Mid-America Christian University Catalog 2023-2024
MID-AMERICA CHRISTIAN UNIVERSITY 3500 SW 119TH STREET OKLAHOMA CITY, OK 73170 (405) 691-3800 WWW.MACU.EDU
MID-AMERICA CHRISTIAN UNIVERSITY’S RIGHT TO MODIFY THIS CATALOG
The Office of Academic Affairs authorizes this catalog. It provides pertinent information that accurately describes MidAmerica Christian University, its academic programs, policies, procedures, regulations, requirements, and support services. The University reserves the right to change, withdraw, or modify the contents of this catalog without notice and without publishing or distributing supplements or revised versions. This catalog is published for informational purposes, is intended to be used for internal academic and operating purposes, and does not constitute or establish a contractual relationship between the University and anyone else (including any student, employee, vendor, supplier, visitor, or another person), and is not intended to create enforceable rights except as expressly stated and specified or as required by law. Revisions are posted on EvangelNet, macu.edu, and the Registrar’s page at macu.edu.
December 15, 2023
Mid-America Christian University Catalog 2023-2024
Table of Contents
Table of Contents A Word from the President.................................................................................................................................................. 1 General Information ............................................................................................................................................................. 2 University Accreditation and Affiliations ........................................................................................................................ 2 Regional ............................................................................................................................................................................. 2 State ................................................................................................................................................................................... 2 National Professional Associations, Affiliations, and Approvals ............................................................................... 2 Religious Affiliations ......................................................................................................................................................... 2 The MACU/Church of God Connection..................................................................................................................... 2 Endorsed Agency of the Church of God (Anderson, Ind.) ..................................................................................... 2 Statements of Compliance .................................................................................................................................................. 4 Title VI of the Civil Rights Act of 1964........................................................................................................................... 4 Non-Discrimination Policy ............................................................................................................................................... 4 Title IX of the Education Amendments of 1972 ........................................................................................................... 4 Title IX Confidentiality and Licensed Professional Counselors (LPC) Licensure ................................................... 4 Americans with Disabilities Act and Rehabilitation Act of 1973 ................................................................................ 5 Drug-Free Workplace Act of 1988 ................................................................................................................................. 5 Drug and Alcohol-Free Campus Policy ......................................................................................................................... 5 Student Right-to-Know Act of 1990 ............................................................................................................................... 8 Clery Act and Institutional Security Policies of 1990................................................................................................... 9 Family Educational Rights and Privacy Act of 1994 ................................................................................................... 9 Student Recruitment Policy ............................................................................................................................................ 9 Institutional Review Board .............................................................................................................................................. 9 MACU at A Glance ............................................................................................................................................................. 10 Location ........................................................................................................................................................................... 10 Programs ......................................................................................................................................................................... 10 College of Arts and Sciences ....................................................................................................................................... 10 College of Adult and Graduate Studies ...................................................................................................................... 10 Mid-America Leadership Institute ................................................................................................................................ 10 MACU Program Inventory ................................................................................................................................................. 11 Degree Programs ........................................................................................................................................................... 11 Certificates....................................................................................................................................................................... 12 Concentrations, Emphases, and Areas of Specialization ........................................................................................ 12 Multidisciplinary Combination Options ........................................................................................................................ 13 The University ..................................................................................................................................................................... 14 History of the University ................................................................................................................................................ 14 MACU Conceptual Framework .................................................................................................................................... 14 Mission Statement .......................................................................................................................................................... 14 Vision................................................................................................................................................................................ 14 University Core Values .................................................................................................................................................. 15 i
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Mid-America Christian University Catalog 2023-2024
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University Core Values .................................................................................................................................................. 15 Ends Policies................................................................................................................................................................... 16 The University Seal ........................................................................................................................................................ 17 Philosophy of Education (Guiding Principles) ............................................................................................................ 17 University Student Outcomes ....................................................................................................................................... 18 Operational Values......................................................................................................................................................... 18 Summary ......................................................................................................................................................................... 19 Admissions .......................................................................................................................................................................... 20 Admission Classifications.............................................................................................................................................. 20 Validity of Admission Requirements ............................................................................................................................ 21 High School Diploma ................................................................................................................................................. 21 Enrollment Status Classifications ................................................................................................................................ 21 Traditional Undergraduate Programs .......................................................................................................................... 22 First-Year Student Applicants ................................................................................................................................... 22 Early Acceptance........................................................................................................................................................ 22 Transfer Applicants .................................................................................................................................................... 23 Concurrent Enrollment............................................................................................................................................... 24 Applying for Admission to the College of Arts and Sciences............................................................................... 25 College of Adult and Graduate Studies ...................................................................................................................... 25 Undergraduate Admissions Procedures ................................................................................................................. 25 Accelerated Programs (4+1/4+3 Programs) .......................................................................................................... 26 Graduate Admission Procedures ............................................................................................................................. 27 Applying for Admission to the College of Adult and Graduate Studies .............................................................. 30 Unclassified Non-Degree-Seeking or Transient Students ....................................................................................... 30 Admission of Veterans................................................................................................................................................... 31 International Students .................................................................................................................................................... 31 English Proficiency ..................................................................................................................................................... 31 Transcripts ................................................................................................................................................................... 32 International Transfer Credit Process ..................................................................................................................... 32 International Transfer Credit Equivalency .............................................................................................................. 32 Admission of Residential International Students ................................................................................................... 32 Undocumented Student Admissions ........................................................................................................................... 34 How to Apply as an Undocumented Student ......................................................................................................... 34 Undocumented Students and Financial Aid ........................................................................................................... 34 Students with Undocumented Parents.................................................................................................................... 35 Who is an Undocumented Student?........................................................................................................................ 35 Readmission ................................................................................................................................................................... 35 Readmission of Service Members ........................................................................................................................... 35 Felony Conviction Appeal Process .............................................................................................................................. 36 Transfer Regulations ..................................................................................................................................................... 36 ii
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Articulation Agreements, Academic Contracts, and Prior Learning Agreements ............................................. 37 Residency Requirements .............................................................................................................................................. 37 Non-Collegiate Learning Credit .................................................................................................................................... 38 Financial Information ......................................................................................................................................................... 41 Tuition and Fees ............................................................................................................................................................. 41 Payment ........................................................................................................................................................................... 41 Financial Aid: Scholarships, Grants, and Loans........................................................................................................ 41 Federal and State Financial Aid ............................................................................................................................... 42 Applying for Federal/State Financial Aid................................................................................................................. 42 Withdrawals and Return of Title IV Funds .............................................................................................................. 42 Federal Students Loans ............................................................................................................................................ 43 Grants........................................................................................................................................................................... 43 Institutional Scholarships, College of Arts and Sciences ..................................................................................... 44 Academic Scholarships, College of Arts and Sciences ........................................................................................ 44 Private Aid, College of Arts and Sciences .............................................................................................................. 44 Veteran’s Benefits ...................................................................................................................................................... 44 Federal Work-Study Program ................................................................................................................................... 45 Financial Policies ............................................................................................................................................................ 45 Satisfactory Academic Progress .............................................................................................................................. 45 Institutional Refund Policy......................................................................................................................................... 46 Refund Policy for Financial Aid Recipients Who Withdraw ................................................................................. 47 Overawards and Overpayments .............................................................................................................................. 48 MACU Active Military & Veteran Services .................................................................................................................. 48 Student Veteran Advisor ........................................................................................................................................... 48 GI Bill® Student Responsibilities ............................................................................................................................. 49 Chapter 31, 33 & 35 – Veterans Benefits and Transition Act of 2018 ............................................................... 50 Military Service Credit ................................................................................................................................................ 50 Military Tuition Discounts and Rates ....................................................................................................................... 50 Students Called to Active Duty ................................................................................................................................. 51 Academic Information and Policies ................................................................................................................................. 52 Academic Probation and Suspension ......................................................................................................................... 52 Student Success Plan ................................................................................................................................................... 54 Academic Periods of Enrollment .................................................................................................................................. 54 Academic Terminology .................................................................................................................................................. 54 Accommodations Policy ................................................................................................................................................ 54 Alternative Certification in Teacher Education ........................................................................................................... 55 Attendance/Participation ............................................................................................................................................... 55 College of Arts and Sciences Attendance Policy .................................................................................................. 55 College of Adult and Graduate Studies Participation Policy ................................................................................ 56 Class Standing................................................................................................................................................................ 56 iii
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Mid-America Christian University Catalog 2023-2024
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Courses/Educational Model .......................................................................................................................................... 56 College of Arts and Sciences On-Campus Student Experience ......................................................................... 56 Online and On-Campus Accelerated Student Experience................................................................................... 56 Individualized Instruction ........................................................................................................................................... 57 Honor Studies ............................................................................................................................................................. 57 Course Cancellations..................................................................................................................................................... 57 Credit Hour Policy .......................................................................................................................................................... 57 Commencement and Graduation................................................................................................................................. 60 Final Examination Week................................................................................................................................................ 61 Registration ..................................................................................................................................................................... 62 Auditing a Course ....................................................................................................................................................... 62 Late Registration ........................................................................................................................................................ 62 Prerequisites ............................................................................................................................................................... 62 Registration Changes During Add/Drop Period ......................................................................................................... 62 Cancellation of Enrollment during the Preliminary Enrollment Period ............................................................... 62 Withdrawal Period ...................................................................................................................................................... 63 Repeating Courses .................................................................................................................................................... 63 Withdrawal ................................................................................................................................................................... 63 Grades, Transcripts, and Student Records .................................................................................................................... 64 Grades ............................................................................................................................................................................. 64 How to Obtain Academic Transcripts .......................................................................................................................... 65 Honors.............................................................................................................................................................................. 65 Honor Societies .............................................................................................................................................................. 66 Academic Support .............................................................................................................................................................. 67 Academic Advisement ................................................................................................................................................... 67 College of Arts and Sciences: Faculty Academic Advisor ................................................................................... 67 College of Adult and Graduate Studies: Faculty Academic Advisor .................................................................. 67 Pre-Professional Academic Advisement .................................................................................................................... 67 Pre-Dental Advising ................................................................................................................................................... 67 Pre-Engineering Advising.......................................................................................................................................... 67 Pre-Law Advising........................................................................................................................................................ 68 Pre-Med Advising ....................................................................................................................................................... 68 Pre-Nursing Advising ................................................................................................................................................. 69 Pre-Occupational Therapy Advising ........................................................................................................................ 69 Pre-Optometry Advising ............................................................................................................................................ 69 Pre-Pharmacy Advising ............................................................................................................................................. 69 Pre-Physical Therapy Advising ................................................................................................................................ 70 Pre-Physician Assistant Advising ............................................................................................................................ 70 Pre-Veterinary Medicine Advising............................................................................................................................ 70 Student Rights and Responsibilities ............................................................................................................................ 70 iv
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Chapel and Assembly Programs ............................................................................................................................. 71 Church Attendance .................................................................................................................................................... 71 Community Service .................................................................................................................................................... 71 Student Academic Records .......................................................................................................................................... 71 Transcripts ................................................................................................................................................................... 71 Release of Student Information and Access to Student Records....................................................................... 71 Release of Student Information................................................................................................................................ 72 Directory Information.................................................................................................................................................. 73 Academic Appeals Process .......................................................................................................................................... 74 Student Academic Honesty and Integrity Policy........................................................................................................ 75 Formal Student Complaint Process ............................................................................................................................. 77 Student Life ......................................................................................................................................................................... 78 Campus Facilities ........................................................................................................................................................... 78 Counseling and Guidance............................................................................................................................................. 78 Food Service ................................................................................................................................................................... 79 Healthcare ....................................................................................................................................................................... 79 Housing Policy ................................................................................................................................................................ 79 Student Clubs and Organizations ................................................................................................................................ 80 Athletics ....................................................................................................................................................................... 80 Campus Activity Board .............................................................................................................................................. 80 Esports ......................................................................................................................................................................... 80 Going All “M” Ambassadors (GAMA) Team ........................................................................................................... 80 Missions Club .............................................................................................................................................................. 81 Music and Gospel Choir ............................................................................................................................................ 81 Student Government Association ............................................................................................................................ 81 Student Ministerial Fellowship .................................................................................................................................. 81 Alumni Association ......................................................................................................................................................... 81 Academic Program Requirements................................................................................................................................... 82 Core completion – Special Requirements .................................................................................................................. 82 College of Arts and Sciences ................................................................................................................................... 82 College of Adult and Graduate Studies .................................................................................................................. 82 Remedial/Corequisite Courses .................................................................................................................................... 83 Requirements of a Specific Catalog ............................................................................................................................ 83 Completion of Requirements ........................................................................................................................................ 83 Degree Requirements ................................................................................................................................................... 83 Associate’s Degree - Minimum Requirements........................................................................................................... 84 Bachelor’s Degree – Minimum Requirements ........................................................................................................... 84 Second Bachelor’s Degree ........................................................................................................................................... 85 Second Major .................................................................................................................................................................. 85 Accelerated Programs ................................................................................................................................................... 85 v
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Master’s Degree – Minimum Requirements ............................................................................................................... 86 Certificate – Minimum Requirements .......................................................................................................................... 86 University Core Requirements ..................................................................................................................................... 87 Interdisciplinary Studies ................................................................................................................................................ 88 Interdisciplinary Studies Requirements .................................................................................................................. 88 Interdisciplinary Major Discipline Options ............................................................................................................... 88 Interdisciplinary Major Concentration Options ....................................................................................................... 89 Veterans’ Policy Certificate ....................................................................................................................................... 90 Multidisciplinary Options................................................................................................................................................ 91 Undergraduate Degree Programs ................................................................................................................................... 93 General Studies, A.A. .................................................................................................................................................... 93 General Studies Program and Student Outcomes ................................................................................................ 93 General Studies Program Requirements................................................................................................................ 94 General Studies Pre-Nursing Track ........................................................................................................................ 94 Accounting and Ethics, B.B.A....................................................................................................................................... 95 Accounting and Ethics Program and Student Outcomes ..................................................................................... 95 Accounting and Ethics Program Requirements ..................................................................................................... 95 Financial Core Accounting Certificate ..................................................................................................................... 96 Biology, B.S..................................................................................................................................................................... 97 Biology Program and Student Outcomes ............................................................................................................... 97 Biology Studies Program Requirements ................................................................................................................. 97 Business Administration and Ethics, B.B.A. ............................................................................................................... 99 Business Administration and Ethics Program and Student Outcomes .............................................................. 99 Business Administration and Ethics Studies Program Requirements................................................................ 99 Christian Ministries, B.S .............................................................................................................................................. 101 Christian Ministries Program and Student Outcomes......................................................................................... 101 Christian Ministries Studies Program Requirements .......................................................................................... 102 Christian Leadership Certificate ............................................................................................................................. 102 Deacon Alternative Pathway Certificate ............................................................................................................... 103 Elder Alternative Pathway Certificate .................................................................................................................... 103 Women in Ministry Leadership Certificate ............................................................................................................ 103 Criminal Justice Administration and Ethics, B.S...................................................................................................... 104 Criminal Justice Administration Program and Student Outcomes .................................................................... 104 Criminal Justice Administration Studies Program Requirements ..................................................................... 105 Cybersecurity, B.S. ...................................................................................................................................................... 106 Cybersecurity Program and Student Outcomes .................................................................................................. 106 Cybersecurity Studies Program Requirements ................................................................................................... 107 Network Management & Security, A.S.................................................................................................................. 107 Cybersecurity, B.S. .................................................................................................................................................. 107 Data Analytics, B.S. ..................................................................................................................................................... 108 vi
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Data Analytics Program and Student Outcomes ................................................................................................. 108 Data Analytics Studies Program Requirements .................................................................................................. 109 Digital Marketing, B.S. ................................................................................................................................................. 110 Digital Marketing Program and Student Outcomes............................................................................................. 110 Digital Marketing Studies Program Requirements ............................................................................................. 111 Early Childhood Education, B.A. ................................................................................................................................ 112 Early Childhood Education Program and Student Outcomes ........................................................................... 112 Early Childhood Education Studies Program Requirements ............................................................................. 113 Elementary Education, B.A. ........................................................................................................................................ 114 Elementary Education Program and Student Outcomes ................................................................................... 114 Elementary Education Studies Program Requirements ..................................................................................... 115 English, B.A................................................................................................................................................................... 116 English Program and Student Outcomes ............................................................................................................. 116 English Studies Program Requirements ............................................................................................................... 117 Healthcare Management and Ethics, B.S. ............................................................................................................... 118 Healthcare Management and Ethics Program and Student Outcomes ........................................................... 118 Healthcare Management and Ethics Studies Program Requirements ............................................................ 119 Management and Ethics, B.S. .................................................................................................................................... 120 Management and Ethics Program and Student Outcomes ............................................................................... 120 Management and Ethics Studies Program Requirements ................................................................................. 121 Mathematics, B.S. ........................................................................................................................................................ 122 Mathematics Program and Student Outcomes.................................................................................................... 122 Mathematics Studies Program Requirements ..................................................................................................... 123 Media Production and Communication, B.S. ........................................................................................................... 124 Media Production and Communication Program and Student Outcomes....................................................... 124 Media Production and Communication Studies Program Requirements ........................................................ 125 Ministry Leadership, B.S. ............................................................................................................................................ 126 Ministry Leadership Program and Student Outcomes........................................................................................ 126 Ministry Leadership Studies Program Requirements ......................................................................................... 127 Psychology, B.S. .......................................................................................................................................................... 128 Psychology Program and Student Outcomes ...................................................................................................... 128 Psychology Studies Program Requirements ....................................................................................................... 129 Secondary Education, B.A. ......................................................................................................................................... 130 Secondary Education Program and Student Outcomes .................................................................................... 130 Secondary Education Studies Program Requirements ...................................................................................... 131 Graduate Degree Programs ........................................................................................................................................... 132 Master of Arts in Leadership....................................................................................................................................... 132 Master of Arts in Leadership Program and Student Outcomes ........................................................................ 132 Master of Arts in Leadership Studies Program Requirements .......................................................................... 133 Master of Business Administration ............................................................................................................................ 134 vii
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Mid-America Christian University Catalog 2023-2024
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Master of Business Administration Program and Student Outcomes .............................................................. 134 Master of Business Administration Studies Program Requirements................................................................ 135 Healthcare Management Certificate ...................................................................................................................... 136 Human Resource Management Certificate .......................................................................................................... 136 International Business Certificate .......................................................................................................................... 136 Management Accounting Certificate ..................................................................................................................... 136 Master of Education in Curriculum and Instruction ................................................................................................. 137 Master of Education in Curriculum and Instruction Program and Student Outcomes ................................... 137 Master of Education in Curriculum and Instruction Studies Program Requirements .................................... 138 Curriculum and Instruction Certificate ................................................................................................................... 138 Master of Education in Educational Leadership and Administration .................................................................... 139 Master of Education in Educational Leadership and Administration Program and Student Outcomes ...... 139 Master of Education in Educational Leadership and Administration Studies Program Requirements ....... 141 Educational Leadership and Administration Certificate...................................................................................... 141 Master of Education in School Counseling .............................................................................................................. 142 Master of Education in School Counseling Program and Student Outcomes ................................................ 142 Master of Education in School Counseling Program Requirements ................................................................ 143 Master of Ministry ......................................................................................................................................................... 144 Master of Ministry Program and Student Outcomes ........................................................................................... 144 Master of Ministry Studies Program Requirements ............................................................................................ 145 Master of Science in Counseling ............................................................................................................................... 146 Master of Science in Counseling Program and Student Outcomes ................................................................. 146 Master of Science in Counseling Studies Program Requirements................................................................... 147 Addiction and Substance Abuse Counseling Certificate .................................................................................... 148 Course Descriptions......................................................................................................................................................... 149 Personnel Directory ......................................................................................................................................................... 183 Administration ............................................................................................................................................................... 183 Board of Trustees ..................................................................................................................................................... 183 President’s Advisory Council on Excellence (P.A.C.E.) ..................................................................................... 183 University President’s Cabinet ............................................................................................................................... 183 University Departments ........................................................................................................................................... 183 Directors and Administrative Staff ......................................................................................................................... 184 Faculty............................................................................................................................................................................ 185 Full-Time Faculty ...................................................................................................................................................... 185 Part-Time Faculty ..................................................................................................................................................... 187 Emeriti Faculty .......................................................................................................................................................... 194
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Mid-America Christian University Catalog 2023-2024
A WORD FROM THE PRESIDENT Thank you for taking the time to read this academic catalog. At Mid-America Christian University, we prepare people to do greater things for God and His Kingdom! MACU has something to offer every student, whether you join us online or in person. We have a distinguished faculty who would help you learn in your chosen field while encouraging you to grow in your walk with God. We have a wonderful staff that works to create meaningful experiences during your undergraduate or graduate studies. Our leadership team is committed to your spiritual life and success in your career. I encourage you to review The University page of this catalog, which discusses our commitment to the Bible and a Code of Conduct as Christians. MACU offers a distinctly Christian higher education from a Christ-centered worldview. We believe the Bible is authoritative for our lives and that our behavior would reflect a Christ-centered lifestyle. You need to know what you are committing to as a student at MACU! We believe honoring God with our mind, body, spirit, and social life would bring great blessings as we become the people God created us to be. At Mid-America Christian University, we are a "first-name institution." We want to know you personally and want you to be part of the MACU family. I look forward to visiting with you when you are on campus or talking with you by phone or Zoom so I can hear more about the dreams God has placed on your heart. I pray for you as you consider what courses and programs you choose to further your calling and career. We are all here to help - please contact our Admissions, Enrollment, and Financial Aid teams at (405) 691-3800 so we can assist you in finding the best options for you and your family. Check out our website and see all the amazing opportunities you can participate in as a student at MACU. As a University, we are deeply committed to Dreaming Bigger and Doing Greater. We can't wait for you to join us! See you soon! God bless you,
Rev. Phil Greenwald President
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Mid-America Christian University Catalog 2023-2024
General Information
GENERAL INFORMATION University Accreditation and Affiliations The University is a recognized institution of higher education with the credentials of accreditation listed below. Documentation regarding accreditation is located in the Office of the Vice President of Academic Affairs. Upon request, the information is available for review.
Regional Mid-America Christian University (MACU) is accredited by the Higher Learning Commission (HLC), 30 N. LaSalle St., Suite 2400, Chicago, IL 60602-2504, (800) 621-7440.
State The School of Teacher Education is accredited by the Office of Educational Quality and Accountability (OEQA), located at 840 Research Parkway, Suite 455, Oklahoma City, OK 73104. (405) 522-5399.
National Professional Associations, Affiliations, and Approvals The University is affiliated with several professional organizations, including: ● American Association of Higher Education ● American Association of Collegiate Registrar and Admissions Officers ● American Association of Colleges and Universities ● Council for Accelerated Programs ● Council for Adult and Experiential Learning ● Council for Christian Colleges and Universities ● National Association of College and University Business Officers ● National Association of Student Financial Aid Administrators ● National Collegiate Honors Council ● Oklahoma Association of Collegiate Registrars and Admissions Officers ● Oklahoma Independent Colleges and Universities Each approves the University of the following for participation in programs germane to their administrations: ● United States Department of Justice ● Immigration and Customs Enforcement operating under the Department of Homeland Security for educating non-immigrant international students under the Immigration and Naturalization Act ● United States Department of Education for participation in the National Direct Loan Program, Pell Grants, Guaranteed Student Loan Program, and College Work Study ● Social Security Administration for benefits to qualified recipients ● Oklahoma State Regents for Higher Education
Religious Affiliations The MACU/Church of God Connection The relationship between Mid-America Christian University and the Church of God began when the university was known as Gulf Coast Bible College (GBC) and located in Houston, Texas. In June of 1968, GBC became a general agency of the Church of God (Anderson, Ind.). As a result of this action, the university was granted representation on the Executive Council of the Church of God and full membership in the Commission on Higher Education of the Church of God.
Endorsed Agency of the Church of God (Anderson, Ind.) In 1997, the General Assembly of the Church of God created a new ministry-based organization—Church of God Ministries. The General Assembly further identified two additional types of organizations with which to partner in national and international ministry: Endorsed Agencies and Affiliated Organizations. Endorsed Agencies enter into covenantal relationships that commit them to follow the mission and priorities of the Church of God as established by the General Assembly. An Endorsed Agency serves the church in a capacity not already addressed by Church of God Ministries.
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Mid-America Christian University Catalog 2023-2024
General Information
While the mission of an Endorsed Agency clearly reflects the need for autonomy in polity and governance, the General Assembly views its ministry as important in the life of the church, addressing the needs of a vital constituency of the church. An Endorsed Agency may be included in the unified World Ministries Budget of the Church of God, which is approved by the General Assembly. The chief executive officer and governing boards of an Endorsed Agency are ratified by the General Assembly. Should any Endorsed Agency experience dissolution, its assets revert to Church of God Ministries. The covenant between the Church of God (Anderson, IN) and Mid-America Christian University, along with the complete list of Church of God Endorsed Agencies, may be viewed online at: https://www.jesusisthesubject.org/church-of-god-universities/
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Mid-America Christian University Catalog 2023-2024
Statements of Compliance
STATEMENTS OF COMPLIANCE Mid-America Christian University complies with all federal laws and regulations, including Title VI of the Civil Rights Act of 1964; Title IX of the Education Amendments of 1972; Rehabilitation Act of 1973; the Drug-Free Workplace Act of 1988; the Student Right-to-Know Act of 1990; Title II of the Americans with Disabilities Act of 1990; and the Family Educational Rights and Privacy Act of 1994.
Title VI of the Civil Rights Act of 1964 This institution of higher education complies with the Civil Rights Act of 1964, 42 U.S.C 2000d et seq. (“Title VI”). The Act provides that "no person in the United States shall, on the grounds of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance." Address inquiries concerning the University's obligations under this Act to the University's President in care of the Mid-America Christian University. Any student or applicant who believes that this University has failed to comply with this Act may file a written complaint with the Office for Civil Rights, Department of Health, Education and Welfare, Washington, D.C.
Non-Discrimination Policy This University admits students of any race, color, disability, gender, religion, and national or ethnic origin to all the rights, privileges, programs, and activities generally available to students. MACU does not discriminate based on race, color, and national or ethnic origin in administering our educational policies, admissions policies, scholarship and loan programs, and other university administrative programs. This policy meets the requirements of the Internal Revenue Service's Revenue Procedure 75-70, dated March 1976. Please direct any inquiries regarding the non-discrimination policies to the Title IX Coordinator, 3500 S.W. 119th Street, Oklahoma City, Oklahoma 73170, 405-691-3800.
Title IX of the Education Amendments of 1972 This institution complies with the regulations established to effectuate Title IX of the Education Amendments of 1972, as amended by Public Law 93-568. We adhere to the law's letter and spirit with a non-discrimination policy based on sex. This policy applies to our educational program and activities. It extends to employment, admissions, and recruitment of students and employees. Refer inquiries concerning applying Title IX and its regulations to the University President in care of Mid-America Christian University or to the Office of Civil Rights, Department of Health, Education and Welfare, Washington D. C.
Title IX Confidentiality and Licensed Professional Counselors (LPC) Licensure Mid-America Christian University has adopted a mandatory reporter model for all employees of the University. This policy is not meant to conflict with the legal confidentiality requirements for licensed counselors. For compliance with Title IX and LPC Licensure laws, licensed professional counselor employees should view this policy as a matter of function, not a legal conflict. LPC employees are not to enter into counseling relationships with students, faculty, or staff members so that they can begin to function under their license. Such a relationship would be a conflict of interest and professional ethics for the employee. Avoiding this conflict would protect the employee's ability to be a mandatory reporter for Title IX violations at the University. Should the employee sense that a conversation with a student, faculty, or staff member is leading toward disclosure of a potential Title IX, the below statement should be read to the individual: Mid-America Christian University employees cannot enter into confidential counseling relationships with other employees. Any information shared about sexual harassment, discrimination, or assault may require the employee to report that information to the appropriate University Officer.
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Statements of Compliance
Americans with Disabilities Act and Rehabilitation Act of 1973 The University does not discriminate on the basis of disability in the recruitment and admission of qualified students, the recruitment and employment of faculty and staff, and the operation of any of its programs and activities, as specified by federal laws and regulations. Please direct any inquiries regarding this to the Title IX Coordinator, 3500 SW 119th Street, Oklahoma City, OK 73170, 405-691-3800.
Drug-Free Workplace Act of 1988 Following the Drug-Free Workplace Act of 1988, the University notifies all faculty, staff, administrators, and students that the unlawful manufacture, distribution, dispensation, possession, or use of a controlled substance is prohibited on campus. Any campus member who violated this prohibition may be subject to disciplinary action, including dismissal, or be required to satisfactorily participate in a drug abuse assistance or rehabilitation program as a condition of continued employment. A federal, state, local health, law enforcement, or other appropriate agency shall have previously approved the drug abuse assistance/rehabilitation program. The imposition of such disciplinary action or requirement to satisfactorily participate in a drug abuse assistance/rehabilitation program is premised solely upon violating this prohibition and does not require a criminal conviction.
Drug and Alcohol-Free Campus Policy Keeping with Mid-America Christian University's (MACU) commitment to provide a safe and healthy academic and work environment, the University maintains a drug and alcohol-free campus. Therefore, the University does not permit drug or alcohol use on its property or while acting in a capacity representing the University. This policy applies to all property (both the interior and exterior of such property) owned, operated, or managed by the University, including all buildings, facilities, and grounds. Such premises include but are not limited to University housing, athletic facilities, parking lots, offices, classrooms, restrooms, hallways, stairwells, driveways, sidewalks, and lawns. This policy applies to vehicles owned or leased by the University or under university control and at any off-property university-sponsored meeting or event. Drug-Free School and Communities Act The Drug-Free Schools and Communities Act Amendments of 1989 require an institution of higher education to certify to the U.S. Department of Education by 10-1-90 that it has adopted and implemented a program to prevent the unlawful possession, use, or distribution of illicit drugs and alcohol by students and employees to remain eligible for federal financial assistance of any kind. An illegal drug is the non-medical use of various drugs prohibited by international law. These include amphetamine-type stimulants, cannabis, cocaine, heroin, other opioids, and MDMA (ecstasy). MACU adopts this policy to comply with this statutory directive and encourages a culture of compliance. The University is committed to providing education regarding the negative impacts of illicit drug use, misuse of prescription drugs, and the excessive or illegal consumption of alcohol. Health Risks Alcohol and other drug use represent severe threats to health and quality of life. Alcohol and other drug use increase the risk of accidents, congenital disabilities, HIV/AIDS, and other diseases. Combining drugs may lead to unpredictable effects, and many prescription and nonprescription medicines are potentially addictive and dangerous. Major categories of drugs and their probable impact are below. DRUG
CATEGO RY
Alcohol
Depressan t
EFFECTS It impairs judgment and coordination and causes a greater likelihood of aggressive, possibly violent behavior in many people. Even short-term use may cause respiratory depression and, when consumed by pregnant women, may cause irreversible physical and mental abnormalities in newborns (fetal alcohol syndrome) or even death. Long-term use may lead to irreversible physical and psychological impairment, including liver disease, heart disease, cancer, ulcers, gastritis, delirium tremens, and pancreatitis. Alcohol interacts negatively with more than 150 medications. Driving under the influence of alcohol is particularly dangerous and is a significant cause of traffic-related deaths.
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Mid-America Christian University Catalog 2023-2024 DRUG
CATEGO RY
Cocaine/Crack
Stimulant
Date Rape Drugs
Depressan
Rohypnol, Rophies,
t
Roofies, GHB, or Ketamine)
Statements of Compliance
EFFECTS Constrict blood vessels, dilate pupils, increase blood pressure, and elevate heart rate. Cocaine use may induce restlessness, irritability, anxiety, paranoia, seizures, cardiac arrest, respiratory failure, and death. Cocaine is highly addictive, both psychologically and physically. Whether cocaine is ingested by inhalation (snorting), injection, or smoking is a significant risk. Compulsive cocaine use may develop even more rapidly if the substance is smoked. Smoking crack cocaine can produce particularly aggressive paranoid behavior in users. It may hinder a person, mainly when used with alcohol. Rohypnol and GHB (gamma-hydroxybutyrate) are "date rape" drugs because they incapacitate victims, increasing vulnerability to sexual assault and other crimes. Sedation, relaxation, and amnesia are associated with Rohypnol use. Rohypnol may be psychologically and physically addictive and can cause death if mixed with alcohol or other depressants. GHB usage may result in coma and seizures. Combined with methamphetamine, it appears to cause an increased risk of seizure. Combining use with other drugs, such as alcohol, can result in nausea and difficulty breathing. GHB may also produce withdrawal effects, including insomnia, anxiety, tremors, and sweating. Ketamine may induce feelings of near-death experiences.
Ecstasy
Stimulant & Psychedeli c
Hallucinogens (acid, PCP,
Hallucinog
LSD, psilocybin)
enic
Marijuana
Psychoacti ve
Narcotics (heroin, opium,
Narcotic
morphine, codeine, pain medications)
Nicotine
Stimulant
Its chemical structure is like other synthetic drugs known to cause brain damage. Ecstasy use may cause psychological difficulties, including confusion, depression, sleep problems, drug craving, severe anxiety, paranoia, and even psychotic episodes. Similar complications may occur weeks after taking MDMA. Physical symptoms such as increased heart rate and blood pressure may result from using such substances. Other physical symptoms include muscle tension, blurred vision, nausea, rapid eye movement, and involuntary teeth clenching. The most potent mood-changing chemicals may produce unpredictable effects that may impair coordination, perception, and cognition. Some LSD users experience flashbacks, often without warning, without the user having retaken the drug. Hallucinogens may result in violence, paranoia, delusions, hallucinations, convulsions, coma, cardiac arrest, and respiratory failure. It impairs memory, attention, coordination, and learning. Long-term effects of smoking marijuana include problems with memory, learning, distorted perception, difficulty in thinking and problem-solving, loss of coordination, increased heart rate, anxiety, and panic attacks. Persons who smoke marijuana regularly may have many respiratory problems as tobacco smokers, including daily cough and phlegm, chronic bronchitis, and more frequent chest colds. Because users of marijuana deeply inhale and hold marijuana smoke in their lungs, they incur a higher risk of getting lung cancer. It may produce temporary euphoria followed by depression, drowsiness, cognitive impairment, and vomiting. Narcotic use may cause convulsions, coma, and death. Tolerance and dependence tend to develop rapidly. Using contaminated syringes to inject drugs may cause contracting HIV and other infectious diseases such as hepatitis.
It is highly addictive and, according to the Surgeon General, a significant cause of stroke and is the third leading cause of death in the United States. Over time, higher nicotine levels must be consumed to achieve the same effect. Nicotine consumption results in central nervous system sedation and, after initial activation, may cause drowsiness and depression. If women smoke cigarettes and take oral contraceptives, they are more prone to
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CATEGO RY
Statements of Compliance
EFFECTS cardiovascular and cerebrovascular diseases than other smokers. Pregnant women who smoke cigarettes are likelier to have stillborn or premature infants or infants with low birth weight.
Sedative-Hypnotics
Depressan
(depressants Quaaludes,
t
Valium, or Xanax) Steroids
Hormone
Stimulants (amphetamine,
Stimulant
methamphetamine, cocaine, caffeine, diet aids, over-the-counter stimulants)
Depresses the central nervous, cardiovascular, and respiratory functions. Sedative-hypnotic use may lower blood pressure, slow reactions, and distort reality. Convulsions, coma, and death are outcomes associated with sedative-hypnotic use. Consuming sedative-hypnotics with alcohol or 3.2 beers is especially dangerous. It may permanently damage the liver, cardiovascular, and reproductive systems. Possible side effects include liver tumors, cancer, jaundice, fluid retention, and hypertension. In men, steroids may cause shrinking testicles, reduced sperm count, infertility, baldness, breast development, and increased risk for prostate cancer. In women, steroid use may cause facial hair growth, male-pattern baldness, menstrual changes, enlarged clitoris, and deepened voice. Powerful central nervous system stimulants may increase agitation, physical activity, and anxiety. Stimulants may decrease appetite, dilate pupils, and cause sleeplessness. Dizziness, higher blood pressure, paranoia, mood disturbance, hallucination, dependence, convulsions, and death due to stroke or heart failure may also result from use.
Internal Sanctions Any student or employee of the University who has violated this prohibition may be subject to disciplinary action including, but not limited to, suspension, expulsion, termination of employment, referral for prosecution, and completion, at the individual's expense, of an appropriate rehabilitation program. All disciplinary action shall be taken following the applicable policies of the University. ****Requirement for Notification of a Drug Conviction – Any MACU employee convicted under a criminal drug statute for a violation occurring in the workplace must notify the University within five (5) working days of the conviction. Within ten (10) working days, MACU must inform the Department of Education, the agency receiving federal funds, of this conviction. Within thirty (30) days, MACU would take appropriate disciplinary action. External Sanctions Local, state, and federal laws provide various legal sanctions for the unlawful possession and distribution of illicit drugs and alcohol. These sanctions include but are not limited to incarceration and monetary fines. Federal law provides severe penalties for distributing, dispensing, or possessing with intent to distribute or dispense a controlled substance and penalties of a less severe nature for simple possession of a controlled substance. The type and quantity of the drug, whether the convicted person has any prior convictions, and whether death or previous injury resulting from the use of the drug is in question (this, however, is not a factor in a case of simple possession) all affect the sentence. For example, if less than 50 kilograms of marijuana are involved, it is a first offense (no prior convictions). It is subject to imprisonment of not more than five years, a fine of $250,000, or both. If, however, 50-100 kilograms of marijuana are involved instead of less than 50, and all other factors are the same as in the preceding example, they are subject to imprisonment of not more than 20 years unless death or serious injury results from the marijuana use, then subject to not less than 20 years of life, a fine of $1,000,000, or both. While the penalties for simple possession are less severe, the first conviction still carries a sentence of up to a year imprisonment, a fine of at least $1,000 but not more than $100,000, or both. Concerning simple possession, the number of convictions makes the minimum period of imprisonment and fines greater. For example, under special provisions for possession of crack, a person may be sentenced to a mandatory term of at least five years in prison and not more than 20 years, a fine of $250,000, or both. Starting July 1, 2000, a conviction under Federal or State law involving the possession or sale of a controlled substance shall make a student ineligible to receive any grant, loan, or work assistance beginning with the date of conviction and ending as follows: (1) conviction for possession of a controlled substance: first offense - one (1) year; second offense - two (2) years; third offense - indefinite; (2) sale of a controlled substance: first offense 7
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Statements of Compliance
- 2 years; second offense - indefinite. Students may regain eligibility earlier than specified by satisfactorily completing a rehabilitation program or other requirements specified in the regulations. State Law provides similar penalties concerning the simple possession, distribution, or possession intending to distribute a controlled, dangerous substance. Simple possession of marijuana is a misdemeanor and carries up to one (1) year in the county jail. A second or subsequent conviction for simple possession of marijuana carries 2-10 years in state prison. Possession of marijuana with intent to distribute is a felony. It has a punishment of 2 years to life in jail and a fine of up to $20,000 for the first conviction. A second or subsequent conviction carries a penalty of four (4) years to life in prison and a fine of up to $40,000. Depending on the quantity involved, a convicted individual could be sentenced under the Oklahoma "Trafficking in Illegal Drugs Act," which provides much harsher penalties. On July 1, 2006, the Prevention of Youth Access to Alcohol became effective. For minors consuming/in possession of alcohol or 3.2 beer, the following penalties apply: ● ● ● ● ●
1st violation: fines up to $300 and/or community service not to exceed 30 hours, and mandatory revocation of driver's license for six months; 2nd violation: fines up to $600 and/or community service not to exceed 60 hours, and mandatory revocation of driver's license for one year; 3rd violation: fines up to $900 and/or community service not to exceed 90 hours, and mandatory revocation of driver's license for two years; All minors who violate this law are subject to drug and alcohol assessment; Children without a driver's license cannot obtain a permit, as the license would have been revoked.
Courts do not excuse individuals convicted of these offenses from a prison sentence to go to college or work. On the contrary, a conviction for such an offense is a serious blemish on their record that could prevent them from entering many careers or obtaining specific jobs. Further information regarding these local, state, and federal laws may be found in the MACU Public Safety Department, where copies are available to the MACU community. They are encouraged to review this information. The above-referenced examples of penalties and sanctions are based on the relevant laws when adopting this policy statement. Such laws are, of course, subject to revision or amendment by way of the legislative process. To review the legal sanctions imposed under Federal Law for drug violations, please go to the following link, which includes a written description of the sanctions: http://www.justice.gov/dea/druginfo/ftp3.shtml Training The University would distribute policies and establish a training program designed to educate the MACU community in recognizing drug and alcohol abuse symptoms related to work performance in the workplace and classroom, classroom behaviors, and handling these problems progressively and confidentially. This training would occur twice a year and conducted by certified individuals. Drug/Alcohol Treatment Resources The University recognizes that alcoholism and drug addiction are treatable illnesses and encourages employees and students who may have alcohol or drug abuse problems to seek treatment for them. Employees and students with health insurance should consult their health insurance plan to determine the treatment program coverage that may be available to them. The following support services are available: Center for Substance Abuse Treatment Information and Referral Line 1-800-662-HELP (4357)
Reach-Out Hotline 1-800-522-9054 Alcohol, drug, domestic violence, sexual assault, rape crisis intervention, and mental health referral.
National Council on Alcoholism and Drug Dependence Hope Line 1-800-622-2255 24 hours a day
Student Right-to-Know Act of 1990 In compliance with the Student Right-to-Know Act, Mid-America Christian University makes its completion or graduation rate available to any enrolled or prospective student. This information is available in the Office of the Registrar upon request. 8
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Statements of Compliance
Clery Act and Institutional Security Policies of 1990 A copy of the current year's Annual Security and Fire Safety Report may be requested to meet federal regulations concerning institutional security policies and crime statistics under the Clery Act. Statistics in the annual report would cover the federally mandated period of January 1st through December 31st for the previous three calendar years. Information regarding the Clery Act is also available at macu.edu under Consumer Information.
Family Educational Rights and Privacy Act of 1994 The University complies with the Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 (CFR Part 99), a Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable U.S. Department of Education program. This Act provides that students attending any post-secondary educational institution that receives federal funds are entitled to access their education records kept by the institution to inspect and review those records. In addition, students are entitled to request the amendment of any information in their records that they feel is inaccurate, misleading, or otherwise violating their privacy or other rights. Copies of the complete Statement of Policy and Procedures in compliance with this Act may be obtained from the MACU Office of the Registrar. Any student who believes that this institution has failed to comply with the provisions of this Act has the right to file a complaint in writing with The Family Educational Rights and Privacy Office, Department of Health, Education and Welfare, 330 Independence Ave. S. W. Washington D. C. 20201.
Student Recruitment Policy Mid-America Christian University strives to treat all students ethically, respectfully, equitably, and professionally in all interactions before, during, and after their academic careers. The Student Recruitment Policy ensures that MACU and its employees/representatives are well-qualified and trained to:
Conduct appropriate, professional, and ethical recruitment processes. Follow federal guidelines regarding compensation for student recruitment and admission activities. Comply with applicants' and prospective students' requests to remove themselves from contact lists. Adhere to the MACU Employee Code of Conduct. Refrain from the following recruitment practices to comply with the Higher Learning Commission (HLC) assumed practices, U.S. Department of Education, and U.S. Department of Defense regulations: o assuring employment unless employment arrangements have been made and can be verified, o misrepresenting job placement and employment opportunities for graduates, o misrepresenting program costs, o disparaging comparisons of secondary or postsecondary institutions, o engaging in aggressive or high-pressure marketing and recruitment tactics, which include making multiple unsolicited contacts (3 or more), including contacts by phone, email, or in-person, and o engaging in same-day recruitment and registration for the purpose of securing enrollments. o misrepresenting abilities required to complete the intended program and o offering money or inducements other than educational services of the institution in exchange for student enrollment. (Except for awards of privately endowed restricted funds, grants or scholarships are to be offered only based on specific criteria related to merit or financial need.)
Policy violations (and/or associated procedures), as determined by MACU administration, may result in appropriate disciplinary measures in accordance with the MACU Employee Handbook and Code of Conduct. Student recruitment policy and procedure inquiries may be sent to the Chief Compliance.
Institutional Review Board Mid-America Christian University is committed to protecting the rights and welfare of human subjects in all research, class projects, and related activities. Therefore, the Institutional Review Board (IRB) upholds the standards of government agencies (Federal Regulations Title 45 Code of Federal Regulations Part 46). A copy of these standards can be found on the MACU.edu website, in the University Library, in the Office of Academic Affairs, in the Evangelnet Academics tab, and in the Dean of Institutional Research and Effectiveness office.
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MACU at a Glance
MACU AT A GLANCE Location Mid-America Christian University is ideally situated in southwest Oklahoma City, less than a half-mile from I-44, with quick access to Will Rogers World Airport and all parts of town. With more than one million population in the Oklahoma City Metro area, MACU students gain big-city benefits with a small-town feel. In addition to its pristine lakes, beautiful parks, and museums, the Metro is home to several professional sports teams, including the Oklahoma City Thunder and the Dodgers (baseball). In addition, the city offers trendy restaurants and unique shops in the Bricktown area, as well as a variety of entertainment from national sporting events to concerts, musicals, and plays – all within a short drive from MACU.
Programs Mid-America Christian University enrolls approximately 2,700 students within its College of Arts and Sciences (CAS) and College of Adult and Graduate Studies (CAGS). The administration, faculty, and staff are committed to the life-transforming mission of the University as they encourage students to dream bigger and do greater while keeping Christ at the center of it all. MACU offers several program options for our students.
College of Arts and Sciences The MACU College of Arts and Sciences (CAS) is led by an exceptional faculty who desires to teach, mentor, and encourage students. Therefore, these bachelor’s degree programs are designed for recent high school graduates and commuting daytime students who wish to pursue higher education through a biblically-based curriculum to transform lives throughout their communities and the world positively. Courses in a traditional classroom provide face-to-face interaction with peers and faculty. MACU currently offers a variety of programs through the College of Arts and Sciences. The College of Arts and Sciences consists of the School of Behavioral Science and Counseling, School of Business Leadership, School of English, School of General Education, School of Mathematics, School of Science, School of Ministry, and School of Teacher Education.
College of Adult and Graduate Studies The MACU College of Adult and Graduate Studies (CAGS) recognizes the needs of working adults who desire to further their education through a biblically-based curriculum to positively transform lives throughout their communities and the world. Therefore, each program within is designed to provide an exceptional education that is flexible and convenient. Students may take their courses on campus, online, or both. In addition, CAGS faculty mentors and encourages students in their calling to spur personal and professional growth. The College of Adult and Graduate Studies consists of the Adult School of Arts and Sciences, School of Ministry, School of Behavioral Science and Counseling, and School of Business Leadership.
Mid-America Leadership Institute The Mid-America Leadership Institute is comprised of three centers: the J.E. Massey Center for Ministry and Leadership, the Thomas School for International Studies, and the MACU Center for Leadership and Public Policy. These three centers exist to further the MACU vision of becoming a global university that provides Christian resources and training for leaders serving in congregational, community, national, and international leadership positions. Each center is unique in its focus and addresses specific constituencies that impact their world for Christ. The centers also consider learning partnerships that maximize the University’s resources while at the same time expanding the University’s synergic relationships with a recognized global leader.
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MACU Program Inventory
MACU PROGRAM INVENTORY The following program inventory provides an inventory of Mid-America Christian University’s programs. MACU’s diverse array of academic pathways is designed to inspire and empower. This comprehensive program selection caters to a wide range of interests and ambitions. MACU prioritizes addressing students' needs through predominantly online programs, yet some are in-person. Distance education courses are not always available for in-person programs. However, students can choose to enroll in online courses when offered. A "Distance Education Course" refers to a class where a minimum of 75% of instruction and interaction uses distance education technologies while faculty and students are geographically separate.
Degree Programs LEGEND: College abbreviations used in this table are as follows: AA-Associate of Arts; AS-Associate of Science; BA-Bachelor of Arts; BSBachelor of Science; BBA-Bachelor of Business Administration; MEd-Master of Education.
Programs Associate Degrees (2) General Studies, AA Network Management & Security, AS Bachelor Degrees (18) Accounting and Ethics, BBA # Biology, BS Business Administration & Ethics, BBA Christian Ministries, BS Criminal Justice Administration & Ethics, BS Cybersecurity, BS Data Analytics, BS Digital Marketing, BS Early Childhood Education, BA Elementary Education, BA # English, BA Healthcare Management and Ethics, BS Management & Ethics, BS # Mathematics, BS # Ministry Leadership, BS Media Production & Communication, BS Psychology, BS # Secondary Education, BA Master Degrees (6) Master of Arts in Leadership Master of Business Administration Master of Education in Curriculum and Instruction MEd in Educational Leadership and Administration Master of Education in School Counseling Master of Ministry Master of Science in Counseling
School
Content Specialist
Adult School of Arts and Sciences */School of General Education **
Kenneth Schell / Trina Arnold
School of Business Leadership */**
Scott McMurry
School of Business Leadership */** School of Science ** School of Business Leadership */** School of Ministry *
School of Behavioral Science and Counseling */** School of Teacher Education **
Cassidi Heltcel Dr. Harold Kihega Dr. Steve Sloan Dr. Julie Nance Marvin Akers Scott McMurry Triston Herron Lisa Bell Esther Rehbein Dr. Vickie Hinkle Dr. Mark Pickens Dr. Danielle Philipson Laura Koch Dr. Carol Fowlkes Dr. Justin Key Dr. Garret Castleberry Dr. Kimberly Thomas Mark Harris
School of Business Leadership * School of Business Leadership * School of Teacher Education * School of Teacher Education * School of Teacher Education * School of Ministry * School of Behavioral Science and Counseling *
Dr. Jesus Sampedro Dr. Kelly Riesenmy Dr. Gayle Fisher Dr. Terry James Dr. Leon DeSecottier Dr. Wendell Sutton Dr. Annette Pullen
Adult School of Arts and Sciences */School of General Education **
School of Business Leadership */** School of Mathematics */** School of Business Leadership */** School of Teacher Education */** School of Teacher Education */** School of English ** School of Business Leadership * School of Business Leadership */** School of Mathematics ** School of Ministry ** Adult School of Arts and Sciences */School of General Education **
# These programs are designated as in-person or on-ground, and the availability of distance education courses cannot be assured for students enrolled in these programs. Nonetheless, students have the option to enroll in distance education courses whenever they are offered. * College of Adult and Graduate Studies; ** College of Arts and Sciences
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MACU Program Inventory
Certificates The following certificates are stand-alone but can also contribute to a program of study. Students must be accepted in either the undergraduate or corresponding graduate program to enroll in these. Accounting and Ethics, BBA (1 Certificate)
Master of Business Administration (4 Certificates)
Financial Core Accounting (Undergraduate)
Healthcare Management (Graduate) Human Resource Management (Graduate) International Business (Graduate) Management Accounting (Graduate)
Christian Ministries, BS (3 Certificates)
Christian Leadership (Undergraduate) Deacon Alternative Pathway (Undergraduate) Elder Alternative Pathway (Undergraduate) Women In Ministry Leadership (Undergraduate) Interdisciplinary Studies, BS (1 Certificate)
Veterans’ Policy (Undergraduate)
Master of Education in Curriculum and Instruction (1 Certificate)
Curriculum & Instruction (Graduate) Master of Education in Educational Leadership and Administration (1 Certificate)
Educational Leadership & Administration (Graduate) Master of Science in Counseling (1 Certificate)
Addictions & Substance Abuse Counseling (Graduate)
Concentrations, Emphases, and Areas of Specialization LEGEND: College abbreviations used in this table are as follows: AA-Associate of Arts; BA-Bachelor of Arts; BS-Bachelor of Science; BBABachelor of Business Administration The following concentrations, emphasis, and areas of specialization are options of focus students can choose to study that relate to their primary program of study. The options for students are listed below for each program of study. AA in General Studies (1 Option) Pre-Nursing Track */** Business Administration and Ethics, BBA (7 Options) Christian Ministries Concentration * Communication Concentration */** Data Analytics Concentration */** Digital Marketing Concentration */** Healthcare Management Concentration */** Management Information System Concentration */** Sports Management Concentration ** Christian Ministries, BS (4 Options) Business Administration Concentration * Criminal Justice Concentration * Digital Marketing Concentration * Psychology Concentration * Criminal Justice Administration and Ethics, BS (2 Options) Christian Ministries Concentration * Psychology Concentration */** Data Analytics, BS (8 Options) Accounting Analyst */** Bioinformatics */** Business Analyst */** Cybersecurity */** Healthcare Management Analyst */ ** Math Analyst */** Sports Management ** Business Administration Concentration */** Digital Marketing, BS (1 Option) Christian Ministries Concentration * English, BA (2 Options) Literary & Cultural Studies Track ** Pre-Law Track ** Management and Ethics, BS (3 Options) Communication Concentration */** Digital Marketing Concentration */** Management Information System Concentration */**
Mathematics, BS (2 Options) Data Analytics Concentration ** Management Information System Concentration ** Ministry Leadership, BS (4 Options) Children’s Ministry Concentration ** Christian Worship Concentration ** Pastoral Care Concentration ** Youth Ministry Concentration ** Psychology, BS (2 Options) Christian Ministries Concentration * Criminal Justice Concentration */** Educational Studies Concentration */** Secondary Education, BA (3 Options) English ** Math ** Social Studies ** Master of Arts in Leadership (6 Options) Business Management Emphasis * Communication Emphasis * Higher Education Emphasis * Ministry Leadership Emphasis * Public Administration Emphasis * Master of Business Administration (6 Options) Communication Emphasis * CPA Accounting Emphasis * Healthcare Management Emphasis * Human Resource Management Emphasis* International Business Emphasis * Management Accounting Emphasis* Master of Ministry (2 Options) Leadership Emphasis * Pastoral & Crisis Care Emphasis * Master of Science in Counseling (4 Options) Addiction & Substance Abuse Counseling Emphasis * Marital, Couples, & Family Counseling/Therapy Emphasis * Clinical Mental Health Counseling Emphasis *
* College of Adult and Graduate Studies; ** College of Arts and Sciences
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Multidisciplinary Combination Options Multidisciplinary options allow a unique opportunity for students interested in more than one academic discipline to choose a primary program and a secondary discipline of study. The courses required in the secondary discipline are taken in place of the primary program’s electives. When the student designates the primary and secondary multidisciplinary course of study, they must be approved by the chairpersons of the two academic disciplines. LEGEND: College abbreviations used in this table are as follows: BA-Bachelor of Arts; BS-Bachelor of Science; BBA-Bachelor of Business Administration.
Programs of Study with optional disciplines listed (See Multidisciplinary Options section for additional information) College of Arts and Science students choose their program and one optional discipline listed under each program of study: BIOLOGY, BS (10 options) MANAGEMENT AND ETHICS, BS (9 options) Business Administration Biology Data Analytics Data Analytics Digital Marketing Digital Marketing English English Management & Ethics Mathematics Mathematics Ministry Leadership Media Production & Communication Media Production & Communication Ministry Leadership Professional Education Professional Education Psychology Psychology MATHEMATICS, BS (10 options) BUSINESS ADMINISTRATION AND ETHICS, BBA (9 options) Biology Biology Business Administration Data Analytics Data Analytics Digital Marketing Digital Marketing English English Mathematics Management & Ethics Media Production & Communication Media Production & Communication Ministry Leadership Ministry Leadership Professional Education Professional Education Psychology Psychology DATA ANALYTICS, BS (10 options) MEDIA PRODUCTION AND COMMUNICATION, BS (10 options) Biology Biology Business Administration Business Administration Digital Marketing Data Analytics English Digital Marketing Management and Ethics English Mathematics Management & Ethics Media Production & Communication Mathematics Ministry Leadership Ministry Leadership Professional Education Professional Education Psychology Psychology DIGITAL MARKETING, BS (10 options) MINISTRY LEADERSHIP, BS (10 options) Biology Biology Business Administration Business Administration Data Analytics Data Analytics English Digital Marketing Management and Ethics English Mathematics Management & Ethics Media Production & Communication Mathematics Ministry Leadership Media Production & Communication Professional Education Professional Education Psychology Psychology ENGLISH, BA (10 options) PSYCHOLOGY, BS(10 options) Biology Biology Business Administration Business Administration Data Analytics Data Analytics Digital Marketing Digital Marketing Management & Ethics English Mathematics Management & Ethics Media Production & Communication Mathematics Ministry Leadership Media Production & Communication Professional Education Ministry Leadership Psychology Professional Education
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The University
THE UNIVERSITY History of the University Chartered by the state of Texas and recognized as an institution of higher education, South Texas Bible Institute opened on September 14, 1953, in Houston, Texas. Under the leadership of Dr. Max R. Gaulke, the institute's founder and president, the institute used the facilities of the First Church of God. They began their first class with 26 students. In the fall of 1955, the curriculum was expanded into a four-year college and changed to Gulf Coast Bible College. In 1966, Gulf Coast Bible College became an American Association of Bible Colleges associate member and was granted full membership in 1968. Ten years later, it was granted full accreditation by the Southern Association of Colleges and Schools. In June of 1968, Gulf Coast Bible College became a general agency of the Church of God, Anderson, Indiana. As a result of the action by the General Assembly, the College was granted representation on the Executive Council of the Church of God and full membership in the Commission on Higher Education of the Church of God. In the summer of 1985, Gulf Coast Bible College moved to Oklahoma City, Oklahoma, and became Mid-America Bible College. Moving to Oklahoma City placed the College under a new regional accreditation body, the Higher Learning Commission (HLC). In 2003, the College became Mid-America Christian University. Since its inception, the University has been led by five distinguished presidents: Dr. Gaulke, the University's founder (1953 – 1975); Dr. John W. Conley (1975 – 1989); Dr. Forrest Robinson (1989 – 1999); Dr. John D. Fozard (1999 – 2022) and Rev. Phil A. Greenwald (2022 – Present).
MACU Conceptual Framework The Conceptual Framework is the guiding document for all activities at Mid-America Christian University (MACU).
Mission Statement The MACU Board of Trustees approved the Mission Statement in October 2012: Mid-America Christian University (MACU) prepares students through a Wesleyan perspective to create, collaborate, and innovate to solve local and global problems for the glory of God through Jesus Christ and the good of society. The mission statement reflects MACU's stable, historical philosophy of education in the enduring identity and heritage of the University. This mission guides all the purposes, goals, and activities of the University. The mission and purposes of MACU affirm the basic goal to equip men and women for effective Christian ministry in the church and the workforce. All Christians are called to serve Christ and minister to others. Many graduates exercise this responsibility as pastors and full-time church ministers, but others are called to serve as business leaders, teachers, counselors, medical professionals, or other fields.
Vision “Preparing People to do Greater Things for God and His Kingdom” VISION VERSE: Very truly, I tell you, whoever believes in me will do the works I have been doing, and they will do even greater things than these because I am going to the Father.” (John 14:12, NIV) MOTTO: Dream Bigger. Do Greater.
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The University
University Core Values WESLEYAN-ARMINIAN: We are faithful to the heritage of the Church of God Reformation Movement and the Wesleyan-Arminian interpretation of Scripture. MISSIONARY: Christian higher education encompasses evangelism and discipleship of our constituencies so that graduates are prepared to fulfill the Great Commission. CHANGE-AGENTS: We prepare Christian leaders to bring about positive social change by sharing the Christian faith, demonstrating ethical character, and actively engaging in community leadership. HOLISTIC: Our educational system is designed to develop the whole person, spirit, soul, and body. DIVERSITY: We are committed to being a redemptive community that respects racial, gender, and cultural diversity. LIFELONG LEARNERS: We are engaged in experiences and programs that encourage lifelong learners. RELEVANCY: We provide a relevant curriculum established upon biblical principles, best practices, and rigorous standards. STEWARDSHIP: We practice faithful stewardship of God-given resources to ensure they are employed for maximum efficiency. INNOVATION: We utilize innovative methods to make Christian higher education accessible.
University Core Values WE BELIEVE GOD: In the one God, Creator and Sustainer of all things, infinite in love, perfect in judgments, and unchanging in mercy. God exists eternally in three persons – Father, Son, and Holy Spirit. (Genesis 1; Exodus 3:14; Leviticus 19:2; Deuteronomy 6:4-5; 7:6-8; Ecclesiastes 3.17; Psalm 50.6; 90:3; Isaiah 5:16; 6:1-7; 32:22; 40:1831; Malachi 3:6; Matthew 3:16-17; 19:26; 28:19-20; John 3:16; 4:24; 14:6-27; Acts 17: 27-28; 1 Corinthians 8:6; 2 Corinthians 13:14; Galatians 4:4-6; Ephesians 2:13-18; 1 Timothy 1:17; James 1:17; 1 Peter 4:19; 1 John 4:4-7)
SCRIPTURE: In the divine inspiration, truthfulness, and authority of both the Old and New Testaments, the only written Word of God, without error in all it affirms. The Scriptures are the only infallible rule of faith and practice. The Holy Spirit preserves God’s Word in the church today, and it speaks God's truth to people of every age. (Psalm 119:105; Luke 24:44-47; John 10:35; 1 Corinthians 15:3-4; 2 Timothy 3:15-17; Hebrews 4:12-13; 1 Peter 1:10-12; 2 Peter 1:2021)
OF HUMANKIND: That human beings were created in the image of God. This image was marred in every part through the disobedience of our first parents, and fellowship with God was broken. God, in His prevenient grace, restores moral sensibility to all humankind and enables all to respond to His love and to accept His saving grace if they will. (Genesis 1:26-28; 3:16; 1 Kings 8:46; Job 7:17-18; Psalm 53:1-3; 144:3; Romans 3:9-18, 23; 5:12, 19; 6:23; Galatians 3:22; Hebrews 2:6)
JESUS, OUR SAVIOR: That Jesus Christ is God’s Son incarnate, born of the Virgin Mary. He died for the sins of all, taking on Himself, on behalf of sinful persons, God’s judgment upon sin. In His body, he rose from the grave and ascended to the right hand of the Father, where He intercedes for us. (Matthew 1:20-25; 16:15-16; Luke 1:26-35; John 1:1-18; Acts 2:22-36; 10:42; Romans 1:1-6; 8:3, 32-34; Galatians 4:4-5; Philippians 2:511; Colossians 1:12-22; 1 Timothy 6:14-16; Hebrews 1:1-5; 7:22-28; 9:24-28; 1 John 1:1-3; 4:2-3, 15)
THE ACTIVE HOLY SPIRIT: That the Holy Spirit is God present and active in the world. The Holy Spirit was given to the church in His fullness at Pentecost. By the Spirit, Christ lives in His church, the gospel is proclaimed, and the Kingdom of God is manifested in the world. (John 7:39; 14:15-18, 26; 15:15-17; 16:7-15; Acts 2:33; 15:8-9; Romans 8:1-27; 1 Corinthians 12:4-11; Galatians 3:1-14; 4:6; Ephesians 3:14-21; 1 Thessalonians 4:7-8; 2 Thessalonians 2:13; 1 Peter 1:2; 1 John 3:24; 4:13)
JUSTIFICATION FOR THOSE WHO BELIEVE: That God graciously justifies and regenerates all who trust in Jesus Christ. Believers become children of God and begin to live in holiness through faith in Christ and the sanctifying Spirit. (Matthew 12:37; Luke 10:29; 16:15; Acts 13:39; Romans 2:13; 3:4, 20-30; 4:25; 5:1, 9, 16, 18; 6:8; 8:30, 33; 1 Corinthians 6:11; Galatians 2:16-17; 1 Timothy 3:16; Titus 3:7; James 2:21, 24-25)
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The University
ENTIRE SANCTIFICATION: God calls all believers to entire sanctification in a moment of full surrender and faith subsequent to their new birth in Christ. Sanctifying grace does not make believers faultless nor prevent the possibility of their falling into sin. They must live daily by faith in the forgiveness and cleansing provided for them in Jesus Christ. Through sanctifying grace, the Holy Spirit delivers from all rebellion toward God and makes possible wholehearted love for God and for others. (Jeremiah 31:31-34; Ezekiel 36:25-27; Malachi 3:2-3; Matthew 3:11-12; Luke 3:16-17; John 7:37-39; 14:15-23; 17:6-20; Acts 1:5; 2:1-4; 15:8-9; Romans 6:11-13, 19; 8:1-4, 8-14; 12:1-2; 2 Corinthians 6:14-7:1; Galatians 2:20; 5:16-25; Ephesians 3:14-21; 5:17-18, 25-27; Philippians 3:10-15; Colossians 3:1-17; 1 Thessalonians 5:23-24; Hebrews 4:9-11; 10:10-17; 12:1-2; 13:12; 1 John 1:7, 9). (“Christian perfection,” “perfect love”: Deuteronomy 30:6; Matthew 5:43-48; 22:37-40; Romans 12:9-21; 13:8-10; 1 Corinthians 13; Philippians 3:1015; Hebrews 6:1; 1 John 4:17-18. “Heart purity”: Matthew 5:8; Acts 15:8-9; 1 Peter 1:22; 1 John 3:3. “Baptism with the Holy Spirit”: Jeremiah 31:31-34; Ezekiel 36:25-27; Malachi 3:2-3; Matthew 3:11-12; Luke 3:16-17; Acts 1:5; 2:1-4; 15:8-9. “Fullness of the blessing”: Romans 15:29. “Christian holiness”: Matthew 5:1-7:29; John 15:1-11; Romans 12:1-15:3; 2 Corinthians 7:1; Ephesians 4:17-5:20; Philippians 1:911; 3:12-15; Colossians 2:20-3:17; 1 Thessalonians 3:13; 4:7-8; 5:23; 2 Timothy 2:19-22; Hebrews 10:19-25; 12:14; 13:20-21; 1 Peter 1:15-16; 2 Peter 1:1-11; 3:18; Jude 20-21)
ASSURANCE OF BELIEVERS: All believers are assured that they are children of God by the inward witness of God’s Spirit with their spirits, by faith in the gracious promises of God’s Word, and by the fruit of the Spirit in their lives. (John 1: 12-13; 3:3-5, 36: 5:24; 8:31; 10: 1-15; 16:18; Acts 24:16; Romans 8:15-19; 9:1; 2 Corinthians 1:2; 13:5; Galatians 4:1-2, 6; Colossians 2:2; Hebrews 10:22; 1 Peter 3:21; 1 John 2:3,20, 29; 3:13-14,19-21, 29; 4:6, 16-17; 5:18)
CHRISTIANS IN SOCIETY: Christians are called to live in daily witness to the grace that comes to us in Jesus Christ, to preach the gospel to every person according to the command of Christ, and to declare God’s insistence upon righteousness and justice in all relationships and structures of human society. (Matthew 5:13-16; 28:19-20; Luke 9:23; John 13:35; Acts 1:8; 5:42; 14:15; Colossians 1:28; 4:6; Ephesians 5:8; 2 Timothy 4:2; 1 Peter 1:15; 2:9-10)
THE CHURCH: The church is the people of God composed of all those who believe in Jesus Christ as Savior and Lord. The Church is Christ’s body; it is visible in the world wherever believers, in obedience of faith, hear the Word, receive the ordinances, and live as disciples. (Exodus 19:3; Jeremiah 31:33; Matthew 8:11; 10:7; 16:13-19, 24; 18:15-20; 28:19-20; John 17:14-26; 20:21-23; Acts 1:7-8; 2:32-47; 6:12; 13:1; 14:23; Romans 2:28-29; 4:16; 10:9-15; 11:13-32; 12:1-8; 15:1-3; 1 Corinthians 3:5-9; 7:17; 11:1, 17-33; 12:3, 12-31; 14:26-40; 2 Corinthians 5:11-6:1; Galatians 5:6, 13-14; 6:1-5, 15; Ephesians 4:1-17; 5:25-27; Philippians 2:1-16; 1 Thessalonians 4:1-12; 1 Timothy 4:13; Hebrews 10:19-25; 1 Peter 1:1-2, 13; 2:4-12, 21; 4:1-2, 10-11; 1 John 4:17; Jude 24; Revelation 5:9-10)
RETURN OF CHRIST: In the personal return of Jesus Christ, in the bodily resurrection of all persons, in final judgment, and in eternal reward and punishment. (Matthew 24:27-42; 25:31-46; John 14:1-3; Acts 1:9-11; 17:31; Romans 2:16; 2 Corinthians 5:10; Philippians 3:20-21; 1 Thessalonians 4:13-18; 2 Thessalonians 1:5-10; 2:8; 1 Timothy 6:14; 2 Timothy 4:1,8,11,18; Titus 2:11-14; Hebrews 9:26-28; 2 Peter 3:3-15; Revelation 1:7-8; 22:7-20; 20:11-15; 22:1-15)
Ends Policies Our students will have a GREATER ENCOUNTER WITH GOD: Encounter with God that evangelizes, disciples, and encourages Holy Spirit-filled living. Our students will have a GREATER ENGAGEMENT IN LEARNING: Engagement in learning, which prepares students to create, collaborate, and innovate in local and global problem-solving. Our students will have global awareness and influence because the University will have a GREATER GLOBAL EXPANSION: Expansion through partnerships that expand faculty diversity and student accessibility to Christian higher education. Our students will have a GREATER EXPRESSION OF DOING GOOD: Expression in doing good that reflects the life and ministry of Jesus Christ.
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The University Seal SEAL’S SHAPE: The circle has long stood as a symbol of something that is without end. Our God is eternal, and His holiness knows no end. He is the Alpha and the Omega, the first and the last, the beginning and the end. The dynamic life He offers us, through faith in Jesus Christ, is eternal life, as well. RED COLOR: Red reminds us of the crimson blood of Jesus Christ, shed for the forgiveness of our sins. Red has often symbolized sacrifice. The seal’s color calls us to be Christ-like in our passion and commitment to doing God’s will. Jesus is our example: “For even the Son of Man came not to be served but to serve, and to give his life as a ransom for many” (Mark 10:45, ESV). GOLD COLOR: Gold is a metal which comes from a refining and purifying process. Scripture reminds us that God shapes us, molds us, and refines our life into the image of His Son, Jesus Christ, our Savior. This color describes holiness, a life that has been purged of self-centeredness to become Christ-centered and Spiritcontrolled. CROSS: The cross symbolizes the redemptive love of God in giving his Son as the sacrifice for our sins. The cross is centered within the seal, reminding us that to have acquired knowledge without ever knowing and believing in Jesus Christ is the greatest of tragedies. Likewise, the cross reminds us that campus life occurs within a Christian environment. GLOBE: The globe reminds us of our Lord‘s Great Commission found in Matthew 28:19-20. MACU students prepare to impact their world for Christ. God calls us to be “world-changers.” OPEN BOOK/BIBLE: The Open Book has long been associated with the Bible by students and faculty alike. Through His Word, God opens our eyes to the world around us and to the needs of those we are called to serve. BOOK BENEATH THE BIBLE: The second book (beneath the open Bible) speaks to our dual commitments as a University; it reinforces the importance of pursuing academic excellence in addition to studying God’s Word. BRANCHES: In ancient days, the laurel branch symbolized meritorious service and achievement. A crown of laurel often adorned the head of a champion or victor. Receiving a college degree is a true accomplishment. But these branches also resemble heads of ripened grain. Our Lord reminds us that He has blessed us to be a blessing. Jesus gave us our mission to tell the world about Him when He said, “…Look, I tell you, lift up your eyes, and see that the fields are white for harvest.” (John 4:35, ESV). BANNER WITH THE WORDS “Scientia, Devotio, Officium”: These three Latin words represent the distinctive MACU educational approach of “Head, Heart, and Hand,” in which students are prepared with the knowledge of their disciplines, their devotion to God, and to be of service to others.
Philosophy of Education (Guiding Principles) The philosophy of education incorporates Christian values with the capacity to solve local and global problems by integrating cognitive understanding and critical thinking (head) and values and ethics (heart) with the capacity to implement strategic concepts and ideas. While the head, heart, and hands work synergistically, each has its distinctive educational purpose; it is difficult to speak of one without mentioning another or all. It is all—the Head, Heart, and Hands—that contribute to accomplishing MACU’s mission. HEAD: The head represents knowledge, not only of general education and of the mastery of the chosen discipline but of biblical knowledge. This knowledge provides students the cornerstone from which skills and values can be executed to help students gain “a greater understanding and emphasis of [local and] global issues.” Knowledge from the University Core provides students with schemas for effective written and oral communication and critical inquiry and analysis. Specialized programs are designed to develop effective practitioners and leaders in advanced studies. MACU students experience “Engagement in Learning” in conjunction with the strategically designed University Core and specialized programs, providing a foundation for success. Biblical and theological knowledge from the Wesleyan perspective is preeminent. Students earning a bachelor’s degree complete twelve hours of Bible and theological coursework, and a Biblical worldview is woven into each program. MACU students experience an “Encounter with God.” Knowledge of the truth and power of Jesus Christ, the Master Teacher, provides the value system needed to make ethical decisions in the 21st century. Scripture 17
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advises to “[t]ake hold of instruction; do not let go. Guard her, for she is your life (Proverbs 4:13, NASB). “Engagement in Learning” must be coupled with an “Encounter with God.” HEART: As knowledge is processed, values guide decisions about how to use knowledge and its effects. Values shape the understanding of differences in people and cultures across the globe. Jesus sets the example for students to value all individuals. He is the Model for values and ethics and for the behaviors motivated by those values and ethics. The Bible establishes that Christians will be known by their fruit (Matthew 7:15-20), and “the fruit of the Spirit is love, joy, peace, patience, kindness, goodness, faithfulness, gentleness, self-control; against such things, there is no law” (Galatians 5:22-23, NASB). MACU students gain knowledge of Wesleyan perspectives through the study of the Bible and theology, providing opportunities for an “Encounter with God,” leading to internalizing Christian values and service to others. HANDS: MACU students need the necessary skills to use knowledge and demonstrate values. The most basic is the skill of effective communication. The basic knowledge and skill of imparting information and using the power of persuasion move people to act upon convictions, bring about necessary change, and transform local and global communities. Jesus modeled the importance of effective communication and service to others, stating, “For even the Son of Man did not come to be served, but to serve, and to give his life as a ransom for many” (Mark 10:45, NIV). By integrating Christian principles and behaviors when collaborating, problem-solving, and innovating, students become effective and ethical leaders and experience a “Greater Expression of Doing Good.”
University Student Outcomes MACU Graduates will be able... SPIRITUAL FORMATION: To integrate Christian principles and behaviors in professional and personal experience (Head and Heart; Encounter and Expression) EFFECTIVE COMMUNICATION: To communicate effectively and ethically with diverse audiences using a variety of media (Head and Hands; Engagement and Emphasis) EXAMINATION AND ADOPTION OF IDEAS: To examine, reflect, and build upon ideas to transform self and community (Head, Heart, and Hands; Encounter, Engagement, Emphasis, and Expression) CREATIVE PROBLEM SOLVING & ENTREPRENEURSHIP: To create innovative solutions to problems (Head and Hands; Encounter, Engagement, Emphasis, and Expression) COLLABORATION: To engage in ongoing collaborative inquiry and intellectual curiosity for lifelong learning and practice (Head, Heart, and Hands; Encounter, Engagement, and Expression) ETHICAL LEADERSHIP AND VALUES: To apply leadership principles and integrate them into professional and personal experience (Head and Hands; Encounter, Engagement, and Expression) EXPERTISE IN THE DISCIPLINE: To integrate the expertise of the core content of their discipline in real-world contexts (Head and Hands; Engagement and Emphasis) ENGAGEMENT IN SCHOLARSHIP: To engage with and contribute to scholarly pursuits with creativity and innovation (Head and Hands; Engagement and Emphasis) LOCAL AND GLOBAL APPLICATION: To apply skillful and creative expertise to issues facing communities, both locally and globally. (Head and Hands; Engagement, Emphasis, and Expression)
Operational Values Developed in 2019 through a University-wide collaborative effort, the Operational Values declare how MACU activity is accomplished. The five Operational Values are: INTEGRITY: We do the right things, the right way, for the right reasons. (Cultural Competitor: Inconsistency) "For we are taking pains to do what is right, not only in the eyes of the Lord but also in the eyes of man." (2 Corinthians 8:21, NIV) ACCOUNTABILITY: We personally own the responsibility to deliver a remarkable MACU experience. (Cultural Competitor: Apathy) “Therefore encourage one another and build each other up, just as in fact you are doing.” (1 Thessalonians 5:11, NIV) PEOPLE: We compassionately respond and solve problems to effectively meet the needs of those we serve. (Cultural Competitor: Process) "Do to others as you would have them do to you." (Luke 6:31, NIV) 18
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ADAPTABILITY: We willingly navigate change to achieve the highest good. (Cultural Competitor: Avoidance) “Brothers and sisters, I do not consider myself yet to have taken hold of it. But one thing I do: Forgetting what lies behind and straining toward what is ahead, I press on toward the goal to win the prize for which God has called me heavenward in Christ Jesus.” (Philippians 3:13-14, NIV) COMMUNICATION: We intentionally share information to empower those we serve. (Cultural Competitor: Confusion)“Let your conversation be always full of grace, seasoned with salt, so that you may know how to answer everyone.” (Colossians 4:6, NIV)
Summary MACU students experience “a greater encounter with God,” “a greater engagement in learning,” and “a greater understanding and emphasis of global issues,” which lead to “a greater expression of doing good,” reflecting “the life and ministry of Jesus Christ.”
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ADMISSIONS For the kingdom of God is not a matter of eating and drinking but of righteousness and peace and joy in the Holy Spirit. Whoever thus serves Christ is acceptable to God and approved by men. Romans 14:17-18 (ESV)
Mid-America Christian University is committed to preparing leaders whose life, character, convictions, and gifts make them worthy ambassadors of Jesus Christ. The University admits individuals who would profit from the educational environment that the University offers. Students should possess evidence of moral integrity, exhibit a life of sensitivity to God and their fellow students, and be regular participants in the fellowship of an evangelical church. As a condition of enrollment, all students are asked to sign a statement expressing their willingness to observe all University regulations and guidelines. In addition, upon signing their application, students declare they understand and respect the institution's rules. While MACU admits students of any race, color, disability, gender, religion, and national or ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the school, the University reserves the right to refuse admission, continued admission or readmission to any student or prospective student who does not meet the admission qualifications for acceptance into MACU or abide by the University's regulations and guidelines. The details of campus conduct are contained in the Student Handbook. Students may download a copy of the handbook at www.macu.edu or on the student portal at my.macu.edu. All prospective students, regardless of their previous affiliation with the university, must submit a new application for each level of education they wish to pursue (certificate, associate, bachelor, or graduate). The policy aims to streamline the admissions process and ensure that applicants are evaluated based on their qualifications and suitability for the specific education level they seek. The application must include all necessary materials determined by the program’s admissions requirements for the particular level of education, such as academic transcripts, standardized test scores (if applicable), recommendation letters, personal statements, and other required documents. Each application will be reviewed separately and evaluated based on the specific criteria and standards established for the respective level of education.
Admission Classifications The Enrollment Support Services and the Office of the Registrar review all applications. Acceptance is granted under one of the following classifications: Regular (Full) Acceptance — Students who have submitted all required fees, documents, and official transcripts and achieved all program admission requirements are granted acceptance. Probationary Acceptance — Transfer students with a cumulative (overall college) GPA below 2.0 or suspension at their most recent academic institution may be admitted under probationary acceptance. For students granted probationary acceptance, continued enrollment at MACU depends upon their cumulative GPA during the first term of attendance. The cumulative GPA standards for the student's class level are applied at the end of the first term of probationary enrollment (see Academic Probation and Suspension section below). Students are highly recommended to sign and abide by a Student Success Plan. Failure to do so may result in discontinued enrollment. Provisional Acceptance — Applicants who fail to meet the admission requirement(s) for a given program or require readmission after suspension/dismissal may submit a written appeal to the University Admissions Committee (UAC) for further consideration for provisional acceptance. If admitted via the UAC, students may have additional provisions required to ensure the best possible opportunity for academic success. Students who fail to meet those provisions outlined by the committee may be suspended from the University. It is highly recommended that undergraduate students sign and abide by a Student Success Plan. Failure to do so may result in discontinued enrollment. Conditional Acceptance — Students may submit official or unofficial transcripts that are not final transcripts for Conditional Acceptance. Students are considered for regular or probationary admission once all official, final transcripts and test scores have been submitted, as applicable by application type. Financial aid could be 20
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affected for students with a conditional acceptance status. MACU recommends submitting all transcripts before classes begin to secure accurate Title IV funding. The Office of the Registrar must have all admission requirements before the student's first term ends. The Office of the Registrar or Vice President of Academic Affairs can approve an extension of one period. Special Acceptance — Non-degree-seeking and concurrently enrolled high school students are granted special acceptance. Students admitted under this classification must apply for regular acceptance if they desire to enter a degree program.
Validity of Admission Requirements A student must have been admitted to the University before the registration period ends for any given period to be eligible for enrollment. The Office of the Registrar reviews applications and supporting documents for admission. The Office of the Registrar grants final acceptance to the University after the application's official documents have been submitted. Therefore, student self-certification is not sufficient documentation. There is no appeal process if the Office of the Registrar cannot validate any required documentation for admission.
High School Diploma If the validity of any official high school diploma is questioned. In that case, the Office of the Registrar relies on a State's determination as to what constitutes a high school diploma in that state, checking with the relevant department or agency in the state in which the high school is located to determine if a diploma from the high school (which does not have to be accredited) is recognized by that state. Another resource within the state that may also determine the validity of the high school diploma is the State Attorney General's office. For example, one State Attorney General's office has taken enforcement actions against entities that issue diplomas or other certificates of completion of secondary education without providing legitimate secondary school education. International applicants must have official transcripts sent to the University. In addition, copies of all secondary and post-secondary transcripts, the General Certificate of Education (GCE), and the original documents themselves, results, diplomas, and other certificates not in English must be evaluated by an approved independent transcript evaluating organization (http://www.naces.org/members.html). It is the applicant's financial responsibility to obtain transcripts and evaluations. See the Office of the Registrar for more information.
Enrollment Status Classifications Full-Time Student - A student who is enrolled as follows: ● ● ●
Traditional Undergraduate Program and enrolled in 12 or more credit hours of coursework in a 16-week term; Adult and Graduate Studies Undergraduate Program and enrolled in six (6) or more credit hours in a 10-week term or Adult and Graduate Studies Graduate Program enrolled in six (6) or more credit hours in a 12-week term.
Part-Time Student - A student who is enrolled as follows: ● ● ●
Traditional Undergraduate Program and enrolled in less than 12 credit hours of coursework in a 16-week term; Adult and Graduate Studies Undergraduate Program and enrolled in less than six (6) credit hours in a 10-week term or Adult and Graduate Studies Graduate Program and enrolled in less than six (6) credit hours in a 12-week term.
Unclassified Student - A student who enrolls in courses without pursuing a specific degree or program. Unclassified students may take individual courses for personal enrichment, professional development, or to explore different academic fields. They are not working towards a degree or diploma. They may not be subject to the same degree requirements and regulations as degree-seeking students. This status is sometimes called "non-degree" or "non-matriculated" student status. (See Special Acceptance) Conditional Student - A student who is enrolled under the conditional acceptance policy. (See Conditional Acceptance) Concurrent Student - A concurrently enrolled high school student is granted special acceptance. Students admitted under this classification must apply for regular acceptance if they desire to enter a degree program. (See Concurrent Enrollment) Provisional Student - A student who is admitted or allowed to enroll by special action of the University Admissions Committee. (See Provisional Acceptance above)
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Traditional Undergraduate Programs First-Year Student Applicants First-year admission to the College of Arts and Sciences (CAS) is based on the evaluation of three criteria, and applicants must meet at least two of the following criteria to be admitted: ● ● ●
Graduation from high school with an academic rank in the upper half of their graduating class (unweighted) or has made satisfactory scores in the upper half on the GED. (General Development Test); A high school grade point average of 2.0 (unweighted) or higher; and A composite score on the ACT of 18 or a combined SAT score of 970 (or 870 if taken before March 2016).
Applicants must submit the following to the Admissions Office: 1. A completed Admissions Application; 2. A photocopy of the applicant's United States government-issued driver's license, US state non-driver ID card, or passport identification. The University does not ask for or accept a photocopy of a student's military ID in compliance with federal law, should an applicant have one; Unacceptable ID Examples: ● Any document with a statement such as "not valid as identification." ● Credit or debit card of any kind, even one with a photograph ● Birth certificate ● Social Security card ● Employee ID card ● Missing Child (“ChildFind”) ID card ● Any temporary ID cards 3. The ACT or SAT Profile; 4. A final copy of the high school student transcript. The admission decision can be made on a transcript that does not have the entire senior year. A final transcript with the complete record is needed for enrollment; 5. An official transcript of any college credit completed during high school enrollment, including subject exam transcripts (Advanced Placement, CLEP, or DANTES) and colleges.
If the applicant is currently attending college. In that case, they should have transcripts of all previous college work sent to the Office of Admission when an application for admission is submitted. In addition, they must have a supplementary transcript forwarded immediately after completing all courses in progress. Students are not at liberty to disregard any part of their previous educational history when applying for admission. All transcripts become the property of Mid-America Christian University and are not reproduced, returned, or copied. Applicants who have completed high school equivalency through the General Development Test (GED) examination or students who attended a homeschool are accepted based on an evaluation of their college placement exams. GED and homeschooled applicants should present ACT or SAT scores with their application. Once accepted, the following must be submitted: 1. 2. 3. 4.
Residency Forms; Health Forms; Immunization Records; and Registration Agreement
Early Acceptance Students who show maturity and academic promise in completing their junior year in high school may seek early acceptance for post-high school enrollment at Mid-America Christian University College of Arts and Sciences. Instead of a high school diploma, the following apply: CGPA (cumulative grade point average) of 3.00 unweighted or higher based on a 4.00 scale for all high school grades completed and academic rank in the upper half of their graduating class; or ACT composite score of 20 or a combined SAT score of 1020 (or 940 if taken before March 2016); A recommendation form from a person other than a family member, i.e., high school principal, counselor, coach, or employer; and Eligible to complete requirements for graduation from high school no later than the spring of the senior year as verified by an authority from the high school. Suppose they are homeschooled and unable to provide a class rank or a test score from an accredited homeschool association. In that case, they are reviewed through a placement exam that evaluates students' college readiness based on their admission application and placement exam scores. Homeschooled applicants should present Advanced Placement (AP), ACT, or SAT scores with their application. 22
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Applicants must submit the following to the Admissions Office: 1. A completed Admissions Application; 2. A photocopy of the applicant's United States government-issued driver's license, US state non-driver ID card, or passport identification. The University does not ask for or accept a photocopy of a student's military ID in compliance with federal law, should an applicant have one; Unacceptable ID Examples: ● Any document with a statement such as "not valid as identification." ● Credit or debit card of any kind, even one with a photograph ● Birth certificate ● Social Security card ● Employee ID card ● Missing Child (“ChildFind”) ID card ● Any temporary ID cards 3. The ACT or SAT Profile; 4. A copy of the high school student transcript. The admission decision can be made on a transcript that does not have the whole junior year. A final transcript with the complete record is needed for enrollment; 5. An official transcript of any college credit completed during high school enrollment, including subject exam transcripts (Advanced Placement, CLEP, or DANTES) and colleges.
Note: High school students who wish to enroll need to refer to the Concurrent Enrollment section below.
Transfer Applicants A College of Arts and Sciences transfer applicant is a degree-seeking student who has earned at least 24 college-level transferable credit hours from another regionally accredited post-secondary institution. Those with fewer than 24 college-level credit hours are subject to freshman entrance requirements. In addition, the transfer applicant must be in good academic standing without disciplinary problems at the last university attended and have at least a 2.00 cumulative grade point average (CGPA). As a condition for admission, the applicant must submit official transcripts from each college and university attended. All grades are recorded on transfer to MidAmerica Christian University. Still, there is a limit on the number of "D" grades that can apply to complete the degree. Transfer applicants seeking a major in educational studies must have a 2.5 CGPA at admission. Applicants should consult their admissions counselor for information about their areas of interest. The Admissions Office considers applications only after the following steps are completed: 1. A completed Admissions Application; 2. A photocopy of the applicant's United States government-issued driver's license, US state non-driver ID card, or passport identification. The University does not ask for or accept a photocopy of a student's military ID in compliance with federal law, should an applicant have one; Unacceptable ID Examples: ● Any document with a statement such as "not valid as identification.” ● Credit or debit card of any kind, even one with a photograph ● Birth certificate ● Social Security card ● Employee ID card ● Missing Child (“ChildFind”) ID card ● Any temporary ID cards 3. Official transcripts from each university attended are on file in the Admissions Office.
