Catalog - University of Mary

6General InformationHistoryThe University of Mary, the only Catholic universityin North Dakota, was founded in 1955 as the two-yearMary College by the Benedictine Sisters of AnnunciationMonastery. It became a four-year, degree-grantinginstitution in 1959 and achieved university status in1986. The University of Mary has been accredited byThe Higher Learning Commission of the North CentralAssociation of Colleges and Schools since 1969.Since its beginning, the University of Mary hassought to respond to the needs of people in theregion. Its short history is one of rapid expansion.Student enrollment rose from 69 in 1959, theyear of its incorporation, to 3,317 in 2010.Five buildings of the campus were designed byrenowned architect Marcel Breuer (1902-1981). TheSisters of Annunciation engaged him to build theirmonastery and a girls’ high school, a complex completedin 1959. Today that facility serves the University as theBenedictine Center for Servant Leadership. The firstfour buildings of the long-anticipated campus werealso designed by Breuer, a project completed in 1968.The University continues to strive for quality inits curricular offerings and student support services.The change from college to university status in 1986brought the implementation of master’s degreeprograms in nursing, management and education.In addition to those initial programs, master’sdegrees are offered in occupational therapy, businessadministration, counseling and project management.In 2003 a doctorate in physical therapy was added tograduate studies. The opening of the Butler Centerfor Lifelong Learning in Bismarck added a muchneededsite for classes and service to the local area.With the launching of the Centers for Accelerated andDistance Education in 1996, the University openeda center in Fargo, North Dakota, in January 1997,offering undergraduate and graduate programs for theadult learner. Responding to the need for services, theUniversity has off-campus sites and has expanded itsdelivery of educational services to include online learning.The University of Mary set new strategic directions in2001 with its vision for the future as America’s LeadershipUniversity. The University is committed to providingleadership experiences for every student including acompetence-based curriculum which more effectivelycombines liberal learning with professional preparation, avalues base that is foundational to character developmentand ethical decision-making, a service experience inwhich curricular and cocurricular learning come together.Today, with a faculty and staff of over 300, theUniversity of Mary remains committed to continuingthe mission of its founders and sponsors andto serving the people of the region and beyondin a spirit that fosters servant leadership.University GoalsMission StatementChristian, Catholic, and Benedictine, the Universityof Mary exists to serve the religious, academic, andcultural needs of people in this region and beyond.To serve the religious needs• The University of Mary offers:• Formation in a Christian communitywith a full liturgical life on campus• Experiences that foster religious and humane values,both in and out of the classroom, particularlythe six Benedictine values of the University.• Activities that encourage individuals and groupsto volunteer service to the community• Opportunities to build the body ofChrist through growth in intellectual,religious, and moral understanding• A setting for collegial exchange and supportbetween the communities of AnnunciationMonastery and the University of Mary.To serve the academic needsThe University of Mary cultivates servantleadership through these core concepts:• Spirituality and Ethics• Communication• Critical Thinking• Global StewardshipFor a student to grow in leadership formation andacquire proficiency in these competencies, continualassessment of learning in an atmosphere of opennessand free inquiry is promoted. This atmospheresupports the University‘s commitment to developthe whole person. It enables each person, throughboth curricular and cocurricular opportunities, toexplore leadership in the service of truth in its multiple

7facets. It recognizes the richness and diversity thatcome from intellectual inquiry and exploration.Respectful of each person regardless ofstatus or age, the University of Mary notonly accepts, but actively encourages:• Students from diverse social, economic,cultural, and religious backgrounds• Students whose background requires moreindividualized teaching and/or counseling.Ever open to change and responsive tothe needs of students and the community,the University of Mary promotes:• Curricular integration of the liberalarts and professional preparation• Opportunities in service learning oncampus, locally, regionally, and globally• The trimester calendar, which translates intotwo four-month semesters and a summer term,providing learning opportunities to meet individualneeds, including foreign and domestic travel• Commitment to graduate studies• Continuing education through courseofferings for area citizens• The delivery of academic programs witha focus on distance education to includeoff-campus sites and online offerings.To serve the cultural needsThe University of Mary provides:• Cultural events and opportunities to participatein community cultural enrichment• A stimulating academic community that promotesgrowth in itself and the local population• A Christian community that fosters diversitythrough hospitality and dialogue so as tolearn to live in an interconnected world• A campus that reflects the artistic principles ofrenowned architect and designer, Marcel Breuer.Vision StatementThe University of Mary is motivated to strive towardever-higher levels of excellence in the Catholic intellectualand Benedictine wisdom traditions. As America‘sLeadership University, the University of Mary seeks tobe distinctive in its preparation and development ofservant leaders with moral courage, global understanding,and a commitment to the common good.Leadership development opportunities include:• A first year experience based on theconcept of servant leadership• Mentorships, internships, practicumsor meaningful work experiences• Independent or individualized studieswith faculty mentoring and guidance• Student participation in the University‘sdecision making processes• Student involvement in professionaland service organizations• Service learning in curricular and cocurricularofferings to include global perspective• Exchange among students, faculty, andstaff in the social, academic, and spiritualareas of the campus environment• Involvement in the religious, social, educational,and political communities beyond the campus.• The Emerging Leaders Academy, an honorsleadership program that is designed for highlymotivated,capable students who are interestedin becoming future professional leaders.Servant Leadership experiences are based on:• Character building relationships integratedwith a solid understanding of what it is to beservant leader with Jesus Christ as model• The six Benedictine values of the University.Mission and IdentityFounded to prepare leaders in the service of truth,the University of Mary is distinctive in our educationand formation of servant leaders with moral courage,global understanding, and commitment to thecommon good. As America’s Leadership University,we are deeply devoted to our mission: The Universityof Mary exists to serve the religious, academic andcultural needs of the people in this region and beyond.It takes its tone from the commitment of the Sisters ofAnnunciation Monastery. These Sisters founded theUniversity in 1959 and continue to sponsor it today.It is Christian, it is Catholic, and it is Benedictine.We cherish our Christian, Catholic, Benedictineidentity; we welcome and serve persons of all faiths.We are faithfully Christian.As a Christian university, we strive to accomplish ourmission in faithfulness to the Gospel of Jesus Christ.

8We regard each human person as created in the imageand likeness of God, gifted with life and dignity. Weseek to be agents of cultural renewal in our time andplace, courageous advocates for justice and peace. OurChristian commitment is born from and sustained bythe encounter of the Risen Lord, who came not to beserved but to serve. As He humbly washed the feet ofHis disciples on the night be-fore He died, so we seekto serve one another. We are faithfully Christian.We are joyfully Catholic.As a Catholic university, we joyfully draw our lifefrom the heart of the Church, identifying with theancient tradition which gave rise to the first universitiesin medieval Europe. This Catholic intellectual traditionproposes an integrated spiritual and philosophicalapproach to the most enduring questions of humanlife. Thus we seek to advance the vital dialogue betweenfaith and reason, while acknowledging the properautonomy of the arts, sciences, and professions. Auniversity is a place for the free exchange of ideas,and so we warmly welcome students and faculty ofmany faiths and convictions. At the same time, ourcommon discourse ever takes place in a spirit ofauthentic respect for Catholic teaching and practice.We acknowledge the Catholic faith as a path to moralintegrity and personal holiness. We are joyfully Catholic.We are gratefully Benedictine.As a Benedictine university, we remember withgratitude the Benedictine Sisters who came to DakotaTerritory in 1878, bringing ministries of teaching andhealing. This community of Sisters would become ourfounders and sponsors and, through them, we sharein the 1500-year-old heritage of the Benedictines.Inspired by lives of prayer, community, and service,Saint Benedict and his spiritual followers throughthe ages have been a stable source of tremendousgood in the world: renewing the Church, pre-servinglearning, cultivating wisdom, modeling humanevirtues of balance and generosity. The life of ourSisters shapes our life. We are gratefully Benedictine.Benedictine ValuesAlthough communal life inspired by the Ruleof St. Benedict (RB) stores a vast treasury ofBenedictine values, six of these are of particularimportance for our life at the University of Mary:- Community: Striving together for the common goodand growing in relationship with God, one another,and self; Let all things be common to all (RB 33).- Hospitality: Receiving others as Christ with warmthand attentiveness; Let all be received as Christ (RB 53).- Moderation: Honoring all of God’s creation and livingsimply with balance and gratitude; Regard all thingsas sacred and do everything with moderation (RB 31).- Prayer: Attending to the mystery and sacredness oflife, abiding in the divine presence, listening andresponding to God; Listen intently to holy readings.Give yourself frequently to prayer (RB 4).- Respect for Persons: Recognizing the image of God ineach person and honoring each one in their giftednessand limitations; Honor everyone and never do toanother what you do not want done to yourself (RB 4).- Service: Meeting the needs of others in theexample of Jesus the servant leader; Themembers should serve one another (RB 35).America’sLeadership UniversityAs America’s Leadership University, the University ofMary provides an environment in which each studentparticipates in those experiences essential to becominga leader. The development of essential leadershipqualities in each student empowers that person to workcourageously and effectively for the common good.Our chosen model of leadership is servant leadership:Servant Leadership at the University of Mary is apattern of living marked by competence in one’s chosenprofession, courage in making ethical decisions basedon Benedictine values, and compassion in serving theneeds of others. In a context of relationship to God,to one another, and to self, we believe that leadershipis making a difference for good. Rooted in the Gospeland in the founding vision of the Benedictine Sisters toserve spiritual, intellectual, and cultural needs of others,the model for servant leadership is Jesus Himself. Atthe University of Mary students grow into leadershipthrough service. Learners become leaders in the serviceof truth. – Sister Thomas Welder, president emerita.Aware of its close historical ties with the people ofour region, the University of Mary seeks to enhancethe quality of life in the Bismarck-Mandan communityand in all the communities we serve. The Universityalso encourages each person to participate in theleadership of his or her religious, social, educational,and political communities. Furthermore, it promotes asetting of freedom and initiative in which each personmay develop those characteristics critical to leadershipformation and the search for truth and happiness.

9That same communal focus makes the Universityof Mary open to change. Through its continuedsearch for innovative and experiential approachesto learning, the University seeks personalized andrelevant education for all students, including thosewith special needs, whether these be economic,social, cultural, racial, religious, or personal.All students are encouraged to seek the truth, to seethemselves as whole and unique individuals responsibleto God, and to become leaders in the service of truth.FacilitiesThe main campus of the University of Mary islocated six miles from downtown Bismarck. It includesthe Casey Center for Nursing Education, the HaroldJ. Miller Center, Arno Gustin Hall, University Hall,the Clairmont Center for Performing Arts, the WelderLibrary, Hillside, Greg Butler and Boniface Halls, NorthResidence, Deichert Hall, Boyle Hall, the Leach Center forStudent Life, the McDowell Activity Center, the RichardA. Tschider Center for Health Science, the Harold SchaferLeadership Center, Benedictine Center for ServantLeadership, and the Gary Tharaldson School of Business.All academic facilities and a limited numberof rooms in the residences are accessibleto students with physical challenges.The University also maintains an in-townclassroom facility, the Butler Center for LifelongLearning, on South Seventh Street, and a site inFargo, ND, Billings, MT, and Kansas City, MO.• Harold J. Miller Center: This building houses theDivision of Mathematics and Natural Sciences,the Program in Occupational Therapy, andHuman Performance Science classrooms.• Casey Center for Nursing Education: Namedafter a Bismarck land developer and Universitybenefactor through the Casey Trust, T. ClemCasey and his wife Meredith, this classroom andoffice building houses the Division of Nursing.• Arno Gustin Hall: Named after the thirdpresident of the University of Mary, theRev. Arno Gustin, O.S.B., this 342-seat hallaccommodates lectures, theater, and music.• McDowell Activity Center: Named for Harleyand Margaret McDowell who improved thequality of life through leisure activities in theregion, this facility includes a gymnasium areafor basketball, tennis, and volleyball, a swimmingpool, a weight training room, classrooms, offices,an athletic training treatment room, saunas, lockerrooms and the Program in Athletic Training.• The Richard A. Tschider Center for HealthScience: Named for the long-time administrator ofSt. Alexius Medical Center, this building includesclassrooms, labs, faculty offices, a conference roomand a weight room, and adjoins the McDowellActivity Center. It is also the home of the PhysicalTherapy and Exercise Science programs.• University Hall: This facility includes acafeteria with a beautiful view of the MissouriRiver Valley, student health clinic, theUniversity Mart, and Marauder Cove, thecampus coffee shop and gathering place.• On-Campus Residences: An active studentresidential community of approximately750 students re-sides in a variety of studentresidences. There are two traditional residencehalls, two that feature two-bedroom suitessharing bath facilities, and two with threebedroomsuites complete with bath, kitchen,and common living and dining facilities.• Leach Field House: Named in recognition of TomLeach, a successful North Dakota entrepreneur,and his wife Frances, the field house providesopportunities for student recreation andphysical development. The facility includesa gymnasium area for basketball, tennis, andvolleyball, a six-lane 160- meter track, battingcages, a climbing wall, and wrestling room.• Leach Center for Student Life: This facility servesas the social hub of the campus. It includes a 3,000square foot fitness center, snack bar, beverage bar,DJ booth, racquetball court, and locker rooms.• Clairmont Center for Performing Arts: Namedafter a Bismarck leader in construction and landdevelopment, Bill Clairmont and his wife Pat, whohave served on University Boards and supportedits growth over the years, this two-story complexincludes a chapel, general classrooms, offices, anart gallery, music teaching studios, practice rooms,rehearsal space, a recital hall, and a language lab.• Benedictine Center for Servant Leadership:Known as Annunciation Priory from 1959 to 2000,this Marcel Breuer building was dedicated to theBenedictine Sisters of the Annunciation by Myronand Marjory Atkinson, Bismarck Catholic leadersand benefactors. It houses most administrativeoffices, Student Support Services, Learning SkillsServices, Career and Testing Services, the Division

10of Philosophy and Theology, a cafeteria, a women’sresidence hall, the television production studio, thestudent radio station, faculty offices, classrooms,and the Harold Schafer Leadership Center.• Harold Schafer Leadership Center: Named after therenowned North Dakota entrepreneur, the center islocated within the Benedictine Center. It includesan executive boardroom, the Hauer Theater, aninteractive audio-visual center, the Great Room,designed for gatherings and includes full food andbeverage service, and three computer technologylabs containing the latest computer hardware andsoftware for specialized technology training.• Gary Tharaldson School of Business: Dedicatedin the fall of 2008, and named for North Dakotaentrepreneur and businessman Gary Tharaldson,this facility is the home of the academicprograms in business. It contains classrooms,conference rooms, and faculty offices.• Welder Library: In 1998, the Universitydedicated the Welder Library, named forSister Thomas Welder, President of theUniversity of Mary from 1978 to present.Welder Library seats 204 and currently hasapproximately 70,000 volumes. In addition, thereare over 5,000 multi-media items. The Librarysubscribes to nearly 600 journals and newspapers.Full-text online indices are provided in both generaland special subject areas. This facility also providesspace for class-rooms, computer laboratories, andfaculty offices for the School of Arts and Sciences.All materials in the library are cataloged and fullyaccessible through the use of INFO*LYNX, an automatedcatalog. INFO*LYNX is a joint catalog listing thematerials of Welder Library, Bismarck Public Library,Mandan Public Library, United Tribes TechnicalCollege Library, and six other smaller area libraries.Students and faculty also have access to thecollections at the North Dakota State Library, BismarckState College Library, and Q&R Medcenter OneHealth Sciences Library. Welder Library is linked bycomputer to the major academic and public librariesin North Dakota and the upper Midwest region.The State of North Dakota and the State ofMinnesota have a contract which makes the resourcesof Minnesota available to residents of North Dakotaincluding the students and faculty of the University ofMary. A union list of serials called MULS gives WelderLibrary access to the periodical holdings of librariesin North Dakota, South Dakota, and Minnesota.Welder Library is also a participant in OCLC, aninternational library network that provides automatedsupport for cataloging, database searching, and interlibraryloan through access to nearly 48 million items.Programs for Adult LearnersAccelerated and Distance EducationThe University is committed to serving the learningneeds of adults. Undergraduate and graduate programsare offered utilizing alternative delivery modesincluding concentrated evening classes completed in 5-10weeks, summer options, weekend college and distanceeducation. Through the Centers for Accelerated andDistance Education, adult learners with significant workexperience may be granted prior learning academic creditthrough a portfolio evaluation of learning outcomes.Selected undergraduate programs are offered for adultswho have already completed many requirements fortheir degree allowing them to complete their degree in15-18 months. Graduate programs are also offered inaccelerated and in on-site and online formats. For moreinformation, contact the University of Mary Centers forAccelerated and Distance Education in Bismarck or Fargo.• Bismarck Center: The Bismarck Center servescommunities in western North Dakota. Locatedin the Butler Center for Lifelong Learning onSouth Seventh Street in Bismarck, the ButlerCenter is named in honor of Francis and DorisButler, founders of Butler Machinery, Fargo, bytheir sons Matt, David, and Greg Butler. It is thesite of most of the University’s evening classesand many other special program offerings, and anoffice for the Centers for Accelerated and DistanceEducation. The center has eight classrooms, eachwith a seating capacity for 24 to 45 people with theflexibility for three larger spaces. It also serves as theUniversity’s information center within Bismarck.• Fargo Center: The Fargo Center serves easternNorth Dakota and western Minnesota, withsites at Grand Forks, Fargo, Jamestown andBelcourt, ND. The center is located in the ButlerBuilding at 1351 Page Drive in Fargo. It has 11classrooms including a complete computer lab,one conference room, as well as administrativeand student support offices. The state-of-the-artlab and classrooms enjoy high-speed connectionsto the internet as well as to the main campus.• Billings Center: The Billings Center serves Montanaand Wyoming, with sites at Billings and Poplar, MT,and Gillette and Casper, WY. The center is located at3320 Second Avenue North in Billings, Montana. It

11has three large classrooms, a computer lab, and anadministrative office. Each classroom has a dedicatedmultimedia projector system that is connected to theinternet. The computer lab features computers and aprinter available for student use. Wireless internet isalso available to all students and faculty throughoutthe center. Video conferencing is also available.• Kansas City Center: The Kansas City Centerserves Kansas City, MO, and Fort Riley, KS. TheUniversity of Mary is located in the Park HillSchool District Education Center Building, 7703N.W. Barry Road. The building is located in thenorth area of Kansas City, Mo. near KCI Airport.The Kansas City Center has an administrationoffice and two classrooms. Classrooms contain aprojector system that is connected to the internet.The University of Mary is located on-post at FortRiley, Kansas. This location houses a consortium of sevencolleges and universities which are a part of Fort RileyEducation Services. The address is Building 217, Room204, Custer Avenue, Fort Riley, Kansas. University of Maryhas an administrative office and utilizes two classroomsequipped with a projector system and internet use.The Prior Learning ProgramIn 1978, as a member of the Council for Adult andExperiential Learning (CAEL), the University designeda program that awards academic credit forlearning that took place outside a formal college setting.Students may apply this credit toward an academicdegree from the University of Mary. The Universityawards credit after an assessment of a prior learningportfolio developed by each applicant to the program.Prior learning detailed in the portfolio is evaluatedby University faculty from the relevant academicfield to ensure that course outcomes have been met.Individuals applying for credit are required to takethe Prior Learning Workshop or its equivalent.A candidate for a degree must submit the portfoliofor evaluation at least one semester prior to the dateof graduation. Ordinarily, prior learning credits arenon-transferable. They are recorded as transfer creditsand usually are not transcribed until the student hasmet the other requirements for a degree, or an addedmajor or minor, at the University of Mary. Theserequirements are listed in other sections of this bulletin.Before pursuing prior learning credits toward aprofessional major or minor that requires licensure,certification, or endorsement by a recognizedjurisdictional governing body, the student shouldconsult with the appropriate division chairperson.The Prior Learning Program is designed primarilyfor the older-than-average college-age student.Traditional college students may enter the programonly during their senior year with approval ofthe school dean responsible for their major.Dual Degree ProgramThe dual degree program provides an opportunity forqualified students to earn a Bachelors of Science degreein Engineering Science at the University of Mary whileearning an engineering degree from the University ofMinnesota. Students complete three or four years ofstudy including all liberal arts requirements and therequisite pre-engineering courses in math and scienceat the University of Mary. Two additional years of studyas a transfer student in the Institute of Technologyat the University of Minnesota allow the student tocomplete a dual degree in Engineering Science.Summer SessionsSummer sessions provide educational opportunities forundergraduate and graduate students through workshops,internships, independent study, and regular classes.Graduate ProgramsThe University of Mary offers master’s programsin Business Administration, Nursing, Education,Counseling, Project Management and OccupationalTherapy and a doctorate program in PhysicalTherapy. Courses are offered each semester and duringsummer sessions. Students interested in pursuinga graduate degree should contact the Director ofGraduate Studies in the Office for Academic Affairs.The Graduate Bulletin and the Universityof Mary website provide further informationconcerning graduate programs.Step-Up Program(Dual Credits)Capable high school juniors and seniors may enrollfor university courses offered at partner parochialhigh schools in North Dakota. Credits earned throughthis program are approved by the University of Maryand, as such, appear on an official transcript and maytransfer to other institutions of higher education.

12Programs for EldersIf class limits allow, persons 65 years of age orolder may attend regular classes at the Universityof Mary tuition-free. They may take coursesfor academic credit or on an audit basis.Every summer the University of Mary hoststhe Elderhostel Program. This week-long, lowcostresidential and commuter program provideseducational enrichment to adults 55 years of age andolder. No academic credit is offered for this program.Life-Long Learning andContinuing EducationThe University of Mary approves courses foracademic credit offered by outside agencies.These courses are in disciplines in which theUniversity offers a major area of study.Short courses and workshops are offeredperiodically for continuing education units(C.E.U.) and workshop credits (G.W.C.) as definedby The Council on Continuing Education.Arrangements can be made for students to receiveacademic credit and/or continuing education unitsfor workshops, seminars, etc. which are conductedin the community or on campus. To do so, therequestor must submit a request for approval forundergraduate, graduate, and continuing educationunits from the U-Mary website. The request forcredit must include a description of the workshopor seminar, the dates of the workshop, workshoppresenters, content and contact hours, and ifapplicable, additional requirements to be met.Upon receipt and review of the request the office ofacademic affairs will forward the request for approvalto, the dean of the school overseeing the program,the registrar, and an authorized representative withinthe Office of Academic Affairs. Upon approval, therequestor will be notified in writing of approval ofthe specific course for a specific number of credits,credit requirements, tuition costs, and the nameof the person to be contacted for registration.The requestor is responsible to ensure that he orshe obtains the necessary registration forms.Degree Information:Student Competence(s)The University of Mary challenges students todevelop and appreciate distinctly different ways ofthinking about nature, culture, and society. Liberallearning engaged in collectively calls forth and developsessential qualities of the mind – creative, analytical,imaginative and intellectual – and at the Universityof Mary is not restricted to traditional liberal artscore courses; rather, liberal learning is integratedthroughout disciplinary and professional fields. Theultimate purpose of a liberal education is to develop inindividuals a leadership ethic of social obligation andservice that benefits the pluralistic world community.When students graduate, they are competentin four areas essential for them to functionin careers and lead meaningful lives.Spirituality and EthicsDraw upon spiritual, philosophical, religiousand Benedictine traditions to express andact upon a principled set of values.Well-developed systems of ethics and values lead toconsistent behavior and understanding of the role ofservant leader. Students must be able to discern betweendiffering values and ethical systems and the impact ofthese systems in human society. Because the Christiantradition is the source of many commonly held values,it is helpful if students are familiar with its teachings.CommunicationRead, write, listen and speak effectively togain and share meaning in a diverse world.In order to succeed in any area, students mustcommunicate effectively. They must be able to speakand write clearly and concisely using appropriatelanguage. They also must be able to read and listenso that they can interpret texts and speakers.Critical ThinkingAnalyze, synthesize, and evaluate ideasand information from multiple perspectivesto make decisions and solve problems.To decide between options, students must gatherinformation, interpret it without bias, examine alternatives,draw conclusions, and remain open to newpossibilities in the light of additional information.Global StewardshipRespect and be critically aware of oneselfand the diverse world to protect and strengthennatural, cultural and social environments.

15Students who graduate from the University of Maryand return after an absence of one year or more aresubject to the conditions and requirements for adegree as stated in the bulletin which is in force atthe time of their return to the University of Mary.Areas of StudyMajor Areas of StudyBy the end of the sophomore year, students generallyconfirm their field of special interest for study, i.e.,a major. An academic major may require no fewerthan 32 semester hours although some majors requireas many as 56 semester hours. Approximately onehalfof the courses are to be beyond the 200 level.Other requirements are determined by the major.To be eligible for a degree, transfer studentsmust earn at least 16 semester hours on the300-400 level in their major from the University ofMary. In addition to fulfilling the required coursesfor a major, students must fulfill the competencerequirements as well as all other degree requirements.It is the student’s responsibility to seek admittanceto a major area of study before the end of thesophomore year or, in the case of a transfer, after onesemester at the University of Mary. Forms for thispurpose are available from the division chairperson.Minor Areas of StudyStudents may add a minor to their major area ofstudy. Minor programs are available to those whowish to study a subject beyond the introductorycourses but not to the level required by a major.To add a minor, transfer students must earna minimum of eight semester hours within theminor at the University of Mary of which four ofthe eight semester hours must be upper level.ConcentrationsStudents may add one or more concentrationsto their major area of study. Concentrations areavailable to those who wish to place extra emphasiswithin the study of a profession to increasebreadth and depth of a focused topic or area.CommunicationConcentration in Public Relations:ENG 121; ART 108, ART 115; BUS 215, BUS 333,BUS 371; COM 102, COM 106, COM 110, COM204, COM 226, COM 237, COM 303, COM 309or 311, COM 315, COM 316, COM 329, COM330, COM 332, COM 413, COM 414, COM 420,COM 426, COM 430, COM 432, One of thefollowing: COM 210, COM 212; two practical from:Forensics, Theatre, Video, Summit; ALU 499.Note: If a student has a minor, they cannotconcentrate in that area also. A grade of “C” orhigher is required in all courses of concentration.Health CareStudents interested in pursuing graduate degreesin medicine (M.D. and D.O.) and other health-relatedprofessions (e.g., chiropractic, dentistry, optometry,pharmacy, physician assistant, podiatry or veterinarymedicine) gain a strong background in the sciencesand liberal arts at the University of Mary. Students areprovided opportunities, both in and out of the classroom,to participate in experiences that will enhance their preprofessionalpreparation. Examples include participationin the many leadership, learning, and service activitiesavailable through membership in the Math/ScienceAssociation and other service organizations. Researchseminars, panel discussions, and practice interviews aremade available to students. In addition, some upperlevel courses require independent research projectsand students may pursue independent study researchprojects in conjunction with area research institutions.The University also assists students in preparation for theMedical College Admissions Test (MCAT) and the preprofessionalexams in other health care fields. Becauseprofessional schools’ entrance requirements vary widely,students are urged to contact the professional schoolthey wish to attend to assure that they have taken all ofthe prerequisite classes to meet program requirements.When the following courses have been completedwith a minimum cumulative GPA of 3.5, the studentwill receive a notation of the appropriate pre-health careconcentration on his/her transcript (options includePre-Med, Pre-Chiropractic, Pre-Dental, Pre-Optometry,Pre-Physician Assistant, Pre-Podiatry, and Pre-Vet).Concentration in Pre-Health Care Areas:BIO 103, 106, 311; CHE 111, 112, 217, 318; CRJ 312;MAT 103 (or higher); PHY 203, 304. These coursesare strongly recommended: BIO 207, 208; CHE 310;ENG 302.

17Schools may also disclose without consent“directory”-type information such as a student’s name,ad-dress, telephone number, date and place of birth,honors and awards, and dates of attendance. However,schools must tell parents and eligible students aboutdirectory information and allow parents and eligiblestudents a reasonable amount of time to requestthat the school not disclose directory informationabout them. Schools must notify parents and eligiblestudents annually of their rights under FERPA. Theactual means of notification (special letter, inclusionin a PTA bulletin, student handbook, or newspaperarticle) is left to the discretion of each school.Students who do not wish to have their informationincluded in the directory or released are responsibleto provide written notice to the University of Maryregistrar. The notice must be received by the end ofthe second week of the semester to ensure that thestudent’s information is not included in the directory.For additional information or technicalassistance, you may call (202) 260-3887or TDD (202) 260-8956 or contact:Family Policy Compliance OfficeU.S. Department of Education400 Maryland Avenue SWWashington, DC 20202-4605Notification of Rights under FERPAThe Family Educational Rights and Privacy Act(FERPA) affords students certain rights with respectto their educational records. These rights include:1. The right to inspect and review the student’seducational records within 45 days of the daythe University of Mary receives a request foraccess. Students should submit to the registrar,dean, head of the academic department, or otherappropriate official written requests that identifythe record(s) they wish to inspect. The Universityofficial will make arrangements for access andnotify the student of the time and place where therecords may be inspected. If the records are notmaintained by the University official to whom therequest was submitted, that official shall advisethe student of the correct official to whom therequest should be addressed. As stipulated inFERPA, the University of Mary will not normallyprovide written copies of educational records tostudents unless the student can demonstrate thatit would be very difficult to inspect the records inperson. In the case where copies are provided, thestudent is responsible for an administrative fee.2. The right to request the amendment of thestudent’s educational records that the studentbelieves are inaccurate or misleading. Studentsmay ask the University of Mary to amend a recordthat they believe is inaccurate or misleading. Theyshould write the University official responsiblefor the record, clearly identify the part of therecord they want changed, and specify why itis inaccurate or misleading. If the Universitydecides not to amend the record as requested bythe student, the University will notify the studentof the decision and advise the student of his orher right to a hearing regarding the request foramendment. Additional information regardingthe hearing procedures will be provided to thestudent when notified of the right to a hearing.3. The right to consent to disclosures of personallyidentifiable information contained in thestudent’s educational records, except to theextent that FERPA authorizes disclosure withoutconsent. One exception which permits disclosurewithout consent is disclosure to school officialswith legitimate educational interests. A schoolofficial is a person employed by the Universityof Mary in an administrative, supervisory,academic or research, or support staff position;a person or company with whom the Universityhas contracted (such as Student Health Clinicpersonnel, security personnel, the Universityattorney, auditors, or collection agent); aperson serving on the Board of Trustees; or astudent serving on an official committee suchas a disciplinary or grievance committee orassisting another school official in performinghis or her tasks. A school official has a legitimateeducational interest if the official needs to reviewan educational record in order to fulfill his orher professional responsibility. Upon request, theUniversity of Mary discloses educational recordswithout con-sent to officials of another schoolin which a student seeks or intends to enroll.4. Students have the right to file a complaint withthe U.S. Department of Education concerningalleged failures by the University of Mary tocomply with the requirements of FERPA.As provided by FERPA, it is the Universityof Mary’s policy to publish certain studentinformation in its student directory and/or release certain student informationto the public and/or the media.

18The information included in the Universityof Mary Directory includes:• Name• Address (local and/or permanent)• Telephone number (local and/or permanent)• Major, Minors• ClassAs a service to students, it is University ofMary policy to provide directory informationto the members of the public who requestcontact information for a particularstudent. Normally this is limited to thestudent’s phone number and/or address.In addition, it is University policy to releasestudent information to the public and to mediasources regarding students who receive awards,honors, and/or participate in special programsand/or extra curricular activities. In addition to thedirectory information listed above, informationmay include: a) information describing the awardsand/or honors; b) date of birth and/or place ofbirth; c) hometown; and/or d) dates of attendance.Students who do not wish to have theirinformation included in the directory or releasedare responsible to provide written notice tothe University of Mary registrar. The noticemust be received by the end of the second weekof the semester to ensure that the student’sinformation is not included in the directory.

19AdmissionsMinimum standards for automatic undergraduateacceptance include both of the following:• ACT Composite score of 19 or higher• High school cumulative GPA of 2.5 or higher• Adult learners (aged 21 or older) are eligible toapply for first time college study without qualifyingbased on HS GPA or college placement scores.Students who do not meet admission criteria maybe accepted provisionally upon recommendationof the Academic Standards and AdmissionsCommittee. No applicant is refused admissionto the University on the basis of race, color,religion, national origin, age, sex, or disability.The University of Mary has a rolling admissionspolicy. Once the candidate’s admission file iscomplete, a decision concerning acceptance will bemade and the applicant notified within two weeksEvery applicant to the University of Mary is reviewedon an individual basis. Admission is granted to applicantswho will, in the judgment of the Academic Standardsand Admissions Committee, make positive contributionsto the community life of the University and be ableto progress satisfactorily toward the completion of alldegree requirements. The committee evaluates secondaryschool achievement, recommendations from counselors,test scores, and personal achievement. In evaluatingapplications, the Academic Standards and AdmissionsCommittee also considers any special circumstanceswhich may have affected the applicant’s prior academicachievement. The committee recommends that applicantscomplete these units of credit at the secondary level:English ................................. 4Social Science ....................... 4Mathematics ................ 2 to 3Science ......................... 2 to 3Before the beginning of a student’s academiccareer at the University of Mary, he or she mustcomplete a current medical history form providedby the Office of Admission. Housing informationis mailed only after a student has been acceptedinto the University of Mary community.The Vice President for Student Development isresponsible for coordinating the University’s compliancewith federal regulations and other applicable laws andregulations regarding nondiscriminatory access tofacilities and programs available at the University of Mary.No applicant is refused admission to the Universityon the basis of race, color, religion, national origin,age, sex, or disability. The Vice President for StudentDevelopment is responsible for coordinating theUniversity’s compliance with federal regulationsand other applicable laws and regulationsregarding nondiscriminatory access to facilities andprograms available at the University of Mary.Before the beginning of a student’s academiccareer at the University of Mary, he or she mustcomplete a current medical history form providedby the Office of Admission. Housing informationis mailed only after a student has been acceptedinto the University of Mary community.Freshman AdmissionApplicants must complete these steps for admission:1. Complete and return to the Office of Admissiona formal application for admission and anon-refundable $25 application fee.2. Send an official secondary school transcriptor GED score to the Office of Admission.3. Resume that outlines achievements4. Request a recommendationfrom a school counselor.5. Submit score reports from the American CollegeTest (ACT) or the Scholastic Aptitude Test (SAT).Each applicant is responsible for applying directlyto the American College Testing Program, PO Box168, Iowa City, IA 52240 or to the College Board,PO Box 1025, Berkeley, CA 94701. Candidatesshould schedule one of the early test dates duringtheir senior year. The University of Mary’s code forthe ACT is 3201; for the College Board, it is 6428.The American College Test (ACT) or the ScholasticAptitude Test (SAT) is not required for students whohave been out of high school for more than three years.

20Transfer AdmissionThe University of Mary welcomes transfer studentsfrom regional accredited community and junior collegesand four-year colleges and universities. Studentsshould refer to the Academic Life section of thecatalog for information regarding transfer of credit.A student applying for admission to theUniversity of Mary from another collegemust send to the Office of Admissions:1. A formal application for admission anda $25 non-refundable application fee forundergraduate studies and $40 non-refundableapplication fee for graduate studies2. Official transcripts from all colleges anduniversities previously attended.Upon receipt of the above, a student maybe officially admitted to the University ofMary and is registered for classes.Adult Student AdmissionThe University of Mary welcomes adult learners.An adult student (one who is 21 years of ageor older applying for first-time college studies)must send to the Office of Admissions:1. A formal application for admission anda $25 non-refundable application fee forundergraduate studies and $40 non-refundableapplication fee for graduate studies2. Official transcripts from all colleges anduniversities previously attended, if applicable.Upon receipt of the above, a student maybe officially admitted to the University ofMary and is registered for classes.International Student AdmissionThe University of Mary welcomes applications frominternational students. Undergraduate student applicantsfrom countries in which English is not the nativelanguage are required to take the Test of English as aForeign Language (TOEFL) and score a minimum of 500on paper, or 197 electronic, or 71 on the Internet-basedexamination. Alternatively, prospective undergraduatestudents may take the STEP with a pass at pre-1 and2A, and request that the results be sent to the Universityof Mary. Qualified under-graduate applicants may alsocomplete the English language learning program offeredby The Language Company; successful completion oflevel nine in that program will meet the university’sundergraduate English proficiency requirement.Graduate student applicants from countries inwhich English is not the native language are requiredto complete the TOEFL and achieve a minimum scoreof 80 on the Internet-based examination with subscoresnot falling below the following standards inany category: Listening 15, Reading 20, Speaking, 22,and Writing 20. Graduate applications using differentversions of the TOEFL (such as paper-based orcomputer-based) will be considered on a case-by-casebasis. Scores for any applicant that are more than twoyears old are not valid and will not be considered.In addition, prospective undergraduate internationalstudents must present official academic records as proofthat they have the equivalence of an American highschool education and are admissible to a college oruniversity in their country. Official transcripts, schoolcertificates, and a complete medical history are required.Prospective graduate international students must presentofficial academic records as proof that they have at leastthe equivalence of an American baccalaureate degree.An admitted international student must show evidenceof his or her ability to meet costs over a four-yearperiod by filling out the International Student FinancialStatement form available from the Office of Admission.After appropriate financial information is submitted andapproved by the University of Mary, an I-20 immigrationform is issued. Canadian applicants follow the sameprocedures as other international students in this regard.Early AdmissionThe University permits the admission of studentswho have completed their junior year of high schooland gained the written approval of their principalor school counselor. Students must demonstrateoutstanding academic potential and sufficientemotional maturity to adjust to the academic and socialpressures of university life. Application proceduresare the same as for regular freshmen applicants.Deferred AdmissionStudents accepted by the University may requestthat their matriculation be postponed for one yearwithout repeating the admissions process as long asanother college or university has not been attended.Non-Degree AdmissionA student not interested in obtaining a degree or onewho has completed work toward a degree may enroll atthe University of Mary as a special student. Such personsmay take courses for credit or arrange to audit courses. Aspecial student is not considered a degree candidate and

21therefore is not required to apply for admission and is noteligible for financial assistance. However, if the studentchooses to pursue a degree at the University of Mary, heor she is asked to submit an application form and followthe requirements as described under Transfer Admission.Consideration of Applicantswith a Prior Criminal HistoryAdmission decisions for applicants to theuniversity who have a prior criminal history, thosecurrently under a violence protection order andthose currently under investigation for or chargedwith criminal activity who otherwise satisfy theuniversity’s admission criteria will be made by theAcademic Standards and Admissions Committee.Having a criminal record will not necessarilyprevent an applicant from being admitted to a courseof study at the University of Mary. The decision willdepend upon the circumstances and background of theoffenses as well as the requirements and nature of theapplicant’s intended course of study. Deliberation willbe conducted as to whether the offense(s) may indicatea future risk to other members of the community.In order to initiate the review process by the AcademicStandards and Admission Committee, applicants with aprior criminal history, those under a violence protectionorder, and those under current investigation for criminalactivity must submit prepayment and authorizationfor the university to conduct a background check tobe conducted by a vendor selected by the university.The university also reserves the right to require, atthe applicant’s expense, any court documents deemedrelevant, a current psychological evaluation, lettersof progress from parole/probation officers or othercorrections professionals, or additional documents orassessments as deemed necessary by the university.The results of said evaluations and informationin the documents may be used by the AcademicStandards and Admissions Committee to determinecontinued eligibility for enrollment within theuniversity on a term-by-term basis. The AcademicStandards and Admissions Committee reserves theright to consult with other university officials, legalcounsel, and independent experts in evaluatingany or all information regarding an applicant.The university reserves the right to delay adetermination with regard to the admission ofany applicant currently under investigation forcriminal activity until such time as all criminalproceedings have been fully resolved. Applicantsunder a current Violence Protection Order are noteligible for admission to the university until suchtime as the violence protection order has expired.Applicants convicted of violent crimes as definedby the U.S. Federal Bureau of Investigations UniformCrime Report shall be barred from considerationas full-time or residential students. Violent crimesunder this system include murder and non-negligentmanslaughter, forcible rape, robbery, and aggravatedassault. Applicants convicted of any non-statutory sexcrime or who are registered sex offenders shall be barredfrom consideration as full-time or residential students.Applicants convicted of statutory sex crimes, domesticviolence, or felony offenses of any type may be barredfrom consideration as full-time or residential students.Applicants’ eligibility for participation in studentlife activities may be restricted at the discretionof the Academic Standards and AdmissionsCommittee due to a criminal history disclosedon the application or findings of the criminalbackground check. If restrictions are imposed, thecommittee will notify the candidate in writing.Applicants and students with a prior criminal historymay be excluded from consideration for certain programsof study at the University of Mary in which studentsare exposed to children or vulnerable adults. TheUniversity reserves the right to exclude a candidate whois considered by the Academic Standards and AdmissionsCommittee to be unsuitable for a particular course or forattendance at the University in general. The university’sappeal process does not apply to non-students.The University of Mary does not guarantee placementfor students with a prior criminal history who areaccepted to the institution during any professionallearning experiences. The institutions who receive ourstudents and graduates may have their own standardsfor acceptance, including a clear criminal history.All applicants and students with a prior criminalhistory are hereby advised that a criminal backgroundcheck is required for admission to many professionalschools including schools of medicine, law, pharmacy,and education. Some criminal offenses precludestudents from participating in on-site professionalexperiences. In addition, some professional licensureboards include specific offenses that constitute thosecrimes for which licensure is prohibited. Studentsin these situations are subject to the statutory orregulatory requirements independently imposedby law, or as required by affiliating entities. Exoffendersare responsible for researching regulatoryrestrictions imposed on them by law or statute.

22The Academic Standards and Admissions Committeeshall not consider the effect of an admission or denialdecision on any candidate. For example, if admissionor enrollment to a college or university is a conditionof a candidate’s parole or probation, the AcademicStandards and Admissions Committee will not considerthat information as part of the review process.Students with a prior criminal history who are grantedadmission may be ineligible for certain work studyopportunities. The University of Mary reserves the rightto revoke an offer of admission if an applicant fails toreport a criminal history at the time of admission.Withdrawal of Offers of AdmissionThe University of Mary requires all applicantsfor admission to provide complete and accurateinformation and to disclose any prior criminal history.The University reserves the right to withdraw offersof admission under the following circumstances:1. The conduct of an applicant is not consistentwith the goals, purposes, values and philosophyof the University as stated in the universitybulletin and the student handbook,2. the misrepresentation of facts to the University byan applicant during the application process, or3. the failure of an applicant to providecomplete information as requestedin the application process.Admission to aMajor Area of StudyAcceptance at the University of Mary doesnot automatically qualify a student to pursuea program in one of the major areas of study.During the sophomore year a student submitsa written application to the chairperson of thedivision to which he or she requests admission.Application requirements are specific to the major.The student should consult the Division Handbookor an advisor. Applications are reviewed by the facultymembers of the division by May 30. Students are thennotified that they have been either admitted, admittedprovisionally, or denied admission to the division.Transfer students at the junior and senior levels maybe accepted by certain divisions conditionally for onesemester. At the beginning of the second semester inresidence, the student must submit the application foradmission to the division and three recommendationsfrom members of the University of Mary CorporateFaculty. These will be reviewed as described above. Atthe end of their first semester in residence, studentsseeking an associate degree program submit a writtenapplication to the appropriate program director.ReadmissionA student in good academic standing whowithdraws from the University of Mary for one ormore semesters is required to submit to the Office ofAdmission an application for admission together withtranscripts for any college work undertaken duringthe period of absence. A student seeking readmissionwho was not in good academic standing at the timeof leaving must apply to the Assistant Vice Presidentfor Academic Affairs. Conditions for reinstatementmay be imposed upon returning students.Students who have withdrawn from the Universityfor disciplinary reasons and who wish to bereadmitted must apply to the Vice President forStudent Development. Conditions for reinstatementmay be imposed upon returning students.Campus Visits and InterviewAll prospective students are encouraged to visitthe University of Mary campus for an interviewwith an admissions officer, a tour of the campusand facilities, and contact with students and faculty.The Office of Admission provides student assistanceand some meals for visitors during the school year.Visits or appointments at times other than duringthe regular working day can be arranged in advanceby calling or writing the Office of Admission:1–800–AT U-MARY (1–800–288–6279)Office of AdmissionUniversity of Mary7500 University DriveBismarck, ND 58504-9652Our website is www.umary.eduImmunization PolicyPurposeThe Immunization Policy at the University ofMary is intended to protect the campus communityfrom illness and disease such as measles, mumpsand rubella. All degree seeking students are requiredto comply with the Immunization Policy.

23Statement of the PolicyAll students born after December 31, 1956 enrollingin one or more face-to-face courses are requiredto provide proof of immunity to measles, mumpsand rubella (by showing either proof of two validMMR injections or laboratory re-ports of adequateimmunity to all three diseases), or have been granteda valid exemption. Students born before January 1,1957 are considered to be immune and thereforedo not need to submit proof of immunity.Students not in compliance with this policy may havetheir registration cancelled. In the event of measles,mumps or rubella outbreak on the campus, studentswho have not previously submitted proof of immunityto measles may be removed from residence halls orbarred from classes and other activities until universityofficials determine that there is no likely significant riskto the student or to others within the community.ExemptionsExceptions are made for students who have religiousobjections and students whose physicians have certifiedthat they cannot be immunized because of medicalreasons. Exemptions may also be made for students whoreceive instruction solely via a medium which does notrequire physical attendance. The latter exemption isvoid should the student register for any class requiringphysical attendance. Forms to verify compliance areavailable from the University of Mary Admissions Office.

24Gary Tharaldson School of BusinessFACULTY: Cuperus, Fishbeck, Hager, Jiao, Kozojed,Krein, Neu, Sautner, Sovak, Traiser (Dean)MissionIncorporating the Christian, Catholic, and Benedictinevalues of the University of Mary, the Gary TharaldsonSchool of Business provides quality baccalaureateand master’s degree programs to educate and preparestudents to positively contribute to their professionsand communities as ethical servant leaders. Using aphilosophy of continuous improvement, the GaryTharaldson School strives to be innovative and responsiveto the changing needs of students, faculty and thebusiness community through experience-based curricula.AccreditationThe Gary Tharaldson School of Business at theUniversity of Mary has received specialized accreditationfor its business programs through the InternationalAssembly for Collegiate Business Education (IACBE),located in Olathe, Kansas. The business programs inthe following degrees are accredited by the IACBE:• Executive Master of Business Administration• Master of Business Administration – Accountancy• Master of Business Administration – Healthcare• Master of Business Administration –Human Resource Management• Master of Business Administration – Management• Master of Project Management• Master of Science in Strategic Leadership• Bachelor of Arts – Accounting• Bachelor of Arts –Financial Services and Banking• Bachelor of Arts – Business Administration• Bachelor of Arts – Marketing• Bachelor of Arts – Sport and Leisure Management• Bachelor of Science – Accounting• Bachelor of Science –Financial Services and Banking• Bachelor of Science – Business Administration• Bachelor of Science – Marketing• Bachelor of Science –Sport and Leisure Management• Bachelor of Science in Business withConcentrations in Human Resource Management,Management, and Marketing Areas of StudyTraditional Undergraduate Majors:Accounting, Financial Services and Banking, BusinessAdministration, Computer Information Systems,Healthcare Administration, Information TechnologyManagement, Marketing, Sport and Leisure ManagementAdult/Distance Education Undergraduate Majors:Accounting, Organizational Leadership;Information Technology Management; Businesswith a Management Concentration, Businesswith a Human Resource Concentration, orBusiness with a Marketing ConcentrationBachelor Interdisciplinary Majors:Business Communications, Business EducationBachelor Degree Minors:Accounting, Business Administration, HealthcareAdministration, Information TechnologyManagement, Sport and Leisure ManagementAdmittance to a Major Areaof Study within the GaryTharaldson School of BusinessThe criteria for acceptance into the business majorsinclude submission of the appropriate applicationform and completion of specific courses for each major(see specific major section) with a final grade of C orhigher. A cumulative grade point average (GPA) of 2.5is required for admittance. Less than a 2.5 cumulativeGPA will result in being denied admittance. Studentmay reapply when their GPA meets the requirement.Attached to the letter of application, a resume, agraduation audit completed within the current semesterand a letter of application must be included. The letterof application should be addressed to the Dean ofthe Gary Tharaldson School of Business, written ina professional manner and include the following:• Discuss the reason you wish to pursue adegree in your selected major(s) area ofstudy, focusing on how this major(s) willhelp you achieve your long term goals.• Discuss your personal strengths and weaknessesthat may help or impede you in completingyour degree in your major(s) area of study.

25• Describe how the Benedictine values of Hospitality,Moderation, Respect for Persons, Prayer, Service andCommunity relate to your major area(s) of study.• Provide any other comments that will assist theDean and the faculty in evaluating your application.Application forms may be obtained from theUniversity of Mary website under the Gary TharaldsonSchool of Business section or from the School’ssecretary. Following review of the application,students will receive written notice that they havebeen admitted or denied admission to the major(s).Graduation Requirements forStudents with a Major withinthe Gary Tharaldson Schoolof Business• Students must have been accepted into their major.• All courses required for the major must havea grade of C or higher (includes coursestaken within the Gary Tharaldson Schoolof Business and transfer courses.)• Cumulative GPA of 2.5 or higher. Students musthave met the general bachelor degree requirementsas outlined in the appropriate release of theBulletin for that student. (See General BachelorDegree Requirements section in the Bulletin.)• Volunteer activity of 25 hours or greatermust be documented and provided to theDirector of Student Volunteer Services.• Any required courses in the Gary Tharaldson Schoolof Business majors will be accepted toward meetingthe requirements for a major if taken within thepast seven academic years. Any courses taken priorto the seven year period will only be accepted uponapproval of the Dean of the Gary Tharaldson Schoolof Business to ensure that the program graduatehas current knowledge in his or her chosen field.Traditional BachelorDegree Majors• Accounting MajorAccounting majors graduating from the Universityof Mary’s Gary Tharaldson School of Business willbe enriched through a curriculum of discovery,development and application to ensure a soundknowledge of the key professional components ofbusiness. Students also gain an understanding ofhow to incorporate servant leadership into theireveryday lives as business professionals. In additionto the core competencies of the University, graduatesof the Accounting program will be able to:• demonstrate the ability to apply generallyaccepted accounting principles, IRSregulations, audit standards, and SEC reportingrequirements in the preparation of accountinginformation for internal and external users.• demonstrate the ability to synthesize informationand form arguments, adapting oral andwritten communication to the audience.• evaluate ethical dilemmas and formulateactions using appropriate ethical and legalframeworks and standards of the profession.• use information technologies to access,analyze, and report financial information.• recognize economic, legal, and politicalforces that impact organizations operatingin today’s global environment.• demonstrate the ability to analyze, synthesize,and evaluate ideas from multiple perspectivesto make decisions and solve problems.• demonstrate the ability to research emergingissues using appropriate professional resources.• incorporate the Benedictine values and the meritsof servant leadership into the best practices ofacademic projects and coursework, communityprojects, and work effectively in a team environment.Additional Program InformationThe Accounting program’s curriculum is designedso that a student will earn both an Accounting Majorand a Business Administration minor with emphasison preparation for certification as a Certified PublicAccountant (CPA) or a Certified Fraud Examiner(CFE). A typical bachelor’s degree requires 128 semesterhours. Accounting students who wish to sit for the CPAexamination must have a total of 150 semester hours ofcollege credit to be eligible to write the exam, so mostaccounting students have to plan for a fifth year of study.The accounting curriculum at the University of Maryhas been designed to graduate with a bachelor’s degreein accounting in three and a half years and then beginthe MBA-accountancy program. At the end of five years,the student may have completed a master’s degree andsuccessfully completed all or part of the CPA exam.The student’s accounting advisor will work with thestudent to determine the best courses (graduate and/

26or undergraduate) to meet the needs of the individualin obtaining the additional credit needed to sit forthe exam and reach their individual career goals.Courses required for Accounting Major:All of the following courses require a finalgrade of C or higher to count towards the major.In addition, courses marked with an * must becompleted prior to application to the major.• *ACC 101,*ACC 102, ACC 204, ACC 301, ACC 302,ACC 303, ACC 322, ACC 403, ACC 404, ACC 414,ACC 422, ACC 423, ACC 432, ACC 425 or ACC 440• *ECN 203, ECN 204, *BUS 215, BUS 311,BUS 312, BUS 362, *CIS 101 or pass the equivalencyexam, *MAT 180, * ENG 121, *COM 110Students must complete ALU 499, SeniorCompetencies Assessment, an exam to betaken during their last semester of study.Transfer StudentsTo graduate with an accounting major, 16 upper-level(300-400) credits must be accounting courses taken fromthe University of Mary. Upper-level business or computerinformation electives do not count towardthis requirement.• Financial Services andBanking MajorFinancial Services and Banking majors graduatingfrom the University of Mary’s Gary Tharaldson Schoolof Business will be enriched through a curriculum ofdiscovery, development and application to ensure asound knowledge of the key professional componentsof business. Students also gain an understanding of howto incorporate servant leadership into their everydaylives as business professionals. In addition to thecore competencies of the University, graduates of thebanking and financial services program will be able to:• assess the financial performance and condition of afirm using financial statement analysis techniques.• determine the value of financial assets applyingvaluation models for stocks and bonds, anddevelop strategies for managing portfolios.• evaluate capital investments by applying capitalbudgeting techniques that integrate costsof capital and capital structures and utilizethe results in financial decision-making.• understand risk, its effects onfinancing and investing decisions, andapproaches to managing risk.• demonstrate an understanding of the economic,political and legal environment and its effect onfirms and individuals, including the effects oftax and pension laws on financial decisions.• design and evaluate personal financial plans,including investment, retirement and estate plans.• understand the importance of building relationshipswithin the community and with individuals inthe banking and financial services profession.• use information technologies to access,analyze and report financial information.• recognize, examine, and resolve business issuesutilizing appropriate legal and ethical frameworks.• synthesize and communicate informationeffectively in written and oral forms.• understand the regulatory environment of thebanking and financial services industry.• incorporate the Benedictine values and the meritsof servant leadership into the best practices ofacademic projects and coursework, communityprojects, and work effectively in a team environment.Courses required for FinancialServices and Banking MajorAll of the following courses require a final grade ofC or higher to count towards the major. Courses markedwith an * should be completed prior to application tothe major. They also require a grade of C or higher.• *ACC 101, *ACC 102, ACC 403, *BUS 215,BUS 220, BUS 311, BUS 317, BUS 318,BUS 333, BUS 362, BUS 372, BUS 381,BUS 418, BUS 460, BUS 446 or BUS 452• *ECN 203, ECN 204, *ENG 121, *COM 110,*MAT 180, *CIS 101 or pass the equivalency examStudents must also complete ALU 499,Senior Competencies Assessment, an exam tobe taken during their last semester of study.• Business Administration MajorBusiness Administration majors graduating fromthe University of Mary’s Gary Tharaldson School ofBusiness will be enriched through a curriculum ofdiscovery, development and application to ensure asound knowledge of the key professional componentsof business. Students also gain an understanding

27of how to incorporate servant leadership into theireveryday lives as business professionals. In addition tothe core competencies of the University, graduates ofthe business administration program will be able to:• assess the contemporary businessenvironment in terms of societal, legal,and ethical issues on a global basis.• apply analytical, critical thinking,decision-making skills in business policyformulation and implementation.• demonstrate effective oral andwritten communication skills.• engage in strategic planning and other keybusiness, economic and marketing processesto solve complex business issues.• demonstrate the management concepts ofplanning, leading, organizing and controlling.• utilize finance, accounting, economic, marketingand information systems tools and concepts as theyrelate to contemporary business administration.• conduct a quantitative and qualitativereview of an organization within thecontext of change management.• recognize and prepare solutions/recommendationsregarding legal and ethical issues; understandthe environment of business regulation.• incorporate the Benedictine values and the meritsof servant leadership into the best practices ofacademic projects and coursework, communityprojects, and work effectively in a team environment.Courses Required forBusiness Administration MajorAll of the following courses require a final grade ofC or higher to count towards the major. Courses markedwith an * should be completed prior to application tothe major. They also require a grade of C or higher.• *ACC 101, *ACC 102, *BUS 215, BUS 311,BUS 333, BUS 346, BUS 362, BUS 371,BUS 401, BUS 420, BUS 403, BUS 446 or 452• *ECN 203, ECN 204, *ENG 121,*COM 110, *MAT 180, COM 413,*CIS 101 or pass the equivalency exam• Ancillary courses included in the major: COM 204Students must also complete ALU 499,Senior Competencies Assessment, an exam tobe taken during their last semester of study.• Business Communication MajorPlease see the “School of Arts and Sciences”Communication section for requirements.• Business Education MajorThe curriculum in Business Education is designedto prepare students to be effective secondary classroomteachers capable of meeting the needs of all students,including those with special needs and from variedbackgrounds. A student completing the BusinessEducation program at the University of Mary iseligible for licensure to teach in grades 7-12 in NorthDakota. Meeting the requirements for licensure inother states is the responsibility of each student.Courses required forBusiness Education major:• Education Courses: EDU 201 or EDU 202,EDU 295, EDU 301, EDU 310, EDU 320, EDU 365,EDU 378, EDU 391, EDU 401, EDU 421, EDU 422,EDU 445• Business Communications and TechnologyApplication Courses: ACC 101, ACC 102,BUS 200, BUS 215, BUS 311, BUS 420,COM 414, CIS 106, ECN 203, ECN 204.• Plus two CIS or ITM courses• Additional required courses: PSY 207 or PSY 332,ENG 121, COM 110 and one of the following:SOC 102, SOC 202 or SOC 304Students must also complete ALU 499,Senior Competencies Assessment, an exam tobe taken during their last semester of study.• Healthcare Administration MajorHealthcare administration majors graduating fromthe University of Mary’s Gary Tharaldson Schoolof Business will be enriched through a curriculumof discovery, development and application toensure a sound knowledge of the key professionalcomponents of healthcare administration. Studentsalso gain an understanding of how to incorporateservant leadership into their everyday lives asbusiness professionals. In addition to the corecompetencies of the University, graduates of thehealthcare administration program will be able to:• demonstrate knowledge of the functional areas ofaccounting, marketing, finance, and managementin the context of healthcare organizations.

28• demonstrate knowledge of the legal, social, andeconomic environments of business and theunique environment of healthcare organizations.• demonstrate knowledge of the globalenvironment of business and its impactto healthcare organizations.• demonstrate knowledge of the ethical obligationsand responsibilities of healthcare organizations.• demonstrate the ability to use decision-support tools• communicate effectively, both inwritten and oral formats.• apply knowledge of business concepts and functionsin an integrated manner including within theunique nature of healthcare organizationsCourses Required forHealthcare Administration MajorAll of the following courses require a final grade ofC or higher to count towards the major. Courses markedwith an * should be completed prior to application tothe major. They also require a grade of C or higher.• *ACC 101, *ACC 102, *CIS 101 or passthe equivalency exam, *BUS 215, BUS 311,BUS 333, BUS 350, BUS 351, BUS 362,BUS 371, BUS 401, BUS 403, BUS 407,BUS 408, BUS 446 or 452, HPS 206• *ECN 203, ECN 204, *ENG 121,*COM 110, *MAT 180Students must also complete ALU 499,Senior Competencies Assessment, an exam tobe taken during their last semester of study.• Marketing MajorMarketing majors graduating from the Universityof Mary’s Gary Tharaldson School of Business willbe enriched through a curriculum of discovery,development and application to ensure a soundknowledge of the key professional components ofbusiness. Students also gain an understanding ofhow to incorporate servant leadership into theireveryday lives as business professionals. In additionto the core competencies of the University, graduatesof the marketing program will be able to:• examine and assess the value and importanceof past and contemporary marketingterminology and the ethical implications ofvarious marketing theories and practices.• identify and integrate concepts of the marketingmix: product, price, place and promotion,as well as market and target segmentation,positioning and consumer behavior.• design and implement marketing researchincluding development, administration, andevaluation of surveys utilizing reliable datameasurement, collection, and analysis methods.• analyze and appraise the results of qualitativeand quantitative market research tools includinginterview, focus groups and regression (multipleand logistical) and various analysis methods(such as factor, cluster, conjoint, etc.)• demonstrate effective team/group performance andproduct deliverables including written reports andpresentations of marketing/consumer issue--basedproblems and effective responses and strategicsolutions for a changing global environment.• formulate effective strategies for incorporationof marketing concepts into an e-commerceenvironment with integration of thosestrategies into the existing marketingchannels and distribution processes.• Demonstrate effective oral andwritten communication skills.• Incorporate the Benedictine values and the meritsof servant leadership into the best practices ofacademic projects and coursework, communityprojects, and work effectively in a team environment.Courses Required for Marketing MajorAll of the following courses require a final grade of Cor higher to count towards the major. Courses markedwith an * should be completed prior to application tothe major. They also require a grade of C or higher.• *ACC 101, *ACC 102, *CIS 101 or passthe equivalency exam, *BUS 215, BUS 311,BUS 333, BUS 340, BUS 341, BUS 362, BUS 403,BUS 406, COM 329, COM 330, BUS 446 or 452• *ECN 203, ECN 204, *ENG 121,*COM 110, *MAT 180• Ancillary courses included in the major:COM 204, COM 226, ART 108Students must also complete ALU 499,Senior Competencies Assessment, an exam tobe taken during their last semester of study.

