokes Memorial Scholarship: This scholarship was established in 2000 by Mr. and Mrs. Henry B. Stokes of Winston-Salem, N.C., to honor the memory of H. Straughan and Eloise Brown Stokes.

Undenvood-Watson Scholarship: Established in 1994 by the Reverend James A. Pittman and his wife Ganell of Roanoke Rapids, N.C., the scholarship honors two professors who made a lasting impression on him during his student years at Mars Hill College. The scholarship honors Dr. Evelyn Underwood and Mrs. Elizabeth Watson.

Ed and Laura Anne Vick Travel Fund: Initiated in 2000 by Mr. and Mrs. C.E. Vick, Jr., of Raleigh, N.C., to provide scholarship to worthy and needy students to partic¬ ipate in the Biblical Studies Travel Study Program.

Roy O. Warren and Juanita H. Warren Christian Educational Fund: Roy Warren left the bulk of his estate to First Baptist Church, Winston-Salem, N.C., for the purpose of establishing this fund. It was initiated in 1999 to provide assistance for Baptist stu¬ dents with financial need, with preference given to students who are members of First Baptist Church, Winston-Salem.

Joe C. and Estilla M cSwain Washburn Memorial Scholarship: Established in 1993 by various descendants of Joe C. and Estilla McSwain Washburn of the Double Springs Community of Cleveland County, North Carolina.

W. Wyan and Emily D. Washburn Scholarship: Dr. and Mrs. Wyan Washburn of Boiling Springs, N.C., established this scholarship in 1993. Dr. Washburn served as the University physician for many years.

Carlos L. and Constance C. Young Scholarship: Established in 1993 by Mr. and Mrs. Carlos L. Young of Shelby, N.C.

H. Fields and Ruth B. Young, Jr. Scholarship: Established in 1993 by Mrs. H. Fields Young, Jr. of Shelby, N.C., in memory of her husband. Mrs. Fields passed away in December 2002.

H. Fields and Margaret B. Young, III Scholarships: Established in 1999, 2000 and 2001 by Mr. and Mrs. Young of Shelby, N.C. Mr. Young is a trustee and served as chair of the University’s most successful capital campaign.

Other School of Divinity Scholarships:

First Baptist Church of Shelby, NC, Fred and Jean Mauney School of Divinity Church Music Scholarship, J.L. and Nettie McCluney Scholarship, Nations Ford Community Church Scholarship, Robert E. “Zeke” and Virginia Phillips Scholarship, Ann King Rouse Endowed Scholarship Fund, Wade R. and Sophie S. Shepherd Scholarship Fund, M. Christopher and Linda F. White School of Divinity Scholarship

Matching Scholarship Program:

Scholarships for students who reside outside of North Carolina are available. The recipient must be a member in good standing of a Baptist church affiliated with the Southern Baptist Convention and/or the Cooperative Baptist Fellowship. The church must provide a scholarship to the School of Divinity for the student. These

Finances and Financial Aid / 39

scholarships provide assistance of up to $3,600 toward the cost of the degree program to participating students. Policies and application forms are available through the School of Divinity Admissions Office.

Financial Supporters :

The M. Christopher White School of Divinity is dependent upon the financial support of numerous individuals, churches, and businesses. This support allows the School of Divinity to keep the tuition low. Some of the supporting churches are as follows:

Alexander Baptist Church,

Alexander Mills, NC Berea Baptist Church, Greenville, NC Boiling Springs Baptist Church,

Boiling Springs, NC Brentwood Baptist Church,

High Point, NC Calvin Heights Baptist Church,

Morganton, NC Camps Creek Baptist Church,

Mooresboro, NC

Carmel Baptist Church, Charlotte, NC Chadboum Baptist Church,

Chadboum, NC Double Shoals Baptist Church,

Lawndale, NC

Double Springs Baptist Church, Shelby, NC Elizabeth Baptist Church, Shelby, NC Emorywood Baptist Church,

High Point, NC

First Baptist Church, Asheville, NC First Baptist Church, Boone, NC First Baptist Church, Clarkton, NC First Baptist Church, Enfield, NC First Baptist Church, Fayetteville, NC First Baptist Church, Forest City, NC First Baptist Church, Gaffney, SC First Baptist Church, Gastonia, NC First Baptist Church, Goldsboro, NC First Baptist Church, Greensboro, NC First Baptist Church, Greenville, SC First Baptist Church, Hickory, NC First Baptist Church, Laurinburg, NC First Baptist Church, Lenoir, NC First Baptist Church, Lumberton, NC First Baptist Church, Morganton, NC

First Baptist Church, Raleigh, NC First Baptist Church,

Rutherfordton, NC First Baptist Church, Sanford, NC First Baptist Church, Shelby, NC First Baptist Church,

Southern Pines, NC First Baptist Church, Spindale, NC First Baptist Church, Spruce Pine, NC First Baptist Church, Statesville, NC First Baptist Church, Sylva, NC First Baptist Church, Tryon, NC First Baptist Church, Wadesboro, NC First Baptist Church, Wilson, NC First Baptist Church,

Winston-Salem, NC Flint Hill Baptist Church, Shelby, NC Green Hill Baptist Church, Rutherfordton, NC Grove Park Baptist Church,

Clinton, NC

Holly Springs Baptist Church, Rutherfordton, NC Jersey Baptist Church, Linwood, NC Knollwood Baptist Church, Winston-Salem, NC Lakeside Baptist Church,

Rocky Mount, NC Lakewood Baptist Church,

Durham, NC

Lattimore Baptist Church, Lattimore, NC Lavonia Baptist Church,

Mooresboro, NC

Lawndale Baptist Church, Lawndale, NC Momeyer Baptist Church,

Nashville, NC

Nations Ford Baptist Church, Charlotte, NC

New Bethel Baptist Church, Lawndale, NC

Norman’s Grove Baptist Church, Lawndale, NC

Patterson Grove Baptist Church, Kings Mountain, NC

Penelope Baptist Church, Hickory, NC

Pleasant Ridge Baptist Church, Shelby, NC

Providence Baptist Church, Charlotte, NC

Ramoth Gilead Baptist Church, Elizabeth City, NC

Shadybrook Baptist Church, Kannapolis, NC

Snyder Memorial Baptist Church, Fayetteville, NC

Southport Baptist Church, Southport, NC Spencer Baptist Church,

Spindale, NC

Trinity Baptist Church, Benson, NC University Baptist Church,

Chapel Hill, NC West Asheville Baptist Church,

Asheville, NC Westview Baptist Church,

Shelby, NC

Wilson Baptist Church, Wilson, NC Yadkin Baptist Church,

Statesville, NC

Zion Baptist Church, Shelby, NC

The Graduate School / 41

The Graduate School

The Purpose of the Graduate School

The purpose of the Graduate School is to provide high quality graduate programs to students who hold bachelor’s degrees from regionally accredited institutions and who are, for the most part, full-time professionals (teachers, counselors, administra¬ tors) working in their fields. The curricula emphasize independent, critical thinking; effective communication; and the importance of the educator/counselor/nurse as theorist and practitioner.

The Graduate School is administered through the Graduate School Office, under the supervision of the Dean of the Graduate School. This office is responsible for the overall coordination of graduate programs leading to master’s degrees in Mental Health Counseling, Elementary Education, English, English Education, Middle Grades Education, Nursing, School Administration, School Counseling, Sport Science and Pedagogy and a doctoral program in Educational Leadership. The Dean of the Graduate School also administers the graduate assistantship program.

Goals

In order to fulfill its purpose, the Graduate School has the following goals:

1. To ensure that students receive high quality instruction from graduate faculty who encourage independent thinking, who integrate current trends and research into the classroom, and who model the professional as theorist and practitioner.

2. To ensure that the curricula for the various graduate programs provide students with both depth and breadth of content.

3. To ensure that students receive accurate, timely, and helpful advising information.

4. To ensure that graduate assistants are being used in a way that will increase skills and knowledge in their respective fields.

Admission Procedures (Ed.D. applicants see pg. 75 )

Application materials are available from the Graduate School Office. Students may enter at the beginning of any semester or summer term. To apply for initial admission to graduate study, the applicant should:

1 . Submit an application to the Graduate School Office, Gardner- Webb University with a $25 non-refundable processing fee.

2. Arrange for an official transcript of all previous academic work beyond the high school to be sent directly from each institution attended. The Privacy Act requires that each stu¬ dent request in writing that transcripts be released to the Graduate School Office. (Use form provided with application.)

3. Arrange for submission of scores on either the Graduate Record Examination, PRAXIS II Suhject Assessment, or Miller Analogies Test.

4. Submit three professional references on graduate reference forms.

5. For appropriate programs provide evidence of A level North Carolina Teacher’s license or equivalent.

When all documents have been received, they will be evaluated by the Dean of the Graduate School and the chair or coordinator of the program area. The appli¬ cant will be notified of the decision. Prospective counseling majors must schedule an interview with the appropriate faculty members before formal admission. (See

Catalog of Graduate Programs / 42

descriptions of those programs for additional admissions requirements.) Students are notified of their admission status as soon as possible after completing the admis¬ sions process. Because of the confidential nature of some items of information required for admission, the University reserves the right to reject any applicant without stating a reason.

International Students follow the usual procedure for admission with these exceptions:

1. Transcripts must first be submitted to World Education Services for evaluation before being mailed to the Graduate School Office. Application for WES evalutions may be found in the Graduate School office or online at www.WES.org.

2. A satisfactory TOEFL score must be submitted unless English is the native tongue.

3. A Gardner- Webb form, Statement of Financial Responsibility, must be filled out, signed, and accompanied by a letter from student’s or sponsor’s bank showing amount to cover one year of graduate study.

4. Once the student’s file is completed and an admissions decision has been made, the Graduate School Office will send the student an 120 Form, enabling the student to apply for a visa.

Types of Admission Status

Admission for graduate study at Gardner- Webb University is granted in the fol¬ lowing categories.

FullAdmission

An applicant who meets all criteria for admission to the Master of Arts degree program is granted full admission. These requirements include the following: a bach¬ elor’s degree from a regionally accredited institution of higher learning with a min¬ imum 2.50 grade point average; an A level teaching license or equivalent for those who are pursuing a graduate degree leading to graduate level licensure; satisfactory scores on either the Graduate Record Examination, PRAXIS, or the Miller Analogies Test; and three positive letters of evaluation (see the Counseling and Nursing Programs for additional requirements).

Provisional

An applicant who does not meet the formal requirements for full admission to a degree program may be granted provisional admission. A student admitted with pro¬ visional status must meet any conditions attached to his/her admission before being granted full admission. Deficiencies may include lack of undergraduate course pre¬ requisites, low test scores, low undergraduate grade point average, or the need to complete student teaching or teacher licensure. No student may be admitted to a degree program who has a grade point average lower than 2.25 on all college work attempted or the last 64 hours of undergraduate work attempted.

Special

A student entering a graduate program to take courses for professional or career enhancement as a non-degree seeker is granted special admission. A maximum of six semester hours may be taken as a special student and applied toward a'master of arts degree at Gardner- Webb.

Initial “A” Level Licensure: Applicants who hold a baccalaureate degree but who do not hold a North Carolina “A” level Teacher’s License or its equivalent may

The Graduate School Admission Procedures / 43

apply for admission as Special Students to the approved Program for Teacher Licensure. The School of Education and the appropriate department offering the specialty studies will evaluate all undergraduate work.

Graduate Level Licensure: In some programs, students may pursue graduate level licensure without pursuing a graduate degree. Applicants who have earned a master’s degree and who wish to earn a graduate level license in an additional area of specialization may apply for admission as Special Students. An evaluation of undergraduate and graduate work is required to determine courses necessary for grad¬ uate level licensure. Students must successfully complete the appropriate specialty area portion of the PRAXIS.

Public School Personnel: Public school teachers applying for the first time for courses solely for “A” level license renewal credit may be admitted as Special Students by completing the Graduate School application form and by presenting an official transcript showing completion of the bachelor’s degree. If, however, credit is to be applied to a graduate degree, the student must make specific application for this credit before the completion of six hours, as well as meet all requirements for admission as a graduate degree student. Public school teachers and administrators applying for the first time for courses solely for graduate level license renewal credit may be admitted as Special Students by completing the Graduate School applica¬ tion and by filing an official transcript showing completion of the master’s degree.

Transient

Transient status is assigned to an applicant from another recognized graduate institution who desires enrollment at Gardner- Webb to take courses for transfer to the institution in which he or she is enrolled as a degree candidate. A transient stu¬ dent must submit an application for admission and a letter from the dean or direc¬ tor of the program in which he or she is regularly enrolled indicating good standing.

Applicant

An applicant to a graduate program may be granted permission to register for one semester of course work prior to the completion of the admission procedure. Credit earned will be considered graduate level work but may not be counted toward a Master of Arts degree at Gardner-Webb until the student meets admissions criteria when all credentials are assessed. The student must be admitted to the Graduate School in order for him or her to register for a second term of course work.

