Augusta College Graduate Bulletin 1984-1985

vj*

B84
1984/85

gusta College

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).
Reading Education. Secondary Educa-
tion (Concentrations in English, Mathe-
matics, and Social Sciences), Special
Education (Concentrations in Mental
Retardation, Learning Disabilities and
Interrelated) and a concentration in
Health Services.

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
Education.

UBRARY USE ONLY

REESE LIBRARY

Augusta College
Augusta, Georgia

Digitized by the Internet Archive

in 2011 with funding from

LYRASIS Members, Sloan Foundation and ASU Foundation

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6sy Augusta

/9? ^ ff College

Graduate
Bulletin

1984-1985
No. 3

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 of the Civil Rights Act of
1964. 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

Award 29

Career Development 31

Counseling Center 30

Placement 31

Student Activities 31

Student Publications 32

Testing Center 30

Veterans' Affairs 32

Academic Regulations 35

Academic Honesty 38

Academic Standing 38

Class Attendance 37

General Degree Requirements 41

Master's Degree Requirements 41

Master of Business Administration
Degree Program 45

Master of Education Degree Program ... 51

Master of Science Degree Program with
a Major in Psychology 59

Specialist in Education Degree
Program 63

The University of Georgia/Augusta College
Cooperative Degree Programs 67

Master of Education in Vocational
Education 67

Specialist in Education in Vocational
Education 68

Course Descriptions 71

Directory 101

General Information 9

Admissions 17

Expenses and Business Regulations 21

Student Personnel Services 29

Academic Regulations 35

Master of Business Administration

Degree Program 45

Master of Education

Degree Program 51

Master of Science
Degree Program with
a Major in Psychology 59

Specialist in Education

Degree Program 63

The University of Georgia/Augusta College
Cooperative Degree Programs

in Vocational Education 67

Paralegal Certificate Program 69

Course Descriptions 71

Directory 101

College Calendar
1984-85

Fall Quarter, 1984

August 17
September 10

September 12
September 17
September 19
September 21
October 24
November 5-9
November 21-25
November 30
December 1, 3-6
December 6

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

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 late 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 Vacation

Spring Quarter, 1985

February 22
March 29
April 1
April 2
April 8

May 3

May 6-10
June 7

June 8, 10-13
June 16
June 16

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

Honors Convocation

Pre-registration for Summer and Fall Quarters

Last day of classes

Examinations

Graduation

Term ends

Summer Quarter, 1985

May 17
June 17
June 18
June 19
June 24

July 4

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

1985-86

Fall Quarter, 1985

August 16
September 10

September 12
September 18
September 20
September 24
October 24
November 11-15
November 27-30
December 3
December 4-6, 9-10
December 10

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 late registration and schedule changes

Midterm

Pre- registration for the Winter Quarter

Thanksgiving Recess

Last day of classes

Examinations

Term ends

Winter Quarter, 1986

November 29
January 2
January 6
January 7
January 13

February 7
February 17-21
March 14
March 15, 17-20
March 20
March 21-27

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, 1986

February 28
March 28
March 31
April 1
April 4

May 2
May 12-16
June 6
June 7, 9-12
June 15
June 15

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 Summer and Fall Quarters

Last day of classes

Examinations

Graduation

Term ends

Summer Quarter, 1986

May 16 Last day to file applications for new admissions

June 17 Orientation and Registration

June 18 Classes begin

June 19 Last day for late registration and schedule changes

June 23 Exemption examinations (optional) in U.S. and Georgia

History and U.S. and Georgia Constitutions

July 4 Independence Day holiday

July 17 Midterm

July 21-25 Pre-registration for the Fall Quarter

August 14 Last day of classes

August 15, 18-21 Examinations

August 22 Graduation

August 22 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 pros-
pective 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 universi-
ties, 14 senior colleges, 15 junior col-
leges. These 33 public institutions are
located throughout the state.

A 15-member constitutional Board of
Regents governs the University System,
which has been in operation since 1932.
Appointments of Board members are
made by the Governor, subject to 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
areelected bythe members of the Board.
The Chancellor, who is not a member of
the Board, is the chief executive officer
of the Board and the chief administrative
officer of the University System.

The overall programs and services of
the University System are offered
through three major components: 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, prim-
arily, 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
arethose 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 institutions
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 a high degree of autonomy 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 67 percent is allo-
cated by the Board for Resident Instruc-
tion. The percentages of funds budgeted
from all sources for Resident Instruction
in the 1983-84 fiscal year were 75 per-
cent from state appropriations. 23 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

U niversity of Georgia h: B.J.M.S.D.A
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.D
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. D
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

u

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 A
Tifton 31793

Abraham Baldwin Agri. College h;

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
provide an educational curriculum and
environment that will enable its students
to become creative, responsible, and
productive citizens. The college program
is designed to confront students with
important ideas, to assist students in
making informed value judgements, to
challenge students to develop analyti-
cal, reasoned approaches to issues and
problems and to develop specific skills
which will promote success in our com-
plex society. Augusta College seeks to
create an environment which promotes
and encourages intellectual freedom,
excellence in teaching, productive re-
search and publication, continuing
faculty development and professional
service to the community.

Accreditation and Affiliations

Augusta College is accredited by the
Southern Association of Colleges and
Schools. Baccalaureate degree programs
for elementary, special, secondary and
K-1 2 teachers and master's programs for
the preparation of elementary, secon-
dary, special education and reading
teachers are approved by the State
Department of Education and accredited
by the National Council for the Accredi-
tation of Teacher Education. The bacca-
laureate degree program in health and
physical education and all the specialist
in education programs are approved by
the State Department of Education.

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 Education,
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 1783 and
offered postgraduatestudies. Thejunior
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 University
System of Georgia. Augusta College
later became a senior unit, awarding 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 1 8th century Southern leader,
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 retained
and renovated. The walls of the fort of
the arsenal still have in them rifle and
gun slits, but now encompasses 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 Systems
Center are located around the quadran-
gle and were all part of the original arse-
nal. Payne Hall houses the offices of the
Vice President for Academic Affairs,
Dean of Students, Associate Dean of
Students, Director of Financial Aid,
Director of Admissions, and Registrar.
Rains Hall houses the offices of the Pres-
ident, Dean of College Relations, Direc-

tors of Development, Publications and
Public Information. Fanning Hall houses
the office of the Vice President for Busi-
ness and Finance, the Business Office,
the Purchasing Office, and the Person-
nel 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.

Othermajorfacilitiesincludea science"
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
(including the Maxwell Performing Arts
Theatre), as well as tennis courts, an
athletic field, and parking facilities, lo-
cated in the center of campus. Another
recent addition is the Continuing Educa-
tion/Military Science Building.

The Maxwell Alumni House, a giftfrom
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 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. Thethree story building of
80,000 square feet has a seating capacity
of 1,000 and a shelving capacity of
400,000 volumes. The library now has

12

over 345,000 volumes and microform
equivalents of more than 632,459
volumes. The United States document
depository collection now contains over
180,000 items, and microform equival-
ents of over 162,000 volumes.

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. Interli-
brary loan service is available for mate-
rials in other libraries. Reference service
includes data base searches from BRS
and DIALOG. The card catalog has been
converted to Computer Originated Micro-
fiche (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 is located in
Hardy Hall and includes the Learning
Center, the television studio, and the
audio and film production facilities.

The Learning Center houses a multi-
media library with over 1,000 program
titles, 50 study carrels equipped for self-
paced individual study, and two viewing
rooms which can be scheduled for
classes or group meetings.

Instructional support services include
the delivery of equipment and programs
to the classrooms, a check-out system
for students and faculty, audio and video
cassette duplication, and instructional
media production.

The production facilities of the Media
Services Center are also used to pro-
duce public information programs for
the college and to support classes in film
making, television, radio production, and
broadcast journalism.

Education Center

The Education Center contains the Cur-
riculum Laboratory, Learning-Diagnostic
Center and micro-teaching rooms. Stu-
dents 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 holdingthedoc-
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.

13

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
supportforthecollege inthose 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 col lege or obtaining more
information concerning the Foundation
should contact the Office of Develop-
ment.

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 Creative Arts

The Augusta College Center for the

Creative Arts (ACCCA) provides quality
instruction in music and the other arts
for reasonable fees to persons in the
Greater Augusta area. The ACCCA is
located in the Fine Arts Center and is
administered by the Department of Fine
Arts in conjunction with the Department
of Continuing Education. Four terms of
instruction run concurrently with the
college quarters. Instruction is now of-
fered in individual applied music lessons
and music performing groups. Plans are
being formed for a series of summer
workshops and day camps. Public con-
certs and recitals are scheduled each
quarter.

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, is financed by
state and federal funds under a memo-
randum of agreement with the University
of Georgia.

14

The center focuses the resources of
the Augusta College School of Business
Administration, the business commun-
ity, 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 experiencethrough internships
and case counseling opportunities.

Research Center

The Research Center is a nonprofit
organization established to serve the
Central Savannah River Area. The center
is an integral part of Augusta College
and utilizes the expertise of the faculty
and staff.

The center provides all types of survey
research. Specific survey services
offered include political surveys, market
research, and other data collection and
analysis projects.

An external benefit to the college is
student involvement in research activity.
Many of the projects are of a type that
permit students to serve effectively as
support personnel.

The center is self-supporting, de-
pending upon users' fees charged the
clientele.

Endowed Professorships

The Callaway Chair

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

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 scholastic
attainment at Augusta College. The
Maxwell Professorof Business Adminis-
tration 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

Each spring quarter, Augusta College
offers an inter-disciplinary educational
program referred to as the Cullum Lec-
ture Series. It often deals with non-
Western cultures, focusing on a specific
country through visiting scholars, films,
theatrical productions, and art exhibits.
Occasionally, the program's format is
modified to include a study of our own
culture and society. The program is made
possible by a grant from the Cullum
Foundation 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 itto 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

15

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 Aristotle taught
and interacted with his students. The
Lyceum was the scene of intellectual
excitement and stimulation. The teacher,
Aristotle, was the finest in the ancient
world; the curriculum was the sum total
of human knowledge.

The Augusta College Lyceum Com-
mittee 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-
mitteespends long months planning and
preparing its presentation to the college
community. The result has been a series
of uniformly high quality.

16

Admissions

The Office of Admissions is anxious to
assist prospective students. Office per-
sonnel are available from 8 a.m. to 6 p.m.
Monday through Friday, to provide gen-
eral information, applications, catalogs,
and specific information about college
programs and admissions procedures.
In addition to the availability of materials
during regular hours, the college De-
partment of Public Safety is open on
weekends and maintains a supply of col-
lege catalogs and application materials
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
quarterfor 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 $10 appli-
cation fee.

2. Two official transcripts from each
college attended. The two trans-
cripts 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 objective.
Applicants for the Master of Busi-
ness Administration program must
submit scores on the Graduate
Management Admission Test
(GMAT). Master of Education appli-
cants may submit scores on the
Common Examinations (WCET) of
the National Teacher Examinations
(NTE) fortheformsof theexamina-
tion in use prior to fall, 1982. Alter-
natively, Mater 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 priortofall,
1982, and an NTE Area Examina-
tion score. Instead of submitting
NTE (WCET) and area exam scores,
the Specialist in Education appli-
cant may submit either a GRE Gen-
eral (Aptitude) score or an MAT
score. Applicants seeking a Master
of Science with a major in psychoid
ogy 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 issu-
ing agency to the Office of Ad-
missions.
5. Foreign students whose native lan-
guage is otherthan English are also
required to submit the 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 Col-
lege school or department which has
primary responsibility forthe 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-

18

eign candidates must provide docu-
mented evidence of adequate financial
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 for admission 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 college 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 applicant 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 college
in which he is enrolled.

Former Student Readmission

A former Augusta College student who
has been enrolled at Augusta College as
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
or filed 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 prior to 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 rightto release
admissions decisions to colleges.

Admission as a Non-Degree
Student

A non-degree student is a classification
reserved for students 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.

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 forastudent'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, trans-
cripts, 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. This fee is not refundable and does
not apply toward registration or matricu-
lation fees.

Matriculation Fees

The matriculation fee is charged to each
student. The fee for 12 quarter hours or
more is $284.00 per quarter. The fee for
fewerthan 12quarterhours is $24.00 per
quarter hour.

Out-of-State Fees

The fee for 1 2 or more quarter hours for a
nonresident of Georgia is $853.00 (includ-
ing the $284.00 matriculation fee) per
quarter in addition to all regular fees.
The fee for fewer than 12 quarter hours
for a nonresident of Georgia is $71.00
(including the $24.00 matriculation fee)
per quarter hour. (See page 23 for classi-
fication of a student as a resident or a
nonresident, and contact the Office of
Admissions or Student 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 studentservices not covered in
the instructional and educational budget.

Athletic Fee

A quarterly non-refundable $25.00 Ath-

21

letic Fee is charged to each student.
These funds supportthe men's and wom-
en's varsity athletic program.

Motor Vehicle Registration Fee

Adequate parking facilities are provided
for the 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
$8.00. A second permit costs $1.00.

Late Registration

Any student who does not register and
payfees atthetimedesignated for regis-
tration in the college calendar is charged
a late Registration Fee of $15.00.

Graduation Fee

The fee is $35.00 for the 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 the
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 $1.00.

