ACADEMIC CATALOG - William Peace University

www.peace.edu A Liberal Arts & Sciences College for Women Raleigh, NC

ACAdemiC CAtALog2009-2011

Updated 6-30-10

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Peace College admits students of any race, color, national and ethnic origin to all the rights, privileges, programs and activities afforded to students at the school. It does not discriminate on the basis of handicap, age, race, sexual orientation, color or national origin in the administration of its educational policies, admissions policies, scholarships and loan programs or athletic and other school-administered programs.

Peace College is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools (1866 Southern Lane, Decatur, Georgia, 30033-4097, telephone 404-679-4501) to award baccalaureate degrees.

ACAdemiC CAtALog2009-2011

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Inquiries should be directed as indicated below. Call the campus receptionist at 919-508-2000 and ask to be

connected to the appropriate individual:

Academic Advising, Associate Dean for Advising and Retention

Academic Matters, Provost

Academic Support Programs, Coordinator of Learning Services

Admissions and Applications, Dean of Enrollment and Adult Education

Adult Education, Dean of Enrollment and Adult Education

Alumnae Affairs, Director of Alumnae Affairs

Athletics, Director of Athletics

Bequests, Gifts or Grants, Vice President for Development and Alumnae Affairs

Bookstore, Manager of Bookstore

Career Services, Director of Career Services

Clubs and Organizations, Director of Leadership and Service

Counseling, Director of Counseling Center

Disabilities, Director of Disability Services

Educational Programs, Provost

Expenses and Account Information, Vice President for Finance and Administration

Financial Aid, Director of Financial Aid

First Year Experience, Director of First Year Adventure

Health Services and Medical Forms, College Nurse or Dean of Students

Housing and Residence Life, Director of Residence Life

Information Systems & Technology, Associate Vice President for Technology

International Programs, Coordinator of International Studies Programs

Internships, Director of Career Services

Leadership Programs, Coordinator of Leadership Studies Program or Director of Leadership and Service

Library, Director of Library Services

Marketing, Vice President for Marketing and College Relations

New Student Orientation, Director of Student Engagement or Dean of Students

Public Relations, Vice President for Marketing and College Relations

Religious & Spiritual Life, Chaplain

Scholarships and Financial Aid, Director of Financial Aid

Security, Director of Security

Student Activities, Director of Student Engagement

Student Life, Handbook, Rules and Regulations, Dean of Students

Transcripts and Academic Reports, Registrar

The college reserves the right to make any necessary changes in the calendar, regulations, student charges or courses of

instruction announced in this catalog. It is the responsibility of the student to see that all the degree requirements are

met for graduation from Peace and/or transfer to other institutions.

LiSt of depArtmentS

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tAbLe of ContentS

generAL informAtion Peace At A Glance ................................................................. 9

Academic Divisions, Disciplines, and Assessment ................. 12

History of Peace .................................................................. 13

Location and Campus ......................................................... 14

AdmiSSionS & finAnCiAL informAtionAdmissions .......................................................................... 18

Tuition and Fees .................................................................. 24

Scholarships and Grants ....................................................... 28

Loan Programs ..................................................................... 30

ACAdemiC & StUdent Life Honor Societies ................................................................... 33

Awards ................................................................................ 34

Advising and Adventures ..................................................... 36

Career Services and Educational Support ............................ 37

Clubs and Cooperating Raleigh Colleges (CRC) ................. 39

Honors Program and Independent Study ............................ 40

International Study ............................................................. 41

Internships/ Special Format Courses .................................... 42

Student Life ......................................................................... 43

Special Facilities .................................................................. 45

StUdent HAndbook

Campus Information and Polices ......................................... 48

Peace College Community .................................................. 61

Residence Life ..................................................................... 71

Federal Regulations ............................................................. 81

Enrollment Polices .............................................................. 82

Campus Services................................................................... 83

Student Development ......................................................... 86

ACAdemiC regULAtionS

Academic Regulations ....................................................... 100

Grading ............................................................................. 101

Credit Transferable to Peace College ................................... 105

Summer Sessions ............................................................... 108

bACCALAUreAte degree

Baccalaureate Degree ......................................................... 111

Degree Requirements ........................................................ 112

Peace Passport ................................................................... 113

Articulation Agreement (CAA) and All Other Transfers ...... 119

Adult Education ................................................................ 121

CUrriCULUm offeringS &

progrAm reqUirementS

Adventures Program .......................................................... 131

Anthropology .................................................................... 133

Art & Design ..................................................................... 141

Biology .............................................................................. 147

Business Administration .................................................... 153

Chemistry ......................................................................... 163

Child Development ........................................................... 165

Communications ............................................................... 171

Computer Information Systems ........................................ 177

Education .......................................................................... 179

English .............................................................................. 184

French ............................................................................... 190

History .............................................................................. 292

Human Resources ............................................................. 298

Latin American Studies ..................................................... 203

Leadership Studies ............................................................. 205

Liberal Studies ................................................................... 210

Math & Statistics .............................................................. 212

Music Performance ............................................................ 214

Philosophy ........................................................................ 221

Physical Education, Health and Dance ............................. 222

Political Science ................................................................. 230

Psychology ........................................................................ 236

Religion ............................................................................. 245

Sociology ............................................................................ 247

Spanish .............................................................................. 248

Theatre .............................................................................. 253

AdminiStrAtive offiCeS

Administrative Offices ....................................................... 259

Appendix

Title II NC Institution Level Survey ................................... 269

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AUgUSt

22 Arrival of new students

(first-year and transfer students)

22-25 Student Orientation; Advising

(first-year and transfer students)

25 Academic Convocation, 3:30 p.m.

26 Classes begin

September

2 Last day to add a course

7 Labor Day Holiday, no classes,

offices closed

oCtober

7 Last day to remove Spring Semester “I” grades

7 Mid-term reports due

7 Residence halls close at 5 p.m.

8-11 Fall Break, no classes, offices open

11 Residence halls reopen at 2 p.m.

12 Classes resume at 8 a.m.

14 Advising Morning

29 Pre-registration for Spring 2010 begins

(see your advisor)

30 Last day to drop a course and receive a “W”

november

5 Pre-registration for Spring 2010 ends


25-29 Thanksgiving Holiday, no classes

26-27 Offices closed



deCember

9 Last day of classes

10 Reading Day

11-17 Final examinations



peACe CoLLege CALendAr: fALL 2009 SemeSter

Upper-LeveL deSign StUdentS Work WitH CLientS on tHe peACe CoLLege CAmpUS AS WeLL AS in tHe rALeigH CommUnity.

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JAnUAry

1 New Year’s Day Holiday, offices closed

7 Residence halls open 2 p.m.

8 Advising and schedule change period begins

8 Spring Orientation for new students

11 Classes begin at 8 a.m.

12 Last day to add/drop a course online using

my.peace.edu

18 Martin Luther King, Jr. Holiday, no classes,

offices closed

19 Last day to add a course using the traditional add/

drop slip in the Registrar’s Office

febrUAry

18 Last day to remove Fall Semester “I” grades

mArCH


5 Mid-term reports emailed to students

8 Advising period begins

10 Advising and Assessment morning, 8 a.m.-1 p.m.


13 Spring Break Begins, no classes, offices open

21 Spring Break ends, Residence halls reopen 2 p.m.


26 Last day to drop a course

31 Priority pre-registration for Fall 2010 begins

ApriL

1 Pre-registration for seniors begins

2 No classes, offices closed

2-4 Easter Holiday, no classes


5 Pre-Registration open to all students

22 Student Showcase, no classes

27 Awards Convocation, 3:30 p.m.


29 Reading Day

30 Final examinations begin

mAy

6 Final examinations end


7 Baccalaureate, 7:30 p.m.,

First Presbyterian Church

8 Commencement, College Green, 10 a.m.*

31 Memorial Day Holiday, offices closed

* The college holds one official commencement ceremony per academic year.

peACe CoLLege CALendAr: Spring 2010 SemeSter

bioLogy profeSSorS LiSA bonner (rigHt) And pAtriCk myer teAm WitH StUdentS to CoLLeCt WAter SAmpLeS.

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peACe CoLLege ACAdemiC CALendAr 2010-2011

Fall 2010

AUgUSt

21 Arrival of new students (first-year and

transfer students)

21-24 Student Orientation; Advising (first-year and

transfer students)

24 Academic Convocation, 3:30 p.m.

25 Classes begin

September


6 Labor Day Holiday, no classes, offices closed

oCtober

6 Last day to remove Spring Semester “I” grades



7-10 Fall Break, no classes, offices open



11 Advising for Spring 2011 begins

13 Advising Morning; classes resume at 1pm

28 Pre-registration for Spring 2011 begins

(see your advisor)


november


24-28 Thanksgiving Holiday, no classes




deCember


9 Reading Day

10-16 Final examinations



SpRiNg 2011

JAnUAry

1 New Year’s Day Holiday, offices closed

7 Advising and Orientation

9 Residence halls open 2 p.m.

10 Classes begin at 8 a.m.

17 Martin Luther King, Jr. Holiday, no classes,

offices closed


febrUAry

1 Applications for semester abroad in Fall 2011 due

17 Last day to remove Fall Semester “I” grades

mArCH


7 Advising for Fall 2011 begins

9 Advising and Assessment Morning; classes resume at

1pm


12-20 Spring Break Begins, no classes, offices open




30 Pre-Registration for Fall 2011 ends

ApriL

14 Student Showcase and Awards Convocation, no classes

22 No classes, offices closed

22-24 Easter Holiday, no classes



28 Reading Day

29 Final examinations begin

mAy

5 Final examinations end, Residence halls close at 3 p.m.

6 Baccalaureate, 7:30 p.m., First Presbyterian Church

7 Commencement, College Green, 10 a.m.

30 Memorial Day Holiday, offices close

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peACe CoLLegegenerAL informAtion

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oUr miSSion

Peace is a baccalaureate college of arts and sciences that challenges women to an adventure of intellectual and personal

discovery, preparing women for graduate and lifelong learning, for meaningful careers, and for ethical lives of purpose,

leadership and service.

beginning yoUr CoLLege edUCAtion

You are on an educational journey that lasts a lifetime. At Peace College, you will acquire a strong liberal arts

background, giving you the skills to communicate effectively, be a critical thinker and appreciate diversity. Student

activities and enrichment programs will complement classroom instruction, and the development of moral character

will help you become a socially responsible person and productive citizen. Even your social life at Peace will be

important. As you cultivate friendships, you will nurture the self-confidence needed to succeed. A decision to study

at Peace is a decision to gain a solid foundation for the rest of your life. Read the details outlined in this Catalog and

discover the opportunities and commitment Peace College offers you.

oUr StrAtegiC pLAn for 2012: tHe trAnSition ContinUeS

peACe’S evoLUtion AS A bACCALAUreAte inStitUtion

• Peace College will achieve regional name-recognition as a baccalaureate liberal arts and sciences college that

develops women as citizens and leaders.

• Peace College will develop distinctive programs and initiatives based on the principle of “connections” that

allow students to apply the skills and knowledge developed in classes in professional and civic contexts.

A hallmark of the Peace College experience has always been meaningful and productive student-faculty

interactions. We will keep class sizes small and foster mentoring relationships that develop between students,

faculty, and staff and result in positive student outcomes.

• Peace College will provide contemporary facilities and a talented workforce to support the development of

students’ intellectual, professional, and social abilities.

• Peace College will attract and retain a student body reflective of society and of ample size and vitality to

support academic and student devel opment programs that mold women as citizens and leaders.

• Peace College will strengthen its finances and fundraising to ensure the continued success of its academic and

student programs and its contemporary campus. The college will achieve a $30 million capital campaign and

leverage prudent investments in its new mission.

peACe At A gLAnCe

An AverAge of 65% of oUr grAdUAteS indiCAte tHeir internSHipS Led direCtLy to A Job offer.

An AverAge of over 90% of oUr grAdUAteS Are empLoyed or enroLLed in

grAdUAte SCHooL WHen SUrveyed one yeAr After grAdUAtion.

over tHe LASt 10 yeArS, every pSyCHoLogy StUdent WHo HAS preSented Her

reSeArCH At tHe nAtionAL ConferenCe for UndergrAdUAte reSeArCH HAS HAd

Her pAper ACCepted for pUbLiCAtion in tHe ConferenCe proCeedingS.

oUr fACULty memberS’ Working reLAtionSHipS WitH StUdentS eArned tHe CoLLege

top rAnkingS in nSSe’S CAtegory “fACULty-StUdent interACtion”.

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CHArACter

Peace is an independent liberal arts and sciences college for women. In the fall of 1995, the college began instruction

at the baccalaureate level while continuing to offer its excellent associate degree programs. Elimination of the Associate

of Arts, Associate of Science and Associate of Fine Arts in Music degrees was effective at the end of the 2004-05

academic year.

degreeS offered

Peace offers the Bachelor of Arts degree in Anthropology, Biology, Business Administration, Child Development,

Communication, Education, English, Graphic Design, History, Human Resources, Leadership Studies (co-major),

Liberal Studies, Music Performance, Political Science, Psychology, Spanish, and Theatre. We also offer a Bachelor of

Science degree in Business Administration, Biology, Child Development, and Psychology. In addition, Peace offers a

licensure-only program in Teacher Education for students already holding a BA or BS degree. Peace also offers Bachelor

of Arts degree completion programs for adult learners (24+) in Business Leadership and Human Services.

StUdent body

The majority of the approximately 730 students at Peace are from North Carolina; however, there are students from

across the nation, especially other Southeastern states. There are also international students. Most students are recent

high school graduates; however, some women are enrolling at Peace to begin or continue their college education as

non-traditional students.

fACULty

Peace maintains a full-time-student-to-full-time-faculty ratio of 14:1. Our highly qualified faculty offers individual

attention to Peace students, serving as role models and mentors. Over eighty percent of the full-time faculty members

hold doctoral or terminal degrees in their disciplines, and all full-time faculty have completed advanced study beyond

the master’s degree. As an undergraduate institution with its primary focus on teaching, all classes are taught by

faculty members, not graduate assistants.

ACCreditAtion

Peace College is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools to

award baccalaureate degrees. Contact the Commission on Colleges at 1866 Southern Lane, Decatur, Georgia 30033-

4097 or call 404-679-4500 for questions about the accreditation of Peace College. Peace College, or members of its

faculty and staff, holds member ship in the following associations:

peACe At A gLAnCe

•AmericanAssociationforHigherEducation

•AmericanCounselingAssociation/ American College Counseling Association

•AssociationofGoverningBoardsofUniversitiesandColleges

•AssociationofPresbyterianCollegesandUniversities

•CouncilfortheAdvancementandSupportofEducation

•CouncilofIndependentColleges

•TheCollegeBoard

•CooperatingRaleighColleges

•GreaterRaleighChamberofCommerce

•NationalAcademicAdvisingAssociation

•NationalAssociationofIndependentColleges andUniversities

•NorthCarolinaAssociationofCollegesandUniversities

•NorthCarolinaIndependentCollegesandUniversities

•NorthCarolinaAssociationofStudentFinancialAidAdministrators

•SouthernAssociationofCollegesandSchools

•SouthernAssociationofCollegesforWomen

•SouthernAssociationofStudentFinancial Aid Administrators

•UnitedStatesTennisAssociation

•Women’sCollegeCoalition

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peACe At A gLAnCe

SpeCiAL progrAmS

•Professional,course-relatedinternshipsarerequiredforstudentsinallbaccalaureatemajors.

•Extensiveindependentstudycoursesofferopportunitiesforexplorationoftopicsofindividualinterest.

•TheCareerServicesOfficeprovidescareercounseling,listingsofinternshipoptions,workshops,andaresourcelibrary. Peace College students have access to courses and library facilities and on-line databases of other Raleigh

colleges and universities through the Cooperating Raleigh Colleges (CRC) consortium (see page 39).

•InternationalStudyprogramsareavailableonacontinuingbasisinseveralpartsoftheworld,andopportunitiesare available annually in a variety of other locations for short-term work or internships or for a semester abroad.

•AspecialprogramforHonorsScholarsissupported,asistheopportunityforstudentstotakeHonorscreditinselected courses.

•AdoublemajorinLeadershipStudiescancomplementastudent’smajor.

mASterS LeveL ArtiCULAtion AgreementS

PeaceCollegehasdevelopedarticulationagreementswithNorthCarolinaStateUniversity,UNC-ChapelHillandEastCarolinaUniversityforavarietyofmaster’sanddoctoraldegreeprograms.Thesearticulationagreementsprovide many benefits to Peace students including visits to the Peace campus by representatives of the programs

andanearlydecisionontheapplication.WehaveanarticulationagreementwiththeNCSUGraduateSchool(over160MAandPhDprograms)andwithsomeindividualdepartmentsatNCSU.PeacehastwoagreementswithUNC-ChapelHill,onewiththeSchoolofEducationMasterofArtsinTeaching(MAT)programwhichgivesstudents access to a 15-month program that will enable them to meet licensure requirements to teach all subjects at

thesecondarylevel.PeacealsohasanagreementwiththeUNC-ChapelHillDepartmentofAlliedHealthScienceswhich offers degrees in Speech-Language Pathology, Occupational Therapy, Rehabilitation Counseling, Audiology,

andPhysicalTherapy.Finally,PeaceandECUhaveanagreementthatprovidesMasterofArtsinTeachingoptionsinElementary, Secondary and Special Education.

tHe ArtS

Peace has strong programs in theatre, visual arts, music, and dance. Peace College Theatre stages theatrical

productions every semester. Graphic Design students present shows of their work, and the Peace College Dance

Company performs each year. The music program features several performing groups and private lessons in voice,

piano, organ, strings, woodwinds, and brass are offered. The college has a partnership with the North Carolina

Symphony. Through this partnership the Symphony and the College collaborate on campus performances for

Manning Chamber Music Series, which features Peace College music faculty and musicians from the symphony.

StUdent ACtivitieS

Peace College has more than 36 student-led groups with many opportunities for leadership. Spiritual life, sports,

special interest and academic clubs, intercollegiate athletics, social programming, and student government are among

the areas sponsoring a variety of student activities.

reLigioUS Life

PeaceisaffiliatedwiththePresbyterianChurch(USA)throughtheFirstPresbyterianChurchofRaleigh.However,the college is not sectarian, and students from other religions attend Peace. Religious life is enhanced through weekly

chapel services, which are required for first-year and transfer students; by an on-campus chaplain; and by the activities

of the Peace Spiritual Life Association, a student-led organization.

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ACAdemiC diviSionS, diSCipLineS, And ASSeSSment

ACAdemiC diviSionS And diSCipLineS

The faculty and curricula are organized under two divisional areas:

Division of Arts and Sciences

Division of Organizational Studies

The two divisions are headed by chair persons who are chosen from the faculty and who may be contacted for

information about subjects offered in their divisions.

Division of Arts and Sciences

Dr. Lisa Bonner, Chair

Anthropology

Biology

Chemistry

Computer Information Systems

English

French

History and Political Science

Latin American Studies

Liberal Studies

Mathematics

Music

Philosophy

Physical Education, Health & Dance

Religion

Sociology

Spanish

Theatre

Division of Organizational Studies

Dr. Teresa Holder, Chair

Adventures

Art and Design

Business Administration

Child Development

Communication

Economics

Elementary Education

Special Education

Human Resources

Journalism

Leadership Studies

Psychology

ASSeSSment At peACe CoLLege

Periodic and systematic evaluation of students at the college-wide level helps Peace College determine how effectively

we are meeting the academic and personal development needs of our students. In addition to using the results of

such assessment to make appropriate changes in the programs at Peace, the information is needed for the Southern

Association of Colleges and Schools as part of our continuing accreditation by the Commission on Colleges. All Peace

students will participate in this assessment process throughout their years at Peace College.

The different types of assessments include: general education knowledge and skills, writing skills, speaking skills,

critical thinking, development and achievement of personal and academic goals while at Peace College, and surveys

about the facilities, programs and services offered by Peace.

Different types of data are collected each year and students are randomly selected for which type of test or survey

they will take. Scores on standardized tests used in the assessment work remain confidential and in no way affect a

student’s grade in her courses. The results are used solely for examining programs and services offered by the college

and to make improvements as deemed appropriate. Results of these tests and surveys have been very helpful to the

college in the past.

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HiStory of peACe CoLLege

Peace College was founded by prominent Presbyterians in

the Synod of North Carolina who desired to establish in the

state capital a school “of high grade” for young women. At the

inception of the project in 1857, William Peace, an elder of

the First Presbyterian Church of Raleigh, donated $10,000 and

eight acres of land for the present college site. In recognition of

his generosity, the college was named for him.

The Civil War postponed the school’s opening for several

years. In 1861 Main Building, still unfinished, served as a

ConfederateStateshospital.Afterthewar,theUnitedStatesgovernment used Main as local Freedman’s Bureau offices.

In 1872 the Rev. Robert Burwell and his son, John B.

Burwell, leased the property, and they re-established Peace as an

educational institution. The Burwells remained as co-presidents

of Peace until 1890. During this time, Robert and John Burwell

developed Peace’s reputation as a leader in education for

women.

Peace established one of the first departments of art and

painting in the South in 1875. Four years later, the first

kindergarten in the South began at Peace. The following year, in

1880, Peace introduced the South’s first school of cooking. In

1878, a prominent North Carolina stock company, composed

primarily of Presbyterians, bought Peace. Twelve years later,

James Dinwiddie leased Peace for a term of fifteen years. Dr.

Dinwiddie purchased a large portion of the stock and conducted

a successful school until 1907. At that time, his failing health

forced him to give up his work. He was very anxious for the

school to remain under Presbyterian influences and control, so

he appeared before the Session of the First Presbyterian Church

of Raleigh with the offer to sell the school to the church.

The First Presbyterian Church appointed James R. Young

as chairman of a committee to devise a plan and take action

regarding the purchase. As a result, property now valued at

more than $7 million came under the permanent control of

the Presbyterian Church. Peace secured a new charter, which

changed the school from a stock company to a corporation

and guaranteed the original purpose of Peace as a women’s

educational institution affiliated with the Presbyterian Church.

When First Presbyterian Church of Raleigh assumed

ownership of Peace in 1907, it secured the assistance of

the Albemarle, Granville, Kings Mountain, Orange and

Wilmington Presbyteries in its management. Peace Institute, as

the college was named from its beginning, was renamed Peace,

a Junior College for Women, in 1930. In 1940 the name was

changed to Peace Junior College and in 1943 to Peace College.

In its earlier years of operation, Peace offered course work at

all levels, from kindergarten through college, and it continued

to offer instruction beginning with grade seven until 1936.

From 1936 through 1939, Peace discon tinued grades seven

to ten. In 1953, Peace came under the control of the Synod

of North Carolina. This relationship continued until 1962, at

which time the First Presbyterian Church of Raleigh reassumed

the operation. By 1969, Peace no longer offered high school

instruction.

A Board of Trustees now governs Peace College. The Board’s

Executive Committee has the authority to make decisions

concerning its operation. A second affiliated organization, Peace

College of Raleigh Foundation, Inc., serves as a fund-raising and

investment agency, operating solely on behalf of Peace College.

In June of 1992, the Peace College Board of Trustees voted

unanimously for Peace to move to baccalaureate status. Peace

College was accredited as a baccalaureate institution in 1996

and offers a variety of majors leading to the Bachelor of Arts

degree. The Board of Trustees voted unanimous ly on January

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peACe CoLLege CAmpUS

Peace College is located at 15 East Peace Street in downtown Raleigh, North Carolina, the state’s political,

educational and cultural center. The State Capitol, Legislative Building, State Library and museums lie within a few

blocks of the campus. The College’s location offers unique opportunities for personal and educational enrichment of

which we encourage students to take advantage.

NorthCarolinaStateUniversityisjustminutesfromPeaceCollege,andfourothercollegesalsoarelocatedinRaleigh.TheUniversityofNorthCarolinaatChapelHillandDukeUniversityarewithin25milesofPeace.Numerous concerts, dramatic presentations, and other cultural activities in the area complement the Peace College

program. An international airport services several major airlines, which provide transportation to all parts of the

UnitedStatesandforeigncountries.AmtrakpassengerrailserviceandbusservicearealsoavailableinRaleigh.

tHe CAmpUS

Peace College maintains a vibrant, picturesque campus in the center of the busy capital city. It is located in a 21-

acre grove of native oaks. The campus features a mix of historic and contemporary facilities with ample parking for

students, faculty, staff and visitors. The majority of campus has wireless access for the Internet.

tHe foLLoWing Are detAiLS on individUAL CAmpUS fACiLitieS :

LoCAtion

MaiN buildiNg, constructed before the Civil

War, stands impressively in the center of campus. While

maintaining the original brick structure with massive

white columns and large balconies at its entrance, Main’s

interior has been renovated to provide modern comforts

without sacrificing its historic elegance. Main contains

administrative and faculty offices, meeting and reception

rooms, parlors and resident rooms for students. Student

rooms have two Internet ports, two telephone lines, and

a cable television connection.

Main Building and all other residence halls are

equipped with emergency lighting and smoke detection

devices for fire protection. Main Building is equipped

with a sprinkler system. The West Wing of Main

Building contains the Williams Board Room, the Blue

Parlor, security offices and the James Dinwiddie Chapel.

Erected in 1928, the East Wing of Main Building

contains Academic Advising, Adventures Program, and

Leggett Theater complex.

15


MaRy loRe Flowe buildiNg, completed

in 2000, contains a lecture hall with tiered seating

and laptop connections, a variety of classroom sizes,

and faculty offices. In addition, there are state-of-the-

art computer laboratories for anthropology, business

administration, communication/mass media, human

resources, languages, and psychology. All classrooms and

labs have access to the Internet and multimedia. During

a special dedication ceremony in the fall of 2000, the

building was named for Mary Lore Flowe, an alumna

who graduated in 1900.

bRowNe-MCpheRSoN MuSiC

buildiNg, added to the campus facilities in 1974,

honors two long-time members of the Board of Trustees,

Micou F. Browne and William P. McPherson, both

of Raleigh. A specially designed concert pipe organ,

designed for Peace by Holtkamp Organ Co., is the focal

point of the Sarah Graham Kenan Recital Hall, which

seats 275.

The Music Building also contains voice and piano

studios, an organ instruction complex, a choir practice

room, classrooms, office space and a lounge area. In 1998

a computer lab was added which makes possible music

manuscript production, editing and CD production.

iRwiN belk hall, completed in 1967, was

named as an expression of appreciation for gifts by Mr.

and Mrs. Irwin Belk of Charlotte, North Carolina, other

members of the Belk Family and associates. The building

contains a spacious student dining room, named the

Carol Grotnes Belk Dining Room in honor of Mrs.

Irwin Belk; the President’s Dining Room; the bookstore;

the Student Development Office; student lounge; and

student computers with wireless access.

JaMeS a. davidSoN ReSideNCe hall,

completed in 1986, accommodates 64 students. The

three-story structure is arranged with a suite floor plan.

There are two women per room and four students sharing

a bathroom. Non-suite, two-person rooms have a private

bath. Student rooms have two Internet ports, and a cable

television line. The building has an elevator and three

study rooms. It is named for a long-time friend of Peace

College, James A. Davidson of Raleigh.

gRoveR M. heRMaNN StudeNt

CeNteR, built in 1963, was given by the late Grover

M. Hermann and Mrs. Hermann, then of Chicago,

Illinois. The student center contains a swimming pool,

locker rooms, a gymnasium, a dance studio and a

classroom. Besides physical education areas, the Center

provides facilities for social affairs and recreation in

general. The facility got a refresh in 2005 thanks to the

generosity of alumna Fay Anderson ’54 and her

husband, Ed.

MaRy howaRd leggett theateR,

located on the second floor of Main’s East Wing, was

completely redesigned and renovated in 1996 and is now

a-state-of-the-art facility with computerized lighting and

sound systems. The theater is named in memory of Mary

Howard Leggett, class of 1922.

luCy CoopeR FiNCh libRaRy, completed

in 1969, was made possible by a major contribution from

Mr. and Mrs. George D. Finch of Thomasville, North

Carolina, and their three daughters. The facility, which

underwent a major renovation and an expansion in

2008-2009, accomodates more than 45,000 volumes and

300 periodical titles, easily searched in the Library’s online

catalog. The library also provides on and off campus

access to 16 electronic research databases and over 20,000

E-Journals. The periodical collection can be accessed

from any workstation on the campus network or from

off-campus computers with Internet connections. An

active learning commons and a coffee shop occupy the

first floor. The second floor of the library contains group

study rooms, Learning Services, Career Services, media

collections, and bound resources.

JaMeS diNwiddie Chapel, renovated in

1973, is located on the second floor of Main’s West

Wing. The Chapel, named in memory of Dr. James

Dinwiddie, who served as Peace College president from

1890 to 1907, is a beautiful place of worship. The 1870

Pomplitz organ, a rare antique pipe organ, has been

restored to superior working condition.

16

williaM g. RoSS ReSideNCe hall,

completed in 1969, is a facility for 126 students. The

U-shaped,three-and-one-half-storystructureisarrangedwith a suite floor plan, providing every four students

with a bathroom. Student rooms have two Internet ports

and a cable television line. Three study rooms, Health

Services, the Counseling Center, two kitchens, a fitness

center and reception areas are included. The building is

named for William G. Ross of Raleigh, former chairman

of the Board of Trustees’ Building Committee.

biNghaM ReSideNCe hall, which opened

July 2005, is located on north campus on land that

was purchased in 2002. This facility houses 66 juniors

and seniors in apartment-style “cottages” of six or eight

students, offering a more independent living experience

on campus. Each cottage has semi-private bedrooms

and bathrooms, with a shared living room, kitchen,

and dining area, a washer/ dryer in each unit, and full

internet, telephone, and cable television connections.

Students who live in this residence hall are required to

have a meal plan, but may choose a modified plan of

10 meals per week. This hall was named for Peace’s

ninth president, Laura Carpenter Bingham ’77 and her

husband Warren, in 2010.

JoyNeR houSe, renovated in 1999, serves as a

residential house for students. The house includes 10

bed spaces plus living quarters, a kitchen and a laundry

area. Student rooms have two Internet ports and a cable

television line.

S. david FRazieR hall, contains the

Admissions Office on the first floor and 21 resident

rooms on each the second and third floors. The resident

rooms are grouped in suites with a bathroom in each

suite separating two, two-person rooms. Frazier Hall,

formerly East Building, was erected in 1928 and

renovated in 1972 and 1987. Student rooms have two

Internet ports and a cable television line. In 1992, East

Building was further renovated and rededicated as Frazier

Hall in honor of Dr. S. David Frazier, Peace president

from 1965-1988. Frazier Hall underwent a complete

renovation in 2001.

MaRiaN N. FiNley ReSideNCe hall,

constructed in 1964, received its name from Mr. and

Mrs. A.E. Finley of Raleigh, long-time supporters of

Peace College. Finley Hall provides suite-type living

quarters for 91 students. Student rooms have two

internet ports, two telephone lines, and a cable television

line. Finley Hall reopened in the fall of 2004 following a

complete renovation.

RaglaNd teNNiS CouRtS, this complex

of six, all-weather Laykold courts, three of which are

lighted, was a gift of Mr. and Mrs. W. Trent Ragland, Jr.,

of Raleigh.

williaM C. pReSSly aRtS aNd SCieNCe

buildiNg, was named by Mr. and Mrs. Grover

Hermann in honor of Dr. William C. Pressly, the sixth

Peace College president. This building, first used in

1964-65, contains classrooms and laboratories for work

in biology and chemistry. It also contains art and graphic

design studios and general classrooms. The Dr. Claire E.

Freeman ’39 Cellular and Molecular Biology Laboratory

was dedicated in November 1998. In this laboratory

students are able to conduct state-of-the-art experiments

such as gel electrophoresis of DNA and proteins,

DNA cloning and creating recombinant bacteria. The

Dr. Annie Louise Wilkerson Biology Laboratory was

dedicated in 2007 and is named for Raleigh’s first female

doctor of obstetrics and gynecology.


17

peACe CoLLegeAdmiSSionS And finAnCiAL informAtion

18

AdmiSSionS

introdUCtion to AdmiSSionS

Peace College seeks to enroll women who will benefit from the academic programs and who will contribute to the life of the

Peace College Community – a community upheld by the Honor System, which requires students to maintain academic and

personal integrity. The college encourages women with varied talents and interests representative of all social, economic, ethnic

and racial backgrounds to apply. Admission decisions are made on a rolling basis.

Peace College does not discriminate in its admission of women students, regardless of race, creed, color, religion, age, national

origin, sexual orientation, disability, or veteran status. In our employment practices, Peace College seeks to hire, promote,

and retain the best qualified individuals, regardless of race, creed, color, religion, age, sex, national origin, sexual orientation,

disability, or veteran status. This is done in accordance with the Civil Rights Act of 1964, Title IX of the Educational

Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act. The college

complies with the Family Education Rights and Privacy Act of 1974, as amended, regarding information on file and students’

access to their records. Directory information (name, address, class, and major) may be released, unless the student requests in

writing that her information be withheld.

Admission requirements/procedures for students are defined by five categories.

• Traditional First-Year student (high school senior or graduate)

• High school student applying as a junior for early entrance

• Transfer student

• International student

• Former Peace College student (readmission)

Regardless of category, a candidate for admission to Peace must submit entrance credentials indicating evidence of graduation

from a secondary school or other successful experiences that demonstrate the student’s ability to make satisfactory progress at

Peace College.

AdmiSSionS

Applications are reviewed individually; decisions are based on the following credentials:

• GPA in academic courses (see minimum course requirements),

• Scholastic Aptitude Test I (verbal and math only) or American College Test scores,

• course selection,

• rank in class, and

• interview with an Admissions representative, if requested.

19

AdmiSSionS

Further consideration will be given to an applicant’s personal qualifications, co-curricular activities, community

involvement, and overall potential for success. Additional consideration of a students’ acceptance will be granted

upon the discretion of the Dean of Enrollment.

RequiRed depoSit: Uponacceptance,allstudents,(resident/commuterand/orfull-time/part-timeandreadmit) are required to pay a non-refundable $150 deposit to confirm their attendance.

MediCal exaMiNatioN ReCoRdS: UponacceptancetoPeaceCollege,astudentmustsubmitamedical examination report prior to enrollment.

A. f irSt-yeAr AdmiSSion

The major criteria in admissions’ decisions are the strength of the high school course selection and the grades in the

academic courses.

ReCoMMeNded aCadeMiC CouRSeS:

English: 4 units

Math (Algebra I, II & Geometry): *3 units

Science: 3 units (2 lab sciences)

Social Science: 3 units

Foreign Language: 2 units

*Students are encouraged to complete four years of mathematics

iNteRview: All applicants are encouraged to schedule an appointment to visit the campus and

interview with a member of the admissions staff. In some cases, an interview may be required as part

of the application process.

Applications may be obtained from your high school counselor, through the Peace College website at

www.peace.edu or the College Found ation website at www.cfnc.org, or by calling the Peace College Admissions

Office at 1-800-PEACE-47 or, in the Raleigh area, 919-508-2214. Peace will consider waiving the non-

refundable application fee of $25 for students who submit the College Board Application Fee Waiver Form

(available from school counselors).

b. AppLying for eArLy entrAnCe After JUnior yeAr

Students may apply for admission to Peace College after completion of their junior year of high school if they can

provide written evidence of exceptional academic achievement, emotional stability and social maturity. Students who

apply for early entrance are required:

• to have a minimum GPA of “B” (3.00) in academic courses,

• to be ranked in the top 25th percentile of their class,

• to have earned scores of 1100 or higher on the Scholastic Aptitude Test 1 (math and verbal only), and

• to be interviewed on campus by the Admissions Staff.

To apply for early entrance: Complete the Peace College application and submit a final transcript showing all work

completed through the end of the junior year.

Note: To be eligible for financial assistance, students must have received a high school diploma or its recognized equivalent

[generally the GED (General Education Diploma)]

20

AdmiSSionS

C. trAnSfer StUdentS

Transfer applications are accepted for all class levels. Please refer to the heading Transfers to Peace College for infor-

mation on evaluation of transfer credits.

adMiSSioN RequiReMeNtS

Transfer students are required to apply at least one week prior to the beginning of classes each semester, allowing

sufficient time for evaluation of credits and preparation of advising materials.

Applicants are required to submit official college transcripts from all colleges previously or currently enrolled

at the time of application, but no later than one week prior to matriculation. In the event that the applicant is

enrolled in classes at the time of application, she will be required to submit an updated, official final transcript

upon completion of work in progress.

Prospective transfer students who have completed fewer than 24 hours of college-level course work (not

including remedial or developmental courses) are required to submit SAT or ACT scores and an official transcript

from high school. All transfer students are required to have a minimum 2.0 cumulative grade point average.

Applicants are required to submit a completed Dean’s Evaluation form. This form is to be completed by the

Dean of Students at the last college or university attended.

d. CompreHenSive ArtiCULAtion Agreement

Peace College has signed the Comprehensive Articulation Agreement (CAA) with the North Carolina Community

College System. This agreement aids in the transfer of credit from colleges within the North Carolina Community

College System. For specific details concerning how courses transfer under the CAA, refer to the Peace Passport section of

this catalog. Guidelines for other transfers are also located in the Peace Passport section.

e. internAtionAL StUdentS

PeaceCollegeisauthorizedbytheU.S.ImmigrationandNaturalizationServicestoenrollnon-immigrantstudentsinaccordance with federal regulations. International applicants for fall must complete their application by May 1, 2008

for the fall semester or October 1, 2008 to be considered for the spring semester. The following guidelines are used to

evaluate the application of International students:

• Peace College requires students seeking admission to complete the Personal Verification worksheet.

• The Admissions Office must receive official copies of transcripts from all schools attended previously; all

forms must be translated into English. Peace College recommends using World Education Service, Inc.

(WES) as a valid source of translation. WES does require a fee for translation.

• Peace College requires a minimum score of 550 on the written Test of English as a Foreign Language

(TOEFL) or 213 on the computer-based TOFEL or a minimum score of 80 on the internet-based TOFEL

from students whose native language is not English. To be considered for merit-based scholarships, interna-

tional students are required to take the Scholastic Aptitude Test I (SAT I) or the American College Test

(ACT).

• All applicants are required to submit an application and provide a copy of their visa.

• Four years of study of English as a foreign language is preferred; students should have maintained a grade of

“C” or better in such courses.

• Applicants must complete and submit the Certificate of Financial Responsibility.

• Any National Examination results, such as British GCE “O” or “A” levels must be submitted as a part of the

Application. Photocopies of these certificates must be certified by the high school and bear the secondary

school’s official stamp or seal.

• Applicants must submit a notarized medical form with immunization records upon acceptance to Peace

College.

21

AdmiSSionS

Admissions decisions are based on evidence of a candidate’s sound academic training, ability, motivation, maturity and

integrity as shown in school records and standardized test results. International students applying under the auspices of

Kaplan International or those who are presently enrolled in an American high school or college should contact the Office of

Admissions for more information at 1-800-PEACE-47 or 919-508-2214 locally.

Note: Due to time constraints, international students should submit all official documents no later than May 1 for fall semester

consideration and no later than October 1 for the spring semester.

appliCatioN

RequiRed

RequiRed

doCuMeNtS

iNteRview pReFeRRed

deadliNeS

NotiFiCatioN

tRaditioNal

First-Year Student

Yes High School

transcripts and

SAT

or ACT scores

Recommended No later than one

week prior to the

start of Fall and

Spring semester

classes

Rolling

admissions:

notification upon

completion of

application folder

eaRly

eNtRaNCe

after Junior year

of high school

Yes High School

transcripts and

SAT

or ACT scores

Required No later than one

week prior to the

start of Fall and

Spring semester

classes

Rolling

admissions:

notification upon

completion of

application folder

tRaNSFeR Yes 24 + credits:

only college

transcripts;

23 credits and

below: High

School transcripts

and SAT or ACT

scores

Recommended No later than one

week prior to the

start of Fall and

Spring semester

classes

Rolling

admissions:

notification upon

completion of

application folder

iNteRNatioNal Yes TOEFL, and

translated High

School transcripts;

SAT or ACT

needed to be

considered for

financial aid

Recommended May 1 - Fall

October 1 -

Spring

Rolling

admissions:

notification upon

completion of

application folder

paRt-tiMe

StudeNtS

Yes In some cases:

High School

transcripts and

SAT or ACT scores

No No later than one

week prior to the

start of Fall and

Spring semester

classes

Rolling

admissions:

notification upon

completion of

application folder

22

AdmiSSionS

f. reAdmiSSion of former peACe CoLLege StUdentS

Any student who was previously enrolled at Peace and who has not been enrolled for one or more semesters and who

wishes to return to Peace should contact the Office of Admissions. An interview may be required for some applicants.

Applicants for readmission are required to apply at least one week prior to the beginning of classes each semester,

allowing sufficient time for evaluation of credits and preparation of advising materials.

Former students who have taken a medical withdrawal from Peace College will need to reapply to the Office

of Admissions. Applicants for readmission will be required to submit a medical examination form at the time of

application, but no later than one week prior to matriculation. Additionally, a letter from the student’s physician

supporting their return to Peace College will be required before a final decision can be made regarding readmission.

Applicants for readmission are also required to submit official copies of transcripts at the time of application, but

no later than one week prior to matriculation. A 2.0 cumulative GPA is required for admissions. In the event that

the applicant is enrolled in classes at the time of application, she will be required to submit an undated official final

transcript upon completion of work in progress.

Applicants who have been suspended from Peace College must successfully complete (at another institution or in

a Peace College summer session) a minimum of one 3 semester hour course with a minimum 2.0 GPA. The course

must be equivalent to a course listed in the Peace College academic catalogue.

A student who is away from Peace College for one or two semesters may elect to comply with the catalog that was

in effect during the time of her first enrollment at Peace. A student who is away from Peace College for more than two

consecutive semesters must comply with the catalog that is in effect at the time of her re-enrollment (or with those

coming into effect during that re-enrollment). A readmitted student must pay the $150.00 required deposit and in

some cases the student will be required to complete the medical examination form.

g. SpeCiAL progrAmS And ServiCeS

dual eNRollMeNt pRogRaM

The Dual Enrollment Program allows qualified high school girls to take courses at Peace College for college credit.

Students who meet the following academic requirements are eligible for the program:

• PSAT/SAT/ACT scores and grades indicating above-average ability.

• Class rank in top 30% of class.

• Endorsement by high school guidance counselor.

• Approval by high school principal.

Interested students may request information on Dual Enrollment from the Admissions Office at Peace College,

15 East Peace Street, Raleigh, NC, 27604. To request information by telephone, call 919-508-2214 to reach the

admissions office through e-mail, please send your name and contact information to [email protected].

Credits earned through the program may be applied toward a degree at Peace College, provided the student is

accepted and enrolls as a degree seeking student. Students may also request their Peace College transcript be

transferred to another college or university.

tRaNSitioNS pRogRaM

The Transitions Program is designed for full-time, degree-seeking students whom we believe will have enhanced

opportunities for success at Peace by enrolling in Adventures 099, “Academic and Life Skills for Success,” in their first

semester. Students will also participate in our first-year seminar, which is required for all students. Students admitted

to the transition program are limited to 14 credit hours their first semester at Peace College.

23

AdmiSSionS

StUdentS WitH diSAbiLitieS

Students with disabilities must meet regular admissions requirements. In addition, they must submit documentation

from a licensed psychol ogist or physician as to the nature and extent of their disability. All testing must be current,

within four years from the date of application. To receive accommodations through Disability Services, a student

must be “state-identified.” For additional information, contact the Director of Disability Services.

intervieWS And CAmpUS viSitS

The Peace College campus is open for visits throughout the year. Prospective students are encouraged to visit the

Admissions Office in Main Building as follows:

• September-May: 9 a.m. to 4 p.m. Monday through Friday, and 9 a.m. to 12 p.m. Saturday.

• Offices are closed on major holidays throughout the year.

to SCHedULe An intervieW or CAmpUS viSit

Please contact the Admissions Office at [email protected] or 1-800-PEACE-47 (508-2214 locally), or Peace

College, 15 East Peace Street, Raleigh, N.C. 27604.

