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The College of Graduate and Professional Studies is located in Lucas Hall. Radford University Graduate Catalog 2008-2009, Volume 95, Fall 2008. Published by the Ofﬁce of University Relations, Radford University, 6266 University Park Drive, Radford, Virginia, 24142, once a year. Students who matriculate at Radford University at the beginning of the 2008-2009 academic year will use the 2008-2009 Radford University Graduate Catalog for the ofﬁcial description of policies they must follow and requirements they must satisfy in order to graduate. Students may, however, elect to meet all the degree requirements of a Radford University Graduate Catalog published subsequent to the year of their matriculation subject to the limitations detailed in “Graduation Policy” on p. 58. Radford University reserves for itself and its departments the right to withdraw or change the announcements made in this catalog. Visit us on the RU World Wide Web at: www.radford.edu Contents Academic Calendar . . . . . . . . . . . . . . . . . 3 Degrees Offered . . . . . . . . . . . . . . . . . . . 4 Graduate Study . . . . . . . . . . . . . . . . . . . . 5 General Information . . . . . . . . . . . . . . . . 9 Admission . . . . . . . . . . . . . . . . . . . . . . . 14 Application Requirements. . . . . . . . . . . 21 Fees and Financial Aid . . . . . . . . . . . . . 24 Campus Life . . . . . . . . . . . . . . . . . . . . . 35 Academic Policies. . . . . . . . . . . . . . . . . 45 Academic Colleges . . . . . . . . . . . . . . . . 60 Academic Programs . . . . . . . . . . . . . . . 63 Courses of Study . . . . . . . . . . . . . . . . . . 64 Art . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 Business Administration . . . . . . . . . . . . 64 Communication Sciences and Disorders. . . . . . . . . . . . . . . . . . . . 66 Corporate and Professional Communication . . . . . . . . . . . . . . 68 Counseling and Human Development . . . . . . . . . . . . . . . . . . . 71 Counseling Psychology. . . . . . . . . . . . . 96 Criminal Justice. . . . . . . . . . . . . . . . . . . 76 Education . . . . . . . . . . . . . . . . . . . . . . . . 78 Educational Leadership. . . . . . . . . . . . . 82 English . . . . . . . . . . . . . . . . . . . . . . . . . . 84 Music . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 Nursing . . . . . . . . . . . . . . . . . . . . . . . . . 91 Occupational Therapy . . . . . . . . . . . . . . 96 Physical Therapy . . . . . . . . . . . . . . . . . . 96 Psychology. . . . . . . . . . . . . . . . . . . . . . . 96 Reading . . . . . . . . . . . . . . . . . . . . . . . . 103 School Psychology . . . . . . . . . . . . . . . 104 Social Work . . . . . . . . . . . . . . . . . . . . . 109 Special Education . . . . . . . . . . . . . . . . 111 Courses . . . . . . . . . . . . . . . . . . . . . . . . 117 Board and Administration . . . . . . . . . . 193 Graduate Faculty . . . . . . . . . . . . . . . . . 194 Index . . . . . . . . . . . . . . . . . . . . . . . . . . 207 2 CALENDAR Calendar Fall Semester 2008 2009 2010 2011 Classes begin (8 a.m.) Sept. 1 Aug. 31 Aug. 30 Aug. 29 Thanksgiving break Nov. 22-30 Nov. 21-29 Nov. 20-28 Nov. 19-27 (no classes)* Last day of classes Dec. 12 Dec. 11 Dec. 10 Dec. 9 Final Exams Dec. 15-18 Dec. 14-17 Dec. 13-16 Dec. 12-15 Spring Semester 2009 2010 2011 2012 Classes begin (8 a.m.) Jan. 20 Jan. 19 Jan. 18 Jan. 17 Spring break (no classes) Mar. 7-15 Mar. 6-14 Mar. 5-13 Mar. 3-11 Last day of classes May 1 April 30 April 29 April 27 Final Exams May 4-7 May 3-6 May 2-5 April 30-May 3 Commencement May 9 May 8 May 7 May 5 Maymester 2009 2010 2011 2012 Classes Begin May 18 May 17 May 16 May 14 Memorial Day (No Classes) May 25 May 31 May 30 May 28 Last day of classes June 5 June 4 June 3 June 1 Final Exams June 6 June 5 June 4 June 2 Summer Session I 2009 2010 2011 2012 Classes begin May 18 May 17 May 16 May 14 Memorial Day (No Classes) May 25 May 31 May 30 May 28 Last day of classes June 18 June 17 June 16 June 14 Exams June 19-20 June 18-19 June 17-18 June 15-16 Summer Session II 2009 2010 2011 2012 Classes begin June 29 June 28 June 27 June 25 Independence Day July 3 July 5 July 4 July 4 Observed (no classes) Last day of classes July 29 July 29 July 28 July 26 Exams July 30-31 July 30-31 July 29-30 July 27-28 Summer Session may include both a Maymester and Summer Session III term. Maymester is a three-week term beginning on the same day as Summer Ses- sion I. Summer Session III is an 11-week long term spanning both Summer Ses- sion I and Summer Session II. The dates are tentative and subject to change. *Thanksgiving Break begins after classes end on the Saturday before Thanks- giving and includes the Sunday after Thanksgiving Day. Residence halls will close at noon on the Saturday before Thanksgiving Day. However, those stu- dents who have Saturday classes have until 5 p.m. to vacate the residence halls. For a more detailed version of the Academic Calendar, visit: http://www.radford.edu/~registra/calendar.html 3 Graduate Degrees Art (M.F.A.) English (M.A., M.S.) Business Administration (M.B.A.) Music (M.A., M.S.) Music Communication Sciences and Disorders Music Therapy (M.A., M.S.) Speech and Language Pathology Nursing (M.S.N.) Family Nurse Practitioner Corporate and Professional Adult Clinical Nurse Specialist Communication (M.S.) Gerontology Clinical Nurse Specialist Nurse Midwifery (with Shenandoah Counseling Psychology (Psy.D.) University) Counseling and Human Development Occupational Therapy (M.O.T.) (M.S.) (classes start Summer 2009) School Counseling Student Affairs Physical Therapy (D.P.T.) Administration (classes start Summer 2009) Counseling Community Counseling Psychology (M.A., M.S.) Clinical Criminal Justice (M.A., M.S.) Experimental (M.A.) Industrial/Organizational Education (M.S.) Content Area Studies Reading (M.S.) Information Technology Music Education School Psychology (Ed.S.) Others Curriculum and Instruction Social Work (M.S.W.) Early Childhood Education Educational Technology Special Education (M.S.) Library Media Deaf and Hard of Hearing Teaching English as a Second Language High Incidence Disabilities Severe Disabilities Educational Leadership (M.S.) Early Childhood Special Education 4 Graduate Study Dr. Dennis Grady, Dean Radford tries to meet the needs of all of College of Graduate and these various groups. Professional Studies Radford is small enough to allow each Lucas Hall graduate student opportunities for interac- (540) 831-7163 tion with fellow students and faculty mem- e-mail: email@example.com bers, yet large enough to provide challenging and diverse areas of study. To better serve As the world moves into the 21st century graduate students, the university schedules and the demand for highly trained profession- classes at times designed to meet the sched- als in every ﬁeld increases, more and more uling needs of part-time as well as full-time students are choosing to pursue a master’s DEGREES, GRADUATE STUDY students. level degree. This degree, once considered Many ﬁelds which once employed primarily a stepping stone toward a doctorate, graduates with bachelor’s degrees now is becoming, for many, a terminal degree. prefer to hire those with master’s degrees. From 2001 to 2003, there was a 26 Radford University is meeting the chal- percent increase in the number of mas- lenge of educating men and women in ter’s degrees awarded annually at Radford a wide variety of ﬁelds including busi- University. In recent years, more than 72 ness administration, nursing, music, art, percent of the master’s degree students have English, criminal justice, communication, been women; more than nine percent have social work, psychology, communication been members of ethnic minority groups; disorders and a variety of areas within the 51 percent have been 30 years of age or ﬁeld of professional education. older and over half of the graduate students have been enrolled part-time. 263 Graduate students were awarded degrees at the 2008 Spring Commencement. Shown here, a graduate of the College of Business and Economics. 5 The College of Graduate and Professional the dean on the administration of graduate Studies is responsible for administer- studies and makes recommendations to the ing all post-baccalaureate programs at Provost concerning graduate courses, cur- Radford University leading to Educational ricula, academic standards and policies. Specialist, Master of Fine Arts, Master of Business Administration, Master of Arts, Master of Science in Nursing, Master of GRADUATE COLLEGE MISSION Social Work, Master of Science and Doctor Within the mission of the university, the of Psychology degrees. The College also Graduate College mission is to provide high offers graduate-level courses and post-bac- quality graduate programs in selected areas calaureate certiﬁcates for teachers seeking of study in order to meet the needs of the recertiﬁcation and for students who have Commonwealth and the nation for citi- already earned a bachelor’s degree but who zens with education beyond the level of the are not seeking a further degree. baccalaureate. Graduate studies at Radford University are designed to give the student advanced knowl- edge in a special ﬁeld of study, higher levels GRADUATE COLLEGE GOALS of professional competence, an understand- ing of and respect for scholarly research and 1. To provide high quality graduate degree a sophisticated knowledge of the techniques programs in ﬁelds in which there are of continued, lifelong intellectual growth. needs for people with such qualiﬁcations, These goals are achieved through coherent for which there are prospective students orderly programs of study, investigation and seeking such advanced qualiﬁcations and to which the university can devote the supervised practical experiences that are care- requisite human and material resources; fully planned by each individual student in 2. To provide advanced educational oppor- consultation with a graduate faculty adviser tunities, beyond the baccalaureate, for and a graduate advisory committee. Each professionals and others who are not student’s progress through the program is seeking a graduate degree or who already monitored by the graduate faculty adviser and have a graduate degree, but who need to by the Graduate College ofﬁce through the develop new knowledge and skills to meet various stages of admission to the Graduate changing conditions or to continue to keep College, progression through a program of current with advancing knowledge in their study, formulation and completion of a the- specialties; sis, if one is to be written, administration of 3. To enhance the academic environment of the comprehensive examination and, ﬁnally, the university by attracting qualiﬁed stu- application for graduation. dents to the campus, by giving faculty the The Graduate College functions as the opportunity to teach their specialties at an admissions ofﬁce for graduate students, advanced level and by fostering research consulting with each department or pro- and creative activity among graduate stu- dents and faculty; gram ofﬁce on each application for admis- 4. To assure that the graduate student’s expe- sion before making ﬁnal decisions. rience in Radford’s programs is a coherent The Graduate College consists of experience of intellectual growth, enabling the Dean of the College, the staff of the each student to meet reasonable academic, Graduate College and the graduate faculty intellectual and professional goals. in various departments of the university. A Graduate Affairs Council, made up of representatives from the graduate depart- ments and student representatives chosen by the Graduate Student Council, advises 6 GRADUATE COLLEGE 8. To work closely with the Graduate Affairs OBJECTIVES Council, to assure that the Council is well informed of opportunities and problems at 1. To serve as the admissions ofﬁce for the graduate level as it establishes academic all graduate programs, maintain- policies and procedures and approves cur- ing admission standards and pro- ricular changes; cedures designed to admit appli- 9. To work with the staff in the Ofﬁce of cants who have a high likelihood of Academic Outreach at the Roanoke Higher a) proﬁting from the experience of gradu- Education Center, the Southwestern Virginia ate study at Radford University and b) Higher Education Center, and other entities successfully completing their programs to make high quality graduate education of study and achieving their graduate available, particularly in western Virginia, educational goals; for students who cannot readily study on 2. To recruit qualiﬁed graduate students to campus; all graduate programs, with particular 10. To work with the Graduate Student Council, attention to under-represented groups; Student Affairs and other ofﬁces and groups 3. To seek, generate and, when appropri- to be aware of and, whenever possible, ate, administer programs of ﬁnancial and responsive to graduate students’ needs and other types of assistance for graduate concerns; and students; 11. To work with the Ofﬁce of Academic 4. To provide effective advising systems both Assessment and individual departments through individual faculty advisers assigned to evaluate how graduate programs uti- by the departments and through a series of lize information related to student out- Graduate College checkpoints: admission, comes and student/alumni satisfaction establishment of regular admission status, in order to improve graduate curricula, approval of program requirements, approval facilities and services. of written proposals for directed studies and theses; 5. To maintain established standards of qual- CHECKLIST FOR GRADUATE ity by the checkpoints listed above, as STUDENT ADMISSION well as by monitoring of academic status, 1. Complete the online application form or enforcement of probation and suspension obtain a printable version at www.rad- rules, ﬁnal approval of theses, eligibility ford.edu/gradcollege. You may also request to take comprehensive examinations and application materials from the Graduate ﬁnal degree checkouts (in collaboration Admissions Ofﬁce at P.O. Box 6928, with the Registrar’s Ofﬁce); Radford, VA 24142. 6. To maintain established standards through 2. Have one ofﬁcial transcript sent from monitoring membership of the Graduate each of the undergraduate and/or gradu- Faculty in order to assure that faculty ate institutions previously attended or involved in graduate activities have the currently attending. For applicants who appropriate qualiﬁcations, achievements are graduates of Radford University, only and experience required for each level of transcripts for course work taken at other membership; institutions after graduation need to be 7. To work closely with the individual sent. Transcripts must be signed and departments and the other colleges to see mailed by the institution in a sealed that graduate programs continue to meet envelope directly to the Graduate current needs, to cancel or revise those Admissions Ofﬁce. that do not and to develop new programs as the need is perceived and the resources are available; 7 3. Have two or more letters of recommen- 5. Have ofﬁcial scores for required tests dation sent to the Graduate Admissions (GRE, TOEFL, MAT, GMAT, etc.) sent Ofﬁce. directly to Graduate Admissions. 4. Submit completed application form, 6. Check for individual department require- $40 application fee, letters of recom- ments beginning on p. 21. mendation and any other materials 7. Applications and all other supporting required by the program to Graduate materials should arrive no later than pro- Admissions, P.O. Box 6928, Radford gram deadlines. Refer to pages 21 - 23. University, Radford, VA 24142. The 8. Apply for ﬁnancial aid if needed (see p. applicant is responsible for making 28). sure that all application materials are 9. Contact the adviser to discuss under- submitted by the deadline. Non-degree graduate deﬁciencies and/or courses to and transient applications may be sub- be taken during the ﬁrst semester. mitted at any time during the year along 10. Become familiar with all academic policies with an application fee of $40. and pertinent degree requirements presented in the catalog. 8 General Information Radford University offers a diverse cur- MISSION riculum of more than 140 undergraduate and graduate degree programs or areas of Radford University serves the Commonwealth and the nation through a concentration focused on student achieve- wide range of academic, cultural, human ment and career preparation. A student service and research programs. First and body of 9,122 studies in seven colleg- foremost, the university emphasizes teach- es: Business and Economics, Education ing and learning and the process of learning and Human Development, Humanities in its commitment to the development of and Behavioral Sciences, Science and mature, responsible, well-educated citizens. Technology, Visual and Performing Arts, Radford University develops students’ cre- Waldron College of Health and Human ative and critical thinking skills, teaches Services, and the College of Graduate and students to analyze problems and imple- Professional Studies. ment solutions, helps students discover their The Graduate College offers programs leadership styles and fosters their growth of study which lead to master’s educa- as leaders. Toward this end, the university tional specialist and doctoral degrees. The is student-focused and promotes a sense of General Assembly authorized the university caring and of meaningful interaction among to grant the Doctor of Psychology degree in all members of the university community. 2007. These programs provide advanced Research is viewed as a vital corollary to and specialized courses of study, supervised the teaching and learning transaction as it practicum experiences and opportunities for sustains and enhances the ability to teach research. The university has an outstanding, effectively. Radford University believes in the dynamics of change and has a strong nationally recruited faculty, 83 percent of commitment to continuous review, evalua- whom hold doctorates or other terminal tion and improvement in the curriculum and degrees in their teaching ﬁelds. While their all aspects of the university, so as to meet the primary focus is on the teaching and learn- changing needs of society. ing process, the faculty also are engaged in signiﬁcant scholarly, creative and public service activities. HISTORY Radford University is located in a small city GENERAL INFORMATION Radford University was established by (population 15,859) in the New River Valley, the General Assembly as the State Normal 36 miles southwest of Roanoke, Virginia, on and Industrial School for Women in 1910 Route 11 and I-81, close to the beautiful Blue and has been in continuous session since Ridge Mountains of Virginia. The university its 1913 opening. The university became atmosphere is residential. Most graduate stu- Radford State Teachers College in 1924 dents live in private accommodations within and was authorized to award the Bachelor walking distance of the campus. The univer- of Arts degree in 1935. In 1944, the uni- sity grounds and facilities are conveniently versity was consolidated with the Virginia arranged, beautifully maintained and effec- Polytechnic Institute as its Women’s tively designed to meet the academic, personal Division and renamed Radford College. The and extracurricular needs and interests of the General Assembly severed the formal afﬁli- students. ation of Radford College with Virginia Tech in 1964 and an autonomous administration was established for Radford College. The college also was authorized to grant the 9 Master of Science degree. In 1972, after CAMPUS almost 60 years as an all-women’s college, Radford became coeducational and in 1979 Radford University’s main campus is was granted university status by the General located on 177-acres. Most of the uni- Assembly. versity’s 26 administrative and academic Today, Radford University is a coeduca- buildings, 15 student service buildings and tional, comprehensive institution with under- 20 residence halls are located on two large graduate and graduate programs. In the last quadrangles in a 76-acre area. 20 years, the enrollment has increased dra- A new student services and activities matically and the number of graduate degrees building, Hurlburt Hall opened in 2006 awarded since 1996 has increased by 32 and is named in honor of former Dean of percent. During fall 2007, student enrollment Students Bonnie Hurlburt. in on- and off-campus programs was 9,122, of RU Foundation, Inc. owns Selu whom 1,065 were graduate students. Conservancy, a 376-acre tract of land bordering Little River in Montgomery County. The conservancy, located approxi- University Presidents mately ﬁve miles southeast of the campus, John Preston McConnell 1911-1937 was received in two separate donations. David Wilbur Peters 1938-1951 John H. Bowles donated the original 185 Charles Knox Martin, Jr. 1952-1972 acres in the fall of 1989; four additional Chancellor 1972-1973 members of the Bowles family donated 191 President Emeritus 1973-1987 acres of adjacent land in the spring of 1991. Donald Newton Dedmon 1972-1994 Through various campus departments, stu- Douglas Covington 1995-2005 dents are able to use this continuous tract President Emeritus 2005- in studies of ecology and botany, mapping Penelope Ward Kyle 2005- geological features, as a model in resource management and maintenance formation on actual building techniques as well as cultural and oral histories. In addition to its educational opportunities, the conservancy offers a glimpse of Southwest Virginia’s distinctive landscape and resources. The Selu Conservancy Retreat Center opened in the fall of 1997. The Farmhouse at Selu depicts daily life on a 1930’s farm. Natural forest growth, unusual rock for- mations, the surrounding hills and the New River provide a scenic setting for the university. Radford is not completely immune to the extremes of summer and winter weather, but the climate is basically temperate, with hot days and cool nights in the summer and cool to cold weather in the winter. Fall and spring months in the Appalachian Highlands bring some of the most enjoyable weather to be found any- where on the East Coast. Points of interest RU President Penelope Ward Kyle 10 to the visitor of Radford and the surround- student affairs practice (counseling ing areas include Claytor Lake and the emphasis) scenic Blue Ridge Parkway, which is 45 • Teacher and other Professional Edu- minutes from the campus. Claytor Lake, cation (all programs) – by the National located off Interstate 81 in Pulaski County, Council for Accreditation of Teacher offers picnicking, camping, boating, swim- Education ming, hiking and horseback riding areas. • Nursing – by the Collegiate Commission on Nursing Education • Social Work – by the Council of Social HigHlander THeme Work Education at the graduate and The influence of the Scottish immigrants undergraduate level who settled Southwestern Virginia more • Music – by the National Association of than 300 years ago is visible today in many Schools of Music areas of the university. These people were • School Psychology – by the National characterized by “firmness of decision, Association of School Psychologists resourcefulness, ardor in friendship, love • Speech-Language Pathology – by the of country and a generous enthusiasm.” Council on Academic Accreditation Radford’s athletic teams celebrate that heri- of the American Speech-Language- tage by proudly carrying the Highlander Hearing Association. name into competition. Radford University holds membership in The Radford Highlanders Festival, held every the American Association of State Colleges second Saturday of October, is a day-long cel- and Universities, the Virginia Association ebration of the region’s Scots-Irish history. of Colleges, the American Association of In the spring of 1978, the university Colleges for Teacher Education, the American adopted as its school colors the red, navy Association of Colleges of Nursing, the and forest green woven into tartan plaid. National Commission on Accrediting, Inc., From the plaid comes the name of the stu- the Southern Regional Education Board dent newspaper, The Tartan. Council of Collegiate Education for Nursing, the National League for Nursing Council of Baccalaureate and Higher Degree Programs, accrediTaTion and the Conference of Southern Graduate Schools, membersHips the Council of Graduate Schools, the Council of Graduate Programs in Communication Radford University is accredited by the Sciences and Disorders, the Association Commission on Colleges of the Southern for Continuing Higher Education, and the Association of Colleges and Schools to American Association of Collegiate Registrars and Admissions Officers. award baccalaureate, masters, educational specialist and doctorate degrees. Contact the Commission on Colleges at 1866 Southern Lane, Decatur, Georgia 30033-4097 or academic ouTreacH call (404) 679-4500 for questions about the accreditation of Radford University. Based on the belief that learning is a life- • Business Administration – by the long process, Radford University’s College AACSB (the Association to Advance of Graduate and Professional Studies Collegiate Schools of Business) actively promotes and enhances the uni- • Counseling and Human Development versity’s mission of teaching and learning, – by the Council for Accreditation of research and community service. The office Counseling and Related Educational staff responds to constituency needs by devel- Programs (CACREP) for community oping, managing and assisting with a diverse counseling, school counseling and array of academic programs and services. 11 The college supports off-campus degree For more information about current pro- programs, credit courses and noncredit pro- grams and activities sponsored by Radford fessional development programs and the University at the Abingdon center, contact partnership projects with Virginia Western the university ofﬁce at (276) 469-4014. To Community College and the Southwest learn more about the Southwest Virginia Virginia Higher Education Center. Additional Higher Education Center, refer to the web- information may be obtained by contacting site at www.swcenter.edu. the Ofﬁce of Academic Outreach at (540) 831-5845. ACADEMIC YEAR Roanoke Higher Education Center The university year is divided into two The Roanoke region has developed an semesters, August to December (fall semes- imaginative and collaborative project to ter) and January to May (spring semes- meet present and future needs for degree ter); and four summer sessions. Students programs, workforce training and lifelong may enter the university at the opening of learning opportunities. The center, located either semester or summer session, pending in downtown Roanoke, is designed to be a approval of the department to which the unique facility to offer a continuum of train- student is applying. ing and education for all citizens who desire to achieve their potential and enhance their contribution to society. ACADEMIC ORGANIZATION The center hosts multiple member insti- tutions and agencies, all of which excel The university is composed of seven col- in their teaching and training methods. leges: College of Graduate and Professional Radford University currently offers several Studies, College of Humanities and degree programs, certiﬁcates and profes- Behavioral Sciences, College of Business sional development at this location. and Economics, College of Education and For more information about current pro- Human Development, Waldron College of grams and activities sponsored by Radford Health and Human Services, College of University at the Roanoke center, contact the Visual and Performing Arts and College of university ofﬁce at (540) 767-6190. To learn Science and Technology. The chief admin- more about the Roanoke Higher Education istrative ofﬁcer of each college is its dean, Center, refer to the website at: www.educa- who reports to the Provost. tion.edu. Each academic department within a given college is responsible for the content The Southwest Virginia Higher and prerequisites of courses offered by the Education Center department and speciﬁes the requirements for the department’s degree and certiﬁca- Located in Abingdon, the Southwest tion programs. The chairperson is the chief Virginia Higher Education Center was estab- administrative ofﬁcer at the department level. lished by the General Assembly in 1991 to strengthen the economy of the region through education and training of the future workforce. UNIVERSITY Six institutions of higher education provide NON-DISCRIMINATION undergraduate and graduate courses and pro- POLICIES grams and are recognized as partners in the center. Currently, Radford University offers Radford University does not discrimi- several degree programs, certiﬁcates and nate with regard to race, color, sex, sexual professional development at this location. orientation, disability, age, veteran status, national origin, religion or political afﬁlia- tion in the administration of its educational 12 programs, activities, admission or employ- may also consult a staff member at the ment practices. Center for Experiential Learning and Career The university has adopted policies to Development or the Ofﬁce of the Dean of provide for prompt and equitable reso- Students. lution of discrimination complaints. The Only acts of discrimination commit- Discrimination Complaint Procedures ted by university employees in connection describe the grievance procedure for stu- with their university employment may be dents who have experienced discrimina- reviewed through these policies and pro- tion. The Sexual Harassment Policy further cedures. The term “employee” refers to deﬁnes sex discrimination by including any faculty, staff or student with a contrac- examples of sexual harassment and a state- tual employment agreement. In all cases of ment concerning consensual relationships alleged discrimination in which the viola- between university employees and students. tion is committed by a student, status as a The Accommodation Grievance Procedure student is adjudicated by the university’s for Students with Disabilities conﬁrms student judicial system. the university’s commitment to providing Copies of the complete policy state- accessibility to its programs, services and ments, including procedures for resolving activities for individuals with disabilities complaints are available in the Ofﬁce of the who are otherwise qualiﬁed and entitled to a Dean of Students, Center for Experiential reasonable accommodation. Learning and Career Development and the Individuals who believe they may have Department of Human Resources. experienced discrimination, but are uncer- Inquiries may be directed to the tain as to whether a complaint is justiﬁed or Executive Director of Human Resources whether they wish to initiate a formal com- at 704 Clement Street. Telephone: (voice) plaint, may discuss their concerns conﬁ- (540) 831-5421; (hearing impaired) (540) dentially and informally with the Executive 831-5128. Director of Human Resources. Students 13 Admission It is the policy of Radford University to action taken on their application after it is admit students whose ability, preparation complete. A complete application includes: and character indicate potential for success • An ofﬁcial application completed and in the programs of study offered. Radford returned with a non-refundable applica- University does not discriminate with regard tion fee. to race, color, sex, sexual orientation, dis- • Ofﬁcial transcripts from all undergradu- ability, age, veteran status, national origin, ate and graduate institutions. If the religion or political afﬁliation in the admin- degree has not been conferred at the istration of its educational programs, activi- time of application, a ﬁnal transcript ties, admission or employment practices. must be sent within 30 days of the ﬁrst Inquiries may be directed to the Director of semester of enrollment. If the degree Human Resources at 704 Clement Street. has not been conferred prior to the Telephone: voice, (540) 831-5421; hear- beginning of the term of admission ing impaired, (540) 831-5128. to graduate school, admission will be Admission to Radford is selective and rescinded. based on a review of each applicant’s aca- • Ofﬁcial test scores (GRE, MAT, GMAT, demic qualiﬁcations. Spaces are limited and TOEFL, etc.) if required. applicants are encouraged to apply well in • At least two letters of recommendation. advance of the term in which they wish to Students should check departmental attend. information for additional requirements. For full-time students and/or students Admission to a graduate program is seeking graduate assistantships or other granted by the Dean of the Graduate College forms of ﬁnancial aid, the priority deadline on recommendation from the faculty of the is March 1 (for fall admission) or October speciﬁc program. The decision is made, in 1 (for spring admission). All other applica- the best professional judgment of the edu- tions are accepted throughout the year. cators involved, on the basis of evidence As the number of applicants who meet that the applicant can beneﬁt from graduate the essential requirements for admission study at Radford University and is likely exceeds the number that can be admitted, to complete the proposed program suc- the university selects those students who cessfully. As noted below, speciﬁc grade present the strongest qualiﬁcations in scho- point averages have been established for lastic achievement, character, personality admission. For those programs requiring and performance in extracurricular activities standardized test scores, the score will be and evidence of aptitude for achievement in considered in conjunction with other indi- the professional or speciﬁc ﬁeld of study for cators of academic aptitude (grades, experi- which the applicant seeks training. ence, recommendations). A high test score, for example, may offset weaker grades and vice versa. ADMISSION PROCEDURES Students may be enrolled in only one pro- A student desiring to enter Radford gram. However, if a student wishes to apply University should apply online at www.rad- for admission to more than one program, a ford.edu/gradcollege or request an applica- complete separate application must be sub- tion from the Graduate Admissions Ofﬁce, mitted for each program. If recommended Box 6928, Radford University, Radford, for admission to more than one program, VA 24142. Students will be notiﬁed of students must decide which program to enter. 14 Applicants should arrange to have sent to the be sent to the Graduate Admissions Ofﬁce. ADMISSION Graduate Admissions Ofﬁce a score report Students, excluding Radford University for an admission test if the department of graduates, must have ofﬁcial ﬁnal tran- the student’s major requires test scores as scripts, including the award of the bachelor’s part of its admission evaluation. Consult degree, sent to the Graduate Admissions the department admission policy beginning Ofﬁce. on p. 14 to determine which of the follow- The Graduate College must receive the ing test scores to submit: GRE - Graduate application, transcripts and letters of recom- Record Examination, GMAT - Graduate mendation or forms supplied with the appli- Management Admissions Test and MAT – cation and the $40 application fee, no later Miller Analogies Test. English language than the date speciﬁed on pages 21-23. proﬁciency is demonstrated by (1) TOEFL of Non-degree applications may be submit- 550 or higher on the written test, 213 on the ted at any time during the year along with an computer-based test, 79-80 on the internet- application fee of $40. based test or (2) possession of a degree from At least two letters of recommendation an accredited institution where English is the are required in support of each application language of instruction. except in the case of applicants seeking For applicants who are graduates of admission for Initial Teaching Licensure, Radford University, only transcripts for which three letters are required. Non- for course work taken at other institu- degree seeking and post-baccalaureate cer- tions after graduation need to be sent. tiﬁcate student applicants are not required If the Radford transcripts do not include to submit recommendations, test scores and the student’s entire undergraduate post-baccalaureate certiﬁcate. program, copies of all transcripts also must 15 Recommendation letters should be writ- of the student’s adviser. It also will indicate any ten by persons familiar with the applicant’s special conditions to be met. academic background and/or work experi- For further information, contact: ence. An applicant who has had experience Graduate Ofﬁce Admissions in the public schools and who plans to P.O. Box 6928 continue working in the area of professional Radford University education is encouraged to have one of the Radford, VA 24142 recommendations submitted by the imme- e-mail: firstname.lastname@example.org diate supervisor in the school system or, if not currently employed by a school system, by a supervisor in the last school system in GRADUATE INFORMATION which the applicant worked. CHECKLIST In some graduate programs, the number of applicants who meet minimum admis- First Semester of Enrollment sion requirements may exceed the number 1. Meet with your adviser to ﬁnalize program of new students who can be accommodated requirements. Ensure that the Graduate in the programs. In these instances, depart- College has an ofﬁcial copy of those mental admission committees will have to requirements. select the strongest applicants and, regret- 2. If you applied to the Graduate College before your undergraduate degree was con- tably, deny admission to others who meet ferred, it is your responsibility to ask your requirements. undergraduate institution to send a ﬁnal Acceptance into the Graduate College is transcript verifying degree conferred to the effective for one semester. If an accepted Graduate College within 30 days of enroll- student does not enroll for the ﬁrst time ment. within one academic semester after the 3. Prepare for the preliminary examination if initial acceptance, it will be necessary to required. reapply. After initial entry to graduate study, students who have not been enrolled for a End of First Semester of Enrollment period of two years must reapply for admis- 1. Select a graduate committee in consulta- sion. Reinstatement is not guaranteed. tion with the adviser. 2. Request change to regular status (if appli- cable) if nine hours of graduate work have NOTIFICATION OF ADMISSION been taken at Radford University with at The Graduate Admissions Ofﬁce will least a B average, all deﬁciency/support- send the completed application materials to ing courses have been taken and applica- the chairperson or director/program coordi- tion is complete including ﬁnal transcript nator of the department in which the stu- with undergraduate degree. dent plans to major. If the department rec- ommends admission, the chairperson or Last Semester of Enrollment director/program coordinator will suggest an 1. Make application for the degree no later academic adviser for the student and will note than the second week of the semester in any deﬁciencies in the student’s undergradu- which the student expects to graduate. ate program. After this information has been Deadlines are given and on our web site. returned to the Graduate Admissions Ofﬁce Information about commencement and and a decision made by the Dean, the applicant graduate hooding ceremonies will be sent will receive written notiﬁcation of the College’s after the completed application has been admission decision. A letter of admission will received by the Graduate College. indicate the student’s admission status, program 2. Check that all necessary program changes requirements and the name and phone number have been approved. 16 3. Submit two copies of the completed thesis • Final transcript, showing bachelor’s degree or graduate recital program notes to the conferred from regionally accredited insti- Graduate College ofﬁce no later than the tution last day of classes. See “Thesis Manual” • Minimum 2.75 grade point average on the Graduate College website for com- • All supporting course work completed plete instructions. Departments, with the approval of the 4. Request an approval form for your ﬁnal Graduate Dean, may establish and maintain comprehensive examination and/or thesis additional requirements for admission and defense at least ﬁve days in advance of regular status. the examination date and return the signed form to the Graduate College ofﬁce no Conditional later than the last day of classes. Students may be admitted on condi- tional status only if they are missing a ﬁnal transcript (showing degree conferred); an CATEGORIES OF ofﬁcial test score; one or more letters of GRADUATE STUDY: recommendation; grade point average is below 2.75 or the test score is below the 1. Degree Program: Any program that is minimum required by the department. designed to culminate in a student obtain- Students must remedy all admission ing a master’s degree, educational special- deﬁciencies by the end of the ﬁrst semes- ist degree or doctorate. ter or term in which they are enrolled 2. Professional Licensure: Any program that or as required by department policy. is designed to culminate in the student Students who are unable to remedy a deﬁ- obtaining initial teaching licensure. ciency in the time frame established will be 3. Non-degree Seeking: For students wish- blocked from further registration of gradu- ing to take a course for reasons other than ate courses. degree or initial licensure purposes. Students who are admitted condition- Minimum admission requirements to all ally due to an exception for undergradu- categories of graduate study are the same. ate grade point average must maintain a Some degree programs have higher admis- 3.0 grade point average in all support- sion standards. ing coursework completed at Radford University. Additionally, students enrolled CLASSIFICATIONS OF conditionally must maintain a 3.0 grade ADMISSION STATUS point average, with no grade lower than a C, during their ﬁrst nine graduate hours of DEGREE PROGRAM coursework at Radford University. After nine hours without a 3.0, students will be Regular blocked from further registration and will Regular status may be granted to students no longer continue in the program or enroll who have met all entrance requirements for in another graduate program unless a peti- the Graduate College, the department and tion to continue is approved. program in which they wish to study. A student’s status may be changed to In addition to all other Graduate College regular after completion of nine graduate and department requirements, minimal semester hours with a 3.0 grade point aver- requirements for regular status include: age and completion of all deﬁciencies. • The graduate application process com- Programs, schools, and/or departments pleted may have more stringent requirements or • Ofﬁcial scores on required tests rules than those listed above regarding • At least two letters of recommendation remaining in programs. 17 PROFESSIONAL LICENSURE It would be to the advantage of profes- AND CERTIFICATION sional licensure students to enroll formally in a degree program as soon as possible A student who holds a bachelor’s degree after registration in order to protect the from a regionally accredited institution potential future value of courses toward a and who wishes to take graduate courses graduate degree. to meet initial teaching licensure require- ments may be admitted as a professional licensure student upon submission of an NON-DEGREE STUDENTS ofﬁcial transcript showing that the bache- An applicant who does not plan to pur- lor’s degree has been awarded with a grade sue a degree or initial teaching licensure but point average of at least 2.75 (on a scale wishes to take one or more courses may be of 4.0). Speciﬁc areas may have additional admitted to this category upon application admission requirements. For these, please and submission of an ofﬁcial transcript see the respective courses of study sections showing that a bachelor’s degree has been of this catalog. awarded from a regionally accredited institu- Three letters of reference are required tion with a minimum grade point average of from at least three of the following: 2.75. Exceptions to the GPA requirement 1. The director of the teacher education pro- should be directed to the Graduate College. gram at the undergraduate college if the Applicants may be required to submit tran- applicant was enrolled in a baccalaureate scripts from all colleges/universities attended. teacher education program. In addition, applicants wishing to take courses 2. The chair of the department or a faculty from certain departments will be required member who served as adviser for the to submit additional application materials. applicant from the major department if Applicants who have been denied admis- the applicant was not enrolled in an under- sion to a graduate degree seeking program graduate teacher education program. at RU are not eligible for non-degree status 3. The clinical faculty member (cooperating without written approval from the appropriate teacher) who supervised the applicant if department(s) and the graduate dean. the applicant participated in any ﬁeld expe- Normally, courses taken under this riences or practica associated with teacher admission category may not be count- preparation. ed toward a degree; however, a graduate 4. The chair of the department or a faculty student in this status who subsequently member who served as adviser for the decides to pursue a degree may petition applicant from the major department if the the Graduate College through the appropri- applicant has been enrolled in a graduate ate department to have two courses, not to major following graduation. exceed a maximum of six graduate hours, 5. An employer to whom the applicant report- evaluated for acceptance toward a gradu- ed if the applicant has been employed ate degree. Non-degree students seeking since receiving the baccalaureate degree. admission to a graduate program must Normally, courses taken under this admis- provide evidence that he/she has met all the sion category may not be counted toward a requirements of the Graduate College and degree; however, a professional licensure the speciﬁc program in which he/she seeks student in this status who subsequently enrollment. decides to pursue a degree may petition Not all graduate courses may be the Graduate College through the appropri- taken by non-degree seeking students. ate department to have a maximum of six Students are advised to check with the graduate hours evaluated for acceptance speciﬁc program director as well as cata- toward a graduate degree. log requirements prior to enrolling in 18 any graduate class. Non-degree students INTERNATIONAL STUDENT must adhere to all established policies of INFORMATION probation and suspension. Radford University is committed to It would be to the advantage of non- educating students to take their place in degree seeking graduate students to enroll today’s highly competitive global society. formally in a degree program as soon as The university is home to a growing num- possible after registration in order to pro- ber of students and faculty members from tect the potential future value of courses around the world. toward a graduate degree. International students are welcome at Radford. The university offers a number of services to make the transition to campus POST-BACCALAUREATE as well as to the United States smooth and CERTIFICATE STUDENTS pleasant. The Post-baccalaureate Certiﬁcate is gen- erally a series of nine-18 hours of graduate MULTICULTURAL SERVICES level coursework related to a focused aca- Darrell Thorpe, Director demic topic or competency area. A post- Pocahontas Hall 118 baccalaureate certiﬁcate may enhance the (540) 831-5765 education of matriculated (degree seeking) The Office of Multicultural and students as well as provide continuing educa- International Student Services assists students tion to non-matriculated (non degree seek- with their transition to Radford University ing) students, generally in a specialized or and/or the United States. Located on the main emerging ﬁeld. The certiﬁcate indicates to level of Pocahontas Hall, the ofﬁce provides a prospective employer that the university information, services and programs to assist validates the particular collection of courses students with being successful at RU. Some as a coherent substantial area of study; and services include international student orienta- while the award of a certiﬁcate means the tion programs, MAP: Minority Achievement holder has completed the required courses Mentoring Program, Health Insurance and and related work at an acceptable level of aca- Social Security representation for internation- demic accomplishment, it does not constitute al students. Please visit the website at www. a degree program and it neither certiﬁes nor radford.edu/diverse for a complete list. licenses the student. Annual programs are designed to pro- An applicant who is currently a matric- vide students with the opportunity to share ulated graduate degree seeking student their culture with others. They include but are at Radford University may apply to not limited to: Diversity Week, International enroll in the certiﬁcate by submitting an Cultural Conversation Hours, the International approved “Petition for Program Change” Friendship/Host Program, annual Dr. Martin to the College of Graduate and Professional Luther King, Jr. Celebration, Black History Studies. Applicants who are not in a degree Month events and International Week/ program and are seeking only the certiﬁ- Dinner. We also co-sponsor Hispanic Heritage, cate, should apply as “Certiﬁcate Students” Women’s History, GLBT and many other and must meet the established criteria for awareness and appreciation events throughout admissions, as well as other requirements the year. indicated by the speciﬁc certiﬁcate. A cur- The highly qualiﬁed staff understands rent list of post-baccalaureate certiﬁcates the needs and concerns of the university’s being offered, along with speciﬁc entry minority and international student popula- requirements is available on the CGPS tion. The staff encourages students to utilize website at www.radford.edu/gradcollege. the ofﬁce’s resources. Stop by Pocahontas 19 Hall 130 or call (540) 831-5765. The ofﬁce has enough money for the ﬁrst year of atten- is open 8 a.m. - 5 p.m. (Eastern Time), dance at Radford is required. The estimate Monday - Friday. for 2008-2009 is $20,278. For more information regarding univer- sity tuition and fees, see p. 24. INTERNATIONAL EDUCATION Applicants must have each college or CENTER university attended send ofﬁcial records to Dr. Jon W. Stauff, Director the Graduate College. All records must be Teresa Dalton King, Assistant Director/ certiﬁed and translated into English. Immigration Counselor An I-20 Form, used to obtain an F1 student 302 Cook Hall visa, will be prepared after the application and (540) 831-6200 all necessary information have been received In addition to overseeing study abroad and the Graduate College has made a decision and international programming on-campus, to accept the applicant as a Radford student. the Immigration Counselor is on the staff of The I-20 Form cannot be prepared before the International Education Center. Located an application is ofﬁcially reviewed and the in Cook Hall, the ofﬁce works closely with applicant has been accepted. students, faculty and staff both before their All international students are required arrival and during their stay at Radford to present proof of adequate health insur- University with any immigration concerns. ance coverage prior to enrollment. Students should contact the ofﬁce if they have ques- tions or need more information concerning ADMISSION FOR various health insurance policies. INTERNATIONAL STUDENTS An international student who plans to OTHER SERVICES FOR enter Radford in fall semester must apply INTERNATIONAL STUDENTS by December 1. A student entering spring Tutors trained in teaching English as a semester must apply by July 1. second language are available to help inter- An applicant who has not already earned national students through the university’s a degree at an institution at which English Writing Center. To make an appointment or is the language of instruction must take the for more information, call (540) 831-6035. TOEFL. The results must be mailed direct- The International Student Affairs Council ly from the Educational Testing Service, (ISAC), a branch of the Student Government Princeton, NJ 08541, to the Graduate Association, was founded to address inter- College ofﬁce. national student concerns and issues. ISAC A TOEFL minimum score of 550 on the plans and coordinates international-related written test, 213 on the computer-based activities sponsored by various on-campus test or 79-80 on the Internet-based test is organizations and clubs. It also seeks to help required for admission. the entire campus community understand A notarized letter of sponsorship and an and appreciate the rich variety of cultures original and certiﬁed bank statement from a represented by our international student sponsor or parent certifying that the student body. 20 APPLICATION REQUIREMENTS Each program requires ofﬁcial transcripts from each college and university attended. Transcripts from your undergraduate institution showing degree conferred are required. If you were an undergraduate student at Radford University, the Graduate Admissions Ofﬁce will request your transcript. A minimum undergraduate grade point average of 2.75 is required; however some programs have more stringent requirements noted below. Ofﬁcial test scores are required for most programs (see speciﬁc program). Application Deadline: Unless otherwise speciﬁed applications are accepted throughout the year. Financial Aid Deadline: For full-time students applying for graduate assistantships or other forms of ﬁnancial aid, the deadline is March 1 (for fall admission) or October 1 (spring). APPLICATION REQUIREMENTS ART (M.F.A.) Minimum grade point average of 2.75 overall and in the major; 2 letters of reference; statement of philosophy, overall goals, synopsis of work; B.F.A. or commensurate col- legiate course work; 20 slides or CD of recent art work. Application Dates: March 15 for fall; October 1 for spring. BUSINESS ADMINISTRATION (M.B.A.) Minimum grade point average of 2.75; 2 letters of reference; GMAT; applications are reviewed following guidelines recommended by the Association to Advance Collegiate Schools of Business (AACSB). COMMUNICATION SCIENCES AND DISORDERS (M.A., M.S.) Minimum grade point average of 3.0 overall in all major core courses. If undergradu- ate degree is not in Communication Sciences and Disorders (COSD), a minimum of 32 hours in supporting undergraduate COSD courses is required for regular status; three letters of reference; GRE; personal essay. Application Date: February 1. CORPORATE AND PROFESSIONAL COMMUNICATION (M.S.) Minimum grade point average of 2.75; short essay (see brochure or catalog); GRE; three personal letters of reference. COUNSELING AND HUMAN DEVELOPMENT (M.S.) Minimum grade point average of 2.75; GRE or MAT; 3 letters of reference; essay. Application dates: Priority admission - materials due February 1 for Summer and Fall admission. Space-available admissions - materials due by April 15 for Summer and Fall admission. 21 COUNSELING PSYCHOLOGY (PSY.D.) Minimum graduate school grade point average of 3.25; GRE General Test; a letter of interest describing the applicant’s professional and/or research experience and career goals; curriculum vita; ofﬁcial transcripts of all undergraduate and graduate work; writ- ing sample; three letters of recommendation, including at least one from a professor who can comment on the applicant’s academic skills and one from a supervisor who can speak to the applicant’s counseling skills. Application Date: January 15. CRIMINAL JUSTICE (M.A., M.S.) Minimum grade point average of 2.90; two letters of reference, only one of which may come from a Radford University criminal justice professor; original writing sample (see catalog). EDUCATION (M.S.) Minimum grade point average of 2.75; two letters of reference; GRE or MAT. EDUCATIONAL LEADERSHIP (M.S.) Minimum grade point average of 2.75; three letters of reference (including one from school superintendent or designee, one from most recent principal); three years of K-12 classroom teaching experience; GRE or MAT; writing sample. ENGLISH (M.A., M.S.) Minimum grade point average of 2.75; two letters of reference; sample of expository writing; GRE. MUSIC (M.A., M.S.) Minimum grade point average of 2.75; GRE, Major Field Test in Music or Praxis II (Content Knowledge); three letters of reference; written diagnostic exams in music; history and theory before the end of the ﬁrst semester and prior to admission to regular status. NURSING (M.S.N.) Minimum grade point average of 3.0 on a scale of 4.0 in the nursing major; GRE or MAT; 3 recommendation forms; graduation from a nationally accredited baccalaureate program in nursing; meet undergraduate course prerequisites, statistics, health, assess- ment and nursing research. Rolling admission. PSYCHOLOGY (M.A., M.S.) Minimum grade point average of 3.0; GRE; three letters of reference (one from major department; if applicant is not a psychology major then a letter of reference from a psychology faculty member is needed); short statement approximately two pages stat- ing why you are interested in psychology and future plans. Application Date: March 1 for fall. 22 READING (M.S.) Minimum grade point average of 2.75; two letters of reference; essay (see catalog); copy of teaching license. SCHOOL PSYCHOLOGY (ED.S.) Minimum grade point average of 3.0; GRE; two letters of reference (one from major department; if applicant is not a psychology major then a letter of reference from a psychology faculty member is needed); short statement approximately two pages stat- ing why you are interested in psychology and future plans. Application Date: March 1 for fall. SOCIAL WORK (M.S.W.) Minimum grade point average of 2.75; three letters of reference (at least one from a professor who can speak to academic potential and one from a supervisor in human services who can speak to practice skills. Advanced Standing must have a reference from their ﬁeld instructor); previous experience in the ﬁeld of human services as an employee, student and/or volunteer; please check brochure or current catalog for fur- ther requirements. Advanced standing program begins in Summer, Standard begins in fall. Rolling admission.; SPECIAL EDUCATION (M.S.) Minimum grade point of 2.75; pass the Virginia Communication and Literacy Assessment (VCLA) during the ﬁrst nine hours of enrollment; complete the Virginia Reading Assessment as requirement for admission to the Teacher Education Program for licensure; three letters of reference; essay. INITIAL TEACHING LICENSURE Minimum grade point average of 2.75; coursework required for licensure ofﬁcial transcripts showing baccalaureate degree conferred; three letters of reference for initial certiﬁcation. Rolling admission. NON-DEGREE Minimum grade point average of 2.75; ofﬁcial transcripts showing all degrees con- ferred. Rolling admission. POST-BACCALAUREATE CERTIFICATE Minimum grade point average of 2.75; ofﬁcial transcripts showing all degrees conferred. Rolling admission. 23 Fees and Financial Information Graduate Student Expenses 2008-2009 to the RU Web page for the most up-to-date Per Per information: www.radford.edu Sem. Year 12-18 hrs. per sem. IN-STATE TUITION ELIGIBILITY In-state student Tuition & Fees $3,597 $7,194 All students who wish to apply for in- Out-of-state student state tuition rates must submit the appro- Tuition & Fees $6,916 $13,832 priate application form prior to the ﬁrst 1-11 hrs. per sem. day of classes for the term they are seeking In-state student in-state status. The form is available online Tuition & Fees $300/credit hr. or in the Graduate Admissions ofﬁce in Out-of-state student Lucas Hall. Copies of Section 23-7.4 of Tuition & Fees $576/credit hr. the Code of Virginia, the law governing *A student taking more than 18 credit hours eligibility for in-state tuition, are avail- per semester will be charged for the addi- able in the Reserved section of McConnell tional hours at the credit-hours rate for part- Library. Additional information is available time students. from the Graduate College ofﬁce. It is the responsibility of the student to apply for EXPENSES (2008) a change in domiciliary status. Typical Budget for an In-state Graduate Student VIRGINIA EDUCATORS Per Year REDUCED TUITION RATE Tuition & Fees, Room & Board Allowance $13,910 Full-time Virginia educators (K-12) are Books & Supplies 800 eligible to apply for a reduced tuition rate Personal Expenses 1,600 for Radford University courses offered Transportation 900 on and off campus. Educators (teach- Total Budget for Academic Year $17,210 ers, administrators, supervisors, etc.) can be enrolled for a graduate degree, addi- Typical Budget for an tional endorsements or for re-licensure. Out-of-state Graduate Student Per Year Radford University has implemented this Tuition & Fees, Room & policy as recognition of the importance for Board Allowance $20,548 Virginia educators to enhance their profes- Books & Supplies 800 sional knowledge and skills. The reduced Personal Expenses 1,600 rate in 2008-2009 is $254 per semester hour. Transportation 1,100 An application for the Virginia Educator’s Total Budget for Academic Year $24,048 Reduced Tuition rate needs to be completed only once annually and is effective for both Graduate students are also eligible to pur- the academic year and the following summer chase optional meal plans. For more infor- session. mation contact the RU Express Ofﬁce at The following eligibility guidelines (540) 831-5054 or 831-6449. apply: Every effort is made not to change fees 1. A baccalaureate degree is required for after they have been published; however, Kindergarten through grade 12 public if this should become necessary, public and private school teachers, counselors, notice will be given prior to the semester in administrators, supervisors, librarians which the increase goes into effect. Refer 24 and coaches. Admission to the Radford OVERLOAD FEE University Graduate College as a matric- ulated or non-degree student is required. An overload fee will be charged for 2. Eligible personnel must be full-time con- each additional hour over the full-time aca- tractual employees of a public school demic load. A full-class load at Radford, division or private school within the for purposes of tuition payment, is no more Commonwealth of Virginia. than 18 hours per semester. The overload 3. Individuals on ofﬁcial leave from their fee is based on the semester-hour charges assignments are eligible for reduced for part-time students. tuition. 4. There is no restriction on the number of APPLICATION FEE hours that can be taken. 5. Courses for which educators request A non-refundable application fee of $40 reduced tuition must be for professional must accompany each application to the development, not for planned career chang- Graduate College. The application fee for es outside of education. non-degree students is $40. All application fees must be paid in U.S. currency. No For more information or to receive application fees are waived. application forms, please call the Graduate FEES AND FINANCIAL INFORMATION College at (540) 831-5431. John Preston McConnell Library 25 SUMMER SESSION FEES COMMENCEMENT COSTS The cost for summer sessions will be All students participating in the hood- based on the semester-hour charges for part- ing and commencement exercises must time students. wear appropriate academic regalia, which is available through the campus bookstore. The charge for a cap, gown, tassle and hood APPLIED MUSIC FEE is approximately $57. An applied music instruction fee is charged at the rate of $250 per credit CONTINUOUS ENROLLMENT per semester. Applied music fees may be waived for level system applied lessons For more information regarding Con- with the approval of the dean of the College tinuous Enrollment see p. 51. of Visual and Performing Arts for students majoring in music and students registered for Department of Music ensembles and RESPONSIBILITY FOR studying in a performance medium relevant PAYMENT OF TUITION AND to their ensemble participation. Fee waivers FEES do not apply for MUSC 107, MUSC 169, Payment of tuition, fees and other MUSC 170, MUSC 470 and MUSC 670. charges owed to Radford University is the responsibility of the student. Billing PARKING FEE statements will be mailed to the student at the permanent address on ﬁle with the Students may park motor vehicles and university. If a student wishes to designate motorcycles in university parking lots if a billing address he/she may do so with the they have obtained a parking decal from Registrar’s Ofﬁce. the Parking Services Ofﬁce located in Failure to pay tuition, fees and other Walker Hall. See “Parking” on p. 37 for charges owed to Radford University could more details. result in administrative withdrawal from the university. The Code of Virginia allows the university to recover all reasonable THESIS/DISSERTATION administrative costs, late fees, collection BINDING FEE fees and attorney’s fees incurred in the collection of funds that are due Radford Students may request the library to bind University. The university reports past due personal copies of theses at a charge of $10 accounts to a credit reporting bureau. per copy by using the "Personal Thesis/ Dissertation Binding Request" form avail- able in the library. Each copy should be UNPAID FEES OR FINES presented in its own envelope or box. The university will hold transcripts and The university pays for binding the block registration for future semesters for two Graduate College originals which will students who fail to pay tuition fees, ﬁnes be maintained in McConnell Library. For or damages. Collection agencies also may more information call 831-6926 or 831- be used by the university to collect unpaid 5694. fees or ﬁnes. 26 TUITION PAYMENT PLANS BANKING FACILITIES Highlander Choice Monthly Payment Four banks are located near the Radford Plan: in a continuing effort to assist with the University campus: SunTrust Bank, Wachovia, payment of educational expenses, Radford First Bank of Virginia and BB&T. In addition, University offers the Highlander Choice the city is serviced by First National Bank, Monthly Payment Plan as an alternative to Blue Ridge Bank, Bank of America and The standard payment arrangements. National Bank. Wachovia and First National If you would like further information Bank operate automatic teller machines on concerning the plans available: campus. • Call the Highlander Choice customers’ service number at (540) 831-6698; • e-mail email@example.com; STUDENT CHECK WRITING • Write Highlander Choice, c/o Student POLICIES AND PROCEDURES Accounts, Box 6922, Radford, VA 24142. • Highlander Choice is also available on- Checks presented by Radford University line at: http://radford.edu/stuacct, then students are accepted/cashed by the univer- follow the link to the Highlander Choice sity subject to the following limitations and home page. policies: • The university accepts checks for tuition/ REFUND OF CHARGES fees, room and board, the exact amount of goods or services or to pay ﬁnes owed Withdrawal from one or more to the university. The Post Ofﬁce accepts but not all courses checks and RU Express for the amount of A student who withdraws from a class purchase. by the census date will be refunded the dif- • A student who knowingly writes a check ference in tuition and fees for the reduced with insufﬁcient funds in his or her check- number of credit hours, if any. After the ing account may be charged with an census date, there will be no refund. honor code violation and may be pros- ecuted under the criminal law of the Commonwealth of Virginia. Withdrawal from the University • If a student writes two “bad” checks to (all courses) the university in an academic year, the A graduate student who ofﬁcially with- student’s check-cashing privileges at all draws from the university on or before the university facilities may be suspended. census date will be refunded all tuition and • If a check written to Radford University fees; all board charges (meal plan) less a is returned from the bank due to insuf- $200 administrative fee. ﬁcient funds, future tuition/fee or room After the census date through the last day and board payments may be required to to withdraw from a course with a grade of be made with cash, money order, certiﬁed “W,” a student will be refunded the unused check or cashier’s check and the student portion of board (meal plan) or the board may be administratively withdrawn from (meal plan) amount paid less a $200 admin- the university. istrative fee, whichever is less. • A student may be blocked from registra- After the last day to withdraw from a tion and transcripts may be held if a check course with a grade of “W,” there will be is returned from the bank and remains no refund. unpaid. • A $20 service charge will be applied to all checks returned from the bank for any reason. In addition to the $20 service 27 charge, a $75 late fee will be applied to all Foundation. Students can ﬁnd more infor- returned tuition checks, if applicable. mation about programs by visiting the RU • The Bookstore will cash checks between Financial Aid Web Site at: $5 and $25. There will be a service charge http://ﬁnaid.asp.radford.edu of $.50 per check. A number of graduate assistantships are available to graduate students. For more NOTE: Checks written directly to a information, please see pages 32-33. student by the Commonwealth of Virginia or by Radford University may be cashed at the bank indicated on the check or at a bank APPLYING FOR FINANCIAL AID where the student has an account. The priority deadline for all students (new and returning) seeking ﬁnancial aid by Free STUDENT FINANCIAL AID Application for Federal Student Aid (FAFSA) is March 1. The FAFSA is available online at Helping qualiﬁed students who would www.fafsa.ed.gov be unable to attend the university because Radford awards ﬁnancial aid separately of a lack of funds is the aim of Radford’s for the academic year and the summer ﬁnancial aid program. During the 2007-2008 terms. Students who plan to be enrolled dur- academic year, Radford provided some form ing the summer must submit the Summer of aid for more than 67 percent of its stu- Student Financial Aid Application. The dents. Funds for education must ﬁrst be the Free Application for Federal Student Aid, responsibility of the student. The difference however, needs to be completed only once between the student contribution and the cost annually and is effective for both the aca- of attending the university determines the demic year and the following summer ﬁnancial need of the student. sessions. The criteria used for selecting student Students can ﬁnd out the status of their aid recipients involve both the computed application, documents that are missing need and the academic grade standing of from their application and awards that have the individual student. Top consideration been offered to them by using the Radford for awarding ﬁnancial aid dollars will be University Student Information System. given to those who demonstrate the greatest need and who apply by the deadline. To be eligible for federal ﬁnancial aid, students DISBURSEMENT OF must be enrolled at least half-time (ﬁve FINANCIAL AID credit hours per term). All types of ﬁnancial aid are credited to After a student has been admitted to the student’s account at the beginning of Radford and has demonstrated ﬁnancial each term with the exception of graduate need, the university tries to meet that need assistantships, work study and some loans. by offering a ﬁnancial aid package which These ﬁnancial aid funds ﬁrst must be may consist of a grant, loan and/or on- used to pay the required university charges campus job. outstanding at that time. Except in rare In addition to awards based on dem- cases, all awards will be disbursed equally onstrated ﬁnancial need, scholarships over the course of the two academic semes- based on leadership, character and aca- ters. Financial assistance awarded for the demic achievements are offered at Radford. summer terms will be divided equally Sources of ﬁnancial aid include loans and between the terms. grants from the federal and state govern- Federal Stafford loans and some ments, as well as a number of private funds Alternative loans received by Electronic established through the Radford University Funds Transfer (EFT) will be credited to the 28 student's account after enrollment require- student’s scheduled or disbursed aid remains ments are met. Any additional Stafford loan unearned and must be returned to the and Alternative loan funds remaining in the Federal Programs. In the past, the previous students account after all charges are satis- Federal and Pro Rata Withdrawal Policy ﬁed may be deposited directly to the stu- determined the amount of federal funds that dents personal checking or savings account must be returned and the university was at any bank through the University’s RU required to reduce the student’s charges by Direct Deposit program. the same amount. The new policy governs the earned and unearned portions of the stu- RETURN OF TITLE IV FEDERAL dent’s Federal Title IV Financial Aid only. FINANCIAL AID It determines how much, if any, the student and/or the school may need to return. This The Return of Title IV Federal Financial policy does not affect the student’s charges. Aid law requires that some students who withdraw from all classes have to repay The University’s Withdrawal Policy (stated federal money that they have received. above) will be used to determine the reduc- In general, this law assumes that a stu- tion, if any, in the student’s tuition and fee dent “earns” approved (veriﬁed) federal or room and board charges. The student ﬁnancial aid awards in proportion to the is responsible for paying any outstanding number of days in the term prior to the charges to the University. student’s complete withdrawal. If a stu- The student’s ofﬁcial withdrawal date dent completely withdraws from school will be determined by the University as (1) during a term, the school must calculate, the date the student began the University’s according to a speciﬁc formula, the portion withdrawal process (the date that the gradu- of the total scheduled ﬁnancial assistance ate student ofﬁcially notiﬁed the Registrar’s that the student has earned and is therefore Ofﬁce of his/her intent to withdraw); (2) entitled to retain, until the time that the the midpoint of the semester if the student student withdrew. If a student receives (or withdraws without notifying the university; the University receives on the student’s or (3) the student’s last date of attendance behalf) more assistance than he/she earns, at an academically-related activity as docu- the unearned funds must be returned to the mented by the university. Department of Education or to the Federal If it is determined that a portion of Stafford or to the parent’s Federal PLUS the ﬁnancial aid received on the student’s loan lenders. If a student’s charges are behalf is unearned, the University shares less than the amount earned and a refund with the student the responsibility of return- is due, the student may be able to receive ing those funds. those additional funds. Students who have Any grant funds that the student is not completed the veriﬁcation process are required to return to the Federal Programs ineligible to receive any ﬁnancial aid. are considered an overpayment. The stu- The portion of the federal grants and dent must either repay the amount in full or loans that the student is entitled to receive make satisfactory payment arrangements is calculated on a percentage basis by with the Department of Education to repay comparing the total number of days in the amount. If the student fails to repay or the semester to the number of days that make payment arrangements, to repay an the student completed before he/she with- overpayment the student will lose his/her drew. For example, if a student completes eligibility to receive future federal ﬁnancial 30 percent of the semester, he/she earns aid at any institution. 