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, or composi-
tion, two one-half hour lessons or one

1-hour lesson each week, for two quarter
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 enroll
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
(per quarter)

Residents Non-
of Georgia Residents

Matriculation Fee
12 or more

quarter hours $284.00 $853.00
Fewer than 12
(per hour) 24.00 71.00

Student Services Fee 15.00 15.00

Athletic Fee 25.00

25.00

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:

Time of Withdrawal

Not more than one week . .
Not more than two weeks .
Not more than three weeks
Not more than four weeks .
More than four weeks

Percent
Refunded

80
60
40
20

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 student
affected will be refunded the difference
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 withdrawing
prior to the official registration date will
be refunded all matriculation and tuition
fees including the Student Service Fee
and Athletic Fee.

Residence Classification

If a student is over 1 8 years of age, he may
register as a resident student only upon
showing that he has been domiciled in
Georgia for at least twelve months prior to
the registration date. Any period of time
during which a person is enrolled as a
student in any educational 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 18 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 stu-
dent until the expiration of one year from
the date of appointment, and then only
upon proper evidence that such appoint-
ment was not made to avoid payment of
the non-resident fee. If the parents or
legal guardian of a minor changes resi-
dence to another state following a period
of residence in Georgia, the minor may
continue to take courses for a period of
twelve consecutive months on the pay-
ment of resident fees, after the expiration
of the twelve months' period the student
may continue his registration only upon
payment of fees at the non-resident rate.

In the event that a woman who is a
resident of Gergia 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 resi-
dent 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 eligible
to register as a resident student in a Uni-
versity System institution until she has
been domiciled in the State of Georgia for
a period of twelve months immediately
preceding the date of registration.

Non-resident graduate students who
hold assistantships that require at least
one-third time service may register as

23

students in the institution in which they
are employed on payment of resident
fees.

A student is responsible for registering
under the proper residency classification.
A student classified as a nonresident who
believes that he she is entitled to be re-
classified as a legal resident may petition
the Registrar for a change in status. The
petition must be filed no later than sixty
(60) days after the quarter begins in order
for the student to be considered for re-
classification for that quarter. If the peti-
tion is granted, reclassification will not be
retroactive to prior quarters. The neces-
sary 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 assist-
ance 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 3 and contact the
Office of Veterans' Affairs for further
information.

Foreign Students

Foreign students who attend institutions
of the University System under the spon-
sorship of recognized civic or religious
groups may be enrolled upon the pay-
ment of resident fees, provided the
number of such foreign students in any
one institution does not exceed the quota
approved by the Board of Regents for
that institution.
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
reauirements. 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, prior to admis-
sion, furnish evidencethatthey 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 asstudents 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 residentfees.
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 graduate students
who have need. The primary responsibil-
ity for financing a graduate education
should be assumed by the student and
his family. A student who 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 scho-
larships), loans, and employment. An
eligible student may receive one or more
types of aid.

Forms and information concerning ap-
plications 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 calendar year
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
attending only during the summer quar-
ter is not eligible for aid programs admin-
istered 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
degree; (2) be a citizen of the United
States or be in the United States for other
than a temporary purpose and intend to
become 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.

Loans

CSRA Veterans Foundation Emergency
Loan Fund. Short term emergency loans
available to veterans and their depend-
ents who have been residents of the
CSRA for at least one year and who have
legitimate financial emergency affecting
them as students at Augusta College.
Apply through the Office of Admission.

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 Financial Aid.

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 de-
termined by the Office of Financial Aid
based on the Financial Aid Form need
analysis.

SGA-Kiwanis Club Emergency Loan
Fund. A short term emergency loan
available 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-

25

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, orforGeorgia National Guard mem-
bers mayqualify to cancel all ora portion
of their loan by approved service in
Georgia. State Direct Student Loan Ap-
plication is required.

Work

College Work-Study Program (CWSP).

A federal need-related aid program which
provides part-time work to graduate and
undergraduate students 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 assistantships are available 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 about scholarships
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 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.

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 is sponsored 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.

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

Piggly-Wiggly, Inc. Scholarship. For
details, contact the Office of Financial
Aid.

Jeanette Rankin Foundation Award.
Assistance offered to women, aged 35or
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
Financial Aid for details.

Regents' Scholarship. Institutions nom-
inate candidates to the Board of Regents
of the University System of Georgia. To
be eligible for consideration, a student

26

must be a full-time student, a resident of
Georgia, rank academically in the upper
25% of his or her college class and dem-
onstrate financial need. Recipients may
repay in cash or by working in Georgia.
Financial Aid Form analysis required.

George A. Sancken Scholarship. Award-
ed to a graduate or undergraduate stu-
dent who is a resident of the CSRA on
the basis of academic achievement, extra-
curricular 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.
For details, contact the Office of Finan-
cial Aid.

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. For details,
contact the Office of Financial Aid.

27

Student
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
coordinates Admissions, the Resource
Center, Counseling, Discipline, Finan-
cial Aid, Placement, Housing, Insurance,
Registrar, Student Activities and Testing.

Orientation

On the first day of each quarter, a special
program is offered for all new students to
acquaintthem 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 otheragen-
cies on campus.

Athletics

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

supports women's teams in basketball,
tennis, and volleyball. 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.

College Activity Center

The College Activities Center, housed in
a modern and attractive building, serves
tocomplementand 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.

29

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
institution. 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.

Resource Center

The Resource Center provides for com-
prehensive student development through

a number of functions, including coun-
seling, testing, placement and career
development. It is located in Boykin
Wright Hall (one block away from the
College Activity Center at the south end
of Katherine Street).

Testing

The Testing office provides a campus-
wide service to the college, its various
departments, and to individual students.
Data are 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.
The office administers tests and invento-
ries individuals and groups.

A wide array of personality interest,
aptitude, achievement, and intelligence
tests and inventories are available to
students at no cost. The office 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, Grad-
uate Record Examination, Law School
Admission Test, Graduate Management
Admission Test, Medical College Ad-
mission Test, Miller Analogies Test, Col-
lege-Level Examination Program, Amer-
ican College Testing Proficiency Exam-
ination Program.

Counseling

Most students have personal concerns
at some time during their college careers
which may interfere with academic or
social success. Augusta College main-

30

tains a well-equipped and professionally
staffed Counseling Office to assist the
student with such problems, whether
personal, 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.

All services are free to Augusta Col-
lege students, and all interviews and test
results are completely confidential.

Placement

The Career Planning and Placement Of-
fice provides assistance in job place-
ment to any currently enrolled student
and alumnus of Augusta College. Ap-
pointments 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
r^sume'preparation and interview tech-
niques

. . . offering Credentials Service for
teacher education majors
. . . planning annual Career Day
. . . maintaining an employer library

Cooperative Education

Cooperative education is a program that
combines professional work experience
with academic study. In a co-op pro-
gram, a student alternates between peri-
ods of full-time academic study and full-
time employment in career- related assign-
ments that are carefully planned and
supervised to produce optimum educa-
tional results. Augusta College believes
in a mutually reinforcing relationship
between the world of business/industry
and academia.

Career Development

The Career Development Office, an
integral part of the Resource Center,
offers the opportunity for career explo-
ration through a variety of means. Com-
puter based career assessment packages
along with psychological testing are
available to help the individual identify
special attitudes, abilities and areas of
interest. A complete library of informa-
tion on a wide range of career-related
subjects offers the opportunity to find
out more about specific careers and
occupations, including educational re-
quirements, working conditions, oppor-
tunity for advancement, financial out-
look, etc. A qualified counselor is availa-
ble to assist in interpreting test informa-
tion and to help in determining the best
way to achieve career objectives.

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
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

31

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 brought to campus in an
ongoing effort to en rich the educational,
social, and cultural components of stu-
dent life.

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 theStudent Activ-
ities Office.

Veterans' Affairs

Augusta College maintains a full-time
Office of Veterans' Affairs to assist vete-
rans in maximizing their educational ex-
perience. The office coordinates and
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. Eligibility forsuch benefits must
be established in accordance with poli-
cies and procedures of the VA. Inter-
ested persons are advised to investigate
their eligibility early in their planning for
college. Pertinent information and as-
sistance may be obtained from the
Augusta College of Veterans' Affairs.

New or returning students should make
adequate financial provisions for one full
quarter from other sources, since pay-
ments from the VA are sometimes de-
layed.

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 office 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 ob-
jective.

Persons receiving VA education bene-
fits payments are responsible for insur-
ing that all information affecting their
receipt of benefits is kept current, and
each must confer personally with the
staff in the office at least once each quar-
terto keep theirstatus 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,

32

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
police protection and first aid which
have priority over other services.

33

Academic
Regulations

The academic programs of Augusta Col-
lege are offered through the School of
Business Administration, the School of
Education and the School of Arts and
Sciences. These units, including the ap-
propriate departments, 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
this bulletin.

The Academic Policies Committee
serves as the major source for recom-
mendations to the faculty on policies in
these areas. The faculty reserves the
right to recommend changes in curric-
ula, and in rules, at any time when in its
judgement such changes are in the best
interest of the student and Augusta Col-
lege.

Registration at Augusta College in-
volves the student's acceptance of the
official academic regulations. The stu-
dent is expected to follow the program
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
identifiable 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 meeti ng 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

A full course load for graduate students,
or for any student enrolled in 600 or 700
level courses, is 10quarter hours. It usu-
ally will be less for graduate student
assistants.
More than 15 quarter hours of enroll-

35

ment is permitted only when the addi-
tional one or two hours are other than
typical course work. Any exception to
the 10 quarter hour course load for
graduate students must be recommended
by the student's advisor, supported by
the graduate coordinator or departmen-
tal chairperson, and approved by the
dean of the appropriate school in ad-
vance. In no case will a student enrolled
in any number of graduate hours be
permitted to enroll in more than 17 quar-
ter hours.

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 obtained
from the Augusta College department or
school that offers a course most com-
parable to the one that will be taken
elsewhere.

A student who has attempted a course
at Augusta College and received a
penalty 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 the
appropriate school.

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-
mentforcredit 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 without penalty.

Course Changes

Courses may be dropped and (or) added
only upon the approval of the students
faculty advisor. Course changes are not
to be madeatthewhim 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 responsibleforfollowing
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 the Vice President for
Academic Affairs for filing. Variations
from course requirements are approved
only under exceptional circumstances
and only in cases where courses of the
same academic 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 unable to 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 g rade of WF
will be assigned after midterm un-
less the student withdraws because
of non-academic hardship and has
a passing average at the time of
withdrawal.

S* Satisfactory I ndicates 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 or vice versa.
K Credit by examination.

*These symbols are used for disserta-
tion andthesis hours, clinical practicum,
internship, and proficiency requirements

in graduate
graduate or

EDU
EDU

500
677

EDU

678

EDU
EDU

735

737

EDU
EDU

797

799

HSA

799

MAT

500

PSY

PSY

696
699

programs, and the following
graduate creditable courses:

Teacher Inquiry

Practicum in Remedial

Reading I

Practicum in Remedial

Reading II

Practicum in Education

Practicum with

Exceptional Learners

Internship in Education

Applied Project in

Education

Internship-Practicum

and Research

Quantitative Techniques

for Administrative

Problems

Extemship/lnternship

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.
Aschedule of courses is provided forthe
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 studentsshould, therefore, maintain

37

regular attendance if they are to 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 labor-
atories 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,
or final 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 Academic Policies Committee 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 accomp-
lished within the quarter immediately fol-
lowing 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 or department chair-
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 of A, B, C, D, F, or WF has
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.

38

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-
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-
son's ideas, opinions, or theories even
if they are paraphrased, and whenever
one borrows facts, statistics or other
illustrative materials unless the infor-
mation is common knowledge.

3. Collusion: Collaboration (either pro-
fessional or amateur) with another
person in the preparation orediting of
notes, themes, reports of other writ-
ten work or in laboratory work offered
for evaluation and credit unless such
collaboration is specifically approved
in advance by the instructor.

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 en-
courage 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 com-
plete the assignment without uninten-
tionally compromising academic hon-
esty. It is the responsibility of the faculty
memberto provide for appropriate super-
vision 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
the faculty member feels that punitive
action strongerthan 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 tothefollowing 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

39

circumstances be made available
as a portion of the student's per-
manent record and shall be des-
troyed upon completion of thestu-
dent's course of study.
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 violation
shall result in automatic expulsion
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
be dissatisfied with the President's deci-
sion, he may apply to the Board of
Regents, without prejudice to his posi-
tion, 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 for the 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 to graduate students and post-

baccalaureate students. Courses with
700 numbers may have courses in the
600 series as prerequisites.

A master's student may enroll for
graduate credit in certain specific
courses which bear numbers from 400 to
499, inclusively. All courses that may be
taken for graduate credit have an aste-
risk after the title in the catalog course
description. No 400 level course may be
used forgraduate work unless its under-
graduate enrollment is restricted to jun-
ior and senior students.

In no case may astudentinclude more
than fifteen quarter hours of work in
courses whose levels are less than 600 to
satisfy the sixty quarter credit hours min-
imum requirement for a master's pro-
gram.

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) approp-
riate graduate admission is held at the
time of enrollment in the course(s); (2)
the student has cleared all plans with his
advisorand 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

40

credit should obtain approval of their
advisor and register for ATES courses
which are cross-listed by Augusta Col-
lege or submit course substitutions
requests for other ATES courses.

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 for the degree by the end of
the fall or winter quarters receive degrees
in June. Unless excused in writing by the
dean of the appropriate school, degree
candidates must attend graduation exer-
cises.

