2010-2011 Catalog - Cumberland University

Transcription

Cumberland University
2010-2011 Catalog
(Revised August 1, 2010)
Table of Contents
About Cumberland .............................................................................................................. 6
Policy Section ................................................................................................................... 10
Campus Environment........................................................................................................ 12
Enrollment Services .......................................................................................................... 17
Financial Services ............................................................................................................. 26
The Doris and Harry Vise Library .................................................................................... 53
Student Affairs .................................................................................................................. 57
Academic Affairs ............................................................................................................ 101
Edward A. Labry School of Business & Technology ..................................................... 137
School of Education & Public Service............................................................................ 154
School of Liberal Arts and Sciences ............................................................................... 175
School of Music and the Arts.......................................................................................... 201
The Jeanette C. Cantrell Rudy School of Nursing .......................................................... 215
Course Descriptions ........................................................................................................ 227
Intercollegiate Athletics .................................................................................................. 311
Graduate Studies ............................................................................................................. 330
Index ............................................................................................................................... 379
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Harvill C. Eaton
President
One Cumberland Square
Lebanon, TN 37087
Welcome to Cumberland! I congratulate you on choosing a University that will help
develop the skills that will shape you for a rewarding and exciting life. You join a
nationally recognized community of people that take pride in life-long learning and
quality educational experiences.
Cumberland University is a community of learners that embrace values such as
collaboration, community service, diversity, innovation and integrity. These ideals
permeate the learning environment of Cumberland. These educational experiences are
supported by excellent faculty, staff, programs, and facilities. Our focus is to provide you,
the student, with quality educational experiences that lead to meaningful personal and
professional lives.
College should be a special time in your life. My hope for you is that it will be a life
changing experience. This catalog details the policies and procedures of the University. I
encourage you to become familiar with its contents so that you may take full advantage
of the extraordinary opportunities and resources available to you.
Sincerely,
Harvill C. Eaton
Harvill C. Eaton, PhD
President
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Calendar Fall 2010-Summer 2011
Fall 2010
Aug. 23 (Mon)
Aug. 24 (Tues)
Aug. 25 (Wed)
Sept. 3 (Fri)
Sept. 6 (Mon)
Sept. 20 (Mon)
Oct. 13 (Wed)
Oct. 18-19 (Mon-Tues)
Oct. 28 (Thurs)
Nov. 25-26 (Thurs-Fri)
Dec. 1 (Wed)
Dec. 2 (Thurs)
Dec. 3-4 (Fri-Sat)
Dec. 6-9 (Mon-Thurs)
Dec. 13 (Mon)
Freshman Orientation
Late Registration (all students charged late fee)
First day of class
Last day to register or add a class
Holiday, University closed for Labor Day
Last day to drop with a grade of ―W‖
Midterm
Fall Break, No classes
Last day to drop with a grade of ―WP‖ or ―WF‖
Holiday, University closed for Thanksgiving
Last day of class
Reading day
Final Exams
Final Exams
All grades due
Spring 2011
Jan. 6 (Thurs)
Jan. 7 (Fri)
Jan. 10 (Mon)
Jan. 17 (Mon)
Jan. 19 (Wed)
Jan. 28 (Fri)
Mar. 2 (Wed)
Mar. 7-11 (Mon-Fri)
Mar. 22 (Tues)
Apr. 22 (Fri)
Apr. 27 (Wed)
Apr. 28 (Thurs)
Apr. 29-May 5 (Fri-Thurs)
May 6 (Fri)
May 7 (Sat)
May 9 (Mon)
Fees due
Late Registration (all students charged late fee)
First day of class
Holiday, University closed for MLK Day
Last day to add a class
Last day to drop with a grade of ―W‖
Midterm
Spring Break, no classes
Last day to drop with a grade of ―WP‖ or ―WF‖
Holiday, University closed for Good Friday
Last day of Class
Reading Day
Final Exams
Commencement Preparation
Commencement
All grades due
May Term 2011
May 9
May 9
May 30
June 3
Registration and payment of fees
First day of class
Holiday, University closed for Memorial Day
Last day of class/Final Exams
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Full Summer Term 2011
June 6
June 6
July 4
August 12
First day of class
Holiday, University closed for Independence Day
Last day of class/final exams
Summer I
June 6
June 6
July 4
July 8
First day of class
Holiday, University closed for Independence Day
Summer II
July 11
July 11
August 12
First day of class
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About Cumberland
Cumberland University Mission
The mission of Cumberland University is to provide a contemporary liberal arts
education to students seeking a high-quality, personalized college experience, which will
allow them to not only have a successful and productive career, but to thrive
intellectually, professionally, personally, and spiritually for a lifetime. Our core
curriculum will require students to undertake programs of study in the cultural arts,
humanities, social sciences, mathematics, and natural sciences. In addition, our elective
curricula will afford students the opportunity to pursue majors in these liberal arts areas
as well as in one of several modern professional programs. (Adopted October 2008)
Cumberland University Vision Statement
Cumberland University will be recognized nationwide as one of the best small
contemporary liberal arts universities in the Southeastern United States. Our graduates
will demonstrate the knowledge, skills, and behaviors of educated, successful members of
modern society. The University faculty will have a reputation as an academic community
where high quality teaching, scholarly endeavors, research, artistic creativity and public
service are recognized as the basis for distinction, value, and enhancement for our
students, faculty, staff, and beyond. (Adopted October 2008)
The History of Cumberland University
Founded in 1842, Cumberland received its Tennessee State charter the following year. It
was founded by the leaders of the Cumberland Presbyterian church. A School of Law, the
first in Tennessee and the first west of the Appalachian Mountains, was added in 1852
and a School of Theology was added in 1854.
The Civil War interrupted Cumberland‘s progress when University Hall, designed by
Philadelphia architect William Strickland, was burned to the ground after Union
occupancy. A student wrote across a ruined Corinthian column the Latin word Resurgam
– I will arise – and the mythical phoenix became the institutional symbol. By 1866, all
departments were in operation in various locations in the town of Lebanon. In 1892,
Cumberland moved to its present location.
After World War II Cumberland experienced several changes in sponsorship and
programs. In 1946, The Tennessee Baptist Convention assumed control of the University,
ending a century of operation under the auspices of the Presbyterian Church. In 1951, the
Tennessee Baptists closed the College of Arts and Sciences and operated only the School
of Law. In 1956, the Board of Trust secured an amendment to the Charter, changed the
institution to a private, independent corporation, and reopened the College of the Arts and
Sciences as a two-year junior college, known as Cumberland College of Tennessee. In
1962, the assets of the School of Law were transferred to Samford University in
Birmingham, Alabama.
The Board of Trust expanded the academic programs of the Junior College in 1982,
returned Cumberland to a four-year, degree-granting institution, and resumed the name
Cumberland University. Since then, Cumberland has expanded the academic program to
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include many new majors and specialized student learning opportunities. Cumberland
University has maintained a reputation for academic excellence throughout its history and
continues to do so.
The University believes that a broad education, based in the liberal arts, is the best
foundation for a lifetime of learning in a complex world. Students from every state in the
nation and from many foreign countries have attended Cumberland. Its alumni include 14
governors, more than 80 members of the United States Congress, two Supreme Court
Justices, three United States ambassadors, a United States Secretary of State and founder
of the United Nations, Cordell Hull. Today, Cumberland University continues to grow as
a distinguished institution offering educational opportunities that are responsive to the
changing needs of society and the workplace.
Cumberland University at a Glance
Cumberland University is a private, independent, four-year, co-educational,
contemporary liberal arts institution, with five undergraduate academic schools and four
graduate programs. While Cumberland University has a distinguished past, the University
is focused on the future and on educating the next generation of leaders. Professors, staff,
coaches, and administrators assist students to ensure success both inside and outside of
the classroom. The student is the most important asset at Cumberland University.
Cumberland University is focused on challenging students to think creatively with an
emphasis on new classroom and technology innovations.
Academic Enrichment Center: Tutoring services are provided in a variety of academic
subject areas through the Academic Enrichment Center (AEC) at no charge to students.
Students may request tutors or be referred for tutoring by a member of the faculty.
Tutoring services are limited by the availability of qualified tutors in the requested
subject area. Refer to the Student Affairs section of the catalog for additional
information.
Career Services and Internships (CS&I): The Career Services and Internships Office
offers programs, activities and individual appointments to assist students in developing a
general perspective of life and work planning, as well as evaluating and effectively
implementing specific job search strategies. Some of the many services and resources
available through Career Services and Internships are:
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Self-assessment tools to assist in developing career plans.
Information on specific careers and employers.
Resume, cover letter and interviewing workshops and information handouts.
Career and job fairs.
Opportunities to meet and network with CU alumni.
Job search strategies.
Listings for full-/part-time employment and summer jobs.
Graduate school information.
Professional school information.
Individual appointments.
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Internships - The Internship Program at CU provides students an opportunity to
participate in carefully designed work experiences to explore personal aptitudes,
abilities, and interests in relation to their career choice. These experiences offer a
new forum for applying theories and concepts learned in the classroom as well as
professional and personal development.
Students are encouraged to visit the CS&I office early in their college career to develop
the most effective career path.
Degree Programs: Master of Arts in Education, Master of Business Administration,
Master of Science in Public Service Management, Master of Art, Bachelor of Arts,
Bachelor of Fine Arts, Bachelor of Music, Bachelor of Business Administration,
Bachelor of Science, and Bachelor of Science in Nursing.
Faculty: The full time faculty consists of approximately 70 individuals; 60% percent of
the full-time faculty has been awarded a terminal degree. The current faculty/student ratio
is one faculty member per 16 students.
Financial Assistance: Federal, state, private, and institutional programs include
scholarships, loans, grants, and work-study.
iWednesday: iWednesday is a unique opportunity offered to Cumberland University
students. Traditional in-seat classes are not held on Wednesdays for many of the
University‘s course offerings. In special instances when a course may require more
intensive one-on-one support, as with lab courses, traditional classes may still meet on
Wednesdays (at the discretion of the course instructor). To compensate for the
instructional hour lost by eliminating a day from the traditional Monday-WednesdayFriday schedule, one-third of these three-credit-hour courses is delivered online. The
University utilizes the extensive electronic course management systems offered through
CAMS Enterprise and Blackboard Vista. Every student receives appropriate training in
the use of these systems by the University‘s Information Technology staff and/or course
instructors. Students meet electronically and manage course assignments through these
systems. Cumberland University faculty members are available for mentoring sessions,
additional course assistance and advising students.
Sports Teams: Football, junior varsity football, baseball, junior varsity baseball, men‘s
and women‘s cycling, men‘s and women‘s golf, wrestling, cheerleading, women‘s
softball, men‘s and women‘s basketball, women‘s volleyball, men‘s and women‘s tennis,
men‘s and women‘s bowling and men‘s and women‘s soccer.
Student Life: Cumberland University‘s students come from 61 Tennessee counties, 29
states and 30 foreign countries. Enrollment is approximately 1,400 undergraduate and
graduate students; about 73% are full-time and 27% are part-time; the undergraduate
student body is approximately 42% male and 58% female.
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Accreditation Statement
Cumberland University (CU) is chartered by the State of Tennessee and is accredited by
the Commission on Colleges of the Southern Association of Colleges and Schools
(www.sacs.org) to award associate, baccalaureate, and master‘s degrees. Contact the
Commission on Colleges at 1866 Southern Lane, Decatur, Georgia 30033-4097 or call
404-679-4501 for questions about the accreditation of Cumberland University. The
University‘s undergraduate and graduate teacher education programs are approved by the
Department of Education of the State of Tennessee (Office of Teacher Licensing, 5th
Floor, Andrew Johnson Tower, 710 James Robertson Parkway, Nashville, TN 372430377; Telephone Number 615-532-4885). The Bachelor of Science in Nursing (BSN)
program is accredited by the National League for Nursing Accrediting Center (61
Broadway, New York, NY 10006; Telephone Number 212-363-5555 x153) and
approved by the Tennessee Board of Nursing (Cordell Hull Building, 426 5th Avenue
North, Nashville, TN 37247; Telephone Number 615-532-5166). Cumberland
University, through its Labry School of Business and Technology, is nationally
accredited by the Association of Collegiate Business Schools and Programs (ACBSP,
7007 College Boulevard, Suite 420, Overland Park, Kansas, 66211) and offers the
following business degrees: Bachelor of Business Administration (BBA) and the Master
of Business Administration (MBA).
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University Policies
Contract Policy
No student organization or group of students, or anyone acting for any organization or
group, may make contracts of other financial obligations without written approval from
the Executive Vice President, Vice President for Administration, the Vice President for
Finance and/or other appropriate official Cumberland University representatives. Persons
violating this policy will be personally liable.
General Policy Guide
1. Cumberland University makes no distinction in its admission policies or procedures
on basis of age, sex, sexual orientation, religion, race, color, national origin or
physical handicap.
2. Cumberland University is in compliance with all known federal, state and local
regulations regarding non-discrimination.
3. Enrollment limitations in certain programs may prevent a particular student from
entering in his/her selected major. Admission to Cumberland University does not
guarantee enrollment in a specific course and/or degree program. The University
reserves the right to cancel or limit enrollment in any course or degree program.
4. This Catalog is published by Cumberland University. The statements set forth in this
Catalog are for informational purposes only and should not be construed as the basis
of a contract between a student and this institution. Cumberland University reserves
the right to change, update and/or reprint this document as the institution deems
necessary. Changes will be available from academic advisors or appropriate
administrative offices.
5. If a student is not in continuous enrollment at the University, he/she is required to
fulfill all degree and other standards of the Catalog regulations in effect at the time of
his/her return to the institution. Within the context of its educational missions and
resources, Cumberland University is committed to provide educational offerings,
experiences and environment designed to help students be successful.
6. Cumberland University reserves the right to electronically record or film any
University-sanctioned event or class for University purposes.
Equal Opportunity in Education/Title IX
Section 504 Statement
Cumberland University does not discriminate on the basis of race, sex, color,
religion, sexual orientation, national origin, age, disability or veteran status in
provision of education opportunities or employment opportunities and benefits.
Cumberland University does not discriminate on the basis of sex or disability in the
education programs and activities which it operates, pursuant to the requirements of Title
VI of the Civil Rights Act of 1964, as codified in 42 U.S.C. 2000D; Title IX of the
Education Amendments of 1972, Pub. L. 92-318: the Americans with Disabilities Act of
1990, Pub. L. 101-336; and the Age Discrimination in Employment Act. This policy
extends to both employment by and admission to the University. Inquiries or complaints
concerning Title VI, Title IX, Section 504, the Americans with Disabilities Act, and the
Age Discrimination in Employment Act should be directed to the Director of Human
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Resources, Memorial Hall, Cumberland University, One Cumberland Square, Lebanon,
TN 37087-3554, 615-444-2562.
Equal Opportunity in Education Grievance Procedure
In support of the University’s commitment to equal opportunity in educational
services on the basis of race, sex, color, religion, sexual orientation, national origin,
age, disability or veteran status, the following procedures exists to promptly
investigate and respond to complaints that this policy has been violated. Any
individual who wishes to complain about discrimination in educational
opportunities or employment opportunities and benefits should follow the steps
outlined below:
1. An individual with a complaint should contact the Office of the Vice President for
Academic Affairs and obtain a complaint form by which the specifics of the
individual‘s complaint can be recorded and action initiated within seven days of its
receipt.
2. The Office of the Vice President for Academic Affairs will designate an appropriate
responsible official of the University to investigate, collect data, interview witnesses
and develop an appropriate response to the complaint within 21 days of Step One.
3. Following the investigation of the complaint, the University official designated by the
Office of the Vice President for Academic Affairs will meet with the individual and
discuss the outcome of the investigation and the response of the University to the
complaint within 21 days of Step Two.
4. A report of the Investigation, its outcome and recommendations will be forwarded to
the Office of the Vice President for Academic Affairs at the conclusion of the
investigation within 21 days of Step Three.
5. If the individual is dissatisfied with the outcome of the investigation, an appeal may
be made to the Office of the Vice President for Academic Affairs by the individual
within 10 days of the outcome of Step Four. In the event of an appeal, the Office of
the Vice President for Academic Affairs will review the complaint, the results of the
investigation, the report and recommendations of the designated University official
and consult with the complaining individual in an attempt to resolve any remaining
concerns within 21 days of receipt of the appeal. The student has a right of final
appeal to the President of Cumberland University.
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Campus Environment
Use of Campus Facilities
The buildings and grounds of Cumberland University are designed for and dedicated to
enhancing the educational and recreational mission of the institution. The assignment of
classroom, laboratory, and library space is the responsibility of the Vice President for
Administration. The educational needs of the University are the primary determining
factors in the use of the buildings and grounds. Individuals and/or groups wishing to use
University facilities for meetings and activities must first secure the approval of the
Associate Vice President for Strategic Affairs in the Office of the President. The
University reserves the right to refuse the rental of institutional facilities and to charge a
fee for facility use. Special housekeeping, maintenance, and/or security needs must be
addressed when making the request for the use of the facilities.
Campus Facilities
Art and Band Center Annex: This building, located at the Phoenix Plaza at the corner of
Leeville Pike and South Maple, was added in January 2009. The leased building is
approximately 7,000 square feet and is part of the Fine Arts programs‘ extended studies studio
space. The facility houses painting, sculpture, drawing, design, ceramics, fusing glass and art
education classes. The band room houses the school marching and jazz bands and is utilized for
individual and group lessons.
Baird Chapel: Baird Chapel features an elegant Art Nouveau ceiling, portraits of
individuals important to Cumberland University history, and a beautiful stained-glass
window depicting the symbol of the Phoenix. Located on the west end of the first floor of
Memorial Hall, this former gymnasium was renovated in the 1930s by Walter Jackson
Baird in memory of his wife, Ethel Bouton Baird. In the past, Baird Chapel has been used
as a movie theatre and as a University and community assembly and lecture hall. Recent
renovations that feature the room‘s elegance and depict the era in which it was
constructed have made it a popular site for wedding receptions and community and
University social events.
Bone Hall: This three-story brick building was built in 1938 and houses administrative
and faculty offices, classrooms, and conference rooms.
Dallas Floyd Recreation Center: The Center was constructed in 1991 and was made
possible by a $1.5 million gift from J.D. and Ann Floyd and Billy and Jane Baxter in
memory of Dallas Floyd, the father of J.D. Floyd and Jane Baxter. The 30,000 squarefoot facility has a seating capacity of 1,950 and accommodates men‘s and women‘s
basketball, women‘s volleyball and physical education classes. The Recreation Center
also contains offices for coaches and locker rooms.
June and Bill Heydel Fine Arts Center: The Center opened in Fall 1996 and was made
possible by a generous gift from the Heydel Family. The 8,900 square foot facility houses
a 250-seat theatre/concert hall, dressing rooms, faculty offices, and the Edward E. and
Gemma Gause Adams Gallery, which was made possible by a grant from The Thackston
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Family Foundation. The building houses a Steinway grand piano, as well as a Rogers
organ, a gift of Dr. Virginia G. Lockmiller.
Benton Jennings Indoor Training Facility: Constructed in 2002, this modern 6,000
square feet building houses batting cages for baseball and softball, a weight room and
space for other sports programs to enhance athletic training.
Catron Alumni House: The office Advancement, which includes Development and
Alumni Relations, is located in this on-campus facility facing Spring Street. In 1998, a
gift from William Goodbar ―Jit‖ and Blanche Paty Catron (both alumni of Cumberland
University) converted this house from a residence into office, meeting, and reception
space for alumni, faculty, staff, and student use.
C.U. Center for Professional Development: The center located at the Shiloh plaza in
Mt. Juliet presently holds classes on nights and weekends for the working student. The
classes held there at present are associated with the Nursing program. There are plans in
the near future to expand the offerings to other programs. The center is approximately
4500 square feet and is located near the Davidson county line.
C.U. Soccer Field: The Cumberland University soccer field is located directly behind the
Commons 2 dormitories. The field meets all NAIA specifications for size. It is located
just off of Leeville Pike and is a well manicured field. The Cumberland University men‘s
and women‘s soccer teams play their home games on this field
C. U. Wrestling Building: Cumberland University wrestling building broke ground on a 4800
square foot wrestling facility in 2006. The building was made possible by a generous donation
from Ron Magruder who is Group President of an Ontario-based company. In 1997 Magruder
also helped the wrestling program get on its feet by buying mats and getting an endowment
started at $100,000. The wrestling facility is a three phase project. The first phase of the project
which is completed include a 60‘x80‘ multi-purpose facility located at 317 S. Greenwood in
Lebanon. This building is designed for future expansion to 180‘x80‘x16‘. The building is a preengineered building system. The building allows the wrestling team to have its own facility
without having to share space with other sports programs.
Culinary Center: The Cumberland Culinary Center is located off Tennessee Boulevard in
Lebanon, adjacent to the vocational center at Lebanon High School. The 2,400 square foot
facility houses a commercial kitchen and storage space intended to serve area entrepreneurs and
farmers as well as local students. The Cumberland Culinary Center will aid entrepreneurs in
producing, promoting and packaging their products with focus on locally grown and produced
goods in conjunction with the ―Pick Tennessee Products‖ initiative.
Kirk Field: The original playing field for Cumberland University was named in 1922 in
honor of W.H. Kirkpatrick of Nashville, Tennessee. The reinstatement of football in
1990 necessitated the rebuilding of the playing field, and the name Kirk Field was
retained. A 7,000 square foot field house occupies the north end of the area, near the
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South Tarver Avenue entrance to the campus. The field house contains the Athletic
Training Center, locker rooms, and offices for faculty and coaching staff.
Labry Hall: Constructed in 2002, this 50,000 square foot facility contains 15 general
purpose classrooms, two tiered lecture halls, four computer laboratories, the institutional
career center, a specialized accounting laboratory/classroom, 17 faculty offices, an office
suite for the Dean of the Labry School of Business and Technology, the Office of
Informational Technology, a two-story atrium for use as both a study and social function
area, as well as a student and faculty lounge. A portion of the building was once the Old
Gymnasium built in 1936 by the Works Progress Administration (WPA). The building
was made possible by a gift from Mr. Edward A. Labry, III, Class of 1985, currently
President for Retail and Alliance Services, First Data Corporation.
Lawlor Art Center: This red-brick, two-story Tudor style house on McClain Avenue
houses the Art Studios. The Lawlor House was a gift to the University from Virginia G.
Lockmiller, a 1932 Cumberland University graduate, a former faculty member, and a
member of the Board of Trust, in memory of her late husband, Richard Lawlor.
Lindsey Donnell Stadium: Built in 1991 for football and soccer, this 1,360-seat stadium
was dedicated in 1992 in memory of one of Cumberland University‘s greatest scholarathletes, Lindsey Donnell, BA 1936.
McFarland Facility: During the Summer of 2004, University Medical Center (UMC)
donated over 20,000 square feet of office space to Cumberland University for the Jeanette
Rudy School of Nursing labs and classrooms. All nursing faculty offices, labs and
classrooms are currently located at the McFarland Campus.
Memorial Hall: Constructed from 1892 to 1896, Memorial Hall was completely
modernized and renovated in 1965. In 1999, additional renovation of the first floor was
completed. Listed on the National Register of Historic Places, the building is the focal
point of the campus, and houses administrative, faculty and staff offices, classrooms, and
Baird Chapel. The distinctive clock tower is Lebanon‘s tallest landmark.
Mitchell Student Center: The Center was constructed in 1965. The top floor features a
patio and contains Phillips Dining Hall, named in honor of Dr. Ray C. Phillips, the
twenty-second President of Cumberland University, and Dr. Phyllis P. Phillips, Professor
Emeritus of Speech, and the ―K‖ Room, named for Professor J. D. Kirkpatrick who
taught at Cumberland University from 1875 to 1895. The Phillips Dining Hall and the
―K‖ Room went through a major renovation in the summer of 2010. The Philips Dining
Hall has an expanded menu with a very modern appearance. The ―K‖ Room now houses
a Papa Johns pizza and wings menu and a Mondos sub shop. The Student Center will
now be open from 7am until midnight. The lower level contains mailroom, classrooms,
security offices, and the student activities area.
Residence Halls: The University has five residence halls: Mary White Hall, Cumberland
Commons I, Cumberland Commons II, Edward Potter Hall, and Justin Potter Hall. Mary
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White Hall, Edward Potter Hall, and Justin Potter Hall, constructed in the 1960s, house a
maximum of 225 students, and offer traditional community living on campus. Each airconditioned Hall features single and double occupancy rooms which are fully furnished, a
lounge area, laundry facilities, and an apartment for head residents. The Cumberland
University Commons I and II, constructed in 1997 and 1999, is a student housing
complex offering apartment-style living for 192 students. Each two-story unit houses six
students and features single rooms and shared living/study areas. One unit is designed to
accommodate students with physical disabilities in each commons. All rooms in the
residence halls are wired for telephone and cable TV plus have access to the University
Internet and e-mail systems.
Rudy House: The original house was built in 1940 and was renovated and restored in
1988 by Dr. Jeanette C. Rudy, a member of the Board of Trust. The first floor is used
primarily for entertainment and features a fully equipped kitchen. The second floor
contains a living area for guests.
Softball Field: Constructed in the early 1990s, this facility contains a field house, a press
box, and offices for the coaching staff.
Stockton Baseball Field and Woody Hunt Stadium: This modern facility incorporates
the Ernest Stockton playing field, named in memory of Cumberland University‘s 19th
President, a field house and a concession and press facility built in 1988. In 1998, the
stadium was named in honor of Ronald G. ―Woody‖ Hunt, Head Baseball Coach and
former University Athletic Director.
Doris and Harry Vise Library: Constructed in 1989, Vise Library serves the needs of
Cumberland University‘s students, faculty and staff, plus provides limited access of its
collection to the community. Vise Library contains an assortment of materials available
for use by the students, faculty and visitors. The collection consists of over 40,000
volumes, 300 print periodical titles, and access to 55 electronic databases and a collection
of over 35,000 e-books. Hundreds of sound recordings, musical scores and videotapes are
available.
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Enrollment Services
Admission Policy
Cumberland University notifies the applicant of his/her admission status as soon as
possible once all necessary documentation/credentials have been received. Questions
concerning the admission status of a prospective student should be addressed either by
telephone, email, or in writing to the Office of Admissions. Cumberland University is an
equal opportunity educational institution and, as such, does not discriminate in the
admissions policy on the basis of age, sex, sexual orientation, religions, race, color,
national origin or physical handicap.
Enrollment
1. No student will be allowed to enroll in classes or reside on campus who has an unpaid
balance in the Business Office.
2. No student will be allowed to enroll who has been suspended during the preceding
semester for any reason from Cumberland University or another academic institution.
3. All persons residing in residence halls must be officially enrolled in at least three
semester hours of college credit classes at Cumberland University.
Modifications of these policies must be approved in writing by the appropriate University
official and placed in the permanent record of the student.
Admission Requirements
Cumberland University admits those applicants whose ability, training, motivation, and
interests indicate that they will succeed in college course work. The course of study and
quality of work done in high school or college are both taken into consideration when a
student applies for admission. Also taken into consideration are the student‘s scores on
the ACT or the SAT, which are used as indicators of academic ability.
Campus Visit
Cumberland University encourages all interested students to visit the campus. Private
campus visits are offered Monday through Friday between the hours of 10 a.m. and 2
p.m. Anyone who is interested in scheduling a private campus visit should contact the
Admissions office by phone at 1-800-467-0562 or by email at
admissions@cumberland.edu. Cumberland University also hosts seasonal preview day
events where all interested students are invited on campus to learn more about
Cumberland and its offerings.
Dawg Days Registration and Orientation
Dawg Days and Registration Orientation dates are held prior to the start of the Fall
Semester. All first-time freshmen must attend one of these sessions and must pay the
Freshman Fee ($100) prior to participating. During Dawg Days, students will receive
their Fall class schedule and have the opportunity to meet with an Academic Advisor if
schedule adjustments are necessary.
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During Dawg Days, new students are introduced to FOCUS (Freshmen Outreach
Committed to Uniting Students) students who will assist them with the transition to
college life. FOCUS is a select group of upper classmen who serve as guides and mentors
to new Cumberland University students. These students assist the Admission and Student
Affairs offices with the new student orientation component of Dawg Days.
First-Time Freshmen
1. All students must file an Application for Admission and submit a non-refundable
application fee of $25 which must accompany the application form. The application
form must have all the appropriate spaces completed. Failure to complete the
application form or to submit the $25 application fee will result in a delay in
processing and consideration of the application. Applications are available in the
Cumberland University Office of Admissions or on the Cumberland University
Admissions website at www.cumberland.edu/admissions.
2. All students must submit a comprehensive personal statement along with their
application. This statement should indicate why the student would like to attend
Cumberland University and discuss an attribute he/she possesses that would help
create a diverse student body.
3. All students must be graduates of an accredited high school with an academic
diploma and a GPA of 3.0 or better. Transcripts from graduates of Tennessee public
high schools must provide evidence that the student passed the required Tennessee
Comprehensive Assessment Program (TCAP). Applicants who have a passing score,
45 or higher, on the General Educational Development (GED) Test will also be
considered for admission. NOTE: The high school transcript must be a regular or
honors diploma. A special education diploma or Certificate of Attendance does not
meet this requirement.
4. All students must submit an official score report for an ACT or the SAT. The student
must attend an official national testing date for this score to be considered for
admissions purposes. The minimum scores that are required are a composite score of
21 on the ACT or 980/990 SAT critical reading and math combined score. The
official score report must be submitted from the high school or from the ACT or SAT
testing agency. This requirement is waived for persons who have graduated five years
or more prior to their application to the University or are 25 years of age or older
upon the beginning of their first semester at the University.
5. Students with a GPA or ACT/SAT score that does not fit the combination scale will
be admitted only upon the recommendation and approval of the Cumberland
University Admissions Committee.
6. All students must complete the Certificate of Immunization or provide proof of
vaccination for Meningococcal Disease and Hepatitis B.
7. Any student requesting special consideration or exception to these criteria may
address his/her requests to:
Office of Admissions
Lebanon, TN 37087
18
8. When all admissions paperwork has been received in the Office of Admissions, the
student will be contacted regarding his/her status.
Upon admission to Cumberland University, first-time freshmen are required to confirm
their position in the Fall class and to submit the $100 Freshman Fee. The Freshman Fee
should accompany the acceptance of position form and be submitted prior to May 1st. The
Freshman Fee must be submitted before Freshmen can attend Dawg Days Registration.
The Freshman Fee is non-refundable after May 1st. This is a one-time fee that confirms
the first-time Freshman‘s position in the Fall semester class.
Dual Enrollment Policy
Cumberland University is proud to offer dual enrollment credit for qualified High School
junior and senior students who wish to initiate their university education while
completing their required high school curriculum. The University‘s policy on dual
enrollment is designed to promote the successful transition of the high school student to
the academic rigors of the university.
1. Any qualified high school Junior or Senior may apply to Cumberland University
for dual enrollment.
EXCEPTION: Freshmen and Sophomore High School students wishing to apply
to Cumberland University for Dual Enrollment must demonstrate a level of
academic achievement and knowledge comparable to the University‘s standard
admission policy. As the University‘s admission standards improve, so will the
minimum requirements for dual enrollment.
a. High School freshmen and sophomores must provide a documented ACT
cumulative score of 22 with no sub-score lower than 20.
b. High School GPA will not be considered since it is difficult to evaluate,
and the body of course work for these students is limited.
2. Applicants must officially apply to the University and pay all application fees.
3. Applicants must provide a current high school transcript.
4. Applicants must meet the University‘s current admission standards with regards
to GPA.
5. Applicants must meet all University application and fee deadlines.
6. Students accepted to the program may earn a maximum of 24 credit hours through
dual enrollment. Fees for 6 hours per term of credit will be assessed at the current
Hope Scholarship rate.
7. Fees for additional credit hours (above 6 per term) will be assessed at the current
Cumberland University hourly tuition rate.
8. Dual enrollment students on Cumberland University‘s campus will participate in
regularly scheduled Cumberland University course sections.
9. As space permits, accepted dual enrollment students are eligible to enroll into any
100 or 200 level course for which prerequisites have been met.
10. Dual enrollment students will register after priority registration or with incoming
freshmen.
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11. Grades posted on high school transcripts may be weighted and therefore differ
from the grade on the students Cumberland University transcript. Cumberland
grades will not be changed to match the high school transcript.
12. Appeals to this policy may be submitted to the Vice President for Academic
Affairs.
International Students
International applicants should apply at least six months in advance to allow sufficient
time for completion of files and correspondence. No international student will be
considered for admission and enrollment at Cumberland University until all official
documents have been received and are on file. It is the applicant‘s responsibility to make
certain all documents are received by the appropriate deadline.
1. All international students must file an Application for Admission and submit a nonrefundable application fee of $50, which must accompany the application form. The
application form must have all the appropriate spaces completed. Failure to complete
the application form or to submit the $50 application fee will result in a delay in
processing and consideration of the application. Applications are available in the
Cumberland University Office of Admissions or on the Cumberland University
Admissions website at www.cumberland.edu/admissions.
2. Graduation from an accredited high school is required. All students must submit
English translated official transcripts of all secondary work.
3. All students from countries where English is not the native language must
demonstrate a satisfactory score on the Test of English as a Foreign Language
(TOEFL) examination, 500 or higher on the written exam, 61 or higher on the
internet-based exam, or a 173 on the computer-based exam, by submitting an official
copy of the TOEFL grade report.
4. All students must submit an affidavit that shows the student has funds for the cost of
living and studying at Cumberland University for two semesters on deposit at a
financial institution in the United States or a foreign country. An affidavit of support
is required each academic year.
5. International students must submit their transcripts to the World Educational Services
(WES) or Joseph Silney & Associates, Inc. (JS&A) for translation, evaluation, and to
provide a cumulative grade point average (GPA) on a 4.0 scale. An original copy of
the WES or JS & A evaluation must be on file before the student is considered for
admission.
6. ACT or SAT examinations are required for freshman or transfer students who have
less than 30 hours of college work. The minimum scores that are required are a
composite score of 21 on the ACT or 980/990 SAT critical reading and math
combined score. The official score report must be submitted from the high school or
from the ACT or SAT testing agency.
7. Students who have completed a thirteenth year in a secondary (high) school must take
and pass College Level Examination Program (CLEP) examinations to receive
college credit for courses taken in that thirteenth year.
8. All international students must enroll in health and accident insurance approved by
Cumberland University and provide evidence of appropriate insurance. The
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Designated School Official (DSO) will assist in locating an agent to supply such
service.
9. All international students are required to pay an international fee of $75 each
semester.
Once it determines the student has been accepted for admission, the University will then
issue a Certificate of Eligibility for non-immigrant ―F-1‖ student status (1-20).
International students who have attended colleges or universities within the United States
must meet the requirements stated below for transfer students. Part-time and transient
students must meet the same requirements as outlined above; in addition to paying the
total cost of course work at the time of registration.
Non-Traditional Students
Cumberland University‘s admissions policy extends to non-traditional students, as well
as to recent high school and community/junior college graduates. Non-traditional
students are defined as individuals who are at least 25 years of age. Non-traditional
students having no college work are required to submit a high school transcript verifying
a high school diploma and/or passing scores on the GED. Non-traditional students having
college credit must submit transcripts of all previous college work. Non-traditional
students are subject to the same admissions requirements as all other freshmen and
transfer applicants.
Transfer Student Information
All students who wish to transfer from another college or university to Cumberland
University must have a cumulative grade point average (GPA) of 2.0 or better to qualify
for admission. Transfer students who have previously passed fewer than 30 semester
hours at other institutions must submit high school transcripts or General Education
Development (GED) Test scores, plus ACT or SAT scores. Transfer students must be
eligible to re-enter the school from which they are transferring.
All students who wish to transfer from another college or university to Cumberland
University must submit official transcripts from every college/university that he/she has
attended.
Transfer Credit
CU accepts academic credit from regionally accredited institutions of higher education.
No more than 90 semester hours (or the equivalent quarter hours) may be accepted for
transfer credit from other accredited institutions. No more that 70 of the possible 90 hours
of transfer credit may come from a community or junior college. All appropriate credits
will be evaluated and transferred on a course-by-course basis for courses in which a ―C‖
or better was earned and in which the course work is comparable in content and level and
is applicable for a CU degree program. Developmental and/or remedial classes taken at
institutions other than CU will not be accepted as transfer credit nor will the hours earned
apply to any degree program offered by CU. Except for computing an overall
graduation grade point average (GPA), transfer credits will not be included in the
student’s GPA. The GPA will be computed only on the basis of courses taken at CU.
21
Transfer students must complete all courses required by CU for the relevant degree(s)
being pursued at Cumberland. Students who hold academic parallel Associate degrees
from a regionally accredited insitution will be considered to have met all requirements of
the General Education Core (GEC) at CU. Applicants for professional licensure programs
may be required to complete additional courses from the GEC. The applicants must also
have a GPA equal to Cumberland retention standards after combining all courses
attempted at all colleges. Applicants must be accepted for admission to the
University before an official evaluation of their transcript(s) will be performed.
Transient Students
A transient student enrolled in another college who wishes to take a course(s) at
Cumberland, transferring credit to the college regularly attended, may do so by obtaining
a Statement of Permissions and of Good Standing from the Dean or Registrar of the
college he/she has been attending. This statement must arrive prior to the official
University registration period and should specify the course(s) that may be taken by the
transient student to submit the same documentation as a student applying for Regular
Admission. Cumberland University will not provide academic counseling for transient
students or guarantee the appropriateness of course work taken here to the degree being
sought by the student elsewhere.
Alternative Methods for Earning University Credit
After enrollment at Cumberland University, students may be awarded credit toward their
university degree through methods other than Cumberland University course work.
Examples include Advanced Placement credit, Experiential Learning credit, credit by
examination, credit for outstanding ACT scores and military credit. Any one example or
combination thereof may not total more than 25% of the total number of credits
submitted for a degree. This credit is not calculated for purposes of admission to
Cumberland University and is apart from any transferred credit awarded during the
admission process for courses completed at other institutions.
Students currently enrolled at Cumberland University must file and Academic Appeal for
Transient Permission to receive credit for transfer coursework earned after enrollment.
This coursework is evaluated according to Cumberland University‘s transfer credit
policy.
Credit will not be awarded for any exam or course content for which a student has
previously received credit or if a student has previously completed advanced study
beyond the level to be covered by the exam. If an exam or its articulated content is
repeated, credit will only be awarded for the second taking. Evaluation of credit earned
by alternative methods is based on articulated equivalencies in effect at the time the credit
is requested. General guidelines for alternative credit types accepted by the University are
described below.
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ACT Credit
Cumberland University recognizes outstanding performance on the ACT examination by
awarding credit for certain scores on the English and Math portions of the exam (and the
corresponding score on the SAT). The criteria are:
ACT Score
English 28+
English 28+
and Reading 28+
Math 28+
Equivalent SAT Score
Critical Reading 630
Critical Reading 630
Mathematics 630
Cumberland Credit
Awarded
ENG 101 – 3 Credit Hours
ENG 101 & ENG 215 6 Credit Hours
MATH 111 - 3 Credit Hours
CEEB Advanced Placement (AP)
Cumberland University participates in the Advanced Placement program of the College
Entrance Examination Board (CEEB) and credit is granted by the appropriate semester
hours of credit to qualified freshmen students presenting an official record of a grade of
three or above on the appropriate Advanced Placement examination. Semester hour credit
in the amount carried by the course or courses from which the student is exempted by the
examination will be awarded. Credit by examination may not total more than 30 credit
hours (or 25% of the total credits) submitted for a degree.
Cumberland University does not automatically accept transfer credit for Advanced
Placement Exams, CLEP, PEP, or DANTES from another institution. Cumberland
University reserves the right to request and review the original scores before granting
credit for any type of examination. Scores from any examination must meet Cumberland
University‘s standard for credit. Cumberland University‘s minimum scores for credit for
examination can be found below:
CEEB AP Examination
American History
Art History
Biology
Chemistry
English Literature &
Composition
English Language &
Composition
European History
Foreign Languages
Math Calculus AB
Math Calculus BC
Music Listening
Physics B
Spanish
Statistics
Hours
Awarded
6
3
4
8
3
In Lieu of Courses at
HIS 201, 202
ART 191
BIO 100
CHEM 111, 112
ENG 101
ENG 101
3
6
4
4
3
8
6
3
HIS 112
Foreign Language Credit
MATH 121
MATH 122
MU 129
PHY 201, 202
SPAN 111, 112
PSY 205
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3
Credit by Examination
Up to 30 semester hours of CLEP or DANTES subject examinations will be accepted
toward a degree at Cumberland University, as long as the total for credit by examination
and correspondence credit does not exceed 25% of the total number of credits submitted
for a degree and if the student is not enrolled in his or her last 30 semester hours before
graduation. Cumberland University accepts the American Council of Education‘s
recommended score of a scaled score of 50 for granting credit for courses (except for
level two of foreign languages, which require the following scores: French 62; German
63; Spanish 66). Cumberland University is a closed CLEP Testing Center. Please visit the
Cumberland University website for additional CLEP examination information or contact
the Academic Enrichment Center (AEC).
CLEP
SUBJECT EXAMINATIONS
CREDIT
IN LIEU OF COURSES AT
CUMBERLAND
UNIVERSITY
Composition and Literature
American Literature
Analyzing and Interpreting Literature
Composition, Freshman College
English Literature
Foreign Languages
3
3
6
3
ENG 216
ENG 215
ENG 101, 102*
ENG 216
French - College Level 1
French – College Level 2
German – College Level 1
German – College Level 2
Spanish – College Level 1
Spanish – College Level 2
Social Sciences and History
6
12
6
12
6
12
FOREIGN LANG
FOREIGN LANG
FOREIGN LANG.
FOREIGN LANG.
SPAN 111, 112
SPAN 111, 112, 211, 212
American Government
Introduction to Educational
Psychology
History of the United States I: Early
Colonization to 1877
History of the United States II: 1865
to Present
Human Growth and Development
Principles of Macroeconomics
Principles of Microeconomics
Introduction to Psychology
Introduction to Sociology
Science and Mathematics
3
3
POL SCI 223
PSY 212
3
3
HIS 201
HIS 202
3
3
3
3
3
PSY 211
ECON 241
ECON 242
PSY 201
SOC 221
College Algebra
Algebra-Trigonometry, College
General Biology
Calculus with Elementary Functions
3
3
4
4
MATH 111
MATH 111
BIO 111
MATH 121
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General Chemistry
Trigonometry
Business
8
3
CHEM 111, 112
MATH 112
Principles of Accounting
Introduction to Business Law
Information Systems and Computer
Applications
Principles of Management
Principles of Marketing
6
3
3
ACC 211, 212
BUA 340
CIS 300
3
3
MGT 363
MKT 362
*NOTE: To receive credit for ENG 102 – Freshman Composition II by CLEP
Examination, a student must:
A. Pass the CLEP Examination in English Composition
B. Satisfactorily complete two writing assignments to be created and evaluated by
the English faculty of Cumberland University.
To be eligible to take a CLEP Examination, a student must not have been enrolled in the
class for which the student wants to receive credit for a period of time longer than the
drop date to receive a grade of ―W‖ (the student must have dropped the class before
he/she would have received a grade of ―WP‖ or ―WF‖). CLEP tests may be repeated
within the guidelines of the College Level Examination Program.
Cumberland University grants university credit in select courses to students who pass a
comprehensive examination. Students seeking credit by special examination will be
tested over all components of the course. All credit by special examination is governed
by the following guidelines:
1. A student can earn a maximum of 30 semester hours by a combination of
Advanced Placement testing, DANTES testing, CLEP testing and testing by
special examination.
2. The student will be charged a fee of $100.00 for each examination.
Defense Activity for Nontraditional Education Support (DANTES)
Students who submit official score reports showing they have earned the minimum
required score, as determined by Cumberland University, on DANTES exams considered
by Cumberland University to be university-level, will be awarded elective or articulated
credit toward their degree.
Experiential Learning Credit
Credit may be awarded in some instances for experiential learning, learning acquired
through non-college experience prior to entering or returning to the pursuit of a college
degree. Experiential learning may result from such activities as work experience,
volunteer work, community service, travel abroad or internationally, or military
experience. Students interested in prior learning assessment should contact the Vice
President for Academic affairs. In most cases the assessment will entail development of
an extensive, detailed portfolio, course(s), and specific examination(s). Some fees may
apply to these instruments of evaluation. No conversion credit may be awarded if the
student is enrolled in the last 30 semester hours before graduation, and conversion credit
will not be placed on a student‘s transcript until payment for credit hours awarded is
25
received. Payment will not be accepted until the semester of graduation, at which time the
experiential learning credit will be posted on the transcript. Any credit toward a degree
earned in this manner will be designated as experiential learning credit. Conversion credit
is awarded only for a degree from Cumberland University and not to exceed 30 credit
hours.
Military Education Credit
The American Council on Education Guide will be used to determine the number of
semester credit hours which may be awarded for military courses. No military credit will
be placed on the student‘s transcript until payment of conversion credit fee ($65 per hour)
is received. Military education credit cannot exceed 30 credit hours of the total credit
hours awarded for a degree at Cumberland University.
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Financial Services
Financial Expenses and Planning
Cumberland University is a private, independent, not-for-profit institution of higher
education. The cost of an education at Cumberland University compares with that of peer
private colleges in the South. This is made affordable by substantial gifts to the operating
fund by alumni and friends of the University.
Cumberland University Tuition, Room and Board Schedule
Fall 2010 – Spring 2011
Schedule of Fees
Semester
Year
Full-time Undergraduate Tuition
$8,678.00
$17,356.00
Hourly Rate Undergraduate Tuition
$723.00
NOTE: Any student enrolling in 12 or more semester hours must pay the full-time tuition
rate.
Graduate Tuition – Hourly Rate
$735.00
General Access Fee: 1-3 hours
$125.00
$250.00
General Access Fee: 4-11 hours
$275.00
$550.00
General Access Fee: 12+ hours
$450.00
$900.00
Residence Hall, Double Occupancy w/meal plan
$3,080.00
$6,160.00
Residence Hall, Single Occupancy w/meal plan
$3,380.00
$6,760.00
Dining Dawg Dollars (Available in increments of $20.00)
By matriculating at Cumberland University, a student accepts all the University policies
as well as any federal and state regulations regarding payment and refunds. Charges are
recorded by the semester and students should come to registration prepared to pay all
tuition and fees due the University. Registration will not be completed and students
cannot attend classes until all fees are paid or appropriate arrangements for payment have
been made in the Business Office. Therefore, financial planning for the entire school year
is highly recommended. A student who registers at Cumberland University assumes a
financial obligation. The University expects that the student will comply in the timely
payment of all charges. Personnel are available in the Office of Student Financial
Services to assist with financial planning.
Third party students (those students whose tuition is paid by employers) must present, on
company letterhead, a statement of his/her company‘s policy for payment of tuition and
fees each semester in order to register for the semester. Third party students must have no
more than the prior semester‘s balance outstanding in order to register for the current
semester. Third party students must also sign a promissory note stating he/she is
responsible for payment in the event the employer does not pay for any reason. It is the
responsibility of the student to comply with all employer requirements for the payment of
tuition.
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Special Fees (Non-Refundable)
Application fee (undergraduate)
Application fee (graduate)
Application fee for International Students
Late registration
$25.00
$50.00
$50.00
$150.00
(This fee is charged when a student registers late or hasn‘t paid tuition by the published
dates to become an official registered student each semester as indicated in the Timetable
of Classes.)
Freshman fee
Returned check fee
Graduation fee (Bachelor‘s)
Graduation fee (Master‘s)
Academic Transcripts (cash, money order or credit card)
Directed Study fee per course
Student teaching placements requiring remote supervisors
Student teaching fee
Music applied lesson fee
Residence Hall Security Deposit*
Residence Hall Application fee
Lost Residence Hall key fee
Replacement student ID
Invalid Parking Permit: First
Subsequent Invalid Parking Permit
Failure to Obtain Parking Permit
Parking Violations
Returned Check Fee
Failure to attend mandatory Residence Hall Meeting
Activities Fee
International Fee
Conversion Credit Per Hour
Auditing Fee
$100.00
$25.00
$200.00
$225.00
$5.00
$100.00
$800.00
$300.00
$150.00
$200.00
$50.00
$50.00
$15.00
$25.00
$50.00
$100.00
$25.00-$50.00
$25.00
$10.00
$65.00
$75.00
$65.00
50% of Tuition
Fines can be paid in the Business Office. Grade reports, transcripts and diplomas may be
held until all balances are paid in full.
*Residence Hall Damage Deposit is refundable provided the student has no unpaid
balance to Cumberland University, has not caused any damage to the University
Residence Halls, has no outstanding conduct actions, and has officially checked out as
determined by the Head Residents or Director of Residence Life.
Failure to follow the checkout procedure for any reason will result in the forfeiture of the
entire damage deposit.
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The University reserves the right to add/or change fees. Fees per semester will be
published in the Cumberland University Register by semester.
Financial Assistance
The goal of the financial assistance program at Cumberland University is to assist
students who otherwise could not afford to attend the institution. Thus, Cumberland
University maintains a comprehensive financial assistance program to assist students with
their college expenses. The purpose of the financial assistance programs offered through
the University is to supplement, rather than to replace, family and student resources, and
the University expects families to assist to the greatest degree possible. These programs,
which include scholarships, grants, loans, workshops, and part-time employment, are
awarded in various combinations and amounts to assist in meeting individual student
needs. While the Federal government provides a substantial portion of Cumberland
University financial assistance, the institution also receives funding from state agencies,
individuals, and local organizations. All Federal financial assistance programs require the
assessment of financial need based upon parents‘ and students‘ abilities to contribute
toward educational expenses. The Free Application for Federal Student Aid (FAFSA)
must be completed and submitted to the United States Department of Education by all
students wishing to apply for Federal or State Aid.
Textbooks and Supplies
Materials for all courses taught at Cumberland University may be purchased at the
University Bookstore. Specific questions concerning this service should be addressed to
the Bookstore Manager. The Bookstore is located on the 2nd Floor of Labry Hall (615547-1236).
Tuition Payment Plan
Cumberland University offers two payment plans to accommodate the students. Students
may choose one of the following three options in order to pay all of their charges in a
timely manner. Students with a balance at the end of a semester will not be allowed to
continue their education at Cumberland without special permission from the Vice
President for Finance. In the event the account remains unpaid and is referred to a
collection agency, the student will be responsible for all collection agency fees and/or
attorney fees associated with collection of the student‘s account.
Option 1-Payment by Check, Credit Card, Debit Card or Online
Students must pay or make arrangements for payment of all tuition, fees or other charges,
in full, prior to the published date to become official each semester. Cumberland
University accepts personal checks, MasterCard, American Express, Discover and Visa
credit cards from students, parents, or guardians for the payment of all institutional
charges. The University reserves the right to disallow payment in these forms if the
individual develops a pattern of returned checks or rejected credit card payments. All
checks should be made payable to Cumberland University.
Option 2 - FACTS Payment Plan
The FACTS Plan allows students/parents to make monthly installment payments with no
interest. Students/parents must complete an electronic FACTS agreement prior to
29
registration. All payments are by electronic transfer from your checking or savings
account or credit card/debit card. The enrollment fee for this plan is $35.00 for each
semester or $50.00 for the Fall/Spring terms combined. This plan will be disallowed if
funds are not available for transfer. Students interested in this option may obtain more
information from the University Business Office, or students may apply online at
www.cumberland.edu and click on the FACTS link.
Option 3 – Third Party Promissory Note
Cumberland University also offers a deferred payment plan to those students whose
employer/responsible party will pay the balance on completion of classes at the end of the
semester. A student who has a balance of more than one semester in arrears will not be
permitted to register for further classes until the account is brought up to date. The
student must submit a signed statement from their employer on a company letterhead.
NOTE: Should any pending credits to a student‘s account fail to materialize or for any
other reason a balance due results, students may be subject to finance charges. In the
event the account remains unpaid and is referred to a collection agency, the student will
be responsible for all collection agency fees and/or attorney fees associated with
collections. The Business Office is the final step in the Registration Process. Students
must confirm that their classes are correct, their charges are correct (tuition, fees,
housing, and dining hall) and payment arrangements have been made.
Refunds
All class change requests or withdrawals from the University must be made through the
Office of the Registrar. This must be done by the dates stated in the CU Register.
Students receiving any form of financial assistance who are considering reducing their
class load below 12 semester hours should first consult the Director of Financial
Assistance.
Refund Drop Policy
When a student decreases the number of hours attempted during a term, a refund may be
calculated based upon the official drop day as presented to the Registrar‘s Office. Credits
are based on the tuition charge, not the amount paid. If the student is receiving financial
assistance, credits will be returned to the financial aid accounts, including lenders of
student loans, before any money is returned to the student.
Withdrawals from school for any reason during any term must be made by official
notification to the Registrar’s Office. Failure to attend classes does not cancel
enrollment.
The federal refund calculation policy will be used for students who have attended classes
at Cumberland University and are receiving Title IV financial assistance. Withdrawals
after the first day of classes will be calculated based on the number of days the student
completes in the enrollment period. Withdrawal will be effective from the date which
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formal application for withdrawal is filed with the Registrar. The policy for Fall is as
follows:








The last day to register or add a class is Friday, September 3, 2010.
The last day to drop a class with a grade of ―W‖ is Monday, September 20,
2010.
The last day to drop a class and receive a grade of ―WP‖ or ―WF‖ is
Thursday, October 28, 2010.
Withdrawing from school on or before August 31, 2010, you will receive a
full refund.
Withdrawing from school you will receive a 50% refund (September 1-15,
2010). Students are responsible for 50% of tuition and fees.
Withdrawing from school, students are responsible for 75% of tuition and fees
(September 16-October 28, 2010).
After October 28, 2010, no refunds will be given. Students are responsible for
100% of tuition and fees.
If the student has a book and it is not returned by the appropriate time, the
student is responsible for 100% of the cost of the book.
Refund or credit on account of residence hall after registration must be approved by the
Vice President of Administration. Refunds will be granted on a pro-rata basis when the
student is to withdraw from the residence hall for personal medical reason confirmed by a
licensed physician, or at the request of Cumberland University management personnel for
other than disciplinary reasons. No refund will be made other than under the above
circumstances.
How to Apply for Financial Assistance
1. Financial Assistance is awarded on a first-come, first-served basis. The priority
deadline at Cumberland University is February 1. Students filing applications after
that date will be considered on a funds-available basis. The student must apply and be
accepted for admission to Cumberland University. All applicants must complete the
Free Application for Federal Student Aid (FAFSA). The FAFSA can be completed
and submitted on the internet at www.FAFSA.gov. To complete the form, students
should refer to their personal and/or parents‘ Federal income tax returns for the
preceding year. Assistance in completing the forms is available through the Office of
Student Financial Services.
2. Due to changes in Federal guidelines and individual financial status students must
reapply each year.
Eligibility Requirements
Applicants for aid under Federal programs such as Federal Pell Grant, Federal
Supplemental Educational Opportunity Grant (FSEOG), Federal Perkins Loan, Federal
Work-Study, and Federal Direct Loan Program(s) must meet the following criteria:
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1. Students must be U.S. citizens, national or permanent residents.
2. Students must be enrolled on at least a half-time basis (six hours) in a regular degreeseeking program.
3. Students may not be in default on any student loan or be obligated to pay a refund to
any Federal aid program received at any institution.
4. Recipients must maintain ―satisfactory academic progress‖ in their chosen course of
study. The following standards of progress are used to determine good standing:
Students must, at a minimum, complete the requirement for cumulative credit hours
for which they receive Federal student financial assistance payments as follows:
0 - 29 semester hours attempted 1.50 GPA
30-59 semester hours attempted 1.80 GPA
60 + semester hours attempted 2.00 GPA
Only course work taken at Cumberland University is used to calculate satisfactory
academic process. Grades will be reviewed at the end of each semester.
5. An applicant must be an undergraduate student who has not previously received a
Bachelor‘s degree. Graduate students may apply for financial assistance from the
Federal Perkins Loan and Federal Stafford programs.
6. An applicant must demonstrate financial need as determined by the Free Application
for Federal Student Aid (FAFSA).
Financial Assistance Probation
Students who fail to meet any of the satisfactory academic progress standards will be
placed on financial assistance probation for their next term of enrollment. Students on
academic probation are automatically on financial assistance probation.
A student on financial assistance probation who fails to meet the standards of progress in
his/her probation term of enrollment will not be able to receive additional financial
assistance until such time as he/she meets the standards for removal from financial
assistance probation. All awards are subject to cancellation if the recipient is negligent in
performing duties, careless in conduct, or fails to comply fully with the policies of the
University.
Students placed on financial assistance probation or removed from financial assistance
may appeal that decision to the Director of Student Financial Services. The appeal must
be prepared in writing. Reasons for consideration include the following: (1) serious
illness or accident to the student (will normally require a medical statement from a
physician); or (2) death, serious illness, or injury in the immediate family. Other
extenuating circumstances may be acceptable and will be considered by the University.
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Financial Assistance Suspension
Students placed on academic suspension are automatically placed on Financial Assistance
suspension. Students who appeal to have their academic suspension lifted and the appeal
is granted are still not eligible to receive financial assistance until they have completed
the minimum of one semester and have achieved academic good standing. Students may
appeal their financial assistance suspension. See procedures under Probation.
Satisfactory Academic Progress
To maintain eligibility, financial assistance recipients of Title IV funds are required to
maintain satisfactory academic progress as outlined in the Policies and Procedures leaflet
that accompanies the Cumberland University Financial Assistance Award Letter.
Students should note that this standard may differ from the ―good standing‖ policy of the
University.
Notification
Determination of type and amount of financial assistance will be made by the Department
Head of Student Financial Services. This determination will take into consideration the
applicant‘s need as established by need analysis and the programs for which the applicant
qualifies.
1. Students whose financial assistance files are complete before the priority deadline of
February 1 will be given priority over those applying after that date.
2. Qualified applicants receive notice of their award by the Cumberland University
Financial Assistance Award Letter. Financial assistance is awarded for the entire
academic year, but is subject to rescission if a student fails to meet eligibility criteria
for the second semester of the aware year.
3. Students may accept or decline the different sources which encompass their financial
assistance package. For those who decline any portion, the University will not replace
the source with monies from other programs.
4. Financial assistance awards are not credited to the student‘s account until the student
enrolls for the semester(s) for which the award has been made.
5. Awards of Federal and state monies are subject to funding by the government.
6. Students who receive Federal money and withdraw from the University may be
required to repay part of the Title IV monies.
Return of Federal Financial Assistance
When a student who has received Federal financial assistance (Pell Grants, FSEOG
Grants, Federal Perkins Loans, Federal Direct Stafford Loans or Federal Direct Parent
Loans for Undergraduates) fully withdraws from the University, the unearned portion of
the aid must be returned to the program. The unearned portion is calculated up to the first
60% of the enrollment period. The calculations are made on a pro-rata basis, based upon
the total enrollment period. The Federal government has set the order in which unearned
aid must be returned to the programs. Students should note that the requirement to return
the unearned portion of Federal financial assistance might leave them owing a balance
due to Cumberland University.
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The order of distribution for refunds is as follows:
Unsubsidized Federal Stafford loans
Subsidized Federal Stafford loans
Federal Perkins loans
Federal PLUS loans
Federal Pell Grants
Academic Competitiveness Grants
National Smart Grants
Federal Supplemental Educational Opportunity Grants (FSEOG)
Other Title IV aid
Other Federal sources
State, private or institutional aid
Student
Scholarships and Grants
Scholarships are non-repayable monetary awards given to qualified students based upon
academic and leadership ability. Students may apply for one or more of the following, but
will receive funding from only one source if eligible. A student‘s eligibility is limited to 4
academic years, defined as 8 semesters. Students should refer to the Cumberland
University Student Financial Services FACT SHEET for additional Scholarship
information.
Types of Assistance
The majority of financial assistance is offered in the form of ―packages‖ comprised of aid
from one or more of four base sources: scholarships, grants, student employment, and/or
loans. In addition, some students receive aid from outside sources. Cumberland offers the
following types of aid:
Academic Scholarships are awarded to students who have a minimum 22 composite on
the ACT or 1020 SAT Critical Reading and Mathematics combined score and a
minimum of a 3.00 GPA. Restrictions: Full-time student status and maintain a minimum
cumulative 3.00 GPA.
Leadership Scholarships are awarded to qualifying students based on their leadership
potential, involvement in school activities, and community service. A short essay and
recommendations from guidance counselors, administrators, teachers, and community
leaders are required. Applicants must have a minimum of 20 on the ACT composite or
equivalent SAT combined score in critical reading and mathematics, and cumulative 3.00
GPA. Restrictions: Full-time student status and maintain a 3.00 cumulative GPA.
Continued participation in campus activities is encouraged.
Ernest L. Stockton Jr. Scholarships are awarded to students who have an Associate
degree from an accredited two year community/junior college with a minimum
cumulative GPA of 2.50. Restrictions: Full-time student status and maintain a minimum
2.75 cumulative GPA on courses taken at Cumberland University. Ernest L. Stockton, Jr.
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received the Bachelor of Arts degree in 1939 and the Doctor of Laws (honoris causa) in
1958 from Cumberland University. He served as the institution‘s 18th President from
1958 to 1982.
Transfer Student Scholarships are awarded to transfer students with a 3.10 or higher
cumulative GPA in prior college course work and who have completed a minimum of 30
semester hours. Restrictions: Full-time enrollment status and maintain a 3.00 GPA.
Trustee Scholarships are awarded to students in the top five percent (5%) of their
graduating class and who have a cumulative GPA of 3.50 and a minimum 30 composite
on the ACT or a 1330 on the SAT Critical Reading and Mathematics combined score.
Restrictions: Full-time student status, maintain a minimum 3.50 cumulative GPA and
enter Cumberland University as a freshman student.
Valedictorian/Salutatorian Scholarships are awarded to any valedictorian or
salutatorian who is a graduate of an accredited high school and who has a minimum of 24
composite on the ACT, or 1090 on the SAT critical reading and mathematics combined
score, and a minimum of 3.50 cumulative GPA. Restrictions: Full-time student status and
maintain a 3.50 cumulative GPA.
Endowed Scholarships
A current listing and application(s) are available on the University website in the Student
Financial Services section.
Martha Duff Adkerson Established by Susan A. Dismukes and Sandra A. Malone to
honor their late mother Martha Duff Adkerson. The award is made to incoming freshmen
with a high school GPA of at least 3.00 on a 4.00 scale. The award is renewable to
recipients maintaining a 2.80 GPA, making normal progress toward a degree as a fulltime student and conducting him/herself in an appropriate manner.
Imogene Bradley Ahles Scholarship The award is made to a junior or senior business
major with an overall GPA of 3.00 or higher who demonstrates a balanced, well-rounded
academic and extracurricular educational experience. The scholarship was established in
1993 in memory of Mrs. Ahles, BA 1946, who served Cumberland University in various
administrative roles for approximately 50 years.
Victor C. Ahles Memorial Fund Scholarship This scholarship is awarded to a junior or
senior pre-law student with a GPA of 2.50 or higher, based on all course work taken at
the collegiate level The scholarship honors the memory of the father of Judge Ahles, a
former member of the Cumberland University Board of Trust.
G. W. and Annie Robinson Alexander and H. W. Grannis and W. J. Grannis
Scholarship This scholarship will be awarded to a descendent of the above named
individuals and be renewable until the student graduates from Cumberland University. In
lieu of such an applicant, it may be given to a resident of Wilson County who is
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physically handicapped. The recipient of this scholarship must maintain good academic
standing with Cumberland University for the scholarship to be renewed.
Charles Wood Arnold Memorial Scholarship Cumberland officials are designated to
distribute this award to young men and women of Wilson County who are worthy of
assistance and who are unable to obtain financial assistance otherwise. The scholarship
was established by the estate of Mr. Arnold, a Wilson County, Tennessee farmer and
friend of the University.
William Donnell Baird Scholarship Honoring the late State Senator, Lieutenant
Governor, and Speaker of the House of Representatives of the State of Tennessee, this
scholarship is awarded to a deserving Cumberland University student. The recipient is
selected by the University. Mr. Baird was an alumnus (BA 1930, LL.B. 1931) of the
University.
Fannie and Alma Baird Scholarship The late Senator William Donnell Baird
established this scholarship in memory of his mother, Fannie Baird, and wife, Alma
Counts Baird. The awards are need-based and awarded to deserving young men and
women of Wilson County, Tennessee. Transfer students must have a minimum 2.00
cumulative GPA, and entering freshmen must also have a minimum 18 composite on the
ACT (or equivalent SAT critical reading and mathematics combined score). Applications
are available in the Student Financial Assistance Office.
Earl F. and Allie Coe Baker Scholarship The late Mrs. Allie Coe Baker established this
scholarship to assist students from Watertown High School further their education. Mrs.
Coe Baker was a beloved teacher in Wilson County schools for 46 years. The scholarship
will be awarded to a deserving Watertown High school graduate based on need and
scholastic and academic abilities.
Earl Y. Barbour Scholarship The recipient must be the highest academically ranked
football player at the University from either Wilson or Putnam County, Tennessee with a
GPA of at least 2.80, must be a returning member of the football squad, and must be
recommended by the Head Football Coach and Athletic Director of the University. Mr.
Barbour, a football player and 1948 graduate of Cumberland University, was a successful
furniture manufacturer. The Scholarship was established in his memory by his widow,
Mrs. Peggy Barbour.
Paul M. Bauman Scholarship This scholarship is awarded first to children of employees
of the John Deal Company, then to the employees of the John Deal Company, and finally
to a graduate of the Mt. Juliet High School. Recipient must be an incoming freshman
with an ACT composite score of 19 (or equivalent SAT critical reading and mathematics
combined score), and have obtained a high school GPA of 3.00 on a 4.00 scale. This
scholarship was established in 1997 by Judy Bauman in memory of her husband, a
former Cumberland University Board of Trust Member.
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Margaret Elizabeth Wilson Beasley Scholarship The award is made to a graduating
senior of Smith County (TN) High School or Gordonsville (TN) High School who has
earned a minimum of 3.25 GPA on a scale of 4.00. The recipient must be recommended
by the recipient‘s high school principal. Preference is made to a student who plans to
major in education. The scholarship in honor of Mrs. Beasley, who attended Cumberland
University in 1931, was established in 1995 by her children, Thomas Wilson Beasley,
Mary Elizabeth Beasley Enoch, Alma Katherine Beasley Parker, and Lewis Cass
Beasley, Jr.
Lowell Afton Bogle Scholarship This award is given to a deserving resident of Wilson
County, Tennessee who has a minimum high school GPA of 2.50 on a 4.00 scale. This
award is need-based and will be made for no more than eight semesters to any particular
student. The scholarship was established in 2000 through the generosity of the Bogle
family and Lowell Afton Bogle. Mr. Bogle always enjoyed helping others, and this
endowed scholarship fulfills his desire to help students pursue their dream of a college
education.
James Lafayette Bomar Scholarship This scholarship, honoring the late State Senator,
Lieutenant Governor, and Speaker of the House of Representatives of the State of
Tennessee, is awarded to a Cumberland junior or senior who has displayed a balanced,
well-rounded academic and extracurricular educational experience. In addition, the
recipient must demonstrate a cumulative GPA of 3.00 or higher and a yearning for
knowledge and awareness in his/her chosen area of study.
Robert Carver Bone, M.D. Scholarship This scholarship, honoring Dr. Bone for his 22
years of outstanding service as Chairman of the Board of Trust of Cumberland
University, is awarded to a pre-professional major who has a need and attained a high
school GPA of 3.50 on a 4.00 scale and has a minimum ACT composite score of 25 (or
equivalent SAT critical reading and mathematics combined score. The award can be
made for no more than 8 semesters and the student must maintain a 3.50 GPA to continue
to receive the scholarship. Dr. Bone is a practicing physician in Lebanon, Tennessee, and
is a current member of the Board of Trust. He is a graduate of Vanderbilt University
holding BA, M.BA, and M.D. degrees.
Bradley Family Scholarship The recipient shall be a full-time junior or senior
elementary education major with a minimum GPA of 3.00 and who has displayed a
balanced, well-rounded academic and extracurricular educational experience. The
scholarship is need-based.
The Bradshaw Family Scholarship This award is available to a full-time student
majoring in nursing, and is renewable. Recipient must maintain a GPA of 3.00 and reside
in Wilson County. This Scholarship was established by Dr. James C. and Martha
Bradshaw in 1997. Dr. Bradshaw is a practicing physician in Lebanon, Tennessee, and
Mrs. Bradshaw is a member of the Cumberland University Board of Trust.
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Howard Butler Scholarship The recipient shall be a full-time Cumberland University
student who has displayed strong leadership qualities, a yearning for knowledge, and
awareness in the area of academic study he/she has chosen to pursue. The scholarship
was established in 1990 by the friends of the late General Butler, a 1934 graduate of the
Cumberland University School of Law. Serving more than twenty years in the United
States Air Force and the Tennessee National Guard, General Butler was also a practicing
attorney in Nashville, Tennessee, and a Life Trustee of Cumberland University until his
death in 1992.
Castle Heights Military Academy Alumni Scholarship The donors specify that
preference be given to Castle Heights Military Academy alumni and/or their children.
This scholarship is available to both undergraduate and graduate level students. Financial
need shall not be the sole determining factor. The representatives of the CHMA Alumni
Association review the applicants.
Blanche Catron Music and Arts Endowed Scholarship This endowed scholarship is
awarded annually to a resident of Wilson County, Tennessee. The recipient of the tuitiononly scholarship must have an entering GPA of 3.0 based on a 4.0 scale, pursuing an
undergraduate degree in the Music and Arts. Mrs. Catron was awarded the Doctor of
Humanities (honoris causa) from Cumberland University in 1998 and The Algernon
Sydney Sullivan Award in 2001.
William Goodbar and Blanche P. Catron Scholarship This endowed scholarship is
awarded to a full-time student from Wilson County, Tennessee. The recipient must have
an ACT composite score of 20 (or equivalent SAT critical reading and mathematics
combined score) and a 3.00 GPA on a 4.00 scale, pursuing a degree in Education. Mr.
Catron graduated from Cumberland University in 1926 and Mrs. Catron in 1936. Mr.
Catron was a local businessman, pilot, and a member of the Tennessee Air National
Guard. Mrs. Catron was awarded the Doctor of Humanities (honoris causa) from
Cumberland University in 1998 and The Algernon Sydney Sullivan Award in 2001.
William Carl and Palmer P. Clark Scholarship Established by Malinda J. Perrotta in
memory of her parents. William Carl Palmer, a McMinnville native, graduated from
Cumberland University in 1935 and later graduated from George Washington University
School of Law, as well as earning a Master of Arts degree in Business Administration.
The scholarship is based on need and awarded to a pre-law student. The recipient must
have a high school GPA of 3.00 on a 4.00 scale. The scholarship is renewable if the
recipient maintains a 2.80 GPA, makes normal progress toward a degree as a full-time
student and conducts him or herself in an appropriate manner.
Chamberlain Scholarship This scholarship was established in memory of Mrs.
Gwendolyn McFarland of Lebanon, Tennessee by Mr. James and Mrs. Gay Chamberlain.
Mr. Chamberlain is an alumnus of Cumberland University and Mrs. Chamberlain is the
daughter of Mrs. McFarland. This scholarship is to be awarded annually to a full-time
Cumberland University student from Wilson County, Tennessee majoring in music. To
receive and retain the scholarship, the student must have and maintain a 2.50 grade point
38
average (GPA). Mrs. McFarland was a supporter of the fine arts in the local LebanonWilson County community and at Cumberland University.
S.S. Chapman and Martha Pearl Close Scholarship Given by S.S. Chapman in honor
of his brother-in-law Shelton Close, and his sister, Martha Pearl Close, this scholarship is
awarded to a freshman student who resides in Dekalb County, Tennessee.
Frank Goad Clement Memorial Fund Scholarship These awards are made to high
school graduates who exhibit the leadership and speaking abilities which marked the life
of the late Governor of Tennessee, Frank G. Clement, and who have displayed a
balanced, well-rounded academic and extracurricular educational experience. Guidance
counselors and/or teachers from the last attended high school or school from which the
student received his/her high school diploma must submit a letter of recommendation.
Caroline Perry Cleveland/Mecca Ann Perry Scholarships These scholarships will be
awarded to current teachers under contract in local school systems who wish to return to
Cumberland to earn the Master of Arts in Education degree. The funds will be divided
among 20 students annually. Mrs. Cleveland was a student at Cumberland University in
the 1920s and later was a member of the University faculty. Miss Perry was a 1923
graduate of Cumberland University. The two sisters were teachers for many years. Their
scholarship was funded by a bequest from Mrs. Cleveland‘s estate.
H. Bert Coble Endowed Scholarship This scholarship is awarded to a student in any
music discipline and who has a high school GPA of 3.00 on a 4.00 scale, and with an
ACT composite of 20 or an equivalent SAT combined critical reading and mathematics
score. The student must show outstanding performance ability and have displayed
exemplary citizenship. The award may remain with the student as long as a 2.80 GPA is
maintained and the recipient remains a music major in good standing with the University.
The award is available for a maximum of eight semesters. Dr. Coble is a professor
Emeritus at Cumberland University.
John W. Cooke, Jr. Scholarship This scholarship was left to the University to honor the
life of the late John W. Cooke, Jr., who served as Chief Clerk, State Senate, and
Tennessee General Assembly. A native of Davidson County, Tennessee and graduate of
the public school system, Mr. Cooke served in various positions with state government
prior to his appointment as Clerk.
Bascom and Alice Cooksey, Sr. Endowed Scholarship This scholarship is awarded to
an undergraduate student from Wilson County, Tennessee with and entering ACT
composite score of 20 (or equivalent SAT critical reading and mathematics combined
score) or a high school grade point average of 2.5 or if enrolled in Cumberland or as a
transfer student shall have a GPA of 2.5 based on a 4.0 scale. The recipient will be
selected by the Student Financial Services Committee.
Cumberland Merit Badge University Eagle Scout Scholarship Agreement This
scholarship was established with proceeds from the Cumberland Merit Badge University
39
by the Middle Tennessee Council, Boy Scouts of America. The scholarship will be
awarded to a deserving high school graduate who is an Eagle Scout and enrolled fulltime. First consideration for students will be given to scouts from the Walton Trail
District, then Middle Tennessee Council, then scouts from across the nation. The
scholarship may be renewed for a maximum of 8 semesters provided the student
maintains a 3.00 GPA.
Digitar, Incorporated/Dixie Taylor Nursing Scholarship The award is made to a
Wilson or Trousdale County high school graduate who must be a full-time student in the
Cumberland University Nursing Program. The recipient must plan to become an
employee in the health care sector, must have attained the rank of junior, and be
recommended by the Dean of the School of Nursing and approved by the Student
Financial Services Committee in consultation with Ms. Dixie Taylor- Huff
John J. Duncan Scholarship The award is made in memory of United States
Representative John J. Duncan, Sr., a graduate of the Cumberland University School of
Law, former mayor of the City of Knoxville, Tennessee, and a long time member of the
United States Congress, representing the second district of Tennessee.
Margaret Freeman Farmer Scholarship This scholarship is based on need and given to
a student majoring in music or business who has displayed outstanding citizenship. The
recipient must have a high school GPA of 3.00 on a 4.00 scale and an ACT composite
score of 20 or an equivalent SAT critical reading and mathematics combined score. The
recipient may continue to receive the award of a 2.80 GPA is maintained, shows normal
progress towards graduation, and remains in good standing with the University. The
award will not be given for more than eight semesters. Mrs. Farmer was educated in the
public schools of Lebanon, Tennessee through the eleventh grade. She attended
Cumberland Preparatory School. Although she did not graduate from Cumberland, she
had a continuing interest in institutional activities throughout life.
Jimmie Wall Farris Scholarship This scholarship is need-based and is awarded to a
deserving Cumberland student. Mrs. Farris is a 1947 graduate of Cumberland University.
The scholarship was established in her honor by her husband, the late William W. Farris,
an Emeritus member of the Cumberland University Board of Trust.
Dallas Floyd Memorial Scholarship Recipient shall be a full-time Cumberland student
in need of financial assistance with a minimum 3.00 GPA who has displayed a balanced,
well-rounded academic and extracurricular educational experience. Mr. Floyd was a
successful entrepreneur in the outdoor amusement business. The scholarship was
established in his memory in 1991 by his children, Ann and J. D. Floyd, and Billy and
Jane Floyd Baxter.
Forrester Family Scholarship Recipient shall be a full-time Cumberland University
student with a minimum GPA of 2.50 who has displayed a balanced, well-rounded
academic and extracurricular educational experience. The scholarship was established in
memory of Robert L. and Christine Forrester, who were the parents of Lieutenant
40
General (Retired) Eugene P. Forrester and the grandparents of Eugene P. ―Chip‖
Forrester, II, and a former member of the Cumberland University Board of Trust.
Benny Gamboa Scholarship The Benny Gamboa Scholarship will be given to an
incoming freshman soccer player. The recipient must have an ACT score of at least
eighteen and a GPA of at least 2.50 on a 4.00 scale. The scholarship may be renewed
provided the recipient maintains a full-time student status and a GPA of at least 2.50
while enrolled at Cumberland University. Mr. Gamboa was a Cumberland University
student and a member of the varsity soccer team at the time of his death in a traffic
accident.
Stark Goodbar Scholarship This scholarship is to be awarded to a graduate of Lebanon
(Tennessee) High School who has demonstrated academic and leadership abilities. The
student must demonstrate financial need. This scholarship was established in memory of
Mr. Goodbar by his late wife, Susie. The Goodbars were long-time business people in
Lebanon, Tennessee, operating a men‘s store on the town square.
Henry Goodpasture Scholarship This endowed scholarship was established in 1993 by
the late Henry Goodpasture, a 1921 graduate of Cumberland University School of Law
and a long-time supporter of the University
Lisa L. Graves Endowed Scholarship This endowed tuition-only scholarship is
awarded based on need to a sophomore, junior, or senior or combination student resides
in Wilson County, Tennessee.
William Edgar and Frances Duke Green Scholarship This scholarship was established
in memory of William Edgar and Frances Duke Green by their daughter Mrs. Frances
Green Oliver. The recipient must be from Tennessee and have a high school GPA of
3.00 on a 4.00 scale and/or an ACT composite score of 20 or above, or equivalent SAT
critical reading and mathematics combined score. The student must be majoring in
Humanities or Social Sciences (Liberal Arts Degree). The student also must demonstrate
financial need. The scholarship may be received for eight semesters as long as the student
maintains a full-time student status and maintains a GPA of at least a 2.80 while enrolled
at Cumberland University. Mr. Green graduated from the Cumberland University School
of Law in 1924 and was a regional director of the United States Securities Exchange
Commission.
Amy Jo Byars Grissim Scholarship This scholarship is to be awarded to a full-time premedicine or education major and is renewable if the recipient maintains full-time status
and a 3.00 GPA. The student must be recommended by the Student Financial Services
Committee and approved by a faculty member of the pre-med or education program. Ms.
Grissim was an elementary school teacher and taught many years in the Tenth Special
School District in Lebanon, Tennessee. Her husband was a local farmer and businessman.
B. B. Gullett Scholarship Through the generosity of the B. B. Gullett Family, the B. B.
Gullett Scholarship has been established. This scholarship is available to any student at
41
Cumberland who has a GPA of 3.00 or higher and is in the top half of their class and has
an ACT composite score of 21 of higher, or an equivalent SAT critical reading and
mathematics combine score. The recipients will be known as the B. B. Gullett Scholars
and can be continued from year to year if the students maintain their academic standing
with Cumberland University. Any students who continue to receive the above scholarship
must reapply annually. This award will be given to students based on need as determined
by the Financial Assistance Office. Mr. Gullett was an attorney in Nashville, Tennessee,
and partner in the law firm of Gullett, Sanford, Robinson, and Martin.
James C. Hatcher Memorial Scholarship This scholarship was established in 1990 by
friends of the Hatcher family in memory of Jimmy Hatcher, who was a supporter of
Cumberland University and was dedicated to secondary and higher education in Wilson
County. Mr. Hatcher taught and was dedicated to secondary and higher education in
Wilson County. Mr. Hatcher taught and coached at Castle Heights Military Academy and
at Mt. Juliet High School. The recipient of this award must be a Mt. Juliet High School
graduating senior who meets Cumberland University‘s admission standards.
William Randolph Hearst Foundation Scholarship This endowed fund was
established in 1999 by a grant from the Hearst Foundation to provide scholarship support
for professional study in undergraduate nursing. To be eligible for awards, students must
be full-time with a declared major in nursing. Preference is given to students active in
campus and community activities. Applicants must submit an essay in which they explain
their professional goals and how they plan to contribute to the healthcare field and to
their communities after graduation. Students selected for the Hearst Scholarships will be
required to maintain a 2.80 GPA, with no grade lower than a ―C‖ in any nursing course.
Heifner Family Scholarship This scholarship is awarded annually to a full-time
Cumberland junior or senior with a GPA of 3.00 or higher and whose major is
Humanities and Social Sciences. Preference is given to a student who is also minoring in
philosophy/religion or anthropology. The scholarship was established in 1997 by Dr.
Fred E. Heifner, Jr., faculty member in the Division of Mathematics, Natural and Social
Sciences, and his wife, JoAnn Farrington Heifner in honor of their three sons, John Kevin
Heifner, Charles Todd Heifner, and Michael Brad Heifner.
June Heydel Scholarship for the Fine Arts This scholarship was established to honor
June and Bill Heydel for their dedication and support of the Fine Arts Program at
Cumberland. It is awarded to a deserving full-time student who has a minimum ACT
composite score of 20 or equivalent SAT combined critical reading and mathematics
score, and a GPA of 2.75. The scholarship is renewable as long as the student maintains
the above standards and is active in the Fine Arts program. Mrs. Heydel received the
Doctor of Humane Letters (honoris causa) in 2010 and is the wife of William D. Heydel,
a member of the Board of Trust of Cumberland University.
Edward L. & Aileen O. Jennings Scholarship This award is given to an undergraduate
student at Cumberland University who is worthy of assistance and that is unable to obtain
financial assistance otherwise. The recipient must have a minimum GPA of 2.50.
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Arah George Bradley King Memorial Scholarship This scholarship was established in
1990 by Judge and Mrs. Rodney V. Ahles in memory of Mrs. Ahles‘ sister. Awarded
annually to a Cumberland University junior or senior student with a major in elementary
education and in need of financial assistance, this scholarship is given to a student with a
cumulative GPA of 3.00 or higher. Mrs. King was a 1939 graduate of Cumberland
University and taught for many years in elementary schools in Tennessee and New
Jersey.
Virginia and Richard Lawlor Scholarship This award is made annually to a student
with a fine arts or humanities/social science major. The principal donor was both a
graduate and a faculty member at Cumberland University, and is presently a Life Trustee
of the University. Additionally, the donor was awarded the Doctor of Humanities
(honoris causa) in 1989 and the Algernon Sydney Sullivan Award in 1997.
Lucy Lee Leadership Wilson Scholarship This endowed fund was established by
alumni of the Leadership Wilson Program. The recipients of the scholarship will be
recommended by the Student Financial Services Committee and approved by the
Leadership Wilson Alumni Executive Committee. Preference will be given to Youth
Leadership Wilson alumni then Leadership Wilson alumni and family members of
Leadership Wilson alumni. To be eligible for the award, students must be Wilson County
residents and have a 3.00 GPA and a 22 ACT composite score or SAT equivalent
combined critical reading and mathematics score. The scholarship may be renewed, but
no student may receive the Scholarship for more than a maximum of eight semesters.
Marshall Ledbetter Memorial Scholarship This scholarship is to be awarded to a
junior or senior with a cumulative GPA of 3.00 or higher who has displayed a balanced,
well-rounded academic and extracurricular educational experience. The student must also
display strong leadership qualities and a yearning for knowledge and awareness in the
area of chosen academic study. The late Mr. Ledbetter was prominent in Tennessee state
politics and founded the Victory Van Lines in 1932.
James S. Legg Scholarship This scholarship is awarded to a student majoring in
business. Mr. Legg graduated from the Cumberland University School of Law in 1930
and received the ―Award of the Phoenix‖ from Cumberland University in 1977. He was
president of the Jaynelle Shoe Company and for several years hosted a series of business
conferences on the University campus. The scholarship was established after his death in
1984 by his widow, Mrs. Dorothy Legg.
Elberta Smartt-Linx Scholarship This scholarship is awarded to an incoming
Cumberland University freshman, and was established in memory of Mrs. Linx by her
husband, Louis R. Linx, a friend of the University and resident of Nashville, TN
Bill Allen Martin Memorial Scholarship Recipient must be a full-time student, an
elementary education major with minimum GPA of 3.00, partially or wholly selfsupporting, and in need of financial assistance. Additionally, he/she must display a
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balanced, well-rounded academic and extracurricular educational experience. Mr. Martin,
a 1939 graduate of Cumberland University, was a Wilson County educator and farmer.
Mr. Martin was a man deeply devoted to education throughout his life.
Thomas Gordon Mason Scholarship This scholarship is need-based and is for the use
and benefit of deserving students of Wilson County, Tennessee. Mr. Mason was the son
of John B. Mason who served as Sheriff of Wilson County. Mr. Mason retired from a
management position at Union Carbide in Charleston, West Virginia.
David Alexander McCandless Scholarship This scholarship is to be awarded to a
Cumberland junior or senior with a cumulative GPA of 3.00 or higher who is majoring in
a liberal arts discipline or education. Recipient must not be involved in varsity athletics.
The McCandless scholarship was established in 1989 by Mrs. Frances McCandless Roby
in memory of her father, an 1894 graduate of Cumberland University. Mr. McCandless
was a highly respected attorney and in the late 1920s was Chief Justice of the
Commonwealth of Kentucky.
Martha Roberts McCoin Scholarship The recipient must be a resident or graduate of a
secondary school in Overton or Jackson Counties in Tennessee or be a descendant of
Martha Roberts McCoin. The scholarship was established in 1990 by Dr. Charlene
McCoin-Johnson Kozy, former faculty member in the Division of Mathematics, Natural
and Social Sciences and President of Cumberland University, and her husband Steve in
honor of her late mother who was never able to attend college herself. Through her
encouragement and support, 13 degrees have been earned by immediate members of her
family.
Gwendolyn McFarland Endowed Scholarship This scholarship was established in
memory of Gwendolyn McFarland, an enthusiastic supporter of fine arts activities in
Wilson County, Tennessee. Mrs. McFarland‘s special love for Cumberland University
continues through the annual awarding of the scholarship. This award will be given to a
declared Fine Arts major. The recipient must have an ACT composite score of 20 (or
equivalent combined critical reading and mathematics score) with a 3.00 High School
GPA. Current undergraduate student applicants must have a GPA of 3.00. This
scholarship may be renewed if the recipient maintains full-time status and a 3.00 GPA.
Mrs. McFarland was the widow of Dr. Sam McFarland, a long-time physician who
practiced in Lebanon, Tennessee.
Susan Rene McGee Scholarship This scholarship, given in memory of Susan Rene
McGee, is given to a female Lebanon (Tennessee) High School graduate who has a 3.00
GPA while being enrolled full-time, majoring in pre-law. Renewable only if there is not a
qualified freshman applicant the following year and the current recipient maintains a 2.50
GPA and full-time status.
Charles William McKee Scholarship The Charles William McKee Scholarship in
Public Service Management is awarded annually to a student enrolled in the Master of
Science in Public Service Management (MSP) program. A scholarship committee,
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composed of graduates of the program, has been established. The award is named for the
former Executive Vice President and Dean of Cumberland University who has served as
the advisor to MSP students since the beginning of the program.
McKee Memorial Scholarship This endowed scholarship is given annually to a nontraditional adult student majoring in elementary or secondary education. The recipient
must have financial need and previously have achieved a 3.00 GPA. A 3.00 GPA must be
maintained during the award period. The scholarship honors the memory of L.C. and
Mary Argo McKee. Mr. McKee was a grocer in Nashville, Tennessee and Mrs. McKee
was a long-time teacher in Nashville-Davidson County. This scholarship was established
by their sons, one of whom is a physician in Nashville, and the other is an instructor and
Director of the Master of Science/Public Service Management Graduate Program at
Cumberland University.
Middle Tennessee Scholarship Fund This scholarship established by Mr. Mark
Riggins, a member of the Cumberland University Board of Trust. The fund is in the
building state and will not be awarded until the level set by Mr. Riggins.
Mills/Isbell Scholarship This scholarship was established in honor of James Thomas
Mills, Sr., Isabella Webster Mills, Joseph David Isbell, Sr., Susie Hollins Isbell, and Dr.
J. Thomas Mills, Jr. This award is given to a student, regardless of need, that works in the
maintenance department or in the Office of the President as their financial assistance
work study assignment. The primary donors of this scholarship are the late Dr. J. Thomas
Mills and his family. Dr. Mills served as President of Cumberland University from 1989
until 1991.
Fred G. Page Scholarship This scholarship is awarded to a freshman who is a graduate
of a Wilson County (Tennessee) High School with a 3.00 GPA and who is enrolling as a
full-time student. This scholarship is renewable if there is not a deserving freshman the
following year, provided full-time status and a 2.75 GPA is maintained. Any renewal is
limited to a maximum of four years. The recipient will be recommended by the Student
Financial Services Committee Mr. Page was an accountant who had a practice in
Nashville, Tennessee
Lunette Gore Partlow Scholarship This scholarship is awarded to a full-time junior
who has a declared major in the Fine Arts with a concentration in art and who has earned
an overall cumulative GPA of 3.00 on a scale of 4.00. The scholarship is renewable
provided full-time status and 3.00 GPA is maintained. The scholarship was established in
1995 by Dr. Suzanne Gore in memory of her grandmother, an artist and art teacher who
taught for thirty-two years in public school systems of Macon, Trousdale, Smith, and
Wilson Counties in Tennessee and who was ―artist in residence‖ at Cumberland
University for 22 years.
Joe M. Phillips Scholarship The recipient must meet all Cumberland University
entrance criteria and be a full-time undergraduate or graduate student at Cumberland
University. Each recipient receives a biographical sketch of Joe M. Phillips, Sr., who
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was a 1922 A.B. graduate of Cumberland University and also received his LL.B degree
from the Cumberland University School of Law in 1925. The scholarship was established
in his memory, in 1991, by his son, Dr. Joe M. Phillips, Jr., and other members of the
Phillips family.
Marvin and Ruth Reeves Scholarship Fund Endowed Scholarship This endowed
scholarship is awarded to an undergraduate student in any program who has a minimum
grade point average of 2.0 based on a 4.0 scale. The recipient will be selected by the
Student Financial Services Committee.
Robison Brothers Scholarship The recipient must meet all Cumberland University
entrance criteria and be a full-time undergraduate or graduate student at Cumberland
University. This scholarship was established in 1991 by the Robison Family in Memory
of Joseph Alexander Robison, Fount Love Robison (1931 graduate of Cumberland
University and a member of the Cumberland University Sports Hall of Fame), Ransom
Shannon Robison (1934 graduate of Cumberland University and a member of the
Cumberland University Sports Hall of Fame), and David McGill Robison (1928 graduate
of Cumberland University and a member of the Board of Trust of Cumberland
University.
Frances S. Robson Scholarship The recipient of the Frances S. Robson Scholarship
must have financial need to be eligible for this award. Additionally, an applicant must
have a high school GPA of 2.00 on a 4.00 scale and an ACT composite score of 20 or
higher or equivalent SAT critical reading and mathematics combined score. The award
will be made for no more than eight semesters. The late Mrs. Robson, a resident of
Florida, graduated from Cumberland in 1933.
Jeanette Cantrell Rudy Scholarship This scholarship was established by Jeanette
Cantrell Rudy and is awarded to nursing majors who are enrolled in nursing classes.
Recipients are selected by the Student Financial Services Committee based on financial
need. Recipients must have at least a 2.80 GPA. Preference is to be given to a registered
nurse who is returning to upgrade his/her education and certification to a BSN. The
donor was awarded the Doctor of Humanities (honoris causa) from Cumberland
University in 1990 and is a Registered Nurse (RN).
Rudy Nursing Scholarships Established by Jeanette Cantrell Rudy, a member of the
Board of Trust of Cumberland University, these scholarships are awarded to nursing
majors, based on financial need. Student Financial Services Committee selects the
recipients. Individuals receiving this award must maintain a minimum of a 2.80 GPA.
Effie Holloway Sloan Scholarship This award is given to a resident of Wilson County,
Tennessee who is a junior or senior at Cumberland University majoring in education and
who plans to teach at the elementary or secondary level. Education faculty members of
Cumberland University may make recommendations. This scholarship was established in
1986 by the late Eugene Holloway Sloan, a 1928 graduate of Cumberland University, in
memory of his mother.
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Lillian White Sloan Scholarship This scholarship is awarded to a junior or senior who
has published in a magazine, newspaper or in other print media in the current or previous
year. The English faculty will be solicited for recommendations. Mrs. Sloan, a 1929
graduate of Cumberland University School of Law, was a retired journalist. The
scholarship was established in her honor in 1986 by her late husband, Eugene Holloway
Sloan.
Homer Dean Tomlinson Scholarship This scholarship was established in memory of
Homer Dean Tomlinson by his wife, Peggy Franklin Tomlinson, Mr. Tomlinson, a native
of Mt. Juliet, attended Cumberland in 1960 through 1962. He taught school in Wilson
County, Tennessee and was principal at Tucker‘s Crossroad. Additionally, he taught at
Mt. Juliet Jr. High, and then became Assistant Principal of Mt. Juliet High were he served
13 years. He was an educator, a civic leader, and loved by many people. The scholarship
is awarded to a Mt. Juliet High School graduate with an 18 ACT composite (or equivalent
SAT critical reading and mathematics combined score) and 2.50 GPA. This award is
renewable for four years or eight semesters provided full-time status and a 2.50 GPA are
maintained. Recipients are selected by the Student Financial Services Committee.
Steven and Fannie Trigg Scholarship This award is given to worthy young men and
women of Wilson County, Tennessee. This scholarship was established by the late
Lebanon, Tennessee businessman, Haden Trigg, to honor the memory of his parents. Mr.
Trigg owned a ladies ready-to-wear shop on the town square. Mr. Trigg was a member of
the First Presbyterian Church in Lebanon, Tennessee, and his civic and community
interests were related to his association both with his church and with Cumberland
University.
Harry G. and Mary Neil Vickers Scholarship This scholarship may be awarded to any
deserving resident of Cannon County, Tennessee or to a resident who lives in the 16th or
21st districts of Wilson County, Tennessee. The recipient must have a high school GPA of
2.50 on a 4.00 scale and an ACT composite score of 20 or higher (or equivalent SAT
critical reading and mathematics combined score). The scholarship is need-based and will
not be given for more than eight semesters.
Van Washer Scholarship This scholarship is awarded to an incoming freshman who is a
relative of a former Cumberland student enrolled during the years of 1956 through 1982.
The recipient must have a high school GPA of 3.00 on a 4.00 scale and an ACT
composite score of 20 or an equivalent SAT critical reading and mathematics combined
score. The award will be based on need and given to a student who has displayed
outstanding citizenship. The scholarship may remain intact if the student maintains a 2.80
GPA and is making normal progress toward graduation. The award can be made for no
more than eight semesters. Mr. Washer currently lives in Hendersonville, Tennessee.
During his years at Cumberland University, he served as coach of both the varsity
basketball and baseball teams.
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Nina Mae and Charles Ballard Weatherly Memorial Scholarship The wills of the late
Nina Mae and Charles Ballard Weatherly have established a trust fund to provide
scholarships for students majoring in primary and/or secondary education who would not
be able to attend or remain at the University without financial assistance. The recipients
will be chosen by the institution with the assistance of Ms. Jean Lancaster, the Executrix
of the estate, and must maintain a 3.00 GPA. Mr. and Mrs. Weatherly were long-time
residents of Wilson County, Tennessee. Mrs. Weatherly was a former teacher, principal
and central office supervisor in the Wilson County School System. Mr. Weatherly was a
retired employee of the Middle Tennessee Electric Membership Corporation and a real
estate agent.
Ina G. Welborn Nursing Endowed Scholarship This scholarship is awarded based on
need to a student majoring in Nursing. The awarded funds may be used for tuition and
books. The recipient will be chosen by Student Financial Services Committee in
consultation with the nursing faculty.
A.C. Wharton Family Scholarship This scholarship is awarded to a Wilson County,
Tennessee student majoring in business who needs financial support to attend college and
who has been accepted as an entering freshman. The scholarship honors Mary and A.C.
Wharton, Sr., well-known and respected business and civic leaders in Lebanon, Wilson
County, Tennessee. It was established in 1989 by their children, including A.C. Wharton,
Jr., a Memphis, Tennessee attorney who is a member of the Cumberland University
Board of Trust and the Higher Education Commission of the State of Tennessee.
Mark P. White Memorial Scholarship Donors Richard J. and Linda M. White of
Lebanon, Tennessee, and other individuals in the community established this scholarship
in 1985 in memory of the White‘s son, a Cumberland University student who was killed
in a traffic accident in 1984. This scholarship fund became endowed in 1993 and is a
lasting memorial to a young man who cared deeply about education and was committed
to completing his studies.
Wilson Bank & Trust Scholarship Established by Wilson Bank & Trust of Lebanon,
Tennessee for a student who is a child of an employee of Wilson Bank & Trust. The
scholarship will be awarded based on need to a student with a high school GPA of 3.00
on a 4.00 scale. The scholarship may be received for eight semesters as long as the
student maintains a full-time student status and maintains a GPA of at least a 2.80 while
enrolled at Cumberland University.
Charles C. and Mary Lorraine Wilson Endowed Nursing Scholarship This
scholarship is awarded based on need to a student majoring in nursing who has displayed
outstanding citizenship. The recipient must have a high school grade point average of 3.0
based on a 4.0 scale and an ACT combined score of 18 (or equivalent SAT critical
reading and mathematics combined score). The recipient will be chosen by Student
Financial Services Committee in consultation with the nursing faculty.
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John T. Woodfin Scholarship This scholarship is awarded to a Cumberland junior or
senior majoring in the liberal arts with an orientation toward pre-law or pre-medicine and
is a resident of the State of Tennessee. Established in 1988 by Virginia Woodfin, widow
of John T. Woodfin, this scholarship honors Mr. Woodfin, who was a civic leader and
businessman from Rutherford County, Tennessee.
Will D. Young Scholarship Available to a Cumberland University junior or senior with
a minimum GPA of 3.00. Recipient must display a balanced, well-rounded academic and
extracurricular educational experience as well as a yearning for knowledge and
awareness of his/her chosen area of study. Mr. Young was a former member of the
history faculty at Cumberland University and previously served as Academic Dean of the
institution.
Grants/Scholarships
Grants are awarded on the basis of financial need and/or talent and generally do not
require repayment unless an over-award has occurred or incorrect information has been
provided. A scholarship is a form of financial aid given to students to help pay for their
education. Most scholarships are restricted to paying all or part of tuition expenses,
though some scholarships also cover room and board. Scholarships are a form of gift aid
and do not have to be repaid. Many scholarships are restricted to students in specific
courses of study or with academic, athletic or artistic talent.
Federal Academic Competitiveness Grant (ACG) is open to freshmen and sophomores
who have completed a rigorous high school program of study, sophomores must have at
least a 3.00 GPA. Must be enrolled at least half-time; award adjusted based on number of
hours enrolled. Student must be Pell-eligible.
The Federal Pell Grant Program is the largest Federal student aid program. The
purpose of the program is to ensure that all eligible students have at least a portion of the
necessary money to meet college expenses. The amount of each Federal Pell Grant
depends on the student‘s financial need, the cost of education, and the enrollment status
of the student.
Federal Supplemental Education Opportunity Grant (FSEOG) is an award to help
undergraduates pay for their education. The amount that a student receives depends upon
financial need, the amount of money the school has for the program, and the amount of
aid the student receives from other programs. Federal Pell Grant recipients receive
priority in FSEOG awards.
National Science and Mathematics Access to Retain Talent (SMART) Grant is for
juniors and seniors who are majoring in physical, life, or computer sciences;
mathematics, technology, or engineering; or a critical foreign language. Must be enrolled
at least half-time; award adjusted based on number of hours enrolled. All students must
be Pell-eligible with at least a 3.00 GPA to qualify.
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Tennessee Student Assistance Award (TSAA) is a need-based grant provided by the
State of Tennessee. Any Tennessee resident who is or will be enrolled as an
undergraduate is eligible to apply. The amount of the award depends upon financial need,
the cost of education, and the actual amount of time the student will be enrolled during
the year. Students are encouraged to apply early.
Athletic Grants at Cumberland University support intercollegiate athletic teams in
various sports for men and women. Athletic Grants are available for some, but not all, of
the sports depending on the division in which the University participates. Awards are
based on need and/or talent. Students must meet the NAIA requirements, as well as the
Cumberland requirement of a 2.00 cumulative GPA.
Employee Grants are awarded by Cumberland University in the form of tuition
remissions for full-time employees with one or more years of service. See the Office of
Financial Assistance for details.
Tennessee Education Lottery Scholarship or Hope Scholarship is awarded by the
Tennessee Student Assistance Corporation (TSAC) to Tennessee residents who are recent
high school graduates who meet minimum GPA and ACT/SAT score requirements. For
eligibility requirements, the specific types of Lottery Scholarships, award amounts, GPA
and ACT/SAT score requirements, please refer to the information available from TSAC
at http://www.tn.gov/CollegePays.
Loans
Loans are often included in the financial assistance award package. Loans allow students
to defer the cost of their education by borrowing now and paying later. Cumberland
University is a borrower-based institution.
Federal Direct Stafford Loans, allow students to borrow money for college tuition and
expenses. Subsidized Stafford Loans are awarded to eligible students, and no interest
accrues while the student is enrolled at least half time. Unsubsidized loans are given to
students who do not meet the need-based criteria, and interest payments accrue while the
student is in school.
The Federal Direct Parent Loan for Undergraduate Students (PLUS), a loan
available to parents with dependent children in college. Eligibility is not based on need
but a credit check is required. Parents may borrow the cost of attendance minus any other
financial aid received. Payment on the interest and principal usually begins within 60
days after the disbursement of the loan.
Federal Perkins Loans, formerly National Direct Student Loans, are low-interest (5%)
loans available to undergraduate and graduate students who demonstrate financial need.
Repayment and interest charges begin after the student drops below half-time status. All
Perkins Loan recipients must participate in an exit interview if they do not plan to return
to Cumberland the following academic year. Pell Grant recipients receive priority in
Perkins Loan awards.
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The Tennessee Teaching Scholars Program is to encourage Tennessee residents to
enter the teaching field. Candidates must have a 2.75 cumulative GPA and be admitted
to the department of education at their postsecondary institution and be a junior, senior of
post baccalaureate candidate. Applicants cannot be a licensed teacher or receive the
scholarship while employed in a teaching position. The program is administered by the
Tennessee Student Assistance Corporation (TSAC). Participants in this program incur an
obligation to teach one year in a Tennessee public school for each year an award is
received. Failure to fulfill the teaching obligation results in a loan that must be repaid.
Alternative Loans are available for students from a number of different lenders. These
loans generally do not require the completion of Federal Application for Federal Student
Aid (FAFSA) may be based upon ability to repay and may carry a higher rate of interest
than Federal Subsidized or Unsubsidized Stafford Loans.
Work Programs
Work Programs provide students with an opportunity to earn a portion of their financial
assistance award. Receipt of these funds is contingent upon the fulfillment of the
assigned work responsibilities.
Federal Work Study is a need-based program jointly funded by the University and the
federal government. Students work part-time jobs on campus and receive the minimum
wage. The amount of money a student earns is applied toward his/her charges at the
University.
Work Scholarship is an employment program designed to provide students with an
opportunity to earn an education by working on campus. Restrictions: Maintain 2.00
cumulative GPA.
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Veterans’ Benefits
Any individual eligible for educational benefits from the United States Department of
Veterans Affairs should file an application with the V.A. one month prior to
enrollment. Benefit counseling and questions of eligibility for specific programs
should be directed by telephone or in writing to the United States Department of
Veterans Affairs Office.
An enrollment Certification (V.A. form 22-1999) will be completed each term by the
Registrar after the registration process has been completed. A student must request
that this form be filed by checking the appropriate section of the Academic
Information Update Sheet, which is completed as part of the registration process.
Academic credit may be allowed for some training received while in the military
service. Questions concerning service-related credit should be directed or of
Academic Services at the University. Transfer credit will be evaluated by the
Registrar‘s Office.
The University urges individuals needing information or assistance with any veterans‘
benefit program to contact an eligibility counselor at the nearest V.A. office.
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Note: Cumberland University is authorized by the State of Tennessee Higher Education
Commission, to offer training to veterans and other eligible persons under laws
administered by the United States Department of Veterans Affairs, on the main campus
and at several selected off campus sites.
Troops to Teachers
Director
Tennessee Troops to Teachers
710 James Robertson Parkway
Sixth Floor, Andrew Johnson Tower
Nashville, TN 37243
1-800-286-5301
Graduate Assistants
A limited number of graduate students will be able to receive a Cumberland University
Graduate Assistantship each year.
1. A graduate assistant must be accepted and enrolled in a Cumberland University
Graduate Assistantship each year. Interested students that meet the Cumberland
University Graduate Program requirements may apply for a graduate assistantship by
completing the application located in the office of the Director of Human Resources.
2. Graduate Assistants must be enrolled for a minimum of six semester hours of
graduate work each semester during their assistantship term.
3. Graduate Assistants are to maintain no less than a cumulative grade point average of
3.00 on all graduate coursework to remain in good standing. When a Graduate
Assistant‘s GPA falls below the minimum required, the student is automatically
placed on probation and must petition the Graduate Studies Council through his/her
Program Director to continue in course work in any graduate program of Cumberland
University. Students on probation may remain on probation for a maximum of one
semester; if the student‘s cumulative grade point average has not risen to the required
3.00 level at the end of one semester of probation, the student may be officially
withdrawn from the program as stated in the Graduate Catalog.
4. Graduate Assistants must be enrolled in courses that lead toward the completion of a
graduate degree in the student‘s Program of Study. The payment associated with
course(s) not in the student‘s Program of Study will be the responsibility of the
graduate assistant.
5. A Graduate Assistant is first and foremost a graduate STUDENT and his/her
academic responsibilities take priority over all other responsibilities relative to their
assigned graduate assistant position.
6. Graduate Assistants are to demonstrate leadership and responsibility through their
actions, upholding the highest professional standards in both their academic and
personal endeavors. Failure to uphold the University standards, any issue(s) of poor
performance, and/or misconduct will lead to disciplinary sanctions, up to and
including loss of the Assistantship.
7. Graduate Assistants are expected to maintain only professional relationships with
Cumberland University undergraduate students. Prohibited relationships with
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undergraduate students include but are not limited to, romantic relationships, sharing
living quarters, and/or socializing with undergraduate students. Failure to exercise
one‘s professional judgment in avoiding such relationships will result in disciplinary
sanctions, up to and including loss of the Assistantship.
8. Failure to serve for the entire term/semester/year will result in the total cost of the
current semester being the responsibility of the Graduate Assistant.
Responsibilities
To assist the school/department/program as directed by the supervisor, 20 hours per week
for the term awarded. This is to include times that students are not in classes, but the
University is open for regular business hours, i.e., Spring and Fall Break, Holiday Break,
etc.
Outside Sources
Other Federal funds are available through such programs as Vocational Rehabilitation,
Social Security, and the Veteran‘s Administration. For more information, applicants
should contact the appropriate agency in their community. Other private sources may be
available in the student‘s community. Students should check with their parents‘
employers, guidance counselors, civic organizations, and/or local businesses.
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The Doris and Harry Vise Library
Faculty and Staff
Director Eloise Hitchcock, BS, MSLS
Jennifer Stout, BA, MSLS
Rick Brown, BA
Claire Walker, BA, MLIS
Amber Woodard, BA
The Doris and Harry Vise Library Mission Statement
The mission of the Vise University Library is to provide information resources and
services that support the curriculum of Cumberland University. The Library provides
assistance in accessing information to students at all locations where Cumberland
University courses are offered.
The Vise University Library plays a central role in the life of Cumberland University,
its students, faculty, and staff. It is the repository for a wide variety of information
resources that supports the curriculum of the Schools at both the undergraduate and
graduate levels. The staff provides a high level of service to the university‘s learning
community through access to and training in the use of its electronic and print
resources. Students will find themselves recognized and often called by name in the
library of this comfortably small university. Each librarian serves as a subject
specialist for a number of disciplines and uses this expertise to assist students
researching within those fields. Following is a description of the various resources
and services provided by the Vise University Library.
Vise University Library, established in 1989, is open six days each week. Although only
currently enrolled Cumberland University students and Cumberland University faculty
and staff may check material out of the library, community visitors are welcome to use
most of the library‘s resources in-house
Books
About 35,000 print books are housed within the library walls. Access to a collection of
over 40,000 e-books is available to students, faculty, and staff 24 hours a day from any
Internet location. An online catalog provides assistance in locating material in the library.
Periodicals
The Library subscribes to over 300 print periodicals. Students may access millions of
full-text articles from thousands of professional and popular publications through any of
the library‘s over 50 electronic databases. Like the library‘s e-book collection, students
may use these databases 24 hours per day from any Internet location.
Audiovisual Material and the Listening Room
Vise University Library houses a growing collection of over 1,000 videocassettes and
DVDs on a wide range of topics related to the university curriculum. The Listening
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Room contains over 300 sound recordings on compact discs and individual listening and
viewing stations are available.
Computing Resources
The Library provides computer workstations in the main reading room for accessing its
electronic databases, e-mail, and the Internet. Cumberland University‘s entire campus
provides wireless computing to students with wireless-enabled computers. Campus
computing resources are open only to Cumberland University employees and currently
enrolled students.
Campbell Learning Resources Center
The Curriculum Lab in the Vise University Library contains a collection of curriculum
materials such as sample textbooks, videos, educational games, and testing materials.
These items are used primarily by students in Cumberland University‘s School of
Education & Public Service. The library also has a collection of over 2500 Juvenile
books is located in the Campbell Learning Resources Center. The juvenile book
collection contains Caldecott and Newberry winners, and other award-winning titles in
the area of children‘s literature.
Special Collections
Vise University Library is home to three special collections. The Stockton Archives
holds many of the papers and other memorabilia of Cumberland University‘s long history
as well as a collection of old and rare books, including an original edition of the War of
the Rebellion series. The library‘s Tennessee Collection focuses on state and regional
materials with an emphasis on Wilson County. The Nobel Collection contains Englishlanguage works written by Nobel Laureates in Literature.
Interlibrary Loan
The Library‘s holdings are augmented through its participation in the Nashville Area
Library Alliance and the On-line Computer Library Center (OCIC). These consortia‘s‘
interlibrary loan programs allow students to borrow material from regional, national, and
international libraries.
Delivery of Material by Mail
Students living outside of Wilson and surrounding counties may request that library
books, videos and other material be mailed to them at no cost.
Online Reference
Cumberland University students, faculty, and staff may request help with brief reference
questions using the library‘s online reference service. Ask a Librarian, and will receive a
reply within 24 hours, excluding weekends and holidays. An instant messaging service is
available as well.
Use of Library Material
Only currently enrolled Cumberland University students and university employees may
check material out of the library. Undergraduates and staff may borrow books and
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audiocassettes for three weeks and videocassettes for three days. Graduate students and
faculty may borrow books and audiocassettes for four weeks and videocassettes for one
week. Anyone wanting to check out material must present a university ID at the
circulation desk.
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Student Affairs
The Student Affairs Department at Cumberland University is responsible for a wide
range of activities, programs, and services that enhance the quality of life of the
University community. These include student success, tutoring, student orientation and
retention, programming within the residence halls, counseling services, student services,
student government, student organizations, alcohol and drug education and prevention,
recreational programming, Greek life, student employment and placement, services for
the disabled, service learning and student conduct. Each Student Affairs staff member
strives to encourage students to thrive intellectually, professionally, personally and
spiritually during their time at Cumberland University.
Awards
Achievement in Nursing Award - This award is given to the senior nursing student who
demonstrates growth, determination and a positive professional example.
Albert Patterson Award - This award is given annually to the outstanding criminal
justice freshman student. The award is named in honor of Albert Patterson, a 1927
graduate of the Cumberland School of Law. On June 18, 1954, Albert Patterson, the
newly elected Attorney General for the State of Alabama, was shot to death as he left his
law office to prevent him from fulfilling his campaign promise of ridding the state of the
rampant corruption and vice that proliferated in the Phoenix City, Alabama, area. The
award is given to honor his memory and sacrifice.
Alice Hegan Rice Award - This award is given to the student who submits for
evaluation a short story that is rated highest in originality, plot and characterization. Mrs.
Rice was a noted author, famous for ―Mrs. Wiggs of the Cabbage Patch," and was the
wife of Cale Young Rice (described below) and sister-in-law of Laban Lacy Rice, a
former President of Cumberland University.
The Algernon Sydney Sullivan Awards
The Algernon Sydney Sullivan Awards were established by the New York Southern
Society in 1925 in memory of Mr. Sullivan, a Southerner who became a prominent
lawyer, businessman, and philanthropist in New York, in the late nineteenth century. The
Society, and carefully selected colleges and universities, jointly arrange for the issuance
of medallions and certificates which are to be perpetual reminders of Algernon Sydney
Sullivan, the memory of whose life had been handed down with loving and grateful
admiration as one that was a continuous expression of those high qualities which ennoble
and beautify living and bind people in mutual love and helpfulness. Such lives must ever
be encouraging and inspiring; they justify our highest ideals and hopes. These prestigious
awards for excellence of character and service to humanity are presented annually at
Commencement to a member of the community and to one female and one male
graduating senior.
Anthropology Award – This award is given in years of merit by the anthropology
faculty to a student who has demonstrated academic excellence, interest and a sense of
purpose in anthropological studies.
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Athletic Training Student of the Semester Award – Awarded once in the Fall semester
and once in the Spring semester to the athletic training student who has demonstrated
leadership, mentorship, and has exemplified the skills and knowledge necessary to fulfill
their clinical requirements. This award began in 1993 before the Athletic Training
Program became accredited in 2005. Students receiving this award will join many other
Certified Athletic Trainers who have served to establish a tradition of excellence in the
field of Athletic Training.
Award in English – An award is given to the graduating student who produces the most
original and outstanding work in the field of English, American or World Literature. This
award is given only in years when a student‘s work has shown exceptional merit.
C. Monty Pope Geography Award - This award is given to the student who best
illustrates an understanding of the essential elements of geography and the application of
those elements to the past, present and future.
Cale Young Rice Award - This award is given annually in honor of Cale Young Rice
(A.B., Cumberland University, 1893, and A.M., Harvard University, 1896) to the student
who submits a lyric or other short poem that is rated highest in originality, form, and use
of figurative language. Mr. Rice was Professor of English Language and Literature from
1896 to 1898 and was a noted Southern writer and poet.
Cavett World History Award – The Cavett World History Award, honoring Mr. and
Mrs. Clark Bradford Cavett, is given annually to the student with the highest academic
average in world history. Mrs. Cavett was a member of the Class of 1968 at Cumberland
University.
Charlene M. Kozy Award in Criminal Justice – This award is given annually to the
outstanding non-senior criminal justice major. Dr. Kozy‘s inspiration, vision and efforts
resulted in the discipline being added to the curriculum in the early 1990‘s. The selection
is based on the student‘s outstanding character and academic excellence.
Cumberland University Service Award - The Cumberland University Service Award is
presented by the faculty to the graduate who has made an outstanding contribution to the
University and who has outstanding promise for the future.
Cumberland Woman’s Club Award - An annual award is given to the young woman
who, in the opinion of the members of the club, possesses outstanding qualities of
leadership, loyalty, scholarship, and moral and ethical conduct.
Fine Arts Performance Awards - These are awarded by members of the fine arts faculty
to students who have demonstrated exceptional performance abilities in the areas of art,
band, instrumental music, vocal music, and theatre.
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Florence Nightingale Award - This award is presented to the outstanding RN-to-BSN
student. The award is based on evidence of scholarship, leadership, and clinical
competence as demonstrated throughout his/her program of studies.
Freshman Award in English - This award is presented to the student whose work in
freshman English is deemed to be the most outstanding.
Freshman Biology Award - This award for excellence is presented to the most
outstanding freshman biology student at the University.
History Associates of Wilson County Award - This award is presented by the History
Associates of Wilson County to the student who has shown the greatest insight and
interest in history.
Horizon Nursing Award - This award is given to an outstanding junior nursing student
who best demonstrates academic excellence, a positive attitude and exemplifies positive
professional behavior.
International Student Organization Award – An award presented each year to the
graduating international student with the highest cumulative GPA.
James B. Dressler History Award – This award is named in honor of Dr. James B.
Dressler, Professor of History at Cumberland University from 1970 to 2008. This award
is granted to the student with the highest GPA in History at the conclusion of their
freshman year.
Jeanette Rudy Award in Nursing - This award is presented to an outstanding senior
student majoring in nursing. The award is based on evidence of scholarship, leadership,
and clinical competence as demonstrated throughout his/her program of studies.
J.O. Baird Chemistry Award – This award is given annually in memory of Professor
James Oscar Baird to the student showing the most promise in the field of chemistry. A
member of the Class of 1900 and the Law Class of 1921, Dr. Baird was Professor of
Chemistry from 1918 until his death in 1948, the University Registrar from 1939 to 1946
and the Dean of the Summer School for many years.
John W. Burgess Award in Political Science – This award is given annually in honor of
John W. Burgess who is widely acclaimed as the ―father of American Political Science‖
and was a student at Cumberland University when the hostilities of the War Between the
States interrupted his education in 1862. Dr. Burgess later founded the first PhD program
in political science at Columbia University in New York. This award is based on
scholarship, leadership and observed abilities of the student as demonstrated through
his/her studies at Cumberland University.
Leadership Awards in Nursing - These awards are given annually to one junior and one
senior who demonstrated an active role in student campus organizations, exemplifies the
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principles of leadership in University and/or community activities and demonstrates the
ability to organize and follow tasks through to completion.
Most Outstanding Faculty and Staff Awards - One award is made each year to a
faculty member and to a staff member who provided outstanding excellence in teaching,
concern for student welfare, and participation in non-academic affairs. These awards are
sponsored by the Student Government Association.
Most Outstanding Performance in General Business - This award is given to the
graduating student who has shown outstanding ability in the study of general business.
Most Outstanding Performance in Accounting – This award is given to the graduating
student who has shown outstanding ability in the study of accounting.
Most Outstanding Performance in CIS – This award is given to the graduating student
who has shown outstanding ability in the study of computer and information science.
Most Outstanding Performance in Management – This award is given to the
graduating student who has shown outstanding ability in the study of management.
Most Outstanding Performance in Marketing – This award is given to the graduating
student who has shown outstanding ability in the study of marketing.
Most Promising Biologist Award - This award is presented to the most promising
graduating student majoring in and planning a career in biology. The award is based on
scholarship, leadership and observed abilities of the student as demonstrated throughout
his/her program of study.
Mr. and Ms. Cumberland - This honor is awarded to the young man and young woman
who best exemplify the ideals of Cumberland. The honor is not based entirely on
academic achievement, but upon total personal, social, and academic contributions to
Cumberland. Nominations for this honor are made by the faculty and staff with the final
selection being made by the student body.
MSP Award of Excellence - This award is presented annually to a graduating student in
each of the two second year cohorts of the Master of Science degree program with an
option in Public Service Management who excels academically and in leadership plus
service to his/her fellow classmates. The recipient is voted on by the faculty members
teaching in the program and by the graduating students.
Outstanding Freshman Mathematics Student Award - This award is given to a firstyear student who has shown outstanding promise in the study of mathematics.
Outstanding General Physics Student Award – This award is given, when merited, to
a student who exhibits outstanding mastery of general physics topics, a talent for
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experimentation and curiosity regarding the mechanisms and models that provide us our
present understanding of the physical universe and its impacts on our lives.
Outstanding Individual Performance Award in Accounting - This award is given to
the graduating student who has shown outstanding ability in the study of accounting.
Outstanding Mathematics Student Award - This award is given to a junior or senior
mathematics major that has shown outstanding ability in the study of mathematics.
Outstanding Nursing Clinician Awards - This award is given to a senior nursing
student who best demonstrates the ability to prioritize responsibilities and time
management skills in clinical practice, seeks new learning experiences, displays ethical
behavior and conducts himself/herself in a professional manner.
Pre-Professional Society Award - This award is given annually to the most promising
student planning a profession in the field of medicine. It is based upon scholarship,
participation and observed abilities desirable in a medical career.
President’s Award - The President‘s Award is presented annually to the graduate who,
in the opinion of the faculty, most nearly embodies the ideals, principles, and spirit of the
University. The candidates for this award are judged on the basis of their scholastic
attainment, personal bearing and integrity, leadership development, moral and ethical
conduct, and loyalty to the University.
Psychology Award – This award is presented annually to the graduating Psychology
major who has shown the most insight and interest in Psychology.
Raymond Cleveland Award in Social Science - This award, which began in 1983, is
presented annually in honor of Raymond Cleveland, who was a seaman, scholar,
businessman and friend of Cumberland. It is awarded to the student who, by the
determination of the social science faculty, has shown, through academic achievement
and sense of purpose, the potential for future contributions in the field of social science.
Research Award in English - This award is presented to the student who submits the
most outstanding research project in English.
The Chamber of Commerce Award in Business Administration - An inscribed plaque
is awarded in years of merit by the Board of Directors of the Lebanon and Wilson County
Chamber of Commerce in consultation with the professors of business administration.
Judgment for the award is based on insight of the student into practical business affairs.
The Future Educators Award - This award is presented to the most promising young
woman or young man planning a profession in the field of teaching. It is based upon
scholarship, participation, and observed abilities of the candidate in the courses of
education.
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The Imogene Bradley Ahles Chair of Excellence in Business Administration and
Economics was established by the former Secretary-Treasurer of the Board of Trust
Rodney V. Ahles (LL.B 1958) in memory of his late wife. The Chair honors the
relationship Mrs. Ahles had with Cumberland University over a nearly fifty-year period
until her death in 1993. Mrs. Ahles earned the Bachelor of Arts degree from Cumberland
in 1946 and served in many administrative and teaching roles in the University, including
Secretary to the Business Executive, Registrar, member of the faculty, Executive
Assistant to six Presidents, and Executive Assistant to the Board of Trust. The Chair
supports faculty development in the University‘s Master of Business Administration
degree program.
The Irvin F. Bass Excellence in Education Award - This award is given annually to the
senior education major that has made significant contribution to the Education Program.
This award is based on character, moral and ethical attitudes toward professional
responsibilities, and the promise of future achievement in the field of education. Mr. Bass
was a former student and employee of Cumberland University.
The Mary Argo McKee Commitment to Improvement in Education Award - This
award is presented annually by the education faculty to the education major who has
significantly improved in his/her professional education studies. Mrs. McKee was a longtime educator in Nashville-Davidson County, Tennessee.
Thomas H. Shriver Award in Criminal Justice - This award is given to a graduating
senior who best exemplifies the qualities of character, scholarship, effort and attitude that
are essential to a career in the field of criminal justice. The award is in memory of
Thomas H. Shriver, Criminal Court Judge for Nashville-Davidson County, who was a
member of the Cumberland University Board of Trust.
Who’s Who Among Students in American Universities and Colleges – The editors of
Who‘s Who Among Students in American Universities and Colleges select students
based on their academic achievements, service to the community, leadership in
extracurricular activities and potential for continued success. Outstanding students,
selected from more than 1,800 institutions of higher education in all 50 states and the
District of Columbia and several foreign countries, have been honored in the annual
directory since it was first published in 1940.
William A. McShain Memorial Award - This award is presented to the student in the
Labry School of Business and Technology who has demonstrated the high ideals of
business and economics through their work for and with the Cumberland University
chapter of Phi Beta Lambda. It is presented in memoriam of William A. McShain, MBA,
an assistant professor at Cumberland University, 1998-2003.
William Bowen Campbell Award in American History – This award is given in
memory of William Bowen Campbell, citizen of Wilson County, judge, Member of
Congress (four terms), Brigadier General U.S.A. and Governor of Tennessee. A recent
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scholarly volume is awarded annually to the student who earns the highest grade point
average throughout the year in the study of American history.
Academic Enrichment Center (AEC)
The Academic Enrichment Center (AEC) serves as a resource for Cumberland University
students in need of academic support and works closely with the Office of Student
Success and Retention in offering tutoring, mentoring, and academic assistance. The
primary goal of the AEC is to provide Cumberland University students with the tools that
are necessary for success. While the AEC is open to all Cumberland University students
who wish to obtain academic assistance and/or individual tutoring, Cumberland
University Faculty may also refer students to the AEC for further academic attention.
The Cumberland University Admissions Committee refers at-risk freshmen to the Office
of Student Success and Retention and the AEC for extra academic support. The AEC also
works closely with the Athletic Department to ensure student-athletes have access to
additional academic resources.
Campus Regulations
In any academic community, rules must be established to guarantee the freedom and
safety of all members. Cumberland University, as an educational community, has
established disciplinary policies to ensure both the rights and responsibilities of all
individual community members and to encourage a campus climate which fosters
academic excellence. Community members, both individually and collectively, are
responsible for their behavior and are accountable for their actions. A detailed statement
of applicable rules and regulations is also contained in the abbreviated version of the
2010-2011 Cumberland University Student Handbook and on the CU website. All
students receive and have abbreviated access to these documents or on the University
website.
Career Services and Internships (CS&I)
The Office of Career Services and Internships serves as a resource for Cumberland
University students and alumni who are entering the world of work or who seek to
upgrade positions. The primary goal of the CS&I is to provide Cumberland University
students and alumni with the tools that are necessary for identifying and pursuing job
opportunities. CS&I is open to all Cumberland University students and alumni who wish
to search job sites, receive assistance with job searches, develop or refine resumes, and
participate in a wide range of career planning programs. CS&I also arranges job fairs and
large-scale career search and interview opportunities each semester to help students and
employers have a common venue to network and interact. CS&I works closely with all
academic and non-academic units by gathering and disseminating data relative to job
opportunities, salary ranges, educational needs, and other pertinent measures.
Child Care
Child care facilities are not provided on campus. Children are not allowed to attend class,
laboratory, or clinical sessions without the specific permission of both the instructor and
Dean of the School. Children may not be left unattended in the lounges, library, public
areas, or residence halls of the University while the parents are attending class or are
participating in or viewing on-campus functions.
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Clubs and Organizations
A university degree is complemented by extracurricular activities. Cumberland
University subscribes to the philosophy that involvement in campus clubs and
organizations leads to a well-rounded student who exhibits skills and other traits desired
by employers. Campus clubs and organizations offer opportunities to participate in
service projects to practice leadership skills, accomplish goals, make friends, share social
occasions, and learn to communicate within a peer group whose members have similar
interests. Faculty and staff members may lend their expertise to campus organizations by
serving as sponsors and advisors. Information on current campus organizations and how
to begin new campus organizations is available from the Director of Student Services.
All organizations must have a completed file in the Director of Student Services Office
before being recognized as an organization at Cumberland University. Organizations
desiring University approval must complete an Approved Organization Form at the
beginning of the Fall semester. Approved Organization Forms may be obtained from the
Student Services Office. Other basic requirements for approved university organizations
include a minimum number of members and a minimum number of community service
hours and project to be fulfilled per semester.
Membership in a student organization is a privilege. Some organizations are universitybased while others are affiliated with local, state, regional, or national organizations.
While the University may regulate on-campus conduct of these organizations,
governance of clubs or organizations may be relative to by-laws and regulations of the
entity that sponsors/promotes the organization. The University reserves the right to deny
any organization on campus which it believes contradicts its mission or has a mission to
promote activities which are unlawful or poses a threat to the safety of the University
community.
All active members of recognized organizations and clubs are eligible to serve as
organizational leaders, officers or representatives and to participate in University
functions. Each student organization has the right to establish membership criteria above
that of the University. All organizational events held on campus must have the prior
written permission of the Director of Student Services. Event Forms (OEF) are available
from the Office of Student Services. The organization‘s president and sponsor must sign
OEF forms. An event may only proceed after the OEF form has been approved and the
organization has received an approved copy of the OEF form. All event forms must be
submitted two weeks before the event date. Any event held without an OEF may result in
disciplinary action being taken by the Office of the Director of Student Services.
Abelian Group - The Abelian Group is a student chapter of the Mathematical
Association of America. For more information about joining this group, contact Laurie
Dishman at 547-1278.
African American Student Association - The purpose of AASA is to promote
awareness and unity among all students at Cumberland, to educate all members on
relevant issues in discussions such as health, graduate opportunities, scholarship
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information, and community service. To provide interesting programs devoted to African
American history. Membership is open to all students.
Alpha Chi National Honor Scholarship Society - Cumberland University is the site of
Tennessee Lambda Chapter of Alpha Chi National Honor Scholarship Society for
qualified juniors and seniors. Qualifications include: at least 60 credit hours earned, at
least 30 credit hours earned at Cumberland University, and a cumulative grade point
average of at least 3.50.
Alpha Lambda Delta National Honor Society for freshmen - In 1988, Alpha Lambda
Delta National Honor Society for freshmen was chartered at Cumberland University.
Qualified students must earn membership during the freshman year with a grade point
average of 3.50 or better during one or both semesters of the first year.
Alpha Omicron Pi - The Lambda Omicron Chapter of Alpha Omicron Pi women‘s
fraternity was installed on campus in the fall of 1999. Alpha Omicron Pi is involved in
several University and community service projects. All full-time female students are
encouraged to attend all Recruitment Week activities.
Alpha Phi Sigma - Alpha Phi Sigma is the national scholastic honor society that
recognizes and promotes high scholarship among students in the area of criminal justice.
The CU chapter was installed in spring 2000.
Alpha Psi Omega - The national honorary dramatic society, its purposes are to stimulate
interest in college and university theatre. Installed at Cumberland University on April 15,
1997.
Alpha Sigma Tau - The Delta Mu chapter of Alpha Sigma Tau sorority was installed on
campus in the fall of 1998. Alpha Sigma Tau is involved in several University and
community service projects. All full-time female students are encouraged to attend all
Recruitment Week activities.
Baptist Collegiate Ministries - The Baptist Collegiate Ministries (BCM), affiliated with
the Tennessee Baptist Convention, welcomes all Cumberland students as members. The
BCM meets weekly at a time determined by the students each fall. The BCM sponsors
Bible studies and fellowships as well as the opportunity to participate in state and
regional meetings with other BCM students on other campuses.
Beta Beta Beta - Tri-Beta is a society for students, particularly undergraduates, dedicated
to improving the understanding and appreciation of biological study. The Cumberland
chapter was installed in October of 2003.
Chi Epsilon Lambda - Chi Epsilon Lambda is a nurse‘s honor society. For more
information on Chi Epsilon Lambda, contact the nursing department 547- 1215.
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Criminal Justice Club- The Criminal Justice Club was organized for students in the field
of criminal justice and related majors to discuss similar topics, host activities, and bring
in speakers in the areas related to criminal justice.
CUATSA - The Cumberland University Athletic Training Student Association is an
organization for students who are majoring in Athletic Training. This organization was
established in 2005. The purpose is to promote unity among its members, provide
networking opportunities, to organize and participate in community service events, to
organize fund-raising events to assist its members in attending educational events, and to
provide additional educational opportunities for its members in the field of athletic
training.
Cumberland University Band - The C.U. Band program consists of the Marching Band,
Concert Band, and Jazz Ensemble. The bands participate in campus concerts and perform
at the University athletic games. One of the highlights of the Jazz Ensemble is the annual
Jazz Fest held in March.
Cumberland University Chorale/University Singers - These two groups need talented
men and women who enjoy expressing themselves musically. The chorale and university
singers perform periodically at various University events.
Delta Mu Delta - Delta Mu Delta is a national honor society for students who are
pursuing a bachelor or masters degree in business administration. Undergraduate
students in the top 20% of their respective junior or senior classes, who have earned a
cumulative GPA of 3.2 or better, are invited into membership. Graduate students
enrolled in the MBA program are also eligible if they completed at least half of the
degree requirements, reside in the top 20% of their class and have earned a cumulative
GPA of 3.25 or better.
Divas With a Purpose - Divas with a Purpose is a community-service based
organization. Divas strive to serve both the campus and community through active
participation in campus activities as well as those in the greater Lebanon community.
Any undergraduate woman is encouraged to join this organization and should see the
Office of Student Life for more information.
Fellowship of Christian Athletes - The Fellowship of Christian Athletes (FCA) is open
to all students, both varsity athletes and non-athletes. FCA organizes bible studies and
fellowship activities throughout the year.
F.O.C.U.S. - Started in the spring 1995 semester, Freshmen Outreach Committee to
Unite Students (F.O.C.U.S.) is an organization designed to assist entering freshmen with
success in their educational experiences at Cumberland. F.O.C.U.S. members are selected
on the basis of personal integrity, campus leadership and school spirit. Applicants are
reviewed through application and interview processes and must have a cumulative G.P.A.
of at least 2.00 and be in academic good standing with the university. Selected members
are divided into two groups, FOCUS Mentors or FOCUS Ambassadors and receive a
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scholarship applicable for the fall semester. Anyone interested should see the Admissions
Office or the Office of Student Success and Retention.
Gamma Beta Phi - The Gamma Beta Phi Society is an honor and service organization
for students in colleges and universities in the United States. It is a non-secret, non-profit,
and co-educational organization that requires prerequisite and continuing academic
excellence and community service from members invited from freshmen, sophomores,
juniors, seniors, and Graduate Students.
Gamma Sigma Alpha - Gamma Sigma Alpha is a National Greek Academic Honor
Society. It was founded to promote intellectual interaction between Greek students and
the academic community. Students are eligible for membership based on grade point
average and active membership in a Greek fraternity or sorority recognized by the
University. The Eta Beta chapter was installed in February 2004.
Greek Council - Council made up of the presidents and/or delegates from all Greek
Fraternities and Sororities at Cumberland University. Council meets on a monthly basis
throughout the year to stay informed and plan events such as Greek Week.
Intercollegiate Athletics - Cumberland University sponsors varsity athletic teams for
men in soccer, football, basketball, baseball, golf, cheerleading, wrestling and tennis. For
women, varsity teams compete in soccer, golf, volleyball, basketball, tennis, cheerleading
and softball. Junior varsity teams include football, baseball and men‘s and women‘s
basketball. Cumberland holds membership in the National Association of Intercollegiate
Athletics (NAIA) and the Mid-South Conference and the TranSouth Athletic Conference.
International Student Organization - Established in the fall of 1995, the organization is
open to all international students in order to broaden their awareness of Cumberland
University and the United States.
Kappa Delta Pi - Kappa Delta Pi is an educational honor society established in the 199495 school year. This organization is designed to recognize and reward high achievement
in the area of education.
Kappa Sigma International Fraternity - The Theta Prime Chapter of Kappa Sigma
International Fraternity was originally chartered in 1887 and was re-established in 1991
as a colony. On April 9, 1993, the colony became Theta Prime Chapter. Kappa Sigma is
involved in several University and community service projects. All full-time male
students are encouraged to attend all Recruitment Week activities.
Leadership Council - This group is comprised of each president from each student
organization and meets once or twice every semester. Topics covered include semester
calendar, policies and procedures, and current university issues. In the event that the
president cannot attend, the vice-president or other officer from that organization may
take his or her place.
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National Panhellenic Conference - A College Panhellenic was established on our
campus in January of 2000 consisting of Alpha Omicron Pi and Alpha Sigma Tau, the
two women‘s fraternities. There are two representatives from each group plus the Greek
Advisor who forms Cumberland University‘s Panhellenic.
Omicron Delta Kappa - Omicron Delta Kappa is a national scholarship/leadership
fraternity. Membership in Omicron Delta Kappa recognizes campus leadership
accomplishments, academic achievements, community involvement, and personal
integrity.
Phi Beta Lambda - Outside-the-classroom experience is important in all areas, including
business. Phi Beta Lambda, the business fraternity at Cumberland University, gives
business majors the opportunity to experience this growth by providing interaction with
other business students, surrounding companies and business leaders. Phi Beta Lambda
recognizes and promotes achievement in all fields of business.
Phoenix Players - Students interested in performing in plays or attending theatrical
productions are encouraged to contact the speech and theatre instructors for tryout dates
and other information.
Pi Gamma Mu - Pi Gamma Mu is a national social science honor society established at
Cumberland University in the fall semester of 1994. This organization strives to promote
and recognize high achievement in the area of social science.
Pre-Law Society - The Pre-Law Society is open to all students who desire to pursue a
career in the field of law.
Pre-Professional Society of Medical and Health Sciences - The Pre-Professional
Society of Medical and Health Sciences are for those students involved and interested in
Medical and Health Sciences.
Psi Chi - Psi Chi is the national scholastic honor society that recognizes student‘s
achievement in the area of psychology. The CU chapter was installed in spring 2000.
Residence Hall Association - RHA consists of on campus members and representatives
from each residence hall. RHA meets to discuss residence life related issues as well as
host events for campus residents. To learn more about being a part of RHA, contact the
Director of Residence Life at 547- 1231.
SHAPE - SHAPE (students helping achieve physical fitness and exercise) Association is
open to any student at Cumberland University no matter what your major if you have a
strong interest in working with special needs individuals, children of all ages, and enjoy
all aspects of physical fitness.
Sigma Tau Delta - Sigma Tau Delta is Cumberland University's national English honor
society. This organization recognizes high achievement in English. It also strives to
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promote an interest in English and literature at the undergraduate, graduate, and
professional level.
Student Activities Board - Student Activities Board is a group of undergraduate students
who serve the University by planning and executing the many student activities on
campus. SAB members are selected through an application and interview process through
the Office of Student Life. SAB members are encouraged to participate in all activities on
campus as well as in other student organizations, making them the leaders on campus.
SAB applications are available from the Office of Student Life & Residence Life the first
week of each semester.
Student Government Association (SGA) - The purpose of this organization is to be the
governing body of Cumberland University in matters involving students of CU, to
establish a close relationship between the students and the administration, to promote a
spirit of community, to exchange constructive ideas, to discuss school problems, to
promote and aid in student activities, and to be the students‘ voice of CU.
Student Nurses Association - One of the growing areas on the Cumberland University‘s
campus is the nursing division. The Student Nurses Association provides unity for
students in this area. All nursing majors meeting the organizational requirements are
encouraged to join. Interested persons should contact the nursing department at 5471215.
Student Tennessee Education Association - All education majors are encouraged to
become involved in the Student Tennessee Education Association (STEA). Members
participate in both local and state activities, receive journals and other education-related
materials, and sponsor activities related to education.
The Cumberland Chronicle - The Cumberland Chronicle is the student newspaper that
is published by students and distributed periodically throughout the fall and spring
semesters.
The Phoenix - The Phoenix is the University's yearbook and is the most permanent and
complete historical record of the people, events, and environment of Cumberland
University in a given year. Students are invited and encouraged to participate on The
Phoenix staff as editor-in-chief, section editors, photographers, layout designers,
copywriters, or to serve in other capacities.
Tennessee Intercollegiate State Legislature (TISL) – TISL is a group of four delegates
who represent Cumberland University by serving on the Tennessee Intercollegiate State
Legislature by attending an annual state delegate assembly and other functions.
WFMQ - WFMQ is the campus radio station. Students have the opportunity to gain onthe-air experience as radio personalities and expertise in radio station operations.
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Who’s Who Among Students in American Universities and Colleges - Students are
selected based on their academic achievements; service to the community, leadership in
extracurricular activities, and potential for continued success.
Women’s Council for Leadership & Philanthropy - The Cumberland University
Women‘s Council for Leadership and Philanthropy strives to unite contributions from
alumni and friends in support of the advancement of women in leadership roles; develop
individuals as purposeful women, as well as empower young women to become future
leaders of their communities. Students are paired with a professional woman from the
community in a mentor/mentee capacity in which they are taught the four areas of
purpose: Leadership, Philanthropy, Professional Development and Celebrating the Impact
that women have in the community.
Other Organizations and Clubs - Belonging to organizations and clubs is a very
important part of college life. Students who have an interest that is not being met by a
currently organized club and who would like to help organize a new club should see the
Director of Student Life.
Commercial Representation
A student is not permitted to represent commercial business interests on campus without
permission from the Executive Vice President or Vice President of Administration.
Commercial solicitation is not allowed on University property. Student organizations that
wish to engage in fund-raising activities must obtain written permission from the
Executive Vice President or Vice President of Administration.
Counseling Center
The Counseling Center is located in Labry Hall 225. Appointments may be scheduled by
calling the Counseling Center at 547-1397. The office is open Monday – Friday from 8
a.m. – Noon and 1 p.m. – 4:30 p.m. The staff of the Counseling Center views counseling
as another form of learning where students are able to learn more effective means of
resolving concerns and developing strategies for achieving personal and professional
goals. Counseling can assist those who are experiencing various personal problems and
difficulties. Some of the concerns commonly addressed include adjustment to college,
relationships, stress, depression, loneliness, anxiety, and self-esteem. Counseling services
are offered free of charge to all currently enrolled and registered CU students. Students
are provided short-term counseling services on campus. For longer-term issues, referrals
will be made to appropriate community providers. The Counseling Center staff is also
available to consult with faculty, staff, parents and significant others about students of
concern and how to support them. It is important for members of the CU community to
understand that sessions conducted by the Counseling Center are confidential.
Information about whether or not a student has come to the Counseling Center and well
as the content of counseling sessions cannot be released except upon the student's written
request, in circumstances which would result in clear danger to the individual or others,
reports of child or elder neglect and/or abuse, or as may be required by other laws. The
Counseling Center strictly adheres to this policy.
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Mental Health Crisis Services and Procedures
A mental health crisis is an emotional or behavioral crisis that warrants same-day
attention by a mental health professional. This may include, but is not limited to,
significant changes in behavior that are not characteristic of a person, the presence of
disruptive symptoms that interfere with the responsibilities of daily living, direct or
indirect expressions of the intent to harm self or others, or the experience of a trauma.
During office hours, students may call the Counseling Center and ask to be scheduled for
a crisis appointment. If no one is available or the Counseling Center is closed, the
following guidelines apply:
 If a student has attempted suicide, call 911 immediately for assistance.
 If a student is in crisis and no one answers or is available at the Counseling
Center, there are several options:
o Call Campus Security for help, who can then call 911 or the CUCC
Director.
o Call 911 for assistance.
o Call the assessment coordinator at McFarland Hospital at 615-449-0500.
o Call the Crisis Intervention Center (615-244-7444).
o Wilson County Mobile Crisis (800-704-2651).
o Call Vanderbilt Respond (615-327-7000).
Regardless of what time of day or night a crisis occurs, if a student is actively suicidal
and/or homicidal, 911 should be called immediately or the student should be transported
immediately to the emergency room or to McFarland Hospital.
Psychological Crisis
For any behavior posing an imminent threat to the person him/herself, behaviors
that are threatening to others, behaviors involving weapons, or other intimidating
behaviors immediately call 911. Clearly state your name and your exact location on
campus. Then call Campus Security to notify them of the situation.
During office hours, individuals may call the Counseling Center at 547-1397 and ask to
schedule a crisis appointment.
If no one is available and it is a crisis situation, the following guidelines apply:
 Call Campus Security for help, who can then call 911 or the CUCC Director.
OR do any one of the following:
 Call the assessment coordinator at McFarland Hospital at 615-449-0500.
 Call the Crisis Intervention Center (615-244-7444).
 Wilson County Mobile Crisis (800-704-2651).
 Call Vanderbilt Respond (615-327-7000).
Regardless of what time of day or night a crisis occurs, if a student is actively suicidal
and/or homicidal 911 should be called immediately or the student should be transported
immediately to the emergency room or to McFarland Hospital.
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Employees of Cumberland University should never transport a suicidal or homicidal
student.
Signs of Distress or Disturbance:
It is important to note that any single symptom by itself may not indicate the presence of
unmanageable stress. Look for combinations of symptoms and overall patterns.
 A person seems excessively tired, anxious, depressed, irritable, angry, or sad.
 You notice marked changes in an individual's appearance or habits (e.g.,
deterioration in grooming, hygiene, marked change in weight, hyperactivity or
exhaustion, interpersonal withdrawal, acceleration in activity or speech, or change
in academic/work performance and classroom participation and/or attendance).
 A person seems hopeless or helpless.
 Use of alcohol or other substances interferes with the individual‘s relationships or
work.
 Report of sexual or physical assault or the recent death of a family member or
friend.
 Emotional over-reaction such as spells of crying, outbursts of anger, oversensitivity.
 Excessive ruminations or worry.
 Impaired speech and disjointed thoughts.
 Thoughts or actions that appear bizarre or unusual.
 Physical complaints of unknown origin (e.g., headaches, skeletal pain, frequent
illness).
 Inability to concentrate or focus, persistent memory lapses, restlessness.
 Self-mutilating behaviors, including cutting or burning of self.
 Expressed suicidal or homicidal thoughts.
Dean of Students Office
The Cumberland University Dean of Students Office serves a central role in student
learning and development. The services offered by staff members within this office
promote a safe, healthy, and culturally sensitive campus. We seek to inspire students to
embrace community service and leadership opportunities while pursuing intellectual,
professional, personal, and spiritual growth on campus and throughout their lives. We
accomplish these ends by establishing and maintaining collaborative partnerships to
achieve a seamless learning environment that links, aligns, and integrates student affairs
and academic endeavors.
The Dean of Students Office is located in Labry Hall 206. The office phone number is
547-7588.
Disability Services
Cumberland University is committed to meeting the needs of students with documented
disabilities under the Americans with Disabilities Act and Section 504 of the
Rehabilitation Act. Under the administrative oversight of the Executive Vice President,
the person responsible for coordinating the services for students with disabilities is the
Dean of Students. Students with disabilities should request a meeting with the Dean of
Students upon enrollment at the University. Students must register with the Dean of
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Students during the first two weeks of class to receive special accommodations during
that semester. The Dean of Students is assisted by various faculty, staff members and
Academic Affairs Office personnel and Student Disability Services Committee.
1. Academic Assistance: Services offered, based on individual need, include alternative
testing formats, tutors, audio texts, assistive technology, and library assistance.
Documentation of disability is required before services may be rendered.
2. Learning Disabilities: Students with a previously diagnosed learning disability should
submit a recent high school evaluation and transition plan to the Dean of Students.
Students diagnosed after high school must submit a psycho-educational evaluation or
an appropriate equivalent completed by a licensed psychologist or medical examiner
to the Dean of Students before requesting services.
3. Campus Orientation and Accessibility: The Dean of Students will assist all students in
complying with the Americans with Disabilities Act and Section 504 of the
Rehabilitation Act.
4. Reasonable Accommodations: The Dean of Students will assist all students in
complying with the Americans with Disabilities Act and Section 504 of the
Rehabilitation Act.
Individuals with complaints concerning services for students with disabilities should be
directed to the Office of the Executive Vice President.
Drug and Alcohol Policy
Unauthorized possession, use, or distribution of drugs and alcohol by students on
University property is strictly prohibited. Violation of this policy will result in
disciplinary sanctions and/or may result in arrest by an appropriate law enforcement
agency. Under Tennessee law it is unlawful for any person under the age of 21 to buy,
possess, transport (unless in the course of their employment), or consume alcoholic
beverages, including wine or beer. It is also unlawful for any adult to buy alcoholic
beverages for or furnish them for any purpose to anyone less than 21 years of age. These
offenses are Class A Misdemeanors punishable by imprisonment for not more than
eleven months and twenty-nine days, or a fine of not more than $2,500, or both. (T.C.A.
§ 1-3-113, 39-15-404, 57-5-301.) The offense of public intoxication is a Class C
Misdemeanor punishable by imprisonment of not more than thirty days or a fine of not
more than $50, or both. (T.C.A. § 39-17-310.) Under Tennessee law, the offense of
possession or casual exchange of a controlled substance (such as marijuana) is punishable
as a Class A Misdemeanor (eleven months twenty-nine days and/or a fine of $2,500). For
the third and subsequent offense of possession of 1/2 oz. or less of marijuana, punishment
is one to six years of imprisonment and a $3,000 fine. If there is an exchange from a
person over 21 years of age to a person under 21, and the older person is at least two
years older than the younger, and the older person knows that the younger is under 21
years of age, then the offense is classified as a felony. (T.C.A. § 39-17-417, 21 U.S.C. §
801, et seq.; T.C.A. § 39-17-417.) Possession of more than 1/2 oz. of marijuana under
circumstances where intent to resell may be implicit is punishable by one to six years of
imprisonment and a $5,000 fine for the first offense.
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A. It is the policy of Cumberland University, pursuant to the Drug-free Schools
and Communities Act Amendments of 1989 (20 USC I 145g) (34 CFR 86) to
maintain a drug-free campus and work environment. It shall be unlawful to
manufacture, distribute, dispense, possess, sell or use a controlled substance at
Cumberland University or any of its facilities. Controlled substances, as cited
in 21 USCA 812, would include drugs such as opium, opium derivatives, and
hallucinogens (like marijuana, mescaline, peyote, LSD, Psilocybin, cocaine,
amphetamines, codeine, heroin, or morphine). Controlled substance abuse
does not include prescribed use of lawfully prescribed drugs which are being
taken under the supervision of a provider licensed to prescribe controlled
substances.
B. Students are encouraged to seek counseling and treatment for substance abuse
problems when they exist. The University will report any apparent unlawful
use of a controlled substance on University property to the appropriate
authorities. Furthermore, the University will not tolerate the presence of
students who are under the influence of a controlled substance. Any observer
is responsible for informing University personnel promptly of any apparent
violation of this policy (444-476-3061). University personnel will refer the
matter to authorities and/or professional counselors for evaluation, as deemed
appropriate, and will inform the Dean of Students of action taken. All
monetary charges related to professional counseling are the responsibility of
the student.
C. Students are required to notify the Dean of Students of any drug conviction
within five days after their conviction in writing. Conviction includes a
finding of guilt, a plea of nolo contendere or imposition of a sentence by any
local, state or federal court. Failure of the student to so notify Cumberland
University of a drug conviction with five days after the conviction may result
in suspension of the student from the University. Upon entering the
rehabilitation program, the student shall sign a written release allowing the
program to communicate with the university regarding the student‘s
participation and progress in the program.
D. Students convicted for personal use or possession of a controlled substance or
possession of a controlled substance will be subject to disciplinary action up
to and including suspension. Students who are disciplined by means of
suspension or other action will be required to successfully complete a certified
rehabilitation program (at the expense of the student). Application to a
certified rehabilitation program must be made within 30 days of the date that
disciplinary action was taken. A letter from the certified rehabilitation
program, stating the date of entry into the program and the date of completion
of the program, must be filed with the Dean of Students as a condition
precedent to the student‘s eligibility to return to the University. Failure to
make application to a certified rehabilitation program within 30 days or failure
to complete the program will result in suspension from the University.
E. Students must, as a condition of enrollment, abide by terms of the above
policy.
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Effects of alcohol abuse
Acute: Alcohol consumption causes a number of marked changes in behavior. Even low
doses significantly impair the judgment and coordination required to drive a car safely,
increasing the likelihood that the driver will be involved in an accident. Accidents are the
leading cause of death among individuals aged fifteen to twenty-four years. Most are
related to drinking and driving. Poor decisions and aggressive acts such as sexual assault
are almost always associated with alcohol use. Low to moderate doses of alcohol also
increase the incidence of a variety of aggressive acts, including spouse and child abuse.
Moderate to high doses of alcohol cause marked impairments in higher mental functions,
severely altering a person's ability to learn and remember information. Very high doses
cause respiratory depression and death. If combined with other depressants of the central
nervous system, much lower doses of alcohol will produce the effects just described.
Chronic: Repeated use of alcohol can lead to dependence. Sudden cessation of alcohol
intake is likely to produce withdrawal symptoms, including severe anxiety, tremors,
hallucinations, and convulsions. Alcohol withdrawal can be life-threatening. Long-term
consumption of large quantities of alcohol, particularly when combined with poor
nutrition, can also lead to permanent damage to vital organs such as the brain and the
liver. Some studies suggest that brain cells are actually permanently lost (killed) by high
levels of alcohol. Women who drink alcohol during pregnancy may give birth to infants
with fetal alcohol syndrome. These infants have irreversible physical abnormalities and
mental retardation. In addition, research indicates that children of alcoholic parents are at
greater risk than other youngsters of becoming alcoholics.
Effects of other drugs
Marijuana: Marijuana and related compounds are usually used for their "relaxation"
effects or to produce an altered sense of reality-a "high." Marijuana is usually smoked,
and like tobacco, it is very toxic to the lungs. Disorders of memory (loss) and of mood
often occur in chronic users.
Cocaine (stimulant). Cocaine, crack, and related forms are usually used for stimulation
and to produce a sense of euphoria. All forms of cocaine are highly addictive, producing
a habit that is extremely difficult to stop. In some individuals, cocaine may produce fatal
cardiac rhythm disturbances.
Amphetamines (stimulants): Amphetamines, and their new derivatives "crystal," "ice,"
and Ecstasy, are used for stimulation. These compounds are very addictive and may
produce psychotic and violent behaviors.
LSD & PCP (hallucinogens): These chemicals are used to produce "altered states" to
escape reality. They are very dangerous and can cause psychosis.
Valium, Barbiturates, etc. (depressants): These and other prescription drugs of this type
are usually used for their sedative or hypnotic effects. Some of these drugs are highly
addictive, and others can cause seizures (convulsions) in individuals who take them over
long periods of time. These drugs can be fatal if mixed with alcohol or other depressants.
Heroin, Codeine, etc. (narcotics): These are some of the most addictive substances
known. They produce a high or euphoria. Withdrawal can produce convulsions or even
coma. Overdose is common and can result in death. Needle-drug users are in a high-risk
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group for infection with human immunodeficiency virus, thought to be the cause of
AIDS.
Other: Many medications and drugs have the potential for abuse. If you have concerns or
questions, ask for professional advice.
Warning Signs of Possible Substance Abuse
 Withdrawal from social situations
 Increased boredom or drowsiness
 Change in personal appearance (increasingly unkempt or sloppy)
 Change in friends
 Easily discouraged; defeatist attitude
 Low frustration tolerance (outbursts)
 Violent behavior and vandalism
 Terse replies to questions or conversation
 Sad or forlorn expression
 Lying
 Poor classroom attendance
 Dropping grades or poor work
 Apathy or loss of interest or death.
Frequently Asked Questions
What does the term “Drug” mean?
The term ―drug‖ can be used to describe a wide variety of substances, including alcohol.
Unlawful substances are defined in 21 USCA § 812, and noted in section ―A‖ above.
Does the term “controlled substance” refer to prescribed medication?
No. Drugs which are prescribed and taken by the person to whom they are prescribed as
required do not constitute controlled substances. The definition does not include lawfully
prescribed drugs which are taken while under the care of a person licensed to dispense
prescription drugs. A listing of prohibited drugs is found in USCA 21, Section 812 of
federal regulations.
What are some of the dangers associated with drug abuse?
There are many dangers associated with drug abuse. Drug dependence can lead to both
physical and mental problems. Drug abuse creates a physical trauma for the user. The
body develops a tolerance to the drug, and for this reason larger and larger amounts of the
drug are required to satisfy the need for the individual. Examples of the problems arising
from drug usage are as follows: lack of motivation, emotional discontentment, emotional
dependence, depression, paranoia, convulsions, high blood pressure, physical
dependence, heart disease, and death.
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Call the CU Counseling Center (547-1397) for help or, the following is a list of local
help centers:
Cumberland Mental Health
133 Indian Lake Road
Hendersonville, TN 37075
877-567-6051
Cumberland Heights
8283 River Road Pike
Nashville, TN 37209
615-352-1757
Vanderbilt Psychiatric Hospital
1601 23rd Avenue South
Nashville, TN 37212
615-320-7770
Crisis: 800-365-2270
Health Services
Cumberland University offers referrals to several physicians in the immediate area who
are available to students. The Dean of Students and the Counseling Center will also
coordinate health educational awareness and prevention information. Referral
information and resources for other medical conditions will be provided.
Cumberland University also maintains a positive working relationship with the local
hospital and medical community. University Medical Center, located in Lebanon, is a
full-service hospital in close proximity, which allows easy access for students. The
Wilson County (Tennessee) Emergency Management Ambulance/Paramedical Station is
only a few blocks from campus.
Should a student become physically ill and/or require assistance in obtaining medical
attention, he/she should contact the Dean of Students. After regular business hours,
residence hall students should contact their Resident Director and/or the Director of
Residence Life/Housing. Cumberland University is not responsible for any charges
incurred by a student at a hospital or from a healthcare provider.
The University reserves the right to notify parents, guardians, and/or spouses in the case
of illness or injury of any student when, in the professional opinion of University
representatives, these individuals should be notified.
Image and Taping Policy
Cumberland University will use will photographs, videotapes, films, and other visual
images in publications, student recruitment materials, news releases, or other materials
with the consent of the subject. Subjects must complete written forms before the
professional production of student recruitment materials or television or radio
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commercials is begum. Photographs taken by the University at University sponsored
events and activities may be released to appear in public documents and may otherwise
be released without the consent of the subject unless a written request not to release
image is filed, each semester, with the University Registrar.
Photographs of minor children participating in University sponsored events will be taken
and/or used by the University only with the consent of parents, guardians, and/or
responsible adults supervising the children. Images of children, whose faces are not
recognizable or do not identify the children, may be used without the consent of a
responsible adult. Directors or coordinators of agencies or programs visiting campus,
University classes, and/or using campus facilities should obtain written permission from
parents or guardians to use the images of minor children.
Cumberland University reserves the right to record, by use of audio and/or video tape
equipment, any class or class session for educational purposes. Students may be seen
and/or heard in these tapes and should be aware if this fact when they enroll in any
course.
The use of the University seal and other logos and representations of the Institution must
be in compliance with the ―Approved Representations Policy.‖
Intramural Sports
Cumberland University‘s intramural sports programs offer physical, mental, and social
opportunities for each student participant. Intramural sports for men and women create an
opportunity to compete in athletic competitions. Sports include things such as softball,
basketball, volleyball, flag football, dodge ball, Frisbee golf, and ping-pong.
Recreational Activities
All undergraduate students receive a free membership to the City of Lebanon Jimmy
Floyd Recreation Center (JFRC) on Castle Heights Avenue. Graduate students are
eligible to pay a fee each semester to gain access to the JFRC. Aerobic classes, weight
training machines, free weights, indoor track, swimming pools, gymnasium, and cardio
equipment are available at the Jimmy Floyd Center, in addition to specialty classes such
as Yoga and Pilates. Students who desire to institute other sports should contact the office
of the Coordinator of Student Activities and Intramural Sports.
Religious Activities
The University is non-denominational in its approach toward education; however, there is
a commitment to the concept of facilitating the availability of religious activities. Local
churches of various denominations are within easy access to the campus. Additionally, a
Baptist Collegiate Ministries, sponsored by the Tennessee Baptist Convention and a
Chapter of Fellowship of Christian Athletes are available on campus.
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Office of Residence Life
The Office of Residence Life is located in Labry Hall 236. The office phone number is
547-1231. The e-mail address is reslife@cumberland.edu. The office is open Monday –
Friday from 8 am-5 pm.
The Office of Residence Life is committed to providing a comfortable and nurturing
community conducive to students' pursuit of scholarship, celebration of differences great
and small, and assisting students with their social and personal development. Members of
the residence life staff at Cumberland University will:





Support a safe and comfortable living environment where all students
are recognized and valued
Test students to discover more about themselves and others through introspection,
examining personal values, personal beliefs, and their awareness of issues
surrounding them
Empower students to pursue personal growth while making being active in
the community and providing service to the University and local community
Encourage the exploration of knowledge, the development of skills, and the
understanding of sensitivity and respect as integral parts of the interactions
between individuals and groups
Produce life experiences and classroom activities in a dynamic environment
Students who reside in the Residence Halls should consult the Residence Life Policies,
Procedures and Structure section in the Student Handbook for more information
regarding the Cumberland University Residence Halls.
Living on campus provides an experience that is more than just a place to sleep, study
and watch TV. It is a place where students come and are challenged and changed. Living
on campus provides a place where Cumberland memories begin and where the
relationships developed form friendships that last a lifetime.
Dining Services
All students residing in the residence halls must have a meal plan, which is included in
the cost of the residence hall room. Non-residential students, faculty, and staff may
purchase separate meal plans that are offered by our dining services and are catered to the
needs of non-residential individuals. All meal plans are available through the Office of
Residence Life. The Phillips Dining Hall, located in the Mitchell Student Center serves a
variety of choices including hot and cold breakfast options, meats, vegetables,
sandwiches, salads, pizza, vegetarian items, drinks and desserts. Additionally, patrons
may choose to bypass the dining hall and partake from the Papa John‘s Pizza or Mondo‘s
Sub Shop, located on the west end of the Mitchell Student Center. In Labry Hall, the
Coffee Kiosk offers Starbucks Coffee and a variety of grab-and-go options for customers.
Visitors and guests are welcome to eat in the dining hall by paying prices posted at the
door and to utilize the coffee kiosk.
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The following guidelines exist for your safety and security in Phillips Dining Hall and
Mitchell Student Center:
 You must present your Student I.D. card for validation at each meal period.
 Student I.D. cards are non-transferable.
 Dining Services is not responsible for lost or stolen items while in the Phillips
Dining Hall or Mitchell Student Center.
 Help us be good stewards of our resources. You are welcome to additional
portions in the main dining hall, but help keep waste to a minimum.
 Dishes or utensils may not be taken from the dining hall. You may take one piece
of fruit with you for a knowledge boost.
 All dishes should be returned to the dish return area when you are finished eating.
Response to Official Requests
Any student must respond, in a timely manner, to official requests issued by
administrative officers, faculty, or staff of Cumberland University. These notices may be
posted in the lobby of Memorial Hall or deposited in the campus or United States mail.
Student Communications
Communication outlets allow the student to gain practical working knowledge in his/her
area of interest. These outlets include the following:
WFMQ-FM – student radio station
The Phoenix – student yearbook
The Cumberland Chronicle – student newspaper
Student Complaints or Incidents
Cumberland University strives to provide effective and positive services and experiences.
Students may register their concerns about ineffective or negative services or experiences
with the Dean of Students. Complaints regarding University services, regulations, or
other perceived nonconformities may be reported to the Office of Human Resources.
Complaints must be filed in writing in order for an official investigation to occur. The
official investigation may result in a disciplinary hearing or other appropriate measures to
ameliorate the complaint. The last page of the handbook contains an Incident Form.
Additional copies may be obtained from the Office of Human Resources. A complaint
―hotline‖ has been established by the Office of Administration, and a link has been
created on the CU website to submit anonymous complaints or suggestions. Please see
the CU website for details.
Student Conduct Matters
Cumberland students are expected to act in a responsible and mature manner at all times;
show respect for the educational objectives and interests of the University; respect the
rights of others; and obey the statutes of the local, state, and national governments.
Additionally, students are expected to familiarize themselves with and adhere to the
information and regulations contained in the 2010-2011 Catalog, and the Cumberland
University Student Handbook. Each student is required to take responsibility for his/her
actions.
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Any student whose behavior violates standards of conduct, befitting an academic
community as described in the ―Statement of Values‖ is subject to disciplinary action.
Cumberland University reserves the right to expel or discipline any student if, in the
opinion of the Administration, the student is considered to be a hazard or has proven to
be a deterrent to the welfare of the student body and/or the University. Suspended or
expelled students forfeit all fees, tuition, and any University privileges for the duration of
the suspension or expulsion.
Specific student conduct matters of a non-academic nature are adjudicated through the
Dean of Students Office. Students who violate the Cumberland University conduct code
will be contacted by the Dean of Students.
The University may require a student to seek specialized treatment or to withdraw from
the institution for medical or psychological reasons. These actions will be coordinated by
the Dean of Students Office.
In the event that the Dean of Students is unavailable to initiate the adjudication process in
a timely manner and a case must be adjudicated immediately to protect the safety and
welfare of the campus, the Dean of Students will appoint a university administrator to
initiate the adjudication process. The Dean of Students and the Vice President of
Administration reserve the right to immediately suspend any student who presents a
danger to campus pending case adjudication.
Following case adjudication, students will have the opportunity to appeal the decision to
the Executive Vice President. The final appeal on student conduct issues rests with the
President of the University.
Students should consult the Student Handbook for detailed information regarding the
student conduct code.
Cumberland University also has the obligation to report any student to the appropriate
civil authorities when his/her behavior violates the law. The actions of the civil
authorities will be in addition to any sanctions imposed by the institution. Also see the
Academic Misconduct section.
Student Government Association (SGA)
The SGA is the primary channel for student opinions concerning the betterment of the
University and student activities. Included in the various programs and activities
sponsored by the Student Government Association are Open Forums, cultural events,
community and campus projects. SGA officers are elected each Spring semester by the
full-time student body. SGA senators are elected each Fall semester by the student body.
Officer and senator qualifications can be obtained in the Office of Student Services in
Labry Hall.
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Student Identification Cards
At the time of initial registration, all students should acquire a non-transferable
identification card (I.D.) which will be updated by validation stickers and used
throughout enrollment. A $15.00 charge will be assessed for I.D. replacement. The loss
of the student identification card should be reported, without delay, to the Director of
Student Services. I.D. cards may be required for entrance into University sponsored
events and they are required for checking out books or related materials from the Vise
Library, and/or for service in the dining hall.
Student Insurance
The University encourages each student to enroll in a health/accident insurance plan and
to include residence hall possessions under a homeowner‘s insurance policy. The
University assumes no responsibilities for accidents, injuries, or missing possessions of
its students. The University does not offer or endorse any specific insurance policy or
vendor.
Student Involvement in Governance
Cumberland University believes in the development of students so that they may be
effective citizen-leaders in their community, state, and nation. The University strives to
create an environment in which lasting friendships can be formed and nurtured. The
Student Government Association, campus clubs and organizations, and University
committee offer opportunity for these types of skills to be learned and practiced in the
academic environment.
University Mail Service
Resident students may pick up their mail from both on and off-campus sources in the
mailbox area of the Mitchell Student Center during posted business hours. Mail should be
addressed to the student in care of Cumberland University, One Cumberland Square,
Lebanon, TN 37087-3408. Outgoing mail may be posted and mailed in the Mitchell
Student Center. A United States Post Office is located four blocks from campus.
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Campus Environment and Safety
Security for the campus is provided by University employees and contracted agencies.
Students, employees, and guests are subject to all city, county, state, and national laws.
All Cumberland University students, visitors, faculty, and staff are required to cooperate
fully with security officers in their performance of official duties at the University. Any
person who does not cooperate fully may be subject to disciplinary action and/or arrest.
Security may be reached by telephone at 615-444-2562 Extension 2222 from an oncampus phone or at 615-476-3061 off-campus.
Campus Crime Information
In compliance with the State of Tennessee, Senate Bill number 1406 (1989) entitled
―College and University Security Information Act‖ (Public Chapter No 317),
Cumberland University enumerates that the crimes listed below, with frequency, were
reported by students, faculty, or staff to law enforcement agencies during the calendar
years listed below.
2006 – Forcible Sex Offenses (1), Burglary or Theft of Property (5), Drug Law
Violations (4), Liquor Violations (4)
2007 – Forcible Sex Offenses (1), Aggravated Assault (2), Burglary (7), motor vehicle
theft (1), Vandalism (1), Threats/Intimidation (1) theft of property (1)
2008 – Forcible Sex Offenses (1), Burglary (11), Robbery (1), Vandalism (4), Illegal
Weapons Possession (1), Drug Law Violations (discipline referral) (6), Liquor
Violations (discipline referral) (30)
2009—Forcible Sex Offenses (1), Non-Forcible Sex Offenses (1), Aggravated Assault
(6), Burglary (3), Illegal Weapons Possession (1), Liquor Violation Arrests (2),
Liquor Violations (discipline referral)(56), Drug Law Violations (2)
A complete report of all Student Right to Know information (in compliance with the
Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act)
including crime statistics, tuition and fees and cost of attendance, graduation rates, and
athletic participation rates is available through the Vice President of Administration,
Executive Vice President, or Dean of Students. The information is available by October 1
of each year and is also available on the Cumberland University website in the Student
Right to Know section. Questions or requests for additional information concerning
crimes on campus should be directed to the Vice President for Administration, the
Executive Vice President, or Dean of Students.
Chemical Spill
Chemical Hazard Information
The primary consideration for personnel when a chemical is spilled is safety.
 All staff members have the right and responsibility to know what hazards are
present when working with chemicals or materials.
 Staff can obtain safety information sheets, commonly called Material Safety Data
Sheets (MSDS) from the Maintenance Department, the Chemistry Laboratory
(MH 302), or Athletic Field houses.
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MSDS contain information regarding:
 Exposure limits to tell how toxic the chemical is.
 Chemical flammability.
 Which fire extinguisher to use in the event of a fire.
 Safety precautions for use when handling.
 Response to a chemical spill can occur at various levels. In the laboratory setting,
some spills may be cleaned up by the lab instructor. Other spills must be reported
to the chemical hygiene officer. The chemical hygiene officer or safety
coordinator will determine if there is need to call in outside help to handle the
spill.
Simple Spills
 Do not spread rapidly
 Do not endanger people or the environment.
 Can be managed safely by individuals trained in using the specific chemicals.
The chemistry laboratory keeps a supply of absorbents to clean up many spills.
 Notify affected people
 Obtain clean-up supplies
 Determine the identity of the chemical spilled
 Secure the area of the spill
 Consult MSDS for specifications on chemical clean-up
 Proceed in the spill clean-up as indicated in the MSDS sheets.
Major Spills
 Spread rapidly
 Involve a personal injury
 Could endanger people or the environment.
 Dial 911. When reporting the spill, be specific about the nature of the involved
material and exact location.
 Evacuate and assemble staff and students in the immediate vicinity at a safe
distance away from the spill.
 Collect spill information from MSDS sheets in order to notify the personnel
responding to the emergency.
 Any spillage of a hazardous chemical is to be reported immediately to the
Chemical Hygiene Officer, Campus Security, and the Vice President of
Administration. If the spill is determined to be serious, the Wilson Emergency
Management Agency will be called immediately.
 The key person on the site should vacate the affected area at once and seal it off to
prevent further contamination of other areas until arrival of safety personnel.
 If evacuation of a building(s) is needed, follow evacuation procedures.
Recommended List of Clean-Up Materials and Supplies
1 box polypropylene pads
1 box activated charcoal
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1 box liquid acid neutralizer
1 box liquid caustic neutralizer
1 box heavy duty plastic trash bags
Hazardous waste labels
1 gallon plastic container with lid
Dust pan and brush
Laboratory tongs
Clean-Up Procedures
1. Acid, Caustic, or other non-Flammable Liquids
These are most easily absorbed with polypropylene pads. Place used pads in a trash bag.
Frequently, laboratory spills will spread into drawers and behind or under equipment. The
responder must be careful to locate all such contaminated areas.
2. Flammable Liquids
Flammable liquids should be absorbed on activated carbon. Use approximately 2 pounds
of activated carbon per pint (0.5 liters) of liquid. Use the dust brush to thoroughly mix the
activated carbon with the liquid. Use the dustpan and brush to collect all residue.
Civil Disturbance or Demonstrations
Most campus demonstrations such as marches, meetings, picketing and rallies will be
peaceful and non-obstructive. A student demonstration should not be disrupted unless one
or more of the following conditions exists as a result of the demonstration:
 INTERFERENCE with the normal operations of the university.
 PREVENTION of access to office, buildings or other university facilities.
 THREAT of physical harm to persons or damage to university facilities.
If any of these conditions exist, any faculty or staff member should contact the Vice
President of Administration or Dean of Students. Depending on the nature of the
demonstration, the appropriate procedures listed below should be followed:
Peaceful, Non-Obstructive Demonstrations
Generally, demonstrators of this kind should not be interrupted. Demonstrations should
not be obstructed or provoked and efforts should be made to conduct university business
as normally as possible.
 If demonstrators are asked to leave, but refuse to leave by regular facility closing
time.
 Arrangements will be made by the Vice President of Administration or Dean of
Students or designee to monitor the situation during non-business hours.
 Determination will be made to treat the violation of regular closing hours as a
disruptive demonstration. (See Section 2).
Non-violent, Disruptive Demonstrations
In the event that a demonstration blocks access to university facilities or interferes with
the operation of the university:
 Demonstrations will be asked to terminate the disruptive activity by the Vice
President of Administration or Dean of Students.
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If the demonstrators persist in the disruptive activity, they will be advised that
failure to discontinue the specified action within a determined length of time may
result in disciplinary action including suspension or expulsion or possible
intervention by the police. Except in extreme emergencies, the President will be
consulted before such disciplinary actions are taken.
Efforts should be made to secure positive identifications of demonstrators in
violation to facilitate later testimony, including photographs if deemed advisable.
After consultation with the President, the Vice President of Administration will
determine the need for an injunction and intervention of the police.
If determination is made to seek the intervention of the police, the demonstrators
should be informed of this decision.
Violent, Disruptive Demonstrations
In the event that a violent demonstration in which injury to persons or property occurs or
appears eminent, call 911. Then contact Campus Security and the Vice President of
Administration. If the Vice President of Administration is unavailable, contact the
Executive Vice President or the Dean of Students. If the demonstration is disruptive but it
appears that there is no immediate risk of injury to persons or property, the following
steps should be taken:
 Campus Security should be immediately notified of the disturbance.
 Campus Security will investigate the disruption.
 The President and the Vice President of Administration, acting in concert with
Campus Security, will determine the need for an injunction and the need for
police intervention.
Explosion or Downed Airplane
In the event of an explosion or an airplane crash on campus, these emergency guidelines
should be followed:
 Immediately take cover under tables, desks and other object that will give
protection against falling glass and debris.
 After the effects of the explosion and/or fire have subsided, DIAL 911. Be sure to
give your name and describe the location and exact nature of the emergency.
 Then, notify Campus Security and the Vice President of Administration. If the
Vice President of Administration is unavailable, notify the Executive Vice
President or the Dean of Students at the earliest possible opportunity.
 If necessary, or when directed to do so, activate the building alarm.
 Call Campus Security.
 If evacuation is needed, follow the standard evacuation procedure.
Exposure Control Plan for Universal Precautions and Bloodborne Pathogens
Principles of Compliance
Cumberland University will provide the procedures, training, equipment, and
environment employees and students need to work safely. Cumberland University also
observes the use of Universal Precautions to prevent contact with blood or other
potentially infectious materials.
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Under circumstances in which differentiation between body fluid types is difficult or
impossible, all body fluids shall be considered potentially infectious material.
Specifically, these body fluids are defined as including, but not limited to: semen, vaginal
secretions, cerebrospinal fluid, synovial fluid, pleural fluid, pleural fluid, pericardial
fluid, amniotic fluid, saliva in dental procedures, any body fluid that is visibly
contaminated with blood, and all body fluids in situations where it is difficult or
impossible to differentiate between body fluids.
Training
When appropriate, employee and student training will include but not be limited too:
 An explanation of the university‘s Exposure Control Plan for Universal
Precautions and Bloodborne Pathogens.
 An explanation of the modes of transmission, epidemiology and symptoms of
blood borne pathogens.
 The personal protective equipment policy on Universal Precautions and hand
washing
 An explanation of the recommendations for prevention of HIV/Hepatitis
transmission
 An explanation of the Hazard Communication Program
 An explanation of reporting and record keeping procedures for exposure incidents
and post exposure follow-up.
 The exposure determination/classification for tasks that may involve exposure to
blood and other potentially infectious materials
The Exposure Control Plan for Cumberland University is designed to provide employees
and students with a recognition of task and procedure that present a potential
occupational exposure to bloodborne pathogens and a means of eliminating or
minimizing exposure in the performance of their duties.
Policy
The following table is a guide to bloodborne pathogen exposure delineated by job
classification in respect to potential bloodborne pathogen exposure and work-related
tasks.
A - Job classifications in which employees have routine occupational exposure
B - Job classifications in which employees have occasional exposure
Work Related Tasks
Category
I
Work Related Tasks
Tasks that involve exposure to blood or
body fluids ad that require protective
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Personal
Protective
Equipment
Available
Should be
Worn
YES
YES
II
equipment. Adherence to Universal
Precautions is Mandatory.
Tasks that do not involve exposure to
blood or body fluids but may require
performance of Category I tasks
unexpectedly or on short notice.
Protective equipment must be available if
person shifts to Category I.
YES
NO
NOTE: Any exposure incident needs to be reported to department supervisor
immediately. If this incident should occur when the supervisor is not available,
administration is to be notified.
Exposure Records
The university maintains records on all exposure incidents, and post-exposure follow up.
These records are kept confidential and are housed within the Cumberland University
Human Resources Office.
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Evacuation Procedures
In an emergency, call EMS at 911
Be sure to identify yourself and give the location of the emergency.
Notify Campus Security and the Vice President of Administration at the
earliest possible opportunity.
If the Vice President of Administration is unavailable, notify the Executive
Vice President at the earliest possible opportunity.
Building Evacuation
 All building evacuations will occur when an alarm sounds, when a CU Alert
message is issued, and/or upon notification by the Emergency Director.
 When the building evacuation alarm is activated during an emergency, leave by
the nearest marked exit and alert others to do the same. Evacuation routes are
posted in each classroom wall near the door. When classes are in progress, the
instructor will be responsible for instructing all students in the classroom to
evacuate the building, using the nearest exit. Building Runners will be
responsible for insuring that buildings are evacuated.
 ASSIST INDIVIDUALS WITH DISABILITIES IN EXITING THE
BUILDING! The safe evacuation of individuals with disabilities will be a top
priority in evacuating the building.
 Once outside, proceed to a clear area that is at least 500 feet away from the
affected building. Keep streets, fire lanes, hydrant areas and walkways clear for
emergency vehicles and personnel.
 DO NOT RETURN TO AN EVACUATED BUILDING unless you are given
the “all clear” signal by the appropriate university personnel. The signal
that the staff and students can return to an evacuated building will be
initiated by emergency response personnel. Once the Emergency Director
receives the “all clear” signal, s/he will communicate this to the Building
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Fire
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Runners, who will notify evacuated staff and students that they can return to
the building.
University personnel should request that students stay at a designated area until an
accurate headcount is taken. Faculty members will compile a list of students in
their classes who are at the evacuation location and give this list to the Emergency
Director.
If you spot a fire or smoke that you suspect indicates a fire, call 911.
Identify yourself.
Give the location of the fire.
Notify Campus Security and the Vice President of Administration at the earliest
possible opportunity
If the Vice President of Administration is unavailable, notify the Executive Vice
President at the earliest possible opportunity.
Know the location of fire extinguishers, fire exits, and alarm systems in your area
and know how to use them.
Maintaining the safety of every employee and student on campus is the top
priority. Bearing that in mind, if a minor fire appears controllable, call 911 and
then use a fire extinguisher to put out the fire. Remember to direct the charge
toward the base of the flame. After the fire is extinguished, notify Campus
Security unless they are already on the scene of the fire.
If an emergency exists, activate the building alarm. Caution: The building
alarms ring only in some buildings; you must report the fire by phone to
Campus Security.
If a fire is controlled without calling 911, Campus Security should still be
notified.
On large fires that do not appear controllable, IMMEDIATELY call 911. Then
evacuate all rooms, closing all doors to confine fire and reduce oxygen. DO NOT
LOCK DOORS! As soon as possible, notify Security and the Vice President of
Administration.
When notified of fire, walk quickly to the nearest marked exit and alert others to
do the same.
Everyone is expected to evacuate campus building(s) in all alarm situations.
ASSIST INDIVIDUALS WITH DISABILITIES IN EXITING THE
BUILDING! Smoke is the greatest danger in a fire, so stay near the floor where
the air will be less toxic.
Once outside, move to a clear area at least 500 feet away from the affected
building. Keep street, fire lanes, hydrants and walkways clear for emergency
vehicles and crews.
Follow all instructions of emergency response teams.
An Emergency Command Post may be set up near the emergency site. To
facilitate emergency operations, please stay away from the Command Post unless
you have official business.
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DO NOT RETURN TO AN EVACUATED BUILDING unless you are given
the building.
Important Fire Information
It is important for all Cumberland University employees and students to be aware of the
various types of fires and fire extinguishers.
Types of Fires - There are three types, or classes, of fires which are denoted by letter
codes.
Class A: used to denote wood, paper, cloth, trash, and other ordinary materials.
Class B: gasoline, grease, oil, paint, and other flammable liquids.
Class C: denotes live electrical equipment.
Types of Fire Extinguishers - There are four basic types of fire extinguishers:
Water: This should be used on Class A fires only.
Dry Chemical(BC): This type of extinguisher discharges a sodium bicarbonate
powder and should be used on Class B and Class C type fires. Carbon dioxide
(CO2) which discharges liquid carbon dioxide and should only be used on Class B
and C type fire.
ABC: This is a multi-purpose dry chemical extinguisher which discharges
ammonium-phosphate powder and can be used on any class of fire.
Most fire extinguishers on campus are the ABC type and can be used for any type of fire.
To operate an extinguisher, hold upright, pull ring pin on handle, squeeze the lever and
sweep side to side.
Any employee who uses a fire extinguisher should report it to the maintenance
department so the fire extinguisher can be recharged.
Evacuation Assembly Areas for Fire
Memorial Hall ~ Quad Behind Flagpole
Bone Hall ~ Quad Behind Flagpole
Labry Hall ~ Quad Behind Flagpole
Vise Library ~ Quad Behind Flagpole
Dallas Floyd Recreation Center ~ Quad Area at Justin Potter
Fine Arts Center ~ Grass Area in Front of Library
Mitchell Student Center ~ Grass Area at Rudy House
Catron Alumni House ~ Grass Area in Front of Library
Art Academy ~ Grass Area Behind Rudy House
Justin Potter Hall ~ Quad Area at Flagpole
Mary White Hall ~ Quad Area at Flagpole
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Edward Potter Hall ~ Quad Area at Flagpole
Commons I ~ Quad Area at Justin Potter
Commons II ~ Soccer Field
Football Fieldhouse ~ Softball Field
Benton-Jennings Batting Facility ~ Grass Area in Front of Library
Baseball Fieldhouse ~ Grass Area in Front of Library
Rudy House ~ Grass Area at Library
Lawlor House ~ Grass Area at Bone Hall
LSSD School House ~ Grass Area in Front of Library
Maintenance Headquarters ~ Behind Commons I
Softball Fieldhouse ~ Practice Football Field
Wrestling Building ~ Far End of Soccer Field
McFarland Hall ~ Parking lot
Severe Weather/Tornado/Flood
Tornado Procedures
Tornados and severe thunderstorms are often a threat in Middle Tennessee. Cumberland
University makes every effort to provide information so all employees and students can
be ready in the event of a tornado alert. Please review these guidelines regularly during
the tornado season.
The city of Lebanon and Cumberland University are prepared to warn the populace of
impending adverse weather conditions. The city of Lebanon has several strategically
positioned sirens which will be sounded if atmospheric conditions indicate concern. The
siren can be heard clearly outdoors on the Cumberland University‘s campus.
If you are outside and you hear the warning siren, seek inside shelter, preferable in a steel
framed or concrete building or in a building that appears to be sturdily constructed. Once
inside a building, stay away from all windows and move to the lowest floor. The safest
area in each building has been marked with a tornado sign.
If you are inside a building, the safest area in each campus building has been marked with
a yellow tornado sign. Additionally, each building has yellow tornado signs posted to
guide people to the safest area. When moving to the safe area of a building, the following
guidelines should be followed:
 Avoid going near auditoriums, gymnasiums, or other such large rooms where roof
collapse may be likely.
 Stay away from glass windows and exterior doors at all times.
 Move to the designated tornado safety area in an orderly fashion and use northeast
stairways if available, since tornadoes generally follow a southwest to northwest
path.
 Doors to all rooms should be kept closed.
 If time does not permit moving to the designated tornado safety area, sit on the
floor under furniture, or near an inside wall.
 If caught outside, seek shelter in a low lying area laying face down.
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Tornado Watch Guidelines
A tornado watch means that conditions are favorable for tornadoes to form. While the
university is under a tornado watch, all university employees and students should pay
close attention to changing weather conditions and remain alert to further weather
warnings.
 The Vice President of Administration or their designee will monitor the weatheralert radio on days when a tornado is deemed likely to occur.
 In the event that the Vice President of Administration learns of a tornado watch,
he will activate the CU Alerts System. CU Alerts is a campus-wide emergency
notification system which allows Cumberland University students, faculty and
staff to receive emergency alerts via cell phone text messages. CU Alerts are
issued only in the event of an actual emergency, and the system is not used for
non-emergency communications.
 To sign up for CU Alerts, use your cell phone text messaging feature. Create a
new message with the word CUALERTS and send it to 41411. The alert system
will send a confirmation message back to you. 1Note that you only have to sign
up for CU Alerts once; there is no need to sign up for this system each academic
year.
Tornado Warning Guidelines
A tornado warning is issued when a tornado has been sighted either visually or by radar.
The warning is issued for a particular area and immediate action is required. A tornado
generally moves at 20 to 60 miles per hour forward speed so warning time is critical.
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A tornado warning alert is provided by sirens located in downtown Lebanon. This
signal is presumed to be a tornado warning unless informed by an official to the
contrary. Note that this signal is only audible outdoors.
The Vice President of Administration or their designee will monitor the weatheralert radio on days when a tornado is deemed likely to occur.
In the event that the Vice President of Administration learns of a tornado warning,
he will activate the CU Alerts System.
In the event that the Vice President of Administration learns of a tornado warning,
he will also notify Building Runners to alert people in the building to move to the
designated tornado shelter area within that building
All persons should be encouraged to remain inside a safe area until the warning is
canceled.
After a Tornado
In the event of casualties, give first aid to the best of your ability and notify authorities as
soon as possible at 911. Be sure to give your name and exact location on campus.
Flood Procedures
The campus area is prone to occasional flooding on the east and west ends of the
campus very infrequently, but especially during a massive rainfall. Flooding of these
areas may result in the declaration of a flood emergency. Flood emergencies can result in
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the partial or full evacuation of residence halls or classrooms, including student and staff
parking lots.
During potential flooding conditions, Campus Safety and Security staff monitors all
reports of flooding through consultation with the WEMA and other local and state
emergency response agencies. If conditions or reports warrant, a flood emergency will
be declared and students, faculty and staff will be directed to move vehicles and/or
evacuate parts of the campus.
All efforts to communicate the evacuations in a timely manner will be made. However, in
the event of sudden flooding, such as during a flash flood, notification may not allow for
much, if any time, to move vehicles or personal belongings. When instructed to move a
vehicle or evacuate a building or area, do so immediately.
The decision to implement evacuations will be based upon campus needs, with the
overall goal to be the preservation of life, and then property. As with any campus
emergency, the administration will do all it can to inform and update students, faculty and
staff. During emergencies, do your best to monitor all campus communications.
Interior Flooding
In the event of interior flooding from a broken water line, the following actions are
recommended:
 Immediately contact Campus Safety and Security at 615-476-3061 to notify them
of the situation. Inform them immediately if any oil, chemical or other potentially
hazardous materials are suspected of contaminating the flood waters.
 A designated University or law enforcement officer will direct students to safe
areas should an evacuation be necessary.
 University Maintenance staff will work to fix the problem and assist in all cleanup and salvage efforts.
 If possible, secure any vital equipment or records and other important papers.
 Shut off all electrical equipment ONLY IF YOU CAN DO SO WITHOUT
STANDING IN WATER.
 Secure all laboratory equipment in the same manner.
Exterior Flooding
 All students, faculty, and staff should avoid entering ―standing‖ water or pooled
water for their safety and the safety of others. A designated University or law
enforcement officer will secure areas of concern so that they are not entered
inadvertently or purposely.
Bomb Threat
If you observe a suspicious object or potential bomb on campus, do not handle the
object! Clear the area immediately. Then, notify Campus Security and the Vice
President of Administration. If the Vice President of Administration is unavailable, notify
the Executive Vice President or the Dean of Students at the earliest possible opportunity.
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All bomb threats are to be taken seriously.
Any person receiving a phone call bomb threat should attempt to ask the caller:
o When is the bomb going to explode?
o Where is the bomb located?
o What kind of bomb is it?
o What does it look like?
o Why did you place the bomb?
Keep talking to the caller as long as possible and record the following:
o Time of call.
o Age and sex of caller.
o Speech pattern, accent, possible nationality.
o Emotional state of the caller.
o Background noise.
Emergency Response personnel will conduct a detailed bomb search. Employees
are requested to make a quick inspection of their area for a suspicious object and
to report the location to the Emergency Response personnel. Do not touch the
object! Do not open drawers, cabinets, or turn lights on or off.
If an emergency exists, activate the building alarm.
Call Campus Security.
When the building evacuation alarms are sounded or an emergency exists, walk
quickly to the nearest marked exit and alert others to do the same.
ASSIST INDIVIDUALS WITH DISABILITIES IN EXITING THE
BUILDING.
Once outside, move to a clear area at least 500 feet away from the affected
building. Keep streets, fire lanes, hydrants, and walkways clear for emergency
vehicles and crews.
Follow all instructions of emergency response teams.
DO NOT RETURN TO AN EVACUATED BUILDING unless you are given
the building.
Evacuation Assembly Areas for Bomb Threats
Memorial Hall ~ Quad Area – Lower Sector
Bone Hall ~ Quad Area – Lower Sector
Labry Hall ~ Quad Area – Lower Sector
Vise Library ~ Quad Area – Lower Sector
Dallas Floyd Recreation Center ~ Quad Area – Lower Sector
Fine Arts Center ~ Quad Area – Lower Sector
Mitchell Student Center ~ Quad Area – Lower Sector
Catron Alumni House ~ Quad Area at Flagpole
Art Academy ~ Quad Area at Flagpole
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Justin Potter Hall ~ Grass Area at Library
Mary White Hall ~ Grass Area at Library
Edward Potter Hall ~ Grass Area at Library
Commons I ~ Quad Area at Flagpole
Commons II ~ Soccer Field Behind Wrestling Building
Football Fieldhouse ~ Softball Field
Benton Jennings Batting Facility ~ Quad Area at Flagpole
Baseball Fieldhouse ~ Quad Area at Flagpole
Rudy House ~ Grass Area in Front of Library
Lawlor House ~ Quad Area at Flagpole
LSSD School House ~ Grass Area at Library
Maintenance Headquarters ~ Lower Quad Area at CU Sign
Softball Fieldhouse ~ Practice Football Field
Wrestling Building ~ Grass Area at Edward Potter
McFarland Hall ~ Parking lot
General Safety Procedures
Below are some precautions which all persons are advised to follow regarding security of
facilities use:
1. Do NOT prop open building doors for personal convenience. Violators will be subject
to disciplinary proceedings.
2. Permit entrance to authorized personnel only. Report all unauthorized individuals to
the Security Office or a university official.
3. Report all people who are unfamiliar and/or are in questionable areas of the campus to
4. Report all incidents of personal/property endangerment or unauthorized behavior to
5. Report to university officials any tampering with security and fire equipment. Students
and/or individuals tampering with security or fire equipment are subject to arrest and
disciplinary sanctions.
Hazard Communication
Specific labeling is required to warn employees and students of potential hazards from
chemicals. Special containers for sharps are available in all labs.
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Medical and First Aid
In a major medical emergency, call EMS at 911.
Be sure to identify yourself and give the location of the emergency.
As soon as possible, notify Campus Security and the Vice President of
Administration.
If the Vice President of Administration is not available, notify the Executive
Vice President or Dean of Students as soon as possible.
In case of minor injury or illness, contact Campus Security. Then, provide first aid care to
the extent you are able.
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Use only sterile first aid materials. First aid kits are located in the biology lab
(MH 304), chemistry lab (MH 302), the office of the Executive Vice President
(MH 116), and the Sports Medicine Center.
In case of serious injury or illness, qualified personnel should quickly perform the
following steps:
Keep the victim still and comfortable. DO NOT MOVE THE VICTIM.
Ask victim, ―Are you okay?‖ and ―What is wrong?‖
Check breathing and give artificial respiration if necessary and qualified to do so.
Control serious bleeding by direct pressure on the wound. Be sure to wear
surgical gloves when aiding a bleeding person. These gloves should be found in
your desk drawer, with the department secretary or in the custodian closet. If you
need a pair of gloves for your desk, please contact a member of the safety
committee.
Continue to assist the victim until help arrives.
All accidents and incidents must be reported immediately to Campus Security.
All accidents involving employees must be reported to the Office of Human
Resources.
Hospital Emergency Room Service - Service for students is provided by agreement
(students will be billed subsequently for services provided), and for faculty and staff
under the terms of their group hospitalization insurance. Students must have a current
Cumberland I.D. card. Service is available at the University Medical Center.
Motor Vehicles
Parking
All automobiles parked on campus by students, faculty, or staff must be registered with
the Security Office and have a valid parking permit. Student parking permits are good for
the academic year only. The Office of Student Services, upon completion of the
registration process, provides student parking permits. Permits are good only for
indicated areas. Parking outside indicated areas is a violation and subject to fine.
Visitors may obtain a temporary permit from the Office of Safety and Security. Parking is
permitted on marked paved or graveled areas only. Parking in front of dumpsters, in fire
lanes, or on the grass is strictly prohibited. Vehicles parked in the fire lanes, other
unauthorized places, and disabled or abandoned, or vehicles with repetitive violations
may be subject to towing or impoundment at the owner‘s expense. Parking fines for
violations are listed below:
 No Visible Parking Permit [$25.00 first citation, $50.00 all subsequent]
 Failure to obtain a parking permit [$100.00]. Further sanctions may be applied by the
Disciplinary Committee.
 Parked in Handicapped space or area [$50.00] and subject to tow
 Parked in Fire Lane or area [$50.00] and subject to tow
 Parked in a No Parking space or area [$25.00]
 Parked with incorrect decal for area [$25.00]
 Parked in an area not designated for parking [$25.00]
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 Taking up more than one parking space [$25.00]
 Vehicle impoundment [$50.00 in addition to standard violation fee]
Fines are payable to the University Business Office. Grade reports and transcripts will
be held until all fines are paid in full. All towing fees are the responsibility of the
owner of the vehicle. Fine for unpaid citations doubles after 30 days from date of issue
Parking Lots
Cumberland University has designated parking lots. Lots labeled "A‖ are for
administration, faculty, staff, and commuters.
―A‖ lots include:
 Memorial Hall lot;
 the spaces and lot behind Dallas Floyd Recreation Center and Bone Hall;
 the area that extends out to and around the athletic field house, and;
 the Mitchell Student Center/Heydel Fine Arts Center lots.
―B‖ lots include:
 Mary White Hall lot;
 Edward Potter Hall lot;
Reserved for Mary White and Edward Potter residents only.
―C‖ lots include
 Justin Potter Hall lot (off South Greenwood);
 University Commons I lot;
Reserved for Justin Potter and Commons I residents only.
―D‖ lots include
 University Commons II lot
Reserved for Commons II residents only.
Lots labeled “B”, “C”, and “D” are restricted to resident student parking only. The
University reserves the right to block off certain areas of parking for special events.
Personal Property
The University does not assume responsibility for personal property of students or
visitors at Cumberland University or for personal property left at the University.
Personal Protective Barriers
All employees and students who have the possibility of occupational exposure must wear
personal protective equipment, (gloves, protective eye ware, mask/gown), as appropriate.
Personal Security Guidelines
Each individual is responsible for their personal security.
The following non-exhaustive list of guidelines is recommended as security procedures to
use to enhance personal security.
1.
Report all suspicious persons and incidents to Campus Security or a university
official.
2.
Do not walk unattended alone in unlit areas at night. Contact security personnel
for escorts to parking lots or residence halls.
3.
Keep all doors and windows locked.
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4.
5.
6.
7.
8.
9.
10.
Store all possessions in out-of-sight places. Do not advertise possession of
valuable objects or their location.
Do not let strangers enter residence hall premises. Report all incidents to the Head
Resident.
Do not prop open any door nor leave any door unlocked for any amount of time.
Do not carry any significant amount of cash on your person.
Write your name in all books and on all possessions in a place known only to you.
Be aware of your surroundings and distance yourself from suspicious events or
persons.
Record serial numbers, model numbers, descriptions, and other important
information in order to provide police with complete information.
Safe Work Practices
Eating, drinking, smoking, applying cosmetics and handling contact lenses are prohibited
in work areas where there is a reasonable likelihood of occupational hazard. All
departments who have the possibility of occupational exposure to waste must follow
certain procedures for handling the waste. All departments must follow certain
procedures for cleaning and decontaminating the environment, equipment and work
surfaces.
Security Policies
Cumberland University attempts to secure people and facilities by engaging locking
devices, restricting access, providing security information, limiting hours of use, and by
employing security personnel to monitor the campus and facilities. University community
members are expected to comply with security personnel directives, keep all doors
locked, all windows closed, and leave all other security devices in-place and activated.
Every individual in the community has the responsibility to report to appropriate
University officials any defective security devices or campus incidents which may lead to
or have led to violation(s) of University policies and/or local, state, or federal laws.
Security Services
Security staff employed by the University provides the overall security supervision and
enforcement. They are empowered to enforce the policies and regulations of Cumberland
University and to contact the local police at their discretion. Failure to offer proper
identification (student ID, etc.) when requested by a member of the Security staff is a
serious offense and may result in severe disciplinary action. Similarly, the Security Staff,
and other authorized representatives of the University have the authority to request the
arrest of or to otherwise initiate a criminal or civil complaint or action against any
individual or individuals found in violation of University and/or local, state, or federal
laws; and/or to refer individuals for adjudication through the University disciplinary
system. Additionally, Security Staff, and other authorized representatives of the
University have the authority to intervene and action situations involving a violation of
University policy and/or local, state or federal law. Residents, guests, students, and all
other persons found in violation of University policies or guidelines by Security staff,
employees and/or students of the University, and/or other members of the Cumberland
community are subject to disciplinary procedures and/or arrest by civil authorities. The
University reserves the right to utilize any and all legal measures necessary to ensure a
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safe and secure campus environment. This may include, but is not limited to: video and
other electronic surveillance, lawful inspection, search and seizure, and other actions or
measures deemed appropriate.
The safety and security of all individuals is of paramount importance to the University.
Therefore, each person has a duty to contact the Lebanon Police Department by dialing
911, if he or she believes that police intervention is necessary to secure any person or
property or to report a crime, fire, or medical emergency. Anytime the local authorities
are called, an Incident Report must be filed with the Office of Safety and Security and the
Office of the Vice President of Administration as soon as possible.
As per the College and University Security Information Act of Tennessee and Title 11 of
the Crime Awareness and Campus Security Act of 1990, the University reports the
crimes on campus listed below. Security policy information is available for review in the
Office of the Vice President of Administration, the Executive Vice President, or the Dean
of Students on the website and during regular office hours. The University shall provide a
copy of this information to any applicant for admission or employment, or to any current
student or employee upon request. Crimes reported on campus will be reported to the
Tennessee Bureau of Investigation for compilation, publication, and/or investigation.
Utility Failure
In the event of a major utility failure occurring during regular working hours (8:00a.m.4:30p.m., Monday-Friday) immediately notify the Director of Maintenance at 418-2872.
If the failure results in the need to cancel classes, faculty should direct the students to
leave the building calmly and to carefully exit by way of the interior steps. Emergency
lighting provides enough light for exiting the building.
Violent or Criminal Behavior
In the event of an imminent threat to personal safety or property, dial 911. While
reporting the incident, include the following information:
 Nature of the incident.
 Location of the incident.
 Description of person(s) involved.
 Description of property involved.
 Contact Campus Security and the Vice President of Administration at the earliest
possible opportunity. If the Vice President of Administration is unavailable,
notify the Executive Vice President, or the Dean of Students at the earliest
possible opportunity.
 In all other cases, contact Campus Security and the Vice President of
Administration. If the Vice President of Administration is unavailable, notify the
Executive Vice President or Dean of Students at the earliest possible opportunity.
Everyone is asked to assist in making the campus a safe place by being alert to suspicious
situations and promptly reporting them. If you are a witness to any on-campus crime,
avoid putting yourself at risk! If you observe a criminal act or whenever you observe a
suspicious person on campus, immediately call Campus Security and report the incident.
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Assist the officers when they arrive by supplying them with all additional information.
Should gunfire or discharged explosive hazard the campus, take cover immediately and
call 911 as soon as possible.
If taken hostage:
 Be patient and remember that time is on your side. Avoid drastic action and
remain calm.
 The initial 45 minutes are the most dangerous. Follow instructions, be alert and
stay alive.
 Don‘t speak unless spoken to and then only when necessary. Don‘t talk down to
the captor who may be in an agitated state. Avoid appearing hostile. Maintain eye
contact with the captor at all times, if possible, but do not stare. Treat the captor
like royalty.
 Try to rest. Avoid speculating. Comply with instructions as best as you can.
Avoid arguments.
 Be observant. You may be released or escape. The personal safety of others may
depend on your memory.
 Be prepared to answer the police on the phone. Be patient and wait. Attempt to
establish rapport with the captor. If medications, first aid, or restroom privileges
are needed by anyone, say so. The captors in all probability do not want to harm
persons held by them. Such direct action further implicates the captor in
additional offenses.
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Academic Affairs
Academic Advisors
Each entering freshman will be assigned to a selected faculty member. The Registrar will
assign an academic advisor to each student beyond the freshman year who has not
selected a major. Academic advisors will assist in selecting courses, advise on academic
progress and help develop vocational plans and objectives. The Deans of each School
will assign a faculty member to be an academic advisor for students selecting an
academic major in their School. An official list of students and advisors is maintained by
the Registrar in Room 107 of Memorial Hall. A request to change academic advisors
must be filed in writing by the student. Change of Advisor forms may be obtained from
the Office of the Registrar. A new academic advisor for the student must be approved by
the Registrar and/or by the School Dean.
In all academic advising, the student has certain responsibilities. He/she must arrange
meetings with the advisor several times a term, not just prior to registration. It is the
responsibility of each student to know both the general requirements and those of the
particular field of study and to meet them satisfactorily for graduation. Changing
academic majors may require additional or repeat course work in order to complete a
degree program. A Change of Academic Major form must be filed in writing with the
Registrar.
Assessment
Cumberland University is committed to improving academic, administrative and student
services programs and activities.
The broad-based assessment plan of the institution has four major goals:
1. To improve student learning and performance.
2. To improve programs and curriculum development.
3. To improve student preparedness for careers and professional goals.
4. To improve support services for students, faculty and staff.
Academic Appeals or Exceptions
Petitions or exceptions to the academic policies of the University must be submitted in
writing to the School Dean in charge of the student‘s major. The petition should indicate
the reason(s) why a policy that applies to all University students should be waived or
modified for the petitioner. The responsibility for presenting appropriate reasoning rests
with the petitioning student. Students may appeal decisions made by the Dean of the
School to the Vice President for Academic Affairs within seven days of the decision of
the Dean. (A final appeal may be made to the President of the University within seven
days of the decision of the Vice President for Academic Affairs.) Academic Appeal
forms are available in the Office of the University Registrar.
Academic Appeal Form Procedure
Student Responsibility:
1. The student filing this appeal is responsible for insuring that all required attachments
and signatures are secured.
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2. The student is to maintain possession of this document and all attachments. Do not
leave this form with an Advisor or Dean.
3. The completed documents must be turned in to the Registrar‘s office in person.
Required Documents:
Directed Study Request:
1. A letter from the student indicating the reason for the Directed Study.
2. Verification from the student‘s advisor that the course is not being repeated to
replace an unsatisfactory grade.
3. Verification from the student‘s advisor or course instructor that the course will not
be offered the following year and that the student did not forgo an opportunity to
enroll in this course in the previous year.
4. Verification from the instructor that he/she is willing and available to teach the
course.
NOTE: Please refer to Directed Study requirements on page 115.
Appeal Form - Course Overload Request:
NOTE: Required for academic load over 18 hours.
1. A letter from the student indicating the reason for the request.
2. A letter from the advisor supporting the reason and verifying the student‘s ability
to carry the increased load.
Transient Permission Request:
1. The names and catalog numbers of the courses to be taken and where they will be
taken.
2. Verification from the student‘s advisor or course instructor that the course is not
being offered at Cumberland University in the term or
3. Verification that the student is living outside a 50 mile radius of Cumberland
University.
4. Verification from the student‘s advisor that the course is not being taken to
replace an unsatisfactory grade earned at Cumberland University.
Course Substitution Request:
1. The reason for the substitution request.
2. The catalog course descriptions for both courses.
3. A detailed justification from the student‘s academic advisor as to the
appropriateness of this substitution.
Course Grade Appeal:
Any student may appeal a course grade using the academic appeal process. Detailed
documentation must accompany the appeal. The School Dean responsible for the
course will consider the validity of the appeal and present it to the course instructor.
The course instructor is the only authority for implementing grade changes except in
cases where he/she is no longer employed by Cumberland University. The student
may appeal the decision to the Vice President for Academic Affairs and the
University President, respectively. The decision of the President is final.
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Other Requests:
1. Requests other than those outlined above must be discussed with the Vice
President for Academic Affairs.
2. Specific documentation requirements will be addressed at that time.
Academic Load
A full-time undergraduate student at Cumberland University must register for 12 to 18
academic hours each semester. The average load is 15 hours. A student completing an
average of 15 hours may finish the two-year degree in four semesters and some
baccalaureate degrees in eight semesters. A student with a superior academic record may
petition to register for an overload, not to exceed a maximum of 21 hours. To enroll in an
academic overload, the student must file an Academic Appeal (Course Overload request)
with the Dean of his/her school for their approval and then turn it into the Registrar‘s
Office.
Students may enroll in a maximum of two courses for a maximum of seven semester
hours in each grading period of the Summer semester. Summer grading periods include
May term, Summer I, Summer II, Full Summer, and accelerated terms. Students may not
enroll in classes that overlap any time periods during any of the grading periods. Total
hours for the Summer semester may not exceed 18 semester credit hours.
Academic Unit
The current unit of credit at Cumberland University is the semester hour and it is used in
all academic courses.
Student Academic Conduct Code
The University admits students with the expectation that they have previously developed
acceptable personal standards of conduct and ethics. Admission to Cumberland
University carries with it special privileges as well as special responsibilities different
from those enjoyed by and/or imposed on non-students. All students, residents, guests,
staff, and faculty are expected to abide by the rules and regulations of the University. A
disciplinary situation occurs when substantive violations of Cumberland University rules,
regulations, policies, and guidelines or violations of local, state, and/or federal laws,
rules, or regulations are reported to or discovered by appropriate University officials.
Disciplinary procedures will be enforced for all substantiated violations. Student
violations of Cumberland University policies, regulations, rules, and guidelines or a
violation of local, state, and/or federal laws, rules, or regulations may lead to a nonrenewal of or cancellation of current and future financial aid awards and to disciplinary
sanctions as deemed necessary by appropriate Cumberland University officials.
University regulations go into effect when an individual matriculates and continues until
the time of graduation or withdrawal. By the act of registration, the student agrees to
accept standards and regulations reflected in this document and other publications of the
University.
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Academic Integrity - Cumberland University expects its students to pursue their
academic work with honesty and integrity. The following are serious academic offenses
that may result in sanctions up to and including expulsion:









Cheating in any form including facilitating another‘s efforts to cheat.
Fabrication or falsifying documents, records, or credentials.
Unauthorized multiple submission includes simultaneous submission of the same
piece of work in two courses without the prior approval of both instructors, as
well as turning in any assignment for which one has already received credit.
Abuse of academic materials which includes stealing, infringing upon, destroying,
losing, defacing, or damaging intellectual resources that belong to someone else.
Electronic dishonesty includes inappropriate access to network files, accounts, or
resources, knowingly spreading viruses, disabling computer hardware or software,
software piracy, and/or other forms of copyright infringement.
Receiving or giving assistance not authorized by the instructor in the preparation
of any essay, laboratory report, examination, or other assignments included in an
academic course.
Taking or attempting to take, steal, or otherwise procure in an unauthorized
manner any material pertaining to the conduct of a class including, but not limited
to, tests, examinations, laboratory equipment, and roll books.
Selling, lending, or otherwise furnishing to any unauthorized person material
which can be shown to contain the answers to any examinations scheduled to be
given at any subsequent date in any course of study offered by the University or
any paper required as part of the academic requirements for any class taught at the
University without authorization from the instructor.
Plagiarism or the representation of someone else's writing, computer program, or
other creation as one's own.
It is the responsibility of all members of the Cumberland University community –
students, faculty, staff, and administration – to familiarize themselves with the violations
defined above. Students should help ensure that breaches of academic integrity do not
remain undiscovered. Faculty must take responsibility for clearly defining, in course
syllabi and assignments, the parameters of legitimate collaboration and any other areas in
which boundaries of academic integrity may be unclear. The administration has a
responsibility to assist in the fair and timely implementation of standards and sanctions.
Plagiarism - Plagiarism is the presentation of someone else‘s words or ideas as one‘s
own. (See APA Manual). One of the most common forms of plagiarism is the
paraphrasing of several phrases, sentences, or ideas in a paragraph with only one citation
at the end of the paragraph resulting in confusion between the cited content and the
researcher‘s own words or ideas. Another common form is the practice of substituting
words or phrases while retaining the original author‘s form and structure.
Plagiarism in any form is one of the most egregious violations of professional ethics an
author can commit. Submission of plagiarized material, even by accident or through
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ignorance, is a severe infraction of the professional ethical code and can result in
expulsion from the program. To avoid plagiarism:
 Cite sources within the text for all phrases or ideas that are quoted or paraphrased.
 Cite sources within the text in the format delineated in the APA Manual.
Academic Integrity Policy
In the University Values section in the Preamble there are five values that are
fundamental to CU:
Value 1: Personal Integrity
Value 2: Worth of the Individual
Value 3: Critical, Independent Thinking
Value 4: Discipline
Value 5: Community Responsibility and Accountability
In response to these core values, Cumberland University has instituted the Cumberland
Creed that provides a very basic message:
The Cumberland Creed: Academic honesty is essential to effective learning.
Therefore, we as seekers of knowledge hold these as our core values:
personal integrity, individual worth, independent thinking, discipline and
community responsibility.
Academic Integrity Board
The Academic Integrity Board (AIB) is comprised of a minimum of four faculty
members and one full-time student. The function of the board is to consider evidence of
academic dishonesty, determine guilt and confirm or assign new sanctions. Sanctions
may include (but are not limited to) assignment failure, course failure, probation or
suspension from the University. The Board may request the testimony of witnesses
including the student, the instructor and other appropriate individuals.
The student may appeal an unfavorable decision by the board. Appeals are made first to
Vice President for Academic Affairs and then to the University President. The decision of
the University President is final. A copy of complete proceedings and actions will be kept
in the Office of Academic Affairs and in the office of the Dean of Students.
Preliminary Procedures
Instructors of individual courses may assign penalties for violations of academic
integrity. Sanctions by faculty may include, but are not limited to, a formal warning, a
grade of ―F‖ on the assignment in question or dismissal from the course with a grade of
―F,‖ as outlined in individual course syllabi. Students who wish to appeal faculty
imposed sanctions may appeal to the appropriate School Dean. If academic dishonesty is
detected by someone other than the instructor, the following procedures will be followed:

The person will notify the Dean of the School and pass on all physical evidence
for safekeeping.
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
The Dean of the School will notify the chair and the instructor involved along
with the Vice President of Academic Affairs.
The Vice President of Academic Affairs/Chair will meet with the person reporting
the alleged academic dishonesty to obtain information about the charge. Upon
presentation of the case from the Dean of the School and following conference
with the instructor or person reporting the case, the chair will take the following
actions:
o The Vice President of Academic Affairs will appoint one member of the
AIB to serve as investigator/ presenter (non-voting) for the case along
with the other members of the AIB.
o Schedule a hearing and inform the accused and the accuser of the charge
and the time and place of the hearing.
o The hearing will be scheduled as soon as possible after the offense is
detected, unless mitigating circumstances (e.g., study abroad) require a
delay. In no case should an initial hearing take place more than five
working days after the offense is detected.
o The appropriate parties will be notified at least 24-hours prior to the
hearing.
Responsibility of the Board
Every member of the Board has the right and responsibility to speak and vote freely. It is
the responsibility of each voting member to vote ―aye‖ or ―nay‖ on a motion of verdict or
sanction. It is the responsibility of all parties involved in the proceedings to maintain
confidentiality of the proceedings. A member of the Board shall recuse himself or herself
in a particular case if he or she is unable to maintain impartiality. Any member who so
disqualifies himself or herself shall not be present in any capacity other than that of
witness, accuser, accused, or advisor to the accused. No member will disclose to anyone
other than members of the Board the degree of harmony or unanimity of the Board or the
opinions or votes of any members of the Board. The record of Board meetings will be
available only to:
 the accused and his or her advisor
 members of the Academic Integrity Board
 the Dean of Students
 the Vice President of Academic Affairs
 the President of the University
The secretary will report in writing the results of a hearing, including only (a) the charge
(excluding the name of the accused), (b) the nature of the evidence, (c) the sentence, and
(d) the rationale for the sentence, to the campus newspaper editor.
Rights of the Accused Student
The accused will receive a Written Notice of Charges as soon as possible after the
offense is reported or discovered. The student may be assisted by any advisor of his or
her choice from the University community. At the hearing said advisor acts only as a
consultant and may not address the hearing. The student may decline to testify and may
have witnesses in his or her behalf at the hearing. The student may challenge for bias any
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member of the AIB. The AIB (excluding the challenged member) will rule on any
challenge. The student may request an open hearing from the AIB chair no less than 24hours in advance. During the appeal period, the student may read the record of the
hearing.
Hearing Procedures
Only AIB members, the accuser, the accused, and the advisor to the accused will be
present at the hearings unless an open hearing has been scheduled. Any student referred
to the Board must appear at the time set for the hearing. If a student fails to appear
without justifiable reason, the case will be heard in absentia. The AIB chair may recess
the hearing at any time for any reasonable purpose.
The Order of Hearing will be as follows:
1. The chair will introduce the accused student and the AIB members.
2. AIB members may be challenged by the student for bias. Any challenge is
deliberated by the AIB in private, and either sustained or denied. If the challenge
is sustained, the hearing will be reconvened when an alternate AIB member is
available.
3. The presenter states the charge.
4. The accused enters a plea.
5. Evidence in support of the charge is presented in the presence of the accused.
6. Witnesses in support of the charge testify in the presence of the accused, and
answer questions by the accused.
7. The accused presents a statement in the presence of the accuser.
8. Evidence in support of the accused is presented in the presence of the accuser.
9. Witnesses in support of the accused testify in the presence of the accuser, and
answer questions by the accuser.
10. The accused, the accuser, or Board members may seek clarification of evidence,
or re-examine any witness.
11. Board members will deliberate. The Board shall utilize the concept of precedent;
however, the specific circumstances of the case shall also bear on the outcome.
The Board determines a verdict (guilty, not guilty, or insufficient evidence) and
any sanction(s) to be imposed.
12. The chair informs the accused of the verdict and sanctions. If the student is
deemed guilty, the chair advises the accused of the right to appeal and the appeal
procedure. Written notice of verdicts and sanctions are prepared by the Secretary.
13. Sanctions are reported to the Vice President of Academic Affairs, to the
University Registrar, and to the Dean of the School where the incident occurred.
Sanctions
A student found guilty of academic dishonesty shall receive a sanction or sanctions
deemed appropriate to the offense. Sanctions may include, but are not limited to, a formal
letter of censure, a requirement to perform community service on or off the campus, a
grade of ―F‖ on the assignment in question, dismissal from the course with a grade of
―F,‖ suspension, or expulsion from the College. The AIB will be guided by precedent in
determining sanctions. When a verdict of guilty is reached, a record of the offense, the
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sanctions, and the proceedings shall be kept permanently on file in the Registrar‘s office
in a file that must remain separate from the Permanent Academic Record.
Academic Misconduct
Cumberland University expects students to adhere to the highest personal standards of
honesty and academic integrity. Failure to adhere to these standards through acts of
plagiarism or by cheating on assignments or examinations, whether by the use of
unauthorized aids or by copying the work of another, will result in disciplinary action.
A concern of major importance to the University is plagiarism. By definition, plagiarism
is using the materials or ideas of another as one‘s own without acknowledgement. The
University does not condone this misconduct. Proven plagiarism and cheating on
assignments and examinations will necessitate the following actions
1. It is the responsibility of the instructor to file charges of Academic Misconduct.
He/She may impose penalties ranging from a failing grade on the assignment to a
failing grade in the course.
2. The instructor will forward the evidence to the Office of the Vice President for
Academic Affairs. The report of misconduct will be placed in the student‘s file.
3. The student will not be allowed to withdraw from this course to prevent a failing
grade or reduce the sanctions.
4. The student may appeal the instructor‘s decision through the Office of the Vice
President for Academic Affairs. Upon receiving an appeal, the Vice President will
call a meeting of the Academic Integrity Board.
Probation, Suspension, Dismissal, and Good Standing
A student will be placed on academic probation if his/her cumulative GPA of course
work taken at Cumberland University Falls below the criteria listed as ―Good Standing.‖
Good Standing is used as an indication of a student‘s academic standing with the
University. Only course work taken at Cumberland University is used to calculate good
standing. Students must maintain the following minimum academic standards in order to
remain in good standing:
0 - 29 semester hours attempted 1.50 GPA
30-59 semester hours attempted 1.80 GPA
60 + semester hours attempted 2.00 GPA
Academic probation is an emphatic warning that the quality of the student‘s work during
the probationary semester must improve in order for the student to continue at the
University. Unless admitted on probation, a student is given one semester in which to
bring the cumulative GPA to the required level for good standing. Failure to meet the
required minimum level of good standing will result in academic suspension for a
minimum of the next semester.
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A student who is academically suspended for the first time must remain out of school for
one official semester before being eligible to apply for re-admission on academic
probation.
Suspended students who elect not to enroll for at least one semester and who elect to
return to the University at a subsequent time may return under academic probation. The
student has one semester to earn academic good standing or academic suspension will be
imposed. Any work taken at another college or university during the period of nonenrollment due to academic suspension will not be accepted for transfer credit toward
fulfilling degree requirements at Cumberland University.
If, after a previous suspension, a student fails to achieve academic good standing at any
point, the case will be reviewed by the Deans‘ Council to determine an appropriate
course of action. Options include another suspension period, dismissal from the
University, or an extension of academic probation with stipulations.
Re-Admission Appeal
Students who have been academically suspended may be given special consideration for
re-admission if the student can present adequate evidence of extenuating circumstances
contributing to failure to achieve a sufficient GPA. The student must make an appeal for
re-admission in writing to the Vice President for Academic Affairs. This must be done at
least one month prior to the beginning of the semester in which the student wishes to
enroll. Re-admission to the University is not automatic. If the student is re-admitted, the
Vice President for Academic Affairs reserves the right to specify conditions and terms for
re-admission. Multiple appeals for re-admission may not be granted.
Academic Status
This term is used as an indication of a student‘s academic standing with the University.
Students must attain certain minimum academic standards in order to remain in good
academic standing. Students failing to maintain these standards are placed on academic
probation at the end of a regular term in which the cumulative GPA on academic credit
work attempted at Cumberland University does not equal or exceed the minimum
specified for the student‘s proper classification hours. See the table in the Probation,
Suspension, Dismissal, and Good Standing section of the Catalog for specific
requirements. Students who, during a probationary Fall or Spring semester, fail to raise
their GPA to the minimum standard prescribed for the appropriate classification at the
end of that semester may be academically suspended from Cumberland University for
one or more semesters. Students who are placed on academic probation or on academic
suspension may attend the Summer semester in order to attempt to earn good academic
standing. Summer semesters do not count as the required one semester of non-enrollment
for academic suspension.
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Academic Terms
Emphasis - A sequence of classes, within a discipline, major or recognized area of study
that allows a student to focus coursework in a specific academic subset of the chosen
discipline, major, or area of study.
Majors and Minors -A major field of study should be selected as early as possible. A
major must be declared before the senior year. Each major consists of a minimum of 30
semester hours in a chosen area of specialization. The total number of hours may vary
with the specialization area chosen.
Some students choose to complement a major program with a minor in a related field.
All minors require a minimum of at least 18 semester hours. Specific requirements for
majors and minors are listed in the respective disciplines.
Acceptance of Transfer Credit
Normally, Cumberland University accepts transfer credits from all institutions of higher
learning that are accredited by the Southern Association of Colleges and Schools,
Commission on Colleges, or a similar body of a recognized regional accrediting agency.
Students transferring from colleges and/or universities outside the United States of
America must have their transcripts evaluated by World Educational Services, Post
Office Box 745, Old Chelsea Station, New York, NY, 10113-0745 (1800-937-3895). For
transfer credits to be accepted, they must appear on an official sealed transcript of the
institution granting the credits. The following policies apply to acceptance of transfer
credit:
1. No more than 90 total semester hours of transfer credit from all institutions will be
accepted toward completion of a baccalaureate degree at Cumberland University.
2. A maximum of 70 semester hours may be accepted for transfer credit from a junior
and/or community college.
3. At least 25% of the upper division (300-400 numbered courses) degree requirements
must be earned at Cumberland University.
4. A student transferring into Cumberland University must have a cumulative GPA of at
least 2.0 on a 4.00 scale.
5. Only courses in which a ―C‖ or higher has been earned may be accepted for transfer
credit.
6. Developmental and remedial classes taken at institutions other than Cumberland
University will not be accepted.
7. Cumberland University reserves the right to determine course equivalency regarding
acceptance of transfer academic credits.
8. Cumberland University does not automatically accept transfer credit for Advanced
Placement Exams, CLEP, PEP, or DANTES from another institution. Cumberland
University reserves the right to request and review original scores before granting
credit for any type of examination. Scores from any examination must meet
Cumberland University‘s standards for credit. Cumberland University‘s minimum
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scores for credit for examination can be found in other sections of the Cumberland
University Undergraduate Catalog.
Attendance Policy
Regular and punctual attendance at class sessions, laboratories, and examinations is an
obligation that all students are expected to fulfill. Attendance is viewed as essential to
effective participation in the instructional program. Faculty members specify attendance
policies in their individual course syllabi. Any student missing more than three hours of
class instruction will be considered to be in academic difficulty. Absences will be
reported by faculty members to appropriate University officials. Absence from class does
not constitute official withdrawal from the course. Students who fail to attend the first
class meeting without prior approval of the Vice President for Academic Affairs may be
dropped from the course to make space available to other students. A student who misses
classes due to illness should inform the Registrar, who will notify the appropriate faculty
members. As a matter of courtesy, a student absent from any class should explain the
absence to the faculty member teaching the course. Faculty members and coaches in
charge of activities which require students to be absent from class should notify the
instructor prior to the absence. Each student must assume personal responsibility for all
information, discussion, and conceptual analysis that took place during the class.
Absence from class will not be accepted as an excuse for not knowing class material.
Auditing of Classes
Auditing of classes is permitted on a space available basis with the approval of the
Registrar. Auditing students are exempt from tests and examinations and do not receive
credit for the course. Auditing students will pay 50% of the regular tuition charges.
Change of Address, Phone Number, Email, Name and/or Major
All Cumberland University students are required to keep correct and current information
on file in the Office of the Registrar. Any student who makes a change in their name,
address, phone number, e-mail address, or academic major must update his/her official
record within two weeks of the change. Official correspondence will be mailed to the
permanent address listed in the database in the Office of the Registrar. Updated
information must be filed with the Registrar.
Students choosing to change academic majors may be required to repeat courses or to
enroll in prerequisite courses in order to satisfy requirements for the selected academic
major. The best plan for academic success is to satisfactorily complete the coursework
requirements for the academic major with grades of ―C‖ or higher in every course. The
form to change addresses, phone numbers, email, name, and/or major is available in the
Office of the Registrar.
Class Availability
Classes listed in this Catalog may not be offered annually. The Cumberland University
Register is published by the Office of the Registrar before each semester. This
publication contains the official announcement of the semester courses offered by the
University, relevant University policies for the semester, and dates and deadlines for the
semester.
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Class Cancellation
The schedule of classes published for each regular and non-regular semester is for
information purposes. The University reserves the right to cancel, postpone, combine, or
change the time of any classes for which there is not sufficient enrollment or for other
reasons deemed to be in the best interest of the institution.
Class Preparation
Regular preparation for class sessions, laboratories, and examinations, and the prompt
performance of assignments, are obvious expectations of the student. Failure to prepare
adequately places the student at a severe disadvantage and may result in poor academic
performance. After spending appropriate study time, students still having difficulty in any
course should consult with the faculty member teaching the class, the Dean of the School,
the Registrar, or Vice President for Academic Affairs.
Classification of Students, Terms, and Courses
Full-Time Student
A full-time undergraduate student is one who has been accepted by the University and
who is enrolled for 12 or more semester credit hours in the Fall, Spring, and/or Summer
semester. Full-time academic loads in Fall, Spring, or Summer semesters may not exceed
18 total semester hours without written permission from the Dean of the School.
Enrollment in at least six semester hours during any grading period of the Summer term
is classified as a full academic load. Full-time status is determined by summing all
semester hours during the grading periods assigned to the appropriate semester.
Part-Time Student
A part-time student is enrolled in fewer than 12 total undergraduate hours in the Fall,
Spring, or Summer semesters.
Special Student
A special student is a non-degree seeking person who has been given permission to enroll
by the Admissions Committee.
Transient Student
A transient student is defined as a student who seeks:
1. To enroll at another college/university for credit to be transferred to Cumberland
University, or
2. To enroll at Cumberland University to have academic course work transferred to
another college/university.
Students requesting transient permission must file the request in writing stating the
desired transient institution, the specific courses at the transient institution, the calendar
term the course will be taken, and the equivalent Cumberland University courses. If
permission is granted, a ―Letter of Transient Permission‖ becomes part of the permanent
record file of the student and a copy of the letter will be provided to the student as proof
of transient permission. Any course work completed without first having prior written
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approval may not be used as academic credit toward a Cumberland University degree. All
course work grades approved by the Dean of the appropriate School for transient
permission will be calculated as part of the cumulative Cumberland University grade
point average. The calculation will not be figured in until the final GPA for graduation is
determined. The student is responsible for completing all admissions and/or other
enrollment requirements at the transient institution and for having the transient institution
forward an official transcript to Cumberland University upon completion of the approved
coursework.
Regular Term
Cumberland University has three regular terms that are used to determine the academic
calendar. They are Fall semester, Spring semester, and Summer semester. All students
must conform to the deadlines and procedures outlined in the Cumberland University
Register.
Non-Regular Term
Non-regular terms, off-campus classes, or accelerated terms may be deemed appropriate
by the administration. In isolated circumstances, financial assistance may not be available
due to federal or state guidelines. Students should check with the Office of Student
Financial Services before registering for a non-regular term class. Course fees, other
charges, and regulations will be published before the beginning of each of the non-regular
terms.
Lower Division Courses
Courses numbered at the 100 or 200 level are lower division courses.
Upper Division Courses
Courses numbered at the 300 or 400 level are upper division courses.
Graduate Division Course Numbering
Courses numbered at the 5000 level are graduate division courses. Information on
graduate degree programs is located in the Graduate section of this catalog.
Common Hour(s)
Each Tuesday and Thursday from 12:30 P.M. to 1:20 P.M. is reserved for faculty and
student interaction, club meetings, advisement, conferences and/or University enrichment
activities. No classes are scheduled. Information on specific meetings may be posted in
University publications or approved campus locations.
Computer Facilities
Cumberland University has three computer laboratories available to students, faculty and
staff. The computer laboratories, located in Labry Hall, offer Windows NT with a variety
of application software programs including Microsoft Office Professional, Microsoft
Visual Studio, Microsoft Internet Explorer and e-mail capability.
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In addition, computer workstations in Vise Library are available for accessing e-mail, the
Internet, and the library‘s collection of electronic resources.
Concurrent Enrollment
Any student enrolled at Cumberland University may not enroll concurrently in any other
institution of higher education without having prior written permission of the Vice
President for Academic Affairs and Dean of the appropriate School. Credit hours earned
during unauthorized concurrent enrollment may not be used toward fulfilling degree
requirements at Cumberland University.
Correspondence Credits
Credits earned by correspondence may be accepted toward graduation subject to the
following stipulations:
1. The credits earned must be from a college that is regionally accredited.
2. Students in residence enrolled in 15 semester hours or more may not register for such
courses.
3. Students not enrolled in 15 semester hours or more may, with written permission of
the Dean of the appropriate school, enroll for the number of hours for which
permission is given.
4. English 101 and 102 and MATH 111 may not be taken by correspondence.
5. Credits earned in correspondence courses must be ―C‖ or above and in accord with
the declared academic program of the student involved and must not duplicate
courses already completed satisfactorily. A Cumberland University student may not
use correspondence credit to repeat any previously transcripted class.
6. The maximum amount of correspondence and/or credit by examination allowed is
one-fourth of the total number of credits required for a degree. In addition, the total
number of credits earned through non-classroom circumstances may not exceed 30
hours. Specific information on course listings may be obtained in the Office of the
Registrar. Since Cumberland University does not offer correspondence credit, for
additional information, Tennessee residents may write or telephone:
Correspondence Program
Division of Continuing Education
University of Tennessee
Communications Building
Circle Park Drive
Knoxville, Tennessee 37996
423-974-5135
Interested students should see the Vice President for Academic Affairs and Dean for
permission criteria.
Dean’s List
The Dean‘s List of distinguished students is compiled at the conclusion of each academic
semester. Any enrolled full-time undergraduate student whose GPA is 3.50 or above on
all classes attempted will be placed on the Dean‘s List. No student with a grade of ―F,‖
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―FA,‖ or ―I‖ in any course, regardless of his/her grade point average, will be placed on
the Dean‘s List.
Degree Completion
Final 30 hours: All Cumberland University students must complete the final 30 of the
required 120 hours for each degree at Cumberland University. If the selected major has a
requirement of more than 120 hours, the student must complete the last 25% of the
required hours at Cumberland University.
Degree Plan
At the request of the student, a graduation evaluation will be prepared by the Office of
the Registrar after the completion of 60 semester hours. The graduation evaluation will
list specific courses required to complete the selected academic degree.
Transfer students will receive an official Transfer Evaluation during their initial semester
of enrollment. The evaluation will list courses from other institutions that will be applied
toward a Cumberland University degree.
Directed Study
Credit may be gained for courses completed through Directed Study. These classes are
completed under the direct and close supervision of a full-time faculty member. This
aspect of the academic program is designed primarily for students whose program of
study would be enhanced by this style of instruction. This type of learning requires selfdiscipline, motivation, and commitment to coursework and would not be appropriate for
students who need maximum instructor contact; therefore, every applicant must possess a
minimum cumulative grade point average of 2.5 earned with a minimum of 60 credit
hours. Forms for requesting Directed Study courses are available in the office of the
Registrar. Written approval by the proposed instructor, along with the student‘s advisor
signature must be submitted to the School Dean responsible for the course.
Documentation must prove that an acceptable substitute course is not available. If the
request is approved by the School Dean, the student will transport the signed document to
the Registrar. The Registrar will record the document, and register the student for the
course. All paperwork will be filed in the Registrar‘s Office.
Additional Stipulations:
1. All Directed Study requests must be filed before the ―Last Day to Add a Class‖
each term.
2. No Directed Study will be approved for the purpose of repeating a course to
remove a previous unsatisfactory grade.
3. Directed Study courses are not approved only to accommodate a student‘s
employment expectations, athletic eligibility, or other issues of convenience.
4. Directed Study courses are available only for degree-seeking students of
5. No more than one Directed Study course may be taken per semester.
6. No student may earn more than 12 credit hours of Directed Study course work as
undergraduate.
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7. Instructors must provide syllabi and documentation that the Directed Study course
work is comparable to that of a standard course.
8. All work for a Directed Study course must be filed with the Registrar before a
grade will be recorded.
9. Must have a minimum cumulative GPA of 2.50 with a minimum of 60 earned
hours.
Exceptions to the above stipulations will be at the discretion of the Deans‘ Council. In
order for the Deans‘ Council to grant an exception, a 2/3 majority vote in favor of the
exception must be obtained.
Educational Goals
Cumberland University is committed to high academic standards. The institution strives
to involve the student, faculty, administration, and staff in the building of a positive
academic community. Further, the faculty of Cumberland University is committed to
assisting each student in the development of a range of intellectual skills, knowledge and
understanding that will provide a firm base for study in a major field and postbaccalaureate work.
Educational Opportunities
Students enrolled at Cumberland University have the opportunity to learn in a variety of
formal and informal settings. Involvement in the educational life of the institution is
encouraged. Forming peer relationships, developing faculty friendships, participating in
athletics, drama, music, and various other student activities are important growth
experiences. Students are encouraged to develop their potential in a variety of dimensions
of life including intellectual, physical, vocational, social and spiritual.
Enrollment Certification/Verification
Enrollment certification/verification and loan deferments are completed in the Office of
the Registrar and are based upon a student‘s registration and payment of tuition and fees.
Evening/Saturday Courses
Cumberland University offers academic courses during the evening hours and on
Saturday for students who desire to work full-time and progress toward an associate‘s, a
bachelor‘s and/or a master‘s degree at night or other non-traditional scheduling times.
An individual program of study will be designed to help the student attain his/her
objectives. The University does not guarantee that degrees can be earned solely by
attending at night or on weekends. Some degree programs may require attendance in
classes scheduled other than evenings and Saturdays. Specific questions should be
directed to the Office of the Registrar.
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Final Examinations
Final examinations are held during specified days at the close of each semester. Each
course must terminate with a final assignment that measures comprehension of the
material and mastery of skills. The timetable for these tests is published in the
Cumberland University Register distributed each term. No on-campus examination will
be held at any time other than the announced period without the approval of the instructor
and the Dean of the appropriate School. Attendance at all scheduled and announced final
examinations is required. Unauthorized absence from an examination may result in a
grade of ―F‖ (failure) on the examination and/or the course. Excuses for authorized
absences from final examinations must be obtained in writing from the Vice President for
Academic Affairs. Travel plans do not constitute sufficient reason to request a change in
the examination schedule.
Final Term Grades
Final Term Grades can be viewed on the Internet through the Campus Student portal. If a
student needs an official copy of their grades, they may obtain one at the Registrar‘s
Office by paying $5.00 for a transcript.
Grading System and Quality Points
Students are evaluated in their academic achievements according to a system of letter
grades. The following scale is the University standard although some schools, at the
direction of their dean, may have a more stringent grading system:
Grade
GPA
Numerical Average
Numerical average may vary with instructors.
A
4.0
93-100
A3.667
90-92
B+
3.333
87-89
B
3.0
83-86
B2.667
80-82
C+
2.333
77-79
C
2.0
73-76
D+
1.333
67-69
D
1.0
60-66
F
0
59-00
NOTE: While a grade of ―D‖ and ―D+― are considered passing, a student earning these
grades may not be allowed to move to a higher level course in the specific academic area
if the course with a grade of ―C‖ is a prerequisite for the higher level course. Students are
responsible for ensuring they meet the prerequisites for all courses. Furthermore, a grade
of ―C‖ (2.0) or higher is required to satisfactorily pass all Developmental Studies courses,
ENG 101, ENG 102, and all courses required by the major.
F
FA
Failure (final course average 59 and below). No credit hours earned.
Failure to attend. Students who fail to officially withdraw from a class or who do
not attend a minimum number of class meetings may earn a grade of FA. A grade
of FA is the same as a grade of F.
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W
WP
WF
I
P
Withdrawal (does not affect grade point average).
Withdrawal Passing (does not affect the grade point average).
Withdrawal Failing (affects the grade point average in the same manner as an ―F‖.
Incomplete – A temporary notation used only when course requirements have not
been completed due to extenuating circumstances. (Does count at hours
attempted, and is calculated as ―F‖ in grade point average until replaced with a
permanent grade). The student has until the end of the next semester to complete
the course. At that point, the ―I‖ is converted to an ―F.‖ Incomplete grades are
only assigned under circumstances where it is very reasonable to assume the
student can complete the delinquent material. It is inappropriate if more than 25%
of the course assignments are incomplete.
Pass – denotes satisfactory work in a non-letter-grade course (does not affect
grade point average).
Graduate / Professional School Preparation
Students considering application to graduate schools should consult the catalog of the
institutions they wish to enter for admission and prerequisite requirements. Counsel
should be sought from one‘s faculty advisor in planning an appropriate undergraduate
program of study at Cumberland University.
Cumberland University believes that the best undergraduate preparation for graduate
school is the acquisition of critical skills, broad-based knowledge and the development of
personal creativity and competence. These are the values widely recognized by better
graduate and professional schools.
Graduation
The graduation ceremony and the conferring of degrees is conducted at the end of the
Spring Semester each year and will include those completing degree requirements at the
end of the preceding Fall Semester, as well as the current Spring Semester and the
following Summer Semester. Summer Semester graduates will receive their diplomas
when all requirements for the degree have been completed. All graduates are encouraged
to attend the graduation ceremony. Attendance exceptions will be made by the Dean of
the appropriate School and approved by the Vice President for Academic Affairs.
Each student is personally responsible for understanding and completing all requirements
for an academic degree. While the academic advisor will assist the student with this
process, the advisor will not assume responsibility for these activities.
Graduation Requirements
The student is responsible for ensuring that he/she complies with all regulations and
completes all degree requirements. Requirements for graduation are determined by a dual
system reflecting both the quality and quantity of a student‘s work. These are expressed
in terms of semester credit hours and in a calculated GPA derived from assigned course
grades.
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A candidate for a bachelor‘s degree must complete a minimum of 120 semester hours of
credit of academic work. At least 25% or 30 credit hours of the Cumberland University
degree requirement must be taken at Cumberland University. At least 25% upper division
credit hours (300-400 numbered courses) for the degree must be earned at Cumberland
University. The candidate must complete those courses required in the General Education
Core (GEC), the specific requirements for a chosen major and sufficient elective hours to
complete the total credit hours requirement. A cumulative grade point average (GPA) of
at least 2.00 is required for all course work taken and accepted at Cumberland University.
A student must earn a grade of ―C‖ or better in each core course required by the academic
major.
Students continuously enrolled in Cumberland University ordinarily will be allowed to
graduate under the catalog that is current when they enter Cumberland University,
provided graduation is within eight years of the time of that entrance date and the
required courses are still in the University curriculum. Cumberland University will make
every effort to honor curricula listed in the student‘s entering Catalog. The University
reserves the right to change degree requirements due to federal or state government
licensure changes, to regulatory agency mandated modification, or to other extenuating
circumstances. Continuously enrolled students may elect to graduate under any one
catalog in use during the eight-year period with approval of the Dean of the appropriate
School. If a student is not in continuous enrollment in the University, he/she must meet
all requirements listed in the catalog including regulations that are in effect at the time of
his/her return. Exceptions to this policy may be requested in writing to the Dean of the
appropriate School.
Degree requirements for each academic major offered by the University are published in
this document. All academic degree requirement modifications must be approved by the
Vice President for Academic Affairs and by the appropriate Dean. Students must submit
degree requirement modification requests in writing to the Registrar.
The curriculum is designed to ensure that students study a common body of knowledge
covering a broad range of disciplines. The purpose is to see that students develop those
skills necessary for analytical thinking, for communicating ideas, and for choosing an
area of study that will be rewarding. The General Education Core (GEC) includes this
common body of knowledge.
The University reserves the right to hold diplomas and/or transcripts until the student has
satisfied his/her university obligations.
Graduation with Honors
The diplomas of graduating seniors receiving baccalaureate degrees will show honors
categories based on the following scale:
Cum Laude
Magna Cum Laude
Summa Cum Laude
3.50 - 3.74
3.75 - 3.89
3.90 - 4.00
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These honors categories are announced at commencement based on a student‘s
cumulative GPA at the end of the semester preceding the commencement ceremony. The
honors category is calculated on the combined cumulative grade point average of all
accepted college transfer credit hours and Cumberland University course work at the end
of the semester preceding the commencement ceremony. Graduating seniors are not
eligible for honors until they have completed at least 25% of the total semester hours
required for the degree in upper division (300-400 numbered courses) credit hours
through Cumberland University. If at commencement, a student‘s cumulative GPA would
allow a higher category than that determined at the end of the semester preceding the
graduation semester, the student may, upon written request, receive a substitute diploma
indicating the higher category. Courses may not be repeated for the purpose of raising an
honors category. The student‘s official transcript will reflect the appropriate honors
category based on the cumulative GPA of all accepted college transfer work and all
Cumberland University course work.
Information Technology
Student Accounts for Email, Blackboard, Labs & Library, and CAMS Students Portal
First, you‘ll need to know your username for email and other services. Usernames are
composed of your first initial, middle initial, last name, then the last two digits of your
SSN. So if your name is Casey A. Smith and your SSN is 123-45-6789, your username
would be casmith89. For your password, we use the last six digits of your SSN.
There are a few things to watch for with usernames- if you don‘t have a middle name, or
did not give that information to Admissions, we leave out the middle initial (for example,
csmith89). We also take any special characters out of last names, such as apostrophes or
spaces (for example, O‘Malley would become OMalley, and Van Pelt would become
VanPelt). Generally, hyphens are left in unless the name is too long. Usernames cannot
exceed 20 characters.
Your Cumberland University email address is your username, followed by
@students.cumberland.edu (for example, casmith89@students.cumberland.edu).
VERY IMPORTANT: Your Cumberland University email address is the main
point of contact that faculty and staff members will use to reach you, so please check
it at least twice a week.
Also, any important information that is broadcast out to all students, such as special
events, deadlines for registration and fees, schedules, etc. will be sent to the
students.cumberland.edu addresses.
Getting to email (and other things)
Now that you know your user information, links to log in to all the services can be found
on the Cumberland web site
Go to www.cumberland.edu
-For email, click on ―Campus Email‖, then ‗Students‖
-For Blackboard, click on ―Online Courses, then ―Blackboard Vista 4‖
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-For CAMS Portal, click on ―ePortal‖, then ―Students‖
Trying to access these from a lab or library PC? You log in to the PCs with the same
username and password. Just be sure to select ―STUDENTS‖ in the ―Log on to‖ list.
If you want to access email directly, go to http://start.students.cumberland.edu
If you want to access Blackboard directly, go to http://learning.dcollege.net/cumberland
(If email, Blackboard, or the labs don‘t seem to recognize your login and password, and
you have just registered, this is normal. It can take as long as 4 or 5 days before new
accounts are active, especially if you have registered late or after the semester starts.)
Internet Access
We have wireless access all across campus! To connect, search for available wireless
networks and choose ―CU-students‖. This network is not locked, so you can attach
without a key. Windows XP will usually display a small window in the lower right of the
screen telling you that wireless networks have been detected. If you are using Microsoft
Vista or a Mac, consult the documentation that came with your system for how to connect
to a wireless network.
If you are in the dorms, each of the dorm rooms has a wired internet connection as well.
You‘ll need a ―CAT 5‖, ―CAT 5e‖ or ―CAT 6‖ network cable to attach to it. These are
readily available at our bookstore or almost any store with an office supplies section
(Wal-Mart, Target, and of course OfficeMax).
Blackboard Online Learning System
The Blackboard Online Learning System is used to turn in assignments, find course
information, take online tests, and maintain the flow of information between instructor
and student away from lecture time. Cumberland University contracts with Drexel
University in Pennsylvania to host Blackboard on their computer network. Drexel U.
provides this service for other colleges as well. As part of this service, Drexel has an
online leaning team that supports all the students and faculty at all the colleges they host
Blackboard for.
When logging in to Blackboard, there is a ―Browser Check‖ that runs to make sure your
system meets the requirements for connecting to Blackboard. It‘s important to make sure
that your PC or laptop passes the check, and there are help screens within the Browser
Check to assist you in correcting any problems.
If you are able to log in to Blackboard, but don‘t see one or more of your courses listed,
your instructor or instructors may need to add you to those courses..
For any other problems with Blackboard, you have two contact pointsEmail: olt@drexel.edu
Phone: (215) 895-1244
CAMS Portal
The CAMS Portal is used to check mid-term and final grades, unofficial transcripts and
schedules. Cumberland University maintains the CAMS system on our network, so
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contact the Office of Information Technology (helpdesk@cumberland.edu) if you have
trouble accessing it.
Laptop / PC repair policy
Because of liability issues, Cumberland University does not offer repair or maintenance
services for student-owned equipment. We can offer assistance for the following two
items ONLY:
1) you are having trouble connecting to any of our services (Blackboard, student
email system, etc.)
2) you are unable to connect to the campus wireless network (or wired network in
the dorms)
If your laptop or PC is out of warranty, we can refer you to a reputable local repair shop.
See the Office of Information Technology for contact information.
Printing
If you are using a Lab or Library PC, you can print to nearby printers. Print quantity is
monitored by the business office and you may be warned if the usage on your account is
excessive. The billing office may start charging for paper usage if excessive use
continues after a warning has been issued.
Protecting your PC or laptop
Having a good anti-virus / anti-spyware program is essential. Most new systems come
with this kind of program installed. If you don‘t have a program like this, or your
subscription has expired, we can recommend Avast (www.avast.com). This program is a
free download if you are a home, non-commercial user, and it does a good job protecting
against both viruses and spyware.
What other programs do I need?
Microsoft Office will, in most cases, be all you need for completing assignments and
coursework. We are still recommending Office 2003. If you have Office 2007, be sure
to save your documents in Office 2003 format when submitting them to your instructors.
Some classes may require or recommend specialized software. Your instructor for that
class will have that information, and it should be listed in the course requirements as
well.
Office of Information Technology
Labry Hall, Room 003
615.547.1240
helpdesk@cumberland.edu
Instruction Schedule
Regular class hours are scheduled Monday through Friday, with some evening and
Saturday courses being offered. Instructional periods are usually
Monday/Wednesday/Friday or Tuesday/Thursday. Laboratory sections may be scheduled
at times other than class periods. A section of courses will incorporate iWednesday into
the schedule. These classes do not meet in the classroom on iWednesdays; however, the
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student is responsible for a substantial on-line component equivalent to a typical class
section. A faculty member may schedule additional instructional periods as needed.
Class Standing
Freshman
00 to 29 semester hours completed
Sophomore 30 to 59 semester hours completed
Junior
60 to 89 semester hours completed
Senior
90 or more semester hours completed
Graduate
Enrolled in graduate program
Intent to Graduate
A student who intends to graduate must file an Intent to Graduate Form in the Office of
the Registrar within the first two weeks of the term proceeding the semester in which
he/she plans to graduate and must pay the required graduation fee to the Business Office.
The student is responsible for complying with all degree requirements. Students are
encouraged to consult their academic advisor in a timely manner to ensure required
courses will be available in the last semester to accommodate graduation. The University
does not guarantee that course work required for the degree will be offered in the
student‘s anticipated last semester of enrollment. The Registrar‘s Office reviews the
Intent to Graduate Form to ensure that all commencement requirements have been
satisfied.
Internship and Practicum Experiences
A goal of Cumberland University is to enable the student to apply the knowledge and
theories learned in academic courses to professional work environments. Internship and
practicum courses are designed to accomplish this goal. Cumberland students enrolled in
an internship or practicum experience are supervised by a University faculty member and
by a qualified and practicing professional in the work place.
The number of internship and practicum experiences available each semester is limited.
Placement of students in internship and practicum settings is the responsibility of the
University. Prior approval of the Dean of the appropriate School is necessary for
enrollment. Students will not receive academic credit for experiences that are not
previously approved, assigned, and supervised by a faculty member. Grading is either
pass (―P‖) or fail (―F‖). The prior academic performance of the student is a consideration
in the selection and approval process. Normally, only students who have achieved junior
or senior standing are eligible to participate. No more than six semester hours of credit
may be earned through these experiences, except when noted in a certain program of
study. Predetermined and measurable academic objectives must be established for the
internship or practicum prior to assignment. Success in the internship or practicum
experience is determined, in part, by meeting these objectives.
Internship and practicum experiences will be designed to assist the student in exploring
career opportunities and directions, while assisting the student in the development of the
professional skills necessary to enter the employment arena after graduation. Internship
and practicums described in this section should not be confused with student teaching
which is required of education majors, with clinicals which are required of nursing
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majors, or with legislative internships. Student teaching, clinical experiences, and
legislative internships are described elsewhere in this document. For additional
information, contact the Office of the Registrar.
Prerequisites
Prerequisite is a course or other specific preparation that must be completed before
enrollment in an advanced course. The student is responsible for determining and
meeting, prior to registration in a course, all prerequisite requirements for any class in
which he/she is enrolled. Prerequisite information is contained in the course description
sections of this publication. Specific questions should be addressed to the Vice President
for Academic Affairs and Dean in the School in which the student is majoring. As a
general rule, a grade of at least a ―C‖ or permission of the instructor of the advanced
course must be obtained before enrolling in the advanced course.
Procedures for Approval and Implementation of Academic Policies
To facilitate the accomplishment of its academic function, the basic academic
administrative organization of Cumberland University consists of Schools, Deans, Office
of Academic Affairs, University Committee on Courses, Curriculum and Academic
Policy (UCCCAP), Graduate Council (GC), Deans‘ Council and University
President. These arrangements are appropriate to the primary mission of the University.
Cumberland University academic policies may arise through one of four routes:
Submission to or origination by UCCCAP/GC, the Office of Academic Affairs, the
Deans‘ Council, and/or the University President. Each of these bodies communicates
with the others regarding the efficacy of the proposed policy. To ensure that all academic
endeavors of Cumberland University remain true to the University mission, any new
academic policy must transverse a series of review bodies. Any proposal submitted by
UCCCAP or GC must be first approved by the Deans‘ Council and the Office of
Academic Affairs and then by the University President before implementation. Academic
Policy proposals made by the Office of Academic Affairs, Deans‘ Council, and/or the
University President should be reviewed by UCCCAP and approved by all review bodies
prior to practice. Policies that are School specific will be reviewed by the Vice President
for Academic Affairs to determine adherence to the University mission and its value.
Registration
Registration periods are held for each semester. Complete instructions for the registration
process are published in the Cumberland University Register document prepared by the
Office of the Registrar. Every student is responsible for knowing and following the
guidelines in the Cumberland University Register publication.
Registration Policy
1. All students must officially register for classes using the official University
registration process. It is the responsibility of the student to comply with all
registration and drop/add regulations as stated in the semester‘s Cumberland
University Register.
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2. The Vice President for Academic Affairs, the Office of Enrollment Management
and/or Registrar will announce the official registration periods for all classes. All
students, both returning and new, are expected to complete all registration
requirements before the beginning of the semester.
3. Students who fail to complete the announced registration process must report for late
registration. Contact the Office of the Registrar for late registration material.
Additional fees may be incurred for late registration.
4. No student will be officially enrolled in any class until he/she has complied with all
rules and regulations of Cumberland University as stated in the Cumberland
University Register.
Reduced Registration
For a variety of reasons, many students cannot or should not be enrolled for 12 or more
academic hours during any one term. Less than full-time registration may be elected by
the student or required by the University. This process may require additional semesters
at the institution to complete all graduation requirements. Students are encouraged to
discuss reduced registration with their academic advisor and with the Office of Financial
Assistance before officially reducing their course load below full-time.
Add Policy
All class additions must be executed within the dates and deadlines listed in the
semester‘s Cumberland University Register. Drop/Add Forms received in the Office of
the Registrar after the official add period must be appealed to the Office of the Registrar
explaining why admission should be granted. The Vice President for Academic Affairs
will limit consideration of adds to emergency or extenuating circumstances.
Drop Policy
The official drop dates, deadlines, and related grades are listed in the semester‘s
Cumberland University Register. All drop forms received after the official drop period in
the Office of the Registrar must be appealed in writing to the Vice President for
Academic Affairs explaining why deletion from a class should be approved.
Consideration will only be given in extreme situations. Academic performance is not
sufficient cause.
Drop Process
1. Contact the Office of the Registrar for a Drop/Add Form. It is the responsibility of the
student to comply with the drop process.
2. The Drop/Add Form must be completed before a student will be officially withdrawn
from a course. Failure to complete the drop process could result in a grade of ―F‖
being assigned to the student in the course.
3. All classes require the signature of the student‘s advisor or the Dean.
4. Return the completed drop/add form to the Office of the Registrar on or before the
end of the official drop period.
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Records Maintenance
The Office of the Registrar keeps a paper or an electronic academic file and academic
transcript on all present and former students. Maintained information includes some or all
of the following on paper or electronic copies: original admission application, official
transcripts from other institutions, academic correspondence, veteran‘s certification,
some standardized test scores, and non-current financial assistance forms with award
notices.
The Office of Admissions maintains files containing recruitment correspondence, letters
of official acceptance and transcripts. The folders of students who matriculate are
forwarded to the Office of the Registrar. Folders of non-enrollees are kept for one year
and then destroyed.
The Office of Student Financial Services maintains folders during the period of
enrollment on every student receiving financial assistance and/or scholarship awards.
After the student exits the University, this information is incorporated into the permanent
student file in the Office of the Registrar.
The Business Office maintains a folder containing the financial transaction information
of each student during the time of enrollment or until the student has paid all financial
obligations to the University. This information is destroyed three years after the last
semester of enrollment or after satisfactorily meeting financial obligations.
Official records of Cumberland University are stored using several different methods
including scanned/imaged processes, paper storage in offices and in central record
repositories, and via disk or tape storage to safe off-site locations in order to insure the
safety and integrity of said records. Storage of records follows industry standards as
suggested by AACRAO, NACAC, accrediting bodies, and other higher education
agencies that provide policy statements in this area.
Regular Examinations and Related Assignments
Examinations/tests, oral presentations, reports, library and other projects may be assigned
during the semester as the faculty member instructing the course deems necessary and
appropriate. Students are urged to review each course syllabus to determine the dates
such assignments are due. Failure to complete such projects as required or absence from
an assigned examination may result in a grade of ―I‖ (incomplete) or ―F‖ (failure) being
assigned for the activity, test, and/or course.
Release of Information
Cumberland University complies with all provisions of the Family Educational Rights
and Privacy Act (FERPA or Buckley Amendment) of 1974 (amended) dealing with the
release of educational records. No information, except directory information, contained in
any student‘s record is released to persons outside the University or to unauthorized
persons on the campus without the written consent of the student. It is the responsibility
of the student to provide the Office of the Registrar and other University offices, as
appropriate, with the necessary specific authorization and consent. Disclosure of
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personally identifiable information contained in the student‘s education records is
permitted to college officials with legitimate educational interests. A college official is a
person employed by the University in an administrative, supervisory, academic or
research, or support staff position (including law enforcement personnel and health staff);
a person or company with whom the University has contracted; a person serving on the
Board of Trust; or a student serving on an official committee, such as a disciplinary or
grievance committee, or assisting another college official in performing his or her tasks.
A college official has a legitimate educational interest if the official needs to review an
education record in order to fulfill his or her professional responsibilities.
Directory information includes name, home address, school address, telephone listing, email address, date and place of birth, major field of study, participation in officially
recognized activities and sports, weight and height of members of athletic teams, dates of
attendance, Dean‘s List, degrees and awards received, and most recent previous
educational institution attended. This information may be released to appear in public
documents and may otherwise be disclosed without student consent unless a written
request not to release this information is filed each semester in the Office of the Registrar.
Such notification must be received before August 1 for the Fall semester, before
December 1 for the Spring semester, and before May 1 for the Summer semester. No
official academic information about a student will be released until all University
requirements, forms, and records are complete.
If the student believes the University has failed to comply with the Buckley Amendment,
he/she may file a complaint using the Cumberland University Incident Report in the
Student Handbook. Complaints must be filed using the procedures outlined for student
grievances in the Student Handbook. If dissatisfied with the outcome of the procedure, a
student may file a written complaint with the Family Policy and Regulations Office, U.S.
Department of Education, Washington, D.C. 20202.
Questions about the application of the provision of the Family Educational Rights and
Privacy Act should be directed to the Vice President for Academic Affairs.
Repeating Courses
Although no course grade is ever removed from the permanent transcript, a student may
repeat courses for the purpose of raising his/her grade point average subject to the
following:
1. No course may be repeated more than once without permission of the faculty advisor
and the approval of the Vice President for Academic Affairs.
2. A repeat grade in a course will become a standing grade for that course even if it is
lower than the first grade received in the course.
3. A Cumberland student may not repeat course work at any other institution, nor
through a Directed Study class or an on-line class offered by this institution.
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Role of Academic Administrators
The interpretation of degree and other academic requirements is the responsibility of Vice
President for Academic Affairs, the Dean of the appropriate School, and the Deans‘
Council. Any exception to an academic policy must be approved by the Deans‘ Council.
The Vice President for Academic Affairs, Dean of the appropriate School, and faculty
advisors are available for academic counseling of students.
Second Degree Programs
Students who have completed one degree at Cumberland University may earn a second
degree at the same level (Bachelor) at Cumberland University. An Approved program of
study must be submitted to the Vice President for Academic Affairs and the Dean of the
appropriate School before the end of the first semester of course work toward the second
degree. Students must complete the program of study for the second degree. Courses
taken in the first degree may also be used in the second degree. Students who have
completed one degree at another institution may earn a second degree at the same level
(Bachelor) at Cumberland University.
The requirements are as follows:
1. Completion of at least 25% or 30 out of the 120 total semester hours required for the
degree at Cumberland University. For a bachelor‘s degree, the student must have at
least 25% or 12-15 of the required hours for the degree in upper division (300-400
numbered courses) credit hours earned through Cumberland University.
2. Maintenance of a 2.00 or higher cumulative GPA in the undergraduate degree
program.
3. Achievement of sufficient academic performance on previous course work.
4. Completion of a major area other than the major area(s) completed at the time the
first degree was awarded.
Semester Hours Required for Baccalaureate Majors
A minimum of 120 semester hours, in an approved program of study, is required for the
awarding of any baccalaureate degree. Specific courses necessary to complete each major
are listed in the academic division sections of this document. The student is cautioned to
follow the programs of study, as enumerated, to ensure appropriate and timely progress
toward the degree. Certain majors require more than the minimum 120 semester hours to
earn a degree.
Transcript Requests
Students or alumni must request copies of their permanent record, in writing, from the
Office of the Registrar. Forms are available in the Office of the Registrar and on the
Cumberland University website to facilitate this process. Individuals requesting this
service by mail or fax must furnish the name at the time of enrollment, Social Security
number, and dates of attendance. All financial and admissions obligations to Cumberland
University must be met prior to the release of this document. A $5.00 charge is made for
each copy of the transcript.
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Transient Permission Letters
Students temporarily enrolling at Cumberland University for the purpose of taking course
work to be transferred to their permanent institution must present an official Letter of
Transient Permission. This document must arrive on or prior to regular registration day of
the term for which the student is seeking admission and be signed by the Official from
the home institution. Specific classes for which the student is being given permission to
register must be listed. The transient student must be eligible to enter Cumberland
University as determined by the admission standards published in this catalog. This
institution will not provide academic counseling to transient students nor guarantee the
appropriateness of course work taken here to the degree being sought by the student
elsewhere.
Cumberland University students wishing to take course work elsewhere to be applied to a
degree program at this institution must secure a Letter of Transient Permission from the
Office of the Registrar prior to enrolling in those classes. In general, this option is not
open to students within their last semester prior to graduation or when the same classes
are offered through Cumberland University. Transient permission may not be given for
the purpose of repeating courses previously taken at Cumberland University, nor if the
course is being offered at Cumberland University during the term for which Transient
Permission is being sought. All grades earned by transient permission will be calculated
in the Cumberland University grade point average. This calculation will be made only for
the purposes of the final graduation GPA.
Undergraduate Enrollment in Graduate Courses
Students who are near completion of the requirements for a bachelor‘s degree at
Cumberland University may petition to enroll for a graduate course. Undergraduate
students at Cumberland University will be permitted to enroll in two 500-level courses
under the following conditions. In order to qualify, a student must be within 30 semester
hours of graduation and have an overall GPA of 3.50. The student is required to have
approval from the Dean of the appropriate School. If this course is used as a part of the
graduation requirements for the baccalaureate degree, it cannot be used as a part of the
Master‘s degree.
Unit of Credit
The semester hour is the unit of credit in all academic courses. It represents satisfactory
completion of one hour per week for one semester. A course meeting three class hours
per week will generally carry three semester hours credit. Laboratory work usually earns
one hour credit for each two hours of attendance.
Use of English
Every Cumberland University student, in all courses, is expected to use spoken and
written English that is grammatically correct. A faculty member may require remediation
for any student who fails to communicate appropriately. Competence in English is basic
to the program of the University.
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Withdrawal Process
1.
2.
3.
4.
5.
6.
7.
8.
9.
Contact the Registrar
Contact the Faculty Advisor
School Dean
Director Student Success & Retention
Dean of Students
Assistant Athletic Director (if on athletic team)
Contact the Student Financial Services Office
Contact the Director of Housing (if living in residence halls)
Contact the Business Office
Any student who withdraws from the University must do so officially through the Office
of the Registrar. Forms for this purpose are available, and the following offices must be
cleared before the withdrawal is official: Admissions/Student Financial Services,
University Library, Business Office and the Registrar. Please refer to the fee section of
this document for refund information. Failure to follow proper withdrawal procedures
may result in a student receiving a grade of ―F‖ or ―FA‖ in every course in which he/she
was registered.
Withdrawal for Medical Reasons
Students who experience emergency health situations or extenuating life circumstances
may apply in writing for a medical withdrawal from the University. Applications must be
filed in writing with the Office of the Registrar before the end of the current semester.
Medical withdrawal requests must contain justification for the request and explicitly
supportive written documentation from competent and/or licensed attending
professionals. The University reserves the right to require additional information related
to the medical withdrawal request. Students who are granted a medical withdrawal will
receive grades of ―W‖ in all classes. Requests for monetary refunds related to the medical
withdrawal must be approved by the Vice President of Fiscal Affairs. The University
does not guarantee any amount of monetary refund due to a medical withdrawal executed
beyond published drop dates and deadlines. Students should consult with the Student
Financial Services regarding financial liability before seeking a medical withdrawal.
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Degree Programs
Bachelor Degrees
Bachelor of Arts (BA) Majors
Criminal Justice and Public Administration
English
History
Humanities and Social Sciences
Theatre
Bachelor of Business Administration
(BBA) Majors
Business
Management
Bachelor of Science (BS)
Majors
Biology
Mathematics
Psychology
Computer and Information Science
Engineering Science
Secondary Education
Special Education
Athletic Training
Health and Human Performance
Child Growth and Learning
Bachelor of Science in Nursing (BSN)
Bachelor of Fine Arts (BFA)
Bachelor of Music (BM)
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Minors
Accounting
Anthropology
Art
Biology
Chemistry
Coaching
Computer Information Systems
Criminal Justice
Digital Photography
English
Entertainment Design
Fine Arts
General Business
Geography
Health
History
Hospitality Management
Humanities and Social Sciences
Management
Marketing
Mathematics
Music
Philosophy/Religion
Physical Education
Political Science
Psychology
Public Administration
Sociology
Theatre
Pre-Professional Training
(Typically Biology or Criminal Justice Majors)
Pre-Dental Hygiene
Pre-Dentistry
Pre-Law
Pre-Medicine
Pre-Pharmacy
Pre-Physical Therapy
Pre-Veterinary Medicine
Master Degrees
Master of Arts in Education (MAE)
Master of Science in Public Service Management (MSP)
Master of Business Administration (MBA)
Master of Arts in Fine Art (MA)
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Course and School
Course Abbreviations
Course Abbreviation
Accounting
ACC
Anthropology
ANTH
Art
ART
Arts and Sciences
A&S
Athletic Training
HPER
Biology
BIO
Business Administration (Grad)
MBA
Business Administration (UG)
BUA
Chemistry
CHEM
Computer & Information Science
CIS
Communications
COM
Criminal Justice Administration
CRJ
Dance
DN
Economics
ECON
Education (Grad)
MAE
Education (UG)
ED
English
ENG
Engineering Science
ENGR
Finance
FIN
Fine Arts
FA
Geography
GEOG
Health
HPER
History
HIS
Library
LIB
Management
MGT
Marketing
MKT
Mathematics
MATH
Music
MU
Nursing
NUR
Philosophy
PHIL
Physical Education
HPER
Physical Science
PS
Physics
PHY
Political Science
POLSC
Psychology
PSY
PBADM
Public Service Mgmt. (Grad)
MSP
Recreation Administration
HPER
Religion
REL
Sociology
SOC
Spanish
SPAN
Special Education
SPE
Speech
SPEE
Theatre
THR
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Academic School
Business and Technology
Liberal Arts and Sciences
Music and Arts
Education
Music and Arts
Education
Education
Music and Arts
Education
Library
Music and Arts
Nursing
Education
Education
Education
Education
Music and Arts
Music and Arts
General Education Core (GEC)
The primary objective of any institution of higher education is to produce a
knowledgeable and informed graduate; thus, Cumberland University requires a core of
essential studies in order to expose its graduates to a body of knowledge which is
common to all educated people. The core also prepares students for a major college
course of study. The GEC is the foundation of the curriculum of this institution and
reflects the commitment of Cumberland University to the liberal arts and sciences. The
student will complete a minimum of 44-47 semester hours in the GEC. All Cumberland
University graduates must complete the General Education Core (GEC) requirements of
this institution. (Courses that must be taken for a specific major may not be used to meet
the Cumberland University General Education Core (GEC) requirements.) A University
parallel transfer associate or a baccalaureate degree holder from Cumberland University
or any other regionally accredited institution is considered to have completed the General
Education Core (GEC) requirement of this institution. Some programs of study require
particular GEC courses or additional GEC courses for completion of the degree. NOTE:
The Department of Education of the State of Tennessee requires additional general
electives be taken from the General Education Core beyond the minimum mandated by
Cumberland University for those students seeking licensure. The specific configuration
of necessary classes is outlined in each program of study.
All full-time Cumberland University students must be continually enrolled in English
Composition classes until the General Education Core (GEC) requirements for English
Composition are satisfied. Students must register for a GEC mathematics course during
their Freshman year unless prior credit has been earned. Students who have not
completed the mathematics requirements by the end of their freshman year must continue
to register for mathematics classes every semester until the requirement is met.
As a requirement for graduation, all senior students will take a mandatory Exit Exam to
measure the extent to which they have attained the GEC competencies. The Exit Exam
will be administered each Spring Semester during the weeks prior to commencement
exercises. This Exit Exam will assist the faculty and administration in assessment of the
quality of the GEC program.
General Education Mission Statement
The mission of the General Education Core curriculum at Cumberland University is to
provide foundational tools for the students to utilize throughout their lives in order to
successfully engage in society as integral, effective constituents; in order to become life
long learners; and to be critically thinking individuals.
1.
2.
3.
4.
5.
Goals and Student Learning Outcomes
Goals
To develop critical thinking, sound reasoning, and logical communication.
To enhance literacy in writing, reading, speaking, and listening.
To encourage mathematical organization and skills.
To foster respect and understanding of science and scientific inquiry.
To provide a historical awareness.
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6.
7.
8.
9.
To encourage continuing respect for the other peoples and cultures.
To provide attentiveness to one‘s own values and to those of others.
To develop a consciousness and appreciation of the arts.
To promote lifelong scholarship.
Student Learning Outcomes
1. Critical Thinking, Sound Reasoning and Logical Communication
1.1 Demonstration of Critical Thinking
1.2 Demonstration of Sound Reasoning
1.3 Demonstration of Logical Communication
2. Literacy in Writing, Reading, Speaking, and Listening
2.1 Writing
2.1.1 Develop essays with sufficient and logical support
2.1.2 Develop clearly organized essays, designed with readers‘ needs in mind
2.1.3 Write with clarity and grammatical competence and use conventional
punctuation and spelling
2.1.4 Write with a degree of rhetorical sophistication, consistently achieving a
clear purpose
2.1.5 Express that coursework in composition has prepared them to write
effectively (objective not SLO)
2.2 Reading, Speaking, and Listening
2.2.1 Demonstration of ability to ascertain and seek knowledge through reading
2.2.2 Demonstration of the ability to speak as well-educated, literate professionals
2.2.3 Demonstration of comprehension and professionalism in auditory
communication
3. Mathematical Organization and Skills
3.1 Interpret mathematical formulas and graphs and draw inferences from them
3.2 Represent mathematical information symbolically, visually, and numerically
3.3 Use arithmetical, algebraic, and geometric methods to solve problems
3.4 Estimate and check answers to mathematical problems in order to determine
reasonableness
4. Respect and Understanding of Science and Scientific Inquiry
4.1 Demonstrate literacy in communicating about scientific topics
4.2 Articulate and understanding of the Scientific Process
4.3 Able to analyze scientific data, interpret results, and evaluate the ethical implications
5. Historical Awareness
5.1 Demonstrate knowledge of historical facts, themes, and ideas
5.2 Demonstrate the ability to effectively communicate historical knowledge and
reasoning in writing
5.3 Articulate to illustrate contacts among societies in terms of interactions, benefits/costs
135
6. Respect for other people and cultures
6.1 Perceive any given event from more than one cultural viewpoint
6.2 Gain an appreciation of their cultural heritage and how that has shaped their attitudes
and opinions
6.3 Recognize and celebrate cultural diversity
7. Attentiveness to one’s own values and those of others
7.1 Articulate a coherent ethical framework from which they made decisions
7.2 Actively cultivate an appreciation for diversity and alternative perspectives
7.3 Recognize the importance of accountability, integrity, and willingness to accept
responsibility
8. Consciousness and appreciation of the arts
8.1 Describe how art/music is influenced / expressed by the time/culture of their creation
8.2 Analyze the principal elements found in the visual arts and/or the musical arts
8.3 Formally analyze selected works of art and/or music according to principles discussed
9. Life Long Scholarship
9.1 Demonstration of continual pursuit of knowledge and cognitive enrichment
Note: Choices in the General Education Core are constrained for students interested in
gaining Teacher Licensure. Please see a School of Education & Public Service advisor
for details if you are majoring in an education-related degree, completing a dual major
with Secondary Education, or if you are interested in a Five Year Master Teacher option.
Required General Education Core……………………….…..………….…44-47 hours
Area I – Foundation Skill……………………….……….…………….…….18-21 hours
FSL 101
Foundations of Scholarship & Learning
2 hours
NOTE: Only for new and transferring freshman with less than 24 hours.
Rhetoric & Communication……………………….......………………..…….15 hours
ENG 101
English Composition I
(3)
ENG 102
English Composition II
(3)
SPEE 220
Speech
(3)
SPAN 111
Elementary Spanish I
(3)
SPAN 112
Elementary Spanish II
(3)
Mathematics (choose one) ………….......……………………….…………....3-4 hours
MATH 110
Mathematics for the Liberal Arts
(3)
MATH 111
College Algebra
(3)
MATH 112
Trigonometry
(3)
MATH 121
Calculus I
(4)
Area II- A Liberal Arts Education……………………………………….…….26 hours
Arts and Humanities (choose one)……………......………………………...…..3 hours
ART 191
Enhancing Art Understanding
(3)
MU 129
Music Listening
(3)
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PHIL 201
Introduction to Philosophy
(3)
THR 100
Introduction to Theatre
(3)
Literature in English (choose One)…......……………………….……………...3 hours
ENG 215
Introduction to Literature
(3)
ENG 216
Topics in Literature
(3)
Social Science (choose two from the following)……………......………….…..6 hours
ANTH (SOC) 210 Cultural Anthropology
(3)
ECON 241
(3) or
ECON 242
(3)
PSY 201
General Psychology
(3) or
PSY 211
Human Growth and Development (3)
SOC 221
(3)
History (choose one sequence)………………………......……………………..6 hours
HIS 191 & HIS 192 World History I & II
(6)
HIS 201 & HIS 202 History of the United States I & II (6)
The Natural Sciences………………………......…………………………….…8 hours
Choose one course from the following:
BIO 100
Principles of Biology
(4)
BIO 111 & 111L
General Biology & Lab
(4)
ASTR 100
Introduction to Astronomy
(4)
CHEM 103 & 103L *Fundamentals of Chemistry & Lab (3-4)
* No lab requirements for Nursing students
CHEM 111 & 111L General Chemistry & Lab
(4)
PS 100
Physical Science
(4)
PHY 201
College Physics I
(4)
PHY 210
General Physics I
(4)
Edward A. Labry School of Business & Technology
Faculty
Paul C. Stumb, PhD, Dean
Mary Lewis Haley, DA
Beverly A. Swisshelm, PhD
David A. Bodkin, MBA
Terry Durham, MS
Eric Landis, DBA
Max Melnikov, DA
Mission of the School of Business & Technology
The mission of the Labry School of Business and Technology is to prepare students for
professional careers in both the public and private sectors. The School‘s superior quality
of student instruction is attained through a culture of assessment and continuous
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improvement, an emphasis on teaching excellence, caring professors who take a genuine
interest in the lives of their students, and strong institutional support from the wider
University, its Board of Trust, and its principle stakeholders. The School is committed to
providing a specialized yet balanced curriculum that consists of a fundamental grounding
in the liberal arts; a solid foundation in each of the common professional components of
business & technology; an array of elective options that allow students to pursue
individual areas of interest; and an over-arching emphasis on:
1.
2.
3.
4.
Critical thinking and analysis
Communication
Teamwork, and
Ethics
The School of Business and Technology offers the Bachelor of Business Administration
(BBA), and the Master of Business Administration (MBA) degrees. Additionally, the
School also offers a Bachelor of Science (BS) degree in Computer & Information Science
and in Engineering Science. The BBA, BS, and MBA degrees offered by the Labry
School of Business and Technology are all fully accredited by the Association of
Collegiate Business Schools and Programs (ACBSP). The Bachelor of Business
Administration degree is a comprehensive degree program which provides general
knowledge of business, emphasizes the development of skills required to meet the
challenges of modern business, allows students to broaden their understanding of the
principles and processes of management, and develops personal and organizational skills
required for successful entry into a career in the public and private sectors of the business
world. The BBA degree program is composed of 120 semester hours: 44-45 from the
General Education Core (GEC), 42-51 from the required Business Core; 15-27 from the
major, nine to 28 from either general (any course offered by the University) or other
business electives.
The BBA program provides students with the common body of knowledge in business
that will prepare them for entry-level professional jobs in areas such as accounting,
banking, computer information systems, management, and marketing, and for graduate
studies in business administration, accounting, and law. Emphasis is placed on
developing and using skills in information technology, interpersonal communication, and
teamwork.
The School has computer classrooms with state-of-the-art personal computer equipment
and use of multimedia tiered classrooms. Computer course offerings are designed to
support the entire business program and to prepare students to be proficient users of this
vital business tool. Computer use is integrated into appropriate individual courses.
Practica
Admission to a practicum will require that the student have a minimum GPA of 2.5 and
recommendations of three Labry School professors that must come from a pool the
student has in the current semester or has had in the past year. It will be the responsibility
of the advisor to determine eligibility.
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General Business with an Emphasis in Accounting
Required General Education Core………………………………….............44-47 hours
Area I – Foundation Skills………………………………….……………….18-21 hours
FSL 101
2 hours
Rhetorical & Communication…………………………………...…………….......15 hours
 ENG 101
(3)
 ENG 102
(3)
SPEE 220
Fundamentals of Speech
(3)
SPAN 111
(3)
SPAN 112
(3)
Mathematics (choose one)………………………………………………….….3 or 4 hours
 MATH 110
(3)
 MATH 111
College Algebra
(3)
 MATH 121
Calculus I
(4)
Area II – A Liberal Arts Education…………...……………………………….26 hours
Arts and Humanities ……………………………….………………………………3 hours
Choose one of the following:
ART 191
(3)
MU 129
Music Listening
(3)
PHIL 201
(3)
THR 100
(3)
Literature in English (choose one)……………………………………………........3 hours
ENG 215
(3)
ENG 216
(3)
The Social Sciences.....................………………………………….……………….6 hours
ECON 241
(3)
ANTH/SOC 210
Cultural Anthropology
(3)
PSY 201
General Psychology
(3)
PSY 211
Human Growth & Development
(3)
SOC 221
(3)
History (choose one of two sequences)………………………………………….….6 hours
HIS 191
World Civilization I
(3) and
HIS 192
World Civilization II
(3)
HIS 201
History of the United States I
(3) and
HIS 202
History of the United States II
(3)
The Natural Sciences……………………………………………………….………8 hours
BIO 100
(4)
BIO 111 & 111L
(4)
139
CHEM 103
Fundamentals of Chemistry with lab (4)
(4)
PS 100
Physical Science
(4)
Required Business Core Courses……………....………………….……………48 hours
 ACC 211
Principles of Accounting I
(3)
 ACC 212
Principles of Accounting II
(3)
 BUA 101
Introduction to Business
(3)
 BUA 251
Business Communications
(3)
 BUA 340
Legal Environment of Business
(3)
 BUA 365
Quantitative Methods I
(3)
 BUA 366
Quantitative Methods II
(3)
 BUA 496
Business Policy
(3)
 CIS 170
Intro to Microcomputer App.
(3)
 CIS 300
Principles of Information Systems (3)
 ECON 242
Microeconomics
(3)
 MKT 362
(3)
 MGT 363
(3)
 MGT (BUA) 460
Business and Society
(3)
 MGT (BUA) 485
International Business
(3)
 FIN 449
Business Finance
(3)
Required Accounting Courses…………………….……………………………15 hours
 ACC 311
Intermediate Accounting I
(3)
 ACC 312
Intermediate Accounting II
(3)
 ACC 315
Electronic Spreadsheet Analysis
(3)
 ACC 453
Federal Income Taxes I
(3)
 ACC 462
Auditing
(3)
 Required Accounting Electives………….……………………………….3 hours
 Required Business Electives……………………...………………………6 hours
 General Electives………………………………………………………..3-4 hours
Select sufficient courses from any academic discipline to bring the total hours for
graduation to a minimum of 120 hours.
Total GEC Credit Hours (44-47 hours)
Total Required Business Core Courses (48 hours)
Total Required Accounting Courses (15 hours)
Total Required Accounting Elective (3 hours)
Total Required Business Electives (3 hours)
Total General Electives (6-7 hours)
* All students who desire to take the CPA exam must take an additional 30 credit hours
for a total of 150 college credit hours.
140