24

tUition And feeS

inveSt in qUALity

A Peace College education is an exceptional education at a reasonable cost. Most Peace College students need some

form of financial aid to meet the cost of a college education. In fact, each year we offer more than $5 million in aid

to over 96% of our students. Prospective students interested in Peace College are encouraged to apply for admission

regardless of their financial situation. Please refer to the Scholarship and Financial Aid section of the Catalog for

details on financial assistance programs.The college reserves the right to adjust tuition, room and board and fees if

conditions make an adjustment necessary. Consequently, at the time of a student’s future enrollment, expenses may

differ from those stated in this particular issue of the Catalog. Advance notice of any adjustment will be provided to

students.

NC Resident Students:

Tuition $25,058

Room and Board $8,662

$33,720

Less NCLTG* -$1,850

Total $31,870

Commuter Students:

Tuition $25.058

Less NCLTG* -$1,850

Total $23,208

Out-of-State Students

Tuition $25,058

Room and Board $8,662

Total $33,720

*The N.C. Legislative Tuition Grant (NCLTG) is subject to change based on final funding from the North Carolina General Assembly.

AppLiCAtion fee

All first-time applicants are required to sub mit a $25 non-refundable processing fee payable to Peace College with the

application. This fee, paid only once, is intended to defray the cost of processing the application and is not credited

to the student’s account. For fall semester, tuition deposits of $150 for new students are due May 1 or within fifteen

days of acceptance if admitted later than May 1. For spring semester, tuition deposits of $150 are due November

1orwithinfifteendaysofacceptanceifadmittedlaterthanNovember1.ALLDEPOSITSARENONREFUND-ABLE after May 1 for the fall semester and November 1 for the spring semester. Deposits are credited to the student’s

account.

CommUter StUdent expenSeS

Commuter students are those attending Peace College full or part-time but not living on campus. A full-time student

is one registered for twelve or more semester hours. Tuition charges for full-time commuter students are detailed in the

chart above. Commuter students registering for fewer than twelve semester hours will be assessed charges at the rate of

$240-$640 per semester hour, depending on total hours enrolled. Commuter students may purchase meals at a per-meal

rate or may take advantage of block plans offered by Dining Services.

pAyment SCHedULeS

Payments for tuition/fees, room and board are due in full by August 1 for the fall semester and by December 15 for

the spring semester. Payments, financial aid and/or a payment plan must be in place by these dates to cover the

full semester balance. If the decision to attend Peace is made after August 1 for the fall or December 15 for the

spring, payments, financial aid, and/or a payment plan must be in place prior to the start of classes to cover the

full semester balance. Class registration may be cancelled at the college’s discretion prior to the start of classes if a student

account balance is not fully satisfied by payment, financial aid, and/or a payment plan.

25

tUition And feeS

tUition mAnAgement SyStemS, inC.

The services provided by Tuition Manage ment Systems, Inc., offers the advantage of five or ten convenient monthly

payments. There is an enrollment fee of $45/$60, respectively, collected by Tuition Managements Systems, Inc., for this plan.

The first payment for the fall is due by July 1. The first payment for the spring is due by December 1. Monthly late fees are

assessed by Tuition Management Systems, Inc. Students and parents desiring to use this monthly payment plan can obtain

more informa tion by contacting Tuition Management Systems, Inc., P.O. Box 842722, Boston, MA, 02284-2722; 800-722-

4867; www.afford.com/peace.

SpeCiAL feeS

Special fees listed below are in addition to tuition rates published. Lab/Course fees associated with specific courses can

be found on the course listing published by the Registrar’s Office for each semester. Students from Cooperating Raleigh

Colleges pay the same additional course fees as Peace College students. Please note that fees for students in Adult Degree

Completion programs are different; please contact the Dean of Enrollment and Adult Education for details.

paRt-tiMe FeeS

0-4 hours $220/credit hour



Credit in excess of 18 hours $220/credit hour

Dual Enrollment Fee $100/per course

otheR FeeS

Student Activity Fee $ 174

Orientation Fee- 1st Year Students $ 160

Orientation Fee- Transfer Students $60

Parking Fees $ 100

Stop Payment Request $ 25

Returned check fee $ 25

Student Identification Card $ 25

Replacement identification card $ 25

Health Insurance Fee $ 540

Immunization Tracker Fee $20

Audit charges per credit hour $100

Graduation Fee (including diploma) $100

Transcripts of Academic Records $ 10

StudentTeachingFee(EDU496) $200Dorm Room Key Replacement Fee $150

Books, supplies, and spending money are not included in the above charges.

bookS

The College Bookstore handles all textbooks and supplies. At the end of the semester, the College Bookstore will

repurchase books only if they will be used in a subsequent semester and if they are in an acceptable condition. To return

a purchased book, the student has two weeks from the first day of classes. In addition, the student must have the original

College Bookstore receipt and a fully signed drop slip, stating that the student has dropped the course from her schedule.

The book must be returned in the original state it was sold in, with no markings and if it was shrink wrapped when

purchased, the book must be unopened. NOTE: No book will be returned after the two week period is up. From that

point all book sales are final.

26

tUition And feeS: inSUrAnCe And refUnd poLiCieS

StUdent HeALtH inSUrAnCe

All full time Peace students are required to have health insurance. Students who already have coverage must provide

proof of insurance and complete the online insurance waiver form annually prior to the beginning of the semester

in which the student enrolls. Students enrolling for the fall semester may begin completing their waivers during the

summer break leading up to the beginning of the semester. Full time students who do not have health insurance, and

those who do not complete the online waiver, will automatically be billed on their student account for the injury and

sicknesspolicyofferedbythecollege.ThepolicyisadministeredthroughUnitedHealthCare;thecostis$540.00annually for those beginning in the fall and $343.00 for spring beginners. Students are responsible for filing all claims.

Online waivers are required to be completed by the close of business Monday, August 2nd, 2010. This is in

correlation with the due date of tuition. Students who enter the college after this date must notify the Office of

Student Accounts within the first four weeks of the beginning of the semester with proof of insurance to have the

charges waived. After the first four weeks of the semester, failure to submit substantial proof of coverage will result in

the full amount of the policy due.

retUrn of federAL UneArned fUndS for titLe iv reCipientS

Federal financial aid funds (Title IV funds) are awarded with the expectation that students will complete the entire

period of enrollment. Students earn a percentage of the funds that are disbursed with each day of class attendance.

When a student who has received Title IV funds leaves school before the end of the semester or period of enrollment,

federal law requires Peace College to calculate the percentage and amount of unearned financial aid funds that must

be returned to the federal government.

Once a student has completed more than 60% of the enrollment period, students are considered to have earned

all Federal funding received. This calculation may have the effect of requiring the student to repay funds that have

already been disbursed to the student. A leave of absence is considered to be a withdrawal. Students are encouraged to

meet with the Office of Financial Aid prior to making the decision to withdraw from school.

inStitUtionAL refUnd poLiCy

The following institutional refund policy applies to:

• Students who are not receiving federal Title IV aid, and

• StudentswhoseaccountsarenotclearedafterapplyingtheReturnofFederalUnearnedFundsformuladescribed above.

• Students withdrawing before the end of a semester will be responsible for the following percentage of tuition

and fees for the semester:

withdRawal duRiNg:

First week 20%

Second week 40%

Third week 60%

Fourth week 80%

After four weeks 100%

• Board will be refunded based on the number of weeks remaining in the semester after the week of withdrawal.

• Room charges will not be refunded.

• Beginning on the first day of classes, no refunds will be made if a student is sus pended from the college

for academic or conduct reasons.

27

tUition And feeS: LAte pAymentS And dedUCtionS

tUition inSUrAnCe refUnd pLAn

Peace College has a concern for the student who suffers a serious illness or accident and has to leave the College before

the semester is completed. Peace College has arranged to offer the Tuition Refund Plan to students and parents to

minimize the financial portion of the loss. This elective insurance plan, made available through A.W.G. Dewar, Inc.

(Dewar), provides coverage for tuition and housing charges.

This plan significantly extends and enhances the College’s published refund policy. In cases of withdrawals due to

accident, illness, or psychological reasons the plan assures you a 70 percent refund throughout the term. Contact the

Student Accounts Office for more information about signing up for this plan and current rates.

LAte pAymentS

It is imperative that all accounts be paid promptly. There will be a monthly late fee of $25 assessed on all unpaid

balances. Class registration may be cancelled at the college’s discretion prior to the start of classes if a student

account balance is not fully satisfied by payment, financial aid, and/or a payment plan. All balances are ultimately

theresponsiblityofthestudent.UnpaidbalancesowedtotheCollegemaybebesubjecttocollectionaction,andallassociated costs/legal fees will be billed to and payable by the student.

tUition dedUCtionS

Tuition deductions are allowed in the follow ing situations:

1. Full-time students who are daughters of Presbyterian ministers or Presbyterian missionaries (home or foreign)

are given tuition deductions of $500 per semester.

2. When sisters are simultaneously enrolled at Peace, a $500-per-semester deduction is made for each enrolling

sister after the first student.

3. Peace also participates in a tuition remission plan for daughters of its employees and a group of other private

colleges and universities. Please see the Financial Aid Staff or employee handbook for an explanation of these benefits.

finAnCiAL ASSiStAnCe

We are committed to providing an exceptional education at a reasonable cost. The cost of tuition, room and board at

Peace College remains below the national average for private four-year colleges and universities. To assist in meeting

documented need, the college has an extensive program of financial assistance.

To be considered for any need-based financial aid, including all federal and state programs, students must complete a

Free Application for Federal Student Aid (FAFSA) or Renewal FAFSA. The college’s school code number is 002953.

The FAFSA may be completed on line at www.fafsa.ed.gov. You may apply for your PIN at www.pin.ed.gov. It is

recommended that financial aid applications be submitted prior to March 15, and after the student and her family

have completed their prior year’s tax returns. Late applications can be considered only if all funds have not been

expended.

All need is determined by subtracting the Expected Family Contribution (EFC) as deter mined by the federal analysis

of the family’s resources, from the total direct cost of attending Peace College. The family’s contribution is estimated

on the basis of income and assets, with consideration given to taxes and other expenses of the family. Families may

contact the Office of Financial Aid at 1-800-732-2347 for questions regarding aid.

*For additional information on scholarships, grants, loans, or federal work-study positions, you can visit our website

at www.peace.edu or contact the Peace College Office of Financial Aid. Financial Aid programs are subject to change.

Always check with the Office of Financial Aid for the most up-to-date information.

28

SCHoLArSHipS And grAntS

peaCe College SCholaRShipS aNd gRaNtS

peACe CoLLege preSidentiAL SCHoLArSHip

Peace College Presidential Scholarships are awarded to qualified students who have earned exceptional academic

records. These students should also possess exemplary characteristics of leadership ability and/or special talents

that would enable them to make significant contributions to campus life. These merit-based scholarships are

renewable for an additional three years of study at Peace College provided recipients maintain a “B” average

(3.00) with no grade below “C.” Scholarship awards range from $9,000 to $15,000.

peACe CoLLege ACAdemiC ACHievement SCHoLArSHip

Peace College Academic Achievement Scholarships are awarded to qualified students who have earned

outstanding academic records and who, in the judgment of college representatives, display potential for making

significant contributions to the Peace College community. These merit-based scholarships are renewable for an

additional three years of study at Peace College provided recipients maintain a “B” average (3.00) with no grade

below “C” and provided they exhibit exemplary conduct. Scholarship awards range from $6,000 to $10,000.

peACe CoLLege CHALLenge grAntS

Peace College Challenge Grants are awarded annually on the basis of academics. These merit-based grants are

renewable for an additional three years of study at Peace College, provided recip ients maintain a “C” average

(2.00) with no failing grade. Grant awards range from $4,000 to $5,000.

peACe CoLLege tUition ASSiStAnCe grAnt

Need-based grants are awarded annually to eligible students. Eligibility and grant amounts are based on information

received from the Free Application for Federal Student Aid (FAFSA). Students may apply to have the grants renewed

each year they are enrolled in Peace College by completing the FAFSA at www.fafsa.ed.gov.

SLoAn SCHoLArS progrAm for preSbyteriAnS

Through the Sloan Scholars Program, Peace College will award up to $5,000.00 per year to students who are certified

by the Session of their Presbyterian Church as an active member of the congregation. New students must meet all

Peace College admission requirements and be in the top 1/3 of the high school class. Priority will be given to students

who demonstrate financial need. The Scholarship is renewable for all three years provided the student maintains a “C”

average (2.0 GPA) and maintains good social standing at Peace College. The scholarship is available to students from

North Carolina and states other than North Carolina with preference given to North Carolina students.

depArtmentAL SCHoLArSHipS

Fine Arts scholarships are awarded to students who audition or present portfolios and possess special talents.

These awards are granted based upon recommendations from the individual department coordinators.

LeAderSHip SCHoLArSHip

Students who are involved in service and leadership activities throughout high school are eligible for an

additional $1,000-$4,000 in scholarships. Students will be required to take an active part in leadership roles

and service to Peace College during their enrollment. Students must submit a scholarship application and

meet the minimum requirements for admission.

trAnSfer merit grAntS

Students who transfer into Peace College may be eligible for merit-based grants. These grants are awarded

on the basis of the number of transferable credits earned at an accredited college or university and on the

cumulative grade point average earned at each institution attended. The Transfer Merit Grants are renewable

for up to two additional years, provided recipients maintain a “C” average (2.00) with no grade below “C.”

Grant awards range from $5,000 to $12,000.

29

SCHoLArSHipS And grAntS

oUtSide SCHoLArSHipS

The Office of Financial Aid maintains a listing of outside scholarships and resource links online at www.peace.edu

on the Financial Aid section under Online Resources. Students should visit the Office of Financial Aid website

and/or office at least once a semester to stay informed on other available resources.

The Office of Financial Aid reserves the right to adjust a student’s award if her academic status or housing status changes.

federAL Work-StUdy

The Federal Work-Study Program stimulates and promotes part-time employment of students attending Peace

College. The employment made available from the Federal Work-Study Program (FWSP) complements and reinforces

the educational program and/or vocational goals of each student receiving assistance to the maximum extent possible.

The FWSP provides jobs for students who are in need of earnings from employment to pursue their courses of study.

Eligibility is deter mined by the Free Application for Federal Student Aid (FAFSA).

FedeRal gRaNtS

federAL peLL grAntS

These federally-sponsored grants are available to eligible students attending approved post-secondary institutions.

To apply, the student must complete a Free Application for Federal Student Aid (FAFSA). For additional

information regarding this grant, consult the Office of Finan cial Aid. Rules and regulations governing this

program are subject to changes made in federal policies.

federAL SUppLementAL edUCAtionAL opportUnity grAntS (fSeog)

These federally sponsored grants are awarded to students with significant financial need. The amount of the

grant is determined by available funds and results of the Free Application for Federal Student Aid (FAFSA). The

FSEOG Program is designed as a supplement to the Federal Pell Grants.

Grants are available to Peace College students in amounts beginning at $200. Eligibility for these grants is

determined by financial need, academic potential and citizenship. Grants are gifts and are renewable as long

as academic achievement and conduct are satisfactory. A student should submit a Free Application for Federal

Student Aid (FAFSA) for each year she applies for aid.

StAte grAntS

nortH CAroLinA StAte ContrACtUAL SCHoLArSHip fUnd (nCSCSf)

This fund was designed by the General Assembly as a state-appropriated scholarship fund to assure that North

Carolina students are able to attend a private college. These grants are available to legal residents of North

Carolina with specific need. To apply, the student must complete a Free Application for Federal Student Aid

(FAFSA). Students should complete the FAFSA no later than March 15 to be considered for the grant. This grant

is funded by the State of North Carolina and administered by the college.

nortH CAroLinA StUdent inCentive grAntS (nCSig)

These grants are funded by federal and state appropriations to assist full-time North Carolina students with

substantial financial need. They are administered through the College Foundation of North Carolina, Inc., P.O.

Box 41966, Raleigh, N.C. 27629-1966 (888-234-6400). To apply, the student must complete a Free Application

for Federal Student Aid (FAFSA). Students should complete the FAFSA no later than February 15 to be

considered for the grant.

30

LoAn progrAmS

nortH CAroLinA LegiSLAtive tUition grAntS (nCLtg)

This entitlement grant is available to legal residents of North Carolina enrolled at in-state private colleges or

universities. If a student receives financial aid, this grant is part of her award. The amount of the grant is currently

authorized at $1,850 for full-time students. The amount varies and final determination is unknown prior to

legislature approval of the state budgt annually. Although this is an entitlement grant, to apply, the student

must complete a NCLTG application that may be obtained from the Office of Financial Aid.

nortH CAroLinA edUCAtion Lottery SCHoLArSHip (eLS)

The North Carolina Education Lottery Scholarship was created by the 2005 General Assembly to provide

financial assistance to needy North Carolina resident students attending eligible colleges and universities located

within the state of North Carolina. To apply the student must complete a Free Application for Federal Student

Aid (FAFSA) Recipients must be enrolled at least half-time, make satisfactory academic progress, and meet

specified need criteria. Scholarships generally range from $100 to $2,500 per year.

WiLLiAm d. ford direCt LoAn progrAm

ThisprogramincludesFederalSubsidizedStaffordLoans,FederalUnsubsidizedStaffordLoans,andFederalPLUSLoans. Through the Federal Stafford Loan Program, a dependent student may be eligible to borrow as much as $3,500

for her first year, $4,500 for the sophomore year, and $5,500 for her junior and senior years. An independent student

may borrow an additional $4,000 of unsubsidized funds for her first and second years of study and an additional

$5,000 of unsubsidized funds for study for the third year of study and beyond.

Federal Stafford Subsidized Loans incur interest charges. However, the Department of Education pays this interest

forstudentswhiletheyareenrolledatleasthalf-timeandduringtheirgraceperiod.FederalStaffordUnsubsidizedLoansincur interest charges also; however, the student is responsible for payment of these charges while enrolled. Students are

encouraged to pay the interest on the loan while in school to avoid capitalization of the interest at repayment. Repayment

of principal and interest will begin six months after the student graduates or ceases to be enrolled in college at least half-

time, but deferments may be granted under a variety of conditions set forth in federal law. The interest rate is set annually

for the 12-month period July 1-June 30. To apply for the Federal Stafford Loan (subsidized or unsubsidized), the student

must complete and file the Free Application for Federal Student Aid (FAFSA). The student must be enrolled at least half-

time during the loan period in a program of study leading to a degree or certificate. She must demonstrate financial need

for a subsidized loan and must have received a determination of eligibility or ineligibility for a Federal Pell Grant.

ThePLUSloanallowsparentsofundergraduatedependentstudentstoborrowuptothecostofattendance,minusotheraid.TheFAFSAmustbecompletedinorderforaparenttoobtaintheFPLUSloan.Theinterestrateisadjustedannually on July 1 over the life of the loan. The repayment period begins after the second dis bursement of the loan. The

length of the repay ment period depends on the total amount borrowed, but normally does not exceed 10 years.

ThePLUSloanismeanttobeusedinadditiontoanyotherloanthestudentmayborrow,orasaprimarysourceforthose who do not qualify for a Federal Stafford Loan. For this reason, we recommend that students apply for a Federal

StaffordLoanbeforetheyortheirparentsapplyforaPLUSloan.ParentswhoaredeniedPLUSloansmaycontacttheUSDepartmentofEducationtoappealthisdecision,ortheymayhavetheirstudentborrowadditionalFederalStaffordUnsubsidizedfundsupto$5,000.PleasecontacttheOfficeofFinancialAidformoreinformation.

31

LoAn progrAmS

ALternAtive LoAnS

Various alternative loans are available for students who are not eligible for Federal Stafford loans or who need

additional loan money. Consult the Office of Financial Aid for information regarding these loans.

Peace College strongly encourages all students to complete the FAFSA before applying for an alternative loan.

Federalloans(StaffordandPLUS)shouldalwaysbethefirstoptiontoconsiderwhenborrowingmoneytofinanceaneducation. If you are considering an alternative loan, you should carefully evaluate a loan program to determine if it

best meets your needs.

veterAnS edUCAtionAL ASSiStAnCe progrAm

Educational Assistance Benefits are available for veterans, active-duty military, National Guard and selected reserve and,

in some instances, their qualified dependents. For addi tional information on specific programs, contact the Veterans’

Certifying Official.

independent And dependent StAtUS

The FAFSA determines a student’s dependency status. Federal regulations are very specific about the classification

of dependent and independent students. If the student feels that she does not meet the classification of a dependent

student, please contact the Office of Financial Aid.

SAtiSfACtory ACAdemiC progreSS (SAp)

Students must meet the Satisfactory Academic Progress (SAP) standards set by Peace College in order to renew a financial

aid award. The Office of Financial Aid will monitor grades and hours earned for each student who has financial aid.

If a student does not meet the SAP guidelines given, her financial aid could be removed. Please con tact the Office of

Financial Aid with questions.

32

peACe CoLLegeACAdemiC And StUdent Life

33

Honor SoCietieS

ALpHA CHi nAtionAL Honor

SCHoLArSHip SoCiety

A general honor society for junior and senior

baccalaureate students, Alpha Chi admits to membership

students who achieve academic dis tinction. No more

than ten percent of the junior and senior classes with

grade-point averages of 3.60 or higher may be inducted

in any given academic year. This society promotes

academic excellence and exemplary character among

students. The Peace College chapter is North Carolina

Psi. The chapter is required to sponsor at least one

scholarly or academic activity each year to pro mote

scholarship in the Peace College community.

betA betA betA

Beta Beta Beta is a National Biological Honor Society.

It is dedicated to improving the understanding

and appreciation of biological study and extending

boundaries of human knowledge through scientific

research. To be eligible for membership, a student must

have 1) a minimum average of “B” in at least four

biology courses, 2) declared a major in biology, and

3) good academic standing overall. Induction of new

members occurs in the spring.

omiCron deLtA kAppA

Omicron Delta Kappa, a national honorary society

for leadership, was chartered at Peace in April 2009.

The Purpose of The Omicron Delta Kappa Society is

Threefold: First, to recognize those who have attained

a high standard of efficiency in collegiate activities and

to inspire others to strive for conspicuous attainments

along similar lines; Second, to bring together the most

representative students in all phases of collegiate life

and thus to create an organization which will help to

mold the sentiment of the institution on questions

of local and intercollegiate interest; Third, to bring

together members of the faculty and student body of

the institution, as well as other Omicron Delta Kappa

members, on a basis of mutual interest, understanding,

and helpfulness.

pSi CHi

Psi Chi is the Psychology National Honor Society. This

organization is dedicated to promo ting scholarship and

service in the area of psychology. Psi Chi members are

encouraged to participate in faculty and independent

research, as well as to participate in community service.

Psychology majors and minors with 45 credit hours (9

in psychology courses) who have a GPA of 3.0 or higher

and who are in the top 30% of their class are eligible to

join Psi Chi. Induction occurs in the spring.

SigmA deLtA mU

Sigma Delta Mu is a national honor society in Spanish

for two-year colleges and the first three semesters of

four-year colleges and universities. It honors those who

seek to attain excellence in the study of Spanish and

the literature and culture of Spanish-speaking peoples.

To be eligible for active membership, a student must be

enrolled in the second semester or higher, be in good

standing, be genuinely interested in Hispanic culture,

have a minimum grade-point average of 3.00 in Spanish,

and rank in the upper 35 percent of her class or have a

minimum overall average of 2.75. The Peace chapter is

the Beta Chapter of North Carolina.

SigmA deLtA pi

Sigma Delta Pi is a national honor society in Spanish

for four-year colleges and universities. It was Peace’s first

baccalaureate honor society and was chartered in April

1997. With more than 470 chapters nationwide, it is by

far the largest foreign language honor society and is a

member of the Association of College Honor Societies.

Founded in 1919, it is affiliated with both the American

Association of Teachers of Spanish and Portu guese and

the Modern Language Association. The Peace chapter

ofSigmaDeltaPiisUpsilonBeta.TobeeligibleforSigma Delta Pi membership, a student must maintain a

strong academic profile overall, must have a B or better

average in Spanish, and must complete 18 semester hours

of Spanish, including advanced-level courses taught in

Spanish.

SigmA tAU deLtA

Sigma Tau Delta’s central purpose is to confer distinction

upon outstanding students of the English language and

literature in under graduate, graduate, and professional

studies. Membership in this honor society is available to

juniors and seniors who major or minor in English, who

have at least a B average in English, and who rank in the

highest 35 percent of their class in general scholarship. A

member of the Association of College Honor Societies,

Sigma Tau Delta is composed of more than 560 chapters

locatedthroughouttheUnitedStates,Europe,Canada,and the Caribbean.

34

AWArdS

ArtemiSiA AWArd- Established in 1999 by Peace

professors Woody Holliman and Carolyn Parker, this

award recognizes outstanding graphic design majors.

bioS AWArd in bioLogiCAL SCienCe-

Established in 1990 by Peace College faculty members

Drs. Patricia L. Weigant and Lisa A. Bonner, this award

recognizes outstanding biology majors.

firSt-yeAr CHemiStry ACHievement

AWArd- Sponsored by the Chemical Rubber

Company, this award is given to the first-year student

attaining the highest achievement in general chemistry.

The award includes a certificate and a copy of the CRC

Handbook of Chemistry and Physics, a major scientific

reference book.

eLizAbetH gibSon tAyLor proSe AWArd-

This award was established in 1982 to honor Elizabeth

Gibson Taylor ‘22 for her interest in English studies.

This award is presented annually to the student who has

produced the outstanding work of prose published in

the college literary magazine.

exCeLLenCe in LeAderSHip StUdieS

AWArd- The Excellence in Leadership Studies

Award is given to an outstanding senior who is double-

majoring or minoring in Leadership Studies. This award

was created to recognize a Leadership Studies major or

minor who has demonstrated excellence in her academic

studies, campus leadership, and civic participation, and

involve ment in the Leadership Studies program and in

developmental opportunities outside of courses.

idA WitHerS CUrrie AWArd-The Ida Withers

Currie Award is given to the outstanding senior business

student chosen by the business admin faculty. The award

was established by James Currie in honor of his sister, Ida

Withers Currie ‘29, a Peace graduate and former business

instructor at the college.

JAne Herring Wooten ’37

reSeArCH grAntS- Established in 1998 by Peace

College graduate and retired Raleigh pediatrician Dr.

Jane Herring Wooten ’37 and her husband Kenneth

Wooten, the grant(s) will be used annually to assist

students in conducting research projects in cellular and

molecular biology.

kAtHArine bryAn SLoAn grAHAm

ACAdemiC ACHievement AWArd- Granted

annually at graduation, the award was established in

1969 in memory of Katharine Bryan Sloan Graham,

the first student to matriculate at Peace in 1872. The

award is presented to the graduating senior whose

academic record places her among the top three students

of her class and who, in the opinion of the faculty and

administration, exemplifies commendable traits of

citizenship, cooperation, and concern for others.

LAUrA CArpenter bingHAm exCeLLenCe

in LeAderSHip AWArd- This award is to be

given to an outstanding senior who has demonstrated

excellence in her academic studies, in campus leadership,

in civic participation, and in the important qualities

of integrity and honor. It recognizes a woman whose

unfailing loyalty to Peace College will truly make a

difference in this world.

mAry pAte CUrrie AWArd- This award was

established in memory of Mary Pate Currie, Peace College

class of 1923, by her family and friends. The award

recognizes a rising Peace College senior of high moral

character who exemplifies the character of Mary Pate

Currie. The selection is made annually by a com mittee

of faculty members representing the areas of humanities

and fine arts. The recipient will demonstrate high

academic achievement and have a major in an area of the

humanities, including the fine arts.

mAbeL pUgH Art AWArd- Established in memory

of Ruth Huntington Moore with a bequest from the

estate of Mabel Pugh, head of the art department at

Peace College from 1936 until 1960, this award is

given annually to a returning first-year student who

is a graphic design major and who shows outstanding

progress in the development of her art work in the areas

of creativity and craftsmanship.

nAnCy J. frAzier StUdent ServiCe

AWArd- This award was established by former

Peace President Dr. S. David Frazier in memory of his

mother. The award is presented to a student in student

government who has demonstrated out standing service

to the college and to her classmates.

35

AWArdS

oUtStAnding grAdUAte AWArd- The

college annually presents this award to a bachelor’s

degree graduate who, in the opinion of the faculty and

administrative staff, is the out standing member of the

graduating class in her academic, social, and religious

leadership; in her acceptance of her obligations; and in

her general interpretation of the ideals of Peace College.

peACe CoLLege dAnCe CompAny

AnnUAL AWArdS The Dancer of the Year award was

established in 1988 to honor the junior or senior who best

exhibits the qualities most valued in a dancer–exceptional

technical abilities and perfor mance quality, tireless

dedication, and enthusiasm. This award recipient receives

an engraved plaque and her photograph is hung in the

Dancers Hall of Fame. The Young Choreographer of the

Year annual award was established in 1990 to honor the

dancer who has excelled in the field of choreography.

Judgment criteria for this award are the quality of the

creative work producing a new, non-commissioned work

for the Peace College Dance Company.

peACe timeS AWArd- The Peace Times Award

is presented by faculty advisors to members of the

Peace Times staff that have made the most significant

contributions to the student newspaper during the year.

penny engLiSH AWArd- This award was

established in 1973 by the late Celeste Penny, class of

1909, who taught English for many years in the North

Carolina public schools. The income is awarded to a

first-year student chosen by the faculty of the English

department for the most outstanding work in first-year

student English.

penny poetry AWArd- The Penny Poetry Award,

established in 1977, is given annually to the student who

has produced the outstanding work of poetry published

in the college literary magazine.

pHySiCAL edUCAtion ACHievement

AWArd- This award is to recognize a student who

has demonstrated outstanding perseverance, improve-

ment, and sportsmanship in her performance, as well as

excellence in her written work, in physical education. The

award recipient receives an engraved plaque.

preSSLy mUSiC AWArd- The Pressly Music Award

to honor the late Dr. William C. Pressly, a former

President of Peace, is given annually to the senior music

major whom the music faculty considers to have made

a significant contribution to the music program and

activities at Peace and also to have shown the most

progress in the development of her own musical abilities.

pSi CHi reSeArCH AWArd- This award was

established in 2002 by the faculty of the psychology

program to recognize excellence in psychology research.

It is presented annually to the student chosen by the

Psychology faculty who shows outstanding progress in

the area of psychology research. The student will receive

either a gift or cash award.

SCHWertmAn AWArd for exCeLLenCe in

engLiSH- This cash award is presented annually to

the student chosen by the English faculty for the most

outstanding work in English. The award honors the

memory of Dr. Mary Pogue Schwertman, who taught

English at Peace from 1960 until her death in 1981.

tHe tyner-CroSSno AWArd in HiStory

And poLitiCAL SCienCe- This award, established

in 1987 by Dr. Wayne C. Tyner, retired Alumnae

Professor of History, and Mr. John L. Crossno, Associate

Professor of History, is a cash award given annually to

a student who has taken at least nine semester hours in

history and/or political science, who has done excellent

work in those courses, and who has demonstrated

seriousness of purpose in her studies.

W. robert everett bUSineSS

ACHievement AWArd- The W. Robert Everett

Business Achieve ment Award Fund is given to an

outstanding sophomore chosen by the business faculty.

36

AdviSing And AdventUreS

AdviSing

Peace College maintains a strong advising program that promotes a close, mentoring, and academic relationship

between its faculty/staff advisors and student advisees. Faculty/Staff advisors help students get the most out of their

Peace education, and guide them through the process of finding their academic, career, and life path. The advisors

meet with students each semester to assist with registration, monitor academic per formance and progress in meeting

graduation requirements, and aid in career planning. While the advisor plays an important role as a helper and

guide, the student is responsible for ensuring that she is meeting the requirements for graduation or for a pre-

professional program.

Entering students are assigned to a first-year advisor who will assist her until she has decided on her major. As

long as she has met the prerequisites, she may declare her major. She will then be assigned to an advisor in her

major, one she will remain with until gradu ation. If the student has not decided on a major at the end of her first

year, she will continue to work with her first-year advisor until she declares a major. Throughout her second year,

she will have many opportunities to help clarify her choice of major: the Career Services staff, “Exploring Majors

and Careers,” and the Majors Fair.

AdventUreS

Your First Year Adventure at Peace College is a specifically designed set of experiences for first-year students to

welcome them to the college and to encourage their academic success through intellectual and personal discovery.

These experiences will help you as a first-year student to negotiate the difficult transition from high school to college,

both aca dem ically and personally. A central component of the First Year Adventure is your required first-year seminar

class, ADV 100: Adventures for Women in Learning. The purpose of ADV 100 is to assist the First Year student’s

transition by focusing academic development through critical thinking skills, and personal development via emotional

intelligence. Through thematic and general approaches, students will explore intellectual questions related to the

college experience.

As a first-year student at Peace, you will begin your adventure by taking part in a common sum mer reading

program and writing your first college essay. Your first official experience as a Peace student will happen during the

summer when you attend Pacer Camp, a summer program where you will begin to experience life as part of the

Peace community by meeting other incoming students and current Peace students. When you arrive on campus in

the fall, you will go through our orientation program, Pathways to Peace, along with your ADV 100 classmates.

Through Pathways, you will begin your intellectual and personal journey, learning about the college and local

community and what they have to offer, and meeting to discuss your summer reading.

Through the first-year seminar, ADV 100, you will develop a close con nection with a member of the Peace

College faculty or staff who will serve as your ADV 100 instructor and first-year advisor. Additionally, you will

be assigned to an exceptional upper-class student, your peer educator, who will be your Pacer Camp to Pathways

to Peace group leader, will co-teach the first-year seminar, and will serve as a mentor to help you throughout your

first-year experience. Many other “Adventures” await you during your first year at Peace including learning about

and taking part in Peace traditions, attending intellectual and cultural events, and getting involved in student clubs,

student government and athletics. To help you get the most out of your adven ture at Peace College, we strive for

you to accomplish the following:

• tobegintheprocessofdiscovery,bothintellectuallyandpersonally• tofacilitateadjustmenttocollegelife• topromoteasenseofcommunity• toprovidestudentswitheffectivefirst-yearadvising• toconnectstudentswithexceptionalpeereducatorsandmentors• tocreateahealthylearningenvironmentamongstudentsoncampus• topromoteeffectivedecision-makinginstudents’livesandcareers• toexposestudentstoeducationalopportunitiesoutsidetheclassroom• toinvolvestudentsintheRaleighcommunitythroughservice• tohelpstudentsbetterunderstandtheirworldandtheirplaceinit• toencouragestudentstobebettercitizensoftheirlocalcommunities,theirnation,andtheworld.

37

CAreer ServiCeS And edUCAtionAL SUpport

CAreer ServiCeS

The Career Services Office is open 8-5, Monday-Friday, all year. There is no charge for these services for Peace students

or alumnae. The Career Services Office provides the student with a variety of services to assist her to determine and

accomplish her career goals. Specifically, Career Services supports the student in her:

• exploration of her college majors and career options through career counseling and interest, skill and

personality assessments;

• applying for her internship experience;

• examination of post-graduate options, in cluding help with graduate school and professional schools and/or

employment in a chosen field; and

• preparation for a competitive job search through participation in job fairs, resume writing, mock interviews,

interviewing with selected employers, and networking with Peace alumnae.

edUCAtionAL SUpport

Peace College recognizes that students may need assistance to complete college-level courses or to earn superior grades.

In an effort to acknowledge the individuality of each

student and to foster growth and learning among all

students, the college provides the below-listed support

and services, at no additional cost to the student.

LeArning And Writing Center

The Learning and Writing Center provides free tutorial

and writing assistance for all Peace students. The center

offers one-on-one, personalized tutoring in foreign

language, math, statistics, writing, child development,

psychology, accounting, history, anthropology, and study

skills. The tutors are trained and knowledgeable in

working with diverse learners. Students consistently cite

their expertise as beneficial to their academic careers.

Study Skills workshops are offered to students who feel

they need assistance with developing various academic

strengths. These workshops target areas such as time

management, test-taking skills, and motivation. The

center also houses various print resources to assist students

in writing research papers, reading actively, note-taking

strategies, etc.

AdventUreS 099

The Academic and Life Skills (ADV 099) course is

designed for all students who wish to improve their

academic performance. Instruction in specific study

skills is provided (e.g., time management, textbook

reading, test-taking, etc.). Other course topics include

motivating one’s self to learn, developing personal

responsiblity, and utilizing individual learning styles and

preferences. These skills and topics are reinforced in one-

on-one academic coaching sessions with the instructor in

which students’ academic progress is monitored.

SUppLementAL inStrUCtion

Supplemental instruction is available in biology, and

chemistry. These are group tutoring sessions that seek to

bolster students’ understanding of classroom content.

Sessions are available for any student taking one of the

listed courses.

TRANSITIONS PROGRAM

The Transitions Program is designed to enhance the

success of students whom the college deems to be in need

of instruction in college study skills, as well as one-on-

one coaching. Students accepted into the program are

required to take the ADV-099 course (mentioned above)

during their first semester. Students in the program will

also take the required first-year seminar course entitled

Adventures for Women, ADV-100. Students must also

register for a reduced course load (14 hours) their first

semester. A reduced course load can help the student

attain a satisfactory GPA while mastering the transition

to college. The program instructor offers opportunities

for those who need added support to meet with her

during subsequent semesters as the need arises.

38

edUCAtionAL SUpport

bridge progrAm

The Bridge Program allows students whose overall profile

indicates a potential for success to enroll at Peace College,

even though the students’ high school grades or SAT are

below the college’s standards. Students accepted into the

program are non-degree students and are required to take

4 credit hours in the summer, which includes ADV 100,

Adventures for Women, and ENG 100, Fundamentals of

Writing. Students in the Bridge Program must limit their

course loads to 10 credit hours in the fall of their first

semester. One of the 10 hours includes Academic and

Life Skills for Success, ADV-099. Students who complete

the fall semester with at least a 2.0 will be allowed full-

time, degree-seeking status upon evaluation by the

admissions department.

deveLopmentAL inStrUCtion

Special workshop sections of college algebra and trigo-

nometry (MAT 111-112) and intermediate Spanish

(SPA 211) are available to students whose high school

grades, SAT I scores, or placement test scores indicate

that they will need more intensive instruction than the

regular sections include. These courses are designated as

“workshop” sections because they include two additional

hours of contact with the instructor each week and

allow students more time for drills, questions, and test

preparation. Workshop sections cover the same college-

level material during the semester as do the regular sections

and award three hours of credit.

A developmental course in mathematics (MAT 097)

is offered in the fall for students who have SAT and

placement test scores that indicate a need for intensive

mathematics review. This course does not count toward

mathematics requirements; neither do the credit hours

or grade count toward graduation requirements. A

developmental course in composition (ENG 100) is

offered for students whose SAT and/or composition grades

indicate a need for practice prior to taking ENG 112.

This course does not meet the composition requirement.

dr. Corinne AnderSen CeLebrAteS grAdUAtion WitH JenSen mAbe, WHo

preSented Her Work At tHe nAtionAL ConferenCe for UndergrAdUAte reSeArCH.

39

CLUbS And CooperAting rALeigH CoLLegeS (CrC)

The clubs and organizations listed here are those with ties to the academic program. Information on other clubs,

organizations, and campus activities can be found in the Student Handbook section of this book.

AigA (American Institute of Graphic Arts)

Peace College is one of only three schools in North

Carolina with its own student chapter of AIGA, the

world’s largest and most prestigious professional

organization for graphic designers. AIGA’s mission is

to further excellence in design as a profession and as

a cultural force. Our student chapter brings in guest

lecturers, sponsors visits to local design firms and

printers, organizes portfolio reviews, and assists the

Raleigh chapter of AIGA in its design-related activities.

SCienCe CLUb - Psi Lambda Epsilon Chapter

of the Collegiate Academy of the North Carolina

Academy of Science (CANCAS)

Members of the Peace College Science Club participate

locally in community service, educa tional programs,

and social activities. The Science Club is a chapter in

CANCAS that was created in 1954 with the primary

goal of “stimulation of scientific research done by and

reported by college students.” The Collegiate Academy

today is an affiliation of approximately 25 member

clubs from colleges across the state as well as individual

members. Annual Collegiate activities include field trips,

an undergraduate research workshop, an established

lecture program, the annual meeting, and Derieux

Awards and Yarborough Research Grants competitions.

CommUniCAtion CLUb

This organization is open to students who are interested

in communication. Its purpose is to prepare students

interested in communication for success in life after

college.

pSyCHoLogy CLUb

The Psychology Club provides interested students with

information about the world of psychology. Members

enjoy educational informa tion, fun, and help with career

and graduate school planning.

Sife -Students in Free Enterprise

The Peace College chapter of SIFE teaches students an

understanding of how market economies and businesses

operate, helping them to use this knowledge to better

themselves, their community and their country. SIFE is

open to all students.

SHrm - Student Chapter of the Society for

Human Resources

The Society for Human Resources is open to any interested

student. The organization was founded to provide students

with information about the human resources field,

opportunities to develop planning, organizing, and

leadership skills, and the chance to build a network with

area professionals and fellow students to develop valuable

contacts. The Society is affiliated with the national

professional association, the Society for Human Resources

Management.

CooperAting rALeigH CoLLegeS

interinStitUtionAL regiStrAtion

Peace College is a member of Cooperating Raleigh

Colleges. Through this inter-institutional consortium,

consisting of Peace College, Meredith College, North

CarolinaStateUniversity,SaintAugustine’sCollege,andShawUniversity,aPeacestudentmayregisterforaclass at any of the other four participating institutions.

Interinstitutional courses typically are used for personal

interest and academic enrichment, to strengthen a major,

and, in some cases, to earn a minor not offered on the

Peace campus. Through Cooperating Raleigh Colleges a

student also may participate in Army, Navy, Marines and

Air Force ROTC programs.

Students who desire cross-registration at one of the

Cooperating Raleigh Colleges should request a registration

form from the Office of the Registrar. Approval must be

secured from the faculty advisor, the Division Chair, the

Provost, and the Registrar.

Typically, approval will be granted only for courses not

normally offered on the Peace campus, and, generally,

these courses are open only to sophomores, juniors, and

seniors. Approval granted to register for a Cooper ating

Raleigh Colleges class does not guarantee enrollment.

Class availability is subject to depart mental restrictions

and class size limitations at the host campus. Enrollment

is free as long as the Peace student is enrolled in 9 hours

at Peace.

Library and research facilities at all Cooperating Raleigh

College participating institu tions, including borrowing

privileges, are available to Peace College students.

Interested students should consult the Director of

Library Services.

40

HonorS progrAm

HonorS progrAm

Students of exceptional academic ability are encouraged

to participate in the college’s Honors Program, where they

will have opportu nities for learning on a level equal to

their ability and intellectual curiosity. This program fosters

depth and breadth of scholarship, as well as seriousness

about independent learning.

Many Honors students will begin work in their first

semester, after being selected from the top entering

students and invited by the Honors coordinator to enroll

in Honors courses.

Others may begin Honors work after the first semester on

the basis of outstanding academic achievement while at

Peace. Students who earn a 3.5 or better on 15 or more

hours at Peace can petition to join the Honors Program by

means of a written request, and, if invited by the Honors

coordinator, join the Honors Program and enroll in

Honors courses.

All Honors candidates are expected to maintain a GPA

of 3.0 or better. If a student falls below that number, she

will be placed on probation from the Honors program

until she can meet the GPA requirement. Probation may

prohibit students from taking Honors courses. Students in

the Honors Program will be given priority registration and

other enrichment opportunities to ensure that they have

the maximum experience during their time at Peace.

All Peace students who have earned at least 30 hours of

credit (15 hours of which must be credit earned at Peace

College) with a cumu lative GPA of 3.2 or better, or a 3.5

or better in previous course work in the discipline, can

petition the Honors coordinator by means of a written

request to enroll in an Honors course. Permission to join

an Honors course is not equivalent to admission into the

Honors Program.

Students who complete sufficient Honors credits will

receive an Honors seal on their Peace diploma. This special

recognition will be awarded to those who complete a

minimum of 21 semester hours of Honors work. At least

6 hours of credit should be completed at the 300- or 400-

level.

The Honors coordinator administers the program and

approves all course enrollments and special credits.

HonorS CoUrSeS And Credit

Honors credit is awarded in several ways. Most Honors

credits will be earned in special sections of courses

included within the Liberal Education requirements of all

graduates. In selected science courses, there will be special

labs required for students wishing to earn Honors credit

in those courses. In some courses, students will work

closely with specific professors to complete contracts

designed for an individual or for a small group of

selected students.