30• model and develop a design fora webbased application.• analyze, design and produce a web site.• make ethical decisions incorporating the Benedictinevalues within the standards of the profession.Courses required forComputer Information Systems MajorAll of the following courses require a final grade ofC or higher to count towards the major. Courses markedwith an * should be completed prior to application tothe major. They also require a grade of C or higher.• *CIS 106, CIS 107, *CIS 203, CIS 204, ITM 220,ITM 300, ITM 310, ITM 340, CIS 446 or CIS452, CIS 356, CIS 357, CIS 457, BUS 454• *CIS 101 or pass the equivalency exam,*ENG 121, *COM 110, *MAT 180Students must also complete ALU 499,Senior Competencies Assessment, an exam tobe taken during their last semester of study.• Information TechnologyManagement MajorInformation technology management majorsgraduating from the University of Mary’s GaryTharaldson School of Business will be enriched througha curriculum of discovery, development and applicationto ensure a sound knowledge of the key professionalcomponents of computer information systems. Studentsalso gain an understanding of how to incorporateservant leadership into their everyday lives as businessprofessionals. In addition to the core competenciesof the University, graduates of the informationtechnology management program will be able to:• examine industry and/or governmentcompliance standards that need to beemployed by business and industry.• research and summarize different networkingstandards and specify the correct standardsin a prescribed environment.• identify and summarize informationtechnology management principles.• demonstrate effective written andoral communication skills in aninformation systems environment• identify and employ the principlesof project management.• demonstrate innovation and collaborationwithin a team environment• utilize information technology tools andtechniques to formulate sound managementdecisions, in a way that improves theorganization’s competitive advantage.• demonstrate technical and managerialskills in information technology.• formulate ethical decisions incorporating theBenedictine values and standards of the profession.• analyze and design a database system using the toolsand techniques associated with the IT profession.Courses required for InformationTechnology Management majorAll of the following courses require a final grade ofC or higher to count towards the major. Courses markedwith an * should be completed prior to application tothe major. They also require a grade of C or higher.• BUS 215, BUS 371, BUS 401, BUS 454, ITM 200,ITM 220, ITM 300, ITM 310, ITM 330, ITM 340,ITM 410, ITM 420, ITM 430, ITM 456 or 452• *CIS 101 or pass the equivalency exam,*ENG 121, *COM 110, *MAT 180Students must also complete ALU 499,Senior Competencies Assessment, an exam tobe taken during their last semester of study.Bachelor Degree MinorsMinor in AccountingCourses required: ACC 101, ACC 102, ACC 204,ACC 301, ACC 302, ACC 303, and one of the following:ACC 403, ACC 414, ACC 423; BUS 381, or BUS 362(if not already required for the student’s major)Minor in Business AdministrationCourses required: ACC 101, ACC 102, ECN 203,BUS 215, BUS 311, COM 109 and one electivefrom any 300-400 business course or ECN 204.Note: This is for non-business majors only (Accounting,Computer Information Systems, InformationTechnology Management, and any other majoroutside the Gary Tharaldson School of Business)Minor in Healthcare AdministrationCourses required: ACC 101, ACC 102, BUS 362,HPS 206, BUS 350, BUS 351, BUS 407, BUS 408Note: This is only for majors in healthcarerelated professions.

31Minor in Information Technology ManagementCourses required: CIS 106, CIS 107, CIS 203,CIS 204, ITM 310 and one CIS or ITM electiveMinor in Sport and Leisure ManagementCourses required: SLM 202, SLM 227, BUS215, SLM 327, SOC 320, COM 305, ITM340, BUS 371, SLM 333, SLM 411Adult/Distance EducationUndergraduate Degrees• AccountingSee description and course requirements on page 25.• Information TechnologyManagementSee description and course requirements onprevious page.• Organizational LeadershipOrganizational leaders help propel businesses, bothnon-profit and for-profit, toward a certain vision. Abachelor’s degree in organizational leadership fromthe University of Mary will help students gain abetter understanding of organizations, their processesand interactions while meeting the challenges oftoday’s diverse and rapidly changing workplace.Students in the organizational leadership programwill develop the skills to work in diverse environments,teams and organizations that are undergoing change. Byobtaining an organizational leadership degree, studentswill be able to understand the formal and informalfunctions within an organization and how to effectivelycommunicate with all individuals in an organizationCourses required: BUS 371, MGT 328,MGT 380, OLS 480, OLS 370, OLS 374, OLS376, OLS 378, OLS 471, OLS 472, OLS 476, OLS478. (All require a grade of C or higher)• Business Degree witha ConcentrationFor those who already work in the business world butare looking for advancement, the University of Mary’saccelerated Bachelor of Science in Business is exactlywhat they may need to advance their careers. Thisbusiness degree touches upon all aspects of what it takesto succeed in the business world. With concentrationsin management, human resources and marketing, thedegree can be customized to help each student reachtheir educational and career goals. In the core of theprogram, students receive training in all aspects ofbusiness from economics to operations, accounting tomarketing, business law to strategic leadership. Thisdegree provides preparation for career advancement,specialization in a certain business field or even pursuitof a master’s degree. All this while students continue withtheir commitments to work, family and community.Degree requirement are completion of the corebusiness course plus the course for one of theconcentrations. All require a grade of C or higher.Core business courses are: MGT 326, MGT 371,MGT 380, ACC 101, ACC 102, BUS 311, BUS 333,BUS 362, BUS 401, and BUS 403.Management Concentration courses are: MGT 328,BUS 346, BUS 420 BUS 454, and OLS 472.Human Resource Concentration courses are: BUS 371,MGT 484, MGT 485, MGT 486, and MGT 487.Marketing Concentration courses are: MGT 330,BUS 341, BUS 406, OLS 472, and COM 330.• Correctional ManagementAccording to the National Institute of Corrections,the correctional workforce is experiencing an attritionof senior level managers leaving a gap in managementand leadership at all levels of correctional agencies.The University of Mary developed the Bachelorof Science in Correctional Management inpartnership with the Bureau of Federal Prisons,National Institute of Corrections, and North DakotaDepartment of Corrections and Rehabilitation. Thisprogram will prepare correctional practitionersfor entry and junior level management positions,as well as providing advanced training forattaining higher levels of management.The program provides a practical, theoreticalperspective and a dynamic hands-on applicationof knowledge, skills, and abilities necessary tobe successful at all managerial levels within thecorrectional field. Graduates of this program willbe prepared to influence policies, practices, andoperations as well as effectively manage local, state,or federal correctional programs and facilities.Courses required: (All require a grade of C or higher.)CRJ 201, CRJ 310, CRJ 315, CRJ 410, OLS 478,MGT 328, MGT 472, MGT 380, MGT 401,MGT 473, MGT 490, SWK 330.

32Gary Tharaldson School ofBusiness Course DescriptionsACC 101 Principles of Accounting IAn introduction to accrual accounting and the basic financialstatements, with emphasis on income statement items.3 semester creditsACC 102 Principles of Accounting II.Continues the study of accrual accounting and the basicfinancial statements, with emphasis on the balance sheetand statement of cash flows Prerequisite: ACC 1013 semester creditsACC 204 Accounting ApplicationsAn introduction to using a software program to perform typicalaccounting functions in a business. The course will focus on the useof a commercially available package. Includes business writing andresearch, spreadsheets, and database skills.. Prerequisite: ACC 102.4 semester creditsACC 301 Intermediate Accounting IA study of financial statement content and generallyaccepted accounting principles (GAAP) as they relateto various financial statement items (primarily assets).Prerequisite: ACC 204 or instructor consent.4 semester creditsACC 302 Intermediate Accounting IIA study of generally-accepted accounting principles (GAAP)as they relate to various financial statement items (primarilyliabilities and stockholders’ equity). Prerequisite: ACC 3014 semester creditsACC 303 Accounting Information SystemsAn introduction to the systems, procedures, and processesmanagement employs to control operating activities andinformation reporting systems, and comply with laws andregulations. Focuses on professional responsibilities andethics. Includes an introduction to fraud in the businessenvironment. Prerequisite: ACC 204 or instructor consent.4 semester creditsACC 322 Cost Management & StrategyA study of accounting information as a management decisiontool. Topics include product costing, methods including jobordercosting, process costing, joint and standard costing.Planning and controlling of costs will also be studied includingbudgeting systems, variance analysis, cost-volume-profitrelationships and cost allocation. Relevant costing techniqueswill also be applied in business decisions. The course focuseson the manufacturing environment, but there is some coverageof merchandising and service sectors. Prerequisite: ACC 102.4 semester creditsACC 403 Individual Income TaxationAnalysis of various tax policies and their effect on businessand personal tax planning. Addresses issues of importancefor successful tax planning and tax minimization..Prerequisite: ACC 301 or instructor consent.4 semester creditsACC 404 Business Income TaxationIn-depth study of federal income tax laws. Focuseson information covered on the Certified PublicAccountant exam. Prerequisite: ACC 4034 semester creditsACC 414 Advanced AccountingA study of financial accounting and reporting principles relatedto complex transactions or multiple ownership entities, includingthe preparation of consolidated financial statements, accountingfor foreign currency translation, business segment reporting,accounting for partnerships, Securities and Exchange Commissionfinancial reporting and other topics. Prerequisite: ACC 3024 semester creditsACC 422 Auditing and AttestationIntroduction to the independent audit function. Topicsinclude audit planning, risk analysis, management’s assertions,evidence gathering and analysis, and the audit report. Otherassurance services performed by accountants will also becovered. Prerequisite: ACC 303 or instructor consent.4 semester creditsACC 423 Fraud ExaminationIn-depth study of fraud auditing. Topics include interviewingskills and techniques used by forensic accountant to gather andevaluate evidence. Prerequisite: ACC 303 or instructor consent.4 semester creditsACC 425 Special Topics – International ExperienceThis course is designed to meet special requirementsthat an individual student may encounterduring his or her academic career.1-4 semester creditsACC 432 Leadership in the Accounting ProfessionLeadership in the Accounting Profession is the capstone coursefor accounting majors. It is designed to build upon prior businessand liberal arts courses to help increase appreciation for thecontext in which financial reporting takes place, beyond the rulesand procedures, and to acquire skills that can be used in a varietyof professional areas including public, corporate, governmentalor non-profit accounting. Prerequisite: ACC 404 and ACC 4144 semester creditsACC 440 InternshipThis course is designed to provide a meaningful work experiencefor the student in an area that is related to accounting. This courseintegrates curricular learning with practical hands-on experiencewhile allowing the student to demonstrate proficiency in thecore university competencies. Prerequisite: Acceptance into thedivision or consent of Director of Experiential Education .4 semester creditsBUS 200 Intro to KeyboardingThis course teaches the alpha/numeric keyboard withemphasis on correct techniques, speed, and accuracy.Formatting of basic personal and business correspondence,reports and tabulation will also be covered.4 semester credits

33BUS 215 Principles of ManagementManagement stresses a set of activities directed at an organization’sresources with the aim of achieving goals in an efficient andeffective manner. This course explores the managerial activities ofplanning, decision-making, organizing, leading, and controlling.4 semester creditsBUS 220 Introduction to Personal Financial PlanningStudents will be introduced to the financial planning process;client/planner interactions; time value of money applications;personal financial statement development and assessment;cash flow and debt management; asset acquisition; educationplanning; planning elements of risk management; investmentplanning, retirement planning; special needs planning review;integrating planning recommendations; financial planning ethicsreview; and an overview of practice management concepts.3 semester creditsBUS 311 Business law IBusiness Law deals with the legal implications of business decisionsand activities. This course provides background information onthe legal system and potential business liabilities and covers thelaw of contract and commercial paper such as promissory notes.3 semester creditsBUS 312 Business Law IIDeal with the legal implications of business decisionsand activities. Covers basic business organizations suchas partnerships and corporations and also exploresareas of debtor-creditor relationships, consumerprotection, and employment. Prerequisite: BUS 3113 semester creditsBUS 317 Money and BankingMoney and banking is a branch of economics coveringfinancial institutions and their impact on economic activity.This course covers the Federal Reserve System, generatedmoney multipliers, and general equilibrium analysis.Prerequisites: ECN 203, ECN 204 or instructor consent.4 semester creditsBUS 318 Retirement PlanningRetirement planning focuses on preparation forretirement. The course will include the importance ofretirement planning, on evaluation of the client’s needs,and an understanding of Social Security and Medicare,and qualified and non-qualified retirement plans.4 semester creditsBUS 325 Special TopicsThis course is designed to meet special requirements thatan individual student may encounter during his or heracademic career. Prerequisite: instructor consent1 – 4 semester creditsBUS 333 MarketingMarketing consists of activities that satisfy needs throughproduction, placement, promotion, and pricing ofgoods, services, and ideas. This course explores targetmarkets, marketing mixes, and marketing environments.Prerequisite: BUS 215 or MGT 326 or instructor consent3 semester creditsBUS 340 Sales ManagementSales management looks at the different tools needed tosatisfy customer demand. This course looks at the varioustechnologies available to manage accounts, opportunitiesto develop strategies and finally, how to evaluate customersatisfaction. Prerequisite: BUS 215 or instructor consent4 semester creditsBUS 341 RetailingRetailing is a unique business format which is distinct frommanufacturing and wholesaling. This course explores howretailers develop strategies to attract customers and also howconsumers develop strategies to acquire goods and servicesfrom retailers. Prerequisite: BUS 333 or instructor consent3 semester creditsBUS 346 Small Business ManagementStudents explore the problems and responsibilities in organizing,financing, and operating a small business. Students also explorethe advantages that are inherent in operating a small business.Prerequisite: BUS 215 or MGT 326 or instructor consent.3 semester creditsBUS 350 Introduction to Healthcare AdministrationThis course introduces students to concepts, theories andapproaches related to professional practice in the healthcaresystems. It emphasizes management, coordination andorganization of services from a customer perspective. Abroad overview of the levels of care, the care continuum,regulations governing care delivery is provided.3 semester creditsBUS 351 The American Health Care SystemThis course presents students with an introduction to thestructure, operations, and financing of the U.S. healthcaresystem. Major Industry participants are examined, howhealthcare services are allocated and financed, various factorsthat influence cost and quality of care, as well as futureconcerns for healthcare in the U.S. Prerequisite: BUS 3503 semester creditsBUS 362 Financial ManagementThe study of financial management includes the explorationof those activities that maximize stakeholder wealth. Thiscourse explores financial markets and institutions, valuationmodels, working capital management, forms of businessorganization, and the analysis of financial statement.Prerequisite: ACC 101, ACC 102 or instructor consent.4 semester creditsBUS 371 Human Resources ManagementThe goal of managing human resources is to get the rightperson on the job so that the needs of both the individualand the organization are met legally and efficiently. Thiscourse studies the process of managing human resourcesincluding the topics of recruitment, selection and performanceappraisal. Prerequisite: BUS 215 or MGT 3263 semester credits

34BUS 372 Insurance/Risk ManagementThis course introduces students to risk management andinsurance decisions in personal financial planning. Topics includeinsurance for life, health, disability, property and liability risks,as well as annuities, group insurance, and long term care.4 semester creditsBUS 381 InvestmentsThe primary objective of investing is to gain value on capital.This course examines the basic economy so that the individualinvestor can develop strategies for acquiring wealth, managinga portfolio, and protecting assets. Some specific topics include:goal setting and budgeting, investing in real estate, using financialmarkets and institutions, and the impact of taxes on investing.Prerequisites: ACC 101, ACC 102 or instructor consent4 semester creditsBUS 401 Operations ManagementStudents will learn about the planning, controlling,and implementation of the processes used by firms.Students will be exposed to operations managementprinciples and their application to the daily functions ofa company’s business model. Prerequisite: BUS 2153 semester creditsBUS 403 Strategic Leadership and ManagementEffective managers need to know how to make effectivedecisions. This course uses case studies to explore the analysis,formulation, and implementation of strategies. Prerequisites:ACC 101, ACC 102, ECN 203 and, ECN 204 or MGT 371, BUS215 or MGT 326, BUS 333, BUS 362 or instructor consent.3 semester creditsBUS 406 Marketing ResearchThis course is designed to enable students to understand, interpretand conduct marketing research. It addresses the use of marketingresearch as an aid to make marketing decisions; specifically howthe information used to make marketing decisions is gatheredand analyzed. Students will be exposed to a variety of researchdesigns including surveys and experimental designs, as well as dataanalysis and interpretation. Prerequisites: MAT 180, BUS 3333 semester creditsBUS 407 Healthcare Law and Regulatory EnvironmentThis course presents fundamental concepts of legalissues In health care including the health care provider’slegal responsibilities, federal and state healthcareregulatory mandates, information management/security,informed consent and patient self-determination.3 semester creditsBUS 408 Financial Management In HealthcareThis course provides students with a practical understandingof basic healthcare financial issues, processes and reportsused In the healthcare industry. Prerequisite: BUS 3623 semester creditsBUS 418 Estate PlanningEstate planning focuses on the efficient conservation andtransfer of wealth, consistent with the client’s goals. It is a studyof the legal, tax, financial and non-financial aspects of thisprocess, covering topics such as trusts, wills, probate, advanceddirectives, charitable giving, wealth transfers and related taxes.4 semester creditsBUS 420 International BusinessThe course will provide a broad knowledge of internationalbusiness management and stimulate the interpersonal andintercultural management skills necessary for conductinginternational business. The economic, political, and legal aspects ofglobal business are discussed in the course. Prerequisite: BUS 2153 semester creditsBUS 446 InternshipThis course is designed to provide a meaningful work experiencefor the student that is business related. The course integratescurricular learning with practical hands-on work experiencewhile allowing the student to demonstrate proficiency in thecore university competencies. Prerequisite: Acceptance into thedivision or consent of Director of Experiential Education4 semester creditsBUS 452 Experiential DevelopmentThis course is an option to BUS 446 – Internship. Students willwork on a special project to give them a hands-on experientiallearning opportunity. The project must be approved by theiradvisor and Dean prior to enrollment in the course.4 semester creditsBUS 454 Project ManagementProject management is the application of project managementconcepts, skills, tools and techniques to project activities in orderto meet project goals. Our studies will parallel the concepts,techniques, and tools set forth by industry professionals,specifically, the Project Management Book of Knowledge(PMBOK) developed by the Project Management Institute (PMI).3 semester creditsBUS 460 Financial Planning CapstoneThis course will engage the student in critical thinking anddecision-making about personal financial managementtopics in the context of the financial planning process. Thepurpose of this course is to refine and develop skills neededfor personal financial planners when working with individuals,families, and business owners in meeting financial needs andobjectives. Prerequisites: BUS 220, BUS 317, BUS 318, BUS362, BUS 372, BUS 381, BUS 418, or instructor consent3 semester creditsCIS 101 Introduction to Computer Information SystemsThis course teaches the fundamentals of computers and computernomenclature focusing on the use of PC hardware, software, andthe World Wide Web. No experience with computer applicationsis assumed; however, student should possess basic keyboardingand mouse skills. Specifically, the Windows operating system aswell as the Microsoft Office Suite of applications will be studies.4 semester creditsCIS 106 Application Software ConceptsThis course presents a hands-on computer lab experience in thefundamental, introductory concepts of operating systems andobject-oriented programming technology. Topics include graphicaluser interface and text-based operating systems concepts andunderstanding introductory programming logic and design.4 semester credits

35CIS 107 Introduction to ProgrammingThis is a beginning course in computer programming. Thiscourse will utilize programming language and introducethe student to modern structure programming conceptsand problem solving techniques. Programming activitiesinclude solving common business problems of limitedcomplexity. Prerequisite CIS 106 or instructor consent4 semester creditsCIS 203 Application Design and ImplementationThis is a beginning course in the use of information systemstechniques to solve managerial and organizational problemsof limited complexity. Formal analytical problem-solvingtechniques are introduced. Students develop programmedsolutions using information systems development techniqueswith graphic-based, object-oriented, event-driven programmingtools. Prerequisite: CIS 107 or instructor consent.4 semester creditsCIS 204 Applications DevelopmentThis is an intermediate course in the use of informationsystems techniques to solve managerial and organizationalproblems. Formal analytical problem-solving techniquesare utilized. Students develop programmed solutionswith information systems development techniques withgraphic-based, object-oriented, event-driven programmingtools. Prerequisite: CIS 203 or instructor consent.4 semester creditsCIS 356 Programming Languages IProvides advanced work with application design anddevelopment. Emphasis is on scripting languages, webdatabase programming, and web server management tools.The course also focuses on the component model of softwaredevelopment and an exploration of client-server softwaredevelopment. Prerequisites: CIS 204 or instructor consent4 semester creditsCIS 357 Programming Languages IIThis current development technologies course guides the studentthrough advanced program development, implementationand application using emerging program developmenttools. Prerequisite: CIS 356 or instructor consent.4 semester creditsCIS 457 Advanced Programming LanguagesA fundamental treatment of computer science topics featuringthe study of the high-level programming language Java. Topicsdiscussed will include computer architecture, programminglanguages, and ethical issues involved in computer use. Problemsolving techniques involved in writing programs will be studied,proper style and documentation will be required, and objectorientedprogram design will be introduced. The requiredchapter lab work will involve an intensive study of programmingtechniques in Java. Prerequisite: CIS 357 or instructor consent.4 semester creditsITM 200 Introduction to Information SystemsThis course presents fundamental knowledge essential tomanaging an information technology system successfullywithin an organization. It considers strategic and operationalissues, the significance of rapidly advancing technology,and human and organizational issues related to technologyintroduction and use. The course describes managementsystems and models of successful behavior to capitalize onopportunities and avoid numerous potential pitfalls.3 semester creditsITM 220 Computer Networking EssentialsThis course introduces the fundamental building blocks thatfor a modern network, such as protocols, topologies, hardware,and network operating systems. It then provides in -depthcoverage of the most important concepts in contemporarynetworking, such as TCP/IP, Ethernet, wireless transmission,and security. The course will prepare you to select the bestnetwork design, hardware, and software for your environment.3 semester creditsITM 300 Systems Development I – DatabaseThis course is an introduction to database systems design,implementation, and management. Database systems play a keypart In systems development and are always designed as part ofa larger system. The course emphasizes database design with afocus on relational database systems. Students will build a typicaldatabase application with a relational Data Base ManagementSystem. Traditional data modeling techniques are introduced foruse in analyzing and designing a database. The course will alsodiscuss database planning, administration, security, and integrity.3 semester creditsITM 310 Systems Development II – MethodsA detailed study of the systems development life cycle usingstrategies and techniques of structured systems analysis and design.3 semester creditsITM 330 Advanced Office SystemsThe course provides students with an understanding of client/server operating systems in local area network environments.Students will learn basic client and server hardware and softwarerequirements for operating systems. The course involvesstudents in planning, installing, configuring and troubleshootinga network client and a server. Prerequisite: ITM 3103 semester creditsITM 340 Webpage DevelopmentITM 340 provides training in Web page/site development.Students will work with all of the elements of a Web pageincluding text, images, animated images, image maps, links,audio, video, forms JavaScript, and cascading sheets toname a few of the elements or techniques. The course willculminate in a sizeable project published to a Web server.3 semester creditsITM 410 Distributed Intelligence andCommunication AdministrationThe course is an examination of the features and impact ofdistributed systems In the business enterprise. The coursefocuses on server administration and optimization in a wideareanetworking environment. TCP/IP routed network theory,design and administration are covered. The student will configure,manage, and trouble shoot common administrative services in amulti-domain multi LAN environment. Prerequisite: ITM 3303 semester credits

37MGT 330 International MarketingStudents will be provided an overview of the dynamic andcomplex subject of international marketing. Students willalso learn about the rising significance of global orientationin business and become familiar with the processes used andenvironments encountered by international marketers.3 semester creditsMGT 371 EconomicsUse economic information to make proactivedecisions. Focus on planning and finance skills.3 semester creditsMGT 380 Organizational Leadership SeminarExplore the challenges affecting leaders today andhow the traditions of a Benedictine educationcan help you meet those challenges.1 semester creditMGT 401 Communication in CorrectionsThis course will assist students with an understanding and anappraisal of the laws, policies and procedures which facilitatethe development of quality communication skill, both writtenand oral. The course will include the production and evaluationof reports, audits as well as internal and external forms ofcommunication. Additionally, the course will examine strategieswhich provide effective communication to those personnelin the correctional field. The course contribute to (provides afoundation for) the curricular concepts of spirituality and ethics,communication, critical thinking and global stewardship.4 credit creditsMGT 470 EntrepreneurshipPlan for starting up a new business and managing itsgrowth. Focus on creative and management skills.3 semester creditsMGT 479 MarketingExplore customer needs through production,placement, promotion, packaging, and pricing ofgoods. Focus on exploring target markets, productand service mixes, and marketing environments.3 semester creditsMGT 484 Organizational DevelopmentThis course has been designed to help students develop anunderstanding of the professional field of human resourcedevelopment (HRD) and how individuals and groups inorganizations can change through learning. This course providesan introduction to HRD and HRD competencies, organizationallearning, performance improvement and management,organizational development and change, and assessment.3 semester creditsMGT 485 Compensation and BenefitsThis course has been designed to build a strong foundation forstudents in the understanding of the issues of compensationbenefits. The course will focus on strategic management, andplanning. It will explore legislation, and compensation systems, aswell as pay administration. Students will study benefit packages,both mandated and voluntary. Finally, students will be able todevelop and utilize compensation and benefit evaluation.3 semester creditsMGT 486 Employee and Labor RelationsThis course has been designed to provide an understanding oflabor and management issues, and equip students to evaluatecontemporary legislation and labor issues. The course will exploreemployee and labor relations as they relate to the organizationalculture, as well as the strategic and communication plans ofthe organization. The principles and practices of collectivebargaining and the grievance process are also investigated.3 semester creditsMGT 487 Safety, Health and SecurityThis course has been designed to study the principles of thedevelopment and management of an effective safety andsecurity program. The philosophy and historical developmentof major concepts in the field will be studied. Specific attentionwill be paid to the development of programs compliant withOSHA and emerging legal issues in a variety of industries. Thiscourse will explore the area of risk management as it relatesto safety, security and health issues within the workplace.3 semester creditsMGT 490 Strategic Methods in Professional DevelopmentThis course will assist students in assessing a number ofworkforce related issues and provide effective decisionmaking strategies, methodologies and techniques to addressthe challenges which correctional professions face on a dailybasis. Students will implement evidence-based practicesto improve on core competencies in their professionaldevelopment. Additionally, students will complete theirprogram project directed within their facility or operationsof their own organizational program. This course is thecapstone course of the correctional management program.5 credit creditsOLS 370 Transitional LeadershipExplore the sources of organization change. Focus onmanaging change and envisioning an effective future.3 semester creditsOLS 374 Information Systems for LeadersUse information as a resource you can manage to focus onyour skills in understanding systems and communication.3 semester creditsOLS 376 Writing for LeadersWrite clearly and effectively to achieve the ends you want.Focus on critical thinking and presentation skills.3 semester creditsOLS 378 Interpersonal Communication SkillsWork effectively with other people to achieve corporate goals. Focuson skills for conflict management, communications, and leadership.3 semester creditsOLS 471 Leadership in the Legal EnvironmentIdentify and analyze legal issues facing leaders in management.Focus on skills for critical thinking and ethics.3 semester creditsOLS 472 Ethical LeadershipUnderstand values and make ethical business decisions.Focus on critical thinking and conflict management skills.3 semester credits

38OLS 476 Global LeadershipMove successfully into foreign business cultures usingthe opportunities provided by international tradeagreements. Focus on risk-taking and marketing skills.3 semester creditsOLS 478 Understanding DiversityLeaders have to adapt to demographic shifts, changes invalues and lifestyles, the rise of global market, and theemphasis on team building as a preferred managementmodel. This course explores these topics and developsthe skills required to manage diversity successfully.3 semester creditsOLS 480 Strategic Decision MakingDesign a strategic plan and a personal career managementsystem. Focus on your skills for vision and presentation.3 semester credits

39School of Arts and SciencesFACULTY: Anderson, Augustadt, Bauer, Becker, Behm,Bernier, Bohlen, Boyd, Candee, Chalmers, Chaussee,Cleary, De La Cruz, Ehrmantraut, Erling, Feser, Fischer,C. Fleischacker , D. Fleischacker (Dean), Gorzelska, D.Gowen, R. Gowen, Gunderson, Hall, Hanson, Hardy,Haug, Henjum, Hellman, Hoff, Hollar, Huschka, Jones,Kiec, Krebsbach, Kunze, Lares, Litton, Maloney, Maskey,McMahon, Mertz, Meyer, Niksic, Nordlie, Odermann,Palecek, Peske, Prebys, Porter, Ridenhour, Ritzke, Saabye,Schafer, Schumacher, Sorenson, Springer, Williams.Areas of StudyMajors:Biology, Biology Education, Business Communication,Communication with Public Relations, EngineeringScience, English, English Education, History Education,Music, Music Education, Music Performance, MassCommunication, Mathematics, Mathematics Education,Pastoral Ministry, Social and Behavioral Sciences, SocialStudies Education, Spanish (pending approval), Theology.Minors:Biology, Catholic Studies, Chemistry, EnvironmentalScience, Business Communication, English, History,Liturgy, Mathematics, Music, Native AmericanStudies, Pastoral Ministry, Web Design, Philosophy,Philosophy/Theology, Political Science, Public Relations,Religious Education, Social and Behavioral Sciences,Sociology, Spanish, Speech, Theater, TheologyPre-Professional Concentrations:Pre-Law, pre-medicine, pre-dentistry, prepodiatry,pre-physician assistant, pre-chiropractic,pre-veterinary, pre-pharmacy, pre-optometry,and wildlife and conservation biology.Major Areas of Study• Biology ProgramThe Biology Department exists to provide our majorsa thorough and relevant foundation of knowledge in thebiological sciences, and to support the liberal arts andprofessional programs of the University of Mary. It offersacademic programs in a Benedictine environment thatprepare students to function as life-long learners andservant leaders in their chosen careers in the sciences.• Biology MajorChair: Dr. Margaret NordlieProgram Advisors: Dr. Marla Behm, Dr. ChristineFleischacker, Sr. Nicole Kunze, Dr. MichaelLares, Dr. Jim Maskey, Dr. Margaret NordlieThe Biology major is a Bachelor of Science or Bachelorof Arts degree program designed to prepare studentsfor a career as a professional biologist, or to providethe essential background for entrance into graduateschool or professional programs. Students planning toattend graduate school or professional school shouldconsult with their advisor and plan a program of studythat meets the requirements of a particular school.OutcomesBiology graduates will:• be able to effectively communicate inboth written and oral formats• demonstrate a broad, relevant knowledgebase in biological science• exhibit analytical and critical thinking skills• demonstrate the ability to search for andaccess academic sources of information,to synthesize the information, and toevaluate it for relevance and reliability• demonstrate technical proficiency in the lab• recognize the role of the individualand society in understanding andimproving the natural environment• be competitive in gaining admittance toprofessional or graduate schools, or in securingemployment requiring a baccalaureateRequired courses:BIO 103, 106, 311, 354, 480; CHE 111, 112, 217, andeither 310 or 318; PHY 203, 304; MAT 209 and oneof the following: MAT 204, 206, or 210. Elective courses:Students must take five additional 300-400 levelbiology courses selected from three areas of study tocomplete the major. These electives are in additionto the required biology courses and must total aminimum of 20 semester hours.

40Recommended courses:Students are urged to consider taking thefollowing as electives to strengthen themajor: MAT 204 or a foreign language.Minor sequence in Biology (20 semester credits):BIO 103, 106; three Biology courses of 300 level or higher.Minor sequence in Environmental Science(20 semester credits):SCI 201; CHE 326 and 209 or 309; BIO 326 and 415or 422 or 423.• Biology Education MajorProgram Advisor: Dr. Christine FleischackerThe Biology Education major is a Bachelor ofScience degree program designed to prepare studentsfor a career as a secondary teacher or to providethe essential background for entrance into certaingraduate programs. Students planning to attendgraduate school should consult with their advisor andplan a program of study that meets the requirementsof a specific program and a particular school.Outcomes:Biology Education graduates will:• be able to effectively communicate inboth written and oral formats• demonstrate a broad, relevant knowledgebase in biological science• exhibit analytical and critical thinking skills• demonstrate the ability to search for andaccess academic sources of information,to synthesize the information, and toevaluate it for relevance and reliability• demonstrate technical skillsappropriate to their professions• recognize the role of the individualand society in understanding andimproving the natural environment• be competitive in securing employmentin secondary educationElective courses:Students must take five additional biology coursesselected from three areas of study to complete the major.These electives are in addition to the required biologycourses and must total a minimum of 20 semester hours.Recommended as electives:BIO 309, 330, 354, and 422• Catholic Studies ProgramProgram Coordinator: Dr. Matthew T. GerlachThe Bishop Paul A. Zipfel Catholic Studies Program isan exciting new program in which students examine theCatholic Church’s comprehensive contributions to humanthought and culture—past and present, across academicdisciplines. As an interdisciplinary, campus-wideprogram, Catholic Studies complements any field of studyor pre-professional training. The Program is open tostudents of any faith who wish to deepen their knowledgeof Catholicism’s rich history and living tradition as foundin each age of the Church. Courses cross-listed with otherdisciplines (e.g. theology, history, philosophy, etc.) fulfilla variety of core and elective requirements. Students willcome to appreciate the vitality of the Catholic faith by:• Exploring the dynamic interplaybetween Catholicism and culture indifferent times and places.• Encountering the complementarity of faithand reason within multiple disciplines.• Experiencing how the Catholic faithcan enliven every part of your life.Required courses:CTH 210, 225, 234, and two additional CTHcourses (8 units) at the 300 level or above.• Chemistry ProgramChair: Sister Nicole Kunze, Ph.D.Minor sequence in Chemistry(20 semester credits):CHE 111, 112, 217; and two of 209 or309, 310, 318, 325, 425, 428.Required courses:ENG 121; COM 110; BIO 103, 106, 311; CHE 111, 112;PHY 203, 304; MAT 204, 209; SCI 201; EDU 201 or 202,295, 301, 310, 320, 353 or 354 or 390, 365, 379, 391, 401,411, 421, 422, 442; SOC 102 or 202 or 304; PSY 201;PSY 207 or 332; ALU 499. It is suggested that studentstake PSY 332 which (along with EDU 305) is required forthe Middle School Endorsement.

42• Students must build a solid mathematicsback-ground, especially in calculus.• Students will need to build solid computer skills.• The curriculum includes courses inchemistry, biology and physics.• EnglishChair: Dr. Jamieson RidenhourMissionThe Language and Literature Department strives todevelop a true community of learners where a workingknowledge of literary history and literary analysis givesstudents a home in their own culture and makes themcareful and compassionate judges of human nature.Departmental Learning OutcomesA graduate of the English programat the University of Mary:• Displays mastery of usage andmechanics in edited work• Can analyze a text or image in terms of itsformal elements and their implications• Can distinguish major critical theories• Can use major research tools to constructa preliminary bibliography• Can produce an original short work ofnarrative, dramatic, or poetic art• Can use grammatical terminology to explain thestylistic or dialectal differences between two texts• Can apply several different critical theories to thesame literary text and discuss their implications• Can analyze an argument in termsof both its logic and rhetoric• Can produce a well supportedargument incorporating researchMajor in English:ENG 130, 202, 204, 215, 302, 315, 320, 481;plus four surveys from American, British,and World; two major focus classes.Major in English Education:The courses listed above under major in Englishplus MAT 103 or above; lab science course; SOC102 or 202 or 304; PSY 201; PSY 207 or 332; EDU201 or 202, 295, 301, 310, 320, 365, 371, 391, 401,411, 421, 422, and 430; ALU 499. It is suggested thatstudents take PSY 332 which (along with EDU 305)is required for the Middle School Endorsement.Minor in English:ENG 130, 202, 215, 302; two of ENG 321, 324, 330, 331,336, 337; one of ENG 461, 462, 463, 464, 465, 466.Minor in Theater:COM 145, 245, 332, 345, 445; ENG 332, 343,352, 353, 418.Honors ProgramEnglish majors may pursue an honors program bytaking the major sequence in English as defined aboveplus seven additional courses as follows: Two coursesfrom PHI 308, 309, 311; THE 303, 306, 312, 338, or 339.One course from HIS 371, 372, 471, 472; POL 316, 414;or SOC 304. Two years of the same foreign language orfour additional courses from the preceding two lists.Double Major:Students are encouraged to pursue a doublemajor with the English major as one component.Modest adjustments in scheduling can be made.• History Education MajorChair: Dr. Chad LittonMissionMajors become educators who ground the nextgeneration in history, “the remembered past.”Major in History Education:HIS 101; 102; 202; 271; 272; 300-400 US history elective;300-400 world history elective; 300-400 diversity historyelective; HIS 490; PSY 201; PSY 207 or 332; SOC 102, 202,or 304; 12 semester credits in one of the following areas:political science, geography, or economics; ENG 121,COM 110; lab science requirement for education; mathrequirement for education; EDU 201 or 202, 295, 301,310, 320, 365, 373, 391, 401, 411, 421, 422; 438; ALU 499.Minor in History:Five courses are required; three courses are to be in theupper division. At least eight upper division semestercredits must be taken at the University of Mary.

43• Mathematics MajorChair: Richard ClearyProgram Advisor: Rev. Victor Feser, Ph.D.The Mathematics major is a four-year programleading to the Bachelor of Science or Bachelor of Artsdegree. This major is designed to prepare students forprofessional work or graduate study in mathematics.All students beginning the program must take aplacement evaluation to determine their appropriateentrance level.Required Courses:A total of 40 semester credits in mathematicsat the 200 level or higher, including MAT209, 210, 211, 312, 334, and 428; at least 20semester credits must be upper division.Minor sequence in Mathematics(24 semester credits):MAT 209, 210, 211; one elective 200 level orhigher; and two upper level electives.• Mathematics Education MajorProgram Advisor: Rev. Victor Feser, Ph.D.The Mathematics Teaching major is a Bachelor ofScience degree program designed to prepare students fora career as a secondary teacher or to provide the essentialbackground for entrance into certain graduate programs.All students beginning the program musttake a placement evaluation to determinetheir appropriate entrance level.Required Courses:ENG 121; COM 110; MAT 103 or above and a total of40 semester hours in mathematics at the 200 levelor higher including MAT 204, 209, 210, 211, 221,311, 312, and 443 with at least 20 semester hoursin the upper division of math; EDU 201 or 202,295, 301, 310, 320, 365, 377, 391, 401, 411, 421, 422,444; SOC 102 or 202 or 304; PSY 201; PSY 207 or332; one lab science; ALU 499. It is suggested thatstudents take PSY 332 which (along with EDU 305)is required for the Middle School Endorsement.• Math/Science Composite MajorProgram Advisor: Dr. Michael LaresThe Math/Science Composite major is a Bachelorof Science or Bachelor of Arts degree programdesigned for students who want a broad backgroundin both mathematics and natural sciences. Themajor can be tailored to the individual student’sinterests. Students planning to attend graduate orprofessional school upon graduation should consultthe school’s catalog to formulate a program ofstudy, with their advisor’s assistance, that meets therequirements of the graduate/professional school.In addition to the University of Marycore requirements, the composite major iscomposed of approximately 37.5 percentmathematics, 25 percent chemistry, 25 percentbiology, and 12.5 percent physics courses.Required Courses:BIO 103, 106 and two 300 or 400 level biologycourses; CHE 111, 112 and two 200 or 300 levelchemistry courses; MAT 209 and five 200 or higherlevel mathematics courses; PHY 203, 304.• Music DepartmentChair: Dr. Tom PorterMissionThe music department strives to develop a truecommunity of learners where a challenging curriculumis integrated with professional training so that graduatesare prepared to excel in their chosen specializations.OutcomesGraduates of this department:• Perform instrumentally and/or vocallywith artistic competence• Conduct musical groups withattention to artistic concerns• Know the field of music study; can use its technicalvocabulary and common approaches; can describecurrent issues and significant artistic works• Assess their own performance forpurposes of continued development• Work effectively with others anddemonstrate respect for them

44• Can describe the values of this Benedictineinstitution and reflect on them in their work• Contribute to their civic, cultural,and professional communitiesStudents choose from a Bachelor of Arts in Music,a Bachelor of Science in Music Education, a Bachelorof Music in Performance, a Bachelor of Arts in Musicwith an emphasis in Sacred Music, and a minor inmusic. Incoming students are assessed for placement inmusic theory, ear training, and functional piano skillsMajor in Music – Bachelor of Arts:MUS 121, 122, 123, 124, 151, 152, 196, 221, 222, 223,224, 262, 341, 342, 440 or 471 or 481; six semestersof major performance ensemble (primary area);piano proficiency-level two; six semesters of performlab; six semesters of applied music (primary area);and 16 semester hours of a foreign language ora minor in Philosophy/Theology; ALU 499.B.A. in Music Advisor: Dennis GowenMajor in Music Education – Bachelor of Science:ENG 121; COM 110; MAT 103 or above; one labscience; MUS 121, 122, 123, 124, 132, 151, 152, 153,154, 196, 221, 222, 223, 224, 231, 232, 251, 252, 253,254, 262, 321, 323, 331, 333 or 334, 341, 342, 362, 382,383, 384, 431, 471; seven semesters of applied music(primary); four semesters of applied music (secondary);piano proficiency-level four; seven semesters of majorperformance ensemble (primary); three semesters ofmajor performance ensemble (secondary); one semesterof chamber ensemble (primary); seven semesters ofperform lab; EDU 201 or 202, 295, 301, 320, 411, 422,434; SOC 102 or 202 or 304; PSY 207 or 332; ALU 499.B.S. in Music Education Advisor: Dr. Michelle KiecMajor in Music Performance – Bachelor of Music:MUS 121, 122, 123, 124, 151, 152, 196, 221, 222, 223,224, 262, 341, 342, 371, 471; eight semesters of majorperformance ensemble (primary area); four semestersof small performance ensemble; piano proficiency-levelfour; eight semesters of perform lab; eight semesters ofapplied music (primary area, one-hour lessons); vocalpedagogy and literature or instrumental pedagogyand literature; diction and two semesters foreignlanguage (voice majors) and 14-16 semester hoursmusic electives (no more than eight semester hoursmay be in ensembles and/or applied music); ALU 499.B.M. in Music Performance Advisor: Katherine HenjumMajor in Music with an Emphasis inSacred Music – Bachelor of Arts:MUS 121, 122, 123, 124, 151, 152, 196, 221, 222,223, 224, 251, 252, 262, 321, 323, 341, 342, 362, 370,470; two semesters of applied music: organ; threesemesters of applied music: voice (or class voice);four semesters of applied music: piano (or classpiano); two to four additional semesters to total sixsemesters of applied music: organ or voice or piano;three semesters of concert choir; three semesters ofany major performance ensemble; piano proficiencylevelfour; six semesters of perform lab; THE 104 or110 or 112; three of the following: THE 221, THE323, THE 332, THE 337; one additional THE elective;ALU 499; 30 volunteer hours in a parish setting.B.A. in Music with an Emphasis in SacredMusic Advisor: Dr. Tom PorterMinor in Music:MUS 121, 122, 123, 124, 151 and 152, 196, 262, 341 or342, 382 or 383 or 384 or one music pedagogy course;four semesters of performance lab; four semestersof applied music in primary performance area; foursemesters of major performance ensemble in primaryperformance area; piano proficiency-level two.• Pastoral Ministry ProgramChair: Dr. Patrick HallMissionThe mission of the Pastoral Ministry Programis to prepare majors in ministry who:• Demonstrate a basic knowledge in scripture,liturgy, Church history, Christian morality• Grow in a faith commitment to Christenabling them to live a life of serviceaccording to Gospel values• Learn and apply ministerial skills necessary forindividual and team ministry in a pastoral settingOutcomesStudents completing the program:• Demonstrate a solid grounding in theologyespecially in the areas of scripture, liturgy,Church history, Christian morality,sacramental theology, spirituality• Show a keen understanding of Christian values• Respect and apply Christian values totheir own lives and minister to others

45• Think effectively in ministerial situationsincluding counseling, administrative duties,liturgical planning, community building• Communicate effectively with others• Demonstrate aesthetic sensibility especiallyas applied to liturgical settings• Show servant leadership based on the modelof Jesus and on Benedictine valuesFor course descriptions, see the Theology section.Major in Pastoral Ministry:(1) Fifty semester credits of Theology, plus SWK 309;(2) core theology courses: 217, 303 or 310, 318 or 330,332, 415, 418; (3) of the remaining courses, at leastone must come from each of the four major areas oftheological study. These areas and the courses follow:(1) Biblical Theology/Scripture: THE110, 203, 210, 213, 318, 330(2) Moral Theology/Ethics/Spirituality: THE 208,215, 217, 220, 302, 314, 315, 319, 320, 363, 382(3) Liturgical Theology/Sacraments:THE 221, 323, 326, 332, 337(4) Systematic/Historical Theology: THE 104, 112, 301,303, 306, 310, 312, 314, 317, 318, 337, 338, 339Note: For those considering graduate studies,12 semester credits of philosophy and two yearsof a foreign language are recommended.Minor in Pastoral Ministry:(1) 22–23 semester credits: six courses intheology, at least three of which are upperdivision (21 semester credits if THE 415)(2) Core Freshmen and Core Ethics(3) Three core courses, one from each of these areas:• THE 217, 302 or 315 (service/pastoral care)• THE 303, 310, 318 or 330 (scripture/church)• THE 221, 332 or 337 (prayer/sacraments/ worship)• Philosophy ProgramChair: Dr. Patrick HallMinor in Philosophy:(1) 18-19 credits: 16 of them (4 courses) inPhilosophy of which at least 12 credits areupper division Philosophy courses(2) Core Freshmen and Core Ethics• Social & Behavioral Sciences MajorChair: Dr. Chad LittonPhilosophyFaculty within the Social & Behavioral Sciencesmajor are committed to providing quality educationrooted in the Benedictine values of our sponsors,the Sisters of Annunciation Monastery. These corevalues include: service, community, respect forpersons, moderation, hospitality, and prayer.MissionThe mission of the Social & Behavioral Sciencesfaculty is to provide a well-rounded course ofstudy in the social science disciplines of sociology,history, psychology, political science, geography,American Indian studies, and anthropology. Ourcurriculum is designed to mold students intolifelong learners and leaders who serve others intheir professional, family, and civic environments.OutcomesGraduates of the Social & BehavioralSciences program will:• Use effective written and oral communication skills• Analyze, interpret, and process datafrom a variety of vantage points• Demonstrate a commitment to community service• Appreciate the importance of diversityand tolerance in American society• Be competently-prepared for graduatestudy in their chosen field• Be able to apply course content to currenthistorical, social, and political eventsMajor requirements may be met by completingcourses in various combinations in geography,history, political science, anthropology, psychology,and sociology. Two options are available forthe Social and Behavioral Science Major:Major in Social and Behavioral Sciences:SBS 490; one lower division course in four of thefollowing areas: anthropology, geography, history, politicalscience, sociology, or psychology for a minimum of 13credit hours; and five upper division courses in at leastthree of the following areas: anthropology, geography,history, political science, sociology, or psychology fora minimum of 18 credit hours minimum; ALU 499.

46Minor in Social and Behavioral Sciences:One lower division course in four of the following:anthropology, geography, political science, history,psychology, sociology: three upper division coursesfrom three different areas (geography, political science,history, psychology, sociology). At least eight upperdivision credits must be taken at the University of Mary.Minor in Sociology:SOC 107; POL 202; PSY 201; four upper divisioncourses in sociology. PSY 308 may be applied.Minor in American Indian Studies:SOC 102, 107, 202, 304; HIS 471; THE 301; ENG 466• Social Studies Education MajorChair: Dr. Chad LittonPhilosophyWe are committed to providing the social studiescontent background necessary for you to becomea competent professional, lifelong learner, andservant-leader who demonstrates our sponsors’ coreBenedictine values of service, community, respectfor persons, moderation, hospitality and prayer.MissionWe provide a well-rounded social studies programrooted in the Benedictine tradition of our sponsors, theSisters of Annunciation Monastery. Our curriculumis designed to expose you to critical thinking skills,historical analysis, cultural diversity, and respect forothers. We seek to help you develop into a lifelongleaner who educates and serves others in yourprofessional, family, and civic environments.OutcomesUpon completion of the social studieseducation major, you will have the ability to:• Analyze and evaluate arguments,interpretations, beliefs and theories.• Understand research techniques, relevanttexts, and scholarly journal articles.• Apply historical, economic, social, cultural,geographical and political facts to current events.• Display ethical and professional behaviorwhile applying this knowledge to problemsand changing fact situations.• Process and apply informationreliably and accurately.• Successfully complete StudentTeacher Assessment Day• Create a Student Teaching PortfolioMajor in Social Studies Education:HIS 101 or 102; 271 or 272; 300-400 US history elective;300-400 world history elective; 300-400 diversity historyelective; HIS 490; PSY 201; PSY 207 or 332; SOC 102,202, or 304; 12 credit hours in two of the followingareas: political science, geography, or economics; labscience requirement for education; math requirementfor education; EDU 201 or 202, 295, 301, 310, 320,365, 373, 391, 401, 411, 421, 422; 438; ALU 499.• Spanish ProgramProgram Coordinator: Angela De La CruzMissionSince its foundation, the University of Maryhas supported the need to form students with keyvalues of the Christian, Catholic, and Benedictinetradition, sending forth students as a leaderwho serves Truth with moral courage.The Foreign Language Program offers students theopportunity to expand their thinking and living bylearning and experiencing the language and cultureoutside their own. The program prepares liberalarts students to be citizens of a global community.We offer them the opportunity to expand theirconcepts of language, culture, civilization, geography,philosophy and art while enhancing their jobopportunities in a market that aims for excellence.Major in Spanish:SPA 101, 102, 201, 202, 304, 306, 401, 402, plus oneor more summers abroad of upper level classes.Twenty-four semester credits must be at the upper level.Objectives and Outcomes ofa major in Foreign Language(Spanish) Students are able to:A. Communicate orally in Spanish in real-life situations.• Demonstrate proficiency in thecomprehension of oral messages.• Demonstrate proficiency in oral expressionin Spanish including presentation to anaudience of listeners on a variety of topicsstudy (i.e., linguistics, literature, culture)

47• Understand someone else speaking abouta discipline-related topic and be able toengage that person in discussion.• Evaluate the use of language to conveymeaning, to inform, and to persuade.• Participate in multilingual communitiesat home and around the world.B. Communicate in writing with minimal errors ingrammar, spelling, and the mechanics of writing.• Write clear and coherent essays inSpanish on various topics related toeveryday situations and work.• Exhibit research skills for producing papersincluding familiarity with library resources such asonline databases and catalogs, the ability to gatherand synthesize information, the ability to properlyquote, paraphrase and summarize other texts, andfamiliarity with basic documentation formats.C. Read critically, interpret analytically, and writecoherently about literatures produced in Spanish• Analyze and interpret a variety ofliterary and cultural texts.• Write clear and coherent essays inSpanish on literary topics.• Interpret the use of rhetoricaland literary techniques.• Demonstrate a broad and deep knowledge of literaryand cultural traditions: major movements, genres,writers and works of the Spanish-speaking world.• Apply critical thinking skills as they read texts.D. Read critically, interpret analytically,and write coherently about fundamentalprinciples of the Spanish language• Identify and explain distinctivelinguistic features of Spanish.• Identify and analyze some distinctive stylisticand dialectal features of Spanish.• Synthesize selected scholarly work in Spanishlinguistics, and Spanish Applied Linguistics.• Apply Spanish linguistics theory to textual analysis.E. Understand and demonstrate appreciation ofthe cultural values of Spanish-speaking world• Identify significant individuals, key eras, andmajor historical events and developments withinSpanish speaking-nations and cultures.• Describe and compare political, religious, social,economic and educational systems and institutionsin Spanish-speaking nations and cultures.• Discuss how the major physical and geographicalfeatures of Spanish-speaking countries have shapedtheir development and evolution of their cultures.• Analyze social, ethnic and linguistic diversityin the Spanish-speaking world.• Compare and contrast the differencesand similarities between US and theSpanish speaking cultures.• Draw connections with other disciplines• Acquire information about other disciplinesusing the Spanish language.Minor in Spanish:Twelve semester credits beyond the intermediatelevel (beyond 202) in a single foreign language.Placement TestStudents who have studied a foreign languagefor two years or more in high school beforeenrolling at the University of Mary receive advancedstanding by passing a CLEP test or a placementtest. Please contact program coordinator.Study Abroad ProgramTravel abroad is open to students who have completeda language at the intermediate level and have completedan acceptable preparatory exploration for travel abroad.Students who major and/or minor in Spanish are stronglyadvised to deepen their knowledge of the language bytaking classes and experience culture immersion abroad.A variety of graduate and undergraduate courses maybe offered at partner institutions. A seminar abroad mayalso be available and may be applied to a minor sequence;consult the program director for more information.State of the Art Language LabThe University of Mary offers its studentsthe best in technology with a portable, wirelesslanguage lab providing instant immersionfrom anywhere with internet connection.

