Albany State University
A Unit of the University System of Georgia
Graduate Catalogue
1996-1998
Important
Albany State University
Albany State University is an integral part of the system of higher
education maintained by the State of Georgia. The University is one of
34 institutions of higher learning governed by the Board of Regents of the
University System of Georgia.
Albany State University recruits, admits and provides services,
financial aid, and instruction to all students without regard to race,
religion, sex, handicap or national origin. The University is also an equal
opportunity and equal rights employer in that all applicants for faculty,
staff and student employment positions are considered without regard to
race, religion, sex, handicap or national origin.
The statements set forth in this catalogue are for informational purposes
only and should not be construed as the basis of a contract between a
student and this institution.
While provisions of this catalogue will ordinarily be applied as stated,
Albany State University reserves the right to change any provision listed in
this catalogue, including but not limited to, academic requirements for
graduation, without actual notice to individual students. Every effort will
be made to keep students advised of any such changes. Information on
changes will be available in the Office of the Director of Admissions for
changes made by the University; and in the Office of the Vice-President for
Academic Affairs when changes are made in an academic area. It is
especially important that each student note that it is his/her responsibility
to keep himself/herself apprised of current graduation requirements for
his/her particular degree program.
Albany State University is an affirmative action, equal opportunity
educational institution.
Albany State University
Catalogue and Announcements 1996-1998
(Official Series)
VOL. XXXIX__________________January 1996
No. 1
For Information on Admissions
912/430-4646 Outside-of-State 1-800-822-RAMS
Published by Albany State University, Albany, Georgia 31705
Second-Class Postage Paid at Albany, Georgia 31705
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Table off Contents
Academic 7
Calendar
History/
Admissions
Readmission
Policies
General Policies
Financial
Information
Degree
Programs
13
The History of Albany State University ..14
Statement of Purpose.............14
Description of Offerings.........14
General Admission Policies.......15
Admission Requirements...........15
17
Re-Entry..................... 17
Re-Activation....................17
Degree Requirements and
Academic Advisement..........18
Degree Planned Programs of Study.... 18
22
Other Academic and
Non-Academic Regulations........22
25
Fee Payment Policy..................26
Graduate Student Fees...............26
Fees and Expenses Beyond
Matriculation Fees..............26
31
Master of Business
Administration (MBA)............33
Introduction
Admission Requirements..........33
Planned Degree Program..........34
Prerequisite Coursework.........34
Curricular Components of
the MBA Planned
Degree Program..............35
Special Requirements............35
Master of Criminal Justice..........36
Introduction....................36
Admission Requirements..........36
Program of Study................36
Specialty Areas...............36
Comprehensive
Examination Policy..............37
Thesis.......... ..............38
Graduation Requirements.........38
Transfer of Credit............. 38
Transient Students..............38
Master of Education (MED)..........38
Introduction.................. 38
Admission Requirements..........39
Major Areas
of Concentration............39
Degree Requirements.............40
Categories of Admission.........16
Change in Status................17
Appeals of Admission Status.....17
Change of Degree Program........17
Academic Standards................18
Grading System....................18
Withdrawal........................19
Residence Classification..........20
Legal Residency Requirements......20
Financial Assistance................28
Sources of Financial Aid............29
Veterans Assistance Program.........30
Curricular Components of
the Degree Program.....................41
M.E. Comprehensive
Examination Policies...................41
Educational Administration
and Supervision...................... 42
Degree Program.............................42
Early Childhood Education..................44
Planned Degree Program.....................44
Reading Education........................._45
Planned Degree Program.....................45
Middle Grades Education....................45
Planned Degree Program.....................45
Teacher Support Services
Endorsement............................46
Health and Physical Education..............47
Special Education..........................48
Degree Program
Requirements...........................48
Gifted Endorsements................ ......51
School Counseling..........................52
Introduction...............................52
Admission Requirements.....................52
Advisement............................. 52
Program Completion.........................53
Structure of the
Degree Programs........................53
4
Contents
Education Specialist Degree
in Educational Administration
and Supervision ..J&...............54
Introduction........................54
Admission Requirements..............54
Admission by Appeal...:........... 54
Advisement : ................:.i.v.55
Program Completion..................55
Structure of the
Degree Programs..................56
Cycle of Course Offering............56
Business Education.......................57
Introduction...................... 57
Admission Requirements..............57
Program of Study....................57
Degree Requirements.................58
Business Education..................59
English Education...:^...................60
Introduction..............:.......60
Objectives of the Program...........60
Admission to the Program............60
Program of Study.................. 60
Special Requirements................62
Mathematics Education.............'......63
Introduction...................... 63
Program of Study....................63
Music Education..........i..........64
Introduction................... ....64
Objectives..........................64
77
Accounting............................. 78
Business Administration..................78
Business Education.....................79
Criminal Justice.........................80
Curriculum.........................82
Early Childhood Education................83
Economics.............................. 85
Education.............................. 85
Educational Administration
and Supervision.....................85
English Education...................... 88
Finance........................ ........89
Health and Physical Education............90
Management...............................91
119
Faculty..............^II;... - ^'120
Adjunct Faculty.........................124
Personnel Emerti................ ...^$(4
Affirmative Action Officers.............125
General Administrative Officers .....$M26
Academic Officers............... ......126
Academic Department Chairs...........i|&126
Administrative Support Staff............127
Telephone Directory.....................128
Comprehensive
Examination Policy....................65
Planned Program for
Music Education...................65
Science Education................... 65
Introduction..........................65
Comprehensive
Examination.......................66
Planned Program of Study..............66
Master of Science in Nursing..........67
Department of Nursing
Introduction......................67
Terminal Objectives....!:.........68
Admission Requirements............68
Planned Program of Study..........69
Program of Study..................69
Comprehensive
Examination Policy............71
Procedure for Challenging
Prerequisite Courses..........71
Degree Requirements...............71
Master of Public Administration
Degree (MPA) ................!..;.71
Introduction..........................71
Objectives of the Program.............72
Admission to the Program..............72
Program of Study..............;......72
Special Requirements................ 75
Marketing......................... 92
Mathematics Education...............93
Middle Grades Education.............95
Modem Languages................... 97
Music Education.....................98
Nursing............................101
Psychological Foundations .........104
Public Administration..............105
Reading Education..................108
Research and Statistics............109
School Counseling................ .110
Science Education..................112
Social Foundations............... 115
Special Education..................116
University System of Georgia...........128
Members of the
Board of Regents...........128
Officers & Staff of the
Board of Regents...........128
Story of the University
System of Georgia..........130
Institutions...................131
Course
Descriptions
Personnel
1996-98 Graduate Catalogue
5
6
Academic
Calendar
1996-1998
Academic Calendar
Fall Quarter
1996
Winter Quarter
1997
Deadline for applications for admission or
readmission for Fall Quarter 1996.
Residence Halls open at 8:00 a.m. for
new students.
New Student Orientation
New Student Registration
Registration for upperclassmen and graduate
students. See class schedule for exact time
and place.
Classes begin. No registration or payment of
fees on this date. Consult class schedule for
date, time and place of schedule adjustments
and late registration.
Mid-Quarter Examinations
Last day to drop a course and receive a grade
of "W".
Homecoming Activities
Thanksgiving recess begins after last
scheduled class.
Classes resume at 7:00 a.m.
Last day to apply for admission
or readmission for Winter Quarter 1997.
Instruction Ends
Final Examinations
Residence Halls open at 8:00 a.m.
Registration begins. See class schedule for exact
time and place.
September 1
September 12
September 12-15
September 16
September 17
September 18
October 31 &
November 1-2
November 5
TBA
November 20
November 26
December 1
December 3
December 4-7
January 2
January 2
Academic Calendar
Classes begin. No registration or payment of
fees on this date. Consult class schedule for
date, time and place of schedule adjustments
and late registration.
Holiday (Martin Luther King's Birthday)
Classes resume at 7:00 a.m.
Mid-Quarter Examinations
Last day to drop a course to receive a grade
of "W".
Last day to apply for admission or readmission
for Spring Quarter 1997.
Instruction Ends
Final Examinations
January 3
January 20
January 21
February 6-8
February 11
March 1
March 14
March 15-19
Residence Halls open at 12:00 noon. March 27
Registration begins. See class schedule for exact March 28
time and place.
Classes begin. No registration nor payment of March 29
fees on this date. Consult class schedule for
date, time and place of schedule adjustments
and late registration.
Easter Holiday March 31
Classes resume at 7:00 a.m. April 1
Founder's Day April 4
Mid-Quarter Examinations May 1-3
Honors Day May 2
Last day to drop a course to receive a grade May 6
of "W''.* ~ ^ 4
Last day to apply for admission or readmission May 15
for Summer Quarter 1997.
Final examinations for graduating seniors and May 22-23
graduate students.
Commencement June 1
Instruction Ends June 6
Spring Quarter
1997
1996-98 Graduate Catalogue
9
Final Examinations
June 7-11
Summer Quarter
1997
Fall Quarter
1997
Winter Quarter
1998
See summer schedule of classes for exact
date, time and place of registration and
schedule adjustments.
Deadline for applications for admission or
readmission for Fall Quarter 1997.
Residence Halls open at 8:00 a.m. for
new students.
New Student Orientation
New Student Registration
Registration for upperclassmen and graduate
students. See class schedule for exact time
and place.
Classes begin. No registration or payment of
fees on this date. Consult class schedule for
date, time and place of schedule changes and
late registration. Late fee applies.
Homecoming Activities
Mid-Quarter Examinations
Last day to drop a course and receive a grade
of mm
Thanksgiving recess begins after last
scheduled class.
Classes resume at 7:00 a.m.
Last day to apply for admission
or readmission for Winter Quarter 1998.
Instruction Ends
Final Examinations
Residence Halls open at 8:00 a.m.
Registration begins. See class schedule for exact
time and place.
June 19-August 15
September 1
September 10
September 10-12
September 15
September 16
September 17
TBA
November 2-4
November 6
November 25
December 1
December 1
December 2
December 3-6
January 2
January 2
Academic Calendar
Classes begin. No registration or payment of,
fees on this date. Consult class schedule for
date, time and place of schedule adjustments
and late registration.
Holiday (Martin Luther King's Birthday)
Classes resume at 7:00 a.m.
Mid-Quarter Examinations
Last day to drop a course to receive a grade
of "W".
Last day to apply for admission or readmission
for Spring Quarter 1998.
Instruction Ends
Final Examinations
January 5
January 19
January 20
February 7-10
February 12
March 1
March 17
March 18-21
Residence Halls open at 12:00 noon. March 29
Registration begins. See class schedule for exact March 30
time and place.
Classes begin. No registration nor payment of March 31
fees on this date. Consult class schedule for
date, time and place of schedule adjustments
and late registration.
Founder's Day April 3
Easter Holiday March 13
Honors Day May 1
Mid-Quarter Examinations May 2-5
Last day to drop a course to receive a grade May 7
of "W".
Last day to apply for admission or readmission May 15
for Summer Quarter 1998.
Final examinations for graduating seniors and May 28-29
graduate students.
Commencement June 7
Instruction Ends June 9
Final Examinations June 10-13
Spring Quarter
1998
1996-98 Graduate Catalogue
11
June 22-August 19
Summer Quarter
1998
See summer schedule of classes for exact
date, time and place of registration and
schedule adjustments.
12
Academic Calendar
History/
Admissions
CONTENTS
The History of Albany State University...14
Statement of Purpose.....................14
Description of Offerings.................14
General Admission Policies...............15
Admission Requirements...................15
Categories of Admission.................16
Change in Status........................17
Appeals of Admission Status..............17
Change of Degree Program.................17
Re-Entry.................................17
Re-Activation............................17
Degree Requirements and
Academic .Advisement.................18
Degree Planned Programs of Study........18
Academic Standards......................18
Grading System..................: .\.;;8
Withdrawal from University...........^k19
Residence Classification................20
Legal Residency Requirements............20
Other Academic and
Non-Academic Regulations.............22
Albany State University
The History | n the Fall of 1972, Georgia State University and then Albany State
u College entered into a cooperative agreement to provide, at Albany
State College, graduate studies leading to the Master of Education Degree.
By a similar cooperative agreement with Valdosta State College, Albany
State began the Master of Business Administration Degree program in
October 1974.
In the Fall of 1981, Albany State received approval from the Board of
Regents to award autonomously both the Master of Business
Administration and the Master of Education degrees. One year later in
1982, with the approval of the Board, the University offered the Master of
Science degree in Criminal Justice. Again with the collaborative effort of
the University of Georgia, Albany State offered the Education Specialist
degree in Educational Administration and Supervision and was later
approved as a Level III Master's institution in January 1984.
The Master of Public Administration and the Master of Science degree
in Nursing became effective the Fall of 1987 and 1988, respectively. In the
Fall of 1991, Albany State was granted approval to offer the Education
Specialist degree in Educational Administration and Supervision.
The Graduate School coordinates the various programs offered by all
of its schools.
Statement of commitment of Albany State University to the continuous economic,
Purpose educational, and cultural advancement of Southwest Georgia is
evidenced by its diverse curricular and extra-curricular offerings. The
College utilizes its graduate studies courses and degree programs to
further develop qualified students to assume positions of leadership and
responsibility within the Southwest Georgia community at-large as well as
within the individual's chosen career field. Toward this end, graduate
degree programs are designed to enhance each student's ability to:
1. Reason creatively and analytically.
2. Communicate effectively within the public community and the
technical community the ideas, theories and concepts of one's chosen
academic discipline.
3. Pursue knowledge at higher levels of study.
4. Function efficiently and effectively as a professional in a complex and
changing world.
The Graduate School is the fifth academic unit of the University and
grants the master's degree in education (M.Ed.), nursing (M.S.), public
administration (M.P.A.), business administration (M.B.A.), criminal justice
(M.S.) and education specialist degree (Ed.S.) in educational administration
and supervision. See specific departments for brief program descriptions
and the Graduate Bulletin for complete details.
Description of Master of Business Administration (M.B.A.)
Offerings The M.B.A. is a general degree program offered by the School of
Business with courses in accounting, economics, finance, management
and marketing.
14
History/Admissions
Master of Science Degree (M.S.)
The M.S. degree in criminal justice is offered by the Criminal Justice
Department with concentrations in law enforcement, corrections and
criminal justice research.
The M.S. degree in nursing is offered by the School of Nursing and
Allied Health Sciences with concentrations in community health nursing,
maternal child nursing and family nurse practitioner.
Master of Education (M.Ed.)
The M.Ed. degree is offered by the School of Education with concentra-
tions in business education, early childhood education, educational admin-
istration and supervision, English education, health and physical
education, mathematics education, middle grades education, music educa-
tion, science education (biology, chemistry, physics), school counseling and
special education.
Master of Public Administration (M.P.A.)
The M.P. A. degree is offered by the Department of History and
Political Science. Concentrations are offered in human resources
administration, fiscal administration and public policy.
Education Specialist Degree in Educational Administration and
Supervision (Ed.S.)
The Ed.S. degree is designed to prepare professional personnel for
positions such as superintendents, associate or assistant superintendents,
principals or policy planners.
General admission requirements are established for all graduate degree General
programs. Students applying for admission must satisfy the following Admission
criteria as a minimum. Policies
Baccalaureate Degree
Applicants must have received a baccalaureate degree from an
accredited college or university with an undergraduate major in (or
prerequisite requirement satisfied for) the planned graduate field of study.
Grade Point Average
Applicants for regular admission status must have earned a minimal
2.5 undergraduate grade point average calculated on all work attempted.
The educational specialist degree program requires a minimum 3.25 grade
point average on all work at the master's level.
Standardized Test Requirement
Standardized tests required for admission vary according to the
degree program.
The person seeking admission must submit the following credentials Admission
to Graduate Admissions at least 20 days prior to the desired quarter Requirements
of enrollment: "
1. A completed application for admission.
2. A $10.00 application fee.
3. Two official transcripts from all colleges attended.
15
1996-98 Graduate Catalogue
Categories off
Admission
4. Graduate Record Examination (GRE), Miller Analogies Test (MAT) or
Graduate Management Admission Test (GMAT) Scores must be submitted.
5. Two letters of reference required by certain programs.
6. All Nursing applicants must submit a copy of Malpractice Insurance and
License to Practice as a Nurse in the State of Georgia.
It is the student's responsibility to contact all institutions attended for
transcripts. It is also the student's responsibility to contact testing agencies
for test score reports.
Students enrolling for graduate studies will enter under one of the four
categories described below.
Regular Admission
Applicants are granted regular admission to graduate studies if they
have met the minimum degree program requirements of grade point
average and standardized test scores [44 on the Miller Analogies Test
(MAT), 800 on the Aptitude Test of the Graduate Record Examination
(GRE) or 450 on the Graduate Management Admission Test (GMAT)].
Provisional Admission
Applicants who do not fully meet the requirements for regular
admission may be considered for provisional admission. The following cri-
teria must be met:
1. Have an undergraduate degree from a regionally accredited college or
university with an undergraduate major in, or prerequisites for, the
planned field of study where applicable, and
2. Have an undergraduate grade point average of at least 2.2, and
3. Present a score on the MAT of no less than 27, or a score on the Aptitude
Test of the GRE of no less than 700.
A student satisfying fifteen quarter hours of coursework with no grade
of less than a "B" may be admitted to regular status. Otherwise, the
student is terminated from enrollment.
Transient Admission
A full-time graduate student in good academic standing at another
institution may enroll for one quarter as a transient student. The regular
institution must provide written authorization for the student to enroll
under this status. Copies of transcripts and standardized test scores are
not required.
Non-Degree Admission
Applicants interested in study for personal enrichment or for job-
related requirements are admitted under this status. While a student may
enroll for an unlimited number of courses in the non-degree status, he /she
must be fully aware that a master's degree is not awarded at the
completion of any number of hours in this status.
Special Admission
Albany State University students with senior standing may register for
graduate courses if each of the following conditions is met:
1. The student has an overall 3.0 (or better) grade point average.
16
History/Admissions
2. The Vice President for Academic Affairs approves the academic
department's recommendations for the student to enrolllS graduate
courses. (Such approval is granted on a quarter-by-quarter basis; contin-
ued enrollment is not provided.)
3. The student limits his/her graduate enrollment to a total of fifteen (15)
quarter hours of study. No more than ten (10) quarter hours of graduate
study may be undertaken in a given quarter.
4. During the quarter in which graduate enrollment is allowed, the
student's registration is limited to a total of fifteen (15) quarter hours
(combined graduate and/or undergraduate hours).
A student admitted to the graduate school remains in the original academ- Change In
ic status until notified in writing of the approval of a different change. Status
Decisions regarding the student's admission acceptance status may be Appeals of
appealed. Information regarding appeal procedures may be secured Admission
from the Graduate Studies Office. Such appeals and their associated Status
documentation are referred to the Graduate Council for consideration. The
student has the right of further appeal to the Vice President of Academic
Affairs and the President of the University.
Before an enrolled student can transfer from one degree program to Change of
another, the student must apply in writing for admission to the new Degree
degree program and must satisfy all of the original conditions of admission Program
to the new degree program: Applications must be submitted in accordance
with the "Admissions Policies" stated in this bulletin.
Questions regarding transfer of credits and residency status to the new
degree program will be resolved according to the existing academic
standards of the new program.
Re-Admission Policies
In the event a student discontinues graduate enrollment for one or Re-Entry
more quarters, a re-entry application is required for readmission to "
graduate studies.
A student who has been accepted to graduate studies but has never lle-Activatioii
attended must submit a re-activation application for readmission to
graduate studies. Please note that documents are retained on students for a
period of one year only.
Following Scholastic Termination
A graduate student who has been excluded from the institution for aca-
demic reasons will not ordinarily be readmitted. A student who petitions
this rule must have been out of the institution for at least one calendar
year. Said petition must be approved by the Graduate Council, the
Graduate Dean and the Vice President for Academic Affairs. Any graduate
17
1996-98 Graduate Catalogue
student who has been excluded twice for scholastic reasons will not be
readmitted to the University.
Degree Requirements
Although specific academic requirements exist for each master's
degree program, several general requirements are common to all
degree programs.
The general academic requirements for the master's degree are as follows:
1. Admission to regular degree standing in a specific master degree
program must be granted by the University.
2. A minimum of 60 quarter hours prescribed curriculum must be complet-
ed with an overall grade point average of 3.0 or better.
3. All coursework applicable towards the degree must be completed within
six years of the date of graduation.
4. Transfer credits must be approved in advance and must meet the
required criteria of the program.
5. A comprehensive examination must be successfully completed. A thesis
may also be required.
6. Application for graduation must be submitted at least two quarters in
advance for the anticipated quarter of graduation.
Within the first 15 quarter hours of study the full degree student is
required to complete a planned degree program of study with the
advice and approval of his/her academic advisor. Copies of this planned
program will be filed with the Graduate School and the academic
department in which the degree is to be awarded.
Any adjustments or corrections of this approved program must be
approved by the departmental chairperson and filed with the Graduate
School. A final planned program is submitted at the time that the
student files for graduation. Adjustments to the final planned program
are not permitted.
The University is committed to offering a quality graduate studies
program. Graduate students are required to maintain a minimum 3.0
grade point average.
For this reason, caution is exercised in retaining any student whose
grades fall below acceptable academic standards.
All grades received for graduate courses taken at Albany State
University will be used in the calculation of the cumulative grade
point average.
Grading System ^ inal grades are submitted at the end of the quarter to the Records
r Office, and these are made a part of a student's permanent record.
Copies of these reports are sent to the students, to departmental
chairpersons and to the parents and guardians upon approved request.
The official grades with the meanings and quality points follow:
"A" EXCELLENT: Four quality points are allowed for each quarter
credit hour.
"B" GOOD: Three quality points are allowed for each quarter credit hour.
Academic
Standards
Degree Planned
Programs of
Study
Degree
Requirements
and Academic
Advisement
18
History/Admissions
"C" SATISFACTORY: Two quality points are allowed for each quarter
credit hour.
"D" LOWEST PASSING GRADE: One quality point is allowed for
each quarter credit hour.
"F" FAILURE: This mark indicates poor scholastic work or failure to
withdraw officially from the course. In such cases, students must
take the required courses at the next opportunity. Students may
repeat an elective course if desired. No quality points are allowed.
"I" This symbol indicates that a student was doing satisfactory work,
but that a student was unable to meet the full requirements of the
course because of reasons beyond his/her control. The
requirements for removal of an "I" are left to the respective
institutions in the University System; however, if an "I" is not satis-
factorily removed after three quarters of matriculation, the symbol
"I" will be changed to "F". To remove an INCOMPLETE, the
student must secure a permit from the Registrar's Office and
submit it to the instructor. The instructor will execute a Change of
Grade form and submit it to the Office of the Vice President for
Academic Affairs for approval.
"W" This symbol indicates that a student was permitted to withdraw
without penalty. Withdrawals without penalty will not be
permitted after the midpoint of the total grading period (including
final examinations) except in cases of hardship as determined by
the VP for Student Affairs.
"S" This symbol indicates that credit has been given for completion of
the degree requirements for work other than academic. Use of this
symbol is approved for dissertation and thesis hours, student
teaching, clinical practicum, internship and proficiency
requirements in grade programs. Exceptions to the use of this
symbol for academic coursework must be submitted to the
Chancellor for approval.
"U" This symbol indicates unsatisfactory performance in a student's
attempt to complete degree requirements other than academic . The
use of this symbol is approved for dissertation and thesis hours,
student teaching, clinical practicum, internship, and proficiency
requirements in graduate programs. Exceptions to the use of this
symbol for academic coursework must be submitted to the
Chancellor for approval.
"V" This symbol indicates that a student was given permission to audit
a course. Students may not transfer from audit to credit status or
vice versa during a single quarter.
"K" This symbol indicates that a student was given credit for the course
via a credit by examination program approved by the respective
institutions' faculty (CLEP, AP, Proficiency, etc.)
Students who find it necessary to withdraw from Albany State Universi-
ty after having completed registration must secure and complete with-
drawal forms from the Registrar's Office and have them signed by the VP
for Student Affairs, the VP for Fiscal Affairs, the Financial Aid Office and
the Registrar's Office. The student is responsible for submitting one copy of
the properly signed form to each of the above listed offices and for
retaining a copy of the form for personal records. The Registrar's Office
notifies instructors of a student's official withdrawal after the University
Withdrawal
from College
1996-98 Graduate Catalogue
19
has received a properly signed form. Students entitled to a fee refund will
be mailed a check from the Office of Fiscal Affairs.
A student may withdraw from Albany State University with a grade of
"W" prior to the mid-quarter date. After this time limitation, a student who
finds it necessary to withdraw must have evidence to support the reason
for approval from the VP for Student Affairs and the VP for Academic
Affairs to receive a grade of "W". Students suspended for disciplinary
reasons will automatically receive the grade of "W".
Scholastic Warning
A graduate student whose cumulative grade point average falls below
3.00 or who otherwise fails to maintain the level of academic performance
required by the University and the department that offers the degree
program will receive a letter of scholastic warning from the institution.
Scholastic Termination
A graduate student is subject to scholastic termination for the
following reasons:
1. Failure to achieve a 3.0 cumulative grade point average by the end of the
next 10 quarter hours of enrollment following scholastic warning.
2. Failure to maintain other academic performance required by the
department offering the degree program of study.
3. Failure on the comprehensive examination for a third time.
Academic Advisement
An academic advisor is assigned to each student at the time of
acceptance to graduate studies. Students are expected to confer with their
advisors on a periodic basis.
Residence ^Fhe student is responsible for registering under the proper residence
Classification classification. If there is a question about a student's right to be
classified as a legal resident of Georgia, it is the student's obligation to get
the matter clarified prior to registration. The burden of proof rests with the
student and any documents presented to support his or her contention will
be reviewed. A petition to be reclassified as a resident of Georgia can be
obtained from the Admissions Office or from the Registrar's Office.
Supporting documents and petitions should be returned by September 1
for fall quarter; December 1 for winter quarter; March 1 for spring quarter;
and June 1 for summer quarter.
All documents should be returned to the Registrar's Office. If a student
is not approved, he or she may appeal to the president of the University
within five days. If the petition is approved, reclassification will not be
retroactive to prior quarters.
A student who is classified as a resident of Georgia must notify the
Registrar immediately of any change in residence status. If it is determined
that the student has misrepresented or omitted facts which result in
classification or reclassification as a resident student, retroactive charges
for non-resident fees will be made by the Fiscal Affairs office.
Legal 1. (a) If a person is 18 years or older, he or she may register as a resident
Residency student upon showing that he or she has been a legal resident of
Requirements Georgia for a period of at least 12 months immediately before the
beginning date of registration, (b) No emancipated minor or person 18
20
History/Admissions
years of age or older shall be deemed to have gained or acquired in-
state residence status for fee purposes while attending any educational
institution in this state, in the absence of a clear demonstration that he
or she has in fact established legal residence in this state.
2. If a person is under 18 years of age, he or she may register as a resident
student upon showing that his or her supporting parent or guardian
has been a legal resident of Georgia for a period of at least 12 months
immediately preceding the date of registration.
3. A full-time faculty member of the University System and his or her
spouse and dependent children may register on the payment of
resident fees even though they have not been legal residents of Georgia
for the preceding 12 months.
4. Non-resident graduate students who hold teaching or research
assistantships requiring at least one-third time service may register as
students in the institution in which they are employed on payment of
resident fees.
5. Full-time teachers in the public schools of Georgia and their dependent
children may enroll as students in the University System institutions
on the payment of resident fees, when such teachers have been legal
residents of Georgia for the immediately preceding nine months, were
engaged in teaching during such nine months period, and have been
employed to teach full-time in the public schools of Georgia during the
ensuing school year.
6. All aliens shall be classified as non-resident students, provided, how-
ever, that an alien who is living in this country under visa permitting
permanent residence shall have the same privilege of qualifying for
resident status for fee purposes as a citizen of the United States.
7. Foreign students who attend institutions of the University System
under financial sponsorship of civic or religious groups located in this
state may be enrolled upon the payment of resident fees, provided the
number of such foreign students in any one institution does not exceed
the quota approved by the Board of Regents for that institution.
8. Should the parents or legal guardian of a minor change his or her legal
residence to another state following a period of legal residence in
Georgia, the minor may continue to take courses for a period of 12 con-
secutive months on the payment of resident fees. After the expiration
of the 12 month period, the student may continue his registration only
upon the payment of fees at the non-resident rate.
9. In the event that a legal resident of Georgia is appointed as guardian of
a non-resident minor, such minor will not be permitted to register as a
resident student until the expiration of one year from the date of court
appointment and then only upon proper showing that such appoint-
ment was not made to avoid payment of the non-resident fees.
10. Career Counselor Officers and their dependents who are citizens of the
foreign nation which their Counselor Office represents and who are
stationed and living in Georgia under the orders of their respective
governments, shall be entitled to enroll in the University System
institutions on payment of resident fees. This arrangement shall apply
to those Counselor Officers whose nations operate on the principle of
educational reciprocity with the United States.
11. Military personnel and their dependents stationed in Georgia and on
active duty will not be assessed a non-resident fee, but shall pay the
same fees assessed residents of Georgia.
PLEASE NOTE: In order to avoid delay and inconvenience upon arrival for
registration, prospective students should seek clarification of all questions
1996-98 Graduate Catalogue
21
concerning residence status at the time of admission. Questions for
clarification should be addressed to Residence Committee, Office of the
Registrar, Albany State University, Albany, Georgia 31705.
Other
Academic and
Non-Academic
Regulations
General Policies
Attendance Policy
The structure of graduate courses and programs normally require full
class attendance by students enrolled. All matters related to the student's
absence, including the making up of work missed, are to be arranged
between the student and the instructor. Class attendance is important to
successful academic performance.
Cheating and Plagiarism
Cheating and plagiarism are non-academic grounds for expulsion from
graduate studies at Albany State University. No student shall give or
receive any assistance not authorized by the corresponding professor in the
preparation of any assignment report, project, or examination to be submit-
ted as a requirement for academic credit.
Commencement Exercises
A candidate for graduation must participate in commencement
exercises unless an official excuse has been granted by the Vice President
for Academic Affairs.
Comprehensive Examination
Successful completion of a comprehensive examination is required by
some degree programs. Students must apply to take their examination one
quarter in advance of the quarter in which the examination is to be taken.
Comprehensive examinations cover all work prescribed by the
student's program of studies, including transferred credits and research
projects, if applicable. This examination is constructed and administered
by the major department.
A student must be registered during the quarter in which the
comprehensive examination is taken. The comprehensive examination can
only be taken once in a given quarter with a maximum of three attempts
permitted each student.
Correspondence Credit
Under no circumstances may credit earned through correspondence
work be applied toward satisfaction of master's degree requirements.
Credit Load
The normal full-time graduate study load is from 10 quarter credit
hours to 15 quarter credit hours. The maximum course load for any
graduate student is 23 quarter credit hours per quarter and requires
approval by the department and the Academic Dean.
Diploma or Transcript Issuance
Transcripts of academic credits are available upon request to the
Registrar. Students with NO financial obligations to the University shall be
issued a diploma or transcript of academic credits.
22
History/Admissions
Directed or Individual Study Credit Limits
Graduate students are permitted to include a maximum of 10 quarter
credit hours of directed or individual study credits in a master's degree
planned program. Each such inclusion must be approved by the
corresponding department chairperson as well as the academic advisor.
Disruptive and Obstructive Behavior
The Board of Regents of the University System of Georgia reaffirms its
policies to support fully freedom of expression by each member of the
academic community and to preserve and protect the rights of freedom of
its faculty members and students to engage in debate, discussion, and
peaceful and non-disruptive protest and dissent. The following boldly
typed statement does not change or in any way infringe upon the Board's
existing policies and practices in support of freedom of expression and
action. Rather, it is considered necessary to combat the ultimate effect of
irresponsible disruptive and obstructive actions by students and faculty
which destroy academic freedom and the institutional structures through
which the University operates.
The Board of Regents stipulates that any student, faculty
member, administrator, or employee, acting individually
or in concert with others, who clearly obstructs or
disrupts, or attempts to obstruct or disrupt any teaching,
research, administrative, disciplinary, or public service
activity, or any other activity authorized to be discharged
or held on any campus of the University System of
Georgia is considered by the Board to have committed an
act of gross irresponsibility and shall be subject to
disciplinary procedures, possibly resulting in dismissal or
termination of employment.
Family Educational Rights and Privacy Act of 1974 Compliance
Albany State University is in full compliance with the Family
Educational Rights and Privacy Act of 1974. This Act was designed to
protect the privacy of educational records and to provide guidelines for the
correction of inaccurate or misleading data through informal and formal
hearings.
Grades
Official course grades are transmitted to students only by the
University's Registrar.
Graduation Requirements
Application for graduation must be completed two quarters in
advance of the anticipated date of graduation. This form may be obtained
from the Graduate Office and must be accompanied by a Final Planned
Program of study.
Residence Requirements
A minimum of 45 quarter hours of the master's degree program must
be on campus, unless otherwise stated.
1996-98 Graduate Catalogue
23
24
History/Admissions
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Financial
Information
CONTENTS
Fee Payment Policy....................
Graduate Student Fees..................
Fees and Expenses Beyond ?f_
Matriculation Fees.................
Financial Assistance.......................28
Sources of Financial Aid...................29
Veterans Assistance Program................30
Financial Information
Fee Payment JB II fees are payable by the registration deadline published for each
Policy quarter. Payments may be made in cash or by check payable in U-S.
currency and drawn on a financial institution located in the State of
Georgia. Albany State reserves the right to determine the acceptability of
checks, and all checks not drawn as above will be returned to the remitter.
Money order, certified check, traveler's checks, MasterCard and personal
checks will be accepted, provided that the check is personally presented
along with acceptable identification. If a check given in payment of
student7s fees, books, or supplies is not paid upon presentation to the bank
or financial institution upon which it is drawn, the corresponding student
will be charged a returned check fee of $15.00 or five percent (5%) of the
face amount of the check, which ever is greater. Any person who issues an
"insufficient funds" or "no account" check may not only be suspended from
the University, but may also face legal prosecution. No transmittal of credits
in any form will be made by the University or its personnel for a student
with outstanding financial obligations of any kind to the University.