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
Admissions Test, 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,
1982, 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 trans-
cripts 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 time of admission by the
school dean or department chairman or
the school or department coordinator of
the graduate program in which the stu-
dent plans to take the primary concen-
tration.

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. Prior to 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 faculty from the school or
department of specialization, and at least
one other faculty member outside that
school or department.

Admission to Programs

Provisional graduate students must peti-
tion the dean of their school 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 more than 15 quarter hours of gradu-
ate credit earned prior to the student's
being accepted as a regular graduate
student may be counted toward a gradu-
ate degree program.

Admission to Candidacy

An application for admission to candi-
dacy for a master's degree should be
submitted to the dean of the appropriate
school not earlierthanthe completion of

41

fifteen quarterhoursof satisfactory grad-
uate work, and not later than the first
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 work, classification
as a regular graduate student, and the
approval of his school or major depart-
ment.

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 mas-
ter's programs which do not require a
thesis, sixty hours isthe 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 psychol-
ogy requires 15 quarter hours of credit
for PSY696(lnternship/Externship). and
it is recommended also that the student
acquire professional competence in his
chosen area of specialization either
through the internship or other approp-
riate 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. program will provide its
core requirements for an appropriate
research tool. Examples of such would
include one or more courses in compu-
ter science, research methodology, or
statistics, or a means of measuring read-
ing competency in a foreign language. If
applicable, the Department of Languages
and Literature will approve and. if ap-
propriate, administer the examinations
which measure language reading com-
petency.

Thesis

A thesis may be required for the M.S.
degrees. The thesis must meet the stan-
dards set by the school. Any studentfol-
I owing the thesis option will be guided in
his thesis work by his advisory commit-
tee. When appropriate the student must
file three typewritten copies of the thesis
(original and two carbons) signed by the
advisor and the dean of the appropriate
school with the office of the dean of the
school not later than two weeks prior to
the date of graduation. (The school 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.

42

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-
dent's program and is administered by
his advisory committee. An outside mem-
ber of the faculty will be present for the
evaluation of the student via compre-
hensive examination and/or the defense
of the thesis. This representation 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 registrar 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 baccalau-
reate 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 Program

Post-baccalaureate Status

Students planningtoenroll inthe M.B.A.
program may be admitted for post-bac-
calaureate study upon submitting: (1) an
Application for Admission to a Graduate
Program; (2) a fee payment of $10.00;
and, (3) two copies of transcripts from
each accredited school and university
attended.

Post-baccalaureate students will not
be allowed to enroll in any graduate
courses at the 500 level or above. Post-
baccalaureate students may elect to
satisfy certain prerequisite M.B.A. course
requirements by taking undergraduate
courses as recommended by their ad-
visor.

Graduate Student Status

Determination of eligibility for admis-
sion to the graduate program in business
is based primarily on: (1) a satisfactory
grade point average; and, (2) an accep-
table score on the Graduate Manage-
ment Admission Test (GMAT). A for-
mula, set by the accrediting body for
business schools, is used to compute an
eligibility indexscore. Usually an under-
graduate grade point average of at least
2.5 on a 4.0 scale and a GMAT score of
450 or over is required. A determination
of eligibility for graduate admission can
not be made until all the documentation
as listed on the Application for Admis-
sion to a Graduate Program is received.
Unless special permission is received,
only those students granted graduate
status may enroll in graduate level
courses.

Students who do not have an accepta-
ble eligibility index because of a less
than satisfactory GMAT score or under-
graduate grade point average may be
considered for provisional admission.
Provisional graduate students may take
graduate credit courses but must meet
certain performance requirements deter-
mined at the time of admission. Those
students who have been denied admis-
sion to the graduate program in business
and believe there are extenuating cir-
cumstances influencing their eligibility
may submit a letter appealing their denial
to the Coordinator of Graduate Programs
in Business. This appeal will be heard by

45

a special committee of the School of
Business Administration.

GMAT

The Graduate Management Admission
Test is a standardized examination ad-
ministered by the Educational Testing
Service. The test is given four times a
year at locations throughout the coun-
try, including Augusta College. A pros-
pective student's score on the GMAT is
required before an evaluation for admit-
tance can be made. The test is designed
to assess the qualifications of applicants
for advanced study in business and
management. The test does not measure
specific knowledge obtained in college
course work or achievement in any par-
ticular subject area. The test does cover
basic mathematical skills and the ability
to reason quantitatively as well as read-
ing comprehension and writing ability.
Those persons taking the test should
indicate on the test application form that
their scores should be reported to the
School of Business Administration at
Augusta College. The test must be taken
and scores reported prior to the time of
desired enrollment.

Applications to take this test and more
detailed information about it can be
obtained from either the Coordinator of
Graduate Business Programs at Augusta
College or by writing to: Graduate Man-
agement Admission Test, Educational
Testing Service, 20 Nassau Street, Prince-
ton, New Jersey 08541 .

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 ad-
vanced techniques of decision-mak-
ing now essential in the operation of
business and other organizations.

2. To require that each 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 ad-
mission and instructional standards
that persons awarded the degree by
Augusta College have achieved a high
level of excellence.

4. To permit the fulfillment of approp-
riate 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 ableto complete
the Master of Business Administration
degree with as few as 56 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 in a Common Body of
Knowledge (CBK) required by the ac-
crediting association for schools of bus-
iness, the American Assembly of Colle-
giate Schools of Business.

These courses are as follows:

Prerequisite Courses

MAT 500 Quantitative Techniques for
Administrative Problems

5 credit hours
ECN 501 Economic Concepts

5 credit hours

46

ACC 502 Financial Accounting for
Managerial Control
5 credit hours
FIN 503 Elements of Managerial Ac-
counting & Finance
5 credit hours
MKT 504 Marketing Theory

3 credit hours
MGT 505 Production Management

3 credit hours
MGT 506 Management Process

5 credit hours
BUS 507 Business, Government,
and Society
3 credit hours
BUS 508 Business Information
Systems
3 credit hours

The particular courses required for 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.

Breadth Course Requirements

Each M.B.A. candidate must take eight
breadth courses (36 quarter credit hours)
as follows:

ECN 601 Economic Topics & Issues
for Managers
5 credit hours
ACC 602 Accounting Systems for
Planning and Control
5 credit hours
FIN 603 Managerial Finance

5 credit hours
MKT 604 Marketing Management

5 credit hours
MGT 605 Operational Planning and
Data Analysis
5 credit hours
MGT 707 Organization and

Management Theory
5 credit hours
BUS 725 Organizational Policy
and Control (1)
3 credit hours
BUS 726 Organizational Policy
and Control (2)
3 credit hours

Elective Courses

Each student is required to take an addi-
tional 20 quarter credit hours in graduate
creditable courses to complete the pro-
gram. The precise courses will be de-
termined in consultation with the advi-
sor. No more than 10 hours may be
elected from fields other than those
taught in the School of Business Ad-
ministration. Students may choose an
emphasis in one of three different concen-
trations: (1) administration, (2) account-
ing, and (3) health services administra-
tion.

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 student's
advisor.

Quarter
Hours

BSL 591 Legal Environment of

Business 1 5

BSL 592 Legal Environment of Busi-
ness II 5

BSL 593 Administrative Law 5

ECN 595 Selected Topics in

Economics Variable

BUS 599 Research in Business

Administration ....Variable

ECN 599 Research in

Economics Variable

MKT 608 Logistics Problems 5

BUS 61 1 Individual and Organiza-
tional Effectiveness 5

FIN 621 Security Analysis and Port-
folio Management 5

BUS 695 Selected Topics . . . Variable

BUS 699 Graduate Research
in Business
Administration Variable

ECN 699 Graduate Research

in Economics Variable

MGT 709 Operations Research and

Systems Analysis 5

ECN 710 Macroeconomic Theory and
Public Policy 5

47

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

ACC614 Advanced Cost

Accounting 5

ACC616 Advanced Accounting

Theory 5

ACC 621 Advanced Accounting I .. 5
Ace 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 prior to
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 graduate 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 ad-
visor:*

Quarter
Hours

HSA 595 Selected Topics in Health
Services Administration

Variable

HSA 599 Research in Health Admin-
istration Variable

HSA 661 Medical-Legal

Problems 5

HSA 662 Accounting and Finance for

Health Institutions 5

HSA 663 Health Economics and Sys-
tems Planning 5

HSA 665 Healthcare

Marketing 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

- =

Transfer Credit: Up to 15 quarter hours
may be transferred into
the M.B.A. program pro-
vided they meet pro-
gram requirements. Stu-
dents desiring to trans-
fer work from another
college or university
should contact the
M.B.A. Coordinator.

Admission to
Candidacy (M.B.A.)

The specific requirements for admission
to candidacy for the Master of Business
Administration degree is passing a com-
prehensive examination administered by
the School of Business Administration.

49

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 regular admission 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 Graduate
Record Examinations, the Common Ex-
aminations (WCET) for the form of the
National Teacher Examinations in use
prior to fall, 1982, or the Miller Analogies
Test. Applicants must hold an under-
graduate degree from a regionally ac-
credited 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 admis-
sion. Provisional students will be re-
quired to complete 15 hours of graduate
work at Augusta College with no grade
of less than "B" to obtain regular admis-
sion 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.

51

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
performances. 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
administration and supervision, elemen-
tary education (options in early child-
hood education and middle grades), read-
ing education, secondary education
(concentrations in English, mathematics
and social sciences), special education
(concentrations in English, mathematics
and social sciences), special education
(concentrations in mental retardation,
learning disabilities, and interrelated)
and a concentration in Health Services.
Each candidate for the Master of Educa-
tion 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 Certifi-
cate or equivalent. (Students who are
not seeking certification must file a
statement of intent with the applica-
tion for admission to candidacy).

2. Certification by the student's advisor
that the student has demonstrated an
aptitude for work in the field of his
choice and has the ability to do accep-
table 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

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 theselec-
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)

52

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 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
double asterisk, is required unless a sim-
ilar course has been completed at the
undergraduate 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 Principles of Curriculum
Development (ECU, 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 Mathematics

(ECE, MG)
EDU 652 Development of Language

and Communication Skills
EDU 653 Teaching Science (ECE,

MG)
EDU 654 Teaching Social

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

MG)
EDU 672 Diagnosis and Correction

of Reading Difficulties
EDU 673 Materials and Methods in

Reading
EDU 674 Developing and Guiding

Reading 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 Educa-
tion

A reading course appropriate to the stu-
dent's preparation and career goals is
required. In addition, whenever approp-
riate 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 ad-

53

mission 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 Masterof 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.

Professional Education Courses 15-
20 hours

EDU 614 Advanced Educational

Psychology
EDU 635 Principles of Curriculum

Development (ECE, MG)
EDU 704 Assessment of the

Individual

Research 5 hours

EDU 700 Methods of Educational
Research

Area of Concentration 25-35 hours

EDU 595 Reading for the Secondary

and Adult Learner
(Either EDU 595 or EDU 675)
EDU 675 Reading in the Content

Areas
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
(Either 677 or 678 is required)
EDU 678 Practicum in Remedial

Reading II
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
(Either EDU 652 or ENG 625 is required)
EDU 694 Instructional Strategies
EDU 705 Statistical Methods in

Education
ENG 625 History of English

Language
ENG 601 Children's Literature
PSY 668 Behavior Modification in

the Classroom
SOC 602 Group Dynamics
Other courses appropriate to students'
needs

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 and Youth

EDU 591 Development of Curricula
for Exceptional Children

EDU 592 Language Arts for

Exceptional Children

54

EDU 604 Test and Measurement
EDU 650 Problems in Mental Retar-
dation and Cultural

Deprivation
EDU 690 Readings and Research in

Education of Exceptional

Children and Youth
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

Research 5 hours

EDU 700 Methods of Educational
Research

Electives 5 hours (must be approved
in advance)

A student must provide evidence of elig-
ibility for the NT-4 certificate in special
education prior to admission to candi-
dacy. If this program constitutes a new
teaching field, the candidate must also
take Education of Exceptional Children
(EDU 440, 640), Introduction to Mental
Retardation (EDU 461), and all courses
required for the NT-4 certificate, 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 student
must show evidence of eligibility for the
NT-4 certificate prior to admission 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 equival-
ent of Teaching of Reading (EDU 471,
EDU 671, or EDU 595).

Professional Education Courses 15
hours

EDU 602 Foundations of

Education
EDU 635 Principles of Curriculum

Development
EDU 651 Problems in Education

Research 5 hours

EDU 700 Methods of Educational
Research

Area of Concentration 25 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 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 hours

Concentration in Interrelated

For certification in interrelated, the
course requirements of the concentra-
tion must include a 15 hour sequence in
one area of special education which the
student does not have and 10 hours in a

55

second area of special education which
supports or adds another area.

Certification in Behavior
Disorders

Certification as ateacherof behaviorally
disordered children requires atotal of 20
quarter hours which include Character-
istics of Behaviorally Disordered Chil-
dren and Youth (EDU 684 >. Methodsand
Materials for Children and Youth with
Behavior Disorders i EDU 685 1. 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 theSc hoot of
Education. A program must be planned
with theselection of courses being made
in consultation with an advisor in the
department of the field of concentration
and an advisor in the School of Educa-
tion. Acourseinthe Education of Excep-
tional Children is required unless a sim-
ilar course has been completed at the
undergraduate level.

Professional Education (25 hours)

I. Required (10 to 15 hours)
EDU 614 Advanced Educational

Psychology 5 hrs.