All Courses designated with a bullet must have a ―C‖ or higher.
120 minimum hours required for graduation.
Accounting (ACC) Certified Public Accountant (CPA)
Examination Candidates Notice
Tennessee State Law requires candidates for the Certified Public Accountant (CPA)
examination to have a baccalaureate or higher degree that includes a minimum of 150
semester hours. Included in the 150 semester hours must be a minimum of 24 semester
hours each in accounting and business courses. A major in accounting is not required. A
master‘s degree is not required. Cumberland University offers all of the necessary
courses to allow a graduate to qualify to register for the CPA examination. For additional
information, please contact the School Dean.
***
General Business
The mission of the Business Administration program is to educate students in the
fundamental skills, knowledge, and practice of Business Administration and to prepare
them for managerial, professional, and administrative positions in service and/or
manufacturing industries or graduate level coursework. The specific course requirements
for the BBA in Business Administration are outlined below.
Candidates interested in Business teacher licensure must complete the program of study,
take a tightly prescribed set of education courses in lieu of electives, and enroll in the
Master of Arts in Education program. Called the Master Teacher Option, this
individualized course of study will allow a candidate to complete a Business degree,
obtain teacher licensure, and get a Master‘s degree in Education in 5 years.
Candidates should work with a Business advisor and an advisor from the School of
Education and Public Service early and often to ensure enrollment in the required
courses. ED432 Classroom Management and ED433 Methods in Education must be taken
in the final undergraduate semester, and specific MAE courses must be taken prior to
student teaching.
Required General Education Core…………………………..……………..44-47 hours
Area I- Foundation Skills……………………………………………………18-21 hours
FSL 101
2 hours
Rhetorical & Communication…………………………………………………..…15 hours
 ENG 101
(3)
 ENG 102
(3)
SPEE 220
(3)
SPAN 111
(3)
SPAN 112
(3)
141
Mathematics (choose one)………………………………………………………..3-4 hours
 MATH 110
(3)
 MATH 111
College Algebra
(3)
 MATH 121
Calculus I
(4)
Area II – A Liberal Arts Education…………..…………………………..……26 hours
Arts and Humanities (choose one)……………….....................................................3 hours
ART 191
(3)
MU 129
Music Listening
(3)
PHIL 201
(3)
THR 100
(3)
Literature in English (choose one)……………………………………….…………3 hours
ENG 215
(3)
ENG 216
(3)
The Social Sciences ………………………………………………………………..6 hours
ECON 241
(3)
SOC (ANTH) 210
(3)
PSY 201
General Psychology
(3)
PSY 211
SOC 221
(3)
History (choose one of two sequences)…………………………………………...6 hours
HIS 191
(3) and
HIS 192
(3)
HIS 201
(3) and
HIS 202
(3)
The Natural Sciences……………………………………………………………..8 hours
BIO 100
(4)
BIO 111 & 111L
(4)
CHEM 103
(4)
PS 100
Physical Science
(4)
Required Business Core Courses……………………………………………….48 hours
 ACC 211
(3)
 ACC 212
(3)
 BUA 101
(3)
 BUA 251
(3)
 BUA 340
(3)
 BUA 365
(3)
 BUA 366
(3)
 CIS 170
(3)
 CIS 300
 ECON 242
(3)
 MKT 362
(3)
142





MGT 363
MGT (BUA) 460
MGT (BUA) 485
FIN 449
BUA 496
Business Finance
Business Policy
(3)
(3)
(3)
(3)
(3)
Required Business Electives…………………………………………………….24 hours
 Choose eight courses designated as ACC, BUA, CIS, ECON, FIN, MGT, or MKT
at the 300 level or above. (Up to 9 hours in MATH 121, MATH 122, CIS 220,
225, 240 may be used as business electives if not used for GEC Requirements.)
General Electives……………………………………………………..……….3-4 hours
Total Business Core Requirements (48 hours)
Total General Electives (7 hours)

All courses designated with a bullet must have a grade of ―C‖ or higher.
***
Management
The mission of the Management program is to provide an academic environment
necessary to enable students to pursue a successful career in management or graduate
school. Through exposing the business management student to a rigorously integrated
sequence of upper level coursework which builds on the core body of general business
studies, the program of study in the major provides students with a solid grasp and
appreciation of the dynamic nature of management thought and action, together with a
systematic conceptual framework for understanding both the role of a modern complex
organization and for evaluating the effectiveness of managerial actions in the control of
these organizations.
A foundation of principles and frameworks by which the functioning of organizations can
be analyzed is established to facilitate the graduating management student‘s continuing
success in his or her chosen managerial career. The specific course requirements for the
BBA in Management are outlined below.
Required General Education Core …........……………………………......44-47 hours
Area I – Foundation Skills………………..........…………………………..18-21 hours
FSL 101
2 hours
Rhetorical & Communication……………..………………………………………15 hours
143


ENG 101
(3)
ENG 102
(3)
SPEE 220
(3)
SPAN 111
(3)
SPAN 112
(3)
Mathematics (choose one)………………………………………………….....…3-4 hours
 MATH 110
(3)
 MATH 111
College Algebra
(3)
 MATH 121
Calculus I
(4)
Area II – A Liberal Arts Education……………………………………………26 hours
Arts and Humanities (choose one)………………………………………………….3 hours
ART 191
(3)
MU 129
Music Listening
(3)
PHIL 201
(3)
THR 100
(3)
Literature in English (choose one)…………………………………………... …….3 hours
ENG 215
(3)
ENG 216
(3)
The Social Sciences ………………………………………………………………..3 hours
ECON 241
(3)
ANTH/SOC 210
(3)
PSY 201
General Psychology
(3)
PSY 211
SOC 221
(3)
History (choose one of two sequences)….......... ……...............................................6 hours
HIS 191
(3) and
HIS 192
(3)
HIS 201
(3) and
HIS 202
(3)
The Natural Sciences………………………………………………………….……8 hours
BIO 100
(4) or
BIO 111 & 111L
(4)
CHEM 103
(4)
PS 100
Physical Science
(4)
Required Business Core Courses…..…………………………………………48 hours
 ACC 211
(3)
 ACC 212
(3)
 BUA 101
(3)
 BUA 251
(3)
 BUA 340
(3)
144











BUA 365
BUA 366
BUA 496
CIS 170
CIS 300
ECON 242
MGT 363
MGT/BUA 460
MGT/BUA 485
FIN 449
MKT 362
Business Policy
Principles of Information Systems
Business Finance
(3)
(3)
(3)
(3)
(3)
(3)
(3)
(3)
(3)
(3)
(3)
Required Management Courses………………………………………………15 hours
 MGT 364
Organizational Structure & Behavior (3)
 MGT 368
Human Resource Management
(3)
 MGT 446
Production Management
(3)
 BUA/CIS 465
Decision Analysis
(3)
 MGT/MKT 490
Marketing Management
(3)
Required Business Electives………………………………………………….…..9 hours
 Choose any three courses designated as ACC, BUA, CIS, ECON, FIN, MGT, or
MKT at the 300 level or above. (Up to 6 hours in MATH 121, MATH 122, CIS
220, 225, 240 may be used as business electives if not used for GEC
Requirements.)
General Electives……………………………………………………………..…3-4 hours
Total Business Core Requirements (48 hours)
Total Required Management Courses (15 hours)
***
145
General Business with an Emphasis in Marketing
Required General Education Core……………………………………….…44-47 hours
Area I – Foundation Skills………………………………………...……...…18-21 hours
FSL 101
2 hours
Rhetorical & Communication……………………………………………………..15 hours
 ENG 101
(3)
 ENG 102
(3)
SPEE 220
(3)
SPAN 111
(3)
SPAN 112
(3)
Mathematics (choose one)…………………………………………………...…...3-4 hours
 MATH 110
(3)
 MATH 111
College Algebra
(3)
 MATH 121
Calculus I
(4)
Arts and Humanities (choose one)…………….........................................................3 hours
ART 191
(3)
MU 129
Music Listening
(3)
PHIL 201
(3)
THR 100
(3)
Literature in English (choose one)………………………………………………….3 hours
ENG 215
(3)
ENG 216
(3)
The Social Sciences ……………………………………..…………………………3 hours
ECON 241
(3)
Choose one of the following………………………….………………………...…3 hours
ANTH/SOC 210
(3)
PSY 201
General Psychology
(3)
PSY 211
SOC 221
(3)
History (choose one of two sequences)……………………………………………6 hours
HIS 191 & 192
World Civilization I & II
(6) or
HIS 201 & 202
History of the United States I & II (6)
BIO 100
(4)
BIO 111 & 111L
(4)
CHEM 103
(4)
PS 100
Physical Science
(4)
146
Required Business Core Courses………………….……………………………48 hours
 ACC 211
Principles of Accounting
(3)
 ACC 212
(3)
 BUA 101
(3)
 BUA 251
(3)
 BUA 340
Legal Environ of Business
(3)
 BUA 365
(3)
 BUA 366
(3)
 CIS 170
(3)
 CIS 300
 ECON 242
(3)
 MKT 362
(3)
 MGT 363
(3)
 MGT (BUA) 460
(3)
 MGT (BUA) 485
(3)
 FIN 449
Business Finance
(3)
 BUA 496
Business Policy
(3)
Required Marketing Courses……………………………………………........15 hours
 MKT 384
Personal Selling
(3)
 MKT 386
Advertising
(3)
 MKT 401
Consumer Behavior
(3)
 MKT 450
Services Marketing
(3)
 MGT/MKT 490
Marketing Management
(3)
Required Business Electives……………………………….……………………..9 hours
 Choose any three (3) courses designated as ACC, BUA, CIS, ECON, FIN, MGT
or MKT at the 300 level or above. (Up to 6 hours in MATH 121, MATH 122,
CIS 220, 225, 240 may be used as business electives if not used for GEC
Requirements.)
General Electives…………………………………………..…………….……6-7 hours
Total GEC Credit Hours (44 hours if MATH 111 taken, 45 hours if MATH 121 taken)
Total Business Core Requirements (48 hours required)
Total Required Marketing Courses (15 hours required)
Total Required Business Electives (6 hours required)

147
***
Computer and Information Science
The CIS Department will provide students with fundamental Information Science skills
that will form the foundations for work or graduate studies in this constantly changing
field. The BS in Computer and Information Science prepares students seeking
professional careers in Information Science to assume positions of responsibility for
information systems and technology in any organization. By exposing the student to a
broad range of business and industry practices for information systems, the student would
be well equipped for a position as a systems analyst, computer programmer, database
designer/administrator, web designer or computer marketing. The specific course
requirements for the BS in CIS are outlined below.
Required General Education Core…………………………………….....…45-47 hours
Area I – Foundation Skills…….…………….............………….……….......19-21 hours
FSL 101
2 hours
Rhetorical & Communication …………………………………………………….15 hours
 ENG 101
(3)
 ENG 102
(3)
SPEE 220
(3)
SPAN 111
(3)
SPAN 112
(3)
Mathematics……………………………………...………………….……...............4 hours
 MATH 121
Calculus I
(4)
Area II – A Liberal Arts Education………………………………………..…..26 hours
Art and Humanities (choose one)……………………………………………..…….3 hours
ART 191
(3)
MU 129
Music Listening
(3)
PHIL 201
(3)
THR 100
(3)
Literature in English (choose one)…………………………………………….……3 hours
ENG 215
(3)
ENG 216
(3)
The Social Sciences (choose one)…………………………………..………………6 hours
ECON 241
(3)
ANTH/SOC 210
(3)
PSY 201
General Psychology
(3)
PSY 211
SOC 221
(3)
History (choose one of two sequences)……………….……………………………6 hours
HIS 191 & 192
(3) or
148
HIS 201 & 202
The Natural Sciences (choose one from each group)………………………………8 hours
BIO 100
(4)
BIO 111 & 111L
(4)
CHEM 103
(4)
PS 100
Physical Science
(4)
Required Business Core Courses………………………………………….……39 hours
 ACC 211
(3)
 ACC 212
(3)
 BUA 101
(3)
 BUA 251
Business Communication
(3)
 BUA 340
(3)
 BUA 365
(3)
 BUA 366
(3)
 MGT 363
(3)
 ECON 242
(3)
 MKT 362
(3)
 FIN 449
Business Finance
(3)
 CIS 170
Introduction to Microcomputer App (3)
(or pass Placement Exam with a 75 score)

CIS 300
(3)
Required Computer Information Systems Courses……………………..……27 hours
 CIS 225
Visual Basic Programming
(3)
 CIS 311
Database Management Systems
(3)
Concepts and Design
 ACC/CIS 315
Electronic Spreadsheet Analysis
(3)
 CIS 330
Systems Analysis and Design
(3)
 CIS 380
Computer Network and Data
(3)
Communications
 CIS 410
Database Management. Systems
(3)
Implementation
 CIS 430
Information Systems Management (3)
 CIS 465
Decision Analysis & Decisions
(3)
Support Systems
 CIS 495
Senior Project
(3)
Required Business Electives……………………………………….……………..9 hours
 Choose three (3) courses designated as ACC, BUA, CIS, ECON, FIN, MGT, or
MKT at the 300 level or above. (MATH 122, CIS 220, 240 may be used as
business electives if not used for GEC Requirements.)
149
Total GEC Hours (45-47 hours)
Total Required Business Core Courses (39 hours required)
Total Required Computer Information Systems Courses (27 hours required)
Total Required Business Electives (9 hours required)

***
Engineering Science
The mission of the Engineering Science Program is to prepare students with a solid
fundamental understanding of the engineering principles required for them to find gainful
employment and contribute substantively to a business that is engaged in the
development, deployment or use of modern technology. The BS in Engineering Science
(BSES) Program provides students with an undergraduate engineering education grounded
in values of a liberal arts education. It effectively blends the sciences, mathematics,
business and design in a manner that prepares its graduates to be productive in a broad
range of contemporary jobs in a continuously changing profession. The specific course
requirements for the BSES are outlined below.
By completion of the freshman year, all Engineering Science students must have passed a
proficiency test in lieu of CIS 170.
Required General Education Core………………………..………………..45-47 hours
Area I – Foundation Skills…………………………….………………...…..19-21 hours
FSL 101
2 hours
Rhetorical & Communication……………………………………………………..15 hours
 ENG 101
(3)
 ENG 102
(3)
SPEE 220
(3)
SPAN 111
(3)
SPAN 112
(3)
Mathematics………………………………………………….…………..……….4 hours
 MATH 121
Calculus I
(4)
Area II – A Liberal Arts Education………………..……………….…………23 hours
Arts and Humanities (choose one)…………………………………………...........3 hours
ART 191
(3)
MU 129
Music Listening
(3)
PHIL 201
(3)
THR 100
(3)
Literature in English (choose one)…………………………………………...…….3 hours
150
ENG 215
(3)
ENG 216
(3)
The Social Sciences……………..…………………………………………...……..3 hours
ANTH/SOC 210
(3)
PSY 201
General Psychology
(3)
PSY 211
SOC 221
(3)
History (choose one of two sequences)…………………….……………………….6 hours
HIS 191 & 192
(6) or
HIS 201 & 202
The Natural Sciences……………………………………………………………..8 hours
 BIO 111 & 111L
(4)
 CHEM 111 & 111L Chemistry I & Lab
(4)
Required Business Core Courses…………...........................................................6 hours
 ECON 242
(3)
 MGT 363
(3)
Required Engineering Core Courses………………….…………………….….78 hours
 MATH 122
Calculus II
(4)
 BIO 112
General Biology II
(4)
 MATH 331
Linear Algebra
(3)
 MATH 321
Calculus III
(4)
 CHEM 112
Chemistry II
(4)
 PHYS 210
General Physics I: Mechanics and (4)
Thermodynamics
 PHYS 211
General Physics II: Electric and
(4)
Magnetism
 MATH 329
Differential Equations
(3)
 CHEM 311
Organic Chemistry
(4)
 ENGR 101
Cohort Challenge 1
(0)
 ENGR 102
Cohort Challenge 2
(0)
 ENGR 201
Cohort Challenge 3
(1)
 ENGR 202
Cohort Challenge 4
(1)
 ENGR 301
Cohort Challenge 5
(1)
 ENGR 302
Cohort Challenge 6
(1)
 ENGR 401
Cohort Challenge 7
(3)
 ENGR 402
Cohort Challenge 8
(3)
 ENGR 365
Engineering Statistics
(3)
 ENGR 325
Thermal Fluids
(3)
 ENGR 367
Advanced Mechanics
(3)
 ENGR 327
Electrical Circuits
(3)
 ENGR 329
Materials Science and Bio-Material (3)
Engineering
151
 CHEM/BIO 400
 ENGR 366
 MGT 430
 ENGR 420
 MBA 5254
Choose one:
 ENGR 400

ENGR 415
Biochemistry
Engineering Economics
Technology Management
Measurement and Instrumentation
Techonomics
(4)
(3)
(3)
(3)
(3)
Digital Electronics and Embedded
Systems
Controls and Communications
(3)
(3)
Required Business Electives……………………………………………………6 hours
Choose one Computer Programming Course and one Upper Division Business
Elective.
Total GEC Hours (45-47 hours)
Total Required Business Core Courses (6 hours)
Total Required Engineering Science Courses (78 hours)

***
Course Recommendations for Graduate Preparation
For students planning to apply for admission to graduate programs, the faculty
recommends that consideration be given to including appropriate coursework in the
undergraduate program of study.
Computer & Information Science
MATH 121
Calculus I
MATH 122
Calculus II
(4)
(4)
Master of Accountancy
MATH 121
(4)
Calculus I
Master of Business Administration
MATH 121
Calculus I
BUA (CIS) 465
Decision Analysis
MGT 446
Production Management
(4)
(3)
(3)
Edward A. Labry School of Business & Technology Minors
152
The School of Business and Technology offers six minors: Accounting, Computer and
Information Science, Management, Marketing, General Business, and Hospitality
Management. Students seeking the Bachelor of Business Administration (BBA) degree as
well as students in other academic degree programs in the University may select a
business minor. A student should note that the minor in general business is available only
to non-business majors. Specific requirements for each of the minors offered by the
School of Business and Technology are listed below. The student desiring a business
minor is encouraged to seek advisement on course selection early in his/her academic
career. Specific questions should be addressed to the Dean of Labry School of Business
and Technology, and/or the student‘s academic advisor.


Accounting Minor
BUA 101
CIS 170
Intro to Microcomputer Applications
ACC 211
ACC 212
Any three (3) Accounting courses numbered 300 or above
(3)
(3)
(3)
(3)
(9)
This course is only required if the student has not passed the CIS exam.
Total………………………………………………………….…………………....21 hours


Computer & Information Science Minor
BUA 101
CIS 170
CIS 300
Any one programming class
Any three additional CIS courses numbered 300 or above
(3)
(3)
(3)
(3)
(9)
Total……………………………………………………………………………….21 hours


Management Minor
BUA 101
CIS 170
ECON 242
Microeconomics
(without prerequisite of ECON 241)
MGT 363
Any three additional MGT courses numbered 300 or above
(3)
(3)
(3)
(3)
(9)
Total……………………………………………………………...………………..21 hours
153


Marketing Minor
BUA 101
CIS 170
Intro to Microcomputer Application
ECON 242
Microeconomics
(without prerequisite of ECON 241)
MKT 362
Select three additional MKT courses numbered 300 or above
(3)
(3)
(3)
(3)
(9)
Total…………………………………………………………………...…………..21 hours


General Business Minor
(Available only to students not majoring in General Business)
BUA 101
(3)
CIS 170
(3)
ECON 242
(3)
ACC 211
(3)
ACC 212
(3)
MKT 362
(3)
MGT 363
(3)
Total………………………………………………………………….……………21 hours
BUA 322
BUA 323
BUA 324
BUA 325
BUA 340
MKT 362
MGT 363
Hospitality Management Minor
Hospitality Management, Supervision, and
Human Resource Development
Purchasing
Food Service Sanitation
Food and Beverage Control
(3)
(3)
(3)
(3)
(3)
(3)
(3)
Total…………………………………………………………………………….…21 hours
School of Education and Public Service
Faculty
K. Charles Collier, EdD, Dean
Annette G. Allison, EdD
Katie Arnold, MAE, ATC
Eric Cummings, PhD
G. Dwayne Deering, MS
Steve Finch, EdD
Jason S. Grindstaff, PhD
Josh Hayden, PhD
James Holbrook, PhD
Stephen B. Finch, PhD
Danna Johnson, MS, ATC
Scott T. Massey, PhD
154
C. William McKee, EdD
Daniel W. Rogers, MS, ATC
Mildred Saffell-Smith, PhD
Bobbie Staley, EdD
George Walker, DA
Debbie Whitaker, MAE
Mission Statement of the School of Education and Public Service
Through appropriate modeling of professional methods, advisement, clinical experiences,
assessment and action research, Cumberland University‘s School of Education & Public
Service will collaborate to create a viable learning community of distinction. Our mission
is to prepare candidates to become ―competent, caring, qualified‖ professionals and
reflective practitioners. The program will provide candidates opportunities to learn the
interrelated themes of the common body of knowledge that encompasses the essential
skills, dispositions and knowledge required by professionals in their fields of practice.
School of Education and Public Service Majors
Athletic Training
Special Education
Secondary Education
Child Growth & Learning*
w/another academic major*
* May lead to teacher licensure.
Specialized Requirements, Grading and Testing Policies for Teacher Licensure
University students not seeking a Tennessee teaching license may complete a program of
study by completing 12 semester hours of elective credit instead of student teaching.
These credits must be approved by the candidate‘s advisor and the Dean of the School of
Education & Public Service and Public Service.
Note: All grades for candidates seeking teacher licensure from any program must be ―C‖
or better with the exception of ED 301 (requires ―B‖ or better).
The choice of which courses in the broader General Education Core may be taken by
teacher licensure candidates is constrained by the standards required by the state for
licensure.
Teacher Licensure Programs and Preparation
Cumberland University‘s Education Programs and courses are refined when necessary to
meet national and professional standards and the State of Tennessee‘s licensure
requirements for teachers. As a result, there may be changes in the course offerings and
in the program requirements for candidates preparing to become teachers. Interested
candidates should stay in contact with the School‘s Licensure Officer in Bone Hall to be
aware of any changes that may affect them.
The School of Education and Public Service offers undergraduate programs that fulfill
the requirements for teacher licensure in the state of Tennessee in special education,
elementary and secondary education and that enable candidates to develop the
competencies and skills needed by beginning teachers.
155
Cumberland University‘s programs leading to teacher licensure are approved by the
Department of Education of the State of Tennessee (Office of Teacher Licensing, 5th
Floor, Andrew Johnson Tower, 710 James Robertson Parkway, Nashville, TN 372430377, Telephone Number 615-532-4885).
https://www.k-12.state.tn.us/ihelicense/ProgramsList.asp?buid=5149
Effective teachers must have a thorough knowledge of subject matter as well as a
complete understanding of the principles of student growth and development, of diverse
learning styles, and of effective teaching methods.
Candidates are prepared in each of the above domains through the combination of the
General Education Core (GEC), major requirements, and the professional education core
curriculum. Candidates receive a broad background in the liberal arts and sciences and a
mastery of the subject matter in the major teaching field.
Candidates in licensure programs that may lead to teacher licensure must complete a
professional semester of enhanced student teaching during the senior year, in addition to
practical and field experiences in public and private schools that are integrated
throughout the professional education core set of courses. Each program that leads to
licensure additionally requires field experience hours in certain courses required for the
major.
Teacher Education Program Requirements
Candidates must meet Tennessee licensure requirements in effect at the time of their
program completion.
All details concerning the School of Education and Public Service, the Teacher Education
Program, and academic programs (majors) can be found on the Cumberland University
School of Education and Public Service webpages for Graduate and Undergraduate
Academics.
Candidates must be formally admitted to the Teacher Education Program, Phase I (TEP I)
by completing requirements and an interview during their sophomore year.
Candidates must be formally admitted to the Teacher Education Program, Phase II (TEP
II) by completing requirements and an interview during their senior year, prior to the
professional semester of student teaching.
Requirements of the Teacher Education Program phases include completing background
checks, maintaining tort liability insurance, and maintaining a professional portfolio
through an online program called LiveText. Each of these requirements has fees
associated with them that are not associated with University fees, and must be paid for by
the candidates themselves.
Candidates must be aware that Tennessee teacher licensure requirements include
satisfactory completion of the Praxis I and II series of standardized assessments. Fees for
156
these assessments are the responsibility of each candidate seeking licensure. Praxis I
scores are required for the TEP I interview. Praxis II scores are required for the TEP II
interview. Graduate candidates‘ GRE or MAT scores are accepted in lieu of Praxis I.
Candidates for Art or Music teacher licenses must work with a School of Music & the
Arts advisor and a School of Education & Public Service advisor to ensure appropriate
course selection. Methods courses in these areas are taught by faculty in the School of
Music & the Arts. Please review courses of study carefully and work with advisors early
and often to plan course selection.
Statement on Academic Discipline within the School of Education & Public Service
Candidates enrolled in the School of Education and Public Service are expected to
conduct themselves in a professional manner at all times, both on and off campus.
Candidates will be visitors in clinical settings at cooperating schools and facilities, and
are expected to conduct themselves as representatives of their program, this School, and
the University. Furthermore, candidates‘ actions during field experiences or clinical
practice are within the disciplinary reach of the School and the University. When any
action of a candidate who seeks a degree from any program in the School of Education &
Public Service does not reflect academic integrity and professionalism, that candidate
shall be called before the Teacher Education Professional Standards Committee. Any
action(s) which may be ethically or professionally questionable will be addressed by this
committee. This committee will exercise its authority to resolve the matter, and its
decision will be submitted to the Dean of Undergraduate Studies to be implemented. The
right of appeal to appropriate University administrators is available.
Master Teacher Option
Cumberland University is proud to offer a Master Teacher Option – an individualized
course of study, starting Fall 2010. Through this option, candidates seeking an initial
teaching license can complete a baccalaureate degree, student teach and complete a
Masters of Arts in Education in five years, including two summers. It is not a degree or
major.
This option is designed to allow enrolled Cumberland University candidates to complete
a full degree in the content area they wish to teach, and to become prepared for the rigors,
challenges, and rewards of a career in teaching through undergraduate and Master's level
course work in educational methods and issues.
Candidates must declare their interest in this education option by the end of their
sophomore year. Because this is an individualized course of study offered collaboratively
by several Cumberland University Schools, and there are state-mandated requirements
for candidate preparation for student teaching, anyone interested in this option must work
closely with advisors from both the School of Education & Public Service and the School
that offers the degree (i.e. the School of Liberal Arts & Sciences, the School of Music
& the Arts, or the School of Business & Technology) to be sure that a correct progression
of courses is taken.
157
How it Works:
First 3-4 Years: Candidates for teacher licensure complete the Bachelor‘s degree, taking
specific education courses in place of, or in addition to, general electives hours in the
degree. Cumberland University students interested in this option must participate in the
Teacher Education Program, including participating in interviews, keeping an online
portfolio and other requirements during this time.
Senior Year: Candidates apply for the MAE program during the final semester of the
Bachelor‘s degree (all admission standards apply). They must take two specific
Education courses their last semester.
Summer/Fall of Fifth Year: During the summer term after completing their Bachelor‘s
degree candidates take 2-3 specific MAE courses. Student teaching takes place the fall
after completing the Bachelor‘s degree.
Spring/Summer of Fifth Year: Upon successful completion of the student teaching
semester, the Cumberland University Teacher Licensure Officer can submit the
candidate‘s application for initial state licensure. Candidates then complete the remaining
credit hours in the MAE, which may be completed by the end of the following summer.
Cumberland students who enroll in this option must meet the requirements of the two
Teacher Education Program (TEP I & II) interviews as an education major would, that
include, among other things, Background checks and Praxis exams.
Note: Because this is an individualized course of study and there are state-mandated
requirements for candidate preparation for student teaching, anyone interested in this
option should meet early and often with advisors from both the School of Education &
Public Service and the School of Liberal Arts & Sciences to be sure that the correct
progression of courses is taken. Candidates choosing this option should attend the School
of Education & Public Service‘s annual mandatory advisory meetings.
Child Growth & Learning
(qualifies candidate for K-6 licensure)
Required General Education Core……………………………………….…44-47 hours
Area I – Foundation Skills………………………………………...……...…18-21 hours
FSL 101
2 hours
NOTE: Only for new and transferring Freshmen with less than 24 hours.
Rhetoric & Communication……………………………………………………..15 hours
ENG 101
(3)
ENG 102
(3)
SPEE 220
(3)
SPAN 111
(3)
SPAN 112
(3)
Mathematics (choose one)…………………………………………………...…...3-4 hours
MATH 111
College Algebra
(3)
MATH 121
Calculus I
(4)
158
Arts and Humanities (choose one)…………….........................................................3 hours
ART 191
(3)
Literature in English ....................………………………………………………….3 hours
ENG 215
(3)
The Social Sciences ……………………………………..…………………………6 hours
PSY 211
SOC 221
(3)
History (choose one of two sequences)……………………………………………6 hours
HIS 191 & 192
(6) or
HIS 201 & 202
BIO 100
(4)
BIO 111 & 111L
General Biology with Lab
(4)
ASTR 100
Principles of Astronomy
(4)
CHEM 103
PS 100
Physical Science
(4)
Required Education Core Courses……….…….…………………………….24 hours
ED (CIS) 190 or 191 Introduction to Computers
(3)
for Instruction*
ED 201
Education as a Profession
(3)
ED 301
Strategies in Teaching (B or better) (3)
ED 314
History of Education
(3)
ED 317
Tests and Measurements
(3)
ED 330
Exceptional and Culturally
(3)
Diverse Individuals
ED 432
Classroom Management
(3)
ED 433
Methods in Education
(3)
* If transfer students have CIS 170 equivalent course credit, they must enroll in ED 191
Required Courses for major....……………………………………………........28 hours
ED 304
Strategies for Reading/
(3)
Language Arts
ED 305
Diagnosis & Remediation of
(3)
Reading Difficulties
ED 322
Education for the Developing
(4)
Learner
ED 434
School Counseling
(3)
ENG 316
Children and Adolescent
(3)
Literature
HPER 400
Health Issues
(3) or
HPER 311
Personal and Community Health
(3)
HPER 220
Physical Education Activities
(3) or
159
HPER 424
SPE 340
SPE 345
Physical Education in the
(3)
Classroom K-12
Language Development & Disorders (3)
Effective Collaboration
(3)
Additional GEC requirements for licensure.......................................................27 hours
MATH 207
Structure of the Real Number
(3)
System
MU 129
Music Listening
(3)
PSY 201
General Psychology
(3)
SOC 223
Social Problems
(3)
GEOG 301
Cultural Geography
(3)
ED 435
Enhanced Student Teaching, K-6
(12)
Total Education Core Requirements (24 hours)
Total Required Major Courses (54 hours required)
For an ADDITIONAL licensure endorsement for PreK-K or PreK-3 must ALSO
take these courses:
ED 334
Support for Early Childhood
(4)
Learning
ED 412
Pre-Kindergarten Curriculum &
(4)
Assessment
HPER 325
Physical Training and Academic
(2)
Readiness
Candidates ONLY interested in Pre-K license can substitute coursework as follows:
 ED 334 Support for Early Childhood Learning can be substituted for ED 434.
 ED 412 Pre-Kindergarten Curriculum & Assessment can be substituted for ED
316.
 HPER 325 Physical Training & Academic Readiness can be substituted for HPER
220 or 424
All courses must have a grade of ―C‖ or higher with the exception of ED 301 which
requires a ―B‖ or better.
***
Secondary Education Dual Major
Candidates seeking a license to teach an academic subject in High Schools (grades 7-12
teaching licenses) or Middle Schools (grades 4-8) must dual major in the subject area
160
they wish to teach, and Secondary Education. Candidates completing a dual major with
Secondary Education have few or no elective courses available depending on the
program.
Candidates for teacher licensure should work with an advisor in the academic program
and in the School of Education and Public Service early and often to ensure enrollment in
the required courses. Candidates must complete the following education courses in
addition to the full requirements of their other academic program (major).
Secondary Education Courses.............................................................................36 hours
ED (CIS) 190 or 191 Introduction to Computers for
(3)
Instruction
ED 201
(3)
ED 301
Strategies in Teaching
(3)
ED 314
(3)
ED 317
(3)
ED 330
Exceptional and Culturally Diverse (3)
Individuals
ED 432
(3)
ED 433
(3)
Professional Semester-Student
(12)
Teaching
Candidates interested in a Middle Grades (4-8) teacher‘s license must complete the above
requirements and take ED310 Teaching and Learning in the Middle Grades.
***
Special Education
Required General Education Core…….........................................................44-47 hours
Area I – Foundation Skills…………………............................................…..18-21 hours
FSL 101
2 hours
Rhetoric & Communication……………………................................................….15 hours
ENG 101
(3)
ENG 102
(3)
SPEE 220
(3)
SPAN 111
(3)
SPAN 112
(3)
Mathematics (choose one)……………………………........................…………..3-4 hours
MATH 111
College Algebra
(3)
MATH 121
Calculus
(4)
Area II – A Liberal Arts Education………...........................................……….26 hours
Arts & Humanities (choose one)……………….................................................…..3 hours
ART 191
(3)
161
Literature in English (choose one)……...................................................………….3 hours
ENG 215
(3)
The Social Sciences ………………………….................................................……6 hours
SOC 221
(3)
PSY 211
History (choose one sequence)……….....................................................…………6 hours
HIS 191 & 192
World Civilization
(6)
HIS 201 & 202
History of the U.S. I & II
(6)
The Natural Sciences……………………………................................................…8 hours
Choose one Biology
BIO 100
(4) or
BIO 111 & 111L
(4)
Choose one Physical Science
ASTR 100
(4)
CHEM 103
Introduction to Chemistry
(4)
PS 100
Physical Science
(4)
Special Education Core........................................................................................41 hours
ED 304
Strategies for Reading/Language
(3)
Arts
ED 305
Diagnosis and Remediation of
(3)
Reading Difficulties
ED 322
Education for the Developing
(4)
Learner
MU 129
Music Listening
(3)
SPE 340
Language Development and
(3)
Disorders
SPE 345
Effective Collaboration
(3)
SPE 346
Ethical and Professional Aspects
(3)
Of Special Education
SPE 350
Assessment of the Exceptional Child (3)
SPE 360 & 440
Characteristics and Needs of
(4)
Exceptional Children^
SPE 361 & 441
Techniques & Strategies for
(4)
Exceptional Children^
HPER 343
Essentials in Adaptive Physical
(2)
Education
SPE 347
Practical Applications of Special
(3)
Education
SPE (PSY) 444
Applied Behavior Analysis
(3)
^Which series a candidate takes depends on type of license sought.
Professional Ed Core (all candidates).................................................................36 hours
ED (CIS) 190
Introduction to Computers for
(3)
Instruction
ED 201
(3)
162
ED 301
ED 314
ED 317
ED 330
ED 432
ED 433
ED 447
Strategies in Teaching (B or better)
Exceptional and Culturally Diverse
Individuals
Student Teaching
(3)
(3)
(3)
(3)
(3)
(3)
(12)
Candidates who wish to add a Special Education: Preschool/Early Childhood Education
PreK-3 license must also take the following courses:
ED 334
Support for Early Childhood
(4)
Learning
ED 412
Early Childhood Curriculum and
(4)
Assessment
HPER 325
Physical Training and Academic
(2)
Readiness
HPER 325 can be substituted for HPER 343 in the program of study.
All courses must have a grade of ―C‖ or higher with the exception of ED 301 which
requires a ―B‖ or better.
A Cardiopulmonary Resuscitation certification is required for teacher licensure in this
major. This requirement may be met by successfully completing a certification course
during the student teaching semester.
Total Special Education Core Requirements (41 hours)
Total Professional Education Courses (36 hours)
121 Minimum hours required for graduation.
***
The Cumberland University Health and Human Performance program strives to promote
active participation of individuals in sport and physical activity across the life span. The
program prepares future professionals for careers in athletic training, fitness and
wellness, physical education, and strength and conditioning. Other careers that graduates
in this program are prepared for sport management and recreation.
The program offers an undergraduate degree in health and human performance with
emphasis in Physical Education and Health, Sport & Exercise Science, and Sport
Management. Minors that may be obtained are Coaching, Strength and Conditioning,
Physical Education and Health.
163
The Physical Education and Health Teacher education emphasis, leading to a K-12
Tennessee Teaching Licensure, provides the fundamental understanding of the
development and analysis of motor behavior, science of movement and the human body,
and the art of teaching individuals for a physically active lifestyle.
Successful completion of the Fitness and Wellness program prepares the candidate to
take the National Strength and Conditioning Specialist and the National Physical Trainer
exams.
The minor in Strength and Conditioning offers individuals the opportunity to expand their
knowledge and understanding in this field. The curriculum provides graduates with the
knowledge, understanding, and necessary skills to prepare the candidate for the National
Strength and Conditioning Association (NSCA) exam to become a Certified Strength and
Conditioning Specialist (CSCS) and/or a Certified Personal Trainer (CPT).
Required General Education Core.................................................................44-47 hours
Area I – Foundation Skills …………………………...........................……18-21 hours
FSL 101
2 hours
Rhetoric & Communication ………....................................……………………..15 hours
ENG 101
(3)
ENG 102
(3)
SPEE 220
(3)
SPAN 111
(3)
SPAN 112
(3)
Mathematics (choose one) ……............................……………………………3-4 hours
MATH 110
(3)
MATH 111
College Algebra
(3)
(required for Physical Education & Health concentration)
MATH 112
Trigonometry
(3)
MATH 121
Calculus
(4)
Area II – Liberal Arts Education…………............................…………………26 hours
Arts and Humanities (choose one)……………………....................................…….3 hours
ART 191
(3)
MU 129
Music Listening
(3)
PHIL 201
(3)
THR 100
(3)
Literature in English (choose one)………....................................…………………3 hours
ENG 215
(3)
ENG 216
(3)
The Social Sciences (choose two)…………...................................……………….6 hours
PSY 201
General Psychology
(3)
PSY 211
164
SOC 221
(3)
ANTH 210
(3)
ECON 241
(3)
ECON 242
(3)
History (choose one sequence)……………....................................……………….6 hours
HIS 191 & 192
World Civilization
(6)
HIS 201 & 202
(6)
The Natural Sciences (choose two)………........................................……………..8 hours
Select one of the following Biological Science courses
BIO 100
(4)
BIO 111 & 111L
(4)
Select one of the following Physical Science courses
PS 100
Physical Science
(4)
ASTR 100
(4)
CHEM 103
Fundamentals of Chemistry
(4)
(3-4)
PS 100
Physical Science
(4)
PHY 201
College Physics I
(4)
PHY 210
General Physics I
(4)
Health and Human Performance Core..........................................................17-20 hours
HPER 102-130
PE Activity Courses
(1)
(Non Varsity Sport Credit)
HPER 200
Foundations of Health, Physical
(3)
Education and Athletic Programs
HPER 227
Safety and First Aid Education
(2)
HPER 402
Administration of Health, Physical (3)
Education and Athletic Programs
HPER 421
Senior Seminar
(2)
HPER 427
Research Methods
(3)
HPER Practicum/Internship Requirements
*HPER 225 (1) Practicum/HPER 450 (2) Practicum II/HPER 499 (3) Internship (S&ES
Only = 6hrs)
HPER 496 (3) Practicum in Physical Education (PE & H Only)
HPER 499 (3) Internship (SM Only)
*(S&ES = 20 hours)
HHP Emphasis’
Sport Management
Sport & Exercise Science
Physical Education and Health
Emphasis in Sport Management
165
HPER 150
HPER 316
HPER 317
HPER 407
HPER 409
COM 190/390
COM 353
Lifetime Fitness
Introduction to Sport Management
Legal Issues in Recreation and Sport
Marketing in Recreation and Sports
Facility Planning and Design in
Recreation & Sport Administration
Idea Crafting and Communicating
Workshop
Idea Crafting and Communicating in
Emerging Discourse Communities
(1)
(3)
(3)
(3)
(3)
(1)
(3)
Additional Requirements for Sport Management: Business Core (12 hrs) or select a
Minor in Business Catalog (18+ hrs)
BUA 101
CIS 170
ACC 211
MGT 363
ECON 241
Introduction to Microcomputer
Applications
(3)
(3)
(3)
(3)
(3)
Note: Students may choose to minor in HPER, EDUC, BUS, COM or other, plus general
electives (30) hrs
Total HHP with Sport Management = 120 hrs
Total........................................................................................................................29 hours
Requirements for the Emphasis in Sport and Exercise Science
HPER 225
Strength and Conditioning
(1)
Practicum I
HPER 230
Care and Prevention of Athletic
(3)
Injuries
HPER 301
Physiology of Exercise
(3)
HPER 312
Nutrition
(3)
HPER 317
Legal Aspects in Recreation &
(3)
Sport Administration
HPER 327
Strength and Conditioning Program (3)
Design
HPER 343
(2)
Education
HPER 365
Advanced Techniques in Strength & (3)
Conditioning
HPER 370
Psycho-Socio Aspects of Movement (3)
HPER 409
Facility Planning and Design in
(3)
Recreation & Sport Administration
HPER 425
Kinesiology
(3)
166
HPER 411
HPER 450
Measurement and Evaluation in
Human Performance
Strength and Conditioning
Practicum II
(3)
(2)
Total........................................................................................................................32 hours
Requirement to select and take one national certification exam from:
1. American College of Sports Medicine (ACSM)
Health Fitness Certifications:
ACSM Certified Personal Trainer (CPT)
ACSM Certified Health Fitness Specialist (HFS)
ACSM/NSPAPPH Physical Activity in Public Health Specialist (PAPHS)
2. American Alliance for Health Physical Education Recreation and Dance
Certified Physical Best Health-Fitness Specialist
3. National Strength and Conditioning Association
Certified Strength and Conditioning Specialist (CSCS) OR Certified Personal
Trainer (CPT)
Note: Students may choose to minor in HPER, EDUC, BUS, COM or other, plus general
electives (24) hrs
Total HHP with Sport and Exercise Science = 120 hrs
Requirements for the Emphasis in Physical Education and Health
HPER 220
P.E. Activities
(3)
HPER 301
(3)
HPER 311
(3)
HPER 312
Nutrition
(3)
HPER 320
Motor Learning and Development (2)
HPER 326
Teaching Sport and Leisure Skills (3)
HPER 343
(2)
Education
HPER 360
Drugs and Violence in Health
(3)
Education
HPER 410
Curriculum Development in Health (3)
and Physical Education
HPER 411
(3)
Human Performance
HPER 425
Kinesiology
(3)
Total........................................................................................................................31 hours
Additional Requirement for PE with H: Professional Education
ED 190
Instruction
ED 201
167
(3)
(3)
ED 301
ED 314
ED 330
ED 432
ED 445
HPER (ED) 424
(3)
History and Philosophy of Education (3)
Exceptionally and Culturally Diverse (3)
Individuals
(3)
Enhanced Student Teaching (K-12) (12)
Health and Physical Education in the (3)
Classroom (K-12)
Total........................................................................................................................33 hours
* Requirement to take the Praxis II for Tennessee State Teaching Licensure.
Total HHP with Physical Education and Health..............................................125 hours
***
Athletic Training Education Program (ATEP)
The Athletic Training Education Program (ATEP) is accredited by the Commission on
Accreditation of Athletic Training Education (CAATE) and is designed to prepare
candidates for the exciting profession of athletic training. Athletic Trainers are the fronttime professionals dealing specifically with athletes and athletic injuries. The program
consists of various academic and clinical experiences. Athletic Training candidates be
exposed to numerous academic challenges, and be involved in the daily delivery of
athletic healthcare to the intercollegiate athletes at Cumberland University as part of the
clinical component of the program. This hand-on experience will better enable the
candidates to complete clinical competencies and give them the opportunity to expand the
concepts learned in the classroom. These experiences include practice and game
coverage, injury evaluation and treatment, implementing injury prevention techniques, as
well as designing and implementing long-term rehabilitation and conditioning programs.
Mission Statement
The mission of the Cumberland University Athletic Training Education Program (ATEP)
is to prepare candidates for the profession of athletic training. The program is designed to
give candidates the knowledge and experience necessary to continue their athletic
training career in whatever avenue they decide to pursue. This includes giving candidates
the knowledge and skills necessary to become a certified athletic trainer, to continue on
to a graduate program, and/or to prepare them for a job as a certified athletic trainer upon
completion of the program.
Admissions Requirements to the Athletic Training Education Program (ATEP)
The Athletic Training program has a limited enrollment. Therefore, all candidates must
make formal application, be admitted to the program and follow the prescribed course of
study. The following are the requirements for admission to the program:

Be admitted to Cumberland University by the Office of Admissions.
168











Complete HPER 230 and HPER 227 with a ―B‖ or better
Have an overall minimum GPA of 2.50
Complete 75 clinical observation hours, 50 documented hours for transfer
students.
Complete a program application.
Letter of application
Interview with the selection committee
Providing documentation of passing a physical examination
Providing evidence of completion of the Hepatitis B, MMR, and TB skin
immunizations
Technical Standards form signed
Successful completion of criminal background check
Providing evidence of NATA membership
Selection of candidates into the Athletic Training Program is made after April 15th for the
next academic year. Application materials should be completed prior to this date to be
fully considered for admission to the program. Additional information and any can be
requested from the ATEP Director. Once the deadline for submission of applications has
passed the selection committee will interview all qualified applicants. The selection
committee (consisting of all athletic training faculty members) will then evaluate each
applicant using four criteria using a weighted point system. After this evaluation, the
highest-scoring applicants will be accepted into the Athletic Training Education Program.
The criteria and weighting system are as follows:
Grade Point Average
Quality of Interview
3.50 and higher – 10 points
Outstanding – 5 points
3.25 to 3.49 – 8 points
Great – 4 points
3.00 to 2.99 – 6 points
Good – 3 points
2.75 to 2.99 – 4 points
Fair –2 points
2.50 to 2.74 – 2 points
Poor – 1 point
Quality of Observation Hours
Quality of Application and Letter
Great – 8 points
Great – 4 points
Good – 6 points
Good – 3 points
Fair – 4 points
Fair – 2 points
Poor – 2 points
Poor – 1 point
* All Cumberland University ATEP candidates will be ranked according to the
assessment form score. Available slots within the ATEP major will be filled according
to this prioritized listing of candidates starting with the top score downward. If there
is a tie score and there are not enough positions available within the ATEP, then a
tie-breaker will be used. Applicants will be ranked from highest to lowest based on
the documented evidence provided in their application file regarding their directed
observation cliical experiences for the available slots. ATEP candidates not being
accepted may reapply for admission during the next available application period.
169
Specific ATEP application materials are located on the CU website on the Athletic
Training link.
Cumberland University‘s Athletic Training Education Program makes no distinction in
its admission policies or procedure on grounds of age, sex, religion, race, color, national
origin, or physical handicap.
Athletic Training Education Program Retention Requirements
It is necessary that candidates show excellence in the coursework aspects of the ATEP as
well as in the clinical aspect in order to have a reasonable opportunity for professional
success after graduation, and in passing the NATA Board of Certification exam.
Therefore, to remain in good standing in the program, candidates must:





Maintain a cumulative grade point average of 2.50 or better on a 4.0 scale
Maintain an ―ATEP core‖ grade point average of 3.00 or better on a 4.0 scale
Maintain successful completion of the Clinical and Field experiences
Maintain First Aid and CPR certification
Maintain NATA Membership status
Any student Falling below the cumulative or ATEP core GPA requirement will be placed
on probation for the next semester. At the end of that semester, an improvement in GPA
must be made, or suspension from the ATEP will result. The student will remain on
probation until such time as the GPA has attained the required level. Students placed on
suspension will be withdrawn from the ATEP and will have to reapply for admission into
the ATEP.
Student Appeals Process
Athletic Training students who disagree with a decision made concerning their academic
or professional behavior (such as denial of admission to the ATEP or being placed on
probation or suspension from the ATEP because of academic insufficiencies or
behavioral problems) have the right to appeal the decision. Athletic Training students are
encouraged to discuss their concerns or problems with their instructor, supervisor, and/or
advisor. If a candidate is unable to resolve an issue with the involved faculty, he/she is
encouraged to submit concerns in writing to the ATEP Director and meet with the
program director for further discussion and resolution. The ATEP Director and faculty
will review the appeal at the department level. The candidate then has the right to appeal
at the college level if there is still disagreement following a departmental appeal. This
candidate grievance procedure is outlined in the Cumberland University undergraduate
handbook.
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Athletic Training Handbook
The Athletic Training Education Program publishes an Athletic Training Handbook
detailing policies and procedures for students and staff within the Athletic Training
Department and the Athletic Training Education Program. The regulations contained in
this document apply to each student enrolled in the program. The Athletic Training
Department Handbook is available on the Cumberland University website and by request
from the ATEP Director.
Credit for Athletic Training Courses
Candidates may only receive credit for Athletic Training courses if taken at Cumberland
University. Candidates may not receive credit for Athletic Training courses taken at other
universities. An exception may be requested for transfer of HPER 230, Care and
Prevention of Athletic Injuries, with the approval of the Athletic Training Education
Program Director.
NOTE: This policy will also apply to those students desiring to change their major to
Athletic Training after the first 30 hours of academic work.
Clinical Completion Requirements
Students must complete Clinicals in Athletic Training I-V with a ―C‖ or better to be
eligible for completion of the Athletic Training Education Program.
Candidates must complete a minimum of 850 clinical hours to be eligible for completion
of the Athletic Training Education Program. In order to meet this hours requirement,
there is minimum of 150 clinical hours required for Clinical I and II (HPER 351-352) in
Athletic Training, a minimum of 175 hours for Clinical III-IV (HPER 353-354), and a
minimum of 200 clinical hours for Clinical V (HPER 355). If a student fails to complete
their clinical hours during any clinical course the student will be unable to progress to the
next level of Clinical in Athletic Training.
A minimum of one semester of Clinicals in Athletic Training must be completed in both
the Fall and Spring semesters. The remaining three semesters may be completed in either
the Fall or Spring terms, as approved by the ATEP Director.
Every athletic training student must master the competencies and proficiencies, which are
provided in the 4th edition of the Athletic Training Educational Competencies which was
published in 2006 by the NATA Educational Council.
NATA and TATS Membership
All athletic training students are expected to maintain current membership in the National
Athletic Trainers‘ Association (NATA) and the Tennessee Athletic Trainers Society
(TATS). Successful completion of the Athletic Training major prepares the candidate to
take the National Athletic Trainers‘ Association Certification Examination and to apply
to the Tennessee Board of Medical Examiners as a Certified Athletic Trainer.
A copy of the student‘s membership cards will be kept in the student‘s file.
171
Athletic Training
Required General Education Core…….........................................................44-47 hours
Area I – Foundation Skills…………………............................................…..18-21 hours
FSL 101
2 hours
Rhetoric & Communication……………………................................................….15 hours
ENG 101
(3)
ENG 102
(3)
SPEE 220
(3)
SPAN 111
(3)
SPAN 112
(3)
Mathematics (choose one)……………………………........................…………..3-4 hours
MATH 111
College Algebra
(3)
MATH 121
Calculus
(4)
Area II – A Liberal Arts Education………...........................................……….26 hours
Arts & Humanities (choose one)……………….................................................…..3 hours
ART 191
(3)
MU 129
Music Listening
(3)
PHIL 201
(3)
THR 100
(3)
Literature in English (choose one)……...................................................………….3 hours
ENG 215
(3)
ENG 216
(3)
The Social Sciences ………………………….................................................……6 hours
PSY 201
General Psychology
(3)
PSY 211
History (choose one sequence)……….....................................................…………6 hours
HIS 191 & 192
(6)
HIS 201 & 202
(6)
The Natural Sciences……………………………................................................…8 hours
BIO 111 & 111L
(4) and
CHEM 103
(4) or
(cannot be paired with any other chemistry course)
CHEM 111 & 111L General Chemistry I & Lab
(4)
(can be substituted for CHEM 103 for pre-physical therapy students)
Additional Psychology and Science Courses required for major…............15-18 hours
BIO 213
Human Anatomy and Physiology I (4)
BIO 214
Human Anatomy and Physiology II (4)
PHY 201
College Physics I*
(4)
PSY 205
Statistics for the Behavioral Science (3)
MATH 112
Trigonometry
(3)
(if MATH 121 is not taken)
172
Courses Required for the Major……………………………........................…..61 hours
HPER 150
Lifetime Fitness
(1)
HPER 200
Foundations of Health, P.E. &
(3)
Athletic Programs
HPER 227
Safety & First Aid
(2)
HPER 230
Care & Prevention of Athletic
(3)
Injuries
HPER 231
Evaluation of Lower Extremity
(3)
Injuries
HPER 232
Evaluation of Upper Extremity
(3)
Injuries
HPER 301
(3)
HPER 302
Med. Aspects of Sports Injuries
(3)
HPER 304
Organization & Administration in (3)
Athletic Training
HPER 311
Personal & Community Health
(3)
HPER 312
Nutrition
(3)
HPER 320
Motor Learning & Development
(2)
HPER 343
(2)
Education
HPER 351
Clinical Experience in Athletic
(2)
Training I
HPER 352
(2)
Training II
HPER 353
(2)
Training III
HPER 354
(2)
Training IV
HPER 355
(2)
Training V
HPER 401
Therapeutic Modalities
(3)
HPER 403
Pathophysiology & Pharmacology (3)
in Athletic Training
HPER 404
Rehabilitation of Athletic Injuries (4)
HPER 423
Tests and Measurements in Physical (3)
Education
HPER 425
Kinesiology
(3)
HPER 430
Senior Seminar in Athletic Training (1)
Total Required Psychology & Science Courses (15-18 hours)
Total Required Courses for the Major (61 hours)
All courses must have a grade of ―C‖ (2.0) or higher.
173


MATH 111 and MATH 112 or MATH 121 must be completed as prerequisites to
PHY 201.
HPER 227 and HPER 230 require a grade of B or higher to be admitted into the
Athletic Training Education Program.
120 Minimum Hours Required for Graduation
***
HPER 201
HPER 206
HPER 227
HPER 230
HPER 326
HPER 370
HPER 391
HPER 402
Coaching Minor
Fundamentals of Coaching
Coaching Olympic Sports
Care and Prevention of Athletic
Injuries
Teaching Sport & Leisure Skills
Psychosocial Aspects of Movement
Officiating Sports
Administration of Health, PE and
Athletic Programs
(3)
(3)
(2)
(3)
(3)
(2)
(2)
(3)
Total.........................................................................................................................22 hours
HPER 227
HPER 311
HPER 312
HPER 360
HPER 402
HPER 424
HPER 425
Health Minor
Nutrition
Drugs & Violence in Health
Education
Administration of Health, PE, and
Athletic Programs
Health and Physical Education in
the classroom
Kinesiology
(2)
(3)
(3)
(3)
(3)
(3)
(3)
Total.........................................................................................................................20 hours
HPER 200
HPER 220
HPER 227
HPER 301
HPER 326
HPER 343
Physical Education Minor
Foundations of Health, P.E. and
Athletic Programs
Physical Education Activities
Teaching Sport & Leisure Skills
Education
174
(3)
(3)
(2)
(3)
(3)
(2)
HPER 402
HPER 410
HPER 424
HPER 425
Administration of Health, PE, and (3)
Athletic Programs
Curriculum Development in Health (3)
and Physical Education
Health and Physical Education in the (3)
classroom
Kinesiology
(3)
Total.........................................................................................................................28 hours
HPER 225
HPER 230
HPER 301
HPER 312
HPER 327
HPER 365
HPER 411
HPER 425
HPER 450
Strength and Conditioning Minor
Strength & Conditioning Practicum I (1)
Care & Prevention of Athletic
(3)
Injuries
Exercise Physiology
(3)
Nutrition
(3)
Strength & Conditioning Program (3)
Design
Advanced Techniques in Strength & (3)
Conditioning
(3)
Human Performance
Kinesiology
(3)
Strength & Conditioning
(2)
Practicum II
Total.........................................................................................................................24 hours
School of Liberal Arts and Sciences
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Faculty
Laurie P. Dishman, PhD, Dean
Lisa M. Cobb, DA, Associate Dean
Kimberly G. Atwood, MS
C. Rick Bell, MA
Danny L. Bryan, MS
W. Russell Cheatham, PhD
Mark R. Cheathem, PhD
Chris Fuller, PhD
Kevin Gammon, PhD
Stuart E. Harris, DA
Fred E. Heifner, Jr., ThD
Natalie Inman, PhD
John P. Markert, Jr., PhD
Robert Nichols, Jr., PhD
Wilbur L. Peterson, PhD
Sarah Sewell Pierce, PhD
C. Monty Pope, MA
Michael Rex, PhD
Catherine M. Smith, PhD
Nathaniel S. Smith, MA
Deborah Van Damme-Zardeneta, MA,
MA
Mission of the School of Liberal Arts and Sciences
In the School of Liberal Arts and Sciences, students are exposed to ideas and information
that will form the cornerstone for learning. By the systematic study of the social sciences,
humanities, mathematics and the natural sciences, students reflect upon the history of
their culture, examine political, social and ethical issues and develop an understanding of
the physical world. Through this process, students sharpen their powers of observation,
analysis and evaluation. In addition, the curriculum enables students to develop
communication skills, critical thinking skills and decision-making abilities.
Degrees
Degrees offered include the Bachelor of Arts degree, with majors in Criminal Justice,
English, Humanities and Social Sciences and History. We also offer the Bachelor of
Science degree with majors in Biology, Mathematics and Psychology.
Goals
The goals of the school are to provide students with the following:
 Courses in the General Education Core (GEC).
 Knowledge and appreciation of classic and modern literature.
 The ability to write effectively and cleanly.
 Knowledge of mathematical concepts.
 Knowledge and appreciation of American culture.
 Knowledge of the dynamics of human society.
 Knowledge of the physical and biological sciences.
The School meets its stated goals through specific courses that comprise the school‘s
curriculum.
Pre-Professional Areas of Focus
Many of the graduates of Cumberland University will continue their education by going
to graduate and professional schools. The courses required for admittance to some of the
health profession schools are shown below. Students preparing for graduate or
professional schools should obtain admission requirements for the schools of interest
early in their undergraduate enrollment, so that exact requirements can be met. Since
admission to professional schools is highly competitive, students should be aware that
176
satisfactory completion of pre-professional requirements does not guarantee admission to
professional schools. Therefore students are advised to plan undergraduate programs with
some attention to possible alternative goals. The Health Professions Advisor will assist
students in realistically evaluating their potential for admission to professional schools.
Pre-professional students are encouraged to join the Pre-Health Professional Society,
which has monthly speakers discussing the various health related professions. A Preprofessional Internship is available to students to gain insight into the various medical
professions. The internship permission must be obtained from the Health Professions
Advisor.
Pre-Medical
Admission requirements for medical school vary from school to school, but most require
one year of English composition (ENG 101, 102) one year of biology (BIO 111, 112) one
year of physics (PHY 201, 202 or PHY 210, 211) two years of chemistry (CHEM 111,
112, 311, 312) and 52 hours of electives. These electives should provide a broad, cultural
background and relate to medical preparation. These requirements can be met in a variety
of programs which lead to an undergraduate degree. Even though the admission
requirements can be completed in less than four years, it is rare for students to be
accepted prior to the completion of an undergraduate degree. Students considered for
admission should have a 3.5 overall grade point average. In addition, extracurricular
activities and leadership roles are important, volunteering or jobs in the health profession
to gain experience are a sign of commitment and dedication. The Medical College
Admission Test (MCAT) is now taken on computer and offered 22 times a year. You
register for the MCAT online. The MCAT tests your general knowledge of physics,
general chemistry, biology, and organic chemistry. Admission to medical school is very
competitive. Satisfactory completion of all pre-medical requirements does not guarantee
admission to medical school.
Pre-Dental
Admission requirements for dental school vary, so students should consult the dental
school websites to determine the exact requirements for entrance into the desired school.
The prerequisites for the University of Tennessee (UT) dental school include one year of
biology (BIO 111, 112), one year of physics (PHY 201, 202 or PHY 210, 211), two years
of chemistry (CHEM 111, 112, 311, 312), one year of mathematics (including one
semester of calculus), one year of English (ENG 101, 102) one semester of biochemistry
(BIO/CHEM 400) and one semester of microbiology (BIO 203). Even though these
requirements can be completed in less than four years, it is rare for students to be
accepted prior to the completion of an undergraduate degree. The four major factors
influencing admission are academic performance, recommendations, DAT scores, and
interview performance. Students considered for admission should have a 3.0 GPA or
higher. In addition, extracurricular activities and volunteering or working in dental
offices is highly recommended. The Dental Admissions Test (DAT) must be taken and
application made to dental school about one year prior to expected entrance. A score of
15-19 is needed on the DAT for acceptance into most schools. Application to dental
school can be made directly to the school or through the American Association of Dental
Schools Application Service (AADSAS). Further information may be obtained from the
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Health Professions Advisor. Admission to dental school is very competitive. Satisfactory
completion of all pre-dental requirements does not guarantee admission to dental school.
Pre-Pharmacy
Admission requirements for pharmacy school vary from school to school, but most
require about 67 semester hours of required course work from an accredited institution.
The pre-pharmacy curriculum at the University Of Tennessee (UT) requires 90 semester
hours of course work. The required courses are 16 semester hours of chemistry (CHEM
111, 112, 311, 312), eight hours of biology (BIO 111, 112), eight hours of physics (PHY
201, 202 or 210, 211), six hours of English composition (ENG 101, 102), Speech (SPEE
220), Anatomy/Physiology (BIO 213, 214), Microbiology (BIO 203), Statistics (PSY
205), Calculus (MATH 121), Biochemistry (BIO/CHEM 400), Immunology (BIO 418),
six hours of social science electives (psychology, sociology, economics, anthropology,
political science), and six hours of humanities (literature, language, history, philosophy).
One year of American History at the high school or college level is required for UT
admission. Some students choose to complete the above requirements in a minimum
period of time while others apply for admission following the completion of an
undergraduate degree. A grade of C or above must be achieved for each pre-pharmacy
course and an overall academic average of 2.5 or higher. In addition, the Pharmacy
College Admission Test (PCAT) is required by most schools. The PCAT is offered four
times a year. PCAT information and applications can be obtained from the Health
Professions Advisor. Admission to pharmacy school is very competitive. Satisfactory
completion of all pre-pharmacy requirements does not guarantee admission to pharmacy
school.
Pre-Veterinary Medicine
The admission requirements for Veterinary Medicine can vary from school to school, so
it is recommended that a student obtain admission requirements online from the
veterinary school of interest. There is only one College of Veterinary Medicine in
Tennessee. Approximately 60 students are admitted annually, thus the competition is
tough. The College of Veterinary Medicine at UT, Knoxville, requires the following preveterinary courses: six semester hours of English composition (ENG 101, 102), 18
semester hours of humanities and social sciences (literature, speech, music, art,
philosophy, religion, language, history, economics, anthropology, political science,
psychology, sociology and geography), eight semester hours of physics (PHY 201, 202 or
PHY 210, 211) eight semester hours of general chemistry (CHEM 111, 112), eight
semester hours of organic chemistry (CHEM 311, 312), four semester hours of
biochemistry (CHEM 400), eight semester hours of biology (BIO 111, 112), genetics
(BIO 302), and cellular biology (BIO 416).
Students apply to veterinary medical school through the Veterinary Medical College
Application Service (VMCAS), which provides for the collection, processing,
verification and distribution of applicant data to participating colleges. The Graduate
Record Exam (GRE) is required for admission. Acceptance into Veterinary Medical
College is very competitive. Satisfactory completion of all requirements does not
guarantee admission to veterinary school.
178
Pre-Physical Therapy
The suggested curriculum is designed for students planning to enter the physical therapy
program at UT, Memphis. Programs are different for different schools, so be sure to
obtain admission information online from the school that you are interested in attending.
A minimum of 60 semester hours must be completed prior to enrollment including the
following courses: Biology, eight semester hours (BIO 111, 112); Chemistry, eight
semester hours (CHEM 111, 112); Physics, eight semester hours (PHY 201, 202 or PHY
210, 211); Human Physiology, eight semester hours (BIO 213, 214); English, six
semester hours (ENG 101, 102); Mathematics, four semester hours (can be algebra,
trigonometry or calculus); Psychology, six semester hours (must include general); Social
Sciences/Humanities,12 semester hours (psychology, sociology, economics,
anthropology, political science, literature, language, history, philosophy); and Statistics,
three semester hours (PSY 205).
The competition for physical therapy school is as great as for medical school. Physical
therapy schools are looking for good grades (at least a GPA of 3.0 or higher), the ability
to handle a full academic load, maturity, extracurricular and leadership activities and
volunteer work in physical therapy. Satisfactory completion of all pre-physical therapy
requirements does not guarantee admission to physical therapy school.
Pre-Dental Hygiene
The admission requirements vary from school to school, so it is important to obtain
admission requirements online for the school year you are interested in attending.
Students may be admitted to the Dental Hygiene program at UT, Memphis after the
completion of 64 semester hours of course work. The following courses are required for
admission: English, nine semester hours (ENG 101, 102, 215 or 216); Speech, three
semester hours (SPEE 220); Psychology, six semester hours: Sociology, six semester
hours; General Biology, four semester hours (BIO 111); Microbiology, four semester
hours (BIO 203); Anatomy and Physiology, eight semester hours (BIO 213, 214);
General Chemistry, eight semester hours (CHEM 111, 112); and 16 semester hours of
electives. Admission to dental hygiene school is very competitive. Satisfactory
completion of all requirements does not guarantee admission to dental hygiene school.
Pre-Law Study
Cumberland University has a long and rich heritage as a center of legal study. From
1847, just five years after it‘s founding, until 1961, Cumberland was the home of one of
the premier law schools in the nation. Many state governors and members of Congress, as
well as two Justices of the U.S. Supreme Court were graduates of the Cumberland Law
School.
This commitment to quality legal education continues today as we prepare
undergraduates for admission and successful work at some of the top law schools in the
country. Most law schools recommend a broad course of study in preparation for law
school. All Cumberland University students interested in law school have the opportunity
of working with Cumberland University‘s pre-law advisor, who is a full-time faculty
179
member. Together they select a major which reflects the student‘s personal interests and
which provides challenging course work to prepare the student to compete successfully in
law school. Emphasis is on courses which hone the student‘s writing skills, analytical
thinking and verbal communication. In addition, membership in Cumberland University‘s
Pre-Law Society is encouraged for all students interested in law school.
Biology Major
The mission of the Biology Program is to provide excellence through its curriculum.
Graduates of this program will be deeply insightful in life sciences and have a
scientifically sound knowledge base that prepares them for employment or entry into
professional/graduate studies.
The BS in Biology develops the student‘s understanding of the life sciences through
study of basic principles of the structures and functions of a variety of organisms and
through study of ecosystems and the environment. The curriculum prepares the student to
pursue graduate study in biology, health professions or to teach at the secondary level.
The BS in Biology consists of 120 minimum required semester hours: 44-47 from the
GEC, 25 from required Biology core courses, 12 from Biology Electives, 26-27 from
Non-Biology requirements and 9-13 of general electives.
Candidates interested in Biology teacher licensure must complete the program of study,
take a tightly prescribed set of education courses in lieu of electives, and enroll in the
Master of Arts in Education program. Called the Master Teacher Option, this
individualized course of study will allow a candidate to complete a Biology degree,
obtain teacher licensure, and get a Master‘s degree in Education in five years.
Candidates should work with a Biology advisor and an advisor from the School of
Education and Public Service early and often to ensure enrollment in the required
courses. ED 432 Classroom Management and ED 433 Methods in Education must be
taken in the final undergraduate semester, and specific MAE courses must be taken prior
to student teaching.
Required General Education Core…………………………………………44-47 hours
Area I – Foundation Skills .................. .....................................………….…18-21 hours
 FSL 101
2 hours
Rhetoric & Communication ................... ................................................................15 hours
 ENG 101
(3)
 ENG 102
(3)
SPEE 220
(3)
SPAN 111
(3)
SPAN 112
(3)
Mathematics (choose one) .................................................................................3 or 4 hours
 MATH 111
College Algebra
(3)
180


MATH 112
MATH 121
Trigonometry
Calculus I
(3)
(4)
Area II – A Liberal Arts Education …................................................................26 hours
Arts and Humanities (choose one)............................................................................3 hours
ART 191
(3)
MU 129
Music Listening
(3)
PHIL 201
(3)
THR 100
(3)
Literature in English (choose one)…........................................................................3 hours
ENG 215
(3)
ENG 216
(3)
Social Science (choose two from the following).................................................….6 hours
ANTH (SOC) 210
(3)
ECON 241
(3) or
ECON 242
(3)
PSY 201
General Psychology
(3) or
PSY 211
(3)
SOC 221
(3)
History (choose one sequence) .............. ................................................................6 hours
HIS 191 & HIS 192 World Civilization I & II
(6)
HIS 201 & HIS 202 History of the U.S. I & II
(6)
The Natural Sciences...............................................................................................8 hours
 BIO 111 & 111L
(4)
 CHEM 111 & 111L General Chemistry I & Lab
(4)
Required Core Biology Courses ......... ..........................................................….25 hours
 BIO 112
General Biology II
(4)
 BIO 203 & 203L
Microbiology & Lab
(4)
 BIO 311
Biology Seminar I
(1)
Choose either of these Cell oriented courses*
 BIO 302
Genetics
(4)
 BIO 416
Cell Biology
(4)
Choose either of these Zoology courses*
 BIO 410
Invertebrate Zoology
(4)
 BIO 413
Vertebrate Zoology
(4)
Choose either of these Botany courses*
 BIO 412
Flowering Botany
(4)
 BIO 417
Non-Flowering Botany
(4)
Choose either of these Environmental courses*
 BIO 304
Aquatic Biology
(4)
 BIO 414
General Ecology
(4)
Biology Electives...................................................................................................12 hours
 Choose any three Biology courses at the 200 level or higher.
181

Appropriate BIO 498 courses may be substituted for these categories with
permission of the Dean of the School of Liberal Arts and Sciences.
Requirements for the major other than Biology…..............…................…26-27 hours
 MATH 112
Trigonometry
(3) or
 MATH 121
Calculus I
(4) or
 MATH 122
Calculus II
(4) or
 PSY (SOC) 205
Statistics for the Behavioral Sciences (3)
 GEOG 200
World Regional Geography
(3)
 CHEM 112 & 112L General Chemistry II & Lab
(4)
 CHEM 311
Organic Chemistry I
(4)
 CHEM 312
Organic Chemistry II
(4)
 PHY 201
College Physics I
(4) and
 PHY 202
College Physics II
(4) or
 PHY 210
General Physics I
(4) and
 PHY 211
General Physics II
(4)
General Electives………………….........................................................…....9-13 hours
Total GEC (44-47 credit hours)
Total Biology Core Classes (25 credit hours)
Total Biology Electives (12 credit hours)
Total Required Non-Biology Courses (26-27 credit hours)
Total General Electives (9-13 credit hours)

***
Criminal Justice and Public Administration Major
The mission of the Criminal Justice and Public Administration Program is to prepare
students for success in graduate school and in their professional careers by providing a
quality education that stresses integrity and scholarship.
The BA in Criminal Justice and Public Administration is designed to prepare students for
graduate school and for diversified work experiences in the public sector, particularly in
the criminal justice system. In addition, the Criminal Justice and Public Administration
Major will receive knowledge and skills which will enable him or her to pursue
opportunities in loss prevention and private security.
182
The BA in Criminal Justice and Public Administration consists of 120 minimum required
semester hours: 44-47 from the GEC, 30 from Criminal Justice core courses, 21 from
Social Science courses, six from Social Science electives, six from Criminal Justice
electives and 10-13 from general electives.
Required General Education Core ….......................................................….44-47 hours
Area I – Foundation Skills………..............................................................…18-21 hours
 FSL 101
2 hours
Rhetoric & Communication ................... .................................................................15 hours
 ENG 101
(3)
 ENG 102
(3)
SPEE 220
(3)
SPAN 111
(3)
SPAN 112
(3)
Mathematics (choose one) .................................................................................3 or 4 hours
MATH 110
(3)
MATH 111
College Algebra
(3)
MATH 112
Trigonometry
(3)
MATH 121
Calculus I
(4)
Area II – A Liberal Arts Education………...................................................….26 hours
Arts and Humanities (choose one)............................................................................3 hours
ART 191
(3)
MU 129
Music Listening
(3)
PHIL 201
(3)
THR 100
(3)
Literature in English (choose one) ........ ..............................................................…..3 hours
ENG 215
(3)
ENG 216
(3)
Social Science (choose two from the following)….............................................….6 hours
ANTH (SOC) 210
(3)
ECON 241
(3) or
ECON 242
(3)
PSY 201
General Psychology
(3) or
PSY 211
(3)
SOC 221
(3)
History (choose one sequence)..................................................................................6 hours
(6)
(6)
The Natural Sciences.................................................................................................8 hours
BIO 100
(4)
BIO 111 & 111L
General Biology I & Lab
(4)
183
ASTR 100
CHEM 103
CHEM 111 & 111L
PHY 201
PHY 210
PS 100
General Chemistry I & Lab
College Physics I
General Physics I
Principles of Physical Science
(4)
(4)
(4)
(4)
(4)
(4)
Criminal Justice Core Requirements………..................................................…30 hours
 CRJ (SOC) 111
Introduction to Criminal Justice
(3)
 CRJ 210
Investigation
(3)
 CRJ (SOC) 221
Juvenile Delinquency
(3)
 CRJ (SOC) 222
Corrections in America
(3)
 CRJ 311
Management of Law Enforcement (3)
Agencies
 CRJ (SOC) 323
Criminology
(3)
 CRJ 325
Security & Loss Prevention
(3)
 CRJ 410
Principles of Criminal Law
(3)
 CRJ 421
Introduction to Forensic Science
(3)
 CRJ 450
Practicum in Criminal Justice
(3)
Criminal Justice Electives......................................................................................6 hours
 Choose two Criminal Justice electives at the 300 or above level.
Political Science Requirements………….......................................................….15 hours
 POLSC 223
Introduction to American National (3)
Government and Politics
 POLSC 224
Introduction to American State and (3)
Local Government and Politics
 POLSC 340
The American Presidency
(3)
 CRJ (POLSC) 360
The American Judicial Process
(3)
 CRJ (POLSC) 411
Constitutional Law
(3)
Public Administration Requirements.................................................................18 hours
 PBADM 200
(3)
 PBADM 2XX
Introduction to Public Policy
(3)
 PBADM 330
Organization Theory
(3)
 PBADM 3XX
Urban Affairs and Issues
(3)
 PBADM 461
The Planning Process
(3)
 PBADM 466
Administrative Law
(3)
Required Social Science Electives…..................................................…......……..6 hours
 Choose any two upper level Social Science course at the 300 level or above.
Total Criminal Justice Core Courses (30 credit hours)
184
Total Criminal Justice Electives (6 credit hours)
Total Public Administration Requirements (18 credit hours)
Total Political Science Requirements (15 credit hours)
Total Social Science Electives (6 credit hours)

***
English Major
The BA in English provides necessary verbal and written communication skills to prepare
students for careers in law, communication, education, business and technical writing,
and for graduate studies in the humanities or social sciences.
The BA in English consists of 120 minimum required semester hours: 44-47 from the
GEC, 34 from English core requirements, three from English electives and 36-39 from
general electives.
Candidates interested in teacher licensure in this subject must complete this program of
study and the Secondary Education dual major. Candidates should work with an advisor
in this subject and an advisor from the School of Education and Public Service early and
often to ensure enrollment in the required courses. ED 432 Classroom Management and
ED 433 Methods in Education must be taken the semester prior to student teaching.
Required General Education Core……...................................................…..44-47 hours
Area I – Foundation Skills…………..............................................................18-21 hours
 FSL 101
2 hours
Rhetoric & Communications ................. .................................................................15 hours
 ENG 101
(3)
 ENG 102
(3)
SPEE 220
(3)
SPAN 111
(3)
SPAN 112
(3)
Mathematics (choose one)..................................................................................3 or 4 hours
MATH 110
(3)
MATH 111
College Algebra
(3)
MATH 112
Trigonometry
(3)
MATH 121
Calculus I
(4)
Area II – A Liberal Arts Education………....................................................…26 hours
Arts and Humanities (choose one) . ……...................................................................3 hours
ART 191
(3)
185
MU 129
Music Listening
(3)
PHIL 201
(3)
THR 100
(3)
Literature in English (choose one) ..... …...............................................................…3 hours
 ENG 215
(3)
 ENG 216
(3)
Social Science (choose two from the following)…...........................................……6 hours
ANTH (SOC) 210
(3)
ECON 241
(3) or
ECON 242
(3)
PSY 201
General Psychology
(3) or
PSY 211
(3)
SOC 221
(3)
History (choose one sequence) ..................................................................................6 hours
(6)
(6)
The Natural Sciences .................................................................................................8 hours
BIO 100
(4)
BIO 111 & 111L
(4)
ASTR 100
(4)
CHEM 103
(4)
(4)
PHY 201
College Physics I
(4)
PHY 210
General Physics I
(4)
PS 100
Physical Science
(4)
Required Core English courses..... …..............................................................….34 hours
 ENG 300
Introduction to Literary Study
(3)
 ENG 311
American Literature I
(3)
 ENG 312
American Literature II
(3)
 ENG 321
British Literature I
(3)
 ENG 322
British Literature II
(3)
 ENG 331
History & Structure of English
(3)
Language
 ENG 423
Shakespeare
(4)
 ENG 424
World Literature I
(3)
 ENG 425
World Literature II
(3)
 ENG 440
Studies in Drama
(3)
 ENG 445
Advanced Composition & Grammar (3)
English Elective:...................................................................................................... 3 hours
Choose any one of the following upper level courses
 ENG (ED) 316
Literature for Children and
(3)
Adolescents
186








ENG (SOC) 344
ENG (SOC) 345
ENG (SOC) 346
ENG 351 (BUA 251)
ENG 400
ENG 411
ENG 412
ENG 498
Cinema in Society
Sociology of Art and Literature
Cinema Themes
Creative Writing
Author Study
Genre Study
Practicum
(3)
(3)
(3)
(3)
(3)
(3)
(3)
(3)
General Electives ............................. ................................................................36-39 hours
Total English Core Courses (34 credit hours)
Total English Electives (3 credit hours)

***
History Major
Students in the history program at Cumberland University will come away with an
understanding of what history is and how historians practice it as a discipline; the
differences among various peoples and cultures; an awareness of the past and its
relevancy to the modern student; the role of human agency in determining the past; and
the importance of cause and consequence in historical actions. Using primary and
secondary source evidence, students will be required to think and write critically and
logically about historic events and themes. The ultimate goal is for students to be able to
analyze the past critically so that they become better-educated citizens in the present and
future.
The BA in History consists of 120 minimum required semester hours: 44-47 from the
GEC, 18 from History core requirements, 27 from History electives, 15 from other
required Social Sciences, nine from Social Science electives and four to seven from
general electives.
187
Required General Education Core……...................................................…44-47 hours
Area I-Foundation Skills ..................... .........................................................18-21 hours
 FSL 101
2 hours
Rhetoric & Communication ................... ................................................................15 hours
 ENG 101
(3)
 ENG 102
(3)
SPEE 220
(3)
SPAN 111
(3)
SPAN 112
(3)
Mathematics (choose one)…………..........................................................……3 or 4 hours
MATH 110
(3)
MATH 111
College Algebra
(3)
MATH 112
Trigonometry
(3)
MATH 121
Calculus I
(4)
Area II-A Liberal Arts Education…….........................................................….26 hours
Arts and Humanities (choose one) ..... …............................................................…3 hours
ART 191
(3)
MU 129
Music Listening
(3)
PHIL 201
(3)
THR 100
(3)
Literature in English (choose one) ..... …...........................................................….3 hours
ENG 215
(3)
ENG 216
(3)
Social Science .................................................... ……...........................................6 hours
ANTH (SOC) 210
(3)
PSY 201
General Psychology
(3) or
PSY 211
(3)
History.....................................................................................................................6 hours
 HIS 201
History of the U.S. I
(3)
 HIS 202
History of the U.S. II
(3)
The Natural Sciences ............................. ................................................................8 hours
BIO 100
(4)
BIO 111 & 111L
(4)
ASTR 100
(4)
CHEM 103
(4)
(4)
PHY 201
College Physics I
(4)
PHY 210
General Physics I
(4)
PS 100
Fundamentals of Physical Science (4)
History Core Requirements……………......................................................…18 hours
188
 HIS 191
World Civilization to 1500
 HIS 192
World Civilization since 1500
 HIS 496
Senior Seminar in History
Choose one of the following courses:
 HIS 300
Civil War
 HIS 415
Emergence of Modern America
 HIS 426
United States History, 1941 to the
Present
 HIS 401
Jacksonian History
 HIS 420
Southern U.S. History
 HIS 430
Expansion of the United States
 HIS 497
Special Topics in History
 HIS 322
Asian History
 HIS 324
Latin America History
 HIS 326
African History
 HIS 437
Emergence of Modern Europe
(3)
(3)
(3)
(3)
(3)
(3)
(3)
(3)
(3)
(3)
(3)
(3)
(3)
(3)
Required History Electives ..... ……….......................................................…..27 hours
 Choose nine History electives at the 300 or above level.
Social Science Requirements……...............................................................…..15 hours
 ECON 241
(3) or
 ECON 242
(3)
 GEOG 200
(3)
 PSY 201
General Psychology
(3) or
 PSY 420
Abnormal Psychology
(3)
 SOC 221
(3)
 POLSC 223
Introduction to American National (3) or
 POLSC 224
Introduction to American State and (3)
Local Government and Politics
Social Science Electives.................... …...........................................................…..9 hours
 Choose one Anthropology elective at the 300 or above level.
(3)
 Choose two Geography electives at the 300 or above level.
(6)
General Electives .................................. ...............................................................4-7 hours
Total History Core Requirements (18 credit hours)
Total Required History Electives (27 credit hours)
189
Total Social Science Requirements (15 credit hours)
Total Social Science Electives (9 credit hours)