The University reserves the right to change, without previous notice, its
fees, charges, rules, and regulations at the beginning of any quarter;
however, this right is exercised cautiously and reluctantly.
Graduate Matriculation.........................................$42.00 per hour
Student Fees (Fewer than 12 hours per quarter credit hour)
Non-Resident Tuition.................................$90.00 per hour
(Fewer than 12 hours per quarter credit hour)
Fees and Parking (Motor Vehicle) Fee___________________________________.$ 8.00
Expenses Graduation Fee_____________________________________________ 40.00
Beyond Applied Music (Per Course)_____________________________________ 65.00
Matriculation Transcript Fee_______________________________________________ 1.00
Fees Health Service Fee_______________1____________________________ 35.00
Student Activity Fee_______-_________________________________20.00
Student Athletic Fee_________________________________________ 80.00
Late Registration Penalty Fee
(Failure to register within the dates set)
1st day-----------I____________________________'._________.... 35.00
(Thereafter, the late fee increases $5 each
subsequent day to deadline date)
Returned Check Fee...________________________________________ 15.00
(Or 5% of face amount of check,
which ever is greater)
All fees and charges are payable at the time of registration.
Remittances should be made payable to Albany State University and
addressed as follows:
Office of Fiscal Affairs
Albany State University
Albany, Georgia 31705
Please include the name and social security number of the student for
whom payment is intended when fees are sent by mail.
26
Financial Information
Refund Policies
In accordance with the policy of the Board of Regents, the following
refund schedule applies to withdrawals after the first day of registration:
On or before the first day of class.......................100% Refund
Less than 10% (time) enrollment period....................90% Refund
10% to 25% (time) enrollment period.......................50% Refund
25% to 50% (time) enrollment period.......................25% Refund
After first 50% (time) enrollment period..................0% Refund
Students who withdraw after the first 50% of (time) enrollment period
has elapsed from the date of registration will not receive a refund of any
portion of their fees.
Any student who wishes to withdraw from the institution must secure
withdrawal forms from the Registrar's Office, complete them and have
them approved by the Registrar, Vice President for Fiscal Affairs, Vice
President for Student Affairs and the Director of Financial Aid. The student
must file a copy in each office. The student will then be eligible for a refund
of fees in accordance with the above policy.
Non-Refundable Fees
The following fees are non-refundable at any time during an
academic year.
Admission Fee
Graduation Fee
Music Fee
Parking Fee
Dormitory Deposit
Application Processing Fee
A non-refundable application fee of ten dollars ($10.00) must be submit-
ted by applicants who have not been previously admitted to Albany State
University. The application fee does not apply toward registration fees.
Graduation Fee
All candidates for graduation must file a formal application for gradua-
tion TWO QUARTERS IN ADVANCE OF THEIR EXPECTED
COMPLETION DATE. The graduation fee is $40.00 and the cap and gown
fee is $42.00.
Matriculation Fee
The tuition charge is $42.00 per quarter hour of credit. The cost to audit
a course is the same as that for credit.
Student Motor Vehicle Parking Fee
All motor vehicles operated on the campus must be registered with the
Office of Public Safety. A valid insurance card is required to register a vehi-
cle, and an official permit and parking decal must be assigned before the
vehicle may be operated on campus. Decals must be displayed on the left
upper comer of windshield.
Students parking vehicles in unauthorized areas, visitors or reserved
spaces will be subject to fines and/or removal of the vehicle at the
student7 s expense.
The cost of a student parking permit is $8 annually and must be
purchased by the deadline posted by the Office of Public Safety. Payment
1996-98 Graduate Catalogue
27
should be by cash or check pre-approved by the Business Office.
Temporary permits are available for persons having previously purchased
permits or occasionally driving other vehicles.
Out-of-State Fee
Students who are not residents of Georgia and are registering for six or
more credit hours must pay an out-of-state tuition fee in addition to all
other fees. The out-of-state fee charge is $75.00 per quarter hour or $894
maximum tuition charge per quarter.
Room and Board Fee
All students desiring on-campus living accommodations may contact
the Office of the Vice President for Student Affairs.
Room Fee Rate:
Double Occupancy....................................$440.00
Single Occupancy................................ $735.00
Board Fee...................................... $530.00
Room and Board Refund Policy
Refunds for room and board will be made on a pro rata basis. Students
will be charged for the entire month during which they withdraw from the
dormitory and/or dining hall services. Students are entitled to refunds
only after completing the written withdrawal procedures that begin with
the application to withdraw from the dormitory and dining hall services.
An application is available in the Office of Student Affairs. The procedure
is completed at the Fiscal Affairs Office where meal cards are returned and
refunds are processed.
Student Activity Fee
A comprehensive fee of $130.00 is required of any student enrolled
for six or more quarter hours. This fee entitles the student to special
admission rates to lyceum series, athletics events, etc.
Transcript Fee
Students may request "student copies" or "transmittal of office copies"
of their permanent academic listing of credits (transcripts) at the Office of
the Registrar. No fee is charged for the first copy. A fee of one dollar is
charged for each additional transcript. Five to seven working days should
be allowed for the processing of an "official" transcript.
Financial
Assistance
Financial Aid Application Procedures
1. Complete and submit an Albany State University Application for
Financial Assistance and send it to the Office of Admissions and Finan-
cial Aid, Albany State University.
Albany State University provides financial assistance for promising
students, who, without such help, would be unable to attend. The
University, however, believes that the principle responsibility for financing
an education lies with the student.
The financial aid program is based on the financial need of the student.
Need is the difference between the cost of education at Albany State
University and the amount the applicant is expected to contribute toward
the cost of education.
28
Financial Information
2. Complete the Free Application for Federal Student Aid (FAFSA).
Instructions for completing the form and the appropriate address are
all contained within the FAFSA packet.
3. Submit the Student Aid Report (SAR) (this is the document sent to you
once the FAFSA has been processed) to the Office of Admissions and
Financial Aid as soon as it is received.
4. Request that a Financial Aid Transcript be submitted to the Office of
Admissions and Financial Aid from each college, university, vo-tech or
post secondary institution previously attended.
Regents' Opportunity Scholarship
This scholarship is made possible by the Board of Regents of the
University System of Georgia. A limited number of awards are made by
the institution each academic year to students who are residents of Georgia
and are enrolled in a graduate degree program. These students must
demonstrate financial need. The financial aid application procedures
described above are required for consideration of this scholarship.
HOPE Teacher Scholarship Program
This program will assist students (teachers, counselors) who are
seeking an advanced degree in a critical field of study. Financial assistance
of up to $10,000 will be awarded towards the cost of attendance. The
program will operate as a forgivable loan which will be repaid by teaching
in a Georgia public school. The following are the areas the HOPE Teacher
Scholarship Program addresses:
Middle Grades Education (grades four-eight) with primary
concentration in:
Math
Science
Math and Science
Mathematics Education (grades seven-12)
Science Education (grades seven-12)
Foreign Language Education (grades P-12)
Education of Exceptional Children (grades P-12)
School Counselor (grades P-12)
Speech Language Pathology (grades P-12)
Georgia Student Finance Authority (GSFA) Direct Student Loans
Legal residents of Georgia may apply for service cancelable loan
assistance for professions in which there is a critical man-power shortage
in Georgia. Currently the areas in which Albany State University
participates include: health fields - nursing; teacher education - math,
science, middle grades with concentration in math or science and special
education. The maximum loan amount per academic year is $2,000. A Free
Application for Federal Student Aid Form (FAFSA) and Albany State
University Financial Aid Application are required.
Federal Perkins Loans (Formerly NDSL)
Funds are provided to the University for the purpose of making low-
interest, long-term loans available to students who demonstrate need.
Loans are available to both graduate and undergraduate students.
Repayment of a Perkins loan begins nine months after the student leaves
college, graduates, or drops below halftime. The interest rate is five
Sources off
Financial Aid
1996-98 Graduate Catalogue
29
percent. A Free Application for Federal Student Aid Form (FAFSA) and
Albany State University Financial Aid Application are required.
Federal Direct Subsidized Stafford/Ford Loans (also called Direct
Subsidized Loans)
The federal government will pay the interest on these loans while
students are in school and during deferments (postponements of
repayment). Students must demonstrate financial need to receive this type
of loan. A Free Application for Federal Student Aid (FAFSA) is required.
Federal Direct Unsubsidized Stafford/Ford Loans (also called Direct
Unsubsidized Loans)
Students can get these loans regardless of financial need, but will have
to pay all interest charges, including the interest that accumulates during
deferments. A Free Application for Federal Student Aid Form (FAFSA) is
required.
The interest rates are variable and adjusted each July. The maximum
rate for the Direct Subsidized and Unsubsidized Loans is 8.25 percent.
Veterans
Assistance
Program
admission to the University and complete the admission process. An appli-
cation for VA Educational Benefits should be completed prior to entering
the institution.
The veteran or other eligible persons are advised to have money
available to cover his or her quarter's tuition and fees at the time of
enrollment. Albany State University does not participate in advanced
payment with the VA.
Interested persons should contact the Veterans Affairs component of
the Registrar's Office for information and assistance pertaining to
eligibility and application for Veterans Educational Benefits.
Veterans, active duty personnel and eligible dependents are encouraged
to take full advantage of benefits available through the Veterans
Administration. Those students eligible for benefits should apply for
30
Programs
CONTENTS
Master of
Business Administration............33
Master of Criminal Justice...........36
Master of Education ^.......... ;......38
Educational Administration
and Supervision..................42
Early Childhood Education...........44
Middle Grades Education.............45
Teacher Support
Services Endorsement.............46
Health and Physical Education....47
Special Education..........:...........48
School Counseling..............:........52
Education Specialist
in Educational Administration
and Supervision......................i^......^..54
Business Education.................................. 57
English Education...................... .:^..........60
Mathematics Education.............................. 63
Music Education.................................1.....64
Science Education.........................................65
Department of Nursing
Master of Science in Nursing.....................67
Master of Public
Administration Degree .....r,.'i;..l............71
MASTER OF BUSINESS
ADMINISTRATION
The Master of Business Administration Degree program is offered by the Introduction
School of Business. It is a 60 quarter hour program. It includes 40 1
quarter hours of core courses and 20 quarter hours of free business
electives. The curriculum is based on the philosophy that business
graduates must develop the theoretical and analytical skills that permit
them to analyze business problems as well as the professional skills that
allow them to function effectively in various organizational environments.
Albany State University, through its School of Business, is nationally
accredited by and is a member of the Association of Collegiate Business
Schools and Programs (ACBSP) for offering of (1) At the graduate level, for
the Master of Business Administration (MBA) and Master of Business Edu-
cation (MBE), and (2) At the undergraduate level for Bachelor of Science in
Accounting, Management, Marketing and Administrative Systems.
The MBA degree program prepares students for a broad range of
business careers. It enhances students' creative possibilities. The specific
objectives of the MBA degree program are:
1. To prepare students for professional business-related careers.
2. To prepare students for further graduate study in business.
3. To provide opportunities for students to develop knowledge and skills
underlying modem business administration and management
techniques.
4. To interact with local, state and national professional business
organizations and communities.
Physical Facilities and Resources
The MBA degree program is housed within the School of Business in
Peace Hall. This modern building houses all MBA classrooms and faculty
offices as well as well-equipped computer laboratories. A range of comput-
erized statistical packages, business simulations, financial and other
computer applications are available for students' use.
Off-Campus Programs
In order to increase accessibility of working individuals in different
areas of Southwest Georgia, Albany State University's MBA program is
currently being offered in two off-campus locations, on the campus of
Abraham Baldwin Agricultural College in Tifton, and Thomas Technical
Institute in Thomasville, Georgia. These locations are chosen because of
their modem facilities and accessibility to libraries and computers.
Regular Admission Admission
Admission to the MBA program is limited to holders of a baccalaureate Requirements
degree from an accredited college or university. The degree may have been 1
earned in any field. It is expected that admission will be granted only to
students showing high promise of success in graduate study. The
candidate's performance on the Graduate Management Admission Test
(GMAT) and the candidate's undergraduate work will be given primary
consideration for admission. Regular admission to the study in the MBA
degree program is granted to those applicants whose minimum grade
33
1996-98 Graduate Catalogue
point average is 2.5 (on 4.0 scale) and whose minimum Graduate
Management Admission Test (GMAT) score is 450.
Provisional Admission
Provisional admission is granted to those applicants who fail to meet
the GMAT or the GPA requirement for regular admission, but satisfy the
following formula:
(GPA x 200) + GMAT > = 900
Students are required to maintain grade of "B" in each course for the
first fifteen quarter hours taken under provisional admission status.
Failure to meet this requirement results in automatic termination from
the program.
Non-Degree Admission
Applicants who do not meet the requirement for regular or provisional
admission may enroll for MBA coursework in preparation for full degree
study at a later time. Only ten quarter hours of coursework taken in this
status may be transferred to the MBA degree program.
Transient Admission
MBA students in good academic standing at another graduate level
degree program may enroll as a transient student.
Planned ^Phe MBA planned degree program details a minimum of 60 quarter
Degree Program I hours of coursework to be completed within six years. A maximum of
ten quarter hours may be earned as transfer credits. A minimum of 50
hours of graduate courses must be earned at Albany State. All transfer
credits must be considered for acceptance during the student's first quarter
of enrollment as a graduate student with regular admissions standing.
These transfer credits must be indicated on the student's planned program
of study.
The student is expected to confer with the MBA advisor on a regular
basis. The student must complete the planned degree program of study
during the first quarter of enrollment. The advisor must file a copy of the
planned program bearing the student's signature with the office of the
graduate school.
Two quarters in advance of the expected date of graduation, the
student must confer with the MBA advisor to complete a final planned
degree program. The original copy of the final planned degree program is
submitted with the application of graduation. Failure to submit same may
delay the student's graduation.
Prerequisite
Students without an undergraduate preparation in business may
pursue the MBA degree. The degree program is flexibly designed to
accommodate the non-business undergraduate majors. The following
undergraduate prerequisite coursework is offered and must be completed
prior to undertaking graduate courses.
ACC 201 Principles of Accounting I
ACC 202 Principles of Accounting II
ECO 201 Principles of Economics I
ECO 202 Principles of Economics II
300-400 level management course (such as
5 credit hours
5 credit hours
5 credit hours
5 credit hours
34
Schools & Departments
Organizational Behavior or Corporate Finance)
ECO 302 Business Statistics or Equivalent
5 credit hours
5 credit hours
The MBA Core Curriculum
ACC 703 Accounting Analysis for Decision Making
BUS 790 Business Policy
ECO 701 Economics Theory and Practice
ECO 702 Aggregate Economic Theory
FIN 735 Financial Management
MGT 763 Organizational Behavior
MGT 764 Decision Science
MKT 705 Seminar in Marketing
Electives in Business Administration
Total
40 credit hours
20 credit hours
60 credit hours
Comprehensive Examination Policy
The MBA student must pass a comprehensive examination to graduate
from the program. The following guidelines govern the administration of
the MBA comprehensive examination.
it. A student enrolled in the MBA program will be eligible to take the
comprehensive after he/she has completed forty (40) quarter hours of
graduate studies.
2. The student must be currently enrolled in BUS 790 - Business Policy or
have successfully completed the course. The student must have
successfully completed 35 quarter hours of graduate coursework prior to
taking BUS 790 - Business Policy.
3. Students planning to take the comprehensive must notify the MBA coor-
dinator in writing before a specified date, concerning their intention to
take the comprehensive. The MBA coordinator will review their eligibili-
ty and inform each student individually whether or not a student will be
eligible to take the comprehensive on the specified date.
4. Each comprehensive examination will be evaluated by at least two (2)
graduate faculty members of the School of Business. The grading of the
comprehensive examination will be conducted on a pass/fail basis. To
pass the examination, a minimum overall average score of 70 percent is
required. The student must pass all parts of the examination.
5. A student failing the comprehensive will be allowed to repeat it in the
next quarter. If he/she fails the second time, the MBA Coordinator may
schedule an oral for the student. The oral examination will be given by a
committee of three graduate business faculty members. If a student fails
this oral examination, he/she may make a written appeal to the Dean of
the Graduate School, who will present the appeal to the Appeal
Committee of the University. The appeal will be handled in accordance
with the prescribed rules and procedures of the Appeal Committee.
6. The student must retake the entire comprehensive examination.
7. Copies of the previous MBA comprehensive examinations are available
upon request from the MBA Coordinator.
8. The comprehensive examination will involve analysis of a complex case
situation. Four hours will be allowed for the case analysis.
Curricular
Components off
the MBA
Planned Degree
Program
Special
Requirements
35
1996-98 Graduate Catalogue
MASTER OF SCIENCE
IN CRIMINAL JUSTICE
Introduction ^Phe M.S. degree program in Criminal Justice is designed to prepare
I students for professional careers within the criminal justice system,
provide students with the understanding of the theoretical and philosophi-
cal principles of law enforcement and punishment and provide students
with knowledge of the methods, applications and implications of criminal
justice research. After completion of the program requirements, it is
expected that all graduates will be productive participants in the criminal
justice system and will be equipped with the academic and applied skills to
resolve agency problems. Those seeking advanced graduate education
beyond the Master's degree level, will be able to compete successfully with
graduates from other schools and disciplines. The Master of Science in
Criminal Justice program requires a minimum of 60 hours of classroom
study and thesis research. In addition, all students must successfully
complete a comprehensive examination on core, statistics-methodology
and a chosen specialty area.
Admission H 11 applicants must meet the general requirements for admission to the
Requirements Graduate School and have completed 10 quarter hours in undergradu-
1 ate criminal justice topics. Five quarter hours must be completed in
research or statistics, and criminology or social theory. Students seeking
admission to the Master of Criminal Justice program must submit the
results of the Graduate Record Exam (GRE). Applicants who do not fully
meet the requirements for regular admission may be considered for
provisional admission for no more than 15 credit hours.
Program of ach student must complete 30 quarter hours of Core curriculum
Study E requirements:
Core Courses Hours
CRJ 510 Foundations of Criminal Justice 5 hrs.
CRJ 520 Fundamentals of Law 5 hrs.
CRJ 530 Philosophy of Criminal Justice 5 hrs.
CRJ 540 Organization and Administration 5 hrs.
CRJ 560 Research Methods . 1 5 hrs.
CRJ 561 Research Statistics' 5 hrs.
Total > 30 hrs.
Specialty n addition to core courses, students must complete 15 quarter hours in
Areas u two specialty areas: law enforcement or corrections. Coursework six
years or older will not apply to coursework requirements of the Master of
Science in criminal justice.
Law Enforcement Specialty
A concentration in law enforcement will enable students to
comprehend the organizational workings of police agencies, how various
36
Schools & Departments
theories of motivation are translated into these agencies, and how the orga-
nization interfaces with other units of the criminal justice system. An
emphasis on leadership, planning and the broader management function
are the hallmarks of this concentration. Courses appropriate for this
specialty prepare students for the increasing complexities and
professionalism of the modem police role in a democratic society.
Law Enforcement Courses Hours
CRJ 610 Policing in a Democratic Society 5 hrs.
CRJ 611 The Social Service Role of Criminal
Justice Personnel } v5 hrs.
CRJ 612 Law Enforcement Operations 5 hrs.
CRJ 620 Management Science 5 hrs.
CRJ 621 Law Enforcement Planning 5 hrs.
Total hours in any combination 15 hrs.
Corrections Specialty
The correctional emphasis focuses on the prison system and
community-based treatment programs. The underlying thrust of this
concentration is to impart theoretical and applied knowledge on the
organizational, legal, and social aspects of contemporary correctional agen-
cies. Behavioral theories of socialization and their applications in correction
settings have emerged as critical issues important in this concentration.
Obstacles to rehabilitation and reformation will be addressed. Specialization
in corrections will prepare students for careers as parole officers,
corrections supervisors, prison administrators, and effective case workers
in community-based treatment programs.
Corrections Courses Hours
CRJ 640 Foundations of Corrections 5 hrs.
CRJ 641 Administration of Psychological Tests 5 hrs.
CRJ 642 Interviewing and Counseling 5 hrs.
CRJ 643 Rehabilitation and Treatment 5 hrs.
CRJ 644 Management of Correctional Institutions 5 hrs.
Total hours in any combination 15 hrs.
Written comprehensive exams are designed to determine the basic
mastery of course content by candidates for the Master's degree in
the core curriculum, specialty areas and methodology. The compre-
hensives are given at least once a year or more often as student needs
require. Students must pass all three parts before enrolling in CRJ 700 and
CRJ 701 as courses designed to satisfy thesis requirements. Students who
fail to pass one or more parts of the exam may retake the part(s) no more
than two times in future administrations of the test. The exam is evaluated
by graduate faculty members who have taught the core and specialty
courses. Each reader assigns a "Pass-Fail" (P, F) score to each question.
The student must achieve a two-thirds (67%) "Pass" score on each of three
sections of the comprehensive: core, specialty area (15 hours) and
methods-statistics.
Students are eligible to take the comprehensive if they have maintained
a 3.0 grade point average for all department coursework and have
completed coursework in core and specialty areas. Students must be
registered during the quarter in which comprehensives are given.
Comprehensive
Examination
Policy
1996-98 Graduate Catalogue
37
Thesis fter satisfactory completion of comprehensive exams, students should
contact the department graduate coordinator for the purpose of
establishing a chairperson and a thesis advisory committee. The candidate
and the chairperson will agree upon a subject of investigation and will
determine the availability of necessary sources of data, methodology and
format of the thesis. The official thesis work begins with CRJ 700 (Thesis
Seminar) and continues under CRJ 701 (Thesis) until the thesis is
completed and defended in the presence of the full advisory committee.
Students may not take CRJ 700 and CRJ 701 in the same quarter.
Thesis Credit Hours
CRJ 700 Thesis Seminar , . 5 hrs.
CRJ 701 Thesis . 5 hrs.
Total-- 10 hrs.
Students who fail to complete and defend their thesis in CRJ 701
will be required to re-enroll during subsequent quarters until the thesis
is defended.
Graduation Core Courses . 30 hrs.
Requirements Courses in Concentration 15 hrs:
Criminal Justice electives ,5hrs.
Thesis 10 hrs.
Total Credit Hours ' ; . "60 hrs.
Transfer of ^Fransfer students from other accredited graduate programs may not
Credit I apply more than 10 hours of criminal justice coursework toward the
Master of Science degree, provided such credits were taken at the graduate
level and were completed with a minimum grade point average of 3.0. The
maximum number of credits which are transferrable will apply only
toward elective courses offered by the Institute. Under no circumstances
may these transfer credits be used to satisfy the core requirements.
Transient ^Fransient enrollment status is provided to those persons currently
Students I enrolled in a graduate degree program at another institution and who
are interested in enrolling for only one quarter in the Institute. These
students must meet the general entrance requirements of the Institute and
University. Furthermore, these students must have a 3.0 average in all
graduate work undertaken at other institutions before they will be
accepted in the transient status.
MASTER OF EDUCATION
Introduction School of Education offers the Master of Education (M.Ed.) Degree
in the 12 certification areas shown below and the Education Specialist
(Ed.S.) Degree in educational administration and supervision.
The purpose of the M.Ed. degree program is to develop responsibility
and leadership in classroom teaching, subject matter specialization, and/or
supervision and administration in educational systems. The program
38
Schools & Departments
promotes critical thinking and creative reasoning skills in solving
educational problems, a continual quest for knowledge, and the ability to
communicate effectively with parents, citizens and the community of
educators. The program has the following objectives:
1. To prepare teachers, educational supervisors, and educational leaders to
implement basic and applied research in education.
2. To promote the development of the essential observable competencies
deemed significant for teachers and educational managers.
3. To assure the acquisition of knowledge in a field of concentration at an
advanced level.
4. To provide a variety of experiences to enhance professional
advancement opportunities for teachers and educational managers.
5. To prepare students for further graduate study in the field of education.
This degree program is designed for fifth-year level certification.
Courses are offered in education foundations, the teaching (major) fields,
and in research and statistics. Students enrolling in the M.Ed. degree
program must hold or be eligible for baccalaureate-level certification or
undergraduate preparation in the field of intended study. Graduate
credits earned in pursuit of level four certification may not be included in
a M.Ed. program.
Students admitted to study in the M.Ed. degree program must have an Admission
undergraduate grade point average of 2.50 or better and a score of 800 Requirements
on the Aptitude Test of the GRE or 44 on the Miller Analogies Test (MAT).
The following is a list of major areas of study available. The list also Majors Areas of
identifies the academic department offering each specific program and Concentration
the telephone number of each.
M.Ed. Major Areas
Comprehensive
Business
Early Childhood
Education
Education
Administration
English Education
Health and Physical
Education
Mathematics
Education
Middle Grades
Education
Music Education
Science Education
Biology
Chemistry & Physics
Department
Business Education
Curriculum & Instruction
Curriculum & Instruction
English &
Modern Languages
Health and
Physical Education
Mathematics
Curriculum & Instruction
Fine Arts
Natural Sciences
Telephone Contact
(912) 430-4773
(912) 430-4715
(912) 430-4715
(912) 430-4833
(912) 430-4762
(912) 430-4886
(912) 430-4715
(912) 430-4949
(912) 430-4823
39
1996-98 Graduate Catalogue
Special Education Curriculum & Instruction (912) 430-4715
Behavior Disorders
Interrelated
Learning Disabilities
Mental Retardation
School Counseling Curriculum & Instruction (912) 430-4715
Degree
Requirements
lJ That the applicant is fully admitted to graduate studies and is
recommended by the advisor.
2. That the applicant holds the appropriate level four certification from the
Georgia Department of Education (or its equivalent) in the teaching or
service field corresponding to the intended major for the M.Ed. degree.
3. That the applicant has made satisfactory progress in the planned
program of study.
4. That the application for candidacy is approved by the department
chairperson and the Dean of the School of Education.
Courses used to meet level four certification standards may not be
used to meet the requirements of the Master of Education degree, except
SPE5(Hf;|
Comprehensive Examinations
In partial fulfillment of the M.Ed. degree, students are required to satis-
factorily pass a comprehensive examination. A student is only eligible to
take the comprehensive examination if (1) passing scores on the Teacher
Certificating Test (TCT) have beensSle'd with the Education Dean and (2)
the grade point average is 3.0 St Area C of the degree planned program.
Students may not take the comprehensive examination more than once in
an academic quarter. A third failure on the comprehensive examination
results in automatic termination from the degree program.
Correspondence Credits
No coursework tsRerras correspondence credits is acceptable for
degree credits.
Grade-Point Average
A minimum 3.0 grade point average is required for completion of the
degree program.
Non-Resident Credits
All non-resident credits are to be approved in advance. It is recom-
mended that students avoid enrolling in a course for transient credits
during the anticipated quarter of graduation.
Transfer Credit
A maximum of 15 quarter credit hours of transfer credit may be
applied toward the completion of the M.Ed. degree. The credit must be
indicated on the student s application for admission to candidacy. Some
program areas do not accept transfer credits in Area C of the degree
Admission to Candidacy
Students pursuing a program leading to the Master of Education
degree must apply for admission to candidacy after gaining full admission
to graduate studies and before completing 20 graduate credit hours. The
student is responsible for presenting the application for admission to
candidacy to the academic advisor. Approval of the application requires:
40
Schools & Departments
planned program. Transfer credits must have been earned within six years
of the quarter of graduation.
The M.Ed. Planned Degree Program
Each student should complete a planned program with the approval of
his/her advisor. A copy of the planned program and application for candi-
dacy must be filed with the Graduate Studies Office.
Resident Coursework
The course, EDU 501 - Educational Research, must be included in 45
hours of residence coursework that must be taken at Albany State University.
The M.Ed. programs require 60 quarter credit hours to be completed
within six years of the quarter of graduation. The credit hours are
distributed according to the following general design.
Curricular Components Required Hours
Area A: Nature of Learners and Learning Problems 5-10
Area B: Programs and Problems of the Schools 5-10
Area C: Courses Appropriate to the Major 25-40
Area D: Research in Education . 5rl0
Area E: Electives* 0-20
Total Minimum Quarter Hours Required 60
* An elective is any graduate level course with a grade of B or better that is no older than six
years, that was taken after graduate admission, and that wasn't taken for undergraduate credit.
Electives must be approved by the graduate program advisor.
Subordination
These M.Ed. Comprehensive Examination Policies are consistent with
and include all institution-wide policies governing comprehensive
examinations of graduate programs.
Eligibility
A graduate student is eligible to take the M.Ed. comprehensive examina-
tion when two-thirds of the required credits of the student7s program have
been earned and the permission of the advisor has been granted.
Schedule
The regular written exam shall be given on the first Wednesday after
the mid-quarter examinations or as otherwise set and pre-announced by
the Dean of the School of Education (the Dean).
Nature
The exam shall be made of general questions and/or problems covering
major recent research and development and general principles in the
student's major area of study.
Examination Committee
The program coordinator shall assemble and chair an examination com-
mittee, of at least three instructors, for each examinee.
The examination committee shall construct and grade the exam and
report the results via its chairperson.
Administration
The regular examination shall be arranged and supervised by the Dean.
Curricular
Components of
the Degree
Program
M.E.
Comprehensive
Examination
Policies
41
1996-98 Graduate Catalogue
Degree
Program
Re-test sessions during the same quarter may be arranged individually
for eligible students by the corresponding program coordinator in the
event of either of the following outcomes of the regular exam:
1. Only one item of the regular exam was failed and all the other items
were passed.
2. Two or less items of the regular exam were graded marginal and other
items were passed.
Grading
Each item must be graded by a member of the examination committee.
Where prudent, the chairperson may elect not to participate in the grading
of items.
Grading Standards
Each exam item shall receive one of the following grades:
P - unconditional passing
M - weak or marginally passing
F - unacceptable, failing
An exam item will be passed or failed when so graded (i.e., P or F).
The exam shall be deemed successfully passed only if all items are
passed via either the regular written or a re-test session.
Reporting
The program coordinator shall report all exam results to the Dean with-
in one week of the date of the regular exam. The Dean, using the Graduate
Studies' Report of Non- Requirements form, shall report the results of each
examination to the Graduate School.
Exceptions
In the event of a condition or event that imposes extreme difficulty in
constructing, administering, or grading the examination for a student as
expressly stated herein, the Dean shall make exceptions to those policies as
will be required to resolve the situation consistent with the corresponding
university-wide policies.
Educational
Administration and
Supervision
This graduate program in Educational Administration and Supervision
leads to NL-5 certification in the area of Educational Leadership.
Special Admission Requirement
Admission to this M.Ed. program requires a minimum of two years of
teaching experience.
Area A Nature of the Learner 5 hrs.
PSY 509 Introduction to Behavior Modification
PSY 515 Educational Psychology
42
Schools & Departments
PSY 520 Developmental Psychology
PSY 530 Adolescent Psychology
PSY 552 Conditions of Learning
PSY 555 Theories of Learning
Area B - Programs and Problems of the School 5 hrs.
ACC 604 Auditing
CRJ 670 Rehabilitation and Treatment
ECE 527 Science for Young Children
ECE 535 Reading in Early Childhood Education
ENG 615 Advanced Exposition for Teachers (Middle Grades)
MTH509 Computers for Teachers
NUR535 Parent-Child I
PED 579 Sex Education
PED580 Drug Education
SPE 545 Educational Assessment for Exceptional Children
SPE 547 Behavior Management of Exceptional Children
SSI 583 Social Studies for Global Understanding (Middle Grades)
Area C - Educational Administration and Supervision
EAS 501* Educational Organization Leadership
EAS 510 The Urban Environment and Educational
Administration
EAS 515* Curriculum and Instruction for Administration and
Supervision
EAS 521 Directed Studies in Educational Administration and
Supervision
EAS 526 Theories of Educational Administration
EAS 533* Legal Aspects of Education
EAS 541* Educational Supervision
EAS 565 The Principal
EAS 568* Field Experiences in Educational Administration
EAS 570* School Business Management I
EAS 573* School Personnel Administration
EAS 578 Review of Literature in School Supervision
35 hrs.
Area D - Research 10 hrs.
EDU 501 Methods of Research in Education
EDU 500** Educational Statistics
Area E - Electives 5 hrs.
Total Required 60 hrs.
* Required Course
** Prerequisite for EDU 501
1996-98 Graduate Catalogue
43
Early Childhood
Education
Planned
Degree
Program
This program leads to the T-5 certification in Early Childhood Education
and is designed to prepare teachers to work with children in Grades K-4.
Area A - Nature of Learners and Learning Problems
PSY 515 Educational Psychology
PSY 520 Developmental Psychology
PSY 552 Conditions of Learning
EDU 554 Psychology of Teacher
PSY 555 Theories of Learning
EDU 563 Methods of Child Study
ECE 500 Early Childhood Development
5 hrs.
Area B - Programs and Problems of the School 5 hrs.
EDU 504 History of American Education
EDU 509 Philosophy of Education
EDU 510 Sociology of Education
ECE 516 Curriculum in Early Childhood Education
EAS 648 Economics in Education
EDU 555 Clinical Approach to Classroom Analysis
ECE 518 Issues in Early Childhood Education
Area C - Teaching Field 30 hrs.
ECE 509 Theories, Design and Program Development in Early
Childhood Education (Formerly ECE 540)
ECE 512 Cultural Diversity in Early Childhood Education
ECE 516 Curriculum Procedures and Materials for Early
Childhood Education
ECE 527* Science Experiences for Young Children
ECE 520 Language Development for Young Children
ECE 530 Communicative Arts in Early Childhood Education
ECE 550* Social Studies in Early Childhood Education
(Formerly ECE 548)
ECE 555 Creative Experiences in Early Childhood Education
ECE 560 Counseling in Early Childhood Education
ECE 565 Diagnosis and Remediation
ECE 570 Theories of Play (Formerly ECE 580)
ECE 575 Parent Involvement in the Early Childhood Education
ECE 580 Tests and Measurements in Early Childhood Education
ECE 581 Evaluation of Research in Early Childhood Education
ECE 535* Reading in Early Childhood Education
ECE 541* Health and Physical Education for Young Children
(Formerly ECE 546)
ECE 545 Infant Education (Formerly ECE 547)
ECE 525* Math Experiences for Young Children
MTH 508 Computer Mathematics for Teachers
SPE 521 Instructional Strategies for the Mildly Handicapped
SPE 522 Teaching the Preschool Exceptional Child
44
Schools & Departments
Practicums
EDU 590 Practicum I: Internship in Early Childhood
Education (Preschool)
EDU 591 Practicum II: Internship in Early Childhood
Education (Primary)
Area D - Research 5 hrs.