Auditor ( see page 1 4 )

Transfer of Courses for Graduate Credit

The primary purpose of the transfer of credits policy is to grant incoming students credit for work previously completed. Students are expected to take the appropriate courses offered by Gardner-Webb once they enter the program. However, permission rhay be granted to take courses offered by other institutions when the appropriate course is not offered by Gardner-Webb or when it is more convenient for the University to approve a course for transfer than to offer the course by special arrangement. Students must satisfy licensure competencies as well as perform satis¬ factorily on program comprehensive exams. In addition, the Registrar’s Office must have an original transcript on file showing the transfer course(s) before commencement or the student’s graduation may be delayed.

With the approval of the coordinator/director of the graduate area and the Dean

Catalog of Graduate Programs / 44

of the Graduate School, a maximum of six semester hours may be accepted from another accredited graduate school toward the fulfillment of requirements for a grad¬ uate degree at Gardner- Webb. A maximum of nine semester hours may be accepted into counseling programs. Credit will not be given for courses taken more than six (6) calendar years before applying for admission to graduate study. Students cur¬ rently enrolled in a graduate degree program at Gardner- Webb must have prior written approval to take courses from another institution for transfer credit.

Transfer credit will not be accepted for any course in which students earned below a grade of B. A student may not take courses for transfer credit from another institution while on suspension or on probation.

Graduate Credit for Undergraduate Students

Undergraduate students who want to take graduate courses for graduate cred¬ it are limited to six semester hours and must obtain permission of the faculty member teaching the course and the appropriate graduate coordinator or depart¬ ment chair before registering for a graduate course.

Students who earned a bachelor’s degree at Gardner- Webb University may not transfer for graduate credit any 500- or 600-level course taken as an undergraduate if that course contributed in any way to the requirements for the bachelor’s degree. Graduate level courses that did not contribute toward the bachelor’s degree may, at the discretion of the department chair, count toward the master’s degree or graduate level license.

Readmission of Former Students

Any student who does not register for three consecutive terms (the two summer sessions count as one term) must apply for readmission before resuming graduate work. No application fee is charged for readmission.

TimeLimits

Students have a time limit of six (6) calendar years to complete their degree from the beginning of the term in which they are initially accepted.

The Graduate School Academic Information / 45

Academic Information

Gardner- Webb offers the Master of Arts (M.A.) degree in the following areas: Mental Health Counseling, Elementary Education (K-6), English, English Education (9-12), Middle Grades Education (6-9), School Administration (K-12), School Counseling (K-12), and Sport Science and Pedagogy. It also offers the Master of Science (M.S.) degree in Nursing, the Ed.S. (Education Specialist) in Mental Health Counseling, and the Doctor of Education (Ed.D.) in Educational Leadership.

These courses are offered in evenings, on weekends, and during summer months to accommodate the schedules of working professionals, both at on-campus and off- campus locations in North Carolina. Off-campus courses are offered in a format which brings all course work to the off-campus site except for class meetings at a library facility. Graduate students are not required to meet a residency requirement.

For students who have met all prerequisites, the programs consist of from 30 to 63 semester hours, depending upon the degree area.

Library Service Policy for Graduate Students at Off-Campus Centers

The following agreement has been reached with the C.G. O’Kelly Library at Winston-Salem State University to assist Gardner- Webb graduate students attend¬ ing the Forsyth and Surry centers.

1. Area students who are Non University of North Carolina affiliated may utilize the cir¬ culation, reference and periodical collections at Winston-Salem State University by becoming city patrons. The annual fee is ten ($10.00) per person. This fee does not include remote access to NC LIVE.

2. Valid identification verifying current enrollment at Gardner- Webb University must be presented at the time of application. A card with an identifying bar code and the patron’s address will be maintained at the Circulation Desk. An identification card such as a dri¬ ver’s license should be presented for all subsequent circulation transactions.

3. Books from the main collection are checked out for three weeks or until the end of the academic term for Winston-Salem State University, whichever is less. Items in the reserve collection may be used within the library only.

4. Fines accrue at twenty- five cents per day; abuse of overdue and fine regulations will result in loss of check-out privileges.

5. Patrons are notified of overdue items. Unpaid fines and lost book charges will be for¬ warded to Gardner- Webb University for collection. Books may not be checked out by patrons having $25 or more in outstanding fines and/or overdue materials.

6. Check-out of heavily used materials may be restricted at the discretion of the library staff.

7. Lost book charges include book replacement cost plus a five-dollar handling fee.

8. Changes in address must be reported to the C.G. O’Kelly Circulation staff.

9. Periodicals, reference books and other non-circulation materials may NOT be borrowed for outside use.

10. Web/Intemet connections to University of North Carolina system online catalogs are available at all online terminals.

Students may also use the facilities of the Z. Smith Reynolds Library at Wake Forest University; there is a fee for check-out privileges.

Students attending off-campus classes may call Dover Memorial Library on campus at 800-253-8330 to request books and materials or access the library via internet at www.gardner-webb.edu.

Catalog of Graduate Programs / 46

Challenge Examination Policy

When, in the opinion of the appropriate graduate faculty, a student has experi¬ ence and/or training comparable to that taught within a particular graduate course, the student may request the option of taking a challenge examination to demon¬ strate mastery of the course content. This challenge examination will be an in-depth and comprehensive assessment of the student’s ability to answer questions on course content. An acceptable grade on the examination will permit the student to apply for waiver of that course requirement. However, the student will be held responsible for all course material on the comprehensive examination.

To request the opportunity to take a challenge examination, the student must pre¬ sent, in writing, justification for such an examination. The graduate faculty for the student’s specialty area will review the request and, if they deem appropriate, refer it to the course professor. Either the adviser or the professor may deny the request. If it is accepted, the challenge examination will be administered at the discretion of the course professor. If the examination results are acceptable, the program coordinator will notify the the Dean of the Graduate School, who will send written confirmation of the approval to the student, his or her adviser, and the Registrar’s Office. Upon payment of the $150 per course challenge fee, the student will be credited with the appropriate number of hours for the approved course. No grade will be assigned or averaged into the quality point average.

The number of total hours challenged or transferred may not exceed student’s graduate program guidelines.

Comprehensive Examinations

The successful completion of a comprehensive examination is required for some graduate programs. The following policies govern the administration of this exami¬ nation.

1. The comprehensive examination includes questions related to the student’s entire pro¬ gram, and the entire examination is read and approved by the student’s comprehensive examination committee.

2. Only written comprehensive examinations are administered.

3. Students may take the comprehensive examination either during their last semester of course work or the following semester.

4. Successful completion of the comprehensive examination is not a part of any existing course structure.

5. Comprehensive examinations are evaluated by a Graduate Faculty Examination Committee, composed of at least three persons selected by the chair or coordinator of the appropriate department. A Comprehensive Examination Form, signed by the committee, is submitted to the Graduate School Office and becomes a part of the student’s records. Successful completion of the comprehensive examination is defined as approval by a majority of the examining committee.

6. Students who fail the comprehensive examination may be retested on the failed por- tion(s) of the examination after a minimum of two weeks from the date of the first exam¬ ination. Students who fail the comprehensive examination a second time must make writ¬ ten appeal to the Graduate Council in order to be considered for a third examination. Comprehensive examinations may be taken only three times.

7. The Graduate School Office mails out guidelines every semester in registration packets.

Application for Graduate Licensure

An application for the North Carolina graduate level license must be filed with the Licensing Agent, currently the Dean of the School of Education, who may assist students in planning their program of study so that North Carolina licensure require¬ ments may be met. With the exception of the school counseling program, one must

The Graduate School Academic Information / 47

hold, or be eligible to hold, an “A” level license before applying for graduate level license. Gardner-Webb will not recommend students for a graduate level license unless they have completed an approved program and scored satisfactorily on the appropriate area exam of the PRAXIS or, for school administration students, the state standards board exam. Students pursuing graduate and undergraduate level licensure must meet the requirements for both levels, including successful comple¬ tion of the appropriate specialty area portion of the PRAXIS. Students applying for “licensure only” must meet the same requirements as those students applying for the complete degree. An application fee is required.

Certified checks in payment for state licensure must be made payable to the North Carolina Department of Public Instruction. Official transcripts of any transfer cred¬ its applied toward the Master of Arts degree at Gardner-Webb must be submitted both to the School of Education and the Graduate School Office. One of these tran¬ scripts will be sent to the State Department of Public Instruction with the applica¬ tion for Graduate Licensure.

Catalog of Graduate Programs / 48

Qraduate Proqramsand Courses of Instruction

Master of Arts in Education

The Master of Arts in Education builds upon the instructional expertise, leader¬ ship qualities, and skills of experienced educators. The programs are aligned with the INTASC Principles and the NCDPI competencies required for licensure. The pro¬ grams include rigorous academic preparation in and implementation of the latest research on human development and learning. Consequently, reflective practice becomes an integral component which supports the Gardner-Webb conceptual framework. Active participation in a program allows students to develop further those competencies essential to professional education and continued self-improve¬ ment, thus exemplifying the model of the Educator as Theorist and Practitioner.

Upon successful completion of a graduate program in education, students will be recommended for the North Carolina graduate license in the appropriate licensure

Elementary Education (K-6)

Coordinator.- Dr. Donna Simmons

The master’s program in Elementary Education includes thirty semester hours in four components: professional, instructional, elective, and capstone. This program builds upon the most current body of knowledge of best practice and practical exper¬ tise (theory and practice) relevant to teaching in K-6.

In order to obtain graduate level licensure, students must have or ‘be eligible for initial level licensure in Elementary Education.

Purpose

Graduates of the Master of Arts in Elementary Education program are encour¬ aged to be self-reflective, life-long learners who design, implement, and evaluate ele¬ mentary school curriculum and instruction; interpret and apply current research findings; and conduct relevant classroom research. The program culminates with a capstone experience requiring synthesis of a student’s products of learning in con¬ junction with an innovative project designed collaboratively by the student and graduate committee.

Goals

The Master of Arts in Elementary Education is designed to meet the following program goals:

1. Provide a study of the theoretical base, research, and exemplary practices of current trends and issues in elementary education.

2. Provide preparation necessary to meet the intellectual, social, physical and personal development needs of the K-6 learner.

3. Provide opportunities to acquire knowledge and skills needed to meet diverse needs of students in inclusive classroom settings.

4. Provide opportunities to utilize current technologies and to integrate technology in the classroom.

5. Provide advanced expertise in teaching communication skills across the curriculum.

The Graduate School Programs and Courses of Instruction / 49

6. Provide opportunities to develop teachers as leaders who are agents of change in the schools, in the local community, and in the global community.

7. Provide opportunities to develop and refine leadership styles and skills through a process of active engagement in learning, self-reflection, planning, collaboration, reflective teaching, and development of interpersonal and motivational skills.

8. Provide a learning environment which fosters respect and ethical principles in teacher/student and colleague relationships.

Course Requirements

EDUC 615 EDUC 625

EDUC 655 EDUC 685

A. Professional Component (12 semester hours)

EDUC 600 Philosophical Foundations of Education 3 hrs.

EDUC 610 Curriculum Development 3 hrs

EDUC 614 Measurement and Assessment 3 hrs.

EDUC 620 Methods of Research 3 hrs.

B. Instructional Component (15 semester hours)

EDUC 613 Teaching Students with Special Needs 3 hrs.

Strategies of Teaching 3 hrs.

Diagnostic Procedures in the

Teaching of Communication Skills 3 hrs.

Literacy, Literature, and the Learner 3 hrs.

Seminar in Elementary Education 3 hrs.

C. Electives (3 semester hours)

EDUC 555 Special Topics 3 hrs.

EDUC 601 Technology Applications in

Classroom Instruction 3 hrs.

EDUC 670 Teacher as Self 3 hrs.

D. Capstone Experience (0 semester hours)

Synthesis of Strands of Elementary Education Master’s

Degree Program

1. Each course in the Elementary Education program includes assignments for the final product of learning which requires students to synthesize and reflect on prac¬ tices that are developmentally responsive for elementary classrooms.

2. The product of learning must be comprehensive, must demonstrate evidence of applying theory to practice and must contain evidence of technological proficiency. The product of learning will incorporate elements from INTASC standards, the propositions of the NBPTS, the NC elementary graduate guidelines, and the NC advanced technology competencies, connecting to the Theorist and Practitioner conceptual framework of the Gardner- Webb University teacher preparation pro¬ gram.

3 . The final product of learning /proj ect will be presented to education faculty and graduate students. The candidate’s faculty committee will determine his/her worthi¬ ness to be awarded the Master’s Degree in Elementary Education.