If the applicant is currently attending a college. In that case, they should have transcripts of all previous college work sent to the Office of Admission when an application for admission is submitted. In addition, they must have a supplementary transcript forwarded immediately after completing all courses in progress. Students are not at liberty to disregard any part of their previous educational history when applying for admission. All transcripts become the property of Mid-America Christian University and are not reproduced, returned, or copied. If the applicant is considered to be a transfer student. In that case, the Office of the Registrar reviews the evaluation of courses and hours needed to complete the degree to confirm the applicant's status. See the "Transfer Regulations" section below to explain the transfer credit process. Once accepted, the following must be submitted: 1. 2. 3. 4.
Residency Forms; Health Forms; Immunization Records; and Registration Agreement
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Concurrent Enrollment A student of sufficient maturity who has begun at least their junior year of high school may enroll concurrently at MACU. A high school student may enroll in a combined number of high school and college courses per semester, not to exceed a full-time college workload of 19 semester credit hours. For calculating workload, one-half of the high school unit is equivalent to three semester credit hours of college work. Students cannot take more than six hours of college-level work per semester without prior approval from the high school principal or guidance counselor. To qualify for admission, the student must meet the following requirements: 1. CGPA (cumulative grade point average) of 3.00 unweighted or higher based on a 4.00 scale for all high school grades completed; or ACT composite score of 20 or a combined SAT score of 1030 (or 940 if taken before March 2016); 2. A letter from either the high school principal or guidance counselor stating the student is approved for concurrent enrollment; 3. Eligible to complete requirements for graduation from high school no later than the spring of the senior year as verified by an authority from the high school. Concurrently enrolled students must maintain a 2.00 cumulative grade point average (CGPA) at MACU to continue dual enrollment courses and maintain a high school 3.0 unweighted CGPA. Suppose students fall below these grade point criteria. In that case, they may be reinstated following the grading period that their overall unweighted CGPA returns to the required minimum. Suppose they are homeschooled and unable to provide a class rank or a test score from an accredited homeschool association. In that case, they are reviewed through a placement exam that evaluates students' college readiness based on their admission application and placement exam scores. Homeschooled applicants should present Advanced Placement (AP), ACT, or SAT scores with their application. Students who complete their high school requirements may continue as concurrent students for the summer following graduation. Students who want to continue enrollment at MACU after the summer term must apply for a degree-seeking program or an unclassified non-degree-seeking student. The charges for registration during the summer term are at a concurrent rate. These rates increase to the standard charges if the student enrolls as a degree-seeking or non-degree-seeking student after the summer term. See the Office of the Registrar for a list of approved lower-division courses. Students who wish to take accelerated online courses in the summer may do so only if they are rising high school seniors. Applicants must submit the following to the Admissions Office: 1. A completed Admissions Application; 2. A photocopy of the applicant’s United States government-issued driver’s license, U.S. state non-driver ID card, or passport identification. In compliance with federal law, the University does not ask for or accept a photocopy of a student’s military ID, should an applicant have one; Unacceptable ID Examples: ● Any document with a statement such as "not valid as identification.” ● Credit or debit card of any kind, even one with a photograph ● Birth certificate ● Social Security card ● Employee ID card ● Missing Child (“ChildFind”) ID card ● Any temporary ID cards 3. The ACT or SAT Profile; 4. A copy of the high school student transcript through sophomore year. The admission decision can be made on a transcript with no sophomore year. A final transcript with the complete record is needed for enrollment; 5. An official transcript of any college credit completed during high school, including subject exam transcripts (Advanced Placement, CLEP, or DANTES) and colleges.
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Applying for Admission to the College of Arts and Sciences Those desiring to apply to the Mid-America Christian University College of Arts and Sciences must complete the application process by meeting all of the admissions requirements noted in the previous section of this catalog and submitting all requested documents to: College of Arts and Sciences Attn. Office of Admissions Mid-America Christian University 3500 S. W. 119th St. Oklahoma City, OK 73170
Phone: 405.692.3281 Fax: 405.692.3172 Email: admissions@macu.edu
College of Adult and Graduate Studies Undergraduate Admissions Procedures Mid-America Christian University offers several undergraduate programs to help adult students complete their associate's and bachelor's degrees. The associate degree programs are designed to prepare students for bachelor's degrees. This accelerated program is designed for adult learners with significant work history, qualifying life experiences, and earned college-level credit. Age and marital/family/employment status are potentially defining factors. A transfer applicant not in good academic standing, with a 2.0 cumulative grade point average (CGPA), may be admitted with probationary acceptance (see Academic Probation and Suspension section). Applicants not meeting admissions requirements may appeal to the University Admissions Committee. College of Adult and Graduate Studies (CAGS) bachelor's degree candidates are expected to complete an associate degree at Mid-America Christian University or transfer an earned associate degree from a regionally accredited institution that meets Mid-America Christian University's core requirements. Applicants must meet or complete the following criteria: 1. Complete an Admissions Application; 2. A photocopy of the applicant's United States government-issued driver's license, US state non-driver ID card, or passport identification. The University does not ask for or accept a photocopy of a student's military ID in compliance with federal law, should an applicant have one; Unacceptable ID Examples: ● Any document with a statement such as "not valid as identification.” ● Credit or debit card of any kind, even one with a photograph ● Birth certificate ● Social Security card ● Employee ID card ● Missing Child (“ChildFind”) ID card ● Any temporary ID cards 3. Submit/request official transcripts from each college and university attended and confirm high school graduation if the student has earned less than six (6) semester hours of college-level transferable postsecondary credits. Suppose the applicant does not have at least six (6) semester hours of college-level transferable post-secondary credits. In that case, applicants must provide an official transcript that confirms or proves high school graduation or the federally approved equivalency, such as a General Development Test (GED) or approved homeschool transcript. If the applicant is currently attending college. In that case, they should have transcripts of all previous college work sent to the Office of Admission when an application for admission is submitted. In addition, they must have a supplementary transcript forwarded immediately after completing all courses in progress. Students are not at liberty to disregard any part of their previous educational history when applying for admission. All transcripts become Mid-America Christian University's property and are not reproduced, returned, or copied.
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Accelerated Programs (4+1/4+3 Programs) The design of the 4+1 or 4+3 accelerated bachelor's and master's degrees provides select high-achieving undergraduate students with the opportunity to combine advanced undergraduate coursework with graduate coursework to accelerate graduate degree completion. These programs allow accelerated students to obtain a bachelor's degree and a master's degree within five years. These programs are preapproved combinations and are internal to MACU. Applicants must meet or complete the following additional criteria: 1. Complete a FastTrack (4+1 or 4+3) Accelerated Program Application; 2. A photocopy of the applicant’s United States government-issued driver’s license, U.S. state non-driver ID card, or passport identification. In compliance with federal law, the University does not ask for or accept a photocopy of a student’s military ID, should an applicant have one; Unacceptable ID Examples: ● Any document with a statement such as "not valid as identification.” ● Credit or debit card of any kind, even one with a photograph ● Birth certificate ● Social Security card ● Employee ID card ● Missing Child (“ChildFind”) ID card ● Any temporary ID cards 3. Submit official transcripts from each college and university attended. Students who have earned less than 49 hours of college-level credit should not apply; 4. A 3.00 (scale is 4.00 = "A") minimum overall cumulative grade point average (CGPA) in degree-applicable courses; 5. Additional criteria specific to a plan of study: a. Students who are not in an Accounting bachelor’s degree plan of study and wish to enroll in the MBA, CPA Accounting Emphasis are required to have the following prerequisite courses: ACCN 3913 Intermediate Accounting II** ACCN 3933 Income Tax Accounting I ACCN 4443 Advanced Financial Accounting OR Equivalent ACCN 4633 Auditing b. Master of Education in Curriculum and Instruction 4+1 graduate degree program, prospective students must be in a teacher education study plan. (The Master of Education in Educational Leadership and Administration degree does not qualify for the accelerated 4+1 program.) c. Before applying for the Master of Science Counseling 4+3(two to three yrs.) graduate degree, candidates must complete five (5) courses in behavioral sciences that are psychological in nature at the undergraduate level with a grade of B or better. Four of these courses must be for three semester credit hours; the fifth class could be a three-semester credit hour or a two-semester credit hour class. Without completing these five courses, students cannot take the first course in the Master of Science in Counseling program. All applications are subject to review, and admission is not guaranteed. To remain in this program, candidates must have a cumulative GPA of 3.00 from when they applied (at 49 credit hours completed in the undergraduate degree) to when the student begins taking graduate courses during their junior and senior years. See Academic Program Requirements for more information.
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Graduate Admission Procedures An applicant may be eligible for admission to the College of Adult and Graduate Studies if they meet the following criteria: Master of Arts in Leadership degrees 1. Completed and signed admission application; 2. A photocopy of the applicant's United States government-issued driver's license, US state non-driver ID card, or passport identification. The University does not ask for or accept a photocopy of a student's military ID in compliance with federal law, should an applicant have one; Unacceptable ID Examples: ● ● ● ● ● ● ●
Any document with a statement such as "not valid as identification.” Credit or debit card of any kind, even one with a photograph Birth certificate Social Security card Employee ID card Missing Child (“ChildFind”) ID card Any temporary ID cards
3. Official transcript showing conferral of a bachelor's degree from a regionally accredited college or university; 4. A 2.75 (scale is 4.00 = "A") minimum overall cumulative grade point average (CGPA) in degree-applicable courses. Students whose CGPA is below this requirement but whose last 60 hours were at least a 2.75 GPA are acceptable. The Registrar grants admission to the University upon recommendation. Master of Business Administration degrees and certificates 1. Completed and signed admission application; 2. A photocopy of the applicant's United States government-issued driver's license, US state non-driver ID card, or passport identification. The University does not ask for or accept a photocopy of a student's military ID in compliance with federal law, should an applicant have one; Unacceptable ID Examples: ● ● ● ● ● ● ●
Any document with a statement such as "not valid as identification.” Credit or debit card of any kind, even one with a photograph Birth certificate Social Security card Employee ID card Missing Child (“ChildFind”) ID card Any temporary ID cards
3. Official transcript showing conferral of a bachelor's degree from a regionally accredited college or university; 4. A 2.75 (scale is 4.00 = "A") minimum overall cumulative grade point average (CGPA) in degree-applicable courses. Students whose CGPA is below this requirement but whose last 60 hours were at least a 2.75 GPA are acceptable. Note: Students who do not have a bachelor's degree in Accounting and wish to enroll in the MBA, CPA Accounting Emphasis, or Management Accounting Emphasis must have the following prerequisites. CPA Accounting Emphasis prerequisite courses: ACCN 3913 Intermediate Accounting II** ACCN 3933 Income Tax Accounting I ACCN 4443 Advanced Financial Accounting OR Equivalent ACCN 4633 Auditing Management Accounting Emphasis prerequisite courses: ACCN 3913 Intermediate Accounting II** ** If a student has not completed Intermediate Accounting II, the student must complete this course and additional prerequisite courses before enrollment. The Registrar grants admission to the University upon recommendation.
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Master of Education in Curriculum and Instruction degrees and certificates 1. Complete an Admissions Application; 2. A photocopy of the applicant's United States government-issued driver's license, US state non-driver ID card, or passport identification. The University does not ask for or accept a photocopy of a student's military ID in compliance with federal law, should an applicant have one; Unacceptable ID Examples: ● ● ● ● ● ● ●
Any document with a statement such as "not valid as identification.” Credit or debit card of any kind, even one with a photograph Birth certificate Social Security card Employee ID card Missing Child (“ChildFind”) ID card Any temporary ID cards
3. Official transcript showing conferral of a bachelor's degree from a regionally accredited college or university; 4. A 3.00 (scale is 4.00 = "A") minimum overall cumulative grade point average (CGPA) in degree-applicable courses. Students whose CGPA is below this requirement but whose last 60 hours were at least a 3.00 GPA are acceptable. The Registrar grants admission to the University upon recommendation. Master of Education in Educational Leadership and Administration degrees and certificates 1. Complete an Admissions Application; 2. A photocopy of the applicant's United States government-issued driver's license, US state non-driver ID card, or passport identification. The University does not ask for or accept a photocopy of a student's military ID in compliance with federal law, should an applicant have one; Unacceptable ID Examples: ● ● ● ● ● ● ●
Any document with a statement such as "not valid as identification.” Credit or debit card of any kind, even one with a photograph Birth certificate Social Security card Employee ID card Missing Child (“ChildFind”) ID card Any temporary ID cards
3. Official transcript showing conferral of a bachelor's degree from a regionally accredited college or university; 4. A 3.00 (scale is 4.00 = "A") minimum overall cumulative grade point average (CGPA) in degree-applicable courses. Students whose CGPA is below this requirement but whose last 60 hours were at least a 3.00 GPA are acceptable; 5. Two years of teaching experience in a public or private school accredited by the Oklahoma State Department of Education or another state's education department. The Registrar grants admission to the University upon recommendation. Master of Education in School Counseling 1. Complete an Admissions Application; 2. A photocopy of the applicant's United States government-issued driver's license, US state non-driver ID card, or passport identification. The University does not ask for or accept a photocopy of a student's military ID in compliance with federal law, should an applicant have one; Unacceptable ID Examples: ● ● ● ● ● ● ●
Any document with a statement such as "not valid as identification.” Credit or debit card of any kind, even one with a photograph Birth certificate Social Security card Employee ID card Missing Child (“ChildFind”) ID card Any temporary ID cards
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3. Official transcript showing conferral of a bachelor's degree from a regionally accredited college or university. Preferential treatment will be given to those students who are certified teachers, although this is not required for application; 4. A 2.75 (scale is 4.00 = "A") minimum overall cumulative grade point average (CGPA) in degree-applicable courses. Students whose CGPA is below this requirement but whose last 60 hours were at least a 3.00 GPA are acceptable; 5. An original OSBI Background Check. The Registrar grants admission to the University upon recommendation. Master of Ministry 1. Complete an Admissions Application; 2. A photocopy of the applicant’s United States government-issued driver’s license, U.S. state non-driver ID card, or passport identification. In compliance with federal law, the University will not ask for or accept a photocopy of a student’s military ID, should an applicant have one. Unacceptable ID Examples: ● ● ● ● ● ● ●
Any document that bears a statement such as “not valid as identification” Credit or debit card of any kind, even one with a photograph Birth certificate Social Security card Employee ID card Missing Child (“ChildFind”) ID card Any temporary ID card
3. Official transcript showing conferral of a bachelor’s degree from a regionally accredited college or university; 4. A 2.75 (scale is 4.00 = "A") minimum overall cumulative grade point average (CGPA) in degreeapplicable courses. Students whose CGPA is below this requirement but whose last 60 hours were at least a 2.75 GPA will be acceptable. 5. Verify active membership within a church. 6. Sign a letter acknowledging one’s understanding of the requirement to fulfill the Ministry Integrative Practicum (MIP) as a part of the degree program. 7. Provide an acknowledgment form for admission to the Ministry Integrative Practicum (MIP) and, as required, a background check, including, but not limited to, criminal history. The Registrar grants admission to the University upon recommendation. Master of Science in Counseling degrees 1. Complete an Admissions Application; 2. A photocopy of the applicant's United States government-issued driver's license, US state non-driver ID card, or passport identification. The University does not ask for or accept a photocopy of a student's military ID in compliance with federal law, should an applicant have one; Unacceptable ID Examples: ● ● ● ● ● ● ●
Any document with a statement such as "not valid as identification.” Credit or debit card of any kind, even one with a photograph Birth certificate Social Security card Employee ID card Missing Child (“ChildFind”) ID card Any temporary ID cards
3. Official transcript showing a bachelor's degree conferral from a regionally accredited college or university; 4. A 2.75 (scale is 4.00 = "A") minimum overall cumulative grade point average (CGPA) in degree-applicable courses. Students whose CGPA is below this requirement but whose last 60 hours were at least a 2.75 GPA are acceptable; 5. Before enrollment, prospective students must complete five (5) courses in behavioral sciences that are psychological in nature at the undergraduate level with a grade of B or better. Four of these courses must be for three semester credit hours; the fifth class could be a three-semester credit hour or a two-semester 29
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credit hour class. Without completing these five courses, students cannot take the first course in the Master of Science in Counseling program. The Registrar grants admission to the University upon recommendation. Addiction and Substance Abuse Counseling Certificate 1. Complete an Admissions Application; 2. A photocopy of the applicant's United States government-issued driver's license, US state non-driver ID card, or passport identification. The University does not ask for or accept a photocopy of a student's military ID in compliance with federal law, should an applicant have one; Unacceptable ID Examples: ● ● ● ● ● ● ●
Any document with a statement such as "not valid as identification.” Credit or debit card of any kind, even one with a photograph Birth certificate Social Security card Employee ID card Missing Child (“ChildFind”) ID card Any temporary ID cards
3. Students must be in good standing in a counseling program or have completed a master's degree in counseling that would qualify them for another license (LPC or LMFT); 4. Students are assumed to have the additional necessary coursework to apply for the LADC/MH that meets or is equivalent to those of the current Master of Science in Counseling, Addiction, and Substance Abuse Counseling emphasis; and 5. Additional coursework to qualify for the LADC license can be added to the certification program in addition to the basic requirements for certification. Documentation of these courses is required from the state licensing board before enrollment. Note: To receive Title IV funding for these additional courses, they must be approved before conferring the certificate. The Registrar grants admission to the University upon recommendation.
Applying for Admission to the College of Adult and Graduate Studies Those desiring to apply to the Mid-America Christian University College of Adult and Graduate Studies must complete the application process by meeting all of the admission requirements noted in the previous section of this catalog and submitting all requested documents, according to their specific program, as follows, to: College of Adult and Graduate Studies Phone: 888.888.2341 Attn: Enrollment Dept. FAX: 405.418.7160 Mid-America Christian University Email: enroll@macu.edu 3500 S. W. 119th St. Oklahoma City, OK 73170
Admission Application forms are available online at www.macu.edu or by contacting the College of Adult and Graduate Studies Enrollment Department.
Unclassified Non-Degree-Seeking or Transient Students Students who do not wish to seek a degree at Mid-America Christian University, do not qualify for regular admission, or are enrolled and pursuing a degree at other colleges and universities (transient) may enroll at MidAmerica Christian University as an unclassified non-degree-seeking or transient student. Course enrollment for an unclassified non-degree-seeking or transient student has the following conditions: 1. Complete a Registration Agreement; 2. A photocopy of the applicant's United States government-issued driver's license, US state non-driver ID card, or passport identification. The University does not ask for or accept a photocopy of a student's military ID in compliance with federal law, should an applicant have one; Unacceptable ID Examples: ● ● ● ●
Any document with a statement such as "not valid as identification.” Credit or debit card of any kind, even one with a photograph Birth certificate Social Security card
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Employee ID card Missing Child (“ChildFind”) ID card Any temporary ID cards
3. Unclassified students need to have a high school diploma or its equivalent (e.g., GED) to be eligible for admission; 4. Students must meet all prerequisites and requirements for courses in which they wish to enroll; 5. Students are limited to enrolling in specific courses (see the Registrar about these limitations); 6. Students may not take more than a cumulative total of 24 credit hours or six graduate credit hours without permission from the Vice President of Academic Affairs; 7. Transient students must give evidence of good standing at their university and have their university's approval to ensure the course(s) will transfer as desired. Mid-America Christian University does not guarantee that a course meets another institution's program requirements; 8. Students are subject to the same policies and procedures as Mid-America Christian University degreeseeking students; and 9. Mid-America Christian University degree-seeking students have enrollment priority when space is limited.
Admission of Veterans Mid-America Christian University is approved as a degree-granting institution for the attendance of eligible veterans. Therefore, eligible veterans may receive college benefits while attending this University. Veterans may obtain an "Application for Benefits" from the closest regional VA office or online at www.va.gov. Write or call the Student Veteran Advisor for further information on this subject. Veterans who qualify and wish to use their benefits must supply a copy of their Certificate of Eligibility and complete the MACU Veteran Responsibility Agreement at the beginning of each registration period. See MACU Active Military & Veteran Services. Any student using Department of Defense (DOD) funding, including but not limited to tuition assistance or VA education benefits, is required to provide all official military transcripts for evaluation. Students utilizing DOD funding must also provide a copy of the approved tuition assistance form and a completed MACU Student Responsibility Agreement ten (10) days before class starts. Student Veteran Advisor Mid-America Christian University 3500 S. W. 119th St. Oklahoma City, OK 73170
Phone: 405.692.3147 Email: macuva@macu.edu
International Students English Proficiency In addition to meeting general admission requirements, international students must demonstrate skills in the English language. All applicants for whom English is a second language must present evidence of proficiency in the English Language in one of these ways: ●
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Duolingo English Test, Test of English as a Foreign Language (TOEFL), or International English Language Testing System (IELTS) exams. Applicants must send official test results directly to the Office of Admissions. Scores over two years old by the beginning of the term you wish to enter are unacceptable unless you have been attending school in the US since the test date. MACU’s TOEFL institutional code is 1541. In addition, the following test scores are required for all programs: o Undergraduate programs - Duolingo – 95; TOEFL (Internet Based Exam)– 73; or IELTS – 6 o Graduate programs - Duolingo – 100; TOEFL (Internet Based Exam)– 79; or IELTS – 6 Secondary school work in the United States, including achieving the high school curricular requirements required for first-year admission or attaining the recognized certificate of completion required to enter a university in any other country where English is the native language and the language of instruction in the high school. Anguilla Cayman Islands Jamaica South Africa Antigua & Barbuda Channel Islands Jersey Trinidad and Tobago Australia Dominica Mauritius Turks and Caicos Islands Bahamas Falkland Island Monterrey United Kingdom (England, Barbados Grenada New Zealand Wales, Scotland, Northern Belize (British Honduras) Guam (U.S. Citizens) St. Kitts and Nevis (St. Ireland) Bermuda Guernsey Christopher and Nevis) U.S. Virgin Islands The British Virgin Islands Guyana (not Ghana in Africa) St. Lucia Canada (except Quebec) Ireland St. Vincent and the Grenadines
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Satisfactory completion of 24 or more credit hours of college-level coursework (not including remediation, English as a Second Language (ESL), or application courses such as physical education or music) from a regionally or nationally accredited University in the United States or in any other country in which English is the native language (see list above). Note: Simple instruction in English, completion of 24 hours of university coursework, or completion of a degree in a country where English is the official but not native language does not satisfy this requirement. Completing a bachelor's degree or higher at an accredited university in the United States or any other country where English is the native language (see list above).
Transcripts International applicants must have official transcripts sent to the University. In addition, copies of all secondary and post-secondary transcripts, the General Certificate of Education (GCE), and the original documents themselves, results, diplomas, and other certificates not in English must be evaluated by an approved independent transcript evaluating organization (http://www.naces.org/members.html). It is the applicant's financial responsibility to obtain transcripts and evaluations. See the Office of the Registrar for more information. Note: If they are student-athletes, the National Association of Athletics (NAIA) would require evaluations completed by InCred evaluation.
International Transfer Credit Process The Office of the Registrar evaluates and verifies all academic credentials to determine whether transfer credits are awarded. All college-level coursework completed at an international institution assessed by an approved independent transcript-evaluating organization (http://www.naces.org/members.html) is reviewed for acceptance by the Office of the Registrar. In addition, all coursework that equates to MACU coursework is transcribed. Note: The National Association of Athletics (NAIA) requires student-athlete international transcript evaluations to be completed by InCred evaluation.
International Transfer Credit Equivalency At the student's expense, transcripts from international institutions must be evaluated by an approved independent transcript-evaluating organization (http://www.naces.org/members.html). For example, if they are a student-athlete, the National Association of Athletics (NAIA) would require evaluations completed by InCred evaluation. In addition, these transcripts must be assessed for the following: ● ● ● ● ● ● ● ● ● ●
Translation Accreditation The authenticity of the documents Education benchmarks (how many years does each benchmark represent) Equivalency of courses Credit value (reporting may be credit-based, hour-based, marked-based, or outcome-based) Level of the program Grading Scale Cumulative GPA Equivalency of the degree or diploma
Admission of Residential International Students The eligibility of an international student to pursue educational studies in the United States is determined by their possession of a valid F-1 visa. To be eligible for an F-1 visa, a student must possess a valid passport, an I-20 ID form completed by both the University and the student, and a letter of acceptance. A visa is a document issued by a country that gives the possessor permission to come to that country's borders to request permission to leave that country. Final decisions about permission rest with the local immigration officials of that country. Students desiring to apply for admission to the United States as F-1 students to attend Mid-America Christian University must meet all admission requirements for their program and the following criteria. 32
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All Admission requirements must be received no later than 30 days before the start of a given semester to be considered for acceptance to the University: ● Apply to the University o Complete the application o Provide an email address for one reference (CAS only). o Provide one letter of good standing from the transferring institution (transfer students only). o Provide official Academic Credentials. All transcripts (high school or College) may apply to the program. In addition to providing original transcripts, students must submit an evaluation of international transcripts by a professional evaluation service at the student's expense. Global transcript evaluation may acquire information from the Office of the Registrar. The National Association of Athletics (NAIA) requires international student-athlete evaluations to be completed by InCred evaluation. ●
English Proficiency Requirement o All new applicants for undergraduate study for whom English is a second language must show proficiency by achieving the following minimum scores on the Test of English as a Foreign Language (TOEFL) or International English Language Testing System (IELTS) exams. Scores over two years old by the beginning of the term students wish to enter are unacceptable unless they have been attending school in the US since the test date. ▪ Undergraduate programs - a score of 500 or better on the paper-based TOEFL exam, 173 on the computer-based TOEFL exam, 61 on the Internet-based TOEFL exam, or 5.5 for an IELTS exam. ▪ Graduate programs - score 550 or better on the paper-based TOEFL exam, 213 on the computer-based TOEFL exam, 79 on the Internet-based TOEFL exam, or 6.5 for an IELTS exam. o US high school diploma, GED, or any other country where English is the native language. o Satisfactory completion of 24 or more credit hours of college-level coursework from a regionally or nationally accredited University in the United States or any other country in which English is the native language. o Successful completion of an English as a Second Language (ESL) program.
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Certificate of Financial Resources (CFR) form confirming coverage of all University, personal, and travel expenses for each academic year at Mid-America Christian University. Pay a $500 international deposit (30 days before the first day of classes) Pay first semester’s account balance: o The first ½ of the student's first-semester balance is DUE AUGUST 1 before the start of the semester. o The second ½ of the student's first-semester balance is paid out in a monthly payment plan provided by the Bursar’s office. o Each semester following, the student would receive a payment plan with the expectation that the balance would be paid in full by the end of that semester to move forward with enrollment into the next semester.
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Upon full regular acceptance into a program and verification that the student meets the criteria above, the admissions or enrollment departments would send a letter of acceptance to the student. Upon receipt of the required advance deposit and verification of finances, the Designated School Official sends the student a completed I-20 ID form. Documents for a visa are not issued until the above requirements are met. The following do not need to be shown until the student arrives on campus. However, once on campus, please submit these to the DSO in the Office of the Registrar. ● Proof of health insurance, which includes repatriation ● Immunization records ● Passport ● I-94 ● F-1 Visa
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Note: International students need the maturity, perseverance, and ability to complete a University program in another culture. References are frequently requested. Note: Mid-America Christian University cannot guarantee scholarships or work opportunities on campus. See the section under "Financial Information" in this catalog. More information on studying abroad at MACU can be found in the International Student Handbook.
Undocumented Student Admissions Undocumented students may incorrectly assume that they cannot legally attend college in the United States. However, no federal or state law prohibits the admission of undocumented immigrants to US colleges, public or private. In addition, federal or state laws do not require students to enter US higher education institutions to prove citizenship. However, institutional policies on admitting undocumented students vary. The information below would help answer admissions questions and provide details about financial resources. MACU would do its best to find resources to assist undocumented and DACA students. They are students who work hard to pursue their education and become members of the MACU Family.
How to Apply as an Undocumented Student MACU welcomes all undergraduate and graduate applicants regardless of citizenship status. With or without Deferred Action for Childhood Arrivals (DACA) status, undocumented students should follow the same application procedure as all other MACU applicants. See the sections above in the program or school of choice regarding application requirements in that program or school.
Undocumented Students and Financial Aid Undocumented students are not eligible to receive federally funded financial aid, including loans, grants, scholarships, or work-study money. For additional information and frequently asked questions about financial aid and undocumented students, visit Federal Student Aid: An Office of the US Department of Education. Undocumented students who provide the institution a copy of a true and correct application or petition filed with the United States Citizenship and Immigration Services to legalize their immigration status may be eligible for state and university scholarships. CollegeBoard identifies three main areas where undocumented students may have unique concerns or obstacles: admission, tuition, and financial aid. Read the full article. Oklahoma Tuition and Grant (OTAG) Undocumented immigrants meeting specific requirements may be considered for Oklahoma Tuition and Grant (OTAG) awards. Requirements for OTAG are: Have graduated from a public or private high school in Oklahoma. Have resided in Oklahoma with a parent or guardian while attending a public or private high school in Oklahoma for at least two years before graduation.
Satisfy admission standards for the institution. Have provided the institution a copy of a true and correct application or petition filed with the United States Citizenship and Immigration Services (USCIS) to legalize the student's immigration status.
Outside Scholarships for MACU Students Mid-America Christian University believes that anyone with academic ability and motivation to learn should not be denied an education because of financial need. Therefore, the University attempts to help students and their families meet the cost of higher education through grants, scholarships, loans, employment opportunities, and other sources of aid. The Student Financial Aid Office administers programs per federal, state, and private agency guidelines and the university's funds. Funding may be based on financial need or academic, athletic, talent, or other merits. Contact the Financial Aid Office for more information: financialaid@macu.edu (405) 692-3204 34
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Note: Mid-America Christian University reviews applications holistically and does not consider financial need as a factor in admission.
Students with Undocumented Parents Students who are US citizens or permanent residents with undocumented parents can apply to their FAFSA regularly until they have to sign the parent signature page. They cannot sign electronically and must print the signature page and mail it to FAFSA. The hard copy should be signed and mailed to: Federal Student Aid Programs PO Box 7652 London, KY 40742-7652
Who is an Undocumented Student? Typically, undocumented immigrants have entered the US without inspection or legal permission. Undocumented can also refer to someone with expired paperwork or in deportation proceedings. Undocumented students are often brought to the US by their parents at very young ages, have completed most of their schooling in this country, and find out about their lack of legal status when they are in high school. Not having a social security number is one potential sign of being undocumented.
Readmission Students must apply for readmission if it has been more than one year since their last attendance at the University. Students who only enroll for summer terms (summer to summer students) do not need to reapply unless they graduate or break their continuous enrollment for a summer term. Students who have attended another college or university since last attending the University must submit official transcripts from each institution attended to the University Admissions/Enrollment offices. Readmission is determined after an evaluation of all transferred work is made. Readmitted students are subject to the regulations in effect at readmission. The Application for Admission form may be secured from the CAS Office of Admissions or the CAGS Office of Enrollment. It must be returned to that office at least 15 days before the beginning of the semester/period the student wishes to enroll. For academic reasons, a returning student dismissed or suspended from MACU should see the Academic Probation and Suspension section. A student who has been dismissed for disciplinary reasons can be considered for reinstatement after an absence of the dismissal semester plus an additional semester, providing they complete the Readmission form and have a personal interview that is satisfactory to the University Admissions Committee. A student admitted by the University Admissions Committee must maintain an academic standard and conduct consistent with the institution. A student dismissed a second time for disciplinary reasons cannot be readmitted.
Readmission of Service Members MACU will promptly readmit service members with the same academic status they had when they last attended the institution or were accepted for admission before deployment. This readmission applies to any student unable to attend school due to military service. The Student Veteran Advisor is the designated contact of MACU that a student will contact to provide both notification of service and notice of intent to return. 1. Student Responsibilities: a. Students must notify the Student Veteran Advisor of their military service and intention to return to school. b. Student or an appropriate officer of the armed forces or official of the Department of Defense must give oral or written notice of such service to the school as far in advance as is reasonable under the circumstances. This notice does not have to indicate whether the student intends to return to the school and may not be subject to any rule of timeliness. Timeliness must only be determined by the facts in each case.
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c. The student may submit an attestation of military service that necessitated the absence from school at the time of readmission. d. The student is not required to provide notice if precluded by military necessity, such as service in operations that are classified or would be compromised by such notice. e. Students must give oral or written notice of their intent to return to the school within three years after the completion of the service period. f. Students must notify the school within two years after the period needed for recovery from hospitalization or convalescing due to an illness or injury incurred or aggravated during service performance. g. The student who fails to apply for readmission within the required periods outlined in section C, subsections e and f, does not automatically forfeit eligibility for readmission. 2. MACU Admission Process: a. The University must admit the student to the same program to which the student was last admitted or, if that exact program is no longer offered, the program most similar to that one, unless the student chooses a different one. b. The University must admit the student at the same enrollment status unless the student wants to enroll at a different enrollment status. c. The University must admit the student with the same credit hours completed during prior enrollment. However, if the student chooses, upon readmission, a different program, all completed credit hours may not apply to the selected new program. d. The University must admit the student with the same academic standing (e.g., with the same satisfactory academic progress status) as the student had before readmission. e. The cumulative length of the absence and all previous absences from the institution for military service may not exceed five (5) years. Only the time the student spends performing service is counted. 3. MACU Responsibilities: a. The University will assess the tuition and fee charges for the first academic year (if the student is readmitted to the same program) that the student was or would have been assessed for the academic year during which the student left the school. However, suppose veteran education or other service member education benefits will pay the higher tuition and fee charges that other students in the program are paying for the year. In that case, the school may also assess those charges to the student.
Felony Conviction Appeal Process For students who have indicated on the application for admission that they have been convicted of a felony, additional information is required for the admissions decision. A felony conviction may not result in an automatic denial of admission. Instead, a code of conduct review team reviews the appeal letter. Please submit a typed letter attention to Student Affairs detailing the following: 1. Explanation of the conviction – type, date, and location 2. Address the circumstances 3. A statement of what life changes have occurred and how you have moved forward from the conviction.
Transfer Regulations The amount of credit granted to applicants for admission as transfer students depends upon the nature and quality of the applicant's previous work, evaluated according to the academic requirements of the Mid-America Christian University (MACU) and the following provisions: Transfer credits earned by students at institutions accredited by a regional accrediting agency, the Higher Learning Commission (HLC), or the Oklahoma State Regents for Higher Education (OSRHE) Credit Equivalency Program (CEP) are accepted for transfer at face value. In addition, see State-Mandated Articulation Agreements below. Credits earned at nationally accredited institutions recognized by the US Department of Education and The Council for Higher Education Accreditation (CHEA) are reviewed course-by-course and 36
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accepted for transfer if the course is substantially equivalent to a Mid-America Christian University course. Lower-division courses transferred to the Mid-America Christian University would generally be used to meet lower-division degree requirements if a lower-division transfer course is used to substitute for an upper-division requirement at the university. In that case, a student may be required to complete additional upper-division hours for graduation. Lower-division courses transferred to the Mid-America Christian University would generally be used to meet lower-division degree requirements if a lower-division transfer course is used to substitute for an upper-division requirement at the university. In that case, a student may be required to complete additional upper-division hours for graduation. Upon receiving all official transcripts for all post-secondary institutions and completing twelve (12) credit hours at Mid-America Christian University, the Office of the Registrar would enter transfer credit on the student's record.
Articulation Agreements, Academic Contracts, and Prior Learning Agreements Articulation Agreements, Academic Contracts, and Prior Learning Agreements are signed with educational institutions, business and industry, and governmental training programs that hold specialty, regional, or national accreditations in their associated fields. Butterfield Memorial Foundation and Crossings Community Clinic Internship - intended to introduce pastoral, missions, or chaplaincy students to Christian, charitable healthcare in Central Oklahoma as a career option while providing students with a hands-on learning experience during the spring semester. Oklahoma City Community College (2+2) AA Pre-Education to BA Elementary Education Oklahoma State University - Center for Health Sciences, College of Osteopathic Medicine (3+1) BS Biology to Pre-Doctoral Medical Training Oklahoma State University - Oklahoma City (2+2) AAS Management to BS Management and Ethics AAS Information Technology to BS Management and Ethics, Management Information Systems Concentration AAS Computer Information Systems to BS Management and Ethics, Management Information Systems Concentration AAS Management, General Business Concentration to BBA Business Administration Rose State College (2+2) AA or AS to Bachelor of Arts Elementary Education Seminole State College (2+2) AS to Bachelor of Arts Elementary Education State-Mandated Articulation Agreements To facilitate the transfer of students within Oklahoma's state higher education system, the state Board of Regents created the Oklahoma State Regents for Higher Education Course Equivalency Matrix https://www.okhighered.org/transfer-students/course-transfer.shtml. In addition, the Regents established a policy that Freshman and Sophomore general education requirements are deemed satisfied for students who complete a two-year Associate of Arts or Associate of Science degree from an Oklahoma public college and transfer to a four-year university. For these reasons, general education coursework readily transfers from Oklahoma colleges to MACU. Additionally, if the student has completed the Associates of Arts or Associates of Science and earned a D in one of the general education courses used to complete that degree, the MACU would accept the course toward degree completion unless it is a direct pre-requisite for a major program of study course.
Residency Requirements The academic residency requirement is the maximum allowable transfer credit for each degree type. The credit hour residency requirement indicates the number of credits you must complete through the University to graduate. It does not mean that you must physically come to the University or attend courses at any physical location. MACU's academic schools may establish program-specific residency
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requirements higher than the University residency requirements. Still, they may not have a lower residency requirement than the University standard. Academic Residency Requirement All degree programs with a capstone/practicum/internship requirement must fulfill that requirement by Mid-America Christian University credit. The requirement cannot be fulfilled via transfer credit unless there is approval from the Dean. Credit Hour Residency Requirements Certificate - students must complete at least 50% of the credits required for an undergraduate or a graduate certificate at MACU. Application of any transferred credits is at the discretion of the school chair or Registrar. Associate degree programs - have credit residency requirements of 15 credit hours earned at MACU that apply to the associate-level program. Bachelor’s degree programs - have credit residency requirements of 30 credit hours earned at MACU that apply to the bachelor's program. Fifteen of the final 30 hours, or 50 percent of the major, are also required in residence. Graduate degree programs - have credit residency requirements of at least 24 credit hours earned at MACU that apply to the program of study. In addition, the school chair must approve all transfer credits. Note: Residency credit hours may include non-collegiate learning credit (see Non-Collegiate Learning Credit).
Non-Collegiate Learning Credit Mid-America Christian University encourages capable students to seek college credit for knowledge they may have acquired in various ways. The University would award credit based on the following measures of non-collegiate learning: proficiency exams (CLEP, AP, DANTES, departmental exams); formal non-collegiate coursework for which credit recommendations have been established by NCCRS (National College Credit Recommendation Service, formerly National PONSI); military educational experiences recommended for credit by ACE; and credit by demonstrated competency (CDC). Students must validate advanced standing credit for non-collegiate learning by completing 12 hours before being placed on the student's transcript. Mid-America Christian University would only award this credit as it applies to the degree programs. Advanced placement credits are recorded on the official transcript without grade equivalent or inclusion in the CGPA. Academic credit awarded by Mid-America Christian University is considered resident credit. Therefore, if a student achieves advanced credit for any course they are currently enrolled in, no tuition or fees are refunded, even if the student drops/withdraws from the class enrollment. Mid-America Christian University recognizes that non-collegiate learning may have been awarded on another institution's transcript. Therefore, the University would accept this type of credit as credit earned from that institution as long as they are regionally accredited. All non-collegiate credit evaluated and accepted by Mid-America Christian University is not included in the CGPA and transcribed as credit earned "CR" and not awarded a letter grade. ACT Assessment of Advanced Credit Mid-America Christian University would award advanced placement credit to the student whose ACT scores equal or exceed the following: ENGL 1113 English Comp 28 3 hrs. of credit MATH 1103 Math 28 3 hrs. of credit Advanced Placement Program (AP) Reviews and decisions about granting academic credit for courses for which a student has made an appropriate score are at the discretion of Mid-America Christian University. A student must score three (3) or better for credit to be considered. 38
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Information regarding advanced placement credit is located in the Office of the Registrar. The maximum number of credit hours available through AP exams is 30, combined with other ACE, DANTES, and CLEP credits. This maximum credit does not include credit hours awarded through CDC or ACT evaluations. College Level Examination Program (CLEP) All entering students are encouraged to take the College Level Examination Program (CLEP) of the College Board. CLEP is the most extensive testing program for college credit in the United States. CLEP exams enable a student to demonstrate knowledge gained outside of the formal educational settings and provide the University with the information needed to determine if credit is awarded and how much to award. The maximum number of credit hours available through CLEP exams is 30, combined with credit from other ACE, DANTES, and AP credits. This maximum credit does not include credit hours awarded through CDC or ACT evaluations. Credit by Demonstrated Competency (CDC) The maximum number of credit hours available through Credit Demonstrated through Competency (CDC) is 30. In addition, the maximum number of credit hours available via proficiency exams, PONSI, and ACE is also 30. Therefore, the combined number of 60 hours is available to students in the adult education programs of the University. As with other non-collegiate learning, CDC is awarded after completing 12 credit hours of Mid-America Christian University coursework before being placed on the student's transcript. MACU would only grant this credit as it applies to the degree programs. This credit is recorded on the official transcript without grade equivalent or inclusion in the CGPA. The philosophy behind assessing credit by demonstrated competency is as follows: Adults have had many experiences in life from which learning has taken place. These learning experiences involve both personal and professional development. Therefore, the goal is to record the documented knowledge the student has validated relevant learning outcomes at the college level. There are two ways CDC credit may be earned. The first is related solely to Sponsored Professional Training (SPT). The second way to earn CDC credit is by writing Learning Application Essays (LAEs). These essays are written on topics that may be either personal or professional. To complete CDC work, the student must enroll in and complete the three-credit hour course UNIV 2503 Professional Development Review. Enrollment in this course should occur early in the student's association with MACU. This course is designed to help guide students through documenting collegelevel learning outside a college setting to earn college credit for that learning. The UNIV 2503 course instructors are the student's assigned CDC Advisors. They would meet with the instructor during weeks 1-2 to discuss the potential learning that could apply toward credit. As the student progresses through the course, they examine prior learning experiences, determine collegelevel ones, and complete an e-portfolio. Assessing Learning states, "The conversion of experience into knowledge is a complex, multifaceted, and unique process" (Fiddler, Marienau, & Whitaker, 2006, p.1). As the student begins UNIV 2503, they would recognize several assignments designed to help identify this conversion process. Finally, the advisor and student would agree upon an estimated number of credits the student would continue to pursue from CDC after the course has concluded. This documentation is evaluated for college credit equivalencies and sent to the Office of the Registrar to be transcribed. DANTES Many tests taken under the auspices of DANTES (Defense Activity for Non-Traditional Education Support) carry the American Council on Education credit recommendations recognized by the University. Information regarding DANTES courses accepted by the University is in the Office of the Registrar. An official DANTES transcript must list any acceptable courses and become a part of the student's permanent file. Students can order official DANTES transcripts from Thomson Prometric, PO Box 6604, Princeton, NJ 08541-6604, (877) 471-9860 (toll-free). 39
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The maximum number of credit hours available through DANTES exams is 30, combined with credit from other ACE, CLEP, and AP credits. This maximum credit does not include credit awarded through CDC or ACT evaluations. Military Credit Mid-America Christian University awards students credit hours for educational experiences during their military service. Credit hours are awarded according to the recommendations of the American Council on Education as published in "The Guide to the Evaluation of Military Experiences in the Armed Services." In addition, students are responsible for providing the Office of the Registrar with official military joint services transcripts for review. Any student who served in the Army, Coast Guard, Marine Corps, and Navy or who is using Department of Defense funding, including but not limited to tuition assistance or VA education benefits, must provide an official Military Joint Services Transcript for evaluation. The maximum number of ACE military credit hours a student can earn is 30, combined with credit from other ACE, CLEP, DANTES, and AP credits. This maximum credit does not include credit awarded through CDC or ACT evaluations. Special Advanced Credit Mid-America Christian University grants advanced standing to students who demonstrate scores on approved advanced standing examinations. In addition, they can take exams covering a subject from a background or equivalent to the university's course. The policy was developed from criteria in the "Standards of Education Relating to Advanced Standing Credit" statement as adopted and revised by the Oklahoma State Regents for Higher Education on August 27, 1986. Credit for some courses may not apply toward a higher degree at another institution. The maximum number of credit hours available through Special Advanced Credit is 30, combined with credit from other ACE, CLEP, and AP credits. This maximum credit does not include credit awarded through CDC or ACT evaluations.
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FINANCIAL INFORMATION “And the Lord said, ‘Who then is the faithful and wise manager, whom his master will set over his household, to give them their portion of food at the proper time? Blessed is that servant whom his master will find so doing when he comes.’” Luke 12:42-43 (ESV)
Mid-America Christian University seeks to provide a quality education for all its students at the most reasonable cost possible. Mid-America Christian University receives no support from taxes or other public funds as a private, nonprofit institution. Additional funds are provided as gifts from churches, the Church of God World Service, and concerned Christian individuals.
Tuition and Fees Expenses associated with enrollment at MACU include tuition, fees, and room and board, including unlimited access to the dining facility from 7:30 a.m. to 7:00 p.m. each day. Please email info@macu.edu for current charges or visit www.macu.edu.
Payment Payment due dates are structured according to the admitting college. Please refer to the below for the designated due dates based on the admitting college. College of Arts and Sciences Charges for a semester are due and payable by the end of the first week of the semester. Therefore, by the end of the first week of the semester, traditional students making payments in full would receive a 5% discount on the net bill. Students not paying their account in full at the beginning of each semester must sign a payment plan agreement with the Accounts Receivable Clerk (CAS) in the Bursar's office. College of Adult and Graduate Programs Tuition and fees are due at the beginning of each course. 1. Tuition is charged by the course and not per semester. 2. Books are not included in the cost of the program. 3. One-time fees are listed in the Schedule of Situational Fees. Late Payment Fees All 60 days past due accounts may be assessed a monthly 1% (12% APR) finance charge on any outstanding balance with the University. For College of Adult and Graduate Studies students, this charge is implemented by the end of the second course of the current enrollment period. Collections The University reserves the right to share delinquent account information with any appropriate companies aiding in collecting delinquent accounts. The companies that collect delinquent accounts are authorized to report past-due balances to the credit bureau. However, until the repayment is received from the student, the institution prohibits the release of all academic transcripts. Instead, it would report the owed payment on all requested Financial Aid Transcripts and NSLDS.
Financial Aid: Scholarships, Grants, and Loans Financial aid awards are based on the student's needs and application for aid. Students can complete the process of applying for assistance at any time. However, some federal, institutional, and private scholarships are limited and are awarded on a first-come, first-served basis. Priority dates for individual states are published on the FAFSA website. The student should complete the Free Application for Federal Student Aid (FAFSA) to apply for aid. Completing Your FAFSA – (Free Application for Federal Student Aid) – www.studentloans.gov MACU School Code: 006942 A copy of two year's previous taxes (for example, 2023-2024 FAFSA needs 2021 tax information) Additionally, a completed Loan Entrance Counseling and a Master Promissory Note at www.studentloans.gov to receive federal student loans.
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Aid programs exist to assist the family and the student in payment of University costs. A maximum effort to help the student with their bill is expected from the family.
Federal and State Financial Aid MACU participates in the following programs: Federal Pell Grant, Federal Supplemental Education Opportunity Grant (SEOG), Federal Direct Loans, Federal Perkins Loan, Federal Plus Loan, Federal Work-Study (FWS), Oklahoma Tuition Aid Grant (OTAG), Oklahoma Tuition Equalization Grant (OTEG), and the College Challenge Access Grant Program.
Applying for Federal/State Financial Aid To receive federal/state aid, the student must: 1. Be accepted as a student as defined in the University Catalog; 2. Complete an application for federal aid upon submitting your application using our school code of 006942; the Office of Financial Aid will receive a copy. 3. Be enrolled in at least six (6) hours; 4. Maintain satisfactory progress as defined by the Financial Aid Satisfactory Academic Progress Policy guidelines; and 5. Not default on any federal student loans or owe a refund on any federal student grant. Federal/state aid is determined by the student's eligibility as calculated from the information reported on the student's FAFSA.
Withdrawals and Return of Title IV Funds Upon receipt of the student’s Change of Registration Form, the Office of Financial Aid would complete a Title IV refund calculation to determine earned and unearned aid. Note: Students may have to repay some of the financial aid funds. If the student withdraws before completing at least 60% of the semester, the University must calculate how much federal financial aid was “earned” by the student and the University. In addition, the University must return to the federal aid programs a portion of the funds used to pay tuition and fees. By returning federal aid funds that had been used to pay the University charges, the student may have an outstanding balance due to the University. This balance due to the University is in addition to any federal aid the student must repay. Formula: enrolled days/days in enrollment period = % of aid earned Example: Student withdraws on 57th day of class 57/121 = 47.1% of aid earned 52.9% of funds received by the University must be returned to the federal aid programs The university received $3,648.61 in student aid funds to pay tuition and fees and must return 52.9% ($1930.11) to the federal aid programs. Because the $3,648.61 in tuition and fee charges are not reduced (see Institutional Refund policies), the student would now owe $1,930.11 in tuition and fees to the university, initially shown as paid by aid funds. Funds returned to the federal aid programs are applied to the aid programs in a specific order. The order of return by the University is as follows: 1. Unsubsidized Federal Direct Loan 2. Subsidized Federal Direct Loan 3. Federal Perkins Loan 4. Federal PLUS Loan 5. Federal Pell Grant 6. Federal SEOG 7. Other Title IV Programs
Suppose a student owes a repayment of Federal Pell Grant or FSEOG funds. In that case, he cannot receive federal financial aid funds at any school until repayment. According to the promissory note terms, the borrower repays federal educational loans (Direct Loan, Perkins Loan, PLUS Loan). 42
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If a student fails to earn any credits for a payment period, the Financial Aid Office would determine if the failed credits are earned or if the student failed to participate throughout the payment period. Suppose the student has completed more than 60% of the payment period. In that case, all financial aid disbursed is considered "earned," and no return of federal aid funds is required. If it is determined that the student failed to participate through at least 60 percent of the payment period, Title IV funds must be returned to reflect the portion of the Title IV funds earned (the part of the payment period for which the student participated). The school is then responsible for returning unearned Title IV funds to the appropriate Title IV program within 45 days. Federal Students Loans Student loans, Stafford, and parent loans (PLUS) are funds the federal government provides that students must repay. Different types of student loans may be available, depending on the student's eligibility. Subsidized Direct Loan A Subsidized Direct Loan is a low-interest loan based on financial need. The federal government pays the interest while the student attends school at least half-time and during the six-month grace period following graduation. Contact the Office of Financial Aid for details on the maximum annual loan limits. Students must repay all Subsidized Direct loans. Unsubsidized Direct Loan An unsubsidized Federal Direct loan is a low-interest loan not based on financial need. If the student is not eligible for a Subsidized Direct Loan, as determined by the results of the FAFSA, an Unsubsidized Direct Loan can be an alternative. Unsubsidized means that interest would accrue while the student is enrolled in school. The student can pay the interest while in school or defer the interest and have it added to the principal balance. As with a subsidized loan, repayment on the principal does not begin until six months after the student has graduated, dropped below half-time status, or withdrawn from the University. Contact the Office of Financial Aid for details on the maximum annual loan limits and origination fees. Students must repay all Unsubsidized Direct loans. Parent Loan for Undergraduate Students (PLUS) A PLUS is available to parents who want to help their dependent children with the cost of education. Eligibility is based on credit history determined by federal guidelines and the lending institution. The interest rate is fixed (not to exceed 9%). The maximum loan limit does not exceed the student's federal budget, less any additional assistance the student may receive. Before disbursement, the lender withholds 4% of the loan amount to cover loan origination and insurance fees. Repayment of the PLUS begins immediately after the loan is disbursed.
Grants Federal and state sources provide the following grants and do not have to be repaid. Federal Pell Grant The federal government awards Pell Grants to eligible students after completing the FAFSA. A Pell Grant is applied directly to the student's account and does not have to be repaid. Instead, the amount is determined according to eligibility and the number of hours enrolled. Pell Grants are unavailable to students who have already completed bachelor's degrees. Supplemental Educational Opportunity Grant (SEOG) The SEOG is a federal grant administered by the University. The SEOG is applied directly to the student's account and does not have to be repaid. Students eligible for a Pell Grant have priority for the SEOG and are determined by the FAFSA results. The amount is subject to change based on the availability of funds. Oklahoma Tuition Aid Grant (OTAG) OTAG is a grant awarded by the State of Oklahoma. Eligibility is determined by the results of the FAFSA and by the OTAG residency requirements. OTAG is applied directly to the student's account and does
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not have to be repaid. However, the student must complete and mail the FAFSA by March 1st or earlier to be considered for OTAG. Oklahoma Tuition Equalization Grant (OTEG) OTEG is a grant awarded by the State of Oklahoma. Eligibility is determined by the results of the FAFSA and by the OTEG residency requirements. OTEG is applied directly to the student's account and does not have to be repaid. “OK Promise” Oklahoma Higher Learning Access Program (OHLAP) OHLAP is a grant awarded by the State of Oklahoma. The student must be enrolled in the program throughout high school. Eligibility is determined by the results of the program enrollment and by the OHLAP agency requirements. OHLAP is applied directly to the student's account and does not have to be repaid.
Institutional Scholarships, College of Arts and Sciences Institutional scholarships are based on need, academic accomplishment, or potential. They would only apply to the semester of the year for which they are approved. Students can request an application from the Office of Financial Aid. Church organizations participating in the Church Matching program must send the amount to be matched by September 1st for the fall semester and January 1st for the spring semester for the University to match funds. Some scholarship funds are not available in adult education programs. Scholarships are provided by private sources and by the University to qualifying students. Scholarships do not have to be repaid. To receive institutional scholarships, the student must: 1. Be accepted as a "regular" student as defined in the University Catalog; 2. Complete an application for federal aid; upon submitting the application and using MACU's school code, 006942, the Office of Financial Aid will receive a copy. 3. Be enrolled for at least 12 hours; 4. Maintain satisfactory progress as defined by the Financial Aid Satisfactory Academic Progress Policy guidelines; and 5. Meet any specific guidelines dictated by the individual institutional scholarship guidelines. When applying for institutional scholarships, please note that: 1. Requirements for institutional scholarships must be completed by the last day of the semester the scholarship was awarded. 2. Institutional scholarships must be applied to a student's account only. Institutional scholarships are not given as an overage check to students. 3. Any institutional scholarships earned beyond the school bell are carried forward as a credit balance toward the next semester in which the student is enrolled. Credit balances are not carried over into a new school year. 4. All institutional scholarships must be applied after federal, state, and private funds. 5. Students defaulting on federal loans are not eligible for institutional scholarships.
Academic Scholarships, College of Arts and Sciences Academic scholarships are available to first-time freshman and transfer students based on GPA and ACT/SAT. Admissions would award these scholarships based on application requirements.
Private Aid, College of Arts and Sciences Several private scholarships are available for College of Arts and Sciences students through the generous contributions of University supporters. To apply for these scholarships, students should request an Application for Private Aid from the MACU Office of Financial Aid. Individual scholarships have specific eligibility requirements as listed on the application. The minimum requirements are the same as for institutional scholarships.
Veteran’s Benefits An eligible veteran may receive government assistance while attending Mid-America Christian University. Information concerning the veteran's program is available from the Office of the Registrar. Also, see MACU Active Military & Veteran Services.
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Federal Work-Study Program The Federal Work-Study Program allows students to work to help pay for their educational expenses. The Student Aid Report determines eligibility. On- and off-campus employment includes clerical, library, reading tutors, maintenance, cleaning, and recreational services.
Financial Policies Satisfactory Academic Progress The following conditions must be met to receive student financial aid under the programs authorized by the institution and by Title IV of the Higher Education Act: 1. A student is eligible to receive financial aid for a total of 1.5 times the length of the academic program (i.e., a student enrolled in a program that is 120 hours long can only take a maximum of 180 hours or 1.5 times the standard program length). A less-than-full-time student must complete the program within a proportionate length of time. All transfer hours accepted by the Office of the Registrar toward a student's program are counted as attempted and earned. a. Students who change their major multiple times run the risk of exceeding the 1.5 or 150% completion rule. Once a student exceeds this rule, they are no longer eligible for Federal Aid. The Office of the Registrar would determine what classes would transfer for each major change; losing completed hours after each transfer affects the 1.5 or 150% completion rule. Attempted hours are any hour the student has tried without completion by withdrawing, failing, incomplete, or losing hours during a major change. b. Students who change their major multiple times run the risk of exceeding the 1.5 or 150% completion rule. Once a student exceeds this rule, they are no longer eligible for Federal Aid. The Office of the Registrar would determine what classes would transfer for each major change; losing completed hours after each transfer affects the 1.5 or 150% completion rule. Attempted hours are any hour the student has tried without completion by withdrawing, failing, incomplete, or losing hours during a major change. c. Students who change their major multiple times run the risk of exceeding the 1.5 or 150% completion rule. Once a student exceeds this rule, they are no longer eligible for Federal Aid. The Office of the Registrar would determine what classes would transfer for each major change; losing completed hours after each transfer affects the 1.5 or 150% completion rule. Attempted hours are any hour the student has tried without completion by withdrawing, failing, incomplete, or losing hours during a major change. 2. Students must complete at least 67% of the cumulative hours attempted to maintain satisfactory progress. For example, a student who attempted a cumulative total of 55 hours must have completed at least 36 hours to meet the requirement (55 X .67 =36.85: round decimals down to whole numbers. 3. Attempted credits include grades earned after the add/drop period. These grades include A, B, C, D, Administrative Withdrawal (AW), Failing (F), Incomplete (I), Pass (P), Transfer Credit (TR), and Withdrawal (W). a. Students are reminded that withdrawals earned at Mid-America Christian University would count as attempted hours. These "W's" can adversely affect the student's eligibility for Federal Aid. Therefore, "W's" are counted in the above-listed 67% rule (#3) as attempted hours that are not completed. b. Students are reminded that withdrawals earned at Mid-America Christian University would count as attempted hours. These "W's" can adversely affect the student's eligibility for Federal Aid. Therefore, "W's" are counted in the above-listed 67% rule (#3) as attempted hours that are not completed. 4. To maintain satisfactory progress, a student must earn the required cumulative grade point average (CGPA) that applies to their program at Mid-America Christian University each semester: i. 0-24 credit hours = 1.75 ii. 25 or more credit hours = 2.00 iii. Graduate = 3.00 5. To maintain satisfactory progress, a student must earn the required cumulative grade point average (CGPA) that applies to their program at Mid-America Christian University each semester: 45
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6. Suppose a CAS student fails to complete the minimum hours or SAP CGPA needed to maintain satisfactory progress. In that case, they are placed on financial aid WARNING for the following full semester. The student IS eligible to receive financial aid during the warning period. The exception to this is that earning zero credits in one period of enrollment results in an automatic SUSPENSION of financial assistance. Suppose a CAGS student fails to complete the minimum hours or SAP CGPA needed to maintain satisfactory progress. In that case, they are placed on financial aid SUSPENSION for the following full enrollment period. 7. Suppose a student does not make up for their deficiencies but does complete the required 67% of the attempted hours AND achieves the minimum necessary SAP CGPA during their warning period. In that case, they may continue on financial aid warning with an academic plan and receive aid. 8. If a student fails to meet minimum satisfactory progress at the end of the warning period, they are placed on financial aid suspension and become INELIGIBLE to receive financial aid until satisfactory progress has been achieved. The Office of Financial Aid would inform the student about the minimum number of credit hours and the minimum SAP CGPA they must reach before their eligibility for further financial aid is regained. 9. The Financial Aid Committee must approve exceptions to this policy. They are considered only under extenuating circumstances and with a written appeal. For example, circumstances could include becoming very ill or severely injured, a relative's death, a mental breakdown, or proof of improved academic achievement at another institution, both qualitatively and quantitatively.
Institutional Refund Policy A student must officially withdraw or drop out to be considered for an institutional refund. The Bursar's office calculates refunds upon completion of the drop or withdrawal through the Office of the Registrar. Any fees associated with a course or program are non-refundable. College of Arts and Sciences To ensure fair and equitable refunds of unused tuition, fees, and room and board charges to students who withdraw or drop before the completion of each semester, the following Institutional Refund Policies have been established according to the following withdrawal or drop deadlines. Refund policy for 16-week classes First week ............................................. 100% Second week .......................................... 90% Third week .............................................. 75% Fourth week ........................................... 50% Fifth week ............................................... 25%
Summer Institutional Refund Policy (week-long classes)
Before the first day of class .................. 100% After the 1st Day ...................................... 0%
Refund policy for 5-week to 8-week classes Before the first class ............................. 100% Within the first week ............................... 80% Within the second week ......................... 60% After the second week ............................. 0%
Weekend Class Refund Policy Before the first class ............................. 100% Before the third class ............................. 50% After the third class has met..................... 0%
The withdrawal date shall be when the student completes and turns in the appropriate forms for the University and not the date of last attendance unless the student never attends. Room charges are pro-rated according to the refund policy for 16-week classes. College of Adult and Graduate Studies The course and program assess tuition charges. Students who participate and then withdraw for any reason during a course are charged the portion of the tuition considered earned by the university in direct proportion to the number of sessions or fractions elapsed since the beginning of that course. The tuition refund schedule based on the date of withdrawal or drop is as follows: Refund Policy for 5 to 8-week sessions
Refund policy for 2-week session
Before the first session of the course ............. 100% Before the second session of the course ......... 80% Before the third session of the course ............. 60% After the third session of the course, there are no refunds.
Before the first session of the course ............ 100% After the first session of the course, there are no refunds.
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The withdrawal date shall be when the student completes and turns in the appropriate forms for the college and not the date of last attendance. If a student does not participate or attend a course in the first two weeks, the Office of the Registrar will administratively withdraw the student from the course and subsequent enrolled courses. A student administratively withdrawn for non-participation will be refunded 100% of the tuition and fee charges on the student's account. The student is responsible for book charges.
Refund Policy for Financial Aid Recipients Who Withdraw Any student receiving federal financial assistance who completely withdraws from all classes at MACU is subject to the Return of Title IV Funds Refund Policy required by federal regulation. This policy only applies to students receiving assistance through the Pell Grant, Supplemental Educational Opportunity Grant, Perkins Loan, Subsidized Direct Loan, Unsubsidized Direct Loan, Parent Loans for Undergraduate Students Programs, and alternative/signature loans. This policy assumes students earn financial aid based on their enrollment time throughout the semester. Upon withdrawal, the Office of Financial Aid would determine the date of the student's withdrawal on record in the Office of the Registrar. They would calculate the student's amount of financial assistance while enrolled in classes according to the following formula: the number of days enrolled divided by the total number of days in the semester. If the amount of federal aid disbursed exceeds the amount of federal aid earned as of the withdrawal date, either the University, the student, or both are required to return some portion of the federal aid received. In addition, late disbursements for which the student is eligible must be included. CAS students who remain enrolled beyond 60% of the semester have earned 100% of the financial aid received. Students enrolled for less than 60% of the semester would likely be responsible for repaying some of the financial aid received. The Office of Financial Aid would calculate the amount of any refund due according to the Return of Title IV Funds Formula outlined in federal regulation. Examples of this refund formula are available in the Office of Financial Aid. Any refund calculated from this formula is returned to the appropriate federal financial aid programs. Refunds for financial aid recipients are never given directly to the student. Calculated refund amounts are returned to the federal financial aid programs in the following order: Unsubsidized Direct Loan, Subsidized Direct Loan, Perkins Loan, Plus Loan, Federal Pell Grant, SEOG Grant, and other federal financial aid programs. Under this policy, the withdrawal date is when the student begins the withdrawal process by contacting the MACU Office of the Registrar in person or by phone to complete a Notice of Withdrawal form. If a student leaves MACU without contacting the Office of the Registrar to withdraw formally, the withdrawal date is designated as the midpoint of the semester or the last date of attendance at a documented academically related activity. For students who fail to return from an approved leave of absence, the withdrawal date is when the leave of absence begins. Leave of Absence Specific to Military Active Duty Mid-America Christian University supports students who serve in the Armed Forces (including reserve components) who receive orders “to perform a period of service” (i.e., active duty, inactive duty training, or state service). Upon verification of orders requiring active duty, the service member may select from several tuition and fee credit options. Students may obtain additional information regarding tuition credit by contacting the Office of the Registrar. Options available to qualified students: Upon meeting with the Office of the Registrar to verify orders, MACU would work with the student to determine the best plan for their circumstances. MACU has three options to review and consider: •
Withdrawal and Refund: Withdraw from the student's entire registration and receive a 100% refund for tuition and housing fees associated with the term in which the enrolled student receives
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official orders 'to perform a period of service,' including but not limited to active duty, inactive duty training, or state service. •
Incomplete Grades: Plan with the student's instructors for course grades or incompletes that the student at a later date shall complete. If such arrangements are made, the student's registration shall remain intact, and the courses' tuition and mandatory fees shall be assessed.
•
Partial Incompletes: Plan with only some of the student's instructors for grades or incompletes that the student will contact to complete the coursework later. If such arrangements are made, the course registration shall remain intact, and tuition and mandatory fees shall be assessed for those courses. Any course for which arrangements cannot be made for grades or incompletes shall be considered dropped. The entire tuition and mandatory fees for the dropped course will be fully refunded.
For further details or assistance, students are encouraged to contact the Office of the Registrar. GI Bill® is the U.S. Department of Veterans Affairs (VA) registered trademark. Note: See the Readmission of Service Members section for more information on returning to school after a leave of absence.
Overawards and Overpayments Overawards or overpayments occur when students receive federal aid beyond their eligibility or need. Even though great care is taken to prevent an over-award/overpayment to a student, students may occasionally receive more federal aid than they are entitled to due to the student or institutional error. Suppose a student receives federal aid (Title IV Funds) for which they are later deemed ineligible. In that case, the institution refunds all Title IV amounts (with top priority) to the appropriate source no later than 45 days from the determination date of the award. As a result, the student's account is adjusted. The student is informed of the action and the repayment owed to the institution. Release of Student Records and Documents A student may not receive an official transcript, certificate, or diploma until all accounts and fines (current or otherwise) have been settled following University policies. Mid-America Christian University would retain such documents as security for such obligations until they are satisfied. Refund Specific to Military Tuition Assistance Third-Party Contract The University refund policy applies to all Third-party contract students and includes military tuition assistance (TA) students. Any unearned TA funds are returned to the funding source on a proportional basis through at least 60 percent of the period for which the funds were provided. TA funds are earned proportionally during enrollment, with unearned funds returned based on when a student stops attending. For example, when a Service member stops attending due to a military service obligation, the University would work with the affected member to identify solutions that do not result in student debt for the returned portion. See section below for Students Called to Active Duty for information on the refund policy if an enrolled student receives official orders 'to perform a period of service,' including but not limited to active duty, inactive duty training, or state service.
MACU Active Military & Veteran Services Student Veteran Advisor To ensure the timely awarding of VA Education Benefits, the MACU Student Veteran Advisor would certify benefits by term or class (CAGS students). Students must notify the MACU Office of Veterans Services of all enrollment changes with as much advance notice as possible. Additionally, all class registration, drops, and program changes must be communicated immediately with the MACU Office of Veterans Services. Mid-America Christian University Office of Veteran Services 3500 S. W. 119th St., Oklahoma City, OK 73170 Phone: 405.692.3147 | FAX: 405.692.3165 | Email: macuva@macu.edu
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GI Bill® Student Responsibilities Applications for Benefits VA students can submit applications online. If students don't have access to apply online, they can call 1-888-442-4551 and ask that an application be mailed to them. All VA students must apply when they first start school before receiving benefits. Students who have never received VA benefits must file an original application. Students who have received VA benefits must file a "Request for Change of Program or Place of Training." All students can go to www.va.gov to complete an application for benefits or update their status directly with the VA. Change of Address and Direct Deposit Address and direct deposit information must be kept current. Chapter 30 and 1606 students can use the WAVE system to update address and financial institution information. Links to do so are on the "Main Menu" available after logging onto WAVE. In addition, all beneficiaries must now use direct deposit for GI Bill benefits and submit direct deposit information at the time of application. If students want to start (Chapters 30, 33, 35, and 1606) or change a direct deposit, they should have their account information handy. The following information is needed to set up a direct deposit and can be found on checks and bank statements: Account number 9-digit bank routing number Type of account (checking or savings) If a student has a direct deposit, they must keep their address current because all other correspondences, including award letters, are mailed to their address. All other students can call 1-877-838-2778 to begin and change direct deposit. eBenefits Students are strongly encouraged to register and utilize eBenefits to assist them in the following: Obtaining up-to-date information on their educational entitlement Updating their Direct Deposit and personal contact information Downloading VA letters and personal documents Viewing the current status of their payments (both education and disability) Students can register for a Basic or Premium account. Still, they must be enrolled in the Defense Enrollment Eligibility Reporting System (DEERS) to obtain either account type. Student Verification of Enrollment Students receiving Chapters 30 and 1606 must verify their enrollment monthly by Web Automated Verification of Enrollment (WAVE) or Interactive Voice Response (IVR). The monthly enrollment verification has not been added for Chapter 33 and Chapter 35, with one exception. Chapter 35 NCD students are mailed a monthly verification form (VA Form 22- 8979). The preferred verification method is WAVE, which includes features not in IVR. The award letter they receive describes WAVE and IVR when students are awarded benefits. The earliest students can verify their enrollment is the last calendar day of each month. WAVE allows students to verify their enrollment on the Internet. WAVE is on the Education Service website. Students must be enrolled in an approved educational program and have a current benefit award to use WAVE. The WAVE system permits students to perform a multitude of functions. For instance, students may: Verify that enrollment has not changed Report a change in enrollment Change mailing address Initiate or change direct deposit information View the enrollment period and monthly benefit amount View the remaining entitlement Sign up for a monthly email reminder 49
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IVR allows students to "phone in" (1-877-823-2378) their monthly verification if there are no changes to the enrollment during the previous month. If there were changes in the registration, the student must contact the VA Certifying Official to submit a change in status. The payment may be delayed until the reduction is processed.
Chapter 31, 33 & 35 – Veterans Benefits and Transition Act of 2018 Service charges and account holds are placed on all student accounts until accounts are brought current. Chapters 31, 33, and 35 Beneficiary students certified by the School Certifying Official would immediately have account holds or service charges removed upon certification. These VA beneficiaries are not penalized as a result of delayed VA payments.
Military Service Credit Mid-America Christian University awards credit for educational experiences during military service according to the recommendations of the American Council on Education as published in “The Guide to the Evaluation of Military Experiences in the Armed Services.” Students are responsible for providing the Office of the Registrar with official military joint services transcripts for review. Any student who served in the Army, Coast Guard, Marine Corps, and Navy and is using Department of Defense funding, including but not limited to tuition assistance or VA education benefits, is required to provide an official Military Joint Services Transcript for evaluation. The maximum number of ACE military credit hours a student can earn is established at 30; this is in combination with credit from other ACE, CLEP, DANTES, and AP credits. This maximum credit does not include credit awarded through CDC or ACT evaluations. See the section on Non-Collegiate Learning Credit for more information. The grade of S (satisfactory) is assigned to all credits awarded for military training. Students with educational experiences in the military must submit the following military records to the Office of the Registrar for review. • Army, Navy, Coast Guard, and Marine Corps: Submit an official Joint Services Transcript. Students may request that a Joint Services Transcript be sent electronically to the University. • Air Force personnel and veterans: Request an official transcript from the Community College of the Air Force for work taken as an undergraduate or from the Air University for work taken as a graduate student. Community College of the Air Force transcripts may be ordered by sending a request in writing to CCAF/RRR, 130 West Maxwell Blvd, Maxwell AFB AL 36112-6613, (334) 953-2794 (DSN 4932794). You may also visit au.af.mil/au/ccaf. Air University transcripts may be obtained by writing to the Office of the Registrar, 50 South Turner Blvd., Maxwell AFB-Gunter Annex AL 36118-5643. • DANTES/USAFI: Students may also request a transcript from DANTES (Defense Activity for NonTraditional Education Support) or USAFI (United States Armed Forces Institute—tests taken before July 1, 1974). Many tests taken under the auspices of DANTES or USAFI carry American Council on Education credit recommendations recognized by the University. Official DANTES transcripts can be ordered from Thomson Prometric, P.O. Box 6604, Princeton, NJ 08541-6604, (877) 471-9860 (tollfree). A transcript of USAFI courses or tests completed before July 1, 1974, may be obtained from Thomson Prometric, P.O. Box 6605, Princeton, NJ 08541-6605. Visit getcollegecredit.com to learn more.
Military Tuition Discounts and Rates All tuition and fees are subject to change without notice. At Mid-America Christian University, we take pride in our commitment to providing accessible and quality education to those who have served or are currently serving in the military. Acknowledging your dedication, we offer a comprehensive support system, including a 15% tuition discount for undergraduate and graduate veterans and active-duty graduate students. Military Tuition Discount We are pleased to extend a 15% tuition discount for undergraduate and graduate veterans and activeduty graduate students. This discount is applied upon proof of service and remains in effect for the duration of enrollment at Mid-America Christian University. 50
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Special Benefit for Undergraduate Active Duty Military Recognizing the unique circumstances of active duty military pursuing undergraduate studies, we go a step further. Instead of the 15% tuition discount, undergraduate active-duty military students are eligible for a specialized military tuition rate and a fee waiver. This initiative is designed to ease the financial burden associated with pursuing higher education while serving in the military. To ensure the continued eligibility of undergraduate active-duty military students, we annually verify their active duty status. This process is straightforward, and students will be guided through the steps to provide the necessary documentation. We understand the importance of consistent support and aim to streamline this process for your convenience.
Students Called to Active Duty Military Service Refund and Course Withdrawal Policy At Mid-America Christian University, we recognize the unique circumstances and commitments that members of the Armed Forces, including reserve components, may face during their academic journey. In support of our military-affiliated students, the university has implemented the following policy: •
Refund Scope: This policy provides a 100% refund for tuition and housing fees when an enrolled student receives official orders 'to perform a period of service,' including but not limited to active duty, inactive duty training, or state service.
•
Eligibility: Enrolled students who are active members of the Armed Forces or reserve components and receive official orders for military service during the academic term are eligible for this refund.
•
Refund Applicability: The 100% refund under this policy is applicable only for the affected term during which the student receives official military orders.
•
Notification and Withdrawal Process: Upon receiving official military orders, eligible students should promptly notify the Veteran Student Advisor at 405-692-3147 or the Office of the Registrar at 405-692-3201. Students can request to withdraw from courses without academic penalty during the period of military service. The university will work with the student to facilitate the withdrawal process, and tuition and fees associated with withdrawn courses will be included in the overall refund.
•
Housing Costs Clarification: Please note that in this instance, the reference to housing is not the monthly housing allowance provided by the Post 9/11 GI Bill but rather housing costs such as residence hall fees.
•
Documentation Requirements: Students requesting a refund under this policy are required to provide a copy of their official military orders as documentation. They can email them to macuva@macu.edu.
•
Refund Process: The university will then initiate the refund process for both tuition, fees, and housing for the affected term.
For more information about education benefits offered by the VA, visit the official U.S. government Website at https://www.benefits.va.gov/gibill. GI Bill® is the U.S. Department of Veterans Affairs (VA) registered trademark.
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ACADEMIC INFORMATION AND POLICIES “Show yourself in all respects a model of good works...” Titus 2:7 (ESV)
Through an exceptional faculty of practitioners and scholars, Mid-America Christian University educates and encourages students to pursue their chosen field of study. The academic policies provide a framework where students can develop their knowledge and skill set, develop a closer relationship with God, and mature in their mental, social, emotional, physical, and spiritual capabilities.
Academic Load There are three types of academic overload: Traditional Academic Overload (16-week), Accelerated Simultaneous Course Enrollment, and Accelerated Overlapping Course Enrollment. The following guidelines are established to promote student success. Students requesting to enroll in any academic overload must meet the following: ● Current Cumulative Grade Point Average of 3.0 or above. ● A valid reason for requesting an overload. The College Dean or Registrar must approve any student academic overload in any semester or period of enrollment. The number of hours a student carries may be limited if a student works or has a record of low academic achievement. The request must have the following information to the Office of the Registrar: ● Student’s Name or Identification Number, ● Courses above and beyond normal academic load, ● Dates or semester of courses, ● Reason for request. Note: Students accepted to MACU through the University Admissions Committee are not allowed to enroll in an academic overload during their first year at MACU. Traditional Academic Overload The normal academic load in a 16-week semester is 12-15 hours. A minimum load of 12 hours is required for classification as a full-time student. Any student semester of enrollment beyond 18 hours is considered an academic overload. Accelerated Simultaneous Course Enrollment (Double-Up) Double-up refers to any student taking two accelerated courses (5 to 8-week courses) concurrently, with both courses beginning and ending on the same date. Accelerated Overlapping Course Enrollment (Overlap) Overlap is a term used when a student begins an accelerated course (5 to 8-week course) that overlaps any other course (16-week traditional or 5 to 8-week accelerated) before completing a current course in progress. In other words, the two courses may run concurrently for one or more weeks.
Academic Probation and Suspension A student must maintain satisfactory academic progress to remain in school and be eligible for a degree or diploma. The following procedures are utilized to track the progress of individual students at MACU.
Undergraduate Probation 1. Only the student's CGPA (cumulative grade point average) counts toward probation. Probation is based on the total number of hours attempted at The End of any period of enrollment in which the student is enrolled. For the College of Arts and Science, satisfactory academic progress is evaluated at the end of each semester. For the College of Adult and Graduate Studies, academic progress is evaluated twice yearly for undergraduate students at mid-year and the end of the year. 2. All transfer courses transcribed by the Office of the Registrar would count toward the CGPA.
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3. The Office of the Registrar does notify a student that they are placed on probation for the following semester/period of enrollment when the Minimum Cumulative Grade Point Average falls below the following standards. Hours Completed Required CGPA 0-24 1.75 25+ 2.00 4. Students have the privilege of repeating any course to raise their grades. When repeating courses, the best grade is used in the cumulative grade point average, and any lower grades are ‘forgiven’ (removed from the cumulative grade point average). 5. Students placed on probation have one semester/enrollment period to bring their CGPA up to the required standard, as listed above. If the satisfactory standard has not been met at the end of that probationary period, the student is suspended from the University for at least one semester/period of enrollment. The student may appeal to the University Admissions Committee for an additional semester of probation to be granted if desired. 6. Transfer students whose program evaluation shows that the CGPA of the accepted transfer classes does not meet the standards listed above in item (3) do not enter on probation. Instead, they are treated as any other student and have one standard semester of attendance, plus one probationary semester, if their CGPA does not meet the required standards. 7. A student is taken off probation at the end of any semester that their CGPA is accepted.
Undergraduate Suspension A student placed on academic suspension is suspended from the University for one semester/enrollment period. Following this period, the student who desires to reenroll at MACU must appeal for readmission to the University Admissions Committee. This notice must be in writing and given to the Director of Admissions no later than 15 days before the first day of classes of the semester in which enrollment is desired.
Graduate Probation 1. Only the student's CGPA (cumulative grade point average) counts toward probation. 2. Probation is based on the total number of hours attempted at the end of any period of enrollment in which the student is enrolled. For graduate students, academic progress is evaluated twice a year at the mid-year and end of the year. 3. All transfer courses transcribed by the Office of the Registrar would count toward the CGPA. 4. The Office of the Registrar does notify a student that they are placed on probation for the following semester/period of enrollment when the Minimum Cumulative Grade Point Average falls below a 3.00 or receipt of a grade below a B. Receipt of three (3) grades below a B in any given Master’s program would result in automatic dismissal. 5. Students have the privilege of repeating any course to raise their grades. When repeating courses, the best grade is used in the cumulative grade point average, and any lower grades are ‘forgiven’ (removed from the cumulative grade point average). 6. Graduate students on probation have a period of enrollment to bring their CGPA up to the required standard or retake grades below a B, as listed in items (3) and (4) above. If the satisfactory CGPA standard has not been met at the end of that probationary period or if the student earns three grades below a B, the student is suspended from the University for at least one enrollment period. The student may appeal to the University Admissions Committee for an additional semester of probation to be granted if desired. 7. A student is taken off probation at the end of any semester that their CGPA is accepted.
Graduate Suspension A student placed on academic suspension is suspended from the University for one enrollment period. Following this period, the student who desires to reenroll at MACU must appeal for readmission to the University Admissions Committee. This notice must be in writing and given to the director of admissions no later than 15 days before the first day of classes of the semester in which enrollment is desired. 53
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Student Success Plan A Student Success Plan, prepared by Student Services in coordination with the student's academic advisor or the University Admissions Committee, is highly recommended for students on academic probation or provisional acceptance by the University Admissions Committee. Students on this plan who fail to comply with the plan may result in discontinued enrollment.
Academic Periods of Enrollment The academic year of the College of Arts and Sciences is divided into two sixteen-week semesters plus a summer session. The College of Adult and Graduate Studies undergraduate academic year is at least 24 semester credit hours and 40 weeks of instructional time divided into at least six (6) semester credit hours in ten (10) weeks of instructional time. The graduate academic year is at least 24 semester credit hours and 48 weeks of instructional time divided into at least six (6) semester credit hours in a 12-week period of instructional time.
Academic Terminology Accelerated Bachelor’s/Master’s (4+1 or 4+3) The 4+1 or 4+3 accelerated bachelor’s and master’s degrees are designed to provide select highachieving undergraduate students with the opportunity to combine advanced undergraduate coursework with graduate coursework to accelerate graduate degree completion. These programs allow accelerated students to obtain a bachelor’s degree and a master’s degree within five years (seven years for MS Counseling). These programs are preapproved combinations and are internal to MACU.
Concentration/Emphasis A concentration or emphasis is a structured plan of study within a program that defines a specialty area or specific field of study. The number of credit hours for a concentration/emphasis varies but is included within the required hours for the major. A concentration/emphasis must include at least 12 credit hours of specialized coursework. The concentration/emphasis appears on the official transcript. MACU uses the word concentration to depict a specialty area or field of study in undergraduate-level degree programs. The emphasis is used on the graduate level.
Discipline Multidisciplinary and Interdisciplinary Studies options allow a unique opportunity for students interested in more than one academic discipline to choose from several program/discipline areas of study. These programs are designed to allow the student to participate in coherent, academically sound, and goaloriented education directly relevant to the student's intellectual development and career aspirations. It is appropriate for those students who seek a thorough grounding in the traditional arts and sciences from several academic perspectives. Each student in a Multidisciplinary or Interdisciplinary Studies becomes an active partner in formulating their program of study, working in consultation with an academic advisor to devise an appropriate individual degree plan.
Major A major represents the primary field of study of a degree-seeking student. A major is a structured plan of study requiring a minimum of 30 credit hours. It must be feasible for students to complete degree requirements within 122 credit hours. The major appears on the official transcript.
Accommodations Policy At Mid-America Christian University, we desire to create an environment where all students are accepted and valued. Therefore, reasonable accommodations are provided for those students who qualify under the American Disabilities Act as having a disability. Disability includes two elements: (1) a physical or mental impairment which (2) substantially limits one or more of the major life activities of the person in question. Major life activities include but are not limited to walking, breathing, seeing, hearing, performing manual tasks, caring for oneself, learning, and working; has a record of physical or mental impairment; or is regarded as having a substantially limiting physical or mental impairment, even though the impairment is insubstantial or a reflection of the attitudes or others or nonexistent. A student must provide documentation of disability to the ADA Accommodations Committee. This documentation would include diagnosis, recommendations, or requirements from a physician, therapist, counselor, previous schools, and others as pertinent and available. All diagnostic information is confidential; therefore, memos can be 54
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sent only at the student’s request. Upon receipt of a request for special accommodations and documentation for our records, the ADA Accommodations Committee initiates the process of reviewing the accommodations request.
Alternative Certification in Teacher Education The Alternative Certification in Teacher Education is designed for those with a degree who need a teaching license/certificate. Oklahoma requires at least two years of work experience in the field of their degree or one college-level course posted as a post-bachelor degree in the teaching field or education. Anyone seeking alternative certification must also pass the Oklahoma General Education Test (OGET) and an Oklahoma Subject Area Test (OSAT) based on their bachelor’s degree field. The Oklahoma State Department of Education determines which OSAT must be passed and any additional education requirements that must be completed before licensure. Each applicant must complete an application for alternative licensure, including a resume and official transcript. Also, applicants must pass an interview and background check. The Oklahoma State Department of Education website offers more details about alternative certifications.
Attendance/Participation College of Arts and Sciences Attendance Policy Allotted Absences In recognizing that unavoidable circumstances may result in an occasional absence, except for Internships and Practicums, a student is allowed some absences without penalty. Number of Absences Allowed Without Penalty: MWF classes = 4 absences TR classes = 3 absences M classes = 2 absences Mid-America Christian University considers the maximum absences to be no more than four weeks of a 16-week course and no more than one week of an 8-week course. Any absences beyond the number allowed without penalty may result in a grade reduction if specified in the course syllabus. No student otherwise passing a course shall be given a failing grade solely due to exceeding the maximum number of absences allowed. However, attendance alone does not affect passing or failing grades for a course. Maximum Number of Absences Allowed, Including University-Sponsored Events: MWF classes =12 absences TR classes = 8 absences M classes = 4 absences NOTE: All students are responsible for the content of any course they are officially enrolled in, including satisfying all course requirements. University-Sponsored Absences for Athletics/Music/University-Sponsored Groups Students involved in intercollegiate athletics, musical ensembles, or other university-sponsored groups are expected to be absent for only those classes that directly conflict with travel and game/performance schedules. Practices are not a sufficient rationale for absences from scheduled classes. Suppose a significant attendance problem is due solely to conflicts arising from university-sponsored events. In that case, the student should consider finding a more appropriate time for taking the course. All universitysponsored events impacting course attendance must be sent to the Dean and Vice President of Academic Affairs for approval. Coaches and Sponsors must notify the Dean’s office at least one (1) day in advance of any planned absence; the Dean’s office would then send out a notification to all instructors to make certain all work is completed before the absence if specified in the syllabus, or to set a deadline for makeup work. The last day for withdrawing/dropping a class in any semester is two (2) weeks before the last day of classroom instruction. Some classes may only be withdrawn from/dropped once without penalty. See Academic Programs, Core Completion – Special Requirements.
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Suppose the student has assessed a penalty and has legitimate, extenuating circumstances beyond their control for some or all absences. In that case, the student may appeal, in writing, to the Academic Appeals Committee through the Office of the Registrar to have the absences reviewed. ● It is the student's responsibility to keep track of their absences. ● Suppose the student chooses to appeal excessive absences. In that case, they shall do so within 14 days after the date of the first absence that causes their grade reduction in the course. ● "The burden of proof" for absence appeals would require verifiable documentation, e.g., a doctor’s excuse. ● The student is responsible for all work missed and all assignments made in their absence.
College of Adult and Graduate Studies Participation Policy Due to the concentrated scheduling and the emphasis on participatory learning, students must actively participate in academically related activities each week. Participation in academically related activities includes but is not limited to: ● physically attending a class where there is an opportunity for direct interaction between the instructor and students; ● submitting an academic assignment; ● taking an exam, an interactive tutorial, or computer-assisted instruction; ● attending a study group that the Instructor assigns; ● participating in an online discussion about academic matters. Academically related activities do not include activities where a student may be present but not academically engaged, such as: ● living in institutional housing; ● participating in the school’s meal plan; ● logging into an online class without active participation; or ● participating in academic counseling or advisement. Any student who misses the first two-weeks of academically related activities in any course will be administratively dropped on the census date for the current course for non-participation and receive a 100% refund for tuition and fees accrued for the course(s). The student will be considered administratively withdrawn and will need to contact the University to enroll in future courses. If one week of academically related activities is missed from an accelerated course, it is recognized as a significant loss of instructional and interaction time. Any student missing academically related activities must contact the professor for makeup assignments. The acceptance of makeup work is at the sole discretion of the professor. Makeup work would include assignments missed and specifically designed work to include all contact class hours missed. Failure to complete the makeup work would prompt a review of the student’s performance by Academic Affairs, which may result in probationary status affecting financial aid.
