graduate and professional studies - tusculum … · adult students by developing the edu- ......

TUSCULUM COLLEGE 2006-2007

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GRADUATE AND PROFESSIONAL STUDIES


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In 1984, Tusculum College recog-nized the special needs of workingadult students by developing the edu-cational programs within Graduate andProfessional Studies. Each program iscomprised of accelerated courses withone instructional meeting per week andone meeting where students completeassignments outside of class with theirlearning team. These programs havegained a solid reputation in the regionfor their high academic standards andpractical focus and have been studiednationally as models of delivery foradult learners.

Five programs are offered:• Gateway (for degree-seeking stu-

dents completing general educationcore and/or elective requirements)

• Bachelor of Science inOrganizational Management concentrations in: Human Resource Management, Marketing• Bachelor of Arts in Education,

Teacher Licensure• Master of Arts in Organizational

Management• Master of Arts in Education concentrations In: K-12, Organizational Training and Education, Human ResourceDevelopment

This section of the catalog first out-lines policies and regulations apply-ing to all five programs and then pro-vides details of each program indi-vidually. Tuition, Fees, and FinancialAid information are found in the Gen-eral Information section in the front ofthe catalog.

Academic Policies

Academic ScheduleThe Tusculum College Graduate and Professional

Studies programs follow a non-traditional academiccalendar. Students enroll in cohort groups that start yearround. Courses in each program are offered sequen-tially, allowing students to study one subject at a time.Classes are held at times and in locations convenient tostudents.

Locations and FacilitiesThe Greeneville campus and all off-site locations

provide instructional support and educational servicesthat meet the needs of adult students. All locations areapproved by the Southern Association of Colleges andSchools and meet federal guidelines. In addition to theservices and resources provided at each location, stu-dents have access to all resources (e.g. library, careercounseling, tutoring) via the Internet or by phone.Computers with Internet access are available at eachlocation to ensure access to these resources. TheMorristown location, Tri-Cities location, and the Knox-ville Regional Center have computer labs that are avail-able to students and an extension of the Library on theGreeneville campus is housed at the Knoxville RegionalCenter.

Academic AdvisingBoth professional academic advisors and faculty

advisors are charged with the responsibility of provid-ing useful, pertinent information concerning many dif-ferent areas within Tusculum College. Accordingly, ad-visors assume a significant educational role within theacademic life of their students. The professional aca-demic advisor provides each undergraduate studentwith guidance for developing an educational plan,selecting courses, and making referrals for assistancefrom other campus resources. The faculty advisorserves as a mentor for students in regard to professionalopportunities and direction in the discipline. The fac-ulty advisor regularly visits each cohort group that theyadvise and assists in fostering productive interpersonalrelationships within the class and learning teams. Theprofessional and academic advisors work in concert toprovide advising services that meet the needs of adultstudents. At the graduate level, the academic advisor isa member of the graduate faculty.

Learning TeamsLearning teams (formerly called study groups) typi-

cally consist of 3-5 students who work collaboratively tocomplete assignments that extend their skills andknowledge on course concepts. The learning team alsoallows members to serve as resources for each other asmembers bring the value of their own life experience tothe team.

Faculty members are responsible for planningweekly assignments that engage the learning team insome activity to meet course objectives. Individual


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learning teams shall be responsible for establishing theirown meeting time and location to complete work that isplanned for the course. Attendance and full participa-tion in the weekly learning team assignment are re-quired of all students. Learning teams may choose touse technology, such as chat rooms, e-mail, or confer-ence calls, to complete some assignments if that technol-ogy supports the completion of an assignment to therequired level of achievement.

Class RepresentativesThe main function of the class representative is to

serve as liaison between the class and the Graduate andProfessional Studies faculty, administration, and staff.Class representatives disseminate information to mem-bers of the class, such as course syllabi, announcements,and other communications. The class representative isthe spokesperson for the class when the class wishes toconvey information to members of the staff and faculty.

Class AttendanceClasses are held one evening a week for four hours

with the instructor, and an average of four hours perweek with the learning team to complete planned as-signments to meet course objectives. Class attendance ismandatory and is recorded by the faculty member, whosubmits student attendance records to the administra-tive office. A grade of “F” is automatically assigned toany student who misses more than one third of the totalclass meeting time. Total missed class time includesabsence for the evening, arriving late or leaving beforethe class is dismissed. This is an institutional policy andis not left to the discretion of the faculty member. Theacademic departments may adopt significantly strin-gent grading practices related to attendance require-ments as detailed in their syllabi and may requirecompletion of any missed work. Students should real-ize that failure to attend class will result in gradereduction and may also impact financial aid. Refer tosections on “Financial Aid” and “Withdrawal” for fur-ther information.

The delivery model used for the Bachelor of Arts inEducation (BAED)’s requires that students attendclasses two times per week, with each class meetinglasting for either 4 hours or 8 hours. Course lengthconsists of three weeks of class meetings with a one-week break after the first week in session. Students arerequired to attend all class sessions and attend 18 hoursof practicum experience in lieu of learning team partici-pation. Students in this program will receive an “F” ifmore than one third of the total class meeting time ismissed. Each 4-hour absence from class will result in areduction of points from the final grade.

Course LoadUndergraduate students in Gateway and BSOM

may not enroll in more than two courses concurrently. ABSOM student will be permitted to register for only onemajor course at any given time, unless the secondcourse is one of the concentration courses. A BAED

student may enroll in only one Gateway course persemester and may not enroll in any courses during thestudent teaching semester. To dual enroll a student musthave a Tusculum College GPA of 2.75 or better. Transferstudents with no prior Tusculum coursework musthave a cumulative GPA of 2.75 or better. Students onacademic probation will not be allowed to dual enroll.Students will not be allowed to take three coursesconcurrently. Any exceptions to these requirementsmust be referred by the academic leadership to theAdmissions and Standards committee for approval. Ifdual enrollment is requested by any graduate studentfor any reason, a written request should be submitted tothe graduate advisor for approval.

Computer Needs and Recommended SkillsStudents who enroll in Graduate and Professional

Studies programs are responsible for having access to acomputer and email capabilities and Internet connectiv-ity capable of linking to the Tusculum College Web site.Tusculum College provides for computer/Internet ac-cessibility at its instructional sites. If any students areunable to obtain access to the Internet connectivity andemail capabilities either on their own or through the useof College-supplied facilities, the College will assistthem in identifying other convenient Internet accesslocations.

Students in the Graduate and Professional Studiesconsistently use computers to complete assignmentsthroughout the curricula. It is strongly recommendedthat students entering their respective programs beproficient in executing the following skills: (a) typing,(b) file management (open, save, delete, move, copy,create folders, save file in specified folder), (c) familiar-ity with windows (maximize, minimize, close), (d) us-ing and installing software (open programs; use spellcheck; cut, copy, and paste within a document; insertgraphic image; and, change font and font attributes),and (e) basic Internet usage (navigate in browser, sendand receive e-mail).

AdmissionApplicants meeting the minimum requirements as

stipulated for each Graduate and Professional Studiesprogram will be afforded regular admission. If one ormore of the requirements is not met, provisional accep-tance may be granted. Both undergraduate and gradu-ate applicants are informed in their acceptance letter ofthe conditions that MUST be met in order to proceed inthe program. Please refer to section on “Retention Stan-dards” for further information regarding program con-tinuation.

Transfer CreditTransfer students must submit an official transcript

for each post-secondary institution attended. An evalu-ation of transfer credit will be completed by the Regis-trar to determine which courses apply toward thestudent’s degree program (core requirements) andwhich will be counted as elective credit. Tusculum


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College will accept as transfer credit only those hoursearned at a regionally accredited institution.

Tusculum College has articulation agreements withseveral institutions awarding associate’s degrees. Nor-mally, core requirement deficiencies will be waived forstudents who have earned an associate’s degree, exceptfor requirements in composition, speech, computer lit-eracy, mathematics, and natural science. If any sectionof an articulation agreement differs from the TusculumCollege Catalog, the articulation agreement will be usedin determining transfer credit. Tusculum may accept astransfer credit a maximum of thirty (30) semester hoursof Pass “P” credit from one or more of the following:Advanced Placement Program (APP), correspondencecourses, College Level Examination Program (CLEP),DANTES Subject Standardized Tests (DSST), and profi-ciency credit. Minimum scores as set by TusculumCollege (following recommendations by the AmericanCouncil on Education-ACE) must be earned in order toaward credit. An official copy of CLEP and DANTESscores is required. Enrolled students are required tocontact the Testing Coordinator for approval to requestcredit from one or more of the above. In some cases,credit from one or more of the above may be deemed aduplication of transcripted credit.

Veterans must submit a certified Veterans’ Form DD214 showing an honorable discharge with at least sixmonths’ service. Seven semester hours of physicaleducation credit may be awarded. Those still serving inthe military will be awarded the seven semester hoursof physical education credit by submitting basic train-ing documentation.

Grades of “D” or “F”Transfer grades of “D” or “F” are treated in the same

way as those earned in Tusculum College courses.Therefore, all transfer “D” grades are used as hourstoward graduation, and all transfer “D” and “F” gradesare used to compute the grade point average. Grades of“I” are considered as “F” for transfer credit.

Admission of Special StudentsStudents who are not candidates for degrees from

Tusculum College but are interested in attending classeswill be placed in one of these three categories:

1. Transient Students: Students currently matriculat-ing at another college who are in good standing maywant to enroll as transient students. The normal appli-cation procedure should be followed, but in place of thetranscript, a letter from the chief academic officer orregistrar of the student’s institution must be sent to theAdmissions Office giving special approval for the stu-dent to attend Tusculum College and specifying whichcourses may be taken. At the request of the student, atranscript will be sent to his/her college at the end ofthe enrollment at Tusculum. Enrollment in this status isfor a limited period, usually not exceeding one semes-ter.

2. Part-time Students: Tusculum College will admitstudents who do not wish to become regular students or

candidates for degrees but who desire to enroll in one ormore courses. Students seeking course credit to qualifyfor admission to undergraduate or graduate programsmay be enrolled as special students. Those students arerequired to submit an application and appropriate tran-scripts before being admitted to class.

3. Auditors: An auditor is one who attends classesand is required to participate in classroom discussions,submit work required of other students, and take ex-aminations, but is not assigned a grade. Individualswho wish to audit one or more courses should submitan application at least two weeks before the coursebegins.

International StudentsThe review procedure for international students is

the same as that required of all students. In addition, aninternational student applicant must complete an inter-national student application and fulfill the followingrequirements:

1. An international student must take the Test ofEnglish as a Foreign Language (TOEFL) and have arecord of the results sent to Tusculum College. A mini-mum score of 550 is required on this test. This test isadministered in the United States and abroad by theCollege Entrance Examination Board, Box 592,Princeton, New Jersey 08540. The score must be sent toTusculum College from the College Entrance Examina-tion Board.

2. If the TOEFL is not taken, then an internationalstudent may complete the American Language Acad-emy course level V and be admitted upon the recom-mendation of the director of that program located in theUnited States. The same applies for a student whoenters a program of the English Language School,which has centers throughout the country as well.Tusculum requires that a student graduating from anELS program must have completed Level 108 beforebeing considered for full-time admission.

3. An international student must complete and re-turn to the College the “Certification of Finances” form.This form will be supplied by Tusculum College andmust be completed in conjunction with the student’sbank or similar financial institution.

It is important that all financial arrangements beconfirmed before the student arrives at Tusculum. If theinternational student is accepted, the College will issuean I-20 form which will expedite securing a studentvisa.

ReadmissionA readmission application is required when an ac-

cepted student (1) does not begin the designated pro-gram within 12 months of acceptance, (2) has with-drawn from the program, (3) has not been enrolledwithin the past six months, or (4) has enrolled inanother institution since either acceptance or atten-dance at Tusculum. Readmission requires both aca-demic and financial good standing. Applicants will benotified regarding the arrangements needed to begin or


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continue coursework at Tusculum College. Studentswho are readmitted are subject to the current programrequirements regardless of the date of their originalenrollment.

Retention StandardsUndergraduate students must make continued aca-

demic progress toward the cumulative GPA of 2.00required for graduation. Graduate students must makecontinued academic progress toward the cumulativeGPA of 3.00 required for graduation. Students will alsobe placed in one or more of the following categoriesbased on grades received:Undergraduate

Academic Warning. Students whose cumulativeGPA is 2.00 or above but receive a grade below “C” inthe Gateway program are notified that they are failingto meet retention standards but that no disciplinaryaction is being taken at this time.

Academic Probation. Students must make continuedacademic progress toward the cumulative GPA of 2.00required for graduation. An undergraduate student isplaced on academic probation when his/her cumula-tive GPA falls under 2.00.