Honors credit by contract requires the completion of all

work and examinations in the regular course to which

this contract is attached. The Honors component of these

contracts should include, at minimum, the equivalent of

one hour a week additional contact with the instructor.

The contract must state what additional work and/or

projects are required for earning the Honors credit. This

contract must be approved by the Honors coordinator

before the Honors work is begun. Students considering

Honors work by contract should consult with the

Honors Program coordinator or the appropriate

instructor to discuss the student’s qualifications and the

requirements for earning Honors credit. Students may

only complete up to 4 credit hours in Honors contract

work.

Honors courses or Honors credit by con tract will

receive a special notation of “Honors” on the student’s

academic transcript. For criteria applied to determine

graduation with Latin Honors, see elsewhere in this

catalog.

StUdent ConferenCeS

And CompetitionS

Peace College encourages students to present their

academic work at conferences and to compete in events

related to their disciplines.

Students regularly submit their work to the National

ConferenceonUndergraduateResearch(NCUR)andother discipline-specific confer ences. Performing arts

students compete in state events yearly. Peace College

supports students who are presenting or competing as a

member of the Peace College community by funding most

of their expenses.

41

internAtionAL StUdy

internAtionAL StUdy

Recognizing the value of travel and international study, the faculty of Peace College strongly encourages students

to include study abroad in their educational plan. Through the generous support of a fund endowed by Mr. and

Mrs. W. Trent Ragland, Jr., qualified students are eligible to receive grants which significantly reduce the costs of

participation in approved international study programs. Full-time students with a GPA of 2.6 or higher are eligible

for consideration for Ragland grants if the student is returning to Peace the semester after the study abroad is

completed. A student who has graduated from Peace will be eligible for Ragland grant consideration the summer

after her graduation. Recipients of Ragland grants are expected to have a serious interest in international study and

to be ambassadors for the college and their country. Additional grants are available for need-based aid and for merit

scholarships.

Peace College offers a three-week summer program in Mexico, taught by Peace faculty with a focus on Mexican

culture and civilization. Participants live in a large and gracious home in Mérida, Yucatan, and have their classes and

meals in this authentic setting. The program includes lectures by local experts and visits to the market and main sights

of Mérida, as well as excursions to pre-hispanic Mayan sites, nearby contemporary towns and villages, and ecological

reserves. Topics vary from art and architecture to history and linguistics. Participants are encouraged to take a one-

credit-hour preparatory course, ANT/ SPA/LAS 260, during the spring semester pre ceding the summer program. The

summer program carries three hours of credit and is ANT/SPA/LAS 361. Knowledge of Spanish is helpful but not

required.

Each spring and summer a number of additional international studies programs are offered to Peace students by

various Peace faculty members. Please see the Ragland Professor of International Studies, Coordinator of International

Studies or the Peace website for information about current programs. Students at Peace College can also partici pate in

summer programs offered by other institutions or semester or year-abroad programs.; information is available in the

Office of International Studies. The junior year is ideal for participation in semester- or year-abroad programs.

internAtionAL StUdieS poLiCy

The following policies govern Peace College’s provision of international travel:

i. All students and faculty traveling abroad on Peace College international studies programs will be covered by the Peace College medical policy.

ii. All students will complete a medical form provided to them by the Coordinator of International Studies. These forms will be kept confidential and handled in accordance with state and federal regulations.

iii. All students will return a waiver signed by the student and her parent/guardian to the Coordinator of International Studies.

iv. In case of program cancellation:The college reserves the right to cancel a trip if there are concerns about the safety of students and faculty.The college suggests that students purchase trip cancellation insurance and that they become familiar with the terms of the policy.If the travel company deems refunds or partial refunds are due, the college will forward those refunds to students, with the exception of funds provided through the Ragland Travel Fund.

v. A student who decides, after published deadlines, not to participate in a trip is liable for expenses (including repayment to the Ragland Travel Fund) not covered by trip cancellation insurance.

42

internSHipS/ SpeCiAL formAt CoUrSeS

internSHipS (490/491)

Academic internships are open to second semester juniors and seniors and are offered through each of the major

programs. These internships offer three to six credit hours of aca demic credit for planned and supervised work

experience. During an internship, the intern is expected to have completed, or to be completing, at least three courses

directly related to her major and to be currently enrolled in others. Students are required to work at the approved

internship site for 120 hours. The student will apply the skills, knowledge, and theories developed in the classroom to

profes sional work responsibilities. During the same semester the student is completing her internship, she is required

to be enrolled in an internship class in her major (i.e. COM 490.) This class provides the student with internship

supervision, advisement and transition services for her career planning. While the student is expected to locate her

own internship, Career Services has more than 200 internships posted on an internship web site and will assist in

locating an internship that is relevant to the student’s major and career goals. Internships are required for graduation

and are graded. For information con cerning academic internships, the student should contact Career Services or her

academic advisor. No more than 6 hours of internship credit can be applied to graduation credit.

SpeCiAL formAt/ individUALized CoUrSeS

The Peace College curriculum provides for instruction in individual and special formats. The following categories of

courses will appear regularly in the Schedule of Classes and may be requested, as appropriate, with the agreement

and initiation of the specific faculty of record and the Faculty Advisor. Other approval by the Division Chair and the

Provost may be required.

direCted StUdy

Catalog courses offered in non-traditional format. Often this involves tutorial meetings at which content derived

from readings, research or other information bases is addressed and student progress in skills, knowledge and

understandings is evaluated.

independent StUdy (492/493/494)

A course of study addressing a specific topic or problem of interest to a student, designed collaboratively by the

student and a faculty member(s), and resulting in a paper, report, critiqued performance or production, or other

assessable evidence of value added to the student’s educational experience. A contract of expectations by the student

and by the supervising faculty member(s) must be approved by the advisor, the Division Chair and the Registrar prior

to registration. May be taken for 2, 3, or 4 hours credit, depending on workload. Numbering: e.g., 492, 493, 494,

depending on number of hours credit and distribution. A student may take no more than six (6) hours of credit as

Independent Study.

SpeCiAL topiCS (295, 495)

A course whose content may vary from term to term according to needs of the academic department, student demand

or the interests of the faculty member. These courses are listed in the Catalog (e.g., HIS 495 Special Topics in History)

and are offered in the Schedule of Classes and on the transcript with the specific topic (e.g., HIS 495 Special Topics:

The Ancient History of Mesopo tamia.) Credit is usually 3 semester hours. May be offered no more than twice as the

same topic.

43

StUdent Life: f ine ArtS

tHe fine ArtS

The fine arts are an integral part of the academic

program and of campus life at Peace. Credit is given

for course work in art, music, theatre, and dance. All

students are encouraged to participate in the fine arts

programs on campus, either as performers or spectators.

The Music Department sponsors student recitals,

faculty concerts, and the College Choir and Chamber

Singers, which present several concerts throughout the

year. Art students are given an opportunity to display

their work in campus exhibits. Dance students perform

their own choreographed works, and theatre students

present several productions a year.

CHAmber SingerS

The college’s premier vocal ensemble is the Peace College

Chamber Singers. Eighteen to twenty students, both

music majors and non-music majors, are selected through

auditions held at the beginning of each academic year,

and auditions are open to all students. The ensemble

performs music from all style periods, from 10th century

Gregorian chant to Bach cantatas accompanied by

orchestra to arrangements of popular songs of today.

Serving as ambassadors for Peace College, the students

present numerous performances throughout the state

and region, appearing in schools, churches, and for civic

organizations. Each member of the ensemble receives an

A.J. Fletcher scholarship.

In recent years, the Chamber Singers have

commissioned three works from two well-known

composers. American composer Kirby Shaw wrote a

six-part arrangement for the ensemble of “Beauty and the

Beast,” and Canadian composer Stephen Hatfield wrote

two works for the group: “Living in a Holy City” and

“When the Night Is Sweet with Starlight.”

The Chamber Singers have made six performance tours

of Europe, presenting concerts in cities in England, France,

Belgium, Luxem bourg, Switzerland, Germany, Austria,

and Italy.

CHoir

The Peace College Choir is open to all students. This

group performs for annual college events, including the

Betty Vaiden Wright Williams Christmas concerts and

thejointconcertwiththeN.C.StateUniversityVarsityMen’s Glee Club, held each spring semester.

44

fine ArtS

peACe CoLLege dAnCe CompAny

The Peace College Dance Company (PCDC) is open to

all students by audition. The company is an ensemble of

dancers interested in continuing the pursuit of dance while

cultivating their college education. It is a semi-professional

dance com pany focusing on modern dance and exploring

all dance modalities. A wide range of opportunities enable

company members to expand their movement and cultural

experiences. Students perform 4-6 times per year and

have the opportunity to work with guest artists, as well as

to develop their own choreography. Interested students

should contact the PCDC director.

peACe CoLLege tHeAtre

Peace College Theatre offers students the opportunity to

participate in the production of classic and modern plays,

with special attention given to women’s issues, timely

topics pertinent to campus life and community, ideas that

promote acceptance and understanding of difference, and

other subjects that may contribute to student development

in a liberal arts setting. Peace College Theatre also offers

students the oppor tunity to work with theatre professionals

both on campus and through off-campus internships.

Students who wish to pursue theatre as a career will find

the Theatre Studies Track in Communication highly

appealing. Focusing primarily on theatre, the Theatre

Studies specialization offers students the opportunity to

develop performance, communication, and technical skills

that prepare a student for production-related careers in

stage, television, or movies. Students who pursue Theatre

Studies would also be well prepared for professional or

graduate level training programs. Scholarships are available

by audition. Typically, there are two major productions

(one each semester) per school year and the production of

a one-act play in the spring. Theatre Practicum provides

travel oppor tunities to see professional theatre in places like

New York and London. Peace College Theatre is open to

all students; no experience is necessary. Desire, team spirit,

maturity, openness, and commitment are all a must.

45

StUdent pUbLiCAtionS

SpeCiAL fACiLitieS : ACAdemiC CompUting fACiLitieS

tHe LotUS

The college yearbook is The Lotus. It is published on

an annual basis by a student yearbook staff, which is

involved in every aspect of production of the book.

Valuable experience can be gained in the areas of writing,

editing, proofreading, and graphic design.

priSm

Prism is the college’s literary magazine and is published

on an annual basis. Students have the opportunity to

submit creative writing and art works for publication.

The student editor is chosen each spring. Prism is

published by a student staff that works on all aspects of

the production.

tHe peACe timeS

The Peace Times is the student newspaper, published

several times each semester. The focus of the paper is

on-campus events, student issues and concerns, and

events in the community at-large. A student staff is

responsible for the production of the paper, and staff

members are required to attend all meetings regarding

the paper. Students on the newspaper staff receive two

hours of academic credit. In addition, freelance writers

and photographers are encouraged to contribute to the

paper. Previous newspaper experience is helpful, but

not required.

generAL CompUting Compu ters for general

student use are available at various locations across

campus. These computers are connected to PCNet and to

the Internet and have printers.

diSCipLinAry CompUting LAborAtorieS

The college also provides state of the art computing

facilities that are designed according to specific

disciplinary specifications in the Mary Lore Flowe

Building (FB), Pressly Building (PB), and Music

Building(MB).Unlessotherwisespecified,theselabsareconnected for PCNet and Internet access, and provide

discipline-specific software.

bUSineSS AdminiStrAtion And HUmAn

reSoUrCeS (FB)•21PCsinfiveworkclusters

LAngUAgeS(FB)•TheGregandMaryAnnPooleGlobalLearningCenter•aPCandanewSonysystemaudio and analog/digital recording terminal at each of 24

student workstations plus an instructor’s console

AntHropoLogy And pSyCHoLogy(FB)•31 PCs plus computerized observation and subject rooms

CommunicationMedia(FB)•Editinglabcontaining11 Macs with DV / W Firewire hard drives and 8 digital

camcorders; and with direct access to a studio/classroom

grApHiC deSign (PB)•12Macswithcurrentgraphic design software

bioLogy(PB)•6Macswithsoftwareinterfacesandprograms for physiological event display and ecosystem

analysis

CHemiStry(PB)•8Macswithsoftwareinterfacesand programs for computer-assisted experimentation and

simulation of instrumental analysis.

mUSiC performAnCe(MB)•5Macswithsoftware for composing and editing musical passages in

electronic format and mastering CDs.

46

SpeCiAL fACiLitieS : L ibrAry

Our newly renovated and expanded Finch Library is the academic resource center of the college, with a collection

selected to sup port the teaching efforts of the faculty and the research and lifelong learning needs of the students.

The library contains over 45,000 books and provides access to another 20,000 electronic books and more than 15,000

print and electronic journals, readily accessible from the library com puters or personal computers connected to the

campus network.

Finch Library also houses a learning commons, a conference room, multiple group study rooms, the college

archives, a media room, and an extensive video, and DVD collection designed to support the curriculum. The

Learning Center is located on the second floor of Finch Library, and it provides a comprehensive group of services to

support learning. Career Services are also located on the second floor of the library, and provides career assessment and

career counseling as well as help locating an internship, employment, or graduate school opportunities.

Studentsmaycheckoutmaterials(atnocharge)fromMeredithCollege,NorthCarolinaStateUniversity,ShawUniversityandSt.Augustine’sCollegethroughtheCooperatingRaleighColleges.Inaddition,ourlibrariansorderbooksand articles through inter-library loan for students. These usually take 3-5 days to arrive on campus.

47

peACe CoLLegeStUdent HAndbook - CAmpUS poLiCeS

48

CAmpUS informAtion And poLiCeS

AdvertiSing & poSting- Origination, circulation, or posting of any advertising media that contains

matter that violates or is contrary to College policies is prohibited. Advertising media that contains obscene language

or patently offensive material is prohibited.

poSting - Recognized student organizations, departments, and offices at the College, and members of the College

community, may place posters on bulletin boards, cork strips, in kiosks, and other specifically designated areas around

campus. (Posters shall be defined as signs, advertisements, flyers, brochures, or other informational devices.) However,

the College recognizes that some of the most effective publicity ideas are often creative and out of the ordinary.

Therefore, if an organization, department, or office at the College has unique posting ideas that do not appear to fall

within said policy, please contact the Office of Student Development, Director of Student Engagement, to determine

whether the idea is suitable within College guidelines.

Posters may be placed on campus under the following provisions:

• All materials must be approved and stamped before posting. Approval will be granted by the Director of

Student Engagement.

• Individuals seeking approval for posting must bring a copy of the item to be posted to the Director of

Student Engagement.

• A maximum of 25 posters will be stamped for approval.

• All postings must clearly display the name of the sponsoring organization.

• All posters must be in good taste. If controversy arises, the Dean of Students will make final decisions as to

approval.

• The individuals sponsoring the event are responsible for hanging and removing their posters. Posters shall

be removed by individuals within 3 days after sponsored events. If posters are not removed in this timely

fashion, members of the Peace College staff and faculty may remove the posters.

• Failure by the individual to remove posters in a timely fashion may result in measures that affect the

individual or group’s ability to receive permission for future posting.

• If sponsors wish to slide advertisements under individual doors, they must be approved by the Director of

Student Engagement as well.

Posting for outside organizations will be permitted on a case by case basis at the discretion of the Dean of Students or

her designee.

AttendAnCe: StUdent pArtiCipAtion in CoLLege SponSored eventSPurpose: To articulate and adhere to a policy that governs student absences from classes for participation in ac-tivities in

which they are representing the college (i.e., athletics, Chamber Singers, etc.). Student Advancement Committee, 2005

The policy should be responsive to (1) the needs/interests of the students while holding them responsible for their

class work and their commitment to teammates/choir members/group members; (2) the need of faculty to have

students maximize their participation in classes, especially when participation, group activities, or events which cannot

be easily repeated are involved; and (3) the needs of coaches/teams, choir director/choir members, etc. which rely on

participation in out-of-class activities/contests/performances of students who have practiced and prepared.

Each of the three constituent groups has specific responsibilities if we are to work together in a cooperative, cohe-sive,

and congenial fashion. Members of each group will be asked to participate as follows:

49

StUdentS

• Alert the instructor at the beginning of the semester/season to your participation in College sponsored events

(such as athletics and Chamber Singers).

• Attend every possible class meeting, saving absences for those times in which you must be out of class for

participation in intercollegiate contests, performances, etc. For example, if a class allows 6 absences and

you have 5 games/performances/etc, you will only have 1 absence remaining. If you know you are going to

have more ab-sences than the allotted number for that course, due to College sponsored events, you need to

immediately speak with your instructor and consider whether you should be taking that course.

• Attend class until the designated time of departure of the group to travel to a scheduled con-test/rformance,

e.g., attend a 9:00 a.m. class and plan to leave early if the van is leaving at 9:30 for a trip.

• Remind faculty of the need to leave class or miss class because of a College-sponsored trip on the class day

before the event Ask in advance about any work that needs to be done or activities which may be missed.

• Suggest an appropriate time as soon as possible to make up tests/quizzes.

• Alert group members if involved in group activities in class, checking schedules in advance to determine that

no group presentations are scheduled at the time of an absence.

ACtivity SponSorS (CoACHeS, direCtorS, etC.)

• Coaches need to send team schedules and rosters to faculty at beginning of the semester. Other activity

sponsors need to also e-mail faculty and staff with a list of students, dates, and times for events that will

require students to miss classes. Please include the estimated time of departure. Invitations for performances

by the Chamber Singers are received throughout the academic year; therefore, a complete schedule is not

available at the beginning of each semester.

• Send a reminder e-mail to faculty at least two days before a trip about the exact time students will be de-

parting and when they will be returning.

• Schedule departure of the vans for road trips at a reasonable time, allowing only time needed for travel,

warm-up, etc.

• Encourage students to work cooperatively with faculty when difficulties arise.

• Alert the Provost if problems occur, after making an attempt to get the whole story from all sides.

fACULty

• If you have an attendance policy that includes excused and unexcused absences, count absences as excused if

the student is representing the institution in College-sponsored events.

• Allow students who miss classes because of participation in College-sponsored events to make up work they

have missed, including making up a missed quiz even if they are allowed to drop the lowest grade(s).

• At the beginning of the semester, communicate clearly your expectations for class attendance and partici-

pation. If you have a strict attendance policy, be very clear in your syllabus. Also, hold a conversation with

stu-dents you believe will be missing too many classes due to their out-of-class commitments.

• Hold students accountable for attendance and participation for times during which they are not away from

campus, including class periods immediately before travel.

• Communicate directly with coaches/directors/staff if students are “taking advantage” of policies regarding

articipation in College-sponsored events or are not doing well in classes.


50

diSrUptive CLASSroom beHAviorStudents who engage in any prohibited or unlawful acts, or acts which result in disruption of a class, may be directed

by the faculty member to leave the class for the remainder of the class period. Longer suspensions or administrative

withdrawal from a class for disruption may be determined by the Student Conduct or Academic Affairs proceedings.

ASSiStAnCe to StUdentS exHibiting Life-tHreAtening beHAviorPeace College attempts to assist students in resolving typical young adult developmental issues as well as stresses

brought on by the college experience. Peace maintains the Student Counseling Center to provide counseling for

students as appropriate. External and internal pressures for students may manifest themselves in an attempt by a

student to take her life. It is Peace College’s policy to regard all attempted suicides as serious regardless of the specific

degree of lethality involved in the attempt.

If a student attempts suicide or exhibits life-threatening behavior (including eating disorders), the College’s

first priority is to attempt to ensure the student’s safety and well-being. If it is known that a student has threatened

(verbally or otherwise), attempted, or is attempting suicide, appropriate emergency/medical intervention should be

initiated, and the Dean of Students should be notified immediately. The Dean of Students will notify appropriate

College officials and/or staff members to secure the appropriate medical care for the student and attempt to render

service as needed. In many cases, the student will need to be removed to a more appropriate medical setting. Peace

College may also contact the parent(s) or guardian(s), if appropriate, and will interact with family members and/or

significant others. In conjunction with any threatened or attempted suicide, or other behavior which jeopardizes the

student’s health, the Dean of Students may authorize a medical withdrawal of the student.

fitneSS fACiLity poLiCieS

fitneSS Center – roSS bASement

• Equipment and facility in Ross Basement is open to all Peace College students, faculty, and staff whenever

the college is in session (fall and spring semesters). Due to the limited size of the facility and amount of

equipment, guests may not use this area.

• Unlesspostedotherwise,duringsummerschoolsessions,PeaceCollegestudentswhoareresidingoncampusand/or taking summer school classes may use the Fitness Center Monday-Friday from 9:00 a.m. to 5:00 p.m.

• When the room is in use for a PEH class the room may be closed (according to instructor preference).

gymnASiUm

• The gymnasium is open for use by all Peace College students, staff, and faculty whenever it is not in use for

classes, athletic events, or other previously scheduled groups. Refer to the Master Schedule. Equipment may

be checked out by contacting PEH faculty or athletic staff members.

• Only non-marking soft-soled athletic shoes are allowed for use on the floor.

• Students may bring one off-campus guest.

SWimming pooL

• The swimming pool is open for use by all Peace College students, staff, and faculty whenever there is a

lifeguard on duty. Lifeguards must have completed an in-service training with the lifeguard supervisor.

Open swim hours are posted and announced each semester.

tenniS CoUrtS

• The tennis courts are open for use by all Peace College students, staff, and faculty whenever they are not in

use for classes, athletic events, or other previously scheduled groups. Refer to the Master Schedule. Contact

PEH faculty or Athletic staff members to gain access to the courts for recreational play.


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HArASSmentPeace College strives to ensure equal employment and study opportunities without discrimination or harassment on

the basis of race, color, religion, sex, sexual orientation, age, disability, marital status, national origin, or any other

characteristic protected by applicable law. Peace College does not and will not tolerate discriminatory practices,

including sexual harassment in any form or manner. Peace College requires the reporting of all perceived incidents

of discrimination or harassment. It is the policy of Peace College to investigate such reports promptly. Peace

College prohibits retaliation against any individual who reports discrimination or harassment or participates in an

investigation of such reports.

pUrpoSe

Peace College is committed to a work and study environment in which all individuals are treated with respect and

dignity. Each individual has the right to work and study in a professional atmosphere that prohibits discriminatory

practices, including harassment. Sexual harassment is strictly prohibited. Harassment of students or employees at

Peace College on the basis of race, color, national origin, ancestry, religion, creed, gender*, sexual orientation, age,

or physical or mental disability is unacceptable and will not be tolerated. Such conduct is inconsistent with Peace

College’s commitment to excellence and respect for all individuals. This policy is intended to complement the

College’s Equal Opportunity and Affirmative Action Policy. The College is also committed to protecting the academic

freedom and freedom of expression of all members of the College community. This policy will be construed and

applied in a manner that protects the academic freedom and freedom of expression of all parties to the complaint.

Academic freedom and freedom of expression include but are not limited to the expression of ideas, philosophies, or

religious beliefs, however controversial, in classroom or other academic settings.

Members of the College community and others who believe they have been harassed or believe that they have

witnessed such conduct in violation of this policy by college employees, students, contractors, or vendors serving the

college may contact the Human Resources Director if the concern is about an employee, or the Dean of Students if it

is about a student. If the Human Resources Director is involved in the complaint, they will need to discuss concerns

with the Vice President of Finance and Administration or the President. To knowingly file a false or malicious

complaint or report of harassment is a violation of this policy. *This policy also covers gender-based harassment that

is non-sexual in nature.


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definition: Sexual harassment is defined as unwelcome sexual advances, requests for sexual

favors and/or other verbal or physical conduct of a sexual nature when for example:

• Submission to such conduct is made either explicitly or implicitly a term or condition of an individual’s

employment or academic opportunities;

• Submission to or rejection of such conduct by an individual is used as the basis for employment or academic

decisions affecting such individual; or

• Such conduct has the purpose or effect of unreasonably interfering with an individual’s work or learning

performance or creating an intimidating, hostile or offensive working or learning environment.

Examples of sexual harassment are:

• Unwelcomesexualadvances.

• Retaliation for resisting unwelcome advances.

• Requests for sexual favors.

• Granting preferences based on sexual favors.

• Creating an offensive atmosphere i.e. posting or distributing literature with contents of a sexual nature,

making verbally direct or indirect sexual comments such as jokes and comments about physical anatomy, re-

counting of sexual exploits, and using offensive language.

• Exhibiting physical conduct such as “appreciative” glances, leers, whistles, hugging, patting, caressing or

pinching. Any “innocent” touching in the work place requires good judgment.

Harassmentonthebasisofanyotherprotectedcharacteristicisalsostrictlyprohibited.Underthispolicy,harassmentis verbal or physical conduct that denigrates or shows hostility or aversion toward an individual be-cause of his/her

race, color, religion, sex, sexual orientation, national origin, age, disability, marital status, citizen-ship or any other

characteristic protected by law or that of his/her relatives, friends or associates, and that:

• Has the purpose or effect of creating an intimidating, hostile or offensive work and/or learning environment;

• Has the purpose or effect of unreasonably interfering with an individual’s work or learning performances; or

• Otherwise adversely affects an individual’s employment or academic opportunities.

Harassment may include creating an environment of intimidation or coercion between individual supervisor

and employee.

Harassing conduct includes but is not limited to:

• Epithets, slurs or negative stereotyping;

• Threatening, intimidating or hostile acts;

• Denigrating jokes; or

• Written or graphic material that denigrates or shows hostility or aversion toward an individual or group

and that is placed on walls or elsewhere on the College’s premises or circulated in the workplace or elsewhere

on campus.


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proCedUreS

1. Sexual harassment may be directed at men or women and may be woman to woman or man to man as well.

Additionally, the victim of discriminatory practices, including sexual harassment in any form or manner, need not

be the person to whom misconduct is directed. The discriminatory practices, including sexual harassment in any

form or manner of one employee or student, may create an intimidating or hostile work environment for another

co-worker or student.

2. This policy applies to all applicants, students and employees, including faculty and staff, whether related to

conduct engaged in by fellow employees or students or someone not directly connected to Peace College, e.g. an

outside vendor.

3. Conduct prohibited by this policy is unacceptable in the workplace or academic setting and in any work-related

setting outside the College, such as during business trips, business meetings, business-related social events,

student-faculty events, faculty-chaperoned field trips, etc.

4. Peace College encourages individuals who believe they are being subjected to such conduct to advise the offender

firmly and promptly that his/her behavior is unwelcome and request that it be discontinued.

5. Any employee or student who believes that he/she has been the object of discrimination or discriminatory

harassment has the duty to immediately report all perceived incidents of discrimination, harassment or

retaliation, regardless of the alleged offender’s identity or position. Employees who believe that they have been the

objects of such conduct or believe they have witnessed such conduct shall discuss their concerns with the Human

Resources Director, or if the Human Resources Director is involved in the complaint, with the Vice President

of Finance and Administration or the President. Students who believe that they have been the objects of such

conduct or believe they have witnessed such conduct shall discuss their concerns with the Dean of Students or her

designee.

6. Any reported allegations of discrimination, harassment, or retaliation will be investigated promptly by

interviewing the complainant, the accused, and any relevant witnesses.

7. Confidentiality will be maintained throughout the investigatory process to the extent consistent with the

investigation process and appropriate corrective action.

8. Retaliation against an individual for reporting discrimination or harassment or for participating in an

investigation of a claim of discrimination or harassment is a serious violation of this policy and, like

discrimination or harassment itself, will be subject to disciplinary action. Acts of retaliation are to be reported

immediately using the procedure outlined above and will be promptly investigated and addressed.

9. Misconduct constituting discrimination, harassment, or retaliation will be dealt with appropriately. Any employee

who engages in any discriminatory act, whether or not sexual harassment, will be subject to disciplinary action

up to and including termination. Any student who engages in any discriminatory act, whether or not sexual

harassment, will be subject to appropriate student conduct action by the Student Conduct Board for violation of

the Student Code of Conduct, up to and including expulsion from Peace College.

10. False and malicious complaints of discrimination, harassment, or retaliation, as opposed to complaints which,

even if erroneous, are made in good faith, may be the subject of appropriate student conduct action up to and

including termination of employment, or, if a student, to appropriate student conduct action for violation of the

Honor Code, up to and including expulsion from Peace College.


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identifiCAtion CArdSIn accordance with Peace College policy, persons are expected to provide appropriate identifications (college

identification card (ID) or driver’s license) when requested by a College representative or employee. Identification cards

are used for admission to campus events, the dining hall, the library, and all campus facilities. ID cards are not to be

used by anyone other than the person to whom they are issued. Students who falsify information on their ID cards are

subject to student conduct action. The ID card is property of Peace College, issued to the student for her convenience.

The card is to be returned upon termination of the holder’s relationship with the College.

All lost or stolen cards are to be reported immediately to Campus Security or a Residence Life staff member. To

obtain a replacement ID/Access card contact Campus Security, complete the required forms, and pay a replacement fee.

inCLement WeAtHer

AdverSe WeAtHer poLiCy

If the College is open, students, faculty, and staff are expected to make a genuine effort to be present and in classes.

Sometimes it is possible to foresee adverse weather conditions and make arrangements to avoid hazardous driving, e.g.

remaining on campus rather than choosing to travel. However, the College is certainly concerned about the safety

and well- being of students, faculty, and staff and urges individuals not to put themselves knowingly in a position that

is potentially dangerous. Faculty members who cannot get to the campus should attempt to leave a message on their

phone or post the absence on Blackboard prior to the scheduled time for class. Students who cannot get to campus

for a class that includes a test or presentation should make every effort to contact the professor by telephone or e-mail

before the absence. The professor should clearly detail on the course syllabus how such absences will be handled. In

any case, students are encouraged to remember that all absences from class for any reason must be within the limit

established by the instructor in the syllabus.

AUtomAted pHone notifiCAtionS

In some circumstances, the College may use an automated phone notification system to provide timely information to

students, family members, staff, and faculty. To avoid an interruption in receiving these notifications, it is critical that

students notify the Registrar’s Office of any changes in contact information.

CLoSing AnnoUnCementS

The status of Peace College classes and offices will be broadcast to the public via Raleigh news media outlets. The

following news outlets are used by Peace College to announce weather closings: WRAL-TV, WRAL-FM, NBC-17

(WNCN), and News 14 (Time-Warner Cable). Please note that Peace will provide this information early in the

morning; however, we cannot control the time at which each station broadcasts it.

inCLement WeAtHer Line

The College’s Inclement Weather Line can be used by students, students’ family members, and College employees to

hear recorded messages concerning the status of classes and offices in the event of inclement weather. The Inclement

Weather Line recorded message may be reached directly by dialing (919) 508-2390. The Inclement Weather Line

message also may be reached through calling the campus switchboard during off-hours at (919) 508-2000 and choosing

the provided option for the weather line message.

The College will endeavor to record updates to the Inclement Weather Line by 6 a.m. on mornings when bad

weather affects campus operations. During other times of day when weather may cause early closing of classes and

offices, updates will be posted to the Inclement Weather Line as soon as decisions are made. (Please be aware that if

the College experiences a power outage, it may be impossible to update the Inclement Weather Line. In the event of a

power outage, Peace College Campus Security may be reached at (919) 833-2277).


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pACer ALert text meSSAgeS

The PACER Alert system - based on technology we lease from a firm called Rave Wireless - is designed to send short

text messages to text-enabled cell phones. The PACER Alert system requires people to sign up for the service. Once

you are signed up, you can receive alerts announcing weather closings and delays or information concerning campus

emergencies. Signing up for PACER Alerts is easy. Follow these instructions:

• Open your web browser to Rave Wireless website (http://getrave.com)

• Select Peace College from the list of colleges.

• Enter your Peace College login name and password in the spaces provided.

• On the login page (with the Peace College logo), enter your Peace username and password. NOTE: If you

re-ceive a login or password error when attempting to connect, enter your username in all lowercase lettering.

• On the Create Account page, enter your First Name, Last Name, Mobile Number and Preferred Email in the

spaces provided.

• SelectNextafteragreeingtoRave’sTermofUse. After a few additional confirmation steps, the registration process will be complete and you will be signed up with the

PACER Alert service. This web-based service is user friendly and very intuitive. Please take a moment now to sign up

for the PACER Alert system.

Severe WeAtHer informAtion

Severe weather may occur in the Triangle area at any time. Severe thunderstorms occur most frequently in the spring

and fall, while tornadoes are most frequent in March, April and May, although they may occur at any time of year.

When severe weather and natural disasters occur, remain calm and act — don’t react. Seek refuge away from windows

and call 911 if necessary. Campus shelter areas are as follows:

• Finley residents: first floor Finley hallway

• Main residents: faculty hallway closest to Finley

• Frazier residents: Main hallway

• Ross residents: first floor hallways

• Davidson residents: first floor hallways

• New Hall residents: first floor interior hallway

The Dean of Students is the campus official responsible for providing instructions to students regarding proce-

dures for severe weather. For resident students, instructions from the Dean of Students may be provided through

the Director of Residence Life, the Director of Security, or their staff members. Remain in the above locations until

notified by Residence Life staff, Campus Security, or the Dean of Students.


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pArkingParking areas are provided for staff, faculty, students, and visitors. Faculty, staff and students are required to obtain a

parking decal from the Security Office. When using these parking areas, the following guidelines, when adhered to,

provide a safer environment for all of the Peace College community.

pArking CitAtionS

Parking citations will be issued for the following:

1. Permit improperly displayed

2. Parked in a no parking area, including any area temporarily marked off for special events

3. Encroachment of two spaces

4. Parking in street and/or driveway

5. Parking in crosswalk or sidewalk

6. Parking in and/or blocking a fire lane

7. Unauthorizedparkinginreserved/visitorspace

8. No parking permit visible

9. Parked outside authorized permit area

10. Blocking dumpster and/or parking in dumpster area

11. Parking in a space designated for vehicles displaying a handicapped permit

All campus rules and regulations apply to your vehicle when parked on campus property. Possession of the following

items is prohibited:

• Drugs, other than those prescribed to you by a doctor

• Firearms and/or weapons of any kind

pArking SpACe AvAiLAbiLity

At certain peak time intervals during the week, when the total number of cars on campus is at its highest, on-campus

parking may be more congested. A parking permit does not always guarantee a parking space on campus. Parking on

adjacent city streets may be required for many student vehicle operators. When using adjacent streets, please follow all

appropriate parking ordinances. Please allow sufficient time to park when arriving for class.

toWing poLiCy

Vehicles may be towed at the owner’s expense for one of following reasons:

1. Parked in life safety areas: fire lanes or blocking emergency equipment/exits

2. Vehicles of habitual parking offenders - in excess of three tickets in one academic year

3. Vehicles with no apparent affiliation with Peace College in violation of any parking regulations

4. Vehicles parked illegally in individually reserved spaces, areas designated for visitors, or handicapped spaces

5. Vehicles which prevent other vehicles from movement

6. Displaying a parking permit that was reported stolen

It is the responsibility of the student to whom the vehicle is registered to recover a towed vehicle from the towing

company and to pay all associated charges.


57

pArking penALtieS And AppeALS

Uponreceiptofaparkingviolationnotice,thepersonreceivingthenoticemaypaythefineorchoosetoappealwithinten business days from date issued. Appeals must be sent to [email protected] or mailed to Peace College Campus

Security, 15 E. Peace St., Raleigh, NC 27604. Lack of knowledge of parking regulations or inability to find a space are

not valid reasons for appealing violation notices.

Parking penalties must be paid at the Business Office located in Main Hall 1st floor. Failure to settle fines, fees, and

charges can result in the following actions:

• Loss of campus parking privilege

• Vehicle may be towed at owner’s expense

• Academic registration will not be permitted*

• Transcripts will be withheld*

• Possible sanctions through the student conduct process

*Pending payment of fines

deSignAted pArking SpACeS

Reserved parking spaces are to be used by the assigned staff and faculty members. Visitor parking spaces are to be used

by visitors to Peace College.

All visitors must sign in at the Campus Security Office/Main Hall Reception Desk. Visitors will be issued a visi-

tor’s parking tag to be hung on the rearview mirror of their vehicle. Each parking tag will be valid for the current day

only and will be dated as such.

Handicapped parking spaces are to be used by persons who are legally handicapped. A valid North Carolina De-

partment of Motor Vehicles plate/tag must be displayed at all times while parking in this space. All students park-ing

oncampusmustregistertheirHandicapPermitwithCampusSecurity.Useofahandicapdecalissuedtosomeoneelseis considered a violation of campus policy.

Unlessotherwisemarked,alldesignatedparkingareasareenforcedtwenty-fourhoursaday,sevendaysaweek.

repLACement pArking deCALS

Replacement parking decals may be obtained from the Campus Security Office at no charge if the original parking

decal is damaged or if the vehicle was sold, etc. The remains of the decal must be brought into the Campus Security

Office to expedite the replacement process.

temporAry pArking permitS

The Campus Security Office will issue temporary parking permits for visitors, faculty, staff, and students who have a

legitimate need to park on Peace College property. Temporary permits will only be issued to students who currently

have a valid permit.

petSPets are not permitted in the residence halls with the exception of fish in aquariums, in tanks no larger than 10

gallons. Pets are also not permitted in any College building in which food service is conducted, due to health

regulations. Pets are not permitted in classrooms, computer labs, or academic building public areas. If pets are on

campus, they should be on a leash and accompanied by their owners at all times. Dogs are not permitted to be tied

up and left without their owners being present. Service dogs wearing harnesses and under the control of their owners

are exempt from these provisions.


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SexUAL miSCondUCtPeace College, in its effort to foster an environment of respect for the dignity and worth of all members of the

community, is committed to maintaining a work-learning environment free of sexual assault, abuse, and/or

harassment. The students, faculty, staff, and administrators that comprise the Peace College community will not

tolerate sexual assault and abuse. Incidents involving members of the Peace community that constitute sexual assault

and/or abuse will result in disciplinary action.

The following are recommended procedures to be followed in cases of sexual assault and/or abuse.

1. Report any incident to Campus Security (833-2277). For the safety of themselves and the community,

victims are encouraged to report incidents of rape or other sexual assault to Security. No legal action will be

taken and no specific information will be released without the victim’s consent.

2. Contact Health Services (x 2502) or local hospital emergency room. A victim of any form of sexual assault

is strongly encouraged to seek medical assistance immediately, prior to personal cleansing or showering, and

in any case within 24 hours of the incident for his/her own protection. If a victim decides to press charges,

medical information will be essential.

3. Consult the Dean of Students (x 2319). The Dean of Students is a victim’s central source of information

regarding campus policy and options. When appropriate and requested, the College will make any

reasonable changes in a victim’s academic or living situation to increase feelings of safety.

4. Seek support. Sexual assault or abuse, committed by strangers or acquaintances, is a frightening experience.

Confidential support is important for all concerned. Sources of support include: friends, family, Residence

Life staff, the Chaplain (x 2049), the Counseling Center (x 2505), Health Services (x 2502), as well as

off-campus resources: the National Domestic Violence Hotline (1-800-799-SAFE), a rape crisis hotline in

Raleigh (919-618-7273), and Interact (919-828-3005).

5. Consider the legal options. No College official has the legal authority to require a victim to press charges

or to prevent such action. If the alleged assailant is a Peace student, a complaint may be filed through the

College student conduct process, whether or not legal charges are pressed. This process is begun by filing a

complaint with the Dean of Students or the Student Conduct Officer within twenty school days following

the alleged incident. A student may choose to be accompanied throughout the student conduct process by

another Peace student, faculty, or staff member. If the alleged assailant is found responsible, sanctions may

include loss of housing, suspension, or expulsion. A student may also choose to prosecute through the legal

system. In a criminal prosecution, the alleged assailant may be charged with one of a variety of classes of

felonies, as long as there is sufficient evidence to indict. This is why early reporting to the police and having

a thorough medical examination immediately after the assault are so important. Civil prosecution differs

from criminal prosecution in that one would file a lawsuit against the assailant in civil court and sue for

financial damages. Please contact any of the above mentioned resources for more information or

help in proceeding.


59

ConfidentiALity & edUCAtion

All members of the College community are expected to honor the privacy of a victim. The safety of the community

must be balanced with confidentiality concerns. Members of the College community are expected to report

information about sexual assault in compliance with federal law; provisions are made for both identified and

anonymous reporting options through Campus Security.

Because of the need to educate and heighten awareness on campus about this issue, and in compliance with the

federal law, campus crime statistics are published and disseminated annually, on the website, and through separate

publications. The Office of Student Development, the Counseling Center, Health Services, the Residence Life Office,

Campus Security, and SGA continue to be committed to educating the Peace community about issues relating to rape

and other forms of sexual abuse and assault. Residential Life staff training, orientation programming, residence hall

programming, and other educational programs and seminars presented through the Wellness Center and Campus

Security, most of which are open to the campus, are representative of the College efforts to educate the campus

community.

SmokingSmoking is not permitted at Peace College. As of January 1, 2009, Peace College transitioned to a tobacco-free

campus. No tobacco use is permitted on College grounds which includes parking lots and vehicles. Smoking cessation

assistance is available for all students, faculty, and staff members through the Wellness Center.

SoLiCitAtion And fUndrAiSingThe solicitation of sales, services, memberships, or gifts on campus without permission of the Office of Student

Development is prohibited. All student organizations must have their fundraisers approved by the Director of

Leadership and Service or their club advisor.

Solicitation in the residence halls, in classrooms, in office buildings, or on a door-to-door basis for any purpose

is prohibited. This includes sales of any kind or other fund-raising activities. Exceptions may be granted to student

organizations who request fundraising approval, upon registration through the Office of Student Development.

SUnbAtHingStudents may sunbathe on the College Green in front of Main Building in the grassy area behind the fountain,

between the library and Kenan Recital Hall. Sunbathing is also permitted in the grassy areas behind Ross and

Davidson Halls and beside Finley Hall. Students should not sunbathe in front of Finley Hall due to security and

traffic concerns or on the roofs or catwalks of any buildings.

teCHnoLogyNo student shall videotape, take photos of, or in any other way capture the image/voice recording of another student

without approval. Web cameras may not be used in a room unless both roommates are aware of the camera’s presence

and approve of their image being captured. Students are advised to seek the permission of others before posting their

pictures on Facebook or similar sites.


60

trAnSportAtion poLiCyStaff members at the College are not permitted to transport students in need of medical attention.

An ambulance or paramedics will transport any ill or injured student with a condition that

requires specialized transportation. Call 911, then notify the Security Office at 833-2277.

Examples of when an ambulance would be utilized include but not limited to:

1. Car accident victim

2.Unconsciousstudent

3. Any suspicion of back or neck injury

4. Severe allergic reaction - involving difficulty breathing

5. Mental or emotional distress

6. Respiratory distress

When the student has minor injuries or problems and the condition is highly unlikely to deteriorate prior to receiving

medical help, it will be the responsibility of the student to arrange transportation with friends.

Examples of such conditions include but are not limited to:

1. Normal off-campus physician appointments

2. Specialist or physical therapy appointments

3. Lacerations that are not bleeding profusely

4. Appointments for which the physician has agreed to see students at his private practice for earache,

sore throat, etc.

If a student cannont secure transportation, she should contact Health Services for information about arrangements for

taxi service; there are vouchers available which will allow the charge to be added to the student account.


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CommUnity expeCtAtionSPeace College has established standards of conduct and regulations that further the educational purpose of

the College, promote the health and safety of the community, protect its property, and preserve its integrity. Peace

College believes the actions of persons living in the community, especially the campus community, inevitably affect

other persons in some way. Individual student actions can impact the community and as a result individuals have a

responsibility not only to themselves but to the entire Peace community.

The Honor Code and Student Conduct Code establish the minimum standards of conduct for maintaining the

integrity of the College. Behavioral expectations for individuals and student organizations are incorporated into the

minimum standards established by The Honor Code and The Student Conduct Code.

tHe Honor CodeThe Honor Code represents the important College values of integrity and accountability to the community. It sets the

standard for personal behavior and is particularly relevant to behavior in academic matters. Acknowledging an Honor Code

violation is the first step in correcting the violation.

All new students are given the opportunity to sign The Honor Code to indicate their commitment, but all students are

bound by it because of their membership in the Peace College community. Issues of academic dishonesty such as cheating

and plagiarism are addressed initially by faculty, but may be referred to the Associate Dean of Academic Affairs or designee,

which hears alleged academic violations of both the Honor Code and the Student Conduct Code. The Assistant Dean of

Residence Life or designee hears alleged non-academic violations of both the Honor Code and the Student Conduct Code.