Class Standing A student's class standing depends on their total academic credit. Freshman 0 - 24 credit hours Sophomore 25 - 48 credit hours Junior 49 - 73 credit hours Senior 74 + credit hours or more
Courses/Educational Model College of Arts and Sciences On-Campus Student Experience The College of Arts and Sciences provides a traditional on-campus student experience for recent high school graduates as well as more mature, daytime-commuting students. On-campus classes are taught in a traditional classroom setting, allowing face-to-face interaction with faculty and peers.
Online and On-Campus Accelerated Student Experience The College of Adult and Graduate Studies provides a non-traditional student experience for busy, working adults that allows them to pursue a degree online, on campus through accelerated classroom 56
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formats, or a combination of both online and on campus. Online students interact with faculty and peers in online webinars, dialogues, and other forms of social media. On-campus students enjoy a traditional classroom setting with an accelerated format that allows them to meet only one evening per week.
Individualized Instruction Individualized instruction is reserved for students who meet the following criteria: ● The content, requirements, and standards of the Individual Instruction Course shall be the same as those of the corresponding course. ● Individualized instruction allows a student to take an unscheduled course required to complete a program of study. ● The course must not be offered currently or again before the student’s graduation. ● A student seeking individualized instruction may initiate the request by completing the Petition for Individualized Instruction form obtained from the office of the Registrar after preliminary discussions with the academic advisor. ● Students should submit this request only after exhausting such options as a substitution by the School Chair or substituting a similar course from another school or institution. ● Justification for a course through individual instruction is required. If a student requests permission to study in an inter-departmental curriculum, the student should seek the approval of the department chair of the faculty member supervising the course. Neither the department chair nor the dean would approve a request which attempts to compensate for an inadequately planned schedule. If permission is granted, the following regulations apply: 1. The Individualized Instruction Form must be completed. 2. The course requirements must be completed in one (1) semester/period of enrollment. 3. The student must pay full tuition for each credit hour. 4. The student must pay an individualized instruction fee of $60.00 per credit hour for undergraduate courses and the normal tuition charge.
Honor Studies Honor studies are open to qualified students with initiative and capability for individual study and research. A course is designed to allow students to do advanced work in an area of particular interest to them under the supervision of a selected faculty member. The appropriate college dean must approve the offering of the course and its format, which must be completed within the regular semester as scheduled.
Course Cancellations The University reserves the right to cancel any course with fewer than five (5) registered students.
Credit Hour Policy The general rule provided by the U.S. Department of Education and regional accreditors is that one academic credit hour comprises 15 hours of direct instruction (50-60 minutes) and 30 hours of out-ofclass student work (60-minute hours). In other words, a student will spend 45 hours on one (1) credit and 135 hours (45 hours of direct instruction and 90 hours of out-of-class student work) in a typical 3credit class. Time per week calculations for various course lengths can be found further down the page. There can be nuances in how this is applied depending on the course type. For example, for online courses, one must distinguish between direct instruction and student work "outside the classroom" see below. Student work expectations are replaced with cultural engagement time for study abroad courses. The distinction between direct instruction and out-of-class time is dropped in experiential courses. The time is combined to become 45 hours per credit. When working with online and hybrid courses, it can become difficult to distinguish direct instruction from student work "outside the classroom." The following provides the following basic guidelines.
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"Direct instruction" includes: Instructor's narrative In-class lecture (for hybrid courses) Text in a learning module Podcast o Video (instructor or departmentally created) o Video from other sources (equivalent to a guest speaker or a movie watched during class time) o Multimedia interaction (learning objects) o Discussions, blogs, wikis o Exams and quizzes o Any instructor-guided activity, including small group activities o Any assignment or activity you would traditionally do "in class" "Out-of-class student work" includes: Readings Other media consumption o Videos or podcasts created by authors other than the instructor intended to replace readings Assignments o Papers o Projects o Prep of presentations o Research Group work that traditionally would be done "outside of class" Course Time Per Week The amount of time that should be offered in a course per week varies with the length of the course. Time per week over 16 weeks: 1 Credit Course: 1 hr direct instruction, 2 hrs student work 3 Credit Course: 3 hrs direct instruction, 6 hrs student work Time per week over 8 weeks: 1 Credit Course: ~2 hrs direct instruction, 4 hrs student work 3 Credit Course: ~6 hrs direct instruction, 12 hrs student work Time per week over 5 weeks (see the section on Accelerated Courses below): 1 Credit Course: 3 hrs direct instruction, 6 hrs student work 3 Credit Course: 9 hrs direct instruction, 18 hrs student work Time per week over 6 weeks (see the section on Accelerated Courses below): 1 Credit Course: 2.5 hrs direct instruction, 5 hrs student work 3 Credit Course: 7.5 hrs direct instruction, 15 hrs student work Accelerated Courses Accelerated courses are classes that are designed to cover the same material and content as traditional courses but at a faster pace. Accelerated courses are often favored by students who want to expedite their education or professionals looking to enhance their skills and knowledge more quickly. Accelerated format courses must contain sufficient content for students to meet the course outcomes, have regular and substantive instructor-initiated interaction, and use the same or similar key assessments as standard format courses, but do not need to meet the typical time-based credit hour requirements. These courses receive higher assessment scrutiny from the Department of Education. Thus, the Vice President of Academic Affairs Office must show a comparison between student performance data and standard deliveries of the course.
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Note: 15 hours per credit of instruction must be provided in every course to meet the Department of Education's requirements (45 hours for a 3-credit hour course). Course Review and Approval Process: 1. Course developers would ensure that the required quantity of student learning per credit is the equivalent of forty-five (45) hours of coursework over a sixteen (16)-week semester through instructional activities that address and demonstrate student competencies in defined learning outcomes. These instructional activities should draw upon instructional practices approved by the University’s Vice President of Academic Affairs and respective Academic Deans. 2. University Governance Bodies (e.g., the University Curriculum Committee, Faculty Committees, Academic Council, and University Senate) recommend to the Vice President of Academic Affairs and the President the appropriate semester credit hour definition and application according to the following guidelines: a. The University's semester calendar does not violate any accreditation standards or federal guidelines; b. The University's semester calendar would facilitate the educational attainment of the University, including the process for the award of transfer credit; and c. A semester credit hour is consistent throughout all the University's academic programs. Specific coursework is evaluated as follows: Traditional Coursework – Based upon this definition, the University’s traditional in-seat courses running 150 minutes per week for sixteen weeks conform to this standard, with students awarded three (3) credit hours for such coursework. Courses with relatively more or less weekly contact time between faculty and students are assigned appropriately more or fewer credit hours. By this standard, the University’s laboratory and applied music classes also yield an equivalent and appropriate amount of credit, depending upon the amount of instructional time and student learning activity. In addition, based upon the foundation of this accepted practice in higher education, the University defines the following equivalences for courses with a non-traditional structure, condensed format, or alternative mode of delivery: Internships and Practicum – The University recognizes the educational value of the hands-on experience gained in an internship or practicum. Therefore, to earn three (3) semester credit hours, a student must receive a minimum of 135 clock hours of in-field experience during the term, with a commensurate amount of in-field time for internships yielding 6, 9, or 12 credit hours. In addition, the University expects the faculty internship supervisor to interact with the student regularly, reviewing the student observations or assessments from the faculty member or any on-site supervisor, and providing both formative and summative evaluations of student performance. For internships near campus, students normally interact with faculty in the classroom weekly. Faculty interaction for internships at a distance may occur less frequently. Such oversight may also use online connection technologies with a local professional serving as in-field supervisor and intermediary between campus faculty and intern. All internships adhere to standards outlined by the Higher Learning Commission and the U.S. Department of Fair Labor Standards Act. Individual Instruction Classes - Instructors should adjust so that the total number of hours of work required by students is equivalent to that of a traditional class that meets face-to-face. Condensed Courses (Accelerated) – The quantity and quality of student learning activities in condensed courses are expected to be equivalent to those experienced in traditional courses in the discipline, awarding the same number of credit hours. Therefore, courses offered in traditional and condensed or online formats must be structured around the same intended learning outcomes and organized around the same or complementary learning activities. In addition, similar assessments of student performance must be used, and similar data must be gathered for use in the course and program assessment. The Curriculum Committee ensures that these courses meet the credit hour definition at the time of review. This equivalence of content, student activity, and evaluation enables the University to validate the parallel quality of the learning experience in these courses and the equivalence of the credit awarded in condensed courses compared with traditional coursework. Online Courses – Whatever the length of term, students receiving three (3) credit hours for online coursework are expected to engage in online “classroom” activities and independent “homework” activities equivalent in quality and variety to a traditional in-seat course in the discipline at the same educational level. The Curriculum Committee is responsible for ensuring that these courses meet the credit hour definition at the time of review. 59
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Graduate and Professional Studies - The required academic work normally would exceed three (3) hours per credit per week. Ultimately, the responsibility for protecting the academic integrity of curricula, programs, and class schedules rests with the University’s Vice President of Academic Affairs and respective Academic Deans. The University may adjust its basic measure for awarding academic credit proportionately to reflect modified academic calendars and formats of study as long as it meets the criteria mentioned above. The University grants semester credit hours for formalized instruction in various delivery modes, such as a lecture course, which also requires laboratory work or supervised independent study or field activities. Regardless of the mode of instructional delivery or class schedule, the University would assign academic credit consistently across academic programs and transfer credit among accredited institutions of higher education. In all cases, the student learning outcomes must be equivalent. Graduate Credits Earned by MACU Undergraduate Students – MACU students enrolled in an approved Accelerated Bachelor’s/Master’s degree program (commonly referred to as FastTrack, 4+1, or 4+3) may share MACU credit hours. Students must contact their MACU undergraduate advisor and graduate support staff to ensure proper sharing of credit hours. Bachelor’s/Master’s students may earn up to 12 graduate credits during their undergraduate degree to be used later towards a master’s degree. See program sheets for specific graduate courses allowed for each plan of study. An undergraduate degree and a graduate degree may not be awarded during the same term of enrollment. Therefore, students must apply, be admitted, and be registered as graduate students to earn a master’s degree at MACU. Students not enrolled in an approved Bachelor’s/Master’s degree program are not eligible to utilize courses earned during the undergraduate degree program for a graduate degree.
Commencement and Graduation Commencement Students are invited to participate in the annual MACU Commencement Exercise held each spring. This exercise serves as a celebration of the students’ great academic achievements that can be shared with family and friends. Students would indicate their intent to participate in Commencement when they submit their graduation application.
Regalia Student regalia is distributed through the Office of the Registrar. Students receive one set of regalia per degree. The graduation application fee covers standard regalia and includes the following items for each degree: Bachelors: Masters: ● ● ●
1 four-point “mortarboard” cap 1 Bachelor’s level gown 1 Black tassel with year
● ● ● ●
1 four-point “mortarboard” cap 1 Master’s level gown 1 program-specific tassel with year 1 program-specific hood with MACU school colors
Commencement Regalia Policy ● ● ●
● ●
Candidates for degrees must wear robes appropriate to their degree. Graduate candidates for master's programs wear hoods around their necks and down their backs. Undergraduate degree candidates who would graduate with honors wear double cords. Graduates with honors wear the gold/red cords; the gold/silver cords are worn by graduates achieving high honors; and the gold/gold cords are awarded to graduates with the highest honors. Cords or stoles from the Mid-America Christian University and national honor societies with a university affiliation, from registered student organizations, and those distributed by the university are allowed. Undergraduates with a 4.0 grade point average and who have completed at least 60 credit hours of their degree credits at Mid-America Christian University graduate can wear their Academic Distinction medal.
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Undergraduate degree candidates place tassels on the right side of the mortarboard until their degrees are conferred at the University Commencement. Then, the tassels are switched to the left side as a part of the ceremony and are worn on that side at college and school ceremonies and any time after that. ● Mortarboards may only be decorated on the top and must be non-distracting to the ceremony and other graduates. ● Graduates are asked to remove any adornments that are offensive or do not comply with this policy before entering the arena floor. Questions regarding academic regalia may be directed to the Office of the Vice President of Academic Affairs or the University Registrar. ●
Application for Graduation All candidates for a degree are asked to fill out an Application for Graduation two semesters/enrollment period before their expected graduation date. No student is classified as a graduating senior or placed on the prospective graduation list until this application is filed in the Office of the Registrar. Once approved, this form constitutes a formal agreement between the student and the institution regarding completing degree requirements.
Deadlines for the Application of Graduation Acceptances All Students who wish to participate in Commencement in May must apply through the MACU Portal no later than March 1st (see Completion Requirements). All students must apply for graduation through the MACU Portal or to the Office of the University Registrar no later than two months before their planned conferral date. For example, a student planning to graduate as of May 1st must submit their petition by March 1st.
Early Participation – “Walking Early” Students may be interested in participating in a graduation ceremony before all degree requirements have been met. To qualify for Early Participation, the student must meet the following eligibility requirements and receive permission from the Office of the Registrar. Graduating students are eligible for Early Participation if all program degree requirements are scheduled to be completed before the Application for Graduation deadline (March 1st) and must end before the start of the following fall term or August 15th, whichever falls later. These requirements include but are not limited to the following: ● Practicum/Internship/Student Teaching ● Subject Exams/Alternative Credit ● Courses
Graduation Conferral Periods Degrees are conferred 14 times per year, on the 15th of every month for the College of Adult and Graduate Studies and the last day of each semester for the College of Arts and Sciences. A period of one month following each conferral date is required to review and post the conferral information. Official transcripts are available to order after the conferral information is posted. You can check your conferral through the MACU Portal Degree Progress tab, click on the Unofficial Transcript, and scroll down to the printerfriendly link.
Diplomas and Certificates Only the degree, primary major, and honors are listed on the diploma. The diploma must be the graduate's legal name or within reason. For example, students can request their nickname rather than their full first name. Prefixes such as Mr., Dr., or Rev. are not printed on the diploma. All diplomas and transcripts are issued and available via Parchment one month after the degree is conferred, provided the student has met all financial obligations. If a student has an outstanding balance on their account, their diploma will be held until the balance has been resolved. Students will receive a complimentary electronic copy of their diploma from Parchment, followed by a physical copy mailed to the address listed on their graduation application. Students who need a copy of their transcript can request it through Parchment.
Final Examination Week The College of Arts and Sciences final examination week is part of the 16-week semester minimum required by the State of Oklahoma. Students may not be excused from attending classes during finals week. All students 61
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should plan to attend each of their classes and take the final examination for each of those classes according to the final examination schedule. The College of Adult and Graduate Studies does not have a final examination week due to the nature of the accelerated program.
Registration Students whose account is in good standing may register for the upcoming semester/enrollment period once the schedule is posted. To register, students can access the schedule via the student portal or pick up a schedule of classes in the Office of the Registrar. After consulting with their academic advisor, students can register online via the student portal. All Bursar and Financial Aid office holds must be resolved before a student can register via the student portal. Directions on registering online are posted on the student portal and available in the Office of the Registrar.
Auditing a Course A student who wishes to attend class but does not want to receive credit for the class is an auditor. Audited courses are entered on the student's transcript with the "AUD" notation for a grade. Regulations governing audited courses are as follows: 1. Permission to audit is granted only by the appropriate college dean with permission from the class instructor. 2. Instructors would determine the requirements that apply to the auditors. These are explained at the time permission is granted for auditing. 3. If permission is granted to audit, the student does notify the Office of the Registrar on the forms provided. Audited courses are recorded on the transcript only when the instructor has indicated to the Office of the Registrar that the student has fulfilled the requirements stipulated when permission was granted for an audit. 4. A course taken for audit cannot be given credit after the add/drop period.
Late Registration Late registration is conducted through the Office of the Registrar. No late registrations are accepted after the first week of instruction.
Prerequisites A prerequisite to any course is listed in the course description section of the catalog and should be carefully observed. Prerequisites must be taken unless the school chair, with the college dean's approval, waives such requirements. Taking the lower division course concurrently with the advanced course is permitted with the approval of the School Chair and College Dean.
Registration Changes During Add/Drop Period Before the census date, students can modify their schedule via the www.my.macu.edu portal. During this period, students are encouraged to visit with Academic Affairs to ensure these changes meet program requirements and do not adversely affect future enrollment. Students may add classes through the first week of the course period and may drop courses through the second week of the course period. Students should refer to the Institutional Refund Policy for information regarding a refund of tuition during the add/drop period.
Cancellation of Enrollment during the Preliminary Enrollment Period All new students wishing to enter the College of Adult and Graduate Studies programs for the first time will be enrolled in a preliminary enrollment status for the first 14 calendar days of their first term/period of enrollment. Students are not initially accepted into the University during this preliminary enrollment period. Those students who have not elected to withdraw and post satisfactory participation as determined by the University will be retroactively accepted to the University according to the College's Admission policy after the 15th day of their preliminary enrollment. At this point, the students will be charged tuition and may receive any student aid for which they are eligible retroactive to the beginning of the term/payment period. Students who have not participated in accordance with the College’s participation policy by the 14th day will be considered to have canceled while in the preliminary enrollment period. Students may self-elect to cancel their enrollment at any time during the preliminary enrollment period. Students whose enrollments are canceled during the preliminary enrollment period will not incur any tuition or fee obligation to the University. The Office of the Registrar grants final acceptance to the University. 62
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Withdrawal Period The withdrawal period is any change in a schedule, registration, or course after the add/drop period. A nonpunitive grade of ‘W’ is recorded on the official academic record. College of Arts and Sciences 1. You may find the appropriate withdrawal form/portlet through the www.my.macu.edu portal or from the Office of the Registrar. 2. The instructor’s approval is required on the change of registrations processed after the 10th day of class. 3. Change does not become effective until the proper form has been submitted to the Office of the Registrar with all appropriate approvals. 4. The last day to withdraw from a course in any semester is two (2) weeks before the last day of classroom instruction. 5. Please refer to the Institutional Refund Policy for information regarding a refund of tuition.
College of Adult and Graduate Studies 1. You may find the appropriate withdrawal form/portlet through the www.my.macu.edu portal. 2. Change does not become effective until the proper form has been submitted to the Office of the Registrar with all appropriate approvals. 3. The last day to withdraw from any course is one (1) week before the last day of the course. 4. Please refer to the Institutional Refund Policy for information regarding a refund of tuition.
Repeating Courses Students have the privilege of repeating any course to raise their grades. When repeating courses, the best grade is used in the cumulative grade point average, and any lower grades are ‘forgiven’ (removed from the cumulative grade point average).
Withdrawal Administrative Withdrawal/Drop Administrative withdrawal/drop is the process by which the University may withdraw a student from classes. For example, the University would administratively withdraw a student from a course due to lack of participation by the census date or last day to enroll in classes (See Attendance/Participation policy). Administrative Dismissal Administrative dismissal is the process by which the University dismisses a student from further class participation when the due cause is determined. A student may be administratively dismissed for due cause through suspension or expulsion for academic dishonesty (see Academic Honesty and Integrity Policy) and disciplinary procedures. In addition, administrative dismissal may be invoked after due process when a student fails to comply with a University policy. Administrative dismissal is noted in the student’s permanent record. Information concerning procedures that govern student conduct violations is available in the Student Handbook. The student is responsible for any balance remaining on the student’s account after all applicable credits are applied. A student who has been administratively dismissed may be reinstated when the condition that has necessitated administrative dismissal has been fulfilled to the satisfaction of University officials (see Readmission Policy). Withdrawal/Transfer-Out from the University Suppose a student needs to withdraw from the University. In that case, the student should use the following withdrawal procedure to protect their status and leave in the best possible position regarding future registration at this or another college or university. Failure to follow these procedures could result in a lower scholastic standing and a greater financial loss. The student must determine if any balance is owed on their account as of the withdrawal date. ● Contact Academic Advisor/Chair ● Submit an Institutional Withdrawal/Transfer-Out Form of your intentions to withdraw from the University (all current/future courses). ● Arrangements should be made with the Bursar’s office to pay the account. Note: Students with an F-1 visa must also contact the Designated School Official.
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Grades, Transcripts, and Student Records
GRADES, TRANSCRIPTS, AND STUDENT RECORDS Grades Students’ grades in all courses are filed in the Office of the Registrar and become a part of the University's official records. ● Passing grades used are A, B, C, D, and, under certain conditions, P and S. ● Non-passing grades are F and U. ● W, meaning withdrawal, is a neutral grade assigned.
Grade Point System Each hour of A, B, C, D, and F carries a grade point value as follows: A=4, B=3, C=2, D=1, F=0, I=0. Grades of P and S, as well as grades of U, AW, and W, carry no grade point value and are not included in the computation of a student’s enrollment period or cumulative grade point average.
Grading Scale When grades are calculated on a percentage basis and not on a curve, they are evaluated as follows unless different requirements are specified on class syllabi: 90% 80% 70% 60% 0%
to to to to to
100% = A 89% = B 79% = C 69% = D 59% = F
Scholastic Achievement Levels of scholastic achievement are determined by several means, including periodic testing, class participation, daily assignments, class attendance and participation, library work and projects, and a final examination at the course's end. Levels of achievement are recorded as follows: A - Superior Scholarship. Indicates outstanding achievement in the: 1. 2. 3. 4. 5.
Completeness and accuracy of knowledge Comprehension Use of knowledge Originality and creativity of thought and expression. Ability to interrelate with other academic disciplines.
B - Above Average. Indicates above-average levels of achievement concerning some or all of the factors mentioned above. C - Average. Indicates satisfactory and acceptable work. D - Below Average. Indicates an unsatisfactory level of performance that falls below the minimum standard acceptable for graduation but is of sufficient quantity and quality to be counted in the points required for graduation, including credit hours, if balanced by superior work in other classes. F - Failure. Indicates unsatisfactory performance and failure in a required course must be repeated. W* - Withdrawal. Indicates that a course was commenced but that the student withdrew from the course before a final grade was awarded. AW*- Administrative Withdrawal. Indicates a course was commenced, but the student had withdrawn administratively because of a lack of attendance or disciplinary measures before a final grade was awarded. P* - Pass. P, meaning Pass, is a passing grade and indicates the quality of C work or better. S* - Satisfactory. Indicates that a course was completed satisfactorily and credit hours earned. U - Unsatisfactory. Indicates that a course was commenced but was not completed satisfactorily. No credit hours have been earned. I - Incomplete. When a course is not completed by the end of a semester or a summer session because of circumstances beyond the student's control, an "I" to indicate "Incomplete" may be given only with the approval of the appropriate College Dean. AUD*- Audit. This indicates that a course has been attended, but no hours have been attempted or earned. WIP*- Work in Progress. This is a temporary grade issued while the course is still in process. 64
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*These grades are not used to compute the grade point averages.
Incomplete Grades An incomplete grade is not an alternative to a grade of F, and no student may be failing a course at the time an Incomplete is awarded. To receive an Incomplete, the student should have satisfactorily completed a substantial portion of the required coursework for the period of enrollment. The instructor would indicate to the student and submit an approved incomplete form to the Office of the Registrar, which states what must be done to complete the course and sets a time limit appropriate to the circumstances. However, the time allowed should not exceed six months. The student is fully responsible for completing the assigned work before the deadline. The grade would remain “incomplete” unless a grade change is approved. Any incomplete grade is computed the same as an “F” grade. A student who has received two or more I (incomplete) grades that have not been changed to passing grades will not be permitted to enroll for another enrollment period without approval from the College Dean.
How to Obtain Academic Transcripts Academic Transcripts Students may obtain official copies of their transcripts from www.getmytranscript.com. Mid-America Christian University does not accept transcript requests via telephone, fax, or email. Unofficial copies of transcripts are available via the www.my.MACU portal. Students whose permanent records have been encumbered because of money owed to MACU are denied official transcripts until the specified obligations have been met.
Financial Holds on Academic Records and Release of Student Records and Documents A student may not receive an official transcript, certificate, or diploma until all accounts and fines (current or otherwise) have been settled in accordance with University policies. Mid-America Christian University retains such documents as security for such obligations until they are satisfied.
Honors Bachelor’s Degree Graduation Honors Students enrolled in a bachelor’s degree program and meeting the following guidelines qualify for graduation honors. Any honor listed for the graduation ceremony is based on grades received before the spring term and is subject to change once final grades are submitted or upon completion of all degree requirements. Therefore, official graduation honors are awarded and applied to the transcript after the degree is completed and conferred. ● Summa Cum Laude (CGPA of 3.9-4.0) ● Magna Cum Laude (CGPA of 3.75-3.89) ● Cum Laude (CGPA of 3.55-3.74) ● Academic Distinction (CGPA of 4.0 and 60 MACU resident credit hours or more)
Commencement Honors Students enrolled in a bachelor’s degree program and who meet the following guidelines qualify to receive Commencement Honors. Commencement honors are based on grades received before the spring term. Commencement honors are subject to change once final grades are submitted or upon completion of all degree requirements. Therefore, official graduation honors are awarded and applied to the transcript after the degree is completed and conferred. ● Summa Cum Laude (CGPA of 3.9-4.0) ● Magna Cum Laude (CGPA of 3.75-3.89) ● Cum Laude (CGPA of 3.55-3.74) ● Academic Distinction (CGPA of 4.0 and 60 MACU resident credit hours or more)
Undergraduate Dean’s Honor Roll To qualify for the University Dean’s Roll, you must be enrolled full-time and have credit hours of letter-graded coursework with a 3.5 or higher term GPA.
Undergraduate President’s Honor Roll For the University President's List, you must be enrolled full-time and have credit hours of letter-graded coursework with a 4.00 term GPA. No U's or W's. Note: Undergraduate students enrolled full-time in the prior 16-week consecutive terms in the calendar year (spring to fall) are given special recognition in the following spring College of Arts of Science Awards Chapel 65
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Honor Societies Alpha Sigma Lambda Alpha Sigma Lambda (ASL) is a national honor society that partners with colleges and universities to celebrate the scholarship and leadership of adult students in higher education. In addition, ASL is devoted to the advancement of scholarship and recognition of nontraditional students continuing their education in bachelor’s degree programs. Gamma Tau Alpha is the Mid-America Christian University chapter of Alpha Sigma Lambda National Honor Society. The undergraduate candidate must complete at least twenty-four hours taken through and graded at Mid-America Christian University, have a minimum 3.75 GPA, and overall rank in the highest ten percent of their class. Candidates may join by invitation only.
Pi Alpha Alpha The purpose of Pi Alpha Alpha, a National Honor Society for Public Affairs and Administration, is to encourage and recognize outstanding scholarship and accomplishment in public affairs and administration, to promote the advancement of education and practice in the art and science of public affairs and administration, and to foster integrity, professionalism and creative performance in the conduct of government and related public service activities. Membership includes graduate level Public Administration students with at least a 3.7 GPA for 50% of required coursework (a minimum of 18 semester credit hours) and undergraduate Public Administration students with at least a 3.5 GPA in a minimum of 15 credit hours of public administration course work and a 3.0 GPA in all other course work.
Sigma Beta Delta The purposes of Sigma Beta Delta (an International Honor Society in Business Management and Administration) are to encourage and recognize scholarship and achievement among business, management, and administration students and to encourage and promote personal and professional improvement and a life distinguished by honorable service to humankind. Students who have completed a minimum of one-half of the hours in their program of study and have a cumulative grade point average of 3.75 or above in undergraduate programs or 3.90 or above in graduate programs are invited to join this organization.
Sigma Tau Delta Sigma Tau Delta's (an International English Honor Society) central purposes are to confer distinction upon students of the English language and literature and to promote interest in literature and the English language in surrounding communities. MACU Candidates for Sigma Tau Delta membership must have completed at least two college-level courses in English language or Literature beyond the University Core Requirements in English Composition. In addition, the candidate must have a minimum of a 3.0 GPA in English courses, a minimum of a 3.0 GPA in general scholarship or overall rank in the highest thirty-five percent of their class, and must have completed at least three semesters of college-level coursework. Candidates may join by invitation only.
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Academic Support
ACADEMIC SUPPORT Academic Advisement College of Arts and Sciences: Faculty Academic Advisor To assist students in their academic pursuits, the Registrar assigns each student in the College of Arts and Sciences a faculty academic advisor based on their major. The faculty academic advisor is available to assist students with academic, social, and spiritual concerns and is vital in mentoring and ensuring students steadily progress toward degree completion and success in the program.
College of Adult and Graduate Studies: Faculty Academic Advisor Adult and graduate students pursuing their studies in the College of Adult and Graduate Studies are assigned a faculty academic advisor to assist them with academic, social, and spiritual concerns throughout their program of study. Sometimes, time management can be difficult when juggling school, work, and personal life; a Student Support Specialist plays a vital role in mentoring and helping adult and graduate students prioritize and steadily progress through their studies toward degree completion and success in the program. In addition, faculty, program directors, school chairs, registrar, and registrar associates assist learners with academic advising.
Pre-Professional Academic Advisement Whether you are considering a career in law, medicine, or health, MACU has academic advisement for each area. This advisement offers suggestions for helpful classes, specific courses, prerequisites, and general information about respective programs. The pre-professional advisement does not advise you regarding specific classes you must take for a specific major. Still, it would offer information about application to a professional school, the admission process, and writing personal statements. For semester-to-semester advising for your major plan of study, students need to visit the academic advisor in their degree-granting college for specific admissions requirements to that institution. FOCUS Select a major you would enjoy and be happy with, even if you do not go to graduate school or if there is a gap between college and graduate school. Be bold in choosing your major. Unfortunately, there is no one-size-fits-all major for most graduate schools. Discuss your interests with your advisor.
Pre-Dental Advising IMPORTANT FACTORS FOR ADMISSIONS TO DENTAL SCHOOL:
An undergraduate degree in science is recommended but not required Undergraduate Grade Point Average of 2.5 or higher
Resume –experience shadowing in a dental office Dental Admissions Test (DAT) Score Letters of Recommendation Personal Statement/Interview
PRE-DENTAL RECOMMENDED COURSES BIOL 1214 Biology I BIOL 1314 Biology II CHEM 1105 General Chemistry I CHEM 1205 General Chemistry II
CHEM 3103 Organic Chemistry I CHEM 3102 Organic Chemistry I lab CHEM 3203 Organic Chemistry I CHEM 3202 Organic Chemistry II lab
MATH 2114 Calculus I and Analytic Geometry PHYS 1134 Physics I (with lab) PHYS 1234 Physics II (with lab)
Pre-Engineering Advising There are more than 25 different areas of study within the engineering discipline. There are also many sub-disciplines within each umbrella category as well. For example, the broad field of chemical engineering encompasses areas such as process engineering, corrosion engineering, and materials engineering. Naturally, these varying fields can involve very different courses of study. However, all engineering disciplines share certain core competencies that must be mastered to enter this highly competitive profession before transferring to an engineering college to complete their engineering degree of choice. However, many students opt to remain at MACU and finish a degree in mathematics. Then, they are eligible to do many of the engineers' jobs, or they can go to an engineering university and work on a master’s degree. Since a mathematics degree is broader than an engineering degree, graduates would have more options for career choices if they graduate in mathematics.
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IMPORTANT FACTORS FOR ADMISSIONS TO ENGINEERING SCHOOL:
An undergraduate degree in mathematics is recommended
Undergraduate Grade Point Average Resume –experience
PRE-ENGINEERING RECOMMENDED COURSES Pre-Engineering All Tracks Chemical and Environmental CHEM 1105 General Chemistry I Engineering CHEM 1205 General Chemistry II CMSC 4103 Introduction to R for Data Analytics Engineering Course (3 hrs.) Capstone/Internship in the field (3 hrs.) PHYS 1134 Physics II with lab
Physical Chemistry with lab CHEM 3103 Organic Chemistry I CHEM 3102 Organic Chemistry I lab CHEM 3203 Organic Chemistry I CHEM 3202 Organic Chemistry II lab
Biomedical Engineering BIOL 1214 Biology I BIOL 3354 Genetics CHEM 3103 Organic Chemistry I CHEM 3102 Organic Chemistry I lab CHEM 3203 Organic Chemistry I CHEM 3202 Organic Chemistry II lab CHEM 3123 Principles of Biochemistry
Pre-Law Advising The American Bar Association (ABA) does not recommend any undergraduate majors or group of courses to prepare for legal education. Students admitted to law school from almost every academic discipline. You may choose to major in subjects that are considered to be traditional preparation for law schools, such as history, English, philosophy, political science, economics, or business, or you may focus your undergraduate studies in areas as diverse as art, music, science and mathematics, computer science, engineering, nursing or education. Whatever major you select, you are encouraged to pursue an area of study that interests and challenges you while taking advantage of opportunities to develop your research and writing skills. Taking a broad range of difficult courses from demanding instructors is excellent preparation for legal education. A sound legal education would build upon and further refine the skills, values, and knowledge that you already possess.
IMPORTANT FACTORS FOR ADMISSIONS TO LAW SCHOOL:
Undergraduate Grade Point Average Law School Admission Test (LSAT) Score Resume
Letters of Recommendation Personal Statement
PRE-LAW RECOMMENDED COURSES ACCN 4623 Accounting Legal Environment BUAD 4103 Legal Environment of Business COMM 3233 Media Law and Ethics CRJS 3303 Criminal Justice Philosophy and Practice CRJS 3503 Criminal Law I CRJS 3513 Criminal Law II ECON 2503 Survey of Economics ENGL 3503 Advanced Composition ENGL 3703 Creative Writing ENGL 4203 Modern Grammar ENGL4303 Shakespeare ENGL 4333 The Fiction Works of C.S. Lewis
ENGL 4353 The Apologetics Works of C.S. Lewis ENGL 4503 History of the English Language ENGL 4533 Critical Approaches to Literature HC 3503 Legal Aspects of Healthcare Management HIST 4103 Colonial Period HIST 4203 19th Century United HIST 4213 Twentieth Century United States History HIST 4323 Directed Readings in US History MATH 3403 Discrete Math PHIL 3203 Making of the Modern Mind PMIN 4233 Nonprofit and American Church Law
Pre-Med Advising IMPORTANT FACTORS FOR ADMISSIONS TO MED SCHOOL:
Undergraduate degree, science or psychology major is preferred Undergraduate Grade Point Average (GPA) of 3.5 or higher and a 3.5 Science GPA Medical College Admission Test (MCAT) Score Letters of Recommendation
PRE-MED COURSES BIOL 1133 General Nutrition BIOL 1214 Biology I BIOL 1314 Biology II BIOL 2114 General Zoology BIOL 2214 General Botany BIOL 3114 Human Anatomy BIOL 3214 Human Physiology BIOL 3305 Microbiology BIOL 3334 Cell Biology or BIOL 3354 Genetics
BIOL 3363 Evolution BIOL 4124 Histology BIOL 4213 History of Science BIOL 4314 Embryology BIOL 4501 Biology Research CHEM 1105 General Chemistry I CHEM 1205 General Chemistry II CHEM 3123 Principles of Biochemistry CHEM 3103 Organic Chemistry I CHEM 3102 Organic Chemistry I Lab
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CHEM 3203 Organic Chemistry II CHEM 3202 Organic Chemistry II Lab MATH 2114 Calculus I and Analytic Geometry MATH 3703 Introduction to Statistics PHYS 1134 Physics I (with Lab) PHYS 1234 Physics II (with lab) PSYC 4703 Psychology of Abnormal Behavior
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Pre-Nursing Advising IMPORTANT FACTORS FOR ADMISSIONS TO NURSING SCHOOL:
Undergraduate associate degree Undergraduate Grade Point Average
PRE-NURSING COURSES BIOL 1133 General Nutrition BIOL 1214 Biology I or BIOL 1114 General Biology and Lab BIOL 1314 Biology II BIOL 3305 Microbiology CHEM 1105 General Chemistry I PSYC 1103 Introduction to Psychology
Anatomy Options: BIOL 3114 Human Anatomy and BIOL 3214 Human Physiology (or BIOL 2314 Anatomy and Physiology I and BIOL 2324 Anatomy and Physiology II)
Pre-Occupational Therapy Advising IMPORTANT FACTORS FOR ADMISSIONS TO OCCUPATIONAL THERAPY SCHOOL:
Undergraduate degree in any major, but science or psychology is preferred Undergraduate Grade Point Average of 3.0 or higher Resume – 40 hours of observation experience in an occupational therapy environment Graduate Record Examination (GRE) Score
PRE-OCCUPATIONAL THERAPY COURSES BIOL 1013 Medical Terminology BIOL 1214 Biology I BIOL 3114 Human Anatomy BIOL 3214 Human Physiology CHEM 1105 General Chemistry I
MATH 3703 Introduction to Statistics PHYS 1134 Physics I (with Lab) PSYC 3303 Development Across the Lifespan PSYC 4703 Psychology of Abnormal Behavior SOCI 2243 Introduction to Cultural Anthropology
Pre-Optometry Advising IMPORTANT FACTORS FOR ADMISSIONS TO OPTOMETRY SCHOOL:
Undergraduate degree in any major, but science is preferred Undergraduate Grade Point Average of 2.5 or higher Resume – 40 hours of observation experience in an optometry office
PRE-OPTOMETRY COURSES BIOL 3114 Human Anatomy BIOL 3214 Human Physiology BIOL 3305 Microbiology CHEM 3103 Organic Chemistry I CHEM 3102 Organic Chemistry I lab CHEM 3203 Organic Chemistry I
CHEM 3202 Organic Chemistry II lab CHEM 3123 Principles of Biochemistry MATH 2114 Calculus I and Analytic Geometry MATH 3703 Introduction to Statistics PHYS 1134 Physics I (with Lab) PSYC 4703 Psychology of Abnormal Behavior
Pre-Pharmacy Advising IMPORTANT FACTORS FOR ADMISSIONS TO PHARMACY SCHOOL:
Undergraduate Grade Point Average of 2.5 or higher
PRE-PHARMACY RECOMMENDED COURSES BIOL 1214 Biology I BIOL 1314 Biology II BIOL 3305 Microbiology CHEM 1105 General Chemistry I CHEM 1205 General Chemistry II CHEM 3103 Organic Chemistry I
CHEM 3102 Organic Chemistry I lab CHEM 3203 Organic Chemistry I CHEM 3202 Organic Chemistry II lab MATH 2114 Calculus I and Analytic Geometry PHYS 1134 Physics I (with Lab)
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Pre-Physical Therapy Advising IMPORTANT FACTORS FOR ADMISSIONS TO PHYSICAL THERAPY SCHOOL:
Undergraduate degree in any major, but science or psychology is preferred Undergraduate Grade Point Average of 2.5 or higher Graduate Record Examination (GRE) Score Letters of Recommendation
PRE-PHYSICAL THERAPY COURSES BIOL 1214 Biology I BIOL 1314 Biology II BIOL 3114 Human Anatomy BIOL 3214 Human Physiology CHEM 1105 General Chemistry I
CHEM 1205 General Chemistry II MATH 3703 Introduction to Statistics PHYS 1134 Physics I (with Lab) PHYS 1234 Physics II (with lab) PSYC 4703 Psychology of Abnormal Behavior
Pre-Physician Assistant Advising IMPORTANT FACTORS FOR ADMISSIONS TO PHYSICIAN ASSISTANT SCHOOL:
Undergraduate degree in any major, but science or psychology is preferred Undergraduate Grade Point Average of 3.0 or higher Graduate Record Examination (GRE) Score Letters of Recommendation
PRE-PHYSICIAN ASSISTANT COURSES BIOL 1133 General Nutrition BIOL 1214 Biology I BIOL 1314 Biology II BIOL 3114 Human Anatomy BIOL 3214 Human Physiology BIOL 3305 Microbiology BIOL 3334 Cell Biology or BIOL 3354 Genetics BIOL 4314 Embryology
BIOL 4124 Histology BIOL 4501 Biology Research CHEM 3123 Principles of Biochemistry CHEM 1105 General Chemistry I CHEM 1205 General Chemistry II CHEM 3123 Principles of Biochemistry CHEM 3103 Organic Chemistry I CHEM 3102 Organic Chemistry I Lab CHEM 3203 Organic Chemistry II
CHEM 3202 Organic Chemistry II Lab MATH 2114 Calculus I & Analytic Geometry MATH 3703 Introduction to Statistics PHYS 1134 Physics I (with Lab) PHYS 1234 Physics II (with lab) PSYC 4703 Psychology of Abnormal Behavior
Pre-Veterinary Medicine Advising IMPORTANT FACTORS FOR ADMISSIONS TO VETERINARY MEDICINE SCHOOL:
Undergraduate degree in any major, but science or psychology is preferred Undergraduate Grade Point Average of 2.5 or higher Medical College Admission Test (MCAT) or Graduate Record Examination (GRE) Score Resume – 40 hours of observation experience working with animals Letters of Recommendation
PRE-VETERINARY MEDICINE COURSES Animal Nutrition BIOL 1214 Biology I BIOL 1314 Biology II BIOL 2114 General Zoology BIOL 3305 Microbiology BIOL 3354 Genetics BIOL 4124 Histology CHEM 3123 Principles of Biochemistry CHEM 1105 General Chemistry I
CHEM 1205 General Chemistry II CHEM 3103 Organic Chemistry I CHEM 3102 Organic Chemistry I Lab CHEM 3203 Organic Chemistry II CHEM 3202 Organic Chemistry II Lab PHYS 1134 Physics I (with Lab) PHYS 1234 Physics II (with lab) PSYC 4703 Psychology of Abnormal Behavior or SOCI 2243 Introduction to Cultural Anthropology
Student Rights and Responsibilities Admission to Mid-America Christian University is a privilege, not a right. Therefore, every student is expected to observe the highest standards of conduct on and off campus. The University cannot accept responsibility for the education of any student who is not in sympathy with this institution's purposes and regulations. The University reserves the right to dismiss any student whose conduct or academic standing is undesirable. In such cases, the fees due or have been paid in advance to the University are not remitted or refunded in whole or in part. Neither the University nor its officers shall be liable for such dismissal. Any student under disciplinary suspension or expulsion cannot be on campus for any reason except those approved by the Office of Student Life. 70
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The University reserves the right to amend or add to any of the abovementioned regulations. The process of appeals about students is outlined in the Student Handbook and is available to all students. All stated objectives, requirements, and agreements with the student are made with the understanding that the student is an equal participant in the learning process and must share with the professors and administration the responsibility for completing their degree requirements. Each student is responsible for knowing and adhering to regulations governing registration, withdrawal, degree plans, graduation requirements, and the payment of tuition and other expenses of their education.
Chapel and Assembly Programs The Chapel is the most significant community expression of corporate worship on campus for students, faculty, and staff. The Chapel meets twice a week during the academic year. In addition, chapel services are available via live stream for our extended community. While everyone in the MACU family is welcome to attend Chapel, physical attendance is required for the College of Arts and Sciences students. Students who do not meet the Chapel attendance requirements are subject to disciplinary action, including possible suspension. Further details regarding Chapel policies and procedures can be found in the MACU Student Handbook at MACU.edu.
Church Attendance Christian fellowship and worship are a vital part of the Christian life. Therefore, students are encouraged to maintain regular attendance at church. The Church of God has many congregations in the immediate area, providing many avenues of service and fellowship for students of the University. The University recommends and prefers that students regularly participate in worship and ministry with a congregation of the same theological persuasion they were affiliated with before coming to MACU.
Community Service Community Service is a requirement at MACU for all College of Arts and Sciences students. This requirement perpetuates the mission of the University by allowing students to choose places to serve. This opportunity offers a holistic learning experience that complements the formal education received in college. It equips students with essential life skills, social awareness, and a strong sense of responsibility, ultimately shaping them into wellrounded and compassionate individuals. It also provides real-world experience for students to create, collaborate, and innovate to solve local problems that benefit the community at large. (See the MACU Student Handbook at MACU.edu for more information and policies.)
Student Academic Records Transcripts Current MACU students can access semester grades and unofficial transcripts through portal.macu.edu. Official Transcripts The Office of the Registrar releases official transcripts upon the student's written request. However, MACU reserves the right to withhold an official transcript for any student with financial indebtedness to the University. See Order Now at the https://www.macu.edu/offices-and-services/Registrar/ Office of the Registrar webpage.
Release of Student Information and Access to Student Records Most information concerning a student’s academic record is confidential and not released to anyone without the student’s written authorization. However, the federal Family Educational Rights and Privacy Act (FERPA) affords students certain rights concerning their education records, including the right to provide written consent before the university discloses personally identifiable information other than “directory information” from the student’s education record. See the Release of Student Information below for a complete statement of the MACU FERPA Policy. Students can grant access to their MACU records in these ways:
Students can authorize the release of their education record information to a third party on either a onetime or an ongoing basis. Authorizations for releasing information on an ongoing basis remain valid for one year following the student’s last enrollment at Mid-America Christian University or until canceled in writing by the student at any time. 71
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Students can authorize access to their Bursar account through their portal.macu.edu. Students can authorize the Financial Aid Office to release information regarding their financial aid records by submitting a signed written request to that office. Students can send signed written consent to release documents associated with a record of an admonition or violation of the Academic Integrity policy filed with the University’s Vice President of Academic Affairs and respective Academic Deans. Students can provide signed written consent to disclose educational records maintained by the Student Affairs Office through that office. Students can authorize any MACU faculty/staff member to include personally identifiable education record information in letters of recommendation through the respective Dean’s offices. Students provide the Dean with written consent, and the faculty/staff member should keep it on file as documentation that the student authorized the release of their information. Students can authorize the Office of the Registrar to release their transcript, student and academic conduct records, housing, student employment, financial aid, and bursar information through that office’s FERPA Release form (PDF). Students can provide consent to the disclosure of their academic standing through the Office of the Registrar FERPA Release form.
Parental Access to Student Education Records Parents of a dependent student may have access to grades and other confidential academic information under guidelines provided in the Family Educational Rights and Privacy Act of 1974. However, access to this information is limited to parents who claim the student as an exemption on their federal income tax return.
Release of Student Information The Family Educational Rights and Privacy Act of 1974 (FERPA), also known as the Buckley Amendment, affords students certain rights concerning their education records. These rights include: 1. The right to inspect and review the student's education records within 45 days of the day the university receives a request for access. A student should submit to the Registrar, dean, head of the academic department, or other appropriate officials a written request that identifies the record(s) the student wishes to inspect. The university official will make arrangements for access and notify the student of the time and place where the records may be inspected. If the records are not maintained by the university official to whom the request was submitted, that official shall advise the student of the correct official to whom the request should be addressed. 2. The right to request the amendment of the student’s education records that the student believes are inaccurate, misleading, or otherwise in violation of the student’s privacy rights under FERPA. A student who wishes to ask the university to amend a record should write the university official responsible for the record, clearly identify the part the student wants changed, and specify why it should be changed. If the university decides not to amend the record as requested, the university will notify the student in writing of the decision and the student’s right to a hearing regarding the request for amendment. When notified of the right to a hearing, additional information regarding the hearing procedures will be provided to the student. 3. The right to provide written consent before the university discloses personally identifiable information, other than "directory information," from the student's education records, except to the extent that FERPA authorizes disclosure without consent. Directory information, which may be disclosed without consent, includes the student’s name, local and permanent addresses, email address, telephone number, college, major, classification, current enrollment status, participation in recognized student activities and sports, dates of attendance, degrees, and awards received and dates of receipt, posting of individual student grades, and interim class evaluations provided the information is identified by code numbers and does not The eligible parents, or student shall be afforded a full and fair opportunity to present evidence relevant to the issues raised under subpart C, section 99.20 of the Family Educational Rights and Privacy Act of 1974. Withholding Directory Information A student may elect to withhold directory information by filling out the Request to Withhold Student Directory Information form (PDF) and submitting it to the Office of the Registrar. The hold will block the student's name, address, and email address from the MACU website directory; prevent the release of 72
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attendance, withdrawal, or graduation information, even after the student leaves the University (unless the student submits a written authorization to release it); and prevent the University from releasing contact information. For students who withhold directory information, University officials are prohibited from releasing any form of information without a written release from the student. The University requires this release before it will verify employment, enrollment, or the status of students who make applications for employment, auto loans, good student discounts, apartment leases, etc. Without a directory hold, any member of the public, including individuals, organizations, and vendors, may obtain student directory information for purposes such as advertising and solicitation. A student cannot place a hold on a portion of the information. A student can place a directory hold at any time. However, for information to be withheld from the printed directory, if a printed directory is produced, the hold must be on file by the end of the second week of the fall semester. The University discloses education records without a student’s written consent under the FERPA exceptions: disclosure to school officials with legitimate educational interests. A school official is a person employed by the University in an administrative, supervisory, academic or research, or support staff position (including law enforcement personnel and health staff); officials of schools to which the student seeks to transfer; the Comptroller General of the United States, the HEW Secretary, the administrative head of an educational agency, or State educational authorities; in connection with the student's application for, or receipt of, financial aid; State and local officials or authorities to which such information is specifically required to be reported under the State statute and adopted before November 19, 1974; organizations or educational agencies conducting legitimate research, provided no personal identifiable information about the student is made public; accrediting organizations; parents of a dependent student upon proof of dependency (exclusive of international students); in connection with an emergency when such information is necessary to protect the health or safety of the student or other persons, and to comply with a judicial order or lawfully issued subpoena. 4. The right to file a complaint with the U.S. Department of Education concerning alleged failures by the university to comply with the requirements of FERPA. The name and address of the Office that administers FERPA are: Family Policy Compliance Office U.S. Department of Education 400 Maryland Avenue, SW Washington, DC 20202
Directory Information Under FERPA, the following pieces of information are considered "directory" or public information. The institution may disclose such directory information for any purpose at its discretion. Mid-America Christian University, as a result of this, designates the following information as public or directory information: Student’s name Date and place of birth Local and permanent address Telephone number E-mail addresses Dates of attendance at Mid-America Christian University ● Anticipated date of graduation ● Part- or full-time enrollment status ● Major(s), Minor(s) and field(s) of study ● ● ● ● ● ●
Academic classification Degrees and awards granted Educational institutions previously attended Degree(s) held, date granted, and institution(s) granting such degree(s) ● Participation in officially recognized organizations, activities, and sports ● Photographs, including Student ID photographs for classroom use only ● ● ● ●
All other information regarding a student is considered private and can be released only with the student's permission. This information includes but is not limited to information about courses in which the student is enrolled, grades, course locations, academic standing information, financial aid information, and student account information.
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Academic Appeals Process Suppose any student of Mid-America Christian University considers that they have an academic grievance or that some action is not justified or constitutes an encroachment upon their academic rights. In that case, they may submit their grievance according to the provisions of the Academic Appeals Process. Academic grievances may include but are not limited to examinations, assessments or student outcomes, grades, requirements for satisfactory progress in a course, disciplinary action for academic dishonesty or plagiarism, or exceeding the maximum number of allowed absences. The procedure to be followed in processing an academic appeal is as follows: 1. With good faith, the student seeks to resolve academic problems by directly appealing to the instructor or person(s) involved. However, if the issue is discussed with the instructor and a satisfactory resolution is not agreed upon, or the instructor is unavailable after the student makes a diligent effort to contact the instructor, the student may file a written academic appeal. Written academic appeals must be filed no later than sixty (60) business days after the course grade is posted or fourteen (14) business days after the maximum absences have been exceeded in an absence appeal. 2. Requirements for an Academic Appeal a. The written appeal should be addressed to the Academic Appeals Committee and delivered to the Registrar for delivery to the chair of the Academic Appeals Committee. Written appeals in electronic forms, such as e-mail attachments, are acceptable. b. The written appeal shall include the course name and number, the instructor's name, the issue the student wants resolved, and a request for a remedy. c. The written appeal shall include an explanation of the facts of the appeal and any other information the committee may need to resolve the issue, including, but not limited to, papers, examinations, completed assignments, or medical documentation. d. Signed Student Consent Form. 3. The student and instructor receive written or electronic notification of the date, time, and place to meet with the committee. The chair of the Academic Appeals Committee establishes a mutually satisfactory date for convening the hearing. 4. At its discretion, the Academic Appeals Committee may hold such informal or formal hearings as necessary. The student and instructor can present witnesses and evidence relevant to the appeal. The Academic Appeals Committee considers information from any source the committee deems appropriate. 5. The burden of proving grievances shall be upon the aggrieved student. The student must provide clear and convincing evidence for the committee to provide a remedy for the issue in question. In addition, the student is responsible for providing the committee with any necessary documentation needed to resolve the issue. The aggrieved student is entitled to counsel or witnesses if they choose. 6. The committee decides whether or not to grant the appeal and provide a remedy. Suppose the student is not satisfied with the decision. In that case, the student may appeal to the appropriate college dean in which the course is taught. The appeal shall include the original appeal letter and any other information the student may provide to the dean to assist in deciding. The appeal must be filed with the appropriate dean within twenty (20) business days of the Academic Appeals Committee Decision. 7. After the appropriate college dean decides, the student may appeal the dean's decision within twenty (20) business days of the dean's decision. The appeal should include the original appeal letter, information provided to the dean in the previous appeal, and only new information not previously available through due diligence at the time of the initial appeal to aid the Vice President of Academic Affairs in deciding. 8. Any appeal regarding a decision made by an academic dean goes directly to the Vice President of Academic Affairs. 9. All Vice President of Academic Affairs decisions shall be final and binding upon all parties involved. 10. The Mid-America Christian University Academic Appeals Committee shall include the following: a. A Chair appointed by the Vice President of Academic Affairs; b. One faculty representative from the College of Arts and Sciences; c. One faculty representative from the College of Adult & Graduate Studies; d. One Student Government Association President; and e. The University Registrar. 74
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Student Academic Honesty and Integrity Policy 1. Mid-America Christian University expects faculty, staff, administrators, and students to live out the core values of academic honesty, integrity, and accountability in an honest community, which is essential to a Christ-like character. Therefore, the purpose of this Academic Honesty and Integrity Policy, referred to in this document as “this policy,” is twofold: (1) to uphold the core value of academic honesty and integrity while preserving academic freedom in research and scholarship and (2) to investigate suspected instances of violations and, when confirmed, to administer course and institutional remediation and consequences, in a consistent, just, and equitable manner. Provided, however, that as to faculty, staff, and administrators, disciplinary action is administered following relevant provisions in the Employee and Faculty Handbook, as applicable. 2. All faculty, staff, administrators, and students engaging in research and scholarship are expected to do “original” work; that is, the work is independently created (as opposed to being copied from another’s work or the writer’s prior work) and includes the writer’s thoughts. Scholarly work is to exhibit sufficient modification from the original source to demonstrate comprehension of the material. A work may be original even though it closely resembles other works so long as the similarity is purely coincidental and unintended and not the result of copying. A student may only submit academic work for credit once unless the current instructor grants permission. 3. Guidelines for Writing Assignments a. Students are predominantly to write the content by describing content in their own words, documenting the source of information, and minimizing the use of direct quotes as defined in writing by the instructor. b. Unless the expressed purpose of an assignment is otherwise stated in writing, originality requires more than “reporting” the ideas or data of others or presenting another’s position by copying passages. c. The purpose of an academic assignment is for students to engage in the mental process of knowing, comprehending, applying, analyzing, synthesizing, and evaluating academic content and presenting conclusions or results using standard grammar, mechanics, and content in a coherent and organized fashion. d. Quoting material written or published by another author must be shown as a quotation when it appears as a part of one’s work. e. Paraphrasing involves the rewording or restructuring of the material of others to fit one’s writing style. However, the ideas contained therein are originally spoken or published by others. The reason for paraphrasing is twofold: (1) to put the idea into one’s own words; (2) to give credibility and authority to one’s idea. f. All sources must be properly documented, whether directly quoted or paraphrased, according to the American Psychological Association (APA), with page numbers, unless otherwise specified or modified by the instructor in writing. Proper documentation includes in-text citations and complete bibliographic information. g. Common knowledge, information the reader could find in general sources, may be documented at the writer’s discretion. 4. Violations of this policy include, but are not limited to, any form of dishonesty, cheating, or plagiarism on any coursework, research, or scholarly writing. In addition, any person who knowingly or intentionally assists another in violating this policy is equally responsible and subject to course and institutional remediation and consequences, as applicable. Examples include, but are not limited to, the following: a. Submitting another’s work as one’s own or knowingly or carelessly enabling another to submit one’s work as though it were their own. b. Failure to properly acknowledge the work of others or authorities quoted, paraphrased, or consulted in preparing written work. c. Unauthorized use of a textbook, notes, or other materials on an exam or assignment. d. Receiving or giving unauthorized assistance on any coursework. e. Tampering with experimental data to obtain a “desired” result or creating results for experiments not conducted. f. Tampering with or destroying the work of others. g. Lying, being deceptive, or withholding relevant academic information. h. Falsifying or fabricating academic records, forms, or other documents. i. Unauthorized access to computer systems or files. j. Violations of copyright law. 75
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5. When a violation of this policy is confirmed in student coursework, instructors must notify students in writing before remediation and consequences and submit an electronic report outlining the violation of this policy through the Centralized Reporting System. a. Course Remediation and Consequences. Suppose the instructor determines that a violation of this policy has occurred. In that case, the following actions may be taken individually or in combination at the instructor’s discretion: i. A grade of 0/F for the assignment. ii. A grade of 0/F for the assignment with the option to resubmit or complete an alternative assignment for full or partial credit. iii. A grade of F for the course. This score is recorded with the Registrar within two (2) business days of written notification to the student of violating this policy, preventing a withdrawal from the course. iv. A grade of F for the course with the option to resubmit the work for a grade change and avoid any further violation of this policy for the remainder of the course. Note: A grade of F is recorded with the Registrar within two (2) business days of written notification of the student of a violation of this policy, preventing a withdrawal from the course. The instructor would submit a Grade Change Form if no further violations occurred. v. Student completion of a designated online tutorial. The student must complete the Academic Integrity Tutorial, Plagiarism Tutorial, or module(s) on the offense at the instructor’s discretion within the timeframe given by the University for such tutorial or module. vi. An educational discussion, relevant assigned reading, or other training designated by the instructor. b. Institutional Remediation and Consequences. The Academic Deans of the College of Arts and Sciences and the College of Adult and Graduate Studies enforce institutional remediation and consequences for students pursuing a degree in their respective schools. Such Deans may meet with the student for any violation of this policy. They would automatically do so upon a second and any subsequent violations. The Academic Dean may designate an appropriate representative, such as the program director/school chair, to meet with the student rather than meeting with the student personally. The Academic Dean or their representative may administer one or more of the following: i. censure (private reprimand); ii. probation; iii. suspension; or iv. recommend expulsion. c. Consequences may be increased or decreased based on evidence of aggravation or mitigation. For example, self-reporting, prompt and genuine acceptance of full responsibility, remorse, repentance, or remediation may be considered in mitigation. Stonewalling, false, misleading, incomplete statements, or rebellious, arrogant, condescending, or contemptuous attitude may be considered aggravation. 6. All confirmed violations of this policy must be reported electronically through the Centralized Reporting System by the instructor within ten (10) business days of the written communication to the student regarding the policy violation. The following information must be submitted electronically through the Centralized Reporting System: a. b. c. d. e. f. g. h. i. j. k. l.
Date of Report Submission Student Name Class Instructor Name Date of Violation Type of Violation Explanation of Violation Course Remediation and Consequences Taken Copy of Written Communication with Student Regarding Violation Copy of Assignment on which Violation Occurred Copy of TurnItIn Report (for writing assignments uploaded through D2L) Deadlines regarding remediation and consequences
7. Suppose any student of Mid-America Christian University considers that they have an academic grievance or that some action is not justified or constitutes an encroachment upon their academic rights. In that case, they may submit their grievance according to the provisions of the Academic Appeals Process in the University Catalog. 76
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Formal Student Complaint Process This policy aims to provide students with a safe and organized way to voice their complaints. Students must have a wide-spread understanding of how to rectify situations pertaining to their MACU experience. When practiced well, the ability to biblically and respectfully resolve conflict is a restorative process for the individuals involved. The complaint process at MACU is designed to help students to resolve complaints biblically. Therefore, we follow the process of responsibility and resolution located in Matthew 18:15-17 “If your brother sins, go and show him his fault in private; if he listens to you, you have won your brother. But if he does not listen to you, take one or two more with you so that BY THE MOUTH OF TWO OR THREE WITNESSES EVERY FACT MAY BE CONFIRMED. If he refuses to listen to them, tell it to the church, and if he refuses to listen even to the church, let him be to you as a Gentile and a tax collector.” (NASB) For this reason, only complaints that the student has attempted to resolve at the department level are recorded and processed as formal complaints. The Division of Student Affairs, working with the Dean and Associate Dean of the College of Adult and Graduate Studies (CAGS), would methodically process written student complaints that it receives per the spirit of resolution in the Matthew 18 passage. Mid-America Christian University values the process of resolving complaints that may arise. Seeking resolution is the conscientious response to a grievance that one may have within any community. Conflict resolution is often necessary to bring health back to a community. Complaints commenced through this process may bring about an inquiry and disciplinary action involving another University community member (student, faculty, or staff). The University is committed to keeping a confidential and professional process that facilitates resolution within a safe environment, guarding against retaliation. Steps: 1. Initially, complaints should be resolved following the biblical model of addressing the person or department responsible for resolving your complaint. If the student is unsure who that person is, please contact Student Affairs (405-691-3800) or CAGS Student Services (877-569-3198) for appropriate direction. 2. Suppose step one does not resolve the complaint. In that case, formal complaints may be registered with the Division of Student Affairs through the form on my.macu.edu. This form is kept confidential. 3. The Division of Student Affairs or the Dean or Associate Dean of CAGS would mediate between the student and party or parties named in the complaint. After the complaint is reviewed, a letter documenting the receipt and appraisal of the grievance is sent to the student for the office named in the complaint document within 48 hours of receiving the complaint. For CAS complaints, the Vice President for the area named in the complaint is made aware of the issue. The Dean or Associate Dean is notified of complaints within the College of Adult and Graduate Studies. 4. Suppose the complaint is not resolved in steps 1-3. In that case, the Dean of Student Life may consider pursuing further action to resolve this. * Please note that the same complaint form may be used to report any exemplary service or experience that occurred on campus. Again, that person or office is notified of your comments.
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STUDENT LIFE “Trust in the Lord with all your heart, and do not lean on your own understanding. In all your ways acknowledge him, and he will make straight your paths.” Proverbs 3:5-6 (ESV)
Mid-America Christian University is committed to the preparation of students as whole persons. Through programs and events, students are encouraged to develop and refine their abilities in making responsible choices in all aspects of their lives based on Christian principles and philosophies. In addition, faculty and staff work together to help students grow. Thus, education at Mid-America Christian University is education with a specific purpose.
Campus Facilities The MACU campus is comprised of eleven buildings, five athletic fields, and a nature reserve set on 65 acres just across the road from a 300-acre city park and golf course. The main building has nearly two acres under one roof. The auditorium used for chapel, assemblies, and other special sessions seats 670. Attached are two large lecture rooms. The Café 1412 (cafeteria and kitchen) area is arranged for comfort and convenience, as meals are served seven days a week. The Café 1412, Evangel Corner, classrooms, and academic and administrative offices are in the main building. The main building is also home to our Student Center. The main building is also home to MACU’s Student Center, which houses gaming areas, a stage, pool and ping pong tables, the Campus Mailroom, and the Student Success Center. Kennedy Hall is a 32,000-square-foot education facility located east of the main building. Kennedy Hall houses a state-of-the-art university library, classrooms, a computer lab, and faculty offices. In addition, the Charles Ewing Brown Library includes an Educational Resource Center, an audio-visual room, and a computer lab. Kennedy Hall houses our severe weather safety shelter with enough space to secure our entire campus population. MACU’s three (3) residence halls are only a short walk from the main building. Harrington Hall offers suites with four private bedrooms, a large living area, and a bathroom. Southwest and McCutcheon sit near our Athletic fields and house nearly 230 students in double-occupancy suites, half of which are considered Grand Suites with additional living space. Each suite has wireless or direct-connect, high-speed Internet, and basic cable. The Gaulke Activity Center is located to the west of the main building. It houses the Athletic Offices and is the practice and game venue for MACU’s intercollegiate and intramural basketball and volleyball teams. MACU has four athletic fields on campus, including the James Curtis Athletic Fields, which consist of a soccer field, two softball fields, and the MACU baseball field; the Bill Curry Softball Field, designed for men’s slow pitch softball; and the Jack Allen Field, designed for women’s fast pitch softball or men’s slow pitch softball. The Mike and Helen Dill Soccer Complex houses our MACU Varsity Soccer field. The O'Brien Training Center officially opened on July 7, 2021, with a public ribbon-cutting ceremony taking place on Sept. 2, 2021. The 18,600-foot state-of-the-art training facility holds wellness and weight training rooms, locker rooms for all of MACU's outdoor sports (baseball, softball, soccer), outdoor coaches' offices, conference room, laundry facility, training room and an indoor practice area with portable batting cages. Renovated in August 2023, the Fowler Center is home to MACU Esports. It features three competition rooms, a film room, and coaches' offices. A unique campus feature, the Nature Reserve is located on the east side of the campus grounds and is recognized by the State of Oklahoma as the home of various types of wildlife and vegetation.
Counseling and Guidance Mid-America Christian University values the holistic care of our students. For this reason, upon counselor availability, MACU is committed to providing confidential counseling free of charge for all College of Arts and Sciences students. Counseling services are provided by Graduate students in the Master of Science in Counseling program completing the practicum/internship portion of their program. The students are supervised by two licensed practitioners: A Site Supervisor and a MACU faculty member who serves as a Practicum Supervisor. To make an appointment, contact the Scraper Counseling Center. Additional support is available to students who live in the residence halls. Residential students have access to professional staff and student residence hall assistants who also live in the residence halls. The trained personnel 78
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are skilled in perceiving and providing programs and interventions to enhance spiritual, social, and emotional growth. Upon request to the Campus Pastor, the University would provide premarital counseling for students contemplating engagement and marriage.
Food Service The Café 1412 in the main building provides a relaxed dining atmosphere with WIFI and flat-screen TVs. The cafe is open weekdays from 7:30 a.m. to 7 p.m. It offers continuous service to meet the needs of various student schedules. Students have unlimited access to a deli, hot meals, salad, pizza, breakfast and dessert bars, and all-you-can-drink fountain drinks, tea, water, milk, and assorted fruit juices. The hours of operation on the weekend are Saturday lunch from 12:30 p.m. - 1:30 p.m. and Saturday dinner from 5:00 p.m. - 6:00 p.m. Sunday lunch is offered from 12:30 p.m. - 1:30 p.m. and Sunday dinner from 5:00 p.m. - 6:00 p.m. All students living in the residence halls must purchase a meal plan. Students who have documented health issues from a physician or medical nutritionist may request accommodations through the Accommodations Request Process. Off-campus students may purchase a meal plan through the Bursar’s office or purchase single meals in the cafe. For students on the go, the cafe offers takeout meals and works to accommodate various student schedules.
Healthcare The Residence Life Staff or Cleveland County Sherriff’s office provides basic first aid for minor incidents. The campus is located approximately one and a half (1.5) miles northeast of St. Anthony Healthplex South, two (2) miles south of Community Hospital, and six (6) miles south of Integris Health Southwest Medical Center for incidents requiring the use of a hospital. Students attending on campus are asked to inform the Office of Student Life of any illnesses and medical attention sought. The Office of Student Life can refer area doctors but does not endorse a doctor’s medical advice. Students are responsible for medical fees and have the discretion to follow the advice of the medical professional. All students are encouraged to have healthcare insurance. It is not required for all students in the College of Arts and Sciences, although International students are required to secure health insurance prior to acceptance for admission. Due to continual changes in healthcare, our student health insurance provider is no longer offering student plans. We recommend all individuals seeking student healthcare plans sign up through https://www.healthcare.gov/ or the healthcare exchange of their choice to purchase coverage.
Housing Policy National research shows that students who live on campus during their undergraduate career experience higher academic success and are more likely to graduate. Additionally, living on campus is an important avenue for getting involved in campus life. Individuals granted enrollment at MACU are students and thereby agree to support and abide by the MACU Student Code of Conduct, whether their physical presence is on or off campus. For these reasons, MACU requires all CAS students to live on campus. *MACU does recognize that, while it is generally better for students to live on campus, there are exceptions. The following students are eligible to live off-campus: • Students enrolled in less than nine (9) credit hours per semester • Students who are married • Students who are graduating seniors • Students living with their parents (not more than 40 miles from the MACU main campus). The residence must be the parent’s main home, as defined by the IRS in Publication 523 (2012). • Students who are at least 22 years of age. * Our campus housing is designed for full-time CAS students between the ages of 17 and 26. If seeking an exception to this policy, please complete the Special Housing Circumstances Form (available by emailing housinq@macu.edu). All students who desire to live off campus must submit a Housing Exemption Form to the Office of Residential Housing. The form can be requested by emailing housing@macu.edu. If the request is granted, the student will be awarded a commuter status. Students should not secure alternative living arrangements prior to written 79
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approval from the Office of Residential Housing. It may take up to two weeks to receive approval. Securing a New Student Orientation The University offers a new student orientation program designed to acquaint students with the University and effect an easy transition into a new life and environment. Evangel Days, orientation sessions, are offered before the fall and spring semesters begin.
Student Employment Full-time and part-time employment opportunities can be found in the Oklahoma City area. Job opportunities are posted on Handshake and Student Success Center bulletin board. These opportunities are meant to aid students in their pursuit of work. Students who wish to apply for an on-campus position may do so through the MACU website. Students seeking employment may seek assistance from the Student Success Center. The Financial Aid Office verifies any questions concerning Federal Work Study. Federal Work Study provides undergraduate and graduate students with part-time employment in an approved on or off-campus position. These are Federal funds and are based on a student’s need. A Federal Work Study offer does not guarantee an offer of employment. To apply, complete the Free Application for Federal Student Aid (FAFSA) and indicate on the FAFSA your interest in Federal Work Study.
Student Clubs and Organizations Believing that students in a Christian university are provided the opportunity to enjoy a unique sense of community, our organizations and activities encourage fellowship among the student body. As a result, student life on campus is full of opportunities for Christian fellowship and the development of leadership qualities.
Athletics Several activities of a recreational nature are arranged for general student participation. The University seeks to make activities available to students for their pleasure and well-being. The University provides for the involvement of females and males in its athletic programming. Athletic experiences of competition are an essential part of the college experience. Varsity athletes at MidAmerica Christian University participate in the Sooner Athletic Conference (SAC) in volleyball, basketball, baseball, softball, cross country, and soccer. SAC has maintained a long-standing tradition of its members fielding excellent athletic programs, with many teams and individuals going on to distinguish themselves on the national stage. SAC member institutions have collected over a hundred National Association of Intercollegiate Athletics (NAIA) team championships since the league formed in 1978. SAC continues to assist its member institutions in maintaining intercollegiate athletic programs that are compatible with the highest standards of the NAIA Division I Athletics. Intramural competition is offered in basketball, volleyball, flag football, table tennis, and many other areas. Participation in these areas provides opportunities for on-campus competition and promotes students' health and physical development.
Campus Activity Board Campus Activity Board is a student-run organization that organizes annual social events. CAB is an excellent opportunity for students to gain leadership and planning skills. In addition, CAB aims to create an engaging community for students to enjoy.
Esports Varsity members of esports at Mid-America Christian University participate in the National Association of Collegiate Esports (NACE), the National Esports Collegiate Conference (NECC), and the Oklahoma Association of Collegiate Esports (OACE) in League of Legends, Overwatch 2, Rocket League, and Super Smash Bros. MACU Esports has won championships in various divisions since the program started in the fall of 2020. MACU Esports provides campus-wide tournaments in Super Smash Bros., Mario Kart, Nintendo Switch Sports, and several other titles. The tournaments allow students, staff, and Faculty to engage in friendly video game matches and foster a deeper community across various social circles at MACU.
Going All “M” Ambassadors (GAMA) Team Going All “M” Ambassadors (GAMA) Team is a student-run organization that exists to welcome new students to campus at the start of the fall and spring semesters. Students may apply to join the committee in the fall and spring of each year. This leadership opportunity is an exciting way to impact the lives of new students and set 80
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the expectation for what it means to be a part of the MACU community.
Missions Club The Missions Club serves as an avenue of expression for those concerned with the worldwide responsibilities of the Church. In addition, the club seeks to promote an interest in worldwide evangelism.
Music and Gospel Choir Music and Gospel Choirs are open to all students; however, auditions may be required. Any music and gospel choir is distinctly spiritual and aims at glorifying God through sacred music.
Student Government Association The Student Government Association allows students to express opinions and cooperate in promoting the University's best interests. All new clubs on campus may seek official affiliation with the University through the Student Government Association. Official clubs can solicit funds from SGA for club activities and other benefits from university support. In addition, the SGA has a responsibility to promote fellowship, scholarship, leadership, and spiritual life within the University, to promote understanding between students and University personnel, and to inspire loyalty to the University and the principles for which it stands.
Student Ministerial Fellowship This fellowship is organized to encourage those who feel a call to the Christian Ministry and to acquaint them with some of the practical aspects of Community Service.
Alumni Association The Alumni Association is an important organization composed of graduates and former students of the University. Associate membership is granted to the Board of Trustees, the University administration, and faculty. The Alumni Executive Committee selects honorary members based on outstanding service to the institution or the Alumni Association. The Association currently has a membership of more than 2,000. The purpose of the Alumni Association is to produce continued alum interest in the welfare of the University and to develop a Christian fellowship among all former students. The importance of the alums to the University is invaluable. The association helps to publicize the University and promote worthy projects. The progress of the University is directly related to alum endorsement, prayer, and financial support.
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ACADEMIC PROGRAM REQUIREMENTS Core completion – Special Requirements College of Arts and Sciences All full-time students must be enrolled in the following sequence of Bible/Theology courses at Mid-America Christian University. These classes are to be taken as follows. They may only be dropped one time each without affecting participation in extracurricular activities. Non-Ministry Majors The following classes are required of all degree-seeking non-ministry majors: Take During the First Year of Enrollment: Take During the Second Year of Enrollment: BINT 1223 Intro. to the Bible (3) BINT 3303 Romans (3) THEO 1103 Biblical Life and Witness (3) BINT 3733 Life and Ministry of Jesus (3) Ministry Majors The following classes are required of all degree-seeking ministry majors: Take During the First Year of Enrollment: Take During the Second Year of Enrollment: BINT 1203 Intro. to the New Testament (3) BINT 3303 Romans (3) BIOT 1103 Intro. to the Old Testament (3) THEO 2103 Systematic Theology I (3) THEO 1103 Biblical Life and Witness (3) THEO 2203 Systematic Theology II (3) If a student fails to make a passing grade in any of these courses, the student must repeat the course at the first opportunity until the course is successfully completed. English Composition ● ENGL 1113 English Composition I and ENGL 1213 English Composition II must be taken during the first year of classes at MACU. ● A “C” or higher grade in ENGL 1113 and ENGL 1213 is required to complete each class successfully. ● If a student fails to earn a passing grade of “C” or higher in either of these courses, the student must repeat the course at the first opportunity until the course is successfully completed. ● Transfer students who have not transferred credits to MACU for these courses must enroll in these courses as soon as they are offered. Students who drop/withdraw from any of these courses more than once are immediately barred from Universitysponsored extracurricular activities. These activities include representation of the University in activities such as camp teams, summer internships, traveling music groups, traveling choirs, intercollegiate athletics, convention appearances, etc. To withdraw from any of these core courses, the student must have written verification from their course instructor that they have completed the 10th week of enrollment and have not exceeded the maximum number of absences allowable for the semester and approval from their academic advisor.
College of Adult and Graduate Studies English Composition ● ENGL 1113 English Composition I and ENGL 1213 English Composition II must be taken in succession during the first year of classes at MACU. ● A “C” or higher grade in ENGL 1113 and ENGL 1213 is required to complete each class successfully. ● If a student fails to earn a passing grade of “C” or higher in either of these courses, the student must repeat the course at the first opportunity until the course is successfully completed. ● Transfer students who have not transferred credits to MACU for these courses must enroll in these courses as soon as they are offered. Students who drop/withdraw from any of these courses more than once are immediately barred from Universitysponsored extracurricular activities. These activities include representation of the University in activities such as camp teams, summer internships, traveling music groups, traveling choirs, intercollegiate athletics, convention appearances, etc. To withdraw from any of these core courses, the student must have written verification from their course instructor that they have completed the course up to the last week to withdraw (the 10th week for a 16-week course or the 82
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th
4 week for a 5 to 8-week course) and have not exceeded the maximum number of absences allowable for the course.
Remedial/Corequisite Courses Remedial courses are zero-level courses designed to raise students’ competency in a subject area to the collegiate level. These courses do not carry college credit or fulfill degree requirements. Corequisite courses are also designed to raise students’ competency in a subject area. However, the corequisite courses are taken at the collegiate level alongside the course subject they are not as proficient in. Students who do not transfer English Composition I or English Composition II with a grade of a “C” or better or a three-credit hour college-level Mathematics course must take Reading, English, and Mathematics assessments to determine placement. Students who fail to take these assessments by the end of their first course must take subject-area remedial or corequisite courses. Students with ACT scores below 17 in English or reading or below 16 in math must take a remedial or corequisite English or remedial Mathematics course in the subject area they are deficient in.
Requirements of a Specific Catalog A student seeking a degree at MACU may complete all requirements for the degree according to the requirements specified in the catalog of the year in which they matriculate or by the requirements of the current official catalog at the time of graduation application. The catalog year shall be considered as beginning with the fall semester. A student who interrupts their studies at the University for more than two consecutive semesters or one academic year before completing their degree objective and then returns is subject to the requirements outlined in the current catalog for that particular degree. To continue a program under a specific catalog, a student must take a minimum of six credit hours each semester/period of enrollment and complete all degree requirements within six years of the time they first matriculate at MACU. The University reserves the right to change graduation requirements that may be necessary.
Completion of Requirements The Office of the Registrar would confer students’ programs who have completed all graduation requirements. Refer to the University Catalog under Commencement and Graduation for additional information. When requested, the University would issue an official letter stating that an individual has completed the graduation requirements, if necessary, before the student has received their diploma. A student who completes graduation requirements is awarded the appropriate diploma with any attendant honors at the time of the next regular Commencement of the University, either in person or in absentia.
Degree Requirements Students may be awarded various academic credentials in recognition of their successful completion of specified programs of study. These credentials range from certificates to masters. The minimum program lengths for credentials awarded at Mid-America Christian University are: Certificate—12 semester credit hours Associate’s Degree—60 semester credit hours Bachelor’s Degree—120 semester credit hours Master’s Degree—30 semester credit hours Note: These are only minimum program lengths. Students will need to review their degree residency and minimum requirements to meet the requirements needed for their degree to be awarded.
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Associate’s Degree - Minimum Requirements 1. To earn an associate degree from Mid-America Christian University, a minimum of 62 credit hours is required, including the minimum prescribed hours for biblical studies. However, some degree programs require more hours than this, so each program should be studied and selection made by the student to meet their vocational expectations. 2. A student must be in good standing and not on provisional status. A cumulative grade point average of no less than 2.00 ("C" average) is required for graduation. 3. Each candidate for graduation in the forthcoming spring Commencement Services must pay their graduation fee when applicable and file an Application for Graduation with the Registrar two semesters/periods of enrollment before the date on which they expect to graduate. This application would verify the name in which the diploma is to be conferred, the date the degree is expected, and other pertinent data the Registrar needs. In addition, the student would confirm that they expect to be present and participate in the Commencement Services. Academic regalia must be ordered by the deadline established by the Office of the Registrar. 4. The following residency requirements must be met to become a candidate for any associate degree: a. A student must have completed a minimum of fifteen (15) hours in residence at MACU. b. Students who leave MACU and are not enrolled for two or more semesters/enrollment periods must meet the current catalog requirements for any degree program. 5. The student must have completed all requirements for English. 6. All candidates for graduation must complete the University Core Requirements for their specific program. 7. All degree requirements must be completed within six years of matriculation. The Dean, Program Chair and Registrar must approve any extension to the statute of limitation.
Bachelor’s Degree – Minimum Requirements 1. To earn a bachelor’s degree from Mid-America Christian University, a minimum of 122 semester credit hours is required, including the minimum prescribed hours for biblical studies. Some degree programs require more hours than this, so each program should be studied and selection made by the student to meet their vocational expectations. Students enrolling in Multidisciplinary options may be required to take additional electives to meet this undergraduate credit hour minimum requirement. 2. A student must be in good standing and not on provisional status. A cumulative grade point average of no less than 2.00 ("C" average) is required for graduation. 3. Each candidate for graduation in the forthcoming spring Commencement Services must pay their graduation fee and file an Application for Graduation with the Registrar two semesters/periods of enrollment before the date on which they expect to graduate. This application would verify the name in which the diploma is to be conferred, the date the degree is expected, and other pertinent data the Registrar needs. In addition, the student would confirm that they expect to be present and participate in the Commencement Services. Academic regalia must be ordered by the deadline established by the Office of the Registrar. 4. The following residency requirements must be met to become a candidate for any bachelor’s degree: a. A student must have completed at least 30 hours in residence at MACU. b. A student who has completed 30-64 hours in residence at MACU must complete 15 of the last 24 hours in residence at MACU. c.
A student who has completed 65 or more hours in residence at MACU must complete 15 of the last 30 hours in residence at MACU.
d. Pastoral Ministry and Specialized Ministries majors must also complete at least 15 hours of Bible/Theology in residence at MACU. e. Students who leave MACU and are not enrolled for two or more semesters/enrollment periods must meet the current catalog requirements for any degree program. f.
Senior students who choose to graduate under option "b" or "c" residency requirements as listed above must complete the last 15 hours and send a completed transcript to Mid-America Christian University within one
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year from the time they leave, or they must fulfill all the residency/graduation/degree requirements of the newest catalog.
5. At least 50 percent of the courses in any major must be upper-division level, and at least 40 hours in the entire program must be upper-division courses. 6. The student must have completed all requirements for English. 7. All candidates for graduation must complete the University Core Requirements for their specific program. 8. All degree requirements must be completed within six years of matriculation. The Dean, Program Chair and Registrar must approve any extension to the statute of limitation.
Second Bachelor’s Degree A student may desire to earn more than one bachelor’s degree. To graduate with a second degree, the student who has received a bachelor’s degree elsewhere or has previously completed a bachelor’s degree at MidAmerica Christian University must complete at least 30 hours beyond the first bachelor’s degree and complete all the course requirements for the second degree. The same course(s) may not be counted toward both degrees unless specifically required by the catalog.
Second Major A student wishing to complete a second major must complete all requirements of the second major and at least 24 unduplicated hours in both majors. All requirements of both majors must also be completed, including prerequisites and proficiencies. The same courses may not be counted toward both degrees unless specifically required by the catalog.
Accelerated Programs Mid-America Christian University offers accelerated programs through the College of Adult and Graduate Studies designed to allow working adults with two or more years of college credit to complete a bachelor’s degree in just over 18 months. Courses are offered in a one-night-a-week seminar format or 100% online. Both formats are designed to meet the needs of adult learners. Accelerated Programs (4+1 or 4+3 Programs) Students in 4+1 or 4+3 accelerated programs are considered undergraduate until all requirements are met. Undergraduate students enrolled in the accelerated program are eligible to enroll in graduate-level courses and seminars. However, they are not eligible for most graduate prerequisites, including teaching and research assistantships and related health insurance, financial aid, or graduate award programs until the undergraduate degree is completed. Students are reviewed continuously to ensure academic progress in bachelor's and master's degree program requirements. 1. Undergraduate students in an accelerated bachelor’s/master’s degree program before the awarding of their undergraduate degree must complete all of their bachelor’s degree requirements and graduate with their undergraduate degree within 24 months of the first day of the semester for which they were admitted to the accelerated program. 2. Undergraduate students must maintain a cumulative GPA of 3.00 from the time they have applied to the program (at 49 credit hours completed in the undergraduate degree) to the time the student begins taking graduate courses (at 62 credits completed in the undergraduate degree). In addition, a student must maintain a 3.00 in all coursework. Suppose an undergraduate student’s cumulative GPA becomes less than 3.00 between the time they are admitted to the accelerated program and begin their coursework. In that case, their admission to the accelerated program may be revoked. 3. Suppose the student's cumulative, undergraduate, and graduate plan of study GPAs drop below the 3.00 GPA requirement once they have started the master's portion of the accelerated program. In that case, they are subject to the academic standing policy for graduate students. The student would still be allowed to complete their undergraduate degree but would no longer be able to complete the graduate degree as part of the accelerated program.
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Deficiencies for students in accelerated programs 1. Intended plan of study GPA less than 3.00 2. Overall graduate GPA less than 3.00 3. Cumulative GPA less than 3.00 4. Earning a grade below a “C” in any required course* 5. Earning a grade of “I” or “W” in a required course 6. Failure to complete the undergraduate degree within 12 months of the first day of the semester for which the student was admitted to the accelerated program *Students must repeat a course with a grade below a “C” the following semester it is offered and earn a “C” grade or better. Failure to achieve a “C” or better on the second attempt may result in a recommendation for dismissal from the program.
Master’s Degree – Minimum Requirements 1. 2. 3. 4. 5. 6.
A student must be in good standing and not on provisional/conditional status. A student must complete all degree requirements with a cumulative grade point average of 3.00 or greater. A student must repeat any course with a grade of C within nine (9) hours of receipt of such grade. Any grade of D or F must be repeated immediately before proceeding further in the program. Receipt of three (3) grades below a B in any given Master’s program would result in automatic dismissal. A student may only transfer a maximum of six (6) credit hours toward their Master’s degree. The School Chair must approve all transfer credits. 7. A student must have completed at least twenty-four (24) hours in residence at MACU. 8. All degree requirements must be completed within five years of matriculation. The Dean, Program Chair and Registrar must approve any extension to the statute of limitation.
Certificate – Minimum Requirements 1. A student must be in good standing and not in provisional/conditional status. 2. A student must complete all certificate requirements with a cumulative grade point average of no less than 2.00 for undergraduate certificates and 3.00 for graduate certificates. 3. Any grade of C or lower in a graduate certificate program must be repeated as soon as the next section is available. 4. A student must have completed at least half the required residence hours at MACU. 5. The school chair must approve all transfer credits for a graduate certificate. 6. All degree requirements must be completed within five years of matriculation. The Dean, Program Chair and Registrar must approve any extension to the statute of limitation.
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University Core Requirements The general education courses establish a broad learning experience for students to build their continuing education progressively. Each student is allowed to build from the following courses to achieve a foundation of general knowledge that would serve them best in pursuing their degree. The courses listed below constitute the core requirements. The specific requirements of each program are given in the program course outline. Bible and Theology – 6-12 hours BINT 1203 Intro to the New Testament BINT 1223 Intro to the Bible BINT 2103 Basic Principles of Inductive Bible Study BINT 2303 Survey of Romans BINT 3713 Life and Teachings of Jesus BINT 3733 Life and Ministry of Jesus BINT 3303 Romans BIOT 1103 Intro to the Old Testament THEO 1103 Biblical Life and Witness THEO 2303 Intro to Christian Theology Communication - 9 hours ENGL 1113 English Composition I* ENGL 1213 English Composition II* COMM 1103 Fundamentals of Public Speaking* U.S. History and Government - 6 hours POLS 1103 American Federal Government* HIST 2103 American History I HIST 2203 American History II Science - 6 hours plus 1 hour of lab BIOL 1133 General Nutrition BIOL 2103 Environmental Science BIOL 2104 Environmental Science and Lab BIOL 3404 Ecology BIOL 1113 General Biology (non-majors) BIOL 1114 General Biology and Lab BIOL 1441 University Science Lab NATS 2501 Intro. to Meteorology Lab NATS 2503 Intro. to Meteorology NATS 2601 Astronomy Lab NATS 2603 Astronomy PHYS 1133 General Physics I PHYS 1134 General Physics I (with Lab)
Math - 3 hours MATH 1103 College Math MATH 1513 College Algebra MATH 2503 Business Math Social Sciences - 3 hours PSYC 1103 Introduction to Psychology SOCI 1103 Introduction to Sociology SOCI 1203 Social Problems Humanities - 6 hours (must take 3 hours of literature) COMM 4103 Special Topics in Media Studies ENGL 2103 British Lit. Survey: Middle Ages to Restoration and 18th Century ENGL 2203 British Lit. Survey: Romantic Period to the Present ENGL 2303 World Lit. Survey: The Ancient World to the Renaissance ENGL 2403 World Lit. Survey: Renaissance to the Modern Era ENGL 2503 American Lit. Survey: Before 1865 ENGL 2603 American Lit Survey: After 1865 GEOG 2603 Human World Geography HIST 1103 History of World Civilization I HIST 1203 History of World Civilization II HUMN 2113 The African-American Experience MUSI 1113 Appreciation of Music and Fine Arts PHIL 1203 Critical Thinking PHIL 2103 Introduction to Philosophy and Ethics SOCI 2243 Introduction to Cultural Anthropology Total 40 - 46 hours
*Indicates required course Students pursuing an Associate’s degree must complete six (6) hours of Bible/Theology (THEO 1103 and BINT 1223). Students pursuing a bachelor’s degree must complete 12 hours of Bible/Theology. • • • •
College of Arts and Sciences (CAS) non-ministry major students must take BINT 1223, BINT 3303, BINT 3733, and THEO 1103. College of Adult and Graduate Studies (CAGS) non-ministry major students may take any combination of Bible/Theology courses. All CAS Ministry major students must take BIOT 1103, BINT 1203, BINT 3303, and THEO 1103/THEO 2303 (see degree sheet for more information). All CAGS Ministry major students must take BIOT 1103, BINT 1203, BINT 2103, and THEO 2303 (see degree sheet for more information).
