Academic    Catalog     Drury  University    Graduate  School     Academic Year 2005‐06

 Academic Catalog Drury University Graduate School Academic Year 2005‐06 2005-2006
G R A D U AT E C ATA L O G
W W W . D R U R Y. E D U / C G C S
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W
elcome to the College of Graduate and Continuing Studies.
We are glad you have chosen Drury University. Your success,
academically and professionally, is our highest interest. We are
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confident that you will find your Drury experience to be rewarding.
By combining a strong liberal arts education with solid professional
preparation, Drury’s academic programs provide students with a
well-rounded perspective and the opportunity to immediately make a
difference in today’s world. Drury’s increasingly strong ties within the
communities we serve and Drury’s excellent reputation enhance your
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employment situation once you have completed your degree.
We are here to serve. Thank you for giving us that opportunity.
Cordially,
Kenneth L. Johnson, D.B.A.
Dean of the College of Graduate
and Continuing Studies
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D
rury University is an institution of higher
education offering master’s, baccalaureate
and associate’s degrees. Programs focus on
preparing students for satisfying and successful
lives and careers. Drury is distinctive in its
attention to the comprehensive preparation
of graduates, who assume leading roles in their
professions and in their communities. Drury is
particularly noted for its attention to excellence
in teaching.
Drury University is comprised of the
College of Arts and Sciences and the College of
Graduate and Continuing Studies (CGCS). The
College of Graduate and Continuing Studies offers
master’s, baccalaureate and associate’s programs to
adult students who are continuing their education
in the evenings, through an online format, and
at various program locations throughout the state.
Master’s degree programs are offered in business,
education, communication and criminology/
criminal justice. The bachelor’s of science, the
bachelor’s of general studies and the associate’s
of science degrees offered by this college are particularly designed to meet the needs of part-time
students and those whose schedules do not permit
them to attend during the day in Springfield.
Additional information regarding undergraduate programs may be obtained
through the continuing studies and undergraduate catalogs.
Drury University reserves the right to modify
the terms of this catalog including calendar, fees,
tuition, etc., without prior notice.
ACADEMIC CALENDAR
For Mid-Missouri Region information, please call (573) 451-2400; fax (573) 451-2405
FALL
2005
August
19 Friday evening, Orientation MBA
24 Wednesday, Classes begin
Business Administration,
Communication,
Criminology/ Criminal Justice,
Education
September
5 Monday, Labor Day, no classes
October
13-14 Thursday and Friday
Fall break, no classes
November
23 Wednesday, Thanksgiving vacation begins
28 Monday, Classes resume
December
12-17 Monday–Saturday,
Finals week, Springfield
17 Saturday, Mid-Year Commencement
4
SPRING
2006
January
18 Wednesday, Classes begin
Business Administration,
Communication,
Criminology/ Criminal Justice,
Education
March
17 Friday, Spring break
begins 5:00 p.m.
27 Monday, Classes resume
April
14 Good Friday, no classes
May
8-13 Monday–Saturday,
Finals week, Springfield
14 Sunday, Spring Commencement
SUMMER
2006
June
5 Monday, Classes begin
Business Administration, Communication,
Criminology/Criminal Justice
5 Monday – August 11, Friday
M.Ed. Summer term, Springfield
See course schedule for begin and end
dates of specific M.Ed. courses
July
3 Monday – July 7, Friday
MBA no classes, Summer break
4 Tuesday, Independence Day observed,
no classes
7 Friday, Communication, Criminology/
Criminal Justice Summer term ends
August
4 Friday, MBA – Summer term ends
12 Saturday, Summer Commencement
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2005-2006 G R A D U AT E C ATA L O G
Published April 2005 by Drury University, 900 N. Benton Ave., Springfield, Missouri 65802
CONTENTS
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���������������������. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
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Graduate Programs
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�������������������������� . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
����� . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
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���������������� . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
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C ATA L O G S
This is the graduate catalog of the College of Graduate and Continuing Studies. Separate
catalogs are available for undergraduates in the College of Graduate and Continuing Studies and the
College of Arts and Sciences.
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Drury University reserves the right to modify the terms of this catalog including calendar, fees,
tuition, etc., without prior notice. The university reserves the right to make changes that seem
necessary or advisable, including course cancellations.
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Courses and policies listed in this catalog are subject to change. New courses, changes in existing coursework and new policies are
initiated by the appropriate institutional departments, committees or administrators. Policy revisions are normally implemented in
the next academic year following notification thereof. However, occasionally a policy must be changed and implemented in the same
academic year. A curriculum or policy change could be applied to matriculated students and for this reason this catalog should not
be construed as constituting a contract between the university and any person.
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To complete degrees, students are expected to meet requirements listed in the catalog that is in effect for the year of the student’s
admission or readmission to the university. Students also must meet any additional degree requirement of which they have been
officially advised.
Information contained in this publication is certified as correct in content and policy as of the date of publication in compliance
with the Veteran’s Administration Circular 20-76-84 and Public Law 94-502.
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O V E R V I E W
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a c c r e d i t a t i o n
A C C R E D I TAT I O N
Drury University is accredited by The Higher Learning Commission and a member of the
North Central Association, The Higher Learning Commission of the North Central Association
of Colleges and Schools, 30 North LaSalle Street, Suite 2400, Chicago, IL 60602-2504. Drury
is accredited at the master’s level. All programs offered are consistent with the university’s
mission and planning priorities.
All of the academic programs of the university are fully accredited. Specialized and
professionalized accreditations are held by a number of the programs of the university.
The Breech School of Business Administration, which offers baccalaureate degrees and master’s
in business administration ( MBA ), is accredited by the Association of Collegiate Business
Schools and Programs ( ACBSP ), 7007 College Boulevard, Suite 420 , Overland Park, KS 66211 ,
and is currently a precandidate for accreditation by the Association to Advance Collegiate
Schools of Business ( AACSB ), 777 South Harbour Island Boulevard, Suite 750 , Tampa, FL
33602 . The education department is accredited at the baccalaureate and master’s levels by the
National Council for the Accreditation of Teacher Education ( NCATE ), 2010 Massachusetts
Avenue NW , Washington, DC 20036-1023 .
Drury University is a member of the Council of Independent Colleges and the Associated
New American Colleges ( ANAC ). Drury alumnae are eligible for membership in the American
Association of University Women.
Drury University complies with all applicable laws relating to personal privacy, including the
Family Education Rights and Privacy Act (FERPA) of 1974. Annually, Drury University informs
students of their rights relating to FERPA (20 U.S.C. Sections 1232g; and implementing, 34 C.F.R.
Section 99.1 et sq). The act was designated to protect the privacy of education records and
to provide guidelines for the correction of inaccurate or misleading data through formal and
informal hearings.
Students have the right to file a complaint with the Family Educational Rights and Privacy Act
Office, Department of Education, 400 Maryland Avenue, S.W., Washington, D.C. 20202,
concerning this institution’s alleged failure to comply with FERPA.
The university has designated certain information contained in the education records
of its students as directory information for purposes of the Family Educational Rights and Privacy
Act (FERPA).
Drury University is an open and welcoming community from a rich variety of cultures,
races and socio-economic backgrounds. The mission and goals of the university dedicate the
institution to being a community that “affirms the quality and worth of all peoples” and
appreciates the “diversity of human culture, language, history and experience.”
It is Drury’s policy not to discriminate on the basis of disability, race, color, creed, gender,
age, sexual orientation, national or ethnic origin, or veteran status in the recruitment and
employment of staff and the operations of any of its programs and activities as required by
federal, state and local laws or regulations. Drury University is an Affirmative Action/Equal
Opportunity institution.
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N O N D I S C R I M I N AT I O N S TAT E M E N T
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FA M I LY E D U C AT I O N A L R I G H T S A N D P R I VA C Y A C T ( F E R PA )
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S E RV I C E S F O R S T U D E N T S W I T H D I S A B I L I T I E S
Drury University is committed to providing a hospitable environment to academically
qualified students with disabilities and to complying fully with Section 504 of the
Rehabilitation Act and the Americans with Disabilities Act. If you have a disability which
requires accommodation, please contact the Graduate Programs Office at (417) 873-6948.
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accreditatio n
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n o t i c e s
S TAT E M E N T O F C H U R C H R E L AT I O N S H I P
Drury University was founded by Congregationalists in 1873 and is in covenant as a church-related
university with the United Church of Christ and the Christian Church (Disciples of Christ). The
university is proud of the heritage and traditions that result from these associations.
As a church-related university, Drury has a chaplain, provides voluntary opportunities for
worship and is committed to the development of the whole person, including spiritual and
ethical development.
M I S S I O N S TAT E M E N T
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Drury is an independent university, church-related, grounded in the liberal arts tradition
and committed to personalized education in a community of scholars who value the arts of teaching
and learning.
P H I L O S O P H Y O F T H E G R A D U AT E P R O G R A M S
The commitment of the graduate programs at Drury University is to the highest quality of education
for the highest caliber of students through the best and most dedicated of faculty. The programs serve
a small number of students who continue on to receive doctorates, but primarily serve students as a
terminal degree.
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One of the goals of the program is to provide students with the ability, incentive, interests and
background to become lifelong learners. Drury graduate programs strive to help students develop the
skills and abilities to continue learning and adapting to the changing world. The method includes the
development of self-discipline through a highly rigorous academic program. It is expected that graduate
programs will be more demanding in time, effort and intellectual ability than undergraduate programs.
The programs have meaning because they demand the very best from the students.
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The graduate programs, like the undergraduate programs, have a strong commitment to liberal arts
education. It is the nature of Drury’s graduate programs that students are provided with the experience
and skills to move into careers. The awareness of actual job expectations in the preparation of students
to meet those expectations is a part of this philosophy. At the same time, the graduate programs
recognize the need for an understanding of the theoretical bases for the areas of study, and they
recognize the importance of research. Each student learns something about researching methods in his
or her discipline as part of the graduate education, and all students are expected to do some research as
part of their programs.
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Throughout all of the courses and assignments in the graduate programs, students are encouraged to
develop a breadth of perspective. The synthesis of information from other disciplines is an important
goal of the faculty in the graduate programs; students need to have experience with such synthesis
and to see models for doing this. All careers require value judgments and the faculty of Drury
University are committed to helping students explore questions and issues of ethics and values as
part of their education. In addition, it is recognized that the successful person in our changing world
must have the ability to think clearly and critically, to solve problems, and to communicate clearly.
The Drury graduate programs have general commitments to help develop those skills as part of the
student’s education.
P E R S O N A L I Z E D E D U C AT I O N
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The graduate programs, like the undergraduate programs, have a commitment to meeting the needs of
each student in the program. Faculty members work closely with students to help identify their needs
and career goals and to make the education serve those needs and goals. Drury University is committed
to providing a close relationship among faculty members and the student to allow each student to
achieve his or her greatest potential.
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O V E R V I E W
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i n t ro d u c t i o n
G R A D U AT E P R O G R A M S
Master in Business Administration
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Robert L. Wyatt, director
A graduate program leading to the degree master’s in business administration (M.B.A.) is
offered through the Breech School of Business Administration. The M.B.A. program has a broad
managerial application, plus opportunities for concentration in business strategy, accounting, or health
administration. Courses emphasize analytical thinking and managerial problem-solving. Extensive use is
made of the case method and business simulations. An undergraduate degree in business administration
is not required for admission to the program. Courses are offered in the evening. A brochure describing
the M.B.A. program may be obtained by contacting the Breech School of Business Administration
at (417) 873-7508. The Breech School M.B.A. program is nationally accredited by the Association of
Collegiate Business Schools and Programs (ACBSP).
Master of Arts in Communication
Ron Schie, director
The master’s program in integrated strategic communication requires 36 hours of credit, usually taken
in 12 courses, distributed as follows: 18 hours (6 courses) of required courses and 18 hours (6 courses)
of professional or liberal arts electives. An undergraduate degree in communication is not required for
admission to the program.
The graduate program will prepare students for a career as a communication specialist both in profit
and nonprofit environments. This program places modern, state-of-the-art communication technologies
firmly within a context of liberal arts studies and is designed to integrate the theoretical with the
practical, within the ethical context required to participate in a free and global culture.
Master of Arts in Criminology / Master of Science in Criminal Justice
Jana Bufkin, director
The master’s programs in criminology/criminal justice consist of 42 (M.A.) to 48 (M.S.) semester
hours of courses for students who have had no prior background in criminology/criminal justice in their
undergraduate work. For the student who has an adequate background of course work in specified areas,
the master’s program consists of a core of 30 (M.A.) or 36 (M.S.) hours of graduate study that may be
completed in two calendar years.
The program is carefully integrated with the undergraduate program and grows out of the institutional
commitment to the liberal arts. It is intended to provide sound preparation for careers while at the same
time provide the breadth of perspective and flexibility that characterize the liberal arts graduate. The
program and the faculty are seen as a significant enrichment to the undergraduate program, and the
graduate and undergraduate programs are intended to be mutually supportive.
Drury University offers the M.S. in Criminal Justice program both on campus and at the
Fort Leonard Wood location.
Master in Education
Daniel R. Beach, director
Drury University offers a graduate program for teachers leading to the master’s in education degree
(M.Ed.). The graduate program is based on a belief that the teacher needs, for further development,
both professional courses and nonprofessional courses in the three fields of science, social science and
humanities. The maximum credit for the summer session is 12 hours. Courses are scheduled in the
evenings and weekends during the regular academic year.
A brochure describing the graduate program for teachers will be sent on request. Programs in
elementary, middle school and secondary education are offered. Also offered are elementary
and secondary education programs with specialization in instructional mathematics K-8,
teaching the gifted, instructional technology and a program for professionals in the military
and human services area. Drury University offers the M.Ed. program both on campus and at the Fort
Leonard Wood/St. Robert location.
Additional information about the graduate programs can be obtained by contacting the graduate
programs office at (417) 873-6948.
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admission
ADMISSION
Admission Procedures
The personnel in the Graduate Programs Office are available to assist you with information
regarding graduate programs at Drury. The application for admission to each graduate
program offered at Drury University may be filled out online at www.drury.edu/cgcs or
copies may be obtained by contacting the Graduate Programs Office.
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Graduate Programs Office
Kay Lowder, Graduate Programs Office Coordinator
900 North Benton Ave., Bay 147
Springfield, MO 65802
(417) 873-6948
(417) 873-6681 fax
[email protected]
No person is excluded from admission to Drury University or otherwise treated differently
on the basis of any disability, race, color, creed, gender, age, sexual orientation, national or
ethnic origin, veteran status, or any legally protected factor which Drury can reasonably
accommodate without undue hardship and which does not create a direct threat to the
person or other persons.
ADMISSION
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Only individuals who hold a baccalaureate or
equivalent degree from an accredited four-year
college or university are considered for acceptance
into the program. For more information
regarding admission, please refer to the specific
program into which you are seeking admission.
INTERNATIONAL STUDENT ADMISSION
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International applicants will be required to
submit an application for admission to include
an evaluation of all post-secondary
education transcripts documented by a
recognized international credential evaluator,
such as World Education Services, Inc. (WES).
Evaluation must be submitted in terms of
U.S. semester credits, grade equivalents,
grade point average and authentication
of documents. Drury reserves the right to
interpret the evaluation report to be consistent
with institutional transfer policy guidelines.
Admission to a graduate program cannot be
completed without the credential evaluation.
Only individuals who hold a bachelor’s
degree from a recognized four-year college
or university are considered for acceptance into
a graduate program. Students applying for an
I-20 to attend Drury University as
an F-1 student also must submit financial
documents showing ability to live at and
attend Drury University.
Applicants must provide a satisfactory score
on the Test of English as a Foreign
Language (TOEFL); a minimum score of
550 on the paper-based test or 213 on the
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computer-based test, and complete the formal
application procedures. There is a mandatory
health and accident insurance policy at the cost
of approximately $330 per semester, as well as
an optional international student orientation,
which costs $100.
Upon admission, international students
(F-1, F-2, J-2) are required to submit 50% of
the tuition and 100% of the student fee, health
center fee, and the cost of insurance for the
first semester of attendance before students can
register for classes, or an I-20
can be issued. Students are required to pay
their tuition in full no later than the first
day of the semester, otherwise, they must
arrange for a deferred payment plan with the
Business Office.
All degree-seeking international students
attending Drury University who have not paid
at least 50% of tuition and 100% of
the student fee, health center fee and
insurance by the second week of classes
will be removed from the class rosters and not
allowed to attend classes. Maintenance
of immigration status is the responsibility of
the individual.
NON-DEGREE SEEKING STUDENTS
Students who wish to take graduate level courses
for personal or professional development, and already have or do not wish to
pursue a master’s degree, may do so by
seeking admission as a non-degree seeking
student. Completion of a bachelor’s degree
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a d m i s s i o n
is necessary in order to take graduate level
classes. Non-degree seeking students must
complete the application, submit the application
fee and request that official copies of transcripts
showing completion of the bachelor’s degree be
sent to Drury University.
Non-degree seeking students are advised that
they are not eligible for financial aid through
Drury University, and that taking graduate level
coursework as a non-degree seeking student
at Drury University in no way guarantees
admission. Non-degree seeking students
who desire to pursue a degree must meet all
admission requirements as set forth in this
catalog. No special consideration will be given
in the admission process to those who have taken
courses in a non-degree seeking status.
AUDITING A COURSE
A graduate student may audit a course by
enrolling on an audit basis at registration.
Current students and graduates of the master’s
degree programs may audit no more than two
courses per semester or summer term. An
individual not currently enrolled in a Drury
graduate program must apply for admission
as a non-degree seeking student to register
as an auditor. The regular tuition fee charges
apply in the case of auditors. Regular class
attendance is expected. Auditors should consult
with the instructor regarding restrictions and
expectations. Registration as an auditor must
be approved by the instructor and appropriate
graduate program director. A student may not
change from credit status to audit status after the
sixth meeting of the class. Change from credit
status to audit status must be approved by the
instructor and the graduate program director.
C A N C E L L AT I O N O F C O U R S E
The university reserves the right to cancel
any course having an enrollment that falls
below the minimum enrollment established
by the dean of the College of Graduate
and Continuing Studies and the graduate
program director.
ADD POLICY
For a student to enroll in a class that has
already begun, permission must be granted
from the instructor. Online graduate courses
may not be added after the start of the
semester.
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A C A D E M I C A F FA I R S
Grading System
The grading symbols used in the graduate programs are A, A-, B+, B, B-, C+, C, S, U, I, and F. There are
no grades awarded below C except for the failing grade of F.
A grade of A indicates excellent academic performance. A grade of B indicates the quality and
standard of academic work expected of graduate students. A grade of C indicates barely acceptable
achievement and may be counted toward the graduate degree only when offset by sufficient grade points
on other courses. A grade of F indicates an unacceptable level of performance.
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A grade of S (Satisfactory) indicates the attainment of a B level or better. A grade of F or U indicates
an unacceptable level of performance.
The following grade point system is used to determine one hour’s credit in computing
academic standing: each hour of A counts as 4.0; A- counts as 3.7; B+ counts as 3.3, B counts as 3.00;
B- counts as 2.7, C+ counts as 2.3; C counts as 2.0; F counts as 0.
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An I grade is given for incomplete work only if illness or other unavoidable causes prevent the
student from completing the course. The student is responsible for contacting the instructor
and determining what must be done to remove the I grade. Coursework must be completed and the
I grade replaced with a letter grade within six weeks after the beginning of the semester
immediately following the semester in which the I was received. The instructor granting the
incomplete, or the graduate program director in the instructor’s absence, is required to report to the
registrar a grade for the permanent record at the end of that period. An I not removed within the
time period allowed will automatically be changed to an F grade. A specified extension of time for
removal of the incomplete grade may be granted by the graduate program director. Until the grade
has been formally recorded, the course will not be considered as hours attempted and thus will not
be a part of the cumulative grade point average.
GRADE APPEALS PROCESS
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Students should be protected from prejudice
and capriciousness in the awarding of grades.
They are entitled to a reasonable explanation
of their performance in relation to the
standards of the course. They are also entitled
to (1) a review of their grade by a responsible
group of faculty in such cases where the
student can establish a reasonable doubt
that the grade was awarded fairly and (2) an
adjustment of the grade where prejudice
or capriciousness is established. A student
may appeal a final course grade by the
following steps:
1. If a student has a question concerning the
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final grade, she or he should discuss the
matter with the faculty member within the
first three weeks of the following semester.
If the faculty member who awarded the grade
is not on campus during the regular term,
the student should contact the graduate
program director. When the faculty member
who awarded the grade is not available,
the graduate program director or someone
designated by the director would, in normal
circumstances, be responsible
for reaffirming or adjusting the grade. The
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original faculty member would be consulted
whenever possible. If no agreement is reached
between the student and the faculty member,
the student must file an appeal letter with
the dean of the College of Graduate and
Continuing Studies by the end of the
fourth week.
2. The graduate program director concerned
then mediates negotiations between the
faculty member and the student (normally
for 2 weeks, or the fifth and sixth weeks of
the term). If the program director is the
faculty member concerned, the dean of the
College of Graduate and Continuing Studies
will appoint a mediator.
3. If mediated negotiations are unsuccessful, the
student may file a formal written
petition with the Graduate Grade Appeal
Committee (consisting of one faculty
member from each graduate program and
one graduate student) before the end of
the eighth week of the semester stating the
reasons why he or she feels the grade was
awarded in a prejudicial or capricious manner
and presenting evidence to support the case.
The petitioning student will be responsible
for presenting any papers, tests, or exams
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that were returned to him or her. The
faculty member will be responsible for
making available any papers bearing on the
case that were not returned to the student.