On my honor as a Peace College student, I will not lie, cheat, or steal; nor will I condone the actions of those who do.

• Everystudentshallbehonor-boundtorefrainfromcheating.• Everystudentshallbehonor-boundtorefrainfromstealing.• Everystudentshallbehonor-boundtorefrainfromlying.

Honor CreedDuring the 2009-2010 academic year, a student, faculty, and staff workgroup created an Honor Creed. The goal

of the student-led committee was to create a document that reflected the ideals and values of a Peace College woman.

I am a Peace College woman.

I will be diligent in the pursuit of a meaningful education.

I will be proactive in all of my endeavors.

I will embrace and demonstrate personal and academic integrity.

I will strive to lead a purposeful life.

We are Peace College women.

I am my sister’s keeper; I will guide, mentor and empower her.

I will value the differences among us while embracing the lessons learned and the friendships shared.

I will be a responsible member of our community and will encourage the same in others.

I will hold myself and my sisters accountable.

We are a Peace College family.

I will honor the traditions and history of our college.

I will inspire and be inspired by my sisters’ creativity and innovative spirit.

I will take pride in our campus community.

I will show compassion for others through service learning and community engagement.

We are a Peace College community.

We are Peace College women.

peACe CoLLege CommUnity

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Honor Code vioLAtionSWhen an alleged violation of The Honor Code occurs, the faculty member has two options: handle the matter

herself/himself or refer the matter to the Student Conduct Board. In either option, faculty members are required

to notify the office of the Provost and the Student Development office when a student(s) has allegedly violated The

Honor Code. If a student has a previous Honor Code violation, the Student Conduct Board will be convened. If the

alleged Honor Code violation is referred to the Student Conduct Board the procedures for a conduct board hearing

are outlined under the Student Conduct Code section.

If the faculty member chooses to handle the case, he or she will meet/communicate with the student(s) involved

and clearly state the nature of the alleged violation. Most alleged violations can be satisfactorily resolved at this level. If

the student(s) admits cheating or the faculty member has proof of an actual violation, the faculty member may impose

appropriate conduct code sanctions including failing the student for the specific assignment, failing the student for

the course, and/or other penalties specified in the syllabus.

If a student is found responsible or states responsibility for the alleged violation, the Provost will notify the

student to let her know that a record of the violation will be retained in the event that a future violation occurs.

A student cannot withdraw from a course in which she is facing a pending Honor Code violation. The accused

student(s) has the right to appeal the assigned sanction and have a hearing by the Student Conduct Board.

In summary, there are three situations when the Student Conduct Board will be convened:

1. When the faculty member chooses to refer the case to the Student Conduct Board,

2. If the student(s) chooses to appeal the faculty member’s sanction, or

3. If a student has a previous Academic Dishonesty violation on her record.

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tHe StUdent CondUCt Code

ArtiCLe i: definitionS

1. The term [College] means Peace College.

2. The term “student” includes all persons taking courses at the College, either full-time or part-time, pursuing

undergraduate degrees. Persons who withdraw after allegedly violating The Student Code, who are not officially

enrolled for a particular term but who have a continuing relationship with the College or who have been notified

of their acceptance for admission are considered “students” as are persons who are living in College residence

halls, although not enrolled in this institution. This Student Code does apply at all locations of the College,

including the campus in a foreign country or another state.

3. The term faculty member means any person hired by the College to conduct classroom or teaching activities or

who is otherwise considered by the College to be a member of its faculty.

4. The term College official includes any person employed by the College performing assigned administrative or

professional responsibilities.

5. The term member of the College community includes any person who is a student, faculty member, College

official or another person employed by the College. A person’s status in a particular situation shall be determined

by the Assistant Dean or her designee.

6. The term College premises include all land, buildings, facilities, and other property in the possession of or owned,

used, or controlled by the College, including adjacent streets and sidewalks.

7. The term organization means any number of persons who have complied with the formal requirements for college

recognition.

8. The term Student Conduct Board means any person or persons authorized by the Assistant Dean or her designee

to determine whether a student has violated The Student Code and to recommend sanctions that may be imposed

when a rules violation has been committed.

9. The term “student conduct administrator” means a College official authorized on a case-by-case basis by the

Assistant Dean or her designee to impose sanctions upon a student(s) found to have violated The Student Code.

The Assistant Dean or her designee may authorize a Student Conduct Administrator to serve simultaneously as a

Student Conduct Administrator and the sole member or one of the members of the Student Conduct Board. The

Assistant Dean or her designee may authorize the same Student Conduct Administrator to impose sanctions in all

cases.

10. The term “Appellate Board” means any person or persons authorized by the Dean of Students to consider an

appeal from a Student Conduct Board in determination as to whether a student has violated The Student Code

or the sanctions imposed by the Student Conduct Administrator.

11. The term “shall” is used in the imperative sense.

12. The term “may” is used in the permissive sense.

13. The Assistant Dean or her designee is that person designated by the Dean of Students to be responsible for the

administration of The Student Code.

14. The term “policy” means the written regulations of the College as found in, but not limited to, the Student

Handbook, Academic Catalog, and College website.

15. The term “cheating” includes, but is not limited to: 1) use of any unauthorized assistance in taking quizzes, tests,

or examinations; 2) use of sources beyond those authorized by the faculty member in writing papers, preparing

reports, solving problems, or carrying out other assignments; 3) the acquisition, without permission, of tests

or other academic material belonging to a member of the College faculty or staff; 4) engaging in any behavior

specifically prohibited by a faculty member in the course syllabus or class discussion.


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16. The term “plagiarism” includes, but is not limited to the use, by paraphrase or direct quotation, of the

published or unpublished work of another person without full and clear acknowledgement. It also includes the

unacknowledged use of materials prepared by another person or agency engaged in the selling of term papers or

other academic materials. Additionally, students may not self-plagiarize (e.g., They may not duplicate information

from an assignment in one class to an assignment for another class.)

17. The term “Complainant” means any person who submits a charge alleging that a student violated this Student

Code. When a student believes that she has been a victim of another student’s misconduct, the student

who believes she has been a victim will have the same rights under this Student Code as are provided to the

Complainant, even if another member of the College community submitted the charge itself.

ArtiCLe ii: StUdent Code AUtHority 1. The Assistant Dean or her designee shall determine the composition of the Student Conduct Board and Appellate

Board and determine which Student Conduct Board, Student Conduct Administrator and Appellate Board shall

be authorized to hear each matter.

2. The Assistant Dean or her designee shall develop policies for the administration of the student conduct system

and procedural rules for the conduct of the Student Conduct Board Hearings that are not inconsistent with

provisions of The Student Code.

3. Decisions made by a Student Conduct Board and/or Student Conduct Administrator shall be final, pending the

normal appeal process.

ArtiCLe iii: proSCribed CondUCt A. JUriSdiCtion of tHe CoLLege StUdent Code

The Student Code shall apply to conduct that occurs on College premises, at College sponsored activities, and

to off-campus conduct that adversely affects the College community and/or the pursuit of its objectives. Each

student shall be responsible for her conduct from the time of application for admission through the actual

awarding of a degree, even though conduct may occur before classes begin or after classes end, as well as during

the academic year and during periods between terms of actual enrollment (and even if their conduct is not

discovered until after a degree is awarded). The Student Code shall apply to a student’s conduct even if the

student withdraws from school while a disciplinary matter is pending. The Assistant Dean or her designee shall

decide whether The Student Code shall be applied to conduct occurring off campus, on a case by case basis, in

her sole discretion.

b. CondUCt—rULeS And regULAtionS

Any student found to have committed or to have attempted to commit the following misconduct is subject to the

disciplinary sanctions outlined in Article IV:

1. Acts of dishonesty, including but not limited to the following:

a. Cheating, plagiarism, or other forms of academic dishonesty.

b. Furnishing false information to any College official, faculty member, or office.

c. Forgery, alteration, or misuse of any College document, record, or instrument of identification.

2. Disruption or obstruction of teaching, research, administration, disciplinary proceedings, other College

activities, including its public service functions on or off campus, or of other authorized non-College

activities when conduct occurs on College premises.


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3. Physical abuse, verbal abuse, threats, intimidation, harassment, coercion, and/or other conduct which

threatens or endangers the health or safety of any person.

4. Attempted or actual theft of and/or damage to property of the College or property of a member of the

College community or other personal or public property, on or off campus.

5. Hazing, defined as an act which endangers the mental or physical health or safety of a student, or which

destroys or removes public or private property, for the purpose of initiation, admission into, affiliation with,

or as a condition for continued membership in, a group or organization. The express or implied consent of

the victim will not be a defense. Apathy or acquiescence in the presence of hazing are not neutral acts; they

are violations of this rule.

6. Failure to comply with directions College officials or law enforcement officers acting in performance of their

duties and/or failure to identify oneself to the persons when requested to do so.

7. Unauthorizedpossession,duplicationoruseofkeystoanyCollegepremisesorunauthorizedentrytooruseof College premises.

8. Violation of any College policy, rule, or regulation published in hard copy or available electronically on the

College website.

9. Violation of any federal, state or local law.

10. Use,possession,manufacturing,ordistributionofmarijuana,heroin,narcotics,orothercontrolledsubstances except as expressly permitted by law.

11. Use,possession,manufacturing,ordistributionofalcoholicbeverages(exceptasexpresslypermittedbyCollege regulations), or public intoxication. Alcoholic beverages may not, in any circumstance, be used by,

possessed by or distributed to any person under 21 years of age.

12. Illegal or unauthorized possession of firearms, explosives, other weapons, or dangerous chemicals on College

premises or use of any such item, even if legally possessed, in a manner that harms, threatens or causes fear

to others.

13. Participating in an on-campus or off-campus demonstration, riot or activity that disrupts the normal

operations of the College and/or infringes on the rights of other members of the College community;

leading or inciting others to disrupt scheduled and/or normal activities within any campus building or area.

14. Obstruction of the free flow of pedestrian or vehicular traffic on College premises or at College sponsored

or supervised functions.

15. Conduct that is disorderly, lewd, or indecent; breach of peace; or aiding, abetting, or procuring another

person to breach the peace on College premises or at functions sponsored by, or participated in by, the

College or members of the academic community. Disorderly Conduct includes but is not limited to: Any

unauthorized use of electronic or other devices to make an audio or video record of any person while on

College premises without her prior knowledge, or without her effective consent when such a recording

is likely to cause injury or distress. This includes, but is not limited to, surreptitiously taking pictures of

another person in a gym, locker room, or restroom.

16. Theft or other abuse of computer facilities and resources, including but not limited to:

a. Unauthorizedentryintoafile,touse,read,orchangethecontents,orforanyotherpurposeb. Unauthorizedtransferofafile.c. Useofanotherindividual’sidentificationand/orpassword.d. Useofcomputingfacilitiesandresourcestointerferewiththeworkofanotherstudent,faculty

member or College official.

e. Useofcomputingfacilitiesandresourcestosendobsceneorabusivemessages.


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f. UseofcomputingfacilitiesandresourcestointerferewithnormaloperationoftheCollegecomputing system.

g. Useofcomputingfacilitiesandresourcesinviolationofcopyrightlaws.h. Any violation of the College computer use policy.

17. Abuse of the Student Conduct System, including but not limited to:

a. Failure to obey the notice from a Student Conduct Board or College official to appear for a

meeting or hearing as part of the Student Conduct System.

b. Falsification, distortion, or misrepresentation of information before a Student Conduct Board.

c. Disruption or interference with the orderly conduct of a Student Conduct Board proceeding.

d. Institution of a student conduct code proceeding in bad faith.

e. Attempting to discourage an individual’s proper participating in, or use of, the student

conduct system.

f. Attempting to influence the impartiality of a member of a Student Conduct Board prior to, and/or

during the course of, the Student Conduct Board proceeding.

g. Harassment (verbal or physical) and/or intimidation of a member of a Student Conduct Board

prior to, during, and/or after a student conduct code proceeding.

h. Failure to comply with the sanction(s) imposed under The Student Code.

i. Influencing or attempting to influence another person to commit an abuse of the student conduct

code system.

18. Students are required to engage in responsible social conduct that reflects credit upon the College

community and to model good citizenship in any community.

C. vioLAtion of LAW And CoLLege diSCipLine

1. College disciplinary proceedings may be instituted against a student charged with conduct that potentially

violates both the criminal law and this Student Code (that is, if both possible violations result from the

same factual situation) without regard to the pendency of civil or criminal litigation in court or criminal

arrest and prosecution. Proceedings under this Student Code may be carried out prior to, simultaneously

with, or following civil or criminal proceedings off campus at the discretion of the Assistant Dean or her

designee. Determinations made or sanctions imposed under this Student Code shall not be subject to

change because criminal charges arising out of the same facts giving rise to violation of College rules were

dismissed, reduced, or resolved in favor of or against the criminal law defendant.

2. When a student is charged by federal, state, or local authorities with a violation of law, the College will

not request or agree to special consideration for the individual because of her status as a student. If the

alleged offense is also being processed under The Student Code, the College may advise off-campus

authorities of the existence of The Student Code and of how such matters are typically handled within

the College community. The College will attempt to cooperate with law enforcement and other agencies

in the enforcement of criminal law on campus and in the conditions imposed by criminal courts for the

rehabilitation of student violators (provided that the conditions do not conflict with campus rules or

sanctions). Individual students and other members of the College community, acting in their personal

capacities, remain free to interact with governmental representatives as they deem appropriate.


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ArtiCLe iv: StUdent CondUCt Code proCedUreS

A. CHArgeS And StUdent CondUCt boArd HeAringS

1. Any member of the College community may file charges against a student for violations of The Student

Code. A charge shall be prepared in writing and directed to the Student Conduct Administrator. Any

charge should be submitted as soon as possible after the event takes place, preferably within two weeks.

2. The Student Conduct Administrator may conduct an investigation to determine if the charges have merit

and/or if they can be disposed of administratively by mutual consent of the parties involved on a basis

acceptable to the Student Conduct Administrator. Such disposition shall be final and there shall be no

subsequent proceedings. If the charges are not admitted and/or cannot be disposed of by mutual consent,

the Student Conduct Administrator may later serve in the same matter as the Student Conduct Board

or a member therof. If the student admits violating institutional rules, but sanctions are not agreed to,

subsequent process, including a hearing if necessary, shall be limited to determining the appropriate

sanction(s).

3. All charges shall be presented to the Accused Student in written form. A time shall be set for a Student

Conduct Board Hearing, not less than three nor more than fifteen calendar days after the Student Conduct

Board Hearings may be extended at the discretion of the Student Conduct Administrator.

4. Student Conduct Board Hearings shall be conducted by a Student Conduct Board according to the

following guidelines except as provided by article IV (A)(7) below:

a. Student Conduct Board Hearings normally shall be conducted in private.

b. The Complainant, Accused Student and their advisors, if any, shall be allowed to attend the

entire portion of the Student Conduct Board Hearing at which information is received (excluding

deliberations). Admission of any other person to the Student Conduct Board Hearing shall be at

the discretion of the Student Conduct Board and/or its Student Conduct Administrator.

c. In Student Conduct Board Hearings involving more than one Accused Student, the Student

Conduct Administrator, in his or her discretion, may permit the Student Conduct Board Hearings

concerning each student to be conducted either separately or jointly.

d. The Complainant and the Accused Student have the right to be assisted by an advisor they choose,

at their own expense. The advisor must be a member of the “College” community and may not

be an attorney. The Complainant and/or the Accused Student is responsible for presenting his or

her own information, and therefore, advisors are not permitted to speak or to participate directly

in any Student Conduct Board Hearing before a Student Conduct Board. A student should

select as an advisor a person whose schedule allows attendance at the scheduled date and time

for the Student Conduct Board Hearing because delays will not normally be allowed due to the

scheduling conflicts of an advisor.

e. The Complainant, the Accused Student and the Student Conduct Board may arrange for witnesses

to present pertinent information to the Student Conduct Board. The College will try to arrange

the attendance of possible witnesses who are members of the “College” community, if reasonably

possible, and who are identified by the Complainant and/or Accused Student at least two weekdays

prior to the Student Conduct Board Hearing. Witnesses will provide information to and answer

questions from the Student Conduct Board. Questions may be suggested by the Accused Student

and/or Complainant to be answered by each other or by other witnesses. This will be conducted

by the Student Conduct Board with such questions directed to the chairperson, rather than to

the witness directly. This method is used to preserve the educational tone of the hearing and to

avoid creation of an adversarial environment. Questions of whether potential information will be

received shall be resolved in the discretion of the chairperson of the Student Conduct Board.


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f. Pertinent records, exhibits, and written statements (including Student Impact Statements) may

be accepted as information for consideration by a Student Conduct Board at the discretion of the

chairperson.

g. All procedural questions are subject to the final decision of the chairperson of the Student

Conduct Board.

h. After the portion of the Student Conduct Board Hearing concludes in which all pertinent

information has been received, the Student Conduct Board shall determine (by majority vote if

the Student Conduct Board consists of more than one person) whether the Accused Student has

violated each section of The Student Code which the student is charged with violating.

i. The Student Conduct Board’s determination shall be made on the basis of whether it is more likely

than not that the Accused Student violated The Student Code.

j. Formal rules of process, procedure, and/or technical rules of evidence, such as are applied in

criminal or civil court, are not used in Student Code proceedings.

5. There shall be a single verbatim record, such as a tape recording, of all Student Conduct Board Hearings

before a Student Conduct Board (not including deliberations). Deliberations shall not be recorded. The

record shall be the property of the “College.”

6. If an Accused Student, with notice, does not appear before a Student Conduct Board Hearing, the

information in support of the charges shall be presented and considered even if the Accused Student is not

present.

7. The Student Conduct Board may accommodate concerns for the personal safety, well-being, and/or fears of

confrontation of the Complainant, Accused Student, and/or other witness during the hearing by providing

separate facilities, by using a visual screen, and/or by permitting participation by telephone, videophone,

closed circuit television, video conferencing, videotape, audio tape, written statement, or other means,

where and as determined in the sole judgment of the Assistant Dean or her designee to be appropriate.

b. SAnCtionS

1. The following sanctions may be imposed upon any student found to have violated The Student Code:

a. Warning- A notice in writing to the student that the student is violating or has violated

institutional regulations.

b. Probation- A written reprimand for violation of specified regulations. Probation is for a designated

period of time and includes the probability of more severe disciplinary sanctions if the student is

found to violate any institutional regulation(s) during the probationary period.

c. Loss of Privileges- denial of specified privileges- Denial of specified privileges for a designated

period of time.

d. Fines- Previously established and published fines may be imposed.

e. Restitution- Compensation for loss, damage, or injury. This may take the form of appropriate

service and/or monetary or material replacement.

f. Discretionary Sanctions- Work assignments, essays, service to the “College,” or other related

discretionary assignments.

g. Residence Hall Suspension- Separation of the student from the residence halls for a definite period

of time, after which the student is eligible to return. Conditions for readmission may be specified.

h. Residence Hall Expulsion- Permanent separation of the student from the residence halls.

i. College Suspension- Separation of the student from the College for a definite period of time, after

which the student is eligible to return.


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j. College Expulsion- Permanent separation of the student from the College.

k. Revocation of Admission and/or Degree- Admission to or a degree awarded from the College may

be revoked for fraud, misrepresentation, or other violation of College standards in obtaining the

degree, or for other serious violations committed by a student prior to graduation.

l. Withholding Degree- the College may withhold awarding a degree otherwise earned until the

completion of the process set forth in this Student Conduct Code, including the completion of all

sanctions imposed, if any.

2. The following is additional information about sanctions:

a. More than one of the sanctions listed above may be imposed for any single violation.

b. Other than College expulsion or revocation or withholding of a degree, disciplinary sanctions

shall not be made part of the student’s permanent academic record, but shall become part of the

student’sdisciplinaryrecord.Upongraduation,thestudent’sdisciplinaryrecordmaybeexpungedof disciplinary actions other than residence hall expulsion, College suspension, College expulsion,

or revocation or withholding of a degree shall be expunged from the student’s confidential record

[insert preferred number] years after final disposition of the case.

3. The following sanctions may be imposed upon groups or organizations:

a. Those sanctions listed above in article IV (B)(1)(a)-(e).

b. Loss of selected rights and privileges for a specified period of time.

c. Deactivation. Loss of all privileges, including College recognition, for a specified period of time.

4. In each case in which a Student Conduct Board determines that a student and/or group or

organization has violated The Student Code, the sanction(s) shall be determined and imposed by the

Student Conduct Administrator. In cases in which persons other than, or in addition to, the Student

Conduct Administrator have been authorized to serve as the Student Conduct Board, the recommendation

of the Student Conduct Board shall be considered by the Student Conduct Administrator in determining

and imposing sanctions. The Student Conduct Administrator is not limited to sanctions recommended

by members of the Student Conduct Board. Following the Student Conduct Board Hearing, the Student

Conduct Board and the Student Conduct Administrator shall advise the Accused Student, group and/or

organization (and a complaining student who believes s/he was the victim of another student’s conduct) in

writing of its determination and of the sanction(s) imposed, if any.

C. interim SUSpenSion

In certain circumstances, the Dean of Students or the Student Conduct Administrator may impose a College or

residence hall suspension prior to the Student Conduct Board Hearing before a Student Conduct Board.

1. Interim suspension may be imposed only: a) to ensure the safety and well-being of members of the College

community or preservation of College property; b) to ensure the student’s own physical or emotional

safety and well-being; or c) if the student poses an ongoing threat of disruption of, or interference with, the

normal operations of the College.

2. During the interim suspension, a student shall be denied access to the residence halls and/or to the campus

(including classes) and/or all other College activities or privileges for which the student might otherwise be

eligible, as the Dean of Students or the Student Conduct Administrator may determine to be appropriate.

3. The interim suspension does not replace the regular process, which shall proceed on the normal schedule, up

to and through a Student Conduct Board Hearing, if required.


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d. AppeALS

1. A decision reached by the Student Conduct Board or a sanction imposed by the Student Conduct

Administrator may be appealed by the Accused Student(s) or Complainant(s) to an Appellate Board within

five (5) school days of the decision. Such appeals shall be in writing and shall be delivered to the Dean of

Students or her designee.

2. Except as required to explain the basis of new information, an appeal shall be limited to a review of the

verbatim record of the Student Conduct Board Hearing and supporting documents for one or more of the

following purposes:

a. To determine whether the Student Conduct Board Hearing was conducted fairly in light of

the charges and information presented, and in conformity with prescribed procedures giving

the complaining party a reasonable opportunity to prepare and to present information that The

Student Code was violated, and giving the Accused Student a reasonable opportunity to prepare

and to present a response to those allegations. Deviations from designated procedures will not be

basis for sustaining an appeal unless significant prejudice results.

b. To determine whether the decision reached regarding the Accused Student was based on

substantial information, that is, whether there were facts in the case that, if believed by the fact

finder, were sufficient to establish that a violation of The Student Code occurred.

c. To determine whether the sanction(s) imposed were appropriate for the violation of The Student

Code which the student was found to have committed.

d. To consider new information sufficient to alter a decision or other relevant facts not brought

out in the original hearing, because such information and/or facts were not known to the person

appealing at the time of the original Student Conduct Board Hearing.

ArtiCLe v: interpretAtion And reviSion

A. Any question of interpretation or application of The Student Code shall be referred

to the Dean of Students or her designee for final determination.

B. The Student Code shall be reviewed every year under the direction of the Student Conduct Administrator.


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CommUnity Living StAndArdS Residential living is a unique experience. Your hall is a place where you will find opportunities to grow as a person,

test new ideas, learn new skills and learn the importance of being part of a community. You will probably see yourself

differently when the year is over. You will make new friends, rediscover old ones and hopefully realize that life holds

many possibilities. It is our hope that the changes and experiences you have in the residence halls will be positive ones,

which will enhance your self-confidence and help you achieve independence. As part of that independence,

each individual hall will be working together to establish community living standards. These will help determine how

each hall will manage itself. Halls will meet regularly to discuss issues within the hall, define the community standards

and discuss any problems that might arise. You and your fellow residents will be accountable and responsible to each

other. If there are things on your floor that you would like to see handled diffe-rently or you think that other members

of your hall are not upholding the standards you set as a hall, it will be your responsibility as a community to discuss

these issues.

Community living standards will not replace the Student Code of Conduct or Residence Life policies but will instead

work in conjunction with them to help make each hall a unique home environment for the students who live there.

We have staff in each building to assist you and help facilitate change. This staff includes Resident Directors (RDs) and

Resident Assistants (RAs). Along with your fellow residents and these Residence Life staff members, you can assure

the hall is a good place to study, rest and socialize. RAs are students like you who live on each floor and will act as

facilitators as each hall community develops it own community living standards.

You and your fellow students will be responsible for the quality of life in your residential community during the

coming year. You are expected to be familiar with policies and procedures, which have been established to guide student

conduct. Remember, you are part of a community in an academic environment and being part of any community

brings with it responsibilities, including courtesy, consideration and empathy.

reSidentiAL Living

1. The College provides to the student a space in a residence hall, which is owned and operated by the College.

Such space is to be used and occupied as a residence by the student and for no other use or purpose.

2. All full-time students are required to reside in the residence halls for two years. Exceptions to this policy are

made for students who live with an immediate family member within a 30 mile radius of campus, students

21 years of age or older, students who are married, or students who have dependents. In order to be eligible to

move off campus, a student must turn 21 prior to October 1. While appeals to this policy are rarely granted,

they are always considered. Anyone wishing to appeal this policy should contact the Residence Life Office

(Main Building) to get an exemption form and submit an official letter by no later than March 1 to hear the

decision prior to housing sign up for the fall semester. The Assistant Director of Residence Life will convene

the Housing Appeals Board to make a decision on the appeal. Transfer students are required to complete the

residency requirement if they enter Peace with less than 4 semesters of college attendance. Transfer students

may use any residency requirements fulfilled at another college or university toward fulfilling the Peace

residency requirement. For example, a student who has lived on campus at another college for a year and

transfers to Peace should live on campus for one academic year. A student must be a fulltime student, carrying

a minimum of 12 academic hours, to live in College housing. Any resident student who drops below fulltime

status must receive permission from the Director of Residence Life to remain living on campus.

3. Students moving off campus must notify the Registrar’s Office of the new address prior to the end of the

semester or as soon as the address is known.

reSidenCe Life

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room ASSignment

1. The College assigns a space to the student according to date of receipt of the student’s housing application

and payment of all required fees.

2. The College does not guarantee assigning a student to a specific space in a specific residence hall, nor does it

guarantee to assign a specific roommate to share the space. It will attempt to honor specific requests of this

sort whenever possible.

3. Uponreceiptofherresidencehallassignment,thestudentbecomesobligatedtomakepaymenttotheCollege for all residence hall room charges for the full academic year, unless the Office of Residence Life is

notified of any changes.

4. The term of the residence hall assignment is based on the general academic calendar and is for one academic

year (two semesters). It begins the first day the student moves in and ends 24 hours after the student’s final

spring semester examination or commencement (if applicable). The Residence Halls close 4 times during the

academic year: Fall Break, Thanksgiving, Winter Break and Spring Break. Except for Winter Break, students

may stay in the halls with permission from the Assistant Director of Residence Life. Special guidelines apply

during break housing and some privileges, such as visitation, are suspended for safety and security reasons.

Residence Life reserves the right to charge students for break housing.

5. The College assigns a campus mail box to the student. This box shall be the student’s official college mailing

address during her residency at Peace College.

6. The College does not provide storage for belongings of any sort outside the residence hall room. Additionally,

the College does not provide storage of belongings during the summer or other vacations.

7. The College reserves the right to remove students from the residence halls for non-occupancy, Student Code

of Conduct violations, violation of residence hall policies and procedures and/or noncompliance with any

College policy or procedure. If the College has reason to believe that a student residing in the residence halls

poses a danger to herself or to members of the Peace College community, the student may be removed from

the residence halls immediately at the discretion of the Dean of Students or her designee.

8. Residents are required to complete a roommate agreement during the first two weeks. This agreement will be

on file with the RA.

mediCAL SingLe room poLiCyMedical single rooms are given on an “as available” basis to students with documented medical need that has been

approved by the College. To apply for a medical single, a student should submit a letter expressing the reason for

the medical single room. The student should also attach to the letter documentation from a licensed professional

specifically outlining the need for the room. The Assistant Director of Residence Life will review the documentation

and consult with the Peace College Wellness Staff if necessary. During housing signups, students approved for a

medical single room will be given the option to sign up for a single in Main. If a medical need exists for a different

bathroom, other arrangements may be considered. Completed requests for medical single rooms must be turned into

the Department of Residence Life no later than two weeks before the start of housing signup. New students should

submit the request at the same time a housing application is submitted.

notifiCAtion And refUndS for reSidenCe HALL roomS

1. Students who sign up for housing for the fall will complete a housing contract that goes into effect starting

on June 1st. If a student is eligible and choose to live off campus prior to June 1st, she must notify the

Office of Residence Life in writing to void the contract. .After June 1st, she must appeal to break her

contract by submitting an official appeal form and a letter outlining her reasons for moving off campus.

Specific documentation verifying reasons should also be submitted. If financial in nature, please contact

reSidenCe Life

73

the Financial Aid Office and get documentation that moving off campus would be beneficial. If approved, the

student must also pay the $700 contract break fee. Note- the contract is for the entire academic year and that

students wanting to move off campus between semesters must follow the procedure outlined above; and are

subject to the contract break fee if approved.

2. If a student is not enrolled as a Peace College student, the contract is automatically voided. Students must

be enrolled in classes no later than June 1st in order to reserve her selected room assignment. Students with

housing assignments that are not registered for classes will be removed from housing and the space re-assigned.

3. Students who withdraw will be refunded on a pro-rated basis as described in the College’s Refund Policy.

4. Students who are removed from the residence halls or Peace College for student conduct reasons will not be

entitled to a refund.

getting SettLedCHeCk in And room Condition reportS - When you check into your residence hall, you will be given a

RoomConditionReport(RCR).UponcheckingintoyourroomwithanRA,youshouldcomparetheRCRtotheroomand look for any discrepancies. The RCR form indicates the condition of the room when you check in and is also used

when you check out of the room. Your room should look the same when you move out as when you checked in. This

will protect you from being charged with damages you did not cause. A portion of the RCR includes space for you to

write your important information for medical emergencies and other concerns. Make sure all this information is given

accurately.

keyS - Along with your RCR, you will receive your room key. To ensure the safety of residents and their belong-ings,

duplication of Peace College keys is prohibited. If a key is lost or stolen, it is the responsibility of the student to inform

the Security Office within 24 hours. Procedures for replacement, lost or broken keys are as follows:

• Broken Keys -Notify the Security Office and take both halves of the key to the Office.

• Lost Keys - If the key is unable to be found by carefully reviewing all prior movements, the door to the room

must be re-keyed and a new set of keys must be made. For security reasons, the lock will be changed. The

resident should come to the Residence Life Office to obtain a key replacement form. The resident should then

go to security to start the lock change process. The cost of a lock change is $150 and it will be charged to the

student’s account.

• Lock Outs- If a student is locked out of her room, she should contact. an RA on duty after 5p.m. or Security.

fUrniSHingS - Furniture may not be removed from your room, lobby, study lounge or other residence hall areas.

Special requests may be directed to the Assistant Director of Residence Life. Removal or relocation of furniture is a

violation of the Student Code of Conduct and is considered theft.

eLeCtriCAL AppLiAnCeS - All large appliances are strictly prohibited in the residence halls. The following small

electrical items are acceptable: one small refrigerator per room (two amps or less), stereos, radios, and TVs. Open coil

appliances, coffee pots, microwaves, electric grills, and halogen lamps are prohibited due to a potential fire hazard

extenSion CordS -Extensioncordsarenotpermitted.OnlysurgeprotectorsthatareULlistedandhaveabuilt-in circuit breaker are acceptable (as outlined in section 703.1 of the Fire Prevention section of the NC building code).

Electrical item(s) in violation of this policy will be confiscated and returned when arrangements are made to remove

them from campus. Please consult your RA if you have questions about the use of any other appliances or equipment.

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WALLS, doorS, And CeiLingS - Walls, Doors, and Ceilings –All items used to decorate a room should be hung

from the cork strip provided in the room. Painters tape may be used to hang pictures, posters and banners on walls

or doors. Should damage occur from wall or door decorations, the student will assume the cost of repairs. Writing,

painting, drawing or defacing of doors or walls is permitted. Hanging decorations or other objects from the ceiling

is prohibited. If walls, doors and/or ceilings are defaced, the student will be fined to cover cleaning, repair and/or

repainting costs. Due to fire code regulations, there should only be a limited amount of paper adhered to the door.

Excessive amounts on paper are considered a fire hazard and the RA may require it be removed. Room numbers

should be visible at all times.

Decorations are a matter of personal taste. Residence Life reserves the right ask a student to remove a decoration that

is in public view. Decorations and signs should not be displayed in residence hall windows except with permission

from Residence Life.

SignS - Students may not display highway signs, exit signs, markers, warning lights, business signs, etc., in their

rooms, as it is a violation of local/state/federal law to have them in your possession. If signs are found, they will

be confiscated and you will be charged with possession of stolen property unless you can produce verification of

purchase. These items will be turned over to Campus Security.

room CHAngeS A designated time period is set for room changes at the beginning of each semester. The room change period lasts for

two weeks and begins the Monday after classes start each semester. Only students who follow the guidelines of the

process will be eligible to move. If a student changes rooms without following appropriate procedures, she will have to

move back to her original room. Room changes are subject to approval by the Residence Life staff.

In situations where it is determined that a student is being harassed by a roommate, the Residence Life staff may

intervene and resolve the matter. If you are willing to pay an additional fee, you may apply for a private room in the

fall semester. Private rooms are granted on a seniority (credit hours attained) basis, as available.

room ConSoLidAtion If one of the residents of a double room moves from that room, the Residence Life Office may assign a roommate for

the remaining resident. The College will make every attempt to move students in single rooms into new roommate

situations. The Office of Residence Life will contact students in single rooms early in each semester to be given an

opportunity to select a roommate of their choosing. The College will make every attempt to secure adequate matches

and will notify students in single rooms of the date for consolidation. If a student’s roommate moves out of the room,

and the remaining student is still paying for a double, that student must be willing to accept another roommate. In

some cases, students living alone in a double room may request, (for a fee), to make their room a private room. These

situations will be handled on a case by case basis, depending on occupancy.

Single rooms in Main cost an additional $500 for the academic year. Single rooms can be guaranteed for the en-

tire year if a year-long housing contract has been signed. Private rooms cost an additional $1200.00 per year.

In the event that your roommate never moves into the hall, or moves out during the year, one of three things may

happen:

• Another roommate may be assigned to you,

• You may be moved to another room where a vacancy exists, within 3 days of notification, or

• You may remain alone in the room, provided that you agree to Private room fees.

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room SeLeCtion Room selection for the following academic year occurs in March. Information regarding this process will be made

available in March, near registration for the fall semester. Rooms are selected on a seniority basis that is determined by

earned credit hours at the time of room selection.

reSidenCe HALL CLoSing/CHeCk oUt The residence halls are closed and locked on the last day of classes before Winter Break. They will reopen on the

day prior to the day classes resume. Peace College encourages students and their families to make travel plans in

accordance with this schedule. Concerns should be directed to your RA.

Holiday break housing is not provided by Peace College. As you prepare to leave for holidays or breaks, please

make certain you have disconnected all electrical appliances and locked your windows and doors. The Residence Life

staff will often make health and safety checks during this time.

At the end of the year, or when a student changes rooms, check out procedures must be followed. You must find

a residence life staff member to check out. This staff member will note discrepancies on your Room Condition Report

and take your key. If you fail to check out with a staff member, you will be charged $50 for improper check out. Also,

failure to return your key will result in a $150 charge to change the lock. Your room should be in the same condition

as when you checked in. Students must leave 24 hours after their last exam at the end of fall and spring semesters.

reSidenCe Life poLiCieS The following Residence Life Policies have been established to provide an environment in which all resident students

may live comfortably, safely, and without infringing upon the rights of the College or the individual. Violations of

Residence Life Policies may result in disciplinary action under the Peace College Student Code of Conduct.

• AbAndoned property-Property which is left in the residence halls by a student at the end of her

contract period, or when the student leaves an assigned space, will be boxed up by staff in the presence of a

witness. The contents will be inventoried and stored in another location. The Residence Life staff will call

the student at the number she has on file with the college, informing her that she must some and claim her

belongings or they will be disposed of at that time.

• CArd ACCeSS SyStem-Residents are issued cards that allow access to residence halls and other campus

buildings. Residence halls are locked 24 hours a day. Most campus buildings are locked at 5:00 p.m. and may

be entered only by use of an access card. At the beginning of the semester, the Security Office issues access

cards to both commuter and resident students. Once issued, students keep their ID/access cards as long as

they are enrolled. The replacement cost of the ID is $25.00. Note that the ID also has debit capabilities and

students may deposit cash into an account. The meal plan is also tracked on the card, so extra caution should

be exercised around not losing the card.

• bAbySitting-The residence halls are not designed to accommodate small children and, therefore,

babysitting is not allowed within the residence halls.

• biCyCLeS-Bicycles, not mopeds or motorcycles, are allowed in your room as long as they don’t block

doorways. Don’t forget to ask your roommate if she minds. No bicycles may be left in halls, stairwells,

lobbies or other common areas and will be removed if found.

• CAndLeS And inCenSe-Decorations with open flames such as candles, wick lamps, incense, etc., are

prohibited in residence halls and will be removed by staff if found in the room.

• Common AreA dAmAge reSponSibiLity-The members of a specific hall community are all

responsible for the con-dition of the common areas. The cost of damage to common areas, including

furniture, will be shared equally by the residents, unless it is known who is specifically responsible.

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• CommUnity vAndALiSm & property dAmAge-Damage or vandalism to residential facilities

(including but not li-mited to room and lounge furnishings, hallways, doors, locks, windows, card readers

and vending machines) is prohibited. Students found in violation will be responsible for restitution of

the item(s) damaged or vandalized, and further disciplinary action may be taken. Students responsible for

accidental damage within their individual room or within a residential facility are encouraged to furnish this

information to a staff member to take appropri-ate responsibility for their action. Students involved in this

type of situation may be held responsible for the cost of repairing or replacing the damaged item.

• eLevAtorS-When you use the hall elevator, you are expected to show proper precaution by not overloading

the ele-vator or forcing the door open.

• entry into roomS-Peace College reserves the right to enter a resident’s room at any time if there is just

cause. Residence halls and rooms may be entered for inspection by the Director of Residence Life, Resident

Director, Assistant Director of Residence Life, the Dean of Students, the Director of Campus Security, and

other Peace College administrators at any time when a student’s welfare is in question or for a maintenance

concern. Resident Assistants and Head Residents may enter rooms for health and safety inspections,

maintenance and housekeeping needs, suite bathroom lockouts, turning off alarm clocks, and when there is

reasonable belief by staff that college policy or local, state, or federal laws are being violated. Rooms may also

be entered when there are emergency conditions such as fire, and/or threatening weather so as to, secure the

residence hall. Staff will make an attempt to enter the room when residents are present whenever possible.

Peace College reserves the right to search rooms, without prior notice, if there is reasonable suspicion that

items in the room are prohibited by law or College policy. The Director of Residence Life or a designee will

provide authorization for a room search if it is deemed necessary based on the circumstances at hand. At

no time whatsoever, will a staff member enter a room alone. Staff will only enter a room when another staff

member or paraprofessional staff member is present. A note will be left for the students in the room if this

occurs.

• kitCHen USe-Kitchens are provided at Peace College for residents use. It is the responsibility of the

students who use the kitchen to maintain the facility in a clean and healthy manner. Residents may choose

to leave their pots, pans, plates, cups, utensils, etc in the cabinets at their own risk. Peace is not responsible

for missing items left in the kitchen. All dishes, pots, pans etc, must be washed at the time of use and neatly

stored. The counter tops should be wiped off after each use. The microwave should we wiped down after

each use. The kitchen must be left in an acceptable and clean condition at all times. The Department

of Residence Life at Peace reserves the right to close the kitchen at anytime it is found to be left in a

unsatisfactory condition. If a kitchen is found to be left in an unsatisfactory conditions, that is with dirty

dishes and dirty counter tops, microwave, etc., the kitchen will be closed for a week. The second time the

kitchen is found unsatisfactory; the kitchen will be closed for 2 weeks. A third and final time a kitchen is

found to be unsatisfactory, it will be closed for the rest of the semester. A posted warning will be issued

when the kitchen is found to be unsatisfactory. The residents will have 24 hours to bring the kitchen back

up to a satisfactory condition or the kitchen will be closed. Please enjoy the benefit of a kitchen in the

residence halls but also be mindful the shared responsibility of its use.

• fire SAfety/fire driLLS-Fire prevention is an important aspect of community living. For that reason,

fire safety tests and drills will be conducted regularly in residence halls throughout the year. When the alarm

sounds:

1. Exit your room immediately, closing and locking your door.

2. Walk quickly and quietly to the nearest exit and stand in the designated area outside the building.

Each residence hall floor reviews exit routes and meeting areas during floor meetings at the beginning of each

semester. Never assume that an alarm is false, or just a drill. Always exit the building during a fire alarm. Not

exiting the building during a fire alarm is a policy violation and is not acceptable.

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• HALLWAyS And StAirWeLLS-Safety regulations require that hallways and stairwells be clear at all times.

• HeALtH And SAfety inSpeCtionS-The purpose of health and safety inspections is to ensure that

reasonable conditions of health are being maintained in each residence hall room and that all conditions

associated with safety regulations of the College are being met. Excessive damages by a student to her

residence hall room may result in the loss of campus housing privileges for the remainder of the student’s stay

at Peace College and liability for repairs and/or cleaning. Health and Safety inspections are conducted twice

a semester and will be announced 48hours in advance. During inspections, the staff will check the room

for general cleanliness and search for any potentially dangerous or unhealthy conditions and fire hazards.

Refrigerators will be examined for cleanliness. We reserve the right to check any areas in the room of which

we have concern. Violations will be noted and residents given 48 hours to correct the violation. Illegal

items will be confiscated immediately and reported as student code of conduct violation. If a violation is

not corrected, we reserve the right to confiscate the items and report the infraction as a student conduct

violation. Rooms found to be consistently below sanitary standards of housekeeping and residence life staff

will be subject to fines and student conduct charges.

• miCroWAve-Microwaves are not allowed in the residence halls except in the kitchen areas in each hall.

Residents of New Residence Hall can have one microwave per cottage, but all microwaves must remain in the

kitchen area.

• petS-Pets are not allowed in residence halls at anytime. Residents can, however, keep small fish as long as

the holding tank does not exceed 10 gallons.

• property LiAbiLity-Peace College does not assume any legal obligation or responsibility for injury to

individuals, or loss or damage to personal property. Students are encouraged to carry appropriate insurance

to cover loss of, or damage to personal property occurring in College buildings or grounds.

• qUiet HoUrS- Students should be mindful at all times how their noise level affects their hallmates.

Courtesy hours are in effect 24 hours a day , 7 days a week. Campus quiet hours are Sunday-Thursday

10pm-10am and Friday-Saturday, midnight to 10am. During exams, quiet hours are extended to facilitate a

quiet study environment. Hours will be posted on the halls during that period.

• repAirS And mAintenAnCe reqUeStS-Repairs and maintenance needs, including broken furniture,

malfunctioning equipment and fixtures, leaks, burned-out bulbs, and any other matters requiring attention

should be reported immediately via the work order request system online, SchoolDude. Specific procedures

for reporting work orders will be discussed during the first week of each semester. Maintenance emergencies

should be reported to the RA or RA on-duty, or to the Campus Security Office. Maintenance staff, except

in cases of urgent repair, will only enter rooms between 9:00 a.m. and 3:30 p.m. A note will be left for the

student stating the nature of the work done and who performed it.

• room CApACity-For individual and campus safety, the North Carolina Fire Safety Code has established

that a maximum of 10 people at any time may be present in an individual residence hall room. Events

requiring larger spaces need to be planned in advance in conjunction with the Office of Visitor Services.