Students should consult their program course outline for degree-specific University Core Requirements.
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Academic Program Requirements
Interdisciplinary Studies A bachelor in Interdisciplinary Studies (IDS) is an individualized major program that allows students with a specific field of study interest that is not covered by any available MACU major the opportunity to design their degree program. The student’s assigned IDS academic advisor discusses and oversees this process, and all plans are reviewed through the Office of the Registrar. A student’s major design should include a minimum of synthesizing content from two disciplines plus additional supporting courses to the selected field of study or a multidisciplinary concentration. A student may draw upon the resources of all programs of the University to create an individualized degree program. Total University Core Total Interdisciplinary Major Core Total Discipline I Total Discipline II Total Concentration/Electives Total Required Hours
Academic Advisors Bland, Rebeccah, MA (2012) Assistant Professor: School of English BA, Southwestern Christian University; MA, University of Central Oklahoma
Castleberry, Garret, PhD (2017)
46 15 12 12 37 122
**Students may replace electives with additional disciplines, concentrations, or a discipline from the Multidisciplinary Options.
Professor/Chair: Adult School of Arts and Sciences BA, Southwestern Oklahoma State University; MA, University of North Texas; PhD, University of Oklahoma
Interdisciplinary Major Discipline Options In consultation with their advisor, each student devises the study plan for each discipline and selects at least 12 semester credit hours of coursework related to the topic, drawn from at least two academic disciplines. In addition to the two areas of discipline, the student may also wish to complete a concentration as a third area of discipline (see Interdisciplinary Major Concentration Options). Suppose the student does not wish to complete a concentration. In that case, the student may work with their advisor to select electives from any study area.
Interdisciplinary Studies Requirements University Core (46 Hrs.) Specific courses within the University Core are listed on the first page of this catalog section.
Bible/Theology (12 hrs.) Communication (9 hrs.) U.S. History and Government (6 hrs.) Science (6 hrs. plus 1 hr. of lab) Math (3 hrs.) Social Sciences (3 hrs.) Humanities (6 hrs. – 3 hrs. must be literature) Specific courses may be required prerequisites for an area of study. Please consult your advisor to determine any prerequisites that you may need. See the Academic Program Requirements section of this Catalog for additional requirements.
Major Requirements (39 Hrs.) Interdisciplinary Major Core (15 Hrs.) MGMT 2203 Goals, Priorities, and Attitudes MGMT 4103 Group and Organizational Communication MGMT 4203 Managing People: Groups and Leadership BUAD 2603 Personal Finance PHIL 1203 Critical Thinking
The following disciplines are pulled from current MACU programs and provide a guide of recommended courses for each area of study. Accounting Discipline Option (12 Hrs.) For the bookkeeping path: ACCN 2103 Principles of Financial Accounting ACCN 2203 Principles of Managerial Accounting (Prerequisite: ACCN 2103) ACCN 3953 Accounting Information Systems (Prerequisite: ACCN 3913) ACCN ____ Accounting Elective For income tax path: ACCN 3933 Income Tax I (Prerequisite: ACCN 3913) ACCN 3943 Income Tax II (Prerequisite: ACCN 3933) ACCN 4623 Accounting Legal Environment ACCN ____ Accounting Elective
Biology Discipline Option (12 Hrs.)
Major Related Courses: 24 semester credit hours consisting of: Two Disciplines: 12 semester credit hours each (24 semester credit hours) The two disciplines are drawn in consultation with their advisor from current programs in the Adult School of Arts and Sciences, School of Behavioral Science and Counseling, School of Business Leadership, School of English, School of General Education, School of Mathematics, School of Science, School of Ministry, or the School of Teacher Education (See Interdisciplinary Major Discipline Options on next page)
BIOL 1214 Biology I BIOL 3404 Ecology (Prerequisites: MATH 1513, BIOL 1114 or BIOL 1214, BIOL 2104) CHEM 1105 General Chemistry I (Prerequisite: ACT Math 22 or above, MATH 1513 College Algebra, or instructor approval) BIOL/CHEM/NATS ___ Science Elective
Business Administration Discipline Option (12 Hrs.) BUAD 4303 Human Resource Administration MGMT 3213 Applied Business Management MGMT 4413 Strategic Management BUAD/MGMT ____ Business Elective
Free Electives** (37 Hrs.) Choose thirty-seven (37) hours from any area to meet the required minimum 122-hour requirement for your bachelor’s degree.
Christian Ministries Discipline Option (12 Hrs.) BINT 2103 Basic Principles of Inductive Bible Study PMIN 3123 Evangelism and Discipleship THEO 2303 Introduction to Christian Theology (Prerequisites: BINT 1203) PMIN/BINT/BIOT/THEO ____ Ministry, Bible, or Theology Elective
To receive a bachelor's degree, students must have at least 40 hours of 3000 and 4000-level courses.
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Mid-America Christian University Catalog 2023-2024 Media Production and Communications Discipline Option (12 Hrs.) Choose one course from each COMM area or Communication Elective Communication Studies (Generalist): COMM 2113 Foundations of Communication and Media COMM 3433 Research Design Methods COMM 4603 Creating Social Media Presence and Strategic Interviewing Media Studies: COMM 2113 Foundations of Communication and Media COMM 4103 Special Topics in Media Studies COMM 4413 Media Television History Public Relations: COMM 2803 Multimedia Storytelling COMM 3533 Advertising, Brand Management, and Audio Production COMM 3903 Integrated Marketing and Public Relations Social Media Studies: COMM 2123 Introduction to Computer-Mediated Communication COMM 2143 Digital Media Literacy COMM 2803 Multimedia Storytelling
Criminal Justice Discipline Option (12 Hrs.) Generalist: CRJS 3103 Introduction to Criminal Justice CRJS 3503 Criminal Law I CRJS 3513 Criminal Law II CRJS ____ Criminal Justice Elective Investigations: CRJS 4103 Identification, Collection, and Preservation of Evidence CRJS 4113 Principles of Investigation CRJS 4513 Interview and Interrogation Techniques (Prerequisite: COMM 1103) CRJS ____ Criminal Justice Elective Police Operations: CRJS 4013 Human Trafficking CRJS 4403 Police Administration CRJS 4533 Anti-Terrorism and Homeland Security (Prerequisite: CRJS 3503) CRJS ____ Criminal Justice Elective
Cybersecurity Discipline Option (12 Hrs.) MISE 1203 Basics of Networking MISE 2103 Client-Server Networks I MISE 2303 Client-Server Networks II CYBR 3003 Securing Information
Data Analytics Discipline Option (12 Hrs.) CMSC 1203 Foundations of Programming MATH 3703 Introduction to Statistics MISE 4643 Database Management MATH/MISE/CMSC/MGMT ____ Computer Science, Math, or Management Information Elective
Digital Marketing Discipline Option (12 Hrs.) MKTG 4603 Social Media Marketing MKTG 3253 Digital Marketing Channels MKTG 3713 Services Marketing MKTG ___ Marketing Elective
Education Discipline Option (12 Hrs.) EDUC 3103 Educational Psychology (Prerequisite: PSYC 1103) EDUC 3233 Probability and Statistics for Teachers EDUC 4223 Students with Exceptionalities EDEL 3403 Children’s Literature
English Discipline Option (12 Hrs.) Composition and Writing ENGL 3503 Advanced Composition ENGL 3703 Creative Writing ENGL 4203 Modern Grammar ENGL ____ English Elective Major Authors: ENGL 4143 Women in Literature (Prerequisites: ENGL 1113 and ENGL 1213) ENGL 4303 Shakespeare (Prerequisite: ENGL 1113 and ENGL 1213) ENGL 4333 The Fiction Works of C.S. Lewis ENGL ____ English Elective
Academic Program Requirements Literature in American Culture: ENGL 3713 Ethnic American Literature ENGL 3733 Native American Lite ENGL 3923 Cultural Theory and Popular Culture (Prerequisites: ENGL 1113 and ENGL 1213) ENGL ____ English Elective
Healthcare Management Discipline Option (12 Hrs.) HC 3203 Introduction to Healthcare Management HC 3503 Legal Aspects of Healthcare Management HC 4103 Healthcare Economics HC 4303 Healthcare Information Systems
Management and Ethics Discipline Option (12 Hrs.) MGMT 3213 Applied Business Management MGMT 4433 Managing Change MGMT 4303 Accounting for Managers MGMT/BUAD ____ Management Elective
Mathematics Discipline Option (12 Hrs.) MATH 2114 Calculus (Prerequisites: MATH 1513 or high school credit for Calculus) MATH 3703 Introduction to Statistics MATH 4113 Mathematical Modeling (Prerequisite: MATH 1513) MATH ____ Mathematics Elective
Ministry Leadership Discipline Option (12 Hrs.) BINT 3703 History of Christian Thought 1 PMIN 1103 Foundations of Ministry PMIN 4303 Leadership Formation (Prerequisites: PMIN 1103) PMIN/BINT/BIOT/THEO ____ Ministry, Bible, Theology Elective
Psychology Discipline Option (12 Hrs.) PSYC 4703 Psychology of Abnormal Behavior (Prerequisite: PSYC 1103) PSYC 3303 Development Across the Life Span (Prerequisite: PSYC 1103) PSYC 3633 Psychology of Addictions and Substance Abuse (Prerequisite: PSYC 1103) PSYC ____ Psychology Elective
Interdisciplinary Major Concentration Options In addition to the two areas of discipline, the student may choose to complete a concentration from other current programs at MACU as a third area of discipline. If the student does not wish to complete a concentration, the student may work with their advisor to select electives from any area of study. The following concentrations are an advising guide for recommended courses in each study area. Students must work with their advisors to determine the courses for their concentration or electives.
Business Administration Concentration (18 Hrs.) ACCN 2103 Principles of Financial Accounting ACCN 2203 Principles of Managerial Accounting BUAD 3403 Business Finance BUAD 4303 Human Resource Administration MGMT 3213 Applied Business Management MKTG 3103 Principles of Marketing
Children’s Ministry Concentration (18 Hrs.) EDUC 4203 Instructional Strategies, Mgmt., and Assessment I EDUC 4223 Students with Exceptionalities PMIN 3303 Christian Worship PMIN 4503 The Church’s Ministry to Families PSYC 3303 Development Across the Lifespan Electives (3 Hrs.) Choose 3 hours of electives. The following are not required but recommended. ECED 3103 Nutrition and Physical Development in Early Childhood ECED 4103 Family and Community Relationships in Early Childhood Education PMIN 3313 Children’s Ministry PSYC 3623 Dynamics of the Family in Crisis
Communication Concentration (18 Hrs.) COMM 2143 Digital Media Literacy COMM 3213 Organizational and Professional Communication COMM 3533 Advertising, Brand Management, and Audio Production COMM 3903 Integrated Marketing and Public Relations COMM 4103 Special Topics in Media Studies COMM 4603 Creating Social Media Presence and Strategic Interviewing
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Academic Program Requirements
Christian Ministries Concentration (18 Hrs.)
Pastoral Care Concentration (18 Hrs.)
BINT 2103 Basic Principles of Inductive Bible Study BINT 3103 Synoptic Gospels PMIN 1103 Foundations of Ministry PMIN 4303 Leadership Formation THEO 3603 Spiritual Formation THEO 4323 The Teachings of Wesleyan-Arminian Theology
PMIN 3643 Stephen Ministry PMIN 3303 Christian Worship PMIN 4973 Pastoral Care in the Local Church PMIN 4983 Practicum in Pastoral Care II PSYC 4813 Professional Ethics and Conduct PMIN/BINT/BIOT/THEO ____ Ministry, Bible, Theology Elective
Christian Worship Concentration (18 Hrs.)
Educational Studies Concentration (18 Hrs.)
BIOT 3113 Psalms and Poetic Literature MUSI 4243 Music Ministry MUSI 4603 Hymnology/Music Text PMIN 3303 Christian Worship PMIN 4113 Internship in Professional Ministries MUSI/BIOT/BINT//PMIN/THEO ____ Music, Ministry, Bible, Theology Elective
EDUC 3103 Educational Psychology EDUC 3123 Foundations of Literacy EDUC 3303 Development Across the Life Span EDUC 4223 Students with Exceptionalities EDUC 4203 Instructional Strategies, Mgmt., and Assessment I MATH 2203 Math for Teachers I Note: Complete the professional education component, semester hours, and development hours you are assigned upon acceptance. IMPORTANT: Don't forget to check the mandatory requirements found on the Oklahoma Alternative Placement Program for Teacher Certification
Criminal Justice Concentration (18 Hrs.) CRJS 3003 Victimology CRJS 3103 Introduction to Criminal Justice CRJS 3503 Criminal Law I CRJS 3703 Criminal Procedures CRJS 3813 Community Relations CRJS 4513 Interview and Interrogation Techniques OR CRJS 4533 AntiTerrorism and Homeland Security
Data Analytics Concentration (18 Hrs.) CMSC 1203 Foundations of Programming or MISE 4103 Programming Concepts CMSC 3103 Analytics Management CMSC 3463 Advanced Structured Query Language (SQL) MATH 3703 Introduction to Statistics MATH 4113 Math Modeling MISE 4663 Business Intelligence/Data Analytics
Digital Marketing Concentration (18 Hrs.) MKTG 3143 Consumer and Market Behavior MKTG 3253 Digital Marketing Channels MKTG 3533 Brand and Product Management MKTG 3713 Services Marketing MKTG 4113 International Marketing MKTG 4603 Social Media Marketing
Healthcare Management Concentration (18 Hrs.) HC 3203 Introduction to Healthcare Management HC 3213 Fundamentals of Medical Practice Management HC 3313 Healthcare Human Resource Management HC 3503 Legal Aspects of Healthcare Management HC 4203 Healthcare Operations Management HC 4303 Healthcare Information Systems
Management Information Systems Concentration (18 Hrs.) CMSC 1203 Foundations of Programming MISE 4643 Database Management MISE 4663 Business Intelligence/Data Analytics Select 9 hours from the following: CMSC 3123 Working with Data Structures MISE 4213 Configuring E-Mail and Web Services MISE 4513 Advanced Networks CYBR 3003 Securing Information CYBR 3103 Risk Management and IT Security CYBR 3503 Securing Windows CYBR 4503 Cloud Security
Sports Management Concentration (18 Hrs.) MKTG 3313 Sports Marketing (Prerequisite: MKTG 3103) SMGT 3113 Leadership and Ethics in Sports SMGT 3123 Sociology of Sports SMGT 3513 Sports Fundraising and Sponsorship SMGT 4123 Sports Facilities Management SMGT 4223 Sports Law and Risk Management
Youth Ministry Concentration (18 Hrs.) PMIN 3153 Youth Ministry Methods and Curriculum PMIN 3303 Christian Worship PMIN 3513 Youth Ministry PMIN 4503 Church’s Ministry to Families PSYC 3633 Psychology of Addictions and Substance Abuse PMIN/BINT/BIOT/THEO ____ Ministry, Bible, Theology Elective
Veterans’ Policy Certificate Effective: 01-01-2023
The Veterans’ Policy Certificate (VPC) is a 24-credit-hour interdisciplinary study focusing on understanding the policies associated with the military veteran population within the United States. VPC graduates would have the basic knowledge to work within non-profit, private, or government organizations supporting Military Veterans. Certificate Requirements: COMM 3423 Veterans in Media ENGL 1213 English Composition II HIST 2203 American History II POLS 1103 American Federal Government POLS 4543 Veterans’ Policy, before 9/11 POLS 4553 Veterans’ Policy, after 9/11 SOCI 1103 Introduction to Sociology SOCI 3433 Researching Veterans Total Required 24 hours
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Academic Program Requirements
Multidisciplinary Options Multidisciplinary Options Multidisciplinary options allow a unique opportunity for students interested in more than one academic discipline to choose a current MACU program for the primary course of study and a secondary discipline of study. The courses required in the secondary discipline are taken in place of the primary program’s electives. When the student designates the primary and secondary multidisciplinary course of study, they must be approved by the chairpersons of the two academic disciplines. ● When a Multidisciplinary course of study is requested, it must be approved by both chairpersons of each discipline. ● Additional electives may be required to meet the minimum degree requirements ● Degree Programs – Multidisciplinary options are available with the degree programs listed below: o Biology o English o Business Administration and Ethics o Management and Ethics o Media Production and Communication o Mathematics o Data Analytics o Ministry Leadership o Digital Marketing o Psychology One of the following Multidisciplinary focus areas of study may be added to any of the above-listed Degree Programs.
Biology (34-37 Hrs.) Choose one focus area: Cellular, Human, or Organismal. Cellular (36 Hrs.)
Human (36 Hrs.)
Organismal (34-35 Hrs.)
BIOL 1214 Biology I BIOL 1314 Biology II BIOL 3305 Microbiology CHEM 1105 General Chemistry I CHEM 1205 General Chemistry II CHEM 3103 Organic Chemistry I CHEM 3102 Organic Chemistry I Lab BIOL 3334 Cell Biology BIOL 3354 Genetics BIOL 4501 Biology Research
BIOL 1214 Biology I BIOL 1314 Biology II BIOL 3305 Microbiology CHEM 1105 General Chemistry I CHEM 1205 General Chemistry II BIOL 4124 Histology BIOL 4501 Biology Research
BIOL 1214 Biology I BIOL 1314 Biology II CHEM 1105 General Chemistry I CHEM 1205 General Chemistry II BIOL 3214 Human Physiology BIOL 4144 Plant Taxonomy BIOL 4501 Biology Research Organismal Options BIOL 2114 General Zoology or BIOL 2214 General Botany BIOL 3363 Evolution or BIOL 3404 Ecology
Anatomy Options BIOL 3114 Human Anatomy and BIOL 3214 Human Physiology (or BIOL 2314 Anatomy and Physiology I and BIOL 2324 Anatomy and Physiology II)
Business Administration (30 Hrs.) This option is not available with the Management and Ethics plan of study. BUAD 2503 Business and Professional Communication BUAD 3403 Business Finance BUAD 4303 Human Resource Administration ECON 2503 Survey of Economics
MGMT 3213 Applied Business Management MKTG 3103 Principles of Marketing Select six (6) additional hours from other courses within the discipline.
Data Analytics (30 Hrs.) CMSC 1203 Foundations of Programming CMSC 3103 Analytics Management and Presentation CMSC 3463 Advanced Structured Query Language (SQL) CMSC 4103 Introduction to R for Data Analytics MATH 3103 Linear Algebra
MATH 3703 Introduction to Statistics MATH 4113 Mathematical Modeling MATH 4243 Regression Analysis MISE 4643 Database Management MISE 4663 Business Intelligence/Data Analytics
Digital Marketing (30 Hrs.) MKTG 3103 Principles of Marketing MKTG 3143 Consumer and Market Behavior MKTG 3243 Marketing Analytics MKTG 3253 Digital Marketing Channels MKTG 3263 Marketing Research and Reporting
MKTG 3273 Professional Selling in Marketing MKTG 3533 Brand and Product Management MKTG 4113 International Marketing MKTG 4603 Social Media Marketing MKTG 4803 Content Marketing
English (30 Hrs.) ENGL 3703 Creative Writing ENGL 3503 Advanced Composition ENGL 4203 Modern Grammar ENGL 4303 Shakespeare ENGL 4503 History of English Language ENGL 4533 Crit. Approach to Literature
Select 12 additional hours from other courses within the discipline: ENGL 2103 British Literature Survey I ENGL 2203 British Literature Survey II ENGL 2303 World Lit Sur: Ancient World-Renaissance ENGL 2403 World Lit Sur: Renaissance-Modern Era ENGL 2503 American Lit Sur: Before 1865 ENGL 2603 American Lit Sur: Since 1865
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Media Production and Communication (30 Hrs.) COMM 2113 Foundations of Communication and Media COMM 2143 Digital Media Literacy COMM 2803 Multimedia Storytelling COMM 3533 Advertising, Brand Management, and Audio Production COMM 4603 Creating Social Media Presence and Strategic Interviewing COMM 4803 Media Production and Communication Capstone
Select 12 additional hours from other courses within the discipline: COMM 2123 Introduction to Computer-Mediated Communication COMM 2243 Introduction to Virtual Reality COMM 3213 Organizational and Professional Communication COMM 3233 Media Law and Ethics COMM 3433 Research Design Methods COMM 3903 Integrated Marketing and Public Relations COMM 4103 Special Topics in Media Studies COMM 4413 Media Television History
Management and Ethics (30 Hrs.) This option is not available with the Business Administration plan of study. BUAD 2503 Business and Professional Communications BUAD 3403 Business Finance BUAD 4303 Human Resource Administration MGMT 2103 Business Software Applications MGMT 3213 Applied Business Management
MGMT 4103 Group and Organizational Communication MGMT 4203 Managing People: Groups and Leadership MGMT 4303 Accounting for Managers MGMT 4433 Managing Change MGMT 4523 Case Studies in Management Ethics
Mathematics (32 Hrs.) MATH 2114 Calculus I and Analytic Geometry MATH 2214 Calculus II MATH 2313 Calculus III MATH 3103 Linear Algebra MATH 3403 Discrete Math MATH 4203 Mathematical Statistics
Select 12 additional hours from courses within the Mathematics discipline. At least three (3) of the 12 hours must be one of the following: CMSC 1203 Foundations of Programming MISE 4103 Programming Concepts
Ministry Leadership (33 Hrs.) PMIN 1103 Foundations of Ministry PMIN 1203 Christian Formation PMIN 3103 Homiletics I PMIN 3123 Evangelism and Discipleship PMIN 3713 Workshop in Pastoraal Ministry PMIN 4233 Nonprofit/American Church Law PMIN 4303 Leadership Formation THEO 2103 Systematic Theology I THEO 2203 Systematic Theology II
Select three (3) additional hours of Inductive Bible Study Courses BINT 3103 The Synoptic Gospels BINT 3603 Hebrews and General Letters BINT 3633 Pastoral Letters Select three (3) additional hours from Applied Learning Courses PMIN 3133 Introduction to Spiritual Direction PMIN 3643 Stephen Ministry PMIN 4113 Internship in Professional Ministry PMIN 4893 Practicum in Pastoral Care I PMIN 4983 Practicum in Pastoral Care
Professional Education (30 Hrs.) EDUC 2101 MACU Teacher Education Orientation EDUC 2102 Educational Foundations EDUC 3103 Educational Psychology EDUC 3233 Probability and Statistics for Teachers EDUC 3303 Development Across the Life Span EDUC 4223 Students with Exceptionalities EDUC 4203 Instructional Strategies, Mgmt., and Assessment I EDUC 4213 Instructional Strategies, Mgmt., and Assessment II
Select nine (9) additional hours from the following courses: EDUC 4803 Methods of Teaching Secondary English or EDUC 4703 Methods of Teaching Secondary Math or EDUC 4603 Methods of Teaching Secondary Social Studies MGMT 2203 Goals, Priorities, and Attitudes MGMT 4103 Group and Organizational Communication MGMT 4203 Managing People: Groups and Leadership MGMT 4433 Managing Change PMIN 4303 Leadership Formation SMGT 3113 Leadership and Ethics in Sports
Psychology (30 Hrs.) PSYC 3303 Development Across the Lifespan PSYC 3113 History and Systems of Psychology PSYC 3713 Psychological Statistics or MATH 3703 Introduction to Statistics PSYC 3803 Introduction to Research Methods
PSYC 3903 Stress Management PSYC 4703 Abnormal Psychology PSYC 4803 Personality Theory and Development PSYC 4813 Professional Ethics and Conduct Select six (6) additional hours from within the Psychology discipline
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Program Descriptions
UNDERGRADUATE DEGREE PROGRAMS “And Jesus increased in wisdom and in stature and in favor with God and man.” Luke 2:52 (ESV)
General Studies, A.A. Effective: 01/01/2023 The Associate of Arts in General Studies provides a program for students desiring a general education degree that prepares them for continued study in a four-year degree program. This degree helps students develop skills and knowledge through a broad-based liberal arts curriculum that includes biblical studies and reflects a Wesleyan Christian worldview.
General Studies Program and Student Outcomes Student Learning Outcome 2.3.c: Digital: The student’s presentation clearly communicates to the target audience.
Faculty and Content Specialists Arnold, Trina, MBA Assistant Professor: Adult School of Arts and Sciences BS, University of Central Oklahoma; MEd, University of Central Oklahoma; MBA, Southern Nazarene University
Program Outcome 3: The graduate will effectively compile and consume information to apply higher-level thinking for the purpose of acquiring knowledge.
Schell, Kenneth, MA
Student Learning Outcome 3.1: The student will evaluate information and its sources critically.
Associate Professor/Chair: School of General Education BA Mid-America Christian University; MA Arizona State University
Student Learning Outcome 3.2: The student will use information to accomplish a specific purpose.
Program Outcome 1: The graduate will apply Christian principles and ethics, through a Wesleyan perspective, to academic, professional, and personal experiences.
Student Learning Outcome 3.3: The student will access and use information ethically and legally.
Program Outcome 4: The graduate will be able to develop and propose innovative solutions to local and global problems.
Student Learning Outcome 1.1: The student will understand the Wesleyan perspective of ethics. Student Learning Outcome 1.2: The student will recognize ethical issues.
Student Learning Outcome 4.1: The student will demonstrate the ability to define problems.
Student Learning Outcome 1.3: The student will apply the Wesleyan perspective and concepts to ethical issues.
Student Learning Outcome 4.2: The student will identify strategies for solving problems.
Program Outcome 2: The graduate will develop effective and audience-appropriate oral, written, and digital communication. A: Written
Student Learning Outcome 4.3: The student will propose effective solutions to presented problems. Student Learning Outcome 4.4: The student will evaluate proposed solutions to presented problems.
Student Learning Outcome 2.1.a: Written: The student will use appropriate, relevant, and compelling content to illustrate mastery of the subject.
Program Outcome 5: The graduate will be able to collaborate effectively with peers and other stakeholders to achieve goals.
Student Learning Outcome 2.1.b: Written: The student will demonstrate skillful use of high-quality, credible, relevant sources.
Student Learning Outcome 5.1: The student will contribute to the team planning process. Student Learning Outcome 5.2: The student will facilitate the contributions of other team members.
Student Learning Outcome 2.1.c: Written: The student will use graceful language that skillfully communicates meaning to readers with clarity and fluency.
Student Learning Outcome 5.3: The student will complete assigned tasks on time and with quality.
B: Oral
Student Learning Outcome 5.4: The student will support a constructive team climate.
Student Learning Outcome 2.2.a: Oral: The student’s communication is clearly organized.
Program Outcome 6: The graduate will be able to evaluate cultural elements from a global perspective.
Student Learning Outcome 2.2.b: Oral: The student’s oral communication is delivered with quality.
Student Learning Outcome 6.1: The student will demonstrate awareness of global issues.
Student Learning Outcome 2.2.c: Oral: The student’s oral communication has a clear central message.
Student Learning Outcome 6.2: The student will demonstrate the ability to apply diverse perspectives to complex subjects.
C: Digital Student Learning Outcome 2.3.a: Digital: The student will demonstrate mastery of the use of the medium.
Student Learning Outcome 6.3: The student will demonstrate an understanding of cultural diversity.
Student Learning Outcome 2.3.b: Digital: The student’s digital communication is clearly organized.
Student Learning Outcome 6.4: The student will apply knowledge to contemporary global contexts.
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Program Descriptions
General Studies Program Requirements University Core (40 Hrs.)
General Studies Pre-Nursing Track
Specific courses within the University Core are listed on the first page of this catalog section.
Students must complete all University Core, Orientation, PreNursing, and Electives (62 hours).
Bible/Theology (6 hrs.) Communication (9 hrs.) U.S. History and Government (6 hrs.) Science (6 hrs. plus 1 hr. of lab) *BIOL 1133 General Nutrition *BIOL 1214 Biology I Math (3 hrs.): *MATH 1103 College Math *MATH 1513 College Algebra Social Sciences (3 hrs.): *PSYC 1103 Introduction to Psychology Humanities (6 hrs. – 3 hrs. must be literature): *ENGL 2303 World Literature Survey: The Ancient World to the Renaissance *GEOG 2603 Human World Geography *PHIL 2103 Introduction to Philosophy and Ethics
University Core (40 Hrs.) Bible/Theology (6 hrs.) Communication (9 hrs.) U.S. History and Government (6 hrs.) Science (6 hrs. plus 1 hr. of lab) BIOL 1133 General Nutrition BIOL 1214 Biology I Math (3 hrs.): MATH 1513 College Algebra Social Sciences (3 hrs.): PSYC 1103 Introduction to Psychology Humanities (6 hrs. – 3 hrs. must be literature)
Pre-Nursing Courses (18 Hrs.) Anatomy Options (8 Hrs.): BIOL 3114 Human Anatomy and BIOL 3214 Human Physiology (or BIOL 2314 Anatomy and Physiology I and BIOL 2324 Anatomy and Physiology II)
BIOL 3305 Microbiology CHEM 1105 General Chemistry I
*These courses are required prerequisites for specific bachelor’s degree majors. The corresponding University Core Requirements are satisfied upon completion of the above courses. Students should consult their program course outline for degree-specific University Core Requirements. Otherwise, you may choose from the courses listed on the first page of this catalog section. See the
Electives (4 Hrs.) Choose four (4) additional elective hours from any area to meet the required minimum of sixty-two (62) hours for your associate degree.
Academic Program Requirements section of this Catalog for additional requirements.
Total University Core Pre-Nursing Courses Electives Total Required Hours
Electives (22 Hrs.) Choose twenty-two (22) hours from any area to meet the minimum sixty-two (62) hour requirement for your associate degree.
Total University Core Electives Total Required Hours
40 18 4 62
40 22 62
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Program Descriptions
Accounting and Ethics, B.B.A. Effective 6/1/2021 Designed to help prepare students for various accounting careers by providing a broad foundation of accounting procedures and theory covering vital areas, including taxation, auditing, managerial/cost, financial and accounting law, ethical guidelines, and accounting information systems. The program provides the necessary coursework to meet the 30-hour accounting and 9-hour business requirements needed to sit for the Certified Public Accountant (CPA) or Certified Management Accountant (CMA) exams in Oklahoma. See www.ok.gov/oab for a complete list of requirements.
Accounting and Ethics Program and Student Outcomes Program Outcome 3: Graduates will demonstrate the ability
Faculty and Content Specialists
to work in groups and teams, utilizing interpersonal skills successfully in an organizational setting. Student Learning Outcome 3.1: The student will collaborate to apply teamwork principles.
Heltcel, Cassidi, MBA (2023) BA, University of Oklahoma; MBA, Mid-America Christian University
Ward, Jamie, MS (2023)
Student Learning Outcome 3.2: The student will effectively communicate with team members during collaborative activities.
BS, Mid-America Christian University; MS, Southern Nazarene University
Program Outcome 1: Graduates will demonstrate knowledge of relevant content in their selected discipline and the ability to situationally apply that knowledge to core business functions, including management, marketing, business law, accounting, economics, and finance. Student Learning Outcome 1.1: The student will demonstrate an ability to analyze and record accounting transactions to support the accounting function
Program Outcome 4: Graduates will demonstrate the ability to effectively communicate business information using relevant technology and a variety of communication tools. Student Learning Outcome 4.1: The student will be able to communicate financial information effectively. Student Learning Outcome 4.2: The student will demonstrate proficiency with basic business software.
Program Outcome 5: Graduates will exhibit the ability to
Student Learning Outcome 1.2: The student will be able to prepare financial statements for business, non-profit, and government entities.
analyze business problems and use critical thinking skills by developing, implementing, testing, and restructuring business models. Student Learning Outcome 5.1: The student will be able to deduce overall business health and important factors pertaining to business operations by examining financial ratios derived from the Income Statement or Balance Sheet.
Student Learning Outcome 1.3: The student will be able to interpret financial statements for business, non-profit, and government entities.
Program Outcome 2: Graduates will exhibit the ability to make ethical business decisions informed by Christian principles of equity, justice, integrity, and the intrinsic worth of all people. Student Learning Outcome 2.1: The student will identify ethical issues and challenges.
Student Learning Outcome 5.2: The student will determine the relevant professional standards and the regulatory environment in the financial reporting and audit of U.S. and global business entities.
Student Learning Outcome 2.2: The student will be able to evaluate various accounting activities in relation to professional standards.
Student Learning Outcome 5.3: The student will apply knowledge of relevant professional standards and the regulatory environment in the financial reporting and audit of U.S. and global business entities.
Accounting and Ethics Program Requirements Major Requirements
University Core (46 Hrs.) Specific courses within the University Core are listed on the first page of this catalog section.
Accounting and Ethics Major (45 Hrs.) *ACCN 2103 Principles of Financial Accounting *ACCN 2203 Principles of Managerial Accounting *ACCN 3903 Intermediate Accounting I *ACCN 3913 Intermediate Accounting II *ACCN 3923 Cost Accounting ACCN 3933 Income Tax Accounting I ACCN 3943 Income Tax Accounting II ACCN 3953 Accounting Information Systems *ACCN 3963 Data Analytics for Accounting ACCN 4443 Advanced Financial Accounting *ACCN 4623 Accounting Legal Environment *ACCN 4633 Auditing *BUAD 3403 Business Finance *BUAD 3503 Excel for Business Analytics BUAD 4303 Human Resource Administration
Bible/Theology (12 hrs.) Communication (9 hrs.) U.S. History and Government (6 hrs.) Science (6 hrs. plus 1 hr. of lab) Math (3 hrs.) Social Sciences (3 hrs.) Humanities (6 hrs. – 3 hrs. must be literature) See the Academic Program Requirements section of this Catalog for additional requirements.
Required before Major Courses (12 Hrs.) BUAD 1103 Introduction to Business BUAD 2503 Business and Professional Communications ECON 2503 Survey of Economics MGMT 2103 Business Software Applications
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Program Descriptions
Electives (19 Hrs.)
Financial Core Accounting Certificate
Choose nineteen (19) hours from any area to meet the required minimum 122-hour requirement for your bachelor’s degree. The following are recommended for the Certified Management Accountant (CMA) exam: *ACCN 4733 CMA Exam Preparation I *ACCN 4743 CMA Exam Preparation II
Effective: 06/01/19
This certificate program would prepare students for employment in an entry-level accounting position or for greater accounting responsibilities at work, prepare them for a more advanced degree in accounting, and satisfy the prerequisite course requirements for students wishing to enter the Master of Business Administration, CPA Accounting Emphasis degree without an undergraduate Accounting degree.
*Courses recommended for the Certified Management Accountant (CMA) exam.
Certificate Requirements:
To receive a bachelor's degree, students must have at least 40 hours of 3000 and 4000-level courses.
Total University Core Total Required Before Major Total Accounting and Ethics Major Total Electives Total Required Hours
ACCN 2103 Principles of Financial Accounting ACCN 2203 Principles of Managerial Accounting ACCN 3903 Intermediate Accounting I ACCN 3913 Intermediate Accounting II ACCN 3933 Income Tax Accounting I ACCN 4443 Advanced Financial Accounting ACCN 4633 Auditing
46 12 45 19 122
Total Required 21 hours
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Program Descriptions
Biology, B.S. Effective: 1-1-2019 The biology program at MACU provides students with a strong foundation to enter multiple science careers, STEM graduate schools, and professional health science programs. In addition to classroom and laboratory teaching modules, MACU provides abundant opportunities for faculty-to-student mentorships, peer-to-peer collaborative learning, and critical thinking opportunities related to science research protocol. MACU holds a 3+1 Pre-doctoral Program articulation agreement with Oklahoma State University-Center for Health Sciences. This articulation agreement is subject to change; therefore, check with the School of Science and the destination college or university to verify that you meet all requirements to create a smooth transition. See a full list of requirements on the OSU-CHS MOU 3+1 document.
Biology Program and Student Outcomes Fernando, Deshani, PhD (2017)
Student Learning Outcome 2.1: The student will draw conclusions based on appropriate research protocol.
Associate Professor/Co-Chair: School of Science BS, University of Kelaniya, Sri Lanka; PhD, Oklahoma State University
Student Learning Outcome 2.2: The student will classify organisms/chemical reactions according to quantitative and qualitative processes.
Faculty and Content Specialists
Hayes, Jayme, MS (2021)
Program Outcome 3: Graduates will understand the relationship of core concepts across various disciplines.
Assistant Professor: School of Science BS, University of Oklahoma; MS, Kansas City University
Student Learning Outcome 3.1: The student will apply chemistry, physics, mathematics, and biology content to explain the natural world.
Kihega, Harold, PhD (2016) Professor/Co-Chair: School of Science BS, Cameron University; MEd, University of Central Oklahoma; PhD, University of Oklahoma
Student Learning Outcome 3.2: The student will effectively collaborate across disciplines.
Program Outcome 4: Graduates will implement correct laboratory methodology to assess diverse scientific systems.
Program Outcome 1: Graduates will effectively communicate core science concepts. Student Learning Outcome 1.1: The student will organize scientific (quant/qual) data and effectively present it through tables, charts, and images.
Student Learning Outcome 4.1: The student will accurately perform laboratory protocol. Student Learning Outcome 4.2: The student will utilize laboratory equipment correctly and safely.
Student Learning Outcome 1.2: The student will critique and summarize current research topics.
Program Outcome 2: Graduates will apply quantitative and qualitative analysis to interpret scientific data.
Biology Studies Program Requirements University Core (46 Hrs.)
Major Requirements
Specific courses within the University Core are listed on the first page of this catalog section.
Biology Major (56 hrs.) BIOL 1214 Biology I BIOL 1314 Biology II Anatomy Options (8 hrs.): BIOL 3114 Human Anatomy and BIOL 3214 Human Physiology (or BIOL 2314 Anatomy and Physiology I and BIOL
Bible/Theology (12 hrs.) Communication (9 hrs.) U.S. History and Government (6 hrs.) Science (7 hrs.) *BIOL 1133 General Nutrition *BIOL 2104 Environmental Science and Lab Math (3 hrs.) *MATH 1513 College Algebra Social Sciences (3 hrs.) *PSYC 1103 Intro to Psychology Humanities (6 hrs. – 3 must be literature)
2324 Anatomy and Physiology II)
BIOL 2114 General Zoology or BIOL 2214 General Botany BIOL 3305 Microbiology BIOL 3334 Cell Biology or BIOL 3354 Genetics BIOL 4501 Biology Research CHEM 1105 General Chemistry I CHEM 1205 General Chemistry II CHEM 3103 Organic Chemistry I CHEM 3102 Organic Chemistry I Lab MATH 2114 Calculus 1 or MATH 4113 Mathematical Modeling MATH 3703 Introduction to Statistics PHYS 1134 General Physics I (with Lab) or PHYS 2104 Physics I (with Lab)
*These courses are required prerequisites for the major. The corresponding University Core Requirements are satisfied upon completion of the above courses. (These courses are required for this major regardless of previous degrees conferred). See the Academic Program Requirements section of this Catalog for additional requirements.
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Program Descriptions **Students may replace electives with a discipline from the Multidisciplinary Options.
Biology/General Electives** (20 hrs.) Choose 20 hours of biology electives from this list. The following are not required but recommended: BIOL 1013 Medical Terminology BIOL 3143 Pathogenic Microbiology BIOL 3154 Invertebrate Zoology BIOL 3254 Comparative Vertebrate Anatomy *BIOL 3334 Cell Biology *BIOL 3354 Genetics BIOL 3363 Evolution BIOL 3404 Ecology BIOL 4024 Limnology BIOL 4124 Histology BIOL 4144 Plant Taxonomy BIOL 4213 History of Science BIOL 4264 Mammalogy BIOL 4314 Embryology BIOL 4334 Environmental Microbiology BIOL 4413 Virology BIOL 4774 Parasitology BIOL 4901 Special Topics in Biology CHEM 2104 Analytical Chemistry CHEM 3123 Principles of Biochemistry CHEM 3203 Organic Chemistry II CHEM 3202 Organic Chemistry II Lab CHEM 3354 Environmental Chemistry CHEM 3504 Physical Chemistry I CHEM 3514 Physical Chemistry II CHEM 4654 Inorganic Chemistry PHYS 1234 General Physics II (with Lab) PSYC 3813 Cognitive Psychology PSYC 4213 Physiological Psychology and Neuroscience PSYC 4703 Psychology of Abnormal Behavior
Multidisciplinary Options (30-33 Hrs.) See Multidisciplinary Options at the beginning of the Academic Degree section of this catalog.
*These courses would fulfill an elective if not needed to fulfill a Biology Major requirement. To receive a bachelor's degree, students must have at least 40 hours of 3000 and 4000-level courses.
Total University Core Total Biology Major Total Biology/General Electives/Discipline Total Required Hours
46 56 20-33 122-135
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Program Descriptions
Business Administration and Ethics, B.B.A. Effective: 08-01-2017 Designed to prepare students to pursue a variety of positions in the field of business, the Business Administration and Ethics degree enhances students’ understanding of business and features specific business dynamics and competencies that are critical to the success of any business or organization.
Business Administration and Ethics Program and Student Outcomes Faculty and Content Specialists
Program Outcome 3: Graduates will demonstrate the ability to work in groups and teams, utilizing interpersonal skills successfully in an organizational setting.
Sloan, Stephen, JD (1991) Professor: School of Business Leadership BA, MS, Southern Nazarene University; JD, University of Oklahoma College of Law
Student Learning Outcome 3.1: The student will coordinate, plan, and develop a group presentation. Student Learning Outcome 3.2: The student will present a group project.
Program Outcome 1: Graduates will demonstrate knowledge of relevant content in their selected discipline and the ability to situationally apply that knowledge to core business functions, including management, marketing, business law, accounting, economics, and finance.
Program Outcome 4: Graduates will demonstrate the ability to effectively communicate business information using relevant technology and a variety of communication tools.
Student Learning Outcome 1.1: The student will understand how marketing is used as a strategic management tool.
Student Learning Outcome 4.1: The student will demonstrate verbal and technical communication skills by creating and presenting a formal presentation.
Student Learning Outcome 1.2: The student will show a comprehension of basic Accounting Principles.
Student Learning Outcome 4.2: The student will exhibit writing and critical thinking skills fundamental to success in the business community.
Student Learning Outcome 1.3: The student will demonstrate knowledge of basic Micro and Macro Economic theories.
Program Outcome 5: Graduates will exhibit the ability to analyze business problems and use critical thinking skills by developing, implementing, testing, and restructuring business models.
Program Outcome 2: Graduates will exhibit the ability to make ethical business decisions informed by Christian principles of equity, justice, integrity, and the intrinsic worth of all people.
Student Learning Outcome 5.1: The student will develop, test, analyze, and revise a business plan.
Student Learning Outcome 2.1: The student will analyze case studies and make decisions on ethical outcomes to a variety of scenarios posed by the case studies.
Student Learning Outcome 5.2: The student will exhibit the ability to analyze and react to changing situations to attain goals.
Student Learning Outcome 2.2: The student will prove the ability to make ethical decisions while balancing the legal aspects of the business community. Student Learning Outcome 2.3: The student will demonstrate the effectiveness of Christian Ethics in managing the change required in the business community.
Business Administration and Ethics Studies Program Requirements University Core (46 Hrs.)
M AJOR REQUIREMENTS Business Administration and Ethics Major (30 Hrs.)
Specific courses within the University Core are listed on the first page of this catalog section.
ACCN 2103 Principles of Financial Accounting ACCN 2203 Principles of Managerial Accounting BUAD 3403 Business Finance BUAD 4103 Legal Environment of Business BUAD 4303 Human Resource Administration MGMT 3213 Applied Business Management MGMT 4103 Group and Organizational Communication MGMT 4413 Strategic Management MGMT 4433 Managing Change MKTG 3103 Principles of Marketing
Bible/Theology (12 hrs.) Communication (9 hrs.) U.S. History and Government (6 hrs.) Science (6 hrs. plus 1 hr. of lab) Math (3 hrs.) *MATH1513 College Algebra Social Sciences (3 hrs.) Humanities (6 hrs. – 3 hrs. must be literature) *These courses are required prerequisites for the Data Analytics Concentration. See the Academic Program Requirements section of this Catalog for additional requirements.
REQUIRED BEFORE MAJOR COURSES (12 HRS.) BUAD 1103 Introduction to Business BUAD 2503 Business and Professional Communications ECON 2503 Survey of Economics MGMT 2103 Business Software Applications
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Program Descriptions
Electives** (34 Hrs.) Choose thirty-four (34) hours from any area to meet the required minimum 122-hour requirement for your bachelor’s degree. At least sixteen (16) hours should be from upper-division hours. The following are not required but recommended: BUAD 2603 Personal Finance BUAD 4503 Small Business Management BUAD 4703 Business Ethics BUAD 4803 Management of Nonprofit Organization BUAD 4901-3 Honor Studies PMIN 4233 Nonprofit/American Church Law To receive a bachelor's degree, students must have at least 40 hours of 3000 and 4000-level courses. Total University Core 46 Total Required Before Business Major 12 Total Business Admin. and Ethics Major 30 Total Electives/Optional Concentration/Discipline 34-37 Total Required Hours 122-125
Digital Marketing Concentration MKTG 3143 Consumer and Market Behavior MKTG 3253 Digital Marketing Channels MKTG 3533 Brand and Product Management MKTG 3713 Services Marketing MKTG 4113 International Marketing MKTG 4603 Social Media Marketing Healthcare Management Concentration HC 3203 Introduction to Healthcare Management HC 3213 Fundamentals of Medical Practice Management HC 3313 Healthcare Human Resource Management HC 3503 Legal Aspects of Healthcare Management HC 4203 Healthcare Operations Management HC 4303 Healthcare Information Systems
Management Information Systems Concentration
**Students may replace electives with one of the optional concentrations listed below or a discipline from the Multidisciplinary Options.
CMSC 1203 Foundations of Programming MISE 4643 Database Management MISE 4663 Business Intelligence/Data Analytics Select 9 hours from the following: CMSC 3123 Working with Data Structures MISE 4213 Configuring E-Mail and Web Services MISE 4513 Advanced Networks CYBR 3003 Securing Information CYBR 3103 Risk Management and IT Security CYBR 3503 Securing Windows CYBR 4503 Cloud Security
Business Administration and Ethics Optional Concentrations (18 Hrs.) Christian Ministries Concentration BINT 2103 Basic Principles of Inductive Bible Study BINT 3103 Synoptic Gospels PMIN 1103 Foundations of Ministry PMIN 4303 Leadership Formation THEO 3603 Spiritual Formation THEO 4323 The Teachings of Wesleyan-Arminian Theology
Communication Concentration COMM 2143 Digital Media Literacy COMM 3213 Organizational and Professional Communication COMM 3533 Advertising, Brand Management, and Audio Production COMM 3903 Integrated Marketing and Public Relations COMM 4103 Special Topics in Media Studies COMM 4603 Creating Social Media Presence and Strategic Interviewing
Sports Management Concentration MKTG 3313 Sports Marketing SMGT 3113 Leadership and Ethics in Sports SMGT 3123 Sociology of Sports SMGT 3513 Sports Fundraising and Sponsorship SMGT 4123 Sports Facilities Management SMGT 4223 Sports Law and Risk Management
Multidisciplinary Option (30-37 Hrs.) See Multidisciplinary Options at the beginning of the Academic Degree section of this catalog.
Data Analytics Concentration CMSC 1203 Foundations of Programming CMSC 3103 Analytics Management CMSC 3463 Advanced Structured Query Language (SQL) MATH 3703 Introduction to Statistics MATH 4113 Math Modeling MISE 4663 Business Intelligence/Data Analytics
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Program Descriptions
Christian Ministries, B.S Effective: 1/1/2023 This program prepares students with a foundation in biblical and theological studies from a Wesleyan perspective. In addition, the program prepares and equips students for entry-level church ministry, work in parachurch or nonprofit organizations, and graduate-level and ministry-related studies.
Christian Ministries Program and Student Outcomes Student Learning Outcome 2.3: The student will demonstrate critical thinking skills.
Faculty and Content Specialists Hurdman, Michael, MS (2015) Associate Professor: School of Ministry AA, Nazarene Bible College; BS, MS, Southwestern Christian University
Nance, Julie, PhD (2013) Associate Professor: School of Ministry BA, Anderson College; MDiv, Louisville Seminary; PhD, International Seminary
Student Learning Outcome 2.4: The student will demonstrate research skills.
Program Outcome 3: Core Practices - The graduate will be able to perform the core ministry practices of Inductive Bible Study, preaching, leading, and caring. Student Learning Outcome 3.1: The student will demonstrate Inductive Bible Study skills using the historicalgrammatical approach.
Program Outcome 1: Core Knowledge - The graduate will acquire knowledge consistent with the discipline.
Student Learning Outcome 3.2: The student will demonstrate the ability to preach or teach.
Student Learning Outcome 1.1: The student will explore abilities, gifts, or talents for ministry and leadership practices.
Student Learning Outcome 3.3: The student will demonstrate an understanding and/or practice of leadership.
Student Learning Outcome 1.2: The student will identify the basic themes of the Bible in the Old and New Testaments.
Student Learning Outcome 3.4: The student will demonstrate an understanding and practice of Christian caregiving.
Student Learning Outcome 1.3: The student will define the authority of Scripture.
Student Learning Outcome 3.5: The student will demonstrate the ability to identify orthodox theological truths and/or distinguish heterodox assertions using the Wesleyan Quadrilateral.
Student Learning Outcome 1.4: The student will explain the Christian faith from a classic Wesleyan-Arminian perspective. Student Learning Outcome 1.5: The student will identify key legal rights, duties, and liabilities of nonprofit organizations and churches.
Program Outcome 4: Core Values - The graduate will demonstrate Christ-like values in the pursuit of holiness. Student Learning Outcome 4.1: The student will demonstrate humility and a teachable spirit.
Program Outcome 2: Core Communication - The graduate will demonstrate the ability to communicate verbally and in writing, think critically, and research.
Student Learning Outcome 4.2: The student will engage in constructive dialogue and respect others holding an opposing viewpoint.
Student Learning Outcome 2.1: The student will demonstrate effective verbal skills.
Student Learning Outcome 4.3: The student will engage in the means of grace informed by a classic Wesleyan perspective.
Student Learning Outcome 2.2: The student will demonstrate effective writing skills.
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Christian Ministries Studies Program Requirements **Students may replace electives with one of the optional concentrations listed below.
University Core (46 Hrs.) Specific courses within the University Core are listed on the first page of this catalog section. Bible/Theology (12 hrs.) *BIOT 1103 Intro to the Old Testament *BINT 1203 Intro to the New Testament *BINT 2103 Basic Principles of Inductive Bible Study *THEO 2303 Intro to Christian Theology Communication (9 hrs.) U.S. History and Government (6 hrs.) Science (6 hrs. plus 1 hr. of lab) Math (3 hrs.) Social Sciences (3 hrs.): *PSYC 1103 Introduction to Psychology Humanities (6 hrs. – 3 hrs. must be literature): *PHIL 1203 Critical Thinking
Christian Ministries Optional Concentrations (18 Hrs.) Business Administration Concentration ACCN 2103 Principles of Financial Accounting ACCN 2203 Principles of Managerial Accounting BUAD 3403 Business Finance BUAD 4303 Human Resource Administration MGMT 3213 Applied Business Management MKTG 3103 Principles of Marketing
*These courses are required prerequisites for the major. The corresponding University Core Requirements are satisfied upon completion of the above courses. (These courses are required for this major regardless of previous degrees conferred). See the Academic Program Requirements section of this Catalog for additional requirements.
Major Requirements
Digital Marketing Concentration MKTG 3143 Consumer and Market Behavior MKTG 3253 Digital Marketing Channels MKTG 3533 Brand and Product Management MKTG 3713 Services Marketing MKTG 4113 International Marketing MKTG 4603 Social Media Marketing
Christian Ministries Major (36 Hrs.) BINT 3103 Synoptic Gospels BINT 3303 Romans BIOT 3713 Prophetic Books/Eschatology PMIN 1103 Foundations of Ministry PMIN 3023 World Religions and Heretical Movements PMIN 3103 Homiletics I PMIN 3123 Evangelism and Discipleship PMIN 4303 Leadership Formation PMIN 4623 Spiritual & Congregational Care THEO 3403 The Person and Work of the Holy Spirit THEO 3603 Spiritual Formation and Ministry THEO 4323 The Teachings of Wesleyan-Arminian Theology
Psychology Concentration PSYC 3303 Development Across the Life Span PSYC 3633 Psych of Addictions and Substance Abuse PSYC 3903 Stress Management PSYC 4703 Psychology of Abnormal Behavior PSYC 4803 Personality Development PSYC 4813 Professional Ethics and Conduct
Electives** (40 Hrs.) Choose forty (40) from any area to meet the required minimum 122-hour requirement for your bachelor’s degree. The following are not required but recommended: PMIN 2603 Christian Education Ministry and Discipleship PMIN 3303 Christian Worship PMIN 4233 Nonprofit and American Church Law THEO 4403 Theology of Ministry To receive a bachelor's degree, students must have at least 40 hours of 3000 and 4000-level courses. Total University Core Total Christian Ministries Major Total Electives/Optional Concentration Total Required Hours
46 36 40 122
Criminal Justice Concentration CRJS 3003 Victimology CRJS 3103 Introduction to Criminal Justice CRJS 3503 Criminal Law I CRJS 3703 Criminal Procedures CRJS 3813 Community Relations CRJS 4513 Interview and Interrogation Techniques OR CRJS 4533 Anti-Terrorism and Homeland Security
Christian Leadership Certificate Effective: 01/01/21
The Christian Leadership Certificate program would equip church staff leaders with basic knowledge of the Bible, individual and collective leadership skills, management of self and others, effective communication skills, and an awareness of essential information that addresses church tax and law standards.
Certificate Requirements: BIOT 3613 Foundations of Ethics: Hebrew Wisdom Literature MGMT 4203 Managing People: Groups and Leadership PMIN 1103 Foundations of Ministry PMIN 4223 Conflict Management PMIN 4233 Nonprofit and American Church Law PMIN 4303 Leadership Formation PMIN 4803 Professional Staff Relationships THEO 3813 Judeo-Christian Ethics OR THEO 3823 Biblical Concepts of Leadership Total Required 24 hours
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Program Descriptions
Deacon Alternative Pathway Certificate
Women in Ministry Leadership Certificate
Effective: 01-01-24
Effective: 04-01-16
The Deacon Alternative Pathway Certificate is a course of study designed and delivered from a Wesleyan perspective to meet the ordination requirements for individuals seeking to be a Deacon in the Global Methodist Church (GMC). It consists of Bible, theology, and pastoral ministry courses that align with the criteria set out by the Global Methodist Church Book of Discipline to meet the ordination requirements to become a Deacon.
The Women in Ministry Leadership Certificate program encourages and empowers women to define and develop their calling to bi-vocational or vocational ministry. Students would explore the unique roles of women in the Bible, investigate historical and contemporary influential female leaders, be challenged to assess one’s gifts, talents, and skills for leadership and service in the church and ministry/work setting, and foster study skills to better prepare oneself for teaching and preaching. In addition, students may apply credit hours earned to the Christian Ministries bachelor’s degree program.
Certificate Requirements: BIOT 1103 Intro to the Old Testament BINT 1203 Intro to the New Testament PMIN 3103 Homiletics I PMIN 4303 Leadership Formation THEO 4323 The Teachings of Wesleyan-Arminian Theology PMIN 4323 Wesleyan Polity and Practices
Certificate Requirements: BINT 2103 Basic Principles of Inductive Bible Study BINT 2303 Survey of Romans BINT 3713 Foundations of Ethics: Life and Teachings of Jesus PHED 1303 Health and Wellness PMIN 1103 Foundations of Ministry PMIN 2913 Women in Ministry PMIN 3303 Leadership Formation THEO 3813 Judeo-Christian Ethics Total Required 24 hours
Certificate Electives: Once the Deacon candidate is ordained, they must complete five (5) elective courses. They can select from the following courses: BINT 2103 Basic Principles of Inductive Bible Study PMIN 2603 Christian Education Ministry and Discipleship PMIN 3023 World Religions and Heretical Movements PMIN 3123 Evangelism and Discipleship PMIN 3713 Workshop in Pastoral Ministry PMIN 4233 Nonprofit and American Church Law PMIN 4623 Spiritual & Congregational Care THEO 3813 Judeo-Christian Ethics
Total Required 33 hours
Elder Alternative Pathway Certificate Effective: 01-01-24
The Elder Alternative Pathway Certificate is a course of study designed and delivered from a Wesleyan perspective to meet the ordination requirements for individuals seeking to be a Deacon in the Global Methodist Church (GMC). It consists of Bible theology and pastoral ministry courses that align with the criteria set out by the Global Methodist Church Book of Discipline to meet the ordination requirements to become an Elder.
Certificate Requirements: BINT 3303 Romans BINT 3703 History of the Christian Thought 1 BINT 3803 History of the Christian Thought 2 BIOT 3613 Foundations of Ethics: Hebrew Wisdom Literature PMIN 4233 Nonprofit and American Church Law THEO 2303 Introduction to Christian Theology
Certificate Electives: Once the Elder candidate is ordained, they must complete four (4) elective courses within seven (7) years of ordination. They can select from the following courses: BINT 3103 Synoptic Gospels COMM 2143 Digital Media Literacy COMM 2803 Multimedia Storytelling PHIL 2103 Introduction to Philosophy and Ethics THEO 3403 Person and Work of the Holy Spirit THEO 3603 Spiritual Formation and Ministry
Total Required 30 hours
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Program Descriptions
Criminal Justice Administration and Ethics, B.S. Effective: 01/01/2022 The Criminal Justice, Administration, and Ethics program prepares students for the principles, application, and operations of today’s high tempo of law enforcement duties. Students will learn the aspects of being the best criminal justice professional they can be, as well as management, community policing, investigations, law, corrections, crime scenes, and the many facets of CJ.
Criminal Justice Administration Program and Student Outcomes Akers, Marvin, MA (2018)
Student Learning Outcome 3.2: The student will identify the elements of a criminal act.
Associate Professor: Adult School of Arts and Sciences AS, Community College of the Air Force; BS, MA, Mid-America Christian University
Student Learning Outcome 3.3: The student will identify the importance of initial response and securing of crime scenes, major incidents, and accidents.
Program Outcome 1: The graduate will identify and analyze the pertinent concepts and theories of law, ethical issues that arise, and the principles of legal reasoning.
Program Outcome 4: The graduate will demonstrate an understanding of contemporary concepts and practices for supervisors in law enforcement, with an emphasis on character, motivation, teamwork, and conflict resolution.
Faculty and Content Specialists
Student Learning Outcome 1.1: The student will identify applicable case law.
Student Learning Outcome 4.1: The student will be able to explain the supervisor's role in the criminal justice system.
Student Learning Outcome 1.2: The student will identify Constitutional requirements as they pertain to legal precedent.
Student Learning Outcome 4.2.a: The student will explain the importance of the following as it relates to the concept of supervision - Character.
Student Learning Outcome 1.3: The student will explain legal procedures as they apply to criminal justice procedures.
Student Learning Outcome 4.2.b: The student will explain the importance of the following as it relates to the concept of supervision - Motivation.
Program Outcome 2: The graduate will identify the development of criminal law in the United States, including the elements of due process, the rule of law, and the role of the Constitution in protecting rights.
Student Learning Outcome 4.2.c: The student will explain the importance of the following as it relates to the concept of supervision - Teamwork.
Student Learning Outcome 2.1: The student will develop and apply a personal understanding of diversity and the way it impacts work in criminology and criminal justice. Student Learning Outcome 2.2: The student will understand the interaction of race, class, and gender with the criminal justice system. Student Learning Outcome 2.3: The student will understand the impact of diversity as it applies to community policing, criminal justice management, and supervision.
Student Learning Outcome 4.2.d: The student will explain the importance of the following as it relates to the concept of supervision - Conflict Resolution.
Program Outcome 5: The graduate will demonstrate the ability to communicate effectively both orally and in writing, including the ability to use appropriate style, grammar, and mechanics in writing assignments and to conduct academic research. Student Learning Outcome 5.1: The student will demonstrate the ability to communicate clearly both orally and in writing.
Program Outcome 3: The graduate will demonstrate an understanding of the investigative process by providing a thorough overview of the fundamentals of criminal investigation and by demonstrating the ability to identify all elements of the criminal act.
Student Learning Outcome 5.2: The student will be able to explain the role of proficient writing in criminal justice.
Student Learning Outcome 3.1: The student will explain the fundamental process of criminal investigations.
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Criminal Justice Administration Studies Program Requirements **Students may replace electives with one of the optional concentrations listed below.
University Core (46 Hrs.) Specific courses within the University Core are listed on the first page of this catalog section.
Criminal Justice Administration and Ethics Optional Concentration (18 Hrs.)
Bible/Theology (12 hrs.) Communication (9 hrs.) U.S. History and Government (6 hrs.) Science (6 hrs. plus 1 hr. of lab) Math (3 hrs.) Social Sciences (3 hrs.): *PSYC 1103 Introduction to Psychology Humanities (6 hrs. – 3 hrs. must be literature)
Christian Ministries Concentration
*These courses are required prerequisites for the major. The corresponding University Core Requirements are satisfied upon completion of the above courses. (These courses are required for this major regardless of previous degrees conferred). See the Academic Program Requirements section of this Catalog for additional requirements.
BINT 2103 Basic Principles of Inductive Bible Study BINT 3103 Synoptic Gospels PMIN 1103 Foundations of Ministry PMIN 4303 Leadership Formation THEO 3603 Spiritual Formation THEO 4323 The Teachings of Wesleyan-Arminian Theology
Psychology Concentration
Major Requirements Criminal Justice Administration Major (30 Hrs.) CRJS 3103 Introduction to Criminal Justice CRJS 3503 Criminal Law I CRJS 3513 Criminal Law II CRJS 3703 Criminal Procedures CRJS 3813 Community Relations CRJS 4003 Cultural Diversity in Law Enforcement CRJS 4113 Principles of Investigation CRJS 4403 Police Administration CRJS 4513 Interview and Interrogation Techniques CRJS 4533 Anti-Terrorism and Homeland Security
PSYC 3303 Development Across the Life Span PSYC 3633 Psych of Addictions and Substance Abuse PSYC 3903 Stress Management PSYC 4703 Psychology of Abnormal Behavior PSYC 4803 Personality Development PSYC 4813 Professional Ethics and Conduct
Electives** (46 Hrs.) Choose forty-six (46) hours from any area to meet the required minimum 122-hour requirement for your bachelor’s degree.
The following electives are recommended but not required: CRJS 3003 Victimology CRJS 3113 Criminology CRJS 3413 Domestic Violence CRJS 4013 Human Trafficking CRJS 4103 Identification, Collection, and Preservation of Evidence To receive a bachelor's degree, students must have at least 40 hours of 3000 and 4000-level courses. Total University Core Total Criminal Justice Administration Major Total Electives/Optional Concentration/Discipline Total Required Hours
46 30 46 122
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Program Descriptions
Cybersecurity, B.S. Effective: 01/01/2021 This program exposes students to the competencies required for information systems and cybersecurity professionals at an entry-level. The program introduces students to various aspects of cybersecurity, such as identifying the security needs of information systems, examining various risks to the security of information systems, implementing and maintaining security solutions, identifying the security issues in a legal context, using countermeasures to tackle hacking, and conducting security audits. Coursework is designed to teach skills and concepts needed to prepare for the Cisco Certified Entry Networking Technician (CCENT) and CompTIA CYSA+ Certification Exams.
Cybersecurity Program and Student Outcomes Faculty and Content Specialists McMurry, William, MBA, MLA (2015) Interim Chair/Assistant Professor: School of Business Leadership BS, University of Central Oklahoma; MBA, University of Phoenix; MLA, Oklahoma City University
Program Outcome 3: The graduate will demonstrate the ability to work in groups and teams, utilizing interpersonal skills successfully in an organizational setting. Network Management & Security, A.S. Student Learning Outcome 3.1: The student will practice the process of offering and accepting suggestions from peers or the instructor and accommodating other viewpoints productively without creating an environment of conflict.
Program Outcome 1: The graduate will demonstrate knowledge of relevant content in their selected discipline and the ability to situationally apply that knowledge to core business functions. Network Management & Security, A.S. Student Learning Outcome 1.1: The student will demonstrate an understanding of methods, procedures, vocabulary, jargon, and terminology specific to the discipline and the ability to apply that knowledge appropriately in context. Network Management & Security, A.S. Student Learning Outcome 1.2: The student will demonstrate familiarity with processes, procedures, or skills necessary to the discipline by practicing those skills in a physical or virtual environment.
Cybersecurity, B.S. Student Learning Outcome 3.1: The student will exhibit the ability to offer and accept suggestions, critique, and constructive criticism from peers or the instructor and to accommodate other viewpoints productively without creating an environment of conflict.
Program Outcome 4: The graduate will demonstrate the ability to effectively communicate business information using relevant technology and a variety of communication tools. Network Management & Security, A.S. Student Learning Outcome 4.1: The student will engage in the presentation and discussion of research or information to effectively support decision-making or persuade others toward a qualitative or quantitative choice.
Cybersecurity, B.S. Student Learning Outcome 1.1: The student will incorporate methods, procedures, vocabulary, jargon, and terminology specific to the discipline into academic work.
Cybersecurity, B.S. Student Learning Outcome 4.1: The student will engage in the formulation, design, and presentation of research or information to effectively support decision-making or persuade others toward a qualitative or quantitative choice.
Cybersecurity, B.S. Student Learning Outcome 1.2: The student will integrate the knowledge of processes, procedures, or skills necessary to the discipline into the cultivation of those skills in a physical or virtual environment.
Program Outcome 2: The graduate will exhibit the ability to make ethical business decisions informed by Christian principles of equity, justice, integrity, and the intrinsic worth of all people. Network Management & Security, A.S. Student Learning Outcome 2.1: The student will demonstrate an ability to make difficult choices and describe a rationale for decisionmaking informed by disciplinary knowledge, applicable law, principles of ethical behavior, and Christian values.
Cybersecurity, B.S. Student Learning Outcome 4.2: The student will incorporate technical and creative competency with various communication media (presentation applications, video, writing, etc.) as required by the assignment.
Program Outcome 5: The graduate will exhibit the ability to analyze business problems and use critical thinking skills by developing, implementing, testing, and restructuring business models. Network Management & Security, A.S. Student Learning Outcome 5.1: The student will demonstrate an ability to follow a structured process or logical methodology to solve computer-related problems requiring troubleshooting or testing to isolate and remediate errors.
Network Management & Security, A.S. Student Learning Outcome 2.2: The student will be able to identify and apply the concepts of legal duty, professional duty, and moral duty to the construction of ethical decisions.
Network Management & Security, A.S. Student Learning Outcome 5.2: The student will use models, simulations, programs, scenarios, or plans to explore learning concepts.
Cybersecurity, B.S. Student Learning Outcome 2.1: The student will develop a strategy for making difficult choices and explain and defend a rationale for decision-making informed by disciplinary knowledge, applicable law, principles of ethical behavior, and Christian values.
Cybersecurity, B.S. Student Learning Outcome 5.1: The student will demonstrate an ability to follow a structured process or logical methodology to reconstruct, model, generalize, or validate the solutions to computer-related errors.
Cybersecurity, B.S. Student Learning Outcome 2.2: The student will be able to compare and contrast the concepts of legal duty, professional duty, and moral duty to the construction of ethical decisions.
Cybersecurity, B.S. Student Learning Outcome 5.2: The student will synthesize learning into the design of models, simulations, programs, scenarios, or plans.
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Cybersecurity Studies Program Requirements Network Management & Security, A.S. The Associate of Science in Network Management & Security prepares students to begin careers as networking professionals with courses that familiarize them with computer operating systems, basic and advanced networking, programming and scripting, client-server software architecture, and information security aligned with preparation for Cybersecurity certificates. Humanities (6 hrs. – 3 hrs. must be literature): *These courses are required prerequisites for the major. The corresponding University Core Requirements are satisfied upon completion of the above courses. (These courses are required for this major regardless of previous degrees conferred). See the Academic Program Requirements section of this Catalog for additional requirements
University Core (40 Hrs.) Specific courses within the University Core are listed on the first page of this catalog section.
Bible/Theology (6 hrs.) Communication (9 hrs.) U.S. History and Government (6 hrs.) Science (6 hrs. plus 1 hr. of lab) Math (3 hrs.) *MATH1513 College Algebra Social Sciences (3 hrs.):
Specific courses within the University Core are listed on the first page of this catalog section.
Bible/Theology (12 hrs.) Communication (9 hrs.) U.S. History and Government (6 hrs.) Science (6 hrs. plus 1 hr. of lab) Math (3 hrs.) *MATH1513 College Algebra Social Sciences (3 hrs.): Humanities (6 hrs. – 3 hrs. must be literature) *These courses are required prerequisites for the major. The corresponding University Core Requirements are satisfied upon completion of the above courses. (These courses are required for this major regardless of previous degrees conferred). See the Academic Program Requirements section of this Catalog for additional requirements
Required before Major Courses (6 Hrs.) BUAD 2503 Business and Professional Communications MGMT 2103 Business Software Applications
Major Requirements Cybersecurity Major (54 Hrs.)
Network & Security Requirements (21 Hrs.) CMSC 1203 Foundations of Programming CYBR 3003 Securing Information MISE 1103 Hardware and Software Environment MISE 1203 Basics of Networks I MISE 2103 Client-Server Networks I MISE 2203 Physical Networks MISE 2303 Client-Server Networks II Total University Core Total Network & Security Total Required Hours
Cybersecurity, B.S. University Core (46 Hrs.)
40 21 61
CMSC 1203 Foundations of Programming CMSC 3123 Working with Data Structures CYBR 3003 Securing Information CYBR 3103 Risk Management and IT Security CYBR 3203 Network Communications, Infrastructure, and Technology CYBR 3303 Authorization and Access Security CYBR 3503 Securing Windows CYBR 4303 Hacking Techniques and Countermeasures CYBR 4403 An Introduction to Cybercrime Forensics CYBR 4503 Cloud Security CYBR 4993 Cybersecurity Analyst MISE 1103 Hardware and Software Environment MISE 1203 Basics of Networking MISE 2103 Client-Server Networks I MISE 2203 Physical Networks MISE 2303 Client-Server Networks II MISE 4213 Configuring Email and Web Services MISE 4513 Advanced Networks (Routing and Switching)
Electives (16 Hrs.) Choose sixteen (16) hours from any area to meet the required minimum 122-hour requirement for your bachelor’s degree. To receive a bachelor's degree, students must have at least 40 hours of 3000 and 4000-level courses.
Total University Core Total Required before Major Total Cybersecurity Major Total Electives Total Required Hours
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Data Analytics, B.S. Effective: 01/01/2023 The B.S. in Data Analytics provides a comprehensive understanding of big data development, processing, and analysis. The degree program prepares graduates to evaluate and propose business solutions using tools for data mining and statistical analysis. Coursework in the program includes study in mathematics, statistics, programming, and data management and analysis, designed to provide a foundation for graduates to enter a career in growing areas such as business intelligence, data science, data analysis, or statistics.
Data Analytics Program and Student Outcomes Student Learning Outcome 2.5: The student will know how to solve real-world problems involving permutations and combinations.
Faculty and Content Specialists Herron, Triston, MS (2022) Assistant Professor: School of Business Leadership BS Mid-America Christian University; MS, Southern New Hampshire University
Program Outcome 1: The graduate will have knowledge of big data analytics. Student Learning Outcome 1.1: The student will know how to use an Excel spreadsheet to solve statistical-related problems.
Student Learning Outcome 2.6: The student will know how to apply the linear regression model to big data and determine significant predictors.
Program Outcome 3: The graduate will demonstrate technical proficiency in relevant programming languages and the use of appropriate business intelligence platforms. Student Learning Outcome 3.1: The student will know Python and use Python to solve real-world problems.
Student Learning Outcome 1.2: The student will know how to calculate Measures of Central Tendency, dispersion, and position given a large data set.
Student Learning Outcome 3.2: The student will know R and use R to solve real-world statistical problems. Student Learning Outcome 3.3: The student will know Excel and use Excel to solve real-world problems.
Student Learning Outcome 1.3: The student will know how to estimate population mean and test claims about means and proportions given sample data.
Student Learning Outcome 3.4: The student will know SQL.
Student Learning Outcome 1.4: The student will know how to solve and model linear applications using matrices. Student Learning Outcome 1.5: The student will know how to collect data, propose a mathematical model to fit data, and refine and fit the model to the data to make predictions. Student Learning Outcome 1.6: The student will know how to apply the linear regression model to big data and determine significant predictors.
Program Outcome 2: The graduate will apply statistical concepts to the ethical collection, organization, and analysis of data. Student Learning Outcome 2.1: The student will know how to use an Excel spreadsheet to solve statistical-related problems. Student Learning Outcome 2.2: The student will know how to calculate Measures of Central Tendency, dispersion, and position given a large data set. Student Learning Outcome 2.3: The student will know how to estimate population mean and test claims about means and proportions given sample data.
Student Learning Outcome 3.5: The student will know how to use Tableau as a platform for Business Intelligence.
Program Outcome 4: The graduate will apply concepts and methods of data analysis to answer questions and solve problems in real-world contexts. Student Learning Outcome 4.1: The student will solve realworld problems using data analysis techniques.
Program Outcome 5: The graduate will communicate analyses clearly and strategically, demonstrating an understanding of the audience, method, and purpose of the communication. Student Learning Outcome 5.1: The student will present the analysis in a professional way to stakeholders.
Program Outcome 6: The graduate will collaborate with stakeholders across a variety of disciplines to develop a holistic approach to using analytics to address real-world problems. Student Learning Outcome 6.1: The student will collaborate with classmates/stakeholders to strategically solve real-world problems using the team approach to data analytics.
Student Learning Outcome 2.4: The student will know how to gather data, propose a model, and fit the data into the model.
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Data Analytics Studies Program Requirements University Core (46 Hrs.)
**Students may replace electives with an area of specialization, one of the optional concentrations listed below, or a discipline from the Multidisciplinary Options.
Specific courses within the University Core are listed on the first page of this catalog section.
Bible/Theology (12 hrs.) Communication (9 hrs.) U.S. History and Government (6 hrs.) Science (6 hrs. plus 1 hr. of lab)
Data Analytics Areas of Specialization (12-15 Hrs.) Students may choose one of the following areas of specialization to enhance their Data Analytics program of study.
*BIOL 1133 General Nutrition *BIOL 1114 General Biology or BIOL 1214 Biology I
Accounting Analyst (15 Hrs.)
Math (3 hrs.)
ACCN 2103 Principles of Financial Accounting ACCN 2203 Principles of Managerial Accounting ACCN 3903 Intermediate Accounting I ACCN 3913 Intermediate Accounting II ACCN 3963 Data Analytics for Accounting
*MATH1513 College Algebra
Social Sciences (3 hrs.): Humanities (6 hrs. – 3 hrs. must be literature) *These courses are required prerequisites for the major. The corresponding University Core Requirements are satisfied upon completion of the above courses. (These courses are required for this major regardless of previous degrees conferred). See the Academic Program Requirements section of this Catalog for additional requirements
Bioinformatics (10 Hrs.) **BIOL 3305 Microbiology CHEM 1105 General Chemistry I **This course requires an on-ground lab component
Major Requirements
Business Analyst (12 Hrs.)
Data Analytics Major (30 Hrs.) CMSC 1203 Foundations of Programming CMSC 3103 Analytics Management and Presentation CMSC 3463 Advanced Structured Query Language (SQL) CMSC 4103 Introduction to R for Data Analytics MATH 3403 Discrete Math MATH 3703 Introduction to Statistics MATH 4113 Mathematical Modeling MATH 4243 Regression Analysis MISE 4643 Database Management MISE 4663 Business Intelligence/Data Analytics
MISE 3603 IT Management MISE 4403 Project Planning and Implementation Choose six (6) additional Elective hours from within the Business discipline.
Cybersecurity Analyst (12 Hrs.) CMSC 3123 Working with Data Structures CYBR 3103 Risk Management and IT Security CYBR 3503 Securing Windows CYBR 4303 Hacking Techniques and Countermeasures
Healthcare Management Analyst (12 Hrs.)
Electives** (46 Hrs.) Choose forty-six (46) hours from any area to meet the required minimum 122-hour requirement for your bachelor’s degree. To receive a bachelor's degree, students must have at least 40 hours of 3000 and 4000-level courses. Total University Core Total Data Analytics Major Total Electives/Concentration/Area of Specialization Total Required Hours
46 30 46 122
HC 3203 Introduction to Healthcare Management HC 4103 Healthcare Economics HC 4203 Healthcare Operations Management HC 4303 Healthcare Information Systems
Math Analyst (13-14 Hrs.) MATH 2823 Business Calculus OR MATH 2114 Calculus I and Analytic Geometry MATH 2214 Calculus II MATH 2313 Calculus III MATH 3103 Linear Algebra
Sports Management (12 Hrs.) SMGT 3113 Leadership and Ethics in Sports SMGT 3123 Sociology of Sports SMGT 3513 Sports Fundraising and Sponsorship SMGT 4123 Sports Facilities Management
Data Analytics Optional Concentrations (18 Hrs.) Business Administration Concentration ACCN 2103 Principles of Financial Accounting ACCN 2203 Principles of Managerial Accounting BUAD 3403 Business Finance BUAD 4303 Human Resource Administration MGMT 3213 Applied Business Management MKTG 3103 Principles of Marketing
Multidisciplinary Option (30-37 Hrs.) See Multidisciplinary Options at the beginning of the Academic Degree section of this catalog.
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Digital Marketing, B.S. Effective: 01/01/2020 The B.S. in Marketing focuses on the foundational theories and strategic applications associated with retailing, promotion, consumer and market behavior, market research and statistics, accounting, computer applications, finance, business law, economics, and human resources, applicable within any organization. This program also provides a foundation for students to pursue graduate studies in a related field.
Digital Marketing Program and Student Outcomes Faculty and Content Specialists Bell, Lisa, MBA (2021) Associate Professor: School of Business Leadership AS, Oklahoma City Community College; BS, Mid-America Christian University, MBA, Mid-America Christian University
Program Outcome 4: The graduate will be able to utilize a variety of marketing tools and relevant marketing technology to communicate effectively. Student Learning Outcome 4.1: The student will demonstrate their ability to strategically sell in multiple environments by using a variety of approaches.
Program Outcome 1: The graduate will demonstrate knowledge of relevant content in digital marketing and the ability to apply that knowledge in a variety of situations across industries.
Student Learning Outcome 4.2: The student will develop effective advertising campaigns using integrated marketing communications.
Student Learning Outcome 1.1: The student will analyze the marketing environment and apply the elements of the marketing mix to determine the roles and importance of marketing.
Student Learning Outcome 4.3: The student will demonstrate an ability to use emerging social media and marketing technologies to plan, execute, and control marketing strategies.
Student Learning Outcome 1.2: The student will demonstrate an understanding of marketing concepts and principles, as well as how marketing relates to other business disciplines within an organization.
Student Learning Outcome 4.4: The student will develop and evaluate brand strategies to create and deliver value to consumers and businesses. Student Learning Outcome 4.5: The student will demonstrate an understanding of content strategy by creating and promoting effective content that increases brand awareness and optimizes search traffic.
Student Learning Outcome 1.3: The student will examine how social, economic, technological, political, and competitive factors affect a business's entry into the marketplace, including segmentation and targeting.
Student Learning Outcome 4.6: The student will organize a plan of action for developing and promoting their personal brand in order to market themselves to employers and enhance their career prospects effectively.
Student Learning Outcome 1.4: The student will utilize concepts of branding to establish a relationship between personal branding and online reputation. Student Learning Outcome 1.5: The student will identify how the customer is driving the change in behaviors in a mobile-driven world marketplace.
Program Outcome 5: The graduate will demonstrate their ability to analyze real-world marketing problems through research, strategy, and optimization of business objectives. Student Learning Outcome 5.1: The student will formulate, organize, and conduct market research by applying and evaluating various data collection techniques to solve business problems.
Student Learning Outcome 1.6: The student will demonstrate an understanding of digital marketing analytics and how they are utilized to support a variety of business objectives.
Student Learning Outcome 5.2: The student will demonstrate their ability to evaluate marketing from the perspective of consumers and marketers critically.
Student Learning Outcome 1.7: The student will explain the importance of services to economies and distinguish their unique characteristics.
Student Learning Outcome 5.3: The student will analyze marketing strategies based on real-world problems to make informed decisions.
Program Outcome 2: The graduate will demonstrate the ability to make ethical marketing decisions informed by Christian principles of equity, justice, integrity, and the intrinsic worth of every individual.
Student Learning Outcome 5.4: The student will analyze cultural, psychological, and social factors that influence consumer decision-making and evaluate the impact demographics, popular culture, and subcultures have on buyer behavior.
Student Learning Outcome 2.1: The student will consider the ethical implications of marketing decisions in order to achieve social responsibility.
Program Outcome 3: The graduate will be able to demonstrate the ability to utilize marketing strategies in a team setting that involves collaborative decision-making to solve business problems.
Student Learning Outcome 5.5: The student will apply current methods and techniques to conduct research based on primary and secondary data in order to interpret results and solve marketing issues faced by businesses today.
Student Learning Outcome 3.1: The student will work collaboratively on case studies and/or peer reviews that meet company objectives.
Student Learning Outcome 5.6: The student will demonstrate the value of strategically enhancing a business' marketing activities through leveraging organic, paid, and social traffic.
Student Learning Outcome 3.2: The student will examine different work environments and organizational cultures by learning to interact with diverse personalities to determine if they are well-suited for a marketing career.
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Student Learning Outcome 5.7: The student will examine marketing results using case analyses of mobile marketing strategies and tactics in real-world settings.
Student Learning Outcome 5.9: The student will evaluate the importance of service environments by setting and managing customer expectations in real-world settings.
Student Learning Outcome 5.8: The student will be able to explain the advantages of data-driven decision-making and demonstrate their ability to apply the framework to enhance the effectiveness of their digital marketing analytics.
Digital Marketing Studies Program Requirements **Students may replace electives with one of the optional concentrations listed below or a discipline from the Multidisciplinary Options.
University Core (46 Hrs.) Specific courses within the University Core are listed on the first page of this catalog section.
Bible/Theology (12 hrs.) Communication (9 hrs.) U.S. History and Government (6 hrs.) Science (6 hrs. plus one hr. of lab) Math (3 hrs.) Social Sciences (3 hrs.) Humanities (6 hrs. – 3 hrs. must be literature)
Digital Marketing Optional Concentrations (18 Hrs.) Christian Ministries Concentration
See the Academic Program Requirements section of this Catalog for additional requirements.
Required before Major Courses (9 Hrs.) BUAD 1103 Introduction to Business BUAD 2503 Business and Professional Communications MGMT 2103 Business Software Applications
BINT 2103 Basic Principles of Inductive Bible Study BINT 3103 Synoptic Gospels PMIN 1103 Foundations of Ministry PMIN 4303 Leadership Formation THEO 3603 Spiritual Formation THEO 4323 The Teachings of Wesleyan-Arminian Theology
Multidisciplinary Option (30-37 Hrs.) See Multidisciplinary Options at the beginning of the Academic Degree section of this catalog.
Major Requirements Digital Marketing Major (33 Hrs.) MKTG 3103 Principles of Marketing MKTG 3143 Consumer and Market Behavior MKTG 3243 Marketing Analytics MKTG 3253 Digital Marketing Channels MKTG 3263 Marketing Research and Reporting MKTG 3273 Professional Selling in Marketing MKTG 3533 Brand and Product Management MKTG 3713 Service Marketing MKTG 4113 International Marketing MKTG 4603 Social Media Marketing MKTG 4803 Content Marketing
Electives** (34 Hrs.) Choose thirty-four (34) hours from any area to meet the required minimum 122-hour requirement for your bachelor’s degree.
Recommended but not required: MKTG 3313 Sports Marketing MKTG 3513 Personal Branding MKTG 3413 Mobile Marketing MKTG 4923 Internship To receive a bachelor's degree, students must have at least 40 hours of 3000 and 4000-level courses. Total University Core 46 Total Before Major 9 Total Digital Marketing Major 33 Total Electives/Optional Concentration/Discipline 34 Total Required Hours 122
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Early Childhood Education, B.A. Effective: 08/01/2019 Designed for those dedicated to developing the hearts and minds of young children for future success, the B.A. in Early Childhood Education equips students to identify and address each child’s individual needs so they may positively impact and guide them through these critical years of development. Students will examine traditional theory and contemporary teaching methods to gain the knowledge and practical skills required to become effective teachers in the classroom, whether in a public or private school setting. MACU holds an articulation agreement with Rose State College and Oklahoma City Community College. These articulation agreements are subject to change; therefore, check with the School of Teacher Education and the destination college or university to verify a smooth transition.
Early Childhood Education Program and Student Outcomes Student Learning Outcome 3.1: Assessment - The candidate is a professional educator who uses multiple assessment strategies and adapts instruction based upon assessment and reflection to ensure the learner's own growth, monitor learner progress, and guide decisionmaking.
Faculty and Content Specialists Rehbein, Esther, MEd (2004) Associate Professor: School of Teacher Education BS, Gulf-Coast Bible College; MA, Northern Arizona University
Program Outcome 1: Learner Development - The graduate is a professional educator who understands the stages and ways learners develop and can provide developmentally appropriate and challenging learning opportunities that support their cognitive, linguistic, social, emotional, and physical areas. Student Learning Outcome 1.1: Learner Development The candidate is a professional educator who understands the stages and ways learners develop and can provide developmentally appropriate and challenging learning opportunities that support their cognitive, linguistic, social, emotional, and physical areas. Student Learning Outcome 1.2: Learning Differences - The candidate is a professional educator who understands and demonstrates respect for individual differences, diverse cultures, and communities to ensure inclusive learning environments that enable each learner to meet high standards.
Student Learning Outcome 3.2: Planning for Instruction The candidate is a professional educator who supports students' rigorous learning goals by mastering content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. Student Learning Outcome 3.3: Instructional Strategies The candidate is a professional educator who uses a variety of instructional strategies to integrate a curriculum that encourages learners to develop a deep understanding of content areas, making meaningful connections.
Program Outcome 4: Professional Responsibility - The graduate is a professional educator who understands and engages in professional practices. Student Learning Outcome 4.1: Professional Learning and Ethical Practice - The candidate is a professional educator who engages in current researched best practices and continued professional growth, using evidence to continually evaluate the effects of their choices and actions on learners, families, other professionals, and the community, adapting practice to meet the needs of each learner.
Student Learning Outcome 1.3: Learning Environments The candidate is a professional educator who works with others to create environments that support individual and collaborative learning and encourage self-motivation, positive social interaction, and active engagement in learning.
Student Learning Outcome 4.2: Leadership and Collaboration - The candidate is a professional educator who serves the community, seeks appropriate leadership roles and opportunities, and fosters positive collaboration with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession by engaging them in support of student learning and well-being.
Program Outcome 2: Content Knowledge - The graduate is a professional educator who understands the subject matter and the application of content in the discipline they teach. Student Learning Outcome 2.1: Content Knowledge- The candidate is a professional educator who understands the central concepts, inquiry methods, and structures of the discipline(s) they teach and create learning experiences that make the subject matter more meaningful for learners to assure content mastery. Student Learning Outcome 2.2: Application of Content The candidate is a professional educator who understands how to connect concepts and use differing perspectives to engage students in performance skills, life-long learning habits of critical thinking, and solving local and global issues.