The Graduate Grade Appeals Committee
receives the petition and, based on their
experience as educators and their evaluation
of the fairness of the grade, decides by
simple majority vote whether to hear the
case or not. If they choose not to hear
the case, the committee has completed its
review of the appeal. If the Graduate Grade
Appeals Committee decides to hear the case,
the student and the faculty member will
present any evidence or other information
that is required by the Graduate Grade
Appeals Committee. In those cases where
a member of the committee is involved as
the faculty member who awarded the grade,
that member shall resign from the case and
the Faculty Affairs Committee, serving as
a nominating committee, shall appoint
another faculty member to serve on the
Graduate Grade Appeals Committee
to hear the case. The committee may also
call for whatever other information members
deem significant to their decision including
testimony from the mediating faculty
member from step two above. The mediating
faculty member also will be heard if he or
she so desires.
The Graduate Grade Appeals Committee
will then decide if prejudice or capriciousness was involved in determining the
final grade. A two-thirds majority vote
is required to establish prejudice or
capriciousness, in which case the grade will
be changed. In the absence of a two-thirds
majority vote, the case is closed.
4. The new grade will be determined by
the graduate program director in
consultation with the Graduate Grade
Appeals Committee. If the graduate director
is the faculty member who awarded the
grade, the same person who functioned
as mediator will determine the new grade
in consultation with the Graduate Grade
Appeals Committee.
5. All decisions of the committee on such
petitions will be subject to automatic review
by the dean of the College of Graduate and
Continuing Studies and thereafter move into
the normal channels of the university.
a f f a i r s
O V E R V I E W
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a c a d e m i c
A C A D E M I C P R O B AT I O N
Drury students are expected to maintain the
highest level of scholarship of which they are
capable. Notification of probationary status
serves as a warning that students are not making
satisfactory progress toward the degree and that
unless the quality of work improves they will be
subject to dismissal from the program. Students
with cumulative grade point averages below 3.00
are automatically placed on academic probation.
T I M E L I M I TAT I O N S
All program requirements must be completed
no later than seven calendar years (including
transfer work) after the student has begun
graduate-level work.
TRANSFER CREDIT
A maximum of nine semester hours of A or B
graduate work from an accredited college or
university may be accepted for credit toward
the degree. Correspondence work is not
accepted. An official transcript of all transfer
work completed must be presented to the
appropriate graduate program director. The
transcript will be evaluated at the time of
admission to graduate study. MBA transfer
credit is accepted only from business schools
that are nationally and professionally accredited
by a recognized accrediting body or with whom
Drury has an articulation agreement.
Any work undertaken at another college
or university after admission to the Drury
graduate program must be approved in
advance by the appropriate graduate
program director.
NORMAL COURSE LOAD
Graduate study is an intensive undertaking
that involves the need to balance work, study
and personal obligations. In scheduling classes
each term, consideration should be given to the
challenge of the total academic load.
ONLINE COURSES
Drury University offers a variety of courses in a
Web-based format for graduate students. Online
courses are designed for students to complete
assignments on a schedule established by the
instructor. The virtual classrooms are ongoing
with students expected to actively engage in
online discussions on a regular basis.
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Online classes require students to possess
Internet proficiency and have access to the
necessary computer hardware and software to
participate in the class.
Online students should have:
• the self-discipline to learn without faceto-face interaction with the instructor
and classmates,
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• an interest in developing “virtual” partnerships with faculty members and classmates at a
distance,
• willingness to dedicate the same amount of
time and effort to an online course that would
be given to an on site course and
• the necessary time management skills
that enable them to balance online coursework
with professional and personal responsibilities.
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Textbooks for online courses can be ordered
online from the Drury bookstore by visiting the
online website at www.drury.edu\cgcs\online.
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For further information, please contact the
Graduate Programs Office through e-mail at
[email protected] or by phone at (417) 873-6948.
You also may visit the office Monday through
Friday between 8 a.m. and 5 p.m.
C R E D I T T O WA R D A
SECOND MASTER’S DEGREE
A student who has completed one master’s degree
at Drury University or elsewhere may, upon recommendation of the advisor and approval by the
graduate program director, present a maximum
of nine hours of credit earned in the previous
program toward a second master’s degree.
DUAL MASTER’S DEGREES
A student may pursue and complete two master’s
degrees simultaneously at Drury University by:
• satisfying the requirements of both master’s
degrees in the chosen programs (a different
emphasis area does not constitute a separate
program); and
• completing degree requirements, including thesis or projects, if required, for both programs.
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F I N A N C I A L A F FA I R S
Tuition and Fees
Students pay tuition each semester in accordance with the number of credit hours in which they are
enrolled. Deferred payment plans are available through the Drury University financial services office.
The university reserves the right to change tuition or fees without prior notice.
Fees
F I N A N C I A L
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Application Fee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $25
Orientation Session (M.B.A. students only) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $250
Optional Orientation Fee (International students only) . . . . . . . . . . . . . . . . . . . . . . . . . $100
Graduation Fee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $65
Mandatory Health & Accident Insurance Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $330
for International Students (approx. cost per semester)
Tuition
The following rates are in effect for the 2005-2006 academic year:
Per Credit Hour
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M.B.A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $395*
M.Ed. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $242
M.A. Criminology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $324
M.S. Criminal Justice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $324
M.A. Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $324
Terrorism: Issues & Analysis Certificate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $333
Online Health Management courses will be charged at the current School of Health Management rates.
*
DROPPING A COURSE
Non-attendance does not constitute a “drop”
from a class. Any changes in course selections
must be made by filling out a “drop/add” form.
Online classes must be dropped by filling out
and submitting the online drop form found at
www.drury.edu/cgcs/online.
D R U RY U N I V E R S I T Y R E F U N D P O L I C Y
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REFUNDS/DAY OF
SEMESTER OR TERM
Prior to first day
During first 5 days
During second 5 days
During third 5 days
FALL/
FULL
4 WEEKS
SPRING SUMMER SUMMER OTHER
100%
100%
100%
50%
100%
100%
50%
0%
100%
100%
0%
0%
100%
0%
0%
0%
Drop dates for weekend and special term
classes may be obtained by contacting the Graduate Programs Office.
RETURN OF FEDERAL FUNDS POLICY
Based on the Reauthorization of the Higher
Education Act enacted October 1998:
The financial aid office recalculates federal*
financial aid eligibility for students who withdraw, drop out, are dismissed, or take a leave of
absence (and do not return) prior to completing
60 percent of a semester.
Recalculation is based on the percent of earned
aid using the following formula:
Percent earned =
Number of days completed up to
the withdrawal date /
total days in the semester.
Federal financial aid is returned to the federal
government based on the percent of unearned aid
using the following formula:
Aid to be returned = (100% minus percent earned)
x the amount of aid disbursed
toward institutional charges.
When aid is returned, the student may owe an
outstanding balance to the university.
The student should contact the financial services
office to make arrangements to pay the balance.
Federal financial aid includes the Federal Pell
Grant, SEOG Grant, Perkins Loan, Stafford
Student Loan, and Parent PLUS Loan.
*
D E F E R R E D P AY M E N T
All tuition and fees are due and payable the first
day of classes. Financial deferments may be made,
but in no case will the deferment extend beyond
60 days after the first day of classes. The deferred
payment fee is $20.
When withdrawing or dropping graduate
courses, the student should officially notify the
graduate programs office.
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financial
af f a i r s
FINANCIAL AID
Students must be fully admitted to a program
before they can receive financial aid.
Loan funds: The Federal Family Education
Loan Program (FFELP) is available for qualified
graduate students. Information regarding these
loans may be obtained by contacting the office of
financial aid at (417) 873-7309.
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Veterans: Students eligible under the G.I. Bill
can receive benefits for graduate study. The office
of the Veterans Administration counselor is on
campus in Bay Hall, Room 115, and can be
reached at (417) 873-7331. Contact that office
with questions pertaining to your eligibility.
D E F I N I T I O N O F G R A D U AT E C O U R S E L O A D
R E L AT E D T O F I N A N C I A L A I D E L I G I B I L I T Y
Students must be enrolled at least half-time to be
eligible for the Federal Family Education Loan
Program.
Fall and Spring
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Full-time . . . . . . . . . . . . 6 or more hours
Half-time . . . . . . . . . . . . . . . . 3 - 5 hours
Summer
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Full-time . . . . . . . . . . . . 6 or more hours
Half-time . . . . . . . . . . . . . . . . 3 - 5 hours
18
NOTE TO STUDENTS ELIGIBLE TO
R E C E I V E VA E D U C A T I O N B E N E F I T S
I N F O R M AT I O N A B O U T P U B L I C L AW 9 4 - 5 0 2
Punitive (Failing) Grade: A grade assigned for
pursuit of a course that indicated unacceptable course work and no credit granted toward
graduation for that pursuit. Although this type of
grade results in no credit, it is distinguished from
a nonpunitive grade by the fact that it is considered
in determining overall progress toward graduation,
in that penalty is exacted on school graduation
requirements, such as grade point average (GPA).
Drop-Add Period: If an eligible veteran or
person withdraws from a course after the dropadd period, receives a nonpunitive grade for that
course, and mitigating circumstances are not
found, benefits for that course will be terminated
effective the first date of enrollment.
Repeating a Course: Veterans may repeat a
course that has been failed providing the course is
required for graduation. Veterans may not repeat
courses to raise their GPAs. A course also may be
repeated if it becomes necessary to raise the GPA
in order to meet minimum requirements of the
department. Exceptions to this should be referred
to the VA representative.
s e r v i c e s
S E R V I C E S
S T U D E N T S E RV I C E S
Graduate Assistant
Students interested in a graduate assistantship should visit [email protected], located on
the Drury home page at www.drury.edu. Graduate assistant positions are listed under Staff
Openings. Students also may contact the Human Resources office in Burnham, Room 107,
(417) 873-7434.
S T U D E N T
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s t u d e n t
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ADVISORS
Individualized academic advising is available for each graduate student at Drury University.
Advisors are assigned upon acceptance into the graduate program. Graduate students also may access
their academic progress through e-registrar.
BOOKSTORE
LIBRARY
The university bookstore, located in the
lower level of the Findlay Student Center, offers
students a broad range of supplies and services.
In addition to new and used textbooks, the
store stocks classroom supplies, art and architecture supplies, sportswear, sundries, insignia
giftware, greeting cards, magazines, study aids
and more.
Graduate students with photo or validated
Drury ID cards are welcome to use all the
facilities at Olin Library on campus.
Bookstore services include convenient check
cashing, special book ordering at no charge,
postage stamps and buy-back of used textbooks
at the end of each semester.
Books for online classes may be purchased
online through the university bookstore. Visit
the website at www.drury.edu\cgcs\online for
more information.
The F.W. Olin Library contains the information essential to the pursuit of knowledge by
the Drury community. It provides timely access
to the informational resources that support the
academic and administrative needs of
the university. The library seeks to create
an infrastructure for effective information
delivery, to fully utilize available technologies, and to teach skills that enhance academic
success and lifelong learning. Through its
collections, information access services, and an
environment conducive to learning, the library
enriches the life of the Drury community and
advances the university’s educational mission.
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student
ser v i c e s
OFF-CAMPUS LIBRARY SERVICES (OCLS)
This service works to provide seamless access
for off-campus faculty and students to the
resources and services of the Olin Library.
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The goal of the F.W. Olin Library is to
provide Drury satellite branch and online
students and faculty with the same level
of library access and service provided
to on campus students and faculty. It is
recommended that all students and faculty use
the Olin Library home page website at
http://library.drury.edu as the gateway to
library information resources and services.
DRURY COMPUTER ACCOUNT
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Your Drury computer account gives you access
to several useful resources, including Drury
e-mail (Webmail), dial-up services for those
who live within the Springfield local calling
area, and library resources such as Ebsco Host.
Your computer account also allows you to log
on to and use computers in the labs on campus.
Computer labs in Springfield Hall are open at
all times.
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You may obtain your free Drury computer
account by submitting your request online
at http://support.drury.edu/studentform.html
or by visiting the Computer Services Department on campus located in Springfield Hall,
Room 222. The Computer Services Department is open 8 a.m. to 5 p.m. Monday
through Friday.
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Once you have a computer account, you
may access your Webmail via the Internet at
http://webmail.drury.edu or by clicking the
Webmail link at the top of Drury’s home page
(www.drury.edu).
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�
Need help? The Computer Services Help
Desk is available 24/7 to assist you with
computer-related issues. You may contact the
Help Desk at (417) 873-7300 or (800) 914-7953.
You may also e-mail [email protected] (please
include your name, contact information, and
Drury ID number).
PA R K I N G
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Parking is available on the Springfield campus.
All students, faculty and staff who choose to park
on campus must register their vehicles with the
security office.
Permits are issued at the security office in the
Findlay Student Center, Room 101, between 8
a.m. and 5 p.m., Monday through Friday (except
holidays). Parking permits may be obtained in the
security dispatch office (located on the 2nd floor
20
of Springfield Hall) 5 p.m. to 8 a.m., Monday
through Friday and on weekends.
G E N E R A L PA R K I N G R E G U L AT I O N S
Parking regulations are necessary for the safety
and convenience of the campus
community.
1 . All vehicles parked on campus, except
visitors, must be registered and permits
must be displayed on the rear view mirror
with the permit number facing the
windshield.
2 . No parking in handicap zones without a
Handicap Permit.
3 . No parking in crosswalks, fire lanes,
loading zones, on grass, sidewalks or in
posted areas.
4 . Non-residential permit holders may park in
Lots 1, 2, 3, 4, 5, 6, 7, 8, 9, and 10. Drury
photo ID cards are required for students to
access the gated parking, in Benton Avenue
Lot 6 and HPER Lot 4.
5 . Visitors to campus should park on Drury
Lane or Burnham Circle and check in
with the Security Office (Findlay Student
Center). Time limits do not apply to
visitors with a valid visitor’s permit.
6 . Burnham Circle and Drury Lane are
limited to 30-minute parking Monday
through Friday, 8 a.m. to 5 p.m. (Parking is
open 5 p.m. to 8 a.m. and on weekends and
holidays with a valid permit.)
7 . Areas closed by Security and designated as
such by cones or other types of barriers are
to be considered no parking zones. Motorists are to follow the direction of
security officers when they are present and
controlling traffic.
For additional information, or to obtain a
map of the campus, please call the Security
Office at (417) 873-7400.
CAREER CENTER
The Career Center seeks to aid graduate
students in securing positions in business,
industry and government. The Career Center
offers vocational counseling and assistance in
securing summer and/or part-time employment during the school year. Graduates of the
university desiring promotion or change in
location are invited to use the facilities of the
Career Center. The Career Center is located in
Room 114 of Findlay Student Center and may
be contacted at (417) 873-7284.
Academic dishonesty undermines the
values of Drury University as well as the
educational endeavor. Dishonesty and theft of
any kind are not to be tolerated, but the act of
cheating in academic work is detrimental to
the educational process and ultimately cheats
both the student involved and the entire
community of scholars.
The authority and responsibility of making
decisions regarding academic dishonesty
and its penalties fall to the faculty member in
the course involved, the graduate director, the
dean of the College of Graduate and
Continuing Studies, the academic standing
committee and the president of the university.
The initial judgment regarding both guilt
and penalty will be made by the faculty
member in the course. That judgment should
be clearly communicated to the student.
Faculty members shall notify the department
head and the office of the dean of the College
of Graduate and Continuing Studies of
instances of academic dishonesty.
A student who thinks she or he has been
unfairly treated by the faculty member in
question of academic dishonesty may appeal
that judgment through the appeal process
by contacting the dean of the College of
Graduate and Continuing Studies.
The faculty member is encouraged to
keep in mind the seriousness of academic
dishonesty and its relationship to the entire
academic community and its intentions.
The faculty member will make the initial
judgment regarding the appropriate penalty
for academic dishonesty within the following
guidelines: requiring that the assignments
in which the offense occurred be redone,
failure on the assignment in which the
offense occurred, lowering of a course grade,
failure in the course or such other actions as
the faculty member deems appropriate to a
particular case.
S E R V I C E S
The policy on academic dishonesty is to
be applied to occasions when cheating,
plagiarism, theft of examinations, giving or
receiving illicit aid on academic assignments,
and any other instances of academic
dishonesty occur. The policy and procedure
regarding academic dishonesty is followed
in addition to the usual student disciplinary
procedures.
All instances of academic dishonesty shall
be reported to the dean of the College of
Graduate and Continuing Studies. Faculty
members should have and retain evidence to
support their charges of academic dishonesty
and be prepared to present that evidence
should a review or an appeal occur.
S T U D E N T
ACADEMIC HONESTY AND INTEGRITY
s e r v i c e s
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student
ser v i c e s
REVIEW
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An offense(s) as documented by the faculty
member(s) in question and as reported to the
dean of the College of Graduate and Continuing
Studies may be considered grounds for dismissal
from the university. The dean of the College
of Graduate and Continuing Studies may
request the academic standing committee to
convene to review the evidence and make a
recommendation regarding dismissal. The dean
will make the final decision regarding dismissal;
that decision may be appealed to the president
of the university.
APPEALS
Due process and the rights of students will be
observed throughout this procedure. Records of
academic dishonesty as reported by the faculty
will be kept in the dean’s office. These records will
be destroyed upon the graduation of the student.
C R I M E S TAT I S T I C S
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Drury University complies with the Jeanne
Clery Disclosure of Campus Security Policy
and Campus Crime Statistics Act. Any
questions related to the implementation or the
compliance of this public law (34 CFR Part
668) should be directed to the vice
president for administration in Burnham Hall.
The vice president for administration has been
designated by the university to coordinate the
institution’s efforts to comply with the regulations effecting the implementation
of this act. The report will be published and
made available by the start of the fall semester
each academic year. For information regarding
this report, please visit www.drury.edu/services/
security/security.cfm or contact the Security
Office at (417) 873-7400.
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VIOLENCE IN
H I G H E R E D U C AT I O N P O L I C Y
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Drury University is concerned for the safety of
its students, faculty members, and other citizens.
In order to ensure that the environment at
Drury avoids violence and to protect students,
faculty, and other citizens of our learning
community, the following Violence in Higher
Education policy applies to all students, faculty,
staff, visitors and others who are on the Drury
campus or whose communications or actions
affect Drury or its students, faculty, staff, visitors
and other citizens with any connection to Drury.
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• Threats or implied threats of physical
violence, physical intimidation in any form,
and violent behavior by or at the direction
of a person are strictly prohibited.
• Possession of any type of weapon on
university property, including parking lots
and green space, is strictly prohibited unless
the individual has university approval
through association with a public law
enforcement agency, or has registered the
weapon with the director of security, and
has written permission from a vice president
or the president. In the case of firearms, the
policy applies whether or not the weapon is
loaded and whether or not it is capable of
being fired.
• Any person who feels that he or she or
another person has been threatened in
any way on Drury property, at any Drury
activity, or by any person related to Drury
in any way must immediately report the
threat to the director of security or
another member of the administration.
Drury will investigate the threat and
take appropriate action. Students, faculty
and other Drury citizens are required to
cooperate fully with any investigation by or
at the request of Drury.
• Former employees who left involuntarily or
students who have been dismissed from the
university or denied admission for
reasons other than academic performance
are prohibited from Drury property and will
constitute as trespassers, unless they
are participating in a public university
program and have not been requested
to depart.
Any violation of this policy will be dealt
with through disciplinary action, up to and
including separation from the university.
COMPLAINT POLICY
It is the philosophy of Drury University to be
responsive to student concerns. If students feel
that they have been treated in an inappropriate
or unfair manner, they should file a formal
written complaint with the appropriate
officer of the university. Those officers are
the president, the vice president for academic
affairs, the vice president for student affairs
and the vice president for administration.
When in doubt regarding the appropriate
officer for a particular complaint, the student
is encouraged to contact any of the officers
mentioned above.
Drury University is committed to excellence
in education and believes that excellence
may only be reached in an environment free
of sexual harassment. Sexual harassment
threatens the careers of students, faculty
and staff and undermines the mission of the
university. Drury affirms that sexual harassment
is unacceptable and will not be condoned;
and its intent to provide an environment for
students and employees which is free from
sexual harassment.
It is the policy of Drury University that
a member of the faculty shall not engage in
amorous or sexual relations with, or make
amorous or sexual overtures to, any student
over whom he or she holds a position of
authority with regard to academic or
administrative judgments and decisions.
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Definition
Sexual harassment is the use of personal
authority or power to coerce or influence
another person into unwanted sexual relations
or to create a sexually intimidating,
hostile or offensive academic or work
environment.
Sexual harassment is defined as unwelcome
sexual advances or comments, requests for
sexual favors and other verbal or physical
conduct of a sexual nature. These actions
constitute sexual harassment when:
(a) such conduct has the purpose or effect of
unreasonably interfering with an individual’s
academic or work performance, or creating an
intimidating, hostile, or offensive academic
or work environment, (b) submission to such
conduct is made either explicitly or implicitly
a term or condition of an individual’s academic
or employment retention or advancement or
(c) submission to or rejection of such conduct
by an individual is used as the basis for
academic or employment decisions affecting
the individual.
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Sanctions
Violators of this policy will be subject to
sanction ranging from letters of reprimand
to dismissal, according to the severity of
the offense.
Implementation
In support of this policy, the university shall
conduct periodic orientation and educational programs for faculty, students and staff on
the nature of sexual harassment in order to ensure
an academic and work environment free of sexual
harassment.
Procedure for Handling
Sexual Harassment Complaints
A member of the Drury University community
who feels she/he has been sexually harassed
should advise one of the following individuals:
the dean of the college, the dean of the
College of Graduate and Continuing Studies,
the human resources officer or the chaplain.
The individual contacted will in turn see that
the appropriate officer of the university is aware
of the complaint and that an investigation of
the complaint is made. The appropriate officer
for a complaint against a faculty member is
the dean of the college or dean of the College
of Graduate and Continuing Studies; for
complaint against a staff member, the human
resources officer; for a complaint against a
student, the dean of the College of Graduate
and Continuing Studies.