Students who entertain more than 10 people in their room are in violation of the Student Code of Conduct.

The College reserves the right to disperse such gatherings as necessary.

• room Condition- Residents rooms should be kept in a reasonably clean condition. Residents will be

charged for any damage done to the room. Any cleaning that has to be done once a resident has left a room

will be charged to the students account. When a resident moves out of a room, the furniture should be

returned to the original formation with beds un-bunked.

• SoLiCitAtion-To protect your privacy in the residence halls, solicitation is not allowed without approval

from the Dean of Students, or her designee.

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• SportS in tHe HALLWAyS-No sport should be played in the hallways of a residence hall. Athletic events

should be held in the recreational areas provided, unless you have special permission from residence life. If

you want to lift weights in your room, use plastic-covered weights to keep down the noise in your room.

• USe of tHe reSidenCe HALL room

1. The student may not sublet her room. The student may not change rooms without proper

authorization from the Assistant Director of Residence Life.

2. The residence hall room may not be used for any commercial/non-residential purpose.

3. The student may not make alterations, additions, improvements, repairs or changes to the space,

furnishings or equipment assigned without consent from the Residence Life staff.

4. The student shall keep the residence hall room free of waste or debris. She will maintain the space

and all furnishings therein in good condition except for ordinary wear and tear.

5. The student assumes liability for any damages whatsoever to the space and any furnishings or

equipment therein, or to any portion of the residence hall in which the space is situated, that

results from acts of the student.

6. The student shall not duplicate any College keys.

7. The student agrees to accept and comply with the Student Code of Conduct, all residence hall

policies and procedures and all other College requirements.

• WitHdrAWAL And/or CAnCeLLAtion of HoUSing-If a resident withdraws or leaves the College,

she must have her room inspected by a member of the Residence Life Staff in her building and follow the

check out procedures noted earlier. In addition, the resident must stop by the Office of Student Development

to officially withdraw. Any student leaving the residence halls must fill out a withdrawal form in the Office of

Student Development.

reSidenCe HALL ServiCeS

• Cable Television-Residents will receive cable service in each residence hall room. The cost of cable service is

included in the housing fee.

• Kitchens-Residence hall kitchens are located in Frazier, Finley, Main, Joyner House and Ross residence

Halls. New Residence Hall has kitchens in each cottage. Kitchens are available to students at any time

and regulations concerning use and care are posted in the kitchens. Students are responsible for cleaning

the kitchens after each use. Pots, pans and other kitchen utensils are not provided by the College and are

the responsibility of the student to provide and clean. Kitchens are subject to being closed if found dirty.

Residents will be warned prior to the kitchen being closed.

• Laundry-Laundry rooms are located in Frazier, Finley, and Ross Halls. Each New Residence Hall cottage

also has a washer and dryer. Residents must provide their own laundry supplies. Any problem with laundry

machines should be reported to the RA.

• Telecommunications- Most students choose to use cell phones as their primary phone service. For this reason

residence hall rooms do not have land lines. Campus phones are located in residence halls and other campus

buildings for local calls only. Students may use their personal long distance calling cards on campus phones.

For students who do not have cell phones, the ITT department has information on companies that offer

discounts to Peace College students. Residence Life encourages students to share their cell phone numbers

with college personnel for emergency purposes.

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HoUSing optionSdAvidSon HALL houses 63 students on three floors. Rooms are arranged in suites in which four students share

a bathroom. A breezeway connects Davidson to Ross Hall.

finLey HALL houses 95 students on three floors. Rooms are arranged for double occupancy in suites where four

students share a bathroom. A breezeway connects Finley to Main Building.

frAzier HALL accommodates 42 students in housing on the second and third floors. Rooms are arranged in

suites in which four students share a bathroom. Frazier is the only hall that does not have an elevator and it

connects to Main via breezeway.

Joyner ServiCe HoUSe is renovated living unit housing 11 students, Joyner House provides the feel of a

house with the closeness of campus. Joyner House has seven bedrooms, four baths, a kitchen, laundry room, and

living area. The house is wired for cable and internet access. Students must apply and be selected to live in Joyner

Service House. Joyner residents work closely with the community service office to coordinate and participate in

service opportunities on and off campus.

mAin bUiLding the oldest building at the center of our campus, houses students on its third and fourth floors.

Main consists mostly of single rooms and residents share hall bathrooms, as well as beautiful large balconies with

rocking chairs and swings. Administrative and faculty offices occupy the first and second floor. Dinwiddie Chapel

and Leggett Theatre are also located on the second floor of Main.

bingHAm reSidenCe HALL is Peace’s newest residence hall, which opened in the Fall of 2005. It is designed

for interested juniors and seniors. This building offers independent living based on a community expectations

model. Students will determine their own community expectations by cottage with the help of Resident

Assistants. Each cottage houses six or eight students, and includes three or four bedrooms, along with two

bathrooms. Each cottage has a kitchen and dining/living area as well as a washer and dryer. Each bathroom has

two sinks with a separate bathroom and shower area. All eight person cottages have a separate study room. The

bedrooms and living rooms are hardwired for cable and internet access.

roSS HALL houses 90 students on three floors in suites where four students share a bathroom. A large laundry

room, kitchen, and exercise room are located in the basement area.

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reSident direCtorS (rd)Resident Directors (RDs) are professional staff members who are responsible for the overall management of the

residence halls. RDs and strive to help residents grow and develop as individuals and as members of a positive and

supportive community. RDs and Head Residents (HRs) serve on a duty rotation and one staff member is on call at all

times.

HeAd reSidentS (Hr)Head Residents are specially selected upper-class students who have served at least one year as Resident Assistants.

HRs are responsible for the overall management of the residence halls. Three HRs supervise the residence halls

with the help of student Resident Assistants (RAs). HRs strive to help residents grow and develop as individuals

and as members of a positive, supportive community. HRs serve on a duty rotation, and one HR is on call every

day and night.

reSident ASSiStAnt (rA)Resident Assistants are undergraduate students who have been specifically trained to assist residents within the

residence halls. RAs are a crucial link between their residents, the Division of Student Development, and other

campus departments. RAs are available to assist residents in a variety of situations. An RA from each hall is on duty

each week night from 5:00 p.m. to 8:00 a.m., and there is 24 hour coverage on Saturday and Sunday. The RA is

available to assist residents with concerns and emergency needs.

direCtor And ASSiStAnt direCtor of reSidenCe LifeThese professional staff members are responsible for the overall management of the Residence Life program at Peace

College. The Director and Assistant Director are full-time college employees who are available to assist residents at any

time. The Assistant Director lives on campus and serves on call with the HRs.

For more information on Residence Life, please see the Peace College website.

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reCordS And rigHt-to-knoWThe Family Educational Rights and Privacy Act (FERPA, 1974) is a federal law designed to protect the privacy of a

student’s educational records. The law applies to all educational institutions that receive any federal financial support.

Peace College complies with the conditions and procedures of FERPA. FERPA gives certain rights to parents

regarding their children’s educational records. These rights transfer to the individual, who becomes an “eligible

student” when he/she reaches the age of 18 or is attending any school beyond the high school level. At Peace, all

enrolled students are considered “eligible” and these rights are guaranteed under FERPA. Relevant portions of FERPA

which have greatest application to Peace students are outlined below:

1. Students have the right to inspect and review their personal educational records maintained by the College.

The College is not required to provide copies of record materials unless, for reasons such as great distance, it

is impossible for students to inspect records personally.

2. Students have the right to request a hearing to review College records believed to be inaccurate or mis-

leading. If after the hearing, the College refuses to effect the correction, the student has the right to place a

statement in the records commenting on the contested information.

3. Generally, the College must have written permission from the student before releasing any information from

a student’s record. However, the law allows the College to disclose records without consent to the following

parties: College employees who have a need-to-know; other colleges or universities to which a student is

transferring; parents when a student over 18 is still dependent for purposes of financial aid determination, or

when the student has given the College permission to do so; certain government officials in order to carryout

lawful functions; organizations doing certain studies for the College; accrediting organizations; persons

who have obtained court orders or subpoenas; persons who need to know in cases of health and safety

emergencies; state and local authorities to whom disclosure is required by state laws adopted before 1974.

4. Certain information may be routinely released by the College to those who inquire. If the student

requests in writing to the Registrar before September 1 that this information not be released, it will remain

confidential. Forms are available in the Registrar’s Office. If a request is not filed, Peace College assumes that

neither eligible students nor parents object to release of the directory information. Directory information

includes: student’s name, address, telephone number/email address, date and place of birth, participation in

officially recognized activities and sports, major field of study, enrollment status and level, weight and height

of athletic team members, dates of attendance, degrees and awards, and most recent previous educational

agency or institution attended by the student.

5. Students do not have access to records where a conflict exists regarding privacy rights of others. Examples of

such records include financial information submitted in support of financial aid application and confidential

letters and statements of recommendation placed in their records in cases where students have signed a

waiver of their right of access. Waivers normally are related to confidential recommendations concerning

admission to college, job placement, etc.

6. If you wish to review your education records or have questions about FERPA, contact the appropriate office

as listed below:

File File maintained by:

Academic Records Registrar

Admission File Director of Admissions

Enrolled students Registrar

Non-enrolled students Director of Admissions

Financial Aid Files Director of Financial Aid

Financial File Vice President of Finance

Medical Records Director of Student Health Center

Student Development/Conduct Files Dean of Students

The Office of Student Development maintains student conduct records for currently enrolled students.

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CAmpUS SeCUrity ACt of 1990The Clery Act (Campus Security Act of 1990) dictates that students have a right to know about public crime

committed on college campuses. In right to know about public crime committed on college campuses. In accordance

with this act, Peace College publishes and distributes an annual Campus Security Report by October 1 of each

year. The intent of the act is to inform prospective students and prospective employees about campus crime and

to provide timely notice to the campus community about crimes that are considered to pose a threat to safety. The

Campus Security office is required to maintain a public log of all reported crimes and submit their crime statistics to

theU.S.DepartmentofEducation.PeaceCollege’sannualsecurityreportincludesstatisticsforthepreviousthreeyears concerning reported crimes that occurred on campus, in certain off-campus buildings owned or controlled by

Peace College and on public property within, or immediately adjacent to the accessible from, the campus. The report

also includes institutional policies concerning campus security, such as policies concerning alcohol and drug use,

crime prevention, the reporting of crimes, sexual assault and other matters. You can obtain a copy of this report by

contacting Chief of Campus Security.

AdminiStrAtive WitHdrAWALThere are situations when students may not be able to receive benefits from College provided educational and/or

Wellness Services or may become a threat to themselves or to others in the community. For the safety and protection

of all, a student may be administratively withdrawn if she is exhibiting behavior that could indicate a physical, mental,

emotional, health, or psychological condition that poses a danger or threat of harm to the student, other persons or

their property, or causes the student to interfere with the rights of other community members or with the exercise

of the functions of the College or its personnel. The Dean of Students, Provost, or her designee has authority for

implementing an administrative withdrawal and procedures for the withdrawal of the student. The readmission of a

student who has been administratively withdrawn must be approved by the Dean of Students.

mediCAL WitHdrAWALThe mental and physical health of students can strongly affect their academic and social success as well as influence

other members of the College community. The Student Counseling Center and Student Health Services are staffed

by qualified medical and counseling professionals who provide short-term counseling and health services to students.

For some students, pre-existing conditions or severe stress may create a situation where the student must be referred to

community resources that can give long-term or in-patient care that the College is not equipped to provide.

There are situations when students may not be able to receive benefits from College-provided educational and/or

health care services or may become a threat to themselves or to others in the community. For the safety and pro-

tection of all, a student may be administratively withdrawn if she is exhibiting behavior that could indicate a physical,

mental, emotional, or psychological health condition that poses a significant danger or threat of harm to the student,

other persons or their property, or causes the student to interfere with the rights of other community members or

with the exercise of the functions of the College or its personnel. The Dean of Students or her designee has authority

for implementing an administrative medical withdrawal and procedures for the withdrawal of the student. Medical

withdrawals can also be initiated by the student; sufficient medical documentation must be presented to support the

withdrawal, and such withdrawals cannot be initiated within the last two weeks of class for the semester. Further

detail is available from the Dean of Students.

Once a student has been medically withdrawn from Peace for any of these reasons, she must present clear

evidence of the remediation of the difficulties before she is granted readmission to Peace College. This may include

documentation which is satisfactory to the College from an appropriate physical or mental health professional about

the treatment she has received. The readmission of a student who has been medically withdrawn must be approved by

the Dean of Students.

federAL regULAtionS

enroLLment poLiCieS

83

bookStore Location: Belk Hall, 2nd floor- Textbooks, supplies, stationery, Peace College t-shirts, sweatshirts, college

memorabilia, and miscellaneous items are for sale Monday through Friday from 9:00 a.m. to 5:00 p.m. in

the bookstore. Items may be purchased with cash, check, or credit card but may not be charged to student

accounts. The bookstore also sells postage stamps and will cash students’ personal checks up to $50.

meAL pLAnSAll residential students are required to be on a meal plan. Commuters may elect to purchase a block of meals or

declining balance.

• Green Plan – 19 meals per week plus Pacer Points declining balance

• White Plan – 14 meals per week plus Pacer Points declining balance

• Pacer Plan – 10 meals per week plus Pacer Points declining balance – available to juniors and seniors living in

Bingham Residence Hall or students living in Joyner Service House

• Block Plans – offered in blocks of 25 or 50 meals and include Pacer Points. Plans do not expire until the end

of the academic year

The Green Plan provides students with all 19 meals offered during the week - breakfast, lunch and dinner Monday

through Friday, and brunch and dinner on Saturday and Sunday. Each time a student eats in the dining hall, one

meal is subtracted from their weekly balance. On the White and Pacer Plan, students eat any combination of meals

per week. Meal plans are not transferable, and students may not lend their IDs so that others can gain entrance to the

dining hall.

peACe perkLocation:Library.Coffee,smoothies,andmore!Usedecliningbalance,cash,oronecardforcoffeedrinks,colddrinks, snacks, and grab-and-go sandwiches and salads.

fACiLitieS

The Facilities Management Department is responsible for maintenance, housekeeping, and grounds services. Stu-

dents are encouraged to report maintenance (or information technology/telecommunication) needs promptly so that

Facilities/ITT can respond in a timely manner. Maintenance requests should be submitted electronically through

SchoolDude. A link to SchoolDude can be found on our intranet at http://pride.peace.edu/. First-year students

should register prior to submitting a maintenance request. The password for registration or submitting maintenance

requests is: peace.

reCyCLing Peace College highly encourages recycling. The campus community has a “single stream” recycling

program in place. A single stream program allows for collection of paper, glass, aluminum, and

plastic in one container. Blue recycling containers are located throughout campus. To learn more

about our recycling program, contact Randy Bass, Facilities Supervisor, at [email protected].

informAtion teCHnoLogy And teLeCommUniCAtionS (itt)Location: Brown-McPherson Music Building

The Information Technology and Telecommunications Office is responsible for the design, administration and

management of Peace’s information technology resources. Services provided include Peace e-mail accounts, sto-

rage space for personal web pages, storage space for personal files, and internet access from all residence halls. An

ample number of workstations provide students with easy access to IBM-compatible computers in the computing

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labs in Finch Library and Flowe Building. In addition to word processing, spreadsheet, and graphics software, the

other computing labs located across campus house a variety of instructional software in courses such as chemistry,

mathematics, psychology and economics. All workstations provide network and Internet access. Lab assistants staff the

center during afternoon and evening hours. Multiple desktop and laptop computing labs with Apple computers are

available for program-specific usage in the Pressly Arts and Science Building and Flowe Building. For assistance with

computer-related issues, submit help desk requests through SchoolDude.

e-mAiL ACCoUntS

All enrolled students are assigned an e-mail account through the Information Technology and Telecommunica-tions

Office. Students should activate their account and use it regularly to check for important information regard-ing the

College, especially as e-mail is considered the primary means of communication at Peace.

Computer Labs

There are two general student use labs located in the Flowe Building: Flowe Lab, 24 hours and must have access

card to enter building; Poole Global Learning Center (Language Lab), not available for general use. This lab con-

tains specialized software and equipment for class instruction. Hours of operation for this lab are determined by the

instructors and will be posted regularly.

informAtion teCHnoLogieS

This policy addresses the acceptable use of technology resources provided by Peace College. Peace expects employees

and students to use computers, networks, network access, telephones and other information technologies in a

responsible, considerate, ethical, and lawful manner. Compliance with policies that ensure the security and integrity of

all College information systems is mandatory and critical to ensure continuing provision of technological resources to

the entire College community. This policy applies to all Peace students, faculty, and staff and to all users of technology

resources provided by the College.

poLiCy

Peace College understands that information technology has become vital to our educational purpose. Thus, Peace

College owns a variety of technological resources that are provided primarily to support its academic and admin-

istrative functions, such as education, research, academic development, and public service by the college commu-nity.

These technological resources enable users to locate and disseminate information, communicate and collaborate with

others in a global setting, and build the necessary strategic technologies for the current and future needs of the College

community.

UseofCollegetechnologyresourcesshallbeconsistentwithlocal,stateandfederallawandinaccordancewithallCollege policies, codes, regulations, and procedures. All users are responsible for using technology resources in an

efficient, responsible, considerate, ethical, and lawful manner.

Disregard for the rights of authorship, including plagiarism, invasion of privacy, unauthorized access, and copy-right

violations, may be grounds for sanctions against members of the College community. Access to technology resources

isaprivilege,notaright,andassuch,canbewithdrawnfromthosewhouseitirresponsibly.UsersofCollegetechnology resources who are determined to have purposely violated any of the information technologies policies

will be subject to disciplinary action up to and including suspension of access to technology resources, discharge,

dismissal, suspension, expulsion and/or legal action.

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ACCeptAbLe USeS

College information technologies resources may be used for such purposes as instruction, independent study and

research, and the official work of the College. Any information distributed by a user of College technologies must

accurately identify the creator, distributor, and recipient of that information.

UnACCeptAbLe USeS

College technology resources may only be used for legal purposes and may not be used for any purpose that is illegal,

immoral, unethical, dishonest, damaging to the reputation of the College, inconsistent with the mission of the

College,orthatmaysubjecttheCollegetoliability.Unacceptableusesincludebutarenotlimitedtothefollowing:

• Harassment

• Libel or slander

• Fraud or misrepresentation

• Destruction of or damage to equipment, software or data belonging to the College or to others

• Disruption or unauthorized monitoring of electronic communications and electronically stored information

• Infringement of copyright or trademark laws or rights of others

• UseoftheCollege’slogowithoutpriorapprovaloftheVicePresidentforExternalRelations

vioLAtion of CompUter SyStem SeCUrity

• Unauthorizeduseofcomputeraccounts,accesscodes(includingpasswords)ornetworkidentificationnumbers (including e-mail addresses) assigned to others

• UnauthorizedaccesstotheCollege’sinformationsystems,Internetorothernetworkedcomputers

• Useofcomputercommunicationsfacilitiesinwaysthatunnecessarilyimpedethecomputingactivitiesofothers, such as randomly initiating interactive electronic communications or e-mail exchanges, abuse of

interactive network utilities, etc.

• UseofcomputingfacilitiesforcommercialbusinesspurposesunrelatedtotheCollege

• Academic dishonesty

• Violation of software license agreements

• Violation of network usage policies and regulations

• Violation of privacy

• Posting, sending or accessing pornographic, sexually explicit, or offensive material

• Posting, sending or accessing material that is contrary to the mission of the College

• Intentional distribution of computer viruses, Trojan horses, time bombs, worms or other rogue programming

ConfidentiALity

Peace College personnel or designees generally will not access content of user files unless subject to the following

types of exceptions: the user gives prior consent, the College needs to ensure the security or operating performance

of its systems or networks, the College has a reasonable concern that a violation of College policy or applicable law

has occurred, or the College is complying with a valid subpoena or search warrant issued by a court of competent

jurisdiction. While general content review will not typically be undertaken, monitoring of electronic information

may occur for these reasons and others as necessary. Because Peace College may need to access individual electronic

information, users of College technologies do not have a reasonable expectation of privacy in that electronic

information.

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mAiLMail is delivered Monday through Friday to student mailboxes in Ross Residence Hall. Students must show ID to

pick up packages through Office Services. Stamps can be purchased in the College bookstore.

reCyCLingLocation: Recycling bins are located in common areas on every floor of the Residence Halls

What can be recycled: Newspapers, white paper (including junk mail), colored paper, magazines and catalogs, #1 &

#2 plastic bottle drinks, glass food and beverage cans, aluminum cans. What cannot be recycled: trash bags, wood/

yard waste, tires, batteries, liquids (please empty and clean out all plastic bottles) If you would like a personal recycling

bin for your room, please visit the Center for Community Involvement (first floor Ross) to submit a request.

SWitCHboArdLocation: Main lobby

The college switchboard is operated from 8:00 a.m. to 10:00pm Sunday-Saturday. Peace College student workers

operate the switchboard at night and on weekends. Switchboard receptionists direct phone calls, greet visitors, register

guests, and serve as a central point of information on campus.

Mission statement: The mission of the Division of Student Development at Peace College is to foster a community committed

to the holistic development of each student in a women-centered environment that advocates diversity and develops leadership

potential.

deAn of StUdentSThe Dean of Students is responsible for the Division of Student Development. The division provides services and

programs that focus on students’ individual needs within the educational environment. These services help students

adjust to college life; use academic resources; plan their career paths; learn to appreciate cultural and individual

differences; maintain mental and physical health; and integrate personal, social, and spiritual values.

The Office of the Dean of Students coordinates policy formation and program and budget development for all

areas of Student Development. The Dean of Students represents the division on several bodies and administrative

committees within the College; works with student leaders and the general student body in an advisory capacity;

assists students who have appeals and grievances; provides oversight for the student conduct process; and serves as the

advisor to the Student Government Association.

Student Development includes intercollegiate athletics, residence life, student conduct, the Student Counseling

Center, the Student Health Center, the chaplain, spiritual life, student activities, orientation, leadership development,

community service, and security.

AtHLetiCSPeaceisamemberoftheNationalCollegiateAthleticAssociationDivisionIIIandoftheUSASouthAthleticConference. As a member of NCAA Division III, Peace does not offer athletic scholarships; instead, NCAA Division

III athletics promotes a spirit of participation and a love for sports as the primary motivators for intercollegiate

competition. Peace fields intercollegiate teams in basketball, volleyball, tennis, softball, cross country, and soccer.

CAmpUS ServiCeS

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Student athletes must be in good standing with the institution, be full-time students, and abide by the rules of

the NCAA. As representatives of Peace College, student athletes will conduct themselves with integrity and good

sportsmanship. Their behavior will reflect the high standards of honor and dignity that characterize participation in

collegiate competitive sports. The primary importance of the intercollegiate athletic program is the welfare of the

student athletes. The Athletic Department maintains the same standards required of all college departments, with the

same commitment to the education and personal development of student athletes.

CommUnity invoLvementThe mission of the service office is to build a strong community of humanitarians at Peace College, through service

and civic engagement to reach the local and global community to develop sustainable change in the lives of both

students and others. Located on 1st Floor Ross, the service office serves as an outlet for volunteer service opportunities

on and off campus. The areas of service coordinated through the office include service-learning courses that connect

service to the curriculum; on-going programs that occur weekly or monthly throughout the academic year; events

such as Service Break trips and other one-time opportunities open to everyone on campus; and a clearinghouse for

service opportunities in the community.

LeAderSHipThe leadership office coordinates the co-curricular leadership initiatives on campus. Students are presented with

the opportunity to participate in ongoing leadership opportunities through leadership programming, retreats and

conferences. This office is also responsible for assisting with students interested in creating new student organizations.

orientAtionNew student orientation programs are provided during the summer, as well as prior to the start of classes, for students

entering in August. All first-year students are required to participate in Pacer Camp, a two-day program offered twice

in the summer. During their session students will be introduced to Peace, and then attend an overnight camp to

learn more about Peace and get to know their fellow classmates. Transfer Transitions is a one-day orientation program

offered twice in the summer for all incoming transfer students. Fall Orientation (Pathways) occurs immediately prior

to the beginning of the fall semester and gives all new students more opportunity to become acquainted with Peace

College.

All orientation programs are coordinated through the Office of Student Development by the Director of Student

Engagement, and information and dates for this program are mailed in the spring semester, after a student has

submitted her enrollment deposit. An abbreviated program is provided for any new students entering in January. The

January orientation program is coordinated through the Office of Student Development.

New student orientation is a comprehensive and diverse program to acclimate students and family members

to the Peace community. Programs and activities are planned to help students transition successfully to college life

and to have opportunities to meet fellow classmates, student leaders, and college officials. Orientation is also an

opportunity for students to learn about the services and resources available to them on campus.

reSidenCe LifeThe residence hall environment encourages students to create community through relationships with others. Resident

Assistants (RAs) are an integral part of the community and live on each floor. An RA is an undergraduate student

assigned to a residence hall floor who works to facilitate the community environment. RAs serve as peer helpers,

educators, resources, and role models for their floors. Please see the full Residence Life section for more information.

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SeCUrityPeace College Campus Security works to provide a safe and welcoming environment to enhance the well-being of

students, faculty, staff and visitors, and protect all College property.

The Office of Campus Security strives to achieve this mission by means of a community-friendly approach that

enhances safety through the visibility of security personnel, preventive patrols, 24-hour accessibility, positive conflict

resolution, and crime prevention and awareness programs. The Office of Campus Security collaborates with local law

enforcement and community organizations in fulfilling its mission.

Campus Security officers are on duty 24 hours a day, seven days a week, and can be contacted at anytime by calling

(919) 833-2277. Emergency phones designated with blue lights are located at various points on campus for urgent

situations. Campus Security offers the following services:

• Crime Prevention/Education

• Patrols and Escort Services

• Parking Permit Issuance; Parking Control/Enforcement

• ID Card Issuance

• Criminal Investigations

• Emergency Response Coordination

Peace College Campus Security may utilize various resources during the course of an ongoing investigation. These

resources may include, but are not limited to, the following: various forms of technology; anonymous hotlines;

CCTV or video cameras, both covert* and plain view; and access control devices (magstripe/proximity cards, bar code

identification). Other non-technical resources may include, but are not limited to, local police department staff and

off–dutypoliceofficers.*Usedonlyinspecificcaseswhenwarranted,incompliancewithStateandFederalguidelines

Crime prevention/Crime ALertS

Crime Prevention Alerts are published primarily through emails when crimes occur on or near campus and potentially

threaten the College community, as determined by the Director of Campus Security and the Dean of Students.

Campus postings or alerts on the webpage may also be used.

SeCUrity Log

Campus Security maintains a daily log, written in a form that can be easily understood, which records all relevant

incidents reported to the Department. The log includes the nature, date, time, and general location of each crime and

the disposition of the complaint, if known. Except where the release of such information is prohibited by law or such

disclosure would jeopardize the confidentiality of the victim, all entries in the log are open to the Campus community

within two business days of an initial report being made to the Department. When new information about a log

entry becomes available to the Department, that information shall be recorded in the log within two business days

after its receipt.

If there is clear and convincing evidence that the release of some specific details would jeopardize an on-going criminal

investigation or the safety of an individual, cause a suspect to flee or evade detection, or result in the destruction of

evidence, that information may be withheld until the feared damage from the release of such information is no longer

likely to occur.

LoSt & foUnd

• Any items of value found on campus should be turned in to the Campus Security Office or switchboard.

• UnclaimeditemswillbedisposedofbytheBusinessOfficeinaccordancewithNorthCarolinalaw.

• Any person losing an item on campus should contact the Campus Security as soon as possible after

discovering the item is lost.

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SpiritUAL Life Location: 2nd Floor Main, Chaplain’s Office and Dinwiddie Chapel

Peace College is committed to providing an environment where the development of the whole person can take place,

including one’s spiritual development. The Chaplain’s Office, which directs all spiritual life campus activities, is

committed to creating an atmosphere of welcome and acceptance where students can explore and deepen their own

spiritual commitments while simultaneously experiencing the diversity of religious expression on our campus.

Peace College was founded by the Presbyterian Church and continues to be affiliated with the Presbyterian Church

(USA),amainlinereformedChristiandenomination.OurchaplainisanordainedPresbyterianMinisteroftheWordand Sacrament and an active member in the Presbytery of New Hope. We also have a close, historic relationship with

the First Presbyterian Church of Raleigh. While the college is rooted in its Presbyterian heritage, students from all

religious and faith backgrounds attend Peace and all beliefs are respected.

Since the inception of Peace College, chapel services have been central to the life of the campus community.

While Peace College enthusiastically welcomes students from all religious traditions and belief systems, Peace College

ishistoricallyaffiliatedwiththePresbyterianChurch(USA),aprotestantdenomination.FirstPresbyte-rianChurchofRaleigh, a nearby local congregation, is a strong advocate of the college and its spiritual life. In honor of the college’s

rich ecclesial affiliation, weekly services are held on campus in the Dinwiddie Chapel.

While all students, staff and faculty are welcome and encouraged to attend chapel services, all first-year students

and transfer students with less than 30 hours are required to complete two semesters of chapel attendance during

their first year at Peace. Transfer students with more than 30 hours are required to complete one full semester of

chapel during their first year at Peace. The chapel requirement is necessary for all graduates of Peace College. Specific

attendance requirements and opportunities for make-ups are made available by the Chaplain.

Chapel services continue to honor the college’s Presbyterian heritage and remain distinctly Christian. Alternative

chapel experiences are offered to those of other faiths and are supervised by the William C. Bennett Chaplain. The

Chaplain and offers spiritual nurture and pastoral care for all students. In addition to Chapel, other opportunities for

spiritual enrichment are offered through the Chaplain’s office and the various groups the Chaplain advises.

StUdent engAgementPeace College is committed to the holistic development of each individual student. The Director of Student

Engagement initiates programs, activities, and events to provide personal growth opportunities through student

activities, class council, orientation, and special events, as well as through social, recreational and cultural opportunities.

WeLLneSS Center

StUdent CoUnSeLing Center

Location: Ross Hall, first floor, adjacent to the Health Center

The Counseling Center offers professional counseling services to assist students as they cope with the challenges of

college life and strive to develop healthy relationships and productive lives. The Counseling Center views counseling as

a learning process in which students and counselors work as a team to help individuals manage emotions and stressors,

adapt to change, increase self-confidence, and solve problems.

Counseling services are free of charge and include individual short-term counseling, crisis intervention,

consultation, resources and referrals, and outreach programming. Counselors will assist with referrals to off-campus

professionals, the cost of off-campus counseling is the responsibility of the student.

To make an appointment, please call one of the counselors (Director of the Counseling Center @ x2505 or Peace

College Counselor @ x2504) and leave a confidential voicemail message. You may also stop by the Counseling Center

in Ross Residence Hall; however, if the counselor’s door is closed, she is in session with another student. Please leave

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your name and phone number, and she will schedule an appointment with you as soon as possible. However, in the

event that a student demonstrates she is potentially harmful to herself or to others, appropriate action will be taken.

Please see section on Assistance to Students Exhibiting Life-Threatening Behavior section for more details.

Counseling services are confidential in accordance with state and ethical guidelines.

diSAbiLity reSoUrCe Center

Disability Resource Center, 110 Ross

The mission of the Disability Resource Center (DRC) is to provide equal access to the academic and campus

environments for students with disabilities. It is also our desire to enable students to understand and manage their

disability in order to successfully achieve their individual goals. In this spirit, the DRC assists students with disabilities

in accessing and using appropriate accommodations, and in making sound choices about course load, study skills,

strategies and self-advocacy.

It is our responsibility to:

• provide appropriate accommodations and support services to students with disabilities;

• provide referrals to appropriate on and off-campus resources;

• encourage and assist students with disabilities to develop greater independence by fostering self-advocacy

awareness and skills, study skills, and strategies;

• increase faculty and staff understanding of the needs for students with disabilities; and

• provide assistance to faculty and staff in removing barriers which prevent students with disabilities from

accessing the same educational environment as their non-disabled peers.

Students who have a disability may be eligible for accommodations appropriate to their disability according to

the guidelines of the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973. All

accommodations are determined on a case by case basis by the Director of the Disability Resource Center and based

upon the diagnostic information as reported in the documentation submitted by the student.

Examples of reasonable accommodations may include:

• Reduced course load (9-10 credits for the first two semesters)

• Priority registration

• Extended time on tests (includes course, placement, and competency tests)

• Taking tests in a separate, distraction-reduced environment (includes course, placement,

and competency tests)

• Alternate test formats such as use of a computer, tape recorder, or oral testing (includes course, placement,

and competency tests)

• Tape recording of lectures

• Useofassistivetechnology

• Alternate text formats (Braille, audio)

• Sign-language interpreter

• Accessible parking

• Accessible campus housing

Incoming students with a disability who are interested in having accommodations must contact the center director for

specific documentation guidelines for the disclosure process. Returning students who are already registered with the

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Disability Resource Center must contact the DRC for an appointment at the beginning of the semester in order to

createanacademicaccommodationsplanforeachsemester.UndertheAmericanswithDisabilitiesActandSection504 of the Rehabilitation Act of 1973, college students are fully responsible for requesting accommodations and

following any procedures involved in the process.

For all inquiries and additional information, please contact Michele Fountain, Director of the Disability Center

at 508-2493 or [email protected].

StUdent HeALtH Center

Our mission is to provide confidential holistic health care and First Aid to enhance the academic potential of our

students. Health Services sees each student encounter as an ideal opportunity to educate about prevention and also use

the opportunity to talk about risk reduction to help promote life-long healthy choices. Health Services is committed

to providing quality and accessible services in a non-judgmental atmosphere that values diversity and respects

individuality.

Health Services, available to all Peace students, operates Monday through Friday from 8:30a.m. to 5:00p.m

during the academic year. The office is staffed by Health Services Director and the Wellness Center Service

coordinator. The college physician is on campus for appointments on Mondays and Wednesdays from 8:00a.m. to

9:30a.m.

Services include: immunizations; allergy shots; fertility awareness education; treatment for acute minor illnesses

and uncomplicated injuries; monitoring chronic medical conditions such as hypertension, diabetes, and asthma;

nutrition advice; free STI testing with counseling and treatment; pregnancy tests, breast health education; referrals to

off-campus specialists; smoking cessation assistance, alcohol and drug awareness information; complimentary healing

arts resources; and guidance about maintaining a healthy immune system.

The health clinic is designed to provide routine treatment of minor injuries and illnesses. A registered nurse,

who directs the delivery of services, can dispense certain types of over-the-counter medications, give allergy shots,

and make referrals and appointments for students with physicians in the area. The college physician is available in

the clinic at designated hours every week to see students with health concerns. Students needing to see the college

physician outside the on-campus clinic hours may schedule an individual appointment in his office. This is the

student’s responsibility to take care of any medical fees/charges when she visits the college physician in his office.

After hours, students may utilize local urgent care centers or hospital emergency rooms, if necessary. The college

does not provide facilities to accommodate students who are confined and need around-the-clock nursing care. Any

student who needs this type of extended care or who is having outpatient surgery needs to make arrangements for this

care at home or off-campus.

Fees for medications, lab services, immunizations, and supplies are payable to the Business Office at the time

service is rendered. A $5 late fee is assessed for bills not paid within 15 days.

Class excuses are not provided by Health Services. With a student’s written consent, the director can verify the

date and times of the student’s visits. Medical information is confidential and is not available to anyone outside of

Student Health Services staff without the consent of the student.

All new students must have a complete physical examination with appropriate laboratory tests prior to reporting

to school. Additionally, North Carolina state law requires that all new students present proof of completed required

immunizations before enrolling. This documentation will be kept on file in Health Services in order for the student

to receive health care services on campus. In the event that a student fails to submit proof of required immunizations

within 30 days after the start of the semester, she will NOT be allowed to continue attending classes until she submits

these records to the Health Services office.

Every Peace student is required to have health insurance. Students who already have coverage must show proof

of insurance and complete an online insurance waiver annually at the beginning of the semester in which the student

enrolls prior to registration. Students who do not have health insurance will automatically be billed on their student

accountfora12-monthinsurancepolicybyUnitedHealthcare.Studentsareresponsibleforfilingallclaims.

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StUdent ACCident And SiCkneSS inSUrAnCe

Peace College strongly encourages all degree seeking-students to have health insurance coverage. Any questions

concerning the policy should be directed to the Dean of Students.

mediCAL emergenCieS

If a life-threatening medical emergency arises, the following should be notified: 911, Campus Security, and the HD

on Duty or appropriate member of the Residence Life Staff. During office hours (8:00 a.m. – 5:00 p.m., Monday-

Friday), students should also notify the Director of the Health Center. The Director of the Health Center or

Residence Life staff member will notify the Dean of Students when appropriate to do so.

In case of all other non-life threatening medical situations, resident students are required to contact their RA and RD

immediately. A Residence Life staff member will assess the situation and facilitate any emergency medical care that

might be needed.

StUdent orgAnizAtionS generAL gUideLineS

Student organizations must be compatible with the stated and implied purposes of Peace College and may not be in

violation of any federal, state, or institutional regulations.

The leadership of the group and control of the activities of the organization must rest with the student membership.

The student organization must have at least one full-time faculty or administrative staff member of Peace College

who has indicated a willingness to serve as its advisor and agreed to attend its meetings and activities. Advisors should

provide active on-going support.

Student organizations must afford membership privileges, including voting and officer positions, to members on

the basis of personal merit and not age, creed, nationality, race, religion, sex, sexual orientation, physical or mental

disability.

Organizations other than honor societies, organizations related to an academic discipline, and organizations

related to student resident status; must be open to all students.

beHAvior of memberS

• Student organizations will be held responsible for the behavior of their members when their actions evolve

from or are in any way related to their association with or activities of the group.

• Student organization members who act in concert to violate College, state, or federal regulations may be

considered to have joint responsibility for such actions.

• Student organizations that condone or encourage behavior that violates College, state, or federal regulations

may be assigned joint responsibility for such actions. Student organizations are responsible for conduct that

adversely affects Peace College.

• Every student organization has the duty to take all reasonable steps necessary to prevent violations of College

policies and state and federal laws as they relate to the organization’s activities.

• The Office of Student Development will address violations of College regulations, policies, the Honor Code,

or the Student Code of Conduct by student organizations.

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fUndrAiSing gUideLineS

Recognized student clubs and organizations may conduct fund-raising events involving the sale of goods, services,

subscriptions, and tickets with written permission of the Student Development Office, Director of Leadership and

Service. Organizations planning solicitation or fund-raising activities must register their activity with the Director of

Student Life prior to beginning the fundraising activity.

All fundraising activities must follow the following guidelines:

1. The primary purpose of such fund-raising shall be to raise money for the benefit of the affiliated group, the

Peace College community, or for the benefit of a charitable group sponsored by the affiliated group.

2. The sponsoring club or organization is responsible for compliance with all College rules, local ordinances and

state laws governing solicitation.

3. Only recognized student clubs or organizations are allowed to fundraise.

4. More than one fundraiser, from within the same organization, may not occur simultaneously.

5. Any project which involves fundraising must have a clearly stated start and finish date. The finish date must

occur within two weeks of the start date, unless special circumstances arise and permission is granted by the

Director of Student Life, at the discretion of the Director.

6. No College-affiliated organization will enter into a contract with an individual agency or corporation except

through established College procedures.

7. Peace College reserves the right to audit all proceeds from fund-raising events conducted on campus by

recognized student organizations.

8. Any recognized student organization that violates these fundraising guidelines will be subject to student

conduct action.

The College recognizes that some of the most effective forms of fundraising may be more creative. Therefore, if a

student organization has a unique fundraising idea which does not appear to be covered in the guidelines above,

please contact the Office of Student Development, Director of Student Engagement, to determine whether the idea is

suitable within College guidelines.

fUnding reqUeStS

Each year the Student Government Association receives the student activity free. This funding set aside for student

clubs, organizations, and honor societies to request support for projects and programs. In order to receive funding, a

club, organization, or honor society must submit a proposal to the SGA Finance Committee and follow the outlined

procedures and protocol. For more information on this process, please contact the Director of Leadership and

Service or a member of the Student Government Association. This process ensures that the student fee will always be

available and protected for student use.

memberSHip dUeS

Student organizations are allowed, but not required, to collect dues from their members in addition or place of

fundraising activities. If your organization decides to ask members to pay dues, you may want to meet with your

advisor or the Director of Leadership and Service to discuss different procedures and methods of collecting dues.

Remember to deposit all dues into your on-campus club account. If you do not already have an on-campus ac-count,

contact the Director of Leadership and Service to request that one be established. You will be responsible for any lost

or stolen dues.

regiStering inACtive orgAnizAtionS

If a club has been inactive for over 3 years, the organization will be treated as a new organization and will have

to follow the process listed in the “Formation Process” section. If a club has been inactive for 3 years or less, the

organization’s constitution will be reviewed by the Director of Leadership and Service and SGA Executive Council in

accordance with the section below entitled “Three Year Constitution Review.”

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StArting A neW orgAnizAtion

Introduction:

It is the intention of Peace College to encourage and empower interested persons to form and join organizations to

promote their personal and common interests so long as they are consistent with the mission and purpose of the

College. Student organizations are those formed for specific educational, professional, social, recreational, service, or

other purposes, which derive membership and leadership from within the student body.

Peace College reserves the right to review and approve all proposed student organizations seeking College recognition.

Such measures are to ensure that proposed organizations are compatible with Peace College’s mission statement and in

compliance with all federal, state, and College regulations.

Students interested in forming a new club or organization must adhere to the following guidelines. If one or more

steps are omitted, Peace College reserves the right to bar the group from organizing using the College’s name,

facilities, or resources. The information provided in these guidelines is intended to support student success in

planning and implementing student organizations.

Formation Process Steps:

Meet with the Director of Leadership and Service in order to discuss your proposed student organization, the

formation process and to obtain a Proposed Student Organization Form.

After meeting with the Director of Leadership and Service receiving the Proposed Student Organization Form, you

may begin provisional advertising via posters, emails, and table tents to generate interest in the proposed organization.

Remember that you must follow all publicity guidelines outlined in the Posting Policy (found in the Student

Handbook).

Fill out the Proposed Student Organization Form and return to the Director of Leadership and Service. The Proposed

Student Organization Form asks that you obtain the following information:

- Name of Proposed Organization

- Primary Contact Person (student) and Contact Information

- Statement of Purpose

- Name and signature of a full time faculty or staff member agreeing to serve as advisor

- Signatures of 8 prospective members

- Organization Constitution – to be written by the organizing group (sample format can be obtained from the

Director of Leadership and Service)

Turn in the Proposed Student Organization Form to the Director of Leadership and Service.

After your Proposed Student Organization Form and Constitution is reviewed by the Director of Leadership and

Service and Student Government Association Executive Council, the primary contact person will be notified whether

the organization has been approved.

If approved, the organization will have the full privileges of an official Peace organization, which includes: access to

reserving space on campus, participation in the activities fair, fundraising abilities, opportunity to submit a funding

proposal to SGA Executive Council, and access to all services related to publicity.

Formation does not indicate that Peace College endorses the views of the organization’s membership or any views

expressed during meetings. The individuals involved are solely responsible for any views held or expressed. Peace

College also reserves the right to review the activities of student organizations and to monitor compliance within

College policies.

StUdent deveLopment

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Approval Process:

After submitting the Proposed Student Organization Form, the approval process usually takes 2-4 weeks. During that

time, the activities of the proposed organization will be limited to meetings and membership recruitment drives. No

other activities, solicitation, or programming will be allowed until the organizations have received final approval from

the Director of Leadership and Service and Student Government Association Executive Council.

Three Year Constitution Review:

Every three years that an organization remains active, the SGA Executive Council will call for a review of the

organization’s constitution. Constitutions will be reviewed to insure that they still uphold the mission of Peace

College and are in accordance with changing times. Organizations will be notified by the Director of Leadership and

Service when they will be under review.

Yearly Registration Process:

Each fall all clubs and organizations must submit an Organization Registration Form to the Director of Student

Life. This form indicates that the organization intends to be active for the current school year and provides con-tact

information for the organization leaders (including advisor). If any changes were made to the constitution during the

previous school year, a new constitution must be submitted at this time to the Director of Leadership and Service and

the President of the Student Government to be re-approved by the Student Government Association. If at any time

during the academic year, organization information (including names, phone numbers or email addresses of members,

officers, or advisor) changes, the new or current President is responsible for submitting up-dated information to the

Director of Leadership and Service.