30 percent of the approved federal aid that he/she was originally scheduled to receive. This means that 70 percent of the 29 SATISFACTORY ACADEMIC RIGHTS AND PROGRESS RESPONSIBILITIES OF STUDENT RECIPIENTS Federal regulations require that ﬁnancial aid recipients must be making progress As a recipient of state or federal aid, toward a degree in addition to meeting the each student has certain rights and respon- minimum cumulative grade point aver- sibilities. Knowing what they are will place age. Financial aid affected by this policy the student in a better position to make includes grants, loans and Federal Work decisions about educational goals and how Study. Graduate assistantships, Foundation they best can be achieved. If at any time scholarships and the Work Scholarship there are questions about ﬁnancial aid, programs are exempt from the yearly quan- students should come to the Financial Aid titative progress measure, but not the mini- Ofﬁce where there is additional informa- mum grade point average requirement. tion available concerning their legal rights Some alternative loans are exempt from and responsibilities. this policy based on the lenders’ require- ment of meeting academic progress. The student has a right to know: Students who enroll for a semester, • the cost of attending Radford University receive ﬁnancial aid covered by this policy for an academic year, including tuition and withdraw from all classes before the and fees and estimated costs of personal end of schedule adjustment will be ineligi- expenses, books and transportation; ble to receive ﬁnancial aid. Summer classes • the due dates for mandatory fees and the will be considered in relation to all summer payment procedures for those receiving terms. ﬁnancial assistance; Satisfactory Academic Progress means • the deadline for submitting applications; that the student has to meet three mea- • how the ﬁnancial need was determined; sures: • how much of the estimated ﬁnancial 1. Maximum time frame — cumulative need has been met; hours attempted may not exceed 150 per- • the types of ﬁnancial aid offered by cent of the program requirement. Radford University and the terms of 2. Qualitative progress — meeting a 3.0 those types of aid which were received; cumulative grade point average. • how satisfactory academic progress is 3. Quantitative progress — 75 percent measured; and of the yearly hours attempted must be • the university refund policy for students completed. All course work is included who withdraw. in cumulative hours attempted, including transfer hours. The student is responsible for: • submitting honest and accurate informa- A student has a right to appeal the termi- tion concerning enrollment and family nation of his/her ﬁnancial aid due to unsat- ﬁnancial circumstance. Full-time status isfactory academic progress. Please check is assumed (nine semester hours) unless the Financial Aid Ofﬁce website http:// indicated otherwise; ﬁnaid.asp.radford.edu for more details on • adhering to all agreements signed in the how to appeal and to download the appeal course of applying for and receiving form. ﬁnancial assistance; • reporting a change to less than full-time enrollment during the award period; 30 • promptly reporting to the Financial Aid with a maximum of $20,500 in subsidized Ofﬁce the receipt of scholarships, grants and unsubsidized Stafford loan. All students or loans awarded by organizations or may be required to pay up to a 3 percent agencies other than Radford University; origination fee and a 1% default prevention • becoming familiar with the deadlines for fee as required by the speciﬁc guarantee application, the terms of the ﬁnancial aid agency for each loan. The interest rate for received and refund policies for students new borrowers is a ﬁxed rate of 6.8 percent. who withdraw; The interest rate for Subsidized Federal • signing a statement of educational pur- Stafford Loans is subsidized by the federal pose and registration compliance stat- government until six months after the student ing that student assistance will be graduates or leaves school, when repayment used solely for expenses related to begins. For Unsubsidized Federal Stafford attendance at Radford University; Loans, the borrower makes interest pay- • repayment of any over-awarded grant, ments or capitalizes interest. scholarship or loan monies; Information on these loans is avail- • knowing the loan, repayment responsi- able from State Guarantee Agencies, local bilities and abiding by the terms of the banks, savings and loan associations, credit promissory note; unions and other lending institutions and at • performing any student employment in the Ofﬁce of Financial Aid. Federal Stafford a satisfactory manner. An unsatisfactory Loans require a family or student to estab- performance may result in removal from lish ﬁnancial need for Subsidized Federal the work program; and Stafford Loans. Those students not eligible • reporting a change in dependency and/or for Subsidized Federal Stafford Loans or marital status. partial Subsidized Federal Stafford Loans will be eligible for Unsubsidized Federal Stafford Loans. Therefore, all students LOANS applying for Federal Stafford Loans must complete the Free Application for Federal Federal Perkins Loan Student Aid, to establish eligibility. Please The Perkins Loan is funded by the federal note that Out-of-State Federal Stafford government but is administered directly by Loans, as well as loans guaranteed by Radford University. Graduate students may any other agency must follow procedures borrow a total of $30,000 which includes as outlined in this publication. Federal any amount borrowed under NDSL or Stafford Loan checks are made copayable Perkins for undergraduate study. Students to both Radford University and the stu- begin paying back these loans nine months dent. Some lenders deliver Federal Stafford after they either complete their education funds electronically. Students will be noti- or leave school. No interest is charged until ﬁed regarding fund delivery. Generally, half repayment begins and then a ﬁve percent of the proceeds of the loan will be available charge is applied to the unpaid balance. in the fall and the remaining amount avail- able in January for the payment of Spring semester fees. Federal Stafford Student Loan The Federal Stafford Loan enables gradu- Federal Graduate PLUS Loan ate students to borrow as much as $65,000 in Starting 2006-2007, PLUS loans are subsidized Stafford not to exceed $138,500 available for graduate students. In order to in both subsidized and unsubsidized Stafford be eligible for this loan, graduate students cumulative for both undergraduate and grad- must complete the Free Application for uate work. Graduate students may borrow Federal Student Aid (FAFSA) and apply for up to $8,500 per year subsidized in Stafford their entire Stafford loan eligibility before 31 31 borrowing from this program. In addi- Students awarded work may use the tion, the Graduate PLUS loan requires that university website to locate positions on students must not have an adverse credit campus http://finaid.radford.edu.work/ history which is determined by a credit html. Students must contact supervisors check conducted by the lender. listed on the Radford University Financial The repayment period for this begins Aid website to secure a work position. after the date the loan is fully disbursed. Loan repayment deferments may be pos- Residence Hall Assistantships sible when you are enrolled in at least The Residence Director (R.D.) position six credit hours. Contact your lender for is a graduate assistantship with a two-year more information regarding deferments. commitment. The R.D. is responsible for Students can borrow up to their cost of the total operation of a residence hall education minus any other ﬁnancial aid housing 130-300 students. Qualiﬁcations (including Federal Stafford loan eligibility). for the position include effective interper- The interest rate is ﬁxed at 8.25 percent. All sonal and communication skills, a strong students will be required to pay a 3 percent commitment to working with a diverse one-time origination fee plus a default fee student population and relevant experi- of 1 percent for each loan. Please contact ence. Compensation includes tuition and the Stafford Loan Coordinator or Graduate fees, furnished one bedroom apartment Financial Aid Counselor about applying for (can accommodate R.D.s who are single or this loan. married), full meal plan and a monthly sti- pend for nine months. Additional informa- tion and application materials are available Radford University through the Ofﬁce of Residential Life or at Graduate Grant (RUGG) http://www.radford.edu/res-life. This program is a graduate grant program. Students must be enrolled for at least nine credit hours to be eligible. Awards average GRADUATE ASSISTANTSHIPS $550 per academic year. Priority is given Graduate Assistantships provide the uni- to those students with the highest need and versity with a means of recruiting and applications must be submitted by March 1. retaining highly talented students in grad- Students may receive other aid in addition uate programs. Assistantships enhance to the Radford University Graduate Grant, graduate study by providing professional if eligible, with the exception of other experience and ﬁnancial support through a grant/scholarship recipients. Applicants for stipend. Academic departments recommend this program must submit the FAFSA by students in their programs for assistantship the March 1 deadline. awards. To be considered for an assistant- ship, students must submit an assistantship application as part of the online application WORK PROGRAMS for admission. Continuing students may print the assistantship application from the Federal Work-Study Program Graduate College website and submit cop- ies to his/her academic department and the This is a federal program that provides Graduate College. part-time jobs for undergraduate and gradu- To be eligible for graduate assistantships, ate students with ﬁnancial need as deter- students must be enrolled for nine hours mined by the Free Application for Federal each term they hold a graduate assistantship. Student Aid (FAFSA). A student is assigned Students in the following categories will be to work a speciﬁed number of hours per eligible for a graduate assistantship with a week in a campus location. minimum of six credit hours enrollment: 32 (1) Awarded as a graduate teaching fellow (2) Those who are the primary instructor, through the Graduate College. but not listed as the ofﬁcial professor of (2) The recipient of a federal traineeship for record: nursing. GTFs Not Professor of Record (GTF (3) Awarded as a graduate assistant in NPoR) summer. The stipend for positions that are an estimated 20 hours per week is Graduate Teaching Fellows $4,000/$8,000 per semester/academic A GTF is a ﬁrst or second year Graduate year. Assistant who has been selected to teach one or two classes during the semester. GTFs NPoR have primary responsibil- GTFs may teach no more than two fresh- ity for teaching a course for credit and man or sophomore courses in any one must: semester. GTFs may not teach upper divi- • be under the direct supervision of a fac- sion or graduate courses. Each semester, all ulty member (the professor of record for GTFs must have a student evaluation for that course) each course taught as well as a post-course • receive regular in-service training and evaluation by the supervisor/mentor. GTFs • be evaluated regularly. teaching will be considered as full-time students and must take six or more credit Typical GTF NPoR assignments may hours of graduate course work. A detailed include: monitoring plan and supervision schedule • teaching laboratory sessions must be provided for each GTF position. • teaching discussion groups and There are two classiﬁcations of GTFs: • teaching courses. (1) Those who are the primary instructor as Graduate Assistant (GA) well as the ofﬁcial professor of record: A GA can be awarded in an academic GTF Professor of Record (GTF PoR) department as a graduate teaching, research The stipend for positions that are an esti- or administrative assistant or assist the staff mated 20 hours per week is $4,350/$8,700 in an administrative department. Academic per semester/academic year (as of 2006- programs recommend students to receive 2007). assistantship awards. The stipend for posi- • GTFs PoR have primary responsibility tions that are an estimated 20 hours per for teaching a course for credit and/or week is $4,000/$8,000 per semester/aca- for assigning ﬁnal grades for such a demic year for master’s and Ed.S. students. course and must: Stipends for doctoral programs may vary. • have earned at least 18 graduate semes- GAs must take at least nine hours of gradu- ter hours in their teaching discipline ate credit each term. • be able to teach without direct supervi- Additional information and requirements sion for GTFs and GAs are found in “Graduate • receive regular in-service training Assistant Policies and Procedures” located on • be evaluated regularly. the Graduate College website at www.radford. edu/gradcollege. This category will be very limited with assignments given only in circumstances where there is a compelling reason for needing the GTF as the professor of record. 33 NON-SERVICE AWARDS These students must meet admissions guide- lines and take courses as they are available A limited number of non-service on university schedules. Applications are (tuition grant) awards are available. In 2007- available in the Graduate College. 2008, 61 awards of $4,000 ($2,000 Fall and $2,000 spring) were made to graduate assistants or graduate teaching fellows who VIRGINIA WAR/PUBLIC were nominated by their programs and who SERVICE ORPHANS met certain criteria. There is no application EDUCATION PROGRAM process for these awards and they are made Section 23-7.1, Code of Virginia, pro- exclusively on the recommendation of pro- vides for tuition-free educational beneﬁts at grams based on each program's allocation any state-supported college or university for from the graduate college. children of permanently and totally disabled veterans or for children orphaned by an act SENIOR CITIZENS HIGHER of war. Both tuition and fees are covered by EDUCATION ACT OF 1974 this program. Eligibility is determined by the Director The Commonwealth of Virginia allows of the Division of War Veterans Claims upon senior citizens who meet certain require- submission of an application. To be eligible ments to take courses at state colleges or for assistance, the applicant’s parent must universities free of charge. have been a resident of Virginia upon entry To be eligible, persons must have reached into the service; the applicant’s parent must 60 years of age before the beginning of the have been a resident of Virginia for at least semester in which they wish to enroll and 10 consecutive years prior to the date of the must have had legal domicile in Virginia for application; the applicant must be between one year prior to the semester in which they 16-25 years of age; and the applicant must plan to enroll. verify admission to a state college or univer- A senior citizen may take courses with- sity. Eligible applicants are entitled to a maxi- out paying tuition or required fees, except mum of 48 months of tuition assistance and for course materials, under certain condi- must be progressing toward a clearly deﬁned tions. If the senior citizen has taxable educational objective. income of not more than $15,000 in the In addition, an amendment to Section 23- preceding year, the individual may take a 7.1 now allows for tuition-free educational course for academic credit free of tuition beneﬁts for orphans and spouses of certain and fees, except for fees established for the law enforcement ofﬁcers, correctional and jail purpose of paying for course materials, such personnel, sheriffs, deputy sheriffs, ﬁreﬁght- as laboratory fees. A senior citizen, regard- ers, members of rescue squads and alcoholic less of income level, may audit a course beverage control agents who have been killed that is given for academic credit or take a in the line of duty while serving or living in noncredit course free of tuition and fees, the Commonwealth. except for fees established for the purpose of paying for course materials such as labo- ratory fees. Those eligible senior citizens enrolled in the undergraduate or graduate-level courses can attend the university free of tuition (with the exception of possible mandatory lab fees, books, materials, etc.) to complete a bachelor's or master's degree program. 34 Campus Life Life outside and inside the classroom is Outdoor facilities at the center include considered to be equally important in the total a jogging trail; 12 tennis courts and the educational process at Radford University. Patrick D. Cupp Memorial Stadium. The The university makes an effort to provide both stadium houses an eight-lane track and the freedom and opportunity for students to ﬁeld surface, a soccer ﬁeld, locker rooms, engage in a variety of activities and programs. a press box, coach’s ofﬁces, and a conces- Students are encouraged to develop social, sion area. cultural and creative interests and awareness The Dedmon Center complex also has by actively participating in all aspects of areas for other ﬁeld sports including base- campus life. ball, lacrosse, softball and intramural foot- Numerous cultural and educational activi- ball and rugby, a club sport. Other outside ties are offered each year. Music, dance and activities include ﬁeld hockey, cross-coun- theatre department presentations enable stu- try, golf and basketball. dents to attend, as well as participate in, Peters Hall, located in the heart of the numerous productions during the year. A main campus provides students the oppor- full schedule of art exhibits is arranged and tunities to take part in aerobics classes, presented by the Radford University Art intramurals, a climbing wall, ﬁtness center Museum. A series of activities is planned each and open gym times. year by the Black Awareness Programming Hurlburt Hall, which opened in 2006, Board to expose students to black history and is named in honor of former Dean of culture. Students Bonnie Hurlburt. The 45,000 Students are encouraged to form and square-foot building includes a welcome participate in organizations; organizations and information center, student lounges, are democratic and contribute to their per- a game room with bowling and billiards, sonal, social and professional development. a food court, meeting rooms, a 250-seat A variety of co-curricular clubs provides auditorium, student organization ofﬁces channels for speakers and discussion groups. and more. Activities include politics, karate, skiing, community service and much more. Intercollegiate Radford University, an NCAA Division I member, currently participates in 19 varsity RECREATIONAL ACTIVITIES sports, 11 for women and eight for men. The The Dedmon Center, an athletic and sports include: men’s baseball, men’s and convocation complex located across U.S. women’s basketball, men’s and women’s Route 11 (East Main Street) from the main cross country, women’s ﬁeld hockey, men’s campus, houses an arena, an eight-lane and women’s golf, men’s and women’s soc- swimming pool; basketball, volleyball, cer, men’s and women’s outdoor track, men’s CAMPUS LIFE handball and racquetball courts; areas for and women’s indoor track, women’s softball, free exercise; weight room; steam room men’s and women’s tennis, and women’s and a 1/6 mile jogging track. The Dedmon volleyball. The university offers athletic Center makes it possible for large numbers scholarship aid in all 19 sports. of students to participate in indoor sports, the intramural program, club sports and Campus Recreation intercollegiate athletics, as well as indi- Campus Recreation takes great pride in vidualized conditioning programs. providing a variety of quality recreational activities and programs for the students, 35 staff and faculty of Radford University. All http://www.radford.edu/dos-web/. members of the RU community are invited to take advantage of the varied recreational Registration of Criminal Record opportunities offered throughout the school It is prohibited to fail to report federal or year. Campus Recreation strives to get state probation or felony criminal charges every member of the university community taken under advisement or conviction of a active in at least one set of recreational felony to the Dean of Students within 15 programs. These programs include Intra- university business days following registra- murals, Sports Club, RU Outdoors and the tion or the date the action was taken. Please Hurlburt Hall Games Room. contact the Dean of Students Ofﬁce if clari- ﬁcation is necessary. CODES AND POLICIES Student Conduct STUDENT SERVICES All students are expected to become familiar with the contents of the Standards of Graduate Student Lounge Student Conduct and are responsible for act- There is a lounge available for gradu- ing in accordance with the policies contained ate students on the ﬁfth ﬂoor of McConnell therein. Students who do not receive a copy Library, Room 562. This lounge provides of the Standards of Student Conduct at ori- computers and printers in a quiet, comfort- entation, registration or in the residence hall able work area to support graduate students' may obtain a copy at the Dean of Students research and scholarship. Ofﬁce or view the document online at: Radford Highlander fans display their loyalty with "Dread the Red" tees. 36 Minority Student Services does not have a structured program for stu- Various services and programs for dents with disabilities in terms of designated minority students at Radford University are courses and class sections speciﬁcally related coordinated by the Director of Multicultural to their individual needs. Services, in conjunction with other depart- For more information, students can ments. During a reception each semester, check out the DRO website at: new students are introduced to other stu- www.radford.edu.edu/dro-web, dents, faculty and staff and are encouraged e-mail at firstname.lastname@example.org, to get involved in campus life. or phone 540-831-6350 (Voice/TTY). The Black Student Affairs Council, which is afﬁliated with the Student International Student Services Government Association, addresses black For information about international stu- student concerns and interests, helps coor- dent services, see p. 20. dinate activities sponsored by black student organizations and seeks to unite all students Commuting and Off-Campus at the university. Student Services The African-American Heritage Commuting and off-campus student ser- Association is designed to promote African- vices are coordinated by the Ofﬁce of the American history, heritage and achieve- Dean of Students and the Off-Campus ments through programming and other Student Council, a branch of the Student activities. The Hispanic and Asian Student Government Association. Lounges are pro- Association and the Native American vided for commuters/off-campus students Heritage Association are also active on in several campus buildings. campus. Eight historically black Greek Announcements of interest to commut- letter organizations complement social and ing/off-campus students are posted on the service opportunities on campus. The fra- Off-Campus Student Council’s web page ternities are Alpha Phi Alpha, Kappa Alpha at: http://www.radford.edu/ocsc. Psi, Phi Beta Sigma and Omega Psi Phi. Parking The sororities are Alpha Kappa Alpha, Students may park motor vehicles, motor- Delta Sigma Theta, Sigma Gamma Rho cycles and motor bikes in university parking and Zeta Phi Beta. lots if they have obtained a parking permit Social, cultural and educational activities from the Parking Services Ofﬁce located in designed to broaden all students’ knowl- Walker Hall. To purchase a parking permit, edge of different people and their contribu- students must submit proof of ownership tions to society are presented annually by (by the student or a member of the student’s the Black Awareness Programming Board immediate family), personal identiﬁcation and the Diversity Promotions Council. For and veriﬁcation of hours earned. The reg- further information, contact the director of istration of a vehicle does not assure the Multicultural Services at (540) 831-5765. registrant of a parking space. Overﬂow Disability Resource Ofﬁce parking is available for all students at Assistance for students who have a doc- the Dedmon Center. Time-limited parking umented disability is offered through the (two or four hours) is permitted on city Disability Resource Ofﬁce (DRO). Services streets adjacent to the campus. Detailed may include providing reasonable academic information regarding parking and trafﬁc accommodations, career counseling, study regulations may be obtained at the Parking skill assistance and personal counseling. Services Ofﬁce in Walker Hall or at the Radford University’s approach focuses University Police Department in the Allen on the coordination of existing resources and Building. services to assist students. The University 37 Off-Campus Housing PHYSICAL AND MENTAL A substantial number of rooms and apart- HEALTH SERVICES ments for rent are available in the immediate Health Center vicinity of the campus. A list of off-cam- pus apartments is available at the Dean of The Student Health Center is located on Students Ofﬁce. Students living off campus the ground ﬂoor of east Moffett Hall. The may purchase meal tickets and eat in the uni- center is equipped to provide diagnosis and versity dining halls. Several meal plans are treatment for most of the common health available to off-camps students (see Dining problems encountered by students. Serious Services, p. 39). medical situations are referred to a network of local specialists. Over-the-counter medi- Center for Experiential Learning and cations and a limited number of pharma- Career Development ceuticals are provided. Emergency medical The center is located in the lower level care is available at the Carilion New River of Tyler Hall and provides walk-in assis- Valley Medical Center. tance daily from 8 a.m. to 5 p.m., Monday Students are encouraged to contact the through Friday. Health Center regarding any special health Services include career counseling and concerns they bring to the university. Health the administration of career assessments information is conﬁdential. Students must including the Strong-Campbell Interest complete the RADFORD UNIVERSITY Inventory, the Self Directed Search, the HEALTH RECORD FORM prior to enroll- Myers-Briggs Type Indicator, Sigi Plus and ment. Please note that two MMR injections Virginia View. Students interested in select- are mandatory and must be included in the ing a major, changing their major or under- immunization record. standing how the academic major trans- The Student Health Center is accred- lates into a career will ﬁnd this invaluable. ited by the Accreditation Association for Typical sessions include an assessment of Ambulatory Health Care, Inc. (AAAHC). skills and abilities, values and the interac- Consult the Student Health Center bro- tion between career and personal goals. chure for hours of operation. Other services include help with the loca- tion and application process for internship Center for Counseling and placements, service learning or volunteer Student Development experiences. Students are encouraged to develop a The Center for Counseling and Student strong portfolio of skills and accomplish- Development, located in Tyler Hall, is a place ments that support their academic program where students can talk privately and conﬁ- of studies. Individual and group assistance is dentially about issues which are of concern provided with career planning, the location to them. Among the issues for which students of career information, job search process, frequently seek assistance are adjustment to resume development and interview prepara- college, depression and anxiety and relation- tion. ship concerns. Counseling at the CCSD is pro- Programs include the Success Seminars vided by professional counselors, psycholo- for Interns, New Student Service Month, gists, social workers and by graduate students Alternative Spring Break programs, in counseling programs. Services at the CCSD an extensive database of internship and are free to both undergraduate and graduate employment opportunities, an on-campus students at Radford University, and conﬁden- recruitment program and career fairs. tiality is strictly maintained for all information shared in counseling. Speciﬁc services at the CCSD include: 38 • Individual personal counseling is offered or for more information, call (540) 831- for whatever concerns students may have. 6035 or see the website at: www.radford. Typical topics include stress, anxiety, depres- edu/write. sion, sexuality, motivation, home, relation- ships and adjustment. Personality testing is DINING SERVICES administered as appropriate. • Workshops and groups include commu- Dalton Dining Hall and Terrace Shops nications, study skills, sexuality, career, feature a variety of shops including Au grief and support groups for minorities, Bon Pain and Sbarro’s Pizza and Pasta and students with disabilities and students Freshens. Au Bon Pain features gourmet with other concerns. coffee, pastries and six varieties of soup For an appointment or information, stop to compliment sandwich selections. The by the lower level of Tyler Hall or call Terrace Shops accept cash, debit and credit (540) 831-5226 for Center for Counseling cards, food dollars, ﬂex dollars and RU and Student Development or (540) 831- Express. 6350 (V/TDD) for the Disability Resource Menutainment! and The Fresh Grille Ofﬁce. in Dalton Dining Hall offers cooked-to- order entrees. Terra Ve, offering vegetarian Speech and Hearing Clinic selections, Market Carvery and Trattoria The Speech and Hearing Clinic, located are new approaches to campus dining. This in Waldron Hall, provides services for is an all-you-can-eat facility. The Hurlburt students, faculty and staff. Graduate stu- Student Center, nicknamed “The Bonnie,” dents majoring in communication sciences has Chick-ﬁl-A, The Max at RU, Wendy's, and disorders provide the services under Salsaritas and Starbucks. the direct supervision of faculty members. Stack’s Café, located in McConnell Hearing evaluations and hearing aid evalu- Library, has gourmet coffee, espresso, cap- ations are available, as are rehabilitation puccino, Au Bon Pain soups and a wide services for the hearing-impaired person. selection of sandwiches and salads. Stack’s Speech and language evaluations and thera- Café accepts cash, food dollars, ﬂex dollars, py are provided for persons with articulation, debit and credit cards and RU Express. stuttering, voice or language problems. The Muse Marketplace features Traditions services are free for Radford University for homestyle meals, including rotisserie students, faculty and dependents. chicken. Sub Central features deli sand- Appointments may be made by calling wiches; Baja Flats has a rotating assortment (540) 831-7660 (V/TDD). of specialty items; Pazzelli’s offers signa- ture pizza and pasta; and Menutainment! has the fresh cooked entrée of the day. WRITING CENTER Muse Marketplace is also an all-you-can- The Writing Center, located in Muse eat facility. Hall, assists students with written com- Residence hall students participate in munication. Graduate and undergraduate a choice of meal plans. For more informa- English majors who have experience as tion, call dining services at (540) 831-5351, peer leaders work with students on personal the RU Express ofﬁce at (540) 831-5054 or writing or on speciﬁc writing assignments. visit www.radford.edu/~dining and www. Tutors trained in teaching English as a radford.edu/ru-exprs. second language are available to help inter- national students. To make an appointment 39 MEAL PLANS FOR OFF-CAMPUS The Walker Technology Center has over STUDENTS 100 Windows and Macintosh workstations Meal plans available to the off-campus offering a wide variety of hardware and student include any 90 or 65 meals per software. The center offers Internet access, semester or 5, 7, 12, 15 or 20 meals per laserjet printers, ﬂatbed and 35MM scanners week. Each plan entitles you to a number of and CD-ROM burners. All workstations are meals per week plus Food Dollars, which equipped with Zip, 3.5 ﬂoppy and CD-ROM can be used in any cash operation in the drives. Users are required to bring their own Dalton Hall Terrace Shops. Payment plan ﬂoppies or 100MB Zip disks to save their options are available for all off-campus work. Users of the center must abide by the meal plans through the RU Express Ofﬁce Radford University Computing Policies and in Walker Hall. appropriate copyright laws. The Walker Technology Center offers two teaching computer labs and a multime- TECHNOLOGY SERVICES dia classroom with ceiling-mounted data Information Technology Resources projectors that can be reserved for teaching (ITR) http://www.radford.edu/itr consists and presentations. of Academic Computing, Administrative Information Systems, Systems Administration and Operations and Technology Assistance ACADEMIC DEPARTMENT Center. ITR provides comprehensive com- COMPUTING RESOURCES puter and information technology support for Many academic departments use computers the University. in their curricula and maintain software speciﬁc Students, faculty and staff have access to their needs. Hours of operation are posted to a wide variety of computer, network and and vary. Each department determines access Internet resources. to the labs. A complete list of academic depart- ments with location and software can be found WALKER TECHNOLOGY CENTER at http://www.radford.edu/acadcomp/. http://www.radford.edu/walkertc Department Computer The Walker Technology Center is a gen- Art Macintosh eral purpose computer lab facility available Biology Macintosh for use by all students, faculty and staff upon Business/Economics Windows presentation of a valid RU ID card. This center Chemistry/Physics Windows is located on the second ﬂoor of Walker Hall Computer Science Windows, UNIX and offers access to computers, hardware and Education Windows software. Hours for the fall and spring terms Interior Design Windows are as follows: Foreign Language Windows Geography Windows Monday – Thursday 7 a.m. – 2 a.m. Geology Windows Friday 7 a.m. – 8 p.m. Mathematics/Statistics Windows Saturday 10 a.m. – 8 p.m. Media Studies Macintosh Sunday 10 a.m. – 2 a.m. Music Macintosh Physical Education Windows Teaching Resource Center Macintosh, Windows Theater Macintosh 40 A few of the academic labs are high- students at no charge while enrolled at the lighted below: University. The Internet account provides The Art computer lab in Powell 206 offers access to e-mail, individual web pages, the Power Macintosh G4 computers. Software World Wide Web and RU Network and is includes image processing and graphic design. required for online registration. This lab is available to students taking Art Dial-in modems are available to RU courses. accounts through a phone connection. The Geography maintains a computer lab modem pool supports 56K (v.90) PPP connec- in Cook Hall with Windows and UNIX tions. RU modem pool access numbers are: workstations to teach geographic concepts Local 633-1894 and research techniques using geographic Dublin 643-2550 information systems and image process- Roanoke 857-8923 ing. Software includes AutoCad, AtlasGIS, Long Distance (charge) 540-633-1894 ERDAS and Arc/Info. Technology Training classes are non- The geology, chemistry and physics credit and free to enrolled students. Visit the computer lab is in Curie 147 with Windows RU Technology Training web page at http:// computers. Software includes MoluCad, www.radford.edu/tektrain for an overall list Sigma Plot, Visual Groundwater, Visual of training classes offered at RU. Mudﬂow, Rockworks, Red Shift and Voyages through the Solar System. Music, located in Powell Hall, features OTHER STUDENT SUPPORT several special labs for music instruction SERVICES with Macintosh G4 computers. Powell 106 has synthesizers to create MIDI composi- Hurlburt Student Information Center tions connected to computers. Hurlburt Student Center Information Speech communications provides inter- Ofﬁce is the central information ofﬁce for active multimedia instruction on video- the Department of Student Activities and disc in the areas of Critical Thinking, the campus. Staffed by a manager and stu- Constructing and Using Speaking Outlines, dent assistants, the ofﬁce provides informa- Mission Possible: Listening, Effective tion on campus events and assists with plan- Introductions and Conclusions, Developing ning, scheduling organized activities, and Key Ideas and Coping with Speech Fright. placing events on the university calendar. These programs are available in the Walker The ofﬁce serves as a ticket outlet for visual Technology Center. See the lab proctor to and performing arts and events sponsored view these programs. by all-campus programming groups. Also, the ofﬁce has a lost and found, key check- The College of Education and out for student organizations' ofﬁces and Human Development has two comput- conference rooms in Hurlburt, and a laptop er labs. Russell 211 has Windows com- check-out system. The information ofﬁce is puters. Software includes Crossword responsible for the operation of the build- Plus and Learning Plus. The Teaching ing’s sound system and also a broadcast Resource Center in Walker has Macintosh system where advertisements for approved and Windows computers with word pro- events are created and broadcasted on mul- cessing and multimedia development tiple televisions on campus. software. The center is available to students and faculty in the College of Education. The TRC is also a Virginia Regional Teaching I.D. Cards Resource Center for the public schools. Students must present I.D. cards to use Campus and Internet e-mail accounts certain campus facilities and services. I.D. are available to all Radford University card photographs are taken in Walker Hall. 41 If a university I.D. card is lost or stolen, Post Ofﬁce the student must contact the ID/RU Express A U.S. Post Ofﬁce is located in Dalton Card Ofﬁce (540-831-5054) in Walker Hall Hall. for a replacement. The replacement fee of $15 is payable at the time the photograph is McConnell Library taken. If a university I.D. card is lost or sto- http://lib.radford.edu/ len after 5 p.m. or during the weekend, the The John Preston McConnell Library, student must contact Campus Police (540- named for the ﬁrst president of Radford 831-5500) to invalidate the I.D. card. Only University, supports and enhances the uni- the ID/RU Express Ofﬁce may revalidate a versity’s academic programs by providing col- university I.D. card. lections, access and instructional services for RU Express Card students and faculty. Serving as a link between the library's resources and users, the library's Students may use their university I.D. professional faculty and staff anticipate needs, card as a debit card (the RU Express card) provide state-of-the-art technologies and solic- by making an initial deposit of at least $25 it feedback, are integrated into McConnell's to their card’s account. Purchases made with user-center services. the card are limited to the card’s current bal- ance, which can be increased by additional Collections deposits and which declines with each pur- McConnell Library contains a growing chase made with the card. The current bal- collection of more than 500,000 print and ance is displayed after each transaction. electronic resources, including books, peri- The RU Express card offers three types odicals, newspapers, online databases, CD- of accounts: the Food Dollars account, the ROMs, DVDs, microforms, videotapes and Food Dollars Plus account and the RU other media. Sixteen librarians and 19 staff Express account. The latter enables stu- provide a variety of services, including ref- dents to make purchases at a wide variety erence assistance, instruction, outreach and of campus locations, including the book- borrowing of materials. store, food court and vending and laundry The Radford Rooms, located off the machines and at a number of off-campus main Reading Room on Level 3, contain businesses. special displays, historic photographs and More information is available by contact- other items of signiﬁcance to the history of ing the I.D./RU Express Ofﬁce in Walker Hall Radford University. (Box 6992). University Archives and Special Col- lections are located on the 5th level and Vending Services hold historical university records, includ- Soft drink and snack machine refunds are ing Board of Visitors documents and available at the Ofﬁce of Residential Life in University-sponsored publications. Special the basement of Tyler Hall and the Dedmon collections include Virginia Iron Coal and Center main entrance. To report a malfunc- Coke Company records, the personal library tioning machine, call (540) 831-6267 with of U.S. Supreme Court Justice Arthur J. the machine location and the nature of the Goldberg and the Keystone Glass Slide problem. Collection, which is available online at http://lib.radford.edu/keystone/index.html. Lost and Found The library catalog (http://rulib.radford. A lost and found service is provided at edu) is the gateway to a wide variety the information ofﬁce in Hurlburt Hall. For of books, e-books, journals, e-journals, additional assistance, call 831-5420. periodical indexes and other electronic information. The broad range of resources 42 include netLibrary, JSTOR, InfoTrac and and there are two multimedia classrooms Classical Music Library. for group instruction. Anyone needing help The library’s website (http://lib.radford. in using the library is encouraged to ask for edu) provides access to all of the resources assistance at the Reference Desk, send an of the Virtual Library of Virginia (VIVA), e-mail message to email@example.com or which includes online databases, full text call 540-831-5696. journals, newspapers, full text works of poetry and verse drama, statistical reports, Computers, Printing and pamphlets and other full text materials. Photocopying There are 95 public computers avail- Borrowing able in the library; most are located in the The Circulation Desk is located on Level Reference area on Level 3 and there are 3. The Radford University I.D. card serves as additional workstations on every level. the valid library card and must be presented Classroom A and B serves as open com- in order to check out library materials. The puter lab when there are no classes sched- online catalog allows users to manage their uled. A public scanner is located in the accounts, renew and request materials and Reference area. view electronic course reserves. For more Radford students, faculty and staff are information on Circulation policies, see http:// given a set amount of money with which to lib.radford.edu/information/Borrowing.asp or print. Public users must pay for their print- call the Circulation Desk at 540-831-5364. outs. Contact the Reference Desk for more The Media Services department, locat- information. ed on Level 4, houses non-print items, Photocopiers are located on Level 2 and including microform materials, ﬁlmstrips, operate with coins or an RU Express/RU ID recordings, videotapes, DVDs and teach- card. Guests may purchase a guest card. ing aids, as well as playback equipment for all media. Media Services also circu- Special Services lates camcorders and electronic equipment McConnell Library is wheelchair acces- and manages satellite link-ups and CCTV sible and offers services to students with broadcasts. disabilities, including reading machines, Interlibrary Loan service is provided for text enlargers, personal assistance in locat- all students and faculty. Requests for mate- ing and retrieving library materials and rials not owned by the library are submitted photocopy enlargements. Contact the electronically through the ILLiad system at Circulation Desk for assistance. illiad.radford.edu and articles are delivered Locking carrels are available for use electronically via e-mail. by graduate and honors students engaged in research projects and may be reserved Reference & Research Assistance through the Library Administrative The Reference/Instruction Services de- Ofﬁce (831-5471). partment, located on Level 3, offers a wide A Graduate Study Lounge, equipped with range of resources and services, includ- three computers and a laser printer, is locat- ing individualized research assistance, ed in Room 562. Two group study rooms for library tours and course-related instruction. student use are located on Level 5. One is Reference works, periodical indexes and available for sign-up only, while the other is abstracts and many other general and spe- available on a ﬁrst-come, ﬁrst-served basis. cialized research tools are available for use. Stacks Café, located off the main In addition, there are computer workstations Reading Room on Level 3, features gour- for accessing a continuously expanding met coffee and light snacks. variety of electronic information resources 43 For more information Human Services curriculum. Course- Students should visit the website http:// related instruction is provided in the Harvey lib.radford.edu/information/students.asp to Center’s multimedia classroom. A large familiarize themselves with the information collection of health science videos, DVDs, resources, facilities and services available. CD-ROMs, software can be checked out by students and faculty. The Harvey Center Harvey Health Information Resource also collaborates with RU Clinics and Center area health agencies on projects that use The George Harvey Health Information technology to make health information Resource Center, located in Waldron resources more available to underserved College, provides information resources populations. and services to support the Health and 44 Academic Policies ACADEMIC POLICIES RESPONSIBILITY OF THE to documented ofﬁcial university-sponsored GRADUATE STUDENT activities, health problems and other emer- gencies. It is the student’s responsibility to The student must become familiar with make arrangements, which are acceptable to the academic policies outlined in this sec- the instructor, to complete work missed dur- tion of the catalog. The academic adviser ing the student’s absence from class. will advise the student on all matters relat- Ofﬁcial university-sponsored activities ed to the program of study and the dean of include, but are not limited to, those events the Graduate College will aid the student which students attend as ofﬁcial delegates in the interpretation of policies whenever funded by the university or in which they necessary. The ultimate responsibility for represent a university-funded, all-campus meeting all stated requirements for gradu- organization, intercollegiate athletic team ate degrees awarded by the university rests or performing group and academic course- with the student. related ﬁeld trips in which participation is A Graduate Information Checklist of mat- mandatory as approved by the appropriate ters which must be attended to during the academic dean. graduate program appears on p. 7 of this catalog and is included in the student’s letter of admission. ADVISING Faculty Advisers Class Attendance Academic advising is recognized at the All students are expected to attend university as important to the educational classes on a regular basis. No absences development of its students and as both a of any nature will be construed as reliev- natural extension of teaching and an impor- ing the student from responsibility for the tant professional obligation on the part of completion of all work assigned by the its faculty. Sound academic advice helps the instructor. student address not simply course selection A student registering late for a class will and scheduling but also what a well-educated be responsible for all work assigned and person should be and know. material covered during the class sessions After consultation with the chairperson that were missed due to the late registra- of the major department of each student tion. admitted to graduate study, the dean of the The ﬁrst class meeting of an evening Graduate College will assign each student class, which meets one night per week for an adviser. Any request for a change in 15 weeks, represents about seven percent adviser must be requested by the student of the total class time; this ﬁrst meeting is a on a “Petition for Program Changes” form regular class. If students wait until the sec- and approved by the chairperson in the ond class meeting to enroll, the class could appropriate department and the dean of the be cancelled due to inadequate enrollment Graduate College before action is taken. at the ﬁrst class meeting. During the ﬁrst week of each course, Student’s Graduate Committee the instructor shall inform students of the The major adviser will serve as thesis attendance policies for the course. Class adviser of the student’s graduate committee, attendance policies are determined by the which will consist of at least two additional instructor and should allow for a reasonable faculty members. The adviser must be a full number of absences which are required due member of the graduate faculty. The other 45 two committee members must have gradu- C indicates work below Graduate College ate faculty status. Adjunct graduate faculty expectations and graduate faculty associates may serve D is given for work of signiﬁcantly below on a thesis committee with the permission average quality and indicates the course of the Dean of the College of Graduate and must be retaken Professional Studies. F indicates failure and means the class If the student’s graduate program must be taken again with a passing includes a minor, one member of the grad- grade before credit is allowed uate committee must be from the minor AU indicates the student audited the ﬁeld. This member must approve the four course courses (minimum of 12 semester hours) I indicates work is incomplete. See that constitute the minor. For further infor- “Incomplete Grades,” on p. 48. mation about the composition and func- IP indicates the course is in progress tions of the student’s graduate committee, NG indicates non-graded see “Thesis or Graduate Recital” on p. 55 NR indicates no grade was recorded by and “Comprehensive Examination” on p. instructor 56. Doctoral programs may have a dif- P indicates passed with satisfactory work ferent procedure and students should refer of “B” or better to their doctoral program handbook. See W indicates that a student withdrew, with- Psy.D. website for more information on out penalty, from the course after sched- dissertations. ule adjustment but before the end of the 12th week and that no credit was Grading System obtained A is given for excellent work To graduate in a graduate degree program, B is given for work that meets Graduate the student must have a minimum 3.0 grade College expectations The Master of Fine Arts program offers graduate students the skills necessary to thrive in highly competitive careers. 46 point average overall and in the program of PASS-FAIL COURSES study. Grades in transfer courses are not used in calculating grade point averages. Only courses All courses taken at Radford while clas- graded B or higher can be transferred. Courses siﬁed as a graduate student, except those in graded B- or lower will not be accepted for which a grade of "P" is obtained, will be used transfer credit. In addition, every course on in calculation of the grade point average. The the program of study must be completed total number of hours attempted, excluding with at least a grade of C. those in courses graded on a Pass/Fail basis, is divided into the number of grade points Note: Some departments have more strin- obtained in order to arrive at the grade point gent requirements; please refer to your average. Any Pass/Fail course in which an program or departmental handbook. "F" is assigned will be calculated in the stu- The quality of work completed is rec- dent’s overall grade point average. ognized by the assignment of grade points A minimum of 80 percent of the required to various letter grades. The student’s aca- courses on a student’s program of study demic standing depends upon the number must be taken for a grade and a maximum of semester hours of work successfully of 20 percent can be taken as Pass/Fail. completed and upon the number of grade Practica experience and internships are points accumulated. Radford University exceptions to this rule. If a combination of uses a four point system in which grade thesis, dissertation, practica and/or intern- points are assigned to grades as follows: ship exceeds 20 percent of the student’s A = 4 points program of study, the student must take the B = 3 points rest of his or her course work for a grade. C = 2 points No course taken Pass/Fail for which a D = 1 point letter grade can be assigned is acceptable F = 0 points unless recommended by a faculty member A student’s grade point average is com- and supported by the department chair and puted by: approved by the Graduate Dean. • Multiplying the number of semester hours (SH) for each course taken by the REPETITION OF COURSES number of grade points (GP) correspond- ing to the grade earned for the course If a student repeats for credit a course (see table above). in which a C, D or an F was obtained, both • Adding up the total number of grade the original grade and hours attempted and points for the appropriate period (a single the subsequent grade and hours attempted semester, for example or an entire aca- will be used in the calculation of a grade demic career at Radford University) point average. No more than six credits of • Dividing the total number of grade points by coursework may be repeated in this way. the total number of semester hours attempted Courses taken in which a “B” or “A” was (TSHA) during that same period. For example: obtained may not be taken a second time GP for credit. Course Grade SH Per SH GP ABC 401 A 3x 4= 12 DEF 502 B 2x 3= 6 GHI 601 C 3x 2= 6 JKL 601 B 3x 3= 9 MNO 702 A 3x 4= 12 __ __ ___ 14 45 45 GP/14 TSHA = 3.21/GPA 47 INCOMPLETE GRADES FULL-TIME STATUS At the faculty member’s discretion, the The normal full-time load for a graduate letter “I” may be entered on the student’s student is nine hours per semester including transcript for a course whenever some por- summer, with a maximum of 14. tion of the required work has not been com- pleted by the end of the semester. A written statement of the requirements for removal SUMMER SESSIONS of the grade of “I” must be signed by the Any graduate student who enrolls in faculty member and student and ﬁled in the nine or more semester hours of credit dur- ofﬁce of the chairperson of the department ing Summer Session III or a combination in which the course is taught, with a copy totaling nine semester hours of enroll- submitted to the Registrar along with the ment in the Maymester, Summer Session faculty member’s grade sheet. I, Summer Session II and Summer Session The grade of “I” will automatically revert III, will be considered a full-time student. to a grade of F if not satisfactorily removed A graduate student may enroll for a maxi- according to the following schedule: mum of 14 semester hours of credit using any Latest date for removal combination of enrollments in the Summer Fall End of the last day of classes Sessions. for the spring semester Spring End of the last day of classes for the fall semester GPA DEFICIENCY Summer End of the last day of classes A student who has not met the minimum for the fall semester 3.0 grade point average in their program A grade of “IP” (In Progress) will be of study or overall, may, during their last used for thesis, graduate recital, practica, semester, take up to six semester hours to internship or dissertation in which case the make up deﬁciencies. These courses must supervising professor determines whether be approved by the adviser, department or not an exception is warranted and has chair and graduate dean. the option of specifying the length of time (maximum of two years from time of reg- GRADE CHANGES/CORRECTIONS istration) the student has to complete the work. Students who feel they received a grade Once the grade of “I” and/or “IP” is in error should contact the appropriate placed on the transcript, it remains on the faculty member. If the faculty conﬁrms transcript until it is replaced by the appro- that an error has indeed been made, then priate grade when all course requirements the faculty member must process a grade are completed or when the deadline for change form and submit it to the Ofﬁce of completion has passed. the Registrar no later than one year after the Except for a thesis, directed study, grad- submission of the original grade (excluding uate recital, practica, internship or disserta- Incompletes). tion, a student cannot re-enroll for a course for which an “I” or “IP” is recorded on the transcript. A degree cannot be awarded to GRADE APPEALS students with Incompletes on their records. Students wishing to appeal grades See p. 51 for information regarding received in courses should refer to the Continuous Enrollment. Graduate Grade Appeal Procedures and 48 associated forms posted on the Graduate the experience; c) circumstances under College website: http://www.radford.edu/ which the student may be withdrawn from gradcollege/current_students/forms_appli- or denied entry to, the experience; and cations.html. d) processes, including appeals, which regulate such withdrawals. GRIEVANCE PROCEDURE Departments and programs governed by the above policy include, but are not For concerns other than grade appeals stu- limited to: Communication Sciences and dents wishing to intiate the grievance pro- Disorders, Psychology, Counseling and cess should refer to the Graduate Grievance Human Development, Criminal Justice, Procedures and associated forms posted on Educational Studies, Music, Nursing, Social the Graduate College website: http://www. Work and Special Education. Policies spe- radford.edu/gradcollege/current_students/ ciﬁc to each program will be on ﬁle in the forms_applications.html. Ofﬁce of the Provost for Academic Affairs, the Graduate College and in each depart- ment ofﬁce. Students planning to take such PRACTICA/INTERNSHIP courses should obtain a copy of the rel- APPLICATIONS evant departmental policies and procedures before registration in the course. Students preparing to complete a ﬁeld component of their program should apply to the department and/or program in which they are enrolled. Departments and/or pro- DEGREE REQUIREMENTS grams will monitor and regulate admission into all programmatic ﬁeld experiences. Doctoral Degree Requirements Students must have prior written approval See Psy.D. courses on page 97. of the department chair or graduate coordi- nator before they are permitted to register Minimum Degree Requirements for any ﬁeld experience. (Master’s and Ed.D.’s) Undergraduate and graduate programs, For all graduate degrees, at least 80 per- in which students are required to participate cent of the credit hours in the major and 80 in a practical experience, including intern- percent of the hours in the overall program ships, practica, clinical courses, student must be in 600- or 700-level courses. teaching and ﬁeldwork shall: All degree programs require that the stu- 1. Provide written information to potential dent complete a minimum of 30 or more majors about the qualities of character semester hours of graduate-level work with and interpersonal skills that are nor- at least a B average in the major, in the over- mally expected in order to complete the all program and in all courses taken since program successfully. admission. 2. Identify (when feasible) potential prob- At least 24 credits must consist of Radford lems the student may have in a practi- University courses. Some programs may cal experience prior to engaging in the have additional credit hour requirements. A experience, make those concerns known six-hour thesis, graduate recital or creative to the student and make appropriate rec- project is required for all Master of Arts and ommendations to the student. Master of Fine Arts programs. 3. Provide the following: a) written criteria Speciﬁc requirements for each program for entry into a practical experience and are listed in the departmental sections. procedures for implementation of those The professional education training pro- criteria; b) performance standards during grams are those with either a major or a minor 49 in education. If education courses are to be Program Requirements used in the minor, the entire minor must be All students enrolled in a degree in education. program will, at the time of admission, receive a program requirements sheet Minors which lists all courses, including deﬁ- A minor at the graduate level will consist ciencies, which the student must com- of a minimum of 12 semester hours and four plete in order to meet degree requirements. graduate courses taken at Radford University. Please check with your department for any A faculty member from the ﬁeld in which variation on this form. the student is to minor must, in consultation The program requirements sheet will with other faculty in the minor department, be the responsibility of the department in approve the four graduate courses that will which the student is enrolled and must ful- constitute the minor. If the speciﬁed require- ﬁll all the requirements of the appropriate ments for a minor are met, the minor will be degree program as published in the catalog. identiﬁed on the student’s transcript. The year of the catalog being followed must be indicated on this form. Undergraduate Deﬁciencies Once a course in the program has been Students enrolled in Master of Science attempted, it cannot be deleted from the degree programs with a major or a minor program. Every course on the program in education who plan to work in the public requirements sheet must be completed with elementary or secondary schools must hold at least a grade of C and the average must the Collegiate Professional Certiﬁcate or take be at least a B. nine semester hours of undergraduate educa- Changes in the program must receive tion courses (which will not count towards the the same approvals as the original program. master’s degree) before they will be allowed The Petition for Program Change is avail- to take for graduate credit any 500-level or able online at www.radford.edu/gradcol- 600-level courses offered by the College of lege/ or in the Graduate College Ofﬁce Education and Human Development. in Lucas Hall and in most departmental For departments outside the College of ofﬁces. Education and Human Development, the number of hours of undergraduate courses required in the major area before 600-level CHANGE OF MAJOR courses can be taken in the major is speci- A graduate student may change from ﬁed in the departmental sections. one degree program to another if he or she Students will be advised in their let- meets the criteria for admission to the new ters of admission of any undergraduate program and is accepted by the program. deﬁciencies as well as the program require- The student must ﬁle a Change of Major ments. They should contact their academic form with the Graduate College Ofﬁce, advisers immediately to discuss how these which forwards all credentials to the new deﬁciencies may be made up. department for an admission decision. The stu- Students who have not completed deﬁ- dent is notiﬁed of the decision by the Graduate ciencies by the completion of 12 semester College. hours or by the end of their second semes- A student who changes graduate degree ter will be blocked from registering for programs may choose a catalog no earlier additional courses. than the one in effect at the time of ofﬁcial All work taken to satisfy deﬁciencies will admission into the new program or the cat- appear on the ofﬁcial transcript and will be alog under which the student next enrolls. calculated in the overall grade point average. 50 SUPPORTING COURSES CONTINUOUS ENROLLMENT The student should list on the program All graduate students are required to be requirement sheet all courses taken in sup- registered during the semester they receive port of the master’s program but not used their degree from Radford University. as part of the degree program. Registration and tuition payment are These supporting courses can be courses required of all graduate students when needed to make up undergraduate deﬁcien- using University facilities and/or faculty cies or graduate-level courses which the time. The minimum number of hours for student and adviser feel may be beneﬁcial registration is one. Registration allows use but are not absolutely necessary as part of of services such as library checkout, labo- the approved program. An average of at ratories and recreation facilities not open to least a B is required in supporting courses, the public. as it is in all other courses taken by a gradu- Students who are not currently regis- ate student. tered for any course work and who have All work taken as supporting courses completed all course work but have other will appear on the ofﬁcial transcript and outstanding degree requirements (e.g., com- will be calculated in the overall grade point prehensive examination, thesis, removal of average. an I or IP grade), are required to register for a continuous enrollment course each semes- ter, including summer, until they have met TRANSFER OF CREDIT; OFF- the outstanding requirement(s). This course CAMPUS CREDIT carries no credit hour production and does A maximum of one third of the total not count toward degree requirements. This graduate hours in a program of study may course option is also available to those be transferred from another RU program or admitted students who are not enrolled an outside institution. Some programs may in a given semester but who wish to use have more stringent requirements. Only University facilities and services during credit for A and B grades from a regionally that time. This form is available online or accredited institution or university transfer. in the Graduate College ofﬁce in Lucas (Credit for grades of B- will not transfer). Hall. Approval of the professor of record Credits applied previously toward another and the Dean of the College of Graduate degree cannot be transferred. All transfer and Professional Studies is required prior credit must be approved by the student’s to registration. adviser after consultation with graduate faculty in the discipline involved and by the CORRESPONDENCE CREDIT dean of the Graduate College. Any student enrolled in a degree pro- No correspondence credit, wherever gram at Radford University who wishes earned, can be applied toward any graduate to take transferable graduate work as a degree awarded at Radford University. transient student at another institution must secure approval from his or her adviser 500-LEVEL COURSES and from the dean of the Graduate College before such work is taken. Courses which Faculty teaching graduate students in will not be accepted for graduate credit by 500-level courses are expected to require the institutions offering the courses will not additional work of these students if the be accepted by Radford University. course is being taken for graduate credit. This work can be in the form of readings, papers or a limited research project. The student is responsible for informing the 51 instructor if the course is being taken for ACCELERATED BACHELOR’S/ graduate credit. For a student to receive MASTER’S PROGRAMS graduate credit for a class, the instructor of that class must hold graduate faculty Students accepted for approved bache- status. lor’s/master’s accelerated programs may take up to 12 graduate credits and these may count toward both the bachelor’s PREREQUISITES and master’s degrees. Students in the RN/ The prerequisites listed in the catalog BSN/MSN accelerated program may count for certain graduate courses are the result up to 15 graduate credits toward both of thorough consideration of course content the BSN and MSN degrees. To be eligible by the graduate faculty in the department for participation in an accelerated degree offering the course. A prerequisite will program, students must have completed at be waived only if extraordinary circum- least 60 undergraduate credits and have a stances exist and if the graduate faculty cumulative GPA of at least 3.00. Individual in the appropriate department and the fac- departments may impose stricter admission ulty member teaching the course submit requirements. Admission and completion a request for waiver to the dean of the requirements for speciﬁc accelerated degree Graduate College. programs are described in the catalog. The objective of accelerated Bachelor’s/ Master’s degree programs is to provide a GRADUATE CREDIT FOR means by which exceptional undergraduate RADFORD UNIVERSITY students at Radford University may complete SENIORS the requirements for both the Baccalaureate and Master’s degrees at an accelerated pace. Seniors at Radford University with an Eligibility: Students must have completed overall grade point average at Radford of a minimum of 60 undergraduate credit hours 3.00 or better may be permitted to take up and have at least 24 credits remaining in their to six credit hours of graduate-level courses undergraduate programs. Transfer students during their ﬁnal year of undergraduate must have completed a minimum of two work. Students have the option of count- semesters as a full-time student at Radford ing the course(s) toward their undergradu- University, a minimum of 24 hours. Students ate degree or toward a graduate degree, must have a minimum accumulated grade if all admission requirements are met. point average (GPA) of 3.00. (See the RN/ Graduate courses taken to meet baccalaure- BSN/MSN program details for exceptions to ate requirements may not be used toward the eligibility criteria). a graduate degree, except in approved Application to an Accelerated Bachelor’s/ accelerated bachelor’s/master’s programs Master’s Degree Program: A prospective (see below). student should set up a meeting with the Undergraduate students who wish to take Graduate Program Coordinator to review the courses for graduate credit must receive requirements for an accelerated Bachelor’s speciﬁc approval from the instructor and and Master’s degree program. Students apply- the dean of the Graduate College. Request ing to an accelerated program must submit the forms are available in the Graduate College following: ofﬁce in Lucas Hall. • "Application for Accelerated Bachelor’s/ Master’s Programs" form; • Transcripts of any courses taken at a college or university other than Radford University; • Application for Graduate Admission form; 52 • $40.00 non-refundable application fee; departments may have higher requirements • Appropriate test scores, if required by and a failure to meet these requirements will the graduate degree program to which make a student ineligible to participate in the the prospective student is applying. If accelerated program. A student who does scores are required, they must be submit- not follow the approved Accelerated Degree ted no later than the second week of the requirements may become ineligible to par- term in which conferral of the Bachelor’s ticipate in the accelerated program. A student degree is anticipated; who is ineligible to participate in (or with- • Any other materials required for admis- draws from) the accelerated program, cannot sion to the graduate program to which double-count any courses for both Bachelor’s the applicant is seeking admission. and master’s degrees. Upon review of the materials submitted, a letter of acceptance (or denial) to the CLASS LOAD master’s program, contingent on meeting The normal full-time load for a graduate the accelerated requirements and complet- student is nine hours per semester including ing the bachelor’s degree, will be sent to the summer, with a maximum of 14. student. A graduate student who is employed Participation and Graduation: Students full time or part time must realize that an must complete the bachelor’s degree prior excessive course load might well result in to entering the master’s program. Students substandard performance in academics and in an accelerated program may not elect on the job. to bypass the baccalaureate degree. Students must receive a grade of B or better in the dou- ble counted graduate level courses. Courses WITHDRAWAL PROCEDURES with a grade of C or below cannot be double- Withdrawal from One or More counted between the two degrees. No more But Not All Courses than 12 hours of graduate work may be The student may complete a withdrawal counted toward the requirements of both form in the Registrar’s Ofﬁce or notify the degrees (15 hours in the RN/BSN/MSN pro- Registrar’s Ofﬁce in writing or via e-mail gram). Students must complete the master’s that he or she wishes to withdraw from degree within six (6) years of the start of their one or more (but not all) classes. The with- ﬁrst graduate course. If the master’s program drawal is not complete until the Registrar’s is not completed within these time limits, none Ofﬁce has been notiﬁed. of the graduate courses taken as an under- Students must contact the Student Accounts graduate will be counted toward the master’s Ofﬁce in Walker Hall to initiate a request for a degree. Permission to pursue an accelerated refund of tuition if they drop a class or classes degree program does not guarantee admission prior to the census date and if the reduced to the Graduate College. Admission is contin- class load qualiﬁes them for a tuition refund. gent on meeting eligibility requirements at the A student who drops a class prior to time of entering the graduate program. the conclusion of schedule adjustment will Withdrawal/Ineligibility: A student may receive no grade. A student who withdraws at any time withdraw from an approved accel- from class after schedule adjustment but erated program by informing the Graduate before the end of the 12th week of the Program Coordinator in writing. A copy of semester (or 80 percent of a summer ses- this should be sent to the Graduate College. If sion) will receive a grade of W. A student a student completes the Baccalaureate degree who withdraws from class after the 12th requirements with an accumulated GPA of week of the semester (or 80 percent of sum- less than 3.0, then he/she is no longer eligible mer session) will receive a grade of "F." to pursue the accelerated program. Individual 53 A student may not withdraw from more Students Affairs in cases of documented than three graduate classes. Anything medical or other non-academic reasons. beyond the third withdrawal results in an automatic F. Withdrawal from Off-campus Course Students who register for off-campus Withdrawal from the University courses must adhere to withdrawal policies (All Courses) and procedures published as outlined above. Students withdrawing from all courses during a given semester must contact the Registrar’s Ofﬁce in Martin Hall in writing RETENTION POLICIES or via e-mail. This process must be fol- Good Standing lowed to ensure the student will receive any Any student who maintains a minimum eligible refunds and the appropriate grades grade point average of 3.00 in graduate for the semester. courses will be in good standing. However, Students who withdraw from the univer- programs may have more stringent rules for sity before the end of the tenth day of classes remaining in degree programs. (Census Date) will receive no grade. A stu- dent who withdraws from the university (all Probation and Dismissal classes) after the Census Date but prior to If at any point a student earns a cumulative the end of the twelfth week of the semester grade point average below 2.00, the student (80 percent of summer session) will receive will be dismissed from the Graduate College Ws in all classes. Withdrawals from the uni- with no possibility of reinstatement versity after the twelfth week will result in If at any point a graduate student's cumula- automatic Fs. tive grade point average in graduate courses A graduate student may withdraw from falls between 2.00 and 3.00, the student will the university only once during his or her be on probation. Some programs have more RU academic career. (Cancelling enroll- stringent requirements for remaining in degree ment to the university prior to the Census programs. A full-time student who is on pro- Date or receiving a medical withdrawal bation must take a reduced course load of no does not count as a withdrawal from the more than nine semester hours of coursework university.) Exceptions will be granted by in a given term. A part-time student on proba- the graduate college dean or by the Vice tion may take no more than ﬁve semester hours President for Student Affairs. of coursework in a given term. To return to good standing, a student must Withdrawal from Continuance in a earn a minimum cumulative grade point aver- Degree Program age of 3.00 within the ﬁrst nine graduate Graduate students who wish to with- credit hours attempted after being placed on draw from continuance in a degree program probation. A student who does not meet the at Radford University should submit a let- minimum cumulative grade point average in ter in writing to the Graduate Admissions that time period will be dismissed from the Coordinator, Box 6928, Radford University, Graduate College. A student who has been on Radford, VA 24142. probation and then reinstated may again be on probation if the student’s grade point average EXCEPTIONS TO WITHDRAWAL again falls below 3.00. PROCEDURES Exceptions to the withdrawal proce- dures may be granted upon recommenda- tion of the Ofﬁce of the Vice President for 54 DIRECTED STUDY it. Standards and criteria for approval of The directed study is a course designed the Request are established by the student’s by the student after thorough consultation Thesis Advisor. Departments and/or Thesis with the professor who will supervise the Advisors may require a written proposal prior study. Before registering for a directed to signing the Request for Convening of study, the student must submit a written Thesis Advisory Committee form. Students proposal for approval by the supervising should check with their individual depart- professor, adviser, department chairperson ments for speciﬁc prerequisites. and the graduate college. A student cannot register for thesis It is recommended that students have hours until the Request for Convening earned at least 12 semester hours, be on of Thesis Advisory Committee form has regular status and have an approved pro- been reviewed and approved by 1) the gram of study prior to enrolling in directed thesis adviser who is in the student’s major study courses. and has full graduate faculty status, 2) A directed study cannot be used to a minimum of two additional committee replace a required course in a graduate members with graduate faculty status, 3) program of study. the Department Chair or Graduate Program The directed study will be graded on an A/F Director and 4) the College of Graduate basis. and Professional Studies. A copy of this A single directed study can carry from form may be downloaded online at one to four semester hours of credit. A http://www.radford.edu/gradcollege. maximum of six semester hours of credit in All members of the committee must have directed studies can be used toward gradu- graduate faculty status. Adjunct graduate ation in a degree program; departmental faculty and graduate faculty associates may requirements may limit the student to fewer serve on the committee with the permission than six hours of directed study. of the Dean of the College of Graduate and Students electing to do a thesis as part of Professional Studies. Students must be on their degree requirements may take up to four regular status and have an approved pro- hours of directed study as part of the degree gram of study on ﬁle. program, as long as the content of the directed It is recommended that the student estab- study is not directly related to the thesis topic. lish the thesis topic and begin work on the The proposal should be submitted to the proposal as early as possible. The Thesis Graduate College at least two weeks prior Proposal Defense form is an agreement to registration. with the student and signiﬁes that if the work described within an approved pro- posal is accomplished to a quality accept- DISSERTATION, MASTER’S able to the Committee, the Committee will THESIS OR GRADUATE honor it as a satisfactory thesis. RECITAL The particular style used in writing a the- sis is determined by the thesis director, but A thesis or graduate recital is required in general rules about style can be speciﬁed all Master of Arts programs. It can be an elec- by the graduate faculty in the department tive or a requirement in a Master of Science involved. Basic guidelines for all theses can program, at the option of the department. be obtained online at: www.radford.edu/ For dissertations students should see their gradcollege or from the Graduate College program handbook. Ofﬁce in Lucas Hall. When a thesis topic has been established, Students who plan to do a thesis or the student should submit a Request for Thesis graduate recital are advised to begin serious Advisory Committee form to the Graduate planning of this work during the ﬁrst semester College in order to register for thesis cred- 55 of enrollment as a graduate student. Past degree program. This preliminary exami- experiences have shown that it is very difﬁ- nation would be designed to measure the cult for a student to do a respectable job on student’s competence in the major area. If a the thesis or recital if all work is concentrated particular program requires such a prelimi- in the last semester before graduation. nary examination, this information is given It is important that the student doing in the description of the program in the a thesis or recital choose the committee departmental sections of this catalog. before beginning work on the thesis or recital and that the committee members be kept informed of the student’s progress in FINAL COMPREHENSIVE the preparation of the thesis or recital. EXAMINATION AND/OR THESIS The thesis grade will be recorded as “Pass” DEFENSE or “Fail.” Conventional letter grades are given A ﬁnal, comprehensive examination and/ for the graduate recital. or thesis dissertation defense is required of A graduate student may take only two all graduate degree candidates. This exami- years to complete or withdraw from a thesis nation can be written or oral as deemed grade of “I” or “IP” starting from the ﬁrst appropriate by the department. It should be semester in which the student registered taken during the last semester of the student’s for thesis credit. After two years this grade graduate program and should be scheduled will revert to an F. All requirements for the by the student and the adviser at least two degree must be completed within six aca- weeks before graduation. The student must demic years. have at least