BSOM and BAED students are placed on academicprobation for their major if they earn one passing gradebelow “C” in any major course. As the College acceptsfor graduation only one passing grade below “C” in themajor, the student is required to repeat courses that donot meet this standard. BAED students must obtaingrades of “C” or higher in all major and professionalcourse work.

Academic Suspension. Gateway students are aca-demically suspended if they earn a second passinggrade below “C” during a period of academic proba-tion. Gateway students may also be subject to academicsuspension for sixth months if they have two grades of“D”, “F”, and/or “I” or concurrent grades of “D”, “F”,and/or “I” recorded on their transcripts. To be consid-ered for readmission a cumulative GPA of 2.00 and a re-application are required.

BSOM and BAED students will be academicallysuspended for a period of six months if they earn asecond grade below “C” in the major courses. In suchcases repeating one or both of these courses is required.A re-application is necessary in order to be consideredfor readmission to Tusculum College.

Academic Dismissal. Any student subject to aca-demic suspension the second time is subject to aca-demic dismissal. Dismissal is ordinarily a final revoca-tion of eligibility to return to Tusculum College. Stu-dents found guilty of plagiarism and falsification ofdocuments and/or who fail to adhere to TusculumCollege’s behavior policies are subject to academic dis-missal.Graduate

Academic Probation. Students must maintain thecumulative GPA of 3.00 required for graduation. Gradu-ate students are placed on academic probation if theirGPA falls below 3.00. Academic probation also occurs

when a student receives a grade of “C” for any requiredcourses. A grade of “C” places the student on academicprobation for the remainder of the program.

Academic Suspension. Two grades of “I” result inthe suspension of the student from classes until one ofthe incomplete grades has been satisfactorily removed.A student who receives a combination of a grade of “C”and an “I” on an academic record will be suspendedfrom classes for a period of six months. Any studentreceiving a second grade of “C” or a single grade of “F”will also be academically suspended. To be readmittedafter the waiting period, a student must submit awritten request to the Graduate Committee explainingacademic deficiencies and reasons why the studentshould be considered for readmission.

Academic Dismissal. Any student subject to aca-demic suspension the second time is subject to aca-demic dismissal. Dismissal is ordinarily a final revoca-tion of eligibility to return to Tusculum College. Stu-dents found guilty of plagiarism and falsification ofdocuments and/or who fail to adhere to TusculumCollege’s behavior policies are subject to academic dis-missal.

WithdrawalA student who must withdraw from any program is

required to notify the College in writing and provideinformation concerning the withdrawal. Failure to no-tify the Professional Studies Office of intention to with-draw may result in charges for the course being placedon the student’s account. A grade of “F” will be placedon the permanent record if the student fails to withdrawbefore the end of a course.

Academic Misconduct (See pp. 22-23)

Degrees with DistinctionDegrees with distinction are granted to Bachelor of

Science and Bachelor of Arts students for outstandingacademic performance. All collegiate level work, in-cluding transfer credit, will be used to determine therequired average. The grade point averages required forthese degrees are as follows: cum laude, 3.50-3.74 (blackcord); magna cum laude, 3.75-3.94 (orange cord);summa cum laude, 3.95-4.0 (gold cord). Degrees withdistinction are not granted to graduate students. Gradu-ate students who complete the program with a 4.0 gradepoint average wear a gold tassel and gold cord atcommencement to indicate that they have achievedHigh Honors. Graduate students who complete theprogram with a 3.95-3.99 grade point average wear agold cord at commencement to indicate that they haveachieved Honors.

Second Bachelor’s DegreeTusculum College will confer a second bachelor’s

degree when students meet the following requirements:1. Completion of a first bachelor’s degree from a

regionally accredited collegiate institution. Note: Dupli-cate degrees will not be awarded for any reason.


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2. Acceptance and enrollment at Tusculum Collegeas a degree-seeking student.

3. Submission and approval of a declaration of majorform.

4. Successful completion of the minimum number ofhours for the major as stated in the college catalog.

5. Satisfaction of any additional core/elective hoursfor the major.

6. Satisfaction of the residency requirement, bywhich 32 of the final 36 hours must be completed atTusculum College. A maximum of 25 percent of themajor coursework from the first bachelor’s degree maybe used to satisfy course requirements for a secondBachelor of Arts degree. All of the major courses for theBachelor of Science degree must be taken at TusculumCollege.

7. Adherence to any additional academic/financialobligations.

The Graduate and Professional Studies CompetencyProgram

The purpose of the Competency Program is to en-sure that Tusculum College students develop evidenceand confidence that they possess the skills, knowledge,values, and qualities of character they need as produc-tive, successful citizens. As they work in their courses toachieve the criteria of the competencies, students be-come aware of their own strengths and areas needingimprovement. The Competency Program specifies lev-els of achievement in areas important for effectivefunctioning at Tusculum College and in professional,public, and private life.

At the undergraduate level, the program focuses onenhancing the students’ Foundational Competencies.The Foundational Competencies are: Writing, Analyti-cal Reading, Public Speaking, Critical Analysis, Math-ematics, Computer Literacy, Self-Knowledge, Civility,and Ethics of Social Responsibility.

At the graduate level, the program focuses on theAdvanced Competencies. The Advanced Competenciesare: Critical Thinking, Synthesis of Information, Prob-lem Solving, Ethical Decision Making, and Data Analy-sis and Interpretation.

Additional information concerning the assessmentof competencies is provided in the Graduate and Profes-sional Studies Student Hand-book and Research Guide.

Service LearningThe concept of service is integral to the Civic Arts

tradition at Tusculum College. In the Graduate andProfessional Studies program, this is evidenced throughthe inclusion of community service in both undergradu-ate and graduate levels through projects and eventsshared by students, faculty, and staff. Because mostadult students have already established interests incivic activities, this base provides a building block forincreased emphasis on the importance of the citizen’srole in our democracy.

Grading ProceduresUndergraduate Grading Scale

A = 93-100A- = 90-92B+ = 87-89B = 83-86B- = 80-82C+ = 77-79C = 73-76C- = 70-72D+ = 67-69D = 63-66F = 0-62

Graduate Grading ScaleA = 95-100A- = 90-94B+ = 87-89B = 83-86B- = 80-82C+ = 77-79C = 73-79C- = 70-72F = 0-69

Coursework is evaluated in the following terms:Grade Quality Points Assigned InterpretationA = 4.0 per semester hourA- = 3.7 per semester hourB+ = 3.5 per semester hourB = 3.0 per semester hourB- = 2.7 per semester hourC+ = 2.5 per semester hourC = 2.0 per semester hourC- = 1.7 per semester hourD+ = 1.5 per semester hourD = 1.0 per semester hourF = 0.0 per semester hourI = No points applied IncompleteIP = No points applied In progressP = No points applied PassingW = No points applied Administrative withdrawalAU = No points applied Audit

Students who fail to complete all course require-ments during the course schedule due to crisis circum-stances may petition in writing to their instructor for thegrade of “I” (Incomplete) on or before the last classmeeting of the course. However, the assignment of an“I” is the instructor’s decision. If at the end of 30 daysfrom the final meeting date of the course the student hasfailed to complete all course requirements, the grade of“I” will become “F,” and the student will be required torepeat the course at his/her own expense. In the case ofextreme hardship, the student may petition in writing tothe Vice President of Extended Education for an addi-tional 30-day extension (request must be received bysaid office prior to the expiration of the first extension).An extension will only be granted when the studentdemonstrates that some progress has been made sincethe first “I” was granted. In no case, however, will thetotal time allowed for removal of the grade “I” be


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greater than 60 days from the last meeting date of thecourse in question. “IP” (In Progress) grades can beassigned only in the research course sequence. “IP”grades allow students to continue work on the researchproject after a course ends. The time limits on “I” gradesapply to “IP” grades as well. The Assistant Vice Presi-dent and Director of Research may be petitioned inwriting for an extension beyond 30 days. “IP” gradesare not, however, used when considering academicsuspension.

Grade AppealsWhen appealing a grade, a student must first send a

written appeal to the instructor of the course within 30days of the last date of the course. The written appealmust be accompanied by reasons for the appeal and bydocumentation providing evidence to support a gradeappeal. The instructor must respond in writing within30 days after the receipt of the appeal. If, after receivingthe instructor’s written response, a student wishes tocontinue an appeal, he/she must send the originalmaterials presented to the instructor, the written re-sponse from the instructor, and a new appeal to theregional Chair or Coordinator of the program in whichthe student is enrolled. If the instructor is also the Chairor Coordinator, the new appeal is submitted to theDirector of the School. If deemed appropriate, the ap-peal will be forwarded to the Admissions and Stan-dards Committee or the Graduate Committee. Thecourse instructor and these committees are the only twoinstitutional bodies that may change a grade. The deci-sion of either of these committees is final.

Grade ReportAt the end of each course, the instructor submits

grades for each student. Grades are recorded andmailed to students from the Registrar’s Office — usu-ally within five to seven working days.

TranscriptsThe student’s official transcript is prepared by Tus-

culum College. The transcript lists the courses, grades,credits and dates of instruction for each course. Re-quests for transcripts of coursework at Tusculum Col-lege must conform to the Family Rights and Privacy Actof 1974, which states that all transcript requests must besubmitted in writing and be signed by the student.

Transcripts for PortfolioStudents in need of unofficial copies of transcripts

from other institutions for “Portfolio Use Only” mustsubmit a written request to the Office of StudentRecords.

Repeating CoursesStudents may repeat courses. All attempts will be

recorded on the permanent record along with the gradereceived. For all repeated courses, only the last attemptwill be used for determining grade point average andhours completed for graduation. An “R” will be placed

on the transcript by all courses which have been re-peated.

Program CompletionStudents who have completed program require-

ments but have not yet met all graduation requirementsshould contact their professional academic adviser forinformation.

Tuition, Fees, and Library ServicesSee information under “General Information” at the

beginning of the catalog.

THE GATEWAY PROGRAM

Tusculum College was among the first East Tennes-see colleges to make available liberal arts courses in aprogram designed for the working adult. This programaccommodates those who have previous college creditas well as those who have never attended college.Students enrolled in the Gateway curriculum are de-gree-seeking, since they are classified as freshmen andsophomore students completing general education corerequirements and/or elective credit courses to be ap-plied to the Bachelor of Science in Organizational Man-agement and the Bachelor of Arts in Education pro-grams. Gateway classes are taught by faculty of Tuscu-lum College who have appropriate academic and expe-riential backgrounds in their respective disciplines.

General ObjectivesThe general objectives of the Gateway Program are

as follows:1. To introduce students to the liberal arts2. To provide the basis for continued intellectual

growth3. To develop the student’s ability to apply broad

general knowledge to concrete practical problems4. To extend opportunities for professional growth5. To develop the Foundational CompetenciesStudents are counseled regarding which courses

they need to take in the Gateway curriculum by theprofessional academic advisers. Students already en-rolled in another program may elect to enroll in indi-vidual specific Gateway courses they need, withoutregistering for the entire Gateway semester.

Admission Requirements and ProceduresNew students (those with fewer than 12 semester

hours of college credit) must satisfy three of the follow-ing five criteria:

1. Evidence of two years of work experience2. High school diploma (and college, if applicable)

grade-point average of 2.0 or higher or GED3. Rank in the upper one-half of high school graduat-


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ing class4. Composite score of 870 on the SAT or 18 on the

ACT5. Recommendations from two persons qualified to

judge the applicant’s potential for success in collegework

6. Students for whom English is a second languagemust furnish a score of 550 or greater on the TOEFLexamination taken within the last five years

Transfer students (those with more than 12 semesterhours of college credit) must meet the following re-quirements:

1. A cumulative grade-point average of 2.0 or higherfrom an accredited college or university

2. Recommendations from two persons qualified tojudge the applicant’s potential for success in collegework

Applicants not meeting the minimum requirementsfor regular admission may be granted acceptance underacademic probation or special student status.

Admissions Procedures1. Submit a completed application detailing work

experience2. Submit official (sealed) transcripts of all academic

(high school and/or college) coursework or GEDscores

3. Submit official SAT or ACT scores if applicable4. Submit recommendations5. Students for whom English is a second language

must furnish a score of 550 or greater on the TOEFLexamination within the last five years

Academic Fresh StartAcademic Fresh Start is a plan of academic forgive-

ness provided for students who have not attendedcollege for at least four years. This plan allows thecalculation of grade point average (GPA) and credithours toward graduation to be based only on workcompleted after returning to college. All prior collegecredit will be forfeited.