EDU 501 Methods of Research in Education
(Prerequisite: EDU 500)
Area E - Electives 15 hrs.
EDU 500 Educational Statistics
ECE 514 Organization and Administration in Preschools
Total Required 60 hrs.
* Major Course (four of the five are required)
Middle Grades
Education
This program leads to the T-5 certification in Middle Grades Education
and is designed to prepare teachers to work with children in Grades 4-8.
Area A - Nature of the Learner 5 hrs.
(Minimum of 5 quarter hours)
PSY 515 Educational Psychology 5 hrs.
PSY 530 Adolescent Psychology 5 hrs.
SPE 547 Behavioral Management 5 hrs.
Area B - Programs and Problems of the School 10 hrs.
(Minimum of 10 quarter hours)
EDU 509 Philosophy of American Education 5 hrs.
EDU 540 Curriculum Principles 5 hrs.
MGE 541* Nature and Needs of the Middle Grade Student 5 hrs.
Area C - Teaching Field 25 hrs.
(Minimum of 25 quarter hours: 15 quarter hours in the primary concentration
field and 10 quarter hours in the secondary concentration field.)
Middle Grades Communicative Arts
Major: Take one course form each of three areas.
Minor: Take one course from two areas.
Language
EDU 513 Language Study for Middle Childhood . 5 hrs.
MGE 520 Language Arts Concepts for Middle Childhood 5 hrs.
Literature/Reading
ENG 514 Literature for Middle Childhood Education 5 hrs.
ENG 515 Adolescent Literature 5 hrs.
Planned
Degree
Program
1996-98 Graduate Catalogue
45
RDE 503 Improving Reading Instruction in Middle School 5 hrs.
RDE 505 Improving Reading Instruction in the
Content Area 5 hrs.
Composition
ENG 523 Oral and Written Communication for
Middle Childhood 5 hrs.
ENG 615 Advanced Exposition for Teachers 5 hrs.
Middle Grades Mathematics
Major: Take three courses from the list below.
Minor: Take two courses from the list below.
MTH 509 Computer Basics 5 hrs.
MGE 530 Mathematics Concepts for Middle Grades 5 hrs.
MGE 532 Methods and Materials of Teaching
Mathematics in Middle Grades 5 hrs.
Middle Grades Science
PHY 550 Earth Science 5 hrs.
EDU 563 Science in the School Curriculum 5 hrs.
PHY 564 Science Concepts for Middle Childhood Education 5 hrs.
EDU 570 Strategies of Instruction in Science 5 hrs.
EDU 572 Methods of Materials of Teaching
Science in the Middle Grades 5 hrs.
Social Science
SSI 580 Social Studies Concepts 5 hrs.
MGE 581 Methods & Materials in Teaching
Social Sciences 5 hrs.
SSI 582 Young Child and His/Her Culture 5 hrs.
SSI 583 Social Studies for Global Understanding 5 hrs.
Research 5 hrs.
(Minimum of 5 hours)
EDU 501 Methods of Research in Education
Middle Grades Electives 15 hrs.
(Minimum of 15 hours)
EDU 500 Educational Statistics 5 hrs.
Total 60 hrs.
* Courses required unless previously fulfilled
Teacher ^Fhis certification endorsement program is available to professional
Support I teachers who hold T-5 certification and are highly recommended by
Serwices their school principals. The 10 quarter hour sequence leads to certification
Endorsement endorsement in Teacher Support Services (TSS). This type of certification is
intended for professional classroom teachers who are preparing to be
supervisors of student teachers, mentors for interns and beginning
teachers, and other staff development services.
46
Schools & Departments
EDU 587 Introduction to Teacher Support Services 5 hrs.
EDU 588 Internship in Teacher Support Services 5 hrs.
Total 10 hrs.
The M.Ed. in Health and Physical Education leads to the T-5 certification
and prepares students in traditional and innovative methods of
teaching physical education and health. Successful new methods of
teaching motor skills, conditioning, research, and coaching are
incorporated into each course within the graduate curriculum.
Area A - Nature of the Learner
(Minimum of 5 quarter hours)
PSY 515 Educational Psychology
EDU 553 Psychology of Inner-City Child
PSY 552 Conditions of Learning
EDU 556 Psychology of Exceptional Child
Area B - Programs and problems of the School
(Minimum of 5 quarter hours)
EDU 504 History of American Education
EDU 538 Curriculum & Planning, Elementary & Secondary
EDU 509 Philosophy of Education
EDU 510 Sociology of Education
EDU 540 Curriculum Principles
Area C - Teaching Field
(Minimum of 35 quarter hours)|
PED 5201 Foundations and Trends in Physical Education
PED 527+ Motor Learning
PED 532 Environmental Health Aspects
PED 536 Facilities and Equipment
PED 551+ Mechanical Analysis of Human Motion
PED 565 Physical Education and Handicapped Child
PED 579$ Sex Education
PED 581 Directed Reading and Research in Physical Education
ECE/
PED 541+ Health and Physical Education for the Young Child
PED 522 Cultural Aspects of Sports
PED 528+ Psychology of Physical Activity
PED 550* Physiology of Fitness
PED 555+ Measurement in Physical Education
PED 578$ Concepts in Health and Education
PED 580j Drug Education
PED 583 Research Design
PED 596* Seminar (Analysis)
Area D - Educational Research and Statistics
(Minimum of 5 quarter hours)
EDU 500* Educational Statistics
EDU 501* Methods of Research in Education
Area E - Electives
(Minimum of 10 quarter hours)
Health and
Physical
Education
1996-98 Graduate Catalogue
47
* - Courses required unless previously fulfilled
t - Three of four courses required
t - Ten hours must be in a supportive area (Health)
Special Education
Degree
Program
Requirements
The M.Ed. degree programs in Special Education lead to T-5
certification in interrelated special education (mildly disabled),
intellectual disabilities (MR), learning disabilities and emotional/
behavioral disorders. These master level program areas may be pursued
by any person who holds a T-4 in a teaching field, or who has completed a
four-year degree program outside the field of teaching and meets the
other admission criteria. A degree in intellectual disabilities leads to
certification in mental retardation. A degree in emotional/behavioral
disorders leads to certification in behavior disorders. Degrees in
interrelated and learning disabilities lead to certification in interrelated
and learning disabilities, respectively.
INTERRELATED
Area A - Nature of the Learner 5 hrs.
PSY 509 Introduction to Behavior Modification
PSY 515 Educational Psychology
PSY 520 Developmental Psychology
PSY 530 Adolescent Psychology
PSY 552 Conditions of Learning
EDU 555 Clinical Approach to Classroom Analysis
SPE 542 Behavior Modification for Special Education
ECE 500 Child Development
Area B - Programs and Problems of the School 5 hrs.
EDU 503 Politics and Education
EDU 504 History of American Education
EDU 509 Philosophy of Education
EDU 512 Sociology of Inner City Child (or equivalent)
EDU 538 Curriculum Planning
EDU 540 Curriculum Principles
EDU 542 Curriculum Trends
MTH 509 Computer Assisted Instruction
Area C - Teaching Field
SPE 512 Characteristics of Children and Youth with Mild Learning,
Intellectual, and/or Behavioral Disabilities
SPE 522 Teaching the Preschool Special Education Child
SPE 524 Instructional Strategies for Teaching the Mildly Disabled
SPE 526 Materials and Media for the Mildly Disabled
SPE 530 Counseling Parents of Exceptional Children
SPE 545 Educational Assessment of Exceptional Children
SPE 547 Behavior Management of Exceptional Children
SPE 554 Vocational Aspects of the Mildly/Moderately/
Severely Disabled
SPE 556 Language Development and Language Disabilities
SPE 563 Issues in Interrelated Special Education
48
Schools & Departments
SPE 566 Curriculum for the Mildly Disabled
SPE 580 Directed Studies in Research and Readings in Special Education
SPE 590 Teaching of Reading and Math to Exceptional Learners
RDE 555 Diagnosis and Remediation in Reading (or equivalent)
SPE 570 Practicum in Interrelated Special Education
Area D - Research 5 hrs.
EDU 501 Methods of Research in Education
Area E - Minimum of five quarter hours required 5 hrs.
(Select with advisor)
EDU 500 Education Statistics (or equivalent)
Total 60 hrs.
INTELLECTUAL DISABILITIES (MR)
Area A - Nature of the Learner
PSY 509 Introduction to Behavior Modification
PSY 515 Educational Psychology
PSY 520 Developmental Psychology
PSY 530 Adolescent Psychology
PSY 552 Conditions of Learning
EDU 555 Clinical Approach to Classroom Analysis
ECE 500 Child Development
SPE 542 Behavior Modification for Special Education
Area B - Programs and Problems of the School
EDU 503 Politics and Education
EDU 504 History of American Education
EDU 509 Philosophy of Education
EDU 512 Sociology of Inner-City Child (or equivalent)
EDU 538 Curriculum Planning
EDU 540 Curriculum Principles
EDU 542 Curriculum Trends
MTH 509 Computer Assisted Instruction
5 hrs.
5 hrs.
Area C - Teaching Field
SPE 515 Nature and Characteristics of Intellectual Disabilities
SPE 522 Teaching the Preschool Special Education Child
SPE 525 Instructional Strategies for Intellectual Disabilities
SPE 526 Materials and Media for the Mildly Disabled
SPE 530 Counseling Parents of Exceptional Children
SPE 545 Educational Assessment of Exceptional Children
SPE 547 Behavior Management of Exceptional Children
SPE 554 Vocational Aspects of the Mildly/Moderately/
Severely Disabled
SPE 556 Language Development and Language Disabilities
SPE 563 Issues in Interrelated Special Education
SPE 566 Curriculum for the Mildly Disabled
SPE 580 Directed Studies in Research and Readings in
Special Education
SPE 590 Teaching of Reading and Math to
Exceptional Learners
RDE 555 Diagnosis and Remediation in Reading (or equivalent)
SPE 573 Practicum in Mental Retardation
1996-98 Graduate Catalogue
49
Area D - Research
EDU 501 Methods of Research in Education
Area E - Minimum of five quarter hours required
(Select with advisor)
EDU 500 Education Statistics (or equivalent)
Total
LEARNING DISABILITIES
Area A - Nature of the Learner
PSY 509 Introduction to Behavior Modification
PSY 515 Educational Psychology
PSY 520 Developmental Psychology
PSY 530 Adolescent Psychology
PSY 552 Conditions of Learning
EDU 555 Clinical Approach to Classroom Analysis
SPE 542 Behavior Modification for Special Education
ECE 500 Child Development
Area B - Programs and Problems of the School
EDU 503 Politics and Education
EDU 504 History of American Education
EDU 509 Philosophy of Education
EDU 512 Sociology of Inner-City Child (or equivalent)
EDU 538 Curriculum Planning
EDU 540 Curriculum Principles
EDU 542 Curriculum Trends
MTH 509 Computer Assisted Instruction
5 hrs.
5 hrs.
60 hrs.
5 hrs.
5 hrs.
Area C - Teaching Field
SPE 517 Nature and Characteristics of Learning Disabilities
SPE 522 Teaching the Preschool Special Education Child
SPE 526 Materials and Media for the Mildly Disabled
SPE 527 Instructional Strategies for Learning Disabilities
SPE 530 Counseling Parents of Exceptional Children
SPE 545 Educational Assessment of Exceptional Children
SPE 547 Behavior Management of Exceptional Children
SPE 554 Vocational Aspects of the Mildly/Moderately/
Severely Disabled
SPE 556 Language Development and Language Disabilities
SPE 563 Issues in Interrelated Special Education
SPE 566 Curriculum for the Mildly Disabled
SPE 580 Directed Studies in Research and Readings in
Special Education
SPE 590 Teaching of Reading and Math to Exceptional Learners
RDE 555 Diagnosis and Remediation in Reading (or equivalent)
SPE 575 Practicum in Learning Disabilities
Area D - Research 5 hrs.
EDU 501 Methods of Research in Education
Area E - Minimum of five quarter hours required 5 hrs.
(Select with advisor)
EDU 500 Education Statistics (or equivalent)
Total 60 hours
50
Schools & Departments
BEHAVIOR DISORDERS
Area A - Nature of Learner 5 hrs.
PSY 509 Introduction to Behavior Modification
PSY 515 Educational Psychology
PSY 520 Developmental Psychology
PSY 530 Adolescent Psychology
PSY 552 Conditions of Learning
EDU 555 Clinical Approach to Classroom Analysis
SPE 542 Behavior Modification for Special Education
ECE 500 Child Development
Area B - Programs and Problems of the School 5 hrs.
EDU 503 Politics and Education
EDU 504 History of American Education
EDU 509 Philosophy of Education
EDU 512 Sociology of Inner-City Child (or equivalent)
EDU 538 Curriculum Planning
EDU 540 Curriculum Principles
EDU 542 Curriculum Trends
MTH 509 Computer Assisted Instruction
Area C - Teaching Field
SPE 518 Nature and Characteristics of Emotional/
Behavioral Disorders
SPE 522 Teaching the Preschool Special Education Child
SPE 526 Materials and Media for the Mildly Disabled
SPE 528 Instructional Strategies for Emotional/Behavioral Disorders
SPE 530 Counseling Parents of Exceptional Children
SPE 545 Educational Assessment of Exceptional Children
SPE 547 Behavior Management of Exceptional Children
SPE 554 Vocational Aspects of the Mildly/Moderately/
Severely Disabled
SPE 556 Language Development and Language Disabilities
SPE 563 Issues in Interrelated Special Education
SPE 566 Curriculum for the Mildly Disabled
SPE 580 Directed Studies in Research and Readings in Special Education
SPE 590 Clinical Teaching of Reading and Math to
Exceptional Learners
RDE 555 Diagnosis and Remediation in Reading (or equivalent)
SPE 577 Practicum in Behavior Disorders
Area D - Research 5 hrs.
EDU 501 Methods of Research in Education
Area E - Minimum of five quarter hours required 5 hrs.
(Select with advisor)
EDU 500 Education Statistics (or equivalent)
Total 60 hrs.
This program leads to endorsement or add-on certification in the area of
gifted education. It is comprised of the 15 quarter hour sequence shown
below. Five quarter hours of educational measurement is included as a
Gifted
Endorsement
1996-98 Graduate Catalogue
51
prerequisite which can be satisfied by either SPE 440 - Tests and
Measurement or SPE 545 - Educational Assessment.
Students must have completed one year of teaching experience and
possess a professional teaching certificate.
SPE 516 Nature and Characteristics of the Gifted 5 hrs.
SPE 529 Instructional Methods in Gifted Education 5 hrs.
SPE 536 Curriculum for Gifted Education 5 hrs.
Total 15 hrs.
School Counseling
Introduction ^fhe program is designed to educate and produce effective and
I educationally oriented professional school counselors with broad
multi-disciplinary backgrounds. Students acquire theoretical under-
standing of the school counseling profession, practical skills and
experience in school settings. Graduates are prepared for positions as
counselors in public and private schools. The Master of Education in
School Counseling is a 75-quarter-hour program leading to SC-5
certification by the State of Georgia.
Admission To be admitted to the M.Ed. in School Counseling program an
Requirements I applicant must:
1. Satisfy all other admission requirements for the M.Ed. degree program.
2. Submit two letters of reference from colleague(s) and administrator(s).
3. Submit a professional writing sample (obtained from program
coordinator.)
Advisement AS fter the student has been admitted to the M.Ed. in school counseling
DT program, the advisor will assist the student in developing an individual
planned program of study consistent with the student7 s professional
experiences, objectives and the requirements of the degree program.
Admission to Candidacy
It is the responsibility of the student to make application for admission
to candidacy after the completion of twenty (20) hours of academic course
work. The candidate and advisor will formally review the student7s
progress. The advisor certifies (to chairperson in writing) that the:
1. Candidate has been fully admitted in the graduate school.
2. Candidate has a minimum cumulative average of 3.0'in his/her
planned program of study with no grade below a B in any school ,'
counseling course.
3. Program of study is attached to the application for candidacy.
Graduate Office will notify the candidate and advisor of admission
in writing.
52
Schools & Departments
To be eligible for the M.Ed. degree in school counseling and
recommendation for SC-5 certification by Albany State University, the
student must meet the following requirements:
1. Credit hours usable in the planned program must not be more than six
calendar years at the time the degree is completed.
2. Must complete an Application for Degree two quarters prior to
course/program requirement completion.
3. Maintenance of cumulative 3.0 (better) grade point average in graduate
course work with no grade below a B in any school counseling course.
4. Student's program must minimally include 45 quarter hours of graduate
professional courses in Area C - professional school counseling course.
5. Except for a maximum of 15 hours of transfer credit, all credit hours used
in completion of an M.Ed. in school counseling must be earned in
residence at Albany State University..
6. Pass the Georgia teacher certification field test in school counseling.
7. Pass a comprehensive departmental examination.
8. Successfully complete SEC 570 and/or SEC 595 in residence at Albany
State University as designated on the "Planned Program of Study" form.
The total degree program of a student will be structured using five
components as follows.
Quarter
Credit
Program Components Hours
Area A: Nature of the Learner 10
*EDU 600 - Advanced Educational Psychology
ECE 500 - Child Development
SPE 501 - Exceptional Child
SPE 545 - Educational Assessment
Area B: Foundation 5
EDU 700 - Foundations of Education
EDU 509 - Philosophy of Education
Area C: Professional Studies 45
SEC 500 - Fundamentals and Theories of Counseling
* SEC 505 - Developmental Guidance and Counseling,
Principles, Organization and Administration
SEC 510 - Tests and Measurements
*SEC 515 - Group Counseling
SEC 516 - Individual Counseling and Assessment
*SEC 520 - Multi-Cultural Counseling
**SEC 525 - Counseling in Elementary School
**SEC 526 - Counseling in Middle School
**SEC 527 - Counseling in Secondary School
*SEC 530 - Career Counseling and Developmental Guidance
SEC 540 - School Counseling Consultation
SEC 555 - Directed Independent Study
SEC 560 - Computer Applications in School Counseling
and Guidance
***SEC 570 - Practicum I
***SEC 571 - Practicum II
SEC 575 - Selected Topics in School Counseling
SEC 595 - Internship
SEC 596 - Thesis
* Required course
Program
Completion
Structure of
the Degree
Programs
1996-98 Graduate Catalogue
53
** One of the following three courses is required: SEG 525,526 or 527
*** One or both courses will be required determined by planned program
Area D: Research Methodologies - .5
EDU 501 - Educational Research
Area E: Electives ^
tEDU 500 - Statistics for Behavioral Sciences
+ Prerequisite of EDU 501 * ^ \ _ i
Total - .. /., - ; minimum
Education Specialist
Degree in Educational
Administration and
Supervision
Introduction ^Fhe program is designed for persons who have earned a master's degree
in education, have a State of Georgia NL-5 certificate or its equivalent,
and hold or aspire to hold educational leadership positions that require
State of Georgia NL-6 certification. A minimum of forty-five (45) quarter
hours of graduate credit beyond the master's degree is required to
complete the program. Only those courses taken after admission to the
Ed.S. program may be used to fulfill the requirement of the Ed.S. degree.
This includes transfer credits.
Admission ^T admitted to the Ed.S. program an applicant must:
Requirements
1. Have a master's degree from an accredited institution.
2. Have a State of Georgia NL-5 certificate in educational administration
and supervision or its equivalent. If the master's degree is not in
educational administration and supervision or the applicant does not
hold the NL-5 certificate, then the applicant may be required to complete
work equivalent to a master's level major in educational administration
and supervision in addition to the 45 quarter credit hours required for
the Ed.S. Degree in educational administration and supervision.
3. Present the following:
a. A grade point average of 3.25 on all graduate work attempted.
b. A score of not less than 900 on the Graduate Record Examination
(Verbal and Quantitative sections) or a score of not less than 48 on the
Miller Analogies Test.
4. Have at least three years of professional work experience in the field
of education.
Admission By AA student who does not meet the test score criteria for admission may
Appeal appeal for admission to the Graduate Council. The Graduate Council
" examines the appeal and additional information in support of a student7s
request. The Council makes recommendations to the Dean for Graduate
54
Schools & Departments
Studies. Information required in the appeals process may be secured by
contacting the Graduate Studies Office.
After the student has been admitted to the Ed.S. program, the
department chairperson will appoint an advisor. The advisor will
assist the student in developing an individualized program of study to
meet the degree program.
Admission to Candidacy
i It is the responsibility of the student to make application for admission
to candidacy after completion of ten (10) hours of credit. The advisor must
certify that:
1. The applicant has made satisfactory progress in a planned program of
study that is approved by the major professor.
2. The applicant has been fully admitted to the Ed.S. program.
3. The applicant holds the NL-5 certification in educational administration
and supervision.
4. The program of study is attached to the application for candidacy.
5. A copy of the Georgia Teacher Certification Test (TCT) certifying a
passing score is attached to the application for candidacy.
The Graduate Office will notify die student and advisor of admission to
candidacy in writing.
To be eligible for the Ed.S. Degree and recommendation for NL-6
certification by Albany State University, a student must meet the
following requirements:
1. Only those courses taken after admission to the Ed.S. program may be
used to fulfill the requirement of the Ed.S. degree. This includes
transfer credits.
2. Credit usable in the planned program must not be more than six calendar
years old at the time that the degree is completed.
3. Transfer Credits. A maximum of 10 credit hours of transfer credit from an
approved institution offering the Ed.S. program is allowed. Such credits
must be approved beforehand.
4. The student must complete an Application for Degree form two quarters
in advance of completing all course requirements.
5. Grades. Only credits with grades of "B" or better are usable in the Ed.S.
degree program.
6. The studenPs Ed.S. program must include a minimum of 45 quarter hours
of credit beyond the master's level certificate in administration and super-
vision; 25 of these 45 hours must be in administration and supervision.
7. A five (5) quarter hour graduate field experience culminating in a
research project orally defended before the Educational Administration
and Supervision faculty is required.
8. Residence. Except for a maximum of 10 hours of transfer work, all
credits used in the Ed.S. program must be earned in residence at Albany
State University.
Advisement
Program
Completion
1996-98 Graduate Catalogue
Structure off
the Degree
Programs
The total degree program of a student will be structured using five
components as follows.
Quarter
Credit
Program Components Hours
Area A: Nature of the Learner 5
Area B: Problems of School and Society
*EDU 700 - Foundations of Education 5
Area C: Administration and Supervision
*EAS 709 - Leadership Field Experience 25
EAS 711 - Software in Educational Administration
Area D: Research
**EDU 701 - Advanced Educational Research 5
Area E: Electives 5
Total
45 minimum
* Required course
** A prerequisite for EAS 709
Area A includes studies about the nature and characteristics of-leamers.
Area B includes studies of the school and society. Area C includes studies in
the area of leadership. Area D is research methodology. Area E is electives
consistent with the student's emphasis.
Cycle of ^Phe courses leading to the completion of the Ed.S. program will be
Course I offered in a two-year cycle which will enable most students to complete
Offering the program within two years. The following will be pursued as planned
unless circumstances prevent offering the course(s) as scheduled below.
1996-97
Summer Quarter
EDU 701**
EAS 785
EAS 701
EDU 600
Fall Quarter
EDU 700*
EAS 643
EAS 709*
EAS 711
Winter Quarter
EAS 670
EAS 685
EAS 709
PSV652
Two Year Cycle -1996-98
1997-98
Summer Quarter
EDU 701**
EAS 700
EAS 643
PSY 652
EAS 711
Fall Quarter
EDU 700*
EAS 710
EAS 709*
Winter Quarter
EAS 651
EAS 733
EAS 709*
EDU 600
Spring Quarter
EAS 681
EAS 733
EAS 709*
EDU 700
Spring Quarter
EAS 610
EAS 648
EAS 709*
56
Schools & Departments
* Required course
** A prerequisite for EAS 709
Business Education
The graduate program in business education provides graduate Introduction
educational opportunities for business teachers in middle school, high
school and post-secondary institutions. Students completing this program
will demonstrate (1) a knowledge of the nature of the secondary and post-
secondary learner, learning theory and problems, and programs and
problems of the school, (2) competency in current teaching methodology,
instructional procedures and research activities, and (3) competency in cur-
riculum organization and implementation.
Regular Admission Admission
Regular admission or full admission to the M.Ed. program is granted to Requirements
applicants with a minimum grade point average of 2.5 (on a 4.0 scale). The
required minimum standardized test score is 800 on the GRE, or 44 on the
Miller Analogies Test.
Provisional Admission
The student is admitted provisionally if some condition is placed on his/her
status because of grade point average or standardized test score requirements.
Upon completion of the first 15 quarter hours of study with a grade of
"B" or better, the student is granted full admission to the M.Ed. degree
program. Otherwise, the student's enrollment is terminated.
Transient Admission
M.Ed. degree students in good academic standing at another institution
may enroll for a period of one quarter as a transient student. A Letter of
Good Standing from the regular institution is required for admission.
Non-Degree Admission
Students may enroll in this status to complete coursework for either
certification renewal or add-on certification purposes or personal
enrichment purposes. No more than 15 hours of credit earned in this
category may subsequently be applied toward meeting the requirements of
a master's degree.
The Master of Education program in business education requires a mini- Program of
mum of 60 quarter hours of graduate-level credit. The curriculum is Study
designed for persons holding T-4 certification in business education or
who have completed basic prerequisite coursework in business education.
A student who does not hold the necessary teaching certificate or who has
not completed the prerequisite coursework is admitted for study but will
be required at the beginning of his/her study to complete the prerequisite
undergraduate subject matter and professional education courses.
Area A - Nature of the Learner 5 hrs.
(Minimum of 5 quarter hours)
PSY 509 Introduction to Behavior Modification
PSY 515 Educational Psychology
57
1996-98 Graduate Catalogue
Degree
Requirements
PSY 520 Developmental Psychology
PSY 530 Adolescent Psychology
PSY 552 Conditions of Learning
PSY 555 Theories of Learning
Area B - Programs and Problems of the School
(Minimum of 5 quarter hours)
BED 546* Curriculum Construction in Business Education
EDU 509 Philosophy of Education
EDU 510 Sociology of Education
EDU 511 Economics and Education
EDU 538 Curriculum Planning
EDU 540 Curriculum Principles
EDU 542 Curriculum Trends
(Students must take a minimum of 15 hours across areas A & B)
5 hrs.
Area C - Teaching Field 35 hrs.
(Minimum of 35 quarter hours)
BED 510* Principles and Problems in Business Education
BED 537 Improvement of Instruction in Shorthand and
Transcription
BED 538 Improvement of Instruction in Bookkeeping and
Accounting
BED 539 Improvement of Instruction in Typewriting
BED 540 Improvement of Instruction in Office Practice
BED 541 Improvement of Instruction in Basic Business
BED 545 Introduction to Data Processing
BED 547 Improvement of Instruction in Business Communication
BED 550 History and Philosophy of Vocational Education
ECO 505 Contemporary Economic Problems
ECO 506 Consumer Economic Problems
ECO 507 Microcomputer Application for Teaching Economic
Concepts
(Students must take at least four Improvement of Instruction courses)
Area D - Educational Research and Statistics 5 hrs.
(Minimum of 5 quarter hours)
EDU 500 Educational Statistics
EDU 501 Educational Research
Area E - Electives 5 hrs.
(Minimum of 5 quarter hours)
SPE 501* Exceptional Children and Youth
(Additional electives may be selected in conference with advisor)
* Required unless previously fulfilled
1. Earn a 3.0 grade point average on all graduate work attempted.
2. Obtain 45 of the 60 hours required for the degree in residence.
3. Pass a written comprehensive examination, which is administered one
quarter before the student expects to graduate. In order to be eligible for
the examination, the student must have successfully completed at least
25 hours in area C, with a minimum grade-point average of 3.0. The
examination will cover only courses taken in area C (teaching field). A
score of 80% is required for passing. The student is permitted to take the
examination up to three times, but no more than once in an academic
58
Schools & Departments
quarter. The third failure on the examination will result in automatic
exclusion from the degree program.
4. Obtain passing score on Teacher Certification Test (TCT) in business
education
Program for Persons Not Holding Certification in Business Education
Prerequisite Courses
Professional Education Courses
Introduction to Exceptional
Children
Introduction to Education
Human Growth and
Development
Educational Psychology
Secondary School Curriculum
Educational Media
Secondary School Methods
Preparation for Teaching
Student Teaching*
(60 hrs.)
10 hrs.
10 hrs.
5 hrs.
5 hrs.
5 hrs.
5 hrs.
15 hrs.
5 hrs.
5 hrs.
5 hrs.
5 hrs.
5 hrs.
5 hrs.
Graduate
Equivalent
5 hrs. SPE 501 - Exceptional
Children and Youth
5 hrs. EDU 509 - Philosophy
of Education
5 hrs. PSY 520 f
Developmental
Psychology
5 hrs. PSY 515-
Educational
Psychology
5 hrs.
5 hrs.
5 hrs.
0 hrs.
15 hrs. EDU 579 - Student
Teaching
* Must pass TCT in Business Education before enrolling.
NOTE: Subject-matter courses should be completed first. A student may
substitute a graduate equivalent course for designated undergraduate
professional education courses after the completion of the undergraduate
subject matter courses.
After completion of the 110 hours in prerequisite, students are eligible
to begin the program in business education for the T-5 certificate.
Subject-Matter Courses
Principles of Accounting
Principles of Economics
Communications for Management
Law and Ethics in Business Environment
Typewriting (must include the advanced course)
(Other courses in accounting, marketing, management,
administrative systems)
Information Processing
Information Processing Concepts/Applications
Advanced Word Processing
Management Information Systems
Introduction to Business Information Systems
COBOL Programming
Administrative Office Management/Office Technology
50 hrs.
Business
Education
1996-98 Graduate Catalogue
59
English Education
Introduction he English education program (M.Ed.) is a fifth-year course of study
m for advanced preparation of secondary teachers of English and
others desiring to study in the field. The program requires a total of 60
quarter hours, a minimum of 35 in graduate English courses, including
ENG 500, and 25 in courses in education or related fields. Students must
remain in good academic standing in the program and are required to
pass a written comprehensive at the end of their course of study. The
program provides an opportunity for students to strengthen strategic
areas of preparation and relate coursework to classroom teaching and
learning experiences.
Objectives of 1. To increase the English teacher's knowledge of American and English
the Program literature, literary genres and literary criticism, including awareness of
minority and adolescent literature.
2. To enhance the English teacher's knowledge and understanding of
language learning and their relationships to various styles of teaching
and learning.
3. To improve the English teacher's competence in teaching communication.
4. To improve the English teacher's understanding of and competence in
developing effective curricula for secondary English.
5. To offer a sequential, holistic program of study which will strengthen
strategic areas in the preparation of the secondary English teacher and
provide opportunities for exploration of problems in teaching and learn-
ing English at the secondarydevel.
6. To provide an opportunity for the English teacher to increase competence
in other fields related to English, i.e., drama, speech and reading.
Admission to JA dmission to the English education program requires an undergraduate
the Program degree in English, or the equivalent, from an accredited college and
satisfactory scores on the Graduate Record Examination. When students
lack a sufficient background in English, they may be required to take addi-
tional undergraduate courses before beginning the M.Ed. program in Eng-
lish education. Students are also governed by the general admission
procedures and requirements for the M.Ed. degree program, and they
may matriculate in the English education program under the same
categories of admission.
Program Of Area A - Nature of the Learner and Learning Problems 5 hrs.
Study (Minimum of 5 quarter hours)
SPE 501 Exceptional Children and Youth
PSY 509 Introduction to Behavior Modification
PSY 515 Educational Psychology
PSY 529 Developmental Psychology
PSY 530 Adolescent Psychology
PSY 552 Conditions of Learning
PSY 555 Theories of Learning
Area B - Programs and Problems of the School 5 his.
(Minimum of 5 quarter hours)
EDU 504 History of Education
60
Schools & Departments
EDU 509
EDU 517*
EDU 524**
EDU 526
EDU 528**
EDU 538*
EDU 540
EDU 576*
RDE 504***
EDU 593
EDU 594
EDU 595
Philosophy of Education
Methods and Materials of Language, Literature
and Composition
Methods and Materials in Teaching English in the
Secondary School
Linguistics and the Teaching of English
Teaching Composition in the Secondary School
Curriculum Planning
Curriculum Principles
Problems of Teaching English
Methods and Materials of Reading in the
Secondary School
Internship I - Internship in the Secondary School
Internship II - Internship in the Secondary School
Internship III - Internship in the Secondary School
Area C - The Teaching Field
(Minimum of 35 quarter hours)
EDU 500** Bibliography and Research Methods
ENG 501 Restoration and Eighteenth Century Literature
ENG 502 Romanticism
ENG 504*** History of the English Language
ENG 506 Literature of the Seventeenth Century
ENG 507 American Fiction
ENG 508** Literary Criticism
ENG 510 Shakespeare
Tudor Poetry and Prose
Victorian Poetry and Prose
Victorian Fiction
Chaucer
Introduction to Linguistics
Advanced Grammar and Syntax
ENG 615** Advanced Exposition for Teachers
ENG 621 Old English Literature
Modem Drama
Modem British Literature
American Poetry
Early American Literature
American Romanticism
American Realism and Naturalism
Southern Literature
Modern American Fiction
Major American Writers
Afro-American Literature
Afro-American Novel
Afro-American Drama
Contemporary Literature
ENG 532
ENG 603
ENG 605
ENG 606
ENG 609
ENG 612
ENG 650
ENG 670
ENG 680
ENG 681
ENG 683
ENG 684
ENG 685
ENG 686
ENG 689
ENG 690
ENG 692
ENG 694
ENG 6961
Area D - Research
(Minimum of 5 quarter hours)
EDU 500*** Educational Statistics
EDU 501** Methods of Research in Education
Area E - Related Areas
(Minimum of 5 quarter hours)
35 hrs.