EDU 658 Techniques of Research &

Instruction or
EDU 705 Statistical Methods

in Education 5 hrs.

"EDU 637 Advanced Curriculum

Development 5 hrs.

II. Select 10 to 15 hours from:

EDU 616 Teacher-Student

Relations 5 hrs.

EDU 798 Instructional Competencies
Sessions 5 hrs.

EDU 625 Teaching Elementary School
Mathematics (ECE.
MG'i 5 hrs.

EDU 694 Problem Solving 5 hrs.

'Required if MAT 636 not taken.

Teaching Field 40 hours

English:

Courses are required in teaching
high school composition i'ENG 61 1
and modern grammatical systems
(ENG 620) as well as at least one
course in each of the following fields:
<A> American literature. (B) English
literature. (C) genre or world litera-
ture, and (D) research. In addition.
courses in literary criticism (ENG
605 1. history of the English language
'ENG 625). and introduction to lin-
guistics i 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/Computer Science

I Required

MAT 611 Foundations of

Mathematics 5 hrs.

MAT 621 Abstract Algebra 5 hrs.

II. Required if no credit was earned in
the area as an undergraduate

MAT 401 Mathematical Analysis

I 5 hrs.

MAT 431 Modern Geometry ... 5 hrs.

MAT 625 Mathematical

Statistics 5 hrs.

CSC 605 Problem Solving &

Programming I 5 hrs.

III. Electives which may include the
following

MAT 402 Mathematical

Analysis II 5 hrs.

MAT 441 History of

Mathematics 5 hrs.

MAT 451 Complex Variables .. 5 hrs.
MAT 622 Abstract Algebra .... 5 hrs.
MAT 628 Linear Algebra 5 hrs.

56

MAT 631 Advanced Number

Theory 5 hrs.

MAT 636 Mathematics

Curriculum 5 hrs.

MAT 646 Strategies for Teaching

Mathematics 5 hrs.

MAT 656 Research Topics on Math-
ematics Education ... 5 hrs.

MAT 671 Combinatorial

Mathematics 5 hrs.

MAT 675 Introduction to the Theory
of Graphs 5 hrs.

CSC 606 Problem Solving & Pro-
gramming II 5 hrs.

CSC 625 Computers and

Teaching 5 hrs.

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
select ten hours from each of four fields.
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 newteaching field,
the candidate must also complete all
required courses forthe NT-4 certificate.

Concentration 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 concentration
courses are taken in the School of Busi-
ness Administration. While health pro-
fessionals do not need certification 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 5-10 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
concentration

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

HSA 595 Selected Topics (2 hours)
HSA661 Medical-Legal Problems (3

hours)
HSA 664 Health Finance and

Economics
HSA 695 Selected Topics

57

HSA771 Hospital Organization and

Planning
HSA 773 Health Delivery Systems/

Regulation and Control
HSA 774 Policies and Decision-
Making in Health Care
Note: Candidatesshould 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 trans-
ferred to Augusta College as electives, if
approved in advance by the student's
major advisor.

MCG-EDU703 Teaching Practicum
MCG - EDU 705 Adult as a Learner
MCG - EDU 802 Advanced Instruc-
tional Media
(in place of EDU 605 in Professional
Education Sequence under electives).

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).

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
Teachers requi
graduate work
mentals in the
Teaching (EDU
dent/Beginnin
(EDU711),and
sion of Student

Supervision of Student
res 15 quarter hours of
. Students take Funda-
Supervision of Student
710), Assessment of Stu-
g Teacher Experience
Problems in theSupervi-
Teaching (EDU 712).

58

Master of
Science Degree
Program With
a Major in
Psychology

An Overview

Items to besubmitted 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-baccalaur-
eate 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

Forregularadmission, 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 Rec-
ord Examination (GRE) General (Apti-
tude) Test. Applicants must hold an
undergraduate degree from a regionally
accredited college or university. Stu-
dents 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. Provi-
sional admitteeswill be required to com-
plete 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.

59

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 grad-
uate 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 orthe 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
ofthefirsttwo 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 aca-
demic advisory committee. The advisory
committee must be approved by the
department chairman. This committee,
headed by the student's major professor,
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 thethe-

sis 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 stu-
dent 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: Select 11 Hours

Psychological Assessment I

(615)

Behavior Pathology (637)

Systems and Theories of

Psychology (605)

Proseminar (600)

Required
Winter: Select 11 Hours

Psychological Assessment

II (616)

Experimental Design (651)

Required

60

Proseminar (600)
Required

(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
Yearl:

a. Application for Admission to Can-
didacy

b. Plan of Study

c. Selection of Committee and Spe-
cialty Area

An Application for Graduation form
must be completed and filed with the
registrar no later than the mid-term of
the quarter preceding thefinal 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).

61

Specialist in
Education (Ed.S.)
Degree Program

An Overview

The following information pertains to
applicants for the Specialist in Educa-
tion (Ed.S.) degree program.
Items to be submitted by Ed.S. degree
program applicants:

1. Application for graduate study.

2. Fee of $1 0.00 (check or money order).

3. Two official transcripts from each
institution attended.

4. Official scores on the Graduate Rec-
ord Examinations General (Aptitude)
Test; the Common Examinations
(WCET) of the form of the National
Teacher Examinations in use prior to
fall, 1982, AND an NTE Area Examina-
tion; OR the Miller Analogies Test.

Admission Criteria

for Ed.S. Degree Programs

Admission 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
area of concentration or have sufficient
graduate preparation for the intended
specialization from a regionally accre-
dited 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)
on the GRE General Aptitude Test; 575
(WCET) on the NTE Common Examina-
tionsof theform in use prior to 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 di-
rected to the Dean of the School of
Education.

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
degree program at Augusta College. All
requirements fortheSpecialist in Educa-
tion 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.

63

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, but
without the heavy emphasis on research
of the doctor's degree.

The goal of the program is to add
depth and breadth to the skills and
knowledge focused upon inthestudent's
Master of Education program. The objec-
tives of this further study are to provide
thestudentwith opportunitiesto 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 child-
hood education: middle grades educa-
tion; reading education; secondary edu-
cation with teaching fields in English,
mathematics and social sciences; spe-
cial education; and administration and
supervision.

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

The program of study will be designed
by 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 hours)

Area "B" - Curriculum, Methods of
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 hours

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 afterthe 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 submit a written request to
the Dean of the School of Education for
review of their application by the Spe-
cialist in Education appeals committee.
The committee will require the appeal-
ing studenttosubmitadditional evidence
to include satisfactory completion of a
comprehensive written exam. Additional
evidence may be submitted by the stu-
dent and the institution and could in-
cludescoreson 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 as-
signed. The committee shall consist of
the student's major professor assigned
by the Dean of the School of Education
and two other 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-

64

suits of routine and special examina-
tions, and interview data. The advisory
committee may require the student to
undergo such additional examinations
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 Georgia
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
filed in the Office of the Registrar.

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).

requirement must conform to an ap-
proved program of study developed in
consultation with the student's major
professor and with the advice and ap-
proval of the student's advisory commit-
tee.

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 reducethe res-
idence 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 ac-
companying official transcripts, must be
filed in the Office of the Registrar 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.

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

65

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

An Overview

Vocational education is a major educa-
tional thrust in the Augusta College ser-
vice area. The University of Georgia and
Augusta College have entered into a
cooperative agreement to offer both the
Master's and Specialists degrees in
vocational education. Students major-
ing in vocational education leadership,
agriculture education, business educa-
tion, health occupations education (mas-
ter's only), home economics education,
industrial arts education, and distribu-
tive education aswell as trade and indus-
trial education may earn University of
Georgia graduate degrees on the Au-
gusta College campus. A brief review of
the program designs and requirements
follows.

Admission of Students

All students who register for this pro-
gram must apply to the Graduate School
of the University of Georgia for admis-
sion in the same manner as other gradu-
ate students and be accepted before
enrolling for course work. Application
for admission to the Graduate School
must be received in the Graduate Ad-
missions 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
Specialist in Education degree with the
assistance/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 pro-
grams leading to the Master of Educa-
tion degree or the Specialist in Educa-
tion degree in the fields of vocational
education listed above.

Faculty

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

Course Listings and Credit

The University of Georgia course offer-
ings may be cross-listed with Augusta
College. Augusta College course offer-
ings may be cross-listed with the Univer-
sity of Georgia and with priorapproval 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 15 Augusta College credit
hours may be applied to the Ed.S. degree
program from the University.

Degrees earned under this agreement
will be awarded by the University of
Georgia. Brief descriptions of these co-

67

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

mended for VE-6 or T-6 certificates in
the appropriate teaching field provided
they have previously been issued a com-
parable certificate at the 5 year level. If
credit for a 765 applied research 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 atthe University of
Georgia requires fifty-five (55) quarter
hours under Plan A and sixty (60) quar-
ter hours under Plan B. Graduates of
these programs receive an M.Ed, degree
and are eligible for VE-5 or T-5 certifi-
cates 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;

(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 orone of
the instructional fields in that division,
consists of a minimum of forty-five (45)
quarter hours of planned study beyond
the Master's Degree. Students complet-
ing one of these programs will be recom-

68

Paralegal

Certificate

Program

An Overview

Augusta College offers a 35 hour pro-
gram leading to a certificate in paralegal
training. This postgraduate program is
being offered in response to the needs of
the legal and corporate community. By
combining a broad range of undergrad-
uate majors with this program, the col-
lege will provide legal assistants equip-
ped to fill the demands for such persons
in corporate legal departments, insur-
ance companies, real estate and title
insurance firms, banks, and private law
firms.

Course listings and descriptions may
be found under the Political Science sec-
tion of this publication.

Admission of Students

Students entering the certificate pro-
gram must hold a baccalaureate degree
from an accredited institution. Students
who can show evidence of five years or
more of legal experience may enter the
program in Audit status but will not
receive a certificate. Hours earned in this
program can not be applied to graduate
degree programs. Application foradmis-
sion to this program must be made at the
Admissions Office.

69

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; 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 a number.

All 400-level courses marked with an asterisk (*) may betaken 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. In order to gain graduate credit
for the (490) Cullum Lecture Series, the student must register for that course within his major discipline.

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. 72

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

The School of Business Administration p. 85

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

The School of Education p. 93

Education (EDU), Physical Education (PED).

71

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 De-
partment. Individualized study on a contract
basis for graduate credit. To be arranged.

Biology (BIO)

494 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, Ornith-
ology. Plant Anatomy. Plant Systematics.
Plant Physiology, and Principles of Evolution.
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.

The theory 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)

605 Problem Solving and Pro-
gramming I (4-2-5)

Problem solving using computer topics in-
cluding a problem solving approach to BASIC
programming, development and selection of
software for teaching programming. Empha-
sis on structured programming.

606 Problem Solving and Pro-
gramming II (4-2-5)

A further study of the principles of computer
programming with emphasis on the develop-
ment of correct, well-structured programs
and strategies for teaching program devel-
opment. Other topics include information
representation, simple datatypes, and struc-
tures.

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. Computer ap-
plications 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. Maybe
repeated for credit with approval of depart-
ment chairman. To be arranged.

72

ENG

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, Thacke-
ray, 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, Fors-
ter, Greene, Cary, and Joyce. Spring.

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 since World War I, including works by
such novelists as Hemingway, Fitzgerald, Faul-
kner, 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 emphasis on 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 undergraduatesur-
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 (5-0-5)

Prerequisites: Admission to the graduate
school and permission of instructor.
A critical study of literature for children. Top-
ics include the history of children's literature,
a survey of types of children's literature, and
problems in teaching literature.

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.

73

ENG

610 Teaching High School

Composition (5-0-5)

Prerequisites: Admission to graduate study
and permission of instructor.
A study of methods and approaches to teach-
ing junior and senior high school composi-
tion. 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.

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.

625 History of the English

Language (5-0-5)

Prerequisites: Admission to graduate study
and permission of instructor.
Studies in the nature of linguistic change and
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, Thoreau, Poe, Hawthorne, Melville,
Whitman, and selected Black writers. 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.

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.

705 Studies in European

Literature (5-0-5)

Prerequisites: Admission to graduate study
and permission of instructor.
Aseminarin 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.

74

HIS

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, businessadministration, and social
work. Students may elect a practicum in one
of the above areas. Spring.

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 21 1 or equivalent. Fall.

476 The New South,

1877 to the Present*

To be arranged.

(5-0-5)

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.

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.

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: Junior or senior standing. To be
arranged.

490 Cullum Lecture

Series* (5-0-5)

A seminar based on the study of the culture of
another country 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.

471

Fall.

American Colonial History*

(5-0-5)

75

MAT

Graduate Courses in History (HIS]

638 The Age of Revolutions

(5-0-5)

:~e ra:--c r c--r -* a es:e r " a:: a ~- z e::-
nomic revolutions in an effort to trace the
development of middle class concepts. The
course is designed for the graduate student

v.-; s a::e"-c: "z:z : r :a:e r :-s "z r zc^s :~

: = ::-:'., r:e5-e r := r , 5:_;e-:5 E:'-;

639 Emergence of the

Contemporary West (5-0-5)

e rr " ~"a" ="c :^e r ":a:: : n :-e .\ es:e r ~
.vcc _ 'e;:- r se s :es :'e; : c:-e ra:,-
a:e st-c'e'-: v, -c s a::e r -c: -z :z : r :a:e" :-e
horizons of secondary a-: e e-entary stu-
dents. Summer.