Student Requirements• Separation from all collegiate institutions for at

least four calendar years• At the time of admission as a degree-seeking

student, submission of a formal application for admis-sion

• Description of an academic plan• After acceptance, a student must complete at least

15 semester hours of earned degree course work with aminimum grade point average of 2.00 for all workattempted

Terms of Academic Fresh Start1. The student may be granted the Academic Fresh

Start only once.2. The student’s permanent record will remain a

record of all work; however, the student will forfeit theuse for degree or certification purposes of all college oruniversity degree credit earned prior to the four-year

separation upon granting of Fresh Start status. Previ-ously satisfied placement test requirements will not beforfeited.

3. The student’s transcript will note that the FreshStart was made and the date of the Fresh Start. Therecord will also carry the notation “GPA and credittotals are based only on the work beginning with thedate of the Fresh Start.”

Sample Course Descriptions

ORIENTATION TO TUSCULUM COLLEGE. no credit.Designed to orient students into the Tusculum CollegeGraduate and Professional Studies program.

OREN 101. INTRODUCTION TO THE ACADEMICARTS. 2 semester hours.This course is designed specifically for the adult return-ing student and includes reading/scanning skills, notetaking, time and stress management, and test prepara-tion skills. Competency: Self-Know-ledge.

RHET 101. RHETORICAL STUDIES I. 4 semester hours.Intensive practice in the oral and written organizationand presentation of ideas, with emphasis on diction,standard grammar, and sentence structure. Compe-tency: Writing.

RHET 102. RHETORICAL STUDIES II. 2 semesterhours.Includes interpersonal relations and presentation skillsin such settings as small groups, classrooms, businessmeetings, community forums, and political arenas.Competency: Public Speaking.

RHET 103. RHETORICAL STUDIES III. 4 semesterhours.Locating, organizing, and synthesizing information andideas; oral and written techniques of exposition andpersuasion. Competency: Writing.

COURSES IN THE SOCIAL SCIENCES. 12 semesterhours with two disciplines required.Competency varies by course. Course selections mayinclude psychology or sociology-related topics de-signed to introduce the student to the foundations ofhuman growth and development of human social life.Other possible selections are history-related topics tointroduce the student to some aspect of the past and itsinfluence on the present and future. Courses are chosenfrom either the Tusculum College catalog or a listing ofapproved courses designed for the Gateway program.

MATH 101. BASIC MATHEMATICS. 4 semester hours.Develops an interest in mathematics and provides thebasic tools for further study. Includes a study andreview of the basic algebraic skills of mathematics inpreparation for more advanced algebraic study. Compe-tency: Mathematics.


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MATH 102. COLLEGE ALGEBRA. 4 semester hours.College algebra, including polynomial, exponential,and logarithmic functions, with applications to businessand natural, physical, and social sciences. Competency:Mathematics.

SCIENCE COURSE. 4 semester hours.Introduces the student to the interrelationship of sys-tems in nature. Courses are chosen from either theTusculum College catalog or a listing of approvedcourses designed for the Gateway Program. Compe-tency: Critical Analysis.

COURSES IN ARTS AND HUMANITIES. 6 semesterhours with 2 disciplines represented.A course in art or music to develop a personal aestheticresponse to the world. A course in literature or religionto cultivate a sensitivity to problems of the humancondition through literary works or religious texts.Courses are chosen from either the Tusculum Collegecatalog or a listing of approved courses designed for theGateway Program. Competency varies by course.

PHED 101. PHYSICAL FITNESS AND HEALTH. 2semester hours.Gives the adult student a cognitive understanding ofthe principles underlying physical fitness developmentand maintenance. Competency: Self-Knowledge.

INTRODUCTORY COURSES IN BUSINESS OR MAN-AGEMENT (electives).Introductory courses in business or management.Courses are chosen from either the Tusculum Collegecatalog or a listing of approved courses designed for theGateway Program. Competency varies by course.

BACHELOR OF SCIENCE DEGREE

General InformationTusculum College understands the special require-

ments of adults who are interested in receiving abachelor’s degree but must also continue meeting theirpersonal and professional commitments. The Bachelorof Science in Organizational Management (BSOM) isdesigned for upper division adult students who haveacquired learning through career experiences, profes-sional or military schools, college or university courses,and professional training. College-level learning gainedthrough experience is evaluated through the Researchand Assessment Center and the credit awarded can beapplied toward the bachelor’s degree. The courses inthe program relate theory to practice. Instructionalmethods include lectures, case studies, simulations,small-group projects, and applied research. Courses are

taught by Tusculum College faculty with appropriateacademic and experiential backgrounds in their respec-tive disciplines.

General ObjectivesThe general objectives of Tusculum College’s

bachelor’s degrees are as follows:1. To extend educational opportunities to people

whose occupations, family responsibilities, or personalpreferences do not permit them to spend major blocksof time in residence on a campus

2. To provide students with a comprehensive, yetpractical, education through an intensive curriculumwhich draws on resources, theories, and knowledge ofall relevant disciplines in order to enable students tostudy, analyze, and evaluate problems from a broadperspective

3. To provide students the background needed for avariety of professional careers and to extend the rangeand nature of available careers.

4. To further develop the qualities of civic virtuenecessary for effective citizenship in local, national, andglobal communities

The Bachelor of Science program requires satisfac-tory completion of college work which must include thegeneral education requirements (Core). One hundredand twenty-eight (128) semester hours are required forcompletion of the Bachelor of Science degree program.In order to graduate, a student must earn a minimumgrade point average of 2.00, or an overall “C” for allcourses taken. A maximum of one “D” is allowed in themajor. At the conclusion of the program, students musthave completed the following:

1.A total of 128 semester credits with a minimum of2.00 grade point average.

2. A core of 33 general education credit hours.3. The completion of the professional preparation

core (courses may be used to satisfy general core hours).4. The completion of all courses required in the

Tusculum College B.S. curriculum sequence, with anacceptable GPA in the major.

5. Payment of all tuition and fees.Students who have completed all requirements are

eligible to participate in graduation exercises. A letter ofcompletion can be requested when all work is com-pleted and all graduation requirements are met andapproved. All graduates are expected to participate inthe commencement exercises of the College.

Classification of StudentsFor administrative purposes, the following criteria

are used in determining the class in which a student isplaced:

Credit Hours Earned Class0 - 28 Freshman29 - 60 Sophomore61 - 91 Junior92 or more Senior


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General Education Requirements (Core)Subject Area Credit hoursComposition (Comp. I and Comp. II required) …..……6Creative arts and humanities (any 2 areas) ……….…... 6

(English, foreign language, literature, art,music, religious studies, philosophy,humanities)

Computer literacy…………………….……….……….… 1Natural science and mathematics……………….……… 6

(1 course each, mathematics must be at leastthe level of college algebra )

Social science (any 2 Areas)............................................. 12(economics, history, psychology, sociology,geography, anthropology)

Speech or drama ................................................................. 2Physical education or health .............................................1

The remaining credits may be earned through thefollowing options:

1. Documented prior learning experience portfolio2. CLEP and/or DANTES examinations3. Traditional courses taken at regionally accredited

colleges and universities4. Correspondence courses from regionally accred-

ited colleges and universities5. Tusculum College Gateway Program6. BSOM Concentration Courses

Credit for Prior College-Level LearningAssessment of Prior Learning

Tusculum College is among more than 500 collegesand universities that assess students’ prior learning forcredit toward an undergraduate degree. The Council forthe Advancement of Experiential Learning (CAEL), aneducational association founded in 1974 to promote theacceptance of awarding college credit for experientiallearning, has led the way in developing and implement-ing assessment techniques. Tusculum College uses theguidelines developed by CAEL. Students may earn upto 32 semester credit hours through the portfolio.

The student-prepared prior learning portfolio is themost commonly accepted method used to evaluateprior learning. These portfolios are a collection of narra-tives and documentation that articulate a student’sacademically relevant, non-college learning. These in-clude written materials, tape recordings, films, slides,projects, and other documentation of college-levellearning. Portfolios can vary greatly in content, but intheir preparation, all students assume the responsibilityfor self-analysis, preparation, and presentation; and thepreparation is itself a learning experience. In preparingthe portfolio, the student must pause and recollect ahistory of learning and growth in order to develop ameaningful learning autobiography.

At Tusculum College, the purpose of the portfolio istwofold:

1. The portfolio enables Tusculum College to evalu-ate and assign college credit for a student’s college levellearning. The amount of credit granted depends on thequality of the learning experience and the thoroughness

of the presentation. No grades are assigned; credit iseither awarded or denied.

2. The portfolio represents a learning activity thathelps integrate prior learning experiences with thestudent’s educational and professional objectives.Description of Prior Learning Portfolio

The student develops the portfolio with the assis-tance of a faculty member. The faculty member facili-tates group and individual activities and serves as animportant checkpoint in ensuring portfolio quality.Specifically, the faculty member is responsible for en-suring that all portfolios forwarded to the Research andAssessment Center meet college level standards. Thefaculty member does not participate in the determina-tion of the credit. All portfolio evaluation is done bytrained assessors whose knowledge and experiencequalify them to evaluate learning gained through expe-rience.

The portfolio is divided into six separate sectionswhich include:

1. The data sheet: an outline of personal, educa-tional, military, and employment background.

2. Transcripts: a record of all colleges and universi-ties attended.

3. Military schools/courses/ratings: Students withmilitary service may petition for credit for militaryschools and courses, occupational ratings, and commis-sions through the portfolio. The College uses the Ameri-can Council of Education’s “Guide to the Evaluation ofEducational Experiences in the Armed Services” todetermine credit awards.

4. Professional schools and courses: Students whohave extensive professional training may be awardedcredit from this section of the portfolio. This sectionincludes business and technical schools, workshops,and seminars which were attended as a result of thestudent’s job. Verification of completion, length ofcourse in contact hours, and course descriptions arerequired to document professional training. Credit isawarded on the basis of equivalent college-level coursecontent and/or length of course in contact hours.

5. Autobiography: Students write an autobiographythat describes the significant personal and professionalexperiences that have contributed to their growth anddevelopment.

6. College-level learning gained through experience:Students write essays that articulate both experienceand learning outcomes comparable to those of specificcollege courses. Essays usually focus on a particulararea of knowledge or skill. Students are encouraged topetition not only for professional learning experience,but also for college-level learning experiences associ-ated with family and community. Each petition forcredit includes a student narrative and appropriatedocumentation in evidence of learning. Credit isawarded on the basis of how well the student demon-strates college-level learning.Portfolio Deadlines and Extensions

The portfolio is written and compiled during theearly part of the undergraduate program. Students are


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eligible to enroll in MGMT 300B Orientation to Experi-ential Learning after they have completed RHET 101and 103 or equivalent. After “Experiential LearningValidation” (MGMT 316) the portfolio is ready for itsinitial evaluation at the Assessment Center of TusculumCollege on the main campus.

Students submitting full portfolios (five essays) havetwo opportunities to submit additional material afterthe initial evaluation of the portfolio. A letter sent toeach student after the initial evaluation of the portfolioincludes a deadline for submission of additional mate-rial. If material is not submitted by the stated deadlinedate, the second opportunity to submit material isforfeited.Portfolio Fees

The portfolio submission fee must be paid prior tosubmission of the portfolio for evaluation. The assess-ment fee is per credit hour requested and is billed aftereach assessment. It is due within 30 days of the invoicedate. Credit will not be placed on the transcript untilpayment is made.Privacy of the Portfolio

The portfolio will be viewed only by those who havean official reason for doing so: the assessment staff,faculty evaluators, and accrediting association mem-bers. Any data from portfolios that may be made publicwill be generalized and will in no way be attributed toan individual unless the individual has given a signedauthorization. Students are advised not to include in theportfolio any material that will violate the legal andmoral rights to privacy of other individuals.

Students transferring eight or more hours of expe-riential learning credit earned at other institutionsmay not submit a Tusculum portfolio for credit. Toavoid duplication of credit, Tusculum College will notaccept credit for experiential learning granted by anyother college or university after a student has enrolledat Tusculum.

Portfolio Course Sequence

MGMT 300B. ORIENTATION TO EXPERIENTIALLEARNING. No credit.Attendance required. Failure to attend means that astudent cannot submit a portfolio! This course willprovide students with an overview and explanation ofthe basic requirements of the Experiential Learning/Portfolio process and specifically how to write an auto-biography and Life Experience Essay. The coursestresses Tusculum College and the American Council onEducation guidelines for assessment of prior learningexperiences.

MGMT 315. EXPERIENTIAL LEARNING VALIDA-TION. No credit.A non-credit course designed to assist students in thepreparation of experiential learning materials to be evalu-ated for credit. The course stresses Tusculum College andthe American Council on Education guidelines for assess-ment of experiential learning experiences for credit.

