Augusta College Graduate Bulletin 1983-1984

usta College

Graduate bulletin

1983-84

A Senior Unit of the University System of Georgia

Augusta College
Graduate Programs
A Summary

Master of Business Administration

Concentrations in Accounting, Adminis-
tration, and Health Services Administra-
tion.

Master of Education

Majors in Administration and Supervi-
sion, Elementary Education (Options in
Early Childhood and Middle Grades),
Health Services, Reading Education,
Secondary Education (Concentrations
in English, Mathematics, and Social
Sciences), and Special Education (Con-
centrations in Mental Retardation, Learn-
ing Disabilities and Interrelated).

Master of Science

Major in Psychology

Specialist in Education

Majors in Early Childhood Education,
Middle Grades Education, Reading Edu-
cation, Secondary Education (Concen-
trations in English, Mathematics, and
Social Sciences), Special Education
(Concentrations in Mental Retardation,
Learning Disabilities, and Interrelated),
and Administration and Supervision.

The University of Georgia/Augusta Col-
lege Cooperative Program of Study
Leading to the University of Georgia's
Master's Degree in Vocational Educa-
tion and Specialist Degree in Vocational
Education in Agricultural Education,
Business Education, Distributive Educa-
tion, Health Occupations Education
(Master's only), Home Economics Edu-
cation, Industrial Arts Education, Trade
and Industrial Education, Vocational Ed-
ucation.

LIBRARY USE ONLY

REESE LIBRARY

Augusta College

Augusta, Georgia

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W3M Augusta

College

Graduate
Bulletin

1983-1984

No. 2

The Augusta College is an equal educational
opportunity institution in that no person shall,
on the grounds of race, color, sex, creed,
national origin, or handicap, be excluded
from participation in or be otherwise sub-
jected to discrimination by any educational
program, activity, or facility. This is in com-
pliance with Title VI pf the Civil Rights Act of
1 964. An affirmative action/equal opportunity
institution.

A Senior Unit of the
University System of Georgia

Augusta, Georgia 30910

Contents

General Information 9

Admissions 17

Expenses and Business Regulations 21

Financial Assistance for Students 25

Student Personnel Services 29

Athletics 29

Career Planning and Placement 29

Counseling Center 30

Awards 29

Organizations 31

Student Activities 31

Student Government 32

Student Publications 32

Testing Center 32

Veterans' Affairs 33

Academic Regulations 35

Class Attendance 37

Academic Standing 38

Academic Honesty 38

General Degree Requirements 41

Master's Degree Requirements 41

Master of Business Administration

Degree Program 45

Master of Education Degree Program 49

Master of Science Degree Program with

a Major in Psychology 57

Specialist in Education Degree Program . . 61
The University of Georgia/Augusta College

Cooperative Degree Programs 65

Master of Education in Vocational

Education 66

Specialist in Education in Vocational

Education 66

Course Descriptions 67

Directory 91

General Information

Admissions

Expenses and Business Regulations

Student Personnel Services

Academic Regulations

Master of Business Administration
Degree Program

Master of Education
Degree Program

Master of Science

Degree Program with

a Major in Psychology

Specialist in Education
Degree Program

The University of Georgia/Augusta

College
Cooperative Degree Programs

Course Descriptions

Directory

College Calendar
1983-84

Fall Quarter, 1983

August 19
September 12

September 14
September 20
September 21
September 22
October 26
November 7-11
November 23-27
December 2
December 3, 5-8
December 8

Winter Quarter, 1984

December 2
January 3
January 4
January 5
January 9

February 7
February 13-17
March 13
March 14-17, 19
March 19

Last day to file applications for new admissions

Exemption examinations (optional) in U.S. and Georgia

History and U.S. and Georgia Constitutions

First Faculty Meeting

Orientation and Registration

Classes begin

Last day for registration and schedule changes

Midterm

Pre-registration for the Winter Quarter

Thanksgiving Recess

Last day of classes

Examinations

Term ends

Last day to file applications for new admissions

Orientation and Registration

Classes begin

Last day for late registration and schedule changes

Exemption examinations (optional) in U.S. and Georgia

History and U.S. and Georgia Constitutions

Midterm

Pre-registration for the Spring Quarter

Last day of classes

Examinations

Term ends

Spring Quarter, 1984

February 24
March 26
March 27
March 28
April 2

April 30
May 7-1 1
June 4
June 5-8
June 10
June 10

Last day to file applications for new admissions

Orientation and Registration

Classes begin

Last day for late registration and schedule changes

Exemption examinations (optional) in U.S. and Georgia

History and U.S. and Georgia Constitutions

Mid-term

Pre-registration for Summer and Fall Quarters

Last day of classes

Examinations

Graduation

Term ends

Summer Quarter, 1984

May 18
June 15
June 18
June 19
June 25

July4

July 17

July 23-27

August 15

August 16-18, 20-21

August 24

August 24

Last day to file applications for new admissions

Orientation and Registration

Classes begin

Last day for late registration and schedule changes

Exemption examinations (optional) in U.S. and Georgia

History and U.S. and Georgia Constitutions

Independence Day holiday

Midterm

Pre-registration for the Fall Quarter

Last day of classes

Examinations

Graduation

Term ends

1984-1985

Fall Quarter, 1984

August 17 Last day to file applications for new admissions

September 10 Exemption examinations (optional) in U.S. and Georgia

History and U.S. and Georgia Constitutions

September 12 First Faculty Meeting

September 17 Orientation and Registration

September 19 Classes begin

September 21 Last day for late registration and schedule changes

October 24 Midterm

November 5-9 Pre-registration for the Winter Quarter

November 21-25 Thanksgiving Recess

November 30 Last day of classes

December 1, 3-6 Examinations

December 6 Term ends

Winter Quarter, 1985

December 7
January 2
January 4
January 8
January 14

February 8
February 11-15
March 14
March 16, 18-21
March 21
March 22-28

Last day to file applications for new admissions

Orientation and Registration

Classes begin

Last day for late registration and schedule changes

Exemption examinations (optional) in U.S. and Georgia

History and U.S. and Georgia Constitutions

Midterm

Pre-registration for the Spring Quarter

Last day of classes

Examinations

Term ends

Spring Vacation

Spring Quarter, 1985

February 22
March 29
April 1
April 2
April 8

Last day to file applications for new admissions

Orientation and Registration

Classes begin

Last day for late registration and schedule changes

Exemption examinations (optional) in U.S. and Georgia

History and U.S. and Georgia Constitutions

May 3 Midterm

May 6-1 Pre-registration for Summer and Fall Quarters

June 7 Last day of classes

June 8, 10-13 Examinations

June 16 Graduation

June 16 Term ends

Summer Quarter, 1985

May 17
June 17
June 18
June 19
June 24

July4

July 17

July 22-26

August 15

August 16-17, 19-21

August 23

August 23

Last day to file applications for new admissions

Orientation and Registration

Classes begin

Last day for late registration and schedule changes

Exemption examinations (optional) in U.S. and Georgia

History and U.S. and Georgia Constitutions

Independence Day holiday

Midterm

Pre-registration for the Fall Quarter

Last day of classes

Examinations

Graduation

Term ends

General
Information

This bulletin is primarily for the prospec-
tive graduate student. It is the belief of
those who prepared it that all the mate-
rial will prove important to some pro-
spective students and that most of it will
be important to every new student.

The statements set forth in this bul-
letin are for informational purposes only
and should not be construed as the basis
of a contract between a student and this
institution.

While the provisions of this bulletin
will ordinarily be applied as stated,
Augusta College reserves the right to
change any provision listed in this bul-
letin, including but not limited to aca-
demic requirements forgraduation, with-
out actual notice to individual students.
Every effort will be made to keep stu-
dents advised of any such changes.
Information on changes will be available
in the offices of the Dean of Graduate
Studies and the academic deans.

The University System
of Georgia

The University System of Georgia in-
cludes all state-operated institutions of
highereducation in Georgia 4 univer-
sities, 14 senior colleges, 15 junior col-
leges. These 33 public institutions are
located through 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 con-
firmation by the State Senate. The regu-

lar term of Board members is seven
years.

The Chairperson, the Vice Chairper-
son, and the 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 administra-
tive officer of the University System.

The overall programs and services of
the University System are offered
through three major components: In-
struction, Public Service/Continuing
Education, and Research.

Instruction consists of programs of study
leading toward degrees, ranging from
the associate (two-year) level to the doc-
toral level, and certificates.

Requirements for admission of stu-
dents to instructional programs at each
institution are determined, pursuant to
policies of the Board of Regents, by the
institution. The Board establishes min-
imum academic standards and leaves to
each institution the prerogative to estab-
lish higher standards. Applications for
admission should be addressed in all
cases to the institutions.

Public Service/Continuing Education

consists of non-degree activities, pri-
marily, and special types of college-
degree-credit courses.

The non-degree activities are of sev-
eral types, including short courses, semi-
nars, conferences, lectures, and consul-
tative and advisory services, in a large
number of areas of interest.

Typical college-degree-credit public
service/continuing education courses
are those offered through extension cen-
ter programs.

Research encompasses investigations
conducted primarily for discovery and
application of knowledge. These inves-
tigations cover matters related to the
educational objectives of the institu-
tions and to general societal needs.

Most of the research is conducted
through the universities; however, some
of it is conducted through several of the
senior colleges.

The policies of the Board of Regents
provide autonomy of high degree for
each institution. The executive head of
each institution is the President, whose
election is recommended by the Chan-
cellor and approved by the Board.

State appropriations for the University
System are requested by, made to, and
allocated by the Board of Regents. The
largest share of the state appropriations
approximately 70 percent is allo-
cated by the Board forResident Instruc-
tion. The percentages of funds budgeted
from all sources for Resident Instruction
in the 1983-84 fiscal year were: 72 per-
cent from state appropriations, 26 per-
cent from student fees, and 2 percent
from other internal income of institu-
tions.

Institutions of the
University System of Georgia

Degrees Awarded:

A_ Associate; B Bachelor's;
J Juris Doctor; M Master's;
S Specialist in Education; D Doctor's
h On-Campus Student Housing
Facilities

Universities

Athens 30602

University of Georgia h; B,J,M,S,D
Atlanta 30332

Georgia Institute of Technology h;

B,M,D
Atlanta 30303

Georgia State University A, B,M,S,D

Augusta 30912
Medical College of Georgia h;
A,B,M,D

Senior Colleges

Albany 31705

Albany State College h; B,M
Americus 31709

Georgia Southwestern College h;

A,B,M,S
Augusta 30910

Augusta College A,B,M,S
Carrollton 30118

West Georgia College h; A,B,M,S
Columbus 31993

Columbus College A,B,M,S
Dahlonega 30597

North Georgia College h; A,B,M
Fort Valley 31030

Fort Valley State College h; A,B,M
Marietta 30061

Kennesaw College A,B
Marietta 30060

Southern Technical Institute h; A,B
Milledgeville 31061

Georgia College h; A,B,M,S
Savannah 31406

Armstrong State College A,B,M
Savannah 31404

Savannah State College h; A,B,M
Statesboro 30460

Georgia Southern College h;

A,B,M,S
Valdosta 31698

Valdosta State College h; A,B,M,S

Locations of
Universities
and Colleges

10

Junior Colleges

Albany 31707

Albany Junior College A
Atlanta 30310

Atlanta Junior College A
Bainbridge 31717

Bainbridge Junior College A
Barnesville 30204

Gordon Junior College h; A
Brunswick 31523

Brunswick Junior College A
Cochran 31014

Middle Georgia College h; A
Dalton 30720

Dalton Junior College A
Douglas 31533

South Georgia College h; A
Gainesville 30403

Gainesville Junior College A
Macon 31297

Macon Junior College A
Morrow 30260

Clayton Junior College A
Rome 30161

Floyd Junior College A
Swainsboro 30401

Emanuel County Junior College
Tifton 31793

Abraham Baldwin Agri. College

A
Waycross 31501

Waycross Junior College A

University System of Georgia
244 Washington Street, S.W.
Atlanta, Georgia 30334

Purpose of Augusta College

The purpose of Augusta College is to pro-
vide an educational curriculum and en-
vironment that will enable its students to
become creative, responsible, and pro-
ductive citizens. The college program is
designed to confront students with im-
portant ideas, to assist students in mak-
ing informed value judgements, to chal-
lenge students to develop analytical,
reasoned approaches to issues and prob-
lems, and to develop specific skills which
will promote success in our complex
society. Augusta College seeks to create
an environment which promotes and
encourages intellectual freedom, excel-
lence in teaching, productive research
and publication, continuing faculty de-
velopment and professional service to
the community.

Accreditation and Affiliations

Augusta College is accredited by the
Southern Association of Colleges and
Schools. Baccalaureate degree pro-
grams for elementary, special, secon-
dary and K-12 teachers and master's
programsforthe preparation of elemen-
tary, secondary, special education and
reading teachers are approved by the
State Department of Education and ac-
credited by the National Council for the
Accreditation of Teacher Education. The
baccalaureate degree program in health
and physical education and all the spe-
cialist in education programs are ap-
proved by the State Department of Edu-
cation.

Augusta College is a member of the
American Council on Education, the
American Association of State Colleges
and Universities, the American Associa-
tion of Colleges for Teacher Education,
American Assembly of Collegiate
Schools of Business, the Council for
Advancement and Support of Educa-
tion, the Georgia Consortium, and the
National Collegiate Athletic Association.

11

History

Augusta College is located on a hill over-
looking the downtown area of the city of
Augusta in the center of the Central
Savannah River Area.

The college traces its beginnings to
the Academy of Richmond County,
which was chartered in July of 1 783 and
offered post graduate studies. The junior
College of Augusta was founded in 1925,
and moved from Richmond Academy to
its present location in 1957. The
name was changed to Augusta College
when it was incorporated into the Uni-
versity System of Georgia. August Col-
lege later became a senior unit, award-
ing its first four year degrees in 1967.
The first graduate degrees were awarded
in 1973.

Former presidents of the college are
George Phineas Butler, James Lister
Skinner, Eric West Hardy, Anton Paul
Markert, and Gerald Burns Robins. Dr.
George Andrew Christenberry assumed
the presidency on July 1, 1970.

Facilities

The 80-acre campus is the former plan-
tation of an 18th century Southern lead-
er, Freeman Walker. The land was used
as an arsenal from 1826 to 1955. Though
the campus has been altered considera-
bly, historical features have been re-
tained and renovated. The walls of the
fort of the arsenal still have in them rifle
and gun slits, but now encompass a
garden.

Bellevue Hall, once the home of the
Freeman Walker family, is the oldest
building on the campus, dating back to
1805. This building houses the Counsel-
ing Center and the Testing Center. The
President's Home, Payne Hall, Rains
Hall, Fanning Hall, and the Data Sys-
tems Center are located around the
quadrangle and were all part of the orig-
inal arsenal. Payne Hall houses the offi-
ces of the Vice President for Academic
Affairs, Dean of Graduate Studies, Dean
of Students, Associate Dean of Students,
Director of Financial Aid, Director of
Admissions, and Registrar. Rains Hall

houses the offices of the President, Dean
of College Relations, Directors of Devel-
opment, Publications and Public Infor-
mation. Fanning Hall houses the office
of the Vice President for Business and
Finance, the Business Office, the Pur-
chasing Office, and the Personnel Office.

The Institutional Research building
houses the college's computer center
and the offices of the Assistant to the
President and the Director of Computer
Services.

Other majorfacilitiesincludeascience
building, a gymnasium, a college activi-
ties center, and four classroom build-
ings, three of which house dean's offi-
ces: Butler Hall (Dean of Education),
Markert Hall (Dean of Business), Skinner
Hall (Dean of Arts and Sciences), and
Hardy Hall.

The college has a modern indoor
swimming pool, and a fine arts center
with a Performing Arts Theatre (PAT), as
well as tennis courts, an athletic field,
and parking facilities, located in the cen-
ter of campus. Another recent addition is
the Continuing Education/Military Sci-
ence Building.

The Maxwell Alumni House, a gift from
the estate of Jefferson Maxwell, houses
the office of the Director of Alumni
Affairs.

The Forest Hills Golf Course, an 18
hole educational and recreational facil-
ity, is operated and maintained by the
Augusta College Athletic Association.
The course covers over 200 acres and is
located about two miles from the main
campus. It is open year-round to stu-
dents, faculty, and staff as well as the
general public.

Reese Library

The college library is at the center of
every academic program. The Reese
Library, completed in 1977, is named in
honor of Dr. and Mrs. John T. Reese,
parents of Mrs. Mary Katherine Reese
Pamplin, class of 1936. The three story
building of 80, 000 square feet has aseat-
ing capacity of 1,000 and a shelving
capacity of 400,000 volumes. The library

12

now has over 305,000 volumes and
530,000 pieces of microform. The United
States document depository collection
now contains over 168,000 items.

Facilities include areas for study, ref-
erence, listening, typing, and reading
microforms.

Services include the circulation of
materials from the open shelf arrange-
ment and materials on reserve. Inter-
library loan service is available for mate-
rials in other libraries. Reference service
includes data base searches from the
Bibliographic Retrieval Services (BRS)
and the Lockheed Information Service
(LIS Dialog). The card catalog is now
being converted to Computer Originated
Microfiche (COM Catalog).

Library tours and orientations are
available to classes and individuals. A
library handbook, giving an introduction
to the library and its use, is available to
each student.

Support Services

Media Services Center

The Media Services Center, located in
Hardy Hall, provides a broad range of
audio-visual services, classroom support
services, and instructional media pro-
duction services for the college. Stu-
dents are given opportunities for self-
paced individualized instruction and
study with a50 carrel complex providing
audio-video equipment, two viewing
rooms equipped for classroom partici-
pation. The center also is equipped to
handle professional film and video pro-
duction, slide-tapes and audio programs.
These are produced mainly for the col-
lege's academic departments. However,
the center also provides some services
for local school districts. The TV station
that is a part of the college produces
public information programs and sup-
ports the teaching of film and TV courses.

Education Center

The Education Center contains the Cur-
riculum Laboratory, Learning-Diagnos-
tic Center and micro-teaching rooms.

Students in the School of Education use
these resources as an extension of class-
room activities. The Diagnostic Center
is used to evaluate individuals with learn-
ing disabilities.

Psychology Clinic

A full range of psychological services is
available to members of the general pub-
lic and Augusta College students through
the Psychology Clinic. At various times
in a person's life, he or she has need of
working with atrained professional. Ser-
vices in the Psychology Clinic are some-
times delivered by a supervised master's
degree candidate, but most often by pro-
fessional psychologists holding the doc-
toral degree. The clinic generally oper-
ates on weekday afternoons. Currently
enrolled students are entitled to a re-
duced rate.

Continuing Education

Augusta College offers a wide variety of
short courses, conferences, lectures,
workshops, and seminars designed for
the general public.

The procedures for admission to these
non-credit programs are administered
by the Director of Continuing Education
consistent with policies of the University
System of Georgia and Augusta College.

The Office of Continuing Education
can also design programs for business
and industry, as well as administer state
and regional conferences.

The Continuing Education Unit is
awarded for satisfactory completion of a
professional development program. Per-
manent records are maintained by the
office and transcripts are available upon
request.

For further information, call or write
the Office of Continuing Education.

Major Support Groups

Augusta College Foundation

The Augusta College Foundation was
established in 1963 to further the inter-
ests of Augusta College and to provide

13

support for the college in those areas
not supported by state or governmental
appropriations. The sole object and pur-
pose of the Foundation is the establish-
ment and administration of an endow-
ment fund for the benefit of Augusta
College. These funds are used for edu-
cational purposes only. Individuals or
organizations who are interested in con-
tributing to the college or obtaining
more information concerning the Foun-
dation should contact the Office of Devel-
opment.

Alumni Association

The association is composed of former
students and graduates of Augusta Col-
lege. It is governed by an executive
board. The Director of Alumni Affairs
acts as liaison between the alumni and
the college. The association's two main
goals are to arrange activities designed
to maintain close relationships among
alumni, classmates and the college, and
to participate in supporting the college
through gifts to the annual fund and
assistance with the business fund drive.
A complimentary one-year active mem-
bership is given each graduate. Other
alumni achieve active status by making
annual gifts. The alumni offices are lo-
cated in the Maxwell House.

Athletic Association

The Augusta College Athletic Associa-
tion is organized to encourage participa-
tion of the student body and other inter-
ested parties in the athletic and physical
education programs of the college.

Service Centers

Center for the Study of
Private Enterprise

The Center for the Study of Private
Enterprise is a cooperative effort be-
tween educational, business, political,
and civic leaders to promote understand-
ing and further appreciation of the Amer-
ican private enterprise system. Some of
its objectives are to establish a Chair of

Private Enterprise at Augusta College,
enrich student and public understand-
ing of private enterprise, improve under-
standing of respective viewpoints of bus-
iness leaders and educators, facilitate
more effective career planning through
expansion of students' career awareness
in grades K-12 and college, strengthen
managerial capabilities in public and
private sector institutions, and promote
effective and efficient use and delivery of
health services.

CSRA Small Business
Development Center

The Small Business Development Cen-
ter is a part of a statewide network estab-
lished to assist small business owners
and managers by providing counseling,
technical assistance, and training. The
center, which is headquartered on the
Augusta College campus, isfinanced by
state and federal funds under a memo-
randum of agreement with the Univer-
sity of Georgia.

The center focuses the resources of
the Augusta CollegeSchool of Business
Administration, the business commu-
nity, and the government on the problems
and opportunities of small businesses. It
provides free individual counseling to
small business owners and conducts a
wide range of small business-oriented
seminars and workshops. The center
provides Augusta College business stu-
dents with an opportunity for "real life"
business experience through internships
and case counseling opportunities.

Endowed Professorships

The Callaway Chair

The Fuller E. Callaway Professional
Chair at Augusta College was one of 40
such chairs at 33 colleges and universi-
ties in Georgia created in September
1968 by the Callaway Foundation. A $10
million trust fund was established to aid
colleges in retaining superior faculty
members. Augusta College chose philos-
ophy as the field for its first endowed
chair.

14

The Maxwell Chair

The Grover C. Maxwell Chair of Busi-
ness Administration was established by
the three sons of Grover Cleveland
Maxwell, Sr. A $150,000 trust fund was
established to promote and encourage
teaching proficiency and high scholas-
tic attainment at Augusta College. The
Maxwell Professor of Business Admini-
stration is selected by the President of
Augusta College with the advice of a
special committee.

Alumni Professor of
Business Administration

The Alumni Professorship of Business
Administration was created in 1979, and
is jointly funded by the Augusta College
Alumni Association and the Augusta
College Foundation. The Professorship
was established to aid the School of Bus-
iness Administration in recruiting and
retaining an outstanding faculty scholar
or business executive-in-residence.

Special Programs

Cullum Lecture Series

Augusta College offers an inter-disciplin-
ary educational program referred to as
the Cullum Lecture Series. It often deals
with non-Western cultures, focusing on
a "Third World" country in the spring
through visiting scholars, films, theatri-
cal productions, and art exhibits. Occa-
sionally, the program's format is modi-
fied to includeastudy of ourown culture
and society. The program is made pos-
sible by a grant from the Cullum Founda-
tion of Augusta and is open to the
community.

Cullum Visiting Scholar Program

The Cullum Visiting Scholar program
was initiated in January 1968 following
announcement by the Cullum Founda-
tion of an annual gift to the college to
enable it to invite to its campus outstand-
ing men and women who are widely
known in their respective fields. The vis-
iting scholars provide lectures, seminars

for faculty and students, addresses to
the student body and to the public, and
conferences in their fields of expertise.

Lyceum Series

Historically, the Lyceum was the place
in Athens, Greece, where Aristotletaught
and interacted with his students. The
Lyceum was the scene of intellectual
excitementand stimulation. The teacher,
Aristotle, was the finest in the ancient
world; the curriculum was the sum total
of human knowledge.

TheAugustaCollegeLyceum Commit-
tee was formed with the spirit of the
ancient Lyceum in mind. The committee
has always strived to present to the
Augusta College community the finest
in stimulating and entertaining lectures,
debates and plays. Every year the com-
mittee spends long months planning
and preparing its presentation to the col-
lege community. The result has been a
series of uniformly high quality.

Lyceum Change Series

The Augusta College Lyceum Change
Program is a series of lectures and pre-
sentations analyzing the big questions of
public policy in our times. Experts in var-
ious fields address controversial areas
of public policy from the vantage point
of human and humane values. The goal
of the program is to involve the college
community and the community beyond
the college in an informed dialogue
about some of the central political issues
of our time.

15

Admissions

The Office of Admissions is anxious to
assist prospective students. Office per-
sonnel are available from 8 a.m. to 5
p.m., Monday through Friday, to provide
general information, applications, cata-
logs, and specific information about col-
lege programs and admissions proce-
dures. In addition to the availability of
materials during regular hours, the col-
lege Department of Public Safety is open
on weekends and maintains a supply of
college catalogs and application mate-
rials for distribution.

Graduate applications to Augusta Col-
lege are considered on an individual
basis. After all required data have been
received, applicants will be notified by
letter of the action taken. Although the
University System of Georgia sets cer-
tain minimum standards for admission,
the individual institutions retain the right
to impose additional requirements. Ac-
cordingly, the college reserves the right
to refuse admission to any applicant
who, in its judgment, is not qualified to
pursue graduate-level work at Augusta
College. Such a decision may be based
on a variety of factors: social maturity,
character, or intellectual potential as
indicated by appropriate tests.

Similarly, the college reserves the right
to determine the level of admission.
Clearly, some students will meet all ad-
mission standards and will enter as regu-
lar graduate students. Other students
who fail to meet one or more of the
admission standards may be admitted
as provisional graduate students or as
non-degree students.

Application Materials
and Bulletin

Candidates seeking admission to the
college must file an official application
for admission with the Office of Admis-
sions. Applications and bulletins are
free of charge and may be requested by
mail, by telephone, or by visiting the
office. The mailing address for the Office
of Admissions is 2500 Walton Way (10),
Augusta, Georgia 30910. Telephone
number (404) 737-1405. Students are
encouraged to visit the campus. How-
ever, an appointment is recommended if
a campus tour or interview is desired.

Application Deadline and Fee

The application form and all supporting
documents must be received by the
Office of Admissions no later than 30
days before the beginning of the quarter
in which the applicant wishes to enroll. A
$10 nonrefundable application fee must
accompany the application.

Because of additional time required
for processing, foreign student appli-
cants are encouraged to apply well in
advance of the application deadline. A
student who does not register in the
quarter for which he is admitted and who
wishes to attend a later quarter must no-
tify the Office of Admissions at least 30
days prior to the desired quarter of
entrance. If one year has expired since
the initial application and the student
has not yet attended, it will be necessary
to reapply.

17

Documents Required for
Admission

It is the responsibility of the applicant to
request that documents required for
admission be forwarded to the Office of
Admissions. These documents become
the property of the college and are not
returned to the applicant. Candidates
are considered when all required docu-
ments have been received, and they are
notified of a decision by mail.

The following must be submitted to
the Office of Admissions when applying
for graduate admission:

1. A formal application and S10 appli-
cation fee.

2. Two official transcripts from each
college attended. The two tran-
scripts must be sent directly from
the issuing agency to the Office of
Admissions. Augusta College.
Augusta. GA 30910. Graduates of
Augusta College will submit only
official transcripts of college cred-
its earned elsewhere after gradua-
tion from Augusta College.

3. Three letters of recommendation
from former teachers or other non-
relatives who have direct knowl-
edge of the applicant's potential to
succeed at and benefit from a grad-
uate program.

4. An official copy of scores on the
national standardized examination
appropriate to the degree objec-
tive. Applicants for the Master of
Business Administration program
must submit scores on the Gradu-
ate Management Admission Test
(GMAT). Master of Education appli-
cants may submit scores on the
Common Examinations (WCET) of
the National Teacher Examinations
(NTE) for the forms of the examina-
tion in usepriorto fa II. 1982. Alter-
natively. Master of Education appli-
cants may submit scores for the
Graduate Record Examinations
(GRE) General (Aptitude) Test or
the Miller Analogies Test (MAT).
Specialist in Education applicants
may submit NTE Common Exami-

nation (WCET) scores for a form of
the examinations in use prior to
fall. 1982. and an NTE Area Exami-
nation score. Instead of submitting
NTE (WCET) and area exam scores,
the Specialist in Education appli-
cant may submit either a GRE
General (Aptitude) scoreoran MAT
score. Applicants seeking a Master
of Science with a major in psy-
chology must submit scores on the
GRE Aptitude Test. The scores
must not be more than five years
old. They must be sent directly
from the issuing agency to the
Office of Admissions.
5. Foreign students whose native lan-
guage is other than English are also
required to sub mitt he examination
scores of the Test of English as a
Foreign Language (TOEFL) and a
financial statement form provided
by the Office of Admissions.

Evaluation of Transfer
Credit

An evaluation of graduate course work
taken at a regionally accredited college
or university is made by the Augusta
Collegeschool ordepartmentwhich has
primary responsibility for the applicant's
degree program. Course work used to
fulfill a degree requirement elsewhere
cannot be counted toward a graduate
degree at Augusta College. No more
than 15 quarter credit hours or their
equivalents can be transferred and ap-
plied toward a master's degree. No more
than 10 quarter credit hours or their
equivalents can be transferred and ap-
plied toward the Specialist in Education
degree.

Foreign Students

Special information and application ma-
terials for foreign students may be ob-
tained upon request from the Office of
Admissions. In addition to satisfying the
regular requirements for admission, for-
eign candidates must provide docu-
mented evidence of adequate financial

18

support to meet educational and per-
sonal expenses and demonstrate ade-
quate oral and written proficiency in
English.

Foreign students are required to take
the Test of English as a Foreign Lan-
guage (TOEFL). A minimum total score
of 550 is required foradmission consider-
ation.

Because additional processing time is
required, foreign students should sub-
mit the application and all supporting
documents at least ninety (90) days
prior to the desired quarter of entrance.
All correspondence to the col lege should
be sent air mail, and foreign educational
certificates and diplomas should include
English translations. The Certificate of
Eligibility (Form 1-20) cannot be forward-
ed to the foreign application until an
offer of acceptance has been extended.

Transient Students

A transient graduate student is a grad-
uate-degree candidate at another insti-
tution who is granted the privilege of
temporary registration at Augusta Col-
lege for one quarter. He may renew his
status for a second quarter or apply for
admission as a regular degree candidate.
Each applicant for admission as a
transient student must (1) file a com-
pleted application form, and (2) submita
letter stating that the student is in good
standing from the registrar of the col-
lege in which he is enrolled.

a post-baccalaureate, post-graduate, or
graduate student has an active record
for one academic year: fall-summer reg-
istrations. A former student who has not
been enrolled during the academic year
orfiled an application to return and has
not attended another accredited institu-
tion subsequent to the last enrollment at
Augusta College must file a former stu-
dent application form with the Office of
Admissions and Records. While there is
no application fee required, the former
student application should be filed at
least 30 days priorto the desired quarter
of entrance. The application form may
be obtained by calling or visiting the
Office of Admissions and Records.

Admissions Notification

Applicants to the college will be notified
by letter as to the conditions of their
acceptance. An additional mailing will
contain orientation and registration dates
and the name of the faculty advisor.

The college retains the right to release
admissions decisions to colleges.

Admission as a Non-Degree
Student

A non-degree student is a classification
reserved forstudents interested in enroll-
ing at Augusta College without pursuing
a graduate degree. The non-degree stu-
dent may be classified as a transient
graduate student or as a post-baccalau-
reate or post-graduate student.