S E R V I C E S
S E X U A L H A R A S S M E N T P O L I C Y S TAT E M E N T
AND COMPLAINT PROCEDURE
s e r v i c e s
The investigation of the complaint will be
conducted by one or a combination of the
above listed officers and should adhere to the
following guidelines:
S T U D E N T
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s t u d e n t
1. The investigation shall be conducted
by the appropriate officer(s) as soon
as possible after the complaint has
been received.
2. The investigation should be done as
discreetly as possible with the identity of
the parties involved and the information
collected treated as highly confidential.
3. The individual making the complaint in
good faith shall have no fear of reprisal.
4. At the time a formal investigation is
undertaken, the individual shall make the
complaint in writing.
5. The results of the investigation will be
reported in writing to the parties involved.
If the investigation proves the complaint
valid, appropriate counseling will be provided
and/or disciplinary action may be taken. If
disciplinary action is deemed appropriate,
it will be determined by the president in
consultation with the investigating officer(s).
Sexual harassment is a serious matter which
may lead to dismissal of the student or
employee. It is grounds for termination of
tenured faculty.
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student
ser v i c e s
If the disciplinary action involves a faculty
member who feels she/he has been misjudged,
she/he has recourse to the Grievance
Committee through the Academic Freedom and
Tenure Policy, regulations 5 and 6, as stated in the
Faculty Handbook.
P R O T O C O L F O R A S S I S TA N C E T O
STUDENT VICTIMS OF SEX OFFENSES
P O L I C Y S TAT E M E N T
1. Assistance Available: Special assistance
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is available to student victims of sexual
offenses by calling the Security Department
at (417) 873-7911. Such assistance is
available 24 hours a day through the
entire year.
2. Calls for Help: Upon receiving a call that
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a sex offense has occurred, the security
officer will determine if the victim or others
are in any immediate danger, the victim’s
first name or other means by which the
victim can be identified, the nature of the
offense and the present location and phone
number where the victim may be reached.
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Immediate Danger. If the officer believes
there is a clear and immediate danger to
the victim or others, or if there are serious
injuries or trauma, the on-duty security
officer and the Springfield Police Department
will be notified. When the immediate danger
is past, the help of a Missouri Victim Center
counselor will be offered.
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No Immediate Danger. When there is no
indication of immediate danger, the officer
will encourage the victim to accept the help
of a Missouri Victim Center counselor, who
has been trained to provide such assistance.
The on-call security supervisor will be
contacted and assume charge of
the situation.
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Consent for Help. If the victim consents
to talk with a counselor, the officer will
immediately contact the Missouri Victim
Center for assistance. The officer will then
contact the victim to give him or her
the name of the proposed counselor.
The victim may then ask for a different
counselor if the proposed counselor is known
to the victim or unacceptable for any reason.
In such an event, the officer will request
another counselor who is available and then
repeat the identification process. When
a proposed counselor is approved by the
victim, the officer will immediately call the
Missouri Victim Center.
24
Refusal of Help. If the victim declines
to talk with a counselor, any information
obtained by the officer will be reported to
the dean of the College of Graduate and
Continuing Studies.
3. Information: The officer will provide
the victim with the following information,
including telephone numbers for the
referral sources:
a) The victim’s right to anonymity;
b) The university’s willingness to appoint
a person to serve as the victim’s liaison
with university officials and other parties,
including service as the victim’s advisor
in any disciplinary proceeding against the
alleged offender;
c) The availability of medical treatment,
counseling services and other resources;
d) The procedures for reporting the incident
to the security department, the Springfield
Police Department, or other appropriate
law enforcement agencies;
e) The university’s procedures for the
disciplinary action against students found
guilty of sexual offenses; and
f) The availability of local attorneys for legal
counsel.
4. Medical and Counseling Assistance:
The officer will strongly encourage the victim
to seek medical treatment or examination, if
needed, and offer to arrange transportation
to a local hospital. Should the victim desire
counseling, the officer will offer to make the
necessary arrangements.
Rape Kit. If the sexual offense involved
sexual intercourse, the officer will inform
the victim about the importance of a rape
kit (if the sexual intercourse occurred within
the previous 72 hours) in order to preserve
evidence. The Rape Kit procedure can be
performed at a local hospital.
Support and Safety. Should the
victim require medical examination or
treatment, the officer can remain outside the
examination or treatment room during the
examination or treatment and then return the
victim to his or her residence or, if necessary,
to a safe place other than the victim’s
residence.
an area free from distractions, the officer will
interview the victim and complete an offense
report form.
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Victim’s Statement. The officer will
provide the victim’s account of the offender’s
actions and any relevant background
information.
Other Information. The officer will also
seek and identify in the report as much
potential corroborating information as
possible.
Three Options. The officer will provide
information to the victim concerning the
options for reporting the alleged sexual
offense and will use one of the following
three formats as selected by the victim:
a) Anonymous Report. The report will
not include the name of the victim or
other information about the victim’s
identity. The report will be used solely
for information to enhance prevention
programs and to prepare statistical
records. The report will be signed by the
officer, who will verify that the victim has
requested that no further investigation or
action be undertaken.
b) Signed Report. The report will include
the name of the victim, but will be used
solely for the statistical and informational
purposes of an anonymous report. The
report will be signed by the victim and
will verify that he or she requests that no
further investigation or action be
undertaken.
c) Formal Complaint. The report will
be signed by the victim and will request
further investigation and appropriate
disciplinary action.
Preferred Option. Absent special
circumstances, the officer will encourage the
victim to choose the third option for a
formal complaint.
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6. Confidentiality: Regardless of the type
of report, the name of the victim and other
information about the victim’s identity will
be kept confidential by the officer and other
university employees.
7. Filing of Report: Promptly after the
completion of a report, the officer will
deliver the original copy of the report to
the dean of the College of Graduate and
Continuing Studies and a photocopy of the
report to the director of safety and security.
Upon receipt of a report, if the director of
safety and security determines there is a
safety threat to the community, the victim
will be consulted and an appropriate warning
will be issued to the community.
8. Change of Program or Residence:
The university will change the victim’s class
schedule, or the victim’s location in the
university housing system, if the victim
requests such change and the new classes
and/or the new location can be reasonably
provided.
9. Disciplinary Action: If the report
requests disciplinary action, and if the
offender is a student, then the dean of the
College of Graduate and Continuing Studies
will review the complaint for action pursuant
to the student conduct code. The policy for
student disciplinary cases is established by
the student conduct code and copies
are available for review in the office of
the dean of the College of Graduate and
Continuing Studies. Disciplinary action
under the Drury University student conduct
code is independent of any legal proceedings.
This action may run concurrently with
or in addition to any law enforcement
investigation or court proceedings.
S E R V I C E S
5. Report of Offense: When time permits, in
s e r v i c e s
S T U D E N T
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s t u d e n t
The following sections of this protocol summarize some of the steps in the disciplinary
procedures implemented by the dean of the
College of Graduate and Continuing Studies:
10. Parties: In the disciplinary process, the
victim of a sexual offense is referred to
as the complainant and the student who
offended the victim is referred to as
the accused student. Collectively, the
complainant and the accused student
are referred to as the parties for the
particular case.
11. Gender Balance: The dean of the
College of Graduate and Continuing
Studies may elect to handle sexual offense
complaints in cooperation with another
faculty or staff member of the opposite sex
in order to eliminate the risk of any gender
bias, either perceived or real.
12. Administrative Resolution: The dean
of the College of Graduate and Continuing
Studies will conduct an investigation to
determine if the complaint has merit.
Unless the complaint is found to be
without merit, the dean of the College of
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student
ser v i c e s
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Graduate and Continuing Studies will seek
to resolve the matter administratively by
determining the nature and severity of the
violations and by reaching an agreement
with the accused student on the appropriate
sanctions for such violations. The dean of
the College of Graduate and Continuing
Studies will confer with the complainant
prior to completing an agreement with
the accused student. If the complainant is
dissatisfied with the completed agreement,
the complainant may appeal to the
university judicial board.
13. Written Charges: If the complaint
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cannot be resolved administratively by
mutual consent, the dean of the College of
Graduate and Continuing Studies will
prepare written charges against the
accused student, unless the dean of the
College of Graduate and Continuing
Studies finds there is no probable cause
(that is, reasonable grounds) for the filing
of charges. The charges will be forwarded to
the university judicial board and copies
will be sent to the accused student and the
complainant by the dean of the College
of Graduate and Continuing Studies.
14. Hearing Date: The judicial board will set
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the time and place for the hearing and both
the accused student and the victim will
be given notice of the hearing at least one
week in advance of the date. Either party
may request the board to delay the hearing
for good cause.
15. Hearing Guidelines: The hearing will be
�
administrative in nature and every attempt
will be made to assure a fair and impartial
hearing. Following is a summary of the
guidelines for such hearings.
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Closed Hearings: Hearings will be
conducted in closed session. The parties
may be present during the hearings,
but may not be present during the
deliberations of the board
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Advisors: The complainant and the
accused student each will have the right to
be assisted by an advisor, who is a full-time
student, faculty, or staff member of the
university.
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Admission of Other: Admission of
witnesses and other persons to the
hearing will be subject to the discretion
of the board, as permitted by the Family
Educational Rights and Privacy Act.
Witnesses: The parties will have the
privilege of presenting witnesses and the
board may call additional witnesses.
Cross-Examination: The members of
the board may question and cross-examine
witnesses. The parties and/or their advisors
may not cross-examine witnesses or other
parties, but may suggest questions to be
asked by the chair of the board.
Deliberation and Voting: After the
hearing, the board will deliberate and then
determine by secret ballot whether a
majority of the members believe the
accused student violated the student
conduct code.
Standard of Required Proof: The
board’s determination will be made on the
basis of whether it is more likely than not
that the accused student violated the
student conduct code, which is equivalent
to the “preponderance of the evidence”
standard.
Reopening of Hearing on Question
of Sanctions: If the board finds that the
accused student committed one or more
violations of the student conduct code,
the board may recall the parties, and any
other witnesses, to receive evidence or
statements about the appropriateness of
disciplinary sanctions. Such evidence may
include testimony of character witnesses on
behalf of the accused student, evidence of
prior acts of misconduct, and/or a victim’s
impact statement.
Disciplinary Sanctions: Based on its
findings of violations, or the lack of
violations, and its information about the
appropriateness of sanctions, the board will
determine the disciplinary sanctions to be
recommended to the dean of the College
of Graduate and Continuing Studies for
imposition against the accused student.
Announcement of Decision: Upon
conclusion of its deliberations, the board
then will recall the parties to announce its
decisions.
problems of sexual offenses, the following
procedures also will be utilized by
the board
Participation by Telephone: If the
complainant does not believe the divider
screen will be adequate, the board will
offer to the complainant the opportunity
to testify at the hearing and to listen to
the proceedings of the hearing, through
speaker telephones located in the hearing
room and in a separate room assigned to
the complainant by the board. Only the
complainant and his or her advisor may be
present in the assigned room.
Corroborative Evidence: The
board will make a bona fide effort to
avoid any further victimization of the
complainant and shall seek out all avenues
of corroborative evidence identified by
the complainant without limiting itself
to statements of the complainant and
the accused student. If necessary, the
board may recess its hearing to a later
announced time when further evidence may
be available.
finds that an accused student violated the
student conduct code, then the dean of the
College of Graduate and Continuing Studies
will impose appropriate disciplinary sanctions
and give written notice of the sanctions to the
accused student and the complainant. The
sanctions may be the same as, less than, or
greater than the sanctions recommended by
the board.
18. Notice of Rights to Appeal: The dean
of the College of Graduate and Continuing
Studies will provide written notice to the
accused student and the complainant about
the board’s decisions and the resulting actions
by the dean of the College of Graduate and
Continuing Studies. Such notices will include
information about each party’s right of appeal
under the student conduct code.
19. Appeals: Either party may appeal
decisions in the case to the president of the
university. Appeals are limited to reviews of
the official records. Appeals do not include
additional hearings.
Questions about this protocol may be directed
to the dean of the College of Graduate and
Continuing Studies or the director of safety
and security.
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Room Divider: The board will install a
screen divider between the complainant
and the accused student in order to prevent
eye contact between the parties during the
hearing.
17. Imposition of Sanctions: If the board
S E R V I C E S
16. Special Provisions: Due to the special
s e r v i c e s
S T U D E N T
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s t u d e n t
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a d m i n i s t r a t i o n
B R E E C H S C H O O L O F B U S I N E S S A D M I N I S T R AT I O N
Master in Business Administration (MBA)
Correspondence should be sent to:
Alan Foltz, Assistant Director
Breech School of Business Administration
Drury University
900 N. Benton Ave.
Springfield, MO 65802
Phone: (417) 873-7415 or (417) 873-7385
E-mail: [email protected]
Fax: (417) 873-7537
http://mba.drury.edu
MBA graduates of Drury University serve
in leadership positions in a wide variety of
organizations throughout the world. The Breech
MBA program places a heavy emphasis
on real-world experience and outstanding
teaching in a small-class learning environment.
The program specifically focuses on the
development and enhancement of the skills of
leadership, decision making, critical thinking,
communication and motivation.
Drury University and the Breech School of
Business Administration have a long history
of producing local, regional, national and
international leaders. At the Breech School, one
finds faculty committed to the creation of a
world-class learning environment
centered around the student. Breech faculty
and students often become lifelong friends
and associates as the learning process builds
professional relationships that transcend the
program. At Breech, the quality of the program
will always be measured by the performance of
the graduates.
M I S S I O N S TAT E M E N T
The MBA program places emphasis on the
development of leaders capable of critical
thinking, sound decision making, value
analysis, facilitating teamwork, communicating
effectively, integrating theoretical and
practical knowledge, exercising personal and
organizational responsibility, appreciating the
value of lifelong learning and comprehending
the dynamic environment of business in a
global economic setting.
Fads in business education may come and
go, but leadership is the foundation upon
which organizations grow. The mission of the
Breech School of Business Administration is to
educate tomorrow’s business leaders.
LEARNING OBJECTIVES
Values: Students should understand the
difference between positive and normative
analysis. They should also be capable of
resolving a conflict of values. Students should
be able to take a position and defend it. They
also should be capable of creating integrative
solutions, where appropriate. In addition,
students should be aware of the wide
diversity of perspectives and values. When
confronted with an argument or policy
position, they should be able to identify
and examine the validity of underlying
assumptions and premises.
C O U R S E S
Rooted in the Drury University tradition
of teaching excellence, the MBA program is
nationally and professionally accredited by the
Association of Collegiate Business Schools
and Programs (ACBSP) 7007 College Boulevard,
Suite 420, Overland Park, Kansas, 66211.
The ACBSP is one of the premier businessschool accrediting organizations in the country,
with unusually high accreditation standards.
The Drury MBA program is also a pre-candidate
for accreditation by the Association to Advance
Collegiate Schools of Business International
(AACSB) 777 South Harbour Island Boulevard,
Suite 750, Tampa, FL, 33602.
&
THE BREECH PROGRAM
D E G R E E S
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b u s i n e s s
Teamwork: Students should demonstrate
the ability to participate effectively in a variety
of teamwork and collaborative learning experiences such as case analysis and presentation,
simulations, role plays and group research.
Students should demonstrate basic management and facilitation skills including effective
goal setting and problem solving.
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business
ad m i n i s t r a t i o n
Autonomy: Each student should be able
to complete and present an effective analysis
of a business problem. The student should
demonstrate the ability to reconcile the
demands of teamwork and autonomy, and to
defend the rationale for acting autonomously.
Each student should also accept the
responsibility for personal and professional
development, including an appreciation of
learning as a lifelong process.
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Global Perspective: Students should
be able to recognize, appreciate and tolerate
a diversity of global perspectives including
differences in culture, economic systems,
political environments, accounting practices,
management theory and methods of
competition.
Communication: Students should be able
to listen, read, speak and write effectively.
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Critical Thinking: Students should
develop critical and analytical thinking skills.
These skills should include the ability to solve
problems that involve both quantitative and
qualitative factors. Students should be aware
of current social, economic and political
issues, especially those relating to the social
responsibility of business.
THE BREECH TRADITION OF EXCELLENCE
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The benefactor of the Breech School of
Business Administration was Ernest R. Breech,
(1897-1978), one of America’s outstanding
business leaders. From a humble beginning,
he rose to occupy top positions in industry
and public life. Breech was born in Lebanon,
Missouri. He entered Drury College on a
scholarship in 1915.
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He organized and was president of North
American Aviation, Inc., and was president
of the Bendix Aviation Corporation. He was
executive vice president and later chairman of
the board of Ford Motor Company, and was
chairman of the board of Trans World Airlines.
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Among the honors he received were the
Freedom Medal from the Freedom Foundation
and the National Brotherhood Award from the
National Conference of Christians and Jews.
The important role played by higher education
in maintaining the growth and strength of
American society was long recognized by
Breech. He emphasized the importance of
education in business administration and
economics, and he established the Breech
School of Business Administration to develop
30
future business leaders who are prepared in
general knowledge and specific training to meet
the problems of their time.
ADMISSION TO THE PROGRAM
Only individuals who hold a baccalaureate or
equivalent degree from an accredited four-year
college or university, or who have been approved
for concurrent enrollment, are considered for
acceptance into the program. The admission
procedure is as follows:
1. An application form should be completed and
submitted to the Breech School of Business
Administration, along with the $25 application
fee. The form may be downloaded from the
http://mba.drury.edu website or may be
submitted online.
2. Official transcripts of all college work must
be sent to the Breech School by the issuing
institution.
3. Each applicant must take the Graduate
Management Admission Test no more than
three years prior to admission. The GMAT is
used as a guide for determining full admission
to the program and for advisor counseling.
Students entering the program with GMAT
scores of at least 600 will be reimbursed for the
cost of the exam. International students are
also required to take the Test of English as a
Foreign Language (TOEFL) no more than two
years prior to admission. Information regarding
these examinations may be obtained at www.
gmat.org or www.toefl.org.
4. Either a personal interview or at least two
letters of recommendation, along with
a personal statement, are required of all
applicants. The admissions committee
determines whether an individual is
accepted for the program on the basis of the
information obtained in the steps above. Since
enrollment is limited, an individual should
submit an application at the earliest possible
date prior to the semester in which admission
is desired.
Full admission to the MBA program is
based upon evaluation of the applicant’s: (1)
undergraduate transcripts, (2) performance on
the Graduate Management Admission Test/
TOEFL, (3) letters of recommendation, and
(4) professional experience. As a general rule,
the following standards are applied to evaluate
applications:
(Note: experience credits will be granted at the
rate of 50 points per year up to a maximum of
150 points.)
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For applicants with less than five years of
qualifying professional experience:
Undergraduate GPA x 200 + GMAT
+ experience credits > 1,100
and GMAT > 450.
(Note: experience credits will be granted at the
rate of 50 points per year up to a maximum of
150 points.)
In addition, international applicants must
demonstrate language proficiency:
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TOEFL > 550 (paper) or 213 (computerized).
Exceptions to these admissions standards
may be made for individuals with significant
executive/professional experience or other
qualifications.
Normally, students enter the MBA program in
the fall semester, but students may begin in the
spring semester or summer term.
CONDITIONAL ADMISSION
Applicants are encouraged to complete
all of the requirements and to submit
complete documentation when they apply for
admission to the MBA program so that they
may be considered for full admission. However,
applicants may request conditional
admission if they have not completed all
of the requirements for full admission.
Conditional admission is limited to those cases
where the applicant is otherwise
admittable but needs prerequisite courses or a
satisfactory GMAT score report.
If a student is conditionally admitted to
complete prerequisite courses, those
courses must be taken promptly and in all
cases before that student enrolls in the
corresponding graduate courses. Students are
required to achieve at least a 3.00 GPA in any
such prerequisite courses taken. Actual GPA
in prerequisite courses will be included in the
calculation of undergraduate GPA for purposes
of admission.
Conditional admission of students who
need to take the GMAT is limited to those
cases where the undergraduate record suggests
a high probability that the student will be
No conditional admissions are possible
for those applications lacking letters of
recommendation/personal interview,
satisfactory TOEFL reports or official
transcripts.
Exceptions to the standards for conditional
admissions may be granted by the graduate
program director.
PROGRAM OF STUDY
When the student has met the prerequisite
undergraduate course requirements, the Drury
MBA consists of seven courses (21 hours)
in the Leadership Core and three courses (9
hours) in one of the three areas of emphasis:
Business Strategy, Health Administration or
Accounting. In order to take the accounting
emphasis, students must have at least 24 hours
of undergraduate credit in accounting. These
programs are all designed so that individuals
who are employed may attend classes in the
evening and complete their degrees on a parttime basis, typically with two years of study.
Details of these areas of emphasis are available
at the Breech School office.
Undergraduate prerequisite courses
for admission to the MBA program
are as follows:
Economics (macro and micro)
4-6 hours
Accounting
6 hours
Marketing
3 hours
Management
3 hours
Finance
3 hours
Statistics or Management Science
3 hours
Total prerequisites
22-24 hours
C O U R S E S
Undergraduate GPA x 200 + GMAT
+ experience credits > 1,100
able to meet the GPA-GMAT-Experience
standard (1,100). Furthermore, students who
are admitted under this provision must agree
to submit a satisfactory score before the end of
their first semester of attendance. If they fail to
do so, they are subject to suspension from the
program until such time as they meet this and
all other admission requirements.
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For applicants with five or more years of
qualifying professional experience:
a d m i n i s t r a t i o n
D E G R E E S
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b u s i n e s s
Students needing some or all of these
prerequisite courses may meet the requirements
by enrolling in the appropriate undergraduate
courses in the College of Continuing Studies at
Drury University. In order to do so, they will
be allowed to waive the undergraduate
admission requirements. In some cases,
undergraduate and graduate courses may be
taken concurrently.
31
ad m i n i s t r a t i o n
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business
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As an alternative to seated classes, students
may choose to complete some of the undergraduate prerequisites by enrolling in the
online software courses offered by Ivy
Software. Information on this program is
available in the Breech office.