MGMT 316. EXPERIENTIAL LEARNING VALIDA-TION. No credit.A non-credit course designed to assist students in thepreparation of experiential learning materials to beevaluated for credit. The course stresses Tusculum Col-lege and the American Council on Education guidelinesfor assessment of experiential learning experiences forcredit

BACHELOR OF SCIENCE

IN ORGANIZATIONAL

MANAGEMENT

Admission Requirements and ProceduresDecisions for admission are based on (a) previous

academic records, (b) meaningful work experience, and(c) recommendations of individuals qualified to judgethe student’s potential for college work. Tusculum Col-lege seeks students who are mature and highly moti-vated.

Admissions CriteriaApplicants for the BSOM program must meet the

following requirements:1. Possess an overall grade-point average of 2.0 on a

4.0 scale2. Possess the equivalent of at least 54 semester

hours or an associate’s degree from a regionally accred-ited college or university

3. Have satisfactorily completed: (1) English Compo-sition I and II, (2) Speech, and (3) College Algebra or ahigher-level mathematics course (or passed the MATH102 final examination)

4. Submit recommendations from two persons quali-fied to judge the applicant’s potential for success withcollege-level work

5. Students for whom English is a second languagemust furnish a score of 550 of greater on the TOEFLexamination taken within the last five years

Applicants not meeting the minimum requirementsfor regular admission may be granted acceptance underacademic probation or special student status.

Admissions Procedures1. Submit a completed application detailing work

experience2. Submit official (sealed) transcripts of all college

coursework3. Submit recommendations4. Students for whom English is a second language

must furnish an official TOEFL score from within thelast five years


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Description and Degree Completion RequirementsThe curriculum is designed to enable graduates to

deal effectively with an increasingly complex worldenvironment. The program stresses skill developmentin the areas of interdisciplinary management, decisionmaking, communication, organizational behavior, andproblem solving. Each student completes the profes-sional preparation core prior to entering the majorcourses. This undergraduate major consists of a 38credit-hour course requirement. Completion of thecourses fulfills the minimum requirement for the major.Courses should be completed in the order recom-mended by Tusculum College as listed below. TusculumCollege reserves the right to modify the curriculum asnecessary. A maximum time limit of five years will beallowed for the completion of the major program frominitial enrollment in the first course following accep-tance. Students who leave the program for any reasonand re-enroll must meet all requirements in effect at thetime of re-enrollment.

Bachelor of Science in Organizational ManagementConcentrations

Concentrations offer an in depth study of topicsintroduced in the foundation course that is part ofcurrent BSOM curriculum. In order to complete a con-centration, students must:

1. Sign a Declaration of Concentration2. Complete the foundation course in the major (4

hours) before enrolling in concentration courses3. Complete 3 additional courses (12 hours) required

for the concentration in any sequence.Students are not required to complete a concentra-

tion. Specific courses offered as part of a concentrationmay be taken by students to satisfy elective hours,provided that they have completed the foundationcourse in the major.

Students may choose a concentration in HumanResource Management or in Marketing.

Curriculum - Professional Preparation Core

MGMT 232. FOUNDATION IN MANAGEMENTSKILLS. 4 credit hours.An introduction to the personal, interpersonal andgroup skills required to manage in a dynamic, con-stantly changing work environment. Through the use ofcase study, experiential exercises and skill application,this course addresses critical topics including develop-ing self-awareness, creative problem solving, managingconflict, and building effective teams. Competency:Self-Knowledge.

ENGL 233. WRITING IN ORGANIZATIONS. 4 credithours.A course emphasizing the development and applicationof writing and speaking techniques within the organiza-tion. Competency: Writing.

SOSC 211. ORGANIZATION & EVALUATION OFINFORMATION. 2 credit hours.A basic skills course that addresses the location, evalua-tion, and preparation of a literature review in APA style.Students will develop proficiency in the use of libraryresources, including the direction in use of variousdatabases. Competency: Analytical Reading.

SOSC 215. ANALYSIS & INTERPRETATION OF IN-FORMATION. 4 credit hours.The study of sampling and data collection methods,including understanding and applying statistical tools.Focus is on interpretation and presentation of statisticalfindings. Competency: Critical Analysis.

Major Courses

MGMT 302. PRINCIPLES OF MANAGEMENT. 4 credithours.This course is an introduction to management, withemphasis on problem solving and decision making incomplex organizations. A behavioral science approach isused in examining management problems created by theinteraction of individuals and organizations. This coursealso explores motivation and leadership in individualand group behavior. Competency: Analytical Reading.

MGMT 330. HUMAN RESOURCE MANAGEMENT. 4credit hours.The study of recruitment, selection, and training ofpersonnel for organizations in private and public sec-tors. This course explores employee relations andcollective bargaining, as well as the major laws thatgovern employment. Competency: Analytical Reading.

MGMT 350. SPECIAL TOPICS IN LEADERSHIP. 4credit hours.An in-depth examination of leadership topics such asbringing about cultural change; self-managed workenvironments; conceptual and visionary thinking andanalysis; and the impact and use of technology. Compe-tency: Ethics of Social Responsibility.

MGMT 325. ECONOMIC ENVIRONMENT. 6 credithours.An exploration of micro-, macro-, and internationaleconomic concepts and issues, as they apply to decisionmaking in private and public sector organizations.Competency: Critical Analysis.

MGMT 431. PRINCIPLES OF MARKETING. 4 credithours.This course will focus on the basic principles, concepts,and terminology of marketing, as they pertain to mar-keting planning, management and problem solving.Competency: Public Speaking.

MGMT 340. ACCOUNTING CONCEPTS FOR MAN-AGERS. 4 credit hours.The evaluation of financial reports and the use of


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accounting information in making management andinvestment decisions. Competency: Mathematics.

EVAL 300. ASSESSMENT I. No credit.

BUSN 342. BUSINESS IN A GLOBAL SOCIETY. 4 credithours.An overview of the global business environment, in-cluding the legal and ethical implications of foreigntrade. Exploration of the issues confronting manage-ment in foreign markets. Emphasis on managing cul-tural diversity and communicating in the global mar-ketplace. Competency: Self-Knowledge.

BUSN 403. BUSINESS LAW AND ETHICS. 4 credithours.Contracts and agency, rights, obligations and relation-ship of the agent, principal, and third party convey-ances and mortgages of real property, and negotiableinstruments. Also includes study of computer law anddata security and ethics. Competency: Civility.

EVAL 400. ASSESSMENT II. No credit.

MGMT 440. ORGANIZATIONAL STRATEGY, POLICY& PROCEDURE. 4 credit hours.A study of the application of strategy, policy, andprocedure in private and public sector organizationsusing pertinent case studies. Competency: Writing.

Human Resource Management Concentra-tion (16 credit hours)

The Human Resource Management Concentrationoffers a broad overview of the human resource functionin three courses. If students are new to human resourcemanagement, or simply want to strengthen employeemanagement skills, this program is designed to help by(a) enhancing HR knowledge and effectiveness, (b)clarifying key employment and labor laws, (c) promot-ing a better understanding of HR to non-HR staff, and(d) developing a common dictionary of HR terms forany organization. The essentials of recruiting, inter-viewing, testing, selecting, socializing, training, estab-lishing pay and benefit plans, are important to allemployees, both HR and Non-HR. Understanding ofworkplace laws such as Equal Employment Opportu-nity, Occupational Safety & Health, Fair Labor Stan-dards, Family Medical Leave, Americans with Disabili-ties, and Veteran’s Re-employment is essential for ev-eryone, whether students are employed by a for- profit,non-profit, or government organization.

Foundation Course in Major: MGMT 330 Human Re-source Management. 4 credit hours.

Concentration Courses:MGMT 432 STAFFING THE ORGANIZATION. 4 credithours.This course provides an in depth look at the planningfor and recruitment of human resources. It examines the

process of selecting candidates and their placement. Inaddition, it considers the training anddevelopment of employees within the organization.

MGMT 434 COMPENSATION AND BENEFITS. 4credit hours.This course examines how organizational pay struc-tures are established, pay is used to recognize employeecontributions, and the importance of benefits to selec-tion and retention of employees.

MGMT 436 EMPLOYMENT AND LABOR LAW. 4credit hours.This course examines the legal environment in which allpublic and private organizations must operate andstudies the American Labor Movement and the processof collective bargaining in the United States.

Marketing Concentration (16 credit hours)

The Marketing Concentration provides studentswith an analytical understanding of marketing deci-sion-making. Students will be able to generate, analyze,interpret, and present the information that organiza-tions need to (a) secure new customers, satisfy andretain customers, (b) build brand equity and maximizereturn on investment, (c) develop innovative goods andservices based on customer needs

Students graduating with the Marketing Concentra-tion will be able to use a wide range of tools andtechniques from fields as diverse as sociology, psychol-ogy, anthropology, information technology, and econom-ics, all taught within the marketing concentration. Theywill be able to leverage information, technology, andknowledge to support innovation in virtually all areas ofbusiness, non-profit enterprises, and government.

As a discipline with broad applications, the Market-ing Concentration offers flexible career paths and workstyles. Graduates with marketing knowledge are indemand in almost every department of an organization.

Foundation Course in the Major: MGMT 431 Principlesof Marketing. 4 credit hours.

Concentration Courses:MGMT 433 MARKET RESEARCH/CONSUMER BE-HAVIOR. 4 credit hours.A consumer-oriented approach to the number one rea-son for new product behavior: failing to accuratelyassess and profile target market opportunities.

MGMT 435 PERSONAL SELLING/CUSTOMER SATIS-FACTION MANAGEMENT. 4 credit hours.A consumer-oriented approach to the critical marketingfactors of first line contact and relationship building.

Choose one from the following:MGMT 437 MARKETING PROMOTION. 4 credit hours.A study of how an organization can use the four majortools in the promotional matrix to effectively communi-cate with and influence consumers.


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MGMT 439 ELECTRONIC MARKETING OF PROD-UCTS AND SERVICES. 4 credit hours.The study and application of the Internet as a strategicmedium for marketing products and services.

MGMT 443 MARKETING LABORATORY IN NEWAND SMALL BUSINESS VENTURES. 4 credit hours.A hands-on marketing course for students interested instarting or working for a new business venture, and/orsmaller business which may lack the expertise andresources of a larger, more experienced business.

BACHELOR OF ARTS

IN EDUCATION K-6

Tusculum College recognizes the need for well-qualified teachers across the state of Tennessee as wellas across the United States. The Bachelor of Arts inEducation (BAED) degree was instituted in order toallow working adults to pursue teaching certification.The BAED Program is identical in curriculum to theresidential Teacher Licensure Program. The program isopen to students who are preparing for licensure inElementary Education and can be supplemented withother courses for students who wish to add on otherlicensure areas. Approximately 15 students start in acohort group and take classes together through theprofessional licensure sequence. The courses are deliv-ered on Fridays and Saturdays or on two weekdays inan accelerated schedule designed to accommodate thecandidates’ many responsibilities and time demands.This format allows adult learners to complete the last 67semester hours in 16 major and professional educationcourses in approximately 18 months. Sharing the sameinnovative framework as Tusculum’s other successfulprograms for working adults, students in the programwill take one course at a time in a collaborative atmo-sphere open to adult learning styles. The courses in thismajor are designed with practicum experiences to allowstudents to have interactive activities with students inthe classroom setting prior to student teaching.

BAED AdmissionStudents interested in the Bachelor of Arts in Educa-

tion, K-6, Professional Teacher Licensure Program(BAED) through Graduate & Professional Studies mustcomplete more than one application process for admis-sion into various stages of the program. They are asfollows:

Application to Tusculum CollegeThe following admissions requirements must have

been met for initial admission into the BAED Profes-sional Licensure Sequence:

1. A minimum 2.5 grade point average (GPA) on a

4.00 scale.2. Prerequisites before entry, which include the fol-

lowing:Composition I & Composition II (or) Rhetoric I, II, III College Algebra (or) Math 102 Computer Science (or) CISC 1003. Completion of most General education courses,

with the exception of four (4) selected courses, whichinclude the following:

Humanities Religion Sociology, and One general education electiveNot more than one General Education course may be

taken per semester while students are enrolled in theProfessional Teacher Licensure Sequence. All GeneralEducation courses must be completed prior to studentteaching. *NOTE: No Courses maybe taken concur-rently while student teaching.

4. The test of English as a foreign language (TOEFL)with an acceptable score AND taken within the pastyear for applicants whose primary language is notEnglish.

*It is highly recommended that students take the PPST(PRAXIS I) by the end of the second course of the BAEDProfessional Licensure Sequence. Screening cannot be com-pleted without the presentation of the PPST scores.