Program Outcome 3: Instructional Practice - The graduate is a professional educator who understands assessment, planning for instruction, and instructional strategies.
Student Learning Outcome 4.3: Legal Issues and Democratic Ideals - The candidate is a professional educator who understands and abides by the legalities of teaching, including the rights and responsibilities of students, parents/families, and teachers, valuing justice and democratic ideals for all people.
Program Outcome 5: Excellence - The graduate is a professional educator who commits to the excellence of the Master Teacher, Jesus learning and ethical practice, leadership and collaboration, and legal issues and democratic ideals. Student Learning Outcome 5.1: Christ-like Leadership and Professionalism – The candidate is a professional educator who exhibits effective Christ-like leadership through dispositions and professionalism.
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Early Childhood Education Studies Program Requirements University Core (46 Hrs.)
Early Childhood Education (28 Hrs.)
Specific courses within the University Core are listed on the first page of this catalog section.
ECED 3103 Nutrition and Physical Development in Early Childhood ECED 3203 Early Childhood Development and Learning ECED 3223 Literacy Methods for Early Childhood ECED 3243 Math and Science Methods for Young Children ECED 4103 Family and Community Relationships in Early Childhood Education ECED 4203 Guidance, Observation and Assessment of Young Children EDEL 3403 Children’s Literature EDEL 3503 Methods of Elementary Music and Art Integration EDEL 4304 Diagnostic and Prescriptive Reading with Reading Practicum
Bible/Theology (12 hrs.) Communication (9 hrs.) *ENGL 1113 English Composition I *ENGL 1213 English Composition II *COMM 1103 Fundamentals of Public Speaking U.S. History and Government (6 hrs.) *POLS 1103 American Federal Government *HIST 2103/2203 America History I or II Science (6 hrs. plus 1 hr. of lab) *BIOL 2103 Environmental Science *BIOL 1014 General Biology and Lab Math (3 hrs.) *MATH 1103 College Math Social Sciences (3 hrs.): *PSYC 1103 Introduction to Psychology Humanities *ENGL 2303 World Literature Survey: The Ancient World to the Renaissance *GEOG 2603 Human World Geography
Professional Education (21 Hrs.) EDUC 3103 Educational Psychology EDUC 3233 Probability and Statistics for Teachers EDUC 3303 Development Across the Life Span EDUC 4223 Students with Exceptionalities EDUC 4909 Student Teaching To receive a bachelor's degree, students must have at least 40 hours of 3000 and 4000-level courses.
Additional General Education (28 Hrs.) The following are additional general education in addition to the University Core required to meet the 4 by 12 general education requirement for teacher education programs:
Total University Core Total Additional General Education Courses Total Required Prior to Major Courses Total Early Childhood Education Courses Total Professional Education Courses Total Required Hours
English/Literature/Advanced Communication (3 hrs.) *ENGL 4803 Form and Genre in Literature Science (3 hrs. plus 2 hr. of lab) *BIOL 2101 Environmental Science Lab *NATS 2503 Introduction to Meteorology *NATS 2501 Introduction to Meteorology Lab Math (9 hrs.) *MATH 2103 Algebra for Teachers *MATH 2203 Math for Teachers I *MATH 2303 Math for Teachers II History/Citizenship/Cultural Studies (3 hrs.) *HIST 1103/1203 History of World Civilization I or II Foreign Language (8 hrs.)
46 28 9 28 21 132
Additional Degree Requirements: All students in the Teacher Education program must achieve a grade of “C” or higher in all courses, excluding Bible courses. __CGPA of 2.75 Completion of program requirements identified in the Teacher Ed. Handbook
*These courses are required prerequisites for the major. Upon completion of the above courses, corresponding University Core requirements will be satisfied. (These courses are required for this major regardless of previous degrees conferred). Students must earn a “C” or higher in all these courses. See the Academic Program Requirements section of this Catalog for additional requirements.
Major Requirements Required before Elementary/Professional Education Courses (9 Hrs.) EDUC 2101 MACU Teacher Education Orientation EDUC 2102 Educational Foundations EDUC 4203 Instructional Strategies, Mgmt., and Assessment I EDUC 4213 Instructional Strategies, Mgmt., and Assessment II
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Elementary Education, B.A. Effective: 08/01/2019 Designed to align with the rigorous standards set forth by the Council for Accreditation of Educator Preparation (CAEP), the B.A. in Elementary Education focuses on traditional theory, fundamental coursework, and contemporary teaching methods so students may gain comprehensive knowledge blended with real-world classroom experience and biblical principles to teach and guide children through the all-important elementary years positively. As a result, students are equipped to identify and address each child’s needs, seek elementary education licensure, and ultimately become effective teachers in the classroom, whether in a public or private school setting. In addition to covering the traditional course subjects of math, social studies, and English, to name a few, the program also includes child/adolescent and educational psychology, probability and statistics for teachers, instructional strategies, and exceptional children. MACU holds an articulation agreement with Rose State College and Oklahoma City Community College. These articulation agreements are subject to change; therefore, check with the School of Teacher Education and the destination college or university to verify a smooth transition.
Elementary Education Program and Student Outcomes Faculty and Content Specialists Hinkle, Vickie, PhD (2008) Professor/Chair/Director: School of Teacher Education BS, MEd, University of Central Oklahoma; PhD, University of Oklahoma
Program Outcome 3: Instructional Practice - The graduate is a professional educator who understands assessment, planning for instruction, and instructional strategies. Student Learning Outcome 3.1: Assessment - The candidate is a professional educator who uses multiple assessment strategies and adapts instruction based upon assessment and reflection to ensure the learner's own growth, monitor learner progress, and guide decisionmaking.
Program Outcome 1: Learner Development - The graduate is a professional educator who understands the stages and ways learners develop and can provide developmentally appropriate and challenging learning opportunities that support their cognitive, linguistic, social, emotional, and physical areas.
Student Learning Outcome 3.2: Planning for Instruction The candidate is a professional educator who supports students' rigorous learning goals by mastering content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Student Learning Outcome 1.1: Learner Development The candidate is a professional educator who understands the stages and ways learners develop and can provide developmentally appropriate and challenging learning opportunities that support their cognitive, linguistic, social, emotional, and physical areas. Student Learning Outcome 1.2: Learning Differences - The candidate is a professional educator who understands and demonstrates respect for individual differences, diverse cultures, and communities to ensure inclusive learning environments that enable each learner to meet high standards.
Student Learning Outcome 3.3: Instructional Strategies The candidate is a professional educator who uses a variety of instructional strategies to integrate a curriculum that encourages learners to develop a deep understanding of content areas making meaningful connections.
Program Outcome 4: Professional Responsibility - The graduate is a professional educator who understands and engages in professional practices. Student Learning Outcome 4.1: Professional Learning and Ethical Practice - The candidate is a professional educator who engages in current researched best practices and continued professional growth, using evidence to continually evaluate the effects of their choices and actions on learners, families, other professionals, and the community, adapting practice to meet the needs of each learner.
Student Learning Outcome 1.3: Learning Environments The candidate is a professional educator who works with others to create environments that support individual and collaborative learning and encourage self-motivation, positive social interaction, and active engagement in learning.
Program Outcome 2: Content Knowledge - The graduate is a professional educator who understands the subject matter and the application of content in the discipline they teach.
Student Learning Outcome 4.2: Leadership and Collaboration - The candidate is a professional educator who serves the community, seeks appropriate leadership roles and opportunities, and fosters positive collaboration with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession by engaging them in support of student learning and well-being.
Student Learning Outcome 2.1: Content Knowledge - The candidate is a professional educator who understands the central concepts, inquiry methods, and structures of the discipline(s) they teach and create learning experiences that make the subject matter more meaningful for learners to assure content mastery.
Student Learning Outcome 4.3: Legal Issues and Democratic Ideals - The candidate is a professional educator who understands and abides by the legalities of teaching, including the rights and responsibilities of students, parents/families, and teachers, valuing justice and democratic ideals for all people.
Student Learning Outcome 2.2: Application of Content The candidate is a professional educator who understands how to connect concepts and use differing perspectives to engage students in performance skills, life-long learning habits of critical thinking, and solving local and global issues.
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Program Descriptions Student Learning Outcome 5.1: Christ-like Leadership and Professionalism – The candidate is a professional educator who exhibits effective Christ-like leadership through dispositions and professionalism.
Program Outcome 5: Excellence - The graduate is a professional educator who commits to the excellence of the Master Teacher, Jesus learning and ethical practice, leadership and collaboration, and legal issues and democratic ideals.
Elementary Education Studies Program Requirements University Core (46 Hrs.) Specific courses within the University Core are listed on the first page of this catalog section.
Bible/Theology (12 hrs.) Communication (9 hrs.) *ENGL 1113 English Composition I *ENGL 1213 English Composition II *COMM 1103 Fundamentals of Public Speaking U.S. History and Government (6 hrs.) *POLS 1103 American Federal Government *HIST 2103/2203 America History I or II Science (6 hrs. plus 1 hr. of lab) *BIOL 2103 Environmental Science *BIOL 1014 General Biology and Lab Math (3 hrs.) *MATH 1103 College Math Social Sciences (3 hrs.): *PSYC 1103 Introduction to Psychology Humanities *ENGL 2303 World Literature Survey: The Ancient World to the Renaissance *GEOG 2603 Human World Geography Additional General Education (28 Hrs.) The following are additional general education in addition to the University Core required to meet the 4 by 12 general education requirement for teacher education programs:
English/Literature/Advanced Communication (3 hrs.) *ENGL 4803 Form and Genre in Literature Science (3 hrs. plus 2 hr. of lab) *BIOL 2101 Environmental Science Lab *NATS 2503 Introduction to Meteorology *NATS 2501 Introduction to Meteorology Lab Math (9 hrs.) *MATH 2103 Algebra for Teachers *MATH 2203 Math for Teachers I *MATH 2303 Math for Teachers II History/Citizenship/Cultural Studies (3 hrs.) *HIST 1103/1203 History of World Civilization I or II Foreign Language (8 hrs.) *These courses are required prerequisites for the major. Upon completion of the above courses, corresponding University Core requirements will be satisfied. (These courses are required for this major regardless of previous degrees conferred). Students must earn a “C” or higher in all these courses. See the Academic Program Requirements section of this Catalog for additional requirements.
Major Requirements Required before Elementary/Professional Education Courses (9 Hrs.) EDUC 2101 MACU Teacher Education Orientation EDUC 2102 Educational Foundations EDUC 4203 Instructional Strategies, Mgmt., and Assessment I EDUC 4213 Instructional Strategies, Mgmt., and Assessment II
Elementary Education (28 Hrs.) ECED 3223 Literacy Methods for Early Childhood EDEL 3203 Methods of Reading. in Intermediate Grades EDEL 3303 Methods of Elementary Science EDEL 3503 Methods of Elementary Music and Art Integration. EDEL 4304 Diagnostic and Prescriptive Reading with Reading Practicum EDEL 4503 Methods of Elementary Language Arts EDEL 4603 Methods of Elementary Social Studies EDEL 4803 Methods of Elementary Math EDEL 3403 Children’s Literature
Professional Education (21 Hrs.) EDUC 3103 Educational Psychology EDUC 3233 Probability and Statistics for Teachers EDUC 3303 Development Across the Life Span EDUC 4223 Students with Exceptionalities EDUC 4909 Student Teaching To receive a bachelor's degree, students must have at least 40 hours of 3000 and 4000-level courses. Total University Core Total Additional General Education Courses Total Required Before Major Courses Total Elementary Education Courses Total Professional Education Courses Total Required Hours
46 28 9 28 21 132
Additional Degree Requirements: All students in the Teacher Education program must achieve a grade of “C” or higher in all courses, excluding Bible courses. __CGPA of 2.75 Completion of program requirements identified in the Teacher Ed. Handbook
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Program Descriptions
English, B.A. Effective: 01/01/2023 The B.A. in English focuses on literary analysis, cultural criticism and theory, language, and writing skills. Students may choose between a Literary and Cultural Studies Track, a Pre-Law Track, or a Multidisciplinary option to complete the degree.
English Program and Student Outcomes Student Learning Outcome 3.2: The student will construct meaning from literary texts.
Faculty and Content Specialists Bland, Rebeccah, MA (2012) Assistant Professor: School of English BA, Southwestern Christian University; MA, University of Central Oklahoma
Pickens Jr, Mark S, PhD (2011) Professor: School of English BA, Oklahoma City University; MA, University of Oklahoma; PhD, University of Oklahoma
Student Learning Outcome 3.3: The student will evaluate textual sophistication.
Program Outcome 4: The graduate will be able to analyze texts from diverse origins using a variety of critical lenses. Student Learning Outcome 4.1: The student will critique texts from a wide spectrum of geographic, historical, and cultural origins.
Program Outcome 1: The graduate will understand the history, structure, and development of the English language.
Student Learning Outcome 4.2: The student will engage with texts of various genres written by authors of diverse ages, genders, and ethnicities.
Student Learning Outcome 1.1: The student will demonstrate knowledge of the structure of the English language. Student Learning Outcome 1.2: The student will explore the history of the English language and the impact of varying contexts on language.
Student Learning Outcome 4.3: The student will comprehend a range of theoretical approaches to literature.
Program Outcome 5: The graduate will be able to analyze digital media and other non-print texts critically. Student Learning Outcome 5.1: The student will discern the meaning and impact of digital media and other non-print texts.
Student Learning Outcome 1.3: The student will explain the processes of language acquisition and development.
Student Learning Outcome 5.2: The student will engage with a range of digital media and other non-print genres.
Program Outcome 2: The graduate will be able to compose a variety of print and non-print texts. Student Learning Outcome 2.1: The student will compose written, verbal, and visual texts using rhetorical analysis of audience and purpose. Student Learning Outcome 2.2: The student will illustrate the influence of language and visual images on thinking and composing.
Program Outcome 6: The graduate will be able to critically analyze how cultural production (e.g., Literature, film, visual art, and other cultural practices) represents and critiques systems of power and provokes social change. Student Learning Outcome 6.1: The student will generate and interpret cultural texts in consideration of local, national, and global particularities (social, economic, political, and cultural histories and context).
Student Learning Outcome 2.3: The student will employ various compositional strategies.
Student Learning Outcome 6.2: The student will generate and interpret cultural texts in consideration of components of identity (e.g., Race, ethnicity, gender expression, age, appearance, ability, spiritual belief, sexual orientation, socioeconomic status, and community environment).
Program Outcome 3: The graduate will be able to analyze texts using multiple interpretive and evaluative strategies. Student Learning Outcome 3.1: The student will critique texts using an array of critical approaches.
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English Studies Program Requirements **Students will choose an area of specialization or a discipline from the Multidisciplinary Options.
University Core (46 Hrs.) Specific courses within the University Core are listed on the first page of this catalog section.
Specialization Track Options (33 Hrs.)
Bible/Theology (12 hrs.) Communication (9 hrs.) U.S. History and Government (6 hrs.) Science (6 hrs. plus 1 hr. of lab) Math (3 hrs.) Social Sciences (3 hrs.) Humanities Required courses (6 hrs.):
Literary and Cultural Studies Track This track focuses on a multidisciplinary approach to cultural analysis by emphasizing literary study and examining other cultural texts. It draws from related fields such as communications, sociology, and the broader humanities.
ENGL 3523 Special Topics ENGL 3713 Ethnic American Literature ENGL 3733 Native American Literature ENGL 4333 The Fiction Works of C.S. Lewis ENGL 4543 Language and Popular Culture ENGL 4803 Form and Genre in Literature
*ENGL 2303 World Literature Survey: The Ancient World to the Renaissance *GEOG 2603 Human World Geography *These courses are required prerequisites for the major. The corresponding University Core Requirements are satisfied upon completion of the above courses. (These courses are required for this major regardless of previous degrees conferred). See the Academic Program Requirements section of this Catalog for additional requirements.
Choose fifteen (15) hours from the following Literary and Cultural Studies Electives:
ENGL 3543 Studies in Poetry ENGL 3513 Major Figures ENGL 3523 Special Topics ENGL 3723 Nobel Prize-Winning Authors ENGL 4143 Women in Literature ENGL 4523 Young Adult Literature ENGL 4353 The Apologetics of C.S. Lewis ENGL 4653 Capstone Research ENGL 4993 Honor Studies HUMN 4613 Hist/Lit of the Native American Southwest MISS 3403 Cross-Cultural Communications PMIN 3023 World Religion and Heretical Move. SOCI 2243 Intro to Cultural Anthropology COMM 4103 Special Topics in Media Studies COMM 4123 Media Production Techniques COMM 4413 Media Television History
Major Requirements English Major (39 Hrs.) ENGL 2103 British Literature Survey I ENGL 2203 British Literature Survey II ENGL 2403 World Literature Survey: The Renaissance to the Modern Era ENGL 2503 American Literature Survey: Before 1865 ENGL 2603 American Literature Survey: Since 1865 ENGL 3503 Advanced Composition ENGL 3513 Major Figures ENGL 3703 Creative Writing ENGL 3923 Cultural Theory and Popular Culture ENGL 4203 Modern Grammar ENGL 4303 Shakespeare ENGL 4533 Critical Approaches to Literature ENGL 4503 History of the English Language
Pre-Law Track This track offers choices from among content fields the American Bar Association considers traditional preparation for law school.
Foreign Language (8 Hrs.) Eight (8) hours in the same language and consecutive
To receive a bachelor's degree, students must have at least 40 hours of 3000 and 4000-level courses. Total University Core Total English Major Total Foreign Language Total Specialization Track/Multidisciplinary Option ** Total Required Hours
46 39 8 33 126
ACCN 4623 Accounting Legal Environment BUAD 4103 Legal Environment of Business COMM 3233 Media Law and Ethics CRJS 3303 Criminal Justice Philosophy and Practice CRJS 3503 Criminal Law I CRJS 3513 Criminal Law II ECON 2503 Survey of Economics HC 3503 Legal Aspects of Healthcare Management HIST 4103 Colonial Period HIST 4203 19th Century United States History HIST 4213 Twentieth Century United States History HIST 4323 Directed Readings in US History PHIL 3203 Making of the Modern Mind PMIN 4233 Nonprofit and American Church Law POLS 3104 Constitutional Law Choose twelve (12) hours of Electives from any subject area.
Multidisciplinary Option (30-37 Hrs.) See Multidisciplinary Options at the beginning of the Academic Degree section of this catalog.
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Program Descriptions
Healthcare Management and Ethics, B.S. Effective: 9/01/2017 As the healthcare sector continues to expand, organizations need healthcare managers more than ever – and this degree plan is designed to prepare students to enter the workforce with special knowledge and confidence. Focus is placed on the “hands-on” practice and business aspects of healthcare management systems to provide the student with knowledge and skills that can be immediately applied in various settings, such as private practices, clinics, auxiliary services, or hospitals. Courses such as Human Resources, Legal Environment, Medical Language, Operations, and Information Systems go beyond traditional business content to address the unique application of these topics within the healthcare industry. Consideration of Christian principles concerning ethical and moral dilemmas in healthcare is an important component of each course.
Healthcare Management and Ethics Program and Student Outcomes Faculty and Content Specialists Philipson, Danielle, EdD (2022) Assistant Professor: School of Business Leadership BA, University of California, Irvine; MHA, Cornell University; EdD, Abilene Christian University
Program Outcome 3: The graduate will demonstrate effective collaboration skills required in the healthcare environment. Student Learning Outcome 3.1: The student will build cross-functional teams best suited to solve a problem. Student Learning Outcome 3.2: The student will effectively collaborate with others to develop presentations.
Program Outcome 1: The graduate will apply business skills and knowledge in the healthcare environment. Student Learning Outcome 1.1: The student will demonstrate knowledge of the healthcare ecosystem's foundational components (reimbursement, legal, governance, and information technology).
Program Outcome 4: The graduate will demonstrate effective communication skills using common tools in the healthcare setting. Student Learning Outcome 4.1: The student will recommend communication strategies for various stakeholders.
Student Learning Outcome 1.2: The student will perform a financial analysis that supports strategic decision-making.
Student Learning Outcome 4.2: The student will deliver effective presentations using presentation technology.
Student Learning Outcome 1.3: The student will apply basic accounting principles that are relevant for managers in the healthcare setting. Student Learning Outcome 1.4: The student will explain the impact of economic forces on the healthcare system.
Student Learning Outcome 4.3: The student will exhibit writing skills fundamental to success in the healthcare professional environment.
Program Outcome 2: The graduate will employ the ethical behavior and decision-making required of Christian healthcare leaders in the 21st century.
Program Outcome 5: The graduate will evaluate complex issues in the healthcare environment by applying systems thinking. Student Learning Outcome 5.1: The student will describe common challenges in functional areas (HR, IT, Financial, Clinical).
Student Learning Outcome 2.1: The student will differentiate between ethical and legal issues. Student Learning Outcome 2.2: The student will apply a Christian perspective when examining ethical issues that are common in the healthcare environment.
Student Learning Outcome 5.2: The student will explain the dynamics of the US healthcare system. Student Learning Outcome 5.3: The student will analyze real-world business problems in the healthcare environment.
Student Learning Outcome 2.3: The student will summarize key laws that influence healthcare delivery in the United States.
Student Learning Outcome 5.4: The student will suggest continuous improvement methodologies to address contemporary issues in the healthcare environment.
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Program Descriptions
Healthcare Management and Ethics Studies Program Requirements University Core (46 Hrs.) Specific courses within the University Core are listed on the first page of this catalog section.
Bible/Theology (12 hrs.) Communication (9 hrs.) U.S. History and Government (6 hrs.) Science (6 hrs. plus 1 hr. of lab) Math (3 hrs.) Social Sciences (3 hrs.) Humanities (6 hrs. – 3 hrs. must be literature) See the Academic Program Requirements section of this Catalog for additional requirements.
Required before Major Courses (6 Hrs.) BUAD 2503 Business and Professional Communications MGMT 2103 Business Software Applications
Major Requirements Healthcare Management Major (30 Hrs.) BUAD 3403 Business Finance HC 3213 Fundamentals of Medical Practice Management HC 3203 Introduction to Healthcare Management HC 3313 Healthcare Human Resource Management HC 3503 Legal Aspects of Healthcare Management HC 4103 Healthcare Economics HC 4203 Healthcare Operations Management HC 4303 Healthcare Information Systems MGMT 3213 Applied Business Management MGMT 4303 Accounting for Managers Electives (40 Hrs.) Choose forty (40) hours from any area to meet the required minimum 122-hour requirement for your bachelor’s degree. To receive a bachelor's degree, students must have at least 40 hours of 3000 and 4000-level courses.
Total University Core Total Required Before Major Courses Total Healthcare Management Major Total Electives Total Required Hours
46 6 30 40 122
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Program Descriptions
Management and Ethics, B.S. Effective: 01-01-2017 The B.S. in Management and Ethics program, designed to develop students’ knowledge, analytical, and communication skills, prepares graduates to lead employees in various organizations so they may address future challenges and interpret and convey financial information.
Management and Ethics Program and Student Outcomes Faculty and Content Specialists Koch, Laura, MBA (2023) Associate Professor: School of Business Leadership BS, Public Relations, Oklahoma State University; BS, Marketing, Oklahoma State University; MBA, University of Oklahoma
Program Outcome 1: The graduate will demonstrate knowledge of relevant content in their selected discipline and the ability to situationally apply that knowledge to core business functions, including management, marketing, business law, accounting, economics, and finance. Student Learning Outcome 1.1: The student will understand how Financial analysis is used as a strategic management tool.
Program Outcome 3: The graduate will demonstrate the ability to work in groups and teams, utilizing interpersonal skills successfully in an organizational setting. Student Learning Outcome 3.1: The student will coordinate, plan, and develop a group presentation. Student Learning Outcome 3.2: The student will present a group project.
Program Outcome 4: The graduate will demonstrate the ability to effectively communicate business information using relevant technology and a variety of communication tools. Student Learning Outcome 4.1: The student will demonstrate verbal and technical communication skills by creating and presenting a formal presentation.
Student Learning Outcome 1.2: The student will show a comprehension of basic Accounting Principles.
Student Learning Outcome 4.2: The student will exhibit writing and critical thinking skills fundamental to success in the business community.
Student Learning Outcome 1.3: The student will demonstrate the ability to research and develop an informed marketing plan. Student Learning Outcome 1.4: The student will demonstrate the ability to apply the basic functions of management. Student Learning Outcome 1.5: The student will be able to evaluate current HR best practices regarding recruitment, onboarding, compensation, performance appraisals, employee motivation, and risk management.
Student Learning Outcome 4.3: The student will develop and evaluate organizational talent acquisition and employee engagement plans.
Program Outcome 5: The graduate will exhibit the ability to analyze business problems and use critical thinking skills by developing, implementing, testing, and restructuring business models. Student Learning Outcome 5.1: The student will develop, test, analyze, and revise a business plan for Entrepreneurs.
Program Outcome 2: The graduate will exhibit the ability to make ethical business decisions informed by Christian principles of equity, justice, integrity, and the intrinsic worth of all people.
Student Learning Outcome 5.2: The student will exhibit the ability to analyze and react to changing situations to attain goals.
Student Learning Outcome 2.1: The student will analyze case studies and make decisions on ethical outcomes to a variety of scenarios posed by the case studies.
Student Learning Outcome 5.3: The student will analyze and describe the changing nature of a manager's environment
Student Learning Outcome 2.2: The student proves the ability to make ethical decisions while balancing the legal aspects of the business community.
Student Learning Outcome 5.4: The student will demonstrate recommended HRM strategies to maximize human capital within different business industries and environments.
Student Learning Outcome 2.3: The student will demonstrate the effectiveness of Christian Ethics in managing the change required in the business community.
Student Learning Outcome 5.5: The student will analyze and design training development programs to meet organizational objectives.
Student Learning Outcome 2.4: The student will identify the impact of employee and union relationships on different HR practices. Student Learning Outcome 2.5: The student will evaluate how employment law and judicial rulings (governance) apply to different HR practices.
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Management and Ethics Studies Program Requirements **Students may replace electives with one of the optional concentrations listed below or a discipline from the Multidisciplinary Options.
University Core (46 Hrs.) Specific courses within the University Core are listed on the first page of this catalog section.
Bible/Theology (12 hrs.) Communication (9 hrs.) U.S. History and Government (6 hrs.) Science (6 hrs. plus 1 hr. of lab) Math (3 hrs.) Social Sciences (3 hrs.) Humanities (6 hrs. – 3 hrs. must be literature)
Management and Ethics Optional Concentration (18 Hrs.)
Communication Concentration COMM 2143 Digital Media Literacy COMM 3213 Organizational and Professional Communication COMM 3533 Advertising, Brand Management, and Audio Production COMM 3903 Integrated Marketing and Public Relations COMM 4103 Special Topics in Media Studies COMM 4603 Creating Social Media Presence and Strategic Interviewing
See the Academic Program Requirements section of this Catalog for additional requirements.
Required before Major Courses (6 Hrs.) BUAD 2503 Business and Professional Communications MGMT 2103 Business Software Applications
Digital Marketing Concentration MKTG 3143 Consumer and Market Behavior MKTG 3253 Digital Marketing Channels MKTG 3533 Brand and Product Management MKTG 3713 Services Marketing MKTG 4113 International Marketing MKTG 4603 Social Media Marketing
Major Requirements Management and Ethics Major (30 Hrs.) BUAD 3403 Business Finance BUAD 4303 Human Resource Administration MGMT 3213 Applied Business Management MGMT 4103 Group and Organizational Communication MGMT 4203 Managing People: Groups and Leadership MGMT 4303 Accounting for Managers MGMT 4433 Managing Change MGMT 4523 Case Studies in Management Ethics MGMT 4703 Entrepreneurship MKTG 3103 Principles of Marketing
Management Information Systems Concentration CMSC 1203 Foundations of Programming MISE 4643 Database Management MISE 4663 Business Intelligence/Data Analytics Select 9 hours from the following: CMSC 3123 Working with Data Structures MISE 4213 Configuring E-Mail and Web Services MISE 4513 Advanced Networks CYBR 3003 Securing Information CYBR 3103 Risk Management and IT Security CYBR 3503 Securing Windows CYBR 4503 Cloud Security
Electives** (40 Hrs.) Choose forty (40) hours from any area to meet the required minimum 122-hour requirement for your bachelor’s degree. At least ten (10) hours should be from upper-division hours. To receive a bachelor's degree, students must have at least 40 hours of 3000 and 4000-level courses. Total University Core Total Required Before Major Courses Total Management and Ethics Major Total Electives/Optional Concentration/Discipline Total Required Hours
Multidisciplinary Option (30-37 Hrs.) See Multidisciplinary Options at the beginning of the Academic Degree section of this catalog.
46 6 30 40 122
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Program Descriptions
Mathematics, B.S. Effective: 04/15/2020 The B.S. in Mathematics provides a comprehensive understanding of the nature of mathematics and its relation to the sciences, philosophy, and other liberal arts. In addition to general education and Bible coursework, course topics include geometry, calculus, linear algebra, abstract algebra, statistics, differential equations, and mathematical modeling to provide a foundation on which graduates may begin a career in teaching, applied mathematics, and research or pursue graduate studies.
Mathematics Program and Student Outcomes Fowlkes, Carol, PhD (1998)
Student Learning Outcome 5.2: The student will apply fundamental ideas of linear algebra.
Professor/Chair: School of Mathematics BA, MEd, Mid-America Nazarene College; PhD, Oklahoma State University
Student Learning Outcome 5.3: The student will apply the major concepts of abstract algebra to justify algebraic operations and formally analyze algebraic structures.
Program Outcome 1: Knowledge of Mathematical Problem Solving: The graduate will know, understand, and apply the process of mathematical problem-solving.
Student Learning Outcome 5.4: The student will use mathematical models to represent and understand quantitative relationships.
Faculty and Content Specialists
Student Learning Outcome 1.1: The student will apply and adapt a variety of appropriate strategies to solve problems.
Program Outcome 2: Knowledge of Reasoning and Proof: The graduate will reason, construct, and evaluate mathematical arguments and develop an appreciation for mathematical rigor and inquiry. Student Learning Outcome 2.1: The student will make and investigate mathematical conjectures.
Student Learning Outcome 5.5: The student will demonstrate knowledge of the historical development of algebra, including contributions from diverse cultures.
Program Outcome 6: Knowledge of Geometries: The graduate will use spatial visualization and geometric modeling to explore and analyze geometric shapes, structures, and their properties. Student Learning Outcome 6.1: The student will demonstrate knowledge of core concepts and principles of Euclidean and non-Euclidean geometries in two and three dimensions from both formal and informal perspectives.
Student Learning Outcome 2.2: The student will develop and evaluate mathematical arguments and proofs.
Program Outcome 3: Knowledge of Technology: The graduate will embrace technology as an essential tool for learning mathematics.
Student Learning Outcome 6.2: The student will use concrete models, drawings, and dynamic geometric software to explore geometric ideas and their applications in realworld contexts.
Student Learning Outcome 3.1: The student will use knowledge of mathematics to select and use appropriate technological tools, such as but not limited to spreadsheets, dynamic graphing tools, computer algebra systems, dynamic statistical packages, graphing calculators, data-collection devices, and presentation software.
Program Outcome 4: Knowledge of Number and Operation: The graduate will demonstrate computational proficiency, including a conceptual understanding of numbers, ways of representing numbers, relationships among number and number systems, and meanings of operations.
Student Learning Outcome 6.3: The student will demonstrate knowledge of the historical development of Euclidean and non-Euclidean geometries, including contributions from diverse cultures.
Program Outcome 7: Knowledge of Calculus: The graduate will demonstrate a conceptual understanding of limit, continuity, differentiation, and integration and a thorough background in the techniques and application of calculus. Student Learning Outcome 7.1: The student will demonstrate a conceptual understanding of procedural facility with basic calculus concepts.
Student Learning Outcome 4.1: The student will apply the fundamental ideas of number theory.
Student Learning Outcome 7.2: The student will use the concepts of calculus and mathematical modeling to represent and solve problems taken from real-world contexts.
Student Learning Outcome 4.2: The student will recognize matrices and vectors as systems that have some of the properties of the real number system. Student Learning Outcome 4.3: The student will demonstrate knowledge of the historical development of number and number systems, including contributions from diverse cultures.
Program Outcome 5: Knowledge of Different Perspectives on Algebra: The graduate will emphasize relationships among quantities, including functions, ways of representing mathematical relationships, and the analysis of change.
Student Learning Outcome 7.3: The student will demonstrate knowledge of the historical development of calculus, including contributions from diverse cultures.
Program Outcome 8: Knowledge of Discrete Mathematics: The graduate will apply the fundamental ideas of discrete mathematics in the formulation and solution of problems. Student Learning Outcome 8.1: The student will apply the fundamental ideas of discrete mathematics in the formulation and solution of problems arising from real-world situations.
Student Learning Outcome 5.1: The student will analyze patterns, relations, and functions of one and two variables.
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Program Descriptions Student Learning Outcome 9.2: The student will use appropriate statistical methods and technological tools to describe shape and analyze spread and center.
Program Outcome 9: Knowledge of Data Analysis, Statistics, and Probability: The graduate will demonstrate an understanding of concepts and practices related to data analysis, statistics, and probability.
Student Learning Outcome 9.3: The student will use statistical inference to draw conclusions from data.
Student Learning Outcome 9.1: The student will design investigations, collect data, and use a variety of ways to display data and interpret data representations that may include bivariate data, conditional probability, and geometric probability.
Student Learning Outcome 9.4: The student will demonstrate knowledge of the historical development of statistics and probability, including contributions from diverse cultures.
Mathematics Studies Program Requirements **Students may replace electives with one of the optional concentrations listed below or a discipline from the Multidisciplinary Options.
University Core (46 Hrs.) Specific courses within the University Core are listed on the first page of this catalog section.
Bible/Theology (12 hrs.) Communication (9 hrs.) U.S. History and Government (6 hrs.) Science (6 hrs. plus 1 hr. of lab) Math (3 hrs.): *MATH 1513 College Algebra Social Sciences (3 hrs.) Humanities (6 hrs. – 3 hrs. must be literature)
Mathematics Optional Concentrations (18 Hrs.)
*These courses are required prerequisites for the major and/or discipline. The corresponding University Core Requirements are satisfied upon completion of the above courses. (These courses are required for this major regardless of previous degrees conferred). See the Academic Program Requirements section of this Catalog for additional requirements.
Management Information Systems Concentration
Data Analytics Concentration CMSC 3103 Analytics Management and Presentation CMSC 3463 Advanced Structured Query Language (SQL) CMSC 4103 Introduction to R for Data Analytics MISE 4403 Project Planning and Implementation MISE 4643 Database Management MISE 4663 Business Intelligence/Data Analytics
Major Requirements
CMSC 1203 Foundations of Programming MISE 4643 Database Management MISE 4663 Business Intelligence/Data Analytics Select 9 hours from the following: CMSC 3123 Working with Data Structures MISE 4213 Configuring E-Mail and Web Services MISE 4513 Advanced Networks CYBR 3003 Securing Information CYBR 3103 Risk Management and IT Security CYBR 3503 Securing Windows CYBR 4503 Cloud Security
Mathematics Core (29 Hrs.) MATH 2114 Calculus I and Analytic Geometry MATH 2214 Calculus II MATH 2313 Calculus III MATH 3103 Linear Algebra MATH 3403 Discrete Math MATH 3703 Introduction to Statistics MATH 4113 Mathematical Modeling MATH 4203 Mathematical Statistics MISE 4103 Programming Concepts or CMSC 1203 Foundations of Programming
Multidisciplinary Option (30-37 Hrs.) See Multidisciplinary Options at the beginning of the Academic Degree section of this catalog.
Mathematics Theory Application (22) MATH 1303 Plane Trigonometry MATH 3303 History of Math MATH 4003 College Geometry I MATH 4013 Differential Equations MATH 4103 Abstract Algebra MATH 4303 College Geometry II PHYS 1134 General Physics I (with Lab) or PHYS 2104 Physics I (with Lab) Electives** (25 Hrs.) Choose twenty-five (25) hours from any area to meet the required minimum 122-hour requirement for your bachelor’s degree. At least seven (7 Hrs.) should be from upper-division. To receive a bachelor's degree, students must have at least 40 hours of 3000 and 4000-level courses. Total University Core 46 Total Mathematics Core 29 Total Math Theory Application 22 Total Electives/Optional Concentration/Discipline 25 Total Required Hours 122
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Program Descriptions
Media Production and Communication, B.S. Effective: 08/01/2023
The B.S. in Media Production and Communication prepares students for the necessary oral, written, and digital engagement to navigate an increasingly digital personal and professional world. Majors would come to appreciate the overlapping and even contradictory procedures and practices that go into media production and consumption, ultimately leading to the creation of culture and its social persuasion in societies. Courses examine communication's roles in producing mass media that is used to entertain, advertise, engage, and persuade. Furthermore, students will study media and transition into disciplined and ethical content creators capable of communicating content to numerous communities, stakeholders, and audiences. A key development in critical media literacy would translate passive leisure habits into dynamic time management skills and new media training. Ultimately, students would be exposed to the strategic areas of Media Studies, Public Relations, and Social Media within the Communication Studies discipline.
Media Production and Communication Program and Student Outcomes Faculty and Content Specialists
Program Outcome 4: The graduates will have experience producing a variety of professional writing styles across numerous digital platforms.
Castleberry, Garret, PhD (2017) Professor/Chair: Adult School of Arts and Sciences BA, Southwestern Oklahoma State University; MA, University of North Texas; PhD, University of Oklahoma
Student Learning Outcome 4.1: The student will demonstrate a wide range of communication and mediarelated projects, written/typed documents, and writing styles.
Program Outcome 1: The graduates will have strong digital communication skills translatable to innumerable professional positions.
Student Learning Outcome 4.2: The student will apply a healthy amount of cited sources in various forms of digital content creation (writing, infographics, journals, etc.).
Student Learning Outcome 1.1: The student will produce appropriate, relevant video content that combines original ideas with course content in a logical fashion. Student Learning Outcome 1.2: The student will demonstrate reasonable use of credible, relevant sources to support ideas that are situated within the discipline and genre of the course or assigned text or ideas.
Student Learning Outcome 4.3: The student will showcase student growth in the level of assignment depth, quality of writing, and completion of portfolio near or at the end of the degree.
Program Outcome 5: The graduates will use active modes of critical thinking. Student Learning Outcome 5.1: The student will use appropriate software to construct a compelling infographic that explores or extends ideas within the context of the spreadable media model.
Student Learning Outcome 1.3: The student will use straightforward language that conveys general meaning to audiences. The oratory style is smooth, with minimal fillers.
Program Outcome 2: The graduates will be able to perform critical thinking in a variety of situations.
Student Learning Outcome 5.2: The student will demonstrate consistent use of credible, relevant sources to support ideas that are situated within assignments or related course readings.
Student Learning Outcome 2.1: The student will identify issues and respond to problems in the form of video/discussion prompts, short essays, and longer research projects. Student Learning Outcome 2.2: The student will recognize the value of academic research and demonstrate rigor through growth or consistent work, providing research in-text citations and reference pages of a quality nature. Student Learning Outcome 2.3: The student will consistently apply course readings, theories, methods, and practical and logical decision-making as logical evidence to inform their responses in video/written discussion short and long assignments.
Student Learning Outcome 5.3: The student will use straightforward language that generally conveys meaning to readers. The language in the work has a few errors.
Program Outcome 6: The graduates will perform close readings and complete analyses of media content across a variety of mediums and contexts.
Program Outcome 3: The graduates will have low communication apprehension toward public speaking in an online or digital domain. Student Learning Outcome 3.1: The student will report an increase in online oral communication experience. Student Learning Outcome 3.2: The student will report overcoming issues with content control, organizational skills, or mental readiness for the task of digital oral communication. Student Learning Outcome 3.3: The student will report a recognizable decrease in communication anxiety either prior to or during an oral presentation performed across a digital platform.
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Student Learning Outcome 6.1: The student will identify and understand a theory or method and produce an oral or written document in which they apply it to a text or artifact in a way that produces or demonstrates new meaning between the two. Student Learning Outcome 6.2: The student will recognize the value of scholarly or well-informed research, apply credible findings to various works, and add educational value that can assist in the completion of academic assignments but also extend to real-world ideas, problems, and solutions. Student Learning Outcome 6.3: The student will complete assigned prompts, papers, or larger projects using organization and oral/written style that is clear, grammatically polished, and logically sound.
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Program Descriptions
Media Production and Communication Studies Program Requirements ***Students may choose to replace electives with a discipline from the Multidisciplinary Options.
University Core (46 Hrs.) Specific courses within the University Core are listed on the first page of this catalog section.
Bible/Theology (12 hrs.) Communication (9 hrs.) U.S. History and Government (6 hrs.) Science (6 hrs. plus 1 hr. of lab) Math (3 hrs.) Social Sciences (3 hrs.) Humanities (6 hrs. – 3 hrs. must be literature)
Multidisciplinary Option (30-37 Hrs.) See Multidisciplinary Options at the beginning of the Academic Degree section of this catalog.
*COMM 4103 Special Topics in Media Studies *These courses are required prerequisites for the major. The corresponding University Core Requirements are satisfied upon completion of the above courses. (These courses are required for this major regardless of previous degrees conferred).
See the Academic Program Requirements section of this Catalog for additional requirements.
Major Requirements Media Production and Communication Major (33 Hrs.) COMM 2113 Foundations of Communication and Media COMM 2133 Introduction to Podcasting COMM 2143 Digital Media Literacy COMM 2803 Multimedia Storytelling COMM 3233 Media Law and Ethics COMM 3533 Advertising, Brand Management, and Audio Production COMM 4123 Media Production Techniques COMM 4413 Media and Television History COMM 4513 Rhetoric, Persuasion, and Argumentation COMM 4603 Creating Social Media Presence and Strategic Interviewing COMM 4803 Media Production and Communication Capstone
Electives*** (43 Hrs.) Choose forty-three (43) hours from any area to meet the required minimum 122-hour requirement for your bachelor’s degree. At least sixteen (16) hours should be from upper-division hours. The following are not required but recommended: COMM 2123 Introduction to Computer-Mediated Communication COMM 2243 Introduction to Virtual Reality COMM 3143 Internship** COMM 3153 Internship II** COMM 3213 Organizational and Professional Communication COMM 3343 Directed Readings** COMM 3423 Veterans in Media COMM 3433 Research Design Methods COMM 3443 Special Project** COMM 3603 Mass Communication Perspectives COMM 3613 Intercultural and Cybercultural Communication COMM 3903 Integrated Marketing and Public Relations
**Requires permission from the Program Director and a clear negotiated plan for success between student and instructor. To receive a bachelor's degree, students must have at least 40 hours of 3000 and 4000-level courses. Total University Core 46 Total Media Production and Communication Major 33 Total Electives/Optional Discipline 43 Total Required Hours 122
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Ministry Leadership, B.S. Effective: 01/01/2020 This degree prepares students to communicate, lead, care, and think biblically and theologically as they begin entry-level ministry positions. Students may fulfill various roles within church ministry and nonprofit or parachurch organizations, including the pastor, teacher, leader, and administrator, or pursue graduate studies. In addition to the foundational Bible and theology courses, other courses would address Christian formation, evangelism and discipleship, worship, homiletics, youth ministry, church administration, pastoral care, inductive Bible study methodology, Church of God (Anderson) and Wesleyan theology, nonprofit and American church law, and experiential learning opportunities.
Ministry Leadership Program and Student Outcomes Barton, Pamela, MA (2016)
Student Learning Outcome 2.1: The student will demonstrate effective verbal skills.
Assistant Professor: School of Ministry BS, University of Central Oklahoma; MA, Friends University
Student Learning Outcome 2.2: The student will demonstrate effective writing skills.
Key, Justin, PhD
Student Learning Outcome 2.3: The student will demonstrate critical thinking skills.
Faculty and Content Specialists
Professor/Chair: School of Ministry BA, Mid-America Christian University; MDiv, Asbury Theological Seminary; PhD, Southwestern Baptist Theological Seminary
Sanders, Michael, DMin (2021) Professor: School of Ministry BS, Gulf-Coast Bible College; MAR, Asbury Theological Seminary; DMin, Anderson University School of Theology
Student Learning Outcome 2.4: The student will demonstrate research skills.
Program Outcome 3: Core Practices - The graduate will be able to perform the core ministry practices of Inductive Bible Study, preaching, leading, and caring. Student Learning Outcome 3.1: The student will demonstrate Inductive Bible Study skills using the historicalgrammatical approach.
Sutton, Wendell, JD (2004) Professor: School of Ministry BS, Oklahoma State University; MA, Southern Nazarene University; JD, University of Oklahoma College of Law
Student Learning Outcome 3.2: The student will demonstrate the ability to preach or teach. Student Learning Outcome 3.3: The student will demonstrate an understanding and/or practice of leadership.
Program Outcome 1: Core Knowledge - The graduate will acquire knowledge consistent with the discipline. Student Learning Outcome 1.1: The student will explore abilities, gifts, or talents for ministry and leadership practices.
Student Learning Outcome 3.4: The student will demonstrate an understanding and practice of Christian caregiving.
Student Learning Outcome 1.2: The student will identify the basic themes of the Bible in the Old and New Testaments.
Student Learning Outcome 3.5: The student will demonstrate the ability to identify orthodox theological truths and/or distinguish heterodox assertions using the Wesleyan Quadrilateral.
Student Learning Outcome 1.3: The student will define the authority of Scripture. Student Learning Outcome 1.4: The student will explain the Christian faith from a classic Wesleyan-Arminian perspective.
Program Outcome 4: Core Values - The graduate will demonstrate Christ-like values in the pursuit of holiness. Student Learning Outcome 4.1: The student will demonstrate humility and a teachable spirit.
Student Learning Outcome 1.5: The student will identify key legal rights, duties, and liabilities of nonprofit organizations and churches.
Student Learning Outcome 4.2: The student will engage in constructive dialogue and respect others holding an opposing viewpoint.
Program Outcome 2: Core Communication - The graduate will demonstrate the ability to communicate verbally and in writing, think critically, and research.
Student Learning Outcome 4.3: The student will engage in the means of grace informed by a classic Wesleyan perspective.
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Ministry Leadership Studies Program Requirements **Students may replace electives with one of the optional concentrations listed below or a discipline from the Multidisciplinary Options.
University Core (46 Hrs.) Specific courses within the University Core are listed on the first page of this catalog section.
Bible/Theology (12 hrs.) *BIOT 1103 Intro to the Old Testament *BINT 1203 Intro to the New Testament *BINT 3303 Romans *THEO 1103 Biblical Life and Witness Communication (9 hrs.) U.S. History and Government (6 hrs.) Science (6 hrs. plus 1 hr. of lab) Math (3 hrs.) Social Sciences (3 hrs.): *PSYC 1103 Introduction to Psychology Humanities (6 hrs. – 3 hrs. must be literature): *PHIL 2103 Introduction to Philosophy and Ethics
Ministry Leadership Optional Concentrations (15 hrs.) Children’s Ministry Concentration EDUC 4203 Instructional Strategies, Mgmt., and Assessment I EDUC 4223 Students with Exceptionalities PMIN 3303 Christian Worship PMIN 4503 The Church’s Ministry to Families PSYC 3303 Development Across the Lifespan
Christian Worship Concentration
*These courses are required prerequisites for the major. The corresponding University Core Requirements are satisfied upon completion of the above courses. (These courses are required for this major regardless of previous degrees conferred). See the Academic Program Requirements section of this Catalog for additional requirements.
BIOT 3113 Psalms and Poetic Literature MUSI 4243 Music Ministry MUSI 4603 Hymnology/Music Text PMIN 3303 Christian Worship PMIN 4113 Internship in Professional Ministries
Pastoral Care Concentration PMIN 3643 Stephen Ministry PMIN 3303 Christian Worship PMIN 4973 Pastoral Care in the Local Church PMIN 4983 Practicum in Pastoral Care II PSYC 4813 Professional Ethics and Conduct
Major Requirements Bible/Theology (30 Hrs.) BINT 3103 The Synoptic Gospels or BINT 3603 Hebrews and General Letters BINT 3633 Pastoral Letters BINT 3703 History of Christian Thought 1 BIOT 3513 Isaiah or BIOT 3903 The Pentateuch THEO 2103 Systematic Theology I THEO 2203 Systematic Theology II THEO 3403 The Person and Work of the Holy Spirit THEO 4303 Church of God Theology THEO 4403 Theology of Ministry THEO 4923 Special Topics in Theology
Youth Ministry Concentration PMIN 3153 Youth Ministry Methods and Curriculum PMIN 3303 Christian Worship PMIN 3513 Youth Ministry PMIN 4503 Church’s Ministry to Families PSYC 3633 Psychology of Addictions and Substance Abuse
Multidisciplinary Option (30-37 Hrs.) See Multidisciplinary Options at the beginning of the Academic Degree section of this catalog.
Professional Ministry (27 Hrs.) PMIN 1103 Foundations of Ministry PMIN 1203 Christian Formation PMIN 3103 Homiletics I PMIN 3123 Evangelism and Discipleship PMIN 3203 Homiletics II PMIN 3713 Workshop in Pastoral Ministry PMIN 4233 Nonprofit/American Church Law PMIN 4303 Leadership Formation PMIN 4893 Practicum in Pastoral Care I Electives** (21 Hrs.) Choose twenty-one (21) hours from any area to meet the minimum 125hour requirement for your bachelor’s degree in consultation with your academic advisor. The following are not required but recommended: ENGL 3503 Advanced Composition ENGL 4303 Shakespeare ENGL 4313 Life and Teachings of C.S. Lewis PMIN 4973 Pastoral Care in the Local Church PSYC 4813 Professional Ethics and Conduct PSYC 3303 Development Across the Lifespan PSYC 3633 Psychology of Addictions & Substance Abuse PSYC 3903 Stress Management PSYC 4343 Psychology of Motivation and Emotions Applied Learning Courses PMIN 3133 Introduction to Spiritual Direction PMIN 3643 Stephen Ministry PMIN 4113 Internship in Professional Ministries PMIN 4893 Practicum in Pastoral Care I PMIN 4983 Practicum in Pastoral Care II To receive a bachelor's degree, students must have at least 40 hours of 3000 and 4000-level courses. Total University Core Total Bible/Theology Total Professional Ministry Total Electives/Optional Concentration/Discipline Total Required Hours
46 30 27 21 124
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Psychology, B.S. Effective: 08/01/2017 The B.S. in Psychology program provides students with an in-depth perspective of human behavior, psychological principles, and an introduction to common psychological issues, synthesizing knowledge from the areas of family life studies, psychology, and sociology with biblical studies and general education coursework to provide a solid foundation for understanding human relations in our complex society. This program, designed to equip students to positively impact their communities through human service careers within the education, social, government, or medical sectors, also lays the groundwork for advanced study in the fields of counseling, clinical psychology, experimental psychology, or industrial/organizational psychology and the pursuit of counseling licensure.
Psychology Program and Student Outcomes Student Learning Outcome 2.5: The student will complete projects that require the use of study strategies to solve complex problems and situational dilemmas.
Faculty and Content Specialists DeSecottier, Leon Renault, EdD (2012) Professor Emeritus: School of Behavioral Science and Counseling BS, MS, EdD Texas Tech University
Thomas, Kimberly, DMin (2000) Co-Chair/Professor: School of Behavioral Science and Counseling BS, Gulf-Coast Bible College; MA, Texas Southern University; DMin Houston Graduate School of Theology
Program Outcome 1: Foundational Knowledge: The graduate will demonstrate and integrate a foundational level of knowledge for the discipline of psychology within the areas of development, performance, personality, abnormal behavior, group processes, behavioral modification, and positive psychology through constructive engagement in learning processes which enhance learning capacities.
Program Outcome 3: Practical Application: The graduate will demonstrate realistic and practical skills applied in varied settings utilizing case studies and performance exercises. Student Learning Outcome 3.1: The student will comprehensively explain the application of psychological knowledge to real-world problems. Student Learning Outcome 3.2: The student will demonstrate the capacity to design proposed solutions to real-world problems.
Program Outcome 4: Research: The graduate will demonstrate accessing, comprehending, applying, and designing research within the discipline. Student Learning Outcome 4.1: The student will interpret and apply statistical methods and analyze research findings from psychological materials and case studies.
Student Learning Outcome 1.1: The student will illustrate the application of psychological concepts and principles in course assignments and discussions. Student Learning Outcome 1.2: The student will employ supportive and positive communication skills to engage in classroom and course discussions. Student Learning Outcome 1.3: The student will effectively demonstrate the use of formal writing skills, correct APA formatting, and college-level grammar in course written language communications.
Program Outcome 2: Disciplined Thinking and Proficient Communication: The graduate will demonstrate and communicate a skillful level of disciplined thinking utilizing concepts and principles of psychology for analytical and practical applications of the methods and tools of the discipline. Student Learning Outcome 2.1: The student will demonstrate the ability to analyze, evaluate, plan, and think creatively to solve ethical dilemmas. Student Learning Outcome 2.2: The student will create reports or presentations that illustrate knowledge and expertise relevant to the field of Psychology.
Student Learning Outcome 4.2: The student will apply researched information from case analysis to solve personal, practical, local, and global concerns.
Program Outcome 5: Foundational Disposition: Character, Values, and Ethics: The graduate will demonstrate the internalization of the values, ethical principles, and psychological dispositions to be a positive presence in the workforce and/or for graduate school. Student Learning Outcome 5.1: The student will acquire and demonstrate the capacity to exhibit positive psychology principles to one's behavior to promote self-change. Student Learning Outcome 5.2: The student will explain the importance of integrating ethical principles into one's work and personal code of conduct.
Program Outcome 6: Diversity and Spirituality: The graduate will demonstrate the qualities of a positive presence in the world through responsiveness to diversity, multiculturalism, and a spiritual life lived in and with a collaborative personal relationship with God – empowered and sustained by the Spirit of God. Student Learning Outcome 6.1: The student will identify and personalize spiritual or Biblical principles in how they interpret life events.
Student Learning Outcome 2.3: The student will demonstrate the capacity to integrate, synthesize, internalize, and personalize knowledge and practical application through positive instructor engagement and reflective feedback.
Student Learning Outcome 6.2: The student will compare and contrast psychological ideas, theories, and principles with spiritual criteria. Student Learning Outcome 6.3: The student will compare and contrast cultural and social differences to explain how these differences impact cognitive thinking.
Student Learning Outcome 2.4: The student, in collaboration with instructors, will engage in learning activities that pervasively add knowledge, value, and skills to academic and career development.
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Student Learning Outcome 6.4: The student will explore and explain the role that diversity plays in how people interpret and function in their internal and external worlds.
Psychology Studies Program Requirements University Core (46 Hrs.)
Psychology Optional Concentration (18 Hrs.)
Specific courses within the University Core are listed on the first page of this catalog section.
Christian Ministries Concentration BINT 2103 Basic Principles of Inductive Bible Study BINT 3103 Synoptic Gospels PMIN 1103 Foundations of Ministry PMIN 4303 Leadership Formation THEO 3603 Spiritual Formation THEO 4323 The Teachings of Wesleyan-Arminian Theology
Bible/Theology (12 hrs.) Communication (9 hrs.) U.S. History and Government (6 hrs.) Science (6 hrs. plus 1 hr. of lab) Math (3 hrs.) Social Sciences (3 hrs.): *PSYC 1103 Introduction to Psychology Humanities (6 hrs. – 3 hrs. must be literature) *These courses are required prerequisites for the major. The corresponding University Core Requirements are satisfied upon completion of the above courses. (These courses are required for this major regardless of previous degrees conferred). See the Academic Program Requirements section of this Catalog for additional requirements.
Major Requirements
Criminal Justice Concentration CRJS 3003 Victimology CRJS 3103 Introduction to Criminal Justice CRJS 3503 Criminal Law I CRJS 3703 Criminal Procedures CRJS 3813 Community Relations CRJS 4513 Interview and Interrogation Techniques or CRJS 4533 Anti-Terrorism and Homeland Security
Psychology Major (36 Hrs.) PSYC 3303 Development Across the Life Span PSYC 3633 Psych of Addictions and Substance Abuse PSYC 3713 Psychological Statistics or MATH 3703 Introduction to Statistics PSYC 3803 Introduction to Research Methods PSYC 3813 Cognitive Psychology PSYC 4213 Physiological Psychology and Neuroscience PSYC 4313 Multicultural Psychology PSYC 4333 Positive Psychology PSYC 4343 Psychology of Motivation and Emotions PSYC 4703 Psychology of Abnormal Behavior PSYC 4803 Personality Development PSYC 4813 Professional Ethics and Conduct
Educational Studies Concentration EDUC 3103 Educational Psychology EDUC 3123 Foundations of Literacy EDUC 3303 Development Across the Life Span EDUC 4223 Students with Exceptionalities EDUC 4203 Instructional Strategies, Mgmt., and Assessment I MATH 2203 Math for Teachers I Note: Complete the professional education component, semester hours, and development hours you are assigned upon acceptance. IMPORTANT: Don't forget to check the mandatory requirements found on the Oklahoma Alternative Placement Program for Teacher Certification
Electives** (40 Hrs.)
Multidisciplinary Option (30-37 Hrs.) See Multidisciplinary Options at the beginning of the Academic Degree section of this catalog.
Choose forty (40) hours from any area to meet the required minimum 122-hour requirement for your bachelor’s degree. At least 4 hours should be from upper-division hours. The following are not required but recommended: PSYC 2303 Social Psychology PSYC 2403 Child/Adolescent Psychology PSYC 3103 Psychology of Learning PSYC 3113 History and Systems of Psychology PSYC 3123 Industrial Organizational Psychology PSYC 3903 Stress Management PSYC 4233 Performance and Sports Psychology PSYC 4403 Small Groups: Principles/Practices PSYC 4603 Pastoral Counseling PSYC 4903 Internship: Field Experience To receive a bachelor's degree, students must have at least 40 hours of 3000 and 4000-level courses.
Total University Core 46 Total Psychology Major 36 Total Electives/Optional Concentration/Discipline 40 Total Required Hours 122 **Students may replace electives with one of the optional concentrations listed below or a discipline from the Multidisciplinary Options.
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Secondary Education, B.A. Effective: 08/01/2020
Designed to align with rigorous standards set forth by Specialized Professional Associations (SPA) standards, the B.A. in Secondary Education equips those called to teach secondary education in the student's chosen area of specialization of either English, Math, or Social Studies in public or private school settings. Students would gain theoretical knowledge and practical methodologies for successfully teaching this age group as they prepare for a future beyond high school. Through experiential learning, students would gain hands-on experience so they may become effective teachers in the classroom. In addition to covering the subjects of child/adolescent and educational psychology, probability and statistics for teachers, instructional strategies, and exceptional children, the program also includes English, English teaching methods, literature, composition, creative writing, modern grammar, language and culture, and critical approach to literature; Math - secondary math methods, calculus, algebra, statistics, discrete math, and the history of math; or Social Studies - social studies teaching methods, world geography, U.S. history, American and Oklahoma history, macroeconomics, state and local government, historiography/research, cultural anthropology, and social psychology.
Secondary Education Program and Student Outcomes Student Learning Outcome 3.2: Planning for Instruction The candidate is a professional educator who supports students' rigorous learning goals by mastering content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Faculty and Content Specialists Harris, Mark S, MS, MA (2001) Associate Professor/Chair: School of English BS, MS, Radford University; MA, University of Central Oklahoma
Program Outcome 1: The Learner and Learning Candidates are professional educators who understand learner development, learning differences, and learning environments. Student Learning Outcome 1.2: Learning Differences - The candidate is a professional educator who understands and demonstrates respect for individual differences, diverse cultures, and communities to ensure inclusive learning environments that enable each learner to meet high standards. Student Learning Outcome 1.3: Learning Environments The candidate is a professional educator who works with others to create environments that support individual and collaborative learning and encourage self-motivation, positive social interaction, and active engagement in learning.
Student Learning Outcome 3.3: Instructional Strategies The candidate is a professional educator who uses a variety of instructional strategies to integrate a curriculum that encourages learners to develop a deep understanding of content areas making meaningful connections.
Program Outcome 4: Professional Responsibility Candidates are professional educators who understand and engage in professional learning and ethical practice, leadership and collaboration, legal issues, and democratic ideals. Excellence – Candidates are professional educators who commit to the excellence of the Master Teacher, Jesus Christ learning and ethical practice, leadership and collaboration, and legal issues and democratic ideals.
Program Outcome 2: Content Knowledge - Candidates are professional educators who understand the subject matter and the application of content in the discipline they teach. Student Learning Outcome 2.1: Content Knowledge- The candidate is a professional educator who understands the central concepts, inquiry methods, and structures of the discipline(s) they teach and create learning experiences that make the subject matter more meaningful for learners to assure content mastery. Student Learning Outcome 2.2: Application of Content - The candidate is a professional educator who understands how to connect concepts and use differing perspectives to engage students in performance skills, life-long learning habits of critical thinking, and solving local and global issues.
Program Outcome 3: Instructional Practice - Candidates are professional educators who understand assessment, planning for instruction, and instructional strategies. Student Learning Outcome 3.1: Assessment - The candidate is a professional educator who uses multiple assessment strategies and adapts instruction based upon assessment and reflection to ensure the learner's own growth, monitor learner progress, and guide decision-making.
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Student Learning Outcome 4.1: Professional Learning and Ethical Practice - The candidate is a professional educator who engages in current researched best practices and continued professional growth, using evidence to continually evaluate the effects of their choices and actions on learners, families, other professionals, and the community, adapting practice to meet the needs of each learner. Student Learning Outcome 4.2: Leadership and Collaboration - The candidate is a professional educator who serves the community, seeks appropriate leadership roles and opportunities, and fosters positive collaboration with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession by engaging them in support of student learning and well-being. Student Learning Outcome 4.3: Legal Issues and Democratic Ideals - The candidate is a professional educator who understands and abides by the legalities of teaching, including the rights and responsibilities of students, parents/families, and teachers, valuing justice and democratic ideals for all people. Student Learning Outcome 4.4: Christ-like Leadership and Professionalism – The candidate is a professional educator who exhibits effective Christ-like leadership through dispositions and professionalism.
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Program Descriptions
Secondary Education Studies Program Requirements University Core (46 Hrs.)
Secondary Mathematics (44 Hrs.)
Specific courses within the University Core are listed on the first page of this catalog section.
MATH 1303 Plane Trigonometry MATH 2114 Calculus I and Analytic Geometry MATH 2214 Calculus II MATH 2313 Calculus III MATH 3103 Linear Algebra MATH 3303 History of Math MATH 3403 Discrete Math MATH 3703 Introduction to Statistics MATH 4003 College Geometry I MATH 4103 Abstract Algebra MATH 4203 Mathematical Statistics MATH 4303 College Geometry II Electives (6 Hrs.) Select 3 hours from within the Math discipline and 3 hours from any area.
Bible/Theology (12 hrs.) *Communication (9 hrs.) *U.S. History and Government (6 hrs.) *Science (6 hrs. plus 1 hr. of lab) *Math (3 hrs.): *MATH 1513 College Algebra (for Secondary Mathematics Area of Specialization)
*Social Sciences (3 hrs.): *PSYC 1103 Introduction to Psychology
*Humanities (6 hrs. – 3 hrs. must be literature): *ENGL 2303 World Lit. Survey: The Ancient World to the Renaissance (for Secondary English Area of Specialization) *ENGL 2403 World Lit. Sur: Renaissance to Modern Era (for Secondary English Area of Specialization)
Secondary Social Studies (45 Hrs.)
*These courses are required prerequisites for the major. Upon completion of the above courses, corresponding University Core requirements will be satisfied. (These courses are required for this major regardless of previous degrees conferred). Students must earn a “C” or higher in all these courses. See the Academic Program Requirements section of this Catalog for additional requirements.
Foreign Language (8 Hrs.) Eight (8) hours in the same language and consecutive
Major Requirements Major Requirements Required before Professional Education Courses (9 Hrs.) EDUC 2101 MACU Teacher Education Orientation EDUC 2102 Educational Foundations EDUC 4203 Instructional Strategies, Mgmt., and Assessment I EDUC 4213 Instructional Strategies, Mgmt., and Assessment II
ECON 2503 Survey of Economics GEOG 2503 Physical World Geography GEOG 2603 Human World Geography HIST 1203 History of World Civilization II HIST 2203 American History II HIST 3903 Oklahoma History HIST 4103 Colonial Period HIST 4203 19th Century U.S. History HIST 4213 20th Century U.S. History HIST 4323 Directed Readings in History HIST 4403 Historiography/Research POLS 2203 State and Local Government SOCI 1103 Introduction to Sociology SOCI 2243 Introduction to Cultural Anthropology SOCI 2303 Social Psychology To receive a bachelor's degree, students must have at least 40 hours of 3000 and 4000-level courses.
Professional Education (24 Hrs.) EDUC 3103 Educational Psychology EDUC 3233 Probability and Statistics for Teachers EDUC 3303 Development Across the Life Span EDUC 4223 Students with Exceptionalities EDUC 4909 Student Teaching Choose your area of specialization; see below and the corresponding methods course (3 hrs.) EDUC 4603 Methods of Teaching Secondary Social Studies OR EDUC 4703 Methods of Teaching Secondary Math OR EDUC 4803 Methods of Teaching Secondary English
Total University Core Total Foreign Language Total Professional Education Courses Total Secondary Area of Specialization Courses Total Required Hours
46 8 33 45 132
Additional Degree Requirements: __All students in the Teacher Education program must achieve a grade of “C” or higher in all courses, excluding Bible courses. __CGPA of 2.75 __Completion of program requirements identified in the Teacher Ed. Handbook
Secondary Education Areas of Specialization Students may choose one area of specialization for their program of study (English, Math, or Social Studies). Secondary English (45 Hrs.) ENGL 2103 British Literature Survey I ENGL 2203 British Literature Survey II ENGL 2503 American Lit Sur: Before 1865 ENGL 2603 American Lit Sur: Since 1865 ENGL 3503 Advanced Composition ENGL 3513 Major Figures or ENGL 3523 Special Topics ENGL 3703 Creative Writing ENGL 3713 Ethnic American Literature ENGL 4203 Modern Grammar ENGL 4303 Shakespeare ENGL 4503 History of English Language ENGL 4523 Young Adult Literature ENGL 4533 Critical Approach to Literature ENGL 4543 Language and Popular Culture ENGL 4803 Form and Genre in Literature
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Program Descriptions
GRADUATE DEGREE PROGRAMS “And Jesus increased in wisdom and in stature and in favor with God and man.” Luke 2:52 (ESV)
Master of Arts in Leadership Effective: 01/01/2022 Designed for those who desire to be transformative, visionary leaders in various professional settings worldwide, the Master of Arts in Leadership program deepens understanding of theoretical foundations and applies practical principles to develop effective leadership skills that can immediately be applied within the workplace.
Master of Arts in Leadership Program and Student Outcomes goals by applying management theory, managing change, integrating knowledge from multiple disciplines, and conducting independent research.
Faculty and Content Specialists Sampedro, Jesus, DSL (2019) Associate Professor: School of Business Leadership BBA, University of Carabobo; MBA, DSL, Regent University
Program Outcome 1: The graduate will demonstrate the ability to articulate the theories of organizational behavior that serve as a foundation for effective leadership and integrate them into the context of particular organizations.
Program Outcome 4: The graduate will demonstrate knowledge and skills in research, problem-solving, and decision-making with appropriate written and oral communication of results and action plans. Student Learning Outcome 4.1: The student will be able to identify the proper research tools and demonstrate proper research methodology.
Student Learning Outcome 1.1: The student will facilitate a critical evaluation of organizational practices and their impact on work behaviors, attitudes, and performance.
Student Learning Outcome 4.2: The student will apply the communication skills of writing, speaking, and listening through written assignments, case studies, and discussion board topics.
Student Learning Outcome 1.2: The student will be able to review the leadership of an organization for effectiveness and make recommendations for improvement.
Program Outcome 2: The graduate will articulate and model ethical leadership skills to achieve organizationwide engagement through collaboration, cooperation, diplomacy, and diversity.
Program Outcome 5: The graduate will construct effective administrative policies for planning, budgeting, and financial accountability. Student Learning Outcome 5.1: The student will demonstrate appropriate usage of budget and financial terminology when evaluating and interpreting financial statements.
Student Learning Outcome 2.1: The student will be able to analyze a problem situation, apply an appropriate methodology for solving the problem, and apply the personal communication competencies that leaders require to motivate followers.
Student Learning Outcome 5.2: The student will be able to develop and justify practical strategies, tools, and practices that can lead to an adaptive approach to project management in a variety of settings, scales, and diverse industry environments.
Student Learning Outcome 2.2: The student will analyze case studies or actual business situations and make decisions with ethical outcomes
Program Outcome 3: The graduate will interpret and apply current and emerging leadership theories to integrate innovation, creativity, and change in complex organizations.
Program Outcome 6: The graduate will interpret and apply adult learning theories to effectively develop human resources and enhance lifelong learning. Student Learning Outcome 6.1: The student will become knowledgeable of the best practices in adult learning and will be able to apply those practices to adult learning situations.
Student Learning Outcome 3.1: The student will be able to assess given situations and determine the impact of management decisions and actions on the organization, the stakeholders, and the natural environment.
Student Learning Outcome 6.2: The student will be able to assess training needs, determine and develop content, evaluate results, and track ongoing follow-through of training.
Student Learning Outcome 3.2: The student will be able to solve organizational problems and achieve organizational
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Master of Arts in Leadership Studies Program Requirements
DEGREE REQUIREMENTS See the Academic Program Requirements section of this Catalog for additional requirements.
M.A. Leadership Core Requirements (18 Hrs.)
*MGMT 5113 Organizational Behavior *COMM 5103 Advanced Professional Communication and Leadership Practicum
*ML 5143 Leadership Theory and Practice *ML 5163 Training and Development ML 5243 Leading Change ML 6023 Integrative Leadership Project Additional Degree Requirements (12 hours) ML 5263 The Adult Learner ML 5273 Nonprofit Leadership ML 5343 Financial Development and Resource Management ML 5353 Decision Making Total M.A. Leadership Required Hours 30 *These courses are approved as dual credit or electives for students approved for a 4+1 Accelerated Program plan of study. Students should apply for the 4+1 Accelerated Program during their junior year of their bachelor’s degree.
Master of Arts in Leadership Optional Emphases Students may choose to replace the additional degree requirements above with one of the following emphases: Business Management Emphasis (12 Hrs.) ACCN 5133 Managerial Accounting ECON 5223 Managerial Economics in the Globalized Environment MGMT 5233 Marketing Analysis and Strategy, Sales and Consumer Behavior MGMT 5413 Legal Environment
Communication Emphasis (12 Hrs.) COMM 5113 Global Marketing and Strategic Networking COMM 5213 Media Methods and Content Creation COMM 5233 Graphic Design and Portfolio Management ML 5353 Decision Making Total Communication Emphasis Required Hrs. – 30
Higher Education Emphasis (12 Hrs.) HEA 5313 Higher Education History and Administration HEA 5323 Higher Education Law HEA 5333 Higher Education Budgeting and Finance ML 5263 The Adult Learner Total Higher Education Emphasis Required Hrs. – 30
Ministry Leadership Emphasis (15 Hrs.) *BIOT 5133 Selected Genres of Old and New Testaments *THEO 5233 Spiritual Formation from a Wesleyan Perspective *THEO 5213 Wesleyan-Arminian Theology *PMIN 5203 Self-Assessment and Development PMIN 5903 How to Teach the Bible Total Ministry Leadership Emphasis Required Hrs. – 33
Public Administration Emphasis (12 Hrs.) ML 5153 Public Budgeting and Finance ML 5233 Public Policy Implementation ML 5253 Legislative Process and Behavior ML 5273 Nonprofit Leadership Total Public Administration Emphasis Required Hrs. – 30
Total Business Management Emphasis Required Hrs. – 30
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Program Descriptions
Master of Business Administration Effective: 01/01/2022 The Master of Business Administration (M.B.A) program is a dynamic course of study geared toward today’s rapidly changing business environment. The program, grounded in traditional business theory, is integrated with practical application, timeless biblical principles, and Christian values. Professionals enhance their existing knowledge with a deeper understanding of effective business practices, including strategic planning and execution, resource management, and how to lead new and expanding enterprises, businesses, and organizations.
Master of Business Administration Program and Student Outcomes analyze, and present solutions based on case studies or source materials.
Faculty and Content Specialists Riesenmy, Kelly, PhD (2018) Professor: School of Business Leadership BA; MA, University of Missouri-Kansas City; PhD, Regent University
Program Outcome 1: Graduates will demonstrate the ability to integrate knowledge of business theory and practice in the design of viable business models and to assess legal, competitive, financial, and technological challenges or opportunities for that model.
Program Outcome 4: Graduates will demonstrate knowledge and skills in research, problem-solving, and decision-making with appropriate written and oral communication of results and action plans. Student Learning Outcome 4.1: The student will be able to make a professional and effective presentation to a group, utilizing presentation technologies such as PowerPoint, Prezi, Google Presentations, Keynote, or other widely-used presentation tools.
Student Learning Outcome 1.1: The student will use measurable indices and ratios to identify and emphasize challenges and opportunities and to design business processes based on that knowledge effectively. Student Learning Outcome 1.2: The student will identify and analyze internal and external environmental variables that affect a firm's competitive advantage.
Program Outcome 2: Graduates will demonstrate the ability to analyze personal and corporate values utilizing the framework of a Christian worldview.
Student Learning Outcome 4.2: The student will demonstrate the ability to distinguish between quantitative and qualitative measurements and to determine the value of each for testing and structuring business models.
Program Outcome 5: Graduates will demonstrate awareness of international business trends and assess their impact on traditional business practices in the United States. Student Learning Outcome 5.1: The student will demonstrate an awareness of international perspectives and global challenges in written assignments.
Student Learning Outcome 2.1: The student will engage in a discussion about business cases to identify ethical issues and challenges.
Student Learning Outcome 5.2: The student will evaluate competitive forces with the goal of developing and implementing appropriate strategies to compete effectively in the marketplace.
Student Learning Outcome 2.2: The student will demonstrate the ability to address managerial problems through ethical and legal analysis.
Program Outcome 3: Graduates will assess, articulate, and demonstrate the function and value of interpersonal skills in organizational settings involving groups and teams.
Program Outcome 6: Graduates will demonstrate the ability to integrate knowledge of global business strategies when evaluating the marketing, communications, and planning needs of a business.
Student Learning Outcome 3.1: The student will collaborate with other students to apply teamwork principles on group projects.
Student Learning Outcome 6.1: The student will discover how environmental factors and the global business environment affect strategic management decisions.
Student Learning Outcome 3.2: The student will work in designated or ad hoc work groups to review, discuss,
Student Learning Outcome 6.2: The student will analyze and apply eCommerce in international marketing strategies, including the use of social networks and methods of communication and commerce.
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Master of Business Administration Studies Program Requirements Healthcare Management Emphasis (21 Hrs.)
DEGREE REQUIREMENTS
MGMT 5233 Marketing Analysis and Strategy, Sales and Consumer Behavior *COMM 5103 Advanced Professional Communication and Leadership Practicum MGMT 6313 Management Science/Operations Management HC 5213 Healthcare Management HC 5223 Healthcare Legal Environment HC 5233 Healthcare Finance HC 5243 Healthcare Information Systems
See the Academic Program Requirements section of this Catalog for additional requirements.
Master of Business Administration Core Requirements (21 Hrs.) Students are required to complete a Business Case Study. ACCN 5133 Managerial Accounting FINC 5333 Modern Corporate Finance *MGMT 5113 Organizational Behavior *MGMT 5323 Human Resource Management *MGMT 5413 Legal Environment and Ethics MGMT 6423 Strategic Business Management MGMT 6453 Strategic Business Management II Additional M.B.A. Course Requirements (15 Hrs.) MGMT 5233 Marketing Analysis and Strategy, Sales and Consumer Behavior *COMM 5103 Advanced Professional Communication and Leadership Practicum MGMT 6313 Management Science/Operations Management Choose six (6) additional hours from the list below to complete a general M.B.A. degree. MGMT 6433 Exec. Seminar Series: International Business MGMT 6443 International Business Strategies COMM 5113 Global Marketing and Strategic Networking ECON 5223 Managerial Economics in the Globalized Environment Total M.B.A. Required Hours – 36
Total MBA & Healthcare Management Emphasis Required Hrs. – 42
Human Resource Management Emphasis (24 Hrs.) MGMT 5233 Marketing Analysis and Strategy, Sales and Consumer Behavior *COMM 5103 Advanced Professional Communication and Leadership Practicum MGMT 6313 Management Science/Operations Management HR 5213 Compensation and Benefit HR 5223 Human Resource Development HR 5233 Recruiting and Selection HR 5243 Labor Law and Employee Relations HR 6213 Knowledge for Professional Certification Total M.B.A. & Human Resource Mgmt. Emph. Required Hrs. – 45
International Business Emphasis (21 Hrs.) MGMT 5233 Marketing Analysis and Strategy, Sales and Consumer Behavior *COMM 5103 Advanced Professional Communication and Leadership Practicum MGMT 6313 Management Science/Operations Management ECON 5233 International Economics MGMT 6403 International Business Law MGMT 6443 International Business Strategies COMM 5113 Global Marketing and Strategic Networking
Master of Business Administration Optional Emphases Students may choose to replace the additional degree requirements above with one of the following emphases:
Communication Emphasis (18 Hrs.)
Total M.B.A. & Int’l. Business Emphasis Required Hrs. – 42
MGMT 5233 Marketing Analysis and Strategy, Sales and Consumer Behavior MGMT 6313 Management Science/Operations Management *COMM 5103 Advanced Professional Communication and Leadership Practicum *COMM 5113 Global Marketing and Strategic Networking *COMM 5213 Media Methods and Content Creation COMM 5233 Graphic Design and Portfolio Management Total M.B.A & Communication Emphasis Required Hrs. – 39
Management Accounting Emphasis (21 Hrs.) MGMT 5233 Marketing Analysis and Strategy, Sales and Consumer Behavior *COMM 5103 Advanced Professional Communication and Leadership Practicum MGMT 6313 Management Science/Operations Management ACCN 5143 Advanced Cost Accounting (Prerequisite ACCN 3913. If
**CPA Accounting Emphasis (18 Hrs.) The program provides the necessary coursework to meet the educational requirements needed to sit for Oklahoma's Certified Public Accountant (CPA) exam. See www.ok.gov/oab for a complete list of requirements. **Required Prerequisites for students who do not have a bachelor’s degree in Accounting: ACCN 3913 Intermediate Accounting II (If a student has not completed ACCN 3913 Intermediate Accounting II, there may be additional prerequisite courses that must be taken before enrollment in the course); ACCN 3933 Income Tax Accounting I; ACCN 4443 Advanced Financial Accounting OR Equivalent; and ACCN 4633 Auditing
the student has not completed Intermediate Accounting II, there may be additional prerequisite courses that must be taken before enrollment in the course)
ACCN 5153 Advanced Accounting Information Systems ACCN 5163 Business Taxation ACCN 5173 Advanced Auditing Total M.B.A. & Mgmt. Accounting Emphasis Required Hrs. – 42 *These courses are approved as dual credit or electives for students approved for a 4+1 Accelerated Program plan of study. Students should apply for the 4+1 Accelerated Program during their junior year of their bachelor’s degree.
ACCN 5153 Advanced Accounting Information Systems ACCN 5163 Business Taxation ACCN 5173 Advanced Auditing ACCN 6113 Advanced Theories of Financial Accounting Choose six (6) additional hours from the list below to complete a general M.B.A.& CPA Accounting Emphasis. ACCN 5143 Advanced Cost Accounting ACCN 6213 CPA Exam Preparation I ACCN 6223 CPA Exam Preparation II Total M.B.A. & CPA Accounting Emphasis Required Hrs. – 39
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Healthcare Management Certificate
Management Accounting Certificate
Effective: 01/01/2022
Effective: 01/07/2020
This 18-hour certificate program exposes students to advanced concepts specific to Healthcare Management, providing a valuable credential demonstrating graduate-level training in the discipline. The Certificate may be earned as part of a Master’s Degree program or used later to satisfy the requirements of a graduate degree in the selected discipline.
This 18-hour certificate program exposes students to advanced concepts specific to Management Accounting, providing a valuable credential demonstrating graduate-level training in the discipline. The Certificate may be earned as part of a Master’s Degree program or used later to satisfy the requirements of a graduate degree in the selected discipline.
Certificate Requirements:
Prerequisite: Accounting bachelor’s degree or Financial Core Accounting Certificate Certificate Requirements: ACCN 5133 Managerial Accounting ACCN 5143 Advanced Cost Accounting ACCN 5153 Advanced Accounting Information Systems ACCN 5163 Business Taxation ACCN 5173 Advanced Auditing MGMT 5233 Marketing Analysis and Strategy, Sales and Consumer Behavior
MGMT 5113 Organizational Behavior COMM 5103 Advanced Professional Communication and Leadership Practicum HC 5213 Healthcare Management HC 5223 Healthcare Legal Environment HC 5233 Healthcare Finance HC 5243 Healthcare Information Systems Total Required 18 hours
Human Resource Management Certificate Effective: 01/07/2020
This 18-hour certificate program exposes students to advanced concepts specific to Human Resource Management, providing a valuable credential demonstrating graduate-level training in the discipline. The Certificate may be earned as part of a Master’s Degree program or used later to satisfy the requirements of a graduate degree in the selected discipline.
Total Required 18 hours
Certificate Requirements: MGMT 5113 Organizational Behavior HR 5213 Compensation and Benefit HR 5223 Human Resource Development HR 5233 Recruiting and Selection HR 5243 Labor Law and Employee Relations HR 6213 Knowledge for Professional Certification Total Required 18 hours
International Business Certificate Effective: 01/01/2022
This 18-hour certificate program exposes students to advanced concepts specific to International Business, providing a valuable credential demonstrating graduate-level training in the discipline. The Certificate may be earned as part of a Master’s Degree program or used later to satisfy the requirements of a graduate degree in the selected discipline.
Certificate Requirements: COMM 5103 Advanced Professional Communication and Leadership Practicum or ACCN 5133 Managerial Accounting MGMT 5113 Organizational Behavior or ECON 5223 Managerial Economics in the Globalized Environment ECON 5233 International Economics MGMT 6403 International Business Law MGMT 6443 International Business Strategies COMM 5113 Global Marketing and Strategic Networking Total Required 18 hours
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Master of Education in Curriculum and Instruction Effective: 08/01/2020 The Master of Education in Curriculum and Instruction program prepares educators to lead in the classroom and school environments by developing skills and practices essential to creating and delivering effective instruction. Particular emphasis is given to applying research and theory toward providing instruction for diverse student populations in various contexts. This program provides the necessary coursework to meet Oklahoma's education requirements for alternative teaching credentials. However, there are additional requirements for teaching alternatives from the state. Please see your state Department of Education’s website for a complete list of requirements.
Master of Education in Curriculum and Instruction Program and Student Outcomes Student Learning Outcome 3.2: The student will utilize the basic principles of action research to create solutions for classroom-based challenges.
Faculty and Content Specialists Fischer, Gayle, PhD (2019) Associate Professor: School of Teacher Education BS University of Georgia; MS, PhD, University of Oklahoma
Student Learning Outcome 3.3: The student will develop an informed researcher identity and an exploratory action research plan.
Program Outcome 1: The graduate will develop an informed identity as a teacher leader.
Student Learning Outcome 3.4: The student will apply and analyze inquiry-based practice to improve teaching and learning.
Student Learning Outcome 1.1: The student will demonstrate knowledge of various leadership styles. Student Learning Outcome 1.2: The student will identify characteristics associated with successful teacher leaders. Student Learning Outcome 1.3: The student will create a school improvement plan relevant to their context.
Program Outcome 4: The graduate will understand the rationale that supports content area literacy instruction at all levels. Student Learning Outcome 4.1: The student will apply knowledge of foundations of literacy development (including oral) in English, including development and assessment of the components of literacy.
Student Learning Outcome 1.4: The student will explore ways to impact school culture and student achievement positively.
Student Learning Outcome 4.2: The student will apply knowledge of the use of appropriate materials and effective language and writing activities and assessments to reinforce students' language development, including fluency, phonics, vocabulary, comprehension, and writing at all stages of literacy development.
Program Outcome 2: The graduate will utilize principles of educational psychology, classroom management, and instruction to construct strategies for meeting student needs in the classroom environment. Student Learning Outcome 2.1: The student will identify and articulate assumptions about human learning and development based on scientific and evidence-based theories and be able to apply these to instruction in the classroom.
Student Learning Outcome 4.3: The student will understand the rationale that supports content area literacy instruction at all levels. Student Learning Outcome 4.4: The student will understand and apply developmental changes in students when teaching reading and writing and adjust classroom materials and instruction to accommodate culturally diverse students.
Student Learning Outcome 2.2: The student will connect these theories and topics to their work (or projected work) in the field of education. Student Learning Outcome 2.3: The student will understand the role of research and the use of meta-analysis in classroom management practices to identify the key components of successful classroom management. Student Learning Outcome 2.4: The student will research and present a classroom management program that addresses components of successful classroom management and compose an essay comparing and contrasting different classroom management programs in order to develop a classroom management plan of their own.
Student Learning Outcome 4.5: The student will apply comprehension, vocabulary, writing, and studying to all disciplines.
Program Outcome 5: The graduate will apply instructional strategies to meet the needs of diverse student populations. Student Learning Outcome 5.1: The student will understand key concepts that provide the basic terminology and framework for comprehending cultural diversity and the role of the teacher as an advocate for students.
Student Learning Outcome 2.5: The student will set lesson objectives as defined by the State Department of Education and create lesson plans using different strategies.
Student Learning Outcome 5.2: The student will examine the role that culture plays in the lives of students and their families and discuss the influence of the experiences of a cultural group in the community and society on our cultural identity.
Student Learning Outcome 2.6: The student will understand and apply formative and summative assessments.
Program Outcome 3: The graduate will demonstrate the ability to conduct and apply action research for the purpose of addressing student needs.
Student Learning Outcome 5.3: The student will identify the needs of students from different cultures (students with exceptionalities, students from disadvantaged socioeconomic status, students from varying ethnic diversities, cultural and religious beliefs, environmental and familial
Student Learning Outcome 3.1: The student will demonstrate the ability to apply the action-research curricular design to address student needs.
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differences, etc.) to apply best practices for students from diverse cultures in the classroom.
Student Learning Outcome 5.4: The student will describe ways to build inclusive communities within a school setting using a Universal Design for Learning.
Master of Education in Curriculum and Instruction Studies Program Requirements Curriculum and Instruction Certificate DEGREE REQUIREMENTS See the Academic Program Requirements section of this Catalog for additional requirements.
M. Ed. in Curriculum and Instruction (31 Hrs.) ED 5131 Orientation to Curriculum and Instruction *ED 5143 Educational Psychology ED 5153 Language Acquisition, Literacy, and Reading (EC/Elem) or ED 5173 Reading and Writing Across the Curriculum (ML/HS/Adult) ED 5163 Classroom Management ED 5243 Instructional Strategies and Best Practices *ED 5253 Assessment, Data Monitoring, and Applied Practice *ED 5263 Teaching Diverse Learners ED 5343 Curriculum Design and Action Research for Improved Practice ED 5353 Communication and Technology in Education: Etiquette and Trends ED 5363 Teacher Leadership and Professional Contribution ED 5453 Capstone in Curriculum and Instruction Total M.Ed. in Curriculum and Instruction Required Hrs. – 31 *These courses are approved as dual credit for Teacher Education students approved for a 4+1 Accelerated Program plan of study.
Effective: 06/01/21
This certificate program provides students with graduate-level coursework in P-12 classroom leadership. As a result, graduates are equipped to work effectively with students, parents, and other educators in a classroom environment. The Certificate in C&I does not give you teacher certification. Still, it can provide the necessary coursework to meet the requirements needed for alternative teaching credentials in Oklahoma and help you prepare for the Teacher Certification Exams. Prospective students for this program who are pursuing alternative certification should apply to your State Department of Education’s website first to determine what your requirements are.