***
Humanities and Social Sciences Major
The Humanities and Social Sciences major is designed to provide a value-centered
education focused on understanding oneself, one‘s society, one‘s history, one‘s culture
and the increasingly multi-cultured nature of one‘s world. The student will be helped to
find vision and purpose in life for contribution to and integration into her or his world.
The program provides a broad-based liberal arts education with one or more areas of
concentration for meeting the challenges of the twenty-first century and for pursuing
graduate studies in a variety of fields.
The BA in Humanities and Social Sciences is designed to provide the student an
opportunity for concentration in one or more areas of interest within the humanities and
social sciences with reinforcement from related disciplines. While focus and
concentration is provided in a particular discipline, a broader based education is provided
through connecting the humanities with social sciences. A capstone course, ANTH 475 –
Senior Seminar in Humanities and Social Sciences, is required during the last term of the
senior year. This course is a broad, integrating experience in the humanities and social
sciences, requiring both oral and written work based on the student‘s own research. The
degree is a liberal arts degree that equips the student for a variety of professional
opportunities or to pursue graduate specialization in a variety of fields including law,
human relations, politics, the behavioral sciences and religious ministry. It further
provides an understanding and context for functioning effectively in the multicultural
world of the twenty-first century.
The BA in Humanities and Social Sciences consists of 120 minimum required semester
hours: 44-47 from the GEC, 21 from Humanities and Social Sciences core requirements,
36 from Social Sciences electives and 16-19 from general electives.
Required General Education Core………...............................................…..44-47 hours
Area I-Foundation Skills.................................................................................18-21 hours
 FSL 101
2 hours
 ENG 101
(3)
 ENG 102
(3)
SPEE 220
(3)
SPAN 111
(3)
SPAN 112
(3)
190
Mathematics (choose one) ..................... ................................................................3-4 hours
MATH 110
(3)
MATH 111
College Algebra
(3)
MATH 112
Trigonometry
(3)
MATH 121
Calculus I
(4)
Area II – A Liberal Arts Education ….....................................................……..26 hours
Arts and Humanities..................................................................................................3 hours
 PHIL 201
(3)
Literature in English (choose one) ......... ..................................................................3 hours
ENG 215
(3)
ENG 216
(3)
Social Science ........................................ ..................................................................6 hours
 ANTH (SOC) 210 Cultural Anthropology
(3)
ECON 241
(3)
ECON 242
(3)
PSY 201
General Psychology
(3)
PSY 211
(3)
SOC 221
(3)
History (choose one sequence) .............. ...................................................................6 hours
(6)
(6)
BIO 100
(4)
BIO 111
General Biology I
(4)
ASTR 100
(4)
CHEM 103
(4)
(4)
PHY 201
College Physics I
(4)
PHY 210
General Physics I
(4)
PS 100
(4)
Humanities & Social Science Core Requirements………............................… 21 hours
 ANTH 475
Senior Seminar in Humanities and (3)
Social Sciences
 GEOG 301
Cultural Geography
(3)
 Choose one Anthropology elective at 300 level or above. (3)
 Choose one Philosophy elective at 300 level or above.
(3)
 Choose one Psychology elective at 300 level or above.
(3)
 Choose one Religion elective at the 300 level or above.
(3)
 Choose one Sociology elective at the 300 level or above. (3)
191
Humanities & Social Science Core Electives......................................................36 hours
 Choose 12 courses from Anthropology, Communications, Criminal Justice,
Economics, English, Geography, History, Philosophy, Religion, Psychology or
Sociology at the 300 level or above. Core and general electives should be
selected to complete a minor, as specified in the University Catalog, in at least
one of these subject areas.
General Electives .................................. ...........................................................16-19 hours
Total Humanities and Social Sciences Core Requirements (21 credit hours)
Total Humanities and Social Sciences Electives (36 credit hours)

***
Mathematics Major
The Mathematics major at Cumberland University will provide each student a solid
foundation in several core branches of mathematics (calculus, analysis and algebra); will
help students develop quantitative and abstract reasoning skills; will encourage students
to read, discuss, write about and orally present mathematics; and will prepare students to
apply these skills in advanced degree programs and/or careers requiring expertise in
mathematics.
The BS in Mathematics prepares the student for graduate study or for other employment,
such as actuarial sciences, requiring mathematical expertise. Students majoring in
Mathematics must take MATH 121 to satisfy the GEC requirement in mathematics.
Students whose mathematical background is insufficient preparation for MATH 121 may
take MATH 111 and MATH 112 as general electives. However, these courses cannot be
used as part of the major.
The BS in Mathematics has three areas of emphasis. All students majoring in
Mathematics must take 120 minimum required semester hours: 45-47 from the GEC, 20
from required Mathematics courses not including MATH 121, nine from upper level
mathematics electives and three from an approved list of CIS courses. Students desiring
to complete an emphasis in Finance and Economics or in Computers must complete an
additional 18 hours of coursework in their desired emphasis and 23-25 hours of general
electives. All other majors must complete a senior project for three hours of credit and
38-40 hours of general electives.
192
Required General Education Core………................................................….45-47 hours
Area I – Foundation Skills..............................................................................19-21 hours
 FSL 101
2 hours
Rhetoric & Communication.....................................................................................15 hours
 ENG 101
(3)
 ENG 102
(3)
SPEE 220
(3)
SPAN 111
(3)
SPAN 112
(3)
Mathematics ........................................... ..................................................................4 hours
 MATH 121
Calculus I
(4)
Area II – A Liberal Arts Education…..................................................………..26 hours
Arts & Humanities (choose one)............ ...................................................................3 hours
ART 191
(3)
MU 129
Music Listening
(3)
PHIL 201
(3)
THR 100
(3)
Literature in English (choose one)………............................................................…3 hours
ENG 215
(3)
ENG 216
(3)
Social Science (choose two from the following)…...................................................6 hours
ANTH (SOC) 210
(3)
ECON 241
(3) or
ECON 242
(3)
PSY 201
General Psychology
(3) or
PSY 211
(3)
SOC 221
(3)
History (choose one sequence)………......................................................................6 hours
(6)
(6)
BIO 100
(4)
BIO 111 & 111L
(4)
ASTR 100
(4)
CHEM 103
(4)
193
CHEM 111 & 111L
PHY 201
PHY 210
PS 100
General Chemistry I
College Physics I
General Physics I
(4)
(4)
(4)
(4)
Required Mathematics Courses………....................................................……..20 hours
 MATH 122
Calculus II
(4)
 MATH 251
Mathematical Proofs & Structures (3)
 MATH 321
Calculus III
(4)
 MATH 331
Linear Algebra
(3)
 MATH 441
Real Analysis
(3)
 MATH 451
Abstract Algebra
(3)
Mathematics Electives..........................................................................................9 hours
Choose three courses from the following:
 MATH 307
College Geometry
(3)
 MATH 315
Probability & Statistics
(3)
 MATH 329
Differential Equations
(3)
 MATH 332
Advanced Linear Algebra
(3)
 MATH 442
Advanced Real Analysis
(3)
 MATH 452
Advanced Abstract Algebra
(3)
 MATH 498*
Special Topics in Mathematics
(3)
* Students may take MATH 498 twice for a total of six hours.
Requirements for the major other than Mathematics………...................……..3 hours
 CIS 220
Visual C++ Programming
(3)
 CIS 225
Visual Basic Programming
(3)
Each student majoring in Mathematics must choose one emphasis:
Emphasis I – Mathematics (General)
Emphasis II – Mathematics with an emphasis in Finance/Economics
Emphasis III – Mathematics with an emphasis in Computers
Emphasis I – Mathematics (General)....................................................................3 hours
 MATH 495
Senior Project
(3)
General Electives ........................... ..................................................................38-40 hours
Total Required Mathematics Courses (20 credit hours)
Total Mathematics Electives (9 credit hours)
194
Total Required Non-Mathematics courses (3 credit hours)
Total Emphasis I courses (3 credit hours)
Emphasis II - Mathematics with an Emphasis in Finance/Economics…......18 hours
 ACC 211
(3)
 BUA 365
(3)
 BUA 366
(3)
 ECON 241
(3)
 ECON 242
(3)
 FIN 449
Business Finance
(3)
General Electives ............................ .................................................................23-25 hours
Total Required Non-Mathematics Courses (3 credit hours)
Total Emphasis II Courses (18 credit hours)
Emphasis III – Mathematics with an Emphasis in Computers………......…..18 hours
 BUA 365
(3)
 BUA 366
(3)
 CIS 300
 CIS (BUA) 465
Decision Analysis
(3)
Choose two courses from the following:
 CIS (ACC) 315
Electronic Spreadsheet Applications (3)
 CIS 325
Advanced Programming Techniques (3)
 CIS 420
Operating Systems
(3)
General Electives ................................ .............................................................23-25 hours
Select sufficient courses from any academic discipline to bring the total hours of
Total Required Non-Mathematics Courses (3 credit hours)
Total Emphasis III Courses (18 credit hours)
195

***
Psychology Major
The BS in Psychology provides exposure to the basic concepts, theories, findings and
ethical issues of psychology, and training in critical thinking and the scientific method.
Students may go on to graduate study in fields including psychology and law. An
undergraduate degree in psychology provides a background for careers in research,
business, industry, education and social service.
The BS in Psychology consists of 120 minimum required semester hours: 44-47 from the
GEC, 24 from required Psychology core courses, nine from elective upper division
Psychology courses and 40-43 of general electives.
often to ensure enrollment in the required courses. ED432 Classroom Management and
ED433 Methods in Education must be taken the semester prior to student teaching.
Required General Education Core……….................................................…44-47 hours
Area I-Foundation Skills ............. ...................................................................19-21 hours
 FSL 101
2 hours
Rhetoric & Communication .....................................................................................15 hours
 ENG 101
(3)
 ENG 102
(3)
SPEE 220
(3)
SPAN 111
(3)
SPAN 112
(3)
Mathematics (choose one) ................... ..............................................................3 or 4 hours
 MATH 110
(3)
 MATH 111
College Algebra
(3)
 MATH 112
Trigonometry
(3)
 MATH 121
Calculus I
(4)
Area II-A Liberal Arts Education………….......................................................26 hours
Arts and Humanities (choose one)…….............................................................……3 hours
ART 191
(3)
MU 129
Music Listening
(3)
196
PHIL 201
(3)
THR 100
(3)
Literature in English (choose one)……............................................................…….3 hours
 ENG 215
(3)
 ENG 216
(3)
Social Science .............................. …….........................……………………………6 hours
 PSY 201
General Psychology
(3)
 PSY 211
(3)
History (choose one sequence)…….. …...................................................................6 hours
(6)
(6)
The Natural Sciences ....................... ….....................................……………………8 hours
 BIO 100
(4)
 BIO 111 & 111L
(4)
ASTR 100
(4)
CHEM 103
(4)
(4)
PHY 201
College Physics I
(4)
PHY 210
General Physics I
(4)
PS 100
(4)
Required Courses for Major…………........................................................……24 hours
Core Courses Required
 PSY (SOC) 205
Statistics for the Behavioral Sciences (3)
 PSY 430
History & Systems of Psychology (3)
 PSY 441
Research Methods for the Social
(3)
Sciences
 PSY 475
Senior Seminar in Psychology
(3)
Choose one Clinical Psychology Course from the following:
 PSY 321
Introduction to Counseling
(3)
 PSY 400
Theories of Personality
(3)
 PSY 415
Psychological Testing
(3)
 PSY 420
Abnormal Psychology
(3)
Choose one Developmental Psychology Course from the following:
 PSY 340
Psychology of Adolescence
(3)
 PSY (REL) 425
Psychology & Religion
(3)
 PSY 461
Psychology of Adulthood & Aging (3)
 PSY 463
Psychology of Death & Dying
(3)
Choose one Experimental Psychology Course from the following:
 PSY 315
Physiological Psychology
(3)
 PSY 320
Human Learning & Cognition
(3)
 PSY (SPE) 444
Applied Behavior Analysis
(3)
Choose one Social Psychology Course from the following:
197




PSY (SOC) 300
PSY 325
PSY 335
PSY 410
Social Psychology
Organizational Psychology
Psychology of Health & Wellness
Environmental Psychology
(3)
(3)
(3)
(3)
Required Psychology Electives…….............................................................……9 hours
 Choose three Psychology electives at the 300 or above level.
General Electives ................................ .............................................................40-43 hours
Total Required Psychology Core Courses (24 credit hours)
Total Psychology Electives (9 credit hours)

***
School Of Liberal Arts and Sciences Minors
The following minors are offered by the School of Liberal Arts and Sciences:
Anthropology, Biology, Chemistry, Criminal Justice, English, Geography, History,
Humanities and Social Sciences, Mathematics, Philosophy and Religion, Political
Science, Psychology and Sociology.
Anthropology Minor
ANTH 210
Any five Anthropology courses numbered 300 or above
(3)
(15)
Total………………………………………………………….…………………....18 hours
Biology Minor
BIO 111 & 111L
BIO 112 & 112L
General Biology II & Lab
BIO 311
Biology Seminar I
Any three Biology courses numbered 300 or above
(4)
(4)
(1)
(12)
Total………………………………………………………….…………………....21 hours
Chemistry Minor
198
(4)
CHEM 112 & 112L
CHEM 311
CHEM 312
CHEM 400
General Chemistry II & Lab
Organic Chemistry I
Organic Chemistry II
Biochemistry
(4)
(4)
(4)
(4)
Total………………………………………………………….…………………....20 hours
Criminal Justice Minor
CRJ 111
Introduction to Criminal Justice
Any five Criminal Justice courses numbered 300 or above
(3)
(15)
Total………………………………………………………….…………………....18 hours
English Minor
ENG 216
ENG 300
Introduction to Literary Study
Any five English courses numbered 300 or above
(3)
(3)
(15)
Total………………………………………………………….…………………....21 hours
Geography Minor
GEOG 200
GEOG 300
Physical Geography
GEOG 301
Cultural Geography
GEOG (HIS) 302
Historical Geography
Any two Geography courses numbered 300 or above
(3)
(3)
(3)
(3)
(6)
Total………………………………………………………….…………………....18 hours
History Minor
HIS 191, 192
World Civilization I and II OR
HIS 201, 202
History of the US I and II
Any four History courses numbered 300 or above
(6)
(6)
(12)
Total………………………………………………………….…………………....18 hours
Humanities and Social Sciences Minor
The minor in Humanities and Social Sciences consists of 18 semester hours from courses
numbered 300 or above in the areas of Anthropology, Criminal Justice, Economics,
English, Geography, History, Philosophy/Religion, Political Science, Psychology or
Sociology. A minimum of three of the above academic areas must be included.
MATH 121
Mathematics Minor
Calculus I
199
(4)
MATH 122
Calculus II
MATH 251
Mathematical Proofs and Structures
MATH 321
Calculus III
MATH 331
Linear Algebra
Any one Mathematics courses numbered 300 or above
(4)
(3)
(4)
(3)
(3)
Total………………………………………………………….…………………....21 hours
Philosophy and Religion Minor
Two Philosophy or Religion courses numbered 100 or above
(6)
Any four Philosophy or Religion courses numbered 300 or above (12)
Total………………………………………………………….…………………....18 hours
Political Science Minor
POLSC 223
Introduction to American National
POLSC 224
Introduction to American State and Local
Any four Political Science courses numbered 300 or above
(3)
(3)
(12)
Total………………………………………………………….…………………....18 hours
Psychology Minor
Two Psychology courses numbered 100 or above
Any four Psychology courses numbered 300 or above
(6)
(12)
Total………………………………………………………….…………………....18 hours
PBADM 200
PBADM 2XX
PBADM 330
PBADM 3XX
PBADM 461
PBADM 466
Public Administration Minor
Introduction to Public Policy
Organization Theory
Urban Affairs and Issues
The Planning Process
Administrative Law
(3)
(3)
(3)
(3)
(3)
(3)
Total.........................................................................................................................18 hours
Sociology Minor
SOC 221
Any one Sociology course numbered 200 or above
Any four Sociology courses numbered 300 or above
(3)
(3)
(12)
Total………………………………………………………….…………………....18 hours
200
School Of Music and the Arts
Faculty
Ted Charles Rose, MFA, Dean
Melissa C. Gill, MFA
Brian Q. Kilian, DMA
Terry Holcomb, ABD
Michele Paise, DMA
Glenn Martin, MM
Larry T. Menefee, PhD
Stephen Coleman, MS
Michael Kosser, BA, Artist in Residence
Margie Monde, BS
Mission of the School of Music and the Arts
The School of Music and Arts‘ mission is to engage every student to develop a passion
for knowledge, innovation and creativity by providing a strong foundation and a
nurturing program. We are committed to assisting each students educational experiences
and guidance to help them attain their individual goals and aspirations in the filed of fine
arts.
Our curriculum is based on the national standards set forth by the National Association of
Schools of Art and Design, the National Association of Schools of Music and the
National Association of Schools of Theatre.
The fine arts majors offer the following degrees:
 Bachelor of Fine Arts
 Bachelor of Music
 Bachelor of Arts in Theatre
 Master of Arts in Fine Arts
Students gain professional development through rigorous internships and senior capstone
programs. These experiences provide an enriching vehicle to meet the needs of the
corporate, educational and professional world of fine arts.
Bachelor of Fine Arts
(See teaching endorsements for information about teaching certification in art education.)
Classes in art appreciation and art history allow students to discover the ideas that have
influenced the development of art in world cultures. Studio experiences allow the student
to learn and practice methods and techniques that allow personal and professional
expression in the visual arts. Class critiques promote evaluation skills, and a gallery
provides students an opportunity to view changing exhibits of art, and to exhibit their
own work in student art shows, as well as hear lectures by visiting professionals.
Studio classes require more time than general lecture classes. Students taking studio
classes should be aware of the time allotted for each session. The Art faculty reserves the
right to retain any student work for exhibition and teaching purposes. Graduating seniors
will produce Art for a senior exhibit, which will be critiqued by faculty and other
professionals.
201
The BFA contains the following areas of emphasis:
 Entertainment Design
 Digital Photography
 Painting
 Sculpture
 Music Theatre
 Studio Art – Note: This area of emphasis has an option for additional courses for
Art Education Teacher Licensure (K-12)
CU Standardized General Education Core for BFA (excludes Art Education Teacher
Licensure curriculum, listed separately)
Area I – Foundation Skills .................. ...........................................................18-21 hours
 FSL 101
2 hours
 ENG 101
Composition I
(3)
 ENG 102
(3)
SPEE 220
Speech
(3)
SPAN 111
(3)
SPAN 112
(3)
Mathematics (choose one)..............................................................................3-4 hours
MATH 110
Mathematics for Liberal Arts
(3)
MATH 111
College Algebra
(3)
MATH 112
Trigonometry
(3)
MATH 121
Calculus I
(4)
Area II- A Liberal Arts Education......................................................................26 hours
Arts and Humanities (choose one) ... ...................................................................3 hours
ART 191
(3)
MU 129
Music Listening
(3)
PHIL 201
(3)
THR 100
(3)
Literature in English (choose One)......................................................................3 hours
ENG 215
(3)
ENG 216
(3)
Social Science (choose two from the following).................................................6 hours
ANTH (SOC) 210
(3)
ECON 241
(3) or
ECON 242
(3)
PSY 201
General Psychology
(3) or
PSY 211
SOC 221
(3)
202
History (choose one sequence)…...…….........................................................…6 hours
HIS 191 & HIS 192 World History I & II
(6)
HIS 201 & HIS 202 History of the United States I & II (6)
The Natural Sciences...........................................................................................8 hours
BIO 100
(4)
BIO 111 & 111L
(4)
ASTR 100
(4)
CHEM 103
(4)
(4)
PS 100
Physical Science
(4)
PHY 201
College Physics I
(4)
PHY 210
General Physics I
(4)
Fine Arts Core Requirements............................................................................. 39 hours
 ART 130
Digital Photography I
(3)
 ART 150
2-Dimensional Design
(3)
 ART 160
Drawing l
(3)
 ART 215
Color
(3)
 ART 260
3-Dimensional Design
(3)
 ART 251
Art History II
(3)
 ART 264
Painting I
(3)
 ART 310
Digital Imaging
(3)
 ART 365
Sculpture I
(3)
 ART 461
Modern Art History
(3)
 ART 491
Senior Exhibit
(3)
 ART 401
Issues in Contemporary Arts
(3)
 CIS 170
Introduction to Computers
(3) or
 ED 190
(3)
Instruction (Required for Teacher Licensure)
Professional Courses……………………………………………………………35 hours
Select one professional area of emphasis from the list following. The credit hours for
areas of emphasis required excludes any hours taken as part of the GEC or BFA core. All
professional Art courses must have a grade of ―C‖ or better. Note: Students pursuing Art
Education Teacher Licensure (K-12) must follow the Studio Art area of emphasis.
Areas of emphasis of professional course options include:

Entertainment Design

Digital Photography

Painting

Sculpture

Studio Art
Entertainment Design Emphasis....................................................................... 33 hours
 ART 120
Introduction to New Media
(3)
203
 ART 314
Typography
 ART 316
Time-Based Media I
 ART 408
Poster Design
 ART 402
Graphic Design
 THR 211
Essentials of Theatre Production
Select one course from the following list:
 MU 230
Digital Music Production
 MU 256
Music Technology
Advisor recommended electives from Fine Arts
(3)
(3)
(3)
(3)
(3)
(3) or
(3)
(12)
Digital Photography emphasis........................................................................... 33 hours
 ART 120
Intro to New Media
(3)
 ART 220
Photography
(3)
 ART 250
Art History I
(3)
 ART 231
Digital Darkroom
(3)
 ART 330
Advanced Digital Photography
(3)
 ART 430
Studio Lighting
(3)
 ART 402
Graphic Design
(3)
 THR 211
(3)
(11)
Painting emphasis............................................................................................... 33 hours
 ART 210
Drawing II
(3)
 ART 250
Art History I
(3)
 ART 312
Painting II
(3)
 ART 315
Painting III
(3)
 ART 485
Painting IV
(3)
 ART 486
Painting V
(3)
(17)
Sculpture emphasis ............................................................................................. 30 hours
 ART 250
Art History I
(3)
 ART 367
Sculpture II
(3)
 ART 315
Sculpture III
(3)
 ART 421
Sculpture IV
(3)
 ART 422
Sculpture V
(3)
(20)
Studio Art emphasis (Required for Art Education Licensure)........................ 33 hours
 ART 265
Printmaking I
(3)
 ART 210
Drawing II
(3)
 ART 250
Art History I
(3)
 ART 312
Painting II
(3)
 ART 367
Sculpture II
(3)
204

ART 390
Special Study Studio (Drawing)
(3)
(17)
Candidates seeking a license to teach an academic subject in High Schools (grades 7-12
teaching licenses) or Middle Schools (grades 4-8) must dual major in the subject area
they wish to teach, and Secondary Education. Candidates completing a dual major with
Secondary Education have few or no elective courses available depending on the
program.
Candidates for teacher licensure should work with an advisor in the academic program
and in the School of Education and Public Service early and often to ensure enrollment in
the required courses. Candidates must complete the following education courses in
addition to the full requirements of their other academic program (major).

All Courses designated with a bullet must have a ―C‖ or higher.
***
Bachelor of Arts in Fine Arts with emphasis in Music Theatre
The Music Theatre program encompasses in depth studies in the areas of theatre, music
theatre, and vocal music. Students of Music Theatre, build a strong foundation in a
variety of forms and styles of musical/dramatic expression. Emphasis is placed on
development of vocal and ensemble techniques and production skills.
Required General Education Core….............................................................44-47 hours
Area I – Foundation Skills……………....................................................…..18-21 hours
 FSL 101
2 hours
Rhetoric & Communication………...................................................……………..15 hours
 ENG 101
(3)
 ENG 102
(3)
 SPEE 220
(3)
 SPAN 111
(3)
 SPAN 112
(3)
Mathematics (choose one)……....................................................………………..3-4 hours
 MATH 110
(3)
 MATH 111
College Algebra
(3)
 MATH 121
Calculus
(4)
Area II – A Liberal Arts Education……..................................................……..26 hours
Arts & Humanities (choose one)………………....................................................…3 hours
 ART 191
(3)
PHIL 201
(3)
205
Literature in English (choose one)…….....................................................……........3 hours
 ENG 215
(3)
 ENG 216
(3)
The Social Sciences (choose two)….....................................................……………6 hours
ANTH (SOC) 210
(3)
ECON 241
(3) or
ECON 242
(3)
PSY 201
General Psychology
(3) or
PSY 211
(3)
SOC 221
(3)
History (choose one sequence)……………….....................................................….6 hours
HIS 191 & 192
World Civilization I &II
(6)
HIS 201 & 202
(6)
The Natural Sciences…………………………...................................................…..8 hours
BIO 100
(4)
BIO 111 & 111L
(4)
ASTR 100
(4)
CHEM 103
(4)
PS 100
Physical Science
(4)
Fine Arts Core Requirements………....................................................………..15 hours
 MU 128
Fundamentals of Music
(3)
 THR 100
(3)
 THR 200
Beginning Acting
(3)
Choose one (1) of the following courses:
(Cannot be same course used in AREA II of GEC)
 DN 150
Introduction to Dance
(3)
 MU 129
Music Listening
(3)
Courses for Emphasis in Music Theatre….........................................................45 hours
 MU 131
Elementary Music Theory I
(3)
 MU 132
Elementary Music Theory II
(3)
 MU 133
Sight Singing and Ear Training I
(1)
 MU 134
Sight Singing and Ear Training II
(1)
 MU 142/342
Applied Music (Voice) Private
(1)
Instruction*
 MU 117/317
Concert Recital Enrichment
(0)
 MU 231
Advanced Music Theory I
(3)
 MU 232
Advanced Music Theory II
(3)
 MU 320
Music History Survey II
(3)
 MU 330
Basic Conducting Techniques
(3)
 MU 215
Music Theatre/Opera Workshop
(4)
(Must be taken for 4 semesters at 1 hour per semester)
206



MU 385
MU 255
MU 350
Language Diction for Singers
(3)
Piano Proficiency **
(0)
Applied Music Recital
(1)
(30 minutes-Junior Year)
(Student may substitute a lead role in a musical for his/her junior recital with
written approval from the voice faculty and Fine Arts Chairperson.)
 MU 450
Applied Music Recital
(1)
(45 minutes-Senior Year)
Music Ensemble (Student must enroll a minimum of 8 semesters.) (8)
 MU 102-302
University Singers
(1)
 MU 104-304
Cumberland Chorale
(1)
Review Courses:
(Students may “test out” of some or all of these courses. If taken, courses count for
elective credit but not toward forty-five (45) hours Music Theatre Emphasis.)
 MU 151-252
Class Piano I & II **
(1-3)
Fine Arts Electives……....................................................………………………9 hours
Choose three (3) of the following courses:
 ART 150
Studio Art Fundamentals
(3)
 ART 191
(3)
 DN 120
Theatre Dance & Tap
(1-3)
 DN 150
(3)
 DN 340
Ballet Technique (or other technique)(3)
 DN 430
Choreography/Improvisation
(3)
 MU 340
Instrumentation/Orchestration
(3)
 THR 320
Voice & Articulation
(3)
 THR 210
(3)
 THR 310
Advanced Acting
(3)
General Electives………………………...................................................……3-4 hours
Students may take additional music courses as General Electives. When music courses
are taken, a grade of ―C‖ or higher is required.
Total Fine Arts Core Requirements. (18 hours)
Total Courses for Emphasis in Music Theatre (45 hours)
Total Fine Arts Electives (9 hours)
 All courses designated with a bullet must have a grade of ―C‖ or higher.
***
207
Bachelor of Arts in Theatre
Theatre courses provide students a philosophical and historical appreciation of dramatic
art and literature as an integral part of world culture. The theatre program is designed to
accomplish the following: 1) produce a highly literate, well-read individual who
possesses the knowledge of many diverse subject areas; 2) permit the student to obtain a
working knowledge of specific theatrical data and skills for subsequent academic or
professional career pursuits; and 3) prepare the student for active participation in live
performance experiences through the university theatrical productions.
Required General Education Core…......................................................…...44-47 hours
Area I – Foundation Skills……………....................................................…..18-21 hours
 FSL 101
2 hours
Rhetoric & Communication………………...................................................……..15 hours
 ENG 101
(3)
 ENG 102
(3)
 SPEE 220
(3)
 SPAN 111
(3)
 SPAN 112
(3)
Mathematics (choose one)……………………......................................................3-4 hours
 MATH 110
(3)
 MATH 111
College Algebra
(3)
 MATH 121
Calculus
(4)
Area II – A Liberal Arts Education………...................................................….26 hours
Arts and Humanities (choose one)………….....................................................……3 hours
 ART 191
(3)
 MU 129
Music Listening
(3)
PHIL 201
(3)
Literature in English (choose one)……………....................................................….3 hours
 ENG 215
(3)
 ENG 216
(3)
The Social Sciences (choose two)……………......................................................…6 hours
ANTH (SOC) 210
(3)
ECON 241
(3) or
ECON 242
(3)
PSY 201
General Psychology
(3) or
PSY 211
(3)
SOC 221
(3)
History (choose one sequence)…………………......................................................6 hours
HIS 191 & 192
(6)
HIS 201 & 202
(6)
208
The Natural Sciences…………...............................................……………....……..8 hours
BIO 100
(4)
BIO 111 & 111L
(4)
ASTR 100
(4)
CHEM 103
(4)
PS 100
Physical Science
(4)
Fine Arts Core Requirements……....................................................…………..18 hours
 THR 100
(3)
 THR 200
Beginning Acting
(3)
Choose four courses from the following (cannot be same course used in Area II of GEC)
 ART 191
(3)
 DN 150
(3)
 MU 128
(3)
 MU 129
Music Listening
(3)
 SOC 343
TV in America
(3)
 SOC 344
Cinema in Society
(3)
 SOC 346
Cinema Themes
(3)
Courses for Theatre…..........................................................................………..34 hours
 THR 111
Theatre Workshop
(1)
 THR 111
Theatre Workshop
(1)
 THR 311
Theatre Workshop
(1)
 THR 311
Theatre Workshop
(1)
 THR 210
(3)
 THR 310
Advanced Acting
(3)
 THR 320
Voice and Articulation
(3)
 THR 360
Period Styles and Acting
(3)
 THR 450
Directing for the Theatre
(3)
 THR 460
History of the Theatre I
(3)
 THR 470
History of the Theatre II
(3)
 THR 480
Special Study in Theatre
(3)
 ENG 216
Topics in Literature: Introduction to (3)
Drama
 ENG 423
Shakespeare
(3)
Fine Arts Electives………………………....................................................…….15 hours
Choose from the following courses for fifteen hours:
(cannot be same course used in Area II of the GEC)
 ART 160
Drawing
(3)
 ART 264
Painting
(3)
 DN 120
Theatre Dance and Tap
(3)
 DN 340
Ballet Technique (or other tech.)
(3)
209











DN 430
ENG 331
MU 142/342
MU 215
THR 490
PSY 211
PSY 300
PSY 420
SOC 343
SOC 344
SOC 346
Choreography/Improvisation
History/Structure English Language
Applied Voice
Music Theatre/Opera Workshop
Practicum/Internship
Social Psychology
Abnormal Psychology
TV in America
Cinema in Society
Cinema Themes
(3)
(3)
(1-4)
(1-4)
(4)
(3)
(3)
(3)
(3)
(3)
(3)
General Electives………………………........................................................…..8-9 hours
Total Fine Arts Core Requirements (18 hours)
Total Courses for Emphasis in Theatre (34 hours)
Total Fine Arts Electives (15 hours)

***
Bachelor of Music
The Bachelor of Music offers a solid, basic music curriculum allowing the candidate the
options of (1) instrumental or vocal/choral music study by selecting additional music
electives or (2) combining the music major with another major or minor such as
Business. This major prepares the student for a career in music or for further music study
at the graduate level. The candidate graduating with the music major may also choose to
pursue teacher certification. The Bachelor of Music includes areas of emphasis in
General Studies, Musical Performance and Music Education.
 FSL 101
2 hours
Rhetoric and Communication..................................................................................15 hours
 ENG 101
(3)
 ENG 102
(3)
210
 SPEE 220
(3)
 SPAN 111
(3)
 SPAN 112
(3)
Mathematics (choose one)......................................................................................3-4 hours
 MATH 111
College Algebra
(3)
 MATH 112
Trigonometry
(3)
 MATH 121
Calculus
(4)
Area II – A Liberal Arts Education....................................................................26 hours
Arts and Humanities (choose one).............................................................................3 hours
 ART 191
(3)
 PHIL 201
(3)
 THR 100
(3)
Literature in English..................................................................................................3 hours
 ENG 215
(3)
The Social Sciences .................................................................................................6 hours
 PSY 211
 SOC 221
(3)
History (choose one sequence)................................................................................6 hours
 HIS 191 & 192
(6)
 HIS 201 & 202
(6)
The Natural Sciences...............................................................................................8 hours
 BIO 100
(4)
 BIO 111 & 111L
(4)
 ASTR 100
(4)
 CHEM 103
(4)
 CHEM 111 & 111L General Chemistry & Lab
(4)
 PS 100
Physical Science
(4)
 PHY 201
College Physics I
(4)
 PHY 210
General Physics
(4)
Required for Music Major...................................................................................44 hours
 MU 256
Introduction to Music Technology (3)
 MU 131
(3)
 MU 132
(3)
 MU 231
Advanced Music Theory I
(3)
 MU 232
Advanced Music Theory II
(3)
 MU 133/134
Sight Singing and Ear Training
(2)
 MU 431
Form and Analysis
(3)
 MU 210
Music History Survey I
(3)
 MU 220
Music History Survey II
(3)
 MU 255
Piano Proficiency
(0)
211






MU 330
MU 430
MU 340
Private
MU 450
MU 451
Review Courses
 MU 151-252
 MU 128
 MU 130
Basic Conducting Techniques
(3)
Advanced Conducting Techniques (3)
Instrumentation/Orchestration
(3)
Applied Private Instruction
(8)
Senior Recital-performance emphasis(1-3) or
Degree Recital (other emphasis)
(1)
Class Piano I & II
Music Listening and Literature
(1-4)
(3)
(3)
Music Education Emphasis.............................................................................42-43 hours
Professional Education Core Courses.................................................................27 hours
 ED 301
(3)
 ED 314
History & Philosophy of Education (3)
 MU 280
Introduction to Music Education
(3)
 ED 330
Exceptional and Culturally Diverse (3)
Individuals
 MU 369
Materials and Methods for
(3)
Elementary School Music
 ED 445
Enhanced Student Teaching K-12 (12)
Required for Instrumental Music Majors..........................................................15 hours
 MU 370
(3)
Secondary Instrumental Music
 MU 345
Marching Band Management Lab
(0)
 MU 425-428
Instrumental Methods
(4)
 MU 106/306
University Band
(8)
Required for Vocal/General Music Majors........................................................14 hours
 MU 373
(3)
Secondary Choral Music
 MU 386
Language Diction for Singers
(3)
 MU 102-302
University Singers
(4) and/or
 MU 104-304
Cumberland Chorale
(4)
Total required for GEC (44-47 hours)
Total required for Music Major (44 hours)
Total required for Music Education Emphasis (42-43 hours)
This degree leads to licensure in Instrumental Music K-12 or Vocal/General Music K-12
130-132 minimum hours for graduation
212
Music Performance Emphasis.............................................................................42 hours
Total required for Music Performance emphasis (42 hours)
130 minimum hours for graduation
General Studies in Music Emphasis....................................................................42 hours
Total required for General Studies in Music (42 hours)
130 minimum hours for graduation
***
School of Music & Arts Minors
Art Minor
ART 150
Studio Art Fundamentals
ART 160
Drawing I
ART 264
Painting I
ART 250
History of Western Art I
ART 251
History of Western Art II
Any two additional ART courses numbered 300 or above
(3)
(3)
(3)
(3)
(3)
(6)
Total.........................................................................................................................21 hours
ART 130
CIS 170
ART 310
ART 330
ART 430
ART 491
Digital Photography Minor
Digital Photography I
Intro to Computers/Microcomputer
Applications
Digital Imaging
Advanced Photography
Studio Lighting
Senior Exhibit
(3)
(3)
(3)
(3)
(3)
(3)
Select 6 sem hours from the following list of supportive electives:
ART 220
Photography
(3)
ART 212
Digital Darkroom
(3)
ART 316
4-D Time-Based Media I
(3)
ART 390
Special Studies Studio
(3)
ART 408
Poster Design
(3)
ART 461
Modern Art
(3)
213
ART 490
BUA 101
BUA (ENG) 251
CIS 320
Practicum/Internship
Computer Graphics and Desktop
Publishing
ENG 300
Introduction to Literary Studies
ENG 352
Principles of Journalism
ENG 400
Creative Writing
ART 402
Graphic Design
Any Communications Course numbered 300 or above.
(2-4)
(3)
(3)
(3)
(3)
(3)
(3)
(3)
(3)
Total..................................................................................................................24 hours
Music Minor
MU 129
Music Listening
MU 128
MU 131
MU 132
MU 133-134
Sight Singing and Ear Training
Applied Private Instruction
MU 151-152
Class Piano
Four hours in a Performing Musical Ensemble
(3)
(3)
(3)
(3)
(2)
(4)
(2)
(4)
Total........................................................................................................................24 hours
THR 100
THR 110
THR 120
THR 130
THR 200
THR 210
THR 310
THR 450
ENG 423
THR 460
Theatre Minor
Theatre Workshop
Theatre Workshop
Theatre Workshop
Beginning Acting
Advanced Acting
Directing for the Theatre
Shakespeare
History of the Theatre
(3)
(1)
(1)
(1)
(3)
(3)
(3)
(3)
(3)
(3)
Total........................................................................................................................24 hours
214
The Jeanette C. Cantrell Rudy School of Nursing
Faculty
Carole Ann Bach, PhD, Dean
Betty J. Kohal, MSN, DNP, Associate
Dean
Patricia Davis-Scott, MSN
Linda Norton, MSN
Diane Thorup, MSN
Barbara Tincher, MSN
Gail Humes, MSN
Trudy Wright, MSN
Rachel Carlton, DNP, MSN
Judy Gunter, MSN
Jean Markie, MSN
Christine Kowal, BSN
Mission Statement
The mission of the Jeanette Rudy School of Nursing is to prepare individuals for
professional roles and responsibilities in health care as registered nurses for initial
employment, career advancement, and/or advanced education. Cumberland University
offers a nursing education program set in a liberal arts environment that emphasizes the
holistic development of the student through the integration of knowledge from nursing
with the humanities, and life, social, and natural sciences.
Goals of the School of Nursing
1. To offer a Bachelor of Science Degree in Nursing (BSN) based in the liberal arts;
2. To prepare a generalist nurse who demonstrates competent clinical skills and
leadership qualities through the use of transfer of learning, critical thinking, and
sound decision-making;
3. To provide opportunities for individuals with degrees and/or nursing licensure to
further their educational preparation;
4. To graduate professional nurses who are responsive to the changing health needs of
society.
Objectives of the School of Nursing
At the conclusion of the BSN Program of Study, the graduate will be prepared to:





Use critical thinking skills to plan and provide care for individuals, families and
communities based on the application of knowledge and research from nursing
science, behavioral sciences, and natural sciences as well as the humanities;
Use the nursing process to promote, maintain, and/or restore the optimal
functioning of clients on the wellness-illness continuum in a variety of health care
settings;
Communicate effectively, using a variety of strategies and teaching/learning
techniques to promote and/or restore health in collaboration with the client, family
caregivers, and the multidisciplinary health care team;
Advocate a standard of client care, based on biopsychosocial needs, integrating
principles of morality, law, and ethics and recognizing cultural and spiritual
diversity;
Assume a leadership role in the advancement of professional nursing, the
maintenance of an effective health care delivery system, and the delivery of
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quality health care, while assuming responsibility for personal and professional
development through lifelong learning.
The Jeanette Rudy School of Nursing is approved by the Tennessee Board of Nursing
(Cordell Hull Building; 426 5th Avenue North; Nashville, TN 37247; 615-532-5166) and
accredited by the National League for Nursing Accrediting Commission (61 Broadway;
New York, NY 10006; 212-363-5555 (Ext. 153).
Mt. Juliet Site
A site has been established in Mt. Juliet, TN to house a program set up for full time
working adults who wish to pursue a career in nursing. All prerequisites and classes are
the same as the Lebanon site except the classes in Mt. Juliet are offered during nights and
weekends to accommodate working adults.
Nursing Entry Options
The School of Nursing offers four entry options leading to a baccalaureate degree in
nursing:
Entry Option I is a generic, eight semester academic and clinical nursing program.
Entry Option II enables registered nurses (RNs) to upgrade an associate degree or
diploma in nursing to BSN status.
Entry Option III is designed for students who hold a university parallel associate
degree, a 2 + 2 nursing degree, or a baccalaureate degree in an area other than nursing.
Entry Option IV allows licensed practical nurses (LPNs) to achieve advanced learning
and competence.
Nursing Admission Requirements
1. Admission to Cumberland University with declaration of nursing as major.
2. Completion of all pre-nursing coursework the semester of or the semester before
admission to the School of Nursing.
3. A Letter of Intent to enter the School of Nursing must be submitted to the Office of
Admissions.
4. Official transcript(s) must be on file with the Office of Admissions.
Admission to the School of Nursing is determined by the following criteria
1. Successful completion of pre-nursing coursework (including BIO 213, BIO 214, BIO
203, MATH 110 or 111, NUR 210) with the exception of no more than 10 hours of
core coursework if those hours can be completed as co-requisites to NUR 302.
2. Satisfactory score on a standardized pre-admission examination and any prescribed
reading examinations. Test scores must have been earned within one (1) year of
entering the School of Nursing.
3. For Fall 2010 semester a minimum requirement of a 2.8 (on a 4.0 scale) GPA and
beginning January 2011 the GPA requirement is 3.0 (on a 4.0 scale), with no grade
below a ―C,‖ in the pre-nursing coursework as outlined on the Nursing Program of
Study at the time of planned matriculation into the School of Nursing (including
students holding university parallel two (2) year degrees and bachelor degrees).
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Longevity at Cumberland University: Cumberland University students who meet the
three criteria will have priority over students transferring from another university.
Longevity will be determined by the number of semesters of full-time enrollment at
Special Admission Provisions
The School of Nursing Admissions Committee will review student petitions for
admission on an individual basis. The Admissions Committee reserves the right to attach
certain stipulations to admission (e.g. by limiting the total number of hours in which a
student may enroll during a semester and/or requiring specific developmental coursework
and/or requiring a peer tutor).
Transfer Policies
Students must first meet the requirements for admission to Cumberland University. The
Nursing Admissions & Progression Committee evaluates each student who transfers from
another accredited nursing program on an individual basis. Students who have earned a
grade lower than ―B‖ in a nursing course at another college or university may not transfer
into the School of Nursing, but may apply for admission to the School and the Nursing
Admissions & Progression Committee will determine admission on an individual basis.
Requests to transfer nursing courses from another college or university will also be
considered by the Nursing Admissions & Progression Committee on an individual basis.
Students who transfer to Cumberland University with satisfactory grades in microbiology
and Anatomy and Physiology I & II will have satisfied the Area 2E – Natural Sciences
section of the General Education Core with the exception of CHEM 103 – Introduction to
Chemistry.
Students who desire to transfer from another BSN program must meet the following
requirements:
1. A letter of good standing from the previous nursing program.
2. A minimum grade of ―B‖ in any nursing course the student desires to transfer. A
written request for transfer credit must be forwarded to the Nursing Admissions &
Progression Committee for a ruling.
3. Completion of a minimum of 25% or 30 credit hours toward degree earned at
Progression Requirements for All Nursing Students
1. A physical examination with completion of the School of Nursing Health Form
before admission to the School of Nursing and anytime thereafter if any
representative of the School of Nursing questions the health status of a current
student.
2. Laboratory report results of a Complete Blood Count (CBC) and Urinalysis before
admission and anytime thereafter if any representative of the School of Nursing
questions the initial results and/or health status of a current student.
3. Annual submission of evidence of major medical insurance coverage.
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4. Tetanus Toxoid (within the last 10 years).
5. MMR (Measles – Mumps - Rubella) vaccination since 1989. A student, born on or
after 1/1/57, who has not had an MMR since 1989, must provide the following:
written documentation of two (2) live measles (Rubeola) vaccines given no less than
one month apart, after the first birthday, or a Rubeola titer showing evidence of
immunity, or written documentation by a physician of diagnosed Rubeola infection,
and a Rubella titer showing evidence of immunity.
6. *Hepatitis B vaccine series along with a quantitative titer 30-60 days after the third
injection. *(A student who refuses the Hepatitis B vaccine series or who has a
negative titer after completion of the series must sign a waiver releasing Cumberland
University from liability in the event that the student decides to continue clinical
experiences without or before developing immunity.
7. Varicella titer showing IGG antibodies.
8. Initial documentation of a 2 step negative Tuberculosis (TB) screen and annual
documentation.(or more often if required by a clinical agency). (Effective 2010)
9. Annual evidence of current enrollment in a group professional liability insurance
program, with designated minimum coverage as set forth by the School of Nursing.
10. Evidence of current American Heart Association Basic Cardiac Life Support (BCLS)
certification. The course must be specified for healthcare professional and must
include both adult and child components.
11. Achievement of a minimum grade of ―C‖ in all nursing courses in both clinical and
didactic portions of the courses.
12. Students who receive two final course grades of ―D‖ in any nursing course or
combination of nursing courses will be dismissed from the program.
13. Students who do not achieve satisfactory scores on the Exit Test will earn a ―C‖ in the
NUR 491. Successful Entry Into A Professional Nursing Practice Course and will be
encouraged to take a review course prior to taking the NCLEX exam.
14. All nursing majors are expected to achieve satisfactory scores on standardized
comprehensive examinations during the final semester of the senior year. Since the
course grade for NUR 491 is based on the exit exam score.
15. Nursing majors are expected to be continuously enrolled. In the event that a break in
enrollment is necessary, a written request for a leave should be submitted to the Dean
of the School of Nursing who will present the request to the Nursing Admission &
Progression Committee.
16. Any nursing student who has broken enrollment for more than one semester may not
continue in the program but must apply for re-instatement into the School of Nursing
courses. The Nursing Admissions & Progression Committee will review each
student‘s case individually to determine placement in the Program of Studies.
Specialized Grading and Testing Policies for Nursing
Nursing courses are sequential and require prerequisite courses to provide appropriate
background for each new course. Nursing majors must earn a grade of ―C‖ in all course
work within the Nursing Program of Study. Students who earn a grade below ―C‖ in any
nursing course will be placed on probation in the School of Nursing. If a student earns a
second grade below ―C‖ in the same or any other nursing course, the student is ineligible
to continue in the School of Nursing. A student who withdraws from a nursing course
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(NUR) with a grade below a ―C‖ will receive a ―WF.‖ A ―WF‖ is considered the same as
any grade below a ―C.‖
Students must earn at least a 75% average on tests to pass clinical nursing courses. In
this case, papers or projects that are part of the course are not averaged into the grade
until the 75% test average is achieved. A paper or project grade may improve a course
grade, but may not be the determining factor for passing. Alternatively, poor paper or
project grades may contribute to a failing course grade. This policy will also be outlined
in course syllabi.
Additional Nursing Costs
Nursing students must purchase uniform(s), laboratory coat(s), a skills lab bag, program
patches, and a name badge along with additional equipment (a list is available in the
School of Nursing).
Nursing students are required to complete a Background Check prior to enrollment in
NUR 302. Additionally, nursing students may be required to submit to a random urine
drug screen (UDS) and a random urine, breath or blood alcohol test during their tenure in
the School and at any time deemed appropriate by the faculty.
School of Nursing Student Handbook
The School of Nursing publishes a student handbook detailing policies and procedures
for nursing students. The regulations contained in this document apply to each student
enrolled in the nursing program.
Licensure Examination
After completing the prescribed curriculum, the pre-licensure student is eligible to apply
to a State Board of Nursing to take the National Council Licensure Examination
(NCLEX) for the privilege of becoming a registered nurse.
It is important for nursing students to know about the Tennessee Board of Nursing policy
regarding the review of candidates as to eligibility for initial and continued licensure.
There will be a question on the application for licensure as a registered nurse, which asks:
―Have you ever been convicted of a violation of the law other than a minor traffic
offense?‖ If the answer is affirmative, the Tennessee Board of Nursing decides on a
individual basis whether or not a graduate is granted registered nurse licensure.
VSCC/Cumberland Partnership
Through this partnership, Volunteer State Community College (VSCC) students earning
the Associate of Science in Pre-Nursing will transfer to Cumberland University to
complete requirements for the Bachelor of Science degree in Nursing through the
Jeanette C. Rudy School of Nursing. All VSCC credits apply toward the BSN at
VSCC students apply during the Fall semester of their sophomore year. Representatives
from both VSCC and Cumberland will serve on the Selection Committee. Selected
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students meeting the admissions requirements and following the admissions procedures
will receive conditional admission into the nursing program pending receipt and review
of the final official transcript confirming the award of the associate‘s degree.
Cumberland University admits students to the nursing program three times per calendar
year (Fall, Spring, Summer). Ten seats in each semester cohort will be reserved for
selected VSCC graduates completing all admissions requirements and procedures.
Additional information can be found on the Jeanette C. Rudy School of Nursing website
through Cumberland University
General Admissions Requirements
Successful candidates will:
 Maintain a minimum GPA of 2.8 and beginning January 2011 the GPA
requirement is 3.0 on all coursework. Preference will be given to those who have
a GPA of 3.0 and above.
 Present grades of A, B, or C in all Math and Science courses.
 Schedule completion of all pre-nursing courses before the semester of admission
to the School of Nursing.
 Achieve a passing score on a standardized HESI Nurse Assessment test taken at
General Admission Procedures
Students may not apply to the Jeanette C. Rudy School of Nursing until they have
10 hours or less of prerequisites to take.
Candidates meeting the Admission Requirements will:
 A Letter of Intent to enter the School of Nursing must be submitted to the Office
of Admissions.
 Complete an application to Cumberland University at least one month prior to
application for admission to the School of Nursing.
 Request all official transcripts to be sent to Cumberland University Office of
Admissions.
 Apply for admission to the Jeanette C. Rudy School of Nursing after confirmed
admission to Cumberland University.
 Register to complete the HESI Nurse Assessment test through the Office of
Admissions. Test dates are posted on the School of Nursing website.
Entry Option I (BSN)
Cumberland University offers the Bachelor of Science degree in Nursing. The degree
program consists of 125 semester hours; 43-45 from the General Education Core; 15-18
from the required nursing core; 61 from the required Cumberland University School of
Nursing courses; and two hours from nursing electives.
Required General Education Core…................................................……….43-47 hours
 FSL 101
2 hours
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Rhetoric & Communication ................. ...................................................................15 hours
ENG 101
(3)
ENG 102
(3)
SPEE 220
(3)
SPAN 111
(3)
SPAN 112
(3)
Mathematics (choose one) ................... ..................................................................3-4 hours
MATH 110
(3)
MATH 111
College Algebra
(3)
MATH 112
Trigonometry
(3)
MATH 121
Calculus
(4)
Area II – A Liberal Arts Education…............................................................…25 hours
Arts and Humanities (choose one) ....... .....................................................................3 hours
ART 191
(3)
MU 129
Music Listening
(3)
PHIL 201
(3)
THR 100
(3)
Literature in English (choose one) .............................................................................3 hours
ENG 215
(3)
ENG 216
(3)
The Social Sciences...................................................................................................6 hours
PSY 201
General Psychology
(3)
SOC 221
(3)
History (choose one sequence) ............ .....................................................................6 hours
HIS 191 & 192
World Civilization
(6)
HIS 201 & 202
(6)
The Natural Sciences ........................ .....................................................................7 hours
BIO 111 & 111L
(4)
CHEM 103
*Introduction to Chemistry
(3)
* No lab requirements for Nursing students
Required Courses for Nursing Majors…...............................................………21 hours
BIO 203 & 203L
Microbiology & Lab
(4)
BIO 213
Anatomy and Physiology I
(4)
BIO 214
Anatomy and Physiology II
(4)
PSY (SOC) 205
NUR 210
Intro. to Nursing (LPN‘s Exempt) (3)
PSY 211
Required Upper Div. Nursing Courses................................................………..63 hours
NUR 302
Professional Nursing Foundations (5)
NUR 314
Pharmacology Nursing I
(2)
NUR 315
Pharmacology in Nursing II
(2)
NUR 316
Community Health
(4)
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NUR 327
NUR 330
NUR 331
NUR 371
NUR 372
NUR 376
NUR 406
NUR 407
Health Assessment
(4)
Nutrition
(2)
Professional Role Development
(2)
Adult Health Nursing I
(6)
Adult Health Nursing II
(6)
Psychiatric-Mental Health Nursing (4)
Nursing in Child and Family Care (4)
Nursing in Women‘s Health and
(4)
Newborn Care
NUR 426
Nursing Leadership & Management (4)
NUR 433
Nursing Informatics
(2)
NUR 440
Research in Nursing
(3)
NUR 460
Advanced Topics in Nursing/
(7)
Practicum
NUR 491
Successful Entry into Professional (2)
Nursing Practice
Required Nursing Electives.................................................................................2 hours
Choose a Nursing elective at the 300 level or above.
Total Non-GEC/Non-Upper Division Nursing Credit (21 hours)
Total Upper Division Nursing Credit Hours (63 hours)
Total Nursing Electives (2 hours)
Entry Option II (BSN Completion)
Cumberland University and the School of Nursing recognize the value of previous
learning and work experiences of individuals seeking advanced credentials. Graduates of
accredited nursing programs with current Tennessee registered nurse licensure may
receive credit for 40 semester hours of nursing coursework completed in their Associate
Degree or Diploma program in Nursing.
It is possible for the BSN Completion Student to enroll in pre-nursing coursework and
School of Nursing courses simultaneously if prerequisite coursework has been completed
for the nursing courses selected. RN students who have a minimum of two years of
clinical practice and are in good academic standing are eligible to develop a Professional
portfolio that documents professional competence through synthesis of learning and
experience. This Portfolio must demonstrate content mastery and the quality of previous
learning so that credit can be awarded through critical faculty evaluation. Based on
faculty evaluation for each individual course, students will receive 1 of 4 options: 1)
Partial credit awarded; 2) Additional portfolio materials and/or revisions required; 3)
Completion of other learning activities required; or 4) No credit awarded.
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Entry Requirements:
 Graduate of an accredited Associate Degree or Diploma Nursing Program.
 Current valid Tennessee registered nurse licensure.
 Acceptance into the University.
Academic Credit Awarded for Licensure
Based on a current registered nurse license, Cumberland University will award the
following credits:
NUR 210
Intro to Nursing
(3)
NUR 302
NUR 314
Pharmacology in Nursing I
(2)
NUR 315
(2)
NUR 330
Nutrition
(2)
NUR 331
Professional Role
(2)
NUR 376
NUR 371
(6)
NUR 372
(6)
NUR 406
Nursing in Child & Family Care
(4)
NUR 407
Nursing in Women‘s Health &
(4)
Newborn Care
Total ........................................................ ............................................................40 hours
BSN completion students are expected to satisfactorily complete all Cumberland
University General Education Core coursework as well as all coursework included in the
Nursing Program of Study (with minimum grade of ―C‖) with the exception of the 40
hours awarded for registered nurse licensure.
Required Courses for Nursing Majors…….............................................……15 hours
BIO 203 & 203L
Microbiology & Lab
(4)
BIO 213
(4)
BIO 214
(4)
PSY (SOC) 205
Required Upper Div. Nursing Courses..........................................…………..28 hours
NUR 316
Community Health Nursing
(4)
NUR 327
Health Assessment
(4)
NUR 400
Issues and Trends in Professional
(4)
Nursing
NUR 426
Nursing Leadership & Management (4)
NUR 433
Nursing Informatics
(2)
NUR 440
Research in Nursing
(3)
NUR 460
(7)
Practicum
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Total for BSN Completion……....................................................................….45 hours
Beyond pre-req. requirements
Entry Option III (BSN as a Second Degree)
Students desiring to earn a BSN degree who hold a baccalaureate degree in another area
or a university parallel associate degree from an accredited institution will be considered
to have met General Education Core (GEC) requirements (with certain exceptions in the
Nursing Major) toward their BSN degree. Additional pre-requisite nursing core classes
may be required.
Requirements:
1. A minimum grade of ―C‖ in lower division courses (or transfer courses accepted by
Academic Affairs as equivalent courses) specific to nursing: BIO 213, 214, 203,
CHEM 103, PSY 201, 211, 205, and SOC 221.
2. A minimum grade of ―C: in PSY 205 (or its equivalent course).
3. At least 25% of the semester hours of coursework required for the degree must be
completed at Cumberland University.
4. Completion of all required Nursing courses with a minimum grade of ―C.‖
Required Courses for Nursing Majors….........................................................21 hours
BIO 203 & 203L
Microbiology & Lab
(4)
BIO 213
(4)
BIO 214
(4)
PSY (SOC) 205
PSY 211
NUR 210
Intro. to Nursing (LPN‘s Exempt) (3)
Required Upper Div. Nursing Courses......................................……………..63 hours
NUR 302
NUR 314
(2)
NUR 315
(2)
NUR 316
Community Health
(4)
NUR 327
Health Assessment
(4)
NUR 330
Nutrition
(2)
NUR 331
(2)
NUR 371
(6)
NUR 372
(6)
NUR 376
NUR 406
Nursing in Child and Family Care (4)
NUR 407
(4)
Newborn Care
NUR 426
Nursing Leadership and Management(4)
NUR 433
Nursing Informatics
(2)
NUR 440
Research in Nursing
(3)
NUR 460
(7)
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NUR 491
Practicum
Successful Entry into Professional
Nursing Practice
(2)
BSN Second Degree……..............................................................................…..86 hours
Beyond pre-req. requirements
Entry Option IV (LPN to BSN)
Licensed Practical Nurses (LPNs) who are graduates of state-approved nursing programs
are eligible to apply for admission to the LPN to BSN emphasis.
Requirements:
1. Current Tennessee licensed practical nurse licensure.
2. Acceptance into the University.
3. Application to the School of Nursing may be made when the LPN has no more than
10 hours of pre-nursing coursework remaining, has a minimum GPA of 2.8 (a 3.0
beginning January 2011) on pre-nursing coursework on the Nursing Program of
Study, and has submitted a letter of Intent to the School of Nursing office.
4. Completion of the pre-entrance examination with a satisfactory score.
5. Completion of all required Nursing courses with a minimum grade of ―C.‖
Advanced Standing
In recognition of the value of previous learning and work experience of individuals
seeking advanced credentials, Cumberland University and the School of Nursing desire to
build on previous education and competencies. Based on a current licensed practical
nurse license, Cumberland University will award credit for the following:
NUR 210 Introduction to Nursing .............................................................................3 hours
Total..........................................................................................................................3 hours
LPNs seeking admission to the School of Nursing may validate knowledge via
standardized testing and performance of certain nursing skills from NUR 302. Successful
completion of these activities will enable them to enroll and receive credit for these
courses.
Required Courses for Nursing Majors…….............................................……18 hours
BIO 203 & 203L
Microbiology & Lab
(4)
BIO 213
(4)
BIO 214
(4)
PSY (SOC) 205
PSY 211
Required Upper Div. Nursing Courses..…........................................………..63 hours
NUR 302
225
NUR 314
NUR 315
NUR 316
NUR 327
NUR 330
NUR 331
NUR 371
NUR 372
NUR 376
NUR 406
NUR 407
NUR 426
NUR 433
NUR 440
NUR 460
NUR 491
Community Health
Health Assessment
Nutrition
Psychiatric-Mental Health Nursing
Nursing in Child and Family Care
Newborn Care
Nursing Leadership & Management
Nursing Informatics
Research in Nursing
Advanced Topics in
Nursing/Practicum
Successful Entry into Professional
Nursing Practice
(2)
(2)
(4)
(4)
(2)
(2)
(6)
(6)
(4)
(4)
(4)
(4)
(2)
(3)
(7)
(2)
Total Required for BSN Second Degree………...............................................83 hours
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Course Descriptions
Accounting (ACC)
ACC 211 – Principles of Accounting I (3)
Introduction to generally accepted accounting principles, the accounting cycle, and
preparation of the financial statements. Prerequisite: A grade of ―C‖ or higher in MATH
111 or equivalent. Serves as a prerequisite to ACC 212. Should be taken by the end of the
sophomore year.
ACC 212 - Principles of Accounting II (3)
A continuation of ACC 211 with emphasis on partnerships, corporations, cost accounting,
and ratio analysis. Serves as a prerequisite to all upper-School accounting courses.
Prerequisite: ACC 211
ACC 302 – Managerial Accounting (3)
An analysis and study of costs and budgeting as they relate to the management objectives
of planning and control. Prerequisite: ACC 212.
ACC 311 – Intermediate Accounting I (3)
An in-depth study of accounting theory and practice, specifically including the topics of
the accounting cycle, financial statements, current assets, current liabilities, property,
plant and equipment, and intangibles. Prerequisite: ACC 212
ACC 312 - Intermediate Accounting II (3)
A continuation of ACC 311. An in-depth study of topics such as, long-term liabilities,
long-term investments, pensions, leases, and earnings per share. Prerequisite: ACC 311.
ACC (CIS) 315–Electronic Spreadsheet Applications (3)
A study of electronic spreadsheet software and its application to business and other
organizations, where data is collected and analyzed. The course will emphasize the
preparation and use of graphs and connection to the Internet. Macros and other special
attachments to spreadsheets will be discussed. Prerequisite: Students taking the CIS
placement exam must have a minimum score of 80 out of 100 in the spreadsheet portion
of the placement exam or permission of the instructor. CIS 170.
ACC 311 – Cost Accounting (3)
A study is made of accounting for costs of manufacturing a product or rendering a service
with attention given to job order, process, and standard cost systems. Prerequisite:
ACC 212.
ACC 399 – Practicum in Accounting (1-3)
Designed to give the student practical business experience in the field. Grading is on a
pass or fail basis. Prerequisite: Permission of Advisor.
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ACC 400 – Nonprofit Accounting (3)
A study of governmental and nonprofit entities. Coverage of governmental and nonprofit
accounting principles and practices, including revenues and expenditures, budgeting, and
reports. Prerequisite: ACC 312.
ACC 433 – Advanced Accounting (3)
A study of the preparation of consolidated corporate financial statements and other
complex financial accounting problems. Prerequisite: ACC 312.
ACC 451 – Accounting Theory (3)
A study of contemporary accounting issues including pronouncements of the Financial
Accounting Standards Board and the Securities and Exchange Commission.
Prerequisite: ACC 311. Co-requisite: ACC 312.
ACC 453 – Federal Income Taxes I (3)
A study of federal income tax laws with particular emphasis on the preparation of filing
of individual tax returns. Prerequisite: ACC 212.
ACC 454 – Federal Income Taxes II (3)
A study of federal income tax law with emphasis on corporation, partnership, estate, and
trust tax returns. Prerequisite: ACC 212.
ACC 462 – Auditing (3)
A study of the theory of auditing, the legal and ethical responsibilities of an auditor,
procedures, methods of certification of financial statements, preparation of working
papers, and reports to the client. Prerequisite: ACC 312
ACC 498 (A-Z) – Research in Business (1-3)
Individual independent research designed to provide an in-depth study in accounting.
Prerequisite: Approval of the School Dean.
ACC 499 (A-Z) – Special Topics in Business (1-3)
A special course covering topics in accounting. Prerequisite: Approval of the School
Dean.
Anthropology (ANTH)
ANTH (SOC) 210 – Cultural Anthropology (3)
This course is a comparative examination of the cultural organization of human behavior
in societies from around the world. The student will be introduced to key concepts,
terminology, principles and processes of cultural anthropology. Topics include culture,
ethnicity, race, language, subsistence, economics, kinship and descent, marriage and
family, political organization, social control, gender and religion. The importance of
intercultural understanding will be stressed. Offered Fall and Spring.
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ANTH 301 – Ethnology (3)
This course is a cross-cultural comparison of world cultures and the comparative study of
ethnographic data. The student is exposed to a wide variety of cultures, their customs,
material culture, subsistence and symbols. There will be a strong ethnography component
to this course which will involve some field work (collecting oral histories, mapping
community structure) with a designated cultural group. Prerequisite: ANTH 210 or
consent of instructor. Offered Spring of even years.
ANTH (GEOG) 310 –The American Indian (3)
This course examines ten of the twelve geographic regions of Native Americans on the
North American continent focusing on the influence of geography on culture, lifestyle
and food-gathering. Attention will be given to early historic life, identity, ritual and
myth. The impact of Federal Indian Policy since 1800 on settlement, subsistence and
geography will be examined. Prerequisite: ANTH 210 or consent of instructor. Offered
Fall of odd years.
ANTH (REL) 315 - Religion in Traditional Societies (3)
This course examines the function and practice of religion and ritual in traditional
societies, contrasting and comparing traditional religion with aspects of modern world
religions and culture. The course includes an examination of patterns of witchcraft,
magic, voodoo, myth, ritual, shamanism and the function of religion in traditional
societies. Prerequisite: ANTH 210 or consent of instructor. Offered Spring of odd years.
ANTH (GEOG) 325 – Indians of the Southeast (3)
This course is a comparative study of the traditional cultures and geographic regions of
the five civilized tribes of the southeastern United States, including the Cherokee,
Choctaw, Creek, Chickasaw and Seminole. Attention will be given to how geography
influenced tribal culture, myth and subsistence. Prerequisite: ANTH 210 or consent of
instructor. Offered Fall of even years.
ANTH 400 – Introduction to Archaeology (3)
This course is a broad background in the theory and methodology of archaeology with
emphasis on the New World. The course will include lectures, videos, field analysis and
actual and/or virtual fieldwork. The student will be exposed to archaeological techniques
and will have the opportunity to apply this knowledge while excavating an area site.
Prerequisite: ANTH 210 or consent of instructor. Offered Spring of even years.
ANTH 450 – Practicum in Anthropology (3)
This course is a service/learning experience designed to give a student practical
experience in anthropology. Settings may be from either public or private agencies or
from anthropological research entities. A minimum of 100 hours in the setting is
required. Contact between the University instructor and the agency is required. Students
will keep a log or journal and will write a research paper relating to the practicum
experience. Grades are given on a pass/fail basis. Deadlines for completing the approval
process are November 1 for Spring semester participation, April 1 for Summer semester
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participation and July 1 for Fall semester participation. Prerequisite: Consent of
anthropology practicum supervisor and the School Dean. Offered based on student need.
ANTH 475 – Senior Seminar in Humanities and Social Sciences (3)
This course is required for Humanities and Social Sciences majors during the last term of
their senior year. It provides a broad, integrated experience bringing together the
interrelationships of the humanities and social sciences and requiring both oral and
written work based on the student‘s own research. The student will explore several
contemporary issues through an interdisciplinary lens. Prerequisite: Senior standing and
consent of instructor. Offered based on student need.
ANTH (GEOG) 497 – Field Course (1-4)
This course is a supervised study in some geographical area preceded by classroom
preview and concluded by a time of evaluation. Emphasis is given to the natural and
cultural elements of the environment with special attention directed toward the pattern of
human occupancy. This course provides an intensive period of study and research on a
full-time basis. Work required will depend on the area researched and the time involved.
Additional fees may be charged. Prerequisites: GEOG 200, ANTH 210 or consent of
instructor. Offered May.
ANTH 498 – Special Projects in Anthropology (1-3)
This course will include field experience and reading directed towards special interests or
needs of the student under individual supervision. Arrangements must be made with the
instructor prior to registration. Prerequisite: ANTH 210 or consent of instructor.
Offered based on student need.
ANTH 499 – Special Topics in Anthropology (3)
This course is an in-depth study of a special topic that is significant in current
anthropological literature or an in-depth study of a specific culture considering the
history, socio-cultural system and contemporary issues (as appropriate) of the people.
Prerequisite: ANTH 210 or consent of instructor. Offered based on student need.
Art (ART)
ART 130 – Digital Photography I (3)
Photography has in recent years undergone a rapid technological development, and this
introductory course is intended to give both an overview of techniques used and a basic
proficiency in digital photography and digital file management, as well as in various
types of digital photography media terms and formats.
ART 150 – Studio Art Fundamentals (3)
A studio introduction to the elementals and principles of design applied to twodimensional art problems. Introduces a variety of materials.
ART 160 – Drawing I (3)
A studio class introducing various drawing media and fundamentals of observational
drawing, gaining the ability to represent objects in space.
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ART 120 – Introduction to New Media (3)
This course covers current creative and emerging new media trends beyond traditional
media. Students will design and produce new media projects (such as a podcast) and
explore various new media formats as the technologies emerge.
ART 191 – Enhancing Art Understanding (3)
An introductory survey of major artistic achievements to stimulate understanding of the
arts and their relationship to and influence on our culture.
ART 210 – Drawing II (3)
A continuing exploration of drawing concepts, materials, and techniques. Personal
expression is emphasized. Prerequisites: ART 150 and 160.
ART 215 Color (3)
A studio class exploring color theory and its application to various design problems and
media. Prerequisite: ART 150
ART 220 – Photography (3)
Photography has in recent years undergone a rapid technological development, and this
introductory course is intended to give both an overview of techniques used and a basic
proficiency in black and white and color photography.
ART 250 – History of Western Art I (3)
ART 251 – History of Western Art II (3)
A two-semester survey of art from prehistoric times to the present, introducing students
to the language and processes of art history. ART 250 emphasizes ancient through
medieval art; ART 251 concerns Renaissance through Modem Art. The course focuses on
an understanding of the social, political, and aesthetic values of a people through their
visual arts.
ART 260 – Three-Dimensional Design (3)
A studio class emphasizing the principles and elements of design applied to threedimensional space. Prerequisites: ART 150 and 160.
ART 264 – Painting I (3)
A studio introduction to the concepts of painting with opaque water-based painting
media, primarily acrylic paint. Media, techniques introduced; critical analysis
encouraged in studio class setting. Prerequisites: ART 160 and 215 or consent of
instructor.
ART 212 – Digital Darkroom (3)
This course provides an introduction to digital cropping, resizing, color, contrast and light
levels, and image manipulation by various other methods within the computer in order to
enhance digital photos. Prerequisite: ART 130
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ART 312 – Painting II (3)
A studio introduction to the concepts of painting with oil paint. Media, techniques
introduced; critical analysis encouraged in studio class setting. Prerequisites: ART 160
and 215 or consent of instructor.
ART 315 – Intermediate Painting (3)
A studio class available to intermediate level students with faculty approval and
supervision. Further development of painting techniques and content introduced in
Painting I and II. May be repeated for a maximum of six (6) hours; no more than three
(3) hours per semester. Prerequisites: ART 264 and 312 or consent of instructor.
ART 320 – Two-Dimensional Mixed Media (3)
Studio exploration of two-dimensional compositional problems, with emphasis on
combining a variety of media. Prerequisites: ART 210 and 215.
ART (ED) 327 – Methods and Materials for Elementary School Art (3)
Preparation for teaching Art in grades K-6 for those seeking teaching endorsement for
Art Education. Grade and age appropriate teaching methods; theories of art education
with special emphasis on art criticism, aesthetics, art history and production; child
development in art, art resources and various curriculum issues, including art materials,
unit planning, assessment, interdisciplinary projects and classroom management. Field
Experience Required.
ART 330 – Digital Photography II (3)
Students learn to see photographically through an exploration of basic tools, techniques
and aesthetics of digital photography, with an emphasis on creative use of camera
controls, exposure, and various subject areas within the field of photography.
Prerequisites: ART 130 and Digital Darkroom
ART 365 – Sculpture I (3)
A studio class exploring constructive and subtractive methods and materials used in
sculpture. Prerequisites: ART 150, 210, and 260.
ART 367 – Sculpture II (3)
A studio class further developing ideas and methods introduced in Sculpture I.
Prerequisites: ART 150, 210, and 260 or consent of instructor.
ART 310 – Digital Imaging (3)
This course is an introduction exploring methods of digital photo editing and retouching,
and photographic image manipulation. Students will create original artwork through
digital photography, using computers and appropriate software. Compositing, photo
collages and special effects through the use of filters will be stressed. Prerequisite: ART
130
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ART 314 – Typography (3)
Through the use of various media methods, students explore the meanings and messages
of typography as an innovative design tool and a creative art form. Prerequisite: ART
150, CIS 170, Digital Imaging
ART 316 – 4-D Time-based Media I (3)
Sound and video are critical ingredients in the production of successful audio/visual
video and multimedia productions. This course deals with the processes involved with
desktop editing of audio and video for digital output. Students will produce short videos
for output to various storage formats or playback on digital media. Prerequisites: MU
256 or MU 258 or Digital Music Production; Intro to New Media, ART 130
ART 390 – Special Study – Studio (3)
Available to intermediate level students with faculty approval and supervision. Studio
experience may be in Drawing, Painting or Sculpture. May be taken for maximum of six
(6) hours; no more than three (3) hours a semester.
ART (ED) 427 – Methods and Materials for Secondary School Art (3)
Preparation for teaching Art in grades 7-12 for those seeking teaching endorsement for
Art Education. Emphasis on program development based on knowledge of the secondary
level school student, curriculum, lesson and unit plan development, classroom
organization, age appropriate lessons and materials, materials and budget planning, job
interviews and observation of art teachers working in the public school system. The class
will explore career opportunities in both schools and community art settings through field
observations. Field Experience Required. Prerequisite: ART (ED) 327.
ART 461 – Modern Art (3)
An overview of artistic developments and major artists from the last decades of the 19th
century in Europe and America, to the late 20th century. Prerequisite: ART 350, 351, or
consent of the instructor.
ART 480 – Special Study – Art History (1-3)
Available only to advanced students with faculty approval and supervision. May be
taken for maximum of six (6) hours; no more than three (3) hours per semester.
ART 485 – Advanced Painting (3)
Available to advanced level students with faculty approval and supervision. Individually
guided studio problems leading to independent artistic development. Problems will be
introduced in class, developed independently, and then critiqued in class. May be taken
for maximum of six (6) hours; no more than three (3) hours per semester. Prerequisites:
ART 315 or consent of instructor.
ART 405 – 2-D Computer Illustration (3)
This course will concentrate on the concept and originality of ideas in digital art and
illustration and will also explore digital painting and vector-based applications to be used
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as tools to create digital illustrations. Students will produce creative computer-generated
compositions. Prerequisite: ART 150, 160 and 210.
ART 406 – 3-D Computer Animation (3)
This course introduces 3-D modeling and animation software as an additional design tool.
Students will learn the skills to create and render 3-dimensional forms consisting of
various combinations of light, color and texture. Prerequisite: Digital Imaging
ART 407 –4-D Time-Based Media II (3)
This course deals with advanced techniques in time-based media, digital audio and video
production. Prerequisite: 4-D Time-Based Media I
ART 408 – Poster Design (3)
This course emphasizes two-dimensional large format visual design. Students also
examine the history and graphic vocabulary of poster communication for various
entertainment venues such as music, theatre and other performance arts, exhibits, movies,
etc. Prerequisites: ART 150, Photo Imaging, or consent of the instructor.
ART 409 – Exhibit Design (3)
This class emphasizes three-dimensional large format design. Students explore specific
skills necessary to design large-scale exhibits as a unique means of communication.
Students create exhibit designs while developing skills in research, development of
concepts and content, writing and editing, cost estimating and teamwork solutions, as
well as methods for production. Students will develop project concepts, which may
involve graphics, lighting, product display, audio/video, or interactive components, traffic
flow, accessibility issues, etc. Prerequisites: ART 150, 260, Digital Imaging I, or
consent of the instructor.
ART 430 – Digital Photography III (3)
Expanding on digital photographic techniques and aesthetics, students learn advanced
skills in digital printing methods and controlled lighting possibilities. Students are
encouraged to develop an individual style of their photographic works. Prerequisite:
Digital Photography II
ART 412 – Package Design (3)
This course focuses on the graphic design and engineering aspects of three-dimensional
package design, with an emphasis on package design geared towards music and art,
theatre and the entertainment field in general. Prerequisite: ART 150, CIS 170, Digital
Imaging I, or consent of the instructor.
ART 490 – Practicum/Internship (1-4)
The student will work with an approved art organization in his/her chosen field of
specialization. Supervision and evaluation by a Fine Arts faculty member in cooperation
with a representative from the chosen organization. Contact art faculty advisor for
requirements for credit.
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ART 491 – Senior Exhibit (3)
A culminating experience for graduating seniors. Students present and document an
exhibit and a personal portfolio to be critiqued by a committee of professionals.
Math & Science Academy (A&S)
A&S 195, 295, 395, 495 – Math & Science Academy
This course is designed for math and science majors at Cumberland University interested
in careers in scientific research. Participation is by invitation of the course director.
Students will participate in practical skill-building activities to prepare for experiences in
research while in undergraduate years and beyond. Registration for the different levels is
appropriate as follows:
A&S 195: Entering students.
A&S 295: Students who have completed two semesters at the A&S 195 level.
A&S 395: Students who have begun actively working on compiling a portfolio.
A&S 495: Students who have completed a term of research, have submitted a
summary of that research to the program director, and are actively working on
compiling a portfolio.
Prerequisites: Permission of instructor. 1 Credit hour. Students may enroll for no more
than eight hours of any combination of course numbers.
A&S 400 – Internship/Practicum I (3)
A&S 410 – Internship/Practicum II (3)
Internship and practicum courses are designed to allow a student to apply knowledge and
theories learned in academic courses to professional work environments under the
direction of both a University faculty member and a practicing professional in the area of
specialization. Students desiring to participate in an internship or practicum experience
must submit a proposal with measurable academic objectives, approved by the
appropriate School Dean and the Vice President for Academic Affairs, prior to enrolling.
Deadlines for completing the approval process are November 1 for Spring semester
participation, April 1 for Summer semester participation or July 1 for Fall semester
participation. Enrollment is limited and credit may be earned only during a Fall, Spring
or Summer semester. No more than six hours of academic credit may be earned in this
manner. Academic credit earned through internship or practicum experiences may be
used as general elective credit only. Participation in on-campus seminars is required
during the period of enrollment. Grading is based on a pass/fail basis. Prerequisites:
Junior or Senior status. Approval from both the School Dean and the Vice President for
Academic Affairs. Offered based on student need.
A&S 496 – Senior Seminar in Social Science (2)
This class will cover the importance and inter-relationships of the six social sciences
(anthropology, economics, history, political science, psychology and sociology). Upon
completion of this course, students will better understand each area of social science and
be able to integrate their understanding of social systems. Offered based on student need.
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A&S 498 - Special Topics in Arts & Sciences (1-6)
These courses are designed to offer a student the opportunity to gain knowledge and/or
experience in a specialized area or subject not otherwise covered in the curriculum. The
subject and its treatment must be derived from consultation between the individual
student and the instructor. All special topic proposals must be approved by the School
Dean. The amount of credit granted depends upon the nature of the project undertaken
and the length of time of the experience. Offered based on student need.
Astronomy (ASTR)
ASTR 100 - Introduction to Astronomy (4)
This course is an introductory course in astronomy covering the theories and methods of
traditional astronomy and modern astrophysics. This course will include timekeeping, the
planets, the solar system, stellar systems, stellar evolution, galaxies, nebula and
cosmology along with the underlying science of these areas. Three hours of lecture and
one two-hour laboratory per week. Offered based on student need.
Biology (BIO)
All Biology courses emphasize laboratory and/or field exercises that focus on
descriptive, experimental and applied science. All courses use modern concepts of
evolution as a fundamental foundation for understanding biological concepts and
relationships.
BIO 100 - Principles of Biology (4)
This course is a one semester course covering selected topics in Life Science. It is for
non-science majors only. Three hours of lecture and one two-hour laboratory per week.
Offered Fall and Spring.
BIO 111 - General Biology I (3)
This entry-level course is designed to familiarize the student with the basic concepts
necessary to understand the biology of specific organisms studied in other courses, as
well as provide pre-professional students a basic background for specific disciplines
(nursing, physical therapy, etc.). Principles of cell structure and metabolism, such as
mitosis, genetics, respiration, photosynthesis and protein synthesis, will be emphasized.
Selected examples of the Kingdoms Eubacteria and Protista will be studied. This course
is a prerequisite for most upper level biology courses and will satisfy the GEC
requirements for graduation. Three hours of lecture. Offered Fall and Spring. Corequisite: BIO 111L
BIO 111L - General Biology I Lab (1)
The Biology I Labe course will provide hands-on exercises related to topics covered in
General Biology I. Three hours per week. Co-requisite: BIO 111
BIO 112 - General Biology II (3)
This course is the second semester of a two-semester sequence required for all Biology
majors. Basic biological concepts not considered in BIO 111 will be considered along
with taxonomy, structure and function of selected organisms. Emphasis will be placed on
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survey of the Kingdoms Animalia, Fungi and Plantae. Successful completion of this
course will provide a broad understanding of fungi, plants and animals and will prepare
science students for advanced courses. Three hours of lecture. Prerequisites: BIO 111
and BIO 111L. Offered Spring. Co-requisite: BIO 112L
BIO 112L - General Biology II Lab (1)
The Biology II Lab course will provide hands-on exercises related to topics covered in
General Biology II. Three hours per week. Co-requisite: BIO 112
BIO 203 – Microbiology (3)
This is a course for students desiring a broad background and understanding of
microorganisms. It includes topics such as pathogenesis, immunity and applied
bacteriology. Three hours of lecture per week. Prerequisites: BIO 111 and BIO 111L
and either CHEM 111 or CHEM 103. Offered Fall and Spring. Co-requisite: BIO 203L,
BIO 203L - Microbiology Lab (1)
The lab will involve completion of procedures, isolation and identification of bacterial
unknowns. Procedures include making agar, pouring plates, staining bacteria, streaking
plates and proper microscope maintenance. Library research using Bergey‘s Manuals
will be required in identifying the unknowns. Three hours per week. Co-requisite: BIO
203.
BIO 213 – Human Anatomy and Physiology I (4)
This course is the first semester of a detailed study of the structure and functions of the
human body. Each system will be covered as an individual topic and how it relates to the
other systems. Topics in this course include tissues, skin, the skeletal system, muscles
and the nervous system. Clinical applications and vocabulary will be emphasized. This
course is designed for majors in biology, nursing, physical education and psychology.
Three hours of lecture and one three-hour laboratory per week. Prerequisite: BIO 111
and BIO 111L. Offered Fall.
BIO 214 – Human Anatomy and Physiology II (4)
This course is the second semester of a detailed study of the structure and functions of
the human body. Each system will be covered as an individual topic and how it relates
to the other systems. Topics in this course include the endocrine, digestive,
cardiovascular, respiratory and urinary systems, as well as both male and female
reproductive systems. Clinical applications and vocabulary will be emphasized. This
course is designed for majors in biology, nursing, physical education and psychology.
Three hours of lecture and one three-hour laboratory per week. Prerequisite: BIO 213.
Offered Spring.
BIO (CHEM) 220 – Medical Terminology (1)
This course is designed to provide a comprehensive entry-level study of medical
language for health career learners with little or no experience. The course teaches a
word-building system using a programmed learning format. Offered based on student
need.
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BIO 302 – Genetics (4)
This course is a study of the basic principles of inheritance in plants and animals,
including humans, with application of these principles to populations. The laboratory
will emphasize the use of molecular procedures to answer questions of inheritance and
evolution. Three hours of lecture and one three-hour laboratory per week. Prerequisites:
BIO 111 and BIO 111L. Offered Fall of odd years.
BIO 304 – Aquatic Biology (4)
The course lecture time will focus on a study of aquatic ecology: aquatic flora and fauna
and the environmental factors that influence them. Laboratory time will emphasize
visiting different bodies of water, specimen collecting procedures and water analysis.
Strong importance is placed on the laboratory portion of this course. Prerequisites: BIO
111, BIO 111L, BIO 112 and BIO 112L. Offered based on student need.
BIO 311 – Biology Seminar I (1)
This course includes a broad overview of biological principles and recent biological
developments with discussions on technical papers in scientific journals, book reviews,
seminars and scientific meetings. Students are required to prepare and present a scientific
seminar. The Biology Major Field Test also constitutes a major portion of this course.
Prerequisites: BIO 111, BIO 111L, BIO 112 and BIO 112L; senior status and/or
consent of instructor. Offered Fall.
BIO 312 – Biology Seminar II (1)
This course is an advanced course designed to address individual student deficiencies as
determined by the Major Field Test administered in BIO 311. Prerequisites: BIO 311
Required of all students not achieving a passing score on the Major Field Test in Biology
(administered in BIO 311). Offered based on student need.
BIO 315 – Plants and Humans (3)
This survey course examines how plants and humans have affected one another
throughout the ages. Emphasis will be placed on the evolution of the biological,
sociological and political interactions between plants and humans. Topics will include
historical and modern agriculture, climatic and geographical influences, food, drug and
textile influences. Special consideration will be given to the modern-day relationships
(particularly food) and everyday life. Prerequisites: BIO 111, BIO 111L, BIO 112 and
BIO 112L. Offered based on student need.
BIO (CHEM) 400 – Biochemistry (4)
This course is a one semester course covering the study of molecules that make up and
sustain living forms. Topics include carbohydrates, proteins and lipids, enzyme kinetics,
nucleic acids and biotechnology techniques, cell respiration, cell metabolism and
molecular genetics. Three hours of lecture and one three-hour laboratory per week.
Prerequisite/Corequisite: CHEM 311 and CHEM 311L. Offered Spring of even years.
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BIO 410 – Invertebrate Zoology (4)
This course is a study of the structure, life history and classification of the invertebrates.
Three hours of lecture and one three-hour laboratory per week. Prerequisites: BIO 111,
BIO 111L, BIO 112 and BIO 112L. Offered Spring of odd years.
BIO 411 – Histology (4)
This course is a study of the microscopic anatomy of vertebrate cells, tissues and organs.
Three hours of lecture and one three-hour laboratory per week. Prerequisites: BIO 111,
BIO 111L, BIO 112 and BIO 112L. Offered based on student need.
BIO 412 – Flowering Botany (4)
This course is a survey of local flora with emphasis on the structure and classification of
seed plants. Identification of flowers and trees will be emphasized during field trips and
the laboratory. Three hours of lecture and one three-hour laboratory per week.
Prerequisites: BIO 111, BIO 111L, BIO 112 and BIO 112L. Offered Spring of even
years.
BIO 413 – Vertebrate Zoology (4)
This course is a study of the structure, life history and classification of fish, amphibians,
reptiles, birds and mammals. Three hours of lecture and one three-hour laboratory per
week. Prerequisites: BIO 111, BIO 111L, BIO 112 and BIO 112L. Offered Spring of
even years.
BIO 414 – General Ecology (4)
This course is designed to emphasize the relationship between organisms and their
environments. Basic concepts of the ecosystem and community, along with field trips to
aquatic and terrestrial habitats, will be included. Three hours of lecture and one threehour laboratory per week. Prerequisites: BIO 111, BIO 111L, BIO 112 and BIO 112L.
Offered Fall of odd years.
BIO 415 – Environmental Biology (4)
This course is designed to emphasize the effects of man on the environment as well as
himself. Basic concepts include a brief introduction on ecosystems, different categories
and sources of pollutants and the specific effects each pollutant has on living organisms
and habitat. Field trips to various environmentally stressed locations are required. Three
hours of lecture and one three-hour laboratory per week. Prerequisites: BIO 111, BIO
111L, BIO 112 and BIO 112L. Offered based on student need.
BIO 416 – Cell Biology (4)
This course is a study of cell morphology and physiology. Emphasis will be placed on
the function and structure of cell organelles, cell transport, cell movement and other
cellular activities. Three hours of lecture and one three-hour laboratory per week.
Prerequisites: BIO 111, BIO 111L, BIO 112, BIO 112L, CHEM 111, CHEM 111L,
CHEM 112 and CHEM 112L. Offered Fall of even years.
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BIO 417 – Non-flowering Botany (4)
This course is a survey that will emphasize the life history, classification and structure of
representative organisms of the Bryophyta, Lycophyta, Spenophyta, Pterophyta and
Coniferophyta. Laboratory and field trips will emphasize identification and collection of
specimens. Three hours of lecture and one three-hour laboratory per week.
Prerequisites: BIO 111, BIO 111L, BIO 112 and BIO 112L. Offered based on student
need.
BIO 418 - Immunology (3)
This is an introductory level course on the principles and mechanisms of the immune
system as applied to humans. Prerequisites: BIO 111, BIO 111L, BIO 112 and BIO
112L. Offered Spring of odd years.
BIO 420 – Human Pathophysiology (3)
This course explores the etiology and pathology of human diseases. The course will
begin with an overview of human immunology and cell repair processes. This is
followed with an organ system approach to investigate the most common and detrimental
diseases affecting each. Prerequisites: BIO 111, BIO 111L, BIO 213 and BIO 214.
BIO 490 – Directed Research (1-4)
The student works with instructors to develop a biological research project. The course
will include project design, literature review and execution of the approved project
culminating in preparation and professional presentation of the material. This course may
be repeated until a maximum of four hours of credit are obtained. Prerequisites: 20
hours of Biology courses and consent of the Biology faculty. Offered based on student
need.
BIO 492 – Pre-Health Professional Internship (1-3)
This course is designed to give a student experience in a chosen health profession. The
class can be taken for one to three semester hours requiring 33, 66, or 100 hours of
training respectively. The class must be approved in advance by the Pre-professional
advisor. Offered based on student need.
BIO 498-499 - Special Topics in Biology (1-4)
This course is designed to offer students an opportunity to gain knowledge in a
specialized area not otherwise covered in the curriculum. The subject and its treatment
should be derived from consultation between the students and the instructor. The
following courses may be offered under the Special Topics in Biology provision (BIO
498-499):
A. Entomology - four hours; includes laboratory
B. Comparative Anatomy - four hours; includes laboratory
C. Spring Flora - four hours; includes laboratory
Depending upon student need and interest, additional courses may be designed and
implemented. Students are encouraged to discuss their educational needs with the
appropriate faculty members. NOTE: Based upon a student‘s formal education and
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experience, certain prerequisites may be waived by consent of the instructor. Offered
based on student need.
Business (BUA)
BUA 101 – Introduction to Business (3)
A survey of the field of business designed to give the student essential initial exposure to
the field. The course is designed to serve as an introduction to all other business courses.
The course can be useful to provide general background knowledge for the student who
does not intend to major in business. (This is a required course for business majors, but
the requirement may be waived by the School Dean with proper justification.)
BUA (ENG 351) 251 – Business Communications (3)
A study of oral and written communications with emphasis on business correspondence,
business report writing, and business presentations. Prerequisites: ENG 102.
BUA (ECON) 300 – Personal Financial Planning (3)
Introduction to principles of personal financial planning including housing and home
ownership; life, property, liability, and health insurance: basic real estate principles;
estate building; wills and trusts.
BUA 322 - Hospitality Management, Supervision, and Human Resource
Development (3)
This course introduces the student to techniques of management and human resource
systems common to the hospitality industry. The techniques provided are general rather
than specific, but they are fundamental to the understanding of management. These
techniques help students solve problems they will encounter in the field. Students are
tested through observation and practice.
BUA 323 - Purchasing (3)
This course is an introduction to the selection and procurement system of food and
nonfood items utilized in a food service operation.
BUA 324 - Food Service Sanitation (3)
This course provides the student with a background in sanitation as it relates to health,
with the ability to recognize proper sanitation techniques, and with the knowledge to
implement a sanitation program in a food service operation.
BUA 325 - Food and Beverage Control (3)
This course places emphasis on learning how to control, purchase, and manage the
various aspect of a very high volume business.
BUA (ECON) 331 – Managerial Economics (3)
A primary emphasis of managerial economics is the application of economic theory and
methodology to the practice of business management and decision making. The course
emphasizes how economic tools can be applied to achieve business goals and to address
managerial challenges in those business areas concerning decision of the supply and
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demand of the firm‘s products and services. Topics include: optimization, risk analysis,
demand theory and estimation, production and cost theory, market structure and pricing
practices. Prerequisites: ECON 241, ECON 242.
BUA 340 – Legal Environment of Business (3)
Fundamentals of law in relation to business, and the legal environment as it pertains to
profit and/or not-for-profit organizations, along with ethical considerations and social and
political influences as they affect such organizations. Prerequisites: ACC 212, ECON
241, and ECON 242.
BUA 365 – Quantitative Methods I (3)
Identification, interpretation, and use of statistical data. Topics covered include methods
of central tendency, variation, probability theory, point and interval estimation, tests of
hypotheses. Prerequisite: Grade of ―C‖ or higher in MATH 111 or equivalent course.
BUA 366 – Quantitative Methods II (3)
More advanced methods of statistical analysis including statistical inference, tests of
hypotheses, non-parametric methods, correlation, regression, multivariate analysis,
decision theory, time series and forecasting. Prerequisite: BUA 365.
BUA 399 – Practicum in Business (1-3)
pass or fail basis. Prerequisite: Permission of Advisor required.
BUA (MGT) 460 – Business and Society (3)
Course employs a management framework, emphasizing social and ethical
responsibilities of business to both external and internal stakeholders. Prerequisites:
MGT 363, MKT 362, or permission of the instructor.
BUA (CIS) 465 – Decision Analysis (3)
A study of the decision-making process with emphasis on the use of information systems
to support decisions. Topics include linear programming, data mining, artificial
intelligence, project management, queuing theory and simulation. Prerequisites: Grade
of ―C‖ or better in BUA 366.
BUA (MGT) 485 – International Business (3)
A study of the principles and practices of international business activities, with specific
examination of the impact of the environment on the managerial process. Prerequisite:
MGT 363 or permission of instructor.
BUA 496 - Business Policy (3)
A course designed to integrate the student‘s knowledge of business functional area
disciplines into the analysis and solution of general managerial and business problems,
analysis of strategies, objectives, policies, functional area problems, and managerial
decision-making through the case study method. Prerequisites: MKT 362, MGT 363,
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FIN 449, senior standing, or permission of instructor. Transfer credit is not accepted and
this course is not available by directed study.
Chemistry (CHEM)
CHEM 103 – Fundamentals of Chemistry (3)
This course teaches the fundamentals of inorganic, organic and biochemistry. It is
intended for non-science majors and nursing students. Topics include measurements,
matter, energy, atomic theory, ionic and covalent compounds, mole-gram conversions,
chemical reactions and equation states of matter, solutions and their properties, acids,
bases, pH, organic compounds and biological applications. Three hours of lecture.
Offered Fall and May. Co-requisite: CHEM 103L, Nursing students are not required to
take the lab.
CHEM 103L - Fundamentals of Chemistry Lab (1)
This course provides laboratory experiments and demonstrations that support concepts
discussed in lecture. Two hours per week. Co-requisite: CHEM 103
CHEM 111 – General Chemistry I (3)
This course is a study of matter, measurement, modern atomic theory, stoichiometry,
chemical reactions, gas laws, atomic structure, quantum theory, electron configurations
and chemical bonding, the periodic table and molecular geometry of molecules. It is
required for Biology Majors. Three hours of lecture. Prerequisite: High school
Chemistry at the level of CHEM 103. Corequisite: CHEM 111L Offered Fall.
CHEM 111L - General Chemistry I Lab (1)
discussed in lecture. Three hours per week. Co-requisite: CHEM 111
CHEM 112 – General Chemistry II (3)
This course is a continuation of the study of intermolecular forces, properties of mixtures
and solutions, organic compounds, equilibrium, acid-base equilibrium, electrochemistry
and nuclear chemistry. It is required for Biology Majors. Three hours of lecture.
Prerequisite: CHEM 111 and CHEM 111L. Corequisite: CHEM 112L, General
Chemistry II Lab (1). Offered Spring.
CHEM 112L - General Chemistry II Lab (1)
CHEM (BIO) 220 – Medical Terminology (1)
This course is designed to provide a comprehensive entry-level study of medical
language for health career learners with little or no experience. The course teaches a
word-building system using a programmed learning format. Offered based on student
need.
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CHEM 311 – Organic Chemistry I (3)
This course is the study of organic compounds and their reactions. Topics include:
aliphatic compounds, nomenclature, synthesis, stereochemistry, alkenes, alkynes, alkyl
halides and nucleophilic substitution vs. elimination reaction mechanisms. Three hours
of lecture. Prerequisites: CHEM 111, CHEM 111L, CHEM 112 and CHEM 112L.
Corequisite: CHEM 312L, Organic Chemistry I Lab (1). Offered Fall.
CHEM 311L - Organic Chemistry I Lab (1)
CHEM 312 - Organic Chemistry II (3)
This course is a continuation of the study of organic compounds and their reactions.
Topics include: NMR, IR, mass spectroscopy, aromatics, electrophilic substitution,
alcohols and carbonyl chemistry. Three hours of lecture. Prerequisites: CHEM 311 and
CHEM 311L. Corequisite: CHEM 312L, Organic Chemistry II Lab (1). Offered Spring.
CHEM 312L - Organic Chemistry II Lab (1)
CHEM (BIO) 400 –Biochemistry (4)
This course is a one semester course covering the study of molecules that make up and
sustain living forms. Topics include carbohydrates, proteins and lipids, enzyme kinetics,
nucleic acids and biotechnology techniques, cell respiration, cell metabolism and
molecular genetics. Three hours of lecture and one three-hour laboratory per week.
Prerequisite/Corequisite: CHEM 311 and CHEM 311L. Offered Spring of even years.
CHEM 498 – Pre-Professional Internship (1-4)
This course is designed to offer students the opportunity to study/research special topics
of interest in chemistry that are not included in the curriculum. This course is offered
upon student initiation due to the need or desire to study a topic in more detail. Consent
of the instructor is required. Offered based on student need.
Computer and Information Science (CIS)
All CIS courses require passing CIS 170 with a minimum grade of ―C‖ or passing the
CIS placement exam with a minimum cumulative score of 75 out of 100. Other
certifications of competence, such as Microsoft certification exams, may be acceptable.
The student must present original documentation for evaluation by the CIS faculty. Some
courses such as ACC (CIS) 315, BUA (CIS) 465 and CIS 311 have additional
prerequisite requirements.
CIS 170 – Intro to Microcomputer Applications (3)
Provides a basic understanding of computer applications using Microsoft Office. Word
processor, spreadsheet, database and presentation package will be covered. Hands-on
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experience with personal computers using these applications will be given.Topics
including Internet and E-mail will be reviewed.
CIS 220 – Visual C++ Programming (3)
Introduction to computer programming using C++. Developing computer applications for
a Windows operating system using controls. Working with mouse driven events.
Prerequisites: Grade of ―C‖ or better in MATH 111 or higher, CIS 170.
CIS 225 – Visual Basic Programming (3)
Introduction to computer programming using an object-oriented, event driven approach.
Create Windows applications using controls such as drop-down lists, scroll bars, option
buttons, check boxes, menus and designing applications with flowcharts and pseudo
code. Topics include variables, selection, and repetition structures. Prerequisites:
MATH 111 or higher, CIS 170.
CIS 240 – Web Page Design and Construction (3)
An introduction to creation of Web sites with emphasis placed on good design
characteristics. Students will be introduced to the Web site creation software. Students
will be expected to take a hands-on approach. Prerequisite: CIS 170.
CIS 300 – Principles of Information Systems (3)
This course defines, discusses and develops information systems as they are used in
business to perform effective management of resources. Sophisticated information
systems have become necessary to compete in a global market. Prerequisite: CIS 170
CIS 311 – Database Management Systems – Concepts and Design (3)
Techniques for designing effective and efficient database systems will be explored. This
course will include rules, stored procedures, SQL, forms, reports and commercial
databases. Prerequisite: Students taking the CIS placement exam must have a minimum
score of 80 out of 100 in the database portion of the placement exam or permission of the
instructor. CIS 300.
CIS (ACC) 315 – Electronic Spreadsheet Applications (3)
A study of electronic spreadsheet software and its application to businesses and other
organizations where data are collected and analyzed. The course will emphasize the
preparation and use of graphs and connection to the Internet. Macros and other special
attachments to spreadsheets will be discussed. Prerequisite: Students taking the CIS
placement exam must have a minimum score of 80 out of 100 in the database portion of
the placement exam or permission of the instructor. CIS 170.
CIS - 320 – Computer Graphics and Desktop Publishing (3)
This course will examine techniques for capturing, manipulating and utilizing digital
images. The course will also include techniques for extending word processing to create
publication quality documents. Prerequisite: CIS 240.
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CIS 325 – Advanced Programming Techniques (3)
An advanced class in programming covering topics such as sequential & random access
files, multiple forms, variable arrays, sorting, menus and parameter passing, data
validation, and drag and drop. Students develop applications using either Visual Basic or
Visual C++ to access a database. Prerequisite: CIS 220 or CIS 225 or permission of
instructor.
CIS 330 – Systems Analysis and Design (3)
A study of structured and prototyping techniques for analyzing complex application
systems and designing logical information systems that satisfy user requirements.
Prerequisite: CIS 300.
CIS 370 – Internet Technologies (3)
This course will examine the underpinnings of the Internet. Topics will be pulled from
the current literature and may include intranets, extranets, firewalls, security, viruses and
distributed systems. Prerequisite: CIS 300.
CIS 380 – Computer Networks and Data Communications (3)
Survey of computer communication networks and network architectures. Topics will
include the fundamental concepts of data transmissions, network topologies for wide,
metropolitan and local area networks, data line protocols, middleware and reference
models. Prerequisite: CIS 300.
CIS 399 – Practicum in Computer Information Systems (1-3)
CIS 410 – Database Management Systems Implementation (3)
The course will examine concepts in the implementation and management of database
systems. Concepts such as work-flow management, client/server development, Web
integration, data mining, data warehousing and data security will be examined.
Prerequisite: CIS 310
CIS 420 – Operating Systems (3)
Study of operating systems principles, such as file systems, scheduling, memory
management, deadlocking, concurrency and distributed systems. Case studies will be
used to emphasize each concept. Prerequisite: CIS 220 or 225, MATH 121, CIS 300.
CIS 430 – Information Systems Management (3)
This course focuses on the problems and issues faced by the managers of Information
Systems. It includes the management of computer equipment and people, managing
teams in programming projects, cost estimation and planning for application development
projects, outsourcing, disaster recovery and planning, computer security and computer
crime. Prerequisite: CIS 300, MGT 363.
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CIS/MGT 450 – E-Commerce (3)
A survey course designed to give the student exposure to the various aspects of the
Electronic Commerce (EC). The course will describe what EC is; how it is being
conducted and managed; the opportunities, limitations, issues, and risks; and possible
future scenarios of EC. Prerequisite: CIS 240, MKT 362.
CIS (BUA) 465 – Decision Analysis (3)
A study of the decision-making process with emphasis on the use of information systems
to support decisions. Topics include linear programming, data mining, artificial
intelligence, project management, queuing theory and simulation. Prerequisites: Grade
of ―C‖ or better in BUA 366.
CIS 495 – Senior Project (3)
A course designed to integrate the student‘s knowledge of computer information systems
disciplines. Additionally, each student will be required to conduct a CIS research project
and present the project. Prerequisite: Senior standing and permission of the instructor.
CIS 498 – (A-Z) – Research in Business (1-3)
Individual independent research designed to provide an in-depth study in computer
information systems. Prerequisite: Approval of the School Dean and the Dean of
Undergraduate Studies.
CIS 499 (A-Z) – Special Topics in Business (1-3)
A special course covering topics in computer information systems. Prerequisite:
Approval of the School Dean.
Communication (COM)
COM (ENG) 190/390 – Idea Crafting and Communicating Workshop (1)
This course provides students with hands-on experiences in developing projects using a
single medium or simultaneous development in multiple media including print, audio
streaming/radio and video streaming/television. Offered Fall and Spring.
COM 230 – Introduction to Communications Environments (3)
The purpose of this course is to explore fundamental concepts and models of human
communication in traditional media, digital and networked environments, and new and
emerging media.
COM 352 – Theoretical Foundations of Communicating in Emerging Media
Environments (3)
This course will provide students with grounding in major theories of communication in
terms of multiple discourses, textuality and iconography in traditional media, digital and
networked environments, and new and emerging media, and the social, political and
economic environments in which they reside. Special emphasis will be given to
understanding communication theory as it relates to individual communicators and the
discourse communities with which they identify.
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COM 353 – Idea Crafting and Communicating in Emerging Discourse Communities
(3)
This course provides students with extensive hands-on experience in creating texts,
images and sound files for a variety of projects targeted to multiple audiences in
traditional media and new and emerging media environments.
COM 354 – Forensics and Public and Social Media (3)
This course explores theoretical and practical issues in spoken and written dialog and
debate in mass media and emerging social media contexts.
COM 355 – Discourse and Dialogue in Public Spaces (3)
This course provides students with fundamental, hands-on opportunities to create and
deliver traditional and non-traditional spoken, textual and digital communications to
immediate audiences as well as digitally distributed audiences.
COM 356 – New Media, Ethics & Press Law (3)
This course is designed to introduce students to concepts and issues related to the law of
mass communication including First Amendment theory, libel, privacy, copyright, access
to government information, pornography and obscenity, broadcasting and internet-related
issues.
COM (ENG) 409 – Investigative Research and Reporting Techniques (3)
This writing-intensive course provides students with hands-on experiences in starting and
sustaining an investigation, interviewing techniques, handling sources and collecting
information, and writing in-depth articles and article series.
COM (ENG) 410 – Digital & Print Media Techniques (3)
This course is designed to provide students with experience in the simultaneous
development of news articles, feature articles, images and sounds for digital and print
media.
COM (ENG) 413 – Advanced Techniques in Emerging Media Production (3)
This advanced, writing-intensive course provides students with hands-on experiences in
using traditional and new media technologies including print, digital documents, and
video and audio streaming to create article series, special projects, scripts and
documentary reports.
COM 414 – Advanced Applications of Public & Social Media (3)
This course provides students with hands-on experiences in creating advanced spoken,
textual, and digital communications to immediate audiences as well as digitally
distributed audiences. Projects will range widely from written speeches to scriptwriting
for audio and video production.
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COM 415 – Applied Technologies in Public & Social Media (3)
This course provides students with opportunities to create special projects using a variety
of development tools including audio and video streaming, web logs and web pages, and
other emerging media.
COM 416 – Writing for Emerging Media (3)
This writing-intensive course focuses on creating news articles, feature articles, scripts
and specialized texts for traditional and emerging media environments including
traditional and digital textual spaces, video and audio streaming.
COM 497 – Internship in Media & Communications (3)
This course is designed to give Communications majors practical experience in
supervised, career-related work settings as pre-arranged with cooperating newspapers,
television stations, radio stations, graphic arts/web-design houses, publishing houses or
businesses. It is open only to senior Communications majors by permission of the
supervising Communications faculty member and in accordance with the Internship and
Practicum program.
Criminal Justice (CRJ)
CRJ (SOC) 111 - Introduction to Criminal Justice (3)
This course is a comprehensive survey of all aspects of the criminal justice system
including police, corrections and the courts. Offered Fall.
CRJ 210 – Investigation (3)
This course is a study of crime scene evidence and detection including investigative
techniques used by modern police agencies. Prerequisite: CRJ 111. Offered Fall.
CRJ 311 – Management of Law Enforcement Agencies (3)
This course is a study of law enforcement organizations including management, staffing
and personnel operations. Prerequisite: CRJ 111. Offered Spring.
CRJ 312 - Computer Forensics (3)
This is an introductory course designed to familiarize students with the concepts of cyber
forensics. The student will learn how to track a cyber offender, basics of hard drives and
storage media, encryption, data hiding, hostile code, electronic toolkit, investigating
Windows computers, basics of Unix computers, compromising a Unix host and
preparing a cyber forensics case for arrest and prosecution. Offered based on student
need.
CRJ 315 - Introduction to Cyber Security (3)
This is an introductory course designed to familiarize students with the concept of cyber
security. The student will develop an understanding of security objectives and policy
development, cryptography and public key infrastructure (PKI), secure remote access and
wireless and virtual private networks (VPNs). In addition, the student will learn to detect
and understand computer viruses, worms, Trojan horses and logic bombs. Offered based
on student need.
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CRJ 320 - Drug Investigations (3)
This course is a study of drug investigations to include investigative techniques of ethical
criminal drug investigations. Offered based on student need.
CRJ (SOC) 225 – Juvenile Delinquency (3)
This course is a critical examination of the nature of the delinquency problem including
sociological causes and administration of juvenile justice. Prerequisites: SOC 221 and
CRJ 111. Offered Fall.
CRJ (SOC) 222 – Corrections (3)
This course is a history, survey and analysis of contemporary correctional systems,
including alternatives to traditional correctional practices such as probation, parole and
other community-based correctional methods. Prerequisite: CRJ 111. Offered Fall or
Spring.
CRJ (SOC) 323 – Criminology (3)
This course is an analysis of the major theories of crime causation including types of
crime, types of offenders and techniques of measuring crime. Prerequisite: CRJ 111.
Offered Spring.
CRJ 324 – Ethics in Criminal Justice (3)
This course includes a review of the traditional concepts of law, morality, ethics and
justice. In addition, specific ethical issues faced by law enforcement officers, attorneys,
prosecutors, judges, corrections officials, policy makers and others active in criminal
justice are addressed. Prerequisite: CRJ 111. Offered based on student need.
CRJ 325 – Security and Loss Prevention in the Private Sector (3)
This course is an overview of private security and risk management in the United States
including an analysis of security practices in manufacturing, retail, industrial,
commercial and institutional security. Prerequisite: CRJ 111. Offered Spring.
CRJ 326 – Community Policing (3)
This course is an analysis of the concept that police efforts are more likely to be
successful if they are conducted in partnership with concerned and active citizens.
Prerequisite: CRJ 111. Offered based on student need.
CRJ (SOC) 327 – Organized Crime (3)
This course examines the history, nature and evolution of organized crime in the United
States from its nineteenth century origins to present. The impact of prohibition, political
corruption, the Kefauver Senate hearings and other significant events will be analyzed. In
addition, the criminal justice response, including the use of wiretaps, RICO, asset seizure
and witness protection, will be reviewed. Prerequisite: CRJ 111. Offered based on
student need.
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CRJ (POLSC) 360 – The American Judicial Process (3)
This course is an examination of the organizational structure of federal, state and local
judiciaries and their impact on our daily lives. It includes a study of the civil and criminal
court processes. The roles of judges and attorneys in the legal system are reviewed.
Prerequisite: CRJ 111. Offered every year.
CRJ (SOC) 390-393 - Millennium Issues (3)
These courses address current issues of concern to Americans. Each topic is an in-depth
analysis of an issue which currently rages in society, and how we confront and solve the
problem will have considerable impact on society for the next hundred years. Each
course examines a different issue and includes an analysis of the extent of the problem,
the various sides to the argument, some possible solutions and the consequences of the
various solutions for both the individual and society. Prerequisite: CRJ 111. Offered
Fall and Spring.
CRJ (SOC) 390 - Violence in America
CRJ (SOC) 391 - Pornography in Society
CRJ (SOC) 392 - Drugs and Alcohol Abuse
CRJ (SOC) 393 - Sick People, Sick Society: Gambling, Rape, Child Abuse &
Other Social Ills
CRJ 410 – Principles of Criminal Law (3)
This course is a study of the history and principles of our criminal law and the corpus
delicti of modern crimes. Prerequisite: CRJ 111. Offered Fall.
CRJ (POLSC) 411 – Constitutional Law (3)
This course is a study of the restraints imposed on police power as dictated by the
decisions defining the 1st, 2nd, 4th, 5th, 6th, 8th and 14th Amendments of the United States
Constitution. Prerequisite: CRJ 111. Offered Spring.
CRJ 412 – Fraud Examination (3)
This course provides the student with the theories and techniques required for
successfully detecting and investigating fraud, embezzlement, employee theft,
occupational crime and other criminal acts requiring specialized skills or expertise.
Prerequisite: CRJ 310. Offered based on student need.
CRJ 421 – Introduction to Forensic Science (3)
This course is a survey of the scientific methods used in the collection, preservation and
analysis of physical evidence. It includes a study of common types of physical evidence
obtained from crime scenes, their treatment at the modern crime laboratory and the
interpretation of scientific data to the legal community. No laboratory. Prerequisite:
CRJ 425 – Research in Criminal Justice (3)
This course is an independent study program whereby the student selects a criminal
justice topic, which is approved by the instructor, and subsequently conducts scholarly
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research culminating in a satisfactory oral and written presentation. Prerequisite: Senior
standing. Offered based on student need.
CRJ 450 - Practicum in Criminal Justice (3)
This course is designed to give a student practical experience with a criminal justice
agency. A minimum of 100 hours with the agency is required to complete this course.
Grading is based on a pass/fail basis. Deadlines for completing the approval process are
November 1 for Spring semester participation, April 1 for a Summer semester
participation or July 1 for Fall semester participation. NOTE: Any student who has
graduated from a POST (Police Officer Standards and Training) approved law
enforcement academy may receive six hours credit towards graduation in lieu of CRJ
450 and CRJ 470. Prerequisite: Consent of Criminal Justice practicum supervisor and
School Dean. Offered Fall and Spring.
CRJ 460 – Comparative Criminal Justice (3)
This course is a global comparison of criminal justice systems examining their structure,
function, philosophical construct and historical foundations. Offered based on student
need.
CRJ (PBADM) 466 – Administrative Law (3)
This course covers the law of public offices, powers of administrative authorities,
conclusiveness of administrative determinations and remedies against administrative
action. Prerequisite: CRJ 111. Offered based on student need.
CRJ 470 - Law Enforcement Laboratory (3)
Credit for this course is received by attending and passing a POST (Police Officer
Standards and Training) approved police academy curriculum. NOTE: Any student who
has graduated from a POST (Police Officer Standards and Training) approved law
enforcement academy may receive six hours credit toward graduation in lieu of CRJ 450
and CRJ 470. Offered based on student need.
CRJ 498 – Special Topics in Criminal Justice (3)
This course explores relevant and timely topics in criminal justice that are of interest and
value to upper level criminal justice students. Prerequisite: CRJ 111, junior or senior
standing. Limited to six hours. Offered based on student need.
Economics (ECON)
ECON 241 – Principles of Macroeconomics (3)
An introductory course which includes the basic concepts of the capitalist system,
national income accounting, the banking system, monetary and fiscal policy.
Prerequisite: A grade of ―C‖ or higher in MATH 111 or equivalent.
ECON 242 – Principles of Microeconomics (3)
An introductory course which includes the basic concepts of the capitalist system,
resource pricing, profit maximization, supply and demand analysis, and consumer
behavior. Prerequisite: A grade of ―C‖ or higher in MATH 111 or equivalent.
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ECON (BUA) 300 – Personal Financial Planning (3)
Introduction to principles of personal financial planning including housing and home
ownership; life, property, liability, and health insurance; basic real estate principles:
estate building; wills and trusts.
ECON (FIN) 301 – Money and Banking (3)
A study of the money and banking system and its relationship to the level of economic
activity. Includes the topics of the commercial banking system, the Federal Reserve
System, and monetary policy. Prerequisite: ECON 241
ECON 310 – Public Finance (3)
A study of collective economic choices. Includes public expenditures and revenue,
taxation, public debt, and fiscal policy. Prerequisite: ECON 241.
ECON 321 – History of Economic Thought (3)
Background of modern economic thought; ancient economic thought; the main current of
developing economic analysis through feudalism, mercantilism, and the physiocrats;
Adam Smith and the classical economists; rebels and the neoclassical economists;
twentieth-century contributions. Prerequisites: ECON 241, 242
ECON (BUA) 331 – Managerial Economics (3)
A primary emphasis of managerial economics is the application of economic theory and
methodology to the practice of business management and decision making. The course
emphasizes how economic tools can be applied to achieve business goals and to address
managerial challenges in those business areas concerning decisions of the supply and
demand of the firm‘s products and services. Topics include: optimization, risk analysis,
demand theory and estimation, production and cost theory, market structure and pricing
practices. Prerequisites: ECON 241, ECON 242.
ECON 399 – Practicum in Economics (1-3)
ECON 498 (A-Z) – Research in Business (1-3)
Individual independent research designed to provide an in-depth study in economics.
Prerequisite: Approval of the School Dean and the Dean of Undergraduate Studies.
ECON 499 (A-Z) – Special Topics in Business (1-3)
A special course covering topics in economics. Prerequisite: Approval of the School
Dean and the Dean of Undergraduate Studies.
Education (ED)
ED (CIS) 190–Introduction to Computers for Instruction (3)
An introduction to the use of computers as educational tools and to basic technical
computer terms. Includes basic techniques for developing instructional materials for
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computers and for the evaluation and selection of commercially available instructional
materials for computers.
ED 191–Computers in the 21st Century Classroom (1)
This course is designed to develop prospective teachers‘ understanding and proficiency in
the use of technology and effective integration of technology into the curriculum.
Candidates will gain a greater understanding of the integration of hardware and software
in the production and utilization of multimedia materials in the classroom. A series of
mini-projects will lead to the successful completion and presentation of a major
multimedia presentation appropriate to their own subject area. Prerequisite: Registration
is limited to candidates who have had an introductory computer course equivalent to CIS
170.
ED 201 – Education as a Profession (3)
A course that seeks to involve prospective teachers in the current issues of schooling and
education and to give them an overview of the dispositions, skills and knowledge they
will need to be effective professionals in diverse classroom settings. Designed to assist
the prospective teacher in evaluating personal qualifications in relation to professional
demands. Field experience required.
ED 301 – Strategies in Teaching (3)
A course that emphasizes effective teaching, introducing a variety of instructional
techniques whereby candidates design lessons to connect learning to life experiences and
future careers, use management strategies, and apply recent research, media, and
technology to the classroom. A grade of ―B‖ or better in this class is required for program
progression in the Teacher Education Program. Field experience required.
ED 304 – Strategies for Reading/Language Arts (3)
A broad overview of the hierarchy of reading skills emphasizing current theories,
philosophies, and application of teaching methods in a balanced reading approach.
Techniques and materials for teaching communication skills– listening, speaking, writing,
and reading are emphasized. Field experience required. Prerequisite: ED 301.
ED 305–Diagnosis & Remediation of Reading Difficulties (3)
An emphasis on preparing candidates to detect and diagnose reading difficulties and plan
remediation for learners in the elementary and middle school grades. Field experience
required. Prerequisite: ED 301, ED 304.
ED 310-Teaching and Learning in the Middle Grades (3)
A course designed to provide students in middle school education with the ability and
skills necessary to understand and apply knowledge of integrated curriculum and
instruction focused on the unique attributes of middle grade learners. Field experience
required.
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ED 314 – History of Education (3)
A study of the historical foundations of American education, multicultural and
international education, teacher preparation, the federal, state, and local governmental
role(s) in education, teacher supply and demand, the financing of education, school
system administration and services, higher and adult education, as well as special
emphasis on educational law cases and how case law affects the practice of the classroom
teacher.
ED (ENG) 316 –Children and Adolescent Literature (3)
A survey of multicultural literature for children and adolescents based on wide reading in
the field. Includes story telling, mimetics and exposure to all genres. The purpose of this
course is to provide an overview of literature for children and adolescents and to examine
the various methodologies for understanding, evaluating, and promoting the use of
literature in the educational context and beyond. This course will provide students
seeking teacher licensure with an opportunity to acquire concepts related to Cumberland
University‘s Common Body of Knowledge, which encompasses the essential skills,
understanding ad attitudes necessary for effective teaching.
ED 317 – Tests and Measurements (3)
The theory of testing, construction of tests, selection and administration of standardized
tests and subtests, and the use of tests for the specific purpose of planning effective
programs. The construction and use of teacher-made tests and interpretation of test
scores. Prerequisite: ED 301.
ED 322 – Education for the Developing Learner (4)
This course presents a comprehensive study of individual growth and development from
birth through elementary school age, emphasizing the development of language,
cognitive, motor, emotional, and social skills. The impact of socioeconomic, cultural, and
ethnic phenomena on growth and development will be explored. Authentic assessment
strategies for mapping development are presented. Typical and atypical development will
be covered.
ED (PSY) 330 – Exceptional and Culturally Diverse Students (3)
Introduction to the psychological, educational and legal issues facing individuals with
disabilities or exceptionalities and those from culturally and linguistically diverse
backgrounds in today‘s society. Field experiences required.
ED 334 – Support for Early Childhood Learning (4)
This course presents a comprehensive survey of the family as a social system, parents as
educational partners, and community and community agencies as a network for
educational improvement. Candidates will develop, implement and assess working
models for all aspects of support for early childhood learning.
ED 412–Pre-Kindergarten Curriculum & Assessment (4) This course presents
theoretical, philosophical and researched foundational information for integrated, childcentered, constructivist curriculum development emphasizing experiences which develop
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language, cognitive, motor, affective and social competencies for learning for prekindergarten through age nine. Candidates will study, develop and evaluate materials and
methods appropriate for early education and to authenticate assessment strategies for
determining both developmental and academic progress of children from birth to age
nine. Instruction for the prospective English teacher in techniques for motivation and
acquisition of skills in reading, writing, and speaking. Field experience required.
Prerequisite: ED 301.
ED (HPER) 424 – Health and Physical Ed in the Classroom (3)
Candidates learn about and develop principles, methods, and materials for teaching health
and physical education. Philosophies of teaching, styles of teaching, evaluation,
discipline, legal liability, and classroom management will also be addressed. Field
experience required. Prerequisite: ED 301.
ED 427 Methods and Materials for Secondary School Art (3)
Preparation for teaching 7-12 level for art education majors with an emphasis on program
development based on a knowledge of the secondary level school student, curriculum
lesson and unit plan development, classroom organization, age appropriate lessons and
materials, materials and budget planning, age appropriate job interviews, and observing
art teachers working in the public school system.
ED 432 – Classroom Management (3)
An introduction to and application of the research and skills for managing the total
classroom environment. Emphasis is on the development of constructive management
and communication skills that facilitate effective teaching for diverse learners. Field
experience required. Prerequisite: ED 301. MUST BE TAKEN the semester prior to
student teaching.
ED 433 – Methods in Education (3)
The course is a study of research-based methods to teach in the content areas of
kindergarten through 12th grade. Field Experience required. MUST BE TAKEN the
semester prior to student teaching.
ED 434 – School Counseling (3)
A study of counseling in the school and educational support setting. Issues related to
children, family, community and school environments are explored.
ED 435 – Enhanced Student Teaching, Grades K-6 (12)
A supervised teaching experience with a duration of fifteen (15) weeks in a full-day
classroom teaching situation. Grading will be on a pass/fail basis. Seminar experiences
included. Prerequisite: Admission to the Teacher Education Program: Phase II. Must be
taken in the last semester after all other course requirements fulfilled.
ED 437 Enhanced Student Teaching, Pre K - K-3 (12)
A supervised teaching experience with duration of 15 weeks in a full day classroom
teaching situation. Grading will be on a pass/fail basis. Seminar experiences included.
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Prerequisite: Admission to the Teacher Education Program: Phase II. Must be taken in
the last semester after all other course requirements fulfilled.
ED 445 – Enhanced Student Teaching, K-12 (12)
A supervised teaching experience with duration of 15 weeks in a full-day classroom
ED 447 – Enhanced Student Teaching, Pre K-3 (12)
A supervised teaching experience with duration of 15 weeks in a full-day classroom
ED 450– Enhanced Student Teaching, Grades 7-12 (12)
Supervised teaching experiences with a duration of fifteen (15) weeks in a full-day
classroom teaching situation. Grading will be on a pass/fail basis. Seminar experiences
included. Prerequisite: Admission to the Teacher Education Program: Phase II. Must be
taken in the last semester after all other course requirements fulfilled.
ED 498-499 – Special Topics (1-6)
Special studies on topics that do not appear in regular departmental curriculum. The
candidate and the instructor. All special topic proposals must be approved by the Dean of
the School of Education & Public Service. The amount of credit granted depends upon
the nature of the project undertaken and the length of time of the experience.
Prerequisite: ED201, ED301.
English (ENG)
English Note 1: Candidates for graduation at Cumberland University must have six
hours of English composition. The required courses are ENG 101 and 102 taken in
sequence. Students must be enrolled each semester until these requirements are met.
Students will be placed in English courses on the basis of ACT or SAT scores. In
addition, students must have three hours of sophomore literature to graduate from
Cumberland University: ENG 215, ENG 216 or equivalent.
English Note 2: Prospective English majors or other interested students may request
permission to enroll in ENG 215 or 216 early.
ENG 100 – College Writing Workshop (1)
This course is a pass/fail course required of all incoming students whose entrance scores
suggest they need more focused writing attention in order to succeed. Elective credit can
be earned for up to three credit hours. Placement is by recommendation of the English
Program Director.
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ENG 101 – English Composition I (3)
This course introduces students to the basic processes by which we order our perceptions
of the world. The course begins with exercises in narration and description, moving to
less subjective modes such as comparison/contrast, classification and definition.
Attention will be paid to grammar and punctuation in order to help students produce
correct, coherent writing. Offered Fall, Spring and Summer as needed.
ENG 102 – Composition II (3)
The writing assignments that comprise this course are designed to teach argumentation
and research. Students will write papers that involve principles of reasoning such as
deduction, induction and causality. In writing the research paper, students will acquire
skills in using the library and in synthesizing and documenting material. Attention will
be given to adapting writing style to the intended audience. Prerequisite: ENG 101 or
equivalent. Offered Fall and Spring semesters. Summers as needed.
ENG (COM) 190/390 – Idea Crafting and Communicating Workshop (1)
This course provides students with hands-on experiences in developing projects using a
single medium or simultaneous development in multiple media including print, audio
streaming/radio and video streaming/television. Offered Fall and Spring.
ENG 215 – Introduction to Literature (3)
This course is a survey of literary genres including fiction (the short story and the novel),
poetry and drama. The instructor may include other genres such as essays or literary nonfiction. The course introduces students to the essential elements of each genre to enhance
analysis and understanding, and it encourages an appreciation for literary art.
Prerequisite: ENG 102. Offered Fall, Spring and Summer as needed.
ENG 216 – Topics in Literature (3)
This course is an exploration of some topic or theme as it is reflected in literature.
Topics and reading lists will be chosen and developed by individual instructors. This
course may be taken multiple times to explore different topics. Prerequisite: ENG 102.
ENG 300 – Introduction to Literary Studies (3)
This course is designed to help students acquire knowledge and skills necessary for
advanced study in English language, literature and rhetoric. This course includes
attention to basic literary vocabulary, scansion and metaphor in poetics, analysis of
structure and voice in narrative, critical approaches to literature, proper research methods
and correct verbal and written presentation of research. Prerequisites: ENG 215, 216 or
consent of instructor. Offered Fall of odd years.
ENG 311 – American Literature I (3)
This course covers the major writers and movements in American literature. It focuses
mainly on the Nineteenth Century with particular emphasis on the American
Renaissance. Prerequisite: ENG 215, ENG 216 or consent of instructor. Offered Fall of
even years.
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ENG 312 - American Literature II (3)
This course covers the major writers and movements in American literature beginning
with the period of Realism and focusing mainly on Twentieth Century literature.
Prerequisite: ENG 215, ENG 216 or consent of instructor. Offered Spring of odd years.
ENG (ED) 316 – Children and Adolescent Literature (3)
This course is a survey of multicultural literature for children and adolescents based on
wide reading in the field. It includes story-telling, mimetics and exposure to all genres.
Prerequisite: ENG 215, ENG 216 or consent of instructor. Offered Spring.
ENG 321 – British Literature I (3)
This course will focus on Medieval, Renaissance and Seventeenth Century literature,
studying representative texts and authors in terms of genre, themes and cultural contexts.
Prerequisite: ENG 215, ENG 216, or consent of instructor. Offered Fall of odd years.
ENG 322 – British Literature II (3)
This course will focus on Eighteenth Century, Romantic, Victorian, Modern and
contemporary literature, studying representative texts and authors in terms of genre,
themes and cultural contexts. Prerequisite: ENG 215, ENG 216 or consent of
instructor. Offered Spring of even years.
ENG 331 – History and Structure of the English Language (3)
This course is a study of the English language from its Indo-European origins to modern
usage around the world. It includes historical, social and political context as well as
detailed consideration of changes in the vocabulary, grammar and pronunciation of
English. Prerequisite: ENG 215, ENG 216 or consent of instructor. Offered Fall of even
years.
ENG (SOC) 344 – Cinema in Society (3)
This course is a selected evaluation of major films from around the world. It includes an
appraisal of their aesthetic and social significance. Offered based on student need.
ENG (SOC) 345 – Sociology of Art & Literature (3)
This course examines the social significance of art and literature, both as they reflect
social values of the historical period and shape the same values in the period they were
popular. Offered based on student need.
ENG (SOC) 346 – Cinema Themes (3)
This course focuses on a specific theme of movies, such as war movies, foreign films,
new age cinema, literature into film and the like. The course delves into the sociological
and cinematic dynamics that shape a particular genre of filmmaking. It may be retaken
with different thematic focus. Offered based on student need.
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ENG (BUA 251) 351 - Business Communications (3)
This course is a study of oral and written communications with emphasis on business
correspondence, business report writing and business presentations. Prerequisite: ENG
102. Offered Fall, Spring and Summer.
ENG 352 – Principles of Journalism (3)
In this course, students will learn the basic skills necessary for newspaper and magazine
writing: how to write, edit, format and shape articles, editorials and features.
Prerequisite: ENG 102. Offered Spring of even years.
ENG 400 – Creative Writing (3)
In this course, students will learn the theory and practice of imaginative writing in a
particular genre – poetry, fiction or drama – and will compose original creative works.
Students will also respond to the works of peers in a writing workshop format.
Prerequisites: ENG 215, ENG 216 or consent of instructor. Offered based on student
need.
ENG (COM) 409 – Investigative Research and Reporting Techniques (3)
This writing-intensive course provides students with hands-on experiences in starting and
sustaining an investigation, interviewing techniques, handling sources and collecting
information, and writing in-depth articles and article series.
ENG (COM) 410 – Digital & Print Media Techniques (3)
This course is designed to provide students with experience in the simultaneous
development of news articles, feature articles, images and sounds for digital and print
media.
ENG 411 – Author Study (3)
This course is an in-depth study of one or two authors. The particular author or authors
will vary depending on the professor. It may be repeated with different author focus.
Prerequisites: ENG 215, ENG 216, or consent of instructor. Offered based on student
need.
ENG 412 – Genre Studies (3)
This course is an in-depth study of the genre of poetry, the novel or the short story. The
genre offered will vary depending on the professor. It may be repeated with different
genre focus. Prerequisite: ENG 215, ENG 216 or consent of instructor. Offered based
on student need.
ENG (COM) 413 – Advanced Techniques in Emerging Media Production (3)
This advanced, writing-intensive course provides students with hands-on experiences in
using traditional and new media technologies including print, digital documents, and
video and audio streaming to create article series, special projects, scripts and
documentary reports.
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ENG (THR) 423 – Shakespeare (4)
This course is a study of selected histories, tragedies and comedies with emphasis on
theme, character and imagery. It includes a Shakespeare film series. Prerequisite: ENG
215, ENG 216 or consent of instructor. Offered Spring of odd years.
ENG 424 - World Literature I (3)
This course focuses on non-English World literature prior to 1700 with special emphasis
on the Greco-Roman, Babylonian and Egyptian roots of Western culture. It may include
literature from Asia, Scandinavia, Sub-Saharan Africa and Pre-Columbian America.
Prerequisite: ENG 215, ENG 216 or consent of instructor. Offered Fall of even years.
ENG 425 - World Literature II (3)
This course focuses on non-English World literature since 1700 in translation. It may
include limited selections by American and British authors, but primarily authors from
Europe, African, Asia & the Pacific Rim and South & Central America. Prerequisite:
ENG 215, ENG 216 or consent of instructor. Offered Spring of odd years.
ENG 430 – Southern Literature (3)
This course focuses on Early and Modern Southern writers with emphasis on the period
1920 to present. Prerequisite: ENG 215, ENG 216 or consent of instructor. Offered
ENG (THR) 440 – Studies in Drama (3)
This course focuses on drama as a literary form. Emphasis is on analysis, criticism and
history. Prerequisites: ENG 215, ENG 216 or consent of the instructor. Offered Spring
of even years.
ENG 445 – Advanced Composition and Grammar (3)
This course is an advanced study of the writing of non-fiction prose which includes
reading, analysis and writing, with significant attention to the principles of rhetorical
study and application of these principles to the student‘s writing. Prerequisite: ENG
215, ENG 216 or consent of instructor. Offered Fall of odd years.
ENG 498 – Practicum (3)
This course is designed to give English majors practical experience in supervised, careerrelated work settings, as prearranged by cooperating newspapers, publishing houses or
businesses. It is open only to senior English majors by permission of the supervising
English faculty member and in accordance with the Internship and Practicum program.
Prerequisite: ENG 215, ENG 216 or consent of instructor. Offered based on student
need.
ENG 499 – Senior Project/Senior Semester in English (3)
This course is a ―Capstone Experience‖ for English majors. Depending on enrollment,
students will develop their individual projects in relation to a common core subject
matter or will develop their own projects as in an individual ―directed study‖ situation.
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Engineering (ENGR)
ENGR 101, 102, 201, 202, 301, 302, 401, 402 Cohort Challenge 1- Cohort Challenge 8 –
(0-3 credits.) This series of engineering courses entitled Cohort Challenge 1 - 8 is
designed to engage students in a series of progressively challenging problems that will
require the assimilation and application of skills and knowledge that they have gained
from their other GEC, business, and engineering courses. All problems are designed to be
worked by small teams (or cohorts) of students. The series consists of one course in each
of eight (8) consecutive semesters. The first two courses award zero credit hours and are
not required but are included to enhance the overall curriculum by introducing basic
engineering concepts to prospective Engineering Science students. The workload
required in each successive semester – similar to the complexity of problems assigned –
will increase incrementally with each subsequent course. In the initial courses, students
will be required to design and conduct scientific experiments, and develop computer
programs. Subsequent Cohort Challenges will require students to conduct research as
well as create and analyze mathematical models of real-world business and engineering
problems. All Cohort Challenge sections will require students to prepare and submit
assignments both verbally (via team presentations) and in writing, and these assignments
will be assessed against the standardized writing and oral presentation rubrics employed
by the Labry School of Business and Technology.
ENGR 101 – Cohort Challenge 1 (0).
No prerequisite.
Prerequisite: ENGR 101.
No prerequisite.
Prerequisite: Math 321.
ENGR (PHY) 325 –Thermal Fluids (3)
This course is a study of temperature and heat, thermodynamic systems and the laws of
thermodynamics and entropy. Special focus will be given to applications to ideal gases and
fluids. Prerequisites: MATH 329, PHY 211, and PHY 211L.
ENGR (PHY) 327 – Electrical Circuits (3)
This course covers AC and DC circuits and networks, including fundamental quantities,
laws, amplifiers, first and second order circuits and network theorems. Prerequisites:
MATH 321, PHY 211 and PHY 211L.
ENGR 329 – Materials Science and Bio-Material Engineering (3)
This course is the study of materials and synthesis and characterization as well as the
electronic, magnetic, and optical properties of inorganic materials. Additionally, the
course topics include biomaterials synthesis, degradation, processing, protein, and cell
interactions with biomaterials and immune response to bio materials. Prerequisites:
CHEM 311
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ENGR 365 – Engineering Statistics (3)
A survey of the basic concepts in probability and statistics with engineering applications.
Topics include probability, discrete and continuous random variables, estimation,
hypothesis testing, linear and multiple regression analysis. Prerequisite: MATH 122.
ENGR 366 Engineering Economics (3)
Techniques of economic analysis for engineering decisions; economic evaluation,
mathematical models, risk analysis, and introduction to engineering cost estimation.
ENGR (PHY) 367 – Advanced Mechanics (3)
This course covers vector algebra and coordinate transformations; orbital and rotational
angular momentum; work and energy in mechanical systems; Lagrangian and
Hamiltonian systems; and free, forced, damped, and non-linear oscillations.
Prerequisites: MATH 321, PHY 211 and PHY 211L.
ENGR 400 – Digital Electronics and Embedded Systems (3)
This course covers digital components including flip-flops, registers, adders, memory
devices, and programmable logic. Also includes a study of Boolean algebra, Karnaugh
maps and digital logic design techniques. Characteristics and design of embedded
microprocessor systems, including hardware, software and hardware/software codesign.
Also study of the engineering design process. Prerequisites: ENGR 327
ENGR 415 – Controls and Communications (3)
This course is an introduction to the field of control system engineering. Topics include:
open and closed loop systems; mathematical modeling of electrical and mechanical
systems; linearization; stability, block diagram reduction; signal flow graphs; transient
analysis; stability and analysis; root locus analysis; frequency analysis; and an
introduction to compensator design.
ENGR 420 – Measurement and Instrumentation (3)
This course covers the principles of measurements, non electronic measurements,
electronic measurements, measurement of electrical quantities, measurement of non
electrical quantities, generator and analyzer instruments.
Environmental Science (EVS)
EVS 300 - Environmental Chemistry (3)
This course is an introduction to chemistry as it applies to the fundamentals of the
environment. Prerequisite: CHEM 311. Offered based on student need.
EVS 310 - Environmental Geology (3)
This course is an introduction to geology and the application of geology to problems
arising from the interaction of human activities and natural earth processes.
Prerequisite: BIO 112. Offered based on student need.
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EVS 312 - Environmental Social Policy (3)
This course is an introduction to social, political, legal and scientific methods that
influence environmental policy. Offered based on student need.
EVS 315 - Environmental Toxicology (3)
This course is an introduction to environmental toxicology dealing with the study of
toxic effects caused by natural and synthetic pollutants on the biosphere and constituents
of the biosphere. Prerequisites: BIO 112 and CHEM 311. Offered based on student
need.
Fine Arts (FA)
FA 498-499 – Special Topics (1-6)
Special studies on topics which do not appear in the Art, Music, Theatre, or Dance
curriculums. The subject and its treatment must be derived from consultation between the
individual student and instructor. All special topic proposals must be approved by the
Dean of the School of Music and Arts. The amount of credit granted depends upon the
nature of the project undertaken and the length of time of the experience.
Finance (FIN)
FIN (ECON) 301 – Money and Banking (3)
A study of the money and banking system and its relationship to the level of economic
activity. Includes the topics of the commercial banking system, The Federal Reserve
system, and monetary policy. Prerequisite: ECON 241
FIN 399 – Practicum in Finance (3)
FIN 449 – Business Finance (3)
An introduction to the principles of financial management, including financial statement
analysis, risk/return trade off, time value of money, bond and stock valuation, and capital
budgeting. Prerequisite: ACC 212, ECON 241, or permission of instructor.
FIN 498 (A-Z) – Research in Business (1-3)
Individual independent research designed to provide an in-depth study in finance.
FIN 499 (A-Z) – Special Topics in Business (1-3)
A special course covering topics in finance. Prerequisite: Approval of the School Dean.
Geography (GEOG)
GEOG 200 – World Regional Geography (3)
This course is a survey of physical and cultural patterns of the world. This course will
give a broad overview of such geographical features as land forms, language of maps,
graphs, charts, languages, climates and other aspects of each particular world region.
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GEOG 300 – Physical Geography (3)
This course is a study of the earth, its space and surface. It involves latitude and
longitude, seasons, weather, climate, vegetation, land forms, water, soil variations and
mapping of the physical environment. Offered Spring of even years.
GEOG 301 – Cultural Geography (3)
This course is an in-depth study of cultural patterns and aspects, including politics,
languages, religions, agriculture and economics. Offered Fall or Spring.
GEOG (HIS) 302 – Historical Geography (3)
This course covers the changing human geography of Anglo-America during four
centuries of settlement and development. Emphasis is given to changing population
patterns as well as patterns of urban and rural development. Prerequisites: HIS 201 and
HIS 202 or consent of instructor. Offered Fall or Spring.
GEOG (ANTH) 310 – The American Indian (3)
This course examines ten of the twelve geographic regions of Native Americans on the
North American continent focusing on the influence of geography on culture, lifestyle
and food-gathering. Attention will be given to early historic life, identity, ritual and
myth. The impact of Federal Indian Policy since 1800 on settlement, subsistence and
geography will be examined. Prerequisite: ANTH 210 or consent of instructor. Offered
Fall of odd years.
GEOG 315 – Environmental Geology (4)
This course examines environmental impact of selected environmental processes
including slope failure, surface subsidence and collapse, flooding, coastal erosion, waste
disposal and water. Three hours of lecture and one laboratory per week. One Saturday
field trip may be required. Prerequisite: Consent of instructor. Offered based on
student need.
GEOG 320 – Weather and Climate (3)
This course studies fundamentals of weather and climate including observation,
forecasting, modification of weather and pollution. This course is a survey of the
properties and dynamics of air masses with an overview of the major climate controls
and climate classification systems with global distribution of the major climates.
Prerequisite: Consent of instructor. Offered based on student need.
GEOG (ANTH) 325 – Indians of the Southeast (3)
This course is a comparative study of the traditional cultures and geographic regions of
the five civilized tribes of the southeastern United States, including the Cherokee,
Choctaw, Creek, Chickasaw and Seminole. Attention will be given to how geography
influenced tribal culture, myth and subsistence. Prerequisite: ANTH 210 or consent of
instructor. Offered Fall of even years.
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GEOG (ANTH) 497 – Field Course (1-4)
This course is a supervised study in some geographical area preceded by classroom
preview and concluded by a time of evaluation. Emphasis is given to the natural and
cultural elements of the environment with special attention directed toward the pattern of
human occupancy. This course provides an intensive period of study and research on a
full-time basis. Work required will depend on the area researched and the time involved.
Additional fees may be charged. Prerequisites: GEOG 200, ANTH 210 or consent of
instructor. Offered May.
GEOG 498 – Special Problems and Topics in Geography (1-6)
This course involves research participation or guided readings in a particular area or
topic appropriate to the student‘s interests, profession or based on student need.
Prerequisite: Consent of instructor. Offered based on student need.
History (HIS)
HIS 111 – History of Western Civilization I (3)
This course is a survey of western society from earliest cultures to 1715. Offered based
on student need.
HIS 112 – History of Western Civilization II (3)
This course is a survey of western society since 1715. Offered based on student need.
HIS 191 – World Civilization to 1500 (3)
This course is a global approach to basic history, with cultural interchange and reasons
for the rise and decline of civilization as major themes. Offered Fall.
HIS 192 – World Civilizations since 1500 (3)
This course covers the impact of Western expansion upon the indigenous civilizations of
Asia, Africa and the Americas, as well as their mutual interchange in the creation of the
modern world. Offered Spring.
HIS 201 – History of the United States I (3)
This course is a survey of United States history from the discovery of America to 1876.
HIS 202 – History of the United States II (3)
This course is a survey of United States history from 1876 to the present. Offered Fall
and Spring.
HIS 300 – The Civil War (3)
This course is a study of the causes, conduct and results of the United States Civil War.
Prerequisites: HIS 201 and HIS 202. Offered Fall of even years.
HIS (REL) 301 – History of the Christian Church: Pentecost to Present (3)
This course is founded on the teachings of Jesus and the theology of Paul. The course
also focuses on the events, doctrine, beliefs and practices/rituals of the Christian Church
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as they have developed in the nearly 2000 years since the time of Christ, including a
study of the Protestant Reformation and the divisions of Christianity. Offered based on
student need.
HIS (GEOG) 302 – Historical Geography (3)
This course covers the changing human geography of Anglo-America during four
centuries of settlement and development. Emphasis is given to changing population
patterns as well as patterns of urban and rural development. Prerequisites: HIS 201 and
HIS 202 or consent of instructor. Offered Fall or Spring.
HIS 322 – Asian History (3)
This course is a survey of selected Asian regions, including the Far East, the Middle East
and Southeast Asia. Regions of study vary from year to year. Offered Spring of even
years.
HIS 324 – Latin American History (3)
This course is a survey of Central and South American history from earliest time to the
present. It covers several civilizations, cultures and nations. Offered Fall of even years.
HIS 326 – African History (3)
This course is a survey of the cultures and civilizations of Africa from earliest times to
the modern era. Offered Spring of odd years.
HIS 330 – Historical Field Trips (3)
This course is a generalized study of Middle Tennessee history as reflected in a
minimum five field trips to sites of historical interest. Grades are given on a pass/fail
basis. Offered May.
HIS 350 – Tennessee History (3)
This course is a study of Tennessee history from prehistoric times to present. Completion
of HIS 201 and HIS 202 is preferred prior to enrollment. Offered based on student need.
HIS 351 – Selected Topics in Tennessee History (3)
This course is an intensive study of selected topics relating to Tennessee history. Some
on-site studies (field trips) will be required. Prerequisite: HIS 350. Offered based on
student need.
HIS 400 – Colonial History (3)
This course is an intensive study of leaders, institutions and issues pertaining to Colonial
times, 1607-1776. Prerequisites: HIS 201 and HIS 202. Offered based on student need.
HIS 401 – Jacksonian Democracy (3)
This course is an intensive study of the age of Andrew Jackson with emphasis upon
Jackson‘s personality and other major political personalities of the era. Offered Spring of
even years.
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HIS 415 – The Emergence of Modern America (3)
This course is a detailed examination of United States history during the period between
Reconstruction and World War II. Special emphasis is placed upon the shift from an
agrarian to an industrialized society, the transformation of race relations after the Civil
War, sociocultural changes in the United States and the United States‘ interaction with
Asia, Europe and Latin America. Offered Spring of odd years.
HIS 420 – Southern U.S. History (3)
This course is a study of this unique region of the U.S. from 1607 to 1860.
Prerequisites: HIS 201 and HIS 202. Offered Spring of odd years.
HIS 426 - United States History, 1941 to the Present (3)
This course is a detailed examination of United States history from Pearl Harbor to the
present. Special emphasis is placed upon military conflicts, such as World War II, Korea
and Vietnam; social movements, such as the civil rights movement; and political change,
such as the rise of the Solid South. An understanding of the United States‘ place in the
global community will also be conveyed. Offered Fall of odd years.
HIS 430 – Expansion of the United States (3)
This course is an intensive study of the expansion of the United States from the Colonial
Period to the present. Emphasis is placed upon Manifest Destiny and its motivation upon
the American people. Offered Spring of even years.
HIS 437 – Emergence of Modern Europe (3)
This course is a study of Europe from the end of the Napoleonic Wars to the early
twenty-first century. It focuses upon major social, economic and political trends of the
period. Emphasis is placed upon war, industrial development, philosophy, political
changes and the formation of the European Union. Offered Fall of odd years.
HIS 490 – Civil War Battlefield Analysis (3)
This course is an analysis of the United States Civil War based upon primary course
material and field trips to battlefield sites. Special emphasis is placed upon the war in
Tennessee. Offered based on student need.
HIS 495 – Special Topics in History (3)
This course will focus on a topic or project specified by the professor of record. Topics
may include, but are not limited to, topics that are not currently offered in the history
curriculum, such as courses on World War II, the American Presidency and African
American History. Offered Fall of odd years.
HIS 496 – Seminar in History (3)
This course critically studies the nature of history. It analyzes the methods of historical
research and writing, including techniques drawn from the various social sciences, and
involves each student in the preparation of at least one formal paper. Offered Fall of even
years.
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HIS 497 – Special Projects in History (3-6)
This course is a field experience which includes the cartographic approach. It is followed
by site sketches, analysis of the basic properties of artifacts found and the search for
cultural insights. A comparison of information with any available written documents
compiled is conducted. Offered based on student need.
HIS 499 – Practicum in History (3)
This course is designed to give a student practical experience in a museum or historical
home environment. A minimum of 100 hours with the museum is required to complete
this course. Contact between the museum and the University instructor is required.
Grading is based on a pass/fail basis. Deadlines for completing the approval process are
November 1 for Spring semester participation, April 1 for Summer semester
participation or July 1 for Fall semester participation. Prerequisite: Consent of History
practicum supervisor and the School Dean. Offered based on student need.
Physical Education (HPER)
HPER 102 – Folk and Square Dance (1)
Designed to develop various rhythmic movements and enhancement of self through the
acquisition of skills in dance and rhythms. It is further designed to increase poise and
self-confidence in social situation. Candidates will learn dance formation, steps, and
skills.
HPER 103 – Backpacking (1)
The basic skills of planning, equipment, ―leave no trace,‖ safety, menus and clothing. A
one-day introductory outing designed to familiarize candidates with backpacking. A
supervised advanced study in some geographical wilderness for ―experiential education‖
preceded by classroom preview. Activity oriented class that requires participation, fitness
and enthusiasm. May require additional fees.
HPER 104 – Badminton (1)
Designed to acquaint the candidate with the lifetime activity of badminton. Fundamental
skills necessary to play with competence will be developed while learning the rules for
play. Basic procedures and game strategies will be taught for singles and doubles play.
HPER 105 – Basketball (1)
Designed to acquaint the candidate with the fundamental skills (shooting, passing,
dribbling) of basketball. Rules and strategies will be included in the instruction and
incorporated into play situations. Candidates will participate in drills, lead-up games, and
actual games.
HPER 106 – Bowling (1)
Designed to enhance the understanding of bowling as a lifetime activity. It will assist the
candidate in developing the skills (approach, delivery, and follow through) necessary for
the competent bowler. Instruction will also include rules and scoring. The candidate will
apply this knowledge and skill to actual bowling games. Additional fee charged for this
class.
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HPER 107 – Beginning Golf (1)
Designed to acquaint the beginning golf candidate with the fundamental skills (putting,
driving, fairway shots, and approaches) of play. Scoring, rules, and etiquette of golf will
also be emphasized. In addition, candidates will apply this information to actual play
situation on a golf course. Additional fee charged for this class.
HPER 108 – Intermediate Golf (1)
Designed to enhance and refine skills of the intermediate golfer. Consideration will be
given to the different types of tournament rules and play. Candidates will be involved in
an interclass tournament. Prerequisite: Must have completed HPER 107 or be admitted
by permission of the instructor. Additional fee charged for this class.
HPER 109 – Canoeing (1)
Basic skills of planning, equipment, safety, menus and clothing will be discussed in 4
classroom sessions. Candidates will spend one Saturday on the water followed by an
―experiential education‖ adventure during Spring Break. Activity oriented class that
requires participation, fitness and enthusiasm. May require additional fees. Prerequisite:
Proficient swimmer.
HPER 110 – Challenge Course-Team Building (1).
Basic of low ropes/portable initiatives will be discussed and the philosophy of
processing/facilitation in challenge activities. Two Saturday challenge course sessions
will be required. May require additional monies. Activity oriented class that requires
participation, fitness and enthusiasm.
HPER 111 – Tennis (Beginning) (1)
Designed to acquaint the candidate with basic skills in tennis play (forehand, backhand,
and serves) and stroke mechanics. Candidates will learn rules, scoring, and strategies for
singles and doubles tennis. Time will be spent in actual play.
HPER 112 – Tennis (Advanced) (1)
Designed to assist the intermediate to advanced tennis player in gaining the skills
necessary to play a higher quality of tennis in both singles and doubles. Prerequisite:
Must have completed HPER 111 or be admitted by permission of the instructor.
HPER 113 – Volleyball (1)
Designed to develop the fundamental skills (passing, setting, hitting, and serving) of
volleyball. Rules and strategies of the game will also be instructed. Candidates will
participate in drills, lead-up games and actual volleyball games.
HPER 114 – Conditioning (1)
Designed to assist candidates in designing a strength and conditioning program. The
candidates will chart their progress in performing the program. Candidates will be pretested and post-tested to determine the success of their program.
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HPER 115 – Snow Skiing (1)
Classroom preview of the basic skills of planning, equipment, fitness, safety and clothing.
Includes an ―experiential education‖ adventure. Activity oriented class that requires
participation, fitness and enthusiasm. May require additional fees.
HPER 116 - Weightlifting (1)
Designed to assist candidates in designing a strength & conditioning program. Candidates
will chart their progress in performing the program. Candidates will be pre-tested and
post-tested to determine the success of their program.
HPER 117 – Soccer (1)
Designed to develop the fundamental skills (dribbling, passing, kicking, and blocking) of
soccer. Rules and strategies of the game will also be stressed. Candidates will participate
in drills, lead-up games, and actual soccer games.
HPER 118 – Football (1)
Designed to develop the fundamental skills (throwing, catching, kicking, and punting) of
football. Offensive and defensive strategies and rules will be taught. Candidates will
participate in drills, lead-up and actual games of flag football.
HPER 119 – Beginning Swimming (1)
Designed to develop aquatic skills and to give the candidate confidence in a variety of
aquatic activities. The candidate will also acquire those physical skills necessary to
maintain basic safety in an aquatic environment. Additional fee charged for this class.
HPER 120 – Hunter Education & Firearms Safety (1)
A course designed to examine the safest ways to possess, own, and use firearms and other
hunting tools. This course will lead to state certification and is an excellent prerequisite
for anyone wishing to obtain a firearm for any legal reason.
HPER 128 – Roller Skating (1)
Designed to use roller skating as both a skill activity and cardiovascular conditioner. This
two-fold approach will include both basic and fancy skating as well as endurance
workouts. Additional fee charged for this class.
HPER 130 – Racquetball (1)
Designed to develop the fundamental skills (forehand, backhand and serve) of
racquetball. Rules and strategies will also be instructed for one-wall and four-wall. The
candidate will participate in the actual playing of games.
HPER 150 – Lifetime Fitness (1)
A general survey course in health education to include but not restricted to such topics as
nutrition, weight control, and principles of physiology of exercise. A personal lifetime
fitness and wellness program will be developed.
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HPER 200 – Foundations of Health, Physical Education and Athletic Programs (3)
A study of the historical background, general scope, philosophy, principles, and
objectives of health and physical education as they relate to elementary and secondary
physical education, athletics and other career opportunities. This course will also survey
associations, conferences, and publications germane to the area.
HPER 201 - Fundamentals of Coaching (3)
This course will introduce students to the fundamentals of coaching including philosophy
of and foundational theories, strategies for competition, educational athletics, and roles of
the coach, interpersonal skills, physical conditioning, and teaching. This course will
include content required by the American Sport Education Program (ASEP) to meet
eligibility for coaching certification.
HPER 204 – Coaching Basketball (2)
Designed to acquaint the candidate with methods and techniques of coaching basketball.
HPER 205 – Coaching Baseball (2)
Designed to acquaint the candidate with methods and techniques of coaching baseball.
HPER 206 – Coaching Olympic Sports (3)
Designed for the candidate interested in coaching who expect to be involved in coaching
one or more of the following minor sports: soccer, volleyball, softball, track-field, crosscountry, tennis and/or golf.
HPER 207 – Coaching Football (2)
Introduction to principles of football organization. Attention will be given to technical
considerations, learning theory, and motivation.
HPER 210 – Applied Human Anatomy & Physiology (2)
A study of the basic structure, physics, chemistry, and function of cells, tissues, organs,
and organ systems of the human body. Designed for majors in physical education and
teacher licensure programs in physical education. Not acceptable for Biology, Athletic
Training, or Nursing majors.
HPER 220 – Physical Education Activities (3)
Skills and activities for the physical education teacher candidate including basic stunts
and tumbling, rhythmic and song games, informal games, relays and leader-ups, basic
aerobic and fitness activities. Candidates will be involved in planning and teaching these
and other activities to class members. Field/Clinical Experience required.
HPER 225 – Strength & Conditioning Practicum (1)
A course designed to give the candidate a cooperative practical learning experience in the
strength and conditioning field. The responsibilities of the practicum I candidate weighs
heavily on exercise technique instruction and correction. Other duties may be assigned by
the site supervisor as well as duties including general weight room management and
maintenance. Requirements of this course consist of 25 hours assignment in the strength
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and conditioning field, a final letter written and signed by the supervisor, and a daily
journal. Grading is based on a pass or fail.
HPER 227 – Safety and First Aid Education (2)
A course designed to acquaint the candidate with accident causes and prevention, and
methods and materials for teaching safety education in the school and community.
Principles and techniques of first aid measures and accident prevention are discussed.
Laboratory fee required.
HPER 301 – Physiology of Exercise (3)
A study of the functional physiological changes in the human body brought about by
exercise and the resulting implications for health and physical education programs.
HPER 315 – Outdoor Adventure Leadership (3)
An off-campus course that provides experiential education unobtainable in the classroom
setting. The class will visit National Parks, recreation sites, and outdoor adventure
locations utilizing the environment to offer ―hands-on‖ experiences in the Southwestern
Rockies. An emphasis on attitudes, skills, environmental awareness, teaching
methodology and leadership will be stressed. Class includes two classroom meetings and
travel to the Southwest. Additional fees required for off campus activities.
HPER 318 – Tourism (3)
A survey course designed to provide an overview of travel and tourism. Discussions will
center on the macro (regional and national) level. Tourist behavior, the social,
environmental and economic impact (including careers) will be highlighted.
HPER 320 – Motor Learning and Development (2)
Designed to acquaint the candidate with the acquisition of basic skills, motor control and
psychomotor learning principles. These principles are applied across the various age
groups.
HPER 324 – Water Safety Instruction (3)
A 35 hours course that develops the necessary skills to become a certified lifeguard and
includes certification in CPR through the American Red Cross. This course prepares
candidates to become lifeguards at pools or beaches.
HPER 325 – Physical Training and Academic Readiness (2)
The course introduces the pre-service teacher to the concepts of physical growth of the
young learner and impact that this training fosters. The course will explore the
interrelated properties of physical, cognitive, emotional and social development of the
young learner and the impact to each developmental area by learning to provide physical
challenges and exploration of physical capacities.
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HPER 326 – Teaching Sport & Leisure Skills (3)
A course teaching techniques in the areas of individualized sports (e.g. Tennis, golf,
badminton, table tennis, horseshoes, bowling) as well as team sports (e.g. football,
basketball, volleyball, soccer and softball).
HPER 327 – Strength & Conditioning Program Design (3)
The objective of this course is to teach the candidate how to design strength training and
conditioning programs. The development of these programs is achieved through the
manipulation of training variables to achieve a desired outcome. This course also covers
the appropriate exercise selection for the development of sport-specific programs that
will aid in injury prevention as well as performance enhancement.
HPER 343– Essentials in Adaptive Physical Education (2)
Principles of planning and conducting physical education in order to provide for the
varied needs, interests, and abilities of exceptional candidates. Includes the management
of excessive weight conditions, structural deviation and the study of handicapped
candidates‘ needs of prosthetic adjustment. Field/Clinical Experience required.
HPER 365 – Advanced Techniques in Strength & Conditioning (3)
Principles and theory of strength training and conditioning for athletic and sedentary
populations will be taught. The course will be based on the principles, concepts, and
guidelines for strength training and conditioning according to the National Strength and
Conditioning Association. Advanced Techniques in Training and Conditioning will be
the culmination of a series of exercise science-based courses to prepare the candidate for
the correct application of strength training and conditioning exercises.
HPER 370 – Psycho-Socio Issues of Movement (3)
A course to examine the sociological interrelationships and psychological parameters of
movement behavior in the teaching of activity skills, physical and health education, and
in the coaching setting.
HPER 391 – Officiating Sports (2)
Technique and practice in the officiating of football, basketball, volleyball, and baseball.
Field-Clinical experience required.
HPER 402 – Administration of Health, Physical Education & Athletic Programs (3)
Program development, activities scheduling, equipment purchasing, record keeping, and
understanding the maintenance of a physical education facility. This course will also
survey career opportunities in health, physical education and athletic training, including
licensure and post-graduate training.
HPER 410 Curriculum Development in Health and Physical Education (3)
This course is designed to examine the issues related to curriculum theory and design;
developing curricula in relation to national, state and local standards; and program
development and administration. Emphasis is placed on the current content standards in
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health and physical education, and on the relationship of program development and
teaching effectiveness.
HPER 421 - Senior Seminar (2)
This course provides an integrative study of the knowledge, concepts, theories, and
professional and clinical skills gained from major and minor coursework, and practicum,
field and internship experiences in Athletic Training, Physical Education (PE), Fitness &
Wellness, Sport Management and Recreation Administration.
HPER 423 – Tests and Measurements in Health & Physical Education (3)
A course encompassing the techniques and practices associated with assessment and
evaluation in the following fields but not limited to physical education, health, exercise
science, and sports medicine. Such topics include basic statistics such as mean, mode,
median, validity, reliability, etc. overall general educational assessment, testing of the
health & fitness components, sports skills, measurement & evaluation of program
planning and teaching effectiveness, along with sportsmanship, as well as various other
means of testing and evaluating in the human performance fields.
HPER (ED) 424 – Health and Physical Education in the Classroom (K-12) (3)
Candidates learn about and develop principles, methods, and materials for teaching health
and physical education. Philosophies of teaching, styles of teaching, evaluation,
discipline, legal liability, and classroom management will also be addressed. Field
Experience required. Prerequisite: ED 301.
HPER 425 – Kinesiology (3)
Emphasis on principles of anatomy and physiology. The course will also include the
study of the human body in motion, the movement of kinetics in time and space, and the
application to the biomechanics of force. Prerequisite: HPER 310 or BIO 213 or
permission of Physical Education Lead Teacher or Dean of the School.
HPER 427 - Research Methods (3)
Evaluation procedures and techniques applicable to the sport, physical education, health,
sport and exercise science, recreation and leisure service profession. Emphasis on
evaluation purpose and objectives, research methodology including the design,
development or selection of evaluation tools, data collection and analysis of information,
results and technical report writing.
HPER 450– Strength & Conditioning Practicum II (2)
A course designed to give the candidate a cooperative practical learning experience in the
strength and conditioning field. The responsibilities of the practicum II candidate weighs
heavily on exercise technique instruction and correction. Other duties may be assigned by
the site supervisor as well as duties including general weight room management and
maintenance. Requirements of this course consist of 50 hours assignment in the strength
and conditioning field, a final letter written and signed by the supervisor, and a daily
journal. Grading is based on a pass or fail.
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HPER 496 – Practicum in Physical Education (1-3)
A course designed to give a candidate practical experience in a physical fitness training
center. Participation of 34, 67, or 100 hours (in accordance with the 1, 2, or 3 credit hours
respectively) is required in the fitness center. In addition, two research papers, meetings
with faculty member, and a journal of time spent in the fitness center are required.
Grading is based on pass or fail. Prerequisite: Permission of and placement by Physical
Education Lead Teacher or Dean of the School.
HPER 498-499 – Special Topics (1-6)
Special studies on topics which do not appear in regular departmental curriculum. The
candidate and the teacher. All special topic proposals must be approved by the Dean of
the School. The amount of credit granted depends upon the nature of the project
undertaken and the length of time of the experience.
NOTE: The University may elect to teach HPER activity courses (HPER 102, HPER
103, HPER 104, HPER 105, HPER 106, HPER 107, HPER 108, HPER 109, HPER 110,
HPER 111, HPER 112, HPER 113, HPER 114, HPER 115, HPER 117, HPER 118,
HPER 119, HPER 128, and HPER 130) in eight week sessions.
Health (HPER)
HPER 311 – Personal and Community Health (3)
A course covering the health and health philosophy of the individual and further
expanding into the various problems of communicable disease which affect the
community. The agencies which address health problems are presented while career
opportunities with these and other groups are examined.
HPER 312 – Nutrition (3)
A study of the basic principles of nutrition with emphasis on application to human
anatomy, physiology, and development.
HPER 360-Drugs & Violence in Health Education (3)
The cultural, psychological, biological and ethical basis of behavior is discussed. The
relationship that drugs and violence have upon society and its educational system are
covered as well.
HPER 400 – Health Issues (3)
The scope of the school health program, characteristics of the well child, and deviations
from normal health and development are discussed. The course also includes the
healthful school environment, disease prevention and control, home and school safety,
first aid with cardiopulmonary resuscitation and treatment for choking, some aspects of
good personal health, and a survey of drugs.
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Athletic Training (HPER)
HPER 230– Care & Prevention of Athletic Injuries (3)
Designed for prospective athletic trainers, coaches, and health and physical educators to
aid in the recognition, evaluation, and care of athletic injuries. Techniques in taping,
prevention, evaluation, and rehabilitation of injuries.
HPER 231– Evaluation of Upper Extremity Injuries (3)
Study of the etiology, pathology, and clinical signs of common athletic injuries to the
lower extremities and spine. Emphasis is place on clinical evaluation of injury by the
athletic trainer. Application of orthopedic and neurological assessment is included.
Prerequisite: HPER 230. Recommended: BIO 213 and BIO 214.
HPER 232– Evaluation of Lower Extremity Injuries (3)
Study of the etiology, pathology, and clinical signs of common athletic injuries to the
upper extremity, thorax and abdomen, head and face, and general illness. Emphasis is
placed on clinical evaluation of injury by the athletic trainer. Application of orthopedic
and neurological assessment is included. Prerequisites: HPER 230. Recommended: BIO
213 and BIO 214.
HPER 302 – Medical Aspects of Sports Injuries (3)
Advanced study in athletic training including common surgical and non-surgical
procedures as well as post-surgical techniques used in the management of sports-related
injuries. Prerequisite: HPER 230.
HPER 304 – Organization & Administration of Athletic Training (3)
Emphasis on the professional preparation of athletic trainers and their role in the athletic
health care delivery system. Current issues and trends in athletic training, including
history, legal implications, stress management, and organization of Athletic Training
programs. Prerequisite: HPER 230.
HPER 351–Clinical Experience in Athletic Training I (2)
HPER 352–Clinical Experience in Athletic Training II (2)
HPER 353–Clinical Experience in Athletic Training III (2)
HPER 354–Clinical Experience in Athletic Training IV (2)
HPER 355-Clinical Experience in Athletic Training V (2)
Students will receive clinical instruction in order to meet clinical competencies in athletic
training. Class will also include coverage of athletic teams and events. HPER 351 and
352 requires a minimum of 150 clinical hours and HPER 353, 354, and 355 requires a
minimum of 200 clinical hours. Prerequisite: Admission to the Athletic Training
Education Program.
HPER 401 – Therapeutic Modalities (3)
This course covers the advanced study of the use of therapeutic agents in the treatment
and rehabilitation of athletic injuries, including heat, cold, hydrotherapeutic,
electrotherapeutic, and manual techniques. Prerequisites: HPER 230. Recommended:
PHY 201.
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HPER 403 – Path-physiology and Pharmacology in Athletic Training (3)
Advanced study in the path-physiology and pharmacology involved in injuries and
conditions commonly seen in the area of Athletic Training. This will include a detailed
macro and microscopic analysis of underlying path-physiologies of sports related
injuries. In addition, this course will explore the interrelationship of current therapeutic
pharmacological agents and their physiological effects on the body. Prerequisites:
HPER 230, BIO 213 and 214, CHEM 103.
HPER 404 – Rehabilitation of Athletic Injuries (4)
Principles in planning and implementation of rehabilitation programs for injured athletes
with emphasis on contemporary therapeutic exercise techniques. Prerequisites: HPER
230. Recommended: BIO 213 and/or HPER 425.
HPER 430 – Senior Seminar (1)
A class designed for athletic training candidates to receive a broad overview of athletic
training principles and recent research findings. In addition, this course will help prepare
athletic training candidates for the NATABOC certification exam and better prepare them
for employment in the field of athletic training.
Recreation Administration & Sport Management (HPER)
HPER 316 – Introduction to Sport Management (3)
The role of administration and leadership in the objectives, organization, and procedures
in sport organizations. Career opportunities and areas of service delivery will be
examined.
HPER 317–Legal Issues in Recreation and Sport (3)
The basis of law and court cases as applies to the field of recreation and sport
administration will be examined in depth. Emphasis will be given to terms, definitions,
and actual cases.
HPER 407 – Marketing in Recreation and Sports (3)
An examination and evaluation of the techniques in marketing recreation and sport
activities, in both public and private sectors. Prerequisite: Introduction to Recreation or
Sport Management or prior approval of the Dean.
HPER 409 – Facility Planning & Design in Recreation & Sports Administration (3)
Planning principles, techniques and standards as they relate to the construction of
recreation, parks, and sports facilities. Prerequisite: Introduction to Recreation or Sport
Management or prior approval of the Dean.
HPER 499 – Internship (9)
Supervised experiences in an assigned recreation, sports, or outdoor adventure/education
agency. Should be related to career plans and requires documented supervision including
a project for the agency. Candidates will complete 400 hours in the Summer term or 10
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weeks in the Fall or Spring terms. Prerequisite: Senior standing for Recreation
Administration majors and approval by Instructor and Dean.
Mathematics (MATH)
Note: Students may defer enrollment in Math one semester, but must enroll in a math
class by their 2nd semester at Cumberland and must stay continually enrolled in math
until successfully completing the GEC requirement in Math.
MATH 098 – Basic Algebra (3)
This course is for those students whose background in Mathematics is insufficient for
College Algebra (MATH 111) or for Mathematics for the Liberal Arts (MATH 110). It
assumes a previous knowledge of algebra at the elementary level and provides all
prerequisites for MATH 111 and for MATH 110. Topics to be covered include
equations, inequalities, factoring, radical and rational exponents, quadratic equations,
functions and basic exponential and logarithmic functions. This course will not meet the
Mathematics requirements in the GEC. Students who have completed any higher-level
Mathematics courses are not eligible to enroll in this course. This course does not count
towards the Mathematics major. Offered Fall and Spring.
MATH 110 – Mathematics for the Liberal Arts (3)
This course is a general survey of a variety of mathematical topics at the introductory
level. It is intended for students majoring in a liberal arts field and not in the sciences nor
in other fields requiring advanced mathematical training. Topics to be covered may
include, but are not limited to: mathematical logic; sets and counting; probability;
statistics; geometry; algebra; the finance of loans, interest, and annuities; or other topics
of interest. This course does not count towards the Mathematics major. Prerequisite: A
knowledge of basic algebra at the level of MATH 098. Offered Fall and Spring.
MATH 111 – College Algebra (3)
This course provides the algebra prerequisites for Calculus and all other upper level
courses. Topics include linear and quadratic equations, inequalities, graphing and
functions, including polynomials, exponential functions and logarithms. This course does
not count toward the Mathematics major. Students who have completed MATH 121 or
any higher level course are not eligible to enroll in MATH 111. Prerequisite: A
knowledge of basic algebra at the level of MATH 098. Offered Fall, Spring, and
Summer.
MATH 112 – Trigonometry (3)
This course is a study of the trigonometric functions. Topics include a review of algebra,
trigonometric functions of acute angles, circular functions, graphs of the trigonometric
and inverse trigonometric functions, identities, solutions of right triangles, general
triangles and equations. This course does not count toward the Mathematics major.
Students who have completed MATH 121 or any higher level course are not eligible to
enroll in MATH 112. Prerequisite: A knowledge of algebra at the level of MATH 111.
Offered Spring.
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MATH 121 – Calculus I (4)
This course is an introduction to differential and integral calculus. Topics include limits
and continuity, differentiation, area, the Riemann integral, the Fundamental Theorem of
Calculus and elementary applications of derivatives and integrals. Prerequisites: A
knowledge of algebra and trigonometry at the level of MATH 111 and MATH 112.
Offered Fall.
MATH 122 – Calculus II (4)
This course is a continuation of MATH 121. Topics include methods of integration,
applications of integration, parametric equations, polar coordinates, sequences and series.
Prerequisite: MATH 121. Offered Spring.
MATH 207 – Structure of the Real Number System (3)
This course is a study of the real number system, algebra and geometry. Attention is also
given to materials and methods appropriate to the needs of those students preparing to
teach in the elementary classroom. Prerequisite: MATH 111. Offered Fall.
MATH 251 – Mathematical Proofs and Structures (3)
This course is an introduction to abstract mathematics in which students are introduced
to methods of mathematical proof. Topics include elementary logic, the structure of
mathematical proofs and an introduction to sets and functions. Prerequisite: MATH 121
or consent of instructor. Offered Fall.
MATH 307 – College Geometry (3)
This course is a study of the fundamentals of Euclidean geometry. It is designed to
extend concepts discussed in the traditional high school course and is highly
recommended for all students preparing to become teachers of secondary school
Mathematics. Topics include problem solving, geometric shapes and measurement, and
formal and informal proof of geometric generalizations. Prerequisite: Consent of
instructor. Offered Spring of odd years.
MATH 315 – Probability and Statistics (3)
This course is an introduction to Probability using Calculus. Topics include probability
axioms, conditional probability and independence, discrete as well as continuous random
variables including binomial, Bernoulli, Poisson and normal random variables.
Prerequisite: MATH 122. Offered based on student need.
MATH 321 – Calculus III (4)
This is the final course in the introductory Calculus sequence. It provides an introduction
to multivariable Calculus. Topics include sequences and series, vectors, lines and planes
in three dimensions, partial differentiation, directional derivatives, the gradient and
multiple integration. Prerequisite: MATH 122. Offered Spring.
MATH 329 – Differential Equations (3)
This course is an introduction to the theory and solution of ordinary differential
equations. Topics include first order equations, second and higher order linear equations,
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series solutions and the Laplace transform. Prerequisites: MATH 321 and MATH 331.
Offered Spring of odd years.
MATH 331 – Linear Algebra (3)
This course is an introduction to linear algebra. Topics include systems of linear
equations, vector spaces, matrices, linear transformations and determinants.
Prerequisite: MATH 121. Offered Fall.
MATH 332 – Advanced Linear Algebra (3)
This course is a continuation of MATH 331. Topics may include, but are not limited to:
determinants, eigenvalues and eigenvectors, diagonalization, inner product spaces,
quadratic forms, orthogonalization and the Spectral Theorem. Prerequisites: MATH 251
and MATH 331. Offered Spring of even years.
MATH 441 – Real Analysis (3)
MATH 442 – Advanced Real Analysis (3)
MATH 441 and MATH 442 provide an introduction to Calculus on the real line and in
Euclidean n-space from a more sophisticated point of view than in the introductory
Calculus sequence. Topics include elementary topological concepts in Euclidean space,
differentiation, integration, and sequences and series of functions. Prerequisites:
MATH 251 and MATH 321. MATH 441 is a prerequisite for MATH 442. MATH 441 is
offered Fall of even years. MATH 442 is offered based on student need.
MATH 451 – Abstract Algebra (3)
MATH 452 – Advanced Abstract Algebra (3)
MATH 451 and MATH 452 provide an introduction to algebra from an abstract point of
view. Topics include an abstract characterization of the integers and an introduction to
groups, rings, domains and fields, and their morphisms. Prerequisites: MATH 251 and
MATH 331. MATH 451 is a prerequisite for MATH 452. MATH 451 is offered Fall of
odd years. MATH 452 is offered based on student need.
MATH 495 – Senior Project (3)
This course is an independent study of a topic approved by the mathematics faculty
culminating in an expository paper and a public presentation. Prerequisite: Senior
standing. Offered based on student need.
MATH 498 – Special Topics in Mathematics (3)
This course is designed to offer students an opportunity to gain knowledge in areas not
otherwise covered in the curriculum. Topics may include, but are not limited to: Discrete
Mathematics, Set Theory and Metric Spaces, Fourier Series and Boundary Value
Problems, and Complex Analysis. This course may be repeated when different topics are
covered for a total of up to six credit hours. Prerequisite: Consent of instructor. Offered
Spring of even years and/or as needed.
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Management (MGT)
MGT 363 – Principles of Management (3)
A study of the generally accepted management principles which have contributed to
contemporary practices found in successful business planning, organizing, directing, and
controlling. Prerequisites: ECON 242, or permission of instructor.
MGT 364 – Organizational Structure & Behavior (3)
Behavioral processes in organizations; motivation, leadership, decision making,
communication: behavioral consequences: group conflict, politics, change, and
development. Prerequisite: MGT 363.
MGT 368 – Human Resources Management (3)
A study of organization and management principles as they apply to personnel, including
selection, placement, orientation, training, promotion, appraisal, pay incentives,
motivation, and laws affecting the personnel function. Prerequisite: MGT 363
MGT 399 – Practicum in Management (1-3)
MGT 430 – Technology Management (3)
This course covers how organizational entities can be structured and managed to respond
effectively to dynamic changes caused by technology and international competition. The key
cycles in development of technology management examined from both a process and
system perspective, and the major technical, social, legal, and ethical issues in innovating