48• Theology ProgramChair: Dr. Patrick HallMissionThe mission of the Theology Programis to prepare Theology Majors who:• Grapple with the important issues surroundingGod and human beings that are faced in every age• Appreciate the relationships betweentheological and other disciplines• Face new situations with strong criticalthinking skills in a wide variety of settingsincluding teaching, parish work, volunteeropportunities, and further studiesStudent OutcomesStudents completing the program:• Demonstrate a solid grounding inphilosophy and theology• Grasp effectively the connection betweentheology, philosophy, and other disciplines• Show a keen understanding of Christian values• Respect values and apply Christianvalues to their own lives• Communicate effectively with others• Think effectively in dealing with theologicaland philosophical problems or questions• Show servant leadership based on the modelof Jesus and on Benedictine valuesMajor in Theology:Requirements for a theology major include:(1) 40 semester credits in theology, atleast 24 of them upper division(2) one theology course must be THE 429.(3) 12 semester credits of philosophy, atleast eight of them upper division.Recommended: 1) Two years of a foreign language, 2)eight hours above the 100-level in communications,English, or education; and 3) for those consideringa pre-seminary program, a minor in philosophy.(3) one of the courses must be THE 313–Religious Education and Youth Ministry(4) A course in each of the four major areas oftheological study. (Bible/Systematics/ Morality/Sacraments) These areas and the courses are under“Major in Pastoral Ministry.” (Core Freshmenand Core Ethics may cover two of these areas)(5) 12 of these credits need to be upper division[especially suited to those in education]EDU 201 and EDU 301 are recommended.Minor in Liturgy:(1) 18-19 credits: five theology courses(2) Core Freshmen and Core Ethics(3) 12 credits in liturgical theology or sacraments(The 221, 323, 326, 332, 337) [especiallysuited to those in music or in the arts]Minor in Theology:(1) 18-19 credits: five courses in Theology of which atleast 12 credits are upper division Theology courses(2) Core Freshmen and Core EthicsMinor in Theology / Philosophy(1) 18-19 credits: any five courses inTheology or Philosophy as long as atleast 12 credits are upper division(2) Core Freshmen and Core Ethics.With a major in Pastoral Ministry, Theology,or one of the minors listed above, a studentreceives the degree of Bachelor of Arts.School of Arts and SciencesCourse Descriptions• AnthropologyANT 171 Introduction to Cultural AnthropologyExploration of the elements of culture and their impacton the construction of human societies. Focuses onthe richness and diversity of the human conditionas expressed through meaning construction.3 semester creditsMinor in Religious Education:(1) 22–23 semester credits: six courses in theology(2) Core Freshmen and Core Ethics

49• ArtART 108 Introduction to PhotographyThe study of basic photographic principles and procedures,including camera and digital image processing techniques.Photography will be studied as both an art form and acommunication medium, and assignments emphasize abroad range of contemporary photo-graphic practice.3 semester creditsART 115 Introduction to the Visual ArtsDesigned for students with little or no experience in makingor critically viewing the visual arts. Through artistic processes,reading and discussion, students learn the elements of designand the principles of composition and how these contributeto a work’s effectiveness. Students grow in understandingtheir own creative behavior and that of the visual artist.3 semester creditsART 116 Introduction to FilmStudents in this course study the history and form of filmincluding elements of composition and cultural relevance.Artistic comparison, criticism and interpretation fosterstudent understanding of multiple points of view.3 semester creditsART 120 Art Appreciation: Sacred and Secular PerspectivesThis course is an introduction to the visual arts exploringvarious approaches to understanding art, art history,terminology, techniques, media, and motivating factorsfor creating art from sacred and secular perspectives.3 semester creditsART 121 Introduction to the Art of Rome and ParisThis course is designed to provide a hands-on approach toWestern art history from antiquity to the early twentiethcentury in Rome and Paris, tow of the artistically richestcities in Europe. Students will gain the skills and knowledgerequired to: identify key architects, painters and sculptors,describe the characteristics of artistic periods, and analyzethe importance of Christianity in art creation.3 semester creditsART 127 Introduction to DrawingIntroduction to techniques aimed at improving drawingability by expanding ways of seeing and responding to subjectmatter. Wide variety of media and range of subject matter areexplored while basic design concepts are also emphasized.3 semester creditsART 129 CalligraphyStudents learn the history and skill of calligraphy withan emphasis on contemporary uses of this art form.2 semester creditsART 243 Survey of Modern ArtStudents learn about the major figures and art movementsin Western Art beginning with Impressionism andcontinuing to the present day. Artistic processesand creative behavior are also emphasized.4 semester creditsART 125, ART 225, ART 325, ART 425Special Offerings in Art1-4 semester credits• BiologyBIO 101 Life ScienceFor non-science and allied health majors with emphasis oncell biology, genetics, ecology, morphology, and physiology.Duplicate credit for BIO 101 and 103 is not allowed.Laboratory: 2 hours4 semester creditsBIO 103 General Biology IDesignated for biology majors and those planning to pursuegraduate studies in the sciences. Basic biological concepts showingorganic unity and diversity in an evolving world. Includesmetabolism, genetics, cell theory, and development. Duplicatecredit for BIO 101 and 103 is not allowed. Laboratory: 2 hours4 semester creditsBIO 106 General Biology II: Life StrategiesSurvey of strategies employed by plants and animalsin solving the problems they encounter in dealing withchanging internal and external environments. Prerequisite:BIO 103 or consent of instructor. Laboratory: 2 hours4 semester creditsBIO 205, BIO 206 Human Anatomy LabGross anatomy for students who have takena course in human physiology.1 semester hourBIO 207 Human Anatomy and Physiology IGross anatomy and in-depth study of human physiology.Homeostasis, histology, and the musculoskeletal,nervous, and endocrine systems are covered. Laboratory:2 hours. Prerequisite: Sophomore standing and ACTscience score of at least 21, or BIO 101 or 103.4 semester creditsBIO 208 Human Anatomy and Physiology IIContinuation of gross anatomy and in-depth study of humanphysiology. The cardiovascular, lymphatic and immune,respiratory, urinary, digestive and reproductive systems are covered.Laboratory: 2 hours. Prerequisites: BIO 207 or consent of instructor4 semester creditsBIO 209 Medical MicrobiologyMorphology and physiology of bacteria and other microorganisms;their relation to health and disease. Laboratory: 2hours. Prerequisite: ACT science score of at least 21, or BIO 101or 103. Duplicate credit for BIO 209 and 309 is not allowed.4 semester creditsBIO 213/ BIO 214 Human Physiology I and IIIn-depth study of human physiology for thosestudents who have taken a course in human anatomy.Prerequisites: A human anatomy course.3 semester credits eachBIO 309 MicrobiologyMorphology and physiology of microorganisms with emphasison bacteria, laboratory diagnosis, and relation-ships to humans.Laboratory: 3 hours. Prerequisite: BIO 103 or consent ofinstructor. Duplicate credit for BIO 209 and 309 is not allowed.4 semester credits

50BIO 311 GeneticsThis course examines the fundamental principles of classicaland molecular genetics. Topics covered include genes and theirfunctions (DNA structure, transcription, translation), DNAand chromosome mutations, regulation of gene expression,principles of gene segregation analysis (Mendelian genetics,gene mapping, non-Mendelian inheritance), populationgenetics, quantitative genetics, and biotechnology. Laboratory:2 hours. Prerequisite: BIO 103 or consent of instructor.4 semester creditsBIO 312 ParasitologyPhysiology, anatomy, and life history of animalparasites with emphasis on those of man. Laboratory:2 hours. Prerequisites: BIO 103, 1064 semester creditsBIO 314 HistologyA study of the microanatomy of cells, tissues, andorgans. Laboratory: 2 hours. Prerequisites: BIO103, 207 and 208 or consent of instructor.4 semester creditsBIO 318 Immunology and SerologyBlood chemistry, antigen-antibody reactions, andgeneral human immunology. Laboratory: 3 hours.Prerequisites: BIO 103, 106, or consent of instructor4 semester creditsBIO 319 HematologyThe study of normal and abnormal human blood cellswith an emphasis on clinical laboratory evaluations.Prerequisite: BIO 103 or consent of instructor3 semester creditsBIO 320 Hematology LabLaboratory evaluation of human blood cells with anemphasis on clinical laboratory evaluations.For students enrolled in BIO 319.1 semester hourBIO 324: Pre-Veterinary Practicum:Students in this course will volunteer with a local veterinarianto gain hands-on experience in the field prior to applyingto veterinary school. Consent of Instructor required.BIO 326 Environmental BiologyAddresses and interprets human and natural impacts on thenatural world. The focus will be on biological concepts and issuessuch as biodiversity, conservation, and agriculture. Laboratory:3 hours. Prerequisites: BIO 103, 106, or consent of instructor4 semester creditsBIO 329 Biology Lab PracticumPrerequisite: consent of instructor1 semester hourBIO 330 ZoologyPhylogenetic examination of important invertebrateand vertebrate animal groups with emphasis onmorphology and physiology. Laboratory: 2 hours.Prerequisites: BIO 103, 106, or consent of instructor4 semester creditsBIO 333 OrnithologyAn upper level zoology course focusing on the biology of birds.Emphases include the evolution, morphology, physiology,and ecology of birds. Students will also learn to identify birdspecies, with an emphasis on species found in North Dakota.Laboratory: 3 hours. Prerequisites: Bio 103 and 106.4 semester creditsBIO 339 MammalogyThe study of mammals is inherently interesting because, asmembers of this group, humans are similar to other mammalsin many aspects of form and function. Also, wild and domesticmammals have great cultural, economic, and ecologicalimportance. This course involves the study of the evolution,taxonomy, morphology, physiology, behavior, ecology, andconservation of mammals. It will examine the myriad structuraland physiologic features which allow free-living mammalsto exploit different types of habitats to survive and flourish.Laboratory: 3 hours. Prerequisites: Bio 103 and 106.4 semester creditsBIO 335 Marine BiologyA field-oriented course in marine biology. Focus ison describing properties of marine systems and theorganisms within these systems. About one week will bespent at a field station directly studying topics discussedin lecture and conducting research projects.4 semester creditsBIO 340 DNA ScienceA hands-on course covering those procedures necessary toisolate, amplify, manipulate, and analyze DNA. Prerequisites:BIO 103, 309, and 311 or consent of instructor4 semester creditsBIO 354 General BotanyStudy of plant life with emphasis on anatomy, morphology,physiology, and evolutionary relationships. Laboratory: 2hours. Prerequisite: BIO 103 or consent of instructor4 semester creditsBio 360 Techniques in BiologyThis course is designed to provide students with practicalexperience using techniques currently in demand in biology.Some techniques that may be covered in this offering couldinclude transfer techniques (Northern, Southern, Westernblots), PCR, GIS/GPS, and protein chemistry (extraction andpurification). The techniques to be covered may be changeddepending on current trends in the field. Prerequisite: Bio 103.2 semester creditsBIO 415 Conservation BiologyConservation biology is an emerging field of ecology that focuseson integrating information on fundamental ecological principles,economics, and ethics into a framework for managing and restoringplants and animals that are threatened by overexploitation orhabitat changes induced by human uses of resources and the Earth’srapidly growing human population. This course will provide anintroduction into the rapidly expanding realm of conservationscience. Laboratory: 2 hours. Prerequisites: BIO 103 and 106.4 semester credits

51BIO 417 Developmental BiologyExamines the processes of development and the mechanismswhich control them in several different vertebrate organisms.Circulatory, digestive, nervous, and reproductive systemsare discussed. Laboratory: 2 hours. Prerequisite: BIO 1034 semester creditsBIO 421 Advanced PhysiologyA detailed examination of selected human organ systems withemphasis on biochemical principles of physiology. Laboratory:2 hours. Prerequisites: BIO 207, 208; or consent of instructor4 semester creditsBIO 422 Principles of EcologyBasic relationships between organisms and theirabiotic and biotic environments. Laboratory: 2 hours.Prerequisites: BIO 103, 106, or consent of instructor4 semester creditsBIO 423 Animal BehaviorAn exploration of the diversity of behavior in animalswith an attempt to explain the similarities and differencesin behavior in terms of phylogenetic history and theoperation of natural selection. Both proximate andultimate mechanisms will be examined. Lab: 2 hours.Prerequisites: BIO 103, 106, or consent of instructor4 semester creditsBIO 424 Pathogenic MicrobiologyThis course offers a laboratory-based study of human pathogens.Groups of microorganisms studied include bacteria andfungi; emphasis will be placed on pathogenic microorganismsof these groups. Laboratory studies involve isolation andidentification. Microbial antibiotic susceptibility testing andaseptic technique with specimen processing will also be presented.Prerequisites: BIO 209 or 309 or consent of instructor.2 semester creditsBIO 428 Readings and Research in BiologyPrerequisites: BIO 103, 106, and consent of instructor1-4 semester creditsBIO 430 Advanced Genetics and Cell BiologyThis course covers advanced topics in human genetics and cellbiology. Topics covered include medical genetics, advancedpedigree and linkage analysis, gene therapy and stem cell research,cell structure, organelle function, programmed cell death andits role in cancer, and laboratory analysis of various proteinbasedcompounds important in cell function. Laboratory: 3hours. Prerequisites: BIO 103, 311, or consent of instructor.4 semester creditsBIO 431 EndocrinologyThis course will provide students with an understanding ofthe role of the endocrine system in both normal functionand various diseases. Topics will include glands of theendocrine system, hormones produced, their actions ingrowth, metabolism, reproduction, and other physiologicprocesses and the mechanisms by which these actions occur.Prerequisites: BIO 103, 207 and 208 or consent of instructor.4 semester creditsBIO 432 Wildlife Ecology and ManagementThis course covers ecological principles as they relate to wildlifepopulations, with a focus on the application of those principlesto wildlife management and natural resource conservation.The course also examines the philosophical and sociologicalframework of wildlife conservation as it relates to the practice ofthe science. Laboratory: 2 hours. Prerequisites: Bio 103 and 106.4 semester creditsBIO 433 Range ManagementThis course will cover the ecology and physiology of rangelandplants, as well as theory and techniques relating to the managementof rangeland ecosystems. Topics include rangeland types, rangelandinventory and monitoring, grazing systems, stocking rates,manipulation of rangeland vegetation, and management of publicrangeland. Laboratory: 3 hours. Prerequisites: Bio 103 and 106.4 semester creditsBIO 125, BIO 225, BIO 325, BIO 425Special Offerings in BiologyConsent of instructor.1-4 semester creditsBIO 480 Senior Biology SeminarA course in which students will synthesize, analyze, and critiquepapers from a broad range of biological research. Throughseminars, presentations of journal articles, and discussions,students will integrate material from all their undergraduatebiology courses. A final research paper is required.2 semester credits• Catholic StudiesCTH/PHI 210: Search for Happiness:Faith and Reason in LifeCritically investigates the human quest for happiness in manyages and cultures, especially in Catholic tradition. Argumentsfor and against various claims about paths to human happinessevaluated in light of ancient, medieval, and modern thought,as well as other historical perspectives. Cultural expressionsof the search in philosophy, literature, theology, the arts,history and social institutions. Places of such things as desire,pleasure, suffering, friendship, love, work, and God. Centralquestions: “Why do people desire to be happy, and what leads tohappiness?” Foundational course in Catholic Studies minor.3 semester creditsCTH/THE 234: Benedict: Yesterday and TodayExamines the influence of St. Benedict and the ways Benedictinemonasticism is embodied culturally in theology, philosophy,literature, the arts, events and social institutions, from Benedictto present day. Monasticism’s enduring significance as ameans of ongoing renewal in the Church and transformationof culture. Central questions: “What is monasticism? How isit relevant to the Church and to culture yesterday and today?”Foundational course in Catholic Studies minor; advanced introlevelTheology course satisfying university core in Theology.3 semester credits

52CTH/HIS 330: Catholicism and the Modern WorldThis course studies Catholicism in relation to religious,intellectual, social, and political developments from the FrenchRevolution to the Second Vatican Council. Content includeschurch-state relations; the rise of political ideologies such associalism, liberalism, and fascism; popular Catholicism andforeign missions; secular thought; industrial society and therise of Catholic social teaching; the era of world war; saints andmartyrs; and the Church’s engagement with modernity fromThe Syllabus of Errors (1864) to the Pastoral Constitution onthe Church in the Modern World (1965). This course will helpstudents understand the tension between Catholicism and themodern world through close study of primary and secondarysources and by discussion of central historical developmentsthat have shaped the world as it is today. Advanced course inCatholic Studies minor; also fulfills the requirement for an upperlevelcourse in world history for History Education majors.4 semester credits• ChemistryCHE 109 Fundamentals of ChemistrySurvey of college chemistry; chemistry of inorganicelements and compounds. Duplicate credit forCHE 109 and 111 not allowed. Lab: 2 hours4 semester creditsCHE 110 Introduction to Organic and BiochemistryStructure and properties of representative organic andbiochemical compounds. Chemical processes occurring withinthe living system. A terminal course for non-majors. Duplicatecredit for CHE 110 and 310 not allowed. Lab: 2 hours.Prerequisite: CHE 109 or high school chemistryand ACT science score 21 or higher.4 semester creditsCHE 111 General Inorganic Chemistry ILaws and theories of inorganic chemistry; previewof inorganic descriptive chemistry. Duplicate creditfor CHE 111 and 109 not allowed. Lab: 2 hours4 semester creditsCHE 112 General Inorganic Chemistry IIContinuation of CHE 111 including qualitative analysisand descriptive inorganic chemistry. Lab: 2 hours.Prerequisite: CHE 111 or consent of instructor4 semester creditsCHE 209 Quantitative AnalysisPrinciples of theories of gravimetric and volumetric analysis.Duplicate credit for CHE 209 and CHE 309 not allowed.Lab: 3 hours. Prerequisite: CHE 111 or consent of instructor4 semester creditsCHE 217 Organic Chemistry IPreparation and reactions of the main classes oforganic compounds. Lab: 3 hours. Prerequisite:CHE 111 or consent of instructor4 semester creditsCHE 309 Quantitative AnalysisCovers the same material as CHE 209. In addition, an in-depthresearch project in the area of Analytical Chemistry will berequired. Duplicate credit for CHE 209 and 309 not allowed.Lab: 3 hours. Prerequisite: CHE 111 or consent of instructor4 semester creditsCHE 310 BiochemistryCarbohydrates, proteins, fats, enzymes, nucleic acids, vitamins,and hormones; process of digestion, absorption and metaboliccycles. Duplicate credit for CHE 110 and 310 not allowed.Lab: 3 hours. Prerequisite: CHE 2174 semester creditsCHE 318 Organic Chemistry IISynthesis, mechanism, and spectroscopic analysisof typical organic compounds. Organic qualitativeanalysis is stressed in the laboratory. Lab: 3 hours.Prerequisite: CHE 217 or consent of instructor4 semester creditsCHE 326 Environmental ChemistryStudy and analysis of the most important natural and humanmodulated chemical processes taking place within the earth’secosystems and affecting natural resources. Lab: 3 hours.Prerequisites: CHE 111, 112, or consent of instructor4 semester creditsCHE 329 Chemistry Lab PracticumPrerequisite: Consent of instructor1 semester hourCHE 428 Readings and Research in ChemistryPrerequisites: CHE 111, 217, and consent of instructor1-4 semester creditsCHE 125, CHE 225, CHE 325, CHE 425Special Offerings in ChemistryPrerequisite: Consent of instructor1-4 semester credits• CommunicationCOM 102 Introduction to Communication StudiesCommunication Studies introduces students to the academicand professional dimensions within the field of communication.Special attention will be given to communication theory,professional practices, and ethical considerations that arerelevant to such areas as public relations, advertising, andmedia. This course will provide an opportunity for students tobecome familiar with departmental policies and procedures.4 semester creditsCOM 106 Emerging Uses of Technology in CommunicationThis course is an introduction to emerging technologies andtheir use in professional communication. It will help studentsdevelop competence and understanding in radio broadcasting,pod casting, vod casting, and web casting. Competencies to bedeveloped include writing in multiple media formats, preparingmedia for the presentation on the web, uploading informationto the web and announcing for radio and pod casts.4 semester credits

53COM 110 Oral CommunicationExamines the theories and practices students need todevelop competence in public speaking and listening byproviding experience in the preparation, presentation,and assessment of speeches. Informative and persuasivespeaking are highlighted in this course.3 semester creditsCOM 110 Oral Communication – Speech AnxietyExamines the theories and practices students need to developcompetence in public speaking and listening by providingexperience in the preparation, presentation, and assessment ofspeeches. Informative and persuasive speaking are highlighted inthis course. COM 110-SA seeks to aid students with a self-reportof high speech anxiety. Placement in these sections will take placebased on the speech anxiety inventory conducted upon arrival atthe University. Students may also self-select to take this course.3 semester creditsCOM 204 Interpersonal CommunicationPrinciples and theories of relational communication will beexplored including such concepts as self, relational development,conflict, listening, language and nonverbal communication. Specialemphasis will be given to interpersonal communication in smallgroups. Prerequisite: COM 110 or consent of the instructor4 semester creditsCOM 210 Intercultural CommunicationA study of the theories and principles of communication withinand across ethnic and multinational borders is the focus of thiscourse with exploration into the fields of communication, business,healthcare, education, human rights, and global diversity. Study willculminate in a research project or a global issues service project.Prerequisites: COM 110; Suggested ANT 171 and BUS 215.4 semester creditsCOM 212 PersuasionThe art of persuasion is explored as an element of not onlycommunication but society as well. Various aspects of persuasionand their impact (legal, ethical, etc.) and effectiveness as usedin such areas as media, advertising, rhetoric, politics, andpropaganda will be addressed. Prerequisites: COM 110, ENG 1214 semester creditsCOM 226 Desktop Publishing IProvides instruction in principles of graphic design and how touse those principles to create professional publications throughthe combining of images and text. The student will learn to solvevisual problems using professional-level tools. These tools willinclude page-layout software, vector-based drawing software, andbit map-editing software. Prerequisite: ART 108 or consent of theinstructor. Registration priority given to communication majors,web design minors, marketing, and management majors.4 semester creditsCOM 237 Desktop Publishing IIEmphasis on establishing effective design project managementskills, reinforcing previous graphic design knowledge and skills,and understanding printing industry standards and practices.Students explore the underlying principles of grid theory,typography, page layout, and type and image integration asthey relate to a range of publication design applications.Prerequisites: ART 108, COM 2262 semester creditsCOM 303 Mass Communication: History and TheoryHistory, process, philosophy, law, policy of U.S. communicationmedia. Each medium examined individually. Effects of messages,regulation of media, and other current issues examined.Prerequisites: Eng121, Com110 or consent of instructor4 semester creditsCOM 305 Sports CommunicationAn in-depth look at sports and its influence on societyincluding the media through which its story is told. Areas ofemphasis include sports writing, broadcasting, advertising,marketing and public relations. The course will includetours of sports facilities and speakers from sports teamsand from the media which cover them. Prerequisites: COM102, COM 110, ENG 121, or consent of instructor.4 semester creditsCOM 308 TV and LightingA detailed study in lighting for television and video productions.Provides advanced theory in lighting and practical handsonlighting experience. Develops an advanced competencywith lighting and a basic under-standing of special effects.1 semester hourCOM 309 Oral InterpretationInterpretive reading of prose, poetry and drama. Stressestechniques of effective vocal delivery and physical presentation.Provides experience in preparation, presentation, and evaluationof individual and ensemble readings. Prerequisite: Com1104 semester creditsCOM 311 Advanced Public SpeakingDesigned for students who desire to refine their publicspeaking skills. Areas include: informative, persuasive,limited preparation, special occasion speeches, andcommunication analysis. Prerequisite: COM 1104 semester creditsCOM 315 Written JournalismBasic reporting techniques, lead and story writing, headlinewriting, feature and editorial writing, copy editing.Media convergence applications also emphasized.Prerequisites: ENG 121, COM 102, COM 106,COM 110 or consent of the instructor.4 semester creditsCOM 316 Video Production IIntroduction to one-camera, studio and field videoproduction. One camera projects include music videoand short movie. Students learn how cameras and thestudio work. Videography and editing techniques arealso emphasized. Prerequisites: ART 108, COM 1064 semester creditsCOM 318 Broadcast JournalismBroadcast journalism examines and practices executingtelevision and radio news. Students learn how to produce anewscast including: hands-on experience in writing, researching,reporting, directing, delivering the news on air and doing thevideography. Prerequisites: ART 108, COM 106, COM 3164 semester credits

54COM 319 Secondary Speech MethodsExamines methods, materials, opportunities, andproblems typically encountered in teaching high schoolspeech. Emphasis is on instruction and practice inprocedures for planning, instruction, and evaluation.2 semester creditsCOM 320 Management of Extra Curricular ActivitiesPractice in the methods of advising and managing extracurricularprograms in forensics, journalism, and theater.2 semester creditsCOM 329 Public RelationsOverview of history, theory, and research techniques andapplications of public relations. Introduction to public relationswriting and design. Projects include brochure preparation,problem research, and news releases. Focus on critical analysisof public relations problems and remediation. Prerequisites:BUS 215, COM 204, COM 226, or consent of the instructor.4 semester creditsCOM 330 Principles in AdvertisingIntense study of advertising, the process and practice. Planning,formulating, implementing, and evaluating an ad campaign.Social responsibilities and legal restrictions of advertising. Casestudies assigned for discussion and evaluation. Prerequisites:ENG 121, COM 110, BUS 215 or consent of the instructor4 semester creditsCOM 332 Public Relations WritingPractical study of the various genres of public relationswriting: news releases, speeches, press packets, agencynewsletters, and special events. Prerequisites: Com315,Com226, Com329 or consent of the instructor.4 semester creditsCOM 405 Advanced Video ProductionIntensive training in video production camera, direction, postproduction editing, phases of local origination programming.Live studio, remote production, field production, andset up followed by supervised production work to beaired on Community Access Television. Prerequisites:COM 316 and 318 or consent of program director2 semester creditsCOM 406 Video Production IIAdvanced course in television production techniques andtheory. Students are required to study equipment, staff, preproductionand post-production elements. Students alsolearn different roles of control room and field productions.Prerequisites: COM 316, 318 or consent of the instructor4 semester creditsCOM 413 Organizational CommunicationStudy of communication practices in formal organizationswith emphasis on communication between supervisorsand subordinates. Examination of structure and functionof planned and unplanned organizational communicationnetworks and an introduction to the communication audit.Special attention given to managerial communication.Prerequisites: BUS 215, COM 204 or consent of the instructor.4 semester creditsCOM 414 Business CommunicationPreparation, practice and evaluation of oral andwritten communication for the business world: publicpresentation, small group skills, listening. Research,present, and evaluate communication for the businesssetting. Prerequisites: ENG 121, COM 110, BUS 2154 semester creditsCOM 416 Advanced JournalismCourse offered in cooperation with the press for theimprovement of reporting and of writing skills and masteryof technical equipment of the profession. Prerequisites:Consent of COM 315 instructor and program director4 semester creditsCOM 420 Case Studies in Public RelationsIn-depth study of public relations campaigns. Case studiesexamined for discussion. Course requires a 60- hour publicrelations placement. Prerequisites: COM 326, 329, 3324 semester creditsCOM 426 Communication LeadershipAs the capstone experience for all senior students inCommunication, this course provides for the integrationof core liberal learning, professional course work andservant leadership in communication. Assessments andpreparation for internship placement are also completed.Prerequisite: Acceptance into the internship program.2 semester creditsCOM 428 Reading and Research in CommunicationAn in-depth study to fit the student’s competenceand needs. Prerequisite: Consent of instructor1-4 semester creditsCOM 430 InternshipStructured, on-the-job learning experience under supervisionof professionals in a cooperating organization. Facultyadvisor supervises, awards credit and grade. A learningcontract is written between faculty advisor, supervisor andstudent stating conditions of work assignment (13 weeks,minimum of 40 hrs/week). Prerequisite: All other majorcoursework completed; Taken concurrently with COM 43210 semester creditsCOM 432 SeminarAn in-depth original research or production study designed,proposed, presented, and defended by the student to a committeeof peers and staff. Practical exploration of job search procedure.Preparation of employment portfolio and resume; presentation ofportfolio to faculty and peers. Taken concurrently with COM 4302 semester creditsCOM 125, COM 225, COM 325, COM 425Special Offerings in Communication1-4 semester creditsCOM 133, 233, 333, 433 Practicum: VideoThe video practicum is designed to give students hands-onexperience in video production. The practicum experience willbe tailored to the student’s talents, goals and experience. Studentstypically produce a video as a service project for an organization.Other experiences include working with local television stations,touring video-related businesses, and interviewing professionals.No student can earn more than 4 hours in this practicum.

55COM 135, 235, 335, 435 Practicum: Radio ComThe radio practicum is designed to give students hands-onexperience in video production. The practicum experience willbe tailored to the student’s talents, goals and experience. Studentstypically take an air shift at a local radio station for two hours aweek. No student can earn more than 4 hours in this practicum.COM 139, 239, 339, 439 Practicum: SummitStudents participate in the development and productionof the twice-monthly publication “The Summit,” aseditors, photographers and/or reporters. No studentcan earn more than 4 hours in this practicum.COM 143, 243, 343, 443 Practicum: Competitive ForensicsA supervised experience in forensics. Students contractwith faculty advisor. This practicum contributes to thecurricular competencies of Spirituality and Ethics, GlobalStewardship, Communication, and Critical Thinking. Nostudent can earn more than 4 hours in this practicum.COM 145, 245, 345, 445 Practicum: TheaterTheater Practicum is a directed supervised, practical experiencein theatre production. Students participate in executing a fullyrealized theater production before a live audience as eitheractor, stage crew, designer, operator or production assistant.• EconomicsECN 203 MicroeconomicsMicroeconomics emphasizes the various market structuresthat individual units such as households and firms encounterwhen maximizing their utility and profits. It investigatesthe advantages and disadvantages of perfect competition,monopoly, oligopoly and monopolistic competition.4 semester creditsECN 204 MacroeconomicsMacroeconomics studies economic aggregates such asunemployment, inflation, and Gross Domestic Product andtheir impact on individuals and society. It examines the effectsof fiscal and monetary policy on the level of economic activity.4 semester creditsECN 343 History of Economic ThoughtThis course is designed to study the major economicphilosophers from Adam Smith to the present andtheir contributions to economic theory. Prerequisites:ECN 203, ECN 204 or instructor consent.4 semester credits• EnglishENG 098 Writing in Sentences and ParagraphsA developmental writing course in which students studygrammatical rules and their application in the writing process.Students learn to develop coherent and unified paragraphsand essays, using appropriate transition signals. They alsolearn to summarize, paraphrase, quote and document readingmaterials. Class does not apply to graduation credit.ENG 105 Crime LiteratureClose reading, analysis, and interpretation offictional and non-fictional writing about the crimeof murder. Prerequisite: consent of instructor.4 semester creditsENG 111 Composition IGuided practice in college-level critical reading andexpository writing, emphasizing a process approach and suchexpository modes as definition, comparison, and analysis.3 semester creditsENG 121 Composition IIGuided practice in college-level research and writing,emphasizing a process approach and such expositorymodes as definition, comparison and analysis.3 semester creditsENG 130 Introduction to LiteratureStudy of the literary genres and related elements of literaryform. Close reading and analysis of fiction, poetry anddrama is augmented with the study of literary criticism andcritical writing. Artistic comparison and interpretation fostera student’s understanding of multiple points of view.3 semester creditsENG 202 GrammarA linguistics-based study of the grammar of modernEnglish. Required for all English majors.4 semester creditsENG 204 English Language and LinguisticsIntroduction to findings from the scientific study of humanlanguage, the major systems of language, and the sub disciplinesof linguistics. Pre-history and evolution of major dialects ofEnglish up to the present. Required for all English majors.4 semester creditsENG 215 Introduction to the Profession of EnglishOutline of major theoretical stances towards the interpretation ofliterature plus tools and techniques especially applicable to researchin language, literature, and culture. Required for all English majors.4 semester creditsENG 302 Classical and Contemporary RhetoricHistory of rhetoric from classical Western ideas through themiddle ages and into the 21st century. Emphasis on theoryand structure of argument, proofs, reasons, evidence, andfallacies – with application of these in writing argumentsfor various audiences. Required for all English majors.4 semester creditsENG 315 Senior Seminar ProspectusDevelopment of an arguable topic, rough thesis, plan of work, andpreliminary bibliography for the senior seminar. Required for allEnglish majors. Prerequisite: Admission to the English major.1 semester hourENG 320 Critical TheoryHistorical and comparative study of major theoreticalstances towards the interpretation of literature. Emphasison primary documents. Required for all English majors.4 semester credits

56ENG 321 Survey of British Literature IImportant works in British literature from thebeginnings through Neoclassicism.4 semester creditsENG 324 Survey of British Literature IIImportant works in British literature fromthe Romantics to the present.4 semester creditsENG 330 Survey of World Literature IImportant works in world literature from the beginningsthrough the European Renaissance. Emphasis on non-English-language works read in translation.4 semester creditsENG 331 Survey of World Literature IIImportant works in world literature from the EuropeanRenaissance through the present. Emphasis on non-English-language works read in translation.4 semester creditsENG 332 ActingGuided experience in basic principles and major styles. Studywill correspond to techniques applicable to student professionalgoals regardless of major. Required for Theatre minors.4 semester creditsENG 336 Survey of American Literature IImportant works in American literature fromthe beginnings through Whitman.4 semester creditsENG 337 Survey of American Literature IIImportant works in American literature fromWhitman through the present.4 semester creditsENG 351 Creative WritingGuided experience in writing various genres. Emphasison effective use of form, technique, and style.4 semester creditsENG 352 Introduction to Theater Production: DirectingStudy of the basic principles and theories of stagedirection. On-demand; required for Theatre minors.2 semester creditsENG 353 Introduction to Theater Production: StagecraftStudy of the basic principles and theories of set and lightingdesign for the stage. On-demand; required for Theatre minors.4 semester creditsENG 461 Major ThemeAdvanced study of a particular literary theme or trope.For example: attitudes toward science in Europeanliterature, visits by the living to the land of the dead,the archetype of the goddess, or Plains literature.4 semester creditsENG 462 Major AuthorAdvanced study of a particular author. Forexample: Shakespeare, Whitman, or Dante.4 semester creditsENG 463 Literary EraAdvanced study of a particular literary era. For example: theVictorian era, the colonial era, or the high Middle Ages.4 semester creditsENG 464 Literary GenreAdvanced study of a particular genre or sub-genre. Forexample: lyric poetry, the novel, drama, or epic.4 semester creditsENG 465 Literary MovementAdvanced study of a particular literary movement.For example: Modernism or Romanticism.4 semester creditsENG 466 Literary DiversityLiterature of those groups whose works have oftenbeen omitted from the canon of a dominant culture.For example: Native Americans, African Americans,ethnic minorities, women, or the working class.4 semester creditsENG 481 Senior SeminarGuided work in the development of an extended scholarlyessay emphasizing collaborative refinement of ideasand approaches. Required oral presentation of findings.Capstone course required for all English majors.4 semester creditsENG 125, ENG 225, ENG 325, ENG 425Special Offerings in English1–4 semester credits• GeographyGEO 101 Introduction to GeographyAccount of the earth and the home of human beings.Includes geographic principles and skills, environment,and the role of geography in human institutions.4 semester creditsGEO 302 Regional GeographyInfluence of natural environment on economic, social, and politicallife of people in North America and selected regions of the world.4 semester creditsGEO 402 Human GeographyA review of the relationship between core areas of the earthand the peripheral environment as well as a display of thecontinuing transformation of the political economy of theworld, nations, regions, and cities. An emphasis on how socialand cultural differences are embedded in human geography,especially differences in race, ethnicity, gender, age, and class.4 semester credits• HistoryHIS 101- HIS 102 World Civilization I and IISurvey of the development of social, political, and economicinstitutions and cultures of the world areas from: (I)ancient times to 1715 and (II) from 1715 to the present.4 semester credits each

58MAT 107 College Mathematics for Non-Science MajorsMathematical concepts in algebra, geometry, consumermathematics, statistics, and probability with emphasis onproblem solving. Applications are made in a variety of areasincluding business, social sciences, and natural science. EitherMAT 103 or MAT 107, but not both, will fulfill a Math/Science general education core requirement. May not be takenfor liberal arts credit after successfully completing a highernumbered math course. Prerequisites: Two years of high schoolmathematics, one of which is algebra, and satisfactory placementevaluation; or MAT 102 with a grade of “C” or higher.3 semester creditsMAT 153 Algebra and TrigonometryFunctions and their graphs; emphasis on linear, quadratic,polynomial, and rational functions and their applications.Exponential and logarithmic functions, trigonometricfunctions and identities, applications. Conic sections.Systems of equations, counting and probability. Prerequisite:placement evaluation or consent of instructor.4 semester creditsMAT 180 Elementary StatisticsThe study of descriptive statistics such as mean, mode, range,standard deviation, variance, histograms, etc., that describestatistical information. The study of inferential statistics suchas hypotheses testing of a population mean, proportion, etc.,using a sample drawn from the population or testing to see ifthe sample is representative of the population being studied.4 semester creditsMAT 204 Applied StatisticsTheoretical and practical introduction to graphic representationsof data, probability theory, normal curve model, point and intervalestimation, hypothesis testing, linear correlation, and inferentialstatistics. Critiques of scientific publications, data collection andanalysis procedures, statistical analyses, and employing personalcomputers. Prerequisite: MAT 103 or consent of instructor4 semester creditsMAT 206 Discrete MathematicsCombinatorics and counting techniques; graphs,trees and networks; algorithms; induction.Prerequisite: MAT 103 or consent of instructor4 semester creditsMAT 209 Calculus with Analytic Geometry ITwo dimensional analytic geometry; functions, limits, continuity.Differentiation of algebraic and trigonometric functions.Prerequisite: MAT 153, placement, or consent of instructor4 semester creditsMAT 210 Calculus with Analytic Geometry IIDevelopment and applications of the definite integral; logarithmicand exponential functions; methods of integration, includingnumeric; improper integrals. Prerequisite: MAT 2094 semester creditsMAT 221 Topics in Euclidean GeometryEuclidean geometry topics including properties of polygons,congruences, parallelism, similarity, circles, constructions, area andsolid geometry. Prerequisite: MAT 103 or consent of instructor4 semester creditsMAT 310 College GeometryAdvanced Euclidean geometry topics; non-Euclideangeometry, including hyperbolic and elliptic geometries.Prerequisite: MAT 221 or consent of instructor4 semester creditsMAT 311 Algebraic StructuresGroups and isomorphism, normality, factor groups,and homomorphism; introduction to rings, ideals,and fields. Prerequisite: One MAT 200 or higherlevel course. MAT 312 recommended4 semester creditsMAT 312 Linear AlgebraVector spaces, their general properties, and linear transformations;systems of linear equations, matrices, determinants.Prerequisite: One MAT 200 or higher level course4 semester creditsMAT 318 Number TheoryDivisibility and congruence theory; primenumbers; number theoretic functions. Prerequisite:One MAT 200 or higher level course4 semester creditsMAT 334 Differential EquationsOrdinary differential equations; systems of equations;solution by series. Prerequisites: MAT 211, 3124 semester creditsMAT 411 Mathematical StatisticsProbability theory; random variables and distributionfunctions; estimation; tests of hypotheses; regressionand correlation. Prerequisites: MAT 204, 2114 semester creditsMAT 428 Readings and Research in MathematicsPrerequisite: Senior standing or consent of instructor.1-4 semester creditsMAT 443 History of MathematicsGreek period; Western math up to 1650; modern math(calculus, group theory, axiomatization); currentdevelopments. Prerequisite: Consent of instructor4 semester creditsMAT 125, MAT 225, MAT 325, MAT 425Special Offerings in Mathematics1-4 semester creditsMAT 211 Calculus with Analytic Geometry IIIInfinite series; vectors in two and three dimensions;differential calculus of functions of several variables;multiple integration. Prerequisite: MAT 2104 semester credits

59• MusicMUS 100 Pep BandLarge instrumental performance ensemble open to all studentswith some prior experience. Provides entertainment and boostsschool spirit at university football and basketball games.1 semester creditMUS 101 Applied Music: PianoCollegiate level individual piano instruction. Emphasisis placed on the development of technical, musicaland artistic proficiency at each level of study.1 semester creditMUS 102 Applied Music: VoiceCollegiate level individual vocal instruction. Emphasis is placedon the development of technical, musical and artistic proficiencyat each level of study. Diction is also studied at all levels.1 semester creditMUS 103 Applied Music: BrassCollegiate level individual brass instrument instruction.Emphasis is placed on the development of technical,musical and artistic proficiency at each level of study.1 semester creditMUS 104 Applied Music: WoodwindCollegiate level individual woodwind instrument instruction.Emphasis is placed on the development of technical,musical and artistic proficiency at each level of study.1 semester creditMUS 105 Applied Music: PercussionCollegiate level individual instruction in percussion instruments.Emphasis is placed on the development of technical,musical and artistic proficiency at each level of study.1 semester creditMUS 106 Applied Music: GuitarCollegiate level individual classical guitar instruction.Emphasis is placed on the development of technical,musical and artistic proficiency at each level of study.1 semester creditMUS 107 Applied Music: StringsCollegiate level individual string instrument instruction.Emphasis is placed on the development of technical,musical and artistic proficiency at each level of study.1 semester creditMUS 108 Applied Music: Bass GuitarCollegiate level individual bass guitar instruction.Emphasis is placed on the development of technical,musical and artistic proficiency at each level of study.1 semester creditMUS 109 Applied Music: OrganCollegiate level individual organ instruction. Emphasisis placed on the development of technical, musicaland artistic proficiency at each level of study.1 semester creditMUS 110 Perform LabMusic students gather in a pedagogical environment to developcritical listening and performance skills through attendanceand performance at recitals, concerts and seminars.0 semester creditsMUS 111 Concert BandLarge instrumental performance ensemble open to all studentswith some prior experience. Repertoire includes originalband works as well as transcriptions and arrangements.1 semester creditMUS 112 Concert ChoirLarge vocal ensemble open to all students with someprior experience. Repertoire includes significantchoral works from chant to contemporary.1 semester creditMUS 113 Jazz EnsembleStudy and performance of classic and contemporary big bandliterature. Open by audition to all interested students.1 semester creditMUS 114 Vocal Chamber MusicVocal ensembles, including Vocal Jazz, Vocal Arts Ensemble(opera scenes), and Chamber Choir (Renaissance throughcontemporary), open to all students by audition. Abilityto rehearse and perform challenging vocal repertoire.1 semester creditMUS 115 Woodwind Chamber MusicStudy and performance in woodwind groups of varyingsizes. Open to all students by audition. Repertoire includesoriginal works, transcriptions and arrangements.1 semester creditMUS 116 Brass Chamber MusicSmall to medium-sized brass instrument performance ensemblesopen to all students by audition. Aptitude necessary to performconcerts of diverse and challenging repertoire developedthrough rehearsal and performance. Repertoire includes originalworks for brass as well as transcriptions and arrangements.1 semester creditMUS 117 Percussion Chamber MusicSteel Drum Band: Study and performance of the uniquesteel pans from Trinidad and Tobago. Music includescalypso, soca, pop, Latin, classical, and jazz.1 semester creditPercussion EnsembleStudy and performance in percussion groups of varyingsizes. Repertoire includes historically significant worksfor percussion, contemporary compositions, improvisedmusic, rudimental drumming, and world music.1 semester creditMUS 118 String Chamber MusicStudy and performance in string groups of varying sizes.Open to all students by audition. Repertoire includesoriginal works, transcriptions and arrangements.1 semester credit

60MUS 119 Bismarck-Mandan Civic ChorusCommunity ensemble open to students by audition. Repertoireincludes choral works from the Renaissance to today.1 semester creditMUS 120 OrchestraCommunity ensemble open to students by audition.Repertoire includes original orchestral works aswell as transcriptions and arrangements.1 semester creditMUS 121 Sight Singing/Ear Training IDesigned to improve aural skills in the areas of sight singingand dictation. Rhythmic, melodic, and harmonic exercisesare studied and executed. Prerequisite: MUS 196.1 semester creditMUS 122 Sight Singing/Ear Training IIDesigned to improve aural skills in the areas of sight singingand dictation. Rhythmic, melodic, and harmonic exercisesare studied and executed. Prerequisite: MUS 121.1 semester creditMUS 123 Music Theory ITheoretical concepts of diatonic harmony and16th century counterpoint are studied and applied.Prerequisite: MUS 196. 3 semester creditsMUS 124 Music Theory IITheoretical concepts of diatonic and chromatic harmony,and basic concepts of composition, are studied andapplied. Prerequisite: MUS 123.3 semester creditsMUS 132 Percussion PedagogyPercussion instruments with an emphasis on teachingprocedures. Emphasis is placed on playing percussionInstruments, as well as the pedagogy of percussion, Includingappropriate teaching repertoire. Prerequisite: MUS 196.2 semester creditsMUS 151 Class Piano IFirst semester of a four semester sequence. Developmentof level I piano proficiency skills including sight reading,harmonization, accompaniment, theory, piano repertoire andtechnique. No prior piano performance experience required.1 semester creditMUS 152 Class Piano IISecond semester of a four semester sequence. Developmentof level II piano proficiency skills including sightreading, harmonization, accompaniment, theory, pianorepertoire and technique. Prerequisite: MUS 151.1 semester creditMUS 153 Class Voice IVocal technique and repertoire are studied in a classformat, with emphasis placed on the developmentof a healthy speaking and singing voice.1 semester creditMUS 154 Class Voice IIVocal technique and repertoire are studied in a class format,with emphasis placed on the development of a healthyspeaking and singing voice. Prerequisite: MUS 153.1 semester creditMUS 155 Class Guitar IGuitar technique and repertoire are studied in a class format,with emphasis placed on the development of correct techniqueand performance skills. This course is designed for any studentwho is not a guitar major or minor. No prerequisite.1 semester creditMUS 156 Class Guitar IIGuitar technique and repertoire are studied in a class format,with emphasis placed on the development of correct techniqueand performance skills. This course is designed for any studentwho is not a guitar major or minor. Prerequisite: MUS 155.1 semester creditMUS 196 Introduction to MusicForms, styles, trends, cultural and historical aspectsof western and world music within the context ofcreating increased enjoyment and understanding ofmusic. Meets core and aesthetics requirements.3 semester creditsMUS 200 Pep BandLarge instrumental performance ensemble open to all studentswith some prior experience. Provides entertainment and boostsschool spirit at university football and basketball games.1 semester creditMUS 201 Applied Music: PianoCollegiate level individual piano instruction. Emphasisis placed on the development of technical, musicaland artistic proficiency at each level of study.1 semester creditMUS 202 Applied Music: VoiceCollegiate level individual vocal instruction. Emphasis is placedon the development of technical, musical and artistic proficiencyat each level of study. Diction is also studied at all levels.1 semester creditMUS 203 Applied Music: BrassCollegiate level individual brass instrument instruction.Emphasis is placed on the development of technical,musical and artistic proficiency at each level of study.1 semester creditMUS 204 Applied Music: WoodwindCollegiate level individual woodwind instrument instruction.Emphasis is placed on the development of technical,musical and artistic proficiency at each level of study.1 semester creditMUS 205 Applied Music: PercussionCollegiate level individual instruction in percussion instruments.Emphasis is placed on the development of technical,musical and artistic proficiency at each level of study.1 semester creditMUS 206 Applied Music: GuitarCollegiate level individual classical guitar instruction.Emphasis is placed on the development of technical,musical and artistic proficiency at each level of study.1 semester credit

61MUS 207 Applied Music: StringsCollegiate level individual string instrument instruction.Emphasis is placed on the development of technical,musical and artistic proficiency at each level of study.1 semester creditMUS 208 Applied Music: Bass GuitarCollegiate level individual bass guitar instruction.Emphasis is placed on the development of technical,musical and artistic proficiency at each level of study.1 semester creditMUS 209 Applied Music: OrganCollegiate level individual organ instruction. Emphasisis placed on the development of technical, musicaland artistic proficiency at each level of study.1 semester creditMUS 210 Perform LabMusic students gather in a pedagogical environment to developcritical listening and performance skills through attendanceand performance at recitals, concerts and seminars.0 semester creditsMUS 211 Concert BandLarge instrumental performance ensemble open to all studentswith some prior experience. Repertoire includes originalband works as well as transcriptions and arrangements.1 semester creditMUS 212 Concert ChoirLarge vocal ensemble open to all students with someprior experience. Repertoire includes significantchoral works from chant to contemporary.1 semester creditMUS 213 Jazz EnsembleStudy and performance of classic and contemporary big bandliterature. Open by audition to all interested students.1 semester creditMUS 214 Vocal Chamber MusicVocal ensembles, including Vocal Jazz, Vocal Arts Ensemble(opera scenes), and Chamber Choir (Renaissance throughcontemporary), open to all students by audition. Abilityto rehearse and perform challenging vocal repertoire.1 semester creditMUS 215 Woodwind Chamber MusicStudy and performance in woodwind groups of varyingsizes. Open to all students by audition. Repertoire includesoriginal works, transcriptions and arrangements.1 semester creditMUS 216 Brass Chamber MusicSmall to medium-sized brass instrument performance ensemblesopen to all students by audition. Aptitude necessary to performconcerts of diverse and challenging repertoire developedthrough rehearsal and performance. Repertoire includes originalworks for brass as well as transcriptions and arrangements.1 semester creditMUS 217 Percussion Chamber MusicSteel Drum Band: Study and performance of the uniquesteel pans from Trinidad and Tobago. Music includescalypso, soca, pop, Latin, classical, and jazz.1 semester creditPercussion Ensemble:Study and performance in percussion groups of varyingsizes. Repertoire includes historically significant worksfor percussion, contemporary compositions, improvisedmusic, rudimental drumming, and world music.1 semester creditMUS 218 String Chamber MusicStudy and performance in string groups of varying sizes.Open to all students by audition. Repertoire includesoriginal works, transcriptions and arrangements.1 semester creditMUS 219 Bismarck-Mandan Civic ChorusCommunity ensemble open to students by audition. Repertoireincludes choral works from the Renaissance to today.1 semester creditMUS 220 OrchestraCommunity ensemble open to students by audition.Repertoire includes original orchestral works aswell as transcriptions and arrangements.1 semester creditMUS 221 Sight Singing / Ear Training IIIDesigned to improve aural skills in the areas of sightsinging and dictation. Rhythmic, melodic, and harmonicexercises, error detection, and chromatic solfège arestudied and executed. Prerequisite: MUS 122.1 semester creditMUS 222 Sight Singing / Ear Training IVDesigned to improve aural skills in the areas of sightsinging and dictation. Rhythmic, melodic, and harmonicexercises, error detection, and chromatic solfège arestudied and executed. Prerequisite: MUS 221.1 semester creditMUS 223 Music Theory IIITheoretical aspects of Baroque and Classical era music are studiedthrough analysis and composition. Prerequisite: MUS 124.3 semester creditsMUS 224 Music Theory IVTheoretical aspects of Romantic and 20th Century music arestudied through analysis and composition. Prerequisite: MUS 223.3 semester creditsMUS 225 Special TopicsArranged study.4 semester creditsMUS 231 Brass PedagogyBrass instrument teaching methods for music educators andstudio brass instructors. Emphasis is placed on playing severalbrass instruments, as well as the pedagogy of all brass, includingappropriate teaching repertoire. Prerequisite: MUS 196.2 semester credits

62MUS 232 Vocal PedagogyVocal teaching methods for studio voice instructors andmusic educators. Emphasis is placed on development ofhealthy singing techniques. Prerequisite: MUS 196.2 semester creditsMUS 251 Class Piano IIIThird semester of a four semester sequence. Developmentof level III piano proficiency skills including sight reading,harmonization, accompaniment, theory, piano repertoireand technique. Prerequisite: MUS 152.1 semester creditMUS 252 Class Piano IVFourth semester of a four semester sequence. Development of levelIV piano proficiency skills including sight reading, harmonization,accompaniment, theory, piano repertoire and technique.. Prerequisite: MUS 251.1 semester creditMUS 253 Class Voice IIIVocal technique and repertoire are studied in a class format,with emphasis placed on the development of a healthyspeaking and singing voice. Prerequisite: MUS 154.1 semester creditMUS 254 Class Voice IVVocal technique and repertoire are studied in a class format,with emphasis placed on the development of a healthyspeaking and singing voice. Prerequisite: MUS 253.1 semester creditMUS 255 Class Guitar IIIGuitar technique and repertoire are studied in a class format,with emphasis placed on the development of correct techniqueand performance skills. This course is designed for any studentwho is not a guitar major or minor. Prerequisite: MUS 156.1 semester creditMUS 256 Class Guitar IVGuitar technique and repertoire are studied in a class format,with emphasis placed on the development of correct techniqueand performance skills. This course is designed for any studentwho is not a guitar major or minor. Prerequisite: MUS 255.1 semester creditMUS 262 Conducting IIntended for the music major or minor with no priorbackground in conducting. The course will deal with thefundamentals of choral and instrumental conducting.Prerequisite: MUS 122 and 124.2 semester creditsMUS 300 Pep BandLarge instrumental performance ensemble open to all studentswith some prior experience. Provides entertainment and boostsschool spirit at university football and basketball games.1 semester creditMUS 301 Applied Music: PianoCollegiate level individual piano instruction. Emphasisis placed on the development of technical, musicaland artistic proficiency at each level of study.1 semester creditMUS 302 Applied Music: VoiceCollegiate level individual vocal instruction. Emphasis is placedon the development of technical, musical and artistic proficiencyat each level of study. Diction is also studied at all levels.1 semester creditMUS 303 Applied Music: BrassCollegiate level individual brass instrument instruction.Emphasis is placed on the development of technical,musical and artistic proficiency at each level of study.1 semester creditMUS 304 Applied Music: WoodwindCollegiate level individual woodwind instrument instruction.Emphasis is placed on the development of technical,musical and artistic proficiency at each level of study.1 semester creditMUS 305 Applied Music: PercussionCollegiate level individual instruction in percussion instruments.Emphasis is placed on the development of technical,musical and artistic proficiency at each level of study.1 semester creditMUS 306 Applied Music: GuitarCollegiate level individual classical guitar instruction.Emphasis is placed on the development of technical,musical and artistic proficiency at each level of study.1 semester creditMUS 307 Applied Music: StringsCollegiate level individual string instrument instruction.Emphasis is placed on the development of technical,musical and artistic proficiency at each level of study.1 semester creditMUS 308 Applied Music: Bass GuitarCollegiate level individual bass guitar instruction.Emphasis is placed on the development of technical,musical and artistic proficiency at each level of study.1 semester creditMUS 309 Applied Music: OrganCollegiate level individual organ instruction. Emphasisis placed on the development of technical, musicaland artistic proficiency at each level of study.1 semester creditMUS 310 Perform LabMusic students gather in a pedagogical environment to developcritical listening and performance skills through attendanceand performance at recitals, concerts and seminars.0 semester creditsMUS 311 Concert BandLarge instrumental performance ensemble open to all studentswith some prior experience. Repertoire includes originalband works as well as transcriptions and arrangements.1 semester creditMUS 312 Concert ChoirLarge vocal ensemble open to all students with someprior experience. Repertoire includes significantchoral works from chant to contemporary.1 semester credit

63MUS 313 Jazz EnsembleStudy and performance of classic and contemporary big bandliterature. Open by audition to all interested students.1 semester creditMUS 314 Vocal Chamber MusicVocal ensembles, including Vocal Jazz, Vocal Arts Ensemble(opera scenes), and Chamber Choir (Renaissance throughcontemporary), open to all students by audition. Abilityto rehearse and perform challenging vocal repertoire.1 semester creditMUS 315 Woodwind Chamber MusicStudy and performance in woodwind groups of varyingsizes. Open to all students by audition. Repertoire includesoriginal works, transcriptions and arrangements.1 semester creditMUS 316 Brass Chamber MusicSmall to medium-sized brass instrument performance ensemblesopen to all students by audition. Aptitude necessary to performconcerts of diverse and challenging repertoire developedthrough rehearsal and performance. Repertoire includes originalworks for brass as well as transcriptions and arrangements.1 semester creditMUS 317 Percussion Chamber MusicSteel Drum Band: Study and performance of the uniquesteel pans from Trinidad and Tobago. Music includescalypso, soca, pop, Latin, classical, and jazz.1 semester creditPercussion Ensemble: Study and performance in percussiongroups of varying sizes. Repertoire includes historicallysignificant works for percussion, contemporary compositions,improvised music, rudimental drumming, and world music.1 semester creditMUS 318 String Chamber MusicStudy and performance in string groups of varying sizes.Open to all students by audition. Repertoire includesoriginal works, transcriptions and arrangements.1 semester creditMUS 319 Bismarck-Mandan Civic ChorusCommunity ensemble open to students by audition. Repertoireincludes choral works from the Renaissance to today.1 semester creditMUS 320 OrchestraCommunity ensemble open to students by audition.Repertoire includes original orchestral works aswell as transcriptions and arrangements.1 semester creditMUS 321 Music TechnologiesBasics of sound reinforcement and stage lighting for musicensembles including proper set-up and safety procedures as wellas trouble-shooting sound and lighting equipment. Synthesizerprogramming will include use of tone generators, sequencing,operational MIDI, and basic recording techniques. Briefoverview of music education software. Prerequisite: MUS 196.2 semester creditsMUS 323 Orchestration and ArrangingStudy of orchestrating and arranging music for both instrumentaland choral ensembles. Prerequisite: MUS 221 and 223.2 semester creditsMUS 324 Jazz StudiesA course for students interested in studying jazz improvisation.1 semester creditMUS 325 Special TopicsArranged study.4 semester creditsMUS 331 Woodwind PedagogyWoodwind instruments with emphasis on teaching procedures.Emphasis is placed on playing several woodwind instruments,as well as the pedagogy of all woodwinds, includingappropriate teaching repertoire. Prerequisite: MUS 196.2 semester creditsMUS 333 Jazz Pedagogy & HistoryHistory of jazz from its beginnings to the present day. Jazzteaching techniques and methods for the school musiceducator. Prerequisite: 122 and 124.2 semester creditsMUS 334 Piano PedagogyIntended for the music major/minor with a stronginterest in developing pedagogical skills on thekeyboard for use in the private studio.2 semester creditsMUS 341 Music History IHistory of the evolution of musical style, form, andliterature through a study of major composers andtheir works. Prerequisite MUS 121 and 123.3 semester creditsMUS 342 Music History II/World CulturesHistory of the evolution of musical style, form, and literature as itrelates to various world cultures. Prerequisite MUS 121 and 123.3 semester creditsMUS 362 Conducting IIDevelopment of further vocal and instrumental conductingtechniques: time beating, mixed meter, baton, and the lefthand as well as the more advanced expressive gestures.Advanced score reading and the development of effectiverehearsal techniques. Prerequisite MUS 262.2 semester creditsMUS 370 Sacred MusicStudy of the historical tradition of church music from theNew Testament to the present, and the practical implicationsof current teachings and practices. Cross listed as THE 370,and as such fulfills upper division theology requirement.Prerequisite: MUS 196, THE 104 or 110 or 112.4 semester creditsMUS 371 Junior RecitalHalf-hour solo recital presented to the public ona student’s primary instrument or voice underthe guidance of a music faculty member.1 semester credit

64MUS 382 Elementary Music MethodsMethods of introducing singing, classroom instruments, rhythm,reading notation, and music appreciation in the elementary school.Prerequisite: MUS 122 and 124.3 semester creditsMUS 383 Secondary Choral MethodsAn overview of techniques and repertoire for music educationmajors who are preparing to teach choral music.Prerequisite: MUS 122 and 124.2 semester creditsMUS 384 Secondary Instrumental MethodsAn overview of techniques, repertoire, software and classroommanagement strategies for music education majors who arepreparing to teach instrumental music.Prerequisite: MUS 122 and 124.2 semester creditsMUS 392 Wind Instrument Maintenance and RepairMaintenance and repair of woodwind and brass instruments.Acoustical and mechanical characteristics are dealt with in detail.2 semester creditsMUS 400 Pep BandLarge instrumental performance ensemble open to all studentswith some prior experience. Provides entertainment and boostsschool spirit at university football and basketball games.1 semester creditMUS 401 Applied Music: PianoCollegiate level individual piano instruction. Emphasisis placed on the development of technical, musicaland artistic proficiency at each level of study.1 semester creditMUS 402 Applied Music: VoiceCollegiate level individual vocal instruction. Emphasis is placedon the development of technical, musical and artistic proficiencyat each level of study. Diction is also studied at all levels.1 semester creditMUS 403 Applied Music: BrassCollegiate level individual brass instrument instruction.Emphasis is placed on the development of technical,musical and artistic proficiency at each level of study.1 semester creditMUS 404 Applied Music: WoodwindCollegiate level individual woodwind instrument instruction.Emphasis is placed on the development of technical,musical and artistic proficiency at each level of study.1 semester creditMUS 405 Applied Music: PercussionCollegiate level individual instruction in percussion instruments.Emphasis is placed on the development of technical,musical and artistic proficiency at each level of study.1 semester creditMUS 406 Applied Music: GuitarCollegiate level individual classical guitar instruction.Emphasis is placed on the development of technical,musical and artistic proficiency at each level of study.1 semester creditMUS 407 Applied Music: StringsCollegiate level individual string instrument instruction.Emphasis is placed on the development of technical,musical and artistic proficiency at each level of study.1 semester creditMUS 408 Applied Music: Bass GuitarCollegiate level individual bass guitar instruction.Emphasis is placed on the development of technical,musical and artistic proficiency at each level of study.1 semester creditMUS 409 Applied Music: OrganCollegiate level individual organ instruction. Emphasisis placed on the development of technical, musicaland artistic proficiency at each level of study.1 semester creditMUS 410 Perform LabMusic students gather in a pedagogical environment to developcritical listening and performance skills through attendanceand performance at recitals, concerts and seminars.0 semester creditsMUS 411 Concert BandLarge instrumental performance ensemble open to all studentswith some prior experience. Repertoire includes originalband works as well as transcriptions and arrangements.1 semester creditMUS 412 Concert ChoirLarge vocal ensemble open to all students with someprior experience. Repertoire includes significantchoral works from chant to contemporary.1 semester creditMUS 413 Jazz EnsembleStudy and performance of classic and contemporary big bandliterature. Open by audition to all interested students.1 semester creditMUS 414 Vocal Chamber MusicVocal ensembles, including Vocal Jazz, Vocal Arts Ensemble(opera scenes), and Chamber Choir (Renaissance throughcontemporary), open to all students by audition. Abilityto rehearse and perform challenging vocal repertoire.1 semester creditMUS 415 Woodwind Chamber MusicStudy and performance in woodwind groups of varyingsizes. Open to all students by audition. Repertoire includesoriginal works, transcriptions and arrangements.1 semester creditMUS 416 Brass Chamber MusicSmall to medium-sized brass instrument performance ensemblesopen to all students by audition. Aptitude necessary to performconcerts of diverse and challenging repertoire developedthrough rehearsal and performance. Repertoire includes originalworks for brass as well as transcriptions and arrangements.1 semester credit

65MUS 417 Percussion Chamber MusicSteel Drum Band: Study and performance of the uniquesteel pans from Trinidad and Tobago. Music includescalypso, soca, pop, Latin, classical, and jazz.1 semester creditPercussion Ensemble:Study and performance in percussion groups of varyingsizes. Repertoire includes historically significant worksfor percussion, contemporary compositions, improvisedmusic, rudimental drumming, and world music.1 semester creditMUS 418 String Chamber MusicStudy and performance in string groups of varying sizes.Open to all students by audition. Repertoire includesoriginal works, transcriptions and arrangements.1 semester creditMUS 419 Bismarck-Mandan Civic ChorusCommunity ensemble open to students by audition. Repertoireincludes choral works from the Renaissance to today.1 semester creditMUS 420 OrchestraCommunity ensemble open to students by audition.Repertoire includes original orchestral works aswell as transcriptions and arrangements.1 semester creditMUS 425 Special TopicsArranged study.4 semester creditsMUS 431 String PedagogyString instruments with emphasis on teaching procedures.Emphasis is placed on playing several string instruments,as well as the pedagogy of all strings, including appropriateteaching repertoire. Prerequisite: MUS 196.2 semester creditsMUS 440 InternshipStructured, on-the-job learning experience under supervisionof professionals in a cooperating organization. Faculty advisorsupervises, awards credit and grade. A learning contractis written between faculty advisor, supervisor and studentstating conditions of the internship. Capstone option forB.A. Music major. Prerequisite: MUS 222, 224 and 342.4 semester creditsMUS 462 Advanced Conducting : Independent StudyFurther development of conducting techniques andexpression. Enrollment by instructor permission only.1-2 semester creditsMUS 470 Sacred Music PracticumCourse requires immersion in a parish setting. Students willsynthesize information learned through their courseworkand practicum experience, and will demonstrate servantleadership in planning, preparing, and directing the musicalprayer of a local church. Satisfies capstone requirement forSacred Music major. Prerequisite: MUS 222, 224, 370.4 semester creditsMUS 471 Senior RecitalOne-hour solo recital presented to the public ona student’s primary instrument or voice underthe guidance of a music faculty member.2 semester creditsMUS 481 Senior ProjectGuided work in the development of an extended scholarly essay,composition, arrangement, or portfolio of work. Capstoneoption for B.A. Music major. Prerequisite: MUS 222, 224, 342.4 semester credits• PhilosophyPHI 201 Introduction to PhilosophyBasic approach to the different areas of philosophy; someof the major philosophers and philosophical issues.4 semester creditsPHI 202 LogicMethods of correct reasoning, both deductive andinductive. Formal and informal fallacies.4 semester creditsCTH/PHI 210: Search for Happiness:Faith and Reason in LifeCritically investigates the human quest for happiness in manyages and cultures, especially in Catholic tradition. Argumentsfor and against various claims about paths to human happinessevaluated in light of ancient, medieval, and modern thought,as well as other historical perspectives. Cultural expressionsof the search in philosophy, literature, theology, the arts,history and social institutions. Places of such things as desire,pleasure, suffering, friendship, love, work, and God. Centralquestions: “Why do people desire to be happy, and what leads tohappiness?” Foundational course in Catholic Studies minor.3 semester creditsPHI 308 Philosophical EthicsA normative study of human conduct. Analysis of contemporaryethical problems in light of major ethical theories.4 semester creditsPHI 309 Ancient and Medieval PhilosophyBeginnings of Western philosophy through theMiddle Ages. Writings of major thinkers such as Plato,Aristotle, Augustine, Boethius, and Aquinas.4 semester creditsPHI 310 Philosophy of the Human PersonExamination of classical and contemporary views of the humanperson. Topics may include some of the following: humanknowledge, emotions, thinking computers, talking animals,human reason, the immortality of the soul, free will, and others.4 semester creditsPHI 311 Modern PhilosophyAnalysis of the major philosophical movements in theperiod from 1600-1900 with representative writings frommajor philosophers such as Descartes, Locke, and Kant.4 semester credits