Former Student Readmission

A former Augusta College student who
has been enrolled at Augusta College as

19

Expenses and

Business

Regulations

General Business
Regulations

Expenses are charged and payable by
the quarter since each quarter consti-
tutes a separate unit of operations. A
student may enroll at the beginning of
any quarter.

To insure sound financial operation
and conformity with the policies of the
Board of Regents, certain regulations
must be observed.

All payments are to be made to the
Business Office. Fees and charges may
be paid in cash or by check in the
amount of the student's bill. If a check
given for a student's bill is not paid on
its presentation to the bank on which it is
drawn, a payment of a $5.00 service
charge will be required. Other returned
checks will also require the payment of a
$5.00 service charge.
Fees and charges are subject to change
at the end of any quarter.

Registration at the beginning of each
quarter is not complete until all general
fees have been paid and no student may
be admitted to classes without having
met his financial obligations.

Augusta College reserves the right to
withhold all records (diplomas, tran-
scripts, etc.) and/or disenroll students
who fail to meet financial obligations to
Augusta College.

Application Fee

A fee of $10.00 must accompany a pro-
spective student application for admis-

sion. Thisfee is not refundableand does
not apply toward registration or matricu-
lation fees.

Matriculation Fee

The matriculation fee is charged to each
student. The fee for 12 quarter hours or
more is $247.00 per quarter. The fee for
fewer than 1 2 quarter hours is $21 .00 per
quarter hour.

Out-of-State Fees

The fee for 12 or more quarter hours for
a non-resident of Georgia is $495.00 per
quarter in addition to all regular fees.
The fee for fewer than 12 quarter hours
for a non-resident of Georgia is $41.00
per quarter hour. (See page 22 for classi-
fication of a student as a resident or a
non-resident, and contact the Office of
AdmissionsorStudent Records for more
information about establishing legal res-
idence in Georgia.)

Student Services Fee

A quarterly non-refundable $15.00 Stu-
dent Services Fee is charged to each
student. This fee defrays expenses for
essential student services not covered in
the instructional and educational budget.

Athletic Fee

A quarterly non-refundable $20.00 Ath-
letic Fee is charged to each student.
These funds support the men's and wom-
en's varsity athletic program.

21

Motor Vehicle Registration Fee

Adequate parking facilities are provided
forthe convenience of the large number
of students commuting from neighbor-
ing towns.

All motor vehicles must be registered.
Parking permits are available in the Pub-
lic Safety office. An annual permit, which
is valid for the academic year, costs
S8.00. A second permit costs $1.00.

Late Registration

Any student who does not register and
pay fees at the time designated for regis-
tration in the college calendar is charged
a late Registration Fee of $15.00.

Graduation Fee

The fee isS22.50forthe master's or Spe-
cialist in Education diploma and cap,
gown, and hood. This is payable at the
time the student applies for graduation
no later than the mid-term date of the
quarter preceding the final quarter of
course work.

Transcript Fee

A student who has discharged all finan-
cial obligations to the college may re-
ceive on request and without charge one
transcript of his full academic record.
Each additional transcript costs S1.00.

Change of Schedule Fee

A $4.00 fee is charged for each schedule
change made by the student after regis-
tration. No charge is made if the change
is initiated by the college.

Music Fees

Private instruction in piano, organ, or-
chestral instruments, voice, orcomposi-
tion, two one-half hour lessons or one
1-hour lesson each week, for two quar-
ter hours credit, costs $45.00 in addition
to the matriculation fee.

Secondary applied music instruction,
consisting of one half hour lesson per

week for one quarter hour credit, costs
$25.00 in addition to the matriculation
fee. There is no special music fee for
class piano.

An Augusta College student may en-
roll in applied music instruction on a
space available basis upon payment of
the music fee.

Other Expenses

In estimating costs of attending Augusta
College, each student should consider
miscellaneous expenses such as books
and supplies.

Summary of Fees

Application Fee,

non-refundable

(all new admissions)

$10.00

General Fees

Residents

Non-

(per quarter)

of Georgia

Residents

Matriculation Fee

12 or more

quarter hours

$247.00

$247.00

Fewer than 12

(per hour)

21.00

21.00

Non-Resident

Fees

12 or more

quarter hours

495.00

Fewer than 12

(per hour)

41.00

Student Services Fee 15.00

15.00

Athletic Fee

20.00

20.00

Privilege Fees (as applicable) all students

Late Registration $15.00
Graduation

Graduate Student $35.00
Transcript, first one free, each

additional 1.00

Change of Schedule 4.00
Course Credit by Examination,

per hour 3.00

Motor Vehicle Registration Fee 8.00

22

Refunds

Official Withdrawal from College. Re-
funds will be made at the end of the quar-
ter in which the withdrawal is made. A
student who officially withdraws with a
clear record within the time specified
after the scheduled registration date may
receive a refund as indicated:

Percent
Time of Withdrawal Refunded

Not more than one week 80

Not more than two weeks 60

Not more than three weeks 40

Not more than four weeks 20

More than four weeks

Unofficial Withdrawal from College. No

refund will be made to a student who
withdraws from college without filing
official withdrawal forms with the Regis-
trar's Office.

Reduction in Course Load Initiated by
the College. If the college drops a course
from the quarter's schedule, each stu-
dent affected will be refunded the differ-
ence between total fees paid and charges
on the course work remaining.

Reduction in Course Load Initiated by
the Student. The refund of matriculation
fees and non-resident tuition is limited to
withdrawal from the Institution and not
for dropping of individual courses. Stu-
dent Services Fee and Athletic Fee will
not be refunded when withdrawing.

Any preregistered student withdraw-
ing prior to the official registration date
will be refunded all matriculation and tui-
tion fees including the Student Service
Fee and Athletic Fee.

Residence Classification

If a student is over 18 years of age, he
may register as a resident student only
upon showing that he has been domi-
ciled in Georgia for at least twelve
months prior to the registration date.
Any period of time during which a per-
son is enrolled as astudent in any educa-
tional institution in Georgia may not be
counted as a part of the twelve months'

domicile and residence herein required
when it appears that the student came in
to the state and remained in the state for
the primary purpose of attending a
school or college.

A student who is under 1 8 years of age
at the time he seeks to register or re-
register at the beginning of any quarter
will be accepted as a resident student
only upon his presenting evidence that
his supporting parent or guardian has
been legally domiciled in Georgia for a
period of at least twelve months imme-
diately preceding the date of registration
or re-registration.

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 appointment, and then
only upon proper evidence that such
appointment was not made to avoid
payment of the non-resident fee. If the
parents or legal guardian of a minor
changes residence to another state fol-
lowing a period of residence in Georgia,
the minor may continue to take courses
for a period of twelve consecutive months
on the payment of resident fees. After
the expiration of the twelve months'
period the student may continue his reg-
istration only upon payment of fees at
the non-resident rate.

In the event that a woman who is a
resident of Georgia and who is a student
in an institution of the University System
marries a non-resident of the State, the
woman will continue to be eligible to
attend the institution on payment of res-
ident fees, provided that her enrollment
is continuous and she maintains state of
Georgia residency.

If a woman who is not a resident of
Georgia marries a man who is a resident
of Georgia, the woman will not be eligi-
ble to register as a resident student in a
University System institution until she
has been domiciled in the State of Geor-
gia for a period of twelve months imme-
diately preceding the date of registration.

Non-resident graduate students who
hold assistantships that require at least

23

one-third time service may register as
students in the institution in which they
are employed on payment of resident
fees.

A student is responsible for register-
ing under the proper residency classifi-
cation. A student classified as a nonresi-
dent who believes that he/she is entitled
to be reclassified as a legal resident may
petition the Registrar for a change in sta-
tus. The petition must be filed no later
than sixty (60) days after the quarter beg-
ins in order for the student to be consi-
dered for reclassification for that quar-
ter. If the petition is granted, reclassifica-
tion will not be retroactive to prior quar-
ters. The necessary forms for this
purpose are available in the Registrar's
Office.

Military Personnel

Active duty military personnel and their
spouses and legal dependents stationed
in Georgia may qualify for waiver of non-
resident tuition. Military personnel
should contact the Education Center at
their installation for information about
current financial and other assistance
available to them as members of the
armed forces. All military personnel
planning to use military tuition assis-
tance programs to defray expenses asso-
ciated with matriculation at Augusta Col-
lege should be sure to coordinate with
the Director of Admissions for guidance
as to procedures.

Veterans' Education Benefits

See statement on page 33 and contact
the Office of Veterans' Affairs for further
information.

Foreign Students

Foreign students who attend institutions
of the University System underthe spon-
sorship of recognized civic or religious
groups may be enrolled upon the pay-
ment of resident fees, provided the num-
ber of such foreign students in any one
institution does not exceed the quota
approved by the Board of Regents for
that institution.

All aliens shall be classified as non-
resident students provided that an alien
who is living in this country under a visa
permitting permanent residence or who
has filed with the proper federal immi-
gration authorities a Declaration of In-
tention to become a citizen of the United
States shall have the same privilege of
qualifying for residence status for fee
purposes as has a citizen of the United
States.

In addition to the regular admission
requirements, students from countries
whose native language is other than
English must present evidence that their
ability to speak, read and understand
English is adequate to undertake aca-
demic studies. Scores from the "Test of
English as a Foreign Language" are used
to determine proficiency. Test scores
should be furnished the Admissions
Office at the time of application.

Foreign students must, priorto admis-
sion, furnish evidencethat they havesuf-
ficient funds to defray living expenses in
the United States and the required col-
lege matriculation fees.

Teachers

Full-time teachers in the public schools
of Georgia and their dependent children
may enroll as students in University Sys-
tem institutions on the payment of resi-
dent fees.

Employees

All full-time employees in an institution
of the University System, their spouses,
and minor children may register for
courses on the payment of resident fees,
even though the employee has not been
in residence in Georgia for a period of
twelve months.

Senior Citizens

All persons 62 years of age or older are
eligible to enroll in units of the University
System free of charge on a space availa-
ble basis. Additional information con-
cerning this type of enrollment may be
obtained from the Office of Admissions.

24

Financial Assistance

for Students

The Office of Financial Aid provides
financial assistance to students who,
without such help, would be unable to
attend college. The primary responsibil-
ity for financing a college education
should be assumed by the student and
his family. Astudentwho needs financial
assistance is expected to work for and
borrow a reasonable portion of the funds
needed to meet expenses. The student's
family is expected to make a maximum
effort to assist in the payment of the
expenses involved.

Financial assistance is available from
a variety of federal, state and private
sources. There are basically three types
of aid: gift assistance (grants and schol-
arships), loans, and employment. An
eligible student may receive one or more
types of aid.

Forms and information concerning
applications or assistance are available
from the Office of Financial Aid. To
apply for assistance, a student must
submit an Augusta College Application
for Aid and file a Financial Aid Form with
the College Scholarship Service. No
award is made until the applicant has
been officially admitted to the college.
Students are urged to apply for aid in
January or February of the calendaryear
they plan to enroll. Applications com-
pleted by April 1 will be given priority in
awarding fall quarter aid. Aid is not nor-
mally available for a new student enter-
ing the summer quarter. A student at-
tending only during the summer quarter
is not eligible for aid programs adminis-
tered by the college.

To be eligible to receive aid under any
of the federal programs a student must
(1) be accepted for or enrolled at least
half-time in a program leading to a de-
gree; (2) be a citizen of the United States
or be in the United States forotherthan a
temporary purpose and intend to be-
come a permanent resident thereof, or
be a permanent resident of the Trust Ter-
ritory of the Pacific Islands; (3) demon-
strate financial need; and (4) be making

satisfactory progress in the course of
study being pursued.

Grants

Law Enforcement Personnel Depen-
dents Grant (LEPD). Non-repayable
grants available to eligible Georgia resi-
dents who are dependent children of law
enforcement officers, prison guards, or
firemen who were permanently disabled
or killed in the line of duty. The Georgia
Student Grant Application and the Finan-
cial Aid Form are required.

Loans

CSRA Veterans Foundation Emergen-
cy Loan Fund. Short term emergency
loans available to veterans and their
dependents who have been residents of
the CSRA for at least one year and who
have legitimate financial emergency af-
fecting them as students at Augusta Col-
lege. Apply through the Office of Admis-
sion.

Guaranteed Student Loan. Low inter-
est (9%) educational loans available to
graduate and undergraduate students
through a bank, savings and loan, credit
union, or Guaranteed Student Loan
agency in the student's state of legal res-
idence. Repayment begins 6 months after
the student ceases to be enrolled at least
half-time. A Georgia resident may bor-
row directly from the state agency if
unable to obtain the loan from local
lenders. The Guaranteed Student Loan
Application and Needs Test are required.

James M. Hull Rotary Educational
Fund, Inc. For information contact the
Office of Graduate Studies.

National Direct Student Loan (NDSL).
Long term, low interest (5%) loans avail-
able to graduate and undergraduate stu-
dents. Repayment begins 6 months after
student ceases to be enrolled at least
half-time. In some instances, teachers of
handicapped students or teachers in
schools designated as low income (Title
I Schools) may cancel a portion of their
loans through service.Eligibility is deter-
mined by the Office of Financial Aid

25

based on the Financial Aid Form need
analysis.
SGA-Kiwanis Club Emergency Loan

Fund. A short term emergency loan avail-
able from the Office of Financial Aid
offering a limited amount of money.
Loans must be repaid within the quarter
in which the loan is made. The emer-
gency loan cannot be used two quarters
in succession.

State Direct Student Loans. Service
cancellable, loans made to Georgia stu-
dents preparing for professions in which
there is a critical manpower shortage in
Georgia. Recipients of service cancella-
ble loans for approved critical fields of
study, for teachers pursuing certifica-
tion in approved areas of special educa-
tion, or for Georgia National Guard mem-
bers may qualify to cancel all or a portion
of their loan by approved service in
Georgia. State Direct Student Loan Ap-
plication is required.

Work

College Work-Study Program (CWSP).

Afederal need-related aid program which
provides part-time work to graduate and
undergraduatestudents enrolled at least
half-time. The Office of Financial Aid
determines eligibility and handles place-
ment of students in jobs on campus or at
approved off-campus locations. The Fi-
nancial Aid Form need analysis is re-
quired.

Graduate Assistant Program. A limited
number of assistants hips are avail able to
graduate students each year. Address
inquiries to the school or department
concerned.

Student Assistant Program. On-cam-
pus jobs, financed by the College, are
also available. Each department has its
own funds for this program. Inquiries
should be made directly to departments
having vacancies.

Scholarships

Detailed information aboutscholarships
may be secured from the Director of
Financial Aid. Students should contact

that office concerning scholarships of-
fered by local or national foundations,
organizations, and individuals.

American Association of University
Women, Augusta Chapter. Awarded to a
deserving woman student.

American Business Womens Associa-
tion, Charter Chapter. Awarded on basis
of scholastic ability and need.

American Business Womens Associa-
tion, Golf Capitol Chapter. Awarded on
basis of scholastic ability and need.

Army ROTC Scholarships. Four, three,
two and one year full scholarships
awarded to students enrolled in military
science who possess outstanding scho-
lastic ability and leadership potential.
Recipients receive all tuition and fees,
books and supplies, plus S1 00 per month
stipend. Contact the Department of Mil-
itary Science.

Augusta Association for Retarded Citi-
zens Scholarship. Awarded to a student
majoring in a field related to servicing
the needs of retarded citizens.

Augusta CPA Scholarship. The CPA
Scholarship issponsored by the Augusta
Chapter of Certified Public Accountants
and is presented to accounting majors
on the basis of overall academic perfor-
mance and professional potential.

Augusta Junior Womans Club Schol-
arship. Awardedto aworthystudent with
need.

Sherman Drawdy Graduate Scholar-
ship in business administration. Awarded
to a graduate student in the M.B.A. pro-
gram based on academic merit and need.
Apply through the School of Business
Administration.

Harvey Duncan Memorial Scholarship.
Awarded to a graduate of a Richmond
County high school, or a teacher or
other employee of the county public
school system, who intends to remain in
the field of professional education. The
scholarship is based on scholastic excel-
lence. Contact the Director of Admis-
sions for details.

National Association of Accountants'
Scholarship. The NAA Scholarship is
sponsored by the Augusta Chapter of
the National Association of Accountants

26

and is presented to accounting majors
on the basis of overall academic perfor-
mance, financial need and professional
potential.

Piggly-Wiggly, Inc. Scholarship.

Pilot Club Scholarship. Two one-year
scholarships awarded annually to de-
serving women students majoring in bus-
iness administration and nursing or other
allied health science.

Jeanette Rankin Foundation Award.
Assistance offered to women, aged 35 or
older, who wish to pursue a formal pro-
gram of education to prepare for work.
Applications available from: Jeanette
Rankin Foundation, P. O. Box 4045,
Athens, Ga. 30602.

Regents' Opportunity Scholarship. A
state program for historically disadvan-
taged students who are residents of
Georgia enrolled full-time in a graduate
degree program. Contact the Office of
Graduate Studies for details.

Regents' Scholarship. Institutions
nominate candidates to the Board of
Regents of the University System of
Georgia. To be eligible for considera-
tion, a student must be a full-time stu-
dent, a resident of Georgia, rank aca-
demically in the upper 25% of his or her
college class and demonstrate financial
need. Recipients may repay in cash or by
working in Georgia. Financial Aid Form
analysis required.

George A. Sancken Scholarship.
Awarded to a graduate or undergraduate
student who is a resident of the CSRA on
the basis of academic achievement, ex-
tracurricular activities and financial
need. Inquiries should be addressed to
the Chairman of the Student Financial
Aid Committee.

Student Activities Grants. Full or par-
tial tuition paid to certain officers of the
Augusta College Student Government
Association and certain Bell Ringer and
White Columns staff members in ex-
change for services.

Summerville Neighborhood Associa-
tion Scholarship. Awarded to a student
living in the Summerville area.

Veterans of Foreign Wars Scholarship.

Vocational Rehabilitation. Assistance
to students with physical limitations.
Application is made through the stu-
dent's local office of Vocational Rehabili-
tation.

The Stewart L. Wiggins Memorial
Fund. One needs a financial aid state-
ment, and an undergraduate grade point
average of at least 2.50 or a graduate
grade point average of 3.00. The loan will
be for approximately $300.

Winn-Dixie Scholarship.

27

Student

Personnel

Services

Augusta College offers a well-organized
and varied program of services designed
to supplement and complement the for-
mal academic program. The Dean of
Students is charged with the responsibil-
ity for providing experiences which will
ultimately contribute to a comfortable
and well-adjusted student and member
of society.

The Office of the Dean of Students,
located in Payne Hall, coordinates Ad-
missions, the Counseling Center, Disci-
pline, Financial Aid, Placement, Hous-
ing, Insurance, Registrar, Student Activi-
ties and Testing.

Orientation

On the first day of each quarter, a special
program is offered for all new students to
acquaint them with some of the facts and
features of the college. New students
receive assistance and information in
the scheduling of classes, academic re-
quirements, the geography of the cam-
pus, organizations, clubs and other agen-
cies on campus.

Athletics

Augusta College is affiliated with the
National Collegiate Athletic Association
(NCAA). Augusta College supports
men's teams in baseball, basketball, golf,
soccer, and tennis. Augusta College sup-
ports co-ed teams in cross country and
swimming. As a member of the National
Association for Intercollegiate Athletics
(NAIA), Augusta College supports wom-

en's teams in basketball, tennis, and vol-
leyball. An intramural sports program is
offered throughout the school year for
both men and women, with a variety of
sports being offered each quarter.

Awards

School of Education Award. This
award is offered by the School of Educa-
tion. The recipient, selected by the edu-
cation faculty, is the outstanding gradu-
ate student in the field of education. The
recipient's name is inscribed upon a
permanent plaque.

Career Planning and
Placement

The Career Planning and Placement Of-
fice provides assistance in job place-
ment and career development and ex-
ploration to all currently enrolled stu-
dents and alumni of Augusta College.
The office is located on the third floor of
The College Activity Center and is open
Monday through Friday from 9:30 a.m.-
12:30 p.m. and 1:30-3:30 p.m. Appoint-
ments for those who work during the day
can be made upon request.

Some of the primary activities of the
office include:

. . . maintaining job books on full and
part-time employment opportunities as
well as seasonal and temporary jobs.
. . . scheduling on-campus recruiters
. . . offering assistance and guidance in
resume preparation and interview tech-
niques

29

. . . offering credentials service for
teacher education majors
. . . planning annual Career Day
. . . coordinating co-operative education
program

. . . maintaining an employer library con-
taining literature on local and national
companies

. . . maintaining an extensive career and
job information library containing career
directories and planning references, cur-
rent periodicals, and books and tapes
dealing with the job search, resume de-
velopment, interviewing and careers.

All services of the office are free.

College Activities Center
(CAC)

The College Activities Center, housed in
a modern and attractive building, serves
to complement and enrich student life at
Augusta College through an organized
program and varied facilities. The first
floor contains the cafeteria, the snack
bar area, and the college bookstore. The
second floor houses the student lounge,
a TV room, game rooms, large and small
group meeting areas, and offices for
student activities, student government,
and student publications. On the third
floor, facilities are available for place-
ment and veterans' affairs. The Towers
Room occupies the fourth floor of the
Center.

Counseling Center

Most students have personal concerns
at sometime during their college careers
which may interfere with academic or
social success. Augusta College main-
tains a well-equipped and professionally
staffed Counseling Center to assist stu-
dents with such problems, whether per-
sonal, vocational, or educational.

A variety of tests, which include a
computer terminal for SIGI (System of
Interactive Guidance Information), are
available to help the student in selecting
a major, choosing a career, evaluating
study habits and attitudes, and assess-
ing personality and values.

The Counseling Center is located in
Bellevue Hall. All services are free to
Augusta College students and all inter-
views and test results are completely
confidential.

Discipline

Augusta College has defined the rela-
tionships of students as members of the
college community through the docu-
ment, Student Rights and Responsibili-
ties. The document is available to all
members of the college community
through the Office of the Dean of Stu-
dents.

The students of Augusta College have
established a precedent of exemplary
behavior as members of the college and
civic communities. Individuals and
groups are expected to observe the tra-
dition of decorum and behave in a way
which would not precipitate physical,
social, or emotional hazards to other
members of the college community. Im-
proper behavior is a breach of tradition
and inconsistent with the aims and ob-
jectives of the college. Such behavior
subjects the student to disciplinary pro-
bation, suspension, expulsion, or other
appropriate disciplinary measures.

Housing

Augusta College is a non-dormitory insti-
tution. Housing is a matter left to the
discretion of the student. However, the
Office of the Dean of Students maintains
a list of available housing in the Augusta
area and interested students should con-
tact the Associate Dean of Students.

Insurance

By special arrangement the college ap-
proves a student insurance policy which
provides benefits for accidents and acci-
dental death and dismemberment. The
magnitude of student participation in the
plan allows the insurer to offer excellent
benefits for a minimal premium.

Applications forstudent insurance may
be made at quarterly registrations.

30

Organizations

Honorary

Phi Kappa Phi The Augusta College
Chapter of Phi Kappa Phi National Honor
Society seeks to promote excellence in
scholarship at Augusta College. Mem-
bers are selected on the basis of out-
standing academic achievement.

Religious and Spiritual

Augusta College Christian Fellow-
shipis an interdenominational group
whose purpose is to help interested stu-
dents develop as Christians through reg-
ular and meaningful study of the Bible.

Baptist Student Union The Baptist
Student Union is a church-sponsored
group open to Baptists and other inter-
ested students. Its purpose is to enhance
the spiritual life of its members through
group discussion and speakers.

Wesley Foundation Sponsored by the
Methodist Church, the Wesley Foun-
dation seeks to provide fellowship and
religious instruction to all interested stu-
dents.

Service and Special Interest

AC Jazz Ensemble The Augusta Col-
lege Jazz Ensemble is open to all AC
students interested in promoting jazz
and gaining experience by performing.

Association for Computing Machinery
The Augusta College Chapter of the
Association for Computing Machinery
was chartered in 1981. The chapter was
organized and operates exclusively for
educational and scientific purposes. The
chapter promotes a greater interest in
computing machinery and an increased
knowledge of the science. Any full-time
student of Augusta College may become
a member.

Black Student Union The Black Stu-
dent Union is an organization open to all
students dedicated to promoting the his-
tory of black heritage.

Choir The Augusta College Choir is
open to all Augusta College students
with tryouts held at the beginning of
each quarter. The Choir performs music

in many styles, and makes tours to area
high schools, surrounding colleges, and
nearby cities.

Concert Band The band is open to all
students who share an interest in band
and wind ensemble music.

Drama Club The Augusta College
Theatre stages one production each
quarter, with membership open to all
interested students. In addition to per-
fection of acting techniques, students
learn set design, make-up technique,
and business management.

Jaguar Pep Club The Jaguar Pep
Club was chartered in 1981 with the pur-
pose of promoting school spirit among
the students attending Augusta College.
The club is headed by co-presidents and
meets twice a month.

Pep Band The pep band is made up
of members of the concert band and per-
forms at home basketball games.

Veterans Association The Veterans
Association is open to veterans, depen-
dents of veterans, and other students
drawing benefits from the Veterans Ad-
ministration. The purpose of the organi-
zation is to give students the opportunity
to share common experiences and to
promote activities of direct benefit to
veterans and affiliated members.

Student Activities

The Director of Student Activities is
charged with the responsibility for orga-
nizing and implementing a variety of
social and nonacademic college func-
tions. The Office of Student Activities is
located on the second floor of the Col-
lege Activity Center and serves as a
clearinghouse for activities and an-
nouncements revolving around the social
life of the student population.

A number of student services are pro-
vided by the Student Activities Office
including an hourly child care service, a
sign printing and duplicating service,
and a student book exchange.

The Student Activities program is de-
signed to provide opportunities for in-
volvement and leadership through a
broad spectrum of activities. Members of

31

the Augusta College faculty serve as
advisors to the organizations.

Clarks Hill

Augusta College leases 39.5 acres of
land located approximately thirty-five
miles from the campus on the Georgia
side of the Clarks Hill reservoir. The site
is being developed for the recreational
enjoyment of the students, faculty, and
staff of Augusta College and students of
the Medical College of Georgia. Devel-
opment of the site is a student project
which is made possible through alloca-
tions of a portion of the Augusta College
and Medical College student activity
fees. Facilities available at the Augusta
College site include a lodge, picnic area,
boat launching ramp and dock, camping
area, beach and swim float. The lodge is
furnished and equipped with tables and
chairs, kitchen supplies, dressing room
areas, a juke box, and sports equipment.
A full-time caretaker lives on the prop-
erty and a lifeguard is on duty on week-
ends during the summer months.

Certain rules and regulations have
been structured for the protection of all
persons using the Clarks Hill site. Copies
of these rules and further information
may be obtained in the Office of Student
Activities.

Cultural and Entertainment
Programs

A wide spectrum of cultural and enter-
tainment programs is provided for stu-
dents through the dance-concert series,
film series, and Lyceum series. Outstand-
ing members of the creative and per-
forming arts are broughtto campus in an
ongoing effortto enrich theeducational,
social, and cultural components of stu-
dent life.

Student Government

The Student Government Association
exists to provide a mechanism for stu-
dent input intothe decision-making pro-
cess of the college, and to promote pro-
grams and activities of interest to stu-
dents.

The SGA is composed of an executive,
a legislative, and a judicial branch, as
well as a Student Union Board. The
executive branch comprises the offices
of president, vice-president, secretary,
and treasurer, who are responsible for
coordination of various committees and
activities. The Student Senate, com-
posed of representatives from each aca-
demic department, serves to funnel stu-
dent feelings and make known student
interests. The Student Union Board coor-
dinates all campus social functions. The
Student Judicial Cabinet renders judge-
ment in cases referred to it by adminis-
trative officials, as well as in cases of
students' appeals of traffic citations. The
Interclub Council is incorporated into
the Student Government Constitution in
the by-laws. It comprises representatives
from each of the chartered campus orga-
nizations. The council exists to promote
coordination for club activities.

Copies of the Student Government
Constitution are available in the Student
Government Office and the JAGUAR
student handbook.

Student Publications

The BELL RINGER is the official student
newspaper. It is published on a bi-weekly
schedule by a student staff.

WHITE COLUMNS is the college's
yearbook. It is compiled and edited by
students with the advisement of the Asso-
ciate Dean of Students.

SAND HILLS is the student literary
magazine. It is published annually by a
student staff.

JAGUAR isthestudent handbook. It is
published annually by the Student Activ-
ities Office.

Testing Center

The Testing Center provides a campus-
wide service to the college, its various
departments, and to individual students.
Data is gathered through testing to aid in
understanding present situations, the
setting of goals for the future, and the
determination of immediate steps that
need to be taken to achieve these goals.

32

The center administers tests and inven-
tories to individuals and groups.

A wide array of personality, interest,
aptitude, achievement, and intelligence
tests and inventories are available to
students at no cost. The center also pro-
vides such counseling services as relate
to testing areas.

The Institutional Admissions Testing
Program, the Regents Testing Program,
the University System of Georgia Basic
Skills Examinations, and other institu-
tional testing programs are administered
under the supervision of the Director of
Testing, who also schedules and con-
ducts national testing programs such as
the National Teacher Examinations,
Graduate Record Examination, Law
School Admission Test, Graduate Man-
agement Admission Test, Medical Col-
lege Admission Test, Miller Analogies
Test, College-Level Examination Pro-
gram, American College Testing Profi-
ciency Examination Program.

Veterans' Affairs

Augusta College maintains a full-time
Office of Veterans' Affairs (OVA) to assist
veterans in maximizingtheireducational
experience. The OVA coordinates and/or
monitors AC and VA programs, policies,
and procedures as they pertain to vet-
erans.

As students at Augusta College, vete-
rans and certain other persons may qual-
ify under Chapters 31 , 32, 34, or 35, Title
38, UNITED STATES CODE, for finan-
cial assistance from the Veterans Admin-
istration (VA). Eligibility for such benef-
its must be established in accordance
with policies and procedures of the VA.
Interested persons are advised to inves-
tigate their eligibility early in their plan-
ning for college. Pertinent information
and assistance may be obtained from the
Augusta College of Veterans' Affairs.

New or returning students should
make adequate financial provisions for
one full quarterfrom other sources, since
payments from the VA are sometimes
delayed.

The Office of Veterans' Affairs fur-
nishes to the Veterans Administration
certifications of enrollment. Eligible per-
sons should establish and maintain con-
tact with the OVA to insure their under-
standing of and compliance with both
VA and college policy, procedure, and
requirements, thereby insuring timely
and accurate receipt of benefits and
progress toward an educational objec-
tive.

Each person receiving VA education
benefits payments is responsible for in-
suring that all information affecting
his/her receipt of benefits is kept cur-
rent, and each must confer personally
with the staff in the OVA at least once
each quarter to keep his/her status active
and current.

Program Accessibility for
Handicapped Students

The college deals with handicapped stu-
dents on an individual basis. Hopefully,
waivers or drastic changes in the curric-
ula will not often be needed; however,
modifications in meeting existing require-
ments will be allowed according to indi-
vidual need. In order that individual
needs are met, a Coordinator of Aca-
demic Programs for the Handicapped
has been designated to act as liaison
between students and faculty members,
helping to develop programs for the
handicapped as the need arises. For
more information, contact the office of
the Dean of Students.