and implementing technology are presented. Prerequisite: MGT 363.
MGT 446 – Production Management (3)
A study of the operation processes and issues in a manufacturing or services
environment. The knowledge of both manufacturing and services processes is valuable
for students in the various business disciplines. Prerequisites: MGT 363, BUA 366.
MGT (BUA) 460 – Business and Society (3)
A study of the relationship between business and society. Course employs a management
framework, emphasizing social and ethical responsibilities of business to both external
and internal stakeholders. Prerequisites: MGT 363, MKT 362, or permission of the
instructor.
MGT 471 – Entrepreneurship (3)
Addresses the roles and behavior of the entrepreneur in the socioeconomic system. The
course emphasizes the dimensions of entrepreneurial activity practiced within established
corporations as well as the process of new business formation. The course incorporates
the theories and practices of entrepreneurship. Prerequisites: MGT 363, MKT 362, or
permission of the instructor.
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MGT (BUA) 485 – International Business (3)
A study of the principles and practices of international business activities, with a specific
examination of the impact of the environment on the managerial process. Prerequisite:
MGT 363 or permission of instructor.
MGT 498 (A-Z) – Research in Business (1-3)
Individual independent research designed to provide an in-depth study in management.
MGT 499 (A-Z) – Special Topics in Business (1-3)
A special course covering topics in management. Prerequisite: Approval of the School
Dean.
Marketing (MKT)
MKT 362 – Principles of Marketing (3)
A study of marketing concepts from a managerial perspective. The marketing mix of
product, place, promotion and price is central to the study. Institutions involved in the
marketing process are included for consumer and industrial goods and services. Ethical
considerations complete the study. Prerequisite: ECON 242 or permission of the
instructor.
MKT 384 – Personal Selling (3)
The study and application of face-to-face business communication between seller and
buyer in both small and large group settings. The role of personal selling within a
promotion effort is studied in relation to organizational customer buying behavior. The
selling process managed by a salesperson in an organization is presented along with
special topics such as time and territory management. Prerequisite: MKT 362 or
permission of instructor.
MKT 386 – Advertising (3)
Concepts and practices of advertising in its primary role concerned with building brand
awareness and product preference. Tight examination of advertising and its dependence
on other areas of the marketing mix including distribution, pricing and other promotional
and sales tools as well as selected legal and ethical aspects are also included.
Prerequisite: MKT 362.
MKT 399 – Practicum in Marketing (1-3)
MKT 401 – Consumer Behavior (3)
An analysis of consumer motivation, purchase decisions, market adjustment and product
innovation, including a review of related explanatory theories. Prerequisite: MKT 362.
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MKT 446 – Business Marketing (3)
A study of the marketing process applied to industrial markets. Determination of
opportunities, planning processes, and development of marketing mixes applied in
industrial settings. Selected legal aspects are included in the study along with ethics.
Prerequisite: MKT 362.
MKT 450 – Services Marketing (3)
A study of the extension of the marketing management process beyond the traditional
role of the physical products area. Emphasis on the development of marketing strategy,
packaging communication, and analysis of the distinctive aspects of services marketing,
including the importance of marketing relationships with other functions in addition to
the final consumer. Prerequisite: MKT 362.
MKT 490 – Marketing Management (3)
The study of the marketing decision process. Marketing opportunities are identified.
Marketing programs and cross-functional implementation steps are developed in relation
to various environments and organizational mission. Internal organizational relations and
controls complete the study. Prerequisite: MKT 362.
MKT 498 (A-Z) – Research in Business (1-3)
Individual reading, research for internship designed to provide an in-depth study of
selected problems in marketing. Problems are chosen jointly by the student and
instructor. Prerequisite: Approval of the School Dean.
MKT 499 (A-Z) – Special Topics in Business (1-3)
A special course covering topics in marketing. Prerequisite: Approval of the School
Dean.
Music (MU)
MU 102/302 – University Singers (1)
Select choral group with emphasis on developing vocal techniques for performances both
on and off campus. By audition only – see instructor.
MU 104/304 – Cumberland Choral (1)
Open to university students who are desirous of a choral experience. All styles of music
are sung. Three (3) hours of rehearsal are required weekly. By permission of instructor.
MU 105/305 – String Ensemble (1)
Open to all qualified students who play violin, viola, cello, or double bass violin.
Rehearsal and performance of chamber and orchestral music, depending on the number
and capability of members.
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MU 106/306 – University Band (1)
Open to all qualified University students who are interested in marching, pep, and concert
band music. By permission of instructor only.
MU 107/307 – University Jazz Ensemble (1)
A select ensemble which performs combo and big band jazz and related musical styles.
By permission of instructor only.
MU 215 – Musical Theatre Workshop (1)
MU 215 Music Theatre/Opera Workshop – Preparation and presentation of musical and
opera scenes. Open with permission of instructor to all University students.
MU 128 – Fundamentals of Music (3)
An introduction to the basic materials of music, with emphasis on the principles of
notation, melody, harmony, rhythm, acoustics, and musical forms. Computer-assisted
instruction is utilized.
MU 129 – Music Listening (3)
A study in music listening with emphasis on the elements of music and the manipulation
of those elements by composers across the style periods of Western art music. For
student not majoring or minoring in music.
MU 130 – Music Listening and Literature (3)
A study in music listening with emphasis on the elements of music and the manipulation
of those elements by composers across the style periods of Western art music. Requires
ability to read music notation for score study and composer recognition in addition to
listening identification. Laboratory experience is required for this class. This course will
also satisfy requirement of MU 129 of the GEC.
MU 131 – Elementary Music Theory I (3)
A beginning study of music notation, scales, chords, elementary harmony and analysis.
MU 132 – Elementary Music Theory II (3)
A continuation of MU 131. Prerequisite: MU 131.
MU 133– Sight Singing and Ear Training I (1)
MU 134 – Sight Singing and Ear Training II (1)
Intensive training to develop music reading and related aural skills through sight singing
and dictation.
MU 135 - The Craft of Songwriting (3) A course for lyricists, composers and
songwriters exploring the techniques and inspirations for writing a hit song as well as the
process of breaking into the music business and getting songs recorded.
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MU 151/152 – Class Piano A/ I B (1)
Basic principles of piano technique and performance. A group class which emphasizes
the development of individual skills on the instrument. No prior experience necessary.
Courses must be taken in sequence.
MU 251/252 – Class Piano II A / II B (1)
A continuation of MU 151/152. Courses must be taken in sequence.
MU 161/162 – Class Guitar I (1)
Basic principles of guitar techniques and performances. The group approach permits
development of individual playing skills through both application and observation.
MU 261/262 – Class Guitar II (1)
A continuation of MU 161/162. Courses must be taken in sequence.
MU 210 – Music History Survey I (3)
A chronological study of the music of Europe and the United States from antiquity
through the Classical period. Music analysis of a given era will be supplemented with
information on additional ways that music and other arts reflect the history and social
context of their time. Offered every other year.
MU 220 – Music History Survey II (3)
A continuation of MU 210. This study includes music from the Classical style period
through the modern era. Prerequisite: MU 210. Offered every other year.
MU 321, 322, 323 The Professional Performing Songwriter I/II/III (3 credits each)
Students interested in putting together their own bands will go through the process of
finding their own sound, writing their own songs, recording their material and explosing
it to music professionals, and assembling a ―team.‖ Students will learn about marketing
their product through newer technology, including the internet. Course could require one
or two repetitions.
MU 231 – Advanced Music Theory I (3)
A continuation of MU 131/132, including more complex harmonic study and analysis.
Prerequisites MU 131/132.
MU 232 – Advanced Music Theory II (3)
Conclusion of Music Theory sequence, dealing with Twentieth-Century theoretical
developments, including classical and jazz music.
MU 255 – Piano Proficiency (0)
Students pursuing an education endorsement in music must pass a piano proficiency by
examination of the music faculty. (Requirements for the piano proficiency are available
upon request.) Students pursuing an endorsement in music education must continuously
take Class Piano (MU 151-152) until the proficiency is completed.
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MU 256 – Introduction to Music Technology (3)
An introduction to the use of computers and software in music. Includes techniques for
developing professional and instructional skills and materials for computers in music
notation and music sequencing. Basic skills in word processing. Internet usage, and
music reading are required. Prerequisite MU 128 or MU 131 or by permission of
instructor. Student must demonstrate basic knowledge of music theory.
MU 257 – Theory of Improvisation (2)
The study of the art of musical improvisation from theoretical, historical, and practical
points of view. Improvisation in a variety of styles and genres is explored.
MU 258 – Introduction to Recording (3)
A survey of the history of the recording industry from the early twentieth century to the
present. Included is the study of the basic recording principles and technological
innovations.
MU 280 – Introduction to Music Education (3)
An introduction to music education as a profession, including the history of music
education in the public schools and an overview of the major philosophies that have
shaped current trends in music instruction. Demonstration and discussion of the relevant
approaches to the teaching of choral, general and instrumental music at all levels.
Students will explore fundamental issues in curriculum, instruction and assessment. This
course is a prerequisite to further study in music education.
MU 324 – Music in the Elementary Classroom (3)
A course in the methods of teaching elementary music including song, theory, music
appreciation, rhythmic responses, creative activities, and the use of simple instruments.
Music Education objectives, activities, and materials are considered in relation to the
entire school program. Offered every other year.
MU 330 – Basic Conducting Techniques (3)
A study of conducting fundamentals. Emphasis is on beat patterns, methods of indicating
meter, tempo, volume, style, and musical terminology. Practical experience in conducting
choral and instrumental ensembles will be provided. Offered every other year.
MU 340 – Arranging and Instrumentation (3)
A practical study of the techniques of arranging for various instrumental ensembles,
emphasizing band and orchestra, particularly. Prerequisite MU 128 or MU 131 or by
permission of instructor. Student must demonstrate basic knowledge of music theory.
MU 345 – Marching Band Management Lab (0)
Required for Instrumental Music Education Endorsement (K-12). Must register for two
semesters. A practical experience in managing a marching band program. Students may
complete this requirements by taking a leadership role in the University Marching Band
or by participation in high school band camps during the Summers.
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MU 346 – Advanced Improvisation (2)
An advanced course focusing on specific techniques of improvisation in a performance
setting. Prerequisite: MU 257 Theory of Improvisation.
MU 350 – Junior Recital (1)
A thirty (30) minute solo performance of representative works from various historical
periods and musical styles. The student must perform the recital music for approval of a
jury of Fine Arts faculty one month before recital date.
MU 369 – Materials and Methods for Elementary School Music (3)
Required for Instrumental Music Education Endorsement (K-12) and Vocal/General
Music Education Endorsement (K-12). A study of the necessary materials and strategies
for teaching music at the elementary school level. Offered every other year.
MU 370 – Materials and Methods for Secondary Instrumental Music (3)
Required for the Instrumental Music Education Endorsement (K-12). A study of the
necessary materials and strategies for teaching music at the secondary level with
particular emphasis on integrating music factual and conceptual learning in the
instrumental ensemble class. Offered every other year.
MU 373 – Materials and Methods for Secondary Choral Music (3)
Required for the Vocal/General Music Education Endorsement (K-12). A study of the
necessary materials and strategies for teaching music at the secondary level with
particular emphasis on integrating music factual and conceptual learning in the choral
ensemble class. Offered every other year.
MU 386 – Language Diction for Singers (3)
Required for the Vocal/General Music Education Endorsement (K-12). A study and
practical application of diction techniques necessary for vocalists with emphasis on
English, German, French, Latin, and Italian.
MU 230 – Digital Music Production (3)
In this course, students will develop skills necessary to create digital music for future use
within various digital media productions. The course will cover using loops, overlaying
music and voice to loops and other digitized music formats. It will be an introduction to
midi and audio recording, and currently available software for digital music production.
The course will also include a brief unit on necessary music knowledge for operation of
digital music software applications being studied.
MU 425 – Brass Methods (1)
Required for the Instrumental Music Education Endorsement (K-12). A study and
practical application of basic methods of brass performance, maintenance and repair as
they relate to teaching beginning through high school students playing brass instruments.
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MU 426 – Woodwind Methods (1)
Required for the instrumental Music Education Endorsement (K-12). A study and
practical application of basic methods of woodwind performance, maintenance and repair
as they relate to teaching beginning through high school students playing woodwind
instruments.
MU 427 – Percussion Methods (1)
practical application of basic methods of percussion performance, maintenance and repair
as they relate to teaching beginning through high school students playing percussion
instruments.
MU 428 – String Methods (1)
practical application of basic methods of string performance, maintenance and repair as
they relate to teaching beginning through high school students playing string instruments.
MU 430 – Advanced Conducting Techniques (3)
Advanced conducting study, emphasizing actual conducting experience and choral, band,
and orchestral score study under faculty supervision. Prerequisite: MU 330. Offered
every other year.
MU 431 – Form and Analysis (3)
An examination of major forms and formal procedures in Western tonal music with
application in the analysis of both small and large compositions from the literature.
Students begin by approaching structural units, then move through analysis of small part
forms to structural units, then move through analysis of small part forms to
larger/composite ones including variations, rondo, and sonata form, with an introduction
to imitative procedures, cyclic structures, and the concerto. Will include in introduction
to the analysis techniques of Schenker, LaRue, and others. Prerequisite: MU 231-232
(Music Theory II).
MU 450 – Senior Recital (1)
A sixty (60) minute advanced solo performance of representative works from various
historical periods and musical styles. The student must perform the recital music for
approval of a jury of Fine Arts faculty one (1) month before the recital date. For
Performance Majors only.
MU 451 – Degree Recital (1)
A 40-45 minute advanced solo performance of representative works from various
historical periods and musical styles. The student must perform the recital music for
approval of a jury of Fine Arts faculty one (1) month before the recital date. For General
Music and Music Eduction Majors only.
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MU 460 – Music Literature and Pedagogy (2)
Addresses the theory and practice of applied music teaching in the student‘s performance
area. Includes discussion and study of materials and methods with practical experience in
a lab situation. (Offered every other year)
MU 461 – Italian Diction for Singers (1)
Required for vocalists in the Music Major with Emphasis in Performance. Taken
concurrently with private applied voice lessons during one semester. A detailed study of
the specific demands of Italian diction for singers. Emphasis on development of pure
Italian vowels and a legato vocal line. Most, if not all, of the repertoire studied will be in
Italian. Prerequisite: MU 386.
MU 462 – German Diction for Singers (1)
the specific demands of German diction for singers. Emphasis on mastery of German
vowels and diphthongs within a legato vocal line. Most, if not all, of the repertoire
studied will be in German. Prerequisites: MU 386 and MU 461.
MU 463 – French Diction for Singers (1)
the specific demands of French diction for singers. Emphasis on mastery of French
vowels and nasal consonants within a legato vocal line. Most, if not all, of the repertoire
studied will be in French. Prerequisite: MU 386 and MU 461.
MU 480 – Special Study in Music (1-3)
Available only to advanced students with faculty approval and supervision. Special
performance, composition or research projects are addressed.
MU 490 – Practicum/Internship (1-4)
The student will work with an approved music organization in his/her chosen field of
specialization (i.e., music business, performing ensemble, church music). Supervision
and evaluation by a Fine Arts faculty member in cooperation with a representative from
the chosen organization.
Applied Music – Private instruction is offered in the following courses. An additional
LAB fee of $150.00 per credit hour or $300.00 per 2/3 credit hours will be charged.
MU 142/342 – Voice
MU 172/372 – Piano
MU 160/360 – Guitar
MU 171/371 – Organ
MU 175/375 – String Instruments
MU 180/380 – Woodwind Instruments
MU 185/385 – Brass Instruments
MU 190/390 – Percussion Instruments
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Nursing (NUR)
NUR 210 – Introduction to Nursing (3)
An introduction to the philosophy of the School of Nursing, the nursing profession, the
health care delivery system, and mathematical calculations used in client care. Focuses
particularly on the history of nursing, models of health and wellness, critical thinking as it
relates to standards of practice and behavior, communication, the nurse/client
relationship, the nursing process, and the role of spirituality in patient care. Attention is
also given to health care terminology using a body systems approach, and to relevant
basic mathematical calculations; an introduction to systems of measurement; an
introduction to systems of medication administration; and calculations for oral,
parenteral, and intravenous medications for clients across the lifespan. Three classroom
hours per week. Prerequisite or Corequisite: BIO 213. (Must be completed within a
calendar year of admission to School of Nursing.)
NUR 302 – Professional Nursing Foundations (5)
An entry level School of Nursing course with emphasis on theoretical concepts of the
nursing metaparadigm and the nursing process, along with psychomotor and
communication skills that provide foundations for professional nursing practice. An
introduction to the concepts of wellness and health promotion normal human physiologic
processes across the lifespan. Focus on human responses and nursing care practices
along with the development of critical thinking and decision-making skills. Exposure to
client needs in activities of daily living, safety, therapeutic communication, and clinical
procedures. Four classroom hours and three laboratory/clinical hours per week.
Prerequisite: Admission into the School of Nursing, NUR 210, BIO 213 & Corequisite
BIO 214.
NUR 314 – Pharmacology in Nursing I (2)
Introduction to pharmacotherapeutics, drug classes, and their relation to pathophysiology.
Included are neuropharmacology, cholinergic and adrenergic drugs, and
psychotherapeutic drugs. Emphasis on anesthetics, drug abuse, drugs for pain control
and drugs that affect fluid/electrolyte balance. Study includes therapeutic regimens for
client with diabetes and cardiovascular and respiratory diseases. Two classroom hours
per week. Prerequisites: Admission into the School of Nursing, NUR 210, NUR 302.
NUR 315 – Pharmacology in Nursing II (2)
A continuation of pharmacotherapeutics, selected drug classes, and their relationship to
pathophysiology. Included are antimicrobials, antimycobacterial agents, antiviral agents,
anti-septics and disinfectants, anthelmintics, antiprotozoal drugs, and ectoparasiticides.
Emphasized is cancer chemotherapy, pediatric immunization, NSAIDS, antihistamines,
acetaminophen, drugs for endocrine glucocorticoids, immuno-suppressants, endocrine,
reproductive, and G-I, and drugs for the eye and skin. Two classroom hours per week.
Prerequisite: NUR 210, NUR 302, NUR 314, NUR 316, NUR 327, and NUR 376.
NUR 316 – Community Health Nursing (4)
A theoretical foundation for the implementation of the nursing process in community
settings. Introduction of the concepts of family and community as clients, roles of
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community health nurses, concepts of epidemiology with focus on primary, secondary,
and tertiary prevention measures are presented. Overview of community based health
care delivery systems at the local, state, and national levels with emphasis on political,
economic, environmental, ethical and sociocultural factors, social justice principles,
health aggregates, the public health system, the national health objectives, community
assessment, program planning and evaluation strategies with aggregates are examined.
Three classroom hours and nine clinical hours per week. Prerequisites: NUR 210 &
NUR 302. Prerequisites or Corequisites: NUR 314, NUR 326, and NUR 376.
NUR 327 – Health Assessment (4)
Systematic study of data collection and health assessment skills with a focus on
subjective and objective techniques, concentrating on normal and abnormal findings and
developmental norms and variations across the lifespan. Content includes therapeutic
communication, interviewing, subjective, objective assessment techniques, vital sign
measurement, pain assessment, and objective assessment of the following areas or
systems: integumentary; lymphatic; head and neck; eyes; ear, nose, and throat;
pulmonary; cardiovascular; abdominal; genital; musculoskeletal; and neurological. 2.5
classroom hours and 2.5 laboratory hours per week. Prerequisite: NUR 210, NUR 302.
Corequisite NUR 314, NUR 316, NUR 376.
NUR 330 – Nutrition (2)
This course addresses both personal and clinical applications of nutrition principles.
Students will explore personal nutrition needs along with methods for implementing and
educating clients and their families to follow prescribed nutrition therapy in order to
maintain or improve health. Two lecture hours each week. This course may be presented
in standard format or online.
NUR 331 – Professional Role Development (2)
This course addresses development, image, and roles of professional nursing. Discussion
of ethical and legal implications of nursing, licensure and credentialing. Introduction to
the nursing metaparadigm and nursing theory. Two classroom hours per week.
Prerequisite or Co-requisite: NUR 302, NUR 314, NUR 316, NUR 327, and NUR 376.
NUR 371 – Adult Health Nursing I (6)
Provides a theoretical basis for responding to chronic, acute and complex health patterns
as well as specific pathophysiological processes basic to teaching/learning principles for
nursing practice are introduced. Focus on application of the nursing process to meet the
physiological and psychosocial needs of adults in various degrees of wellness and from
varying cultural backgrounds. Continued development of communication skills,
professional development, ethical/legal, and economic issues. Three classroom hours
and nine laboratory/clinical hours per week. Prerequisites: NUR 210, NUR 302, NUR
314, NUR 316, NUR 327, and NUR 376. Prerequisites or Co-requisites: NUR 315,
NUR 331, and NUR 406 or NUR 407.
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NUR 372 – Adult Health Nursing II (6)
A continuation of NUR 371, this course provides a theoretical basis for responding to
chronic or acute and complex health patterns as well as specific pathophysiological
processes. Focus of the course is application of the nursing process to meet the
physiological and psychosocial needs of adults in various degrees of wellness and from
varying cultural backgrounds. Continued development of communication skills,
professional development of the nurse, ethical/legal, and economic issues. Three
classroom hours; nine laboratory/clinical hours per week. Prerequisites: NUR 210,
NUR 302, NUR 314, NUR 315, NUR 316, NUR 327, NUR 331, NUR 376, NUR 371,
and Co-requisites: NUR 406, NUR 407, NUR 433, and NUR 440.
NUR 376 – Psychiatric-Mental Health Nursing (4)
A study of various psychiatric disorders affecting individuals at various stages of
development including etiological factors, assessment criteria, diagnosis, and therapeutic
and pharmacological intervention. Discussion of group and family dynamics including
various treatment modalities to address psychiatric issues. Exposure to the delivery of
care in an inpatient setting. Three classroom hours and six clinical hours per week.
Prerequisites: NUR 210 & NUR 302. Prerequisite or Co-requisite: NUR 314, NUR
316, and NUR 327.
NUR 400 – Issues and Trends in Professional Nursing (4)
(For RN-to-BSN students only) An overview of the theories and concepts of holistic,
professional nursing. The nursing process is discussed as a critical thinking and problem
solving tool for identifying client system x stressors and for initiating primary, secondary,
and tertiary nursing interventions. Principles of pharmacotherapeutics and current drug
regimens/Protocols and their relation to pathophysiology are explored. Three lecture
hours each week and 60 hours of field experience.
NUR 406 – Nursing in Child and Family Care (4)
Theoretical basis for intervention with the child-rearing family in various stages of
development, degrees of wellness, and multicultural backgrounds. An introduction to the
pediatric nursing specialty; child health assessment; hospitalization and pediatric
interventions; child health promotion; and care of the child with a chronic or terminal
illness, a disability, cognitive or sensory impairment and dysfunctions in the following
systems: respiratory, gastrointestinal, cardiovascular, hematologic, genitourinary,
cerebral, endocrine, integumentary, musculoskeletal or articular, and neuromuscular or
muscular. Three classroom hours and six clinical hours per week. Prerequisites: NUR
210, NUR 302, NUR 314, NUR 316, NUR 327, and NUR 376. Prerequisites or Corequisites: NUR 315, NUR 331, and NUR 371/372.
NUR 407 – Nursing in Women’s Health and Newborn Care (4)
Theoretical basis for intervention with the childbearing family in various stages of
development, degrees of wellness, and multicultural backgrounds. Addresses preparation
for labor and delivery, the labor process, nursing care of the newborn and family,
nutritional needs of the newborn, surgical interventions in obstetrics & gynecology,
nursing management of complications during labor & delivery and during the postpartum
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period, nursing care of the high risk newborn & family, nursing management of
physiological/psychological changes of pregnancy, growth & development of the fetus,
nursing management of complications during the prenatal period, nursing care of the
infertile family, & the role of the nurse in genetic assessment and counseling. Three
classroom hours and six clinical hours per week. Prerequisites: NUR 210, NUR 302,
NUR 314, NUR 316, NUR 327, and NUR 376. Prerequisites or Co-requisites: NUR
315, NUR 331, and NUR 371/372.
NUR 426–Nursing Leadership and Management (4)
This course focuses on organizational theory and structure in relation to the management
of patient care within a rapidly changing health care delivery system. Primary,
secondary, and tertiary prevention strategies and skills necessary for the management of
appropriate and effective nursing care are explored and analyzed. The use of outcome
measures to promote quality and cost effective health care in various organizations and
health care delivery systems is emphasized. Various nursing theories are explored.
Three lecture hours each week and a 48-hours preceptored leadership clinical
experience. Prerequisites; NUR 210, NUR 302, NUR 314, NUR 315, NUR 331, NUR
316, NUR 327, NUR 376, NUR 371, NUR 406, NUR 407 and NUR 440. Prerequisites
or Co-requisites: NUR 460, and NUR 491.
NUR 433 – Informatics in Nursing (2)
Theoretical foundations of informatics for professional nurses. Examines information
technology and tools on the Internet. Emphasis on impact of automated data
management through information systems in health care. Two lecture hours each week.
NUR 440 – Research in Nursing (3)
Focuses on the student as a consumer of research. Fundamentals of research methods are
studied, published nursing research findings are reviewed and critiqued for use in
practice. Students will write and present a formal critique of a current nursing research
study. Prerequisite: NUR 210, NUR 302, NUR 314, NUR 315, NUR 316, NUR 327,
NUR 376, NUR 331, NUR 371 and PSY 205. Prerequisites or Co-requisites: NUR
372, NUR 406, and NUR 407.
NUR 460 – Advan. Topics in Nursing/Practicum (7)
Knowledge base for working with critically ill patients across the life span from varying
cultural backgrounds requiring complex care. Application of the nursing process and use
of critical thinking skills to provide complex therapeutic interventions for individual and
groups of patients with the following disease pathologies or requirements as a result of
these pathologies: cardiac dysrhythmias, coronary artery disease, congestive heart failure,
acute myocardial infarction, cardiomyopathy, cardiac valvular disease, cardiac surgery
acute respiratory failure, ARDS, mechanical ventilation, acute and chronic renal failure,
renal transplantation, CVA, Parkinsonism, Alzheimer‘s Disease, intracranial insults,
neurosurgery, obstructive bowel, liver failure, liver/pancreas transplant, multiple organ
dysfunction, and critical care. Legal, ethical, and economic issues arising in acute and
critical care practice settings are continuously explored throughout the course.
Professional development is refined in the areas of responsibility, accountability, and
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collaboration with the multidisciplinary health care team. Clinical practicum allows
students to practice more independently in a preceptored environment. Three classroom
hours and 12 clinical hours per week. Prerequisites: NUR 210, NUR 302, NUR 314,
NUR 315, NUR 316, NUR 327, NUR 331, NUR 371, NUR 372, NUR 376, NUR 406,
and NUR 407. Co-requisite: NUR 426 and NUR 440.
NUR 491 – Successful Entry into Professional Nursing Practice (3)
Course is designed to maximize success on the NCLEX-RN, the National licensing
examination required for entry into professional nursing practice. It is further designed to
assess the students to become (test wise) by identifying the steps in the nursing process
being tested to better establish what the question is asking; explore testing formats,
specifically multiple choice and alternative formal questions; and analyze test
performance. Students will perform a self assessment to determine strength and
weaknesses in order to personalize a plan to correct test performance errors that have a
negative effect on success. Prerequisite and Co-requisite: Must be 2nd semester senior
in School of Nursing.
NUR 396-398, 399 and/or 496-498, 499 – Special Topics in Nursing (1-8)
Courses designed as nursing electives to provide students with the opportunity to explore
specific area of nursing according to changes in the health care environment, student
needs and interests, and faculty expertise. Each Special Topic may have different
prerequisites/co-requisite and may include content that is set in a classroom and/or
clinical environment.
Philosophy (PHIL)
PHIL 201 – Introduction to Philosophy (3)
This course is an introduction to the great ideas of human history and the men and
women philosophers who introduced those ideas. Offered Fall and Spring.
PHIL 311 – Elementary Logic and Critical Thinking (3)
This course is a study of historic and classical logic, with particular emphasis on
practical use of reasoning in solving problems. It also provides a study of Fallacies and
the use of logic in developing a systematic philosophy of life. Offered Fall of even years.
PHIL 312 – Ethics (3)
This course is the study of human morals from the Old Testament‘s Ten Commandments
to modern concepts of ―Situational Ethics.‖ It also provides a practical approach to
deciding what is ―the right thing to do.‖ Offered Spring of odd years.
Physical Science (PS)
PS 100 – Physical Science (4)
This course is a survey of the basic concepts of physics, chemistry, astronomy and earth
science including their relationships to the environment and society. Three hours of
lecture and one two-hour laboratory per week. Prerequisite: One year of high school
algebra or equivalent. Offered Fall and Spring.
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Physics (PHY)
PHY 201 – College Physics I (3)
This course is an algebra-based introduction to the basic concepts in the fields of
mechanics, fluids and oscillations. Three hours of lecture Prerequisite: MATH 111 and
MATH 112. Corequisite: PHY 201L. Offered Fall.
PHY 202 – College Physics II (3)
This course is an algebra-based introduction to the basic concepts of electromagnetism,
optics, and modern physics. Three hours of lecture. Prerequisite: PHY 201 and PHY
201L or consent of the instructor. Corequisite: PHY 202L. (1) Offered Spring.
PHY 210 – General Physics I (3)
This course is a calculus-based introduction to the basic concepts in the fields of
mechanics, fluids and oscillations. Three hours of lecture. Prerequisite: MATH 122 or
consent of instructor. Corequisite: PHY 210L (1). Offered Fall.
PHY 211 – General Physics II (3)
This course is a calculus-based introduction to the basic concepts of thermodynamics,
electromagnetism, circuits, optics and modern physics. Three hours of lecture.
Prerequisite: PHY 210 and PHY 210L or consent of instructor. Corequisite: PHY 211L.
Offered Spring.
PHY (ENGR) 325 – Thermal Fluids (3)
This course is a study of temperature and heat, thermodynamic systems and the laws of
thermodynamics and entropy. Special focus will be given to applications to ideal gases
and fluids. Prerequisites: MATH 329, PHY 211, and PHY 211L.
PHY (ENGR) 327 – Electrical Circuits (3)
This course covers AC and DC circuits and networks, including fundamental quantities,
laws, amplifiers, first and second order circuits and network theorems. Prerequisites:
MATH 321, PHY 211, and PHY 211L.
PHY (ENGR) 367 – Advanced Mechanics (3)
This course covers vector algebra and coordinate transformations; orbital and rotational
angular momentum; work and energy in mechanical systems; Lagrangian and
Hamiltonian systems; and free, forced, damped and non-linear oscillations.
Prerequisites: MATH 321, PHY 211 and PHY 211L.
Political Science (POLSC)
POLSC 223 – Introduction to American National Government & Politics (3)
This course is a survey of the origins, structure and functions of the national political
system. Topics include democratic theory, constitutional development, federalism,
socialization, public opinion, political parties, interest groups, participation, elections,
civil liberties, the structure and functions of the legislative, executive and judicial
branches and a review of foreign and domestic policies. Offered Spring.
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POLSC 224 – Introduction to American State and Local Government & Politics (3)
This course is an examination of the political process at the state and local level.
Legislative, judicial and administrative structures and processes are the primary focus.
Offered Fall.
POLSC 305 – Tennessee Politics (3)
This course is a study of the application of the political processes at the state and local
level in the state of Tennessee. Topics will include the role of the Civil War on
Tennessee politics, the role of specific leaders in the evolution of parties and issues and
the role of Tennesseans in national politics. Completion of either POLSC 223 or POLSC
224 is preferred prior to enrollment. Offered based on student need.
POLSC 310 – Congress and the Legislative Process (3)
This course covers Congress in the context of a political subsystem. It reviews the theory
and research on legislative recruitment and elections, reapportionment and districting,
organizational and operational procedures and decision-making, lobbying, relations with
the executive and judicial branches and internal legislative reform. Offered based on
student need.
POLSC 330 – Political Theory (3)
This course covers western political theory from the ancient Greeks to the modern world.
POLSC 340 – The American Presidency (3)
This course is an examination of the roles, powers and functions of the Presidency. It
covers nominations and elections, succession to and removal from the office, relations
with the legislative and judicial branches, Presidents and public opinion, impeachment
and executive privilege of the President and foreign policy. Offered Spring of odd years.
POLSC 350 – World Politics (3)
This course covers international relations and analyzes the terms of certain major
organizing concepts including the nation-state system, the nature of power and the
international struggle for power. Historical background is given for major countries
making the general approach an interdisciplinary one. Offered based on student need.
POLSC (CRJ) 360 – The American Judicial Process (3)
This course is an examination of the organizational structure of federal, state and local
judiciaries and their impact on our daily lives. It includes a study of the civil and criminal
court processes. The roles of judges and attorneys in the legal system are reviewed.
Prerequisite: CRJ 111. Offered every year.
POLSC 374 – American Political Thought (3)
This course covers major themes and ideas in American political thought related to the
development of American political institutions, values and practices.
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POLSC (CRJ) 411 – Constitutional Law (3)
This course is a study of the restraints imposed on police power as dictated by the
decisions defining the 1st, 2nd, 4th, 5th, 6th, 8th and 14th Amendments of the United States
Constitution. Prerequisite: CRJ 111. Offered Spring.
POLSC 490-492 - Service-Learning Experience (4-12)
These courses are designed to offer credit for specific internship programs including
legislative internship experience at the Tennessee General Assembly under the
supervision of a faculty member and field supervisor. Credit earned depends upon the
nature of the projects undertaken and the duration of the experience. Offered based on
student need.
POLSC 496 – Senior Seminar (3)
This course critically studies the nature of Political Science. It analyzes the methods of
political science research and writing including techniques drawn from the various social
sciences. Offered based on student need.
POLSC 498 – Special Topics in Political Science (3)
This course is designed to offer students an opportunity to explore relevant and timely
topics in political science that are of interest and value to upper level students.
Prerequisite: POLSC 223 and consent of instructor. Offered based on student need.
Public Administration (PBADM)
PBADM 200 – Public Administration (3)
This course is an examination of the basic concepts, organizational theory and working
knowledge of the major administrative and management systems that are used in the
public sector. Offered Fall.
PBADM 220 – Introduction to Public Policy (3)
Introduction to Public Policy is a survey course that introduces the student to the basic
theories, concepts, principles, and processes of public policymaking. In addition, the
student will develop an understanding of the significant issues, actors and behaviors
involved in the development of public policy at the federal level.
PBADM 320 – Urban Affairs and Issues (3)
This course examines the most vital concerns and issues facing American urban societies
today, including a review of the factors that contribute to the growth or decline of cities
and urban government. Urban policy and planning will be scrutinized. Problems
commonly encountered in urban settings, such as crime, homelessness, poverty,
inadequate housing and infrastructure, rapid growth and inadequate funding resources
will be studied.
PB ADM 330 – Organization Theory (3)
A study of the structure and design of organizations and their far-reaching impact on
society. Offered based on student need.
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PB ADM 461 – The Planning Process (3)
Principles, theories, and techniques of the planning function in public management,
especially at municipal, regional, and state levels. Offered based on student need.
PBADM (CRJ) 466 – Administrative Law (3)
This course covers the law of public offices, powers of administrative authorities,
conclusiveness of administrative determinations and remedies against administrative
action. Prerequisite: CRJ 111. Offered based on student need.
Psychology (PSY)
PSY 201 – General Psychology (3)
This course is an introduction to psychological methods, theories, practice and
applications. Offered Fall and Spring.
PSY (SOC) 205 – Statistics for the Behavioral Sciences (3)
This course covers identification, interpretation and use of statistical data. Topics
include descriptive statistics, measures of central tendency and variability, transformed
scores, sampling, inferential statistics, normal populations, hypothesis testing,
correlation, analysis of variance and linear regression analysis. Prerequisite: MATH
110 or higher. Offered Fall and Spring.
PSY 211 – Psychology of Human Growth & Development (3)
This course is a study of physical, cognitive, social and emotional development of human
organisms from conception through old age and death. Offered Fall and Spring.
PSY 212 – Psychology of Learning (3)
This course emphasizes the educational implications of research in development,
learning and teaching. The course uses examples, case studies and ideas from experience
to show the connection between knowledge and practice. Offered based on student need.
PSY (SOC) 300 – Social Psychology (3)
This course is a survey of the research and principles regarding the individual in social
situations. Topics include social cognition, interpersonal attraction, prejudice,
aggression, helping behavior and social influences. Prerequisite: PSY 201. Offered
PSY 311 – Child Growth and Development (3)
This course is a study of human development from prenatal through early adolescence
and the role of adults in interacting with such children. Physical, social, emotional and
intellectual growth will be studied as well as environmental and hereditary influences on
the process. Child study and observations are included. Offered based on student need.
PSY 315 – Physiological Psychology (3)
This course is a review of the physiological, anatomical and chemical aspects of the
nervous system and their relation to human behavior including: sensory processes,
perception, motivation, reproductive behavior, eating behavior, learning, emotion and
memory. Prerequisite: PSY 201. Offered based on student need.
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PSY 320 – Human Learning and Cognition (3)
This course is a survey of theories and research in human cognition. Topics covered
include perception and pattern recognition, attention, memory, imagery, language,
problem-solving, creativity and decision-making. Prerequisite: PSY 201. Offered based
on student need.
PSY 321 – Introduction to Counseling (3)
This course is a study of both group and individual counseling processes and theories.
Special populations emphasized include adolescents, adults, children, college students
and the disadvantaged. Topics such as health and wellness, legal issues, occupational
information services and testing are included. Counseling in special settings such as
business and industry, community mental health centers, prisons, religious centers and
schools is discussed. Practicing counseling professionals are used as resource individuals
for this course. Offered based on student need.
PSY 325 – Organizational Psychology (3)
This course is a survey of research and applications of psychological theory regarding the
individual in the organization and is a study of the processes of selection and retention,
socialization, role development and behavior in groups as well as human factors in
engineering. Prerequisite: PSY 201. Offered based on student need.
PSY (ED) 330 – Exceptional and Culturally Diverse Students (3)
This course is an introduction to the psychological, educational and legal issues facing
individuals with disabilities or exceptionalities and those from culturally and
linguistically diverse backgrounds in today‘s society. Field experiences required.
PSY 335 – Psychology of Health and Wellness (3)
The knowledge base and methodology of psychology will be applied to an understanding
of health, wellness and adjustment. Topics to be covered include dispositional factors
(personality, cognitive and social), behaviors impacting on specific illnesses and health
maintenance. Prerequisite: PSY 201. Offered Spring of even years.
PSY 340 – Psychology of Adolescence (3)
This course is a developmental overview of adolescence including physical, cognitive,
psychosocial, familial, educational and vocational development as well as psychosocial
problems such as suicide, juvenile delinquency and substance abuse. Offered based on
student need.
PSY 400 – Theories of Personality (3)
This course is an examination of the major theoretical approaches to personality. The
course seeks to provide an understanding of the role of personality theory and research in
the field of psychology. Prerequisite: PSY 201. Offered based on student need.
PSY 410 – Environmental Psychology (3)
This course examines the interrelationship between environments and human behavior.
The course explores such issues as: common property management, way-finding in
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complex environments, the experience of being lost, the effect of environmental stress on
human performance, the characteristics of restorative environments, conservation
behavior, personal space, territorial behavior and recreational behavior. Prerequisite:
PSY 201. Offered based on student need.
PSY 415 – Psychological Testing (3)
The historical context, principles and types of psychological tests will be studied in
depth. Prerequisites: PSY 201 and PSY (SOC) 205. Offered based on student need.
PSY 420 – Abnormal Psychology (3)
This course is an in-depth study of abnormal behavior and its causes and effects on/in the
individual and society. It will include clinical pictures, causal factors, treatments and
outcomes. Prerequisite: PSY 201. Offered Spring.
PSY (REL) 425 – Psychology and Religion (3)
This course is an examination of different perspectives of psychology and religion as
they explain and intervene in human behavior and relationships. Human development is
examined in an effort to understand the meaning of faith and the stages of faith
development from both a religious and psychological dimension. Attention is given to
developmental theories of Fowler, Piaget, Kohlberg and Erikson. Offered based on
student need.
PSY 430 – History and Systems of Psychology (3)
This course provides a study of the development of psychological thought from
philosophical beginnings with emphasis upon leading theorists and their concepts from
the 19th century to the present. It focuses on an in-depth understanding of Freudian,
behavioral and Gestalt perspectives as well as reviewing more recent psychological
systems. Prerequisites: PSY 201 and twelve hours of other psychology courses.
Offered Fall.
PSY (SOC) 441 – Research Methods for the Social Sciences (3)
This course is designed to develop an understanding of the principles of research design,
including an introduction to methods of research and the use of research literature.
Prerequisites: PSY 201 and PSY (SOC) 205. Offered Fall.
PSY (SPE) 444 – Applied Behavior Analysis (3)
This course provides an overview of behavior theory and techniques. It also addresses
practical approaches to managing inappropriate behavior in an educational setting and
behavior modification. A practicum project is required. Prerequisite: PSY 201 or PSY
211 (for teacher licensure). Offered Spring.
PSY 450 – Practicum in Psychology (3)
This course provides a service/learning experience for psychology majors to volunteer in
various community agencies and institutions. Settings may vary from both public and
private agencies that serve clients with special needs to situations that increase research
skills. A minimum of 100 hours in the practice setting is required. Students will keep a
log or journal and will write a research paper relating to the practicum experience.
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Grades are given on a pass/fail basis. Students must be juniors or seniors in the
psychology major.
PSY 461 – Psychology of Adulthood and Aging (3)
Emphasis is placed on physical, psychological and sociological changes in adulthood.
This course examines the aging process and its impact upon the individual, family and
society. Offered based on student need.
PSY 463 – Psychology of Death and Dying (3)
Emphasis is upon handling grief, organ donation, euthanasia, the hospice concept, the
funeral arrangement and personal growth from confronting death. Offered Spring of odd
years.
PSY 475 – Senior Seminar in Psychology (3)
This course is required for Psychology majors during the last term of their senior year. It
provides a broad, integrating experience in psychology, requiring both oral and written
work based on the student‘s own research. Prerequisite: PSY 441. Offered Spring.
PSY 498 – Special Topics in Psychology (3)
Special topics courses are designed to explore specific areas of psychology according to
students‘ needs and interests and the expertise of faculty. These seminar-style courses
will involve in-depth exploration of numerous topics, which could include: Psychology
of Gender, Group Dynamics, Sports Psychology, Stress Management, Social Influence
or Issues in Clinical Psychology. Offered based on student need.
Religion (REL)
REL 105 – Old Testament (3)
This course is an introduction to the Bible as a whole, with emphasis on the Old
Testament and its concept of creation, the Law, the Prophets and the poetic writings.
REL 106 – New Testament (3)
This course is a study of how the English Bible evolved with emphasis on the New
Testament and Jesus‘ teachings, Paul‘s writings and the other epistles. Offered based on
student need.
REL 205 – Family Life Rituals and Problems (3)
This course is a study of the institution of the family as the core unit of society, its
influence on human life from cradle to grave and the importance of and needs for
survival in the modern world. It gives a practical approach and exercise in solving family
problems and debating issues important to the family using religious teachings which
lean heavily on Christianity while also exploring a variety of other traditions. Offered
REL (HIS) 301 – History of the Christian Church: Pentecost to Present (3)
This course is founded on the teachings of Jesus and the theology of Paul. The course
also focuses on the events, doctrine, beliefs and practices/rituals of the Christian Church
as they have developed in the nearly 2000 years since the time of Christ, including a
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study of the Protestant Reformation and the divisions of Christianity. Offered based on
student need.
REL 311 – Biblical Survey (3)
This course is a survey of the whole Bible including its characters, events, ideas, writers,
purposes, sources, history, origins and impact on the world. It includes the Old
Testament, a study of the Jewish people and their faith, the Torah (Law) based on the
Ten Commandments, the lives and teachings of the Prophets and the poetic literature of
the Writings. The New Testament study centers on the life and teachings of Jesus and the
interpretations of St. Paul and the other epistle writers. Offered based on student need.
REL (ANTH) 315 – Religion in Traditional Societies (3)
This course examines the function and practice of religion and ritual in traditional
societies, contrasting and comparing traditional religion with aspects of modern world
religions and culture. The course includes an examination of patterns of witchcraft,
magic, voodoo, myth, ritual, shamanism and the function of religion in traditional
societies. Prerequisite: ANTH 210 or consent of instructor. Offered Spring of odd years.
REL 322 – Comparative Religion (3)
This course is a study of the development of religious beliefs and practices from precivilized humans to the present time around the world. Offered based on student need.
REL (PSY) 425 – Psychology and Religion (3)
This course is an examination of different perspectives of psychology and religion as
they explain and intervene in human behavior and relationships. Human development is
examined in an effort to understand the meaning of faith and the stages of faith
development from both a religious and psychological dimension. Attention is given to
developmental theories of Fowler, Piaget, Kohlberg and Erikson. Offered based on
student need.
REL 443 – The Bible as Literature and History (3)
This course is a study of the origin and nature of the Bible, cultural and historical
backgrounds, influence on English language and literature, history of texts and canon,
major religious figures, philosophical concepts and literary features. Offered based on
student need.
Sociology (SOC)
SOC (CRJ) 111 – Introduction to Criminal Justice (3)
This course is a comprehensive survey of all aspects of the criminal justice system
including police, corrections and the courts. Offered Fall.
SOC (PSY) 205 – Statistics for the Behavioral Sciences (3)
This course covers identification, interpretation and use of statistical data. Topics include
descriptive statistics, measures of central tendency and variability, transformed scores,
sampling, inferential statistics, normal populations, hypothesis testing, correlation,
analysis of variance and linear regression analysis. Prerequisite: MATH 110 or higher.
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SOC (ANTH) 210 – Cultural Anthropology (3)
This course is a comparative examination of the cultural organization of human behavior
in societies from around the world. The student will be introduced to key concepts,
terminology, principles and processes of cultural anthropology. Topics include culture,
ethnicity, race, language, subsistence, economics, kinship and descent, marriage and
family, political organization, social control, gender and religion. The importance of
intercultural understanding will be stressed. Offered Fall and Spring.
SOC 221 – Introduction to Sociology (3)
This course is a general survey of the nature of culture, the foundations of personality
and socialization and various social institutions such as family, schools and hospitals.
SOC 223 – Social Problems (3)
This course is a survey of those phases of social change that are most significant in the
modern world. Offered Fall.
SOC (PSY) 300 – Social Psychology (3)
This course is a survey of the research and principles regarding the individual in social
situations. Topics include social cognition, interpersonal attraction, prejudice,
aggression, helping behavior and social influences. Prerequisite: PSY 201. Offered
SOC 301 – Marriage and Family (3)
This course is an examination of the history, structure and problems of the American
family. Offered Spring.
SOC 302 – African-American Studies (3)
This course examines the African-American experience from enslavement through the
present. Social, religious, political and cultural experiences of African-Americans are
examined. Offered based on student need.
SOC 303 – Race and Ethnic Relations (3)
This course studies the diverse arrangement of the relations among racial, ethnic and
religious groups in complex heterogeneous societies. It also appraises the ideological,
social and psychological sources of prejudice, cooperation and peaceful coexistence.
SOC (CRJ) 321 – Juvenile Delinquency (3)
This course is a critical examination of the nature of the delinquency problem including
sociological causes and administration of juvenile justice. Prerequisites: SOC 221 and
SOC (CRJ) 322 – Corrections in America (3)
This course is a history, survey and analysis of contemporary correctional systems
including alternatives to traditional correctional practices such as probation, parole and
other community-based correctional methods. Prerequisite: CRJ 111. Offered Fall or
Spring.
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SOC (CRJ) 323 – Criminology (3)
This course is an analysis of the major theories of crime causation including types of
crime, offenders and techniques of measuring crime. Prerequisite: CRJ 111. Offered
Spring.
SOC (CRJ) 327 – Organized Crime (3)
This course examines the history, nature and evolution of organized crime in the United
States from its nineteenth century origins to present. The impact of prohibition, political
corruption, the Kefauver Senate hearings and other significant events will be analyzed.
In addition, the criminal justice response, including the use of wiretaps, RICO, asset
seizure and witness protection, will be reviewed. Prerequisite: CRJ 111. Offered based
on student need.
SOC 342 – The Leisure Industry (3)
This course examines the growth of organizations providing leisure activities and the
reason for their growth during the 20th century. Among the industries to be studied are
the impact of advertising in shaping attitudes, the effect of USA Today on other
newspapers and the global importance of Disney and McDonalds on society. Offered
SOC 343 – Television in America (3)
This course is an evaluation of the influence and impact of television on American
society, with special attention given to how network news presents a distorted picture of
national and world events and the impact of violence on prime-time entertainment
programs. Offered based on student need.
SOC (ENG) 344 – Cinema in Society (3)
This course is a selected evaluation of major films from around the world. It includes an
appraisal of their aesthetic and social significance. Offered based on student need.
SOC (ENG) 345– Sociology of Art & Literature (3)
This course examines the social significance of art and literature, both as they reflect
social values of the historical period and shape the same values in the period they were
popular. Offered based on student need.
SOC (ENG) 346 – Cinema Themes (3)
This course focuses on a specific theme of movies, such as war movies, foreign films,
new age cinema, literature into film and the like. The course delves into the sociological
and cinematic dynamics that shape a particular genre of filmmaking. It may be retaken
with different thematic focus. Offered based on student need.
SOC (CRJ) 390 – 393 Millennium Issues (3)
These courses address current issues of concern to Americans. Each topic is an in-depth
analysis of an issue which currently rages in society, and how we confront and solve the
problem will have considerable impact on society for the next hundred years. Each
course examines a different issue and includes an analysis of the extent of the problem,
the various sides to the argument, some possible solutions and the consequences of the
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various solutions for both the individual and society. Prerequisite: CRJ 111. Offered
Fall and Spring.
SOC (CRJ) 390 - Violence in America
SOC (CRJ) 391 - Pornography in Society
SOC (CRJ) 392 - Drugs and Alcohol Abuse
SOC (CRJ) 393 - Sick People, Sick Society: Gambling, Rape, Child Abuse &
other Social Ills
SOC (PSY) 441 – Research Methods for the Social Sciences (3)
This course is designed to develop an understanding of the principles of research design,
including an introduction to methods of research and the use of research literature.
Prerequisites: PSY 201 and PSY (SOC) 205. Offered Fall.
SOC 450 – Practicum in Sociology (3)
This course is designed to give a student practical experience in sociology. A minimum
of 100 hours with an approved agency is required to complete this course. Practica are
available in social service agencies, media organizations and research institutions, among
others. Prerequisite: Consent of Sociology practicum supervisor and School Dean.
SOC 498 – Special Topics in Sociology (3)
This course is designed to explore a specific area of sociology according to students‘
needs and interests and the expertise of the faculty. Prerequisites: SOC 221 and 12
hours of other sociology courses. Offered based on student need.
Spanish (SPAN)
SPAN 100 – Conversational Spanish (3)
This course is designed to teach students to express themselves at a basic level in
Spanish. It includes greetings, introductions and vocabulary and expressions about
family, food and daily activities. Offered based on student need.
SPAN 111 – Elementary Spanish I (3)
This course is an introduction to reading, writing and speaking Spanish, with special
emphasis on basic conversation skills, grammar and the role of Spanish language, history
and culture in a multicultural world. Offered Fall and Spring.
SPAN 112 – Elementary Spanish II (3)
This course is a continuation of SPAN 111 developing the basic grammar in Spanish.
Prerequisite: SPAN 111 or consent of instructor. Offered Fall and Spring.
SPAN 211 – Intermediate Spanish I (3)
This course is a review of grammar, composition, conversation and listening
comprehension with further emphasis on Spanish and Hispanic language, history and
culture in today‘s world. Prerequisite: SPAN 112 or consent of instructor. Offered
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SPAN 212 – Intermediate Spanish II (3)
This course is a continuation of SPAN 211 with emphasis on conversational skills, the
reading of Spanish-language texts and listening comprehension of Spanish-language
videos. Prerequisite: SPAN 211 or consent of instructor. Offered based on student need.
SPAN 311 – Advanced Spanish Conversation and Composition (3)
This course provides extensive practice in oral and written expressions in the Spanish
language. Prerequisite: SPAN 212 or consent of instructor. Offered based on student
need.
SPAN 315 – Introduction to Spanish Literature (3)
This course is a study, through reading, translation and discussion, of selected works of
Spanish literature. The course is conducted in Spanish and English. Prerequisite: SPAN
212 or consent of instructor. Offered based on student need.
SPAN 320 – Hispanic Cultural Studies (3)
This course is a study of the major periods of Hispanic civilization, with readings and
class discussions conducted in Spanish and English. Prerequisite: SPAN 212 or
consent of instructor. Offered based on student need.
SPAN 498 – Special Topics in Spanish Literature and Culture (3)
This course is an advanced study of language, culture or history of Spain and/or SpanishAmerica. This course may be repeated for credit as content of the course changes.
Prerequisite: SPAN 212 or consent of the instructor. Offered based on student need.
Special Education (SPE)
SPE 340–Language Development and Disorders (3)
Introduction to the principles of normal and deviant development and linguistic diversity
in children with applications of language development and theories of teaching children.
Emphasis on language development and the effect disabilities and cultural and linguistic
differences have on curriculum and teaching. Field Experience Required.
SPE 345 – Effective Collaboration (3)
This course is designed to aid the prospective teacher to develop skills in communicating
and collaborating effectively to serve the needs of diverse learners. Includes training in
problem solving, collaboration, co-teaching, inclusion and communications. Field
experience required.
SPE 346–Ethical & Professional Aspects of Special Education (3)
This course deals with professional and ethical aspects of being a special educator.
Includes topics such as licensure requirements, professional organizations, resources,
laws, regulations, professional issues, parental and family issues, and ethics.
SPE 347–Practical Applications of Special Education (3)
This course addresses the education of students with disabilities from the practical
perspective. The course covers community-based education, leisure activities, vocational
training, and transition services. Field experience required.
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SPE 350–Assessment of the Exceptional Student (3)
This course addresses the education of students with disabilities from the practical
perspective. The course covers community-based education, leisure activities, vocational
training, and transition services. Field experience required.
SPE 360 – Characteristics & Needs of Exceptional Students - Modified (4)
This course addresses the characteristics and needs, both educational and social, of
students with mild and moderate disabilities. Field experience required.
SPE 361 – Characteristics & Needs of Exceptional Students - Comprehensive (4)
This course addresses the characteristics and needs, both educational and social, of
students with moderate and severe disabilities. Field experience required.
SPE 440 – Techniques & Strategies for Exceptional Students - Modified (4)
This course focuses on effective instructional techniques and strategies to use in teaching
students with mild and moderate disabilities. Includes strategies for academic studies as
well as social and behavioral skills. Field experience required.
SPE 441 – Techniques & Strategies for Exceptional Students - Comprehensive (4)
This course focuses on effective instructional techniques and strategies to use in teaching
students with moderate and severe disabilities. Includes strategies for teaching practical
academics, functional life skills, social and behavioral skills for independent and
supported living environments. Field experience required. Prerequisite: ED 301.
SPE (PSY) 444 – Applied Behavior Analysis (3)
Provides an overview of behavior theory and techniques. Addresses practical approaches
to managing inappropriate behavior in an educational setting and behavior modification.
Requires practicum project. Prerequisite: PSY 211.
SPE 470 Field Experiences in Special Education (1-6)
SPE 460 – Enhanced Student Teaching in Special Education (12)
A full day classroom teaching experience with a duration of fifteen (15) weeks with
exceptional students under the supervision of an approved teacher. Seminar experiences
included. Grading will be on a pass/fail basis. Prerequisite: Admission to the Teacher
Education Program: Phase II. Must be taken in the last semester after all other course
requirements fulfilled.
Speech (SPEE)
SPEE 220 – Fundamentals of Speech (3)
Fundamental principles of oral communication and application through speeches and
constructive criticism. Required of all students who must complete the General
Education Core (GEC).
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SPEE (THR) 320 – Voice and Articulation (3)
The mechanics of voice production and articulation. Includes diction, phonetics, and
dialects all oriented toward self-improvement for the individual speaker.
SPEE (THR) 310 – Advanced Acting (3)
Focus on acting theory, advanced techniques, and character analysis. Extensive scene
work for development of skills and character. Prerequisite: THR 200.
SPEE 430 – Group Problem Solving Through Discussion (3)
Orients the student to methods of problem solving with emphasis on the discussion,
prerequisites of reaching agreement, and systematic approach to solving problems in
small groups.
Theatre (THR)
THR 100 – Introduction to Theatre (3)
A broad examination of the art of drama, the major historical periods, and various
professional and technical aspects of theatre.
THR 110, 120, 130, 140 – Theatre Workshop (1)
Students who are involved in a production will receive one (1) semester hour of credit.
Criteria for credit is established by the director of the theatre production. (Students may
enroll in only (1) theatre workshop per semester.)
THR 200 – Beginning Acting (3)
A fundamental course in basic techniques of the art of acting. Emphasizes physical and
vocal skills in character development. Includes preparation and class performance of
dramatic scenes.
THR 210 – Essentials of Theatre Production (3)
A concise examination of various technical aspects of contemporary theatre including
costuming, make-up, lighting, and scene construction/design.
THR 310 – Advanced Acting (3)
Focus on acting theory, advanced techniques, and character analysis. Extensive scene
work for development of skills and character. Prerequisite: THR 200.
THR (SPEE) 320 – Voice and Articulation (3)
THR 360 – Period Styles in Acting (3)
An exploration of styles and techniques from various historical periods. Related
advanced scene work. Prerequisite: THR 200.
THR (ENG) 423 – Shakespeare (3)
A study of selected histories, tragedies, and comedies. Emphasis on theme, character,
and imagery.
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THR (ENG) 440 – Studies in Drama (3)
An introduction to drama as a literary form. Emphasis on analysis, criticism, and history.
THR 450 – Directing for the Theatre (3)
The principles and practices for preparing and staging the complete live theatre
production. Students are required to prepare and direct a one-act play to fulfill course
requirements. Prerequisite: Permission of instructor.
THR 460 – History of the Theatre I (3)
A comprehensive examination of the history of theatre from its origin through the 18th
century. Includes Greek, Roman, Middle Ages, and European theatre. Specifically
designed for the theatre student preparing for a professional career or graduate studies.
THR 470 – History of the Theatre II (3)
A comprehensive examination of the history of theatre from the early 19th century to the
modern era. Includes Europe, the United States, Asia, and Africa. Specifically designed
for the theatre student preparing for a professional career or graduate studies.
THR 480 – Special Study in Theatre (3)
Advanced work in research or skill development. Available only to upper level students
in theatre with faculty approval and supervision.
THR 490 – Practicum/Internship (1-4)
Students will work with an approved theatrical organization in their chosen field of
specialization, (i.e., Community Theatre, Repertory Theatre, or other approved
organization) under the supervision of a Fine Arts faculty member in cooperation with a
representative from the organization.
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Intercollegiate Athletics
Ron Pavan, MS, Athletic Director
R. Mitch Walters, MS, Assistant Athletic Director
Jeremy Lewis, MS, Head Coach, Women‘s Basketball
Scott Wilkerson, BS, Head Coach, Men‘s Golf
G. Dwayne Deering, MS, Head Coach, Women‘s Volleyball
Heather Stanfill, MAE Head Coach, Women‘s Softball
Ronald G. Hunt, MS, Head Coach, Baseball
Jeff Loucks, MAE, Head Coach Soccer
Jared P. Swint, BS Head Coach, Wrestling
Lonnie A. Thompson, MS, Head Coach, Men‘s Basketball
Daniel W. Rogers, MS, Head Athletic Trainer and ATEP Director
Danna Johnson, MS, Clinical Coordinator (ATEP)
James Meadows, MS, Assistant Athletic Trainer
Katie Arnold, MS, Assistant Athletic Trainer/Instructor (ATEP)
Jo Jo Freeman, BA, Sports Information Director
Dewayne Alexander, MS, Head Football Coach
Ryan Anderson, Assistant Football Coach
Kevin Hite, BA, Assistant Baseball Coach
Ryan Hunt, BA, Assistant Baseball Coach
Ruth Currie, AS, Head Cheerleading Coach
Tim Hall, MBA, Head Cycling Coach
Donnie Suber, MS, Assistant Football Coach
Buddy Brown, MS, Assistant Football Coach
Gavin McKinney, M.Ed., Assistant Women‘s Soccer Coach
Joey Simcoe, BA, Assistant Wrestling Coach
Jake Roberts, MAE, Assistant Football Coach
Kyle Herring, BA, Assistant Women‘s Basketball Coach
Brian Collins, ME, Assistant Men‘s Basketball Coach
Overview
Throughout its history, Cumberland University has been in the business of making young
people successful using intercollegiate athletics as a part of the overall University
experience to provide resources and opportunities for success. Athletics has as its core
values the mission to provide the necessary tools for the success of every student-athlete.
All aspects of the Athletic Department are designed to provide the student-athlete every
opportunity to ensure their academic success, social development, physical and emotional
well-being, and to create an environment to maximize their potential to complete their
course-of-study and graduate, while also maximizing their athletic potential.
National Association of Intercollegiate Athletics (NAIA)
Cumberland is a member of the National Association of Intercollegiate Athletics
(N.A.I.A.). Originally founded in 1940 as the National Association of Intercollegiate
Basketball (NAIB), the organization serves as the governing body of the longest
continuous national collegiate tournament in any sport. This organization that now
includes over 360 colleges and universities and conducts two dozen national
championship events. In 2000, the NAIA reaffirmed its purpose to enhance the characterbuilding aspects of sport. Through the ―Champion of Character‖ initiative the NAIA
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seeks to create an environment in which every student-athlete, coach, official, and
spectator is committed to the true spirit of competition through five tenets; respect,
integrity, responsibility, servant leadership, and sportsmanship.
Mid-South Conference/ TranSouth Athletic Conference
Cumberland holds memberships in two athletic conferences. The Football team competes
in the Mid-South Conference (MSC) and the remaining sports compete in the TranSouth
Athletic Conference (TSAC). The Mid-South Conference consists of: Belhaven College
(Mississippi), Campbellsville University (Kentucky), University of the Cumberlands
(Kentucky), Georgetown College (Kentucky), Kentucky Christian University(Kentucky),
Lindsey Wilson College (Kentucky), Lambuth University (Tennessee); Pikeville College
(Kentucky), Union College (Kentucky), West Virginia Tech (West Virginia), Faulkner
University (Alabama), Bethel College (Tennessee), University of Virginia at Wise
(Virginia), Shorter College (Georgia) and St. Catharine College (Kentucky)
The TranSouth Conference is made up of Blue Mountain College (Mississippi), FreedHardeman University (Tennessee), Lambuth University (Tennessee) Lyon College
(Arkansas), Martin Methodist College (Tennessee), Mid-Continent University
(Kentucky) Trevecca Nazarene University (Tennessee), and Union University
(Tennessee).
Academic Expectations
Cumberland University expects and requires student-athletes to maintain minimum
academic requirements in order to be eligible to participate in athletic competition.
Following the eligibility requirements set by the NAIA, student-athletes must be enrolled
in a minimum of 12 institutionally-approved or required credit hours, maintain a 2.00
grade point average or better, and are making normal progress toward a recognized
baccalaureate degree, while remaining in good standing with the institution.
Student-Athlete/Team Expectations
A goal of the Cumberland University Athletic Department is to provide the studentathlete with the experiences and guidance necessary to develop completely as a
productive individual in society. This is a major component of the overall vision of the
Department which is to provide a quality, well-rounded educational experience for the
student-athletes involved in the athletic programs through: a) the development of
discipline and an appropriate work ethic, b) the establishment of cooperative effort and
teamwork, c) the development of time management skills, and d) an understanding of fair
play and sportsmanship. To achieve these expectations the student-athlete‘s conduct is
expected to exemplify the highest standards of behavior, since they represent not only
themselves, but also their family, team, athletic program, University, and local
community. These expectations apply to conduct in all situations, on and off the field of
play, in the classroom, and in the community.
It is the expectation of the Department of Athletics that all student-athletes will at all
times:
1. Exhibit behavior consistent with the highest possible standards of conduct.
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2. Attend all classes, laboratories, and team meetings as well as other special events
deemed appropriate for attendance by the Athletic Director of other officials of
the University.
3. Uphold and promote the highest possible standards of academic integrity and
ethical behavior.
4. Positively represent themselves, their family, their team, the Athletic Department,
the University, and the local community.
Athletic-Related Financial Assistance
The financial assistance policies of the Athletic Department are in accordance with
acceptable practices and policies of the institution and applicable oversight by such
organizations as the Southern Association of Colleges and Schools/Commission on
Colleges, the National Association of Intercollegiate Athletics, the Mid-South
Conference, and the TranSouth Conference.
Athletic Accomplishments
Baseball
2 NAIA World Series titles
2 NAIA World Series runner-up finishes
56 NAIA All-Americans
17 conference championships
11 NAIA World Series titles
4 district championships
12 regional titles
3 super regional championships
2010 National Player of the Year – Matt Greener
Two-time NAIA National Coach of the Year – Woody Hunt
Men‘s Basketball
3 NAIA National Tournament appearances
2 NAIA National Scholar-Athletes
Women‘s Basketball
1 NAIA National runner-up finish
Cycling
2 USA Cycling national champions
Football
2 NAIA Playoff appearances
2 Conference championships
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Men‘s Golf
1 NAIA National Tournament appearance
3 Conference Tournament individual champions
2 Coach of the Year honors
Men‘s Soccer
1 NAIA All-American
Women‘s Soccer
Softball
3 Regional appearances
Men‘s Tennis
Women‘s Tennis
Volleyball
Wrestling
61 National Tournament qualifiers
1 individual national champion
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Academic School Deans
Labry School of Business and Technology
Dean, Paul C. Stumb, PhD
School of Education & Public Service
Dean, Kenneth Charles Collier, EdD
Associate Dean, Eric W. Cummings, PhD
Dean, Laurie P. Dishman, PhD
Associate Dean, Lisa Marie Cobb, DA
School of Music and the Arts
Dean, Ted Charles Rose, MFA
Jeanette C. Rudy School of Nursing
Dean, Carole Ann Bach, PhD
Associate Dean, Betty J. Kohal, DNP
Faculty with Additional Administrative Responsibilities
Lisa Marie Cobb, DA, Associate Vice President for Academic Affairs
Brian Kilian, DMA, Director, Cumberland University Choirs
Larry Thomas Menefee, PhD, Director, University Theatre
Marjorie Monde, BS, Director of Graphics and Director of The Adams Gallery
Kimberly G. Atwood, MS, Science Lab Coordinator
Full-time Faculty, Librarians, and Teaching Administrators
Annette G. Allison, Assistant Professor, Education. BA, Lipscomb University; MEd,
Middle Tennessee State University; EdD, Vanderbilt University (Peabody College).
Katie L. Arnold, Instructor, Athletic Training. B.S and MAE, Cumberland University.
Kimberly G. Atwood, Instructor, Biology, Science Lab Coordinator. BS, Cumberland
University; MS, Middle Tennessee State University.
Carole Ann Bach, Professor and Dean, Jeanette C. Rudy School of Nursing. BSN,
Indiana University; MSN, Washington University; PhD, The University of Texas at
Austin.
C. Rick Bell, Instructor, History. Faculty Athletic Representative. BS, Middle Tennessee
State University; MAE, Cumberland University; MA, Middle Tennessee State
University.
David A. Bodkin, Associate Professor, Management/Marketing. BS and MBA, Indiana
University.
Danny L. Bryan, Assistant Professor, Biology. BBS, University of Tennessee; MS,
Middle Tennessee State University.
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Rachel B. Carlton, Assistant Professor, Nursing. BS, University of Michigan, BSN,
Emory University, MSN, Vanderbilt University, DNP, Arizona State University
W. Russell Cheatham, Professor, Criminal Justice. BS in Ed., Auburn University; BS,
University of North Alabama; MCJ, Middle Tennessee State University; PhD, Tennessee
State University.
Mark R. Cheathem, Associate Professor, History. BA, Cumberland University; MA,
Middle Tennessee State University; PhD, Mississippi State University.
Lisa M. Cobb, Associate Vice President for Academic Affairs; Associate Dean, School
of Liberal Arts and Sciences; Professor, Biology. BS, University of Texas at Tyler; MS
and DA, Idaho State University.
Stephen C. Coleman, Concert Band Director, Associate Professor, Music. B.S.,
Tennessee Technological University; M.S., University of Tennessee.
K. Charles Collier, Dean and Assistant Professor, School of Education & Public
Service; Director, MAE Program. BS, University of Tennessee; MA and Ed. S.,
Tennessee Technological University; EdD, Vanderbilt University (Peabody College).
Eric W. Cummings, Associate Dean and Assistant Professor, Education. BA, George
Washington University; MEd, Harvard University; PhD, Pennsylvania State University.
Patricia Davis-Scott, Instructor, Nursing. BSN, Langston University: MSN, University
of Oklahoma, Oklahoma Health Center.
G. Dwayne Deering, Instructor, Physical Education. BA, Cumberland University; MS,
Laurie P. Dishman, Dean and Associate Professor Mathematics, School of Liberal Arts
and Sciences. BA, Carson-Newman College; MA and PhD, Vanderbilt University.
Terry J. Durham, Assistant Professor, Computer Information Systems. BS, Austin Peay
State University; MS, Middle Tennessee State University.
Harvill C. Eaton, University President, Professor, Applied Science-Mathematics. BS
and MS, Tennessee Technological University; PhD, Vanderbilt University.
Chris Fuller, Assistant Professor, Mathematics. BS, MAM and PhD, Auburn University.
Kevin Gammon, Assistant Professor, Mathematics. BS, Berry College; MS and PhD,
Auburn University.
Melissa C. Gill, Assistant Professor, Art. BFA, Auburn University; MFA, University of
Tennessee.
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Jason Grindstaff, BA, Dakota Wesleyan University; MS, University of Tennessee; PhD,
University of Tennessee
Judy C. Gunter, Instructor, Nursing. BS, University of Tennessee; MSN, Vanderbilt
University.
Mary Lewis P. Haley, Professor, Accounting and Economics. BS, University of
Tennessee; MBA and DA, Middle Tennessee State University.
Stuart E. Harris, Associate Professor, English. BS and BA, Belmont University; MAT,
University of North Carolina; DA, Middle Tennessee State University.
Josh Hayden, BA, University of Richmond; EdD and ME, Vanderbilt University
Fred E. Heifner, Jr., Professor, Anthropology, Philosophy and Religion. BA, Louisiana
College; MDiv. and ThD, New Orleans Baptist Theological Seminary.
Eloise R. Hitchcock, Associate Professor and Director of the Library. BS, Tennessee
Technological University; MSLS, University of Tennessee.
James Holbrook, BA, Morehead State University; MS, Eastern Kentucky University;
DA, Middle Tennessee State University
J. Terry Holcomb. BA, Vanderbilt University; MA, University of Memphis.
Gail E. Humes, Instructor, Nursing. BSN Cumberland University, MSN, University of
Alabama at Huntsville
Ronald G. Hunt, Assistant Professor, Physical Education. BS, Belmont University; MS,
Natalie Inman, Assistant Professor, History. BA, University of Tennessee; MA and
PhD, Vanderbilt University.
Sandi Jackson, Instructor, Nursing. BSN, Belmont University, MSN, FNP, Tennessee
State University.
Danna S. Johnson, Instructor, Athletic Training. BS, Cumberland University; MS,
Indiana University
Brian Q. Kilian, Professor, Music. BS, Trevecca Nazarene University; B.Mu.,
University of South Africa; M.Mu. and DMA, Combs College of Music.
Betty J. Kohal, Associate Dean and Assistant Professor, Nursing. BA, Western Illinois
University; MSN, Vanderbilt University; DNP, Case Western Reserve University.
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Michael J. Kosser, Instructor of Songwriting and Commercial Music, Artist in
Residence and Director of Songwriting and Commercial Music Program. BA, Alfred
University.
Christine Kowal, Lecturer, Nursing. BSN, Madonna University
Eric A. Landis, Assistant Professor, Management. BA and MA, University of Alabama;
PhD, University of Phoenix.
John P. Markert, Jr., Associate Professor, Sociology. BA, MA and MA, University of
South Florida; MA and PhD, Vanderbilt University.
Jean Markie, Instructor, Nursing. BSN, Belmont University, MSN, Vanderbilt
University.
Glenn M. Martin, Instructor, Music. BS, Tennessee Technological University; MMu,
University of Louisiana at Monroe.
Scott Massey, BA, Western Kentucky; PhD and MA, Vanderbilt University
C. William McKee, Professor, Education and Public Service Management. BS,
University of Tennessee; MEd, Auburn University; EdD University of Tennessee.
Max Melnikov, Assistant Professor, Economics. BS, Moscow State University; MA and
DA, Middle Tennessee State University.
Larry T. Menefee, Professor, Speech andTheatre. BA, Lipscomb University; MA,
Southern Illinois University; PhD, University of Denver.
Marjorie A. Monde, Instructor, Digital Media. BS, Excelsior College, University of the
State of New York.
Robert H. Nichols, Jr., Assistant Professor, Physics and Engineering Science. BS,
Davidson College; MA and PhD, Washington State University in St. Louis
Linda C. Norton, Instructor, Nursing. BSN, Cumberland University; MSN, Western
Kentucky University.
Michele Paynter Paise, Assistant Professor, Music, BASC and BA, Shepherd
University, MM, Johns Hopkins University
Wilbur L. Peterson, Vice President for Academic Affairs and Professor, Biology. BA,
California State University-Humboldt; PhD, University of Alberta.
Sarah Sewell Pierce, Assistant Professor, Chemistry and Engineering Science. BS,
University of Tennessee at Chattanooga; PhD, Vanderbilt University.
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C. Monty Pope, Assistant Professor, Geography and History. BS and MA, University of
Tennessee.
Michael C. Rex, Associate Professor, English. BA, Sam Houston State University; MA,
Texas A & M University; PhD, Wayne State University.
Daniel W. Rogers, Assistant Professor, Athletic Training. BS and MS, Indiana
University
Ted C. Rose, Dean and Professor, School of Music and the Arts. BA, Lipscomb
University; MEd, Edinboro State University; MFA, University of Tennessee.
Mildred Saffell-Smith, Assistant Professor, Education. BS and MEd, Tennessee State
University; PhD, Vanderbilt University (Peabody College).
Catherine M. Smith, Assistant Professor, Psychology. BS, Tulane University; MA and
PhD, University of Illinois, Urbana-Champaign.
Nathaniel S. Smith, Instructor, English. BA, United States Military Academy, West
Point, NY; MA, Belmont University.
Bobbie H. Staley, Program Head, Child Growth & Learning, Assistant Professor, BS,
Middle Tennessee State University; MS, University of Tennesssee; EdD, University of
Memphis.
Sherri L. Stevens, Associate Professor, Nursing. BSN, Middle Tennessee State
University; MSN, University of Alabama, Huntsville; PhD, University of Tennessee.
Paul C. Stumb, Dean and Professor, Labry School of Business and Technology. BS,
Auburn University; MS and PhD, University of Tennessee.
Beverly A. Swisshelm, Assistant Professor, Computer Information Systems. BS,
Chatham College; MS, University of Kentucky; PhD, Nova Southeastern University.
Lonnie A. Thompson, Instructor, Physical Education. BS and MS, Middle Tennessee
State University.
Diane E. Thorup, Instructor, Nursing. BSN, Middle Tennessee State University; MSN,
Vanderbilt University.
Barbara R. Tincher, Instructor, Nursing. BSN, University of Kentucky; MSN, Wright
State University, Miami Valley School of Nursing.
Deborah Van Damme-Zardeneta, Instructor, Spanish. BA, MA, and MA University of
Texas at Arlington.
B. Claire Walker, Assistant Librarian. BA, Harding University; MLIS, University of
North Carolina at Greensboro.
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George L. Walker, Assistant Professor, Physical Education. BS, MA, and EdS,
Tennessee Technological University; DA, Middle Tennessee State University.
R. Mitchell Walters, Instructor, Physical Education. BS, Mansfield University; MS,
Debra F. Whitaker, Instructor, BA, MAE, MS, Cumberland University.
Gertrude I. F. Wright, Instructor, Nursing. BS, University of Michigan, BSN Emory
University, MSN, Vanderbilt University
Emeriti Faculty
H. Bert Coble, Professor Emeritus, Music. BCME and BRE, Southwestern Baptist
Theological Seminary; BA, Belmont University; MMu, University of Colorado; EdD,
Clayton University.
James G. Currey, Jr. Professor Emeritus, Education/Mathematics. BA, MA, PhD,
Vanderbilt University.
Don C. England, Professor Emeritus, Education/Mathematics. BA, Harding University;
MA, Vanderbilt University (Peabody College); EdD, University of Memphis.
Jack H. Howard, Academic Dean Emeritus and Professor Emeritus, Mathematics. BS,
Maryville College; MA, Vanderbilt University (Peabody College); LL.D (honoris causa),
Phyllis Purnell Phillips, Professor Emeritus, Speech. BS, MEd, and EdD, Auburn
University
Ray C. Phillips, President Emeritus and Professor Emeritus. Education. Degrees
earned: BS, Middle Tennessee State University; MA, Vanderbilt University (Peabody
College); EdD, Auburn University.
L. Frances Powell, Professor Emeritus, Music. BM, University of North Texas; MM,
Michigan State University.
Dorothy Davis Jenkins, Professor Emeritus, Developmental Studies and Special
Education. BA, Samford University; MA, Vanderbilt University (Peabody College);
EdS, Appalachian State University.
Fay G. McRady previously was awarded Emeriti status by the Board of Trust of
Cumberland University. She has, for the 2004-2009 academic years, returned to the
faculty of the University in a full-time capacity.
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OFFICE OF THE PRESIDENT
Harvill Carlton Eaton, PhD, President
Stephanie Peden Walker, BBA, Associate Vice President for Strategic Affairs
Leslie L. Steele, BA, Executive Coordinator to the President
Vickie Rickard, BBA, Human Resources
Sueann Smith, BBA, Human Resources Assistant & Payroll Analyst
OFFICE OF ACADEMIC AFFAIRS
Wilbur L. Peterson, PhD, Vice President for Academic Affairs
Lanah Hobbs Browning, Administrative Assistant
Lisa Marie Cobb, DA, Associate Vice President for Academic Affairs
Regena Brown Poss, Associate Registrar
Tamara Pavan, BS, Associate Registrar
OFFICE OF FINANCIAL AFFAIRS
Judy Gaskin Jordan, BS, Vice President, Financial Affairs
Monica Fowler, Analyst, Accounts Payable
Dianne Halliburton, Analyst, Accounting
Jeanette Beasley, Analyst, Accounts Receivable
Barbara Fuller, BS, Accounts Receivable Associate
Brandy Wheaton, BS, Analyst, Accounting
OFFICE OF ADVANCEMENT
Jonathon Lee Hawkins, MEd, Executive Director, Development and Alumni Relations
Cheryl Bockstruck, BS, Development Officer, Corporate & Foundation Relations
Camille Burdine, BS, Development Officer, Major Gifts
Rebekah L. George, BBA, Annual Giving Coordinator
Meredith E. Thomas, BS, Alumni Relations Coordinator
Virginia H. Bennett, BA, Advancement Coordinator, Women‘s Council Director
OFFICE OF STUDENT AFFAIRS
Charles Edward Pawlawski, MEd, Executive Vice President
Lisa Macke, MS, Dean of Students
TBA, Director of Student Retention
Libby Ann O‘Guin, MS, Director of Student Services
Eddie Lovin, MA, Director of Residence Life
Larry F. Vaughan, BBA, Director of Institutional Research
Sheridan W. S. Henson, MS, Coordinator of the Academic Enrichment Center
Ronie McPeak, BA, Director of Career Services and Internships
OFFICE OF ENROLLMENT SERVICES
Beatrice M. LaChance, AA, AS, Director of Enrollment Services
Grant Neal, Admissions Representative
Elizabeth Bonner, BS, Admissions Representative
Kimberly Stephens, MA, Assistant Director of Admissions
Patricia H. Pope, BA, Office Manager/International Student Advisor/DSO Admissions
Shelby Mason, BS, Admissions Representative
Holly Meyer, Analyst II, Admissions
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Stacy Kelly, BA, Assistant Director, Student Financial Services
Tisha Christie, BS, Analyst II, Student Financial Services
Kimberly Gann, Analyst II, Student Financial Services
Megan Wheeler, Analyst I, Student Financial Services
OFFICE OF INSTITUTIONAL TECHNOLOGY
Tony Dedman, Chief Information Officer
Brett Milner, Network Engineer and IT Analyst
Scott Andrew Clancy, Engineer, Campus Technology
Tsehay Demeke, BS, Database Administrator
SCHOOL OF LIBERAL ARTS AND SCIENCES
Laurie P. Dishman, PhD, Dean
Lisa M. Cobb, DA, Associate Dean
Connie M. Sink, Administrative Assistant
EDWARD A. LABRY SCHOOL OF BUSINESS AND TECHNOLOGY
Judy Beavers, BS, Administrative Assistant
SCHOOL OF EDUCATION & PUBLIC SERVICE
Eric W. Cummings, PhD, Associate Dean
Debra F. Whitaker, MS, Coordinator, Master of Arts in Education Distance Programs
Karen Baines Hobson, BBA, Teacher Licensure Officer
Courtney Martin, Administrative Assistant
JEANETTE C. RUDY SCHOOL OF NURSING
Carole Ann Bach, PhD, Dean
Betty J. Kohal, DNP, Associate Dean
Tracy McLeroy, Administrative Assistant
SCHOOL OF MUSIC AND ARTS
C. Ted Rose, MFA, Dean
Amanda McReynolds, BA, Administrative Assistant, Director of Cumberland Arts
Academy, Secretary for CUFAC
Carolyn Blake, BS, Piano Accompanist
Christopher Byrd, BA, Technical Director of Theatre
Marjorie Ann Monde, BS, Director of Graphic Design, Director of Adams Gallery
Brian Kilian, DMA, Director of Choirs
Larry Menefee, PhD, Director of Theatre
ATHLETIC ADMINISTRATION, TRAINING, AND COACHING
Ron Pavan, MS, Athletic Director
R. Mitch Walters, MS, Assistant Athletic Director
Jeremy Lewis, MS, Head Coach, Women‘s Basketball
Scott Wilkerson, BS, Head Coach, Men‘s Golf
G. Dwayne Deering, MS, Head Coach, Women‘s Volleyball
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Heather Stanfill, MAE Head Coach, Women‘s Softball
Ronald G. Hunt, MS, Head Coach, Baseball
Jeff Loucks, MAE, Head Coach Soccer
Jared P. Swint, BS Head Coach, Wrestling
Lonnie A. Thompson, MS, Head Coach, Men‘s Basketball
Daniel W. Rogers, MS, Head Athletic Trainer and ATEP Director
Danna Johnson, MS, Clinical Coordinator (ATEP)
James Meadows, MS, Assistant Athletic Trainer
Katie Arnold, MS, Assistant Athletic Trainer/Instructor (ATEP)
Jo Jo Freeman, BA, Sports Information Director
Dewayne Alexander, MS, Head Football Coach
Ryan Anderson, BS, Assistant Football Coach
Kevin Hite, BA, Assistant Baseball Coach
Ryan Hunt, MAE, Assistant Baseball Coach
Ruth Currie, AS, Head Cheerleading Coach
Tim Hall, MBA, Head Cycling Coach
Donnie Suber, MS, Assistant Football Coach
Buddy Brown, MS, Assistant Football Coach
Gavin McKinney, M.Ed., Assistant Women‘s Soccer Coach
Joey Simcoe, BA, Assistant Wrestling Coach
Jake Roberts, MAE, Assistant Football Coach
Kyle Herring, BA, Assistant Women‘s Basketball Coach
Brian Collins, ME, Assistant Men‘s Basketball Coach
FACILITIES MANAGEMENT
Joe Gray, Vice President for Administration
Eddie Lovin, MA, Residence and Student Life
Stephani DeRouen, Manager, Bookstore Services
Pete Cannon, Director of Safety and Security
Faculty Senate
The Faculty Senate is the forum for both the discussion and the recommendation of ideas
that the faculty wish to be considered by the administration of the University. This body
works to facilitate communications within the institution, among the academic and nonacademic schools, as well as among the faculty, staff, students, and administration.
Membership is composed of one senator from each academic division and four at-large
senators. All positions are elected by faculty peers.
Alumni Associations – Cumberland University Alumni
The purpose of the Alumni Association of Cumberland University is to promote the
interests of the graduates and to maintain mutually beneficial relations between the
University and its alumni.
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Board Of Trust
Cumberland University is operated by a self-perpetuating Board of Trust. Trustees
represent broad and varied interests, abilities, and experiences. The Board of Trust is
charged with making policy decisions and ensuring the future advancement of
Cumberland University. The Trustees are divided into annual classes and life members.
The presiding officer of the Board is the Chairperson.
Executive Committee
Edward L. Thackston, Chairman
Joseph Adams – Secretary-Treasurer
W.P. Bone, III – Vice-Chairman
Jacqueline W. Cowden
Sandra W. Duncan
Robert L. McDonald
Lewis Rankin
N.B. Forrest Shoaf
Robert N. Vero
Class of 2010
J. Randall Clemons, Lebanon, Tennessee
Chairman of the Board, Wilson Bank and Trust
Vincent Cherry, Lebanon, Tennessee
University Medical Center
Jackie Cowden, Lebanon, Tennessee
CEO, Custom Packaging
Trent McCracken, Cincinnati, OH
President, Spectrum Inc.
Forrest Shoaf, Lebanon, Tennessee
Sr. V.P, and Chief Legal Officer, Cracker Barrel
Bill Vallett, Lebanon, Tennessee
President, Lochinvar
Robert N. Vero, Nashville, Tennessee
CEO, Centerstone
Class of 2011
W. Joseph Adams, Lebanon, Tennessee
Main Street Property Mmgmt.
Martha M. Bradshaw, Lebanon, Tennessee
Retired
Sandra W. Duncan, Nashville, Tennessee
V.P., Tenco Services, Inc.
J. Samuel Hatcher, Lebanon, Tennessee
General Manager and Chief Executive Officer, Wilson Post
Edward A. Labry, III, Memphis, Tennessee
President, First Data U.S.A.
Robert L. McDonald, Old Hickory, Tennessee
President, CedarStone Bank
Mark G. Riggins, Cumming, Georgia
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Dental Financial Services
Jeanette C. Rudy, Nashville, Tennessee
Businesswoman and Civic Leader
Edward L. Thackston, Nashville, Tennessee
Retired Professor, Department of Civil and Environmental Engineering, Vanderbilt
University
Sandra G. Welborn, Nashville, Tennessee
Sr. Vice President, Wells Fargo Advisors
David Paul, Swarthmore, Pennsylvania
President, Fiscal Strategies Group
Lewis Rankin, Nashville, Tennessee
CEO, J.E. Crain & Sons, Inc.
John Van Mol, Nashville, Tennessee
CEO, DVL Public Relations & Advertising
Class of 2012
Winstead P. Bone, III, Lebanon, Tennessee
Partner, Wilson County Motor Company
Fran G. Moscardelli, Lebanon, Tennessee
President, PFP, LLC
Life Trustees
Robert C. Bone, Lebanon, Tennessee
Physician
James Carroll, Lebanon, Tennessee
Retired, Chairman and Chief Executive Officer Wynn‘s International, Incorporated
William D. Heydel, Lebanon, Tennessee
Retired, Tennessee State Manager, American Family Life Assurance Company
Jim K. Lancaster, Lebanon, Tennessee
Retired, Agency Manager, Farm Bureau Insurance
Anne B. Roberts, Lebanon, Tennessee
Businesswoman, Real Estate
Robert H. Traeger, Nashville, Tennessee
Retired, Vice President, and General Manager,
Toshiba America, Incorporated
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Trustee Emeritus
Rodney V. Ahles, Lebanon, Tennessee
Retired Judge
Alfred A. Adams, III, Lebanon, Tennessee
Businessman, Insurance
Bernie S. Bass, Lebanon, Tennessee
Retired Colonel, United States Air Force
Joe F. Bryant, Lebanon, Tennessee
Physician
William D. Castleman, Goodlettsville, Tennessee
Attorney
Robert N. Clement, Nashville, Tennessee
President Emeritus, Cumberland University
Lynn Lester, Lebanon, Tennessee
Businesswoman and Civic Leader
Albert A. Gore, Jr, Nashville, Tennessee
Former, Vice President, United States of America
Kenneth J. Hawkins, Lebanon, Tennessee
Horizon Concrete, Inc.
Ray C. Phillips, Pensacola, Florida
President Emeritus, Cumberland University
Robert H. Traeger, Nashville, Tennessee
Retired, Vice President, and General Manager,
Harry Vise, Nashville, Tennessee
Retired
Baptist Campus Minister
The Tennessee Baptist Convention Department of Student Work employs a campus
minister who serves as the Director of the Baptist Student Union. The activities of the
BSU are open to any student, and participation is not based on denominational affiliation.
The Baptist Student Director assigned to Cumberland University is:
Kenneth Mason Tramel, BA, Cumberland University, and MA, Southern Baptist
Theological Seminary
Honorary Degrees Awarded by Cumberland University 2000-2009
Doctor of Arts in Business Administration (Honoris Causa)
J. D. Floyd, Anne Wynne Floyd, Billy A. Baxter, Jane Floyd Baxter (2000)
Lebanon, Tennessee
Owners, Floyd and Baxter Amusement Co.
Doctor of Humanities (Honoris Causa)
Gary A. Delong (2001)
Bar Harbor, Maine
Minister
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Kenneth Hawkins (2004)
Lebanon, Tennessee
Trustee Emeritus, Cumberland University
Doctor of Laws (Honoris Causa)
Harold E. Ford (2004)
Memphis, Tennessee and Washington, D.C.
Former United States Representative
Egbert Marsh Haywood (2001)
Nashville, Tennessee
Former City Judge (Belle Meade, Tennessee) and Attorney
Life Trustee, Cumberland University
Doctor of Literary Letters (Honoris Causa)
Edward A. Labry, III (2003)
Atlanta, Georgia
President, First Data
Trustee, Cumberland University
Doctor of Humane Letters (Honoris Causa)
Harry G. Vickers (2007)
Birmingham, Alabama
Partner, Birmingham Hide and Tallow
Dan Evins (2007)
Lebanon, Tennessee
Chairman Emeritus and Co-founder, Cracker Barrel Old Country Store, Inc.
Claude “Curly” Putman (2009)
Nationally Known Song Writer and Musician
Honorary Degree
Doctor of Fine Arts (Honoris Causa)
June Love Heydel (2010)
Lebanon, Tennessee
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2000 William David Heydel, BS, D. Lit. Ltrs. (honoris causa)
John Mitchel Bone, BA
Amanda Dawn Dalton, BA, BSN
2001 Blanche Paty Catron, BA, MA D. Hum. (honoris causa)
Chad Marcus Jackson, BA
Deneil Marie Quinn, BA
2002 Robert Carver Bone, BA, MD D. Lit. Ltrs. (honoris causa)
Jason Allen Brewer, BA
Clarissa Barbee Parrish, BBA
2003 Rodney Victor Ahles, BA, LL.B., J.D.
Courtney Deshea Andrews, BBA
Donald Chadwick Lamb, BS
2004 Mark W. Crawford, MBA
Mary Kathleen Clariday, BS
Kibwe Omari Smith, BBA
2005 Larry W. Lock, PhD
Amy Jeanine Biddle, BS (posthumously)
2006 A.C. Wharton, JD
Tai Leanne Gregory, BS
2007 JD and Ann Floyd
Sir David Pettus, BS
2008 Charlie and Hazel Daniels
2009 The Reverend Kenneth Trammel, MA
Shauna Lynn Holman, BS
2010 Georgia and Sid Durham
Keeley Locke
Anthony Allen
The President’s Award for Teaching Excellence
The President‘s Award for Teaching Excellence was established by Dr. Clair Eugene
Martin, Twenty-third President of Cumberland University, to recognize faculty for
outstanding classroom teaching and for contributions to student learning. Faculty are
nominated by the graduating students and selected by the President of the University. A
University medallion and monetary stipend accompany the award recognition. The award
is presented at the University commencement ceremony. The recipient has the honor of
carrying the University mace at the next graduation exercise.
Academic Year 2000-2001 (¹)
Leanne Crabtree Busby, BSN, MSN, and DSN, Professor of Nursing
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Alice Parham Nunnery, BSN, BA, MA, PhD
Assistant Professor of English
Ali Abderrezak, BA, MA, and PhD
Associate Professor of Economics
Richard Jay Ripani, BMEd., and MMu
Assistant Professor of Music
Academic Year 2004-2005(¹)
Franklin D. Ruckman, EdD
Assistant Professor of Education
Academic Year 2005-2006
Lisa M. Cobb, DA
Associate Professor of Biology
Sherri L. Stevens, BSN, MSN
Assistant Professor of Nursing
Barbara J. Walton, DA
Associate Professor of Chemistry
Eric W. Cummings, PhD
Assistant Professor of Education
Michael Rex
Assistant Professor of English in the School of Liberal Arts and Sciences
(¹) Not currently a member of the faculty of CU.
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2010-2011 Graduate Studies
(Revised August 1, 2010)
Mission of the Graduate Studies Program
The mission of the Graduate Studies Program at Cumberland University is to provide
programs that augment academic preparation for those individuals who have or may
assume positions of leadership in their chosen professions. The graduate programs
promote academic integrity and encourage scholarly pursuits that are designed to enhance
professional performance. These programs have been developed to improve business and
community leadership, professionalism, and public service in the region.
Three graduate programs currently exist at Cumberland University. They are as follows:
The Master of Arts in Education (MAE), the Master of Business Administration (MBA),
the Master of Science in Public Service Management (MSP), and the Master of Arts in
Fine Arts (MA).
The Graduate Studies Program is an extension of Cumberland University‘s Mission to
provide opportunities for advanced study in traditional and emerging fields within a
liberal arts environment and has been designed after careful study and thoughtful
reflection of the needs of our graduates and the community. The program seeks to
challenge the individual student in such a way that he/she can realize personal,
intellectual, and career ambitions and gain skills from which the society-at-large can
directly benefit.
The Master of Arts in Education degree program was instituted in 1987 and the first class
was graduated in 1989.
The Master of Business Administration degree program was initiated in 1995 and the first
class graduated in 1997.
The Master of Science in Public Service Management was established in 1996 and the
first class graduated in 1998.
The Master of Arts in Fine Arts was established in 2010.
Enrollment in the graduate programs is limited. Each applicant should consult with the
Program Director for each degree to ensure that the programs of study offered are
suitable to the vocational goals and needs of the student.
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Academic Information for Graduate Studies
To be considered as a candidate for one of Cumberland University's four graduate
programs, applicants should:
 Complete an application for a specific program, including payment of a $50
application fee.
 Provide evidence of successful completion of a baccalaureate degree from a
regionally accredited college or university. Official transcript(s) must be
received directly from the granting institution(s).
 Submit satisfactory scores on the appropriate entrance examination:
MAE: Graduate Record Examination (composite of verbal and quantitative) 800 or
the Miller Analogies Test 363.
MBA: Graduate Management Admission Test (GMAT) or the Graduate Record
Examination (GRE). There are both quantitative and qualitative components
used to assess each MBA applicant. The two are combined in the formula
described here. The formula incorporates tests provided by the Educational
Testing Service (ETS), Princeton, New Jersey. A formula utilizing the
Graduate Management Admission Test (GMAT) is as follows: an applicant‘s
baccalaureate grade point average (GPA), either all four years or the upperlevel years, is multiplied by 200. The result is added to the applicant‘s GMAT
score, and this sum has added to it the applicant‘s interview score. The use of
the GMAT score with its multiplier amounts to the quantitative portion of
assessment. The score received in an interview with the MBA Director or a
designate amounts to the qualitative portion of assessment. An alternate
formula incorporates the quantitative and verbal portions of the Graduate
Record Exam (GRE). The scores of these two portions are averaged and the
mean is inserted to supplant the GMAT score in the formula described above.
The multiplication and addition steps are the same. A minimum of 1000 must
be reached regardless of the formula used. No more than 50 points can result
from an interview.
MSP: Miller Analogies Test (MAT)
MA:
Standardized tests are not required.
At Cumberland University, a fully admitted graduate student is one who has met all
admission requirements and has been given acceptance notice by the program director.
A provisionally admitted graduate student is one who has met at least the minimum
requirement of having a baccalaureate degree from a regionally accredited university,
submitted an application and fee, but has not met all the admission requirements.
Students admitted provisionally will receive a letter from the director detailing why their
admission is provisional.
Students must complete the requirements to be fully admitted prior to enrolling for more
than six graduate credits or one semester. If a student does not meet the specified
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admission requirements, he/she may petition the director for an exception. This must be
done prior to enrolling in additional graduate coursework.
Enrollment in all three graduate studies programs is subject to acceptance into the
program. A qualified student for the MAE or MBA program may begin studies in the
Fall, Spring, or Summer semesters; MSP students can begin in the Fall semester only.
Advising
Each student in a graduate program of Cumberland University is assigned to an advisor,
typically the Program Director, who guides the student in completing educational goals,
including requirements for the degree.
Enrollment Certification/Verification
Enrollment certification/verification and loan deferments are completed in the Office of
Registrar and are based upon a student‘s registration and payment of tuition and fees.
Academic Load
Beginning Spring Semester, 2004 the following criteria are followed in determining fulltime status as a graduate student: 12 semester hours constitute full-time status. For a
student to take a combination of graduate and undergraduate courses, he/she must be
admitted to a specific graduate program. All of the graduate programs are designed for
adults who are employed full-time.
Grading & Requirements for Graduation
The scholarship rating of the student in each course is reported by the professor. The
grading system shown below is employed for most courses, but is subject to modification
by the faculty member responsible for each specific course. For example, some
professions may incorporate a +/- grading scale in accordance with the grading system
shown below:
Grade
GPA
Recommended Numerical Average
A
4.0
93-100
A3.667
90-92
B+
3.333
87-89
B
3.0
83-86
B2.667
80-82
C+
2.333
77-79
C
2.0
73-76
D+
1.333
67-69
D
1.0
60-66
F
0
59 or below
(If receiving a ―F‖ the course must be repeated in its entirety. Continuation in the
program is subject to Graduate Studies Council approval. If approved, a grade of ―C‖
or better must be made. If, after repeating the entire course one time, a grade of ―C‖ or
better is not earned, the student shall not continue in the program.)
WF – Withdraw Failing – zero (0) quality points per semester hour
I = Incomplete – zero (0) quality points per semester hour
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A grade of ―I‖ (Incomplete) is given only when part of the work required is missing and
arrangements have been made in advance with the professor to complete the work.
Normally this means that an ―I‖ grade should be given only if circumstances arise which
are beyond the control of the student, e.g., illness, accident, or other unforeseen
circumstances. If the work is not completed by the end of the following semester, the ―I‖
grade will be changed to an ―F‖ unless the professor submits another ―I‖ grade.
The following letters denote grades which are not included in the computation of the
GPA:
P
W
= Pass
= Withdrawal
AU = Audit
WP = Withdrawal Passing
Any student dropping a course within the time limit noted in this Catalog, while
performing satisfactorily, will receive a grade of ―WP‖ (withdrawal from a course,
having completed work to that point satisfactorily); otherwise a grade of ―WF‖
(withdrawal, having done unsatisfactory work) will be assigned. The computation of the
overall grade point average treats ―WF‖ and ―F‖ grades identically; grades of ―W‖ or
―WP‖ do not affect the computation.
Any student who discontinues class attendance and does not officially withdraw will be
assigned the grade of ―F‖ in that course or courses. To withdraw officially, a student must
obtain the signatures of the class professor and his/her advisor on a ―Withdrawal Form.‖
Failure to follow proper withdrawal procedures may result in a student‘s receiving an ―F‖
in these classes.
To audit a course, the student must obtain permission from the Program Director. Audit
must be clearly marked on the registration form and, if a change from audit to credit is
desired, the change must be made prior to the second class meeting.
Graduate Probation
Students enrolled in a Master‘s degree program are required to maintain no less than a
cumulative grade point average of 3.00 to remain in good standing. When a student‘s
grade point average Falls below the minimum required, the student is automatically
placed on probation and must petition the Graduate Council through his/her Program
Director to continue in course work in any graduate program of Cumberland University.
Students on probation may remain on probation for a maximum of one semester; if the
student‘s cumulative grade point average has not risen to the required 3.00 level at the
end of one semester of probation, the student may be officially withdrawn from the
program. If the student is withdrawn from a graduate program, he/she must remain
inactive for a complete academic semester, and then must reapply for graduate
enrollment. Re-enrollment is not automatic, and will only be allowed with the consent of
both the appropriate school Dean and Graduate Council. When a graduate student on
probation achieves a cumulative grade point average of 3.00 or above, that student is
automatically removed from a probationary status and is considered to be in good
standing.
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Graduation Requirements for Graduate Studies
Candidates for Cumberland University‘s Master‘s programs must maintain a minimum
grade point average of 3.00. A student is allowed a maximum of six (6) semester hours of
―C‖ grades. No student will be allowed to continue in his/her respective program without
permission of the Graduate Studies Council if they have more than two (2) ―C‖ grades or
below in any courses, and permission to repeat any courses with a grade of ―C‖ or below
must be obtained from the Program Advisor.
Payment of Charges
All charges may be paid or appropriate arrangements for payment made with the
Business Office, Room 109, Memorial Hall. Cumberland offers several payment options
to facilitate the student in this final step of registration. Methods of payment are: cash,
personal check, money order, and credit cards.
1. Payment in full Cumberland University will accept a personal check or money
order for the total balance due. Checks should be made payable to Cumberland
University and include the student‘s enrolling full name on the face of the
check. The University also accepts VISA, MasterCard, American Express and
Discover. Payments may also be made online by credit card or electronic check
at http://www.cumberland.edu/ePortal.html
2. Monthly Payments Students may make monthly payments on their account by
enrolling in the FACTS Payment Plan. An enrollment fee is charged per term
($35) or annually ($50). Contracts may be completed in person in the Business
Office or on line at: http://www.cumberland.edu/financialaid/ecashier.html.
Payments are automatically withdrawn from a checking or savings account or
credit card account on the 5th or the 20th of each month. Contact the Business
Office at 547-1218 or 547-1250 for more information.
3. Third Party Promissory Note Cumberland University also offers a deferred
payment plan to those students whose employer/responsible party has agreed to
pay for their classes. Students must sign a ―Third Party Promissory Note‖
stating the employer/responsible party will pay the balance on completion of
classes at the end of the semester. A student who has a balance of more than one
semester in arrears will not be permitted to register for further classes until the
account is brought up to date. The student must submit a signed statement from
their employer on company letterhead stating the criteria for employer payment.
Contracts may be completed on line at:
http://www.cumberland.edu/financialaid/ecashier.html.
Transfer Credit
No more than six semester hours of graduate coursework may be transferred to
Cumberland to be applied as credit toward the Master‘s Degree. These hours may have
been completed at a regionally accredited institution, be appropriate substitutions for
course work required in the Cumberland Degree Program, and the student must have
earned the grade of ―B‖ or better for any course to be considered for transfer purposes.
The program director will determine the application of the transfer credit. Any
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transferable coursework must be at the graduate level and must have been completed
within the last 5 years prior to entering the graduate program at Cumberland.
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Faculty
Mary Lewis Haley, DA
Beverly A. Swisshelm, PhD
Max Melnikov, DA
Eric A. Landis, DBA
Russ Cheatham, PhD
Wendi Dalby, EdD
Ron D. Ford, DBA
H. Lee Martin, PhD
Gil Sanes, MD, MBA
The Master of Business Administration (MBA) degree is offered by the University in
keeping with Cumberland‘s Mission to provide opportunities for advanced study in fields
appropriate to the needs of the community. The program primarily seeks to provide
individuals who have earned an accredited baccalaureate degree in any field with an
opportunity to acquire advanced business expertise while continuing to work full-time
during the period of enrollment. The program of study was instituted in 1995 and the first
graduates of the program were awarded the MBA degree at the May, 1997
Commencement Exercises.
Enrollment in the MBA Program is subject to acceptance. A qualified student may begin
studies in the Fall, Spring, or Summer semesters. A student can complete the program by
attending as few as three semesters in any sequence. A student‘s matriculation must be
completed within a maximum period of seven years.
The Cumberland University‘s MBA (Master of Business Administration) Program is
designed primarily for persons who work in a service organization and/or persons whose
manufacturing firm has a service component. Cumberland University‘s MBA Program is
fully accredited by the Accreditation Council of Business Schools and Programs
(ACBSP).
MBA Program Vision
The vision of the Cumberland University MBA Program is to contribute to the
enhancement of organizational leadership in the Middle Tennessee area and beyond by
graduating persons with advanced decision making skills and heightened sense of ethics.
MBA Program Mission Statement
The mission of the Cumberland University MBA program is to equip qualified adult
learners with an enhanced set of skills and knowledge that can be deployed in the
successful management of a business and/or technology related enterprise. The MBA
curriculum is designed to afford students the opportunity to work both independently and
in teams, to hone both analytical and communication skills, and to assimilate and deepen
their understanding of the following core elements of an advanced business education:
Marketing, Management, Finance, Managerial Accounting, and Strategic Leadership.
This mission is achieved by using a blend of traditional classroom learning experiences,
online eLearning experiences, and extra-classroom assignments.
MBA Program Learning Goals
For persons accepted into the MBA Program at Cumberland University, there are four
learning goals that the faculty members are committed to helping them meet:
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1. To demonstrate advanced business and economics knowledge and high ethical
awareness;
2. To demonstrate advanced decision-making skills;
3. To demonstrate advanced competence in gathering and analyzing organizational
information from internal and external sources using technology and literature;
4. To demonstrate advanced competence in the synthesis, evaluation and
communication of information.
While the core curriculum for the MBA program (as defined by the nine core courses) is
designed to achieve these four learning goals, students may additionally opt to pursue one
of three specialty tracks. These are as follows:
Track 1: Entrepreneurship
This track is designed for the student who desires to start, manage, own, or run a
small business. Emphasis is placed on the creation of business plans, debt and
equity financing alternatives, and the importance of sales and marketing.
Track 2: Education Leadership
This track is designed for students who desire to pursue a career in the business
aspects of education – e.g. academic administrators, school superintendents,
principals, etc. This program draws heavily from the Cumberland University
Master of Arts in Education (MAE) Program.
Track 3: Services
This program is focused on the service sector of the economy – including but not
limited to: banking, insurance, retail, entertainment, hospitality, sports
management, health care, etc.
The pursuit of any one of these optional tacks is made in consultation with a student‘s
academic advisor and is based upon the selection of the three elective courses most
appropriate to the selected track and a student‘s individual interests and abilities.
Application Regulations
The Cumberland University rules and regulations found elsewhere in this Catalog and in
the Cumberland University Student Handbook apply to MBA students. These regulations
include, but are not limited to, admissions, registration, schedule changes, withdrawal
from class and/or the University, graduation participation, grade-point average, release of
information, student services, class availability, use of English, class
attendance/preparation, grade reports, enrollment, certification/verification, change of
name/address, and academic misconduct.
Application Requirements
Cumberland University makes no distinction in its admission, policies or procedures on
grounds of age, sex, religion, race, color, national origin, or physical handicap.
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A person may be admitted into Cumberland University on a provisional basis using
―QUICK ADMIT” but take no more than six semester hours of MBA courses by
providing each of the following items:
a. A completed application form;
b. A $50 application fee;
c. An official transcript from the accredited institution which granted the student a
baccalaureate degree.
The provisional admission of a person to take a limited number of courses is offered to
provide the person time to complete all requirements for acceptance by the MBA faculty
into the MBA Program. Such acceptance is necessary in order to continue studies beyond
the initial six hours.
A person may be accepted into the MBA Program to pursue the Master of Business
Administration degree by providing each of the following items:
a. A completed application form:
b. A $50 application fee;
c. An official transcript from the accredited institution which granted the student a
baccalaureate degree in a business related discipline. (Note: Additional requirements
for students who do not hold a baccalaureate degree in a business related discipline
are outlined below);
d. An acceptable score by the student on the GMAT (Graduate Management Admission
Test);
e. An acceptable cumulative undergraduate grade point average [either all four years or
the last two (junior, senior) years] earned by the student;
f. Three recommendations, one of which is from the student‘s own employment
supervisor;
g. Official transcripts from all other higher education institutions where the student
earned course credit, if any;
h. An interview with the MBA Director.
The accepted student will have an undergraduate grade point average (UGPA) which is
high enough when multiplied by 200 and the result is combined with the student‘s
GMAT score and interview score that it will total at least 1000. Thus, minimum
acceptance is:
UGPA X 200 + GMAT + Interview Score = 1000 (1)
IF a student has already taken the GRE at the time of admissions, then the test will be
accepted.
Formula 1 is modified for the GRE by inserting the mean of the student‘s verbal and
quantitative GRE scores in place of the GMAT score. Thus:
UGPA X 200 + (GRE verb. + quan./2)
+ Interview Score = 1000 (2)
A maximum of 50 points are possible for an interview with the Director.
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Policy for Admission of MBA Program Applicants
Without Undergraduate Business Degree
Because Cumberland University and the Labry School of Business and Technology
(LSOBT) believe that certain students who have not earned an accredited baccalaureate
degree in business or a business-related discipline can still be very successful in an MBA
program, the following guidelines for admission have been developed:
If the applicant has at least 10 years of relevant and meaningful professional business
experience (as determined by the graduate faculty in the LSOBT), then only the standard
formula for admission (i.e., 1000 point minimum) and associated requirements apply.
All other MBA Program applicants will be required to take the undergraduate ETS Major
Field Test and to earn a minimum score of 135. This may be completed while the
applicant is in a ―Provisional‖ status (i.e., during the first two courses) but before full
acceptance is awarded.
Any applicants who are not able to earn the minimum score of 135 on the MFT will be
required to complete the following alternatives:
1. Take and pass the CLEP exams for College Algebra and at least 4 of the
following 6 CLEP exams:
a. Principles of Microeconomics
b. Principles of Marketing
c. Principles of Accounting
d. Introduction to Business Law
e. Principles of Management
f. Information Systems & Computer Applications
2. Enroll and take the following undergraduate courses from Cumberland University
or another accredited institution:
a. Microeconomics
b. Principles of Management
c. Principles of Accounting I & II
d. Principles of Marketing
3. Enroll and successfully complete the new CU MBA Bootcamp course, a 15 week
course specifically designed to rapidly introduce key business concepts to nonbusiness degree holders. The CU MBA Bootcamp course (MBA 5053) will be
offered in a traditional classroom format each summer during the months of MayAugust or in a self-paced online format that can be completed anytime. This
course will not count toward the 36 credit hours required to earn an MBA, but
will be offered for those provisionally admitted students who choose to take it as a
means to qualify for full admission to the MBA program.
Once accepted into the MBA Program, the student may continue to register for courses to
complete the degree requirements unless poor performance intervenes.
Degree Requirements
The number of semester hours required for the MBA degree is 36 semester hours or 12
three hour courses, for each of the core and elective classes has three semester hours of
credit. All courses are scheduled for eight weeks, one evening per week for four hours
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and/or offered on-line. Of the 12 courses required for graduation, nine are required core
courses. The other three are electives. There are two sets of course sessions during the
Fall, Spring, and Summer semesters. Courses are held on the Lebanon, Tennessee,
campus in one of the ―wireless‖ Labry Hall classrooms or on-line as hybrid classes, i.e.,
partially on-line. All MBA courses typically have some on-line components.
Transfer of Course Credit into the MBA Program
No more than six semester hours of course credit can be transferred for graduation credit
into the MBA Program. A transferred course must be a graduate-level course and have
been earned by the requesting student at a regionally accredited college or university with
a grade of B or better. The transferred course must be similar in content to a course
offered in the Cumberland University MBA Program, and the transferred course can only
be used as a replacement for the similar MBA course with the MBA Director‘s approval.
A minimum of 30 semester hours of Cumberland University MBA courses must be
successfully completed at Cumberland University.
MBA 5211
MBA 5550
MBA 5141
MBA 5316
MBA 5273
MBA 5292
MBA 5121
MBA 5131
MBA 5253
MBA Course Requirements
Managerial Economics
Principles & Theory of Leadership
Computer Information Systems
Project Management
Org Theory & Analysis
Business Policy & Executive Decisions
Managerial Accounting
Corporate Finance
Applied Statistics
MBA Course Electives
MBA 5254 Techonomics
MBA 5321 Health Care Management
MBA 5060 Individual & Organizational Ethics
MBA 5080 Research Design & Methods
MBA 5314 Internet Marketing
MBA 5161 Marketing Management
MBA 5325 Managerial Planning & Leadership
MBA 5040 Human Relations & Resource Issues
MBA 5311 Customer Relationship Management
MBA 5262 Service Management & Marketing
MBA 5980 Special Topics: Services Marketing
MBA 5981 Special Topics: Entrepreneurial Finance
MBA 5982 Special Topics: Strategic Planning & Corporate Governance
MBA 5983 Special Topics: Community Planning
MBA 5984 Special Topics: Conflict Management
MBA 5985 Special Topics: Energy Supply Alternatives
MAE Electives: As required for Track 2 (Education Leadership)
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Master of Arts in Education
Faculty
Annette G. Allison, EdD
Arthur Criscoe, PhD
Eric Cummings, PhD
Paul Doyle, EdD
Steve Finch, PhD
Thomas Hutson, PhD
Scott T. Massey, PhD
C. William McKee, EdD
Sharon Roberts, EdD
Frank Ruckman, EdD
Mildred Saffel-Smith, PhD
Bobbie R. Speck, DA
Bobbie Staley, EdD
Cathy Toombs, EdD
Phillip Wallace, EdD
George Walker, DA
Debbie Whiteaker, MAE
The Master of Arts in Education degree was instituted in 1987 and received accreditation
from the Commission on Colleges of the Southern Association of Colleges and Schools
in 1991. The second area of emphasis of the program, which satisfies initial licensure
requirements for the State of Tennessee, was approved in 1992 by the Board of Education
of the State of Tennessee under the teacher education policy mandated for
implementation in 1994. The third area of emphasis was created in 2001 in response to
the State of Tennessee Board of Education‘s directive to teacher preparation institutions
to provide a program of quicker entry into the teaching profession for holders of a
baccalaureate degree but without a teacher license. The Masters of Arts in Education –
Areas of emphasis I and III are available via both traditional and distance delivery.
Note: Though coursework in Master of Arts in Education program is primarily delivered
online, Field Experiences are required in many courses that will necessitate visiting
schools during school hours for observations and instructional activity. To see the list of
field experiences required by different navigate to the ―MAE Field Experiences and
Student Teaching page‖ of the Cumberland University, Academics – Graduate website
for more information.
Specific undergraduate degrees at Cumberland University can be combined with
coursework in the MAE - Teaching and Learning program to gain teacher licensure.
Please see the Master Teacher Option in the undergraduate section and discuss this option
with an advisor in the School of Education and Public Service if interested.
Mission Statement
The mission of the Master of Arts in Education is to provide a broad-based teaching
curriculum designed to augment teaching skills, introduce the student to innovative
dimensions of learning, and to enhance professional performance in the classroom. To
that end, each course contained in the program is carefully selected to promote and
encourage a prominent degree of professionalism in the MAE student.
Master’s of Education Admissions Procedures
Any student holding a bachelor‘s degree who is not a prospective applicant for the MAE
program at Cumberland University, such as a person seeking to meet licensure,
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certification, or local school system requirements, may register for graduate coursework
in Education without formal acceptance into the Graduate Programs. Credit earned when
not a degree candidate may not be counted toward the degree without completion of all
admission standards required in the fully admitted category. When classified as fully
admitted, a student may request to the MAE Director that appropriate academic credit
earned up to six (6) years prior to admission be applied to the MAE Degree.
Graduate Admissions Requirements for the Current Master’s degree in Education
Master of Arts in Education (Teaching and Learning)
To be admitted to the MAE Teaching and Learning Program of Cumberland University,
the applicant must:
1. be the holder of a baccalaureate degree from a regionally accredited college or
university
2. complete an application form
3. submit official transcripts of all previously completed college or university work
4. submit satisfactory scores on the Graduate Record Examination (GRE-general 800) or Miller Analogies Test (MAT – 363)
5. provide three confidential recommendations on the forms provided
All materials, completed forms, transcripts, and test scores, along with a $50 nonrefundable Application Fee, should be sent directly to:
Graduate Admissions Office
Lebanon, TN 37087
All materials become the property of Cumberland University and will not be returned.
Advisors (Academic)
Each entering MAE student will be advised by the coordinator of the MAE Program.
The coordinator will advise non-licensure-seeking students during orientation and
throughout the tenure of the student. The dean will advise all licensure-seeking students.
Each semester, all student schedules will be prepared and forwarded to each student by
the MAE Coordinator under the supervision of the MAE Director throughout the tenure
of each student.
In all academic advising, the student has certain responsibilities. He/She must consult
with the MAE Coordinator or Dean prior to registration and other times as necessary. It
is the responsibility of each student to know the requirements of the program and to meet
them satisfactorily for graduation.
Comprehensive Final Examination
All candidates for the Master of Arts in Education degree at Cumberland University must
successfully complete a Comprehensive Written Examination near the completion of all
other degree requirements. Regulations concerning the Comprehensive Examination are
as follows:
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1. The Comprehensive Written Examination must be taken no later than six (6)
months after the completion of all other degree requirements.
2. All examinations are developed and administered by members of the Graduate
Faculty as appointed by the Director of the MAE Program.
3. This examination is designed to cover the various components of the graduate
program.
4. Grading policy: All tests will be graded to two standards:
All tests will be graded and critiqued for grammar and punctuation.
Each question will be graded and critiqued by the primary author(s) of the question.
5. A student who does not satisfactorily complete all portions of the Written
Comprehensive Examination may, within one year, take all or any part of the
examination again as determined by the MAE faculty.
6. All degree-seeking students are to present an electronic portfolio as a part of the
comprehensive examination.
Good Standing
Candidates for the Master‘s Degree are required to maintain a minimum grade point
average of 3.00 (on a 4.00 scale) in all courses taken for graduate credit. No more than
six semester hours of ―C‖ grade course work are acceptable in the graduate program. A
grade of ―D‖ is not acceptable; no credit hours will be earned; the course must be
repeated prior to graduation. A grade of ―F‖ is unacceptable and may not be repeated
without approval of the Graduate Studies Council. No student may receive a Master‘s
Degree with a graduate course grade of ―D‖ or ―F‖ that has not been successfully
repeated with an earned course grade of ―A,‖ ―B,‖ or ―C.‖ A grade of ―I‖ (Incomplete) is
given only when part of the work required is missing and arrangements have been made
in advance with the professor to complete the work. Normally, this means that an ―I‖
grade should be given only if circumstances arise which are beyond the control of the
student; e.g., illness, accident, or other unforeseen circumstances. If the work is not
completed by the end of the following semester, the ―I‖ grade will be changed to an ―F‖
unless the professor submits another ―I‖ grade.
Listed below is a summary of the requirements graduate students must complete to earn a
Master of Arts in Education degree in the field of education at Cumberland University.
1. Each student must successfully complete the required thirty-six (36) semester
hours of graduate coursework for the Master‘s Degree within seven calendar
years from the date of entry as a degree-seeking student. Students who are in the
Track II program to acquire initial Tennessee Teaching Licensure may require
more than 36 semester hours of coursework depending on the qualifications and
background of the accepted student. All students (both Track I and Track II) are
required to successfully complete the required 36 semester hours of courses
numbered MAE 5000 through 5499.
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2. Each student must achieve a cumulative graduate grade point average of at least
3.00 (on a 4.00 scale). No more than six semester hours of ―C‖ grade course work
are acceptable in the graduate program. A grade of ―D‖ is not acceptable; no
credit hours will be earned; course must be repeated prior to graduation. A grade
of ―F‖ is unacceptable and may not be repeated without approval of the Graduate
Studies Council. No student may receive a Master‘s Degree with a graduate
course grade of ―D‖ or ―F‖ that has not been successfully repeated with an earned
course grade of ―A,‖ ―B,‖ or ―C.‖
3. Each student must successfully complete all portions of the Comprehensive
Written Examination; including an electronic portfolio. (A passing score for this
examination is the equivalent of 80% or higher on each portion of the
examination.)
4. Each student must receive the recommendation (approval) from the Graduate
Studies Council of Cumberland University indicating this student to be
representative of the high ideals of the graduate studies program of Cumberland
University.
5. Each student must file an Intent to Graduate form, pay the required graduation
fees, and may participate in the Commencement Ceremonies. Participation is no
longer required.
Track I Mission Statement
The mission of the Master of Arts in Education is to provide a broad-based teaching
curriculum designed to augment teaching skills in advanced candidates, develop
innovative dimensions of learning, and enhance professional performance in the
classroom.
The number of graduate courses required for the Master of Arts in Education (Track I)
degree program must equal 36 semester hours.
MAE 5010
MAE 5020
MAE 5030
MAE 5040
MAE 5050
MAE 5060
MAE 5070
MAE 5080
MAE 5090
MAE 5120
MAE 5180
MAE 5250
Innovative Instructional Technologies
School Law & Its Effect upon the Teachers
Curriculum Design
Contemporary Issues in Education
Advanced Educational Psychology
Strategies for the 21st Century Classroom
Advanced Studies in Classroom Management
Diverse Populations in Teaching & Learning
Educational Research Methods
School Public Relations & Communications
Education: The Profession & the Professional
Building Literacy for the K-12 Classroom
Total........................................................................................................................36 hours
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First Semester
MAE 5050 Advanced Educational Psychology
MAE 5010 Innovative Instructional Technologies
Second Semester
MAE 5050 Advanced Educational Psychology
MAE 5180 Education: The Profession & the Professional
Third Semester
MAE 5080 Diverse Populations in Teaching & Learning
MAE 5250 Building Literacy for the K-12 Classroom
Fourth Semester
MAE 5030 Curriculum Designs
MAE 5060 Strategies for the 21st Century Classroom
Fifth Semester
MAE 5090 Educational Research Methods
MAE 5040 Contemporary Issues in Education
Sixth Semester
MAE 5020 School Law & Its Effects upon the Teacher
MAE 5120 School Public Relations & Communications
Track II Mission Statement
The mission of the Master of Arts in Education is to provide initial licensure candidates
with a broad-based teaching curriculum designed to prepare candidates in the
pedagogical and professional skills required of teachers and to develop professional
performance in the classroom. To that end, each course contained in the program is
carefully selected to promote and encourage a prominent degree of professionalism in the
MAE candidate.
Though course work in Track I may be taken concurrently with license requirements of
Track II, it is mandatory that all students seeking licensure complete all requirements of
Track II, e.g., graduate and undergraduate course work and tests, according to the State of
Tennessee Department of Education requirements for initial Tennessee Teacher
Licensure.
A student may take no more than 6 semester hours of graduate credit until the Graduate
Record Examination (GRE), or the Miller Analogies Test (MAT) has been successfully
completed. In addition, students must meet all state licensure requirements. Programs in
Track II are individualized and must be approved by the Director of the MAE Program.
345
Candidates seeking initial teacher licensure in Track II must provide passing score for
the content knowledge praxis exam, required for the type of teacher‘s license sought,
before completing 12 credit hours, or two semesters in the program. A list of Praxis
content knowledge exams can be found on the MAE web page.
The following substitutions may be made for licensure-seeking students, according to the
Dean‘s discretion:
MAE 5200
MAE 5220
MAE 5221
MAE 5222
MAE 5223
ED 5200
MAE 5012
MAE 5014
MAE 5015
MAE 5287
MAE 5286
MAE 5288
MAE 5390
MAE 5395
Principles of Secondary Classroom Teaching (3)
Book Selections and Literature for Children and Adolescents
Evaluation and Remediation of Reading Problems
Methods of Classroom Teaching
Educational Assessment
Motor Learning and Development (2 hours)
Early Childhood Curriculum and Assessment (4)
Human Growth & Development for the Learner (4 hours)
Support for Early Childhood Learning (4 hours)
Student Teaching PreK-3 (6 hours)
Student Teaching K-6 (6 hours)
Student Teaching Secondary (6 hours)
Practicum in Education (3-6 hours)
Special Topics (1-6 hours)
Total hours will depend upon the number of courses needed to meet requirements for
initial Tennessee Teacher Licensure, but the number of graduate courses required for the
Master of Arts in Education Degree must equal 36 semester hours.
MAE 5010
MAE 5020
MAE 5030
MAE 5040
MAE 5050
MAE 5060
MAE 5070
MAE 5080
MAE 5090
MAE 5120
MAE 5180
MAE 5250
Innovative Instructional Technologies
School Law & Its Effect Upon the Teachers
Curriculum Design
Contemporary Issues in Education
Strategies for the 21st Century Classroom
Advanced Studies in Classroom Management
Diverse Populations in Teaching Learning
Educational Research Methods
School Public Relations & Communications
Education: The Profession & the Professional
Building Literacy for the K-12 Classroom
Total......................................................................................................................36 hours
NOTE: Undergraduate education courses (or their equivalent) may be required of Track
II students:
Any required undergraduate education courses are in addition to the 36 hour requirements
of graduate course work for the Master of Arts Degree as shown above. Additional
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undergraduate course work may be required to meet licensure requirements for the State
of Tennessee Department of Education including general education core classes and
subject matter course work in the endorsement area as well as field or clinical
experiences.
Track III Transitional Licensure Mission Statement
The mission of the Track III program is to provide students hired to teach on a Tennessee
Transitional License with the coursework, mentoring and support needed to ensure
success for all their students and the candidate‘s own development as a competent,
caring, qualified professional educator.
Though course work in Track I may be taken concurrently with license requirements of
Track III, it is mandatory that all students seeking licensure complete all requirements of
Track III, e.g., meeting content area requirements, passing Praxis tests, etc., according to
the State of Tennessee Department of Education requirements for Transitional license,
and meeting all requirements for advance to the Apprentice license.
A student may take no more than six (6) semester hours of graduate credit until the
Graduate Record Examination (GRE) or the Miller Analogies Test (MAT) has been
successfully completed. In addition, students must meet all state licensure requirements.
Programs in Track III are individualized and must be approved by the Director of the
MAE Program. The program of studies is as follows:
MAE 5390
MAE 5010
MAE 5050
MAE 5070
MAE 5080
MAE 5180
MAE 5250
Practicum in Secondary Education
(3-6)
Innovative Instructional Technology
(3)
(3)
Advanced Studies in Classroom Mgt.
(3)
Diverse Populations in Teaching & Learning (3)
Education: The Profession & the
(3)
Professional
Building Literacy for the K-12 Classroom (3)
Total…….........................................................................………………………...24 hours
If any one of the six courses listed above has been satisfactorily completed and accepted
by the Director of the Master of Arts in Education program, the Director may make
substitutions to complete the 24 semester hour‘s program.
IMPORTANT NOTE: In order to obtain the Master’s Degree, the student must
complete the remaining 18 hours (six courses) in the Master of Arts in Education
degree program
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Master of Arts in Education Educational Leadership
Mission Statement
A combined team of the Educational Leadership faculty and the local School District‘s
Leadership Team examined each of the Tennessee Instructional Leadership Standards to
design a program to prepare effective school leaders. Special attention was given to
candidate learning outcomes and performance assessments which would lead to academic
success for students. Each of the Tennessee Instructional Leadership Standards are
addressed in the course work, field experiences, and program requirements. LEA leaders
will serve in partnership roles throughout the candidate preparation process. These roles
include candidate mentors, instructors, and field experience supervisors.
Admission Requirements and Criteria
Candidate Selection
The Candidate Selection process for the Instructional Leadership Program contains the
following criteria:
a) A candidate will provide documentation both written and verbal through an
interview process that they have knowledge and expertise in the process of
curriculum and instructional design.
b) A candidate will provide documentation of leadership ability and service both
written and verbal through an interview process.
c) A candidate will provide documentation and have a proven track record of
improving student achievement by providing test score documentation and
documenting in verbal form through an interview process.
Applicants for the program will be required to submit an application to the School
District and will be scheduled for an interview with the joint members of the program
advisory committee. The applicant will participate in a face to face interview; provide
written documentation of how they meet the requirements to be admitted to the
Instructional Leadership Program, and submit a writing sample to express why they
would like to participate in the program. This information will be taken to the advisory
board made up of both Cumberland University and School District members. The
advisory board will be responsible for deciding on the applicant being admitted to the
program.
It will be the responsibility of the LEA district liaison to distribute information to all
teachers and to recruit teachers to apply to the program who potentially would like to
pursue a career in Instructional Leadership.
Members of the advisory board will be selected by the Dean of the School of Education
& Public Service at Cumberland University and the Director of Schools of the
participating LEA.
Graduate School Requirements:
a) A professional writing sample
348
b) An interview with the Educational Leadership faculty and LEA Leadership
Team
c) Scores from the Millers Analogies Exam (MAT) or the Graduate Records
Exam (GRE)
d) Three letters of reference.
Criteria
Instructional Leadership Program applicants must submit an application identifying that
they meet the following criteria:
a) Applicants must hold a current teacher license
b) Applicants must have had a minimum of three (3) years of successful education
working experience.
c) Applicants must submit a portfolio that contains the following:
 A copy of the most recent performance appraisal.
 Current professional development or future growth plan.
 Evidence of ability to improve student achievement.
 Evidence of leadership and instructional coaching ability.
 Evidence of expertise in knowledge of curriculum/ instructional design and
assessment.
 A writing sample containing a personal career goals and how the preparation
program would assist the candidate in reaching stated goals.
 A letter from a Director of Schools indicating the candidate would receive release
time for field-based support during the program.
 Letters of recommendation from Principals/Instructional Leaders.
 Evidence that describes qualities of collaboration, cooperation, and relationship
building.
 An interview that determines the candidate has:
 Implemented innovative learning strategies in their classrooms.
 Shown good communications, human relations, and organizational skills.
 Used student data and work samples to make instructional decisions.
 Demonstrates high ethical standards.
 Works collaboratively on teaching/learning teams.
 Shows commitment to continuous improvement.
Educational Instructional Leadership Program
Semester I
MAE 5150
MAE 5171
Semester II
MAE 5160
MAE 5172
Instructional Leadership (3)
Educational Leadership Practicum (3)
Focus on continuous improvement and assessment.
Policy & Gov. for School Leaders (3)
Focus on culture for teaching and learning.
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Semester III
MAE 5190
Counseling, Conflict Resolution and Ethics for School Leaders (3)
MAE 5173
Focus on Ethics.
Semester IV
MAE 5140
School Finance and Facilities (3)
MAE 5174
Focus on management of the school.
Semester V
MAE 5080
MAE 5175
Diverse Populations (3)
Focus on diversity.
Semester VI
MAE 5223
Educational Assessment (3)
MAE5176
Focus on assessment.
350
Master of Science with an Option in Public Service Management
Program Administration
K. Charles Collier, EdD - Dean of the School of Education & Public Service
C. William McKee, EdD - Program Director
Faculty
Edwina P. Chappell, Ph.D.
K. Charles Collier, Ed.D.
James E. Farris, Ed.D.
Fred E. Heifner, Jr., Th.D.
Roy L. Jones, J.D.
Jason L. Lawson, J.D.
Andrei E. Lee, J.D
C. William McKee, Ed.D.
Mildred Saffell-Smith, Ph.D.
The Master of Science in Public Service Management (M.S.P.) degree is offered as a part
of Cumberland University‘s institutional outreach to provide opportunities for advanced
study in fields appropriate to the needs of the community. The program seeks to provide
individuals who have attained the baccalaureate degree, in any field, with an opportunity
to acquire advanced expertise while continuing to work full-time during the period of
enrollment.
The program-of-study was instituted in 1996 with the first graduates receiving the Master
of Science in Public Service Management degree at the May, 1998, graduation.
Enrollment in the M.S.P. degree program is limited. Students who enter the two-year
program will attend classes for 5 consecutive semesters usually sequenced fall-springsummer-fall-spring.
Primarily, students are admitted for the incoming class during the fall semester, but other
admitted students may become part of the program, on a space available basis, in other
terms.
General Information
Cumberland University has established an Office of Student Affairs to facilitate the
success experiences of all individuals enrolled in the Institution. Persons taking classes
away from the main campus are both invited and encouraged to avail themselves of the
programs and professional staff located in Lebanon, and because classes in the MSP
degree program are taught in Davidson County, the distance from the main campus is not
prohibitive for enrollees to use, on a regular basis, the campus services.
When appropriate, certain student affairs/services functions can be delivered to offcampus locations. Since the advisor to this program has both educational training and
employment experience in this area of university management, he can represent the
Institution in responding to the questions and needs of the students enrolled in this
program.
On-site student services include academic advisement and registration. For many classes,
the advisor or professor will bring the textbooks and other required classroom materials,
for student purchase, to the location of the class.
351
The Program Advisor is available by telephone or e-mail to facilitate any needed interactions between the student and personnel located on the campus. Faculty teaching in the
program supply each student with both home and office telephone numbers and
encourage the enrollee to contact them with questions and concerns or if special
assistance is needed in their particular course.
Campus based student services include admissions, the book and supply store, counseling
services (both career and personal), enrollment verification, financial aid and scholarship
information, the library (including reference assistance), orientation (including the
making of an I.D. card), placement services, transcript and grade report requests, plus
veterans certification.
Previous and current students enrolled in this program have come to campus regularly for
sporting, musical, and theatrical events. Admission to many of these functions is free
with a validated I.D. card. Non-campus based graduate students are encouraged to
participate in the athletic and cultural life of the University.
For assistance in student services or other areas of the degree program, the advisor serves
as the contact individual. Regular dialog with the advisor is encouraged.
Program Mission Statement
The mission of the Master of Science in Public Service Management degree program is to
provide graduate education to current and potential managers employed by state and local
governmental entities and not-for-profit organizations and agencies through academic
course work in the broad areas of human relations, management, and research.
Application Fee
A $50.00 non-refundable Application Fee is required of all graduate student applicants.
Miller Analogies Test (MAT) Requirements
The applicant is required to complete the Miller Analogies Test (MAT) as a part of the
application process. This 120 question instrument contains analogies in each of nine
categories, including language usage, mathematics, physical sciences, biological
sciences, social sciences, history, literature and philosophy, fine arts, and general
information. The cost for taking the MAT, through Cumberland University, is $60.00.
For specific testing dates, contact the MSP Program Advisor.
Graduate Degree Requirements
Students applying for the MSP degree program must have been awarded an earned
baccalaureate degree from a regionally accredited institution.
Registration
Three weeks prior to the beginning of each term, a student may obtain a Class Schedule
(Timetable) from the Office of the University Registrar or from the MSP Program
352
Advisor. MSP students will be able to complete the registration process with their advisor
at a teaching location in Nashville-Davidson County.
Required Orientation Seminar
Students enrolled in the MSP degree program will have a required orientation,
information, and overview session prior to the beginning of the term of enrollment.
Application of Regulations
Cumberland University rules and regulations are found in institution specific documents
including the Cumberland University Catalog, and the Cumberland University Student
Handbook. The information found in these documents apply to M.S.P. students. These
regulations include, but are not limited to, registration, schedule changes, withdrawal
from class and/or the University, graduation participation, grade-point average
requirements, release of information, student services, class availability, use of English,
class attendance/preparation, grade reports, enrollment certification/verification, change
of name/address, and academic misconduct.
Academic Load
Students in the MSP degree program will enroll for seven or eight hours during the Fall,
Spring, and May/Summer semesters. The normal load is seven semester hours for each of
the Fall and Spring terms and eight semester hours for the May/Summer session.
Advising
Each student enrolled in the MSP degree program at Cumberland University is assigned
an on-campus liaison who is a faculty member and/or institutional administrator. For
most MSP students, the Program Advisor will serve in this capacity. This faculty member
and/or administrator may be contacted by telephone/e-mail and will be available for
scheduled on-campus appointments. The purpose of this individual is to assist the
enrollee in inter-facing with the Institution, and to serve as the faculty advisor for the
student.
Graduation Probation
Students enrolled in the MSP degree program are required to maintain no less than a
cumulative grade point average of 3.00 to remain in good standing. When a student‘s
grade point average Falls below the minimum required, the student is automatically
placed on probation and must petition through his/her program director to continue in
course work in any graduate program of Cumberland University. Students on probation
may remain on probation for a maximum of one semester; if the student‘s cumulative
grade point average has not risen to the required 3.00 level at the end of one semester of
probation, the student may be officially withdrawn from the program. If the student is
withdrawn from a graduate program, he/she must remain inactive for a complete
academic semester, and then must reapply for graduate enrollment. Re-enrollment is not
automatic, and will only be allowed with the consent of the appropriate University
officials. When a graduate student on probation achieves a cumulative grade point
average of 3.00 or above, that student is automatically removed from a probationary
status and is considered to be in good standing.
353
Admission Procedures
To be admitted to the Master of Science in Public Service Management degree program
of Cumberland University, the applicant must (1) be the holder of a baccalaureate degree
from a regionally accredited college or university; (2) complete an application form; (3)
submit transcripts of all previously completed college or university work; (4) submit
satisfactory scores on the Miller Analogies Test [MAT]; (5) provide three confidential
recommendations (forms provided); (6) participate in an on-campus interview with the
MSP Admissions Committee; and (7) attend an orientation session.
Completed application forms should be returned at least 20 days prior to the beginning of
the term in which the applicant expects to enroll. All materials, completed forms,
transcripts, and test scores, along with a $50.00 non-refundable Application Fee, should
be sent directly to Dr. C. William McKee, MSP Program Advisor, Cumberland
University, One Cumberland Square, Lebanon, Tennessee 37087-3408. All materials
become the property of Cumberland University and will not be returned.
Should an applicant choose not to enter the MSP degree program in the term indicated on
the application, notification should be given to the MSP Program Advisor of the change
in educational plans and the new date of desired entry if applicable. Otherwise, the
original admission will be cancelled and the file discontinued. A new application may be
required for admission at a later date.
Transfer Credit
The MSP degree program is designed to be a ―lock-step‖ experience (students take the
exact same courses and progress together as a group). No previously completed graduate
course work will be accepted in this program.
Listed below is a summary of the necessary requirements in order to earn the Master of
Science in Public Service Management degree at Cumberland University.
1.
2.
3.
5.
6.
Each student must complete the standard Program-of-Study as outlined by the
University within five years of initial enrollment.
Each student must complete the required semester hours for the MSP degree
within the established and published time-frame for the program.
Each student must achieve a minimum over-all cumulative grade point average of
3.00 (on a 4.00 scale) based on all MSP courses taken. No more than six semester
hours of ―C‖ grade course work are acceptable in the MSP program. A grade of
―F‖ is not acceptable to continue as a graduate student. Each student must
satisfactorily pass the comprehensive Final Examination.
Each student, at the beginning of their last semester of course work, must be
current in their payment of all University tuition and fees.
Each student must complete a ―Graduation Application,‖ pay the required
graduation fees, and participate in the Commencement and Hooding Ceremonies.
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Location of Instruction
MSP classes will be held in miscellaneous facilities located in the Metropolitan
Nashville-Davidson County area.
Program Advisory Team
A number of individuals teaching in this emphasis of the Master of Science in Public
Service Management degree program will form an advisory team. The duties of this
group will be to interview for Admissions, to mentor and encourage the progress of the
enrollees, review and update the curriculum, plus serve as resource individuals to the
enrolled graduate students.
Library Availability
Students enrolled in the MSP degree program will have use of the services of the Doris
and Harry Vise University Library that is located on the Cumberland campus in Lebanon,
Tennessee. A specific librarian may be asked to serve as a reference liaison for this
particular graduate group.
Services include a pre-enrollment bibliographic instructional overview geared toward
informing the student of the library‘s resources in his/her discipline, an orientation
providing a basic understanding of the organization of the Vise University Library, and
the presentation of an annotated bibliography describing these resources.
Available Technology
Currently, any Cumberland University MSP student may access the University‘s
information technology system through the Cumberland WebPage at
www.cumberland.edu. Through the WebPage, a graduate student may communicate with
the on-campus professor and classmates through e-mail and list servers, access the
EBSCO Host academic research and other on-line databases, and connect to the worldwide web.
Degree Requirements
The number of semester hours required for the Master of Science in Public Service
Management degree is 36. Three academic components (human relations, management,
and research) are included and required for the MSP degree program. A total of 16
classes are needed for graduation.
Comprehensive Final Examination
A written comprehensive examination will be administered during the final semester
before graduation. A passing grade is considered to be 80% or higher on each of the 5
parts.
Candidacy and Residency Requirements
Any MSP student reaches candidacy status for commencement during the final semester
of course work, after the comprehensive examination has been passed. Students
completing the required classes are judged to meet all residency requirements.
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Alumni Group
The graduates of the Master of Science Program with an option in Public Service
Management have established an alumni group, which is a sub-division of the general
alumni association of the University. Graduates and current students are both invited and
encouraged to participate in the activities of this group.
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Master of Arts in Fine Arts
Faculty
Ted Rose, M.F.A., Dean, School of Music & Arts
Dr. Brian Kilian, D.Mus., Professor (Music)
Dr. Larry Menefee, Ph.D., Professor (Theatre)
Lissa Gill, M.F.A., Assistant Professor (Art)
Dr. Michele Paise, D.Mus., Assistant Professor (Music)
Connie Pirtle, M.F.A., Adjunct Instructor (Art)
Damon MacNaught, M.F.A., Adjunct Instructor (Art)
Mission Statement
The mission of the Master of Arts in Fine Arts degree is to provide a broad-based
curriculum in the fine arts that enhances skills and concepts in Theatre, Music and Visual
Art. The program is designed to help foster individual research and development through
creative experiences and interconnectivity of fine arts areas.