672 Selected Topics in American

Social History since 1865 (5-0-5)

An in-depth stL a ofsevera see; ; ctopicsin
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, labor movement, communism, radi-
calism, women's rights, rise of organized
crime, the civil rights movement, rise of
organized sports. Summer.

674 U.S. and World Affairs since

1945 (5-0-5)

An in-depth study of the U.S. foreign policy
s nee 1945 th ace: a emphasis upon the
Cold .'. a r and re a:ed topics. Fall.

677 Critical Issues and Problems

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

A study of critical political, economic, diplo-
~a: : a- a sacial issues and problems of
twentieth century United States. Spring.

678 Studies in the History

of American Labor (5-0-5)

unionism from the colonial period to the
present. Covers the rise and growth of labor
unions, leaders of the 1 9th and 20th centuries.
legislation and the changing attitudes of the
courts toward organized labor. To be a r -
ranged.

679 Selected Topics in Georgia

History (5-0-5)

A study of specific aspects of Georgia history.
including social and cultural as well as politi-
cal 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
interests of graduate students. May be re-
peated for credit. To be arranged.

Mathematics (MAT)

401 Mathematical Analysis* (5-0-5)

Prerequisites: MAT 204 and MAT 303 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)

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 303 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. Sum-
mer even years.

435 Numerical Analysis* (4-2-5)

Prerequisite: CSC 235. or permission of
instructor and MAT 302.
A study of the application of computer-ori-
ented techniques to the solution of mathemat-
ical 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.

"

MAT

441 History of Mathematics (5-0-5)

Prerequisite: MAT 202.

A study of the nature and historical origin of
mathematics. Analysis of the concepts of
algebra, trigonometry and calculus. Solution
of problems pointed toward appreciation of
early mathematical developments. Winter-
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
byelementary functions, integrals, powerser-
ies, residues and poles. Summer odd years.

481 General Topology* (5-0-5)

Prerequisites: MAT 204 and MAT 303 or per-
mission of instructor.

A systematic survey of the standard topics of
general topology with particular emphasis on
applicationstothespaceof 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)

This course will provide remedial instruction
for those M.B.A. students who do not have
sufficient mathematical background. The
course topics will involve methods of gather-
ing and analyzing business date.

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. Sum-
mereven 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 fieldsand 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's equation and alge-
braic numbers. Winter odd years.

636 Mathematics Curriculum (4-2-5)

Thestudy of mathematics content, scope and
sequence, and programs in the secondary
schools, including student research and
development of a high school mathematics
curriculum.

646 Strategies for Teaching

Mathematics (5-0-5)

A comparison of contemporary and tradi-
tional strategies for teaching high school
mathematics, a review of learning theories as
they relate to mathematics, and the use of
computers, calculators and other aids in the
teaching of mathematics.

77

MAT

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.
Particular emphasis will be given to the read-
ing 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.

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 re-
peated for credit with approval of department
chairman. To be arranged.

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 instruc-
tor.

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 interac-
tions 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.

Graduate Courses in Music (MUS)

595 Select 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's own 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.

Political Science (POL)

401 State Government (5-0-5)

Acquaintance in some depth with the forms of
organization, the functions, and the operation
of state governments, with particularempha-
sis on the government and constitution of the
State of Georgia. A satisfactory grade ex-
empts the student from the requirement of
passing an examination on the Constitution
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
country and city government. If graduate
credit is sought, take POL 602 in lieu of this
course. Spring.

78

POL

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

General principles, problems, and practices
of public administration emphasizing govern-
mental 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 gradu-
ate 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.

450 World Politics (5-0-5)

A comprehensive study of the international
political system concentrating on the envir-
onmental factors, theories of international
relations, the nation state and nationalism,
international conflict, international coopera-
tion, transnational institutions, balance of
power and collective security, military stra-
tegy, 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 conflict;
the law of neutrality; the antecedents of the
United Nations; the United Nations; The Uni-
ted Nations Specialized Agencies; regional
organizations, and international integration.
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 sys-
tem 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.

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POL

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 betaken,
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 majorconcepts involved in thescience
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.

Paralegal Certificate Program Courses
(Not offered for graduate credit)

580 Introduction to Law (5-0-5)

Prerequisite: Acceptance into the program.
Recognition of legal issues; structure of the
judicial system; fundamentals of legal prac-
tice and the roleof the paralegal; introduction
to methods and resources of legal research
with outside research projects.

581 Civil Litigation (5-0-5)

Prerequisite: POL 580 (or permission of the
instructor).

Introduction to basic principles of procedural
law and substantive principles of negligence,
products liability, and contracts; preparation
of pleadings and discovery; practical consid-
erations of pleadings, discovery and motions;
pretrial preparation and trial procedures.

582 Business Organizations/ (5-0-5)
Corporations

Prerequisite: POL 580 (or permission of the
instructor).

This course will include instruction in prac-
tice of forming business corporations, part-
nerships and sale proprietorships; mainte-
nance of a business corporation's legal books
and financial data; drafting employer-employ-
ee contracts and pension plans and applica-
tion of State and Federal laws and regulations
to the respective business entities.

583 Real Estate & Mortgages (5-0-5)

Prerequisites: POL 580 and POL 581 (or permis-
sion of the instructor).

Intensive training in real estate title searches
and title abstract preparation; preparation of
deeds, mortgages, and real estate loan clos-
ing documents; preparation of condemnation
restrictions and subdivision restrictive cov-
enants; application of Stateand Federal Con-
sumer Protection Laws to the loan closing.

584 Estates, Wills and Trusts (5-0-5)

Prerequisites: POL 580 and POL 581 (or permis-
sion of the instructor).

Instruction in the preparation of wills and
trusts; distinction between testate and intest-
ate, rules of inheritance; preparation of all
legal documents necessary for probate or
administration of estates; application of Fed-
eral and State estate tax provisions in estate
planning and administration of the estate.

585 Criminal Law (5-0-5)

Prerequisites: POL 580 and POL 581 (or permis-
sion of the instructor).

Study of the criminal process and constitu-
tional rights of the accused in context of
hypothetical cases as the student receives
direct training in client interviews; pretrial
discovery and motions; trial preparation and
plea bargaining.

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PSY

586 Advanced Legal Research (5-0-5)

Prerequisites: POL 580 and POL 581 (or permis-
sion of the instructor).

Research and preparation of legal memoran-
dums, trial briefs and Appellate briefs; intro-
duction to computerized legal research.

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.

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 perspections, 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 intheadministration and
interpretation of psychological tests with an
emphasis on individual and group personality
tests; additional concentration on psycholog-
ical report writing 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.

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 physi-
ological psychology or permission of in-
structor.

Lecture and laboratory exposure to the phy-
siological and comparative approach to be-
havior, including behavior genetics, learning,
memory, emotion, sensation, perception, and
ethology. Winter.

628 Psychopharmacology (4-2-5)

Prerequisite: PSY 625 or undergraduate
course in physiological psychology.
A survey of the field of behavioral pharmacol-
ogy, basic and applied. In addition to metho-
dological, chemical, and physiological con-
siderations, the course will examine the behav-
ioral, clinical, and undesirable effects of psy-
chotropic drugs. Other major topics include
evaluation and regulation of drugs, drug ad-
diction and abuse, and use of psychothera-
peutic drugs. Spring.

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PSY

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 path-
ology pr abnormal psychology course.
The study of maladaptive behavior, including
taxonomic systems with emphasis on theoret-
ical and research dimensions associated with
behavior pathologies. Fall.

643 Community Psychology (3-4-5)
Lectures, discussions and laboratory expe-
riences designed to ex pose the student to the
field of community psychology with its at-
tendant implications and to provide the stu-
dents with opportunities to become acquaint-
ed with a multiplicity of community service
agencies and their functions. Winter.

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 fac-
tors in performance, environmental influen-
ces, goal setting and job design, work motiva-
tion, job satisfaction, leadership, and organi-
zational 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 functions
of counselors, as well as insight into the
dynamics of counseling through actual stu-
dent-counselor interviews. Spring.

665 Clinical Psychology (5-0-5)

Prerequisite: PSY 637.

The application of clinical method to the
diagnosis and treatment of behavior dis-
orders. Spring.

668 Behavior Modification in the

Classroom (4-2-5)

The application of behavior modification
principles to the practical concerns of the
professional educator. Not recommended for
graduate students majoring in psychology.
Summer.

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 groupfacilitation
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.

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soc

Graduate Courses in Science (SCI)

595 Selected Topics (variable)

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 Chem-
istry and 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 sociology.
Comparative study of selected racial and eth-
nicgroups in contemporary American society.
Exploration of majority-minority interaction
distribution of minorities, and selected perti-
nent 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.

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 Personality 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 influence of 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
graduate credit is sought, take SOC 635 in
lieu of this course. 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.

610 Comparative Family Analysis (5-0-5)

An institutional analysis of the family as social
subsystem, including premarital behavior pat-
terns, mate selection, marital interaction, and
family disorganization. Special emphasis is
placed on theories pertaining to the structure,
function, and change of family forms, empiri-
cal data from current and past research pro-
jects; and cross-cultural comparisons of se-
lected family systems. Quarterly.

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

Comparative study of selected racial and eth-
nicgroups in contemporary American society.
Exploration of majority-minority interaction,
distribution of minorities, and selected perti-
nent social problems. Winter.

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soc

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.

84

BUS

The School of Business
Administration

Graduate Courses in Accounting (ACC)

502 Financial Accounting for

Managerial Control (5-0-5)

Prerequisites: Graduate student status.
This course is designed to provide students
with: (1) an understanding of basic financial
accounting terminology, (2) an overview of
the financial accounting process, (3) suffi-
cient grounding in financial accounting io be
able to understand and analyze the basic
financial statements. Spring.

602 Accounting Systems for

Planning and Control (5-0-5)

Prerequisites: Graduate student status, ACC
502, FIN 503, or equivalent courses.
This is a case oriented course designed to
teach the effective use of accounting systems
and accounting data in organizational plan-
ning and control. Fall, Spring.

614 Advanced Cost Accounting (5-0-5)

Prerequisites: ACC 41 1 and graduate student
status.

Provides the student with an in-depth analy-
sis of managerial-cost concepts and tech-
niques required for developing, analyzing,
and interpreting information fororganization-
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)

Prerequisites: ACC 313 and graduate student
status.

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)

Prerequisites: ACC 313 and graduate student
status.

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 equival-
ent.) Fall.

622 Advanced Accounting II (5-0-5)

Prerequisites: ACC 313 and graduate student
status.

This course is intended to prepare the student
for further professional development such as
the CPA examination. The focus of the course
will be on analysis of problem solving tech-
niques in selected areas of accounting. (No
graduate credit is given if student has com-
pleted ACC 422 or equivalent.) Winter even
years.

651 Federal Income Taxation (5-0-5)

Prerequisites: ACC 311 or permission of
instructor and graduate student status.
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 and grad-
uate student status.

An in-depth analysis of federal income taxa-
tion applicable to 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 graduatecredit is given if student
has completed ACC 452 or equivalent.) Fall.

671 Auditing (5-0-5)

Prerequisites: ACC 313 and graduate student
status.

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.

85

BUS

672 Advanced Auditing (5-0-5)

Prerequisites: ACC 471 orACC671 and grad-
uate student status.

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 equival-
ent.) Winter odd numbered years.

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 Research 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 emphas-
ized. To be arranged.

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 current
accounting applications. Fall.

Graduate Courses in

Business Administration (BUS)

507 Business, Government,

and Society (3-0-3)

Prerequisites: Graduate student status, and
ECN 501 or equivalent course.
This course analyzes the economic, legal,
social, and political environment in which
business operates. It attempts to explain the
evolution from the Laissez-Faire philosophy

of the nineteenth century to the highly regu-
lated environment of the 1980's. The costs
and benefits of regulation are appraised.
Winter.

508 Business Information Systems (3-0-3)

Prerequisites: Graduate student status.
This course examines basic concepts and
problems in planning and administering bus-
iness information systems. The analysis in-
cludes systems tools and techniques, system
controls, and system analyses. Students are
provided hands-on experience in computer
application in problem situations. Fall.

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.

599 Research in Business

Administration (Variable)

Prerequisites: Post-baccalaureate or gradu-
ate student status and permission of 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 business research are emphas-
ized. To be arranged.

695 Selected Topics (Variable)

Prerequisites: 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.

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BSL

699 Graduate Research 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 emphas-
ized. To be arranged.

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 countries. Spring.

725 Organizational Policy

and Control I (3-0-3)

Prerequisites: Graduate student status and
completion of 75% of M.B. A. Breadth courses.
This is the first course in a two course series
dealing with the development of a general
management approach to strategic planning
and policy formulation as a system of organi-
zational guidance and control. Comprehen-
sive case studies of organizations in a wide
variety of situations are utilized. Case studies
require integration of functional areas and
effective communication of analyses. Fall,
Spring.

726 Organizational Policy

and Control II (3-0-3)

Prerequisites: Graduate student status and
completion of 75% of M.B. A. Breadth courses,
and BUS 725.

This is the second of a two course series deal-
ing with the development of a general man-
agement approach to strategic planning and
policy implementation as a system of organi-
zational guidance and control. Comprehen-
sive case studies of organizations in a variety
of situations are utilized. Policy study on life
case is required as final project. Case studies
require integration of functional areas and
effective communication of analyses. Winter,
Summer.