Certificate Requirements: Required (1 hour): ED 5131 Orientation to Curriculum and Instruction
Choose Three (9 hours): Students may choose three of the following courses (9 hours).
ED 5143 Educational Psychology ED 5163 Classroom Management ED 5243 Instructional Strategies and Best Practices ED 5253 Assessment, Data Monitoring, and Applied Practice ED 5263 Teaching Diverse Learners
Additional Degree Requirements (3 hrs.) Students should choose one of the following courses based on the certification level they seek.
ED 5153 Language Acquisition, Literacy, and Reading (Early Child/Elementary) or ED 5173 Reading and Writing Across the Curriculum (Secondary/Post-Secondary) Total Curriculum and Instruction Certificate Required Hrs. - 13
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Master of Education in Educational Leadership and Administration Effective: 03/01/2022 The Master of Education in Educational Leadership and Administration program would equip students with the knowledge and skills to become effective administrators. They would learn best practices and techniques for instructional leadership, supervision, teacher evaluation, personnel management, and more, allowing them to pursue various administrative and leadership positions.
Master of Education in Educational Leadership and Administration Program and Student Outcomes Faculty and Content Specialists James, Terry, PhD (2020) Associate Professor: School of Teacher Education BS, MEd, University of Central Oklahoma; PhD, University of Oklahoma (Clarifying) JS
necessary to develop and maintain a supportive, equitable, culturally responsive, and inclusive school culture. 3 Standard Course(s). Student Learning Outcome 3.1: The student will understand and demonstrate the capacity to evaluate, cultivate, and advocate for a supportive and inclusive school culture.
Program Outcome 1: Mission, Vision, and Improvement: The graduate understands and demonstrates the capacity to promote the 2 Standard Course(s) current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to collaboratively lead, design, and implement a district mission, vision, and process for continuous improvement that reflects a core set of values and priorities that include data use, technology, values, equity, diversity, digital citizenship, and community. Student Learning Outcome 1.1: The student will understand and demonstrate the capacity to collaboratively design, communicate, and evaluate a district mission and vision that reflects a core set of values and priorities that include data use, technology, values, equity, diversity, digital citizenship, and community. Student Learning Outcome 1.2: The student will understand and demonstrate the capacity to lead improvement processes that include data use, implementation, and evaluation.
Student Learning Outcome 3.2: The student will understand and demonstrate the capacity to evaluate, cultivate, and advocate for equitable access to educational resources, technologies, and opportunities that support the educational success and well-being of each student. Student Learning Outcome 3.3: The student will understand and demonstrate the capacity to evaluate, advocate, and cultivate equitable, inclusive, and culturally responsive instructional and behavior support practices among teachers and staff.
Program Outcome 4: Learning and Instruction: The graduate understands and demonstrates the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to evaluate, design, cultivate, and implement coherent systems of curriculum, instruction, data systems, supports, and assessment. Student Learning Outcome 4.1: The student will understand and can demonstrate the capacity to evaluate, develop, and implement high-quality, technology-rich curricula programs and other supports for academic and non-academic student programs.
Program Outcome 2: Ethics and Professional Norms: The graduate understands and demonstrates the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to understand and demonstrate the capacity to advocate for ethical decisions and cultivate professional norms.
Student Learning Outcome 4.2: The student will understand and can demonstrate the capacity to evaluate, develop, and implement high-quality and equitable academic and non-academic instructional practices, resources, technologies, and services that support equity, digital literacy, and the school’s academic and non-academic systems.
Student Learning Outcome 2.1: The student will understand and demonstrate the capacity to reflect on, communicate about, cultivate, and model professional dispositions and norms (i.e., fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, reflection, lifelong learning) that support the educational success and well-being of each student and adult.
Student Learning Outcome 4.3: The student will understand and can demonstrate the capacity to evaluate, develop, and implement formal and informal, culturally responsive, and accessible assessments that support datainformed instructional improvement and student learning and well-being.
Student Learning Outcome 2.2: The student will understand and demonstrate the capacity to evaluate and advocate for ethical and legal decisions.
Student Learning Outcome 4.4: The student will understand and demonstrate the capacity to collaboratively evaluate, develop, and implement the school’s curriculum, instruction, technology, data systems, and assessment practices in a coherent, equitable, and systematic manner.
Student Learning Outcome 2.3: The student will understand and demonstrate the capacity to model ethical behavior in their personal conduct and relationships and to cultivate ethical behavior in others.
Program Outcome 3: Equity, Inclusiveness, and Cultural Responsiveness: The graduate understands and demonstrates the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments
Program Outcome 5: Community and External Leadership: The graduate understands and demonstrates the capacity to promote the 4 Standard Course(s) current and future success and well-being of each student and
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adult by applying the knowledge, skills, and commitments necessary to understand and engage families, communities, and school personnel in order to strengthen student learning, support school improvement, and advocate for the needs of their school and community.
Student Learning Outcome 7.1: The student will understand and have the capacity to collaboratively develop the school’s professional capacity through engagement in recruiting, selecting, and hiring staff. Student Learning Outcome 7.2: The student will understand and have the capacity to develop and engage staff in a collaborative professional culture designed to promote school improvement, teacher retention, and the success and well-being of each student and adult in the school.
Student Learning Outcome 5.1: The student will understand and demonstrate the capacity to collaboratively engage diverse families in strengthening student learning in and out of school. Student Learning Outcome 5.2: The student will understand and demonstrate the capacity to collaboratively engage and cultivate relationships with diverse community members, partners, and other constituencies for the benefit of school improvement and student development.
Student Learning Outcome 7.3: The student will understand and have the capacity to engage in personally, as well as collaboratively engage school staff in, professional learning designed to promote reflection, cultural responsiveness, distributed leadership, digital literacy, school improvement, and student success.
Student Learning Outcome 5.3: The student will understand and demonstrate the capacity to communicate through oral, written, and digital means within the larger organizational, community, and political contexts when advocating for the needs of their school and community.
Program Outcome 6: Operations and Management: The graduate understands and demonstrates the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to improve management, communication, technology, school-level governance, and operation systems to develop and improve data-informed and equitable school resource plans and to apply laws, policies, and regulations. Student Learning Outcome 6.1: The student will understand and demonstrate the capacity to evaluate, develop, and implement management, communication, technology, school-level governance, and operation systems that support each student’s learning needs and promote the mission and vision of the school.
Student Learning Outcome 7.4: The student will understand and have the capacity to evaluate, develop, and implement systems of supervision, support, and evaluation designed to promote school improvement and student success.
Program Outcome 8: Internship: The graduates successfully complete an internship under the supervision of knowledgeable, expert practitioners that engages candidates in multiple and diverse school settings and provides candidates with coherent, authentic, and sustained opportunities to synthesize and apply the knowledge and skills identified in NELP standards 1–7 in ways that approximate the full range of responsibilities required of building-level leaders and enable them to promote the current and future success and well-being of each student and adult in their school. Student Learning Outcome 8.1: The student will be provided a variety of coherent, authentic field and/or clinical internship experiences within multiple school environments that afford opportunities to interact with stakeholders, synthesize and apply the content knowledge, and develop and refine the professional skills articulated in each of the components included in NELP building-level program standards 1–7.
Student Learning Outcome 6.2: The student will understand and demonstrate the capacity to evaluate, develop, and advocate for a data-informed and equitable resourcing plan that supports school improvement and student development. Student Learning Outcome 6.3: The student will understand and demonstrate the capacity to reflectively evaluate, communicate about, and implement laws, rights, policies, and regulations to promote student and adult success and well-being in five Standard Course(s).
Student Learning Outcome 8.2: The student will be provided a minimum of six months of concentrated (10–15 hours per week) internship or clinical experiences that include authentic leadership activities within a school setting. 6 Standard Course(s).
Program Outcome 7: Building Professional Capacity: The graduate understands and demonstrates the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to build the school’s professional capacity, engage staff in the development of a collaborative professional culture, and improve systems of staff supervision, evaluation, support, and professional learning.
Student Learning Outcome 8.3: The student will be provided a mentor who has demonstrated effectiveness as an educational leader within a building setting; is present for a significant portion of the internship; is selected collaboratively by the intern, a representative of the school and/or district, and program faculty; and has received training from the supervising institution.
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Master of Education in Educational Leadership and Administration Studies Program Requirements DEGREE REQUIREMENTS Educational Leadership and Administration See the Academic Program Requirements section of this Certificate Catalog for additional requirements. M. Ed. in Educational Leadership and Administration
Effective: 03/01/22
Requirements (33 Hrs.) ED 5113 Research Methods ED 5123 Fundamentals of Public School Leadership ED 5213 Public School Law ED 5223 Evaluation and Supervision of Personnel and Instruction ED 5233 The Principalship ED 5313 Public School Finance ED 5423 Measurement and Evaluation in Public Schools ED 5433 Capstone Experience at the Site Level ED 5463 Leadership and Management in Learning Advocacy ED 5473 Leadership in Operations and Management ED 5483 Capstone Experience at the District Level
The Educational Leadership and Administration certificate program is for students with a Master’s degree in Educational Administration at the principal level. The program emphasizes ethical leadership, fiscal responsibility, social equity, and quality communication through curriculum and directed field experiences. The program is designed to meet National Educational Leadership Program (NELP) requirements.
Total M.Ed. in Educational Leadership and Administration Required Hrs. – 33
Additional Degree Requirements: ___ Completion of required clinical intern hours evaluated by the Program Director
Prerequisite: Principle licensure and Certificate Requirements: ED 5123 Fundamentals of Public School Leadership ED 5213 Public School Law ED 5313 Public School Finance ED 5463 Leadership and Management in Learning Advocacy ED 5473 Leadership in Operations and Management ED 5483 Capstone Experience at the District Level Total Required 18 hours
Additional Degree Requirements: ___ Completion of required clinical intern hours evaluated by the Program Director
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Master of Education in School Counseling Effective: 01/01/2024 The Master of Education in School Counseling is designed to assist teachers and others in continuing to pursue a degree in education with an emphasis on school counseling. This degree will prepare the teacher to add the School Counseling Certification to their teaching certificate and enhance the learning of those interested in school counseling. Please see your state Department of Education’s website for a complete list of requirements for the School Counseling Certification.
Master of Education in School Counseling Program and Student Outcomes Student Learning Outcome 4.3: The student will develop and deliver a responsive, developmentally appropriate, and culturally sensitive school counseling curriculum to all students that includes culturally responsive classroom management strategies and lesson plan writing.
Faculty and Content Specialists DeSecottier, Leon Renault, EdD (2012) Professor Emeritus/Co-Chair: School of Behavioral Science and Counseling BS, MS, EdD Texas Tech University
Program Outcome 1: The graduate will demonstrate and integrate thorough and cohesively organized professionallevel knowledge for the discipline of school counseling through positive engagement in learning processes which enhance learning capacities in the domains of the role of the school counselor and helping relationships, human growth, and development, careers, and mental health.
Program Outcome 5: The graduate will demonstrate the professional roles and responsibilities in the ethical practice of counseling, portraying professional counselor dispositions in being an affirmative leadership presence in the profession. Student Learning Outcome 5.1: The student will demonstrate ethical decision-making and cultural sensitivity when constructing interventions and delivering direct and indirect services in schools.
Student Learning Outcome 1.1: The student will assume the professional dispositions and identity of a school counselor as required for certification as a School Counselor. Student Learning Outcome 1.2: The student will conceptualize student needs within a human development framework that considers cultural and ethnic differences.
Program Outcome 2: The graduate will demonstrate and communicate a professional level of disciplined thinking models by effectively applying mental health knowledge in a professional setting in the domains of reasoning, professional communication, and integrated levels of learning.
Student Learning Outcome 5.2: The student will demonstrate skills necessary to effectively conduct consultation, individual counseling, and small group counseling.
Program Outcome 6: The graduate will demonstrate the qualities of a positive presence in a professional context through responsiveness to diversity, multiculturalism, advocacy for the profession and the client, and ethical responsiveness to the client’s spirituality and application of spiritual interventions. Student Learning Outcome 6.1: The student will demonstrate ethical decision-making and cultural sensitivity when constructing interventions and delivering direct and indirect services in schools.
Student Learning Outcome 2.1: The student will evaluate research-based interventions.
Program Outcome 3: The graduate will demonstrate practical skills applied in professional settings utilizing supervised experiences, case studies, and performance exercises in the domains of skill practice development, supervised professional practice, and case analysis.
Student Learning Outcome 6.2: The student will develop and deliver a responsive, developmentally appropriate, and culturally sensitive school counseling curriculum to all students that includes culturally responsive classroom management strategies and lesson plan writing
Student Learning Outcome 3.1: The student will apply informal/formal assessments to identify student needs, focus interventions, and evaluate interventions within a school setting. Student Learning Outcome 3.2: The student will apply the theoretical and empirical knowledge to construct college and career development initiatives in P-12 schools.
Program Outcome 4: The graduate will demonstrate the utilization of evidence-based counseling practices informed by research, systematic assessment, testing, and program evaluation oriented towards obtaining effective and efficient counseling results and advancing the counseling profession. Student Learning Outcome 4.1: The student will evaluate research-based interventions. Student Learning Outcome 4.2: The student will apply the theoretical and empirical knowledge to construct college and career development initiatives in P-12 schools.
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Master of Education in School Counseling Program Requirements
DEGREE REQUIREMENTS See the Academic Program Requirements section of this Catalog for additional requirements. M. Ed. in School Counseling Requirements (30 Hrs.) COUN 5123 Career Counseling and Development COUN 5213 Theories of Counseling and Psychotherapy *COUN 5713 Human Development COUN 5813 Tests and Measurements COUN 6233 Ethics and Professional Studies ED 5513 Introduction to Counseling and Guidance *ED 5523 Intervention Strategies: Academic and Learning *ED 5533 Advanced Psychology of Learning ED 6553 Professional Practice ED 6653 School Counseling Practicum Capstone
Total M.Ed. in School Counseling Required Hrs. – 30 *These courses are approved as dual credit for Teacher Education students approved for a 4+1 Accelerated Program plan of study.
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Master of Ministry Effective: 01/01/2024 Designed for pastors, lay leaders, and those dedicated to serving others through Christian ministry, the Master of Ministry degree develops a theological foundation in biblical Exegesis, spiritual formation, and church history while delving into contemporary leadership, strategic planning, and evangelism techniques that can immediately be applied. Required practicums allow students to apply their newfound knowledge within a church setting. This degree is not for those seeking to teach theology at the university level. Still, rather, it prepares students to effectively teach, mentor, preach, evangelize, disciple, and serve as administrators within the local church, para-church, or other church-related ministry as they train and encourage others in Christian service.
Master of Ministry Program and Student Outcomes Student Learning Outcome 2.4: The student will create policies, procedures, and professional practices that operate from ethical and moral principles.
Faculty and Content Specialists Key, Justin, PhD Professor/Chair: School of Ministry BA, Mid-America Christian University; MDiv, Asbury Theological Seminary; PhD, Southwestern Baptist Theological Seminary
Sanders, Michael, DMin (2021) Professor: School of Ministry BS, Gulf-Coast Bible College; MAR, Asbury Theological Seminary; DMin, Anderson University School of Theology
Program Outcome 3: The graduate will skillfully practice serving in general areas of ministerial leadership at the local, national, and/or global level. Student Learning Outcome 3.1: The student will integrate applied, practical, and experiential knowledge to develop and lead a team toward mutual accomplishments of organizational and/or spiritual goals.
Sutton, Wendell, JD (2004) Professor: School of Ministry BS, Oklahoma State University; MA, Southern Nazarene University; JD, University of Oklahoma College of Law
Student Learning Outcome 3.2: The student will apply analytical skills to access needs and problems within the church/organization from a realism of history, tradition, and economic and social constraints.
Program Outcome 1: The graduate will interpret and apply Scripture accurately, relevantly, and effectively in teaching, preaching, writing, counseling, and leadership.
Student Learning Outcome 3.3: The student will combine knowledge of individual and community needs to design lessons, sermons, curricula, and programs that reflect the diversity of age, gender, learning needs, and culture.
Student Learning Outcome 1.1: The student will apply the Wesleyan understanding of theory, the Bible, and the theology of leadership to a variety of contexts.
Student Learning Outcome 3.4: The student will apply the principles of leadership that include a primary desire to serve others, as well as the ability to support and encourage others when not leading.
Student Learning Outcome 1.2: The student will utilize analytical skills that apply the use of the Inductive method of studying the Bible.
Student Learning Outcome 3.5: The student will demonstrate effective communication (in teaching, preaching, and leading) and relational skills necessary for facilitating spiritual maturity.
Student Learning Outcome 1.3: The student will explore, differentiate, and communicate biblical and theological essential questions from generalizations. Student Learning Outcome 1.4: The student will implement lessons, sermons, and curricula that encourage the audience toward spiritual growth and responsibility.
Program Outcome 4: The graduate will articulate a commitment to be a life-long learner. Student Learning Outcome 4.1: The student will consistently engage in self-reflection and find ways to develop and improve in one’s spiritual development, intellectual knowledge, and practice of ministry.
Program Outcome 2: The graduate will articulate and model a cohesive, biblical worldview that serves as the foundation for ministerial leadership in both personal life and public service.
Student Learning Outcome 4.2: The student will participate in opportunities that provide professional, ministerial, and personal development.
Student Learning Outcome 2.1: The student will demonstrate a personal walk with God characterized by engaging in healthy, loving relationships with those in one’s family and the community of faith.
Student Learning Outcome 4.3: The student will be open to the diversity of culture, needs, values, skills, and abilities of others, yet maintain a commitment to follow and seek after Biblical truths.
Student Learning Outcome 2.2: The student will model a lifestyle reflective of spiritual dispositions that are characteristic of a disciplined life, both ethically and morally.
Student Learning Outcome 4.4: The student will reflect a disposition that is positive, supportive, and teachable.
Student Learning Outcome 2.3: The student will respect other leaders and colleagues and maintain appropriate boundaries.
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Program Descriptions Student Learning Outcome 5.2: The student will articulate how the role of the Holy Spirit prepares and guides one for service to one’s life and ministry.
Program Outcome 5: The graduate will demonstrate leadership that exemplifies the model and example of Jesus Christ locally, nationally, and/or globally. Student Learning Outcome 5.1: The student will define and apply theological concepts of Christ’s leadership to one’s life.
Student Learning Outcome 5.3: The student will utilize diverse tools in teaching and preaching to a diverse audience to illustrate the message of the Bible.
Master of Ministry Studies Program Requirements
DEGREE REQUIREMENTS See the Academic Program Requirements section of this Catalog for additional requirements.
Master of Ministry Core Requirements (18 Hrs.) BINT 5023 Introduction to Inductive Methodology or BINT 5703 Guided Study BIOT 5133 Selective Genres of Old and New Testaments PMIN 5333 Church History and Christian Movements PMIN 5463 Evangelism in a Post Modern Era or PMIN 5343 Wesleyan Polity or PMIN 5453 Church of God Distinctives THEO 5213 Wesleyan-Arminian Theology THEO 5233 Spiritual Formation from a Wesleyan Perspective
Additional Degree Requirements (18 hours) PMIN 5033 Church’s Ministry to Families PMIN 5313 Homiletics PMIN 5323 Biblical Leadership, Coaching, and Ethics PMIN 5463 Evangelism in a Post Modern Era or PMIN 5343 Wesleyan Polity or PMIN 5453 Church of God Distinctives PMIN 5473 Leading Strategic Change PMIN 6933 Integrative Ministry Practicum
Master of Ministry Optional Emphases Students may choose to replace the additional degree requirements above with one of the following emphases: Leadership Emphasis (18 Hrs.) COMM 5103 Advanced Professional Communication and Leadership Practicum MGMT 5113 Organizational Behavior ML 5143 Leadership Theory and Practice ML 5243 Leading Change ML 5273 Non-Profit Leadership ML 6023 Integrative Leadership Project Total Leadership Emphasis Required Hrs. – 36
Pastoral and Crisis Care Emphasis (18 Hrs.) COUN 5713 Human Development COUN 5213 Theories of Counseling and Psychotherapy COUN 6533 Interventions for Individuals and Families in Crisis and Trauma COUN 5233 Alcohol and Drug Addiction PMIN 6946 CPE Unit 1(6 credit hours) Total Pastoral and Crisis Care Emphasis Required Hrs. – 36
Total M.Min. Required Hours – 36
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Master of Science in Counseling Effective: 11/01/2018 The Master of Science in Counseling degree program prepares students to acquire professional competencies demonstrated within professional helping counseling dispositions. In addition, the program prepares students to identify with the counseling profession. Practice professional counseling with sensitivity to diversity and spirituality ethically and to develop results-oriented solid proficiencies in clinical mental health counseling; marital, couples, and family counseling; addictions counseling; or a collaborative approach to counsel from a spiritual perspective for the glory of God through Jesus Christ and applied behavioral science. Each of the counseling program’s emphases instructs students in the scientific method, enhances professional counseling skills, integrates the discipline's knowledge and a Christian faith-based perspective, and prepares students for success in the workplace and ministry settings.
Master of Science in Counseling Program and Student Outcomes for life roles and factors impacting the well-being that influences clients throughout the life-span.
Faculty and Content Specialists Colls, Jessica, PhD (2023) Associate Professor: School of Behavioral Science and Counseling BA, Central Baptist College; MS, Oklahoma Baptist University; PhD, University of Louisiana at Monroe
Ford, Larry, DBH (2022) Assistant Professor: School of Behavioral Science and Counseling BS, Mid-America Christian University; MS, University of Oklahoma; DBH, Arizona State University
Program Outcome 2: The graduate will demonstrate and communicate a professional level of disciplined thinking models by effectively applying mental health knowledge in a professional setting in the domains of reasoning, professional communication, and integrated levels of learning. Student Learning Outcome 2.1: Disciplined Thinking and Professional Communication: The student will demonstrate high-quality thinking in supportive and non-judgmental written and oral professional communication, utilizing counseling and mental health knowledge that applies a range of mental disciplined thinking models to include theoretical thinking, creative thinking, decision-making, strategic thinking, systems thinking, and meta-cognitive thinking ability.
Milton, Tyrone, MA (2023) Assistant Professor: School of Behavioral Science and Counseling AA, Oklahoma City Community College; BS, Southern Nazarene University; MA, Southern Nazarene University
Pullen, Annette, PhD (2018)
Student Learning Outcome 2.2: Integrated Levels of Learning: The student will internalize, personalize, and synthesize academic knowledge for practical, resultsoriented application through active involvement with instructors.
Associate Professor: School of Behavioral Science and Counseling AAS, Minnesota State College South East Technical; BA Argosy University; MS Capella University; PhD, Capella University
Program Outcome 1: The graduate will demonstrate Integrated Professional Counselor Capabilities. Student Learning Outcome 1.1: Counseling and Helping Relationships: The student will demonstrate proper assessment, diagnostic processes, and evidence-based counseling skills and strategies to address mental health issues, psychopathology, crises, and trauma in the areas of individual, group, marital, and couples, families, career, and addictions counseling and psychotherapy conveying appropriate counselor dispositions and use of technology. Student Learning Outcome 1.2: Human Growth and Development: The student will enhance client resolution of issues, resilience, and optimum development by incorporating the application of differential interventions based on the comprehension, explanation, and application of theories and research regarding human lifespan development, psychopathology and abnormality, and the impact of trauma. Student Learning Outcome 1.3: Career Development and Career Counseling: The student will utilize occupational information, career assessment, group work, relationships, career planning, and client skill development in applying theories and models of career development and counseling
Program Outcome 3: The graduate will demonstrate practical skills applied in professional settings utilizing supervised experiences, case studies, and performance exercises in the domains of skill practice development, supervised professional practice, and case analysis. Student Learning Outcome 3.1: Counseling Skill Practice and Development: Under supervision in laboratory settings and field experiences, the student will demonstrate the professional practice of counseling skills and interventions with clients, fully integrating the knowledge from the Master of Science in Counseling Program to include performing case analyses, treatment planning, assessment of mental health issues, assessment of risk, and assessment of trauma and abuse.
Program Outcome 4: The graduate will demonstrate the utilization of evidence-based counseling practices informed by research, systematic assessment, testing, and program evaluation oriented towards obtaining effective and efficient counseling results and advancing the counseling profession. Student Learning Outcome 4.1: Research: The student will access, comprehend, and evaluate research in order to apply validated knowledge in case analyses, treatment design, and evidence-based therapeutic interventions, along
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with ethically designing professional research through formulating appropriate research hypotheses and designing workable research studies.
ethical standards consistent with professional counseling organizations and credentialing bodies in performing individual, group, marital, couples, family, and addiction counseling in professional settings.
Student Learning Outcome 4.2: Assessment and Testing: The student demonstrates the systematic evaluation of clients for diagnosis and treatment design involving mental status evaluation, a range of mental health and family assessment instruments, and clinical interviewing based on the comprehension of the history and conceptual foundations of assessment and testing allowing for the accurate interpretation of assessed data. Student Learning Outcome 4.3: Program Development and Evaluation: The student will formulate evaluation systems for developing programs to include determining program needs, outcome measures, and impact assessment of the counseling interventions and processes.
Program Outcome 5: The graduate will demonstrate the professional roles and responsibilities in the ethical practice of counseling, portraying professional counselor dispositions in being an affirmative leadership presence in the profession.
Student Learning Outcome 5.3: Professional Roles and Responsibilities: The student will explain the history and philosophy of the counseling profession by distinguishing counselors' multiple professional roles and functions across specialty areas and integrated behavioral health care systems as a member of the interdisciplinary community and emergency outreach to include participating in professional organizations and services.
Program Outcome 6: The graduate will demonstrate the qualities of a positive presence in a professional context through responsiveness to diversity, multiculturalism, advocacy for the profession and the client, and ethical responsiveness to the client’s spirituality and application of spiritual interventions. Student Learning Outcome 6.1: Social and Cultural Diversity: The student will utilize multicultural theories and models, research on cultural identity development, principles of social justice and advocacy, and multicultural and pluralistic characteristics within and among groups nationally and internationally to describe the impact of cultural and social differences related to heritage, attitudes, beliefs, understandings, and acculturation on individuals in order to appropriately adapt counseling practices – case analyses, treatment, assessment strategies and interpretations for individual clients.
Student Learning Outcome 5.1: Professional Counselor Dispositions: The student will demonstrate strategies and values for professional counselor dispositions and positive mental health to be an affirmative leadership presence. Student Learning Outcome 5.2: Ethical Practice: The student will demonstrate their professional identity by explaining, justifying, reasoning with, utilizing, and exhibiting
Master of Science in Counseling Studies Program Requirements
DEGREE REQUIREMENTS See the Academic Program Requirements section of this Catalog for additional requirements.
M.S. in Counseling Core requirements (36 Hrs.) *COUN 5113 Psychopathology *COUN 5123 Career Counseling and Development COUN 5213 Theories of Counseling and Psychotherapy COUN 5313 Individual Counsel & Psychotherapy Techniques COUN 5513 Marriage and Family Systems and Treatment *COUN 5713 Human Development *COUN 5913 Research Methods COUN 6133 Multicultural Counseling and Treatment Planning for Individuals and Families COUN 6233 Ethics and Professional Studies COUN 6433 Assessment of Individuals/Families in Counseling COUN 6533 Interventions for Individuals and Families in Crisis and Trauma COUN 6833 Group Dynamics and Counseling Students who complete all MS in Counseling Core requirements courses will receive a non-licensure MS in Counseling, Applied Behavioral Science Emphasis degree. Total Applied Behavioral Science Emphasis Required Hrs. – (36) *These courses are approved as dual credit or electives for students approved for a 4+3 Accelerated Program plan of study. Requires completion of five PSYC courses before beginning Master of Science Counseling courses. Students should apply for the Accelerated Program during their junior year of their bachelor’s degree.
Students must choose one of the following emphases for a licensure degree. Students must complete all of the MS in Counseling Core required courses listed above and those listed under the chosen emphasis. Students must complete 30 credit hours of the Counseling Core requirements with a 3.0 GPA to be eligible to enroll in the Practicum course and maintain a 3.0 after that to enroll in an Internship.
M.S. in Counseling Optional Emphases Clinical Mental Health Counseling Emphasis (24 Hrs.) COUN 5563 Clinical Psychopharmacology in Counseling COUN 5613 Marital and Family Treatment Techniques COUN 5813 Tests and Measurements COUN 6333 Advanced Counseling and Psychotherapy Techniques COUN 6633 Addiction and Chemical Dependency Counseling COUN 6733 Child/Adolescent Psychopathology and Counseling COUN 6973 Practicum COUN 6983 Internship Total Clinical Mental Health Counseling Emphasis Required Hrs. – (60)
Note: The following courses may be required for your state licensure. They are in addition to the abovementioned courses and would add 3-12 hours to the required course total. COUN 6353 Human Sexuality in Counseling COUN 6363 Community Counseling COUN 6863 Psychopathology Diagnostics and Treatment Design COUN 6993 Advanced Internship Total Clinical Mental Health Counseling with Possible Add’l State Required Hrs. – (63-72)
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Mid-America Christian University Catalog 2023-2024 Addiction & Substance Abuse Couns. Emphasis (24 Hrs.) COUN 5233 Alcohol and Drug Addiction COUN 5333 Addiction in the Family & Assess. Theory COUN 5433 Addiction in the Family Counseling COUN 5533 Pharmacology of Drugs of Abuse COUN 5643 Addiction and Substance Abuse Counseling Theory & Techniques COUN 6333 Advanced Counseling and Psychotherapy Techniques COUN 6973 Practicum COUN 6983 Internship Total Addiction and Substance Abuse Counseling Emphasis Required Hrs. – (60)
Marital, Couples, and Family Counseling/Therapy Emphasis (24 Hrs.) COUN 5413 Interpersonal Communication in Counseling and Relationships COUN 5613 Marital and Family Treatment Techniques COUN 6353 Human Sexuality in Counseling COUN 6463 Clinical Issues of Aging, Death, and Dying COUN 6633 Addiction and Chemical Dependency Counseling COUN 6733 Child/Adolescent Psychopathology/Counseling COUN 6973 Practicum COUN 6983 Internship Total Marital, Couples, and Family Counseling/Therapy Emphasis Required Hrs. – (60)
Program Descriptions
Addiction and Substance Abuse Counseling Certificate Effective: 04-01-16
The Certificate Program in Addiction and Substance Abuse Counseling is for students with a master’s degree in counselingrelated areas and who wish to qualify for the Licensed Alcohol and Drug Counseling/Mental Health (LADC/MH). The program provides the necessary coursework to prepare students for the Licensed Alcohol and Drug Counseling (LADC) and the Licensed Alcohol and Drug Counseling / Mental Health (LADC/MH).
Certificate Requirements COUN 5233 Alcohol and Drug Addiction COUN 5333 Addiction in the Family and Assessment Theory COUN 5433 Addiction in the Family Counseling COUN 5533 Pharmacology of Drugs of Abuse COUN 5643 Addictions and Substance Abuse Counseling Theory and Techniques COUN 6973 Practicum COUN 6983 Internship** Total Required 18 to 21 hours **Note: The LADC/MH would require three (3) hours of practicum/internship. This certificate requires only the three (3) hour COUN 6973 Practicum course if the student comes into the program having already completed a 3-hour practicum/internship course in addictions and substance abuse. Suppose the student has not completed a program with a 3-hour practicum/internship course in addictions and substance abuse. In that case, the COUN 6983 Internship course is required in addition to the COUN 6973 Practicum to increase the total practicum/internship hours required to 12 and total certificate hours to 21.
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COURSE DESCRIPTIONS All courses are identified by numbers composed of four digits. Courses numbered 1000-2999 are referred to as lowerdivision courses, those numbered 3000-4999 are upper-division courses, and those numbered 5000 and above are graduate courses. Lower-division courses are considered introductory, survey, and foundational courses. As a general rule, lower-division courses are prerequisites to upper-division work. Upper-division courses are considered more specialized and abstract and are concerned with applying, analyzing, and evaluating critical issues. At least fifty percent of courses in any major must be upper-division courses. Graduate courses focus on synthesis, critical evaluation, and in-depth analysis. These courses aim to develop the student as a practitioner and scholar rather than primarily a learner of the discipline. Understanding the Course Numbers: The first number of a course indicates the course level and the class year in which the subject is ordinarily taken; however, enrollment is not exclusive to student classification. The middle two numbers are the departmental sequence; the last number of a course indicates the number of semester credit hours assigned. Course Levels: • 0000 to 0999 are remedial courses offering no college-level credit. • 1000 to 1999 are primarily freshman-level. • 2000 to 2999 are primarily sophomore-level. • 3000 to 3999 are primarily junior-level. • 4000 to 4999 are primarily senior-level. • 5000 to 5999 are graduate-level and primarily for post-bachelor degree students. • 6000 to 6999 are graduate-level but may overlap between graduate and doctorate levels. • 7000+ are doctorate-level. (Not currently offered through MACU) Course Level Characteristics: 0000-Level Courses • Remediate necessary academic skills or knowledge to succeed in standard college-level courses • Prepare for the academic challenges of college-level coursework by addressing deficiencies in foundational knowledge or skills • Address reading comprehension, writing skills, mathematics proficiency, or subject-specific content 1000-Level Courses • Introduce the discipline with the assumption of no previous exposure to the subject • Understand basic concepts and terminology of the discipline • Focus on recalling and making connections between facts and concepts 2000-Level Courses • Build on introductory knowledge of the discipline • Recognize cause-and-effect relationships in the discipline • Summarize and classify information using concepts and terminology of the discipline 3000-Level Courses • Apply problem-solving skills to discipline-related issues • Engage in various forms of scholarship to analyze and examine content related to the discipline • Integrate terms, concepts, techniques, and approaches of the discipline to recognize multiple perspectives 4000-Level Courses • Propose problems to be solved and critique the use of methodology • Apply prior knowledge of the discipline to create new knowledge through self-directed learning • Include divergent perspectives in the construction of written and oral arguments 5000-Level Courses (Graduate Courses) • Propose problems to be solved and critique the use of methodology • Apply prior knowledge of the discipline to create new knowledge through self-directed learning • Include divergent perspectives in the construction of written and oral arguments 6000-Level Courses (Graduate Courses) • Critique and judge between theoretical frameworks and practical solutions • Hypothesize outcomes based on scholarly research and evidence • Differentiate and prioritize solutions to discipline-related problems 7000-Level Courses (Doctorate Courses) • Analyze results of hypothesis testing • Create and organize elements into a new or revised framework
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• Generate recommendations for application and further exploration Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Addison Wesley. Course descriptions are listed alphabetically by course number and include the combined course offerings of the College of Arts and Sciences and the College of Adult and Graduate Studies. ACCN Advanced Financial Accounting ( cr.) This course ACCN [Accounting]
is designed to impart a detailed understanding of alternative accounting principles and practices and their effects on balance sheet valuation and income statements, including critical evaluation of these alternatives. Subjects covered include foreign currency transactions, partnership accounting, and accounting for nonprofit organizations and governmental entities. Prerequisite: ACCN . Offered every fall, odd-numbered years.
ACCN Principles of Financial Accounting ( cr.) Fundamental accounting relationships; completion of the accounting cycle; accounting process for merchandising enterprises; receivables, payables, and inventories; deferrals, accruals, and intangible assets; and formation. Offered every fall semester. ACCN Principles of Managerial Accounting ( cr.) Accounting systems, concepts, and principles; formation, organization, and operations of corporations and partnerships; departments and branches, statement analysis, cost, and management. Prerequisite: ACCN . Offered every spring semester.
ACCN Accounting Legal Environment ( cr.) This course familiarizes students with the fundamentals of external financial reporting for business enterprises and not-for-profit entities. The financial accounting segment of the course focuses on the preparation, analysis, and limitations of financial statements per generally accepted accounting principles (GAAP). The conceptual framework that serves as the basis for developing financial reporting standards is also discussed. The managerial accounting segment of the course covers such internal reporting issues as break-even analysis, capital budgeting, cost behavior patterns, and cost allocation. Finally, the legal component of the course addresses the formation of different types of business entities (e.g., corporations and partnerships) and the regulatory role that the SEC, PCAOB, and Sarbanes-Oxley play in financial reporting. Offered every fall, even-numbered years.
ACCN Intermediate Accounting I ( cr.) This course would focus on valuation and other theoretical problems in accounting for cash, temporary investments, receivables, inventories, long-term investments, plant and equipment, and intangible assets. Prerequisites: ACCN Offered every fall semester. ACCN Intermediate Accounting II ( cr.) This course would focus on the study of stockholders' equity, dilutive securities, investments, issues related to income determination, including revenue recognition, accounting for income taxes, pensions, leases and error analysis, preparation and analysis of financial statements, including price level changes and statement of changes in financial position. Prerequisite: ACCN . Offered every spring semester.
ACCN Auditing ( cr.) This course would study the general framework underlying auditing, the role of audit standards in the planning and conduct of audits, and the effect of regulation, ethics, liability, and audit practices. Prerequisite: ACCN . Offered every fall, odd-numbered years.
ACCN Cost Accounting ( cr.) This course would study the development of cost accumulation and reporting systems that complement a firm's strategy and structure and how activity-based cost management systems increase competitiveness by helping a firm manage its costs, processes, and people. Prerequisite: ACCN . Offered every spring even-numbered years.
ACCN CMA Exam Preparation I ( cr.) This course is designed to assist students in preparing for the Certified Management Accountant (CMA) exam. This course would focus on topics relevant to the first part of the CMA exam, namely, financial reporting, planning, performance, and control. This course would expose students to similar content, format, and solutions as those found on the actual exam.
ACCN Income Tax Accounting I ( cr.) This course would examine Federal income tax and individual, corporate, and partnership income tax laws and regulations. The emphasis is on developing a broad perspective on the structure, administration, and rationale of the federal income tax system. Prerequisite: ACCN . Offered every fall, even-numbered years.
ACCN CMA Exam Preparation II ( cr.) This course is designed to assist students in preparing for the Certified Management Accountant (CMA) exam. This course would focus on topics relevant to the second part of the CMA exam, namely, financial decision-making. This course would expose students to similar content, format, and solutions as those found on the actual exam.
ACCN Income Tax Accounting II ( cr.) This course would focus on the study of taxation of corporations, partnerships from the organization through liquidation, relative merits of conducting business through partnership, corporation, proprietorship, S corporation, and introduction to tax research. Prerequisite: ACCN . Offered every spring, odd-numbered years.
ACCN Managerial Accounting ( cr.) This course introduces the financial statements, their sources and functions, and managerial control systems involved with the accounting process, including variance analysis and budgeting. In addition, it serves as an overview of the accounting function and its use in managing the functional units within the organization.
ACCN Accounting Information Systems ( cr.) A study of the structure, flow, and use of financial and non-financial data in computer-based environments with a heavy emphasis on ensuring data integrity. Conceptual data modeling using business rules, normalization, structured query language (SQL), and physical database design and data administration. The course includes cross-functional team projects with phased deliverables. Prerequisite: ACCN . Offered every spring, odd-numbered years.
ACCN Advanced Cost Accounting ( cr.) This course would study the development of cost accumulation and reporting systems that complement a firm's strategy and structure and how activity-based cost management systems increase competitiveness by helping manage costs, processes, and people. Prerequisite: ACCN . ACCN Advanced Accounting Information Systems ( cr.) This course studies the framework of accounting information systems by combining knowledge about accounting transaction cycles, information technology, and business process design.
ACCN Data Analytics for Accounting ( cr.) This course would develop the skills required for an accounting analytics mindset. Students would apply the concepts of data scrubbing, data preparation, data quality, descriptive analysis, data manipulation, data visualization, data reporting, and problemsolving using various analytic tools and statistical analysis.
ACCN Business Taxation ( cr.) This course reviews organizational tax strategies for capital structures, business
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operations, new business, domestic business expansion, and international growth.
Christian Protestant Bible. In this course, the students are introduced to the rich histories, stories, religions, and cultures surrounding the Old and New Testaments. These testaments have profoundly influenced our culture and ideas for thousands of years and continue to present us with unique challenges for living today and in the future. Students would learn about the authority, inspiration, and literary context of the Bible. Through interactive media and discussions, the student would learn about the historical context in which both Testaments were written and every book. The student would use the current textbook to discover how the Bible can be read, its influence over Western thought, and core themes like creation, covenant, prophesy, love, and divine kingdom. Students should leave the course with an enriched understanding of what the world of the Bible is all about and how it can be read and interpreted for contemporary life. Offered every semester.
ACCN Advanced Auditing ( cr.) This course examines auditing principles, concepts, and standards, including a review of organizational decision financial reporting and resolution of ethical issues. ACCN Advanced Theories of Financial Accounting ( cr.) This advanced course in financial accounting theories presents an in-depth analysis of the historical development of accounting theory and its application to current and future accounting issues. The course enhances critical thinking skills by synthesizing the professional accountant’s understanding and knowledge of accounting theory with the resolution of real-world accounting problems. In addition, the course incorporates a global perspective for the development and analysis of accounting standards.
BINT Basic Principles of Inductive Bible Study ( cr.) This course would introduce the basic principles of the Inductive Bible study method: observation, interpretation, composition, and application.
ACCN CPA Exam Preparation I ( cr.) This course is designed to assist students in preparing for the CPA exam. This course would focus on topics relevant to the first two parts of the CPA exam: the Financial Accounting and Reporting Exam and Business Environments and Concepts Exam. This course would expose students to similar content, format, and solutions as those found on the actual exam.
BINT Survey of Romans ( cr.) This course would highlight Paul’s mission, the purpose for writing, and theological themes, such as righteousness through faith, the need for salvation, and fundamentals for living the Christian life.
ACCN CPA Exam Preparation II ( cr.) This course is designed to assist students in preparing for the CPA exam. This course would focus on topics relevant to the last two parts of the CPA exam: the Regulation Exam and Auditing Exam. This course would expose students to similar content, format, and solutions as those found on the actual exam.
BINT The Synoptic Gospels ( cr.) An exegetical study of selected passages in the Gospels of Matthew, Mark, and Luke. Attention is also given to each book's Synoptic relationship, authorship, date, and message. Prerequisite: BINT . Offered fall semester: even-numbered years.
AMUE [Applied Music Ensembles]
BINT Romans ( cr.) An exegetical and expository study of the book of Romans. The date and place of writing, destination, and occasion are studied, but the primary emphasis centers on discussion and studies that would help the student appreciate this particular letter's value, strength, and theological importance. Prerequisite: BINT or BINT . Offered every semester.
AMUE Music Ministry Lab ( cr.) The Music Ministry Lab would consist of lectures and video presentations on music ministry and management skills. It would include a portion of musical rehearsals to help musicians develop their rehearsal skills. This course is designed to sharpen the student’s skills as a participant and leader of music ministries. This course would aid music students in dealing with specific problems they would face as worship leaders in the local church. Emphasis is given to their role as ministers, personnel relationships, development of graded choir program, evaluation of music, and establishment of a music library.
BINT Hebrews and General Letters ( cr.) A thorough study of the letters to the Hebrews, along with James I and II, Peter I and II, III John, and Jude. The study of Hebrews includes considering the letters’ relationship to Old Testament backgrounds and the concept of Jesus as the great high priest of the new covenant. In addition, each book's doctrinal and practical teachings are examined, and homiletical and teaching values are given special attention. Prerequisite: BINT . Offered fall semester: odd-numbered years.
AMUS [Applied Music] AMUS Preparatory Piano ( cr. each) A class piano environment to prepare students up to a fourth-grade level based on the ten-grade system. Offered every semester. AMUS
BINT Pastoral Letters ( cr.) An examination of the pastoral letters of Paul to Timothy and Titus utilizing the inductive method of Bible study. Students are introduced to the inductive Bible study methodology, which would focus on the survey of books as wholes, as well as specific parts of the text in light of their context within the book. Specific attention is given to evaluating personal qualifications for pastoral ministry and the practical application of ministerial leadership within the church. Prerequisites: BIOT ; BINT ; THEO . Offered every spring.
Voice ( cr. each) One half-hour lesson per week.
BILA [Bible Languages] BILA New Testament Greek I ( cr.) This course is a study of the fundamentals of Okine Greek. Emphasis is placed upon the development of the ability to translate. Prerequisite: ENGL and ENGL .
BINT History of Christian Thought ( cr.) A survey of key events and figures in the history of Christian thought from the conclusion of the New Testament to the present.
BILA New Testament Greek II ( cr.) This curse is a study of the fundamentals of Okine Greek. Emphasis is placed upon the development of the ability to translate. Prerequisite: BILA .
BINT Foundations of Ethics: The Life and Teachings of Jesus ( cr.) A study of the Gospels focusing upon the life and ministry of Jesus Christ and His death and resurrection to apply His life-changing principles to one’s everyday life.
BINT [Bible New Testament] BINT Introduction to the New Testament ( cr.) An introduction to the inter-testamental period to the beginnings of Christianity is surveyed. A survey of the content and meaning of each New Testament book is studied against the religious, literary, social, political, and economic background of the first century. Offered every spring semester.
BINT Life and Ministry of Jesus ( cr.) A comparative study of the four Gospels focusing on the life, teachings, and ministry of Jesus Christ, His death and resurrection, to apply His life-changing principles to one’s everyday life. Prerequisites: BINT or BINT and BINT , and THEO . Offered every semester.
BINT Introduction to the Bible ( cr.) Introduction to the Bible is an interactive course written to engage each student in clearly understanding and applying the books of the Judaic-
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BINT History of Christian Thought ( cr.) A survey 'of key events and figures in the history of Christian thought from the Reformation period to the present, with special attention given to Wesleyan-holiness tradition.
The concepts covered include plant and animal form and function, taxonomy, evolution, biodiversity, and ecology. The laboratory is required and integral in introducing students to research methods, dissection, and analytical evaluation.
BINT Foundations of Ethics: The Life and Teachings of Paul ( cr.) A study of the letters written by the Apostle Paul noting the ethical implications, including practical applications, for contemporary society.
BIOL University Science Lab ( cr.) University Science Laboratory is a course designed for non-biology majors to fulfill university science core requirements. It is a broad study of interdisciplinary science laboratory content from the fields of biology, chemistry, and physical science. The -hour credit does not count towards the B.S. degree in Biology.
BINT Honor Studies ( cr.) Honor Studies are open only to advanced upper-division students with initiative and capability in individual study and research. The course is designed to allow students to do advanced work in an area of particular interest to them under the supervision of a selected faculty member. The course instructor must approve the course's offering and its format. All work must be completed within one regular semester or one summer. Prerequisites: Ninety ( ) hours and school chair approval. Offered on demand.
BIOL Environmental Science Lab ( cr.) Laboratory experience is integral to introducing students to environmental issues and analysis. Offered every semester. BIOL Environmental Science ( cr.) Environmental Science is open to all undergraduates. It is an introductory study of the basic principles of physical science as applied to ecology, current environmental problems, and control measures, emphasizing human impact, modern technology, and natural ecosystems, social, political, and economic processes.
BINT 5023 Introduction to Inductive Methodology (3 cr.) This course introduces students to the Inductive methodology of Bible study. Students will discover and apply interpretation to scripture by exploring five major questions: who, what, when, where, and how.
BIOL Environmental Science and Lab ( cr.) Environmental Science is open to all undergraduates. It is an introductory study of the basic principles of physical science as applied to ecology, current environmental problems, and control measures, emphasizing human impact, modern technology, and natural ecosystems, social, political, and economic processes. Laboratory experience is integral to introducing students to environmental issues and analysis.
BINT 5703 Guided Study (3 Cr.) Students who are familiar with the Inductive methodology of Bible study will focus on word studies, genre analysis, and parts of speech to improve inductive skills.
BIOL [Biology]
BIOL General Zoology ( cr.) General Zoology is a course for biology majors. It introduces the animal form and function of invertebrates and vertebrates, concluding with animal behavior. The concepts covered include animal form and function, taxonomy, physiological systems, anatomical comparisons, and conservation. The laboratory is required and integral in introducing students to animal dissection and analytical evaluation. Prerequisite: C or better in BIOL Biology I, BIOL Biology II, or instructor approval.
BIOL Medical Terminology ( cr.) Medical Terminology is designed to introduce students to scientific terms by studying root words, prefixes, and suffixes used in scientific professions. Content emphasizes terms in health sciences to describe anatomy, physiology, pathology, and other comprehensive medical conditions.
BIOL General Biology Lab (non-majors) ( cr.) General Biology Lab is for the non-biology major. Laboratory experiences designed to facilitate understanding of the biological concept’s principles studied in BIOL . A one-hour lab session each week. Offered every semester.
BIOL General Botany ( cr.) General Botany is a course for biology majors. It is an introduction to the principles of botany, beginning at the cellular level and advancing to the organismal level. The concepts covered include plant anatomy, physiology, genetics, reproduction, and taxonomic relationships. The laboratory is required and integral in introducing students to morphological comparisons and analytical evaluation. Prerequisite: C or better in BIOL Biology I, BIOL Biology II, or instructor approval.
BIOL General Biology (non-majors) ( cr.) General Biology is for the non-biology major. A study of past and present concepts regarding the growth, reproduction, structure, genetics, evolution, and interrelations of biological life. BIOL General Biology and Lab (non-majors) ( cr.) General Biology and Lab is for the non-biology major. A study of past and present concepts regarding the growth, reproduction, structure, genetics, evolution, and interrelations of biological life. Lab - Laboratory experiences designed to facilitate understanding of biological concepts. A one-hour lab session each week.
BIOL Human Anatomy and Physiology I ( cr.) Human API is for students planning to major in nursing or other health professions. It is a comprehensive study of the structures and functions of cells, tissues, organs, organ systems, and the human body. The systems covered include integumentary, skeletal, muscular, and nervous. The laboratory is required and integral in introducing students to dissection and analytical evaluation. Prerequisite: C or better in BIOL Biology I, BIOL Biology II, or instructor approval.
BIOL General Nutrition ( cr.) General Nutrition is required for certain pre-health professions. The course covers nutritional requirements to maintain homeostasis within the human body. Topics include the chemical composition of macro and micronutrients, essential and nonessential nutrients, digestion, cell metabolism, energetics, and diet-related diseases.
BIOL Human Anatomy and Physiology II ( cr.) Human APII is for students planning to major in nursing or other health professions. It is a comprehensive study of the structures and functions of cells, tissues, organs, organ systems, and the human body. The systems covered include cardiovascular, lymphatic, endocrine, digestive, urinary, and reproductive. The laboratory is a required and integral component in introducing students to dissection and analytical evaluation. Prerequisite: C or better in BIOL Human Anatomy and Physiology I, or instructor approval.
BIOL Biology I (Majors) ( cr.) Biology I is a course for biology majors. It is a systematic study of biological principles beginning at the molecular level and advancing to the cellular level. The concepts covered include prokaryote and eukaryote cell form and function, cell membrane transport, cell metabolism, cell energetics, protein synthesis, and genetics. The laboratory is required and integral in introducing students to the scientific method, experimentation, and analytical evaluation.
BIOL Human Anatomy ( cr.) Human Anatomy is a course designed for students interested in the medical field. It is a comprehensive study of the human body's microscopic and gross anatomical structures. The laboratory is a required and integral
BIOL Biology II (Majors) ( cr.) Biology II is the continuation of Biology I and is a course for biology majors. It is a systematic study of biological principles progressing to the ecological realm.
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component introducing students to dissection, emphasizing human form and function, and analytical evaluation. Prerequisite: C or better in BIOL Biology I, BIOL Biology II, or instructor approval.
BIOL Biology II, CHEM General Chemistry I, CHEM General Chemistry II, or instructor approval. BIOL Ecology ( cr.) An introductory course in the study of the relationships of organisms to the environment. Procedures used by ecologists to describe and analyze plant and animal communities are experienced in the field and laboratory. Laboratory experiences designed to facilitate understanding of the principles of ecology as studied in BIOL . Offered every spring semester. Prerequisites: MATH , BIOL or BIOL , BIOL .
BIOL Pathogenic Microbiology ( cr.) Pathogenic Microbiology is a course designed for biology majors. It is a comprehensive study of pathogenic microbiology and infectious disease epidemiology. This course covers major pathogenic taxa, microbial pathogenesis, outbreak and disease surveillance, case studies, laboratory diagnosis, and treatment. Prerequisite: C or better in MBIO or instructor approval.
BIOL Limnology ( cr.) Limnology is a course designed for biology majors. It focuses on the interdisciplinary nature of freshwater aquatic systems. Topics include chemical and physical characteristics of lakes, streams, groundwater, and wetland ecosystems. The laboratory is required and integral in introducing students to water sampling methods, aquatic organisms, and threats to freshwater ecosystems. Prerequisites: C or better in BIOL Biology I, BIOL Biology II, MATH Introduction to Statistics, CHEM General Chemistry II, or instructor approval.
BIOL Invertebrate Zoology ( cr.) Invertebrate zoology is a course designed for biology majors. It is a systematic study of the major taxa of invertebrate animals. Major topics covered include taxonomy, animal form and function, anatomical comparisons, diversity, and conservation. The laboratory is required and integral in introducing students to dissection and analytical evaluation. Prerequisites: C or better in BIOL Biology I, BIOL Biology II, or instructor approval. BIOL Human Physiology ( cr.) Human Physiology is a systematic study introducing students to human body functions. The concepts covered include homeostatic regulation, cell interactions, enzymes, and the hormonal influence of systems within the human body. The laboratory is a required and integral component in introducing students to physiological experimentation and analytical evaluation. Prerequisite: C or better in BIOL Biology I, BIOL Biology II, CHEM General Chemistry I, or instructor approval.
BIOL Histology ( cr.) Histology is a course for biology majors. It is a comprehensive study of human and animal tissue, emphasizing mammalian tissue form and function. The laboratory is integral in introducing students to laboratory techniques required to study cells and tissue. Prerequisite: C or better in BIOL Biology I, BIOL , CHEM General Chemistry I, CHEM General Chemistry II, or instructor approval. BIOL Plant Anatomy and Taxonomy ( cr.) Plant anatomy and taxonomy is a course for biology majors. It is a systematic study of vascular plant morphology and classification, emphasizing Oklahoma trees and flowering plants. The laboratory is required and integral to this course, with fieldwork included. Prerequisite: C or better in BIOL Biology I, BIOL , CHEM General Chemistry I, CHEM General Chemistry II, or instructor approval.
BIOL Comparative Vertebrate Anatomy ( cr.) Comparative vertebrate anatomy is a course designed for biology majors. It is a systematic study of vertebrate morphology comparisons within the Phylum Chordata. The laboratory is a required and integral component in introducing students to dissections of representative vertebrates, concentrating on structure, function, and interrelationships between taxa. Prerequisites: C or better in BIOL Biology I, BIOL Biology II, MATH Introduction to Statistics or instructor approval.
BIOL History of Science ( cr.) This course surveys historical scientific discoveries, principal events, and the progression of scientific methodologies within the biological and physical sciences. Critical evaluations of major scientific works, beginning with Greek philosophers and progressing through the modern era, are emphasized. Prerequisite: C or better in nine ( ) hours in upper-division coursework or instructor approval.
BIOL Microbiology ( cr.) Microbiology is a course for biology majors. It comprehensively studies microorganism form, physiology, reproduction, genetics, and diversity. The laboratory is required and integral in introducing students to microbiology laboratory techniques and analytical evaluation. Prerequisite: C or better in BIOL , BIOL General Biology or BIOL Biology I, CHEM General Chemistry I, or instructor approval.
BIOL Mammalogy ( cr.) Mammalogy is a course designed for biology majors. It is a comprehensive study of Class Mammalia. Major topics covered include taxonomy, evolution, morphological characteristics, ecology and behavior, diversity, and world distribution. The laboratory is required and integral in introducing students to species identification, collection, and wildlife conservation. Prerequisites: C or better in BIOL Biology I, BIOL Biology II, or instructor approval.
BIOL Cell Biology ( cr.) Cell biology is for biology majors considering health-related professional or graduate school. It is a comprehensive study of prokaryotic and eukaryotic cells with a comparison in metabolism, energetics, and autogenous regulation, with an emphasis on biochemistry and cellular changes during the life cycle of cells. The laboratory is a required component of this course, which introduces fundamental methodologies and standard laboratory techniques utilized in cellular and molecular biology. Prerequisite: C or better in BIOL Biology I, BIOL Biology II, CHEM General Chemistry I, CHEM General Chemistry II, or instructor approval.
BIOL Embryology ( cr.) This course is designed for students preparing for a health-profession graduate program or medical school. It is a systematic study of organismal development, emphasizing the subphylum Vertebrata. The concepts covered include meiosis I and II, fertilization, cleavage patterns, gastrulation, morphogenesis, organogenesis, and developmental physiology. The laboratory is required and integral in introducing students to anatomical comparisons and analytical evaluation. Prerequisite: C or better in Cell Biology or instructor approval.
BIOL Genetics ( cr.) Genetics is a course for biology majors. It is a comprehensive study of chromosomal aberrations, pedigree analysis, hereditary traits, DNA damage and repair, epigenetics, and genetic engineering. In addition, the laboratory is required and integral in introducing students to Mendelian laws, mutations, and natural and artificial selection. Prerequisite: C or better in BIOL Biology I, BIOL , CHEM General Chemistry I, CHEM General Chemistry II, or instructor approval.
BIOL Environmental Microbiology ( cr.) Environmental Microbiology is a course designed for biology majors. It focuses on microorganisms and their role in the environment. Major topics include an introduction to major groups of microorganisms and their physiology, soil microbiology, aquatic microbiology, biogeochemical cycling, sewage treatment, biodeterioration, bioremediation, industrial microbiology, and biotechnology. In addition, the laboratory is a required and integral component in
BIOL Evolution ( cr.) Evolution is a course for biology majors. It is a comprehensive study of genetic mutations, genetic drift, population adaptations, and evolution by natural selection of various life forms. Prerequisite: C or better in BIOL Biology I,
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introducing students to various microbiology laboratory techniques, including bacterial isolation, enumeration, bacterial analysis, and functional assays. Prerequisites: C or better in BIOL Biology I, BIOL Biology II, BIOL Microbiology, CHEM Chemistry I, or instructor approval.
worship. Prerequisite: BIOT numbered years.
. Offered spring semester: even-
BIOT Honor Studies ( cr.) Honor Studies are open only to advanced upper-division students with initiative and capability in individual study and research. The course is designed to allow students to do advanced work in an area of particular interest under the supervision of a selected faculty member. The course instructor must approve the course's offering and its format. All work must be completed within one regular semester or one summer. Prerequisites: Ninety ( ) hours and instructor and school chair approval. Offered on demand.
BIOL Virology ( cr.) Virology is a course designed for biology majors. It focuses on understanding viruses and their role in infectious diseases. Major topics include the classification of viruses, viral structure, viral replication, interactions of viruses with their host organism, and viral diseases. Prerequisites: C or better in BIOL Biology I, BIOL Biology II, or instructor approval. BIOL Biology Research ( cr.) This -hour course is required for all biology majors during their junior or senior year. It would cover past classic works and current research topics in STEM fields. An emphasis is placed on literature reviews, presentation of findings, and scholarly communications. Students may enroll in this course for up to six ( ) credit hours. Prerequisite: MATH Introduction to Statistics or instructor approval.
BIOT Selected Genres of Old and New Testaments ( cr.) Students continue to enhance their inductive methodology application to scripture through select portions of poetic and historical literature from the Old Testament and the New Testament Gospels and Pauline letters.
BUAD [Business] BUAD Introduction to Business ( cr.) Gives each student a comprehensive introduction to the study of business. Introduces and builds an understanding of functional business areas such as management, marketing, accounting, finance, and information systems. Offered every fall semester.
BIOL Parasitology ( cr.) Parasitology is a course designed for biology majors. It focuses on understanding parasites and their role in infectious diseases. Major topics in this course include the classification and diversity of parasites, the evolution of parasites, parasite life cycles, epidemiology, ecology, pathology, and host/parasite interactions. The laboratory is required and integral in introducing students to parasite morphology, life cycle stages, pathogenesis, and treatment. Prerequisites: C or better in BIOL Biology I, BIOL Biology II, or instructor approval.
BUAD Business and Professional Communications ( cr.) Principles of effective communication in a business environment. Practice preparing letters, reports, and other forms of business writing. Prerequisites: ENGL and ENGL . Offered every spring semester.
BIOL - Special Topics in Biology ( - cr.) This course is designed further to enhance knowledge on certain topics within a specialized area. It is intended for students who want to progress their expertise beyond the regular course curriculum during their junior or senior year. Students may enroll in this course for up to nine ( ) credit hours.
BUAD Personal Finance ( cr.) A general education course dealing with the consumer's problems in the American economic system; sales promotion, buying habits, health and medical care, housing, government aid, income, budgeting, savings, insurance, and personal financial planning are included. Offered fall semester: even-numbered years.
BIOT [Bible Old Testament]
BUAD Business Finance ( cr.) Financial principles and functions with applications to business organizations, including investment, dividend decisions, and an introduction to the models and tools used for financial analysis. Prerequisite: ACCN and ACCN .
BIOT Introduction to the Old Testament ( cr.) A general introduction to the background and history of the Hebrew people in the Old Testament period. This embraces the sacred writings, prophets, and culture of the Hebrew people against the historical, social, political, literary, economic, and religious background of humanity to the end of the Old Testament period. Offered every fall semester.
BUAD Excel for Business Analytics ( cr.) The application of quantitative financial concepts through extensive use of Excel. Students are proficient in using Excel, have a working knowledge of quantitative concepts used in financial modeling, and can apply these skills to build and solve financial models.
BIOT Psalms and Poetic Literature ( cr.) A study of the Psalms and selected poetry as representative of Hebrew poetic writings. Particular attention is given to the content, lyrical structure, historical background, use in worship, doctrinal and prophetic significance, and devotional values of Old Testament poetic literature. Prerequisite: BIOT . Offered fall semester: odd-numbered years.
BUAD - Internship I ( - crs.) This course is designed to monitor and evaluate credit for students doing internships relevant to the School of Business Leadership degree programs. The number of credit hours is determined on a case-by-case basis.
BIOT Isaiah ( cr.) A study of Isaiah and his contribution to Hebrew prophesy. An analytical treatment of the book of Isaiah, including its history, critical problems, main ideas, and thought. Particular attention is given to the messianic passages. Prerequisite: BIOT . Offered fall semester: odd-numbered years.
BUAD - Internship II ( - crs.) This course is designed to monitor and evaluate credit for students doing internships relevant to the School of Business Leadership degree programs. The number of credit hours is determined on a case-by-case basis. BUAD Legal Environment of Business ( cr.) Law and the legal system, social forces that make the law, business response to the social and legal environment, governmental regulation, and federal regulatory agencies that impact business decision-making; the study of the legal concepts of torts and contracts. Offered every spring semester.
BIOT Foundations of Ethics: Hebrew Wisdom Literature ( cr.) A study of Job, selected Psalms, Proverbs, and Ecclesiastes, emphasizing these books' doctrinal depth, spiritual value, and ethical implications. BIOT Prophetic Books/Eschatology ( cr.) A study of prophetic literature in the Old and New Testaments, the biblical teaching on the kingdom of God, Christ’s second coming, and theories on Christ’s return. Prerequisites: BINT and THEO .
BUAD Human Resource Administration ( cr.) Human relations and adjustment in all forms of institutional and business organizations. The course deals with such problems as proper placement of the individual, training, incentives, methods of supervision, discipline, promotion, and retirement. Offered every spring semester.
BIOT The Pentateuch ( cr.) A study of the first five books of the Old Testament with special emphasis on historical background, beginnings of the Israelite nation, and Hebrew
BUAD Small Business Management ( cr.) Designed to acquaint the student with the problems encountered in a small
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business enterprise. Managerial functions and processes related to the small business environment are covered. Offered fall semester: even-numbered years.
of various organic molecules with an emphasis on stereochemistry, reactivity, nomenclature, and classification of reaction types. Prerequisite: C or better in CHEM General Chemistry I, CHEM General Chemistry II, or instructor approval.
BUAD Business Ethics ( cr.) Designed to raise the moral recognition level of students to provide them with the apparatus to make moral decisions in a business context to consider ethical problems in advertising, accounting, finance, marketing, and personnel as illuminated by Christian principles. Offered fall semester: odd-numbered years.
CHEM Principles of Biochemistry ( cr.) Biochemistry is a course designed for students preparing for graduate school or medical school. It is a systematic study of biologically important compounds with an emphasis on thermodynamics, bioenergetics, metabolic pathways, cell regulatory processes, and enzyme activities. Prerequisite: C or better in CHEM , CHEM , or instructor approval.
BUAD Management of Nonprofit Organizations ( cr.) Basic control concepts are the same in both profit-oriented and nonprofit organizations, with a strong thrust in the latter to provide a maximum of service at an acceptable quality level, as evaluated by cost-benefit analyses. This course covers the peculiar constraints on goals and strategies, the dominance of professional personnel, and governance differences. The objective is to define and outline the performance measurement of NOPs and to explore political and constituency influence on goals and objectives. Prerequisite: Permission of the department head. Offered spring semester: odd numbered years.
CHEM Organic Chemistry II Lab ( cr.) The laboratory is a required and integral component of learning scientific experimentation safety protocol, measurements, and synthesis, purification, and separation techniques. Prerequisite: C or better in CHEM or concurrent enrollment in CHEM . CHEM Organic Chemistry II ( cr.) Organic Chemistry II is a continuation of CHEM . It is a systematic study of various organic molecules, advanced stereochemistry, chemical reactivity, organic reaction mechanisms, and methods for organic molecule synthesis. Prerequisite: C or better in CHEM or instructor approval.
BUAD Honor Studies ( - cr.) Honor Studies in business administration topics are open to students who have demonstrated the initiative and capability to participate in individual study and research. The course(s) is/are designed to allow students to do advanced work in an area of particular interest under the supervision of a selected faculty member. The instructor, the department head, and the dean must approve the offering of the course and its format. All work must be completed within one regular semester or one summer. Prerequisite: Approval of instructor and school chair. Offered on demand.
CHEM Environmental Chemistry ( cr.) Environmental Chemistry is a study of the chemical process that occurs in the environment using chemical principles. It covers topics including atmospheric chemistry, aqueous chemistry, geochemistry, climate change, energy, pollution, and pollution remediation. The laboratory is a required and integral component in introducing students to sample preparation, collection, and interpretation of data. Prerequisites: C or better in CHEM General Chemistry II.
CHEM [Chemistry] CHEM General Chemistry I ( cr.) General Chemistry I is a required course for biology and chemistry majors. It is a systematic study of atomic and molecular structure, chemical bonding properties, chemical reactions, stoichiometry, and conservation of mass. In addition, the laboratory is a required and integral component of learning scientific experimentation safety protocol and proper reporting of results. Schedule types: Discussion, Lab, Lecture, Combined lecture lab, discussion. Prerequisite: ACT Math or above, MATH College Algebra, or instructor approval.
CHEM Physical Chemistry I ( cr.) Physical Chemistry I is a study of the microscopic models and macroscopic properties of chemical systems using mathematical principles. Major topics include an introduction to quantum mechanics, thermodynamics, properties of gases, kinetic theory of gases, liquids, solutions, phase and chemical equilibria, electrochemistry, and chemical kinetics. The laboratory is a required and integral component introducing students to instrumentation, experimental techniques, collection, and analysis of physiochemical data demonstrating the physical chemistry principles in areas such as thermodynamics, equilibria, electrochemistry, and kinetics. Prerequisites: C or better in CHEM General Chemistry II, MATH Calculus I and Analytical Geometry, and PHYS General Physics II or concurrent enrollment in PHYS or instructor approval.
CHEM General Chemistry II ( cr.) General Chemistry II is required for biology and chemistry majors. It systematically studies chemical kinetics, intermolecular forces, reaction rates, thermochemistry, and electrochemistry. The laboratory is a required and integral component of learning scientific experimentation safety protocol and proper reporting of results. Schedule types: Discussion, Lab, Lecture, Combined lecture lab, discussion. Prerequisite: C or better in CHEM General Chemistry I or instructor approval.
CHEM Physical Chemistry II ( cr.) Physical Chemistry II is a continuation of CHEM xxx . Major topics include principles of quantum theory, fundamentals of chemical bonding, intermolecular interactions, spectroscopy, and statistical thermodynamics. The laboratory is a required and integral component in introducing students to physical chemistry experimental techniques, spectroscopic and spectrometric techniques, and statistics. Prerequisites: C or better in CHEM Physical Chemistry I, MATH Calculus II, or instructor approval.
CHEM Analytical Chemistry ( cr.) Analytical Chemistry is a systematic study of qualitative and quantitative chemical analysis methods. Topics include analytical separations, statistical data analysis, acid-base equilibria, acid-base titrations, electrochemistry, spectrophotometry, and chromatography. The laboratory is required and integral in introducing students to classical analytical methods for separation and analysis, including gravimetric and volumetric methods and instrumental methods such as spectroscopic techniques. Prerequisites: C or better in CHEM General Chemistry II or instructor approval.
CHEM Inorganic Chemistry ( cr.) Inorganic Chemistry is a study that covers the principles and applications of inorganic chemistry. Topics include bonding theory, molecular symmetry, structure and periodic properties of elements, descriptive chemistry, inorganic acids and bases, redox reactions, coordination chemistry, introduction to solid-state chemistry, and organometallics chemistry. The laboratory is a required and integral component in introducing students to synthetic characterization and analysis techniques used in inorganic chemistry. Prerequisites: C or better in CHEM Organic Chemistry II Lab, CHEM Physical Chemistry I, or instructor approval.
CHEM Organic Chemistry I Lab ( cr.) The laboratory is a required and integral component of learning scientific experimentation safety protocol, measurements, and synthesis, purification, and separation techniques. Prerequisite: C or better in CHEM or concurrent enrollment in CHEM . CHEM Organic Chemistry I ( cr.) Organic Chemistry I is required for biology and chemistry majors. It is a systematic study
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Course Descriptions industry, publishing, advertising, radio, the Internet, and social media. By course end, students would have a firm understanding of mass communication as a social, political, cultural, and economic force in modern society.
CHIN [Chinese] CHIN Chinese I ( cr.) The Chinese I course provides basic communication skills in Modern Standard Chinese. This course is designed for students with little or no prior experience in the Chinese language but who are interested in learning the basics of the Chinese language and culture. Throughout the course, students are expected to develop language skills in listening, speaking, reading, and writing skills. However, the emphasis in this course is on building students ‘communicative competence. As a result, students can communicate in Chinese through written and verbal means within given situations.
COMM Introduction to Computer-Mediated Communication ( cr.) Introduction to Computer-Mediated Communication (or CMC) would immerse students in a deeper understanding of the practical, professional, and scholarly uses and approaches to understanding how communication functions and continually evolves in an increasingly digitized world. Courses would explore theoretical foundations in CMC, with discussions and assignments bent toward applying knowledge of CMC to corporate and social situations.
CMSC [Computer Science]
COMM Introduction to Podcasting ( cr.) This course is designed to provide students with a practicum approach to the background, techniques, and guidelines for conceptualizing, researching, and developing digital audio content. Students should gain access to processes that range from idea pitches to pre-and post-production routines to craft segments, develop intros/outros, and the process of navigating interviews. Finally, students will have the opportunity to develop and submit digital content to be considered for programming distribution on one of the University’s affiliated podcast platforms.
CMSC Foundations of Programming ( cr.) This course lays the foundation of programming using flowcharts and pseudocode. In addition, it develops the understanding of logic and algorithms in programming. The focus is on developing programming skills and knowledge by implementing conditional statements, loops, and functions. CMSC Computer Literacy ( cr.) Students would learn fundamental concepts of computing technologies. Topics would include computer hardware, operating systems, application software, networking, information security and privacy, information systems, program development, database management systems, the social aspect of computing technologies, and cloud computing.
COMM Digital Media Literacy ( cr.) Digital Media Literacy offers a foundational introduction to a better understanding of how mass media and mediums create, disseminate, and even manipulate knowledge and information for good and for ill. Students would engage in a survey of readings curated to deepen visual, cultural, and linguistic “literacy” as a method for better understanding how the Internet and digital cultures augment reality to shape communication. Assignments and readings intentionally reflect the messy nature of contemporary media, and students would gain access and exposure to a wide spectrum that combines digital journalism with scholarly publication.
CMSC Analytics Management and Presentation ( cr.) This course prepares students to gather data, conduct data analytics using scientific methods, interpret findings, and write and present an insightful and well-organized report of findings. CMSC Working with Data Structures ( cr.) This course builds on foundational programming skills to address more advanced concepts of data structures and database design. Students implement database concepts by developing programs to collect user input, identify records using selection criteria, and perform analysis. The focus is on the management and implementation of data structures such as arrays, queues, stacks, strings, and lists. Prerequisites: CMSC Foundations of Programming.
COMM Introduction to Virtual Reality ( cr.) This course is designed to introduce students to the communication technologies field of virtual reality (VR) and the adjacent field of augmented reality (AR)). Students will gain exposure to the history of VR as it evolved from a speculative fiction concept to an applied communication technology. Introduction to VR provides a foundational course for students of any major who seek to understand the values this technology represents. The course should promote tutorial knowledge and a virtual learning space where students gain firsthand experience with this multimedia technology and understand it as an evolving tool for academic learning, professional development, and digital communication.
CMSC Advanced Structured Query Language (SQL) ( cr.) Students create secure database applications using advanced database development tools and techniques. Topics include variable types, logic structures, creating and working with program units, subprograms and functions, Dynamic SQL, database development and utilization, access control, and database security utilities. Prerequisite: CMSC .
COMM Multimedia Storytelling ( cr.) This course serves as an introduction to and an examination of the various writing styles and content creation techniques to communicate multimedia storytelling in our digital age. Students would learn how to meet the demands of the marketplace for persuasive, professional writing skills for broadcast, print, web, or social media. The course will include opportunities to develop story forms and prepare them for industry publication and/or distribution.
CMSC Introduction to R for Data Analytics ( cr.) This course covers R’s basic syntax, starting with variables and basic operations and progressing to data structures such as vectors, matrices, data frames, and lists. Then, using the graphical capabilities of R, students would create data visualizations and data presentations.
COMM Internship ( cr.) Internship hours provide a crucial link between core tenets of higher education, professional development, and the unique advantages that real-world experience provides students in an operational environment. The goal of any internship is to expand a student's conceptualization of and familiarity with onsite labor demands in an area compatible with a student's degree program. Enrolling in internship hours, students would work with their advisor-instructor on a plan for a pre-approved short-term partnership with a business organization, including mapping clear expectations, methods for accountability, and direct reporting of observational and/or direct labor experiences.
COMM [Communications] COMM Fundamentals of Public Speaking ( cr.) This course prepares students to research, write, and deliver speeches applicable to a variety of professional settings, purposes, occasions, and audiences. Students will learn to brainstorm, organize, outline, formulate, and present compelling and informative persuasive speeches. Digital presentation methods will also be discussed. COMM Foundations of Communication and Media ( cr.) This course introduces a variety of communication perspectives and encourages students to analyze how mass media influences individuals and groups in ways that help shape society. Students would expand their media literacy through a critical evaluation of mass media, including journalism, television, the entertainment
COMM Internship II ( cr.) Internship hours provide a crucial link between core tenets of higher education, professional development, and the unique advantages that real-world
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experience provides students in an operational environment. The goal of any internship is to expand a student's conceptualization of and familiarity with onsite labor demands in an area compatible with a student's degree program. Enrolling in internship hours, students would work with their advisor-instructor on a plan for a pre-approved short-term partnership with a business organization, including mapping clear expectations, methods for accountability, and direct reporting of observational and/or direct labor experiences. Students cannot use the same organizational participant for COMM Internship and COMM Internship II.
across mass mediums of print and digital publication. Students will then apply knowledge gained in the form of producing original adverts. The production process would include concept formulation, scripting, revision, and culminate in audio production practices. COMM Mass Communication Perspectives ( cr.) This course examines the relationships between media, culture, and society and reveals how various media platforms are used to influence individuals, groups, and society at large. Students are exposed to the roles and responsibilities of media in relation to societal, political, and economic institutions. Close attention is given to the media's influence on human behavior, including voting behaviors and violent and antisocial behavior.
COMM Organizational and Professional Communication ( cr.) Students examine the complex interaction of social and psychological forces operating in the workplace—as well as the broader context of human communication. Coursework would reveal how image and identity are fundamental to core practices of corporate communication, advertising, press releases, internal communication, and fundraising, among other types of communications. Students would learn to develop effective strategies for communicating effectively within organizations and between organizations and their constituencies.
COMM Intercultural and Cybercultural Communication ( cr.) The rise of digital communication has made it possible for companies and organizations to form partnerships worldwide. This course examines the theories and provides essential skills for effective communication between individuals and groups from different cultures. Students would learn to think and communicate in global contexts and learn to appreciate and respect cultural differences. Experts in the field would address how people and organizations from diverse communities can work together effectively. Special consideration is given to recognizing and evaluating behavioral, communicative, political, religious, and ethical issues.
COMM Media Law and Ethics ( cr.) Students are introduced to legal and ethical practices in the public relations discipline. Copyright, liability, and contracts in public relations are emphasized. Students would complete case studies and perform critical analysis to demonstrate unique knowledge relating to ethical practicum in mass media contexts.
COMM Professional Internship II ( cr.) This course is designed to provide intermediary-level application experience for the communication major emphasizing public relations. First, students would work in public relations campaigns at a decisionmaking level. This experience, coupled with group meetings to contextualize the campaign tasks, prepares the student for the next level of internship, which involves designing and directing roles in a public relations campaign. Weekly participation in internship groups with other student interns and a communication faculty member is integral to this course.
COMM Directed Readings ( cr.) Directed Readings allow students to deepen their specialized knowledge in an area of interest that expands upon a previously introduced topic that is not the primary emphasis of another course or curriculum offered during a student's period of enrollment. The directed readings packet should be agreed upon in advance and arranged between the student, their advisor, the program director, or a combination of parties working to meet the individual's needs. Parties involved would prioritize academic rigor. Students are expected to produce one or more written projects to meet the successful completion of the directed readings course cycle.
COMM Integrated Marketing and Public Relations ( cr.) This course goes deeper into the functions of public relations to expose students to the advanced functions of the PR professional, including strategic messaging, corporate communication, influencing and measuring public opinion, story and pitch presentations, campaign planning and management; risk and crisis management; and reputation and brand management, among others. Particular attention is given to the methods and processes of building support for a cause, movement, organization, or institution and moving constituents toward a desired goal.
COMM Veterans in Media ( cr.) Veterans in Media will survey how public servants are depicted in various forms throughout mass media history and, conversely, how mass media shape public perception through narrative persuasion. Students will gain exposure to public perceptions of veterans produced primarily through th, th, and st Century media. Mediated depictions include books, journal essays, newspaper articles, posters, pictures, television, and film. Presentments range from ancient civilizations' international and historical representations to U.S. American Veterans, with an emphasis on highlighting how military identity constitutes a transnational phenomenon that is both mythological and unique to the human condition.
COMM Special Topics in Media Studies ( cr.) Special Topics in Media Studies is intentionally designed as a rotating survey course that specializes in a niche area of media studies. The course presents students an opportunity to engage in media studies at a deeper level, whether understanding and assessing media from the position of content, context, audiences, or industries. Special Topics in Media Studies would enhance critical thinking and analytic skills and teach students how to shift media consumption from a passive leisurely activity to an active, socially engaged role.
COMM Research Design Methods ( cr.) Students would develop strategies to perform qualitative research design. The research design would incorporate mass media but could be adapted to alternative uses. Students will develop a research project, pilot their survey, report on the results, and reflect on measures for improvement. COMM Special Project ( cr.) The Special Project course affords students a unique opportunity to focus exclusively on larger written or multimedia projects intended to enhance the quality and quantity of their Digital Media Portfolio, a requisite component of the Media Production and Communication degree program. Students would identify a project of interest that meets the criteria for either scholarly interest or professional development. Students would substantially progress their original project over the duration of the course. Ultimately, enrollees must present their findings or final project in a live audience or pre-recorded format, in addition to the submission of the special project materials for course credit.
COMM Media Production Techniques ( cr.) Media Production Techniques provides a dynamic atmosphere where students gain exposure to a designated focus area in media. Enrollees then develop a multimedia project that demonstrates knowledge about the topic and familiarity with why this media sustains market interest with creators, producers, investors, and stakeholders. Students would have the opportunity to work individually or in groups to develop one or more projects that immerse enrollees in problem-solving situations that require diverse media production techniques. COMM Media Television History ( cr.) This course provides a study of the evolutionary role of communication technologies throughout media history in the twentieth and twenty-
COMM Advertising, Brand Management, and Audio Production ( cr.) Students would study the history of advertising
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first centuries. Students would examine how mass mediums like television facilitate social, economic, and political change in society. Students would apply historical lessons learned through scene analysis, sequential storyboarding, and the development of original content in the form of a program pitch-and-proposal.
COUN [COUNSELING] COUN Psychopathology ( cr.) The ability to systematically perform differential diagnosis and establish the larger context for understanding the diagnosis is essential to the professional counselor. Using case studies, students would perform a structured protocol for differential diagnosis with the current DSM disorders. The following primary skills are developed: Recognizing criteria of abnormality to increase sensitivity to identifying relevant symptomatology, performing the structured steps of a diagnosis, recognizing co-occurring disorders to understand the range of issues needed for treatment planning, performing a differential diagnosis to distinguish the correct diagnosis from similar conditions, identifying the influence of medical conditions on symptomatology, predicting the impact of crisis and trauma on symptomology and functioning to further quality treatment planning, and systematically appropriately ruling out malingering, factitious disorder, adjustment disorders, and substance etiology to finalize a correct diagnosis.
COMM Rhetoric, Persuasion, and Argumentation ( cr.) This course examines the theories and practices of communication that affect change in society and how people think, feel, and act toward another entity (person, organization, idea, group, or product, etc.). Students would examine persuasion campaigns and strategies while putting together an original persuasive project, argument, or proposal. COMM Creating Social Media Presence and Strategic Interviewing ( cr.) This course reviews one of the most significant shifts in consumer media behavior in history: social media. Students would develop the practical knowledge required to create and manage a successful social media presence, learn new definitions of “community” in a digital culture, and apply these principles through active interviews and networking opportunities.
COUN Career Counseling and Development ( cr.) The cornerstone of career counseling recognizes that it touches all aspects of human life, for it involves political, economic, educational, philosophical, and social progress and change, along with understanding the whole person as a member of complex social systems. The specialized content of career counseling includes initial career choice, the connection between career and personal problems, adaptations to changes in the workplace, multiple career dilemmas, and the maintenance of a balanced lifestyle. The interactions of career, life, and gender roles in marriages, couples, and families are an important focus of this course. Students would develop a comprehensive approach for skillfully performing career counseling that also incorporates personal concerns by examining and applying career assessment theory, performing major theories of career counseling and decision-making, integrating career assessment information and major types of resource information, and employing research on trends in the world of work.
COMM Media Production and Communication Capstone ( cr.) This course is designed to provide a culminating space for the organization and presentation of the digital media portfolio. Students would also prepare baseline materials necessary to enter the professional workforce. Students would reflect on their journey through the major and showcase select achievements. COMM Honor Studies ( cr.) Honor studies in communications are open only to students who have demonstrated initiative and capability in individual study and research. The course is designed to give students an opportunity to do advanced work in an area of particular interest to them under the supervision of a selected member of the faculty. The instructor of the course must approve the offering of the course and its format. All work must be completed within one regular semester or summer. COMM Advanced Professional Communication and Leadership Practicum ( cr.) Advanced Professional Communication Leadership would provide a dynamic range of oral, written, and digital communication opportunities that would enhance the student experience through diverse presentation methods. The course would posit opportunities for students to employ concepts, strategies, and content selected from individual areas of interest and adapt these labors into public and/or digital performances that demonstrate applied skills across multiple modalities.
COUN Theories of Counseling and Psychotherapy ( cr.) The foundation of counseling knowledge is an in-depth understanding of established theories of counseling. Students would perform a comprehensive study of the prominent theories of counseling and psychotherapy, issues related to their application involving diversity, the roles of spirituality and wellness as it relates to mental health and addiction clients, and how to apply the theories based on individual issues and needs practically. The study of the theories includes personality theories, theories of motivation, theories of change, and ways to analyze case studies to make high-quality clinical decisions for treatment. Students would experience a special focus on theoretical reasoning in both explaining the theories and fully elucidating case examples in order to develop an integrated foundation upon which the more detailed study of the counseling field would build.
COMM Global Marketing and Strategic Networking ( cr.) Global Marketing and Strategic Networking would expand knowledge and familiarity with cross-cultural, digital, and global marketing trends. In addition, students would connect with and hear international voices. Ultimately, the course’s educational journey embraces experiential learning to broaden knowledge of contemporary transnational practices and perspectives.
COUN Alcohol and Drug Addiction ( cr.) The foundation of the study of addiction counseling requires the understanding of human behavior and how it applies to addiction and elements of substance abuse. This course presents a comprehensive framework of the history and development of addiction. Students would identify factors impacting addiction, including socialization, which increases the likelihood that a person, community, or group is at risk for or resilient to psychoactive substance use disorders. The evolution of the roles and settings of the addiction counselor, along with the ethical and legal issues involved in addiction and substance abuse counseling, are considered.
COMM Media Methods and Content Creation ( cr.) In Media Methods and Content Creation, students would gain exposure to a wide range of media production techniques. Course content is designed to immerse students in a rigorous exposure to classical and contemporary theory and methods that deepen their understanding of digital communication and media conceptualization, production, and distribution methods and philosophies. In addition, students are tasked with completing basic media production practices. COMM Graphic Design and Portfolio Management ( cr.) Graphic Design and Portfolio Management provide a crucial link to increasing market demand for specialization with digital media tools. Students would learn about an array of graphic design approaches and receive training and tutorials to strengthen familiarity and experience using digital tools. Finally, the course provides a space to cultivate and manage a creative content portfolio.
COUN Individual Counseling and Psychotherapy Techniques ( cr.) The crucial skills and strategies of counseling and psychotherapy establish a basic structure applicable to many theories that counselors can employ and integrate into their natural helping style. Students would study and apply the multi-culturally sensitive micro-skills approach to provide the necessary background for competence in listening, influencing, and structuring an effective counseling session with individuals,
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families, couples, and marriages. Through practice sessions, students would master a basic structure for the session applicable to many different theories, including developing an empathic relationship and working alliance with the client, drawing out the client’s story with special attention to strengths and resources, setting clear goals with the client, enabling the client to restructure and think differently about concerns, issues, and challenges, and helping the client move to action outside the session. In addition, students would acquire skills for identifying and addressing common issues in working with clients’ spiritual/religious issues to promote optimal functioning to increase meaning and purpose in life. Finally, strength and character assessment and feedback are employed to promote counselor dispositions in the counseling process.
processes for addressing the treatment issues and characteristics of diverse racial, ethnic, and cultural populations, as well as the social aspects of addiction, including family risks and resiliencies, gender distinctions, and sexual orientation differences. COUN Marriage and Family Systems and Treatment ( cr.) Family therapy has a revolutionary emphasis on systems thinking and the search for identifiable and recurrent family patterns to be explored in this course. Students would examine the history and development of marriage, couple, and family counseling, including foundational theories and principles of family development, the contemporary family, family subsystems, individual and interpersonal relationships, and grasping the influence of larger systems – race, social class, gender, ethnicity, sexual orientation – on the functioning of the family and its individual members. Students would utilize systemic theories to describe problems and structure solutions by acquiring knowledge of the models of marital and family counseling. Students would examine the fundamentals of the family, including adopting a family relationship framework, family development, diversity in family functioning, systems theory and systemic thinking, and the development and practice of family therapy. The range of theories examined includes Psychodynamic models, transgenerational models, experiential models, structural models, strategic models, behavioral and cognitive-behavioral models, social construction models, and population-based family treatments.
COUN Addiction in the Family and Assessment Theory ( cr.) Counselors working with individuals and families involving addiction require a comprehensive understanding of theories of addiction, assessment and diagnosis, treatment setting and planning, and the etiological theories of substance abuse. Students would study the major theories and methods currently employed in the assessment and treatment of substance abuse and addiction. An emphasis is placed on the evaluation of substance abuse patterns and the assessment of various treatment alternatives. The social aspects of family risks and resiliencies are extensively studied, incorporating racial, ethnic, and cultural issues. Foundations for culturally and developmentally relevant education programs that raise awareness, support addiction and substance abuse prevention, and enhance the recovery process are developed incorporating gender and sexual orientation differences, mutual-help groups, and public policy. Students would learn to develop treatment plans using the procedures a counselor or program practices to identify and evaluate individuals’ strengths, weaknesses, problems, spiritual and other biopsychosocial factors, and needs.