English Education (9-12)

Coordinator: Dr. Gayle B. Price

The English Education program (9-12) is designed to include thirty semester hours in professional and content area studies. It leads to a recommendation for graduate level Teaching License for those who possess A level licensure in 9-12 English. Graduate students who do not have A level licensure may obtain the degree but not the graduate level license. However, it is strongly recommended that only individuals with either student or other teaching experience pursue this program.

Catalog of Graduate Programs / 50

Admissions standards are the same as those for entry into other graduate pro¬ grams at Gardner- Webb. Students who do not meet these standards will be evaluat¬ ed on an individual basis.

Purpose

The purpose of the Master of Arts in English Education (9-12) is to support the professional development of teachers of English who contribute to the community in which they teach through effective communications skills, through understand¬ ing and appreciation of literature of diverse cultures, through understanding of the importance of critical and independent thinking, through action research, and through knowledge of and reflection on effective teaching practices and strategies, including the use of appropriate technology.

Goals

The goals of the program, in accordance with State Department guidelines, are planned so that participants will be able to:

1. Increase content area knowledge through various literature courses which recognize the scope and diversity of literature and its origins as well as the importance of a variety of skills in literary criticism and critical analysis.

2. Become better writers and teachers of writing through increased understanding of the writing process and of rhetorical principles.

3. Understand the importance of research, theory, planning, practice, and reflection in cur¬ riculum development and in the teaching of English.

Course Requirements

A. Curriculum Development/Education Foundations (3 semester hours selected from courses below)

EDUC 600 Philosophical Foundations of Education 3 hrs.

EDUC 610 Curriculum Development 3 hrs.

PSYC 600 Advanced Educational Psychology 3 hrs.

B. Research (3 semester hours)

ENGL 680 The English Teacher as Researcher 3 hrs.

C. Methodology in English Education (6 semester hours selected from courses below)

ENGL 681 Seminar in Current Issues and Methods of Teaching English 3 hrs. ENGL 683 The Teaching of Writing 3 hrs.

ENGL 685 The Reading/Writing Connection in Secondary English 3 hrs.

D. Content Area Electives (18 semester hours selected from courses below) ENGL 555 Special Topics 3 hrs.

ENGL 611 Seminar in British Literature 3 hrs.

ENGL 613 British Literature: Selected Masterpieces 3 hrs.

ENGL 631 Seminar in American Literature 3 hrs.

ENGL 633 American Literature: Selected Masterpieces 3 hrs. *

ENGL 651 Literature: A World Perspective 3 hrs.

ENGL 671 Literary Theory 3 hrs.

ENGL 673 Contemporary Trends in Literature 3 hrs.

ENGL 675 Young Adult Literature 3 hrs.

The Graduate School Programs and Courses of Instruction/ 51

E. Capstone Experience and Products of Learning (0 semester hours credit)

Professional Reflections Portfolio

1. Each course in the Methodology in English Education and Content Area Electives components includes assignments for the portfolio which ask students to reflect in writing on the course’s connection with the threads of the conceptual framework of Gardner- Webb’s teacher-education program and with the application of the course’s theory to their own teaching situations-or-to develop teaching plans which involve aspects of the course’s content that can be applied in their teaching situations, with the use of technology encouraged when appropriate.

2. At the end of the program’s course work, students are given tasks which require them to reflect on and synthesize all they have learned and all they do in their own classrooms. Many of these tasks are modeled after tasks required in the National Board Certification process so that completion of the Professional Reflections Portfolio could aid significantly in application for National Board Certification.

3. Portfolios are presented to English faculty and graduate students and evaluated by a faculty committee to determine the student’s worthiness to be awarded the M.A. in English Education degree.

Middle Grades Education (6-9)

Coordinator: Dr. Donna Simmons

The Master’s Degree in Middle Grades Education includes thirty semester hours in five components: professional, instructional, content area, elective, and capstone. The primary focus of the program is to enhance middle level teachers’ understand¬ ing and knowledge of the theoretical base, research, and exemplary practices of mid¬ dle level education including, but not limited to, the nature of the young adolescent, developmentally appropriate instruction, and advanced content area knowledge. The program leads to recommendation for graduate level state licensure.

Purpose

Graduate courses for the Master’s Degree in Middle Grades Education are designed to assist in the advanced preparation of individuals who teach or desire to teach in a middle school. The Middle Grades Program allows learners to improve professional skills, wrap theory in practice, and enhance content area, pedagogical, and integration expertise. Students will benefit from a synthesis of current research and classroom applications. This program culminates in a capstone experience requiring an innovative project designed collaboratively by the student and the stu¬ dent’s committee.

Goals

The Master of Arts in Middle Grades Education is designed to meet the follow¬ ing program goals:

1. Provide an analysis of the theoretical base, current research, and exemplary practices of middle grades education.

2. Provide advanced preparation in young adolescent development within cultur¬ al and social contexts (family changes, health and safety, risk behaviors).

3. Develop an extended understanding of the comparative history and philosophy of middle grades education, and theories about its future development, including organizational components, assessment, and evaluation in the middle school setting.

4- Provide opportunities to analyze and design middle school curricula and eval¬ uate the impact of current instructional practices and school policies on the learn¬ ing of young adolescents.

Catalog of Graduate Programs / 52

5. Provide advanced content expertise and curriculum integration in one or more fields of teaching.

6. Provide opportunities to utilize current technologies and to integrate technolo¬ gy in the middle school classroom.

7. Develop teachers as leaders who are agents of change.

8. Provide a culminating project synthesizing middle school theory, research, and practice.

Course Requirements

A. Professional Component (9 semester hours)

EDUC 614 Measurement and Assessment 3 hrs.

EDUC 620 Methods of Research 3 hrs.

EDUC 622 Middle Level History, Philosophy, and Future 3 hrs.

B. Instructional Component (9 semester hours)

EDUC 613 Teaching Students with Special Needs 3 hrs.

EDUC 615 Strategies of Teaching 3 hrs.

EDUC 619 Teaching Content in the Age of Accountability 3 hrs.

C. Content Component (9 semester hours)

EDUC 630 The True Middle School 3 hrs.

EDUC 640 Teaching Reading and Writing across

the Curriculum 3 hrs.

EDUC 690 Seminar in Middle Grades Education 3 hrs.

D. Elective Component (3 semester hours)

EDUC 670 Teacher as Self 3 hrs.

EDUC 660 Young Adolescents in Contemporary Society 3 hrs.

EDUC 650 Gender Differences and the Young Adolescent 3 hrs.

EDUC 555 Special Topics 3 hrs.

E. Capstone (0 semester hours)

Synthesis of Strands of Middle-Level Education

Master’s Degree Program

1. Each course in the Middle Grades program includes assignments related to the final product of learning which requires students to synthesize and reflect on prac¬ tices that are developmentally responsive for middle level classrooms.

2. The product of learning must be comprehensive, must demonstrate evidence of applying theory to practice and must contain evidence of technological proficiency. The product of learning will incorporate elements from INTASC standards, the propositions of the NBPTS, the NC middle level graduate guidelines, and the NC advanced technology competencies, connecting to the Theorist and Practitioner conceptual framework of the Gardner- Webb University teacher preparation pro¬ gram.

3. The final product of leaming/project will be presented to education faculty and graduate students. The candidate’s faculty committee will determine his/her worthi¬ ness to be awarded the Master’s Degree in Middle Grades Education.

School Administration ( K- 1 2 )

Coordinator: Dr. Ronald I. Nanney

The focus of the School Administration (K-12) program is to prepare experienced teachers to serve as educational leaders; it is designed to relate to the'needs of edu- cators in both theory and practice. A minimum of three years of successful experi- ence as a classroom teacher is recommended for entry into this program. Those with bachelor’s degrees may enter the two-year program leading to a master of arts degree in school administration (K-12), which is a 33 -semester-hour program including a 3-

The Graduate School Programs and Courses of Instruction / 53

hour internship. In order to be licensed by the state, students must make a satisfac¬ tory score on the State Standards Board Examination for school administrators.

Purpose

The purpose of the Master of Arts degree in School Administration (K-12) is to develop educational leaders through courses, research, seminars, and internships conducted in an environment based on Christian principles and values.

Goals

The School Administration program is designed to meet the following program goals for prospective school administrators:

1. Provide a foundation in the principles and procedures of educational administration, cur¬ riculum development, and instructional improvement.

2. Promote the development of the ability to implement and evaluate models of instruction and methods of supervision in the classroom and other school settings.

3. Foster the development of the ability to evaluate classroom teachers within an academic environment.

4. Develop the capacity to interpret and implement educational research in the total school program.

5. Provide preparation for service as instructional and educational leaders.

Course Requirements

EDUC 614 Measurement and Assessment 3 hrs.

B. Curriculum and Instruction Component (6 semester hours) EDUC 610 Curriculum Development 3 hrs.

EDUC 615 Strategies of Teaching 3 hrs.

C. Administration Specialization (21 semester hours)

SADM 618 Educational Leadership 3 hrs.

SADM 640 Introduction to Educational Administration 3 hrs. SADM 650 School Law 3 hrs.

SADM 655 School Finance and Budgeting 3 hrs.

SADM 660 The Principalship 3 hrs.

SADM 665 Supervision of Instruction 3 hrs.

SADM 695 Internship and Seminar 3 hrs.

Master ofAkts

School Counseling (K- 1 2 )

Purpose

. Within a caring and challenging environment, the 48-semester-hour school coun¬ seling program strives to facilitate the acquisition and application of knowledge and ' skills which will help prepare graduate students to make appropriate contributions within the school setting as school counselors who are both theorists and practi¬ tioners. To do this, the program emphasizes acquisition and application of knowledge and skills, critical thinking and decision making, and the importance of the social context of both the student and the school. The examination of personal values and

Catalog of Graduate Programs / 54

experiences and their potential influence in a variety of counseling situations is encouraged. We strive to develop counselors who have a strong theoretical base and who can apply this in field-based school counseling practicum and internship set¬ tings.

Goals

1 . In accordance with CACREP standards, curricular experiences and demonstrated knowl¬ edge in each of the following eight common core areas are required of all students in the school counseling program: professional identity, social and cultural diversity, human growth and development, career development, helping relationships, group work, assess¬ ment, and research and program evaluation. Demonstrated mastery of these core areas as they apply to the school setting is required.

2. In accordance with CACREP standards, curricular experiences and demonstrated knowl¬ edge and skills in each of the following areas of school counseling will be required: foun¬ dations; contextual dimensions; program development, implementation, and evaluation; individual, group, guidance and consultation serrvices.

3. Graduate students will develop skills appropriate to beginning counselors in each of the areas specified above as required by the North Carolina Department of Public Instmction, by state and national professional associations, and by credentialing bodies.

4. Graduate students will demonstrate the acquisition of this knowledge and skill as well as an understanding of ethical, legal, and professional practice issues in appropriate school- based practicum and internship experiences.

The school program stresses developmental, preventative, and remedial services to students, parents, and staff and places strong emphasis on the acquisition of knowledge and the development of skills and competencies needed to fulfill the diverse roles played by school counselors in a multicultural society. Successful grad¬ uates will be recommended by the School of Education for graduate level licensure in school counseling.

The school counseling program accepts applicants without teacher licensure. Opportunities will be provided to strengthen students’ knowledge of the school set¬ ting throughout the program as well as during the practicum and internship experi-

Admission Requirements

The requirements for the role of a school counselor are both personal and intel¬ lectual. For this reason, in addition to general Graduate School entrance require¬ ments, a successful interview with at least two program faculty members is an absolute requirement for admission to the program. During this interview the facul¬ ty members will assess the academic background, personal qualities, and goals of applicants. Applicants will be admitted who meet the personal and academic requirements of the program.

Admission requirements include an undergraduate grade point average of 2.7 or better, an acceptable Graduate Record Exam or Miller Analogies Test score, and three positive letters of recommendation. An undergraduate course in Abnormal Psychology/Psychopathology is required and may be taken concurrently with gradu¬ ate courses but must be completed before taking PSYC 635, Advanced Psycho¬ pathology. A learning experience in classroom management is required of applicants without teacher licensure and may be taken concurrently with graduate courses but must be completed before practicum and internship placement.

The Graduate School Programs and Courses of Instruction / 55

Course Requirements

A. Professional Component

CEDU 610 Counseling Theories 3 hrs.

Comprehensive Developmental School Counseling Programs 3 hrs. Methods of Research and Program Evaluation 3 hrs.

Legal and Ethical Issues in Counseling 3 hrs.

Multicultural Counseling 3 hrs.

Advanced Psychopathology 3 hrs.

Advanced Human Growth and Development 3 hrs.

B. Skill Component

CEDU 615 The Helping Relationship 3 hrs.

Methods of Assessment and Evaluation 3 hrs.

Group Counseling 3 hrs.

The Counselor as Professional, Practitioner, and Consultant 3 hrs. Career Development: Theory and Practice 3 hrs.