Graduate Courses in

Business Law (BSL)

591 Legal Environment of

Business I (5-0-5)

Prerequisite: Graduate student status.
Elements of the law of contracts, sales,
agency, negotiable instruments, bailments,
common carriers, partnerships, and corpora-
tions. Attention is given to the overall legal
environment in which business operates. To
be arranged. No graduate credit can be re-
ceived if an equivalent undergraduate course
was completed.

592 Legal Environment of

Business II (5-0-5)

Prerequisite: Graduate student status.
Elements of the law of partnerships, corpora-
tions, real property, insurance, security devi-
ces, trust and estates, bankruptcy, and govern-
ment regulation of business. Particular at-
tention is given to the overall level environ-
ment in which business operates. To be ar-
ranged. No graduate credit can be received if
an equivalent undergraduate course was com-
pleted.

593 Administrative Law (5-0-5)

Prerequisite: Graduate student status.
A survey of the field of administrative law,
emphasizing the role of state and federal
agencies in the business sector; special
agencies such as Occupational Safety Health
Administration (OSHA) will be explored. To
be arranged. No graduate credit can be re-
ceived if an equivalent undergraduate course
was completed.

Graduate Courses in Economics (ECN)

501 Economic Concepts (5-0-5)

Prerequisites: Graduate student status.

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ECN

This course is designed to cover the subject
of introductory micro and macro economics.
It includes selected topics of intermediate
micro and macro theory. Winter.

590 Dynamics of the

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

Prerequisite: 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: 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: Graduate student status.
A course designed forteachers 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 eco-
nomics in the high schools. (This course is
not creditable toward the M.B.A.). Summer.

594 Personal Finance (5-0-5)

Prerequisite: Graduate student status.
This course isdesigned 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, insurance,
housing, transportation, credit, and consu-
mer issues. (This course is not creditable
toward the M.B.A.). Summer.

595 Selected Topics in

Economics (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 economics.
May be repeated for graduate credit with prior

approval of the student's advisor. To be ar-
ranged.

599 Research in Economics (Variable)

Prerequisites: Post-baccalaureate or gradu-
ate 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 em-
phasized. To be arranged.

601 Economic Topics and

Issues for Management (5-0-5)

Prerequisites: Graduate student status and
ECN 501 or equivalent course.
This course will provide the student with an
understanding of current economic issues
and their impact on managerial decision mak-
ing. Winter, Summer.

695 Selected Topics (Variable)

Prerequisites: 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 Research

in Economics (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 economic research are em-
phasized. To be arranged.

710 Macroeconomic Theory

and Public Policy (5-0-5)

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

711 Econometrics (5-0-5)

Prerequisites: Graduate student status and
ECN 601 and MGT 605 orequivalent courses.
Estimation of parameters for single-equation
econometric models; tests of hypotheses and

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FIN

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 economic 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-pro-
jection methods are considered in the context
of planning and economics forecasting. Fall.

Graduate Courses in Finance (FIN)

503 Elements of Managerial

Accounting & Finance (5-0-5)

Prerequisites: Graduate student status, MAT
500, ECN 501, and ACC 502, or equivalent
courses.

This course covers such basics as break-
even, cost-volume relationships, time value of
money, and cash budgeting, which are neces-
sary for successful dealing with the material
covered in ACC 602 and FIN 603. Summer.

603 Managerial Finance (5-0-5)

Prerequisites: Graduate student status, ACC
502, and FIN 503, or equivalent courses.
This course is designed to give the student
the basic knowledgeconcerning thefinancial
function of modern organizations. Cases will
be used to enable the student to apply the
basic knowledge. Winter, Summer.

21 Security Analysis and

Portfolio Management (5-0-5)

Prerequisites: FIN 603 and graduate student
status.

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)

Prerequisites: 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 Research 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.
Techniquesof business research are emphas-
ized. To be arranged.

Graduate Courses in Health

Services Administration (HSA)

595 Selected Topics in Health

Services Administration (Variable)

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

Consideration and analysis of relevant spe-
cial problem areas in the field of health servi-
ces administration. May be repeated for grad-
uate credit with prior approval of the student's
advisor. To be arranged.

599 Research in Health

Services Administration (Variable)

Prerequisites: Graduate student status and

permission of the coordinatorof the graduate

program.

Techniques of health services administration

are emphasized. To be arranged.

661 Medical-Legal Problems (5-0-5)

Prerequisite: graduate student status.
A survey of the basic principles of law as they
relateto 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
ACC 502 or equivalent course.

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FIN

Designed to provide the student with suffi-
cient health institutional accounting back-
ground necessary to participate in effective
and efficient managerial design making. Em-
phasis is placed on the accounting process,
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: Graduate student status.
Designed to provide the health educator with
a fundamental knowledge of health finance
and economics. It concentrates on providing
those aspects of financeand 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.

665 Health Care Marketing (5-0-5)

Prerequisite: Graduate student status.
This course is designed to provide the student
with an understanding of the marketing pro-
cess as it applies to health care institutions.
Upon completion of the course, students will
have sufficient background to participate in
the planning, development, and implementa-
tion of a marketing program for a health
institution.

695 Selected Topics in

Health Care (Variable)

Prerequisites: 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 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.

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.

Graduate Courses in

Management (MGT)

505 Production Management (3-0-3)

Prerequisites: Graduate student status, and
MAT 500 or equivalent course.
This course will cover the steps involved in
manufacturing a product or providing a ser-
vice. It includes introduction to production
control, quality control, work measurement
and analytical management tools. Spring.

506 Management Process (5-0-5)

Prerequisite: Graduate student status.

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This course examines basic models of organ-
izational design, basic managerial process
and theessential elements involved in admin-
istering organizations. Fall.

605 Operational Planning and

Data Analysis (5-0-5)

Prerequisites: Graduate student status, MAT
500, and MGT 505 or equivalent courses.
This course will provide the students with the
capability to design and conduct business
experiments. Several other management sci-
ence techniques will be discussed. Winter,
Summer.

606 Organization Behavior (5-0-5)

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

611 Individual and

Organizational Effectiveness (5-0-5)

Prerequisites: Graduate student status and
MGT 707 or permission of instructor.
This seminarwill emphasizethe research and
discussion of concrete cases involving the
human aspects of administrative policies. The
learning objective is to increase conceptual
and practical skills in resolving administrative
problems in complex organizations and to
increase knowledge of pertinent behavioral
science theory. Winter.

695 Selected Topics (Variable)

Prerequistes: Graduate student status and
permission of the coordinatorof 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 Research 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 emphas-
ized. To be arranged.

707 Organization and

Management Theory (5-0-5)

Prerequisites: Graduate student status, MGT
505, MGT 507, and BUS 507, or equivalent
courses.

A case-oriented course in which a variety of
behavioral, organizational, and other deci-
sion making problem situations are used as
learning devices. Both individual and team
analysis will be utilized. Winter, Summer.

709 Operations Research and

Systems Analysis (5-0-5)

Prerequisites: Graduate student status and
MGT 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.

Graduate Courses in Marketing (MKT)

504 Marketing Theory (3-0-3)

Prerequisite: Graduate student status.
An introductory study of the marketing pro-
cess in advanced economies. Understanding
of and management of the marketing varia-
bles on a micro level will be stressed. Summer.

604 Marketing Management (5-0-5)

Prerequisites: Graduate student status, and
MKT 504, or equivalent course.
Advanced study of the rationale for the mar-
keting functions and the application of the
managerial functions to marketing problems
and opportunities. Fall, Spring.

608 Logistics Problems (5-0-5)

Prerequisites: Graduate student status and
MAT 500 or 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 createspace, time, and utilities.
Winter.

695 Selected Topics (Variable)

Prerequisites: Graduate student status and

permission of the coordinator of the graduate

program.

A variable content course individually de-

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MKT

signed to meet the needs, interests, and pro-
fessional objectives in business administra-
tion. To be arranged.

699 Graduate Research in

Business Administration (Variable)
Prerequisites: Graduate student status and
permission of thecoordinatorof 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 emphas-
ized. To be arranged.

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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 forthis course is not applica-
ble to degree programs; the grade is not to be
computed in the GPA. Course may be re-
peated 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. Spring even years.

595 Reading for the Secondary

and Adult Learner (4-2-5)

Prerequisites: EDU304or614and EDU337or
637.

The role of reading instruction for the 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. Spring.

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
early child development as they relate to 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 this study. Winter.

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 majortheories of learning and
their relationship to the use of instructional
material. Opportunity to examine newer media
as well as traditional media utilized in the
school. Emphasis on innovative equipment
and creative development of instructional
materials. Winter.

606 The Middle School (4-2-5)

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. Spring.

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EDU

614 Advanced Educational

Psychology (4-2-5)

Applications of the scientific findings of psy-
chology to the more complex problems of the
educative process. Fall. Spring. Summer.

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

Prerequisites: EDU 614 and 637.
Analysis of the basic legal, social, philosophi-
cal, and psychological issues involved in the
teacher-student relationship in the public
school setting: emphasis on skill training in
various techniques of classroom manage-
ment. Winter, Summer.

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 odd years.

625 Teaching Mathematics

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

Prerequisite:Teaching experience or an under-
graduate methods course in this subject.
Derivation of appropriate methods and tech-
niques from basic principles of learning:
development 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. Summer. Fall.

637 Advanced Curriculum

Development (4-2-5)

Prerequisite: EDU 614 or permission of in-
structor.

Problems of the school, teaching, and curric-
ulum development: emphasisonthe prepara-
tion and implementation of curricula. Winter.
Summer. Fall.

640 Education of Exceptional

Children (3-4-5)

Prerequisites: EDU 205 or EDU 202. 302 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, including 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. Taught as needed.

652 Development of Language

and Communication Skills (4-2-5)

Focus on relationship of language develop-
ment and thinking to teaching communica-
tive skills. Specific areas covered include
techniques for developing oral and aural lan-
guage facility and functional and creative
writing. Spring.

653 Teaching Science

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

Prerequisite: Teaching experience or an under-
graduate 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.

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EDU

654 Teaching Social Studies

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

Prerequisite: Teaching experience or an under-
graduate 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. Spring.

658 Techniques of Research

and Instruction (V-V-5)

Prerequisite: 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 ap-
plication of educational research. Fall, Spring.

670 Problems in Reading

Education (4-2-5)

Prerequisite: EDU 471 or 671.
Intensive examination of selected problems
and emerging practices of reading instruction
based on recent knowledge of instruction and
learning in various aspects of the reading
program. Focus may be on a specifically
designated aspect of instruction depending
on needs of students. Course may be taken
more than once for credit. Taught as needed.

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, Summer.

660 Characteristics of the Gifted (4-2-5)

Prerequisite: EDU 304 or equivalent and per-
mission of instructor.

Psychological characteristics of children and
youth who are gifted intellectually, creatively,
or behaviorally. Identification procedures and
basic philosophies of treatment will be
stressed. Fall.

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. Stu-
dents diagnose and prescribe reading disabil-
ity cases under supervision. Winter.

661 Methods and Materials

for Teaching the Gifted (4-2-5)

Prerequisite: EDU 660 or permission of in-
structor.

Development, utilization, and evaluation of
instructional materials and approaches for
gifted students. Winter.

665 Career Exploration (4-2-5)

The course is designed to meet the skill and
knowledge needs of teachers (K-1 2) in career
developmenteducation. Class and field expe-
riences will acquaint school personnel with
theories and practices related to incorporat-
ing career education into the K-1 2 curricu-
lum. Development of teaching plans and
materials for career education of students will
be a major component of the course. Summer.

673 Materials and Methods

in Reading (4-2-5)

Prerequisites: EDU 471 and EDU 304 and 614
and/or permission of instructor.
Critical evaluation of instructional methods
and materials in all areas of reading. Empha-
sis on demonstration and student production
and application of materials and methods for
effective reading instruction, including the
content fields. Spring.

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.

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EDU

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,
EDU 704, and permission of instructor.
Supervised practicum experiences with em-
phasis on diagnostic, prescriptive, innovative,
and/or remedial work with classes, groups,
and/or individuals who have reading difficul-
ties. Winter, Summer.

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 (1-10-5)

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. Spring.

684 Characteristics of Behaviorally
Disordered Children & Youth (4-2-5)

Prerequisite: EDU 440 or EDU 640 or tbe
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 experience
is required. Fall.

685 Methods & Materials for Children &
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 & Research in Education of
Exceptional Children & 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 literature
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 ana-
lysis. Summer.

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.

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EDU

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. Quarterly.

695 Selected Topics (Variable)

Prerequisite: Permission of instructor.
The content of this course is intended to meet
the needs and interests of graduate students
in selected areas of education. May be re-
peated forcredit with priorapproval. Quarter-
ly.

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.

Admission, scoring, and interpretation of in-
dividual intelligence and aptitude tests with
an eventual goal the diagnosis of, and pre-
scription for, learning problems. Spring
even years.

705 Statistical Methods in

Education (4-2-5)

Descriptive statistics used in education with a
brief introduction to probability and infer-
ence. Summer.

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.

711 Assessment of Student/Beginning
Teaching Experience (4-2-5)

Prerequisite: EDU 710 or permission of in-
structor.

Designed to help teachers develop skills
necessary 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, 711 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.

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EDU

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 providethestudent
with opportunity to apply knowledge of super-
vision and demonstrate supervisory 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 d iagnosis and edu-
cational modifications. Winter odd years.