Public Safety Services

Services provided by the Public Safety
Division include: escort service upon
request, engraving of personal property,
correcting minor vehicle problems, and
most importantly, twenty-four hour po-
lice protection and first aid which have
priority over other services.

33

34

Academic
Regulations

The academic program of Augusta Col-
lege is administered by the School of
Business Administration, the School of
Education and the School of Arts and
Sciences, each headed by a dean. These
units, including the appropriate depart-
ments, furnish the basic organization of
the faculty and provide the framework
for the generation and maintenance of
quality education in the variety of
courses and programs listed in the cata-
log.

The Committee on Academic Policies,
the Augusta College Curriculum Com-
mittee, and the Graduate Council serve
as the major sources for recommenda-
tions to the faculty on policies in these
areas. The faculty reserves the right to
recommend changes in curricula, and in
rules, at any time when in its judgement
such changes are in the best interest of
the student and Augusta College.

Registration at Augusta College in-
volves the student's acceptance of the
official academic regulations. The stu-
dent is expected to follow the progam
outlined by his school or department
and should do sufficient planning, in
consultation with his faculty advisor, to
avoid scheduling difficulties which may
impede his normal academic progress.

Student Records

Permanent academic records are main-
tained by the Registrar in the Office of
Student Records located on the main
floor in Payne Hall. Underthe provisions
of the Family Educational Rights and

Privacy Act of 1974 (often referred to as
the "Buckley Amendment"), a student
attending a post-secondary educational
institution may examine his permanent
record maintained by the institution to
assure the accuracy of its contents. This
act also provides that no personally iden-
tifiable information will be released to
any party not authorized to have access
to such information without the written
consent of the student.

Unit of Credit

Augusta College is organized on the
quarter system. Each of the three quar-
ters in the regular session extends over a
period of approximately 1 1 weeks, which
includes 10 weeks of instruction.

The quarter hour is the unit of credit in
any course. It represents a recitation
period of one fifty-minute period a week
for a quarter. A course meeting five peri-
ods a week would thus give credit of 5
quarter hours when completed satisfac-
torily. For credit purposes, two labora-
tory or activity periods are counted as
the equivalent of one recitation class
period.

A student may not receive additional
hours of credit if he repeats a course in
which he has already earned credit.

Student Load

The normal quarterly full course load for
graduate students, or for any student
enrolled in 600or700 level courses, is 15
quarter hours. It usually will be less for
graduate student assistants.

35

Any exception to the 15 quarter hour
course load for graduate students must
be recommended by the student's advi-
sor, supported by the graduate coordi-
nator or departmental chairperson, and
approved by the Dean of Graduate Stud-
ies in advance. In no case will a student
enrolled in any number of graduate hours
be permitted to enroll in more than 17
quarter hours. More than 15 quarter
hours of enrollment is permitted only
when the additional oneortwo hours are
other than typical course work.

Augusta College Transient
and Co-enrolled Students

An Augusta College student must be in
good standing and must obtain prior
approval to enroll in any and all credit
courses at any other institution as a tran-
sient or co-enrolled student. This prior
approval of each course must be ob-
tained from the Augusta College depart-
ment or school that offers a course most
comparable to the one that will be taken
elsewhere.

A student who has attempted a course
at Augusta College and received a pen-
alty grade in that course may not take
that course as a transient or co-enrolled
student at another institution.

A statement granting permission to
attend another accredited institution will
be provided by the Augusta College
Registrar after departmental or school
approval and approval of the Dean of
Graduate Studies has been obtained.

Auditors

A student who has been admitted to
Augusta College may be permitted to
enroll in credit courses as an auditoron a
non-credit basis. However, a student
may not change his status from credit to
audit or vice versa during the course.
Credit may not be earned in courses
taken as an auditor except by re-enroll-
ment for credit in, and completion of, the
course with a satisfactory grade.

An auditor is assumed to be seriously
interested in courses that he audits.

Therefore, students enrolled as auditors
are expected to attend class regularly
and perform such other tasks as may be
assigned by the instructor. Auditors who
do not attend regularly will be dropped
from the class with a grade of "W."

Course Changes

Courses may be dropped and (or) added
only upon the approval of the student's
faculty advisor. Course changes are not
to be made atthe whim of thestudent. In
the case of the course changes, the stu-
dent must initiate an "Add-Drop" form
which can be obtained from the Regis-
trar's Office.

The last day for late registration, as
given in the college calendar, shall be
the last day a student may enroll in a
class.

Substitution of Courses

Each student is responsible forfollowing
the requirements of his selected pro-
gram as specified in the bulletin and in
accordance with the regulations of the
bulletin. Variations in course require-
ments are permitted only upon petition
and the written approval of the chairman
of the department responsible for the
required course and the appropriate
dean. A copy of the proposed change to
the program of study will be forwarded
to the Office of Graduate Studies for
review and filing. Variations from course
requirements are approved only under
exceptional circumstances and only in
cases where courses of the same aca-
demic value and type can be substituted.

36

Graduate Grading System

Grade

A Excellent 4.0

B Good 3.0

C Poor 2.0

D Unsatisfactory 1.0

F Failure 0.0

WF Withdrew, failing 0.0

The following symbols are used in the
cases indicated, but are not included in
the determination of the grade point
average:
I Incomplete Student doing satis-
factory work, but for non-academic
reasons beyond the control of the
student, was unableto meetthefull
requirements of the course. The
maximum time for completing
course work to remove an I is one
quarter; otherwise, the I will be
automatically changed to F. In the
cases of theses, practicums, and
internships, an I must be removed
within one calendar year, or it will
be changed to F.
W Withdrawal, without penalty The
W will be assigned if the student
officially withdraws from the course
at midterm or before. A grade of WF
will be assigned after midterm un-
less thestudent withdraws because
of non-academic hardship and has
a passing average at the time of
withdrawal.
S* Satisfactory Indicates satisfactory
completion of degree requirements
other than academic course work.
U* Unsatisfactory Indicates unsatis-
factory performance in an attempt
to complete degree requirements
other than academic course work.
V Audit Indicates that the student
was enrolled in the course as an
auditor. Students may not transfer
from audit to credit status or vice
versa.
K Credit by examination.
These symbols are used for disserta-
tion and thesis hours, clinical practicum,
internship, and proficiency requirements

in graduate programs, and the following
graduate or graduate creditable courses:
EDU 500 Teacher Inquiry
EDU 677 Practicum in Remedial

Reading I
EDU 678 Practicum in Remedial

Reading II
EDU 735 Practicum in Education
EDU 737 Practicum with

Exceptional Learners
EDU 797 Internship in Education
EDU 799 Applied Project in

Education
HSA 799 Internship-Practicum

and Research
MAT 500 Quantitative Techniques

for Administrative

Problems
PSY 696 Externship/lnternship
PSY 699 Research and Thesis

An average of B must be maintained on
all courses attempted in a degree pro-
gram.

Withdrawal From Class

The responsibility for initiating a with-
drawal resides with the student. It is
recommended that the student consult
with his instructor and his academic
advisor before action is taken to with-
draw from a course. Forms for initiating
a withdrawal may be obtained from the
Office of Student Records. An instructor
may withdraw a student for excessive
absence. (See class attendance below
for attendance policies and graduate
grading system on this page for grading
policy upon withdrawal.)

Class Attendance

The resources of Augusta College are
provided for the intellectual growth and
development of the students who attend.
A schedule of courses is provided for the
students and faculty to facilitate an order-
ly arrangement of the program of instruc-
tion. The fact that classes are scheduled
is evidence that attendance is important
and students should, therefore, main-
tain regular attendance if they are to

37

attain maximum success in the pursuit
of their studies.

It is recognized that the degree of
class attendance may vary with the stu-
dent, the professor, or the course. It is
also recognized that, on occasions, it
may be necessary for the student to be
absent from scheduled classes or labo-
ratories for personal reasons. On such
occasions, all matters related to the stu-
dent's absences, including the making
up of work missed, are to be arranged
between the student and the professor.

All professors will, at the beginning of
each quarter, make a clear statement to
all their classes regarding their policies
in handling absences. Professors will
also be responsible for counseling with
their students regarding the academic
consequences of absences from their
classes or laboratories. Students are
obligated to adhere to the requirements
of each course and of each course pro-
fessor.

Students must not be absent from
announced quizzes, laboratory periods,
orfinal examinations unless the reasons
for the absences are acceptable to the
concerned professors. Students should
also understand that they are responsi-
ble for the academic consequences of
their absences.

After the equivalent of one week of
absences from a class, regardless of
cause, the student is subject to being
dropped from the class by the instructor.
A student so withdrawn may appear
before a board of review appointed by
the Graduate Council for reinstatement.
In the event a student is reinstated, he is
fully responsible for making up all work
missed while his case was pending.

Grade Changes

Any grade changes must be accom-
plished within the quarter immediately
following the quarter in which the grade
was originally reported unless the course
has been programmatically excluded
from this requirement by the dean of the
appropriate school ordepartmentchair-
man of the unit in which the course is
offered.

Student Grievances

The policy for consideration of student
grievances of an academic nature can
be found in the Augusta College Student

Handbook.

Academic Standing

Determination of academic standing is
based upon a student's cumulative grade
point average, which is computed by di-
viding the number of hours attempted in
which a grade ofA.B.C.D.F.orWFhas
been received into the number of grade
points earned on those hours scheduled.
An average of 3.0 (B) must be main-
tained on all courses attempted in a
graduate program.

Academic Honesty

In an academic community honesty and
integrity must prevail. It must be so if the
work done and the honors awarded are
to receive their just respect. The erosion
of honesty is the academic community's
ultimate loss. The responsibility for the
practice and preservation of honesty
must be equally assumed by all of its
members.

Definition

Academic honesty is the presentation
for evaluation and credit of one's own
work and not the work of others. In gen-
eral, academic honesty excludes:

1. Cheating on an examination of any
type: giving or receiving, offering or
soliciting information on any exami-
nation. This includes the following:

a. Copying from another student's
paper.

b. Use of prepared materials, notes,
or texts other than those specifi-
cally permitted by the instructor
during the examination.

c. Collaboration with anotherstudent
during an examination.

d. Buying, selling, stealing, soliciting,
or transmitting an examination or
any other material purported to be
the unreleased contents of an up-

38

coming examination, or the use of
any such material.

e. Substituting for another person
during an examination or allowing
such substitution for oneself.

f. Bribery of any person to obtain
examination information.

2. Plagiarism: This is the failure to ac-
knowledge indebtedness; it is always
assumed that the written work offered
for evaluation and credit is the stu-
dent's own unless otherwise acknowl-
edged. Such acknowledgement
should occur whenever one quotes
another person's actual works, when-
ever one appropriates another per-
sons's ideas, opinions, or theories
even if they are paraphrased, and
whenever one borrows facts, statis-
tics or other illustrative materials un-
less the information is common knowl-
edge.

3. Collusion: Collaboration (either pro-
fessional or amateur) with another
person in the preparation or editing
of notes, themes, reports of other
written work or in laboratory work
offered for evaluation and credit un-
less such collaboration is specifically
approved in advance by the instruc-
tor.

4. Credential misrepresentation: This in-
volves the use of false or misleading
statements in order to gain admission
to Augusta College or to gain employ-
ment at Augusta College. It also in-
volves the use of false or misleading
statements in an effort to obtain em-
ployment or college admission else-
where, while one is enrolled or em-
ployed at Augusta College.

Faculty Responsibility

It is the duty of the faculty to practice
and preserve academic honesty and to
encourage it among the students. The
instructor should clarify any situation
peculiar to the course that may differ
from the generally stated policy. He
should furthermore endeavor to make
explicit the intent and purpose of each
assignment so that the student may

complete the assignment without unin-
tentionally compromising academic hon-
esty. It is the responsibility of thefaculty
member to provide for appropriate su-
pervision of examinations.

Student Responsibility

It is the duty of the student to practice
and preserve academic honesty. If the
student has any doubt about an item or
situation, he should consult with his
instructor.

Procedures

Any faculty member who encounters a
violation of academic honesty by a stu-
dent shall:

1. Discreetly confront the student and
make the charges known.

2. Discuss the matter thoroughly with
the student so that each position is
clearly delineated.

3. If upon completion of this discussion
thefaculty member feels that punitive
action stronger than an admonition
is warranted, he will report the matter
to the chairman of the department
where the alleged violation occurred.

4. Each reported violation will be re-
viewed departmentally, and if it is
clearly established that indeed a vio-
lation of academic honesty has oc-
curred, a report outlining the offense
will be submitted to the appropriate
dean.

The dean shall:

1 . Review each alleged violation of aca-
demic honesty.

2. If warranted, prescribe punitive action
according to the following guidelines:
a. First Offense: Recommend to the

instructorthatthestudent be with-
drawn from the course in which the
violation occurred with a grade of
F. Note the violation in the dean's
file; this notation would under no
circumstances be made available
as a portion of the student's per-
manent record and shall be de-
stroyed upon completion of the stu-
dent's course of study.

39

b. Second Offense: Recommend to
the instructor that the student be
withdrawn from the course in
which the violation occurred with
the grade of F. The second viola-
tion shall result in automatic expul-
sion from Augusta College.

3. Notify the student in writing of the
action taken and clearly explain the
student's due process of appeal.

4. Notify the involved faculty member in
writing of the action taken.

5. Direct the Registrar to initiate the
proper withdrawal procedure and. in
the case of a second offense, to enter
the word "expelled" on the student's
permanent record.

6. Maintain administrative records of all
matters pertaining to violations of
academic honesty.

Appeal Procedure

Should the student desire to appeal the
decision for punitive action, he may
request the office of the Dean of Stu-
dents to arrange a hearing before the
Student-Faculty Judiciary. In the event
the student is dissatisfied with the find-
ing of the Student-Faculty Judiciary, he
may direct his complaint in writing to the
President of Augusta College. Should he
bedissatisfied with the President's decision,
he may apply to the Board of Regents,
without prejudice to his position, for a
review of the decision.

Course Numbering

Graduate courses are assigned numbers
from 500 to 799. Courses in the 500 se-
ries, although designed forthe graduate
student who needs to satisfy prerequi-
site requirements, are open to selected
undergraduate seniors and are designed
to prepare the student for further study.
Courses in the 600 and 700 series are
open only to graduate students with
exception that by action of the Graduate
Council, post-baccalaureate students
holding degrees may be allowed to enroll
in 600 series courses. Courses with 700
numbers may have courses in the 600
series as prerequisites.

A master's student may enroll for grad-
uate credit in certain specific courses
which bear numbers from 400 to 499.
inclusively. All courses that may betaken
for graduate credit have an asterisk after
the title in the catalog course descrip-
tion. No400 level course may be used for
graduate work unless its undergraduate
enrollment is restricted to junior and
senior students.

In no case may a student include more
than fifteen quarter hours of work in
courses whose levels are less than 600 to
satisfy the sixty quarter credit hours
minimum requirement for a master's
program.

Any eligible student who wishes to
earn graduate credit in a dual-listed
course must enroll at the 600 level. No
graduate credit may be earned in any
dual-listed course if the student is en-
rolled in it at the 400 level.

The Area Teacher Education
Service (ATES)

Persons wishing to take ATES courses
should apply for admission to the col-
lege prior to the deadline for admission
or have been formerly admitted and be
in good standing. The college makes no
prior commitment that courses taken in
the ATES program will apply toward a
degree. However, courses successfully
completed in ATES may be applied
toward a degree provided: [1] appro-
priate graduate admission is held at the
time of enrollment in the course(s) (2)
thestudent has cleared all plans with his
advisor and received approval to include
the course in a planned program of
study.

Course credit to be applied toward a
degree at Augusta College must betaken
under the provisions outlined under
Graduate Admission. A maximum of fif-
teen quarter hours of ATES credit may
be applied toward a master's degree at
the college. Students desiring degree
credit should obtain approval of their
advisor and register for ATES courses
which are cross-listed by Augusta Col-
lege or submit course substitution re-
quests for other ATES courses.

40

General Degree Requirements

Degrees are conferred formally at the
close of the spring quarter (in June) and
at the close of the summer quarter (in
August). Students who complete all re-
quirements forthe degree by the end of
the fall or winter quarters receive degrees
in June. Unless excused in writing by the
Vice President for Academic Affairs or
the Graduate Dean, degree candidates
must attend graduation exercises.

A degree candidate is subject to degree
requirements in effect at the time of
initial enrollment. However, a student
who is not enrolled for two or more con-
secutive years must satisfy requirements
in effect at the time of his re-admission.

A student returning to Augusta Col-
lege, after having transferred to another
institution for two or more quarters,
must comply with degree requirements
in effect at time of re-admission.

Master's Degree Requirements

Admission Policies

For admission to graduate study, the
applicant must have completed require-
ments for the bachelor's degree in a
regionally accredited college with a
grade point average of not less than 2.5
on a 4.0 scale and attained satisfactory
scores on the Graduate Management
AdmissionsTest, Graduate Record Exam-
inations General (Aptitude) Test, Miller
Analogies Test, or National Teacher Ex-
aminations Common Examinations
(WCET) of the form in use prior to fall,
1 982, as appropriate. The score must not
be more than five years old. If the appli-
cant's undergraduate major was not in
the proposed field of study or if neces-
sary preparation has not otherwise been
completed, the school or department
offering the graduate program may stip-
ulate additional admission prerequisites.
Letters of recommendation and tran-
scripts should be forwarded to the office
of the Director of Admissions.

Those who fail to meet one or more of
the standards required for admission or
who do not wish to pursue a degree pro-

gram may be admitted under conditions
specified at the timeof admission by the
school dean or department chairman or
the school or department coordinator of
the graduate program and the Dean of
Graduate Studies, subject to the approv-
al of the Graduate Council. (The school
dean, department chairman, or school
or department coordinator refers to the
school or department in which the stu-
dent plans to take the primary concentra-
tion.)

Advisement

Upon admission to graduate study for
the master's degree, each student will be
assigned an advisor by his school dean
or department chairman. The preferen-
ces of the student for a particular advisor
should be considered. Priorto the com-
prehensive examinations, each student
will be assigned an advisory committee.
This committee will ordinarily consist of
the student's advisor, at least one other
member of the graduate faculty from the
school or department of specialization,
and at least one other graduate faculty
member outside that school or depart-
ment.

Admission to Programs

Provisional graduate students must peti-
tion the Dean of Graduate Studies
through their academic advisors to be
admitted to a particular course of study
leading to a master's degree on or before
the time they complete fifteen quarter
hours of admissible graduate credit. In
any case, no morethan 15 quarter hours
of graduate credit earned prior to the
student's being accepted as a regular
graduate student may be counted toward
a graduate degree program.

Admission to Candidacy

An application for admission to candi-
dacy for a master's degree should be
submitted to the Dean of Graduate Stud-
ies not earlier than the completion of
fifteen quarter hours of satisfactory grad-
uate work, and not later than the first

41

week of the final quarter in which the
student is to be enrolled.

To be admitted to candidacy, a stu-
dent must have satisfactory test scores,
acceptable quality graduate work, clas-
sification as a regular graduate student,
and the approval of his school or major
department. Admissibility to candidacy
is determined by the Graduate Council.

See individual programs for specific re-
quirements for admission to candidacy.

Required Hours

For those master's programs which re-
quire a thesis, the minimum number of
hours for graduation is forty-five quarter
hours plus fifteen quarter hours credit
for theses. Thirty of these credit hours
must be in the major field. For those
master's programs which do not require
a thesis, sixty hours is the minimum,
with a minimum of forty credit hours in
the major field.

In compliance with the University Sys-
tem of Georgia policy, a minimum of
one-half of the hours required for the
degree must be earned in residence. A
maximum of one-half of the hours re-
quired for the degree may be earned in
courses offered off campus, including
courses offered through the Area Teach-
er Education Services.

The non-thesis Master of Science pro-
gram for students who major in psy-
chology requires 15 quarter hours of
credit for PSY 696 (Internship/Extern-
ship), and it is recommended also that
the student acquire professional compe-
tence in his chosen area of specializa-
tion either through the internship or
other appropriate experience.

Residence

No more than fifteen quarter hours of
credits or their equivalents can be trans-
ferred from another institution. The stu-
dent must be registered in the college
during the quarter in which he com-
pletes his requirements for graduation.
The total number of hours to be trans-
ferred must be recommended by the
school or department offering the degree
program.

Time Limit

All work including the thesis and the
comprehensive examinations must be
completed within a six-year period. This
period includes work accepted for trans-
fer and accepted through ATES.

Language Requirements

Each department or school offering a
major in the M.S. degree program will
provide in its core requirements for an
appropriate research tool. Examples of
such tools would include one or more
courses in computer science, research
methodology, or statistics, or a means of
measuring reading competency in a for-
eign language. If applicable, the Depart-
ment of Languages and Literature will
approve and, if appropriate, administer
the examinations which measure lan-
guage reading competency.

Thesis

A thesis may be required for the M.S.
degrees. The thesis must meet the stan-
dards set by the Graduate Council. Any
student following the thesis option will
be guided in his thesis work by his advi-
sory committee. When appropriate the
student must file three typewritten copies
of the thesis (original and two carbons)
signed by the advisor and the Dean of
Graduate Studies with the Office of
Graduate Studies not later than two
weeks prior to the date of graduation.
(The Graduate Council may require these
theses to be bound at the student's
expense). One copy at least should be
permanently filed in the library.

A non-thesis option is applicable to
the Master of Science degree. The non-
thesis option is departmental; it is not an
individual's option except as departmen-
tally approved. The MBA and the MED
degrees do not require theses.

Comprehensive Examination

Each student is required to take a com-
prehensive examination which is oral
and/or written at the discretion of the
school or department. The examination
covers all work prescribed by the stu-

42

dent's program and is administered by
his advisory committee. An outside mem-
ber of the graduate faculty will be pres-
ent for the evaluation of the student via
comprehensive examination and/or the
defense of the thesis. This representa-
tive of the Graduate Council shall be
from a different school or department
than that of the student. The student
must be registered at the time of his
examination.

Application for Graduation

The application must be completed and
filed with the Dean of Graduate Studies
no later than the mid-term date of the
quarter preceding the final quarter of
course work.

Payment of Financial Obligation

No student will be permitted to graduate
if he is in default on any payment due to
the college.

Faculty Approval

Students must be approved formally for
graduation by the faculty.

43

Master of
Business
Administration
Degree Program

An Overview

Items to be submitted by master's degree
applicants:

1. Application for Graduate Study.

2. Fee of $10.00 check or money order
(not required if previously admitted
to Augusta College as a post bacca-
laureate student).

3. Two official transcripts from each
institution attended.

4. Official scores on the Graduate Man-
agement Admission Test (GMAT).

Admission Criteria for
Master's Degree Programs

Regular Admission

For regular admission, an applicant must
present (1 ) a grade point average of not
less than 2.5 on a 4.0 scale for all under-
graduate work attempted and (2) an
acceptable score on the Graduate Man-
agement Admission Test (GMAT). Appli-
cants must hold an undergraduate de-
gree from a regionally accredited college
or university. Students from undergrad-
uate backgrounds other than business
administration may be required to com-
plete prerequisite courses after admis-
sion to the degree program.

Provisional Admission

Applicants who do not have an accepta-
ble grade point average for all under-
graduate work attempted and/or do not
have acceptable test scores may be con-
sidered for provisional admission. Those
admitted provisionally will be required
to complete fifteen hours of M.B.A. core
curriculum graduate work at Augusta
College with not less than a "B" (3.0)
average to obtain regular admission
status.

Minimum Requirements for Master's
Degree Completion

A student must earn an overall graduate
creditable grade point average of not
less than "B" (3.0) in all course work
attempted in the graduate program at
Augusta College.

A minimum of sixty (60) quarter hours
of course work is required.

A student must take a minimum of
forty-five (45) of the required sixty (60)
quarter hours at Augusta College.

All degree program requirements must
be completed within a six-year period.

45

Master of Business
Administration

The principal objectives of the Master of
Business Administration degree are as
follows:

1. To provide a modern, management-
science-oriented program enabling
the graduate to apply the more
advanced techniques of decision-
making now essential in the operation
of business and other organizations.

2. To requirethateach candidate for the
M.B.A. degree become well prepared
in all of the functional areas of busi-
ness and institutional administration.

3. To assure by careful control of admis-
sion and instructional standards that
persons awarded the degree by Au-
gusta College have achieved a high
level of excellence.

4. To permit the fulfillment of appro-
priate roles in interinstitutional coop-
eration with the Medical College of
Georgia with the establishment of a
concentration in health services ad-
ministration.

A student entering the program with
the Bachelor of Business Administration
degree normally will be able to complete
the Master of Business Administration
degree with as few as 60 quarter hours.
The program, however, is designed to
accommodate students from other back-
grounds and a series of prerequisite
courses in the 500 sequence is offered to
provide these students the necessary
background.

These courses are as follows:

Quarter
Hours
MAT 500 Quantitative Techniques
for Administrative

Problems 5

ECN 501 Economic Theory 5

ACC 502 Financial Accounting for

Managerial Control .... 5

The particular courses needed by an
individual student are determined in con-
sultation with an advisor in the School of
Business Administration and are influ-

enced by the student's previous aca-
demic experience. If a student's prior
study has not included the area of legal
environment he must include it within
his graduate program, a course may be
included within the electives area to
meet this reqirement.

Core Course Requirements

A group of eight core courses required
of all students is designated by 600/700
sequence numbers as follows:

Quarter
Hours
ECN 601 Microeconomic Theory

and Public Policy 5

ACC 602 Cost Accounting for

Managerial Control 5

BUS 603 Managerial Finance 5

BUS 604 Marketing Management . . 5
BUS 605 Operational Planning and

Data Analysis 5

BUS 606 Organizational

Behavior 5

BUS 707 Organizational and

Management Theory 5

BUS 708 Organizational Policy

and Control 5

TOTAL 40

Elective Courses and
Concentrations

Each student is required to take an addi-
tional 20 quarter hours to complete his
program. The precise courses will be
determined by the student in consulta-
tion with his advisor. No morethan 10of
these hours may be elected from fields
other than those taught in the School of
Business Administration.

The formally structured optional con-
centrations that a student may choose to
develop are: (1) administration, (2) ac-
counting, and (3) health services ad-
ministration.

46

The Administration
Concentration

An administration concentration within
the M.B.A. program is developed by a
selection of 20 hours from the following
courses in consultation with the stu-
dent's advisor.

Quarter
Hours
BUS 591 Legal Environment of

Business I 5

BUS 592 Legal Environment of

Business II 5

BUS 593 Administrative Law 5

ECN 595 Selected Topics in

Economics Variable

BUS 599 Research in Business

Administration Variable

ECN 599 Research in

Economics Variable

BUS 608 Logistics Problems 5

BUS 611 Individual and Organiza-
tional Effectiveness 5

BUS 621 Security Analysis and

Portfolio Management ... 5
BUS 695 Selected Topics ...Variable
BUS 699 Graduate Research

in Business

Administration Variable

ECN 699 Graduate Research in

Economics Variable

BUS 709 Operations Research and

Systems Analysis 5

ECN 710 Macroeconomic Theory

and Public Policy 5

ECN 71 1 Econometrics 5

BUS 712 Special Problems 5

ECN 713 Special Problems in

Economics 5

BUS 714 International Business .. . 5
ECN 715 Business Conditions

Analysis 5

ACC716 Corporate Applications

of Accounting 5

The Accounting Concentration

An accounting concentration within the
M.B.A. program is developed by a selec-
tion of 20 hours from the following
courses in consultation with an assigned
graduate accounting advisor.

Quarter
Hours

ACC 614 Advanced Cost

Accounting 5

ACC 616 Advanced Accounting

Theory 5

ACC 621 Advanced Accounting I . . 5
ACC 622 Advanced Accounting

II 5

ACC 651 Federal Income

Taxation 5

ACC 652 Advanced Federal

Taxation 5

ACC 671 Auditing 5

ACC 672 Advanced Auditing 5

BUS 695 Selected Topics . . . Variable

BUS 712 Special Problems 5

ACC 716 Corporate Applications of

Accounting 5

It may be necessary to complete addi-
tional work in accounting theory priorto
enrollment in graduate creditable
courses for the accounting concentra-
tion. The minimum non-graduate re-
quirements are:
ACC 311, Accounting Theory I
ACC 312, Accounting Theory II
ACC 313, Accounting Theory III, or
the equivalent.

A student will not be permitted to
count for gradute credit any 400-level
course completed while the student is
classified as an undergraduate, or non-
graduate student.

The Health Services Adminis-
tration Concentration (HSA)

An HSA option within the M.B.A. pro-
gram is developed by a selection of 20
quarter hours from the following courses
in consultation with the student's
advisor:*

Quarter
Hours

HSA 595 Selected Topics in Health
Services Administration
Variable

HSA 599 Research in Health Admin-
istration Variable

HSA 661 Medical-Legal

Problems 3

47

HSA 662 Accounting and Finance for

Health Institutions 5

HSA 663 Health Economics and Sys-
tems Planning 5

HSA 695 Selected Topics in Health

Care Variable

HSA 771 Hospital Organization and

Institutional Planning .... 5
HSA 773 Health Delivery Systems,

Regulation and Control . . 5
HSA 774 Policies and Decision-
Making in Health Care ... 5
HSA 775 Health Care Financial

Analysis 5

HSA 799 Internship-Practicum and
Research (May be substi-
tuted for certain of the
above courses on approval
of the student's advisor). A
research thesis is normally

required 5-15

*Certain courses offered by the Medi-
cal College of Georgia may be substi-
tuted with the approval of the student's
advisor.

Medical College of Georgia Graduate

Courses

HS610 Departmental Systems and

Management

Concepts 3-5

HS 645 Health Information

Systems 3

Admission to
Candidacy (M.B.A.)

The specific requirement for admission
to candidacy forthe Master of Business
Administration degree is passing acom-
prehensive examination administered by
the School of Business Administration.

48

Master of
Education
Degree Program

An Overview

Items to be submitted by master's degree
applicants:

1. Application for graduate study.

2. Fee of $10.00 check or money order
(not required if previously admitted to
Augusta College as a post baccalau-
reate student).

3. Two transcripts from each institution
attended.

4. Official scores on the Common Exam-
inations (WCET) for the form of the
NTE in use prior to fall, 1982, the GRE
General (Aptitude) test, or the Miller
Analogies Test (MAT).

Admission Criteria
for Master's
Degree Programs

Regular Admission

For regularadmission an applicant must
present (1) a 2.5 on a 4.0 scale grade
point average for all undergraduate work
attempted (2) an acceptable score on
the General (Aptitude) Test of the Grad-
uate Record Examinations, the Common
Examinations (WCET) for the form of
the National Teacher Examinations in
use prior to fall, 1982, or the Miller Anal-
ogies Test. Applicants must hold an
undergraduate degree from a regionally
accredited college or university. For ad-
mission to some graduate majors, appli-
cants must hold an undergraduate de-
gree with a major in, or prerequisites for,
the planned graduate field of study.

Provisional Admission

Applicants who do not have an accepta-
ble undergraduate grade point average
and/or do not have acceptable test
scores may be considered for provisional
admission. Provisional students will be
required to complete 15 hours of gradu-
ate work at Augusta College with no
grade of less than "B" to obtain regular
admission status.

Minimum Requirements for Master's
Degree Completion

A student must earn an overall grade
point average of not less than 3.0 (B) on
all graduate work attempted at Augusta
College.

A minimum of 60 quarter hours of
course work is required.

A student must take a minimum of 45
of the minimum required 60 quarter
hours at Augusta College.

All work must be completed within a
six-year period.