WA I V E R B Y E X A M I N AT I O N
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A student lacking any of the undergraduate
prerequisite courses who qualifies through
experience or self-study may apply to
the director of the program to take an
examination for waiver of the undergraduate
prerequisite(s) in any area. If the student scores
70 percent or higher on the waiver exam, the
waiver of the prerequisite course will be granted.
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O R I E N TAT I O N
A unique feature of the Drury MBA program
is the requirement that everyone admitted to
the program participate in an orientation session, which may involve overnight scheduling.
Orientation activities include course preparation,
advising and team-building exercises.
A C A D E M I C P R O B AT I O N
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Students whose cumulative graduate GPA falls
below 3.00 will be placed on academic probation. Failure to remove oneself from academic
probation within one academic year will result in
dismissal from the MBA program.
G R A D U AT I O N R E Q U I R E M E N T S
Listed below are the general graduation
requirements for the conferral of a master
in business administration degree at Drury
University:
1. Satisfactory completion of the prerequisite
work outlined in the program of study.
2. Satisfactory GMAT score.
3. Completion of the prescribed 30 hours of
graduate study outlined under the MBA
curriculum.
4. A cumulative grade point average of “B”
(3.00) or better in all MBA course work.
Graduate courses with a final grade
below “C” may not be counted toward
the student’s degree requirements.
5. The MBA program must be completed no
later than seven calendar years (including
transfer work) after the student has begun
graduate-level work.
6. Submission of an Intent to Graduate
form, no later than the first week of the
semester in which graduation is planned. The
Intent to Graduate form can be completed
at www.drury.edu/cgcs/commencement or
a copy may be obtained from the Graduate
Programs Office, Bay Hall, Room 147.
The responsibility for understanding and
meeting graduation requirements rests entirely
with the students.
32
FINANCIAL AID
Limited amounts of financial aid in the form of
assistantships, student loans and university
scholarships are available to qualified graduate
students. Deadlines for financial aid requests
are normally July 1 (August admission),
November 15 (January admission) and April
15 (June admission). All recipients of Breech
School financial aid must remain in good
academic standing by achieving at least a
3.00 cumulative grade point average in all MBA
coursework. Merit scholars must earn at least
a 3.5 cumulative grade point average in their
MBA coursework to qualify for renewal of the
scholarship. Contact the Breech office
for details.
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THE LEADERSHIP CORE
The following courses comprise the leadership
core common to all MBA degrees at Drury
University. In addition to these 21 hours
of credit, students will complete 9 hours of
elective credit to complete the emphasis in
Business Strategy, Health Administration or
Accounting. Elective courses normally will
carry the 690 designation. MBA 691 Independent Study and MBA 697/698 Graduate
Internship are not required as part of the core,
but may be included as electives in any of the
three areas of emphasis with approval of the
director of the program.
622 Economics for Decision Making. 3 hours.
This course applies economic theory to
management problems. Production costs,
consumer demand and the competitive environment are analyzed. Pricing policies and methods
of non-price competition are considered.
624 Marketing Management. 3 hours. Projects
are used to build an understanding of marketing
plan formulation and application.
630 Information Technology Management.
3 hours. This course provides an in-depth cov-
erage of the issues and strategies in
managing information technology.
631 Accounting for Management. 3 hours.
Focus in this course is on becoming an
expert user of financial data by learning what
information is relevant to various decisions.
Reporting regulations, statement analysis, planning and control are studied.
642 Financial Management. 3 hours. This
course provides a rationale for applying various
theoretical concepts, describes how to obtain
data to implement the various decision models,
and shows how the various parts of finance
relate to one another. Case studies are used to
provide an opportunity for the pragmatic application of theoretical principles.
650 Corporate Leadership Capstone. 3 hours.
MBA capstone course aimed at applying learn-
ing from all disciplines to complex
problems of corporate strategy and policy.
690 Semester Elective. 3 hours. Variable topics. In-depth analysis of timely issues relevant
to specific areas of concentration. Students will
normally take 9 hours of 690 coursework.
C O U R S E S
Each year the administration of the Breech
School conducts an assessment of educational
outcomes in the MBA program as measured
against the Learning Objectives described on
pages 29 and 30. This assessment includes
faculty observation of student performance in
the classroom and evaluation of written case
analyses submitted by students in the
Corporate Leadership Capstone class. Also
included in the assessment are surveys of alumni
opinion on value and quality of the program,
evaluation of alumni success and a review
of the program as part of the annual ACBSP
accreditation report.
691 Independent Study. (By arrangement.)
An elective opportunity for advanced
research while working independently
under the guidance of a faculty mentor.
The research may include a field study or a
foreign experience.
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PROGRAM ASSESSMENT
a d m i n i s t r a t i o n
D E G R E E S
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697/698 Graduate Internship
(By arrangement.)
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611 Management and Leadership. 3 hours.
A study of management and organizational
behavior theory essential to effective
company leadership.
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M A S T E R O F A R T S I N C O M M U N I C AT I O N
Correspondence should be sent to:
Graduate Programs Office
Ron Schie, Director
Master of Arts in Communication
Drury University
900 N. Benton Ave.
Springfield, MO 65802
Phone: (417) 873-7235 or (417) 873-6948
E-mail: [email protected]
Fax: (417) 873-7897
www.drury.edu/communication
The world continues to change. Competition
in both the commercial and nonprofit world is
increasing. All organizations —
business, government, nonprofit and
volunteer, need professional marketing
communicators who understand and can
apply the theory of Integrated Strategic
Communications to the day-to-day practices of
their organizations.
Careers in communications are the most
exciting, dynamic and challenging careers in
the 21st century. Developments in computers
and communication technology, expansion
of the global marketplace, growing competition among internal departments and external
agencies, a move from a manufacturing-based
economy to a service-based one, increase in
mergers and acquisitions and an increase in
customer demand requires organizations to
transform how they communicate with customers and publics.
In this environment, the priority is
communication — how a company controls
or influences the communication dimensions
of everything it does and how it manages the
exchanges among its customers and other stakeholders. Preparing you to take your place as a
communications professional in this fast-paced
world is what the integrated strategic communications master’s program at Drury University
is all about.
The master of arts in communication requires
36 hours of credit, usually taken in 12 courses.
There are six core courses that are required of
all students. Six elective courses are selected, in
consultation with the student’s advisor, from
a list of professional or liberal arts electives.
Coursework may be completed through fulltime or part-time enrollment. Any student who
plans to work more than 20 hours per week
should not take more than two courses each
semester.
ADMISSION TO THE PROGRAM
Only individuals who hold a baccalaureate
degree from an accredited four-year college
or university are considered for acceptance
into the program. A minimum grade point
average (GPA) of 3.00 is normally required
for admission. However, GPA minimums may
be waived if additional evidence of academic
promise is presented (e.g., high MAT or GRE
scores and strong letters of recommendation).
The admission procedure is as follows:
1. A completed application form and $25
non-refundable application fee should
be submitted to the Graduate Programs
Office. The form may be accessed at
www.drury.edu\cgcs. The application
fee is waived if the application is
submitted online.
C O U R S E S
The department of communication is a
component of the humanities division of
the university.
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C O M M U N I C AT I O N
2. Official transcripts of all college work must be
D E G R E E S
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c o m m u n i c a t i o n
sent to the Graduate Programs Office by the
issuing institution.
3. Unless previously accepted into a graduate
program, each applicant must take the
Graduate Record Examination (GRE) or
Miller Analogies Test (MAT). The tests
are used as a guide for determining full
admission to the program and for advisor
counseling. The MAT is given at Drury
University and the GRE is a computer-based
test. Foreign applicants are also required
to take the Test of English as a Foreign
Language (TOEFL). Information regarding
the TOEFL or GRE may be obtained at
www.toefl.org or www.gre.org.
35
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communicati o n
Information regarding the MAT may be
obtained from the testing center, Findlay
Student Center, Room 120, (417) 873-7419.
4. Two letters of recommendation are
Students with cumulative grade point averages
below 3.00 will automatically be placed on academic probation. Students on academic probation are subject to possible dismissal from the
graduate program.
5. A personal statement indicating the
G R A D U AT I O N R E Q U I R E M E N T S
required of all applicants and should be sent
to the Graduate Programs Office.
applicant’s desire to pursue a graduate
degree in communication must be submitted
to the Graduate Programs Office.
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The graduate council determines whether an
individual is accepted for the program on the
basis of the information obtained in the steps
above. Because enrollment is limited,
an individual should submit an application
at the earliest possible date prior to the
semester in which admission is desired.
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Full admission to the program is based upon
evaluation of the applicant’s: (1) undergraduate transcripts, (2) performance on the GRE
or MAT, (3) letters of recommendation, and
(4) professional experience. Normally, students
enter the graduate program in the fall semester
(August) but may enter in the spring semester
(January) or summer (June) as well.
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ADMISSION PROCESS FOR
NON-DEGREE SEEKING STUDENTS
Only individuals who hold a baccalaureate degree
from an accredited four-year college or university
are considered for acceptance into the program.
The admission process for non-degree seeking
students is as follows:
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1. A completed application form and $25
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non-refundable application fee should
be submitted to the Graduate Programs Office.
The form may be accessed at
www.drury.edu\cgcs. The application
fee is waived if the application is
submitted online.
2. Transcripts showing completion of a
bachelor’s degree must be sent to the Graduate
Programs Office from the issuing institution.
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Please note that financial aid is not available for
non-degree seeking students. For a more complete
description of restrictions please see the entry
regarding non-degree seeking students on pages
12 and 13.
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A C A D E M I C P R O B AT I O N
Listed below are the general graduation requirements for the successful completion of a master
of arts in communication degree at Drury
University.
1. Satisfactory completion of the prescribed 36
hours of graduate study outlined under the
graduate curriculum.
2. Satisfactory GRE or MAT score.
3. A cumulative grade point average of B
(3.00) or better.
4. All program requirements must be
completed no later than seven calendar years
(including transfer work) after the student has
begun graduate level work.
5. Submission of an Intent to Graduate form,
no later than the first week of the semester
in which graduation is planned. The Intent
to Graduate form can be completed at
www.drury.edu/cgcs/commencement or a copy
may be obtained from the Graduate Programs
Office, Bay Hall, Room 147.
The responsibility for understanding and
meeting graduation requirements rests entirely with the students. The graduate council
reserves the right to revise the above requirements for the master of arts in communication degree.
PROGRAM ASSESSMENT
The master of arts in communication program
is designed to educate students who can integrate
the theoretical and practical understandings
and skills of their discipline in a free and global
society. It is realized that no single measure alone
would provide the kind of reliable, valid data
needed, thus various means of assessment are
included in the assessment plan.
Assessment of student outcomes in each
individual class is designed to ascertain
student learning, including changes in
knowledge, skills and understandings, as well as
students’ affective responses, including
attitude, satisfaction, and perceived utility. Each
course undergoes careful formative
assessment, with in-course student evaluations
that measure teaching material and effectiveness.
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Internal program assessment is provided
by the Graduate Communication Council,
composed of the communication faculty and
three other faculty, one each from the humanities, math and science, and the social science
divisions.
External assessment is provided by an
Advisory Council, composed of leaders who
hold appropriate professional positions in the
community.
INTERNSHIPS
A professional internship can give a student an
enormous advantage when starting a job search.
It can provide real-world experience, a network
of contacts, work samples for a portfolio, and a
list of professional references. Students must have
completed coursework appropriate for the internship experience, and must be able to demonstrate
potential benefit from the internship plan. In
addition to completing the on-site internship,
students will be asked to provide sponsors with
weekly reports and to write a reflection paper at
the end of the experience.
M . A . I N C O M M U N I C AT I O N
Required Courses
18 hrs.
601 Proseminar in Communication
604 Seminar in Communication Ethics
607 Seminar in Organizational Communication
631 Integrated Marketing Communication
Principles
636 Integrated Marketing Communication
Strategies
700 Integrated Marketing Communication
Campaigns
9-18 hrs.
Professional Elective Courses
606 Public Relations Writing
611 Leadership, Motivation and Decision Making
624 Marketing Management
630 Media Literacy
639 Strategic Issues Management
641 Account Management
645 Direct Marketing
659 Communication Law and Regulation
0 - 9 hrs.
Liberal Arts Electives
Students may select, with the consent of their
advisor and the program director, as many as
three courses from a broad range of liberal
arts electives offered in the graduate programs
at Drury University.
COURSE DESCRIPTIONS
With the exception of the culminating course,
COMM 700, which is the capstone course of
the program, all courses carrying graduate
credit are numbered in the 600s and are open
to students holding the baccalaureate degree
and admitted to the graduate program.
Credit cannot be given for a course for which
the student is not registered. Credit cannot be
claimed more than once for the same course.
601 Proseminar in Communication. 3 hours.
Introduction to graduate study in strategic
communication. The model of strategic
communication will provide a theoretical
and practical foundation for the process of setting goals, gathering situational knowledge,
and building communication competence
in business and the professions. This is an
introductory course and should be taken early
in the program.
604 Seminar in Communication Ethics.
3 hours. This course provides an opportunity
to explore the ethical dimensions of human
communication with respect to interpersonal,
public, and mass communication. It will
provide an introduction to normative ethics in
communication studies with specific
application to personal and professional
venues. In short, this course will examine
conceptual perspectives for evaluating
communication ethics in and through
controversial issues and case studies within the
context of communication.
C O U R S E S
Students are required to develop a
portfolio representing the whole of their classwork. Portfolios provide a well-rounded picture
of student abilities and skills that can be assessed
by peers, faculty, and professionals external to
the program.
671 Seminar in Communication Issues
675 Independent Study in Communication
697/698 Internship
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The capstone course, Integrated Marketing
Campaigns, involves researching and designing
an integrated marketing campaign for a realworld client. The presentation of that campaign,
both in written plan book and in oral presentation, provides a realistic assessment of what the
student has achieved in graduate studies.
D E G R E E S
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c o m m u n i c a t i o n
606 Public Relations Writing. 3 hours.
Develops the skills necessary for orchestrating
a conversation between an organization and
its various publics. Various writing exercises
will emphasize the importance of information
gathering and message shaping with a particular
emphasis on developing expertise in media
relations and employee communication.
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communicati o n
607 Seminar in Organizational Communication.
3 hours. An overview of the major theoretical
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perspectives and concepts that enhance
our understanding of organizational
communication processes. Readings and
case studies will address such topics as
communication networks, superior-subordinate
relations, organizational culture, socialization
experiences, and work-family tensions. The
use of “audits” as a method for assessing the
effectiveness of communication processes will
be reviewed and students will be given the
opportunity to develop basic auditing skills in
the areas of survey writing and
interviewing. Class discussion is an essential
element of the course. Students will be required
to demonstrate skill in researching, designing
and facilitating a workshop.
611 Management and Leadership. 3 hours.
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An in-depth analysis of the critical concepts
and practices of leadership, motivation and
decision making. Emphasis is placed on the
role of the executive in implementing the
concepts studied, as well as the synergistic
nature of the overall organizational leadership
process. Ethical and global issues are examined.
Students are required to demonstrate skills
at research, writing, listening and speaking.
Class discussion is an essential element of the
class, where students are expected to be willing
and able to discuss the reading assignment as
38
well as relate the assignment to the practice of
management. Same as MBA 611.
624 Marketing Management. 3 hours.
The study of marketing strategic plan
formulation and application with the focus
on satisfying customers through employees
of the organization to achieve profitable and
sustainable competitive advantage. Further,
this course includes the review and analysis of
effective marketing theory and tactics applied
in an ethically and socially responsible manner
within a technologically dynamic, global
economy. Individual and team projects are
completed using topical subjects reported in the
media, prepared case publications and problemsolving projects conducted for operating
business sponsors. These projects are used to
build market expertise together with effective
communication skills; problem analysis/
resolution; and ethical, customer-centered
leadership in highly competitive environments.
Same as MBA 624.
630 Media Literacy. 3 hours. Study of the
function of media in contemporary society; how
media shape information, structure thinking,
and influence behavior. Focus is
on how media create meaning and the
development of critical and analytical skills for
evaluating media messages.
ing, sales promotion, direct response and other
functional marketing communications
areas are reviewed in this foundation
integrated marketing communication course.
The focus is on strategy and planning,
with students concentrating on integrating targets, timing and message strategies, and looking
at both U.S. and global marketing communication practices.
636 Integrated Marketing Communication
Strategies. 3 hours. A course in Integrated Marketing Communication (IMC) management that
uses the case method to analyze and evaluate IMC
645 Direct Marketing. 3 hours. This is an
examination of the concepts, strategies and applications involved in direct marketing including
measurability, accountability, lists, data and the
integration of direct marketing programs into
total marketing efforts.
659 Communication Law and Regulation.
3 hours. Investigation of the legal context in
which mass-mediated communication is embedded. Attention is given to libel, access, privacy,
corporate and commercial speech and obscenity
as defined by courts and regulatory agencies.
671 Seminar in Communication Issues.
3 hours. Variable topics. In-depth analysis of
timely issues. To be offered from time to time, as
announced.
strategy and planning. Using real-life examples,
both domestic and international, from service
marketing, industrial marketing, consumer products and non-profit organizations, students have
the opportunity to analyze and critique the use
of IMC strategies and practices. Prerequisites:
631 or equivalent.
requirements with a faculty member. Requires the
approval of the student’s advisor and the program
director.
639 Strategic Issues Management. 3 hours.
697/698 Internship. 3 hours each.
Examines the role of “strategic issues management” as a critical component of an organization’s
public relations planning processes and practices.
Readings will explore the challenges associated
with institutional participation in public policy
debates, the expectations for corporate responsibility, the complexities of public response to
corporate messages, and the strategies that can
be employed for image restoration. An extensive
use of case studies will allow students to shape
institutional and special interest messages as well
as participate in policy debates.
675 Independent Study in Communication.
1-3 hours. Student may negotiate topic and
These courses are acceptable as professional
electives courses. Requires the approval of the
program director.
700 Integrated Marketing Campaigns. 3 hours.
This course is an actual problem-solving effort for
a real-world client who articulates the campaign
problems and assists in the evaluation of the
final work. Focus is on the development of an
integrated marketing communication campaign
that is presented in both plan book and in oral
business presentation. This is a capstone course.
C O U R S E S
631 Integrated Marketing Communication
Principles. 3 hours. Public relations, advertis-
641 Account Management. 3 hours. This course
D E G R E E S
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focuses on the role of planning and decision
making within the marketing mix and integrated
marketing communication. A case/readings approach is utilized in order to investigate many of
the decision making areas advertising/marketing communication/media managers normally
encounter.
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c o m m u n i c a t i o n
39
MASTER OF ARTS IN CRIMINOLOGY
MASTER OF SCIENCE IN CRIMINAL JUSTICE
Correspondence should be sent to:
Graduate Programs Office
Jana Bufkin, Director
M.A. Criminology/M.S. Criminal Justice
Drury University
900 N. Benton Ave.
Springfield, MO 65802
Phone: (417) 873-6948
E-mail: [email protected]
Fax: (417) 873-6681
http://crim.drury.edu
The master’s in criminology and criminal
justice program is carefully integrated with the
undergraduate program and grows out of the
institutional commitment to the liberal arts. It
is intended to provide sound preparation for careers while explaining the breadth of perspective
and flexibility that characterize the liberal arts
graduate. The program and the faculty are seen
as a significant enrichment to the undergraduate
program and the graduate and undergraduate
programs are intended to be mutually supportive. The master of arts in criminology degree is
especially recommended for students who will
eventually pursue a Ph.D. The master of science
in criminal justice degree is recommended for
students who wish to apply their knowledge in
the field of criminology and criminal justice.
The master in criminology/criminal justice
program consists of 42 (M.A.) to 48 (M.S.)
semester hours of courses for students who have
had no prior background in criminology/
Course work may be completed through fulltime or part-time enrollment.
T E R R O R I S M : I S S U E S & A N A L Y S I S C E R T I F I C AT E
As the threat of terrorism continues into the
21st century, it is imperative that professional
planners and managers acquire a better understanding of terrorism’s multiple dimensions.
Increased awareness of this phenomenon will
facilitate reflection beyond the first-responder
level and subsequently, the implementation
of more effective strategic initiatives aimed
at both preventing and combating future
terrorist attacks.
C O U R S E S
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The undergraduate program in the department of behavioral sciences focuses on the
disciplines of psychology, sociology and
criminology. A primary goal of this department
is to help the student function as an effective,
informed person in our culture, which is defined
by enormously complicated contingencies of
adaptation. To this end, the principles of human
behavior are presented within the context of
an interdisciplinary liberal arts educational
program. Psychology, sociology and criminology
address different dimensions of human behavior
that can be integrated to form a comprehensive
view of the human condition.
criminal justice in their undergraduate work.
For the student who has an adequate background
of course work in specified areas, the master’s
program consists of 30 (M.A.) or
36 (M.S.) hours of graduate study that may be
completed in two calendar years.
The six-course certificate offered through
the master’s programs addresses terrorism from
several angles. Initial classes expose students to
range of issues, from how to define the problem
to laws and legislation enacted in response to
terrorism. There are also courses examining
explanations of terrorism, weapons of mass
destruction, and cyber-terrorism. The certificate
culminates in the exploration and analysis of contemporary domestic and international terrorism.
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CRIMINOLOGY/CRIMINAL JUSTICE
The department of behavioral sciences is a
component of the social science division of
the university.
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j u s t i c e
D E G R E E S
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c r i m i n o l o g y / c r i m i n a l
Students who obtain a M.A. in criminology
or M.S. in criminal justice with a certificate in
Terrorism: Issues & Analysis will complete 40
hours of graduate study. The six courses required
for the certificate fulfill professional elective
requirements in either the M.A. in criminology
or M.S. in criminal justice program.
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cr iminology/ c r i m i n a l
j u s t i c e
Each course is offered in an online format.