66PHI 313 Business EthicsExamination of foundational perspectives in business whichdetermine the practices and decision making of leaders inthe field. Resources form the humanities, theology, socialsciences, and management theory are used to address ethicaltheories, codes of ethics, and ethical decision-making. Designedto enhance moral sensibility, critical inquiry, and decisionmaking in personal as well as professional lives. Some issues:executive pay and perks, “creative” accounting, legal vs. ethical,cover-ups, just wage, stock options, work-place climate, truthin advertising, social responsibility, corporate culture.4 semester creditsPHI 482 Biomedical EthicsThis course provides an overview of ethical issues arisingin healthcare. It covers the major ethical theories such asutilitarianism, deontology, virtue ethics, and natural law and showshow these theories apply to concrete situations in healthcare.It addresses important concerns in medical ethics suchas confidentiality, informed consent, honesty, the justdistribution of healthcare resources, questions of deathand dying, assisted suicide, abortion, and cloning.4 semester creditsPHI 328, PHI 428 Readings and Research in Philosophy1–4 semester credits• PhysicsPHY 203 Introduction to PhysicsAn algebra-based approach to mechanics (kinematics,dynamics, force, momentum, energy). Lab: 2 hours.Prerequisite: MAT 103 or consent of instructor4 semester creditsPHY 304 Intermediate PhysicsA continuation of the algebra-based introduction to electricityand magnetism and other topics which may include vibrationsand wave motion, fluids, light and optics, and modern physics.Lab: 2 hours. Prerequisite: PHY 203 or consent of instructor.4 semester credits• Political ScienceMinor in Political Science: HIS 271 and 272; POL 202,302, 414, and one upper division political science course.POL 101 Responsible Citizenship“Keep this rule…. After that, you can set out for loftiersummits” (RB 73:8-9). Leadership in the Benedictine Traditioncalls us to care for the communities in which we live. Thiscourse gives the foundations to understanding the social andcivic community of America. It serves as a focus of thinking,writing, and acting on issues of community import with criticalawareness of the formation of American civic culture and anawareness of an individual’s responsibility within that culture.3 semester creditsPOL 202 American Government and PoliticsExamination of the development of the Constitution,understanding of political events, political participation,the components of the political system, policy issuesand the debates surrounding them, along with currentevents related to government and politics.4 semester creditsPOL 302 State and Local GovernmentConsideration of the differences in governmental systemsthroughout the United States with emphasis on North Dakota.4 semester creditsPOL 313 The American PresidencyRights, duties, and responsibilities of the President,constitutional guidelines, power command,reputation, transition, and the people in office.4 semester creditsPOL 316 American Foreign RelationsAmerican foreign policy from 1895 to the presentwith an analysis of how the United States has playeda changing role in world events and crises.4 semester creditsPOL 414 United States Constitutional LawFocus on the politics of justice, the nature of theConstitution, decisions made by the United States SupremeCourt, and how these decisions impact legal actions.Recommended for Pre-Law and Secondary Educationmajors who plan to teach political science and history.4 semester creditsPOL 125, POL 225, POL 325, POL 425Special Offerings in Political Science and Politics1-4 semester credits• ScienceSCI 102 Physical ScienceSelected topics from chemistry and physics. Laboratoryexperience is emphasized. Laboratory: 2 hours. Prerequisite:MAT 103 or MAT 106 or equivalent, or consent of instructor4 semester creditsSCI 104 Drugs and the Human BodyIntroduction to human physiology and how drugs interact with it.Topics include prescription drugs, over-the-counter drugs, alcohol,and illegal drugs. Designed for non-science majors; no prerequisite.4 semester creditsSCI 110 Human InheritanceLooks at some of the newer technologies in the biological sciences.Selected topics may include genetic engineering, birth technologies,polymerase chain reaction, DNA fingerprinting, and adoptiveimmunotherapy. This course is designed for the non-science major.4 semester creditsSCI 201 Earth ScienceDesigned primarily for non-science majors. The course willprovide an understanding of fundamental concepts of astronomy,geology, and environmental sciences (meteorology, hydrology,atmospheric and surface processes, etc.). Emphasis will beplaced on the relevance of earth science to everyday life and

67physical environment. Laboratory: 2 hours. Prerequisite: MAT103 or MAT 106 or equivalent, or consent of instructor4 semester creditsSCI 222 Environmental IssuesIssues dealing with noise, water, air, radiation, solidand hazardous wastes, and pesticides are discussed.Designed for non-science majors. Duplicate credit notallowed for SCI 225T Race to Save the Planet4 semester creditsSCI 224 NutritionStudy of nutrient function and requirementsthroughout the life span. Designed for non-scienceand non-nursing majors; no science prerequisite4 semester creditsSCI 380 Professional Test ReviewThis course will prepare pre-professional students for theMCAT. While focusing on preparation for the MCAT, it isalso open to students taking the DAT or other admissiontests. Topics will include test-taking strategies, review ofrelevant topics in biology, chemistry and physics, andrefinement of essay-writing skills. Three contact hourseach week and one eight-hour session on one Saturday.3 semester creditsSCI 381 Praxis Review in BiologyThis course will prepare the biology teaching major for the Praxiscertifying examination. Topics include completion of practice tests,test taking strategies, and a review of relevant topics in biology.1 semester hour• Social and Behavioral SciencesSBS 490 Senior SeminarHistorical, social, and behavioral perspectives of leadershipare examined through literature and discussion.4 semester credits• SociologySOC 102 Introduction to American Indian StudiesOverview of American Indian society, culture, life ways,and values from pre-contact to present day. Emphasis ontribal people of the Northern Plains. This course meetscertification requirements for education majors.4 semester creditsSOC 107 General SociologyExamines how the individual articulates with manyconcepts presented such as culture, society, socialization,groups, role, social stratification, socialization,deviance, norms, collective behavior and racism.4 semester creditsSOC 202 Contemporary American Indian SocietiesExamination of urban and reservation American Indianlife including social institutions, values, tribal structure andgovernment, tribal economic systems, federal Indian law. Thiscourse is strongly recommended for social work majors.4 semester creditsSOC 210 Civil Rights in AmericaExamines the people, stories, events, and issues of the civilrights struggle in America from 1954 to the present.4 semester creditsSOC 302 Social ProblemsAdverse social conditions throughout the world such as populationproblems, war, ecological crises, poverty, racism, and genocide.4 semester creditsSOC 304 Plains Indian CultureAnalysis of the interrelationships of past andpresent spiritual beliefs, attitudes, customs, art,languages, symbols of Plains Indian culture.4 semester creditsSOC 305 Deviant BehaviorAdult crime, juvenile delinquency, drug addiction,alcoholism, and sexual deviance and analysis of theories.4 semester creditsSOC 320 Sociology of SportThis course is a study of sport as a social phenomena;examining the process by which people are socialized intosport and sport rules, and the social processes by whichsport functions as a vehicle for socialization. The course willexplore the topic of sport from a critical perspective especiallyfocusing on inequalities, gender, race, class, and power.2 semester creditsSOC 404 Marriage and the FamilyTheory of family development with emphasis onthe American setting: changing roles, adolescence,parent-hood, mate selection, and crisis.4 semester creditsSOC 125, SOC 225, SOC 320, SOC 425Special Offerings in Sociology1-4 semester credits• SpanishSPA 101 Beginning Spanish IUnderstanding, speaking, reading, and writing in Spanish forstudents who have no previous knowledge of the language.4 semester creditsSPA 102 Beginning Spanish IIContinuation of SPA 101.4 semester creditsSPA 201 Intermediate Spanish IReview of fundamentals and the four languageskills by building students’ language proficiency andencouraging comparing, contrasting and developingan appreciation of Spanish-speaking cultures.4 semester creditsSPA 202 Intermediate Spanish IIContinuation of SPA 201.4 semester credits

68SPA 304 Spanish Conversation and CompositionThrough reading and writing of the cultures andhistory of Latin America. Prerequisite: SPA 2024 semester creditsSPA 306 Contemporary Spanish CultureToday’s Spain/Latin America and the Hispanics.4 semester credits Seminar AbroadSPA 308 Spanish ReadingsSelected readings that focus on a theme, author, genre,or professional topic. Prerequisite: SPA 2024 semester creditsSPA 401 Advanced SpanishAdvanced study and practice of Spanish syntax,grammar, vocabulary, and Idiomatic expressionsin writing and in conversational skills.4 semester creditsSPA 402 Español SuperiorIn this course, the student will integrate and deepen his/her knowledge, comprehension, and use of the Spanishlanguage in all the advanced areas of grammar, listeningcomprehension, vocabulary, and phonetics.4 semester credits• TheologyTHE 104 Basic Catholic BeliefsSurvey of fundamental teachings of the CatholicChurch, Revelation, Christ, and the Sacraments.Consideration of theological teachings in daily living.4 semester creditsTHE 110 Introduction to the BibleThe makeup, historical background, literary types of the Bible, andthe Biblical attitudes and values which are the source of the Judaeo-Christian world view and especially of Christian belief and practice.3 semester creditsTHE 112 Introduction to TheologyExplores the nature and application of theology andits various disciplines including Biblical, Systematic,Ecclesial, sacramental, Ascetical and Moral. Includesmethods, vocabulary and approaches to reflecting onpertinent theological issues as they apply to daily life.3 semester creditsTHE 203 Letters of the New TestamentA historical and theological study of the New Testament Letterswith emphasis on those by Paul; their importance for earlyChristianity and significance for the contemporary Church.4 semester creditsTHE 208 Introduction to Christian EthicsWhat it means to be a moral person in the contextof Christian community. A variety of majorethical issues and approaches examined.4 semester creditsTHE 210 Biblical Prophets and Prophets TodayMajor messages of Israel’s prophets in light of social conditionsof their time. Messages related to modern day men and womenwhose lives witness the Gospel’s mandate of social justice.4 semester creditsTHE 213 Wisdom and Psalms of the BiblePoetic writings of the Bible—the Psalms and wisdomwritings in both the theological and artistic aspects.Students apply texts to contemporary life and createown poetry and proverbs for today’s living.4 semester creditsTHE 215 Virtue and CharacterCritical reflection on values that promote growth andconscience formation. Examination of insights frompsychology and the Christian tradition that foster integrationand growth in virtue of the human person. Use of reflectivemethodology aimed at character development.4 semester creditsTHE 217 Theology of Christian ServiceExplores the theological foundations and scriptural roots forservant leadership in the contemporary Christian Church.Students discuss and discover servant leader characteristics andthe transformative power of service within the human experience.4 semester creditsTHE 220 Faith and JusticeThis course explores the implications of Christian faith for livingin the modern world. Issues such as nationalism, racism, war andeconomic life are examined in light of basic Christian convictionswith special attention paid to Roman Catholic social teaching.4 semester creditsTHE 221 Sacramental TheologyContemporary and historical view of Sacraments, theirmeaning, celebration, and relevance to Christian life.4 semester creditsCTH/THE 234: Benedict: Yesterday and TodayExamines the influence of St. Benedict and the ways Benedictinemonasticism is embodied culturally in theology, philosophy,literature, the arts, events and social institutions, from Benedictto present day. Monasticism’s enduring significance as ameans of ongoing renewal in the Church and transformationof culture. Central questions: “What is monasticism? How isit relevant to the Church and to culture yesterday and today?”Foundational course in Catholic Studies minor; advanced introlevelTheology course satisfying university core in Theology.3 semester creditsTHE 301 Native American ReligionExamination of traditional American Indian religious concepts,beliefs, teachings, practices, and rituals. Analysis of the place androle of Christian teachings and churches among American Indianpeople. Emphasis on the tribes of the Northern Plains region.4 semester creditsTHE 302 Suffering and Christian HealingExplores the universal nature of human pain andsuffering as well as ways to help oneself and others movethrough pain, suffering, loss, depression and grief.4 semester credits

69THE 303/HIS 303 Church HistoryDevelopment of the Church from New Testament times tothe present and mutual impacts of the Church and cultureduring the formation of Christianity in the West.4 semester creditsTHE 306 The Reformation: Its Theology and HistoryCovers the four “traditions” of the Reformation, tracing their rootsand consequent development. Special attention given to thosefactors which led to the Reformation and the present teachingsand expressions of those churches who consider themselvesto be the contemporary inheritors of the Reformation.4 semester creditsTHE 310 Church: A Theology of Christian CommunityThe Church as mystery and historical reality inlight of Vatican Council II. The Church’s worship,pastoral efforts, and models of government.4 semester creditsTHE 312 Religions of the EastThe course will introduce students to the historicaldevelopment, basic doctrines, and contemporarypractices of Hinduism, Buddhism, and Taoism. Topicswill also include the academic study of religion and thedevelopment of a theology of religious pluralism.4 semester creditsTHE 313 Religious Education and Youth MinistryDevelopment of leadership in people who create environmentsthat promote moral growth and faith development. Theologicalfoundations underlying programs. Analysis of the nature,context, approaches, and subjects of religious formation.Skills of relational ministry. Practicum in local church.4 semester creditsTHE 314 Literature and Religious ImaginationReading of selected literary works, most from the last century,to analyze their treatment of theological themes. Examinationof the role of imagination in personal growth and of aestheticsin human living. Aims to foster a personal narrative theology.4 semester creditsTHE 315 Virtue and CharacterThis course consists of the material of THE 215 withadditional study in areas assigned by the instructor. Astudent may not receive credit for both 215 and 315.4 semester creditsTHE 317 Religion of the WestFamiliarizes the student with the religious beliefs, thought,and practices of traditions originating within Westerncultures. An exploration of a variety of religious traditionsincluding, but not limited to Zoroastrianism, Judaism,Christianity, and Islam, and using historical, cultural, andtextual analyses to examine these rich and vast traditions.4 semester credits.THE 318 Jesus the ChristThe mystery of Jesus reflected in the Christevent and basic Christian doctrine.4 semester creditsTHE 319 Contemporary Pilgrimage to GodPersonal search for God in a fast-paced secular world. Basicelements and tools of spiritual growth: reflective texts, bodystillness, holiness of time, and personal journal writing.4 semester creditsTHE 320 Theology of Body, Mind, SpiritA theological study of the interconnection of thebody, mind, and spirit with emphasis on the gifts/strengths of the functions of the total personality.4 semester creditsTHE 323 Liturgical CelebrationBasic principles of prayerful, creative worship and their applicationto celebrating the primacy of Sunday and the liturgical year(Advent, Christmas, Lent, Easter, and Ordinary Time). Practicalexperience in planning, leading, and evaluating liturgies.4 semester creditsTHE 326 Marriage as CovenantExplores the marriage commitment as a sacramental relationshipwith spiritual, psychological, and practical implications.Includes presentations by resource speakers on the importantissues involved in developing healthy human relationships.4 semester creditsTHE 330 The Gospels: Matthew, Mark, LukeFormation of the Gospel tradition and comparative studyof the literary styles and theological insights given bythe evangelists on Jesus’ identity, life, and mission.4 semester creditsTHE 332 Eucharistic Liturgy (The Mass)The dynamic structure of thanksgiving (Eucharist) as creative ofChristian community and the meaning of the Mass in the livesof Christians today based on a study of its origin and history.4 semester creditsTHE 336 Benedictines and LeadershipLeadership as seen in the model of community living and the“leading” persons found in the Rule of Benedict. Examination ofBenedictine values that contribute to vital human community.Application of its humane approach to family life, business, andvoluntary groups. Option of live-in experience at a monastery.4 semester creditsTHE 337 Christian Thought and WorshipExamination of the elements of worship-symbol, narrative,and ritual-and their roles in the formation of the Christiantradition. Exploration of the relationship of language to faith,conversion, and religious identity. Related to music, art, andliterature in the liturgy, as well as to religious education.4 semester creditsTHE 338 Religion in the United States:Native American to ProtestantAn examination of the various religious traditions which havecontributed to life in the United States from colonial timesto present including a brief over-view of the backgroundof those traditions which did not originate on these shores.Special attention is given to those movements which havehad their birth in the United States, the interrelationshipsbetween the various traditions, and the shaping of religioustraditions by their setting on this side of the Atlantic.4 semester credits

70THE 339 Civil & Cultural Religion in the United StatesAn examination of the “one” but varied religion weshare as U.S. citizens regardless of our denominationalaffiliations, the roots of this “oneness,” and its expressionin civil, cultural, and political forms. A thesis of thiscourse is that politics is the practice of civil religion.4 semester creditsTHE 363 Spirituality and Men/Spirituality and WomenA reflective and experiential course on the faith development ofmen/women in our society. This examination of fundamentalissues of growth as a person includes group work, consciousnessraising, and reflection on gender issues and spirituality.4 semester creditsTHE 382 Moral Issues SeminarEthical inquiry into specific topic for extended exploration.Topics change periodically but include: social justice,business ethics, labor, medical ethics, and others.4 semester creditsTHE 328, THE 428 Readings and Research in TheologyOpen to students of junior and senior standing. This courseis student-initiated and only available upon the consent ofinstructor. Usually students in this course will have taken at leastone other theology course. The course may be taken twice.2-4 semester creditsTHE 370 Sacred MusicThis course will explore the historical traditions ofchurch music, including chant, motets, psalmody, hymns,and choral works, discuss historical and contemporaryissues regarding music in worship, and provide a forumfor practical application in liturgical settings.4 semester creditsTHE 415 Servant Leadership in a ParishQualities of a servant leader enabling others to serve the Churchmore effectively. Ministerial skills explored and identifiedwith the managerial processes and human relationships.2 semester creditsTHE 418 Pastoral Ministry PracticumField experience in a parish setting with integrative seminar.6-8 semester creditsTHE 429 Seminar in TheologyToward the end of their program, majors in theologywill demonstrate proficiency in research and applicationof theological knowledge by some product.4 semester creditsTHE 125, THE 225, THE 325, THE 425Special Offerings in Theology1-4 semester credits

71School of Education and Behavioral SciencesFACULTY: Berogan, Bitz, Budde, Evans, Fridley,Ghorbani, Gutensohn, Herman, James, Jonas(Dean), Kleingartner, Neumann, Newell, Renner,Salveson, Schuetzle, Tufte, and Westbrock.Mission:Providing the undergraduate and graduate studentswith a strong philosophy-based academic foundationthat will prepare them for successful careers in education,social work, psychology, criminal justice, and counselingDepartment of BehavioralSciences PhilosophyThe Department of Behavioral Sciences’ philosophyis to develop competent and principled professionalswho demonstrate professional and communityleadership, personal growth and accountability,and ethical and evidence-based practice.• Addiction Counseling ProgramProgam Director: Jim Renner, MSW, LCSWOutcomesUpon completion of the Addiction Counselingmajor, beginning-level addiction counselors will beable to demonstrate competence in the Counselor SkillGroups listed below. These standards are developedby the National Association of Alcoholism and DrugAbuse Counselors Certification Commission.• Treatment Admission• Clinical Assessment• Ongoing Treatment Planning• Counseling Services• Documentation• Case Management• Discharge and Continuing Care• Legal, Ethical, and Professional Growth IssuesMajor in Addiction Counseling:BIO 101; POL 101; PHI 101 or 202; ANT 171;SOC 202; SOC 404; PSY 201, 207, 332, 406; ADC 309,311, 314, 318, 320, 410, 411, 420, 421; SWK 309, 413;ALU 499; and four semester credits of related electivesMinor in Addiction Counseling:ADC 309, 311, 318, 320; PSY 406 and foursemester credits approved by advisor.Addiction Counseling ProgramCourse DescriptionsADC 309 Professional Relationships and EthicsConfidentiality of patient information, standards of chartingprocedures, professional duties, and conduct are presented.2 semester creditsADC 311 Dynamics of AddictionProvides an overview of substance abuse including the differencesbetween the use, abuse, and addiction prevention of alcohol andother mood-altering chemicals. The student will be exposed to thedisease concept, etiology, and medical complications of addiction.4 semester creditsADC 314 Theories and Practice of Advanced CounselingCounseling approaches will be demonstrated in situationsinvolving interpersonal problems, marital difficulties, vocationaland career conflicts, educational dilemmas, and other settingsbearing relevance to maladaptive human behaviors.4 semester creditsADC 318 Pharmacology of AddictionIntroduction and understanding of drugs used illicitly.Problems of habituation and abuse along with associatedhazards and effects resulting from misuse of these products.2 semester creditsADC 320 Twelve Steps RecoveryPrograms and AA Study SeminarCovers the twelve steps of the program of AlcoholicsAnonymous. Students will be expected to demonstratea knowledge and understanding of the steps throughdiscussions and the development of outlines and lecturesrelated to each of the Twelve Steps. Students will be expectedto describe the fellowship of AA and how it works.4 semester creditsADC 410, ADC 420 Addiction CounselingInternship I and IIProvides actual on-site training for a nine-monthperiod at the Missouri Valley Training Consortiumor at other training facilities approved by the NorthDakota Board of Addiction Counseling Examiners.12 semester credits eachADC 411, ADC 421 Case Care Seminar I and IIDevelops clinical skills through the case presentation oralexamination and the development and presentation of casestudies. Students will identify problem cases that challengetheir clinical skills and allow for the development of newapproaches in dealing with clients. Case care seminarsare taken in series concurrent with the internships.2 semester credits each

72• Criminal Justice ProgramProgram Director: Tim SchuetzleOutcomesAfter completing the required curriculum in thecriminal justice program, graduates will be able to:• Evaluate the relative strengths of variousapproaches to criminal justice.• Show an understanding of the majorareas in criminal justice, to include:– Criminal justice and juvenile justice process– Criminology– Law enforcement– Law adjudication– Corrections• Display ethical and professional behaviorwhile applying this knowledge to problemsand changing fact situations.• Communicate this knowledge effectively in writtenand oral form. After completing the elective andliberal arts curriculum in the University of MaryCriminal Justice Pro-gram, graduates will be able to:• Process and apply information reliably.• Demonstrate research skills to includestatistics and computer methods.• Demonstrate logic, critical thinking,and ethical decision-making.• Display an understanding of the impact of issuesof diversity on themselves and their communities.Major in Criminal Justice:CRJ 201, 210, 212, 307, 310, 312, 320, 390, 410, 420;ADC 311; MAT 103, 204; POL 101, 414; PSY 201, 406;ANT 171; SWK 350; one of the following CRJ electives:CRJ 325, 425, 490; one of the following policy electives:POL 302, SOC 302, SWK 311, or SWK 330; one of thefollowing topical electives: ADC 318, PSY 308, SOC 210,SOC 305, SOC 404, or SWK 303; ALU 499Minor in Criminal Justice:CRJ 201, 212, 307, and any three of the following courses– two of which must be at the 300 to 400 level: CRJ 210,310, 312, 320, 325/425, 410; ADC 311, POL 202, 302, 414;PSY 406, SOC 302, 305; SWK 303Criminal Justice Program Course DescriptionsCRJ 201 Introduction to Criminal JusticeThe criminal justice system and process including: crime, lawmaking,criminality, prosecution, police, courts, and corrections.Both historical and contemporary practices covered.4 semester creditsCRJ 210 Police ScienceThe foundations of policing in the United States throughan exploration of the history, organization, and process ofpolice systems, as well as contemporary policing issues.4 semester creditsCRJ 212 Criminal LawBasic principles of substantive criminal law, traditional definitionsof crime and recent developments in criminal law through anexamination of the definitions of acts and omissions, with anemphasis on historical and philosophical concepts of criminal law.4 semester creditsCRJ/HIS 307 Difference and InequalityThis course is an examination of issues of human diversity fromhistorical, global, social, and cultural perspectives. Issues mayinclude race, gender, age, ethnicity, class, or culture. The focusof this course will be on an understanding of the structure andhistory of diversity issues and how they impact contemporarysociety, cultural competence, and human relations.4 semester creditsCRJ 310 CorrectionsSurvey of current correctional thought and practice in theUnited States. Evolution of modern correctional practicesin the United States. Overview of correctional treatment indifferent types of institutions and in the community.4 semester creditsCRJ 312 Criminal ProcedureBasic principles of procedural criminal law, focusing onthe 5th and 14th Amendment procedures, along withdefinitions of elements that detail how the governmentprocesses persons in the criminal justice system, withan emphasis on safeguards taken by the criminal justicesystem to ensure fair treatment in the criminal process.4 semester creditsCRJ 320 Juvenile JusticeAn examination of the historical development and philosophyof juvenile court, the theoretical explanations of delinquency,and how the courts are currently dealing with juvenile offenderswhile also attempting to meet the demands of society. In addition,the course will provide hands-on experience in dealing withthe complexities of juvenile delinquents and their families.4 semester creditsCRJ 390 Junior InternshipObservation of work experience under the direction of afaculty member in a local, state, or federal criminal justiceagency. Work credits are arranged by the employer, advisor, andstudent. Progress is checked by oral and written reports from theemployer. Periodic student-advisor conferences are required todiscuss progress or problems. Students are required to submit anaccounting of their experiences to the instructor. All internshipexperiences are based on a satisfactory/unsatisfactory basis.4 semester credits

73CRJ 410 CriminologyAn examination of the major schools of criminological thoughtand their influence on the development of criminal justice policy.4 semester creditsCRJ 420 Senior SeminarIn depth approach to the field of criminal justice to includetheory, policy, and justice. Assessment of criminal justiceprogram and connections of Benedictine Values, servantleadership, mission, and philosophy are also discussed.4 semester creditsCRJ 490 Senior InternshipObservation of work experience under the direction of afaculty member in a local, state, or federal criminal justiceagency. Work hours are arranged by the employer, advisor, andstudent. Progress is checked by oral and written reports from theemployer. Periodic student-advisor conferences are required todiscuss progress or problems. Students are required to submit anaccounting of their experiences to the instructor. All internshipexperiences are based on a satisfactory/unsatisfactory basis.4 semester creditsCRJ 125, 225, 325, 425Special Offerings in Criminal JusticeTopics in selected areas of the criminal justice field.4 semester credits• Psychology ProgramProgram Director: Michelle WestbrockOutcomesAfter completing the required curriculum in thepsychology program, it is anticipated that prospectivegraduates will demonstrate a set of skills, knowledge,and aptitudes that will enable them to join theprofessional field of psychology. In the main, it isgenerally expected that psychology graduates will:• Demonstrate competency in variousforms of oral communication• Show clear-cut competency in writtencommunication skills; these wouldinclude writing research papers, articlereviews, and classroom assignments• Demonstrate a capacity for rational, logical, andeffective thinking across a variety of contexts• Be able to state, clarify, and act upona set of personal beliefs, ideologicalorientations, and social value systems• Become aware of impacts of socialand physical environments on variousareas of human functioning• Develop the perspective, both attitudinaland behavioral, that continuing educationand professional development must beintegral to their future careersMajor in Psychology:BIO 101, 207; MAT 103, 204; PHI 202; PSY 201,207, 307, 308, 332, 340, 350, 406, 410, 420, 430Minor in Psychology:PSY 201, 207, 307 or 332, 308, 406;PSY 340 or SOC 404; ALU 499Psychology Program Course DescriptionsPSY 201 General PsychologyPhysiological and cultural basis of human behavior;theories of learning, thinking, and behavior;techniques of studying human behavior.4 semester creditsPSY 207 Life Span DevelopmentPhysical, intellectual, cognitive, emotional and social growthin the normal person from infancy to late adulthood.Prerequisite: PSY 201 or consent of instructor4 semester creditsPSY 307 Cognitive PsychologyLearning processes, memory, perception, informationprocessing, thinking, problem-solving, and decisionmakingwill be examined from various scientificperspectives in this course. Prerequisite: PSY 2014 semester creditsPSY 308 Social PsychologyInterpersonal behaviors from individualized and collectivepoints of view. Socialization processes, interpersonalattraction, prejudice, human aggression, leadership,and group functioning. Prerequisite: PSY 2014 semester creditsPSY 332 Child and Adolescent PsychologyAn examination of child and adolescent developmental processes asthese relate to self, family, peers, and social institutions. Normal aswell as pathological developments are studied. Prerequisite: PSY 2014 semester creditsPSY 340 Industrial and Organizational PsychologyEmployee selection, training, work motivation, job satisfaction,leadership, and productivity are examined within this course. Inaddition, the nature of the work environment will be analyzedfrom the human engineering perspective. Prerequisite: PSY 2014 semester creditsPSY 350 Research Techniques for theSocial/Behavioral SciencesSocial science research methods, procedures, datacollection and analysis. Also listed as SWK 350.Prerequisites: PSY 201; MAT 2044 semester credits

74PSY 406 Abnormal PsychologyDevelopment and structure of normal and abnormal personalityforms. Theoretical and empirical bases for the emergence ofvarious personalities. Biological, chemical, environmental,and social approaches to dealing with psychoses, anxieties,phobias, and personality disorders. Prerequisite: PSY 2014 semester creditsPSY 410 Psychological Testing and AssessmentThis course will explore a variety of tests of personality, intelligence,abilities, and vocational aptitudes. In addition, principles of testconstruction, administration, and professional ethics in reportingtest results will be explored. Prerequisites: PSY 201; MAT 2044 semester creditsPSY 420 Clinical PsychologyEssential elements of psychological diagnosis and treatmentapproaches will be the primary focus of this course.Prerequisite: PSY 2014 semester creditsPSY 428 Readings and Research in PsychologyA review of contemporary research approaches in variousareas of psychology will be emphasized. Student involvementwill include several projects focusing on original researchin community mental health and behavioral medicine.Prerequisites: PSY 201; MAT 204 or consent of instructor4 semester creditsPSY 430 History and Systems of PsychologyThe history of psychological thought from the Greekphilosophers to contemporary theories, focusing on suchapproaches as Structuralism, Functionalism, PsychodynamicTheories, Behaviorism, Humanistic and Existential Psychology,Neuropsychology, and Psychobiology. Prerequisite: PSY 2014 semester credits• Social Work ProgramProgram Director: Nancy Kleingartner, MSW, LCSWOutcomesUpon completion of the Social Work major,beginning level B.S.W. graduates will be able to:• Identify as professional social workersand conduct themselves accordingly.• Apply social work ethical principlesto guide professional practice.• Apply critical thinking to inform andcommunicate professional judgments.• Engage diversity and difference in practice.• Advance human rights and socialand economic justice.• Engage in research-informed practiceand practice informed research.• Apply knowledge of human behaviorand the social environment.• Engage in policy practice to advancesocial and economic well-being and todeliver effective social work services.• Respond to contexts that shape practice.• Engage, assess, intervene and evaluatewith individuals, families, groups,organizations and communities.• Engage in the practice of servant leadership.Major in Social Work:BIO 101; MAT 204; PHI 201 or 202; PSY 201, 207,406; ANT 171, SOC 202, 404; POL 101; SWK 201,309, 311, 312, 318, 319, 330, 350, 413, 417, 418,419, 431, 432, ALU 499; and four semester creditsselected with the guidance of the advisor.Social Work Program Course DescriptionsSWK 201 Introduction to Social WorkHistorical development of the profession, key concepts, values andskills, range of employment fields and settings, as well as the socialwelfare issues and political contexts in which they are viewed.4 semester creditsSWK 303 Services to Children and FamiliesExamination of the historical, social, and legal issues that haveshaped traditional child welfare programs, a study of the widerange of programs to support families and children, and a study ofthe role of the social worker in services to children and families.4 semester creditsSWK 309 Introduction to Generalist PracticeIntroductory examination of processes and methods used by theprofessional social worker in assessing situations and arrivingat appropriate modes of intervention for direct and indirectservice. Prerequisite: (SWK 201 for social work majors).4 semester creditsSWK 311 Social Welfare Policies IExamination of the historical, political, philosophical,and economic forces that shape current social welfaresystems. Development and analysis of social policy andprograms emphasized. Prerequisite: SWK 2014 semester creditsSWK 312 Social Welfare Policies IIAnalysis of administrative and legislative processes thataffect social programs; grant writing and program fundingincluded. Pre-requisites: SWK 201, 309 and 311.4 semester creditsSWK 318 Field Experience IExperience in a professional human service setting under agencyand educational supervision. Provides the student with a basicunderstanding of the human service delivery system, professionalroles and responsibilities in human services, and the effective use ofself in the helping role. Minimum of 150 hours. Prerequisites: SWK201; SWK 309 and SWK 311 to be taken prior to or concurrently.4 semester credits

75SWK 319 Integrative Seminar IIntegration of theory from academic work with fieldexperience as students learn about the diversity of humanservices agencies and client populations served in rural/urban areas. Taken in conjunction with SWK 318.2 semester creditsSWK 330 Human Behavior/Social Environment IExamines theory and process of human interactionsincluding social groups, organizations, institutions,families, and communities. Models and systems areexplored. Prerequisites: SWK 201, 309, and 311.4 semester creditsSWK 350 Research Methods for Social WorkSocial science research methods, procedures, designs,data collection, and analysis. Prerequisite: MAT 2044 semester creditsSWK 413 Generalist Practice with GroupsAddresses basic knowledge and skills needed ingroup work practice. Includes the study of stages,models, theory, dynamics, and techniques.Prerequisites: SWK 201, 309, 311, 312, 318, 319, 330, and 350.4 semester creditsSWK 417 Generalist Practice with FamiliesIncludes methods for assessment and intervention with families.Application of family theory to direct counseling, advocacy,problem-solving, and family policy stressed. Prerequisites:SWK 201, 309, 311, 312, 318, 319, 330, and 350; SOC 404.4 semester creditsSWK 418 Field Experience IIAdvanced experience in a professional human service agency toprepare students for professional generalist practice. Minimum of400 hours. Prerequisites: SWK 201, 309, 311, 312, 318, 319, 330,350, 413, 417, and 431; SWK 432 taken prior to or concurrently.8 semester creditsSWK 419 Integrative Seminar IIStudents relate field experiences to academic learning,self-awareness, and professional role identification.Concurrent with SWK 418.2 semester creditsSWK 428 Readings and Research in Social WorkA directed study to fit the student’s area of interest.Prerequisite: Consent of instructor. Fulfills elective requirement.1-4 semester creditsSWK 431 Human Behavior/Social Environment IIProvides critical, theoretically-based examination of interactionof people and their environments, with attention to individual,family, group, community, organizations, and institutions.The phenomena of violence, addictions, aging, and grief andloss are analyzed from systems and ecological perspective.Prerequisites: SWK 201, 309, 311, 312, 318, 319, 330, and 350.4 semester creditsSWK 432 Generalist Practice withOrganizations and CommunitiesPractice with large system (organizations and communities)assessment, intervention and evaluation, with an emphasis ontheory and practice as they relate to rural/urban and reservationareas. Prerequisites: SWK 201, 309, 311, 312, 318, 319, 330, and 350.4 semester creditsSWK 125, SWK 225, SWK 325, SWK 425Special Offerings in Social Work1-4 semester creditsDepartment of EducationPhilosophyThe Department of Education undergraduateprograms are designed to develop competent andprincipled professionals who take responsibility forstudent learning and who demonstrate strong pedagogicalcontent knowledge and professional characteristics.Department of EducationAdmission Requirements:The specific requirements for entrance to theDepartment of Education are as follows:1. A student must have minimum overall GPA of 2.5.2. A student must complete a Personal Data Form.3. A student must submit a currentGraduation Report.4. A student must write and submit an essay on thephilosophy of the Department of Education.5. For Business Education, SBS Education,English Education, History Education, BiologyEducation, Math Education, and MusicMajors only: Students must provide writtenevidence of acceptance by their major.Admission to the Department of Education isprerequisite to taking EDU and PED 300–400 levelcourses. Admission requirements are presentedand discussed in EDU 201(Introduction toTeaching), and students are strongly advised tocomplete all 200-level courses prior to enrollmentin EDU/PED 300 and/or 400-level courses.Student Teaching ProgramAdmission Requirements:The student teaching experience is the capstonecourse of the teacher preparation program in theDepartment of Education at the University ofMary. The specific requirements for admission intothe student teaching pro-gram are as follows:

761. A student must be admitted into theDepartment of Education.2. A student must attend the Preliminary StudentTeaching Meeting on September 10 or January10 and complete a Student Teaching ProgramApplication Form that is provided at thepreliminary student teaching meeting.3. A student must provide his/her advisor witha Graduation Audit Report and a ProgramReview of Studies for Graduation form andsubmit the completed forms to the Departmentof Education. These forms provide verificationthat the prospective student teacher has met thefollowing Student Teaching Program requirements:• Has completed all course workrequired for a teaching license• Has an overall GPA of 3.0 or abovein teaching major(s)• Has no grade lower than a C- in anycourse required for teaching licenseNote: If a student has any coursework to complete,the candidate is required to submit, along with acopy of the Graduation Audit Report, a petition letterlisting all of the courses to be completed for his/herteaching degree and a time line of when and wherethe courses will be completed. The petition lettermust be submitted to the Student Teaching ProgramDirector, who may present the petition letter to theDepartment of Education faculty for approval.4. A student must submit a copy of his/her PraxisI test scores to the Department of Educationand must receive Praxis I test scores that meetthe North Dakota Education Standards andPractices Board (ESPB) licensure cut-off scores.5. A student must present an ElectronicPortfolio for Student Teaching AssessmentDay and receive a passing grade in EDU411 Student Teaching Assessment.6. A student must submit a Student TeachingRecommendation Form from two fulltimeDepartment of Education teachingfaculty members and one recommendationfrom a person outside of the Departmentof Education of the student’s choice.7. A student must complete one of the followingdiversity educational experiences offeredby the Department of Education:• Global Experience (Summer Term)• Rural Experience (Summer Term)• Urban Experience (Summer Term)• EDU 353, 354 or 390.• Alternative education practicumexperience (Fall/Spring Semesters)Note: A student may substitute a diversity experiencefor one of the experiences above. However, thediversity experience must be verified by thestudent’s academic advisor and approved by thefaculty in the Department of Education. DiversityExperience Advisor Documentation forms areavailable in the Department of Education office.8. A student must have completed two technologyworkshops offered by the Department ofEducation and a certificate of workshopparticipation must be on file in the Departmentof Education for each workshop.Note: If the background check reveals that the studenthas a conviction, that record must be submitted to theschool district in which the student has been assignedas a student teacher. Based on the nature of theconviction, the school district can refuse to have thestudent placed in that school district and, as a result,that student will NOT complete his/her teaching majorrequirements or university graduation requirements.• Early Childhood Education ProgramProgram Director: Dr. Linda GutensohnProgram Outcomes:• Students who complete the early childhoodeducation program will be eligible for theNorth Dakota Educator’s Professional Licenseto teach in kindergarten and pre-K programs.• The curriculum in Early Childhood Education willprovide students with a broad base of knowledgeof the standards aligned content and curriculargoals of the early childhood disciplines.• Students will be prepared to become effectiveand reflective early childhood teachers whocan plan and implement a broad range ofinstructional, assessment, and managementstrategies to create positive learning environmentsto meet the diverse needs of all students.• Students will be able to engage in responsibleprofessional behaviors as they apply effectivedecision making and communication skillswhile collaborating with career teachersin the field, families, and with communityagencies for professional growth.

77Early Childhood EducationCourse Requirements:ENG 121; COM 110; HIS 101 or 102; GEO 101 or 302;SOC 102, 202 or 304; PSY 201; PSY 207 or 332; BIO 101;SCI 102, 201; MAT 103 or above; SWK 303 or EDU 413;PED 235 or 305; EDU 201 or 202, 215, 250, 295, 301, 303,307, 312 or 316, 315, 318, 320, 332, 334, 335, 336, 337,338, 391, 400, 411, 422, 424, 585; ALU 499.• Elementary Education ProgramProgram Director: Dr. Gwyn HermanProgram Outcomes:• Students who complete the elementaryeducation program will be eligible for theNorth Dakota Educator’s ProfessionalLicense to teach in grades 1-6.• The curriculum in Elementary Educationwill provide students with a broad base ofknowledge of the standards aligned content andcurricular goals of the elementary disciplines.• Students will be prepared to become effectiveand reflective elementary teachers who can planand implement a broad range of instructional,assessment, and management strategies tocreate positive learning environments tomeet the diverse needs of all students.• Students will be able to engage in responsibleprofessional behaviors as they apply effectivedecision making and communication skillswhile collaborating with career teachersin the field, families, and with communityagencies for professional growth.Elementary Education Course Requirements:ENG 121; COM 110; PSY 201; PSY 207 or 332; HIS 101or 102 or MUS 342; GEO 101 or 302; SOC 102, 202, or304; BIO 101 or 103; SCI 102, 201; MAT 103 or above;PED 305; EDU 201 or 202, 250, 295, 300, 301, 303, 307,312, 315, 316, 318, 320, 391, 400, 411, 418, 422; ALU 499.• Coaching (Minor) ProgramThe curriculum in Coaching (minor) isdesigned for students who are interested inpursuing a career in the coaching profession.Coaching Minor Course Requirements:BIO 101; BIO 207 or PED 207; ATH 151, 238; EXS302, 336; PED 157, 159, 326, 343, 360, 370, 401.• Health Education (Minor) ProgramThe curriculum in Health Education (minor) isdesigned to prepare students to teach health educationcourses in the secondary school setting. A student whocompletes the health education minor program alongwith a teachable major at the University of Mary iseligible for licensure to teach health courses in grades7-12 in North Dakota. Meeting the requirement ofother states is the responsibility of the student.Health Education Minor Course Requirements:PED 157, 159, 267, 310, 312, 313; HPS 206; BIO 101or 103; BIO 207 or PED 207; EDU 295; EXS 305, 336;and ATH 317.• Middle School EndorsementA Middle School Endorsement is recommendedfor all students who would like to become middleschool teachers in North Dakota. A middle level majorequivalency endorsement consists of 24 semester hoursfor a single content area (English, Math, Social Studies,or Science) and is verified through official transcriptsfrom a state-approved college of teacher education.These courses can be taken along with the MiddleSchool Endorsement. To be highly qualified to teachMiddle School English, Math, Social Studies, or Science,it is recommended that candidates successfully passthe Middle School Content Test for their discipline.Middle School EndorsementCourse Requirements:PSY 332, EDU 305, 365 or 652, 530, and 573• Physical Education ProgramProgram Director: Rachel Johnson KrugProgram Outcome(s):• Students who complete the physicaleducation program will be eligible for theNorth Dakota Educator’s ProfessionalLicense to teach in grades K-12• The curriculum will provide the students withthe ability to become an effective PhysicalEducation instructor who is able to motivate theirstudents to become healthy active individuals.• Students will be able to engage in responsibleprofessional behaviors as they apply effectivedecision making and communication skillswhile collaborating with career teachersin the field, families, and with communityagencies for professional growth.

78Physical Education Course Requirements:ENG 121; COM 110; PSY 207 or 332; SOC 102 or202 or 304; BIO 101; BIO 207 or PED 207; MAT 103or above; EXS 336; ATH 238; HPS 206; EDU 201 or202, 295, 301, 310, 320, 391, 401, 411, 421, 422, 432-01, 432-02; PED 105, 157, 159, 221, 222, 235, 267,303, 305, 313, 326, 339, 360, 401; and ALU 499.• Reading CredentialThe courses in the reading credential program areintended for students pursuing a teaching major, orprofessionals with a current endorsement, in elementaryeducation or secondary education. A reading credentialwill provide students with the credential required towork with students assigned Title I reading programs.Reading Credential Course Requirements:Elementary education majors: EDU 365 or 652,611, and 617. Secondary education majors musthave a major in English, social studies or science,including a minimum of two semester hours in threeof the following course areas: foundations or survey ofreading, reading in the secondary school, diagnosis andcorrection of reading disabilities, clinical or laboratorypracticum in reading with secondary students, readingin the content areas, research and the literature inreading or language arts, exceptional child, curriculumdevelopment, or English education methods.• Secondary Education ProgramProgram Director: Dr. Daphne GhorbaniProgram Outcomes:• Students may complete a bachelor’s degreein secondary teaching in biology, business,English, history, mathematics, music, andsocial studies which will meet eligibilityrequirements for North Dakota teacher licensurefor teaching in grades seven through twelve.• The curriculum will prepare students to beeffective secondary classroom teachers capable ofmeeting the needs of all students, including thosewith special needs and varied backgrounds.• Coursework includes a strong liberal artsbackground, an integrated slate of courses fromboth the Education Department and the contentmajor, and a number of opportunities to exploreschool systems outside of the local framework.• Special Education ProgramProgram Director: Dr. Rebecca Yunker SalvesonProgram Outcome(s):• University of Mary students who completethe major in Special Education meet eligibilityrequirements for the North Dakota IntellectualDisabilities (Mental Retardation) endorsement forK-12 schools. The University of Mary’s coordinatedcourse of study meets the state guideline whichre-quires the special educator to attain a generaleducation teaching major as well as a major inspecial education. The program also provides abasis for graduate study in emotional disturbance,learning disabilities, or special education strategist.• In today’s K-12 schools, students with disabilitiesare served by general education teachers, specialeducation teachers, and other school personnel. Inorder to support and coordinate service to studentswith disabilities, the special educator must becompetent in: characteristics of disabilities, federaland state special education law, collaborationand consultation, general school curriculum,behavior support, assessment, family schoolrelations, and applied research and writing.• Special education majors will have knowledgeand skills that meet the Common Core ofKnowledge and Skills, the IndividualizedEducation Curricula, the IndividualizedIndependence Curricula of the Council forExceptional Children (CEC), and the endorsementstandards for the state of North Dakota.• Special education majors develop personal andprofessional skills and attitudes that preparethem for a variety of career options supportingpeople with disabilities in schools, humanservice agencies, adult education, communityhomesupport, and administration.Special Education MajorCourse Requirements:PED 313; PSY 406; EDU 332, 383, 388, 392, 409 or656, 410, 412 or 595, 414 or 615, 415 or 657, 426,429, and two semester credits of special educationelectives. (For course descriptions of EDU 595,615, 656, and 657, see the Graduate Bulletin.)Special Education MinorCourse Requirements:EDU 295, 383; at least four semester credits from thefollowing: PED 313; EDU 332, 388, 391, 392, 410, 593,

79670, 523, 576; and at least five semester credits from thefollowing: EDU 409 or 656, 412 or 595, 414 or 615.Note: A minor in Special Education does not lead toa North Dakota endorsement; however, the contentand practices involved in a Special Education minorwill be valuable to general education teachers andmay be valuable to other human service majorssuch as occupational therapy and/or social work.Education Program Course Descriptions (EDU)EDU 201 Introduction to TeachingThis course is intended to give prospective teachers a basis forlinking theory to practice. It is the first course where studentsmust begin viewing themselves as teachers. Students will learnabout the teaching profession, learner diversity among today’sstudents, influences of American society on today’s schools, andcurriculum, instruction and technology in American schools.Students will also begin to develop a working portfolio. In theclassrooms, the student will discuss the competencies of teaching.These competencies are decision making, planning, evaluation,and interpersonal communication. During this course, studentswill make application to the Department of Education.2 semester creditsEDU 202 Introduction to Teaching for Transfer StudentsAssuming that the student has had some college courseworkin teacher preparation, this course introduces the transferstudent to the University of Mary’s philosophy of teacherpreparation and the conceptual framework of theDepartment of Education. The transfer education studentdevelops his/her philosophy of education and has theopportunity to apply to the Department of Education.1 semester creditEDU 215 Introduction to Early Childhood EducationThis course explores the historical and philosophical foundations ofthe care and schooling of young children, ages 0-8. An over-view oftypical and atypical child development, current theories, programmodels and issues, and various curriculum models will be covered.2 semester creditsEDU 250 Children’s LiteratureLiterature is a foundation for instruction and enjoyment inthe early childhood and elementary curriculum. Studentsexplore various genres of children’s literature, with anemphasis on the use of literature across the curriculum.2 semester creditsEDU 295 Learners with Exceptional NeedsTeachers must teach students with a wide variety of educationalneeds. This course presents an overview of learners with exceptionalneeds. Emphasis will be on processes and principles of specialeducation, overviews of exceptionalities, curriculum and inclusion.3 semester creditsEDU 300 Elementary Practicum IThis course is designed to give students practical experiencein the classrooms in the areas of language arts, music, physicaleducation, and art. This course must be taken concurrently withBlock I methods courses: EDU 301, 315, 312; and PED 305.2 semester creditsEDU 301 Classroom ManagementThis course is designed to familiarize students with basictheories of classroom discipline and management. This coursewill focus on proactive strategies to cultivate an atmosphere ofmutual respect for all within a classroom as well as implementprevention and re-mediation strategies when working withdisruptive students. Prospective elementary teachers shouldtake classroom management concurrently with Block Imethods courses: EDU 300, 312, 315 and PED 305.2 semester creditsEDU 303 Elementary and Middle School Science MethodsThis course is a survey of current elementary and middleschool science teaching strategies and science programswith an emphasis on the integration of theory and practice.This course should be taken concurrently with EDU 307,316, 318, and 400. Prerequisites: BIO 101; SCI 102, 2012 semester creditsEDU 305 Middle School PracticumThis course is designed to provide students with anobservational practicum experience in the middle schoolpracticum in each student’s major area of study.1 semester creditEDU 307 Elementary and Middle School Math MethodsThis course is a survey of current elementary and middle schoolmath teaching strategies and math programs with an integrationof theory and practice. Should be taken concurrently withEDU 303, 316, 318, and 400 if an elementary education major.Prerequisites: MAT 103 or 1062 semester creditsEDU 310 Secondary Practicum IThis course is designed to provide students with anobservational practicum experience in the secondaryeducation classroom in each student’s major area ofstudy. This course must be taken concurrently with themajor specific secondary teaching methods course.1 semester creditEDU 312 Arts in the Elementary SchoolThis course provides students with the study of the basictheories of music, theater, and visual arts as applied tothe elementary education curricula and art programsin elementary schools. This course should be takenconcurrently with EDU 300, 315; and PED 305.4 semester creditsEDU 315 Elementary and Middle SchoolLanguage Arts MethodsElementary and middle school classrooms are learningenvironments in which students develop communicationskills. Students in this course design instructional programsbased upon theoretical foundations of instruction inreading, writing, listening, speaking, and thinking. Thiscourse should be taken concurrently with EDU 300, 301,311, 312 and PED 305 if an elementary education major.3 semester creditsEDU 316 Elementary and Middle School Reading MethodsThis course is designed to examine effective scientificallybasedinstructional practices used to teach reading in theelementary and middle school curriculum. Emphasis is

81EDU 373 Secondary Methods – Social/Behavioral SciencesThis course is designed to examine a variety of teaching, planning,and assessment strategies at the secondary level. Students willstudy ways in which middle and high school social studiesand history teachers can develop positive relationships withstudents and differentiate instruction to help diverse learnersmaster content standards. The course is delivered online bylicensed teachers in the Bismarck area middle schools and/or high schools and includes current issues and practicesaffecting curriculum and teaching. Assignments, reading,and threaded discussions are designed to strengthen contentknowledge and develop reflective practitioners who takeresponsibility for student learning. Concurrent registrationwith EDU 310 is required. Prerequisites: EDU 301 and 320.2 semester creditsEDU 377 Secondary Methods – MathematicsThis course is designed to examine a variety of teaching, planning,and assessment strategies at the secondary level. Students willstudy ways in which middle and high school math teachers candevelop positive relationships with students and differentiateinstruction to help diverse learners master content standards. Thecourse is delivered online by licensed teachers in the Bismarck areamiddle schools and/or high schools and includes current issuesand practices affecting curriculum and teaching. Assignments,reading, and threaded discussions are designed to strengthencontent knowledge and develop reflective practitioners whotake responsibility for student learning. Concurrent registrationwith EDU 310 is required. Prerequisites: EDU 301 and 320.2 semester creditsEDU 378 Secondary Methods – Business EducationThis course is designed to examine a variety of teaching, planning,and assessment strategies at the secondary level. Students will studyways in which middle and high school business education teacherscan develop positive relationships with students and differentiateinstruction to help diverse learners master content standards. Thecourse is delivered online by licensed teachers in the Bismarck areamiddle schools and/or high schools and includes current issuesand practices affecting curriculum and teaching. Assignments,reading, and threaded discussions are designed to strengthencontent knowledge and develop reflective practitioners whotake responsibility for student learning. Concurrent registrationwith EDU 310 is required. Prerequisites: EDU 301 and 320.2 semester creditsEDU 379 Secondary Methods – BiologyThis course is designed to examine a variety of teaching, planning,and assessment strategies at the secondary level. Students willstudy ways in which middle and high school biology teacherscan develop positive relationships with students and differentiateinstruction to help diverse learners master content standards. Thecourse is delivered online by licensed teachers in the Bismarck areamiddle schools and/or high schools and includes current issuesand practices affecting curriculum and teaching. Assignments,reading, and threaded discussions are designed to strengthencontent knowledge and develop reflective practitioners whotake responsibility for student learning. Concurrent registrationwith EDU 310 is required. Prerequisites: EDU 301 and 320.2 semester creditsEDU 383 Introduction to Learners with Mild DisabilitiesSpecial education teachers need to have a working knowledgeof different mild disabilities. This course will provide anintroduction to the characteristics of students who are intellectuallydisabled (mentally retarded), emotionally disturbed, andlearning disabled. This course is designed so that students learnspecial education terminology, laws, and general practices.3 semester creditsEDU 388 Methods of Education for Learners with Moderate/Severe Intellectual Disabilities (Mental Retardation)Teachers who serve students with moderate and severedisabilities must implement specialized teaching practices.This course explores those practices. Students learn aboutalternative curricula; how to teach students with physical,sensory or other health impairments; and how to evaluate andprovide for the long-range needs of learners with intellectualdisabilities (mental retardation). Practicing professionalswill be sharing their expertise with students. This course willbe combined with classroom and practicum experience.3 semester creditsEDU 390 Diverse Learners PracticumThis course provides students with an elective opportunity toobserve and work with students with diverse backgrounds andlearning needs. Students spend 30 hours at schools/sites whichserve students with diverse needs (alternative high schools,schools serving minority populations, schools serving studentsof poverty, and others). This practicum is generally takenconcurrently with EDU 391 – Strategies for Diverse Learners.1 semester creditEDU 391 Strategies for Diverse LearnersEducation students must be knowledgeable regardingdiverse learning styles. This course is designed to examinestudents’ personal approaches to learning and to utilizethis self-knowledge in developing a side variety ofteaching strategies to meet a global population.2 semester creditsEDU 392 Transition Issues for Learners with DisabilitiesStudents must be knowledgeable about strategies and programsfor persons with disabilities making a transition from schoolsettings to: a) employment, b) post-secondary training oreducation, or c) independent living. This course will focuson the critical is-sues facing persons with disabilities whentransitioning from the school setting to full participation inadult society. It emphasizes empowering service providerswith the tools and strategies needed to assist studentsthroughout the transition process. Practicum required.3 semester creditsEDU 400 Elementary Practicum IIThis course is designed to give students practical experiencesin the classroom in the areas of reading, mathematics,science, social studies, and the integration of technology.This course must be taken concurrently with the BlockII methods courses: EDU 303, 307, 316, and 318.2 semester creditsEDU 401 Secondary Practicum IIStudents must have practical teaching experience in thesecondary education classroom prior to student teaching.In this course students are placed in a secondary educationclassroom in the student’s major area of study. Each studentis required to teach a specific number of lessons and thepracticum student’s knowledge, skills, and attitude as a preservice

82teacher are evaluated by the as-signed practicum teacher.This course must be taken concurrently with EDU 421.1 semester creditEDU 409 Introduction to Integrated AssessmentTeachers specializing in the areas of exceptionality assess studentsin order to provide the most appropriate programs for studentswith special needs. Based upon the premises of least restrictiveenvironment and inclusive practice, students will establishbeginning proficiency as consultants and practitioners ofstrategies related to Universal Design, Response to Intervention,and Positive Behavior Support. Emphasis is on developingskill in informational assessment and meeting individuallearners’ needs through accommodations and modifications.2 semester creditsEDU 410 Practicum in Special EducationTeachers must apply best practices within real-life settings. Thiscourse allows students to observe and apply content and methodsfrom current and prior coursework and provides an experientialbase for upcoming courses. Taken concurrently with EDU 388.2 semester creditsEDU 411 Student Teacher AssessmentStudent teacher candidates must have obtained a satisfactorylevel of proficiency in a number of teaching skill areas prior totheir student teaching placement. This course is designed toprovide students with feedback on the Division of Educationprofessional competencies. This assessment provides insightinto the professional readiness of each student teachercandidate. The student teaching candidate must present PraxisI test scores no lower than the state mandated cut-off scores,a Graduation Audit Report and a Program Review of Studiesfor Graduation before being placed in student teaching.0 semester creditsEDU 412 Cognitive Behavior StrategiesTeachers of special needs students will be direct service providersand consultants to other teachers, and they must have expertisein behavioral theory and intervention. This course explores thephilosophy and applied practice of behavior change. Emphasiswill be on functional behavior analysis, positive behavioralsupport, and cognitive practices. Students will write individualand group behavior change plans based on case studies.2 semester creditsEDU 413 Community/Parent/Teacher/ChildThis course examines the relationship betweenschools, families, and communities in meeting theeducational needs of children in many settings.2 semester creditsEDU 414 Introduction to EffectiveMulti-Disciplinary Education TeamsTeachers must be prepared to take leadership roles in teamdevelopment. They must possess effective interpersonalcommunication skills as they work in consultant capacities.This course is designed to illustrate that people becometrue team members when they work interdependently toaccomplish a common goal. Attributes of effective teamswill be studied. Emphasis is on experiential learning.2 semester creditsEDU 415 Integrated Assessment IISpecial education teachers demonstrate competence inusing assessments for identification of disabilities and formonitoring of students’ progress. Teacher candidates practicechoosing appropriate assessment instruments, administeringof standardized and non-standardized instruments (includingstate mandated achievement tests and the alternative assessmentprocess), interpreting results, and identifying eligibility and/or planning instruction based upon interpretations.2 semester creditsEDU 421 Instructional Strategiesin the Technological ClassroomThis course is designed to increase the teaching effectivenessof preservice teachers who are preparing to become licensedteachers by improving their teaching skills in the areas in whichresearch has demonstrated will increase student learning. Thecourse is also designed to familiarize students with managerial,instructional, and institutional responsibilities of the professionalteacher and the pre-service teacher in the technologicalclassroom. Concurrent registration with EDU 401 is required.2 semester creditsEDU 422 Foundations, Issues, and TrendsThis course is intended to provide students with an understandingof the foundations of American education and the legacyof those foundations as they influence today’s educationalpolicies. Students will also examine the political, social, andethical ramifications surrounding the issues and trends inmodern American education. Students will gain insight intounderstanding their role as teachers in shaping and sustainingmodern education. The course is intended to strengthen thestudents’ connections to professional organizations, careeropportunities, graduate study, and other walks of life. Studentsare also given opportunities to practice their pedagogical skillsin the synthesis of course content. Students may enroll in thiscourse just prior to or during their student teaching experience.2 semester creditsEDU 429 Assistive TechnologySpecial education teachers must be competent in choosing andusing assistive technology to support and enhance educational andlife experiences for students with disabilities. Teacher candidateswill gain knowledge and skills in assessment, funding, and useof specific, complex technology available for students withdisabilities. Teacher candidates will learn to enhance their ownproductivity through use of general information technologies(e.g. computers, telecommunications, and the Internet) andto share information resources on disabilities, education,independent living, and health and wellness with the community.2 semester creditsPhysical Education and Health ProgramCourse Descriptions (PED)PED 105 SwimmingThis course focuses on the developmentof beginning swimming skills.1 semester credit