5 hrs.
5 hrs.
1996-98 Graduate Catalogue
61
Special
Requirements
EDU 513*
ENG 514
ENG 515*
EDU 516
EDU 518
ENG 519
ENG 523
EDU 524
EDU 525
ENG 526
EDU 576
Social Dialects and Language Learning
Literature for Middle Childhood
Adolescent Literature
Critique of Children's Literature
Methods and Materials of Language Arts in the
Elementary School
Language Study for Middle Childhood
Oral and Written Composition for Middle Childhood
Methods and Materials in Teaching English
in the Secondary School
Teaching English as a Second Language
Linguistics and the Teaching of English
Problems of Teaching (Composition)
Area F - Electives
MDE 500 Introduction to the Selection of Print and Non-Print Materials
MDE 530 Selection and Utilization of Media
* Program must include one of these courses
** Required course
***Required unless previously fulfilled
Comprehensive Examination Policies
I. Objectives of the Comprehensive Examination in English
The comprehensive examination in English has the following
objectives. A student must:
1. Demonstrate an acceptable knowledge of research methods in
English, resources for English studies and approaches to literary
criticism, including the ability to apply these in research.
2. Demonstrate a general knowledge of the bodies of American and
English literature and specific knowledge of the literary periods in
which courses have been taken.
3. Demonstrate an acceptable level of mastery of written
communication skills.
Students preparing to take the comprehensive examination in
English may secure copies of previous examination questions from
the department.
II. Number of Hours and Academic Average Required
A student must have completed (or be completing) 55 quarter hours
and have an overall average of "B" before being eligible to take the
comprehensive examination in English. Additionally, the student should
have completed (or be completing) the 35 quarter hours required in the
teaching field (Area C).
III. Required Courses
A student must have completed (or be completing) the following
required courses in the teaching field (Area C) before being eligible to take
the comprehensive examination in English:
ENG 500 Bibliography and Research Methods 5hrs.
ENG 508 Literary Criticism 5 hrs.
ENG 615 Advanced Exposition for Teachers 5 hrs.
Two American Literature courses 10 hrs.
Two English Literature courses, one of
which must be pre-1900 10 hrs.
IV. Number of Attempts
A student is eligible to take the comprehensive examination in English
three times prior to termination from the program.
62
Schools & Departments
V. Evaluation of Comprehensive Examination in English
The comprehensive examination in English is evaluated by a
committee of faculty members who teach graduate courses in the
Department.
A student who takes the examination receives either a pass or fail and
must pass all parts of the examination, demonstrating competence in each
area.
VI. Reexamination
A student who fails any portion of the examination must retake the
entire examination. No additional coursework, however, is required.
Mathematics
Education
The M.Ed. degree in secondary education with a concentration in
mathematics leads to the T-5 certificate in mathematics. The program is
designed to give the student experiences which lead to an in-depth knowledge
of mathematics in the areas of algebra, real analysis and geometry. The
students also receive a broad knowledge of other areas of mathematics such as
statistics, computer literacy, and applications of mathematics.
The successful completion of the TCT in the area of mathematics and a
comprehensive examination are requirements of this program. Successful
completion of the TCT in the area of mathematics is also a requirement for
taking the comprehensive examination.
The student must confer with his/her advisor to design a planned pro-
gram. The planned program may include some undergraduate courses for
those students who do not have an undergraduate degree in mathematics.
The program requires a minimum of 60 quarter hours to complete.
Area A - Nature of the Learner 5 hrs.
(Minimum of 5 quarter hours)
PSY 515 Educational Psychology 5 hrs.
PSY 552 Conditions of Learning 5 hrs.
Area B - Programs and Problems of the School 5 hrs.
(Minimum of 5 quarter hours)
EDU 538 Curriculum Planning 5 hrs.
EDU 509 Philosophy of Education 5 hrs.
Area C - Teaching Field 25 hrs.
(Minimum of 25 quarter hours)
MTH 512 Fundamental Concepts of Real Analysis 5 hrs.
MTH 520 Linear Algebra 5 hrs.
MTH 521 Modem Algebra I 5 hrs.
MTH 571 Modem Geometry 5 hrs.
MTH 643 Introduction to Point Set Topology 5 hrs.
MTH 509 BASIC for Teachers 5 hrs.
EDU 531 Mathematics Concepts for Secondary School
Education 5 hrs.
or
Introduction
Program of
Study
63
1996-98 Graduate Catalogue
EDU 533 Methods and Materials in Teaching Secondary
School Mathematics 5 hrs.
Area D - Research 5 hrs.
(Minimum of 5 quarter hours)
EDU 501 Methods of Research in Education 5 hrs.
Area E - Electives 10 hrs.
(Minimum of 10 hours)
Courses chosen from mathematics and Area C.
Music Education
(T-5 Certification Program - Minimum 60 Hours)
The program in Music Education is designed to nurture scholarship,
encourage creativity and be receptive to the practical needs of the post
graduate student. The program provides an opportunity for students to
pursue independent projects that focus on personal needs or areas of interest.
All students seeking a degree in Music Education are required to take a
placement examination in music theory, music history and pass an
audition in their respective performance area. In addition, students who
enter the program are expected to have either a T-4 certificate in music or
equivalent coursework to qualify for a T-4 certificate. Students who do not
qualify for a T-4 certificate will need to take approved courses to be
admitted to the graduate program in music education.
Upon satisfactory completion of the music program, the student should
be able to:
1. Demonstrate the ability to do critical thinking and scholarly writing
through selecting areas of interest, researching topics and reporting
findings in an organized, systematic and logical manner.
2. Identify crucial or relevant issues in music education of current interest
at the district, state and national levels and report the same through
class discussions and research papers.
3. Communicate an awareness of concepts as advanced by leading
writers and/or speakers in the field of aesthetics and music education.
4. Provide a more in-depth analysis of fundamental problems in music
education, with suggestions for improving musical values.
5. Evaluate measures of musical aptitude and achievement.
6. Critically appraise reference works in music education in order to
utilize them effectively.
7. Recognize and evaluate specific methods, teaching tools, and musical
devices as being part of a larger method or system.
8. Formulate predictions about trends/directions in music education -
based upon past experience(s).
9. Apply theories of learning to practical problems in music education.
10. Engage in professional dialogue with increasing confidence and
authority.
11. Express a rational prospectus relative to the growth and development
of music education in the United States.
Schools & Departments
In partial fulfillment of the requirements for the M.Ed. degree in music
education, students are required to satisfactorily pass a comprehensive
examination and a teaching demonstration.
These may be administered during the final two quarters of the
program. A student is only eligible to take the comprehensive examinations
if the grade point average is 3.0 or higher. Failure to pass on the third
attempt will result in automatic termination from the degree program.
Area A - Nature of the Leamer/Leaming Problems
(20 hours required unless previously taken)
EDU 500* Statistics
SPE 501 Exceptional Children
MUS 540 Foundations/Graduate Study
Elective
20 hrs.
5 hrs.
5 hrs.
5 hrs.
5 hrs.
Comprehensive
Examination
Policy
Planned
Program for
Music
Education
Area B - Musical Studies 19 hrs.
(19 quarter hours required and to be taken from
courses sugested below or others appropriate to the program)
MUS 509 Ensemble 1 hrs.
MUS 515 Harmony 5 hrs.
MUS 516 Sight Singing/Dictation 5 hrs.
MUS 533 Music History I 5 hrs.
MUS 534 Music History II 5 hrs.
MUS 535 Contemporary Music 3 hrs.
MUS 549 Advanced Form and Analysis 3 hrs.
MUS 600 Graduate Applied Concentration 2 hrs.
MUS 603 Analysis/Musical Styles 3 hrs.
Area C - Professional Studies 16 hrs.
(16 quarter hours required and to be taken from
courses suggested below or others appropriate to the program)
MUS 523 Special Problems/Music Education 5 hrs.
MUS 54l|?' Advanced Studies/General Music 5 hrs.
MUS 543 Music/Early Childhood 5 hrs.
MUS 548 Studies/Musical Aesthetics 5 hrs.
MUS 641 Directed Study 5 hrs.
MUS 646 Practicum in College Teaching 5 hrs.
Area D - Research Studies 5 hrs.
(5 quarter hours required)
EDU 501 Methods of Research 5 hrs.
Total 60 hrs.
Science Education
The Department of Natural Sciences of the School of Arts and Sciences
believes that students should be provided with quality and quantifiable
learning experiences needed for professional competence and to become
productive citizens in a highly technical society. The Department is
determined to meet the needs of the students that we serve. Consequently,
Introduction
65
1996-98 Graduate Catalogue
science education graduates will be able to master the many academic and
professional challenges found in the workplace.
This program is designed for persons holding T-4 certification or who
have completed basic prerequisite coursework in science education. This
program leads to T-5 certification in science education.
The goals of the Department of Natural Sciences are as follows: to help
students understand the basic concepts and principles inherent in the body
of knowledge of science; to allow students the opportunity to become
familiar with and comfortable using the scientific method; to help develop
rational thinking in our students (science is a cognitive tool used in all
intellectual endeavors); to sensitize our future citizenry concerning the role
that science and technology plays in our modem society; to foster interests,
appreciation, positive attitude, and cultural values in harmony with the
scientific enterprise; to prepare students for entrance into graduate and
professional schools; to prepare students for professional employment in
the sciences, and teaching in the areas of biology and chemistry. The
degree requires 60 credit hours, with 25 hours in the cognate field.
Comprehensive n partial fulfillment of the M.Ed. degree in science education, students
Examination u are required to pass a comprehensive examination. This examination is
administered the quarter of expected graduation or upon completion of
required coursework. A student is only eligible to take the comprehensive
examination if his/her grade point average is 3.0 or higher in Area C of the
degree planned program. Students may not take the comprehensive exami-
nation more than once in an academic quarter. A third failure on the
comprehensive examination results in automatic termination from the
degree program.
The purpose of the comprehensive examination is to assess the
student's knowledge of learning experiences that have been introduced in
the Master's Degree in Science Education (Biology and Chemistry)
Programs. The exam will address specific objectives from the cognate field.
Planned ^Phe master's degree in science education has an emphasis in biology and
Program of I an emphasis in chemistry.
Study
=====s= Area A* - Nature of the Learner 5 hrs.
(Minimum of 5 required)
PSY 515 Educational Psychology 5 hrs.
PSY 530 Adolescent Psychology 5 hrs.
PSY 552 Conditions of Learning 5 hrs.
Area B* - Program and Problems of the School 5 hrs.
(Minimum of 5 hours required)
EDU538 Curriculum Planning 5 hrs.
EDU540. Curriculum Principles 5 hrs.
EDU 570** Strategies of Instruction in Science 5 hrs.
Area C - Teaching Field Courses*** 25 hrs.
(Minimum of 25 hours required; 10 hours in core and
15 hours to be selected from the list of elective courses).
66
Schools & Departments
Cognate Fields (Core)*** lOhrs.
(Minimum of 10 hours from Biology or Chemistry)
BIO 501 Selected Topics in Botany . 5 hrs.
BIO 502 Selected Topics in Zoology 5 hrs.
BIO 503 Selected Topics in Human Biology 5 hrs.
CHM 501 Inorganic Chemistry 5 hrs.
CHM 502 Organic Chemistry 5 hrs.
CHM 503 Analytical Chemistry 5 hrs.
Other teaching fields courses will be selected from
courses listed within the cognate areas with the
approval of the advisors. 15 hrs.
Area D - Research and Statistics 5 hrs.
(Minimum of 5 quarter hours)
EDU 500+ Education Statistics 5 hrs.
EDIJ:5V01** Methods of Research in Education 5 hrs.
Area E - Electives ( 5 hrs.
(Minimum of 5 quarter hours)
SPE 501^: Exceptional Children and Youth 5 hrs.
Total 60 hrs.
* Minimum of 15 quarter hours from Areas A & B.
** Required course.
*** Minimum of 25 quarter hours from Area C (10 hours of core courses are required). In
chemistry program, core courses may be omitted if a departmental proficiency exam is passed.
The student would complete 25 hours of advanced courses.
t Required for research course. Course requirements can be satisfied by passing examination.
X Required only if not previously fulfilled.
DEPARTMENT OF
NURSING
Master of Science
in Nursing
The graduate program in nursing is built on the bachelor of science in
nursing degree. The program is designed to prepare students who are
highly knowledgeable in advanced clinical nursing and whose education
will enable them to make a significant contribution to health care.
The purposes of the master's program are to prepare students for
the following:
1. Advanced practice nursing roles: family nurse practitioner, clinical nurse
specialist or nursing administrator.
2. Beginning researcher.
3. Individual highly knowledgeable and capable of influencing policy-
making that impacts on health care delivery.
Introduction
1996-98 Graduate Catalogue
67
Terminal
Objectives
Upon completion of the master's of science in nursing degree, the
graduate will be able to:
1. Critically analyze health care data in order to promote optimal health
care for clients.
2. Participate as a researcher and a consumer of research in advancing the
practice of nursing.
3. Synthesize knowledge of nursing science and technology to enhance the
practice of nursing.
4. Exhibit expertise in a functional role option chosen: family nurse
practitioner, clinical specialist, nurse administrator.
5. Engage in scholarly activities that promote professional nursing and
improve health care.
6. Exhibit expertise in integrating knowledge of behavioral and natural sci-
ences, humanities, and nursing science to support advanced nursing
practice and role development.
Admission elected general admission criteria include a B.S. in nursing, a 3.0 GPA,
Requirements ^9GRE of 800 or MAT of 44 and completion of specific prerequisite
undergraduate nursing courses (health assessment, nursing research,
pathophysiology, statistics). There are three types of admission for
applicants interested in pursuing the master's of science degree: regular,
provisional and non-degree.
Regular Admission
The applicant has met all admission requirements and is admitted to
the graduate nursing program with full graduate status.
Provisional Admission
The applicant who does not meet in full the requirements for
unconditional admission may be referred to the Graduate Admission's
Committee in Nursing for recommendations pertaining to acceptance. In
some instances, the applicant may be required to fulfill prerequisites
designated by the Committee. Once an applicant is admitted to the
program, certain conditions must be met before achieving full graduate
status. These conditions are discussed with the student during an
admission interview with the coordinator of the graduate nursing
program. No more than 15 hours of graduate courses may be completed
in this category. The applicant admitted to this category is required to
maintain a 3.00 GPA in the first 15 hours of graduate courses prior to
changing to regular admission status. Unless the student maintains a min-
imum 3.00 GPA, he/she will be asked to withdraw from the program.
Non-Degree Admission
Where deficiencies exist, the applicant may be admitted as a non-
degree student on the condition that specific undergraduate courses are
completed before qualifying for regular graduate admission. An applicant
admitted in this category must complete all admission requirements before
qualifying for full admission status. An applicant admitted to this
category is required to maintain a 3.00 GPA on all courses attempted. All
conditions to be met while in this admission status are discussed during
an admission interview with the coordinator of the graduate nursing
program. No more than 15 hours of graduate courses can be taken while
in this category.
68
Schools & Departments
Special Admission
This category is provided to accommodate the applicant who has the
potential for graduate study, but at the time of application, does not
intend to seek a graduate degree; or the applicant who wishes to take a
specific course for personal enrichment or job-related requirements. A
student is admitted to this status at the option of the Department of
Nursing when adequate space is available. A student seeking regular
graduate admission status is given preference when the number of
applicants to be accepted is limited.
An Albany State University undergraduate student with senior
standing may register for graduate courses if the following conditions
are met:
1. The student has a minimum overall 3.0 grade point average.
2. The Vice President for Academic Affairs approves the academic
department's recommendation for the student to enroll in graduate
courses. (Such approval is granted on a quarter-to-quarter basis;
continued enrollment is not provided.)
3. The student limits his/her graduate enrollment to a total of 15 quarter
hours of study. No more than 10 quarter hours of graduate study may be
undertaken in a given quarter.
4. During the quarter in which graduate enrollment is allowed, the
student's registration is limited to a total of 15 quarter hours (combined
graduate and/or undergraduate hours).
An undergraduate student from another institution is not admitted to
graduate nursing courses at Albany State University. Admission to the spe-
cial admission category does not warrant or secure admission to the
Graduate Nursing Program.
Within the first 15 quarter hours of study, the student is required to
complete a planned degree program of study with the advice and
approval of the coordinator of graduate studies. Copies of this planned
degree program will be filed with the Graduate School, the Department of
Nursing, and the Registrar's office.
Curriculum
The curriculum for each area of concentration consists of a minimum of
65 quarter hours.
I. Core Requirements (25 hours)
(Core courses - all students)
NUR 500 Theoretical Basis for Nursing Practice 5 hrs.
NUR 519 Nursing Role Seminar 3 hrs.
NUR 521 Nursing Clients of Diverse Cultures 5 hrs.
NUR 560 Advanced Research 5 hrs.
NUR 562 Nursing Research Seminar 2 hrs.
NUR 600* Pathophysiological Concepts of Advanced
Nursing Practice 5 hrs.
Planned
Program off
Study
Program off
Study
* Not required for Nursing Administration majors.
II. Area of Specialization (Advanced Practice Role) (30-35 hours)
Family Nurse Practitioner: Vulnerable Communities (minimum of 40 hours)
NUR 525 Advanced Pharmacology 3 hrs.
or
NUR 526 Pharmacology in Advanced Nursing Practice 5 hrs.
69
1996-98 Graduate Catalogue
NUR 551 Family Primary Health Care 5 hrs.
NUR552 FNPI-Child Health 6 hrs.
NUR 553 FNP II - Women's Health 6 hrs.
NUR 555 FNP m-Adult/Older Adult 7 hrs.
NUR 556 Health Promotion Seminar 3 hrs.
NUR 610 Practicum 5 hrs.
NUR 620 Thesis/Project 5 hrs.
Electives: Optional, 4-18 hrs. (NUR 554, NUR 557,
NUR 558, NUR 559) See course description section.
Clinical Nurse Specialist: Vulnerable Communities (minimum of 40 hours)
NUR 516* Instructional Strategies 5 hrs.
NUR 522 Seminar Management Strategies 3 hrs.
NUR 530 Community Health I 5 hrs.
NUR 534 Teaching Strategies 2 hrs.
NUR 540 Community Health II 5 hrs.
NUR 570 CNSffl Community Health 5 hrs.
NUR 571 CNSII - Community Health 5 hrs.
NUR 605 Epidemiology 5 hrs.
NUR 610 Practicum 5 hrs.
NUR 620 Thesis/Project 5 hrs.
EDU 540/
EAS 515* Curriculum Principles/Curriculum & Instruction 5 hrs.
NUR 516* Instructional Strategies 5 hrs.
or Elective 5 hrs.
NUR 522 Seminar Management Strategies 3 hrs.
NUR 534 Teaching Strategies 2 hrs.
NUR 535 Parent Child I 5 hrs.
NUR 545 ,arent Child II 5 hrs.
NUR 5'7'2V . CNS I - Parent Child Health 5 hrs.
NUR-573? ; CNS II - Parent Child Health 5 hrs.
NUR 610 Practicum 5 hrs.
NUR 620 Thesis/Project 5 hrs.
BIO 506 Genetics 5 hrs.
EDU 540/
EAS 515* Curriculum Principles/Curriculum & Instruction 5 hrs.
NUR 516* Instructional Strategies 5 hrs.
Elective 5 hrs.
Nursing Administration: Vulnerable Communities (minimum of 45 hours)
NUR 524 Theories of Nursing Administration 5 hrs.
NUR 610 Practicum 5 hrs.
NUR 620 Thesis/Project : : 5 hrs.
MGT 700/
PAD 542 Personnel Administration 5 hrs.
MGT 763/
PAD 510 Organizational Behavior 5 hrs.
PAD 580/PAD 578/
PAD 582 Public Policy/Introduction to Public Policy/
Public Program Evaluation 5 hrs.
PAD 584 Health Care Delivery Organization 5 hrs.
FIN 735/
PAD 532 Financial Management/Health Care Finance 5 hrs.
Elective 5 hrs.
* Designed for the Educator's Role.
70
Schools & Departments
Comprehensive examinations are required of the student who has
completed course work and has attained a cumulative GPA of 3.00 or
greater. The examinations are designed to test the ability of the student to
articulate ideas in a scholarly manner in the core, research, and major areas
of concentration.
The student will write a preliminary exam after completion of the grad-
uate core courses which will include the theory, research, role and culture
courses. A student who does not pass the examination may be required to
complete additional study before retaking the exam. If, on the third
attempt, a student fails to pass the examination, he/she will not be
permitted to continue in the program. Each area of concentration in the
graduate program will administer a content specific comprehensive exami-
nation after the student has completed the specialty courses.
The examination will be administered only once in any given quarter
and the student will be notified no later than the second week of the
quarter as to the date, time and place of examination.
Comprehensive
Examination
Policy
An applicant to the graduate nursing program may challenge the pre-
requisites of health assessment and pathophysiology. Evidence of
related work experience with supporting documents must be provided.
Request for permission and approval to challenge the above courses
must be obtained the quarter before the course is offered. The schedule of
course offerings can be obtained from the Department of Nursing. In order
to receive a grade, the student must register for the course and pay all
required fees for the quarter in which the course is scheduled to be taught.
Failure to successfully complete the challenge exam on the first try will
necessitate a student taking the course. A copy of course outlines and
names of textbooks for the courses listed above may be obtained from the
course instructors.
Procedure for
Challenging
Prerequisite
Courses
To earn the master's of science in nursing degree, a student must meet Degree
the criteria identified below: Requirements
1. Earn a 3.00 grade point average calculated on all graduate work attempt-
ed, including transfer credit approved in advance of enrollment.
2. Earn 50 of the 65 hours required for the degree in residence at Albany
State University.
3. Pass a written comprehensive examination.
4. Complete a thesis or major research project.
5. Complete all requirements for the degree within six years of time of ^
first enrollment.
MASTER OF PUBLIC
ADMINISTRATION
DEGREE
The Master of Public Administration (M.P.A.) degree program is a Introduction
graduate professional degree program offered by the Department of ~
71
1996-98 Graduate Catalogue
History and Political Science. The program requires a total of 63 quarter
hours, with a minimum 33 hours of required core courses in public
administration. Students whose concentration is Community and Economic
Development must complete a total of 68 quarter hours. The program
offers six concentrations - general management, human resources manage-
ment, fiscal management, public policy, community and economic
development and an emphasis in health administration and policy. The
program is designed to train persons to work in government and non-
profit management at the community, state and federal levels.
Objectives of ^Fhe program provides training and research to its constituencies that
the Program I will do the following:
1. Improve the quality of professional leadership in public policy
administration and affairs;
2. Prepare students for positions as administrators in the public sector and
non-profit organizations;
3. Prepare students for other public service-related careers.
Admission to JHk dmission to the M.P.A. program may be completed through the Office
the Program Admissions at Albany State University. Applicants to the M.P.A.
Program must meet the general requirements for admission to graduate
studies and satisfy 30 quarter hours of background-related courses in the
following areas:
Economics-related courses 5 hrs.
Courses in statistical methods for
social or behavioral sciences 5 hrs.
Law-related courses 5 hrs.
American government and politics-related courses 10 hrs.
Basic computer literacy and word processing
using WordPerfect courses 5 hrs.
Students who are deficient in M.P.A. prerequisites are expected to
enroll as either non-degree or provisional status students while they make
up their deficiencies.
Program of he requirements for the Master of Public Administration Degree are:
Study
1. A minimum of 63 quarter hours of graduate coursework, at least 50 quar-
ter hours of which shall be taken in residence at Albany State University.
2. A minimum cumulative grade point average of 3.0 in courses distributed
as follows:
Core Courses (required of all) 33 hrs.
Courses in Concentration 15 hrs.
Internship 5 hrs.
Action Report (Mini-Thesis) 5 hrs.
PAD 601 Computer
Applications in Public Administration 5 hrs.
72
Schools & Departments
Core Courses (33 hours)
Core courses shall provide common curricular components to each
student with a basic understanding of the environment of public policy
and the ability to deal with:
Political and legal institutions and processes; .
Economic and social institutions and processes;
Organization and management concepts including human resource
administration
Concepts and techniques of financial administration;
Techniques of analysis, including quantitative, economic and statistical
methods.
Core Courses are:
PAD 501 Public Administration:
Scope and Development of the Profession 5 hrs.
or
MGT 610* Introduction to Public Administration 5 hrs.
PAD 510 Organizational Behavior and Management in
Public Agencies: Concepts and Theories 5 hrs.
or'
MGT 764* Organizational Behavior 5 hrs.
or
MGT 584** Health Care Delivery Organization 5 hrs.
PAD 521 Legal and Ethical Environments of Public
Administration 3 hrs.
PAD 526 Public Personnel Administration 5 hrs.
or
MGT 700* Personnel Administration 5 hrs.
PAD 530 Introduction to Public Budgeting 5 hrs.
or
ECO 642* Public Finance 5 hrs.
or
PAD 532** Foundation of Health Care Finance 5 hrs.
PAD 578 Introduction to Public Policy 5 hrs.
or
PAD 538** Introduction to Health Care Administration
and Policy 5 hrs.
PAD 610 Research Design in Public Administration 5 hrs.
* Courses crosslisted with the School of Business Courses.
** Required courses for Emphasis in Health Administration and Policy Program.
Concentrations
A. Concentration in Human Resources Management
(15 hours from the following courses):
PAD 542 Personnel Management I 5 hrs.
PAD 543 Personnel Management II 5 hrs.
PAD 545 Collective Bargaining and Labor 5 hrs.
or
MGT 615* Labor-Management Relations and Public Policy 5 hrs.
PAD 620 Administrative Law 5 hrs.
PAD 621 Legal Aspects of Public Personnel Relations
in the Public Sector 5 hrs.
PAD 660 Issues in Public Human Resources Management 5 hrs.
PAD 665 Group Dynamics and Leadership 5 hrs.
1996-98 Graduate Catalogue
73
B. Concentration in Fiscal Management
(15 hours of courses selected from the following):
PAD 531 Public Budgeting Theory and Practice 5 hrs.
or
FIN 754* Government Budgeting and Finance 5 hrs.
PAD 535 Non-Profit and Public Agency Accounting
and Control Techniques 5 hrs.
PAD 563 State and Local Finance in the United States 5 hrs.
PAD 564 Financial Management Decisions in the
Public Sector 5 hrs.
PAD 648 Seminar: Practicum in Public Budgeting 5 hrs.
PAD 649 Seminar: Practicum in Public Budgeting 5 hrs.
PAD 650 Computer Concepts and Applications for
Management in the Public Sector 5 hrs.
C. Concentration in Policy Analysis and Evaluation
(15 hours of courses from the following):
PAD 509 The Presidency' 5 hrs.
PAD 580 Public Policy 5 hrs.
PAD 581 Federalism/Intergovemmental Management 5 hrs.
PAD 582 Public Program Evaluation 5 hrs.
PAD 583 Seminar in Community Planning 5 hrs.
PAD 584 Health Care Delivery Organization 5 hrs.
PAD 586 Social Impact Assessment 5 hrs.
PAD 587 Presidential Policy-Making 5 hrs.
PAD 588 Technology and Public Policy 5 hrs.
PAD 611 Quantitative Analysis in Public Administration 5 hrs.
PAD 651 Directed Independent Policy Studies I 5 hrs.
PAD 652 Directed Independent Policy Studies II 5 hrs.
D. Concentration in General Management
PAD 620 Administrative Law 5 hrs.
PAD 582 Public Program Evaluation 5 hrs.
Five hours from the following courses:
PAD 509 The Presidency 5 hrs.
PAD 520 American Political and Administrative Systems 5 hrs.
PAD 531 Public Budgeting Theory and Practice 5 hrs.
PAD 542 Personnel Management I 5 hrs.
PAD 543 Personnel Management II 5 hrs.
PAD 545 Collective Bargaining and Labor 5 hrs.
PAD 665 Group Dynamics and Leadership 5 hrs.
E. Emphasis in Health Administration and Policy
(30 hours including 15 hours in Core identified above)
(15 hours from the following):
PAD 585 Health Care Delivery for Specialized Groups 5 hrs.
PAD 622 Legal Issues in Health Care Policy 5 hrs.
Five hours from the following courses:
PAD 579 Health Policy and Politics 5 hrs.
PAD 645 Financial Management of Health Organizations 5 hrs.
F. Concentration in Community and Economic Development
(20 hours from the following):
PAD 579 Non-Profit and Public Agency Accounting and
Control Techniques 5 hrs.
PAD 563 State and Local Finance in the United States 5 hrs.
PAD 583 Seminar in Community Planning 5 hrs.
PAD 611 Quantitative Analysis in Public Administration 5 hrs.
G. Other required courses: (15 hours from the following):
PAD 601 Microcomputer Application for Public
Administration 5 hrs.
PAD 670 Internship (Pre-Service)
or PAD 651/652
Directed Independent Policy Studies I or II 5 hrs.
PAD 690 Action Report (Mini-Thesis) 5 hrs.
Admission to Candidacy
Students enrolled in the M.P.A. courses who intend to pursue the
M.P. A. degree must file for, and be admitted into, candidacy upon comple-
tion of 35 quarter hours. Only 15 quarter hours of coursework in which the
student earned B or better in non-degree and/or 15 quarter hours of
coursework taken iri provisional status may be counted toward candidacy.
Comprehensive Examination
In partial fulfillment of the requirements for the M.P.A. degree,
students are required to complete a comprehensive examination over the
33 quarter hour Core Course area. The comprehensive examination will be
administered by the Department. Students are expected to apply to take
the comprehensive examination the quarter before they wish to take it. A
student may take the comprehensive examination once per quarter and for
a maximum of three times before dismissal from the program.
Action Report
Students are expected to complete and orally defend an Action Report
(Mini-Thesis) with a grade of not less than "B". This requirement will be
completed in connection with enrollment in the course PAD 690 Action
Report (5 quarter hours).
Special
Requirements
1996-98 Graduate Catalogue
75
76
Course
Descriptions
CONTENTS
Accounting....................... .........78
Business Administration.......................78
Business Education ...........................79
Criminal Justice .............................80
Curriculum................................ ..82
Early Childhood Education.....................83
Economics.............1.......................85
Education............................. 85
Educational Administration
and Supervision..................... ...85
English Education................... ........88
Finance.......................................89
Health and Physical Education.................90
Management.................................. 91
Marketing................................. 92
Mathematics Education.......................93
Middle Grades Education.....................95
Modern Languages.......................... 97
Music Education........................... 98
Nursing................... ......V....,.1Q1
Psychological Foundations................ 104
Public Administration.................. 105
Research and Statistics....................109
School Counseling..........................110
Science Education........................ 112
Social Foundations.........................115
Special Education..........................116
1996-98 Graduate Catalogue
77
Accounting
ACC 604 5(5-0)
Auditing
Principles and problems of auditing
financial statements with emphasis on GAAS,
rules of conduct, code of ethics, internal control
and the audit report.
ACC 605 5(5-0)
Automated Accounting
A study of the principles and practices of .
accounting through the use of the computer
which provides for extensive study through the
use of the computer. Extensive student use of
data processing techniques for all levels of
accounting.
ACC 606 5(5-0)
Cost Accounting II
Study of specialized areas of cost determina-
tion. Direct, differential, marginal costing and
cost-price problems, performance measurement,
operating and accounting controls. An introduc-
tion to cost accounting literature.
ACC 608 5(5-0)
Municipal Accounting
Fund theory and practice involved in
budgeting, recording and reporting for state and
local governments and not-for-profit institutions.
ACC 610 5(5-0)
Financial Accounting III
An in-depth study of the nature, conditions
resulting in dissolution and procedure in
liquidation of partnerships including install-
ment liquidations and joint ventures. Account-
ing practice relative to installment sales and
consignments.
ACC 611 5(5-0)
Financial Accounting IV
A study of various acceptable accounting
practices for home office and branch operations;
for business combinations-mergers and consoli-
dations; for consolidated financial statements;
and for foreign operations.
ACC 650 5(5-0)
Tax Accounting I
A study of income concepts as related to
income tax laws, personal exemptions, de-
ductions, gains and losses, depreciation and tax
research. Prerequisite: ACC 302, MGT 304.
ACC 651 5(5-0)
Tax Accounting II
A study of inventory evaluation methods;
accounting procedures under tax law; install-
ment and deferred payment sales; tax law and
computation for partnerships, corporations,
estates and trusts; social security taxes;
unemployment taxes; estate and gift taxes.
ACC 680 5(5-0)
Accounting Seminar
A study of early attempts to develop account-
ing theory and examination of accounting theory
with emphasis on accounting objectives; a discus-
sion of the concepts of cost, revenue, income,
assets and equities. Oral and written reports will
be the foundation of class discussions.
ACC 703 5(5-0)
Accounting Analysis for Decision Making
A study of accounting data and their uses
with the goal of aiding management in the use
of such data for decision making.
ACC 796 5(5-0)
Directed Study in Accounting
Special projects undertaken by MBA
students under the direction of graduate
faculty. Prerequisite: Consent of instructor.
Business
Administration
BUS 610 5(5-0)
The Legal Environment of Business
Develop an understanding of the inter-
relationships of law and society and an aware-
ness of the need to recognize the conflicting
rights and duties which lead to the formation of
law, together with the impact such law has on
the business community.
78
Course Descriptions
BUS 620 5(5-0)
Small Business Counseling
Involves the student under faculty super-
vision in current, real-life small business
problem-solving situations. Actual cases
embrace marketing, finance, accounting and
management decisions.
BUS 630 5(5-0)
Seminar in International Business
A seminar in current topics, issues and
comparative analysis of international
economics, finance, management, marketing
and accounting.
BUS 790 5(5-0)
Business Policy
This capstone course, taken at or near the
end of the student's program, utilizing a
computerized business stimulation game, cases
and lectures. Opportunities are afforded for
application of interdisciplinary concepts to
realistic business situations. Emphasis is on cor-
porate strategy. Topics include environmental
factors, governmental regulations, social
responsibilities and the development of one's
own management philosophy. Prerequisite: 35
quarter hours of graduate business
administration courses.