Enrollment is limited to those students who
have declared their intent to complete the
certificate unless permission to enroll is granted
by the criminology/criminal justice graduate
program director.
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Students may fulfill Terrorism: Issues
& Analysis certificate requirements in one
calendar year with enrollment in two classes each
session. Each session lasts ten weeks. A basic
schedule follows:
February - April
652 Managing Terrorism
653 Terrorism: Laws & Legislative Issues
June - August
654 Weapons of Mass Destruction and
Cyber-terrorism
655 The Psychology of Terrorism
October - December
656 Domestic Terrorism
657 Contemporary International Terrorism
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MASTER’S PROGRAM ASSESSMENT
LEARNING OBJECTIVES
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Objective #1: To graduate students who
demonstrate advanced, in-depth knowledge of
criminology and the criminal justice system
in American society. This is achieved by critically applying research methods, criminological
theory and analyses of current justice issues
to practical, political and theoretical concerns
encountered in the criminal justice field.
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Objective #2: To provide advanced education
to students in the field of criminology and
criminal justice which prepares them for entry
and promotion to mid-level managerial and
professional roles.
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Objective #3: To prepare students for
advanced study at the doctoral level or in
professional programs, such as law school.
A S S E S S M E N T S T R AT E G I E S U S E D
Objective #1:
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Assessment procedure #1: Students enrolled
in the internship program (six hours of
graduate credit) provide the faculty sponsor
with a detailed analysis of the experience in
the form specified in internship guidelines. A
portion of the work is devoted to addressing the
agency’s interdependent position in the broader
criminal justice system. In addition, the agency
sponsor submits an evaluation of the student’s
competence regarding agency dynamics.
42
Assessment procedure #2: The director of the
criminology/criminal justice master’s program
requires that all members of the criminology/
criminal justice faculty develop questions
that capture the ideals noted in the objective.
Graduating students are required to complete
an examination based on these comprehensive
questions. The examination is graded by
individual faculty members on a pass/fail basis, the
results of which are discussed in a formal meeting
of that examining body.
Objective #2:
Assessment procedure: Information for measurement of this objective is obtained from the
annual alumni/student survey conducted by the
university, through the vice president for academic
affairs office.
Objective #3:
Assessment procedure #1: All students selecting the master of arts degree plan defend a thesis.
The graduate program director and a faculty
member appointed by the director must approve
the initial proposal. A thesis committee is then
appointed and examines the written work and
reviews an oral defense of the thesis.
Assessment procedure #2: Information for
measurement of this objective is obtained from the
annual alumni/student survey conducted by the
university, through the vice president for academic
affairs office.
EXPECTED RESULTS
Objective #1:
Part I: Students enrolled in the six hours of
internship credit who complete the required essay
described in the internship guidelines receive a
favorable evaluation by the agency sponsor and
subsequently, are awarded a letter grade of “B”
or better.
Part II: Students pass comprehensive examinations
(prepared by the faculty), which are administered
in the semester in which students complete program requirements.
Objective #2:
Those finding employment agree that the criminology/criminal justice courses prepared them for
the entry-level or mid-level position which they
hold and/or adequately prepared them for promotional competition.
Objective #3:
Part I: All students encouraged to pursue a
master of arts track because of their interest in
obtaining a doctoral degree successfully defend a
committee-approved thesis.
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Learning Objective: The goal of the Terrorism:
Issues & Analysis certificate program is to provide
students with an interdisciplinary understanding
of contemporary terrorism. Students will acquire
the skills necessary to analyze contemporary terrorist threats to the United States and its interests
abroad.
Assessment Strategy: Students will complete
a threat analysis paper in the two courses
that deal exclusively with groups that are most
likely to prove a threat to American interests, domestic terrorism and contemporary international
terrorism. In these papers, students will demonstrate their ability to assess the motivations, tactics
and strategies, and capacity for successful terrorist
action of a terrorist group or network of groups.
Expected Outcome: Each student who intends
to obtain a certificate in terrorist studies will complete the threat analysis papers to the satisfaction
of the instructor.
ADMISSION TO THE PROGRAM
Only individuals who hold a baccalaureate
degree from an accredited four-year college or
university are considered for acceptance into the
program. A minimum grade point average of
3.25 is normally required for admission. However, GPA minimums may be waived if additional evidence of academic promise is presented
(e.g., high MAT or GRE scores and strong letters
of recommendation). Applicants having social
science majors and criminal justice backgrounds
are weighted more than others. In addition, all
applicants must have successfully completed 12
hours of undergraduate work in statistics, introductory and advanced criminology and research
methods. The admission procedure is as follows:
1. An application form and $25 application
fee should be submitted to the Graduate
Programs Office.
2. Official transcripts of all college work must be
sent to the Graduate Programs Office by the
issuing institution.
3. Unless previously accepted into a graduate
program, each applicant must take the
Graduate Record Examination (GRE) or
Miller Analogies Test (MAT). The tests are
used as a guide for determining full admission
to the program and for advisor
The graduate council determines whether an
individual is accepted for the program on the
basis of the information obtained in the steps
above. Because enrollment is limited,
an individual should submit an application
at the earliest possible date prior to the
semester in which admission is desired.
Full admission to the M.A./M.S. program
is based upon evaluation of the applicant’s:
(1) undergraduate transcripts, (2) performance
on the GRE or MAT, (3) letters of recommendation, and (4) professional experience.
Normally, students enter the graduate program
in the fall semester (August) but may enter
in the spring semester (January) and summer
(June) as well.
C O U R S E S
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C E R T I F I C AT E A S S E S S M E N T
counseling. The MAT is given at Drury
University and the GRE is a computer-based
test. Foreign applicants are required to take
the Test of English as a Foreign Language
(TOEFL). Information regarding the TOEFL
or the GRE may be obtained at www.toefl.
org or www.gre.org. Information regarding
the MAT may be obtained from the testing
center, Findlay Student Center, Room 120,
(417) 873-7419.
4. A personal statement indicating the applicant’s
desire to pursue a graduate degree
in criminology or criminal justice must be
submitted to the Graduate Programs Office.
5. Two letters of recommendation are
required of all applicants and should be sent to
the Graduate Programs Office.
G R A D U AT I O N R E Q U I R E M E N T S
Listed below are the general graduation
requirements for the conferral of a master
of arts and a master of science degree at Drury
University:
&
Students who make application to doctoral
programs or other professional programs
agree that the master’s program in criminology/
criminal justice adequately prepared him/her to
successfully complete the program.
Part II:
j u s t i c e
1. Satisfactory completion of the 12 hours
D E G R E E S
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c r i m i n o l o g y / c r i m i n a l
of introductory work outlined in the
program of study.
2. Satisfactory GRE or MAT score.
3. Completion of the prescribed 30-36 hours of
graduate study outlined under the
graduate curriculum.
4. A cumulative grade point average of “B” (3.00)
or better.
5. All program requirements must be
completed no later than seven calendar years
(including transfer work) after the student has
begun graduate level work.
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cr iminology/ c r i m i n a l
j u s t i c e
6. Submission of an Intent to Graduate
form, no later than the first week of the
semester in which graduation is planned.
The Intent to Graduate form can
be completed at www.drury.edu/cgcs/
commencement or a copy may be obtained
from the Graduate Programs Office, Bay
Hall, Room 147.
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The responsibility for understanding and
meeting graduation requirements rests
entirely with the students. The graduate
council reserves the right to change the above
requirements for the M.A. / M.S. degrees.
A C A D E M I C P R O B AT I O N
Students with cumulative grade point averages
below 3.00 are automatically placed on academic
probation. Students on academic probation are
subject to possible dismissal from the graduate
program.
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Graduate students are expected to do work
of high caliber and standards. Receiving a grade
below a “B-” requires the student to meet with
the graduate program director and discuss
academic performance. Any student receiving
two grades below a “B-” will be dismissed from
the program.
M.A. IN CRIMINOLOGY
M.S. IN CRIMINAL JUSTICE
Required Prerequisite Courses
Introduction to Criminology
Advanced Criminology
Research Methods
Statistics or Psychological Research
12 hrs.
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Students may enroll and complete prerequisite courses at Drury University through
the traditional undergraduate program
or through the College of Graduate and
Continuing Studies. Graduate students may
take some graduate courses while completing the
prerequisite courses if they have completed
the appropriate prerequisite courses.
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The program is designed so that individuals
who are employed full-time may pursue graduate study on a part-time basis. Students who
are employed may take as many as six hours of
graduate work each semester and obtain the degree
in two calendar years, if all introductory work has
been completed during their undergraduate years.
The normal course load for such students is two
courses each semester of the academic year and
two courses during the summer session.
Required Courses
600 Research Methods
601 Statistical Analysis
631 Contemporary Criminological Theory
702 Comprehensive Examination
Professional & Liberal Arts
Elective Courses
M.A. in Criminology
M.S. in Criminal Justice
M.A. or M.S. with Terrorism:
Issues & Analysis certificate
12 hrs.
12 hrs.
18 hrs.
24 hrs.
Professional Elective Courses
M.A. candidates are required to take three
classes; M.S. candidates are required to take
four classes; M.A. or M.S. candidates with a Terrorism: Issues & Analysis certificate are required
to take six classes.
611
613
615
619
621
623
634
637
641
645
651
652
653
654
655
656
657
661
Foundations of Criminological Theory
Race, Ethnicity and Social Justice
Police and Society
Alcohol, Drugs and Crime
The Correctional System
Social Justice and Punishment
Deviant Behavior
Political Economy of Crime and Justice
Gender, Crime and Justice
White Collar Crime
Juvenile Justice
Managing Terrorism
Terrorism: Legislative and Legal Issues
Weapons of Mass Destruction and
Cyber-terrorism
The Psychology of Terrorism
Domestic Terrorism
Contemporary International Terrorism
Seminar in Criminology and
Criminal Justice
Liberal Arts Elective Courses
Students select one course from each area
totaling six hours:
I. Humanities:
671 Philosophical Issues in Contemporary Society
675 Ethics in Criminology and Criminal Justice
II. Sciences:
625 Forensics
639 Biological Bases of Criminal Behavior
In addition, students have the opportunity
for study and experience in an interdisciplinary
department (criminology, sociology and psychology). At the completion of the master’s degree the
student should possess computer skills necessary
for success in either additional graduate school
work or in the marketplace.
M.A. in Criminology
Thesis (700 and 701)
6 hrs.
The thesis is designed to generate independent
inquiry and original research. Students who plan
to earn the M.A. degree make arrangements with
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c r i m i n o l o g y / c r i m i n a l
the graduate program director in accordance with
thesis guidelines. A supervisory committee, appointed by the graduate program director, assists
the students with their thesis and consists of the
advisor and one other faculty member. A successful oral defense of the thesis is required.
This component of the program requires
students to successfully complete an internship
and present their experiences through a paper.
Students discuss the internship program with the
graduate program director who describes internship sites and discusses expectations and guidelines for completion of the M.S. requirement.
In consultation with the student, the graduate
program director appoints a faculty sponsor who
works together with a prearranged on-site supervisor. The faculty sponsor arranges an initial
meeting with the student to review
expectations and discuss in detail the guidelines
for the final paper.
C O M P R E H E N S I V E E X A M I N AT I O N
All students are required to take a comprehensive
examination in theory and research methods. The
comprehensive examination for both the M.A. in
criminology and the M.S. in criminal justice is
administered in the semester in which students
are to complete program requirements. A reading
list is provided in the fall semester of each academic year, and it is subject to change. Students
must complete readings prior to enrollment
in the comprehensive examination course.
The comprehensive examination will be
offered during the semester and will be graded
on a satisfactory/unsatisfactory basis. Students
must receive an “A” or “B” on the examination
in order to successfully complete the class.
Students who receive a “C” will be permitted to
re-take the examination prior to the conclusion
of the semester. Students who score below a
“C” will receive an incomplete for the course,
and will be allowed to complete the course a
following semester. If students do not pass the
comprehensive examination in the second class,
following the grading guidelines noted above,
they will not be allowed to continue in the
master’s program.
COURSE DESCRIPTIONS
With the exception of the courses CRIM 700/
701 (Thesis), required of students completing
the M.A. degree, and 702 Comprehensive
Examination, all courses carrying graduate
credit are numbered in the 600s and are open to
students holding the baccalaureate degree and
admitted to the graduate criminology/criminal
justice program.
Courses are grouped in the following areas:
core required courses, professional electives and
liberal arts electives. Credit cannot be given for
courses for which the student is not registered.
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C O U R S E S
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M.S. in Criminal Justice
Internships (697 and 698) 3 hrs. each
j u s t i c e
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cr iminology/ c r i m i n a l
j u s t i c e
Credit cannot be claimed more than once for
the same course.
600 Research Design and Methodology.
3 hours. This course prepares the student to
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design, evaluate and report criminological
research. Provides students with an
understanding of the fundamentals of
criminological research with a concentration on
quantitative methodologies. Upon completion
of the course, students will understand the
nature of the research process and will be able
to both design their own research project
and critically evaluate research in the field.
Prerequisite: CRIM 200.
601 Statistical Analysis. 3 hours. Emphasizing
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descriptive and inferential statistical methods
for the analysis of data and the application of
appropriate computer statistical packages, this
course is designed to provide students with
an understanding of the relationship between
research methods and statistical techniques.
Prerequisite: CRIM 275.
611 Foundations for Criminological Theory.
3 hours. Review and assessment of basic
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theories of crime causation and punishment that
arose in the nineteenth and early
twentieth centuries. Emphasis is placed
on early criminological theories and an
evaluation of their contemporary relevance.
Prerequisite: CRIM 331.
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613 Race, Ethnicity and Social Justice. 3 hours.
Analysis of the involvement of racial minorities
in crime and the criminal justice system.
Emphasis is placed on critically examining major
theories, research, and policies as they pertain to
group differences in offending, processing and
victimization.
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615 Police and Society. 3 hours. This course
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explores the development and role of police in
America. Emphasis is placed on critical issues in
policing, especially the patterns of interaction
between police and the public.
619 Alcohol, Drugs and Crime. 3 hours.
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An analysis of the relationship and impact between drugs and alcohol on crime and criminal
behavior. The course surveys both historical
and contemporary literature examining theory,
research, intervention strategies and crime
control policies.
621 The Correctional System. 3 hours.
Examination of the history, forms and
functions of correctional philosophies,
institutions, programs and policies. Emphasis is
46
placed on the examination of topics such as the
growth of correctional control in modern society
(i.e. widening the net), the structure of jails and
prisons, intermediate sanctions, community
corrections and the death penalty.
623 Social Justice and Punishment. 3 hours.
An examination of major moral, legal and
ethical issues as they relate to crime and
criminal behavior and the theoretical rationales and justifications of punishment are
explored. The concept of justice and rulebreaking in America is addressed in detail.
625 Forensics. 3 hours. Forensic specialties
are considered on the basis of their history, their
scientific rationale and problems
relative to their validity. Also, introduction
to field techniques and analysis of evidence is
discussed. (Ft. Leonard Wood campus only).
631 Contemporary Criminological Theory.
3 hours. Analyzes sociological theories of
crime and deviance and explores social control
strategies and policies derived from those
theories. This course focuses on critically
assessing and applying criminological
theories. Prerequisite: CRIM 331.
634 Deviant Behavior. 3 hours. A course
designed to explain nonconformity and the
rationales used to justify the control of deviance.
Includes consideration of social and psychological
factors that contribute to maladaptive behavior.
637 Political Economy of Crime and Justice.
3 hours. This course examines crimes
committed against the state and crimes
committed by the state. Formal and informal
social control responses to these crimes are
critically studied and evaluated.
639 Biological Bases of Aggressive Behavior.
3 hours. This course examines theories and
contemporary research which focus on
the biological bases of aggressive/violent
behavior. Emphasis is placed on physiological
and genetic factors that interact with the
environment to produce behavioral outcomes.
641 Gender, Crime and Justice. 3 hours.
This course introduces students to current
empirical research and theories on gender, crime
and justice issues as they relate to criminology
and the justice system. Emphasis is placed on
gender differences in crime commission, criminal
processing and the employment of women in
justice agencies.
serves as an introduction to terrorism as a global
phenomenon. It will explore and analyze the
criminology of terrorism, the origins of modern
terrorism, foreign and domestic terrorist
groups, traditional and contemporary tactics,
and related issues. Permission from the
graduate program director is required
for enrollment.
653 Terrorism: Legislative and Legal Issues.
3 hours. In this course, students will review
the legislative actions and judicial decisions
which affect the investigation of terrorism. It
will emphasize the impact of constitutional
and criminal law on the control of terrorism.
Permission from the graduate program
director is required for enrollment.
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654 Weapons of Mass Destruction and
Cyber-terrorism. 3 hours. The weapons which
pose the greatest potential threat, in terms of
victim harm and the creation of panic, are
examined in this course. The use and effect of
biological, chemical, and nuclear weapons is
explored. Cyber-terrorism, as a threat to both
the business world and security agencies, is also
analyzed. Permission from the graduate
program director is required for
enrollment.
655 The Psychology of Terrorism. 3 hours.
This course offers an in-depth analysis of
the psychological and social correlates of
terrorism. It focuses on the psychological
motivations of a terrorist, the role of the group
in maintaining a terrorist organization or cell,
and the psychology of self-managed groups.
Attention is also given to differentiating the
terrorist from the typical criminal. Permission
from the graduate program director is
required for enrollment.
will examine domestic terrorist groups and
events to facilitate an understanding of their
history, ideological beliefs, and tactics. It focuses
on contemporary groups in terms of their
membership base, operational style, and threat
potential. Permission from the graduate
program director is required for
enrollment.
657 Contemporary International Terrorism.
3 hours. This course examines the political,
economic, religious, and ethnic divisions in
regions of the world where terrorism is rooted.
Historical and contemporary issues that fuel
modern-day alliances and tensions also are
explored. Permission from the graduate
program director is required for
enrollment.
661 Seminar in Criminology and Criminal
Justice. 3 hours. This course provides the
opportunity for intensive analysis of significant
recent issues. Topics are announced
at the time of offering and the course is
repeatable up to 6 credit hours.
671 Philosophical Issues in Contemporary
Society. 3 hours. This is a study of the nature of
value judgments, the methods of their analysis and
verification, and their systematic application in the
areas of science, religion, art, morality, education
and social policy.
675 Ethics in Criminology and Criminal
Justice. 3 hours. This course examines the ethical
issues as they relate to crime and justice. Includes
moral dilemmas and the accompanying legal consequences in conjunctionwith studying the values
associated with social justice and social control.
C O U R S E S
652 Managing Terrorism. 3 hours. This course
656 Domestic Terrorism. 3 hours. Students
697 and 698 Internships. 3 hours each. These
courses are required of students completing the
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645 White Collar Crime. 3 hours.
Organizational and occupational crime are
examined; the causes, frequency, legal control and
social consequences are emphasized. This course
focuses on crimes perpetrated by elite members
and organizations of society. Their unethical acts
also are explored.
651 Juvenile Justice. 3 hours. An examination
of the development of juvenile justice over time
and the processes by which certain behaviors
are identified as delinquent. Theories of
delinquency are examined along with formal
societal responses to delinquency
and delinquents.
j u s t i c e
M.S. degree (see description on page 45).
D E G R E E S
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c r i m i n o l o g y / c r i m i n a l
699 Comprehensive Examination Preparation.
1-6 hours. This course allows for independent
student preparation for the comprehensive examinations. Enrollment in this course does not fulfill
degree requirements. (S/U grade only).
700 & 701 Thesis. 3 hours each. This course is
required of students completing the M.A. degree
and is taken over two semesters (see description on
pages 44 and 45). (S/U grade only).
702 Comprehensive Examination. 3 hours.
Students are required to take the comprehensive
examination in this course. A required reading list
is provided by the instructor each fall and must be
completed prior to enrollment. (Further description of this course is provided on page 45).
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M A S T E R I N E D U C AT I O N
Correspondence should be sent to:
Graduate Programs Office
Daniel R. Beach, Director
School of Education and Child Development
Master in Education Program
Drury University
900 N. Benton Ave.
Springfield, MO 65802
Phone: (417) 873-6948
E-mail: [email protected]
http://educ.drury.edu
The underlying philosophy of Drury’s
graduate education program is that teachers
and human services professionals need
further development with professional courses
that will supplement and bring up-to-date
previous training in his or her field (courses
designated EDUC), and additional coursework
in fields other than professional education
(courses designated HFA, SCI, SS). The latter
serve to acquaint students with methods,
resources, and recent viewpoints in areas in
which he or she is a nonspecialist as well as to
add a field of specialization. In content and
method of presentation, the nonprofessional
courses are designed to give a broad foundation
of understanding, rather than narrow specialization, and distribution of work in all three
fields in normally required.
The five general outcomes of the Drury
University master in education degree
program are taken from the National Board for
Professional Teaching Standards (NBPTS). They
include:
1. Teachers are committed to students and
their learning.
2. Teachers know the subjects they teach and how
to teach those subjects to students.
3. Teachers are responsible for managing and
monitoring student learning.
4. Teachers think systematically about their prac-
tice and learn from experience.
5. Teachers are members of learning
communities.
PROGRAM ASSESSMENT
In concert, these five general outcome
abilities developed in the master in education
degree program enable the graduate to
demonstrate active wisdom, the ability to
distinguish relevant from non-relevant issues
and employ knowledge to add value to the
experience of living.
I. Outcomes Stated as Abilities
1. Teachers are committed to students and their
The outcomes of the Drury University master
in education degree are stated as abilities that
students will exhibit when they complete
their program of study. These outcome abilities
are directly related to the mission and goals
of Drury University. The outcome abilities
represent a combination of skills, behaviors,
knowledge, values, attitudes, motives or
dispositions and self-perceptions. The outcome
C O U R S E S
The Drury teacher education program is
accredited by the Council for the Accreditation of Teacher Education (NCATE, 2010
Massachusetts Avenue NW, Washington, DC
20036-1023), and approved by the Missouri
Department of Elementary and Secondary
education. In the process of working to meet
state andnational standards, the Drury program
strives to be identified with exemplary teacher
education programs.
abilities are developmental, or teachable,
and can be defined in increasing levels of
complex elements or processes for learning and
assessing performance. The outcome abilities
are transferable in that they prepare students
for the many roles and settings in which
they perform.