Research Requirement

All master's degree students are required
to take an approved course in educa-
tional research.

49

Master of Education

The Master of Education program is
designed for the teacher whose objec-
tive is to become a master teacher pos-
sessing the competencies and attributes
needed to carry out responsibilities to
the students in the classroom and meet
the obligations of effective professional
performance. In completing degree re-
quirements, thestudent will demonstrate
the ability to plan, conduct, and report
on original and creative work related to
the field of study. Primary emphasis is
placed upon development of a back-
ground of professional training rather
than experience in pure research.

Major programs may be chosen from
elementary education (options in early
childhood education and middle grades),
reading education, secondary education
(concentrations in English, mathemat-
ics and social sciences), and special
education (concentrations in mental re-
tardation, learning disabilities, and inter-
related). The School of Education also
offers the Master of Education degree
with majors in administration and super-
vision, and in health services. Each can-
didate for the Master of Education degree
must pass a comprehensive examination
in the area of specialization.

Admission to Candidacy

(M.Ed.)

Specific requirements for admission to
candidacy for the Master of Education
degree are as follows:

1. Certification by the Dean of the
School of Education that the student is
eligible for the Georgia T-4 Certificate or
equivalent. (Students who are not seek-
ing certification must file a statement of
intent with the application for admission
to candidacy).

2. Certification by the student's advi-
sor that the student has demonstrated
an aptitude for work in the field of his
choice and has the ability to do accepta-
ble work.

3. Submission of a program of study
that has the approval of the student's

advisor(s) and the Dean of the School of
Education.

Major in Elementary Education

The Master of Education degree in ele-
mentary education requires the satisfac-
tory completion of a minimum of 60
quarter hours of graduate work. A pro-
gram must be planned with selection of
courses in an option of early childhood
education or middle grades made in
consultation with an advisor in the appro-
priate area. EDU 640, marked with a dou-
ble asterisk, is required unless a similar
course has been completed at the under-
graduate level. Courses marked with
single asterisks are required of all degree
candidates.

Professional Education Courses 15-
20 hours

EDU 602 Foundations of Education
(Historical, philosophical
and sociological)
EDU 603 Development of Young

Children
*EDU 614 Advanced Educational

Psychology
*EDU 635 Curriculum Development
(ECE, MG)

Research - 5 hours

*EDU 700 Methods of Educational

Research
EDU 705 Statistical Methods in
Education

Area of Concentration - 25 hours

ECE and MG options

EDU 625 Teaching Elementary

School Mathematics (ECE,

MG)
EDU 652 Development of Language

and Communication Skills
EDU 653 Teaching School Science

(ECE, MG)
EDU 654 Teaching School Social

Studies (ECE, MG)
EDU 671 Teaching of Reading (ECE,

MG)
EDU 672 Diagnosis and Correction

of Reading Difficulties

50

EDU 673 Materials and Methods in
Reading

EDU 674 Developing and Guiding Read-
ing Programs

EDU 675 Reading in the Content

Areas
EDU 694 Instructional Strategies
EDU 771 Psychology of Reading

(ECE, MG)
EDU 797 Internship in Education OR
*EDU 799 Applied Project in Education

A reading course appropriate to the stu-
dent's preparation and career goals is
required. In addition, whenever appro-
priate courses are available from disci-
plines other than Education, a student is
encouraged to choose 10 hours of elec-
tees from those disciplines.

Electives 5-10 hours

EDU 604 Tests and Measurements
EDU 605 Instructional Media
EDU 606 The Middle School
EDU 620 Fundamentals of Guidance
**EDU 640 Education of Exceptional

Children
EDU 651 Problems in Education
EDU 660 Characteristics of the

Gifted
EDU 661 Methods & Materials for

Teaching the Gifted
EDU 691 Seminar in Elementary

Education
EDU 735 Practicum in Education

A student must provide evidence of elig-
ibility for the NT-4 certificate in elemen-
tary education (early childhood educa-
tion and/or middle grades) prior to
admission to candidacy. If this program
constitutes a new teaching field, the
candidate must also complete all re-
quired courses for the NT-4 certificate.

Major in Reading Education

The Master of Education degree in read-
ing requires the satisfactory completion
of a minimum of sixty (60) quarter hours
of graduate work. A program must be
planned with the selection of courses

being made in consultation with an advi-
sor in the School of Education. EDU 640,
marked with a double asterisk, is required
unless a similar course has been com-
pleted at the undergraduate level;
courses marked with a single asterisk
are required of all degree candidates.

Professional Education Courses 20
hours

*EDU 614 Advanced Educational

Psychology
*EDU 635 Principles of Curriculum

Development (ECE, MG)
*EDU 700 Methods of Educational

Research
*EDU 704 Assessment of the

Individual

Area of Concentration 25-35 hours

EDU 595 Reading for the Secondary

and Adult Learner
EDU 675 Reading in the Content
Areas
'(Either EDU 595 or EDU 675)
*EDU 671 Teaching of Reading (ECE,

MG)
*EDU 672 Diagnosis and Correction

of Reading Disabilities
*EDU 673 Materials and Methods of

Reading
*EDU 674 Developing and Guiding

Reading Programs
EDU 677 Practicum in Remedial

Reading I
EDU 678 Practicum in Remedial
Reading II
*(Either 677 or 678 is required)
EDU 771 Psychology of Reading

Electives 5-15 hours

EDU 604 Tests and Measurements
EDU 605 Instructional Media
**EDU 640 Education of Exceptional

Children
EDU 651 Problems in Education
EDU 652 Development of Language

and Communication Skills
EDU 694 Instructional Strategies
ENG 625 History of English

Language

51

'(Either EDU 652 or ENG 625 is required)
PSY 668 Behavior Modification in

the Classroom
SOC 602 Group Dynamics

Students must provide evidence of
their eligibility for the NT-4 certificate
prior to admission to candidacy.

Major in Special Education

Concentration in Mental
Retardation

The Master of Education degree in spe-
cial education requires the satisfactory
completion of a minimum of 60 quarter
hours of graduate work.

The student who has an undergradu-
ate degree with a major in special educa-
tion (MR) has no deficiencies to make
up. His course work is built around the
following graduate courses, required for
all who obtain the master's in special
education with a concentration in the
area of educable mentally retarded.
Courses directly related to the area are:

Professional Education Courses includ-
ing Area of Concentration - 55 hours

EDU 590 Guidance for Exceptional

Children
EDU 591 Development of Curricula

for Exceptional Children
EDU 592 Language Arts for

Exceptional Children
EDU 604 Educational Measurement
EDU 650 Problems in Mental Retar-
dation and Cultural

Deprivation
EDU 690 Readings and Research in

Education of Exceptional

Children and Youth
EDU 700 Educational Research
EDU 721 Biological and Cultural

Aspects of Mental

Retardation
EDU 722 Diagnostic and Prescriptive

Teaching of Exceptional

Children

EDU 737 Practicum with Exceptional

Learners: MR
PSY 668 Behavior Modification in

the Classroom

Electives 5 hours (must be approved
in advance)

A student must provide evidence of eli-
gibility for the NT-4 certificate in spe-
cial education prior to admission to
candidacy. If this program constitutes a
new teaching field, the candidate must
also take Education of Exceptional Chil-
dren (EDU 440, 640), Introduction to
Mental Retardation (EDU 461), and all
courses required for the NT-4 certifi-
cate, if any.

Concentration in Learning
Disabilities

The Master of Education degree, with a
major in special education and a con-
centration in learning disabilities, re-
quires a minimum of sixty (60) quarter
hours of graduate work. A program must
be planned with the final course selec-
tion made in consultation with an advi-
sor in the School of Education. A stu-
dent must show evidence of eligibility
for the NT-4 certificate prior to admis-
sion to candidacy.

Courses marked with a single asterisk
require the undergraduate or graduate
equivalent of Education of Exceptional
Children (EDU 440, 640). Courses
marked with a double asterisk require
the undergraduate or graduate equiva-
lent of Teaching of Reading (EDU 471,
EDU 671, or EDU 595).

Professional Education Courses (20
quarter hours)

EDU 602 Foundations of

Education
EDU 635 Principles of Curriculum

Dev.
EDU 651 Problems in Education
EDU 700 Methods of Educational

Research

52

Area of Concentration (25 quarter hours)

EDU 652 Development of Language
and Communication
Skills
**EDU 672 Diagnosis and Correction
of Reading Disabilities/
OR
**EDU 673 Materials and Methods in

Reading
*EDU 681 Characteristics of the

Learning Disabled
*EDU 682 Methods & Materials for

Teaching the Learning Dis-
abled
*EDU 683 Practicum With Learning
Disabled and Youth

Restrictive Electives (10 quarter hours)

EDU 616 Teacher-Student Relations

OR
PSY 668 Behavior Modification in

the Classroom
EDU 704 Assessment of the

Individual
OR
EDU 722 Diagnostic Prescriptive

Teaching of Exceptional

Children

Non-Restrictive Electives (5 quarter
hours)

Concentration in Interrelated

For certification in interrelated, the
course requirements of the concentra-
tion must include a 15 hoursequence in
one area of special education which the
student does not have and 10 hours in a
second area of special education which
supports or adds another area.

Certification in Behavior
Disorders

Certification as ateacherof behaviorally
disordered children requires a total of 20
quarter hours which include Character-
istics of Behaviorally Disordered Chil-
dren and Youth (EDU 684), Methods and
Materials for Children and Youth with
Behavior Disorders (EDU 685), and Prac-
ticum with Exceptional Learners: BD
(EDU 737).

Major in Secondary Education

The Master of Education degree in sec-
ondary education requires the satisfac-
tory completion of a minimum of 60
quarter hours of graduate work. If the
planned program is 65 or more quarter
hours, 40 of these quarter hours will be
under the advisorship of the department
of the field of concentration and 25 will
be under the advisorship of the School
of Education. A program must be
planned with the selection of courses
being made in consultation with an advi-
sor in the department of the field of con-
centration and an advisor in the School
of Education. A course in the Education
of Exceptional Children is required un-
less a similar course has been com-
pleted at the undergraduate level.

I. Professional Education Sequence

25 hours

Courses are required in advanced edu-
cational psychology, advanced curricu-
lum development, educational research
and achievement of instructional com-
petencies, plus additional work in edu-
cation orothercoursesthatfulfill a need
in the specific program.

II. Teaching Field

40 hours

English:

Courses are required in teaching high
school composition (ENG 610) and mod-
ern grammatical systems (ENG 620) as
well as at least one course in each of the
following fields: (A) American literature,
(B) English literature, (C) genreorworld
literature, and (D) research. In addition,
courses in literary criticism (ENG 605),
history of the English language (ENG
625), and introduction to linguistics
(ENG 615) will be required if they have
not been taken at the undergraduate
level. Other courses may be elected if
needed to make up the total required
number of hours.

Mathematics:

Courses in foundations of mathemat-
ics and abstract algebra are required
plus courses in mathematical analysis,
modern geometry, linear algebra, and

53

mathematical statistics if not adequately
covered in the undergraduate program.
Electives that may be included in the
program include advanced number the-
ory, complex variables, topology, com-
binatorial mathematics, theory of graphs
and computers, and teaching and re-
search. In addition, courses may be
elected from other departments.

Social Sciences:

The disciplines involved include eco-
nomics, history, philosophy, political sci-
ence, psychology, and sociology. The
program is designed to be as flexible as
possible, so long as ten hours of history
and ten hours of political science are
included. A student might take as many
as thirty hours in a field such as history
or political science with the remaining
ten hours in the other field, or he may
selectten hours from each of fourfields.
These examples represent the extremes
with many variations being possible.

Students must provide evidence of
their eligibility forthe NT-4 certificate in
the proposed teaching field of study
prior to admission to candidacy. If this
program constitutes a new teaching
field, the candidate must also complete
all required courses forthe NT-4 certifi-
cate.

Major in

Administration and
Supervision

The Master of Education degree with a
major in administration and supervision
requires the satisfactory completion of
60 quarter hours of graduate courses. A
program must be planned with the selec-
tion of courses being made in consulta-
tion with an advisor in the School of
Education. Courses directly related to
the area are:

Professional Education Courses 15
hours

EDU 602 Foundations of Education
EDU 614 Advanced Educational

Psychology
EDU 637 Advanced Curriculum

Development

Research 5 hours

EDU 658 Techniques of Research

and Instruction or
EDU 700 Methods of Educational

Research

Area of Concentration 25 hours

EDU 713 Introduction to Supervision
EDU 714 Instructional Supervision
EDU 741 Fundamentals of

Administration
EDU 742 Educational Business

Administration
EDU 743 School Law
EDU 744 Educational Personnel

Administration
EDU 745 Public School Finance
EDU 797 Internship in Administration

Electives 15 hours (Prior approval of
advisor is required)

EDU 640 Education of Exceptional

Children
EDU 651 Problems in Educational

Administration

(Supervision)
EDU 674 Developing and Guiding

Reading Programs
EDU 715 Practicum in Supervision
EDU 798 Instructional Competencies

Sessions
EDU 799 Applied Project in

Education
BUS 606 Organization Behavior
POL 611 Principles of Public

Administration
POL 612 Governmental Organiza-
tions and Admin. Theory
PSY 690 Seminar in Group Process
SOC 602 Group Dynamics

Major in Health
Services

( Non-certification degree)

The Master of Education degree with a
major in health services requires a min-
imum of 60 quarter hours of graduate
work. Education courses are taken in
the School of Education, and concentra-
tion courses are taken in the School of
Business Administration. While health
professionals do not need certification

54

in professional education, master's level
preparation is needed in a combination
of competencies in curriculum and in-
struction and health systems. This pro-
gram is designed to meet such a combi-
nation of needs without certification.

A program must be planned with the
selection of courses being made in con-
sultation with an advisor in both the
School of Education and the School of
Business Administration. Courses below
marked with an asterisk are required of
all degree candidates.

Professional Education Courses 30

hours

Core Courses 20 hours required

*EDU 604 Tests and Measurements
*EDU 614 Advanced Educational

Psychology
*EDU 637 Advanced Curriculum

Development

Research 5 hours

EDU 658 Techniques of Educational

Research
(Either EDU 658 or EDU 700 is required)
EDU 700 Methods of Educational

Research

Education Electives at least 5-1 hours

EDU 595 Reading for the Secondary

and Adult Learner
EDU 605 Instructional Media
EDU 616 Teacher-Students relations
EDU 651 Problems in Education
EDU 704 Assessment of the

Individual
EDU 798 Instructional Competencies

Sessions (Variable, 2-5

hours)
EDU 799 Applied Project
Other courses appropriate to area of con-
centration

Area of Concentration at least 20, with
no more than 25 hours in health services

HSA 595 Selected Topics (2 hours)
HSA 661 Medical-Legal Problems (3

hours)
HSA 664 Health Finance and

Economics
HSA 695 Selected Topics

HSA 771 Hospital Organization and

Planning
HSA 773 Health Delivery Systems/

Regulation and Control
HSA 774 Policies and Decision-
Making in Health Care
Note: Candidate should plan courses in
health services in consultation with an
advisor from the area of concentration.

Graduate Electives 5-10 hours (must
be approved in advance)

The following courses may be taken at
the Medical College of Georgia and
transferred to Augusta College as elec-
tives, if approved in advance by the stu-
dent's major advisor.

MCG - EDU 703 Teaching Practicum
MCG - EDU 705 Adult as a Learner
MCG-EDU 802 Advanced Instruction-
al Media
(in place of EDU 605 in Professional
Education Sequence under electives).

Endorsement in Gifted
Education

Certification as teacher of gifted chil-
dren requires 15 quarter hours of gradu-
ate work. Students take Tests and Mea-
surements (EDU 604), Characteristics of
the Gifted (EDU 660), and Methods and
Materials for Teaching the Gifted (EDU
661).

Endorsement in Supervision
of Student Teachers

Certification in Supervision of Student
Teachers requires 15 quarter hours of
graduate work. Students take Funda-
mentals in the Supervision of Student
Teaching (EDU 710), Assessment of Stu-
dent/Beginning Teacher Experience
(EDU 771), and Problems in the Super-
vision of Student Teaching (EDU 712).

55

Supplemental Certification in
Instructional Supervision

Certification in Instructional Supervision
requires 15 quarter hours of graduate
work. Students take Introduction to Su-
pervision (EDU 713), Supervision of In-
struction (EDU 714), and Practicum in
Supervision (EDU 715).

56

Master of
Science Degree
Program With
a Major in
Psychology

An Overview

Items to be submitted by master's degree
applicants:

1. Application for graduate study.

2. Fee of $10.00 check or money order
(not required if previously admitted to
Augusta College as a post-baccalaureate
student).

3. Two official transcripts from each
institution attended.

4. Official scores on the Graduate Rec-
ord Examination (GRE) General (Apti-
tude) Test.

Admission Criteria
for Master's
Degree Programs

Regular Admission

For regular admission, an applicant must
present (1 ) a grade point average of not
less than 2.5 on a 4.0 scale for all under-
graduate work attempted and (2) an
acceptable score on the Graduate Record
Examination (GRE) General (Aptitude)
Test. Applicants must hold an under-
graduate degree from a regionally ac-
credited college or university. Students
from undergraduate backgrounds other
than psychology may be required to
complete specified undergraduate
courses either before or after admission
to the degree program.

Provisional Admission

Applicants who do not have an accepta-
ble grade point average for all under-
graduate work attempted and/or do not
have acceptable test scores may be con-
sidered for provisional admission. Pro-
visional admittees will be required to
complete fifteen hours of graduate course
work at Augusta College with not less
than a "B" (3.0) average to obtain regular
admission status.

Minimum Requirements for Master's
Degree Completion

A student must earn an overall graduate
grade point average of not less than "B"
(3.0) in all course work attempted in the
graduate program at Augusta College.
PSY 651, Experimental Design, and the
second quarter of PSY 600, Proseminar,
must each be completed satisfactorily.

A minimum of 60 quarter hours of
course work, Internship/Externship,
and/or thesis is required.

A student must take a minimum of
forty-five (45) of the required sixty (60)
quarter hours at Augusta College.

All degree program requirements must
be completed within a six-year period.

57

Master of Science

Major in Psychology

The objectives of this program include
two mutually compatible goals: (1) To
provide specialized training in psycho-
logical skills and techniques such that
graduates will be able to function pro-
fessionally in positions requiring these
skills and techniques; (2) To provide a
substantial core foundation in psychol-
ogy such that the successful student will
be prepared to pursue more advanced
professional training or graduate study
in psychology.

Most psychology courses at the gradu-
ate level are not generally available to
graduate students in other programs at
Augusta College unless approved by the
student's major professor, the dean of
his school or the chairman of his depart-
ment, the Chairman of the Psychology
Department, and the instructor of the
course.

Advisor and Major Professor

Upon admission to the program each
student will be advised by the Director of
Graduate Studies. Following completion
of the first two quarters of full-time course-
work or its equivalent, the student will
select a major professor and two other
department members to serve as an
academic advisory committee. The ad-
visory committee must be approved by
the department chairman. This commit-
tee, headed by the student's major pro-
fessor, will guide the remainder of the
program of study.

Curriculum

The major in psychology requires the
satisfactory completion of a minimum of
60 quarter hours of graduate work, in-
cluding PSY 651 (Experimental Design)
and three quarter hours of PSY 600
(Proseminar). The nonthesis option re-
quires 15 quarter hours of credit for PSY
696 (Internship/Externship) and the
thesis option requires 15 quarter hours

of credit for PSY 699 (Research and
Thesis).

In general, the remaining courses
necessary to complete the degree re-
quirements are to be selected by the
student and his advisory committee from
the following courses (credit of five
quarter hours each):

PSY 605 History and Systems of

Psychology
PSY 612 Developmental Psychology
PSY 615 Psychological Assessment I
PSY 616 Psychological Assessment

II
PSY 623 Conditioning and Learning
PSY 624 Personality
PSY 625 Biopsychology
PSY 628 Psychopharmacology
PSY 630 Behavior Therapy
PSY 637 Behavior Pathology
PSY 643 Community Psychology
PSY 660 Counseling Theory and

Practice
PSY 665 Clinical Psychology
PSY 668 Behavior Modification in

the Classroom
PSY 673 Social Psychology
PSY 690 Seminar in Group Process
PSY 696 Externship/lnternship
PSY 698 Special Problems
PSY 699 Research and Thesis

Typical Six-Quarter Plan
of Study

Yearl

Fall:

Winter:

Select 11 Hours

Psychological Assessment I

(615)

Behavior Pathology (637)

Systems and Theories of

Psychology (605)

Proseminar (600)

Required

Select 11 Hours

Psychological Assessment II

(616)

Experimental Design (651)

Required

Proseminar (600)

Required

58

(For required forms and application for
admission to candidacy, see below.)

Spring: Select 11 Hours

Psychopharmacology (628)
Not Offered Each Year
Conditioning and Learning
(623)

Clinical Psychology (665)
Internship (696)/Research
and Thesis (699)
Proseminar (600)
Required

Summer: Select 15 hours
Personality (624)
Group Process (690)
Internship (696)/Research
and Thesis (699)

Year II

Fall:

Winter:

Select 10 hours

Developmental Psychology

(612)

Counseling (660)/Special

Problems (698)

Internship (696)/Research

and Thesis (699)

Select 10 Hours
Industrial and Organiza-
tional Psychology (644)
Behavior Therapy (630)
Community (643)
Biopsychology (625) Not
Offered Each Year
Internship (696)/Research
and Thesis (699)

Written and Oral Comprehensive
Examinations

Spring: Social Psychology (673)
Internship (696)/Research
and Thesis (699)

Forms

The following forms are normally com-
pleted and filed with the Department
Chairman after the successful comple-
tion of the Fall and Winter Quarters in
Year 1:

a. Application for Admission to
Candidacy

b. Plan of Study

c. Selection of Committee and
Specialty Area

An Application for Graduation form
must be completed and filed with the
Dean of Graduate Studies no later than
the mid-term of the quarter preceding
the final quarter of course work.

Admission to Candidacy
(M.S.)

Specific requirements for admission to
candidacy for the Master of Science
degrees are as follows:

Submission of an approved program
of study and, if applicable, a thesis out-
line, approved by the student's advisory
committee. If the student is seeking a
teaching certificate, certification by the
Dean of the School of Education that the
student is eligible for the Georgia T-4
Certificate or equivalent.

Students admitted to candidacy for
the M.S. with a major in psychology
must have also successfully completed
PSY 651 and satisfied the criterion level
for the second quarter of PSY 600 (grade
of B or higher in both courses).

59

Specialist in
Education (Ed.S.)
Degree Program

in Overview

rhe following information pertains to
applicants for the Specialist in Educa-
tion (Ed.S.) degree program.

Items to be submitted by Ed.S. degree

orogram applicants.

1. Application for graduate study.

f>. Feeof $10.00 (check or money order).

B. Two official transcripts from each
institution attended.
,4. Official scores on the Graduate Rec-
ord Examinations General (Aptitude)

jTest; the Common Examinations
(WCET) of the form of the National
Teacher Examinations in use prior to

f'fali, 1982, AND an NTE Area Examina-
tion; OR the Miller Analogies Test.

'Admission Criteria

jfor Ed.S. Degree Programs

jAdmission to the Specialist in Education
-degree program is based upon the fol-
lowing criteria: (1) the applicant must
'hold a master's degree in the intended
jarea of concentration or have sufficient
[graduate preparation for the intended
specialization from a regionally accred-
ited graduate institution. (2) The appli-
cant must have earned not less than a
3.25 grade point average in all graduate
(work attempted. (3) The minimum test
! scores are: 900 (verbal plus quantitative)
I on the GRE General Aptitude Test; 575
(WCET) on the NTE Common Examina-
tions of the form in use priorto fall, 1982,
and an NTE Area Examination score at

or above the 25th percentile; and 48 on
the Miller Analogies Test. The scores
must not be more than five years old.

Admission Appeal

Applicants who are denied admission to
the Specialist in Education degree pro-
gram may appeal their denial. Informa-
tion regarding appeals should be direc-
ted to the Dean of Graduate Studies.

Minimum Requirements for
Ed.S. Degree Completion

Only courses taken after full admission
to the Specialist in Education degree
program may be used to fulfill program/
course requirements for the Specialist in
Education degree.

A student must earn an overall grade
point average of not less than 3.0 (B) in
all graduate work attempted.

A student must have taken a minimum
of forty-five (45) quarter hours of course
work in the Specialist in Education de-
gree program at Augusta College. All
requirements for the Specialist in Edu-
cation degree must be completed within
six years, beginning with the first regis-
tration for courses on the student's pro-
gram of study.

The School of Education reserves the
right to add additional requirements for
the Specialist in Education degree.

61

Specialist in Education

The Specialist in Education degree is a
self-contained degree program. It pro-
vides advanced study for those prepar-
ing for positions which call for a higher
level of competence and specialization
than that of the master's degree. Put
without the heavy emphasis on research
of the doctor's degree.

The goal of the program is to add
depth and Preadth to the skills and
knowledge focused upon in the student's
Master of Education program. Theoojec-
tives of this further study are to provide
thestudent with opportunities to become
more proficient in teaching strategies,
program development, leadership roles.
scholarly investigation, and an academic
area.

The School of Education offers a pro-
gram of study for the Specialist in Edu-
cation degree with majors in early ch i Id-
hood education; middle grades
education: reading education: secondary
education with teaching fields in Eng-
lish, mathematics and social sciences:
special education: and administration
and supervision.

To be eligible for six-year certifica-
tion, the student must have three years
of acceptable school experience.

The program of study will be designed
Py the major professor with the advice
and approval of the student's advisory
committee. The program will consist of a
minimum of 45 quarter hours of study at
the graduate level beyond the master's
degree. Each student's program will be
planned in such a way that the master's
program and the specialist in education
program together will satisfy the follow-
ing minimum requirements:

Area "A" - Psychological and or Soci-
ological Foundations (minimum of 10
quarter hoursi

Area "B" - Curriculum. Methods or
Problems of Teaching (minimum of 15
quarter hours.)

Area "C" - Subject matter or content
(minimum of 50 quarter hours,)

Area "D" - Research (minimum of 10
quarter hoursj

In order for graduate work taken after
January 1. 1977. to be eligible for inclu-
sion in a program of study, it must have
been taken after the student's admission
as a prospective candidate for the Spe-
cialist in Education degree. The work
earned in non-degree study categories
such as post-baccalaureate or post-
graduate may not be applied to pro-
grams of study leading to the Specialist
in Education degree.

Appeals

Students denied admission to the Ed.S.
program may submita written requestto
the Dean of Graduate Studies for review
of their application by the Specialist in
Education appeals committee. The com-
mittee will require the appealing student
to submit additional evidence to include
satisfactory completion of a comprehen-
sive written exam. Additional evidence
may be submitted by the student and the
institution and could include scores on
other standardized tests and records of
exemplary academic and professional
achievement.

Advisement

Upon admission to graduate study for
the Specialist in Education degree, a
student's advisory committee will be
assigned. The committee shall consist
of the student's major professor assigned
Dy the Dean of the School of Education
and two other graduate faculty selected
by the student in consultation with the
major professor.

The major professor, with the advice
and approval of the student's advisory
committee, shall plan the program with
due regard to the data available from a
diagnostic appraisal of the student's
strengths and weaknesses in the area of
specialized preparation. The diagnostic
appraisals of educational needs will be
based on analyses of records of the stu-
dent's preparation and experience, re-
sults of routine and special examina-
tions, and interview data. The advisory
committee may require the student to
undergo such additional examinations

62

and appraisals and to furnish such addi-
tional data relative to his competence as
may seem appropriate in each case.

Admission to Candidacy

Upon completion of twenty to twenty-
five hours of credit earned, it is the
responsibility of the student to see that
an application for admission to candi-
dacy is filed with the Dean of the School
of Education. This application is a certi-
fication by the student's major professor
and the advisory committee that the stu-
dent has demonstrated the ability to do
acceptable graduate work in the chosen
field and has made normal progress
toward the degree. The specific require-
ments for admission to candidacy are
listed below:

a. Certification by the Dean of the
School of Education that the student
is eligible for the appropriate Geor-
gia T-5 certificate or equivalent. (Stu-
dents who are not seeking certifica-
tion must file a statement of intent
with the application for admission to
candidacy.)

b. All requirements set as a condition to
admission have been completed.

c. The program of study has been ap-
proved by the major professor, the
student's advisory committee, the
Dean of the School of Education and
the Dean of Graduate Studies.

d. An average of 3.0(B) has been main-
tained in all graduate courses taken
and in all completed courses in the
program of study (no course with a
grade below "C" can be accepted in
the program of study).

Residence

If graduate work earned at an accredited
institution constitutes a logical part of
the student's program, transfer credit
may be allowed if recommended by the
student's major professor, the student's
advisory committee and the Dean of the
School of Education. Normally, such
transfer of credit cannot exceed ten
quarter hours and cannot reduce the
residence requirement to less than
twenty-five hours. The courses to be
transferred may not have been used as
part of the requirements for another
degree. No grade below 3.0 (B) may be
transferred. All requests for transfer
credit, with accompanying official tran-
scripts, must be in the Office of the Dean
of Graduate Studies at least 30 calendar
days prior to the time the student plans
to graduate.

Time

All requirements for the Specialist in
Education degree must be completed
within six years, beginning with the first
registration for courses in the student's
program of study.

Application for Graduation

The application must be completed and
filed with the Dean of Graduate Studies
no later than the mid-term date of the
quarter preceding the final quarter of
course work.

Required Hours

The Specialist in Education degree re-
quires a minimum of forty-five quarter
credit hours of graduate level study
beyond the master's degree. The gradu-
ate course work used to fulfill this degree
requirement must conform to an ap-
proved program of study developed in
consultation with the student's major
prof essor and with the advice and approv-
al of the student's advisory committee.

63

University of
Georgia/ Augusta
College
Cooperative
Degree Programs
in Vocational
Education

An Overview

Vocational education is a major educa-
tional thrust in the Augusta Col lege service
area. The University of Georgia and Augus-
ta College have entered into a cooperative
agreement to offer both the Master's and
Specialists degrees in vocational educa-
tion. Students majoring in vocational edu-
cation leadership, agriculture education,
business education, health occupations
education (master's only), home econom-
ics education, industrial arts education,
and distributive education as well as trade
and industrial education may earn Univer-
sity of Georgia graduate degrees on the
Augusta College campus. A brief review of
the program designs and requirements
follows.

Admission of Students

All students who register for this program
must apply to the Graduate School of the
University of Georgia for admission in the
same manner as other graduate students
and be accepted before enrolling for course
work. Application for admission to the
Graduate School must be received in the
Graduate Admissions Office at least thirty
(30) days prior to registration.

Program of Study

Students must plan a program of study for
either the Master of Education or the Spe-
cialist in Education degree with the assis-
tance/approval of a University of Georgia
faculty advisor and obtain the advisor's
approval of courses prior to registration.
Resident credit will be granted only to
courses included in programs leading to
the Master of Education degree or the Spe-
cialist in Education degree in the fields of
vocational education listed above.

Faculty

As a rule, all instruction for resident credit
shall be provided by regular appointed
faculty of the University of Georgia or full
time Augusta College faculty. Whenever
needed to meet scheduling demands, the
appointment of non-University faculty to
teach graduate courses for resident credit
shall follow a process similar to that used
for actual employment by the University of
Georgia.