Business
Education
BED 510 5(5-0)
Principles and Problems of
Business Education
A foundation course for graduate students
in business education and an orientation to
business education for students in other areas;
history, nature and purpose of business educa-
tion; business education curricula and basic
issues; materials and media in business;
performance objectives; and evaluation of
student achievement.
BED 537 5(5-0)
Improvement of Instruction in Shorthand
and Transcription
Improvement of instruction in shorthand
and transcription toward the use of research
findings in the field, the application of funda-
mental principles of the psychology of skill
building to teaching these courses and the most
effective utilization of the available resources
and teaching materials. Prerequisites: Knowl-
edge of shorthand and transcription.
BED 538 5(5-0)
Improvement of Instruction in Bookkeeping
and Accounting
Current practices and theories in the
teaching of bookkeeping and accounting;
curriculum implementation, course objectives,
content and layout and equipment; review of
accounting principles, concepts and controls.
Prerequisites: Knowledge of bookkeeping and
accounting principles.
BED 539 5(5-0)
Improvement of Instruction in Typewriting
Study of the development of methodology in
the teaching of typewriting based on the findings
of educational research and the contributions of
pioneer thinkers; status of typewriting in the
schools, enrollment trends and curriculum prob-
lems; course objectives, content, equipment and
teaching materials, motivation, speed building,
accuracy development; standards, evaluative
criteria and testing and grading. Prerequisites:
Knowledge of typewriting.
BED 540 5(5-0)
Improvement of Instruction in Office Practice
Study of the development of methodology
in teaching office practice based on educational
research and contribution of leaders; office
procedures, tasks and functions assigned to
secretarial, clerical and general office workers;
objectives, content, equipment, reference and
teaching materials and methods of evaluation.
Prerequisites: Knowledge of typewriting.
1996-98 Graduate Catalogue
79
5(5-0)
BED 541 5(5-0)
Improvement of Instruction in Basic Business
Study of the philosophy and objectives of
the basic business education curriculum.
Current teaching strategies and methods, mate-
rials and aids appropriate for use in these
courses and implications of current research for
instruction and curriculum development in
basic business and free enterprise education.
BED 545 5(5-0)
Introduction to Data Processing
Importance and function of data processing
in business, government and education; em-
ployment opportunities in data processing in
terms of the D.O.T. classification; common
language media, unit record equipment, inte-
gration of adding and calculating machines
with data processing equipment and basic prin-
ciples and types of computers.
BED 546 5(5-0)
Curriculum Construction in
Business Education
Theory of the process of curriculum
planning, factors which influence curriculum
construction, analysis of the competencies and
standards which must be achieved in business
education and specialized curricula designed to
produce vocational competency in major areas
of office employment.
BED 547 5(5-0)
Improvement of Instruction in
Business Communications
Preparation for teaching, including the
content, methods, activities and evaluation of
business communications; development of
teaching plans and materials.
BED 550 5(5-0)
History and Philosophy of
Vocational Education
Inquiry into the history and philosophy of
vocational business education; legislation, occu-
pational areas, selected issues, philosophical
postures and trends.
ECO 505
Contemporary Economic Problems
An intensive survey of the structure and
operation of the present-day American
economic system; designed for social science
and business education public school teachers.
Not allowed as coursework for business
administration students.
ECO 506 5(5-0)
Consumer Economic Problems
A highly integrated approach to relate
personal economic decision-making to the total
economy; special emphasis on analysis, inter-
pretation and application of economic
principles in the solution of consumer and
societal problems; designed for social science
and business education public school teachers.
Not allowed as coursework for business
administration students.
ECO 507 5(5-0)
Microcomputer Application for Teaching
Economic Concepts
An intensive survey of basic economic con-
cepts coupled with the techniques of using the
microcomputer in teaching; includes instruction
in writing a computer program and implement-
ing the use of the computer in teaching eco-
nomic concepts. Activities include preparing
teaching material (diskettes) for classroom use.
Criminal
Justice
CRJ 510 5(5-0)
Foundations of Criminal Justice
A survey of the total criminal justice system,
including crime causation, police, courts,
corrections and juvenile delinquency.
CRJ 520 5(5-0)
Fundamentals of Law
A study of substantive constitutional law as
it impacts police, prosecution, corrections and
the juvenile justice system.
80
Course Descriptions
5(5-0)
CRJ 530 5(5-0)
Philosophy of Criminal Justice
A philosophical examination of the ethical
aspects of criminal justice: the nature of law
and punishment, fhe conflict between due
process and crime control models of the
criminal justice system.
CRJ 540 5(5-0)
Organization and Administration in
Criminal Justice
A study of theories of bureaucracy, the exer-
cise of power and the functional relations
between police, courts and corrections.
CRJ 560 5(5-0)
Research Methodology in Criminal Justice
A study of theory construction, hypothesis
development, operationalization and modes of 1}
data collection.
CRJ 561 5(5-0)
Research Statistics in Criminal Justice
An examination of parametric and nonpara-
metric statistical methods, inferential statistics,
tests of significance and hypothesis testing are
examined. Prerequisite: CRJ 560.
CRJ 610 5(5-0)
Policing in a Democratic Society
A study of the conflict between individual
liberty and social control agencies, public accep-
tance of the order maintenance function of
police, the pros and cons of present limitations
on police authority.
CRJ 611 5(5-0)
The Social Service Role of Criminal
Justice Personnel
A study of the officer's role in the field of
social service to the community. Topics covered
will be human relations, social dynamics and
crisis management. Police responsibilities to the
elderly, juveniles and the mentally disturbed
will be stressed.
CRJ 612 5(5-0)
Law Enforcement Operations
An examination of law enforcement respon-
sibilities and the allocation of resources to meet
the role. Topics covered include managing
criminal investigations, patrol operations, crime
prevention, mass media relations and criminal
court procedures.
CRJ 620
Management Science
A study of policy implementation pro-
cedures in criminal justice and management
strategies to include: decision-making, communi-
cation, personnel and budgetary processes.
CRJ 621 - 5(5-0)
Law Enforcement Planning
A study of the history, function and
techniques of comprehensive planning in the
criminal justice system, including the role of
agency planners.
CRJ 640 5(5-0)
Foundations of Corrections
A survey of the history of punishment,
prisons and penology in America. The social,
intellectual and institutional environment in
which corrections evolved are discussed. Analy-
sis of the punishment experience as seen by
prison officials and offenders.
CRJ 641 5(5-0)
Administration of Psychological Tests
Supervised training in the administration,
scoring and interpretation of tests of intelli-
gence, aptitude, interest and personality.
Prerequisite: CRJ 560,561.
CRJ 643 5(5-0)
Rehabilitation and Treatment
Development of frame of reference for
rational treatment of offenders through
description, examination and practice of
treatment methods. Analysis of methods
employed by correctional institutions to
prepare inmates for reintegration into their
environment upon release.
CRJ 644 5(5-0)
Management of Correctional Institutions
An analysis of the organization and
management of various types of correctional
facilities. Focus on personnel selection and
training, legal and administration requirements,
security, maintenance, program implemen-
tation and staffing.
CRJ 670 5(5-0)
Advanced Criminology
An intensive study and critical analysis of
criminological theories and their contribution to
the discipline of criminal justice.
1996-98 Graduate Catalogue
81
5(5-0)
CRJ 671 5(5-0)
Comparative Criminal Justice Systems
The analysis of international criminal justice
systems. Emphasis on legal foundations,
current structures and strategies of crime
prevention and control.
CRJ 672 5(5-0)
Typologies of Crime and Criminal Behavior
The relationship between situational,
psychological and sociological correlates of
crime. Attention will be directed at how these
correlates explain individual offenses including
the felonies listed in the FBI Uniform Crime
Reports and other types of offenses.
CRJ 673 5(5-0)
Advanced Research Design
A study of the principles of quantitative and
qualitative research methodologies utilized in
criminal justice. Prerequisite: CRJ 560,561.
CRJ 674 5(5-0)
Applied Research Methods
Independent research performed by
students in the real world. The purpose of the
course is to apply principles, theories and
procedures to an actual research problem.
Prerequisite: CRJ 560,561.
CRJ 685 (1 to 10 quarter hours)
Graduate Seminars
A critical and analytical study of a contempo-
rary issue or controversy in criminal justice.
CRJ 690 (5 to 10 quarter hours)
Internship
Supervised work experience in local, state
or national organizations. Written objectives
and modes of evaluation shall be approved by
the faculty supervisor and department chair-
person prior to the beginning of the quarter.
Open only to graduate students who have
completed considerable work in the degree
program, who are in good academic standing
and who have demonstrated ability to profit
from professional practice experience.
CRJ 700
Thesis Seminar
The purpose of the thesis is to apply
theories and techniques to relevant questions in
the discipline of criminal justice. Students
should pose the research question in the context
of the police, the courts or corrections. The
thesis topic must be approved and evaluated by
the advisor. Prerequisite: Completion of
specialty courses and student should have
passed comprehensive examinations.
CRJ 701 5(5-0)
Thesis
This course includes the analysis of data
collected from appropriate research designs
including computer analysis and appropriate
statistical tests of significance, or a review of
literature and theories or concepts that lend
themselves to a thesis topic. Prerequisite: All
core courses, specialty courses and passed
comprehensive examinations.
Curriculum
EDU 538 5(5-0)
Curriculum Planning
(Repeatable in different areas)
Principles of curriculum planning and
development are applied to the specific
subtitled area.
EDU 540 5(5-0)
Curriculum Principles
Models for curriculum development and
the forces that bear on curriculum decision
making will be studied. This is the basic course
in principles of curriculum development for
graduate students, including those from diverse
backgrounds with a variety of career goals.
MGE 541 5(5-0)
Nature and Curriculum Needs
of the Middle Grade Student
This course provides the practitioner
and/or theorist with a thorough analysis of the
nature and curriculum needs of middle grade
students, including program rationale, goals,
curriculum development principles, organiza-
tional patterns and instructional alternatives.
82
Course Descriptions
Early
Childhood
Education
ECE 500 5(4-2)
Early Childhood Development
Advanced course in the physical, emotional,
social and intellectual development of infants
and young children through nine years of age
and in observations of children in this age period
for the purpose of applying principles and
plotting developmental changes. Observation-
laboratory experiences will be included.
ECE 509 5(5-0)
Theories, Design and Program Development
in Early Childhood Education
Provides for the analysis and evaluation of
the needs of both student and teacher in differ-
ential learning environments in the preschool-
primary grades in early childhood education.
Curricula design will address varied philoso-
phies, theories, methods of teaching and
supporting auxiliaries.
ECE 512 5(4-2)
Cultural Diversity in Early
Childhood Education
Educational programs for young children
with varied cultural and socio-economic
backgrounds. Opportunities will be provided
for analysis and evaluation of these programs
through selected field experiences.
ECE 514 5(4-2)
Organization and Administration of
Nursery Schools and Kindergartens
Investigates organizational plans of nursery
schools and kindergartens, including staffing,
housing, admissions, licensing, health policies,
school records, budgeting and school/communi-
ty relations. Resource personnel will include the
physician, nurse and nutritionist.
ECE 516 5(4-2)
Curriculum Procedures and Materials for
Early Childhood Education
Addresses curriculum, instructional proce-
dures and materials in early childhood
education. Topics include content appropriate
to pre-school programs complimenting varied
philosophies and theories.
ECE 518 5(5-0)
Issues in Early Childhood Education
This course will focus on current trends and
issues, historical, philosophical and sociological
influences that have shaped early childhood
education. Controversial issues and alternative
approaches to solve problems will be investigated.
ECE 520 5(5-0)
Language Development of Young Children
Focuses on the study of the nature of
language development and processing from
infancy to 9. Attention will also be given to the
relationship between stages of cognitive
development and the acquisition of speech-
sound categorization with emphasis on the
environmental and individual factors acting to
influence that language.
ECE 525 5(5-0)
Mathematical Experiences for Young Children
Theoretical viewpoints which have affected
the teaching of pre-mathematical and math
concepts. Innovative mathematics projects and
programs will be examined. Laboratory
experiences to be arranged.
ECE 527 5(5-0)
Science Experiences for Young Children
Theoretical viewpoints which have
affected the teaching of science concepts will be
reviewed. Curriculum, methods and materials
will be analyzed and evaluated in view of
current research and practices.
ECE 530 5(5-0)
Communicative Arts in Early
Childhood Education
Considers the role of oral and written
language in a child's life (birth-nine). A critical
examination will be made of the interrelatedness
of the speaking, listening, reading and writing
behaviors of children.
1996-98 Graduate Catalogue
83
ECE 535 5(5-0)
Reading in Early Childhood Education
Focuses on the teacher's task in early
childhood. Special attention to current
approaches and such aspects as introduction to
language symbols in the pre-school and the first
grade, readiness, motivation and individual
differences. The course includes relevant theory
and practical application of basic skills. Students
will work with materials and techniques on
various levels.
ECE 541 5(5-0)
Health and Physical Education for
Young Children
Advanced course which investigates the
importance of functional movement in early
childhood. Physical activities appropriate for
young children will be planned and imple-
mented. Experiences in movement education
and nutrition will also be provided.
ECE 545 5(5-0)
Infant Education
Theories and research in infant education.
Emphasis will be placed on development
during the first three years with intensive
observation of prenatal and postnatal develop-
ment. Observation and participation with
infants required. Prerequisites: Advanced child
growth and development.
ECE 550 5(4-2)
Social Studies in Early Childhood Education
Innovative techniques for teaching of social
studies. Curriculum, methods and techniques
will be analyzed and evaluated in view of
current research and practices. Field experiences
to include field testing social studies projects.
ECE 555 5(4-2)
Creative Experiences in Early
Childhood Education
Emphasizes a team teaching approach to the
study of the creative process by use of selected
topics of creative experiences in the living and
learning of children. Emphasis is also on the
philosophy, techniques and problems of provid-
ing creative experiences for young children.
Field laboratory experiences will be provided.
ECE 560 5(4-2)
Counseling in Early Childhood Education
Addresses a dual emphasis on under-
standing the theoretical basis of counseling and
on learning skills involved in helping relation-
ships with young children. Selected reading in
counseling theory and practices discussed. As
part of the skill-building process, students tape
counseling for presentation in class.
ECE 565 5(4-2)
Diagnosis and Remediation
Focuses on basic concepts in identifying and
correcting student difficulties in the areas of
math and reading. Techniques and procedures
will be presented and practiced through actual
tutoring of young children. Laboratory
experiences are required and will be arranged.
ECE 570 5(4-2)
Theories of Play
Analyzes the role of play in the cognitive,
effective and social development of children-
play and creativity. Emphasis is on the increased
understanding of the personal and educational
significance of children's behavior at play. Field
observation and analysis is required.
ECE 575 5(5-0)
Parent Involvement in the Early Years
A careful investigation of strategies to
involve parents in varied early childhood
programs. Emphasizes exploring the theoretical
and practical issues associated with parental
participation in early childhood education.
ECE 580 5(5-0)
Tests and Measurements in Early
Childhood Education
Provides an introduction and analysis of
major assessment instruments in the early
childhood curriculum. Active involvement in
constructing valid diagnostic teacher-made
assessment tools will be required.
ECE 581 5(5-0)
Evaluation of Research in Early
Childhood Education
Examines significant recent research in
early childhood to enable students to gain an
understanding of the conceptual and method-
ological basis of research. Students will be
expected to gain competence in the analysis and
interpretation of research. Prerequisite: ECE 580.
84
Course Descriptions
Economics
ECO 642 5(5-0)
Public Finance
Principles of taxation, American tax practice,
public borrowing and fiscal administration.
Prerequisite: Principles of Economics.
ECO 661 5(5-0)
International Trade and Finance
Theory of the international exchange of
goods and services. Some emphasis on current
problems and policy.
ECO 667 5(5-0)
Introduction to Econometrics
The mathematical formulation of economic
theories. The use of statistical procedures to
measure the theoretical relationships and to verify
or reject such theories. Prerequisite: ECO 302.
ECO 701 5(5-0)
Microeconomic Theory and Practice
A study of efficient allocation of resources by
the firm. The application of several decision-
making tools will be stressed. This course
assumes that the student has a basic knowledge
of elementary statistics and quantitative analysis.
ECO 702 5(5-0)
Macroeconomic Theory
An analysis of the national income accounts;
the determination of income, employment,
interest rates and the price level and macro-
economic goals and stabilization policies
designed to achieve those goals. Prerequisite:
Principles of Economics.
ECO 704 5(5-0)
Monetary Theory and Policy
The study of the financial system in a
modern economy and the use of monetary
policy as a tool of economic stabilization.
Prerequisite: ECO 702.
ECO 775 5(5-0)
Managerial Economics
Advanced analysis of rational decision-
making in a managerial context. Prerequisite:
ECO 701.
ECO 786 5(5-0)
Labor Economics
An historical, theoretical and pragmatic
approach to the nature of organized labor and the
relationships between labor and management.
ECO 789 5(5-0)
Directed Study in Economics
Directed research or readings in economics.
Education
EDU 528 5(5-0)
Teaching Composition in Secondary School
Curriculum, methods and materials for teach-
ing composition in secondary schools, including
the theories, approaches, techniques and
procedures from prewriting through evaluation.
Educational
Administration
and
Supervision
EAS 501 5(5-0)
Introduction to Organizational Leadership
This course considers the application of
generic leadership theory and skills to
educational agencies. Planning, goal setting and
implementing, monitoring, problem solving,
organizational development and change,
interpersonal and group relations and school
climate are considered.
EAS 515 5(5-0)
Curriculum and Instruction for
Administration and Supervision
Trends in curriculum design with emphasis
on the newer media and ways and methods of
implementing innovational instruction.
Includes a study of principles, procedures and
components of curriculum development, inter-
pretation of test scores, use of assessment data
and program evaluation.
1996-98 Graduate Catalogue
85
5(5-0)
EAS 521 5(5-0)
Directed Studies in Educational
Administration and Supervision
An intensive study of selected issues,
models, paradigms, theories and other readings
in educational administration and supervision.
Prerequisite: Consent of advisor.
EAS 526 5(5-0)
Theories of Educational Administration
A study of basic theories of organization
and administration of public education.
Prerequisite: EAS 50l.
EAS 533 5(5-0)
School Law
A study of the legal structure of public educa-
tion rights and responsibilities of school per-
sonnel; rights of parents and students are related
topics. Emphasis is on study and analysis of
constitutional and statutory proscription and pre-
scription; includes study of pertinent court cases.
EAS 541 5(5-0)
Educational Supervision
A study of forces affecting supervision in
today's school. An introductory overview of the
field of supervision in public schools.
EAS 565 5(5-0)
The Principal
The role of the principal in a changing
society is investigated from an open system per-
spective. His/her role as a catalyst is studied for
engendering new curricula, techniques and
organizational and administrative practices.
EAS 568 5(5-0)
Field Experiences in
Educational Administration
The field experiences will include 100 hours
of classroom experiences in the 12 major areas of
school administration as outlined in the Intern-
ship Handbook. Each student will prepare an
experience notebook reflecting all experiences.
EAS 570 5(5-0)
School Business Management
A study of business procedures and func-
tions involved in managing school finance,
including staff, staff utilization, salary sched-
uling, taking inventories, accounting and the
budgetary process.
EAS 573
School Personnel Administration
A study of the criteria for recruitment,
selection and placement of personnel,
orientation of new personnel, administration-
teacher relationships, codes of ethics,
certification and other related practices
involved in staff and faculty relationships.
EAS 600 5(5-0)
Concepts and Practices of Educational
Administration and Supervision
A study of the functions of the educational
administrator (supervisor) using simulated
materials and case studies.
EAS 643 5(5-0)
Issues and Theories of Supervision
A study of supervisory behavior and
responsibilities. Considers trends and issues in
system supervision.
EAS 648 5(5-0)
Economics of Education
An analysis of the economics of education
and the effects of education on the economy.
Revenue, expenditure, indebtedness and fiscal
problems are treated from a theoretical frame of
reference with application to the tri-level
system of government.
EAS 651 5(5-0)
Educational Facilities Planning
A study of methods and procedures for
writing educational specifications and related
areas of educational planning. Consideration is
given to controlling learning environments,
adding flexibility, selecting furniture and select-
ing and maintaining equipment.
EAS 670 5(5-0)
School Finance
A study of theories of financing public
elementary and secondary schools with special
attention to the Georgia model. Basic overview
of taxation and bond issues.
EAS 675 5(5-0)
Review of Literature in Administration
A critical review and evaluation of
research and writings in the field of
educational administration.
86
Course Descriptions
5(5-0)
EAS 678 5(5-0)
Review of Literature in Supervision
A critical review and evaluation of
research and writings in the field of
educational supervision.
EAS 681 5(5-0)
Recent Trends in Supervision
A review of recent trends in supervision.
The identification of problems arising in the
practice of supervision as well as the evaluation
procedures in today's schools.
EAS 685 5(5-0)
School and Community Relations
A study of school-community relations and
its impact on the school operation. Emphasis is
on the influence of the social forces on the school.
EAS 700 5(5-0)
Advanced Personnel Administration
Students focus on problems of need analysis,
recruitment, policy development, evaluation, cer-
tification and welfare of instructional personnel.
EAS 701 5(5-0)
The Principal
An intense study of the research literature
on the principalship. A consideration of respon-
sibilities, roles and styles with special emphasis
on the instructional leadership of the principal.
EAS 709 5(5-0)
Field Experiences in
Educational Administration
Planned research experiences of at least 120
clock hours of administration and/or instruc-
tional leadership in an elementary or secondary
school or central office under a practicing
administrator or supervisor. Written report and
oral defense required. Prerequisite: Prior
advisor approval.
EAS 710 5(5-0)
The Superintendent
Intensive study of the research literature on
the superintendency. Executive leadership
responsibilities, roles and styles with inferences
on superintendent/school board relationship
are considered.
EAS 711
Software Systems in Educational
Administration
A study of administrative computer
software currently used in Georgia school
systems, including pupil accounting, grade
reporting, grade posting, food service
accounting, class scheduling, discipline records,
communication systems, multimedia
presentation systems, activity fund accounting,
general fund accounting, personnel records,
purchasing, bus scheduling, maintenance and
repair scheduling, payroll, budgeting and
balance sheet preparation will be covered.
EAS 725 5(5-0)
Instructional Supervision
From the context of a school building, this
course considers techniques of helping teachers
improve instructional outcomes. Includes
teacher-supervisor relationship, teacher motiva-
tion and evaluation and trends in supervision.
EAS 733 5(5-0)
Educational Policy
A study of the process of policy development
at the local and state levels and the influences of
social, economic and political factors.
EAS 740 5(5-0)
Urban Life and Educational Leadership
Designed to study living conditions of chil-
dren in diverse communities and the problems of
teacher, child and family motivation.
EAS 760 5(5-0)
Administration and Supervision of
Special Education
Designed to develop specialized skills
required to organize, equip, staff, supervise and
manage programs for exceptional children.
EAS 768 5(5-0)
Field Experience in Supervision
Supervised experience under a practicing
supervisor. Experience is confined to one
instructional area and includes at least 100 clock
hours in elementary or secondary schools.
EAS 781 5(5-0)
Seminar in Educational Leadership
A study of selected problems and issues in
administration and supervision.
1996-98 Graduate Catalogue
87
5(5-0)
EAS 785 5(5-0)
Improvement of Instruction
Taught from the context of the building
principal, this course considers problems and
techniques of improving the results of school
instruction.
EAS 790 5(5-0)
Field Experience in Supervising Programs for
Exceptional Children
A supervised experience under a practicing
director of special education. Included is a
survey of federal and state policies and
reporting requirements for the handicapped
and at least 120 clock hours in elementary or
secondary schools.
EAS 799 5(5-0)
Thesis in Educational Administration
& Supervision
Students will be guided by advisors in
selecting a scholarly project, developing a
proposed plan of completion and writing the
thesis. Topic and proposal must be approved by
the advisor. Prerequisite: Advisor approval.
English
Education
ENG 500 5(5-0)
Bibliography and Research Methods
Various approaches to literary scholarship,
methods of research and formal logic.
Required and should be taken the first quarter
of study if possible.
ENG 501 5(5-0)
Restoration and Eighteenth Century Literature
Poetry and prose of the restoration and
neoclassical periods with emphasis on the
study of such figures as Dryden, Pope, Swift
and Johnson.
ENG 502 5(5-0)
Romanticism
Study of the general literary tendencies and
thought of the period with emphasis on Words-
worth, Coleridge, Byron, Shelley and Keats.
ENG 504
History of the English Language
The development of the English language
since the fifth century, emphasizing the
philological changes which have occurred.
ENG 506 5(5-0)
Literature of the Seventeenth Century
Literary tendencies and thought of die period
with emphasis on the production of Donne,
Jonson, Bacon, Herbert, Marvell and Milton.
ENG 507 5(5-0)
American Fiction
Development of American fiction. Various
major novelists, writers of short stories and
periods may be emphasized.
ENG 508 5(5-0)
Literary Criticism
Origin and development of the basic princi-
ples of literary theory.
ENG 510 5(5-0)
Shakespeare
Representative tragedies, comedies and
history plays and the major critical problems in
these works.
ENG 532 5(5-0)
Tudor Poetry and Prose
Critical study of the works of major figures
including More, Wyatt, Surrey and Sidney.
ENG 603 5(5-0)
Victorian Poetry and Prose
Major authors including Tennyson,
Browning, Arnold, Carlyle and Ruskin.
General social and cultural background will
also be treated.
ENG 605 5(5-0)
Victorian Fiction
Critical examination of works by the major
Victorian novelists including Dickens, Trollope
and Eliot.
ENG 606 5(5-0)
Chaucer
The major works of Chaucer, with some
attention given to his language and historical
background of the age.
88
Course Descriptions
5(5-0)
ENG 609 5(5-0)
Introduction to Linguistics
Introduction to the principles of linguistic
theory and analysis. Fundamentals of major
approaches to the study of phonology,
morphology and syntax.
ENG 612 5(5-0)
Advanced Grammar and Syntax
Study of modem English grammar;
especially recommended for teachers.
ENG 615 5(5-0)
Advanced Exposition
Techniques of exposition, including structures,
research methodology and rhetorical principles.
ENG 621 5(5-0)
Old English Literature
Study of works from the earliest period of
English literature with emphasis on Beowulf.
Some attention will be given to the Old
English language.
ENG 650 5(5-0)
Modem Drama
Major trends in modem drama with readings
in English, American and European dramatists.
ENG 670 5(5-0)
Modem British Literature
Major works of the twentieth century with
emphasis on either fiction or poetry.
ENG 680 5(5-0)
American Poetry
Development of American poetry. Various
major poets and periods may be studied.
ENG 681 5(5-0)
Early American Literature
Writings from the seventeenth and
eighteenth centuries. Attention also given to
historical background.
ENG 683 5(5-0)
American Romanticism
Prose and poetry of such key figures as
Hawthorne, Melville, Poe, Emerson, Thoreau
and Whitman.
ENG 684 5(5-0)
American Realism and Naturalism
Important writers of the period 1865-1914
including Twain, James, Howells and Crane.
ENG 685
Southern Literature
Study of important writers in the literature
of the South.
ENG 686 5(5-0)
Modem American Fiction
Major trends in the development of the
American novel with intensive study on one of
two novelists of the twentieth century.
ENG 689 5(5-0)
Major American Writers
Intensive study of one or more of the
following authors: Emerson, Thoreau, Poe,
Hawthorne, Melville, Whitman, Dickinson,
Twain, Crane, Henry James, O'Neill,
Hemingway, Faulkner, Williams and Stevens.
ENG 690 5(5-0)
Afro-American Literature
A survey of Afro-American writings from
the eighteenth century through the twentieth
century with emphasis on major writers and lit-
erary and cultural traditions.
ENG 692 5(5-0)
Afro-American Novel
Critical and interpretive study of fiction
by Afro-American novelists of the twentieth
century.
ENG 694 5(5-0)
Afro-American Drama
A study of the developments in dramas by
Afro-Americans since 1900, including
influences and counter-influences.
ENG 696 5(5-0)
Contemporary Literature
Major writers and trends of world
literature in English since World War II
including the literary genius of western and
non-western cultures.
Finance
FIN 660 5(5-0)
Commercial Banking
A study of the administration and operation
of commercial banks, including organization
structure and asset and liability management.
1996-98 Graduate Catalogue
89
FIN 735 5(5-0)
Financial Management
A review of the function of the financial
manager in the areas of financial planning and
control, raising funds and investing funds.
Topics include capital budgeting, financial
analysis, short and long-term financing and
corporate finance. Prerequisite: MGT 403 or
consent of instructor.
FIN 740 5(5-0)
Cases in Financial Management
An in-depth study of the techniques of
financial analysis in solving case problems.
Emphasis on blending the theoretical and
practical aspects of finance as applied to
corporations. Prerequisite: FIN 735.
FIN 742 5(5-0)
Capital Budgeting
Analysis and financing of investment
projects with special emphasis on capital
budgeting techniques, the cost of capital and
risk. Prerequisite: FIN 735. -
FIN 752 5(5-0)
Investment Analysis
A survey of the investment field in theory
and practice from the point of view of individu-
als and institutional investors. Includes the
study of security analysis and portfolio
management. Prerequisite: FIN 735.
FIN 754 5(5-0)
Governmental Budgeting and Finance
An analysis of financial management and
budgeting procedures applied to federal, state
and local governments. Prerequisite: FIN 735.
FIN 761 5(5-0)
Financial Intermediaries
An analysis of the economics of financial
institutions and markets. This course draws
upon the application of theoretical models: (1)
financial decision making and (2) the behavior
of financial institutions. Prerequisite: FIN 735.
FIN 796 5(5-0)
Directed Study in Finance
Directed research and/or reading in finance.
Health and
Physical
Education
PED 520 5(5-0)
Foundations and Trends in Physical Education
Study of the historical, psychological,
sociological, anatomical and physiological
foundations of education as they relate to
physical education and program design/
PED 522 5(5-0)
Cultural Aspects of Sports
Study of the social nature of sports and its
relationships to leisure and culture.
PED 527 5(5-0)
Motor Learning
Study of the laws of learning as they relate
to the acquisition of motor skills.
PED 528 5(5-0)
Psychology of Physical Activity
An analysis of psychological principles
underlying the teaching and performance of
sport and physical activity.
PED 532 5(5-0)
Environmental Health Aspects
Analysis of health practices as they relate to
environmental health problems including
population control, pollution, drugs, alcohol
and tobacco.
PED 536 5(5-0)
Facilities and Equipment
Study in the planning, equipping and
utilization of facilities.
PED 541 5(5-0)
Health and Physical Education for the
Young Child
Advanced course which investigates the
importance of functional movement in early
childhood. Experiences in movement education
and health-oriented topics will be provided.
90
Course Descriptions
5(5-0)
PED 550 5(5-0)
Physiology of Fitness
Study of the effects of muscular activity,
work energy, mechanical efficiency, fatigue and
training, and physiological tests of fitness.
PED 551 5(5-0)
Mechanical Analysis of Human Motion
Study of the anatomical and mechanical
fundamentals of human motion with special
application to physical education activities.
PED 555 5(5-0)
Measurement in Physical Education
Study of current testing procedures in physi-
cal education. Emphasis is placed on evaluation
and interpretation of test results as they apply to
the individual's abilities, capacities and needs.
PED 565 5(5-0)
Physical Education and the Handicapped Child
Study of motor pattern development for
individuals demonstrating specific handicaps
including neurological, visual, auditory, speech
and orthopedic deviations.
PED 578 5(5-0)
Health Concepts
Study of problems and issues directly
relating to school and community health.
PED 579 5(5-0)
Sex Education
Study of problems and issues directly
relating to the physical, emotional and
behavioral aspects of sex.
PED 580 5(5-0)
Drug Education
Study of the problems and issues directly relat-
ing to the use and abuse of drugs in our society.
PED 581 1-10
Directed Reading and Research in
Physical Education
Designed to assist the student in exploring
specific areas of interest.
PED 596
Seminar I (Analysis)
Personal assessment relative to the student's
educational goals and professional competencies
along with an analysis of current physical educa-
tion programs in urban and rural settings.
PED 599 1-10
Master's Thesis
Independent research done by the student in
lieu of 1-10 content quarter hours.
Management
MGT 610 5(5-0)
Introduction to Public Administration
An introduction to the study of the adminis-
trative processes in American government with
special emphasis on the role of the administra-
tive agencies and the relationship of these to
three branches of government. Prerequisite:
Consent of instructor.
MGT 615 5(5-0)
Labor Management Relations
This course examines the role of negotiations
and conflict management in the employee
relations process within organizations.
MGT 641 5(5-0)
Data Base Management of Business Systems
Review of I/O device, file operations,
accessing, merging, sorting, updating and
maintenance. Design of effective data base for
managerial decisions.
MGT 642 5(5-0)
Analysis and Design of Business Systems
Introduction to general systems theory, its
historical development and application, methods
of configuration studies, feasibility studies and
trade-off analysis phases in development of large
scale man-machine systems.
PED 583 5(5-0)
Research Design
Study of current research in physical educa-
tion with emphasis on basic methodology
employed; includes development of a pilot
study prospectus.
1996-98 Graduate Catalogue
91
MGT 700 5(5-0)
Personnel Administration
A study of the basis function of human
resource management; their interrelationship
and impact on individual group and
organizational effectiveness. The course will
focus on the case study techniques in which stu-
dents will learn principles, policies and
practices related to the procurement,
development, maintenance and utilization of
human resources.
MGT 709 5(5-0)
Management Information Systems
A study of computer-based management
information systems, emphasizing planning,
design and implementation of information
system of management decision-making.
MGT 730 5(5-0)
Production Management
Application of management principles to the
industrial situation, including an introduction to
production control, quality control, work
measurement and analytical management control
tools. Simulation techniques, cases and field trips
are used to attain realism and experience.