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S C H O O L O F E D U C AT I O N A N D
CHILD DEVELOPMENT
D E G R E E S
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e d u c a t i o n
learning. They:
a) recognize individual differences in
their students and adjust their practice accordingly;
b) have an understanding of how students
develop and learn;
c) treat students equitably; and
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education
d) have a mission that extends beyond
developing the cognitive capacity of their
students.
2. Teachers know the subjects they teach and how
to teach those subjects to students. They:
a) appreciate how knowledge in their
subject is created, organized, and linked to
other disciplines;
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b) command specialized knowledge of how to
convey a subject to students; and
c) generate multiple paths to knowledge.
3. Teachers are responsible for managing and
monitoring student learning. They:
a) call on multiple methods to meet
their goals;
b) orchestrate learning in group settings;
c) place a premium on student engagement;
d) regularly assess student progress; and
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e) are mindful of their principal objective in
planning instruction.
4. Teachers think systematically about their prac-
tice and learn from experience. They:
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a) are continually making difficult choices that
test their judgment; and
b) seek the advice of others and draw on education research and scholarship.
5. Teachers are members of learning
communities. They:
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a) contribute to school effectiveness by
collaborating with other professionals;
b) work collaboratively with parents; and
c) take advantage of community resources.
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II. Assessment Techniques The outcome
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abilities of the Drury University master in
education degree graduates are assessed in
multiple settings within a variety of contexts.
As a part of the Entry Assessment and Advising
(normally completed during the course SCI
620 Technology in the Classroom), the student
completes a self-assessment of professional
dispositions, requests approval of transfer course
work, receives academic advising regarding
professional goals and the master in education
degree program, and is provided guidance in
selecting a possible topic/project for Capstone
Seminar. This information is used to help design
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the remainder of the student’s program of study
and becomes a portfolio record of the student’s
development over time.
During the master in education program of
study, students submit such items as: Power
Point™ presentations, case studies, disposition
self-evaluation forms, documentation of work
with colleagues in the profession, lesson plans
with samples of children’s work, selected
research papers from graduate classes, videotape
of the teacher working with children, reflection
papers regarding student work, collaborative
research projects, a statement of professional
ethics, and a community development project.
The student and their instructor assess the work
and reflect on the student’s developmental goals
for the remainder of the program. Most of the
entries into the student’s portfolio
represent work the student is responsible
for selecting as best representing their
development related to the five outcome
abilities of the program.
In order to make the five general outcome
abilities function as an organizing framework
for the master in education degree program
of study, a matrix of assessment strategies is
provided (a matrix may be obtained from the
Graduate Programs Office). Assessments are
conducted during Entry Assessment and
Advising (in the course SCI 620 Technology in
the Classroom) and at the conclusion of the
graduate program (in the course EDUC 700
Capstone Seminar). The assessment
strategies are designed to:
1. have a positive effect on the teacher’s role in
education;
2. consist of a variety of methods;
3. use state of the art technology;
4. be affordable and accessible for satellite campus
students as well as Springfield students;
5. reflect involvement in learned societies,
state agencies, K-12 school districts,
professional associations, and other higher
education institutions;
6. provide internal and external validity with
respect to effective teaching; and
7. be developmental in nature so that teachers
are prepared for the assessments, provided constructive feedback, and adjustments are made
in the master in education degree program as
needed.
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(FT. LEONARD WOOD/ST. ROBERT ANNEX,
ROLLA, LEBANON)
Drury University began offering a graduate
program of study in Ft. Leonard Wood in
1977. This program has expanded to off-post
sites in Rolla, Lebanon, and the St. Robert
Annex. The Drury program is primarily
designed for practitioners in the field of
education to include U.S. Army training and
instruction. Graduation requires completion
of 36 hours, which can be earned in two
years by attending two courses during six
consecutive semesters.
Courses of study for elementary, middle
school, secondary teaching, cross-categorical
special education and instructional technology
are available at the region’s sites. Additionally, a
troops-to-teacher option developed in
coordination with the Missouri Department of
Elementary and Secondary Education
provides an accelerated middle school
certification option for former military
service members.
Individuals not interested in a degree
program may enroll as non-degree seeking
students for specific courses. For further
information, write or call Drury University,
St. Robert Annex, 194 Eastlawn Suite C.
St. Robert, MO 65584, (573) 451-2400,
Fax (573) 451-2405.
ADMISSION TO THE PROGRAM
Applicants for admission to graduate study must
hold a four-year baccalaureate degree from an
accredited college or university. Before enrolling
in any course, all applicants must have begun
the admission process to the graduate education
program. The admission process/requirements are
as follows:
1. A completed application form and $25
non-refundable application fee should be submitted to the Graduate Programs Office.
The form may be accessed at www.drury.
edu\cgcs. The application fee is waived if the
application is submitted online.
sent to the Graduate Programs Office by the
issuing institution.
3. Unless previously accepted into a graduate
program, each applicant must take the
Graduate Record Examination (GRE) or Miller
Analogies Test (MAT). The tests are used as a
guide for determining full admission to the
program and for advisor counseling. The MAT
is given at Drury University and the GRE is a
computer- based test. Foreign applicants are
also required to take the Test of English as
a Foreign Language (TOEFL). Information
regarding the TOEFL or GRE may be obtained
at www.toefl.org or www.gre.org. Information
regarding the MAT may be obtained from the
testing center, Findlay Student Center, Room
120, (417) 873-7419.
4. Two letters of recommendation are
required of all applicants and should be sent to
the Graduate Programs Office.
5. A personal statement indicating the applicant’s
desire to pursue a graduate degree in
education must be submitted to the Graduate
Programs Office.
Students are admitted or denied admission on the
following basis:
1. Regular standing — an undergraduate
grade point average of 2.75 or higher and
a Miller Analogies or Graduate Record
Examination test score; or, an undergraduate grade point average lower than 2.75
with a qualifying score on the Miller Analogies
Test or Graduate Record Examination.
C O U R S E S
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MID-MISSOURI REGION
2. Official transcripts of all college work must be
2. Conditional standing — those students
who have applied for admission who have been
allowed temporary registration (up to nine
hours) as a special graduate student while their
credentials are being evaluated
and eligibility for admission is being established. It is expected that students in this
classification will become students in regular
standing when their applications are processed
and approved. (Financial aid is not available
without full admission in regular standing.)
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The most valid assessment process of the
master in education degree program is one that
engages graduate students in the activities
of teaching, requires the display and use of
teaching knowledge and skills, and that allows
teachers the opportunity to explain their decision making process. The assessment of the
activities of teaching includes documentation,
evaluation and examination.
D E G R E E S
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e d u c a t i o n
3. Denial of admission — failure to meet the
requirements listed above or such other reasons
considered valid by the Graduate Education
Council in individual cases.
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education
Students in good standing in a recognized
graduate school who wish to take graduate
courses at Drury University must submit a letter
from the institution where the degree work is
being taken authorizing the student to register
for a particular course or courses.
Normally, students enter the graduate
program in the fall semester (August) but
may enter in the spring semester (January) or
summer (June) as well.
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ADMISSION PROCESS FOR
NON-DEGREE SEEKING STUDENTS
Only individuals who hold a baccalaureate
degree from an accredited four-year college or
university are considered for acceptance into the
program.
The admission process for non-degree seeking
students is as follows:
1. A completed application form and $25
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non-refundable application fee should be
submitted to the Graduate Programs Office.
The form may be accessed at www.drury.
edu\cgcs. The application fee is waived if the
application is submitted online.
2. Transcripts showing completion of a bach-
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elor’s degree must be sent to the Graduate
Programs Office from the issuing institution.
Please note that financial aid is not available
for non-degree seeking students. For a more
complete description of restrictions, please see
the entry regarding non-degree seeking students
on pages 12 and 13.
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E N T RY A S S E S S M E N T A N D A D V I S I N G
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Entry Assessment and Advising is a required
step in the process of completing the master
in education degree. “Entry Assessment and
Advising” has three (3) basic purposes:
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1. provide a general assessment of how the
master in education degree program is
contributing to the student’s personal and
professional development,
2. provide an opportunity for the student to
meet with his or her graduate advisor to
discuss:
a) personal and professional goals
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b) program of study to complete the
master in education degree
c) possible topics for the capstone seminar
research paper, and
3. provide approval of transfer courses.
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Entry Assessment and Advising is completed
during the course SCI 620 Technology in
the Classroom.
G R A D U AT I O N R E Q U I R E M E N T S
In order to be recommended for the degree of
master in education (M.Ed.), a candidate must
satisfy the following conditions:
1. The successful completion of 36 semester
hours, in accordance with the regulations
covering the program;
2. An average of 3.00 for all courses undertaken
in the Drury program. Courses with a final
grade below C cannot be counted for credit
hours toward the degree.
3. The successful completion of a culminating
course, EDUC 700 Capstone Seminar, during
the last nine hours prior to graduation. Successful completion of a written, comprehensive, master’s degree examination is required
as a part of the Capstone Seminar course.
4. The M.Ed. program must be completed no
later than seven calendar years (including
transfer work) after the student has begun
graduate-level work.
5. Submission of an Intent to Graduate
form, no later than the first week of the
semester in which graduation is planned. The
Intent to Graduate form can be
completed at www.drury.edu/cgcs
/commencement or a copy may be
obtained from the Graduate Programs
Office, Bay Hall, Room 147.
The responsibility for understanding and
meeting graduation requirements rests entirely with the students.
O N L I N E D I S TA N C E E D U C AT I O N
D E G R E E S A N D C E R T I F I C AT E S
In October 2004 the Higher Learning Commission (The Higher Learning Commission
of the North Central Association of Colleges
and Schools, 30 North LaSalle Street, Suite
2400, Chicago, IL 60602-2504) gave approval
for Drury University to offer degree programs
through the online delivery format. The same
quality and personalized attention students
receive in the classroom is now available to
students online. The master in education degree
with emphasis in instructional math or instructional technology is now available completely
online making it more convenient for students
to continue their education regardless of their
location.
M A S T E R I N E D U C AT I O N
EMPHASIS AREAS
The master in education degree offers seven
different emphasis areas: curriculum (elementary
and secondary), middle school, gifted education,
human services, instructional mathematics
K-8, instructional technology (for educators
and human services professionals/military
personnel), and crosscategorical, mild/moderate
special education.
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CURRICULUM
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E L E M E N TA R Y S C H O O L T E A C H E R S
Required Courses
18 hrs.
It is recommended that the required courses
be taken in the following order:
*SCI 620 Technology in the Classroom
*(Must be taken within the first two semesters)
EDUC 605 Advanced Educational Psychology
SS 624
The Home, the School and the
Community
HFA 636 Teaching and Evaluation of Writing
EDUC 689 Introduction to Educational Research
(formerly EDUC 602)
EDUC 700 Capstone Seminar
Courses Required in Emphasis
18 hrs.
EDUC 634 Advanced Curriculum and Instruction
EDUC 665 Improvement of Reading Instruction
SCI 622
Strategies in Teaching Mathematics
K-12
SCI 631
Improvement of Science Instruction
(Teaching Field Elective)
(Teaching Field Elective)
MIDDLE SCHOOL TEACHERS
(Humanities, Science or Social Science)
Required Courses
18 hrs.
It is recommended that the required courses
be taken in the following order:
*SCI 620 Technology in the Classroom
*(Must be taken within the first two semesters)
EDUC 605 Advanced Educational Psychology
SS 624
The Home, the School and the
Community
HFA 636 Teaching and Evaluation of Writing
EDUC 689 Introduction to Educational Research
(formerly EDUC 602)
EDUC 700 Capstone Seminar
CURRICULUM
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SECONDARY TEACHERS
(Humanities, Science or Social Science)
Required Courses
18 hrs.
It is recommended that the required courses
be taken in the following order:
*SCI 620 Technology in the Classroom
*(Must be taken within the first two semesters)
EDUC 605 Advanced Educational Psychology
SS 624
The Home, the School and the
Community
HFA 636 Teaching and Evaluation of Writing
EDUC 689 Introduction to Educational Research
(formerly EDUC 602)
EDUC 700 Capstone Seminar
Courses Required in Emphasis
18 hrs.
EDUC 634 Advanced Curriculum and Instruction
EDUC 665 Improvement of Reading Instruction
Content Area Courses
(12 hours required in teaching field)
(Teaching Field Elective)
(Teaching Field Elective)
(Teaching Field Elective)
(Teaching Field Elective)
12 hrs.
G I F T E D E D U C AT I O N
(Elementary and Secondary Teachers)
Required Courses
18 hrs.
It is recommended that the required courses
be taken in the following order:
*SCI 620 Technology in the Classroom
*(Must be taken within the first two semesters)
EDUC 605 Advanced Educational Psychology
SS 624
The Home, the School and the
Community
HFA 636 Teaching and Evaluation of Writing
EDUC 689 Introduction to Educational Research
(formerly EDUC 602)
EDUC 700 Capstone Seminar
C O U R S E S
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For more information regarding obtaining a
master in education degree or certificate online,
please contact the Graduate Programs Office at
(417) 873-6948 or [email protected].
Courses Required in Emphasis
18 hrs.
EDUC 603 Middle School Philosophy
EDUC 633 Middle School Curriculum and
Instruction (Teaching Field Elective)
EDUC 665 Improvement of Reading Instruction
(Teaching Field Elective)
(Teaching Field Elective)
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In addition to the master’s of education
with specialization in instructional math and
instructional technology, three online certificate
programs: instructional math, instructional
technology and Web design are also offered as
online programs.
Courses Required in Emphasis
18 hrs.
It is recommended that the following courses
be taken in this order:
EDUC 676 Survey of Gifted Education
EDUC 677 Curriculum and Instruction
for the Gifted
EDUC 678 Administration and Supervision
of Gifted Programs
EDUC 679 Counseling and Guidance of the Gifted
EDUC 686 Practicum in Gifted Education
(Elective)
D E G R E E S
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e d u c a t i o n
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education
I N S T R U C T I O N A L M AT H E M AT I C S K - 8
INDIVIDUALIZED PROGRAM FOR
HUMAN SERVICES PROFESSIONALS
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Required Courses
18 hrs.
It is recommended that the required courses
be taken in the following order:
*SCI 620 Technology in the Classroom
*(Must be taken within the first two semesters)
EDUC 605 Advanced Educational Psychology
SS 624
The Home, the School and the
Community
HFA 636 Teaching and Evaluation of Writing
EDUC 689 Introduction to Educational Research
(formerly EDUC 602)
EDUC 700 Capstone Seminar
Courses Required in Emphasis
Human Services (Elective Credit)
18 hrs.
18 hrs.
INSTRUCTIONAL TECHNOLOGY
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Available completely online
Required Courses
18 hrs.
It is recommended that the required courses
be taken in the following order:
*SCI 620 Technology in the Classroom
*(Must be taken within the first two semesters)
EDUC 605 Advanced Educational Psychology
SS 624
The Home, the School and the
Community
HFA 636 Teaching and Evaluation of Writing
EDUC 689 Introduction to Educational Research
(formerly EDUC 602)
EDUC 700 Capstone Seminar
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Courses Required in Emphasis
18 hrs.
SCI 623 History, Security and Ethics of Technology
SCI 625 Online Pedagogy
SCI 626 Writing for the Web
SCI 627 Web Design
SCI 628 Infrastructure and Support
SCI 629 Technology Internship
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INSTRUCTIONAL TECHNOLOGY FOR
HUMAN SERVICES PROFESSIONALS
A N D M I L I TA RY P E R S O N N E L
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(This program does not contribute to a teaching certificate.) Available completely online
Required Courses
15 hrs.
It is recommended that the required courses
be taken in the following order:
EDUC 605 Advanced Educational Psychology
HFA 636 Teaching and Evaluation of Writing
SCI 625
Online Pedagogy
EDUC 689 Introduction to Educational Research
(formerly EDUC 602)
SS 639
Leadership Techniques
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Courses Required in Emphasis
21 hrs.
SCI 623 History, Security & Ethics of Technology
SCI 626 Writing for the Web
SCI 627 Web Design
SCI 632 Educational Evaluation
SCI 633 Instructional Product Development
SCI 634 Instructional Design and Delivery
SCI 635 Simulations and Virtual Reality
54
Available completely online (This program is
designed for those teachers who already have
a teaching certificate.)
Required Courses
18 hrs.
It is recommended that the required courses
be taken in the following order:
*SCI 620 Technology in the Classroom
*(Must be taken within the first two semesters)
EDUC 605 Advanced Educational Psychology
SS 624
The Home, the School and the
Community
HFA 636 Teaching and Evaluation of Writing
EDUC 689 Introduction to Educational Research
(formerly EDUC 602)
EDUC 700 Capstone Seminar
Courses Required in Emphasis
18 hrs.
SCI 639 Data Analysis
SCI 640 Integers, Brain Research and
Differentiated Instruction
SCI 641 From Patterns to Functions
SCI 642 Introduction to Continuous Functions
SCI 643 Rational Numbers
Choose one of the following:
SCI 644 Geometry and Measurements (or)
SCI 645 Solving Equations
C R O S S - C AT E G O R I C A L S P E C I A L E D U C AT I O N
Required Courses
36 hrs.
HFA 636 Teaching and Evaluation of Writing
*SCI 620 Technology in the Classroom
*(Must be taken within the first two semesters)
SS 611
Counseling Parents of Exceptional
Children
EDUC 625 Correction of Math Difficulties
EDUC 649 Introduction to Cross-Categorical
Disabilities
EDUC 650 Transition and Career Education
EDUC 651 Evaluation of Abilities & Achievement
EDUC 652 Language Development of the
Exceptional Child
EDUC 653 Methods of Teaching Students/
Cross-Categorical Disabilities
EDUC 654 Clinical Experience – Elementary
EDUC 655 Clinical Experience – Secondary
EDUC 700 Capstone Seminar
Required Prerequisites
EDUC 207 Psychology of Human Growth
and Development
EDUC 331 Methods of Teaching Reading in
the Content Field
EDUC 340 Education of the Exceptional Child
EDUC 360 Classroom Management
EDUC 380 Methods of Teaching Elementary
Mathematics
EDUC 407 Methods of Teaching Reading –
Elementary
EDUC 452 Correction of Reading Problems
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that these are not teaching certificates.)
Instructional Math
18 hrs.
SCI 639 Data Analysis
SCI 640 Integers, Brain Research and /
Differentiated Instruction
SCI 641 From Patterns to Functions
SCI 642 Introduction to Continuous Functions
SCI 643 Rational Numbers
Choose one of the following:
SCI 644 Geometry and Measurements
SCI 645 Solving Equations
Instructional Technology
18 hrs.
SCI 623 History, Security and Ethics of Technology
SCI 632 Educational Evaluation
SCI 633 Instructional Product Development
SCI 634 Instructional Design and Delivery
SS 639 Leadership Techniques
SCI 635 Simulations and Virtual Reality
Web Design
18 hrs.
SCI 620 Technology in the Classroom
SCI 623 History, Security and Ethics of Technology
SCI 625 Online Pedagogy
SCI 626 Writing for the Web
SCI 627 Web Design
SCI 628 Infrastructure and Support
C E RT I F I C AT I O N O F S C H O O L P E R S O N N E L
All teaching certificates are issued directly by
the Missouri Department of Elementary and
Secondary Education. Students completing
requirements for certification who already
possess life certification in the state of
Missouri in another teaching area must make
direct application to the Missouri Department
of Elementary and Secondary Education for
additional certification.
K A P PA D E LTA P I
C O U R S E S
The master in education program also
offers three 18-hour certificate programs: instructional math, instructional technology and Web
design. These are online programs. (Please note
On May 16, 1975, a campus chapter of Kappa
Delta Pi, a national honorary society in education, was established. Graduate students may be
invited to membership on the basis of excellence
of scholarship and distinction of achievement in
the field of education.
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T E C H N O L O G Y C E R T I F I C AT E S
D E G R E E S
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e d u c a t i o n
COURSE DESCRIPTIONS
With the exception of the culminating course,
EDUC 700, which is required of all students
prior to completion of the master in education,
all courses carrying graduate credit are numbered
in the 600s and are open to students holding
the baccalaureate degree and admitted to the
graduate education program.
Courses are grouped into the following areas:
education, humanities and fine arts, science and
mathematics and social sciences. Credit cannot
be given for a course for which the student is not
registered. Credit cannot be claimed more than
once for the same course.
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education
P R O F E S S I O N A L E D U C AT I O N C O U R S E S
Courses in the professional education area
are designed to meet the needs and interests
of elementary and secondary schoolteachers,
special education teachers, and human
services professionals.
602 Introduction to Educational Research
(see EDUC 689)
close cooperation exists between school and
home. For children with learning problems it is
all the more necessary for skills learned in school
to be reinforced in the home. This course presents
counseling techniques for helping teachers to elicit and maintain the parental cooperation needed
to maximize student learning and development.
603 Middle School Philosophy and
Organization. 3 hours. This course provides
625 Correction of Mathematical Difficulties.
3 hours. This course is designed to provide
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Education – EDUC
an understanding of the philosophy, history,
structure and future direction of middle-level
education, as well as how those topics relate to the
characteristics of the transescent.
Topics include an overview of curriculum and
instructional strategies appropriate for middlelevel education. These topics also consider the
culturally diverse populations and special needs
students.
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605 Advanced Educational Psychology.
3 hours. This is an advanced study of the
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cognitive process, and the psychological
foundations of educational practice and
research. Emphasis is given to the principles
for the development of cognitive skills and
conditions of learning.