65

Course Listings and Credit

The University of Georgia course offerings
may be cross-listed with Augusta College.
Augusta College course offerings may be
cross-listed with the University of Georgia
and with prior approval of program advisor
may be applied to M.Ed, and Ed.S. degree
programs. As much as 20 Augusta College
credit hours may be applied to the M.Ed,
degree program and as much as 1 5 Augus-
ta College credit hours may be applied to
the Ed.S. degree program from the Univer-
sity.

Degrees earned under this agreement
will be awarded by the University of
Georgia. Brief descriptions of these co-
operative degree programs appear be-
low. Additional information may be ob-
tained from:

The Division of Vocational Education

628 Aderhold Hall

College of Education

The University of Georgia

Athens, GA 30602

(b) Curriculum and methods, 5 to 10 hours;

(c) Content, 25 hours; and

(d) Research, 5 hours.

Specialist in Education Degree
Programs

The Specialist in Education Degree (Ed.S.)
in vocational education or one of the in-
structional fields in that division, consists of
a minimum of forty-five (45) quarter hours
of planned study beyond the Master's De-
gree. Students completing one of these
programs will be recommended for VE-6 or
T-6 certificates in the appropriate teaching
field provided they have previously been
issued a comparable certificate at the 5
year level. If credit for a 765 applied re-
search project was not included in the
M.Ed, degree program, this course must be
included in the Ed.S. degree program of
study.

Degree Programs

Master's Degree Programs

The Master's Degree (M.Ed.) program in
vocational education at the University of
Georgia requires fifty-five (55) quarter
hours under Plan A and sixty (60) quarter
hours under Plan B. Graduates of these
programs receive an M.Ed, degree and are
eligible for VE-5 or T-5 certificates in the
appropriate teaching field.

Plan A programs include fifty-five (55)
quarter hours divided into four areas of
study:

(a) Psychological and sociological foun-
dations, 5 to 10 hours;

(b) Curriculum and methods, 10 to 15
hours;

(c) Content, 25 to 30 hours; and

(d) Research, 10 hours.

Plan B programs include sixty (60) quarter
hours divided into four areas of study:

(a) Psychological and sociological foun-
dations, 5 to 10 hours;

66

Course
Descriptions

After each course title there are three numbers in parentheses. The first number listed is the number of
hours of lecture; the second, the number of hours of laboratory and the third, the number of credit hours
the course carries. Where lecture, laboratory, and credit hours are not fixed, such as in "Selected Topics,"
the word "Variable" or the letter "V" will be used instead of numbers.

All 400-level courses marked with an asterisk (*) may be taken for graduate credit within the
prescribed limits and with the advisor's approval. No 400-level course may be used for graduate
work unless its undergraduate enrollment is restricted to junior and senior-level students. Addi-
tionally, in order for 490, Seminar in Third World Cultures, to be graduate creditable, the graduate
student must have registered for it in the discipline in which the degree is being sought.

Special information concerning the quarter that a course is to be offered is included with the
description of each course. The college reserves the right to make changes in the course schedule and to
cancel any section in which enrollment is considered insufficient.

The following outlines the courses taught by the particular school:

The School of Arts and Sciences p. 68

Art (ART), Biology (BIO), Chemistry (CHM), Computer Science (CSC), English (ENG), History (HIS),
Mathematics (MAT), Music (MUS), Philosophy (PHY), Physics (PCS), Political Science (POL), Psychol-
ogy (PSY), Science (SCI), Sociology (SOC).

The School of Business Administration p. 79

Accounting (ACC), Business Administration (BUS), Economics (ECN), Health Services Administration
(HSA).

The School of Education p. 85

Education (EDU), Physical Education (PED).

67

ART

The School of
Arts and Sciences

Graduate Courses in Art (ART)

595 Selected Topics in Art

Education (Variable)

By permission of Chairman of Fine Arts
Department. Individualized study on a con-
tract basis for graduate credit. To be arranged.

Biology (BIO)

495 Selected Topics* (Variable)

Designed to treat specialized areas of biology
not in the normal curriculum. Topics covered
include Animal Behavior, Aquatic Biology,
Economic Botany, General Parasitology, Her-
petology, Histological Techniques (3), Ich-
thyology, Introduction to Dentistry (2), Inver-
tebrate Paleontology, Marine Biology, Orni-
thology, Plant Anatomy, Plant Systematics,
Plant Physiology, and Principles of Evolu-
tion. Quarterly.

498 Seminar* (2-0-2)

Prerequisite: 30 hours of biological science.
Special topics in current advances in the field
of biological sciences. Two one-hour periods
a week for presentation and discussion. Re-
quired of all biology majors. Winter, Spring.

Chemistry (CHM)

421 Inorganic Chemistry* (5-0-5)

Prerequisite: Permission of instructor.
An introduction to the concepts and chemical
systems of inorganic chemistry including the
periodic table, atomic structure, bonding,
isomerism, and coordination compounds.
Fall.

441 Organic Qualitative Analysis* (2-9-5)

Prerequisite: CHM 281 and 342.

The identification of organic compounds.

Spring.

481 Instrumental Analysis* (2-8-5)

Prerequisite: CHM 373 concurrently or per-
mission of instructor.

Thetheory and application of modern optical
and electrical instruments in the processes of
analytical, physical, and organic chemistry.
Winter.

495 Selected Topics* (Variable)

Prerequisite: Permission of instructor.
Modern concepts in special areas of chemis-
try. May be repeated for credit. To be ar-
ranged.

Graduate Courses in Computer Science
(CSC)

610 Automated Data Processing

Systems (5-0-5)

A presentation of the fundamentals in the
effective use of automated data processing.
Topics include an introduction to automated
data processing, computer system funda-
mentals, computer languages, programming
and program preparation, and an introduc-
tion to the analysis and design of computer-
based systems. Spring.

625 Computers and Teaching (4-2-5)

Basic computer concepts, algorithm devel-
opment, and an introduction to programming
using an interactive terminal. Computerappli-
cations with particular emphasis on those
related to teaching. To be arranged.

695 Selected Topics (1-5)

Prerequisite: Permission of department chair-
man and instructor.

A variable content course intended to meet
the needs and interests of graduate students
in selected areas of computer science. May
be repeated for credit with approval of depart-
ment chairman. To be arranged.

English (ENG)

405 The Rise of the English Novel* (5-0-5)

A survey of major eighteenth and early nine-
teenth century British novelists, with empha-
sis on Defoe, Richardson, Fielding, Sterne,
and Austen. Fall.

407 The English Novel from Scott to

Hardy* (5-0-5)

A survey of the Victorian novel with emphasis
on the novels of Scott, Emily Bronte, Thacker-
ay, Dickens, Eliot, and Hardy. Winter.

410 The Modern British Novel* (5-0-5)

A study of several modern British novels, with
emphasis on works by Woolf, Lawrence,
Forster, Greene, Cary, and Joyce. Spring.

68

ENG

415 The American Novel through Henry
James* (5-0-5)

A study of the American novel in the 19th-
century, including works by Cooper, Haw-
thorne, Melville, Twain, Crane, and James.
Fall.

420 The Modern American Novel* (5-0-5)

A study of several major American novels
written si nee World War I, including works by
such novelists as Hemingway, Fitzgerald,
Faulkner, West, and Bellow. Fall.

425 English Drama to 1640* (5-0-5)

A survey of the English drama from its origin
to the close of the theater. Emphasis is placed
on the works of Marlowe, Jonson, Webster,
and Tourneur. Fall.

430 Modern Drama* (5-0-5)

A survey of major European and American
dramatists, including Ibsen, Shaw, Chekhov,
Yeats, O'Neill, Sartre, Brecht, Miller, and Wil-
liams. Spring.

435 Modern Poetry* (5-0-5)

A study of the major movements in English
and American poetry from World War I to the
present. Emphasis is placed on Eliot, Yeats,
Pound, Frost, and Auden. Fall.

450 Chaucer* (5-0-5)

The Canterbury Tales, Troilus and Criseyde,
and some minor poems. Spring.

455 Shakespeare* (5-0-5)

The major histories, comedies, and tragedies:
the Elizabethan theatre. Spring.

460 Milton* (5-0-5)

The major and minor poems and selected
prose. Fall.

470 Literary Criticism* (5-0-5)

The major critics from Aristotle to T.S. Eliot
with emphasison the development of various
twentieth-century critical positions.

495 Selected Topics* (5-0-5)

Prerequisite: Permission of the instructor.
Seminar in a particular subject or movement,
often conducted on an interdisciplinary basis.
Spring.

Graduate Courses in English (ENG)

590 Teaching European Literature I (5-0-5)

Prerequisite: Appropriate undergraduate sur-
vey sequence or permission of instructor.
A systematic coverage of European literature
from the beginning to 1700; approaches and
techniques of teaching literature survey
courses at the high school and college levels.
Spring.

591 Teaching European Literature II (5-0-5)

Prerequisite: Appropriate undergraduate sur-
vey sequence or permission of instructor.
A systematic coverage of European literature
from 1700 to the present; approaches and
techniques of teaching literature survey
courses at the high school and college levels.
Spring.

601 Children's Literature in

the Elementary School (5-0-5)

Prerequisites: Admission to graduate study
and permission of instructor. A critical study
of literature for children. Topics include the
history of children's literature; a survey of
types of children's literature; and problems in
teaching literature in the elementary school.
Winter.

605 Issues in Literary Criticism (5-0-5)

Prerequisites: Admission to graduate study
and permission of instructor.
A study of important issues in literary criti-
cism from the work of Plato to the present,
with emphasis upon twentieth-century criti-
cal thought. Spring.

610 Teaching High School

Composition (5-0-5)

Prerequisites: Admission to graduate study
and permission of instructor. A study of
methods and approaches to teaching junior
and senior high school composition. Spring.

615 English Language I (5-0-5)

Prerequisites: Admission to graduate study
and permission of instructor.
Introduction to linguistics: studies in the
nature of language, phonology, morphology,
syntax, semantics, and language variation.
Fall.

620 English Language II (5-0-5)

Prerequisites: English 615 or an equivalent
course in linguistics; admission to graduate
study and permission of instructor.
Modern grammatical systems. Winter.

69

ENG

625 History of the English

Language (5-0-5)

Prerequisites: Admission to graduate study
and permission of instructor.
Studies in the nature of linguistic changeand
the development of the English language
from Old English to the present. Winter.

631 Elizabethan Literature (5-0-5)

Prerequisites: Admission to graduate study
and permission of instructor.
A survey of non-dramatic literature written
during the sixteenth century, with emphasis
on Sidney, Spenser, and Shakespeare. Spring.

661 English Romanticism (5-0-5)

Prerequisites: Admission to graduate study,
ENG 341 and permission of instructor.
An advanced survey of major romantic poetry
and prose, with emphasis on Scott, Words-
worth. Coleridge, Byron. Shelley, and Keats.
Winter.

671 American Romanticism (5-0-5)

Prerequisites: Admission to graduate study
and permission of instructor. An intensive
survey of American romanticism with special
emphasis on Irving, Cooper, Emerson. Tho-
reau. Poe, Hawthorne, Melville, Whitman, and
selected Black writers. Spring.

673 American Realism and

Naturalism (5-0-5)

Prerequisites: Admission to graduate study
and permission of instructor. A study of the
major works and authors of the realist and
naturalist movements, 1865-1917. Spring.

675 Twentieth Century American

Literature (5-0-5)

Prerequisites: Admission to graduate study

and permission of instructor.

A study of the major works and authors in

twentieth-century American literature.

Spring.

693 Studies in Genre (5-0-5)

Prerequisites: Admission to graduate study
and permission of instructor. A study of a
particular literary genre, such as comedy,
tragedy, or satire. To be arranged.

705 Studies in European Literature (5-0-5)

Prerequisites: Admission to graduate study
and permission of instructor.
A seminar in European literature with empha-
sis on research and critical evaluation of a
specific theme or aspect of European litera-
ture. To be arranged.

710 Studies in English Literature (5-0-5)

Prerequisites: Admission to graduate study
and permission of instructor.
Studies in selected authors, movements, or
subjects in English literature. To be arranged.

715 Studies in American Literature (5-0-5)

Prerequisites: Admission to graduate study
and permission of instructor.
Studies in selected authors, movements, or
subjects in American literature. To be ar-
ranged.

720 Studies in Shakespeare (5-0-5)

Prerequisites: Admission to graduate study

and permission of instructor.

Studies in the major plays of Shakespeare.

Spring.

Graduate Courses in Gerontology (GRT)

624 Aging III (5-0-5)

Prerequisite: Permission of the instructor.
An advanced course in the physical, psycho-
logical, and administrative aspects of aging.
This is an interdisciplinary course which will
focus on the areas of sociology, psychology,
medicine, business administration, and social
work. Students may elect a practicum in one
of the above areas. Spring.

History (HIS)

417 Russian History to 1905* (5-0-5)

Fall.

418 Russian History

from 1 905 to the Present* (5-0-5)

Winter.

421 The British Empire

and Commonwealth* (5-0-5)

To be arranged.

695 Selected Topics (5-0-5)

Prerequisites: Admission to graduate study

and permission of instructor.

Seminar in special subject area related to the

needs of students in the graduate program.

Fall.

70

HIS

448 History of West Africa* (5-0-5)

A study of the major themes in West Africa
from A.D. 1000 to the present, with emphasis
on the medieval empires, the impact of Islam,
cultural and commercial links with Europe,
the slave trade, imperialism, the rise of West
African nationalism and the restoration of
independence. Fall.

456 Teaching Secondary Social
Studies* (3-0-3)

This course acquaints the student with the
objectives of the various disciplines which
are concerned with the study of society and
deals with their integration and presentation
in the secondary school classroom. Winter.

457 Military History

of the United States* (5-0-5)

Prerequisite: HIS 211 or HIS 212.
A study of the social, political and economic
causes and effects of war by tracing the use of
war and the development of its technology in
the context of the Western world in general
and in United States history in particularfrom
the 18th Century to the present. Winter.

471 American Colonial History*

Fall.

(5-0-5)

473 The United States from

Independence to 1850* (5-0-5)

Prerequisite: HIS 211 or equivalent. To be
arranged.

475 Civil War and Reconstruction* (5-0-5)

Prerequisite: HIS 211 or equivalent. Fall.

476 The New South,

1877 to the Present*

To be arranged.

(5-0-5)

477 The United States since the New

Deal* (5-0-5)

Fall.

479 History of Georgia (5-0-5)

The economic, social, cultural, and political
development of Georgia from its founding as
a colony to the present. Open to all students
above the freshman level. A satisfactory grade
will exempt a student from the requirement of
passing an examination on the History of
Georgia. If graduate credit is sought, take HIS
679 in lieu of this course. Spring.

481 History of Mexico from

Antiquity to the Present* (5-0-5)

Prerequisite: Juniororseniorstanding. To be
arranged.

490 Seminar in

Third World Cultures* (5-0-5)

A seminar based on the study of the culture of
a non-western nation from the point of view of
this discipline. Work in this seminar will be
coordinated with the seminars offered con-
currently in other disciplines. Spring.

495 Selected Topics* (Variable)

Prerequisite: Permission of the department

chairman.

Designed primarily for graduating seniors

who plan to teach and/or pursue graduate

study. May be repeated for credit. To be

arranged.

Graduate Courses in History (HIS)

638 The Age of Revolutions (5-0-5)

A study of western political revolutions
againstthe background of western social and
economic revolutions in an effort to trace the
development of middle class concepts, the
course is designed for the graduate student
who is attempting to broaden the horizons of
secondary and elementary students. Spring.

639 Emergence of the
Contemporary West (5-0-5)

A study of the fundamental concepts of west-
ern man and their impact on the western
world. The course is designed for the gradu-
ate student who is attempting to broaden the
horizons of secondary and elementary stu-
dents. Summer.

672 Selected Topics in American

Social History since 1 865 (5-0-5)

An in-depth study of several specific topics in
the social history of the United States since
the Civil War. Topics include, but will not be
limited to, trends in American religion, immi-
gration, labormovement, communalism, rad-
icalism, women's rights, rise of organized
crime, the civil rights movement, rise of orga-
nized sports. Summer.

674 U.S. and World Affairs since

1945 (5-0-5)

An in-depth study of the U.S. foreign policy
since 1945, with special emphasis upon the
Cold War and related topics. Fall.

71

MAT

677 Critical Issues and Problems

in Recent U.S. History (5-0-5)

A study of critical political, economic, diplo-
matic, and social issues and problems of
twentieth century United States. Spring.

678 Studies in the History

of American Labor (5-0-5)

Focuses on the rise and progress of trade
unionism from the colonial period to the pres-
ent. Covers the rise and growth of labor
unions, leaders of the 19th and 20th centuries,
legislation and the changing attitudes of the
courts toward organized labor. To be ar-
ranged.

679 Selected Topics in Georgia

History (5-0-5)

A study of specific aspects of Georgia his-
tory, including social and cultural as well as
political views. Provides a context for relating
regional history to national and international,
and the past to the present. Fall.

685 Inter-American Relations (5-0-5)

A study of the cultural, commercial, and
diplomatic relations between the American
republics. Emphasis on the 20th century.
Winter.

695 Selected Topics (5-0-5)

Prerequisite: Permission of instructor.
A course designed to meet the needs and inter-
ests of graduate students. May be repeated
for credit. To be arranged.

Mathematics (MAT)

401 Mathematical Analysis* (5-0-5)

Prerequisites: MAT 204 and MAT 241 or per-
mission of instructor.

A study of some topology of real numbers,
sets, functions, limits, sequences and series
of real numbers. Fall even years.

402 Mathematical Analysis II* (5-0-5)

Prerequisite: MAT 401.
A study of continuous and discontinuous
functions on metric spaces, connectedness,
compactness, completeness, the Riemann
integral, differentiation. Winter odd years.

431 Modern Geometry* (5-0-5)

Prerequisite: MAT 241 or permission of in-
structor.

A modern treatment of geometry primarily
from the metric approach, but with some ref-
erence to the Euclidean synthetic approach.
Parallelism, similarity, area, constructions,
non-Euclidean and finite geometries. Summer-
even years.

435 Numerical Analysis* (4-2-5)

Prerequisite: CSC 235. or permission of in-
structor and MAT 302.

A study of the application of computer-ori-
ented techniques to the solution of mathe-
matical problems including such topics as non-
linear equations, numerical integration and
differentiation, numerical solution of initial
value problems in ordinary differential equa-
tions. Spring even years.

451 Complex Variables* (5-0-5)

Prerequisite: MAT 204.
A study of the field of complex numbers, ele-
mentary functions of a complex variable, lim-
its, derivatives, analytic functions, mapping
by elementary functions, integrals, power
series, residues and poles. Summer odd
years.

481 General Topology* (5-0-5)

Prerequisites: MAT 204 and MAT 241 or per-
mission of instructor.

A systematic survey of the standard topics of
general topology with particular emphasis on
app I i cat ions to the space of reals: topological
spaces, mappings, compactness, product
space, nets and convergence. To be arranged.

Graduate Courses in Mathematics (MAT)

500 Quantitative Techniques for

Administrative Problems (5-0-5)

Prerequisite: Post-baccalaureate orgraduate
student status.

A course designed to provide the students in
the M.B.A. degree program with a solid foun-
dation in fundamental mathematical reason-
ing of the nature required in areas of adminis-
tration and management. Topics include
probability, statistics and non-axiomatic cal-
culus with applications in economics and
business. Fall. Spring.

72

PHY

601 Foundations of Arithmetic (5-0-5)

Prerequisite: Admission to graduate study.
A study of elementary set theory, numeration
systems, number systems through the reals,
finite mathematical systems, and selected
topics such as number theory, probability,
statistics, and programming. Winter odd
years.

602 Foundations of Geometry (5-0-5)

Prerequisite: Admission to graduate study.
A study of the fundamental concepts of plane
geometry, both metric and nonmetric, and an
introduction to space, coordinate, non-Euclid-
ean, and projective geometries. Spring odd
years.

611 Foundations of Mathematics (5-0-5)

A study of logic, set theory, cardinality, the
axiom of choice and its equivalences. Summer
even years.

656 Research in Mathematics

Education (Variable)

A brief survey of research models relating to
the teaching and learning of mathematics,
surveying techniques, curriculum develop-
ment and evaluation, classroom research,
action research, and limits of research. Par-
ticular emphasis will be given to the reading
and using of research. To be arranged.

671 Combinatorial Mathematics (5-0-5)

A study of permutations, combinations, re-
currence relations, generating functions, the
principle of inclusion, Latin rectangles and
block designs. Summer odd years.

675 Introduction to the Theory of

Graphs (5-0-5)

A study of graphs, subgraphs, paths, arcs,
trees, circuits, digraphs, colorability. Fall-
even years.

621 Abstract Algebra I (5-0-5)

An advanced study of group theory and ring
theory. Winter even years.

622 Abstract Algebra II (5-0-5)

Further study of advanced ring theory. An
advanced study of field theory including ex-
tension fields and Galois theory. Spring-
even years.

625 Mathematical Statistics (5-0-5)

A study of probability, discrete and continu-
ous random variables and their distributions,
techniques of descriptive statistics, estima-
tion, and hypothesis testing and correlation.
Fall odd years.

628 Linear Algebra (5-0-5)

Prerequisite: Permission of instructor.
A study of vector spaces, modules, linear
transformations, matrices, and linear systems.
Spring odd years.

631 Advanced Number Theory (5-0-5)

The study will include a brief survey of divisi-
bility and primes followed by in-depth study
of congruences, residue classes, quadratic
residues, non-linear Diophantine equations,
number-theoretic functions, Farey fractions,
continued fractions. Pell'sequation, and alge-
braic numbers. Winter odd years.

695 Selected Topics (1-5 hours credit)

Prerequisite: Permission of department chair-
man and instructor.

A variable content course intended to meet
the needs and interest of graduate students in
selected areas of mathematics. May be repeated
for credit with approval of department chair-
man. To be arranged.

Graduate Courses in Music (MUS)

595 Selected Topics in Music

Education (Variable)

A study of specific problems in music educa-
tion for graduate credit. Quarterly.

Graduate Courses in Philosophy (PHY)

610 Philosophy of Education (5-0-5)

Prerequisite: Admission to graduate study.
A consideration of major philosophies of
education, with the student project devoted
to writing one'sown philosophy of education.
When this course is taught in relation to the
Third World Culture Program, there will bean
emphasis on the inclusion of non-western
expressions into one's philosophy of educa-
tion. To be arranged.

73

PCS

Physics (PCS)

451 Modern Physics* (4-2-5)
Prerequisites: PCS 211, 212. 213 or permis-
sion of instructor.

Theory of special relativity. Quantum phys-
ics: Black body radiation, photoelectric effect.
Compton effect, X-rays, Bohr model of the
atom. Wave properties of matter. Fall odd
years.

452 Modern Physics II* (4-2-5)

Prerequisite: PCS 451 or permission of in-
structor.

Wave mechanics. Atomic and molecular spec-
troscopy. Winter even years.

453 Modern Physics III* (4-2-5)

Prerequisite: PCS 452 or permission of instruc-
tor.

A study of nuclear structure, forces, and
models: radioactivity, transitions, and inter-
actions of radiations with matter; and nuclear
reactions. Spring even years.

495 Selected Topics* (Variable)

Prerequisite: Permission of instructor.
Modern concepts in special areas of physics.
To be arranged.

POL

Political Science (POL)

401 State Government (5-0-5)

Acquaintance in some depth with the forms
of organization, the functions, and the opera-
tion of state governments, with particular
emphasis on the government and constitu-
tion of the State of Georgia. A satisfactory
grade exempts the student from the require-
ment of passing an examination on the Con-
stitution of Georgia. If graduate credit is
sought, take POL 601 in lieu of this course.
Spring.

402 Urban Government and Politics (5-0-5)

The origin, development, and growth of local
government forms. General problems of coun-
try and city government. If graduate credit is
sought, take POL 602 in lieu of this course.
Spring.

411 Principles of Public

Administration (5-0-5)

General principles, problems, and practices
of public administration emphasizing gov-
ernmental process in the executive branch. If
graduate credit is sought, take POL 61 1 in lieu
of this course. Fall.

412 Governmental Organization and
Administrative Theory (5-0-5)

A systematic analysis of theories of organiza-
tion, management, and administration. Spe-
cial attention will be given to the two major
approaches to organizational structure the
formal Scientific Management School and
the informal Human Relations School. If grad-
uate credit is sought, take POL 612 in lieu of
this course. Winter.

420 Political Science Methods* (5-0-5)

Prerequisites: POL 202, MAT 221 , or permis-
sion of instructor.

A study of the assumptions and statistical
methods employed in the analysis of politics
including analysis of variance, covariance,
correlation, and regression. Emphasis upon
comprehension of the assumptions and uses
of the methods ratherthan statistical manipu-
lations. Students will be introduced to com-
puter manipulation of data. To be arranged.

425 American Constitutional Law (5-0-5)

Designed to give the student an understand-
ing of the American Constitution and its
development and application in American
life. If graduate credit is sought, take POL 625
in lieu of this course. Spring.

426 American Constitutional Law (5-0-5)

A look at the Constitutional protection of civil
liberties in the U.S. including "due process,"
expression, religion, criminal procedure and
discrimination claims. If graduate credit is
sought, take POL 626 in lieu of this course.
Summer.

431 Government of the Developing

Nations* (5-0-5)

Emphasis is given to the concepts of political
stability, conflict, revolution, nationalism, and
economic development and modernization.
To be arranged.

74

PSY

450 World Politics (5-0-5)

A comprehensive study of the international
political system concentrating on the envi-
ronmental factors, theories of international
relations, the nation state and nationalism,
international conflict, international coopera-
tion, transnational institutions, balance of
power and collective security, military strat-
egy, the role of diplomacy, the dynamics of
national foreign policy, the role of nuclear
weapons in world politics, and other contem-
porary problems. If graduate credit is sought,
take POL 650 in lieu of this course. Fall.

451 International Law and
Organization* (5-0-5)

A survey of the sources and types of interna-
tional law; the law of peace; the law of con-
flict; the law of neutrality; the antecedents of
the United Nations; the United Nations; The
United NationsSpecialized Agencies; region-
al organizations, and international integra-
tion. Spring.

Graduate Courses in

Political Science (POL)

600 Problems in American
Government (5-0-5)

The course deals primarily with the develop-
ment of presidential and congressional pow-
ers and the role of administrative agencies in
the American political system. The position
of the states in the American governmental
system is also considered. To be arranged.

601 State Government (5-0-5)

A study of the forms of organization, the func-
tions, and the operation of state government
in the United States with particular emphasis
on the government of the State of Georgia.
Political inputs, decision making, policy out-
puts and outcomes, feedback, and the alloca-
tion of government resources at the state,
county, and local level will be analyzed.
Spring.

602 Urban Government and

Politics (5-0-5)

The origin, development, and growth of local
government forms. General problems of
county and city government. Spring.

609 Great Political Ideologies (5-0-5)

The course is a study in depth of the great
political thinkers and the ideas they helped to
develop. The historical approach will be taken,
beginning with political ideas of classical
times and ending with contemporary ideas.
To be arranged.

611 Principles of Public
Administration (5-0-5)

Public administration with special emphasis
on the major concepts involved in the science
and art of carrying on government. Fall.

612 Governmental Organization and
Administrative Theory (5-0-5)

A systematic analysis of theories of organiza-
tion, management, and administration. Spe-
cial attention will be given to the two major
approaches to organizational structure the
formal Scientific Management School and
the informal Human Relations School. Winter.

625 American Constitutional Law (5-0-5)

Designed to give the student an understand-
ing of the American Constitution and its
development and application in American
life. Spring.

626 American Constitutional Law (5-0-5)

A continuation of POL 625. The case method
is used under which the decision and opin-
ions of the Supreme Court of the United
States are studied and analyzed. Summer.

627 The Development of the U.S.
Constitution (5-0-5)

Historical background and the development
of the Constitution. The case system will be
used. To be arranged.

650 World Politics (5-0-5)

The nature of international relations with
emphasis on contemporary theories explain-
ing the international behavior of states. Fall.

Psychology (PSY)

405 History and Systems of

Psychology (5-0-5)

The scientific and philosophic antecedents
and trends influencing the progress of psy-
chology and the development of its principal
theoretical schools. Emphasis will be placed
upon understanding current trends from a
historical perspective. If graduate credit is
sought, take PSY 605 in lieu of this course.
Fall.

75

PSY

473 Social Psychology (4-2-5)

A survey of the social aspects of psychology
including individual and group dynamics,
competition, cooperation, leadership, propa-
ganda, persuasion, and public opinion, as
well as a study of how society influences indi-
vidual perceptions, attitudes, and personal-
ity. If graduate credit is sought, take PSY 673
in lieu of this course. Spring.

Graduate Courses in Psychology (PSY)

600 Proseminar (1-3)

A survey of current issues in psychology.
(One hour per quarter, to be repeated for 3
hours credit total or. for certain groups of
students, 3 hours in one quarter.; Quarterly.

605 History and Systems of

Psychology (5-0-5)

The scientific and philosophic antecedents
and trends influencing the progress of psy-
chology and the development of its principal
theoretical schools. Emphasis will be placed
upon understanding current trends from a
historical perspective. An independent re-
search project will be required. Fall.

612 Developmental Psychology (5-0-5)

An in-depth study of theories and contem-
porary issues in developmental psychology.

Fall.

615 Psychological Assessment I (3-4-5)

Prerequisite: Permission of instructor.
Introduction to measurement at the graduate
level and supervised practice in the adminis-
tration and interpretation of group and indi-
vidual psychological tests with an emphasis
on tests of intellectual function. Fall.

616 Psychological Assessment II (3-4-5)
Prerequisite: PSY 615.

Supervised practice in the administration and
interpretation of psychological tests with an
emphasis on individual and group personal-
ity tests: additional concentration on psycho-
logical reportwriting and the selection of test
batteries. Winter.

623 Conditioning and Learning (3-4-5)

Prerequisite: Undergraduate course in exper-
imental learning or permission of instructor.
Methods and concepts of conditioning and
learning with animal and human subjects.
Spring.

76

624 Personality (4-2-5)

Emphasis on experimental and psychometric
approaches to individual differences, situa-
tional effects on behavior, conflict, frustra-
tion, anxiety, stress, aggression, defense,
emotion, and loss of control. Summer.

625 Biopsychology (3-4-5)

Prerequisite: Undergraduate course in phy-
siological psychology or permission of in-
structor. Lecture and laboratory exposure to
the physiological and comparative approach
to behavior, including behavior genetics,
learning, memory, emotion, sensation, per-
ception, and ethology. Winter.

628 Psychopharmacology (4-2-5)

Prerequisite: PSY 625 or undergraduate
course in physiological psychology.
A survey of the field of behavioral pharma-
cology, basic and applied. In addition to
methodological, chemical, and physiological
considerations, the course will examine the
behavioral, clinical, and undesirable effects
of psychotropic drugs. Other major topics
include evaluation and regulation of drugs,
drug addiction and abuse, and use of psy-
chotherapeutic drugs. Spring.

630 Behavior Therapy (3-4-5)

Prerequisite: PSY 623.

An examination of theoretical and technical
issues in behaviortherapy. Field practice will
supplement classroom discussion. Winter.

637 Behavior Pathology (5-0-5)

Prerequisite: Undergraduate behavior pathol-
ogy or abnormal psychology course.
The study of maladaptive behavior, including
current taxonomic systems with emphasis on
theoretical and research dimensions asso-
ciated with behavior pathologies. Fall.