MGT 763 5(5-0)
Organizational Behavior
Beginning with fundamental concepts of
individual behavior, this course broadens into
interpersonal dynamics of successively larger
groups. Traditional formal organization
theory is contrasted with and supplemented
by current behavioral science research
findings. A conceptual and empirical under-
standing of the structure and function of
human behavior in organizations.
MGT 764 5(5-0)
Decision Science
This course introduces the student to the
major quantitative techniques used in
management decision-making. Topics include
deterministic and probabilistic models, decision
theory, game theory, linear programming,
simulation, dynamic programming and
advanced applications of statistics. Optimum
use is made of computer facilities and existing
programs through remote access terminals.
MGT 765 5(5-0)
Advanced Decision Science
A continuation of MGT 764, this course
allows further development skills in the quantita-
tive approach to management decision-making.
MGT 783 5(5-0)
Seminar in Public Administration
Utilizing team teaching and outside
speakers, the seminar is designed to provide an
overview of current issues in public administra-
tion and public policy analysis. Prerequisite:
MGT 610.
MGT 791 5(5-0)
Entrepreneurship
This is an interdisciplinary seminar
designed to encourage entrepreneurship. The
course utilizes business games, field trips,
outside speakers and term projects.
MGT 797 5(5-0)
Directed Study in Management
Directed research or readings in management.
Marketing
MKT 662 5(5-0)
Marketing and Behavioral Sciences
Motives, attitudes and expectations of
consumers and businessmen that contribute to
the understanding of the marketing process.
MKT 668 5(5-0)
International Marketing
The study of marketing and international
business from a broad conceptual viewpoint,
incorporating the market concept into the
framework of the world market place. The
student is assumed to have a fundamental
understanding of marketing principles.
Therefore, the course attempts to concentrate on
these aspects of marketing which are unique to
international business. Prerequisite:
Undergraduate principles of marketing.
92
Course Descriptions
MGT 675 5(5-0)
Marketing of Services
Designed to highlight the difference between
product marketing and the marketing of services
and to provide students who are interested in
pursuing a career in the service sector of the
economy with a more in-depth coverage of the
services area than is presently available in the
traditional product marketing courses.
MKT 705 5(5-0)
Marketing Management
A comprehensive study of basic marketing
concepts and practices, with emphasis on
dialogue concerning controversial marketing
issues (such as social, ethical, international, eco-
nomic and legal environment), leading to valua-
tive criteria of marketing performance in the
American economy utilizing the case method.
Prerequisite: Graduate standing.
MKT 707 5(5-0)
Management of the Marketing Function
An advanced case course dealing with a
side range of strategic problems faced by the
marketing manager. Emphasis is placed upon
concepts, techniques and the application of
decision-making tools in the formation of
marketing strategy. Prerequisite: MKT 705.
MKT 765 5(5-0)
Marketing Research Methodology
To acquaint students with research methods
available for use in the systematic and objective
research for an analysis of information relevant
to the identification and solution of problems in
the field of marketing. Emphasis will be placed
on understanding the methodology currently
available in the field and how and when it
should be used. Prerequisite: MKT 705.
MKT 798 5(5-0)
Directed Study in Marketing
Directed research or readings in marketing.
Mathematics
Education
MTH 501* 5(5-0)
Foundations of Arithmetic for Teachers I
Sets, whole numbers, fractions, elementary
number theory algorithms, elementary
geometry and a study of the metric system.
Designed for teachers of grades K-four.
MTH 502* 5(5-0)
Foundations of Arithmetic for Teachers II
Numeration systems; elementary number
theory; rational numbers; real numbers; basic
algorithms; graphs and measurements. For
teachers of grades four-eight.
MTH 503 5(5-0)
Geometry for Teachers
Points, lines, planes, parallel and perpendic-
ular lines, congruence, similarity, measurement,
constructions, space figures, analytical
geometry and non-Euclidean geometries.
Prerequisite: MTH 501 or consent of instructor.
MTH 504 5(5-0)
Algebraic Structures for Teachers
Elementary study of the properties of
groups, integral domains and fields.
Prerequisite: MTH 501 or consent of instructor.
MTH 505 5(5-0)
Probability and Statistics for Teachers
Probability, gathering and recording data,
construction and use of tables, tabulating and
graphing percentiles, mean and standard devia-
tion, frequency distributions, normal
distribution and statistical inference correlation.
Prerequisite: MTH 501 or consent of instructor.
MTH 507 5(5-0)
Computer BASIC
A general computer awareness course that
includes a study of LOGO, introduction to
BASIC, flow charting and field trips.
1996-98 Graduate Catalogue
93
MTH 509 5(5-0)
Programming in BASIC for Teachers
A course in BASIC programming using
microcomputers; includes programming in
BASIC, flow charting, elementary machine
codes, graphics and text files. Prerequisite: MTH
507 or consent of instructor.
MTH 510 5(5-0)
Computer-Oriented Mathematics
Introduction to flow diagrams and an
algorithmic programming language. Calculus,
probability, statistics, number theory,
numerical analysis and algebra problems
solved using the computer.
MTH 511 5(5-0)
The Real Number System
Construction of the real number system
followed by a study of the important properties
of the system.
MTH 512 5(5-0)
Fundamental Concepts of Analysis
A unified perspective to the concepts of
function, limit, continuity and derivative by
studying them in various settings including
vector-valued functions, complex functions
and sequences of real-valued functions of a
real variable.
MTH 520 5(5-0)
Linear Algebra
Vector spaces and linear transformations;
other topics include equations, matrices,
determinants, characteristic values, the special
theorem, linear functions and dual space.
MTH 521-522 5(5-0) ea.
Modem Algebra I and II
Integers, rational numbers, real numbers,
complex numbers, group theory, rings, integral
domains and fields; polynomials over a field;
matrices over a field; and algebraic numbers
and ideals. Prerequisite: MTH 520$*}
MTH 535 5(5-0)
Complex Analysis
Complex numbers, analytic functions,
complex series, Cauchy theory, residue calculus
and conformal mappings.
MTH 547-548 5(5-0) ea.
Methods of Statistical Inference I and II
Estimation and inference using basic proba-
bility distributions, analysis of variance,
analysis of covariance, regression, correlation
and basic experimental design. Prerequisite: A
previous course in statistics.
MTH 550 5(5-0)
Theory of Numbers
Properties of integers, divisibility,
congruence of numbers. Lagrange's theorem,
residues and Diophantine equations.
MTH 553 5(5-0)
Introduction to Operations Research
Linear programming, the simplex method,
network theory, game theory, Markov analysis;
other topics including inventory analysis and
queuing theory.
MTH 555 5(5-0)
Numerical Analysis
Nature of error, Gaussian elimination for
linear systems; iteration, Newton's method,
steepest descent for nonlinear systems, zeros of
polynomials and interpolation.
MTH 565 5(5-0)
Partial Differential Equations
First-order equations, classification of linear
second-degree equations, separation of variables,
Fourier series and orthogonal functions. Prerequi-
site: A course in ordinary differential equations.
MTH 571 5(5-0)
Modem Geometry
Euclidean and non-Eudidean geometry,
including incidence, order and the parallel
postulate.
MTH 572 5(5-0)
College Geometry
An algebraic approach to geometry using
vectors and transformations. For secondary
teachers. Prerequisite: MTH 520.
MTH 598 5(5-0)
History of Mathematics
Growth and development of the discipline
of mathematics from antiquity to modern
times. Special emphasis given to the
evolutionary character of the principal ideas
of modern mathematics.
94
Course Descriptions
MTH 643 5(5-0)
Introduction to Point Set Topology
Set theory, general topological spaces,
product spaces, sequences, compactness, connect-
edness, metric spaces and Tcychonoff theorem.
Prerequisite: MTH 512 or consent of instructor.
MTH 661-662 5(5-0) ea.
Analysis I and II
Functions of several variables: elements of
point set theory, sequences, series, continuity,
limits, differentiation and integration.
Prerequisite: MTH 512.
MTH 670 5(5-0)
Special Topics in the Mathematical Sciences
An exploration of special topics of current
interest in the mathematical sciences.
Prerequisite: Consent of instructor.
Required unless previously fulfilled.
Middle Grades
Education
ART 501 5(5-0)
Art Education for Children
Materials, methods and curricula for an
elementary art program. Emphasis on
developing procedures and understanding of
media for use in the instruction of children at
the elementary level.
EDU 513 5(5-0)
Language Study for Middle Childhood
Focuses on elements of language study
appropriate to middle childhood including the
history and nature of language, the grammars
of English, dialects, usage, study skills, spelling
and handwriting.
EDU 524 5(5-0)
Methods and Materials in Teaching English
Instructional procedures, student activities,
materials and evaluation of English in the
middle and secondary schools.
EDU 528 5(5-0)
Teaching Composition in Secondary School
Curriculum, methods and materials for teach-
ing composition in secondary schools, including
the theories, approaches, techniques and
procedures from prewriting through evaluation.
EDU 531 5(5-0)
Mathematics Concepts in Secondary School
Current problems in teaching mathematics
in the secondary school with emphasis on
defining objectives, analyzing content and
individualized instruction.
EDU 533 5(5-0)
Methods and Materials in Teaching Secondary
School Mathematics
Study of methods, materials and strategies
for teaching mathematics; evaluative processes
and current problems in mathematics education.
EDU 563 5(5-0)
Science in the School Curriculum
Designed for both elementary and secondary
teachers; focuses on the development of science
curricula in the schools. Rationale and style of
recent curriculum innovations in science, the his-
tory and development of science in the schools,
approaches to curriculum development and
applications to current school problems.
EDU 570 5(5-0)
Strategies of Instruction in Science
Designed for teachers in middle schools and
high schools. Provides a study of the following
topics: nature of science and implication for
teaching; nature of learning science, a system
for instruction, instructional skills and
evaluation of science teaching.
EDU 587 5(5-0)
Introduction to Teacher Support Services
Designed to introduce the professional
teacher to the theories and practices of supervis-
ing student teaching, internships, mentoring
beginning teachers and other support services
designed for staff development of profession
personnel. Prerequisite: Consent of instructor.
1996-98 Graduate Catalogue
95
5(5-0)
EDU 588 5(1-9)
Internship in Supervision of
Student Teaching
Application of the theories and practices
introduced in EDU 587. Prerequisite: Must be
assigned to supervise a student teacher, intern
or beginning teacher.
ENG 514 5(5-0)
Literature for Middle Childhood
Wide reading and critique of literature for
middle grades youth; the middle grades literature
curriculum will be covered in this course.
ENG 515 5(5-0)
Adolescent Literature
Study of literary instruction and of selected
literary works, including drama, short story,
poetry essay and novel, relevant to the needs,
values and interests of adolescents. Consider-
ation is given to selection of materials,
motivation of reading and the development of
literary skills appreciation.
ENG 523 5(5-0)
Oral and Written Composition for
Middle Childhood
Focuses on the transactional elements of
language including vocabulary and semantics,
listening, speaking, written ebrftposition and
the mechanics of'written language.
ENG 615 5(5-0)
Advanced Composition for Teachers
Techniques of exposition,: including
expository structures, r||^arQh methodology
and rhetorical principles:
MDE 500 5(5-0)
Introduction to the Selection of Print and
Non-Print Materials
Introduction to the selection process, the
student will develop selection criteria for
many types of materials and will evaluate
selection services.
MDE 510 5(5-0)
Production of Educational Media
Design and production of;instructional
materials. Design and application are related to
current theories of communication.
MDE 530
Selection and Utilization of
Educational Media
Designed to meet the needs of experienced
educators to improve competencies needed to
select, utilize, evaluate and modify the wide
range of educational media.
MGE 520 5(5-0)
Language Arts Concepts for
Middle Childhood
Focuses on the language arts instructional
program for early adolescent students.
MGE 530 5(5-0)
Mathematics Concepts for Middle
Childhood Education
Study of the following as they relate to the
learning and teaching of middle grade
mathematics; strategies and materials; the
child's mathematical development and
understanding and assessment.
MGE 532 5(5-0)
Methods and Materials of Teaching Middle
Grades Mathematics
Instructional materials and evaluation in
teaching mathematics in the elementary school.
MGE 534 5(5-0)
Topics in School Mathematics Curriculum
In-depth study of one or two topics which
are incMded in the school mathematics
curriculum. May be repeated for credit when
topics change.
MGE 535 5(5-0)
Topics in Middle Childhood Mathematics
An integrated approach to content and meth-
ods for teaching selected topics in mathematics
appropriate for the middle childhood curriculum.
An in-depth investigation of selected topics
including: number theory, graphs, measurement,
problem solving, applications, calculators and
assessment materials and techniques.
MGE 572 5(5-0)
Methods and Materials of Teaching Science
Activities are selected from the newer
curricula projects to give students an overview of
each one at various grade, levels. These activities
are selected from: environmental science; early
science curriculum project; science curriculum
improvement study; science: a process approach;
elementary science and others.
96
Course Descriptions
5(5-0)
MGE 581 5(5-0)
Methods and Materials in Teaching
Social Studies
Instructional procedures, materials and
evaluation in teaching social sciences.
MTH 509 5(5-0)
Programming in BASIC for Teachers
A course in BASIC programming using
microcomputers; includes programming in
BASIC, flow charting, elementary machine
codes, graphics and text files. Prerequisite: MTH
507 or consent of instructor.
RDE 503 5(5-0)
Improving Reading Instruction for the Middle
School Reading Program
A course designed to acquaint middle grade
teachers with strategies for improving the
teaching of reading in the middle grades.
Emphasis on improving content, reading-study
skills and writing-thinking skills.
RDE 505 5(5-0)
Improving Reading Instruction in the
Content Areas
A course designed to acquaint secondary
school teachers with instructional strategies and
materials for implementing reading instruction
through subject-matter courses.
RDE 555 5(5-0)
Diagnosis of Reading Difficulties
A course designed to analyze the causes of
reading problems as well as provide knowledge
in the principles of diagnosis and remediation,
with major emphasis on formal and informal
assessment techniques. Prerequisites: RDE 502
and RDE 504.
SSI 580 5(5-0)
Social Studies Concepts and Issues
The application of basic social science
concepts, skills and processes to the analysis of
critical social issues. An interdisciplinary, analyt-
ic approach to defining, analyzing and
evaluating alternative solutions to local, national
and international issues will be undertaken.
SSI 582
Young Child and His/Her Culture
Study of the social, political, geographic,
economic and technological forces that shape
the child's world. Emphasis on the concomitant
skills of the presentation of relevant informa-
tion about such forces.
SSI 583 5(5-0)
Social Studies for Global Understanding
Social sciences concepts related to a global
perspective will be explored through method-
ologies of history and the social sciences.
Students will be encouraged to clarify their own
values regarding a global perspective.
SSI 584 5(5-0)
Concepts and Problems in Law-
Related Education
Presentation of information to assist
students in teaching the following law-related
areas: criminal justice; crime resistance;
consumer, family, juvenile and school law.
Modern
Languages
FRN 501 5(5-0)
French Grammar I
A review of the fundamental grammatical
principles of French with intensive practice in
speaking, reading and writing the language and
emphasis on idioms, vocabulary and stylistics.
FRN 503 5(5-0)
French Conversation I
Designed to enhance audio-lingual skills in
French, this course provides systematic practice
in understanding and speaking the language,
with emphasis on such activities as pattern
drills, conversation and role-playing.
MDL 541 5(5-0)
Methods of Teaching Foreign Language
in the Elementary School
This course emphasizes methods, principles
and practices of teaching foreign language in the
elementary school, with classroom practices in all
phases of the target language and evaluation of
teaching materials.
1996-98 Graduate Catalogue
97
3(3-0)
SPN 505 5(5-0)
Spanish Grammar I
A review of the fundamental grammatical
principles of Spanish with intensive practice in
speaking, reading and writing the language and
emphasis on idioms, vocabulary and stylistics.
SPN 507 5(5-0)
Spanish Conversation I
Designed to enhance audio-lingual skills in
Spanish, this course provides systematic
practice in understanding and speaking the lan-
guage, with emphasis on such activities as
pattern drills, conversation and role-playing.
Music
Education
MUS 500 1(1-0)
Graduate Secondary Applied Instrument
or Voice
One-half hour lecture/laboratory a week.
Prerequisite: Consent of instructor. Elective
instruction in applied music.
MUS 501 3(3-0)
Piano Class
Techniques and materials for advanced
group study of instruments or voice.
MUS 502 3(3-0)
Wind Class
Techniques and materials for advanced
group study of instruments or voice.
MUS 503 3(3-0)
Brass Class
Techniques and materials for advanced
group study of instruments or voice.
MUS 504 3(3-0)
String Class
Techniques and materials for advanced
group study of instruments or voice.
MUS 505 3(3-0)
Percussion Class
Techniques and materials for advanced
group study of instruments or voice.
MUS 506
Voice Class
Techniques and materials for advanced
group study of instruments or voice.
MUS 507 1(1-0)
Band
Participation in marching or concert band. Open
to all students who qualify through auditions.
MUS 508 1(1-0)
Choral Group
Participation in concert choir. Open to all
students who qualify through auditions.
MUS 509 1(1-0)
Ensemble
Participation in (a) band, (b) orchestra, (c)
chorus, (d) jazz and (e) other ensemble
participation approved by the major adviser.
MUS 510 2(2-0)
Concentration Recital
One-hour performance is required.
MUS 511 2(2-0)
Orchestration I
Characteristics of orchestral instruments
and arranging for ensembles and orchestra.
MUS 512 2(2-0)
Orchestration II
Special techniques of orchestral instruments,
orchestration analysis, and advanced arranging.
Prerequisite: MUS 511 or the equivalent.
MUS 513 2(2-0)
Arranging for Band
Arranging for modem concert band.
MUS 514 2(2-0)
Arranging for Chorus
Arranging for large and small vocal
ensembles with and without accompaniment.
Prerequisite: MUS 511 or the equivalent.
MUS 515 5(5-0)
Harmony
(Not applicable to the master's degree when
the concentration is music theory.) An intensive
review of sight-singing and dictation skills.
98
Course Descriptions
5(5-0)
MUS 516 5(5-0)
Sight Singing and Dictation
(Not applicable to the master's degree when
the concentration is music theory.) An intensive
review of sight-singing and dictation skills.
MUS 517 2(2-0)
Jazz Arranging
Contemporary arranging techniques for
large and small jazz ensembles.
MUS 520 3(3-0)
Teaching Music as a Related Art
Relating music to the other arts in a secondary
school humanities or allied arts program.
MUS 521 3(3-0)
Music in Urban Life
Music as it is experienced in the context of
urban living in the United States at all socio-
economic levels. Emphasis will be on the
promotion, programming and social impact of
all forms and styles of music.
MUS 523 5(5-0)
Special Problems in Music Education
Current trends in the practice of music
teaching.
MUS 524 3(3-0)
General Music in the Middle School
Current trends in curricular planning and
musical learning with emphasis on the use of a
variety of musical material.
MUS 525 5(5-0)
Advanced Methods for Elementary Classroom
Techniques and materials for teaching
music in the general music classroom. For non-
music majors only.
MUS 526 5(5-0)
Quantitative Research
Methods of research relative to problems in
music teaching.
MUS 530 3(3-0)
Choral Music I
Literature for large and small vocal
ensembles including madrigals, motets, masses
and oratorios, 1500-1750.
MUS 531 3(3-0)
Choral Music II
Literature for large and small vocal ensembles.
MUS 533
Music History, 680-1750
(Not applicable to major in music history.)
Intensive review of the history of western
music, to 1750. '
MUS 534 5(5-0)
Music History, 1750 to Present
(Not applicable to major in music history.)
Intensive review of the history of Western
music 1750 to present.
MUS 535 3(3-0)
Contemporary Music
Music literature from impressionism to
the present.
MUS 536 5(5-0)
Symphony I
Symphonic literature from its beginning
through early romanticism. Prerequisite:
Consent of the instructor.
MUS 537 5(5-0)
Symphony II
Symphonic literature from Schubert to the
present. Prerequisite: Consent of the instructor.
MUS 538 3(3-0)
Solo Vocal Literature
The art song and concert aria from Mozart
to the present.
MUS 539 3(3-0)
Solo Piano Literature
Keyboard music from 1700 to the present.
MUS 540 5(5-0)
Foundations for Graduate Study in
Music Education
Historical, philosophical, and psychological
foundations of music teaching principles.
MUS 541 5(5-0)
Advanced Studies in Teaching General Music
Basic literature and techniques for teaching
music in the general classroom at all levels.
MUS 542 3(3-0)
Music in Early Childhood Education
Planning music experiences for young
children in their early school years, with
emphasis on practical aspects of a creative
and artistic approach.
1996-98 Graduate Catalogue
99
3(3-0)
MUS 543 3(3-0)
Choral Methods and Techniques
Review of fundamental concepts of vocal
production, choral conducting techniques and
high school choral program.
MUS 544 3(3-0)
Advanced Choral Conducting
Hand technique, breath and sound
control, articulation, dynamics and
interpretation of music.
MUS 545 3(3-0)
Multimedia in Music Education
Practical experiences with current teaching
materials and techniques relative to multimedia
and music learning environments.
MUS 546 5(5-0)
Teaching Music at Pre-School and Early
Elementary Levels
Current practices in music education related
to the needs of children to age nine. Especially
designed for non-music majors.
MUS 548 5(5-0)
Studies in Musical Aesthetics
Major aesthetic systems as related to
musical problems.
MUS 549 3(3-0)
Advanced Form and Analysis
Advanced structural and stylistic analysis of
the common practice period.
MUS 550 3(3-0)
Composition I
Compositional applications of set theory of
all equal temperament.
MUS 551 3(3-0)
Composition II
Compositional applications of serial
techniques and pre- and post-serial techniques.
MUS 556 3(3-0)
Organization and Development of
Instrumental Music in the Schools
Advanced materials and procedures for ;
organizing and teaching instrumental music in
the schools.
MUS 557
Band and Its Music
Survey of instrumental literature which is
useful at the elementary and secondary levels;
includes band, orchestra, small ensemble, solo
and other teaching materials.
MUS 558 3(3-0)
Supervision and Administration of Music
Current practices in the administration of
school music programs.
MUS 559 3(3-0)
Stage Band Techniques
Study and performance of current jazz
ensemble techniques and materials for school
use. Special emphasis on basic improvisation;
understanding and performing jazz styles. Field
experience with secondary pupils is required.
MUS 600 2(2-0)
Graduate Applied Concentration Instrument
or Voice
One hour lecture/laboratory a week.
Prerequisite: Consent of instructor and audition.
Instruction in declared concentration
instrument or voice.
MUS 603 3(3-0)
Analysis of Musical Styles I
Ajialysis and composition in selected styles,
600-1650. Prerequisite: MUS 543 or the
equivalent.
MUS 604 3(3-0)
Analysis of Music Styles II
Analysis and composition in selected
styles, 1650-1890. Prerequisite: MUS 543 or
the equivalent.
MUS 605 3(3-0)
Analysis of Music Styles III
Analysis and composition in selected
styles, 1890 to present. Prerequisite: MUS 540
or the equivalent.
MUS 610 3(3-0)
Advanced Sight Singing and
Aural Comprehension
Advanced techniques and materials for
translating notation into an aural image,
continuing the systematic cultivation of the
musical ear.
100
Course Descriptions
MUS 632 5(5-0)
Afro-American Music
A general survey of black music from its
African origins to its various American
developments, with attention to Afro-
European acculturation and esthetic and
anthropological amalgamation.
MUS 633 5(5-0)
Medieval Music, 660-1450
Gregorian chant through the period of Defay.
MUS 634 5(5-0)
Renaissance Music, 1450-1600
Ockeghem to Palestrina.
MUS 635 5(5-0)
Baroque Music, 1600-1750
Monteverdi to Bach
MUS 636 5(5-0)
The Pre-Classical and Classical Periods,
1750-1820
Domenico Scarlatti to Beethoven.
MUS 637 5(5-0)
The Romantic Period, 1800-1900
Schubert to Mahler.
MUS 638 5(5-0)
The 20th Century
Debussy to the present.
MUS 641 3(3-0)
Directed Study in Music Education
The student undertakes a research project
that deals with some facet of music education in
any desired area. It culminates with a paper
that focuses on a problem, possible solutions
and recommendations for further pursuit,
under the direction of an assigned advisor.
MUS 646 5(1-5)
Practicum in Music Education
Supervised study in an approved instruction-
al setting, including criticisms and evaluation.
Nursing
NUR 500 5(5-0)
Theoretical Basis for Nursing Practice
Current conceptual and theoretical models
as a basis for nursing practice. It represents an
overview of the development of nursing theory
emphasizing the application of theory, theo-
retical assumptions and conceptual models to
nursing practice and nursing research. Major
nursing theories are also considered with
references to their acceptance by the nursing
communities. Prerequisite: Admission to
graduate program.
NUR 511 5(3-6)
Advanced Health Assessment
This course includes the processes,
techniques and skills of advanced assessment.
This course builds on basic and experiential
knowledge of assessment. It is intended to
provide the basis for individual student
development and expertise in assessing health
and illness states. Prerequisite: NUR 310 and
permission of instructor.
NUR 516 5(5-0)
Instructional Strategies and Evaluation
This course focuses on the implementation
of various teaching strategies and the measure-
ment of learning outcomes. Emphasis is on the
teaching-learning process applied to nursing
and evaluation techniques applied to classroom
didactic and clinical teaching. Students explore
issues, trends and research relating to the teach-
ing-learning process. Students write behavioral
objectives and develop evaluation techniques
that focus on the cognitive, affective and
psychomotor domains of learning. Prerequisite:
EDU 540.
NUR 519 3(3-0)
Nursing Seminar
Covers current issues that impact on the
scope of nursing practice. It provides a forum
for the analysis, synthesis and evaluation of
role behaviors specific to the nurse educator,
administrator, clinical specialist and family
nurse practitioner. Prerequisite: Admission to
graduate program.
1996-98 Graduate Catalogue
101
NUR 521 5(5-0)
Nursing Clients of Diverse Cultures
This course provides the student with a
framework to apply concepts, theories and
methodology of transcultural nursing care to
clients of diverse cultures. By focusing on the
understanding of health and illness and the
variety of meanings of these terms for clients,
the student is prepared to give culturally
appropriate care. Prerequisite: Admission to
graduate program.
NUR 522 3(3-0)
Seminar Management Strategy
Management of personnel and client care in
various health care delivery settings. Prerequisite:
By departmental permission.
NUR 524 5(5-0)
Theoretical Formulations of
Nursing Administration
Study of the theories and principles of
administration, leadership and trends and issues
impacting on nursing administration. Prerequisite:
Admission to graduate nursing program.
NUR 525 3(3-0)
Pharmacology in Primary Care
This course focuses on the application of
pharmocologic and pharmacokenetic principles
in the advanced nursing management of
selected health problems of children and adults.
NUR 526 5(5-0)
Pharmocology in Advanced Practice
This course is designed to provide the
advanced practice health care provider with a
knowledge of pharmacological agents used in
treatment of adults, adolescents and young chil-
dren. Emphasis is on indications, mechanisms of
action, prescriptive drug protocols, techniques
and dosages. This is an elective course that will
fulfill the requirements of NUR 525. The course
will be taught by distance learning.
NUR 530 5(3-6)
Advanced Community Health Nursing I
The first in a sequence of clinical courses
that involve the study of community structures
and dynamics for the delivery of health care to
a diverse, transcultural and urban-rural society.
The specific needs of a variety of psycho-socio-
developmental populations with complex,
contemporary health problems are addressed.
Prerequisite: NUR 500; NUR 519; NUR 521;
NUR 560; NUR 600.
NUR 534 2(2-0)
Seminar in Teaching Strategies
and Evaluation
Focus on theories of learning, teaching
strategies, evaluation techniques and related
concepts. Learning activities focus on
development of course syllabi, study guide,
individualized learning packages, test construc-
tion and evaluation tools. Prerequisite: By
departmental permission.
NUR 535 5(3-6)
Advanced Parent-Child Health Nursing I
The first in a sequence of clinical courses
designed to involve the student in the use of
theories and concepts that relate to the nursing
care of child-bearing and child-rearing families.
Prerequisite: NUR 500; NUR 519; NUR 521;
NUR 560; NUR 600.
NUR 536 2(2-0)
Directed Study
In-depth study, through literature review,
of a topic in community health or parent-child
nursing. The topic may be explored from a
nursing practice, education or an administrative
perspective. Prerequisite: Admission to graduate
nursing program.
NUR 540 5(3-6)
Advanced Community Health Nursing II
The second in a sequence of clinical courses
that involve the student in the study of commu-
nity structures and dynamics for the delivery of
health care to a diverse, multi-cultural and
urban-rural society. The specific needs of a vari-
ety of psycho-socio-developmental populations
with complex, contemporary health problems
are addressed. Prerequisite: NUR 530.
102
Course Descriptions
4(0-12)
NUR 545 5(3-6)
Advanced Parent-Child Health Nursing II
The second in a sequence of clinical courses
designed to involve the student in the use of
theories and concepts that relate to the nursing
care of child-bearing and child-rearing families.
Strategies for solving crisis situations are
explored in depth. Prerequisite: NUR 535. .
NUR 551 5(3-6)
Introduction to Family Primary Health Care
The focus is on advanced nursing primary
prevention practice with underserved popu-
lations. Integration of health promotion, risk
reduction and anticipatory guidance in the
assessment, diagnosis and management of
comon health problems.
NUR 552 6(3-9)
Family Nurse Practitioner I: Child Health
This course will present the theoretical and,
clinical basis for advanced nursing management
of children and their families.
NUR 553 6(3-9)
Family Nurse Practitioner II: Women's Health
This course will present the theoretical and
clinical basis for advanced nursing management
of newborns and women.
NUR 554 5(0-15)
Family Primary Health
A clinical elective in family primary health
care that will provide additional opportunities
for advanced nursing practice in vulnerable
communities.
NUR 555 7(4-9)
Family Nurse Practitioner III: Adult/Older
Adult Health
This course will present the theoretical
and clinical basis for the advanced nursing
management of family adult/older adult
health problems.
NUR 556 3(3-0)
Community Health Promotion Seminar
This seminar will focus on care needed to
meet the objectives of Healthy People 2000 in
underserved communities.
NUR 557
Child Health
A clinical elective in child health care that
will provide additional opportunities for
advanced nursing practice in vulnerable,
communities.
NUR 558 4(0-12)
Women's Health
A clinical elective in women's health care
that will provide additional opportunities for
advanced nursing practice with underserved
populations.
NUR 559 5(0-15)
Adult/Older Adult Health
A clinical elective in adult/older adult
health care that will provide additional
opportunities for advanced nursing practice
with underserved populations.
NUR 560 5(5-0)
Advanced Research
Study of quantitative and qualitative
research methodologies. The functions of
basic, applied and evaluation research are
delineated, and an overview of research
designs, techniques and formats will be
presented. Students will critique selected
nursing studies. Selection of research topic and
general proposal for thesis should be
completed during this course. Prerequisite:
Admission to graduate nursing program.
NUR 562 2(2-0)
Nursing Research Seminar
This seminar builds on the knowledge
acquired in NUR 560. Emphasis is placed on
identifying researchable problems in commu-
nity health and parent-child health nursing.
Opportunities are provided for students and
instructor to collaborate on clinical research.
Prerequisite: NUR 560.
NUR 570 5(3-6)
Community Health Clinical Specialization I
The first sequential clinical course designed
to permit the student to make an in-depth
exploration of a given area of community health
nursing, such as epidemiology, gerontology or
rehabilitation. Prerequisite: NUR 530.
1996-98 Graduate Catalogue
103
5(2-9)
NUR 571 5(2-9)
Community Health Clinical Specialization II
The second sequential clinical course
designed to permit the student to make an in-
depth exploration of a given area of community
health nursing, such as epidemiology, geron-
tology or rehabilitation. Prerequisite: NUR 570.
NUR 572 5(2-9)
Parent-Child Clinical Specialization I
The first sequential clinical course designed
to permit the student to make an in-depth explo-
ration of a given area of parent-child health nurs-
ing, such as perinatology, pediatrics, adolescence
or neonatology. Prerequisite: NUR 535.
NUR 573 5(2-9)
Parent-Child Clinical Specialization II
The second sequential clinical course
designed to permit the student to make an in-
depth exploration of a given area of parent-
child health nursing, such as perinatology,
pediatrics, adolescence or neonatology.
Prerequisite: NUR 572.
NUR 600 5(5-0)
Pathophysiological Concepts in Advanced
Nursing Practice
Analysis of selected pathophysiological
phenomena. It is designed to expand the
knowledge base and to incorporate
theoretical frameworks for advancing the
practice of nursing. Emphasis will be on
assessment, evaluation and formulation of
nursing diagnosis. Prerequisite: Admission to
graduate program.
NUR 605 5(5-0)
Principles of Epidemiology in Community
Nursing Practice
Study of the development of in-depth
knowledge of the concepts, principles, methods
and statistics of epidemiology. Emphasis will be
on the application of knowledge to disease
prevention and health promotion. During this
course, the nurse applies the knowledge gained
to plan change for a previously identified health
problem. Prerequisite: NUR 530;
NUR 610
Practicum
The internship fosters the student's develop-
ment of competency in a chosen role: Family
nurse practitioner, clinical specialist, nurse
administrator or nurse educator. Prerequisite:
Completion of coursework or approval by coor-
dinator, graduate nursing program or Dean of
the School of Nursing.
NUR 620 5(5-0)
Thesis or Major Project
Research methodologies are used to investi-
gate a nursing problem. Prerequisite: Approval
by coordinator, graduate nursing program or
the Dean of the School of Nursing.
Psychological
Foundations
EDU 550 5(5-0)
Educational Measurement
Theory and use of standardized measure-
ment instruments in educational settings.
EDU 553 5(5-0)
Psychology of the Inner-City Child
Analysis of the special problems that arise
in the relationship between teachers and
students in the inner-city community; review of
innovative programs with field observations
and investigations of psychological, cultural
and ecological factors which most strongly
influence education in this setting.
EDU 555 5(5-0)
Clinical Approach to Classroom Analysis
Intensive study of various components of
the teaching-learning process in the classroom
using videotaping, microteaching, interaction
analysis and observation techniques.