722 Diagnostic & Prescriptive Teaching

of Exceptional Children (4-2-5)

The study of methods for assembling diag-
nostic information and appropriate teaching
techniques for exceptional children. Labora-
tory experiences permit the student to work
with the child in a one-to-one situation and
plan an opportunity-structured learning situ-
ation 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. Taught as needed.

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.

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.

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. Winter.

744 Educational Personnel
Administration (4-2-5)

Recruitment, selection, employment, apprai-
sal 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
coursewill be concerned with local, stateand
federal financing, implications of recentcourt
rulings on financing education, and adminis-
trative concerns such as budgeting, account-
ing, auditing, inventorying, and financial
management. 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 psychological factors related to
the teaching of reading. Winter.

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 teacher strategies designed to meet
specific learner needs. A detailed written
report of the strategies undertaken will be
submitted. Fall, Winter, Spring.

98

EDU

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, Winter, Spring.

99

Directory

Regents

University System of Georgia

244 Washington Street S.W.,
Atlanta, Georgia 30334

Regent District

John Henry Anderson, Jr.,

Hawkinsville State-at-Large

Marie W. Dodd,

Atlanta State-at-Large

Jesse Hill, Jr.,

Atlanta State-at-Large

Joseph D. Greene,

Thomson State-at-Large

John E. Skandalakis,

Atlanta State-at-Large

Arthur M. Gignilliat, Jr.,

Savannah First District

William T. Divine, Jr.,

Albany Second District

John H. Robinson, III,

Americus Third District

Jackie M. Ward,

Atlanta Fourth District

Elridge W. McMillan,

Atlanta Fifth District

Edgar L. Rhodes,

Bremen Sixth District

Lloyd L. Summer, Jr.,

Rome Seventh District

Thomas H. Frier, Sr.,

Douglas Eighth District

Sidney O. Smith, Jr.,

Gainesville Ninth District

Julius F. Bishop,

Athens Tenth District

Officers and Staff Members
of the Board of Regents

John E. Skandalakis Chairman*

Sidney O. Smith, Jr Vice Chairman*

Vernon Crawford Chancellor*

H. Dean Propst Executive Vice

Chancellor*

Henry G. Neal Executive Secretary*

Shealy E. McCoy Vice Chancellor-
Fiscal Affairs and Treasurer*
W. Ray Cleere Vice Chancellor-
Academic Affairs
Frank C. Dunham Vice Chancellor-
Facilities
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 Assistant 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

101

Administration 1983-84

Alumni Association

George A. Christen berry, B.S., M.A., Ph.D.

President

Richard S. Wallace, B.A., Ph.D.
Vice President for Academic Affairs

Joseph F. Mele, B.S., M.A.

Vice President for Business and Finance

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

Officers of the Executive Board

President E.J. Maddocks 71

Vice Presidents Joseph D. Cheek, Jr. '65

Aubrey C. Rhodes 74

William M. D'Antignac '81

R. Joseph Vignati '60

Eva Jewell '80

Joyce K. Walsh 75

Secretary Nancy Solomon-Stutts '67

Treasurer: W. Thomas Ashmore-32

Geraldine W. Hargrove, B.S., M.Ed.
Dean of the School of Education

J.W. Galloway, B.A., M.Ed.
Dean of Students

John L McNeal, B.S., M.B.A.
Dean of College Relations

Ph.D.

Augusta College Foundation

Board of Trustees

Dorroh L. Nowell, Jr., Chairman

R. O. Barton, Jr.

Russell A. Blanchard

William P. Copenhaver

James C. Cullum

T. Richard Daniel

Roger Denning

Frank S. Dennis, Jr.

John C. Hagler, III

James H. Hamilton, Jr.

Gordon M. Kelly, M.D.

William B. Kuhlke, Jr.

Maryanne Larkin

Howard M. Leitner

William S. Morris, III

Bryce H. Newman

Whitney O'Keeffe

J. Carlisle Overstreet

Katherine Pamplin

Bernard Silverstein

William A. Trotter, Jr.

John Trulock, Jr.

Doris S. Weltch

William H. Wiseman

Ex-Officio: The President of the College and
the President of the Augusta College Alumni
Association

102

Faculty t
1983-84

Wayne C. Agness Assistant Professor of Military Science

B.S., University of Akron

Elizabeth B. Argo 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

Carol L. Baecher Temporary Assistant Professor of Nursing

B.S.N., Alderson Broaddus College; M.S.N., Medical College of Georgia.

Mary F. Bailey Manager of the Bookstore

Allen F. Baker Associate 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

Kitty C.P. Bishop Temporary Instructor in Nursing

A. S.N., Abraham Baldwin Agricultural College; B.S.N., Georgia Southwestern College; M.S.N.,
Medical College of Georgia

*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 Caro-
lina, Chapel Hill

*on leave

flncluded are the Faculty of Instruction and all others who have faculty status

103

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 Seminar; M.Ed., North Texas
State University; Ph.D., University of Texas

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 Associate 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 Professor of History

B.A., Augusta College; M.A., Ph.D., University of Georgia

Stuart Cannon Assistant Professor of Military Science

B.S., 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

Edwin 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/Instructor of Library Science

B.S., College of St. Teresa; M.L., University of South Carolina

Brion V. Chabot Professor of Military Science

Chairman of the Department 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., IndianaStateUniversity; Ph.D., Georgia State
University

104

Marian Wheelin Cheek Director of Public Information

A.B.J., University of Georgia

Terry O. Childers Assistant Professor of Physical Education

B.S., M.S., Georgia Southern College

Frank H. Chou Professor of Education

A.B., Southeastern Oklahoma State College; M.Ed., Ed.D., University of Georgia

George A. Christenberry Professor of Biology and

President of the College
B.S., Furman University; M.A., Ph.D., University of North Carolina

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

M.A., Plymouth College of Arts

Sharon J. Crawley Assistant Professor of Education

B.S., M.S., Sixth Year Diploma, Central Connecticut State College; Ed.D., University of Houston

Dee E. Davis Director of Publications

B.A., Augusta College

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 Professor of Chemistry

Dean of the School of Arts and Sciences
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 Associate Professor of English

B.A., University of South Carolina; Ph.D., University of Georgia

105

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 Librarian/Assistant Professor of Library Science

B.A., Colgate University; M.L.S., Florida State University; M.P.A.. University of South Carolina

Richard W. Dyches Instructor of Mathematics in

Developmental Studies
B.S., M.A., Ed.S.. University of Alabama

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

Jane 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 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., 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 Librarian/Associate Professor of Library Science

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

Sandra D. Fowler Assistant Director of Financial Aid

B.A., M.Ed., Augusta College

106

'Charles 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

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

Wade B. Gassman Admissions Counselor

B.A., Shorter College; M.A., Emory University

Bertee G. 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 and.State University; Ph.D.,
Indiana University

Robert E. Grace Associate Professor of Physical Education

B.A., 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 Assistant Professor 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

Domenico C. Guerrieri Director of Plant Operations

Jack A. Hamilton Director of Procurement

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

'On Leave

107

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; Ed.D., University of South Carolina

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

Julian S. Heyman Director of Testing

B.S.N., Medical Collegeof Georgia; B.A., GeorgiaSouthern 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 Wash-
ington

Elizabeth A. House Associate Professor of English in

Developmental Studies
B.M., M.A., North Texas State University; Ph.D., University of South Carolina

Edward L. Hover Temporary Assistant Professor of Biology

B.A., Hiram College; M.S., Virginia Polytechnic Institute; Ph.D., University of Michigan

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

Jeanne L. Jensen Assistant Professor of History

B.A., Colorado State University; M.A., University of Santa Clara

Richard L. Johns Assistant Professor of Military Science

B.S., Jacksonville State University

William J. Johnson Professor of English

Chairman of the Department of Languages and Literature
B.A., M.A., Ph.D., University of Texas

Kenneth W. Jones Director of Public Safety

L.L.B., Augusta Law School

108

Lillie Butler Jugurtha Assistant Professor of English

B.A., Augusta College; M.A., University of Chicago; Ph.D., University of Georgia

Nancy K. Keith Associate Professor of Business Administration

B.S., M.B.A., University of Arkansas; Ph.D., Purdue University

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

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; C.P.A.

Silas D. Lewis Associate Professor of Chemistry

B.S., Wake Forest College; Ph.D., Georgia Institute of Technology

Mary K. Lisko Assistant Professor of Business Administration

B.S., Mankato State College; M.B.A., University of Arizona; C.P.A., C.M.A.

Barbara D. Lowe Admissions Counselor

B.A., Paine College

Stuart J. Maclver Associate Professor of Military Science

B.S.B.A., Park College; M.S.B.A., Boston University

Steven R. Mansfield Assistant Professor of Political Science

B.A., M.A., Florida State University; Ph.D., University of California, Santa Barbara

John Claude May, Jr Assistant Professor of German

B.A., M.A., Ph.D., Louisiana State University

Freddy J. Maynard Associate Professor of Mathematics

B.S., Georgia State College; M.Ed., Ed.D., University of Georgia

Lewis W. Mazanti Director of Media Services

B.F.A., University of Oklahoma; M.Ed., University of Georgia

'Michael E. McClary Assistant Professor of Music

B.M.E., Bowling Green State University; M.M., Northwestern University

Elfriede H. McLean Assistant Librarian/Instructor of Library Science

B.A., Augusta College; M.L., University of South Carolina

Frank M. McMillan, III Associate Professor of Education

B.S., M.N.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

*On Leave

109

Joseph F. Mele Vice President for Business and Finance

B.S.. Russell Sage College: M.A., Bradley University

Mary F. Mobley Instructor of Business Administration

A.A., Middle Georgia College; B.S., University of Georgia; M.Ed., M.B. A. .Augusta College; Ph.D.
candidate, University of South Carolina

F. William Monge Coordinator of Management Policy Studies

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

Gary C. Mortenson Temporary Instructor in Music

B.M.E., Augustana College; M.M., Ithaca College

Alex S. Mura, Jr Director of Personnel

B.S., Georgia Southern College

Christopher P. H. Murphy Assistant Professor of Anthropology

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

Grace G. Newsome Assistant Professor in Nursing

B.S., Georgia Southern College; M.S.N., Medical College of Georgia

Floyd B. O'Neal Professor of Chemistry

B.S., The Citadel; M.S., Tulane University; Ph.D., Georgia Institute of Technology

John J. O'Shea Assistant Librarian/Instructor of Library Science

B.A.. Augusta College; M.L., University of South Carolina

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 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

110

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 Assistant Professor of Psychology

B.A., Augusta College; M.A., Appalachian State University; Ph.D., University of Georgia

Louise A. Rice Associate Director of Admissions and

Minority Recruitment Officer
B.S., Tuskegee Institute; M.A., Columbia University; Ph.D., University of Georgia

Silvia G. Richart Associate Professor of Chemistry

Sc.D., University of Havana

*Brenda D. Root Instructor of Sociology

B.S., Madison College; M.A., University of Illinois

A. Ray Rowland Librarian/Professor of Library Science

A.B., Mercer University; M.L., 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 Communications

B.A., 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 Uni-
versity

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

Adriance M. Seigler Director of Business Services

B.B.A., M.B.A., Augusta College

Anne Sheppard Counselor

A.B.J., M.Ed., University of Georgia

*On Leave

111

Karen G. Sheppo Assistant Professor of Education

B.S.Ed., Duquesne University; M.Ed., Georgia State University

M. Teresa Sherrouse Assistant Professor of Business Administration

B.A., Florida State University; M.B.A., Augusta College

Carlyle H. Shurtleff Assistant Librarian/Assistant Professor of Library Science

B.A., George Washington University; M.L.I.S., Brigham Young University

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 Associate 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

C. Bart Snead Admissions Counselor

B.A., Augusta College; M.A., University of Northern Iowa

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

Barbara B. Stewart Instructor of 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

112

Artemisia D. Thevaos Assistant Professor of Music

B.Mus., Wesleyan College; M.M., Indiana University

Ernestine H. Thompson Assistant Professor of Sociology

B.A., University of Kentucky; M.Ed., University of Georgia; M.S.W., University of Southern
Mississippi

Kathryn T. Thompson Assistant Director of Student Activities

B.A., M.S., Augusta College

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

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

113

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

Samuel M. Willis Professor of Business Administration

B.S.. Clemson University: M.S.. Georgia Instituteof Technology: Ph.D., University of Alabama

Gregory N, Witcher Registrar

B.A.. West Georgia College: M.A.. University of Georgia

Margaret J. Yonce Professor of English

A.B.. Newberry College: M.A.. University of Georgia: Ph.D.. University of South Carolina

114

Part-Time Faculty
1983-84

Judy Amerson Business Administration

B.S., University of Georgia; B.B.A., M.B.A., Augusta College

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

Kay K. Borkowski Music

B.M., Indiana University; M.A., Ohio State University

Joel Brehm Drama

B.A., University of Tulsa; graduate study, University of Houston

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

Richard Davis, Jr English

B.A., Augusta College; M.A., University of Georgia

Gayle S. Dyches Reading in Developmental Studies

B.S., University of Georgia; M.A., University of Alabama, Birmingham

Leonard O. Fletcher Education

B.A., J.D., Mercer University

Charles R. Fliflet Business Administration

B.A., Duke University; M.B.A., Howard University

Lydia A. Gilkey Spanish

B.A., M.A., Cornell University

Charles J. Hulsey Music

B.M., University of Georgia

Richard W. Jennings Mathematics in Developmental Studies

Business Administration
B.S., Georgia Institute of Technology; M.B.A., Augusta College

Emil J. Klingenfus Business Administration

B.A., University of Illinois; M.B.A., University of Arizona

Anabel Lansdell Education

A.B., Tift College; M.A., Teachers College, Columbia University

115

Joseph L. Laorenza Music

B.A., University of Lowell; M.M.A., University of South Carolina

William A. Lawless Mathematics

B.S., M.S., Louisiana State University

Thomas B. Looney English in Developmental Studies

B.A., M.A., M.Div., Vanderbilt University

Gerald L. Marshall Mathematics

B.S., North Carolina State University: Th.M.. M.Div., Luther Rice Seminary; M.S., Florida State
University; D.Min., Luther Rice Seminary

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

Lesley James Roberts Drama

B.A., B.S.. Paine College: M.F.A.. Yale University

Robert Sandarg English

B.A., M.A., Ph.D., University of North Carolina-Chapel Hill

Alice Scavullo Speech

B.A., LaGrange College; M.A., University of South Carolina

Richard B. Schuessler Mathematics

B.S., M.S., University of Missouri-Rolla; Ph.D., Clemson University

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

Lillie O. Tussey Mathematics

B.S., Georgia College; M.Ed., Ed.S., University of Georgia

Shafique Warsi Mathematics

B.S., A.M.U.. Aligarh, India; M.S., M.B.A.. Atlanta University

Robert Wilson Journalism

A.B.. M.A., University of Georgia

Jeanette S. Young Education

B.S., Mississippi College: M.A., University of Tennessee

Pamela Ziemer Business Administration

B.S., University of Georgia; M.B.A., Augusta College

116

Emeritus Faculty
1983-84

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

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.