Application to the Teacher Licensure ProgramFollowing completion of the first 3 courses of the

BAED program, students must apply to the EducationDepartment for the Teacher Licensure sequence. Stu-dents must meet specific Education Department re-quirements for admission into the teacher licensureprogram and for continuing the BAED program. Theyare as follows:

1. Be registered/enrolled as a current student atTusculum College

2. Submit a Teacher Education application to theEducation Department

3. Have a minimum 2.5 grade point average on a 4.00scale

4. Have successfully passed the PPST (Pre-Profes-sional Skills Test/PRAXIS I) or equivalent SAT (1020) orACT (22)

5. Have successfully passed SPED 101 and EDUC200 (the first 2 BAED program courses)

6. Demonstrate satisfactory progress on the compe-tency timeline (met course competencies)

7. Demonstrate proficiency in oral communicationthrough a departmental screening interview

8. Demonstrate written communication through acold writing sample

Teacher Education Screening CommitteeThe Teacher Education Screening Committee re-

views all student applications for admission intoTeacher Licensure. The Committee is comprised of atleast two professional education faculty members andat least one or more members of the regular faculty. The


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meetings of the committee are open to all faculty mem-bers. The Committee may invite specific individualsfrom the College community to assist in reaching deci-sions regarding candidates.

The Committee meets as needed throughout theacademic year and has jurisdiction regarding who isadmitted to the education program, regarding who isadmitted to student teach, for hearing administrativeappeals within the education program (academic ap-peals are heard by the Admissions and Standards Com-mittee), and exercises an advisory role with respect toeducation program curriculum and operation.

When the candidate has satisfactorily completed anddocumented Items 1-8 listed above, written applicationis made to the committee. The Committee will reviewthe materials and reach a decision regarding thecandidate’s admission to the program. Both the contentand quality of responses have a significant influence inthe candidate’s admission to the program. The Commit-tee interviews each candidate for oral proficiency inexplaining autobiographical information and their self-assessment of strengths and weaknesses to be ad-dressed while preparing to become a professional edu-cator. Following the interview, the Committee makes afinal decision, and written notification of theCommittee’s decision will be sent to the candidate’saddress within five working days. If the ScreeningCommittee denies the application, the letter will includereasons for the denial. The candidate may appeal, inwriting, to the education program coordinator statingthe grounds that he/she believes warrant reconsidera-tion. The program coordinator will determine whetherreconsideration is warranted. Approval from the com-mittee and admission to the teacher education pro-grams are prerequisite for enrolling in the EnhancedStudent Teaching courses.

The Pre-Professional Skills Test (PPST)The PPST must be successfully completed by all

candidates for teacher education, unless the candidateis exempted as a result of adequate ACT or SAT testscores. The test may be taken at any scheduled test dateduring the year at any official test site or by computer atan approved site when the site is administering the test.There is no prerequisite for taking the test. Contact theeducation program office for information about testdates, sites, and registration deadlines.

There is a substantial fee for taking the test, whichmust be paid by the candidate. Students meeting crite-ria may apply for assistance with the test fees. Applica-tion for financial assistance should be made well inadvance of the scheduled test date. Contact the financialaid office for details.

A student who fails a portion of the PPST afterhaving taken it twice may appeal in writing to theTeacher Education Screening Committee, stating thegrounds that he/she believes warrant exemption fromthe requirement. The Committee will normally grantthe appeal if the appellant has earned Level 2 Compe-tency in the appropriate area.

Retention in Teacher EducationAfter an applicant has been accepted into teacher

education, the candidate’s progress will be reviewedeach semester by members of the education depart-ment. The candidate will continue through the Profes-sional Licensure Sequence as long as he/she continuesto make satisfactory progress and meet all requirementsset forth by the Education Department. Retention in theteacher education program is contingent on the success-ful completion of courses and program requirementsand maintenance of the academic standard, includingprogress in the competency program, required for initialadmission to the program.

Specifically, all students having been admitted to theteacher education program must maintain a GPA of 2.5.Students whose cumulative GPA falls below 2.5 will beplaced on departmental probation for the next 3 con-secutive courses in the sequence. By the end of theprobationary period, the candidate must achieve at leasta 2.5 cumulative GPAs. Failure to achieve the requiredGPA during the probationary semester will result inautomatic dismissal from the teacher education pro-gram. Teacher licensure candidates are reminded that aGPA of 2.75 in the major and in the professional educa-tion core is required for admission to Student Teaching.Students who fail to maintain consistent pre-profes-sional performance, both academically and as represen-tatives of the College and of Teacher Education, aresubject to action from the Screening Committee, whichmay place conditions on the candidate’s continuation inthe program or may remove the candidate from theteacher licensure program altogether.

Students may pursue a non-licensure degree in humangrowth and learning. (refer to HGLN section regardingnonlicensure program, p. 77)

Application to Student TeachingIn advance of student teaching, students must have

completed the following Education Department re-quirements to be admitted to student teaching:

1. Completion of required coursework2. A cumulative 2.75 grade point average on a 4.00

scale in Major and Professional course work3. Recommendation from an education faculty mem-

ber4. Approval from the screening committee

Student TeachingAdmission to Student Teaching

Enhanced student teaching is the experience thatconcludes the pre-service education of prospectiveteachers. Application must be made to the regionalCoordinator of Teacher Education no later than theMarch 1 or October 1 prior to the anticipated studentteaching semester. Written notification of the ScreeningCommittee’s decision will be sent to the candidate’saddress within five working days. If the ScreeningCommittee denies the application, the letter will includereasons for the denial. The candidate may appeal, inwriting, to the regional Coordinator of Teacher Educa-


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tion stating the grounds that he/she believes warrantreconsideration. The Coordinator, in collaboration withthe Chair or other academic leaders in teacher educa-tion, will determine whether reconsideration is war-ranted. If so, the Coordinator will return the matter tothe Screening Committee, whose decision will be final.

1. Description of Enhanced Student TeachingThe enhanced student teaching experience is a

planned professional semester that includes full days ofteaching and observation under the supervision andguidance of Tusculum College faculty and local schooldistrict personnel. The student teacher will spend onecomplete semester (a minimum 15 consecutive weeks)in student teaching activities.

This enhanced student teaching experience includesat least two different classrooms, which may be atdifferent schools. Teacher candidates will have twoplacements within their certification levels. Elementarystudent teachers will have a lower and upper elemen-tary placement. Students are allowed to request place-ments which are considered when requesting place-ments from local school systems. Teachers selected ascooperating teachers must meet the following criteria:

a. Hold current state teaching certification for the gradelevel and/or subject to which the teacher is assigned

b. Have a minimum of three years’ teaching experiencec. Be identified by administrators as competent or

master teacherd. Be willing to assume mentor rolese. Demonstrate ability to perform as a team memberThe cooperating teacher, in conjunction with the

college supervisor, assumes supervisory responsibilitiesby providing the student with teaching experiences,continuous informal feedback, and systematic forma-tive and summative evaluations. Each student teacherhas on-site visits from the college supervisor weekly.

The regional Coordinator of Teacher Educationmakes available to the cooperating teacher a copy of theStudent Teacher Handbook. This document details theenhanced student teaching program including responsi-bilities of the cooperating teacher, the student, and thecollege supervisor.

Higher education faculty who serve as college su-pervisors for student teachers are selected according tothe following requirements:

a. Considered by the institution to be highly compe-tent role models

b. Have experience at the grade level(s) which theysupervise

c. Demonstrate effective teaching strategies andmethods

d. Express and demonstrate willingness to assumethe roles of mentors

e. Stay current with the latest research on teachingand learning

f. Be effective team members and effectively facili-tate professional learning experiences which includepedagogical instruction

During the first week of the student teaching semes-

ter, students are inducted into enhanced student teach-ing by attending a series of seminars on topics such aswriting lesson plans, discipline techniques, and courserequirements. Further bi-weekly seminars treat topicsrelevant to the personal and professional growth ofstudent teachers.

The cohort calendar defines the beginning and end-ing of the enhanced student teaching, but the studentteaching program may be coordinated with the sched-ule of the local school system.

The performance of student teachers will be evalu-ated by cooperating practitioners in the local schoolsystem and supervising faculty from Tusculum College.College supervisors are evaluated by the studentteacher during the final phase of the student teachingexperience. Student evaluations are kept on file in theoffice of teacher education department.

NOTES Students who have already completed a bachelor’s

degree, either at Tusculum College or elsewhere, whowish to add teaching licensure to that degree must meetall applicable requirements regarding admission to theeducation program, required coursework, and admis-sion to student teaching.

A grade of “C” or better must be obtained in StudentTeaching before a teaching license may be requested.

GraduationA total of 131 - *137 semester hours and a minimum

2.5 cumulative grade point average (overallcoursework) with a 2.75 grade point average in Majorand Professional courses are required, including:

• 64 - *70 Semester hours of General Education Core• 35 Semester hours of Major Core—four of these are

electives• 32 Semester hours of Professional Education CoreGeneral Education Core (unless otherwise noted)

may be earned through one or more of the following:1. Gateway Courses at Tusculum College2. CLEP Exams3. DANTES Exams4. Documented prior learning experience (Portfolio)5. Courses from other regionally accredited col-

leges/universitiesTotal credits for graduation include the following

General Education core requirements and are highlyrecommended for completion prior to applying to thelicensure program:Composition I & Composition II(or) RHET I, II, III ............................................ 2-3 CoursesCreative Arts and Humanities .......................... 2 Courses

Religion (Judeo-Christian content), and one(non-applied) course from Music, Theatre orVisual Arts

College Algebra .................................................... 1 CourseNatural Science ..................................................... 1 Course

BiologyHealth/Physical Education ............................... 2 Courses

PHED 115 (Safety, First Aid & CPR) and


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PHED 260 (Contemporary Health Issues)Social Science ....................................................... 7 Courses

Geography (Intro to Geography)History (US History I or II and World History Ior II or POLS 380),Psychology (Intro to Psychology, Developmen-tal Psychology, and Educational Psychology)Sociology (Introduction)

Computer Science ................................................. 1 CourseApproved Elective ................................................ 1 Course

British I, American I, or World Literature orSPED 352, 354, 451, or 451 (refer to catalog) oran approved Humanities/Science/Math Course

The following courses are NOT included in thesequence and should be completed through Gateway orother accredited institutions before beginning the BAEDSequence:BIOL 100 Introductory BiologyCISC 100 Computer as a ToolENGL 110 Composition and RhetoricENGL 111 Composition, Research, and RhetoricGEOG 200 Introduction to GeographyHIST 101/102 The West and the World I or IIHIST 201/202 U. S. History I or IIMATH 102 College AlgebraPHED 115 Safety, First Aid, & CPR (1 hr.)PHED 260 Contemporary Health Issues (3 hrs.)POLS 380 The Political Traditions of the WestPSYC 101 Essentials of PsychologyPSYC 200 Developmental PsychologyPSYC 305 Educational PsychologyRELG 330 The Hebrew and Christian TraditionsSOCI 101 Introduction to SociologyChoose one:MUSC 101 Introduction to Western MusicTHEA 104 Introduction to TheatreVISA 110 Introduction to ArtChoose one of the following courses as an elective:ENGL 213 British Literature IENGL 214 American Literature IENGL 225 World LiteratureSPED 352 Developmental DisabilitiesSPEC 354 Strategies for the Early Childhood SpecialNeeds StudentsSPED 451 Educating the Gifted StudentSPED 455 The Consulting Teacher ModelOr Another Approved Humanities Course

The BAED Sequence of Courses in the HumanGrowth and Learning Major and Professional Educa-tion consists of 67 semester hours, as follows:SPED 101 Survey of the Regular and Special Popula-tions Within the School EnvironmentEDUC 200 History, Philosophy, and Principles of Edu-cationCISC 216 Computer as a Classroom Support SystemPHED 360 Curriculum Design and Teaching Methodsfor Elementary School Physical Education

EDUC 320 Classroom Discipline and ManagementVISA 330 The Arts and Childhood LearningENGL 335 Children’s LiteratureEDUC 416 Teaching ReadingHGLN 417 Literacy Through Language ArtsMATH 425 Mathematic Applications in the Real WorldEVSC 425 Physical and Environmental Science Con-ceptsHGLN 341 Learning Environments K-6HGLN 337 Assessment and EvaluationEDUC 452 Student Teaching SeminarEDUC 454 Enhanced Student Teaching (K-3)EDUC 455 Enhanced Student Teaching (4-6)

Requirements for the following courses may besatisfied by successful completion of the CLEP orDANTES exam. (Prior approval required for substitu-tion.)ENGL 110, 111HIST 101, 102HIST 201, 202MATH 102PSYC 101RELG 330SOCI 101VISA 101CISC 100 may be satisfied by TC internal assessment.