643 Community Psychology (3-4-5)

Lectures, discussions and laboratory expe-
riences designed to expose the studentto the
field of community psychology with its atten-
dant implications and to provide the students
with opportunities to become acquainted with
a multiplicity of community service agencies
and their functions. Winter.

soc

644 Industrial and Organizational

Psychology (4-2-5)

Prerequisite: Permission of instructor
An indepth survey of psychology as applied
to work in industrial and organizational set-
tings. Special topics will include personnel
selection, training and evaluation, human
factors in performance, environmental influ-
ences, goal setting and job design, work mo-
tivation, job satisfaction, leadership, and orga-
nizational structure and change.

651 Experimental Design (4-2-5)

Prerequisites: Statistics course and permis-
sion of instructor.

Theory and application of experimental de-
sign in psychological research; includes study
of design strategies in relation to statistical
procedures, particularly analysis of variance
and multivariate analysis. Othertopics include
instrumentation, research ethics, and guide-
lines for writing articles for publication.
Winter.

660 Counseling Theory and Practice (4-2-5)
An introduction to the current theories and
techniques of counseling, roles and func-
tions of counselors, as well as insight into the
dynamics of counseling through actual stu-
dent-counselor interview. Spring.

665 Clinical Psychology (5-0-5)

Prerequisite: PSY 637.

The application of clinical method to the
diagnosis and treatment of behavior disor-
ders. Spring.

668 Behavior Modification in the

Classroom (4-2-5)

The application of behavior modification prin-
ciples to the practical concerns of the profes-
sional educator. Not recommended for grad-
uate students majoring in psychology. Sum-
mer.

673 Social Psychology (5-0-5)

An in-depth treatment of social influences on
individual and group behavior. Special topics
will include attitude formation and change,
social perception and attribution processes,
interpersonal attraction, aggression, altruism,
social influence, and group dynamics. Spring.

690 Seminar in Group Process (2-6-5)

Small-group interactions are used to explore
feelings, attitudes, and interpersonal impact
upon others. Techniques of group facilitation
and personal exploration are emphasized.
Summer.

696 Externship/lnternship (Variable)

Prerequisite: Approval of clinical training

committee.

Individually supervised fieldwork experience

relevant to the student's professional goals.

Quarterly.

698 Special Problems (5-0-5)

Prerequisite: Permission of the instructor.
Supervised study, non-thesis research, or
seminars on problems chosen to utilize the
expertise of the staff and consultants to meet
the needs and interests of students. Quarterly.

699 Research and Thesis (Variable)

Prerequisite: Approval of academic advisory

committee.

Quarterly.

Graduate Courses in Science (SCI)

595 Selected Topics

Prerequisite: Permission of the Chairman of
the Department of Chemistry and Physics, or
Biology.

To provide a vehicle whereby selected topics
of interest may be offered to post-baccalau-
reate students. May be taught as an inte-
grated course within the Departments of
Chemistryand Physics and Biology to satisfy
special needs for scientific background in
master's programs. To be arranged.

Sociology (SOC)

412 Racial and Ethnic Minorities (5-0-5)

Prerequisite: 15 hours of advanced sociol-
ogy.

Comparative study of selected racial and
ethnic groups in contemporary American
society. Exploration of majority-minority in-
teraction distribution of minorities, and select-
ed pertinent social problems. If graduate
credit is sought, take SOC 612 in lieu of this
course. Winter.

422 Methods in Social Research* (5-0-5)

Prerequisite: 15 hours of advanced sociology.
An introduction to the scientific method in
social research; elementary considerations in
research design; the interview, questionnaire,
participant observation and human document
as sources of social data; qualitative and
quantitative techniques of analysis and infer-
ence, including the development of tech-
niques for measuring social data. Winter.

77

soc

432 Sociology of Work,

Careers and Occupations* (5-0-5)

An application of the theory and methods of
sociology to the work environment. Summer.

433 Pesonality

and Social Adjustment* (5-0-5)

Prerequisite: 10 hours of advanced sociology.
Foundation and development of personality;
mechanisms of integration and adjustment;
roles of culture, groups, and language; con-
cepts of self; types and theories of personal-
ity; divergent personalities. Spring.

434 Sociological Theory* (5-0-5)

Prerequisite: 15 hours of advanced sociology.
Historical growth and development of social
thought, types and nature of social theories,
and the influenceof social theory on contem-
porary sociology. Fall.

435 Sociology of Organizations (5-0-5)

A sociological analysis of the structure and
function of complex organizations. Attention
is given to control communications, goals,
methods, values, etc., and the effects of such
institutions upon the individual and society. If
gradute credit is sought, take SOC 635 in lieu
of this course. Spring.

610 Comparative Family Analysis (5-0-5)

Prerequisite: Permission of the instructor.
An institutional analysis of the family as a
social subsystem, including premarital behav-
ior patterns, mate selection, marital interac-
tion, and family disorganization. Special em-
phasis is placed on theories pertaining to the
structure, function, and change of family
forms, empirical data from current and past
research projects; and cross-cultural com-
parisons of selected family systems. Quarterly.

iy.

612 Racial and Ethnic Minorities (5-0-5)

Prerequisite: Permission of the instructor.
Comparative study of selected racial and
ethnic groups in contemporary American
society. Exploration of majority-minority in-
teraction, distribution of minorities, and selec-
ted pertinent social problems. Winter.

635 Sociology of Organizations (5-0-5)

A sociological analysis of the structure and
function of complex organizations. Attention
is given to control, communications, goals,
methods, values, etc., and the effects of such
institutions on the individual and society.
Spring.

Graduate Courses in Sociology (SOC)

601 Social Change (5-0-5)

Factors and processes of social change; tech-
nological and institutional change; value sys-
tems; social movements; symbolic communi-
cation; innovation and inertia; the problem of
social progress. Summer.

602 Group Dynamics (5-0-5)

Process of social groups; group leadership,
effectiveness, goals; group communication
and control. Fall.

604 Advanced Social Problems (5-0-5)

A consideration in depth of selected social
issues and problems. Emphasis will be placed
upon etiology, context, remedial measures
and implications. Winter.

78

ACC

The School of Business
Administration

Graduate Courses in Accounting (ACC)

502 Financial Accounting

for Managerial Control (5-0-5)

Prerequisite: Post-baccalaureate or graduate
student status.

Integrates managerial uses of accounting
information with instruction in fundamental
accounting concepts and methods, finan-
cial management, economic environment.
Emphasis is placed on concepts and methods
used to resolve problems of income mea-
surement, internal control, valuation of assets,
capital investments, and other accounting
matters. Winter, Summer.

602 Cost Accounting

for Managerial Control (5-0-5)

Prerequisites: Graduate student status and
ACC 502 or equivalent course.
Includes cost behavior, cost-control budget-
ing, break-even analysis and cost-benefit
analysis, with the emphasis on the use pf
accounting data in decision-making. Fall,
Spring.

614 Advanced Cost Accounting (5-0-5)

Prerequisite: ACC 411.
Provides the student with an in-depth analy-
sis of managerial-cost concepts and tech-
niques required for developing, analyzing,
and interpreting information for organization-
al planning and control systems. (No gradu-
ate credit given if student has completed ACC
414 or equivalent.) Summer.

616 Advanced Accounting Theory (5-0-5)

Prerequisite: ACC 313.
Provides the student with the opportunity for
an in-depth understanding of contemporary
developments in financial accounting. Em-
phasis is on major problem areas in account-
ing, particularly in relation to publications of
major authoritative bodies such as the APB,
FASB, SEC, and AAA. (No graduate credit is
given if student has completed ACC 416 or
equivalent.) Spring.

621 Advanced Accounting I (5-0-5)

Prerequisite: ACC 313.
The application of accounting theory to spe-
cialized problem areas including partner-
ships, consignments, bankruptcy, and con-
solidations. (No graduate credit is given if
student has completed ACC 421 or equiva-
lent.) Fall.

622 Advanced Accounting II (5-0-5)

Prerequisite: ACC 313.
This course is intended to prepare the stu-
dent for further professional development
such as the CPA examination. The focus of
the course will be on analysis of problem solv-
ing techniques in selected areas of account-
ing. (No graduate credit is given if student has
completed ACC 422 or equivalent.) Winter-
even years.

651 Federal Income Taxation (5-0-5)

Prerequisite: ACC31 1 or permission of instruc-
tor.

A survey of theories and practices governing
federal income taxation of individuals and
business entities. Tax determination and tax
planning are emphasized. (No graduate credit
is given if student has completed ACC 451 or
equivalent.) Winter, Summer.

652 Advanced Federal Taxation (5-0-5)

Prerequisite: ACC 451 or ACC 651 .
An in-depth analysis of federal income taxa-
tion applicableto partnerships, corporations,
estates and trusts; estate and gift taxation;
deferred compensation and employee benefit
plans; with emphasis on alternative computa-
tions and tax planning opportunities. Re-
search methodology and practice are em-
ployed. (No graduate credit is given if student
has completed ACC 452 or equivalent.) Fall.

671 Auditing (5-0-5)

Prerequisite: ACC 313.
The application of auditing principles to the
problems of public accountancy with empha-
sis upon the adherences to standards and
professional ethics. (No graduate credit is
given if student has completed ACC 471 or
equivalent.) Fall, Spring.

672 Advanced Auditing (5-0-5)

Prerequisite: ACC 471 or ACC 671 .
A continuation of ACC 671 . Auditing. Empha-
sis is placed on concepts, standards, profes-
sional problems, and methods such as statis-
tical sampling, use of computers in auditing,
auditing computer-based systems, and the
audit report. (No graduate credit is given if
student has completed ACC 472 or equiva-
lent.) Winter odd numbered years.

79

BUS

716 Corporate

Applications of Accounting (5-0-5)

Prerequisites: Graduate student status and
ACC 602 or equivalent course.
Includes accounting management, special-
ized cost accounting problems, accounting
systems, contents of financial statements and
reports, professional accounting require-
ments, accounting for price-level changes,
concepts in federal taxation and other cur-
rent accounting applications. Fall.

Graduate Courses in

Business Administration (BUS)

591 Legal Environment of Business I

(5-0-5)

Prerequisite: Post-baccalaureate or graduate
student status.

Elements of the law of contracts, sales, agen-
cy, negotiable instruments, bailments, com-
mon carriers, partnerships, and corporations,
aitention is given to the overall legal environ-
ment in which business operates. To be
arranged.

592 Legal Environment of

Business II (5-0-5)

Prerequisite: Post-baccalaureate orgraduate
student status.

Elements of the law of partnerships, corpora-
tions, real property, insurance, security devi-
ces, trust and estates, bankruptcy, and gov-
ernment regulation of business. Particular
attention is given to the overall level environ-
ment in which business operates. To be
arranged.

593 Administrative Law (5-0-5)

Prerequisite: Post-baccalaureate orgraduate
student status.

A survey of the field of administrative law,
emphasizing the role of state and federal
agencies in the business sector; special agen-
cies such as Occupational Safety Health
Administration (OSHA) will be explored. To
be arranged.

595 Selected Topics in

Business Administration (Variable)

Prerequisites: Post-baccalaureate or gradu-
ate student status and permission of the
coordinator of the graduate program.
Consideration and analysis of relevant spe-
cial problem areas in the field of business
administration. May be repeated for graduate
credit with prior approval of the student's
advisor. To be arranged.

80

599 Research in Business

Administration (Variable)

Prerequisite: Post-baccalaureate orgraduate
student status and permission of coordinator
of the graduate program.
Independent research on an advanced topic
selected by the student in consultation with
the coordinator of the graduate program. Tech-
niques of business research are emphasized.
To be arranged.

603 Managerial Finance (5-0-5)

Prerequisites: Graduate student status and
ACC 502 or equivalent course.
Theory of financial structure and dynamic
cost of capital. Dividend policy and growth
models. Utilization of money and capital mar-
kets. Advanced theory of financial manage-
ment, including capital budgeting theory and
practice. Winter, Summer.

604 Marketing Management (5-0-5)

Prerequisites: Graduate student status and
MAT 500 and ECN 601 or equivalent courses.
Conceptualization, analysis, planning, formu-
lation and administration of marketing pro-
grams are studied, Independent original
research, case analyses, extensive reading,
in-class discussion and lectures comprise the
methods. Fall, Spring.

605 Operational Planning

and Data Analysis (5-0-5)

Prerequisites: Graduate student status and
MAT 500 or equivalent course.
This course analyzes the methodology of
management's planning and decision-making
functions. Specifically, emphasis is placed
upon howquantitative techniques are utilized
to extract information from data and how
management can then structure its planning
and decision making upon this information.
Topics include decision theory, inventory
control, mathematical programming, queing
theory, and simulation. Winter, Summer.

606 Organization Behavior (5-0-5)

Prerequisites: Graduate student status.
Examination of concepts of human behavior
in formal organizations. Develops an under-
standing of and capacity to predict effects of
managerial actions on the behavior of indi-
viduals and groups within different kinds of
organizations. Fall, Spring.

BUS

608 Logistics Problems (5-0-5)

Prerequisites: Graduate student status and
MAT500and ECN 501 or equivalent courses.
Examination of the systems and procedures
devised to overcome barriers to effective and
efficient delivery of material and services.
The notion of an efficient system is employed
to economically create space, time, and utili-
ties. Winter.

611 Individual and

Organizational Effectiveness (5-0-5)

Prerequisites: Graduate student status and
BUS 606 or permission of instructor.
Thisseminar will emphasize the research and
discussion of concrete cases involving the
human aspects of administrative policies.
The learning objective is to increase concep-
tual and practical skills in resolving adminis-
trative problems in complex organizations
and to increase knowledge of pertinent behav-
ioral science theory. Winter.

621 Security Analysis and Portfolio

Management (5-0-5)

Prerequisite: BUS 603.

Analysis, selection, and management of se-
curities with emphasis on common stocks
and bonds, procedures in buying and selling
securities, security market operations and
regulations. TBA.

695 Selected Topics (Variable)

Prerequisite: Graduate student status and
permission of the coordinator of the graduate
program.

A variable content course individually de-
signed to meet the needs, interests, and pro-
fessional objectives in business administra-
tion. To be arranged.

699 Graduate Reseach

in Business Administration (Variable)

Prerequisites: Graduate student status and
permission of the coordinator of the graduate
program.

Independent research on an advanced topic
selected by the student in consultation with
the coordinator of the graduate program.
Techniques of business research are empha-
sized. To be arranged.

707 Organizational and Management
Theory (5-0-5)

Prerequisites: Graduate student status and
BUS 606 or equivalent course.
Open-system approaches to the design and
analysisof organizations. Examinesthe inter-
dependence of key organization variables
such as structure, technology, environment,
culture, and personnel and exchange sys-
tems. Winter, Summer.

708 Organizational Policy and

Control (5-0-5)

Prerequisites: Graduate student status and
prior satisfactory completion of not less than
75% of the M.B.A. core course requirements
or equivalent courses.

Development of a general management ap-
proach to strategic planning and policy for-
mulation as a system of organizational gui-
dance and control. Uses comprehensive case
studies of organizations in a wide variety of
situations and integrates functional areas of
accounting, finance, marketing production
and law. Fall, Spring.

709 Operations Research

and Systems Analysis (5-0-5)

Prerequisites: Graduate student status and
BUS 605 or equivalent course.
The objective of this course is to explore in
depth the various quantitative techniques
which are being used in the more progres-
sively managed organizations. Emphasis will
be placed upon design of control systems,
feedback, and simulation, as well as the total
information-systems concept. Fall.

712 Special Problems (5-0-5)

Prerequisites: Graduate student status and
permission of the coordinator of the graduate
program.

In this course the professor will design a spe-
cial program of instruction and research in
administration to satisfy the academic needs
of the student. May be repeated for graduate
credit with prior approval of the student's
advisor. To be arranged.

714 International Business (5-0-5)

Prerequisites: Graduate student status and
permission of the coordinator of the graduate
program.

An examination of international economic
policies and their effects upon international
business, with intensive coverage of the eco-
nomic environment in which the multinational
firm operates. Problems of financial adminis-
tration of international business, with case
work on U.S. and foreign companies. Spring.

81

ECN

Graduate Courses in Economics (ECN)

501 Economic Theory (5-0-5)

Prerequisite: Post-baccalaureate or graduate
student status.

This course is designed to cover the subject
matter of introductory economics and select-
ed topics of intermediate micro and macro
theory. (Thisisan M.B.A. prerequisite course.
It is not creditable toward the M.B.A. pro-
gram's 60 quarter hour minimum.) Fall,
Spring.

590 Dynamics of

the American Economy K-12 (5-0-5)

Prerequisite: Post-baccalaureate or graduate
student status.

A survey course for the non-business student
designed to develop an understanding of
economic concepts and policies to aid in the
analysis of economic problems and policies
as well as those of the individual firm, house-
hold, and industry. (This course is not credit-
able toward the M.B.A.) To be arranged.

591 Economics for Elementary and
Middle Schools (5-0-5)

Prerequisite: Post-baccalaureate or graduate
student status.

A course designed for teachers and prospec-
tive teachers in elementary or middle schools.
It includes some basic economic concepts
and emphasizes methods and activities de-
signed to integrate economics into the K-8
curriculum. (This course is not creditable
toward the M.B.A.). Summer.

592 Economics for High Schools (5-0-5)

Prerequisite: Post-baccalaureate or graduate
student status.

A course designed for teachers and prospec-
tive teachers of economics in high school. It
includes macro and micro economics and
emphasizes methods and activities geared to
meet the state of Georgia mandate for econom-
ics in the high schools. (This course is not
creditable toward the M.B.A.). Summer.

594 Personal Finance (5-0-5)

Prerequisite: Post-baccalaureate or graduate
student status.

This course is designed to acquaint in-service
and pre-service teachers with the major top-
ics of personal finance that should be taught
on a high school level. It will include the
broad areas of money management, insur-
ance, housing, transportation, credit, and
consumer issues. (This course is not credita-
ble toward the M.B.A.). Summer.

595 Selected Topics in

Economics (Variable)

Prerequisite: Post-baccalaureate or graduate
student status and permission of the coordi-
nator of the graduate program.
Consideration and analysis of relevant spe-
cial problem areas in the field of economics.
May be repeated for graduate credit with
prior approval of the student's advisor. To be
arranged.

599 Research in Economics (Variable)

Prerequisites: Post-baccalaureate or graduate
student status and permission of the coordi-
nator of the graduate program.
Independent research on an advanced topic
selected by the student in consultation with
the coordinator of the graduate program.
Techniques of economic research are empha-
sized. To be arranged.

601 Microeconomic

Theory and Public Policy (5-0-5)

Prerequisites: Graduate student status and
ECN 501 or equivalent course.
The methodology of economics and the appli-
cation of economic theory to the problems of
the business firm. Contemporary theory of
consumption, equilibrium of the firm in prod-
uct and factor markets under conditions of
pure competition, monopolistic competition,
oligopoly, and monopoly. The implicationsof
the economic and legal problems posed by
business concentration. Winter, Summer.

699 Graduate Research

in Economics (Variable)

Prerequisite: Graduate student status and
permission of the coordinator of the graduate
program.

Independent research on an advanced topic
selected by the student in consultation with
the coordinator of the graduate program.
Techniques of economic research are empha-
sized. To be arranged.

710 Macroeconomic

Theory and Public Policy (5-0-5)

Prerequisites: Graduate student status and
ECN 601 and BUS 605 or equivalent courses.
Keynesian and post-Keynesian employment
theory. Economic growth and fluctuations.
The problem and techniques of economic
stabilization. Spring.

82

HSA

711 Econometrics (5-0-5)

Prerequisites: Graduate student status and
ECN 601 and BUS 605 or equivalent courses.
Estimation of parameters for single-equation
econometric models; tests of hypotheses and
confidence regions for regression analysis;
mathematical formulation and empirical test-
ing of economic models. To be arranged.

713 Special Problems in Economics (5-0-5)

Prerequisites: Graduate student status and
permission of coordinator of the graduate
program.

In this course the professor will design a spe-
cial program of instruction and research in
economics to satisfy the academic needs of
the student. May be repeated for graduate
credit with prior approval of the student's
advisor. To be arranged.

715 Business Conditions Analysis (5-0-5)

Prerequisites: Graduate student status and
permission of instructor.
Comparison of methods and objectives of
national product, flow-of-funds, input-output,
and balance of payments accounting sys-
tems. Social accounting and business-projec-
tion methods are considered in the context of
planning and economic forecasting. Fall.

Graduate Courses in Health

Services Administration (HSA)

595 Selected Topics in Health

Services Administration (Variable)

Prerequisite: Post-baccalaureate or graduate
student status and permission of the coordi-
nator of the graduate program.
Consideration and analysis of relevant spe-
cial problem areas in the field of health ser-
vices administration. May be repeated for grad-
uatecreditwith priorapproval of the student's
advisor. To be arranged.

599 Research in Health

Services Administration (Variable)

Prerequisites: Post-baccalaureate or graduate
student status and permission of the coordi-
nator of the graduate program.
Techniques of health services administration
are emphasized. To be arranged.

661 Medical-Legal Problems (3-0-3)

Prerequisite: Graduate student status.
A survey of the basic principles of law as they
relate to the administration of health services.
Consideration is given to malpractice, legal
regulation and liability of health institutions,
ethical legal problems. Fall.

662 Accounting and Finance

for Health Institutions (5-0-5)

Prerequisites: Graduate student status and
BUS 502 or equivalent course.
Designed to provide the student with suffi-
cient health institutional accounting back-
ground necessary to participate in effective
and efficient managerial decision making.
Emphasis is placed on the accounting pro-
cess, operations auditing and the utilization
of accounting data for managerial decisions.
Spring.

663 Health Economics

and Systems Planning (5-0-5)

Prerequisites: Graduate student status and
ECN 501 or equivalent course.
An introduction to the health care delivery
system from an economic perspective. Em-
phasis is placed on the supply and demand
for health services, the production and cost of
health services, the financing of health care
delivery and cost/benefit analysis. Winter.

664 Health Finance and Economics (5-0-5)

Prerequisite: None.

Designed to provide the health educator with
a fundamental knowledge of health finance
and economics. It concentrates on providing
those aspects of finance and economics most
pertinent to the need of health providers.
Designed for M.ED, students only. Not open
for credit in the M.B.A. program.

695 Selected Topics in Health Care

(Variable)

Prerequisites: Graduate student status and
permission of thecoordinatorof the graduate
program.

A variable content course individually de-
signed to meet the needs, interests, and pro-
fessional objectives in health services admin-
istration. To be arranged.

771 Hospital Organization

and Institutional Planning (5-0-5)

Prerequisite: Graduate student status.
An analysis of the organization and delivery
of health services within institutional settings.
Emphasis is placed on structural, coordina-
tive and environmental factors affecting the
effectiveness and efficiency of health institu-
tions. Fall.

83

HSA

773 Health Delivery Systems,
Regulation and Control (5-0-5)

Prerequisite: Graduate student status.
Provides an overview of the health delivery
system as it now exists and potential future
trends. Topics include: (1 ) the present health
care system, (2) comparative health care sys-
tems, (3) Health regulation/legislation, (4)
future trends in health delivery, and (5) the
role of the federal government. Spring.

774 Policies and Decision-Making in
Health Care (5-0-5)

Prerequisite: Graduate student status.
Designed to expose the student to the health
care system as a complex social political sys-
tem subject to internal subsystem demands
and external pressures. Summer.

775 Health Care Financial Analysis (5-0-5)

Prerequisites: Graduate student status and
HSA 662.

An examination of financial decision-making
within the health care system. Emphasis is
placed on: (1) managerial control, (2) cost
containment. (3) hospital financing and capi-
tal budgeting, and (4) financial analysis.
Summer.

799 Internship-Practicum and

Research (5-15)

A research thesis is normally required. To be
arranged.

84

EDU

The School of Education

Graduate Courses in Education (EDU)

500 Teacher Inquiry (0-10-5)

Prerequisite: Post-baccalaureate standing.
A course designed for teachers who have a
need to investigate selected areas of teaching
responsibility and to practice techniques de-
signed to strengthen their competencies as
teachers. Credit for this course is not appli-
cable to degree programs; the grade is not to
be computed in the GPA. Course may be
repeated for credit. To be arranged.

590 Guidance for Exceptional

Children and Youth (4-2-5)

Prerequisite: EDU 440.
The study of techniques and processes in
guiding exceptional children and adolescents.
Vocational aspirations and self-concepts of
exceptional children are considered. Utiliza-
tion of role playing is an important aspect of
the course. Summer odd years.

591 Development of Curricula

for the Exceptional Child (4-2-5)

Emphasis is on the preparation of appropriate
materials for the education of the mentally
retarded. Effective usage is considered with
curriculum aims and objectives. Summer
even years.

592 Language Arts for Exceptional
Children (4-2-5)

Prerequisite: EDU 440.
A study of methods, techniques, and models
of language as they relate to the needs of the
exceptional child. Class discussion, group
presentations, and development of materials
are parts of class content. Fall even years.

595 Reading for the Secondary

and Adult Learner (4-2-5)

Prerequisites: EDU 304 or 614 and EDU 337
or 637.

The role of reading instruction forthe secon-
dary and adult learner. Emphasis on instruc-
tional theory and methods of teaching basic
and developmental reading skills, organiza-
tion, techniques, and materials for flexible
grouping and individualized instruction for
secondary and adult learner. Fall, Spring.

596 Early Childhood Education

Internship (5-15)

Prerequisites: EDU 330, 333, and 433-491 or
permission of instructor.
The student will daily implement a plan for an
early childhood program in a classroom with
young children. Other activities may include
classroom instruction in curriculum content,
early child development, and language of
young children. Summer.

602 Foundations of Education (Historical,
Philosophical, Sociological) (4-2-5)

A study of the influence of European educa-
tion upon American education; the major
philosophies, especially those currently in
use; and the effects of sociological patterns
upon educational trends. Fall.

603 Development of Young Children (4-2-5)

The course will involve a study of the litera-
ture pertaining to theories of human devel-
opment concerned with the physical, emo-
tional, intellectual, and social components of
earlychild development as they relateto indi-
vidual potential and achievement in life situa-
tions, particularly cognitive tasks in school
settings. Active participation and/or observa-
tion of young children is an integral and
important part of thisstudy. Winter, Summer.

604 Tests and Measurements (4-2-5)

Nature and function of measurement in edu-
cation. Teacher-made and standardized tests
and scales. Introductory statistical concepts
of measurements. Winter.

605 Instructional Media (4-2-5)

Examination of major theories of learning
and their relationship to the use of instruc-
tional material. Opportunity to examine newer
media as well as traditional media utilized in
the school. Emphasis on innovative equip-
ment and creative development of instruc-
tional materials. Winter, Summer.

606 The Middle School (4-2-5)

i Designed to provide opportunities for stu-
dents to learn about the characteristics of the
middle school learner and the nature of the
curriculum designed to meet the needs of the
emergent adolescent learner.

614 Advanced Educational

Psychology (4-2-5)

Applications of the scientific findings of psy-
chology to the more complex problemsof the
educative process. Quarterly.

85

EDU

616 Teacher-Student Relations (4-2-5)

Prerequisites: EDU 614 and 637.
Analysis of the basic legal, social, philosoph-
ical, and psychological issues involved in
theteacher-student relationship in the public
school setting; emphasis on skill training in
various techniques of classroom manage-
ment. Fall. Spring.

620 Fundamentals of Guidance (4-2-5)

An introduction to professional training for
counselors and an opportunity for teachers
to acquire an over-view of guidance functions
in the school program. Spring even years.

625 Teaching Elementary School

Mathematics (ECE, MG) (4-2-5)

Prerequisite: Teaching experience or an un-
dergraduate methods course in this subject.
Derivation of appropriate methods and tech-
niques from basic principles of learning; de-
velopment of skills needed in cooperative
planning; choosing and organizing teaching
materials; using the environment; guidance,
evaluation procedures. Fall, Spring.

635 Principles of Curriculum

Development (ECE, MG) (4-2-5)

Principles and practices of curriculum devel-
opment with the opportunity to participate in
curriculum construction; emphasis on ele-
mentary and middle grades learner and cur-
ricula. Quarterly.

637 Advanced Curriculum

Development (4-2-5)

Prerequisite: EDU 614 or permission of in-
structor.

Problems of the school, teaching, and curric-
ulum development; emphasis on the prepara-
tion and implementation of curricula. Winter,
Summer.

640 Education of Exceptional

Children (3-4-5)

Prerequisites: EDU 205 or EDU 202, 203 and
304.

A survey course which deals with the general
problems involved in the education of excep-
tional children. Meets legislative requirement.
Required for graduation in all teacher educa-
tion programs. Quarterly.

650 Problems in Mental Retardation

and Cultural Deprivation (4-2-5)

Current literature and thinking concerning
the retarded in a technological age. Implica-
tions for society. Life plans for the retarded
are discussed. Trends and innovative pro-
grams, incuding studies of the culturally dif-
ferent, are considered. Spring odd years.

651 Problems in Education (4-2-5)

Examination of problems and emerging prac-
tices in light of recent knowledge of teaching
and learning in various aspects of the curricu-
lum. Focus may be on specifically designated
area of instruction depending on needs of
students. Course may be taken more than
once for credit. Fall, Spring. (Summer, as
needed.)

652 Development of Language

and Communication Skills (4-2-5)

Focus on relationship of language develop-
ment and thinking to teaching communicative
skills. Specific areas covered include tech-
niques for developing oral and aural lan-
guage facility and functional and creative
writing. Fall, Spring.

653 Teaching Science (ECE, MG) (4-2-5)

Prerequisite: Teaching experience or an un-
dergraduate methods course in this subject.
Derivation of appropriate methods and tech-
niques from basic principles of learning; de-
velopment of skills needed in cooperative
planning; choosing and organizing teaching
materials; using the environment; guidance;
evaluation procedures. Fall, Spring.

654 Teaching Social Studies

(ECE, MG) (4-2-5)

Prerequisite: Teaching experience or an un-
dergraduate methods course in this subject.
Derivation of appropriate methods and tech-
niques from basic principles of learning; de-
velopment of skills needed in cooperative
planning; choosing and organizing teaching
materials; using the environment; guidance;
evaluation procedures. Winter, Summer.

658 Techniques of Research

and Instruction (V-V-5)

Prerequisites: EDU 614 or 637 or permission
of instructor.

Development of skills necessary for evalua-
tion and implementation of instructional
methods and materials and the development
of skills necessary for interpretation and appli-
cation of educational research. Winter,
Spring.

86

EDU

660 Characteristics of the Gifted (4-2-5)

Prerequisites: EDU 304 or equivalent and
permission of instructor.
Psychological characteristics of children and
youth who are gifted intellectually, creatively,
orbehaviorally. Identification procedures and
basic philosophies of treatment will be
stressed. Winter, Spring.

661 Methods and Materials

for Teaching the Gifted (4-2-5)

Prerequisites: EDU 660 or permission of in-
structor.

Development, utilization, and evaluation of
instructional materials and approaches for
gifted students. Spring.

665 Career Exploration (4-2-5)

The course is designed to meet the skill and
knowledge needs of teachers (K-1 2) in career
development education. Class and field ex-
periences will acquaint school personnel with
theories and practices related to incorporat-
ing career education into the K-1 2 curriculum.
Development of teaching plans and materials
for career education of students will be a major
component of the course. Spring.

670 Problems in Reading Education (4-2-5)

Prerequisite: EDU 471 or 671.
Intensive examination of selected problems
and emerging practices of reading instruc-
tion based on recent knowledge of instruc-
tion and learning in various aspects of the
reading program. Focus may be on a specifi-
cally designated aspect of instruction depend-
ing on needs of students. Course may be
taken more than once for credit.