Entrance Requirements
Completion of an appropriate accredited undergraduate degree or the equivalent is
required for graduate study in Fine Art.
Admission to graduate study shall be on critical examination of the academic
record; the content of courses taken; and original compositions, papers, a
performance audition, portfolio review, and/or professional experience as
appropriate.
All students admitted to graduate study in Fine Arts shall demonstrate at least
baccalaureate level competence in those areas considered common to all
undergraduate study.
All students admitted to graduate study shall demonstrate sufficient knowledge
and skill in English to pursue the required studies.
Each candidate must write a supportive statement about the candidate‘s specific
goals for the MA program.
Candidates must have a minimum average of 3.0 in fine arts areas on a 4.0 scale.
All candidates must schedule a personal interview with the graduate fine arts
committee.
Music Track
Entrance auditions and examinations appropriate to the goals and objectives of the
graduate program as a whole and each specific track. The following shall be
required as applicable to student area of interest for degree program:
o Music Theory – Entrance Examination
o Music History – Entrance Examination
o Composition or Arranging – Portfolio required
o Music Technology – Basic computer proficiency
o Conducting – DVD/Video
o Performance – Personal audition (DVD by permission)
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

Studio Art Track
The applicant for the MA in Fine Arts must submit a CD/DVD, slides or portfolio
of 20 works of visual arts.
Theatre and the Dramatic Arts Track
Admission to graduate study shall be based on critical examination of the
academic record; the content of courses taken; and original plays, papers, a
performance audition; design portfolio; or professional experience.
M.A. in Fine Arts – Music
Required core courses for Music Track...................................................................15 hours
MU 5027
Advanced Harmony and Counterpoint
(3)
MU 5028
Advanced Modern Harmony
(3)
MU 5013
Music Technology
(3)
FA 6024
Final Project
(6)
Choose 1 set of coursework options from the following:
Composition or Arranging Courses:
MU 5030
Instrumentation and Orchestration
MU 5023
Composition I
MU 5024
Composition II
MU 6006
Composition III
MU 6007
Composition IV
OR
MU 5025
Arranging I
MU 5026
Arranging II
MU 6008
Arranging III
MU 6009
Arranging IV
Music Technology Courses:
MU 5030
MU 5014
MU 5015
MU 5016
Conducting Courses:
MU 5031
MU 5032
MU 5018
MU 5019
MU 5020
MU 5021
(3) and
(2)
(2)
(2)
(2)
(2)
(2)
(2)
(2)
Instrumentation and Orchestration
Computer Music Composition
Audio Recording on Computers
Creating Commercial Music on Computers
(3)
(3)
(3)
(3)
Choral Methods
Instrumental Methods
Applied Conducting I
Applied Conducting II
Applied Conducting III
Applied Conducting IV
OR
Advanced Workshops in Conducting
(3) or
(3) and
(2)
(2)
(2)
(2)
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(2 each)
Performance (Voice or Instrumental) Courses:
MU 5010
Vocal Diction
MU 5011
Instrumental Pedagogy
MU 5039
Applied Voice I
MU 5040
Applied Voice II
MU 5041
Applied Voice III
MU 5042
Applied Voice IV
OR
MU 5043
Applied Instrumental I
MU 5044
Applied Instrumental II
MU 5045
Applied Instrumental III
MU 5046
Applied Instrumental IV
(3) or
(3) and
(2)
(2)
(2)
(2)
(2)
(2)
(2)
(2)
Required Electives
Select remaining hours from Advisor approved supportive electives from any graduate
Fine Arts (MU/TH/ART) area in order to bring total hours to 36 semester hours.
Total........................................................................................................................36 hours
M.A. in Fine Arts – Theatre and Dramatic Arts Track
The M.A. in Fine Arts – Theatre and Dramatic Arts track incorporates common
interdisciplinary features of Fine Arts, making it a truly unique degree program.
Required Core Courses.........................................................................................15 hours
FA 5020
Issues in Contemporary Fine Arts
(3)
FA 5021
Future Directions for Fine Arts
(3)
Electives may be chosen from any graduate area within Fine Arts (3)
FA 6024
Final Project
(6)
Continued studies in Theatre Electives...............................................................18 hours
THR 5000
Theory of Acting: Stanislavski
(3)
THR 6004
Theory of Directing
(3)
THR 5006
Special Study in Theatre
(3)
THR 5005
Voice and Articulation
(3)
THR 5004
Advanced Studies in Period Styles in Acting (3)
THR 5002
Studies in Drama
(3)
THR 5001
Author Studies
(3)
THR 5007
Theatre Workshop (may be taken 4 times) (1)
THR 6002
History of the Theatre I
(3)
THR 6003
History of the Theatre II
(3)
THR 6001
Shakespeare
(3)
THR 5003
Graduate Practicum/Internship
(3)
Total........................................................................................................................36 hours
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M.A. in Fine Arts – Studio Art Track
Required Core Courses............................................................................................15 hours
FA 5020
Issues in Contemporary Fine Arts
(3)
FA 5021
Future Directions for Fine Arts
(3)
Electives from any graduate Fine Art area
(3)
FA 6024
Final Project
(6)
Required Core for Studio Art...................................................................................21 hours
FA 5022
Fine Arts History
(3)
*Studio Courses to be selected from the Studio Art Courses list as follows or from other
studio areas of Fine Arts as your advisor recommends. A minimum of 6 hours of studio
classes must be taken at the upper graduate level. Studio courses must be taken
sequentially within the carious area of media study.
Studio I
(3)
Studio II
(3)
Studio III
(3)
Studio IV
(3)
Studio V
(3)
Studio VI
(3)
Total........................................................................................................................36 hours
360
Graduate Course Descriptions
MBA 5080 - Research Design and Methods (3)
An introduction to scientific or primary research. The emphasis will be on a complete
primary research project of professional concern to the student. Each student will
concentrate on how to present data and findings through technical writing and electronic
communication. Some of the means used for professional communication will be
reviewing the literature, collecting data, surveying, presenting data in tables, charts and
graphs, analyzing data, researching conclusions from the findings, using electronic and
hard copy searches, constructing e-mail, memos, letters, proposals, processes, web sites,
etc. This research project will require computer literacy and access to the Internet.
MBA 5121 – Managerial Accounting (3)
A study of accounting information developed for managers within an organization.
Analysis of accounting statements is emphasized for planning, decision making, and
controlling purposes. Issues and trends in accounting are reviewed to complete the study.
MBA 5131 – Corporate Financial Analysis (3)
A study of organizational financial management emphasizing shareholder value. Topics
studied include liquidity management, budgeting, capital structure, forecasting, risk, and
cost of capital. Trends in enterprise financing complete the study.
MBA 5141 – Computer Information Systems (3)
The information requirements of organizations are studied, with emphasis on the types of
information needed at the operational, administrative, organizational and strategic levels.
Topics include obtaining, installing and managing software, hardware, and networks
systems, information security, managing Information Technology (IT) personnel and
systems, and managing the rapidly changing IT environment. Global and ethical
perspectives are included.
MBA 5211 – Managerial Economics (3)
An application of microeconomic theory to business decision making. Economic
concepts and quantitative methods are applied to managerial decisions regarding pricing,
production service capacity, profit maximization and government restraints.
MBA 5253 – Applied Statistics (3)
Concepts of statistical analysis and inference are studied, including descriptive statistics,
probability theory, statistical estimation, tests of hypotheses, analyses of variance, and
regression and correlation analyses. Emphasis is placed on applied regression analysis of
service operations data.
MBA 5273 – Organizational Theory and Analysis (3)
This course is a study of the creation, management and effectiveness of organizations as
open systems. Central to the study are the internal and external environmental challenges
to an organization‘s domain and the management of change through innovation, control
and efficiency. Organizational design, authority, culture, technology, conflict and
competencies are included in the study.
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MBA 5292 – Business Policy & Executive Decisions (3)
This is a capstone course in the application and synthesis of business and economic
concepts with a view toward evaluation of specific organization-wide situations. The
focus of the course is on problem recognition, alternatives, recommendation and
rationale. The use of policies and strategies to foster vision and mission to achieve
organizational goals is included. Organizational leadership styles complete the study.
MBA 5550 - Principles and Theories of Leadership (3)
This course focuses on the scope and nature of leading in diverse organizational settings,
with special emphasis on examining traditional and contemporary leadership theories,
concepts and principles for their application in present organizational settings that are
increasingly being effected by environmental complexities and globalization. A primary
objective of the course is to enable students to evaluate past and present leaders, as well
as reflect on themselves as leaders, in conjunction with findings from research, theory
and experience.
MBA 5040 - Human Relations and Resource Issues (3)
Reviews how individuals, small groups, and organizations interact in practice with
emphasis on the internal and external environments. Also deals with such specific
concerns as motivation, diversity, EEO laws, EEO implementation, recruitment, training,
job descriptions, performance evaluations and union environments. Improved
productivity through human effort is the central theme of the course.
MBA 5060 - Individual and Organizational Ethics (3)
This course examines the challenges of considering the ethical aspects of individual and
organizational actions, behaviors, decision-making, problem-solving and conflict
resolution, the content examines the complexities of the environmental impact on ethical
actions. Students are enabled to analyze and reflect on the ramifications of decisions and
actions from the individual and organizational perspective. Topics include honesty and
deception in organizations, the use and abuse of trust, and the challenge of leadership in
developing ethical organizational cultures. Students will also be challenged to identify,
clarify and develop a personal ethical philosophical.
MBA 5161 – Marketing Management (3)
A study of strategic marketing planning and analysis of the marketing function in relation
with various internal and external environments. Designing marketing programs for
various demand segments constitutes the heart of the study. Issues of innovation,
implementation and evaluation of programs complete the study.
MBA 5254 – Techonomics (3)
This course explores the impact of technology on the economic evolution of society. The
course outlines and defines a simple framework to observe, describe, analyze, and predict
organizational changes by methodically tracking technological advancement. The student
will study the cause and effect relationship between technological advance and economic
progress and understand how this relationship allows one to anticipate societal trends.
362
MBA 5262 – Service Management & Marketing (3)
The study of services‘ characteristics, services‘ contribution to an economy, service
quality, capacity management, the relationship between organizational performance and
customer retention, positioning, customer expectations, and strategic planning. The study
focuses on the customer-server dyad and a balanced approach to organizational
continuity. A review of recent issues completes the study.
MBA 5311– Customer Relationship Management (3)
A study of the processes involved to develop and maintain positive relationships with
potential and current customers. Emphasis is placed on adding value to customer
activities. Various types of relationships are identified using database software to increase
employee productivity in sales, service and customer management.
MBA 5314 – Internet Marketing (3)
The course focuses on ethics, appropriate e-message usage, using mailing list systems,
connecting a site to search engines for good ranking, and the role of the Internet, in
Business-to-Business (B2B) and Business-to-Consumer (B2C) marketing. Access and
audience issues complete the study.
MBA 5316 – Project Management (3)
This course incorporates project management software in the study for project
conception, plan and control. The course uses this software in a context of building team
leadership and cohesion through organizational designs. Project objectives, change
management and individual roles, risk and resource management, and management
parameters are studied for efficient and effective results. Trends in project management
complete the study.
MBA 5320– Entertainment Industry Management (3)
This course is a study of entertainment properties in motion picture and television from
the perspective of a producer. The process of script development, talent, financing, costs,
pre-production, production, post-production, distribution and promotion constitutes the
heart of the study. A review of issues and trends completes the study.
MBA 5321 – Health Care Management (3)
This course provides an overview of the U.S. health care delivery system and the
influence of health care issues on the U.S. economy. At the completion of the course,
students will be able to identify the various components of the system and their
associated terminology and understand their dynamic interactions and economic
implications. Students will have the opportunity to focus on specific areas of interest
through individual and team papers and presentations.
MBA 5325 - Managerial Planning and Leadership (3)
In this course, Strategic Management is considered to be a combination of strategy
formulation and strategy implementation, which together becomes an on-going process of
determining an organization‘s objectives, developing plans and policies to achieve the
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objectives, and then ascertaining and allocating resources necessary for successful
implementation. Students learn techniques, including SWOT, for performing
organizational self-evaluation and competitor analysis. Case studies are heavily utilized.
MBA 5980 – Special Topics (1-3)
A course covering topics not specifically a part of other courses in the Services MBA
curriculum. Topics may vary depending on faculty expertise and student interest.
ED 5200 - Motor Learning and Development (2)
The course introduces the preservice teacher to the concepts of physical growth of the
young learner and the impact that this training fosters. The course will explore the
interrelated properties of physical, cognitive, emotional and social development of the
young learner and the impact to each developmental area by learning to provide physical
challenges and exploration of physical capacities.
MAE 5010 – Innovative Instructional Technology (3)
Provides the opportunities to develop skills and to enhance understandings of innovative
technologies including the use of the computer as a teaching tool. Emphasis is given to a
systematic approach to the selection and evaluation of media in the classroom.Attention
is also given to the development of the teacher‘s competencies in locating and creating
instructional materials for programs in the school classroom.
MAE 5012 – Early Childhood Curriculum Assessment (4)
This course presents theoretical, philosophical and researched foundational information
for integrated, child-centered, constructivist curriculum development emphasizing
experiences which develop language, cognitive, motor, affective and social competencies
for learning for pre-kindergarten through age nine. Students will study, develop and
evaluate materials and methods appropriate for early education and to authentic
assessment strategies for determining both developmental and academic progress of
children from birth to age nine.
MAE 5014 – Human Growth & Development for the Young Learner (4)
This course presents a comprehensive study of child growth and development from
conception to age nine emphasizing the development of language, cognitive, motor,
emotional and social skills. Socioeconomic, cultural and ethnic issues and their impact on
early childhood development will be explored. Authentic assessment strategies for
mapping development will be presented. Typical and atypical development will be
identified.
MAE 5015 – Support for the Developing Learner (4)
This course presents a comprehensive survey of the family as a social system, parents as
educational partners, and community and community agencies as a network for
educational improvement. Students will develop, implement and assess working models
for all aspects of support for early childhood learning.
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MAE 5020 - School Law & Its Effects Upon the Teacher (3)
A study of cases providing a legal framework for the operation of the educational system
and the environment in which school personnel function. Specific topic areas include
academic freedom, attendance, busing, conduct (employee and student), integration and
segregation, liability (institutional and personal), malpractice, protected speech, pupil
assignment, religion and search and seizure.
MAE 5030 - Curriculum Designs (3)
Designed to acquaint students with current trends in curriculum design, legislation
affecting curriculum, state mandated programs, innovative programs, and organizational
patterns. It is designed also to encourage educators to anticipate needs of learners in the
next generation and to elucidate means by which these needs can be met through
curriculum design.
MAE 5040 - Contemporary Issues in Education (3)
A study of the movements, issues, projections, and potential directions in the area of
education from early elementary through higher education. This is an In-depth study of
current research, observation, and practices of prototypes.
MAE 5050 - Advanced Educational Psychology (3)
A study of psychological theory and research as both apply to the K-12 classroom.
Cognitive psychological theory and research are given more prominent treatment than
other systems. Assignments and readings assume basic understanding of introductory
issues in psychology and in educational psychology.
MAE 5060 - Strategies for 21st Century Classroom (3)
Curriculum of the modern elementary, middle, and high school with emphasis on current
trends, issues, practices, problems, and methodologies.
MAE 5070 - Advanced Studies in Classroom Management (3)
Application of the research and skills necessary to create and maintain environments in
which teaching and learning can occur. It includes pertinent research and simulated
activities for the purpose of learning to work through specific problems/situation.
MAE 5080 - Diverse Populations in Teach. & Learning (3)
A study of current research on the unique characteristics of various student populations in
the educational systems and innovative programs to address diverse needs within school
and community settings.
MAE 5090 - Educational Research Methods (3)
A course designed to introduce the student to methods and applications of research and
analysis. A unique aspect of the course is an opportunity to extend research beyond the
specified semester.
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MAE 5120 - School Pub. Relations Communication (3)
Emphasis on interactive issues pertaining to the improvement in relationships among
schools, families, and communities. It also includes exposure to a network of field
contracts and to relevant methodology and research experience.
MAE 5180 - Education: The Profession & The Professional (3)
A study of Education as a profession from its beginnings in America to the present. This
course will also focus on the professional educator in today‘s educational workplace.
MAE 5220 - Book Selections and Literature for Children and Adolescents (3)
An exploration of the various genres of available literature for ―children and adolescents,
including strategies for building literature programs and criteria for selecting quality
literature. Required projects include building a bibliography of resources, as well as a
portfolio of literature reviews. State standards 3, 4, & 5 will be addressed. * Required if
not already taken at the undergraduate level.
MAE 5221 - Evaluation & Remediation of Reading Problems (3) – An emphasis on
preparing students to detect and diagnose reading difficulties and plan remediation for
students in the elementary grades. This course will provide the student with an
opportunity to acquire concepts related to Cumberland University‘s common body of
Knowledge with encompasses the essential skills, understanding, and attitudes necessary
for effective teaching. Specifically this course is designed to: develop an understanding
of various diagnostic measures used in the assessment of students‘ reading difficulties;
and provide methodologies and research for planning remediation of students‘ reading
difficulties.
MAE 5222 Methods of Classroom Teaching (3)
This course is designed to help teachers teach math, science, and social studies more
effectively. The purpose is achieved through a wide range of teaching material on the
subject, interaction with a colleague, preparation of lesson plans and practical hands-on
experience in the classroom. Students learn about and develop plans, methods, and
materials for teaching in a specific area of education. Experience in Math, Science, and
Social Studies. Field experience required.
MAE 5223 Educational Assessment (3)
Significance of educational assessment to instructional leaders, statistical concepts
needed to evaluate and use educational tests, key concepts about assessment, criteria for
judging the quality of educational assessments, constructing worthwhile classroom
assessments, linking instructional objectives to assessments.
MAE 5250 Building Literacy for the K-12 Classroom (3)
Study of research into reading instruction and its effectiveness; emphasis on recent
findings and implications for classroom methods and processes.
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MAE 5280 - Directed Research Study-Field Project (3)
Provision for directed study to enable the student to pursue an area of interest for which
specific courses are not provided. Special topic of inquiry by the student and directed by
the faculty advisor. Prerequisite: Permission of Program Director.
MAE 5285 - Practicum in Education (3-12 hrs.)
A supervised teaching experience to provide mentoring for education students teaching
on a Transitional license. Prerequisite: Transitional license or permission of dean.
MAE 5286 - Enhanced Student Teaching Seminar, K-6 (6)
A supervised teaching experience with a duration of 15 weeks in a full-day classroom
teaching situation in two different schools and grade levels. Grading will be on a
Pass/Fail basis. Seminar experiences and portfolio review included. Prerequisite:
Successful completion of required Content Area Praxis tests and PLT. (Postbaccalaureate equivalent of undergraduate Student Teaching.)
MAE 5287 - Enhanced Student Teaching Seminar, PreK-3 (6)
MAE 5288 - Enhanced Student Teaching Seminar, 7-12 (6)
MAE 5395 - Special Topics (1-6) A course covering topics not specified by the other
courses in the MAE. Topics may vary depending on faculty expertise and student
interest.
MSP 5000 - Human Development (3)
This course will present an overview of both human physical and psychological
development with emphasis on how individuals are programmed as well as how behavior
can be changed. Emphasis will be placed on adult development. The influence of culture,
ethnic background, and environment on individuals and groups will be three (3) of the
primary discussion areas. Additional topics which will be explored are gender roles and
the influence of family, peers, and the employment of the individual.
MSP 5010 - Contemporary Community Issues (3)
The course examines a number of contemporary community issues. Practicing
professionals who are civic and governmental leaders may be used as resource
individuals in assisting the student to identify, analyze, confront, and solve a specific
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community problem. Case studies, group presentations, in-class discussions, and
structured research are designed to enhance the learning environment. The role and use of
power in problem solving by community and/or governmental leaders will be discussed.
A secondary goal of the course is for each student to develop an understanding of how
he/she can become a community problem-solver.
MSP 5020 - Organizational Behavior (3)
The course focuses on the behavioral processes in organizations, motivation, leadership,
decision making, communication, behavioral consequences, group behavior, informal
organizational structures, politics, and change. Theories dealing with interpersonal
relationships and authority related to organizational behavior are also included in the
course content. Additionally, students examine the concept of situational leadership and
its practical application in the work setting.
MSP 5030 - Leadership and Conflict Resolution (3)
The course features a hands-on approach to the development of a personal leadership and
conflict management style. Students are given an opportunity to explore major theories
of leadership and of conflict resolution and to understand the practical implications of
each theory. Exercises, role-playing, and discussion of personal experiences are used to
aid students in developing their own leadership and conflict management styles.
MSP 5040 - Seminar in Understanding Community Agencies (1)
The course reviews the community‘s greatest health and human service needs and how
non-profit organizations provide services to build a healthier community and meet those
needs through effective problem-solving strategies. Interviews with agencies and written
summations will be used to acquaint the individual and the class with agency services.
MSP 5050 - Seminar in Ethics (1)
The course identifies how individuals make choices and decisions guided by ethical
frames of reference. Through readings, case studies, class discussion, and written
assignments, the course will explore some of the ethical frameworks which guide both
personal and professional decisions. Attention will be given to the relationship between
personal and professional ethics.
MSP 5060 - Seminar in Understanding Cultural Diversity (1)
The course begins with the premise that American society is built by people from diverse
cultural backgrounds. This requires citizens to develop an understanding about a wide
range of values, beliefs, and actions. The course seeks to develop an awareness and
sensitivity toward others by examining some of the stereotypes which hinder the
understanding of diverse people and groups, including those which shape our attitudes
and actions toward racial and ethnic minorities, gender and age-based groups, and those
with alternative lifestyles. Certain class sessions will be devoted to exploring the
stereotypes which shape behavior toward a specific group. Some of these sessions will
often include speakers from the various groups who will relate how these misperceptions
can cause communication difficulties and hamper effective interaction.
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MSP 5200 - Professional Communications (3)
The course focuses on defining personal and organizational communication in a broadbased manner and on aiding the public service manager to examine, analyze, and use a
variety of communication forms including verbal, non-verbal, and written. Both
individual and group exercises are part of the course. Focus activists include developing
communication team building exercises; sharing defining moment exercises; acquiring
and using data; developing written materials such as house organs, press releases,
resumes, communication trees, electronic mail pieces, as well as writing descriptive
narrative. Further, the class introduces the graduate student to methods of collecting data,
writing, and presenting research.
MSP 5210 - Legal Environment (3)
The course will begin with the fundamentals of how the law has evolved and its
importance in society. Attention will be given to the Tennessee and the Federal court
systems as well as petit and grand juries and the anatomy of the trial process itself. The
second phase and the majority of the course will focus on legal issues in the workplace
and employment law such as discrimination, harassment, violence in the workplace,
employment at-will, and workplace privacy issues. Additional topics to be discussed
concern negligent hiring and supervision, the Family Medical Leave Act (FMLA),
general agency law as it impacts employees and employers, and business torts.
MSP 5220 - Human Resource Management and Labor Relations (3)
The course addresses contemporary issues facing public service professionals including:
personnel selection, training and development, rewards and discipline, motivation and
morale, plus performance evaluation; team building; problem solving; management
theories; implementing community policing and the delivery of other public services;
dealing with unions and labor issues; and, managing for the future.
MSP 5230 - Public Administration (3)
This course examines historical and current topics of governing and governance focusing
primarily on state and local political entities. A variety of governmental models are
examined. Contracts between the public and not-for-profit sectors are explored. Other
topic areas include budgeting, current governmental issues, developing public policy,
duties of elected and appointed public officials, interagency coordination and
cooperation, personnel hierarchy and management, role(s) of public officials, as well as
taxation policies and procedures. Focus is placed on historical and current public
administrators and their leadership styles. A research project and paper are required.
MSP 5240 - Seminar in Media Relations (1)
The course will address key issues in communicating effectively with various
constituents through print and broadcast media and will review topics such as internal
organizational relations, external community relations, and relationships with
representatives of the media. Emphasis is placed on planning communication of routine
information and developing an understanding of how to use media proactively as a
community problem-solver.
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MSP 5250 - Seminar in Understanding the Judicial System (1)
This course will entail a study of the resources and remedies available to individuals
through the use of the judicial system. Remedies such as injunctions, monetary damages
including punitive damages, replevin, and others will be studied and evaluated as they are
useful to solving the problems of constituents of public service professionals. The course
will contain an emphasis on the careers of public servants in the court system, such as
judges, prosecutors, public defenders, pro bono attorneys, legal aid attorneys, and
probation officers, as well as an emphasis on the careers of public servants in agencies
that are collateral to the court system such as child advocacy centers, court appointed
special advocates, the state Department of Children‘s Services, child protective services,
OurKids, police agencies including special task forces, social workers, and the like. The
course will focus on particular courts which most often serve the community to meet the
needs of constituents of public employees, such as juvenile court, criminal court, and the
general sessions court. Finally selected areas of the law will be taught which pertain to
common problems of constituents of public service workers.
MSP 5260 - Seminar in Environmental Interaction (1)
The course is a broad overview of current environmental issues affecting the community
and how public service officials develop policy to manage these concerns for the good of
both the citizens and the community. Primary emphasis will be on reviewing how
population density affects the environment, along with the traditional topics of litter, air,
water, and waste pollution.
MSP 5400 - Research Design (3)
Research conceptualization and methodology are emphasized in this course. Of particular
importance is the ability to create, develop, conduct, analyze, evaluate, and communicate
research. Students will have ample opportunity to increase their competence as research
developers and practitioners in the public service arena through hands-on experiences.
Issues involving ethical and multicultural aspect of research are also addressed.
MSP 5410 - Statistics (3)
The course focuses on the understanding and use of concepts and statistical methods in
public service. Students will review and interpret descriptive statistics as well as
graphical representations. The class also infuses the basic principles and methods of
statistical inference including probability, hypothesis, testing, t-tests, analysis of variance,
and regression analysis. Students further are introduced to and use at least one statistical
package, as well as Excel, for statistical work.
MSP 5900 – Practicum in Public Service Management (3)
In the Master of Science in Public Service Management (MSP) program, each practicum
is individually designed. The student, agency supervisor, and the MSP Advisor work
together to develop specific learning objectives. Appropriate strategies are designed to
ensure that these pre-determined objectives are met. The MSP Advisor will visit the
practicum location, to confer with both the student and agency supervisor, one or more
times during the enrollment period. To receive credit for the three (3) semester hour
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experience, a minimum of 100 clock hours in practicum involvement is required. A dayto-day log of practicum activities must be maintained and turned-in as a course
requirement. In general, this course is considered an elective class; however, employing
agencies/organizations may encourage this course as a way to meet specific needed workrelated requirements. The practicum experience may not be substituted for a required
class for graduation.
MU 5001 – Applied Voice Lessons (2)
This course may be repeated once.
MU 5002 – Applied Instrumental (2)
This course may be repeated once.
MU 6001 – Topics in Advanced Music History (3)
MU 6002 – Theory Overview/History Overview (2)
Students admitted with deficiencies are required to remove them early in their programs.
Deficiencies shall be removed by successfully passing the following courses as
applicable: Theory Overview (2 hrs) and/or History Overview (2 hrs.); these courses shall
not count towards the minimum credit hours required for the graduate M.A. in Fine Arts
(Music Track) degree program.
MU 5007 – Choral Literature, Methods and Techniques (3)
This course is an in-depth study of choral literature from all style periods, including
major choral and operatic works. The course will also develop concepts of choral
methods and techniques necessary for successful choral conducting.
MU 5008 – Band/Orchestral Literature, Methods and Techniques (3)
This course provides an in-depth study of band and orchestral literature from all style
periods, including major works. The course will also develop concepts of band/orchestral
methods and techniques for successful instrumental conducting.
MU 6005 – Topics in Advanced Music History (3)
Advance topics in music history, which could include the specialized study of historical
style periods or topical subjects such as Jazz, American Popular Music, History of Opera,
Chamber Music, etc. depending on the interests and expertise of the instructor. The
student transcript will show the particular topic taught.
MU 5009 – Independent Study (3)
Students plan, develop, research and present in an area of musical interest while working
with a faculty mentor.
MU 5010 – Advanced Vocal Diction (3)
An in-depth survey of the principles of English, Italian, Latin, French, and German vocal
diction, including the International Phonetic Alphabet (IPA).
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MU 5011 – Instrumental Pedagogy (3)
Instrumental majors will study pedagogical techniques and concepts with specific
application to their particular instrument.
MU 5027 Advanced Harmony and Counterpoint (3)
A survey of harmonic and contrapuntal techniques used in the Common Practice
literature. Pedagogical considerations are used in presenting harmonic and contrapuntal
concepts. Writing in strict and free styles of the Common Practice. This is a review
course for graduate-level study.
MU 5028 Advanced Modern Harmony (3)
Survey of late Nineteenth Century, Twentieth Century and contemporary harmonic
practices including harmony used in Impressionism, and 20th Century techniques such as
pan-diatonicism, bi-tonality, poly-tonality, bi-modality, quartal and quintal harmony, and
aleatoric, atonal and serial techniques.
MU 5030 Instrumentation and Orchestration (3)
This course will cover ranges and transpositions of the different instrument families.
Practical playing ranges. Transcribing from the piano to the orchestra, wind band, and
other ensembles. Scoring for the string section, the mechanics of scoring and copying
parts. Use of Computer Notation as an aid to orchestration. Basic principles of arranging
will also be covered, including compositional, formal and practical considerations for
writing creative music armaments.
FA 5020 – Issues in Contemporary Fine Arts (3)
Interdisciplinary theories, concepts and issues will be researched and discusses.
Interdisciplinary projects will be analyzed and critically evaluated.
FA 6027 – Future Directions for Fine Arts (3)
Exploration of trends in selected areas.
FA 5022 – Special Topics: Fine Arts History or Theory (3)
Advanced research in theory or history to be proposed by faculty or student.
FA 6022 – Special Topics: Fine Arts History or Theory II (3)
Advanced research in theory or history to be proposed by faculty or student. Prerequisite:
FA 5022.
FA 6023 – Fine Arts: Studies Abroad (3)
Historical and cultural studies abroad within interdisciplinary areas of Fine Arts. Must be
approved by Faculty.
MU 5012 – Digital Music (3)
This course will cover integrating digital music with other digital media. It will cover
using loops, overlaying music and voice to loops and other digitized music formats. It
will be and introduction to midi and audio recording, and currently available software for
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digital music production. The course will also include a brief unit on necessary music
knowledge for operation of digital music software being studied.
MU 5013 – Music Technology (3)
Introduction to music notation, midi sequencing, and audio recording programs for the
desktop computer.
MU 5014 – Computer Music Composition (3)
Using computers and music software programs to help develop, record, layout, compose,
and notate original music compositions.
MU 5015 – Audio Recording on Computers (3)
This course uses the computer to record, mix, and master live music performances.
MU 5016 – Creating Commercial Music on Computers (3)
This course uses computers to create jingles and background music for audio and video
commercial advertisements.
MU 5017 – Studio Recording Techniques (3)
Study of the recording principles and techniques within a recording studio setting.
Track Advanced Applied Conducting
Students work privately with faculty one hour per week to develop conducting techniques
used in leading choral and instrumental ensembles. Emphasis will be on appropriate
conducting gestures and score analysis. $200 lab fee will be accessed.
MU 5018
Applied Conducting I
(2)
MU 5019
Applied Conducting II
(2)
MU 5020
Applied Conducting III
(2)
MU 5021
Applied Conducting IV
(2)
MU 5022 – Applied Study (2)
Students work privately with faculty one hour per week to develop musical, technical and
repertoire skills appropriate to graduate study. $200 lab fee will be accessed.
Applied Composition or Arranging (2)
Private study in composition or arranging. Content of study to be determined by the
instructor, depending on the experience and needs of the student. Assignments in various
forms and styles of the emphasis area will be given each lesson. The student will be
encouraged to develop his own style of writing after study of established styles. This
course may be repeated at the discretion of the instructor, but only 8 hours will be
counted toward required hours for the completion of the degree. $200 lab fee will be
accessed each time the course is taken.
MU 5023
Composition I
(2)
MU 5024
Composition II
(2)
MU 6006
Composition III
(2)
MU 6007
Composition IV
(2)
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MU 5025
MU 5026
MU 6008
MU 6009
Arranging I
Arranging II
Arranging III
Arranging IV
(2)
(2)
(2)
(2)
THR 5000 – Theory of Acting: Stanislavski (3)
A comprehensive survey of the theory and works of Constantin Stanislavski as a basis for
the study, application, and instruction of contemporary acting principles and techniques.
THR 5001 – Author Studies (3)
This course is an in-depth study of one or two authors. Particular author or authors will
vary depending on the professor. It may be taken with different author focus, and must
feature a playwright with a significant catalog of works.
THR 5002 – Studies in Drama (3)
This course is an extensive survey of dramatic works. This course focuses on drama as a
literary form. Emphasis is on analysis, criticism, and history.
THR 5003 – Practicum/Internship (3)
Students will work with an approved theatrical organization in their chosen field of
specialization, (i.e., Community Theatre, Repertory Theatre, or other approved
organization) under the supervision of a Fine Arts faculty member in cooperation with a
representative from the organization.
THR 6001 – Shakespeare (3)
Extensive survey of the works of Shakespeare. A study of selected histories, tragedies,
and comedies. Emphasis on theme, character, and imagery.
THR 5004 – Advanced Studies in Period Styles in Acting (3)
An exploration of styles and techniques from various historical periods. Related advanced
scene work.
THR 5005 – Voice and Articulation (3)
THR 5006 – Special Study in Theatre (3)
This course offers advanced work in research or skill development. Available only with
faculty approval and supervision.
THR 5007 – Theatre Workshop (1)
Students who are involved in a production will receive one semester hour of credit.
Criteria for credit is established by the director of the theatre production. Students may
enroll in one theatre workshop per semester.
374
THR 5009 – Methods and Materials of Teaching Theatre (3)
THR 6002 – History of the Theatre I (3)
A comprehensive examination of the history of theatre from its origin through the 18th
century. Includes Greek, Roman, Middle Ages, and European theatre.
THR 6003 – History of the Theatre II (3)
A comprehensive examination of the history of theatre from the early 19th century to the
modern era. Includes Europe, United States, Asia, and Africa
THR 6004 – Theory of Directing (3)
The principles and practices for preparing and staging the complete live theatre
production. Students are required to prepare and direct a one-act play to fulfill course
requirements. Prerequisite: Permission of instructor.
ART 5002 – Graduate Drawing I (3)
Exploration of drawing methods, materials, concepts; emphasis on developing means of
expression, individual style, critical analysis and evaluation.
ART 5003 – Graduate Drawing II (3)
Continuing exploration of drawing methods, materials, concepts; emphasis on developing
personal means of expression individual style, critical analysis and evaluation.
ART 6002 – Graduate Drawing III (3)
ART 6003 – Graduate Drawing IV (3)
ART 5004 – Graduate Painting I (3)
Exploration of various painting media, methods, supports and concepts; emphasis on
developing means of expression, individual style, critical analysis and evaluation.
ART 5005 – Graduate Painting II (3)
ART 6004 – Graduate Painting III (3)
ART 6005 – Graduate Painting IV (3)
375
ART 6006 – Graduate Sculpture I (3)
Exploration of various three-dimensional media, methods, techniques and concepts;
emphasis on developing means of expression, individual style, critical analysis and
evaluation.
ART 6007 – Graduate Sculpture II (3)
evaluation.
ART 6005 – Graduate Sculpture III (3)
evaluation.
ART 6006 – Graduate Sculpture IV (3)
evaluation.
ART 5008 – Special Studio Problems I (3)
Exploration of various media, methods and concepts, including development of
interdisciplinary projects.
ART 6008 – Special Studio Problems II (3)
ART 6009 – Special Studio Problems III (3)
ART 5010 – Graduate Practicum/Internship (2-4 hours)
The student will work with an approved art organization in his/her chosed field of
specialization. Supervision and evaluation by a Fine Arts faculty member in cooperation
with a representative from the chosen organization. Contact an art faculty advisor for
requirements for credit. May be substituted as a studio course with advisor‘s and Dean‘s
recommendation.
ART 6010 – Graduate Research (2-4 hours)
The student will work on an approved research project in his/her chosen field of
specialization under supervision and evaluation by Fine Arts faculty. Contact an art
faculty advisor for requirements for credit. May be substituted as a studio course with
advisor‘s and Dean‘s recommendations.
376
FA 6024 – Final Project (6)
A capstone experience of creative and scholarly work, which includes a public recital,
performance, or exhibit; and a written component.
377
Index
Academic Advisor
Academic Affairs
Academic Conduct Code
Academic Enrichment Center (ACE Center)
Academic Appeal Form Procedure
Academic Appeals or Exceptions
Academic Integrity Policy
Academic Load
Academic Misconduct
Academic Status
Academic Terms
Academic Unit
Admission Policy
Admission Requirements
Alternative Methods for Earning University Credit
Apply for Financial Assistance
Assessment
Athletic Accomplishments
Athletic Related Financial Assistance
Attendance Policy
Auditing of Classes
Awards
Baptist Campus Minister
Board of Trust
Calendar Fall 2010-Summer 2011
Campus Crime Information
Campus Environment and Safety
Campus Facilities
Campus Regulations
Campus Visit
Career Services & Internships (CS&I)
Change of Information
Child Care
Class Availability
Class Cancellation
Class Preparation
Classification of Students, Terms, and Courses
Clubs and Organizations
Common Hours
Computer Facilities
Concurrent Enrollment
Contract Policy
Correspondence Credits
Counseling Center
378
101
101
103
63
101
101
105
103
108
109
110
103
9
17
17
22
31
101
313
313
111
111
57
326
324
4
83
83
12
63
17
63
111
63
111
112
112
112
64
113
113
114
10
114
70
Course Descriptions
Cumberland University at a Glance
Dawg Days Registration
Dean of Students
Deans‘ List
Degree Completion
Degree Plan
Degree Programs
Dining Services
Directed Study
Disability Services
Drug and Alcohol Policy
Dual Enrollment Policy
Educational Goals
Educational Opportunities
Endowed Scholarships
Enrollment Services
Enrollment Verification
Equal Opportunity in Education Statement
Evening/Saturday Courses
Faculty Listing (Full time)
Financial Assistance
Final Examinations
Final Term Grades
Financial Expenses and Planning
Financial Services
First Time Freshmen
General Policy Guide
General Safety Procedures
Grading System and Quality Points
Graduate Assistants
Graduate Course Descriptions
Graduate/Professional School Preparation
Graduate Studies
Graduation
Graduation with Honors
Grants/Scholarships
Health Services
History of Cumberland University
Image and Taping Policy
Information Technology
Instruction Schedule
Intent to Graduate
379
227
7
17
72
114
115
115
131
79
115
72
73
19
116
116
138
35
17
116
10
116
315
29
117
117
27
27
18
134
10
95
117
52
361
118
330
118
118
119
49
77
6
77
120
122
123
International Students
Internship and Practicum Experiences
Intercollegiate Athletics
Intramural Sports
Jeanette C. Cantrell Rudy School of Nursing
Library
Loans
Map of Campus
Master of Arts in Education
Master of Arts in Education Educational Leadership
Master of Arts in Fine Arts
Master of Science – Public Service Management
Medical and First Aid
Mission and Goals of Cumberland University
Motor Vehicles
Non-Traditional Students
Personal Property
Personal Security Guidelines
Prerequisites
President‘s Award for Teaching Excellence
Records Maintenance
Recreational Activities
Refunds
Refund Drop Policy
Registration Policy
Release of Information
Religious Activities
Repeating Courses
Residence Life
Response to Official Requests
Role of Academic Administrators
Scholarships and Grants
School of Education and Public Safety
School of Music and the Arts
Second Degree Programs
Security Policies
Security Services
Special Fees
Student Affairs
Student Communications
Student Complaints or Incidents
Student Conduct Matters
Student Government Association
Student Identification Cards
380
20
123
311
78
215
54
50
16
341
348
358
336
351
95
6
96
21
97
97
124
328
126
78
30
30
124
126
78
127
79
80
128
34
155
176
201
128
98
98
28
57
80
80
80
81
82
Student Insurance
Student Involvement in Governance
Table of Contents
Textbooks and Supplies
Transcript Requests
Transfer Credit
Acceptance of
Transfer Student Information
Transient Permission Letters
Transient Students
Tuition Payment Plan
Tuition, Room and Board
Types of Assistance
University Mail Service
Use of Campus Facilities
Use of English
Utility Failure
Veterans‘ Benefits
Violent or Criminal Behavior
Vision Statement of Cumberland University
Withdrawal Process
Work Programs
381
82
82
2
29
128
21
110
21
129
22
29
27
34
82
12
129
99
51
99
6
130
51

2010-2011 Catalog - Cumberland University

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