StUdent invoLvementPeace College campus life is positive and engaging for all students. The Student Development staff encourages

students to get involved in student organizations, athletics, and student leadership opportunities. Many students also

choose to devote time to service activities in the local community.

AigA – American Institute of Graphic Arts, the professional association for design

Students majoring in Graphic Design have the opportunity to network with other statewide design students and

professionals in the field. They attend local events and networking options.

AntHropoLogy CLUb- The purpose of the Anthropology Club is to provide interested students an opportunity

to explore the subjects outside the classroom, sponsoring events such as educational speakers, informational sessions,

discussion groups, and a service project.

CAmpUS ACtivitieS boArd- This organization, a part of the Peace Student Government Association, is

responsible for developing and imple-menting social, educational, and cultural activities that meet the needs of the

student body.

CLASS CoUnCiL- Comprised of the class officers from each of the four classes, the Class Council works together,

as sister classes, and as individual classes to provide activities and uphold campus traditions. Class Council also has a

representa-tive on the SGA Executive Council.

CoLLege demoCrAtS- The purpose of College Democrats is to provide information and support for students

interested in becoming more involved in politics.

CoLLege repUbLiCAnS- The Peace College Republicans aim to educate the entire campus as to the political

process and provide students with an environment in which they can speak on issues that are important.

StUdent deveLopment

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CommUter StUdent ASSoCiAtion- The mission of the Commuter Student Association is to represent

the views and concerns and encourage in-volvement of commuter students in campus activities. The Commuter

Association meets regularly and plans many activities designed especially for commuter students throughout the year.

The Commuter Student Association also has a representative on the SGA Executive Council. Commuter students

are a significant population at Peace College. The college recognizes that there is much di-versity in the interests

and needs of its commuter students. Studies indicate that commuter students who are in-volved in campus life

enjoy college more and tend to do better academically in comparison with those who limit their experiences to the

classroom. Commuter students are encouraged to become involved in the Commuter Student Association to express

their needs and concerns.

diverSity Committee- A committee of the SGA, this group is open to students, faculty, and staff interested in

diversity issues on cam-pus. The chair of the committee sits on the SGA Executive Council.

edUCAtion CLUb- The purpose of the Education Club is to provide interested students an opportunity to further

explore education by sponsoring events such as educational speakers, informational sessions, discussion groups, and a

service project.

goSpeL CHoir- The Gospel Choir promotes spiritual awareness and appreciation for gospel music. The choir

periodically performs for chapel services and other special campus events.

green teAm- The Green Team works to promote recycling and to advocate for an environmentally friendly campus.

HeLping HAndS- The Helping Hands operation strives to empower Peace students to take initiative, push comfort

zones, extend a hand to people in need and grow from their experiences with community service.

HiStory CLUb- The purpose of the History Club is to provide interested students an opportunity to cultivate

their interest in histo-ry and promote knowledge about the world through trips to places of historical significance,

exhibitions, and at-tendance at lectures and presentations.

Home SWeet HomeS- Home Sweet Homes is a group devoted to involving the Peace College community in our

local community by assisting with the building of homes. The group will strive to give families the joy, happiness and

a home they can call their own.

mULtiCULtUrAL StUdent ASSoCiAtion- The mission of the Multicultural Student Association is to promote

multicultural awareness and the appreciation of diversity. All students are welcome to participate.

peACe CoLLege pSyCHoLogy CLUb- The Psychology Club provides students information about the world of

psychology. Members enjoy educational information, fun, and help with career and graduate school planning.

peACe SpiritUAL Life ASSoCiAtion- The mission of PSLA is to provide students with opportunities for religious

community on campus. Students of all faiths and denominations may participate in PSLA. Hosting a number of

campus wide events that help build community. PSLA also has a representative on the SGA Executive Council.

peACe StUdent government ASSoCiAtion-The mission of the Peace Student Government Association is to

represent the views and voice concerns of the student body by acting as a liaison between administration and students.

PSGA strives to create an environment that welcomes and appreciates diversity, promotes student involvement, and

empowers women to be leaders and citizens not only to Peace College, but also to the community at large.

StUdent deveLopment

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peACe StUdent reCreAtion ASSoCiAtion- The Peace Student Recreation Association initiates and

coordinates the intramural, recreational, and outdoor activities program, creating opportunities for competitive

participation and non-competitive recreational activities throughout the year. PSRA also provides educational

programs, clinics and workshops.

pHiLoSopHy CLUb-The members of the Philosophy Club discuss philosophical issues, watch and discuss movies

with philosophical themes, and go on trips to nearby campuses in order to participate in philosophy discussions

there. For example, in the past, they have discussed the existence of God, have watched and discussed the movie “The

Matrix,”andhavegonetoDukeUniversitytoparticipateinaconferenceonabortion.PhilosophyClubeventsareopen to anyone including students with no prior experience with philosophy.

poLitiCAL CLUb- The Political Club was created to bring together students of all political views. The group strives

to increase political involvement of college students.

reSidenCe HALL ASSoCiAtion- The mission of the Residence Hall Association is to celebrate the campus

community by representing issues and concerns of resident students and providing opportunities for their active

involvement.

SCienCe CLUb- Science Club, a chapter of the Collegiate Academy of the North Carolina Academy of Sciences

(CANCAS), is open to all students with an interest in science. CANCAS activities include educational programs,

community service projects, and field trips that promote scientific understanding.

SoCiety for HUmAn reSoUrCe mAnAgement- The Peace chapter of the Society for Human Resource

Management (SHRM) provides students information about the world of human resources; opportunities to develop

planning, organizing, and leadership skills; and the chance to

build a network with area professionals and fellow students.

SpeCtrUm- Spectrum is dedicated to developing gay and straight student alliances on campus while promoting an

appreciation of diversity. Members participate in several programs annually both on campus and in the Raleigh area.

StUdent AtHLete AdviSory Committee (SAAC)- SAAC is committed to representing the concerns of

athletes at Peace College while striving to improve sportsmanship and unity by sponsoring various activities that will

bring all sports together to support one another.

Step teAm- The Step Team strives to empower young women of Peace College and of the community to create

awareness of social issues affecting their lives through powerful movement.

StUdent CondUCt boArd - The Student Conduct Board is charged with upholding the Honor System in

the Peace community. The board educates new students about the importance of the Honor Code, the Student Code

ofConduct,andtheirindividualresponsibilitytothecampuscommunity.UnderthesupervisionoftheAssistantDean, the Student Conduct Board adjudicates violations of the Honor Code and the Student Code of Conduct and

emphasizes the importance of students taking responsibility for their behavior.

trAiLbLAzerS- The Trailblazers organization bridges the gap between “new” traditional and traditional students

through recognize the barriers and obstacles many women experience when they decide to return to college.

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Women for WeLLneSS- Women for Wellness seeks to encourage and promote overall wellness in all aspects of

life. This group will work collectively to design campus programming for the purpose of wellness through speakers,

discussion panels and information sessions.

trAditionS And eventSPeace College has a series of events which occur annually and have been a part of campus life for many years. We

encourage you to take part in experiencing these activities and events that are unique to Peace! Many events are

sponsored by SGA, the Campus Activities Board, or Class Council.

ArtS And LeCtUre SerieS The Arts and Lecture Series allows Peace students to experience a diverse spectrum of

cultural, educational, and artistic programs.

AWArdS ConvoCAtion Awards Day is held each spring to recognize students who have demonstrated

outstanding accomplishments in academics and campus leadership. Faculty wear traditional academic regalia

symbolizing the importance of the event.

CLASS dAy Class Day is a traditional student ceremony held each spring to install the newly elected Student

Government officers for the next academic year and recognize graduating and outstanding students. Leadership and

Service awards are also awarded to students, student organizations, and advisors.

ConvoCAtion Convocation is the official opening of the academic year. While all students are invited, all first-

year students are required to attend. Faculty wears full traditional academic regalia.

CommenCement The culmination of the academic year is commencement. Activities are scheduled throughout

the week of commencement to celebrate the achievements of our graduates. A traditional baccalaureate service will be

held the night before commencement. The commencement ceremony is held on the College Green, accompanied by

bag-pipes, and concludes with graduates circling the fountain to sing the Alma Mater. At commencement, bachelor’s

degree graduates wear traditional academic regalia and green robes. In 2000, Peace began the tradition of embroi-

dering the graduate’s name and class year on the sleeve of her graduation robe, and so the robes each year bear the

names of graduates from previous years.

fALL CoCktAiL Fall Cocktail is the annual semi-formal dance sponsored by the Campus Activities Board. Fall

Cocktail is traditionally held off-campus and marks the conclusion of Fall Fest.

fALL feSt Fall Fest is a week of fun activities to foster competition between the sister classes (First-Years & Juniors

v. Sophomores & Seniors). Fall Fest is planned & sponsored by the Campus Activities Board and Class Council. Fall

Cocktail is traditionally held at the conclusion of the week.

fAmiLy Weekend During Family Weekend, held in late October, family members are encouraged to visit

campus and mingle with faculty and staff while enjoying their daughter’s company and an active schedule of events.

Invitations will be sent prior to the event; advance registration is required.

Honor CHApeL Held during a chapel service early in fall semester, this is a time to focus on the importance of the

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Honor Code in our life together. First year students participate in a long-standing tradition by signing their names to

indicate their commitment to the Honor Code.

LittLe SibS Weekend Held in the spring semester, Little Sibs Weekend introduces the siblings of Peace students to

college life. Siblings of all ages and other local children are invited to campus to have fun and enjoy being on campus.

peAnUt Week Sponsored by Peace Spiritual Life Association, Peanut Week is a very popular student life tradition

at Peace where students, faculty and staff participate in having a “secret peanut” for the week and exchanging gifts. At

the conclusion of the week, participants find out who their “peanut” is! Peanut Week is scheduled in February, near

Valentine’s Day.

red roSe bALL The Red Rose Ball is the annual spring formal sponsored by PSGA’s Campus Activities Board. The

ball is usually held at an off-campus location and is a popular event for all students.

StUnt nigHt During Stunt Night, students coordinate a production that focuses on spoofing campus life and

characters. Sister classes are judged on creativity, costuming, make-up, sets, staging, printed programs, use of existing

facilities, number of student participating, and attempts at excellence in acting, singing, writing, etc. Stunt Night

provides an opportunity for keen competition and class spirit while encouraging students to be creative, witty, and

dramatically expressive. Stunt Night is held in the spring semester.

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peACe CoLLegeACAdemiC regULAtionS

101

regiStrAtion

Each student is expected to matriculate according to the schedule in the Catalog calendar.

SemeSter LoAd

Class load will be determined by a student in consultation with her faculty advisor. An average load in a semester is

16 hours, with students on probation restricted to 12-14 hours. In order to be eligible to take more than 18 semester-

hours, the student must have the approval of the Provost or the Registrar. An overload or underload should be

undertaken only after careful review with the faculty advisor. Credit hours above 18 are billed at the part-time rate of

$200 per credit.

In order to be eligible to take more than 7 credit-hours per session in summer school at Peace, the student must

have the approval of the Peace College Summer School Coordinator.

CLASSifiCAtion eArned SemeSter HoUrS

First-year 0 - 29

Sophomore 30 - 59

Junior 60 - 89

Senior 90 +

grAding SyStem

A semester-hour represents one class period a week in a subject continued through a term of approximately 16 weeks.

Thus, for a class meeting three hours a week for 16 weeks, a credit of three semester-hours is awarded. A laboratory

course meeting three hours a week for lecture and an additional two to three hours a week for laboratory for 16 weeks

is awarded four semester-hours of credit.

The following are the college categories of grading with the number of quality points for each grade:

A Excellent (4 quality points per semester-hour of credit)

B Good (3 quality points per semester-hour of credit)

C Average (2 quality points per semester-hour of credit)

D Passing (1 quality point per semester-hour of credit)

F Failing (no quality points)

M Medical Withdrawal

W Withdrawal

I Incomplete

P/F Pass/Fail

AU AuditUA UnsatisfactoryAudit

•Whenincompleteworkisfinished,astudentmayreceiveanygradefrom“A”to“F.”Thegradeof“I”automatically becomes “F” if the “I” is not removed by the end of the sixth week of the following semester.

•ThePass/Failoptionisnotavailableforacademiccoursesrequiredforgraduation.•Thegradeof“F”isincludedincomputingtheGPA.•Gradesof“W”and“M”arenotincludedincomputingtheGPA.

regiStrAtion And grAding

102

regiStrAtion And grAding

grAde AppeAL

If a student believes that the grade received in a course

was assigned in error or arrived at unfairly, or if the

assigned course grade is not supported by the policies and

procedures distributed in the course syllabus, she may file

an appeal to have her grade reviewed. The letter of appeal

and supporting evidence must be re ceived in the Office

of the Provost no later than 30 days after the end of the

exami nation period for the semester in question. The

Provost will review the appeal and respond in writing. If

additional review is needed, the Provost will consult the

Academic Appeals Board.

Credit by exAminAtion

Within the first ten days of any semester, a student may

initiate a challenge to receive credit for an appropriate

Catalog course (as determined by the Registrar) by

examina tion. The student should complete a form in

the Office of the Registrar and pay to the Finance and

Administration Office a testing fee of $50. The Registrar

will for ward the request for examination to a faculty

member who is the instructor in charge of the course to

be challenged. This challenge cannot be used for a course

in which a grade has been received.

CoUrSe AUdit

A student may audit any course at Peace with the

permission of the instructor. No credit will be given, and

thegradeof“AU”or“UA”willappearonthetranscript.A student may change from a grade to audit by the last

day of the semester to add a course.

pASS/fAiL option

A student may choose to take elective credits on a pass/

fail basis. This option is not available for academic courses

required for gradu ation. A student must indicate that she

is electing this option by the last day to add a course.

exAminAtionS

Final examinations are scheduled during the last

week of the fall and spring semesters. Permission to

reschedule an examination may be granted in extenuating

circumstances. An exam change must be approved by the

instructor prior to Reading Day.

grAde reportS And trAnSCriptS

Semester grade reports are available on the MyPeace

portal. Grades cannot be reported by phone. At mid-

semester, a student doing less than satisfactory work in a

course will receive a mid-term deficiency report from her

instructor via email.

In accordance with the 1974 Family Edu cational

Rights and Privacy Act, which regulates the access to and

release of academic records, Peace College will release

transcripts only upon the written request of the student.

A processing fee of $10 is charged for each transcript. An

official transcript will not be issued for a student who has

an outstanding financial obligation to the college.

deAn’S LiStS

The Dean’s List shall include all students (1) who are

full-time students, (2) who maintain at least a 3.30 GPA

during the preceding semester, and (3) who have passing

grades in all subjects, and (4) who are in good academic

standing. Students earning a GPA of 3.70-3.99 will

receive the designation of Dean’s List with Distinction.

Students achieving a GPA of 4.00 will receive the

designation of Dean’s Scholar List. Part-time students

enrolled in a degree program for 9 hours or more may

also be eligible for the Dean’s List, Dean’s List with

Distinction, and Dean’s Scholar List.

LAtin HonorS

Latin Honors will be conferred on gradua ting seniors

whose cumulative grade point averages meet the

following criteria:

3.90 Summa Cum Laude

3.75 Magna Cum Laude

3.60 Cum Laude

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SAtiSfACtory ACAdemiC progreSS

SAtiSfACtory ACAdemiC progreSSTo make satisfactory academic progress toward the baccalaureate degree, the student is expected to earn at least the cumulative GPA listed for the indicated number of semester hours attempted. A minimum GPA of 2.0 is required for graduation with all degrees.

SeMeSteR houRS atteMpted CuMulative gpa RequiReMeNtS 0 – 29 1.7030 – 59 1.8060 – 89 1.9090 + 2.00

Individual majors/minors may have addi tional standards for admission to and/or advance ment within the discipline. Students are responsible for familiarizing themselves with the specific requirements of their programs and are encouraged to seek clarification from their academic advisor when necessary.

ACAdemiC probAtionAcademic probation automatically will be assigned at the close of any semester in which the student fails to meet the

minimum cumulative GPA established in the above section on satisfactory academic progress. Full-time students placed

on probation must achieve the specified minimum cumulative GPA requirement after completing the next semester of

enrollment or must show clear progress of at least a 2.00 GPA on 12 credit hours earned during the probationary term.

Non full-time students placed on probation must achieve the specified minimum cumulative GPA requirement after

completing the next semester of enrollment or must show clear progress of at least a 2.00 GPA on a minimum of two

3-credit hour classes during the probationary term.

A student will be removed from probationary status if the stated cumulative GPA is achieved. If the indicated GPA

is not met but a 2.00 GPA on 12 semester hours has been earned during the probationary semester, a student will be

continued on probation for one additional semester.

A student on academic probation is restricted to 12-14 semester hours of course work, unless a heavier load is

approved by the faculty advisor and the Provost. The student has the option to retake courses (see the Course Repeat

Policy section). She should consult her academic advisor frequently to monitor progress.

Students who are placed on academic probation receive the following assistance:

• They are encouraged to report to their faculty advisor to review their course schedule and their study habits.

• Students on probation are encouraged−and may be required−to register and earn a passing grade in ADV 099:

Academic and Life Skills for Success.

• Faculty advisors, the students themselves, and appropriate administrative personnel receive notification of the probation.

• The Provost and the Registrar are available by appointment to assist students in planning a program to help them

improve their academic records.

• They may be required to identify a mentor and sign a contract to ensure success.

ACAdemiC SUSpenSion And AppeALSA student on academic probation who fails to meet the conditions stated in the previous section on Academic Probation

will be suspended academically from the college. An academically suspended student may appeal to the Office of

Academic Affairs in writing upon receipt of notification. Any extenuating circumstances or other information to be

considered should be included in the written appeal. If a student is appealing suspension at the end of a fall semester, the

appeal must be submitted in time for consideration before the January registration for the spring term.

If a suspended student does not appeal, or if an appeal is denied, a period of at least one semester must pass before

the suspended student can be reinstated. To be reinstated, a student must successfully complete, at another institution

or in a Peace summer session, a minimum of one 3-hour course that is equivalent to a course listed in the Peace

College academic catalog and then apply for readmission to the Office of Admissions. Exceptions to this requirement

must be approved by the Provost. The application will be reviewed to determine if there is reason to expect academic

success upon reinstatement.

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SAtiSfACtory ACAdemiC progreSS

Probationary status is not a necessary prior condition

for academic suspension. A new student who fails to earn

a GPA of 1.00 may be suspended at the end of her first

semester. Also, a student may be suspended for lack of

progress if evidence of eventual academic success is lacking,

or if it becomes clear to College personnel that the student

has forfeited responsible academic citizenship by:

a. persistent failure to complete classroom

assign ments; or

b. habitual class absence; or

c. disruption and disturbance of fellow students;

d. cheating or plagiarism.

ACAdemiC diSmiSSALA student who is readmitted after a period of suspension

and fails to meet the requirements to be removed from

probation is subject to dismissal and is ineligible to return.

This policy applies to students who were suspended and

successfully appealed for readmission.

evALUAtion of pArt-time StUdentSAcademic progress is evaluated for any term a student is

enrolled at least half-time. However, academic action is

not taken for a part-time student until she has attempted

a total of 12 semester hours of credit. Academic status

will be reviewed at the end of a term for which a

student’s record indicates at least 12 cumulative hours of

attempted coursework.

mediCAL WitHdrAWALA medical withdrawal is not permitted within 14 days of

the last day of class of the semester and must be approved

by the Dean of Students, in consultation with the Provost

and the Registrar. It should be noted that a medi cal

withdrawal is from all courses at the college and no credit

will be received for the semester. To be eligible for medical

withdrawal, a student must submit information related to

a condition that prevents her from engaging in successful

academic work.

dropping, Adding, AUditing CoUrSeSPrior to the beginning of classes, a student may make

necessary schedule changes on-line or in the Registrar’s

Office. After the beginning of classes, in order to drop

or add a course, a student must obtain approval from

her faculty advisor, the instructor of the class, and the

Registrar. Any student withdrawing without following this

procedure will receive an “F” in the course.

A student withdrawing from a course during the

first week of classes each semester will have that course

removed from her transcript. After the first week and

continuing until the last day to drop a class, a student

withdrawing from a course will receive the non-punitive

grade of “W.”

No student will be allowed to withdraw from her

courses after the last day to drop a course as indicated on

the academic calendar, unless it is an approved medical

withdrawal. Any student who voluntarily or involuntarily

leaves the college after the last day to drop a course of

the semester will receive a grade of “F” for each course in

which she is enrolled.

A student may change from credit to audit for a class

during the first eight (8) weeks of the semester.

CoUrSe repeAt poLiCyA student may repeat a course in an attempt to earn a

higher grade. If a course is repeated, both the initial and

the repeat grades will appear on the student’s permanent

record. However, semester hours credit for the course will

be awarded only once. All attempted hours and quality

points will be included in the computation of the grade-

point average.

As an exception to the above policy, students may

repeat a maximum of three courses for which only the

second grade is used in the calculation of GPA. Credit

will be awarded only once for each course, and the initial

course grade will remain on the transcript. Students must

retake the course at Peace College. Courses in which

the student fails due to a violation of the Academic

Dishonesty Policy may not be used to fulfill the exception

listed above. All grades will be used in the determination

of academic honors.

CLASS AttendAnCe And CondUCtPeace College expects students to attend all classes and

laboratories for which they are registered, believing that

regular class attendance and participation are essential to

its educational program.

The instructor in each course will announce the

attendance policy for that course in writing at the

beginning of each semester. It will be the responsibility

of the student to meet these standards. Attendance

and conduct-related problems will be brought to the

attention of the Provost, who, in consultation with the

instructor, will take disciplinary action that may result in

involuntary withdrawal from a course and a grade of “W”

or “F.”

AdminiStrAtive WitHdrAWALThe college reserves the right to admini stratively

withdraw a student from enrollment at any time such

action is considered to be in the best interest of the

student or the college.

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AdvAnCed pLACement Credit

Advanced placement credit is granted to students who have achieved a rating of three and above in the following areas or, by special

approval, in other subjects not listed here but which relate to the Peace College curriculum and to the student’s current educational goals:

Credit trAnSferrAbLe to peACe

teStSCoRe CRedit SeMeSteR

houRS

American History 3,4,5 HST 201, 202 6

Art (History) 3,4,5 ADE 170 3

Art (Studio) Dept Decision

Biology 3,4,5 BIO 101 4

Chemistry 3,4,5 CHE 111 4

English Comp/Lit3,4,5

ENG 112 3

English Lang/Comp ENG 112

ENG 101,102

3

6

European History 3,4,5 HST 101,102 6

French Lang & Lit 3,4,5 FRE 211, 212 6

Math-Calculus AB 3,4,5 MAT 241 3

Math Calculus BC 3,4,5 MAT 241, 242 6

Music 3,4,5 MUS180 3

Psychology 3,4,5 PSY 101 3

Spanish Lang & Lit 3,4,5 SPA 211, 212 6

Credit trAnSferAbLe to peACe

Acceptable course credits that have been earned with a grade of

“C” or better at other institutions are applicable toward a degree

program, but are not used in the computation of the student’s

Peace College GPA except for students who choose to transfer

up to eight (8) semester hours of credit back to Peace as the final

coursework to complete a BA degree at Peace.

In these cases, hours of credit and grades are transferred to the

student’s record and the GPA is affected. The transfer of credit

is always subject to the requirements for degrees and residency.

Limitations on the amounts of credit that can be transferred to

a Peace College degree are specified in the section “Residency

Requirements for Degrees.”

Students wishing to take courses at other institutions after

being accepted for matriculation at Peace College must secure the

written prior approval of each course from their faculty advisor,

the disciplinary faculty, and the Registrar. Transfer credit is added

to the student’s Peace College record at the request of the student.

The college will transfer hours of credit for such courses in which a

grade of “C” or better was earned.

For credits earned through study-abroad programs, the

transferability rules differ slightly. Acceptable course credits that

have been earned with a grade of “C” or better are applicable

toward a degree program, but the accompanying grades are not

used in the computation of the student’s Peace College GPA.

extrA-inStitUtionAL LeArning

While Peace College does not award credit for life experiences,

it does grant academic credit for learning deemed equivalent

to college-level study that is properly documented by passing

examinations sponsored by government agencies, professional

organizations, businesses, or the military. In all cases, the student

is responsible for providing appropriate official documentation of

her extra-institutional learning. The Registrar, in consultation with

the disciplinary faculty will determine whether and how much

credit will be awarded for such learning. The American Council

on Education guidelines will be used as the reference in the

determination of credit, when appropriate. In some cases, depart-

mental tests may be used for determining qualification for credit.

A student may earn up to 15 hours of credit for extra-institutional

learning.

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CLASSifiCAtion: AdvAnCed pLACementinternAtionAL bACCALAUreAte ( ib)

International Baccalaureate credit is granted to students who have achieved a score of 5 or above in the areas listed below. Students may

petition program coordinators for additional or alternative credit if warranted.

ib SubJeCt peaCe

equivaleNt

MiN

SCoRe

CRedit

houRS

Anthropology (Higher Level Exam) ANT 214 5 3

Biology (Higher Level Exam) BIO 101 5 4

Business & Management (Higher Level Exam) BUS100&200 5 6

Business & Organization (Higher Level Exam) BUS199 5 6

Chemistry (Higher Level Exam) CHE 111 & CHE 112 5 8

Classical Languages—Greek (Higher Level Exam) HUM199&299 5 6

Classical Languages—Latin (Higher Level Exam) LAT 299 & 399 5 6

Computer Science (Higher Level Exam) CIS 199 5 3

Design & Technology (Higher Level Syllabus) ADE 199 5 6

Economics (Higher Level Exam) ECO 211 & 212 5 6

English (Higher Level Exam) ENG 199 5 3

Environmental Systems (Subsidiary Exam) BIO 199 5 4

Geography (Higher Level Exam) GEO 199 5 6

History (Higher Level Exam) HIS 101 5 3

History of Americas (Higher Level Exam) HIS 299 5 6

History of East/Southeast Asia & Oceania (Higher Level Exam) HIS 299 5 6

History of Europe (Higher Level Exam) HIS 101 & 102 5 6

History of South Asia & The Middle East (Higher Level Exam) HIS 299 5 6

Languages–French, German, Japanese & Spanish (Higher Level Exam) Foreign Language 211 5 3*

Mathematics, Further (Subsidiary Exam) MAT 241 5 4

Mathematics (Higher Level Exam) MAT 241 5 4

Mathematical Methods (Subsidiary Exam) MAT 199 5 3

Music (Higher Level Exam) MUS180 5 3

Philosophy (Higher Level Exam) PHL 201 5 3

Physics (Higher Level Exam) SCI 299 & 399 5 8

Physics (Subsidiary Level Exam) SCI 299 5 3

Psychology (Higher Level Exam) PSY 101 5 3

Theatre Arts (Higher Level Exam) THE 199 5 3

Visual Arts (Higher Level Exam) ADE 199 5 6

*Students will receive 3 credit hours for SPA 211 upon completion of a higher level course in Foreign Language recommended by the foreign language faculty. Foreign Language faculty will meet with students to make this recommendation.

107

aRea Clep SubJeCt teSt peaCe CRedit

houRS

awaRded

Business Principles of Accounting BUS221 50 3

Business Law BUS270 50 3

Information Systems & Computer

Applications

CIS 100 50 3

Principles of Management BUS200 50 3

Principles of Marketing BUS215 50 3

Composition & Literature American Lit - - None

Analyzing & Interpreting Literature - - None

English Composition with Essay - - None

English Lit - - None

Composition - - None

Humanities HUM199 50 3

Foreign Language French, Level 1 FRE 101 50 3

French, Level FRE 102 62 3

German, Level 1 GER 199 50 3

German, Level 2 GER 199 63 3

Spanish, Level 1 SPA 101 50 3

Spanish, Level 2 SPA 102 63 3

History & Social Sciences American Government PSC 201 50 3

Educational Psychology PSY 199 50 3

HistoryofUSI:EarlyColonizationto1877 HIS 201 50 3

HistoryofUSII:1865-present HIS 202 50 3

Human Growth & Development CHD/PSY 315 50 3

Macroeconomics ECO 212 50 3

Microeconomics ECO 211 50 3

Intro to Psychology PSY 101 50 3

Social Sciences & History HIS 199 50 3

Intro to Sociology SOC 101 50 3

Western Civ: Ancient Near East to 1648 HIS 101 50 3

Western Civ: 1648 to present HIS 102 50 3

Science & Math Biology - - None

Chemistry - - None

College Algebra MAT 111 50 3

College Pre-calculus MAT 112 50 3

College Mathematics - - None

Natural Sciences SCI 199 50 3


CoLLege LeveL exAminAtion progrAm (CLep)

College Level Examination Program credit is granted to students who have achieved the minimum score in the areas listed below. Students may

petition program coordinators for additional or alternative credit if warranted.

107

108

SUmmer SeSSionS At peACe CoLLege

SUmmer SeSSionS At peACe

Summer sessions at Peace College offer a variety of undergraduate courses for continuing and entering students and

are available as well to students from other colleges and universities. Registration is also open for adult women living

in the area who meet qualifications for enrollment. Peace College Academic Catalog policies are applicable during the

summer sessions.

Limited on-campus housing is available during the summer sessions. Students who are interested in living on

campus should contact the Housing Office (919-508-2014) for further information.

AdmiSSion to SUmmer SeSSionS

new first-year Students

Prospective new first-year students should apply through the Office of Admissions, 15 E. Peace Street, Raleigh,

NC 27604-1194 (1-800-PEACE-47). First-year students who have been accepted for the fall semester and who

wish to change their entry date to the summer session should contact the Office of Academic Affairs (919-508-

2047) to set up an advising appoint ment.

Additional information may be obtained by contacting the Office of Admissions, 15 E. Peace Street, Raleigh,

NC 27604-1194 (919-508-2306) or going to the web site (www.peace.edu).

new transfer Students

Students seeking transfer admission into a degree program should obtain an application from the Office of

Admissions, 15 E. Peace Street, Raleigh, NC 27604-1194 (1-800-PEACE-47)

Continuing peace College degree Students

Any regular Peace degree candidate in good academic standing may attend the summer sessions. The registration

procedures should be followed.

Students from other Colleges and Universities

Students from other colleges and universities desiring to enroll in summer courses at Peace College should consult

with their home institution regarding the transferability of courses taken at Peace. There is no application process

for these students. To obtain a list of courses and a registration form, contact the Office of the Registrar, 15 E.

Peace Street, Raleigh, NC 27604-1194 or the web site (www.peace.edu) .

Adult Women – Community – raleigh Area

Women over the age of 23 who have earned a high school diploma and who wish to enroll in a course during

the summer as a non-degree student should contact the Office of the Registrar, 15 E. Peace Street.; Raleigh, NC

27604-1194 or the web site (www.peace.edu) for information and a registration form.

regiStrAtion for SUmmer SeSSionS

Peace College offers three summer sessions. The first two are four weeks in length and the third is three weeks in

length. For specific dates of each session, see below, consult the web site (www.peace.edu) , or call the Office of the

Registrar (919-508-2012). A schedule of courses available during each session is also available on-line or in the Office

of the Registrar. Schedules are posted around the first week of January.

Students registering for summer session courses at Peace College must be in good academic standing. Peace

students who do not meet the criteria for good academic standing or are on academic probation or suspension

must receive special permission from the Provost to register for summer session courses. Students on probation

will be limited to one course per summer school term. Failure to receive permission will lead to the student being

administratively dropped from the course. In this case, no refund will be issued.

109

SUmmer SeSSionS At peACe CoLLege

tHe 2010 SUmmer SeSSionS CALendAr

SuMMeR SeSSioN i

Academic Calendar

May 17 Classes begin; Drop-Add period begins

May 17 Late Registration

May 17 Last day to add a course

May 17 Last day to drop a course without record

May 17 Last day for a refund

May 28 Last day to drop a class with a “W”

May 31 Memorial Day Holiday

June 11 Exam day—End of Session I

SuMMeR SeSSioN ii

Academic Calendar

June 14 Classes begin; Drop-Add period begins

June 14 Late Registration

June 14 Last day to add a course

June 14 Last day to drop a course without record

June 14 Last day for a refund

June 25 Last day to drop a class with a “W”

July 4 Independence Day Holiday

July 9 Exam day—End of Session II

SuMMeR SeSSioN iii

Academic Calendar

July 12 Classes begin; Drop-Add period begins

July 12 Late Registration

July 12 Last day to add a course

July 12 Last day to drop a course without record

July 12 Last day for a refund

July 16 Last day to drop a class with a “W”

July 23 Exam day—End of Session III

The typical course load is six (6) credit hours for each summer session. Students desiring to take a higher load

are encouraged to meet with the coordinator of summer school (919-508-2000) or the Provost (919-508-2396).

Registration begins for all students as soon as the schedule is posted and continues through the first class meeting of

the respective summer session. A student is strongly encouraged to meet with her respective advisor prior to signing

up for summer courses.

Summer Session registration forms are available in the Office of the Registrar or on-line (www.peace.edu). In order

to registrar for courses, students must pay a deposit ($50/course) or the full cost for the course prior to be fully

enrolled in the course. Tuition deposits are fully refundable until May 1. After May 1, deposits will not be refunded.

tHe 2011 SUmmer SeSSionS CALendAr

SuMMeR SeSSioN i

Academic Calendar

May 16 Classes begin; Drop-Add period begins

May 16 Late Registration

May 16 Last day to add a course

May 16 Last day to drop a course without record

May 16 Last day for a refund

May 28 Last day to drop a class with a “W”

May 30 Memorial Day Holiday

June 10 Exam day—End of Session I

SuMMeR SeSSioN ii

Academic Calendar

June 13 Classes begin; Drop-Add period begins

June 13 Late Registration

June 13 Last day to add a course

June 13 Last day to drop a course without record

June 13 Last day for a refund

June 24 Last day to drop a class with a “W”

July 4 Independence Day Holiday

July 8 Exam day—End of Session II

SuMMeR SeSSioN iii

Academic Calendar

July 11 Classes begin; Drop-Add period begins

July 11 Late Registration

July 11 Last day to add a course

July 11 Last day to drop a course without record

July 11 Last day for a refund

July 15 Last day to drop a class with a “W”

July 22 Exam day—End of Session III

110

peACe CoLLegebACCALAUreAte degree

111

bACCALAUreAte degree

Peace College grants the following degrees:

• The Bachelor of Arts (BA)

• The Bachelor of Science (BS)

The baccalaureate degrees at Peace College are designed to prepare women for graduate study, lifelong learning, and

meaningful lives and careers. In order to accomplish these purposes, young women must gain essential knowledge and

skills fundamental to a liberal arts education. It is expected that students completing a Bachelor of Arts or Bachelor of

Science degree will be able to achieve a level of competency appropriate to a college student in the following areas:

• speaking

• reading

• writing

• understanding quantitative processes

• using technology

• understanding ethical values

• demonstrating broad knowledge of the humanities and sciences

• demonstrating specific knowledge and/or skills appropriate to the major field(s) of study

The Bachelor of Science (B.S.) degree is designed to offer students an academic background that may better prepare

them for certian careers. In order to earn a B.S. degree, the student must complete at least 3 additonal hours of

mathematics at the 200-level or above, at least 3 hours in quantative studies or science, and any major- specific

requirements.

degree reqUirementS

The college reserves the right to make any necessary changes in the calendar, regulations, student charges or courses of instruction

announced in this catalog. It is the responsibility of the student to see that all the degree requirements are met for graduation

from Peace and/or transfer to other institutions.

The baccalaureate degree is granted upon successful completion of the appro priate curriculum presented below and upon

satisfaction of the following ancillary require ments for all degrees:

• a cumulative GPA of at least 2.00 on all academic credit and a minimum of 125 earned semester hours;

• a GPA of at least 2.00 on coursework designated as being in the “major,” “concentra tion,” or “minor” for the

baccalaureate program of study chosen; when calculating the GPA, all courses with a disciplinary designation

(i.e., all English courses for English majors) and any other courses that are required for that major will be

counted. All course grades made in these courses will be calculated in the major, concentration, or minor GPA.

• successful completion of the liberal education requirements

• successful completion of the require ment for student enrichment as deter mined by the Dean of Students,

including satisfactorily completing two semesters of chapel attendance (one semester for students who transfer

to Peace with more than 30 hours);

• satisfactory participation in the college’s Assessment Program; and

• satisfaction of financial obligations to the college.

A student will follow the graduation requirements listed in the Catalog of the year in which she enters, unless hse notifies

the Registrar in writing that she wishes to qualify under a subsequent Catalog. Course substitutions or waivers within a

student’s major may be made with departmental and Registrar approval.

All technical questions related to requirements for graduation and transfer of credit to Peace College should be

referred to the Registrar, who certifies compliance with such requirements. The faculty advisor or the Registrar may be of

considerable assistance in scheduling course work for graduation on an optimal timetable. It is the responsibility of the

student to see to it that all the degree requirements are met for graduation from Peace and/or transfer to other institutions.

112

degree reqUirementS

The following categories apply to the baccalaureate programs:

• Major refers to 30 or more hours of coursework in a discipline, having content with both distribution and

focus as established by the faculty in that discipline.

• Concentration refers to 15-29 hours of course work established by the disciplinary faculty, providing a focus

for students majoring in that discipline.

• Specialization refers to 15-23 hours of coursework established by the disci plinary faculty, providing a more

limited or secondary focus for students majoring in that discipline.

• Minor refers to 18-24 hours of course work within a discipline, established by the faculty in that discipline

and taken by students not majoring in that discipline.

• For Liberal Studies majors, concentration and specialization course work is established by the Liberal Studies

Program Coordinator in con junction with the appropriate disciplinary faculty.

• Individual programs may limit the number of courses that can be double-counted toward the major/minor/

concentra tion/specialization. When two curricula overlap in terms of content and only one has a declared

limitation, the limitation prevails and students are barred from double-counting the credit hours for either

program.

CompLetion of degree

reSidenCy reqUirementS for degree-dAy progrAm

• A student must complete a minimum of 125 semester hours for the baccalaureate degree.

• At least 32 semester hours must be earned at Peace, including at least 24 of the last 32 hours, for the

baccalau reate degree. After

matriculation at Peace College, a maximum of 12 semester hours for the baccalaureate degree program may

be transferred from other institutions.

• A minimum of one-half of the course work credit in the major and minor must be taken at Peace College.

• At least 30 hours of the course work applied to the baccalaureate degree must be 300-level or above.

• No more than 6 semester hours toward the baccalaureate degree can consist of inde pendent study, internship,

or cooperative education credit.

• No more than 8 Physical Education activity credits can be counted toward graduation.

• Peace students who wish to take courses elsewhere to transfer to Peace must secure the prior written approval

of these courses from the disciplinary department and from the Registrar.

CompLeting degree reqUirementS At peACe

A student must complete the baccalaureate degree within eight (8) years of initial enrollment or her transcript will

be reviewed to determine whether courses should be retaken. Also, a student may not register for further course work

following the semester in which 160 semester hours of credit have been earned. Any exception to the time and credit

limitations requires special written permission from the Provost.

pArtiCipAtion in CommenCement CeremonieS

Participants in baccalaureate degree graduation ceremonies must have completed all the requirements for the degree.

No exceptions are granted to this college policy.

113

peACe pASSport And LiberAL edUCAtion goALS

Your college experience is a journey during which you will gain knowledge and skill, and grow as a person. We want

you to see this journey as a passport to the other things you want to do in life and thus we have named our student

learning program, Peace Passport. As we’re sure you already know, learning can take place in many settings and in

many ways. That’s why Peace Passport includes everything from your liberal education and major coursework to

international travel, to leadership opportunities, to clubs.

The Peace College Catalog explains one critical part of your development on this journey: academic coursework. It’s

important for you to understand what goals we have for your learning and thus, why we require some of the courses

and experiences we do. Read below to understand more about our liberal education goals.

LiberAL edUCAtion goALS

Peace Passport combines a program of courses with a sequence of learning experiences designed to provide you with

an outstanding educational foundation. By grounding our require ments in liberal education, Peace Passport focuses

on the importance of having a broad background in the arts, humanities, and sciences while also emphasizing skills

needed for your professional and personal life.

goAL

HoW WiLL tHe goAL

be ACCompLiSHed?

WHAt oUtComeS do peACe StUdentS

report?

kNowledge

Develop and integrate knowledge in the

natural and social sciences, mathematics and

humanities

You will actively participate

in courses in each of the

knowledge areas. You will study

the way knowledge is advanced

and organized.

According to the 2007 National Survey of Student

Engagement (NSSE), most seniors at Peace College claim

that they acquired a broad general education, and they

reported a higher success rate in that area than did seniors at

other women’s colleges or other baccalaureate colleges.

SkillS

• Apply useful ways of asking questions,

gathering information and evaluating

evidence in order to solve problems,

understand the world and confront

ethical dilemmas

• Communicate clearly and eloquently

enabling students to influence others and

be effective in personal and professional

relationships

You will learn techniques for

effective interpersonal and public

communication, analytical

thinking, and ethical problem-

solving. You will use these skills

in ways that help you become

a better citizen, employee, and

family member.

The 2007 NSSE shows that a large majority of seniors at

Peace College find that they possessed the abilities to write

and speak clearly and effectively, to think critically, and to

analyze quantitative problems. In fact, Peace College students

indicated greater achievement in these critical skill areas

than did seniors at other women’s colleges or other

baccalaureate colleges.

valueS

• Champion the contributions of women

in society and aspire to be ethical leaders

in individual and community life

• Value creativity, both as a form of

expression and as a problem solving tool

• Reflect on experiences as they seek to

become citizens of world

You will perform oral and

written reflection exercises on

current moral topics, and you

will participate in and discuss

community service.

According to the National Association of Colleges and

Employer’s (NACE) Job Outlook 2006 survey, honesty

and integrity are some of the most desired qualities in a

job candidate. And the 2007 NSSE establishes that most

seniors at Peace College report that their college experience

significantly helps them develop a personal code of

values and ethics.

leaRNiNg pRoCeSS goalS

• Understand,appreciate,andevaluatedifferences and diverse points of view

• Develop a commitment to lifelong

learning and its application

You’ll learn through paired

courses, interdisciplinary

seminars, cross-cultural

learning, and senior capstone

experiences helping you to

become more reflective and

engaged as a citizen.

The Greater Expectations National Panel Report states that

higher education must provide an understanding of the

global nature of major problems. Moreover, in the NACE

Job Outlook 2006 survey, employers rated the qualities of

interpersonal skills and teamwork skills as two of the top five

qualities in a desirable job candidate. Peace College students

value these marketable skills.

114

LiberAL edUCAtion Core: bA And bS dAy progrAmS

eSSentiAL SkiLLS houRS

Writing SkiLLS: 1) ENG 112, 2) any approved, advanced writing composition (AWC) course, and

3) grammar competency exam (Mastery-based testing)

6 + grammar

check off

CompUter SkiLLS: Mastery-based testing Check off

orAL CommUniCAtion SkiLLS: COM 1013

qUAntitAtive SkiLLS: MAT 241 or STA 201 3

foreign LAngUAge SkiLLS: One course at the student’s level of placement 3

pHySiCAL edUCAtion: Any PEH activity course 1

pre-profeSSionAL experienCe (in major)* 3

eSSentiAL knoWLedge houRS

fine ArtS: ADE160,170,180,DAN201,MUS180,281,282,orTHE103 3

LiterAtUre: ENG 211, 212, 214, 215, 216, 220, 221 or FRE or SPA** literature course 3

nAtUrAL SCienCe: ANT 216, BIO 101, or CHE 111 4

SoCiAL SCienCeS: One course from two different areas:

ANT 214, ANT 218, ECO 211, PSC 201, PSY 101, SOC 101, or SOC 2016

reLigion: REL 200, 210, or 214 3

HiStory: HIS 101, 102, 201, or 202 3

pHySiCAL edUCAtion: PEH 100 2

AdventUreS: ADV 100 1

CroSS CULtUrAL reqUirement: A combination of learning experiences with cross-cultural experience

(CCE) designation

Check off

(5 points)

interdiSCipLinAry SeminArS: PHL 400 & any additional course with an interdisciplinary seminar

(IDS) designation6

total houRS*50 HoUrS +

CHeCk offS

LiberAL edUCAtion Core

LiberAL edUCAtion reqUirementS

Getting a degree involves a great deal more than fulfilling the

requirements for a major. Being liber ally educated means having a

broad background in the arts, humanities, and sciences as well as

having skills needed to be successful at work and in life.