Frank R. Tubbs Associate Professor Emeritus of Education

A.B., Maryville College; M.S.Ed., Ed.D., University of Tennessee

117

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, B.B.A.

Administrative Secretary Gayle K.

Davidson
Computer Operations Supervisor

Nicolette DeLoach

Programmer Analyst II ... Kelly Moody, B.S.
Programmer Analyst I . . . . Pamela Broderick

Programmer Analyst I Alana Widvey

Academic Computing Support

Specialist Guy Bass, Jr., B.S.

Computer Operator II Jay Coleman

Computer Operator I . . Sheila McGinn, B.A.
Computer Operator I Tom Rogers, B.S.

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 Faculty Research

Administrative Secretary

Katherine B. Presley

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 Nancy Bryant

Chemistry and Physics . . . Theresa Williams
Developmental Studies .... Lois Wright, B.S.
Languages and Literature .... Marie Storey
Languages and Literature . . Eve Richardson
Fine Arts Louise Aronow

Fine Arts Nancy Pruden

History, Political Science and Philosophy

Kaye 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

t he 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 Nancy Childers, B.B.A.

Center for the Study of Private Enterprise

Director F. William Monge, B.S., M.B.A.

Small Business Development Center

Director G. Ray Chestnut, Jr.

B.S. I.E.
Program Director .... Garrett W. Alton, B.A.
Administrative Secretary . . . Janelle L. Lane

Research Center

Coordinator Ralph H. Walker,

B.A., M.A., Ph.D.
Secretary Carolyn Vickers

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 Bright

Instructional Resources Coordinator
Cheryl Brodie, B.S.

Departmental Secretaries

School of Education Marcia Gerwig

Physical Education Ella Owens

Library

Librarian A. Ray Rowland, A.B., M.L.

Associate Librarian Marguerite F.

Fogleman, B.S., B.S./L.S., M.L.S.

118

Assistant Librarian Mary Ann Cashin

B.S., M.L.

Assistant Librarian Robert W. Duttweiler

B.S., M.L.S., M.P.A.

Assistant Librarian Elfriede H. McLean

B.A., M.L.

Assistant Librarian John J. O'Shea

B.A., M.L.

Assistant Librarian Carlyle H. Shurtleff

B.A., M.L.I.S.

Staff Assistant Oneida R. Gibson

Staff Assistant Betty Green

Senior Secretary Kathleen G. Bone

Library Assistant Shirley Baker

Library Assistant Ellen Burroughs

Library Assistant Angela Doxie

Library Assistant Lynn Foster

Library Assistant LaBelle Fry

Library Assistant Blanche Garrad

Library Assistant Cassandra Harris

Library Assistant . . . Johnnie Thomas Jones

Library Assistant Rita Lanford

Library Assistant Elise J. Little

Library Assistant Rachel Miller

Library Assistant Susan B. Pitts

Library Assistant Margaret Roberts

Library Assistant Maureen Sills

Library Assistant Arlene Touart

Library Assistant David Wardlaw

Media Services Center

Acting Director Lewis W. Mazanti

B.F.A., M.Ed.
Media Utilization Specialist

Gerald A. Hagerty

Secretary Terri Walker, B.A.

Continuing Education

Director Sharon B. Covitz

A.B., Ed.M., Ph.D.

Office Manager Maxine Allen

Secretary Shirley Lewis

Secretary Debra Silva

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 James D. Jennings

Building Services William C. Allen

Building Maintenance Baxter Vinson

Senior Secretary Carol C. Reeves

Secretary Marcia Barton

Procurement

Director Jack A. Hamilton

Clerk Linda Owens

Clerk III Barbara Johnson

Supply Manager Joe Spencer

Clerk Elizabeth M. Muns

Stores C'erk 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

Office Of The Dean of Students

Dean of Students J.W. Galloway,

B.A., M.Ed.

Associate Dean Roscoe Williams,

B.A., M.A.

119

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.

Associate Director of Admissions

and Minority Recruiter ... Louise A. Rice,

B.S., M.A., Ph.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

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 Secretary 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 Cindy Moore

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

Office of Development

Director Norman C. Schaffer,

B.S., M.S., Ph.D.

Administrative Secretary . .Jackie Van Dette

Alumni Affairs

Director Naomi H. Barnard

Administrative Secretary . . . Elaine Graham
Clerk Typist Susan Hammack

Publications

Director Dee E. Davis, B.A.

Publications Specialist Martha Anne

Tudor

Public Information

Director Marian W. Cheek, A.B.J.

Publications Specialist David Gardner,

B.A.

Fine Arts Activities

Director Harry M. Jacobs.

B.Mus.. M.Mus.
Manager and Technical Director

: Henry Thomas

WACG FM Radio

Operations Manager Alan Cooke, B.A.

Secretary Nancy Fominaya, B.A.

120

Index

Academic Honesty, 38
Academic Regulations, 35
Academic Standing, 38
Accounting,

Course Descriptions, 85
Accreditation and Affiliations, 11
Administrative and Staff Personnel, 118
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, 72
Athletic Association, 14
Athletics (Affiliations), 29
Attendance Policy, 37
Auditors, 36

Augusta College Foundation, 14
Awards, 29

B

Biology,

Course Offerings, 72
Board of Regents, Director of, 101
Business Administration, Master's Degree
Program, 45
Admission Criteria, 45
Admission to Candidacy, 49
Breadth Course Requirements, 46
Concentrations, 47
Administration, 47
Accounting, 48
Health Services, 47
Business Administration,
Course Offerings, 85

Calendar, 4

Callaway Chair of Philosophy, 15

Career Development, 31

Career Planning and Placement, 31

Center for the Creative Arts, 14

Center for the Study of Private Enterprise, 14

Chemistry,

Course Offerings, 72
Clarks Hill, 31

Class Attendance, 37
College Activity Center, 29
Comprehensive Examinations, 43
Computer Science,

Course Offerings, 72
Continuing Education, 13
Cooperative Degree Programs in

Vocational Education, 67
Master of Education, 68
Education Specialist, 68
Counseling, 30
Course Changes, 36
Course Descriptions, 71
Credit, Unit of, 35

CSRA Small Business Development Center, 14
Cullum Visiting Scholar Program, 15
Cullum Lecture Series, 15
Cultural and Entertainment Programs, 32

Directory, 101

Board of Regents, 101

Officers and Staff, Board of Regents, 101

Alumni Association, 102

Augusta College Foundation, Board of
Trustees, 102

Faculty, 103

Part-time Faculty, 115

Emeritus Faculty, 117

Administrative and Staff Personnel, 118
Discipline, 29

Economics,

Course Offerings, 87
Education Center, 13
Education, Master of, 51
Admission Criteria, 51
Admission to Candidacy, 52
Majors, 52
Administration and Supervision, 52
Elementary Education, 53
Health Services, 57
Reading Education, 54
Secondary Education, 56
Special Education, 54
Concentrations, 54
Mental Retardation, 54
Learning Disabilities, 55
Interrelated, 55
Certification in Behavior Disorders, 56
Endorsement in Gifted Education, 58
Endorsement in Supervision of Student
Teachers, 58

121

Special Education (continued)

Supplemental Certification. 58
Education, Specialist in. 63

Admission Criteria. 63

Admission to Candidacy. 65

Advisement. 64

Requirements for Degree Completion, 63

Required Hours, 65

Residence. 65

Time. 65
Elementary Education, Major in. 53
Endowed Professorships. 15
English.

Course Offerings. 73
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. 89
Financial Aid. 25

Grants. 25

Loan Funds. 25

Scholarships. 26

Work-Study Programs. 26
Foreign Student Admission. H

Requirements. 24

General Degree Requirements, 41
General Information. 9

Gerontology.

Course Offerings, 75
Grade Changes. 38
Grading System. 37
Graduation Requirements, 42, 43
Grievances. Student. 38

H

Handicapped Students,

Program Accessibility. 33
Health Services. 48

(See Master of Education Degree Programs)
Health Services. Concentration in. 48
Health Services Administration, 89

Course Offerings. 89
History of College. 12
History.

Course Offerings. 75
Honors and Awards. 29
Housing. 30

Institutions of the University
System of Georgia. 10

Insurance. 30

Learning Center, 13
Library. 12
Lyceum Series, 16

M

Majors. Requirements for. (see

individual areas of concentration)
Management

Course Offerings. 90
Marketing.

Course Offerings. 91
Master of Business Administration Degree
Program. 45
Admission Criteria. 45
Admission to Candidacy. 49
Concentrations, 47
Administration. 47
Accounting. 48

Health Services Administration. 48
Prerequisite Courses, 46
Master of Education Degree Program, 51
Admission Criteria. 51
Admission to Candidacy. 52
Concentration

Health Services. 57
Majors. 52
Administration and Supervision, 52
Elementary Education, 53
Reading Education, 54
Secondary Education. 56

122

Special Education, 54
Concentrations,
Mental Retardation, 54
Learning Disabilities, 55
Interrelated, 55
Certification in Behavior Disorders, 56
Endorsement in Gifted Education, 58
Endorsement in Supervision of Student

Teachers, 58
Supplemental Certification, 58
Master of Science Degree Program,
With a major in Psychology, 59
Admission Criteria, 59
Admission to Candidacy, 61
Requirements for Degree Completion, 59
Curriculum, 60

Master's Degree Requirements, 41
Mathematics,

Course Offerings, 76
Maxwell Chair of Business Administration, 15
Media Services Center, 13
Music,
Course Offerings, 78

N

Non-Degree Admissions, 19

Orientation, 29

Paralegal Certificate Program, 69
Philosophy,

Course Offerings, 78
Physics,

Course Offerings, 78
Political Science,

Course Offerings, 78
Psychology Clinic, 13
Psychology, Major in (also see

Master of Science), 59
Course Offerings, 81
Public Safety Services, 33
Purpose of Augusta College, 1 1

Reading Education, Major in, 54
Reese Library, 12
Requirements for Master's Degree
Completion, 42

Master of Business Administration, 45

Master of Education, 51

Master of Science, 59
Requirements for Ed.S. Degree Completion, 63
Research Center, 15

Residence Classification, 23

Employees (University System), 24

Foreign Students, 24

Military Personnel, 24

Senior Citizens, 24

Teachers (Public School), 24
Resource Center, 30

Testing, 30

Counseling, 30

Placement, 31

Cooperative Education, 31

Career Development, 31

School of Arts and Sciences,

Course Offerings, 72
School of Business Administration,

Course Offerings, 85
School of Education,

Course Offerings, 93
Science, Master of,

Summary of Requirements, 59
Secondary Education, Major in, 56
Service Centers, 14
Sociology,

Course Offerings, 83
Special Education, Major in, 54
Special Programs, 15
Specialist in Education Degree Program, 63

Admission Criteria, 63

Admission to Candidacy, 65

Advisement, 64

Requirements for Degree Completion, 63

Required Hours, 65

Residence, 65

Time, 65
Student Activities, 31
Student Load, 35
Student Personnel Services, 29
Student Publications, 32
Student Records, Office of, 35
Substitution of Courses, 36
Support and Services, 13

Teacher Education, 40

Admissions, 40

Area Teacher Education Service (ATES), 40

Requirements, 41
Testing, 30
Transfer Students

Admission, 18

Evaluation of Credit, 18
Transient Students,

Admission, 19

Requirements, 36
Tuition (See Expenses), 21

123

u

University System of Georgia, 9

Veterans' Affairs, 33
Veterans' Education Benefits, 24
Vocational Education, 67
Master of Education, 68
Education Specialist, 68

W

Withdrawal from Class, 37

124

NOTES

125

Jph

Map Legend

Administration Building 6

Baseball Storage 10

Basketball Dormitory 26

Bellevue Hall 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

Galloway Annex 22

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 B5

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.

> ^ >

c Vic

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Q o O
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