a B average in the major area and in the overall program at the time of AWARDS application for the examination. The neces- sary examination form is available in the Three graduate awards; one each for Graduate College Ofﬁce in Lucas Hall. It is the outstanding research thesis, the out- recommended that forms be requested ﬁve standing creative project and for exemplary days in advance of the examination date. performance, are given each year at the For a Master of Science degree candi- spring hooding ceremony to students who date, the committee conducting the exami- completed their graduate degrees during the nation must consist of three faculty mem- past academic year. A faculty committee bers, including the student’s adviser, at designates the recipients of these awards least one additional faculty member from from nominees selected by each college. A the student’s major department and at least cash award and a plaque are given to each one faculty member familiar with the stu- student and a commemorative plaque to the dent’s work in a minor area if the graduate faculty adviser of each award-winning thesis program has a distinct minor. or project. For a Master of Arts or Master of Fine Arts candidate, the committee must PRELIMINARY MASTER’S consist of the student’s adviser and at COMPREHENSIVE EXAMINATION least two additional faculty from the major department, including the thesis or gradu- In addition to the ﬁnal comprehensive ate recital director if this person is not also examination given during the last semes- the adviser. ter of enrollment, the graduate faculty in The student, in consultation with the advis- each department have the option of requir- er, can suggest the names of faculty to serve ing a preliminary comprehensive examina- on the committee. All members of the com- tion to be administered sometime before mittee must have graduate faculty status. completion of three-fourths of the master’s Adjunct graduate faculty and graduate faculty 56 associates may serve on the committee with AUDITING COURSES the permission of the Dean of the College of Graduate and Professional Studies and Students may audit classes on a space must sign the Report of Final Comprehensive available basis with written permission Examination. A majority of the committee of the class instructor and the department must recommend “satisfactory” in order for chairperson. Students who audit a course the student to pass. may not transfer to regular status in the A candidate who fails the examination may course after the census date. Auditing stu- request re-examination no earlier than the fol- dents are expected to attend class on the lowing semester. A student who fails to pass same basis as a regular student. The instruc- the examination or thesis defense on the sec- tor may delete from the roster any auditing ond attempt will be dropped from the degree student who does not meet course require- program. ments. Students should note speciﬁc depart- mental requirements for the ﬁnal com- RECORDS AND REPORTS OF prehensive examination or thesis defense STUDENTS in the course descriptions section of this catalog. Doctoral examinations may vary Grades as ﬁled with the ofﬁce of the so students should see their program hand- Registrar are ﬁnal, except where an error book. of judgment has occurred or an error has been made in computation or transcription. Students may electronically access grades at TIME LIMIT the end of the semester. All requirements for the master’s degree A transcript is the ofﬁcial record, compiled or Educational Specialist (Ed.S.) degree must by the Registrar, of a student’s academic be completed within six academic years. career. For each semester or summer term, Neither Radford University courses nor trans- the transcript shows the courses, credits fer courses more than six academic years old and grades; semester or summer term grade at the time of graduation will be allowed as point average; and notice of academic pro- part of the hours for graduation. All require- bation, suspension or withdrawal. Transfer ments for a doctoral degree must be com- credit also is recorded, but without grades. pleted within eight years. Neither Radford The completed transcript records the University courses nor transfer courses more degree and major, minor and/or concentra- than eight academic years old at the time of tion as appropriate, ﬁnal graduation grade graduation will be allowed as part of the hours point average and the date the degree was of graduation. conferred. Transcripts are issued upon the receipt of a signed, written request. There is no charge for SECOND MASTER’S DEGREE this service. There is a limit of 10 transcripts issued per request, unless otherwise approved Students will not be allowed to enroll in by the Registrar. a graduate program leading to a master’s degree in a ﬁeld in which they already hold a graduate degree. A student pursuing FAMILY EDUCATIONAL RIGHTS a second master’s degree in a new ﬁeld AND PRIVACY ACT may not count toward the new degree any credits already applied toward an earlier Radford University student record poli- degree, but must meet all requirements for cies and practices are in full compliance the appropriate degree. with state and federal laws. Upon request, the university will grant students who are or have been in attendance 57 access to their educational records, except sion to Radford University, each student those excluded by law and will provide an makes a commitment to support and uphold opportunity for a hearing to challenge such the Honor System without compromise records. or exception. The students of Radford University believe that individuals have The university will not release informa- the right to compete fairly, to keep what tion about a student from records, except they have earned and to have others accept directory information, to other than a their word without question. Individuals speciﬁed list of exceptions without obtain- have the responsibility to be honorable in ing the written consent of the student. their own conduct and to insist that other A full statement of the Family Educational students act honorably. Rights and Privacy Act (FERPA) and infor- Lying, cheating and stealing are con- mation as to how students may exercise sidered to be acts of dishonor and will, the rights accorded them by this policy are therefore, cause a student to be subject to available from the ofﬁce of the University temporary or permanent suspension from Registrar or from the Dean of Students the university community. Students who commit an honor violation or any mem- Ofﬁce. bers of the Radford University community University and federal laws permit the who have knowledge that a student has university to routinely release information committed an honor violation are expected in the following categories: to comply with the reporting procedures. • Student’s name, local and home address, phone listing GRADUATION POLICY • E-mail address • Major ﬁeld of study A currently enrolled full-time student • Participation in ofﬁcially recognized may meet the graduation requirements activities and sports listed in the Radford University Graduate • Weight and height of members of athletic Catalog in effect at the time of the stu- teams dent’s initial enrollment at Radford. Or, the • Photograph individual may elect to meet the require- • Dates of attendance ments in any subsequent catalog published • Degrees and awards received between enrollment and graduation as long This information is released with respect as the catalog is no more than six years old. to each student unless the student informs A student may not follow requirements for the university that any and all information graduation listed in a catalog in effect prior designated should not be released without to the student’s enrollment at Radford. the student’s prior consent. Requests for the A regularly enrolled, part-time student restricted release of directory information may complete the graduation requirements in should be ﬁled at the Registrar’s Ofﬁce. effect when the student enrolled at Radford. Students should report any change of name, Or, this student may complete requirements address or marital status to the Registrar’s listed in any subsequent catalog, as long as Ofﬁce so their university records can be cor- the catalog is no more than six years old when rected. the student graduates. Doctoral students must have completed all degree requirements prior to participation in graduation ceremonies. HONOR SYSTEM APPLICATION FOR DEGREE Radford University’s Honor System provides the foundation for a university Each candidate for the advanced degrees community in which freedom, trust and must apply for the degree through the respect can prevail. In accepting admis- Graduate College by the census date of the expected term of graduation according to 58 deadlines speciﬁed online. Unless the nec- forever link you with Radford University essary forms are ﬁlled out by the student and link the faculty of Radford University before the stated deadline, graduation may with you. The colors you are awarded are be delayed. both Radford’s colors and yours. The hooding is done by a Radford COMMENCEMENT EXERCISES University graduate faculty member, tra- ditionally a professor under whom the Commencement exercises and hooding candidate has studied. ceremonies are conducted at the end of the spring semester and are open to degree- seeking students only. Students completing PARTICIPATION IN degree requirements are urged to attend COMMENCEMENT these ceremonies unless extenuating circum- stances justify their absence. Diplomas will Radford University restricts participation in be mailed to students completing degree graduation exercises to those degree-seeking requirements after conﬁrmation that their students who will complete their degree degree requirements have been completed. requirements by the time of commencement or (for Spring ceremonies) those who can HOODING CEREMONY complete all coursework in no more than two Earning an advanced degree is a distinctive courses or six semester hours, which will be achievement that deserves special recognition available during the immediately following in addition to the customary commencement summer session(s). ceremony. The practice of hooding degree Graduation applications and petitions recipients grows out of the traditions of aca- to participate in commencement must be demic regalia. The academic cap, hood and approved by the department following the gown originated in medieval universities in guidelines established by departments and Europe around the 12th century. submitted to the Graduate College by the Hoods are traditionally black on the out- census date of the expected term of gradua- side, trimmed with the color representing tion. All applications must be approved by the degree and lined on the inside with the the Graduate Dean. ofﬁcial colors of the university. Thus, you Participation in commencement does should be able to identify the institution from not guarantee that the diploma will be which the wearer received the degree and awarded. the level of the degree, by looking at the hood. The presentation of the hood is a EXCEPTION TO ACADEMIC symbolic recognition of admission to a higher POLICY scholarly status within the academic com- munity. The Radford University Graduate Awarding a graduate degree is not some- Catalog is the basic authority for academic thing to be taken lightly. The act of attaching requirements at Radford University. All your hood as part of your academic regalia students are expected to follow the catalog carries with it some signiﬁcant recognitions, in the pursuit of their degrees. On rare including: occasions, extraordinary circumstances • acknowledgement of your achievements may, however, justify minor departures • recognition of the University’s expecta- from the catalog requirements. A graduate tions of your future leadership roles and student who needs to petition for an excep- • acknowledgement of the University’s tion to academic policy must complete the bond with you. Graduate Student Academic Petition form Those who receive a Graduate Degree, as in consultation with his/her adviser, avail- well as the graduate faculty supporting the able in the Graduate College ofﬁce and awarding of this degree, have formed a life- submit to the Graduate College. long partnership. The hood you receive will 59 Academic Colleges Radford University is organized into COLLEGE OF BUSINESS AND seven colleges – the College of Graduate ECONOMICS and Professional Studies and six academic colleges. Students enrolled in graduate pro- Faye Gilbert, Dean grams apply to the Graduate College and J. Duncan Herrington, Associate Dean are advised by graduate faculty members. Whitt 135, (540) 831-5187 However, they still maintain close ties with The College of Business and Economics the other academic colleges in which their offers the Master of Business Administration majors are located. A student majoring (MBA) degree, an interdisciplinary pro- in music is considered a member of the gram that involves course work in the College of Visual and Performing Arts as College’s three academic departments: well as the Graduate College. Accounting, Finance and Information Systems; Economics; and Management and Marketing. COLLEGE OF HUMANITIES Accreditation AND BEHAVIORAL SCIENCES The graduate and undergraduate pro- grams in business administration offered Dr. Brian Conniff, Dean by the College of Business and Economics William Kennan, Interim Associate Dean Russell 133, (540) 831-5149 at Radford University are accredit- ed by the International Association for The College of Humanities and Management Education. (AACSB). The Behavioral Sciences offers a Doctor of AACSB is recognized by the Council on Psychology in Counseling Psychology, Postsecondary Accreditation and by the the master’s degree in four areas and the Ofﬁce of Postsecondary Accreditation, Educational Specialist degree in School U.S. Department of Education, as the Psychology. Degrees are listed on p. 4. sole accrediting agency for baccalaureate Graduate degrees are offered through the and master’s degree programs in business departments of Communication, Criminal administration and accounting. Justice, English and Psychology. Other areas or departments do not offer Enrollment Restrictions a graduate degree but offer selected courses for graduate credit. Students in graduate programs outside The College of Humanities and of business may not take more than 50 Behavioral Sciences consists of English, percent of their coursework in business or foreign languages and literatures, history, economics courses. philosophy and religious studies, anthro- pology, criminal justice, geography, politi- Center for Economic Education cal science, psychology, the School of 145 Davis Hall, (540) 831-5100 Communication and sociology. The Center for Economic Education Both graduate and undergraduate pro- provides in-service programs for local teach- grams within the College provide close ers of economics or economics-related sub- student-faculty relationships designed to jects. The center also prepares educational meet the needs of individual students. materials, conducts research, assembles economic education libraries and engag- es in a variety of community programs. The Center for Economic Education is a 60 member of the Virginia Council on Core Battery as well as applicable Specialty Economic Education and the U.S. Joint Area tests is required as a prerequisite for Council on Economic Education. initial teacher licensure. Licensure/Advising COLLEGE OF EDUCATION AND Donna Dunn HUMAN DEVELOPMENT Peters Hall A104, (540) 831-5424 The ofﬁce provides information con- Patricia Shoemaker, Dean cerning licensure, certiﬁcation, transfer and Bill Zuti, Associate Dean advising within the College of Education Peters Hall A121, (540) 831-5439 and Human Development. The College of Education and Human Development provides programs designed to prepare students for areas of specializa- Field Experiences tion that include teaching and administra- Peters Hall A104, (540) 831-5277 The ofﬁce administers a variety of tion in elementary, middle and second- services that support academic programs ary schools; school, community and stu- within the College and the University. dent affairs counseling and student affairs Speciﬁcally, the ofﬁce coordinates the administration; child development; and graduate and undergraduate ﬁeld pro- special education. Students may select from grams including Early Field Experiences, a wide range of program options at both the Pre-Student Teaching, Student Teaching undergraduate and graduate levels. Many and Graduate Practica. The ofﬁce also of these options lead to teacher licensure. coordinates special programs, seminars, Through programs emphasizing academic workshops and institutes developed by the excellence, the College is committed to the faculty. development of knowledgeable, thought- ful, skillful and caring professionals who Center for Professional Development think critically and synthesize experience Robert McCracken as effective practitioners, leaders and inno- Peters Hall, A044 vators. (540) 831-5682 Students in the College of Education The Center for Professional Develop- and Human Development work closely ment was established in the College of with a highly competent faculty who are ACADEMIC COLLEGES Education and Human Development and dedicated to teaching, to providing service reports directly to the dean of the col- and to promoting academic excellence at lege. Working with regional directors Radford University. of professional development, the center The College of Education and Human serves school divisions by providing cur- Development includes the departments of rent, relevant staff development programs Counselor Education, Educational Studies, that enhance the professional growth of Exercise, Sport and Health Education and classroom teachers, school administra- Special Education. tors and other school personnel. More information can be obtained as follows: Praxis Examination e-mail:firstname.lastname@example.org By action of the Virginia General web: www.radford.edu/pdcenter Assembly and the Board of Education, all prospective teachers seeking initial certi- ﬁcation after July 1, 1980, are required to take the Praxis Examination and submit scores to the Division of Teacher Education and Certiﬁcation. A passing score on the 61 WALDRON COLLEGE OF ment of the university, western Virginia, the HEALTH AND HUMAN Commonwealth and beyond; and to make SERVICES signiﬁcant artistic contributions in the disci- plines of dance, fashion, interior design, music, Raymond Linville, Dean theatre and the visual arts. Kenneth Cox, Associate Dean The faculty of the college maintain active 345 Waldron Hall, (540) 831-5102 professional lives as performers, artists, design- The Waldron College of Health and Human ers and research scholars. Frequent visits by Services provides students with programs of guest artists provide a special dimension to the study for entry into and advancement within educational experience of the arts. Students health-related and human services profes- have many opportunities to learn from the sions. The programs combine a strong liberal arts professionals who appear on the campus arts and sciences base with discipline-speciﬁc annually. study to develop graduates who contribute to Internship programs are an integral part the health and well-being of society. Programs of many College of Visual and Performing are characterized by an emphasis on integrat- Arts degree requirements. The College’s ing theory with practice in the classroom and Community Arts School employs qualiﬁed in on- and off-campus practicum experiences. students as teachers in dance, music, the- The faculty is committed to teaching and atre and the visual arts. promoting student development, to advanc- ing scholarship within the disciplines and to providing professional service. COLLEGE OF SCIENCE AND The Waldron College of Health and TECHNOLOGY Human Services is composed of six academic Orion Rogers, Dean departments. Graduate students may pursue a 127 Davis Hall, (540) 831-5958 Master of Arts or Master of Science degree in The College of Science and Technology Communication Sciences and Disorders with includes the disciplines of information tech- a concentration in speech-language pathol- nology, mathematics, statistics, geology, ogy; a Master of Science in Nursing with a biology, chemistry and physics. The college specialty in Adult Clinical Nurse Specialist, collaborates with the College of Education Gerontology Clinical Nurse Specialist, Family and Human Development in preparing Nurse Practitioner, Nurse Midwifery and a future math, science and technology K-12 post baccalaureate gerontology certiﬁcate; or a teachers and Community College and higher Master of Social Work degree. education instructors. The college prepares students with skills COLLEGE OF VISUAL AND and expertise essential to the Commonwealth PERFORMING ARTS and the nation as each moves from an industrial-based economy to an information- Joseph P. Scartelli, Dean based economy. 242 Porterﬁeld Hall, (540) 831-5265 Most important, the learning experiences, The College of Visual and Performing programs of study and faculty mentoring are Arts seeks to provide comprehensive pre- all designed to teach students to be comfort- professional and liberal arts education for able with the dynamics of change. Faculty students in the disciplines of dance, fashion, work as partners with students in research interior design, music, theatre and the visual and build strong alliances with government arts; to serve the educational needs of all and industry leaders to develop cooperative Radford students by providing comprehen- research programs and educational oppor- sive opportunities and experiences in the arts; tunities for their majors. to enrich the artistic and cultural environ- 62 Academic Programs ACADEMIC PROGRAMS ACADEMIC TERMINOLOGY Middle and other options complement the Education major by preparing the student Degree: A degree represents the aca- for a speciﬁc career path. As noted above, demic level of a program and the general option semester hours are in addition to category into which it falls. For example: those for the major. Master of Arts, Master of Science, etc. At Radford University, the term “Arts” in a graduate degree generally implies a language and thesis requirement. The The Radford University minimum number of semester hours for a Honor Code Radford University graduate degree is 30. I do hereby resolve to uphold the Major: A major represents a student’s Honor Code of Radford University by principal ﬁeld of study; that is, the aca- demic discipline he or she wishes to study refraining from lying, from the stealing intensively, for example, Psychology, or unauthorized possession of prop- Music, etc. erty and from violating the Standards Program: The term “program” deﬁes of Student Academic Integrity. unique deﬁnition. One use of the term involves a combination of a major and a degree, e.g., Master of Science in Criminal Justice. Occasionally, a program may con- sist only of a degree and not have a spe- ciﬁc major, as in the Master of Business Administration. “Program” may also be used in a more generic sense to modify degree/major combinations, as in “School Psychology Program.” Minor: A minor represents a student’s secondary ﬁeld of study and, by implica- tion, is different from the major. This dis- tinguishes the minor from concentrations and options. The minimum number of semester hours in a graduate minor is 12. Concentration: A concentration is a ﬁeld of study within a major. An exam- ple is Curriculum and Instruction within Education. The number of semester hours for a concentration varies, but are always included within the semester hours for the major. This distinguishes concentrations from options, which represent semester hours beyond the major. Option: An option is a set of related courses and/or experiences that comple- ments the major (as distinguished from being a ﬁeld within the major). The principal example is in education where Elementary, 63 Courses of Study ◆ART Art Electives 12 Andrew S. Arbury, Chairperson Art 702. Studio Management 3 Halide Salam, Program Coordinator Graduate Faculty Art 699. Research and Thesis 6 See Graduate Faculty list at: http://www.radford.edu/gradcollege/faculty/ Final Comprehensive Examination index.html A ﬁnal, comprehensive oral examina- tion is required of all Master of Fine Arts Graduate students in Art work with students. The examination should be taken faculty to design their course of study. during the last semester of the student’s Because of the comfortable size and ﬂex- graduate program and should be scheduled ibility of the M.F.A. program, students ben- by the student and adviser at least two weeks eﬁt from close association with profession- before graduation. The student should pres- al faculty and fellow students. The graduate ent the “Report of Final Comprehensive program draws students from many parts Examination” form to the committee at the of the United States as well as other coun- time of the examination. Forms are available tries, promoting a global perspective. The in the Graduate College Ofﬁce. Please refer M.F.A. (Master of Fine Arts) requires 60 to “Final Comprehensive Examination” on graduate hours and allows students to seek p. 56. a terminal degree in studio art. Students elect an area of concentration. ◆BUSINESS ADMINISTRATION ADMISSION REQUIREMENTS (MBA) DEGREE M.F.A. Clarence C. Rose, Program Director • Minimum grade point average of 2.75 MBA Program overall and in the major 102 Whitt Hall, (540) 831-5258 • Two letters of reference Accounting, Finance and Business Law • Statement of philosophy, overall goals Dan Davidson, Chairperson and synopsis of work Economics • B.F.A. or commensurate collegiate course Nozar Hashemzadeh, Chairperson work Management • Evidence of artistic competence is Hooshang Beheshti, Chairperson required, as demonstrated by submission Marketing of 20 slides or CD of recent work James Lollar, Chairperson Graduate Faculty Acceptance in the program is competitive. See Graduate Faculty list at: http://www.radford.edu/gradcollege/faculty/ MASTER OF FINE ARTS DEGREE index.html Art Major 60 hrs. The degree consists of 60 semester hours ADMISSION REQUIREMENTS within ﬁve areas, a M.F.A. thesis, a ﬁnal comprehensive examination and an M.F.A. Applications for admission may be made exhibition. for the fall, spring or summer semesters. Please see p. 21 for speciﬁc deadlines. Required Courses 60 hrs. Applications are reviewed following the Areas of Concentration (2-D or 3-D) 30 guidelines recommended by the Association to Advance Collegiate Schools of Business Art History 9 (AACSB). 64 Applicants must: in written and oral communication and computer usage. • meet all requirements of the Graduate College; PROGRAM REQUIREMENTS • provide ofﬁcial university and college transcripts to the Graduate College; All students in the MBA program are • provide ofﬁcial scores from the Graduate subject to academic regulations for graduate Management Admission Test (GMAT); students, which are described in detail begin- • provide two letters of reference from pro- ning on p. 45. fessors in the major area of study and/or After admission, MBA students are employers; required to complete 30 semester hours of • meet major undergraduate foundation graduate course work consisting of the fol- knowledge. lowing: Applicants should also provide additional Program Requirements 30 hrs. BUSINESS ADMINISTRATION information such as a resume of prior experi- Required Courses 24 hrs. ence/work history, evidence of creativity and leadership and a written statement on why he/ ACTG 611. Accounting for Decision she is interested in obtaining an MBA. Making and Control. 3 MGMT 621. Organizational Behavior Admission is competitive and is granted only and Management Skills. 3 to those who show high ability and likely ITEC 623. Management Information success in graduate business study. Criteria Systems. 3 used for admission include the candidate’s MGMT 624. Operations Management. 3 score on the GMAT, undergraduate grade averages and the trend of the grades during FINC 631. Financial Management. 3 undergraduate work, letters of reference, a MKTG 641. Marketing Management. 3 goals statement and work experience. ECON 651. Managerial Economics. 3 MGMT 685. Strategic Management 3 Prerequisites: Applicants must have taken Electives 6 hrs. accredited collegiate preparation in the following foundation areas (or equiva- At least one elective must be a course with lents): an International focus. Electives outside Financial Accounting and Managerial the College of Business and Economics Accounting. 1 must be approved by the director of the Macroeconomics and Microeconomics. 2 MBA program. Organizational Behavior. 3 Principles of Marketing. 3 MBA Comprehensive Examination Introduction to Business Finance. 3 Policy Statistics The Radford University MBA Calculus Comprehensive Exam is integrated with 1 ACTG 511 may be taken to satisfy both MGMT 685, Strategic Management. ﬁnancial and managerial accounting. MGMT 685 is the capstone course of the 2 ECON 505 may be taken to satisfy both MBA core curriculum. macro- and microeconomics. Each MBA student must have a 3.0 3 Must be completed at a four-year ART or higher grade point average (GPA) institution. and be near completion of the MBA Prior to enrolling in MBA classes, all Program of Study (last semester of enroll- applicants are expected to have achieved, ment or permission of the instructor) in by experience and/or education, basic skills order to enroll in MGMT 685, Strategic Management. MGMT 685 utilizes an 65 integrated business analysis project which communication. The program’s curricula also must be presented by students and a ﬁnal provide students the opportunity to 1) meet exam which includes the business man- the requirements of the Virginia Board of agement core competencies. Audiology and Speech-Language Pathology Each MBA student must make a grade for licensure in speech-language pathology of "B" or better in this capstone course and 2) meet requirements for teacher licen- in order to satisfy the comprehensive sure offered through the Virginia Department exam requirement. A student who makes of Education for those graduates who seek less than the grade of "B" must repeat employment through the Virginia Department the course and make a grade of "B" or of Education. higher to satisfy the comprehensive exam The program offers either a Master requirement. The course may be repeat- of Science or Master of Arts degree in ed only once and must be successfully Communication Sciences and Disorders, with completed within a 12-month period. A a concentration in speech-language pathology. student who fails to earn a grade of "B" A thesis is required for the Master of Arts or higher on the second attempt will be degree. A ﬁnal, comprehensive examination dropped from the program. is required of all Master of Arts and Master of Science candidates. For Master of Arts can- didates, the ﬁnal comprehensive examination will be an oral defense of the master’s thesis. ◆COMMUNICATION SCIENCES Master of Science candidates are required to AND DISORDERS pass a ﬁnal written comprehensive examina- Claire Waldron, Chairperson and tion. COSD graduate students are responsible Graduate Program Coordinator for becoming familiar with and for meeting Graduate Faculty all stated Academic Policies outlined in this See Graduate Faculty list at: catalog. http://www.radford.edu/gradcollege/faculty/ index.html ADMISSION REQUIREMENTS Prospective students should complete pro- GRADUATE PROGRAM cedures for graduate student admission as indicated in this catalog, noting the following The mission of the Department of department speciﬁc requirements: Communication Sciences and Disorders • Submit a one to two page essay which (COSD) is to develop speech-language pathol- outlines the student’s personal and profes- ogists who are ethical, thoughtful, knowledge- sional goals for pursuing a master’s degree able, skillful and capable of working inde- at Radford University pendently and in collaboration with clients, • A minimum grade point average of 3.0 families and other professionals. overall and 3.0 in all major core courses The department’s graduate program in • Three letters of reference from faculty Speech-Language Pathology is accredited by members, an adviser or clinical supervi- the Council on Academic Accreditation of the sors who are familiar with the student’s American Speech-Language-Hearing Associa- performance in major coursework tion (ASHA). The program offers academic • Graduate Record Examination score and clinical curricula that provide students with the knowledge and skills required for the Students who have not earned an undergrad- Certiﬁcate of Clinical Competence in Speech- uate degree in Communication Sciences Language Pathology (CCC-SLP). This nation- and Disorders must complete the following ally recognized professional credential is 32 credit hours of supporting coursework issued to individuals who present evidence in addition to the Required Graduate Core of their ability to provide independent clini- Courses. Students have two options for cal services to persons who have disorders of 66 completing supporting courses. The ﬁrst ACADEMIC AND CLINICAL option is to complete supporting courses REQUIREMENTS as a non-degree seeking student before applying to the Graduate Program. The COSD students are required to complete second option is to complete supporting graduate coursework and graduate clinical prac- courses after admission to the Graduate tica that meet ASHA’s 2005 Standards for the Program; in this case, all supporting courses Certiﬁcate of Clinical Competence in Speech- will appear on the ofﬁcial transcript and will Language Pathology. Students are responsible be calculated in the overall graduate grade for reading and understanding these standards, point average. which are published in the Clinic Handbook for Speech-Language Pathology. COSD 301. Anatomy and Physiology In addition to the standards printed in this of the Speech, Language and Hearing catalog, COSD graduate students are required Mechanism. 4 to meet the following academic standards: • Earn at least a “C” or better in COSD 315. Language Science and COMMUNICATION SCIENCES AND DISORDERS all COSD courses. Technology. 3 • Earn a minimum grade point aver- COSD 316. Hearing Science. 3 age of 3.0 in COSD 640 courses in COSD 330. Introduction to Audiology. 3 order to graduate with a master’s degree in Communication Sciences and COSD 401. Neuroanatomy in Disorders. Communication Disorders. 3 • If a student earns a grade of “F” in COSD 416. Current Topics in any section of COSD 640 for behavior Audiology. 3 that is not consistent with professional COSD 421. Language Development: service delivery and/or any violation Birth to Five Years. 3 of the code of ethics of the American COSD 425. Later Language Speech-Language-Hearing Association, Development. 3 the result will be automatic termination from the COSD graduate program. COSD 438. Phoenetics. 3 COSD 453. Speech-Language Disorders: Prevention, Assessment and SPEECH-LANGUAGE Intervention. 4 PATHOLOGY CONCENTRATION The deadline for applications is February 1. Admission to the program is competitive. MASTER OF SCIENCE DEGREE Final admission decisions will be made by Program Requirements 51 hrs. April 1 for Fall enrollment. The sequence of Required Core Courses 51 hrs. graduate studies begins in the Fall semester, although students may elect to complete COSD 512. Audiologic Rehabilitation. 3 academic coursework required for teacher COSD 601. Research in certiﬁcation the summer before beginning Communication Sciences and Disorders.3 the graduate sequence of courses. COSD 602. Language Disorders: Birth to Five Years. 3 COSD 604. Advanced Studies in Articulatory and Phonologic Disorders. 3 COSD 606. Fluency Disorders. 2 67 COSD 607. Language Disorders in COSD 614. Childhood Apraxia of School-Age Children and Adolescents. 3 Speech. 2 COSD 608. Motor Speech Disorders. 3 COSD 615. Voice Science and COSD 609. Aphasia. 3 Disorders. 4 COSD 610. Pediatric and Adult COSD 616. Augmentative and Dysphagia. 3 Alternative Communication. 3 COSD 611. Autism Spectrum COSD 630. Professional Disorders. 2 Development I. 1 COSD 614. Childhood Apraxia of COSD 640. Advanced Practicum in Speech. 2 Speech-Language-Hearing. 9 COSD 615. Voice Science and COSD 650. Professional Disorders. 4 Development II. 1 COSD 616. Augmentative and Alternative Communication. 3 COSD 699. Research and Thesis. 6 COSD 630. Professional COSD 511. Public School Methods in a Development I. 1 Diverse Society. While not required for a COSD 640. Advanced Practicum graduate degree, the course must be taken for Virginia teacher licensure in Speech- in Speech-Language-Hearing. 12 Language Pathology. Students should also COSD 650. Professional consult with their advisers regarding other Development II. 1 licensure requirements. MASTER OF ARTS DEGREE A thesis is a requirement for the Master of ◆CORPORATE AND Arts degree. An oral defense of the thesis is PROFESSIONAL required during the last semester of enroll- COMMUNICATION ment. Lynn Zoch, Director School of Communication Program Requirements 54 hrs. Kristin Froemling, Program Coordinator Required Core Courses 54 hrs. Graduate Faculty COSD 512. Audiologic Rehabilitation. 3 See Graduate Faculty list at: COSD 601. Research in http://www.radford.edu/gradcollege/faculty/ Communication Sciences and Disorders. 3 index.html COSD 602. Language Disorders: Birth to Five Years. 3 GRADUATE PROGRAM COSD 604. Advanced Studies in The Master of Science degree in Corporate Articulatory and Phonologic Disorders. 3 and Professional Communication is an COSD 606. Fluency Disorders. 2 applied degree designed to prepare students for a variety of careers in the public and COSD 607. Language Disorders in private sector. Students will be prepared School-Age Children and Adolescents. 3 to seek careers as communication profes- COSD 608. Motor Speech Disorders. 3 sionals in human services and in manage- COSD 609. Aphasia. 3 ment positions, as public relations specialists and as training/development coordinators. COSD 610. Pediatric and Adult Graduates of the program demonstrate a broad Dysphagia. 3 range of career possibilities. For example, COSD 611. Autism Spectrum Disorders. 2 our graduates currently hold positions in 68 ﬁelds as diverse as health care, public rela- enables the committee to select a class tions, computer software, media, higher of entering graduate students who indi- education, non-proﬁt services and govern- vidually and collectively have the potential ment. Additionally, students are prepared to to make substantial contributions to the pursue doctoral degrees. The degree provides professional and intellectual environ- a foundation of course work in both internal ment of the program, university and ﬁeld. and external organizational communication Admission is competitive. and also allows students to focus their stud- In addition to meeting the minimum ies in their speciﬁc areas of interest. requirements for the Graduate College, the following application procedures are CORPORATE AND PROFESSIONAL COMMUNICATION required: ADMISSION INFORMATION • Complete and submit the Application for Graduate Admission form, including The basic requirements for graduate ofﬁcial copies of all undergraduate and study at Radford University are given in graduate transcripts. This requirement this catalog. General requirements and proce- applies even if an applicant has not yet dures for the Master of Science in Corporate completed an undergraduate degree. and Professional Communication follow. • Take the Graduate Record Examination Detailed requirements and procedures for (GRE) Aptitude Test and include exam the degree may be found in the Corporate scores with the application. Test scores and Professional Communication Graduate more than ﬁve years old will not be Student Handbook. accepted. Subject tests offered by the (www.radford.edu/gradcomm) Educational Testing Service are not In those cases where program require- required. No other exams or tests may be ments and procedures are more stringent substituted for the GRE Aptitude Test. than those of the College of Graduate and • Provide at least three recent letters of ref- Professional Studies, the requirements and erence. procedures of the program take precedence. It • Write a short essay (typed, double-spaced will be assumed that students are thoroughly and limited to three pages in length) familiar with the requirements and procedures addressing the following issues: stated in the above documents. The ultimate a. Upon what past experiences and inter- responsibility for meeting all stated degree ests do you base your present decision requirements rests with the student. The dean to apply to this graduate program? and staff of the College of Graduate and b. How does study for the M.S. in this Professional Studies, the Graduate Program program ﬁt in with your short- and Coordinator and the graduate faculty are all long-term goals and career aspira- available to guide, advise, help interpret poli- tions? cies and otherwise assist the student in meet- c. Is there any other information, not ing degree requirements. covered elsewhere in your application, Application materials provide a vari- that you would like to share with the ety of information about an applicant’s program’s graduate admissions com- skills, talents, background, experiences, mittee? career goals, motivation, commitment and • Applicants whose native language is not potential for successful completion of the English must also take the Test of English program. The Corporate and Professional as a Foreign Language (TOEFL) and submit Communication admissions committee will scores as part of their application materials. view each applicant’s admission ﬁle as an integrated package. No single item of information will be used to reject any applicant. The application information 69 All of the above application materials Graduate Program Coordinator should be sent to: Corporate and Professional Communication College of Graduate and Professional Radford University Studies Box 6932 Radford University Radford, VA 24142 Box 6928 Letters requesting consideration for a Radford, VA 24142 Graduate Assistantship for the fall semes- ter must be received by March 1. Letters Applicants to the graduate program are requesting consideration for a Graduate normally admitted for the fall semester; how- Assistantship for the spring semester must ever, admission may be granted for the spring be received by October 1. All Graduate semester. An applicant who is applying for Assistantships are competitive. admission for the fall semester should have his or her application ﬁle completed by March 1. An applicant who is applying for OPTIONS admission for the spring semester should have his or her application ﬁle completed by There are two options in the degree pro- October 1. gram: a non-thesis option and a thesis option. Students graduating under the non-thesis option must successfully complete 30 hours GRADUATE ASSISTANTSHIP of course work and a comprehensive exami- INFORMATION nation. Students graduating under the thesis Graduate assistantships are available for option must successfully complete 24 hours of the program in Corporate and Professional course work, apply for and complete a thesis Communication. Because the degree focuses for six hours of credit and successfully com- on the education and training of communica- plete an oral defense of the thesis. (See “Final tion professionals and because those commu- Comprehensive Examination” on p. 56). nication professionals may well be called upon to educate and train others in the workplace or the classroom, the primary duties of graduate Program Requirements 30 hrs. assistants involve teaching. Required Courses 15 hrs. The Corporate and Professional Com- munication faculty believe that all graduate All students must successfully complete assistants who teach should be provided with the following core courses: the best preparation possible for educating COMM 600. Communication Theory. 3 others. Thus, all teaching assistants are pro- COMM 605. Applied Communication vided with a semester of training and practice Research. 3 under a designated mentor before those assis- tants are assigned teaching responsibilities. COMM 610. Seminar in Organizational Typically, graduate assistants who complete Communication. 3 their semester of training are assigned to work COMM 615. Seminar in Public with the mentor in teaching communica- Relations. 3 tion courses. Before assuming any teaching COMM 620. Training and duties, however, students must be approved Development. 3 for teaching assignments by the graduate fac- ulty and the teaching mentor. Non-Thesis Option 15 hrs. Applicants for admission who also wish Electives, approved by Graduate to be considered for a Graduate Assistantship Coordinator. 15 should write a letter to that effect addressed to: 70 70 Thesis Option 15 hrs. See Graduate Faculty list at: COMM 699. Research and Thesis. 6 http://www.radford.edu/gradcollege/faculty/ index.html Electives, approved by Graduate The Counseling and Human Development Coordinator. 9 program offers graduate education leading Because some students may not have to the Master of Science (M.S.) degree for completed an undergraduate degree in students interested in becoming professional communication, other factors may be taken counselors and working in elementary, mid- into consideration when assessing poten- dle and secondary schools, colleges or uni- tial. For example, sufﬁcient experience in versities and community counseling centers, a communication-related profession will be hospitals, agencies or clinics. The program taken into consideration when assessing a also trains students in student affairs and col- student’s potential. Students lacking a suf- lege counseling who are employed in college ﬁcient background in communication (as or university administration. judged by the admissions committee) may Three programs in the department were be required, prior to enrollment in graduate nationally accredited in 1996 and reaccredit- courses, to take one or more undergraduate courses to provide the necessary foundation ed in 2004 by the Council for Accreditation of for graduate study in communication. These Counseling and Related Educational Programs COUNSELING AND HUMAN DEVELOPMENT courses may not be counted as a portion of (CACREP). Accredited programs include the 30 hours required to complete the degree. Community Counseling, School Counseling and College Counseling. The program is also accredited by the National Council for the ACCELERATED BACHELOR’S/ Accreditation of Teacher Education (2004) MASTER’S DEGREE and the Virginia Department of Education CORPORATE AND (2004). These certiﬁcation and accreditation PROFESSIONAL achievements certify that the department offers COMMUNICATION the highest quality professional education The objective of the accelerated available in the counseling and student affairs Bachelor’s/Master’s degree program in professions. Corporate and Professional Communication is is to provide a means by which excep- PROFESSIONAL ENDORSEMENTS tional undergraduate students at Radford AND LICENSURE University may complete the requirements for both the Baccalaureate and Master’s Courses in the department are often used degrees at an accelerated pace. for educational endorsements and for state For information on accelerated programs, licensure by professional regulatory boards see p. 52. For more information contact the such as the Commonwealth of Virginia Department of Communication, the graduate Department of Health Professions Board of admissions ofﬁce or consult the web at http:// Counseling and other licensing agencies. www.radford.edu/gradcollege. Students with master’s degrees seeking endorsements in School Counseling, need- ing specialized courses or seeking to enroll ◆COUNSELING AND HUMAN in supervised clinical practica or internships DEVELOPMENT in community counseling leading to licen- Alan Forrest, Chairperson and sure as a Licensed Professional Counselor, Graduate Program Coordinator must complete the following advanced Graduate Faculty level course sequence prior to enrolling in any of the department’s clinical intern- ships. The sequence of required courses are: 71 71 COED 641: Practicum: Individual • Counseling and psychotherapy tech- Counseling Techniques and COED 642: niques; Practicum: Group Counseling Techniques. • Human growth and development; COED 641 and COED 642 must be com- • Group counseling and psychotherapy, pleted in the Department prior to enrolling theories and techniques; in any counseling internship offered in the • Career counseling and development the- department. Other courses offered by the ories and techniques; department can be taken for the purpose • Appraisal, evaluation and diagnostic pro- of professional endorsement certiﬁcation or cedures; licensure with approval of the Chair. • Abnormal behavior and psychopathol- ogy; SPECIALIZED ENDORSEMENTS • Multicultural counseling, theories and AND LICENSURE FEATURES techniques; • Research; • Diagnosis and treatment of addictive School Counseling (K-12): disorders; Graduates of the school counseling program • Marriage and family systems theory; are eligible to obtain licensure by the state at and the kindergarten through grade 12 (K-12) • Supervised internship of 600 hours to level. Licensure as a Virginia school counselor include 240 hours of face-to-face client requires the candidate have a master’s degree contact. from a state approved program in counseling. The Department of Counselor Education has identiﬁed courses which may be taken to Licensed Professional Counselors (LPC): satisfy the core areas listed above. Students Radford University’s Counselor Education wishing to pursue licensure in Virginia should Department provides academic course work consult with their adviser in planning their that meets degree requirements established by program of study. the Virginia Board of Counseling for licen- sure as a Licensed Professional Counselor. Courses identiﬁed in the Department of Counselor Education: Licensure for Professional Counselor in Virginia EDEF 606. Educational Research. The Commonwealth of Virginia, COED 610. Human Growth and Department of Health Professions, Board Development. of Counseling is the state agency that deter- COED 611. Introduction to Counseling mines licensure for professional counselors Theories and Techniques. in Virginia. The state of Virginia requires that the applicant for licensure shall have COED 612. Professional, Ethical, and Legal completed 60 semester hours or 90 quarter Issues in Counseling. hours of graduate study in the following COED 613. Career Counseling. core areas, with a minimum of 3 semester COED 614. Group Counseling Theories hours or 4.5 quarter hours in each of the and Techniques. areas identiﬁed as follows: COED 615. Assessment and Appraisal • Professional identity, function and eth- Techniques in Counseling. ics; COED 616. Cultural and Diversity • Theories of counseling and psychothera- Counseling. py; 72 COED 620. Psychopathology, Diagnosis, successfully passing the National Counselors and Treatment Planning. Examination (NCE) offered upon comple- COED 633. Gender Issues in Counseling. tion of the program. COED 635. Human Sexuality Issues in Counseling. ADMISSION REQUIREMENTS COED 637. Death, Loss and Grief Admission to the program is competitive Counseling. and the department values diversity in its student population. Prospective students COED 641. Practicum: Individual are selected for the program based on their Counseling Techniques. ability to complete academic requirements COED 642. Practicum: Group of the program, personal qualiﬁcations nec- Counseling Techniques. essary for success in the counseling and student affairs profession and appropriate- COED 650. Introduction to Community ness of professional goals. Mental Health Counseling. The Admissions Committee of the COED 670. Counseling Children and department will evaluate academic quali- Adolescents. ﬁcations and potential for success in the program based on an admissions applica- COED 680. Couples and Family tion portfolio. Applicant admissions port- Counseling: Theory and Methods. folios are evaluated throughout the year, COED 681. Couples and Family but matriculation as a student into the Counseling: Strategies and Techniques. Counselor Education program is restricted to summer and fall terms only. Priority COED 685. Foundations of Play admission deadline is February 1 for sum- Therapy. mer and fall admissions. The space-avail- COED 686. Overview of Substance able admission deadline is April 15 for Abuse and Addictive Disorders. summer and fall admissions. Admissions decisions are made based COED 688. Crisis Intervention and on an overall evaluation of all stated crite- Trauma Counseling. ria. Failure to meet a minimum criterion in COED 690. Internship in Community one area will not necessarily be cause for Mental Health Counseling. rejection of admission. COED 699. Research and Thesis The admissions portfolio shall include: • Minimum undergraduate GPA of 2.75 or Only those students who already have higher a master's degree or are seeking licensure • Ofﬁcial transcripts of all prior under- will be permitted to enroll in Counselor graduate and graduate work; Education (COED) courses. Special per- • A maximum of 9 credit hours may be mission for students seeking a master's transferred into the Counselor Education degree in another department can request program with the exclusion of the fol- permission to enroll in classes from the lowing clinical courses: COED 611, department chair. COED 641, COED 642 and COED 690- 694; NATIONAL CERTIFICATION: • Graduate Record Examination (GRE) or Miller Analogies Test (MAT) scores are Counselors in all three concentra- required; tions – Student Affairs, Community • Three personal reference letters submit- and School Counseling – can earn the ted to the Graduate College; and national certiﬁcation from the National • Admissions Essay, limited to three Board of Certiﬁed Counselor (NBCC) by pages, including experiences, interests 73 and other factors central to your deci- examination. The master’s thesis is directed sion to apply to the program and short- by graduate faculty in the department. and long-term goals and career aspira- Students who plan to write a master’s thesis tions related to the program. should begin designing their research and Admission is competitive. Approxi- planning the thesis during their ﬁrst year mately 40 new students are admitted for in the program. A thesis grade is recorded fall matriculation each year. “Pass” or “Fail.” PROGRAMS OF STUDY ACADEMIC QUALITY STANDARDS School Counseling (K-12) The following courses must be com- The school counseling program con- pleted with a "B" or better: COED 610. sists of 48 credit hours of courses in the Human Growth and Development, COED Counselor Education Department, includ- 611. Introduction to Theories and Techniques, ing three hours of elective approved by COED 612. Professional, Ethical, and Legal the faculty adviser. The school counsel- Issues in Counseling, COED 614. Group ing program educates and trains students Counseling Theories and Techniques, COED to become knowledgeable, thoughtful and 641. Practicum: Individual Counseling skillful counselors at K-12 levels. Techniques and COED 642. Practicum: The curriculum includes core cours- Group Counseling Techniques. Furthermore, es which introduce the student to human any student receiving more than two C’s growth and development, counseling theory, or lower in graduate courses attempted at professional issues in counseling and con- Radford University will be dismissed from the sulting skills. A blend of other courses are Counselor Education program. more speciﬁcally directed toward continued development of school counseling knowl- COMPREHENSIVE edge and thoughtful application of this EXAMINATIONS knowledge in self development and clinical practice. Finally, the curriculum focuses A written comprehensive examination, on the integration of knowledge, skills and scheduled in the fall and spring semester, is abilities into a skillful counselor. required of all students who do not elect to Licensure as a Virginia school counselor write a thesis. Students are eligible to take requires that the candidate have a master’s the examination as of the semester in which degree from a state approved program in they complete all required core coursework. Additionally, all students who register to take counseling. The school counseling concen- the comprehensive examination must have tration requires 48 semester hours of course an approved letter of candidacy and have a work and is CACREP accredited. It prepares signed copy of their program of study on ﬁle students for state license as school counsel- with the Graduate College. A student must ors in Virginia and similar states. Graduates complete the examination no later than two of the program are prepared to be licensed weeks prior to graduation. The comprehen- by the state at the K-12 grade levels. sive examination is a written examination and typically includes essay and objective exami- Student Affairs nation questions. (See “Final Comprehensive Examination” on p. 56.) The Student Affairs program educates future student affairs administrators, student Thesis Option: development educators and counselors who Students may elect to write a master’s are skilled in assessing and promoting stu- thesis instead of taking the comprehensive dent growth and development in the context 74 of higher education. The program leads to a MASTER OF SCIENCE IN Master of Science Degree through integrat- COUNSELING AND HUMAN ing academic course work with practicum DEVELOPMENT and internship experience. The program has student development, The following core courses are required of counseling and administrative emphases. students in all concentrations. Additional Student development theory permeates the course requirements for each of the concen- program and provides an essential knowl- trations are listed below: edge base upon which counseling, student development education and student affairs Program Requirements 48 hrs. administration are built. Students decide Required Courses 30 hrs. between two options of study: Student Affairs or College Counseling. Both pro- EDEF 606. Educational Research. 3 grams require 48 semester credit hours. COED 610. Human Growth and The administrative track addresses Development. 3 knowledge and skill development in the COED 611. Introduction to Counseling administration and management within an Theories and Techniques. 3 academic community. The counseling track includes knowledge COED 612. Professional, Ethical, and and skill development in areas of assessing, Legal Issues in Counseling. 3 diagnosing, developing and implementing COED 613. Career Counseling and counseling interventions, services and pro- Development. 3 grams in an academic community. This specialization in College Counseling is COED 614. Group Counseling Theories CACREP accredited. and Techniques. 3 COED 615. Assessment and Appraisal Community Counseling Techniques in Counseling. 3 The community counseling program is a CACREP accredited program designed COED 616. Cultural and Diversity to provide knowledge, skills and abili- Counseling. 3 ties necessary for counselors to work in a COED 641. Practicum: Individual variety of community settings, including Counseling Techniques. 3 mental health centers, substance abuse pro- grams, marriage and family clinics, career COED 642. Practicum: Group counseling agencies, social service agen- Counseling Techniques. 3 cies and employee assistance programs in business and industry. Students enrolled in the community counseling option are SCHOOL COUNSELING (K-12) required to take 48 hours within the College CONCENTRATION of Education and Human Development. Through course work, practica and clinical Required Courses 18 hrs. internship placements, students may pre- pare to practice as a Licensed Professional COED 620. Psychopathology, Counselor, Private Practice Counselor, Diagnosis, and Treatment Planning. 3 Community Mental Health Counselor, COED 670. Counseling Children and Clinic or Hospital Psychotherapist, Career Adolescents. 3 Counselor, Employee Assistance Counselor, COED 671. Secondary School Gerontology Counselor, Marriage and Counseling. 3 Family Counselor and Substance Abuse Counselor. 75 COED 691. Internship in Elementary STUDENT AFFAIRS CONCENTRATION- School Counseling. 3* ADMINISTRATION COED 692. Internship in Middle School Required Courses 18 Counseling OR 3 COED 660. Introduction to Student COED 693. Internship in High School Affairs in Higher Education. 3 Counseling. 3 COED 661. The College Student Elective approved by faculty adviser 3 Developmental Theories. 3 *Internships: Students must enroll in an COED 662. Student Affairs internship in elementary school counseling Administration. 3 for three credit hours with the distribution COED 663. Leadership and of an additional three credit hours selected Organizational Behavior. 3 between middle or high school internships. COED 694. Internship Student Affairs. 3, 3 COMMUNITY COUNSELING CONCENTRATION ◆CRIMINAL JUSTICE Required Courses 18 Mary Atwell, Chairperson COED 620. Psychopathology, Graduate Faculty Diagnosis, and Treatment Planning. 3 See Graduate Faculty list at: http://www.radford.edu/gradcollege/faculty/ COED 650. Introduction to Community index.html Mental Health Counseling. 3 COED 680. Couples and Family Counseling: Theory and Methods. 3 GRADUATE PROGRAM COED 686. Overview of Substance Abuse and Addictive Disorders. 3 The graduate program in criminal jus- tice allows students to prepare for lead- COED 690: Internship in Community ership, advanced careers, and/or doctoral Agency Counseling. 3, 3 education in criminal justice and related ﬁelds. The program is designed both to STUDENT AFFAIRS CONCENTRATION – enhance students’ existing capabilities and to COUNSELING develop unique competencies and skills for future academic/career goals. Students are Required Courses 18 required to complete a minimum of 36 semes- COED 620. Psychopathology, ter hours for either the Master of Arts or the Diagnosis, and Treatment Planning. 3 Master of Science degree in criminal justice. Further program information, including mis- COED 660. Introduction to Student sion, learning outcomes, and student hand- Affairs in Higher Education. 3 book, is available online (http://crju-web.asp. COED 661. The College Student and radford.edu/crjugrad.htm). Developmental Theories. 3 COED 662. Student Affairs Administration. 3 ADMISSION REQUIREMENTS COED 694. Internship in Student • Submission of an Application for Graduate Affairs. 3, 3 Admission, including ofﬁcial transcripts for 76 all prior undergraduate and graduate course- CRJU 610. Historical Perspectives in work Criminal Justice. 3 • A maximum of six credit hours may be trans- CRJU 620. Judicial Behavior. 3 ferred into the program CRJU 630. Organizational Theory. 3 • Two letters of reference from persons able to evaluate the student’s academic CRJU 635. Foundations of Law ability/potential (at least one letter must Enforcement. 3 come from a person outside the Radford CRJU 638. Foundations of Corrections.3 University Criminal Justice faculty) CRJU 643. Social Awareness. 3 • An original writing sample by the appli- cant consisting of ﬁve typed pages with CRJU 645. Organizing and Planning appropriate references on "the most impor- Community-based Corrections. 3 tant current problem in criminal justice." CRJU 650. Criminal Justice Ethics. 3 CRJU 660. Issues in Criminal Justice. 3 Applications will not be reviewed until all materials (including references, writing sam- CRJU 684. Criminal Justice Graduate Internship. 3 ple and transcripts) are complete. Please refer to p. 21 for application deadlines. CRJU 690. Topical Seminar. 3 CRJU 698. Directed Study. 3 MASTER OF SCIENCE IN Free Electives 6 hrs. CRIMINAL JUSTICE Any approved graduate class may be used Students pursuing the Master of Science for completion of the Master of Science degree, degree in criminal justice must complete including those electives listed above. a minimum of 36 semester hours from among the following areas: Required core Criminal Justice Minor 12 hrs. courses (18 credits), CRJU electives (12 A minor in criminal justice at the graduate credits), free electives (6 credits). level will consist of a minimum of 12 semester hours (four courses). A criminal justice gradu- Program Requirements 36 hrs. ate faculty member must, in consultation with other graduate faculty members, approve the Required Core Courses 18 hrs. four courses that will constitute the minor. CRJU 600. Survey of Criminal Justice. 3 Comprehensive Written and Oral CRJU 655. Constitutional Law and the Examination Criminal Justice System. 3 Students completing the Master of Science CRJU 670. Criminal Justice Research degree must complete comprehensive writ- Methods. 3 CRIMINAL JUSTICE ten and oral examinations as a requirement CRJU 671. Quantitative Methods in for graduation. Students should present the Criminal Justice Research. 3 “Report of Comprehensive Examination” CRJU 675. Studies in Criminological to the committee at the time of the oral Theory. 3 examination. CRJU 691. Public Policy and Criminal Justice. 3 MASTER OF ARTS IN Criminal Justice Electives 12 hrs. CRIMINAL JUSTICE CRJU 580. Mediation and Criminal Students pursuing the Master of Arts Justice. 3 degree in Criminal Justice must complete CRJU 590. Seminar. 3 a minimum of 36 semester hours from 77 among the following areas: Required core Comprehensive Written and Oral courses (18 credits), CRJU electives (12 Examination credits) and research and thesis (6 credits). Students completing the Master of Arts degree are exempt from the comprehensive Program Requirements 36 hrs. written examination. The student is required to successfully complete the oral defense/ Required Courses 18 hrs. oral examination as a requirement for CRJU 600. Survey of Criminal Justice. 3 graduation. CRJU 655. Seminar in Civil Liberties and Criminal Law. 3 ACCELERATED BACHELOR’S/ CRJU 670. Criminal Justice Research MASTER’S DEGREE IN CRIMINAL Methods. 3 JUSTICE CRJU 671. Quantitative Methods in Exceptional undergraduate students at Criminal Justice Research. 3 Radford University may complete require- ments for baccalaureate and master’s CRJU 675. Studies in Criminological degrees in ﬁve rather than six years. Theory. 3 For information on accelerated programs CRJU 691. Public Policy and Criminal see p. 52. For more information contact Justice. 3 the Department of Criminal Justice, the Graduate Admissions ofﬁce or consult the web at: http:www.radford.edu/gradcollege. Criminal Justice Electives 12 hrs. CRJU 580. Mediation and Criminal Justice. 3 CRJU 590. Seminar. 3 ◆EDUCATION Sandra Moore, Director, School of CRJU 610. Historical Perspectives in Teacher Education and Leadership Criminal Justice. 3 Betty Dore, Assistant Director and CRJU 620. Judicial Behavior. 3 Program Coordinator CRJU 630 Organizational Theory. 3 Graduate Faculty CRJU 635. Foundations of Law See Graduate Faculty list at Enforcement. 3 http://www.radford.edu/gradcollege/faculty/ CRJU 638. Foundations of Corrections.3 index.html CRJU 643 Social Awareness. 3 GRADUATE PROGRAM CRJU 645. Organizing and Planning Community-based Corrections. The School of Teacher Education and CRJU 650. Criminal Justice Ethics. 3 Leadership offers programs leading to the Master of Science Degree. CRJU 660. Issues in Criminal Justice. 3 M.S. in Education p. 80 CRJU 684. Criminal Justice Graduate M.S. in Educational Leadership p. 83 Internship. 3 M.S. in Reading p. 103 CRJU 690. Topical Seminar. 3 M.S. in Special Education p. 111 CRJU 698. Directed Study. 3 Graduate studies in the School of Research and Thesis 6 hrs. Teacher Education and Leadership are CRJU 699. Research and Thesis. 6 designed to prepare graduate students for administrative, supervisory and related 78 instructional and non-instructional posi- • Most practica/internships are taken in the tions in Virginia’s educational system. latter half of the graduate program and Each major or program of study requires have speciﬁc prerequisites or corequi- a series of courses unique to that discipline. sites. Careful selection of electives and support- • Any practicum/internship must be taken ing courses permits a graduate student to during a semester in which the student has develop an individualized program of study sufﬁcient time to devote to the experience. with an emphasis on one or more of the fol- • Scheduling a practicum or internship lowing areas: results-oriented teaching skills should be done in consultation with the (pre-school through adult education); prepa- student’s adviser or practica supervisor. ration for various professional areas within • Travel time, expenses and the availability education; additional endorsement for teach- of a qualiﬁed supervisor in cooperating ers already licensed; preparation for doctoral school or other host agency supervisors studies. are all considered in determining place- Potential graduate students who wish to be ment sites. licensed in any ﬁeld in education are encour- • When possible, students are encouraged aged to contact Dr. Betty Dore, Assistant to enroll in a practicum or internship dur- Director in the School of Teacher Education ing the regular academic year. and Leadership, at (540) 831-5843; • Some experiences require the presence email@example.com to discuss options for of children and can be taken only when obtaining either initial licensure to teach or school is in session. add-on endorsements. • Students must submit an application one month in advance of the practicum or internship to ensure the availability ADMISSION REQUIREMENTS of the site and appropriate supervision. EDUCATION Admission to the graduate studies pro- Application forms are available from the grams administered by the School of Teacher departmental ofﬁce in Peters Hall A002. Education and Leadership is determined using the following sources: Comprehensive Examinations • Minimum grade point average of 2.75 A comprehensive examination is overall and in the major required of all students during the semester • Scores from the Graduate Record Exami- in which degree requirements are complet- nation (verbal and quantitative) or the ed. The examination should be scheduled Miller Analogies Test in consultation with the student’s adviser. • Two letters of reference (See “Final Comprehensive Examination Please refer to pages 21 - 23 for applica- on p. 56.) A written examination should tion deadlines. be scheduled well in advance of the close of the semester (three to fours weeks is Practica and Internships recommended) in order to allow sufﬁcient Practica and/or internships are required time for evaluation. in most programs in the department. These experiences allow graduate students to apply Initial Teacher Licensure the knowledge gained in coursework to edu- Persons seeking initial licensure to teach cational settings. Several important points to in the elementary, middle or secondary remember with regard to registering for and schools should contact Dr. Betty Dore for completing a practicum or internship include assistance and guidance before applying the following: for admission to graduate studies. Dr. Dore can be contacted at (540) 831-5843 or firstname.lastname@example.org. 79 MASTER OF SCIENCE DEGREE • A minimum of 18 semester hours of IN EDUCATION approved graduate course work in a con- tent area (18 credits). Common Core All students enrolled in the Master of At the present time, two areas of study Science in Education degree are required to are available for students under this con- complete 12 semester hours of course work centration: that comprise a common core or common knowledge base. To the extent possible, • Information Technology students are encouraged to complete the • Music Education common core courses early in their pro- Since the development of content areas gram of study, particularly the research of study under this concentration may course. Courses required in the common not coincide with current catalog informa- core are: tion, students should contact the Graduate Program Coordinator for information on EDET 620. Educational Technology: areas of study that are available. Applications, Applied Research and Integration. 3 CURRICULUM AND INSTRUCTION EDEF 606. Educational Research. 3 CONCENTRATION EDUC 681. International Education. 3 EDEF 607. Educational Foundations. 3 Program Requirements 30 hrs. A minimum of 30 semester hours of Programs of Study graduate course work (including the com- In developing a program of study, students mon core) are required for the degree and a select one of six concentrations within the concentration curriculum and instruction. M.S. degree in Education: This concentration allows professional edu- • Content Area Studies cators opportunity to expand their profes- • Curriculum and Instruction sional development and enhance skills in • Early Childhood Education teaching and content knowledge. The con- • Educational Technology centration requires a minimum of 18 semes- • Library Media ter hours of graduate work outside the com- • Teaching English as a Second Language mon core, with at least one course selected from each of the following areas: CONTENT AREA STUDIES • Curriculum Development CONCENTRATION • Reading • Teaching, Assessment and Evaluation Program Requirements 36 hrs. • Special Education The degree with a concentration in • Students may also select courses in the Content Area Studies requires a minimum teaching discipline as approved by the of 36 semester hours of graduate course adviser. work, including: • Common core courses (12 credits). See adviser for required courses. • Elective courses in education in addition to the common core. These electives EARLY CHILDHOOD EDUCATION will be selected in consultation with the CONCENTRATION adviser and will be designed to comple- ment the student’s academic and career Program Requirements 30 hrs. goals (6 credits). The degree with a concentration Early Childhood Education requires a total of 30 semester hours of graduate work consisting 80 of 12 required hours in the common core 3. Classroom teachers who hold a valid and 18 hours of additional study. The 18 teaching license and have previously hours must be course work related to early earned the master’s degree may work childhood education and the program of toward an add-on endorsement by com- studies will be designed in close consulta- pleting only the courses required for the tion with the adviser. endorsement. Close contact with the academic adviser EDUCATIONAL TECHNOLOGY is very important to ensure that the appro- CONCENTRATION priate program is followed that is compat- ible with prior academic work and current Program Requirements 33 hrs. licensure status. The degree with a concentration in Educa-tional Technology requires a total of Courses required in addition to the com- 33 semester hours of graduate work consist- mon core include the following: ing of 12 required hours in the common core and 21 hours in the major area of emphasis. EDLS 608. Child and Adolescent In consultation with the adviser, each Literature for Library Media Specialists. 3 student will develop a major area of study EDLS 610. Developing Library with 21 hours of course work: Collections. 3 EDLS 612. Reference Materials and EDET 619. Instructional Design. 3 Services. 3 EDET 630. Instructional Graphics and EDLS 614. Organization of Library Visualization. 3 Media Center Materials. 3 EDET 640. Multimedia Technologies for EDLS 616. Developing Partnerships for Instruction. 3 Learning. 3 EDET 650. Instructional Integration of the EDLS 618. Production and Evaluation Internet. 3 of Educational Media. 3 EDET 689. Practicum in Educational EDET 629. Administration of Media/ Media/Technology. 3 Technology. 3 Electives 6 EDET 689. Practicum in Educational Media/Technology 3 LIBRARY MEDIA or CONCENTRATION EDUC 640. Internship. (if seeking initial licensure) 6 Program Requirements 36 hrs. The concentration in library media under the Master of Science in Education degree allows three opportunities for persons to TEACHING ENGLISH AS A SECOND obtain licensure as a library media special- LANGUAGE CONCENTRATION ist in grades PK-12: 1. Students with an undergraduate degree Program Requirements 30 hrs. in another subject area to secure licen- The Master of Science degree in Educa- sure as a library media specialist while tion, with a concentration in Teaching completing a Master of Science degree English as a Second Language (TESL), in Education. allows students to develop knowledge of 2. Classroom teachers who hold a valid second language acquisition theory based teaching license may either complete the on sound educational practices. Emphasis degree and the concentration or complete is given to the interconnectedness of plan- only those courses required for an add-on ning, delivery and assessment of second endorsement as a library media specialist. 81 language instruction. The concentration in ENGL 663. Linguistics. 3 TESL provides graduates with the back- EDLI 602. ESL: Applied Linguistics 3 ground necessary to work in either admin- EDLI 603. ESL: Analysis and Application istrative or teaching positions. Students of Instructional Techniques. 3 who are licensed may also seek an add-on EDRD 688. Advanced Study in Reading.3 endorsement. The program is an excel- EDLI 604. Second Language Assessment lent preparation to pursue doctoral studies, Principles. 3 teaching, program administration, teacher supervision and curriculum development. Electives (selected in consultation The TESL specialization may be completed with the adviser) 3 hrs. in 1.5 to 2 years. Students seeking an endorsement in TESL should consult the School of Teacher ADMISSION REQUIREMENTS Education and Leadership at (540) 831- Requirements and considerations related 5302. Each candidate for endorsement to admission to the program include the must also complete six hours of college- following: level instruction in a modern foreign lan- • Students who have not met the prere- guage. quisites for admission to the Master of Science in Education must complete up to nine hours of prerequisites in Education with at least one course or experience in ◆EDUCATIONAL LEADERSHIP Special Education. Sandra Moore, Director, School for • Students choosing this concentration Teacher Education and Leadership must meet the requirements for admis- Betty Dore, Assistant Director sion to the College of Graduate and William Flora, Program Coordinator Professional Studies. • Students wishing to specialize in Teach- Graduate Faculty ing English as a Second Language who See Graduate Faculty list at have not completed undergraduate work http://www.radford.edu/gradcollege/faculty/ in English beyond the general education index.html requirements, which are a minimum of The Master of Science Degree in nine to 12 credits, will also be required Educational Leadership is designed to pre- to complete up to nine hours of work in pare professional personnel to ﬁll positions English. as preK-12 school principals or instruc- • Students must demonstrate that they have tional supervisors in Virginia. Endorsement completed six semester hours of university- in administration in Virginia requires a level course work in a foreign language minimum of three years of successful K-12 with a grade point average (GPA) of 3.0. teaching experience prior to beginning a Non-native English speaking students must graduate program in this area. Successful have passed the TOEFL exam with a mini- completion of this program of study would mum score of 550 for admission to the lead to a license in preK-12 school admin- Graduate College and the M.S. in education istration and supervision. degree. ADMISSION REQUIREMENTS: In addition to the courses required in the common core, students are required to • Undergraduate GPA of 2.75 or better. complete an additional 18 semester hours • Ofﬁcial test scores from either the of graduate course work as follows: Graduate Record Examination (GRE) or the Miller Analogies Test (MAT) 82 82 factored in with undergraduate or gradu- EDEL 626. The School and Community ate grade point average (GPA) to derive Relations. 