671 Teaching of Reading

(ECE, MG) (4-2-5)

Study of the various phases of reading in their
relation to a modern program of education
and the place of reading in the curriculum.
Emphasis on current practices of teaching
reading with a variety of organizational pat-
terns. Fall, Winter, Summer.

672 Diagnosis and Correction

of Reading Disabilities (4-2-5)

Prerequisites: EDU 304, 614, and 671.
Diagnostic procedures and materials with
emphasis on application of diagnostic tech-
niques with both groups and individuals.
Students diagnose and prescribe for reading
disability cases under supervision. Winter,
Summer.

673 Materials and Methods

in Reading (4-2-5)

Prerequisites: EDU 471 and EDU 304 and 614
and/or permission of instructor. Critical eval-
uation of instructional methods and mate-
rials in all areas of reading. Emphasis on
demonstration and student production and
application of materials and methods for
effective reading instruction, including the
content fields. Winter, Summer.

674 Developing and Guiding

Reading Programs (4-2-5)

Prerequisite: Admission to graduate program
and permission of instructor.
Emphasis on the development and guidance
of the total reading program and its various
aspects. Focus is directed toward instruc-
tional personnel, facilities, equipment, and
materials essential for planning and coordi-
nating developmental and corrective reading
programs for multivariate cultural groups and
for evaluating the total program. Fall.

675 Reading in the Content Areas (4-2-5)

Emphasis on the problems associated with
content area reading and strategies for solv-
ing these problems. Focus is on adjusting
reading instruction to any content area and/or
cultural group through appropriate teaching
techniques. Most useful at grade levels where
content areas are stressed. Winter, Summer.

677 Practicum in Remedial

Reading I (0-10-5)

Prerequisites: EDU 671, EDU 672, EDU 673,
EDU 704, and permission of instructor.
Supervised practicum experiences with em-
phasis on diagnostic, prescriptive and reme-
dial work with individuals with reading dis-
abilities. Winter, Summer.

678 Practicum in Remedial

Reading II (0-10-5)

Prerequisites: EDU 671, EDU 672, EDU 673
and permission of instructor.
Supervised practicum experiences with em-
phasis on diagnostic, prescriptive and reme-
dial work with individuals who have reading
difficulties. Experience in group diagnosis
and remediation will be included which may
focus on programs for adults with reading
deficiencies. Winter, Summer.

87

EDU

681 Characteristics of the Learning
Disabled (4-2-5)

Prerequisite: EDU 440 or EDU 640 or the
equivalent.

An introductory course concerning learning
disabled children and youth. Definitions, edu-
cational traits, emotional and social charac-
teristics are surveyed. Consideration will be
given to diagnosis and prescriptions. Fall.

682 Methods and Materials for Teaching
the Learning Disabled (4-2-5)

Prerequisite: EDU 440, EDU 640, EDU 681 , or
permission of instructor.
The study of teaching methods and materials
as they relate to children and youth with spe-
cific learning disabilities. Selection and adap-
tation of materials, lesson construction, and
the planning and implementation of activities
are to be emphasized. Laboratory experience
is required. Winter.

683 Practicum With Learning Disabled
Children and Youth (1 -1 0-5)

Prerequisites: EDU 440, EDU 640, EDU 681,
and EDU 682.

An opportunity to observe learning disabled
children and youth. Participation in aiding
the remediation of their educational deficits
is an integral part. Summer.

684 Characteristics of Behaviorally
Disordered Children and Youth (4-2-5)

Prerequisite: EDU 440 or EDU 640 or the
equivalent.

A study of the nature and characteristics of
behaviorally disordered children and youth.
Definitions, educational traits, emotional and
social characteristics, and assessment instru-
ments as related to the educational setting
are considered. Laboratory and field expe-
rience is required. Fall.

685 Methods and Materials for Children and
Youth with Behavior Disorders (4-2-5)

Prerequisites: EDU 440 or EDU 640 or the
equivalent, EDU 684, or permission of the
instructor.

Critical evaluation of teaching methods and
materials for behaviorally disordered children
and youth in the educational setting. Select-
ing, adapting, planning, and implementing of
programs are emphasized. Laboratory field
experience is required. Winter.

690 Readings and Research in Education of
Exceptional Children and Youth (4-2-5)

In-depth reading and reporting on an educa-
tion or social facet emphasizing exceptional
children and youth. A scrutiny of the litera-
ture is stressed. Winter even years.

691 Seminar in Education (V-V-5)

Study of issues, theories and emerging prac-
tices in elementary education through inves-
tigation, research reports, and critical analy-
sis. Spring.

692 Seminar in Education (Variable)

Prerequisite: The student must be admitted to
the Specialist in Education Program.
This seminar focuses on the study and analy-
sis of emerging educational practices, issues,
and trends in all areas of curriculum, instruc-
tion, and management in American educa-
tion. Spring, Summer.

694 Instructional Strategies (V-V-5)

Prerequisite: Permission of instructor.
The study of teaching/learning strategies in
selected content areas, with focus on curricu-
lar trends and recent development in educa-
tional psychology. Winter, Spring.

695 Selected Topics (Variable)

Prerequisite: Permission of instructor.
The content of this course is intended to
meet the needs and interests of graduate stu-
dents in selected areas of education. May be
repeated for credit with prior approval. Quar-
terly.

700 Methods of Educational

Research (4-2-5)

Research skills and related competencies
involved in the planning, conducting, and
reporting of applied research studies of the
type for the degree of Master of Education.
Winter, Summer.

704 Assessment of the Individual (4-2-5)

Prerequisite: EDU 614 or permission of in-
structor.

Administration, scoring, and interpretation of
individual intelligence and aptitude tests with
an eventual goal the diagnosis of, and pre-
scription for, learning problems. Spring.

705 Statistical Methods in

Education (4-2-5)

Descriptive statistics used in education with a
brief introduction to probability and infer-
ence. Spring odd years.

88

EOU

710 Fundamentals in the Supervision of
Student Teaching (4-2-5)

Introduction to the theory and practices in-
volved in the supervision of student teaching
and other professional field experiences. Pro-
vides opportunity for the teacher to develop
skills and plans necessary for guiding student
teachers in planning, implementation, and
evaluation of instruction and classroom man-
agement. Fall, Summer.

711 Assessment of Student/Beginning
Teaching Experience (4-2-5)

Prerequisites: EDU 710 or permission of in-
structor.

Designed to help teachers develop skills ne-
cessary for assessing student teacher and
beginning teacher performance, based on
criteria specified by the Georgia State Depart-
ment of Education. Winter.

712 Problems in the Supervision

of Student Teaching (4-2-5)

Prerequisites: EDU 710, 71 1 or permission of
instructor, experience in supervision of stu-
dentteaching, and recommendation of school
system.

Course designed as the third course in the
supervision sequence to enable teachers who
have had prior experience in supervising stu-
dent teachers to synthesize and evaluate their
supervision experiences. Emphasis will be
given to analysis of supervising teacher and
student teacher needs in competency devel-
opment, with independent research and indi-
vidualized projects as means of dealing with
problems encountered in supervision of stu-
dent teaching. Spring.

713 introduction to Supervision (4-2-5)

Prerequisites: T-4 certification, (T-5 recom-
mended) 1 year teaching experience.
This course is designed to introduce the
teacher or administrator to supervision. It
covers the history, nature, purpose and tasks
of supervision. The following tasks are exam-
ined in some detail: improvement of instruc-
tion, curriculum development, staff develop-
ment and evaluation of instruction. Fall.

714 Supervision of Instruction (4-2-5)

The primary focus of this course is to provide
the students with the skills necessary to pro-
vide supportive supervision to a classroom
teacher in the areas of planning, presenting,
and evaluating instruction and managing a
classroom. The skills involved in helping
teachers in the areas of curriculum develop-
ment and staff development will also be
covered. Winter.

715 Practicum in Supervision (3-4-5)
Prerequisites: The courses Introduction to
Supervision (EDU 713) and Supervision of

Instruction (EDU 714) or the recommenda-
tion of the student's advisor or the course
instructor. This course is intended to provide
the student with opportunity to apply knowl-
edge of supervision and demonstrate super-
visory skills in their field of certification.
Spring.

721 Biological and Cultural

Aspects of Mental Retardation (4-2-5)

Description of biogenic aspects of mental
retardation and cultural aspects. Implications
concerning education and adjustment are
stressed with the facets of diagnosis and
educational modifications. Winter odd
years.

722 Diagnostic and Prescriptive Teaching
of Exceptional Children (4-2-5)

The study of methods for assembling diagnos-
tic information and appropriate teaching tech-
niques for exceptional children. Laboratory
experiences permit the student to work with
the child in a one-to-one situation and plan an
opportunity-structured learning situation
which provides proper adjustment for the
individual child as a learner. Fall odd years.

735 Practicum in Education (1-8-5)

Practical experiences with students under
supervision. Focus will be determined by
needs of individual student. May be repeated
for credit. Winter.

737 Practicum with

Exceptional Learners (V-V-5)

Planned situations where varying methodol-
ogies of teaching or program planning are
carried out. May be repeated for credit.
Spring, Summer.

89

EDU

741 Fundamentals of

School Administration (4-2-5)

Introduction to the theory and practice of
educational administration. The course is
concerned with the tasks, processes, and
skills of educational administration, as well as
the framework that exists for public educa-
tional administration. Fall.

797 Internship in Education (1-8-5)

The course offers opportunity for the student
to engage in supervised practicum experien-
ces, focusing attention on planning and imple-
menting teaching strategies designed to meet
specific learner needs. A detailed written
report of the strategies undertaken will be
submitted. Fall, Spring.

742 Educational Business
Administration (4-2-5)

This course involves a survey of non-instruc-
tional areas of educational administration.
Topics covered include personnel adminis-
tration, management of school facilities, pupil
personnel services, school finance, internal
and external communication, transportation,
and school law. Winter.

743 School Law (4-2-5)

This is a survey of the field of school law
emphasizing the legal requirements of man-
aging the public school, the legal status of
teachers and students, group discrimination
law, tort liability, legal controls of school
finance, and the issues of religion and public
education. Spring.

798 Instruction Competencies
Sessions (Variable)

Students will demonstrate competence with
various instructional skills in a teaching-
learning environment. Fall, Spring.

799 Applied Project in

Education (Variable)

Preparation of an independent project usu-
ally under the direction of the major profes-
sor. Fall, Spring.

744 Educational Personnel
Administration (4-2-5)

Recruitment, selection, employment, apprais-
al and development of educational person-
nel will be covered in this course. Summer.

745 Public School Finance (4-2-5)

The concept and implications of tax sup-
ported public education will be covered. The
course will be concerned with local, state and
federal financing, implicationsof recent court
rulings on financing education, and adminis-
trative concerns such as budgeting, account-
ing, auditing, inventorying, and financial man-
agement. Summer.

771 Psychology of Reading (4-2-5)

Prerequisites: EDU 471-671 and EDU 304-614
or permission of instructor. An intensive study
of theoretical models of reading, causes for
reading problems, and the numerous psycho-
logical factors related to the teaching of
reading.

90

Directory

Regents

University System of Georgia

244 Washington Street, S.W.,
Atlanta, Georgia, 30334

Regent District

John H. Anderson, Jr.

Hawkinsville State-at-Large

Julius F. Bishop, Athens Tenth District

Scott Candler, Jr.

Decatur Fourth District

William T. Divine, Jr.

Albany Second District

Marie W. Dodd, Atlanta State-at-Large

Thomas H. Frier, Sr.

Douglas Eighth District

Arthur M. Gignilliat, Jr.

Savannah First District

Jesse Hill, Jr., Atlanta State-at-Large

O. Torbitt Ivey, Jr.

Augusta State-at-Large

Elridge W. McMillan,

Atlanta Fifth District

Lamar R. Plunkett,

Bowdon Sixth District

John H. Robinson, III

Americus Third District

John E. Skandalakis,

Atlanta State-at-Large

Sidney O. Smith, Jr.

Atlanta Ninth District

Lloyd L. Summer, Jr.

Rome Seventh District

Officers and Staff Members
of the Board of Regents

O. Torbitt Ivey, Jr Chairman

Lloyd L. Summer, Jr Vice Chairman*

Vernon Crawford Chancellor*

H. Dean Propst Executive Vice

Chancellor*

Henry G. Neal Executive Secretary*

Shealy E. McCoy Wee Chancellor-
Fiscal Affairs and Treasurer*
W. Ray Cleere Vice Chancellor-
Academic Affairs
Frank C. Dunham Vice Chancellor-
Facilities
Robert M. Joiner Vice Chancellor-
Public Relations
and Information Services
Howard Jordan, Jr Vice Chancellor-
Services
Thomas F. McDonald . . . Vice Chancellor-
Student Services
Harry B. O'Rear Vice Chancellor-
Health Affairs
Haskin R. Pounds Vice Chancellor-
Research and Planning

Robert J. Cannon Assistant Vice

Chancellor Affirmative Action

James L. Carmon Assistance Vice

Chancellor Computing Systems

Wanda K. Cheek Assistant Vice

Chancellor Planning

Gordon M. Funk Assistant Vice

Chancellor Fiscal Affairs-
Accounting Systems and Procedures

Mary Ann Hickman Assistant Vice

Chancellor Academic Affairs

H. Guy Jenkins, Jr Assistant Vice

Chancellor Facilities

Thomas E. Mann Assistant Vice

Chancellor Facilities

Roger Mosshart Assistant Vice

Chancellor Fiscal Affairs Budgets

E. Beth Schwarzmueller Assistant Vice

Chancellor Research

Jacob H. Wamsley Assistant Vice

Chancellor Fiscal Affairs

"Officers of the Board

91

Alumni Association

Officers of Administration 1982-83

Officers of the Executive Board 1982-83
President R. Wayne Jennings 74

Vice Presidents ... W. Palmer Sheppard 73

Nanci Solomon-Stutts 67

W. Thomas Ashmore 32

Joseph P. Campbell III 70

Helen M. Callahan '69

Helen Hendee 70

Secretary David Remer, Jr. 76

Treasurer E J. Maddocks 71

Augusta College Foundation

Board of Trustees

Dorroh L. Nowell, Jr., Chairman

Grover C. Maxwell, Chairman Emeritus

R. O. Barton, Jr.

Russell Blanchard

George A. Christenberry

William P. Copenhaver

James C. Cullum

T. Richard Daniel

Roger Denning

Frank S. Dennis, Jr.

John C. Hagler, III

R. Wayne Jennings

Graeme M. Keith

Gordon M. Kelly

William B. Kuhlke, Jr.

Maryanne Larkin

Howard M. Leitner

William S. Morris, III

Bryce H. Newman

Whitney OKeeffe

J. Carlisle Overstreet

Katherine Pamplin

William A. Trotter, Jr.

John Trulock, Jr.

Doris S. Weltch

William H. Wiseman

Ex-Off icio: The President of the College and
the President of the Augusta College Alumni
Association

George A. Christenberry, B.S.. M.A.. Ph.D.
President

Richard S. Wallace, B.A., Ph.D.
Vice President for Academic Affairs

J. Gray Dinwiddie, Jr., B.S., Ph.D.
Dean of the School of Arts and Sciences

Otha L. Gray. B.A., M.S., J.D., Ph.D., C.P.A.
Dean of the School of Business Administration

Geraldine W. Hargrove, B.S., M.Ed., Ph.D.
Dean of the School of Education

Roy E. Nicely. B.A., M.S., Ph.D.
Dean of Graduate Studies

Joseph F. Mele, B.S., M.A.

Vice President for Business and Finance

J. W. Galloway, B.A.
Dean of Students

M.Ed.

John L. McNeal, B.S., M.B.A.
Dean of College Relations

rl

Faculty of Instruction

'George A. Christenberry Professor of Biology and President of the College

B.S., Furman University; M.A., Ph.D., University of North Carolina

Wayne C. Agness Assistant Professor of Military Science

B.S., University of Akron

Mary H. Anderson Assistant Professor of Nursing

B.S.N. , M.S.N. Medical College of Georgia

Elizabeth B. Argo Temporary Instructor in English

B.A., Agnes Scott College; M.F.A., The University of Iowa.

Emmett R. Arnold Temporary Assistant Professor of Business Administration

B.S., University of Maryland; M.B.A., M.S., George Washington University, J.D., Augusta Law
School

*Adelheid M. Atkins Professor of English

B.A., Augusta College; Ph.D., University of South Carolina

Allen F. Baker Assistant Professor of Mathematics and Computer Science

B.S., Georgia Institute of Technology; M.S., Bowling Green State University

Naomi H. Barnard Director of Alumni Affairs

Mercer University 1944-46

Anne C. Barton Artist-in-Residence

B.F.A., University of Georgia

'James M. Benedict Assistant Professor of Mathematics and Computer Science

B.S., M.A., Central Michigan University; Ph.D., Western Michigan University

*James H. Bickert Associate Professor of Biology

B.S., M.S., University of Dayton; Ph.D., University of Tennessee

Joyce S. Billue Assistant Professor of Nursing

B.S.N., M.S.N., Medical College of Georgia

Nathan Bindler Artist-in-Residence and Associate Professor Emeritus of Fine Arts

B.A., University of Minnesota (Duluth); M.A., University of Minnesota.

*John B. Black Professor of Biology

A.B., Mercer University; Ph.D., Medical College of Georgia

Mary-Kathleen G. Blanchard Assistant Professor of Modern Languages

B.A., Western Michigan University; M.A., Middlebury College; Ph.D., University of North
Carolina.

*Bill E. Bompart Professor of Mathematics

Chairman of the Department of Mathematics and Computer Science
B.S. in Ed., University of Texas; M.R.E., Southwestern Baptist Seminary; M.Ed., North Texas
State University; Ph.D., University of Texas

Note: An asterisk (*) denotes a graduate faculty appointment.

93

*Harry F. Bowsher Professor of Physics

B.S., M.S., Ph.D., Ohio State University

*D. Anita Bozardt Associate Professor of Education

B.S., M.Ed., Ed.S., Ed.D., University of Georgia

Albert M. Brown Assistant Professor of Mathematics

B.S., Livingston State College; M.A., (Education), M.A. (Mathematics), University of Alabama

Elizabeth H. Bryan Assistant Professor of Mathematics

B.S., M.S., University of Georgia

Louise D. Bryant Professor of Nursing

Chairman of the Department of Nursing
B.S., George Peabody College; M.S.N., Case Western Reserve University

Dennis W. Burau Assistant Professor of Physical Education

B.S.Ed., M.Ed., Georgia Southern College

*Dexter L. Burley Associate Professor of Sociology

B.A., Marlboro College; M.A., Ph.D., University of New Hampshire

*Delwin D. Cahoon Professor of Psychology

B.A., Ph.D., University of Minnesota

*Helen Callahan Associate Professor of History

B.A., Augusta College, M.A., Ph.D., University of Georgia

Emily S. Capers Assistant Professor of Nursing

B.S.N.E., University of Georgia; R.N., Barrett School of Nursing; M.N., Emory University

"Edward J. Cashin, Jr Professor of History

Chairman of the Department of History,
Political Science and Philosophy
B.A., Marist College; M.A., Ph.D., Fordham University

Mary Ann Cashin Assistant Librarian

B.S., College of St. Teresa; M.Ln., University of South Carolina

Brion V. Chabot Professor of Military Science

B.S., U.S. Military Academy; M.A., University of Texas; M.S., George Washington University

*Thomas T. Chadwick Assistant Professor of Political Science

A.B., M.A., Marshall University; Ph.D., University of Virginia

Ping-Tung Chang Associate Professor of Mathematics in

Developmental Studies
B.Ed., National Taiwan Normal University; M.S., Indiana State University; Ph.D., Georgia State
University

*George Po-Chung Chen Associate Professor of Political Science

B.A., School of Law, National Taiwan University; M.A., Ph.D., Southern Illinois University

Terry O. Childers Assistant Professor of Physical Education

B.S., M.S., Georgia Southern College

Note: An asterisk (*) denotes a graduate faculty appointment.

94

*Frank H. Chou Professor of Education

A.B., Southeastern Oklahoma State College; M.Ed., Ed.D., University of Georgia

*Mary A. Christenberry Professor of Education

B.A., Wake Forest University; M.A., George Peabody College for Teachers; Ed.S., Ph.D.,
Georgia State University

"Linda M. Clary Associate Professor of Education

B.S., Winthrop College; M.S., Florida State University; Ph.D., University of Georgia

Frances Eugenia Comer Assistant Professor of Art

B.A., Centenary College; M.A., Louisiana State University

Sharon B. Covitz Director of Continuing Education

A.B., Ed.M., University of Cincinnati; Ph.D., Boston College

Keith W. Cowling Assistant Professor of Speech and Drama

Graduate, Plymouth College of Arts; N.S.A.M., F.R.S.A.

*Sharon J. Crawley Assistant Professor of Education

B.S., M.S., Sixth Year Diploma, Central Connecticut State College; Ed.D., University of
Houston

'Rosemary DePaolo Assistant Professor of English

B.A., Queens College; M.A., Ph.D., Rutgers University

"Margaret E. Dexter Professor of Mathematics

and Computer Science
A.B., Agnes Scott College; M.S., Ph.D., Georgia Institute of Technology

*J. Gray Dinwiddie, Jr Dean of the School of Arts and Sciences

Professor of Chemistry
B.S., Randolph-Macon College; Ph.D., University of Virginia

William M. Dodd Instructor of English/Reading in

Developmental Studies
B.A., M.Ed., Augusta College

Alan H. Drake Professor of Music

Chairman of the Department of Fine Arts
A.B., University of Miami; M.Mus.Ed., Ph.D., Florida State University

*Marya M. DuBose Assistant Professor of English

B.A., University of South Carolina; Ph.D., University of Georgia

David E. Duncan Associate Professor of Business Administration

A.B., Paine College; M.B.A., San Francisco State University, C.P.A.

Robert W. Duttweiler Assistant Professor of Library Science

Assistant Librarian
B.S., Colgate University; M.L.S., Florida State University

Richard W. Dyches Instructor of Mathematics

in Developmental Studies
B.S., M.A., Ed.S., University of Alabama

Note: An asterisk (*) denotes a graduate faculty appointment.

95

*Ed M. Edmonds Professor of Psychology

Chairman of the Department of Psychology
B.A., Stetson University; M.S., Auburn University; Ph.D., Texas Christian University

Mane R. Ellis Associate Professor of Psychology

B.S., University of Alabama; M.S., Auburn University; Ph.D., University of Georgia

Robert L. Eskew Instructor of Physical Education

B.S., M.S., Tennessee State University

*Walter E. Evans Professor of English

A.B., A.M., University of Missouri/Columbia; Ph.D., University of Chicago

O'Greta M. Everett Assistant Professor of Reading in Developmental Studies

B.A., Knoxville College; M.A., New York University

'Ronnie L. Ezell Associate Professor of Physics

B.A., Austin Peay State University; Ph.D., University of Georgia

"Clara E. Fanning Associate Professor of English

B.A., Mount Mary College; M.A., Ph.D., Fordham University

*Martha K. Farmer Associate Professor of Business Administration

B.S., M.S.C., University of Alabama; Ph.D., University of South Carolina; C.P.A.

Gary P. Fellers Temporary Assistant Professor of

Business Administration
B.S., Clemson University; M.S., Institute of Textile Technology of Virginia; M.B.A., Florida
Institute of Technology; Ph.D. Candidate, Clemson University

*Edwin H. Flynn Associate Professor of Business Administration

B.A., M.A., University of Connecticut; Ph.D., Indiana University

Marguerite F. Fogleman Associate Professor of Library Science

Associate Librarian
B.S., B.S./L.S., M.L.S., Louisiana State University

*David M. Foley Associate Professor of History

A.B., Belmont Abbey College; M.A., Auburn University; Ph.D., University of London

Eloy Fominaya Professor of Music

B.Mus., Lawrence College; M.Mus., North Texas State; Ph.D., Michigan State University

Jeffrey C. Ford Temporary Assistant Professor of Reading

in Developmental Studies
B.A., Furman University; M.Ed., University of Oklahoma

fCharles T. Freeman Assistant Professor of English

B.A., Bowdoin College; M.A., Columbia University

Robert E. Frickey Associate Professor of Sociology

Chairman of the Department of Sociology
B.S., M.A., University of Rochester; Ph.D., University of Maryland

Note: An asterisk (*) denotes a graduate faculty appointment.
fOn Leave

96

J. W. Galloway Dean of Students

B.A., M.Ed., Northwestern State University

"James W. Garvey Assistant Professor of English

B.A., University of Toronto; M.A., Ph.D., University of Rochester

Bertee B. Gaylard Associate Professor of Nursing

B.S.N., Medical College of Georgia; M.S.N. Ed., Indiana University

Jean W. Godin Associate Professor of Secretarial Science

B.S., Bob Jones University; M.A., George Peabody College

*Judith E. Gordon Assistant Professor of Biology

B.S., Penn State University; M.S., Virginia Polytechnic Institute 5nd State University; Ph.D.,
Indiana University

Robert E. Grace Associate Professor of Physical Education

A.B., Western Maryland College; M.Ed., Towson State University; Ed.D., State University of
New York

*Otha L. Gray Professor of Business Administration

Dean of the School of Business Administration
B.A., Furman University; M.S., Virginia Polytechnic Institute; J.D., Emory University; Ph.D.,
University of Alabama; C.P.A.

Steven L. Greenquist I nstructor of Art

B.S.Ed., Illinois State University; M.A., University of Iowa; M.F.A., University of Montana

John C. Groves Director of Student Activities

B.A., M.Ed., Northwestern State University

*Anna K. Hamrick Assistant Professor of Mathematics

B.S.Ed., M.Ed., Ed.D., University of Georgia

*Geraldine W. Hargrove Professor of Education

Dean of the School of Education
B.S., Georgia State College for Women; M.Ed., Ph.D., University of South Carolina

Frances G. Harley Assistant Professor of Nursing

B.S., M.S., Medical College of Georgia

John L. Harps Instructor of English in Developmental Studies

B.A., Paine College, M.A., Washington University

Paulette P. Harris Instructor of Education

B.A., M.Ed., Augusta College

Richard D. Harrison Assistant Professor of Physical Education

B.S.Ed., University of Georgia; M.A.T., University of South Carolina

Shirley A. Hermitage Instructor of Mathematics

B.A., Oxford University, England; M.Ed., Augusta College

Note: An asterisk (*) denotes a graduate faculty appointment.

97

Julian S. Heyman Director of Testing

B.S.N., Medical College of Georgia; B.A., Georgia Southern College; M.Ed., University of
Georgia

*Elige W. Hickman Associate Professor of Education

B.S., Texas A&M University; M.Ed., Ed.D., University of Arkansas

Robert D. Hilliard Associate Professor of Education

B.S.E., Lindenwood College; M.Ed., Ed.D., University of Arkansas

*Stephen H. Hobbs Professor of Psychology

B.A., Stetson University; M.S., Ph.D., University of Georgia

*Charles R. Holloman Grover C. Maxwell Professor of Organizational Behavior

B.A., University of Northern Colorado; M.S., University of Colorado; Ph.D., University of
Washington

Elizabeth A. House Associate Professor of English in Developmental Studies

B.M., M.A., North Texas State University; Ph.D., University of South Carolina

Robert V. Ivey, Jr Temporary Instructor of Mathematics in

Developmental Studies
B.S., Augusta College; M.S., West Georgia College

Harry M. Jacobs Professor of Music

B.Mus., Eastman School of Music, University of Rochester; M.Mus., Northwestern University

Vola Jacobs Assistant Professor of Music

B.Mus., Eastman School of Music, University of Rochester

Judith C. Jarvis Exchange Lecturer in Sociology

Teesside Polytechnic, England
B.A. (Hon.), University of Leeds; Diploma in Social Administration, University of York

Jeanne L. Jensen Assistant Professor of History

B.A., Colorado State University; M.A., University of Santa Clara; Ph.D. candidate, University of
South Carolina

William J. Johnson Professor of English

Chairman of the Department of Language and Literature
B.A., M.A., Ph.D., University of Texas

*Lillie Butler Jugurtha Assistant Professor of English

B.A., Augusta College; M.A., University of Chicago; Ph.D., University of Georgia

A. Alistair Kee Exchange Professor of Philosophy-
University of Glasgow, Scotland
M.A., B.D., University of Glasgow; S.T.M., Ph.D., Union Theological Seminary

Jack King, Jr Associate Professor of Art

B.F.A., University of Tampa, M.F.A., University of Georgia

*Harry R. Kuniansky Associate Professor of Business Administration

B.B.A., M.B.A., Emory University; D.B.A., Georgia State University

Note: An asterisk (*) denotes a graduate faculty appointment.

98

Richard L. Johns Assistant Professor of Military Science

B.S., Jacksonville State University

*Michael A. LaBurtis Associate Professor of Business Administration

B.B.A., University of Cincinnati; M.B.A., Bowling Green State University; Ph.D., University of
Arkansas; J.D., John Marshall Law School

Ernest E. Lanford Assistant Professor of Physical Education

B.S., Florida State University; M.S., Michigan State University; Ed.D., Brigham Young
University

*Donald R. Law Professor of Business Administration

B.A., Wilkes College; M.A., Ph.D., University of Florida

*Silas D. Lewis Associate Professor of Chemistry

B.S., Wake Forest College; Ph.D., Georgia Institute of Technology

Mary K. Lisko Temporary Instructor of Business Administration

B.S., Mankato State College; M.B.A., University of Arizona

Stuart J. Maclver Associate Professor of Military Science

B.S.B.A., Park College; M.S.B.A., Boston University

*Donald A. Markwalder Professor of Business Administration

B.S., Illinois State at Normal; M.A., Ph.D., Northwestern University

John Claude May, Jr Assistant Professor of German

B.A., M.A., Louisiana State University; Ph.D., Louisiana State University

*Freddy J. Maynard Associate Professor of Mathematics

B.S., Georgia State College; M.Ed., Ed.D., University of Georgia

Michael E. McClary Instructor of Music

B.M.E., Bowling Green State University; M.M., Northwestern University

Marsha J. McCurley Assistant Professor of Library Science

Assistant Librarian
A.B., University of Georgia; M.L.S., George Peabody College

Elfriede H. McLean Temporary Instructor of Library Science

Temporary Assistant Librarian
B.A., Augusta College; M.Ln., University of South Carolina

*Frank M. McMillan, III Associate Professor of Education

B.S., MN.Ed., University of South Carolina; Ed.D., University of Georgia

John L. McNeal Dean of College Relations

B.S., University of Kentucky; M.B.A., University of Miami

Joseph F. Mele Vice President for Business and Finance

B.S., Russell Sage College; M.A., Bradley University

Mary F. Mobley Temporary Instructor of Business Administration

A. A., Middle Georgia College; B.S., University of Georgia; M.Ed., M.B.A., Augusta College

Note: An asterisk (*) denotes a graduate faculty appointment.