Crisis Intervention Counseling 3 hrs.

CEDU 618 CEDU 620 CEDU 650 CEDU 665 PSYC 635 PSYC 640

CEDU 616 CEDU 625 CEDU 640 CEDU 645 PSYC 621

C. Applied Component

CEDU 695 CEDU 696

Internship in School Counseling 3 hrs. Internship in School Counseling 3 hrs.

All courses in both the school and mental health counseling curricula are open to all counseling students who have prerequisites and permission of the professor. Graduate students should talk with their advisers when planning a course of study to be sure that they include courses required to become licensed as professional coun-

Master ofAkts/Ed. Specialist

Mental Health Counseling

Coordinator: Dr. Frieda F. Brown

Mental health counseling is a professional counseling specialty which involves the application of principles of psychotherapy, human development, learning theo¬ ry, group dynamics and the assessment of mental illness and dysfunctional behavior. Mental health counseling includes the practice of prevention, early intervention, and treatment of mental and emotional disorders for individuals, families, and/or groups and consultation and education for community groups interested in promot¬ ing healthy lifestyles in the community.

The mental health counseling program is designed to provide graduate level preparation for students who seek advanced educational experiences and clinical training leading to certification and/or licensure for professional positions in the mental health counseling field. The MA/Ed.S degree is a tethered, combined degree. A student cannot finish one degree without the other. Therefore, in order to obtain either degree the student must complete the entire graduate program. Students hold¬ ing a counseling master’s degree from a graduate program from within or outside . Gardner- Webb University will not be able to pursue the Ed.S. portion of the degree by augmenting their course work with additional courses from the Gardner- Webb University Mental Health Counseling program.

Catalog of Graduate Programs / 56

Purpose j

The M.A./Ed.S. program in mental health counseling is designed to develop skilled clinicians and well educated leaders in the field of mental health. Within a caring and challenging environment, the 60-semester-hour mental health counsel- ing program strives to facilitate the acquistion and application of knowledge and skills which will help prepare graduate students to make appropriate contributions to diverse clients, institutions, and society. To do this, using a scientist practitioner model, the program emphasizes integration of theory and practice, critical thinking and decision making, as well as the examination of personal values and experiences as they influence clinical practice. Students have strong theoretical and technical training which is applied in field-based counseling practicum and internships.

Goals

1 . In accordance with CACREP standards, curricular experiences and demonstrated knowl¬ edge in each of the following eight common core areas are required of all students in the mental health counseling program: professional identity, social and cultural diversity, human growth and development, career development, helping relationships, group work, assessment, and research and program evaluation. Demonstrated mastery of these core areas as they apply to a variety of professional settings in the mental health field is required.

2. In accordance with CAGREP standards, curricular experiences and demonstrated knowl¬ edge and skills in each of the following areas of mental health counseling will be required: mental health foundations, contextual dimensions, clinical principles, general practice, and specific strategies of mental health counseling.

3. Graduate students will develop skills appropriate to beginning counselors in each of the areas specified above as required by state and national professional associations and by credentialing bodies.

4. Graduate students will demonstrate their understanding of the importance of continuing professional development, an underlying code of ethics, legal considerations, and stan¬ dards of professional conduct in classes and in appropriate agency-based, practicum and internship experiences,

5. Students will be prepared to take the licensed professional counselor exam and complete all requirements for the LPC license.

6. Students will understand theory and appropriate standards of practice with identified spe¬ cial populations in mental health facilities.

7. Character and maturity will be nurtured throughout the program as moral, ethnical, spir¬ itual, and psychological dimensions of all areas of work are addressed.

Criteria for Admission

The requirements for the role of a mental health counselor are both personal and intellectual. During the interview the faculty will assess the academic background and personal qualities and goals of applicants. Applicants will be admitted who meet the personal and academic requirements of the program.

Recognizing the need to accept students who have the greatest likelihood of suc¬ cess in this role, the following standards will be used for admission to the mental health counseling program.

1. A bachelor’s degree from a regionally accredited institution of higher education with a minimum 3.00 grade point average.

2. A minimum of 18 hours of psychology or related areas to include introductory, abnor¬ mal/psychopathology, personality theory, developmental, learning theory, assessment, and research.

The Graduate School Programs and Courses of Instruction / 57

3. Satisfactory test scores on either the Graduate Record Examination or the Miller Analogies Test.

4- Three positive letters of reference.

5. A successful interview by faculty within the program.

6. A questionnaire requiring applicants to respond to questions relative to the pursuit of a counseling graduate degree.

Course Requirements

CEDU 620 Methods of Research for Counselors 3 hrs.

CEDU 650 Legal and Ethical Issues in Counseling 3 hrs.

CEDU 665 Multicultural Counseling 3 hrs.

CEDU 640 The Counselor as Professional,

Practitioner, and Consultant 3 hrs.

PSYC 635 Advanced Psychopathology 3 hrs.

PSYC 640 Advanced Human Growth and Development 3 hrs.

PSYC 699 Professional Development of the Mental Health Counselor 6 hrs.

B. Skill Component

CEDU 616 Methods of Assessment and Evaluation 3hrs.

CEDU 615 The Helping Relationship 3 hrs.

CEDU 625 Group Counseling 3 hrs.

PSYC 602 Psychodiagnostics and Treatment Planning 3 hrs.

PSYC 612 Vocational/Career Assessment Counseling 3 hrs.

PSYC 621 Crisis Intervention Counseling 3 hrs.

PSYC 646* Couples and Family Counseling 3 hrs.

PSYC 647* Child and Adolescent Counseling 3 hrs.

PSYC 660* Substance Abuse Counseling Seminar 3 hrs.

*Electives: Students choose two courses for a total of six semester hours credit.

C. Applied Component

PSYC 675 Practicum in Mental Health Counseling 3 hrs.

PSYC 695 Internship in Mental Health Counseling 3 hrs.

PSYC 696 Internship in Mental Health Counseling 3 hrs.

All courses in both the school and mental health counseling curricula are open to all counseling students who have prerequisites and permission of the professor. Graduate students should talk with their advisers when planning a course of study to be sure that they include courses required to become licensed as professional counselors.

Master of Arts

English

Coordinator: Dr. David Parker

This program is designed to include two options: either twenty-four hours of course credit plus six hours of thesis credit, or thirty hours of course credit with no thesis. In either case the candidate must take comprehensive exams either in the last semester of course work or during the following semester.

Admissions standards are the same as those for entry into other graduate pro-

Catalog of Graduate Programs / 58

grams at Gardner- Webb. Students who do ni ed on an individual basis.

:t these standards will be evaluat-

PURPOSE

The purpose of the program is to offer capable students an advanced program which will enhance their careers as college instructors or administrators and which will prepare them for doctoral level study. The program will prepare its students to be scholars who have not only mastered a basic body of knowledge in the field, but who have also developed the research skills to be self-educating learners, whether it is in the context of a doctoral program or as a teacher-practitioner.

Goals

The Master of Arts program in English is designed to meet the following goals:

1 . Graduate students will master important texts in British, American and World Literature.

2. Graduate students will become conversant in both older and more current theories and methods of literary criticism.

3. Graduate students will master the skills necessary for scholarship as each class will emphasize the development of research skills and familiarity with secondary sources in the content area.

Course Requirements

ENGL 671 Literary Criticism 3hrs.

27 additional hours selected from the following:

ENGL 555 Special Topics 3hrs.

Seminar in British Literature 3hrs.

British Literature: Selected Masterpieces 3hrs.

Seminar in American Literature 3hrs.

American Literature: Selected Masterpieces 3hrs.

Literature: A World Perspective 3hrs.

Contemporary Trends in Literature 3hrs.

Young Adult Literature 3hrs.

The Teaching of Writing 3hrs.

Thesis 3hrs.*

*Students selecting the thesis option must repeat the course for a total of 6 hours. Seminar and topics courses may be repeated with the approval of the coordina- or of the program.

ENGL 611 ENGL 613 ENGL 631 ENGL 633 ENGL 651 ENGL 673 ENGL 675 ENGL 683 ENGL 690

The Thesis Option

A prospectus must be approved by the candidate’s thesis committee before work °n esis ProPer can begin. The thesis committee will consist of the thesis direc' tor and two other English faculty members. At the end of the program, candidates who have selected the thesis option will submit a master’s thesis which must be approved by the candidate’s committee.

M.Div./M.A. in English Degree

Gardner-Webb offers a combined M.Div./M.A. in English degree. Tor details about this degree, see the Master of Divinity section of the catalog.

The Graduate School Programs and Courses of Instruction / 59

Master of Arts

Sport Science and Pedagogy

Coordinator: Dr. Ken Baker

The Sport Science and Pedagogy program includes thirty semester hours in five components: methodology, science, socio-culture, administration, and elective. The primary focus of the program is instructional expertise in sport-related settings. The elective component of the program consists of six hours of subject area work that may be programmed to meet the specific needs of individual students. This program does not include recommendation for graduate level state licensure.

Purpose

Graduate courses for the Master of Arts in Sport Science and Pedagogy are designed to assist in the advanced preparation of individuals who are involved with sport and fitness-related endeavors. These fields of endeavors may include physical education programs, coaching environments, fitness centers, sport clubs, and other physical activity settings. The development of skills will be accomplished through coursework, research, and pedagogical experience. Students will benefit from a syn¬ thesis of current and applicable information derived from both theory and practice.

Goals

The Master of Arts in Sport Science and Pedagogy is designed to meet the fol¬ lowing goals:

1 . Provide advanced preparation for leadership in the field of sport and fitness instruction.

2. Develop the skills essential for the research of various aspects of sport science and peda¬ gogy-

3. Develop the capacity to interpret and then apply the findings of sport-related research to actual practices.

4. Develop skills and understandings of the numerous teaching styles used in sport instruc-

5. Foster the development of individual potential for becoming optimally effective as a teacher, coach, instructor or sport administrator.

Course Requirements

A. Methodology (6 semester hours)

SPED 600 Research in Sport Pedagogy 3 hrs

SPED 601 Instructional Strategies 3 hrs

B. Science (6 semester hours)

SPED 602 Scientific Principles of Human Performance 3hrs.

SPED 603 Contemporary Concepts of Wellness 3 hrs.

C. Socio-Culture (6 semester hours)

SPED 604 Sport in Society 3 hrs.

SPED 605 Sport and Physical Education for Diverse Populations 3 hrs.

D. Administration (6 semester hours)

SPED 606 Sport and Physical Education Administration 3 hrs.

SPED 607 Legal Issues of Sport and Physical Education 3 hrs.

E. Elective (6 semester hours)

SPED 608 Psychology of Sport 3 hrs.

SPED 609 Supervision and Evaluation of Instruction 3 hrs.

SPED 610 Theories of Motor Development 3 hrs.

SPED 611 Physical Education Seminar 3 hrs.

SPED 555 Special Topics 3 hrs.

Catalog of Graduate Programs / 60

Description of Courses

Counselor Education

CEDU 610 COUNSELING THEORIES 3 semester hours

A study of historical, traditional, and current approaches to psychotherapy. In-depth analysis of the philosophical, practical, and culturally-responsive aspects of behavioral, cognitive, humanistic, systemic, and multicultural theories will be included. Students will begin to for¬ mulate a personal model of counseling.

CEDU 615 THE HELPING RELATIONSHIP 3 semester hours

Special emphasis is placed on counselor self-awareness including an examination of personal characteristics, orientations, and skill development as they influence the helping process; and demonstration of the abilities to establish a therapeutic relationship, set appropriate counsel¬ ing goals, design intervention strategies, evaluate client outcome, successfully terminate the counselor-client relationship, and maintain appropriate professional boundaries.

CEDU 616 METHODS OF

ASSESSMENT AND EVALUATION 3 semester hours

This course provides an understanding of individual and group approaches to assessment and evaluation including an examination of related historical, fundamental, statistical, and ethi¬ cal/legal concepts. Strategies for test selection, administration, and interpretation, along with methods of case conceptualization and diagnostic principles, will be examined.

CEDU 618 COMPREHENSIVE DEVELOPMENTAL

SCHOOL COUNSELING PROGRAMS 3 sene, Hours

1 his course focuses on the history, philosophy, and current trends in school counseling and educational systems. Integrating the role, fUnction, and professional identity of the school counselor into the total school community, coordinating counseling program components to acilitate the academic, career, and personal/social development of all students, and program design, implementation, evaluation, and improvement of counseling services are emphasized.

CEDU 620 METHODS OF RESEARCH AND PROGRAM EVALUATION

i his course provides an understanding of research methods, statistical analysis, needs assess¬ ment, and program evaluation including a look at the challenge of conduction research in the counseling profession, opportunities to use research to effect change in counseling processes and programs, the use of technology, and ethical and legal considerations.