As part of the requirements for graduation, stu dents will

work with their advisors to design and complete a set of learning

experiences based on the goals and coursework described below.

The academic part of Peace Passport will give you an outstanding

educational foundation. Our requirements are structured so that

you will gain broad knowledge in arts, humanities, and science

while also giving you the oral, written and teamwork skills to

succeed in life and in your profession.

Our requirements involve a set of core experiences that will help you

develop as a person and a student. Each experience provides

a developmental step toward the ultimate goal of educating you to

be a lifelong learner who will engage in intellectual and personal

discovery as you seek to lead a life of leadership, purpose and service.

These experiences are designed to meet your educational needs as you

progress through your four years, each building upon the other to

ensure maximum benefit to your learning.

A. First-year Experience: Adventures for Women (ADV100)

and English Composition

B. Sophomore and Junior Experiences: Cross-Cultural

Experience and Interdisciplinary Seminar

C. Capstone (Senior) Experiences: Interdisciplinary Ethics

Seminar, Capstone Course in the major,

Pre-Professional Experience (Internship, Recital, or Student

Research)

*Existing policies regarding the “double counting” of courses used to meet Liberal Education Requirements and major Requirements are noted in each Major’s description of Program Requirements.

115

LiberAL edUCAtion Core

LiberAL edUCAtion Core-internSHipS

*ADE: Students who double-major must complete an intern ship in Graphic Design unless their internship in the

other discipline clearly includes design-related elements (e.g., research, criteria generation, valid graphic design or

market ing projects with clients, implementation, etc.). Students must obtain approval from the Graphic Design

internship coordinator prior to the completion of the other internship in order to receive an exemption from ADE

490.

ANT: Students who double-major must obtain approval from the Anthropology internship coordinator prior to

the completion of the other internship in order to receive an exemption from ANT 490.

BUS: Students who double-major must complete an intern ship in Business, unless their internship in the

other discipline clearly includes business-related elements (e.g., management, marketing, finance, accounting,

entrepreneurship, business, etc.). Students must obtain approval from the Business program coordinator prior to

theregistrationandcompletionofaninternshipforanothermajorinordertoreceiveanexemptionfromBUS490.Such an exemption will fulfill the internship requirement and will count only for three credits toward one of the

majors.

CHD: Students who double-major must complete an internship in Child Development unless their internship in

the other discipline clearly includes elements related to children’s development or developmental studies (e.g., the

examination, advocacy, and/or optimization of children and families). Students must obtain approval from the

Child Development program coordinator prior to the completion of the other internship in order to receive an

exemption from CHD 490.

HRE: Students who double-major must complete an intern ship in Human Resources unless their internship in

the other discipline clearly includes industrial/organizational psycho logy-related elements (e.g., research, data

collection, systems design, etc.) or relevant business-related elements (e.g., manage ment, payroll, insurance,

pension, etc.). Students must obtain approval from the Human Resources coordina tor prior to the completion of

the other internship in order to receive an exemption form HRE 490.

LEA: Students who double major in Leadership Studies are exempt from completing an internship as long as

the intern ship for their other major incorporates at least one leader ship-related learning outcome. The program

coordinator for Leadership Studies will assist you in developing an appropri ate leadership learning outcome.

PSY: Students who double-major must complete an intern ship in Psychology unless their internship in the other

discipline clearly includes psychology-related elements (e.g., research, data collection, consulting, counseling,

etc.). Stu dents must obtain approval from the Psychology internship coordinator prior to the completion of the

other internship in order to receive an exemption from PSY 490.

** SPA 214 or equivalent in Spanish for Spanish majors

116

peACe pASSport: expLAnAtion of reqUirementS

CroSS-CULtUrAL reqUirement

Although we want to encourage you to parti cipate in international travel, the main emphasis is not just travel, but

experiencing and understanding other cultures. Point values are determined based on level of cultural framing and

level of exposure. You must accumulate a total of 5 points to fulfill this requirement. Points must be accumulated after

you are enrolled as a student at Peace College. Transfer students should refer to the “Transfer Students” section for

more information about this requirement.

poiNtS CaN be obtaiNed iN the FollowiNg wayS:

A. internAtionAL trAveL

• International study experience with a strong cultural focus led by faculty members or study abroad

professionals will carry 1 point for each course credit plus 2 points for international travel. These

experiences can be led by Peace College faculty, faculty at other approved colleges or universities, or

through organizations such as BCA and Central College. At least half of this experience should bring

you in direct contact with citizens of the country you are visiting. Experiences should include sampling

native food, attending cultural events, visiting historic sites, seeing sporting events, interacting

with native businesses and/or organizations, etc. See the Coordinator of International Studies for

information about these academic programs.

• International study experiences without a strong cultural focus led by faculty members or study abroad

professionals will carry 1 point for each course credit plus 1 point for travel. Less than half of this

experience brings you in direct contact with citizens of the country you are visiting: for example, a

marine biology course in a foreign country, where the focus of the travel is studying the marine animals

on the coral reef versus interacting with the native citizens and their way of life. See the Coordinator of

International Studies for information about these academic programs.

• International study experience led by other professionals. This category will include mission trips and

will carry 2 points.

b. no internAtionAL trAveL

• You can successfully complete courses with a strong cultural component. These courses will be listed in

the Peace College catalog and will carry 1 point for each course credit.

• You can successfully complete an approved internship with a strong cultural component. This option

will carry 1 point for each point credit awarded for the internship.

• You can ask the Liberal Education Committee to consider another proposal for earning points to fulfill

this requirement. See the Ragland Professor of International Studes or the Coordinator of International

Studies for more information.

117


LiSting of CroSS-CULtUrAL experienCe CoUrSeS (CCe CoUrSeS)

The following courses can be used to satisfy the cross-cultural requirement. You must accumulate a total of 5 points to

fulfill this requirement.

CoUrSeS tHAt CArry tHree pointS Are:

ANT 214 Cultural Anthropology

ANT 295 Indai Past and Present

ANT 315 Globalization, People and Culture

ANT/SOC 368 American Ethnic Relations

ANT 370 The Female of The Species: A Biocultural, Anthropological Perspective

ANT/LAS 401 Contemporary Maya Culture

CHD 342 Spanish for Public Health

CHD 345 Cross Cultural Development

DAN 201 Dance Appreciation

ENG 220 World Literature before 1700

ENG 221 World Literature after 1700

HIS 399 The World Since 1945

PSC 302 Comparative Political Systems

SPA 302 Hispanic Culture and Civilization I

SPA305 HispanicVoicesintheUSSPA 306 Civilization and Culture II

CoUrSeS tHAt CArry one point Are:

ANT/LAS/SPA 260 Introduction to Mexican Culture and Civilization

CHD 361 Perspectives on English as a Second Language

CHD 364 Latino Mentoring

PEH 225 Social Dance

PEH 226 African Dance

ENG/COM 108 Full Frame Documentary Festival

iNteRdiSCipliNaRy SeMiNaR RequiReMeNt

All students are required to take an Interdisciplinary Seminar at the 300-level or above. An Interdisciplinary Seminar

(IDS) will focus on the examination of a topic from multiple disciplinary points of view. Students will synthesize ideas

from different fields and evaluate diverse positions while gaining insights not possible in any one discipline alone.

Courses satisfying the IDS requirement will not only be interdisciplinary, but will also necessitate that students apply

advanced critical thinking skills. These seminars should be taken in the junior or senior year.

In each semester, the courses offered as Interdisciplinary Seminars will be listed in the schedule with the course

designation IDS. Any course carrying the IDS designation at the 300-level or above will satisfy the IDS Seminar

Requirement. While some Interdisciplinary Seminars will be offered regularly, others will be special courses designed

for one-time offering.

regULArLy offered CoUrSeS Approved to SAtiSfy tHe idS reqUirement inCLUde:

ANT 368 American Ethnic Relations

ANT 370 The Female of the Species

ENG 374 The Image of Women

ENG 395 Women on Stage

PSY/PEH/IDS362 Women in Their Bodies

SPA305 HispanicVoicesintheU.S.

118


CompUter SkiLLS reqUirement

As a graduate of Peace College equipped to meet challenges and succeed in the world, you will need to know how to

use computers and related technology.

To satisfy the Computer Skills Requirement, you will be required to demonstrate computer competency by passing

a computer competency examination. You should be aware that computer competency may be a prerequisite for other

courses you are required to take, so it is recom mended that you satisfy this requirement during your first academic

year. Students who fail one or more parts of the competency exam will be given an opportunity to pass those parts

after having taken appropriate CIS courses or workshops.

grAmmAr CompetenCy exAm

All incoming students (first-year and transfer) are required to pass a grammar competency exam. This multiple choice

exam will test basic grammar skills including (but not limited to): subject-verb agreement, run-on sentence and

fragment identi fication, common usage errors, and comma and apostrophe use. A passing grade on the grammar exam

is a prerequisite for enrollment in an upper-level, advanced composition course (e.g., ENG 312).

AdvAnCed Writing reqUirement

In order to further develop research skills and the incorporation of research into formal essay writing, students are

required to pass an advanced writing course. Pre-requisites for the course include ENG 112 and a passing grade on the

grammar competency exam.

qUALifying CoUrSeS inCLUde:

ANT 430 Observational Methods in Primatology

BUS345 PersonalSelling

COM 335 Writing for the Media II

COM 370 Persuasion

ENG/COM 309 Article and Essay Writing

ENG/COM 341 Professional Writing

ENG 312 Advanced Composition

PSY 300 Research Methods

CUrriCULUm offeringS And progrAm reqUirementS

In addition to the Liberal Education Requirements that must be met by all Bachelor of Arts and Bachelor of

Science students, a baccalaureate major program must be completed in the minimum of 125 credit hours necessary

for graduation. In addition, all students must also have a minimum of 30 hours of 300 and 400 level courses.

Requirements for academic majors follow.

Note: Minors in areas not listed may be arranged by the student, her faculty advisor, the division chair in the area of study,

and the Registrar. Courses for unlisted minors may include those offered by CRC institutions, if approved by the above offices.

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trAnSferS And ArtiCULAtion Agreement (CAA)

tRaNSFeRS to peaCe College

All transfers to Peace College need to meet all degree requirements including a possible chapel requirement. See the

Baccalaureate Degree section or consult your academic advisor for details.

i. nortH CAroLinA CommUnity CoLLege CompreHenSive ArtiCULAtion Agreement

(CAA)

Peace College agrees that students who earn an Associate in Arts (AA) or Associate in Science degree (AS) from

a member college of the North Carolina Community College System under the terms and conditions of the

Comprehensive Articu lation Agreement since its inception and who further met Peace’s admissions standards are eligible

to apply and may expect the following, if admitted:

1. A student who has completed the General Education Transfer Core (44 credits) shall be considered to have fulfilled the

lower-division, institution-wide liberal education require ments of Peace College and will receive 44 transfer credits. The

student must have an overall GPA of 2.0 and a grade of “C” or better on all transfer courses.

generAL edUCAtion trAnSfer Core (44 SemeSter HoUrS Credit)

english Composition (6 credits)

Humanities/fine Arts (9-12 credits)

• Four courses (AA) or three courses (AS) are completed from at least three areas: music, art, drama, dance, French,

German, Italian, Russian, Spanish, interdisciplinary studies, humanities, literature, philosophy, and religion.

• One course must be a literature course.

Social/behavioral Sciences (9-12 credits)

• Four courses (AA) or three courses (AS) are completed from at least three areas: anthropology, economics,

geography, history, political science, psychology, and sociology.

• One course must be a history course.

natural Sciences/mathematics (14-20 credits)

• Natural Sciences (8 credits) - Two courses with labs are completed from among the biolog ical and physical sciences.

• Mathematics (6 credits) – One introductory course is completed from college algebra, trigonometry, or calculus;

another course be selected from a qualitative subject, such as computer science or statistics.

2. A student who has successfully completed the Associate in Arts (AA) or Associate in Science (AS) degree with an overall

grade point average (GPA) of 2.0 and an earned grade of C or better on all courses shall receive 64 semester hours of credit

and junior status upon admission to Peace.

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trAnSferS And ArtiCULAtion Agreement (CAA)

CompreHenSive ArtiCULAtion Agreement And peACe CoLLege reqUirementS

1. The Comprehensive Articulation Agree ment (CAA) with Peace College applies only to students who have

completed the community college Associate of Arts (AA) or Associate of Science (AS) degrees. It does not

apply to students who have com pleted another type of associate degree (for example, in engineering).

2. General Education Requirements: CAA transfer students who have completed the General Education Core

(44 credits) have met the Liberal Education Requirements at Peace College, except as noted below:

• ForeignLanguageandPEHarenotcoveredbytheComprehensiveArticulationAgreement.Studentsmust meet the Peace College foreign language and physical educa tion requirements (PEH 100 and one

PEH activity course).

• GrammarCompetencyRequirement:CAAtransferstudentsmustcompletethegrammarcompetencyrequirement, since this is a prerequisite for an upper-level English class.

• ComputerCompetencyExam:CAAtransferstudentsareexemptfromthecomputercompetencyexam.• MathematicsRequirement:TherequirementmaybemetwithoutSTA201orMAT241.

ii. ALL otHer trAnSferS (non-CAA)

Students who have attended a member college of the North Carolina Community System without completing general

education core, those who have attended a community college in another state, and transfers from all four-year

institutions are eligible to apply and can expect the following guidelines to apply.

1. Students may receive transfer credit for Peace College’s liberal education require ments as outlined in the transfer equivalency list.

2. Grammar Competency Requirement: Transfer students must complete the grammar competency requirement, since this is a prerequisite for an upper-level English class.

3. Computer Competency Exam: Transfer students with more than 30 transfer credits are exempt from the computer competency exam. Additionally, a CIS transfer course equivalent to CIS 097 or higher will fulfill the requirement.

4. Cross-cultural Requirement: A transfer student with 29 or less credits must complete 5 points after matriculation. With 30-59 credits, she must earn 4 points after matriculation. With 60-89 credits, she must earn 3 points, and with 90 or more transfer credits, she must earn 2 points after matriculation.

5. Interdisciplinary Seminar: The require ment may be met with a transfer course, if the course is upper-level and interdiscip linary.

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AdULt degree CompLetion

AdULt degree progrAmPeace College offers evening programs designed exclusively for adult students. It is an intensive, accelerated

evening program for students who have an Associate’s degree or little to no college credit. Although Peace College’s

traditional program of study is exclusive to women, the Degree Completion program is open to both women and

men. Students will find themselves coming back to complete their degree for various reasons, maybe an opportunity

to advance their career, change careers, personal satisfaction on finishing before their children or grandchildren attend

college.

The two majors currently offered in the Adult Degree Program are Human Services and Business/Leadership, both of

which can lead to a variety of career opportunities. Peace also offers classes to help you obtain the Liberal Education

requirements needed to enter these programs.

• Classes meet one night a week, on the same day each week, for four hours from 6-10 p.m.

• In either major program of study, you will be part of a cohort of 10-20 students who will begin together and

remain together throughout the program.

• Liberal Education courses are offered based on degree requirements and transfer of credits, as needed.

• Degree Completion can be obtained in as few as three semesters (19 months) pending transfer of credit and

life experience.

• Students receive individualized academic advising throughout the program.

• Tailor-made for working adults: Seamless admissions process with same day transfer evaluation, application

for admissions, financial aid application, and block registration.

• Campus resources available such as tutoring, library and computer/internet usage.

• Upto12semesterhoursofworkexperiencesmaybeaccepted.

• Textbooks are available before the first night of each class. The cost of the book plus sales tax will be charged

to your Peace College Student Account.

• Federal and State grants and loans are available pending completion of a Free Financial Aid Form (FAFSA)

and approval.

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adMiSSioNS aNd FiNaNCial iNFoRMatioN

AppLying for AdULt degree CompLetion progrAmS

Applicants are reviewed individually, and decisions are based on the following credentials and requirements:

• Applicants must interview with the Dean of Enrollment

• Application for admissions ($25 application fee)

• Official high school transcripts or equivalent. A high school transcript is not required if:

•

• The applicant has completed at least 24 semester hours of transferable college credit from a

regionally accredited institution

• Official college transcripts to the office of admissions

• Peace College will also accept CLEP/DANTES, Military transcripts, and DD 214.

• For admissions to the Business/Leadership or Human Service Program, students must have at least 35

semester hours of transferable credit from a regionally accredited institution.

• Applicants with no college credit may obtain the Liberal Education requirements needed to transfer into the

BUSorHUSprogram

• Applicants must be 24 years or older or classified as an independent student

• Applicant must be employed or provide at least three years of work experience

• Applicant seeking work experience credit at Peace College must provide the Dean of Enrollment a portfolio

under the guidelines provided by the Dean (Peace College will only award up to 12 semester

hours of credit)

• Pay $100 non-refundable confirmation deposit to reserve your seat in the cohort.

• Must attend the first night of class

• Additional consideration of students’ acceptance may be determined at the discretion of the

Dean of Enrollment. Eligibility requirements may be waived at the discretion of the Dean of Enrollment.

reAdmiSSionS for AdULt degree CompLetion progrAm

• Submit an updated application for admissions (no fee required) to the Office of Admissions

• Meet the requirements of the current catalog and curriculum at the time of readmissions

• Remove any grade of “I” in the time limit required

• Tuition and fees will be adjusted on the date of enrollment


bUSineSS/LeAderSHip HUmAn ServiCeS LiberAL edUCAtion

AppLiCAtion fee $25 $25 $25

tUition: $300 per semester hour $300 per semester hour $300 per semester hour

pArking: (one time) $100 $100 $100

StUdent id: (one time) $20 $20 $20

grAdUAtion fee: $100 $100

ConfirmAtion depoSit $100 $100 $100

Books, supplies, and spending money are not included in the above charges and may vary by semester.

123

pAyment optionS• Pay in full prior to the first night of class

• Financial aid completed prior to first night of class

• Employer reimbursement: The course must be paid in full prior to the first night of classes

refUndS of exCeSS finAnCiAL AidRefunds due to financial aid in excess of charges (tuition, books and fees) will be issued as credit hours are completed

and earned. Financial Aid is earned by completing classes with a passing grade. The first prorated refund will be

processed once six semester hours of college credit are earned with passing grades.

finAnCiAL Aid reperCUSSionSFor information on the financial repercussions of withdrawing, please contact the Office of Financial Aid. Students

with financial aid must meet the College’s satisfactory academic progress standards throughout their coursework to

continue to receive financial aid.

ACAdemiC regULAtionSThe academic regulations that apply to the traditional degree program also apply to the adult degree completion

program except as noted below:

AttendAnCe poLiCy

Class attendance is necessary for your success and completion. The first day of each class is required. In the event

of any absence please notify your instructor immediately to make up the work. Missing two consecutive nights

will result in an administrative withdrawal, and may result in a grade of an “F”. Applicable course charges and

fees will still apply.

CoUrSe drop

Due to the nature of the program, if you must drop a class, a drop form must be completed, signed, and turned

in before the fourth night of class to the Dean of Enrollment; a grade of “W” will be recorded on your transcript.

Please note that dropping a class may affect your financial aid. Please be advised to see the Office of Financial

Aid prior to dropping the course.

reSidenCy reqUirementS

• A student must complete a minimum of 125 semester hours for the baccalaureate degree.

• At least 45 hours must be earned at Peace for the baccalaureate degree. After matriculation at Peace, a

maximum of 36 semester hours for the baccalaureate degree may be transferred from other institutions.

• At least 30 hours of the course work applied to the baccalaureate degree must be 300-level or above.

• No more than 6 semester hours toward the baccalaureate degree can consist of inde pendent study,

internship, or cooperative education credit.

• No more than 8 Physical Education activity credits can be counted toward graduation.

• Peace students who wish to take courses elsewhere to transfer to Peace must secure the prior written

approval from the disciplinary department and the Registrar.

Work experienCe

A student may complete an application process to receive up to 15 credit hours for previous work experience.

These credits hours may apply to either liberal education requirements or to elective credits, but may not

apply to required courses for the major. Students must complete the “Student Work Experience Request and

Application” found in the appendix.


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bACCALAUreAte degreePeace offers a Bachelor of Arts degree for adult learners. The same learning goals and graduation requirements

apply to adult degree-seeking students as to traditional students except as noted below. See the Liberal Education

Requirements section of this Catalog for a complete summary of those requirements.


degree reqUirementS HoUrS

Liberal Education Requirements 45 Semester Hours

Major 45 Semester Hours

Electives/Work Experience 35 Semester Hours

total houRS 125 HoUrS

LiberAL edUCAtion reqUirementS 45 HoUrS

ENG 112 3

Advanced Writing Course 3

STA 201 3

COM 101 3

FineArts:(ADE160,170,180,DAN201,MUS180,281,282,orTHE103) 3

Literature: (ENG 211, 212, 214, 215, 216, 220, 221 or FRE or ***SPA literature course 3

Natural Science: (ANT 216, *BIO 101, or CHE 111) (1 hour lab required) 4

Social Science (One course from two different areas: ANT 214, ANT 218, **ECO 211, PSC 201,

*PSY 101, SOC 101, or SOC 201)6

Religion: (REL 200, 210, or 214) 3

History:(HIS 101, 102, 201, or 202) 3

PEH 100 2

Diversity or Foreign Language 3

Interdisciplinary 3

PHL 400 3

Writing competency Checkoff

Computer competency Checkoff

*Human Services degree requirement

**Business/Leadership degree requirement

***SPA 214 or equivalent in Spanish

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mAJor in bUSineSS And

LeAderSHip (bAL)

The major in Business and Leadership is designed for

working adults who wish to improve their chances of

career advancement or increase their knowledge and

skill base to allow for greater productivity. The program

is defined by five themes:

foCUS: Business Leadership for the Working

Adults

qUALity: Curriculum Aligned to National

Standards for Business Education

ACCreditAtion: Aligned to Pursue Specialized

Accreditation in the Future

fACULty: Experienced and Educated – Research

Triangle Park

CoLLAborAtion: Relationship to Our

Traditional Degree Programs

bUSineSS And LeAderSHip CoUrSeWork 45 HoUrS

BAL 201 Entrepreneurship & Management 3

BAL213 Managerial Economics 3

BAL270 Business Law 3

BAL335 Management Information Systems 3

BAL/HRM355 Strategic Human Resources Management

3

BAL360 Managerial Accounting 3

BAL390 Production Operations Management 3

BAL415 Corporate Finance 3

BAL425 Marketing Management 3

BAL430 Global Business Environment 3

BAL480 Business Policy 3

BAL/LEA101 Foundations of Leadership 3

BAL/LEA 301 Group Process and Dynamics

3

BAL/LEA 312 Leadership in Organizations 3

BAL/LEA318 Leading Change 3

\CoUrSe deSCriptionSbAL 201: entrepreneUrSHip & mAnAgement

This course examines the nature of entrepreneurship

and the entrepreneurial process. In a start-up context,

the course explores a variety of issues surrounding new

venture creation, including developing a business plan,

determining resource needs and acquiring resources,

assessing the market, building infrastructure, and

advertising the new venture. The course also explores

ways to facilitate and sustain entrepreneurship in larger,

established organizations.

bAL213: mAnAgeriAL eConomiCS

Managerial economics is a branch of economics that

applies microeconomic analysis to business decisions

including an understanding of cost, pricing, market

power, competition strategies and internal organization.

The analysis and principles learned in this course

will serve as building blocks for the understanding of

other business subjects such as accounting, marketing,

corporate finance and human resource management.

bAL 270: bUSineSS LAW

This course addresses the legal and ethical issues

confronting the business manager. This course

addresses the legal system, legal processes, and several

areas of substantive commercial law relevant to

management decisions. In addition, it discusses the

developing recognition of legal and ethical issues,

and their managerial implications. The concepts

studied in this course include product liability, the

administrative legal process of regulation, antitrust,

and the contract as the fundamental legal instrument

of global commercial relations.

bAL335: mAnAgement informAtion SyStemS

An overview of management information systems is

presented, including IS managerial concepts and hands-

on exposure to technology. Concepts include alignment

of information systems strategy with organizational

strategy, MIS components and organizational

structures, issues in the design and implementation of

systems, and understanding the role of information

systems in organizations.


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bAL/Hrm355: StrAtegiC HUmAn reSoUrCeS

mAnAgement

Strategic Human Resource Management focuses on the

role of human resource management (HRM) in shaping

employee and organizational behavior. This course will

teach the student to link HRM with strategic goals and

objectives in order to improve business performance

and develop organizational culture. In an organization,

strategic HRM means accepting and involving the HR

function as a strategic partner in the formulation and

implementation of the company’s strategies through

HR activities such as recruiting, selecting, training

and rewarding personnel. Students will understand

the main functional areas of human resources, the

integration with business strategy and how to lead

the effort to link the two areas in order to maximize

business performance.

bAL 360: mAnAgeriAL ACCoUnting

The application of cost analysis to manage ment problems.

While financial accounting focuses on the external

interpretation of financial reports, this course emphasizes

internal reporting to assist managers. Planning and

control techniques, basis cost analysis, capital budgeting,

activity-based management, using both quantitative and

behavioral applications are covered.

bAL 390: prodUCtion And operAtionS

mAnAgement

An introduction to production and opera tions

management that covers manufacturing, services,

and experiences. The course addresses the strategies

available in the operations function, the identification

of operations problems, and their solutions. The topics

covered in this course include product design and

planning issues, capacity and location planning, facility

layout, intermediation, technology, and strategic plan-

ning for the operations function.

bAL 415: CorporAte finAnCe

This course serves as an introduction to business

finance, financial management and investments.

Students in this course will analyze corporate financial

policy, including capital structure, cost of capital,

dividend policy, and related issues The primary

objective is to provide a framework, concepts, and tools

for analyzing financial decisions based on fundamental

principles of modern financial theory. The approach is

rigorous and analytical.

bAL 425: mArketing mAnAgement

An introduction to the managerial techniques used in

planning and conducting marketing programs in the

for-profit and for-benefit segments of the economy.

This courses covers concepts, methods, and applications

of decision modeling to address marketing issues such

as market segmentation and positioning, new product

development, and advertising response and budgeting.

Usesadvancedtechniquestomodelmarketingdecisionproblems facing marketing managers to ensure

optimum outcomes for the firm and its managers.

bAL 430: gLobAL bUSineSS environment

Discuss how and why countries differ. Review the

economics and politics of international trade and

investment.Understandthefunctionsandformsoftheglobal monetary system. Examine the strategies and

structures of international businesses. Assess the special

roles of an international business’ various functions.

bAL 480: bUSineSS poLiCy

A company attains a competitive position when the

configuration of its product mix and service activities

generates superior value for customers. The challenge of

formulating effective competitive strategy is to balance

the opportunities and risks associated with dynamic

and uncertain changes in industry attractiveness and

competitive position. This course helps students develop

skills for formulating strategy.

bAL/LeA101: foUndAtionS of LeAderSHip

This course is designed to provide an introduction into

the many issues, concepts, and theories involved in the

study of leadership. The course will explore traditional

and contemporary leadership theories and models, with

a major emphasis on understanding oneself as a leader.

bAL/LeA 301: groUp proCeSS And dynAmiCS

As a process of working with others to accomplish

shared goals, leadership must be studied in the context

of groups and teams. The purpose of this course is to

provide students with the knowledge and skills necessary

to lead and work effectively in groups and teams. This

course will explore theory, practice, and research in

group process, including group dynamics, group roles,

teamwork, diversity, decision-making, conflict resolution,

motivation, and visioning and goal setting.

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bAL/LeA 312: LeAderSHip in orgAnizAtionS

The concept of organization is often con nected with

large-scale bureaucracies where creativity is stifled,

where there is a lack of concern for the individual

needs of employees, and where only individuals in the

highest positions have voice. Although many organiza-

tions still meet this image, there has been a major

shift in today’s business environment, resulting in

organizations becoming more open networks of people

who collaborate to work toward shared goals. The

main purpose of this course is to prepare students for

facilitating effective leader ship so that the organization

is well-positioned for the demands of a diverse,

complex, and changing society.

bAL/LeA318: LeAding CHAnge

Leading Change focuses on the leader’s crucial role in

effectively leading change initiatives in the workplace

in an organization. The course examines the importance

of change, how change agents can work with others

to effect meaningful change in organizations, and

why change will become increasingly significant to

organizations in the future. This course provides

students with an opportunity to think about change,

to reflect on stories of individuals who have changed

their organizations, and to put learning into practice in

current organizational settings.

mAJor in HUmAn

ServiCeS (HUS)The Human Services Degree Completion Program at

Peace College prepares students to work in a variety

of professional settings through an interdisciplinary

curriculum that provides the knowledge, skills, and

experience necessary to work with a variety of clients in

social service settings. Graduates of the program might

choose careers in social service settings focused on

mental health, family services, corrections, gerontology,

child care, youth programs or group homes.

Even if a student has completed social science and

mathematicscourseselsewhere,allHUSmajorsarerequired to complete Statistics 201 and Psychology 101

aspreparationforHUScoursework.

HUmAn ServiCeS CoUrSeWork 45 HoUrSfoUndAtionS (24 HoUrS)

HUS200IntroductiontoHumanServicesHUS300Perspectives&IssuesinChildhood&Adolescence

HUS301Perspectives&IssuesinAdulthood&AgingHUS310FamilyDevelopmentHUS320Local,State,&FederalGovernmentHUS330Family&YouthServicesHUS340Family,Community,&AdvocacyHUS350Ethics

SkiLLS (18 HoUrS)

HUS400Statistics&ResearchinHumanServicesHUS410Theories&TechniquesofCounselingHUS420CrisisIntervention&PreventionHUS430GroupDynamicsHUS440SpanishforHumanServiceProfessionalsHUS450AssessmentofGroups&Individuals

CApStone experienCe (3 HoUrS)

HUS490HumanServicesDesign&Evaluation

CoUrSe deSCriptionS

HUS 200- introdUCtion to HUmAn ServiCeS

Pre-requisite: Completion of Liberal Education Requirements; 3

credit hours

This course offers a comprehensive survey of the

diverse, dynamic field of Human Services. Students

will examine the significant historical developments

related to the area and the various populations who

rely on human services. Additionally, the course will

cover theories of social welfare and poverty, as well as

controversial issues and ethics pertinent in the field.

Finally, students will explore career opportunities in the

field of Human Services.

HUS 300- perSpeCtiveS & iSSUeS in

CHiLdHood & AdoLeSCenCe Pre-requisite: HUS

200; 3 credit hours

This course introduces students to the biological,

sociological and psychological aspects of child and

adolescent development, and presents current issues

and perspectives in childhood and adolescence that

pertain to human services. The course will cover current

controversies and best practices regarding working with

children and adolescents in the field of human services.


128

HUS 301- perSpeCtiveS & iSSUeS in

AdULtHood & Aging Pre-requisite: HUS 300; 3 credit

hours

This course introduces students to the biological,

sociological and psychological aspects of adulthood

and aging. In the course students will learn about

issues and perspectives concerned with early, middle,

and later adulthood. In addition, students will learn

about current controversies and best practices regarding

working with adults in the field of human services.

HUS 310- fAmiLy deveLopment Pre-requisite: HUS

301: Perspectives & Issues in Adulthood & Aging ; 3 credit hours

ThiscourseexaminesthefamilyintheUnitedStatesfrom an interdisciplinary perspective. Students will

explore various topics ranging from traditional views

of the family to current issues facing families today.

Additional topics will include those examining the

purpose of the family, governmental impacts on family,

and the impact of changing familial roles. Throughout

the course, students will be reminded that the family is

an institution rooted in a particular historical and social

context, and shaped by race and class.

HUS 320- LoCAL, StAte, & federAL

government Pre-requisite: HUS 310; 3 credit hours

This course introduces students to the legal system,

particularly as it relates to human services. The course

focuses on the interface between the legal system and

social problems at the local, state, and federal levels of

government.

HUS 330- fAmiLy & yoUtH ServiCeS Pre-requisite:

HUS 320: Local, State, & Federal Government ; 3 credit hours

This course provides students with an overview of

the scope and practices of services for children and

their families. The course also will explore ethnic and

cultural issues related to the practices of family and

child welfare services. To do this, special emphasis will

be placed on agencies and programs directed toward

“at risk” children or children who are in situations and

circumstances that endanger their future academic,

personal, and/or social success. Characteristics of at-risk

youth will be discussed, as will referral and collaborative

working procedures, intervention strategies, and

prevention agencies.

HUS 340- fAmiLy, CommUnity, & AdvoCACy

Pre-requisite: HUS 330: Family & Youth Services; 3 credit

hours

This course will examine the nature and extent of

poverty’s effects on families and communities within

theUnitedStates.Thetypesofquestionstobeaddressed include the following: What is poverty?

What are the effects of it on families and their

communities? Why is poverty so persistent? Why are

poverty rates for minorities so high? Is there a culture

of poverty? What are the interrelationships among

poverty, family structure, inner city neighborhoods,

labor market conditions and public policies? Is poverty

passed on from generation to generation? To answer

these questions, the course will focus on social science

theory and evidence about the causes, consequences and

costs of poverty.

HUS 350- etHiCS Pre-requisite: HUS 340: Family,

Community, and Advocacy; 3 credit hours

This course introduces students to complex ethical

questions surrounding work in human services.

Students will learn how to identify and evaluate ethical

dilemmas through examination of real and fictional case

studies.

HUS 400- StAtiStiCS & reSeArCH in HUmAn

ServiCeS Pre-requisite: HUS 350: Ethics; 3 credit hours

This course introduces students to the processes of

designing, implementing, and disseminating research

pertaining to human services. In this course students

will examine methods used to conduct research in

settings relating to human services. The course will

provide students with basic theoretical and practical

understanding about ethical issues related to working

with diverse and special populations, including working

with children and individuals with special physical,

psychological, or economic needs. In addition students

will gain knowledge about how to evaluate their own

and other’s research projects and findings.


129

HUS 410- tHeorieS & teCHniqUeS of

CoUnSeLing Pre-requisite: HUS 400: Statistics & Research

in Human Services; 3 credit hours

This course is designed to provide you with knowledge

about counseling and helping skills. We will emphasize

traditional counseling and psychotherapy theory and

skills while exploring a variety of perspectives including

Psychoanalytic, Neo-analytic, Person-centered,

Humanistic and Affective, Behavioral, Cognitive, and

Family Systems approaches to theory and therapy.

Finally, we will emphasize use of these skills in both

prevention and intervention strategies for dealing with

psychological, emotional, relationship, and adjustment

problems.

HUS 420- CriSiS intervention & prevention

Pre-requisite: HUS 410: Techniques in Counseling; 3 credit hours

This course provides an overview of the typical

maturational and situational crises confronting the

human service worker. There will be special emphasis

on assessment tools, intervention strategies, the referral

process, and the available community resources and

services for the client in crisis.

HUS 430- groUp dynAmiCS Pre-requisite: HUS 420;

3 credit hours

This course introduces students to the study of

interpersonal and group functioning, including group

development and cohesion, leadership models and roles,

decision-making, conflict resolution, trust, interpersonal

attraction, communication, and self-disclosure within

humans service settings.

HUS 440- SpAniSH for HUmAn ServiCe

profeSSionALS Pre-requisite: HUS 430: Group Dynamics;

3 credit hours

This course offers a study of Spanish related to human

service professions. Students will gain familiarity with

basic written and oral vocabulary for the assessment of

Spanish speaking clients in a variety of social service

settings. This course is designed to help English-speaking

human service professionals better serve the growing

population of Spanish-speaking patients who arrive

intheU.S.withlittleornoEnglish.Thestudentwilllearn basic vocabulary, interact with Spanish-speaking

others, and develop cultural insights and sensitivity.

No previous experience with the Spanish language is

necessary.

HUS 450- ASSeSSment of groUpS & individUALS

Pre-requisite: HUS 440: Spanish for Human Service

Professionals; 3 credit hours

This course provides a broad overview of theoretical

concepts and research related to assessment and

intervention. We will focus on the differential

applications of theories and skills utilized in various

approaches and treatments for children, adolescent,

and family populations. We will pay special attention

to ethical concerns in the area and how these apply to

diverse populations.

HUS 490- HUmAn ServiCeS deSign &

evALUAtion HUS 450: Assessment of Groups & Individuals;

3 credit hours

This capstone course focuses on the analysis of human

service needs and the selection and development of

appropriate organizational programming. Students

will be introduced to the principles of program design,

implementation, and evaluation. Students will learn to

design interventions and evaluate outcomes. Students

will also be introduced to the concepts of short-term and

long-term strategic planning.

ContACt informAtion

Dean of Enrollment/ Adult Education

Matt Green,[email protected]

Businesss/Leadership Program Coordinator, David

Walker [email protected]

Human Services Program Coordinator, Dr. Nicole

Childs, [email protected]

Director of Financial Aid, Angela Kirkley,

[email protected]

Adult Degree Program Assistant, JoAnn Sauls,

[email protected]

Student Accounts, Gary Jones, [email protected]

Student Development, Candice Johnston,

[email protected]

Registrar, Mary Van Matre, [email protected]


130

peACe CoLLegeCUrriCULUm offeringS And progrAm reqUirementS

131

fACULty

Jerry Nuesell, Associate Dean for Advising and

Retention-B.A.,NewYorkUniversity,M.S.FordhamUniversity,Ph.D.CityUniversityofNewYork

Dawn Dillon ’86 (1999) Director of the First Year

Adventure, Instructor in Adventures – A.A., Peace

College;B.A.,NorthCarolinaStateUniversity;M.Ed.,UniversityofSouthCarolinaatColumbia

Barbara Efird (1996) Director of Career Services,

Instructor in Adventures – B.S., Canisius College;

M.Ed.,NorthCarolinaStateUniversity;NCC,NCCC, LPC

Heather Yokeley ’02 (2002) Coordinator for Learning

Services, Instructor in Adventures – B.A., Peace

College;M.Ed.NorthCarolinaStateUniversity

AdventUreS CoUrSeS

ADV 099: ACADEMIC AND LIFE

SKILLS FOR SUCCESS

Class meets twice each week; Credit: 1 hour of

institutional credit; Offered fall and spring semester;

Will not be counted as credit toward meeting

graduation requirements.

This course is designed for all students who want

to improve their academic performance. Instruction

in specific study skills is provided (e.g., time

management, note-taking strategies, textbook reading

skills, test-taking preparation, procrastination,

active listening, etc.). These skills are practiced and

reinforced during a weekly individualized academic

coaching sessions. The goal of this course is to

provide students with sound techniques and skills for

tackling college-level work. Strongly recommended

for students on academic probation.

AdventUreS Academic Ser v ices

132

ADV 100: ADVENTURES FOR WOMEN

IN LEARNING

Class meets twice weekly for the first half of fall semester;

Credit: 1 hour; Required for all first-year students

This Adventures course is designed specifi cally for first-

year students to welcome them to the college and to

help them become stronger, more successful students

through intellectual and personal discovery. The course

will help you as a first-year student to negotiate the

difficult transition from high school to college, both

academically and personally.

This course is designed to give you the opportunity

to find community with other first-year students by

exploring academic, social, and ethical issues that are

important to your life. Through the first-year seminar,

you will interact regularly with your first-year advisor,

who may also serve as your instructor, and with your

peer educator, who will co-teach the first-year seminar

and also serve as a mentor to help you throughout your

first-year experience. This course is not required of

students who transfer to Peace with 12 hours or more

of college course credit after graduating from high

school Students entering during the spring semester

may be required to take ADV 107, “Exploring Majors

and Careers,” instead of ADV 100.

ADV 107: EXPLORING MAJORS AND CAREERS

Spring- class meets twice weekly for first half of spring

semester; Credit: 1 hour

This seminar is designed to promote an understanding

of the career planning process through independent

and group work focusing on self-awareness, career

exploration, and job search techniques. Students will

1) complete and analyze self-assessments in the areas

of interests, values, and personality 2) gain experience

in utilizing career resources 3) learn college major and

career decision making, and 4) understand job search

strategies.

ADV 193: PEER TUTOR TRAINING

One hour each week; Credit: 1 hour; Offered

spring semester. This course will train rising sophomores/

juniors to tutor other students in a subject area of their

choosing. Tutor trainees will master overall tutoring

techniques, study skills, and strategies for their subject

area(s).Uponcompletionofthecourseandafter25hoursof tutoring experience, students will receive certification

from the College Reading and Learning Association.

Certification will also qualify students for tutoring

positions at other institutions. Students who enroll

must have a written faculty recommendation. See the

Coordinator of Learning Services for a course outline and

basic requirements.

ADV 194: PEER EDUCATION

Class meets approximately one week prior to fall semester

and weekly during fall semester; Credit: 1 hour

ADV 194 prepares upperclass students to serve as

peer educators in the Adventures Program. Students

learn to communicate effec tively in individual and

group settings; understand aspects of college student

development; develop enhanced understanding of

themselves and others; solve problems and make

decisions appropriately; manage stress; and plan, imple-

ment, and evaluate programs. This training provides

active opportunities for applying knowl edge.

Required for Adventures peer educators, but open

to students involved in other peer programs with

instructor’s approval.

AdventUreS Academic Ser vice s

133

fACULty

Vincent Melomo (2001) Assistant Professor of

Anthropology – B.A., Honors, History, Adelphi

University;M.A.,Ph.D.,Anthropology,BinghamtonUniversity(SUNY)

Laura G. Vick (1990) Professor of Anthropology;

Ragland Professor of International Studies – -B.A., M.A.,

Ph.D.,UniversityofNorthCarolinaatChapelHill

AntHropoLogy

Anthropology is most simply defined as the study

of humans, in all of our wondrous similar ities and

differences. It is a field that explores the important

question of what makes us human by studying our

unique biology and our diverse societies and cultures.

Anthropology helps students to understand and value

human diversity, to develop an appreciation for their

local context, as well as a global awareness, and to

embrace an interdis ciplinary perspective by drawing on

both the natural and social sciences and the humanities.

Students majoring in Anthropology are required to

complete either a concentration, a minor in another

field, or a major in another discipline. Concentrations

include Cultural Anthropology, Latin American

Studies, Archaeology, Biological Anthropology,

and Forensics.

AntHropoLogy mAJor

Liberal Education Curriculum 50 hoursFor a full description see Peace Passport section of this catalog

Anthropology Major Courses 31-33 hours

General Electives 42-44 hours

Total Hours for the B.A. in Anthropology

Anthropology Major Core Courses* 31-33 hours

METHODS COURSE 3-4choose one from the following:

ANT 410 Ethnographic Methods 3

ANT 430 Observational Methods in Primatology 4

ANT 450 Archaeological Fieldwork 4

PSY 300 Research Methods 3

CULTURAL ANTHROPOLOGY 9

Required: ANT 214 Cultural Anthropology 3Plus 2 additional courses:

ANT/LAS/SPA 260 Introduction toMexican Culture and Civilization 1

ANT 315 Globalization, People, and Culture 3

ANT/IDS/LAS/SPA 361 Mexican Culture and Civilization 3

ANT/SOC 368 American Ethnic Relations 3

ANT 370 The Female of the Species: A Biocultural, Anthropological Perspective 3

ANT 405 Peoples and Cultures of South Asia 3

ANT/LAS 401 Contemporary Maya Culture 3


BIOLOGICAL ANTHROPOLOGY 10-11

Required: ANT 216 Biological Anthropology 4Plus 2 additional courses:

ANT 320 Human Evolution 3

ANT/PSY 325 Primate Behavior 3

AntHropoLogy divis ion of Ar ts and Sc iences

125 hours

134

ANT 370 Female of the Species 3


ANT 420 Human Osteology 3

ARCHAEOLOGY 6

Required: ANT 218 Archaeology 3Plus 1 additional course:

ANT/HIS 365 From the Olmecs to the Aztecs: The Prehistory of Mesoamerica 3


ANTHROPOLOGICAL THEORY 3

ANT 470 Issues and Theories in Anthropology 3

* No two core requirements can be fulfilled with the

same course.