99

F. William Monge Lecturer in Business Administration

Director of the Small Business Development Center
B.S., Wagner College; M.B.A., New York University

*William H. Moon Professor of Psychology

B.S.Ed., Auburn University; Ph.D., Florida State University

Christopher P. H. Murphy Assistant Professor of Education

A.B., M.A., University of Georgia

Joseph A. Murphy Associate Professor of Education

B.S., Western Kentucky University; M.Ed., Emory University; Ed.D., University of Georgia

*Roy E. Nicely Professor of Business Administration

Dean of Graduate Studies
B.A., M.S., George Washington University; Ph.D., The Pennsylvania State University

Floyd B. O'Neal Professor of Chemistry

B.S., The Citadel; M.S., Tulane University; Ph.D., Georgia Institute of Technology

$*W. Creighton Peden Fuller E. Callaway Professor of Philosophy

B.A., Davidson College; M.A., University of Chicago; Ph.D., St. Andrews University

*M. Edward Pettit, Jr Associate Professor of Mathematics

and Computer Science
B.A., University of Oregon; M.A., Ph.D., University of California at Riverside

J. Michelle Pollard Temporary Instructor of Mathematics and Computer Science

B.S., Lambuth College; M.S., Georgia Institute of Technology

'Lester O. Pollard Assistant Professor of English

B.A., Paine College; M.A., Atlanta University; Ph.D., University of South Carolina

*John W. Presley Associate Professor of English

Chairman of the Department of Developmental Studies
B.S.E., Arkansas State University; M.A., Ph.D., Southern Illinois University

*David W. Proefrock Assistant Professor of Psychology

B.S., University of Illinois; M.S., Ph.D., Memphis State University

*Norman R. Prinsky Assistant Professor of English

B.A., Reed College; M.A., Ph.D., University of California at Irvine

*Thomas W. Ramage Associate Professor of History

B.S., M.A., Ph.D., University of Kentucky; B.D., Southern Baptist Theological Seminary

Robert A. Reeves Instructor of Psychology

B.A., Augusta College; M.A., Appalachian State University; Ph.D., University of Georgia

*Philip L. Reichel Associate Professor of Sociology

B.S., Nebraska Wesleyan University; M.A., Ph.D., Kansas State University

Silvia G. Richart Associate Professor of Chemistry

Sc.D., University of Havana

Note: An asterisk (*) denotes a graduate faculty appointment.
^Exchange Professor, University of Glasgow

100

Thomas M. Riley Associate Professor of English

B.A., University of Georgia; M.A., Columbia University

tBrenda D. Root Instructor of Sociology

B.S., Madison College; M.A., University of Illinois

A. Ray Rowland Professor of Library Science

Librarian
A.B., Mercer University; M.Ln., Emory University

James E. Russey Assistant Professor of Music

B.M.E., Western Michigan University; M.M., Indiana University; D.M.A., University of Michigan

*Philip D. Rutsohn Associate Professor of Business Administration

B.A., New Mexico Highlands University; M.S., Oklahoma State University; Dr.P.H., University
of Texas Health Science Center at Houston

Rita G. Rutsohn Director of Career Planning and Placement

B.A., New Mexico Highlands University; M.S., Oklahoma State University

"Charles D. Saggus Associate Professor of History

B.A., Louisiana State University; M.A., University of Georgia; Ph.D., Emory University

Randall G. Salzman Instructor of Communication

B.S., Trinity University; M.J., North Texas State University

Janet I. Sandarg Assistant Professor of Spanish

B.A., M.A., Ph.D., University of North Carolina, Chapel Hill

*John T. Sappington Associate Professor of Psychology

A.B., Allegheny College; M.A., Western Reserve University; Ph.D., Case Western Reserve
University

John G. Schaeffer Associate Professor of Music

B.Mus., M.Mus., University of Michigan; D.M.A., University of Illinois

*Norman C. Schaffer Associate Professor of Business Administration

Director of Development
B.S., Furman University; M.S., Ph.D., Clemson University

Carole L. Seyfrit Temporary Instructor of Sociology

B.A., Indiana Institute of Technology; M.S., Utah State University

Anne Sheppard Counselor

A.B.J., M.Ed., University of Georgia

Karen G. Sheppo Assistant Professor of Education

B.S.Ed., Duquesne University; M.Ed., Georgia State University

Mary T. Sherrouse Instructor of Business Administration

B.A., Florida State University; M.B.A., Augusta College

Carlyle H. Shurtleff Assistant Professor of Library Science

Assistant Librarian
B.A., George Washington University; M.L.I.S., Brigham Young University

Note: An asterisk (*) denotes a graduate faculty appointment.
tOn Leave

101

Constance H. Skalak Associate Professor of Nursing

B.S.N., M.N., Emory University

Donald L. Smith Assistant Dean of Students

Director of Admissions
B.A., Virginia Commonwealth University; M.Ed., Ed.D., University of Virginia

*Duncan B. Smith Assistant Professor of English

B.A., University of California at Riverside; M.A., San Francisco State College; Ph.D., University
of California at Berkeley

James H. Smith Assistant Professor of English

A.B., University of South Mississippi; M.A., University of Mississippi

*John M. Smith, Jr Associate Professor of Sociology

B.S., M.Ed., Ph.D., University of Georgia

*Lyle R. Smith Professor of Education

B.S., California Polytechnic State University; M.S., Ph.D., Texas A&M University

*David M. Speak Assistant Professor of Political Science

A.B., University of California, Santa Cruz; M.A., Ph.D., University of North Carolina

Barbara T. Speerstra Director of Counseling Center

B.A., Michigan State University; M.A., Siena Heights College; Ed.D., Indiana University

James R. Stallings Director of Financial Aid

B.S., Allen University; M.S., Southern Illinois University

Rebecca A. Starcher Assistant Professor of Military Science

B.S., Columbus College

Barbara B. Stewart Instructor in Mathematics in

Developmental Studies
A.B., Emory University

*Harvey L. Stirewalt Associate Professor of Biology

B.A., M.S., University of Mississippi; Ph.D., University of Tennessee

*John R. Stracke Assistant Professor of English

B.A., University of Windsor; Ph.D., University of Pennsylvania

*Gary G. Stroebel Assistant Professor of Chemistry

B.S., Texas Lutheran College; Ph.D., University of Utah

*Russell E. Stullken Associate Professor of Biology

B.A., DePauw University; M.S., Ph.D., Emory University

*Paul F. Taylor Associate Professor of History

A.B., Eastern Kentucky University; M.A., Ph.D., University of Kentucky

Artemisia D. Thevaos Assistant Professor of Music

B.Mus., Wesleyan College; M.M., Indiana University

Note: An asterisk (*) denotes a graduate faculty appointment.

102

^Ernestine H. Thompson Assistant Professor of Sociology

B.A., University of Kentucky; M.Ed., University of Georgia; M.S.W., University of Southern
Mississippi

*George G. Thompson Associate Professor of Mathematics

B.S., M.S., Ph.D., Clemson University

William F. Toole Assistant Professor of Music

B.M., Wesleyan College; B.M., M.M., Yale University; Special Study Plan, The Juilliard School

Anna Jo Turner Associate Professor of Mathematics

B.A., Carson-Newman College; M.Ed., University of Georgia

Betty D. Turner Temporary Instructor of Reading in

Developmental Studies
B.S. Ed., Voorhees College; M.Ed., Georgia Southern College

'Janice B. Turner Professor of Chemistry

Chairman of the Department of Chemistry and Physics
A.B., Georgia College; M.S., Emory University; Ph.D., University of South Carolina

*Emil K. Urban Professor of Biology

Chairman of the Department of Biology
B.S., University of Wisconsin; M.A., University of Kansas; Ph.D., University of Wisconsin

Marvin Vanover Professor of Physical Education

Chairman of the Department of Physical Education

Director of Athletics
B.S., Georgia Teachers College; M.A., George Peabody College

*Ralph H. Walker Associate Professor of Political Science

B.A., M.A., Kent State University; Ph.D., University of Georgia

*Richard S. Wallace Professor of Business Administration

Vice President for Academic Affairs
B.A., Wofford; Ph.D., University of Virginia

"Shelby L. Wallace Associate Professor of Biology

Assistant to the President
B.A., M.S., University of Mississippi

*Ronald L. Weber Associate Professor of Education

B.S., State University of New York; M.Ed., Temple University; Ph.D., University of South
Carolina

*William R. Wellnitz Assistant Professor of Biology

B.S., Cornell University; M.A., Colorado University, Boulder; Ph.D., Cornell University

Terence Frederick Wharton Temporary Assistant Professor of English

B.A., M.A., University of Leicester, U.K.

William L. Whatley Associate Professor of Economics

B.S., M.S., University of South Carolina

"Faculty Marshal and Faculty Secretary
^Exchange Professor, University of Glasgow
Note: An asterisk (*) denotes a graduate faculty appointment.

103

..

Carolyn A. Wheale Assistant Professor of Nursing

B.S.N., University of South Carolina; M.A., Medical College of Georgia

Janice E. Williams Instructor of Art

B.F.A., University of Georgia, M.F.A., Indiana State University

Roscoe Williams Associate Dean of Students

B.A., Paine College; M.A., Fisk University

"Charles L. Willig Professor of English

B.S., M.A., Oklahoma State University; Ph.D., University of Tulsa

*Samuei M. Willis Professor of Business Administration

B.S., Clemson University; M.S., Georgia Institute of Technology; Ph.D., University of Alabama

Phyllis H. Wilson Assistant Professor of Physical Education

B.S., M.A., Eastern Kentucky University

'Margaret J. Yonce Professor of English

A.B., Newberry College; M.A., University of Georgia; Ph.D., University of South Carolina

Note: An asterisk (*) denotes a graduate faculty appointment.

104

Part-Time Faculty
1982-1983

Neal B. Andregg Mathematics

B.S.Ed., M.A., Ohio State University; Ed.D., Michigan State University

John L. Barnes Business Administration

B.B.A., M.B.A., Augusta College

John S. Black * Mathematics

B.S., Augusta College; M.Ed., University of Georgia

Suzanne Bohler Nursing

A. A., Augusta College; B.S.N., M.S.N., Medical College of Georgia

Joseph W. Breuer Geology

B.S., University of Dayton; M.S., University of Cincinnati

Peggy G. Broadnax Reading in Developmental Studies

B.A., Mercer University; M.Ed., University of Georgia

Sr. Margarita Castaneda Spanish

B.A., Fairfield University; M.A., Middlebury College

John S. Dalis Political Science

A.B., J.D., University of Georgia

Richard Davis, Jr English

B.A., Augusta College; M.A., University of Georgia

Shani Diggs Music

B.M., Youngstown State University; M.M., University of South Carolina

Gayle S. Dyches Reading in Developmental Studies

B.S., University of Georgia; M.A., University of Alabama, Birmingham

Sharon K. Freilich Business Administration

B.A., J.D., George Washington University

Leonard O. Fletcher Education

B.A., J.D., Mercer University

Charles R. Fliflet Business Administration

B.A., Duke University; M.B.A., Harvard University

Kenneth R. Haworth English in Developmental Studies

B.A., M.A., Ph.D., Michigan State University

Anne H. Huff English

B.A., Southwestern at Memphis; M.A., Tulane University

Richard W. Jennings Mathematics in Developmental Studies and

Business Administration
B.S., Georgia Institute of Technology; M.B.A., Augusta College

105

William A. Lawless Mathematics

B.S.. M.S., Louisiana State University

Felice L. Loverso Speech

B.A., Metropolitan State College; M.A., Ph.D., University of Colorado

Amabel Lansdell Education

A.B.. Tift College: M.A., Teachers College, Columbia University

Carolyn A, W. Lineberry Mathematics and

Business Administration

A.B.. West George College: M.B.A., Augusta College

Lillian Anne Mein Mathematics in Developmental Studies

M.S.. Clarkson College of Technology; Ph.D.. University of Northern Colorado

Ernest B. Merry English

B.A.. Augusta College: M.A.. University of Georgia

Carl J. Reichel Mathematics in Developmental Studies

B.S.. Illinois Institute of Technology: M.S.. University of Illinois

Julian H. Roberts, Jr Business Administration

B.B.A., University of Georgia: M.B.A.. University of South Carolina

Frank E. Simmons Mathematics

B.S.. Augusta College: M.Ed., Ed.S.. University of Georgia

Gale D. Sitton Education

B.S.. Georgia Southern College; M.Ed., University of Georgia

John L. Thompson Business Administration

A.B.. University of Georgia; J.D., Mercer Law School; L.L.M., Georgetown Law School

William P. Wansboro Business Administration

B.S., U.S. Military Academy. M.A., George Washington University

Shafique Warsi Mathematics

B.S., A.M.U. Aligarh, India; M.S., M.B.A., Atlanta University

Jeanette S. Young Education

B.S.. Mississippi College; M.A., University of Tennessee

106

Emeritus Faculty

Calvin J. Billman Professor Emeritus of History

B.A., State College of Iowa; M.A., Ph.D., Tulane University

Nathan Bindler Associate Professor

Emeritus of Fine Arts & Artist-in-Residence
B.A., University of Minnesota (Duluth); M.A., University of Minnesota; further graduate study,
University of Minnesota, University of Oregon

Spyros J. Dalis Associate Professor Emeritus of Political Science

A.B., M.A., University of Georgia; further graduate study, Duke University, American Univer-
sity, University of Georgia

Samuel D. Duncan, Jr Associate Professor Emeritus of Romance Languages

B.S., Georgia Teachers College; M.A., Ph.D., University of North Carolina

Harry Dolyniuk Associate Professor Emeritus of Chemistry

B.S., Dickinson State Teachers College; M.A.T., Indiana University

Chester McKinley Sutton Professor Emeritus of English

A.B., Guilford College; A.B., Haverford College; M.A., University of North Carolina; Further
graduate study, University of North Carolina, Duke University

Frank R. Tubbs Associate Professor Emeritus of Education

A.B., Maryville College; M.S.Ed., Ed.D., University of Tennessee

*Percy Wise Professor Emeritus of Romance Languages

A.B., University of South Carolina; M.A., University of North Carolina; Further graduate study,
University of Poitiers (France), Duke University, University of Illinois, New York University,
Saltillo State Teachers College (Mexico), University of Valencia (Spain)

'Deceased

107

Administrative Offices

Office of the President

President George A. Christenberry

B.S.. M.A.. Ph.D.
Senior Administrative
Secretary Francis Eddins

Office of the Assistant to the President

Assistant to the President S. Lee Wallace

B.A.. M.S.
Administrative Secretary . . . Laverne Dickey

Office of Computer Services

Director . . . Randall A. Thursby. A.B.. B.B.A.
Assistant Director .... Robert M. Thies. B.S.
Administrative

Secretary Gayle K. Davidson

Computer Operations

Supervisor Nicolette DeLoach. A.S.

Programmer Analyst ... Victor Threatt. B.S.
Programmer Analyst .... Guy Bass. Jr.. B.S.

Programmer Analyst Kelly Moody

Computer Operator Shirley Barnes

Computer Operator Jay Coleman

Office of the Vice President for
Academic Affairs

Vice President Richard S. Wallace

B.A.. Ph.D.
Senior Administrative
Secretary Christian B. Bowen

Office of the Dean of the

School of Arts and Sciences

Dean of the School of Arts and

Sciences . . J. Gray Dinwiddie. B.S.. Ph.D.
Senior Administrative

Secretary Carolyn K. Kershner

Departmental Secretaries

Biology Cynthia Parons

Biology Nancy Bryant

Chemistry and Physics . . . Theresa Williams
Developmental Studies .... Lois Wright, B.S.

Languages and Literature Laura

Hightower
Languages and Literature . . Eve Richardson

Languages and Literature Rosalyn

Rossignoi. B.A.

Fine Arts Louise Aronow

Fine Arts Nancy Pruden

History. Political Science and

Philosophy Kay Keel

History. Political Science and

Philosophy Carolyn Vickers

Mathematics and Computer

Science Brenda Vick

Military Science Pamela Glover

Military Science Karen Luckey

Nursing Patsy Dowling

Psychology Sharon Archer

Psychology Brenda Evans, B.S.

Sociology Thelma W. DeLoach

Office of the Dean of the

School of Business Administration

Dean of the School of

Business Administration .... Otha L. Gray
B.A., M.S.. J.D.. Ph.D., C.P.A.
Coordinator. M.B.A.

Program Donald R. Law, Ph.D.

Staff Assistant Patsy Maynard

Center for the Study of Private Enterprise

Director F. William Monge, B.S.. M.B.A.

Small Business Development Center

Director F. William Monge

B.S., M.B.A.
Associate Director .... G. Ray Chestnut. Jr.

B.S. I.E.
Administrative Secretary Nancy Barr, B.B.A.

Clerk III Phyllis Cantley, B.B.A.

Staff Assistant Mary Foster, M.Ed.

Office of the Dean of the

School of Education

Dean of the School

of Education Geraldine W. Hargrove,

B.S.. M.Ed.. Ph.D.

Administrative Secretary Donna Holley

Instructional Resources

Coordinator Cheryl Brodie, B.S.

Departmental Secretaries

School of Education Marcia Gerwig

Physical Education Ella Owens

Office ot the Dean of Graduate Studies

Dean of Graduate Studies .... Roy E. Nicely
B.A., M.S., Ph.D.

Administrative Secretary Katherine B.

Presley

Library

Librarian A. Ray Rowland, A.B., M.Ln.

108

Associate Librarian Marguerite F.

Fogleman, B.S., B.S./L.S., M.L.S.
Assistant Librarian Mary Ann Cashin

B.S., M.Ln.

Assistant Librarian .... Robert W. Duttweiler

B.S., M.L.S., M.P.A.

Assistant Librarian Elfriede H. McLean

B.A., M.Ln.
Assistant Librarian John J. O'Shea

B.A., M.Ln.

Assistant Librarian Carlyle H. Shurtleff

B.A., M.L.I.S.

Staff Assistant Oneida R. Gibson

Staff Assistant Bessie S. Morgan

Senior Secretary Kathleen G. Bone

brary Assistant Shirley Baker

brary Assistant Ellen Burroughs

brary Assistant Angela Doxie

brary Assistant LaBelle Fry

brary Assistant Blanchard Garrard

brary Assistant Charles B. Gibson, Jr.

brary Assistant Betty Green

brary Assistant Cassandra Harris

brary Assistant . . . Johnnie Thomas Jones

brary Assistant Rita Lanford

brary Assistant Elise J. Little

brary Assistant Rachel Miller

brary Assistant Margaret Roberts

brary Assistant Maureen Sills

brary Assistant Arlene Touart

brary Assistant David Wardlaw

Media Services Center

Acting Director Lewis W. Mazanti

B.F.A., M.Ed.

Media Utilization Specialist Gerald A.

Hagerty
Secretary Terry Walker, B.A.

Continuing Education

Director Sharon B. Covitz, A.B., Ed.M.,

Ph.D.

Staff Assistant Maxine Allen

Secretary Debbie Silva

Secretary Shirley Lewis

Office of the Vice President for
Business and Finance

Vice President Joseph F. Mele

B.S., M.A.

Administrative Secretary Vera N.

Wilkerson

Bookstore

Manager Mary F. Bailey

Assistant Manager Elease Morgan

Senior Secretary June Pritchett

Clerk Betty Long

Clerk Darlene Tochterman

Cashier Leslie McCroan

Business Office

Director of Business

Services Adriance M. Seigler

B.B.A., M.B.A.

Accountant Angela Olson, B.B.A.

Accounting Clerk Mary E. Adams

Cashier Clerk Diane Battle

Payroll Supervisor Chris W. Dieck

Data Entry Clerk Janette Kelly

Bookkeeping Machine

Operator Carolyn H. Steverson

Accounting Assistant Helen Story

Cafeteria

Manager Carol Wright

Personnel

Director Alex S. Mura, Jr., B.S.

Personnel Assistant Charlye M. Moore

Clerk-Typist Sherice Hayden

Plant Operations

Director T. Dan McCrary,

B.S., M.Ed., Ed.D.

Building Services William C. Allen

Building Maintenance Baxter Vinson

Senior Secretary Carol C. Johnson

Secretary Marcia Barton

Procurement

Director Jack A. Hamilton

Clerk Linda Owens

Clerk III Barbara Johnson

Supply Manager Joe Spencer

Clerk Elizabeth M. Muns

Stores Clerk John Simms-Lee

Mail Clerk Lloyd Hurst

Public Safety

Director Kenneth W. Jones, J.D.

Senior Secretary Joy Quinn

Public Safety Officers Jasper Cooke

Gary Dickenson

London Eubanks

Al Griffin

Lt. Charles Henderson

Joseph Simpson

Lawrence Tingen

Public Safety Dispatcher and

Clerk Betty Cockrell

Public Safety Dispatcher and
Clerk Elaine Bouchard

109

Office of the Dean of Students

Dean of Students W. Galloway,

B.A., M.Ed.

Associate Dean Roscoe Williams,

B.A., M.A.
Senior Administrative
Secretary Mary R. Dickson

Admissions and Records

Assistant Dean of Students and Director

of Admissions Donald L. Smith,

B.A., M.Ed., Ed.D.
Admissions Counselor Wade Gassman,

B.A., M.A.

Admissions Counselor Barbara Lowe,

B.A.
Admissions Counselor Bart Snead,

B.A., M.A.

Office Manager Catherine Shawver

Senior Secretary Karen Platson

Secretary Lee Wallace, A.B.

Senior Records Clerk Amos Hurt

Clerk II Vickie Davis

Clerk II Roxanne Padgett

Counseling Center

Director . . . Barbara T. Speerstra, B.A., M.A.,

Ed.D.
Counselor . . . Anne Sheppard, A.B. J., M.Ed.
Senior%ecretary Deloris Wright

Financial Aid

Director James R. Stallings, B.S., M.S.

Assistant Director Sandra D. Fowler,

B.A., M.Ed.
Student Financial Aid

Counselor Evelyn W. Ellwanger

Secretary Alys L. Wilkes

Office of Career Planning and Placement

Director Rita G. Rutsohn, B.A., M.S.

Personnel Assistant Marcia Kuniansky,

A.B.
Job Location and Development

Counselor Jan S. Carter, B.S.

Secretary Darleen J. Collins

Registrar

Registrar Gregory N. Witcher, B.A., M.A.

Staff Assistant Judy LaBurtis

V.A. Coordinator Doris Bussey

Student Activities

Director John C. Groves, B.A., M.Ed.

Assistant Director . . . Kathryn T. Thompson,

B.A., M.S.

Administrative Secretary Sue Giddens

Recreation Attendant,
Clarks Hill Span Greene

Testing Center

Director Julian S. Heyman, B.S.N.,

B.A., M.Ed.

Psychometric Assistant Elizabeth Boyd

Senior Secretary Linda Hagerty

Office of College Relations

Dean of College
Relations . . . John L. McNeal, B.S., M.B.A.

Senior Administrative
Secretary Kristine G. Kjoss

Director of

Development Norman C. Schaffer,

B.S., M.S., Ph.D.

Administrative Secretary Joan K.

Bannigan, B.S.

Alumni Affairs

Director Naomi H. Barnard

Administrative Secretary ... Elaine Graham
Clerk Typist Susan Hammack

Publications

Director Dee E. Davis, B.A.

Publications Specialist Jo A. Lutcher,

B.A.

Public Information

Director Marion W. Cheek, A.B.J.

Publications Specialist Jo A. Lutcher,

B.A.

Fine Arts Activities

Director . . Harry M. Jacobs, B.Mus., M.Mus.
Manager and

Technical Director Henry Thomas

RADIO WACG FM

Operations Manager Alan Cooke, B.A.

Secretary Nancy Fominaya, B.A.

110

Index

Academic Honesty, 38
Academic Regulations, 35
Academic Standing, 38
Accounting,

Course Descriptions, 79
Accreditation and Affiliations, 11
Administrative and Staff Personnel, 108
Admission, 17

Documents Required, 18

Former Student Readmission, 19

Transfer, 18
Admission Criteria for Master's Degree

Programs (see specific programs), 41
Affiliations (Athletics), 29
Alumni Association, 14
Application Information, 17

Fees, 17
Area Teacher Education Service (ATES), 40
Art,

Course Offerings, 68
Athletics (Affiliations), 29
Attendance Policy, 37
Auditors, 36
Augusta College Foundation, 13

B

Biology,

Course Offerings, 68
Board of Regents, Directory of, 91
Business Administration, Master's Degree
Program, 45
Admission Criteria, 45
Admission to Candidacy, 48
Core Course Requirements, 46
Concentrations, 46
Administration, 47
Accounting, 47
Health Services, 47
Business Administration,
Course Offerings, 79

Calendar, 4

Callaway Chair of Philosophy, 14

Career Planning and Placement, 29

Center for the Study of Private Enterprise, 14

Chemistry,

Course Offerings, 68
Clarks Hill, 32

College Activities Center, 30
Comprehensive Examinations, 42
Computer Science,

Course Offerings, 68

Continuing Education, 13

Counseling Center, 30

Course Changes, 36

Course Descriptions, 67

Credit for Transient Students, 19

Credits, Unit of, 35

Cullum Visiting Scholar Program, 15

Cullum Lecture Series, 15

Cultural and Entertainment Programs, 32

Directory, 91

Board of Regents, 91

Officers and Staff, Board of Regents, 91

Alumni Association, 92

Augusta College Foundation, Board of
Trustees, 92

Faculty, 93

Part-time Faculty, 105

Emeritus Faculty, 107

Administrative and Staff Personnel, 108
Discipline, 30

Economics,

Course Offerings, 82
Education Center, 13
Education, Master of, 49
Admission Criteria, 49
Admission to Candidacy, 50
Majors, 50
Administration and Supervision, 54
Elementary Education, 50
Health Services, 54
Reading Education, 51
Secondary Education, 53
Special Education, 52
Concentrations, 52
Mental Retardation, 52
Learning Disabilities, 52
Interrelated, 53
Certification in Behavior Disorders, 53
Endorsement in Gifted Education, 55
Endorsementin Supervision of Student

Teachers, 55
Supplemental Certification, 56
Education, Specialist in, 61
Admission Criteria, 61
Admission to Candidacy, 63
Advisement, 62

Requirements for Degree Completion, 61
Required Hours, 63
Residence, 63
Time, 63

111

Elementary Education, Major in, 50
English,

Course Offerings, 68
Expenses, 21

Application, 21

Athletic Fee, 21

Change of Schedule Fee, 22

Graduation, 22

Late Registration, 22

Matriculation, 21

Motor Vehicle Registration, 22

Music Fees, 22

Other Fees, 22

Out-of-State, 21

Refunds, 23

Student Services, 21

Summary of Fees, 22

Transcript Fee, 22

Facilities, 12

Faculty, Directory of, 93

Fees, 22

Application, 21

Athletic, 21

Change of Schedule, 22

Graduation, 22

Late Registration, 22

Matriculation, 21

Motor Vehicle, 22

Music, 22

Student Services, 21

Transcript, 22
Finance,

Course Offerings, 80
Financial Aid, 25

Grants, 25

Loan Funds, 25

Scholarships, 26

Work-Study Programs, 26
Foreign Student Admission, 18

Requirements, 24

General Degree Requirements, 41
General Information, 9
Gerontology,

Course Offerings, 70
Grade Changes, 38
Grading System, 37
Graduation Requirements, 42, 43
Grievances, Student, 38

H

Handicapped Students, 33
Program Accessibility, 33

Health Services, 47

(See Master of Education Degree Programs)
Health Services, Concentration in, 47
Health Services Administration, 83

Course Offerings, 83
History of College, 12
History, 70

Course Offerings, 70
Honors and Awards, 29
Housing, 30

I

Institutions of the University

System of Georgia, 10
Insurance, 30

Learning Center, 13
Library, 12

M

Majors, Requirements for, (see

individual areas of concentration)
Management

Course Offerings, 80
Marketing,

Course Offerings, 80
Master of Business Administration Degree
Program, 45
Admission Criteria, 45
Admission to Candidacy, 48
Core Course Requirements, 46
Concentrations, 46
Administration, 47
Accounting, 47
Health Services, 47
Master of Education Degree Program, 49
Admission Criteria, 49
Admission to Candidacy, 50
Majors, 50
Administration and Supervision, 54
Elementary Education, 50
Health Services, 54
Reading Education, 51
Secondary Education, 53
Special Education, 52
Concentrations, 52
Mental Retardation, 52
Learning Disabilities, 52
Interrelated, 53
Certification in Behavior Disorders, 53
Endorsement in Gifted Education, 55
Endorsement in Supervision of Student

Teachers, 55
Supplemental Certification, 56

112

Master of Science Degree Program, 57
With a major in Psychology, 57
Admission Criteria, 57
Admission to Candidacy, 59
Requirements for Degree Completion, 57
Curriculum, 58
Mathematics,

Course Offerings, 72
Maxwell Chairof Business Administration, 15
Media Services, 13
Music,
Course Offerings, 73

N

Non-Degree Admissions, 19

Organizations, 31
Honorary, 31

Religious and Spiritual, 31
Service and Special Interest, 31

Orientation, 29

Philosophy,

Course Offerings, 73
Physics,

Course Offerings, 74
Political Science,

Course Offerings, 75
Psychology, Major in (also see

Master of Science), 58
Course Offerings, 75
Public Safety Services, 33
Purpose of Augusta College, 1 1

Reading Education, Major in, 51
Reese Library, 12
Requirements for Master's Degree
Completion, 42
Master of Business Administration, 45
Master of Education, 49
Master of Science, 57
Requirements for Ed.S. Degree Completion, 61
Residence Classification, 23
Employees (University System), 24
Foreign Students, 24
Military Personnel, 24
Senior Citizens, 24
Teachers (Public School), 24

School of Arts and Sciences,

Course Offerings, 68
School of Business Administration,

Course Offerings, 79
School of Education,

Course Offerings, 85
Science, Master of,

Summary of Requirements, 57
Secondary Education, Major in, 53
Sociology,

Course Offerings, 77
Special Education, Major in, 52
Specialist in Education Degree Program, 61

Admission Criteria, 61

Admission to Candidacy, 63

Advisement, 62

Requirements for Degree Completion, 61

Required Hours, 63

Residence, 63

Time, 63
Student Activities, 31
Student Government, 32
Student Load, 35

Student Organizations (See Organizations)
Student Personnel Services, 29
Student Publications, 32
Student Records, Office of, 35
Substitution of Courses, 36

Teacher Education, 40

Admissions, 40

Requirements, 41
Testing Center, 32

Transfer Admission Requirements, 1!
Transient Student Requirements, 36
Tuition (See Expenses), 21

U

University System of Georgia, 9

V

Veterans Affairs, 33

W

Withdrawals from Class, 37

113

NOTES

NOTES

Map Legend

Administration Building 6

Baseball Storage 10

Basketball Dormitory 26

BellevueHall 12

Boykin Wright Hall 31

Butler Hall 14

Central Office Supply 35

Ceramics Lab 36

Chateau 11

Child Care Services 32

College Activities Center 21

Continuing Education 23

Continuing Education Garage 22

Computer Services 8

DOAS Telecommunications Office 34

Fanning Hall 9

Fine Arts Center 3

Grounds and Preventive

Maintenance 37, 38
Guard House 25
Gymnasium 16
Hardy Hall 15
Maintenance Shops 40
MarkertHall 19
Maxwell Alumni House 33
Military Science 24
National Polio Foundation 30

Payne Hall 6

Performing Arts Theatre 2

Photography Laboratory 27

Physical Plant Operations 39

President's House 7

Psychology Clinic 13

Psychology Laboratory 43

Public Safety Office 1

Rains Hall 4

Reese Library 20

Science Building 17

Skinner Hall 18

Small Business Development Center 29

Studio B 5

Swimming Dormitory 28
Swimming Pool 42
Tennis Courts 41

Parking Lots

Faculty/Staff A
Students B
Faculty Only C
Visitor (30 minute) D
Faculty/Staff/Alumni E
Proposed parking lot at
corner of Katherine St. and
McDowell St.