CEDU 625 GROUP COUNSELING 3, ^ Hours

ihis course is designed to develop understanding of theories, stages, techniques, leadership an mem er roles in the group process. The course will utilize a combination of didactic, expe¬ riential and laboratory approaches to achieve these objectives.

CEDU 640: THE COUNSELOR AS PROFESSIONAL. AND CONSULTANT

PRACTITIONER

course focuses on theories, models, and processes of consultation. Emphasis is placed on identifying community, environmental, and institutional opportunities that enhance, as well barriers that impede, chent/system success. Strategies designed to enhance effective team-

The Graduate School Description of Courses / 61

work within systems and among multidisciplinary relationships with human service providers will be emphasized. Special attention is given to the development of the professional as leader in and advocate for the profession.

CEDU 645 CAREER DEVELOPMENT:

THEORY AND PRACTICE 3 semester hours

this course provides an understanding of career development and related life factors, (e.g., work, family roles and responsibilities, gender, and diversity), strategies aimed at planning, organizing, implementing, and evaluating a career development program, and decision-mak¬ ing models that facilitate career planning for all individuals. Emphasis is placed on philosophy, theory and current research in career development, the use of print and computer-based labor market information resources, and the use of assessment instruments and technology-based strategies to enhance career planning.

CEDU 650 LEGAL AND ETHICAL

ISSUES IN COUNSELING 3 semester ^

A study of selected basic legal principles necessary for good practice as well as current legal and ethical issues confronting counselors with an emphasis on issues in the contemporary practice of counseling. Students will become familiar with various professioanl codes of ethics (ACA, AMHCA, ASCA) through lecture and discussion.

CEDU 665 MULTICULTURAL COUNSELING 3 semester hours

Theory and practice of counseling culturally diverse clients. Client populations include, among others, African Americans, Asian Americans, Native Americans, and Hispanics.' Topics include cultural assumptions, cultural values, counselor credibility, and prejudices and racism in the context of counseling. Strongly recommended: CEDU 610, 615, or permission of professor.

CEDU 675 PRACTICUM IN SCHOOL COUNSELING 3 semester hours Practicum experiences providing for the development of counseling skills under the supervi¬ sion of program faculty, totaling a minimum of 100 clock hours, with 40 of these hours in direct contact with actual clients seeking individual or group counseling services Prerequisites: CEDU 610, CEDU 615, CEDU 650, CEDU 625, and PSYC 621, PSYC 640 and permission of professor.

CEDU 695/696 INTERNSHIP IN SCHOOL COUNSELING 3/3 semester hrs. A planned, supervised 300/300-clock-hour counseling experience for a total of 600 clock hours in a school setting, in which the student will perform all activities expected of a pro¬ fessional school counselor. The intern will be supervised by both an on-site counselor and a university supervisor. Prerequisite: Successful completion of the practicum and approval of advisor.

Education

i- 3 semester hours

EDUC 555 SPECIAL TOPICS

A study of significant issues, trends, theories, and/or practical problems in education'accord- ing to the needs and interests of the student(s). The student(s) and professor will collabora- tively plan the focus and assessment of the course.

Catalog of Graduate Programs / 62

EDUC 600 PHILOSOPHICAL FOUNDATIONS 3 semester hours

OF EDUCATION

A study of the philosophical, cultural, and historical foundations of education.

EDUC 601 TECHNOLOGY APPLICATIONS 3 semester hours

IN CLASSROOM INSTRUCTION

An exploration of the applications of technology as an instructional strategy through the use of the Internet and the identification, evaluation, and selection of appropriate software.

EDUC 610 CURRICULUM DEVELOPMENT 3 semester hours

An examination and analysis of curriculum development and legal issues as they relate to design, implementation, and evaluation within the learning community.

EDUC 613 TEACHING STUDENTS

WITH SPECIAL NEEDS 3 semester hours

A study of the characteristics and educational needs of individuals with special needs. Emphasis is on the issues and trends in special education, the current categorical descriptions of exceptionalities and appropriate classroom interventions. Strategies for teaching both iden¬ tified and at-risk students in the regular classroom are explored throughout the course.

EDUC 614 MEASUREMENT AND ASSESSMENT 3 semester hours

Survey of a wide range of standardized testing instruments, including ability tests, interest inventories, and personality tests. Individual research projects will link assessment with class¬ room practices.

EDUC 615 STRATEGIES OF TEACHING 3 semester hours

An examination of a variety of strategies of instruction with a focus on curriculum/content area integration within the classroom.

EDUC 619 TEACHING CONTENT IN THE AGE OF ACCOUNTABILITY 3 semester hours

A study in either middle grades mathematics, communication skills, social studies, or science with emphasis on high stakes testing, its effects on middle level teachers and learners, and the utilization of various assessment data to improve instruction.

EDUC 620 METHODS OF RESEARCH 3 semester hours

A study of quantitative and qualitative methodologies and research techniques applicable to the classroom teacher or school administrator.

EDUC 622 MIDDLE LEVEL HISTORY,

PHILOSOPHY, AND FUTURE 3 semester hours

A study of middle school history, philosophy, and future endeavors.

EDUC 625 DIAGNOSTIC PROCEDURES IN

THE TEACHING OF COMMUNICATION SKILLS 3* semester hours

A study of the diagnostic-prescriptive approach to teaching communication skills including experience in using formal and informal modes of assessment.

The Graduate School Description of Courses / 63

EDUC 630 THE TRUE MIDDLE SCHOOL 3 semester hours

An application and examination of the tenets of developmentally responsive middle level education, motivation and management, teachers as leaders, teaming and exemplary middle level practices across the curriculum.

EDUC 640 TEACHING WRITING AND READING ACROSS THE CURRICULUM 3 semester hours

An examination diagnosing, remediating, assessing and evaluating reading skills, strengths, and weaknesses. Strategies for writing in all content areas will be emphasized.

EDUC 650 GENDER DIFFERENCES AND THE

YOUNG ADOLESCENT 3 semester hours

An examination of gender-based classes, gender bias and equity as they relate to middle-level classroom practices.

EDUC 655 LITERACY, LITERATURE,

AND THE LEARNER 3 semester ^

An advanced study of children’s literature exploring the continuum from emergent to litera¬ cy to independent reading. Emphasis will be placed upon strategies designed to enhance read¬ ing instruction across the curriculum through literature.

EDUC 660 YOUNG ADOLESCENTS IN

CONTEMPORARY SOCIETY 3 semester hours

An emphasis on the physical, emotional, moral, social, and intellectual development of young adolescents: health, safety, drug and alcohol use and sexuality as they relate to students’ edu¬ cational progress.

EDUC 670 TEACHER AS SELF 3 semester Ws

An examination of characteristics of interpersonal skills with a focus on self-reflection. Designed to help educators discover how their own beliefs, values, self-concepts, and self effi¬ cacy affect their approaches to teaching.

EDUC 685 SEMINAR IN ELEMENTARY EDUCATION 3 semester hours An emphasis on developmentally appropriate elementary education practices grounded in the standards of the professional learned societies (e.g., NAEYC, IRA), INTASC, NBPTS, and the North Carolina State Board of Education programmatic guidelines and standards.

EDUC 690 SEMINAR IN MIDDLE GRADES 3 semester hours

Emphasis on developmentally responsive middle level education grounded in the standards of the professional learned societies, INTASC, NBPTS, and the North Carolina Board of Education programmatic guidelines and standards.

English

ENGL 555 SPECIAL TOPICS U 3 semester hours

The study of selected themes, theories, and developments in literature and the English lan¬ guage. Topics vary according to student interest and needs.

Catalog of Graduate Programs / 64

ENGL 611 SEMINAR IN BRITISH LITERATURE 3 semester hours

Topics in British literature, with emphasis on group participation and presentation.

ENGL 613 BRITISH LITERATURE:

SELECTED MASTERPIECES 3 semester hours

Focuses on selected authors in British literature who have contributed to distinctive develop- ments in literary form, theme, and style.

ENGL 63 1 SEMINAR IN AMERICAN LITERATURE 3 semester hours

Topics in American literature, with emphasis on group participation and presentation.

ENGL 633 AMERICAN LITERATURE:

SELECTED MASTERPIECES 3 semester hours

Focuses on selected authors in American literature who have contributed to distinctive devel¬ opments in literary form, theme, and style.

ENGL 651 LITERATURE: A WORLD PERSPECTIVE 3 semester hours

Focuses on literature other than the traditional British and American canon as expressions of diverse cultures.

ENGL 67 1 LITERARY THEORY 3 semester hours

A survey of theories of literature and criticism with particular attention to recent theories and application to reading and teaching. Includes coverage of historical development of theory.

ENGL 673 CONTEMPORARY TRENDS IN LITERATURE 3 semester hours Focuses on contemporary development of the creative genres, with primary emphasis on fic¬ tion. Particular emphasis on works by women, blacks, native Americans, and other minority groups whose contributions to literature have been recognized only in the relatively recent

ENGL 675 YOUNG ADULT LITERATURE 3 semester hours

An in-depth examination of the field of young adult literature. Includes examining practical and creative applications of course content in order to enhance the study of literature in the secondary classroom.

ENGL 680 ENGLISH TEACHER AS RESEARCHER 3 semester hours

Emphasis on qualitative and classroom-based research methodologies, culminating in a signif¬ icant action-research project using the student’s teaching community as the laboratory and students as the subjects. Students should register as soon as possible in their graduate program, but preferably after taking ENGL 681, 683, or 685, will meet with the professor initially to dis¬ cuss readings on classroom-based research methodology, and then will design and propose a project. Research is conducted over time period needed for a meaningful project, with grade of IN assigned until research is completed and a formal written report is submitted. Must be completed at least one month before end of student’s program.

ENGL 681 SEMINAR IN CURRENT ISSUES AND METHOD'S OF TEACHING ENGLISH 3 semester hours

Focus is on addressing particular, contemporary concerns of practicing English teachers while infusing students with new ideas and enthusiasm about standard English-teacher concerns: lit¬ erature, grammar, language. Attention given to significant current issues such as assessment and incorporating technology into the English class. High level of student participation

The Graduate School Description of Courses/ 65

required. Prerequisite: undergraduate teaching methods course or permission of professor accompanied by additional reading assignments.

ENGL 683 THE TEACHING OF WRITING 3 semester hours

Theories, research, and practice in the teaching of writing.

ENGL 685 THE READING/WRITING CONNECTION IN SECONDARY ENGLISH 3 semester hours

Study of theoretical and practical bases for integrating the teaching of reading and writing in the English curriculum. Focuses on the processes of reading and writing about literature.

ENGL 690 THESIS 3 semester hours

Development of a research and analytical thesis on a subject appropriate to the degree. This course must be taken twice to fulfill the thesis option for the degree.

Psychology

PSYC 600 ADVANCED EDUCATIONAL PSYCHOLOGY 3 semester hours Designed for teachers and administrators, this course is an in-depth analysis of psychological foundations of education with emphasis given to theory and practice relating to cognition, motivation, individual differences, evaluation, and conflict management.

PSYC 602 PSYCHODIAGNOSTICS &

TREATMENT PLANNING 3 semester hours

Practical course designed to train the student to competently diagnose all types of psy¬ chopathology using the DSM-IV-tr and to develop appropriate treatment plans based on the needs of the client, the skills of the counselor, and the resources of the mental health setting. Prerequisites: CEDU 610, PSYC 635

PSYC 612 VOCATIONAL/CAREER

ASSESSMENT COUNSELING 3 semester hours

This course will focus on the clinical assessment of vocational interests and abilities and will seek to help the client integrate interest, ability, and personality data related to career and vocational choice.

PSYC 62 1 CRISIS INTERVENTION COUNSELING 3 semester hours

Didactic and experiential training in crisis intervention counseling with attention to all major types of crises. Developmental, cultural, racial, and gender issues explored. Prerequisite: CEDU 615

PSYC 635 ADVANCED PSYCHOPATHOLOGY 3 semester hours

Advanced study of the major diagnostic groups included in the DSM currently published by the American Psychiatric Association.

PSYC 640 ADVANCED HUMAN GROWTH

AND DEVELOPMENT 3 semester hours

This course is an in-depth look at the theories and methods of developmental research. Major topics include current research on genetic and environmental influences on behavior, typical counseling issues at different developmental levels, cultural differences, cognitive develop¬ ment, language, intelligence, gender, and aggression.

Catalog of Graduate Programs / 66

PSYC 646 COUPLES AND FAMILY COUNSELING 3 semester hours

This course will address the counseling needs of individuals in intimate relationships. Systems theory and a family life cycle model will be underlying theoretical foundations for addressing the extensive literature exploring and defining assessment and clinical intervention with fami- ies. Special emphasis will be placed on concepts related to family structure, communication style patterns, problem-solving methods, and the fulfillment of family functions.