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607 Psychology of Human Growth and
Development. 3 hours. This is a study of
the process of human development from
conception through adolescence with
particular emphasis on development during
the elementary school, middle school and high
school-age periods of growth and development.
The course emphasizes the contemporary
research, theory and findings in the areas of
cognitive, emotional and physical development
with a focus on psychological processes and
structures and their implications for the
education process.
608 Classroom Management for Teachers.
3 hours. The purpose of this course is to present
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effective techniques for eliciting appropriate
social and academic behaviors in the classroom.
Several models for behavioral intervention in
both regular and special education classrooms
are examined, with special emphasis on the
management of behaviors that interfere with the
learning process.
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611 Counseling Parents of Exceptional
Children. 3 hours. Children learn best when
inservice teachers the opportunity to
improve their skills and techniques for
identifying, diagnosing and correcting
student difficulties in mathematics.
633 Middle School Curriculum and
Instruction. 3 hours. Students examine
educational programs appropriate for students in
late childhood and early adolescence. The course
emphasizes philosophy, curriculum, instruction
and organization of middle schools. Major
components of effective middle schools are
studied. Programs designed especially for preadolescent youth are examined and contrasted
to elementary, traditional junior high and high
school education. Innovative ways of meeting
the distinctive physical, emotional, social and
intellectual needs of the middle school student
are studied.
634 Advanced Curriculum and Instruction.
3 hours. A course for the in-service teacher, major
emphasis is placed on curriculum construction,
types of curricula, the influence of social developments and the present-day student population
on the school program, underlying psychological and education theory and problems in
curriculum development.
647 Improvement of Instruction of
Children’s and Adolescents’ Literature. 3 hours.
This is a course designed for in-service teachers
in the elementary and secondary schools. Various
types of literature for elementary and secondary
school-age groups are surveyed. The ability to
evaluate children’s and adolescents’ literature critically, to understand its history, to assess children’s
and young adults’ needs and developmental levels,
and to be able to select and effectively use quality
literature are major objectives of the course.
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648 K-6 Science and Mathematics Teaching.
3 hours. A KSAM training course for lead
652 Language Development of the Exceptional Child. 3 hours. This course will include
649 Introduction to Cross-categorical
Disabilities. 3 hours. The physical,
653 Methods of Teaching Students/
Cross-Categorical Disabilities. 3 hours.
650 Transition and Career Education. 3 hours.
This course will provide information and resources needed by special educators to meet the
federal requirements for preparing students with
disabilities for post-secondary experiences. Course
content will include the study of application for
aptitude/vocational assessment results, review
of life-skills curricula and career exploration
resources, identification of employment supports,
use of community resources for transition planning, and coordination of transition providers
and services. Students also will develop demonstrative individual and school-based programs
to assist students’ social, cultural and economic
integration into their local communities.
651 Evaluation of Abilities and Achievement.
3 hours. Students will review administration and
interpretation procedures for formal and informal
assessments used in the evaluative process for
identifying educational disabilities in school-age
students, such as criterion-referenced and normed
tests, interview techniques, observational methods
and developmental profiles. Students will be
required to complete supervised administration of
specific tests and will prepare evaluation reports
from data collected through assessment. Cultural,
social and educational influences affecting the test
performance of students will disabilities also will
be reviewed.
Focus of the course will be on the study of
theoretical perspectives and research-based
methods for instructing schoolchildren with
mild/moderate disabilities. Collection and
analysis of educational information pertaining to
instruction, management, and social development
will be used for developing educational programs.
Applications of knowledge to inclusive settings
will be included.
654 Clinical Experience – Elementary. 3 hours.
Working in settings, which include elementary
school students with mild/moderate disabilities,
students will collaborate with members of multidisciplinary teams to develop and implement
individual education programs and will
collect and analyze data pertaining to student
diagnosis/academic achievement. The outcome
of the clinical experience will be an extensive,
thorough, and formal case study of a student
with a specified disability.
655 Clinical Experience – Secondary. 3 hours.
Working in settings, which include secondary
school students with mild/moderate disabilities, students will collaborate with members of
multi-disciplinary teams to develop and implement individual education programs and will
collect and analyze data pertaining to student
diagnosis/academic achievement. The outcome
of the clinical experience will be an extensive,
thorough, and formal case study of a student
with a specified disability.
C O U R S E S
psychological, social and educational
characteristics of school-age students with
mild/moderate disabilities will be surveyed.
Students will learn strategies for differentiation
of instruction, approaches for integrating these
students into regular education classrooms,
methods for collaborating with other educators
to identify and address the needs of students
with disabilities. Students also will design
instructional strategies in programs to meet
the particular learning needs of students with
disabilities.
an in-depth study of the form and function of
language patterns of normally developing children
as compared to those patterns of children with
exceptionalities. Students will use analysis of language samples as a basis for developing prescriptive interventions.
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teachers and prospective lead teachers, this
course includes methodology of teaching
hands-on, process-oriented science and
mathematics in K-6 and is demonstrated and
practiced in a concentrated 40-hour (5 days) s
summer workshop.
D E G R E E S
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e d u c a t i o n
656 Legal Issues in Education. 3 hours. This
course is designed as a practical study of law as
it pertains to the educational process in public
and private schools. Areas to be covered in the
course are: (1) study of the vocabulary and
general process of law; (2) history of legal issues
in education; (3) review of the legal educational
documents for Missouri and the United States;
(4) review of current legal issues in education.
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education
658 Strategies in Teaching Math K-6. 1
hour. Strategies of teaching K-6 mathematics
in a hands-on, process-oriented style utilizing
demonstration followed by participant classroom
practice are included in seven 3-hour sessions,
once weekly.
659 Strategies in Teaching Life Science K-6.
1 hour. Strategies of teaching K-6 life science
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in a hands-on, process-oriented style utilizing
demonstration followed by participant classroom
practice are included in seven 3-hour sessions,
once weekly.
665 Improvement of Reading Instruction.
3 hours. A course designed for the in-service
elementary and secondary teacher, this
includes examination of current diagnostic and
corrective treatments for reading difficulties.
Exemplary reading programs and instructional
techniques for teaching subject matter to utilize
and develop functional reading will be studied.
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668 Strategies in Teaching Physical Science K-6.
1 hour. Strategies of teaching K-6 physical
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science in a hands-on, process-oriented
style utilizing demonstration followed by participant classroom practice are examined in seven
3-hour sessions, once weekly.
669 Strategies in Teaching Earth Science K-6.
1 hour. Strategies of teaching K-6 earth
science in a hands-on, process-oriented
style utilizing demonstration followed by participant classroom practice are examined in seven
3-hour sessions, once weekly.
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675 Teaching the Gifted in the Regular
Classroom. 3 hours. This course is designed to
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assist teachers address the need for
appropriate educational experiences for gifted
students in regular classroom settings as part of
an overall programming effort for this population.
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676 A Survey of Gifted and Talented
Education. 3 hours. This is an introduction
to knowledge of the nature and needs of gifted
children, identification strategies, broad
programming issues and concepts and
teacher qualities and skills. This course
presents entry-level concepts and is a
prerequisite for future study in the field.
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677 Curriculum and Instruction for the Gifted.
3 hours. This course delineates the core issues
and provides a framework for understanding the
content, process and product considerations in developing a comprehensive, articulated curriculum
for the gifted. Skills are developed in scope and
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sequence, promoting appropriate higher level cognitive functioning and assessment of individual
student learning styles and needs. Prerequisite:
EDUC 676.
678 Administration and Supervision of Gifted
Programs. 3 hours. This course introduces
the fundamental principles of program
planning and development for the gifted.
Topics include role functions and referent
groups, general educational procedures,
steps in basic program development,
provision for appropriate resources and
refinement of effective supervision strategies.
Prerequisite: EDUC 676.
679 Counseling and Guidance of the Gifted.
3 hours. This course focuses on the differential
affective characteristics and needs of gifted
students. General counseling theories are studied
as they apply to helping gifted students discover
and utilize effectively their special gifts and
talents to aid in the development of potential.
Prerequisite: EDUC 676.
686 Practicum in Working with Gifted
Students. 3 hours. This is an intensive practicum,
which involves the application of knowledge,
skills, strategies, and competencies delineated
in the basic courses for teachers of the gifted.
Emphasis is given to working with gifted pupils.
Prerequisites: EDUC 676, EDUC 677, EDUC
678, and EDUC 679.
689 Introduction to Educational Research.
3 hours. (formerly EDUC 602) This course
is designed to acquaint students with
different methods of educational research
and statistical procedures. Emphasis is placed
on procedures for writing research papers
and proposals. This course is designed to be
completed the semester prior to EDUC 700
Capstone Seminar.
690 Selected Topics. This course is offered when
a special educational need has been identified
that can be met through courses on timely and
relevant topics in the areas of professional education, science, social science and humanities that
will not, at the time scheduled, be added to the
regular offerings listed in the catalog.
691 Research. Students who wish to enroll in
691 Research for independent study must, with
the assistance of the supervising teacher, prepare
a written statement defining the purpose and
procedures of study. This written statement must
be approved by the student’s advisor and by the
director of the graduate program.
– HFA
Courses in the humanities and fine arts
area seek to provide the individual with an
understanding of humankind’s cultural heritage
and an awareness of contemporary trends in
the fields of art, English, music, philosophy,
religion, and drama. Secondary school teachers
electing a program of study emphasizing the
humanities and fine arts are expected to take 12
to 15 hours in this area.
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HUMANITIES AND FINE ARTS
600 Humanities. 3 hours. This course includes
investigations into the nature of the humanities
through the study of drama, philosophy, music,
literature, and art.
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603 Linguistics. 3 hours. This is a survey of lan-
guage (with study and examples stressing English)
covering variously, grammar (syntax, morphology,
phonology); origin and development; dialects (social and regional); onomastics; semantics; writing
and spelling; lexicography, etc.
623 Eastern Experience Through Art and
Architecture. 3 hours. This course examines
experiences in non-Western culture through the
study of the arts, architecture, and ideas of China,
Japan, Korea, and South Asia.
624 Western Experience Through Art and
Architecture. 3 hours. This course examines
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experiences in Western culture through a study of
the arts, architecture, and ideas of Europe and the
Americas.
of information in America. The course will focus
on how the media may be used in the classroom.
634 Creativity in Language Arts. 3 hours. This
is a study in the development and fostering of
creativity in the classroom, with particular regard
to written and oral communication activities.
636 Current Trends in Teaching and Evaluation
of Writing. 3 hours. A survey of new theories
of writing and language development in elementary, middle school, and secondary schools.
Students read and evaluate new
approaches and test them in their writing.
640 The Adolescent Hero in American
Fiction. 3 hours. The purpose of this course is
to study the problems of American youth as they
are reflected and analyzed in literature. The course
emphasizes discussion of each author’s views on
the causes and consequences of adolescent unrest
in our society and it asks students in the class to
formulate their own conclusions on the problems
of American adolescents. There is ample opportunity to consider the traditions and techniques
of our own literary culture as well as the figure of
the adolescent.
667 Experimentation in Communication Arts.
3 hours. This course proposes to explore
new methods of creating verbal facility in teachers and students from kindergarten to college.
Emphasis is also given to new approaches to the
understanding of nonverbal communication.
671 Philosophical Issues in Contemporary
Society. 3 hours. Students examine the nature
C O U R S E S
every person completing a master in education
degree be familiar with the current innovations
of the profession. It is of equal importance that
he or she relate knowledge derived from various
courses to his or her own area of specialization
and evaluate personal cognitive and affective
growth. The Capstone Seminar aims to fill
these needs. Completion of a seminar paper or
project is a requirement for a satisfactory grade
in this course. The paper will focus on the area
of specialty for the graduate student. Successful
completion of a written, comprehensive,
master’s degree examination is required as a
part of the Capstone Seminar course. The
course is graded satisfactory or unsatisfactory.
630 Media Literacy. 3 hours. This is a study
of media (newspapers, radio, and TV) as sources
of value judgments, the methods of their analysis
and verification, and their systematic application
in the areas of science, religion, art, morality,
education, and social policy.
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700 Capstone Seminar (for all graduating students). 3 hours. It is deemed appropriate that
673 Religious Perspectives and Practices.
3 hours. The contemporary influence and
D E G R E E S
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e d u c a t i o n
characteristics of major Christian church groups
and major living world religions is the focus
of this class.
681 Culture of the Ozarks. 3 hours. This course,
designed to develop an understanding and appreciation of the native culture of the Ozarks, deals
with the cultural development of Ozarks peoples
from the first Native-Americans and early settlers
to their contemporary descendants. This course
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education
fulfills nonprofessional requirement in either the
social science or in the area of humanities and
fine arts.
683 20th Century World Literature. 3 hours.
Students examine the work of major 20th
century writers or literary themes with special
emphasis upon contemporary poetry and fiction.
684 20th Century American Literature.
3 hours. A study of important themes and writers
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as they relate to the ideals and values of American
culture, particular emphasis is placed on the
insights, offered by authors and their characters,
into common attitudes and problems of youth
in dealing with family, friends, school, and
conventions of adult society.
687 African-American Literature. 3 hours.
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Designed primarily to develop in elementary,
middle school and secondary teachers a more
complex, sympathetic, and profound understanding of African-American experience, this
course focuses on literature of black Americans.
Attention is paid to the history and total culture
of black America.
690 Selected Topics. This course is offered when
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a special educational need has been identified
that can be met through courses
on timely and relevant topics in the areas
of professional education, science, social
science, and humanities which will not, at
the time scheduled, be added to the regular
offerings listed in the catalog.
691 Research. Students who wish to enroll in 691
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Research for independent study must, with the assistance of the supervising teacher, prepare a written statement defining the purpose and procedures
of study. This written statement must be approved
by the student’s advisor and by the director of the
graduate program.
– SCI
Courses in this field are designed to supplement
the training of the general or specialized teacher,
broadening the student’s background in the
various fields of science, acquainting him or her
with current frontiers of scientific investigation
and providing an understanding of the
fundamental principles of science that should
be included in the education of every citizen.
Secondary school teachers electing a program of
study empha-sizing science are expected to take
12 to 15 hours in this area.
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601 Science: Its Impact on Society. 3 hours.
This course constitutes a study of the
important discoveries in science, the people
involved in making them and their effect
on society as a whole. Innovative teaching
techniques are employed and selected case
histories are used to illustrate the growth and
development of the scientific method and to
increase appreciation of the complexities science
has in its effect on society.
609 Physical Science Concepts. 3 hours.
This course is intended to give the non-science
major a background in the basic concepts of
physical science. Topics are selected from the
areas of astronomy, physics, chemistry, and earth
science. Topics are handled with a minimum
of mathematics and the historical aspect of
the development of science is included in the
discussions.
620 Technology in the Classroom. 3 hours.
This course is required for all programs
leading to the master in education degree, and
provides an introduction to educational technology. The focus of the course includes how to
operate the technologies, use the technologies
to enhance personal productivity, and apply
technologies in a learning/instructional environment. *Students are required to take this
course during their first two semesters
of graduate study.
*
622 Improvement of K-12 Mathematics
Instruction. 3 hours. A course designed for the
in-service teacher to consider the fundamental structure of mathematics and strategies for
improving instruction of mathematics in the K-12
school curriculum. Special attention is given to the
curriculum frameworks provided by the National
Council of Teachers of Mathematics and other
educational agencies.
623 History, Security and Ethics of Technology.
3 hours. This course is designed to prepare
educators with historical, security, and ethical
situations that will be encountered in educational
technology. Prerequisite: SCI 620.
625 Online Pedagogy. 3 hours. Teaching and
learning online is the primary focus of this
course. Students will know and be able to
design learning environments that are
presented entirely online utilizing the WebCT
627 Web Design. 3 hours. This course will
provide the knowledge and skills to design Web
pages that support the school setting.
A variety of Web tools will be infused as
students design and post their own Web page.
Emphasis will be on writing for the Web, graphic design and practical applications of schoolbased Web design. Prerequisite: SCI 620.
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628 Technology Infrastructure and Support.
3 hours. Educators will have the opportunity
to design, develop and implement technology
plans at the classroom, building and district level.
Visits and interaction with area school district
technology coordinators will be an integral part
of this course. Primary focus will be on systems,
servers, technology layout and design, as well
as purchasing and procurement of technology.
Prerequisite: SCI 620.
629 Technology Internship. 3 hours. Students
will be placed in an educational setting
to develop hands-on knowledge and skills
necessary to become a technology director
at the building and/or district level. The
primary focus will be the utilization of the
knowledge and skills gained from all of the
“Instructional Technology” courses (except
for EDUC 700, Capstone Seminar) and
applying that information to the school setting.
Prerequisite: A in SCI 620. This course
must be taken as the last course in the
Instructional Technology Track program.
631 Improvement of K-12 Science Instruction.
3 hours. A course designed for the in-service
teacher to improve background knowledge in
science concepts and instructional strategies in
the elementary, middle school or high school
curriculum. Emphasis is given to a hands-on,
process-oriented instructional approach incorporating active research related to water quality
monitoring, science fair preparation, minority
scientists, and community resources for science
education.
633 Instructional Product Development.
3 hours. Students will examine the use of
educational models to create instruction that
is appropriate from a pedagogical and practical
viewpoint. Emphasis will be on theories and
models to support the following: analysis of the
learner environment and needs; design of a set
of specifications for an effective, efficient and
relevant learner environment; development of all
learner and management materials; and evaluation of the results of the development using
formative and summative methods. Students will
be asked to make well-informed decisions
regarding modification to products/materials/
programs (formative) and determining
the value of existing products/materials/
programs for possible adoption (summative).
This course will not lead to a public
school teaching certificate.
C O U R S E S
626 Writing for the Web. 3 hours. This course
is designed to acclimate students to proper Web
design knowledge and skills as they enter the
Web design field. Writing effectively in the Web
environment will be a major focus of this course.
Prerequisite: SCI 620.
632 Educational Evaluation. 3 hours. This
course is designed to provide basic instruction
terminology and methods of educational evaluation. Students will study techniques for evaluating the effectiveness of instructional/educational
programs, including developing written and
performance tests and survey instruments, and
determining reliability and validity of evaluation instruments. Students will be able to define
vocabulary terms, explain the evaluation process
and procedures used in various evaluation models,
identify evaluation purposes, determine which
evaluation design is most appropriate, use the
library and Internet, construct data gathering instruments, collect and interpret data, read evaluation reports and interpret their results, and write
comprehensive evaluation reports based upon an
original study. This course will not lead to a
public school teaching certificate.
634 Instructional Design and Delivery.
3 hours. A study of the systematic processes of
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technology design tool. The emphasis is on
designing and learning environments that
encourage and motivate students as their
knowledge and skills in using WebCT are
developed. Prerequisite: SCI 620.
D E G R E E S
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translating principles of learning and instruction
into plans for instructional materials and
activities. These processes include designing
training programs, developing design strategies
and models, and improving instructional
effectiveness. Specifications for educational
products and systematic planning procedures
will be developed. The use of computer models
and simulations will enhance the instructional
design process. This course will not lead to a
public school teaching certificate.
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education
635 Simulations and Virtual Reality. 3 hours.
An introduction to creating and using
simulations in an online classroom setting. This
course will not lead to a public school
teaching certificate.
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638 Applied Statistics. 3 hours. Students
focus on a comprehensive package of statistical
techniques, measurement theory, and testing
procedures designed to provide theoretical
and practical learning experiences for physical
educators. Statistical concepts covered include
frequency distribution, measures of central
tendency, measures of variability, percentile
ranks, standard scores, probability, and
correlational techniques.
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639 Data Analysis. 3 hours. In this course,
teachers learn the mathematical content for
teaching their students about descriptive data.
They learn to ask questions, gather necessary
data, organize, visualize, and analyze the data
and communicate that analysis. They use
spreadsheets as a tool to organize, visualize,
and communicate data.
640 Integers, Brain Research and
Differentiated Instruction. 3 hours. Teachers
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develop a mathematical understanding of the
key concepts of integers from teaching algebra.
The course integrates standards-based lessons
with strategies for differentiated instruction and
brain-based research classroom applications.
Participants have opportunities to view video
clips of master teachers working with their
students, followed with online discussions and
professional online reflection journals
641 From Pattern to Functions. 3 hours.
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Teachers investigate how patterns lead to
an understanding of discrete functions.
The course explores number sequences,
geometric patterns, function machines, ttables, graphs, and how to generalize rules in
function notation.
642 Introduction to Continuous Functions.
3 hours. Teachers continue to learn more on the
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study of functions. Attention focuses on direct
variation, other linear equations, their slope and
y-intercept, and the standard form of a line:
y-mx+b. The course culminates with a discussion
of simple quadratic and cubic functions.
643 Rational Numbers. 3 hours. This course
introduces teachers to rational numbers as an extension of integers. Emphasis is placed on using
concrete models to develop conceptual understanding of rational number operations, their
algorithms, and the application of
proportional reasons.
644 Geometry and Measurements. 3 hours.
Focus is given to two- and three-dimensional
geometric figures and their properties.
Measurement concepts lead to computational
algorithms for perimeter, circumference,
area, and volume.
645 Solving Equations. 3 hours. Focus is placed
on reviewing algebraic notation and the properties of algebra and their use in translating word
problems into algebraic sentences.
646 Exercise Physiology. 3 hours. This course
is designed to help students gain an appreciation
and knowledge of how the body functions under
conditions of exercise stress. Special emphasis is
placed on the development of training programs,
diagnosis of exercise and sport-related problems,
tests of physiological capacity and the effects of
exercise on general health, growth, and aging.
661 Field Biology. 3 hours. This is a course
to increase the teacher’s familiarity with, and
understanding of, living things in their
natural surroundings; study plants and
animals in the more important types of
habitats of the region; and illustrate
various ways of life. Methods of collection,
identification and preservation of specimens are
included in the course.