CLEP exams will not be accepted for satisfying thefollowing courses:BIOL 100GEOG 200PHED 260PSYC 205PSYC 305

Course Descriptions

SPED 101. SURVEY OF THE REGULAR & SPECIALNEEDS POPULATION WITHIN THE SCHOOL ENVI-RONMENT. 4 semester hours.This course is designed for the preservice teacher todevelop an understanding of the characteristics of theschool environment and the relationship of that schoolenvironment to the total school system: local, state, andfederal. The preservice teacher will focus on develop-ing the professional “self” called teacher. Finally, thepreservice teacher will survey those elements within theschool that foster the education of regular and specialschool populations within the school. The preserviceteacher will study current practices, issues, and trendsin Special Education Law and Policy to prepare to servethe special needs population in regular and specialeducation school environments. Practicum experience isrequired for this course. Competency: Writing.

EDUC 200. HISTORY, PHILOSOPHY, AND PRIN-CIPLES OF EDUCATION. 4 semester hours.This course is designed to introduce preservice teachersto the historical, philosophical, and cultural founda-


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tions of the American educational system. Additionally,the course embodies the promotion of an understand-ing of the role of teachers on all levels enablingpreservice teachers to begin formulating a personalphilosophy of education. Practicum experience is re-quired for this course. Prerequisites: SPED 101 andPSYC 101. Competency: Writing.

CISC 216. COMPUTER AS A CLASSROOM SUPPORTSYSTEM. 4 semester hours.The preservice teacher will learn to use the computer formanagement of school data: for example, trackingstudent grades and attendance, for preparing letters toparents and teachers, and for preparing tests. Thepreservice teacher will also learn to use the computer asan instructional tool, both as a visual aid and a tool toenhance individual performance. The preserviceteacher will be exposed to software packages that arecurrently being used in the Tennessee K-12 classroomsand will learn to choose software packages that areappropriate for the particular level of student they areteaching. Practicum experience is required for thiscourse. Prerequisite: CISC 100 or Computer LiteracyCompetency, Level 2.

PHED 360. CURRICULUM DESIGN/METHODS INPHYSICAL EDUCATION. 3 semester hours.This course is designed to provide the prospectiveteachers with knowledge and experiences of planningand delivering effective instructional programs inmovement education at elementary school level. Com-petency: Self-Knowledge.

EDUC 320. CLASSROOM DISCIPLINE AND MAN-AGEMENT. 4 semester hours.This course is designed to help future teachers tothoughtfully examine various approaches to classroomdiscipline and management and to ensure that thediscipline approach is consistent with the overall in-structional program. Emphasis is placed on ways tomake informal decisions concerning the various ap-proaches to discipline and properly managing variousaspects of the classroom. Emphasis on teacher-studentrelationship, personal philosophy, the understanding ofthe assumptions that undergird the various disciplineapproaches, the physical environment knowledge man-agement, so that students will stay on task and maintaininterest in learning. Practicum experience is requiredfor this course. Prerequisites: EDUC 200 and PSYC 305.Competency: Analytical Reading.

VISA 330. THE ARTS AND CHILDHOOD LEARNING.4 semester hours.This course provides an integrated study of the way inwhich the arts, dance, music, and theater and the visualarts affect the learning and development process in pre-high school aged children. Practicum experience is re-quired for this course. Prerequisites: EDUC 200 andPSYC 200. Competency: Civility.

ENGL 335. CHILDREN’S LITERATURE. 4 semesterhours.This course is designed to provide the prospectiveelementary teacher as wide an exposure as possible tothe highest quality children’s books and to equip thestudents with criteria for evaluating and choosingbooks for children. Special attention is given tostorytelling, creative dramatics, and motivation to read.Practicum experience is a required for this course.Competencies: Civility and Critical Analysis.

EDUC 416. TEACHING READING. 4 semester hours.This course provides a working knowledge of the basictheories, instructional models, and materials for teach-ing reading in Grades K-8. Emphasis will be placed ondeveloping understanding of the reading process andthe teaching of reading as a keystone within PreK-8levels. Preservice teachers will develop an understand-ing of the causes of reading difficulties and use thisknowledge in planning and assessing literacy skills ofan individual student. Practicum experience is requiredfor this course. Prerequisites: EDUC 200 and PSYC 305.Competency: Analytical Reading.

HGLN 417. LITERACY THROUGH LANGUAGEARTS. 4 semester hours.This course provides a working knowledge of the in-structional models and materials for teaching languagearts in grades K-6. Preservice teachers will develop anunderstanding of writing development including lan-guage mechanics, appropriate grammar, and legiblehandwriting. Special emphasis will be placed on com-munication skills, diagnostic procedures and evalua-tions. Media and technology will be explored to incor-porate activities emphasizing the relationship betweenwriting, listening, speaking, and reading activities.Multiple strategies and materials will be developed inthe coursework for teaching these skills to at-risk stu-dents, students with disabilities, economically disad-vantaged, and highly mobile students as well as intel-lectually gifted students and students from differentracial and ethnic backgrounds. Reflections frompracticum experiences will be utilized along with in-structional practices. Practicum experience is requiredfor this course. Prerequisites: EDUC 200 and SPED 101.Competency: Analytical Reading.

MATH 425. MATHEMATICS APPLICATIONS IN THEREAL WORLD. 4 semester hours.This course provides a working knowledge of the basictheories, instructional models, and materials for teachingmathematics in grades PreK-6. Preservice teachers willdevelop an understanding of how algebraic, geometric,and arithmetic ideas are created, described, dissemi-nated, and refined. Special emphasis will be placed oninterpreting information presented graphically, numeri-cally, and scientifically in real-life situations. Problem-solving and reflections on solutions will be applied toinstructional practices. Practicum experience is requiredfor this course. Competency: Mathematics.


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EVSC 425. PHYSICAL AND ENVIRONMENTAL SCI-ENCE CONCEPTS. 4 semester hours.This course is designed for preservice elementary edu-cation majors and will include hands-on teaching meth-ods as well as course content for physical and environ-mental science. Topics of study will include the scien-tific method, earth/space science, basic physics andchemistry, and ecological principles and processes. Pre-requisites: EDUC 200 and SPED 101. Competency:Critical Analysis.

HGLN 341. LEARNING ENVIRONMENTS IN K-6. 4semester hours.This course is designed to prepare the K-6 preserviceteacher to apply curriculum principles and techniquesin various learning environments with students of di-verse abilities and needs. The preservice teacher willdemonstrate ability to plan, implement, and assesscurriculum that includes current technology, materials,and community resources. Using information from in-formal assessment techniques, the preservice teacherwill make sound instructional decisions. The plannedcurriculum will reflect the pre-service teacher’s under-standing of the psychological and social developmentof the primary and preadolescent student. Using meth-ods such as cooperative learning, the pre-service stu-dent will develop strategies that foster the inclusion ofdiverse learners and students of different cultures. Thepreservice teacher will demonstrate ability to plan andteach both skills and content within the K-6 area whilebuilding a community of engaged learners. Included inthis course will be a review of the philosophical under-pinnings that drive education in the K-6 learning envi-ronment. Practicum experience is required for thiscourse. Prerequisites: EDUC 200 and SPED 101. Com-petency: Writing.

HGLN 337. ASSESSMENT AND EVALUATION. 4 se-mester hours.The purpose of this course is to provide preserviceteachers with skills that will enable them to determinewhat students have learned, what aptitude studentspossess for future learning, how well students areprogressing to specific educational goals(state grade-level curriculum standards), how students feel towardsschool, and what aspirations and interests studentspossess. The preservice teacher will develop and usetests, rating scales, observational records, question-naires, and other types of informal and authentic mea-surement instruments. This course will provide thelearner with an opportunity to understand and applysound measurement principles and practices to meth-ods of inquiry and research. Strong emphasis will beplaced on performance-based assessment, interpreta-tion of standardized testing measures, and communica-tion of this information to appropriate personnel.Practicum is required for this course. Prerequisites:EDUC 200 and SPED 101. Competency: Critical Analy-sis.

EDUC 452. STUDENT TEACHING SEMINAR. 4 semes-ter hours.This course begins with two all-day sessions prior tostudent teaching and continues to meet every otherweek for the entire semester. Student teachers willconsider classroom management techniques, pertinentproblems, issues, and policies relative to student teach-ing and application for the Specialty Areas on the PraxisII. Bimonthly sessions will be used for check-ups with aquestion- and-answer format. Student teacher researchpresented that last two days at the end of the semesterwill analyze global issues in education and provideinformation on other countries’ educational systems.Passing test scores on all areas of the Praxis II will berequired for completion of the course. Competencies:Critical Analysis and Public Speaking.

EDUC 454. ENHANCED STUDENT TEACHING (K-3).6 semester hours.This course offers a full-time teaching experience in anaccredited school under the direction of a selectedclassroom teacher, a Tusculum college coordinator, andthe Director of Student Teaching. Students are requiredto observe the same schedule as that prescribed for theregular classroom teacher and are expected to partici-pate in the same activities as the classroom teacher.Each preservice teacher is required to complete a mini-mum of two placements during the 15 weeks of the full-time student teaching experience—this placement willbe one half of that requirement for students seekingendorsement in Early Childhood or K-6(8).

EDUC 455. ENHANCED STUDENT TEACHING (4-6).6 semester hours.This course offers a full-time teaching experience in anaccredited school under the direction of a selectedclassroom teacher, a Tusculum college coordinator, andthe Director of Student Teaching. Students are requiredto observe the same schedule as that prescribed for theregular classroom teacher and are expected to partici-pate in the same activities as the classroom teacher.Each preservice teacher is required to complete a mini-mum of two placements during the 15 weeks of the full-time student teaching experience—this placement willbe one half of that requirement for students seekingendorsement in K-6(8).


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Graduate Admission Requirements and ProceduresDecisions for admission are made by the Graduate

Committee and are based on previous academicrecords, performance on recognized examinations,work experience, an acceptable written explanation ofdesire to enter the program, and recommendations ofindividuals qualified to judge the student’s potential forgraduate college work. Tusculum seeks students whoare mature and highly motivated.

Applicants should complete or satisfy the followingadmission requirements and procedures:

1. Complete an application.2. Hold a bachelor’s degree from a regionally

accredited college or university.3. Possess a minimum 3.0 GPA (2.75 for K-12 concen-

tration) attained in the last 60 hours of course work4. For MAED (K-12 concentration) applicants, pos-

sess either a valid teaching license or a passing score onthe general test of the National Teacher’s Exam (NTE)/PRAXIS II.

5. Submit a writing sample (minimum of 300 words)indicating the reasons why the applicant wishes to holda master’s degree in the field.

6. Submit a resume which reflects at least 3 years of:— teaching experience for MAED K-12 curriculum— professional-level work and/or training experi-

ence for MAED Organizational Training and Educationand HRD curricula

— supervisory/managerial experience for MAOM7. Submit recommendations from two persons quali-

fied to judge the applicant’s capacity for graduate levelwork.

8. Applicants for whom English is a second languagemust furnish a score of 550 or greater on the TOEFLexamination taken within the last five years.

Provisional AcceptanceStudents not meeting the minimum requirements for

regular admission may be granted provisional accep-tance. Provisional acceptance may be granted uponGraduate Committee review of the following: (a) thewriting sample, (b) work experience, (c) recommenda-tions, and (d) extenuating circumstances.

If a student is provisionally accepted, he/she willnot be allowed to continue in the program if a grade of“C” or below is received for any course during the firstsemester. If a student remains in good standingthroughout the first semester, he/she will be permittedto continue the program under the same conditions asstudents who are accepted under full admission stan-dards. New applicants requiring Graduate CommitteeReview will be asked to provide a cold writing sampleof 1-2 pages in length within a 30-minute time limit.

Graduation Requirements1. Completion of the required curriculum with a

minimum grade point average of 3.0 (only one grade of“C” permitted)

2. Successful completion and acceptance by the Col-lege of the research report (Organizational Training and

MASTER OF ARTS DEGREES

General InformationTusculum College understands the needs of working

adults who are interested in pursuing the concentratededucational enrichment represented by a graduate de-gree, but who must also continue to meet personal andprofessional commitments. The College offers twograduate degrees: The Master of Arts in OrganizationalManagement (MAOM) and the Master of Arts in Educa-tion (MAED). Classes are taught by Tusculum Collegefaculty with academic and practical backgrounds intheir respective disciplines. A maximum time limit offive years will be allowed for the completion of theprogram. Students who leave the program for anyreason and re-enroll must meet all requirements ineffect at the time of re-enrollment.