3 acceptable cutoffs. EDEL 630. Legal and Ethical Dimensions • Minimum of three years K-12 classroom of School Administration. 3 teaching experience. • Three references, one of which is from EDEL 690. Internship. 6 most recent principal, one from current Elective 3 superintendent or designee. • Writing sample to be completed which EDUCATIONAL LEADERSHIP OPTION 2 - MASTER OF details applicant’s philosophy of teaching, SCIENCE EDUCATIONAL learning and administration garnered over LEADERSHIP W/ LICENSURE the years of classroom teaching experi- Option 2 (30 hours) is designed to ence (two pages typed, double-spaced, 12 culminate in a Master's degree with a pt. font, with one-inch margins). recommendation of endorsement in pre- Please refer to pages 21 - 23 for applica- K-12 administration and supervision. This tion deadlines. option is for students who hold a prior mas- The Educational Leadership Program ter's degree from an accredited program. offers two MS degree options; a 36-hour MS in Education degree (Option 1), and a Required Courses 30 hrs. 30-hour MS in Education degree (Option EDEL 612. Introduction to School 2) Administration. 3 EDEL 614. Supervision and Evaluation OPTION 1 -MASTER OF of Instruction. 3 SCIENCE EDUCATIONAL EDUC 615. Principles of Curriculum LEADERSHIP W/ LICENSURE Development. 3 Option 1 (36 hours) is designed to cul- minate in a master’s degree with a recom- EDUC 617. Models of Teaching. 3 mendation of endorsement for full preK- EDEL 621. Organization and 12 administration and supervision. This Management of Public Schools. 3 option is for students who DO NOT hold a prior master's degree from an accredited EDEL 624. Technology for School program. Administrators. 3 EDEL 626. The School and Community Required Courses 36 hrs. Relations. 3 EDEL 612. Introduction to School EDEL 630. Legal and Ethical Administration. 3 Dimensions of School Administration. 3 EDEL 614. Supervision and Evaluation EDEL 690. Internship. 6 of Instruction. 3 EDUC 615. Principles of Curriculum Development. 3 FIELD EXPERIENCE & LICENSURE EDEF 606. Educational Research. 3 In order to be fully licensed, a student EDUC 617. Models of Teaching. 3 must complete an internship. An internship consists of a total of 360 hours of adminis- EDEL 621. Organization and tration experience in local schools and/or Management of Public Schools. 3 in a division ofﬁce setting. Students may EDEL 624. Technology for School begin the ﬁeld placement after six hours Administrators. 3 83 83 in the program at a time (in 2 hour incre- British and American literature. Students ments). Each 2.0 hour unit of the internship who choose English Education as consists of 120 clock hours working with a an area of study may receive the M.S. mentor principal/central ofﬁce supervisor. degree with initial teacher licensure or The administrative internship is required add a master’s degree endorsement to an for licensure as a preK-12 supervisor. existing license. Initial teacher licensure is not available with the M.A. degree. The program emphasizes independent research LICENSURE REQUIREMENTS – using both print and electronic sourc- es – and the writing of scholarly papers The School Licensure Leadership Assess- based on a critical understanding of lit- ment (SLLA) by ETS is required by the erature’s aesthetic and humanistic values Commonwealth of Virginia, prior to and of its social, historical and cultural receiving the pre K-12 Administration and signiﬁcance. The program also offers stu- Supervision license. dents the opportunity to take courses and Radford University’s Master of Science to pursue interests in contemporary critical in Educational Leadership provides stu- theory, creative writing, technical writing, dents the opportunity to prepare for the role linguistics and the teaching of English. of school principal and/or central ofﬁce supervisor licensure at the preK-12 level. Completion of the Master of Arts or Master All program requirements are to be com- of Science degree normally requires three or pleted before registering for the SLLA. four semesters for full-time students. ADMISSION REQUIREMENTS ◆ENGLISH • Graduate Record Examinations scores Rosemary Guruswamy, Chairperson typically of 500 or above verbal, of 4.5 Paul Witkowsky, Program Coordinator or above analytical. • Students pursuing the Master of Science Graduate Faculty or Master of Arts degree in English must See Graduate Faculty list at: have earned a minimum of 21 semester http://www.radford.edu/gradcollege/faculty/ hours of credit in English at the under- index.html graduate level with a 2.75 GPA. GRADUATE PROGRAM NOTE: Although not required for admis- sion, graduate students pursuing initial The graduate program in English, which teacher licensure must have the following leads to a Master of Arts or Master of in order to meet Virginia licensure require- Science degree, prepares students for teach- ments: (1) a minimum of 27 semester hours ing at the secondary and college levels; for of credit in English at the undergraduate further graduate study in pursuit of the level with a 2.75 GPA; 2) completion of doctoral degree; and for entry into various EDUC 309 or equivalent; 3) completion of professions where critical thinking, com- EDSP 362 or equivalent; 4) completion of munication skills and writing are valued EDRD 416 or equivalent. and employed. • Two letters of recommendation. Graduate study in English provides • At the time of application to the Graduate students with an opportunity to devel- College, all applicants must submit a sam- op skills in literary scholarship and ple of expository writing, which may be a criticism through an intensive study of previously graded undergraduate paper, to: 84 Graduate Program Coordinator Other Required Courses (Students choose an Department of English area of study in one of the following: British Box 6935 Literature, American Literature, English Radford University Education) Radford, VA 24142 British Literature • Applicants for Graduate Teaching Fellowships must submit an addition- at least 9 hours chosen from the following al recommendation (in addition to the courses: two required for graduate admission) ENGL 631. Studies in Middle English and a statement of teaching philosophy Literature. to the Graduate Program Coordinator. ENGL 633. Studies in English Guidelines for this statement are avail- Renaissance. able from the Coordinator. Please refer to pages 21 - 23 for application ENGL 635. Studies in Restoration and deadlines. 18th Century British Literature. ENGL 637. Studies in 19th Century General Requirements British Literature. The student must maintain a "B" average. ENGL 639. Studies in 20th Century Literature. ENGLISH No more than 20 percent of the total credit ENGL 653. Studies in Women’s hours taken for graduate credit may be in Literature. 500-level courses. Appropriate ENGL 680. Special Topics in Graduate students pursuing initial teacher English. licensure must also (1) submit passing scores for Virginia on the appropriate Praxis American Literature I and Praxis II tests before completion of 12 at least 9 hours chosen from the following semester hours; (2) meet qualiﬁcations for courses: acceptance and retention in the Secondary ENGL 546. Appalachian Folklore. Education Licensure Program in English. ENGL 639. Studies in 20th Century Literature. MASTER OF ARTS IN ENGLISH ENGL 644. Studies in American Program Requirements 30 hrs. Literature I (to 1861). Required Core Courses 9 hrs. ENGL 645. Studies in American Literature II (since 1861). ENGL 600. Introduction to Literary Scholarship. 3 ENGL 648. Studies in Oral and Written Literature of Appalachia. ENGL 621. Principles of Literary Criticism.* 3 ENGL 653. Studies in Women’s Literature. ENGL 663. Linguistics.* 3 Appropriate ENGL 680. Special Topics Required M.A. Course in English. ENGL 699. Research and Thesis. 6 English Education, Non-licensure (12 hours listed below) ENGL 502. Teaching Writing.* 3 85 ENGL 629. Critical Approaches to Appropriate ENGL 680. Special Topics Teaching Literature. 3 in English. ENGL 563. Grammar and Language for Teachers.* 3 American Literature at least 9 hours chosen from the following EDEF 606. Educational Research. 3 courses: ENGL 546. Appalachian Folklore. Electives *ENGL 621, ENGL 663, ENGL 502, ENGL 639. Studies in 20th Century ENGL 563 may be replaced by an elective if Literature. an undergraduate equivalent was completed. ENGL 644. Studies in American Literature I (to 1861). ENGL 645. Studies in American MASTER OF SCIENCE IN ENGLISH Literature II (since 1861). ENGL 648. Studies in Oral and Written Program Requirements 33 hrs.* Literature of Appalachia. Required Core Courses 9 hrs. ENGL 653. Studies in Women’s Literature. Appropriate ENGL 680. Special Topics ENGL 600. Introduction to Literary in English. Scholarship. 3 ENGL 621. Principles of Literary English Education, Non-licensure Criticism.* 3 ENGL 502. Teaching Writing.* 3 ENGL 663. Linguistics.* 3 ENGL 563. Grammar and Language Other Required Courses for Teachers.* 3 (Students choose an area of study in one of ENGL 629. Critical Approaches to the following: British Literature, American Teaching Literature. 3 Literature, English Education—non-licen- sure or English Education with initial EDEF 606. Educational Research. 3 teacher licensure) English Education with initial secondary British Literature teacher licensure (grades 6-12): at least 9 hours chosen from the following courses: Required courses that count toward the 33 ENGL 631. Studies in Middle English hours required for the Master of Science Literature. Degree: ENGL 633. Studies in English ENGL 502. Teaching Writing.* 3 Renaissance. ENGL 525. Adolescent Literature. 3 ENGL 635. Studies in Restoration and or 18th Century British Literature. ENGL 629. Critical Approaches to ENGL 637. Studies in 19th Century Teaching Literature. 3 British Literature. EDEF 606. Educational Research. 3 ENGL 639. Studies in 20th Century EDUC 640. Internship in Teaching. 6 Literature. A 600-level Educational Technology ENGL 653. Studies in Women’s course satisfying licensure requirements.3 Literature 86 Supporting courses: Written Examination Required of The following courses do not count toward Both Degrees the 33 hours required for the Master of The written examination will be admin- Science Degree, but are required for initial istered by the director of the candidate’s teacher licensure: thesis/examination committee. For Master of Arts candidates, the members of the Students may prefer to complete the examination committee may be different following before entering the Graduate from the members of the thesis committee, Program with the exception of the thesis director. EDUC 309. Foundations of Education The examination areas will be determined (3) or an equivalent course in consultation between the candidate and EDSP 362. Current Trends in Education the examination committee members, draw- of Exceptional Individuals (3) or an ing upon the candidate’s program of study. equivalent course The examination will consist of three essay questions, one submitted by each member EDRD 416. Content Reading and of the candidate’s committee. The candidate Literacy. will choose the format of the examina- Students take the following courses dur- tion (closed-book, with two hours for each ing the early ﬁeld experience or student question or open-book, with 48 hours for teaching: the entire examination). The examination must be completed at least two weeks EDUC 441. Field Experience, prior to graduation. It is recommended that Grades 6-12. 3 approval forms be requested at least ﬁve ENGL 426. Teaching English in the days in advance of the examination date. High School. 2 ENGL 428. Planning and Teaching Seminar. 1 ADDITIONAL REQUIREMENTS FOR Also required for licensure: THE MASTER OF ARTS DEGREE Passing scores for Virginia on the appro- Language Proﬁciency priate Praxis I and Praxis II tests upon or The candidate must meet a foreign lan- before completion of 12 semester hours guage reading proﬁciency requirement. (SAT scores of 1100 or higher may be This may be accomplished in one of three submitted in lieu of passing Praxis I ways: (1) completion, with a grade of B scores); students must also meet quali- or above, of 12 semester hours in a for- ﬁcations for acceptance and retention eign language no earlier than ﬁve years in the Secondary Education Licensure before admission to graduate studies; (2) Program in English. completion, with a grade of B or above, of French 210, German 210, Spanish 202 or Electives Latin 201 or the equivalent transfer hours no earlier than ﬁve years before admis- *ENGL 621, ENGL 663, ENGL 502, sion to graduate studies; or (3) passing ENGL 563 may be replaced by an a reading proﬁciency exam administered elective if an undergraduate equivalent by the Department of Foreign Languages was completed. and Literatures, on material chosen by the foreign language examiner in consultation with the candidate’s thesis adviser. The requirement must be completed at least 87 two weeks prior to graduation. Forms are the ﬁnal semester of study and at least two located in the Graduate College ofﬁce. weeks prior to graduation. The questions for this examination can both complement THESIS PROPOSAL and vary from those posed for the written examination. The oral examination will fol- EXAMINATION low the written examination and cannot be The candidate will submit a Thesis taken prior to the candidate’s satisfactory Proposal Defense form, including a nar- completion of the written examination. The rative statement, to his or her committee two examinations can be scheduled either in before registering for thesis hours. The consecutive semesters or in the same semes- committee will meet with the candidate to ter. If the oral examination is not completed review the proposal and to suggest changes; satisfactorily, the candidate must retake the the proposal, including any revisions, must examination during a subsequent semester. be approved by the committee before sub- mission of the Request for Thesis Advisory Committee form to the Graduate College. ◆MUSIC The thesis proposal must be approved, and the Eugene C. Fellin, Chairperson Request for Thesis Advisory Committee form Bruce Mahin, Program Coordinator signed by the committee, no later than the end Graduate Faculty of the ﬁrst week of the semester in which the See Graduate Faculty list at: candidate intends to register for thesis hours. http://www.radford.edu/gradcollege/faculty/ index.html THESIS GRADUATE PROGRAM The thesis will be written under the supervision of the candidate’s committee. The graduate program in music offers The committee must approve the thesis. courses leading to a Master of Arts or Master of Science degree. The Master of Arts program provides advanced study for ORAL THESIS EXAMINATION musicians, music scholars in preparation After the thesis has been completed but for professional careers or doctoral study. prior to its submission to the ofﬁce of the The Master of Science program provides dean of the Graduate College, the commit- advanced study and opportunities for music tee will meet with the candidate for an oral therapists to reﬁne existing competencies examination of one hour on the topic of the and to attain new ones. thesis. The examination must occur at least Graduate standing is a prerequisite to all two weeks prior to graduation. 500- and 600-level courses. At least 80 percent of hours in the program must be in 600-level courses. An exception to the 80 percent minimum in 600-level courses ADDITIONAL REQUIREMENTS is applicable to graduate degree programs in FOR THE MASTER OF SCIENCE music for speciﬁc purpose of providing for DEGREE an additional one to six credit hours of 500- level performing ensembles in the program ORAL EXAMINATION of study. The 500-level courses listed in this An oral examination of not more than two section may be taken for graduate credit pro- hours, based primarily on the candidate’s vided the student has the necessary prerequi- program of study, will be administered in sites and if the same course or a comparable course was not taken as part of the student's 88 undergraduate program (MUSC 531, 535, 2. Students will be informed of speciﬁc 536, 537, 553, 555, 557 and 558 excepted). deﬁciencies identiﬁed through the diag- nostic exams and they will have the choice of two options: ADMISSION REQUIREMENTS a. Students may take (a) prescribed course(s) to remedy the deﬁciencies. A Minimum overall grade point average grade of at least "B" must be earned required is 2.75. Minimum major grade point in the course(s) in order to remove the MUSIC average required is 2.75. All applicants must deﬁciency from the student’s record. If submit an ofﬁcial undergraduate transcript a grade of at least "B" is achieved, the prior to admission. student will have satisﬁed the entrance All students applying for admission to requirements in music history and music a graduate music program are required to theory for master’s degree programs in take one of the following ETS standard- music. ized tests: the Graduate Record Examination b. Students may choose to study on their (GRE), the Major Field Test in Music or own in areas of deﬁciency. Following the Praxis II Subject Assessment (Music: individual study the student must retake Content Knowledge) Examination. the diagnostic examination(s) prior to Three letters of reference are to be completing 18 hours of study. Failure to submitted from professional sourc- retake the exam prior to the completion es. All students pursuing a master’s of 18 hours in the degree program will degree in music must have, at the require the student to utilize option "a." undergraduate level, music courses If upon retaking the exam(s) a satisfac- equivalent to those required in an appro- tory score on the exam(s) is achieved, priate undergraduate degree program at the student will have satisﬁed the Radford University. All students entering entrance requirements in music history the M.A. (Music) program (which requires and music theory for master’s degree at least two semester hours of graduate programs in music. The student will level applied study) must also present an be permitted to retake the diagnostic entrance audition in their applied perform- exam(s) only one time, after which the ing area for placement purpose. Students option "a" must be utilized. entering the M.S. (Music Therapy) pro- gram (which does not require graduate level applied study) without a bachelor's degree in music from an NASM member THE PRELIMINARY institution must also present an entrance COMPREHENSIVE audition in their undergraduate applied EXAMINATION IN MUSIC major and minor performing areas for diag- nostic purposes. The Preliminary Comprehensive Exami- Please refer to pages 21 - 23 for applica- nation is a discussion among the student and tion deadlines. a faculty committee regarding the progress of the student in the degree program. It is Entrance Requirements in Music History not an assessment of the student’s knowl- and Music Theory edge in any speciﬁc content area. The 1. Students admitted to the graduate Preliminary Comprehensive Examination music program are required to take the occurs prior to the completion of the ﬁrst Radford University diagnostic exams in semester (or 9 hours) of graduate study. music history and music theory on the 1. The committee will consist of the stu- ﬁrst day of classes in the ﬁrst semester dent’s adviser and two other graduate of graduate study. music faculty appropriate to the student’s 89 degree program selected by the student defense. Master of Science candidates in the in conjunction with the adviser. This “cognate” option within the music educa- committee may or may not be the same tion concentration are required to take only as the committee for the student’s even- the ﬁnal comprehensive oral exam. Master tual ﬁnal project, thesis, recital and/or of Science candidates in the music therapy Final Comprehensive Examination. concentration are required to take the ﬁnal 2. At least one week prior to the exam, comprehensive oral exam concurrently with the student will submit a report contain- their project defense. ing the following information to each committee member: (1) A summary of the MASTER OF ARTS DEGREE student’s progress in the degree program, including progress toward the remedia- MUSIC CONCENTRATION tion of any deﬁciencies. (2) A state- ment of professional objectives and a Program Requirements 30 hrs. plan for realizing these objectives which includes a proposed program of study. Music Core Courses 9 hrs. (3) If appropriate to the student’s degree MUSC 601. Bibliography and Research.3 program, an outline of possible areas/ topics of interest for the ﬁnal project, Music History Period Course. 3 thesis or recital. MUSC 633. Analytical Techniques. 3 3. During the exam, the committee and student will discuss the three areas out- Required Music Courses 11 hrs. lined in the student’s report. As part of Music History Period Course. 3 this discussion, the committee will offer suggestions to the student on courses MUSC 571. Fourth Year Applied Music and procedures that may be beneﬁcial in or working towards the attainment of the MUSC 572. Fourth Year Applied Music student’s goals. or 4. The student will be provided with a writ- MUSC 671. Advanced Applied Music ten assessment by the committee follow- or ing the examination. MUSC 672. Advanced Applied Music. 2 MUSC 697. Graduate Recital or THE FINAL COMPREHENSIVE MUSC 699. Research and Thesis. 6 ORAL EXAMINATION IN MUSIC Supporting Courses 10 hrs. The ﬁnal comprehensive oral examina- An additional 10 semester hours in sup- tion is designed to measure the ability of porting elective studies are to be determined students to synthesize course work taken in consultation between student and adviser. in their degree program and apply the con- Students electing the graduate recital must tent of these courses to their major area of complete a minimum of four semester hours concentration. The student’s ability to ver- of credit beyond level eight in applied music. bally express ideas and facts coherently and Students who elect to present a graduate concisely is an important focus of the oral recital in voice are expected to be proﬁcient examination. All Master of Arts candidates in French, German and Italian diction. A and those Master of Science candidates in the language examination in at least one modern “recital” or “thesis” option within the music foreign language is required for those who education concentration are required to take elect to write a thesis. the ﬁnal comprehensive oral exam concur- rently with their recital hearing or thesis 90 90 MASTER OF SCIENCE DEGREE Research Option 24 hrs. MUSIC THERAPY CONCENTRATION Required Courses 20 hrs. Program Requirements 33-42 hrs. EDEF 606. Educational Research. 3 MUSC 620. Advanced Methods and Music Core Courses 9 hrs. NURSING Materials in Music Therapy. 3 MUSC 601. Bibliography and MUSC 641. Practicum in Music Research. 3 Therapy. 2 Music History Period Course. 3 MUSC 650. Seminar in Music Therapy. 6 MUSC 517. Form and Analysis. MUSC 699. Research and Thesis. 6 Supporting Music Courses* 1 hr. or Includes courses such as performance, the- MUSC 633. Analytical Techniques. 3 ory, analysis, history and literature. Behavioral Science Electives* 3 hrs. Clinical Option 33 hrs. *Courses are to be determined in consulta- Required Music Therapy tion between student and adviser. Courses 17 hrs. MUSC 620. Advanced Methods and Materials in Music Therapy. 3 MUSC 641:642. Practicum in Music ◆NURSING Therapy. 4 Kathy LaSala, Director MUSC 651. Special Applications in Janet McDaniel, Program Coordinator Music Therapy I. 3 Graduate Faculty MUSC 652. Special Applications in See Graduate Faculty list at: Music Therapy II. 3 http://www.radford.edu/gradcollege/faculty/ index.html MUSC 696. Music Therapy Project. 4 Supporting Music Course 1 hr. GRADUATE PROGRAM Includes courses such as performance, The graduate program in Nursing offers theory, analysis, history and literature. courses leading to the Master of Science in Nursing (MSN) and/or preparation to sit for Supporting Counselor Education professional certiﬁcation in selected areas. The Courses 15 hrs. program is designed to provide advanced COED 610. Human Growth and knowledge in nursing theory, research and Development. 3 practice. Four clinical concentrations are COED 611. Introduction to the available: Adult Clinical Nurse Specialist, Counseling Theories and Techniques. 3 Gerontology Clinical Nurse Specialist, Family Nurse Practitioner and, in collaboration with COED 612. Professional, Ethical, and Shenandoah University, Nurse Midwifery. Legal Issues in Counseling. 3 Two certiﬁcates are available: post-master’s COED 614. Group Counseling Theories Family Nurse Practitioner Certiﬁcate and and Techniques. 3 Certiﬁcate in Gerontological Nursing. In addi- Behavioral Science Elective* 3 tion, an accelerated RN/BSN/MSN option is *To be determined in consultation between available for academically and profession- student and adviser. ally qualiﬁed registered nurses who have 91 91 identiﬁed the MSN degree as an educational Financial aid for tuition and/or fees may goal. A Program of Study for this option com- be available to qualiﬁed students in the form bines undergraduate and graduate courses of scholarships, traineeships, stipends and that prepare RNs for advanced nursing prac- graduate assistantships. tice in either the Family Nurse Practitioner (FNP) or one of the Clinical Nurse Specialist ADMISSION REQUIREMENTS (CNS) concentrations. Both the ADULT CNS and Gerontology Application for admission into the CNS concentrations emphasize develop- Graduate Program may be made at any time ment of advanced nursing practice compe- and admission is continuous. Applicants tencies in the holistic management of clients must have: and families with complex health promotion, • graduated from a nationally accredited protection and restoration needs. Students baccalaureate program in nursing will participate in practica in a variety • a cumulative Grade Point Average (GPA) of acute and chronic health care settings of 3.0 on a scale of 4.0 in the nursing designed to meet program outcomes and major the individual learning needs of the stu- • met undergraduate course prerequisites dents. (undergraduate statistics, health assess- The FNP concentration educates nurses ment, nursing research) who, upon completion, are qualiﬁed to provide primary health care in a variety Send to the Graduate College: of settings. Graduates are prepared to seek • an ofﬁcial Graduate College application national nurse practitioner certiﬁcation and with application fee • three recommendation forms (part of the to practice collaboratively or independently Graduate Application) completed by for- in rural and urban underserved areas. mer employers or nursing faculty Students may be accepted into graduate • ofﬁcial scores for the Graduate Record study as full-time or part-time students. The Exam (GRE) or the Miller Analogy Test MSN in either CNS concentration or the (MAT) FNP can be completed in four semesters • ofﬁcial transcripts from all undergradu- plus one summer of full-time study. The ate or graduate institutions attended Nurse Midwifery can be completed within two calendar years, including two semes- In addition, all applicants must supply ters plus one summer of full-time Radford the School of Nursing with: University coursework and two semesters • a current license to practice as a plus one summer of midwifery courses Registered Nurse in Virginia through Shenandoah University. • current certiﬁcation in BLS or ACLS Students seeking the MSN in all concen- • a letter from the applicant describing trations must complete a comprehensive career goals and how the graduate cre- examination. For students completing a dential will assist in meeting those goals; thesis, the oral defense serves as the com- potential for practice in a rural area prehensive exam and for students complet- • a resume that includes education and ing a master’s capstone intervention proj- description of professional practice posi- ect, the accompanying paper serves as the tions; must be able to document a mini- comprehensive exam (for additional infor- mum of one year of full-time or the mation, please refer to the section Final equivalent of 12 months nursing practice Comprehensive Examination, on p. 56 of within the past three years this catalog). • three letters of reference (in addition to the recommendation forms to the 92 Graduate College) from professional NURS 696. Master’s Capstone Project. 1,1 contacts that address the applicant’s potential for advanced practice nursing OR • evidence of either an undergraduate course or a continuing education course NURS 699. Thesis. (3,3) in gerontology Gerontology Clinical Nurse • an interview with the Graduate Nursing Specialist. 22-26 hrs. Admissions Committee NURS 622. Gerontological Nursing. 3 Prior to enrollment in the program, appli- NURS 630. Advanced Adult Nursing I. 5 cants are expected to have achieved, by NURS 632. Advanced Adult Nursing II.6 experience and education, basic skills in written and oral communication and com- NURS 640. Nursing Administration. 3 puter usage. NURS 642. Practicum in Gerontological Admission is competitive and is granted Nursing. 3 to those applicants who demonstrate aca- demic ability and the likelihood of success NURS 696. Master’s Capstone Project. 1,1 in graduate study. OR MASTER OF SCIENCE DEGREE NURS 699. Thesis. (3,3) Family Nurse Practitioner 29-33 hrs. Program Requirements 41-54 hrs. NURS 634. Advanced Family Nursing Required Courses for all I: Women’s Health. 5 Concentrations 21 hrs. NURS 635. Advanced Family Nursing NURS 620. Theoretical Foundations in II: Children’s Health. 5 Nursing. 3 NURS 636. Advanced Family Nursing NURS 628. Advanced III: Acute Illness Across the Lifespan. 5 Pathophysiology. 3 NURS 637. Advanced Family Nursing NURS 629. Advanced Health IV: Chronic Illness Across the Lifespan.5 Assessment Across the Lifespan. 3 NURS 638. FNP Preceptorship. 7 NURS 631. Pharmacotherapeutics. 3 NURS 696. Master’s Capstone Project. NURS 633. Advanced Nursing 1,1 Practice in Rural Communities. 3 OR NURS 650. Advanced Nursing NURS 699. Thesis. 3,3 Research. 3 NURS 651. Role Preparation in Nurse Midwifery Nursing. 3 The 43-credit Nurse Midwifery option provided in collaboration with Shenandoah Adult Clinical Nurse Specialist 20-24 hrs. University prepares nurses for advanced practice in the care of women across the lifes- NURS 630. Advanced Adult Nursing I. 7 pan with an emphasis on the child-bearing phase of the life cycle. The Nurse Midwifery NURS 632. Advanced Adult Nursing II. 8 component is taught by the Division of NURS 640. Nursing Administration. 3 Nursing at Shenandoah University, the only Graduate Program in the Commonwealth 93 of Virginia with a Nurse Midwifery spe- CERTIFICATE IN cialty that is accredited by the American GERONTOLOGICAL NURSING College of Nurse Midwives. The Nurse The School of Nursing also offers a cer- Midwifery courses offered by Shenandoah tiﬁcate in Gerontological Nursing designed University will qualify students to sit for the to prepare nurses who have graduated from nurse-midwifery certiﬁcation examina- a baccalaureate or master's nursing program tion of the American College of Nurse- for leadership roles in gerontological nursing Midwives Certiﬁcation Council. practice. Students completing Level I course work with a 3.0 GPA or above may be eli- POST-MASTER’S FAMILY NURSE gible for admission to the master's program PRACTITIONER in Nursing. All certiﬁcation course work may This three-semester, 33-credit certiﬁ- be applied to the master's program of cate track is designed for nurses who have study. previously earned a master’s in nursing from an accredited program. An applicant ADMISSION REQUIREMENTS: for this certiﬁcate must have completed a three credit graduate level pathophysiology Admissions requirements for Level I course and a minimum of a three cred- include: it hour graduate level health assessment a. B.S. in nursing and active R.N. licensure course within ﬁve years previous to appli- in Virginia. cation. In addition, the applicant must have b. History of work experience for minimum completed courses comparable to N620: of two years in agencies that provide health Theoretical Foundations in Nursing, N651: care for a majority of persons (51 percent or Role Preparation in Nursing and N650: greater) who are 65 years of age or older. Advanced Nursing Research. A minimum c. Undergraduate GPA of 2.75 or above. total of 24 credit hours must be completed at Radford University in order to earn the Admissions requirements for Level II certiﬁcate from this institution. Application include: follows the same procedures as application a. Master's in Nursing or currently enrolled into the FNP concentration. in master's in nursing program. NURS 631. Pharmacotherapeutics for b. Active R.N. licensure in Virginia. Primary Care Providers. 3 c. History of work experience for minimum of two years in agencies that provide NURS 633. Advanced Nursing Practice healthcare for a majority of persons (51 in Rural Families and Communities. 3 percent or greater) who are 65 years of NURS 634. Advanced Family Nursing age or older. I: Women’s Health. 5 d. Undergraduate GPA of 3.0 or above. NURS 635. Advanced Family Nursing II: Children’s Health. 5 Required Courses 15 hrs. NURS 636. Advanced Family Nursing Students pursuing the certiﬁcate program III: Acute Illness. 5 in Gerontological Nursing must complete a minimum of 15 semester hours. NURS 637. Advanced Family Nursing IV; Chronic Illness. 5 NURS 622. Gerontological Nursing. 3 NURS 638. Preceptorship. 7 NURS 628. Advanced Pathophysiology.3 NURS 629. Advanced Health Assessment Across the Lifespan. 3 94 NURS 640. Nursing Administration. 3 positions (must document a minimum of NURS 642. Practicum in Gerontological one year of full-time or the equivalent of Nursing. 3 12 months of nursing practice within the last three years) • current licensure to practice as a Note: Currently enrolled masters students take Registered Nurse in the State of Virginia the courses as outlined above in addition to • availability for interview, preferably in the other required courses for the Masters in person but by phone if at a distance Nursing. Post-masters students take courses based upon evaluation of previous graduate course work related to the required courses Required Courses outlined above. All students must take NURS Courses taken towards the BSN (see 642: Practicum in Gerontological Nursing, Undergraduate Catalog for course descrip- regardless of previous course work. tions for 300 and 400 level course): NURS 343. Nursing Therapies (complet- RN/BSN/MSN OPTION ed by challenge exam) NURS 444. Gerontologic Nursing. Application for admission into the RN/ BSN/MSN option may be made when the NURS 362. Nursing Research. applicant is within 15 credits of completing NURS 435. RN Transition II. general education and nursing prerequisites. NURS 449. Leadership in Nursing. Admission requires that the student has NURS 451. Community Health Nursing. completed all nursing prerequisite courses and have no more than nine credits of NURS 620. Theoretical Foundations in General Education courses to complete. Nursing. Applicants must have graduated from a NURS 631. Pharmacotherapeutics for nationally accredited Associate Degree or Primary Health Care Providers. Diploma program and must have a mini- NURS 628. Advanced Pathophysiology. mum grade point average (GPA) of 3.0 on a NURS 629. Advanced Health scale of 4.0 on lower division course work. Assessment. Applicants submit: NURS 651. Role Preparation in Nursing. • an application to Undergraduate Admissions Upon completion of all BSN require- • ofﬁcial scores on the Graduate Record ments (the end of three academic semesters Exam (GRE) or Miller Analogies Test of full time study) students will be awarded (MAT) to the Graduate College a BSN and upon admission into the gradu- • a graduate application to the Graduate ate program, will go on to complete the College in the last semester of the BSN MSN requirements. The MSN will require a minimum additional 30-35 credits, depend- Applicants must supply the School of ing on the MSN concentration. Nursing with: The total RN-MSN students in all con- • an application for Registered Nurses to centrations can be completed in six (6) Upper Division semesters plus two summer sessions of • a letter describing career goals and how full-time study. Individualized Programs the advanced practice credential will of Study will be developed for the student assist in meeting those goals and poten- who wishes to complete the RN/BSN/MSN tial for practice in a rural community on a part-time basis. • a resume which documents education and description of professional practice 95 WITHDRAWAL in the provision of clinical services that restore function, regain movement, allevi- A graduate nursing student may not ate pain, and prevent injury. The program withdraw from more than three differ- is expected to begin the summer of 2009. ent graduate courses. Any withdrawal Application procedures, admission criteria, beyond the third withdrawal will result in course descriptions, faculty information, an automatic "F." In addition, a student and degree requirements, will be pub- may not withdraw from the same course lished in the 2009-2010 Graduate Catalog. more than once. A second withdrawal from a course will result in an automatic "F." Current information about the DPT program will be available on the Radford University website as it becomes available (http:// wchs-web.asp.radford.edu). Contact Dr. ◆OCCUPATIONAL THERAPY Raymond Linville, Dean, Waldron College (M.O.T.) of Health and Human Services for further information. GRADUATE PROGRAM Radford University plans to offer a ◆PSYCHOLOGY (PSY.D.) Master of Occupational Therapy program, Hilary M. Lips, Chairperson which will prepare students for profes- James L. Werth, Jr., Program Director sional careers as occupational therapists. The program is expected to begin in the Graduate Faculty fall of 2009. Occupational therapy enables See Graduate Faculty list at: people with special needs to participate http://www.radford.edu/gradcollege/faculty/ in the occupations of daily life; that is to index.html care for themselves and their families and homes, to work or study, and to enjoy rest and play activities. Occupational thera- DOCTORAL PROGRAM pists work with people of all ages whose Radford University offers a Doctor of physical, cognitive, or psychosocial condi- Psychology (Psy.D.) in counseling psy- tions affect their performance, in hospi- chology with a focus on rural mental health tals, schools, workplaces and community beginning fall 2008. The Psy.D. degree in settings. Because there is a shortage of counseling psychology is designed for per- occupational therapists in Southwestern sons interested in careers as psychologists Virginia, the program will emphasize in mental health settings and institutions rural health care. For current information, where clinical supervision and the direct please contact Dr. Douglas M. Mitchell at application of counseling, therapy, and email@example.com. psychological assessment are required. The program follows the practitioner-scholar model with an emphasis on clinical train- ◆PHYSICAL THERAPY (D.P.T.) ing and the application of research to prac- tice. The recommended course sequence DOCTORAL PROGRAM includes three years of post-Master's coursework, practica, and dissertation, in Radford University plans to offer a addition to a capstone 1800-2000 hour Doctor of Physical Therapy (DPT) with an internship approved by the program fac- emphasis in rural and geriatric applications. ulty. The program is not yet accredited by The DPT is designed for those interested the American Psychological Association; 96 Occupational Therapy however, the plan is to apply as soon as PSYC 840. Counseling Psychology possible, which will be during the 2011- Practicum I. (a) 2012 academic year (when the ﬁrst students go on internship). Spring 1 - 11 credits PSYC 612. Psychometric Theory, Applicants must have completed a master’s Assessment, Appraisal and Application. degree in a human services area awarded by PSYC 628. Biological Foundations of a regionally accredited institution of higher Behavior. education. Interested applicants should PSYC 803. Vocational Psychology. submit the following by January 15, and PSYC 840. Counseling Psychology ensure that all of the following are received Practicum I. (b) by that date. Please see the Psy.D. website for more details on what is expected: Summer 1 - 11 credits • Radford University Graduate Application PSYC 660. Human Growth and Lifespan • A letter of interest describing the appli- Development. cant's professional and/or research PSYC 804. Integrative Approaches to experience and career goals Psychotherapy. • Curriculum vita PSYC 805. Advanced Cognitive and • Ofﬁcial transcripts of all undergradu- Intellectual Assessment Techniques. ate (including community college) and PSYC 840. Counseling Psychology Physical Therapy graduate work Practicum I. (c) • Three letters of recommendation, includ- ing at least one from a professor who Fall 2 - 10 credits can comment on the applicant’s aca- PSYC 774. Introduction to demic skills and one from a supervisor Psychopharmacological Medications. who can speak to the applicant’s coun- PSYC 777. Multivariate Analyses of seling skills Behavioral Data. • A writing sample PSYC 806. Advanced Personality • Ofﬁcial scores from the GRE General Assessment. PSYC 841. Counseling Psychology Test Practicum II. (a) Final candidates will be invited to inter- Spring 2 - 10 credits view with program faculty. PSYC 772. Couples and Family Systems Therapy. Updated information about the Psy.D. PSYC 785. Neuropsychological program will be available on the Radford Assessment. University Psychology department website PSYC 808. Qualitative Research Methods. as it becomes available (http://www.rad- PSYC 841. Counseling Psychology ford.edu/psyc-web). Practicum II. (b) Psy.D. Counseling Psychology Psy.D. Courses Summer 2 - 10 credits PSYC 809. Supervision. Recommended Plan of Study PSYC 810. Rural Consultation and Fall 1 - 11 credits Program Evaluation. PSYC 800. Introduction to Counseling PSYC 811. Health Psychology in Rural Psychology. Areas. PSYC 801. Multicultural Counseling. PSYC 841. Counseling Psychology PSYC 802. Ethical, Legal, and Practicum II. (c) Professional Issues in Psychology. 97 Fall 3 - 11 credits PSYC 623. Advanced Social Psychology. ◆PSYCHOLOGY (M.A./M.S.) PSYC 630. Cognitive and Affective Bases Hilary M. Lips, Chairperson of Behavior. Jeff Chase, Program Coordinator PSYC 812. Rural Cultural Issues. (Clinical) PSYC 842. Counseling Psychology Mike Aamodt, Program Coordinator Practicum III. (a) (I.O.) PSYC 899. Dissertation. Jenessa Steele, Program Coordinator (Experimental) Spring 3 - 8 credits PSYC 622. Historical Foundations of a Graduate Faculty Scientiﬁc Psychology. See Graduate Faculty list at: PSYC 773. Assessment and Treatment of http://www.radford.edu/gradcollege/faculty/ Addictive Disorders in Rural Settings. PSYC 842. Counseling Psychology index.html Practicum III. (b) PSYC 899. Dissertation. ADMISSION REQUIREMENTS Summer 3 - 1 credit In accepting applicants for admission, the PSYC 842. Counseling Psychology department considers an applicant’s grade Practicum III. (c) point average, scores on the Graduate Record Examination (GRE), letters of recommen- Fall 4 - 1 credit dation and the applicant’s work, life and PSYC 870. Doctoral Internship. (a) academic accomplishments. Although there is not a required minimum GRE score, the Spring 4 - 1 credit majority of students admitted to the psy- PSYC 870. Doctoral Internship. (b) chology graduate program has a GRE score of at least 1,000 (Verbal + Quantitative) Summer 4 - 1 credit and a GPA above 3.0. To be admitted PSYC 870. Doctoral Internship. (c) on Regular Status, applicants must have completed a minimum of 18 semester hours Interested students need to be aware that of undergraduate psychology coursework. one of the courses in the Spring of Year 1 (Psychometrics) has a prerequisite of Applicants are required to submit: Radford's PSYC 611 or its equivalent (the • GRE scores (the subject portion is not ﬁnal determination of whether a student's required). research course was sufﬁcient will be in • Ofﬁcial transcripts from all colleges the hands of the Psychometrics instructor). attended. Further, the Multivariate statistics course • Three letters of reference, with at least that is taken in the Fall of Year 2 requires one from a faculty member in a psychol- substantive background in basic statistics ogy department (two preferred). (the equivalent of Radford's PSYC 610) • Short statement (approximately two or students will have difﬁculty with the pages) regarding why she/he is interested course. in psychology and future plans. Deadline for completed application is March 1. Late applications will be consid- ered on a space available basis. Admission is competitive. 98 CENTER FOR GENDER STUDIES 36 hours is required for completion of this Hilary M. Lips, Director option. All core requirements must be met. The objective of the Center is to create Selection of courses to meet the 36 hour a resource for and a model of excellence minimum requirement must be made in consultation with the Department Chair. PSYCHOLOGY in gender-related teaching and research. The research activities of the Center pro- vide an important resource for teach- ing students about gender and training ADDITIONAL ADMISSIONS them to do research on gender-related REQUIREMENT issues. Through the activities of the Center, In addition to general requirements graduate students become involved in for admission to the Graduate College, seminars and opportunities for research the department requires that all graduate experience are provided to undergraduate students have a basic understanding and and graduate students. knowledge of psychology. The Center also provides a resource for Applications must be accompanied by at information about gender research to other least one letter of recommendation from a departments in the university and to the faculty member from the applicant’s major extra university community. department. If the applicant’s major is not psychology, then at least one letter should GRADUATE PROGRAM be from a psychology faculty member. The Psychology Department offers gradu- Applicants without GRE scores on ﬁle ate courses designed primarily for those stu- (Verbal+Quantitative) will be subject to dents who wish to concentrate their studies deferral pending receipt of such. in experimental, clinical, counseling, indus- The Psychology GRE is not required for trial-organizational or school psychology. admission. However, it is recommended Graduate standing is a prerequisite to all that students take this examination and sub- 600-level courses. mit the score along with their application. Because of the sequencing and/or For students who may wish to enhance infrequent offering of certain psychology their chances of acceptance into a competi- courses, students making up undergraduate tive program, the Psychology GRE score deﬁciencies or students beginning gradu- may be helpful for the committee’s consid- ate work during a semester other than eration of their credentials. fall semester might experience scheduling For graduate students in psychology, problems which can delay completion of a minimum grade point average of 3.0 the required program of studies. is required in graduate-level psychology Upon admission to the Graduate College, courses. Failure to maintain this require- each student is assigned a temporary advis- ment after completion of 15 semester hours er. The student must select a permanent in graduate course work will result in adviser prior to submitting the Program of termination from any/all programs lead- Study. This should be done on a “Petition ing to any graduate degree in psychology. for Program Changes” form available in the Students receiving more than two grades of Graduate College ofﬁce. "C" or lower in any graduate work attempt- Students who, for personal or program- ed at Radford University will be dismissed matic reasons, decide not to continue in from the psychology graduate program. a concentration in which they were origi- nally admitted, may request admission to the General option. Students will not be CORE REQUIREMENTS admitted to this option upon admittance All Master of Arts and Master of Science to the Graduate College. A minimum of students in psychology, regardless of 99 concentration, are required to take a com- CLINICAL PSYCHOLOGY mon core consisting of the following cours- CONCENTRATION es: The applied clinical master's program offers students core courses providing basic PSYC 610. Analysis of Behavioral Data. foundations in research methodology and PSYC 611. Methodology and Program statistical analysis; normal and abnormal Evaluation in Psychology. development; and diagnostic and therapeu- tic interventions with mental health popu- PSYC 612. Psychometric Theory, lations. Job opportunities for graduates Assessment, Appraisal and Application. include community mental health centers, or correctional facilities and hospitals. Students are encouraged to take electives PSYC 631. Cognitive Intellectual both in and outside of the clinical area and Assessment Techniques. to engage in independent research culminat- PSYC 798. Professional Internship. ing in completion of a master’s thesis. The or thesis is particularly recommended for those students who plan to pursue further graduate PSYC 781. School Psychology training. Practicum I. Students in the Clinical Concentration and will be expected to maintain professional PSYC 782. School Psychology behavior and judgment and to follow the Practicum II. ethical principles established by the American Psychological Association while in the program. Failure to do so will result in immediate dismissal. After completion of MASTER OF SCIENCE DEGREE the core course requirements, students will Students pursuing the Master of Science be evaluated through their performance on degree must have earned a minimum of the pre-practicum interview to determine 18 semester hours of credit in psychology their suitability for practicum. Successful at the undergraduate level. The concentra- completion of the practicum is required for tions consist of a minimum of 36 hours in the degree. Clinical, 36 hours in Industrial/Organizational, Students in the clinical concentration are 33 hours in Experimental. With required to pass a comprehensive oral exam permission of the student’s adviser, a maximum which tests the student’s grasp and ability of six semester hours of credit can be earned in to communicate knowledge in major areas an academic area outside of the Psychology within the ﬁeld, including the ability to syn- thesize and apply this knowledge. The com- Department related to psychology. prehensive oral exam committee must include a minimum of two faculty from the clinical MASTER OF ARTS DEGREE area. The oral thesis defense does not fulﬁll the comprehensive oral exam requirement. Students pursuing the Master of Arts degree Coursework in the clinical concentra- must have earned a minimum of 18 semester tion may or may not meet individual state hours of credit in psychology at the undergrad- requirements for the coursework required uate level. The degree requires a six-semester- for licensure at the master’s level. In hour thesis, with the remaining hours usually Virginia, coursework in the clinical track taken in psychology courses appropriate to the may not meet current licensure requirements student’s area of concentration. for the primary master’s degree license, the Licensed Professional Counselor. It is 100 recommended that students check with the or state in which they will reside for speciﬁc PSYC 774. Introduction to licensure requirements. Psychopharmacological Medications or MASTER OF ARTS DEGREE PSYC 785. Neuropsychological Assessment. 3 Clinical Concentration Program Requirements MASTER OF SCIENCE DEGREE PSYC 610. Analysis of Behavioral Clinical Concentration Data. 3 Program Requirements PSYC 611. Methodology and Program Evaluation in Psychology. 3 PSYC 610. Analysis of Behavioral Data. 3 PSYC 631. Cognitive Intellectual Assessment Techniques. 3 PSYC 611. Methodology and Program Evaluation in Psychology. 3 PSYC 637. Personality Assessment. PSYC 631. Cognitive Intellectual or Assessment Techniques. 3 PSYC 612. Psychometric Theory, PSYC 637. Personality Assessment. Assessment and Appraisal. or or PSYC 612. Psychometric Theory, PSYC 636. Child Personality Assessment and Appraisal. Assessment. 3 or PSYC 640. Professional Orientation and Function in Mental Health PSYC 636. Child Personality Counseling. 3 Assessment. 3 PSYC 641. Theories of Counseling and PSYC 640. Professional Orientation Psychotherapy. 3 and Function in Mental Health Counseling. 3 PSYC 642.Techniques in Counseling 3 and Psychotherapy. PSYC 641. Theories of Counseling and Psychotherapy. 3 PSYC 685. Clinical Psychopathology. 3 PSYC 642. Techniques in Counseling PSYC 699. Research and Thesis. 6 and Psychotherapy. 3 PSYC 798. Professional Internship. 3 PSYC 685. Clinical Psychopathology. 3 PSYC 660. Human Growth and PSYC 643. Mental Health Practicum. 3 Development. PSYC 798. Professional Internship. 3 or PSYC 660. Human Growth and PSYC 663. Child Psychopathology. Development. or or PSYC 686. Child and Adult Sexual PSYC 663. Child Psychopathology. Assault. or or PSYC 686. Child and Adult Sexual PSYC 628. Biological Foundations of Assault. 3 Behavior 101 PSYC 628. Biological Foundations of experience within at least two content areas. Behavior. Students take area core courses, as well or as additional coursework designed to meet individual needs. Each student is expected to PSYC 774. Introduction to be actively involved in research or some other Psychopharmacological Medications. scholarly endeavor under the supervision of or a faculty member after completion of the ﬁrst semester and until the degree is awarded. PSYC 785. Neuropsychological Each student must also undertake a thesis Assessment. 3 project based on empirical research and suc- cessfully defend the thesis project in an oral FINAL COMPREHENSIVE defense. The Experimental Psychology fac- EXAMINATION – CLINICAL ulty promote interdisciplinary and collabora- tive approaches to the study of psychology. The ﬁnal comprehensive examination committee of three faculty members must include two faculty members from the clin- Program Requirements 33 hrs. ical option. This examination is intended to examine the student’s comprehensive grasp Required Courses 27 hrs. of the ﬁeld and is not limited to a defense PSYC 628. Biological Foundations of of a thesis if one is submitted. Behavior. 3 If a thesis is submitted it must be suc- PSYC 610. Analysis of Behavioral cessfully defended prior to attempting the Data. 3 ﬁnal comprehensive examination. These may or may not be concomitant. The thesis PSYC 611. Methodology and Program is taken for credit and the defense repre- Evaluation in Psychology. 3 sents one part of the grading process and PSYC 612. Psychometric Theory, does not represent a grade for the student’s Assessment, Appraisal and comprehensive grasp of the ﬁeld. (See Application. 3 “Final Comprehensive Examination” on p. 56.) PSYC 622. Historical Foundations of a Scientiﬁc Psychology. 3 EXPERIMENTAL PSYCHOLOGY PSYC 623. Social Psychology. 3 CONCENTRATION PSYC 699. Research and Thesis. 6 The goal of the Experimental Psychology PSYC 798. Professional Internship. 3 concentration is to provide students with a solid foundation in the core principles of Recommended Electives 6 hrs. psychology, as well as with supervised expe- PSYC 630. Cognitive and Affective rience in laboratory research. The program Bases of Behavior. 3 allows students to apply their degree as a ter- PSYC 660. Human Growth and minal master’s qualifying them to (a) serve Lifespan Development. 3 as an instructor at the community or junior college level or to (b) conduct research in PSYC 690. Seminar in Psychology. 3 applied settings. The program also provides PSYC 698. Directed Study. 1-4 students with an opportunity to strengthen applications to doctoral programs in any PSYC 774. Introduction to subﬁeld of psychology. Psychopharmacological Medications. 3 Experimental Psychology students are expected to develop a breadth of knowledge in psychology, as well as to acquire research 102 INDUSTRIAL-ORGANIZATIONAL PSYC 653. Job Analysis and PSYCHOLOGY CONCENTRATION Evaluation. 3 The program is designed for those stu- PSYC 654. Performance Appraisal. 3 dents who want to apply psychological prin- PSYC 655. Organizational ciples directly to the study of work behavior. Psychology II. 3 The student will learn how to conduct a job PSYC 656. Employee Selection and analysis, construct and validate selection Placement II. 3 tests and evaluate job performance. In addition, he/she will examine what moti- PSYC 798. Professional Internship. 3 vates people to work, what techniques are available for training skills and changing Electives 0-3 hrs. attitudes and the reciprocal social inﬂuence Additional requirements for M.A. READING between the individual and the organiza- Degree: tion. The program is designed to provide PSYC 699. Research and Thesis. 6 a major for master’s degree students in psychology or a minor in an area such as business. There is considerable emphasis The remaining course in the Industrial/ on applied projects, group work and com- Organizational program will be selected by the puter skills. student in consultation with his/her adviser. Students in this specialty may elect either The internship carries up to six hours the Master of Arts (thesis option) or Master credit, only three of which may be applied of Science (non-thesis option) degree. All toward degree requirements and involves students must pass a comprehensive oral on-site experience in business, industrial or exam in the I/O specialty area. The student institutional settings. working toward the M.A. degree will also be required to complete a thesis, which offers six semester hours of credit (PSYC 699) and complete an additional oral examination on that thesis. (See “Final Comprehensive ◆READING Examination” on p. 56.) Therefore, the M.A. Sandra Moore, Director, School of graduate would need to complete a total of Teacher Education and Leadership 39 semester hours. Betty Dore, Assistant Director Donald Langrehr, Program Coordinator Program Requirements 36-39 hrs. Graduate Faculty See Graduate Faculty list at: Required Courses 33 hrs. http://www.radford.edu/gradcollege/faculty/ PSYC 610. Analysis of Behavioral index.html Data. 3 PSYC 611. Methodology and Program The Reading Specialist (K-12) Program Evaluation in Psychology. 3 leads to a Master of Science in Reading and requires 33 semester hours of graduate PSYC 612. Psychometric Theory. 3 work. Endorsement requires at least three PSYC 650. Organizational years of successful classroom teaching Psychology I. 3 experience in which the teaching of reading PSYC 651. Employee Selection and was an important responsibility. Placement I. 3 PSYC 652. Training and Development. 3 103 ADMISSION REQUIREMENTS EDSP 669. Diagnostic Educational Procedures for Exceptional Individuals. 3 • Minimum undergraduate grade point aver- age of 2.75 overall. Elective 3 hrs. • Send ofﬁcial transcripts for all undergradu- ate and graduate coursework including In consultation with their adviser, students degrees conferred. may choose one elective in areas such as • Submit an essay (typed, double spaced, Educational Technology, English, Special three pages in length), that includes the Education and Communication Sciences and following: Disorders. In addition, special topics courses a. What past work experiences and inter- (EDRD 660) will be offered periodically on ests inﬂuenced your decision to apply topics pertinent to reading education such for the reading education program? as Children’s Literature and Strategies for b. Describe your short- and long-term Classroom Writing. goals and career aspirations as they relate to the reading program. For successful completion of the Graduate Essays will be evaluated by the Reading program all candidates are required admissions committee as part of the to attain a benchmark score of 245 or application. higher on the Virginia Reading Assessment • References should be from two individuals (VRA). Candidates will be allowed two who can address your history of success- opportunities to successfully pass the VRA. ful teaching experiences with students and A Master’s Degree will not be awarded if a your potential for academic and profession- candidate fails to achieve the score of 245 al success in the ﬁeld of literacy education. or higher after taking the VRA a second • Submit a copy of your teaching license. time. http://www.va.nesinc.com/ Please refer to pages 21 - 23 for application deadlines. ◆SCHOOL PSYCHOLOGY Program Requirements 33 hrs. Hilary M. Lips, Chair Required Courses 30 hrs. Jayne Bucy, Program Coordinator EDEF 606. Educational Research. 3 Graduate Faculty EDRD 624. Administration and See Graduate Faculty list at: Supervision of Reading Programs. 3 http://www.radford.edu/gradcollege/faculty/ EDRD 630. Teaching Reading in the index.html Content Areas. 3 The Department of Psychology offers EDRD/EDSP 641. Classroom Development a NASP-accredited Educational Specialist and Remediation of Language Skills. 3 Degree Program in School Psychology. The academic and training requirements for EDRD 688. Advanced Study in the School Psychology Training Program Reading Skills. 3 are founded on both a philosophical and EDRD 692. Reading Diagnosis: Testing, practical understanding of the role and Prescription and Remediation. 3 function which the psychologist expects EDRD/EDSP 695. Alternative Approaches (and is expected) to occupy within the edu- to Reading. 3 cational setting. EDRD 697. Practicum: Diagnostic and Remedial Techniques in Reading. 6 104 ADMISSION REQUIREMENTS on the results of the assessment process. Within this role, school psychologists may • Minimum grade point average of 3.0 intervene either directly or indirectly. Direct • At least two letters of reference (one interventions would often involve individual from major department) and group counseling. Indirect interventions • GRE would generally involve consultation with • Final transcript showing degree conferred the teacher and other professionals concern- • Essay ing behavioral and academic programs that The deadline for applications is February can be managed most effectively in the 15. classroom. SCHOOL PSYCHOLOGY ROLE AND FUNCTION OF THE RESEARCH/PROGRAM SCHOOL PSYCHOLOGIST EVALUATION ROLE The school psychologist is a profes- To the greatest extent possible, the prac- sional, operating as a specialist, within tice of school psychology should be gov- the framework of the school system. An erned by empirical evidence derived from interpreter of the behavioral sciences in scientiﬁc research. School psychologists educational settings, the school psycholo- must understand research methodology, be gist functions cooperatively with profes- able to critically review research reports sional educators, as well as other concerned and translate research results into practice. persons in the community, in an effort to Also, school psychologists often are called improve the psychological climate of the upon by the systems for which they work to school environment. Toward this end, there collect data needed to make educational and are three major roles or responsibilities administrative decisions. In undertaking (shown below) that the school psychologist such assignments, knowledge of research must assume. methodology is crucial. To a lesser extent, school psychologists also might desire to ASSESSMENT ROLE undertake their own research projects to contribute to the knowledge base of the The school psychologist’s function within ﬁeld. Functioning within this scientist- this role is to determine the nature and extent practitioner framework requires that school of the problems for which students have psychologists possess competencies in been identiﬁed and any contributing factors research methodology, statistical inference that might be apparent. In fulﬁlling this and measurement theory and practice. role, school psychologists rely on a variety of psychological instruments designed to evaluate a broad spectrum of human char- SCHOOL PSYCHOLOGY TRAINING acteristics and behaviors, both psychologi- PROGRAM cal and academic, as well as the educational The requirements of the School Psychol- environment itself. The primary purpose of ogy Training Program at Radford University assessment is to determine intervention are designed to enable students to fulﬁll the strategies that can be used to remediate three basic roles (as well as others) with a rea- identiﬁed problems. sonable level of competence and conﬁdence. The program operates under the philosophy INTERVENTION ROLE that practicing school psychologists should be knowledgeable in the theoretical and applied In this role, school psychologists attempt skills of both education and psychology. to determine and implement the best inter- Entering students are expected to com- ventions for students with problems, based mit three years to the program. The ﬁrst 105 year is devoted to developing a more PSYC 631. Cognitive and Intellectual advanced background in psychological Assessment Techniques. 3 foundations and theory and also includes PSYC 632. Child Behavioral Assessment several basic skill courses in psychological and Intevention. 3 assessment, observational and interviewing techniques. The second year is a combina- PSYC 636. Child Personality tion of theory and skill practice, with an Assessment. 3 increasing emphasis on the application of PSYC 660. Human Growth and skills as the year progresses. By the end of Lifespan Development. 3 the second year, the student should have PSYC 663. Child Psychopathology. 3 the entry level skills of a school psychol- ogy intern and the third year is devoted to a PSYC 665. School Psychological full-time, 1,200 clock hour internship, with Services. 3 at least half of that internship being in the PSYC 633. Academic Assessment and public school setting. Intervention. 3 The Ed.S. degree will be awarded fol- lowing the successful completion of the EDSP 651. Current Trends in Programs and year-long internship, successful comple- Services for Exceptional Individuals. 3 tion of a ﬁnal comprehensive oral and portfolio examination and upon com- Second Year Courses 29 hrs. pletion of a minimum of 71 semester PSYC 638. Early Childhood hours of graduate coursework with a Assessment and Intervention. 3 GPA of 3.0 or better and no more than two grades of C or lower in any graduate PSYC 678. Child Neuropsychological work attempted at Radford University. Assessment and Intervention. 3 The School Psychology Training PSYC 698. Directed Study. 2 Program is fully accredited by the National PSYC 687. Pre-internship Seminar. 1 Association of School Psychologists and by the National Council for Accreditation PSYC 688. Consultation and Collaboration of Teacher Education. Upon completion of in Schools, Home and Community. 3 the program, graduates are fully certiﬁable PSYC 692. Mental Health Intervention and as school psychologists in Virginia and, Prevention in Schools I. 3 upon successfully completing the exami- nation requirements, also are nationally PSYC 693. Mental Health Intervention and certiﬁable, making them eligible for certiﬁ- Prevention in Schools II. 3 cation in most other states. PSYC 781. School Psychology Practicum I. 4 PSYC 782. School Psychology Program Requirements 71 hrs. Practicum II. 4 Required First Year Courses 30 hrs. EDSP 672. Introduction to High Incidence Students are required to take the following Disabilities. 3 courses during their ﬁrst year in the program. PSYC 610. Analysis of Behavioral Third Year Courses 12 hrs. Data. 3 PSYC 795, 796. School Psychology PSYC 611. Methodology and Program Internship. 6, 6 Evaluation in Psychology. 3 106 Courses may occasionally be taken simultaneously. Students are required to in a different sequence if circumstances complete two consecutive semesters of permit or if course offerings are modiﬁed. full time (9 hours/semesters) graduate In addition to the courses listed, students study prior to their internship year. may be expected or required to take addi- Students with a master’s degree from tional courses in Pupil-Personnel Services, Radford University who have not regis- Foundations of Education or School tered for graduate courses at Radford dur- Organization/Administration. ing the three years preceding application Students with a master’s degree from an for admission to the Ed.S. Degree program institution other than Radford University in School Psychology must reapply to the who apply for the Ed.S. degree must submit Graduate College for admission. The appli- an application to the Graduate College for cation will not be complete until it contains admission to graduate study. all of the items speciﬁed above. The application will not be considered If an applicant completed the last course complete until it contains the following: in his or her master’s degree program • Completed application form within seven years of completion of the • Graduate Record Examination Ed.S. degree, hours earned toward the • At least two letters of reference. If an master’s degree (to a maximum of 30 applicant has been employed by a school hours approved by the School Psychology system since completing his or her Committee) will apply toward the Ed.S. master’s degree, at least one letter must be degree. If the last course in an applicant’s from a supervisor in the school system master’s degree program was completed • A letter stating the applicant’s reasons for more than seven years before completion of applying for admission to graduate study the Ed.S. degree, none of these hours will in school psychology apply toward the Ed.S. degree, unless the • Current resume´ applicant has been substantially employed • Graduate transcript as a school psychologist or the equivalent The Educational Specialist degree during the interval between completion of in School Psychology requires a mini- the master’s degree and admission to the mum of 71 hours or a minimum of 41 Ed.S. degree program. hours past the master’s degree. A stu- Students who have been admitted to dent, who enters the program with a mas- the Educational Specialist program will ter’s degree in psychology or a closely receive a list of program requirements related ﬁeld will have a program of study with their admission letter which speciﬁes that designates the 41 required hours and all requirements, including deﬁciencies, any other courses needed for the Ed.S. necessary for completion of the degree. degree subject to transcript review and Of the 71 semester hours (or 41 hours past approval by the School Psychology the master’s) required for the Ed.S. degree, Committee. Students entering the program no more than 12 hours may be outside without a master’s degree in psycholo- psychology. Student’s entering the Ed.S. gy or closely related ﬁeld may earn a program without a master’s and desiring to Master’s of Science degree in psychol- simultaneously be awarded the M.S. degree ogy from Radford University by complet- in Psychology and the Ed.S. in School ing all requirements for the Ed.S. degree, Psychology should consult their advisers completing a total of 77 hours (36 hours for assistance in choosing the six additional applied to the master’s degree and 41 hours hours required to earn both degrees. applied to the Ed.S. degree) and passing the The practicum sequence is integrated comprehensive examinations for the Ed.S. with other coursework during the sec- degree. For these students, the master’s ond year of the student’s program. Each degree and Ed.S. degree will be awarded practicum course involves weekly on-site 107 experience in local public school settings The internship is a full-time experience, under the direct supervision of a qualiﬁed closely approximating the on-the-job char- school psychologist. An application for acteristics of the certiﬁed school psycholo- practicum must be made in the spring of gist. A written plan of internship goals and the ﬁrst year. objectives is prepared prior to the internship One academic year of full-time intern- and agreed to by representatives of the local ship (or similar supervised work experi- educational agency, the intern supervisors, ence) is required by the Virginia State Radford University faculty supervisor and the Department of Education for permanent intern. Such plans present internship objec- certiﬁcation in school psychology. (In some tives and approximate experiences for the states, a provisional certiﬁcate may be achievement of and evaluation of each objec- issued when all requirements other than the tive. Sample plans may be obtained from the internship have been completed. School Psychology Coordinator. The School Psychology Training The Virginia State Department of Education Program at Radford University requires requires that all public school personnel have two successive semesters of full-time certain courses at the undergraduate or gradu- internship under the direct and continuous ate level before certiﬁcation can be obtained. supervision of a fully certiﬁed, experienced Two speciﬁc required courses which students school psychologist, who is approved by often have not had at the undergraduate level the School Psychology Committee to be are American History and Personal Health. qualiﬁed to render supervision. The School School psychology students should examine Psychology Program requires a minimum their undergraduate and graduate course work of 1,200 clock hours internship experience carefully with certiﬁcation requirements in mind and should work closely with their (600 hours per semester for two semesters) advisers in the development of a program that before the intern will be recommended for will meet all of the certiﬁcation requirements. certiﬁcation. At the completion of the year’s intern- Prerequisites for the school psychol- ship, when all required courses (graduate ogy internship include: Approved applica- and undergraduate) have been successfully tion for the internship (forms available completed and at least 71 semester hours in the department ofﬁce) proposed site, of graduate credit (or 41 hours past the supervisor’s name and when the internship master’s) have been passed, provided that will begin; completion of all coursework, the student has a B average or better and including practicum courses with at least no more than two grades of C or lower in B average overall with no more than two any graduate work attempted at Radford grades of “C” or lower in attempted gradu- University, the student will be awarded the ate work and Pass in the practicum courses; Educational Specialist degree in School and permission of the School Psychology Psychology (Ed.S.). The student will also Coordinator at least four weeks prior to be endorsed by the State Department of registration. The cooperating school system Education in Virginia with full certiﬁcation generally pays the intern for services dur- as a school psychologist. ing this period. Each candidate for the Educational Specialist degree must apply for the degree The Radford University School within the ﬁrst two weeks of his/her ﬁnal Psychology Program adheres to the semester. Unless the necessary forms are ﬁlled standards for internship recommended out by the student before the stated deadline, by the National Association of School graduation will be delayed. Graduate standing Psychologists. is a prerequisite to all 600-level courses. 108 and ◆SOCIAL WORK b.) Indicate that such bachelor’s degree Diane Hodge, Interim Director provided an adequate liberal arts back- Jo Brocato, Graduate Program ground. Liberal arts coursework must Coordinator include the following: Graduate Faculty 1) the humanities (9 hours); 2) human biology content (3 hours) MASTER OF SOCIAL WORK 3) the social sciences (15 hours). It is expected that an applicant’s aca- DEGREE demic background will indicate broad- This degree is structured to meet the needs based exposure to liberal studies. of full-time students and those who wish to Coursework in introductory statistics is study on a part-time basis. The goal of the recommended. SOCIAL WORK degree program is to prepare advanced, 2. Have at least a 2.75 grade point average (on autonomous social work practitioners a 4.0 scale) for all undergraduate course- with expertise in community-based social work and a 3.0 for the last 60 hours of upper work practice with families. The Radford division coursework. Advanced Standing campus offers full and part-time programs applicants must have an overall 2.75 GPA and the Abingdon campus offers a part- and 3.0 for all undergraduate social work time program. Some courses are also taught course work. in Roanoke. An advanced standing option 3. Demonstrate motivation and potential for is available for full-time and part-time stu- a career in social work, including suit- dents who are qualiﬁed graduates of CSWE ability for the profession. accredited BSW Programs. The MSW pro- 4. Demonstrate interest and ability to par- gram is accredited by the Council on Social ticipate in the ﬁeld of human services Work Education. preferably through previous professional, This is a year-round program, includ- volunteer or ﬁeld placement experience. ing summers. Full-time standard students Applicants lacking coursework in these can complete the program in two years. areas must fulﬁll this requirement before Part-time standard students can complete being considered for Regular Admission; the program in four years. For Advanced Conditional Admission may be granted with Standing, full-time students can complete the condition that the student make up the the program in one year and part-time deﬁciency within the ﬁrst semester of enroll- students can complete the program in two ment with a grade of 3.0 or better. years. Application review is open for advanced standing and standard program and contin- ues until the program is full. After review ADMISSION REQUIREMENTS of the completed application to the pro- Applicants must meet the following gram, those applicants with an overall criteria for admission to the master’s GPA not lower than 2.5 may be considered degree in Social Work Program at Radford for admission to the standard program. University: Remediation requirements will be deter- 1. a.) Hold a bachelor’s degree from an mined on an individual basis by the School institution accredited by a recognized of Social Work. regional accrediting agency in the United The School of Social Work follows States (degrees from institutions outside the Council on Social Work Education’s the United States will be evaluated on an guideline that no academic credit be given equivalency basis); for life experience or previous work experi- ence. 109 Standard Program Requirements 61 hrs. Elective Emphasis Areas In order to provide enriched ﬁeld of Foundation Curriculum 27 hrs. practice options after graduation and to SOWK 601. Human Behavior in the Social help students acquire a competitive edge Environment I. 3 in these areas, three-course (9 credits) of elective emphases may be intentionally SOWK 602. Human Behavior in the Social pursued, in the standard program. Environment II. 3 SOWK 611. Social Welfare Policy I: The emphasis areas are in: Policy is Practice. 