PSY 509 5(5-0)
Introduction to Behavior Modification
Introduction to the principles underlying
behavior modification and behavior analysis as
they apply to various settings. Applied
behavior projects will be required. Emphasis
will be placed on empirical findings.
104
Course Descriptions
5(5-0)
PSY 515 5(5-0)
Educational Psychology
Introduction to the application of
psychological theory of educational problems,
including methods of learning and instruction.
(This course is a prerequisite for advanced
courses in related areas.)
PSY 520 5(5-0)
Developmental Psychology
Examination of dynamics of psychological
development throughout the human life cycle
with emphasis on the period from infancy
through adolescence. Various theoretical
perspectives are studied, as well as related
research. (This course is a prerequisite for more
advanced courses in related areas.)
PSY 530 5(5-0)
Adolescent Psychology
Study of theory and research on behavior
and development of adolescents and youth
with emphasis on the implications of these data
for education and socialization over the
transitional period from childhood in
contemporary American society.
PSY 552 5(5-0)
Conditions of Learning
A study of the fundamental principles of
human learning. The practical implications in
education, including learning processes
involved in conditioning, verbal learning,
transfer, memory, concept formation, perceptual
learning, problem solving, thinking, language
and motor learning.
PSY 555 5(5-0)
Theories of Learning
A study of various theories of learning using
tapes, films, lectures and class discussions.
Public
Administration
PAD 501 5(5-0)
Public Administration: Scope and
Development of the Profession
An overview of the scope of public adminis-
tration as a field of study and as a profession.
PAD 509
The Presidency
The course concentrates on the problems of
presidential leadership, including the historical
evolution of the office, contemporary power
and relationships with other institutions and
agencies of government.
PAD 510 5(5-0)
Organization Behavior and Management in
Public Agencies: Concepts and Theories
Survey of theories and concepts about
organizational behavior and management.
PAD 520 5(5-0)
American Political and
Administrative Systems
Overview of public administration in relation
to legislative, executive and judicial processes.
PAD 521 3(3-0)
Legal and Ethical Environments of
Public Administration
Examines law and ethics in society and their
influence on public sector operations, applica-
tions in substantive areas of law, e.g., regulatory
processes and administration, adjudicating, due
process, ombudsman, et. al. and the ethical inter-
action of government with citizen is emphasized.
PAD 526 5(5-0)
Public Personnel Administration
. Public personnel principles and practices
including selection, appointment, classification,
compensation tenure, promotion and the role of
personnel officers in government will be analyzed.
PAD 530 5(5-0)
Public Budgeting
Surveys the role of government budgets in
determination of policy in administrative
integration and control of government
operations in intergovernmental relations and
in relation to the private economy.
PAD 531 5(5-0)
Public Budgeting Theory and Practice
Practice and problems of modern fiscal
management with emphasis on budgetary
procedures and means of budgetary analysis
will be examined.
1996-98 Graduate Catalogue
105
PAD 532 5(5-0)
Foundations of Health Care Finance
This course explores the basics of health
care finance. It treats topics of expenditures,
revenue generation, fund-raising, budgeting
and financial planning in health care
administration.
PAD 535 5(5-0)
Non-Profits and Public Agency Accounting
and Control Techniques
Uses a case format to develop familiarity
with accounting and control techniques used in
public agency and non-profit agency
accounting system.
PAD 538 5(5-0)
Introduction to Health Care Administration
and Policy
This course provides graduate students
with an introduction to health care policy and
administration. The emphasis is upon the
formulation of public policy regarding health
care, expecially at the national level and how
that policy is administered. Health
administration and policy concentration
requirement. MPA Elective.
PAD 542 5(5-0)
Personnel Management I
Analyzes personnel management from
perspectives of nature of careers in the field, its
history, means through which individual differ-
ences and legal constraints influence practice,
the various ways in which work is structured
and evaluated and techniques used to recruit
select employees.
PAD 543 5(5-0)
Personnel Management II
A study of personnel techniques and
procedures used by organizations to motivate and
maintain the internal labor force. Topics covered
include wage and salary administration, training
and development, safety management, per-
formance control and internal communication.
PAD 545 5(5-0)
Collective Bargaining and Labor Relations
Focuses on the origins and perspectives of
public unionism, key actors and process in the
collective bargaining relationship and process,
problems associated with enforcement of public
sector collective bargaining agreement and
problems raised by the political and civil rights
of public employees.
PAD 563 5(5-0)
States and Local Finance in the United States
The economics of existing state and local
revenues and expenditures are analyzed and
compared with alternatives.
PAD 564 5(5-0)
Financial Management Decisions in the
Public Sector
Financial Planning, decision-making and
control in government units comprise the major
focus of this course. Normative financial
decision techniques developed within a theoret-
ical framework unique to federal, state and
local government spending units are examined.
PAD 578 5(5-0)
Introduction to Public Policy
Introduces students to a public policy
approach to American politics. The emphasis is
on the nature and definition of public policy,
the structure in which public policy is produced
in the American political system and how
various kinds of public policy is made.
PAD 579 5(5-0)
Health Policy and Politics
This course deals with contemporary health
care policies, programs and politics. The course
discusses the current crisis in health care costs
with proposed solutions such as health
planning, certificate of need regulation and
different health insurance reimbursement
mechanisms. Health administration and policy
concentration requirement. MPA Elective.
PAD 580 5(5-0)
Public Policy
Focuses on the forces that shape the
direction of public policy and mechanics
through which public policy is formulated.
106
Course Descriptions
5(5-0)
PAD 581 5(5-0)
Federalism/Intergovemmental Management
and Regulation
Emphasizes the issues and problems
involved in the relationships among federal,
state and local governments.
PAD 582 5(5-0)
Public Program Evaluation
A study of basic methods used to evaluate
programs and policies including an examina-
tion of the impact which selected policies have
had on intended target populations.
PAD 583 5(5-0)
Seminar on Community Planning
Surveys the principles and practices of public
planning for the development and management
of human, economic and physical resources of
communities. Reviews planning systems at
various levels and their interrelationships.
PAD 584 5(5-0)
Health Care Delivery Organization
Applies organization theory to health care
delivery institutions (e.g., hospitals, health main-
tenance organizations and nursing homes). The
objective is to provide the students with insight
into their structure and dynamics as preparation
for careers in administration or in influencing
their behavior through public policy.
PAD 585 5(5-0)
Health Care Delivery for Specialized Groups
This course is designed to provide the
student with an understanding of contemporary
issues in health care delivery. Emphasis will be
placed on the health needs of low income Ameri-
can families, the elderly, handicapped, minorities,
children and other medically underserved
populations. Health administration and policy
concentration requirement. MPA Elective.
PAD 587 5(5-0)
Presidential Policy-Making
Focuses on the institutional mechanisms
and processes of policy formulation at the
presidential level.
PAD 601
Computer Applications for
Public Administration
Introduces students to computer software
application packages and routines for manage-
ment and analysis of data, applied statistics and
report writing in public and non-profit sector
organizations for more effective policy analysis,
general management and/or decision-making.
PAD 610 5(5-0)
Research Design in Public Administration
Introduction to application of behavioral
research design techniques for analysis of
public administration problems.
PAD 611 5(5-0)
Quantitative Analysis in
Public Administration
Continuation of PAD 610 which stresses
techniques for data analysis useful in public
administration research.
PAD 620 5(5-0)
Administrative Law
The legal aspects of the power and proce-
dures of federal and state administrative agencies
in the judicial review of administrative action.
PAD 621 5(5-0)
Legal Aspects of Public
Personnel Administration
An in-depth study of court decisions which
impact public personnel administration and
problems raised by the political and civil rights
of public employees.
PAD 622 5(5-0)
Legal Issues in Health Care Policy
This course provides graduate students
with an in-depth understanding of the
application and implication of law to health
care administration. The emphasis is on the
conduct of research into new legal decisions
and statutes in order to understand how they
shape the health care Held. Health
administration and policy concentration
requirement. MPA Elective.
PAD 588 5(5-0)
Technology and Public Policy
Investigates the reciprocal influences of
government, sciences and technology.
1996-98 Graduate Catalogue
107
5(5-0)
PAD 645 5(5-0)
Financial Management of Health
Organizations
This course is designed to assist students to
develop an understanding of health care
financial management concepts and terms; an
ability to discuss and explain contemporary
financial management issues; an understanding
of financial management techniques and their
application and a practical understanding of
health care financial management processes.
Health administration and policy concentration
requirement. MPA Elective.
PAD 648, PAD 649 5(5-0) ea.
Seminar: Practicum in Public
Budgeting I and II
Uses a case and simulation format to study
public budgeting in-depth. Prerequisite: PAD 531
PAD 650 5(5-0)
Computer Applications and Management
Information Systems in the Public Sector
Introduces students to tools for effectively
using the computer to manage large amounts of
data in public sector organizations.
PAD 651, PAD 652 5(5-0) ea.
Directed Independent Policy Studies
Allows students to pursue specialized
interests in policy studies. (In-service students
with at least 50 hours of documented
administrative experiences may opt for one of
these courses in lieu of PAD 670.)
PAD 660 5(5-0)
Issues on Public Human
Resources Management
Treats selected issues in public human
resources management such as scope of human
resources, social role of specialized agencies,
agency planning and budgeting cycles and
special problems of voluntary organizations.
PAD 665 5(5-0)
Group Dynamics and Leadership
Examines leadership skills necessary to
maximize group effectiveness in public and
voluntary organizations. Considerable use will be
made of role-playing and/or simulation exercises.
PAD 670
Internship
An individually designed course involving
field experience and work in a government or
non-profit public service agency. Designed to
give pre-service students public administration
work experience.
PAD 690 5(5-0)
Action Report (Mini-Thesis)
An in-depth individualized study of a
particular problem in contemporary public
administration. To be completed, presented
orally and defended by the last quarter of
enrollment in the M.P. A. program as a
requirement for graduation.
Research
and
Statistics
EDU 500 5(5-0)
Educational Statistics
A study of application of basic descriptive
statistics to education; data graphs and tables,
probability, sampling statistics, correlation and
hypothesis testing.
EDU 501 5(5-0)
Methods of Research in Education
Study of research methods, procedures and
designs, including preparation of research
abstracts, writing reports in the field of
education and related areas.
108
Course Descriptions
School
Counseling
SEC 500 5(5-0)
Fundamentals and Theories of Counseling
Introduction to the study of the principles of
counseling, alternative theoretical strategies and
the process of counseling. Points of convergence
and divergence will be emphasized and each
theory will be evaluated with respect to its
strength and weakness and applicability to
school settings.
SEC 505 5(5-0)
Developmental Guidance and Counseling,
Principles, Organization and Administration
Overview of principles of guidance in
modern school and study or guidance services,
practices and basic concepts relating to
organization and operation of guidance
programs. Investigation of program design,
counseling intervention approaches and
integration of theory, principles, practice and
research. Focus on the role and function of the
school counselor within a developmental
guidance framework. Prerequisite: SEC 500,
admission to school counseling program.
SEC 510 5(5-0)
Tests and Measurements
Principles of testing, interpretation of
scores, utilization of assessment instruments
and methods of assessing abilities, achievement
levels, interests, attitudes, developmental
variables and personality characteristics. Use of
test and non-test data.
SEC 515 5(5-0)
Group Counseling
An experimental approach to more
effective interpersonal communication.
Opportunity is offered for personal growth in
awareness and understanding both to. self and
others and in the communication of that self
awareness and understanding. Emphasis is
placed upon the nature of groups and the
dynamics of group interaction in school
counseling settings. Reviews the basics of
setting up and facilitating school counseling
groups. Investigation of legal aspect and ethical
standards related to group counseling.
SEC 516 5(5-0)
Individual Counseling and Assessment
Emphasis is on counseling techniques,
their application and the counselors affect.
Interpersonal skills are developed, skills in the
techniques of assimilating data pertinent to the
understanding of behavior and the implementa-
tion of appropriate intervention techniques to
effect behavior change; pracitce in the use of
case story techniques in school settings.
Examination of the effects of differences in
counselor/counselee roles, values and goals.
SEC 520 5(5-0)
Multi-Cultural Counseling
A study of the principles and techniques in
counseling the multi-cultural student. Emphasis
will be placed on the delivery of developmental
guidance services related to the particular needs
and values of the multi-cultural student.
Overview of strategies and research on multi-
cultural populations. Intent of course is to
sensitize the counselor to understand multi-
cultural populations. Prerequisite: Permission of
program coordinator.
SEC 525 5(5-0)
School Counseling and Guidance in the
Elementary, Middle and Secondary School
The study of the nature of counseling and
guidance and its practical application at the ele-
mentary, middle and secondary school levels.
Emphasis is focused on the role and function of
the school counselor, philosophy and practice
with elementary school students. Includes the
history, philosophy, trends, purposes,
objectives and roles within the schools at each
of the three levels. Prerequisite: Admission to
school counseling program.
SEC 526 5(5-0)
School Counseling and Guidance in the
Elementary, Middle and Secondary School
The study of. the nature of counseling and
guidance and its practical application at the ele-
mentary/middle and secondary school levels.
Emphasis is focused on the role and function of
the school counselor, philosophy and practice
with middle school students. Includes the
history, philosophy, trends, purposes,
objectives and roles within the schools at each
of the three levels. Prerequisite: Admission to
school counseling program.
1996-98 Graduate Catalogue
199
5(5-0)
SEC 527 5(5-0)
School Counseling and Guidance in the
Elementary, Middle and Secondary School
The study of the nature of counseling and
guidance and its practical application at the ele-
mentary, middle and secondary school levels.
Emphasis is focused on the role and function of
the school counselor, philosophy and practice
with secondary school students. Includes the
history, philosophy, trends, purposes,
objectives and roles within the schools at each
of the three levels. Prerequisite: Admission to
school counseling program.
SEC 530 5(5-0)
Career Counseling and Guidance
Approaches to career counseling and devel-
opment as it relates to school settings. Emphasis
on content and process of career development
and appropriate counseling strategies. Career
development conceptual formulations; career
information in teaching and counseling;
sequential decision making processes and
strategies; job placement skills, nature, sources
and functions of information available to assist
individuals in formulating goals and compre-
hensive plans. Includes relevant career theories,
a survey of instruments and utilized in
assessing instruments, values and career
decision-making abilities and relevant
occupational information. Prerequisite:
Admission to school counseling program.
SEC 540 5(5-0)
School Counseling Consultation
Exploration of skills for effective consulta-
tion with teachers, administrators, parents
and community referral resources. Theoretical
and practical applications with respect to
consultation activities will be examined.
Emphasis on the learning and practice of
specific skills essential to consulting in the
schools. The dynamics of child-person
relationships and their impact on consulting
with parents will be included. Prerequisite:
SEC 505, SEC 525 or SEC 526 or SEC 527 or per-
mission of program coordinator.
SEC 555
Directed Independent Study
A systematic study of problems of special
interest in counseling and guidance. Students
are guided in a selection of topics for study.
Opportunity for application to an independent
or action research project. Prerequisite: SEC 505,
SEC 525 or SEC 526 or SEC 527 or permission of
program coordinator.
SEC 560 5(5-0)
Computer Applications in School Counseling
and Guidance
An experience-oriented approach to the use
of applications software in the school environ-
ment. Emphasis is on using word processing,
database, spreadsheet and selected graphics
programs in the school environment. An
overview1 of the role of computers in school
counseling and guidance. An examination of
computer applications as they relate to specific
developmental guidance/counseling operations
and educational functions. Prerequisite:
Permission of program coordinator.
SEC 570 5(5-0)
Practicum I
A series of supervisor experiences in the
public school setting. Required for school
counseling certification. Application and critical
evaluation of all counseling skills in school
settings with provision of clinical experience
under supervision. Counseling interviews and
class lessons will be recorded, discussed and
evaluated. Proof of professional liability
insurance coverage required. Prerequisite:
SEC 505, SEC 515, SEC 520, SEC 525 or SEC 526
or SEC 527, SEC 530 and permission from
program coordinator.
SEC 571 5(5-0)
Practicum II
A series of supervisor experiences in the
public school setting. Required for school
counseling certification. Application and
critical evaluation of all counseling skills in
school settings with provision of clinical
experience under supervision. Counseling
interviews and class lessons will be recorded,
discussed and evaluated. Proof of professional
liability insurance coverage required.
Prerequisite: SEC 570, SEC 505, SEC 520, SEC
525 or SEC 526 or SEC 527, SEC 530 or
permission from program coordinator.
110
Course Descriptions
5(5-0)
SEC 575 5(5-0)
Selected Topics in School Counseling
and Guidance
Topics will vary each time course is offered.
Combination lecture, discussion, inquiry
session and student presentations. May be
taken more than once for credit under different
topics. Prerequisite: SEC 505, SEC 525 or SEC 526
or SEC 527, degree candidacy or permission of
the program coordinator
SEC 595 5(5-0)
Internship
Supervised professional school counseling
experience for one year in school setting requir-
ing the application of developmental guidance
and counseling principals. Seminars and eval-
uations that measure student progress will be
conducted by a college supervisor and the
cooperating field school counseling specialist.
Prerequisite: Permission of program coordinator.
SEC 596 5(5-0)
Thesis
Preparation of the thesis under the
supervision of the thesis advisor. Prerequisite:
EDU 501/ permission of the thesis advisor and
all SEC required courses.
Science
Education
BIO 501 5(5-0)
Selected Topics in Botany
This course will emphasize the principles
of vascular plant function, including transduc-
tion of water and solutes, photosynthesis,
respiration and hormonal regulation of growth
and development.
BIO 502 5(5-0)
Selected Topics in Zoology
This course will emphasize basic concepts of
invertebrate zoology. The students (in-service
teachers) in the course will help determine
course content based upon their specific needs.
BIO 503
Selected Topics in Human Biology
This course will emphasize various aspects
of human morphology and physiology. The
topics will be selected to reflect the interests and
needs of the students participating in the course.
BIO 504 5(5-0)
Ecology
This course will emphasize principles and
concepts of modem ecology. Investigative activ-
ities will include analysis of aquatic (marine
and freshwater) and terrestrial ecosystems.
BIO 505 5(5-0)
Biology of the Invertebrates
Biology of the invertebrates is an advanced
study of file taxonomy, anatomy, physiology, life
history and ecology of invertebrates. Protozoa
through the echinodermata are covered.
BIO 506 5(5-0)
Genetics
A review of the basic principles of
inheritance and classical genetics with detailed
emphasis on molecular genetics, population
and eugenics will be covered in this course.
BIO 507 5(5-0)
Vegetation of South Georgia
This course will include a study of the
common tree, shrubs and herbs of South
Georgia. Emphasis will be placed upon the
angiosperms of the area. Collections will
comprise a major part of the course.
BIO 508 5(5-0)
Parasitology
A detailed study of the common parasites of
man and domestic animals will be investigated
in this course. Some emphasis will be placed on
life cycles and vectors.
BIO 509 5(5-0)
Mammalian Anatomy
This course will involve a study of the gross
and microscopic structures of various mam-
malian organ systems. Emphasis will reflect the
needs of the students taking the course.
1996-98 Graduate Catalogue
111
5(5-0)
BIO 510 5(5-0)
Microbiology
This course will emphasize Concepts and
principles of bacteria fungi and other microbial;
groups. Some attention will be given to
morphological, physiological and biochemical
relationships in these groups.
BIO 511 5(5-0)
Nonvascular Plants
An evolutionary survey of the plant king-
dom with emphasis on comparative morph-
ology and evolution of the algae, fungi and
bryophytes \%ll-be conducted in this course.
BIO 512 5(5-0)
Vascular Plants
This course introduces the student to the
structure and development of vegetative and
reproductive organs of vascular plants,
especially those associated with angiosperms
and gymnosperms.
BIO 513 5(5-0)
Mammalian Physiology
This course will emphasize the homeostatic
mechanisms of such organ systems as
cardiovascular, nervous, gastrointestinal,
respiratory and genital urinary.
BIO 514 5(5-0)
Biological Chemistry
This course is a study of the biologically
important compounds and their formation and
reactions in living systems.
BIO 515 5(5-0)
Selected Topics in Biology
This course will enhance and reinforce
biological concepts and principles for biology
teachers. Emphasis will also be placed on
biology methodology and computer utilization
for middle grades and secondary teachers.
BIO 516
Innovative Developments in Biology
This course will address biological concepts
in the areas of cell biology, genetics and
metabolism for middle grades and secondary
teachers. Emphasis will be placed on increasing
teachers' knowledge and understanding in
identifying, applying and analyzing recent
biology concepts, processes and principles and
increasing teachers' understanding and skills in
using the methods of science through the use of
open-ended investigations.
BIO 517 5(5-0)
Selected Topics in Ecology
This course will address ecological concepts
in northern, middle and coastal areas of Georgia
for middle grades and secondary teachers.
Emphasis will be placed on addressing current
ecological issues that incorporate hands-on field
activities into the learning process.
BIO 518 5(5-0)
Biotechnology
This course will emphasize the study of
gene structure and regulation. Consideration
will be given to DNA structure and replication,
RNA transcription and processing, protein syn-
thesis and the mechanisms which regulate gene
expression. Emphasis will be placed on the
study of the above topics using application of
the new biotechnology.
BIO 519 5(5-0)
Plant Biology
Particular attention will be placed on the
identification, selection and the use of materials
for correlating the study of plants with other
subjects. The teacher will develop a base of
knowledge which will enhance his/her
effectiveness in planning and executing
laboratory and field exercises in botany that
complement lecture presentation.
BIO 520 5(5-0)
Evolution and the Nature of Science
The nature of science and the fundamentals
governing its origin will be presented in
relation to current problems affecting the
maintenance of life on earth. Special emphasis
will be placed on the interaction of biological
and cultural evolution and the alternatives to
extinction which challenge contemporary man.
112
Course Descriptions
CHM 501 5(5-0)
Inorganic Chemistry
This course will emphasize periodic
relationship of the elements and their
compounds, including those less commonly
encountered. Bonding, reaction mechanism,
complexes and stereo-chemistry are among the
topics discussed.
CHM 502 5(5-0)
Organic Chemistry
Organic chemistry is the study of the
structure and reactivities of organic
compounds, including a discussion of
molecular structure-spectral interpretation.
CHM 503 5(5-0)
Analytical Chemistry
This course will emphasize solution equilib-
rium as applied to volumetric and gravimetric
analysis. Methodologies of selective ion
analyses and absorption spectroscopty
separations will also be investigated.
CHM 521 5(5-0)
Physical Chemistry
This course will emphasize principles and
thermodynamics, molecular structures, kinetics
and quantum theory as a basis for interpreting
and interrelating the properties of matter.
CHM 523 5(5-0)
Advanced Analytical Chemistry
This course is designed to introduce the
advanced theories and methods of analytical
chemistry.
CHM 524 5(5-0)
Instrumental Methods of Analysis
This course will emphasize special advanced
concepts of instrumental measurements of phys-
ical and chemical properties.
CHM 525 5(5-0)
Special Topics in Organic Chemistry
Special topics in organic chemistry will
emphasize the needs and interests of the
students and faculty in organic chemistry based
on the needs of the course participants. Such top-
ics that may be considered are stereoisomerism,
heterocytes, alkaloids, organic mechanisms and
structure-activity relationships.
CHM 526 5(5-0)
Biochemistry
This course is designed to introduce the
chemistry of the most important life
phenomena at the molecular level.
PHY 501 5(5-0)
Foundations of Physical Science
Foundations of physical science is the study
of basic principles of physical science and their
relation to the teaching of science in the elemen-
tary school.
PHY 530-531 5(5-0) ea.
Introductory Physical Science
This course is designed to prepare students
to learn introductory physical science in the
secondary school. This course updates and
enlarges the student's knowledge in physical
science and familiarizes him with the materials
and methods utilized in I.P.S.
PHY 547 5(5-0)
Introduction to Oceanography
This course emphasizes physical, chemical,
geologic and biologic characteristics of the
oceans and the interaction between the
hydrosphere, atmosphere and biosphere.
PHY 548 5(5-0)
Introduction to Astronomy
This course will emphasize topics related to
the theory and consideration of plants, the solar
system, stars, galaxy and universe, including
the study of constellation, historical overview,
astronomy and laws of planetary motion.
PHY 549 5(5-0)
Weather and Climate
This course emphasizes an introduction to
the study of the profiles and dynamics of air
masses and an overview of system to climatic
effects and global distribution of climates.
PHY 550 5(5-0)
Earth Science
Exploration of basic concepts and processes
in the earth sciences. Content areas include
astronomy, geology and meteorology.
Strategies of teaching earth science in grades
four-12 will also be explored.
1996-98 Graduate Catalogue
113
5(5-0)
PHY 551 5(5-0)
Mathematics of Physics I
This course will emphasize algebra of
vectors, vector calculus, divergence, gradient,
curl, line integrals, surface integrals, divergence
of theorem of Gauss, Stokes' theorem, conserva-
tive fields, orthogonal curvilinear coordinates,
matrices and eigenvalue problems.
PHY 552 5(5-0)
Mathematics of Physics II
This course will emphasize derivation and
solution of partial differential equations of
physics, wave equation and Laplace's equation,
Schroedinger's equation, power series solution
of ordinary differential equations, special
functions of mathematics physics, Fourier
series, Sturm-Liouville system, complex
analysis and integration Will also be considered.
PHY 564 5(5-0)
Science Concepts
Focus on the understanding and application
of scientific processes and major concepts
relevant to the teaching of middle childhood
science.
PHY 645 5(5-0)
Physics for Secondary School Teachers
This course is designed both to refresh and
enlarge the high school school teacher's
knowledge of general physics.
PHY 646 5(5-0)
Modem Physics for Secondary Teachers I
This course is designed to provide students
an introduction to special relativity, quantum
mechanics and atomic structure. Prerequisite:
general physics.
PHY 647 5(5-0)
Modem Physics for Secondary Teachers II
This course is designed to provide students
an introduction to x-ray spectra, molecular
structure, solid state physics, nuclear structure
and nuclear reactions. Prerequisite: PHY 646 or
consent of the instructor.
PHY 660 5(5-0)
Classical Mechanics I
This course will emphasize elements of
Newtonian mechanics, motion of particles in
various dimensions, motion of system of
particles, rigid bodies, gravitational and
coordinate systems.
PHY 661
Classical Mechanics II
This course will emphasize mechanics of
continuous media, Lagrange's equations, tensor
algebra, inertia and stress tensors, rotation of a
rigid body and theory of small vibrations.
Prerequisite: Consent of instructor.
PHY 670 5(5-0)
Electricity and Magnetism I
This course will emphasize electrostatics,
steady currents and the magnetic properties of
matter.
PHY 671 5(5-0)
Electricity and Magnetism II
This course will emphasize the development
of field theory leading to Maxwell's equations,
plane waves and solutions of Maxwell's
equations. Prerequisite: Consent of instructor.
PHY 681 5(5-0)
Introduction to Quantum Mechanics
This course will emphasize Schroedinger's
theory of quantum mechanics; solutions of
Schroedinger's equation; perturbation theory;
one-electron atoms; magnetic moments, spin
and relativistic effects; identical particles and
multi-electron atoms.
PHY 685 5(5-0)
Seminar in the Teaching of Physics
This course will emphasize methods of '
teaching physics stressing the planning of
curricula and laboratory programs.
Social
Foundations
EDU 504 5(5-0)
History of American Education
American educational thought and practice
with emphasis on developments in the
nineteenth and twentieth centuries. Special
attention is given to recent works in the fields
which emphasize the social purpose and
context of the American public schools.
114
Course Descriptions
EDU 505 5(5-0)
Comparative Education
An introduction to comparative and
international education. Emphasis is placed on
the differences and similarities of various
educational and cultural relations among
nations and of aid and exchange programs of
national and international organizations.
EDU 509 5(5-0)
Philosophy of Education
Study of the major school of thought in
educational philosophy as found in current
writings and historical perspectives with
emphasis on application to major educational
issues and practices in today's schools.
EDU 512 5(5-0)
Sociology of Inner-City Child
Study of problems facing culturally
different children. An exploration of concepts,
problem-solving procedures and attitudes
which will aid constructive interaction between
culturally different teachers and learners.
Special
Education
SPE 501 5(5-0)
Exceptional Children and Youth
A survey course satisfying House Bill 671
and focusing on the characteristics, identifica-
tion, prevalency and programming of
exceptionality areas for which children and
youth may obtain special educational services.
SPE 512 5(5-0)
Characteristics of Children and Youth
with Mild Learning, Intellectual, and/or
Behavioral Disabilities
(Formerly Characteristics of Children and
Youth with Mild Learning, Intellectual, and/or
Behavioral Problems)
Study of the commonality of characteristics
leading to the identification, placement and
service models for children with mild learning
and behavior problems. Prerequisites: SPE 501 or
SPE 265.
SPE 515 5(5-0)
Nature and Characteristics of Intellectual
Disabilities
(Formerly Nature and Characteristics of
Mental Retardation)
Study of the nature and characteristics of
children and youth eligible for services in intel-
lectual disabilities on the severe, moderate, and
mild levels. Prerequisites: SPE 501 or SPE 265.
SPE 516 5(5-0)
Nature and Characteristics of the Gifted
Focuses upon the characteristics of the
gifted and talented. Includes study of learning
theories, higher conceptualization processes,
qualitative thinking differences and the
development of multiple cognitive and affective
skills, abilities and behaviors. Prerequisites:
SPE 501 or SPE 265.
SPE 517 5(5-0)
Nature and Characteristics of
Learning Disabilities
Study of the nature and characteristics of chil-
dren, youth and adults with learning disabilities
across the levels of severity. An overview of
major historical aspects, as well as current trends,
is included. Prerequisites: SPE 501 or SPE 265.
SPE 518 5(5-0)
Nature and Characteristics of
Emotional/Behavioral Disorders
(Formerly Nature and Characteristics of
Behavior Disorders)
Study of the nature and characteristics of
behavior disorders across age and severity
levels. Theoretical approaches are overviewed.
Prerequisites: SPE 501 or SPE 265.
SPE 522 5(5-0)
Teaching the Pre-School Exceptional Child
(Formerly Teaching the Pre-School
Handicapped Child)
Evaluation and skills acquisition for the pre-
school handicapped infant and toddler emphasizing
stimulation training, readiness programming, acad-
emic/ social awareness and community/public
agency service delivery systems.
1996-98 Graduate Catalogue
115
SPE 524 5(5-0)
Instructional Strategies for Teaching the
Mildly Disabled
(Formerly Instructional Strategies for Teaching
the Mildly Handicapped)
Principles, implementation and evaluative
criteria for inclusion of systematic instruction,
task analysis and behavioral management used
for the instruction of children/youth with mild
learning and behavioral problems. Prerequisites:
SPE 501 or SPE 265.
SPE 525 5(5-0)
Instructional Strategies for
Intellectual Disabilities
(Formerly Instructional Strategies in
Mental Retardation)
The cyclical process of assessment,
planning, implementation and evaluation is
emphasized. Teaching methods and materials
for group instruction, as well as individualized
instruction, are highlighted.
SPE 526 5(5-0)
Materials and Media for the Mildly Disabled
(Formerly Materials and Media for the
Mildly Handicapped)
Design and modification of materials to
meet special needs of pupils; usage of
educational equipment to meet specialized
instructional needs!
SPE 527 5(5-0)
Instructional Strategies for
Learning Disabilities
Focus upon teaching practices and materials
for students with learning problems. Selection,
development, and adaptation of teaching materi-
als are discussed, along with individualized pro-
gramming and mastery learning.
SPE 528 5(5-0)
Instructional Strategies for
Emotional/Behavioral Disorders
(Formerly Instructional Strategies in
Behavior Disorders)
Focus upon complete programming for
individualized academic growth and affective
behavior management. Appropriate teaching
strategies, practices and techniques are reviewed.
SPE 529 5(5-0)
Instructional Methods in Gifted Education
Emphasizes knowledge and skills in methods
and materials for teaching gifted students.
SPE 530 5(5-0)
Counseling and Working with Parents of
Exceptional Children
Study of parent involvement in the delivery
of services to handicapped children. Focuses
upon individualized educational programming,
counseling approaches and agency involvement.
SPE 536 5(5-0)
Curriculum for Gifted Education
Emphasizes educational curricula and
program planning at all levels. Focuses upon
current curriculum models and programs found
to be of value in the education of gifted students.
SPE 542 5(5-0)
Behavior Modification for Special
Education Students
Application of behavior modification princi-
ples and behavior analysis in both general and
special education classrooms.
SPE 545 5(5-0)
Educational Assessment of
Exceptional Children
Focuses upon the use of evaluation to
determine classification and eligibility, to plan
individualized education programs (IEPs) and to
evaluate teacher effectiveness and pupil progress.
SPE 547 5(5-0)
Behavior Management of
Exceptional Children
An eclectic approach to behavior manage-
ment. Affective psychodynamic techniques,
ecological and environmental arrangements and
behavior modification principles are the primary
theoretical systems that are explored.
SPE 554 5(5-0)
Vocational Aspects for
Mildly/Moderately/Severely Disabled Youth
(Formerly Vocational Aspects for Mildly/
Moderately/Severely Handicapped Youth)
Adaptations in instructional methodology,
materials and curricula for the disabled
adolescent, with emphasis upon integration of
academic, social and vocational skills
acquisition. Includes career awareness.
116
Course Descriptions
5(1-8)
SPE 556 5(5-0)
Language Development and
Language Disabilities
Theoretical study of normal and delayed
speech and language development, with empha-
sis upon application in the school environment.
SPE 563 5(5-0)
Issues in Interrelated Special Education
Focuses upon the current trends and issues
affecting special educators. Objectives for the
teacher competency tests in special education
are addressed and studied.
SPE 566 5(5-0)
Curriculum for the Mildly Disabled Student
(Formerly Curriculum for the Mildly
Handicapped Student)
Studyof curriculum principles for students
with mild disabilities in regular classroom and
special education resource placements. Provides
additional focus oh classroom and special educa-
tion resource placements, upon mandated t
practices and procedures in resource and
mainstreamed settings.