General Objectives1. To provide the essential graduate level experience

students need to enhance their professional careers2. To enable the graduate to utilize interpersonal,

group, and negotiating skills to work successfully withothers in an organizational or academic context

3. To provide the graduate with the ability to recog-nize and solve problems in the management or educa-tional field through ethical decision making

4. To enhance the ability of graduates to exercise andmodel the qualities of civic virtue necessary for effectivecitizenship in local, national, and global communities

The curricula should be completed in the orderrecommended by Tusculum College. Tusculum Collegereserves the right to modify the curricula as necessary.

Emphasis on Graduate ResearchThe graduate curricula focus on the student’s ability

to utilize research to make educated decisions in prac-tice in their careers. Conducting research, analyzingdata, and interpreting results strengthen the AdvancedCompetencies identified by the College as essentialqualities that graduates in their respective programsmust possess. Research can also provide a conduit forservice learning in that each student must complete aproject that will contribute valuable information toorganizational personnel. It also promotes the ability ofall graduates to test theories through applied researchin order to meet both personal and professional deci-sion-making needs. In some programs, the researchcomponent includes the development, implementationand evaluation of a value-added project based upon theresults of the research process. Successful completion ofthe research components of the graduate programsdemonstrates that students have accomplished thegoals and objectives set forth for each course, eachprogram, and thus, the mission of the College.

Specific information concerning the research for stu-dents may be found in the Tusculum College Graduateand Professional Studies Student Handbook and Re-search Guide.


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MASTER OF ARTS

IN ORGANIZATIONAL

MANAGEMENTThe Master of Arts in Organizational Management

(MAOM) program is an innovative 36-hour programthat provides the community with professionals whohave the knowledge, skills, and analytical tools to en-able them to perform effectively and ethically in arapidly changing, independent world. This values- andethics-based educational experience focuses on provid-ing working adults with contemporary knowledge andits practical application that benefits students, theirorganizations, and society. The program empowers stu-dents by further developing their abilities to lead re-sponsibly, act with confidence, make ethical decisions,manage strategically, communicate effectively, employcritical and creative analysis, and lead organizationalchange.

Completion of the MAOM program gives the stu-dent the knowledge and tools to:

• Lead responsibly by drawing upon your ownunique leadership abilities, experiences, and goals aswell as current leadership concepts, theories, and strate-gies for dealing with a variety of people and organiza-tional issues.

• Act with confidence by utilizing self-reflection andawareness to know why, when, and how to lead, follow,model, and mentor.

• Make ethical decisions by courageously confront-ing ethical challenges and applying ethical decision-making tools to workplace dilemmas.

• Manage strategically by enabling an organization

Education)3. Payment of all tuition and fees.A letter of completion can be requested when all

work is completed and all graduation requirements aremet and approved. Students who have completed allrequirements are eligible to participate in graduationexercises. All graduates are expected to participate inthe commencement exercises of the College.

Attendance PolicyThe following policy applies to graduate cohort

groups beginning after January 1, 2003:1. Any student missing more than one-third of the

total time scheduled for a course will receive an auto-matic grade of “F.” The total time of absence includesmissing any class session; and time missed due toarriving late or leaving before the class is dismissed.

2. Any student missing more than 5 nights of class ina semester or 10 nights in a program will be academi-cally suspended for 6 months.

to analyze its operating environment, envision its fu-ture, and develop strategic objectives and by managingpeople, processes, and resources effectively and ethi-cally

• Communicate effectively by capitalizing on yourpersonal strengths as a communicator and by employ-ing appropriate strategies for influencing, motivating,advocating, team building, and managing conflict.

• Employ critical and creative analysis by applyingtools of analysis to identify problems, generate creative,pragmatic solutions to solve them, implement appropri-ate actions, and evaluate their success.

• Understand and lead organizational change byworking with others to assess a group’s culture, roles,structure, local environment, and global context so as toanticipate, recognize, and resolve organizational prob-lems.

Admission requirements1. Bachelor degree from a regionally accredited col-

lege or university.2. Undergraduate GPA (last 60 hours)

a. 3.0 or higher - regular admission.b. 2.75-2.99 - provisional admission with re-

quirement that a grade of at least “B” is earned in eachof the first three courses of the program.

c. 2.50 to 2.74 - graduate committee approval. Ifgiven, conditional admission with requirement that agrade of at least “B” is earned in each of the first threecourses of the program.

Curriculum

MGMT 501. ORGANIZATIONAL EFFECTIVENESS. 3credit hours.This course addresses the fundamental concepts neces-sary for a graduate student to successfully developknowledge, skills, and abilities (KSAs) in communica-tions, ethical decision making, and strategic thinking.All of these fundamentals are addressed and developedthrough the use of cases, individual and team exercises,and current organization issues. The students will havethe opportunity to evaluate their strengths and weak-nesses in the three subject areas and create specificstrategies to develop and improve these KSAs through-out the graduate program of study.

MGMT 502. LEADING GROUPS AND TEAMS. 3 credithours.This course promotes an understanding of groups,teams, and teamwork. It examines the practical aspectsof creating teams and managing them to excellence. Thecourse explores how team leaders must function to helpthe team contribute to the overall effectiveness of theorganization.

MGMT 504. DEVELOPING ORGANIZATIONAL IN-TELLIGENCE. 3 credit hours.A survey of information assessment frameworks, tools,and external and internal data sources specifically


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cases, problems, and development of a comprehensivemarketing plan are utilized.

MGMT 518. LEGAL ENVIRONMENT OF ORGANIZA-TIONS. 3 credit hours.An examination of legal and ethical concepts encoun-tered in the field of management. This course focuseson the application of legal principles to common man-agement situations and the legal consequences of viola-tions of administrative and regulatory law.

MGMT 523. ENTREPRENEURIAL THINKING FORMANAGERS. 3 credit hours.This course will provide students with the opportunityto learn how to make creative, innovative, and effectivedecisions by learning, understanding, and employingthe primary elements of entrepreneurial thinking. Afterbecoming proficient with entrepreneurial thinking, thestudents will then utilize these approaches with moretraditional decision making tools such as decision trees,Gantt charts, pert analysis, and cause and effect analy-sis.

MGMT 515. CHALLENGES AND TRENDS IN ORGA-NIZATIONS. 3 credit hours.A capstone course that will explore important changesand trends in management’s social, political, economic,legal, and technological environments. Particular atten-tion will be given to the impact of globalization, envi-ronmentalism, customer satisfaction, ethics, and theInternet revolution on non-profit, private for-profit, andgovernmental organizations. This course includes amajor writing assignment.

Topics woven throughout the program include: eth-ics, strategic thinking, global international consider-ations, forecasting, communications, and action re-search.

geared to the needs of organizational management.Students learn how to apply these paradigms, tools, anddatabases in a context of the scientific method andobjective thought framework for examining and ad-dressing complex management issues. Includes apracticum in the direct application of information gath-ering, evaluation, and use in the context of organiza-tional management.

MGMT 505. ORGANIZATIONAL BEHAVIOR. 3 credithours.This course provides a framework for understandingthe day-to-day behavior of employees within dynamicorganizations. Topics covered include human behaviorprinciples in individual, small group, and organiza-tional settings. The influence of job design on humanperformance will also be examined. The primary focusis on developing effective managerial skills used inimproving employee performance.

MGMT 513. ECONOMICS FOR MANAGERS. 3 credithours.An examination of economic concepts as used in man-agement and government decision making. Applicationof micro- and macroeconomic tools for analysis.

MGMT 507 STRATEGIC HUMAN RESOURCE MAN-AGEMENT. 3 credit hours.The strategic application of human resource manage-ment (HRM) is critical to the success of all organiza-tions. This course will focus on linking strategic plansand human resource plans. It also covers the impor-tance of change within the context of the HRM environ-ment. Issues such as staffing, performance appraisal,reward systems, and training will all be examinedthrough a strategic lens.

MGMT 509 MANAGERIAL FINANCE. 3 credit hours.Theory of managerial finance with applications. Tech-niques and problems maximizing wealth through theapplication of discounted cash flow analysis. Emphasizingon risk, return, capital budgeting, and capital structure.

MGMT 521 LEADERSHIP PRACTICE AND SKILLS. 3credit hours.This course explores the concept of leadership usingvarious theoretical and scholarly views, approached witha view to application. Emphasis will be placed on thedevelopment of leadership skills and styles to enablestudents to become effective organizational leaders.

MGMT 506. APPLIED MARKETING MANAGEMENT.3 credit hours.The application of marketing principles, concepts, andtheory in the resolution of contemporary, strategic mar-keting management problems and opportunities. Thiscourse focuses on extending graduate management stu-dents’ marketing knowledge, decision making andproblem solving abilities. Problem solving/decisionmaking activities based on contemporary marketing


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PracticesEDUC 538 The Physiology of LearningEDUC 533 Developmental Behavior Analysis for Prac-ticing EducatorsEDUC 525 Structuring the Learning EnvironmentEDUC 505 Planning Curriculum for Present and FutureEDUC 532 Strategies for Special Needs LearnersEDUC 513 Strategies for Assessing and CommunicatingLearning ProgressEDUC 534 Applied Research for the Classroom TeacherEDUC 523 Leadership Development and RenewalEDUC 540 The Law and Public EducationEDUC 517 Re-planning Teaching Strategies

Curriculum

EDUC 533. DEVELOPMENTAL BEHAVIOR ANALY-SIS FOR PRACTICING EDUCATORS. 3 credit hours.This course examines the complexity of errant behaviorfrom physical, cognitive and psycho-social perspec-tives. Causes of behavior will be presented from thedevelopmental standpoint including gender, social, po-litical, stress and attachment factors. Various models ofintervention will be critically reviewed including be-havior modification, assertive discipline and pharmaco-logical methods. A needs-based model for analysis andintervention will be presented.

EDUC 503. DESIGNING DEVELOPMENTALLY AP-PROPRIATE PRACTICES. 3 credit hours.Application of both modern and classical developmen-tal theories will be discussed. Classical theories will bereviewed in light of modern practice. Particular empha-sis will be placed on influences of gender, brain growth,behavioral and sensory research both as supportive andconflicting with classic learning theories and currentpractice.

EDUC 538. THE PHYSIOLOGY OF LEARNING. 3credit hours. On a macro level, this course covers the function ofmajor brain structures, the central nervous system,endocrine and sensory mechanisms and their relation-ship to learning and behavior in the developing learner.

EDUC 540. THE LAW AND PUBLIC EDUCATION. 3credit hours.This course is designed to provide the practicing educa-tor with an overall understanding of the law and how itapplies to all aspects of the teaching profession and theadministration of public school programs. Specific ex-amination of laws relating to students with specialneeds.

EDUC 534. APPLIED RESEARCH FOR THE CLASS-ROOM TEACHER. 4 credit hours.Promotes competent design and use of action researchby classroom teachers. Students will conduct researchon a relevant topic of interest to the student in theeducational field.

MASTER OF ARTS

IN EDUCATIONThe Master of Arts in Education degree is designed

to provide students with advanced knowledge andskills that they can use in practice in their respectiveprofessions in education, training, and development.This degree offers three concentrations:

1. K-12 concentration for classroom teachers with anemphasis on effectively teaching all students, includingthose with special needs within the classroom

2. Organizational Training and Education concentra-tion for trainers and other professionals working exten-sively with adult learning, and

3. Human Resource Development concentration forprofessionals who require practical wisdom to helporganizations, groups, and individuals work more ef-fectively.

K-12 ConcentrationTusculum College offers this unique 17-month, 33-

hour graduate education curriculum for K-12 classroomteachers who wish to enhance their skills and knowl-edge to better accommodate students with a variety ofspecial needs. The focus of this program is to provideteachers with practical applications of research andtheory to effectively serve all students in their class-rooms. The curriculum should be completed in theorder recommended by Tusculum College (as listedbelow). Tusculum College reserves the right to modifythe curriculum as necessary.

Admission Requirements1. Possess a minimum 2.75 grade point average

attained in the last 60 hours of course work.2. Possess either a valid teaching license or a passing

score on the general test of the National Teacher’s Exam(NTE)/PRAXIS II or provide evidence of three years ofteaching experience. If no experience can be documente,the student can request an exemption from the faculty,through the Director of the School of Education.

Note: Tusculum College accepts the NationalTeacher’s Examination (NTE) or Praxis II (or a validteaching license), Graduate Record Examination (GRE),and the Miller Analogies Test (MAT) as acceptable testsfor admission for the MAED K-12 concentration.

If none of the above is available, one of the followingis acceptable:

a. the candidate’s official copy of the test scoresb. an official transcript bearing the test scoresc. a photocopy of test scores with a supporting

affidavit by the student that the official scores are nolonger available (affidavit form provided by TusculumCollege).