3 • Child Welfare (public social services SOWK 621. Research I: Basic Research emphasis, attractive to students receiv- Methodology. 3 ing Title IV-E stipends and others): SOWK 615, SOWK 625, SOWK 626, SOWK 631. Social Work Practice I: open elective; Foundations. 3 • Mental Health (emphasis in men- SOWK 632. Social Work Practice II: tal health, preparation for licensure): SOWK 615, SOWK 710, open elec- Families, Groups and Community- tive. Based Practice. 3 • School Social Work Certiﬁcation; SOWK SOWK 641:642. Foundation Practicum 720, EDSP 651 and complete (1) School and Seminar I and II. 3:3 of Social Work elective: SOWK 680, Elective 3 SOWK 615, SOWK 613, SOWK 625. Field placement in a primary or second- ADVANCED STANDING ary school. IF A PLACEMENT IS NOT SOWK 679. Advanced Standing COMPLETED IN THE SCHOOLS, Bridge Course. 3 take also EDSP 622. Advanced Standing Curriculum 37 hrs. CONCENTRATION Students in the Advanced Standing Program enter the program in the summer, Curriculum 34 hrs. in which SOWK 679, Advanced Standing Bridge Course is required. The course SOWK 682. Biopsychosocial Assessment. 3 acts as the bridge between the student’s previous undergraduate social work cur- SOWK 761. Social Welfare Policy II: riculum and Radford University’s special Family Policies and Advocacy. 3 conceptual emphasis, preparatory to enter- SOWK 772. Research II: Advanced ing the Concentration year. Thereafter, the Research Methodology. 3 Advanced Standing students follow the SOWK 783. Social Work Practice III: same curriculum as offered to all concen- Community Practice to Strengthen tration-level students in the full-time or Families. 3 part-time program. SOWK 784. Social Work Practice IV: Family Practica in a Community Context. 3 SOWK 785. Integrative Seminar. 3 SOWK 791:792. Concentration Practicum and Seminar I and II. 5:5 Electives 6 110 SPECIAL EDUCATION ADMISSION REQUIREMENTS ◆SPECIAL EDUCATION See application requirements for Special Sandra Moore, Director, School of Teacher Education and Leadership Education on p. 23. Betty Dore, Assistant Director • Have a minimum undergraduate grade Debora Bays, Program Coordinator point average of 2.75 overall. Work experience and other graduate-level work Graduate Faculty may be considered for those students See Graduate Faculty list at: whose grade point averages does not http://www.radford.edu/gradcollege/faculty/ meet this minimum. index.html • Send ofﬁcial transcripts for all under- graduate and graduate coursework. MASTER OF SCIENCE DEGREE • Submit an essay (typed, double-spaced, IN SPECIAL EDUCATION three pages in length), that includes the fol- lowing: The Master of Science Degree Program a. The special education concentration in Special Education is a single degree you are considering and what past expe- program with licensure and non-licensure riences and interests inﬂuenced your options in four concentrations. The concen- decision to apply for this program. trations are: 1. High Incidence Disabilities b. Your short- and long-term goals and – Emotional Behavioral Disorders (EBD), career aspirations as they relate to this Learning Disabilities (LD) and Mental program. Retardation (MR); 2. Deaf and Hard of • References should be from individuals Hearing (D/HH); 3. Early Childhood who can address your history of successful Special Education (ECSE); and 4. Severe teaching experiences with students with or Disabilities (SD). without special needs and your potential The licensure option in each specialty area for academic and professional success in is designed to prepare teachers to work with the ﬁeld of special education. students with these disabilities in the fol- • Applicants should be available for inter- lowing grades: EBD, LD, MR grades K-12; view, preferably in person or by phone if at D/HH grades PreK-12; and ECSE ages birth a distance. to ﬁve. • Submit a copy of your teaching license. The non-licensure option in each spe- • All applicants must pass the Virginia cialty area is intended for students who Communication & Literacy Assessment already have teacher licensure in special (VCLA) during the ﬁrst 9 hours of enroll- education or who are teaching and have ment. a conditional teaching license in the spe- • Applicants must complete the Virginia cialty area that they are pursuing. Students Reading Assessment and Praxis I along who choose to complete their M.S. without with the VCLA as mentioned above, as a completing an internship will be respon- requirement for admission to the Teacher sible for securing their permanent licen- Education Program if they pursue licensure sure directly through their school division through RU. and the Virginia Department of Education rather than through completion of Radford University’s approved programs in special NON-DEGREE STUDENTS education. Non-degree students may not enroll in any graduate (600) level courses offered by the Special Education Department without permission of the Director of the school or 111 Graduate Coordinator. These students must Supporting Course for Severe Disabilities also meet the prerequisites for the Special Concentration Education graduate program. EDRD 688. Advanced Study in Reading Skills 3 SUPPORTING COURSES or an approved course in reading. Before completion of the Master’s Degree Program in Special Education, the COMPREHENSIVE EXAMINATION candidate may need to complete course- work in instructional technology, develop- Students must complete a written com- mental reading and adaptive strategies in prehensive examination at least two months mathematics. There will be speciﬁc require- prior to completion of their program of ments within each program concentration. studies. The examination may include an The need for supporting courses will be oral follow-up examination. It is the stu- determined by the adviser. dent’s responsibility to schedule the exam with his/her adviser and obtain the neces- Supporting Courses for High Incidence sary form from the Graduate College ofﬁce Concentration prior to the examination date. (See “Final EDSP 545. Adaptive Strategies in Comprehensive Examination” on p. 56.) Arithmetic. 3 EDSP 641. Language Development and Remediation. 3 RETENTION IN THE PROGRAM EDRD 688. Advanced Study in Reading In accordance with the University policy Skills. 3 governing programs with ﬁeld experiences, EDET 620. Instructional Computing. 3 particular qualities of character and interper- sonal skills, which reﬂect general expectations for professional educators, are required for a Supporting Courses for Deaf and Hard student to be admitted to and retained in ﬁeld of Hearing Concentration experience programs. Students will be expect- ed to demonstrate the following academic, EDSP 545. Adaptive Strategies in personal and professional characteristics: Arithmetic. 3 EDSP 641. Language Development and 1. Academic performance that is congruent Remediation. 3 with excellence in professional teaching practice; COSD 223. American Sign Language 2. Effective oral and written communication (ASL) III. 3 skills. Formal assessment will occur the Or demonstrated proﬁciency in ASL. ﬁrst nine hours; EDRD 688. Advanced Study in 3. D/HH applicants must demonstrate ASL Reading Skills. 3 proﬁciency; 4. Any grade lower than C results in dismissal. EDET 620. Instructional Computing. 3 More than one C will also result in dis- missal. Supporting Courses For Early Childhood 5. Behavior that is congruent with the Code Special Education Concentration of Ethics of the National Education EDRD 688. Advanced Study in Association, the Council for Exceptional Reading Skills. 3 Children and the Radford University Honor Code (see the Student Handbook); EDET 620. Instructional Computing. 3 112 6. Appropriate interpersonal skills (respect Program Requirements 30 hrs. of others, acceptance of constructive With Licensure 36-42 hrs. criticism, acceptance of diversity, ability to maintain productive working relation- Required 600-Level Core Courses for ships); All Concentrations 12 hrs. 7. Professional characteristics evidenced by EDEF 606. Educational Research. 3 such things as cooperation with other EDSP 622. Collaboration in Schools professionals, responsiveness to the com- and Community for Special munity and the execution of professional Populations. 3 duties; 8. Demonstrated psychological well-being EDSP 651. Current Trends in Programs and sufﬁcient to interact positively and pro- Services for Exceptional fessionally with students and colleagues Individuals. 3 (e.g., self conﬁdence, enthusiasm, initia- EDSP 670. Behavior Management and Social tive, persistence, sound decision-making Skills Development. 3 skills and the ability to handle stress inherent in the teaching experience); SPECIALTY AREA 9. Demonstrated physical well-being suf- CONCENTRATIONS (choose one) ﬁcient to assume responsibilities of the ﬁeld experience in a constant and stable Concentration 1. High Incidence manner; (Emotional Behavioral Disorders, Learning 10. Appropriate self awareness and self con- Disabilities and Mental Retardation EBD, ﬁdence (e.g., the ability to self-evaluate; LD, MR) accepting constructive criticism); 11. Appropriate professional conduct (e.g., Required Concentration Area reliability, dependability, social maturity, Courses 18 hrs. ability to handle stress, responsiveness to EDSP 672. Introduction to High Incidence school policies, ability to work collabora- Disabilities (ED, LD, MR). 3 tively with others, respecting worth and dignity of others, grooming and dressing EDSP 566. Teaching Students with appropriately); Individualized Adapted Curriculum. 3 12. The ability to function in direct practice EDSP 669. Diagnostic Educational from a professional educational knowl- Procedures for Exceptional Individuals. 3 edge base (e.g., applying knowledge of subject matter, of pedagogy, of human EDSP 676. Teaching Exceptional Learners in development). the General Curriculum. EDSP/EDRD 695. Alternative Approaches to DEGREE REQUIREMENTS Reading. 3 EDSP/EDRD or EDET 600 level Elective The program consists of 12 semester hours of courses covering a common knowledge To obtain licensure in special education, an base for all of the M.S. degree programs additional 6-12 semester hours of internship in special education and 18 semester hours experiences are required. involving speciﬁc option area requirements. EDSP 791. Teaching Internship in High To obtain licensure in special education, an Incidence Disabilities (ED, MR, LD) - additional 6-12 semester hours of practicum Elementary. 6 experience are required. EDSP 792. Teaching Internship in High Incidence Disabilities (ED, MR, LD) - Secondary. 6 113 Concentration 2. Deaf and Hard of To obtain licensure in Special Education, Hearing an additional 6-12 semester hours of intern- Required Concentration Area ship experiences are required. Courses: 18 hrs. EDSP 740. Teaching Internship in Early EDSP 526. Introduction to Deaf and Hard Childhood Special Education: Home- and of Hearing. 3 Community- based Services EDSP 527. Curriculum and Methods for (3-6 hours; repeatable up to 6 hours). Deaf and Hard of Hearing Students. 3 EDSP 741. Teaching Internship in Early EDSP 528. Development and Remediation Childhood Special Education: School- of Reading, Writing and Discourse for the based Services (3-6 hours; repeatable up Deaf and Hard of Hearing. 3 to 6 hours). EDSP 669. Diagnostic Educational *Six semester hour minimum in at least two settings, one of which may be a current Procedures for Exceptional Individuals. 3 place of employment. EDSP/EDRD 695. Alternative Approaches to Reading. 3 COSD 512. Communication Approaches Concentration 4: Severe Disabilities and Sensory Devices for Children with Hearing Impairment. 3 Required Concentration Area Courses: 18 hrs. To obtain licensure in special education, an EDSP 663. Characteristics of Students with additional 6-12 semester hours of intern- Severe Disabilities. 3 ship experiences are required. EDSP 664. Curriculum and Assessment in Severe Disabilities. 3 EDSP 755. D/HH Teaching Internship- EDSP 566. Teaching Students with Preschool/Elementary. 6 Individualized Adapted Curriculum. 3 EDSP 756. D/HH Teaching Internship EDSP 665. Positioning and Handling. 3 -Secondary. 6 EDSP 667. Communication and Severe Disabilities. 3 EDSP 668. Transition and Community- Concentration 3. Early Childhood based Instruction. 3 Special Education Required Option Area Courses: 18 hrs. To obtain licensure in Special Education, an additional 6-12 semester hours of internship EDSP 536. Teaching Infants, Toddlers and experiences are required. Preschoolers with Special Needs. 3 EDSP 538. Program Management in Early EDSP 781. Teaching Internship in Severe Childhood Special Education. 3 Disabilities (Elementary K-8). 1-6 EDSP/PSYC 638. Early Childhood EDSP 782. Teaching Internship in Severe Assessment and Intervention. 3 Disabilities (Secondary 6-12). 1-6 COSD 602. Language Disorders: Birth to Five Years. 3 EDSP 677. Medical Aspects of Teaching Young Children with Disabilities. 3 EDSP, EDRD or EDET 600-level Elective. 114 FIFTH YEAR MASTER’S DEGREE Required Courses and Field IN SPECIAL EDUCATION AND Experiences 30 LICENSURE PROGRAM IN HIGH EDEF 606. Educational Research. 3 INCIDENCE DISABILITIES EDSP 622. Collaboration in School and This program option is designed solely for Community for Special Populations. 3 students who have completed the non-licensure EDSP 641. Language Development and B.S. program in High Incidence Disabilities Remediation. 3 (the IDHI option within the Interdisciplinary Studies major). Undergraduate students in the EDSP 676. Teaching Exceptional pre-professional portion of the program must Learners in the General Curriculum. 3 meet all requirements for admission to the EDRD 695. Alternative Approaches to College of Graduate and Professional Studies Reading. 3 before being enrolled in the master’s degree EDSP 669. Diagnostic Educational portion of the program. Students are expected Procedures for Exceptional Individuals. 3 to complete the graduate admissions process during the fall of their senior year. Graduate EDSP 791-792. Internship in High- admissions requirements for students in the Incidence Disabilities (EBD, LD, MR; 5-year program are the same as for other Elementary and Secondary). 12 concentrations within the Special Education In addition, the Comprehensive program (see pg. 23). Examination is required during the ﬁnal The following courses are required for semester enrolled. the master’s degree in special education and K-12 licensure in High Incidence Disabilities (EBD, LD and MR, K-12). 115 COURSE IDENTIFICATION The following section contains course descriptions for each department. A course num- ber indicates in a general way the difﬁculty and level of the student group for which the course is offered. Courses numbered 100 to 199 are primarily for freshmen; 200 to 299 for sophomores; and 300 to 499 for juniors and seniors. Some 500 to 599 courses have been approved for graduate credit (see departmental sections) and may be taken by qualiﬁed seniors and graduate students. Courses numbered 600 and above are restricted to graduate students. The number in parentheses after a course indicates the credit in semester hours. A hyphen (-) between the numbers of a course indicates no credit will be given until all of the course sequence is successfully completed. A colon (:) between the numbers of a course and semester hours credit indicates credit will be given as each semester of the course is completed; courses must be taken in sequence. A comma (,) between the numbers of a course and semester hours credit indicates credit will be given as each semester of the course is completed and they need not be taken in order. The line following the course title and credit tells the number of lecture and laboratory hours a week. The third line gives the prerequisite, if any. Following some course descriptions, the semester in which the course is offered (fall, spring) will be listed. When no semester (or semesters) is listed at the end of the course description, then in most cases that course is offered each semester during the academic year. However, students should consult with their academic advisers to verify exact sched- ules for course offerings. To obtain detailed information regarding a speciﬁc course, students may view the com- plete course syllabus for a speciﬁc course by accessing the course through the Radford University computer network. COURSE PREFIX INDEX EDRD Reading Preﬁx Subject EDSE Secondary Education ACTG Accounting EDSP Special Education ANTH Anthropology EDUC Education APST Appalachian Studies ENGL English ART Art FINC Finance BIOL Biology GEOG Geography BLAW Business Law GEOL Geology CHEM Chemistry ITEC Information Science and CHHS College of Health and Technology Human Services MGNT Management COED Counselor Education MKTG Marketing COMM Communication MATH Mathematics COSD Communication Sciences MUSC Music and Disorders NURS Nursing CRJU Criminal Justice PHSC Physical Science ECON Economics POSC Political Science EDEC Early Childhood Education PSYC Psychology EDEF Education Foundation RCPT Recreation, Parks and EDEL Educational Leadership Tourism EDET Educational Technology SOCY Sociology EDLI English as a Second Language SOWK Social Work EDLS Library Science THEA Theatre EDME Middle Education 116 COURSES ACCOUNTING Uniform CPA Examination. Audit teams will be utilized to conduct an audit simula- ACTG 511. Fundamentals of tion based on a cycle approach. Accounting. (3) Three hours online course. ACTG 615. Seminar in Financial COURSES Prerequisites: Graduate standing. Accounting. (3) This course provides an integrated study Three hours seminar. of introductory ﬁnancial and managerial Prerequisites: ACTG 313 and ACTG 314. accounting. This course may be taken for Study of the practice of accounting, ﬁnan- an elective in the MBA program. cial reporting and analysis of ﬁnancial per- formance for corporate entities. Emphasis ACTG 606. Governmental and on research and analysis of advanced ﬁnan- Nonproﬁt Accounting. (3) cial topics of current interest. Three hours lecture. Prerequisites: MBA status or permission of ACTG 671. Special Topics in the instructor. Accounting. (3) Study of the practice of accounting, ﬁnan- Prerequisites: MBA status or permission of cial reporting and analysis of ﬁnancial per- instructor. formance for governmental and nonproﬁt Examines topics of special interest in organizations. Emphasis will also be placed accounting areas not covered in current on budgeting and managerial control of graduate course offerings. these organizations. ACTG 698. Directed Study. (1-4) ACTG 611. Accounting for Decision Hours and credits to be arranged. Making and Control. (3) Prerequisites: MBA status and permission Three hours lecture. of the instructor, adviser and Directed Study Prerequisite: MBA status or permission of form submitted to the Graduate College. the instructor. See “Directed Study” on p. 55. Emphasis on accounting data used by man- agers in decision making. The course uses a ACTG 699. Research and Thesis. (1-6) textbook and cases. Among topics covered Hours and credits to be arranged with the are relevant cost identiﬁcation in decision approval of the student’s thesis supervisor, making, contribution margin approach and adviser, department chairperson and the capital budgeting. dean of the Graduate College. See “Thesis” on p. 55. ACTG 614. Advanced Auditing and Attestation. (3) Three hours seminar. ANTHROPOLOGY Prerequisite: ACTG 414. An expanded study of auditing and attes- ANTH 511. Appalachian Cultures. (3) tation services and technology topics. It Three hours lecture. is designed to further expose students to Prerequisite: ANTH 121 or SOCY 110. the prerequisite knowledge tested on the Auditing and Attestation section of the Contemporary Appalachian culture; anthro- pological explanations of regional culture 117 explored; causes and repercussions of under the direction of a faculty adviser. A culture change in Appalachia examined. Directed Study course must be approved by the appropriate department chairperson prior to the deadline for adding cours- APPALACHIAN STUDIES es in the term in which the study is to be undertaken. No student may apply APST 560. Seminar in Appalachian more than six hours of credit for Directed Studies. (3) Study toward graduation requirements. Three hours lecture. The seminar focuses on a designated topic of current interest in Appalachian Studies ART and is designated to give students in-depth exposure both in the classroom and in the The following 500-level courses may be ﬁeld. Topic examples include mountaintop taken for graduate credit if the student has removal, coal ﬁeld labor practices, cultural the necessary prerequisites and the same or attachment to place, Appalachian-Scottish- a comparable course was not taken as part Irish connections, Appalachia in the media. of the undergraduate program. At least 80 The course fulﬁlls part of the requirement percent of the hours in the overall program for the Certiﬁcate in Appalachian Studies. must be in 600-level courses. May be repeated for credit when content differs. Enrollment in 500-level courses for gradu- ate credit requires upper division or gradu- APST 595. Research in Appalachia. (3) ate standing. Prerequisite: Permission of instructor and/ or chair. ART 512. Late 18th and 19th Century Will vary as topics vary. Currently the Art. (3) course focuses on research in communities Three hours lecture. served by the Appalachian Arts and Studies A study of European trends in art of the late in the Schools program (AASIS). May be 18th and 19th centuries. repeated for credit when content differs. ART 522. Ancient Art. (3) APST 680. Appalachian Studies Three hours lecture. Internship. (3) A study of the art and architecture of Each hour of credit will require 40 hours the ancient Near East, Egypt, the Aegean, on the job. Greece and Rome. Prerequisite: Permission of instructor. Course counts up to three hours toward ART 524. Medieval Art. (3) fulﬁllment of course requirements for an Three hours lecture. Appalachian Studies minor. Requires an Exploration of the origins, evolution, internship in a public or private agen- themes and visual characteristics of the cy in Appalachia. Student will receive arts of the early Christian through Gothic academic and agency supervision. The periods. course will be graded on a pass/fail basis. ART 527. Special Topics in Art History. (3) APST 698. Directed Study. (1-6) Three hours lecture. Directed Study courses are offered by An historical study of an art topic that may several departments and are designed to not be a signiﬁcant part of the content in permit students to investigate indepen- regularly taught art history courses. May be dently speciﬁc problems or areas of interest taken again for credit. 118 ART 528. Twentieth Century Art. (3) ART 601. Seminar in Art History. (3) Three hours lecture. Three hours discussion, research, ﬁeld Study of the development of the visual arts assignments. of the 20th century emphasizing chronolog- Prerequisites: Graduate status and 12 hours ical evolution, themes and visual forms. of art history at the undergraduate level or approval of the instructor. ART 540. Elementary Art Education Study and critical interpretation of a period/ Theory and Practice. (3) movement in art history with particular Two hours lecture, two hours laboratory. emphasis on contemporary social, political Teaching of art in public schools – prin- and technological inﬂuences. May be taken ciples, practices and materials. again for credit. ART 541. Secondary Art Education ART 605. Research in Art. (3) Theory and Practice. (3) One hour lecture, four hours studio. Two hours lecture, two hours laboratory. Problem analysis of technical processes in Teaching of art in secondary schools – selected studio areas of concentration. May principles, practices and materials. be taken again for credit. ART 544. History of American ART 609. Art Education Supervision.(3) Architecture. (3) Three hours lecture, discussion or reports. Three hours lecture. The study of current supervisory prob- The study of American architecture empha- lems in the administration of art programs. sizing the international and multicultural Offered alternate spring semesters. inﬂuences on the design of various styles, as well as the social, technological and ART 642. Art Education Theory and environmental forces affecting that design. Practice. (3) Two hours lecture, two hours laboratory. ART 562. Renaissance Art. (3) A study of historical and prevailing ideas Three hours lecture. in art education and their practical applica- An examination of the rebirth of the visual tion. arts in Europe in the 14th, 15th and 16th centuries. ART 666. Graduate Art History Travel. (6) ART 582. Baroque and Rococo Art. (3) On-site art history course designed around Three hours lecture. actual works of art and architecture found A study of the styles and themes of 17th- in museums and historical sites in the coun- and early 18th-century Western European tries visited. art. ART 694. Internship. (3-6) ART 594. Art Museum Education. (3) Prerequisite: Graduate level standing and Three hours seminar. permission of instructor. A hands-on approach to the study, theo- In close collaboration with a supervising retical foundations and implementation of professor the student will arrange outside education programs in the Art Museum employment working in their ﬁeld concen- setting. tration, such as Graphic Design or Jewelry. By working in an actual job situation, the ART 600. Graduate Studio/Research. (3) student will gain valuable real world expe- One hour lecture and four hours studio. rience, portfolio work and possible future May be taken again for credit. job contacts. 119 ART 698. Directed Study. (1-4) continuous enrollment course each semes- Prerequisite: Approval of the adviser, ter, including summer, until they have met department chair and Directed Study form the outstanding requirement(s). submitted to the Graduate College. Hours and credit to be arranged. See This course carries no credit hour produc- Directed Study on p. 55. tion and does not count toward graduation requirements. This course option is also ART 699. Research and Thesis. (1-6) available to those admitted students who Prerequisite: The proposal for the visual are not enrolled in a given semester but exhibition and its complementary writ- who wish to use University facilities and ten exposition must have prior approval services during that time. of all members of the student’s Graduate Committee and the dean of the Graduate College. BIOLOGY Development and realization of an exhi- bition of original art work and a writ- BIOL 581. Special Topics in Biology.(1-6) ten exposition of means and mean- One to six hours of lecture and/or labora- ings of the exhibition. Visual docu- tory. mentation and an oral comprehensive Prerequisites: Minimum of eight (8) hours examination complete the visual of undergraduate biology or permission of exhibition written exposition proj- instructor. ect. Hours and credits to be arranged An outline of topics will be made available with the approval of the chair of the each time the course is offered. May be student’s supervisory committee and the taken for credit more than once, providing dean of the Graduate College. See “Thesis” the topics are different each time. on p. 55. BIOL 681. Advanced Topics in ART 702. Studio Management. (3) Biology. (3-4) Three hours lecture or seminar. A minimum of 45 (for 3 credits) or 60 (for 4 Problems in the management of the profes- credits) contact hours per course. sional art studio. Prerequisites: Minimum of eight (8) credits GRAD 799. Continuous Enrollment. (1) of undergraduate or graduate biology or permission of instructor. All graduate students are required to be registered during the semester they receive Selected topics in advanced biol- their degree from Radford University. ogy. An outline of topics will be Registration is required of all graduate stu- made available each time the course dents when using University facilities and/ is offered. May be taken for credit more or faculty time. The minimum number of than once, providing the topics are different hours for registration is one. Registration each time. allows use of services such as library BIOL 698. Directed Study. (1-4) checkout, laboratories and recreation facili- Prerequisite: Approval for directed study. ties not open to the public. An opportunity to pursue research or other Students who are not currently registered advanced scholarly study in biology. Hours for any course work and who have com- and credit to be arranged in consultation pleted all course work but have other out- with the faculty member with whom the standing degree requirements (e.g., compre- student will work on the directed study. hensive examination, thesis, removal of an May be repeated for a maximum of six I or IP grade), are required to register for a hours of credit to count toward the degree. 120 BUSINESS LAW COSD 511. Public School Methods in a Diverse Society. (3) BLAW 603. Legal Aspects of Three hours lecture. Enterprise. (3) Prerequisite: Graduate standing or permis- Three hours lecture. sion. Prerequisite: MBA status or permission of A study of clinical delivery and administra- the instructor. tion of services to the communicatively A study of the legal framework within disordered children and adolescents in the which business enterprises function with culturally diverse school setting, including special attention to business-government current regulations and issues. Must be relationships. taken for Virginia Teacher Certiﬁcation. BLAW 671. Special Topics in COSD 512. Audiologic Business Law. (3) Rehabilitation. (3) Prerequisite: MBA status or permission of Three hours lecture. the instructor. Prerequisite: Admission to COSD graduate Examines topics of special interest in busi- program or enrollment in the Teacher of ness law areas not covered in current Hearing Impaired certiﬁcation program. graduate course offerings. This course will include an in-depth study of sensory devices and intervention approaches for children with hearing loss. COLLEGE OF HEALTH AND HUMAN SERVICES COSD 601. Research in Communication Sciences and Disorders. (3) CHHS 686. Special Topics in Three hours lecture. Health and Human Services. (3) Prerequisite: Graduate standing or permis- Prerequisite: Permission of Instructor. sion. A comprehensive study of special interest A course designed to introduce methods of topics in health and human services requir- research, theories of measurement, research ing a minimum of 45 contact hours per design and statistics. offering. Each topic will be described in detail when offered. The course may be COSD 602. Language Disorders: Birth taken for credit multiple times, provided to Five Years. (3) that the topics are substantially different Three hours lecture. and the department or school approves. Prerequisite: Graduate standing or permis- sion. The nature, prevention, assessment and treatment of language/communication dis- COMMUNICATION SCIENCES orders in infants, toddlers and other pre- AND DISORDERS school children. COSD 510. Neuroanatomy in COSD 604. Advanced Studies in Communication Disorders. (3) Articulatory and Phonologic Three hours lecture. Disorders. (3) Prerequisite: Graduate standing or permis- Three hours lecture. sion. Prerequisite: Graduate standing or permis- Study of the neurological structures and sion. functions related to normal speech, lan- A study of articulatory and phonologi- guage and hearing processes. cal disorders with special emphasis on 121 research, advanced assessment measures instrumental assessment methods and treat- and intervention. ment strategies emphasizing a multidisci- plinary approach to the whole patient. COSD 606. Fluency Disorders. (2) Two hours lecture/seminar. COSD 611. Autism Spectrum Prerequisites: Graduate standing or per- Disorders. (2) mission. Two hours lecture. Study of ﬂuency disorders with special Prerequisite: Graduate standing or permis- emphasis on research, assessment mea- sion. sures, intervention and prevention. Study of autism spectrum disorders with emphasis on research, assessment issues COSD 607. Language Disorders in and efﬁcacious intervention. School-Age Children and Adolescents. (3) COSD 614. Childhood Apraxia of Three hours lecture. Speech. (2) Prerequisites: Graduate standing or per- Two hours lecture. mission. Prerequisite: Graduate standing or permis- The nature of language disorders in school sion. age children and adolescents and the appli- An in-depth study of assessment and man- cation of current research and theory to agement principles concerning Childhood prevention, assessment and intervention in Apraxia of Speech, a childhood motor this population. speech disorder. COSD 608. Motor Speech Disorders. (3) COSD 615. Voice Science and Three hours lecture. Disorders. (4) Prerequisite: Graduate standing or permis- Four hours lecture. sion. Prerequisites: Graduate standing and Study of neuropathology in relation to COSD 316: Hearing Science or permis- sion. apraxia and dysarthria, including symptom- atology, differential diagnosis and appro- Advanced study of voice science includ- priate management techniques. ing motor control, phonation, respiration, resonance, perception, laryngeal anatomy- COSD 609. Aphasia. (3) physiology and current methods for pre- Three hours lecture. vention, assessment and intervention of Prerequisites: Graduate standing or per- voice disorders in children and adults. mission. COSD 616. Augmentative and Study of the neurologic basis for speech Alternative Communication. (3) and language behavior, etiology, symp- Three hours lecture. tomatology, assessment and management Prerequisite: Graduate standing or permis- of aphasia. sion. COSD 610. Pediatric and Adult An in-depth study of evidence-based Dysphagia. (3) approaches to assessment and intervention Three hours lecture. with individuals who require the use of Prerequisite: Graduate standing or permis- augmentative and alternative communica- sion. tion (AAC). The course will also provide hands-on training of current AAC technol- Study of normal adult and infant swallow ogy. physiology related to various mechani- cal, structural and neurological disorders of swallowing, including clinical and 122 COSD 630. Professional counseling and collaborating with clients, Development I. (1) family members and other professionals. One hour lecture. Prerequisite: Graduate standing or permis- COSD 698. Directed Study. (1-4) sion. Variable credit, 1-4 hours. Discussion of contemporary professional Prerequisite: Graduate standing and per- and legal issues, the Code of Ethics of mission. the American-Speech-Language-Hearing Subject to approval of Communication Association (ASHA) and organization of Sciences and Disorders Department and ASHA. Focus on requirements for certiﬁ- Directed Study form submitted to the cation, specialty recognition, licensure and Graduate College. Students may take a other relevant professional credentials. maximum of six hours of directed studies and no more than four hours credit per COSD 631. Special Clinical Topical study. Seminar. (1-3) See “Directed Study” on p. 55. Variable Credit, 1-3 hours. Lecture, discussion, ﬁeld trips and presenta- COSD 699. Research and Thesis. (1-6) tions. Variable credit, 1-6 hours. Prerequisite: Graduate standing or permis- Follows guidelines established by the College sion. of Graduate and Professional Studies. Speciﬁc areas of specialized clinical knowl- See “Thesis” on p. 55. edge in communication disorders will be GRAD 799. Continuous Enrollment (1) offered. Topics will change each semester. One credit hour. COSD 640. Advanced Practicum in All graduate students are required to be Speech-Language-Hearing. (1-6) registered during the semester they receive Variable credit, 1-6 hours. their degree. Prerequisite: Admission to COSD Graduate See “Continuous Enrollment” on p. 51. program. A clinical practicum course involving prin- ciples and methods of prevention, assess- ment and intervention for people with CORPORATE AND communication and swallowing disorders; PROFESSIONAL including consideration of anatomical/ COMMUNICATION physiological, psychological, developmen- tal, linguistic and cultural correlates of No more than 20 percent of a gradu- disorders of articulation, fluen- ate student’s program (6 credits) may be cy, voice and resonance, recep- in the 500-level courses described below. tive and expressive language, Enrollment in 500-level courses for gradu- hearing, swallowing and cognitive and ate credit requires upper division or gradu- social aspects of communication. ate standing. Courses numbered 600 and above are for graduate students only. COSD 650. Professional Development II. (1) COMM 506. Communication One hour lecture. Skills Tutoring. (3) Prerequisite: Graduate standing and Three hours lecture/participation. COSD 630. Prerequisites: Graduate standing and This course addresses summative assess- instructor’s permission. ment of curricular and clinical knowl- Principles and methods of training cli- edge and skills and development of pro- ents in the improvement of commu- fessional skills, including interviewing, nication skills in such areas as public 123 speaking, group discussion and listening. Emphasis on theoretical and practical Applied component of the course pro- considerations of human awareness and atten- vides supervised consultation and tutoring tion, perception and reception of auditory, experience. visual and nonverbal codiﬁcations; pro- cessing, reception and representation COMM 508. Public Relations Case of the spoken word (psycholinguistics), Studies. (3) image formation and visualization, as Three hours lecture/discussion. well as other semiotic processes such Prerequisites: Graduate standing and as kinesics, proxemics, paralinguistics, instructor’s permission. haptics and chronemics. Explores audi- Case studies and typical public relations ence reception in personal as well as problems in industry, labor, education, gov- mediated contexts in terms of recent devel- ernment, social welfare and trade asso- opments in brain/main research and theory. ciations. Planning and preparation of com- munication materials for various media; COMM 559. Communication in applications of public relations techniques. Conﬂict Management. (3) Three hours lecture/discussion/ﬁeld expe- COMM 513. Political rience. Communication. (3) Prerequisites: Graduate standing and Three hours lecture/discussion. instructor’s permission. Prerequisites: Graduate standing and This course addresses the nature of conﬂict instructor’s permission. between people as it is manifested in com- Contemporary theories and practices of municative interaction in varied contexts, political communication. Examines the within individuals, between individuals, structure and function of political messag- between groups and between organiza- es, the strategic dissemination of political tional and social entities. It deals with both messages and the effects of those messages competitive and, especially, cooperative on corporate, social, professional and cul- communication genres as well as strategies tural institutions. of conﬂict intervention and mediation. COMM 539. Communication and COMM 565. Communication and Leadership. (3) Health Care. (3) Three hours lecture/discussion. Three hours lecture/discussion. An introduction to the study and practice Prerequisites: Graduate standing and of leadership from a communication per- instructor’s permission. spective. Analysis of major theories and A survey of research ﬁndings and theoretic research in leadership with primary empha- models relevant to communication prac- sis on application in real-world settings. tices and health care at the interpersonal, Through discussions and participation in group, organizational and social levels. group activities, students explore leader- ship concepts and theories, analyze their COMM 600. Communication Theory.(3) personal leadership styles, and develop Three hours seminar. leadership communication skills. Prerequisite: Graduate standing. An overview of the history and theory of COMM 540. Listening and Nonverbal the discipline of communication, including Communication. (3) epistemological, ontological and axiologi- Three hours lecture/discussion. cal positions driving theoretic models. This Prerequisites: Graduate standing and course provides background and founda- instructor’s permission. tion for the study of corporate and profes- sional communication. 124 COMM 605. Applied Communication relations strategies and contemporary theo- Research. (3) ries of public relations. Three hours seminar/research. Prerequisite: Graduate standing. COMM 620. Training and Research methods and reporting procedures Development. (3) in communication research. Understanding Three hours seminar. reporting procedures and a variety of quan- Prerequisites: Graduate standing and titative and qualitative methods of data col- COMM 605 or instructor’s permission. lection, analysis and interpretation. This course provides an overview of the communication skills important in con- COMM 610. Seminar in Organizational temporary organizations and of the theo- Communication. (3) retic and practical concerns inherent in the Three hours seminar. assessment of communication needs within Prerequisite: Graduate standing. organizations, the provision of communi- Detailed study of theoretical and applied cation training and development and the literature in organizational communica- assessment of outcomes. These processes tion focusing on modern organizations. are viewed from the perspective of internal Topics for discussion include: the nature of organizational function, as well as from communication in conceptualizing modern that of external consultants. organizations, micro perspectives (interper- sonal, group, public and technological con- COMM 625. Issues Management. (3) texts), macro perspectives (classical theory, Three hours seminar. human relations theory, feminist theory, Prerequisite: Graduate standing. cultural theory, systems theory, TQM mod- The study of distinctive advocacy roles, els, quality circles, etc.), communication relationships and strategies to maintain networks, communication auditing, organi- mutual lines of communication between zational change and the role of the profes- various types of organizations and their sional communicator. publics including research and analysis of problems and issues, preparation and plan- COMM 611. Communication Law and ning of appropriate action, development Ethics. (3) and implementation of effective communi- Three hours seminar. cation and systematic evaluation. Prerequisite: Graduate standing. Survey of the legal and ethical constraints COMM 630. Communication, Change placed upon the content, form and trans- and Innovation. (3) mission of messages in a variety of con- Three hours seminar. texts related to personal, political, business Prerequisite: Graduate standing. and corporate life. The study of organizational change and innovation as a fundamental and recurrent COMM 615. Seminar in Public series of events rooted in and dependent Relations. (3) upon complex communication processes. Three hours seminar. Prerequisite: Graduate standing. COMM 633. Seminar in Persuasion. (3) Examination of the public relations pro- Prerequisites: None fession and application of theoretical and Seminar format in which students will research literature in public relations. discuss and explore concepts and theories Topics for discussion include: the public relating to persuasion. Includes application relations industry, role of public relations to the corporate environment. in organizations and society, public rela- tions ethics, public relations roles, public 125 COMM 635. Contemporary Issues in Provides the opportunity for individual work Corporate and Professional with a faculty member in areas of mutual Communication. (3) interest. May be repeated for a maximum Three hours seminar. of six hours of credit to count toward the Prerequisite: Graduate standing. degree (non-thesis option). See “Directed Study of current issues in corporate and Study” on p. 55. professional communication. Topics to be announced. May be repeated under differ- COMM 699. Research and Thesis. (6) ent topics. Prerequisites: Approval of student’s thesis proposal by the student’s thesis committee COMM 640. Internship in Corporate and by the dean of the College of Graduate and Professional Communication. (3) and Professional Studies. Prerequisites: Graduate standing and per- Research project completed and reported by mission of the supervising instructor and a thesis student in his or her area of interest. permission of the Graduate Coordinator. See “Thesis” on p. 55. An opportunity for practical application of communication theory to practical con- texts. Requires a written proposal. GRAD 799. Continuous Enrollment (1) All graduate students are required to be COMM 650. Seminar in Interpersonal registered during the semester they receive Communication. (3) their degree from Radford University. Prerequisite: Graduate standing. Registration is required of all graduate stu- Seminar format in which students will dents when using University facilities and/ discuss and explore concepts and theories or faculty time. The minimum number of relating to interpersonal communication in hours for registration is one. Registration work relationships and personal relation- allows use of services such as library ships. checkout, laboratories and recreation facili- ties not open to the public. COMM 658. Diversity in the Workplace. (3) Students who are not currently registered Prerequisite: Graduate standing. for any course work and who have com- For managers and members of the work- pleted all course work but have other out- force, diversity poses both challenges and standing degree requirements (e.g., compre- beneﬁts. Greater emphasis on understanding hensive examination, thesis, removal of an cultural differences and managing diversity I or IP grade), are required to register for a as a competetive advantage has become both continuous enrollment course each semes- a reality and an opportunity in American ter, including summer, until they have met organizations. This is a seminar format the outstanding requirement(s). This course course in which students will discuss and carries no credit hour production and does explore concepts and theories relating to not count toward graduation requirements. diversity communication in work relation- This course option is also available to those ships and personal relationships. admitted students who are not enrolled COMM 698. Directed Study. (3) in a given semester but who wish to use Prerequisites: Graduate standing and per- University facilities and services during mission of the instructor, graduate coordi- that time. nator and Directed Study form submitted to the Graduate College. 126 COUNSELOR EDUCATION including an examination of legal and ethical issues. Material discussed in class COED 600. Current Issues in is applicable to counselors in training in Counselor Education (Topic). (1-4) all settings. Prerequisite: Faculty approval One to four hours per week. COED 613. Career Counseling and Examines a major problem, in the coun- Development. (3) seling ﬁeld, its implications and possible Prerequisite: COED 610, 611 or faculty alternative solutions. approval Three hours lecture. COED 610. Human Growth and Emphasizes the understanding of theoreti- Development. (3) cal approaches to career development and Prerequisites: None development and coordination of services Three hours lecture. to help individuals achieve career matu- Covers the nature and range of human rity. Includes activities to promote self- characteristics and individual differences. understanding, educational and vocational Centers on three areas: human behavior, information services, decision making and interpersonal life styles and human interac- placement skills. tion systems and social support systems. The course adopts a case study approach COED 614. Group Counseling to learning. Theories and Techniques. (3) Prerequisite: COED 610 and 611 or faculty COED 611. Introduction to approval. Counseling Theories and Techniques. (3) Two hours lecture; two hours laboratory. Prerequisites: None Introduction to small group counseling. Three hours lecture. Didactic and experiential learning in group This course is designed to introduce stu- theory and practice. Involves group par- dents to the variety of theoretical models ticipation to develop self awareness, accep- that underlie the practice of counseling and tance and effective interpersonal skills. techniques associated with them. Theories and techniques that provide a framework for COED 615. Assessment and Appraisal the process of counseling will be explored. Techniques in Counseling. (3) The course will provide a systematic, com- Prerequisite: COED 610, 611 or faculty prehensive and balanced overview of the approval leading theories and techniques of counsel- Three hours lecture. ing and psychotherapy. Students will be This course is designed to provide counsel- provided the opportunity to put theory into ors and other behavioral science helping pro- practice through small supervised experi- fessionals knowledge, skills and abilities in ences using counseling techniques to help educational, occupational and mental health focus on three domains: thinking, feeling assessment. The course objective is to aid and behaving. students in becoming knowledgeable, skill- ful and thoughtful in the exercise of profes- COED 612. Professional, Ethical and sional judgement based assessment derived Legal Issues in Counseling. (3) from clinical observations, consultation and Prerequisite: None objective assessments. The course also Three hours lecture. instructs counselors in assessment proce- This course is designed for mental health dure to evaluate current functioning of a practitioners involved in the helping pro- client in varying settings including schools, fessions. An introduction and overview colleges or universities and mental health of the counseling profession is presented treatment facilities. The course addresses 127 professional issues related to the ethical COED 635. Human Sexuality Issues in use of assessment tools and strategies in a Counseling. (3) culture of diversity. Prerequisites: COED 610, equivalent course, (or concurrently) or permission of COED 616. Cultural and Diversity instructor. Counseling. (3) Three hours lecture. Prerequisite: COED 610, 611 This course explores the importance of Three hours lecture. human sexuality issues in the counseling Designed to provide an overview of human of children, adolescents and adults. Areas behavior including human diversity and explored include basic human sexual func- cultural pluralism. Multicultural theories tioning and sexual expression, gender iden- and models of counseling and consulting tity development, gender issues in coun- are presented and examined. Students also seling men and women and the effects of experience multicultural relationship dif- sexual abuse on personality development ferences. and functioning. Other issues considered will include current topics such as sexual COED 620. Psychopathology, Diagnosis, harassment and date rape. and Treatment Planning. (3) Prerequisites: COED 610, 611 and 615 (or COED 637. Death, Loss and Grief faculty approval) Counseling. (3) Three hours lecture. Prerequisites: COED 610 and 611 or fac- This course integrates theory and prac- ulty approval. tice of assessment, evaluation, diagnosis, Three hours lecture. treatment planning and case management This course provides students with a per- to achieve developmental and remedial sonal and professional understanding of counseling and psychotherapy goals and death, grief and loss responses. Theories objectives. The course examines current and models of death and loss will be classiﬁcations of psychopathology signs, presented. Both didactic and experiential symptoms and syndromes and integrates methods of instruction will be utilized. developmental and remedial assessment of patients, clients or students with case con- COED 639. Counseling and ceptualization, treatment planning and case Spirituality. (3) management. Prerequisites: COED 610 and 611 or with permission of instructor COED 633. Gender Issues in Three hours lecture. Counseling. (3) This course will examine the interface of Prerequisite: None counseling and spirituality. Spirituality Three hours lecture. will be explored from multiple perspec- This course provides an exploration tives and orientations. Topics will include of gender within the context of coun- dynamics that interact with health, pathol- seling and psychotherapy. Speciﬁcally, ogy, and development, intervention meth- this course examines how gender, ods, counselor belief systems, mindfulness, as both a social construct and a core spiritual competencies, and exploring and identity, shapes psychosocial development. exercising each student’s unique approach A primary emphasis consists of students to spirituality counseling. becoming more knowledgeable about the impact of gender on their personal lives and the impact of gender in their role as a counselor and their work with clients. 128 COED 640. Counseling Techniques. (3) COED 650. Introduction to Community Prerequisites: COED 610 and 611 Mental Health Counseling. (3) Three hours lecture. Prerequisite: None Development and mastery of basic counsel- Three hours lecture. ing skills through a combination of didactic A course that examines the basic assump- and experiential approaches. Video and tions which underlie the community audio tapes, role playing, simulation and counseling model, conceptions of social practice in procedures utilized. intervention, implications for the counsel- ing process, the role of the community COED 641. Practicum: Individual counselor, prevention in the community Counseling Techniques. (3) and current controversies and issues. Prerequisite: COED 611 with a grade of “B” or higher and fac- COED 660. Introduction to Student ulty approval; pre- or corequisites Affairs in Higher Education. (3) COED 610 and COED 612 can be taken Prerequisite: None concurrently with COED 641, but if taken Three hours lecture. prior to COED 641 must have a grade of Introduces role and philosophy of student “B” or higher affairs in higher education. Students exam- One hour lecture; four hours laboratory. ine professional journals and organizations This course integrates varying the- associated with higher education, philo- oretical approaches to counsel- sophical issues in the ﬁeld and research in ing through clinical practice. It also a problem area in higher education. requires progressive clinical proﬁciency in the assessment, diagnosis, planning and COED 661. The College Student and execution of counseling, while demonstrat- Developmental Theories. (3) ing effectiveness in the use of the behavior- Prerequisite: COED 660 or concurrently. al sciences and theory, tools and techniques Three hours lecture. of counseling and psychotherapy. This course is comprised of two components. COED 642. Practicum: Group One examines the developmental needs of Counseling Techniques. (3) today’s college students. This in-depth Prerequisite: COED 610, 611, 612, 614 and examination covers characteristics, demo- 641 with grades of “B” or higher graphics, culture, challenges and needs of One hour lecture; four hours laboratory. the college students in today’s institutions Four integral components of the course of higher education. The second com- include ﬁrst, the development of group ponent is studying the process of human counseling skills; second, organizing, growth and development during the college implementing and evaluating counseling years. Students’ intellectual, moral, ethi- groups; third, the acquisition and dem- cal, ego, psychosocial, identity and career onstration of advanced group counseling development is examined. Linking theory skills through clinical practice; and fourth to the challenges facing college students is the enhanced use of self as a helping agent the foundation of this course. as a result of personal and professional growth and development associated with group participation. 129 COED 662. Student Affairs COED 680. Couples and Family Administration. (3) Counseling: Theory and Methods. (3) Prerequisite: COED 660 or concurrently. Prerequisites: COED 610 and 611 Three hours lecture. Three hours lecture. This course provides the student with an COED 680 is a survey course that exam- overview of the areas of importance in the ines the historical antecedents, philosophical administration of a college Student Affairs assumptions and theoretical rationale of Division. Areas included are budgeting, the major approaches to marital and family ﬁnance, management, legal and ethical therapy. concerns, assessment and supervision. COED 681. Couples and Family COED 663. Leadership and Counseling: Strategies and Organizational Behavior. (3) Techniques. (3) Prerequisite: COED 660 or permission of Prerequisites: COED 680 instructor. Two hours lecture; two hours laboratory. Three hours lecture. COED 681 is designed to provide an over- COED 663 is intended to provide in depth view of the techniques and skills associated knowledge regarding organizational behav- with the practice of couples, marriage and ior and the psychological and managerial family therapy. aspects of leadership behaviors. This course will look at institutions of higher education COED 685. Foundations of Play as the primary context for examining these Therapy. (3) two critical areas. Prerequisites: COED 610 and 611, or per- mission of instructor. COED 670. Counseling Children and This course includes an overview of essential Adolescents. (3) elements and principles of play therapy, includ- Prerequisite: COED 610, 611 or faculty ing history, theories, techniques, modalities, approval. and applications of play therapy. The course Three hours lecture. features an experiential element during which This course examines developmental pat- students conduct play therapy session(s), under terns and counseling needs of children and supervision of the instructor. adolescents. Covers planning, implementa- tion and evaluation of school-related help- COED 686. Overview of Substance ing services. Includes recognition of the Abuse and Addictive Disorders. (3) rights of special student populations and Prerequisites: COED 610 and COED 611 counseling needs. Three hours lecture. COED 686 is intended to provide an over- COED 671. Secondary School view of the strategies, goals, methodolo- Counseling. (3) gies, programs and types of knowledge and Prerequisite: COED 610 or faculty skills necessary for effective identiﬁcation approval. and treatment of substance abuse. Three hours lecture. The course focuses on the functions, roles COED 688. Crisis Intervention and and current issues of secondary school Trauma Counseling. (3) counselors. Content areas include foun- Prerequisites: COED 610, 611, 612, or per- dations of secondary school counseling, mission of instructor. knowledge and practice of school counsel- Three hours lecture. ing, assessment and consultation. Major This course will provide graduate students concerns of adolescents and counseling the opportunity to learn, understand, imple- approaches to assist these concerns are also ment, and experience the theories and included. helping skills that guide the practices of 130 crisis intervention and trauma counseling. semester hours available for each intern- Students will begin to learn how to put ship. theory into practice in this critical area of counseling. COED 693. Internship in High School Counseling. (3) COED 690. Internship in Community Prerequisites: Completion of 33 semester Mental Health Counseling. (3-6) hours in good academic standing including Prerequisites: Thirty semester hours com- COED 641, 642, 671 (or concurrently) and pleted in good academic standing including permission of the chairperson at least one COED 620, 641, 642, 650 (or concurrent) semester prior to registration. and approval of chairperson one semester This course requires that each semester prior to registration. hour of credit is the equivalent of 100 This course requires that each semester contact hours. Counselor Education faculty hour of credit is the equivalent of 100 con- will determine credit hours available to tact hours. The Counselor Education fac- each student. Students must register for ulty will determine credit hours available three semester hour increments up to the to each student. Students may register for total number of semester hours available an internship in three semester hour incre- for each internship. ments up to the total number of semester hours available for each internship. This COED 694. Internship in Student course provides clinical experience provid- Affairs Services. (3-6) ing counseling services in a human service Prerequisites: Completion of 30 hours in agency. good academic standing including COED 641, 642, 660 and 661 and approval of COED 691. Internship in Elementary chairperson one semester prior to registra- School Counseling. (3) tion. Prerequisites: Completion of 33 semes- This course requires that each semester ter hours in good academic stand- hour credit is the equivalent of 100 contact ing including COED 641, 642, 670 (or hours. The Counselor Education faculty concurrently) and permission of the will determine credit hours available to chairperson at least one semester prior to each student. Students may register for an registration. internship in three semester hour incre- This course requires that each semester hour ments up to the total number of semester credit is the equivalent of 100 contact hours. hours available for each internship. The Counselor Education faculty will deter- course provides practical experience in mine credit hours available to each student. student personnel service areas. Students must register for three semester hours available for each internship. COED 698. Directed Study. (1-4) Hours and credit to be arranged. COED 692. Internship in Middle Prerequisite: Approval of adviser, depart- School Counseling. (3) ment chair and Directed Study form sub- Prerequisites: Completion of 33 semester mitted to the Graduate College. hours in good academic standing including See “Directed Study” on p. 55. COED 641, 642, 670 (or concurrently) and permission of the chairperson at least one COED 699. Research and Thesis. (1-6) semester prior to registration. The student will complete a research proj- This course requires that each semester ect in the area of counselor education. hour credit is the equivalent of 100 contact Hours and credit arranged with the approv- hours. Counselor Education faculty will al of the student’s thesis supervisor and the determine credit hours available to each dean of the Graduate College. See “Thesis” student. Students must register for three on p. 55. 131 GRAD 799. Continuous Enrollment (1) including attention to issues of diversity in All graduate students are required to be criminal justice. It will introduce questions registered during the semester they receive of the factors inﬂuencing public policy as their degree from Radford University. well as ethical considerations relating to the Registration is required of all graduate stu- application of criminal justice. dents when using University facilities and/ or faculty time. The minimum number of CRJU 610. Historical Perspectives in hours for registration is one. Registration Criminal Justice. (3) allows use of services such as library Three hours lecture. checkout, laboratories and recreation facili- Prerequisite: Graduate standing. ties not open to the public. Traces the development of ideas about and institutions within the criminal justice Students who are not currently registered for system, focusing especially on the United any course work and who have completed States and its roots in the western tradi- all course work but have other outstanding tion. Students will study some of the major degree requirements (e.g., comprehensive works in the criminal justice ﬁeld. examination, thesis, removal of an I or IP grade), are required to register for a con- CRJU 620. Judicial Behavior. (3) tinuous enrollment course each semester, Three hours lecture. including summer, until they have met the Prerequisite: Graduate standing. outstanding requirement(s). Survey of the American judiciary. Studies This course carries no credit hour produc- judicial self-perception, public perception tion and does not count toward graduation of the judiciary and speciﬁc judicial actions requirements. This course option is also in sentencing and court management. available to those admitted students who CRJU 630. Organizational Theory. (3) are not enrolled in a given semester but Three hours lecture. who wish to use University facilities and Prerequisite: Graduate standing. services during that time. A survey of current organizational theory as it relates to the public sector. Emphasis on development of explanations of organi- zational behavior and development of an CRIMINAL JUSTICE understanding of individual behavior in complex public organizations. CRJU 590. Seminar. (3) Three hours lecture. CRJU 635. Foundations of Law Prerequisites: Graduate standing for stu- Enforcement. (3) dents taking the course for graduate credit. Prerequisite: Graduate standing. Concentrated study of speciﬁc topics related This graduate course is designed to the American criminal justice system. to examine critical issues in polic- ing. Topics for discussion will include CRJU 600. Survey of Criminal (but are not limited to): the function Justice. (3) of policing, historical perspectives, strate- Prerequisite: Graduate standing. gies and programs, the nature of policing, This course will provide an overview of performing the job, ethics and deviance and Criminal Justice theory by providing criti- contemporary issues. cal evaluation and discussion of research in the criminal justice ﬁeld. It will emphasize seminal works and review current research, 132 CRJU 638. Foundations of practice with a required research Corrections. (3) project. Prerequisite: Graduate standing. This is a graduate course intended to exam- CRJU 671. Quantitative Methods in ine critical issues in corrections. Topics Criminal Justice Research. (3) for discussion will include (but are not Three hours lecture. limited to): the evolution of contempo- Prerequisite: CRJU 670. rary correctional strategies, institutional This course is intended to equip the student and community-based correctional alterna- with the ability to calculate and conduct tives, correctional ethics and contemporary statistical analyses for original research to policy issues. ensure the ability to interpret the results of statistical analysis and to apply those results CRJU 643. Social Awareness. (3) appropriately to real world situations. Three hours lecture. Prerequisite: Graduate standing. CRJU 672. Applications in Crime Examines the interrelationship of race, class Analysis. (3) and gender with the criminal justice sys- Three hours lecture. tem, considering the experiences of racial Prerequisite: CRJU 670 (required), CRJU and ethnic minority groups and women. 671 (recommended). This course is an introduction to the quan- CRJU 650. Criminal Justice Ethics. (3) titative skills used in tactical, strategic, and Prerequisite: Graduate standing. administrative crime analysis. Theories and practices in the areas of legal- ity, morality, values and ethics within the CRJU 673. Crime Mapping. (3) criminal justice system. Three hours lecture. Prerequisite: CRJU 670 (required), CRJU CRJU 655. Constitutional Law and the 671 (recommended). Criminal Justice System. (3) This course expands on the quantitative Three hours lecture. principles and applications used in tactical, Prerequisite: Graduate standing. strategic, and administrative crime analysis Examination of constitutional civil liber- introduced on CRJU 672. The primary ties and impact upon criminal law and ﬁeld focus of this course is geographic mapping behavior. of crime patterns. CRJU 660. Issues in Criminal CRJU 675. Studies in Criminological Justice. (3) Theory. (3) Three hours lecture. Three hours lecture. Prerequisite: Graduate standing. Prerequisite: Graduate standing. Examination of current issues which impact Examines the theories of criminality rang- criminal justice through an analysis of for- ing from classical explanations to recent mation, procedural inﬂuence and policy paradigms. determination. CRJU 676. Environmental CRJU 670. Criminal Justice Criminology. (3) Research Methods. (3) Prerequisites: Graduate standing. Three hours lecture. This course examines the spatial distribu- Prerequisite: Graduate standing. tion of crime, focusing primarily on theo- Designed to provide advanced retical explanations and their associated social science research skills and to policy implications. allow students to put those skills into 133 CRJU 684. Criminal Justice Graduate GRAD 799. Continuous Enrollment. (1) Internship. (3) All graduate students are required to be Prerequisite: Graduate standing. registered during the semester they receive An experimental learning program for their degree from Radford University. criminal justice students to observe, learn Registration is required of all graduate stu- and participate in the daily functions and dents when using University facilities and/ procedure of a speciﬁc criminal justice or faculty time. The minimum number of agency. The course consists of not less hours for registration is one. Registration than 16 hours per week for 15 weeks and is allows use of services such as library graded on a Pass/Fail basis. checkout, laboratories and recreation facili- ties not open to the public. CRJU 690. Seminar. (3) Three hours lecture. Students who are not currently registered for Prerequisite: Graduate standing. any course work and who have completed Concentrated study of a speciﬁc issue or all course work but have other outstanding topic in criminal justice. degree requirements (e.g., comprehensive examination, thesis, removal of an I or IP CRJU 691. Public Policy and Criminal grade), are required to register for a con- Justice. (3) tinuous enrollment course each semester, Prerequisite: Graduate standing. including summer, until they have met the Three hours lecture. outstanding requirement(s). Prerequisite: At least one graduate or upper- This course carries no credit hour produc- division undergraduate class in police tion and does not count toward graduation administration, public policy or American requirements. This course option is also political economy. available to those admitted students who Intensive study of policy formulation pro- are not enrolled in a given semester but cess for American criminal justice agencies. who wish to use University facilities and Attention to each of the major components services during that time. of the American criminal justice system: police, courts and corrections. ECONOMICS CRJU 698. Directed Study. (1-4) Prerequisites: Approval of the adviser, ECON 505. Methodology of department chair and Directed Study form Economics. (3) submitted to the Graduate College. An introduction to the study of economics Semi-autonomous, independent research as a social science and business philoso- on a topic of interest to the student and the phy, which exposes students to concepts of criminal justice system. Provides an oppor- supply and demand, product and resource tunity to develop a high degree of concep- markets, producer and consumer decision- tual sophistication on a speciﬁc topic. See making, industrial organization and general “Directed Study” on p. 55. equilibrium theory. Principles of national economic performance, monetary and ﬁs- CRJU 699. Research and Thesis. (1-6) cal policy and international economics will Hours and credit arranged with the approv- be presented. This course may not be taken al of the student’s thesis supervisor, adviser for an elective in the MBA program. and the dean of the Graduate College. See “Thesis” on p. 55. 134 ECON 651. Managerial Economics. (3) ECON 695. Current Topics in Three hours lecture. Economics. (3:3) Prerequisite: MBA status or permission of Three hours lecture. the instructor. Prerequisite: Graduate standing. Study of selected topics in economic theory Investigates topics of current and continu- and their application to management prob- ing interest not covered in regularly sched- lems. Topics include demand and sup- uled graduate courses. Topics announced ply, revenues, elasticity, production and with each offering of course. May be taken cost, incremental decision making, market twice for a total of six semester hours structure and pricing and investment credit. analysis. Elementary quantitative methods developed and utilized. ECON 698. Directed Study. (1-4) Hours and credits to be arranged. ECON 672. Collective Bargaining. (3) Prerequisites: Approval of the directed study Three hours lecture. supervisor, adviser and Directed Study form Explores nature of collective bargaining in submitted to the Graduate College. the United States and deals with the pro- Semi-autonomous independent research on cess of negotiating agreements. Emphasis an economic topic of interest to the student. on practical decision making in solving Provides the student with an opportunity to problems under the collective bargaining develop conceptual sophistication on a spe- contract; employs considerable case mate- ciﬁc topic. See “Directed Study” on p. 55. rial in labor law and arbitration. ECON 699. Research and Thesis. (1-6) ECON 673. Financial Institutions and Hours and credit to be arranged with the Monetary Policy. (3) approval of the student’s thesis supervisor, Three hours lecture. adviser, department chairperson and the Prerequisites: Graduate standing. dean of the Graduate College. See “Thesis” Deals with general and specialized roles on p. 55. of ﬁnancial institutions as well as their structure, regulation, markets and sources of funds. Monetary theory explained with EDUCATION particular emphasis on its effects on ﬁnan- cial markets. EDEC 500. Foundations, Programs and Trends in Early Childhood ECON 694. Business Forecasting. (3) Education. (3) Three hours lecture. The historical, philosophical and social Prerequisites: Admission to the MBA foundations of early childhood education Program or graduate status, STAT 205 (or and how these foundations inﬂuence cur- equivalent) and MATH 151 (or equivalent). rent thought and practice will be exam- Forecasting involves making the best pos- ined. Students will explore philosophical sible judgment about some future event. schools inﬂuencing the development of Topics covered include introduction to fore- the profession and perspectives on current casting, a review of basic statistical con- trends in America that impact young cepts, exploring data patterns and choosing children and their families will be a forecasting technique, moving averages addressed. Students will research and and smoothing models, regression analy- sis, time series analysis, the Box-Jenkins critically examine various education- (ARIMA) methodology and judgmental al programs and curricula for young elements in forecasting. Students will be children. trained in using computer-based models, databases and programs. 135 EDEC 516. Home-School Collaborative EDEC 698. Directed Study in Early Relationships. (3) Childhood. (1-4) Three hours lecture. Hours and credits to be arranged. This course is designed to provide knowl- Prerequisites: Approval of adviser, depart- edge and skills for teachers to build part- ment chair and Directed Study form submit- nerships with parents, caregivers and fami- ted to the Graduate College. lies. The interrelationships among families, See “Directed Study” section in the school and community will be studied. Graduate Catalog. Parent involvement and parent education programs will be examined. This course EDEC 750. Internship in Early emphasizes the professional’s responsibil- Childhood Education. ity to initiate, implement and foster con- Six hours practicum. tinuous family/teacher teamwork for young Prerequisites: EDEC 425 or pre- or coreq- children with diverse needs. uisite; EDEC 525 or permission of instruc- tor. EDEC 525. Assessment-Based This is a full-time clinical practicum expe- Instruction and Adaptation for Young rience in one or more grade levels with Children. (4) prekindergarten/kindergarten/primary Four hours lecture/discussion. grade children. This experience begins Prerequisites: HUMD 300 or equivalent; or with limited participation and culminates in permission of instructor. assumption of full teaching responsibility This course is designed to provide peda- for a minimum of three weeks. gogical concepts and skills for pre- or in- service teachers working with pre-school EDEF 600. Child and Adolescent through primary grade children in inclusive Development. (3) classrooms. Informal assessment strate- Prerequisite: Graduate level. gies are applied to individualize and adapt Covers critical components of human instruction. The central concepts and tools development from the prenatal stage of inquiry in the social studies/sciences, through adolescence, including theories, are used to develop integrated curricu- ethics, research and applications. Personal, lum and learning experiences that enhance social, professional and cultural perspec- children’s development. Applied use of tives related to working with children and technology and media will be integrated adolescents are explored. This course does throughout the course. not meet requirements for psychology majors. EDEC 602. The Young Child PreK-3. (3) Three hours lecture. EDEF 606. Educational Research. (3) Theories of cognitive, social, emotional and Three hours lecture. physical development of the young chil- An analysis of various approaches to the dren are related to early childhood practi- planning of research. Discusses techniques cum. Current curriculum theory applied to and procedures used in making and evaluat- classroom practice. ing studies. Elementary statistics included. EDEC 658. Problems in Early EDEF 607. Foundations of Childhood Education. (3) Education. (3) Three hours lecture. Three hours lecture. Focuses on early childhood and issues Study of the historical, philosophical and and concerns in practices. Addresses relat- sociological bases undergirding educational ed educational concerns of teachers and practice in all its aspects, particularly those administrators on an individual basis. of curriculum, methodology, evaluation, administration, guidance and research. 