COUN Pharmacology of Drugs of Abuse ( cr.) The counselor treating addiction and substance abuse requires a strong foundational knowledge of the nature of drugs and their impact. This course focuses on basic behavioral pharmacology, the behavioral analysis of drug effects, tolerance, and conditioning of drug effects; the nervous system and neurological functioning as it relates to psychological disorders; the effects of medications and other substances on the individual’s cognitive, social, emotional, and behavioral functioning; and characteristics of dependence and addiction. In addition, students would examine the pharmacokinetics of drug action(s), the side effects of psychoactive and psychotherapeutic drugs, the development of tolerance, the development of dependency and issues regarding withdrawal, and cross-addiction(s). Additional studies would include The self-administration of drugs, alcohol and its effects, tranquilizers and sedative-hypnotics, inhaled substances, tobacco and nicotine, caffeine and methylxanthines, psychomotor stimulants, opiates, antipsychotic drugs, antidepressants and mood stabilizers, cannabis, and hallucinogens.
COUN Interpersonal Communication in Counseling and Relationships ( cr.) Increased knowledge of fundamental patterns for improving communication through language and language patterns allows students to master promoting changework in individual, couple, marital, and family counseling and coaching. Students would advance their resourcefulness in applying communication to form or enrich relationships. Students would demonstrate an enhanced level of applying communication processes that presuppose a structure of healing assumptions within the communication framework. The range of skills involves students eliciting high-quality information, formulating solutionfocused questions, and demonstrating the application of wellorganized communication processes in performing counseling and coaching. Students learn to address clients’ mental health and relationship issues by building communication designed to indirectly presuppose meanings that transform limiting thoughtframes into positive frames – promoting optimism, hope, and healing attitudes – as the context for beneficial change in clients, drawing from positive psychology, emotional and social intelligence, and neuro-linguistic communication, a range of themes are addressed: Rapport, bonding and connecting, nurturing, attachment and love, compassion, male/ female differences, optimal functioning, and increasing meaning and purpose in life.
COUN Clinical Psychopharmacology in Counseling ( cr.) The foundations of therapeutic and behavioral effects of psychoactive drugs are extensively explored in this course. The effects of medications on the nervous system, neurological functioning, cognitive processing, and emotional and behavioral functioning are studied. Decision-making processes for prescribing medications are explained so that counselors can understand the part medications may play in treatment. Organized by disorder and, within each disorder, by medication, this course is designed to familiarize counselors with the basic terminology and models of pharmacokinetics. This study includes research on side effects, contraindications, the efficacy of all major medications prescribed for mental health disorders, and the effects of withdrawing from psychopharmacological medications.
COUN Addiction in the Family Counseling ( cr.) A major focus of this course is for students to skillfully perform addiction and substance abuse counseling, including adapting individual, group, marital, and family treatment techniques. In addition, an emphasis is given to the acquisition of the competencies for students to apply strength-based therapeutic strategies and interventions incorporating an understanding of biology and addiction across the life span with the treatment of eating disorders, gambling, shopping, sex, other behavioral addictions, and co-occurring mental disorders or disabilities. Additionally, strategies for prevention, retaining sobriety, and relapse prevention of addiction and substance abuse are acquired for working with individuals and families. Finally, students would study
COUN Marital and Family Treatment Techniques ( cr.) Couples, marital, and family counselors need to be empowered to apply theoretical concepts and develop real-world skills and essential competencies performed in the roles and setting of counseling with a strong understanding of the structures of marriages, couples, and families. Students are engaged in an active learning process applying family therapy theories using theory-informed case conceptualization, clinical assessment, treatment planning, and progress notes. Students would learn to effectively determine factors to address by identifying clients’ presenting issues in alignment with a set of research-based qualities that promote stable, satisfying, and durable relationships. Students would demonstrate how to apply an array of the following
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theories: Systemic and Strategic Therapies, Structural Family Therapy, Experiential Family Therapies, Intergenerational and Psychoanalytic Family Therapies, Cognitive-Behavioral and Mindfulness-Based Couple and Family Therapies, Cognitive Interpersonal Therapy, Solution-Based Therapies, Collaborative and Narrative Therapies, Group Treatments for Couples and Families. A range of fundamental relationship skills are studied that counselors can incorporate into their practice: Communicating danger signs, handling conflict, problem-solving, clarifying core beliefs and expectations, addressing issues and hidden issues, forgiveness, commitment, preserving and enhancing funds, friendship, and sensuality.
COUN Multicultural Counseling and Treatment Planning for Individuals and Families ( cr.) Providing professional counselors with multicultural counseling theory and practices for culturally competent interventions within the broad range of important areas of cultural diversity, along with the in-depth study of factors resulting in diagnostic symptomatology, is a major focus of this course. The scope of cultural diversity includes race/ethnicity, sexual orientation, disability, socioeconomic disadvantage, and military service correlated with how they impact diagnostic interviewing, assessment methods, treatment planning, and the counseling relationship. Significantly enhancing diagnostic interviewing and assessment skills, students would extensively explore the etiology and underlying dynamics of the range of the current DSM diagnosis, design appropriate evidence-based treatment plans, and develop strategies for modifying treatment plans and processes related to cultural diversity.
COUN Addiction and Substance Abuse Counseling Theory and Techniques ( cr.) The application of theories and techniques of counseling with a special emphasis on models/methods of alcohol and substance abuse/addiction/dependency counseling is important for the addiction and professional counselor. The current treatment research, the application of theoretical models, and the successful methods in the treatment process of addiction and substance abuse are extensively examined. In addition, understanding the causes, social implications, treatment (including the principles and philosophies of self-help), cultural competency, and prevention methods and skills are extensively studied.
COUN Ethics and Professional Studies ( cr.) The detailed study of the legal and ethical codes for professional licensure establishes a framework for ethical decision-making essential to quality practice. The major focus of the study is the American Counseling Association’s ACA Code of Ethics, along with an investigation of other professional ethical codes. Case studies presenting common dilemmas and conflicts are extensively analyzed to identify potential risks and areas of concern, to recognize the ethical standards involved, and to understand essential principles for preventing ethical violations or properly resolving ethical issues. Students would examine the theoretical and philosophical issues fundamental to fully comprehending the codes. Major themes of study include the following: Professional socialization/relationships, the role of the professional organization, confidentiality and privacy, proper assessment and interpretation of data, supervision and training, distance counseling, technology, and social media, the legal responsibilities and liabilities involving record keeping, third party reimbursement and other considerations on independent practice and interprofessional cooperation, ethics, and family law. In addition, students would learn advocacy processes for addressing institutional and social barriers that impede client equity and success.
COUN Human Development ( cr.) The foundation of biological, neurological, and physiological factors and systemic and environmental factors affecting human development, functioning, and behavior is the primary focus of this course. Ethical and culturally relevant strategies for promoting resilience and optimum development and wellness across the lifespan are included. Students would explore theoretical and research approaches in studying the development of human abilities and behavior throughout the lifespan - childhood, adolescence, and adulthood. Topics include developmental research methodology, variables influencing development, and basic developmental processes in physical, motor, perceptual, cognitive, linguistic, emotional, social, and personality development. Applications of developmental theory to counseling are emphasized. COUN Tests and Measurements ( cr.) Accomplished counselors integrate knowledge and skills in the areas of assessment, evaluation, and testing to perform systematic appraisals of the needs, abilities, and characteristics of clients, couples, and families. Students would synthesize the assessment process to perform accurate differential diagnoses, align theories of counseling for treatment, and utilize the complete assessment and testing process to culminate in writing comprehensive mental health reports and constructing complete treatment plans. Using the essential skills of assessment, students would use test-related statistics, validity, reliability, and test item analysis to systematically evaluate tests and their construction. Students would further enhance their expertise in following rules of administration and interpretation of various assessment instruments, including Intelligence tests, personality instruments, projective tests, neuropsychological tests, and disorder-specific tests.
COUN Advanced Counseling and Psychotherapy Techniques ( cr.) Applying a range of treatment interventions aligned with the major counseling theories establishes the framework for effective results-oriented counseling. Students would learn to apply counseling theory in real-world settings skillfully by studying theory-specific approaches to case conceptualization and treatment planning. Students would examine the evidence base for each theory and its unique applications for specific culturally and sexually diverse populations. Finally, students would design and perform counseling sessions based on the conceptualization of treatment that incorporates a wide range of treatment interventions. Models for performing treatment can include distress tolerance skills, emotion regulation skills, cognitive thinking strategies, cognitive-behavioral methodologies, belief processing and cognitive reframing, therapeutic relaxation and mindfulness, thinking strategies, experiential change techniques, psycho-physiological methods, and advanced therapeutic language skills.
COUN Research Methods ( cr.) Highly qualified counselors comprehend research and the scientific method behind the conclusions presented. Students would compose a well-written research presentation demonstrating an experimental design for a study by constructing a hypothesis clearly delineating dependent and independent variables and explaining the framework for performing the study. The research project would include the significance of the potential impact on mental health research based on a comprehensive review of the literature and an appropriate research design. The nature and design of experimental, observational, quasi-experimental, survey, and correlational studies are examined in relation to behavioral observation. Students would assess the quality of research studies to include proper design, correct utilization of descriptive and inferential statistics, accurate analysis of the research data, and the appropriateness of the conclusions drawn from the data.
COUN Human Sexuality in Counseling ( cr.) Human sexuality issues are explored, emphasizing assessment and intervention in mental health counseling practice. The course is designed for counselors whose work would bring them into contact with clients experiencing problems and concerns with their sexuality. The course would develop: a) students’ knowledge base related to human sexuality, b) an understanding of the varied sexuality issues that may be encountered in professional counseling practice, c) students’ skills in assessment and intervention skills with sexuality issues, and d) increased awareness of one’s personal perceptions, attitudes and affect related to sexuality issues. As a result, course participants become more effective in identifying, assessing, and intervening with human sexuality-related counseling issues.
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COUN Community Counseling ( cr.) The fundamental concern of community counseling involves increasing client functioning by providing ways to integrate professional services that accommodate individuals and communities in meeting mental health and social needs. The areas of application can include mental health agencies, organizations and work settings, businesses, families, schools, courts, hospitals, the military, churches, and social institutions. The general goal is for students to learn to promote positive changes, mental health, and empowerment at individual and systemic levels that impact the person and families within community entities.
substance abuse; readiness to change; counseling methods, tests, and assessments for chemical dependency; and specific knowledge of alcohol and drug research are the focus of this course. The potential for co-occurring disorders and the impact of addiction on families, marriages, and couples are explored. Strategies are examined to reduce the negative effects of substance use dependence and to help clients identify the impact of addiction on life, the effects of continued harmful use or abuse, and the benefits of a life without addiction. To achieve this, students would evaluate and identify individualized strategies and treatment for different populations, client stages of dependence, and change in recovery.
COUN Assessment of Individuals and Families in Counseling ( cr.) Mental health assessment provides the counselor with information for performing correct diagnoses, developing treatment plans, and uncovering the dynamics underlying psychopathology as part of the total assessment of individuals and families. Students would acquire assessment interviewing skills to include biopsychosocial assessment to increase competence in making and explaining diagnoses with assessments relevant to individual counselors as well as marriage, couple, and family counselors. Students would analyze case studies to develop skills for determining the appropriateness of performing assessments, selecting types of assessment instruments, and writing mental health reports. Students would administer and interpret a personality inventory and learn the purpose, basics of interpretation, and rules of administration of various assessment instruments, including Intelligence tests, personality instruments, projective tests, neuropsychological tests, and disorder-specific tests.
COUN Child/Adolescent Psychopathology and Counseling ( cr.) Students performing differential diagnoses of disorders of childhood and adolescence according to the current DSM, explaining the disorder with an understanding of normative and non-normative aspects of development, and demonstrating the adaptation of a range of counseling theories specifically for working with that population is the primary purpose of this course. Students would examine the principles and practices of developmental psychopathology to comprehend the maladaptive patterns of emotion, cognition, and behavior to formulate treatment plans that promote resilience and optimum development and wellness. Students would apply theoretical models and intervention strategies to address an array of developmental, educational, personal, social, and behavioral problems, including the following: Disasters, crises, trauma, death, violence, divorce, substance abuse, victimization of abuse, or debilitating medical conditions.
COUN Clinical Issues of Aging, Death, and Dying ( cr.) Issues of aging, death, and dying from a multidisciplinary perspective. This complex field encompasses various human experiences, emotions, expectations, and realities. This course provides a historical, cultural, biological, sociological, psychological, and spiritual perspective on aging, death, and dying in our society and worldwide. Information and skills needed to address ethical and legal concerns related to palliative and end-oflife care are presented. Palliative care focuses on symptom control and amelioration of suffering, which are often underemphasized in conventional healthcare training. Theories of grieving and the grief reaction, as well as the empirically-based therapeutic interventions available to support and care for the bereaved, are covered in this course.
COUN Group Dynamics and Counseling ( cr.) Applying the various theoretical models to group counseling and analyzing group dynamics in a therapeutic setting is important for the professional counselor. Students would extensively study the basic elements of the group process, deal with ethical and professional issues special to group work, and determine how to apply key concepts and approaches to group counseling. Students would participate in an applied lab activity to experience the group process, acquire skills in group psychotherapy methods, and demonstrate effective counseling group facilitation. Methods for receiving referrals, adapting groups to various settings, assessing appropriate membership, and preparing participants for receiving appropriate benefits from the group process are presented. COUN Psychopathology Diagnostics and Treatment Design ( cr.) Diagnostic skills comprise a complex set of principles and guidelines. A firm grasp of case conceptualization and hypothesis building supports them. The course would include practice in diagnostic skills, case conceptualization, and treatment planning. This course would build a) a working knowledge of the diagnostic process, including differential diagnosis and the use of diagnostic tools; b) a working knowledge of the diagnostic criteria for mental and emotional disorders; c) an ability to discern pertinent diagnostic information from a case study, assessment, or intake; d) an understanding of the relevance and potential biases of commonly used diagnostic tools as they apply to diverse populations; e) an ability to identify and make use of resources for case conceptualization and intervention; f) an ability to work collaboratively in group diagnostic and treatment teams; and, g) an understanding of culturally relevant diagnostic processes.
COUN Intervention for Individuals and Families in Crisis and Trauma ( cr.) Competent professional counselors need to use methods for the practical application of research for professional development in a wider range of human issues and psychopathology. By discovering and providing researchsupported information regarding a range of problems, students become proficient in developing quality treatment plans and skilled interventions to increase the coping and resilience of individuals and families confronted with crises and trauma. The range of problem situations and psychopathological issues include Issues impacting marriages (financial, work, dual-careers, in-laws, affairs, partner in prison, disasters, abortion); Children in the family (having children, child-rearing practices, living together); singleness, separation, divorce, second marriages and beyond, blended families, step-parenting, ex-spouse, being a custodial parent, losing custody, family violence and spousal abuse (physical and sexual abuse, child abuse and neglect), addictions and substance abuse, chronic illness, hospitalizations, dying partner, the effect of partner death, the effect of a child’s death, gay and lesbian relationships, impact of mental illness, suicide, and para-suicidal behavior, homicidally, bullying, adolescent acting out behavior, sexuality, and issues of desire, sexual dysfunction, the impact of unemployment and under-employment, impact of changes in the socioeconomic standing of the family.
COUN Practicum ( Cr.) Supervised clinical experience and practice in counseling fieldwork in Clinical Mental Health Counseling, Addictions and Substance Abuse Counseling, or Martial, Couples, and Family Therapy (depending on the student’s degree emphasis) as approved by the School Chair. The supervised experience hours align with the State of Oklahoma licensure preparation requirements. Students seeking licensure in any other state are responsible for contacting their state licensing board to verify that this practicum course at MACU will meet its educational licensure requirements. Students are expected to complete a minimum of hours at a rate of per week over ten weeks.
COUN Addiction and Chemical Dependency Counseling ( cr.) This course would examine the historical foundations of chemical dependency counseling and the theoretical and practical acquisition of Models of Addiction and Recovery. Alcoholism and
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COUN Internship ( Cr.) Advanced supervised clinical experience and practice in counseling fieldwork in Clinical Mental Health Counseling, Addictions and Substance Abuse Counseling, or Martial, Couples, and Family Therapy (depending on the student’s degree emphasis) as approved by the School Chair. The supervised experience hours align with the State of Oklahoma licensure preparation requirements. Students seeking licensure in any other state are responsible for contacting their state licensing board to verify that this internship course at MACU will meet its educational licensure requirements. The internship would total the minimum number of supervised hours required by the state where the license is sought.
CRJS Criminal Law II ( cr.) An examination of the nature of the criminal acts of substantive criminal law, including defining the necessary elements and punishments of each act. CRJS Criminal Procedures ( cr.) Students would study the entire criminal justice process, from police investigation to postconviction appellate review of convictions. CRJS Community Relations ( cr.) Basic concepts and principles of community relations with a major emphasis on understanding human beings and how to utilize this information practically. CRJS Cultural Diversity in Law Enforcement ( cr.) This course examines current issues and social problems relating to the administration of justice in a culturally diverse society. The course focuses on the changing ethnicity of communities and related changes in social and institutional public policy. Also discussed are cross-cultural communication, implementing cultural awareness training, multicultural representation in law enforcement, and criminal justice interaction with various racial and ethnic groups.
COUN Advanced Internship ( Cr.) Advanced supervised clinical experience and practice in counseling fieldwork in Clinical Mental Health Counseling, Addictions and Substance Abuse Counseling, or Martial, Couples, and Family Therapy (depending on the student’s degree emphasis) as approved by the School Chair. This course is available upon request of the student seeking licensure in states requiring additional internship hours to accommodate various state internship requirements for online students. Students are responsible for contacting their state licensing board to verify that this internship course at MACU and the supervised experience hours will meet its educational licensure requirements. The Advanced Internship would total the minimum number of supervised hours required by the state where the license is sought.
CRJS Human Trafficking ( cr.) Critically examines the global problem of human trafficking. This course, using a historical and comparative framework, reveals variations in human trafficking patterns in different regions of the world and efforts to combat human trafficking by means of prevention, protection, prosecution, and partnership. CRJS Identification, Collection, and Preservation of Evidence ( cr.) This course exposes students to crime scene evidence, collection techniques, protection of the scene, interview skills, and the various uses of modern technology in preserving and analyzing evidence. An analysis of the rules of evidence with an emphasis on the conceptual and definitional issues of admissibility, relevancy, materiality, weight, burden of proof, presumptions, types of evidence, judicial notice, evidentiary privileges, best evidence, opinion evidence, and hearsay evidence and its exceptions.
CRJS [Criminal Justice] CRJS Victimology ( cr.) This course examines victimization experiences from the victim's perspective, their families, and society. Crimes studied include robbery, burglary, carjacking, assault and battery, rape, domestic violence, stalking, homicide, arson, child sexual abuse and exploitation, child pornography crimes, federal crimes, identity theft, terrorism, and Internet crimes. Emphasis is on exploring the etiology of trauma, motivational issues of offending, response patterns to victimization, secondary trauma effects of victimization, and community and media response.
CRJS Principles of Investigation ( cr.) The course is intended to develop a general understanding of the science of inquiry and provide a presentation of techniques, skills, and limitations of modern criminal investigation. Consideration includes all aspects of criminal investigation as a system of thought and action. The discussion is centered on methods applied in detecting, examining, and interpreting factual and legal dimensions of criminal cases. The course also examines concepts and methods of investigation of specific forms of crime (homicide, rape, robbery, etc.…).
CRJS Introduction to Criminal Justice ( cr.) Examine the major components of the Criminal Justice system - law enforcement, courts, and corrections - including historical and social perspectives, the roles and functions of various agencies, and the processes involved in administering justice. CRJS Criminology ( cr.) Criminology is an introductory course in criminal behavior, focusing on the various theories of crime causes. In addition, this course focuses on criminal behavior, intercultural aspects, societal reactions to crime, and criminological methods of inquiry.
CRJS Police Administration ( cr.) The student would evaluate policies and procedures utilized in all phases of police administration. These include judicial decisions, which impact the legal status of the operation of police agencies. Additionally, administrative issues inherent in both large and small police organizations are assessed, including the history and context of police administration, police organizational tasks, leadership in the police organization, the role of the police manager, and citizen oversight. Finally, oversight committees addressing police accountability for community enforcement services are analyzed.
CRJS Criminal Justice Philosophy and Practice ( cr.) A social, political, legal, and philosophical examination of contemporary criminal justice policy. Includes an analysis of ethical issues confronting the police, courts, and corrections and their impact on criminal justice practitioners. CRJS Domestic Violence ( cr.) Domestic violence between adults, including spousal abuse and elder abuse, is examined. Aspects include the psychological and sociological factors of violence, dominance, and control. The officer's communication in such a setting, including intercultural aspects, is stressed. The legal perspective includes a discussion of proactive arrest policies, restraining orders, and anti-stalking legislation.
CRJS Interview and Interrogation Techniques ( cr.) This course is designed to familiarize students with basic communication concepts and basic concepts, processes, techniques, and legal aspects of interview and interrogation used in the criminal justice field. In addition, the course would address the differences and similarities between interview and interrogation; different types, uses, and processes of interviews; various forms of verbal and nonverbal communication; and specialized types of interviews, such as probing, selection, counseling, and persuasive. Prerequisite: COMM .
CRJS Criminal Law I ( cr.) Emphasizes the provisions of the Constitution, which directly relate to the powers of both federal and state law enforcement officers and prosecutors, and limitations on these officers. Decisions and constitutional issues relevant to the First, Fourth, Fifth, Sixth, Eighth, and Fourteenth Amendments are stressed.
CRJS Anti-Terrorism and Homeland Security ( cr.) This course examines emergency planning, risk analysis of communities, and the creation of comprehensive plans. Threat assessment, staffing, agency coordination, and communication
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are addressed to create resilient and vigilant communities. Case studies are examined and discussed, including natural and manufactured disasters, radicalism, and acts of terrorism. The course bridges the core strategies and philosophies of community policing and homeland security. Prerequisite: CRJS .
ECED [Early Childhood Education] ECED Nutrition and Physical Development in Early Childhood ( cr.) This course examines basic health, safety, and nutrition concepts that meet the young child's needs in group settings. In addition, psychological issues related to the nutrition of children, recognition of communicable diseases in young children, child abuse prevention and recognition, age-appropriate safety issues, and state and federal regulations are studied. The content also includes a study of the principles of creating a developmentally appropriate physical development curriculum for young children.
CYBR [Cybersecurity] CYBR Securing Information ( cr.) This course focuses on the importance of securing the IT infrastructure. It also covers ways that make the IT infrastructure vulnerable and steps that should be taken to secure it against malicious attacks. It introduces the role of security policy and implementation issues related to it. Students get an opportunity to audit, test, and monitor an IT system.
ECED Early Childhood Development and Learning ( cr.) This course addresses developmentally appropriate practices and the teacher’s role in supporting the education and development of young children ages birth through eight. An emphasis is placed on curriculum planning, including goals and objectives, environment, materials, and settings that meet standards set forth by the National Association for the Education of Young Children (NAEYC) and the Oklahoma Priority Academic Student Skills. Field experience required.
CYBR Risk Management and IT Security ( cr.) This course explores risk management's roles in ensuring information systems' security. Areas of study include standards, policies, best practices, and compliance laws for risk management. The course discusses methods of assessing, analyzing, and managing risks. Further, it discusses creating a plan for business continuity, disaster recovery, and a computer incident response team for a given scenario within an organization.
ECED Literacy Methods for Early Childhood ( hrs.) This course focuses on the National Association for the Education of Young Children (NAEYC) and Oklahoma State Reading/ English Language Arts Standards relating to Early Childhood grade level indicators, emphasizing reading and writing processes and applications. The focus is on teaching children to consider themselves readers and writers from the time they can listen to a story or hold a pencil. Comprehension strategies such as predicting and confirming, retellings, language experience activities, literature circles, and literature response activities are tied in with age-appropriate experiences for the authoring process, literature appreciation, and authentic oral and silent reading practices. Appropriate use of authentic assessment techniques, language/literacy immersion, multicultural literature, techniques for teaching multiple intelligences, and the use of research and technology in teaching reading would help teacher candidates learn to teach to the individual. A supervised (ten) -hour field experience in an early childhood setting would include activities developing reading-related materials (such as an interactive bulletin board), planning and teaching lessons with the guidance of the professor and the cooperating teacher, and field experience reports reflecting upon classroom observations and activities as they relate to concepts studied in class. Offered every fall semester.
CYBR Network Communication, Infrastructure, and Technology ( cr.) This course explores computer networking and telecommunications technologies. Students analyze the performance, management, and security challenges associated with network communications infrastructure through voice, data, and video applications. Prerequisites: MISE Basics of Networking CYBR Authorization and Access Security ( cr.) This course discusses the concept of configuring authorization and access control for information systems and applications. Topics include implementing secure remote access, PKI and encryption solutions, and mitigating risk from unauthorized access through proper testing and reporting strategies. Prerequisites: CYBR Securing Information CYBR Securing Windows ( cr.) This course examines the security features of the Microsoft Windows operating system. The course allows students to analyze the security risks and implement security in a Windows environment. Prerequisites: CYBR Securing Information CYBR Hacking Techniques and Countermeasures ( cr.) This course discusses hacking techniques and countermeasures. It covers tools and techniques that can be used for identifying system vulnerabilities that hackers can take advantage of. The course provides students an opportunity to practice ethical hacking procedures for attempting unauthorized access to target systems and data. It also discusses incident handling procedures in case of an information security compromise. Prerequisites: CYBR Securing Information
ECED Math and Science Methods for Young Children ( hrs.) This course prepares early childhood professionals to promote mathematical and scientific concepts in children from birth to third grade. Topics include one-to-one correspondence, sorting, building shapes, measuring, estimating, classifying, patterns, terms, graphing, observing, predicting, problem-solving, and discovery through inquiry-based hands-on exploration. Five ( ) hours of field observations in a specified early learning environment are required. Offered every fall semester.
CYBR An Introduction to Cybercrime Forensics ( cr.) This course explores the discipline of cybercrime forensics. It describes various security threats and discusses legal considerations cybersecurity professionals face while investigating cybercrimes. The course allows students to study cybercrime investigation tools and examine their use in collecting, examining, and preserving evidence for prosecution. Prerequisites: CYBR and MISE
ECED Family and Community Relationships in Early Childhood Education ( cr.) This course is an overview of the roles and relationships of the family and community related to early childhood education and the child's physical, cognitive, social, and emotional growth in a diverse society. The content includes benefits and strategies for developing positive, collaborative relationships with families in an early childhood setting ages birth through eight.
CYBR Cloud Security ( cr.) This course discusses the many aspects of cloud security. It covers both architecture and design, as well as cloud administration, legal issues, risk avoidance, and compliance. It also covers both cloud platform security and cloud application security. Prerequisites: CYBR Securing Information
ECED Guidance, Observation and Assessment of Young Children ( cr.) This course examines observation/assessment techniques and the incorporation of information gathered to implement a high-quality early childhood classroom. Observations and assessments are key elements in planning and differentiating instruction that fosters growth and development in young children. This course is designed to introduce and support student’s development of skills related to observing and interpreting
CYBR Cybersecurity Analyst ( cr.) This course is designed to help prepare the student to be able to pass the CYSA+ exam administered by CompTIA. Students will access hands-on virtual labs to prepare them for this exam. Prerequisites: CYBR and MISE
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children’s daily activities and behaviors. In addition, child guidance and classroom management issues are addressed as they pertain to general education, special education, and children from diverse backgrounds.
particularly concerning motivation, learning, and development in students. Educators would apply these ideas toward developing strategies designed to improve instructional experiences for various student populations. ED Language Acquisition, Literacy, and Reading ( cr.) This course supports the educator with best practices for ongoing language development for all student-learners. Skills and resources designed to support building student vocabulary, fluency, and reading comprehension are introduced and applied. In addition, the role of the student-learner as a communicator is explored. This course is designed for those who teach Early Childhood or Elementary levels. Prerequisites: ED Instructional Strategies and Best Practices
ECON [ECONOMICS] ECON Macroeconomics ( cr.) Macroeconomic principles include national income, production, employment, money and banking system, the modern theory of national income, economic growth, inflation, and the problems of economic stabilization. Offered fall semester: odd-numbered years. ECON Microeconomics ( cr.) Surveys microeconomic principles, applications to the firm, concepts of demand, supply, pricing, and resource allocation under various competitive conditions. Offered spring semester: even-numbered years.
ED Classroom Management ( cr.) This course emphasizes the use of consistent, creative, compassionate, and effective educator management skills while providing emotional, social, and physical security in the classroom. Educators would research and acquire management tools for building confidence, community, and accountability for both teachers and student-learners. In addition, the role of the teacher as a model and decision-maker is examined.
ECON Survey of Economics ( cr.) The course defines and illustrates practical applications of the five key principles of economics (Opportunity Cost, Marginal Principle, Voluntary Exchange, Diminishing Returns, and Real-Nominal) throughout the course. The course covers both Microeconomic and Macroeconomic disciplines. The course would provide the student with practical economic exposure that is beneficial to the students in future managerial positions. Offered every semester.
ED Reading and Writing Across the Curriculum ( cr.) This course introduces prospective and practicing teachers to Kcontent reading strategies, progressing from general practices, cycles, and instruction settings to units of instruction and specific lesson planning. The course includes specific applications for six content areas: English/Language Arts, Second Language, Science, Social Studies, Math, and Activity Classrooms, with emphasis on (a) new digital literacies, (b) disciplinary literacies, and (c) English learners and students with special needs. It is designed for those seeking an alternative teaching certificate (MLHS) or pursuing an M.Ed. in Curriculum and Instruction. Prerequisites: ED Instructional Strategies and Best Practices
ECON Managerial Economics in the Globalized Environment ( cr.) This course applies the principles of economics to rational business operations. The course would focus on managerial economics: demand theory, pricing and elasticity, forecasting and production levels, costs, capital allocation, distribution, and consumption. In addition, students would explore such economic concepts as opportunity costs, the concepts of supply versus demand, profit maximization, and monetary systems. Economic and geopolitical events with causeand-effect relationships are highlighted throughout the course. ECON International Economics ( cr.) This course covers the determinants of key economic indicators in open economies. Topics include aggregate output, employment, wages, consumption, investment, international trade flows, interest rates, exchange rates, prices, and inflation. Students will learn how to analyze these indicators and evaluate the effectiveness of economic policies. By the end of the course, students will have the skills and knowledge to interpret economic indicators in global markets.
ED Public School Law ( cr.) Examination of federal and state constitutional provisions, statutes, judicial decisions, and agency regulations that affect education. Special emphasis on current and emerging issues. Topics would include Governance of Education at the State and Local Levels, Special Education, Dismissal and Nonrenewal of Employees, Tort Liability, ChurchState Issues, Pupil Discipline Issues, and Freedom of Expression for Employees and Students. ED Evaluation and Supervision of Personnel and Instruction ( cr.) The role of the administrator as an instructional leader. Topics include the application of leadership theory to clinical supervision, evaluation of faculty and staff and an examination of the administrator’s role as an instructional leader; Evaluation of instructional approaches and programs; and Curriculum evaluation, development, current issues, and trends related to elementary, middle/junior high, and high schools. This course is part of the clinical field experiences required for the program, and ten hours per week in a school site is required.
ED [Education] ED Research Methods ( cr.) This course is an introduction to historical, experimental, descriptive, and survey research as they relate to seeking solutions to problems within the field of education. Research techniques, the analysis of research results, and the uses of research are examined in this course. ED Fundamentals of Public School Leadership ( cr.) Basic principles and practices in modern school administration will be studied, including Basic Theories of Administration and Leadership, Developing a Strong School Climate and Culture, Improving School Climate and the Learning Environment, Elements of School Culture and How to Mold Organizational Culture, The Principal and Superintendent as an Instructional Leadership, The Organizational Leadership Role of the Principal and Superintendent, Ethical Decision-Making, and Leadership and Student Success - Data-Driven Decision-Making. This course is part of the clinical field experiences required for the program, and ten hours per week in a school site is required.
ED The Principalship ( cr.) A study of principles of Kpublic school administration with an emphasis on organizational structure and the leadership role of the principal. Approaches to problem-solving are also stressed. Topics include Visionary and Instructional Leadership, Developing a Strong School Climate and Culture, Developing a School Improvement Plan, Promoting Community Collaboration and Public Relations, Politics of Education, and Leading Organizational Change. ED Instructional Strategies and Best Practices ( cr.) This course examines strategies and practices used in education to support academic growth for all student-learners. Educators would evaluate the implementation of approaches that build student success and explore the role of students as individual learners.
ED Orientation to Curriculum and Instruction ( cr.) This course provides an overview of Curriculum and Instruction Theory, with training in the course management system (CMS). It would include course descriptions and rubrics used throughout the program.
ED Assessment, Data Monitoring, and Applied Practice ( cr.) This course explores the use of assessment as a guide to support student-learner success. Educators would research
ED Educational Psychology ( cr.) This course focuses on theories and principles of psychology as they relate to education,
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evaluation methods and models and learn to use data for decisionmaking and planning.
maintaining an equitable, culturally responsive, and inclusive culture. This course is part of the clinical experience required for the program, and ten hours per week in a school site is required.
ED Teaching Diverse Learners ( cr.) This course explores the responsibilities of educators to actively consider the needs of various student-learner populations (i.e., students with exceptional needs, socioeconomic disadvantages, ethnic diversities, cultural and religious beliefs, and family dynamics) and the best practices for addressing them. Educators would research and acquire proactive approaches to build inclusion and community within a school, as part of a classroom setting, and through authentic relationship building. In addition, the role of the teacher as an advocate for student-learners and learner needs is examined. Prerequisites: ED Instructional Strategies and Best Practices
ED Leadership in Operations and Management ( cr.) Preparation for future administrators to promote each student and adult's current and future well-being by developing and managing data-informed and equitable systems of operation, resources, technology, and human capital. This course is part of the clinical experience required for the program, and ten hours per week in a school site is required. ED 5483 Capstone Experience at the District Level (3 cr.) Supervised practical experiences dealing with the administration of public schools. Candidates develop, as a demonstration of their leadership, a school improvement initiative at the district level. This course is part of the clinical field experience requirement for the program, and ten hours per week in a school site is required.
ED Public School Finance ( cr.) Sources of school finance control of expenditures and general principles of financial administration. Topics include Education Finance Issues, Bond Issues, Insurance, Basic Budgeting Procedures, Risk Management, Strategic Planning, and Personnel Issues. This course is part of the clinical field experiences required for the program, and ten hours per week in a school site is required.
ED Introduction to Counseling and Guidance ( cr.) As the foundation course for those planning to enter school counseling, this course covers organizational planning, management, and evaluation of comprehensive school counseling programs; appropriate roles and functions of school counselors at various school levels; coordination of professional services; and professional issues such as ethics and associations as they specifically relate to school counseling are included as well as an understanding the philosophy, principles, and practices which are fundamental to a sound guidance program at the elementary and secondary school level, and an understanding of the supportive roles of teachers, administrators, and other personnel.
ED Curriculum Design and Action Research for Improved Practice ( cr.) This course supports educators as curriculum designers who utilize data-driven lesson planning to meet student learners' needs. In addition, educators would investigate best practices in curriculum design and clearly understand the benefits of utilizing the action research process to guide decision-making. ED Communication and Technology in Education: Etiquette and Trends ( cr.) This course explores the expectations and boundaries of written and spoken communication by educators. Students would study the etiquette of various forms of communication used to express information to stakeholders. In addition, this course of study analyzes the role of technology as a growing tool for classroom instruction, assessment, and communication. ED Teacher Leadership and Professional Contribution ( cr.) This course examines the numerous aspects of the educator as a professional leader. Educators would study leadership concepts and opportunities in the field. In addition, the role of the educator as a contributor to the profession of education is explored.
ED Intervention Strategies: Academic and Learning ( cr.) This course, building on a foundation of counseling, development, learning, and teaching theories, focuses on strategies for the prevention of and intervention with academic problems that interfere with learning outcomes. Research-based strategies focusing on school-wide, large and small groups, and individual interventions are emphasized. Competency in providing effective interventions for group and independent work, skills, organization and study strategies, learning strategies, mnemonic, reading, math, and content area strategies, as well as test-taking and homework, is taught using case study and demonstration approaches. Data-based outcomes assessment and reporting are emphasized to evaluate the effectiveness of prevention and intervention strategies in improving learning and academic outcomes for all students.
ED Measurement and Evaluation in Public Schools ( cr.) An introductory course in statistical methods designed primarily for graduate students in the behavioral and social sciences. The class presents basic statistical concepts with an emphasis on the logic of inferential statistics.
ED Advanced Psychology of Learning ( cr.) This course is an analysis of the research-based theories of development and learning and their implications in Pre-K- classrooms. Advanced application of the theoretical framework to pedagogical best practices is emphasized.
ED 5433 Capstone Experience at the Site Level (3 cr.) Supervised practical experiences dealing with the administration of public schools. Candidates develop a school improvement initiative at the site level to demonstrate leadership. This course is part of the clinical field experience requirement for the program, and ten hours per week in a school site is required.
ED Introduction to Counseling and Guidance ( cr.) As the foundation course for those planning to enter school counseling, this course covers organizational planning, management, and evaluation of comprehensive school counseling programs; appropriate roles and functions of school counselors at various school levels; coordination of professional services; and professional issues such as ethics and associations as they specifically relate to school counseling are included, recommended for non-counselor educational professionals as well as counselors.
ED Capstone in Curriculum and Instruction ( cr.) This course brings together the application of skills and concepts developed throughout the program. Educators would choose one of three projects to submit: ( ) reflections on experiences as an ongoing learner and evidence of mastery pertaining to program outcomes and expectations, culminating in a portfolio of resources to support the role of teacher-leader in the field of education; ( ) Meta-Analysis on an approved topic, which specifically addresses at least one program outcome; ( ) Research Thesis, a research plan must be submitted and approved during ED .
ED Professional Practice ( cr.) A study of the major philosophies of education that have influenced education from historical times; a study of the development of public education; sociological problems of contemporary times; and the implications of the initial curriculum development. Recommended practices for developing curriculum to meet current rules, regulations, laws, and policies.
ED Leadership and Management in Learning and Advocacy ( cr.) Preparation for future administrators to promote the current and future well-being of each student and adult by advocating ethical decisions and cultivating coherent systems of curriculum, instruction, and assessment while developing and
ED School Counseling Practicum Capstone ( cr.) Supervised clinical (field) experience in which candidates can apply their professional practice in the following areas: human
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development and guidance, diversity, assessment, career education, home and community involvement, collaboration with stakeholders, professional ethical codes, and professional development. During the clinical experience, candidates would demonstrate the ability to work with colleagues to advance the profession. The course must be taken during the final semester of coursework. As the capstone course for this program, students would present a portfolio that exhibits how each standard was met during their curriculum. These are presented to the program director digitally and orally to complete the requirements for the practicum course and the program. One hundred fifty ( ) hours are required. Prerequisite: Permission from the program chair.
would explore a wide range of issues and factors related to language and literacy assessment and instruction. They would also examine the best practices for and develop proficiency in supporting children’s language and literacy development from first through eighth grades. In the practicum, teacher candidates would assess a student, interpret assessment findings, identify their strengths and needs as language and literacy learners, and choose instructional strategies for tutoring purposes in order to develop their student’s ability to become strategic readers and writers. Oklahoma Academic Standards (C ) Fifteen ( ) hours of field experience are required. Prerequisites: EDUC , EDUC , ECED , EDEL , and acceptance into Teacher Education Program. Offered each fall semester.
EDEL [Elementary Education]
EDEL Methods of Elementary Language Arts ( cr.) This course includes methods of instruction in grammar, spelling, handwriting, purposeful writing, listening, speaking, visual literacy, and reading the genre of children’s literature for the elementary language arts program. Attention is given to the evaluation of curriculum, classroom management, organization, reading and writing assessment, educational media, and the importance of language arts skills in all subject areas. Oklahoma Academic Standards (C ) are basic to the class content. Five ( ) hours of field experience are required in K- language arts classrooms. Prerequisites: EDUC , EDUC , EDUC , and EDUC and acceptance into the Teacher Education Program. Offered every spring semester.
CAEP/IRA standards are instrumental in the design focus of EDEL classes. EDEL Methods of Reading in the Intermediate Grades ( cr.) This course builds a framework for understanding literacy development, assessment, and reading instruction for intermediate (fourth through eighth) grades. Attention is given to the five components of reading instruction, especially fluency, word identification, vocabulary, and comprehension. Reading approaches, reading as it relates to language and literature, reading in the content area, study skills, and readers with special needs would also be addressed. In addition, classroom management, motivational techniques, and the rights of students, teachers, and parents are studied. Oklahoma Academic Standards are aligned with the classroom content. Five ( ) hours of field experience are required. Prerequisites: EDUC , EDUC , EDUC , and ECED in the Primary Grades, which are taken concurrently with this course and acceptance into the Teacher Education program. Offered every fall semester.
EDEL Methods of Elementary Social Studies ( cr.) This course draws upon the various disciplines of social studies. Technology resources, classroom diversity needs, classroom management, character values, respect and responsibility, and citizenship education are studied. In addition, models of civic courage, democratic ideals and practices, tragedies, and victories of the American way (liberty and justice for all) are study subjects. Debate and decision-making are part of the Social Studies curriculum. The National Council for Social Studies competencies are incorporated into the course's objectives. Oklahoma Academic Standards (C ) are basic to the class content. Five ( ) hours of field experience in social studies classrooms are required. Prerequisites: EDUC , EDUC , EDUC , and EDUC and acceptance in the Teacher Education Program. Offered every spring semester.
EDEL Methods of Elementary Science ( cr.) This course includes the study of curriculum, concepts, methods, and materials in science and health education in elementary school. Emphasis is placed on cognitive development for children in primary and intermediate/middle school grades, objectives designed to increase understanding of scientific methods, laws and principles, classroom management, community/parent relations, and the use of technology in the science classroom. Oklahoma Academic Standards (C ) are basic to the class content. Five ( ) hours of field experience are required. Prerequisites: EDUC , EDUC , BIOL or BIOL , and BIOL , and acceptance into the Teacher Education program. Offered every fall semester.
EDEL Methods of Elementary Math ( cr.) This course focuses on the methods and materials, including technology, for teaching elementary school mathematics. The course aims to help pre-service students become confident in their ability to teach mathematics so they can do the same for their future students. It is predicated upon a constructivist approach to teaching elementary mathematics as recommended by the NCTM Principles and Standards for School Mathematics. Oklahoma Academic Standards (C ) Emphasized are elementary mathematics content and the methods and materials useful to teach it. Five ( ) hours of field experience is required. Prerequisites: MATH , EDUC , EDUC , EDUC , and EDUC and acceptance in the Teacher Education Program. Offered every fall semester.
EDEL Children’s Literature ( cr.) This course is designed to help the student acquire a wide acquaintance with children’s literature, both old and new, and to learn ways and means to develop, stimulate, and guide children’s reading of the literature presented. In addition, it would assist future teachers in guiding children toward a more comprehensive, creative, and insightful utilization of literary materials. Prerequisite: EDUC , EDUC , and acceptance into the teacher education program. EDEL Methods of Elementary Music and Art Integration ( cr.) This course is designed to teach general music and visual art methods in grades K- . The emphasis is to integrate music and art into the core subjects to enhance students’ academic performance, social skills, and content learning and to become an integral part of the students’ lives. The six essential components needed for an elementary classroom music program are addressed (listening, moving/dancing, singing, reading, making and playing instruments, and creating). Classroom management of time, materials, and students is included. Art/music appreciation and creativity are taught and encouraged. The Priority Academic Student Skills (PASS) are basic to the class content. Five ( ) hours of field experience are required in art/music classes K- . Prerequisites: EDUC , EDUC , EDUC , and EDUC and accepted into the Teacher Education Program. Offered every fall semester.
EDUC [Professional Education] EDUC MACU Teacher Education Orientation ( cr.) This course is intended to introduce teacher candidates to the requirements for state certification set forth by the Oklahoma Commission for Teacher Preparation (OCTP). Teacher candidates would also be introduced to and learn the Global Vision Conceptual Framework and other MACU education requirements. Before being accepted into the School of Teacher Education, all students are required to pass this course. Prerequisite: Completed hours of general education. Co-requisite: EDUC . Offered every semester. EDUC Educational Foundations ( cr.) This course is intended to introduce teacher candidates to the field of education. Historical, philosophical, sociological, and curricular foundations of
EDEL Diagnostic and Prescriptive Reading with Reading Practicum ( cr.) Teacher candidates enrolled in this course
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American education; current issues of multicultural education, governance, and support of American education; and legal issues are explored. Co-requisite: EDUC . Offered every semester.
techniques of teaching mathematics, current research on mathematics education, and materials associated with teaching mathematics at the secondary level. This course is designed to be taken the semester before student teaching. Prerequisites: EDUC , EDUC , EDUC , EDUC , and MATH . Offered spring semester: even-numbered years.
EDUC Educational Psychology ( cr.) This course includes basic and current learning theories, psychological principles applied to learning, and classroom management and assessment. Twenty-five ( ) hours of field experience is required. Prerequisite: PSYC . Offered every spring semester.
EDUC Methods of Teaching Secondary English ( cr.) This course is designed for prospective secondary English teachers. This course concentrates on teaching English as a written form of communication. The focus is on inquiry, reflection, and design; the processes of writing; the relationship of reading and writing; grammar and usage; development of teaching units and curriculum; classroom applications; authentic assessment of writing; writing and instructional media; the relationship between writing and other forms of communication, the development of the teacher as a researcher; the teacher as a model; and research and professional issues in this area. Oklahoma Academic Standards (C ) are basic to the class content. Thirty ( ) hours of Field experience is required. Prerequisites: EDUC , EDUC , EDUC , EDUC , ENGL , and acceptance into the Teacher Education Program. Offered fall semester: evennumbered years.
EDUC Foundations of Literacy ( cr.) This course, developed for Early Childhood and Elementary teacher candidates, is specifically designed to build a framework for understanding the literacy development, assessment, and instruction of students from (PK-Eighth Grade). Attention is given to the five components of reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension. These components are examined from the early literacy development of emergent readers to fluent readers. Other areas of study would include developmentally appropriate literacy assessment practices, evidence-based instructional practices, working with second language learners, students with special needs, and parent involvement. EDUC Probability and Statistics for Teachers ( cr.) The study of rational numbers, decimal notations, real numbers, probability, and statistics. Collection, recording, and data analysis to enable data-based decisions will also be explored.
EDUC Student Teaching ( cr.) This course gives the student teacher firsthand experience in the school setting through observation/teaching in an accredited school. They would spend sixteen weeks in this course, with fourteen weeks in the actual classroom under the supervision of a cooperating teacher at a cooperating public school and the university supervisor. In addition, a teacher work sample and video tapes are completed. Prerequisite: completion of classes in specialization and professional education. Offered every semester.
EDUC/PSYC Development Across the Life Span ( cr.) This course is a study of human development and the nature of those social structures that impact it, especially social, emotional, physical, and cognitive aspects of human development throughout the life span. Prerequisite: PSYC .
ENGL [English]
EDUC Instructional Strategies, Management, and Assessment I ( cr.) This course provides practice in the educational theories of effective instructional strategies, classroom management, various assessments, especially alternative and authentic assessments, and the involvement of parents/caregivers and the community in the learning process. Offered every spring semester.
ENGL Introduction to College Language ( cr.) This course studies English language arts skills and their application to college writing. It includes the study of the essentials of English grammar, sentence structure, mechanics, spelling, and paragraph writing. The course also includes an introduction to essay writing and critical thinking strategies. Students who score below on either the English or Reading subtest of the ACT are enrolled in this class. Concurrent enrollment in ENGL is required. Offered every semester.
EDUC Instructional Strategies, Management, and Assessment II ( cr.) This course further develops the knowledge base and skills from EDUC Instructional Strategies, Management, and Assessment I. Prerequisite: EDUC . Offered every fall semester.
ENGL English Composition I ( cr.) This is a study of the essentials of writing for audience and purpose with an emphasis on persuasive writing, critical thinking, and style. Prerequisite: ACT score of or higher; passing the College Foundations Writing and Reading Placement Assessment with % or higher, UNIV , or ENGL ; or, if needed, enrollment with ENGL corequisite (see ENGL course description). Offered every semester.
EDUC Students with Exceptionalities ( cr.) This course introduces the characteristics, needs, problems, and behavior patterns of exceptional children and their various educational approaches. Topics are central to special education today – inclusion, diversity, assistive technology, collaboration, and multidisciplinary teams will all be studied. In addition, intellectual, physical, emotional, and behaviorally handicapped and gifted children are studied, as well as gifted and disabled adults. Ten ( ) hours of field experience in special education and gifted classes are required. Offered every fall semester.
ENGL Principles of Composition I ( cr.) This course is a corequisite supplement to ENGL English Composition I. Students who score below on either the English or Reading subtest of the ACT will be enrolled in this class during the same semester of enrollment in ENGL . The course will provide additional instruction and practice of ENGL skills, including persuasive writing, critical thinking, and style.
EDUC Methods of Teaching Secondary Social Studies ( cr.) This course is designed for prospective secondary social studies teachers; the course provides the teacher candidate opportunities to learn and demonstrate knowledge, skills, and dispositions appropriate for teaching social studies. Attention is given to curriculum design, classroom management, assessment, research-based best practices, interdisciplinary approach to social studies, technology in the social studies classroom, and professional development. Oklahoma Academic Standards (C ) are basic to the class content. Thirty ( ) hours of field experience are required. Prerequisites: EDUC , EDUC , EDUC , and EDUC , hours in social studies, and acceptance into the teacher education program. Offered spring semester: odd numbered years.
ENGL English Composition II ( cr.) This course emphasizes research writing techniques, persuasive writing, critical thinking, style, and the influence of language. Prerequisite: Grade of a "C" or above in English . Offered every semester. ENGL Honors English Composition ( cr.) This course focuses on a systematic analysis of the components of effective writing, including critical thinking skills, idea generating, essay preplanning, drafting, and revising writing projects. Additionally, students would write critical responses to assigned readings. Open to students with an ACT English score of or higher. The course would fulfill the ENGL requirements. Credit may be earned for
EDUC Methods of Teaching Secondary Mathematics ( cr.) A course that provides familiarization with the goals and
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or ENGL
Course Descriptions
. Offered on
ENGL Creative Writing ( cr.) This course provides instruction in the creative experience in language arts, emphasizing writing short stories, poetry, and drama. Prerequisites: ENGL and ENGL . Offered spring semester: odd-numbered years.
ENGL British Literatures Survey I ( cr.) This course studies English literature from the Old English period to the restoration and th century, emphasizing literary analysis, literary theory, and the relationship between literature and cultural milieus. Prerequisite: ENGL and ENGL . Offered fall semester: even-numbered years.
ENGL Ethnic American Literature ( cr.) This course studies the literature on American ethnic groups, particularly African Americans, Asian Americans, Hispanic Americans, and Native Americans. It may include works by people identified with other societal groups. Various genres, as written by these groups, are studied. Offered spring semester: even-numbered years.
ENGL British Literature Survey II ( cr.) This course is a study of English literature from the Romantic period to the present with an emphasis on the relationship between literature, historical setting, and cultural milieus. Offered spring semester: odd numbered years.
ENGL Native American Literature ( cr.) A study of Native American literature, including oral tradition, storytelling, and mythology, focuses on contemporary writers' selections. The class would emphasize works by Native American writers and works associated with Oklahoma and by Native American nations. Offered fall semester: odd-numbered years.
ENGL World Literature Survey: The Ancient World to the Renaissance ( cr.) This course studies Western and nonWestern literature from antiquity to , emphasizing literary analysis. Prerequisite: ENGL and ENGL . Offered every fall semester.
ENGL Cultural Theory and Popular Culture ( cr.) A study of the relationship between literature and culture. The course would survey various texts such as memoirs, folk writing, and traditional fictive genres as they relate to culture. Analysis and contextualization of contemporary media such as film, television, music, and hypertexts are also included. Prerequisites: ENGL and ENGL . Offered fall semester: even-numbered years.
ENGL World Literature Survey: The Renaissance to the Modern Era ( cr.) This course studies Western and non-Western literature from to the present, emphasizing literary analysis and the relationship between literature, historical setting, and cultural milieus. Prerequisite: ENGL and ENGL . Offered every spring semester. ENGL American Literature Survey: Before ( cr.) This course studies American literature from the pre-colonial era to , emphasizing literary analysis and the relationship between literature, historical setting, and cultural milieus. Offered fall semester: odd-numbered years.
ENGL Women in Literature ( cr.) This course focuses on literature written by women from one or several literary periods. The approaches are thematic, regional, and historical. Prerequisites: ENGL and ENGL . Offered spring semester: even-numbered years. Offered fall semester: evennumbered years.
ENGL American Literature Survey: Since ( cr.) This course studies American literature from to the present, emphasizing literary analysis, theory, and the relationship between literature, historical setting, and cultural milieus. Offered spring semester: even-numbered years.
ENGL Modern Grammar ( cr.) This course studies the semantics, syntax, morphology, phonology, and grammar of the English language, emphasizing the role of cultural contexts. Prerequisite: ENGL , ENGL , and six ( ) hours of literature. Offered spring semester: even-numbered years.
ENGL Essay Writing ( cr.) Essay writing assumes that the student has a basic mastery of English usage and mechanics. After a brief review of usage and mechanics, this course would spend a great deal of time emphasizing critical thinking and logic skills, which are necessary in order to critique or write a college-level essay. This course would also emphasize the writing styles appropriate for various audiences. The majority of the writing assignments would consist of journal entries and five-paragraph essays. There would also be an emphasis on basic research methods and techniques for writing research essays. Required for any College of Adult and Graduate Studies undergraduate student who did not earn a B or better in ENGL and ENGL .
ENGL Shakespeare ( cr.) This course studies a selection of Shakespearean tragedies, tragicomedy comedies, and histories emphasizing literary analysis and the moral and spiritual value of the works. Prerequisite: ENGL and ENGL . Offered fall semester: even-numbered years.
ENGL Advanced Composition ( cr.) This course studies practice, theory, research, and assessment of writing strategies, emphasizing style, editing, the range of print and non-print text, and the relationship between text and the social environment. Prerequisites: ENGL and ENGL . Offered fall semester: even-numbered years.
ENGL The Fiction Works of C.S. Lewis ( cr.) In his work, C.S. Lewis created many works of fiction that incorporate orthodox Christian themes, which he believed could best be understood through fiction. His fictional works include children’s literature, poetry, science fiction, and mythology. This course would examine Lewis’ fictional works as a part of his Christian oeuvre. Offered spring semester: even-numbered years.
ENGL Life and Teachings of C.S. Lewis ( cr.) C.S. Lewis is widely recognized as one of the th century’s greatest Christian thinkers, apologists, and a man of immense literary talent. This course would seek to explore the thoughts and ideas of Lewis and the impact of his writings through a study of his fiction and nonfiction works. Offered spring semester: odd numbered years.
ENGL Major Figures ( cr.) This course thoroughly studies specific authors and their associated literary movements. Content would vary but emphasize major authors and their works organized around a theme or era. Prerequisites: Junior standing or special permission. Offered every fall semester.
ENGL The Apologetics Works of C.S. Lewis ( cr.) C.S. th Lewis is notable as a -century Christian thinker and lay apologist whose works remain widely read and influential in the church into the st century. Among his best-known works in this field are Mere Christianity, surprised by Joy, and A Grief Observed. These and other of Lewis’s apologetic works are studied in the course for their content and continued applicability. Offered spring semester: odd numbered years.
ENGL Special Topics ( cr.) This course addresses topics of special interest in the language arts content field. Topics would vary according to student interests and curriculum improvement needs. Prerequisites: Junior standing or special permission. Offered every spring semester.
ENGL History of the English Language ( cr.) This course studies the development of the English language, stressing changes in phonology, morphology, vocabulary, syntax, and orthography of Old, Middle, and Modern English. Authors and works important to the history and development of the English language are also studied. Prerequisites: ENGL , ENGL ,
ENGL Studies in Poetry ( cr.) This course provides an intensive study of the works of selected poets. Prerequisites: ENGL and ENGL . Offered fall semester: odd-numbered years.
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and six ( ) hours of literature. Offered fall semester: odd-numbered years.
organization on the earth’s surface and their development of regional political systems. Offered every fall semester.
ENGL Young Adult Literature ( cr.) This course concentrates on evaluation and analysis; the course concentrates on the evaluation and analysis of works written for and by young adults. The interests, problems, and attitudes of young adults in contemporary society, as they impact the literature, are considered. This course evaluates and analyzes works written for and by young adults. The interests, problems, and attitudes of young adults in contemporary society, as they impact the literature, are considered. Offered fall semester: odd-numbered years.
GLDR [GiANT Leadership] GLDR GiANT Leadership ( cr.) Powered by GiANT Worldwide, this course would introduce participants to the foundation principles of “Becoming a Leader Worth Following.” In addition, the Course would help students identify, strengthen, and grow their CORE Leadership quotients (IQ, EQ, & PQ) through GiANT World Wide Accelerators, GiANT Visual Tools, and experiencing applied leadership principles through participation in weekly CORE Groups.
ENGL Critical Approaches to Literature ( cr.) This course is a survey of literary critical theory with deeper study of selected schools of literary criticism. Study of major literary critics and their contributions. Offered spring semester: even-numbered years.
HC [Healthcare Management] HC Introduction to Healthcare Management ( cr.) A study of the five parts of managing healthcare organizations—planning, organizing, staffing, leading, and controlling/evaluating—with the study of principles for application to not-for-profit and for-profit organizations.
ENGL Language and Popular Culture ( cr.) This course concentrates on the complexities of teaching the English language to both first-language and second-language learners with a focus on the interrelationship of reading, writing, speaking, listening, viewing, and thinking; visual forms of language; the wide varieties of the English language; the impact of cultural and societal events on language; the impact of language on teachers, students, and curriculum design; language and self-image; and research and professional issues in this area. Prerequisite: ENGL . Offered spring semester: odd numbered years.
HC Fundamentals of Medical Practice Management ( cr.) This course would introduce students to the terminology, current issues, and changing role of management in medical practice. Consideration is given to the legal, ethical, regulatory, technological, practical, and inter-relational aspects of healthcare business management so that the student may better understand the language, planning, and analysis skills necessary to organize and administer the medical practice successfully.
ENGL Capstone Research ( cr.) A culminating research project for the English: Literary and Cultural Studies major. In consultation with English faculty, the student would complete a research project exploring literary and cultural studies specific to the student’s interests and goals. To be taken during the student’s final semester of enrollment. Offered on demand.
HC Healthcare Human Resource Management ( cr.) This course reviews human resources management, focusing on healthcare services environments. It is designed to provide an understanding of the key concepts, principles, and practices of Human Resource Management. Topics include recruitment, selection and retention practices, performance evaluation, employee evaluation, employee training and development, compensation and benefits issues, promotion, job design and analysis, legal issues affecting the healthcare workplace, management/labor relations, and workplace safety within contemporary healthcare service organizations. Trends in human resource management in healthcare are also addressed.
ENGL Form and Genre in Literature ( cr.) A firm grasp of examining literary works' formal and generic qualities provides an important foundation for close reading skills and thorough critical analysis of texts. This course explores such qualities in fiction, drama, poetry, non-fiction, and media. In addition, it examines how aesthetic choices impact the processes of meaning-making and interpretation. Prerequisites: ENGL and ENGL . Offered spring semester: odd numbered years.
HC Legal Aspects of Healthcare Management ( cr.) This course is structured to present an overview of the general legal rules and concepts governing numerous aspects of the healthcare industry. The main focus of this course is on the law as it relates to healthcare delivery in hospitals, nursing homes, medical offices, and other medical care environments. The course would analyze the concepts associated with modern tort law as it applies to healthcare. It would also review other areas of law that impact healthcare, including contracts, criminal law, employment law, and other laws governing business organizations.
ENGL Honor Studies ( cr.) Honor Studies in English are open only to students with initiative and capability in individual study and research. The course is designed to allow students to do advanced work in an area of particular interest to them under the supervision of a selected faculty member. The instructor must approve the offering of the course and its format. All work must be completed within one regular semester or one summer. Prerequisites: hours and instructor and school chair approval. Offered on demand.
FINC [Finance]
HC Healthcare Economics ( cr.) The course provides an overview of healthcare markets. Topics reviewed include supply and demand of medical care, economic tools for healthcare institutions, the impact of government on the healthcare market, industry market studies, and healthcare reform.
FINC Modern Corporate Finance ( cr.) This course examines corporate utilization and allocation of monetary resources. Capital budgeting, the time value of money, security valuation, debt-equity structure, international finance weighted average cost of capital, and other financial issues are examined to provide the student with decision-making tools for risk and investment analysis.
HC Healthcare Operations Management ( cr.) The course focuses on the organizational structure of the healthcare delivery system and administrative processes, including productivity and quality improvement, planning, problem-solving, decision-making, marketing, and human resources management.
GEOG [Geography] GEOG Physical Geography ( cr.) This course analyzes the distribution of natural features of the earth’s environment. Landforms, soils, minerals, water, climate, flora, and fauna, and the relationships between these phenomena are explored. Offered every spring semester.
HC Healthcare Information Systems ( cr.) Examining the application of computer and communication technologies for analyzing, forecasting, planning, and healthcare management functions. HC Healthcare Management ( cr.) This course will review the unique nature of planning, organizing, and leading performed by managers in healthcare organizations. In addition, the course would include a review of the functional disciplines of management, including marketing, accounting, finance, legal,
GEOG Human Geography ( cr.) This course covers the major organizing concepts of economic and cultural geography. It explores people’s geographic behavior in terms of spatial
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information systems, human resource behavior and management, and management science and their application in the healthcare environment.
th HIST Century United States History ( cr.) This course seeks to understand the history of the United States in the th century. While generally focusing on America’s territorial, political, industrial, and international maturation, this class also explores pivotal events and movements, such as the Civil War, Populism, and the Second Great Awakening. Prerequisites: HIST and HIST . Offered spring semester: even-numbered years.
HC Healthcare Legal Environment ( cr.) This course will focus on the law related to healthcare delivery in hospitals, nursing homes, medical offices, and other medical care environments. The course would analyze the concepts associated with modern tort law as it applies to healthcare. It would also review other areas of law that impact healthcare, including contracts, criminal law, employment law, and other laws governing business organizations.
HIST Twentieth Century United States History ( cr.) A close examination of the United States in this century, beginning with the assassination of William McKinley and coming forward to the present. Special attention is given to such major events as World Wars I and II, the Great Depression and the New Deal, America’s position of world leadership, and the Civil Rights movement. Prerequisites: HIST and HIST . Offered fall semester: even-numbered years.
HC Healthcare Finance ( cr.) This course provides an overview of healthcare financial issues and explores the current financial climate. Issues in reimbursement structures, regulatory mechanisms, and cost controls are discussed. In addition, for-profit and not-for-profit financial statements and annual audits are reviewed and analyzed.
HIST Directed Readings in US History ( cr.) Readings in selected topics in history to develop factual knowledge, analytical skills, interpretive understanding, and writing skills. Students would engage various media about a subject in US History to complete a paper and essay exam on their chosen topic to prepare them for the OSAT in United States History. The students in this class would work with the instructor individually.
HC Healthcare Information Systems ( cr.) This course introduces technological tools that support healthcare administration, management, and decision-making.
HEA Higher Education Administration
HIST Historiography/Research ( cr.) This course possesses two goals. First, the class desires to introduce the student to the critical issues of the discipline of history. It includes issues of both methodology and theory. Second, the course seeks to develop the student’s competence in historical research. It includes developing a topic, securing and evaluating sources, and producing a coherent and insightful academic paper. Prerequisites: HIST and HIST , and at least junior standing. Offered spring semester: odd numbered years.
HEA Higher Education History and Administration ( cr.) This course examines the development of American higher education. It would help students understand the origins of contemporary practices and problems in higher education. The course also gives an overview of organization and administration operations and analyses of social, political, and legal influences on colleges and universities. HEA Higher Education Law ( cr.) The course examines U.S. law and court cases on higher education institutions, including an overview of the legal issues involving college and university personnel. Pertinent state and federal statutes would also be used to explain college and university administrators' legal rights and responsibilities.
HIST Honor Studies ( cr.) Honor Studies in History are open only to students with initiative and capability in individual study and research. The course is designed to allow students to do advanced work in an area of particular interest to them under the supervision of a selected faculty member. The course instructor must approve the course's offering and its format. All work must be completed within one regular semester or one summer. Prerequisite: Ninety ( ) hours and instructor and school chair approval. Offered on demand.
HEA Higher Education Budgeting and Finance ( cr.) This course examines problems and issues of finance in postsecondary institutions and how to develop successful fiscal policy initiatives. A sufficient understanding of the technical material and the political processes are involved. The course will include the impact of budget activities on all areas of administration for higher education.
HR [Human Resources] HR Compensation and Benefits Administration ( cr.) This course explains and explores the diversity of benefit offerings while discussing the complementary and distinctively different nature of each in terms of the total compensation package. The evolution of the power of benefits, the challenges associated with the benefits administration, and the laws that govern such administration are also examined.
HIST [History] HIST History of World Civilization I ( cr.) A survey of world history from Antiquity to the Medieval Era. Offered every fall semester. HIST History of World Civilization II ( cr.) A survey of world history from the Medieval Era to the present. Offered every spring semester.
HIST American History II ( cr.) A survey of American History from to the present. Offered every spring semester.
HR Human Resource Development ( cr.) This course examines the dynamics of creating and implementing strategies to improve the effectiveness of employee contributions throughout an organization. In this course, students will analyze opportunities to enhance career growth, skills development, and performance management to help ensure a culture of individual and organizational success.
HIST Oklahoma History ( cr.) This course is a study of the development of Oklahoma from the early Spanish exploration to the present, including the Indian treaties, the coming of settlers, territorial days, and development since statehood. Prerequisites: HIST and HIST . Offered fall semester: odd-numbered years.
HR Recruiting and Selection ( cr.) This course examines the recruiting process by identifying key sources of talent, including social media, traditional media, and other creative approaches to identifying pools of eligible talent. The selection process is then pursued by exploring the screening processes through extending an offer and onboarding.
HIST Colonial Period ( cr.) This class explores the establishment and growth of the early United States. It includes a historical emphasis on the United States’ colonial roots and political development, as well as its social structures and cultural institutions. Prerequisites: HIST and HIST . Offered fall semester: odd-numbered years.
HR Labor Law and Employee Relations ( cr.) This course delves deeply into the body of employment law that guides and informs the human resource professional’s conduct, decisions, and performance of key responsibilities within the union and non-union environments. In addition, the course would examine statutory and
HIST History to
American History I ( cr.) A Survey of American . Offered every fall semester.
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“case” laws and regulations at all levels that impact the employee/employer relationship.
taught. (lab included) Prerequisites: MATH credit for Calculus. Offered every fall.
HR Capstone; HR Body of Knowledge for Professional Certification ( cr.) This course prepares students for professional certification in human resources. The course provides a comprehensive understanding of the field and equips students to work effectively in a human resource department. It also prepares them to sit for the professional certification exam offered by their chosen certifying organization.
MATH Math for Teachers I ( cr.) This course is concerned with the professional development of future elementary teachers in mathematics, such as the nature of mathematics, the contributions of different cultures toward the development of mathematics, and the role of mathematics in culture and society. Mathematical concepts would include but not be limited to problem-solving, sets, numbers, numeration, whole number operations, computation, number theory, fractions, decimals, ratios, proportions, percent, and integers. In addition, calculators, computers, and other technological devices are evaluated. Offered every spring semester.
HUMN [Humanities] HUMN The African-American Experience ( cr.) This course is a multidisciplinary exploration of the major contours of African-American history, literature, and the arts. Temporally, it covers the introduction of Africans to America as enslaved people through the civil rights movement. In addition, the class seeks to include contributions to the subject from history, sociology, literature, and the arts. Offered on demand.
or high school
MATH Calculus II ( cr.) A continuation of Calculus I. Rigorous development of differential and integral Calculus. Topics on limits, continuity, differentials, and integration theory are covered. Applications of derivatives and integrals and infinite series and power series are explored. Problem-solving techniques are used, and the basics of logic are used to prove theorems vital to Calculus. (lab included) Prerequisite: MATH . Offered every spring semester.
LATN [Latin] LATN Latin I ( cr.) Latin I introduces students to Latin grammar, syntax, and vocabulary basics. Students are introduced to the six indicative active tenses of first, second, third, third-io, and fourth conjugations. They are the same tenses of their regular verbs, sum and possum. In addition, students meet the present, imperfect, and future indicative passive tenses of first and second conjugations. The present infinitives, active and passive, are also presented. Students also learn about first, second, and third declension nouns; first, second, and third declension adjectives; special-ius adjectives; the reflexive adjective; interrogative adjectives; demonstratives; and numbers. Personal pronouns, reflexive, relative, and interrogative pronouns are also taught.
MATH Math for Teachers II ( cr.) This course is concerned with the planning for and teaching of mathematical experiences, dispositions toward teaching mathematics, and teacher responsibilities. Geometric shapes, measurement, geometry using triangle congruence and similarity, geometry using coordinates and transformations, fractals, and geometric constructions. Calculators, computers, and the internet are utilized. Offered every fall semester. MATH Calculus III ( cr.) A continuation of Calculus II. Vectors in the plane, parametric equations, three-dimensional vectors, solid analytic geometry, and differential Calculus of functions of more than one variable with applications to directional derivatives, gradients, and line integrals are some of the topics covered. Multiple integrals are introduced in rectangular, polar, cylindrical, and spherical coordinates. Proofs of certain theorems are explored. Prerequisite: MATH . Offered every fall semester.
MATH [Mathematics] MATH College Math ( cr.) Exploration of various topics is designed to give the student an appreciation of mathematics and to expose the student to mathematical problems within numerous disciplines. Prerequisite: ACT score of or above or passing College Foundations course.
MATH Business Math ( cr.) Business Math provides coverage of solid, practical, up-to-date fractions, formulas, and algebra. In addition, it would introduce business topics such as bank services, payroll, taxes, risk management, interest, annuities, depreciation, and financial statements. Prerequisite: ACT score of or above; passing the My Foundations Math Placement Assessment with % or higher; or passing College Foundations course.
MATH Plane Trigonometry ( cr.) The first part of this course explores the properties of triangles and trigonometric functions and their applications. Topics include trigonometric functions, identities, graphs, inverses, and laws. In the second part of this course, a graphical approach to functions is explored with extensive use of graphing calculators to explore problems and solutions, not just rote memorization. Problem-solving techniques and the programming of graphing calculators are also taught. Prerequisite: ACT Math score of . Offered every fall.
MATH Business Calculus ( cr.) An informal study of differentiation and integration as applied primarily to polynomial, exponential, and logarithmic functions. Intended for students planning to major in business, life science, and social science. Prerequisite: MATH .
MATH College Algebra ( cr.) This course is a study of the processes of algebra, polynomials, algebraic fractions, and linear graphing systems. It is designed for students planning to major in business and natural science programs. Prerequisite: ACT Score of or above or complete MATH with a grade of “B” or approval of Instructor. Offered every semester
MATH Linear Algebra ( cr.) A study of the generalization of the properties of straight lines. Topics include linear equations, matrices, determinants, vectors, vector spaces, linear transformations, Eigenvalues, and eigenvectors. Prerequisite: MATH .
MATH Algebra for Teachers ( cr.) The elementary major is presented with a tactile approach to Algebraic concepts. Students would reason mathematically, solve problems, and encourage full participation, design and present lessons that use the hands-on approach to teaching an algebraic concept. In addition, students would develop portfolios and grade lab homework. The (NCTM) standards are presented and explored. Offered every fall semester.
MATH History of Math ( cr.) A survey of the historical development of mathematics. The course focuses on progressing mathematical concepts from their origin to the present. Mathematicians who made significant contributions are highlighted. Prerequisite: MATH . Offered fall semester: even-numbered years.
MATH Calculus I and Analytic Geometry ( cr.) An introduction to the basic concepts of Calculus, including limits, derivatives, and integrals using graphical, numerical, recurrence relations, and symbolic points of view. Emphasis is placed on using Calculus in problem-solving, and problem-solving techniques are
MATH Discrete Math ( cr.) An introduction to the fundamental ideas of discrete mathematics and a foundation for developing more advanced mathematical concepts. Some topics covered include Number Theory, Sets and operations on sets, logic, permutations and combinations, functions, trees, graph theory, and groups. Prerequisite: MATH .
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MATH Introduction to Statistics ( cr.) The course is a complete introduction to basic statistics as a method of analysis. Statistics is a powerful tool that is used in the business world and the behavioral science area. This course would give the student a working knowledge of statistical terms and formulas. The student would use Microsoft Excel as the medium technology throughout the course. Microsoft Excel spreadsheet program is required for this course.
MGMT Goals, Priorities, and Attitudes ( cr.) An introduction to developing personal and career goals, the setting of priorities within these goals, and building a positive self-concept along with attitudes incumbent with this personal regard would allow the goals and priorities to be realized. MGMT Management Principles ( cr.) A study of the basic functions of managers and the skills needed to be successful in today’s business environment. It introduces students to the challenges posed by the changing culture in the workplace. The fundamental characteristics of organizational structure and the similarities and differences between leadership and management are reviewed.
MATH College Geometry I ( cr.) This course is designed to be a “voyage” through plane geometry and its various branches. The student is introduced to the properties of axiomatic systems and investigates each system. Discussions on Euclidean and nonEuclidean Geometries are included. Extensive use of Geometer’s Sketchpad software is required with several laboratory investigations. Prerequisite: MATH . Offered fall semester: even-numbered years.
MGMT Applied Business Management ( cr.) This threecredit-hour course introduces the principles of management. The emphasis is on understanding organizational theory, human relations, interpersonal communications, production, business ethics, and the development of management thought.
MATH Differential Equations ( cr.) Ordinary differential equations of first order, higher order linear equations, Laplace transform methods, series methods, numerical solution of differential equations. Application to physical sciences and engineering. Prerequisite: MATH . Offered spring semester: odd numbered years.
MGMT Group and Organizational Communication ( cr.) An introduction to the concepts of effective oral and written communication to include functioning in teams and other organizational settings as well as interpersonal exchanges. MGMT Managing People: Groups and Leadership ( cr.) Groups are the building blocks of organizations. Nearly everyone participates in both formal and informal groups at work. It is essential that managers understand groups because group processes directly affect creativity, problem-solving, decisionmaking, and productivity. This module provides insight into group formation and process, their power and influence in organizations, and varying styles of leadership.
MATH Abstract Algebra ( cr.) A study of three themes, arithmetic, congruence, and abstract structures, developed for integers, polynomials, rings, and groups. Numbers, number theory, and number systems are taught. Prerequisite: MATH . Offered spring semester: even-numbered years. Mathematical Modeling ( cr.) Mathematical modeling is a mathematical tool for solving real-world problems. In this course, students study a problem-solving process. They learn how to identify a problem, construct or select appropriate models, figure out what data needs to be collected, test the validity of a model, calculate solutions, and implement the model. The emphasis lies on model construction in order to promote student creativity and demonstrate the link between theoretical mathematics and realworld applications. Prerequisite: MATH .
MGMT Accounting for Managers ( cr.) The acquisition, analysis, and reporting of financial information are important to the individual manager and the organization. Special attention is given to the planning and control responsibilities of practicing managers. Individuals should gain confidence in their ability to interpret and use financial information for effective decision-making.
MATH Mathematical Statistics ( cr.) A study of combinatorics: probability, random variables, discrete and continuous distributions, generating functions, moments, special distributions, multivariate distributions, independence, distributions of functions of random variables, hypothesis testing, analysis of variance, and regression. Prerequisites: MATH and MATH . Offered fall semester: odd-numbered years.
MGMT Strategic Management ( cr.) A capstone course integrating fundamental business concepts to create management policy and formulate a strategic plan. The course uses computerbased simulations to allow students to practice decision-making, goal-setting, and performance reporting in an authentic freeenterprise structure. Knowledge of diverse business disciplines is applied to problem-solve and evaluate managerial performance.
MATH Regression Analysis ( cr.) This course uses regression analysis tools to extend quantitative and statistical data analysis skills. Regression analysis focuses on building statistical models of the relationships between variables and using the models to understand phenomena to help predict future outcomes. The ultimate goal of regression analysis is often to support better decision-making.
MGMT Managing Change ( cr.) An inherent aspect of leadership is managing change. This course would explore the various change theories and options for designing, implementing, and managing change. In addition, the students would learn how to develop their change protocols, lead people through turbulent times, including lay-offs due to downsizing and outsourcing, and be a bastion of hope and support, exhibiting a Christ-like attitude to one’s employees.
MATH College Geometry II ( cr.) This course is designed to be a “voyage” through plane geometry and its various branches. The students are introduced to axiomatic system properties and investigate each system, including rings and groups. Discussions on non-Euclidean geometries are included. Extensive use of Geometer’s Sketchpad software is required with several laboratory investigations. Prerequisite: MATH . Offered spring semester: odd numbered years.
MGMT Case Studies in Management Ethics ( cr.) Reading, discussing, and developing papers pertaining to relevant case studies involving personal and organizational ethical issues and problems in actual situations. MGMT Entrepreneurship ( cr.) This course would explore the options available and means by which an entrepreneurial venture may be created and would help to develop an understanding of all functional areas of a small business as they relate to managing operations. Emphasis is placed on the importance of the business plan and how to develop one.
MGMT [Management] MGMT Business Software Applications ( cr.) This course introduces the standard features of productivity software, operating system basics, and file management to students familiar with basic computer concepts. In addition, students gain familiarity with word processing, spreadsheets, presentation graphics, and database management software applications and apply those skills in various scenarios.
MGMT Organizational Behavior ( cr.) This course introduces the theories of behavior in human management. A critical analysis is performed on the contributions to the organizational behavior discipline and its research as applied to the business environment. The student would apply the theories of their research as applied to the business environment. The student would apply the theories of culture development, time
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management, job design, change, motivation, leadership development, communication, small group dynamics, and negotiation in the business setting.
operating systems, computer networks, security, and computer programming. Logical problem-solving, troubleshooting, and maintenance of computer systems are also introduced.
MGMT Marketing Analysis and Strategy, Sales and Consumer Behavior ( cr.) This course examines the marketing functions and strategies related to the product, place, price, and promotion of goods or services provided by the organization. The student will become familiar with the elements of a marketing plan and is capable of analyzing complex situations, leading to feasible solutions.
MISE Basics of Networking ( cr.) This course explains the fundamentals of networking concepts. It focuses on technological advances made in the field of computer networks. It also covers the impact of OSI and TCP/IP models and how they relate to network communication. The course also details the importance of different protocols in a network and the tools required to secure the network. This course also prepares students for portions of the CompTIA Network+ certification exam.
MGMT Human Resource Management ( cr.) This course focuses on the human resource management functions in profit and nonprofit organizations. Major topics include human resource planning, legal requirements, job analysis and design, recruitment, selection, placement, training and development, performance appraisals, career development, compensation and benefits, and reward systems. Students will examine the diverse human resource management functions that influence corporate profitability and sustainability.
MISE Client-Server Networks I ( cr.) This course illustrates the basic technology in an operating system part of a network. It covers installing, configuring, and securing the client operating system. The course also covers steps to configure various network services in the client operating system and to configure services in a server operating system. Prerequisites: MISE Basics of Networking MISE Physical Networks ( cr.) This course explains how computer networks are created using physical components. Students get an opportunity to simulate the construction of a physical network by using wires, network devices, network protocols, tools, and standards. The course also compares and contrasts transmission media and network devices based on transmission rates. Prerequisites: MISE Basics of Networking
MGMT Legal Environment ( cr.) This course examines the impact of laws and the legal system on the business environment and managerial decision-making. Major topics include contracts, commercial transactions, agency relationships, organization choices, federal-state-local governance with special emphasis on EEOC and ADA issues, property law, and hiring practices. Special emphasis is placed on recent court cases impacting the business arena.
MISE Client-Server Networks II ( cr.) This course focuses on installing and configuring network operating systems. It covers configuring key network services relevant to a server in a network. Students get an opportunity to apply policies on the network operating system, secure the network, and troubleshoot problems related to these services. Prerequisites: MISE Client-Server Networks I
MGMT Management Science ( cr.) This course delves into problem-solving and decision-making using the scientific method of management. First, students become familiar with the quantitative methods of solving business problems. Then, using mathematical modeling, the students formulate computer-based solutions to problems related to operations, marketing, finance, and other functions encountered in organizations.
MISE IT Management ( cr.) The student would cover a broad range of IT Management areas, including web development and how it is used in business, outsourcing, contracts, and cloud versus internal management of data. The course is a basic overview of IT management and the role it plays in business environments.
MGMT International Business Law ( cr.) This course introduces students to the central concepts of comparative legal systems and major contemporary political and economic trends reshaping the context in which private international transactions are conducted in North America, Europe, East Asia, and other countries.
MISE Programming Concepts ( cr.) This course introduces computer concepts and procedures. Simple, commonly encountered data processing algorithms are used as examples. Program organization is introduced from the perspective of sequence, selection, iteration, and modular programming techniques. The development of effective documentation is introduced and required with each programming assignment.
MGMT Strategic Business Management ( cr.) This course demonstrates the strategic linkage between the functional disciplines (marketing, accounting, finance, legal, information systems, human resource behavior and management, and management science) within the strategic management process. This course focuses on how managers originate, implement, and assess strategies and serves as a capstone for the MBA program.
MISE Configuring Email and Web Services ( cr.) This course focuses on configuring email and web services in the network. It also details procedures of how to configure a web server, secure a web server, install a Mail server, and secure a Mail server. In addition, students can define roles and policies related to email and web services.
MGMT Executive Seminar Series: International Business ( cr.) This course explores the impact of international economic, political, cultural, technological, and governmental environments on world trade and business competition. Topics reviewed include trade practices, industry structure, value creation, free trade and trade agreements, national ethical behavior, branding strategies, and promotional practices.
MISE Project Planning and Implementation ( cr.) This course provides a foundation for understanding the broad concepts of successful planning, organization, and implementation within software development, enhancement, and recon-figuration. This course uses real-world examples and identifies common mistakes and pitfalls. Topics covered include project scoping, estimating, budgeting, scheduling, tracking, and controlling.
MGMT International Business Strategies ( cr.) This course focuses on strategic frameworks and skills critical to compete in the global marketplace successfully. Topics include the content of an economic environment and the cultural, ethical, and legal issues that arise when conducting business internationally. In addition, students will learn how companies enter foreign markets and grow international subsidiaries, succeed in mergers and acquisitions, and cooperate in joint ventures and strategic alliances.
MISE Advanced Networks (Routing and Switching) ( cr.) This course studies routers, switches, and other computer and telecommunication network devices. The course includes information on network and routing protocols, local and wide area networks, and VLANs, as well as device configuration, management, and troubleshooting and exploring many of the concepts in the Cisco Certified Entry Networking Technician (CCENT) certification exam. Prerequisite: MISE Basics of Networking
MISE [Management Information Systems] MISE Hardware and Software Environment ( cr.) This course looks at foundational topics related to information technology. Topics include computing devices, hardware software,
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MISE Database Management ( cr.) This course would introduce the student to the basics of relational database design. The student would learn to develop a relational database and use structured query language (SQL) to make database calls. The course is designed to provide a student with a useful overview of databases and a strong introduction to SQL. Prerequisite: CMSC Foundations of Programming
sports field in terms of mainstream marketing practices, applications, and strategies. Prerequisite: MKTG MKTG Mobile Marketing ( cr.) The Mobile Marketing world is fluid and ever-changing. Students would learn how to leverage mobile audiences, mobile apps, and mobile advertising, among other key concepts. Students would analyze case studies that demonstrate the marketing concepts and demonstrate how they are applicable to real life.
MISE Business Intelligence/Data Analytics ( cr.) The course would focus on the analysis and modeling of data. A major aspect of a business is to provide a model for management to make sound decisions. The student would learn how to access data, glean applicable information, and then present this data in a manner meaningful to decision-makers. Prerequisite: CMSC Foundations of Programming
MKTG Personal Branding ( cr.) This course equips students with the skills and knowledge to build and manage their personal brand. In today's competitive job market, having a strong personal brand is crucial for career advancement and opportunities. This course will guide students through the process of identifying their unique value proposition, building an online presence, and effectively networking both online and offline.
MISS [Missions]
MKTG Brand and Product Management ( cr.) This course explores brand history, purpose, and goals, mastering the art of brand perception, value creation, and strategic positioning. Students will learn to develop unique value propositions and understand the profound impact of company values on brand identity and consumer loyalty. The course provides up-to-date branding tools and resources, equipping students to create impactful brand strategies that resonate with modern consumers. The course gives students the skills and knowledge to excel in brand building and value creation, making a mark in the competitive global marketplace.
MISS Cross-Cultural Communications ( cr.) A study of communicating the Christian message cross-culturally. Special attention is given to cultural adaptations of Christianity in the light of Biblical faith. Concerns related to cross-cultural living are also explored. Offered spring semester: even-numbered years.
MKTG [Marketing] MKTG Principles of Marketing ( cr.) This is an introductory course designed to acquaint students with the fundamental concepts and theories in the field of marketing. This course is a foundation for understanding how value is created, communicated, and delivered to consumers through various marketing activities. Topics covered include marketing mix elements (Product, Price, Place, Promotion), market segmentation, consumer behavior, and ethical considerations in marketing.
MKTG Services Marketing ( cr.) This course focuses on the distinctive problems and characteristics of marketing in service organizations. Students would learn how to manage customer expectations, discover service design processes, and receive hands-on experience by setting up a service and learning how to deal with obstacles and changes as they develop.
MKTG Consumer and Market Behavior ( cr.) This course delves into the psychological, social, and cultural aspects of consumer behavior and their implications for marketing strategies. Students will gain an in-depth understanding of how consumers make decisions and what factors influence these decisions. Prerequisite: MKTG
MKTG International Marketing ( cr.) In an increasingly global economy, digital marketers need a global perspective to better respond to international opportunities. Topics include an overview of cultural, social, ethical, legal, and political environments. Special emphasis on global distribution, pricing, promotion, sales, international market entry, social responsibility, market planning, and strategy.
MKTG Marketing Analytics ( cr.) This course focuses on analytics utilized specifically by digital marketers to give students the expertise to initiate, participate in, manage, and evaluate marketing analytics. In addition, students can apply principles and practices of data collection and analysis by performing A/B testing and web analytics, requiring them to make critical marketing analytics decisions. Prerequisite: MKTG .
MKTG Social Media Marketing ( cr.) Students are educated and trained in social media marketing to attract engagement, develop brands, generate revenue, monitor reputations, and communicate and influence target audiences. The course would include key performance metrics, platforms, and the steps necessary to develop a successful social media campaign.
MKTG Digital Marketing Channels ( cr.) Students would delve into major digital advertising and product promotion channels such as Search Engine Optimization (SEO), Search Engine Marketing (SEM), Pay-per-click (PPC), and mobile advertising. Lead generation, revenue generation, and digital influence are topics of discussion. Students would develop digital channel campaigns and seek certification from the most current and relevant platforms.
MKTG Content Marketing ( cr.) Content marketing has become the backbone of digital marketing through engagement, branding, storytelling, lead generation, email marketing, and numerous other channels. Students would learn how to effectively generate content, measure impact, and evaluate content-focused campaigns. MKTG Internship ( cr.) This course is an opportunity to earn upper-division marketing credit while learning about marketing careers and gaining real-world experience in the workplace. This internship would provide credit for learning by enrolling in internship hours. In addition, students would work with their advisors on a plan for accountability and direct reporting of observational and direct labor experiences. Prerequisite: Advanced standing and approval of the Program Director.
MKTG Marketing Research and Reporting ( cr.) Marketing Research would help students understand customers and markets more deeply through research design, research projects, data analysis, and reporting. Emphasis is placed on presenting findings, insights, and recommendations to key stakeholders. MKTG Professional Selling in Marketing ( cr.) This course is designed to equip students with the essential skills, techniques, and strategies needed for a successful career in sales. This course will delve into the psychology of selling, the sales process, and the art of persuasion, all within an ethical framework. Students will learn how to identify customer needs, present solutions, handle objections, and close deals effectively.