PSYC 647 CHILD AND ADOLESCENT COUNSELING 3 semester hours This advanced graduate course will include an examination of current and professional and research issues related to individual, group, and family therapy and preventive interventions with children and adolescents experiencing emotional and/or behavioral difficulties. Professional issues, including ethical concerns, cultural sensitivity, psychopharmacology, empirically validated treatments, and assesment of treatment will be addressed.

PSYC 660 SUBSTANCE ABUSE COUNSELING SEMINAR 3 semester hours A course designed to prepare the counselor to demonstrate a clinical understanding of the assessment, treatment, and management of substance abuse and addiction, as well as to under¬ stand and apply a “multiple pathways” model of substance abuse treatment that integrates bio¬ logical, sociological, and psychological aspects of care.

PSYC 675 PRACTICUM IN MENTAL

HEALTH COUNSELING 3 semester hours

Practucum experiences providing for the development of counseling skills under the supervi¬ sion of program faculty, totaling a minimum of 100 clock hours, with 40 of these hours in direct contact with actual clients seeking individual or group counseling services. Prerequisites: CEDU 610, CEDU 615, CEDU 650, CEDU 625and PSYC 621 and permission of professor.

PSYC 695/696 INTERNSHIP IN MENTAL

HEALTH COUNSELING 3/3 semester hours

A planned, supervised 300/300-clock-hour counseling experience for a total of 600 clock hours in an agency setting, in which the student will perform all activities expected of a pro¬ fessional mental health counselor. The intern will be supervised by both an on-site counselor and a university supervisor. Prerequisites: Successful completion of the practicum and approval of advisor.

PSYC 699 PROFESSIONAL DEVELOPMENT OF

THE MENTAL HEALTH COUNSELOR 3 semester hours

This course serves as a vehicle for helping students negotiate the passage from that of gradu¬ ate student to working professional. Students will work first to integrate all theoretical and applied experiences mastered during the course of their academic training. Second, they will develop a portfolio of their work suitable for submitting to perspective employees. Third, they will explore those professional disciplines that are likely to equip them to become counselors who continure to develop their professional expertise while actively working to develop the maturity to be effective professionals throughout their careers.

The Graduate School Description of Courses / 67

SchoolAdministration

SADM 555 SPECIAL TOPICS 1-3 semester hours

A study of significant issues, trends, theories, and/or practical problems in educational leader¬ ship, according to the needs and interests of the student(s). The student(s) and professor will collaboratively plan the focus and assessment of the course.

SADM 6 1 8 EDUCATIONAL LEADERSHIP 3 semester hours

Introduction to a theoretical foundation of organizational behavior. Exposure to systems the¬ ory, motivation, leadership styles, organizations, change and conflict, and decision making.

SADM 640 INTRODUCTION TO

EDUCATIONAL ADMINISTRATION 3 semester hours

An examination of the aspects of educational administration, with a look at the federal, state, and local role from the legal, financial, and controlling aspects.

SADM 650 SCHOOL LAW 3 semester hours

An examination of the legal aspects of school and school systems operations. Special empha¬ sis given to case law, discipline, personnel, and policies and procedures.

SADM 655 SCHOOL FINANCE AND BUDGETING 3 semester hours

A study of the theory and operations of school financial systems. Special emphasis will be given to local, state, and national revenue sources, and the budgeting methods and processes used at the central and school levels.

SADM 660 THE PRINCIPALSHIP 3 semester hours

An overview of the responsibilities associated with the position with emphasis on the concep¬ tual, technical, and human aspects. Numerous practical activities.

SADM 665 SUPERVISION OF INSTRUCTION 3 semester hours

An examination of the role of the principal relative to the instructional program, staff devel¬ opment, and curriculum evaluation with emphasis upon a clinical and developmental approach to supervision.

SADM 695 INTERNSHIP AND SEMINAR 3 semester hours

A culmination of the study of the principalship. Involvement with a diverse set of activities appropriate to individual goals under the direction of university and site-based personnel. Prerequisite: Completion of at least 27 semester hours in SADM program.

Sport Science and Pedagogy

SPED 555 SPECIAL TOPICS 3 semester hours

A study of significant issues, trends, and/or practical problems in education. Content varies according to student interest and need.

SPED 600 RESEARCH IN SPORT PEDAGOGY 3 semester hours

A course designed to prepare the student to access, interpret, and apply practical aspects of research, with emphasis on the development of skills which will enable effective presentation, communication, and understanding.

Catalog of Graduate Programs / 68

SPED 601 INSTRUCTIONAL STRATEGIES 3 semester hours

An in-depth study of the development and utilization of innovative teaching strategies in physical education and sport instruction.

SPED 602 SCIENTIFIC PRINCIPLES OF

HUMAN PERFORMANCE 3 semester hours

A study of the most recent developments in the field of exercise physiology is the major focus of this class, with emphasis on the related fields of biomechanics and motor learning.

SPED 603 CONTEMPORARY CONCEPTS OF WELLNESS 3 semester hours A study of the relationships among the components of wellness, as well as an examination of recognized approaches to effective instruction of lifetime physical fitness.

SPED 604 SPORT IN SOCIETY 3 semester hours

An examination of the issues and problems associated with play, games, and sport in a socio¬ cultural context.

SPED 605 SPORT AND PHYSICAL EDUCATION FOR DIVERSE POPULATIONS 3 semester hours

A study of the implications for those involved in the instruction and provision of sport oppor¬ tunities for diverse populations. These populations include the handicapped, the gifted, the elderly, and other groups with identifiable special needs.

SPED 606 SPORT AND PHYSICAL

EDUCATION ADMINISTRATION 3 semester hours

A study of specific issues involved in the organization and administration of sport and physi¬ cal education programs.

SPED 607 LEGAL ISSUES OF SPORT AND

PHYSICAL EDUCATION 3 semester hours

An exploration of the legal issues in sport and physical education. Emphasis will be placed on liability issues relevant to educational, recreational, and athletic settings.

SPED 608 PSYCHOLOGY OF SPORT 3 semester hours

An analysis of the psychological aspects of sport with an emphasis on application and impli¬ cations for teachers and coaches.

SPED 609 SUPERVISION AND

EVALUATION OF INSTRUCTION 3 semester hours

A study of the basic issues relevant to instructional supervision. Particular attention will be given to methods of evaluating instruction by means of systematic observation.

SPED 610 THEORIES OF MOTOR DEVELOPMENT 3 semester hours

A study of motor, physical, and neuromuscular development from the prenatal period to old age. Emphasis will be placed on stages of development, motor system, and development of spe¬ cific movement patterns.

SPED 6 1 1 PHYSICAL EDUCATION SEMINAR 3 semester hours

A class for practicing physical educators, designed to be taught in a workshop format. The spe¬ cific content will vary based upon instructor, students and setting. The purpose will be to examine and to apply practices necessary in developing instructional expertise.

The Graduate School Graduate Programs and Courses of Instruction/ 69

Master of Science in Nursinq

Coordinator: Dr. Rebecca Beck-Little

Introduction

The Master of Science in Nursing (MSN) Program at Gardner- Webb University offers three programs of study designed to meet the needs of nurses seeking expand¬ ed roles in their profession: Parish Nursing, Nursing Administration, and Nursing Education. The MSN Degree with specialty concentration requires 30 to 36 semes¬ ter hours of graduate credits. In addition to the three areas of concentrated study, the MSN program offers the MSN/MBA dual degree and the RN to MSN option.

The Master of Science in Nursing with a concentration in Parish Nursing is offered in collaboration with the M. Christopher White School of Divinity. This program of study is structured to provide students with knowledge from theology, pastoral care, and parish health nursing.

The Master of Science in Nursing with a concentration in Education is designed to prepare students to become professional educators in an academic or health care setting. This program of study allows students the opportunity to enhance their clin¬ ical expertise from a theoretical perspective and to apply nursing education and learning principles in practice settings.

The Master of Science in Nursing with a concentration in Administration is offered in collaboration with the Graduate School of Business. This program of study seeks to prepare the professional nurse for leadership roles in health care orga¬ nizations.

The RN to MSN program is designed to facilitate an accelerated and integrated progression from the Bachelor of Science in Nursing (BSN) curriculum to the Master of Science in Nursing curriculum. This program of study allows nurses to apply six hours of graduate course credit to the BSN degree.

The MSN/MBA dual degree program is a 63-semester-hour program. This inter¬ disciplinary program combines nursing leadership with a working knowledge of busi¬ ness and managerial skills.

The courses in the MSN programs of study are offered in a logical sequence from the core requirements of theory, issues, research, statistics, and caring to courses in the major area of concentration. Elective requirements allow students to expand their educational perspective to other disciplines. The MSN educational experience culminates in a capstone course requiring the application of knowledge in a thesis or project.

A Post-Master’s Nursing Education Certificate is also offered. (See pg. 74for details.)

Purpose

The Master of Science in Nursing program is designed to provide opportunities for students to practice professionally within a global environment from an inter¬ disciplinary perspective with a diverse population. Furthermore, the specialization of practice areas allows the nurse to integrate knowledge from divinity, administration, and education with the theoretical underpinnings of nursing.

Catalog of Graduate Programs / 70

Goals

The MSN Program is designed to meet the following program goals:

Provide individuals with an opportunity to:

1 . Practice advanced nursing in direct and indirect provider roles in a variety of health care and educational settings.

2. Apply advanced knowledge of nursing theory, research, and health policy from a caring perspective.

3. Synthesize multi-disciplinary knowledge and scientific research to accomplish evidence based nursing practice.

4. Integrate nursing knowledge and experiences in varied health care settings.

5. Implement competent practice to meet the challenges of the changing health care envi¬ ronments through application of advanced knowledge, critical thinking, and decision making.

6. Communicate effectively with health care providers both locally and globally.

7. Acquire the knowledge and expertise that meet basic requirements for entry into doctoral study.

CritewaForAdmission

Application for admission to the MSN Program should be made through the Graduate School. Application for admission to the MSN/MBA Program should be made to the Graduate School and to the Graduate School of Business. In order to enroll students from a variety of backgrounds with the greatest potential for suc¬ cessfully completing the program the following criteria for acceptance will be used:

1 . A Baccalaureate Degree in nursing from a regionally accredited institution with a nation¬ ally accredited program.

2. Current unrestricted licensure as a Registered Nurse.

3. GPA of 2.70 on all undergraduate work.

4. Satisfactory scores on the Graduate Record Examination (GRE) or the Miller Analogies Test (MAT). (GMAT or GRE required for the MSN/MBA Program.)

5. Transcripts of all previous college studies.

6. Three letters of reference.

Admission Requirements ForThe RN with a Baccalaureate degree in Another Field:

1. A Baccalaureate Degree from a regionally accredited institution.

2. Current unrestricted licensure as a Registered Nurse.

3. GPA of 2.70 on all undergraduate work.

4. Satisfactory scores on the Graduate Record Examination (GRE) or the Miller Analogies Test (MAT). (GMAT or GRE required for the MSN/MBA Program.)

5. Transcripts of all previous college studies.

6. Three letters of reference.

7. Completion of a graduate or undergraduate general statistics course which includes prob¬ ability theory, inferential statistics, and descriptive statistics.

8. Completion of a nursing health assessment course.

9. For admission to the Master’s in Nursing Education and Parish Nursing: completion of a community health course.

10. For admission to the Master’s in Nursing Administration: completion of a nursing leader¬ ship/management course.

The Graduate School Description of Coursess / 71

COURSE REQUIREMENTS:

A. Required Common Core

NURS 500 Theoretical Basis for Advanced Practice 3 hrs. NURS 501 Nursing and Health Care Systems and Issues 3 hrs. NURS 502 Methods of Advanced Research 3 hrs.

NURS 503 Perspectives of Caring 3 hrs.

NURS 504 Statistics 3 hrs.

B. Required Courses by Concentration

1. Nursing Education

NURS 600 The Nurse Educator 3 hrs.

NURS 601 Curriculum Theory and Application 3 hrs.

NURS 602 Instructional and Evaluation Strategies 3 hrs. NURS 613 Nursing Education Practicum 3 hrs.

NURS 614 Advanced Clinical Theory and Practice 3 hrs. NURS 610 Project/Thesis 3 hrs.

Elective Course relevant to degree focus 3 hrs.

2. Parish Nursing

DSTH 200/201 Introduction to Christian Theology I or II 3hrs.

Introduction to Pastoral Care and Counseling 3 hrs.

Parish Nursing 6 hrs.

Parish Nursing Practicum 3 hrs.

Project/Thesis 3 hrs.

Restricted to DSED and DSPC courses 6 hrs.

3. Nursing Administration

NURS 606 Nursing Economics and Finance 3 hrs.

Administration of Nursing and Health Care Organizations 3 hrs. Administration Practicum 3 hrs.

Health Care Law and Ethics. 3 hrs.

Project/Thesis 3 hrs.