83PED 100-400 Varsity Sports CoursesFor all students who are interested in participatingin a varsity sport. These physical education coursesare announced each term in the class schedule.1 semester creditPED 121 Weight TrainingThe course is designed to help students gainknowledge relative to the use of resistance trainingmethods in order to achieve fitness objectives.1 creditPED 157 CPR/AED First AidThis course focuses on the American Red Cross Standard FirstAid and CPR/AED for the Professional Rescuer training.1 semester creditPED 159 Personal and Community HealthThe study of community and environmental health along withemphasis on social, physical, emotional, spiritual, occupational, andmental wellness as they relate to the total person concept of health.3 semester creditsPED 207 Survey of Human AnatomyThis survey course covers the gross anatomy and physiology of thehuman body including the cardiovascular, muscular, lymphaticand immune, respiratory, digestive, and reproductive systems.4 semester creditsPED 221 Professional Activities IThis course focuses on the development of the knowledgeand skills necessary to teach the activities taught in thephysical education classroom at elementary school levelwith emphasis on the following activities: dance, basictumbling, and fine motor skills development activities.3 semester creditsPED 222 Professional Activities IIThis course focuses on the development of the knowledge andskills necessary to teach the activities taught in the physicaleducation classroom at the secondary school level withemphasis on the following activities: team sports, individualand dual sports, life-time activities, and aquatic activities.3 semester creditPED 235 Motor DevelopmentThe study of the motor skill development process as it pertains tothe development and improvement of children’s’ motor skills.2 semester creditsPED 260 ARC LifeguardingThis course is designed by the American Red Cross to educatethe student about the variety of aquatic emergencies. It willgive the student an opportunity to participate in aquatic skills,practice saving skills, view and evaluate guarding techniquesand read and report about the different areas of lifeguarding.2 semester creditsPED 267 Human SexualityThe study of the biological, social, and emotionalaspects of human sexuality. Prerequisite: PED 1592 semester creditsPED 303 Secondary Methods: Physical EducationThis course is designed to familiarize students with managerial,instructional, and institutional responsibilities of a middleschool and/or secondary physical education teacher. Concurrentregistration with EDU 310 is required. Prerequisites: EDU301, 320, and 391. Note: Concurrent registration withEDU 310 is required for University of Mary students.2 semester creditsPED 305 Elementary Physical Education MethodsThe study of the methods utilized in teaching physicaleducation at the elementary level. For Physical Educationmajors to be taken concurrently with PED 339 and forElementary Education majors to be taken concurrently withEDU 300. Prerequisites: Physical Education majors must havecompleted all 100 and 200 level PED courses and ElementaryEducation majors must be enrolled in all Block I courses.2 semester creditsPED 312 Secondary Methods: Health EducationThis course is designed to familiarize students with managerial,instructional, and institutional responsibilities of a middleschool and/or secondary physical education teacher. This courseis delivered by licensed teachers in middle schools and/or highschools in the Bismarck area. Concurrent registration withEDU 310 is required. Prerequisites: EDU 301, 320, and 391.2 semester creditsNote: Concurrent registration with EDU 310 isrequired for University of Mary students.PED 313 Adaptive Physical EducationThe study of the philosophy, knowledge, teaching techniques, andimplementation of a quality adapted physical education pro-gramfor students with special needs in both inclusive and small groupsettings. Students will learn about a large variety of disabilitiesand conditions, and their impact on the child’s educationalprocess. This course will challenge the student to think of children/people with disabilities in inclusive ways, and will incorporate avariety of teaching methods to achieve its goals (lecture, groupwork, individual work, play acting, hands on learning activities,disability simulation, designing and creating equipment, etc.).2 semester creditsPED 326 Psychological and SociologicalAspects of CoachingThe study of psychological and sociological aspects that apply tothe coaching of sports and the elementary and secondary levels.Prerequisites: Completion of all PED 100-200 level courses.2 semester creditsPED 339 Elementary Physical Education Practicum (PED)A supervised practical experience in the teaching ofphysical education classes at the elementary school level.Concurrent registration with PED 305 required for allphysical education majors. Prerequisite: Completionof all 100 and 200 level EDU and PED courses.1 semester creditPED 343 Coaching PracticumA supervised practical experience in coaching a particularsport that is of interest to the student. This course must betaken concurrently with PED 370. Prerequisite: Completionof 100 and 200 level courses required for coaching minor.2 semester credits

84PED 360 Biomechanics and Kinesiological StudiesThis course explores the study of anatomical and mechanicalaspects of human movement which apply to the development andimprovement of efficient human movement. Prerequisite: BIO 207.4 semester creditsPED 370 Coaching MethodsThe study of pedagogical aspects of coaching withemphasis on the theoretical aspects of coaching andthe organization, theory, and techniques of coachingat the elementary and secondary school levels.2 semester creditsPED 401 Administration of PhysicalEducation and Sports ProgramsThe study of principles and practices in the administrationof sound physical education, health, and athletic programs.Emphasis is on staff development, facilities and equipment,administrative procedures, and legal implications that applyto physical education, health, and sports programs.2 semester creditsPracticum and Student TeachingCourse DescriptionsEDU 300 Elementary Practicum IThis course is designed to give students practical experiencein the classrooms in the areas of language arts, music, physicaleducation, and art. This course must be taken concurrently withBlock I methods courses: EDU 301, 315, 312; and PED 305.2 semester creditsEDU 305 Middle School PracticumThis course is designed to provide students with anobservational practicum experience in the middle schoolpracticum in each student’s major area of study.1 semester creditEDU 335 Early Childhood Education PracticumThis course requires 60 hours of field work with 20hours spent training with each age group- infant/toddler,preschool and kindergarten. Students are required towork 5-6 hours a week for 12 weeks at a teaching locationselected by the instructor. Evaluations will be conductedby supervising practicum teachers and self evaluation.1 semester creditPED 339 Elementary Physical Education Practicum (PED)A supervised practical experience in the teaching ofphysical education classes at the elementary school level.Concurrent registration with PED 305 required for allphysical education majors. Prerequisite: Completionof all 100 and 200 level EDU and PED courses.1 semester creditEDU 310 Secondary Education PracticumStudents must have experience in the classroom prior tostudent teaching. This course is designed to give students theopportunity to observe teachers and student in the classroomin each student’s major area of study. This course must be takenconcurrently with secondary teaching methods courses.2 semester creditsPED 343 Coaching PracticumA supervised practical experience in coaching a particularsport that is of interest to the student. This course must betaken concurrently with PED 370. Prerequisite: Completionof 100 and 200 level courses required for coaching minor.2 semester creditEDU 400 Elementary Practicum IIThis course is designed to give students practical experiencesin the classroom in the areas of reading, mathematics,science, social studies, and the integration of technology.This course must be taken concurrently with the BlockII methods courses: EDU 303, 307, 316, and 318.2 semester creditsEDU 401 Secondary Practicum IIStudents must have practical experience in the classroom prior tostudent teaching. This course is designed to give students practicalexperiences in the classroom in each student’s major area ofstudy. This course must be taken concurrently with EDU 421.1 semester creditEDU 410 Practicum in Special EducationTeachers must apply best practices within real-life settings.This course allows students to observe and apply contentand methods from current and prior coursework andprovides an experiential base for upcoming courses.Taken concurrently with EDU 387, 388, and 389.2 semester creditsEDU 418 Student Teaching – Elementary EducationStudents majoring in elementary education are required tospend 8-12 weeks in an elementary education classroomunder the supervision of an assigned cooperating teacher. Thestudent teaching experience includes observation, teaching,and the performance of teacher related responsibilities.Prerequisite: Admission to Student Teaching Program.8–12 semester creditsEDU 424 Student Teaching – Early Childhood EducationStudents majoring in elementary education are required tospend 8-12 weeks in an early childhood classroom underthe supervision of an assigned cooperating teacher. Thestudent teaching experience includes observation, teaching,and the performance of teacher related responsibilities.Prerequisite: Admission to Student Teaching Program.8–12 semester creditsEDU 426 Student Teaching – Special EducationStudents majoring in elementary education are requiredto spend 8 weeks in a special education classroom underthe supervision of an assigned cooperating teacher. Thestudent teaching experience includes observation, teaching,and the performance of teacher related responsibilities.Prerequisite: Admission to Student Teaching Program.8 semester credits

85EDU 430 Student Teaching – EnglishStudents majoring in elementary education are required tospend 8-12 weeks in a secondary English classroom underthe supervision of an assigned cooperating teacher. Thestudent teaching experience includes observation, teaching,and the performance of teacher related responsibilities.Prerequisite: Admission to Student Teaching Program.8–12 semester creditsEDU 432-01 Student Teaching– Elementary Physical EducationStudents majoring in physical education are required tospend 8 weeks in an elementary physical education classroomunder the supervision of an assigned cooperating teacher. Thestudent teaching experience includes observation, teaching,and the performance of teacher related responsibilities.Prerequisite: Admission to Student Teaching Program.8 semester creditsEDU 432-02 Student Teaching– Secondary Physical EducationStudents majoring in physical education are required tospend 8 weeks in a secondary physical education classroomunder the supervision of an assigned cooperating teacher. Thestudent teaching experience includes observation, teaching,and the performance of teacher related responsibilities.Prerequisite: Admission to Student Teaching Program.8 semester creditsEDU 434 Student Teaching– Elementary, Vocal, Instrumental MusicStudents majoring in elementary, vocal, and/or instrumentalmusic are required to spend 8-12 weeks in an elementary,vocal, and/or instrumental music classroom under thesupervision of an assigned cooperating teacher. Thestudent teaching experience includes observation, teaching,and the performance of teacher related responsibilities.Prerequisite: Admission to Student Teaching Program.8–12 semester creditsEDU 438 Student Teaching – Social and Behavioral ScienceStudents majoring in elementary education are required tospend 8-12 weeks in a secondary Social Studies or Historyclassroom under the supervision of an assigned cooperatingteacher. The student teaching experience includes observation,teaching, and the performance of teacher related responsibilities.Prerequisite: Admission to Student Teaching Program.8–12 semester creditsEDU 442 Student Teaching – BiologyStudents majoring in elementary education are required tospend 8-12 weeks in a secondary Biology classroom underthe supervision of an assigned cooperating teacher. Thestudent teaching experience includes observation, teaching,and the performance of teacher related responsibilities.Prerequisite: Admission to Student Teaching Program.8–12 semester creditsEDU 444 Student Teaching – MathematicsStudents majoring in elementary education are requiredto spend 8-12 weeks in a secondary Math classroom underthe supervision of an assigned cooperating teacher. Thestudent teaching experience includes observation, teaching,and the performance of teacher related responsibilities.Prerequisite: Admission to Student Teaching Program.8–12 semester creditsEDU 445 Student Teaching – Business EducationStudents majoring in elementary education are required tospend 8-12 weeks in a secondary business education classroomunder the supervision of an assigned cooperating teacher. Thestudent teaching experience includes observation, teaching,and the performance of teacher related responsibilities.Prerequisite: Admission to Student Teaching Program.8–12 semester credits

86School of Health SciencesFACULTY: Allen, Anderson C., Anderson T., Beachey,Berg, Bruun, Busch, Dietrich, Dockter, Doerner,Dunnigan, Eckert, Gebhardt, Haas, Hall, Hughes,Johnson, Johnson Krug, Klein, Kobes, Lawson, Lundeen,Madler, Maier, Maslowski, Messmer, Nolan, Nustad,Obritsch, Olson C., Olson R., Parker, Pfenning, Reemts,Roller (Dean), Schroeder, Schulte, Sibla, Sperle, Taylor.Areas of StudyMajors:Athletic Training, Clinical Laboratory Science, ExerciseScience, Nursing, Occupational Therapy, PhysicalTherapy, Radiologic Technology, Respiratory Therapy.Minor:Wellness.InterdisciplinaryCourses OfferedHPS 206 Medical TerminologyThis course introduces the student to the fundamentalsof medical terminology. The course includes wordstructure of body parts and organs, body systems, basicmedical and surgical terms and therapeutic interventions,diagnostic and medical abbreviations and symbols.2 semester creditsHPS 310 Foundation in Health Promotion and WellnessFoundations of Health Promotion and Wellness will define healthpromotion and wellness (HPW) and explore current issues of HPWin the context of a social-ecological model, advocacy, interventionprograms, economic impact, and measurement of wellness.3 semester creditsMajor Areas of Study• Clinical LaboratoryScience ProgramProgram Advisor: Sarah HatzenbuhlerClinical Laboratory Science (CLS) is a four-yearprogram leading to a Bachelor of Science or Bachelorof Arts degree. It consists of 128 semester credits, 96of which are taken on campus and 32-37 of which aregranted for courses taken during the clinical internship.The campus preparation provides a basic curriculumin biology, chemistry, and mathematics. The student hasa flexible schedule of required competence and sciencecourses during the first three years at the University ofMary. Transfer students must earn a minimum of 32semester credits on campus; 16 of these must be fromthe Math/Science Department (credit received for theclinical internship does not satisfy this requirement).All students must complete a minimum of12 semester credits of upper division Math/Sciencecourses.A clinical internship of 12 consecutive monthsis taken during the last year of preparation at UNDSchool of Medicine with clinical training at one oftheir approved sites such as St. Alexius Medical Center,Bismarck; Trinity Medical Center, Minot; or at anyother accredited school of CLS. Students cannot beguaranteed a specific location for their internship.Upon graduation, the student is eligible totake the national examination for certificationfor CLS by the American Society of ClinicalPathologists and National Certification Agency.Major in Clinical Laboratory Science:BIO 103, 106, 207, 208, 309, 311, 312, 318, 319,320; CHE 111, 112, 217, 310; MAT 103; CLS417, 418, 419. Clinical Internship in ClinicalLaboratory Science 32-37 semester credits.CLS Courses Offered:CLS 417 UND Summer IntensiveCLS 418 Medical Laboratory Science Internship ICLS 419 Medical Laboratory Science Internship II• Department of Athletic TrainingFaculty: R. Olson (Head Athletic Trainer),Haas, Hall, Johnson-Krug (Chair).Adjunct faculty include, but is not limitedto professionals from the disciplines of athletictraining, physical therapy, occupational therapy,nursing, exercise science, athletic administration,and family and orthopedic medicine.The certified athletic trainer (ATC) is a qualifiedhealthcare professional educated and experienced inthe management of health care problems associatedwith physical activity. In cooperation with physiciansand other allied health personnel, the ATC functionsas an integral member of the health care team insecondary schools, colleges and universities, sportsmedicine clinics, professional sports programs,industrial settings, and other health care environments.The American Medical Association recognizesathletic training as an allied health care profession.

87MissionOur mission is to prepare students to becomeprofessionals who assist athletes of all ages andabilities to participate in recreational and competitiveactivities. The program strives to develop leaders in theathletic training profession or allied health professionswho possess excellent communication and criticalthinking skills. We encourage understanding andrespect for social, physical, and cultural diversity.Athletic Training Education ProgramThe Athletic Training Education Program at theUniversity of Mary is accredited by the Committee onAccreditation for Athletic Training Education Program(CAATE). More information on CAATE can be foundat www.caate.net. By graduating from an accreditedcurriculum program, students become eligible candidatesto sit for the Board of Certification (BOC) examination.The athletic training student’s professionalpreparation is directed toward the development ofspecific competencies in the following domains:prevention, clinical evaluation and diagnosis, immediatecare, treatment, rehabilitation, and reconditioning,organization and administration, and professionaldevelopment; in the following content areas: riskmanagement and injury prevention, pathology ofinjuries and illnesses, orthopedic clinical examinationand diagnosis, medical conditions and disabilities,acute care of injury and illness, therapeutic modalities,conditioning and rehabilitative exercise, pharmacology,psychological intervention and referral, nutritionalaspects of injury and illness, health care administration,and professional development and responsibilities.Through a combination of formal classroom instructionand clinical experience, the athletic training studentis prepared to apply a wide variety of specific healthcare skills and knowledge in each domain duringassigned hours of supervised clinical experience.The athletic training major is a four-year Bachelorof Science degree.Students pursuing an Athletic Training major areencouraged to complete an additional major or minorto enhance vocational placement in early entry settings.University of Mary athletic training students workclosely with the medical community in Bismarck/Mandanto enhance the student’s educational process. Thestudent not only will have educational experiencewithin the classroom but, more importantly,will have practical experience gained throughclinical settings. These experiences provideour students with opportunities to put themon the leading edge of their profession.The goal of the University of Mary Athletic TrainingEducation Program is to develop athletic trainingstudents who will successfully meet the Board ofCertification (BOC) standards for certification, consistentwith the domains of the most current BOC RoleDelineation Study. To be eligible to sit for the certificationexamination, candidates must graduate from a CAATEaccredited curriculum. Graduates from these curriculumprograms must also meet these additional requirements:• Completed the curriculum programin no less than two years.• Completed athletic training educationalcompetencies and clinical proficiencies for thehealthcare of athletes and others involved inphysical activity enumerated by CAATE.• Received their baccalaureate degree fromthe college or university where theycompleted the curriculum program.• Proof of current Emergency Cardiac Care(ECC) Certification. ECC Certification mustinclude the following: adult & pediatricCPR, airway obstruction, second rescuerCPR, AED and barrier devices (e.g., pocketmask, bag valve mask). Providers are thoseadhering to the most current standards of theInternational Guidelines for CardiopulmonaryResuscitation and Emergency Cardiac Care.Educational ObjectivesUpon completion of academic requirementsfor graduation the athletic training student willhave the professional preparation to practiceathletic training skills within a variety of venuesand with a wide range of athletic populations.In addition, the student will be able to:1. Practice the profession of athletic trainingby utilizing the skills obtained througheffective learning of the cognitive,objective, and psycho-motor domains.2. Identify injury/illness risk factors associated withparticipation in competitive athletics and plan andimplement all components of a comprehensiveathletic injury/illness prevention program.3. Conduct a thorough initial clinical evaluationof injuries and illnesses commonlysustained by the competitive athlete.4. Plan and implement a comprehensiverehabilitation/reconditioning program for injuries/illnesses sustained by the competitive athlete.

885. Plan, coordinate, and supervise alladministrative components of an AthleticTraining Education Program.6. Provide health care information and counselathletes, parents, and coaches on matterspertaining to the physical, psycho- logical, andemotional health and well being of the athlete.7. Realize his/her own personal strengths orchallenges in the athletic training professionand continue to achieve continuing education,thereby promoting the advancement of thefield and his/her personal advancements.8. After successfully completing the University ofMary Athletic Training Education Program,100 percent of the students who take the Boardof Certification (BOC) examination will passthe examination and attain BOC certification.Technical Standards CriteriaThe Athletic Training Education Program at theUniversity of Mary is a rigorous and intense programthat places specific requirements and demands onthe students enrolled in the program. An objective ofthis program is to prepare graduates to enter a varietyof employment settings and to render care to a widespectrum of individuals engaged in physical activity.The technical standards set forth by the AthleticTraining Education Program establish the essentialqualities considered necessary for students admittedto this program to achieve the knowledge, skills, andcompetencies of an entry-level athletic trainer, as wellas meet the expectations of the program’s accreditingagency (Commission on Accreditation of AthleticTraining Education [CAATE]). The following abilitiesand expectations must be met by all students admittedto the Athletic Training Education Program. In theevent a student is unable to fulfill these technicalstandards, with or without reasonable accommodation,the student will not be admitted into the program.Compliance with the program’s technicalstandards does not guarantee a student’seligibility for the BOC certification exam.Candidates for selection to the University of MaryAthletic Training Education Program must demonstrate:1. The mental capacity to assimilate, analyze,synthesize, integrate concepts and problemsolve to formulate assessment andtherapeutic judgments and to be able todistinguish deviations from the norm2. Sufficient postural and neuromuscular control,sensory function, and coordination to performappropriate physical examinations usingaccepted techniques; and accurately, safely andefficiently use equipment and materials duringthe assessment and treatment of patients3. The ability to communicate effectively andsensitively with patients and colleaguesincluding individuals from different culturaland social backgrounds; this includes, but isnot limited to, the ability to establish rapportwith patients and communicate judgmentsand treatment information effectively.Students must be able to understand andspeak the English language at a level consistentwith competent professional practice4. The ability to record the physical examinationresults and a treatment plan clearly and accurately5. The capacity to maintain composure and continueto function well during periods of high stress6. The perseverance, diligence and commitmentto complete the athletic training educationprogram as outlined and sequenced7. Flexibility and the ability to adjust to changingsituations and uncertainty in clinical situations8. Affective skills and appropriate demeanorand rapport that relate to professionaleducation and quality patient care.Candidates for selection to the AthleticTraining Education Program will be required toverify they understand and meet these technicalstandards or that they believe that, with certainaccommodations, they can meet the standards.University of Mary Student Support Serviceswill evaluate a student who states he/she couldmeet the program’s technical standards withaccommodation and confirm that the stated conditionqualifies as a disability under applicable laws.If a student states he/she can meet the technicalstandards with accommodation, then the Universitywill determine whether it agrees that the studentcan meet the technical standards with reasonableaccommodation; this includes a review of whether theaccommodations requested are reasonable, taking intoaccount whether accommodation would jeopardizeclinician/patient safety, or the educational processof the student other students or the institution,including all coursework, clinical experiences andinternships deemed essential to graduation.

89Upon determination that reasonable accommodationscan be made with no harm, the ATEP must institutea plan with the student to allow for successfulmatriculation in the professional level of the program.Accommodations may include but are not limitedto utilization of University services, such as, StudentSupport Services, Learning Skills Center, CounselingServices and/or the Student Health Clinic.Criteria for Acceptance ofStudents Application1. Application materials are distributed to the studentenrolled in ATH 243. Applications for admissionare submitted by November 1 of the fall semester. Allprerequisites are strictly enforced. Student-athletesat the University are considered for admittanceinto the professional level of the ATEP with thesame criteria as other prospective students.2. Application materials due at this time include:a letter of application, application for athletictraining admissions, three recommendationforms, proof of current Emergency CardiacCare and First Aid certification, report ofmedical history and report of health evaluation,documentation of completed HBV series, acopy of student’s immunization certification,an a signed and dated copy of the TechnicalStandards for Admission to the Major.3. The Athletic Training Education Program (ATEP)Admissions Committee reviews all applicationsfor completeness, and the applicant is informed ofany deficiency. The applicant has the opportunityfor immediate remediation of the deficiency toallow for continuation in the application process.Applicants with completed application materialsare notified of their provisional acceptance intothe ATEP. A non-remediated deficiency affects theapplicant’s continuation in the admission process.4. The applicant will be interviewed by the AthleticTraining Admissions Committee during the springsemester when the student is enrolled in ATH 244.The admissions committee includes but is notlimited to the athletic training program director,clinical education coordinator, curriculumcoordinator, and a minimum of one Universityfaculty member, one approved clinical instructoror clinical instructor, one senior athletic trainingstudent, and one junior athletic training student.AcademicA prospective athletic training student in theAthletic Training Education Program at the Universityof Mary is a student who desires to enter the athletictraining curriculum program. Admission to theupper-level professional program (junior and senioryears) is selective. The number of students acceptedinto its professional phase after the spring semesterof the sophomore year is based on the avail-ability ofclinical experience opportunities and certified staff.Minimum criteria for selection include:1. At the time of application to the AthleticTraining Education Program, the prospectivestudent must have completed or be enrolledin the following courses. Applicants currentlyenrolled in the following courses during theapplication process must have a midtermgrade of B or better to be provisionallyaccepted into the upper level program.ATH 151 Intro to AthleticTraining Taping TechniquesATH 238 Prevention & Care of Athletic InjuriesATH 243 Intro to ClinicalEducation in Athletic Training IPED 157 First Aid2. At the time of application to the AthleticTraining Education Program, the prospectivestudent must have completed or be enrolledin the following courses. Applicants currentlyenrolled in the following courses during theapplication process must have a midtermgrade of C or better to be provisionallyaccepted into the upper level program.BIO 103 General BiologyBIO 207 Human Anatomy and Physiology IPED 159 Personal and Community Health3. The prospective student must have successfullycompleted the following courses with a grade of Bor better to be fully admitted into the upper-levelprofessional program (junior and senior years):ATH 151 Intro to AthleticTraining Taping TechniquesATH 238 Prevention & Care of Athletic InjuriesATH 243 Intro to ClinicalEducation in Athletic Training IATH 244 Intro to ClinicalEducation in Athletic Training II

90ATH 314 Advanced Techniquesin Athletic TrainingPED 157 First Aid4. The prospective student must have successfullycompleted the following courses with a grade ofC or better to be fully admitted into the upper-levelprofessional program (junior and senior years):BIO 103 General BiologyBIO 207 Human Anatomy and Physiology IBIO 208 Human Anatomy and Physiology IIPED 159 Personal and Community HealthPED 360 Biomechanical andKinesiological StudiesHPS 206 Medical Terminology5. Minimum cumulative grade point average(GPA) of 2.5 on a 4.0 scale for requiredcourse work (including transfer courses).6. Proof of current First Aid and Emergency CardiacCare Certification (ECC). Emergency CardiacCare Certification must include the following:adult and pediatric CPR, airway obstruction,second rescuer CPR, AED and barrier devices(e.g., pocket mask, bag valve mask). Providers arethose adhering to the most current standards ofthe International Guidelines for CardiopulmonaryResuscitation and Emergency Cardiac Care.Clinical1. The prospective athletic training student mustcomplete a minimum of number of hours ofdirected observation in the athletic trainingsetting at the University of Mary during the fallsemester of the academic year for which theyare making formal application to the program.All hours of directed observation must becompleted by the November 1 application duedate. During directed observation hours a studentmay be present in an athletic training facilityto observe the practices of a Certified AthleticTrainer but the prospective athletic trainingstudent may not provide direct patient care.a. Directed observation hours requirement• Football• Soccer• Volleyball/Cross Country• Athletic Training Room• Wrestling• Basketball2. The staff will observe the performance ofthe prospective athletic training student aswell as the student’s attitude, desire, anddependability. Prospective students will beevaluated for admittance according to:• Academic performance• Demonstrated desire to enter the curriculumand pursue athletic training as a career3. Once the prospective student is provisionallyaccepted into the upper-level professionalprogram, a clinical education experience planwill be developed for the prospective athletictraining student until they are fully acceptedinto the upper level program. The prospectivestudent must complete a minimum of twohours or a maximum of five hours a week ofsupervised experience throughout the course ofthe provisional clinical education experience plan.MedicalParticipation in clinical experiences by athletictraining students necessitates that attentionbe given to protection of the contact.Effective August 1, 1999 all Athletic Training Studentsare required to have the following on file after beingaccepted in to the professional education program:1. A current (within past 12 months) Reportof Medical History and Report of HealthEvaluation performed by a Physician, NursePractitioner, or comparable professionalprior to acceptance into the ATEP.2. Written documentation of a completed orin progress Hepatitis B vaccination series.3. A current copy of student’s immunizationcertification (measles, mumps, and rubella).4. A Tuberculosis (TB) test is not requiredfor admission into the ATEP but isstrongly encouraged on a yearly basis.Admission to the upper level professional ATEPis selective. Application material will be distributedduring the semester the student is enrolled in ATH 243.Applications for admission are submitted by February1 of the spring semester. All prerequisites are strictlyenforced. Student-athletes at the University are consideredfor admittance into the professional level of the ATEPwith the same criteria as other prospective students.

91Selection ProcessSelection is a two-fold process including theSchool of Health Sciences and the Athletic TrainingEducation Program. Upon receipt of all materials,the Athletic Training Admissions Committee willreview all applications and decide which applicantswill be granted an interview. The following areminimum standards for receiving an interview:1. Interest and desire of student to become anathletic trainer as expressed during assignedclinical education opportunities and asdocumented on the letter of application2. Successful completion of all academicrequired courses and observation hours.3. Minimum GPA of 2.5 on a 4.0 scale(including transfer courses).4. Positive rating on an objective rating scalebased on criteria that will include First Aidand Emergency Cardiac Care certification,pre-requisite and cumulative GPA, positiveresponses on all three recommendation forms,number and variety of observation hours, andformat and content of letter of application.5. All pre-requisite and cumulative GPA criteriafor courses that are currently in progresswill be based on mid-term grades.6. Completed application process, which culminateswith an application, a letter of application, threerecommendations and personal interview.Interview1. The candidate will be interviewed by theAthletic Training Admissions Committee, whichincludes but is not limited to a minimum ofone University faculty member, one approvedclinical instructor or clinical instructor, andtwo athletic training students currently enrolledin the upper level professional program.2. The applicant’ interests and future goals arediscussed, as well as strengths and weaknessesthat are considered pertinent to the educationalprocess and an athletic training career.3. Candidates will also have the opportunity to:• Discuss previous experienceswith athletic injuries• Discuss how they acquired aninterest in athletic training• Clarify or expand on any factorsor circumstances candidatedetermines are essential.4. Personal interviews with admissions committeewill be held before the end of semester. Dates andtimes will be announced and are dependent uponnumber of applicants and their class schedules.5. Immediately preceding the interview, theapplicant is asked to provide a written samplein response to three scenarios. The scenarios askfor responses to ethical situations, professionaldevelopment, and communication skills.6. All applicants are objectively rated for the interviewand writing sample using a Likert scale assessmentsheet. This objective data is combined with theapplicant’s objective ratings from the applicationprocess to determine a final application score.7. After review of application materials and interview,the Admissions Committee makes a determinationof the student’s acceptability for the program.8. If a student meets criteria and demonstratescharacteristics indicative of success in theathletic training profession, he/she is accepted.Notification1. Selection will be made by the AthleticTraining Admissions Committee.2. All selections are contingent on the following:• Successful completion of all academic,clinical and medical criteria for acceptance.• Maintaining a GPA of 2.5 in requiredcourses (including transfer courses)• Maintain current First Aid and EmergencyCardiac Care Certification (ECC). EmergencyCardiac Care Certification must includethe following: adult and pediatric CPR,airway obstruction, second rescuer CPR,AED and barrier devices (e.g., pocketmask, bag valve mask). Providers are thoseadhering to the most current standards of theInternational Guidelines for CardiopulmonaryResuscitation and Emergency Cardiac Care.3. If all above criteria are met, the ProgramDirector of Athletic Training will makerecommendations for acceptance to theDean of the School of Health Sciences.4. If there are more qualified candidates thanthere are places in the program, applications

92are objectively rank ordered according toacademic records and individual qualificationsusing the applicant’s final application score.5. Applicants will be notified of provisionalacceptance or non-acceptance to the upperlevelprofessional program in writing,prior to the end of the spring semester.• Full acceptance to the ATEP is contingenton successful completion of springsemester course work. A final notificationof full acceptance is mailed to qualifiedapplicants after final grades are posted.6. After receiving written notification, allapplicants will schedule a formal meetingwith the Athletic Training Program Directorprior to the end of the spring semester.• Track I students – Applicants willreview academic and clinical criteria foracceptance, identify any possible areaof problem or deficiency, and reviewTrack I upper-level professional programcurriculum and retention standards.• Track II students – Applicants will reviewthe reason(s) for acceptance as a TrackII student, and identify deficiencies inacademic, clinical and medical criteria foracceptance. Applicants will review Track IIupper-level professional program curriculumand retention standards, and discuss aremediation plan to enable the applicant tomove to full acceptance as a Track I student.• Track III students – Applicants will reviewacademic, clinical and medical criteriafor acceptance, review any transfer coursework and/or clinical experiences acceptedas equivalents of courses and/or clinicalexperiences within the University of MaryAthletic Training Education Program, andreview Track III upper-level professionalprogram curriculum and retention standards.• The applicants and the applicant’sacademic advisor will receive a copy of anyindividualized academic plans developedduring the meeting with the applicant andthe Athletic Training Program Director.7. Applicants demonstrating deficiencies inacademic course work will be notified of theircontinued provisional acceptance by the AthleticTraining Program Director. Applicants who arerequired to remediate courses during May orSummer term(s) will be required to schedule afollow-up meeting with the Athletic TrainingProgram Director during pre-registration priorto the start of the fall semester. Unsuccessfulremediation of required course work may affectthe student’s status in the upper- level professionalAthletic Training Education Program.8. If not accepted to the upper-levelprofessional program, the applicant will beassisted by the Athletic Training ProgramDirector in discussing futures options.9. All applications become the property ofthe University of Mary and are maintainedin the athletic training student’s file.Provisional StatusTrack II StudentDesigned for the student who shows promise ofsuccess in the athletic training field but has an areaof concern or has not completely met a criterion forfull acceptance into the Athletic Training EducationProgram. Upon review of the student’s application tothe professional upper level Athletic Training EducationProgram and the student’s performance in the selectionprocess, the athletic training admissions committee hasdetermined that the deficient criterion or area of concernwill take one full academic year to remediate. Thus, therecommendation of the admissions committee wouldbe that the student be accepted into the University ofMary Athletic Training Education Program as a TrackII – provisional status student. This track requiresthree full academic years to complete the professionalupper level Athletic Training Education Program.The student must continue to maintain his/hersuccessful completion of: (a) academic course work;student must maintain a grade of B or better in all courseslisted within the curriculum, (b) clinical experience, and(c) maintain status of First Aid and Emergency CardiacCare certification. The student who does not progresssuccessfully is placed on probation or dropped from theprogram depending on the seriousness of the deficiency.Some reasons for being accepted on aprovisional status include, but not limited to:1. Failure to meet training room observation hours.2. GPA less than a 2.5 on a 4.0 scale.3. Failure to meet established retention standards.4. Unsuccessful completion of competency skills.5. Unsuccessful academic standards.6. Failure to maintain certificationin First Aid and CPR.

937. Failure to show responsibility inmeeting commitments.8. Unacceptable behavior as a representativeof the University of Mary.Transfer AdmissionTrack III Student – Transfer StudentsTrack III is designed for the student who hascompleted coursework in an accredited Athletic TrainingEducation Program and has completed two years ofundergraduate coursework consisting of at least 60semester credits. This track is designed to complete theUniversity of Mary Athletic Training Education Programin no less than two years or no greater than three years.Students wishing to transfer to the University ofMary Athletic Training Education Program must firstmeet with the Athletic Training Program Director. Allpre-admission requirements are strictly enforced. Uponadmission to the University of Mary Athletic TrainingEducation Program, the student may petition thatprior work and/or clinical experiences be considered asequivalents of courses and/or clinical experiences withinthe University of Mary Athletic Training Educationcurriculum. Upon review of the student’s petition,the Athletic Training Education Program Admission’sCommittee will make the final decision on course and/or clinical experience equivalency. The student mustcomplete all other upper-level professional academiccourses not accepted as transfer credit. Once acceptanceis granted, the athletic training student must continueto maintain his/her successful completion of (a)academic course work, (b) clinical experience, and (c)maintain status of First Aid and Emergency CardiacCare certification. The student who does not progresssuccessfully is placed on probation or dropped from theprogram, depending on the seriousness of the deficiency.A student who has not met the criteria or whoin other ways demonstrates an inaptitude for acareer in athletic training is not accepted.Pre-Admission Courses:ATH 151, 238, 243, 244, 314; BIO 103, 207,208; PED 157, 159, 360; HPS 206.Required Professional Courses:ATH 316, 317, 319, 327, 328, 329, 353, 354, 441, 453,454; EXS 336; PSY 201, 207; MAT 180 or 204.Course DescriptionsATH 151 Introduction to Athletic Taping TechniquesAn introductory course for athletic training and physical educationstudents in elementary taping and wrapping techniques designedto meet specific athletic training educational competencies forthe health care of the physically active. Content to be coveredwill include, but is not limited to, risk management, acuteinjury care, and pathology of injury. Prerequisites: None.1 semester creditATH 238 Prevention and Care of Athletic InjuriesThe Prevention and Care of Athletic Injuries course willprovide an overview of the prevention, treatment andrehabilitation of athletic injuries. General principles tobe covered in the course will be: physical conditioning;equipment fitting; recognition, assessment and managementof various athletic injuries; rehabilitation of athletic injuries;basic nutrition; blood borne pathogens; skin disorders andother related medical conditions. Prerequisite: PED 1572 semester creditsATH 243 Introduction to Clinical Educationin Athletic Training IAn introductory course to the field of athletic training designedto meet specific athletic training educational competencies.Through a combination of formal classroom instruction andclinical observation, the prospective athletic training studentexperiences and gains a better understanding of the professionof athletic training and the specific healthcare skills andknowledge that will be developed within each of the domainsof professional development and responsibilities and generalmedical conditions and disabilities. Students will be orientatedto the application process and material for admittance into theupper-level professional athletic training education programas part of this course. Students enrolled in this course arerequired to complete clinical observation hours under the directsupervision of a certified athletic trainer through the course ofthe semester. Co-requisites: ATH 151, 238; BIO 207; PED 1572 semester creditsATH 244 Introduction to Clinical Educationin Athletic Training IIThe second of two clinical education courses designed to meetspecific athletic training educational competencies for thehealth care of the physically active. The course expands on theknowledge gained in ATH 243 and introduces the domains ofinjury assessment, first aid and emergency care, pathology ofinjury and risk management and injury prevention. The labportion of this course will focus on advanced taping techniques.The athletic training student will learn the theory and applicationof taping and wrapping techniques and use materials essentialto the advancement of the student but were not covered in theATH 151 course. Through a combination of formal classroominstruction and clinical observation, the prospective athletictraining student experiences and gains a better understandingthe profession of athletic training. Students enrolled in thiscourse are required to complete clinical observation hoursthrough the course of the semester. Prerequisites: Successfulcompletion of ATH 151 and ATH 243 with a grade of “B” orbetter, BIO 207. Co-requisite: ATH 238, BIO 208, and PED 157.3 semester credits

94ATH 314 Advanced Techniques in Athletic TrainingA lecture/laboratory course for the prospective athletic trainingstudent in advanced techniques in athletic training. Content tobe covered will include, but is not limited to, human anatomyand assessment of injury/illness, both of which are domains tomeet athletic training educational competencies. Other generalprinciples to be covered in this course will be: goniometry,manual muscle testing; and other related medical conditions.Prerequisite: Successful completion of ATH 243 with a grade of“B” or better, BIO 207. Co-requisite: ATH 238, 244, BIO 2083 semester creditsATH 316 Basic Pharmacology forHuman Performance SciencesAn introductory course designed for health science majors, contentarea is a collection of knowledge, skills and values that entry-levelstudents must possess in pharmacologic applications, precautions,and interactions of medications. Content to be covered wouldinclude, but is not limited to pharmacologic applications, drugclassifications, awareness of the indications, contraindications,precautions, and interactions of medications and of the governingregulations relevant to the treatment of injuries to and illnessesof athletes and others involved in physical activity. This coursewill also cover storage, dispensing and tracking information ofpharmaceutical products, use of the Physician Desk Reference,and activation of poison control services. Prerequisites: BIO 207,208. Enrollment limited to students who have been accepted intothe divisions of Human Performance Sciences and Education.3 semester creditsATH 317 Sports Nutrition for Health and PerformanceA course designed for athletic training, exercise science, prephysicaltherapy, and physical education students. Contentto be covered will include, but is not limited to, nutritionalaspects of injury and illness, risk management, pharmacologicalaspects of injury and illness, psychosocial intervention andreferral, and weight management and body composition.Other general principles to be covered in this course will be:eating disorders, weight gain and weight loss, hydration, andperformance enhancing supplements, all of which are commonamong physically active individuals. Prerequisites: BIO 207, 208.Enrollment limited to students that have been accepted into thedivisions of Human Performance Sciences and Education.3 semester creditsThe following courses are limited to studentsenrolled in the professional level athletictraining education program: ATH 319, 327,328, 329, 353, 354, 441, 453, and 454.ATH 319 Therapeutic Exercise in Athletic TrainingA course in therapeutic exercise and rehabilitative techniqueswith content primarily addressing basic theories and principles ofathletic injury rehabilitation including therapeutic exercise and theuse of physical agents. Hands-on learning and application duringassigned clinical hours in the athletic training room setting underthe direct supervision of a certified athletic trainer through thecourse of the semester will provide a basis for the developmentof rehabilitation protocols. Prerequisite: Successful completion ofATH 238, 244, 314, 329 and 353 with a grade of a “B” or better.2 semester creditsATH 327 Evaluative Procedures in Athletic TrainingA course in the evaluation of musculoskeletal injury and illnesswith content including, but not limited to, the concepts andtechniques in evaluation of normal human movement andbiomechanics, abnormal movement and biomechanics, specificevaluation techniques to determine the presence and cause offaulty movement which may predispose an individual to injury/illness and establish an athletic training diagnoses and describemovement disorders. In addition to the didactic content, the courseprovides laboratory skill acquisition and research experience inevidence based clinical practice. Prerequisite: Successful completionof ATH 314 with a grade of a “B” or better. Co-requisite: PED 360.4 semester creditsATH 328 Orthopedic ConceptsAn advanced course in the evaluation and recognition concepts ofmusculoskeletal injury and illness with content including, but notlimited to, the concepts and techniques in surgical interventionand treatment, abnormal movement and biomechanics of gait,specific evaluation, and treatment techniques for extremityjoint accessory movement and cause of faulty movementwhich may predispose an individual to injury/illness.2 semester creditsATH 329 Therapeutic Modalities in Athletic TrainingA course in the application of therapeutic modalities. Practicaland relevant information about the use of therapeutic modalitiesfor treatment of injuries and illnesses in the sports medicinesetting, as well as planning, implementation, documentation,and evaluation of the efficacy of therapeutic modalities.In addition, the course provides laboratory and researchexperiences and practice in the use of therapeutic modalitiesduring assigned clinical hours in the athletic training roomsetting under the direct supervision of a certified athletic trainerthrough the course of the semester. Prerequisites: Successfulcompletion of ATH 314 with a grade of a “B” or better.3 semester creditsATH 353 General Medical Conditions in Athletic TrainingThis course covers assessment and evaluation of general medicalconditions and disabilities including psychosocial intervention andreferral and pathology of injury and illness. Prerequisites: Successfulcompletion of ATH 244 and 314 with a grade of “B” or better.3 semester creditsATH 353 General Medical Conditionsin Athletic Training Lab IThe athletic training student applies a wide variety of specifichealth care skills and knowledge during assigned hours ofsupervised clinical experience that occur through the course of thesemester in the athletic training room and rotational setup withvarious university or area high school athletic teams’ practices and/or events. The National Athletic Trainers’ Association EducationCouncil has identified athletic training educational competenciesand clinical proficiencies for the health care of athletes and othersinvolved in physical activity. This content area is a collection ofknowledge, skills, and values that the entry-level certified athletictrainer must possess for effective performance as an entry-levelcertified athletic trainer. Skill competency is obtained duringthe classroom and laboratory instruction. Skill proficiency isdemonstrated during laboratory evaluation, and skill masteryis demonstrated when the skills are applied appropriately in theclinical setting with appropriate choices made and appropriate

95outcomes achieved. Skill competency is knowledge and skillsto be mastered within a self-study guide to evaluate the athletictraining student’s strengths and areas for improvement.0 semester credits (Pass/Fail)ATH 354 Healthcare AdministrationThis course covers health care administration. Content to becovered will include, but is not limited to, medical ethics andlegal issues, emergency planning, professional development andresponsibilities, and organization, administration, and managementin the athletic training room and/or clinical setting. Prerequisite:Successful completion of ATH 353 with a grade of “B” or better.3 semester creditsATH 354 Healthcare Administration LabThe athletic training student applies a wide variety of specifichealth care skills and knowledge during assigned hours ofsupervised clinical experience that occur through the course of thesemester in the athletic training room and rotational setup withvarious university or area high school athletic teams’ practices and/or events. The National Athletic Trainers’ Association EducationCouncil has identified athletic training educational competenciesand clinical proficiencies for the health care of athletes and othersinvolved in physical activity. This content area is a collection ofknowledge, skills, and values that the entry-level certified athletictrainer must possess for effective performance as an entry-levelcertified athletic trainer. Skill competency is obtained duringthe classroom and laboratory instruction. Skill proficiency isdemonstrated during laboratory evaluation, and skill masteryis demonstrated when the skills are applied appropriately in theclinical setting with appropriate choices made and appropriateoutcomes achieved. Skill competency is knowledge and skillsto be mastered within a self-study guide to evaluate the athletictraining student’s strengths and areas for improvement.0 semester credits (Pass/Fail)ATH 441 Practicum in Athletic TrainingThis course will enhance the athletic training students’ knowledgeof orthopedic and general medical aspects of athletic training. Itinvolves direct observation, experimental learning, and case studyunder the direct supervision of the instructor as well as local andregional medical professionals in various settings. The studentwill be exposed to advanced evaluation and treatment skills inoutpatient physical therapy/sports medicine clinics: orthopedic,family practice, and sports enhancement clinics. Prerequisites:ATH 319, 327, 329, 353, 354; Co-requisites: 453 or 454.1 semester creditATH 453 Athletic Training Senior Capstone IAn advanced course designed for students enrolled in the athletictraining major, the emphasis of this course will be practicalassessment and care of athletes in the athletic training environmentin preparation for the BOC practical examination. Content to becovered will include, but is not limited to, acute care of injury andillness: assessment and evaluation of injury and illness: professionaldevelopment: as well as orthopedic assessment. Prerequisite:Successful completion of ATH 354 with a grade of B or better.3 semester creditsATH 453 Athletic Training Senior Capstone I LabThe athletic training student applies a wide variety of specifichealthcare skills and knowledge during assigned hours ofsupervised clinical experience that occurs through the courseof the semester in the athletic training room, and with variousUniversity or area high school athletic teams practices and/orevents. The National Athletic Trainers’ Association EducationCouncil has identified athletic training educational competenciesand clinical proficiencies for the health care of athletes and othersinvolved in physical activity. This content area is a collection ofknowledge, skills, and values that the entry-level certified athletictrainer must possess for effective performance as an entry-levelcertified athletic trainer. Skill competency is obtained duringthe classroom and laboratory instruction. Skill proficiency isdemonstrated during laboratory evaluation, and skill masteryis demonstrated when the skills are applied appropriately in theclinical setting with appropriate choices made and appropriateoutcomes achieved. Skill competency is knowledge and skillsto be mastered with a self-study guide to evaluate the athletictraining student’s strengths and areas for improvement.0 semester credits (Pass/Fail)ATH 454 Athletic Training Senior Capstone IIThe final in a series of clinical education courses designedfor students enrolled in the athletic training major. Thissecond capstone course focuses on integration of knowledgeand the culmination of concepts and theories regardingthe practice of athletic training. Prerequisite: Successfulcompletion of ATH 453 with a grade of “B” or better.3 semester creditsATH 454 Athletic Training Senior Capstone II LabThe athletic training student applies a wide variety of specifichealth care skills and knowledge during assigned hours ofsupervised clinical experience that occurs through the course ofthe semester in the athletic training room, mentoring sophomoreand junior athletic training students, and working with variousuniversity or area high school and professional athletic teampractices and/or events. The National Athletic Trainers’ AssociationEducation Council has identified athletic training educationalcompetencies and clinical proficiencies for the health care ofathletes and others involved in physical activity. This content areais a collection of knowledge, skills, and values that the entry-levelcertified athletic trainer must possess for effective performanceas an entry-level certified athletic trainer. Skill competencyis obtained during the classroom and laboratory instruction.Skill proficiency is demonstrated during laboratory evaluation,and skill mastery is demonstrated when the skills are appliedappropriately in the clinical setting with appropriate choices madeand appropriate outcomes achieved. Skill competency is knowledgeand skills to be mastered with a self-study guide to evaluate theathletic training student’s strengths and areas for improvement.0 semester credits (Pass/Fail)

96• Department of Exercise ScienceFaculty: Kobes (Fieldwork Director); Nustad(Program Director/Department Chair)The Exercise Science Program at the University of Maryis a four-year Bachelor of Science degree. The curriculumwas endorsed by the American College of Sports Medicinefrom 2003-2010, and has currently achieved accreditationby the Commission on Accreditation of Allied HealthEducation Programs (CAAHEP; http://www.caahep.org/search/?q=exercise%20science). Graduationfrom an accredited program is a demonstrationof high quality knowledge, skills, and abilities.The curriculum emphasizes a strong foundation inthe sciences and promotes community involvement. Theeducational philosophy of the Exercise Science Programsupports learning through experiences, interactions, andapplication of knowledge and skills. The Exercise ScienceProgram also focuses on clinical competencies and aimsto prepare graduates for higher education opportunities,entry level clinical roles in cardiac rehabilitation,pulmonary rehabilitation, adult fitness, and for personaltraining and leadership roles in the fitness industry. TheDepartment of Exercise Science extends the Benedictinevalues of living a healthy and holistic lifestyle.MissionThe Department of Exercise Science exists to providethe people of this region with leaders in the areasof fitness and exercise testing, exercise prescription,exercise program development, and fitness instruction,meeting the fitness and exercise needs for people whoare apparently healthy, at higher risk, or have knowndisease. The mission of the Department of ExerciseScience is driven by the Rule of St. Benedict and aimsto provide the region with services that promote theexercise component of a healthy, holistic lifestyle.Outcome and GoalsBased on the missions of the University of Mary,the Division of Human Performance Sciences, andthe Department of Exercise Science, graduatesof the degree program in exercise science willhave the knowledge, skills, and abilities to:1. Assess and provide for the fitness and exerciseneeds of people who are apparently healthy,at higher risk, or with known disease2. Perform as entry-level techniciansin clinical cardiac rehabilitation andpulmonary rehabilitation programs3. Serve in leadership roles in the health fitnessindustry as personal trainers, coordinatorsand directors of fitness programs4. Promote the component of exerciseand fitness for a healthy lifestyle in asafe, legal, and ethical manner5. Interpret, analyze, be resourceful,and think critically in a world ofconstant change and discovery6. Demonstrate a commitment to professionalismincluding lifelong learning, communityservice, and the Benedictine values.a. Pursue higher education degrees in related areasincluding exercise physiology, physical therapy,occupational therapy, physician assistant,and other health occupation programs.b. Be eligible for application for the AmericanCollege of Sports Medicine (ACSM) Health• Fitness Specialist CertificationExercise Science ProgramAdmission RequirementsEntrance into the University of Mary Exercise ScienceProgram is selective. Students may declare a major inexercise science during their freshman year. However,acceptance to the professional Exercise Science Programrequires an application process which typically occursin the spring of the sophomore year. Students will beaccepted during the spring semester to begin coursework in the fall semester of the same calendar year.Minimum criteria for selection includescompletion of pre-requisite course work with acumulative 2.5 grade point average and a 2.75grade point average in the prerequisite courses.Students are encouraged to consider the ExerciseScience Program as preparation for furthering theireducation in a masters degree program in exercisephysiology, occupational therapy, doctorate in physicaltherapy, or other allied health/health disciplines.Major in Exercise Science:BIO 103, 207, 208; CHE 109 and 110 or 111and 112; MAT 103, 180 or 204; ATH 238, 316,317; PSY 201, 207, 406; PHY 203, 304; PED 157,159, 360; EXS 302, 305, 336, 406, 420, 443, 445,452, 455, 465, 466, 467; HPS 206, NUR 319

97Course DescriptionsEXS 300 Research Fieldwork Experience (elective)This introductory course provides an opportunity to interactwith leading investigators actively engaging in scholarlyresearch activity within the Division of Human PerformanceSciences or within the local or regional community. Studentsmay be involved in data collection, data input, schedulingsubjects for testing, data analysis and other forms ofassistance. Prerequisite: Course facilitator approval. May betaken up to four times, i.e. 300.1, 300.2, 300.3, 300.4.2 semester creditsEXS 302 Weight Training MethodsThis course includes study and application of proper weightlifting techniques for a variety of populations including theapparently healthy, children, elderly, cardiac and pulmonarypatients, athletes, and others. Prerequisite: BIO 2072 semester creditsEXS 305 Community Fitness MethodsCommunity Fitness Methods is a course involving acombination of group fitness activity and study of the theorybehind specific group fitness methods. The course aims toincorporate current group fitness methods and trends, andwill address group fitness delivery/adaptations for diversepopulations. Prerequisites: EXS 336, BIO 207 or 215.2 semester creditsEXS 336 Exercise PhysiologyThe study and application of the principles of physiologyof the human body influenced by exercise or a lackof exercise. Prerequisites: BIO 207, 208, or 2154 semester credits (includes lab)EXS 406 Introduction to ElectrocardiographyThis course focuses on foundational information ofelectrocardiography and ECG rhythm interpretationskills. Prerequisites: BIO 207, 2082 semester creditsEXS 420 Exercise PrescriptionThis course involves study, discussion, and hands-on servicelearning in developing appropriate exercise programs for avariety of populations including the apparently healthy aswell as those at risk, with known disease, and other specialpopulation groups. Major components of the course includehealth risk assessment, exercise testing and prescription,and program development. Prerequisites: EXS 336.4 semester creditsEXS 443 Exercise Science Practicum IThe focus of the practicum experience is to develop clinicalcompetencies, apply knowledge, skills and abilities, andprepare for professional practice in cardiac rehabilitation,pulmonary rehabilitation, athletic development programs,or community fitness programming. Practicum I consistsof four fieldwork rotations of 80 to 100 hours.3 semester creditsEXS 445 Exercise Science InternshipThe Exercise Science Internship requires a minimum of 240hours (40 hours per credit) of field experience. The focusof the internship experience is to further develop clinicalcompetencies, knowledge, skill and abilities, and prepare forprofessional practice in a designated area of interest fallingin one of the following categories: cardiace rehabilitation,pulmonary rehabilitation, athletic development programs, orcommunity fitness programming. The clinical hours involvedin the internship experience may be applied toward requiredhours of practical experience for application for the AmericanCollege of Sports Medicine Health Fitness Instructor Certificationor Exercise Specialist Certification. Prerequisite: EXS 443.6–12 semester creditsEXS 452 Cardiopulmonary RehabilitationThe student will study, discuss, and experience handsonapplication of current practices in cardiac andpulmonary rehabilitation. Clinical laboratory includesobservation at a clinical cardiac and pulmonaryrehabilitation sites. Prerequisites: EXS 406, 3364 semester creditsEXS 455 Advanced Exercise PhysiologyThis advanced course involves detailed study of the metabolismof carbohydrates, fats, and proteins. Special attention is given tovariations and alterations in the pathways as a result of certaindisease processes and the effects of exercise. Prerequisite: EXS 3362 semester creditsEXS 465 Senior Seminar ISenior Seminar I is the first capstone course in the Program inExercise Science, melding together the foundational studies,knowledge, skills, and abilities. The primary focus consists ofplanning for the capstone research project, including completionof forms required by the University of Mary InstitutionalReview Board. Students will also begin work on a professionalportfolio and resume. Senior Seminar I is completed in thespring of the junior year. Prerequisite: Must have a declaredmajor in Exercise Science and be in the junior year of studies.1 semester creditPrerequisite: Must have a declared major in ExerciseScience and be in the junior year of studies.EXS 466 Senior Seminar IISenior Seminar II is the second capstone course in theProgram in Exercise Science, bridging the foundationalcurricular experience with professional preparedness and/or higher education directives. Senior Seminar II involvescompletion of a capstone research project as well as directedpreparation for the ACSM-HFS Certification Exam. Studentswill continue to build on the development of a resume andprofessional portfolio. Senior Seminar II is completed in thefall of the senior year. Prerequisite: Must be accepted into theprofessional Exercise Science Program and completing studiesfor the senior year of the Exercise Science curriculum.1 semester creditPrerequisite: Must be accepted into the professionalExercise Science Program and completing studies forthe senior year of the Exercise Science Curriculum.

98EXS 467 Senior Seminar III:Senior Seminar III is the final capstone course of Exercise Science,melding together foundational studies, knowledge, skills, andabilities. Key assignments include a capstone review of literaturepaper, and mock exam in preparation for the ACSM-HFScertification. Students will also contribute to a market analysisclass project and will present their completed research from SeniorSeminar II in a public forum. Senior Seminar III is completedin the spring of the senior year. Prerequisite: Must be acceptedinto the professional Exercise Science Program and completingstudies for the senior year of the Exercise Science curriculum.2 semester creditsPrerequisite: Must be accepted into the professionalExercise Science Program and completing studies forthe senior year of the Exercise Science Curriculum.ALU 499 Senior Competency TestingSenior competency testing is required of all Universityof Mary graduating seniors. University of Marycompetencies levels of achievement are assessed. Scoresare made available students as well as used for overalluniversity assessment of competency achievement.0 semester creditsWellness MinorThe Wellness Minor exists to 1) broaden theknowledge, skills, and abilities of those interested inthe health care and allied health care industries and2) to engage students in the process of becomingstewards of their personal health and wellness andstewards of global population health and wellness.Wellness, defined as a multi-dimensional senseof being, includes the physical, psychological, social,spiritual, emotional, financial and intellectual domains.A minor in wellness provides a concentration ofstudy that prepares individuals to develop or toserve on work site wellness teams. Students withan additional bachelors degree in athletic trainingor exercise science may also find employment as awellness program coordinator or wellness director.The wellness minor seeks to prepare students to bestewards of their personal well-being and provides aconcentration of study for those preparing for graduatestudies in physical therapy or occupational therapy.Required Courses:HPS 310, PSY 207, ATH 317 or SCI 224,THE 320 or 302 or 363, EXS 336.Elective Courses, Students need 8credits of additional electives chosenfrom the following courses:ATH 238, BUS 215, BUS 362, BUS 371, BUS 381,EXS 302, PSY 307, PSY 308, PSY 406, PED 267,PED 159, PED 326, THE 326, THE 215 or 315• Division of NursingFACULTY: Bruun, Buechler, Busch, Doerner, Dunnigan,Fladeland, Gebhardt, Johnson, Klein, Leetun, Maier,Maslowski, Messmer, Nolan, Obritsch, Reemts (Chair), .The Division of Nursing offers a Bachelor ofScience or Bachelor of Arts degree in nursing. Thecurriculum prepares the graduate to: (1) practiceprofessional nursing in a variety of environmentaland cultural settings, (2) become leaders in healthcare, and (3) pursue graduate study in nursing.The division traces its beginnings to the St.Alexius Hospital School of Nursing founded in 1915.The sponsoring body, the Benedictine Sisters ofAnnunciation Monastery, recognized the necessityof baccalaureate education and began Mary College;a major in nursing was among its initial programs.The first nursing students received a baccalaureatedegree from the college and graduated in 1964. In 1986the graduate program was initiated and the name,Mary College, changed to the University of Mary.Continuing the Benedictine tradition which formedits beginnings, the division offers a program holistic innature and characterized by Benedictine values. Thesevalues are manifested in the community-focused nursingcurriculum with a health promotion, health support,and health restoration framework. With this preparation,the nurse can continue to learn both through experienceand further academic study and meet the demandsof the role of the nurse in contemporary society.Through its Kappa Upsilon Chapter-at-large, theDivision of Nursing has membership in Sigma Theta Tau,the International Honor Society in nursing. Candidatesfor membership must demonstrate superior scholarlyachievement, evidence of leadership, and markedpotential for achievement in the field of nursing.The baccalaureate and master’s programs are approvedby the North Dakota Board of Nursing and accreditedby the Commission on Collegiate Nursing Education.Required courses:BIO 207, 208, 209; CHE 110; PSY 201, 207;ANT 171; MAT 180; NUR 202, 216, 222, 248, 308, 317,319, 322, 330, 332, 334, 336, 420, 421, 430, 432, 434.Students enrolled in the completion program take 228.99and substitute 306.99 for 308 and 338.99 for 330 and 332.