ML [Master of Arts Leadership] ML 5111 Program Orientation (1 cr.) This course serves as an orientation to the Master of Leadership and Master of Leadership Public Administration degree programs, explaining the program elements of mentorship, research, scholarly writing, collaboration, and the Christian worldview, including social equity.
MKTG Sports Marketing ( cr.) This course prepares students to develop the skills necessary to address marketing issues specific to the sports industry. Students would analyze the
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ML Leadership Theory and Practice ( cr.) This course explores the history and development of leadership theory in the students’ current organizational settings. Although leadership and management are not the same, they are often confused. The unique features of each are studied along with a practical application of case studies of current leaders as well as from history. Managers develop subordinates, leaders develop followers, and the most highly successful leaders develop leaders. Students would evaluate their leadership style using the Leadership Practices Inventory developed by Kouzes and Posner. Students would gain hands-on experience by analyzing their performance in a current or new leadership role.
ML Financial Development and Resource Management ( cr.) This course explores the skills necessary for budgeting, stewardship, funding, accountability, and ethical use of resources. While not an accounting course, the differences between for-profit, not-for-profit, and cash flow accounting requirements are explored. It helps leaders to ensure budgetary income streams for the planned programs to accomplish the mission of the organization they are leading. ML Decision Making ( cr.) This course provides an understanding of various forces that influence the process of making and implementing decisions. Students will learn leadership decision-making from individual, small group, and social environment contexts, the values of good decisions, and the unintended consequences of poor decisions.
ML Public Budgeting and Finance ( cr.) This course examines how to develop successful fiscal policy initiatives. A sufficient understanding of the technical material and the political processes involved in making tax and spending policy. Economic policy and its impact on a state or municipality are studied.
ML Integrative Leadership Project ( cr.) This course serves as a capstone course for the Master of Arts in Leadership program and is designed to advance students to synthesize knowledge gained in previous courses into a cohesive view of leadership and to put learned leadership abilities into practice through an applied integrated/consulting leadership project.
ML Training and Development ( cr.) This course addresses the core aspects of instructional systems design as applied to workforce learning and performance. Learners apply key principles involved in assessing, designing, developing, implementing, and evaluating employee development and performance improvement programs. Learners gain hands-on experience by creating an active training event.
ML 6112 Case Study Presentation (2 cr.) Students will present their case study. The written report of the case study will conform to APA standards. The project will include an analysis of the data collected. Students will also present their findings orally from an outline.
ML Public Policy Implementation ( cr.) This course examines the ethical implementations of public law. Develops an understanding of different analytic strategies for assessing if a program is being instituted as designed and is reasonably connected to its articulated goals.
MUSI [MUSIC THEORY] MUSI Basic Musicianship Lab ( cr.) The Basic Musicianship Lab would consist of a series of lectures and video presentations dealing with the subject of music theory. It would include a portion of musical rehearsals to help musicians develop their rehearsal skills. A basic course dealing with the nomenclature, notational symbols, and organization of music.
ML Leading Change ( cr.) This course explores the processes necessary to identify the need for change using appropriate models, plan the process of change, obtain authorization for the change, and motivate the appropriate stakeholders to ensure success. It helps leaders sharpen their change attempts that they believe are critical to the organization's survival and provides practical tools to face the potential resistance from the people the leader is attempting to help. It provides an expanded perspective for leaders to communicate more effectively the need for change, get more people involved in the change process, and get team players to understand the implications the change has for their roles.
MUSI Basic Musicianship ( cr.) A basic course deals with nomenclature, notational symbols, and music organization. Drills to acquaint the student with sight singing and keyboard. Approximately one-third of the time is used to develop basic conducting skills for congregational singing and knowledge of hymnology. Designed for the non-music majors with insufficient background to begin MUSI . The course does not count toward the music requirements for the music major. Offered every semester.
ML Legislative Process and Behavior ( cr.) This course facilitates a better understanding of the workings of the federal and state government, the legislative process, the relationship between bicameralism, federalism, and the republican form of government, and the roles of elected representatives and the legislative staff.
MUSI Appreciation of Music and Fine Arts ( cr.) Contribution of the arts in the historical past to the present. There is some discussion of methods and procedures involved in creating an "art." Offered fall semester: odd-numbered years.
ML The Adult Learner ( cr.) Learners explore the basic theories and current research in adult education. This class draws from both adult development and adult education to explore the stages of human development, issues concerning adult learning ability, how and why adults learn, and how to make sure that learning has taken place.
MUSI History and Literature of Music I ( cr.) Ancient to . A survey of Western art music from its origins in classical Greek culture through the contrapuntal techniques of the th century. Development of awareness of styles and formal procedures through the study of represented composers and works. Prerequisite: Junior in standing. Offered every fall semester.
ML Nonprofit Leadership ( cr.) This course examines the unique leadership challenges and opportunities presented in nonprofit organizations. Students would learn about the nature of the nonprofit sector and gain perspectives on management, financial, leadership, and governance issues facing nonprofits.
MUSI History and Literature of Music II ( cr.) Baroque to Classical ( ). This course is a continuation of History and Literature I with a focus on Ancient to with emphasis on the Baroque and Classical eras. A survey of Western art music from through . Development of awareness of styles and formal procedures through a study of representative composers and works. Prerequisite: Junior in standing in Music. Offered every spring semester.
ML 5313 Project Management (3 cr.) This course presents the technical, managerial, and organizational concepts and tactics associated with managing projects. Topics include the skills, tools, and techniques for projecting activities to achieve project requirements while using processes of initiating, planning, executing, monitoring and controlling, and closing. Students will be required to evaluate a recent change process in which they participated, create a project management structure for a needed change project, and initiate the change process in their own setting using project management models.
MUSI Music Ministry ( cr.) A course for the music major with a specific emphasis on meeting the particular problems a student would face as a minister of music in the local church. Emphasis is given to his role as minister, personnel relationships, development of graded choir program, evaluation of music, establishing a music library, and other ways the full church music
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program can be developed to help the entire congregation reach its full potential in Christian worship. Prerequisite: Junior/Senior standing. Offered spring semester: even-numbered years.
metaphysics, worldviews, and ethics. Prerequisite: Sophomore standing. Offered every fall semester. PHIL Making of the Modern Mind ( cr.) An understanding of philosophical concepts, beginning with the Greeks through Augustine and concluding with the significant philosophical system of the Western world and Eastern philosophy. Evaluation of these systems relative to personal faith and values would assist in developing a statement of philosophy by the individual student.
MUSI Hymnology/Music Text ( cr.) This course studies the history and development of hymns and music texts in the church, specifically focusing on the hymnology of the Church of God. Texts are evaluated on the criteria of a worthy subject, literary quality, rhythmic flow, rhyme scheme, metrical patterns, and matching texts to music. Prerequisites: Junior/Senior standing. Offered fall semester: odd-numbered years.
PHYS [Physics] PHYS General Physics I ( cr.) General Physics I is an algebra-based course. This course includes mechanics in one and two dimensions, thermodynamics, and/or waves. Prerequisites: College algebra or equivalent.
NATS [Natural Science] NATS Introduction to Meteorology Lab ( cr.) Laboratory experiences are designed to facilitate an understanding of the relationship between geography and weather and the tools used to forecast weather. Students would examine different types of weather data and how they are collected. Additionally, students would compile and present weather and climate data.
PHYS General Physics I (with Lab) ( cr.) This is an algebra-based course. This course includes mechanics in one and two dimensions, thermodynamics and waves, with laboratory. Prerequisites: College algebra or equivalent.
NATS Introduction to Meteorology ( cr.) This course is intended to introduce students to meteorology, teach them important and useful terminology and aspects of the atmosphere, and offer them a heightened understanding of solar radiation, global circulation, environmental issues, winds, stability, precipitation processes, weather systems, and severe weather. In addition, basic physical principles, societal impacts, and weather analysis are explored. Prerequisite: ENGL .
PHYS General Physics II ( cr.) General Physics II is an algebra-based course. This course is a continuation of PHYS General Physics I and includes electricity and magnetism, light, thermodynamics, and waves, and may also include modern physics. Prerequisites: PHYS . PHYS General Physics II (with Lab) ( cr.) This course is algebra-based. This course is a continuation of PHYS and includes electricity and magnetism, light, thermodynamics, and waves, and may also include modern physics with laboratory. Prerequisites: PHYS .
NATS Astronomy Lab ( cr.) Laboratory experiences introduce students to astronomical observations to study objects in the sky. Some activities are designed to facilitate an understanding of how objects from great distances are studied from the Earth. Students explore the constellations, moon, planets, and other objects of our universe.
PMIN [Professional Ministries] PMIN Foundations of Ministry ( cr.) This course is the first ministry course for those preparing for ministry. Serious attention is given to the nature of a call to ministry and appropriate response. The student would assess their temperament, interest, and gifts for ministry and other careers through various testing instruments, observation, and interviews. In addition, each person would receive assistance setting personal and educational goals. Offered every semester.
NATS Astronomy ( cr.) This course is intended to introduce students to the field of Astronomy. As an introduction to astronomy, this course covers Earth-Sky relationships and an overview of the Solar System, the Sun, the stars, our Galaxy, other galaxies, the Universe's large-scale structure, and cosmology.
PHED [Physical Education]
PMIN Christian Formation ( cr.) An overview of what Christian Education is and how it is accomplished. Foundations, materials and methods, and para-church organizations are examined, as well as an introduction to spiritual practices and the importance of personal spiritual formation and its effects on Christian Education. Prerequisite: PMIN . Offered every spring semester.
PHED Health and Wellness ( cr.) Addresses and explores the components of personal health blended with the presentation and understanding of information relating to fitness and wellness. Physical fitness and wellness, along with the other ingredients of this course, would create an understanding of how to improve health and have a higher quality of life and longevity. PHED - Jogging ( - cr. each) Study of the history of jogging followed by a series of physical tests. Actual jogging in as many different surroundings as possible.
PMIN Christian Education Ministry and Discipleship ( cr.) An overview of the task and goals of Christian Education and its foundational role in the formation of Christian disciples. Historical, biblical, and theological concepts are utilized in practical applications. Prerequisite: PMIN .
PHED Intercollegiate Sports ( - cr. each) Physical education credits are given for participation in intercollegiate athletics where a person is a member of the varsity athletics. The Athletic Director determines the credit.
PMIN Church Multimedia Ministry ( cr.) Instruction and hands-on experience in using communication tools for local church ministry. Students are instructed in the basic set-up and function of video projectors, sound systems, and basic stage lighting, including using computers in ministry, PowerPoint, and other media programs. In addition, drama, video, and other worship aids are included. Media in worship is the focus of this course. This class would replace counterpoint and is an elective in the Specialized Ministries Major. Offered fall semester: odd-numbered years.
PHIL [Philosophy] PHIL Critical Thinking ( cr.) Designed to enhance student’s capacity to think clearly and critically. We would consider numerous real-world examples of how people reason well and poorly – including examples from editorials, news reports, billboards, television, movies, and everyday conversation. (Philosophy and ethics, sociology, history, general education elective, elective).
PMIN Women in Ministry ( cr.) The participation of women in the vocation of ministry has contributed greatly to the mission of the church. The class explores theological, sociological, psychological, and political issues raised by the participation of women in the ministerial vocation. Offered spring semester: odd numbered years.
PHIL Introduction to Philosophy and Ethics ( cr.) Students are challenged to think critically, clearly, correctly, and comprehensively about their basic values and beliefs and to defend a biblically sound Christian worldview through an introduction to selected issues in logic, epistemology,
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PMIN World Religions and Heretical Movements ( cr.) A study of the major living religions of today: Animism (Folk Religions), Hinduism, Buddhism, Confucianism, Shintoism, Taoism, Islam, and Judaism. Also, some typical American cults are included. Offered fall semester: even-numbered years.
PMIN Workshop in Pastoral Ministry ( cr.) This course will feature a study of the various practices of pastoral ministry, including baptism, foot washing, and communion, along with such special services as marriage, funerals, dedication, and ordination. Biblical and theological backgrounds and practical aspects are emphasized. Actual services will be constructed. Attention will be given to the appropriate use of music, scripture, prayer, and other worship aids. Students will be expected to participate in both simulated worship services and regular worship services conducted by the class members. Prerequisite: PMIN .
PMIN Homiletics I ( cr.) The thrust of this course is a study of the fundamental principles of sermon preparation. The lives and works of renowned speakers are studied via video, audio, and printed texts. The emphasis is on analyzing the content, methods, and skills that have distinguished these noted speakers. The steps of learning from the text, interpreting a text, arriving at a message, and designing a sermon are followed in preparing the message. In addition, students would gain experience in preparing their sermons. Prerequisite: COMM . Offered every fall semester.
PMIN Internship in Professional Ministries ( cr. each) The advanced student is provided an opportunity to gain practical experience by working in the area of professional ministries, in which he anticipates he is most involved in his professional ministry. Any specialization concentration areas selected as a major or minor by the student may be strengthened by actual field experience in that area of vocational ministry. The student would work under a trained specialist in the chosen area to gain first-hand experience in his vocational choice. (Areas include adult ministries, children's ministries, Christian education, and disciplining ministries). Prerequisites: Advanced standing and approval of the department chairperson. Offered on demand.
PMIN Evangelism and Discipleship ( cr.) A study of the nature, purpose, and process of biblical evangelism and its application to various ministries. A study of New Testament discipleship principles and their application, with a special emphasis on building disciplined relationships and small group ministry. Offered every fall semester. PMIN Introduction to Spiritual Direction ( cr.) An introductory study of the history and principles of the practice of spiritual direction to help other Christ-followers live a life of intimacy and responsiveness to God’s voice. Prerequisites: PMIN and Junior standing or instructor permission. Offered spring semester: even-numbered years.
PMIN Conflict Management ( cr.) In this course, students would explore and apply proven leadership tools and biblical principles for managing conflict within the church, workplace, and other life settings. Effective communication and conflict management skills are examined from a biblical perspective and given life application through readings, conflict scenarios, and research.
PMIN Youth Ministry Methods and Curriculum ( cr.) A study of developing and arranging youth ministry methods, program activities, and curriculum content, and investigating scope and sequence in youth ministry. Principles for the effective organization, administration, and implementation of youth ministry in the local church or in a Para-church organization are the focus of this course. Offered every spring semester.
PMIN Nonprofit and American Church Law ( cr.) The major focus is the legal rights, duties, and liabilities of nonprofit organizations and directors, officers, employees, and volunteers relevant to ( ) forming a nonprofit organization and establishing and maintaining tax-exempt status; ( ) designated funds, reporting requirements, fiduciary duties and responsibilities, and liability; ( ) clergy-penitent privilege, child and elder abuse reporting, and confidentiality; and ( ) sexual misconduct, risk management, and lawsuits between Christ-followers. In addition, some attention is given to alternative means of conflict resolution and selected church and clergy tax and First Amendment issues. Offered spring semester: even-numbered years.
PMIN Homiletics II ( cr.) Students are guided in the techniques and skills of sermon delivery. In addition, they would gain experience in preparing and delivering their own sermons in class and chapel services. Videotaping facilities of the university are utilized in recording a student's performance for the benefit of review and improvement of skills in oral delivery. Prerequisite: COMM/PMIN . Offered every spring semester.
PMIN Leadership Formation ( cr.) This course would introduce the student to basic leadership principles and methods. Students are exposed to various leadership styles. Students would understand the principles of a personal leadership style, vision, mission, and purpose. In addition, the student would examine the role of change, inspiration/motivation, and servant leadership. Prerequisites: PMIN . Offered every spring semester.
PMIN Christian Worship Lab ( cr.) The Christian Worship Lab would consist of lectures and video presentations on Christian Worship and Spiritual Leadership. In addition, it would include a portion of musical rehearsals to help musicians develop their rehearsal skills. This course is designed to sharpen the student’s skills as a participant and leader of worship services. PMIN Christian Worship ( cr.) This course is designed to sharpen the student’s skills as a participant and leader of worship services. A study is made of the principles and foundations of worship, the history of liturgies and forms, and current expressions of public and private worship. The elements of worship are noted with an emphasis on maintaining a central theme. Prerequisite: PMIN .
PMIN Wesleyan Polity and Practices ( cr.) This course will feature a study of the doctrine (from a Wesleyan perspective), polity (governance structure), and pastoral practices (including ordination and the sacraments) in the Methodist tradition as interpreted by the Global Methodist Church. PMIN The Church’s Ministry to Families ( cr.) Major concerns are the biblical foundation, objectives, organization, and administration of a family life education program in the local church. Includes an analysis of two-parent, single-parent, and other parental arrangements. Prerequisites: PMIN , PMIN , junior/senior standing. Offered fall semester: even-numbered years.
PMIN Youth Ministry ( cr.) A study of the educational development, attitudes, needs, and problems of junior high and senior youth. The student would examine the youth culture and various models of youth ministry and construct a personal philosophy for ministering to/for/by and with youth. Attention is given to planning an adequate program for ministering to youth through a team approach. Prerequisite: PMIN and PMIN . Offered every fall semester.
PMIN Spiritual & Congregational Care ( cr.) This course would expose students to various ministry models that would assist congregational leaders in meeting the congregation's spiritual and critical life needs.
PMIN Stephen Ministry ( cr.) Practical training in providing distinctively Christian, one-on-one caregiving is offered in this course. Students are trained in a local church setting in the skills required in Christian caregiving. Emphasis is on providing an organized system of ongoing care for the local congregation. Offered every spring semester.
PMIN Professional Staff Relationships ( cr.) Principles and practice of successful relationships with senior pastor and staff personnel. Prerequisite: PMIN and junior/senior standing. Offered spring semester: even-numbered years.
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PMIN Practicum in Pastoral Care I ( cr.) This course would focus on developing skills and understanding to provide Christian care for people in crisis adequately. Through classroom lectures, required readings, and supervised work in the clinical environment, students can demonstrate the practices involved in providing appropriate pastoral care. Offered every semester.
interpreted by the Global Methodist Church and applied to its local and global context. PMIN 5453 Church of God Distinctives (3 Cr.) This course will feature a study of the doctrine (from a Wesleyan-Holiness perspective), polity (governance structure), and pastoral practices (including credentialing and the ordinances) of the Church of God Movement (Anderson, IN) and applied to its local and global context.
PMIN Pastoral Care in the Local Church ( cr.) This course would focus on developing pastoral care skills and framing an understanding of adequately administering a caregiving ministry. Particular attention is given to establishing and maintaining a community of care in a Christian congregation. Offered spring semester: even-numbered years.
PMIN 5463 Evangelism in a Post Modern Era (3 cr.) An emphasis is given to discovering how the entire church can be involved in ministries that produce a growing “disciplining” Christian community. New Testament principles and strategies of evangelism and discipleship will be studied, as well as their application through contemporary methodologies. Students will also be challenged to creatively develop evangelistic strategies applicable to their current church or ministry setting.
PMIN Practicum in Pastoral Care II ( cr.) This course aims to develop further each student’s ability to give quality pastoral care to persons in a crisis. Particular emphasis is placed on experiences designed to aid the student in providing distinctively Christian care during medical and emotional trauma. Prerequisites: PMIN . Offered on demand.
PMIN 5473 Leading Strategic Change (3 cr.) “Where there is no vision, the people perish” (Proverb 29:18). These words formulate the theme for this course. In a changing world, church leaders and churches are called to examine and re-examine the vision and mission of their organization. This course will provide key administrative principles in not only strategically planning for change but also understanding when and how to implement change.
PMIN Honor Studies ( cr.) Honor Studies are open only to students with initiative and capability in individual study and research. The course is designed to allow students to do advanced work in an area of particular interest to them under the supervision of a selected faculty member. Prerequisite: hours and instructor and school chair approval. Offered on demand. PMIN 5033 Church’s Ministry to Families (3 cr.) The major focus of this course is to provide biblical programming that addresses the systems and needs of family life in the local church and community. Parental arrangements and family structures of contemporary society will be studied.
PMIN How to Teach the Bible ( cr.) A Bible study skills course that examines and applies appropriate methods and materials for teaching the Bible. A book is chosen, and exegetical and eisegetical techniques are used for laying out teaching and leading small group Bible studies, prayer meetings, and special training sessions.
PMIN Self-Assessment and Development ( cr.) This course explores the first step in becoming an effective minister: self-understanding. Students analyze their preferred ways of interacting with others along the four continuums described by Myers and Briggs, clarify their relational voice, identify their spiritual gifts, and articulate their desired master role in ministry. The assets of personal characteristics, experiences, passions, relationships, and expertise inform the self-assessment and development process.
PMIN 6933 Integrative Minstry Practicum (3 cr.) Materials, methods and administration of Christian educational programs for the spiritual, intellectual and relational needs of individuals and families will be explored. This course also provides guidance to students in the preparation, activity, presentation, and writing of their capstone ministry project report.
POLS [Political Science] POLS American Federal Government ( cr.) A survey study of the history, principles, structure, processes, and functions of the United States Federal Government.
PMIN 5313 Homiletics (3 cr.) A study of the methodology in organizing material into proper sermonic form. Students will apply valid methods of textual analysis and outline construction. (Content includes Developing a Sermon Series; Steps in Sermon Preparation, Propositional Preaching, Outlining the Sermon, Developing the Theme of the Sermon; preparing for expository preaching, the process of expository preaching; and practice in sermon presentation) Guidance on preaching effectively to diverse groups of hearers in light of cultural challenges in a variety of congregational and community contexts is given.
POLS State and Local Government ( cr.) Analysis of the state's position in the federal system, state and local government in the United States, state constitution, constitutional development, functions, and state government problems. Prerequisite: POLS . Offered spring semester: odd numbered years. POLS Constitutional Law ( cr.) The course includes separation of powers, taxation, police powers of the government, zoning, and eminent domain. Also, the course examines the relationships between the federal, state, and local governments and how they are related to American Indian governments. Additionally, the course emphasizes provisions of the Constitution that directly relate to law enforcement powers.
PMIN 5323 Biblical Leadership, Coaching, and Ethics (3 cr.) Essential biblical principles bearing on the purpose and character of leadership will be analyzed within the biblical context and in terms of the contemporary understanding of leadership and coaching others in a diverse society. Strategies for establishing and maintaining moral and ethical integrity in one’s life and ministry will be explored.
POLS Veterans’ Policy, before / ( cr.) The course will cover national policy on the military and veterans from pre-Civil War through the Cold War era. Topics include the th-century development of a national military, standardization of the military and support to veterans before WWII, supporting WWII veterans through the GI Bill, veterans of the Korean and Vietnam conflicts, and Cold War veterans.
PMIN 5333 Church History and Christian Movement (3 cr.) The course will explore the rise of the Church under persecution, orthodoxy vs. heresy, doctrinal developments, the rise of the Roman Papacy and opposition to it during the Middle Ages, the Protestant Reformation, the development of modern denominationalism, modern Roman Catholicism, the ecumenical movement and current developments. The range of various denominations and faith groups within Christianity will be explored.
POLS Veterans’ Policy, after / ( cr.) The course will cover the alteration of national policy on military veterans following the September , attack on the U.S. Topics include the / GI Bill, various Presidential directives, the Forever GI Bill, how VA hospitals and treatment of veterans have changed, and the cost of the changes to the nation.
PMIN 5343 Wesleyan Polity and Practices (3 Cr.) This course will feature a study of the doctrine (from a Wesleyan perspective), polity (governance structure), and pastoral practices (including ordination and the sacraments) in the Methodist tradition as
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Course Descriptions advances in the field of behavior modification and its application to the modification of behavior through systematic manipulation of the response-contingent environmental consequences. Prerequisite: PSYC .
PSYC [Psychology] PSYC Introduction to Psychology ( cr.) An Introductory course designed to acquaint the student with a broad view of psychology. It should introduce the student to the field's major concepts, history, and development. In addition, attention is given to concepts such as learning, motivation, personality, stress, consciousness, intelligence, reasoning, and cognitive, social, moral, and psychological development. Offered every semester.
PSYC Dynamics of the Family in Crisis ( cr.) An examination of various crises that a family can experience throughout its various stages and the resources both within the family and external to it that can help family members through the crisis. Prerequisite: PSYC . Offered every fall semester.
PSYC Marriage and Family ( cr.) Consideration of factors in self-understanding and interpersonal relations. Mate selection, changing roles of men and women, and problems of marital adjustments are investigated. Socialization of children and problems of parenthood are considered. The effects of family violence, including children and spousal abuse, are discussed. Prerequisite: PSYC . Offered every semester.
PSYC Psychology of Addictions and Substance Abuse ( cr.) This is an introductory course in alcohol and drug counseling. It would focus on the historical, theoretical, and practical aspects of abuse, addiction, and chemical dependency counseling. Prerequisite: PSYC . Offered every spring. PSYC Psychological Statistics ( cr.) This course provides a foundation study of descriptive and inferential, parametric, and non-parametric statistical techniques used in psychological research, including measures of central tendency, variability, correlation, regression analysis, hypothesis testing, t-tests, Chisquare, and simple analysis of variance. In addition, this course prepares students to use computers for upper-level statistical analyses. Finally, it prepares them for advanced classes in statistics. Prerequisite: PSYC .
PSYC/SOCI Social Psychology ( cr.) A study of the nature of the social structures that man has developed and their influences on the functioning of human individuals and groups. Emphasis is given to interactive processes involved in socialization, leadership, attitude formation, motivation, cognition, and self-concept formation. Prerequisites: PSYC and SOCI . Offered spring semester: even-numbered years. PSYC Child and Adolescent Psychology ( cr.) Based on theory and research, this course studies human development from conception through young adulthood. Major theoretical approaches to physical, cognitive, and psychosocial development are examined. In addition, this study would include parent/child, sibling, and other relationships as they relate to developmental processes and stages. Studies are divided into five periods of childhood: prenatal, infancy and toddlerhood, early childhood, middle childhood, and adolescence.
PSYC Introduction to Research Methods ( cr.) The purpose of this class is to introduce students to the various methods of doing research in the behavioral sciences. Surveys, longitudinal, cross-sectional, naturalistic observations, and experimental designs are studied. Each student would complete a research project using knowledge gained from this class and the statistics class that precedes it. Students would have the opportunity to present and display these projects at the University’s Public Annual Research Day Research Poster Presentation. and MATH or PSYC . Offered Prerequisites: PSYC every spring semester.
PSYC Psychology of Learning ( cr.) Topics include basic learning theories, psychological principles applied to learning theories, psychological principles of behavioral, emotional, and belief change, and applications to psychology, instruction, and educational practice. Prerequisite: PSYC . Offered every fall semester.
PSYC Cognitive Psychology ( cr.) The exploration of the theory and application of how people accomplish complex cognitive tasks. Emphasis is on research based on human information processing theories, which include pattern recognition, attention, memory organization, language comprehension, problem-solving, and decision-making are among the topics that are presented. Prerequisite: PSYC .
PSYC History and Systems of Psychology ( cr.) A survey of psychological thought from early philosophical roots to modern concepts of psychology as a science. Topics include the philosophy of mind and key psychological ideas that changed the world, with an emphasis placed on developments since the first psychological laboratory in .
PSYC Stress Management ( cr.) This course is designed to acquaint students with the basic principles of stress management and their application to personal and occupational stress situations. Prerequisite: PSYC .
PSYC Industrial Organizational Psychology ( cr.) This course would serve as an introductory course to the area of Industrial Organizational Psychology as a potential career field. The course would offer a broad description and examination of the psychological principles used in the world of work. Students would examine major theories, their applications in the workplace, and research conducted on those theories. The role of psychologists in job analysis, employee selection processes, employee training, performance appraisal processes, worker motivation, job satisfaction, and skills analysis, eliminating stress in the workplace, group, and team communications as well as the leadership skills leading to maximal outcomes would all be discussed in this course. The course would also move beyond theory to an overview of the applications of those theories in practice. Prerequisite: PSYC . Offered Spring Semester: even-numbered years.
PSYC Physiological Psychology and Neuroscience ( cr.) Survey of neuroanatomy and brain structures, neural activity, genetics, and neurochemical and biochemical basis related to emotions, behavior, mental disorders, and human development. Prerequisite: PSYC .
PSYC/EDUC Development Across the Life Span ( cr.) This course is a study of human development and the nature of those social structures that impact it, especially social, emotional, physical, and cognitive aspects of human development throughout the life span. Prerequisite: PSYC .
PSYC Performance and Sports Psychology ( cr.) This course is designed to assist students in learning and understanding the application of psychological principles in Sports Psychology and Performance. Various psychological theories and research in personality, motivation, arousal and regulation, anxiety, competition and cooperation, leadership, and imagery are explored as they relate to human performance and emotional, physical, and psychological well-being. In addition, psychological development is discussed as it relates to character and sportsmanship development. The course would serve as an introduction to how these theories and principles are applied in the field of Performance and Sports Psychology. Prerequisite: PSYC .
PSYC Behavior Modification and Applied Psychology ( cr.) This course would introduce the application of scientific methodology to the resolution of problems in human behavior. The special focus of this course is the research and theoretical
PSYC Multicultural Psychology ( cr.) The course would explore ethnic and socio-cultural diversity from a psychological perspective. The study would focus on how diversity affects interpersonal and institutional processes along with its impact on
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psychological functioning and the utilization of psychological knowledge. Prerequisite: PSYC .
research. The course is designed to allow students to do advanced work in an area of particular interest to them under the supervision of a selected faculty member. The course instructor must approve the course's offering and its format. All work must be completed within one regular semester or one summer. Prerequisites: hours and approval of the instructor and School Chair. Offered on demand.
PSYC Positive Psychology ( cr.) Positive psychology is the study of how human beings prosper even in the face of adversity. Its goal is to identify and enhance the human strengths and virtues that make life worth living and allow individuals and communities to thrive. The study would examine the paradigm shift from pathology to strengths-based psychology. The focus would include pleasure and positive experience, happiness, positive thinking, flow, character strengths, values, talents, wellness, and positive interpersonal relationships. Prerequisite: PSYC .
SMGT [Sports Management] SMGT Leadership and Ethics in Sports ( cr.) This course examines the ethical issues individuals face in sports management settings. Emphasis is placed on ethical dilemmas sports managers encounter in the daily operation of commercial, recreational, and educational athletic programs. In addition, students study leadership theories and practices as they relate to sports organizations and their effects on employee motivation in an athletic setting. Offered every spring semester, even-numbered years.
PSYC Psychology of Motivation and Emotions ( cr.) The research into motivational and emotional processes and their practical application are studied. The areas of study include basic motivational concepts and theories, basic emotions, underlying physiological and neurological processes, and social and cultural concepts. Prerequisite: PSYC . PSYC Small Groups: Principles and Practices ( cr.) This course deals with both the theoretical and practical processes of group relationships. Task accomplishment, decision-making, leadership styles, and member roles are examined. The course is designed as a learning laboratory stressing the practical application of principle studies. Prerequisite: PSYC . Offered every spring semester.
SMGT Sociology of Sports ( cr.) This course examines diverse ways organized sports reflect and influence the values and social structures of society. Students analyze the major political, economic, and social functions of sports in historical and crosscultural contexts. Topics include women and sports, violence, race and sports, and the changing functions of collegiate and professional athletics. Offered every spring semester, evennumbered years.
PSYC Pastoral Counseling ( cr.) A study of counseling from a Christian perspective as it relates to helping people deal more effectively with personal, spiritual, and non-pathological problems. Specific issues are examined. Attention is given to the development of counseling skills and role-playing. Prerequisites: PSYC . Offered every spring semester.
SMGT Sports Fundraising and Sponsorship ( cr.) This course examines skills, strategies, and techniques needed for successful revenue generation in the sports industry. In addition, students examine corporate sponsorship and its impact on the sports industry from a sales and marketing perspective. Offered every fall semester, odd-numbered years.
PSYC Psychology of Abnormal Behavior ( cr.) This course would give students a general introduction to the study of abnormality and the disordered experiences that make up such abnormality. In addition, the major diagnostic categories, clinical treatment approaches, and problems of studying abnormal living are examined. Prerequisite: PSYC . Offered every fall semester.
SMGT Sports Facilities Management ( cr.) This course is designed to provide learning experiences in managing sports facility operations, planning new sports facilities, and renovating and maintaining new facilities. An understanding of sports facilities, their design, and management is gained through field study, speakers, and standard classroom material. Offered every fall semester, odd-numbered years.
PSYC Personality Development ( cr.) This course provides a general introduction to the classical theories of personality in American psychology and introduces the student to the objectives and challenges of a scientific study of personal life. Emphasis is given to a critical evaluation of personality theories and approaches, including psychodynamic, behavioral, phenomenological, trait, and social learning theories. Prerequisite: PSYC .
SMGT Sports Law and Risk Management ( cr.) This course provides a presentation of the basic legal system, its terminology, and its principles as applied to professional and amateur sports. Emphasis is on identifying and analyzing legal issues, the ramifications of those issues, and the means of limiting the liability of sports organizations. Offered every spring semester, even-numbered years.
PSYC Professional Ethics and Conduct ( cr.) This course addresses the legal requirements and behavioral expectations for behavioral science professionals. It is designed to equip students entering the field with the necessary information to function in a professional manner as behavioral science practitioners. Prerequisite: PSYC . Offered spring semesters: evennumbered years.
SOCI [Sociology] SOCI Introduction to Sociology ( cr.) A study of the nature of social relations, social institutions, social processes, and the products of these relationships. The nature of culture, communication, socialization, mobility, social control, and other sociological concepts are considered. Offered every fall semester.
PSYC Special Topics in Psychology ( cr.) This course is designed to address topics of special interest in the psychology content field. Topics would vary according to student interest and/or curriculum improvement needs. Prerequisites: Instructor permission. Offered on demand.
SOCI Social Problems ( cr.) The impact of technological change, social change, and mobility in Western society is examined. Conflicts concerning social values and social disorganization are studied as these apply to a variety of familial, economic, religious, and other interpersonal situations. Prerequisite: SOCI . Offered every spring semester.
PSYC Internship: Field Experience ( cr.) This course is designed to be the capstone experience for the behavioral science major. Students would work in a clinical setting under the supervision of a qualified on-site clinical supervisor. Weekly participation in internship groups with other student interns and a behavioral science faculty member is an integral part of this course. Prerequisites: Thirty ( ) hours in behavioral science and senior standing. Offered every semester.
SOCI Introduction to Cultural Anthropology ( cr.) A study of people's cultures worldwide, including the principles behind the various aspects of culture. The course is designed to provide an understanding of cross-cultural problems, which can assist in more effective communication of the Gospel and a better understanding of the person’s culture. Prerequisites: SOCI and PSYC . Offered spring semester: Odd-numbered years.
PSYC Honor Studies ( cr.) Honor Studies are open to students with initiative and capability in individual study and
SOCI/PSYC Social Psychology ( cr.) A study of the nature of the social structures that man has developed and their
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influences on the functioning of human individuals and groups. Emphasis is given to interactive processes involved in socialization, leadership, attitude formation, motivation, cognition, and self-concept formation. Prerequisites: PSYC and SOCI . Offered spring semester: even-numbered years.
THEO Foundations of Ethics: Christian Theology ( cr.) A systematic study of Bible doctrines such as God, Christ, the Holy Spirit, man, sin, salvation, and related topics. These themes are examined through the focus of New Testament literature with an emphasis on their ethical implications.
SOCI Researching Veterans ( cr.) The course will look at the research conducted on U.S. veterans to give students an idea of how the population has been categorized using reliable, opensource studies and data. Data sources will include government and non-profit sources and Veterans journals. The course will include research on st-century student veterans, Adult Learning, Disability-Related, Adaptation, Transition, and Identity Studies.
THEO Eschatology (Last Things) ( cr.) A study of the biblical teachings on the kingdom of God, the second coming of Christ, the Millennial theories, and the final destiny of humankind. Prerequisite: Twelve ( ) hours of Bible/Theology. Offered spring semester: odd numbered years. THEO Church of God Theology ( cr.) This course studies the distinctive vision and contribution of writers in the Church of God Reformation Movement (Anderson) to understanding the Christian life and sanctification, the Church, and eschatology in their historical context. Issues of church polity and collaborative Ministries within this movement would also be considered. Prerequisites: BINT and BINT . Offered fall semester: even-numbered years.
SPAN [Spanish] SPAN Elementary Spanish I ( cr.) Emphasis is placed on acquiring good pronunciation, building basic vocabulary, understanding elementary constructs, and learning simple conversational patterns. Offered every fall semester. SPAN Elementary Spanish II ( cr.) A continuation of the skill-building processes of elementary Spanish , with an introduction to more difficult grammatical constructs, grammar, and the practice of more complex conversational patterns. Prerequisite: SPAN . Offered every spring semester.
THEO The Teachings of Wesleyan-Arminian Theology ( cr.) For centuries, John Wesley and Jacob Arminius's teaching has shaped the interpretation and application of scripture concerning depravity, election, atonement, grace, and perseverance. Many mainline denominations and faith groups, including the Church of God Reformation Movement, have embraced these teachings. Students would explore theological tenants in light of WesleyanArminian teachings and their application to Christian living.
THEO [Theology] THEO Biblical Life and Witness ( cr.) An introduction to the basic teachings of the Bible to help the student understand how to live a Christian life and how to witness to others what God can do. Offered every semester.
THEO Theology of Ministry ( cr.) This course clarifies and grounds the practical functions of pastoral ministry and congregational leadership in a biblical ministry model as participation in God’s continuing reconciliation activity. We would consider the relationship between God and our ministry, some practical implications of this, and the role of personal formation in faithful ministry theologically. Prerequisites: THEO or THEO . Offered spring semester: odd numbered years.
THEO Systematic Theology I ( cr.) It is an introductory study of what we can know about God, humanity, sin, salvation, sanctification, the church, and the end of the world. Prerequisites: BIOT , BINT , and THEO . Offered every fall semester.
THEO Special Topics in Theology ( cr.) This course is designed to address topics of special interest in theology. Topics would vary according to student interests and curriculum improvement needs. Prerequisites: Junior standing or instructor's permission. Offered spring semester: odd numbered years.
THEO Systematic Theology II ( cr.) A continuation of the introductory study of what it is possible for us to know about God, humanity, sin, salvation, sanctification, the church, and the end of the world. Prerequisites: THEO . Offered every spring semester.
THEO Honor Studies ( cr.) Honor Studies are open to students with initiative and capability in individual study and research. The course is designed to allow students to do advanced work in an area of particular interest to them under the supervision of a selected faculty member. The course instructor must approve the course's offering and its format. All work must be completed within one regular semester or one summer. Prerequisites: hours and instructor and department head approval. Offered on demand.
THEO Introduction to Christian Theology ( cr.) An introduction to nature (what is it?), the task (how do you do it?), and the shape (how does it fit together?) of Christian knowledge and God, humanity, sin, salvation, sanctification, the Church, and the end of the world. Prerequisites: BINT . THEO The Person and Work of the Holy Spirit ( cr.) The person and work of the Holy Spirit are studied in the light of Biblical teaching {with an emphasis on a Wesleyan perspective}. The activity of the Holy Spirit is traced through the Old and New Testaments, with special emphasis on the teaching of Christ and Pauline Pneumatology. The historical development of the doctrine is also considered. Prerequisite: THEO . Offered fall semester: even-numbered years.
THEO Wesleyan-Arminian Theology ( cr.) The first half of this course addresses the background and development of Arminian theology. It would demonstrate that classical Arminian theology has a rightful place in the Evangelical church in relation to Reformed theology and sustains important differences from Calvinism. The second half of this course would address the theology of John Wesley, focusing on God as “holy love” as a central theme and giving particular attention to the doctrine of Christian Perfection.
THEO Spiritual Formation and Ministry ( cr.) The purpose of this class is to explore and practice disciplines of Christianity that are foundational for a dynamic Christian life and ministry. Such a lifestyle would ultimately lead to a life of holiness as a part of the experience of sanctification and the ongoing process of holy living. Prerequisite: PMIN .
THEO Theological Method ( cr.) The Wesleyan quadrilateral would provide the basis for lectures, readings, and discussions on the role of Scripture, tradition, experience, and reason in making theological decisions relating to ministry and church work. In addition, the implications of other contemporary theological methods for ministry are explored.
THEO Judeo-Christian Ethics ( cr.) A study of theoretical and practical problems of moral conduct and proposed solutions, emphasizing the nature of ethics, values, right obligations, and opportunities.
THEO Spiritual Formation from a Wesleyan Perspective ( cr.) This course would challenge students to explore and apply theological principles of Wesley’s Means of Grace as building blocks that empower and energize one to live and lead with spiritually-formed Christ-like character.
THEO Biblical Concepts of Leadership ( cr.) A study of the concepts of leadership in the context of the scriptures. Applications of the concepts for both personal and career goals.
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Course Descriptions UNIV Success at MACU ( cr.) This course would include strategies to succeed in college and life. The course aims to improve academic performance by empowering students to become active, responsible learners who can prosper in college. Required for all college of adult and graduate studies undergraduate students unless waived by the academic dean or their designee.
UNIV [University Courses] UNIV College Foundations ( cr.) This remediation course provides individualized instruction in the essentials of math. Students in this course scored below on the math section of the ACT placement exam. UNIV College Foundations ( cr.) This remediation course provides individualized instruction in reading, math, and English. Students in this course scored below % on the English or math assessments.
UNIV Professional Development Review ( cr.) Professional development guides students through documenting college-level learning outside a college setting to earn college credit for that learning
UNIV Becoming a Master Student ( cr.) This course allows the student to learn and adopt a variety of theories and techniques that promote success in academic pursuits and beyond. Offered every fall.
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PERSONNEL DIRECTORY Administration Rev. Dr. Randall W. Spence Chairperson
Rev. Todd Braschler Vice Chairperson
Mr. Steven Goo Secretary
Ms. Amy Alden Rev. Jim Clark Mr. Michael Clements, Jr. Rev. Crystal Colp Mr. Steven E. Cottom
Mr. Craig Boelte Mr. Deon Colp Dr. Gary Kendall
Board of Trustees Dr. Derrol Dawkins Mr. Scott Duncan Mr. Steve Foskin Mr. Stuart Graham Mr. Clark Jolley Dr. Eric Anthony Joseph Mr. Justin Koch Mrs. Lisa Leeper Mrs. Rosanna Lucero-Torrez Rev. Dr. Richard Mansfield Rev. Brian Marlett Mr. David McCutcheon
Rev. Eli Pagel Mrs. Brenda Pierson Rev. Thom Pratt Rev. Andrew Rehbein Dr. Jessica Rimmer Rev. Larry Speelman Mr. Scott Staton Rev. Jeff Stewart Rev. Todd M. Watson Mr. Ron Whitton, Jr.
President’s Advisory Council on Excellence (P.A.C.E.) Mr. Mitch Rankin Dr. John Steffens Dr. Claude Robold Mr. Gary Thornhill Rev. Bill Search University President’s Cabinet
Phil Greenwald, MBA
Ashley Gotcher, MBA
Sharon Lease, EdD
President
Vice President of Alumni Engagement and Strategic Communications
Vice President of Academic Affairs and Chief Academic Officer
Vice President, Chief of Operations and Chief Information Officer
Amanda Harris, MBA
Bobbie Spurgeon-Harris, EdD
Vice President of Strategic Initiatives
Executive Vice President and Chief of Staff
Daniel Fisher, PhD
Meadow, Dean, MBA
Jody Allen, MA
Vice President for University Advancement
Vice President of Finance and Chief Financial Officer
University Departments ADMISSIONS/ENROLLMENT
BUSINESS AFFAIRS
HUMAN RESOURCES
Bobbie Spurgeon-Harris, EdD
Meadow, Dean, MBA
Executive Vice President and Chief of Staff
Vice President of Finance and Chief Financial Officer
Shauntae Sourie, MBA, SPHR, SHRMSCP, CCP
Alicia McCullar, PhD Dean of Student Development and Engagement
Erica Alvarez-Stanton, MEd Executive Director of Admissions
David Rose, MBA Assistant Vice President of Enrollment
Jennifer Randall, MA Assistant Vice President of Enrollment
ATHLETICS Marcus Moeller, BS Athletic Director
Adam Stanek, BA Sports Information Director
Daniel Peaslee, BA Director of Esports and Head Coach
Kim Brock, MBA
Director of Human Resources
INFORMATION TECHNOLOGY
Controller
Jody Allen, MA
Michael Foote, MBA
Vice President, Chief Information Officer
Assistant Controller
Scotti McDowell, MBA
Brittany Braden, BS Bursar
Director of Business Analysis and Operational Systems
Pam Mathis, BS
Ciana Young, BA
Office of Business and Finance Director
Assistant Director of Administrative Systems
CAMPUS MINISTRIES
INSTITUTIONAL RESEARCH AND EFFECTIVENESS
Kevin Dugay, BS Director of Campus Ministries/Campus Pastor
Morgan Thompson, MEd Dean
CAMPUS STORE Heather Barrett, BA Campus Store Manager
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Daniel Fisher, PhD
STUDENT AFFAIRS/SERVICES
Marsha Kendrick, MEd
Vice President for University Advancement
Director of Library Services
Ashley Gotcher, MBA
Dean of Student Development and Engagement
MAINTENANCE
Vice President of Alumni Engagement and Strategic Communications
Blake Carlson, MS
Director of Facilities
Amanda Harris, MBA
Madeleine Williams, MBA
Dusty Figura
OFFICE OF THE REGISTRAR
Connie Gall
Vice President of Strategic Initiatives
Maintenance Superintendent
Stephanie Davidson, MS
OFFICE OF FINANCIAL AID
University Registrar
Rita Castleberry, BA Director
OFFICE OF THE PRESIDENT Phil Greenwald, MBA President
Carrie Green Executive Assistant to the President
Clint Boardman, MBA Associate Registrar
Matthew Corrigan, MBA Assistant Registrar
Alicia McCullar, PhD
Director of Student Life, Conduct, and Safety Director of Housing
Christopher Canary, MDiv Director of Student Services
MaKailee George, BA Director of Graduate and Career Development
STUDENT VETERAN ADVISOR LaHonda Toussaint, MEd Student Veteran Advisor
SCRAPER COUNSELING CENTER Angela Phillips, LPC Director of Counseling
Directors and Administrative Staff Greenwald, Phil, MBA
Davidson, Stephanie, MS
President, Chief Executive Officer
University Registrar
BA, Messiah College; MBA, Mid-America Christian University
BS, MS, Mid-America Christian University
Allen, Jody, MA
Dugay, Kevin, BS
Vice President of Operations, Chief Operations Officer, Chief Information Officer
BS, Mid-America Christian University
BA, Angelo State University; MA, University of Oklahoma
Fisher, Daniel, PhD
Director of Campus Ministries/Campus Pastor
Vice President for University Advancement
Alvarez-Stanton, Erica, MEd BS, McPherson College; MEd, University of Central Oklahoma
BA, Greenville University; MEd, Seattle Pacific University; PhD, Azusa Pacific University
Barrett, Heather, BA
Foote, Michael, MBA
Executive Director of Admissions and Community Outreach
Assistant Controller
Campus Store Manager BA, California State University Channel Islands
BS, MBA, Mid-America Christian University
Braden, Brittany
Fozard, John, PhD Chancellor
Bursar
BS, Southern Illinois University; MM, Anderson College School of Theology; PhD, Trinity College and Seminary, Newburg, Indiana
BS, Mid-America Christian University
Boardman, Clint, MBA
Gall, Connie
Associate Registrar BS, MBA, Mid-America Christian University
Director of Facilities
Brock, Kim, MBA
George, MaKailee, BA Director of Graduate and Career Development
Controller BS, University of Central Oklahoma; MBA, University of Central Oklahoma College of Business
Canary, Christopher, MDiv Director of Student Services BA, Oklahoma Baptist University; MDiv, George W. Truett Theological Seminary at Baylor University
Carlson, Blake, MS
BA, Mid-America Christian University
Gotcher, Ashley, MBA Vice President of Alumni Engagement and Strategic Communications BS, Oklahoma State University; MBA, Mid-America Christian University
Harris, Amanda, MBA Vice President of Strategic Initiatives
Director of Student Life, Conduct, and Safety
BM, Oklahoma City University; MBA, University of Phoenix
BA, Southern Nazarene University; MS, Union Institute & University
Kendrick, Marsha, MEd
Castleberry, Rita, BA
Director of Library Services
Director of Financial Aid
BA, University of Central Oklahoma; MEd, East Central University
BA, Northwestern Oklahoma State University
Lease, Sharon, EdD
Cepeda, Enrique R, DMiss
Vice President of Academic Affairs and Chief Academic Officer
Executive Director, and Thomas School of International Studies BTh, Gulf Coast Bible College; BA, Warner Pacific College; MDiv, Asbury Theological Seminary; ThM, Fuller Theological Seminary; D Miss, Honorary Doctor in Divinity, Mid-America Christian University
BA, Oklahoma City University; MEd, Millersville University; MEd, The University of Guam; EdD, The University of Oklahoma
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Personnel Directory Rose, David, MBA
Dean of Student Development and Engagement
Assistant Vice President of Enrollment
BA, Oklahoma Baptist University; MS, East Central University; PhD, University of Oklahoma
BS, Indiana Wesleyan University; MBA, Indiana Wesleyan University
Smith, Christie, EdD
McDowell, Scotti, MA
Dean of College of Adult and Graduate Studies/Academic and Curriculum Services
Director of Business Analysis and Operational Systems BS, LeTourneau University; MBA, Mid-America Christian University
BBA, Sam Houston State University; MEd, University of Houston; EdD, Abilene Christian University
Mathis, Pam, BS
Sourie, Shauntae, MBA, SPHR, SHRM-SCP, CCP
Office of Business and Finance Director
Director of Human Resources
BS, University of Science and Arts of Oklahoma
BS, BBA, BA, Langston University; MBA, University of Central Oklahoma
Moeller, Marcus, BS
Spurgeon-Harris, Bobbie, EdD
Athletic Director AA, Ozark Christian College; BS, Missouri Southern
Executive Vice President and Chief of Staff
Meadow, Dean, MBA
BS, Northwestern Oklahoma State University; MSS, United States Sports Academy; EdD, United States Sports Academy
Vice President of Finance and Chief Financial Officer BA, Warner University; MBA, University of Phoenix
Thompson, Morgan, MEd
Peaslee, Daniel, BS
BS, Mid-America Christian University; MEd, University of Oklahoma
Dean of Institutional Research and Effectiveness
Director of Esports and Head Coach BS, Mid-America Christian University
Williams, Madeleine, MBA
Phillips, Angela, LPC
BS, Oklahoma State University; MBA, Mid-America Christian University
Director of Housing
Director of Counseling BSEd, East Central University; MHR, East Central University
Young, Ciana, BA
Randall, Jennifer, MA
BA, Mid-America Christian University
Assistant Director of Administrative Systems
Assistant Vice President of Enrollment BS, Mid-America Christian University; MA, University of Oklahoma
Rehbein, Esther, MEd Dean of College of Arts and Sciences BS, Gulf-Coast Bible College; MA, Northern Arizona University
Faculty Full-Time Faculty The date in parentheses represents the year of becoming full-time faculty at MACU. Akers, Marvin, MA (2018) Associate Professor: Adult School of Arts and Sciences AS, Community College of the Air Force; BS, MA, Mid-America Christian University
Arnold, Trina, MBA (2016) Assistant Professor: Adult School of Arts and Sciences BS, University of Central Oklahoma; MEd, University of Central Oklahoma; MBA, Southern Nazarene University
Barton, Pamela, MA (2016) Assistant Professor: School of Ministry BS, University of Central Oklahoma; MA, Friends University
Bell, Lisa, MBA (2021) Associate Professor: School of Business Leadership AS, Oklahoma City Community College; BS, Mid-America Christian University, MBA, Mid-America Christian University
Bland, Rebeccah, MA (2012) Assistant Professor: School of English BA, Southwestern Christian University; MA, University of Central Oklahoma
Castleberry, Garret, PhD (2017) Professor/Chair: Adult School of Arts and Sciences BA, Southwestern Oklahoma State University; MA, University of North Texas; PhD, University of Oklahoma
Colls, Jessica, PhD (2023) Associate Professor: Science and Counseling School of Behavioral
BA, Central Baptist College; MS, Oklahoma Baptist University; PhD, University of Louisiana at Monroe
Dawson, Tamara, EdD (2023) Associate Professor/Chair: School of Business Leadership BS, MSM, Southern Nazarene University; EdD, Northcentral University
DeSecottier, Leon Renault, EdD (2012) Professor Emeritus/Co-Chair: School of Behavioral Science and Counseling BS, MS, EdD Texas Tech University
Fernando, Deshani, PhD (2017) Associate Professor/Co-Chair: School of Science BS, University of Kelaniya, Sri Lanka; PhD, Oklahoma State University
Fischer, Gayle, PhD (2019) Associate Professor: School of Teacher Education BS University of Georgia; MS, PhD, University of Oklahoma
Ford, Larry, DBH (2022) Assistant Professor: School of Behavioral Science and Counseling BS, Mid-America Christian University; MS, University of Oklahoma; DBH, Arizona State University
Fowlkes, Carol, PhD (1998) Professor/Chair: School of Mathematics BA, MEd, Mid-America Nazarene College; PhD, Oklahoma State University
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Harris, Mark S, MS, MA (2001)
Philipson, Danielle, EdD (2022)
Associate Professor/Chair: School of English BS, MS, Radford University; MA, University of Central Oklahoma
Assistant Professor: School of Business Leadership BA, University of California, Irvine; MHA, Cornell University; EdD, Abilene Christian University
Hayes, Jayme, MS (2021) Assistant Professor: School of Science BS, University of Oklahoma; MS, Kansas City University
Heltcel, Cassidi, MBA (2023) BA, University of Oklahoma; MBA, Mid-America Christian University
Herron, Triston, MS (2022) Assistant Professor: School of Business Leadership BS Mid-America Christian University; MS, Southern New Hampshire University
Hinkle, Vickie, PhD (2008) Professor/Chair/Director: School of Teacher Education BS, MEd, University of Central Oklahoma; PhD, University of Oklahoma
Hurdman, Michael, MS (2015)
Pickens Jr, Mark S, PhD (2011) Professor: School of English BA, Oklahoma City University; MA, University of Oklahoma; PhD, University of Oklahoma
Pullen, Annette, PhD (2018) Associate Professor: School of Behavioral Science and Counseling AAS, Minnesota State College South East Technical; BA Argosy University; MS Capella University; PhD, Capella University
Rehbein, Esther, MEd (2004) Associate Professor: School of Teacher Education BS, Gulf-Coast Bible College; MA, Northern Arizona University
Riesenmy, Kelly, PhD (2018) Professor: School of Business Leadership BA; MA, University of Missouri-Kansas City; PhD, Regent University
Associate Professor: School of Ministry AA, Nazarene Bible College; BS, MS, Southwestern Christian University
Sampedro, Jesus, DSL (2019)
James, Terry, PhD (2020)
Associate Professor: School of Business Leadership BBA, University of Carabobo; MBA, DSL, Regent University
Associate Professor: School of Teacher Education BS, MEd, University of Central Oklahoma; PhD, University of Oklahoma (Clarifying) JS
Key, Justin, PhD (2012) Professor/Chair: School of Ministry BA, Mid-America Christian University; MDiv, Asbury Theological Seminary; PhD, Southwestern Baptist Theological Seminary
Kihega, Harold, PhD (2016) Professor/Co-Chair: School of Science BS, Cameron University; MEd, University of Central Oklahoma; PhD, University of Oklahoma
Koch, Laura, MBA (2023) Associate Professor: School of Business Leadership BS, Public Relations, Oklahoma State University; BS, Marketing, Oklahoma State University; MBA, University of Oklahoma
McMurry, William, MBA, MLA (2015) Assistant Professor: School of Business Leadership BS, University of Central Oklahoma; MBA, University of Phoenix; MLA, Oklahoma City University
Milton, Tyrone, MA (2023) Assistant Professor: School of Behavioral Science and Counseling AA, Oklahoma City Community College; BS, Southern Nazarene University; MA, Southern Nazarene University
Sanders, Michael, DMin (2021) Professor: School of Ministry BS, Gulf-Coast Bible College; MAR, Asbury Theological Seminary; DMin, Anderson University School of Theology
Schell, Kenneth, MA (2019) Associate Professor/Chair: School of General Education BA Mid-America Christian University; MA Arizona State University
Sloan, Stephen, JD (1991) Professor: School of Business Leadership BA, MS, Southern Nazarene University; JD, University of Oklahoma College of Law
Sutton, Wendell, JD (2004) Professor: School of Ministry BS, Oklahoma State University; MA, Southern Nazarene University; JD, University of Oklahoma College of Law
Thomas, Kimberly, DMin (2000) Professor/ Co-Chair: School of Behavioral Science and Counseling BS, Gulf-Coast Bible College; MA, Texas Southern University; DMin Houston Graduate School of Theology
Ward, Jamie, MS (2023) BS, Mid-America Christian University; MS, Southern Nazarene University
Nance, Julie, PhD (2013) Associate Professor: School of Ministry BA, Anderson College; MDiv, Louisville Seminary; PhD, International Seminary
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Part-Time Faculty College of Arts and Sciences Part-time Faculty Akers, Marvin, MA AS, Community College of the Air Force; BS, MA, Mid-America Christian University
Herron, Triston, MS BS Mid-America Christian University; MS, Southern New Hampshire University
Attanasi, Mark, MBA BA, Southern Nazarene University; MBA, Keller Graduate School
Hurdman, Michael, MS AA, Nazarene Bible College; BS, Southwestern Christian University; MS, Southwestern Christian University
Bailey, Rachel, MBA BS, MBA, Mid-America Christian University Bates, Olivia, MS BA, Mid-America Christian University; MS, University of Oklahoma
Lehrmann, Leslie, MA BA, Oklahoma Baptist University; MA, University of Oklahoma
Beaty, Ryan, MDiv BS, Southwestern Assemblies of God University; MDiv, Assemblies of God Theological Studies
Mannin, Owen, MRE BGS, University of Nebraska at Omaha; MA, Liberty Baptist Theological Studies; MRE, Liberty Baptist Theological Seminary
Bell, Lisa, MBA AS, Oklahoma City Community College; BS, Mid-America Christian University; MBA, Mid-America Christian University
Manning, Kathleen, MEd BA, University of Central Oklahoma; MEd, University of Central Oklahoma
Burnam, Amanda, MA BS, Western New Mexico University; MA, New Mexico State University
Marlett, Brian, MS BA, MS, Mid-America Christian University
Busby, Leah, MBA BBA, Lamar University; MBA, Lamar University
Mathis, Pamela, MBA BS, University of Science and Arts of Oklahoma; MBA, MidAmerica Christian University
Carlson, P Blake, MS BS, Southern Nazarene University; MS, Union Institute & University
McMurry, William, MBA, MLA BS, University of Central Oklahoma; MBA, University of Phoenix; MLA, Oklahoma City University
Castleberry, Garret, PhD BA, Southwestern Oklahoma State University; MA, University of North Texas; PhD, University of Oklahoma
Milton, Tyrone, MA AA, Oklahoma City Community College; BS, Southern Nazarene University; MA, Southern Nazarene University
Clark, Angela, MEd BA, Mid-America Christian University; MEd, University of Central Oklahoma
Monjaraz, Fernando, MS BS, St. Mary’s University; MS, Texas Tech University
Copeland, Kristopher, PhD AA, Carl Albert State College; BA, Northeastern State University; MA, University of Arkansas; PhD, University of Arkansas
Parker, Jessica, MEd BS, Southwestern Christian University; MEd, Concordia University; MEd, Southwestern Oklahoma State University
Corrigan, Matthew, MBA BA, Mid-America Christian University; MBA, Mid-America Christian University
Pink, Clarice, MA BA, Texas A&M University; MA, Texas A&M University
DeCarlo, Vernona, MEd BS, Oklahoma State University; MEd, University of Central Oklahoma
Pittman, Cecilia, MEd BS, Texas A&M University; MEd, University of Central Oklahoma
Dukes, Allen, MS BSE, Oklahoma Christian College; MS, Oklahoma State University Dunn, Anita, MA BA, Covington Seminary; MA, Chaminade University; MA, Tiffin University Dutton, Kelsie, MA AA, Hill College; BS, Mid-America Christian University; MA, Southern Nazarene University Gotcher, Ashley, MBA BS, Oklahoma State University; MBA, Mid-America Christian University Hadley, Phylis, EdD BS, Southern Nazarene University; MEd, Southern Nazarene University; EdD, Southwestern College Hahn, Scott, MEd BS, University of Central Oklahoma; MEd, University of Central Oklahoma
Le, Chau, MAcct BS, University of Central Oklahoma; MAcct, Oklahoma Christian University
Post-McCorkle, Amy, PhD BA, Cameron University; MA, Oklahoma State University; PhD, University of Oklahoma Rasak, Michael, MA BS, Central Michigan University; MA, University of Detroit Ray, Billy, MEd BS, University of Central Oklahoma; MEd, University of Central Oklahoma Sloan, Stephen, JD BA, MS, Southern Nazarene University; JD, University of Oklahoma College of Law Statton, Allison, MS BS, Southwestern Oklahoma State University; MS, Ohio State University Thompson, Morgan, MEd BS, Mid-America Christian University; MEd, University of Oklahoma
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Watson-Wilkes, Haleigh, MEd BA, Mid-America Christian University; MEd, University of Texas
West, Ashleigh, MA BA, Mid-America Christian University; MA, Northeastern State University
Wedel, Todd, MA BA, Oklahoma Baptist University; MA, University of Oklahoma Weichel, Anna-Kate, MA BA, University of Oklahoma; MA, Mid-America Christian University
Whetstone, Rachel, MS BA, Mid-America Christian University; MS, Walden University
College of Adult and Graduate Studies Part-time Faculty Abolarin, James, PhD BS, University of Phoenix; MA, Argosy University; PhD, Walden University
Bland, Rebeccah, MA BA, Southwestern Christian University; MA, University of Central Oklahoma
Ackerman, George, PhD BA, Florida Atlantic University; MS, MBA, JD, Nova Southeastern University; PhD, Capella University
Boardman, Clint, MBA BS, Mid-America Christian University, MBA, Mid-America Christian University
Adams, Kristina, PhD BS, University of Oklahoma; MEd, University of Oklahoma; PhD, University of Oklahoma
Bokhari, Layla, MS, MA BA, University of Oklahoma; MS, University of Phoenix; MA, University of Oklahoma
Allen, Jody, MA BA, Angelo State University; MA, University of Oklahoma
Boswell, David, MBA BBA, University of Central Oklahoma; MBA, Oklahoma City University
Alston, Roy, PhD BS, United States Military Academy; MBA, Indiana Wesleyan University; PhD, Walden University
Bowell, Cassandra, MS BS, Oklahoma State University; MS, Oklahoma State University
Anderson, Katherine, PhD BS, Ohio State University; MS, Ohio State University; MS, Florida State University; PhD, Argosy University in Sarasota
Bowman, Chris, MSA BBA, University of Michigan-Flint; MSA, Central Michigan University
Askins, Rana, MBA BS, University of Oklahoma; MBA, Oklahoma City University
Brink, Robert, DMin BA, Gulf-Coast Bible College; MDiv, Anderson School of Theology; DMin, Asbury Theological Seminary
Baird, James, MBA BS, Oklahoma Christian University; MBA, University of Dallas Barnes, Ann, MEd BS, Central State University; MEd University of Central Oklahoma Barnett, Jeanene, Ed. D. B.A., University of Tulsa; M.A., University of Tulsa; Ed. D., Oklahoma State University Bateman, Michael, DBS BA, MS, Southern Nazarene University; MA, Trinity Theological Seminary; MA, DBS, Andersonville Theological Seminary Beaty, Robert, MDiv BS, Southwestern Assemblies of God University; MDiv, Assemblies of God Theological Seminary Beckham, James, PhD BS, Oklahoma State University; MEd, University of Oklahoma; PhD, University of Oklahoma Bergren, Christina, PhD BS, University of Texas at Austin; MA, University of Texas at San Antonio; PhD, Capella University Berrada, Mounir, MBA BS, International Institute for Higher Education; MBA, Oklahoma City University Betz, Wendi, PhD BA, University of Oklahoma; MA, PhD, University of Arkansas Blackburn, Laura, EdD BS, Mid-America Christian University; MEd, University of Central Oklahoma; EdD, Olivet Nazarene University Bland, Adrian, MEd BA, Hampton University; MEd, American InterContinental University
Brown, Lamar, PhD BA, University of Michigan-Flint; MA Marygrove College; PhD, Walden University Brown, Tiffany, DBA BA Clark Atlanta University; MA, DBA University of Phoenix Bruce, Samuel, DMin AA Wesley College; BA, Mid-America Christian University; MDiv, Anderson University; DMin, California Graduate School of Theology; DMin, Fuller Theological Seminary Burnam, Amanda, MA BS, Western New Mexico University; MA, New Mexico State University Burnett, Arthur, MDiv BA, Anderson University; MDiv, Anderson Theological Seminary Busby, Leah, MBA BBA, Lamar University; MBA, Lamar University Busch, Joseph, MS BS, Mid-America Christian University; MS, University of Oklahoma Campbell, John, PhD BS Oklahoma State University; MBA, University of Central Oklahoma; MS, PhD, University of Oklahoma Health Science Center Carbajal, Shelethia, Ed.D. BS, Mid-America Christian University; MBA, Oklahoma City University; Ed.D., National University Carr, Rachel, PsyD BS, Oklahoma City University; PsyD, University of Texas Carter, Janelle, PhD BS, Tennessee State University; MS Carlow University; PhD Duquesne University
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Castleberry, Rance, MEd BA, Northwestern Oklahoma State University; MEd, Northwestern Oklahoma State University
Dillman, Raymond, PhD BA, University of Oklahoma; MA, Auburn University; PhD, Oklahoma State University
Chambers, Mary-Lynn, MA BA, University of Western Ontario; MA, East Carolina University
Drew, Joseph, MA BS, Mid-America Bible College; MA, Southeast Missouri State University
Chandler-Riddlespriger, Diane, PhD BS, Towson University; MS, Capella University; PhD, Capella University Chang, Ian, PhD BS, Northern Illinois University; MS, Northern Illinois University; PhD, University of Alabama Chapman, Lara, MA BA, University of Central Florida; MA, University of South Florida, St. Petersburg Clouse, Patty, MS BS, MS, Southern Nazarene University Cobb, Timothy, MBA BS, University of Akron; MBA Western Governors University
Dunn, Margaret, EdD BS, Alma College; MDiv, Asbury Theological Seminary; EdD, University of Houston Earnest, Terrell, DMin BS, Southern Nazarene University; MS, Nazarene Theological Seminary; DMin, Luther Rice Seminary Ebert, Michael G, MA BS, Gulf-Coast Bible College; MA, Mid-America Christian University Ellis, Jeri, EdD BA, Wesleyan College; MA, University of Cincinnati; EdD, University of Cincinnati
Conner, Blake, MS BS, MS, Mid-America Christian University
Embry, Sherry, MA, MEd BS, East Texas Baptist University; MEd, University of North Texas; MA, University of Texas at Arlington
Collins, Aaron, MS AS, Oklahoma City Community College; BS, Oklahoma Baptist University; MS, University of Nebraska at Kearney
Enright, Rebecca, MAT BM, Southwestern Oklahoma State University; MAT, Brenau University
Colvin, Justene, MEd AA, Blinn College; BA, Sam Houston State College; MA, Grand Canyon University; M Ed, Texas A&M University
Ensworth, John, MS BS, Arizona State University; MS, University of Oklahoma
Conner-Boyd, Joyce, DBA BS, Walden University; MBA, Walden University; DBA, Walden University Copeland, Kristopher, PhD AA, Carl Albert State College; BA, Northeastern State University; MA University of Arkansas; PhD, University of Arkansas Courts, Bari, PhD BA, Kenyon College; MBA, University of Cincinnati; PhD, Capella University Cox, Rodney, Ed D AA, Northeastern Oklahoma State University; BS, Northeastern State University; MS, Northeastern State University; Ed D, Oklahoma State University Crow, Charles, PhD BA, Southern Nazarene University; MDiv, Nazarene Theological Seminary; DMin, Phillips University Graduate Seminary Curran, Kathy, MDiv BS, Mid-America Christian University; MDiv, Mid-America Christian University Cuthbertson, Mark, MA BA; MA, University of Toledo Davidson, Stephanie, MS BS, MS, Mid-America Christian University DelGiudice, Constance, EdD AA, Indian River State College; BS, MS, Palm Beach Atlantic University; EdD, Argosy University DeSecottier, Leon, EdD Professor Emeritus BS, MS, EdD, Texas Tech University
Epperson, Michelle, MS BS, University of Oklahoma; MS, Mid-America Christian University Ewane, Ambrose, PhD BS, State University of New York; MPA, State University of New York; PhD, Walden University Ewing, Christopher, PhD BA, St. Louis University; MA, Central Michigan University; PhD, Capella University Farley-Parker, E Ann, PhD BA, Baylor University; MDiv, Southwestern Baptist Theological Seminary; PhD, Southwestern Baptist Theological Seminary Feirtag, James, MDiv BA, Anderson University; MDiv, Anderson University School of Theology Finnie, Stephanie, PhD BS, Langston University; MS, East Central University; PhD Capella University Fleming, Ed, DMin AAS, Lamar University; BS, MBA, LeTourneau University; DMin, United Theological Seminary Flores, Jimmie, PhD BBA, St Mary’s University; MA, PhD, Fielding Graduate University; MBA, University of St Thomas; MS, DeVry University; MS, MEd, Regis University; DMgt, University of Phoenix Foote, Michael, MBA BS, MBA, Mid-America Christian University Foster, Misti, MEd BS, Southwestern Christian University; MEd, University of Central Oklahoma Fowlkes, Carol, PhD BA, MEd, Mid-America Nazarene College; PhD, Oklahoma State University
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Furey, Dennis, MA AS, Oklahoma State University; BS, MA, Mid-America Christian University
Harrington, Melody, MEd BS; MEd, University of Central Oklahoma
Goodwin, Sharon, PhD BA, MS, Park Point University; PhD, Capella University
Heckert, Clifford, JD BA, Cameron University; JD, University of Oklahoma
Grace, April, EdD BS, University of Oklahoma; MEd, University of Oklahoma; EdD, University of Phoenix
Herron, Dwight, MS BA, Oklahoma Christian College; MS, Mid-America Christian University
Gray, Andrea, MA BS, New Mexico State University; MA, University of Phoenix; MA, University of Phoenix
Herron, Hannah, MPW BA, University of Oklahoma; MPW, University of Oklahoma
Harris, Mark, S, MS, MA Gammill, Shellie, PhD BS, MS, Radford University; MA, University of Central Oklahoma BS, East Central University; MEd, East Central University; PhD, Harrison, James, MBA University of Oklahoma BS Saint Joseph’s College, MBA University of Phoenix Garrett, Kyle, MBA Harrison, Kylie, MA BS, Oklahoma State University; MBA, University of Central BA, California State University; MA, Pepperdine University; PhD, Oklahoma University of Oklahoma Garrett, Sarah, MA Hau, Melonie, EdD BA, Cameron University; MA, Central Michigan University BA, University of Central Oklahoma; MEd, University of Central Getahun, Yonas, MS Oklahoma; EdD, University of Oklahoma BS, Bahirdar College; MS, Ababa University; MS, Troy University Hayes, Jayme, MS Gleason, Katelyn, MS BS, University of Oklahoma; MS, Kansas City University BS, University of Oklahoma; MS, Capella University Hayes, Virginia, PhD Glover, Brian, MBA, MA BS, American Public University; MS, John Brown University; PhD, BS, MBA, Mid-America Christian University; MA, Liberty University Capella University
Gray, Laura, PhD BA, University of Louisiana at Monroe; MEd, University of Southern Mississippi; EdS, University of South Alabama; PhD, Capella University Gregston, Shae, MS BFA, University of Central Oklahoma; MS Southern Nazarene University Griffith, Renee, MA BS, MA, Mid-America Christian University Griffith, Robert, MS AA, Tarrant County College; BA, University of Texas at Arlington; MS, University of Oklahoma Grossnickle, Courtney, MA BA, Liberty University; MA, Liberty University Gunter, Annette, JD BS Southern Nazarene University; MIM, Thunderbird: Global School of Management; JD, University of Oklahoma Guyer, Jared, MBA AS, Lincoln Trail College; BS, Valparaiso University; MBA Oklahoma Christian University Hahn, Scott, MEd BS, MEd, University of Central Oklahoma Hall, Amy, MEd BA, University of Science & Arts of Oklahoma; MEd, Southwestern Oklahoma State University Hardaway, Roger, JD BS, Middle Tennessee State University; BSEd, University of Memphis; MA, New Mexico State University; MAT, University of Wyoming; MA, Eastern New Mexico University; JD, University of Memphis; DA, University of North Dakota Harrell, Sue, MS BS, Mars Hill College; MS, Shenandoah University
Higgins, Barbara, MS BS, MS, Mid-America Christian University Higgins, Benjamin, MA BA, Mid-America Christian University; MA, Liberty Baptist Theological Seminary Hix, Rebecca, MS BA, Mid-America Christian University; MS, Arkansas State University Hoaglin, Kristen, MBA BS, MBA, Mid-America Christian University Homan, Stephanie, PhD AA, Mesa Community College; BA Psychology, Arizona State University; MA, Ottawa University; PhD, Walden University Howard, Kenny, MDiv BA, Mid-America Bible College; MDiv, Asbury Theological Seminary; DMin, Anderson University School of Theology Hudnett, Richard, EdD BS, Fairleigh Dickinson University; MBA; Nova Southeastern University; EdD, Nova Southeastern University Hunnicutt, Ryan, JD BS, Mid-America Christian University; JD, University of Oklahoma College of Law Hurdman, Barbara, MS BS, Liberty University; MS, Liberty University Irwin, Kathleen, PhD BS, M, BA, University of North Carolina; PhD, Capella University James, Jill, MA BA University of North Texas; MA, University of North Texas James, Terry, PhD BS, Indiana State University; MS, Indiana University; PhD, University of Oklahoma
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John, Elsa, MD MD, University of Debrecen
Lusitana, Thomas, MDiv AS, Lincoln Land Community College; BA, Mid-America Christian University; M Div, Asbury Theological Seminary
Johnson, Harlan, PhD BS, Bacone College; MBA, Southern Nazarene University; MEd, East Central University; PhD North Central University
Marci, Melody, MA BA, TEC de Monterrey; MA Regent University
Johnson, Jill, EdD BA, University of Wisconsin; MA Hamline University; MA, Argosy University; Ed D, University of St Thomas
Marlett, Brian, MS BA, MS, Mid-America Christian University Martin, John, Ph.D. B.A., Southern Nazarene University; M.A. Fuller Theological University; Ph.D., Northcentral University
Joiner, Cherrilleye, MS AS, Southern Union State Community College; BA, Auburn University; MS, Cameron University
Martinez, Jose Magdiel, MA BS, MA, Universidad Autónoma de Nuevo León
Jolley, Joseph Clark, JD BA; Oklahoma Baptist University, JD University of Oklahoma
Martinez, Mary Ann, DEd BA, Universidad del Turabo; MA, DEd, Universidad Interamericana
Jones, Todd, MBA BS, Marywood University; MBA, Liberty University Joseph, Eric Anthony, PhD BA, MDiv, MACE, EdD, PhD, Biola University Karpf, Jason, MPS AA, Los Angeles Pierce College; BS, University of Phoenix; MPS, University of Denver Kastl, Christina, MS AA, Redlands Community College; BS, University of Central Oklahoma; MS, Walden University; Certificate; Walden University
Martinez, Pedro, EdD BS, Iowa State University; MEd, University of Oklahoma; MS, EdD, Oklahoma State University Martinez-Leeper, Lisa, MMin, MBA, MHR BLS, MHR, University of Oklahoma; MBA; Oklahoma City University; MMin, Mid-America Christian University Mata, Jodi, PhD BS, MEd, PhD, University of North Texas
Kelly, Zakkiyya, MBA BS, Park University; MBA Park University
Mathis, Pamela, MBA BS, University of Science and Arts of Oklahoma; MBA, MidAmerica Christian University
Kerlin, Susan, MEd BS, San Diego State University; MEd, University of Central Oklahoma
Maturen, Amy, PhD AA, Delta Community College; BS, Central Michigan University; MS, Capella University; PhD, Capella University
Key, Justin, PhD BA, Mid-America Christian University; MDiv, Asbury Theological Seminary; PhD, Southwestern Baptist Theological Seminary
Mayes, Tamika, DBA BA, Florida Atlantic University; MBA, University of Houston; DBA, Argosy University
Kihega, Harold, PhD BS, Cameron University; MEd, University of Central Oklahoma; PhD, University of Oklahoma
Mayfield, Patrick, MA BA, MA, University of Central Oklahoma
Kirk, Lawrence, MDiv BA, Oklahoma Baptist University; MDiv, Southwestern Baptist Theological Seminary
McAvoy, Jessica, MBA BS, University of Central Oklahoma; MBA, Mid-America Christian University
Kirts, Drew, MBA BS, Western Governor’s University; MBA Western Governor’s University
McBee, John, EdD Professor Emeritus BSE, MA, Truman State University; EdD, Oklahoma State University
Krejci, Adam, JD BS, Oklahoma Christian University; JD, Oklahoma City University
McCaffery, Jack, JD, DBA BA, National-Louis University; MHSA, Strayer University; LLM, St Thomas University School of Law; JD, Barry University School of Law; DBA Argosy University
Lawter, Jenna, MS BBA, University of Central Oklahoma; MS, Oklahoma State University Lee, David, JD BS, MBA, Florida Agricultural and Mechanical University; LLM, The Judge Advocate Legal Center, and School; JD, Emory University School of Law
McCoy, Donna, PhD BS, Southwestern College of Christian Ministries; MS, Southern Nazarene University; MA, Southern Nazarene University; PhD, Capella University
Lindstrom, Heather, PhD BFA, University of Texas-Arlington; MS, Capella University; PhD, Capella University
McCroskey, Robert, PhD AB, MA, Bethany Nazarene College; DMin, PhD, The Evangelical Theological Seminary of Indonesia
Little, Bradley, JD BS, JD, University of Oklahoma
McLain, Jesse, DMin BA, Warner Southern College; MS, Capella University; MDiv, DMin, Asbury Theological Seminary
Love, Krystal, MBA BSW, Western Michigan University; MBA, Spring Arbor University
McLemore, Roosevelt, MBA BS, MBA, Mid-America Christian University
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McNeely, Mandy, MS BS, MS, Mid-America Christian University McPherson, Charlotte, DMin BA, BS, Mid-America Christian University; MA Pacific International University; DMin Trinity College and Seminary Mendenhall, Michelle, MA BA, University of California Los Angeles; MA, Biola University
Phillips, Bill, MRE, MDiv BS, Mid-America Christian University; MRE, MDiv, Liberty University Pierre-Paul, Robert, PhD BS, St Thomas Aquinas; MS, Florida Atlantic University; PhD, Capella University Ponce, Lani, PhD BS, Williams Baptist College; MS, Walden University; PhD, Walden University
Mensah, Ashanti, MS BS, University of Central Oklahoma; MS, Langston University
Post-McCorkle, Amy, PhD BA, Cameron University; MA, Oklahoma State University; PhD, University of Oklahoma
Michelson, Marty, PhD BA, Northwest Nazarene College; MA, Point Loma Nazarene College; MA, MA, Southern Nazarene University; PhD, University of Denver; PhD, University of Manchester, UK
Powell, James, PhD BS, East Carolina University; MA, Gardner Webb University; PhD, University of North Carolina at Charlotte
Middlebrooks, Marvin L, MMin Professor Emeritus BS, Gulf-Coast Bible College; MMin, Southern Nazarene University
Price, Sarah, MS BS, MS Mid-America Christian University
Mills, Brian, PhD BS, Friends University; MA, Friends University; MA, Southwestern Baptist Theological Seminary; PhD, Regent University Morgan, David, MS BA, University of Oklahoma; MS, Southern Nazarene University
Price, Tiffany, MA BA, Chowan University; MA, East Carolina University Pullin, Timothy, JD BS, University of Oklahoma; JD, Baylor University Rasak, Mike, MA BS, Central Michigan University; MA, University of Detroit
Morse, Barry, MS AS BS, MS, Northwestern Oklahoma State University Mouse, Melani, PhD BS, Southwestern Oklahoma State University; MEd, Southwestern Oklahoma State University; PhD; University of Oklahoma. Muthalaly, Alexander Koshy, PhD BA, Bangalore University; BD, Union Biblical Seminary; MTh, United Theological College; MBA, Southern Nazarene University; PhD, Southern Baptist Theological Seminary
Rehbein, Andrew, MA BS, Mid-America Christian University; MA Indiana Wesleyan University Rehbein, Jon, MA, MBA BS, Gulf-Coast Bible College; MA, Fuller Theological Seminary; MBA, Mid-America Christian University
Nguyen, Truyen, PhD BS, PhD, University of Texas at Arlington; MA, Dallas Baptist University
Roddy, Ronald, EdD Professor Emeritus BA, University of Houston; BS, Gulf-Coast Bible College; MEd, Our Lady of the Lake University, Texas; EdD, Oklahoma State University
Nwosu, Nnawuihe, PhD BA, Institute of Management and Technology; MS, Walden University; MBA; Ambrose Alli University; PhD, Walden University
Roddy, Shirley, PhD Professor Emeritus BA, MHR, PhD, University of Oklahoma
Ojo, Sam, DBA BS, Sacred Heart University; MBA, University of New Haven; DBA, Argosy University
Rom, Morgan, MS BS, MS, Oklahoma State University
Okere, Erica, DBA BAS, Wilberforce University; MBA, University of Phoenix; DBA, Argosy University Orso, Amanda, MA AA, BS, Oklahoma State University; MA, Mid-America Christian University Overstreet, Eldon, JD BS, Oklahoma State University; JD, The University of Tulsa Palmer, Catherine, MS BS, The University of Oklahoma; MS, The University of Central Oklahoma Parker, Selene, MEd BS, University of Central Oklahoma; MEd, University of Central Oklahoma Patterson, Sean, MS BS, Mid-America Christian University; MS University of New Haven
Ross, Bo, MBA MBA, Oklahoma Baptist University; BA, University of Central Oklahoma Ross, Donald, MBA BS, University of Oklahoma; MBA, Southern Nazarene University Ruby, Steve, PhD BA, Mid-America Nazarene University; MDiv, Nazarene Theological Seminary; PhD, Bakke Graduate School Russell, Hope, MS BS, MS, University of Central Oklahoma Salmon, Sabrina, PhD BS, Winthrop University; MA, Pacific Lutheran University; PhD, Capella University Sanders, Cliff, DMin Professor Emeritus BA, Gulf-Coast Bible College; MDiv, DMin, Asbury Theological Seminary
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Sandoval, Lindsey Jo, MBA BS, MBA, Mid-America Christian University
Tardibono, Timothy, JD BS, Oklahoma Christian University; MA, Regent University; JD, Regent University
Sawyer, Kjell, MAS BA, BS, University of Oklahoma; MAS, University of California, Los Angeles
Teszlewicz, Jonathan, MBA BS, Oklahoma State University; MBA Maryville University of St Louis
Scalf, Twana, MA BA, BA, MA, University of Oklahoma
Thomas, John, MBA BS, University of Oklahoma; MBA, Mid-America Christian University
Seal, Teresa, MBA BA University of Oklahoma; MBA, Southern Nazarene University Sewell, Sheldon, PhD BS, Mid-America Christian University; MA, Liberty University; PhD, Regent University
Toles, Keith, MMin BS, MMin, Mid-America Christian University
Shatswell, Julie, MS BA, MS, Oklahoma City University
Toles, La’Keesha, MBA BBA, University of Central Oklahoma; MBA, Mid-America Christian University
Shelby, Kristen, MEd BS, Oklahoma State University; MEd, Southwestern Oklahoma State University
Toussaint, LaHonda, MEd BS, University of Maryland; MEd, University of Oklahoma
Slade, Alison, PhD BA, Auburn University; MA Auburn University; PhD; University of Southern Mississippi
Trammell, Bailey, MCP BS, Northwestern Oklahoma State University, MCP, Northwestern Oklahoma State University
Smith, Christie, EdD BBA, Sam Houston State University; MEd, University of Houston; EdD, Abilene Christian University Smith, Phillip, MHA BS, University of Central Oklahoma; MHA, University of Oklahoma Health Sciences Center Spurgeon-Harris, Bobbie, EdD BS, Northwestern Oklahoma State University; MSS, United States Sports Academy; EdD, United States Sports Academy
Tyus, John, DMin BS, Franklin University; MA, Liberty University; DMin, United Theological Seminary Waggoner, Joshua, MBA BS, MBA, Mid-America Christian University Walker, Dustin, MS BS, University of Central Oklahoma; MS, Mid-America Christian University
Starr, David, MDiv BS, Mid-America Christian University; MDiv, Anderson University Statton, Allison, MS BS, Southwestern Oklahoma State University; MS, The Ohio State University Stevens, Mary, PhD BS, East Central State College; MS, East Central State University; MEd, University of Central Oklahoma; PhD, University of Oklahoma Stewart, Kendra, PhD BS, Central Missouri State University; MA, Webster University; PhD Arizona State University
Ward, Tonya, PhD BS, MS, Southern Nazarene University; PhD, Oklahoma State University Waymack, Matthew, EdD BS, University of Georgia; MEd, University of Georgia; EdD, University of Georgia Wayman, Dale, PhD BS, Southern Nazarene University; MS, Western Washington University; PhD Ohio University Whetstone, Rachel, MS BA, Mid-America Christian University; MS, Walden University Williams, Madeleine, MBA BS, Oklahoma State University; MBA, Mid-America Christian University
Stewart, Nathan, MA BA, Anderson University; MA, Regent University Stewart, Scott, MS MS, Oklahoma State University; BS Northwestern Oklahoma State University Stiffler, Kevin, MDiv BS, California Polytechnic State University; MDiv, Anderson University School of Theology
Thompson, Morgan, MEd BS, Mid-America Christian University; MEd, University of Oklahoma
Williams, Tiffany, MHR BBA, Langston University; MHR, University of Oklahoma Wilson Mumpower, Stacie, PhD BA, MA, University of Texas at El Paso; PhD, University of Oklahoma
Stortz, Linda, MS BS, Clearwater Christian College; MS, Liberty University
Woods, Curtis, MBA, MA AA, Pierce College; BS, University of Arkansas; MBA, Webster University; MA, Stetson University
Sutton, Wendell, JD BS, Oklahoma State University; MA, Southern Nazarene University; JD, University of Oklahoma College of Law
Worcester, Matthew, MBA BS, Mid-America Christian University; MBA, Mid-America Christian University
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Youngman, William, EdD BA, Mount Vernon Nazarene College; MA, University of Dayton; EdD, University of Cincinnati
Zimmerman, Daniel, DM BS, Illinois State University; MHR, DeVry University; MBA, DeVry University; DM, Colorado Technical University
Emeriti Faculty Adams, Juanita, MA (1957) Professor Emeritus BA, Warner Pacific College; MA University of Houston
Middlebrooks, Marvin L, MMin (1993) Professor Emeritus BS, Gulf-Coast Bible College; MMin, Southern Nazarene University
Curtis, Melva W, EdD (1984) Professor Emeritus BS, California State University at Fresno; MA, University of San Francisco; EdD, Oklahoma State University
Roddy, Ronald, EdD (1990) Professor Emeritus BA, University of Houston; BS, Gulf-Coast Bible College; MEd, Our Lady of the Lake University, Texas; EdD, Oklahoma State University
DeSecottier, Leon Renault, EdD (2012) Professor Emeritus BS, MS, EdD, Texas Tech University
Roddy, Shirley, PhD (1995) Professor Emeritus BA, MHR, PhD, University of Oklahoma
McBee, John, EdD (2005) Professor Emeritus Sanders, Cliff, DMin (1992) BSE, MA, Truman State University; EdD, Oklahoma State Professor Emeritus University BA, Gulf-Coast Bible College; MDiv, DMin, Asbury Theological Seminary McDonald, William, PhD (1961) Professor Emeritus Trick, Nelson, DMin (1965) BS, Anderson College; MA, Ball State Teachers College; PhD, Ball Professor Emeritus State University BA, Trinity University; MDiv, Bonebrake Theological Seminary; STM, DMin, United Theological Seminary
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