Course relevant to degree focus 3 hrs.

Restricted to BADM courses 3 hrs.

4. MSN/MBA

a. Nursing component

NURS 606 Nursing Economics and Finance 3 hrs.

NURS 607 Administration of Nursing and Health Care Organizations 3 hrs. NURS 617 Administration Practicum 3 hrs.

NURS 610 Project/Thesis 3 hrs

b. Business courses

BADM 600 Managerial Accounting 3 hrs.

Managerial Economics 3 hrs.

Managerial Finance 3 hrs.

Marketing Management 3 hrs.

Organizational Behavior 3 hrs.

Quantitative Methods 3 hrs.

Business Law and Ethics 3 hrs.

International Business 3 hrs.

Strategic Management 3 hrs.

Restricted to BADM courses 6 hrs.

If a person has already completed an MBA degree and wants an MSN/MBA degree, he/she must complete the fifteen hours of the MSN core and the twelve hours of the nursing component, plus one elective.

If a person has an MSN degree in Nursing Administration and wants an

DSPC 100 NURS 605 NURS 615 NURS 610 Elective

NURS 607 NURS 617 BADM 641 NURS 610 Elective Elective

BADM 610 BADM 620 BADM 625 BADM 630 BADM 631 BA"DM 640 BADM 650 BADM 690 Elective

Catalog of Graduate Programs 112

MSN/MBA degree, he/she must complete thirty hours of the MBA core courses, in addition to the six hours of MBA courses already completed within the MSN pro¬ gram.

5. RN to MSN Program

Registered Nurses must be accepted into the BSN Program. Students should noti¬ fy their BSN advisor of their intent to enter the RN to MSN accelerated course of study. Upon approval by the BSN advisor two courses in the MSN curriculum (NURS 502 Methods of Advanced Research and NURS 501 Nursing and Health Care Systems and Issues) will be substituted for two courses in the BSN curriculum (NURS 301 Research in Nursing and NURS 303 Trends in Health Care), respec¬ tively. Students will receive the Bachelor of Science in Nursing degree upon com¬ pletion of the BSN requirements with the substituted courses. Students may then apply to the MSN program to complete the remaining 30 hours of MSN course requirements.

MSN Program Course Descriptions

NURS 500 THEORETICAL BASIS FOR

ADVANCED PRACTICE 3 semester horns

An analysis and evaluation of nursing theory and the relatedness of theory to nursing research. Application of theory in nursing research as the basis for the provision of evidence based practice.

NURS 501 NURSING AND HEALTH CARE

SYSTEMS AND ISSUES 3 semester hours

Examination of local, national, and global health care delivery systems and the societal issues and trends which impact the delivery of health care. Analysis of the impact of direct and indi¬ rect nursing roles on health care policy.

NURS 502 METHODS OF ADVANCED RESEARCH 3 semester hours

A critical analysis of nursing research and methodological approaches utilized in health care. Utilization of computer information systems as a method of inquiry into nursing research in order to describe, analyze, problem solve, and/or initiate change to provide evidence based nursing practice in a variety of settings.

NURS 503 PERSPECTIVES OF CARING 3 semester hours

Consideration of the concept of caring as it relates to culturally competent holistic nursing and nursing interventions within the context of the human experience. Examines the per¬ spective of caring in the practice of relationship-centered care from the standpoint of the nurse and the client as individuals, families, communities, and/or populations.

NURS 504 STATISTICS 3 semester hours

Designed to provide the student with an opportunity to expand the understanding of, appre¬ ciation for, and the use of parametric and non-parametric statistics necessary to critique and conduct nursing research. Utilization of a computer program of descriptive and inferential sta¬ tistical analysis.

NURS 555 SPECIAL TOPICS IN NURSING 1-3 semester hours

A specialized study of current issues, trends, and/or problems in nursing education, adminis¬ tration, or parish nursing. Topics will vary according to student interest and need.

The Graduate School Description of Courses/ 73

NURS 600 THE NURSE EDUCATOR 3 semester hours

Examines the roles of the nurse educator in academic and practice settings. Explores educa¬ tional theories and principles which provide the foundation for nursing education. Application of innovative, evidence based, teaching/leaming strategies in academic, staff development, or similar settings. Pre- or Co-requisite: NURS 500, 501, 502, 503, 504.

NURS 601 CURRICULUM

THEORY AND APPLICATION 3 semester hours

Analysis of the concepts of curriculum development, curriculum design, and curriculum theo¬ ry in relationship to nursing education. Application of the process of curriculum development in practice. Pre- or Co-requisite: NURS 500, 501, 502, 503, 504.

NURS 602 INSTRUCTIONAL AND

EVALUATION STRATEGIES 3 semester hours

Methods and theory of measurement and evaluation as applied in nursing education. Consideration will be given to developing, scoring, and evaluating various assessment tech¬ niques. Pre- or Co-requisite: NURS 500, 501, 502, 503, 504.

NURS 605 PARISH NURSING 3 semester hours

Explores the role of the Parish nurse from the perspective of health ministry within a faith community. Includes qualifications, guidelines, variations, legalities, services, and resources necessary for holistic caring practice. Pre- or Co-requisite: NURS 500, 501, 502, 503, 504.

NURS 606 NURSING ECONOMICS AND FINANCE 3 semester hours

An introduction to the basic monetary and economic concepts of nursing. Emphasis on bud¬ get development and management functions related to economics and patient outcomes. Pre- or Co-requisite: NURS 500, 501, 502, 503, 504.

NURS 607 ADMINISTRATION OF NURSING

AND HEALTH CARE ORGANIZATIONS 3 semester hours

Analyzes organizational structure and behavior of complex, integrated health care systems. Pre- or Co-requisite: NURS 500, 501, 502, 503, 504.

NURS 608 INDEPENDENT STUDY 3 semester hours

The study of a particular aspect of nursing or health care that relates to the student’s major focus.

NURS 610 PROJECT/THESIS U3 semester hours

Analysis of research as a response to a problem related to nursing practice in a variety of set¬ tings. Culminates in a written thesis or project that serves as a capstone experience reflecting synthesis of concepts related to the student's graduate focus. This course may be repeated one time in the curriculum. To be taken in the last two semesters/terms of the program.

NURS 613 NURSING EDUCATION PRACTICUM 3 semester hours

Application of education principles and theories in nursing academic or health organization education settings. Preceptor guided experiences, seminars, and conferences. (1 class hour/6 hours practicum) Pre- or Co-requisite: NURS 500, 501, 502, 503, 504, 600.

Catalog of Graduate Programs / 74

NURS 614 ADVANCED CLINICAL

THEORY AND PRACTICE 3 semester hours

Study and application of selected knowledge and concepts from nursing theories appropriate to clinical practice. Includes seminars, conferences and a student practicum in a clinical set¬ ting with a preceptor. (1 class hour/6 hours practicum) Pre- or Co-requisite: NURS 500, 501,

502, 503, 504.

NURS 615 PARISH NURSING PRACTICUM 3 semester hours

Experiences include conferences, seminars and a preceptor guided practicum in health min¬ istry. (1 class hour/6 clinical hours practicum). Pre- or Co-requisite: NURS 500, 501, 502,

503, 504, 605 .

NURS 6 1 7 ADMINISTRATION PRACTICUM 3 semester hours

Experiences in advanced nursing/healthcare management, leadership, and administration within and across complex integrated organizational and institutional boundaries ( 1 class hour/6 hours practicum). Pre- or Co-requisite: NURS 500, 501, 502, 503, 504, 607.

Post-Master’s Nursing Education Certificate Program

The purpose of the nursing education certificate program is to facilitate the edu¬ cation of master’s prepared nurses for roles as nurse educators in an academic or clin¬ ical setting. Students will receive academic credit for all courses taken in the cer¬ tificate program. A grade of B or better is required to receive course credit. The cer¬ tificate requires 12 hours of course work as described below.

Required Courses :

NURSING 600 NURSING 601 NURSING 602 NURSING 608

Nurse Educator 3 hrs.

Curriculum Theory and Application 3 hrs. Instructional and Evaluation Strategies 3 hrs. Independent Study (Education Project) 3 hrs.

These courses are currently offered at the Statesville and Boiling Springs sites dur¬ ing spring and summer semesters. Independent study (Nursing 608) allows the stu¬ dent an opportunity to design and implement an educational program/project.

Admission Requirements

1. Current, unrestricted license to practice as a registered nurse.

2. Official transcripts documenting completion of master’s degree in nursing from an accredited institution

3. Completed application to the Graduate School at Gardner- Webb University.

The Graduate School Doctor of Education / 75

DOCTOR OF EDUCATION

Educational Leadership

Coordinator Dr. Ronald I. Nanney

The Doctor of Education Degree (Ed.D.) at Gardner-Webb University in Educational Leadership is a 63 -semester-hour program designed for potential and practicing educational leaders who wish to develop and refine their leadership skills in complex organizations. Schools are dynamic institutions whose practice is shaped by powerful and influential interests. As a result, the economic, political, social, and technological environment of schools is always changing. The Doctor of Education Degree program is designed to equip candidates with the knowledge, skills, attitudes, values, and beliefs that will enable them to function effectively in leadership roles in this fluctuating environment.

Purpose

The purpose of the Doctor of Education in Educational Leadership is to develop educational leaders through courses, research, seminars, and internships conducted in an environment based on Christian principles and values.

Goals

1. To engage candidates in critical analysis of educational theory and practice;

2. To engage candidates in disciplined inquiry in the field of education;

3. To prepare candidates for making contributions to educational theory and

practice;

4. To prepare candidates to become leaders in educational institutions; and

5. To meet proficiency levels in licensure requirements.

Course Requirements

EDLS 700 Theory Development Module 6 hrs.

EDLS 701 Seminar 1 hr.

EDLS 702 Operational and Managerial Module 6 hrs EDLS 703 Seminar 1 hr.

EDLS 704 Research Module 12 hrs.

EDLS 705 Seminar 1 hr.

EDLS 706 Reform and Change Module 6 hrs.

EDLS 707 Seminar 1 hr.

EDLS 708 Organizational Behavior Module 6 hrs.

EDLS 709 Seminar 1 hr.

EDLS 710 Instructional Module 12 hrs.

ED^S 711 Seminar 1 hr.

EDLS 712 Dissertation Module 6 hrs.

EDLS 713 Seminar 3 hrs.

Admission Prerequisites

Applicants must hold an entry-level license in educational leadership or supervi¬ sion and have a minimum of three years successful administrative/teaching experi-

Catalog of Graduate Programs / 76

Admission Requirements

1. Complete the application, including a copy of your current educator’s license.

2. Attach a $25.00 non-refundable application fee, either check or money order-no cash.

3. Have five (5) people who know your work as an educator or graduate student and your potential fill out the recommendation form, put it in a sealed envelope, and sign across the seal. (Be sure you have filled out the top part of the reference form first.) You must collect and send these five unopened envelopes with your application.

4. Arrange to have an official transcript of all master’s level work sent to you in an envelope sealed by the registrar. Include the sealed envelope(s) with your appli-

5. Write a personal essay explaining your purpose in wanting to earn a doctoral degree in educational leadership.

6. Arrange to take the Graduate Record Exam (General Test) and have those scores sent to the Graduate School Office from the testing agency.

Please enclose items 1-5 above in a large envelope and mail or bring it to the fol¬ lowing address:

Graduate School

Washburn Hall

Gardner- Webb University

Boiling Springs, North Carolina 28017

When your application folder is complete, it will be sent to the School of Education for admission consideration. Applicants with the highest profile ranking will be invited to participate in interviews with the Ed.D. Admissions Committee.

DESCRIPTION OF COURSES

DOCTOR OF EDUCATION

EDLS 700 THEORY

DEVELOPMENT MODULE 6 semester hours

This module examines the historical context of curriculum development and organizational structure. In addition to the historical emphasis, the course facilitates investigation of current and future theories associated with organizational change and curriculum reform from a sys¬ tematic approach. An integrated approach is used in the study of common theories and philosophies.

EDLS 702 OPERATIONAL

AND MANAGERIAL MODULE 6 semester hours

This module examines finances and facilities from the perspective of educational leaders who must determine the needs and functions of the fiscal operations. An integrated approach is used to establish the necessary leadership skills to create a cooperative working environment. The module also emphasizes a business management appreciation of the complexity and mag-

Doctor of Education Course Descriptions / 77

nitude of education as an important resource in the public sector. A thorough examination includes an understanding of how the American economy provides funding for public educa¬ tion, how funds are administered, and trends toward the efficient utilization of resources.

EDLS 704 RESEARCH MODULE! 2 semester hours

Schools function as professional learning communities, thus entering into decision-making processes that are inquiry and collaboratively based. This module develops the skills for indi¬ vidual and organizational inquiry.