99Cooperating Clinical AgenciesNursing students receive nursing practice experiencein a variety of settings in addition to the classroom andlaboratory. These settings include homes of clients,clinics, public health agencies, nursing homes, hospitals,special population agencies, schools, human servicecenters, community agencies, and childcare agencies.Curriculum PathwaysRequired nursing courses may be completed followingthe traditional pathway or a completion pathway.Program objectives are the same in both pathwaysbut the course content is organized differently tofacilitate learning for different types of students.The traditional pathway is designed forthose who enter the Department of Nursingwithout formal nursing knowledge or skill. Thisis the pathway presented in this bulletin.The completion pathway is designed for personswho have formal nursing knowledge and skills andare licensed either as an LPN or RN. LPNs and RNsmay choose to take courses in either the traditional ora completion pathway. The Completion Pathway forLPNs combines distance learning with limited on-siteinstruction. The RN Completion Pathway combinesdistance learning with accelerated coursework. Adescription of this option is available upon request.Admission PolicyApplication into the Division of Nursing beginsduring the fall semester of the sophomore year.Requirements for acceptance into the Division are:• Completed Application form.• Two completed recommendationand appraisal forms• Cumulative GPA of 2.75 or higher onU-Mary and transferred courses.• Grade of “C” or higher in each of thefollowing nursing prerequisite courses andofficial transcript for transferred credits:– ANT 171 Anthropology or Soc. Substitute– BIO 207 Anatomy & Physiology I– BIO 208 Anatomy & Physiology II– BIO 209 Microbiology– CHE 110 Intro to Org. & Biochemistry– MAT 180 Elementary Statistics– PSY 201 Intro to Psychology– PSY 207 Lifespan Psychology– *NUR 202 Nursing Foundations(current CNA license required)*Enrollment in NUR 202 is restricted to studentswho have declared nursing as a major andhold a current CNA license. All other nursingcourses are restricted to students who have beenaccepted into the Division of Nursing.• The total number of prerequisite courses whichmay be repeated is limited to two. The gradereceived during the student’s second attempt willbe used in evaluation for admission. Repeatedclasses will also include those from which astudent has withdrawn (W, WP, WF). Studentswho withdraw due to nonacademic reasonsmay request consideration for admission.• American Heart Association Basic Life Support forHealth Care Providers Certification © is required(two year certification). This must be obtainedand in place at the start of the junior year.• Criminal background checks.• Signed disclosure form.• Acceptable score on preadmission exam and essay.• Documentation of healthrequirements as given below:– Documentation of physical assessment,health history, current immunizations,and Hepatitis B Series must accompanythe application to the division.– TB testing is required, but will be done FallSemester of the Junior year at the University.• Students must verify that they meet the Physical& Mental Requirements to Provide Safe PatientCare for Students, Faculty, and Preceptors.Applicants are considered primarily on the basis ofacademic achievement as evidenced by a minimumcumulative GPA of 2.75 by admission. This GPA mustbe maintained through the sophomore year to progressinto the junior year. Preferential consideration is givento applicants who have taken all prerequisite courseworkat the University of Mary, and have demonstratedparticipation in volunteer activities. Entry into thenursing major is competitive and class size is limited.Progression:Once admitted, the total number of nursing courses(NUR) which may be repeated is limited to one.Repeated classes will also include those from whicha student has withdrawn (W, WP, WF). Studentswho withdraw due to nonacademic reasonsmay request consideration for continuing.

100Course DescriptionsNUR 202 Foundations of NursingThis course introduces the theoretical foundations that framethe art and science of nursing. Therapeutic use of self is exploredwithin the paradigm of person-environment, health and nursing.The history of nursing, nursing theorists, health and illness,medical terminology, and beginning nursing interventions will beaddressed. Skills acquired from prior CNA training will be verified.The application of such care measures is embedded in the spiritof servant-leadership and the Benedictine values of respect forpersons and service. Pre-requisite: Current Nurse Aide Certification5 semester creditsNUR 204 Calculating Medication DosagesThis course enhances the student’s ability to calculate medicationdosages. A review of basic mathematical skills is included. Themetric and apothecary systems and conversions between the twoare addressed. The student reads labels, performs medicationcalculations and IV flow rates. This course is required forthose who fail a medication calculations competency examand highly recommended for those with a Math ACT < 21.2 semester creditsNUR 215 Nutrition and Diet TherapyNutrition is studied from a perspective of its influenceon health promotion and support. This includes HealthyPeople 2010 Goals/President’s New Freedom Initiative andthe study of food and nutrients and their action as well asnutrient need changes through-out the life cycle. Assessmentof dietary intake and the influence of culture, values, andeconomics will be integrated. The influence of diet therapy inthe treatment of diseases and symptoms is incorporated.3 semester creditsNUR 216 NutritionNutrition is studied from a perspective of its influence on healthpromotion and support. This includes Healthy People 2010Goals/President’s New Freedom Initiative and the study of foodand nutrients and their action as well as nutrient need changesthrough-out the life cycle. Assessment of dietary intake and theinfluence of culture, values, and economics will be integrated.2 semester creditsNUR 222 Healing Modalities IThis course allows students to perform selected nursinginterventions to promote healing and health. Students developleadership by using proper principles of nursing practice andthe Benedictine values of respect and moderation. Prerequisite:BIO 207, NUR 202. Co-requisites: NUR 248; BIO 208.3 semester creditsNUR 228 Health & Healing Conceptsfor Professional Nursing PracticeDesigned to facilitate role socialization and transition of theLPN or RN to baccalaureate nursing practice. It delineateshealth and healing as foundational concepts for nursingpractice. Selected contemporary healing modalities willalso be studied. Benedictine values will be examined asprinciples to guide nursing. Co-requisite: NUR 2483 semester creditsNUR 248 Health AssessmentEmphasis of this course is on holistic assessment ofpersons across the lifespan. Professional interviewing andpsychomotor skills are used to obtain health histories andperform physical and mental status examinations that includedocumentation of findings and identification of functionalhealth patterns as a basis for nursing diagnoses. Prerequisites:NUR 202, BIO 207. Co-requisite: NUR 222; BIO 208.4 semester creditsNUR 306 Dimensions of Professional Nursing PracticeThis course introduces the licensed nurse student to principlesof critical thinking and professional communicationutilized by the baccalaureate prepared nurse. It alsocontinues to facilitate the role socialization and transitionof the student to baccalaureate nursing practice.4 semester creditsNUR 308 Critical Thinking & Professional CommunicationThis course introduces students to principles of criticalthinking and professional communication to include verbal,electronic, and written skills. Information technology,professional writing, and legal and ethical issues will beaddressed. Prerequisites: ENG 121; COM 110; NUR 226;Successful completion of all sophomore level nursing courses.3 semester creditsNUR 317 PharmacologyThis course is an introduction to clinical drug therapy.The focus is on fundamental principles of pharmacologyand actions/interactions of selected drugs usedthroughout the life span. Legal, cultural, ethical, andeconomic aspects of drug therapy are discussed.3 semester creditsNUR 319 PathophysiologyThis course focuses on pathophysiological concepts relevantto care of persons throughout the lifespan. Abnormal bodyfunction precipitated by disease states is delineated. Thebody’s mechanisms to compensate for pathophysiologicchanges are explored. Prerequisites: BIO 207, 208.4 semester creditsNUR 322 Healing Modalities IIThis course is a continuation of Healing Modalities I. It exploresselected traditional and complementary nursing interventions,including diet therapy as healing modalities. Students practiceleadership in decision-making to select and implement appropriatemodalities to create healing environments in which the Benedictinevalues of respect and moderation are stressed. Prerequisites:Successful completion of all sophomore level nursing courses.3 semester creditsNUR 328 Readings and Research in NursingThis course provides in-depth study of an areanot covered in the existing curriculum.1-4 semester credits

101NUR 330 Health PromotionThis course focuses on the holistic, multi-dimensional nature ofhealth promotion across the lifespan including personal, family,and community wellness. Health promotion strategies based onnursing and other theories, principles, and research are appliedin diverse practice settings. Appreciation of multiple factorsinfluencing health, wellness, and coalition-building for healthpromotion/disease/injury prevention are emphasized. Prerequisites:Successful completion of sophomore level nursing courses.5 semester creditsNUR 332 Health SupportThe focus of this course is on the nurse’s role in the support ofpersons/families experiencing life-stage transitions. Studentsexpand their knowledge base, utilizing critical thinkingskills, to create healing and therapeutic environments thatfacilitate optimal function and quality of life. The studentsupports persons/families to cope, transcend and problemsolvesituations related to transitions, illness or chronicityacross the lifespan. Prerequisite: NUR 317, 319, 322, 3306 semester creditsNUR 334 ResearchThis course is designed to acquaint the student with theresearch process. Emphasis is on examination of scientificmerit and critique of research literature as a foundationfor evidenced-based nursing. Ethical dimensions ofnursing research are explored. Prerequisite: NUR 3083 semester creditsNUR 336 Ethics, Law & PolicyThis course explores economic, ethical, social, cultural,legal, political, and regulatory environments that influencethe practice of nursing and healthcare in the United Statesand in the global community. Prerequisite: NUR 3083 semester creditsNUR 338 Health, Promotion and SupportThis course focuses on the holistic, multi-dimensionalnature of health promotion including individual, family,and community wellness. Theories of life stage transitionsand chronicity will guide nursing care of individualsand families. Prerequisites: NUR 228, 248, 306, 317.8 semester creditsNUR 420 Nursing Leadership and ManagementThis course enables the student to pursue professional developmentand competence in the foundational skills in healthcare leadershipand management. Content focuses on the art or aesthetics ofvalue-oriented principles of servant leadership, care management,client orientation, coordination of care, outcome orientation,collaboration, delegation, and resource efficiency. Core elementsof the care management process, current models, and multiplecare manager roles will be explored. Prerequisite: Successfulcompletion of all junior level courses. Co-requisite: NUR 4304 semester creditsNUR 421 NCLEX ReviewFocuses on test-taking strategies, written and computerizedexams, and nursing curricular content review. Studentsmaster test-taking skills needed for successful completionof the NCLEX-RN Exam. Prerequisite: Successfulcompletion of all senior first semester nursing courses.1 semester creditNUR 425I Trauma CareThis course will provide an overview of the ND emergencytrauma system, role of diverse trauma team members, kinematicsof trauma, and presentation of specific trauma-related injuries.Students will develop beginning skills in: 1) assessment ofactual and potential injuries (single and multiple system), 2)principles of early stabilization, and 3) prevention of furthercomplications. Community education for injury preventionwill be stressed. Pre or Co-requisites: Junior level course2 semester creditsNUR 428 Readings and Research in NursingThis course provides for in-depth study of an areanot covered in the existing curriculum.1-4 semester creditsNUR 430 Health RestorationBuilding on the foundation of health promotion and support,students develop therapeutic and healing environments thatpromote recovery, maximize function, and prevent complicationsrelated to acute disease and illness including exacerbations ofchronic health conditions. Effective thinking is used to planrestorative interventions and deliver comprehensive healthcare inpartnership with persons, families, and the interdisciplinary healthcare team. Coordination and continuity of care is emphasizedin providing healthcare to persons throughout the lifespan.Prerequisite: Successful completion of all junior level courses.9 semester creditsNUR 432 Management of Critical Health ProblemsThis course enables students to integrate and apply knowledge oftherapeutic health care modalities to persons/families experiencinglife-threatening or critical health problems. Principles of caremanagement are reinforced through diverse, acute-care practiceopportunities. Effective thinking and communication skills areemployed to create supportive/restorative environments forpersons/families in crisis. Mind-body-spirit, developmental,cultural, social, economic, and technologic factors are analyzed inrelationship to outcomes in critical health situations. Explorationof professional values and ethical issues undergird both thetheoretical and practice dimensions of the course. Prerequisite:Successful completion of all first semester senior nursing courses.8 semester creditsNUR 434 Professional Role DevelopmentThis course provides the opportunity to facilitate professionalrole development and student transition to professionalnursing practice. A preceptorship provides an opportunityto refine leadership and management skills, to workcollaboratively with healthcare professionals, to synthesizeknowledge acquired in previous course work, and to gainself-confidence in problem-solving and decision-making.Prerequisite: Successful completion of all junior level nursingcourses. (This course is delivered over five semesters in seminarformat beginning second semester of the sophomore year.3 semester creditsNUR 325, NUR 425 Special offerings in Nursing1-4 semester creditsNUR 442K Internship: SummerThis course provides the opportunity for the student to applynursing knowledge skills and abilities learned in the junioryear nursing curriculum in provision of nursing care under thedirect supervision of a clinical supervisor by the hiring agency.2 semester credits

102NUR 442L Internship: SummerThis course provides the opportunity for the student to applynursing knowledge skills and abilities learned in the junioryear nursing curriculum in provision of nursing care under thedirect supervision of a clinical supervisor by the hiring agency.1 semester credit• Department ofOccupational TherapyFACULTY: Anderson, C. (Academic FieldworkCoordinator), Anderson ,T., Berg (Admissions Chair),Lawson, Olson, Sibla (Program Director), SchroederProgram OverviewThe Occupational Therapy Program at the Universityof Mary is a part of the School of Health Sciences andleads to a Master of Science in Occupational Therapydegree at the entry level of practice. The programprovides learning experiences and opportunities intheory, occupational performance, human healthand wellness, occupational therapy processes, andmanagement issues. The program is based on the missionof the University of Mary, the Benedictine values, andcurrent standards and practices of the occupationaltherapy profession. The liberal arts core curriculum,experiential learning, and courses within the professionprepare students to be change agents, servant leaders,lifelong learners, and competent and ethical practitioners.The department faculty members are known for theirtotal commitment to students. Their mission is to teachstudents to think critically, to solve problems, and toexpress themselves clearly. During the program, studentswork closely with a faculty preceptor to develop aresearch study. This process results in a master’s researcharticle which may be submitted for publication. Uponcompleting a degree in OT at the University of Mary,graduates will have the skills and training necessary topractice in a variety of professional roles and settings,including the skills necessary to provide occupationaltherapy services to under-served and diverse populations.MissionThe Occupational Therapy Program prepares itsgraduates to be competent occupational therapypractitioners to meet the occupational needs ofindividuals, groups and communities. Students willdevelop adept knowledge of humans as occupationalbeings, critical thinking abilities, commitment tolifelong learning and scholarship, and leadership abilitiesto effect change. Students are rooted in Christian,Catholic, Benedictine and professional occupationaltherapy values. These values provide a foundationfor the formation and practice of professionalskills, therapeutic use of self, respect for others,ethical decision making, and attitudes of service.OutcomesUpon completion of the professionaloccupational therapy education program atthe University of Mary, the graduate will:Function autonomously in a varietyof roles and practice settings to:• Use clinical reasoning based on best evidenceto solve problems independently.• Use the occupational therapy process indirect roles of assessment and interventionand in indirect roles such as supervisor,researcher, consultant, and educator.• Use effective communication with professionalsand consumers via traditional methods andthrough use of technology to convey informationessential for safe, effective service delivery.Use servant leadership skills to:• Make ethical decisions.• Effect change utilizing best practice.• Serve others as a means of demonstratingrespect for the human mind, body, and spirit.Provide humane and competent occupationaltherapy services based on knowledge, skills,and attitudes that empower the graduate to:• Meet the unique needs of individuals andpopulations, including those in under-served andrural areas and of diverse cultures and backgrounds.• Appreciate, understand and use meaningfuloccupation that binds mind, body and spirit.• Incorporate client-centered practiceinto the decision-making process.• Utilize therapeutic use of self while engagedin professional service delivery.Accreditation StatusThe University of Mary Occupational TherapyProgram is accredited by the Accreditation Councilfor Occupational Therapy Education (ACOTE) of theAmerican Occupational Therapy Association (AOTA),located at 4720 Montgomery Lane, P.O. Box 31220,Bethesda, MD 20827-1220. AOTA’s phone numberis 301-652-2682. Graduates of the program will beeligible to take the national certification exam for theoccupational therapist administered by the national

103Board for Certification in Occupational Therapy(NBCOT). After successful completion of this exam,the individual will be an Occupational Therapist,Registered (OTR). Most states require licensure inorder to practice; state licenses are usually based onthe results of the NBCOT Certification Examination.• Entry Level Occupational TherapyDegree Programs of StudyThe University of Mary OccupationalTherapy Program offers three different optionsof completion of the entry level degree of aMaster of Science in Occupational Therapy.Master of Science in Occupational Therapy( 4½ year option, or 5½ year option)• The 4½ year option requires students to completeliberal arts coursework over summer semestersand includes 3 years of professional courseworkand 24 weeks of Level II fieldwork experiences.• The 5½ option requires students to completeliberal arts coursework over a 2 year period andfollows with 3 years of professional courseworkand 24 weeks of Level II fieldwork experiences.Bachelor’s Degree to Master of Sciencein Occupational Therapy• Designed for students who have a Bachelor’sdegree other than in occupational therapy.This program takes 2½ years to complete andincludes 2 years of professional coursework and24 weeks of Level II fieldwork experiences.Occupational Therapy Assistant to Masterof Science in Occupational Therapy• Designed for students who have an associate’sdegree in occupational therapy. The programtakes 2½ years to complete and includes2 years of professional coursework and 24weeks of Level II fieldwork experiences.Admissions RequirementsApplications can be found at the University of Marywebsite www.umary.edu and are accepted online inthe fall of each academic year until early January.Admission RequirementsStudents are required to complete the following:1. Occupational Therapy pre-requisite courses– Composition II [writing course]– Oral Communication [speech course]– Fundamentals of Chemistry (with a lab)– *Anatomy & Physiology I (with lab)– *Anatomy & Physiology II (with lab)– General Psychology– Lifespan Development– Medical Terminology– College Algebra (or higher)– Abnormal Psychology (only for students who areseeking a Bachelor’s Degree to Master of Science inOccupational Therapy AND Occupational Assistantto Master of Science in Occupational Therapy)*Note: Anatomy & Physiology (with lab) maybe separate courses2. Applicants for the 4 ½ year or 5 ½ year optionmust have completed or be enrolled in 6 of 9required pre-requisite courses by January 2012.Applicants, who have a bachelor’s degree oran OTA degree, must have completed 8 of 10required pre-requisite courses by January 2012.3. Community Service and Volunteer Hours: Allhours must be documented and signed forusing the University of Mary Volunteer HoursVerification Form available on the Universityof Mary website at www.umary.edu– Master of Science in Occupational Therapy (4 ½year option, 5 ½ year option) & Bachelor’s Degreeto Master of Science in Occupational Therapy– 20 hours volunteer service with anoccupational therapist AND– 20 hours community service (work hours arenot accepted for community service hours)– Occupational Therapy Assistant to Masterof Science in Occupational Therapy– 15 hours of community service AND proofof completion of all Level II fieldworkexperiences. Work hours will not be acceptedfor the community service hours4. Three (3) letters of reference addressing moral andethical behavior, academic abilities, and work ethic.One of these references must be completed by aprevious or current work supervisor or from the OTsupervising the volunteer hours. The reference letterform must be used for all references and is found onthe University of Mary website at www.umary.edu5. A minimum cumulative GPA of 3.0 on a 4.0scale and a minimum grade of “C” in all pre-

104requisite course work. Students may retakepre-requisite coursework one time.6. International students need to provide acopy of the score sheet from the Test ofEnglish as a Foreign Language (TOEFL).Rolling AdmissionsIf the class number does not reach the limit of32 students, rolling admissions will go into effect.Students must meet all criteria previously outlined andparticipate in the formal interview process. Rollingadmissions are considered until the first day of classin the fall. Applicants will be reviewed based on thetime of submission of a completed application.Course DescriptionsPre-Professional CourseOTH 200: Introduction to OT PracticeAn overview of the philosophy, history and development ofthe profession of OT; overview of the scope of practice; rolesand tasks of the occupational therapist and occupationaltherapist assistant; traditional and emerging employmentsettings; family centered service, rural health, and diversity.2 semester creditsCourses for students without abachelors degree or OTA DegreeOTH 300: Introduction to the OT ProcessThis course explores the philosophy, history, development ofthe profession of occupational therapy. An in-depth look atactivity analysis, including case application is presented. Thescope of practice of occupational therapy, including roles andtasks, wellness and health maintenance are addressed. TheOccupational Therapy Practice Framework, 2nd Ed, professionalskills, diversity and client-centered practice are also covered.3 semester creditsOTH 310: Occupational Therapy in thePromotion of Health and WellnessThis course provides an introduction to engagement inmeaningful occupation to enhance health and well-being,including an overview of wellness theory, occupation-basedmodels, and the integration of the Occupational TherapyPractice Framework (AOTA) and the International Classificationof Functioning, Disability and Health (ICF). Students willgain understanding of quality of life and its relationship tooccupational engagement, life balance, health and wellness,incorporating occupational therapy evaluation and intervention.3 semester creditsOTH 315: OT Issues IThis course provides an introductory study of major trendsand issues that affect the delivery of occupational therapyservices including but not limited to: diversity, ethics,servant leadership development, societal and professionalchanges and expectations, managed care, role delineation,collaboration with health service professionals, and servicedelivery systems. The relationship between theory, humanhealth, and human occupation will be identified and thestudent will be introduced to professional documentation.3 semester creditsOTH 321: Occupational Engagement:Theory & Models of PracticeAn introduction to the study of conceptual foundations whichunderlie occupational therapy practice across the lifespan.Discussion will primarily focus on conceptual and practice modelsthat guide occupational therapy with the occupation based modelsbeing of primary emphasis. Other topics will include backgroundinformation related to theory, critical thinking, and a variety ofgrand theories that serve as a basis for occupation based models.An overview of potential assessment and approaches used withindividuals or populations will accompany the discussion.3 semester creditsOTH 322: Fundamentals of Occupational EngagementThe application of occupation to facilitate independent function.In-depth discussion of the occupational therapy process as itapplies to individuals across the lifespan and in a variety ofservice settings. Direct application of the Occupational TherapyPractice Framework, purposeful activity, use of activity/craftas a therapeutic media, the process of activity analysis andadaptation, and exposure to servant leadership. Students engagein activities which promote the use of groups in treatment andhave opportunity to begin processing the outcomes of theseactivities. Students learn about the purpose and use of lowlevel assistive technology devices. Cases are used to facilitatestudent understanding of topics addressed in the course.3 semester creditsOTH 323: Fundamentals of GroupLeadership in Occupational TherapyStudents develop leadership abilities through experientialparticipation in the group process. Emphasis is placedon exploring a variety of leadership skills necessary toprovide effective interventions in a group setting.1 semester creditOTH 395, 495, 595: Independent Studyin Occupational Therapy PracticeOpportunity for students to explore focused areas of occupationaltherapy practice with a faculty preceptor. Based on theirinterests, students propose a topic for study to faculty. Whenapproved, students complete their project generally within aone semester time frame with direction from their preceptor.1 – 4 semester creditsCourse for students with a Bachelor’sDegree or OTA DegreeOTH 400: Fundamentals of OccupationThis course is designed to provide Track II occupational therapystudents (those with an AA degree as an Occupational TherapyAssistant or with a Bachelor of Arts or Science degree in arelated field) with the fundamental skills related to occupationaltherapy. Information provided in this course includes portionsof all 300 level courses in the professional occupational therapyeducation program and offers the student opportunity to developfoundational skills required for progression in the OT curriculum.The areas will include: Occupation Based Practice (Nature ofOccupation), Theory I (Models of Practice in Occupational

105Therapy), Evidence Based Practice, Fundamentals of OTIntervention and the OT Process, Human Health, and an Overviewof Issues in Occupational Therapy including documentation,ethics, cultural competence, OT/OTA relationships, legislationaffecting OT practice, and reimbursement systems.8 semester creditsCourses for ALL students in the Professional OTProgram (those with a bachelors degree or OTAdegree and those without a bachelors degree)OTH 407: Evidence Based PracticeThis course is designed to prepare students with the knowledge,skills and, abilities necessary to make clinical judgments aboutthe validity of research and to implement evidence-based clinicalpractice. This course will focus on the concepts of evidencebasedpractice with emphasis on forming answerable clinicalquestions, using effective literature search strategies, appraisingthe evidence, and choosing the best most appropriate evidencefor a client. Based on presentation of case scenarios, studentswill formulate the key question(s), search medical and healthrelated databases, appraise the evidence with a critical analysisand describe application of the evidence in a clinical context.2 semester creditsOTH 409: Behavioral Neuroscience IAn introduction to the study of the central and peripheralnervous systems of the human body. Major topics addressed areneuroanatomy, neurophysiology, nervous system development,sensory systems, and motor systems. Laboratory experienceswith testing and examination of functions associated witha healthy nervous system, acquired and developmentalaberrations, and traumatic insult are included in thecontext of occupation and occupational therapy evaluationprocesses. Uses case stories for integration and application.This course uses web resources to enhance learning.4 semester creditsOTH 415: OT Issues IIThis course is a study of major trends and issues that impact thestandards of occupational therapy practice and the delivery ofoccupational therapy services to persons in the early lifespan.These include, but are not limited to ethics, servant leadershipdevelopment, occupational therapy management and marketing,supervision of personnel, collaboration with families andprofessionals, reimbursement and documentation, legislation,diversity, rural health, health promotion and wellness, and servicedelivery systems, models, and approaches. The course will covertopics and field experiences with emphasis on their relationshipto occupation based practice for individuals and populations inearly lifespan (infants, children, adolescents, young adults).3 semester creditsOTH 423: Group Leadership in OccupationalTherapy: Early LifespanStudents enhance leadership abilities by modeling skillsfor planning, implementing, and reviewing outcomesof service with groups or populations. Emphasis isplaced on providing effective interventions in a groupsetting with individuals in the early lifespan.1 semester creditOTH 424: Fieldwork with Individualsin the Early Lifespan: Level ILevel I Fieldwork is infused with several elements of theOccupational Therapy curriculum to promote synthesis oflearning (ACOTE 2006 STANDARDS.SECTION B: 10.11).Level I Fieldwork that is completed with specific segmentsof the lifespan is embedded into the occupational therapycurriculum in order to provide students the opportunity todiscuss the impact of selecting occupations relevant to the client’soccupational performance. Students enrolled in this course gainpractical application with individuals from birth to age 21..1 semester creditOTH 430: Application of Assistive TechnologyAdvanced Applications of Assistive Technology will providestudents with knowledge and skills in assessment, funding,and use of specific, complex technology available for clientswith disabilities and occupational therapist/educators. Thesedevices can be used to develop or enhance the educational,work leisure or self care skills of individuals across the lifespanwho have disabilities. They can also enhance the students’productivity through use of general information technologies(e.g. computers, telecommunications, and the internet) andto share information resources on disabilities, education,independent living, and health and wellness with the community.3 semester creditsOTH 431: OT Process and DevelopmentalConditions I: Early LifespanIn this course, students develop and integrate knowledgeand skills related to the OT Process for persons in the earlylifespan with developmental conditions, such as genetic andchromosomal abnormalities, learning disabilities, intellectualdisability, HIV/AIDS, and Infectious Conditions. Within thecontext of the Occupational Therapy Practice Framework andframes of reference guiding occupational therapy practice,students apply the occupational therapy process includingevaluation (occupational profile, analysis of occupationalperformance), intervention (plan, implementation, and review),and outcomes. The course will integrate normal development,human health conditions, assessment tools, theories, modelsof practice, and frames of reference into the OT processassociated with children birth to five years of age, and withthe above named and related developmental conditions.4 semester creditsOTH 432: OT Process and DevelopmentalConditions II: Early LifespanIn this course, students develop and integrate knowledge andskills related to the OT Process for persons in the early lifespanwith musculoskeletal and general medical conditions, suchas Osteogenesis Imeperfecta, Muscular Dystrophy, JuvenileRheumatoid Arthritis, respiratory conditions, limb abnormalities,and childhood cancers. Within the context of the OccupationalTherapy Practice Framework and frames of reference guidingoccupational therapy practice, students apply the occupationaltherapy process including evaluation (occupational profile, analysisof occupational performance), intervention (plan, implementation,and review), and outcomes. The course will integrate normaldevelopment, human health conditions, assessment tools,theories, models of practice, and frames of reference into theOT process associated with children five to 21 years of age, andwith the above named and related developmental conditions.3 semester credits

106OTH 435: OT Process through CaseApplication: Early LifespanIn this course, students synthesize knowledge and skills relatedto the occupational therapy process as it relates to persons inthe early lifespan through case application. Knowledge gainedin courses in the first semester of the pediatric component ofthe OT education program is applied through problem-basedlearning, including video and paper cases, and client interaction.Students focus on professional skills, clinical reasoning,documentation, and application of frames of references andmodels of practice to the occupational therapy process.1 semester creditOTH 436: OT Process through Case Application &Comprehensive Examination: Early LifespanIn this course, students synthesize knowledge and skills relatedto the occupational therapy process as it relates to persons inthe early lifespan through case application. Knowledge gainedin courses in the first and second semester of the pediatriccomponent of the OT education program is applied throughproblem-based learning, including video or paper cases andclient interaction. Students focus on professional skills, clinicalreasoning, and application of frames of references and modelsof practice to the occupational therapy process. The courseculminates in a comprehensive examination, consisting of awritten (multiple choice and essay) and laboratory section.1 semester creditOTH 441: OT Process with NeurologicalConditions I: Early LifespanIn this course, students develop and integrate knowledge andskills related to the OT Process for persons in the early lifespanwith neurological conditions, such as cerebral palsy, AutismSpectrum disorders, ADHD, DCD, feeding dysfunction, &nerve injuries. Within the context of the Occupational TherapyPractice Framework and frames of reference guiding occupationaltherapy practice, students apply the occupational therapy processincluding evaluation (occupational profile, analysis of occupationalperformance), intervention (plan, implementation, and review),and outcomes. The course will integrate normal development,human health conditions, assessment tools, theories, models ofpractice, and frames of reference into the OT process associatedwith persons in the early lifespan with the above named andrelated developmental conditions, sensory processing disorders.4 semester creditsOTH 450: Functional Anatomy & Kinesiology IThis is the first course of a two-part sequence in FunctionalAnatomy and Kinesiology. The course provides a detailed studyof the science of human movement in the context of activity frombiomechanical, neuromuscular and anatomical perspectives.Students will learn bony landmarks and the musculoskeletalsystem of the human body underlying occupational therapyassessment and intervention with a focus on the abdomen, backand shoulder. The course includes principles and methodologyof posture, movement analysis, muscle strength testing, and jointrange of motion testing. Students will learn muscle palpation,manual muscle testing, range of motion, and motion analysis.Models will be used to facilitate understanding musculoskeletalanatomy and assessment and its relationship to occupationalperformance. The use of case stories will introduce biomechanicalprinciples associated with occupational performance.4 semester creditsOTH 451: Functional Anatomy & Kinesiology IIThis is the second course of a two-part sequence in FunctionalAnatomy and Kinesiology. The course provides a detailed studyof the science of human movement in the context of activity frombiomechanical, neuromuscular and anatomical perspectives.Students will learn bony landmarks and the musculoskeletalsystem of the human body underlying occupational therapyassessment and intervention, with a focus on the forearm,hand, head, neck and lower extremities. The course includesprinciples and methodology of body mechanics, movementanalysis, muscle strength testing, and joint range of motiontesting. Students will learn muscle palpation, manual muscletesting, range of motion, and motion analysis. Models will beused to facilitate understanding musculoskeletal anatomy andassessment and its relationship to occupational performance.The use of detailed activity analysis, case stories and problembasedlearning will introduce clinical signs and symptomsassociated with biomechanical disease and injury for integrationinto occupational performance. Students will demonstrateinformation literacy by recognizing the need for informationand the ability to locate, evaluate, and effectively use necessaryinformation as it relates to clients and occupational therapy.4 semester creditsOTH 452: OT Process for PsychologicalConditions: Early LifespanIn this course, students develop and integrate knowledge andskills related to the OT Process for persons in the early lifespanwith psychological conditions, such as substance abuse, andmood, behavioral, anxiety, and eating disorders. Within thecontext of the Occupational Therapy Practice Framework andframes of reference guiding occupational therapy practice,students apply the occupational therapy process includingevaluation (occupational profile, analysis of occupationalperformance), intervention (plan, implementation, andreview), and outcomes. The course will integrate normaldevelopment, human health conditions, assessment tools,theories, models of practice, and frames of reference into theOT process associated with persons in the early lifespan withthe above named and related psychological conditions.2 semester creditsOTH 507: Concepts and Practice of ResearchAddresses methods employed in conducting quantitativeand qualitative research, development of the researchproposal, and grantsmanship. Includes critique ofresearch studies including various methodologies andapplication to informed practice decision making.2 semester creditsOTH 508: Therapeutic Modalitiesand Essentials of SplintingOccupational therapist use physical agent modalities as an adjunctof therapy to enhance occupational performance. This courseprovides students with the theory and technical applicationof commonly used physical agent modalities as they relate tovarious clinical conditions throughout the lifespan. The courseaddresses the physical and biophysical changes that occur withthe application of thermal or electrical agents. Students willuse clinical reasoning to select and apply the appropriate agentto determine the body’s response for indicated pathologicalconditions. This course also emphasizes the principles oforthotics and upper extremity prosthetics in occupationaltherapy. Students employ critical thinking skills to design and

107fabricate splints or other orthotics to attain intervention goalsfor selected clinical conditions across the lifespan. This courseserves as evidence for certification in physical agent modalities.2 semester creditsOTH 511: Seminar: Occupational JusticeThis course provides students with an opportunity for in-depthstudy of the principles of occupational justice which focuseson the human need for occupational involvement. Situationsof occupational injustice, including occupational deprivationand occupational inequality are explored as well as the role ofoccupational therapy as advocate in occupational injustice.1 semester creditOTH 515: OT Issues IIIMajor trends and issues, which impact the standards ofoccupational therapy, practice, and the delivery of occupationaltherapy services to the adult and older adult are emphasized.These include ethics, servant leadership development,occupational therapy management and marketing, supervisionof personnel, collaboration with families and professionals,current reimbursement and documentation pertinent to adultsand elders, managed care, legislation, diversity, rural health,health promotion and wellness, and service delivery systems.3 semester creditsOTH 517: Implementation of ResearchMethods in Occupational TherapyIn this course students implement the research methodology thatwas developed in their research proposal in OTH 507: ResearchMethods. Students will gather quantitative and/ or qualitative dataas outlined in the research proposal. Students will analyze the dataand develop meaningful clinical conclusions from the analysis.1 creditOTH 523: Group Leadership in OccupationalTherapy: Adults and Aging AdultsStudents refine leadership abilities by synthesizing skillssuch as planning, implementing, and evaluating outcomes;introspective analysis of self as therapeutic agent; and theimpact of interpersonal dynamics within the group process.Emphasis is placed on providing effective interventions in agroup setting with individuals who are adults or aging adults.1 semester creditOTH 524: Fieldwork with Individuals in theAdults or Aging Adult Lifespan: Level ILevel I Fieldwork is infused with several elements of theOccupational Therapy curriculum to promote synthesis oflearning (ACOTE 2006 STANDARDS.SECTION B: 10.11). Level IFieldwork that is completed with specific segments of the lifespanis embedded into the occupational therapy curriculum in order toprovide students the opportunity to discuss the impact of selectingoccupations relevant to the client’s occupational performance.Students enrolled in this course gain practical application withindividuals, adults, and older adults age 22 through senescence.1 semester creditOTH 535: OT Process through CaseApplication: Adult LifespanIn this course, students synthesize knowledge and skills relatedto the occupational therapy process as it relates to adults throughcase application. Knowledge gained in courses in the first semesterof graduate year of the OT education program is applied throughproblem-based learning, including video or paper cases andclient interaction. Students focus on professional skills, clinicalreasoning, documentation, and application of frames of referenceand models of practice to the occupational therapy process.1 semester creditOTH 536: OT Process through Case Applicationand Comprehensive Evaluation: Adult LifespanIn this course, students synthesize knowledge and skills relatedto the occupational therapy process as it relates to adults throughcase application. Knowledge gained in courses in the first andsecond semesters of graduate year of the OT education programis applied through problem-based learning, including video orpaper cases and client interaction. Students focus on professionalskills, clinical reasoning, documentation, and application offrames of reference and models of practice to the occupationaltherapy process. The course culminates in a comprehensiveexamination. The comprehensive examination consists of awritten (multiple choice and essay) and a laboratory section.1 semester creditOTH 541: OT Process with NeurologicalConditions I: Adult LifespanIn this course, students develop and integrate knowledge andskills related to the OT Process for persons in the adult lifespanwith neurological conditions including Cerebrovascular accident,Spinal Cord Injury, Traumatic Brain Injury and others. Withinthe context of the Occupational Therapy Practice Frameworkand frames of reference guiding occupational therapy practice,students apply the occupational therapy process includingevaluation (occupational profile, analysis of occupationalperformance), intervention (plan, implementation, and review),and outcomes. The course will integrate concepts of neuroscience,human health conditions, assessment tools, theories, modelsof practice, and frames of reference into the OT process.3 semester creditOTH 542: OT Process with NeurologicalConditions II: Adult LifespanIn this course, students develop and integrate knowledge andskills related to the OT Process for persons in the adult and olderadult lifespan with neurological conditions including Alzheimer’sdisease, Parkinson’s disease, Multiple Sclerosis, and others. Withinthe context of the Occupational Therapy Practice Framework andframes of reference guiding occupational therapy practice, studentsapply the occupational therapy process including evaluation(occupational profile, analysis of occupational performance),intervention (plan, implementation, and review), and outcomes.The course will integrate concepts of neuroscience and the agingbrain, human health conditions, assessment tools, theories,models of practice, and frames of reference into the OT process.3 semester creditsOTH 552: OT Process with PsychosocialCondition: Adult LifespanIn this course, students develop and integrate knowledge and skillsrelated to the occupational therapy process for persons in theadult and later lifespan with psychosocial conditions, includingmood disorders, anxiety disorders, substance use disorders andothers. Within the context of the Occupational Therapy PracticeFramework and frames of reference guiding occupationaltherapy practice, students apply the occupational therapy processincluding evaluation (occupational profile, analysis of occupational

108performance), intervention (plan, implement and review),and outcomes. This course will integrate normal development,human health conditions, assessment tools, models of practiceand frames of reference into the occupational therapy process3 semester creditsOTH 560: Therapeutic Use of SelfStudents in this course address a unique aspect of service delivery.The focus of coursework is based on the holistic nature of healthwhich is achieved by incorporating physical, mental, emotionaland spiritual dimensions of each individual. Students build ontheir personal insight as a means of developing a value complexessential for delivery of future intervention with individuals, groupsand/or populations. Opportunity exists for the student to engagein discussion, projects and field experience as a methodologyto personally evaluate appropriate therapeutic use of self.1 semester creditOTH 561: OT Process with Orthopedic andMusculoskeletal Conditions: Adult LifespanIn this course, students develop and integrate knowledge and skillsrelated to the OT Process for persons in the adult lifespan withorthopedic and musculoskeletal conditions such as, amputation,hip fractures, hip replacements, and back pain. Within the contextof the Occupational Therapy Practice Framework and framesof reference guiding occupational therapy practice, studentsapply the occupational therapy process including evaluation(occupational profile, analysis of occupational performance),intervention (plan, implementation, and review), and outcomes.The course will integrate normal adult development, humanhealth conditions, assessment tools, theories, models ofpractice, and frames of reference into the OT process.2 semester creditsOTH 562: OT Process with MedicalConditions: Adult LifespanIn this course, students develop and integrate knowledgeand skills related to the OT Process for persons in the adultlifespan with medical conditions such as, rheumatoid arthritis,fibromyalgia, cancer, and cardiac dysfunctions. Within the contextof the Occupational Therapy Practice Framework and framesof reference guiding occupational therapy practice, studentsapply the occupational therapy process including evaluation(occupational profile, analysis of occupational performance),intervention (plan, implementation, and review), and outcomes.The course will integrate normal adult development, humanhealth conditions, assessment tools, theories, models ofpractice, and frames of reference into the OT process.3 semester creditsOTH 565: StatisticsEffective occupational therapists, teachers, and administrators musthave a basic understanding of the application of statistical conceptsand procedures utilized in conducting research. Students developan understanding of descriptive and inferential statistics for thepurpose of statistically analyzing and interpreting research findings.4 semester creditsOTH 615: Advanced OT IssuesThis course is designed to help students integrate practiceexperience from Level II Fieldwork with theoreticalknowledge learned during previous didactic coursework(theory, human occupation, human health). Studentsengage in learning opportunities designed to facilitateprofessional leadership necessary to effect change andto prepare for indirect service role functions.1 semester creditOTH 617: Dissemination of OccupationalTherapy ResearchIn this course, students will disseminate their research, whichwas completed in OTH 507: Concepts of Research and OTH517: Implementation of Research Methods. The research studyconcludes with a written article, which is suitable to submit forpublication and a formal presentation for the university andprofessional communities. Students integrate and synthesize theresults of the Master’s Directed Study to generate an article suitableto submit for publication in a scholarly journal appropriate tothe topic of study. In addition, students create a professionalpresentation based on their research study for a scholarshipcolloquium for the university and professional communities.1 semester creditOTH 680: Fieldwork SeminarThis seminar is designed to prepare students for the transitionfrom the academic setting to clinical fieldwork settings. Contentincludes, but is not limited to, development and synthesis ofprofessional behaviors, self-assessment skills, strategies for success,and the supervisory process that will be encountered during theLevel II fieldwork experiences. Policies and procedures for Level IIfieldwork will be emphasized. Students will discuss various aspectsof their Level I fieldwork and review OT’s role in the deliveryof OT services for individuals in a variety of practice settings.1 semester creditOTH 682: Level II FW: Early Lifespan*This 12 week fieldwork allows students to be actively involvedin the process of transition from the student role to the roleof entry level occupational therapy practitioner as it relates toindividuals from birth to age 21 years. Students enrolled in LevelII Fieldwork courses will have the opportunity to gain fieldexperience in a variety of practice settings through the country,but primarily in North Dakota and contiguous rural states.Students will be expected to apply theoretical knowledge learnedin the classroom to the practice environment with individualsand populations. Prerequisite: Students must be enrolled inthe professional occupational therapy education program andmust have successfully completed occupational therapy andsupport coursework leading to eligibility for Level II Fieldwork.8 semester creditsOTH 683: Level II FW: Adulthood/Later Lifespan*This 12 week fieldwork allows students to be actively involved inthe process of transition from a student role to the role of entrylevel occupational therapy practitioner as it relates to individualsand populations in adulthood and gerontics. Students enrolled inLevel II Fieldwork courses will have the opportunity to gain fieldexperience in a variety of practice settings through the country,but primarily in North Dakota and contiguous rural states.Students will be expected to apply theoretical knowledge learnedin the classroom to the practice environment with individualsand populations. Prerequisite: Students must be enrolled inthe professional occupational therapy education program andmust have successfully completed occupational therapy andsupport coursework leading to eligibility for Level II Fieldwork.8 semester credits

109OTH 685: Graduate SeminarStudents engage in special study and discussion through use ofcase method learning that integrates graduate competencies,Benedictine values, and experiential learning. Each student preparesa case story based on a real life experience with a service recipientthat occurred while on required fieldwork. Focus is on analysisand synthesis of experiences as related to servant leadership and toemerging as a health care practitioner. Each student facilitates smallgroup and large group peer discussions to engage in professionalreasoning and outcome evaluation based on a case story anddomains and processes of an occupational therapy framework.1 semester creditElective Courses: Students musttake one course (2 credits)OTH 461: Emerging Areas of Practice IThis course provides a focused and in-depth explorationof two emerging areas of practice in occupational therapyservice delivery. Students engage in focused study of theoryand current evidence related to topics. Topics are determinedby current trends in practice, student interest and facultyexpertise and geographical practice considerations.2 semester creditsOTH 462: Emerging Areas of Practice IIThis course provides a focused and in-depth explorationof two emerging areas of practice in occupational therapyservice delivery. Students engage in focused study of theoryand current evidence related to topics. Topics are determinedby current trends in practice, student interest and facultyexpertise and geographical practice considerations.2 semester creditsOTH 563: Emerging Areas of PracticeIII: International ExperienceThis course provides a focused and in-depth exploration ofan emerging area of practice in occupational therapy servicedelivery. Students engage in providing general service aswell as occupational therapy services to individuals whoare under served through an international experience.2 semester credits• Department of Physical TherapyFACULTY: Allen, Dockter (Department Chair), Eckert(Director of Clinical Education), Lundeen, Parker(Director of Research), Roller, Schulte, Taylor.Program OverviewThe Doctor of Physical Therapy degree is designedto prepare autonomous practitioners for the professionof physical therapy. University of Mary students arerequired to complete a bachelors degree or a minimumof 92 credits and a minor in a diverse undergraduatecurriculum prior to admission into the 32-monthprofessional phase of the program. Transfer studentsmust complete a bachelors degree, along with theprerequisites, prior to admission into the program. Theprofessional curriculum consists of unique experiencesprovided within a supportive health care communityincluding an optional service-learning experience InGuatemala in collaboration with the GOD’s Child project.An individual or group research project, culminatingwith a presentation and paper in manuscript form, isrequired to complete the clinical inquiry portion of thecurriculum. Students spend an average of 22 hours perweek in class with additional hours spent on relatedprojects. Eight week clinical education experiences areplaced after the first and second years, as well as twoadditional experiences in the spring semester of thethird year. Students also manage and practice, underfaculty guidance, a pro bono clinic on campus. Sevenfull-time faculty are assisted by adjunct and part-timefaculty, including physical therapists and physicians.OutcomesGraduates of the Doctor of Physical Therapycurriculum will have the ability to perform as entrylevelphysical therapists in a variety of roles and practicesettings. Specifically, the intended outcomes are:• Practice in a safe, legal and ethical manner.• Utilize evidenced-based examinationand intervention to manage patientand client conditions.• Practice autonomously while recognizingwhen a problem or need is outside thescope of physical therapy practice.• Effectively communicate in verbal, nonverbal,written and electronic formats.• Incorporate an understanding of individualand cultural differences in practice, servantleadership, education, and scholarly inquiry.• Educate others using a variety of teaching methodscommensurate with learner characteristics.• Demonstrate critical inquiry and clinical decisionmaking in the evidenced based practice ofphysical therapy to promote activities that resultin effective outcomes for patients and clients.• Participate in the administrationof the practice setting.• Provide prevention and wellness programsappropriate to physical therapy.• Demonstrate a commitment to professionalismincluding lifelong learning, servantleadership, and the Benedictine Values.

110AccreditationThe University of Mary Department of PhysicalTherapy has an “accredited” status through theCommission on Physical Therapist Education(CAPTE). The next review date is 2012. The NorthCentral Association of Colleges and Schools (NCA)has accredited the University to offer the DPT.Mission of the Programin Physical TherapyThe mission of the University of Mary Departmentof Physical Therapy is to prepare autonomouspractitioners who are leaders in service throughevidenced-based practice, education, and scholarlyactivity for the profession of physical therapy.Application and AdmissionThe University of Mary is a member of the PhysicalTherapist Centralized Application Service (PTCAS),available at www.ptcas.org. Students should submittheir application to PTCAS and indicate that theUniversity of Mary is one of their choices. PTCAS willsend the documentation to the Department of PhysicalTherapy Admissions Committee for consideration.After receipt of application through PTCAS, theAdmissions Committee selects candidates eligible for therequired personal interview. The final class is selectedon an objective point system based on core GPA andinterview. The deadline for submission of the applicationto PTCAS is mid-January of the year prior to the Auguststart date. Interviews are conducted in mid-March.The following are the course prerequisites andminimum criteria for admission to the Doctorof Physical Therapy professional program.Core Requirements• Human Anatomy and Physiology I• Human Anatomy and Physiology II• Lifespan Development• Abnormal Psychology• Fundamentals of Chemistry or• General Inorganic Chemistry I• Introduction to Organic & Biochemistry or• General Inorganic Chemistry II• Introduction to Physics• Intermediate Physics• Other Requirements– Medical Terminology– Ethics– StatisticsRecommended CoursesIf students plan on participating in the optionalfield experience in Guatemala, they are encouraged totake Beginning Spanish. If students are not familiarwith computer technology, including MicrosoftWord, Power Point, and access to the internet, theyare encouraged to take Introduction to Computers.Transfer StudentsTransfer students are welcome to apply. Advisingof transfer students occurs through the Office ofAdmissions at 701-355-8235 or jweltz@umary.edu.Minimum Criteria for AdmissionThe minimum criteria for admission to thedoctoral program in physical therapy include:Minimum Academic Requirements• Five core courses completed prior to application• GPA of 2.75 on all undergraduatecollege work on a 4.0 scale• GPA of 3.0 on all core requirements and aminimum of grade C on any course– If a candidate has less than a B in any of theeight core requirements, he or she may retake thecourse one time. The grade from the retake will beused when calculating the core requirement GPA.– No more than three (3) retakes in thecore requirements will be considered.• Ninety-two (92) semester credits from an accreditedcollege. No more than 64 of the 92 semester creditsmay be transferred from a two-year institution.• Eight (8) semester credits in the 300–400 level.If candidates do not hold a bachelor’s degree,they must have completed a minor and 92credits of undergraduate study including coreand other requirements. Transfer studentsmust have a bachelors degree prior toadmission into the professional program.

111Clinical Observationor Work Experience RequirementThe candidate must complete 40 hours of volunteer orpaid experience required with a licensed and practicingphysical therapist in more than area of clinical practice.The clinical experience hours must have taken placewithin two years of the application date. For eachclinical experience, the student and the supervisingphysical therapist complete a Clinical ExperienceForm. These forms are available on the PTCAS.Rolling AdmissionsIf the class number doesn’t reach the limit of 30,rolling admissions comes into effect. Students mustmeet all criteria previously outlined and participatein the formal interview process. Rolling admissionsapplications are considered until the first day of classin the fall. Applicants will be reviewed based on thetime of submission of a completed application.Evaluation and GradingThe program uses a variety of teachingmethods including lectures and discussion,laboratory practice seminars, student presentationand conferences. Competency and proficiencyare determined by written, oral and practicalexaminations, class presentations, and projects.Students must meet the academic requirementsof this program in compliance with the regulationsof the graduate policies of the University. Theminimum cumulative GPA requirement is a 3.0for both the University and the DPT program.Graduation RequirementsThe Doctor of Physical Therapy (DPT) degreeis awarded upon successful completion of both theacademic and clinical portions of the curriculum.• Radiologic Technology ProgramProgram Advisors: Gwen Niksic,Richard Cleary, Roger HaugRadiologic Technology offers a fouryearprogram leading to a Bachelor ofScience or Bachelor of Arts degree.The two years of campus preparation for theBachelor of Science degree include courses in biology,chemistry, physics, mathematics, and psychology aswell as courses to fulfill competence requirements.Following the campus preparation, the student appliesfor admission to a hospital school for an internship. The24-month clinical internship may be taken at St. AlexiusSchool of Radiologic Technology or Medcenter OneHealth Systems in Bismarck; Trinity Hospital Schoolof Radiologic Technology, Minot; Rapid City RegionalHospital; Mayo School of Health-Related Sciences,Rochester, MN or at any other accredited school. Atotal of 60 semester credits will be granted for coursestaken during the internship. Upon completion of theinternship, the student is eligible to take the AARTRadiographer’s Registry Examination to become certifiedas a Registered Radiologic Technologist/Radiographer.All students, including transfer students, must takeat least 32 semester credits on campus; 16 of theseare to be in math/science. Credit received for theclinical internship does not satisfy this requirement.Students are responsible for providing transportationto and from all clinical internship assignmentsand for personal living expenses throughout theclinical internship, regardless of location.Sequence in Radiologic Technology - B.S. degree:BIO 101, 207, 208, 209; CHE 109; MAT 103; PHY 203,304; PSY 201; RDT 201, 202, 300, 301, 302, 400RDT 201 Clinical Internship Radiologic Technology I12 semester creditsRDT 202 Clinical Internship Radiologic Technology II12 semester creditsRDT 300 Clinical Internship Radiologic Technology III6 semester creditsRDT 301 Clinical Internship Radiologic Technology IV12 semester creditsRDT 302 Clinical Internship Radiologic Technology V12 semester creditsRDT 400 Clinical Internship Radiologic Technology VI6 semester credits• Department of Respiratory TherapyProgram Faculty: Dr. Will Beachey (DepartmentChair), Dr. Elizabeth Hughes, Christine SperleRespiratory Therapy is a four-year baccalaureate degreeprogram which consists of two years of pre-professionalcollege preparation (freshman and sophomore years)followed by two-years of professional preparation(junior and senior years). The Bachelor of Science(B.S.) degree is granted to students who successfullyfulfill University of Mary Respiratory Therapy Programrequirements. The Respiratory Therapy Program isfully accredited by the Commission on Accreditationfor Respiratory Care (CoARC), 1248 Harwood RoadBedford, Texas 76021-4244, telephone (817) 283-2835.

112MissionTo prepare students to become competent registeredrespiratory therapists who think critically; engage inevidence-based practice; function as expert resourcesto physicians and other healthcare professionals;assume leadership roles; and interact respectfullyand compassionately with others, regardless ofcultural background, values, and lifestyles.Respiratory Therapy Pre-Med TrackThis option allows students to take all courses requiredfor admission to most medical schools while completingrequirements for the B.S. degree in RespiratoryTherapy. After completing the degree, graduates may,at their option, apply for admission to medical school;if accepted, they may decide to work as a respiratorytherapist before and during medical school. Regardlessof medical school admission status, graduates have amarketable professional credential in healthcare.Respiratory Therapy ProgramThe pre-professional liberal arts curriculumincludes biology, chemistry, math, physics,humanities, social-behavioral sciences, andphilosophy/theology requirements.The professional program is located at St. AlexiusMedical Center in Bismarck (faculty offices, laboratory,classroom and clinical facilities), and is co-sponsored bythe University of Mary and St. Alexius Medical Center.The curriculum consists of classroom, laboratory andclinical practicum courses, including over 1100 hoursof supervised experience in direct patient interaction.AdmissionTo qualify for admission consideration, students mustcomplete all math/science pre-professional requirementswith a minimum grade of “C” in each course and anoverall math/science grade point average of 2.5 or higher.In addition, the overall University grade point averagemust be a minimum of 2.5. Students who successfullycomplete these pre-professional requirements are eligibleto apply for admission to the professional RespiratoryTherapy Program. Completion of pre-professionalrequirements does not guarantee admission to theprofessional program; separate application must be madeto the School of Respiratory Therapy. Personal interviews,academic performance, and letters of reference are usedin the admission process. For equally qualified applicants,admission preference will be given to eligible studentscompleting their pre-professional work at University ofMary. The professional program application deadline isFebruary 15 of the sophomore year for admission to thefall semester of the same year. . Prospective applicantsshould make an appointment with the respiratorytherapy department chair (701-530-7757; wbeachey@primecare.org) to tour the St. Alexius Medical Centerand learn more about the responsibilities and dutiesof respiratory therapists. Application forms can beobtained from the university respiratory therapy advisor,or they may be accessed online under the School ofHealth Sciences, Respiratory Therapy Program from theUniversity of Mary web site.Rolling Admissions: If the class number doesnot reach its maximum capacity by the applicationdeadline, a rolling admissions policy will be followed.Students must meet all criteria previously outlined andparticipate in the formal interview process. Rollingadmissions are considered until the first day of classin the fall. Applicants will be reviewed based on thetime of submissions of a completed application.Students who complete the accredited professionalprogram and all degree requirements are eligible totake the credentialing examinations administeredby the National Board for Respiratory Care (NBRC)leading to the Registered Respiratory Therapist (RRT)credential. Licensure requirements in the state ofNorth Dakota (and in all other states) are also met bysuccessful completion of the NBRC examinations.The ProfessionRespiratory therapists are essential members of themodern healthcare team and work in collaborationwith physicians and other health professionals in adultand newborn intensive care units, hospital emergencyrooms, outpatient rehabilitation clinics, sleep-relatedbreathing disorders clinics, and in the home. Programgraduates are prepared to assess patients, develop a planof care, implement therapy, evaluate its effectivenessand modify treatment as appropriate. Patients includecritically or chronically ill individuals suffering from avariety of respiratory and cardiac problems. In additionto treatment, therapists perform various complexdiagnostic and monitoring procedures to assist thephysician in devising an appropriate care strategy. In thehome, outpatient and community settings, respiratorytherapists provide education to patients and families inthe day-to-day self-management of chronic respiratoryconditions such as asthma and chronic obstructivepulmonary disease (COPD); tobacco cessation isan important aspect of these educational efforts.