136 EDET 619. Instructional Design. (3) instructional applications of video, audio Three hours lecture. and animation. This course provides students with ini- tial skills and competencies in apply- EDET 650. Instructional Integration of ing instructional design principles to the Internet. (3) teaching and learning problems. The Two hours lecture; two hours laboratory. student applies Instructional Design meth- Prerequisite: EDET 620 or equivalent or odologies to critical components in instruc- instructor permission. tion including content, learner characteris- This course will cover the use of the tics and diversity in technology integration. Internet as an instructional tool for use in education and training. A comprehen- EDET 620. Educational Technology: sive range of synchronous and asynchro- Applications, Applied Research and nous Internet technologies are covered. Integration. (3) Among key topics included are manage- Two hours lecture; two hours laboratory. ment and logistical issues for using the Web Prerequisite: Basic computer skills. in education and training, policy issues, Addresses the instructional integration of copyright and fair use for educators. technology and is closely aligned both with Virginia and national standards for EDET 660. Current Issues in technology. In addition, the course empha- Educational Media/Technology sizes research, practice, policy and tech- (Topic). (1-4) nology deployment issues involving cur- One to four hours per week. rent computer and related technologies in Examines a major problem or special issue education. concerning educational technology, its implications and possible solutions. The EDET 629. Administration of course may be repeated for a maximum of Educational Media. (3) six (6) semester hours. Three hours lecture. The course examines the role of media EDET 689. Practicum in Educational managers, specialists and technicians in Media/Technology. (3) the administration of educational media A minimum of 150 hours of practicum programs and services. experience each semester enrolled. Prerequisite: Minimum of 18 semester hours EDET 630. Instructional Graphics of credit courses outlined in the Educational and Visualization. (3) Technology and Library Media concentra- Two hours lecture; two hours laboratory. tions and permission of School of Teacher Prerequisite: Basic computer competen- Education and Leadership School Director cies. at least four weeks prior to registration. This class focuses on the application of This course offers practical ﬁeld or clinical computer graphics in education and train- experience in an appropriate setting under ing, including design and development of the joint supervision of cooperating profes- instructional graphics. Through projects, sionals and university personnel. Grade students explore a variety of graphic pro- recorded as “Pass” or “Fail.” Forms are duction software, input and output devices. available in the Department of Educational Studies. The course may be repeated for a EDET 640. Multimedia Technologies maximum of six (6) semester hours. for Instruction. (3) Two hours lecture; two hours laboratory. This course is for students who are skilled in computer hardware and software applications. The emphasis is on current 137 EDET 698. Directed Study in literature for children and adolescents. Educational Media/Technology. (1-4) Emphasis will be on selecting and apply- Hours and credit to be arranged. ing literature within the K-12 library media Prerequisites: Approval of the adviser, center to strengthen and support the cur- School Director of the School of Teacher riculum; meeting information literacy goals Education and Leadership and Directed for all students; developing within K-12 Study form submitted to the Graduate students a love of reading and desire to College. become lifelong learners; and meeting The course may be repeated for a maxi- pleasure reading needs of K-12 students. mum of six (6) semester hours credit. EDLS 610. Developing Library EDLI 602. English as a Second Collections. (3) Language (ESL): Applied Three hours lecture. Linguistics. (3) Analysis of the impact of qualitative stan- Three hours lecture. dards, formulas and other measures of Provides for a comprehensive examination collection adequacy on library planning. of the relationship between linguistics and Emphasis on curriculum-support responsi- second language teaching. bilities of the library. EDLI 603. English as a Second EDLS 612. Reference Materials and Language (ESL): Analysis and Services. (3) Application of Instructional Three hours lecture. Techniques. (3) Prerequisites: Graduate standing Two hours lecture, two hours lab. Course introduces ways of locating, evalu- Prerequisite: Permission of instructor. ating and selecting general and subject- Provides opportunities for practical appli- oriented reference sources with empha- cations of second language acquisition the- sis on works suitable for children and ories and methodologies through a series young adults; fosters a concept of reference of guided observations, evaluations and librarianship which integrates information- limited supervised teaching. al and instructional roles of library media specialists. EDLI 604. Second Language Assessment Principles. (3) EDLS 614. Organization of Library Prerequisite: EDLI 603 or permission of Media Center Materials. (3) instructor. Three hours lecture. Three hours lecture. Prerequisites: Graduate status. Analysis of current testing methods for the Course introduces basic principles of orga- second language classroom. nizing print and nonprint materials for efﬁ- EDLI 605. Second Language cient accessibility in library media center. Curriculum Design. (3) Descriptive cataloging, classiﬁcation and Prerequisite: Permission of instructor. assignment of subject headings introduced. Emphasis placed on integration of computer Three hours lecture. automation into the organization process. Compare/contrast and analyze current sec- ond language curriculum models. EDLS 616. Developing Partnerships for Learning. (3) EDLS 608. Child and Adolescent Three hours lecture. Literature for Library Media Prerequisites: Graduate standing or instruc- Specialists. (3) tor permission. Prerequisites: Graduate standing. The role of libraries in the teaching-learning Provides exposure to a wide variety of 138 process and the role of the school library specific. Focuses on problems that media specialist within the curriculum as arise in junior and senior high schools. a teacher, team member, instructional con- Topics include, but are not limited sultant and leader is examined. Students to: curriculum, classroom procedure, mate- will apply learning theory to planning and rials, textbooks, study and assignments. implementing cooperative projects which lead to the promotion of information lit- EDUC 506. Teaching and Learning eracy. Methods of developing learning Science. (3) partnerships will be examined. Three hours lecture. Students will engage in critical analysis and EDLS 618. Production and Evaluation research related to developmentally appro- of Educational Media. (3) priate, research based teaching content Prerequisites: Enrollment limited to stu- area methods for the science classroom. dents enrolled in the library media con- Building upon the previous academic and centration, the library media certiﬁcate, experiential backgrounds of the students, and licensed library media specialists, or the course is designed to provide concrete permission of the instructor. experiences for appropriate implementa- This course is designed for preservice tion and incorporation of national and and inservice library media specialists and state standards in planning, instruction and focuses on principles and practices related assessment within the educational setting. to the design, production and evaluation EDUC 603. Evaluation of Student of instructional materials. Enrollment in Learning. (3) this course is limited to library media spe- Three hours lecture. cialists and students pursing endorsement/ Emphasis on a variety of evaluation tech- licensure in library media. niques, including classroom tests, student projects, student reports, standardized tests EDME 659. The Middle Education and other evaluative instruments which are Student. (3) suitable for use in schools. Consideration Three hours lecture. given to informal methods of evaluation. Provides those who teach or aspire to Class evaluates techniques and methods. teach in middle education (grades 6-8, ages Focus on improvement of pupil evaluation 10-14) with insights into growth character- process in school. istics of the preadolescent student and their implications for teaching, learning and EDUC 610. Problems in Language Arts classroom management. Considers related and Literature. (K-8). (3) current research. Three hours lecture. Study of problems in communication skills EDSE 621. Recent Developments in of listening, speaking and writing and Teaching in the Secondary School. (3) literature for children appropriate to early Three hours lecture. and middle education. Focus on recent research and developments that have potential for improved teaching in EDUC 612. Problems in Social secondary school classrooms. Emphasis on Studies. (3) research and developments which have the Three hours lecture. most general application. Selected topics in the social studies area to be determined by the interests of students EDSE 631. Problems in Secondary in the course. For the elementary classroom School Teaching. (3) teacher, supervisor, principal or specialist Three hours lecture. in the social studies area. Examines instructional and organi- zational problems, both general and 139 EDUC 615. Principles of Curriculum EDUC 681. International Education Development. (3) Topic. (3) Three hours lecture. Three hours lecture. Prerequisites: Graduate standing or instruc- The course is designed to contrast and tor permission. compare educational programs in other Philosophical, sociological, historical, eco- countries with education in the United nomic and psychological foundations are States. Special attention given to curric- related to K-12 curriculum design. Emerging ulum, faculty and student composition, trends and democratic values and goals are legal structure, facilities and administrative examined. Models of curriculum develop- arrangements. Course may be repeated ment are explored. Curriculum alignment, with different topic. scope and sequence and state regulations pertaining to learning are examined. EDUC/EDSP 690. Cognitive Instruction: An Introduction. (3) EDUC 617. Models of Teaching. (3) Three hours lecture. Three hours lecture. A study of learning and instructional strate- Prerequisites: Graduate standing or instruc- gies based upon current cognitive theories; tor permission. course competency based; students dem- Examines student learning styles, teacher onstrate the technical skills necessary to instructional styles (models of teaching) develop the learning capabilities of their and methods of differentiating instruction clients. and assessing student learning. Focuses on different ways to improve and enhance EDUC 698. Directed Study. (1-4) student learning. Hours and credit to be arranged. Prerequisites: Approval of the adviser, EDUC 640. Internship in Teaching. (3-9) School Director and Directed Study form Practicum for graduate students seeking submitted to the Graduate College. teaching credentials. See “Directed Study” on p. 55. EDUC 660. Current Issues in EDUC 699. Research and Thesis. (1-6) Education (Topic). (1-5) Hours and credit to be arranged with Examines a major problem or trend, its the approval of the dean of the Graduate implications and possible solutions or College. impact on education. See “Thesis” on p. 55. EDUC 670. Basic Principles and GRAD 799. Continuous Enrollment. (1) Practices of Multicultural Education. (3) All graduate students are required to be Three hours lecture/discussion. registered during the semester they receive Prerequisites: Graduate standing or per- their degree from Radford University. mission of instructor. Registration is required of all graduate stu- Focuses on the development of respon- dents when using University facilities and/ sive and responsible educators who will or faculty time. The minimum number of work effectively with all students and hours for registration is one. Registration families in a pluralistic society. Students allows use of services such as library learn how to implement antibias curri- checkout, laboratories and recreation facili- cula in order to teach students strategies ties not open to the public. for living and learning in a multicultural society. Students consider how diversity Students who are not currently registered for issues impact curriculum, instruction, and any course work and who have completed reciprocal home-school relationships with all course work but have other outstanding families. Students are introduced to critical degree requirements (e.g., comprehensive pedagogy for multicultural teaching. 140 examination, thesis, removal of an I or IP supervisors in the improvement and evalu- grade), are required to register for a con- ation of instruction. tinuous enrollment course each semester, including summer, until they have met the EDEL 621. Organization and outstanding requirement(s). Management of Public Schools. (3) Three hours lecture. This course carries no credit hour produc- Prerequisites: Graduate standing, 3 years tion and does not count toward graduation K-12 teaching, or permission of instructor. requirements. This course option is also A comprehensive study of the varied mana- available to those admitted students who gerial duties and responsibilities of school are not enrolled in a given semester but principals at the elementary, middle and who wish to use University facilities and secondary levels. Examines the principal’s services during that time. managerial leadership role in school plan- ning; organizing time, space and records; master-scheduling; stafﬁng; budgeting and purchasing; attending to staff and stu- EDUCATIONAL LEADERSHIP dent safety; overseeing school plant and grounds; and coordinating school programs EDEL 612. Introduction to School for student activities, transportation, custo- Administration. (3) dians, clerks and food services employees. Three hours lecture. Prerequisites: Graduate standing or instruc- EDEL 624. Technology for School tor permission. Administrators. (3) Trends and implications of major historical, Three hours lecture. philosophical and ethical inﬂuences affect- Prerequisites: Graduate standing or instruc- ing school organization and leadership are tor permission. studied with particular reference to demo- Explore technological applications for the cratic values. Processes are examined for purpose of effectively enriching teaching use in the collaborative shaping of a school and learning in K-12 schools. Current tech- vision with all stakeholders in the school nologies for school management and for community. A study of the research on business procedures will be presented and school improvement and effective schools assessed. Short and long range technology is included. State laws and regulations gov- planning for the school, including explor- erning school quality in Virginia (Standards ing resource options, will be investigated. of Quality and Standards of Accreditation) are covered. EDEL 626. The School and Community Relations. (3) EDEL 614. Supervision and Evaluation Three hours lecture. of Instruction. (3) Prerequisites: Graduate standing or instruc- Three hours lecture. tor permission. Prerequisites: Graduate standing, 3 years Principles and practices of human relations of classroom teaching, application to edu- within schools and effective school public cational leadership program or permission relations programs, development of mutual of instructor. school and community understandings, Study of the processes, techniques and public participation in planning school pro- problems associated with supervision, grams and services, cooperative activities evaluation and improvement of classroom with appropriate community groups and instruction and instructional programs in the relationship of school administrators K-12 schools. Examination of the roles and staffs. Self-awareness of leadership of school administrators and instructional skills and self-analysis of beliefs, values, 141 actions and their potential impact upon an internship in 2.0 hour increments up to others is required. Examines the process of 6.0 hours. Each 2.0 hour unit represents a change and its impact upon the school and minimum of 120 hours of administrative community. experience in the local school/district. Students enrolled in an internship are also EDEL 630. Legal and Ethical expected to complete two (2) seminar Dimensions of School classes for each 2.0 hour unit of the intern- Administrators. (3) ship. The internship meets state licens- Prerequisites: Graduate standing or instruc- ing requirements for administrative ﬁeld tor permission. experience. Grade is recorded as “Pass” Explores the legal status of public schools or “Fail.” in the United States with special reference to ethics. Emphasis on constitutional law EDEL 698. Directed Study. (1-4) and the judicial rulings of the Supreme Hours and credit to be arranged. Court, federal district courts and state Prerequisites: Approval of adviser, School appellate courts. Laws and regulations in Director of School of Teacher Education Virginia are examined. and Leadership and Directed Study form submitted to the Graduate College. EDEL 635. Seminar in Problems of See “Directed Study” on p. 55. Educational Leadership. (3) Three hours lecture. GRAD 799. Continuous Enrollment. (1) The course will be conducted in semi- All graduate students are required to be nar format with professors and students registered during the semester they receive identifying the major problems currently their degree from Radford University. facing educational leaders. Once the prob- Registration is required of all graduate stu- lems have been identiﬁed students will be dents when using University facilities and/ expected to conduct research concerning or faculty time. The minimum number of the problems, report their ﬁndings and offer hours for registration is one. Registration potential solutions to the problems. allows use of services such as library checkout, laboratories and recreation facili- EDEL 660. Current Issues in ties not open to the public. Education (Topic). (2-4) Students who are not currently registered Examines a major problem or trend, its for any course work and who have com- implications and possible alternative solu- pleted all course work but have other tions or impact on education. outstanding degree requirements (e.g., comprehensive examination, thesis, EDEL 690. Internship in School removal of an I or IP grade), are required to Administration. (6) register for a continuous enrollment course Six hours laboratory. each semester, including summer, until they Prerequisites: Acceptance as a degree- have met the outstanding requirement(s). seeking student by the Graduate College; completion of 6 semes- This course carries no credit hour pro- ter hours of Educational Leadership duction and does not count toward grad- program coursework; and permission of the uation requirements. This course option adviser and School Director at least four is also available to those admitted stu- weeks prior to registration. dents who are not enrolled in a given Requires that the student enter into an semester but who wish to use University Administrative ﬁeld experience in local facilities and services during that time. schools under the cooperative supervision of both local school/district and university personnel. The student may register for 142 SPECIAL EDUCATION hard of hearing students and techniques for enhancing language and teaching read- EDSP 504. Introduction to ing in this population. Examines current Special Education for Secondary theories and practices in reading and lan- Educators. (3) guage arts instruction for hearing as well Prerequisite: EDUC 309 or EDEF 320 as deaf/hard of hearing children. Presents or approved equivalent and admission to methods for assessing reading and language Teacher Education Program. problems in deaf/hard of hearing children, Corequisite: Enrollment in Secondary Early making adaptations and modiﬁcations in cur- Field Experience Program riculum, integrating technology and includ- Introduction to special education with ing parents in the instructional process. emphasis on its history and purposes, the laws governing special education and the EDSP 536. Teaching Infants, Toddlers students served. Course will also stress and Preschoolers with Special Needs (3) teaching strategies for secondary educators. Three hours lecture. Prerequisites: EDSP 360 or 651 or permis- EDSP 526. Introduction to Deaf and sion of the instructor. Hard of Hearing. (3) Addresses methods for providing devel- Three hours lecture. opmentally and exceptionally appro- Prerequisites: EDSP 651 or 361. priate instructional programming for Introduction to the education of deaf and young children with special needs in hard of hearing students (PreK-12) for all areas of development. Includes prospective teachers and other profession- development of individualized education als serving deaf/hard of hearing students. programs and individualized family service Includes legislation, trends, issues, etiology, plans. identiﬁcation, characteristics, Deaf culture, school related needs and communication EDSP 538. Program Management in modes used in educational practices. Early Childhood Special Education. (3) Three hours lecture. EDSP 527. Curriculum and Methods Prerequisites: EDSP 360 or 651 or permis- for Deaf and Hard of Hearing sion of the instructor. Students. (3) Addresses administrative aspects of ser- Three hours lecture. vice delivery systems for young children Prerequisites: EDSP 526. with disabilities or at-risk conditions and Study of curriculum, methods, techniques their families. Examines legal require- and materials used in the education of deaf/ ments, funding mechanisms, service hard of hearing students. Includes infor- coordination, resource acquisition, inter- mation on classroom organization, class- agency coordination, integration with room management, instructional planning, peers without disabilities, child ﬁnd, transi- curriculum adaptations and modiﬁcations, tion facilitation, professional development community agencies, assessment and eval- and program evaluation. Includes tech- uation and standards of professionalism. niques for working with children, families, educators, related services providers and EDSP 528. Development and other human service professionals. Remediation of Reading, Writing and Discourse for the Deaf and Hard of EDSP 545. Adaptive Strategies in Hearing. (3) Arithmetic. (3) Three hours lecture. Three hours lecture. Prerequisites: EDSP 526. Prerequisites: EDSP 360 or 361 or 651. Study of the complex nature of language For students working with children and acquisition, reading and writing in deaf/ youth in the areas of arithmetic and 143 mathematics. Emphasis on techniques and Prepares teachers with culturally strategies for the teaching and remediation responsive collaboration and consultation of arithmetic and mathematical skills and skills to work with school personnel, includ- competencies. ing paraprofessionals, families, community agencies, employers and others. Addresses EDSP 560. Current Problems in transitions throughout the educational expe- Special Education (Topic). (1-4) rience; consultation, case management and Examines a major problem or current topic coordination of service delivery. Includes in the ﬁeld of special education, its implica- long-term planning, access to community experiences and resources, career develop- tions and possible solutions. ment, life skills, self-advocacy and self- EDSP 564. Introduction to Mental determination, guardianship and legal con- Retardation and Severe Disabilities. (3) siderations. Field-based experiences are Three hours lecture. integral to the course. Prerequisite: EDSP 360 or 361 or 651 EDSP/PSYC 638. Early Childhood The course considers persons with mental Assessment and Intervention. (3) retardation and severe disabilities in Three hours lecture. terms of incidence, etiology and abili- ties and needs in academic, social and Prerequisite: PSYC 631 or permission of biophysical realms. Formats and meth- instructor. ods for educational and vocational This course will teach selection, admin- programming, as well as services and sup- istration and interpretation of formal ports provided through other human service and informal assessment techniques agencies, are examined. Current issues and for young children with disabling and future trends in the ﬁeld are considered. at-risk conditions and their families. Within Students engage in ﬁeld experiences in a developmental-ecological context the local community services and programs for course will teach assessment strategies and persons with developmental disabilities. link assessment results with effective inter- vention strategies. EDSP 566. Teaching Students with Individualized Adapted Curriculum. (3) EDSP/EDRD 641. Classroom Three hours lecture. Development and Remediation of Prerequisite: EDSP 464 or 564 or 672. Language Skills. (3) Study of curriculum, methods, techniques Three hours lecture. and materials used in the education of Prerequisite: Three semester hours of read- students who have disabilities that require ing instruction. individualized planning to design curricu- For graduate students working with chil- lum goals appropriate to their needs. Most dren and youth in oral and written language typically, these students have intermit- development. Emphasizes development of tent, limited, or extensive support needs. language, relationship between thought and Educational planning and program content language, disability and language and cul- for primary, intermediate and secondary tural and experiential differences affecting levels is addressed. language. Classroom strategies for devel- EDSP 622. Collaboration in Schools opment and remediation of oral and written and Community for Special language skills discussed. Populations. (3) Two hours lecture; one hour ﬁeld experience. Prerequisite: Graduate standing and EDSP 361, 651 or instructor approval. 144 EDSP 651. Current Trends in EDSP 665. Positioning and Programs and Services for Handling. (3) Exceptional Individuals. (3) Three hours lecture. Three hours lecture. Prerequisite: Permission of instructor Prerequisite: Graduate standing or permis- Focuses on the educational, social, sion of School Director. physical and health care needs This course presents an overview of excep- of students with both cognitive tionalities of children and youth and cur- and physical/sensory disabilities. Emphasis ricular and instructional modiﬁcations with is given to speciﬁc strategies for positioning emphasis on administrative provisions to and handling, facilitating movement and meet their needs. Current trends and issues developing self-care skills. Students are in service delivery, federal and state law, required to hold or obtain CPR and Airway court cases and Virginia regulations for Obstruction certiﬁcation. Field-based activi- special education programs are addressed. ties are required to allow students to directly apply and demonstrate their learning. EDSP 660. Current Issues in Special Education (Topic). (1-4) EDSP 667. Communication and One to four hours per week. Severe Disabilities. (3) Examines a major problem in special edu- Prerequisites: Permission of instructor. cation, its implications and possible solu- This course introduces special education pro- tions. fessionals to augmentative and alternative communication (AAC) for individuals with EDSP 663. Characteristics of Students severe speech and language impairments. with Severe Disabilities. (3) This course will address the knowledge Three hours lecture. and skills needed to assess the potential Prerequisite: Permission of instructor. AAC user, make team decisions, develop Provides knowledge and understanding of and implement instruction and evaluate the the characteristics and needs of individu- effects of instruction with focus on motivat- als with severe disabilities. Serves as the ing, building and expanding communica- foundations course for the licensure pro- tion, choice-making and social interaction. gram in severe disabilities. Course format Field-based activities are required to allow is a combination of distance-learning and students to directly apply and demonstrate web-based learning modules and interac- their learning. tive sessions. EDSP 668. Transition and Community- EDSP 664. Curriculum and based Instruction. (3) Assessment in Severe Disabilities. (3) Prerequisites: Permission of the instructor. Prerequisites: Permission of the instructor. This course provides an overview of the This course is designed to develop knowl- special educator’s role in preparing stu- edge and skills related to best practices dents with disabilities for post-secondary in curriculum and assessment for those educational and vocational environments. preparing to teach individuals with severe Emphasis is placed on designing and modi- disabilities. Students will plan, develop fying high school curricula, involving and implement a variety of assessment and students and their families in transition curriculum activities that target students planning and helping students acquire the with disabilities. Applied use of assistive services needed to be successful in adult technology will be integrated within the life. Field-based activities are required to course. Field-based activities are required to allow students to directly apply and dem- allow students to directly apply and demon- onstrate their learning. strate their learning. 145 EDSP 669. Diagnostic Educational EDSP 676. Teaching Exceptional Procedures for Exceptional Learners in the General Curriculum. (3) Individuals. (3) Three hours lecture. Three hours lecture. Prerequisites: EDSP 672, or EDSP 464 and Prerequisites: EDSP 361, 651 or PSYC EDSP 472. 401. Addresses current issues and needs in Covers rationale, content, technical adequa- instructional programming for students cy, administration and scoring of diagnostic with high incidence disabilities (learning educational instruments used with excep- disabilities, emotional/behavioral disor- tional students. Emphasis is on identifying ders, mental retardation) at the elementary areas of educational need in students with through high school levels. Emphasizes speciﬁc learning and/or behavioral difﬁcul- methods for the development and reme- ties. Diagnostic and informal information is diation of basic academic skills, study used to formulate a written and oral report skills, learning strategies and modiﬁcation including IEP goals and objectives. of course content to meet individual needs of students who are engaged in the general EDSP 670. Behavior Management education curriculum. and Social Skills Development. (3) Three hours lecture. EDSP 677. Medical Aspects of Teaching Prerequisite: Graduate standing; EDSP Young Children With Disabilities. (3) 361 or 651. Three hours lecture. This course considers practical applica- Prerequisites: EDSP 651 or permission of tions of theoretical constructs regarding the the instructor. management of behavior and development Examines the educational, physical, medi- of social skills in students with learn- cal and health care needs of infants, tod- ing and behavioral problems. Related top- dlers, and young children with cognitive, ics include functional behavioral analysis, physical, or sensory disabilities. Includes positive behavioral supports, student moti- intervention, medical aspects, and manage- vation, age appropriateness, problem-solv- ment of neurodevelopmental and motor ing, awareness of commercially prepared disabilities. resources, professional collaboration and avoiding teacher burnout and collaboration EDSP/EDRD 695. Alternative with families and professionals in design- Approaches to Reading. (3) ing behavior intervention plans. Prerequisites: Three semester hours of reading instruction. EDSP 672. Introduction to High Covers alternative instructional reading Incidence Disabilities. (3) programs and how to replace, supplement Three hour lecture. or interface them with ongoing classroom Prerequisite: EDSP 361 or 651. programs in order to accommodate varying This course provides an overview of speciﬁc learning styles and needs. learning disabilities, mental retardation and emotional/behavioral disorders. It examines EDSP 698. Directed Study. (1-4) history, philosophy, deﬁnitions, prevalence, Hours and credit to be arranged. needs and characteristics, assessment, etiol- Prerequisites: Approval of the adviser, ogy, legal issues, current issues and trends School Director and Directed Study form and service options across the lifespan. submitted to the Graduate College. See “Directed Study” on p. 55. 146 EDSP 740:741. Teaching Internships *Internship/Practicum in Early Childhood Special EDSP 755: Practicum in Deaf and Hard Education. (3-6) of Hearing Preschool – Elementary.(0-6) Prerequisites: Completion of 15 semester EDSP 756. Practicum in Deaf and Hard hours of coursework in the ECSE program of Hearing – Secondary. (0-6) with a grade of “B” or above to include EDSP 651, 536, 670, 665; departmental *Four semester hour minimum in at approval that student meets professional least one practicum. Based on students’ performance criteria; admission to teacher prior experiences, both practica may be education; and permission of the School required. of Teacher Education and Leadership School Director at least four weeks prior to EDSP 791:792. Teaching Internship registration. in High Incidence Disabilities (EBD/ Each of these courses provides pedagogi- LD/MR). cal experience with infants, toddlers or preschoolers with disabilities, developmen- EDSP 791: 6 hrs. Elementary. (6) tal delays, risking conditions, or typical EDSP 792: 6 hrs. Secondary. (6) development. EDSP 740 placements focus Prerequisites: Admission to the Teacher on services delivered in home and commu- Education Program and at least 18 semes- nity settings including early intervention, ter hours of coursework in the program Head Start and preschool programs. EDSP completed to include: EDSP 361 or 651; 741 placements include self-contained and 464 or 564, 472 or 672; 426 or 670; 466 inclusive public schools services. These or 566; 676; departmental approval that are structured and supervised clinical ﬁeld student meets professional performance experiences. criteria; and permission of the Special Education Program Coordinator at least Field Experience grades are recorded as one semester prior to registration. “Pass” or “Fail.” Each of these courses represents a one-half semester, full-time placement, in which the EDSP 750. Internship in Early student works with children with learn- Childhood Special Education ing disabilities, emotional disturbance and Practicum. (6) mental retardation at one age level under the Prerequisites: Completion of EDSP 360, direction of a qualiﬁed teacher. Internship 361, or 651; and EDSP 436, 437, 438, 439 and 451 or their equivalents. grades are recorded as “Pass” or “Fail.” EDSP 750 is a one-half semester, full- GRAD 799. Continuous Enrollment. (1) time placement in which the intern works All graduate students are required to be in an early childhood special education registered during the semester they receive setting under the direction of a quali- their degree from Radford University. ﬁed teacher. Full teaching responsibility is Registration is required of all graduate stu- assumed for at least three weeks. Internship dents when using University facilities and/ grades are recorded as “Pass” or “Fail.” or faculty time. The minimum number of hours for registration is one. Registration allows use of services such as library checkout, laboratories and recreation facili- ties not open to the public. Students who are not currently registered for any course work and who have completed all course work but have other outstanding degree requirements (e.g., comprehensive 147 examination, thesis, removal of an I or IP clarity, organization and rhetorical effec- grade), are required to register for a con- tiveness of language and layout. Realistic tinuous enrollment course each semester, weekly assignments include excerpts from including summer, until they have met the technical manuals, insurance and govern- outstanding requirement(s). ment documents, instructions and reports. This course carries no credit hour produc- ENGL 509. Advanced Fiction tion and does not count toward graduation Writing. (3) requirements. This course option is also Three hours lecture. available to those admitted students who For students wishing to develop potential are not enrolled in a given semester but in ﬁction writing. May be taken twice for who wish to use University facilities and credit. services during that time. ENGL 510. Advanced Poetry Writing. (3) Three hours lecture. ENGLISH For students wishing to develop potential in poetry writing. May be taken twice for ENGL 502. Teaching Writing: Theories credit. and Practices. (3) Prerequisite: Graduate standing. ENGL 525. The Study of Adolescent The course provides prospective teachers Literature. (3) of the English language arts with theories Three hours lecture. and practices governing effective teaching Course familiarizes students with classical of writing in elementary, middle-school and contemporary literature whose audience and high school classrooms. A ﬁeld expe- is primarily adolescents. Students are led to rience in an area public school classroom understand why teenage readers make the allows teachers and teacher candidates to literature choices they do. The course helps design and teach lessons and to conduct students develop a positive attitude writing workshops. Students will complete toward this kind of literature and under- a ﬁeld research project that investigates and stand it should have a place in the read- applies composition theory to some area of ing program of adolescents. Course their teaching. required to satisfy certiﬁcation require- ments for English majors intending to teach ENGL 506. Advanced Technical at the secondary level. Writing. (3) Three hours lecture. ENGL 546. Appalachian Folklore. (3) Teaches students to master the advanced Three hours lecture. technical writing skills required to write Study of mountain verbal lore of tales, bal- professional reports, proposals, manuals lads and sayings; non-verbal or partially and other communications studied in the verbal lore of customs, games and ritu- course. Individual and team-written proj- als; material lore of structure, designs and ects assigned. landscapes. Field collections and written analyses required. ENGL 507. Technical Editing. (3) Three hours lecture. ENGL 547. Appalachian Literature. (3) Prepares students to analyze the readabil- Three hours lecture. ity of technical documents written in the Establishment of standards for identifying workplace (e.g., instructions, user manu- Appalachian literature; study of selected als, abstracts, proposals) and to deal with works representative of the mountain cul- problems of correctness, consistency, ture. 148 ENGL 549. African-American ENGL 606. Technical and Business Literature. (3) Writing. (3) Three hours lecture. Three hours lecture. Familiarizes students with literature writ- Prerequisites: Graduate standing required ten by African-Americans. Scope includes (or permission of the instructor) and ﬂuency all genres and periods. Enables students in written English. to understand African-American literature Study of documents common in profes- both in itself and within larger context of sional settings, including correspondence, American literature and culture. proposals, reports, instructions and presen- tation materials; writing of various docu- ENGL 550. Tribal and Pan-Indian ments, including an article on communica- Literature. (3) tion in the student’s ﬁeld; and development Three hours lecture. of an effective professional writing style. Course is a comparative study of various tribal and pan-Indian literatures, including ENGL 611. Creative Writing. (3) traditional oral texts and transitional and Three hours lecture and workshop. contemporary works in English by tribal Writing of ﬁction or poetry for a criti- and pan-Indian authors. cal audience composed of the student’s instructor and classmates; studies in writ- ENGL 563. Grammar and Language for ing strategies and techniques. May be taken Teachers. (3) twice for credit. Primarily intended for graduate-level, pre- service teaching intern candidates, this ENGL 621. Principles of Literary course addresses the topics of English Criticism. (3) grammar and usage, language acquisition Three hours lecture. and language-related learning, all informed Examination of literary theories stated in by contemporary research from the ﬁelds of major critical texts; emphasis on prin- anthropological linguistics, psycholinguis- ciples underlying contemporary schools of tics and sociolinguistics. criticism. ENGL 564. The History of the English ENGL 629. Critical Approaches to Language. (3) Teaching Literature. (3) Three hours lecture. The course provides prospective teachers History and development of English lan- of literature with an examination and appli- guage from its origins to present. cation of current theory research and prac- tice in the teaching of literature. In a ﬁeld ENGL 590. Summer Workshop. (3) experience portion of the course, students Designed to give students concentrated will design lesson plans and apply particu- study in a specialized area of English. lar approaches to teaching literature with Graded as Pass/Fail. May be taken twice students in local, middle, high schools, or for credit. college classrooms. They will design a Unit of Literature Study for classroom use. ENGL 600. Introduction to Literary Scholarship. (3) ENGL 631. Studies in Middle English Three hours lecture. Literature. (3) Examination of tools and techniques essen- Three hours lecture. tial to advanced literary study and scholar- Close reading, largely in Middle English, ship. Strongly recommended during the of works best typifying developments in ﬁrst semester of graduate study. English literature during the centuries after the Norman Conquest. With a different subheading, may be taken twice for credit. 149 ENGL 633. Studies in English ENGL 648. Studies in Oral and Renaissance. (3) Written Literature of Appalachia. (3) Three hours lecture. Three hours lecture. Study of selected major authors or impor- Study of speciﬁed genre of oral or written tant topics of the English Renaissance. Appalachian literature, or a combination of With a different subheading, may be taken genres from both types to show cross inﬂu- twice for credit. ences. Genre selections, which vary from term to term, include folktale or ballad ENGL 635. Studies in Restoration and in oral literature, or perhaps a combina- 18th Century British Literature. (3) tion of ballad and poetry. With a different Three hours lecture. subheading, may be taken twice for credit. Study of selected major British writers 1660-1789. With a different subheading, ENGL 651. Teaching Expository may be taken twice for credit. Writing. (3) Prerequisite: Appointment as a Graduate ENGL 637. Studies in 19th Century Teaching Fellow in the English Department. British Literature. (3) Introduction to ideas about learning, com- Three hours lecture. position and the process of writing; read- Study of selected major ﬁgures and impor- ing of selected texts on the theory and tant topics of 19th century, with attention to practice of teaching writing; survey of American and European cross-inﬂuences. With a different subheading, may be taken selected teaching strategies; preparation twice for credit. of course descriptions and syllabi; writing; and model teaching. ENGL 639. Studies in 20th Century Literature. (3) ENGL 653. Studies in Women’s Three hours lecture. Literature. (3) Study of selected major ﬁgures and Three hours lecture. important topics of 20th century British and A study of the distinctive literary heri- American literature, with attention to other tage shared by women writers in England inﬂuences. With a different subheading, and North America; course designed to may be taken twice for credit. ground students in feminist literary criti- cal theories and practices (including ENGL 644. Studies in American feminist applications of psychoanalytic, Literature I (to 1861). (3) Marxist, deconstructive and new historicist Three hours lecture. theories). Study of selected authors and important topics of American literature prior to 1861. ENGL 655. Practicum in the With a different subheading, may be taken Teaching of Expository Writing. (3) twice for credit. Prerequisite: Appointment as a second-year ENGL 645. Studies in American Graduate Teaching Fellow and completion Literature II (since 1861). (3) of 18 hours of graduate work. Three hours lecture. Application of current theory, research and Study of selected authors and important practice of composition to actual classroom topics of American literature since 1861. setting; participants work closely with fac- With a different subheading, may be taken ulty mentors who assist them in designing twice for credit. and implementing their writing courses and in assessing classroom practice. Can be repeated once for credit; cannot be included as part of a student’s program of study lead- ing to a master’s degree. 150 ENGL 663. Linguistics. (3) This course carries no credit hour produc- Three hours lecture. tion and does not count toward graduation Introduction to development of the sci- requirements. entiﬁc description of modern English This course option is also available to those through a study of structural linguistics admitted students who are not enrolled and generative transformational gram- in a given semester but who wish to use mar. Designed to facilitate the application University facilities and services during of linguistics to the teaching of English that time. grammar. ENGL 680. Special Topics in English. (3) Three hours lecture. FINANCE Study of a topic in composition, creative writing, literary criticism, rhetoric, litera- FINC 631. Financial Management. (3) ture, language, linguistics or folklore. With Three hours lecture. a different subheading, may be taken twice Prerequisite: MBA status or permission of for credit. the instructor. Examines techniques and concepts used ENGL 698. Directed Study. (1-4) in modern business and the theoretical Prerequisite: Approval of the adviser, department chair and Directed Study form advances in the areas of asset manage- submitted to the Graduate College. ment and capital structure planning. Topics See “Directed Study” on p. 55. include capital budgeting, working capital management, valuation, cost of capital, ENGL 699. Research and Thesis. (6) capital structure planning, dividend policy, Hours and credits to be arranged with option pricing, mergers and acquisitions. the approval of the dean of the Graduate Problems and short cases used to enhance College. student skills in ﬁnancial planning and See “Thesis” on p. 55. decision making. GRAD 799. Continuous Enrollment. (1) FINC 632. Risk Management. (3) All graduate students are required to be Three hours lecture. registered during the semester they receive Prerequisite: MBA status or permission of their degree from Radford University. the instructor. Registration is required of all graduate stu- Provides a study of the management of dents when using University facilities and/ nonspeculative risks in business and the or faculty time. The minimum number of several management tools available to deal hours for registration is one. Registration with them. Examines cases and situations allows use of services such as library which require risk management decisions. checkout, laboratories and recreation facili- Students conduct a risk management analy- ties not open to the public. sis of a business organization. Students who are not currently registered FINC 635. International Finance. (3) for any course work and who have com- Three hours lecture. pleted all course work but have other out- Prerequisites: MBA status or permission of standing degree requirements (e.g., com- the instructor. prehensive examination, thesis, removal of Examines the international ﬁnancial envi- an I or IP grade), are required to register ronment and focuses on the basics of inter- for a continuous enrollment course each national ﬁnancial decision making required semester, including summer, until they in international business operations. have met the outstanding requirement(s). 151 FINC 671. Special Topics in Finance. (3) GEOG 680. Advanced Topics in Prerequisites: MBA status or permission of Geospatial Analysis. (3-4) instructor. Prerequisite: Minimum of 9 credits of under- Examines topics of special interest in ﬁnance graduate or graduate geography (GEOG areas not covered in current graduate course 225 and GEOG 250 plus another geogra- offerings. phy course) or permission of instructor. Advanced Topics in Geospatial Analysis. FINC 681. Investment Analysis and An outline of topics will be made available Portfolio Management. (3) each time the course is offered. May be Three hours lecture. taken for credit more than once, provid- Prerequisite: MBA status or permission of ing the topics are different each time. A the instructor. minimum of 45 (for 3 credits) or 60 (for 4 An in-depth study identifying various credits) contact hours per course. investment instruments offered in the ﬁnan- cial markets and how technical and funda- mental analysis is used to predict the future GEOLOGY performance of a portfolio and the market. Selected 500-level courses can be taken for FINC 698. Directed Study. (1-4) graduate credit provided the student has Hours and credits to be arranged. the necessary prerequisites and if the same Prerequisites: MBA status and approval course or a comparable course was not of the directed study supervisor, adviser taken as part of the student’s undergraduate and Directed Study form submitted to the program. Enrollment in 500-level courses Graduate College. for graduate credit requires upper division See “Directed Study” on p. 55. or graduate standing and must be taught by a member of the graduate faculty. The FINC 699. Research and Thesis. (1-6) master’s in Environmental Engineering Hours and credits to be arranged with the Geosciences has been discontinued. For approval of the student’s thesis supervi- information, contact the Department of sor, adviser and the dean of the Graduate Geology. College. See “Thesis” on p. 55. GEOL 555. Principles of Engineering Geology. (4) Three hours lecture; three hours laboratory. GEOGRAPHY Prerequisites: Graduate standing, eight hours of geology and mathematics through GEOG 580. Seminar. (1-4) trigonometry. Minimum of one semester of Prerequisites: Minimum of 9 hours of physics is strongly recommended. undergraduate geography (GEOG 225 and Taught concurrently with GEOL 455 with GEOG 250 or equivalent, plus another additional project requirements for gradu- geography course of choice) or permission of instructor. ate credit. Intensive study of a special ﬁeld of geog- A study of the application of geologic raphy. An outline of topics will be made principles and data collection techniques to available each time the course is offered. the evaluation of design and construction May be taken for credit more than once, problems relating to engineering projects providing the topics are different each including dams, highways, landﬁlls, tunnels time. and reservoirs, including an overview of availability and suitability of soil and rock as construction materials. 152 GEOL 561. Regional Geology of the cartographic techniques, theoretical and United States. (4) practical use of computer-based remote Three hours lecture; three hours laboratory. sensing and applications of remote sens- Prerequisite: GEOL 320. ing to geology including environmental Regional survey of structural and strati- and resource management and exploration. graphic framework of geologic provinces Makes use of IMAGINE software pack- of the United States; emphasis on geologic age. features and evolution of Appalachian and Western Interior regions. GEOL 606. Applied Geophysics. (3) Two hours lecture; two hours laboratory. GEOL 574. Hydrogeology. (4) Prerequisites: Graduate standing in the Three hours lecture; three hours laboratory. Environmental and Engineering Geo- Prerequisites: Graduate standing, eight sciences program, or permission of instruc- hours of geology and three hours of cal- tor. culus. Application of geophysical methods to shal- Minimum of one semester of physics is low sub-surface investigations. Acquisition strongly recommended. Taught concurrent- and processing of data from the students’ ly with GEOL 474 with additional project own multiple ﬁeld surveys form a major requirements for graduate credit. component of this course. Some Saturday labs may be required. A qualitative and quantitative study of groundwater availability and movement GEOL 615. X-Ray Diffraction in and the development of groundwater as a Geology. (4) resource. Included will be pertinent geo- Two hours lecture; four hours laboratory. logic and engineering aspects of ground- Prerequisites: Graduate standing and water ﬂow and the effect of man on the GEOL 212 (Mineralogy). groundwater regime. Laboratory includes a This course includes a presentation of the ﬁeld investigation. basic theory of X-ray diffraction, the use of X-ray diffraction equipment to identify GEOL 601. Geographic Information minerals, determine lattice types, param- Systems for the Geosciences (3) eters and the indexing of diffraction lines. Three hours lecture; two hours laboratory. The application of the techniques and Prerequisite: Graduate standing. equipment to various geologic problems Introduction to Geographic Information will be investigated. Laboratory hours will Systems and their geologic applications. be scheduled on an individual basis with Includes basic digital cartographic tech- the instructor. niques, theoretical and practical use of computer-based geographic information GEOL 645. Applied Geology Summer systems, applications of GIS to geology, Field School. (6) computer modeling using GIS and an intro- Approximately two months correspondence duction to programming in GIS languages. and 40 hours of ﬁeld work and classroom Makes use of ARC/INFO and ArcView instruction per week. GIS packages. Prerequisite: GEOL 102 or GEOL 103. Intensive training in geological ﬁeld methods GEOL 602. Remote Sensing for the with emphasis on mapping, data collection and Geosciences. (4) the geology of Virginia with applications to Three hours lecture; two hours laboratory. environmental and engineering concerns Prerequisite: Graduate standing. and on land use planning. The Radford Introduction to remote sensing and its geo- University campus serves as the base logic applications. Includes basic digital from which ﬁeld studies are conducted. 153 The course requires overnight excursions GEOL 658. Soil Mechanics in permitting the examination of a wide vari- Engineering Geology. (3) ety of geological ﬁeld conditions including Three hours lecture. ﬁeld trip stops in all the geologic provinces Prerequisites: GEOL 455/555 (Principles of Virginia. The student will design a proj- of Engineering Geology) or equivalent or ect that incorporates ﬁeld school material consent of instructor. that can be used in their profession. Course Examination of basic principles and labora- may require transportation, food and camp- tory tests in soil mechanics as applied to ing fees. engineering geology. GEOL 651. Regulatory Issues in GEOL 659. Principles of Rock Environmental Geology. (3) Mechanics. (3) Three hours lecture. Three hours lecture. Prerequisites: At least four upper-level Prerequisites: Graduate standing and (200-level) or above courses in geolo- GEOL 455 or GEOL 555 (Principles of gy including GEOL 474 or GEOL 574 Engineering Geology). (Hydrogeology) or equivalent or the con- Investigations into the principles describing sent of the instructor. General computer the mechanical response of rock media to literacy will be expected and required for stress, particularly human-induced stresses. success in the course. Included are the application of rock char- This course investigates the societal and acterization; scale effect; in-situ stresses; regulatory framework within which much mechanisms of rock deformation and frac- of the professional practice of environ- ture; and rock engineering. mental geology occurs. The relevant cur- rent and developing legislation will be GEOL 675. Advanced Physical addressed, along with the roles of federal, Hydrogeology. (3) state and municipal authorities in prom- Three hours lecture. ulgation of the law. Class discussions and Prerequisites: Graduate standing and assignments will emphasize the functions GEOL 474/574 (Hydrogeology). of the professional geologist in the various Advanced study of physical and resource research, regulatory and consulting roles aspects of hydrogeology. Theoretical and related to environmental regulation. practical treatment of topics associated with groundwater ﬂow in natural porous media GEOL 657. Erosion and Sediment (unconsolidated materials, porous bedrock, Control/Stormwater Management. (3) fractured bedrock and karst terrane). The Three hours lecture. vadose zone – in particular groundwater Prerequisites: Graduate standing and eight recharge – will be covered as well. Project hours of geology. and seminar opportunities will enhance A study of the principles of erosion and student ownership of course-related con- sediment control and stormwater manage- cepts in practical situations. Laboratory ment as these apply to construction sites. experiences involve experimentation and Topics emphasized include regulatory and ﬁeldwork to calculate ﬂow parameters as legal aspects, techniques of estimating rain- well as on-site water well drilling, develop- fall runoff, use of soil loss estimators, ment and testing (yield and aquifer param- examination of structural and non-structur- eter). Exercises will be designed to practice al methods of erosion and sediment control aquifer parameter analysis methodologies. and preparation of erosion and sediment Modeling principles and currently available control plans. computer programs will also be explored, as 154 will legal aspects of groundwater resource and Engineering Geosciences. Grade for exploitation. course(s) recorded as letter grade. GEOL 676. Groundwater Modeling. (3) GEOL 698. Directed Study. (3-6) Three hours lecture. Hours and credits to be arranged. Prerequisites: graduate standing and GEOL Prerequisites: Permission of the instructor, 474 or GEOL 574 (Hydrogeology). adviser, department chair and Directed Advanced study of the mathematics of Study form submitted to the Graduate groundwater ﬂow and the formulation College. of analytical and numerical models that Provides graduate students oppor- describe steady-state and transient ground- tunity to work individually with facul- water ﬂow systems. Modeling will involve ty members on topics of mutual inter- the use of physical models, ﬂownets, est. Grade for course recorded as spreadsheets, analytical solutions and letter grade. ﬁnite-difference and ﬁnite-element models. See “Directed Study” on p. 55. Class will also focus on proper modeling protocol, model calibration techniques and GEOL 699. Research and Thesis. (1-6) sensitivity analyses. Hours and credit to be arranged with approval of the Geology Graduate Studies GEOL 691. Seminar in Committee and the dean of the Graduate Geosciences. (1-6) College. Three hours lecture. Prerequisite: Graduate standing in Environ- Prerequisite: Graduate standing. mental and Engineering Geosciences. Presentation and discussion of current See “Thesis” on p. 55. topics in various areas of Engineering Geosciences which are not considered in GEOL 755. Advanced Engineering other courses. Content varies from semes- Geology. (3) ter to semester. A single topic area will be Three hours lecture. selected by the instructor for discussion Prerequisites: Graduate standing, GEOL 455/555 (Principles of Engineering Geol- during the semester based on current stu- ogy) or equivalent or consent of instructor. dent interest and current developments in Investigations into the applications of basic Engineering Geosciences. May be taken principles and techniques of engineering more than once. geology to real world situations through the GEOL 697. Environmental and detailed study of actual engineering geol- Engineering Geosciences Graduate ogy case histories. Internship. (3-6) GEOL 776. Contaminant Transport. (3) Each semester hour credit is the equivalent Three hours lecture. of 80 hours of internship experience. Prerequisites: graduate standing and GEOL Prerequisites: Two semesters of gradu- 675 (Advanced Physical Hydrogeology) and ate course work completed; courses taken GEOL 676 (Introduction to Groundwater must include GEOL 555 and GEOL 574. Modeling) or the consent of the instructor. Approval of Geology Graduate Studies Committee in the semester prior to regis- As the capstone course in the hydrogeology tration. sequence, this course combines elements A professional experience in the area of of the core hydrogeology classes to cover environmental and engineering geoscienc- the hydrogeologic factors associated with es. Student supervised by a professional protection of groundwater. Topics covered staff member at the work site and a member include advection, diffusion, dispersion, of the Graduate faculty in Environmental retardation, decay and their use in the 155 advection-dispersion equation. Fate and the College of Science and Technology transport models and aquifer remediation may not take this course for credit toward techniques will also be studied. their degree. GRAD 799. Continuous Enrollment. (1) ITEC 501. Software Development and All graduate students are required to be Algorithms. (3) registered during the semester they receive Three hours lecture. their degree from Radford University. Prerequisite: ITEC 400 or ITEC 500 or Registration is required of all graduate stu- ITEC 220 or permission of ITEC depart- dents when using University facilities and/ ment. or faculty time. The minimum number of This course covers object-oriented algo- hours for registration is one. Registration rithm design from the software engineering allows use of services such as library perspective, data structures and algorithms checkout, laboratories and recreation facili- used in the solutions of nonnumeric prob- ties not open to the public. lems. Students who are not currently registered for ITEC 502. Computer Organization any course work and who have completed and Operating Systems. (3) all course work but have other outstanding Three hours lecture. degree requirements (e.g., comprehensive Prerequisite: ITEC 400 or ITEC 500 or examination, thesis, removal of an I or IP ITEC 220 or permission of ITEC depart- grade), are required to register for a con- ment. tinuous enrollment course each semester, This course covers relationships among including summer, until they have met the computer components, structures and sys- outstanding requirement(s). tems, hardware features, costs, capabilities This course carries no credit hour pro- and selection. It also includes the principles duction and does not count toward of operating systems and the interrelation- graduation requirements. This course ships between the operating system and the option is also available to those admit- architecture of computer systems. ted students who are not enrolled in ITEC 593. Selected Topics in a given semester but who wish to use Information Technology. (1-3) University facilities and services during Prerequisite: Permission of instructor. that time. ITEC 593 covers selected topics in infor- mation technology, as student and faculty interest demands. A new course description INFORMATION TECHNOLOGY is available each time the class is offered. ITEC 500. Foundations of Computer Interested students should contact the Science. (3) course instructor before registering. This Three hours lecture. course may be taken more than once for A rigorous, systematic approach to object- credit with a different topic. oriented problem solving and programming. This is a leveling course for students who ITEC 625. Web Development. (3) do not have either the educational experi- Three hours lecture. ence or background to start the Information Prerequisite: ITEC 501 and ITEC 502, or Technology (IT) courses for the IT concen- permission of ITEC department. tration for a master’s in Education (MSED) An introduction to a broad variety of web program. ITEC 500 will not count as grad- development topics, including client-side, uate credit towards the ITEC Concentration server-side, servers and design issues. for the MSED. Undergraduate students in 156 ITEC 623. Management Information This course may be taken more than once Systems. (3) for credit with a different topic. Three hours lecture. Prerequisite: MBA status or permission of ITEC 698. Directed Study in the instructor. Information Technology. (1-4) Development and application of manage- Prerequisite: ITEC 501 and ITEC 502, or Permission of ITEC Department. ment information systems to organizations. Directed Study courses are designed to Analysis of critical information ﬂow in the provide graduate students an opportuni- context of an organizational system. ty to investigate independently speciﬁc problems or areas of interest under the ITEC 640. Database Concepts. (3) direction of a graduate faculty member. Three hours lecture. The content of the course will vary with Prerequisite: ITEC 501 and ITEC 502, or each offering and requires the approval of permission of ITEC department. the supervising professor, adviser, depart- An in-depth study of the theory, design ment chairperson, and the Graduate Dean. and implementation of database concepts with emphasis on relational and object- relational systems. MANAGEMENT ITEC 650. Networking Concepts. (3) Three hours lecture. MGNT 601. Business Research and Prerequisites: ITEC 501 and ITEC 502, or Reporting. (3) permission of ITEC department. Three hours lecture. Physical and logical design of networks, Prerequisite: MBA status or permission of topologies, protocols, local and wide-area the instructor. networks. Advanced topics include statis- Reviews speciﬁc method and reasoning tical measures of quality of service and process as philosophical foundations for trafﬁc characterization, as well as design research; explores the basic methodology methodologies for networks. Concepts of for business research design, measurement, teaching the ﬁeld of networking through data collection, analysis and reporting. homework and lab experiences. Group project used to demonstrate the con- cepts learned in the course. ITEC 680. Programming Languages. (3 Three hours lecture. MGNT 621. Organizational Behavior Prerequisite: ITEC 501 and ITEC 502, or and Management Skills. (3) permission of ITEC Department. Three hours lecture. Programming language constructs, run-time Prerequisite: MBA status or permission of behavior of programs, desirable features of the instructor. languages, design and implementation con- Studies the behavior of individuals and siderations to obtain those features. groups in organizations from a managerial point of view; applies the concepts, meth- ITEC 693. Selected Topics in ods and research ﬁndings of the behavioral Information Technology (1-3) sciences to the understanding of the causes Prerequisite: Permission of instructor. and consequences of human performance, ITEC 693 covers selected topics in infor- satisfaction and development in organiza- mation technology, as student and faculty tions. Also includes management skills interest demands. A new course descrip- development. tion is available each time the class is offered. Interested students should contact the course instructor before registering. 157 MGNT 622. Quantitative Methods. (3) the project level, cover the life cycle of a Three hours lecture. project and provide a thorough understand- Prerequisite: MBA status or permission of ing of all its phases. Extensive ﬁeld work the instructor. is required. Finally, it will wrap up with Provides study of quantitative tools used in the individual level and the career implica- business production and service organiza- tions of landing/creating a consulting job, tions. Topics include linear programming, including ethical challenges and lifestyle integer programming, network analysis and implications. stochastic programming. MGNT 671. Special Topics MGNT 624. Operations in Management. (3) Management. (3) Three hours lecture. Three hours lecture. Prerequisite: MBA status or permission of Prerequisite: MBA status or permission of the instructor. the instructor. Examines topics of special interest in man- A problem-solving course designed to help agement area not covered in current gradu- reduce uncertainty in the decision-making ate course offerings. environment of operations and produc- tion in manufacturing and service ﬁrms of MGNT 685. Strategic Management. (3) private and public sectors of the economy. Three hours lecture. Emphasis on employment of mathematical Prerequisites: MBA status or permission models for use and application in decision of the instructor, ACTG 611, FINC 631, making in business. MGMT 624, MKTG 641. Integrates graduate business courses in MGNT 651. Entrepreneurship. (3) a top level strategy development course. Three hours lecture. Emphasis on environmental analysis and Prerequisite: MBA status or permission of decision making. A capstone course; must the instructor. be taken during or after the term in which This course focuses on starting and manag- the last required MBA course is taken. ing high growth businesses. Major topics include: identifying potential high growth MGNT 698. Directed Study. (1-4) business opportunities, characteristics of Hours and credits to be arranged. entrepreneurs, developing creativity, evalu- Prerequisites: MBA status and approval ating market potential, choosing a legal of the directed study supervisor, adviser structure, tax planning, ﬁnancial strategies, and Directed Study form submitted to the preparing a business plan, operating con- Graduate College. siderations, choosing an exit or succession See “Directed Study” on p. 55. strategy. MGNT 699. Research and Thesis. (1-6) MGNT 652. Business Consulting. (3) Hours and credits to be arranged with the Three hours lecture/ﬁeld work. approval of the student’s thesis supervisor, Prerequisite: MBA status or permission of adviser, department chairperson and the the instructor. dean of the Graduate College. This course will be organized on four levels. See “Thesis” on p. 55. First, it will examine the consulting indus- try to understand the context and some key factors affecting business consulting, ﬁrm strategies and key events. Second, it will move to the ﬁrm level examine the man- agement issues associated with running a consulting ﬁrm. Third, it will proceed to 158 MARKETING and Directed Study form submitted to the Graduate College. MKTG 602. International Business. (3) See “Directed Study” on p. 55. Prerequisite: MBA status or permission of the instructor. MKTG 699. Research and Thesis. (1-6) Provides an analysis of international busi- Hours and credits to be arranged with the approval of the student’s thesis supervisor, ness challenges, strategies and operations; adviser, department chairperson and the includes readings in contemporary interna- dean of the Graduate College. tional business perspectives and cases. See “Thesis” on p. 55. MKTG 612. Global Market Research. (3) Three hours lecture. MATHEMATICS Prerequisites: MBA status and permission MATH 681. Topics in Mathematics of instructor. Education. (3) Provides MBA students an opportunity to Prerequisite: Permission of instructor. participate in international market research. A minimum of 45 contact hours per course. Students conduct an in-depth analysis of Selected topics in mathematics education. foreign markets to determine market poten- An outline of topics will be made avail- tial and to develop strategies for Virginia able each time the course is offered. May ﬁrms to enter or expand speciﬁc markets. be taken for credit more than once, pro- MKTG 641. Marketing viding the topics are different each time. Management. (3) Three hours lecture. Prerequisites: MBA status or permission of MEDIA STUDIES the instructor. MSTD 560. Special Topics in Media This course teaches students the art and sci- Studies. (3) ence of selecting target markets and acquir- Prerequisite: Permission of instructor. ing and maintaining proﬁtable customers in a socially responsible and ethical manner. A comprehensive study of special interest Case studies, experiential projects, simula- topics in Media Studies. Each topic will tions and marketing planning assignments be described in detail when offered. The may be used. course may be taken for credit multiple times, provided that the topics are sub- MKTG 671. Special Topics in stantially different, and the Department or Marketing. (1-6) School approves. Hours and credits to be arranged. Prerequisites: MBA status or permission of instructor. MUSIC Provides students an opportunity to exam- ine topics of special interest in the market- MUSC 517. Form and Analysis. (3) ing area beyond the subjects covered in the Three hours lecture. current grade course offerings. Prerequisite: MUSC 212 or equivalent MKTG 698. Directed Study. (1-4) music theory course. Hours and credits to be arranged. Standard forms from small units through Prerequisites: MBA status and approval concerto and fugal techniques. Synthesis of of the directed study supervisor, adviser larger, more general concepts. Comparative study of various periods and cultures. 159 MUSC 518. Arranging and MUSC 533. Advanced Jazz Orchestration. (3) Combo. (1) Three hours lecture. Two hours rehearsal. Prerequisite: MUSC 212 or equivalent Prerequisite: Audition. music theory course. Performance of advanced jazz literature for Scoring for various band and orchestral a jazz combo. Emphasis on composition/ ensembles; vocal and instrumental arrang- arranging, improvisation, development of ing. Includes the study, preparation and repertory of jazz tunes for performance. performance of scores. Present concerts and programs throughout the year on and off campus. MUSC 519. Counterpoint. (3) Three hours lecture. MUSC 534. Jazz Ensemble (1) Prerequisite: MUSC 212 or equivalent Three hours rehearsal. music theory course. Prerequisite: Audition. The detailed study and composition of the Exposure, learning and performance of tra- various countrapuntal devices and forms ditional and contemporary styles of music found in the history of western music. for the jazz ensemble. Presents formal and/ or informal programs throughout the year, MUSC 521, 522. Guitar History and on and off campus. Open to all students by Literature. (2,2) audition. May be taken again for credit. Two hours lecture. Prerequisites: MUSC 321 and 322 or MUSC 535. Percussion Ensemble. (1) equivalent music history courses. Three hours rehearsal. A study of guitar history and literature from Prerequisite: Audition. the Renaissance to the present will include Performance of contemporary percussion/ such topics as notation, performance prac- marimba ensemble literature. Presents pro- tices, instrumental development and social grams throughout the year, on and off cam- contexts. pus. Open to all students by audition each semester. May be taken again for credit. MUSC 528. Computer Music Forum.(1) Two hours presentations and discussion. MUSC 536. Guitar Ensemble. (1) Prerequisite: MUSC 128 or equivalent Three hours rehearsal. computer music skills. Prerequisite: Audition. Intensive work on individual projects in The Guitar Ensemble offers training in computer music and related research, with sight-reading and chamber music perfor- class discussion of these and of current mance skills for guitarists; performs both developments in the ﬁeld. Graduate credit on and off campus and is open to all stu- requires work at advanced levels. May be dents by audition each semester. May be taken again for credit. taken again for credit. MUSC 531. Wind Ensemble. (1) MUSC 537. Digital Ensemble. (1) Three hours rehearsal. Two hours rehearsal Prerequisite: Audition. Prerequisites: MUSC 128 or equivalent Emphasis on study and performance of computer music skills. serious wind ensemble literature. Concerts Existing and original music is prepared for presented each year on campus and on tour public performance using electronic sound only. May be taken again for credit. sources in a chamber ensemble setting. May be taken again for credit. 160 MUSC 545. Guitar Pedagogy. (3) activities both on and off campus. May be Three hours lecture. taken again for credit. Prerequisite: MUSC 270 or equivalent fretboard skills. MUSC 557. Opera Workshop. (1) Guitar instructional principals, pro- Three hours rehearsal. cedures, materials and their applica- Prerequisite: Permission of instructor. tions will be studied. This course will Study and preparation of vocal roles and investigate both historical and current chorus parts to produce major opera or theories and practice. opera excerpts. Membership open to stu- dents by audition. May be taken again for MUSC 549. Piano Pedagogy. (3) credit. Three hours lecture, demonstration, labora- tory. MUSC 558. Accompanying. (1) Prerequisite: Level 4 proﬁciency in piano. Two hours lab/coaching. Survey of piano teaching materials, meth- Prerequisite: Permission of instructor. ods and approaches, with emphasis on Piano/guitar accompanying in class, applied elementary through intermediate level stu- lessons, rehearsals and public performanc- dents; practical demonstration and applica- es. May be repeated for credit. tion of material; observation of teaching; supervised student teaching. MUSC 571/572. Fourth Year Applied Music. (1-2) MUSC 553. Chamber Music Prerequisites: (Music 571): Satisfactory Ensemble. (1) entrance audition or completion of Two hours rehearsal. MUSC 372 with a grade of “C” or better. Rehearsal and performance of chamber Prerequisite (Music 572): Completion of music literature from duos to nonets for MUSC 471 or MUSC 571 with a grade of strings, winds, pianos, mixed strings and “C” or better. winds with or without piano. Open to Private instruction in the Applied Music qualiﬁed students. Chamber groups must Level System at levels VII and VIII, or be formed in advance of registration with higher as appropriate to the student’s level consent of instructor. May be taken again of advancement. Covers technique, reper- for credit. toire, musicianship, sight-reading. Speciﬁc requirements for each level of compe- MUSC 555. Madrigal Singers. (1) tency in each applied area are on ﬁle in the Three hours rehearsal. Department of Music ofﬁce. Prerequisite: Audition. Performs primarily a capella literature from MUSC 585. Psychology of Music. (3) the Renaissance through the 20th century. Three hours lecture. A high degree of personal musicianship, Prerequisite: Senior Standing, BIOL 331 or discipline and vocal ability is required. equivalent anatomy and physiology course May be taken again for credit. and upper level standing as a music thera- py major. MUSC 556. Radford Singers. (1) Science of sound and music including Four hours rehearsal. acoustics, hearing anatomy, aesthetics, per- Prerequisite: Audition. ception, evaluation and measurement of Performs a wide variety of cho- musical ability, achievement, research and ral music from all historical periods. A statistical methods. Required of all Music high degree of personal musicianship, Therapy Majors; open to students in other discipline and vocal ability is required. curricula. Participates in concerts, tours and other 161 MUSC 595. Seminar in Music History MUSC 608. Music Teaching and and Literature. (3) Learning. (3) Three hours lecture. Three hours lecture. Prerequisites: MUSC 321 and 322 or Prerequisites: Undergraduate degree in equivalent music history courses. music or permission of the instructor. Variable topic course. Study of advanced Perceptual processes, learning theories and music history or literature. May be taken curricula in music education will be studied again for credit with different topics. in this course. MUSC 601. Bibliography and MUSC 610. Medieval Music. (3) Research. (3) Three hours lecture. Three hours lecture. Pre- or corequisite: MUSC 601. Prerequisite: Bachelor’s degree in music or Survey of monophonic and polyphonic tra- permission of the instructor. ditions of both sacred and secular Medieval Survey of bibliography and methods of music. Offered every third year. research in music (music education, music therapy and musicology); study of process- MUSC 611. Renaissance Music. (3) es of research and writing in music. Fall. Three hours lecture. Pre- or corequisite: MUSC 601. MUSC 603. Dalcroze, Kodaly and Orff Historical survey of Renaissance music Methods. (3) with emphasis on musical literature, styles, Three hours lecture. forms and techniques. Offered every third Prerequisite: Level 2 proﬁciency in key- year. board. Dalcroze, Kodaly and Orff instructional meth- MUSC 612. Baroque Music. (3) ods and adaptations in American music edu- Three hours lecture. cation. Offered alternate years. Pre- or corequisite: MUSC 601. Developments in form and style of the MUSC 605. Measurement and Baroque period from Monteverdi through Evaluation of Music Experiences. (3) J. S. Bach. Offered every third year. Three hours lecture. Measurement and evaluation techniques MUSC 613. Classical Music. (3) for music aptitude, achievement and prefer- Three hours lecture. ence will be explored. An emphasis of the Pre- or corequisite: MUSC 601. course is on developing teacher-made tests Study of 18th century music with special and on available standardized music tests. emphasis on pre-classical and classical composers. Detailed survey of the music MUSC 607. History and Philosophy of of Haydn, Mozart and Beethoven. Offered Music Education. (3) every third year. Three hours lecture. Prerequisites: Undergraduate degree in MUSC 614. Romantic Music. (3) music or permission of instructor. Three hours lecture. This course surveys the history of American Pre- or corequisite: MUSC 601. music education and explores the philo- Music literature, styles, forms and tech- sophical foundations of music education. niques of the 19th century, as well as intellectual foundations of the Romantic movement. Offered every third year. 162 MUSC 615. Twentieth-Century MUSC 641:642. Practicum in Music. (3) Music Therapy. (2:2) Three hours lecture. One and a half hours of lecture, 3-5 hours Pre- or corequisite: MUSC 601. of ﬁeld work per week. Signiﬁcant developments in form and Prerequisite: MUSC 620. style of the music of the 20th century. Advanced music therapy practice under Offered every third year. approved clinical supervision. MUSC 641 requires clinical work only. MUSC MUSC 620. Advanced Methods in 642 emphasizes administrative and Music Therapy. (3) supervision practices. Approval forms Three hours lecture. are available in the Graduate College Prerequisites: MUSC 477, 485 and 486. ofﬁce. Investigation into advanced methods and materials in music therapy. Emphasizes MUSC 650. Seminar in Music the development of Introductory Level Therapy. (3) (Level I) skills in the Bonny Method Three hours lecture. of Guided Imagery and Music (GIM) Prerequisites: MUSC 485 and 486; as sanctioned by the Association for corequisite: MUSC 641 or 642. Music and Imagery (AMI). This course Survey of contemporary trends in music involves group participation to develop therapy; emphasis on administration, self awareness, acceptance and effective supervision and teaching. May be taken interpersonal skills. Personal develop- again for a maximum of six semester ment is an integral component of this hours credit. Offered in the Spring. course. Additionally, emphasis will be placed on music and relaxation and pro- MUSC 651. Special Applications in cedures with sensory, physical, emo- Music Therapy I. (3) tional, cognitive and social disabilities. Three hours lecture. Offered in the Fall. Pre- or Corequisite: MUSC 641 or 642; MUSC 620. MUSC 627. Technology in Music and This course focuses primarily on two Music Education. (3) advanced applications of music in thera- Three hours lecture. py. “Mind/Body and Music” will focus Prerequisites: Undergraduate degree in on the use of music in the various models music or permission of instructor. of healing for mind and body. “Musical Direct application of current digital tech- Elements and Inner Process” will focus nologies used in music composition, on the building blocks of music and their performance and instruction. Emphasis effect on the inner life of the human on the use of MIDI applications for the being. production of musical materials in vari- ous media, including distribution via the MUSC 652. Special Applications in World Wide Web. Music Therapy II. (3) Three hours lecture. MUSC 633. Analytical Techniques.