Course SequenceEDUC 503 Designing Developmentally Appropriate


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Organizational Training andEducation Concentration

This 18-month, 36 credit-hour program is designedfor people interested in a career in training and educat-ing adult learners. The program was developed usingthe Instructional System Design (ISD) model, and pre-pares students to contribute at a professional level to theassessment, design, development, implementation andevaluation of training programs. Graduates are pre-pared for employment as trainers, instructional design-ers, training managers, training needs assessors, ormedia developers.



a. 3.0 or higher - regular admissionb. 2.75-2.99 - provisional admission with re-

quirement that a grade of at least “B” is earned in eachof the first three courses of program.

c. 2.50-2.74 - graduate committee approval. Ifgiven, conditional admission with requirement that agrade level of at least “B” is earned in each of the firstthree courses of program.

Curriculum

EDUC 501. CURRENT TOPICS IN ADULT EDUCA-TION. 3 credit hours.A seminar-style course in which students explore thenature of adult education and learning theories, con-cepts, and practices to gain an overview of this field.Significant library investigation of an assigned topic inadult education that will be presented to the class. Thecourse includes the nature of groups, and the develop-ment of a collaborative learning team; instruction anduse of the library and literature researches; preparationand delivery of a group presentation; preparation ofpresentation materials; and a structured assignmentthat helps each learning team assess itself and under-stand their own group dynamics and ways to make thelearning team more effective.

EDUC 510. DYNAMICS OF HUMAN DEVELOPMENTAND LEARNING STYLES OF ADULT LEARNERS. 3credit hours.The foundations of adult learning theory and applica-tions of those theories to organizations. Includes per-sonality as it affects learning, adult learning theory,hierarchies of learning, types of learners, learning stylesand preferences, and approaches to curriculum devel-opment. Students will use assessment tools to profiletheir own learning styles and match learning styles withrelated learning activities.

EDUC 502. ASSESSING ADULT AND ORGANIZA-TIONAL LEARNING NEEDS. 3 credit hours.The use of assessment as the initial phase of developing

EDUC 505. PLANNING CURRICULUM FORPRESENT AND FUTURE. 3 credit hours.Provides the classroom teacher with an opportunity todesign curricula and encourages educators to explorethe needs of learners. A single curriculum for all stu-dents is explored as well as curriculum designed tomeet the needs of special students.

EDUC 513. STRATEGIES FOR ASSESSING AND COM-MUNICATING LEARNING PROGRESS. 3 credit hours.Designed to refine the classroom teacher’s skills inassessing the learners’ behavior as it relates to theteacher/learning environment. Strategies for communi-cating progress to pupils and parents will be explored.

EDUC 517. REPLANNING TEACHING STRATEGIES.3 credit hours.Designed to help practicing classroom teachers examinecurrent strategies and make appropriate plans to meetlearners’ needs. Examines current research and its ap-plication to the teaching/learning environment. A com-prehensive examination of the students’ understandingof the research and applications presented throughoutthe MAED program will constitute fifty percent of thefinal grade for this course.

EDUC 523. LEADERSHIP DEVELOPMENT AND RE-NEWAL. 3 credit hours.Provides the development and practice of leadership skillsfor classroom teachers in a changing educational environ-ment. Various leadership styles and models are analyzed.Ethics in education are addressed empirically and em-phatically for leadership that influences cultural change.

EDUC 525. STRUCTURING A SUCCESSFUL CLASS-ROOM. 2 credit hours.Explores the dynamics of teaching/learning interac-tions. Provides an overview of current research andpractices in the areas of planning physical environ-ments, understanding academic and social behaviors,determining consequences of behavior and addressingtopics related to students with special needs.

EDUC 532. STRATEGIES FOR SPECIAL NEEDS STU-DENTS. 3 credit hours.This class offers information on identification, teachingstrategies, curriculum modifications, and behaviorplans for special needs students in the regular class-room. Research and practical application are the foun-dation for this class.


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EDUC 562. PRESENTATION OF THE RESEARCHPROJECT. 1 credit hour.Provides the culminating activity for the individualresearch project. Emphasis is placed upon the oralpresentation of the research findings. Oral defense ofthe project is required.

EDUC 565. TRAINING PROJECT CAPSTONE. 3 credithours.A synthesis course in which students prepare a com-plete training package for a selected task, includingpreparation of a lesson plan with all instructional mate-rials and media, presentation of the training, and cre-ation and facilitation of an evaluation activity for trans-fer of learning. Effective training presentation skillsshall be demonstrated. Cohort feedback for improve-ment is a significant learning activity for the class.

EDUC 526. SPECIAL TOPICS IN ADULT EDUCATION.2 credit hours.A learning team activity with a special focused study ofa relevant issue of student interest in adult education;e.g., training the trainer, corporate universities,authoring systems, recent research in adult learning, theadult learning environment, the learning organizationculture, advances in technology. The students woulduse current library and personal resources (humansources) to investigate the topic, prepare and implementa lesson plan, prepare instructional materials, prepare apacket for the members of the class, and develop andobtain an evaluation activity.

value-added learning programs. Needs assessment,job/task analysis, and identification of needed skillsand competencies will be practiced. Students will assessthe learning needs of a group or a specific task.

EDUC 522. PLANNING AND DEVELOPING CUR-RICULUM AND COURSES. 3 credit hours.Review and comparison of various curriculum modelswith particular emphasis on the Instructional SystemDesign (ISD) model. Writing program descriptions,goals, and performance-based learning objectives; andcreating learning plans.

EDUC 527. DEVELOPING AND SELECTING IN-STRUCTIONAL MATERIALS. 3 credit hours.Developing various types of instructional media, in-cluding printed and computer-based such as presenta-tion materials; creating and facilitating case studies andpractice worksheets; handouts; procedures flowcharts;use of flip chart and board activities. Selection andevaluation of educational media.

EDUC 524. EVALUATION OF ADULT LEARNING. 3credit hours.The nature of evaluation of learning, with emphasis onevaluation of transfer of learning; i.e., testing for under-standing, competence, and certification. Formative andsummative evaluation methods. Types of evaluationand creation of valid evaluation instruments.

EDUC 508. RESEARCH DESIGN IN ADULT EDUCA-TION. 3 credit hours.Allows students to select a topic, prepare a proposal,and begin the investigative process on a topic of theirchoosing which relates to the education of adults. Stu-dents will also conduct an in-depth literature review inaddition to formulating research questions.

EDUC 531. EVALUATING, IMPROVING, AND MAN-AGING ADULT LEARNING PROGRAMS. 3 credithours.This course examines ways to assess the effectiveness ofadult education programs to enhance organizational effec-tiveness and attain training requirements; analyze trainingprocesses and use process improvement models; andevaluate and adapt some common management systemsnecessary to supervise adult education programs

EDUC 529. FACILITATING GROUPS. 3 credit hours.Practice with facilitating groups in discussions, problemsolving, process analysis, conflict resolution, decision-making. Emphasis on creating a team culture withinthe group to enhance the learning organization.

EDUC 520. APPLIED RESEARCH AND STATISTICS INADULT EDUCATION. 3 credit hours.A continuation of Research I (EDUC 508), this courseprovides the direction needed to begin, complete, andcompile data. The course also contains instruction in theappropriate display of data and use of statistics.


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HRDE 510. DYNAMICS OF HUMAN DEVELOPMENTAND LEARNING STYLES OF THE ADULT LEARNER.3 credit hours.The foundations of adult learning theory and applica-tions of those theories to organizations. Includes per-sonality as it affects learning, adult learning theory,hierarchies of learning, types of learners, learning stylesand preferences, and approaches to curriculum devel-opment. Students will use assessment tools to profiletheir own learning style.

HRDE 502. ASSESSING ADULT AND ORGANIZA-TIONAL LEARNING NEEDS. 3 credit hours.The use of assessment as the initial phase of developingvalue-added learning programs. Needs assessment,job/task analysis, and identification of needed skillsand competencies will be practiced. The DACUM pro-cess will be modeled. Students will assess the learningneeds of a group or for a specific task.

HRDE 522. PLANNING AND DEVELOPING CUR-RICULUM AND COURSES. 3 credit hours.Review and comparison of various curriculum modelswith particular emphasis on the Instructional SystemDesign (ISD) model. Writing program descriptions,goals, and performance-based learning objectives, anddeveloping lesson plans.

HRDE 504 EVALUATING LEARNING OUTCOMESAND IMPACTS. 3 credit hours.The concept of learning evaluation will be addressedusing Kirkpatrick’s model of four levels of evaluationfor adults and organizations: classroom delivery, cogni-tive learning, application of learning for performanceenhancement, and impact on organization outcome.Formative and summative evaluation methods will bedeveloped.

HRDE 505 APPLICATIONS OF ADVANCED ORGANI-ZATIONAL BEHAVIOR. 3 credit hours.The application of behavioral methodology to the solu-tion of managerial problems in complex organizations.

HRDE 529. FACILITATING GROUPS. 3 credit hours.Defining and creating a team culture. The role of thesupervisor and manager in empowering and enablingteams. Team leadership skills include facilitation,mentoring/coaching, problem solving, conflict man-agement, listening and giving feedback to effectivelylead groups. Students will role-play and critique forskill development.

HRDE 507. ORGANIZATIONAL LEADERSHIP. 3credit hours.A seminar style course in which students study variousperspectives of leadership, models of leadership withinorganizations, levels of leadership, leadership influ-ence, and leadership behaviors. The course will includepersonal assessment and planning activities completed

Human Resource DevelopmentConcentration

Tusculum College offers a graduate program inHuman Resource Development to prepare professionalswith the practical wisdom they need to be effective inhelping organizations, groups, and individuals workmore effectively. The curriculum addresses the majorsegments of HRD by focusing on concepts, models,skills, and methods. Courses are designed so that theo-retical foundations are complemented with practice andapplication that enable students to build skills andcompetence.

The Human Resource Development concentration isdesigned to lead students to:

• Assess organizational needs for enhancing perfor-mance

• Apply adult learning theory and the InstructionalSystem Design (ISD) model into practice for organiza-tional learning needs

• Evaluate learning and the impact of learning• Apply principles and practices of human behavior

in organizations to help groups work more effectively• Develop team behaviors, including team leader-

ship• Develop organizational consultant skills• Develop effective team communication skills; e.g.,

facilitation, decision-making, conflict resolution, prob-lem-solving

• Support organizational development throughproject management, strategic planning, successionplanning, process analysis and improvement, and ca-reer planning processes.



a. 3.0 or higher - regular admissionb. 2.75 to 2.99 - provisional admission with

requirement that a grade of at least “B” is earned ineach of the first three courses of the program.

c. 2.50 to 2.74 - graduate committee approval. Ifgiven, conditional admission with requirement that agrade of at least a “B” is earned in each of the first threecourses of program.

Curriculum

HRDE 501. THE HUMAN RESOURCE DEVELOP-MENT PROFESSION. 2 credit hours.A survey of the HRD profession, based on the roles,responsibilities, and competencies defined by theAmerican Society of Training and Development(ASTD), to help the student understand the scope of thefield, and to assess personal interests and skills. Profes-sional resources and associations will be reviewed. Eachstudent will complete a career assessment and developan HRD career plan.


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by each student to gain insight into personal strengthsand abilities and need for further leadership develop-ment.

HRDE 508. THE CONSULTANT RELATIONSHIP. 3credit hours.The role of the internal and external organizationalconsultant: marketing, contracting, assessing, reporting,planning, facilitating change and professional ethics.Student and analysis of interventions for organizationalchange. Students will create a model contract for aconsultant agreement.

HRDE 511. ORGANIZATIONAL ASSESSMENTPROJECT. 3 credit hours.A study of methods and instruments used by HRDconsultants to assess group and organizational behav-iors and effectiveness. This course introduces the stu-dent to the organizational project. The student willidentify an organizational problem, investigate assess-ment methods, develop and implement an assessmentplan with a client.

HRDE 512. ORGANIZATIONAL INTERVENTIONPROJECT. 3 credit hours.This course is a continuation of the HRD 511 course. Astudy of methods used by HRD consultants to intervenewithin groups and organizations. Facilitating the inter-vention is planned. Using the results of the assessmentactivity, the student will write a proposal and contractwith the client, and develop and implement a plan tointervene within the organization at an appropriatelevel.

HRDE 509. ORGANIZATIONAL PLANNING ANDADVANCEMENT. 3 credit hours.A review and comparison of several models used forproject management, strategic planning, process analy-sis and improvement, succession planning, perfor-mance appraisal and career development. Students willdevelop a strategic plan for a selected group and aprocess improvement for a selected process.

HRDE 513. PROJECT PRESENTATION AND DE-FENSE. 1 credit hour.The organizational project is completed with a formalreport and presentation to a group.

graduate and professional studies - tusculum … · adult students by developing the edu- ......

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