113Program OutcomesUpon graduation from the respiratorytherapy program, students will be able to:• Demonstrate knowledge of the physiologicalbases for all therapeutic interventionsand diagnostic procedures in all areasof respiratory therapy practice• Demonstrate proficiency in implementingall respiratory therapy treatmentand diagnostic procedures• Demonstrate proficiency in interpreting physicalexam findings, cardiopulmonary monitoring data,laboratory data, and diagnostic imaging information• Demonstrate problem solving and criticalthinking skills as consultants to physiciansand other healthcare personnel in developingcardiopulmonary care strategies• Demonstrate proficiency in establishingan evidence base for best practice throughresearch and the critique and interpretationof the professional scientific literature• Demonstrate knowledge of the ethicalobligations and responsibilities of healthcareprofessionals and institutions• Demonstrate knowledge of the legal, socialand economic environments in whichthe healthcare institutions function• Demonstrate effective cross-cultural andinterdisciplinary human interaction skills in thehealthcare setting and the broader community• Demonstrate knowledge of current issuesand trends in healthcare, including publicpolicy, access and reimbursement issues• Demonstrate proficiency in oraland written communication• Educate patients and the general publicin matters of cardiopulmonary healthand chronic disease management• Demonstrate leadership abilities as amember of the healthcare team.Transfer StudentsTransfer students completing respiratory therapyprogram prerequisites at other regionally accreditedcolleges and universities are welcome to apply to therespiratory therapy program; professional courses inthe respiratory therapy curriculum fulfill the Universityof Mary’s residency requirement for the baccalaureatedegree. Transfer students must also meet the Universityof Mary’s liberal arts graduation requirements forthe Bachelor of Science degree. Academic advisingfor transfer students occurs through the Office ofAdmission at 701-355-8235 or jweltz@umary.edu.Graduates prepared by CoARC-accreditedassociate degree therapist-level programs maypursue the Bachelor of Science degree in RespiratoryTherapy at the University of Mary if they meetthe following requirements; they must:1. Hold at least the Certified Respiratory TherapyTechnician (CRT) credential and be eligibleto take the registered respiratory therapist(RRT) examinations. A notarized copy ofthe CRT certificate must be submitted tothe Professional Therapy Program. Thosewho hold the RRT credential should submita notarized copy of the RRT certificate.2. Apply for admission to both the University ofMary and the School of Respiratory Therapy.3. Submit all Respiratory Therapy coursedescriptions (and, if required, coursesyllabi) from their former programs to theProfessional Respiratory Therapy Program.4. Interview with the Respiratory TherapyProgram Admission Committee.Respiratory Therapy EssentialFunctional RequirementsIn addition to admission criteria, qualified applicantsare expected to meet essential functional requirementsof the respiratory therapy profession. Studentsrequesting reasonable accommodation to meet theserequirements must inform the Program Director inwriting of the need for such accommodations at thetime of application. Essential functional requirementsinclude cognitive, motor and behavioral abilities.Respiratory therapy students must be able to:move quickly in confined spaces; sit and stand whilemaintaining balance; stand in-place for prolongedperiods; reach above the shoulders and below the waist;twist, stoop, squat; climb stairs; walk rapidly (emergencysituations); precisely manipulate small instruments andpieces of equipment; squeeze forcefully with hands;write with a pen; key information into a computer; liftand carry 30 pounds; have sufficient physical strengthand mobility to perform cardiopulmonary resuscitation;hear, see, feel with fingers, smell; distinguish colors;read, write and comprehend English; interpret writteninformation; identify cause and effect relationships;

114add, subtract, multiply and divide; tell and measuretime; orally communicate and interact with others;speak on the telephone; establish rapport withothers (patients, coworkers); establish appropriateemotional and interpersonal boundaries; maintaineffectiveness under stress and strong emotions.Major in Respiratory Therapy:ANT 171, BIO 207, 208, 209; CHE 109, 110; COM 110;ENG 121; MAT 103; NUR 317; THE 382 or PHI 482; PHY203; PSY 201; RTH 301, 305, 307, 320, 335, 411, 416, 418,420, 422, 426, 427, 428, 430, 436, 438, 441, 450 and 452Major in Respiratory Therapy with Pre-Med Track: In addition to (or in place of) thecourse in the Respiratory Therapy major:BIO 103: CHE 111, 112 (to replace the CHE 109, 110sequence), CHE 217, 318 (CHE 310 is recommended);PHY 304.Students may choose from among several electives tocomplete requirements for the Bachelor of Science degree.Respiratory Therapy Professional CoursesRTH 301 Introduction to Respiratory CareAn overview of the respiratory care profession and its functionwithin the medical community and the health care team.Topics include medical terminology, history and developmentof the profession, an introduction to the health care system,legal aspects of health care, professional ethics, multi-culturalhealth communication and patient-therapist interaction.3 semester creditsRTH 305 Basic ProceduresThis course emphasizes the theory and practice of currentrespiratory care modalities including basic monitoring and testingtechniques. Topics include infection control; aerosol and humiditytherapy; medical gas therapy; cardiopulmonary pharmacology;physical assessment; volume expansion and bronchial hygienetherapy; airway management; and arterial blood gasses.6 semester creditsRTH 307 Basic Procedures LaboratoryLaboratory practice in the basic respiratory care modalities,and the testing and monitoring procedures covered in RTH201, 205, 335. Equipment assembly, disassembly, operationand troubleshooting are emphasized. Basic physical assessmentskills and communication skills are also practiced. Clinicalobservation rotations are scheduled to help the studentprepare for Clinical Practicum I. Skill proficiency tests areconducted to prepare students for clinical experience.1 semester creditRTH 320 Clinical Practicum ISupervised clinical experience in the therapeuticmodalities and procedures covered in RTH 205 and 207.Proficiency in each area is required to progress in theprogram. Meets 16 hours per week, 2 days per week.3 semester creditsRTH 335 Clinical Cardiopulmonary PhysiologyConcepts in pulmonary, cardiovascular and renal physiology,situated in a clinical context. Physiological mechanisms underlyingthe beneficial effects of treatment and the application of technologyare explained. Compensatory mechanisms and the interdependentfunction of the cardiopulmonary and renal systems are covered.The course emphasizes the understanding of theory in thecontext of physiological data interpretation. Relevance to clinicalpractice is emphasized. Prerequisite: BIO 207-208 or equivalent.6 semester creditsRTH 411 Respiratory Care in Alternate SitesThis course covers respiratory care in the outpatient, long-termcare, and home-care settings. Patient populations addressedrange from infants to elderly. Topics include dischargeplanning, psychosocial implications of chronic pulmonarydisease, disease management, pulmonary rehabilitation,reimbursement issues, and patient education. Communicationand physical assessment skills are emphasized. Prerequisite:RTH 335; 426; 427.2 semester creditsRTH 416 Pediatric/Neonatal Respiratory CareThis course focuses on respiratory care practice unique topediatric and newborn populations. Topics covered includedevelopmental anatomy and physiology, congenital anomalies andproblems of prematurity that affect cardiopulmonary function,diagnosis, pathophysiology and treatment of cardiopulmonarydiseases, newborn intensive care, mechanical ventilationand physiologic monitoring. Unique aspects of neonatalmechanical ventilators are covered in a laboratory setting.3 semester creditsRTH 418 Department LeadershipAn overview of leadership focusing on the traits every leadershould develop, and the impact leadership can have on yourprofession. Career development is also discussed, concentratingon job searching and interviewing skills. Prerequisites:successful completion of all previous RTH requirements.2 semester creditsRTH 420 Professional SeminarThis course contains three components: (1) Identificationof student learning needs and general review in preparationfor comprehensive program and credentialing examinations;(2) complete and discuss sample credentialing exams;(3) medical ethical issues. Students will research areasof learning needs. Sample credentialing examinationsand clinical simulation computer software are used forcomprehensive review. Prerequisites: enrollment in thefinal semester of the Respiratory Therapy Program.2 semester creditsRTH 422 Clinical Cardiopulmonary AssessmentThis course emphasizes the integration of physical findings,the patient interview, the medical record, and diagnostictesting data in the assessment of cardiopulmonary status.Development of an assessment based respiratory care planand its systematic evaluation is a major focus. Diagnostictesting areas include basic laboratory and electrocardiograminterpretation, advanced pulmonary function testing andchest x-ray interpretation. Case studies are used.5 semester credits

115RTH 426 Human Diseases IA study of the diagnosis, treatment and management ofcardiopulmonary disorders in the adult. Emphasis is placedon understanding the essential mechanisms of disorderedfunction and the rationale for therapeutic intervention.Prerequisites: RTH 205; 207; 335; or instructor’s consent.4 semester creditsRTH 427 Human Diseases IIA study of the pathophysiology, diagnosis, treatment andmanagement of various diseases in the adult. Disorderscovered include renal, genetic, endocrine, neurological,hematological, gastrointestinal, musculoskeletal, and liverdiseases. Essential mechanisms of disordered physiologicalfunction and rationale for therapy are emphasized. Prerequisites:RTH 205; 207; 335; 426; or instructor’s consent.2 semester creditsRTH 428 Respiratory Care SpecialtyThis clinical specialty course allows students to improve technicalproficiency, increase professional competency, and enrichknowledge in areas of personal interest. Students submit writtenproposals outlining learning goals and objectives methods forachieving goals and the means for measuring their achievement.Proposals must meet faculty approval. The course involvesa minimum of eight hours per day, five days per week (320hours) over the last eight weeks of the senior year. Prerequisites:completion of all previous program clinical requirements.8 semester creditsRTH 430 Clinical Practicum IISupervised clinical experience in the therapeutic modalitiesand procedures cover in RTH 436 and 438 (adult critical careand pulmonary function). Proficiency in each area is requiredto progress in the program. Participation in the American LungAssociation’s Asthma Camp is required. Meets in the summersession 40 hours per week for 6 weeks. Prerequisite: RTH 436; 438.5 semester creditsRTH 436 Critical Respiratory CareThis course focuses on managing and monitoring mechanicallyassisted ventilation in the adult in the intensive care setting.Areas of discussion include: (1) physiological criteria forinitiating mechanical ventilator assistance, (2) beneficial andadverse effects of mechanical ventilator assistance in variouspathologies, (3) implementing, managing and physiologicallymonitoring mechanical ventilator assistance, and (4) generaloperating principles and capabilities of mechanical ventilators.Emphasis is placed on using physical assessment skills and variousphysiological monitoring data to guide the management of thecritically ill patient. Prerequisites: RTH 335 or instructor’s consent.5 semester creditsRTH 438 Ventilator/Critical Care LaboratoryLaboratory practice in the operation, testing, and troubleshootingof mechanical ventilators, noninvasive monitoringequipment, continuous positive airway pressure systems,hemodynamic monitoring equipment, and chest drainagesystems. Skill proficiency tests are conducted to preparestudents for critical care clinical experiences. Prerequisites:RTH 207 and concurrent enrollment in RTH 436.1 semester creditRTH 441 Clinical Practicum IIISupervised clinical experience in adult intensive care,pediatric intensive care, neonatal intensive care, hemodynamicmonitoring, cardiology, pulmonary reconditioning, homerespirator care and medical rounds with the program medicaldirector are included. Meets 40 hours per week, 5 days perweek for eight weeks. Prerequisites: RTH 436; 416; 429; 411.8 semester creditsRTH 450 Research in Respiratory CareThe importance of research to the field of respiratory care andbasic tools for implementing and critically evaluating researchefforts. Areas covered include current research trends in respiratorycare, sampling and research design, statistical tools, critical reviewof the literature, analysis and communication of research results.A research paper is part of the course requirement. Prerequisite:Enrollment in the final semester of the professional program.2 semester creditsRTH 452 Health PromotionThis course examines the increasing redirection of health careresources from disease identification and treatment to diseaseprevention and health enhancement. The premise is that healthcare professionals have a responsibility to influence people to makehealthful lifestyle decisions, and to help build cultures supportiveof healthful living. Students are introduced to strategies forpromoting health both professionally and personally. Prerequisite:Enrollment in final semester of the professional program.2 semester credits

116Harold SchaferEmerging Leaders Academy ProgramMissionTo identify and develop servant leaders ofmoral courage.VisionThe Emerging Leaders Academy will recruit andretain high performing candidates and the graduatesof these programs will be highly sought after byemployers because of their exemplary writing,speaking, critical thinking, and professional skills.Program DescriptionThe Emerging Leaders Academy is a leadershipdevelopment program that is designed for highlymotivated,capable students who are interested inbecoming future professional leaders. Students inthe Gary Tharaldson School of Business, the Schoolof Education and Behavioral Sciences, the School ofHealth Sciences and the School of Arts and Scienceswill be introduced to the Academy during theirfreshman year. Interested students will then makeapplication to The Emerging Leaders Academythat officially begins during the fall semester of thesophomore year and continues each semester throughthe end of the junior year. Select students will bechosen by each school for admission into the SeniorEmerging Leaders Academy capstone experience.As members of the Emerging Leaders Academy,students will develop higher level leadership skillsthrough hands-on projects and experiences that networkthem with the region’s top leaders. Mentorships andinternships enhance students’ professional developmentand open the door to future employment or graduateschool recommendation. Each year, students whoprove their passion and motivation for leader-shipwill be selected to move forward in the program.Only a very select few students will enter the unique,individualized senior capstone experience wherethey will design a leadership experience that meetstheir individual professional and leadership needs.Admission to theEmerging Leaders AcademyAll Freshmen students will enroll in the introductoryEmerging Leaders Academy class. Those choosingto further their leadership development will makeformal application to the Emerging Leaders Academythat officially begins in the fall of their sophomoreclass. Each school has an application process forthe Academy at the sophomore and junior level.Prospective students may also qualify for EmergingLeaders Academy early acceptance program if theyhave a 3.25 cumulative grade point average or a 24 ACTcomposite score and success-fully complete an essayand interview. Early acceptance allows these studentsto enter the Emerging Leaders Academy as sophomoresassuming successful progress during the freshman year.Transfer students may also enter the Emerging LeadersAcademy upon enrollment at the University of Mary.Course DescriptionsHSL 110 Are You a Leader?This course is designed for students to explore the many aspectsof servant leadership and develop professional behaviors.1 semester creditHSL 120 Principles, Values and EthicsThis course is designed for students to gain insight into theirown beliefs, clarify factors that shape values, and identifyand appreciate beliefs of others to provide a foundationfor shaping principles and values in a business setting.1 semester creditHSL 210 Business Teams and SystemsThis course utilizes insights gained in HSL 120 as a foundation tolearn how to enhance customer, employee, and vendor relations.1 semester creditHSL 220 Leadership and ManagementThis course is designed to help Emerging Leaders Academystudents in business begin understanding the specific rolesof leadership and management within the business.1 semester credit

117HSL 310 EntrepreneurshipStudents will understand the defining characteristics of anentrepreneur and the role of innovation in today’s organizations.Through specific projects, students will be able to analyzedifferent situations and possibilities, opportunities, limitations,and risks while trying to develop entrepreneurial skills in smallsized,medium-sized, nonprofit and for-profit business settings1 semester creditHSL 320 Effective Critical ThinkingThis course is designed to expose Emerging LeadersAcademy students in business to strategic planning strategiesand experiences that enhance the planning process.1 semester creditHSL 410 Exhibiting the Leader Within YouStudents will articulate their own personal definition of leadership.Students will have the opportunity to work with a mentor to helpthem develop, complete, and evaluate their personal definition ofleadership. Students will complete a personal marketing portfolio inwritten and electronic forms (CD-ROM) to be used as the studentpursues professional employment or graduate school admission.1 semester credit

118Academic LifeCalendarThe University of Mary operates on a 4-4-1 calendarwhich divides the academic year into fall and springsemesters of 16 weeks each and an optional SummerTerm. During a semester, the student generally enrollsin a program of four courses, each carrying foursemester hours of credit. Such a program providestime for the student to pursue a subject in-depth.During Summer Term, the student may enroll in aliberal arts course, engage in independent study, travel,or complete specialty areas in the major. Summersessions may also be part of the student’s educationallife. Two four-week sessions provide opportunities forstudents to accelerate or enrich their degree programs.CreditCredit for academic work is based on a semestersystem. One semester hour of credit is given for thesatisfactory completion of 15 classroom periodsof 50 minutes each. In laboratory work, field, orclinical experience, a block of two to five class hoursis equated to a lecture period. An average of 16 credithours is to be earned each semester if a student isto complete his or her work in eight semesters.AuditStudents may, with the instructor’s consent, register fora course on an audit or non-credit basis. The instructorhas no obligation to evaluate the performance of auditorsnor will a grade be given to auditing students. Policiesfor auditing courses are on file in the Registrar’s Office.Non-ClassroomOpportunities for CreditFor enrichment or advancement, studentsmay, with the advice of their academic advisor,pursue any of the following means of attainingacademic credit outside the classroom setting:Advanced Placement ExaminationStudents who receive a grade of three or higher onthe Advanced Placement Tests of the College EntranceExamination Board (CEEB) receive appropriateuniversity credit. Usually three semester hours of transfercredit are awarded for each examination. A grade offour or higher is needed on English and Biology tests.College Level Examination ProgramThe College Level Examination Program (CLEP)has been established to enable students to earncollege transfer credit by examination. In somedivisions an essay is also required. For additionalinformation or to schedule an examination contactCareer and Testing Services at 701-355-8050.Challenge ExaminationIn academic areas for which CLEP tests are notavailable, a student may petition to challenge a courselisted in the bulletin. To do so, the student obtainsthe Request for Credit Through Challenge form fromthe Office of the Registrar. The student is requiredto complete the request form and requests approvalthrough the dean of the school responsible for thecourse. Once authorized, the student must submitthe form to the director of student accounts and paythe challenge fee. The director of student accountsretains one copy of the form. The student mustpresent the second copy of the request form to theauthorizing dean or the supervising faculty memberwho will administer the test or evaluate the paper.After the student has completed the test or thepaper the instructor evaluates the paper or test, affixesthe grade to the lower portion of the request form,signs the form, and submits the form to the Officeof the Registrar. The registrar records the grade.Independent StudyIt is possible for sophomores, juniors, seniors, andolder-than-average students who have the necessaryprerequisites and meet accepted standards to pursuecourses through independent study. A minimum gradepoint average of 2.0 is required for a student to be eligiblefor independent study. The 328-428 course numbersin each division are provided for in-depth study of aspecial interest and of areas not covered in the existingcurriculum. Standard elective and required courseswhich are difficult for the student to access at regularlyscheduledtimes may also be available. A course forwhich a student has received a grade of “F” may notbe repeated as an independent study. Tuition for anindependent study is the same as that for a regular course.

119A student wishing to pursue acourse by independent study:1. Confers with his/her advisor aboutthe advisability of such pursuit2. Obtains the Independent Study Formfrom the Office of the Registrar3. Obtains the signature of his/her advisor indicatingadvisor approval of the independent study4. Secures the sponsorship of an appropriatefaculty member, visits with this faculty sponsorto outline course objectives, content, andrequirements and to schedule meeting timesand determine the final completion date5. Makes payment for the course in the Office ofStudent Accounts. Part-time students and studentsfor whom this course constitutes an overloadwill pay additional tuition for this course.6. Returns the completed Independent Study Form tothe Office of the Registrar. To drop an independentstudy course, a student must complete a change inregistration form (including necessary signatures)and submit it to the Office of the Registrar.College by Video CoursesStudents may further their academic programby enrolling in College by Video offerings. Thesecourses are identified in the semester schedulewith a “T” following the course number. Creditsearned are considered University of Mary residentcredits. Semester listings are available.Credit for Prior LearningStudents with three or more years of work experiencemay receive credit for learning attained outside ofthe academic setting through the University’s PriorLearning Program. Details of this program are containedin the Special Programs section of this bulletin.Transfer of CreditThe Office of the Registrar evaluates transcriptsand records transfer credits. The names of the transferinstitutions accompany the courses and correspondinggrades on the University of Mary transcript. Anypreliminary reviews by other personnel are unofficialand not binding, and subject to change. Acceptance oftransfer courses and the award of University transfercredit shall not express or imply that all transfer creditwill be fully applicable toward degree requirements inparticular programs of study at the University of Mary.The University of Mary accepts credits earned atinstitutions accredited by agencies recognized by theUS Department of Education for the level of creditawarded provided that such credits have been earnedthrough university-level courses appropriate to thestudent’s degree program at the University of Mary.Credits from foreign or professional schools will beevaluated on a case-by-case basis by the Office of theRegistrar in consultation with the Office of AcademicAffairs and/or the Academic Dean responsiblefor the student’s declared program of study.Students are not at liberty to selectively transfercourses. Transfer credit is only granted for coursesin which a grade of “C-” or better was earned,except where an articulation agreement existsbetween the credit awarding institution and theUniversity of Mary. Remedial or developmentalcourses are not considered college-level and donot transfer. No more than 64 semester creditsmay be transferred from a two-year institution.The following are examples of exam-generatedcredits that may be considered for transfer. Otherexam-generated credits may also be considered.• Advanced Placement (AP)• CLEP• Prior Learning• Challenged• Discipline SpecificPrior Associate orBaccalaureate DegreesIf a transfer student seeking a B.A., B.S., B.A.N.,B.S.N., or B.U.S., comes to the University of Mary withan Associate’s Degree, or a Bachelor’s degree (seekinganother major) from an accredited college/universityand that degree includes a minimum of 52 liberal artscredits, the University would accept their degree asmeeting the University core. If their program did notinclude an ethics and theology, those two courses wouldbe required. Students who have completed or beenexempted from the liberal education requirements arenot exempt from specific course requirements for theirmajors, even if those courses may be used to satisfy liberaleducation requirements at the University of Mary.RegistrationIn preparation for early registration, a schedule ofclasses will be published with the time, place of meeting,and instructor for the course. The same schedule ofclasses can be found on the University of Mary Web

120site by linking to the Campus Web. The Universityis not bound to offer any elective course for whichthere is insufficient registration and reserves the rightto withdraw any course described in this bulletin.Opportunities are provided during each semesterfor students to register early for the following term.Early registration forms are approved and signed by thestudent’s advisor. The student may then register on-lineor through the traditional method. Students shouldtake note that financial holds or lack of prerequisitesmay block on-line registration. Incoming freshmenare encouraged to meet with an advisor for earlyregistration on one of the days scheduled for this purposeprior to the beginning of the next academic term.Transfer students and freshmen who do not attendthe early spring registration may register by makingan appointment with the Office of Admissions.Registration is not complete or official until feesare paid or arrangements for payment are made in theOffice of Student Accounts during fee payment week.Students who are enrolled at the University of Marybut wish to take required courses elsewhere must seekprior approval for their applicability and acceptance asdivisional requirements. Requests for approval are madethrough the respective chairperson and the registrar.Changes of ScheduleStudents who add or drop classes may need to repaysome or all of the financial aid funds received. Classesmust be added or dropped prior to the last day to add/drop classes for adjustments to be considered. Coursesdropped after the add/drop date will be charged infull. Depending on a student’s program and numberof credits enrolled in, adjustments to tuition &/or feesmay/may not occur. Adjustments will be determinedbased on the documentation submitted by the Officeof the Registrar. Students who add or drop classes mustfollow the official procedure as set forth by the Officeof the Registrar. Failure to do so may result in thestudent owing all or part of the tuition/fees charged.Once a student’s class schedule has been approved,changes are to be submitted on a drop/add form availablein the Office of the Registrar. First-semester freshmenneed the approval of their advisor. No courses may beadded after the eighth instructional day of class withoutthe approval of the instructor. A $50 per course latefee may be assessed if a course is added after the eighthinstructional day. Courses will not be recorded on theacademic record if the class is dropped by the eighthinstructional day of the term. Students may withdrawfrom a class anytime during an academic session upto the Friday one week before final test week providedthey follow the drop/add procedures. Since credit isnot received, the student’s grade point average is notaffected. A student who withdraws from a course beforetwo weeks after mid-term will have the course recordedon the permanent transcript with a grade of “W” andwill be charged for that course on a pro-rated basis.A student who elects to withdraw from a courseafter this period will receive a grade of “WP”or “WF” as determined by the instructor.Withdrawal from the UniversityWithdrawal from the University during the schoolyear becomes official when the student has an exitinterview, which is initiated by the Vice Presidentfor Student Development, after consulting with thestudent’s academic advisor, and after official writtennotification to the Registrar’s Office. Students livingon campus must check out with the ResidenceDirector. The Office of Financial Assistance is to becontacted by students receiving assistance. To obtaina re-fund on tuition or other fees, students willfollow the policy described under Refund Policy.Deployment PolicyA student who is called to active military duty shouldpromptly notify the Office of the Registrar (writtenor orally) of his or her military orders, including thedeparture date, to begin the withdrawal process.If the student withdraws before 75 percentof the semester has elapsed, the student willreceive a full refund of tuition and fees withoutcredit or grades being posted. A grade of “W”will be recorded on the student’s transcript.If the student withdraws after 75 percent of thesemester has elapsed, the student will receive fullcredit with grades earned at the time of withdrawal. Ifa course relies on a final project and/or examinationto determine satisfactory performance, no credit willbe granted until all required work is completed.Students taking online courses may continue to beenrolled in those classes if it is possible and Internet isaccessible.Students wanting to complete their courses viaindependent study may do so with the consent of theinstructor(s).Students living in residence halls and / or with a mealcontract will be refunded all remaining room and boardcosts.

121The University will comply with the HEROES Act of2003 to ensure that service members who are receivingfederal student aid are not adversely affected because oftheir military status.Class AttendancePolicy for class attendance is determined byindividual faculty members. The policy regardingabsences may vary from instructor to instructor. It isthe responsibility of the student to be familiar withthe policy of each of their instructors. The student isresponsible to contact the instructor as soon as it ispossible to discuss possible arrangements for makingup any course work that has been missed for casesinvolving school sanctioned absences, serious illness,hospitalization, or other serious circumstances.A student is responsible for any work missed andmay be dropped from a class because of excessiveabsences upon request of the instructor and theapproval of the Vice President for Academic Affairs.Final ExaminationIn the last week of the semester or term, finalexaminations are given at the times indicated on thepublished schedule. Students should arrange to completeexams during the published times. Students with threeexaminations on one day may request to take the lastscheduled examination on another day. Such a requestto reschedule must be presented to the instructor oneweek prior to the test day. The instructor will makearrangements for the student to be tested on another day.Student ClassificationRegular students are those who have been admittedwith the expectation of becoming candidates forgraduation. Special students are those who havebeen admitted for special programs in non-degreestatus. The classification of regular students isbased on progress toward graduation as follows:Number of semester hoursClass standing granted satisfactorily completedSophomore ........................................... 30Junior .................................................... 60Senior .................................................... 90GradesGrades awarded at the University of Mary areA,B,C,D (with + or -), or F. Courses with a gradeof “F” do not count toward graduation.An incomplete (I) grade, given at the discretion of theinstructor, if not changed within the first three weeksof the next academic session, converts to a grade of “F”unless an extension is granted in writing by the instructor.For internships, practicums, performanceensembles, workshops, and activities courses, theoption of pass/fail grading is available. All gradesare recorded on the student’s official transcript.When a course is repeated, both courses are enteredon the transcript, but only the most recent course will becounted toward the degree and the grade point average.A student earns honor points for each semesterhour according to the value of the grade received.The grade point average is computed by dividingthe honor points earned by the credit hours.Final grades and points are assigned as follows:A Outstanding performance 4.0 pointsA- 3.7 pointsB+ 3.3 pointsB More than satisfactoryperformance3.0 pointsB- 2.7 pointsC+ 2.3 pointsC Satisfactory performance 2.0 pointsC- 1.7 pointsD+ 1.3 pointsD Passing, but less thansatisfactory performance 1.0 pointsD- .7 pointsF Unsatisfactory 0 pointsW Withdrew, no status 0 pointsWF Withdrew, failing 0 pointsWP Withdrew, passing 0 pointsI Incomplete 0 pointsP Passing 0 pointsGrade ReportsAt the close of each semester, May Term, andsummer sessions, final grades are recorded onstudents’ permanent records. Students may viewtheir final semester grade on their personal homepage on the University of Mary web site.Instructors inform students of their midsemestergrades as an indication of theirprogress. Mid-semester grades for deficiencies aredistributed to the student’s advisor but do notappear on the student’s permanent transcript.

122At Mid-Semester the instructor submits gradesonline, using the university’s learning managementsystem (LMS). At the end of the semester or term theinstructor submits grades online. Students and advisorsaccess grades online. The Office of the Registrar recordsthe grades. Students and advisors access online.Incompletes are to be removed within threeweeks of the next term. If extenuating circumstanceswarrant it, the instructor with the approval of theschool dean may grant an extension. If the incompleteis not removed, the grade reverts to a failure.Grades will be made available to students viathe http://my.umary.edu website by using their IDnumbers and pass-words. Grades will be mailed toparents upon receipt of request from the student.Such requests must be made in writing to the Officeof the Registrar. Parents or legal guardians may alsoobtain their child’s educational records if they establishthat the student is a financial dependent as definedin section 152 of the Internal Revenue Code of 1986.A student is considered “financially dependent” ifeither parent or your legal guardian claimed you as adependent upon their most recent federal income taxreturn. The Office of the Registrar requires that theparent(s) or legal guardian pro-vide a copy of the filedfederal tax return before it releases the information.TranscriptsTranscripts are certified copies of the student’spermanent record and show academic status at thetime of issuance. Transcripts will be issued only ifauthorized in writing by the student and the studentshould be advised that 3-5 business days are neededfor transcript transactions. Transcripts will bewithheld if a student or graduate has not met financialobligations at the University. Request forms can bedownloaded from the University of Mary website.Academic HonorsAt the end of fall and spring semesters, undergraduatestudents are placed on the Academic Honor Roll if theyachieve a term grade point average of 3.5 or above ona minimum of 12 semester hours (full-time status)with letter point grades. If the student is involvedin any course that awards a pass/fail grade, honorsdistinction will be determined by completion of atleast 12 semester hours (full-time status), a grade pointaverage of 3.5 or higher on any courses with letter pointgrades and a grade of pass on any pass/fail courses.The undergraduate student must not have a grade of“I”, “WIP”, or “SC” in any course at the time AcademicHonors are determined. If an undergraduate studentcompletes any graduate course with a grade of “B-” orbetter during the same term, those hours will be countedtoward full-time status. Graduate letter point gradeswill NOT be counted toward the undergraduate gradepoint average when determining academic honors.Academic honors at commencement are awarded tograduates who have earned an undergraduate cumulativegrade point average of 3.5-3.74 (Cum Laude), 3.75-3.89(Magna Cum Laude), 3.9-4.0 (Summa Cum Laude).For transfer students, grades from othercolleges will be included when computing honors.Honors awarded at commencement will bebased upon the grade point average of all coursework prior to the semester of graduation.Satisfactory Academic ProgressTo fulfill requirements for a degree, fulltime and parttimestudents must: (1) have a grade point aver-age of 1.8at the end of 29 earned semester credits and a cumulativegrade point average of 2.0 thereafter and (2) completea minimum of 67% of attempted semester hours. Thegrades W, F, I and SC are considered “attempted” andwill be considered as unsuccessful completion whendetermining if a student has maintained this standard.To maintain satisfactory progress, a full-timestudent must have 24 career-earned semester hoursannually as recorded at the University of Mary.Program requirements may be more stringent.Progress for traditional undergraduate students will bemonitored at the end of the fall semester and at the end ofthe spring semester. All graduate and distance educationstudents’ progress will be monitored at the end of thefall semester, spring semester and summer semester.In the case of a transfer applicant whoseacademic transcript indicates failure to maintainreasonable progress, the applicant may be granteda warning semester and academic progress will bereviewed after the first semester of attendance.Progress Toward a DegreeStudents must demonstrate progress toward a degreeby completing at least 67% of all attempted credits andmaintaining minimum GPA requirements in accordancewith the satisfactory academic progress policy. Thegrades W, F, I and SC are considered “attempted” andwill be considered as unsuccessful completion whendetermining if a student has maintained this standard.

123Students may take no more than 150% of the allowedcredits toward any given degree. For example, a studentenrolled in a bachelor’s degree program must obtainhis or her first bachelor’s degree within 192 credits.Academic WarningStudents whose academic progress does not reflectthe standards set forth in this policy will be notified byletter that they have one additional semester to bringtheir standing within requirements while continuing theireligibility for extracurricular activities. As a student onwarning, the student will be required to complete andmaintain a degree success plan with a designated advisorand comply with all the terms and conditions set forthin the degree success plan. In the event that they are notable to achieve satisfactory academic progress by the endof the warning semester, the student may be suspended ormay be moved to a continuing degree success plan status.Academic SuspensionStudents who have failed to maintain satisfactoryprogress or who have failed to achieve satisfactoryprogress after one warning semester will be suspended.A student who earns less than a 1.0 GPA for the firstsemester of enrollment may be suspended withoutserving a warning semester. Suspended students willnot be eligible to register for coursework and willbe terminated from active status. Their financial aidand athletic eligibility will be terminated. Studentswho have been suspended from the university mustre-apply to the institution through the admissionsdepartment. If readmitted, they will be reenrolledunder the university bulletin in place at the time ofreadmission, which may require additional courseworkor contain different policies than those in placeat the time of their original enrollment. Studentswho are reinstated academically may still be onfinancial aid suspension based on the SatisfactoryAcademic Progress Policy for Financial Assistance.Students do not need to first be placed on warningstatus to be suspended. If it is determined thatacademic progress is so lacking that suspension iswarranted, the student may be suspended directly.Right to an AppealStudents who have been academically suspendedor placed on warning may appeal their status to:Academic Standards and Admissions CommitteeAttn: Asst. Vice President for Academic Affairs7500 University DriveBismarck, ND 58504The appeal must be in writing and submitted within 14calendar days of the student’s notification. Students mayappeal due to mitigating circumstances such as illnessof the student or immediate family member, death of animmediate family member, or other circumstances thatmay have resulted in sub-standard academic performance.The student must comply with all requests for documentspertaining to academic performance, i.e., copies ofpapers, test results, attendance records, etc. The AcademicStandards and Admissions Committee considers andrules on the appeal. That ruling is final and binding.A student’s status does not change while anappeal is under consideration. If a student wasdismissed, he or she remains dismissed. If he or sheis in academic warning, probation or suspension, thewarning, probation or suspension stands. Approvalof an academic probation or suspension appealdoes not en-sure reinstatement of eligibility forfinancial or extracurricular activity participation.Academic ProbationStudents who successfully appeal their suspension maybe placed on academic probation. Students may remainon academic probation for no more than one semester.As a student on probation, the student will be requiredto complete and maintain a degree success plan with adesignated advisor and comply with all the terms andconditions set forth in the degree success plan. In theevent that the student is not able to achieve satisfactoryacademic progress by the end of the probationarysemester, the student may be suspended or may bemoved to a continuing degree success plan status.Degree Success PlansStudents who do not meet standards of satisfactoryacademic progress must maintain a degree success planwith a designated advisor and comply with all the termsand conditions set forth in the degree success plan.Academic Amnesty PolicyA University of Mary undergraduate student cantake advantage of the “Academic Amnesty Policy” bypetitioning the Academic Standards and AdmissionsCommittee specifying the courses the student requeststo be dropped. Only courses with grades of “D” and“F” may be dropped. Only courses taken ten semesters(excluding summer sessions) or more before thestudent’s application for readmission may be dropped.The petition for Academic Amnesty must be madewithin six months following the student’s readmission.

124Current students who change their major fromone division to another division and/or have unusualcircumstances may also petition to have their “D” and“F” grades dropped. When the Committee approves apetition for Academic Amnesty, the original Universityof Mary grades will be shown on the transcript buta notation will be made and these grades will not beincluded in the calculation of grade point averagesor the satisfaction of degree requirements.This policy can be used only one timein the student’s academic career.Academic HonestyThe student who cheats perpetrates anintellectual fraud which betrays his or her ownpotential, cheapens the honest achievements ofother students, and undermines the integrity of thecollege community. Plagiarism is a form of cheating.Students who violate academic honesty fall underthe Academic Integrity policy and are subject toany of the sanctions under that policy includingremoval from their programs of study or dismissal.Policy:1. The instructor will initiate action againsta student found cheating while enrolled ina course within seven days of discovery ofthe infraction. The instructor will formallynotify the student and record the action.2. The instructor may apply any of thefollowing sanction to a student found to havecheated during the term of the course.a. The student will receive a zerofor the work in question.b. The student will be given another opportunityto demonstrate knowledge or skills.c. The student will be expelled fromclass with a failing grade.3. The instructor may recommend additionalsanctions to the student’s Program Directoror Dean, or the Office of Academic Affairs.4. Within seven days after receiving notice from aninstructor of an infraction, the student accusedof cheating may appeal the decision followingthe university Academic Appeal Policy.Academic Appeals ProcessAppeals are petitions to change a decision renderedabout an academic matter. Students may requestan academic appeal for several reasons including aperceived violation of university policy, failure tofollow published course policies, a lack of consistencywithin the student’s course section, or a dispute overthe factual accuracy of graded work. The followingare not reasons that qualify matters for academicappeal: a disagreement with published course policies,differences in classroom policies or grading schemesin different courses or between different sections ofthe same course, or a grade’s impact on a student’sacademic progress, athletic eligibility, or eligibility forfinancial assistance or veteran’s benefits. A student’sstatus does not change while an appeal is underconsideration. If a student was dismissed, he or sheremains dismissed. If he or she is in academic probationor suspension, the probation or suspension stands.Students may appeal decisions related to their academicperformance (i.e., grades) in the following manner:a. Within two weeks after a student experiences theproblem, he/she should contact the instructorinvolved and discuss the situation. If stilldissatisfied, the student should proceed to step b.b. Provide the Division Chair or Dean with a writtenstatement that identifies the course and instructor,describe the problem, request specific actions,and give evidence to support the appeal within30 days of the original appeal to the instructor.Students should include copies of all relevantdocuments: papers, tests, etc. The Division Chairor Dean reviews the material and rules on therequest. Should the Division Chair or Dean bethe instructor of record of the course underappeal, the Assistant Vice President for AcademicAffairs will name an alternate to hear the appeal.A student may appeal the decision of the DivisionChair or Dean or assigned alternate under onlyspecific circumstances, as outlined in step c.c. Students may appeal the ruling of a Dean basedon the discovery of new evidence previouslyunavailable or a significant irregularity in theprocedural process which could affect the outcomeof the finding by the Dean. The appeal must takeplace within 30 days of the decision by the Dean.Students appeal to the Assistant Vice President forAcademic Affairs (AVPAA). General dissatisfactionwith the decision of the Dean or assigned alternateis not sufficient grounds to appeal the decision

125to the AVPAA. In those cases, the student mustprovide the AVPAA with a written statement thatidentifies the course and instructor, describe theproblem, describe the appeal to the Dean, describethe new evidence or the perceived irregularity, andprovide evidence to support the appeal. Studentsshould include copies of all relevant documents:papers, tests, etc. The Assistant Vice Presidentfor Academic Affairs reviews the material andrules on the request. Should the AVPAA be theinstructor of record of the course under appeal, theVice President for Academic Affairs will name analternate to hear the appeal. A student may appealthe decision of the AVPAA or assigned alternateunder specific circumstances, as outlined in step d.d. Students may appeal the decision of the AssistantVice President for Academic Affairs if he or shebelieves there has been a significant irregularity inthe procedural process or if new evidence comesto light that may change the out-come of theappeal. General dissatisfaction with the decisionis not sufficient grounds to appeal the decisionof the Assistant Vice President for AcademicAffairs. Students may appeal the decision to theVice President for Academic Affairs. To appealthe decision, the student must request from theVice President for Academic Affairs a hearing byan impartial committee of three within 30 daysof the decision by the Assistant Vice President forAcademic Affairs. Appointed by the Vice Presidentfor Academic Affairs, this committee includestwo students, one enrolled in the same divisionas the student who initiates the appeal and onefrom another school, and a faculty chairperson.The committee reviews the evidence, interviews,if necessary, those individuals involved, andrecommends in writing a course of action to theVice President for Academic Affairs. The VicePresident for Academic Affairs considers therecommendation of the committee and rules onthe appeal. That ruling is final and binding.Exceptions• Absent Faculty: In a case where the instructoris absent or is no longer employed by thecollege, the appeal shall begin directlywith the Chair or Dean of the Division orSchool in which the course was taken.• Additional preliminary levels of appeal: In someprograms, students may have additional levelsof appeal available to them prior to reaching theDean. Additional preliminary levels of appealappear on the course syllabi and may includeother university officials such as a programdirector or level coordinator. Once an appealreaches the level of Dean, all appeals mustfollow the sequence stated in this section.AssessmentAssessment of student learning is an integralcomponent of every academic program. Continuousassessment of learning is the foundation for programimprovement. Participation in assessment activitiesis required at the course, program, and universitylevels for academic advising and for best practicesin teaching and learning. The assessment programis designed to help the student reflect on his/herprogress toward meeting program outcomes as wellas strengths and areas needing improvement withinthe university curriculum and environment.Cancellation of Classes Dueto Inclement WeatherDuring the winter months, classes and activitiesnormally take place at the University of Mary despitesnow, wind and cold temperatures. On thoseoccasions when the conditions become severe enoughto be dangerous, the university will cancel classesand other campus activities until the conditionsimprove. The length of the cancellation will bedependent upon recommendations from localofficials monitoring the situation. It is possible thecancellation may be for morning classes, afternoonclasses, evening classes or the entire day.Announcements regarding cancellation will bebroadcast on KFYR 550 AM radio and/or through theuniversity’s emergency text-messaging system. Everyeffort will be made to make the announcements fora morning or all-day closure by 7:15 a.m. while anannouncement regarding an afternoon closure shouldbe forthcoming by 11:00 a.m. However, weatherconditions during a storm can change quickly andstudents are advised to anticipate that announcementsof cancellations may be made later in the day as well.

126Student LifeReflective of our Benedictine heritage andsponsorship, the first goal of the student life program isto welcome each new student into membership in theChristian, Catholic and Benedictine learning communityknown as the University of Mary. As members ofthis community, students experience education inthe Benedictine Wisdom Tradition where learning isunderstood as a part of the larger process of humangrowth and development to be pursued as whole personswith a goal of fully developing one’s God-given gifts andpotential for use in service to others. In this Benedictinephilosophy of education, in addition to valuing thelearning that takes place inside the classroom, a highvalue is also placed on learning that occurs outside theclassroom. Consistent with this philosophy, the studentlife program actively creates learning opportunities inthe residence halls, campus ministry, student activities,student organizations, student services as well aswithin student community standards and conduct.Residence LifeThe Residence Life community at the Universityof Mary is made up of more than750 studentsand several professional members of the residencelife staff. The location of the campus atop a bluffoverlooking the Missouri River and the City ofBismarck provides a unique residential campusenvironment in a natural setting with beautiful views.Each residence hall is characterized by a a strong senseof Benedictine community where residents enjoythe convenience of being within walking distance toclasses and campus services. Each residence hall has aprofessional-level director who lives in and supervisesthe facility. There are also several student residentassistants who promote a variety of fun activitiesand who serve as peer resources for residents.The university offers students a variety of residencehall options including traditional residence halls,suite-style and apartment-style facilities. First-yearstudents are required to have a roommate and mustlive in the residence halls (North, Boniface, Hillside,Greg Butler) with space designated as first-year space.Students at the sophomore level and above who havemet eligibility requirements may apply to live in afaith-based community (St. Joseph’s Hall for men or anew hall for women in Boniface Riverview) or in thethe apartments (Boyle or Deichert). Students shouldcontact the Student Development Office located inRoom 1209 of the Benedictine Center (701-355-8265)for an application or with questions about housingpolicies and requirements. . The University of Maryrequires freshmen and sophomores (students with fewerthan 60 credits) under the age of 21 to live on campus.Exceptions are possible for students who will live witha parent within a 60 mile radius of the university,married students, and students with dependentchildren. . All exceptions must be approved in advanceby the the Vice President for Student Development.Students mustAll students applying for housingmust complete an application contract. Applicationsfor housing are available from the Office ofthe Vice President for Student Development.Residence halls and on-campus apartments areclosed during the Christmas vacation period.Campus MinistryThe University of Mary encourages each student topursue an active spiritual life and to participate in thespiritual community of one’s choosing. The University ofMary community, in keeping with its Catholic tradition,celebrates the Eucharistic Liturgy Sunday through Fridayin Benet Chapel or Our Lady of the Word Chapel inthe Benedictine Center.. In a spirit of ecumenism, thecommunity also schedules interdenominational prayerand worship services. To enable students, faculty, and staffto attend these liturgies and prayer services, no classes arescheduled during the 10:00 a.m. period on Wednesday.Campus Ministry serves the spiritual needs ofthe University of Mary community by offeringretreats, studies in Sacred Scripture, prayer groups,volunteer opportunities, and social gatherings.The ministry staff consists of a director, an assistantdirector, a chaplain, and student peer-ministers.The Campus Ministry Office, located in ClairmontCenter next to Benet Chapel, is open to all.Campus Ministry Team andCampus Ministry VolunteersThe Campus Ministry Team assists the Director ofCampus Ministry in planning and offering spirituallyorientedactivities for the students from all faithbackgrounds. Team members assist with liturgicalcelebrations, music ministry, and retreats both on andoff campus. In addition, team members serve as rolemodels and promote active participation in spirituallyorientedactivities. In addition to the positions on the

127team, students from all faith traditions are invited tovolunteer as musicians, to assist with liturgies, and tohelp plan social events. Campus Ministry is locatedin the Clairmont Center, adjacent to Benet Chapel.Student HandbookThe University of Mary Student Handbook isthe university’s official source of information forstudents about student rights and responsibilities tothe university community. The handbook includesimportant information about the university’s conductstandards for students, residence hall policies, and otherpolicies that govern student life. It is also a valuableresource for students about the many services availablefor students at the university. Upon enrollment, eachstudent is responsible to obtain a current copy ofthe student handbook and abide by the policies andregulations in it. The handbook is available in electronicform from the Student Life section of the university’sweb site and from the university’s portal site (my.umary.edu). Printed copies are available at the StudentDevelopment Office located in the Benedictine Center.Student GovernmentStudents have the opportunity to serve in leadershippositions and actively participate in the decision-makingprocess of the University through student governmentand membership on various committees and councils.Each spring students elect the student body president,vice president and student senators to a one-yearterm. Students representing the first-year class areelected in the fall. Senators are elected from variousrepresentative districts to ensure broad representation.Through this system, each student is represented on theStudent Senate through their academic division andby resident status, whether on-campus or off-campus.The Student Senate is a forum to consider issuesimportant to students and participates in the Universityof Mary decision-making process as the voice of thestudent body. The student body president nominatesstudents, with the approval of the Student Senate, toserve on various campus committees and councils.Not all learning takes place in the classroom.Students are encouraged to become actively involvedin opportunities for learning and leadershipdevelopment available through the following:Student OrganizationsOver 30 student organizations exist at the Universityof Mary including professional organizations, serviceorganizations, and special interest clubs. Each offersstudents the opportunity to meet new people,learn inter-personal skills, and develop leadershipabilities. A complete listing of campus organizationsis available from the “Student Life” section of theuniversity’s web site and in the Student Handbook.ForensicsThe University of Mary forensics program providesstudents the opportunity to participate in individualcompetitive speaking events on the local, state, andnational levels. The University has membership inthe American Forensics Association, North DakotaIntercollegiate Speech League, Valley Forensics League,and has a Pi Kappa Delta Chapter. Students becomeeligible for membership in Pi Kappa Delta uponcompletion of that honor society’s requirements.Musical GroupsAll students attending the University of Maryare invited to participate in a musical activity,regardless of their major. The University sponsorsa diversified number of performance ensembleswhere participation earns credit toward graduation.Instrumental and vocal ensembles perform atcivic and University functions and several groupsconduct annual tours throughout the region.Intercollegiate AthleticsThe University of Mary provides opportunitiesfor participation in men’s football, soccer, crosscountry, basketball, wrestling, indoor track, baseball,tennis, golf, and outdoor track. Opportunitiesfor participation for women include soccer,volleyball, cross country, basketball, indoor track,softball, tennis, golf, and outdoor track.The University of Mary is a member of the NorthernSun Intercollegiate Conference (NSIC) and theNational Collegiate Athletic Association (NCAA).Students who participate in Universityathletics are expected to meet the sameacademic standards as all other students.The NSIC and NCAA set eligibilityand scholarship standards.Student RecreationStudent Recreation offers a wide variety of fun optionsfor students to incorporate physical activity, wellnessand sport into their weekly routine. Located in theLeach Field House, Student Recreation offers a vibrantintramural program to provide both men and women

128the opportunity to participate in competitive activitiesranging from basketball, flag football, dodge ball, softball,and volleyball to table tennis, swimming and racquetball.Throughout the year, there are league seasons for severalsports as well as a variety of short-term or one-daytournaments to provide everyone a chance to participatein their favorite sport. Students interested in wellnessand fitness are able to participate in groups fitness classessuch as zumba and kickboxing or they may pursue theirindividual fitness goals by using the fitness center, indoorwalking track, outdoor walking pate or swimming poolat their own convenience. The Coordinator of StudentRecreation is assisted by a group of student employeesknown as the REC Crew. The McDowell Activity Centergym and pool along with the Leach Field-house climbingwall, racquetball court, fitness place, track, volleyballcourts, and basketball courts are available for studentuse during regularly-scheduled times. The StudentRecreation office is located in the Leach Field House.Student NewspaperStudents interested in photography andjournalism have an opportunity to contributeto the student newspaper, Summit.Convocations and Cultural EventsUniversity convocations give students an opportunityto learn about such areas as the arts, politics, and historythrough presentations by well-known experts intheir fields. The University has hosted such groups as theMinnesota Opera and the New York Repertory Theatre.The proximity of the University to the Bismarck andMandan communities also provides opportunities forcultural experiences. The Bismarck-Mandan Symphony,the Bismarck-Mandan Civic Chorus, the Bismarck Artand Galleries Association, the North Dakota HeritageCenter, and the Bismarck Civic Center are examplesof various cultural resources found in the city.Student Volunteer ProgramThe student volunteer program provides volunteeropportunities for students in all areas of study,and serves as a resource for faculty in developingservice learning experiences. The program is basedupon the Christian, Catholic and Benedictinetradition of service and encourages students toactively serve others, the University, the larger civiccommunity, their church and their country.Campus SecurityIn compliance with the Jeanne Clery Disclosure ofCampus Security Policy and Campus Crime StatisticsAct or “Clery Act”, the University of Mary annuallypublishes a Campus Security Report. It is available toall en-rolled students, prospective students, employees,and prospective employees of the University. The reportincludes a description of campus security proceduresand it provides security and safety recommendationsfor members of the community. A three-year history ofcrime statistics at the University of Mary is also includedin the report. An electronic version of the report isavailable at www.umary.edu/pdf/umarysecurityreport.pdf. All University of Mary students are responsiblefor obtaining a copy of the report, to be familiar withits con-tents, and to follow the recommendationsincluded in it regarding safety and security.

129Student ServicesAdvisingOne important aspect of student life is the opportunityfor students and faculty to associate outside the formalityof the classroom. Through the advising program,at least one person on the University of Mary staffis individually concerned with a student’s academicprogress and personal growth. The advising programassists the student in realizing his or her educationalgoals and in developing his or her leadership qualities.During the first year, incoming freshmen and newfull-time adult learners (23 years of age or older),who have been out of school for more than two years,participate in leadership seminars, which provide astructure for regular contact between students andspecially-trained advisors and introduces students to thephilosophy of servant leadership. Students are assignedmajor advisors at the end of the second semester ofthe freshman year. If a student changes majors, a newadvisor from the appropriate discipline is assigned.Advisors assist students to resolve concerns in bothacademic and personal areas. They formulate degreeplans, help in course selection, provide informationabout University requirements and policies, and referstudents to other, more specialized, resources.First-Year ExperienceMindful that students who are new to the Universitygo through a period of adjustment, the University ofMary’s First-Year Experience begins with orientationand offers special activities and learning opportunitiesthroughout the year for first-year students.Student Support ServicesStudent Support Services provides eligiblestudents tutorial assistance, counseling,referral to other on-campus services and, whenappropriate, to off-campus services.In addition, personnel in this office arrangeacademic support systems for students who showpotential for success but have special needs.Services for Students with DisabilitiesThe University of Mary is committed to providingall students with disabilities equal access to all itsprograms and services in full compliance with Section504 of the Rehabilitation Act of 1973, the American’swith Disabilities Act (ADA) and other legal relevantmandates. Students with disabilities who have needof accommodations are responsible to apply to theoffice of Student Accessibility Services. Applicationsneed not be in writing; however, application formsare available at Student Accessibility Services. As partof the application process, the student must providedocumentation of his/her disability or diagnosis,which should also include a statement regardingthe student’s functional limitations related to theaccommodation(s) requested. All documentationmust be current and must be provided by a qualifiedprofessional. Applications, documentation, and requestsfor accommodations should be submitted to the Directorof Student Accessibility Services at least 60 days priorto the date needed. Applications for accommodationsdue to TEMPORARY disabilities resulting fromunexpected accident, injury, illness, hospitalization,etc. should also be submitted to the same office.Each year, Student Accessibility Services coordinatesaccommodations and services for 60 to 90 University ofMary students who have at least one significant functionallimitation as a result of a disability or other condition. Tomeet student needs, a wide variety of accommodationsare provided including accommodations for studentswho are differently able with regard to learning ability,physical ability, emotional ability, and diet to name a few.For further information, please contact the Directorof Student Accessibility Services in the BenedictineCenter for Student Leadership at (701) 355-8264.Learning Skills CenterThe Learning Skills Center, located in the BenedictineCenter, helps students to develop effective studyskills. All enrolled students at the University ofMary are eligible for this service. Services includean assessment of learning style and effectivenessof the student’s current study habits and skills.Information is available on topics such as:• Time management• How to use your learning style to your advantage• How to create an effectiveenvironment in which to study• How to read a text book and retain what you read• How to take effective notes• How to study for exams (including essay,multiple choice and math/science exams)

130Counseling ServicesThe Counseling Service Center provides free andconfidential counseling to University of Mary students.The center is staffed by a professional counselor whoprovides individual counseling, support groups, crisisintervention, and information and referral to othercampus and community services. Common concernsinclude adjustment issues, relationship concerns,family issues, depressed mood, anxiety, conflictresolution, and many others. Counseling Servicesis located in the Benedictine Center for ServantLeadership. Appointments may be scheduled at theStudent Development Office or by calling 355-8145.Career and Testing ServicesThe Career and Testing Services Center offers a widerange of services to meet the needs of “deciding” studentsas well as those nearing graduation. An updated list offull- and part-time professional and non-professionalemployment opportunities is available. Other eventsand services available through the center include:• CLEP testing• Job Fairs• On-campus company recruitment• Workshops on resume, cover letter,and job search preparation• Career interest testing and career counseling• Education credential files• National testing for graduate and undergraduateschool entrance, tests for nurses, teachers, doctors,engineers and credit earning for classes• Job shadowingOther healthcare services provided include printedhealth information, instruction and counseling about diseaseprevention, and risk-education. Health promotionincludes stress reduction, weight management, smokingcessation, alcohol/drug education, and counselingregarding sexuality that is consistent with Catholicteaching. A courier service for prescriptions is available.The Student Health Clinic is staffed by a nursepractitioner that is able to diagnose and treat commonacute and chronic illnesses. The nurse practitionermay write prescriptions as deemed necessary.Clinic hours are Monday-Thursday, 9 a.m. to4 p.m., and Friday, 8:30 a.m. to noon. To makean appointment call 355-8288. Appointments areencouraged; however, walk-ins are welcome.Food ServiceThe University Hall dining center and the diningcenter located in the Benedictine Center for ServantLeadership serve meals. There is also a snack bar andbeverage bar located in the Leach Center for StudentLife. Students living in the residence halls are requiredto be on a board contract. Students residing in theapartments have the option of participating in the boardcontract. Cafeteria services are not available duringThanksgiving, Christmas, and Easter vacation periods.University Bookstore and MartThe University Bookstore and Mart providestudents with the convenience of on-campusshopping. Books, school supplies, monogrammeditems, postage stamps, and a limited number ofpersonal supplies are available. All merchandise andbooks must be paid for at the time of purchase.Student Health ClinicThe Student Health Clinic is operated by MidDakota Clinic. A wide range of services are providedincluding complete physical exams for athletics,employment, travel, etc., diagnosis and treatmentof illness and injury, pelvic exams, pap smears,pregnancy testing, testing for sexually transmitteddiseases, immunizations and allergy injections.On-site laboratory testing includes strep, mono, urine,hemoglobin and blood sugar. If further laboratory testsand x-rays are deemed necessary, expedited referralservices are available within the Mid Dakota system.

131Tuition and FessCurrent ChargesCurrent charges and payment informationcan be viewed at www.my.umary.edu under thefinances tab. Charges can include tuition, fees,room/board charges, misc. course fees, booksand other educational-related charges.Payment PoliciesAll charges assessed by the University (tuition, fees,room, board and other charges incurred) are due andpayable during the assigned fee payment time eachsemester. It is the student’s responsibility to view theircharges at www.my.umary.edu each semester and ensurethat their balance is paid in full by the due date. Paperbilling statements will not be mailed. Remittances aremade payable to the University of Mary. If the accountis not settled at the scheduled time, the student’sinstructors may be notified and the student could bewithdrawn from courses and not allowed to attend classuntil settlement is made with the Director of StudentAccounts. The University reserves the right to withholdtranscripts and diplomas until all financial obligationshave been met or satisfactory arrangements have beenmade in writing with the Director of Student Accounts.Tuition paid by each matriculated student covers thecosts of instruction, library services and convocations. Noadditional fees are charged for these services. For someclasses, there are course laboratory fees and pro-gram feesin addition to the regular tuition. Expenses for housingand transportation and charges for liability insurancerelated to student teaching, clinical experience, practicalor internships are the responsibility of the student.The University of Mary reserves the right to makechanges to listed charges at the beginning of anyterm. All charges are payable in US currency.Room and BoardAll students living in University residence halls arerequired to purchase a food contract. Students livingoff-campus or in the student apartments are notrequired to purchase a food contract but may purchasemeals if they so choose. Meals may not be charged.Applications for housing and meal plans may berequested from the Office of Student Development.RefundsCredit balance refunds will be mailed tostudents within 14 days of credit balancesappearing on the student’s account.Add/Drop Class Refunds & PolicyStudents who add or drop classes may need to repaysome or all of the financial aid funds received. Classesmust be added or dropped prior to the last day to add/drop classes for adjustments to be considered. Coursesdropped after the add/drop date will be charged infull. De-pending on a student’s program and numberof credits enrolled in, adjustments to tuition &/or feesmay/may not occur. Adjustments will be determinedbased on the documentation submitted by the Officeof the Registrar. Students who add or drop classes mustfollow the official procedure as set forth by the Officeof the Registrar. Failure to do so may result in thestudent owing all or part of the tuition/fees charged.Withdrawing from the UniversityStudents who withdraw or are expelled from theUniversity of Mary may need to repay some or all of thefinancial aid funds received. Students who withdraw willhave their financial aid and tuition/fees/other chargescalculated based on the US Dept. of Education guidelines.Students who withdraw prior to the sixty percent pointin the semester may be required to repay all or some oftheir financial aid received. Students who withdraw afterthe sixty percent point in the semester are consideredto have earned all of their aid received. Tuition and feeswill be calculated on the same basis as financial aid.The amount of aid and the charges incurred aredetermined on a pro-rata basis. As an example, if youcomplete 30% of the semester and then withdraw,you will earn 30% of your aid and you will be charged30% of your tuition/fees/other charges. Students whowithdraw at the 60% point in the semester will beconsidered to have earned all of their financial aid forthe semester and will not have charges adjusted.Students who have aid adjusted upon withdrawalmay be due a post-withdrawal disbursement or may berequired to repay some of the aid already received. Allunpaid account balances are the responsibility of thestudent to pay in full. The University reserves the rightto withhold transcripts and students will not be allowedto re-enroll in classes until balances are made current.

132Any questions regarding the University of Mary’sadjustment policy or Federal Student Aid requirementscan be directed to the Office of Financial Assistanceat 701-355-8142 or the Office of Student Accounts at701-355-8143.

133Financial AssistanceFinancial Aid is available for eligible students. It isthe goal of the University of Mary to provide adequatefinancial assistance to all students who apply. Theprimary responsibility for financing a college educationrests with the student and family. Assistance offeredby colleges, the government, and other sources isviewed as supplemental to the efforts of the studentand family. For any questions on the financial aidapplication process, please contact the Financial AidOffice at finaid@umary.edu or at 701-255-7500.Who May ApplyStudents applying for financial assistance must:1. Be a U.S. citizen or an eligible non-citizen.2. Be enrolled and accepted in adegree-granting program.3. Be maintaining satisfactory progress towardcompletion of a course of study.4. Not be in default or owe a repayment throughthe Student Financial Assistance Programs.How To ApplyIn order to determine eligibility for most typesof financial assistance, a student must complete theFree Application for Federal Student Aid (FAFSA). AFAFSA application must be completed each year atwww.fafsa.gov. Both the student and the dependentstudent’s parent will need a PIN, which can beapplied for at www.pin.ed.gov. When completing theFAFSA, applicants must list the University of Maryas a college they plan to attend. Our school codeis 002992. Prior to receiving an award letter andfinancial aid, a student must be accepted, enrolled,and pursuing a degree from the University of Mary.To be considered for the maximum financialassistance, the FAFSA should be processedon or before March 15 of each year.How Is Eligibility Determined?Financial aid is determined based on financial “need.”Financial “need” is determined by a federal formulawhich analyzes a family’s financial situation. Itemssuch as the parent’s income and assets, the number ofdependents in the household, the number of familymembers currently in post-secondary education,the student’s income and assets, and the cost of theeducational program, as well as other factors, are used todetermine a student’s eligibility for financial assistance.The “need” of the student is the difference betweenthe cost of the institution being considered andthe family’s ability to pay as determined by thefederal formula for financial need. The total costof school will include not only direct costs, such astuition and fees, books, and room/board, but alsoindirect costs such as transportation, supplies andmiscellaneous living expenses. The University willbuild a realistic budget, or total cost, for students toreflect a student’s total cost of attending school.Enrollment StatusUndergraduate StudentsFulltime12 or more creditsThree-quarter time 9-11 creditsHalf-time6-8 creditsLess than half-time 5 or fewer creditsGraduate StudentsFulltime9 or more creditsThree-quarter time 6-8 creditsHalf-time5 or fewer creditsLess than half-time 4 or fewer creditsFinancial Aid Disbursementsand RefundsAll of the financial aid that you accept, federal andnon-federal, grants and loans, will be directly creditedto your student account. The “disbursement date” forfinancial aid is the day that funds generally arrive at theUniversity of Mary. For disbursements of loan funds,it generally takes the Financial Aid Office three days tocomplete the necessary steps before the funds are appliedto your student account. Depending on your programof study, your financial aid will be disbursed eitheronce per semester or over the course of the semester.Financial aid refunds (excess aid) will not be madeavailable to students until after final add/drop dayin each semester, as noted on the University of MaryCalendar, and after all charges are paid in full eachsemester. The Student Accounts Office mails refundchecks to students. Students are able to view theiraccount online at any time at www.my.umary.edu.

134Financial Aid SourcesPlease contact the Financial AssistanceOffice for detailed information on any of thefollowing programs. Students should explore asmany options to apply for aid as possible.Grant ProgramsFederal Pell Grant: This is a grant awarded basedon financial need as determined by the Departmentof Education. It does not have to be repaid.Federal Supplemental Education OpportunityGrant (FSEOG): This grant is awarded basedon financial need. It does not have to be repaid.Students must be Pell eligible to receive this grant.TEACH Grant: This grant provides up to $4,000 peracademic year in grant assistance to undergraduate,post-baccalaureate, and graduate students who agree toserve for at least four years as full-time “highly qualified”teachers in high need fields in public and not for profitprivate elementary or secondary schools that servestudents from low income families. Specific requirementsand application steps apply. Please contact the FinancialAssistance Office for more information on eligibility.EmploymentFederal Work Study: This award must be earnedby the student. Students must have unmetneed to qualify for this award and must meetU.S. employment eligibility requirements.Loan ProgramsFederal Perkins Loan: This loan must be repaid. Itis based on financial need. The interest rate is fivepercent (5%). No principal or interest payments arerequired as long as half-time enrollment status ismaintained. Student will be required to complete loanentrance counseling and a Master Promissory Note.Federal Nursing Loan: This loan must be repaid. Itis based on financial need. The interest rate is fivepercent (5%). No principal or interest payments arerequired as long as half-time enrollment status ismaintained. Students who are juniors or seniors andwho are accepted to the Division of Nursing can apply.Students will be required to complete loan entrancecounseling each year. Specific loan documents and aMaster Promissory Note will also be required each year.Federal Direct Subsidized Loan: This is a loan thatmust be repaid. It is based on financial need. Studentsmust be enrolled at least on a half-time basis toqualify. The interest that accrues on this loan is paidby the government while the student is enrolled atleast as a half-time student and during certain otherperiods. Loan entrance counseling will be requiredand students must sign a Master Promissory Note.Federal Direct Unsubsidized Loan: This loan mustbe repaid. Students must be enrolled at least on a halftimebasis to qualify. The student is required to payinterest on this loan from the time of disbursement.Loan entrance counseling will be required andstudents must sign a Master Promissory Note.University of Mary ScholarshipsAll University of Mary scholarships are split betweenfall and spring semesters only. Students must beenrolled fulltime to qualify and must be maintainingacademic progress. Scholarships are not awarded inaccelerated adult learner programs, in certain programsof study, for graduate studies, or in summer. Mostscholarships are renewable for up to 8 semesters.Sister Thomas Welder Leadership Scholarship: Thisacademic scholarship is based on prior academicstanding. It is awarded in fall and spring semestersonly to full time traditional undergraduate students.Honors Day Scholarships: Trustees HonorScholarships, Presidential Honor Scholarships,and Benedictine Honor Scholarships are awardedbased on competition day requirements.Activity Scholarships: Scholarships are available forparticipation in activities on the University of Marycampus. They are awarded on an annual basis.Freedom Plan/Catholic Scholars: Awarded toincoming, first-time freshmen based on specific criteria.This is an on-campus room/board scholarship.State/Local/Other ProgramsThere are other special grants and scholarshipsavailable through the state and specific organizations.