SPE 570 5(1-8)
Fracticum in Interrelated Special Education
Field-based experiences providing an
opportunity for extensive training and
application! knowledge with exceptional
children in interrelated educational settings.
Prerequisites: SPE 501, SPE 524.
SPE 573 5(1-8)
Practicum in Intellectual Disabilities
Field-based experiences providing an
opportunity for extensive training and
application of knowledge with exceptional
children and youth in the area of intellectual
disabilities. Prerequisites: SPE 501, SPE 525.
SPE 575 5(1-8)
Practicum in Learning Disabilities
Field-based experiences providing an
opportunity for extensive training and
application of knowledge with exceptional
children and youth in the area of learning
disabilities. Prerequisites: SPE 501, SPE 527.
SPE 577
Practicum in Behavior Disorders
Field based experiences providing an
opportunity for extensive training and
application of knowledge with exceptional
children and youth in the area of behavior
disorders. Prerequisite: SPE 501, SPE 528.
SPE 580 5(5-0)
Directed Studies in Research and Readings in
Special Education
Intensive study in selected areas in the field
of special education, with application of knowl-
edge in written format, such as a: grant pro-
posal, research article or journal publication.
Prerequisite: SPE 501 and SPE 512;jl>PE 515,
SPE 516, SPE 517 or SPE 518.
SPE 590 5(5-0)
Clinical Teaching of Reading and Math to
Exceptional Learners
Study of specialized reading and math tech-
niques and strategies for use with students with
learning disorders. Includes diagnosis, remedia-
tion, determination of readability levels, error
analysis and corrective strategies.
1996-98 Graduate Catalogue
117
118
Course Descriptions
Personnel
CONTENTS
Faculty.....................................;120
Adjunct Faculty.........................:..1124
Personnel Emerti............................124
Affirmative Action Officers.................125
General Administrative Officers.............126
Academic Officers......................... 126
Academic Department Chairs................ 126
Adminsitrative Support Staff..................127
Telephone Directory...........................128
University System of Georgia..................128
Members of the Board of Regents............128
" Officers & Staff of the Board of Regents..128
Story of the University System of Georgia ....130
Institutions...................i..........l31
1996-98 Graduate Catalogue
119
Facultii;sk*-llg
Abayomi, Babatunde I., Science Education
B.S., Howard University; M.Ed., University
of Georgia; Ph.D., Georgia State University
Adekunle, Samuel, Business Administration
B.S.C., Bethune-Cookman College; M.B.A.,
Stetson University; Ph.D., NOVA University
Agazie, Maxine, Social Work
B.A., Benedict College; M.S.W., University
of Tennessee; Ph.D., Atlanta University
Anson, Richard, Criminal Justice
B.S., Jacksonville University; M.S., Ph.D.,
Iowa State University
Bacon, Egbert, J., Music Education
B.S., Virginia State College; M.M.Mniversity
of Michigan; Ed.D., University of Oklahoma
Baker, Elaine, Sociology
B.A., Tougaloo College; M.S.W., Atlanta
University; DP A, University of Georgia
Banks, Marva, English
B.S., Grambling State University; M.S.,
Louisiana Polytechnic University; Ph.D.,
Rensselaer Polytechnic Institute
Barnett, Toni, Nursing
A. D., Kennesaw State College; B.S., M.S.,
Georgia State University
Basu, Samarendra, Criminal Justice/^;-;}
Forensic Science
I.S.C., B.S.C., M.S.C., and Ph.D.; University
of Calcutta
Beard, Audrey Webb, Early Childhood
Education
B. S., Fort Valley State College; M.S., Atlanta
University; Ed.D., Jackson State University
Bembry, Deborah, Education Administration
and Supervision/Early Childhood Education
B.S., Albany State College; M.Ed., University
of Illinois; Ph.D., University of Iowa
Bennett, Cynthia F., Business Education
B.S., Alabama State University; M.A.,
The Ohio State University; Ph.D.,
Ohio University
Biasiotto, Judson, Health and Physical
Education
A. S., Coming Community College; B.S.,
Ed.S., Georgia Southern College; Ed.D.,
University of Georgia
Block, Burel B., Educational Administration
B. A., Eastern New Mexico University; M.A.,
Ed.D., Texas Technical University
Brown, Mollie, Administrative Systems and
Business Education, Chairperson
B.S., Albany State College; M.B.Ed., Ph.D.,
Georgia State University
Brown, Patricia, Nursing
B.S.N., Albany State College; M.S.N.,
Medical College of Georgia
Burgess, Walter J., Business Administration,
Dean of School of Business
B.S., Florida State University; M.B.E., Ph.D.,
Georgia State University
Burson, Denise, Early Childhood
B.S., M.Ed., Clemson University
Campbell, Gwendolyn, Mathematics and
Computer Science
B.S., Albany State College; M.S.,
Atlanta University
Campbell, Wilburn A., Health and Physical
Education and Recreation, Chairperson
B.S., Morehouse College; M.S., D.P.E.,
Springfield College
Chan, Kwaichow B., Physics
B.S., Ph.D., Texas Tech University
Chang, Edward, Psychology and Special
Education, Chairperson of Department of
Psychology, Sociology and Social Work
B.A., Taiwan Normal University; M.S.,
Northeast Missouri State Teachers College;
Ph.D., University of Oklahoma
Cherry, Joyce, English
B.A., Paine College; M.A., Atlanta
University; Ph.D., Emory University
120
Personnel
Chuang, Horace H., Mathematics and
Computer Science
B. A., Taiwan Normal University; M.S.,
Indiana State University; Ph.D., Wayne
State University
Cohen, Sandy, English
A. A., Miami-Dade Junior College; B.A.,
Florida Atlantic University; M.A., Ph.D.,
Auburn University
Cordy, Everett D., Business Administration
B. S., Morehouse College; B.I.E., Georgia
Institute of Technology; J.D., University of
Georgia; L.L.M., Atlanta Law School,
Ph.D., LaSalle University
Dixit, Badar inath, Engineering
B.S.M.E., University of Myjone; M.S.B.E,
Ph.D., West Virginia University
Duhon, Alice, Counseling
B.S., M.Ed., Texas Southern University;
Ph.D., The Union Institute
Dungee, Grant, Health and Physical Education
B.S., Kentucky State College; M.S., H.E.DIR.,
Hs.D., Indiana University
Eletr, Amr A., Business Administration
B.Com., Alexandria University (Egypt);
M. Acc., University of Mississippi;
D.B.A., Mississippi State University
Ezeamii, Hyacinth C., Public Administration
B.S., Shaw University; M.P.A., Ed.D., North
Carolina State University
Foster, Helen E., Business Education
A. B., Clark College; M.S., University of
Wisconsin; Ed.D., University of
Northern Illinois
Frazier, Charles, Physical Education
B. S., Albany State college; M.S., New
York University
Ghunaym, Ghunaym M., Mathematics and
Computer Science
B.A., American University of Beirut; Ph.D.,
Florida State University
Grant, Velma F., English Education
A.B., Clark College; M.A., Atlanta
University; Ed.D., Rutgers University
Green, Marzine, Mathematics and Computer
Science, Chairperson
B.S., Alcorn State University; M.S.,
University of Illinois; Ph.D., University of
Southern Mississippi
Grimsley, Linda, Nursing
B.S.N., Georgia Southern College; M.S.N.,
Valdosta State College
Hatcher, Betty DeVane, Science Education
B.S., M.Ed., Valdosta State University;
Ed.D., University of Georgia
Haynes, Robert L., Biology, Dean of the
Graduate School
B.S., Alcorn State University; M.S.,
Tuskegee University; Ph.D.,
Purdue University
Hill, James L., English, Dean of School of Arts
and Sciences
B.S., Fort Valley State College; M.A., Atlanta
University; Ph.D., University of Iowa
Holeman, Doris S., Nursing
B.S., Albany State College; M.N., The- i
Ohio State University; Ph.D., Georgia
State University
Hollis, Lois B., Political Science and Public
Administration
A. B., Clark College; M.A., Ph.D.,
Atlanta University
Johnson, Sherryl L., Allied Health Sciences
B. S., M.S.N., Clark College; M.P.H., Emory
University; Ph.D., Clark-Atlanta University
Jones, Marion E., Biology
B.S., Fort Valley State College; M.S., Atlanta
University; Ph.D., Iowa State University
Jones, Oliver, Health & Physical Education
B.B., Albany State College; M.S., Georgia
State University
Jones, Tony C., Criminal Justice
B.A., Fort Valley State College; J.D.,
University of Georgia
Khan, M.V.A., Educational Foundation
B.S., Osmania University; M.Ed., Ed.D.,
University of Houston
1996-98 Graduate Catalogue
121
King, Travis, Middle Grades/Reading
B.A., North Georgia College; B.A., M.Ed.,
Brigham Young University; Ph.D.,
University of Georgia
King, Paul, German/Spanish
B.A., Florida A&M University; M.A., Ph.D.,
Inter-American University
Kooti, John G., Business Administration
B.S., Jundi Shapur University; M.S., Ph.D.,
Michigan State University
Lawson, Benjamin, English
B.A., Purdue University; M.A., Indiana
University; Ph.D., Bowling Green
State University
Lawson, Mary, English
B.A., Findlay College; M.A., Ph.D., Bowling
Green State University
Liu, Lipping, Business Administration
B.S., Central China University of Science
and Technology (China); B.E., Wuhan
University of Hydrolics and Electronic
Engineering (China); M.E., Central China
University of Science and Technology
(China); Ph.D., University of Kansas
Lockley, Ora, Biology
B.S., North Carolina A&T University; M.S.,
Michigan State University; Ed.D.,
Rutgers University
Lyons, Edward E., Biology
B.S., M.S., Howard University; Ph.D.,
Atlanta University
Masih, Samuel, Mathematics and
Computer Science
B.A., M.Sc., Delhi University; M.A., Ph.D.,
Indiana University
McCrary, Jo Ann, Biology
B.S., Bennett College; M.S., Georgia College;
Ph.D., Atlanta University
McManus, Elaine, Nursing
B.S.N., University of New Mexico;M.S.N.,
Ph.D., University of Texas
Miller, Martin, Education
B.S., M.S., Indiana University
Odio, Arnold, English and Modem Languages
B. A., University of West Florida; M.A.,
University of Miami; M.A., Ph.D.,
University of Arkansas
Ojemakinde, Abiodun, Business Administration
B.S., University of Ife; M.S., Ph.D., Louisiana
State University
Okediji, Olatunde., Biology
B.S., Eastern College Saint Davids;
M.S., Howard University; Ph.D.,
Atlanta University
Okpara-Bush, Rosa, Business Administration
B.S., Albany State College; M.B.Ed., Ph.D.,
Georgia State University
Oladeji, Samuel, English
B. A., University of Ibadan; M.A., University
of Ife; Ph.D., University of Exeter
Onyenwoke, Nelson O., Sociology
B.A., Milton College; M.A., University
of Oklahoma; Ph.D., University of
Wisconsin (Madison)
O'Quinn, Nancy, Nursing
B.S.N., M.S.N., M.Ed., Valdosta
State College
Orok, Michael, Public Administration
B.A., Central State University; M.A.,
Central Michigan University; Ph.D.,
Atlanta University
Orok, Teresa M., Public Administration
B.A., Lane College; M.P.A., Atlanta
University; M.S.U.S., Georgia
State University
Pandey, Surendra N., Physics
B.S., Ewing Christain College; M.S.,
University of Allahabad; Ph.D.,
Howard University
Perry, Thomas, Criminal Justice
A.S., Georgia Military College; B.S.,
M.P.A., Brenau University; Ph.D.,
Waldren University
122
Personnel
Reese, Shirley, Associate Professor of Health,
Physical Education and Recreation
B.S., Savannah State College; M.S.,
Georgia State University; Ph.D., Florida
State University
Ritter, Edward H., Psychology
B.A., University of Miami; M.A., University
of Texas; Ph.D., University of Georgia
Rhodes, Veula J., History and Political
Science, Chairperson
B.A., M.A., North Carolina Central
University; Ph.D., Florida State University
Robertson, Sara, Special Education
B.S., M.Ed., University of Georgia, Ph.D.,
Ohio State University
Rogers, Michael, Business Administration
B.S., University of Tennessee; M.S., Ph.D.,
University of Tennessee
Ryan, Patricia, Criminal Justice
A. A., Daytona Beach Community College;
B. S., Florida State University; J.D.,
University of Georgia
Saheb, M.A., Math and Computer Science
B. A., University of Michigan; M.S., George
Washington University
Samber, Roland H., Music
B.M., Howard University; M.M., University
of Michigan; M.F.A., University of Georgia
Sherman, Eugene G., Sociology
A.B., Fort Valley State College; M.A.,
Southern Illinois University; D.D., Georgia
Baptist Seminary; Ph.D., Purdue University
Sikes, Elizabeth, Nursing
A. A., Albany Junior College; B.S.N.,
Albany State College; M.S.N., Georgia
Southern College
Smith, Alsylvia, Modem Languages
B. S., Southern University; M.A., Atlanta
University; Ph.D., Kansas State University
Smith, Clifford L., Chemistry
B.S., Virginia Union University; Ph.D., Iowa
State University
Smith, Hampton, Physical Education
B.S., Mississippi Valley State College; M.A.,
Tennessee State University
Smith, Lamar, Music
B.S., M.Ed., Alabama State University;
Ph.D., Kansas State University
Snyder, Don, Business Administration
B.S., U.S. Merchant Marine Academy;
M.B.A., University of Southern Mississippi;
Ph.D., Texas A&M University
Steele, Jack, Chemistry
B.A., DePauw University; Ph.D., University
of Kentucky
Studdard, Hugh, Health and Physical
Education
B.S., Georgia Southern College; M.A.,
. University of Alabama; Ed.D., University of
Southern Mississippi
Sykes, Ellis, Biology, Chairman of Natural
Sciences
B.S., Morehouse College; M.S., Ph.D.,
University of Georgia
Tiller, Brenda, Early Childhood Education
B.S., Alabama A&M University; M.S.,
Indiana University at Fort Wayne; Ed.D.,
Ball State University
Tucker, Sharon L., History and Political Science
B.A., Howard University; J.D., University
of Georgia
Wallace, Renee, Educational Administration
and Supervision/School Counseling
B.S., Central Connecticut State University;
M.A., Ph.D., University of Iowa
Washington, Betty, Biology
B.S., Grambling University; M.S., Ph.D.,
Atlanta University
Wilson, Brenda, Nursing
B.S.N., Albany State College; M.S.N.,
Medical College of Georgia
Wilson, Lucille, Nursing, Dean of the School of
Nursing & Allied Health Sciences
B S.N., Florida A&M University; M.N.,
Ed.D., University of Florida
1996-98 Graduate Catalogue
123
Wilson, Maudecca L., Middle Grades
Education
B.S., Albany State College; M.A., Atlanta
University; Ph.D., University of Oklahoma
Worthy, Mirian, Nursing
B.S.N., Albany State College; M.S.N.,
Medical College of Georgia
Zuem, Glenn, Criminal Justice
B.A., University of Georgia; M.S., Albany
State College; Ph.D., University of Indiana
at Pennsylvania
Adjunct
Faculty___________________________________
Alford, Linda W., Nursing
B.S., Johns Hopkins University; M.S.N.,
Georgia State University
Grimsley, Allan, Special Education/Educational
Administration and Supervision
B.A., Georgia Southwestern College; M.Ed.,
Ed.S., Valdosta State College; Ph.D., Georgia
State University
Harrell, Patricia, Special Education
B.S., Valdosta State College; M.Ed., West
Georgia College; Ed.S., Valdosta State
College; Ph.D., Florida State University
Hicks, Denotra, Nursing
A. D., Columbus College; B.S., Tuskegee
University; M.S., Georgia State University
Jackson, King S., Management/Finance,
Director of Procurement
B. S., Albany State College; M.B.A., Atlanta
University; Ph.D., Florida State University
Jackson, Seaborn,
B.A., Albany State College, M.Ed.,
Ed.S.,Valdosta State University
Jones, Oliver, Public Administration
B.S., Savannah State College; M.A., Ph.D.,
University of Illinois
Judge, Walter W., Education Administration
B.S., Albany State College; M.Ed., Florida
A&M University; Ed.S., University of
Georgia; Ph.D., Florida State University
Lockette, Willie, Law
J.D., University of Illinois
Tabb, Joy Allen, Special Education
A. A., Albany Junior College; B.S., Albany
State College; M.S., Ed.S., Valdosta State
College; Ed.D., University of Georgia
Thompson, Corleen J., Nursing
B. S., State University of New York; M.S.,
University of Minnesota; Ph.D., University
of North Carolina
Personnel
Emeriti_________________________________
Billy C. Black
President-Emeritus
B.S., Tuskegee Institute; M.S., Ph.D., Iowa
State University
*Aaron Brown
President-Emeritus
B.A., Talladega College; M.A., Atlanta
University; Ph.D., University of Chicago
Sara Bealing
Assistant Professor Emerita of Education
B.S., Fort Valley State College; M.Ed.,
Tennessee State University; Ph.D., Florida
State University
Arthur R. Berry
Associate Professor Emeritus of Art
B.A., Fisk University; M.A., Teachers
College, Columbia University
Clement A. Bronson
Professor Emeritus of Education
B.S., M.S., Tuskegee Institute; Ph.D., The
Ohio State University
Joo-Yon Ohm Cederberg
Assistant Professor Emeritus of Art
B.F.A., Minneapolis College of Art and
Design; M.F.A., Cranbrook Academy
124
Personnel
Robert A. Cross
Assistant Professor Emeritus of Education
B.S., Albany State College; M.S.,
Indiana University
Charles K. Dunson
Professor Emeritus of Education
B.A., Morehouse College; M.A., New
York University; Ed.D., University of
Northern Colorado
Charles Leonard Hayes
Presiden t-Emeritus
A. B., Leland College; Ed.M., Loyola
University; Ed.D., University of Northern
Colorado
Leroy Johnson
Assistant Professor Emeritus of Business
Administration
B. S., Bluefield State College; M.Litt., M.Ed.,
University of Pittsburgh
*Forrest L. Kirkpatrick
Associate Professor Emeritus of Health and Physical
Education
A.B., Talladega College; M.A., New
York University
*Troas Lewis Latimer
Associate Professor Emerita of Social Sciences
A. B., Spelman College; M.A., Atlanta
University
William E. Lightfoote
Professor Emeritus of Education
B. S., Tuskegee Institute; M.A., Teachers
College, Columbia University; Ed.D.,
Indiana University
James H. Marquis
Professor Emeritus of Music
B.M., University of Detroit; M.M., Boston
University; Ph.D., University of Iowa
Helen M. Mayes
Director Emerita of Admissions and Records
B.S., Savannah State College; M. A., New
York University
William E. Newsome
Assistant Professor Emeritus of Education
B.S., Albany State College; M.S., Fort Valley
State College
*Obie W. O'Neal
Professor Emeritus of Health and Physical Education
B.S., Bluefield State College; M.S., West
Virginia University
*James Pendergrast
Dean Emeritus for Academic Affairs
B.S., North Carolina A&T State University;
M.S., Howard University; Ph.D., University
of Michigan
* James C. Reese
Associate Professor Emeritus of Education
A. B., Morris Brown College; M.Ed., Atlanta
University; LLD., Union Baptist Seminary
Mamie B. Reese
Associate Professor Emerita of Education
B. S., Spelman College; M.S., Drake University
Bimell D. Rivers
AssociateProfessor Emerita of Business
Administration
B.S., Savannah State College; M.B.A.,
Atlanta University
*Annie L. Sheffield
Associate Professor Emerita of Education
A. B., Atlanta University; M.A., Columbia
University
*Eleanor Winder
Associate Professor Emerita of Nursing
B. S., New York University; M.A., Fisk
University
deceased
Affirmative
Action
Officers_____________________________
Mrs. Dorothy Hubbard
Affirmative Action Officer
(912) 430-4603
Mrs. Joyce Wimberly
504 Coordinator
(912) 430-4623
1996-98 Graduate Catalogue
125
General
Administrative
Officers_________________________________
Portia Shields
President
B.S., District of Columbia Teachers College;
M. A., George Washington University;
Ph.D., University of Maryland
Ernest W. Benson
Vice President for Academic Affairs
B. A., University of Evansville; M.A., Indiana
University; Ph.D., University of Georgia
Kenneth Dyer
Vice President for Fiscal Affairs
B!S., M.B.A., Albany State University-.
Stephanie Harris
Interim Vice President for Student Affairs
B.S., Albany State College; M. A., Atlanta
University; Ed.D., University of Cincinnati
Robert Jennings
Vice President for Institutional Advancement
B.A., Morehouse College; M.A., Ed.S.,
Ed.D., Atlanta University
Gorham Black, III
Interim Executive Assistant to the President
B.A., Howard University; M.A., Syracuse
University
Kathleen J. Caldwell
Director of Admissions and Financial Aid
B.S., Albany State College; M.B.E.D.,
Georgia State University
Am a Albritten
Registrar
B.S., Albany State College; M.B.E.D.,
Georgia State University
Prince Brown
Director of Alumni Affairs
B.S., Albany State College
Cynthia Hoke
Director of Public Information Services
B.A., Georgia State University
Academic
Officers_____________________________
James L. Hill
Dean, School of Arts and Sciences -
B.S., Fort Valley State College; M.A., Atlanta
University; Ph.D., University of Iowa
Walter J. Burgess
Dean, School of Business
B.S., Florida State University; M.B.E., Ph.D.,
Georgia State University
Claude G. Perkins
Dean, School of Education
B.S., Mississippi Valley State University;
M.A., Purdue University; Ph.D., Ohio
University
Lucille B. Wilson
Dean, School of Nursing and Allied Health Sciences
B.S.N., Florida A&M University; M.N.,
Ed.D., University of Florida
Robert L. Haynes
Dean, Graduate School
B.S., Alcorn State University; M.S.,
Tuskegee University; Ph.D., Purdue
University
Academic
Department
Chairs_______________________________
Richard H. Anson
Criminal Justice Department
B.S., Jacksonville University; M.S., Ph.D.,
Iowa State University
Evelyn Hodge
Developmental Studies Department
B.S., Albany State College; M.E.D., Bowling
Green State University; Ed.S., Troy State
University; Ph.D., Florida State University
126
Personnel
Veula J. Rhodes
History and Political Science Department
B.A., M.A., North Carolina Central
University; Ph.D., Florida State University
Velma Grant
Department of English and Modern Languages
A.B., Clark College; M.A., Atlanta
University; Ed.D., Rutgers University
Marzine Green, Jr.
Department of Mathematics and Computer ^Science
B.S., Alcorn State University; M.S.,
^University of Illinois; Ph.D., University of
Southern Mississippi
Ellis Sykes
Natural Sciences Department
B.S., Morehouse College; M.S., Ph.D.,
University of Georgia
Cynthia Butler
Psychology, Sociology and Social Work Department
B.A., Paine College; M.A., University of
California; Ph.D., University of Georgia
Walter Burgess
Business Administration Department
B.S., Florida State University; M.B.E., PhD.,
Georgia State University
Mollie Brown
Department of Administrative Systems and
Business Education
B.S., Albany State College; M.B.Ed., Ph.D.,
Georgia State University
Betty DeVane Hatcher
Department of Curriculum and Instruction
B.S., M.Ed., Valdosta State University;
Ed.D., University of Georgia
Wilburn Campbell
Health, Physical Education & Recreation
B.S., Morehouse College; M.S., D.P.E.,
Springfield College
Lucille Wilson
Nursing and Allied Health Sciences Department
B.S.N., Florida A&M University; M.N.,
Ed.D., University of Florida
Administrative
Support Staff
Marguerite Bonner
Director of Word Processing Center
B.S., Albany State College
Ken Dyer
Interim Director of Business Operations
B.S., M.B.A. Albany State University
Debra Johnson
Manager of College Bookstore
B.S., Albany State College
Qadriyyah Qawiy
Director of the Advisement Center
B.S., M.Ed., Albany State College
Sammie Pringle
Assistant Vice President for Academic Affairs
B.S., Benedict College; M.C.S., Texas A&M
University; Ed.D., Clark-Atlanta University
J. Dale Sherman
Director of Computer Center
B.S., Albany State College; M.Ed.,
University of Georgia
Jacob L. Shirley
Physician and Director of Health Services
B.S., Morehouse College; M.D., Meharry
Medical College
John Wilson
Director of Housing
B.S., Albany State College
Joyce Wimberly
Director of Human Resources Management
A. A., Darton College; B.S., Albany
State College
1996-98 Graduate Catalogue
127
Telephone
Directory
Admissions/Financial Aid 430-4646
Toll Free Inside Georgia 1-800-822-RAMS
ASU Foundation, Inc. 430-4663
Athletics 430-4754
Bookstore 430-4746
Center for Student Development
Counseling and Testing 430-4667
Financial Aid/ Admissions 430-4650
Fiscal Affairs 430-4610
General Information 430-4600
Library 430-4799
Public Information Services 430-4671
Public Safety 430-4711
Registrar - Transcripts, Readmission,
Enrollment Verification 430-4638
School of Arts and Sciences 430-4832
School of Business 430-4772
School of Education 430-4715
School of Nursing and Allied
Health Sciences 430-4624
Graduate School 430-4862
Student Activities 430-4739
Veteran Affairs 430-4640
University
System of
Georgia______________________
MEMBERS OF THE BOARD OF REGENTS
John Henry Anderson, Jr.
Hawkinsville, State-at-Large
Current term expires 1997
Juanita Powel Baranco
Decatur, Eleventh District
Current term expires 1998
J. Tom Coleman, Jr.
Savannah, State-at-Large
Current term expires 2002
Donald M. Leebem, Jr.
Atlanta, State-at-Large
Current term expires 1998
Charles H. Jones
Macon, State-at-Large
Current term expires 2002
S. William Clark, Jr.
Waycross, First District
Current term expires 1999
Elsie P. Hand
Pelham, Second District
Current term expires 1997
William B. Turner
Columbus, Third District
Current term expires 2000
A.W. "Bill" Dahlberg
Atlanta, Fourth District
Current term expires 2000
Elridge W. McMillan
Atlanta, Fifth District
Current term expires 1996
Kenneth W. Cannestra
Atlanta, Sixth District
Current term expires 2001
Edgar L. Rhodes
Bremen, Seventh District
Current term expires 1999
John H. Clark
Moultrie, Eighth District
Current term expires 1996
Edgar L. Jenkins
Jasper, Ninth District
Current term expires 2001
Thomas F. Allgood, Sr.
Augusta, Tenth District
Current term expires 2000
OFFICERS AND STAFF MEMBERS OF THE
BOARD OF REGENTS
Thomas F. Allgood, Sr.
Chairman*
Suzanne G. Elson
Atlanta, State-at-Large William Clark, Jr.
Current term expires 1999 Vice Chairman*
128
Personnel
Stephen R. Portch
Chancellor*
Joan M. Elifson
Senior Policy Associate
Martha T. Nesbitt
Special Assistant
Gail S. Weber
Secretary to the Board/Executive
Administrative Assistant
Arthur N. Dunning
Senior Vice Chancellor*
Human and External Resources/
Acting Deputy
Thomas E. Daniel
Vice Chancellor
External Affairs
Arlethia Perry-Johnson
Assistant Vice Chancellor
Media and Publications
Annie Hunt Burriss
Assistant Vice Chancellor
Development and Economic Services
John Millsaps
Director of Communications/Marketing
T. Don Davis
Associate Vice Chancellor
Human Resources
John Fleischmann
Director
Personnel Management
Elizabeth E. Neely
Associate Vice Chancellor
Legal Affairs
J. Bums Newsome
Assistant Vice Chancellor
Legal Affairs (Prevention)
Corlis Cummings
Assistant Vice Chancelor
Legal Affairs (Contracts)
Elaine Newell
Assistant Vice Chancellor
Legal Affairs (Compliance)
Lindsay Desrochers
Senior Vice Chancellor
Capital Resources/Treasurer
William K. Chatham
Vice Chancellor
Facilities
Peter J. Hickey
Assistant Vice Chancellor
Facilities
Linda M. Daniels
Director
Facilities Planning
Mark Demyanek
Director
Environmental Safety
William R. Bowes
Associate Vice Chancellor
Fiscal Affairs
C. Roger Mosshart
Assistant Vice Chancellor
Budgets
Levy G. Youmans
Assistant Vice Chancellor
Management and Audit Advisory Services
Carole B. Riddle
Director
Business Services
James L. Muyskens
Senior Vice Chancellor
Academic Affairs
Barry A. Fullerton
Vice Chancellor
Student Services
J.B. Mathews
Vice Chancellor
Information / Instructional T echnology / CIO
Randall A. Thursby
Assistant Vice1Chancellor
Information Technology
1996-98 Graduate Catalogue
129
Kris Biesinger
Assistant Vice Chancellor
Instructional Technology
Cathie M. Hudson
Associate Vice Chancellor
Planning and Policy Analysis
Joseph J. Szutz
Assistant Vice Chancellor
Planning
Jan Kettle well
Assistant Vice Chancellor
Academic Affairs
David M. Morgan
Assistant Vice Chancellor
Academic Affairs
Joseph P. Silver
Assistant Vice Chancellor
Academic Affairs
Kathleen Burk
Director
Regents' Testing
Jacqueline R. Michael
Director
Pre-College Programs
* Officers of the Board
The University
System of
Georgia___________________________________
The University System of Georgia includes
all state-operated institutions of higher
education in Georgia - four research
universities, two regional universities, 13 state ,
universities and colleges, 15 two-year colleges.
These 34 public institutions are located
throughout the state.
A 15-member constitutional Board of
Regents governs the University System, which
has been in operation since 1932. Appointments
of Board members are made by the Governor,
subject to confirmation by the State Senate. The
regular term of Board members is seven years.
The Chairperson, the Vice Chairperson and
other officers of the Board are elected by the
members of the Board. The Chancellor, who is
not a member of the Board, is the chief
executive officer of the Board and the chief
administrative officer of the University System.
The overall programs and services of the
University System are offered through three
major components: instruction; public
service/continuing education; and research.
Instruction consists of programs of study
leading toward degrees, ranging from the
associate (two-year) level to the doctoral level
and certificates.
Requirements for admission of students to
instructional programs at each institution are
determined, pursuant to policies of the Board of
Regents, by the institution. The Board
establishes minimum academic standards and
leaves to each institution the prerogative to
establish higher standards. Applications for
admission should be addressed in all cases to
the institutions.
Public Service/Continuing Education
consists of non-degree activities, primarily, and
special types of college degree credit courses.
The non-degree activities are of several
types, including short courses, seminars,
conferences, lectures and consultative and
advisory services in a large number of areas of
interest. These activities are designed by each
institution to meet special educational,
informational and cultural needs of the people
of the service areas of that institution.
Typical college degree credit public
service/continuing education courses are those
offered through extension center programs and
teacher education consortiums.
Research encompasses investigations
conducted primarily for discovery and
application of knowledge. These investigations,
conducted on campuses and at many off-
campus locations, cover a large number and a
large variety of matters related to the
educational objectives of the institutions and to
general societal needs.
Most of the research is conducted through
the research and regional universities; however,
some of it is conducted through several of the
senior universities and colleges.
The policies of the Board of Regents for the
government, management and control of the
University System provide autonomy of high
degree for each institution. The executive head
of each institution is the President, whose
130
Personnel
election is recommended by the Chancellor and
approved by the Board.
State appropriations for the University
System are requested by, made to, and allocated
by the Board of Regents.
Institutions
Universities
Athens 30602
University of Georgia - h; A,B,J,M,S,D
Atlanta 30332
Georgia Institute of Technology - h; B,M,D
Atlanta 30303
Georgia State University - A,B,J,M,S,D
Augusta 30912
Medical College of Georgia - h; A,B,M,D
Regional Universities
Statesboro 30460
Georgia Southern University - h; A,B,M,S,cD
Valdosta 31698
Valdosta State University - h; A,B,M,S,cD
State Universities and Colleges
Albany 31705
Albany State University - h; B,M,S
Americus 31709
Georgia Southwestern State University - h;
A,B,M,S
Augusta 30910
Augusta State University - A,B,M,S,cD
Carrollton 30118
State University of West Georgia - h;
A,B,M,S,cD
Columbus 31993
Columbus State University - A,B,M,S,cD
Dahlonega 30597
North Georgia College and State University
- h; A,B,M \
Fort Valley 31030
Fort Valley State University - h; A,B,M
Marietta 30061
Kennesaw State University - A,B,M
Marietta 30060
Southern Polytechnic State University - h;
A,B
Milledgeville 31601
Georgia College and State University - h;
A,B,M,S
Morrow 30260
Clayton College and State University - A,B
Savannah 31406
Armstrong Atlantic State University - h;
A,B,M,S
Savannah 31404
Savannah State University - h; A,B,M
Two-Year Colleges
Albany 31707
Darton College - A
Atlanta 30310
Atlanta Metropolitan College - A
Bainbridge 31717
Bainbridge College - A
Bamesville 30204
Gordon College - h; A
Brunswick 31523
Coastal Georgia Community College - A
Cochran 31014
Middle Georgia College - h; A
Dalton 30720
Dalton College - A
Decatur 30089-0601
DeKalb College - A
Douglas 31533
South Georgia College - h; A
Gainesville 30503
Gainesville College - A
Macon 31297
Macon State College - A
Rome 30163
Floyd College - A
Swainsboro 30401
East Georgia College -A
Tifton 31793
Abraham Baldwin Agricultural
College - h; A
Waycross 31501
Waycross College - A
1996-98 Graduate Catalogue
131
h - On-Campus Student Housing Facilities
Degrees Awarded:
A - Associates
B - Bachelor's
J - Juris Doctor
M - Master's
S - Specialist in Education
D - Doctor's
cD - Doctor's offered in cooperation with a
University System university, with degree
awarded by the university
132
Personnel
nonprofit
ORGANIZATION
U.S. POSTAGE
! PAID
ALBANY, GA
PERMIT NO. 434
College Education on a Personal Level
504 College Drive
Albany, GA 31705
Telephone 912-430-4646
or 1-800-822-7267
(1-800-822-RAMS)
A Unit of the University System of Georgia