662 Studies in Environmental Problems.
3 hours. A course designed to meet the current
needs of the educator in respect to developing
environmental-awareness. Basic principles of
ecology are explored as a means of establishing a
framework within which the student can relate
to the total environment. Some time is devoted
to consideration of existing environmental problems, their causes and effects on the environment
and corrective measures available.
663 Astronomy Today. 3 hours. This course
reviews the history of astronomy but
concentrates on the developments of the last
20 years. The course is developed to help
the teacher use the new astronomical information
as it appears in the popular press. For the
non-science teacher, this course is a science
enrichment study.
670 Chemistry and Current Problems. 3 hours.
A study of basic chemical concepts that prepares
the teacher and students to become effectively
involved in understanding and evaluating
relevant issues of today, such as recent advances
in environmental chemistry, the energy crisis,
drug abuse, forensic chemistry, and chemistry
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when a special educational need has been
identified which can be met through courses
on timely and relevant topics in the areas of
professional education, science, social science
and humanities which will not, at the time
scheduled, be added to the regular offerings
listed in the catalog.
691 Research. Students who wish to enroll
in 691 Research for independent study
must, with the assistance of the supervising
teacher, prepare a written statement defining the
purpose and procedures of study. This written
statement must be approved by the student’s
advisor and by the director of the graduate
program.
– SS
These are courses in social sciences to
provide the individual with an understanding
of society. Such an understanding is believed to
be essential for mature citizenship and
effective leadership in a democracy. The
general cultural value of these courses is
likewise considered to be a contributing factor
to the type of preparation believed to be
necessary for effective teaching in the academic
world. Secondary school teachers electing
a program of study emphasizing the social
sciences are expected to take 12 to 15 hours in
this area.
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SOCIAL SCIENCES
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601 The Sociological Foundations of
Educational Practices. 3 hours. This is a study
of the sociological background of public school
children; modern interpretation of
the democratic ideology; current social
trends and issues as they affect education;
application to such school problems as
educational objectives, curriculum, guidance,
methods, administration, moral education, and
multicultural education.
611 Counseling Parents of Exceptional
Children. 3 hours. Children learn best when
close cooperation exists between school and
home. For children with learning problems
it is all the more necessary for skills learned
in school to be reinforced in the home. This
course presents counseling techniques for helping teachers to elicit and maintain the parental
cooperation needed to maximize student learning and development.
618 Group Dynamics. 3 hours. This is a study of
619 Mental Hygiene. 3 hours. This course is
designed to develop an understanding of the
principles of good mental health and the dynamics involved in healthy personality development.
As time permits, special study is made of current
mental health programs most relevant to the life
situations of the students.
620 Family Living. 3 hours. A study of the
changing role of the family in American
society, the course emphasizes trends in
family structure, the role of men and women in
the family relationship and the means of creating
intimacy, communication and growth within the
family system.
621 Studies in European Civilization. 3 hours.
Students survey the major intellectual trends in
European civilization beginning with the Greek
and Biblical traditions; the shape of medieval
civilization as formed first by Augustine and then
by Aquinas; the old and new in the Renaissance
and Reformation; the Enlightenment, Romanticism and Existentialism.
622 The Adolescent Experience in
Contemporary Society. 3 hours. Students
examine the developmental influences that
lead to adolescence approached from a
multidisciplinary, life-span perspective. Adolescence is studied from an integrated biological,
psychological, sociological, and historical perspective in an approach focused on the special interests and concerns of the teacher and administrator
in the contemporary school.
C O U R S E S
690 Selected Topics. This course is offered
recent experimental research findings in the area
of small groups, with particular
attention to interpersonal communications.
624 The Home, the School and the Community.
3 hours. The course focuses on the James Comer
School Development Program model for parent
participation and community involvement for
the improvement of elementary and secondary
education. Emphasis is given to the environmental transactions among the home, school, and
the community for the purpose of increasing the
quality of life and the educational attainment of
children and youth.
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and society.
D E G R E E S
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625 Studies in American Civilization. 3 hours.
These are selected topics in historical interpretation: the colonial mind, nationalism and sectionalism, Jeffersonian democracy, the frontier, slavery
and abolition, etc.
635 Studies in Contemporary International
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education
Affairs. 3 hours. An examination of influence
and power relationships among nation-states such
as the United States, Russia and China, the course
combines a basic scheme for analysis of world
affairs with a concern of international political
events that are timely and relevant.
learn basic economic principles, emphasizing the
areas most easily transferred into valuable
learning experiences at the elementary, middle
school, and high school levels.
637 Trends and Issues in Health Education.
3 hours. This course is designed to familiarize
understanding and appreciation of the native
culture of the Ozarks, deals with the cultural
development of the Ozarks peoples from the
first Native-Americans and early settlers to their
contemporary descendants. This course fulfills
nonprofessional requirement in either the social
science or in the area of humanities
and fine arts.
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students with the latest trends and programs in
health education. Major health problems of the
public schools are studied and their best possible
solutions discussed by the class. The student is
helped to recognize ways in which the school and
community can work together to solve health
problems.
639 Leadership Techniques. 3 hours. This
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course studies the development of concepts of
leadership and the techniques through which
leadership is exercised. The influence of changing
political, social, and economic forces on education in general as they affect the role of the leader
is explored.
641 Stability and Change in American Government. 3 hours. A systematic survey of politics in
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the United States in the context of the “democratic” tradition, this course examines both current
and projected roles and behavior of formal as well
as informal institutions and groups in response
to social, economic, and political problems in
American society.
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642 Economics for Teachers. 3 hours. Students
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681 Culture of the Ozarks: Past and Present.
3 hours. This course, designed to develop an
690 Selected Topics. This course is offered when
a special educational need has been identified
that can be met through courses on timely and
relevant topics in the areas of professional education, science, social science and humanities that
will not, at the time scheduled, be added to the
regular offerings listed in the catalog.
691 Research. Students who wish to enroll in
691 Research for independent study must, with
the assistance of the supervising teacher, prepare
a written statement defining the purpose and
procedures of study. This written statement must
be approved by the student’s advisor and by the
director of the graduate program.
BREECH SCHOOL OF
B U S I N E S S A D M I N I S T R AT I O N
Jack Cox: President and CEO, Central
Technology Services, Inc.
A D M I N I S T R AT I O N
Tom Cray: President, CMP Inc.
FACULTY
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Janis Prewitt Auner: J.D., University of Missouri
Penny R. Clayton: Ph.D., Oklahoma State
University
Gary DeBauche: Ed.D., University of Arkansas
Alan Foltz: M.B.A., Drury University
Kenneth L. Johnson: D.B.A., Louisiana Tech
University
Muthu Karuppan: Ph.D., University of
Arkansas
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Amy Lewis: Ph.D., Indiana UniversityBloomington
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a d m i n i s t r a t i o n
FA C U LT Y A N D A D M I N I S T R AT I O N
Robert L. Wyatt: Ph.D., Director
Alan Foltz: M.B.A., Assistant Director
Steven D. Mullins: Ph.D., Oklahoma State
University
Jim Murrow: Ph.D., University of North Texas
Paul J. Nowak: D.B.A., Florida State University
Rodney Oglesby: Ph.D., University of Missouri
Clifton D. Petty: Ph.D., University of Houston
Ron Robinson: Ph.D., Auburn University
William D. Rohlf Jr.: Ph.D., Kansas State
University
Tom Dapp: Owner, New Horizons
Computer Learning Centers
Michelle Dickemann: Corporate Secretary,
MD Publications, Inc.
Curtis Dinan: Senior Vice President, Chief
Accounting Officer, ONEOK, Inc.
Stu Dunlop: President, Stu Dunlop &
Associates
Eric Engel: President, Riverside Inn, Inc.
Brent Garrison: Senior Business Manager, Acosta
Sales & Marketing
Walt George: Executive Vice President,
American Italian Pasta Co.
Don Gibson: President, Guaranty
Bancshares, Inc.
Kevin Hopper: Chief Operations Officer,
Sho-Me-Power/Show-Me Technologies
Kurt Keltner: Chief Operating Officer,
Keltner Enterprises
Ron Lacy: General Manager, GlobalView
Professional Services
Camille Lockhart: Partner, BKD
Kelley Still: Ph.D., University of Oklahoma
Alice Lord: Vice President, Primary Care,
St. John’s Clinic
Robert L. Wyatt: Ph.D., University of Memphis
Phillip Loyd: President, Loyd’s Electric Supply
BREECH ADVISORY BOARD
Tom McAlear: retired executive (Chrysler Corp.);
CEO, E Companies; Owner, Bossier Automotive
James B. Anderson: President, Springfield Area
Chamber of Commerce
Ann Marie Baker: President, UMB Bank
Charles Balentine: District Manager, Wal-Mart
Jackie Barger: Development Director,
Springfield Symphony Orchestra
Jane M. Bennett: Co-Owner, The Maiman
Company
Per-Ola Brinck: Insurance Agent, Croley
Insurance: Financial, Inc.
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Diana Bugg: Corporate Business Manager,
Hewlett Packard
Amy Carroll: Owner, Cookies by Design
Phil Caster: Partner, PricewaterhouseCoopers
LLP
Lee McLean, Jr.: President/Owner, McLean
Enterprises, Inc.
N. Keith Noble: Executive Vice President,
Commerce Bank
Steven Nurnberg: Realtor, Murney Associates
Todd Parnell: President, The Signature Bank
Denean Pryor: Account Supervisor, Noble &
Associates
Don Rollins: DVM, Animal Health & Nutrition
Services
A D M I N I S T R A T I O N
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f a c u l t y
Tom Slaight: Chairman of the Board, American
Dehydrated Foods, Inc. and International Dehydrated Foods, Inc.; President, The Darr Family
Foundation
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faculty
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Steve Squires: Vice President, SMC Electric
Supply
Cindy Tang: President, Insight Industries, Inc.
Gorm Tuxen: President, Tuxen & Associates, Inc.
Tom Warren: retired executive (M & M
Music, Ltd.)
Brad Weaver: President, Weaver Architectural
Products
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Greg Williamson: Area Vice President,
Gallagher Benefit Services, Inc.
G R A D U AT E S T U D E N T A D V I S O RY B O A R D
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Suzanne Anderson
Somdutta Banerjee
Rusty Chadwell
Alan Foltz, ex officio
Mark Henke
Julia Jones
Chien-I Lai
Christopher Lazzaro
Christina Pierce
Robert Wyatt, ex officio
C O M M U N I C AT I O N
A D M I N I S T R AT I O N
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Ron Schie: M.F.A., Chair, Department of
Communication, Director, Graduate Program
G R A D U AT E C O M M U N I C AT I O N C O U N C I L
Ron Schie: M.F.A., (Chair) Associate Professor of
Communication
Jana Bufkin:, Ph.D., Associate Professor of
Criminology/Criminal Justice
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Larry Burkum: Ph.D., Assistant Professor of
Communication
Hue-Ping Chin: Ph.D., Assistant Professor of
History
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Cristina Gilstrap: Ph.D., Visiting Instructor of
Communication
Curt Gilstrap: Ph.D., Visiting Instructor of
Communication
Rick Maxson: Ph.D., Associate Professor of
Communication
Charles Taylor: Ph.D., Associate Professor of
Communication
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Regina Waters: Ph.D., Assistant Professor of
Communication
Roger Young: Ph.D., Associate Professor of
Biology
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Ex Officio
Kenneth L. Johnson: D.B.A., Dean of the
College of Graduate and Continuing Studies
FACULTY
Larry Burkum: Ph.D., Michigan State
University
Cristina Gilstrap: Ph.D., Purdue University
Curt Gilstrap: Ph.D., Purdue University
Lynn Hinds: Ph.D., University of Pittsburgh,
Emeritus
Rick Maxson: Ph.D., Indiana University
Ron Schie: M.F.A., Ohio University
Charles Taylor: Ph.D., University of IlliniosChampaign
Regina Waters: Ph.D., University of MissouriColumbia
CRIMINOLOGY/CRIMINAL JUSTICE
A D M I N I S T R AT I O N
Jana Bufkin: Ph.D., Director, Graduate Program
G R A D U AT E C R I M I N O L O G Y /
CRIMINAL JUSTICE COUNCIL
Jana Bufkin: Ph.D., Associate Professor of
Criminology
James Davis: Ph.D., Professor of Psychology
Valerie Eastman: Ph.D., Associate Professor of
Psychology
Ron Schie: M.F.A., Associate Professor of
Communication
Jennie Long: Ph.D., Assistant Professor of Criminology
Vickie Luttrell: Ph.D., Associate Professor of
Psychology
A.L. Marsteller: Ph.D., Associate Professor of
Criminology
R. Robin Miller: Ph.D., Associate Professor of
Sociology
Hooshang Pazaki, Ph.D., Associate Professor of
Sociology
Wesley Rowley: Ph.D., Associate Professor of
Biology
Mary Utley: Ph.D., Professor of Psychology,
Department Chair
Jayne White: Ph.D., Professor of Education
Ex Officio
Kenneth L. Johnson: D.B.A., Dean of the
College of Graduate and Continuing Studies
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a d m i n i s t r a t i o n
FACULTY
E D U C AT I O N
Jana Bufkin: Ph.D., Florida State University
A D M I N I S T R AT I O N
James Davis: Ph.D., Oklahoma State University
Daniel R. Beach: Ed.D., Director of School of
Education and Child Development
Valerie Eastman: Ph.D., Iowa State University
Jennie Long: Ph.D., Arizona State University
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Vickie Luttrell: Ph.D., Southern Illinois
University
A.L. Marsteller: Ph.D., University of NebraskaLincoln
R. Robin Miller: Ph.D., University of
Cincinnati
Hooshang Pazaki: Ph.D., University of
Missouri-Columbia
ADVISORY COUNCIL
Tom DenOuden: Retired Supervising Agent in
Charge, Federal Bureau of Investigation
Tom Mountjoy: Juvenile and Family Judge,
Circuit Court Division IV
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David Mrad: Ph.D., Psychologist, U.S. Federal
Medical Center for Prisoners
Christina Pietz: Ph.D., Psychologist, U.S.
Federal Medical Center for Prisoners
Hal Smith: Retired Captain, Springfield Police
Department
April Michelle Williams: Ph.D., Behavior
Analyst, The Childhood Learning Center
G R A D U AT E E D U C AT I O N C O U N C I L
Daniel R. Beach: Ed.D., Chair, Professor of
Education
Cynthia Bice: Ed.D., Assistant Professor of
Education
Kathy Carroll: Ph.D., Associate Professor of
Exercise and Sports Science
Rebecca Denton: M.B.A., M.Ed., Director, Southwest Missouri Center for Economic
Education
Laurie Edmonson: Ed.D., Assistant Professor of
Education
Elizabeth Hargrave: Ed.D., Assistant Professor of
Education
Sharri Harwick: Ed.D., Public School
Representative
Belinda Langham: Ph.D., Assistant Professor of
Education, Chair Missouri Math Academy
A D M I N I S T R A T I O N
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f a c u l t y
Elizabeth Paddock: Ph.D., Associate Professor of
Political Science
Sharon Price: Ed.D., Adjunct Faculty
Gary Rader: Ph.D., Director Online Education
Bob Roach: Ed.S., Director of Center for Gifted
Education
67
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faculty
&
ad m i n i s t r a t i o n
Protima Roy: Ph.D., Professor of Education
V I S I T I N G I N S T R U C T O R S 2005-2006
Lolita Sartin: M.Ed., Director, School Development Program
Sara N. Lampe: M.S., Southwest Missouri State
University, National Educational Consultant/
Faculty Association for Supervision and
Curriculum Development (ASCD)
Gail Slye: Ed.D., Assistant Professor of
Education
Bonnie Tabor: Ed.D., Annual Contract Faculty
Member
Charles Taylor: Ph.D., Dean of the College
Jayne White: Ed.D., Professor of Education
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Ed Williamson: Ph.D., Assistant Professor of
Education
Resa Willis: Ph.D., Professor of English
Two Student Representatives
Ex Officio
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Laurie Edmonson: Ed.D., St. Louis University
Belinda Langham: Ph.D., St. Louis University
Edsel Matthews: Ph.D., Southwest Missouri
State University
Sharon Price, Ed.D., University of Missouri–
Columbia
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Don Deeds: Ph.D., Chair, Science &
Mathematics Division
Alan Foltz: M.B.A., Assistant Director,
Breech School of Business
Rebecca Denton: M.B.A., Southwest Missouri
State University, M.Ed., Drury University
Gary Rader: Ph.D., University of Kansas
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Jana Bufkin: Ph.D., Director, Graduate
Program in Criminology/Criminal Justice
G R A D U AT E R E S I D E N T S TA F F 2005-2006
Kathy Carroll: Ph.D., Southwest Missouri State
University
Rick Maxson: Ph.D., Department of
Communication
Gary Rader: Ph.D., Director, Online Education
Ron Schie: M.F.A., Director, Graduate Program
in Communication
Mary Utley: Ph.D., Chair, Department of
Behavioral Sciences
Shelly Wolbrink: Ph.D. Chair, Social Sciences
Division
Robert L. Wyatt: Ph.D., Director, Breech School
of Business
Two Student Representatives
Ex Officio
Protima Roy: Ph.D., University of Florida
Kenneth L. Johnson: D.B.A., Dean of the
College of Graduate and Continuing Studies
Lolita Sartin: M.Ed., Drury University
Sue Noakes: Director of Enrollment Services
Gail Slye: Ed.D., San Diego State University
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Dan Beach: Ed.D., Director of School of
Education and Child Development
Lisa Esposito: Ph.D., Chair, Humanities &
Fine Arts Division
Rebecca Burrell: Ed.D., Tulsa University
Jayne White: Ed.D., Oklahoma State University
Ed Williamson: Ph.D., University of MissouriColumbia
Resa Willis: Ph.D., University of Tulsa
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� N
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A
G R A D U AT E C O U N C I L
Kenneth L. Johnson: D.B.A., Dean of the
College of Graduate and Continuing Studies
Daniel R. Beach: Ed.D., University of MissouriColumbia
68
Karen J. Scott: Ed.D., University of Northern
Colorado, Literacy Facilitator/Field Literacy
Coach Trainer, Springfield Public Schools
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i n d e x
INDEX
A
M
Academic Affairs . . . . . . . . . . . . . . . . . . . . . 14, 22, 42
Academic Calendar . . . . . . . . . . . . . . . . . . . . . . . . 4, 5
Academic Honesty & Integrity . . . . . . . . . . . . . . . . . 21
Academic Probation . . . . . . . . . . . . . . . . 15, 32, 36, 44
Accreditation . . . . . . . . . . . . . . . . . . . . . . 9, 29. 33, 49
Add Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Admission Procedures . . . . . . . . . . . . . . . . . . . . . . . 12
Auditing a Course . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Advisors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Master in Business Administration . . . . . . 9, 11, 29, 32
Master of Arts in Communication . . . . . . . . 11, 35, 36
Master of Arts in Criminology . . . . . . . . . . . . . . 11, 41
Master in Education . . . . . . . . . . .11, 49-53, 55, 59, 60
Master of Science in Criminal Justice . . . . . . . . . 11, 41
Mid-Missouri Region . . . . . . . . . . . . . . . . . . . . . . . . 51
Mission Statement . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Bookstore . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Non-degree Seeking Students . . . . . . . . . 12, 36, 51, 52
Nondiscrimination Statement . . . . . . . . . . . . . . . . . . 9
Normal Course Load . . . . . . . . . . . . . . . . . . . . . 15, 44
C
O
Cancellation of Course . . . . . . . . . . . . . . . . . . . . . . . 13
Career Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Catalogs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3, 8
Complaint Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Credit Toward Second Master’s Degree. . . . . . . . . . . 16
Crime Statistics . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Off-Campus Library Services . . . . . . . . . . . . . . . . . . 20
Online Courses . . . . . . . . . . . . . . . . . . . . . . 15, 42, 52
B
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D
Deferred Payment . . . . . . . . . . . . . . . . . . . . . . . 12, 17
Definition of Graduate Course Load . . . . . . . . . . . . 18
Drury E-mail . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Dual Master’s Degrees . . . . . . . . . . . . . . . . . . . . . . . 16
Dropping a Course. . . . . . . . . . . . . . . . . . . . . . . . . . 17
F
Family Educational Rights and Privacy Act . . . . . 9, 26
Financial Aid . . . . . . . . . . . . . . . . . . . . . 13, 18, 33, 51
G
P
Parking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Personalized Education . . . . . . . . . . . . . . . . . . . . . . .
Philosophy of the Graduate Programs . . . . . . . . . . .
Protocol for Assistance to Student Victims
of Sex Offenses . . . . . . . . . . . . . . . . . . . . . . . . . .
Refund Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Return of Federal Funds Policy. . . . . . . . . . . . . . . . . 17
S
Services for Students with Disabilities . . . . . . . . . . . . 9
Sexual Harassment Policy . . . . . . . . . . . . . . . . . . . . . 23
Statement of Church Relationship . . . . . . . . . . . . . . 10
Student Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
T
I
V
L
24
R
Grade Appeals Process . . . . . . . . . . . . . . . . . . . . . . . 14
Grading System . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Graduate Assistant . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Graduate Council . . . . . . . . . . . . . . . . . . . . . 36, 43, 68
Graduate Course Load for Financial Aid . . . . . . . . . 18
Graduation Requirements . . . . . . . . . . . 26, 32, 43, 52
International Student Admissions . . . . . . . . . 12, 17, 30
20
10
10
Terrorism: Issues & Analysis Certificate . . . . . . . . . .
Technology Certificates . . . . . . . . . . . . . . . . . . . . . .
Time Limitations . . . . . . . . . . . . . . . . . . . . . . . . . . .
Transfer Credit . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Tuition and Fees . . . . . . . . . . . . . . . . . . . . . . . . . . . .
41
55
15
15
17
Veterans Information . . . . . . . . . . . . . . . . . . . . . . . . 18
Violence in Higher Education Policy . . . . . . . . . . . . 22
Library . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19, 20
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900 North Benton Avenue Springfield, Missouri 65802