135North Dakota State Grant: The deadline to apply forthe North Dakota State Grant is March 15. You mustcomplete the FAFSA application and you must beenrolled as a full-time student. This is a need-based grant.North Dakota Scholars Program: North Dakota’s bestand brightest high school graduates receive a financialincentive to remain in North Dakota for college. To learnmore about this opportunity, log onto http://www.ndus.edu/students/paying-for-college/grants-scholarships/.North Dakota Academic Scholarships OR NorthDakota Career & Technical Education Scholarships:• Rewards students for taking challenging courseworkin high school in preparation for college.• The scholarship value is up to $6000 ($750/semester) for students who qualify.• To apply, complete the ACT orWorkKeys before Feb 12.• Application is available on the NDDepartment of Public Instruction website.North Dakota Indian Scholarship: This scholarshipassists American Indian students in obtaining acollege education. You can learn more about thescholarship at http://www.ndus.edu/students/paying-for-college/grants-scholarships/.You should also research other funding sources, such astribal scholarships or grants, vocational rehabilitation,outside scholarships or military benefits. The FinancialAssistance Office can assist you as you begin your search.Tribal Sources: Contact your tribalHigher Education Office.Vocational Rehabilitation: Contact yourvocational rehabilitation counselor.North Dakota National Guard: Checkwith your state tuition assistance programmanager at the ND State Guard Office.Other Payment OptionsParent PLUS Loan: This is a loan that parents borrowfor their dependent student’s educational expenses.Parents must apply and qualify for this loan.Alternative Loan: Alternative education loans are privatestudent loans that help supplement federal financing.These are private loans that students must apply forand qualify for based on the lender requirements.Federal funding sources should be pursued first.Payment Plan: The University of Mary offersa convenient payment plan through NelnetBusiness Solutions. A small enrollment feewill enroll you in the no-interest plan. Moreinformation can be found at www.umary.edu orby contacting the Office of Student Accounts.Satisfactory Progress Policyfor Financial AssistanceIn accordance with Federal regulations, to be eligiblefor Title IV aid, a student must make satisfactorydegree progress. The receipt of financial aid andprogress toward attaining a degree go hand in hand.Students must meet both quantitative and qualitativestandards. All federal, state and institutional aidprograms are covered by this policy. The completeFinancial Aid Satisfactory Academic Progress Policycan be obtained in the Financial Assistance Office.Quantitative Standard:• 1st year undergraduate (0-29 credits earned)must maintain a 1.8 cumulative GPA• 2nd year undergraduate and beyond (30+ creditsearned) must maintain a 2.0 cumulative GPA• Graduate students must maintaina cumulative 3.0 GPAQualitative Standard:• All grade levels (undergraduate and graduate) mustsuccessfully complete at least 67% of all attemptedcredits. The grades W, WP, WF, F, I and SC areconsidered “attempted” and will be consideredas unsuccessful completion when determiningif a student has maintained this standard.• Obtain a 1st bachelor’s degree within 150% of thecredits required to meet requirements. Generally,192 credits is the standard for most Universityof Mary programs. Students seeking dualdegrees,second degrees or who have made majorchanges should contact the Financial AssistanceOffice to determine eligibility requirements.

136Monitoring Progress• Progress for all students will be monitored ona semester-by-semester basis (fall semester,spring semester and summer semester).• Assessment will be based on the student’scumulative academic record, including alltransfer semester credit hours accepted towardthe student’s current degree, incompletegrades, W, WF, WP, and SC grades.• Continuous-enrolled students applying forfinancial aid for the first time must have maintainedprogress during the previous terms of enrollmentregardless of prior post-secondary attendance.• Students who have stopped-out of college for aperiod of twelve or more months may have theability to maintain financial eligibility even thoughprior performance was substandard. Students in thissituation should contact the Financial Assistanceofficer for more information on eligibility.• Other special considerations for appeal mayinvolve a student changing degrees/divisions,which may require additional credits.• Federal regulations may require immediatesuspension. A student does not need to first beplaced in WARNING status to be suspended.• Students are personally responsible for all chargesincurred at the University of Mary while theyare suspended from receiving financial aid.• Students may only request an appealonce for any given circumstance.• Academic amnesty has no bearing onstandard of progress for financial aid.• One WARNING period will be given prior toa student being suspended from financial aiddue to substandard academic performance.• If a student successfully appeals a suspension,one term (one semester) of PROBATIONwill be granted, giving the student anopportunity to prove academic success.• Following one term of PROBATION, continuedaid eligibility requires proven success (duringthe term of PROBATION), a comprehensivedegree-success plan must be submitted, and theability to reach the stated minimum requirementsprior to degree completion must be attainable.Students in this status must maintain progresseach term until they are in full compliance.Financial Aid and Institutional Charges—Changes in EnrollmentIf a student adds or drops credits at any point in asemester, their financial aid and institutional charges maybe affected. Please contact either Financial Aid at finaid@umary.edu or Student Accounts at staccts@umary.eduto determine if a change in enrollment will affect you.Financial Aid and Institutional Charges— Withdrawing or Expelled StudentsReturn of Federal Title IV Financial AidIf a student withdraws from school or is expelled,a calculation called Return of Title IV Aid must becompleted. The amount of Title IV assistance earned iscalculated based on the number of days completed in theenrollment period on a prorated basis. The percentageis then applied to the assistance received to determinehow much aid a student has actually earned. If thestudent has received more aid than he/she earned, fundsmust be returned to the appropriate issuing agency.If a student has earned more aid than what they weredisbursed, a possible “Post Withdrawal Disbursement”of aid can be made to help cover tuition, fees, and othercharges. A student who withdraws after the 60 percentpoint in the semester is considered to have earned 100percent of the aid and no return calculation needs to bedone. Returns to Title IV financial aid, when necessary,will be done in the manner prescribed by law.The Return of Title IV policy, which prorateseligibility based on attendance, applies not only to thefederal financial aid programs but also to state andinstitutional aid as well. Adjustments to a student’sinstitutional charges for tuition, fees, room andboard for students who withdraw or are expelled,will also mirror the same policy of proration.A student who has received financial aid and whowithdraws or is expelled may be required to repay someor the entire award funds received. Any institutionalcharges resulting from a student withdrawing from classwill be the responsibility of the student to pay in full.Any questions regarding this policy can be directed tothe Financial Assistance Office at finaid@umary.edu.NondiscriminationThe University of Mary does not discriminate onthe basis of race, color, religion, sex, age, nationalorigin, disability, marital status or public assistance,in accordance with applicable laws. The universitywill not tolerate any discrimination, and any

137such conduct is prohibited. The university alsoprohibits any form of discipline or retaliation forreporting incidents of discrimination. The followingpersons have been designated to handle inquiriesregarding the non-discrimination policy:Director of Human ResourcesBenedictine Center, Room 4117500 University DriveBismarck, ND 58504(701) 355-8245orDirector of Student LifeBenedictine Center, Room 15017500 University DriveBismarck, ND 58504(701) 355-8126orAssistant Vice President for Academic AffairsBenedictine Center, Room 12067500 University DriveBismarck, ND 58504(701) 355-8021

138PersonnelI. Board of TrusteesMartin WhiteChairman of the BoardRetired CEOMandan, NDFather Al BitzPastor, Basilica of St. JamesJamestown, NDDan ButlerPresident, Butler Machinery CompanyFargo, NDWilliam ClairmontPresident, Clairmont Development CompanyBismarck, NDLeon ComeauElectrical ContractorGrand Forks, NDKevin CramerND Public Service CommissionBismarck, NDBill DanielPresident, Daniel CompaniesBismarck, NDGeorge EhlisPresident and CEO, American State BankDickinson, NDKathleen GaddieBusiness Owner, Ryan ChevroletMinot, NDDr. Ray GrubyMedical DoctorBismarck, NDJoe HauerBusiness Owner, United PrintingBismarck, NDTim HennessyPresident, US BankBismarck, NDDr. Mike HoferBusiness Owner, Imaging SolutionsFargo, NDNiles HushkaCEO, KLJ Solutions Co.Bismarck, NDSister JoAnn Krebsbach, O.S.B.Subprioress, Annunciation MonasteryBismarck, NDCheryl M. KulasRetired Executive DirectorBismarck, NDA. Kirk LantermanChairman EmeritusHolland America Line, Inc.Seattle, WASister Susan Lardy, O.S.B.Mission Effectiveness CoordinatorSt. Alexius Medical CenterBismarck, NDCraig LarsonPresident and CEO, Starion FinancialBismarck, NDDuane LiffrigRetired – President, Liffrig Realty & InsuranceBismarck, NDSister Rebecca Mayer, O.S.B.Liturgist, Annunciation MonasteryBismarck, NDDr. Harold J. MillerChairman Emeritus, University of MaryBismarck, NDSister Nancy Miller, O.S.B.Prioress, Annunciation MonasteryBismarck, NDSister Agatha Muggli, O.S.B.Director of Formation, Annunciation MonasteryBismarck, NDSister Patricia Schap, O.S.B.Annunciation MonasteryBismarck, NDFather James P. SheaPresident, University of MaryBismarck, NDJohn J. SimmonsChairman and CEO, Carbontec Energy CorporationBismarck, NDRichard A. TschiderRetired - CEO/Administrator, St. Alexius Medical CenterBismarck, ND

139Abbot Brian Wangler, O.S.B.Assumption AbbeyRichardton, NDTerry ZeltingerBusiness Owner, United Community BankMinot, NDII. AdministrationFather James Patrick Shea, Ph.B., S.T.B., Ph.L.,President, University of MaryDiane Fladeland, R.N., Ph.D.Vice President for Academic AffairsNeal Kalberer, M.Ed.Vice President for Public AffairsBrenda Kaspari, Ph.D. (c)Vice President for Enrollment ServicesTim Seaworth, Ph.D.Vice President for Student DevelopmentBrent Winiger, M.B.A.Vice President for Financial AffairsIII. Full-Time Teaching FacultyDonald Allen (1997)School of Health SciencesAssociate Professor, Physical TherapyB.S., Manhattan CollegeM.P.T., University of MaryPh.D., Rockefeller UniversityCindy Anderson, OTR/L (2008)School of Health SciencesAssistant Professor, Occupational TherapyB.S. University of North DakotaM.S.O.T. University of MaryOTD, University of St. Augustine for Health ScienceTerrance Anderson, OTR/L (1999)School of Health SciencesAssociate Professor, Occupational Therapy,B.S., Columbia Union CollegeM.S., Towson UniversityO.T.D., Rocky Mountain University of Health ProfessionsCarol Andreini (2011)School of Arts and SciencesProfessor, ClassicsB.A., College of New RochelleM.A., M.S., Ph.D., University of MinnesotaCheryl M. Bailey (1977)Director, LibraryB.A., North Dakota State UniversityM.A., University of MinnesotaCarole A. Barrett (1982)School of Arts and SciencesProfessor, Social SciencesAcademic Counselor, Student Support ServicesB.A., Seton Hill CollegeM.A., St. Louis UniversityPh.D., University of North Dakota.Daniel E. Bauer (1985)School of Arts and SciencesAssociate Professor, PhysicsB.A., Minot State UniversityM.S., University of WyomingWill Beachey (1990)School of Health SciencesProfessor, Respiratory Therapy.Director, Respiratory Therapy Program.A.A., Hesston CollegeA.S, B.S., Indiana UniversityM.Ed., University of IllinoisPh.D., University of North DakotaMarla R. Behm (1975)School of Arts and SciencesProfessor, ChemistryB.S., M.S., South Dakota State UniversityPh.D., Purdue UniversityWanda Berg (1997)School of Health SciencesAssistant Professor, Occupational TherapyB.S., University of North DakotaM.Ed., University of MaryPh.D., University of North DakotaKristi Bitz (2011)School of Education and Behavioral SciencesAssistant Professor, PsychologyB.S., Valley City State UniversityB.S., M.A., Ph.D., University of North DakotaRandall Boor (1981)School of Arts and SciencesAssociate Professor, EconomicsB.A., Moorhead State UniversityM.S., North Dakota State UniversityMary Bruun (2008)School of Health SciencesInstructor, NursingCertificate, North Dakota State College of ScienceA.S.N., Presentation CollegeB.S.N., M.S.N., University of MaryMadonna Busch (1989)School of Health SciencesAssociate Professor, NursingB.S., M.S.N., University of Mary

140Rebecca Chalmers (2003)School of Arts and SciencesAssociate Professor, EnglishB.A., M.A., Salisbury UniversityPh.D., University of New MexicoMichael Chaussee (1997)School of Arts and SciencesAssociate Professor, CommunicationB.S., University of MaryM.S., North Dakota State University.Richard Cleary (2006)School of Arts and SciencesInstructor, MathematicsB.A., St. John’s UniversityM.Ed., North Dakota State UniversitySamuel Condic (2011)School of Arts and SciencesAssistant Professor, PhilosophyB.A., Western Michigan UniversityM.As., Ph.D., University of St. Thomas (Houston, TX)Susann Cuperus (1998)Gary Tharaldson School of BusinessAssistant Professor, BusinessCertified Public Accountant.Certified Fraud Examiner.B.A., Augustana CollegeB.S., University of North DakotaB.S., M.S., University of Mary.Angela De La Cruz (2008)School of Arts and SciencesAssistant Professor, SpanishB.A. University Ricardo Palma, Lima, PeruM.A. University of Northern Iowa.Mary Dockter, PT (1998)School of Health SciencesAssociate Professor, Physical TherapyB.S., University of North DakotaM.Ed., University of MaryPh.D., University of North DakotaJocelyn Dunnigan (1992)School of Health SciencesAssociate Professor, NursingB.S.N., University of MaryM.S.N., University of TexasPh.D. (IP), University of North DakotaJody Eckert (2008)School of Health SciencesAssistant Professor, Physical TherapyB.A., Concordia CollegeM.P.T. Mayo College of Health ScienceD.P.T. Boston CollegeAlice Erling (2006)School of Arts and SciencesLaboratory Instructor, BiologyB.S., Manhattan CollegeFather Victor G. Feser, O.S.B. (1975)School of Arts and SciencesProfessor, MathematicsA.A., Assumption CollegeB.A., St. John’s UniversityM.A., Ph.D., St. Louis UniversityFurther study, University of MunichFather Benedict Fischer, O.S.B. (2008)ChaplainSchool of Arts and SciencesInstructor, Philosophy and TheologyB.A., Moorhead State UniversityM.A., St. John’s School of TheologyKevin Fishbeck (2001)Gary Tharaldson School of BusinessAssociate Professor,.B.S., M.A., Northern State UniversityPh.D., University of North DakotaChristine Fleischacker (2011)School of Arts and SciencesAssistant Professor, BiologyPh.D., George Washington UniversityDavid Fleischacker (2010)Dean, School of Arts and SciencesB.A., College of St. ThomasM.A., Boston CollegeM.A., Ph.D., The Catholic University of AmericaSara Gebhardt (2006)School of Health SciencesAssistant Professor, NursingB.S.N., M.S., University of North DakotaMatthew Gerlach (2010)School of Arts and SciencesAssistant Professor, TheologyCoordinator of Catholic Studies ProgramB.A., M.A., University of St. ThomasPh.D., Marquette UniversityDaphne Ghorbani (2001)School of Education and Behavioral SciencesAssistant Professor, EducationM.Ed., University of MaryB.S., Ph.D., University of North DakotaKrystyna Gorzelska (1994)School of Arts and SciencesAssociate Professor, ChemistryB.Sc., Ph.D., University of Windsor.

141Jill Goven (2011)Assistant ProfessorSchool of Health SciencesB.S.N., North Dakota State UniversityM.S.N., University of MaryDennis Gowen (1987)School of Arts and SciencesAssociate Professor, MusicDirector of BandsB.S., B.M., University of Southern MaineM.M., Western Michigan UniversitySister Nancy Gunderson, O.S.B. (2008)School of Arts and SciencesAssistant Professor, Philosophy and TheologyB.S., B.S., M.EPD. University of Wisconsin, Stevens PointLinda Gutensohn (2003)School of Education and Behavioral SciencesAssistant Professor, Education.B.A., Jamestown CollegeM.A., University of Nevada-Reno.Ph.D., Capella University.Mary Hager (2007)Gary Tharaldson School of BusinessInstructor, BusinessCertified Public Accountant.B.A., University of North DakotaM.B.A.,University of MaryPatrick Hall (1984)School of Arts and SciencesAssociate Professor, Philosophy and TheologyB.A., St. Mary’s CollegeM.Div., Pontifical College JosephinumD. Min., Graduate Theological FoundationJayne Hardy (2003)School of Arts and SciencesAssistant Professor, Philosophy & TheologyB.S., Moorhead State UniversityM.M., Seattle UniversityPh.D., University of North DakotaRoger Haug (1987)School of Arts and SciencesAssistant Professor, MathematicsB.S., Dickinson State UniversityM.S., University of MontanaWesley Hellman (1992)School of Arts and SciencesAssociate Professor, EnglishA.A., Bismarck State CollegeB.S., North Dakota State UniversityM.A., Fort Hays State UniversityPh.D. (c), Indiana University – PennsylvaniaKatherine Henjum (2003)School of Arts and SciencesAssociate Professor, MusicB.S., Minot State UniversityM.F.A., University of IowaM.S., Minot State UniversityGwyn Herman (2001)School of Education and Behavioral SciencesAssociate Professor, EducationB.S., Dickinson State UniversityM.S., Minot State UniversityPh.D., University of North DakotaElizabeth Hughes (1984)School of Health SciencesAssociate Professor, Respiratory TherapyB.S., M.Ed., University of MaryPh.D., University of North Dakota.Beverly A. Huschka (1979)School of Arts and SciencesAssociate Professor, CommunicationB.A., B.S., Dickinson State UniversityM.A., Purdue UniversityFeng Jiao (2010)Gary Tharaldson School of BusinessAssistant Professor, BusinessB.A., Institute of International Relations, BeijingM.B.A., Pepperdine UniversityM.S., University of CincinnatiPh.D., Kent State UniversityMary Beth Johnson (2007)School of Health SciencesAssistant Professor, NursingB.S., University of MaryM.N., University of WashingtonFurther study, N.N.P., Sioux Falls, SDRachel Johnson - Krug (2010)School of Health SciencesAssistant Professor, Athletic TrainingB.S., University of MaryM.S., Fort Hayes State UniversityRodney Jonas (1989)Dean, School of Education and Behavioral SciencesProfessor, EducationB.A., Augsburg CollegeM.S., North Dakota State UniversityPh.D., University of Minnesota.A. Wesley Jones (1976)School of Arts and SciencesProfessor, EnglishB.A., M.A., Virginia Polytechnic InstitutePh.D., University of North Carolina

143Gwen Niksic (2003)School of Arts and SciencesAssistant Professor, Mathematics & Natural Sciences.B.S., University of Illinois, Urbana-ChampaignM.S., University of Nevada-RenoPh.D. (c), University of North DakotaMolly Nolan (2006)School of Health SciencesAssistant Professor, NursingB.N.Sc., Medcenter One College of NursingM.S., University of North DakotaMargaret Nordlie (1995)School of Arts and SciencesProfessor, BiologyB.S.N., University of North DakotaM.S., University of MinnesotaD.A., University of North DakotaJill Nustad (1997)School of Health SciencesAssociate Professor, Exercise ScienceB.S., Valley City State UniversityM.S., Ball State UniversityD.Sc., Rocky Mountain University of Health Professions.Christie Obritsch (2002)School of Health SciencesAssistant Professor, NursingB.S.N., M.S.N., University of MaryFather Valerian Odermann, O.S.B. (1989)School of Arts and SciencesAssociate Professor, Philosophy and TheologyB.A., B.S., St. Martin’s CollegeM.Div., St. Meinrad School of TheologyM.A., Indiana UniversityEd.D., University of AlabamaFuther study: Catholic University of AmericaCarol Hankins Olson, OTR/L (1997)School of Health SciencesAssociate Professor, Occupational TherapyB.S., University of North DakotaM.S., Moorhead State UniversityPh.D., University of North DakotaRhonda Olson, LAT (1999)School of Health SciencesAssistant Professor, Athletic TrainingHead Athletic TrainerB.S., North Dakota State UniversityM.Ed., University of MaryMichael Parker, PT (1995)School of Health SciencesProfessor, Physical TherapyHuman Performance Sciences.B.S., M.S., Western Illinois UniversityB.S.PT., Ph.D. University of UtahStacey Pfenning (2010)School of Health SciencesAssistant Professor, NursingA.S., Bismarck State CollegeB.N., Medcenter One College of NursingM.S.N., University of MaryD.N.P., Rocky Mountain University of Health ProfessionsThomas Porter (2008)School of Arts and SciencesProfessor, MusicB.S., University of MaryM.A., DePaul UniversityM.A., University of Notre DameD.M.A., University of Missouri – Kansas CityGlenda Reemts (1990)School of Health SciencesAssociate Professor, NursingB.S., South Dakota State UniversityM.S.N., University of MaryPh.D. (c), North Dakota State UniversityJames Renner (1978)School of Education and Behavioral SciencesAssociate Professor, Behavioral SciencesB.A., University of North DakotaM.S.W., Carleton University, OttawaJamieson Ridenhour (2005)School of Arts and SciencesAssociate Professor, EnglishB.A., Coker CollegeM.A., Western Carolina UniversityPh.D., University of South CarolinaNita Ritzke (2000)School of Arts and SciencesAssociate Professor, Communication and English.B.S.E., Minot State UniversityM.A., University of North DakotaPh.D., University of Nebraska LincolnJoellen Roller, PT (1996)Dean, School of Health SciencesProfessor, Physical TherapyB.S., M.P.T., D.P.T., University of North DakotaEd.D., St. Thomas UniversityJeannine Saabye (1974-1982, 1986)School of Arts and SciencesAssociate Professor, CommunicationFaculty Development Coordinator.B.A., University of MaryM.A., Arizona State UniversityRebecca Salveson (1987)School of Education and Behavioral SciencesAssociate Professor, EducationB.S., University of North DakotaM.Ed., University of WashingtonEd.D., St. Thomas University

144Rhoda Sautner (2006)Gary Tharaldson School of BusinessAssistant Professor, BusinessCertified Public AccountantB.A., B.S., M.B.A., Minot State University.P.h.D. (ABD), Capella UniversityJennifer Schroeder (2008)School of Health SciencesAssistant Professor, Occupational TherapyB.S., M.S., University of MaryO.T.D., University of St. Augustine for Health SciencesTim Schuetzle (2011)School of Education and Behavioral SciencesAssistant Professor, Behavioral SciencesB.A., Gustavus Adolphus CollegeUniversity of Health ScienceM.A., Bowling Green State UniversityRobert Schulte, PT (1997)School of Health SciencesAssociate Professor, Physical TherapyB.S., Chicago Medical School, FinchUniversity of Health ScienceM.B.A., University of NebraskaD.Sc., Rocky Mountain University of Health ProfessionsJaneene Sibla, OTR/L (2003)School of Health SciencesAssociate Professor, Occupational TherapyB.S., University of North DakotaM.S., University of MaryO.T.D., Rocky Mountain University of Health ProfessionsKarel Sovak (2005)Gary Tharaldson School of BusinessAssistant Professor, BusinessA.A.I., Insurance Institute of AmericaB.A., M.S., Minot State UniversityPh.D. (ABD), Walden UniversityChristine Sperle (2002)School of Health SciencesAssistant Professor, Respiratory TherapySchool of Health SciencesB.S., University of MaryM.Ed., University of MaryMark Springer (2006)School of Arts and SciencesAssociate Professor, Social SciencesB.A., M.A., University of North DakotaPh.D., University of NebraskaJoseph Stuart (2010)School of Arts and SciencesInstructor, Social Sciences and Catholic StudiesA.A.S., Ferris State UniversityB.A., Franciscan University of StubenvilleM.Litt., University of St. AndrewsPh.D., University of EdinburghMelissa Taylor (2010)School of Health SciencesAssistant Professor, Physical TherapyD.P.T., University of MaryMichael Thorson (1993)Head Cross Country and Track CoachB.S., Minot State UniversityM.Ed., University of North DakotaShanda Traiser (2008)Dean, Gary Tharaldson School of BusinessAssociate Professor, BusinessCertified Management AccountantB.A., Jamestown CollegeM.B.A., Minnesota State University – MoorheadPh.D., North Dakota State UniversityJohn Tufte (2009)School of Education and Behavioral SciencesAssistant Professor, EducationB.A., Concordia CollegeM.Ed., Moorhead State UniversityEd.D., University of North DakotaKathryn Uttech (2007)School of Education and Behavioral SciencesInstructor, EducationB.S. Mayville State UniversityM.Ed., University of MaryMichelle Westbrock (2006)School of Education and Behavioral SciencesAssistant Professor, PsychologyB.S., University of MaryM.S., California State University – BakersfieldPh.D.(IP), North Dakota State UniversityRobert Willenbring (2011)School of Arts and SciencesAssistant Professor, MathematicsB.A., St. John’s UniversityPh.D., Michigan State UniversityAnthony Williams (2010)School of Arts and SciencesAssistant Professor, MusicDirector of Jazz Studies/Low Brass/Pep BandB.M., University of Central ArkansasM.M., University of Northern IowaD.M.A., University of MemphisCheryl Wynn (2011)School of Health SciencesAssistant ProfessorB.S.N, Medcenter One College of NursingM.S., University of North Dakota

145IV. Professional StaffTom Ackerman (2001)Director, CommunicationsB.S., University of North DakotaKevin (“Herb”) Allan (2005)Director of Career & Testing ServicesB.S., University of North DakotaM.S., University of KansasJerald F. Anderson (1989)Director, PublicationsInstructor, CommunicationB.U.S., North Dakota State UniversityB.S., Moorhead State UniversityMike Arnegard (1989)Director, DevelopmentB.S., M.Mgt., University of MaryCheryl M. Bailey (1977)Director, Library. Associate ProfessorB.A., North Dakota State UniversityM.A., University of MinnesotaBen Berogan (2008)Head Wrestling CoachB.S., University of North DakotaTrina Black (1996)Student Counselor.B.S.W., Moorhead State UniversityM.S.C., University of MaryRachel Brash (2008)Distance Education Advisor, Centers forAccelerated and Distance EducationB.A., Concordia CollegeM.Ed., Northern Arizona UniversityErin Brick (2011)Director of ResidenceB.A., B.S. Benedictine CollegeJevin Budde (2009)Head Men’s Basketball CoachB.S. Minnesota State University, MankatoM.S., University of Nebraska-OmahaChris Clements (1997)Assistant Football CoachB.S., M.S., University of MaryDavid Cook (2005)Head Men’s Soccer CoachB.S., University of MaryGary Cooper (2008)Assistant Football CoachB.S., Carroll CollegeM.B.A., University of MaryKris Cramer (2008)Distance Education Advisor,School of Accelerated & Distance EducationB.A., St. Cloud State UniversityM.A., University of North DakotaNancy Dixon (2008)Adult Learner Counselor, Accelerated &Distance Education–Fargo Center.B.S., North Dakota State UniversityM.S.Ed., Northern State UniversityJeff Dockter (2002)Assistant Football CoachAdmissions RepresentativeB.S., North Dakota State UniversityM.Ed., University of MaryKristi Engle (1998)Library AssociateB.S., Valley City State UniversityM.L.S., University of North Texas – DentonFurther study: St. Cloud State UniversityLevi Evans (2004)Head Women’s Soccer Coach.B.S., M.S., M.B.A., University of MaryMike Feldman (2009)Assistant Baseball CoachB.S., M.B.A., University of MaryDiane Fladeland (1985)Vice President for Academic AffairsProfessor, NursingB.S.N., Mercy CollegeM.S.N., University of PortlandPh.D., University of MinnesotaAaron Flynn (2009)Director of ResidenceCommunity Standards CoordinatorB.A., M.S., University of North DakotaAmber Flickinger (2010)Director of ResidenceB.B.A., M.S., University of North DakotaKevin Forde (2005)Assistant Athletic Director, Internal OperationsDirector of ComplianceB.A., M.S., Southwest State UniversityKatharine Frantes (2002)Director of ResidenceB.A., University of Minnesota - DuluthFred Fridley (2003)Instructor, EducationHead Women’s Basketball CoachA.A., Williston State CollegeB.S., M.S., North Dakota State University

146Lynn Geary (1997)Director of Student LifeB.S., M.Ed., University of MaryMarci Goldade (2009)Director of Institutional Research and Data Management.B.S., Moorhead State University (MN)M.S., A.B.D., Colorado State UniversityKrista E. Gray (2008)Director, Advising CenterB.S. Defiance CollegeM.Ed. Southwest Minnesota State UniversityDwight Grismer (2008)Assistant Director of Student Financial AssistanceLarry Gross (2008)Network AdministratorB.S., University of MarySamantha Haas (2010)Assistant Athletic TrainerB.S., University of MaryM.S., University of Nevada, Las VegasRay Hall (2009)Assistant Athletic TrainerB.S., North Dakota State UniversityM.A., University of MaryDavid Hanson (2000)Associate Director of Student Financial AssistanceB.S., University of Mary.Mark Haugen (2007)Adult Learner Counselor,Centers for Accelerated and Distance EducationB.S., M.Ed., University of MaryDallas Heid (2004)Assistant Wrestling CoachB.S., M.S., University of MaryErin Hill-Oban (2010)Director – AlumniB.S., University of MaryKaren Houchins (2005)Coordinator, Kansas City Center, Centers forAccelerated and Distance EducationGard’s School of Business.Leroy Huizenga (2011)Assistant Professor, TheologyDirector, Christian Leadership CenterB.A., Jamestown CollegeM.Div., Princeton Theological SeminaryPh.D., Duke UniversityAdam Jenkins (2007)Admissions RepresentativeB.S. University of MaryCory Johnson (2011)Asst. Men’s Basketball CoachB.S., Minnesota State University, MankatoM.S., Western Illinois UniversityCheryl Kalberer (1997)Assistant Professor, EducationDirector, Harald Schafer Emerging Leaders AcademyB.S., M.Ed., University of MaryNeal Kalberer (1972)Vice President for Public AffairsB.S., University of WyomingM.Ed., Northern State CollegeBrenda A. Kaspari (1997)Director, Centers for Accelerated and Distance EducationB.A., M.A., University of North DakotaPh.D. (c), North Dakota State UniversityAndy Kotelnicki (2011)Asst. Football Coach, Offensive CoordinatorB.S., University of Wisconsin-River FallsM.S,, Western Illinois UniversityRandy Lamberth (2009)Assistant Football CoachB.S., University of MaryBrian Larson (2006)Director, Sports InformationB.A., University of North DakotaJoanne Lassiter (2009)Graduate Nursing Program Advisor,Accelerated & Distance Education.Certified Rehabilitation Registered NurseB.A.N Jamestown CollegeM.S.N University of MaryJames Long (2009)Director of Instructional TechnologyAssociate Professor, BusinessA.S., Bismarck State CollegeB.S., M.Mgt, M.B.A., University of MaryPh.D., Capella UniversityKimberly Long (2008)Assistant Vice President for Academic AffairsAssociate Professor, School of Educationand Behavioral SciencesA.A., A.S., Bismarck State CollegeB.S., M.Mgt, University of MaryPh.D., Capella UniversitySister Madelyn Louttit, O.S.B. (2009)Director of Student Accessibility ServicesB.A., State University of New York at Stony BrookM.A., Seminary of the Immaculate ConceptionM.A. New School for Social Research

147Wayne Maruska (1999-2001, 2002)Adult Learning Counselor & GraduateProgram Advisor, Accelerated & DistanceEducation – Bismarck Center.B.A., University of North DakotaM.Mgt., University of MaryMichael McMahon (2007)Instructor, School of Arts and SciencesAssistant Football CoachDefensive CoordinatorB.A. Carroll CollegeM.S. Utah State UniversitySarah McNulty (2009)Assistant Women’s Soccer CoachB.S., University of MaryPatricia McWilliams (1999)Director of Bismarck Sites, Accelerated & Distance Education.B.S., M.A., Tennessee Technological UniversityAngelena Mexicano (2011)Head Softball CoachB.S., University of Illinois at Champaign-UrbanaM.S.Ed., University of MaryHarold J. Miller (1968)Chairman Emeritus, Board of TrusteesB.S., Valley City State UniversityM.Ed., Ed.D., University of North DakotaBarbara Montgomery (2004)Director, Information ServicesB.A., Russell Sage CollegeM.S., Rensselaer Polytechnic InstituteSteven Neu (2011)Gary Tharaldson School of BusinessAssociate ProfessorProgram Director, Sport and Leisure ManagementDirector of Lifelong LearningCertified Park and Recreation ProfessionalB.S., University of North DakotaM.MGT., University of MaryRick Neumann (2003)Assistant Women’s Basketball CoachAssistant Director, Harald Schafer Emerging Leaders AcademyB.S., M.Ed. University of MaryDennis Newell (2006)Associate Head Cross Country CoachAssistant Track & Field Coach- DistanceInstructor, Physical Education and Exercise Science DepartmentB.S. Black Hills State UniversityM.S. University of North DakotaSteve Novacek (2010)Head Volleyball CoachB.S., University of Minnesota-DuluthM.S., St. Cloud State UniversityMike Offerdahl (2009)Assistant Athletic Director for AdvancementB.A., Minot State UniversityRhonda Olson (1999)Head Athletic TrainerB.S, North Dakota State UniversityM.Ed., University of MaryBrandon Ralph (2005)Assistant Track and Field CoachB.S., University of MaryJ. William Reaves (2011)B.A. Wheaton CollegeM.A. Catholic University of AmericaJack Reimer (1999)Assistant Director of ComputerServices – ApplicationsChris Remme (2001)Assistant Director of Computer Services – HardwareWayne Riske (2000)Director of Computer ServicesB.A., Minot State UniversityVicki Riske (2003)Coordinator, Tutor ServicesB.S., Minot State UniversityNathan Sandbakken (2010)Assistant Athletic TrainerB.S., University of MarySteve Schanandore (1984)Director, Student Support ServicesB.S., University of Mary;M.Ed., University of MaryRodney Scheett (2001)RegistrarAssistant Professor, Gary Tharaldson School of Business.B.S., M.Mgt., University of Mary.Wendy Scheuerman-Schweitzer (2007)Director of MarketingB.S., University of MaryLindsie Schoenack (2003)Fargo Center Director, Accelerated & Distance Education.B.A., Eastern Michigan UniversityM.B.A., Concordia University WisconsinJeremy Schroeder (2005)Assistant Track CoachB.S., Minot State UniversityM.S., North Dakota State University

148Myron Schulz (1995)Head Football CoachA.A., Bismarck State CollegeB.S., University of MaryM.S., Montana State UniversityLaura Scott (2010)Coordinator, Graphic Design & E-CommunicationsB.A., Moorhead State UniversityHarris (Monte) Seagren, Jr. (2000)Director of Bookstore and Mart.B.A., University of North DakotaTim Seaworth (2000)Vice President for Student DevelopmentB.S., M.A., Ph.D., University of North DakotaFather James Patrick Shea (2009)PresidentPh.B., Ph.L., Catholic University of America, Washington DCS.T.B., The Pontifical Gregorian University, Rome, ItalyFurther study: Pontifical Lateran University – John Paul IIInstitute for Studies in Marriage and Family; Rome, ItalyMichael Silbernagel (2011)Head Strength and Conditioning CoachBS, Valley City State UniversityM.S., University of North DakotaTony Spencer (2011)Assistant Football CoachB.S., Carroll CollegeM.S., University of South DakotaMark Stephens (2007)Director of FacilitiesB.A., Silver Lake CollegeLinda Stewart (2007)SSS - Academic AdvisorProfessional TutorB.S., University of MaryB.S., M.S., Montana State University, BozemanMarybeth Storey (1985)Director of Upward BoundA.A., Bismarck State CollegeB.S., Concordia CollegeM. Mgt., University of MaryErin Taylor (2007)Assistant Director of BookstoreA.A.S, Bismarck State CollegeB.S., University of MinnesotaRoger Thomas (2008)Athletic DirectorB.A., Augustana (IL) CollegeM.A., University of South DakotaMike Thorson (1993)Head Men’s and Women’s Track andField and Cross Country CoachB.S., Minot State UniversityM.S., University of North DakotaSister Hannah Vanorny, O.S.B. (2009)Assistant Director of Campus MinistryB.A., Minnesota State University, MoorheadM.S., North Dakota State UniversityLinda Wagner (2002)Library AssociateB.S., University of North DakotaM.L.S., Brigham Young UniversityM.A.Ed., East Carolina UniversityPh.D. (IP), University of North Dakota.Sister Gerard Wald, O.S.B. (1982)Director of Student Volunteer ServicesB.S., University of MaryM.S.N., St. Louis UniversityM.Mgt., University of Mary.Further study: St. Mary’s UniversityKristi D. Wanner (2007)Director of Campus MinistryB.A., University of MaryM.A., St. John’s University (Collegeville, MN)Jason Weidman (2011)Head Women’s Tennis CoachB.S., M.S., University of MaryJenn Weisenberger (2009)Head Coach, Cheer and DanceSister Thomas Welder, O.S.B. (1963)President EmeritaB.A., College of St. ScholasticaM.M., Northwestern UniversityFurther study: Northwestern University, Harvard UniversityJoan Weltz (1973)Assistant Director of Admissions – TransfersAnne Marie Werthmann (2011)B.A. Wells CollegeM.A. (IP) Indiana State UniversityBrent Winiger (2005)Vice President for Financial AffairsM.B.A., Boise State UniversitySister Janet Zander, O.S.B. (1989)Assistant to the PresidentB.A., University of MaryM.A., University of Notre DameBrenda Zastoupil (2001)Director of Student Financial AssistanceB.S., M.B.A., University of Mary

149Sister Rosanne Zastoupil, O.S.B. (1971)Director of Human ResourcesB.S., M.Mgt., University of MaryDouglas Zottnick (1979)Director of Accounting ServicesB.S., University of MaryV. Part-Time FacultyJennifer Anderson (2009)Instructor, EducationB.S., Minot State UniversityJerald F. Anderson (1989)Director, Public Relations and Publications.Instructor, CommunicationB.U.S., North Dakota State UniversityB.S., Moorhead State UniversityDavid Augustadt (2003)B.A., B.S., University of MaryJanet Bassingthwaite (2008)Practicum Supervisor, EducationB.A., North Dakota State UniversityFather Paul Becker (2007)Instructor, Philosophy and TheologyB.A., St. Thomas CollegeM.Th., St. Thomas SeminaryM.S., Minot State UniversityTara Bohlen (2007)Instructor, MusicB.A., St. Olaf CollegeSara Boyd (1998)Lecturer, MusicB.A., University of AkronM.S., Baylor UniversityJan Candee (1991)Lecturer, MusicUniversity Supervisor, Education.B.A., St. Olaf CollegeFurther study: Northern State University,Hamline University, University of North Dakota,University of MaryJan Deschamp (2005)Practicum Supervisor, EducationB.A., Morehead State UniversityM.A., University of MaryJoan Drevlow (1996)Associate Professor, NursingB.S., University of North DakotaM.S.N., University of North DakotaEd.D., University of South DakotaJoanne Drevelow (2006)Instructor, EducationB.A., University of North DakotaM.S., University of North DakotaBen Ehrmantraut (1992)Instructor, MusicB.A., University of MaryDiane Fladeland (1985)Professor, Nursing.Vice President for Academic Affairs.B.S.N., Mercy CollegeM.S.N., University of PortlandPh.D., University of MinnesotaAnnie Margaret Gerhardt (2006)Instructor, NursingB.S., University of MaryM.S.N., (F.N.P.) University of MaryRhonda Gowen (1990)Instructor, MusicB.A., Minot State UniversityM.F.A., University of MinnesotaMark Halvorson (2007)Instructor, Social & Behavioral ScienceB.A., University of North DakotaM.A., Montana State University, BozemanMarie Hoff (2009)Instructor, Philosophy and TheologyB.A., University of MaryM.S.W., University of UtahM.P.A., University of Puget SoundPh.D., University of Washington, SeattleLeroy A. Huizenga (2011)School of Arts and SciencesAssistant Professor, TheologyDirector, Christian Leadership CenterB.A., Jamestown CollegeM.Div., Princeton Theological SeminaryPh.D., Duke UniversityKathy Jerke (1992)Assistant Professor, EducationB.S., North Dakota State UniversityM.S., University of North DakotaLaverne Johnson (2005)Practicum Supervisor, EducationB.S., M.S., Minot State UniversityAnn Kempf (1990)Instructor, EducationA.A., Bismarck Junior CollegeB.S., Arizona State UniversityMark Kielpinski (1997)Instructor, EducationB.S., M.S., University of Mary

150Sister JoAnn Krebsbach, O.S.B. (1980)Professor Emerita, Philosophy and TheologyB.A., University of MaryM.S., Northern State UniversityM.M., Seattle UniversityFurther study: University of Nebraska,University of Notre DameTerry Kuester (2006)Instructor, EducationB.S., Dickinson State UniversityM.S., University of MaryEric Lawson (2008)Instructor, MusicB. M., Michigan State UniversityM.M., Louisiana State UniversityD.M.A., University of MinnesotaJames Long (2009)Gary Tharaldson School of BusinessAssociate Professor, Business.Director of Instructional TechnologyA.S., Bismarck State CollegeB.S., M.Mgt, M.B.A., University of MaryPh.D., Capella UniversityKimberly Long (2008)Associate Professor, School of Education and Behavioral ScienceAssistant Vice President for Academic AffairsA.A., A.S., Bismarck State CollegeB.S., M.Mgt, University of MaryPh.D., Capella UniversityFather Daniel Maloney, O.S.B. (1973)Associate Professor, Philosophy and TheologyB.A., St. John’s UniversityM.A., Fordham UniversityFurther study, Fordham University.Mike Manstrom (1993)Instructor, Gary Tharaldson School of BusinessB.S., University of North DakotaM.Mgt., University of Mary.Judy Maslowski (1991)Associate Professor, NursingB.S.N., Minot State UniversityM.S.N., University of MaryTonya Mertz (2008)Instructor, MusicB.A., B.S., University of MaryM.M., University of Northern IowaBarbara Mickelson (2003)Associate Professor, NursingA.D., Presentation CollegeB.A., Jamestown CollegeM.Mgt., University of MaryEverett Miller (1996)Instructor, EducationA.A., Bismarck Junior CollegeB.A., Jamestown CollegeFurther study: University of North Dakota,North Dakota State University, Concordia CollegeTim Moore (1985)Instructor, Gary Tharaldson School of BusinessB.S., University of MaryM.B.A., M.S., University of North DakotaSharon Mosbrucker (2006)Instructor, EducationB.A., Concordia UniversityM.Ed., University of MaryMichael Mullen (1997)Assistant Professor, NursingB.S., University of Notre DameJ.D., Georgetown UniversitySteve Neu (2005)Instructor, Gary Tharaldson School of BusinessProgram Director, Sport and Leisure ManagementCertified Park and Recreation ProfessionalB.S., University of North DakotaM.Mgt., University of MaryDarrell D. Nitschke (2003)Advisor and Instructor, Criminal Justice Program,Behavioral SciencesB.S., North Dakota State UniversityBrian Palecek (2005)Instructor, MusicEd.D., University of St. ThomasRobert Peske (1989)Lecturer, MusicB.S., Moorhead State UniversityM.S., University of North DakotaFurther study: Guitar Institute of TechnologyMarylee Prebys (1987)Lecturer, MusicB.A., University of North DakotaB.A., University of ManitobaFurther study: University of Southern IllinoisRyan Riehl (2009)Instructor, EducationB.S., Dickinson State UniversityM.S., North Dakota State UniversityTeresa Rittenbach (1999)Associate Professor, NursingB.A., Jamestown CollegeM.S., University of PortlandPh.D., University of Minnesota

151Brian L. Saylor (2008)Instructor, EducationB. S., Lee UniversityM.S., University of MaryRobert Salveson (1990)Lecturer, EducationB.S., Concordia CollegeM.S., University of North DakotaStephen Schilling (1988)Assistant Professor, Social SciencesB.S., M.A., University of North Dakota.Mundi Schmidt (2006)Instructor, EducationB.S., University of MaryM.S., University of MaryTom Schmidt (2006)Instructor, EducationB.S., University of MaryFather Patrick Schumacher (2007)Instructor, Philosophy and Theology.B.A., North Dakota State UniversityS.T.B., Angelicum (The Pontifical Universityof St. Thomas Aquinas; Rome, Italy)S.T.L., Accademia Alfonsiana; Rome, ItalyFurther study: The British Institute; Florence, ItalyFurther study: Angelicum (The Pontifical Universityof St. Thomas Aquinas; Rome, Italy)Further study: Pontifical North AmericanCollege; Vatican City State, EuropeValerie Smallbeck (2009)Instructor, EducationB.S., University of North DakotaM.S., University of MaryRev. James A. Sorenson (1978)Assistant Professor,Philosophy and Theology.B.A., Augsburg CollegeB.Th., Luther Theological SeminaryM.Th., United Theological SeminaryClaudia Tomanek (1996)Instructor, EducationB.S., Ed.D., University of North DakotaM.S., Northern State UniversityDan Ulmer (2007)Instructor, BusinessB.A., Jamestown CollegeM.A., University of Montana- MissoulaKathryn Uttech (2008)Special Education Grant Director, EducationB.S., Mayville State UniversityM.S., University of MaryKurt Weinberg (1998)Instructor, EducationB.S., Springfield CollegeM.A., University of Northern ColoradoJenn Weisenburger (2006)Cheer CoachRichard Were (1987)Instructor, Addiction CounselingB.S., University of Mary.Brenda Werner (2009)Instructor, EducationB.S., Concordia CollegeM.S., Fort Hays State UniversityPh.D., University of North DakotaMyla Weatherly Wescom (2001)Instructor, EducationB.S., M.Ed., University of MaryTimothy Wiedrich (1998)Instructor, Gary Tharaldson School of BusinessB.S., M.Mgt., University of MaryVI. Lead FacilitatorsJennifer Bandy (2002)B.A., B.S., Michigan State UniversityRandall Boor (1981)B.A., Moorhead State UniversityM.S., North Dakota State UniversityMary Bommersbach (2007)B.S., Minnesota State University - MoorheadM.B.A., University of MarySpecialization in Information SystemMarvin Borgelt (1982)Associate Professor, Tharaldson School of Business.B.S., University of MinnesotaM.B.A., University of MarylandFurther study, Pennsylvania State UniversityBruce Davidson (1999)B.S., South Dakota State UniversityM.S.N., University of North DakotaM.Mgt., University of MaryElaine Doll-Dunn (2004)B.S., Black Hills State UniversityM.Ed., South Dakota State UniversityRuth Doyle (2004)B.S., M.S.,Ed., Montana State University – BillingsEd.D., University of WyomingMarilyn Evenson (2003)B.A., North Dakota State UniversityM.S., Illinois State UniversityPh.D., Fielding Institute

153VIII. Faculty EmeritiJanet Beltran (1974-1995)Professor Emerita, Social & Behavioral SciencesDan Chaussee (1979-2002)Professor Emeritus, NursingSister Mariah Dietz, O.S.B. (1971-2011)Professor Emerita, NursingLoran L. Eckroth (1974-2000)Professor Emeritus, Music.Father Denis Fournier, O.S.B. (1986 - 2003)Professor Emeritus, HumanitiesCharles Fortney (1973-2006)Professor Emeritus, Social & Behavioral SciencesSister Terence Glum, O.S.B. (1970-1996)Professor Emerita, Mathematics & Natural SciencesThomas P. Johnson (1970-2000)Professor Emeritus, Education and Academic AffairsSister Helen Kilzer, O.S.B. (1956-1993)Professor Emerita, French, Spanish and GermanSister JoAnn Krebsbach, O.S.B. (1980-2008)Professor Emerita, Philosophy & TheologyMary Leetun (1993-2005 )Professor Emerita, NursingDavid Nix (1971 - 2001)Professor Emeritus,Mathematics & Natural SciencesSally N. Olsen (1977-2002)Professor Emerita, NursingEleanor S. Wertz (1980-1996)Professor Emerita, NursingSister Kathryn Zimmer, O.S.B. (1962-66, 1976-1990)Professor Emerita, Nursing

154IndexAcademic Calendar......................................................... 118Academic Honesty.......................................................... 124Academic Honors............................................................ 122Academic Life.................................................................. 118Academic Progress.......................................................... 122Accelerated and Distance Education................................ 10Access to Records (FERPA)............................................... 16Accounting Major............................................................. 25Add/Drop Class Refunds & Policy................................. 131Addiction Counseling Program....................................... 71Adding Courses............................................................... 120Adjunct Faculty............................................................... 152Administration Staff....................................................... 139Advising........................................................................... 129American College Test (ACT).......................................... 19Americans Leadership University...................................... 8Amnesty Policy................................................................ 123Anthropology Courses...................................................... 48Appeals Process............................................................... 124Areas of Study................................................................... 15Art Courses........................................................................ 49Athletic Training............................................................... 86Athletic Training Course Descriptions............................ 93Athletic Training Education Program.............................. 87Attendance Policy............................................................ 121Audit Courses.................................................................. 118Admissions........................................................................ 19Adult Student................................................................. 20Campus Visits and Interview......................................... 22Deferred.......................................................................... 20Early................................................................................ 20Fee ................................................................................ 19Freshman.................................................................. 13, 19International Student..................................................... 20Major Area of Study....................................................... 22Non-Degree.................................................................... 20Prior Criminal History.................................................. 20Readmission................................................................... 22Transfer Students............................................................ 19Withdrawal of Offers of Admission.............................. 21Admission to a Major Area of Study................................ 22Adult/Distance Education Undergraduate Degrees........ 31Adult Learners................................................................... 10Adult Student Admission................................................. 20Bachelor Degree Minors, School of Business.................. 30Bachelor of University Studies Degree............................. 14Benedictine Values.............................................................. 8Billings Center................................................................... 10Biology Courses................................................................ 49Biology Education Major.................................................. 40Biology Major.................................................................... 39Biology Program............................................................... 39Bismarck Center................................................................ 10Board and Room Charges............................................... 131Board of Trustees............................................................ 138Books and Supplies......................................................... 130Bookstore and Mart........................................................ 130Business Administration Major........................................ 26Business Communications Major.................................... 27Business Degree with a Concentration............................ 31Business Education Major................................................ 27Advanced Placement Examination................................ 118

155Calendar.......................................................................... 118Campus Ministry.................................................... 126, 130Campus Security............................................................. 128Campus Visits and Interview............................................ 22Cancellation of Classes................................................... 125Career and Testing Services............................................ 130Catholic Studies Courses.................................................. 51Catholic Studies Program................................................. 40Challenge Examination.................................................. 118Changes of Schedule....................................................... 120Chemistry Courses............................................................ 52Chemistry Program.......................................................... 40Class Attendance............................................................. 121Classification of Students............................................... 121CLEP Program................................................................ 118Clinical Laboratory Science Program.............................. 86Deferred Admission.......................................................... 20Degree Information: Student Competence(s)................. 12Degree Requirements........................................................ 14Degree Success Plans....................................................... 123Department of Athletic Training...................................... 86Department of Education................................................. 75Department of Exercise Science....................................... 96Department of Occupational Therapy.......................... 102Department of Physical Therapy................................... 109Department of Respiratory Therapy............................. 111Deployment Policy.......................................................... 120Disabilities Services......................................................... 129Division of Nursing.......................................................... 98Dropping Courses........................................................... 120Dual Credits...................................................................... 11Dual Degree Program....................................................... 11Coaching (Minor) Program............................................. 77College by Video Courses............................................... 119College Level Examination Program............................. 118Communication Courses................................................. 52Communication Majors................................................... 41Competence(s), University............................................... 12Computer Information Systems Major........................... 29Concentrations.................................................................. 15Continuing Education...................................................... 12Correctional Management............................................... 31Early Childhood Education Program.............................. 76Economics Courses........................................................... 55Education Program Course Descriptions........................ 79Elementary Education Program....................................... 77Emerging Leaders Academy Course Descriptions........ 116Emerging Leaders Academy Program............................ 116Engineering Science Major............................................... 41English Courses................................................................. 55Exercise Science Course Descriptions.............................. 97Counseling Services........................................................ 130Course Numbers............................................................... 16Credit by Examination.................................................... 118Credit for Prior Learning................................................ 119Credit Hours................................................................... 118Criminal Justice Program................................................. 72Cultural Events................................................................ 128Facilities............................................................................... 9Faculty Emeriti................................................................ 153Family Education Rights and Privacy Act of 1974.......... 16Fargo Center...................................................................... 10Federal and State Grants................................................. 134Final Examination........................................................... 121Current Charges.............................................................. 131

156Financial Assistance........................................................ 133Satisfactory Progress Policy......................................... 135Financial Services and Banking Major............................. 26First-Year Experience...................................................... 129Fitness Specialist CertificationImmunization Policy........................................................ 22Independent Study.......................................................... 118Information Technology Management Major................. 30Intercollegiate Athletics.................................................. 127International Student Admission..................................... 20Exercise Science Program...................................... 96Food Service.................................................................... 130Kansas City Center............................................................ 11Foreign Language Program.............................................. 46Forensics.......................................................................... 127Full-Time Teaching Faculty............................................ 139Learning Skills Center..................................................... 129Library, Welder.................................................................. 10Loans 134Gary Tharaldson School of Business............................... 24Gary Tharaldson School of BusinessCourse Descriptions.............................................. 32General Degree Requirements.......................................... 13General Information........................................................... 6Geography Courses........................................................... 56Goals, University................................................................. 6Grade Reports................................................................. 121Graduate Programs........................................................... 11Graduation Requirements................................................ 14Graduation Requirements, School of Business............... 25Grants.............................................................................. 134Major Areas of Study........................................................ 15Marketing Major............................................................... 28Mathematics Courses........................................................ 57Mathematics Education Major......................................... 43Mathematics Major........................................................... 43Math/Science Composite Major....................................... 43Middle School Endorsement............................................ 77Minor Areas of Study........................................................ 15Mission and Identity, University........................................ 7Mission Statement, University............................................ 6Musical Groups............................................................... 127Music Courses................................................................... 59Harold Schafer Emerging Leaders Academy Program.. 116Music Department............................................................ 43Healthcare Administration Major.................................... 27Health Clinic................................................................... 130Health Education (Minor) Program................................ 77History Courses................................................................. 56History Education Major.................................................. 42History, University.............................................................. 6Non-Classroom Opportunities for Credit..................... 118Non-Degree Admission.................................................... 20Nondiscrimination......................................................... 136Nursing Course Descriptions......................................... 100Nursing Degrees, Specific Degree Requirements............ 14Honors, Academic........................................................... 122Occupational Therapy Course Descriptions................. 104Organizational Leadership............................................... 31

157Part-Time Faculty........................................................... 149Pastoral Ministry Program............................................... 44Payment Options............................................................ 135Payment Policies............................................................. 131Personnel......................................................................... 138Philosophy Courses........................................................... 65Philosophy Program......................................................... 45Physical Education and Health ProgramCourse Descriptions.............................................. 82Physical Education Program............................................ 77Physical Therapy Program.............................................. 109Physics Courses................................................................. 66Political Science Courses.................................................. 66Pre-Law.............................................................................. 16Pre-Professional Concentrations...................................... 16Prior Associate or Baccalaureate Degrees...................... 119Privacy Rights of Students................................................ 16Probation, Academic....................................................... 123Professional Staff............................................................. 145Progress Toward a Degree............................................... 122Psychology Program......................................................... 73Scholarships..................................................................... 134Scholastic Aptitude Test.................................................... 19School of Arts and Sciences.............................................. 39School of Arts and Sciences Course Descriptions........... 48School of Education and Behavioral Sciences................. 71School of Health Sciences................................................. 86Science Courses................................................................. 66Secondary Education Program........................................ 78Senior Students................................................................. 11Social and Behavioral Sciences Courses........................... 67Social and Behavioral Sciences Major.............................. 45Social Studies Education Major....................................... 46Social Work Program........................................................ 74Sociology Courses............................................................. 67Spanish Courses................................................................ 67Spanish Program............................................................... 46Special Education Program.............................................. 78Spirituality and Ethics...................................................... 12Sport and Leisure Management Major............................ 29Student Classification..................................................... 121Student Government...................................................... 127Student Handbook.......................................................... 127Radiologic Technology Program.................................... 111Reading Credential............................................................ 78Readmission...................................................................... 22Refunds Policy................................................................. 131Registration..................................................................... 119Residence Life.................................................................. 126Respiratory Therapy Professional Courses.................... 114Returning Students........................................................... 14Right to an Appeal.......................................................... 123Room and Board............................................................. 131Student Health Clinic..................................................... 130Student Life............................................................. 126, 129Student Newspaper......................................................... 128Student Organizations.................................................... 127Student Recreation.......................................................... 127Student Support Services................................................ 129Student Teaching Course Descriptions............................ 84Student Volunteer Program............................................ 128Summer Sessions............................................................... 11Suspension, Academic..................................................... 123

158Theology Courses............................................................. 68Theology Program............................................................ 48The Prior Learning Program............................................ 11Transcripts....................................................................... 122Transfer Admission, Athletic Training............................. 93Transfer of Credit............................................................ 119Transfer Students.............................................................. 20Tuition and Fess.............................................................. 131University Goals.................................................................. 6Video Courses................................................................. 119Vision Statement, University.............................................. 7Visiting Campus................................................................ 22Warning, Academic......................................................... 123Welder Library.................................................................. 10Wellness Minor................................................................. 98Withdrawal from the University.................................... 120Withdrawal of Offers of Admission................................. 22Withdrawing from the University.................................. 131Work Study...................................................................... 134

to BismarckSoftballFieldNorthEntranceNTennisCourts19 20PracticeFieldHighway 1804181312171614 1511Parking10 9ParkingParkingHegeholzField87Practice FieldSageway Path67BaseballFieldParkingSouthEntranceParking5143 4Parking2ParkingUNIVERSITY OF MARYBISMARCK CAMPUS MAP1. Harold Schafer Leadership Center2. Boniface Riverview Residenceand St. Joseph’s Hall for Men3. Benedictine Center for Servant Leadership4. Boniface Hall5. Gary Tharaldson School of Business6. Welder Library7. Greg Butler Hall8. Hillside Hall9. Richard A. Tschider Center for Health Science10. McDowell Activity Center11. Leach Fieldhouse12. Leach Center for Student Life13. University Hall14. Arno Gustin Hall15. Clairmont Center for Performing Arts16. Harold J. Miller Center17. Casey Center for Nursing Education18. North Campus Residence Hall19. Deichert Hall20. Boyle Hall

1607500 University DriveBismarck, ND 58504www.umary.edu(800) 288-6279

University of MaryCATALOG ADDENDUMUpdates and Corrections to the 2011-2012 CatalogPage 13– A Theology Course: 3 semester hoursTHE 104 Basic Catholic BeliefsTHE 110 Introduction to the BibleTHE 112 Introduction to TheologyTHE/CTH 234 Benedict: Yesterday and Today– An Ethics Course: 4 semester hoursTHE 208 Introduction to Christian EthicsTHE 215/315 Virtue & CharacterTHE 220 Faith & JusticePage 96b. Be eligible for application for the AmericanCollege of Sports Medicine (ACSM)Health Fitness Specialist CertificationExercise Science ProgramAdmission RequirementsEntrance into the University of Mary Exercise ScienceProgram is selective. Students may declare a major inexercise science during their freshman year. However,acceptance to the professional Exercise Science Programrequires an application process which typically occursin the spring of the sophomore year. Students will beaccepted during the spring semester to begin coursework in the fall semester of the same calendar year.11-21-2011