EDLS 706 REFORM

AND CHANGE MODULE 6 semester hours

This module examines the historical background of school reform and the impact upon change in the educational environment. In addition, emphasis will be placed on effectiveness, reform models, and the leadership implications of managing change efforts.

EDLS 708 ORGANIZATIONAL

BEHAVIOR MODULE 6 semester hours

This module surveys historical and contemporary works in ethics and legal issues as they relate to the educational setting. The course explores managerial and governance roles of the school leader who creates a positive environment for an educational organization.

EDLS 710 INSTRUCTIONAL

MODULE 1 2 semester hours

The purpose of this module is to develop creative leadership and skills for supervising educa¬ tional programs and personnel. This course analyzes the nature, focus, and attributes of lead¬ ership. Furthermore, it explores theory and practices of leadership and various leadership inventories. The course focuses on the techniques, skills, and practices of the professional supervisor.

EDLS 712 DISSERTATION

MODULE 6 semester hours

This module allows the student to examine, through quantitative and qualitative methods, a topic of interest with the approval and guidance of a dissertation committee.

EDLS 701, 703, 705, 707,

709, 711 MODULE SEMINARS J semester hour each

Each module incorporates a one (1) hour seminar designed for students as a means of enhanc¬ ing the module experience and expanding the level of engagement.

EDLS 713 DISSERTATION

MODULE SEMINAR 3 semester hours

The dissertation module incorporates three (3) hours of seminar credit aimed at providing quality time for collaborative activities that assist in the development and completion of the final product.

Catalog of Graduate Programs / 78

Graduate School of Business / 79

The Graduate School of Business

Advanced Study of Business in a Christian Environment

Introduction

The Graduate School of Business currently offers master degree programs in Master of Business Administration (MBA), Master of Accountancy (MAcc), International Master of Business Administration (IMBA), MBA/MAcc and IMBA/MAcc. Two other degree programs are jointly offered with the M. Christopher White School of Divinity (MDiv/MBA) and the School of Nursing (MSN/MBA). The Graduate School of Business requires a minimum of 36 semester hours of graduate credits for an MBA or IMBA degree and 30 semester hours for a MAcc degree. The programs are specifically structured to accommodate the needs of working professionals - people who are seeking new ways to remain competitive in the changing environment of business and accounting. Each class meets only one evening a week for an entire semester and two evenings a week during the summer sessions.

Locations

The MBA Program is offered on the main campus in Boiling Springs, North Carolina. The MBA Program is also offered in Statesville, Winston-Salem, Valdese, Charlotte, and Spartanburg, South Carolina. The MAcc program is currently offered on the main campus, Charlotte, and Statesville center.

The Faculty

Members of the Graduate Business Faculty hold doctorate degrees from major uni¬ versities throughout the country and world. They have varied business experiences and bring to the classroom a mixture of practical and theoretical experience and training. The faculty is committed to providing a program of study which clearly gives its participants an advantage when competing with others in today’s business climate.

Classes are generally small at Gardner- Webb University and faculty members are accessible. Professors’ priorities are given to teaching and serving the program’s par¬ ticipants. Professors also engage in consulting and research activities; these pursuits are then used in the classroom to make lectures up-to-date and meaningful. This environment of personal attention and dedication to teaching distinguishes the programs from other universities.

Gardner-Webb University and Free Enterprise

The University has been supported greatly over the years by Baptist churches the Baptist State Convention of North Carolina, and men and women who gave their tjme and resources to provide students with an excellent Christian learning envi¬ ronment. Some of these supporters were successful business people who shared in Gardner-Webb University’s commitment to the teaching of love and appreciation for the American free enterprise system. Many other small and large business entre¬ preneurs have made financial contributions that have enriched the University’s campus community and enhanced its course offerings.

The graduate and undergraduate business programs provide opportunities for stu¬ dents to understand and experience the free market system. Student business orga-

Catalog of Graduate Programs / 80

nizations, on-campus seminars, and executive lectures help prepare students for suc¬ cessful business careers. The University’s Broyhill Academy is dedicated to spread¬ ing an appreciation of free enterprise and teaching entrepreneurship.

WorldTrade Resource Center

(The Free Enterprise Center)

The Gardner- Webb University World Trade Resource Center was established on October 2, 1991 as a resource base for businesses already competing or about to enter the global market. It is a non-profit organization which encourages the development of new businesses and foreign trade between and among all nations. Also, it serves as a practical resource base for students majoring in international business. The cen¬ ter’s trade networks and other resources help simplify the theories of this discipline by disseminating global information about economic activity in the foreign arenas. The center is located in the School of Business.

Study Abroad Program

International Master of Business Administration (IMBA) majors are required to participate in a foreign study program offered through the Graduate School of Business. Other majors in the Graduate School of Business are encouraged to par¬ ticipate. Several programs are offered every year to the major continents of the world, including Europe, Asia, Africa and South America. This program provides to the individual practical international educational experience of culture, customs, language, and the impact of international business. It is a unique educational oppor¬ tunity enrichment for the participants.

Graduate School of Business (GSB)/

Executive As sociation

The GSB/Executive Association is an organization of current Graduare School of Business students, Alumni and business executives united to provide network ser¬ vices to its members, and further develop and enhance the partnership between the University and the business community.

The association is a self-supporting, not for profit organization, committed to meeting the needs of its members, the University and industry. The association objectives are:

■ To provide social and professional activities for its members.

■ Provide networking capabilities for its members, including employment oppor¬ tunities.

■ Invite nationally and world renowned speakers to the campus.

■ Promote a positive image of Gardner-Webb worldwide and increase public awareness.

■ Maintain a strategic planning process that is conducive to addressing the cur¬ rent and future needs of the program; to meeting changing academic and business requirements.

■ Develop stronger relationships with the business community.

■ Provide availability of resources for consulting or problem resolution.

Student Life

Students enrolled in a graduate program at Gardner-Webb University are typical¬ ly working professionals. Therefore, programs are carefully designed to accommo¬ date their needs, especially as they relate to work schedules. Graduate students have

Introduction to the Graduate School of Business / 81

representation on the Graduate Council and are entitled to attend campus events, receive campus publications, and request services which are offered to students at Gardner-Webb. Services offered include guidance and counseling, placement ser¬ vices, and the delivery of textbooks from the Campus Shop to off-campus centers. Graduate students are invited to participate in campus life to the maximum extent of their desire and interest.

The Admissions Process

Admission to the University’s Graduate School of Business program is selective. An admission decision is based on a balanced appraisal of the applicant’s total aca¬ demic and professional record, his/her Graduate Management Admissions Test score, and overall excellence. While the Admissions Committee looks for responsi¬ ble academic performance and excellence on test scores as evidence of the appli¬ cant’s ability to do well in graduate study, it also looks for qualities of personal devel¬ opment which are relevant to career success. Extra-curricular involvement and lead¬ ership in college, useful assignments in military service or substantial work experi¬ ence will strengthen the application.

Application Procedures

Persons wishing to apply for admission to the Graduate School of Business Programs should request application materials from the Graduate School of Business Office of Admissions. No single criterion will be decisive, but each item will be con¬ sidered in relation to the applicant’s total qualifications. Gardner-Webb University seeks to enroll students from a variety of economic, occupational, racial, social, reli¬ gious, and geographic backgrounds.

To apply for initial admission to the Graduate programs, the applicant should:

1. Submit an application and a detailed resume of professional experience to the Graduate Business Director of Admissions along with a $25 non-refundable pro¬ cessing fee.

2. Arrange for an official transcript of all previous academic work beyond high school to be sent directly from each institution attended. The Privacy Act requires that each student request in writing transcripts be released to the Graduate Business Director of Admissions.

3. Arrange for submission of scores on the Graduate Management Admissions Test (GMAT).

4. Have three evaluators mail recommendations directly to the Graduate Business Director of Admissions: (1) current or past professor, (2) current or past supervisor, (3) academic or business professional, or any combination thereof.

GMAT

Students are required to take the Graduate Management Admission Test (GMAT) prior to full admission to the program. A GMAT score can only be used for evaluation if the test has been taken within the last five years.

• Students must request the Educational Testing Service to send GMAT scores directly to Gardner-Webb University. The University ETS Code is 5242.

Applications for taking the GMAT may be obtained from the MBA Director of Admissions at Gardner-Webb University. Students may register by phone to take the test by calling 1-800-GMAT-NOW. Specific testing locations and additional information may be found on the web site at http://www.gmat.org.

Catalog of Graduate Programs / 82

International Students

International students follow the usual procedure for admission with these excep-

1. Transcripts must first be submitted to World Education Services (P.O. Box 745, Old Chelsea Station, New York, NY 10113-0745) for a course by course evaluation before being mailed to the Graduate Business Director of Admissions.

2. TOEFL score of at least 500 must be submitted unless English is the native lan¬ guage.

3. A Gardner- Webb University form, Statement of Financial Responsibility, must be completed, signed, and accompanied by a letter from the student’s or sponsor’s bank showing amount to cover one year of graduate study.

4. Once the student’s file is completed and an admissions decision has been made, the Graduate Business Director of Admissions will send the student an 1-20 Form, enabling the student to apply for a visa.

Types of Enrollment Status

Enrollment for graduate study in business is granted in the following categories.

Full Admission

An applicant who meets all of the formal requirements for admission to the MBA, MAcc or IMBA degree program is granted full admission. These requirements include the following:

1. Graduate from a regionally accredited institution of higher education with a bachelor’s degree.

2. Complete undergraduate course prerequisites or equivalents with a “C” or bet¬ ter.

Persons who have not completed requirement number 2 may be given applicant admission, and after satisfactorily completing the foundation studies at Gardner- Webb University or elsewhere will be granted full admission (see Undergraduate Foundation Studies, page 94).

3. Present a minimum cumulative undergraduate grade point average (GPA) of 2.5 on a 4.0 scale for MBA and IMBA Programs and 2.7 on a 4.0 scale for MAcc Program, on all undergraduate coursework completed and a satisfactory Graduate Management Admissions Test (GMAT) score. The GMAT must be taken by the 15th hour of course study.

4. Be recommended by three evaluators.

Provisional Admission

An applicant who does not meet the formal requirements or standards for full admission may be granted provisional admission. A student admitted with provi¬ sional status must meet any condition attached to his/her admission before being granted full admission. Deficiencies may include lack of undergraduate foundation studies, low test scores, or low undergraduate grade point average.

For students admitted provisionally due to undergraduate course prerequisite defi¬ ciencies, Gardner-Webb University generally offers undergraduate foundation courses in Accounting, Microeconomics, and Statistics at various times throughout the year. An individual having foundation deficiencies may not enroll in any of the programs’ courses until all deficiencies have been removed.

A student with low test scores or a low undergraduate grade point average may be asked to take two core courses over the next two semesters following application. The student’s progress will be monitored and the student will be granted full admis-

Introduction to the Graduate School of Business / 83

sion status if the student receives an “A” or “B” in both courses. The student will be barred from continuation in any of the programs with a grade lower than a “B” in either of these courses. No student may be admitted to any of the programs who has a grade point average lower than a 2.25 on all college work attempted or the last sixty-four hours of undergraduate work attempted.

Applicant

An applicant to any of the programs may be granted permission to register for one semester of course work prior to the completion of the admission procedure. Credit earned will be considered graduate level work but may not be counted toward any of the degree programs at Gardner- Webb University until the student meets admis¬ sions criteria when all credentials are assessed. All supporting documentation must be submitted and assessed in order for the student to register for a second term of course work.

Special Student

A student entering any of the programs to take courses for professional or career enhancement as a non-degree seeking student is granted special admission. A max¬ imum of six semester hours of credit may be earned as a Special Student and applied toward any of the degree programs at Gardner- Webb University.

Transient Student

Transient status is assigned to an applicant from another recognized graduate institution who desires enrollment at Gardner- Webb University to take courses for transfer to the institution in which he or she is enrolled as a degree candidate. A transient student must submit an application for admission and a letter from the director or dean of the MBA or MAcc program in which he or she is regularly enrolled indicating good standing.

Transfer of Courses for Graduate Credit

With the approval of the major coordinator, a maximum of six semester hours may be accepted from a regionally accredited MBA, IMBA or MAcc program toward the fulfillment of requirements for the MBA, IMBA or MAcc degree at Gardner- Webb University. Credit will not be given for courses taken more than six calendar years before applying for admission to graduate study. Only courses with a grade of “B” or “A” will be considered for transfer and must be substantially parallel to Gardner- Webb University courses. Students currently enrolled in the any of the programs at Gardner- Webb University must have prior written approval to take courses from another institution for transfer credit.

Courses accepted in transfer admission are recorded as credit only: grades are recorded on a transfer evaluation form, but no grade points or grade point averages are computed. The grade point average used for administering policy and for gradu¬ ation is computed on academic credit earned at Gardner- Webb University. The Registrar interprets the transfer policy and certifies students