(3) Pre- or Corequisite: MUSC 641 or 642; Three hours lecture. MUSC 620. Prerequisite: MUSC 417 or 517 This course focuses primarily on the Various analytical techniques with par- creative arts and their interrelationships. ticular attention to analysis of tonal, Emphasis will be placed on Mandala textural and temporal features at vari- Assessment and this will be integrated ous levels of structure. Offered in the into advanced models of Music Therapy Spring. 163 practice that include the Bonny Method of May be taken again for credit with differ- Guided Imagery and Music (GIM). ent topics for a maximum of six semester hours. MUSC 654. Advanced Conducting Techniques. (2) MUSC 691. Seminar in Music One hour private lesson, one hour labora- Education. (1-3) tory. One to three hours lecture. Prerequisites: Permission of the instruc- Prerequisites: MUSC 319 and 320. tor. In-depth study and research in a specialized Emphasizes advanced analytical, aural and topic concerning music education. May be gestural techniques in the development of taken again for credit with different topics skills and abilities as a choral and/or instru- for a maximum of six semester hours. mental conductor. MUSC 694. Graduate Chamber Music MUSC 666. Travel Study. (1-6) Recital. (6) Academic study involving domestic and/or Prerequisites: Level 10 proﬁciency in international travel. May be taken again for applied music. credit with different topics or areas of study The performance of chamber music must for a maximum of six semester hours. cover at least three periods of music his- tory in which music has been written for MUSC 670. Advanced Applied the performing medium. Includes prepara- Music. (1-2) tion of program notes. One-half or one-hour private lesson. Prerequisite: Satisfactory entrance audi- MUSC 695. Graduate Lecture- tion or completion of MUSC 372 with a Recital. (6) grade of “C” or better. Prerequisites: Level 10 proﬁciency in Graduate level applied music instruction applied music. for students who have met their major The lecture-recital shall include an appro- requirements in applied music. May be priate balance between musical perfor- taken again for credit. mance and lecture based on scholarly research. MUSC 671:672. Advanced Applied Music. (1-2) MUSC 696. Music Therapy One-half or one-hour private lesson. Project. (1-4) Prerequisite (MUSC 671): Satisfactory Hours and credit to be arranged. entrance audition or completion of MUSC Prerequisites: MUSC 620 and 642. 472 with a grade of “C” or better. Prerequisite Clinical and/or research project. To be (MUSC 672): Completion of MUSC 671 determined in consultation with the music with a grade of “C” or better. therapy faculty. MUSC 690. Seminar in MUSC 697. Graduate Recital. (6) Musicology. (3) A minimum of a one-hour recital. Three hours lecture. Prerequisite: Level 10 proﬁciency in Pre- or Corequisite: MUSC 601. applied music. In-depth study and research in a special- The performance must cover at least three ized topic chosen from areas such as: periods of music history in which music has acoustics, aesthetics of music, computer been written for the performing medium. music, ethnomusicology, history of theory, Includes preparation of program notes. jazz, problems of performance practice, works of a major composer, a major com- MUSC 698. Directed Study. (1-4) position, group of compositions or genre. Hours and credit to be arranged. 164 Prerequisites: MUSC 601 or MUSC 604, NURSING eligibility for admission to candidacy and Directed Study form submitted to the NURS 573. Emerging Therapies for Graduate College. Health. (3) A maximum of four credits may be count- Three hours seminar. ed toward a master’s degree in music. Prerequisites: Graduate standing or per- See “Directed Study” on p. 55. mission of faculty. MUSC 699. Research and Thesis.(6) Examines therapies becoming accepted Prerequisite: MUSC 601. by Americans as complements or alter- Hours and credit to be arranged with natives to traditional Western medical the approval of dean of the Graduate practices. Focuses on non-toxic and non- College. invasive approaches to achieving and See “Thesis” on p. 55. maintaining wellness and healing for the body, mind and spirit. GRAD 799. Continuous Enrollment. (1) NURS 590. Special Topics in All graduate students are required to Advanced Nursing. (3) be registered during the semester they Topics will vary. Provides students an receive their degree from Radford opportunity to examine topics of spe- University. Registration is required of all cial interest in advanced practice nursing graduate students when using University beyond the subjects covered in the cur- facilities and/or faculty time. The mini- rent course offerings. mum number of hours for registration is NURS 620. Theoretical one. Registration allows use of services Foundations in Nurisng. (3) such as library checkout, laboratories Three hours seminar. and recreation facilities not open to the Prerequisite: Graduate standing. public. Examines development of nursing the- ory and its uses in nursing practice and Students who are not currently registered research. Includes the study and critique for any course work and who have com- of nursing theories and theories from pleted all course work but have other related disciplines. Explores philosophi- outstanding degree requirements (e.g., cal issues related to contemporary nurs- comprehensive examination, thesis, ing theory. removal of an I or IP grade), are required to register for a continuous enrollment NURS 622. Advanced Practice course each semester, including sum- Nursing of Older Adults. (3) mer, until they have met the outstanding Two hours lecture and three hours requirement(s). practicum/week. Prerequisite: Graduate standing and This course carries no credit hour pro- undergraduate gerontological nursing duction and does not count toward gradu- course or continuing education in ger- ation requirements. This course option is ontology. also available to those admitted students The emphasis is on holistic assessment who are not enrolled in a given semester of older adults and their families; health but who wish to use University facilities promotion, protection and restoration; and services during that time. multidisciplinary health care planning along the continuum of care; and health care services and systems for older adults. The practicum provides opportunities to 165 translate theory into advanced practice nurs- selected holistic needs; policy issues related ing for older adults. to health promotion, protection and resto- ration; and ethical-legal issues related to NURS 628. Advanced health care delivery. Practicum is individu- Pathophysiology. (3) alized and may involve acute care specialty Three hours seminar. units, medical-surgical units or outpatient Prerequisite: Graduate standing. settings. Advanced nursing practice roles are This course is designed for the study of emphasized. Current research ﬁndings and physiological alterations underlying disease advancement in nursing theory and practice entities and relating knowledge to interpret also determine course content. changes in normal function that result in symptoms indicative of illness. Students NURS 631. Pharmacotherapeutics for will examine current research in pathophysi- Primary Care Providers/ Advanced ology. The course provides the student with Practice Nurses. (3) an essential theoretical basis for advanced Three hours lecture. nursing practice. Prerequisite: Graduate standing. This course focuses on the primary health NURS 629. Advanced Health care provider/advanced practice nurse’s role Assessment. (3) in managing health and illness by pharma- Two hours seminar; two hours laboratory ceutical therapeutics. Emphasis will be on Prerequisite: Admission to Graduate Program the understanding of pharmacology in health in Nursing, or with permission of Graduate promotion, protection and restoration for Nursing Program Coordinator. which drugs are prescribed. Emphasis will Provides the advanced practice nurse with also be placed on motivations of clients in advanced knowledge and skills related to seeking prescriptions and adhering to medi- health assessment and clinical decision-mak- cation regimens. ing. The focus is on acquiring, evaluating and reﬁning health assessment data as the NURS 632. Advanced Adult basis for the development of a diagnostic Nursing II. (3) problem list. Common normal variations as Variable credit; 6-8 credit hours; three hours well as abnormalities and acute and chronic seminar; six to 12 hours practicum. disease characteristic of diverse ethnic back- Prerequisite: NURS 630, 650. grounds and age groups in health and illness Focus on the implementation of advanced are emphasized. The laboratory component nursing practice roles in adult nursing. Content of the course provides the opportunity to addresses total quality management/quality become proﬁcient in eliciting health histo- improvement; issues related to health promo- ries, performing physical examinations and tion, protection and restoration; advanced critically examining and documenting health nursing management of clients/families with data. selected complex holistic needs; political issues; and economics of acute and chronic NURS 630. Advanced Adult care facilities. Practicum is individualized Nursing I. (5-7) and emphasizes the roles of clinician, consul- Variable credit; 5-7 credit hours; three hours tant, manager and researcher. seminar; six to 12 hours practicum. Prerequisites: N620, 628, 629, 651, under- graduate course in gerontological nursing. Introduction to advanced practice in adult nursing. Emphasis is on advanced nurs- ing management of clients/families with 166 NURS 633. Advanced Nursing prevent illness and provide an avenue for Practices in Rural Communities. (3) intervention in situational health crises. Three hours seminar. NURS 636. Advanced Family Prerequisites: Graduate standing. Nursing III: Acute Illness Across the This course will focus on the advanced Lifespan. (5) practice nurse’s role in applying the nurs- Three hours seminar; six hours practicum. ing process within the rural community Prerequisites: Admission into the FNP con- using community assessment skills, epi- centration, N620, N628, N629, N631 (or demiological and preventive intervention concurrent), N651. principles, partnership development and This course is designed to prepare the program evaluation. student to practice advanced nursing skills NURS 634. Advanced Family Nursing I: with rural community based families expe- Women’s Health. (3) riencing acute conditions. Emphasis is Three hours seminar; six hours on analyzing, synthesizing and applying practicum. current family and health care theories, Prerequisites: Admission into the FNP con- research and practice related to individuals centration; N620, N628, N629, N631 (or and families across the lifespan. The focus concurrent) N651. includes risk assessment, wellness promo- tion, health protection, health restoration, This course is designed to prepare the management of acute conditions, coordina- student with the knowledge and skills to tion of services, collaboration with other practice in a rural setting to deliver primary providers and appropriate referral. health care to women. The student will develop clinical judgement in history and NURS 637. Advanced Family Nursing physical assessment as well as decision IV: Chronic Illness Across the making in the management of common Lifespan. (5) health problems. The focus includes health Three hours seminar; six hours practicum. promotion, health protection, problem Prerequisites: Admission into the FNP con- identiﬁcation and management and client/ centration; N620, N628, N629, N631 (or family counseling. concurrent), N651. NURS 635. Advanced Family Nursing This course is designed to prepare the II: Children’s Health. (3) student to practice advanced nursing Three hours seminar; six hours practicum. skills in rural and urban community- Prerequisites: Admission into the FNP based clients and families experiencing concentration, N620, N628, N629, N631 chronic conditions. Emphasis is on ana- (or concurrent) N551. lyzing, synthesizing and applying current family and health care theories, research This course provides the nurse practitioner and practice related to individuals and opportunities to develop knowledge and families across the lifespan. The focus skills needed to deliver primary health includes wellness promotion, health pro- care to children in rural and urban settings. tection, management and maintenance of Classroom and clinical activities emphasize chronic conditions, restoration and reha- the application of problem identiﬁcation bilitation, coordination of services, col- and management, health promotion and cli- laborative care with other providers and ent/family counseling. Growth and devel- appropriate referral. opment, health status and environmental interactions are explored. Nursing strate- gies are designed which promote health, 167 NURS 638. Family Nurse Practitioner evaluation of effective units of instruction/ Preceptorship. (7) learning. One hour seminar; 18 hours practicum. Prerequisites: N634, N635, N636 and NURS 645. Practicum in Nursing N637. Education. (3) This clinically intensive course provides Prerequisite: Graduate standing. the family nurse practitioner student the This course is designed to provide practi- opportunity to apply relevant theories, cal experience in the facets of the role of concepts and research ﬁndings to clinical nurse educator including teaching in the care. Emphasis is on developing clinical classroom, laboratory and clinical setting. competence required in delivering primary Other responsibilities of the nurse educator health care. will be explored including membership on committees that contribute to the effective- NURS 640. Nursing Administration. (3) ness of a nursing program and the larger Three hours seminar. unit of which the school is a part (college/ Prerequisite: Graduate standing. university). This course is designed to help students examine theories, principles and applica- NURS 650. Advanced Nursing tions of roles, characteristics and functions Research. (3) related to nursing administration. The focus Three hours seminar. is on delivery of high-quality and cost- Prerequisite: N620, undergraduate nursing effective care in a ﬁscally constrained research. health care delivery system. In-depth examination of the components of the research process and interrelationships NURS 642. Advanced Nursing for among these components in the study of Older Adults. (3) nursing problems. Emphasis is placed on One hour seminar and six clinical hours/ the use of theories, conceptual models and week. the state of the discipline as a basis for Prerequisites: N622, N628, N629. research. This clinically intensive course provides the student enrolled in the gerontologi- NURS 651. Role Preparation in cal clinical nurse specialist program Nursing. (3) the opportunity to apply theories, con- Three hours seminar. cepts and research ﬁndings in the clini- Prerequisites: Graduate standing. cal care of older adults. Emphasis is on Examines speciﬁc advanced practice roles developing clinical competence required and requisite skills for role assumption for the advanced practice gerontological within the health care delivery system. nurse. Engages students in activities designed to develop competencies of the Advanced NURS 644. Theories and Strategies for Practice Nurse. Nursing Education. (3) Prerequisite: Graduate standing. NURS 696. Master’s Capstone Examines issues related to nursing edu- Project. (1) cation in a variety of settings including Prerequisites: Completion of NURS 620, schools of nursing, continuing education 628, 629, 650, 651 and staff development in the work place. The Master’s Capstone Project pro- Focuses on the teaching-learning process vides an opportunity for the student and the development, implementation and to synthesize knowledge and skills 168 acquired from the core courses as students when using University facilities well as from the specialized clinical con- and/or faculty time. The minimum number centration resulting in the completion of an of hours for registration is one. Registration evidence based project. If a student has not allows use of services such as library elected to complete a Thesis, the student checkout, laboratories and recreation facili- will register for one credit of this course ties not open to the public. in each of the last two semesters of her/his program of study. Students who are not currently registered for any course work and who have completed NURS 697. Independent all course work but have other outstanding Practicum. (1-3) degree requirements (e.g., comprehensive Variable credit; one to three credit hours. examination, thesis, removal of an I or IP One credit will require 45 hours clinical grade), are required to register for a con- practice, two will require 90 and three will tinuous enrollment course each semester, require 135 hours of practice. including summer, until they have met the Prerequisite: Completion of minimum of outstanding requirement(s). one clinical course in the student’s Program of Study and approval of supervising fac- This course carries no credit hour produc- ulty and adviser. tion and does not count toward graduation Offered each semester with faculty avail- requirements. This course option is also ability. available to those admitted students who This course is designed to provide clini- are not enrolled in a given semester but cal experience for the graduate student who wish to use University facilities and who elects to pursue additional prac- services during that time. tice in a selected area. The content of the practicum will be deﬁned by the student in consultation with the faculty POLITICAL SCIENCE member supervising the practicum. POSC 530. Organizational Theory in NURS 698. Directed Study. (3) the Public Sector (AG). (3) Prerequisite: N650; approval of the stu- Three hours lecture. dent’s adviser, directed study adviser. Prerequisites: POSC 300 or permission of Provides the opportunity to pursue a the instructor. research topic relevant to advanced nursing This course is concerned with understand- practice. See “Directed Study” on p. 55. ing, explaining, and predicting the best manner to structure/design public organiza- NURS 699. Research and Thesis. (3) tions to (1) enhance their operating efﬁcien- Hours and credits to be arranged with cy and (2) fulﬁll their legislative, judicial, the approval of the student’s thesis advis- and /or political mandate. Speciﬁcally, the er, adviser and the dean of the Graduate course is behaviorally oriented and seeks to College. explore how individuals and groups behave See “Thesis” on p. 55. in varying organizational structures and environments. The unique dynamics of GRAD 799. Continuous managing public organizations, as opposed Enrollment. (3) to private enterprises, is also a major theme All graduate students are required to be of the course. registered during the semester they receive their degree from Radford University. Registration is required of all graduate 169 POSC 531. Leadership in Public PSYC 591. Selected Topics in Administration (AG). (3) Psychology. (3) Three hours lecture. Three hours lecture. Prerequisites: POSC 300 or permission of Prerequisites: Graduate students, senior the instructor. psychology majors or permission of the The issue of leadership as a determinant of instructor. organizational effectiveness is an important Presentation and discussion of current one for public organizations. This course issues in psychology which are not consid- will review a number of leadership theories ered in other areas. The content varies from and the potential impact of leadership on semester to semester. The instructor will organizational behavior, culture, and revi- select a topic or area of interest for discus- talization in the public sector. A dominant sion based on student interest and current theme of this course will be to clarify the developments in psychology. May be taken distinction between leaders and managers as often as course content changes. in organization life. Graduate standing is a prerequisite to all 600-level courses. PSYCHOLOGY PSYC 600. Advanced General PSYC 505. Forensic Psychology. (3) Psychology. (3) Three hours lecture. Three hours lecture. Conveys information relating to forensic Designed as a survey course for graduate psychology, including the insanity defense, students and covers the most signiﬁcant aggression, courtroom psychology, men- concepts, principles, theories, methodolo- tal health aspects of criminology and the gies, issues and insights in the ﬁeld of psy- psychological forces toward crime and chology. Content varies somewhat based delinquency. on the needs of the students. PSYC 580: Human Neuropsychology.(3) PSYC 610. Analysis of Behavioral Three hours lecture. Data. (3) Prerequisites: Graduate standing or per- Three hours lecture. mission of instructor. Prerequisites: Two courses in statistics or Disorders and diseases of the human brain equivalent. will be examined to familiarize students Inferential procedures in the treatment of with the causes, consequences and treat- psychological research data. Emphasis on ment of brain disorders and to illuminate practical and behavioral applications of the role of the brain in normal psycho- techniques of data analysis. Implications logical functioning. Students will learn for the collection and organization of data about the structure and function of the discussed. nervous system, causes of brain damage, PSYC 611. Methodology and Program common neuropsychological disorders and Evaluation in Psychology. (3) syndromes, disorders of brain function in Three hours lecture. children and adults and assessment and Discussion of and practice in the design rehabilitation of brain function. and evaluation of psychological research, including measurement and experimental design, their limitations and sources of confounding and the interpretation of data. 170 Techniques for performing cost-effective- of two of three specialty areas in psychol- ness analysis and cost-beneﬁt analysis in ogy: Cognitive, Developmental, or Social mental health and other human services Psychology. The two specialty areas cho- will also be covered. sen will alternate from year to year and will be based on the needs and interests of PSYC 612. Psychometric Theory, graduate students. Students will develop a Assessment, Appraisal and ﬁrm grounding in these areas of psychol- Application. (3) ogy through discussion of original writings Three hours lecture, demonstration and in the psychological literature as well as discussion. through in-class demonstrations of classic Prerequisite: Graduate standing in psy- empirical ﬁndings in psychology. chology, and PSYC 611 or an equivalent course. PSYC 622. Historical Foundations of a A comprehensive survey of measurement Scientiﬁc Psychology. (3) theory and practice in psychology. Topics Three hours lecture. covered may include scaling models, valid- Prerequisite: Graduate standing in psy- ity, reliability, measurement error and cor- chology or permission of the instructor. relation analyses, multivariate correlational Discussion of the role of psychologists as analysis, areas of assessment (vocational, scientists, from the inception of the ﬁeld to personality, intellectual), the evaluation the present. Issues to be discussed include process and the report-writing process. the advantages and disadvantages of the scientiﬁc method as a mode of inquiry, the PSYC 620. Core Proseminar in concept of scientiﬁc progress, and the sta- Psychology I. (3) tus of psychology as a science. The course Three hours lecture. will trace the historical development of the Prerequisite: Graduate standing in psy- various schools of psychology and describe chology or permission of the instructor. the factors that have led to psychology’s This course, intended for ﬁrst-year gradu- current position as both a basic and an ate students in psychology, will present applied science. the core theory and principles of two of three specialty areas in psychological sci- PSYC 623. Advanced Social ence: Physiological Psychology, Learning, Psychology. (3) or Sensation and Perception. The two spe- Three hours lecture. cialty areas chosen will alternate from year Prerequisite: Graduate standing in psy- to year and will be based on the needs and chology or permission of the instructor. interests of the graduate students. Students Focused coverage of the scientiﬁc literature will develop a ﬁrm grounding in these areas relating to psychological aspects of human of psychology through discussion of origi- social behavior. Topics covered will vary nal writings in the psychological literature as a function of the needs and interests as well as through in-class demonstrations of the students, but will usually include of classic empirical ﬁndings in psychology. one or more of the following: attribution and social perception, attitude formation PSYC 621. Core Proseminar in and change, prosocial behavior, aggression, Psychology II. (3) social inﬂuence and applications of social Three hours lecture. psychology. Prerequisite: Graduate standing in psy- chology or permission of the instructor. Each offering of this course, intended for ﬁrst-year graduate students in psychology, will present the core theory and principles 171 PSYC 626. Advanced Comparative psychological processes in humans and Learning and Motivation. (3) other animals. Students will learn about Three hours lecture. biological approaches to the study of behav- Prerequisite: Graduate standing in psy- ior, structure and function of the nervous chology or permission of the instructor. system, neural bases of perception, action, Focused coverage of the scientiﬁc litera- cognition, and motivation, and biological ture relating to associative learning, com- contributions to disorders of behavioral and parative cognition and motivation. Original psychological functioning. research involving both nonhuman and human subjects will be covered and criti- PSYC 630. Cognitive and Affective cally evaluated. Topics covered will vary Bases of Behavior. (3) as a function of the needs and interests of Three hours lecture. the students, but will usually include one Prerequisite: Graduate standing in psy- or more of the following: classical condi- chology or permission of the instructor. tioning, instrumental conditioning, obser- This course will examine how and why vational learning, evolution of behavior, people think and behave as they do. motivational processes, aversive motiva- Current theoretical and empirical evidence tion, comparative cognition, memory and from mainstream cognitive and affective concept formation. perspectives, evolutionary psychology, and neuroscience will be examined and PSYC 627. Advanced Sensation and integrated. Applications to a variety of Perception. (3) contexts will be explored. Three hours lecture. PSYC 631. Cognitive Intellectual Prerequisite: Graduate standing in psy- Assessment Techniques. (3) chology or permission of the instructor. Three hours lecture; two hours laboratory. Focused coverage of the scientiﬁc litera- Prerequisite: Graduate standing in psy- ture relating to acquisition and processing chology or permission of instructor. of sensory information. Original research involving both human and nonhuman sub- A study of the theory and development of jects will be covered and critically evalu- the Stanford-Binet and the Wechsler Scales, ated. Topics covered will vary as a function as well as additional intelligence tests, of the needs and interests of the students, including a history of and current research but will usually include one or more of the and practices in the ﬁeld of individual following: acquisition and processing of intelligence testing. Laboratory experience sensory information, use of sensory infor- includes supervised administration, scoring mation to guide action, perception of space and interpretation of individual intelligence and form, color perception, different sen- scales. Students administer and score a num- sory systems and the conscious experience ber of scales each semester and are expected of objects and object relations. to achieve proﬁciency in report writing as part of their laboratory experience. PSYC 628. Biological Foundations of Behavior. (3) PSYC 632. Child Behavioral Three hours lecture. Assessment and Intervention. (3) Prerequisite: Graduate standing in psy- Prerequisites: Graduate standing in psy- chology or permission of the instructor. chology or permission of the instructor. Examines the biological underpinnings Two hours lecture. of behavior and the role of the nervous This course will emphasize the applica- system in mediating behavior and tion of behavioral theories and the prin- ciples to administration and interpretation 172 of child behavioral assessment instruments PSYC 637. Personality Assessment. (3) and techniques, with the goal of linking Three hours lecture. assessment to intervention. Associated Prerequisites: Completion of PSYC 631 multicultural, legal, and ethical issues will with a “B” or better, PSYC 663 or 685 be examined. (these may be taken concurrently), or per- mission of instructor. PSYC 633. Instructional Assessment Students will gain experience in assess- and Intervention. (3) ment interviews and administration and Three hours lecture. interpretation of several of the widely used Prerequisites: Graduate standing in psy- methods of personality assessment, includ- chology or permission of the instructor. ing the Minnesota Multiphasic Personality This course is intended to provide students Inventory and Rorschach. with the skills necessary to assess academic skills and instructional environments with- PSYC/EDSP 638. Early Childhood in a consultative framework and to develop Assessment and Intervention. (3) instructional interventions. The course will Three hours lecture. teach skills intended to integrate assess- Prerequisite: PSYC 631 or permission of ment, consultation, and intervention func- instructor. tions. Students will learn and practice skills This course will teach selection, admin- necessary to address academic referrals istration and interpretation of formal and within the context of the educational sys- informal assessment techniques for young tem. This course has a speciﬁc focus on children with disabling and at-risk condi- understanding the relationship between the tions and their families. Within a develop- instructional environment and academic mental-ecological context the course will difﬁculties that students experience. This teach assessment strategies and link assess- class will emphasize the use of curriculum ment results with effective intervention based assessment within a decision mak- strategies. ing model and linking assessment prac- tices to intervention. Focus will be placed PSYC 640. Professional Orientation on behavioral and ecological interventions and Function in Mental Health that have an empirical basis. Counseling. (3) Three hours lecture. PSYC 636. Child Personality Prerequisites: Graduate standing in coun- Assessment. (3) seling psychology. Three hours lecture. An orientation to professional counsel- Prerequisites: Graduate standing in psychol- ing with an emphasis on mental health ogy; a “B” or better in a course of individual counseling. The course traces the histori- intelligence testing, a graduate course in psy- cal development and trends in counseling chopathology (may be taken concurrently), or as a discipline and assesses current iden- permission of the instructor. tity and functions. The roles of profes- Intended for school and clinical psychol- sional organizations and associations are ogy graduate students. The course includes analyzed. The laws and ethics regarding the supervised administration, scoring and practice of professional counseling are stud- interpretation of individual projective and ied. Issues related to mental health practice objective personality tests and supervised are included. Collaborative consultation and interviewing experience with children and issues of outreach and treatment/prevention parents. Students administer, score and strategies will also be discussed. interpret several personality tests and are expected to achieve proﬁciency in writing comprehensive psychological reports. 173 PSYC 641. Theories of Counseling and human behavior. Death-related variables Psychotherapy. (3) such as sociocultural forces, life-threatening Three hours lecture. illness, medical ethics, grief and bereave- Prerequisite: Graduate status in clinical or ment, funerals, etc. will be evaluated as to counseling psychology or permission of the their contributions to the development of instructor. individual differences across the lifespan. Course provides students with an over- view of current theories of counseling and PSYC 650. Organizational psychotherapy. The course will include a Psychology I. (3) critical evaluation and comparative study Three hours lecture. of major theories with emphasis on philo- Prerequisite: Graduate standing in psy- sophical assumptions and implications for chology or permission of instructor. application. An introduction to the study of behavior in organizations. Focuses on the individ- PSYC 642. Techniques of Counseling ual, the organization and their interaction. and Psychotherapy. (3) Provides students with ways of looking at Three hours lecture. and thinking about behavior in organiza- Prerequisite: Graduate status in clinical tions. Presents a framework for analyzing or counseling psychology or permission of organizational behavior and considers both instructor. empirical and case study research on orga- Course provides students with an introduc- nizational issues. Focuses on organizational tion to applied techniques. Simulated coun- socialization, attitudes, motivation, deci- seling experiences provide opportunities to sion-making, absenteeism, turnover, stress, use basic counseling, communication and work groups and teams. helping relationship skills while increasing student’s comfort with the therapeutic role. PSYC 651. Employee Selection and Placement I. (3) PSYC 643. Mental Health Counseling Three hours lecture. Practicum I. (3) Prerequisite: Graduate standing in psy- Prerequisite: Graduate status in clinical chology or permission of instructor. or counseling psychology or permission of Provides knowledge in the use of employ- instructor. ee recruitment techniques, interviewing A supervised practicum in the ﬁeld of men- methods, reference checking and training tal health counseling involving a minimum and experience ratings. Provides an under- of 50 hours of which 20 must be direct standing of employment laws related to client contact. Work experience includes employee selection. intake procedures, assessments, social his- tories, crisis intervention. The student will PSYC 652. Training and meet with the program faculty member one Development. (3) and one half hours per week. Three hours lecture. Prerequisite: Graduate standing in psy- PSYC 646. Psychology of Death and chology or permission of instructor. Dying. (3) Presents and evaluates the techniques used Three hours lecture and discussion. in industry for the training and motiva- Prerequisites: Graduate standing. tion of personnel; examines psychological Course provides students with a broad theories behind the techniques and issues introduction to the ﬁeld of thanatology, involved in application of these techniques. while considering the inﬂuence of death Focuses on effects of training and motiva- and its associated psychological effects on tion techniques on both job morale and job performance. 174 PSYC 653. Job Analysis and methods (e.g., reliability, validity general- Evaluation. (3) ization, utility, etc.). Three hours lecture. Prerequisite: Graduate standing in psy- PSYC 660. Human Growth and chology or permission of instructor. Lifespan Development. (3) Covers major methods of job analysis and Three hours lecture. evaluation and the completion of extensive Prerequisites: Graduate standing in psy- job analysis and job evaluation projects. chology or related ﬁeld. Course provides a comprehensive overview PSYC 654. Performance Appraisal. (3) of human growth. Areas covered include Three hours lecture. the developmental areas of physical, cogni- Prerequisite: Psychology 653 or permission tive, intellectual, perceptual, information of instructor. processing, language, personality, social Covers major methods of appraising and moral development across the life employee performance and utilizing these span. appraisals to improve employee produc- tivity. PSYC 663. Child Psychopathology. (3) Three hours lecture. PSYC 655. Organizational Utilizes an eclectic approach to the study Psychology II. (3) of causes and diagnoses of childhood psy- Three hours lecture and discussion. chopathology. Deﬁnitions, concepts and Prerequisites: PSYC 650 or permission of theories of childhood psychopathology are instructor; graduate enrollment at Radford covered. Emphasis will be on the current University. Diagnostic and Statistical Manual (DSM). A continuation in the study of behav- PSYC 665. School Psychology ior in organizations. Focuses on current Services. (3) organizational psychology issues in such Three hours lecture. areas as leadership, power, organizational Provides an understanding of the role of effectiveness and organizational theory. the school psychologist in education set- Provides the student with additional ways tings. Covers historical antecedents of con- of looking at and thinking about behavior temporary school psychology, the types in organizations. Presents a framework of methods, skills and knowledge that the for integrating research in organizational school psychologist applies in his or her psychology with popular organizational job and legal and ethical issues involved effectiveness trends. in providing school psychological services. PSYC 656. Employee Selection and Students are encouraged to do volunteer Placement II. (3) work in a school setting in order to gain Three hours lecture and discussion. familiarity with problems school psycholo- Prerequisites: PSYC 651 or permission of gists encounter. instructor; Graduate enrollment at Radford PSYC 670. Child and Adolescent University. Drug Abuse: Assessment, Diagnosis, A continuation in the study of employee Treatment and Prevention. (3) selection and placement. Familiarizes stu- Three hours lecture. dents with additional selection methods Prerequisites: Graduate standing. such as cognitive ability, biodata, assess- The course introduces students to the areas ment centers, work samples, personality of assessment, diagnosis, treatment and inventories and integrity tests. Also covers prevention of drug abuse in children and various approaches of evaluating these adolescents. The DSM and other diagnostic 175 systems are presented. Approaches to therapy Emphasizes knowledge of and ability to that have proven effective with children and use the current Diagnostic and Statistical adolescents are covered. Ethical/legal and Manual (DSM). Theoretical and empirical prevention strategies are considered. The research into the major clinical syndromes student is required to do an assessment, a will be reviewed. diagnosis, develop a treatment plan, design a treatment center and develop a preven- PSYC 686. Child and Adult Sexual tion plan. Assault. (3) Three hours lecture. PSYC 671. Theories of Personality. (3) Prerequisites: Graduate standing and per- Three hours lecture. mission of instructor. A thorough, critical evaluation of major This course will provide students with an personality theories with emphasis on phil- overview of issues regarding child sex- osophical assumptions and applied impli- ual abuse and adult rape. Students will cations of each theory for therapeutic inter- be exposed to current theoretical and ventions. empirical literature concerning the deﬁni- tion, prevalence, assessment, effects and PSYC 673. Legal and Ethical Issues. (1) treatment of child and adult victims of One hour lecture. sexual assault. Exposes students to the legal and ethical issues in professional practice and research. PSYC 687. Pre-internship Seminar. (1) Ethical guidelines of professional orga- Prerequisites: Concurrent registration with nizations; legal rulings which inﬂuence PSYC 781. practice; and the course of professional This course will cover standards of poten- development will be discussed. tial internship sites, portfolio development, requirements of NASP for the year long PSYC 678. Child Neuropsychological school psychology internship, and other Assessment and Intervention. (3) relevant information necessary to complete Prerequisites: Graduate standing in psy- a successful internship search and secure an chology AND grade of “B” or better in acceptable internship to meet the third year PSYC 631 and 632; OR permission of instructor. requirement of the School of Psychology Program. It will be graded on a pass-fail Three hours lecture-discussion. basis. This course will emphasize the application of neuropsychological theory and principles PSYC 688. Consultation and to selection, administration, and intrepre- Collaboration in Schools, Home and tation of neuropsychological assessment Community. (3) batteries and techniques, with the goal of Three hours lecture. linking assessment to intervention. Prerequisite: Enrollment in the School Associated multicultural, legal, and ethical Psychology Graduate Program; Concurrent issues will be examined, with an emphasis registration. in School Psychology Prac- on practicing within the scope of one’s ticum (PSYC 781). competency and the interface between Provides the School Psychology graduate school psychology and pediatric neuro- student with a practical and theoretical psychology. exposure to consultation, to provide them with supervised practice in techniques for PSYC 685. Clinical Psychopathology. (3) establishing and maintaining consultative Three hours lecture. relationships and to help students become Prerequisites: Abnormal psychology or per- familiar with problem-solving techniques mission of the instructor. appropriate for consultative activities. Role 176 playing, case simulations and discussion PSYC 698. Directed Study. (1-4) and analysis of cases in practicum will be Prerequisite: Permission of the instructor, used to facilitate learning. adviser, department chair and Directed Study form submitted to the Graduate PSYC 690. Seminar in Psychology. (1-3) College. One to three hours lecture. Provides graduate students opportunity to Prerequisites: Permission of instructor. work individually with faculty members on Presentation and discussion of current issues topics of mutual interest. in various areas of psychology which are not See “Directed Study” on p. 55. considered in other courses. Content varies from semester to semester. A single topic PSYC 699. Research and Thesis. (1-6) or area selected by the instructor for dis- Hours and credit to be arranged with cussion during the semester based on cur- the approval of the dean of the Graduate rent student interest and developments in College. psychology. Previous topics have included: See “Thesis” on p. 55. Cortical Bases of Behavior, Human Sexuality, Divorce Counseling, Rorschach, Computers PSYC 771. Group Dynamics in in Personnel and Appraisal in Industry. Processing and Counseling. (3) Two hours lecture, two hours laboratory. PSYC 692:693. Mental Health Prerequisite: PSYC 641 and permission of Intervention and Prevention in instructor. Schools I and II. (3,3) Course will consider theories and techniques Prerequisites: For 692: Graduate stand- of group counseling, including focus on ing or advanced degree in psychology, content, process and leadership issues. education or social work; a ﬁeld or work Groups with special populations will also be placement which will enable the student considered. The course will also include an to have clinical experience simultaneously experiential component in which the stu- with course enrollment. PSYC 693 requires dent will be required to participate in a a grade of “B” or better in PSYC 692 for group. enrollment. NOTE: Students who have received credit for 694 may not take the PSYC 772. Couples and Family 692:693 sequence for credit without special Systems Therapy. (3) permission of the instructor. Three hours lecture. This course will expose the student to vari- Prerequisite: Graduate standing in psychol- ous models of therapeutic interventions for ogy and PSYC 641 or equivalent, or admis- children and adolescents within the school sion into the Psy.D. program, or persmis- setting. Emphasis will be on case conceptu- sion of instructor. alization using knowledge of developmental An analysis of couples and families as psychopathology, and in learning effective social systems and the identiﬁcation of therapeutic techniques of working individu- issues affecting these systems are included. ally and in groups with children and adoles- A number of theoretical approaches and cents. Prevention programs addressing high counseling techniques for therapy with risk behaviors and populations will also be couples and families are presented and addressed in this sequence. Other topics cov- evaluated. ered in this course will include developing and leading family/parenting skills groups, cultural diversity issues related to therapeu- tic interventions, professional and ethical issues related to counseling, and assessing effectiveness of the counseling intervention. 177 PSYC 773. Assessment and Treatment Individuals will conduct a review of the lit- of Addictive Disorders in Rural erature in a selected area of research. This Settings. (3) is a Pass/Fail course. Three hours lecture. Prerequisite: Graduate standing in psy- PSYC 776. Human Sexuality chology and PSYC 641 or equivalent, or Counseling. (3) admission into the Psy.D. program, or per- Three hours lecture. mission of instructor. Prerequisite: PSYC 641. This course focuses on recognizing, iden- Provides foundation of knowledge con- tifying, assessing, and diagnosing abused cerning basic human sexual functioning, substances as well as compulsive/impul- knowledge of sexual diseases, awareness sive behaviors in the rural community. and acceptance of sexual variance, knowl- Students will be introduced to the prevail- edge of sexual dysfunctions and an under- ing theories around addiction as well as standing of basic treatment and sex therapy frequent treatment modalities. Experiential techniques. Legal and ethical issues and activities, hosted in the community, will be concerns pertaining to sex counseling/ther- integrated throughout the course. Students apy will be considered. A seminar format will be encouraged to consult and integrate utilized. the current scientiﬁc literature on abuse and misuse of substance and validated PSYC 777. Multivariate Analysis of treatment for substance abuse in treatment Behavioral Data. (3) planning. The curriculum for the course Three hours lecture. is infused with a strengths-based, diver- Prerequisites: Graduate standing and PSYC sity oriented, social justice perspective that 610 or equivalent, or admission into Psy.D. encourages students to identify barriers to program, or permission of instructor. treatment for individuals of marginalized or This course will provide a treatment of the disenfranchised populations. most commonly used multivariate tech- niques for quantitative analysis of behavior- PSYC 774. Introduction to al data. Students will learn the conceptual Psychopharmacological Medications. (3) basis for these techniques, as well as receive Three hours lecture. instruction for conducting their own analy- Prerequisites: Graduate standing. ses using the SPSS software package. Course provides students with rudimen- tary information regarding commonly PSYC 781, 782. School Psychology prescribed psychopharmacological medi- Practicum I and II. (4,4) cations including basic classiﬁcations, Two hour seminar, 8-hour practicum in the indications and contraindications. Issues schools. of making appropriate referrals and the Prerequisites: PSYC 631, 636, 665 and identiﬁcation of effects and side effects will acceptance by the School Psychology also be addressed. Committee into the Educational Specialist degree program. PSYC 775. Special Topics in A pre-internship experience for second- Counseling Psychology. (3) year school psychology students offer- One hour lecture. ing supervised ﬁeld work. Includes intel- Prerequisite: Either PSYC 610 or 611, the lat- lectual, behavioral and curriculum-based ter of which may be taken simultaneously. assessment techniques with emphasis Course is designed to engage the stu- on educational interpretation and reme- dent in current research areas in coun- dial implications of assessment data. seling psychology. Counseling research Supervised ﬁeld interventions include will be reviewed, analyzed and critiqued. pre-referral interventions, consultation, 178 individual and group counseling, behavior settings to gain experience in the use and management, in-service education, par- application of psychological techniques ent training and counseling and program and procedures used in performing the ser- evaluation. Students work under the dual vices of a professional school psychologist. supervision of practicum instructor and Internship grades recorded as “Pass” or on-site ﬁeld supervisor (certiﬁed, experi- “Fail.” Courses must be taken in sequence enced school psychologist). Students spend and may not be taken concurrently. Interns a minimum of eight hours per week in the are required to attend our on-campus semi- schools plus a two-hour weekly seminar. nars each semester. PSYC 785. Neuropsychological PSYC 798. Professional Internship. (3-6) Assessment. (3) Hours may vary from 10 to 25 per week. Three hours lecture. Prerequisites: Permission of instruc- Prerequisites: Graduate standing in psy- tor; enrollment in a graduate program in chology and a “B” or better in PSYC 631 Psychology at Radford University. or its equivalent and PSYC 628 or its equiv- Note: This course may be repeated for a alent; or admission to the Psy.D. program; total of 12 credits; students should consult or permission of instructor. with their faculty advisers for speciﬁc This course will emphasize the application requirements within their area of concen- of neuropsychological theory and principles tration. to selection, administration, and interpreta- tion of neuropsychological assessment bat- A part-time professional experience under teries and techniques with pediatric, adult, the supervision of the Psychology Graduate and geriatric clients. Neuropsychological Faculty. The student will function as a assessment will cover the following staff member in professional settings to domains: language/communication, visu- gain experience in the use and applica- al-spatial/perceptual/motor, sensorimotor, tion of psychological techniques and attention, learning and memory, and execu- procedures. Common emphases of all sec- tive function. Associated multicultural tions will be on developing professional (including rural), legal, forensic, and ethical identity through an experiential component. issues will be examined, including practic- Ethical practice and responsibilities will ing within the scope of one’s competency also be an emphasis for all sections of the and the interface between counseling/clini- course. Internship grades will be recorded cal psychology and neuropsychology. as Pass or Fail. Each internship section will have a speciﬁc and detailed course PSYC 795:796. School Psychology description of the content of the course as Internship. (6:6) related to the speciﬁc graduate concentra- Forty hours per week. tion of the student. Prerequisites: Completion of all course work, other than directed study, includ- GRAD 799. Continuous Enrollment (1) ing practica, in the School Psychology All graduate students are required to be Program, a Pass in both practica and registered during the semester they receive permission of the School Psychology their degree from Radford University. Committee at least four weeks prior to reg- Registration is required of all graduate istration. Applications are available in the students when using University facilities department ofﬁce. and/or faculty time. The minimum number A full-time paid professional experience of hours for registration is one. Registration under the dual supervision of a member of allows use of services such as library the School Psychology Committee and an checkout, laboratories and recreation approved on-site ﬁeld supervisor. Intern facilities not open to the public. functions as a staff member in professional 179 Students who are not currently registered for affected psychology and counseling psy- any course work and who have completed chology; (b) training and practice guide- all course work but have other outstanding lines; (c) professional ethics, including the degree requirements (e.g., comprehensive American Psychological Association ethics examination, thesis, removal of an I or IP code, foundational meta-principles, morals, grade), are required to register for a con- values, virtues, and decision-making; (d) tinuous enrollment course each semester, mental health law and related legal issues; including summer, until they have met the and (e) current issues that affect the prac- outstanding requirement(s). tice and training of professional psycholo- This course carries no credit hour produc- gists in a multicultural society. tion and does not count toward graduation requirements. This course option is also PSYC 803. Vocational Psychology. (3) available to those admitted students who Three hours lecture. are not enrolled in a given semester but Prerequisites: Admission into Psy.D. pro- who wish to use University facilities and gram or permission of instructor. services during that time. This course presents vocational theo- ries, counseling strategies, and practice PSYC 800. Introduction to in vocational assessment and counseling. Counseling Psychology. (3) Current research in vocational counseling Three hours lecture. is reviewed and there is a focus on working Prerequisites: Admission into Psy.D. pro- with diverse populations. gram or permission of instructor. This course will include examination of (a) PSYC 804. Integrative Approaches to the development of counseling psychology Psychotherapy. (3) as a distinct ﬁeld; (b) the present state of Three hours lecture. counseling psychology; (c) projections of Prerequisites: Admission into Psy.D. pro- the future of the ﬁeld; and (d) topics of spe- gram or permission of instructor. cial importance to counseling psychologists This course will include examination of (a) (e.g., diversity, social justice, prevention). cognitive-behavioral approaches to psy- chotherapy; (b) interpersonal approaches PSYC 801. Multicultural to psychotherapy; (c) principles for psy- Counseling. (3) chotherapy integration; (d) the therapeutic Three hours lecture. relationship; (e) principles of change; (f) Prerequisites: Admission into Psy.D. pro- integrative treatment planning; (g) the cul- gram or permission of instructor. tural context of psychotherapy; and (h) This course will include background in the evidence-based practice issues. historical context of multicultural counsel- ing, personal examination of areas pertain- PSYC 805. Advanced Cognitive and ing to multicultural counseling, a strong Intellectual Assessment Techniques. (3) foundation in common domains of cultural Three hours lecture. competency, as well as implications for Prerequisites: Admission into Psy.D. pro- clinical practice. gram or permission of instructor. The purpose of this course is to provide the PSYC 802. Ethical, Legal, and student with the historical frame, theory, Professional Issues in Psychology. (3) and research in cognitive and intellectual Three hours lecture. assessment. The student will build mas- Prerequisites: Admission into Psy.D. pro- tery in testing theory, assessment selection, gram or permission of instructor. administration, scoring, hypothesis testing, This course will include examination of and integrated feedback in the clinical set- (a) the past and present forces that have ting. 180 PSYC 806. Advanced Personality as well as how to conduct program evalua- Assessment. (3) tions, especially in rural areas. Developing Three hours lecture. a consultation/evaluation project is a Prerequisites: Admission into Psy.D. pro- required part of the course. gram or permission of instructor. The purpose of this course is to provide the PSYC 811. Health Psychology in Rural student with the historical frame, theory, Areas. (3) and research in personality assessment. Three hours lecture. The student will build mastery in testing Prerequisites: Admission into Psy.D. pro- theory, assessment selection, administra- gram or permission of instructor. tion, scoring, hypothesis testing, and inte- This course includes the study of selected grated assessment and feedback. physical health problems of people who live in rural areas (e.g., Appalachia). Rates PSYC 808. Qualitative Research of physical health disorders that are higher Methods. (3) than the average U.S. rate will be studied. Three hours lecture. The causes of higher rates of disorders will Prerequisites: Admission into Psy.D. pro- be examined and interventions to alleviate gram or permission of instructor. them will be studied. Special attention This course will include examinations of will be focused on children, older adults, qualitative (including pure qualitative and women, and members of various miniority mixed methods) approaches to research groups in rural areas. and analysis. The course will provide an introduction to the conceptual and method- PSYC 812. Rural Cultural Issues. (3) ological features that distinguish qualitative Three hours lecture. research from other empirical approaches. Prerequisites: Admission into Psy.D. pro- Ways to use qualitative methods to supple- gram or permission of instructor. ment quantitative approaches, and vice This course will include an exploration versa, will be discussed. of (a) the unique features of rural cul- ture; (b) the past and current issues that PSYC 809. Supervision. (3) have inﬂuenced rural cultural development; Three hours lecture. (c) individual and group characteristics of Prerequisites: Admission into Psy.D. pro- rural populations, including various minor- gram or permission of instructor. ity groups; (d) challenges and assets of the This course will include a didactic and an rural cultural setting; and (e) the differ- experiential aspect. Students will learn ential impact of current societal issues on about various approaches to supervision those residing or practicing in rural areas. and will also conduct supervision of less experienced graduate students under the PSYC 840. Counseling Psychology oversight of a licensed psychologist. Practicum I. (2) Prerequisites: Admission into Psy.D. pro- PSYC 810. Rural Consultation and gram. Program Evaluation. (3) This course will provide doctoral students Three hours lecture. with the opportunity to gain actual practical Prerequisites: Admission into Psy.D. pro- experience providing counseling, assess- gram or permission of instructor. ment, education, and other applied work in This course will include a didactic and an a variety of settings. Students will provide experiential aspect. Students will learn services for approximately 16 hours per about various approaches to consultation week under the on-site supervision of a with community agencies and individuals licensed professional and will participate 181 in individual and/or group supervision in diversity, social justice, and evidence-based the department. Training related to cultural practice will be infused throughout the diversity, social justice, and evidence-based course. Students must register for 842 for practice will be infused throughout the three consecutive terms in their third year course. Students must register for 840 for (i.e., Fall, Spring, Summer) and must suc- three consecutive terms in their ﬁrst year cessfully complete all three before they can (i.e., Fall, Spring, Summer) and must suc- receive credit for any of them. This a Pass/ cessfully complete all three before they can Fail course. receive credit for any of them. This a Pass/ Fail course. PSYC 870. Doctoral Internship. (1) Prerequisites: Admission into Psy.D. pro- PSYC 841. Counseling Psychology gram. Practicum II. (1) This course is a 1,500-2,000 hour training Prerequisites: Enrollment in Counseling opportunity (either one-year full-time or Psy.D. program and successful completion two consecutive half-time years) at a site of three consecutive terms of PSYC 840. that is focused on training advanced doc- This course will provide doctoral students toral students to become psychologists. It with the opportunity to gain actual practical is the capstone applied experience of the experience providing counseling, assess- Psy.D. program. Students must register ment, education, and other applied work in for PSYC 870 for three consecutive terms a variety of settings. Students will provide and must successfully complete all three of services for approximately 16 hours per them. This is a Pass/Fail course. week under the on-site supervision of a licensed professional and will participate PSYC 899. Dissertation. (1) in individual and/or group supervision in Prerequisites: Admission into Psy.D. pro- the department. Training related to cultural gram. diversity, social justice, and evidence-based This course is designed to be the capstone practice will be infused throughout the research component of the Psy.D. program. course. Students must register for 841 for As such, students are expected to complete three consecutive terms in their second year an original research project that is of suf- (i.e., Fall, Spring, Summer) and must suc- ﬁcient size and quality to justify being cessfully complete all three before they can considered competent to conduct research receive credit for any of them. This a Pass/ independently. Students must re-enroll Fail course. in the course every term until the ﬁnal product is complete and approved by the PSYC 842. Counseling Psychology Psy.D. program faculty and the College of Practicum III. (1) Graduate and Professional Studies. This is Prerequisites: Enrollment in Psy.D. pro- a Pass/Fail course. gram and successful completion of three consecutive terms of PSYC 841. This course will provide doctoral students with the opportunity to gain actual practical RECREATION, PARKS AND experience providing counseling, assess- TOURISM ment, education, and other applied work in a variety of settings. Students will provide RCPT 601. Environmental and services for approximately 16 hours per Experiential Philosophy. (3) week under the on-site supervision of a Three hours lecture. licensed professional and will participate Provides an advanced understanding of in individual and/or group supervision in philosophical perspectives and theories the department. Training related to cultural relating to the experiential learning and 182 environmental education. Offered in the RCPT 625. Issues in Recreation Fall. Management. (3) Three hours lecture. RCPT 611. History and Philosophy of The course covers issues which inﬂuence Recreation, Parks and Tourism. (3) recreation management such as ﬁnancial Three hours lecture. analysis and future forecasting, ﬁnancial Discussion of issue, problems, trends and accountability, politics, conﬂict manage- principles as foundations of recreation phi- ment, strategic planning and technological losophy and education for leisure based applications in managing and marketing living. recreation services. Organizational simula- tions and role playing are incorporated in RCPT 617. Seminar in Recreation the course. (Topical). (1-4) Hours and credit to be arranged. RCPT 635. Research Applications in Covers factors affecting leisure-centered Recreation, Parks and Tourism. (3) living, speciﬁc topical inquiry and concep- Three hours lecture. tual analysis of modern recreation, urban or Provides basic understanding of research rural recreation, sociology of sport, surveys and its planning and application within in recreation. Students may take course recreation services. again for maximum of six hours credit. Offered in the Fall and Spring, alternate RCPT 655. Leisure Education. (3) years. Three hours lecture. Develops an understanding of the need for RCPT 619. Recreation recreation education in today’s society and Administration. (3) how to plan, implement and provide educa- Three hours lecture. tion within the recreation systems. In-depth study and analysis of the admin- istration of recreation agencies. Emphasis RCPT 660. Legal Aspects of on legal foundations, political processes, Environmental and Experiential personnel practices, departmental organiza- Activities. (3) tion, relationships with other agencies and Three hours lecture. evaluation techniques. In-depth studies of legal issues related to the provision of outdoor adventure and RCPT 623. Recreation experiential programming; liability, leg- Administration. (3) islation, tours, contracts. Offered in the Three hours lecture. Spring. Introduction to the administration of recre- ation services. Emphasis on ﬁscal manage- RCPT 676. Wilderness Institute. (6) ment, personnel management, organiza- Lectures, labs and ﬁeld trips integrated into tional structure, marketing techniques and an intensive, experiential, primarily off- legal foundations in recreation and leisure campus course. services departments. Prerequisite: Permission of instructor. This class provides graduate students with RCPT 624. Environmental Issues. (3) an in-depth experience in the design, devel- Three hours lecture. opment, implementation and evaluation In-depth study of environmental issues fac- of wilderness-based educational programs, ing outdoor recreation agencies. Focuses including extending wilderness expedi- on care of resources and programming for tions. Topical issues include environmen- large numbers of people. Discusses teach- tal education, resource management, risk ing and interpretation methodologies for management, program design and group educating a general audience. facilitation. Offered Summer I. 183 RCPT 686. Practicum in READING Environmental and Experiential Education. (2-6) Please see pg. 135 for additional graduate Six to 27 hours per week. education courses. Prerequisites: Admission to candidacy with-in the department and permission of EDRD 624. Administration and the department chair or adviser. Supervision of Reading Programs. (3) Offers additional practical experience in Three hours lecture. the management of experiential programs Course for educators who will be involved under the joint supervision of a quali- in planning, implementing, supervising and ﬁed program administrator and Radford evaluating reading programs. Helps stu- University faculty. Practicum grades will dents better understand the issues, choices, be recorded as Pass/Fail. May be taken procedures and requirements for good read- ing programs and includes a review of some for up to six hours credit. Applications are exemplary programs currently in use. available in the department ofﬁce. EDRD 630. Teaching Reading in the RCPT 690. Seminar in Experiential Content Areas. (3) Education. (3) Three hours lecture. Three hours lecture. Prerequisite: Graduate Standing Emphasis on current issues in the man- Covers skills necessary to teach reading agement and development of experiential in K-12 content areas and community col- programs. Examines one speciﬁc topic dur- lege and adult basic literacy programs. ing any one semester of the school year. Differential assignments will be made for Students may take this course for a maxi- students from the various content areas. mum of six hours credit. EDRD/EDSP 641. Classroom RCPT 698. Directed Study. (1-4) Development and Remediation of Hours and credit to be arranged. Language Skills. (3) Prerequisites: Eligibility for admission Three hours lecture. to candidacy within the department and For graduate students working with chil- approval of the adviser, department chair dren and youth in oral and written language and Directed Study form submitted to the Graduate College. development. Emphasis on development of language, relationship between thought and To pursue in depth a topic of interest in the language, disability and language and cul- area of experiential or environmental edu- tural and experiential differences affecting cation. See “Directed Study” on p. 55. language. Classroom strategies for devel- opment and remediation of oral and written RCPT 699. Research and Thesis. (6) language skills discussed. Prerequisite: Approval of adviser in depart- ment. EDRD 660. Current Issues in Hours and credit to be arranged with the Education (Topic). (1-4) approval of the student’s thesis adviser, One to four hours credit. thesis committee and the dean of the Examines a major issue in reading and its Graduate College. Provides opportu- implications for teachers and reading spe- nity to show in-dependent judgment in cialists. the study of a speciﬁc issue. See “Thesis” on p. 55. 184 EDRD 688. Advanced Study in EDRD 698. Directed Study. (1-4) Reading Skills. (3) Hours and credits to be arranged. Three hours lecture. Prerequisites: Approval of the adviser, An in-depth exploration and comparison Director of School of Teacher Education of the various reading skills, methods and and Leadership and Directed Study form approaches leading to an understanding submitted to the Graduate College. of the fundamental processes of reading. See “Directed Study” p. 55. Materials will be prepared for teaching speciﬁc reading skills. GRAD 799. Continuous Enrollment. (1) EDRD 692. Reading Diagnosis: All graduate students are required to be Testing, Prescription and registered during the semester they receive Remediation. (3) their degree from Radford University. Three hours lecture. Registration is required of all graduate stu- Prerequisite: EDRD 688 dents when using University facilities and/ Designed to provide instruction in the or faculty time. The minimum number of administration and interpretation of a hours for registration is one. Registration selected battery of tests and in designing allows use of services such as library a program of remediation for a disabled checkout, laboratories and recreation facili- reader. Students will prepare a case study ties not open to the public. for teachers and parents which will include Students who are not currently registered for interpretation of test results and plans for any course work and who have completed remediation using appropriate methods and all course work but have other outstanding materials. degree requirements (e.g., comprehensive EDRD 695. Alternative Approaches examination, thesis, removal of an I or IP to Reading. (3) grade), are required to register for a con- Three hours lecture. tinuous enrollment course each semester, Prerequisite: EDRD 688 or permission including summer, until they have met the of the Director of School of Teacher outstanding requirement(s). Education and Leadership. This course carries no credit hour produc- Covers alternative instructional reading tion and does not count toward graduation programs and how to replace, supplement requirements. This course option is also or interface them with ongoing classroom available to those admitted students who programs in order to accommodate varying are not enrolled in a given semester but learning styles and needs. who wish to use University facilities and services during that time. EDRD 697. Practicum: Diagnostic and Remedial Techniques in Reading. (6) Twelve hours laboratory experience. SCIENCE EDUCATION Prerequisites: EDRD 692. Students will be placed with a selected PHYS 510. Modern Physics. (4) group of children in a public school or Three hours lecture; two hours laboratory. clinical setting and will plan and implement Prerequisites: One year of calculus and one year of physics. an overall program of remediation based on diagnosis with emphasis on individual Introduction to modern physics, including needs within the group. special relativity, quantum theory, atomic and nuclear physics, elementary particles. 185 PHYS 511 (CHEM 511). Nuclear A study of energy, its many forms and uses, Chemistry. (3) how it is converted from one form to anoth- Three hours lecture. er and the environmental consequences of Prerequisite: One year of chemistry, one that conversion. year of physics and one year of calculus. Historical development of modern atomic PHSC 601. Seminar. (1) theory; properties of atomic nuclei; gener- Meets minimum of 15 hours per semester. alizations related to atomic nuclei; types of Prerequisite: Admission to the Graduate nuclear reactions; mathematics of radioac- College. tive decay processes; nuclear counters; Recent developments in science education. biological effects of radiation; applications May be taken up to four times for credit pro- of nuclear reactions, radioisotopes and par- vided the topic studied is different each time. ticle accelerators. PHSC 602. Scientiﬁc Literature. (3) PHYS 550. Selected Topics in Physics. (4) Two hours lecture; three hours laboratory. Minimum of 60 contact hours for the Provides opportunity to locate, retrieve semester. and assimilate information from scientiﬁc Prerequisites: One year of physics and two literature. May be taken twice provided the years of calculus. topics studied are different each time. Selected topics in advanced undergraduate physics. A speciﬁc course syllabus will be PHSC 611:612. Selected Topics in available when the course is offered. A student Physical Science. (3-4 each) may take this course for credit more than once A minimum of 45 contact hours per provided the topic is different each time. course. Prerequisite: Graduate student majoring or PHSC 510. Science for the Elementary minoring in science education. School Teacher. (3) A study in depth of one or more science Two hours lecture; three hours laboratory. topics. Nature of science, curricula and structure Provides students with initial skills and of elementary science programs. Activities competencies in applying instructional sys- include utilization of curriculum materials, tems principles to teaching learning prob- observation and teaching. lems. Examines development of speciﬁca- tions for facilities, equipment and materials PHSC 521. Comparative Planetology. (3) for learning under a variety of conditions Three hours lecture. and instructional media in relation to con- Prerequisites: GEOL 111:112 and AST tent and learner characteristics. Includes 111:112. large and small group activities. Application of geological concepts and techniques to solid astronomical bodies; PHSC 621:622. Earth Science for composition and classiﬁcation of mete- Teachers. (3:2) orites; terrestrial impact craters; surface A minimum of 100 contact hours for both features of the moon, Mars, Mercury and courses. asteroids. In-depth study of earth science topics, con- cepts and instructional strategies essential PHSC 531. Energy and the to teaching modern secondary school earth Environment. (4) science. Four hours lecture. Prerequisite: PHYS 111:112 or PHYS 221:222 or PHSC 121:122 or CHEM 101:102. 186 PHSC 631:632. Physics for This is the ﬁrst course in the Human Teachers. (3:2) Behavior sequence. In this course the dy- A minimum of 100 contact hours for both namics of human behavior and the contexts courses. within which humans grow and develop Prerequisites: One year of college physics through the life cycle are explored. It provides and one year of college mathematics. a foundation knowledge base from which Examines physics concepts and approaches social work students ground the assessment essential to teaching modern secondary and intervention processes with individuals physics. and families utilizing a biopsychosocial spiritual framework. Traditional and post- PHSC 641:642. Chemistry for modern theories are analyzed and chal- Teachers. (3:2) lenged. The ecological and strengths per- A minimum of 100 contact hours for both spectives are presented in relation to human courses. risk and resilience. HBSE I attempts to Prerequisites: One year of college chemis- honor different ways of knowing and being, try and one year of college mathematics. developing pathways to understanding and Examines chemistry topics and instruction- appreciating uniqueness. Students are chal- al strategies essential to teaching modern lenged to explore their own values and secondary school chemistry. culture in an effort to create an inclusive viewpoint of human diversity. PHSC 651:652. Biological Science for Teachers. (3:2) SOWK 602: Human Behavior in the A minimum of 100 contact hours for both Social Environment II. (3) courses. Three hours lecture. Prerequisite: Undergraduate major in biol- Prerequisite: SOWK 601 or permission of ogy. instructor. Examines biological concepts and instruc- Human Behavior in the Social Environ- tional strategies essential to teaching mod- ment II is the second of two Foundation ern secondary school biology. courses. Students will continue to apply basic frameworks for creating and orga- PHSC 698. Directed Study. (1-4) nizing knowledge of human behav- Hours and credit to be arranged in con- ior. The course examines problems of sultation with the faculty member with living; impacts of racial, ethical, class, cul- whom the student will work on the directed tural, religious/spiritual and gender diver- study. sity on behavior; and the reciprocal nature Prerequisites: Approval of the supervis- of interactions of persons, families, social ing professor, adviser, department chair groups, communities, organizations and and Directed Study form submitted to the Graduate College. institutions. See “Directed Study” on p. 55. SOWK 611. Social Welfare I. Policy is Practice. (3) Three hours lecture. SOCIAL WORK Prerequisite: Admission to graduate pro- gram in Social Work or permission of SOWK 601. Human Behavior in the the instructor. Social Environment I. (3) The course covers frameworks to under- Three hours lecture. stand the formulation/analysis of Social Prerequisite: Admission to the graduate program in Social Work or permission of Work policies and programs. The signiﬁ- the instructor. cance of contextual factors, values and 187 history are examined from a “policy is analysis and critical evaluation of research practice” perspective with emphasis on conclusions. Students are introduced to social/economic justice, diversity and pop- a systematic approach to the classiﬁca- ulations-at-risk. tion, organization and analysis of data. The course emphasizes the identiﬁcation SOWK 613. Crisis Intervention. (3) and formulation of researchable problems Prerequisite: Accepted into School of Social in social work, the utility of the scien- Work or permission of instructor. tiﬁc method, the selection of appropriate This course focuses on developing basic methodologies, an understanding of the crisis intervention skills (interviewing, standards for evaluation of research and assessment, intervention and follow-up). sensitivity to bias and ethical behavior in Special topics of concern in populations the conduct of research. at risk will be highlighted: lethality/sui- cide/homicide; partner abuse; child abuse; SOWK 625. Child Sexual Abuse school violence, workplace violence, sub- and CPS (Child Protective Services) stance abuse and the chronically mentally Investigation. (3) ill. Students become aware of the role of Three hours lecture, demonstration and various agencies within the realm of crisis discussion. intervention and the importance of col- Prerequisite: Graduate standing or permis- laboration. sion of instructor. This course explores the issues involved SOWK 615. Substance Abuse and in child abuse and neglect cases, with an Dependency. (3) emphasis on child sexual abuse. If offers Three hours lecture and discussion. an integrative framework of principles, Prerequisite: Graduate standing or permis- theories, process and skills speciﬁcally sion of instructor. designed for performing culturally sensi- This course examines current theories and tive investigations and assessments with models pertaining to substance abuse and alleged abusive and neglectful families. chemical dependency. It explores interven- This academic course is offered to graduate tion and treatment techniques for working students interested in public social services with chemically dependent individuals and and to those awarded Title IV-E stipends their families, with an emphasis on diverse (supplanting the VISSTA [Virginia Institute populations. The course integrates theory for Social Services Training Activities] and practice skills to teach students to criti- training sequence) and to qualiﬁed com- cally examine the clinical issues involved munity people. Child Welfare emphasis in substance abuse and chemical depen- area elective. dency treatment. Mental Health emphasis area elective. SOWK 631. Social Work Practice I: Foundations. (3) SOWK 621. Research I: Basic Two hours lecture, two hours skill lab. Research Methodology. (3) Prerequisite: Admission to the graduate Three hours lecture. program in social work. Prerequisite: Admission to the Graduate This course is the ﬁrst of two founda- Program in Social Work or permission of tion courses designed to provide students the instructor. with an overview of the basic knowledge The fundamental elements of scientiﬁc and skills essential to generalist social inquiry and research techniques, includ- work practice. Key themes and concepts ing a variety of research methodolo- include interviewing, relationship build- gies, are introduced in this course. Focus ing and assessment as they relate to com- is on the technical aspects of research munity-based family practice. The course 188 introduces practice models in relation to SOWK 680. Special Topic Seminar. (3) populations at risk. Personal and profes- Three hours lecture. sional values will be discussed, along with May be taken a maximum of three times. the use of self, the importance of evalua- Prerequisites: Graduate standing and per- tion, research and ethics. mission of instructor. An intensive study of a specialized area in SOWK 632. Social Work Practice II: human services. Topics will be determined Families, Groups and Community- by the instructors based upon demonstrated based Practice. (3) student interest. Special topics courses Three hours lecture. may be elected for no more than nine Prerequisites: SOWK 631 semester hours of credit. This second foundation practice course is designed to provide students with an SOWK 682. Biopsychosocial Assessment. (3) overview of the basic knowledge and skills Three hours lecture. essential to generalist social work practice Prerequisites: SOWK 602, Advanced as it relates to both group practice and com- Standing status in Social Work or permis- munity-based practice. Key themes and sion of instructor. concepts include introductory group practice This course focuses on identifying indi- knowledge for developing various types of vidual and family strengths and on view- groups, groups for populations at risk, gen- ing behavior in context. Particular empha- eral stages of group practice and assessing sis is placed on understanding the indi- group work. Community-based practice vidual/family and environment interaction themes and concepts include documenting a by means of a systems perspective. This community, assessing and understanding course addresses the legal, ethical, social community problems and concerns, generic justice, diversity and cultural competence community practice skills and the need for ramiﬁcations as they relate to managed social planning and activism. care and community treatment models of practice. SOWK 641:642. Foundation Practicum and Seminar I and II. (3: 3) SOWK 688. Administration, Prerequisite: Admission to the graduate Management, and Supervision. (3) program in social work and SOWK 631/632 Prerequisite: Graduate standing. as pre- or corequisites. SOWK 641 must be This course elective is designed to focus completed before SOWK 642 can be taken. on the role and function of the social work Two semester sequence. A practicum expe- leader as supervisor, manager, and admin- rience (16 hours each week) accompanied istrator. by a minimum of six seminars each semes- SOWK 698. Directed Study. (1-4) ter designed to integrate theory and ﬁeld. Hours and credit to be arranged. SOWK 679. Advanced Standing Prerequisite: Approval by the School of Bridge Course. (3) Social Work and Directed Study form sub- Three hours lecture. mitted to the Graduate College. Prerequisite: Admission to the Advanced See “Directed Study” on p. 55. Standing program. This course is required for all advanced stand- SOWK 699. Research and ing students and is aimed at providing the Thesis. (1-6) conceptual orientation necessary for the con- Hours and credit to be arranged with centration year in the graduate program. the approval of the dean of the Graduate College. See “Thesis” on p. 55. 189 SOWK 710. Women and Mental with conceptual frameworks, helping principles Health. (3) and processes to maximize the academic perfor- Three hours lecture and discussion. mance and personal development of children and Prerequisite: Graduate standing or permission of their families, 3) explore issues of diversity and instructor. multicultural competence in casework practice This course is designed to provide students with children, families and their communities, with speciﬁc knowledge about clinical social and 4) develop competence in critical thinking. work practice with adult women and mental School Social Work emphasis area elective. health issues that affect women. Key themes and concepts include: historical social work SOWK 722. Community Organization. (3) practice with women, theories for mental Three hours lecture and discussion. health practice and a feminist critique of those Prerequisite: Graduate standing or permission theories, feminist practice issues, aspects of of instructor. feminist/mental health practice, feminist social This course focuses on community practice and work practice methods and current issues/situa- the development of community strategies that tions that affect women’s lives and their mental address the needs of identiﬁed groups. health. Mental Health emphasis area elective. SOWK 761. Social Welfare Policy II: SOWK 715. Ethical Issues in Social Work Family Policies and Advocacy. (3) Practice. (3) Three hours lecture. Prerequisite: Acceptance into the School of Prerequisite: SOWK 611 or SOWK 679. Social Work or by permission of the instructor. The course provides a broad understanding of This course focuses on the ethical issues and the development/analysis of family policies dilemmas that confront professional social with an advocacy perspective on the local, state workers in practice with individuals, groups, and federal levels. The role of socio-cultural families, agencies and communities. Theoretical values, contextual factors and policy/service models for social work ethical decision-making assumptions are examined with the emphasis and the National Association of Social Workers on social work advocacy to promote social/ Code of Ethics are presented. The ways in economic justice with populations at risk. which personal and professional values differ are addressed. The elements involved in ethical SOWK 772. Research II: Advanced decision-making are applied to case illustra- Research Methodology. (3) tions. Examples from the student’s own prac- Three hours lecture. tice experience will be used. Prerequisite: SOWK 621 or SOWK 679. This second course in the MSW research SOWK 720. School Social Work. (3) sequence is designed to explore the dynamics Three hours lecture. of research theory and practice. It is intended Prerequisite: Graduate standing in the MSW to provide students with the knowledge base Program or permission of instructor. to stimulate critical use of research studies in This course is designed as an entry for their practice, to prepare them for participation social workers into the School as a complex in agency or interdisciplinary research and to host organization for social work practice. prepare them to undertake selected research in Philosophical, societal, population and cultural social work practice. sensitivity issues are addressed. School Social Work emphasis area elective. SOWK 783. Social Work Practice III: Community Practice to SOWK 721. School Casework Practice. (3) Strengthen Families. (3) Three hours lecture, demonstration and discus- Three hours lecture. sion. Prerequisite: SOWK 631 and 632. Prerequisite: SOWK 720 or permission of in- The course is the ﬁrst of two concentration structor. practice courses and emphasizes communi- This course provides students with learning ty and organizational practice. Community- experiences that 1) inform them about the nature based family practice is the application of of social casework practice, 2) provide them social work practice skills to enhance 190 collaborative relationships among families and This course carries no credit hour production their community networks. and does not count toward graduation require- ments. This course option is also available to SOWK 784. Social Work Practice those admitted students who are not enrolled in IV: Family Practice in a Community a given semester but who wish to use University Context. (3) facilities and services during that time. Three hours lecture. Prerequisite: SOWK 783. This course is the second of two concentration practice courses. This course focuses on the SOCIOLOGY knowledge, methods and skills for family prac- tice within a community-based family practice SOCY 580. Survey Research Methods. (3) model. Prerequisite: Graduate standing. This course covers the construction of an instru- SOWK 785. Integrative Seminar. (3) ment, sampling design and methods of analysis Prerequisite: Last semester of the MSW and interpretation of data. It acquaints students Program. with the use of computers for social science Social Work 785 is the synthesis of Social research. Students gain a hands-on experience Work 783 and 784. This capstone course with design and completion of survey research is designed to facilitate the integration of that is valuable for any student entering a career theory, practice, policy and research through requiring familiarity with the basis of social sur- the lens of community-based family practice. vey research. Students receiving undergraduate SOWK 791:792. Concentration Practicum credit for SOCY 480 cannot also receive gradu- and Seminar I and II. (5:5) ate credit for SOCY 580. Prerequisite: Admission to the graduate pro- gram in social work and SOWK 783/784 as pre- or corequisites. SOWK 791 must be com- THEATRE pleted before SOWK 792 can be taken. THEA 511. Theatrical Scene Design. (3) Two semester sequence. A practicum experi- Three hours lecture, demonstration and cri- ence (24 hours each week) accompanied by tique. a minimum of six seminars each semester Prerequisite: THEA 101 and THEA 102 or con- designed to integrate theory and ﬁeld. sent of the instructor. GRAD 799. Continuous Enrollment. (1) The course is a study in the fundamentals of All graduate students are required to be reg- scene design for theatrical venues, incorporat- istered during the semester they receive their ing computer Aided Design, including concep- degree from Radford University. Registration tualization for stage ﬂoor plans and perspec- is required of all graduate students when using tives resulting in realized color renderings or University facilities and/or faculty time. The model design. minimum number of hours for registration is THEA 525. Porterﬁeld Ensemble. (3) one. Registration allows use of services such Three hours lecture, demonstration and cri- as library checkout, laboratories and recreation tiques. facilities not open to the public. The ensemble emphasizes advanced training in Students who are not currently registered for acting, stylized movement and vocal expres- any course work and who have completed all sion. Acting theories based on Jerry Grotowski course work but have other outstanding degree and Augusto Boal are combined with pedagogy requirements (e.g., comprehensive examina- in physical expression, and Cicely Berry vocal tion, thesis, removal of an I or IP grade), are technique. The ensemble performs as part of required to register for a continuous enrollment the Studio Theatre season. Touring is required course each semester, including summer, until and participation is based solely on auditions. they have met the outstanding requirement(s). 191 THEA 550. Directing II: Advanced. (3) This course will contain a concentrated study Three hours lecture, demonstration and critique. of particularly signiﬁcant people, events, move- Prerequisite: THEA 125 and THEA 225 and ments or aspects of theatrical venues not cov- THEA 350 or consent of the instructor. ered in depth in other course offerings. May The course is the study of various signiﬁcant be repeated (on different topic) for maximum ﬁgures and theories of stage, video and ﬁlm of 12 semester hours credit. production. Students are required to com- plete a ﬁnal advanced project for public presen- THEA 576. Theatre Production tation in one of the mediums listed above. A Practicum. (3) ﬁnal portfolio is also required. One hour lecture; four hours laboratory. Introduction to the theatrical production pro- THEA 575. Theatrical Problems. (3) cess through directing, designing or state man- Three hours lecture. aging. May be taken again for maximum of 12 semester hours credit. 192 BOARD AND ADMINISTRATION BOARD MEMBERS TERM EXPIRES Mr. Randal J. Kirk, Rector June 30, 2011 Radford, VA Ms. Nancy H. Agee, Vice Rector June 30, 2011 Roanoke, VA Ms. Nancy E. Artis June 30, 2009 Pagosa Springs, CO Mr. Robert L. Blake June 30, 2009 Radford, VA Mr. Thomas E. Fraim, Jr. June 30, 2008 Norfolk, VA Mr. C. Nelson Harris June 30, 2010 Roanoke, VA Mrs. Mary Ann Hovis June 30, 2010 BOARD, ADMINISTRATION, FACULTY Oakton, VA Mr. Stephen A. Musselwhite June 30, 2008 Vinton, VA Mr. Mark R. Pace June 30, 2008 Roanoke, VA Dr. Cora S. Salzberg June 30, 2011 Richmond, VA Ms. Karen H. Waldron June 30, 2009 Shawsville, VA Two non-voting members are selected each year: one representing the faculty and one repre- senting the student body. Secretary to the Board of Visitors: Mrs. W. Carlene Alvis ADMINISTRATION Penelope W. Kyle President Catherine Greenberg Interim Vice President for University Advancement and Chief Development Ofﬁcer John Hachtel Vice President for University Relations and Chief Communications Ofﬁcer Danny M. Kemp Vice President for Information Technology and Chief Information Ofﬁcer Jo Ann Kiernan Special Assistant to the President Margaret McManus Director, Internal Audit Norleen K. Pomerantz Vice President for Student Affairs Wilbur W. Stanton Provost and Vice President for Academic Affairs Donna M. VanCleave Vice President for Finance and Administration and Chief Financial Ofﬁcer 193 Aamodt, Michael G., Professor of Psychology; Austin, Susan, Professor of Counselor Education; B.A., Pepperdine University; M.A., Ph.D., Univer- B.S., M.S., Radford University sity of Arkansas Baker, Moira P., Professor of English; B.A., College Abdul-Ra’uf, Bakhitah B., Assistant Professor of of St. Rose; M.A., Ph.D., University of Notre Dame Criminal Justice; B.S., Cheyney State University; Barker, Harvey, Professor of Counselor Education; M.A., Antioch University; Ph.D., University of South B.S., Ph.D., University of Richmond Florida Basham, Pepper D., Professor of Communication Albig, David, Assistant Professor Mathematics and Sciences and Disorders; B.S., M.S., Radford Uni- Statistics; B.S., Michigan State University; M.A., versity University of Illinois; Ph.D., Florida State Univer- Barris, Roann, Professor of Art, B.A., University of sity Michigan; M.A., University of Illinois, Ed.D., M.S., Alexander, Jenny Burroughs, Instructor of Social Columbia University; Ph.D., University of Illinois Work; B.A., University of Mexico; M.S.W., New Bassett, Margaret, Instructor of Nursing, B.S., Uni- Mexico Highlands University; Ph.D., Virginia Poly- versity of Michigan; M.S., Boston University technic Institute and State University Bay, Richard J., Associate Professor of Art; B.S., Altieri, Elizabeth, Associate Professor of Special Kansas State University; M.A., Pittsburg State Uni- Education; B.S., Florida Atlantic University; M.S., versity; Ph.D., Oklahoma State University George Peabody College at Vanderbilt University; Bays, Debora, Associate Professor of Special Educa- Ph.D., Virginia Polytechnic Institute and State Uni- tion; B.S., M.S., Radford University; Ph.D., Virginia versity Polytechnic Institute and State University Amenkhienan, Felix E., Chairperson and Professor Beach, Alan, Instructor of Social Work; B.S., Hard- of Accounting; Finance and Information Systems; ing University; M.S.W., University of Arkansas-Lit- B.B.A., M.B.A., Ph.D., University of Mississippi; tle Rock; Ph.D., Virginia Polytechnic Institute and CMA State University Anderson, Donald, Professor of Counselor Educa- Beach, Steven L., Associate Professor of Finance; tion; Ed.D.,M.A., Virginia Polytechnic Institute and B.S., B.A., M.B.A., Tennessee Technological Uni- State University; B.S., University of New Orleans versity; Ph.D., Washington State University Anderson, Tiffany C., Professor School of Teacher Beard, James S., Professor of Geology; B.S., Uni- Education and Leadership; B.A., Saint Louis Univer- versity of Massachussets; Ph.D., University of Cali- sity; M.A., University Missouri Saint Louis; Ph.D., fornia Saint Louis University Beheshti, Hooshang M., Chairperson and Professor Arbogast, Terry, Professor, Education Leadership; of Management; B.S., Iranian Institute of Advanced B.S., Bridgewater College; M.Ed., University of Vir- Accounting; M.S., State University of New York at ginia Binghamton; Ph.D., Oklahoma State University Arbury, Stephen, Director of Radford University Benson, Ann, Counselor of Education; B.S., M.A., Art Museum, Chairperson and Professor of Art; B.A., Ed.S., Radford University Albion College; M.A., Ph.D., Rutgers University Bienstock, Carol C., Associate Professor of Man- Arthur, Elizabeth, Instructor of Social Work; B.S., agement and Marketing; B.A., Medical College of Cornell University; M.S.W., Syracuse University Georgia; M.B.A.., Mississippi State University; Askins, Justin, Professor of English; B.A., The Ph.D., Virginia Polytechnic Institute and State Uni- College of Staten Island; M.A., Boston University; versity Ph.D., CUNY Graduate Center Birx, Ellen C., Professor of Nursing; B.S., Texas Aspelmeier, Jeffery E., Associate Professor of Psy- Women’s University; M.S., University of Rochester; chology; B.S.E.D., Southwest Missouri State Univer- Ph.D., University of Texas at Austin sity; M.A., Ph.D., Kent State University Bixler, Larry L., Professor of Counselor Education; Atwell, Mary W., Chairperson and Professor of Ed.D., Virginia Polytechnic Institute and State Uni- Criminal Justice; B.A., Webster College; M.A., versity; M.S., Radford University; M.M., B.M., West Ph.D., Saint Louis University Virginia University, Morgantown Austin, Ellen, Professor of Special Education; B.S., Bizzell, Brad, Professor School of Teacher Educa- Atlantic Christian College; M.S., Radford Univer- tion and Leadership; B.S., Appalachian State Uni- sity versity; M.S., Virginia Polytechnic Institute and State University 194 Black, Karen, Professor of Communication Sciences Carter, Arther E., Chairperson and Assistant Pro- and Disorders; B.S., Radford University; M.S., Bay- fessor of Information Technology; B.S. Old Domin- lor University ion University; M.B.A., Ph.D., Virginia Polytechnic Blaylock, Bruce K., Professor of Management; Institute and State University B.B.A., Ohio University; M.B.A., Auburn Univer- Carter, Fletcher F., Professor of Education; B.A., sity; Ph.D., Georgia State University University of Florida; M.A., Appalachian State Uni- Borling, James E., Professor of Music; B.M., DeP- versity; Ph.D., Florida State University auw University; M.M., University of Miami Carter, Kimberly F., Professor of Nursing; B.S., Bradbury, Carlee A., Assistant Professor of Art; Radford University; M.S.N., Ph.D., University of B.A., Wheaton College; M.S., University of Edin- Virginia burgh; Ph.D., University of Illinois Carter, Tania, Professor of Communication Sciences Brinckman, Douglas, E., Associate Professor of and Disorders; B.S., Radford University; M.S., Old Accounting, Finance and Business Law; B.A., Vir- Dominion University ginia Polytechnic Institute and State University; Juris Chase, Bruce W., Professor of Accounting; B.S., Doctor, Gonzaga University M.B.A., Ph.D., Virginia Commonwealth University; Brocato, Jo, Assistant Professor of Social Work, CPA B.A., M.S.W., Florida International Chase, Jeffrey L., Professor of Psychology; B.A., St. University; Ph.D., Florida International University Louis University; Ph.D., University of South Carolina Brosowsky, Eve, Professor of Communication Sci- Chase, Joseph D., Associate Professor of Informa- ences and Disorders; B.A., Auburn University; M.A., tion Technology; B.S., M.S., Ph.D., Virginia Poly- Appalachian State University technic Institute and State University Brouwer, Charles, Professor of Art; B.A., Grand Chatham, Michael D., Assistant Professor of Valle State University; M.A., M.F.A., Western Michi- Accounting, Finance and Business Law; B.S.B., gan University M.B.A., Emporia State University; Ph.D., Oklahoma Brown, Gwendolyn O., Associate Professor of State University Communication; B.A., York College of Pennsylva- Childers, John Stephen, Assistant Professor of nia; M.A., Ph.D., University of Maryland Management and Marketing; B.S., M.B.A., East Car- Brown, Jo Ann, Assistant Professor of Management; olina University Ph.D., Virginia Polytechnic Institute B.S., Christian Brothers University; M.B.A., Univer- and State University sity of Florida; Ph.D., University of Mississippi Christensen, P. Niels, Associate Professor of Psy- Bucy, Jayne E., Associate Professor of Psychol- chology; Ph.D., M.S., Texas A&M University; B.A., ogy; A.P.A., University of Texas Medical Branch University of Notre Dame – Galveston; Ph.D., University of North Carolina, Clelland, Iain J., Associate Professor of Manage- Chapel Hill ment and Marketing; B.A., M.S., San Diego State Burggraf, Virginia, Professor of Nursing; B.S.N., University; Ph.D., University of Southern Califor- Cornell University; M.S.N., Seton Hall University; nia D.N.S., Louisiana State University Clemente, Corey, Assistant Professor of Commu- Burke, Tod W., Professor of Criminal Justice; B.A., nication Sciences and Disorders; B.A., James Madi- University of Maryland; M.F.S., George Washington son University; M.A., Appalachian State University; University; M. Phil. Ph.D., City University of New Ph.D., Touro University International York Clements, Nicole, Professor of Communication Sci- Burriss, Theresa, Administrative/Professional Faculty ences and Disorders; B.S., Towson University; M.S., of English and Director of Learning Assistance and Towson University Resource Center; B.A.; Emory University; M.S., Rad- Cline, Mark A., Assistant Professor of Biology; ford University; Ph.D., Union Institute and University B.S., M.S., Ph.D., Virginia Polytechnic Institute and Byers, Wendy., Professor, School of Teacher Education State University and Leadership; B.S., James Madison University; M.S., Cohen, Jeradi A., Professor of School of Teacher University of Tennessee Education and Leadership, B.A., University of Mich- Call, Jack E., Professor of Criminal Justice; B.S., igan; M.A., University of Virginia; Ed.D., University Ball State University; J.D., College of William and of Virginia Mary, Ph.D., University of Georgia Cohn, Tracy J., Assistant Professor of Psychology; 195 B.A., M.S., Ph.D., University of Kansas Colley, Kenna M., Assistant Professor of Special Deskins, Elizabeth, Instructor of Social Work, B.A.; Education; Ph.D., Virginia Polytechnic Institute and Emory and Henry College; M.S.W., Radford Uni- State University; M.S., The Johns Hopkins Univer- versity sity; B.S., State University of New York at Geneseo Dickerson, Jennifer, Professor of Communication Collins, Jennifer, Assistant Professor of Art; B.F.A., Sciences and Disorders; B.S., M.S., Radford Uni- Calvin College; M.F.A., Radford University versity Conlin, Peter, Instructor of Social Work, B.A., Iona Dickinson, Renee, Assistant Professor of English; College; M.S.W., Fordham University B.A., Seattle Pacific University; M.A., University of Conrad, Kristin, Instructor of Nursing; B.S., Beth-El Essex, Colchester, United Kingdom; Ph.D., Univer- College of Nursing at University of Colorado; M.S., sity of Colorado Nell Hodgson Woodruff School of Nursing at Emory Dillon, Joanne F., Instructor of Communication Sci- University ences and Disorders; B.A., Hollins College; B.S., Cooper, Sharla C., Associate Professor of Nursing, M.S., Radford University B.S.N., Radford University; M.S.N., Old Dominion Dobkins, David H., Associate Professor of Commu- University; Ph.D., Case Western Reserve University nication; B.A., Emporia State University; M.A., Uni- Cosmato, Charles, Instructor of Educational Tech- versity of Arkansas; Ph.D., University of Oklahoma nology; B.S., M.S., Radford University Dodson, Drew, Associate Professor of Art; B.F.A., Cox, Kenneth, Associate Dean of Waldron College University of Florida; M.F.A., Edinboro University of Health and Human Services and Associate Profes- of Pennsylvania sor of Communication Sciences and Disorders; B.A., Dooley, Alton C., Jr., Professor of Geology; B.A., University of North Carolina – Chapel Hill; M.A., Carleton College; Ph.D., Louisiana State University University of North Carolina – Greensboro; Au.D., Dore, Elizabeth D., Associate Professor of School University of Florida, CCC-A of Teacher Education and Leadership; B.S., M.Ed.+ Creighton, Linda, Assistant Professor of School CAS, University of Maine; Ed.D., University of of Teacher Education and Leadership; B.S., Indiana Northern Colorado University of Pennsylvania; M.S., California State Dulaney, Dru, Professor of Communication Sci- University Los Angeles; Ed.D., Sam Houston State ences and Disorders; B.S., University of Kentucky; University M.S., Radford University Cubbison, Laurie, Associate Professor of English; Duncan-Daston, Rana, Assistant Professor of Social B.A., Muskingum College; M.A., Eastern Kentucky Work; B.A., Carson-Newman College; M.S.W., University; Ph.D., Purdue University Florida International University; Ed.D., University Cummings-Lilly, Karen T., Professor of Social of Virginia Work; B.A., California State University; M.S.W., Dunleavy, Matt, Assistant Professor of School of San Diego State University Teacher Education and Leadership; B.A., M.S., Old Cunningham, Don, Assistant Professor of Eng- Dominion University; Ph.D., University of Virginia lish; B.S., M.S.,Texas A&M University-Commerce; Durrill, Preston L., Professor of Chemistry; B.S., Ph.D., Illinois Institute of Technology Chicago M.S., Massachusetts Institute of Technology; Ph.D., Daniel, Leslie, Assistant Professor of Special Educa- Virginia Polytechnic Institute and State University tion, M.S., Radford University; B.S., State University Easterling, Tricia, Assistant Professor of School of of New York at Geneseo Teacher Education and Leadership; Ed.D., University Davidson, Daniel V., Chairperson and Professor of of Memphis; M.E.d., Freed-Hardeman University; Business Law; B.S., J.D., Indiana University B.S., The University of South Florida Davis, Trent, A. Professor of Counseling and Human Edwards, Grace Toney, Director and Professor, Appa- Development; B.S., Virginia State University; M.A./ lachian Regional Studies Center and Distinguished Pro- Ed.S., James Madison University; Ph.D., Virginia fessor of Appalachian Studies; Professor of English; Polytechnic Institute and State University B.S., M.A., Appalachian State University; Ph.D., Uni- Dembele, Gaston, Assistant Professor of School of versity of Virginia Teacher Education and Leadership; B.A., University Eleweke, C. Jonah, Assistant Professor of School of Ouagadougou; Ph.D., Michigan State University of Teacher Education and Leadership; B.A., M.A., Derrick, Emory, Assistant Professor of Information University of Nigeria; M.S., Ph.D., University of Technology; B.S., Naval Academy; M.S., Ph.D., Vir- Manchester; Ph.D., University of Alberta ginia Polytechnic Institute and State Univeristy Elis, Lori A., Assistant Professor of Criminal Justice; B.A., M.A., Ph.D., University of Maryland 196 Ellerman, Gary D., Professor of Education; B.A., Froemling-Orlov, Kristin, Assistant Professor of M.A., Louisiana Tech University; Ph.D., Louisiana Communication; B.A., M.A., Bowling Green State State University University; Ph.D., University of Oklahoma Elliott, Ann N., Professor of Psychology; B.A., Gallops, Ronald Wayne, Assistant Professor of Lynchburg College, M.A., Boston College; Ph.D., Music, B.M., University of Tampa; M.A., Florida Northern Illinois University State University; Ph.D., University of South Florida Elliott, Johnna, R., Professor of School of Teacher Gainer, Kim, Associate Professor of English; B.A., Education and Leadership; B.S., University of North Rhode Island College; M.A., Ohio State University; Carolina; M.Ed., University of Virginia Ph.D., Ohio State University Epperly, Rebecca, Instructor of Communication Gallo, Louis, Professor of English; B.A., Tulane Sciences and Disorders; B.S., Radford University; University; M.A., Louisiana State University; Ph.D., M.S., East Tennessee Sate University University of Missouri Evans, Deneen, Instructor of Social Work; B.A., Geller, Carol H., Professor of School of Teacher Roanoke College; M.S.W., Radford University Education and Leadership B.S., M.S., Southern Illi- Fellin, Eugene C., Chairperson and Professor of nois University; Ed.D., Virginia Polytechnic Institute Music; B.F.A., University of Wisconsin; M.M., Uni- and State University versity of Michigan; Ph.D., University of Wisconsin Geller, Krista, Professor of Psychology; B.S., Rad- Fender, Keith, Instructor of Social Work; B.S.W., ford University; M.S., Virginia Polytechnic Institute Ferrum College; M.S.W., Virginia Commonwealth and State University; Ph.D., Virginia Polytechnic University; Ph.D., La Salle University Institute and State University Feng, Zheng-Liang, Professor of Art; B.F.A., George, Donald, Assistant Professor of Music; B.M., Shanghai Teachers’ University; M.F.A., Radford Southeastern Louisiana University; M.M. Louisiana University State University Flora, Rudolph, Jr., Instructor of Social Work; B.S., Gibson, Mary H., Professor Nursing; B.S.N., Uni- East Tennessee State University; M.S.W., Virginia versity of Virginia; M.S.N., Vanderbilt University; Commonwealth University Ph.D., University of Texas at Austin Flora, William, Assistant Professor of School of Gilbert, Sharon L., Assistant Professor of School Teacher Education and Leadership; B.A., Ferrum of Teacher Education and Leadership; B.S., M.S., College; M.Ed., Ed.D., University of Virginia University of Southern Mississippi; Ph.D., Auburn Fooks, Nan, Professor of School of Teacher Educa- University tion and Leadership; M. S., University of Virginia, Gilley, Christina T., Professor of Special Education; M.S., Vanderbilt University; B.A., Mary Washington M.Ed., B.S., Radford University College Givens, Karolyn W., Associate Professor of Nurs- Forrest, Alan, Chairperson and Professor of Coun- ing; B.S.N., Wayne State University; M.S., Boston selor Education; Ed.D., College of William and Mary; University; Ed.D., Virginia Polytechnic Institute and M.A., University of New Haven; B.A., Eisenhower State University College Goldwasser, Joni, Assistant Professor of School of Foulks Boyd, Barbara, Professor of School of Nursing; B.S., St. John College; M.S., University of Teacher Education and Leadership; B.A., M.S.Ed., Cincinnati; State University of New York; Ed.D., University of Gorzycki, Laura, Instructor of Communication Sci- the Pacific ences and Disorders; B.S., Rhodes College; M.A., Frahm, Whitney, Professor of Communication Sci- Memphis State University ences and Disorders; B.A., Emory Graham, Suzanne, Professor of Special Education; and Henry College; M.S., Radford University B.A., University of Virginia; M.S., Radford Univer- Fraser, Nicholas C., Professor of Geology; B.S., sity Aberdeen University; Honorary M.A., Cambridge Grady, Dennis, Dean of College of Graduate and University; Ph.D., Aberdeen University Professional Studies and Professor of Political Sci- Friedman, Dianne E., Professor of Psychology; ence; B.A., University of North Carolinia; M.C.P., B.A., Northwestern University; M.A., University of Georgia Institute of Technology; Ph.D., Emory Uni- Michigan; Ph.D., University of South Carolina versity French, Sandra, Assistant Professor of Communica- Graves, Lynn, Professor of School of Teacher Edu- tion; B.S., Radford University; M.A., Wake Forest cation and Leadership; B.A., M.S., University of University; Ph.D., The Pennsylvania State Univer- Tennessee sity 197 Green, Egan, Assistant Professor of Criminal Jus- Helm, John, Professor of Information Technology; tice; B.S., Appalachian State University; M.A., East B.A., Southern Illinois University; M.S., Purdue Uni- Tennessee State University; Ph.D., Indiana Univer- versity; M.S., Virginia Polytechnic Institute and State sity of Pennsylvania University; Ph.D., Purdue University Grossmann, Axel, Assistant Professor of Account- Helton, Susan, Professor of Social Work; B.S., M.S., ing, Finance and Business Law; B.S., Technical Col- University of Tennessee lege of Giessen; M.B.A., Ph.D., The University of Henderson, Dale A., Associate Professor of Man- Texas Pan-American agement; B.S., Virginia Polytechnic Institute and Gumaer, D. James, Professor of Counselor Educa- State University; M.B.A., Radford University; Ph.D., tion; B.S., State University of New York at Cortland, University of Nebraska at Lincoln M.S., Syracuse University; Ed.S., Ed.D., University Hendrix, Nicole, Assistant Professor of Criminal of Florida Justice; B.S., M.S., University of North Carolina at Guruswamy, Rosemary, Chairperson and Profes- Charlotte; Ph.D., University of Albany sor of English; B.A., Kent State University; M.A., Henslee, Mary, Instructor of Social Work; B.A., University of Maryland, College Park; Ph.D., Kent Virginia Polytechnic Institute and State University; State University M.S.W., Virginia Commonwealth University Hall, Donald, Professor of Psychology; B.A., Wake Hernandez, Rodrigo, Assistant Professor of Finance; Forest University; M.A., Ph.D., University of North M.A., Ph.D., University of Arkansas Carolina Hever, David R., Instructor of Counselor Education; Hamilton, Evelyn, Instructor of Counselor Educa- B.A., University College Dublin; B.D., Maynooth tion; B.A., Bluefield College; M.S., Radford Uni- University; M.S., Appalachian State University versity Hill, Jennifer, Professor of Communication Sciences Hammond, Georgia A., Associate Professor of Biol- and Disorders; B.S., Stephen F. Austin State Univer- ogy; B.S., M.A., College of William and Mary; Ph.D., sity; M.A., Our Lady of the Lake University Virginia Polytechnic Institute and State University Hiltonsmith, Robert W., Professor of Psychology; Harding, Victoria, Instructor of Communication B.A., Syracuse University; M.A., Ohio State Uni- Sciences and Disorders; B.S., Trent University; M.S., versity; Ph.D., Peabody College of Vanderbilt Uni- Dalhousie University; M.B.A., Plymouth State Uni- versity versity Hochstein, Lucy, Associate Professor of Criminal Harrington, K. Vernard, Assistant Profes- Justice; B.A., Seattle University; M.A., Ph.D., Wash- sor of Management and Marketing; B.B.A., ington State University University of Iowa; M.S., Iowa State Uni- Hodge, Diane, Interim Director of School of Social versity; Ph.D., Texas A&M University Work and Associate Professor of Social Work; B.A., Hart, Katherine, Instructor of Social Work; B.S., Alma College; M.S.W., University of Michigan; Concord College; M.S.W., West Virginia University Ph.D., Ohio State University Hartig, Nadine, Assistant Professor of Counselor Holland, Lisa Dare, Instructor, School of Teacher Education; B.A., M.S., University of Wisconsin; Education and Leadership; B.S., M.S., Radford. Uni- Ph.D., University of Northern Colorado versity Hashemzadeh, Nozar, Chairperson and Professor of Hoge, Melinda, Professor of School of Teacher Edu- Economics; B.A., Isfahan University; M.A., Ph.D., cation and Leadership; B.S., Concord College; M.S., Virginia Polytechnic Institute and State University Radford University; Ed.D., Virginia Polytechnic Haskins, Vanessa, Instructor, School of Teacher Institute and State University Education and Leadership; B.A., Mary Baldwin Col- Hollandsworth, Randall Jackson, Professor for lege; M.S., Radford University College of Education; B.S., University of North Hastings, Sarah, Assistant Professor of Psychology; Carolina-Charlotte; M.S., Georgia State University; B.S., M.Ed., James Madison University; Ed.S., Uni- Ph.D., Virginia Polytechnic Institute and State Uni- versity of Virginia; Ph.D., University of Kansas versity Hazleton, Vincent Jr., Professor of Communica- Holt, Karen, Professor of Communication Sciences tion; B.A., Oklahoma College of Liberal Arts; M.A., and Disorders; M.A., B.A., Wichita State Univer- Ph.D., University of Oklahoma sity Helbert, Fredia, Professor of Communication Sci- Honaker, Barbara, Instructor of Social Work; ences and Disorders; B.S., King College; M.S., Flor- B.S.W., Concord College; M.S., West Virginia Uni- ida State University; Ph.D., AT Still University of versity Health Sciences 198 Hoover, Kathryn A., Assistant Professor of Special Kasturi, Prahlad, Professor of Economics; B.S., Education; B.A., Brigham Young University; M.A., Andhra Pradesh Agricultural University, Hyderabad West Virginia University; M.Ed., University of Hous- – India; M.S., Ph.D., University of Hawaii ton; Ph.D., University of Virginia Kats, Nitza, Associate Professor of Music; M.F.A., Htay, Maung, Professor of Information Technology; Teaching Certificate, Artist Diploma, Rubin Acad- B.S., Rangoon University; M.S., University of Lon- emy of Music, Jerusalem; M.F.A., University of Min- don; M.S., Rangoon University; Ph.D., Louisiana nesota State University Kelly, Kathryn H., Associate Professor of English; Hundley, Jane Carter, Instructor of Social Work; B.A., M.A., Virginia Polytechnic Institute and State B.A., University of Wisconsin; M.A., University of University; Ph.D., Florida State University Oklahoma Kelso, Andrea, Instructor of Nursing; B.S.N., Ichikawa, Yumiko, Professor of Art; B.A., Kyoritsu George Mason University; M.S.N., Catholic Univer- Women's University; M.F.A., Radford University sity of America Ingham, Alice King, Assistant Professor of Social Kennan, William R., Interim Associate Dean of Work, University of Albany New York; M.S.W., College of Humanities and Behavioral Sciences and Syracuse University; B.S., State University of New Professor of Communication; B.A., M.A., University York; B.S., Syracuse University of Arkansas; Ph.D., University of Oklahoma Ireland-D’, Ardenne Rochelle, Professor School of King, Joseph S., Professor of Honors Academy and Teacher Education and Leadership; B.S., Pittsburgh Professor of Psychology; B.S., M.S., Ph.D., Virginia State University; M.S., Southwestern Oklahoma Polytechnic Institute and State University State University Kipling, Kim, Professor of Philosophy and Reli- Jackson, Pamela A., Professor of Psychology; B.A., gious Studies; B.A., M.A., Kent State University; Berea College; Ph.D., University of Kentucky Ph.D., Pennsylvania State University James, Clarity, Professor of Music and Director of Kizner, Scott, Instructor of Educational Leadership; Opera Workshop; B.M., University of Wyoming; B.A., Baruch College - City University of New York; M.M., Indiana University Ed.S., James Madison University; Ph.D., Virginia James, Jane, Professor of School of Teacher Educa- Polytechnic Institute and State University tion and Leadership; B.S., M.S., Radford University; Knipe, James, Professor of Art; B.A., Western Wash- Ed.D., Virginia Polytechnic Institute and State Uni- ington State University; M.F.A., University of Minne- versity sota Jaronski, Walter S., Chairperson and Professor of Kolenbrander, Ronald W., Professor of Education; Physical Science; B.S., St. Peter’s College; M.S., B.A., Southwest State University; M.A., Emporia State University of Maryland; Ph.D., Florida State Uni- University; M.A., Ph.D., Kansas State University versity Kopf, Jerry, Professor of Management; B.S.B.A., Johnston, Matthew W., Professor of Art; Ph.D., M.B.A., Ph.D., University of Arkansas M.A., University of Chicago; B.A., Yale University Kuennecke, Bernd H., Chairperson and Professor Jones, Franklin, Professor of Chemistry and Phys- of Geography; B.A., Universitaet Regensburg; M.A., ics; Ed.D., University of Georgia; M.Ed., University University of Oregon; Ph.D., Universitaet Regens- of North Carolina; B.A., Appalachian State Univer- burg sity LaRue, Laura, Instructor of School of Nursing; Jones, Jennifer, Assistant Professor of School of B.S., M.S., Virginia Commonwealth University Teacher Education and Leadership; B.A., Bluefield LaSala, Kathleen, Director of School of Nursing College; M.Ed., Ed.D., University of Virginia and Professor of the School of Nursing; B.S., Rad- Jordan, Kathryn, Professor of Counselor Educa- ford University; M.S., University of Virginia; Ph.D., tion; Ph.D., Philosphy, Virginia Polytechnic Institute George Mason University and State University; M.S., Counseling, Radford Langrehr, Donald B., Associate Professor of School University; B.A., Sociology, College of William and of Teacher Education and Leadership; B.A., M.S., Mary New Jersey City University; Ph.D., Florida State Jordan, Zach, Instructor of Nursing; Pharm.D., Uni- University versity of Wyoming Lanier, R. Parks, Jr., Professor of English; A.B., Just, Gloria, Professor of Nursing; Ph.D., New York Pfeiffer College; M.A., Ph.D., University of Tennes- University; Ed.M., M.A., Teachers College Colum- see, Knoxville bia University; B.S., Upsala College/ Mountainside Hospital New Jersey 199 Leake, Valerie S., Assistant Professor of Psychol- Margheim, Dale E., Professor of School of Teacher ogy; B.S.Ed., University of Georgia; M.S., Ph.D., Education and Leadership; B.A., English; M.A., University of Kentucky Ed.D., Virginia Polytechnic Institute and State Uni- Lee, Hwajung, Assistant Professor of Information versity Technology; B.S., Duksung Women’s University; Martin, C. Novel, Professor of Accounting, Finance M.S., Yonsei University; Ph.D., George Washington and Business Law; B.S., Radford University; M.B.A., University Virginia Polytechnic Institute and State University Lee, Rebecca, Assistant Professor of Psychology; Mathai, Christina, Professor of Counselor Educa- B.S., East Tennessee State University; M.S., Radford tion; B.S., M.A., Ph.D., Virginia Polytechnic Institute University and State University LeShock, Edward, Assistant Professor of Art; B.A., Mathews, Carolyn, Associate Professor of English; B.S., Penn State University; M.Ed., Temple Univer- B.A., Radford University; M.S., Virginia Polytechnic sity, Tyler School of Art Institute and State University; M.A., Ph.D., The Uni- Lewis, John, Professor of Information Technology; versity of North Carolina at Greensboro B.S., M.S., Ph.D., Virginia Polytechnic Institute and Mauro, Lucy, Assistant Professor of Music; B.M., State University M.M., D.M.A., Peabody Conservatory of the Johns Linkous, Kathleen, Professor of Art; M.F.A., B.S., Hopkins University Radford University McCracken, Robert C., Assistant Professor of Linkous, Vicki, Professor of School of Teacher Edu- School of Teacher Education and Leadership; B.S., cation and Leadership; B.A., Radford College; M.A., California State College; M.A., C.A.G.S., Ed.D., Vir- C.A.G.S., Ed.D., Virginia Polytechnic Institute and ginia Polytechnic Institute and State University State University McDaniel, Janet L., Professor of Nursing; B.S.N., Linville, Raymond N., Dean of the Waldron Col- Berea College; M.P.H., University of North Carolina, lege of Health and Human Services; B.A., M.S., East Chapel Hill; Ph.D., Virginia Polytechnic Institute and Carolina University; Ph.D., University of Iowa State University Lips, Hilary M., Chairperson and Professor of Psy- McFeature, Bill, Professor of Counselor Education; chology, Director of Center for Gender Studies; B.A., B.S., M.S., East Tennessee State University; Ph.D., University of Windsor; M.A., Ph.D., Northwestern Capella University University McNamee, Carole, Professor of Counselor Educa- Lollar, James, Chairperson and Associate Professor tion; S.B., Simmons College; M.S., Stanford Univer- of Management and Marketing; B.S., M.A., Univer- sity; Ph.D., University of California; Ph.D., Virginia sity of Alabama; Ph.D., University of Alabama Polytechnic Institute and State University Lowrance, April, Professor of Communication Sci- Meador, Marilyn, Professor of Music; B.S., Middle ences and Disorders; B.S., Georgia State University; Tennessee State University; M.M., Southern Illinois M.S. East Tennessee State University University; Ph.D., North Texas State University Lythgoe, Michael A., Professor of Counselor Educa- Mekolichick, Jeanne, Associate Professor of Sociol- tion; B.A. Virginia Military Institute; M.A., Naropa ogy; B.A., Northwestern University; Ph.D., Wayne University; Ph.D., Virginia Polytechnic Institute and State University State University Mesmer, Eric M., B.S., James Madison University; Mabry, Jennifer, Assistant Professor of Psychology; M.A./C.A.S., Appalachian State University; Ed.S., B.S., James Madison University; M.Ed., University Ph.D., University of South Florida of North Carolina Chapel Hill; Ed.D., University of Millar, Diane, C., Associate Professor of Communi- Virginia cation Sciences and Disorders; B.S., McMaster Uni- Machado-Escudero, Yolanda, Instructor of Social versity; Ph.D., Pennsylvania State University Work; B.S.W., M.S.W., University of Puerto Rico Minarik, Darren William, Professor of Special Mahin, Bruce P., Director of Center for Music Tech- Education; B.A., M.Ed., Auburn University nology and Professor of Music; B.M., West Virginia Mooney, Janice, Assistant Professor of Nursing; University; M.M., Northwestern University; D.M.A., B.S.N., University of Virginia; M.S., Ohio State Uni- The Peabody Institute of The Johns Hopkins Uni- versity versity Moore, George Wayne, Professor of Communication Manns, Gloria, Instructor of Social Work; B.S., Ten- Sciences and Disorders; M.S., B.S., Radford Univer- nessee State University; M.S.W., Smith College for sity Social Work 200 Morrison, Kristan, A., Assistant Professor, School of Pettit, John, Professor of Communication Sciences Education and Teacher Leadership; B.A., Westminster and Disorders; B.S., University of Illinois; M.A., The College; M.A., Wake Forest University; Ph.D., Univer- Ohio State University; Ph.D., Purdue University sity of North Carolina Phillips, David, Professor of Music; B.M., George Mullenbach, Kereen, Assistant Professor of Nursing; Peabody College; M.M., D.M.A., University of B.S., M.S., Loyola University; M.B.A., Averett College; Michigan Ph.D., Loyola University Phillips, Robert H., Jr., Associate Professor of Mullis, H. Thomas, Professor of Psychology; B.A., Information Technology; B.S.E., M. Acctcy., Ph.D., Davis and Elkins College; M.S., Springfield College; Virginia Polytechnic Institute and State University Ph.D., University of Utah Philpot, Eloise, Assistant Professor of Art; B.F.A., Murray, Lynda, Assistant Professor of Counselor Memphis Academy of Arts; M.A., New School for Education; B.A., University of Richmond; M.S., Social Research; Ph.D., Mississippi State Univer- Lynchburg College; M.A., University of Kentucky; sity Ph.D., Virginia Polytechnic Institute and State Uni- Pierce, Thomas W., Professor of Psychology; B.A., versity McGill University; Ph.D., University of Maine Nicely, James, Professor of Communication Sci- Pillow, Gary L., Instructor of Communication Sci- ences and Disorders; A.M., B.S., Indiana University; ences and Disorders; B.S., M.A., East Tennessee State Ph.D., University of Illinois University; Au.D., Pennsylvania College of Optometry; Nordgren, Cheryl, Professor of Communication Ed.D., Nova Southeastern University Sciences and Disorders; M.S., Radford University; Pitonyak, Cynthia, Professor of Special Education; B.S., Purdue University B.S., Appalachian State University; M.S., Radford Uni- O’Conner, Joseph John, Assistant Professor of Art; versity B.S., Virginia Polytechnic Institute and State Univer- Poland, Michelle, Professor of Music; B.M., James sity; M.F.A., Radford University Madison University; M.M., University of North Caro- Okie, Edward, Professor of Information Technol- lina at Greensboro; D.M.A., University of North Caro- ogy; B.S., Carnegie Mellon University; M.S., Ph.D., lina Virginia Polytechnic Institute and State University Poland, Timothy C., Professor of English; B.A., Ohio Onega, Lisa, Professor of Nursing; B.S.N., Radford University; M.A., Ph.D., Georgia State University University; M.S.N., F.N.P., Ph.D., University of Vir- Pomerantz, Norleen, Vice President of Student ginia Affairs; B.S., Appalachian State University; M.A., Orlov, Alexei G., Associate Professor of Economics; The University of Arizona; Ph.D., The Union Insti- B.S., Moscow State Civil Engineering University; tute M.A., University of Virginia; Ph.D., University of Porter, Angela Wood, Instructor of Social Work; Virginia M.S.W., Radford University; B.A., Mary Baldwin Owen, Stephen, Associate Professor of Criminal College Justice; B.S., Southeast Missouri State University; Porter, Daniel, Professor of Psychology; B.S., Old M.A., Ph.D., University of Missouri at St. Louis Dominion University; M.S., Ph.D., Virginia Poly- Pack, Alison, Assistant Professor of Art; B.S., Appa- technic Institute and State University lachian State University; M.F.A., East Tennessee Pritchett, James, Instructor of Social Work, M.S.W., State University Radford University; B.S., Wingate College Pallante, Thomas, Professor of Art, M.F.A., Radford Quinn, Avis, Professor of Counselor Education; University M.S., Radford University; Ph.D., Virginia Polytech- Park, Boyoung, Assistant Professor of School of nic Institute and State University Teacher Education and Leadership; B.A., Ewha Reilly, Nora P., Professor of Psychology; B.A., Women’s University; M.A., Ph.D., University of Stonehill College; Ph.D., Dartmouth College Georgia Ren, Michele, Assistant Professor of English; B.A., Paynter, Clara, Instructor of Social Work; B.S., Vir- M.S., Radford University; Ph.D., Washington State ginia State University; M.S., Radford University University Pennix, James, Instructor of Social Work; B.S., Roa- Ricci, Ronald, Professor of Counselor Educa- noke College; M.S.W., Radford University tion; Ph.D., Virginia Polytechnic Institute and State Perumpral, Shalini, Professor of Accounting, University; M.A., Antioch New England Graduate Finance and Business Law; B.A., Delhi University; School; M.S. Saint Michael’s College Vermont; B.S., M.S., Purdue University; M.A., Ph.D., Virginia Poly- Green Mountain College Vermont technic Institute and State University 201 Riffe, Kara, Instructor of Communication Sciences Saperstein, Jeffrey S., Professor of English; B.A., and Disorders; M.S., Radford University; B.S., West State University of New York at Albany; M.A., Virginia University Northeastern University; Ph.D., University of New Rigney, Susan, Instructor of Social Work; M.S.W., Hampshire Radford University; B.S.W., James Madison Uni- Sargent-Martin, Sheila, Instructor of School of versity Teacher Education and Leadership; B.A., Clinch Ring, Deborah, Instructor of School of Nursing, Valley College of the University of Virginia; M.S., B.S., University of Virginia; M.A., University of Radford University Northern Colorado Saubert, Lynn, Professor of Accounting, Finance Robbins, Holly, Assistant Professor of School and Business Law; B.B.A., M.B.A., Ph.D., Univer- of Teacher Education and Leadership; B.A., sity of Wisconsin M.A., University of North Carolina at Charlotte; Scartelli, Joseph P., Dean of the College of Visual Ph.D.,University of North Carolina Greensboro and Performing Arts and Professor of Music; B.S., Roberts, Polly, Professor of Counselor Education; Mansfield University; M.S., Ph.D., University of Ph.D., M.A., Virginia Polytechnic Institute and State Miami University; M.A., Duke University; B.A., Randolph- Scarfe, Michelle, Professor of Communication Sci- Macon Women’s College ences and Disorders; B.S., M.S., Radford Univer- Robson, Sean, Associate Professor of Psychology; sity B.A., James Madison University; M.A., Ph.D., Uni- Schneller, Debora, Assistant Professor of Social versity of Tulsa Work; B.A., University of California; M.A., State Rogers, Orion J., Interim Associate Dean of the Col- University of New York; M.S.W., Smith College lege of Science and Technology and Professor of School of Social Work; Ph.D., Virginia Polytechnic Biology; B.A., Wake Forest University; Ph.D. North Institute and State University Carolina State University Schoenherr-Crump, Carolyn, Instructor of Coun- Rose, Clarence C., Professor of Finance; B.S., Ferris selor Education; A.S., St. Clair Community College; State University; M.B.A., Central Michigan Univer- B.S., St. Mary-of-the-Woods College; M.A., Western sity; Ph.D., Virginia Polytechnic Institute and State Michigan University University Schoppelrey, Susan, Assistant Professor of Social Rose, Dana, Assistant Professor of School of Teacher Work; B.A., Angelo State University; M.S.W., Our Education and Leadership; B.A., Oklahoma Baptist Lady of the Lake University; Ph.D., The University University; M.S., George Peabody College of Teach- of Texas at Austin ers; Ph.D., Virginia Polytechnic Institute and State Scott, William R., Assistant Professor of Counselor University Education, Ph.D., Virginia Polytechnic Institute and Rossi, Patricia, Instructor of Communication Sci- State University; M.A., Vermont College of Nor- ences and Disorders; B.A., M.S., University of Ari- wich University; B.A., Mary Washington College zona; CCC-SLP, University of Virginia and Lehigh University Roybark, Helen M., Assistant Professor of Account- Secreast, Donald F., Professor of English; B.A., ing, Finance and Business Law; B.A., Saint Leo Col- M.A., Appalachian State University; M.A., Johns lege; M.S., Old Dominion University; Ph.D., Virginia Hopkins University; M.F.A., Ph.D., University of Commonwealth University Iowa Roufagalas, John, Professor of Economics; B.A., Sellers, James, Associate Professor of School of Piraeus Graduate School of Industrial Studies; M.A., Teacher Education and Leadership; B.A., M.A., Athens School of Economics and Business Studies; Ed.D., Virginia Polytechnic Institute and State Uni- Ph.D., University of Florida versity Salam, Halide, Professor of Art; B.A., Government Seyfrit, Carole L., Professor of Sociology; B.A., Girls’ College, Chittagong, Bangladesh; M.A., New Indiana Institute of Technology; M.S., Utah State Mexico Highlands University; Ph.D., Texas Tech University; Ph.D., University of Maryland University Shareef, Reginald A.T., Professor of Political Sci- Samson, Donald C., Jr., Professor of English; B.A., ence; B.S., M.Ed., Virginia State University; M.Ad., Cornell University; M.A., Ph.D., University of North Lynchburg College; Ph.D., Virginia Polytechnic Carolina Institute and State University Sheehy, Robert R., Associate Professor of Biology; B.S., Eastern Oregon State College; Ph.D., Univer- sity of Arizona 202 Shelor-Rogers, Malinda, Instructor of Social Work; Steigerwald, Fran J., Associate Professor of Coun- M.S.W., B.S.W., Virginia Commonwealth Univer- selor Education; B.S.E., St. John’s College; M.Ed., sity Cleveland State University; Ph.D., Ohio State Uni- Shepherd, Kristyn B., Instructor of School of versity Teacher Education and Leadership; B.S., M.S., Rad- Stewart, Elizabeth, Professor of Communication ford University Sciences and Disorders; B.S.Ed., M.Ed., University Sherman, Greg, Assistant Professor of School of of Georgia Teacher Education and Leadership; B.A.Ed., M.Ed., Stewart, Jill S., Chairperson and Professor of Math- Ph.D., Arizona State University ematics and Statistics; B.S., Georgia Southern Col- Shing, Chen-Chi, Associate Professor of Informa- lege; M.S., Ph.D., Virginia Polytechnic Institute and tion Technology; B.S., National Cheng Kung Uni- State University versity; M.S., Ph.D., Virginia Polytechnic Institute Strauss, Sarah, Professor of Nursing; B.S., Univer- and State University sity of Texas; M.S., University of Florida; Ph.D., Shoemaker, Patricia B., Dean, College of Education University of Washington and Human Development; Associate Professor of Edu- Steele, Jenessa, Assistant Professor of Psychology; cation; B.M.E., St. Mary College; B.A., M.A., Ph.D., B.A., Winona State University; M.A., West Virginia University of South Florida University; Ph.D., West Virginia University Sinclair, Michael, Instructor of Social Work; B.S., Strosnider, John, Assistant Professor of Counselor State University of New York College at Old Westbury; Education; A.S., Lee McRae College; B.S., Virginia M.S.W., Columbia University Commonwealth; M.A., Appalachian State Univer- Singleton, Susan, Instructor of Communication Sci- sity ences and Disorders; M.S., B.S., Radford Univer- Stump, Christie, Instructor of Communication Sci- sity ences and Disorders; B.S., M.S., Radford Univer- Slusher, Jennifer J., Professor of Counselor Educa- sity tion; B.S., Longwood College; M.S., Radford Uni- Talbot, Patricia, Assistant Professor of School of versity; Ph.D., Virginia Polytechnic Institute and Teacher Education and Leadership; B.A., M.A., State University Ed.D., Virginia Polytechnic Institute and State Uni- Smith, Kevin, Assistant Professor of Art; B.F.A., versity Auburn University; M.F.A., Louisiana Tech Univer- Taylor, Catherine, Professor of Counselor Educa- sity tion; B.A., Pennsylvania State University; M.S., Smith, Wendy, Professor of Math and Statistics; Chestnut Hill College; Psy.D., Chestnut Hill Col- M.S., B.A., Central Washington University; Ph.D., lege University of Colorado Templeton, Dennie, Professor of Distance Edu- Spielman, Laura J., Assistant Professor of Math cation; B.S., Southern Illinois University; M.S., and Statistics; B.S., Roanoke College, M.S., Ph.D.,University of Georgia Ph.D.,Virginia Polytechnic Institute and State Uni- Terry, Krista, Professor, School of Teacher Educa- versity tion and Leadership; B.A., Lyndon State College; Squires, Gail, Assistant Professor of Communica- M.A., Radford University; Ph.D., Virginia Polytech- tion Sciences and Disorders; B.S., M.A., Trenton nic Institute and State University State College Thayer, Preston, Professor of Art; B.S., Univer- Stackpole-Hodges, Christene, Instructor of Com- sity of Michigan; M.A., University of Delaware; munication Sciences and Disorders; B.S., M.S., West Ph.D.,University of Pennsylvania Virginia University; M.S., West Virginia Graduate Toliver-Hardy, Sharon; Instructor of Social Work; College; B.A., Marshall University M.S.W., Radford University Stanley, Paula H., Director, Faculty Development Tolley, PaTricia, Instructor of Communication Sci- Center; Professor of Counselor Education; Ph.D., ences and Disorders; M.S., East Tennessee State Uni- University of North Carolina at Greensboro; M.A., versity; B.S., Appalachian State University B.A., Appalachian State University Tong, Hsin-Min, Professor of Marketing; B.S., Tung- Stanton, Angela, Associate Professor of Manage- hai University; M.S., Fort Hays Kansas State Univer- ment and Marketing; B.S., M.B.A., Ph.D., Old sity; Ph.D., University of Nebraska at Lincoln Dominion University Trent, Robert S., Associate Professor of Music; Stanton, Wilbur W., Provost and Professor of Infor- B.M., Philadelphia College of Performing Arts; mation Science and Technology; B.B.A., M.B.A., M.A., Trenton State College; D.M.A., The Peabody M.D.S., Ph.D., Georgia State University Institute of the Johns Hopkins University 203 Triplett, Cheri, Associate Professor of School of Weber, Linda H., Professor of Educational Leader- Teacher Education and Leadership; B.A., Meredith ship; Ph.D., University of Pittsburgh; M.A., Cali- College; M.A., Appalachian State University; Ph.D., fornia State University; B.S., Central Michigan University of Georgia University Tso, Jonathan L., Associate Professor of Geology; Webster, H. Francis, Professor of Chemistry; B.S., B.S., State University of New York at Stony Brook; M.S., Ph.D., Virginia Polytechnic Institute and State M.S., Ph.D., Virginia Polytechnic Institute and State University University Webster-Garrett, Erin, Associate Professor of Eng- Turner, Matthew, Assistant Professor of Media Stud- lish; B.A., University of Richmond, M.A., Virginia ies; B.A., Virginia Polytechnic Institute and State Uni- Commonwealth University; Ph.D., University of versity; M.A., Ph.D., Ohio University Denver Tyler, Brenda-Jean, Assistant Professor of Special Webster, Lisa, Professor of Communication; B.A., Education-High Incidence; B.A., Dickinson College; University of Virginia’s College; M.A., University of M.Ed., Ph.D., The University of Texas at Austin Alabama; Ph.D., Bowling Green State University Uppuluri, Premchand, Assistant Professor of Infor- Weirr, Timothy, Professor of Music; B.M., Canberra mation Technology; B.E., Osmania University; M.S., School of Music; M.M., Florida International Univer- Iowa State University; Ph.D., State University of sity; Ph.D., University of Miami New York Weiss, Frieda, Associate Professor of Counselor Van Dyke, Ray, Professor of Education; A.S., South- Education; B.A., Towson State College; M.S., Rad- west Virginia Community College; B.A., M.A., ford College; Ed.D., Virginia Polytechnic Institute Ed.D., Virginia Polytechnic Institute and State Uni- and State University versity Weisz, Virginia, Assistant Professor of Nursing; Van Noy, Richard G., Associate Professor of Eng- B.S.N., Capital University; M.S., Medical College of lish; B.A., The Colorado College; M.A., Western Virginia; Virginia Commonwealth University Washington University; Ph.D., Case Western Reserve Wellons, Jaye, Professor of Special Education; B.S., University Virginia Polytechnic Institute and State University; Van Patten, Isaac T., Professor of Criminal Justice; M.Ed., James Madison University; Ed.D., Memphis B.A., Hampden-Sydney College; M.Ed., Boston Uni- State University versity; Ph.D., Virginia Polytechnic Institute and Werth, James L., Jr., Professor of Psychology; B.S., State University Texas Christian University; M.L.S., University of Vandsburger, Etty, Assistant Professor of Social Work; Nebraska; Ph.D., Auburn University B.S.W., Haifa University; M.S.W., Rutgers University; Whisonant, Brenda, Instructor of Communication Ph.D., Virginia Commonwealth University Sciences and Disorders; B.A., Furman University; Vaught, Holley, Instructor of Communication Sciences M.S., Radford University and Disorders; B.S., James Madison University; M.S., Whisonant, Robert, Professor of Geology; B.S., Radford University Clemson University; M.S., Ph.D., Florida State Uni- Vehorn, Charles, Assistant Professor of Economics; versity B.A., University of Notre Dame; M.A., University of Wiggs, Garland, Instructor; B.B.A., University of Arkansas; Ph.D., The Ohio State University Cincinnati; M.A., University of Northern Colorado; Waldron, Claire M., Chairperson and Professor of Ed.D., George Washington University Communication Sciences and Disorders; B.A., M.A., Williams, Eric G., Professor of Counselor Educa- University of Missouri-Columbia; Ph.D., Virginia tion; B.I.S., Virginia Commonwealth University; Polytechnic Institute and State University; CCC- M.A., Kent State University; SLP Williams, Robert, Associate Professor of English; Washenberger, Michelle, Professor of Communication B.A., William and Mary University; M.A., Ph.D., Sciences and Disorders; B.S., M.S. Radford Univer- Virginia Polytechnic Institute and State University sity Willner, Jeffrey, Associate Professor of Psychology; Wallace, Tamara, Assistant Professor of the School B.A., University of Massachusetts; M.A., Ph.D., Dal- of Teacher Education and Leadership; B.A., M.A., housie University Ph.D., Virginia Polytechnic Institute and State Uni- Willoughby, J. Ronald, Professor of Chemistry and versity Physics; B.S., Emory and Henry College; M.Ed., Ed.D, Wawrzycka, Jolanta W., Professor of English; B.A., University of Virginia M.A., University of Wroclaw, Poland; Ph.D., South- ern Illinois University 204 Wilson, Brent T., Assistant Professor of Communi- Wojtera, Allen F., Professor of Music; B.S., Central cation Sciences and Disorders; B.S., Radford Univer- Connecticut State University; M.M., Northwestern sity; Ph.D., Univeristy of Louisiana at Lafayette University Witkowsky, Paul W., Professor of English; B.A., Woolley, Douglas C., Professor of Economics; B.A., Swarthmore College; M.A., Ph.D., University of M.A., Ph.D., University of Connecticut North Carolina Zuschin, David, Assistant Professor of Music; B.S., Kent State University; M.S., Yale University 205 INDEX Academic Calendar ...............3 Certificate, Post- Criminal Record ..................36 Academic Colleges ..............60 Baccalaureate ...................19 Curriculum and Academic Organization .......12 Change of Major..................50 Instruction Concentration..80 Academic Outreach .............11 Check Writing Policies ........27 Academic Policies ...............45 Checklist ................................7 Deaf and Hard of Hearing Academic Programs ............63 Class Attendance .................45 Concentration .................114 Academic Terminology .......63 Class Load ...........................53 Deficiency............................48 Academic Year.....................12 Classifications o Degree Requirements ..........49 Accelerated Bachelor’s/ Admission Status ..............17 Degrees Offered.....................4 Master’s Degree................52 Clinical Nurse Specialist .....93 Dining Services ...................39 Accreditation and Clinical Psychology...........100 Directed Study .....................55 Memberships ....................11 Codes and Policies...............36 Dissertation ..........................55 Admission ............................14 College of Business and Disbursement of Financial Admission Procedures .........14 Economics ........................60 Aid.....................................28 Admission Status .................17 College of Education and Advanced Adult Nursing Human Development .......61 Early Childhood Education Concentration ...................94 College of Health and Concentration ...................80 Advisers ...............................45 Human Services................62 Early Childhood Special Advising...............................45 College of Humanities Education Concentration ..114 Application Fee ...................25 and Behavioral Sciences...60 Ed.S. Degree ...................... 111 Application for Degree ........58 College of Science Education .............................78 Application and Technology.................62 Education and Human Requirements ....................21 College of Visual and Development.....................61 Applied Music Fee ..............26 Performing Arts ................62 Educational Leadership .......82 Applying for Financial Aid 28 Colleges ...............................60 Educational Technology Art ........................................64 Commencement ...................59 Concentration ...................81 Auditing Courses .................57 Commencement Costs.........26 Educational Specialist Awards .................................56 Communication Sciences Degree ............................. 111 and Disorders ....................66 English .................................84 Banking Facilities ................27 Community Counseling ......75 English as a Second Biology Courses ................120 Commuting Student Language .........................81 Board and Services ............................37 Exception to Academic Administration ...............193 Comprehensive Policy ...................................59 Business Administration Examination.....................56 Exceptions to Withdrawals..54 (MBA) ..............................64 Computer Labs ....................40 Experimental Psychology..102 Business and Conditional Admission ........17 Expenses ..............................24 Economics ........................60 Conduct Code ......................36 Content Area Studies Faculty ...............................194 Calendar .................................3 Concentration ...................80 Faculty Advisers ..................45 Campus Life ........................35 Continuous Enrollment .......51 Family Educational Rights Cap and Gown Charges .......26 Corporate and Professional and Privacy Act.................57 Categories of Graduate Communication ...............68 Family Nurse Practitioner ...93 Study .................................17 Correspondence Credit ....... 51 Fees ......................................24 Center for Experiential Counseling Psychology .......96 Field Experiences ................61 Learningand Career Counseling and Human Final Comprehensive Development..................38 Development.....................71 Examination......................56 Center for Economic Course Descriptions ..........117 Financial Aid........................28 Education ..........................60 Course Identification .........116 Financial Aid Eligibility ......28 Center for Gender Studies ..99 Course Prefix Index ...........116 Five Hundred Level Center for Professional Courses of Study..................64 Courses .............................51 Development.....................38 Criminal Justice ...................76 Full-Time Status ..................48 206 Gender Studies.....................99 Licensure, Initial Prerequisites.........................52 General Information ..............9 Teacher ..............................79 Presidents .............................10 Geography Courses ...........152 Loans....................................31 Privacy Act ..........................57 Geology Courses ...............152 Location and Campus ..........10 Probation or Parole ..............36 Gerontological Nursing .......93 Lost and Found ....................42 Probation and Dismissal ......54 Good Standing .....................54 Professional Licensure ........18 GPA Deficiency ...................48 Master of Business Psy.D. Program ....................96 Grade Changes/Corrections 48 Administration ..................64 Psychology...........................96 Grade Appeals .....................48 Master of Fine Arts ..............64 Grade Point System .............46 Mathematics Courses ........159 Reading ..............................103 Graduate Assistantships.......32 Meal Plans ...........................40 Records and Reports of Graduate Committee ...........45 Memberships .......................11 Students.............................57 Graduate Degrees ..................4 Minority Student Services ...37 Recreation, Parks and Graduate Faculty ...............193 Minors ..................................50 Tourism Courses .............182 Graduate Recital ..................55 Mission ..................................9 Recreational Activities ........35 Graduate College Goals ........6 Music ...................................88 Reduced Tuition ..................24 Graduate College Mission .....6 Music Therapy .....................91 Refund of Charges ...............27 Graduate College Objectives 7 Multicultural Services .........19 Regular Admission ..............17 Graduate Credit for Seniors ..52 Repetition of Courses ..........47 Graduate Study ......................5 Non-Degree Students ..........18 Residence Hall Graduation Policy ................58 Non-Discrimination Assistantships...................32 Grant Program .....................32 Policies..............................12 Responsibility for Payment .26 Grievance Procedures..........49 Non-Service Awards ............34 Retention Policies ................54 Notification of Admission ...16 Rights of Financial Aid Health and Human Services 62 Nurse Midwifery .................93 Recipients .........................30 Health Center .......................38 Nursing ................................91 RN/BSN/MSN .....................95 High Incidence Roanoke Higher Education Concentration .................113 Occupational Therapy .........96 Center................................12 Highlander Theme ...............11 Off-Campus Housing ..........38 RU Express Card .................42 History of Radford.................9 Off-Campus Student Honor Code .........................63 Services .............................37 School Counseling...............75 Honor System ......................58 Out-of-State Tuition ............24 School Psychology ............105 Humanities and Overload Fee .......................25 Science Courses .................185 Behavioral Sciences .........60 Science and Technology ......62 Hurlburt Hall........................10 Parking Fee ..........................26 Second Master’s Degree......57 Hurlburt Information ...........41 Participation in Senior Citizens.....................34 Commencement ................59 Senior Enrollment................52 Identification Cards .............41 Pass-Fail Courses.................47 Severe Disabilities .............114 In-State Tuition ....................24 Payment of Fees ..................26 Social Work .......................109 Incomplete Grades...............48 Policies, Academic ..............45 Sociology Courses .............191 Industrial-Organizational Post-Master’s Family Southwest Virginia Higher Psychology......................103 Nurse Practitioner .............94 Education Center ..............12 Information Technology Physical and Mental Special Education .............. 111 Courses ...........................156 Health Services .................38 Speech and Hearing Clinic ..39 International Student Physical Therapy Speech and Language Admission .........................20 Program (D.P.T.) ..............96 Pathology ..........................67 International Education .......20 Post-Baccalaureate Student Affairs Internships ...........................49 Certificate .........................23 Concentration ...................76 Post Office ...........................42 Student Conduct Code.........36 Library .................................42 Practica/Internships .............49 Student Responsibility.........45 INDEX Library Media ......................81 Praxis Examination..............61 Student Services ..................36 Licensed Professional Preliminary Comprehensive Summer Session Fees ..........26 Counselors ........................72 Examination......................56 Summer Sessions.................48 Licensure/Advising .............61 Supporting Courses .............51 207 Teacher Licensure, Initial ....79 Undergraduate Deficiencies 50 Waldron College of Health Teaching English as a Unpaid Fees or Fines ...........26 and Human Services .........62 Second Language .............81 War/Public Service Orphans .34 Technology Services............40 Vending Services .................42 Withdrawal Procedures .......53 Thesis ...................................55 Virginia Educators Tuition Work Programs ....................32 Thesis Defense.....................56 Rate ..................................24 Work Study ..........................32 Thesis Binding Fee ..............26 Visual and Performing Writing Center .....................39 Time Limit ...........................57 Arts ...................................62 Transfer of Credit ................51 Tuition Payment Plans.........27 208
"Radford University Graduate Catalog_ 2008-2009"