CONCENTRATIONS IN ANTHROPOLOGY 15-19 HOURS

Students majoring in Anthropology are re quired to

complete either a concentration, a minor in another

field, or a major in another discipline. Anthropology

courses taken to complete a concen tration may

also count toward the completion of the major.

Concentrations include Cultural An thropology,

Latin American Studies, Archaeology, Biological

Anthropology, and Forensics. To satisfy the Liberal

Education and Anthropology major requirements,

students are required to complete an internship relevant

to their concentration. Anthropology courses taken

to complete a concentration may also count toward

the completion of the major. If students are double-

majoring, they need not complete two internships.

Instead, students must obtain approval from the

anthropology internship coordinator prior to the

completion of the other internship in order to receive

an exemption from ANT 490.

1. CULTURAL ANTHROPOLOGY CONCENTRATION 18 HOURS

Required Hours: 3-4

ANT 410 Ethnographic Methods 3 or

ANT 430 Observational Methods in Primatology 4 or

PSY 300 Research Methods (Psychology) 3

Choose Courses for at least 15 hours*: 15

ANT/LAS/SPA 260 Introductionto Mexican Culture and Civilization 1

ANT 295 Special Topics in Anthropology 1-4

ANT 315 Globalization, People and Culture 3

ANT/IDS/LAS/SPA 361 MexicanCulture and Civilization 3


ANT 370 The Female of the Species: A Biocultural, Anthropological Perspective 3

ANT 405 Peoples and Cultures of South Asia 3



COM 101 Intercultural Communication 3

PSC 302 Comparative Political Systems 3

ENG 220 World Literature Before 1700 3

ENG 221 World Literature After 1700 3

ENG 352 African-American Literature 3

HIS 333 Marriage and Familyin the Western Experience 3

HIS 348 The History of the South 3

HIS 399 The World Since 1945 3

LAS/HIS 363 Introduction to LatinAmerican Studies 3


REL 214 World Religions 3

*At least 12 hours must come from the Anthro pology department, and one of the courses must be field-based.

2. LATIN AMERICAN STUDIES CONCENTRATION 18 HOURS

Required Hours: 3


Spanish Language Proficiency Check off


ANT/LAS/SPA 260 Introductionto Mexican Culture and Civilization 1


ANT/LAS/SPA/IDS 361 Mexican Cultureand Civilization 3

ANT/HIS 365 From the Olmecs to the Aztecs: The Prehistory of Mesoamerica 3



135



LAS/HIS 363 Introduction to LatinAmerican Studies 3

SPA 213 Conversational Spanish 3

SPA/LAS 301 Research Training in Spanish and Latin American Studies 3

SPA 302 Hispanic Culture and Civilization I 3

SPA/LAS305HispanicLiteratureintheUnitedStates3

SPA 306 Hispanic Culture and Civilization II 3

*At least 9 hours must come from the Anthro pology department, and one of the courses must be field-based.

3. BIOLOGICAL ANTHROPOLOGY CONCENTRATION 16 HOURS

Required: 4


Choose Courses for at least 12 hours: 12


ANT 320 Human Evolution 3

ANT/PSY 325 Primate Behavior 3

ANT 370 Female of the Species 3



4. FORENSICS CONCENTRATION 19 HOURS

Required: 4

ANT 450 Archaeological Fieldwork 4 or ANT 430 Observational Methods in Primatology 4







BIO 350 Microbiology 3

BIO 380 Anatomy and Physiology 4

BIO 460 Genetics 3

CHE 111-112 General Chemistry 8

*At least 6 hours must come from Anthro pology

selections. Students should select these courses based

on their interest in a specializing within forensics. ANT

450 and ANT 430 may only count once toward the

concentration.

Note: With the program coordinator’s approval,

students will be allowed to fulfill elective and

concentration require ments through CRC.

Note: Credit for ANT 295 and ANT 495 (Special Topics

in Anthropology) can count toward a con centration only

if the course topic is relevant to that concentration

AntHropoLogy minor

19-24 hours

Required courses:

ANT 214 Cultural Anthropology 3

ANT 216 Physical Anthropology 4

Plus any four (4) additional courses in Anthropology

AntHropoLogy CoUrSeS

ANT 214: CULTURAL ANTHROPOLOGY:

PEOPLE AND CULTURE

Three hours each week; Credit: 3 hours; This is a CCE

course. This course is designed to give you a better

understanding of yourself as a human being and of

the world in which you live. Through the course you

will be introduced to some new and different ways

of viewing the world while learning about human

cultural diversity. You will learn about a number of

peoples from a variety of places and times and you

will also learn to take a critical look at your own

society and culture. You will become more aware of

what culture is, how it has shaped us, and how we

can change it. The course will focus on what makes

cultural anthropology a distinct discipline in terms of

perspective, methodology, and subject matter, and it

will consider what insights the discipline has to offer.

You will be introduced to some of the topics and issues

that have traditionally been of concern to cultural

anthropologists and you will learn what role cultural

anthropology plays in our ever-changing world.


136

ANT 216: BIOLOGICAL ANTHRO POLOGY

(Physical Anthropology)

Three lecture hours each week, one three-hour lab each

week; Credit: 4 hours

Have you ever wondered how human beings have

changed over time or how different the human “races”

really are? Have you ever con sidered the similarity of

human beings to their close relatives, the other primates?

Have you ever wondered how crime scene investigators

(CSI) can determine, from skeletal fragments, the sex,

age, or ethnic identity of a murder victim? In addition

to answering these and other questions, this course is

designed to give students an overview of biological, or

physical, anthropology –one of the main subfields of

anthropology. Primary questions students will pursue

are: 1) what happened in the course of human evolution

(biological changes and their cultural consequences), 2)

how these changes came about, 3) why they occurred,

and 4) when they occurred.

To answer these questions, students will become

familiar with human genetics and evolutionary theory,

the patterns of and reasons for the variation in body

form found among living humans, the position of

humankind in the animal kingdom, how and why we

are like or unlike the other primates, what our early

ancestors were like, and how culture and biology have

interacted and continue to interact to shape humankind.

At course end, each student should have gained a greater

appreciation for who and what it means to be human, as

well as the patterning of human variation.

Through laboratory exercises, students will have

hands-on opportunities to learn about human genetics,

the skeletal system, human diseases, human growth and

development, and the similarities/differences between

humans and other animals. They will also have learned

some of the scientific methodology used by biological

and forensic anthropologists as they take and evaluate

data in order to solve problems.

ANT 218: ARCHAEOLOGY: PEOPLE

AND THE PAST

Three hours each week; Credit: 3 hours; No prerequisite;

Offered fall semester

Have you ever wondered what people like Indiana

Jones really do? This course will offer you a basic

introduction to the scope and concerns of archaeology,

a deeper understanding of the human past, and a greater

sensitivity to issues surrounding the reconstruction

and representa tion of that past. The course will begin

with a review of the history of the discipline and of

the archaeological research process, then proceed to

an overview of select aspects of human prehistory and

ofthearchaeologyoftheUnitedStates.Indoingso,some of the most famous archaeological discoveries will

be covered, including Lucy and King Tut’s tomb, and

also more contemporary discoveries such as New York

City’s African Burial Ground and Blackbeard’s Queen

Anne’s Revenge. Over the semester, you will participate

in several activities dealing with the hands-on analysis

of material culture and will visit and critically analyze

several local archaeological sites and reconstructions.

ANT/IDS/LAS/SPA 260: INTRODUC TION TO

MEXICAN CULTURE AND CIVILIZATION

One hour each week; Credit: 1 hour; This is a

CCE course

This course is designed to prepare students for

participation in the summer program in Mérida,

Mexico; it is also open to any student interested in

learningmoreaboutMexicanculture.Useofthespecialtechniques of archaeology, ethnohistory, epigraphy,

linguistics, and ethnology will be high lighted as

students learn about the history and culture of Mexico,

especially the Yucatán. Topics will include geography,

politics and economics, religion, family, art, folklore

and literature, and special customs (past and present);

students will attend lecture/discussions, complete short

weekly assignments, and take a written essay exam.

ANT 295: SPECIAL TOPICS IN

ANTHROPOLOGY

Credit: 1-4 hours A course whose content may vary from

term to term according to the needs of the academic

department, student demand, or the interests of the

faculty member.

ANT 315: GLOBALIZATION, PEOPLE

AND CULTURE

Three hours each week; Credit: 3 hours; Prerequisite:

ANT 214 or permission of the instructor; This is a

CCE course. Globalization is one of the key concepts

of our age—a term often used but little understood.

Globalization is generally characterized by the increasing

interconnectedness of economic, political, and cultural

phenomena. These connec tions affect virtually all of the

world’speoples,ofteninintimateways.Understanding


137

globaliza tion is central to understanding life today,

including such diverse phenomena as Mexicans

in Mt. Olive and bombinbs in Baghdad. In order

to be intelligent and compassionate actors in our

contemporary world, it is important to explore the

realities of globalization and consider its promise and

peril. This course will do so primarily through the lens

of anthropology, but will also draw upon insights and

examples from other disciplines as well. The course will

consider what globalization is, where it came from,

and what its effects are. Students will look at why some

people are excited about globalization while others

resist it. They will consider how globalization affects

our politics, our economics, and our culture, addressing

such diverse topics as terrorism, immigration, religious

fundamentalism, and the environment, as well as

McDonald’s, Disney, cell phones, and hip-hop culture.

ANT 320: HUMAN EVOLUTION


ANT 216 or BIO 340 or permission of the instructor

If you are interested in why human beings look and

act the way that they do, understanding our past is

essential. How closely related are we to our cousins, the

chimpanzees and other apes? How, when, and why did

our ancestors diverge from theirs? What did we look

like at various points in the past and when did we first

begin to use stone tools, use language, develop a family

system, etc.? This course builds on information gained in

Biological (Physical) Anthropology. Lecture, discussion,

hands-on lab exercises, com puter simulations, and videos

will all be used to help students explore and evaluate the

data based on fossil, archaeological, nonhuman primate,

and DNA evidence. Students will examine the major

problems still remaining in our understanding of human

evolution, as well as the viewpoints of leading scientists,

and will learn how to evaluate alternative theories that

have been proposed. Finally, students completing the

course will have a better understanding of evolutionary

mechanisms and will have developed a framework for

inter preting future data regarding human evolution, as

they are discovered.

ANT/PSY 325: PRIMATE BEHAVIOR


ANT 216 or permission of the instructor

Did you know that the study of non human primates–

prosimians, monkeys, and apes–could help you

understand your own evolution as a species and provide

insights into why you behave as you do? Selected primate

species are studied in depth in order to understand how

genetics, the environment, and troop traditions influence

the kinds of behaviors exhibited. Students will also study

key primatological studies (naturalistic and experimental),

understand the way such studies are conducted, and, by

the end of the course, be able to evaluate these studies

and relate the results to their own lives. Through readings,

lectures, videos, computerized labs, and discussion,

students learn why primatological studies are conducted

and what scientists have learned as a result.


138

ANT/IDS/LAS/SPA 361: MEXICAN CULTURE

AND CIVILIZATION

Three weeks in the summer; Credit: 3 hours

An introduction to the culture and civilization of

Mexico with special emphasis on Yucatán, the Mayan

civilization, and the continuing Maya presence in

Mexico. This course will cover history, archaeology,

anthropology and the arts, and will include field

trips as well as lectures and discussion sessions. The

assignments will involve hands-on experiences and, in

addition, reading and writing tasks. Students will keep

a journal and take an essay exam. Stu dents live in a

stately Mexican residence (the Central College Center)

in Mérida (Yucatán). Students are selected on the basis

of academic achievement, and citizenship. Does not

satisfy general education require ments in Foreign

Language or Social Science.

ANT/HIS/LAS 365: FROM THE OLMECS TO THE

AZTECS: THE PREHISTORY OF

MEXICO AND CENTRAL AMERICA

Three hours each week; Credit: 3 hours; Prerequisite: ANT

214, ANT 218, ANT/LAS/SPA 260, ANT/IDS/LAS/SPA

361, or permission of the instructor

In this course, students get the opportunity to study

the prehistory and early history of a very exciting and

important non-western culture area, one that played an

important part in world history but is seldom covered

adequately in history textbooks. Course material is based

on archaeological and ethnohistorical sources, and students

will learn about the evolution and important roles of

societies such as the Olmec, Teotihuacano, Zapotec,

Mixtec, Toltec, Maya, and Aztec. Special attention will

be paid to mechanisms involved in the rise and fall of

these cultures, as well as to the principal cultural ac com-

plishments, including art and architecture. In addition,

students will examine the lives of some contemporary

descendants of these ancient cultures. At course end,

students will have gained an appreciation for the roles

these cultures played in terms of world history and greater

respect for the modern descendants of these cultures.

ANT/IDS/SOC 368: AMERICAN

ETHNIC RELATIONS

Credit: 3 hours; Prerequisite: SOC 101, ANT 214,

or permission of the instructor; This is a CCE course

Where did your ancestors come from? How did they

shape America? What is America–a melting pot, mosaic,

or unequal mix? This course examines the complex

dynamicsofraceandethnicityintheUnitedStates.Through this course you will better understand the

social and cultural characteristics of different racial

and ethnic groups, their histories, and the ongoing

politics of racial and ethnic relations. We will explore

some of the most interesting and controversial issues

in American public discourse, including immigration

policy, affirmative action, assimilation, and diversity in

education. We will engage these topics primarily through

sociological data and ethnographic case studies, as well

as through critical reflection on our own experiences

and through interactions with members of various local

communities. Although an upper-level social science

course, the content of this course is important for majors

in all fields interested in gaining a better understanding

of America’s diversity.

ANT/IDS 370: THE FEMALE OF THE SPECIES:

A BIOCULTURAL, ANTHRO POLOGICAL

PERSPECTIVE #

Three hours each week; Credit: 3 hours;

This is a CCE course

Peace College is dedicated to helping women develop

to their fullest potential. But what does it mean to

be a human female? To fully understand the human

female–in terms of her various roles and physical features

across cultures–an evolutionary, cross-cultural view is

needed: How are we like, unlike other mammals and,

most especially, our nonhuman primate relatives? What

happened in the course of evolution to make us the way

we are? Is the “mother” role instinctual? Does it– and our

other roles–vary across cultures today, and, if so, what

factors (biological and cultural) might be responsible

for this variation? This course gives students a chance to

explore these questions through readings, videos, and

discussions in which we examine data from nonhuman

primates, the fossil record, archaeological remains of past

human societies, and ethnographic research on recent

and contemporary human societies. We also examine

contemporary issues, such as social inequality, female

infanticide, arranged marriages, genital mutilation, and

“honor” murder, which affect millions of women in

various parts of the world. No matter your major, this

course will allow you to better understand yourself and

your sisters–no matter where they live–as well as the

problems women face in the world today.


139

ANT/LAS 401: CONTEMPORARY

MAYA CULTURE


ANT 214, ANT/LAS/SPA 260, ANT/IDS/LAS/ SPA 361,

ANT/HIS 365, or permission of the instructor; This is a

CCE course

What is a non-western culture really like? In what

ways is it similar to your own culture? In what ways

is it different? In this course, students will explore

a contemporary “third world” non-western culture

area–that of today’s Maya people, located across parts

of southern Mexico, Belize, Guatemala, Honduras, and

El Salvador. Through ethnographies, articles, videos,

and discussions, students will engage in an inductive

exercise aimed at understanding the overall social

organi zation and culture of the various Maya societies.

Through these class activities, students will not only

better understand the contemporary beliefs and

behavior of the Maya, but will also be more aware

of recent struggles and problems faced by these

people. They will have an appreciation for and better

understanding of one of the indigenous cultures of

modern-day Mexico and Central America and of how it

has changed, adapted, and survived over time.

At class end, students will have developed the skills and

intellectual framework necessary to study the culture

of any group of people and will be better able to

understand their own culture! Students are expected to

be active participants and will share responsibility

for class discussion.

ANT 420: HUMAN OSTEOLOGY


216, BIO 380, or permission of the instructor;

This course provides an intensive, hands-on

introduction to the identification of human skeletal

remains. Students will learn to identify human bone,

human teeth, and human bone fragments, as well

as techniques for distinguishing between human

and nonhuman remains. In addition, techniques for

estimating age at death, sex, and ancestry are covered.

The background gained in this course is the foundation

for research in a variety of disciplines, including, but

not limited to, forensic anthropology, archae ology,

paleoanthropology, and anatomy. In addition, the

course will address ethical issues in the handling of

human and nonhuman primate remains.

ANT 430: OBSERVATIONAL METHODS

IN PRIMATOLOGY *

Three lecture hours each week, three lab hours each week;

Credit: 4 hours; Prerequisite: ANT 325 or permission of

the instructor. This course has been approved for advanced

writing credit.

If you have ever been interested in the study of animal

behavior, this course offers you the opportunity to learn

how to collect and analyze these kinds of data. You will

practice various types of data collection and analysis

methods appropriate for studying animal behavior.

Then you will design a study, set up your hypotheses,

write your proposal, collect and analyze your data,

write a scientific report, and present it to an audience.

You will also learn how to conduct the necessary

background literature search, as well as practice other

laboratory and field techniques used in behavioral

research. Scientific writing is one of the primary goals

of this course, so in order to become proficient, you

will analyze scientific articles in terms of both their

construction and their content. In addition, you will

receive specific instruction in how to prepare scientific

proposals, reports, and abstracts, and you will have the

chance to practice this skill by preparing and correcting

drafts until you have a polished product. As one of

your requirements, you will design an enrichment

device (appropriate to your study species) that will be

important for the emotional and mental well-being of

captive primates. After successfully completing course

objectives, you will have gained valuable research skills

that will be useful no matter the research topic, as well

as greater skill in scientific writing and presenting.

ANT 450: ARCHAEOLOGICAL FIELDWORK

Credit:4 hours; Prerequisite: ANT 218 or equivalent

in troductory course in ANT or permission of the instructor

This course offers students the opportunity

to learn and practice the basic methods of ar-

chaeological field research. Students will gain

experience in conducting archaeological survey and

excavation and also develop skills in such areas as

mapping, stratigraphic interpretation, the analysis of

cultural materials, and data processing. As part of the

field school, students will also be involved in presenting

our work and findings to the local community.

Students will offer presen tations of the site to area

schoolchildren and other groups in order to learn how

to promote the preservation of archaeological sites and


140

the sharing of archaeological knowledge. The course

will be held for three weeks during the summer at a

local archaeological site.

ANT 470: ISSUES AND THEORIES: SEMINAR

IN ANTHROPOLOGY

Credit:3 hours; Prerequisite: junior or senior status

This course is required for students majoring in

anthropology and is offered as a capstone experience

to help senior students to synthesize and apply their

knowledge and experience gained in the major.

The course will draw from the different subdisciplines

of anthropology and focus on several major

contemporary issues or topics, including cultural

and biological aspects of human group boundaries,

globalization, and extinction. In addressing these

topics, the students will learn how key theories help

us to gain different understandings of our biological

and cultural selves. In addition, to prepare students

for pursuing their interests in anthropology beyond

Peace College, the course will address ethical issues in

anthropology, library research skills, and career and

graduate school preparation.

ANT 490, 491: ANTHROPOLOGY

INTERNSHIP I and II

Credit: 1 to 6 hours; Prerequisite: junior or senior status

An in-depth work experience designed to apply

classroom knowledge and skills to real-world

professional situations. The senior internship is

designed to give the student work experience that is as

close to actual employment as possible. No more than

six (6) semester hours toward the baccalaureate degree

can consist of internship/cooperative education credit.

Note: Any student who has not completed her learning

agreement for her internship by the last day to drop

will be assigned a W for the internship experience for

that semester.

ANT 492/493/494: DIRECTED STUDY

Credit: 2-4 hours; Prerequisite: junior or senior status

A course of study addressing a specific topic or problem

of interest to a student, designed collaboratively by

the student and faculty member(s), and resulting in a

paper, report, critiqued performance or production, or

other assessable evidence of value added to the student’s

educational experience. A contract of expectations by

the student and by the supervising faculty member(s)

must be approved by the advisor, the Division Chair

and the Registrar prior to registration. No more than


can consist of independent study credit.

ANT 495: SPECIAL TOPICS IN

ANTHROPOLOGY

Credit: 1-4 hours. A course whose content may vary

from term to term according to the needs of the

academic department, student demand or the interests

of the faculty member.

# Writing Intensive Course

* Denotes lab fee


141

fACULty

Denielle Emans (2004) Assistant Professor of Art and

Design, Coordinator of the Graphic Design Program –

B.A.Communication,UniversityofNorthCarolinaatChapel Hill; M.G.D. Graphic Design, North Carolina

StateUniversity

Carolyn Jean Parker (1982) Associate Professor of

ArtandDesign–B.S.UniversityofNorthCarolinaat Chapel Hill; B.F.A. magna cum laude, M.F.A.,

UniversityofNorthCarolinaatGreensboro;Furtherstudy, Parsons School of Design, Paris and Sireuil,

France; Vermont Studio Center; Resident Artist at the

Michael Karolyi Foundation, Venice, France

Art & deSign

Students who choose Graphic Design as a major will learn

to combine images, words, and sounds to create effective

printed and digital communication, such as corporate

identities, brochures, books, magazines, CD packaging,

animation and web sites. You will learn to communicate

ideas with a creative and strategic process that combines

art and technology. All Graphic Design majors complete

a core of classes designed to give a foundation in creative

problem-solving and issues of professional ethics. The B.A.

in Graphic Design is also supported by a strong liberal arts

program, helping students develop an understanding of

the history of ideas, human nature, local and global issues,

and popular culture.

Art & deSign divis ion of organizat iona l Studies

142

grApHiC deSign mAJor

Liberal Education curriculum 50 hoursFor a full description see Peace Passport section of this catalog

Graphic Design Major 45 hoursGeneral Electives 25-30 hoursTotal Hours for BA in Graphic Design 125 hours

*Students majoring in graphic design should

take either ADE 170 Art History Survey I or

ADE 180 Art History Survey II to fulfill the

Lib Ed Fine Art Requirement. (3 credits)

**As part of the Lib Ed Pre-Professional

Experience requirement students must take

ADE 490 Internship in Graphic Design. (3 credits)

grApHiC deSign CoUrSeS

CORE COURSES 45 HOURSADE 100 Design I 4ADE 110 Drawing 4

ADE 170 Art History Survey I 3 or

ADE 180 Art History Survey II 3ADE 220 Painting 4ADE 230 Black &White Photography 4ADE 240 Typography I 4ADE 250 History of Graphic Design 3ADE 350 Typography II 4ADE 365 Imaging 4ADE 450 Advanced Graphic Design Studio 4 ADE 460 Design for the Screen I 4ADE 470 Senior Seminar in Graphic Design 4 ADE 490 Internship in Graphic Design* 3

*This course fulfills the Pre-Professional Experience

requirement.

Students who double-major must complete an intern-

ship in Graphic Design unless their internship in the

other discipline clearly includes design-related elements

(e.g., research, criteria generation, valid graphic design

or marketing projects with clients, implementation, etc.).

Stu dents must obtain approval from the Graphic Design

internship coordinator prior to the completion of the

other internship in order to receive an exemption from

ADE 490.

grApHiC deSign minor

22-24 HoUrS

At least 18 hours of Graphic Design courses in a

configuration approved by the program coordinator for

Graphic Design.

Art & deSign CoUrSeS

ADE 100 Design (part on computer) 4

ADE 240 Type I (on computer) 4

ADE 350 Type II (on computer) 4

ADE 365 Imaging (on computer) 4 or

ADE 450 Advanced Graphic Design (on computer) 4

2 other Graphic Design courses 6-8

ADE 100: DESIGN I

Six hours each week; Credit: 4 hours; Offered fall semester

Created for the beginning student of design, this course

introduces students to the basic elements of design

and the fundamental principles of visual composition.

Students will become acquainted with a wide range of

techniques and materials for design making and will

develop fundamental skills in design processes. You

will learn to create effective, creative design solutions.

You will also develop a basic design vocabulary and

learn to productively critique your own work and the

work of others.

*Note: In order to proceed in the Graphic Design

major curriculum, you must make a grade of C or

better in Design I.

ADE 110: DRAWING I

Six hours each week; Credit: 4 hours

This course is designed for the beginning student of

drawing. The problems and possibilities of visual

communication using drawing media and techniques are

explored. Students will experiment with various drawing

materials and techniques while exploring various themes.

Expressive qualities and the student’s creative personal

expression will be encouraged. Postmodern (mixed

media) drawing projects are included in this course.

Studio development is strengthened through readings,

class discussions, demonstrations, project research,

individual and group critiques, visits to art exhibitions,

visiting artists and written assignments.


143

ADE 120: MUSEUM PRACTICUM

Credit: 1 hour; Students may repeat this course for

additional credit.

Students enrolled in Art History, Art Appreciation,

or any art studio course may earn an additional credit

for a field practicum to visit museums and experience

various art forms in a major metropolitan city such

as Washington, D.C. Planned group activities and

individual free time will be scheduled. An individual

project (a paper in the Art History and Art Appreciation

classes, an art project in the art studio classes) related

to the art experience will be completed with faculty

supervision by the end of the semester and presented

to the group. Students should bring their sketchbook/

notebook to record their re sponses to the many artists,

art works and ideas that inspire them. These records

will provide the student with a foundation for the

development of an individual work of art or paper.

ADE 160: ART APPRECIATION

Three hours each week; Credit: 3 hours; Offered

every semester

Art Appreciation explores the numerous and diverse

visual experiences created by various cultures as a way

for them to understand and communicate their ideas

and beliefs and to give meaning to their world. You will

learn that these visual (often multimedia) experiences

serve different functions within each culture, reflecting

the ideologies of the time period, society, and maker.

You will also explore the variety of materials and

techniques used by different cultures, as well as the

evolution of new technologies. This course will call into

question modern Western culture’s tendency to evaluate

all other cultures by using Western notions of art,

including the ideas of originality, beauty, and creativity.

Current issues such as arts funding, conservation and

restoration, the Nazi art loot controversy, “Outsider

Art”, art criticism, censor ship, and post-modernism are

also explored. Participation in the local arts community

is part of this course. NOTE: This course is not a

chronological study of art.

ADE 170: HISTORY SURVEY I

Three hours each week; Credit: 3 hours; Offered spring

semester, even years

This survey course is an introduction to the history

of the major visual art forms from Paleolithic to Late

Gothic/Early Renaissance times. The development

of painting, sculpture, and architecture is presented

chronologically. Major art works, representative of

historical periods, geographic area, and style are

examined. The art works are studied within the larger

historical context; that is, relative to the philoso phy,

religion, sociology, and politics of the time, as well

as to parallel developments in science, technology,

literature, and other art forms. Emphasis is placed on

understanding how art forms have developed; that is,

from what thinking, needs, and cultural values they

have evolved.

ADE 180: ART HISTORY SURVEY II


semester, odd years

This survey course is an introduction to the history of

the major visual art forms from Early Renaissance to

Modern times. Emphasis is placed on art of the western

world and is presented chronologically. Major art

works repre sentative of historical periods, geographic

area, and style are examined. The art works are studied

within the larger historical context; that is, relative to

the philosophy, religion, sociology, and politics of the

time, as well as to parallel developments in science,

technology, literature, and music. Emphasis is placed

on understanding how art forms have developed; that

is, from what thinking, needs, and cultural values they

have evolved. ADE 170 is not required for ADE 180

ADE 200: DESIGN II

Six hours each week; Credit: 3 hours; Prerequisite:

ADE 100

A study of the elements and principles of three-

dimensional design using basic construction

processes and a variety of media. Designed to develop

aesthetic sensibility, vocabulary for critical dialogue,

fundamental skills in three-dimensional processes and

media, creative thinking, and the ability to visualize

and actualize forms in space.

ADE 210: DRAWING II


ADE 110 and permission of the instructor

Designed to provide more advanced students with an

opportunity for further experi mentation in drawing,

with emphasis given to individual expression.


144

ADE 220: PAINTING I

Six hours each week; Credit: 4 hours; Prerequisites: ADE 110 for

majors or permission of the instructor for non-art majors

This course is designed for the beginning student of

painting. The possibilities of visual

communication using painting media and techniques

are explored. Students will experiment with various

painting materials (oil and acrylic) and techniques

while exploring various themes. Expressive qualities

and the student’s creative personal expression will be

encouraged. Postmodern (mixed media) painting

projects are included in this course. Studio development

is strengthened through readings, class discussions,

demonstrations, project research, individual and group

critiques, visits to art exhibitions, visiting artists, and

written assignments.

ADE 230: BLACK AND WHITE PHOTOGRAPHY

Six hours each week; Credit: 4 hours; Prerequisite: ADE

100 Design I for majors or permission of the instructor or

program coordinator for non-art majors.

This course provides practical experience in camera use

and darkroom technique for beginning photographers as

they explore the expressive potential of the photograph

through class discussions, demonstrations, and hands-on

instruction. Specific assignments encourage exploration

and control of the photographic image. Darkroom time

is an essential part of the course. No prior experience

is required, but all students must have a 35mm camera

with manual exposure and focusing capability. Students

will produce a select number of original photographs by

the end of the course.


145

ADE 240: TYPOGRAPHY I

Six hours each week; Credit: 4 hours; Prerequisite: ADE

100 Design I

The objective of this studio course is to introduce the

student to the basic concepts, skills and processes of

typographical design on the computer. The course

addresses techniques, applications and problem-solving

strategies specific to typographic layout and design.

An introduction to electronic typesetting and page

layout will utilize software specific to the graphic design

industry in a Mac based environment. Design problems

will be assigned to investigate fundamental aspects of

typography (organization; proportion; composition;

space; texture; rhythm and meaning).

ADE 250: HISTORY OF GRAPHIC DESIGN

Three hours each week; Credit: 3 hours; Prerequisite: ADE

100. This course will focus on the most innovative

and influential graphic designs, designers, and

design movements of the 20th century, from Art

Nouveau and Jugendstil to Russian Construc tivism

and Dada, and from the Bauhaus to the psychedelic

60’s and the postmodern present. This progression

of design styles will be con sidered not only from an

aesthetic viewpoint, but also from political, economic,

technological, and sociological perspectives. Class

lectures will be supplemented by studio exercises in

which students can discover first-hand the salient

features of each design style.

ADE 295: SPECIAL TOPICS IN ART

Credit: 1-4 hours

A course whose content may vary from term to term

according to the needs of the academic department,

student demand, or the interests of the faculty member.

ADE 320: PAINTING II


ADE 220 and permission of the instructor; Offered fall

semester on demand

Designed to provide more advanced students with an

opportunity for further experimentation in painting,

with emphasis given to individual expression.

ADE 350: TYPOGRAPHY II

Six hours each week; Credit: 4 hours; Prerequisites: ADE

100, grade of C or better in ADE 240; offered fall semester

This course is a continued investigation into the uses of

typography in effective communi-

cation. In support of this goal, the course addresses

issues of contemporary and traditional typographic

principles and practices. This includes: issues of

hierarchy, typographic formats, specifications/

organization of space, working with type and type/image

relationships in constructing messages, and the use of

technology in typographic design. Special emphasis

will be placed on developing the student’s analytical,

technical, visual, and creative thinking skills.

ADE 365: IMAGING


100, ADE 230, ADE 240, and ADE 350 or permission of

the instructor.

This course is designed to allow the student to explore

a wide range of techniques and stylistic approaches

to illustration and image making for graphic design.

Emphasis will be placed on con ceptual thinking and

distinctive personal solutions through a series of

projects that use collage, digital photography, and

computer illustration

ADE 370: ART AND CULTURE

Three hours each week; Credit: 3 hours; Prerequisites:

HIS 101 or ANT 214; Recommended: ADE 160;

Offered spring semester

This course explores the differences and distances

between the modern cultural category called “Art” and

the representations of other cultures and pre-modern

peoples. Discussions explore the interrelationship of

visual representations (“Art”) and religion/ritual, politics,

etc., in selected prehistoric and contemporary socio-

cultural tradition and demonstrate the way modernity

has evaluated all cultures according to modern aesthetic

criteria (non-Western focus). Participation in the local

arts community is part of this course.

ADE 450: ADVANCED GRAPHIC

DESIGN STUDIO


100, ADE 240, and ADE 350. The goal of this class is

to build the student’s competencies for the practice

of graphic design. The studio portion of this class

will incorporate design projects with specific criteria.

Emphasis will be placed on the effective solution of

com munication problems through basic principles

of typography, color theory, and visual composition.


146

Some projects will be taken from concept to actual

production as we work with clients from the campus

and local communities to diagnose and solve real-world

communications problems.

Lab practices will support theoretical content of

the studio course and offer group and one-on-one

instruction in various technical applications, including

computer-aided illustration, photo and typographic

manipulation, and document design.

ADE 460: DESIGN FOR THE SCREEN I


100, ADE 240, ADE 350 with grade of C or better

Everyone is talking about the digital revolu tion in

graphic design. Although designers still communicate

messages by integrating form, image, color, and

type, the basic media of visual communication are

changing: computer monitors, TV screens, information

kiosks, CD ROMs, and web pages are replacing

traditional print design as the primary vehicle of visual

information in our day-to-day lives. Designing for

these new media requires new design strategies, as well

as new technologies. In this course, students will begin

to incorporate motion, interactivity, and digital video,

along with traditional typography and image making.

ADE 465: DESIGN FOR THE SCREEN II

Six hours each week; Credit: 4 hours; Prerequisite: Design

for the Screen I (ADE 460), Type I (ADE 240), Type II

(ADE 350), Imaging (ADE 365)

The internet has become an essential part of life, and

thoughtful design is crucial in making a website that

is accessible, effective, and visually imaginative. This

studio course is a continued investigation (from Design

for the Screen 1) into the ways of using the Adobe Web

Premium suite (including Dreamweaver, Fireworks and

Flash) to create web-sites that are interactive, energetic,

and visually exciting. The goal is to strike a balance

between form and function, between visual design

and effective communication. This course will cover

the latest methods of web design, development, and

production.

ADE 470: SENIOR SEMINAR IN

GRAPHIC DESIGN

Three hours each week; Credit: 3 hours; Prerequisite: senior

status; offered fall semester

The goal of this course is to integrate academic

theory with professional practice and to provide

information students can use to make mature and

intelligent decisions as they approach the professional

world. Students will work on one real-world design

project. Subjects covered in this course include client

relations, presentation techniques, resume and portfolio

preparation, project estimating and budgeting, time.

ADE 490/491: GRAPHIC DESIGN

INTERNSHIP I and II

Credit:1 to 6 hours; Prerequisite: junior or senior status



professional situations. The senior intern ship is








that semester.

ADE 492/493/494: DIRECTED STUDY







educational experience. A contract of expecta tions by


must be approved by the advisor, the Division Chair,




ADE 495: SPECIAL TOPICS IN ART/DESIGN

Credit: 1-4 hours A course whose content may vary from

term-to-term according to the needs of the academic


faculty member.


147

fACULty

Lisa A. Bonner (1988) Professor of Biology, Division

Chair, Arts and Sciences – A.S. with honors, Motlow

State Community College; B.S., M.S. magna cum

laude,MiddleTennesseeStateUniversity;Ph.D.magnacumlaude,MississippiStateUniversity

Patrick Myer (1994) Associate Professor of Biology

–B.S.cumlaude,UniversityofNorthCarolinaatWilmington;M.S.,LouisianaStateUniversity;Ph.D.,UniversityofTennessee

Patricia L. Weigant (1986) Associate Professor of

Biology, Coordinator of Biology Program – B.S., M.S.,

OklahomaStateUniversity;Ph.D.magnacumlaude,UniversityofNorthCarolinaatChapelHill

Joseph R. Wolf (1995) Professor of Biology – B.A.

summacumlaude,UniversityofLouisville;Ph.D.,UniversityofKentucky;Post-doctoralFellow,Universityof Colorado Health Sciences Center

bioLogy

Students in the Biology major choose either the

Bachelor of Arts or Bachelor of Science degree. Either

degree can successfully prepare a student for the

workplace, graduate school in biological sciences,

or professional programs such as medical, dental, or

veterinary school.

The B.A. degree offers more flexibility within

the program while the B.S. degree is more focused,

requiring additional specific math and science. Consult

your advisor about which degree best suits your post-

graduate goals.

Regardless of the type of degree chosen, students

in the Biology major take requirements and choose

electives from content areas: Organismal Biology,

Interrelationships, Evolutionary Biology, and Cell

Biology and Genetics. Specific courses are required

as part of the Liberal Education Core in the areas of

Natural Science and Mathematics.

bioLogy divis ion of Ar ts and Sc iences

148

bACHeLor of ArtS in bioLogy


Biology Major Courses 43-47 hours


Total Hours for the B.A. in Biology 125 hours

A. BIOLOGY CORE COURSES 14-15 HOURS

In the Liberal Education Core, biology majors must take

these courses:

BIO 101 Principles of Biology (Natural Science)

and earn a “C” or better before advancing to upper-

level biology courses.

STA 201 (Quantitative Skills)

BIO 480 or BIO 490 or BIO 499 (Pre-Professional

Experience)

Group A (choose one):

BIO 210 Botany or

BIO 320 Vertebrate Zoology or

BIO 321 Invertebrate Zoology

Group B (choose one):

BIO 330 Ecology or

BIO 430 Ethology

Group C (choose one):

BIO 450 Cell Biology or

BIO 460 Genetics

Capstone:

BIO 440 Evolutionary Biology

B. BIOLOGY ELECTIVES 21-24 HOURS

Six additional courses, of which at least three must be

with lab. May include any courses listed in the biology

curriculum (including core courses which have not

already been taken) or other biology courses approved

through CRC or summer school.

Students should choose biology electives based on their

chosen career or post-graduate plans.

C. ADDITIONAL REqUIREMENTS FOR THE

MAJOR 21-24 HOURS

CHE 111 General Chemistry I and

CHE 112 General Chemistry II

bACHeLor of SCienCe in bioLogy


Biology Major Courses 67-71 hours


Total Hours for the B.S. in Biology 125 hours

A. BIOLOGY CORE COURSES 18-19 HOURS

In the Liberal Education Core, biology majors must take

these courses:

BIO 101 Principles of Biology (Natural Science)

and earn a “C” or better before advancing to upper-

level biology courses.

STA 201 (Quantitative Skills)

BIO 480 or BIO 490 or BIO 499 (Pre-Professional

Experience)

Group A (choose one):

BIO 210 Botany or

BIO 320 Vertebrate Zoology or

BIO 321 Invertebrate Zoology

Group B (choose one):

BIO 330 Ecology or

BIO 430 Ethology

Group C (must take both):

BIO 450 Cell Biology or

BIO 460 Genetics

Capstone:

BIO 440 Evolutionary Biology

B. BIOLOGY ELECTIVES 21-24 HOURS

Six additional courses, of which at least three must be

with lab. May include any courses listed in the biology

curriculum (including core courses which have not

already been taken) or other biology courses approved

through CRC or summer school.

Students should choose biology electives based on their

chosen career or post-graduate plans.


149

C. ADDITIONAL REqUIREMENTS FOR THE

MAJOR 28 HOURS

CHE 111 General Chemistry I

CHE 112 General Chemistry II

CHE 211 Organic Chemistry I

CHE 212 Organic Chemistry II

Physics I (taken through CRC or summer school)

Physics II (taken through CRC or summer school)

MAT 241 or higher

bioLogy CoUrSeS

BIO 101: PRINCIPLES OF BIOLOGY *

Three hours lecture each week, two hours lab each week;

Credit: 4 hours; Offered fall and spring semesters. A student

must make a “C” or better in BIO 101 in order to take

any upper-level biology course. Honors Lab offered in the

fall semester.

This course is an introduction to the basic principles

of biology common to all living things. Topics covered

include cell structure and function; the flow of energy

through living systems; molecular and classical genetics;

structure and function of animal organ systems;

reproduction and animal development; evolution,

diversity and ecology; and current environmental

issues. The Honors Biology Laboratory, offered in the

fall semester, affords the student an opportunity for

supplemental advanced laboratory experimentation,

conducted under faculty guidance.

BIO 131: ENVIRONMENTAL BIOLOGY

Three hours lecture each week; Credit: 3 hours

This non-lab biology course, with no prerequisite, is

geared toward the general student, though biology

majors may also take it. In this survey of human impact

on the environment, students will study how the earth

functions as an ecosystem, transferring energy and

recycling nutrients. A study of populations, communities

and biomes illustrates the biodiversity of life on earth.

An understanding of human population dynamics

lays the foundation for information about human

impact on the environment, including pollution, ozone

depletion, greenhouse gases and carcinogenic toxins

such as synthetic organic chemicals. The limits to

earth’s ability to support human life and modern society

are examined, including a discussion of global food

production, renewable and nonrenewable resources, and

ethical, political and economic considerations.


StUdent reSeArCHerS HAve ConSiStentLy prodUCed AWArd-Winning proJeCtS Under tHe direCtion of dr. Joe WoLf .

150

BIO 210: BOTANY *

Three hours lecture each week, three hours lab each week;

Credit: 4 hours; Prerequisite: “C” or better in BIO 101.

All life depends on plants, organisms that represent the

essential first step in transferring the sun’s energy to

Earth’s food webs. Botany studies the plant kingdom,

including its descent from green algae ancestors. We

will look at the relationship among various groups

of plants (phylogeny), how they are named and

categorized (taxonomy), the kinds of plants (diversity

of non-vascular and vascular plants), their structure

and function (photosynthesis, respiration, anatomy,

histology, nutrition, physiology), and their inter-

relationships with other organisms (ecology, symbiosis,

economic botany). The laboratory part of this course

will include a mix of lab exercises and local field trips.

BIO 295: SPECIAL TOPICS IN BIOLOGY

Credit: 1-4 hours




BIO 320: VERTEBRATE ZOOLOGY *



This course will emphasize the comparative approach to

the study of vertebrate animals, contrasting living species

to their extinct ancestors, and tracing the similarities

among organisms to show their common lineage.

Lecture topics will include the classification, natural

history, anatomy, physiology, ecology and behavior of

animals within each vertebrate class. Laboratories will

supplement lecture topics through microscope work,

dissections, videos and anatomical models.

BIO 321: INVERTEBRATE ZOOLOGY *



This course is designed to give an overview of the diversity

of life forms representing all the major invertebrate

phyla. The course will cover the anatomy, physiology,

classification, ecology and behavior of invertebrate

organisms with special emphasis on evolutionary

common ground among the major groups. It will include

the importance of both beneficial and detrimental

invertebrates in ecology and modern living and the

relationship between the invertebrates and many advances

in molecular biology. In the laboratory, students will

study microscope slides, anatomical models, preserved

specimens and dissections of representative animals.

BIO 330: ECOLOGY *

Three hours lecture and three hours laboratory each week;

Credit: 4 hours; Prerequisite: “C” or better in BIO 101;

Offered fall semester each year.

A study of the relationships among living organisms

and their environment. The applica tion of ecological

principles to local environments is emphasized, and

contemporary environmental issues are discussed.

Laboratory includes local and weekend field trips, data

collection, analysis of ecological data and computer

modeling of ecosystems.

BIO 350: MICROBIOLOGY *

Three hours lecture each week, three lab hours each week;

Credit 4 hours; Prerequisite: “C” or better in BIO 101;

Pre-/co-requisite: CHE 111-112 or permission of the

instructor. Offered spring semester each year.

Microbiology is the study of microbes, such as bacteria,

viruses, and fungi. An understanding of cell structure,

metabolism and genetics is sought before examining

the pivotal roles of microbes in health and disease,

biotechnology and industry, and the environment.

Laboratory experiments involve growing, testing, and

identifying bacteria, viruses, and fungi.

BIO 380: ANATOMY AND PHYSIOLOGY *



Offered fall semester each year. (A student must make

a “C” or better in Bio 380 to take BIO 381 Human

Physiology or BIO 382 Histology.)

This course serves as an introductory human anatomy

and physiology course covering the essentials of human

structure, morphology, histology and function. The

human body is studied from the cellular perspective

to the gross anatomical perspective, system by system.

The laboratory includes a thorough dissection of the cat

and specific mammalian organs, review of anatomical

models and a comprehensive study of human tissues

and cells.


151

BIO 381: HUMAN PHYSIOLOGY *



Pre-/ co-requisite: CHE 112.

Designed for biology majors and pre-professional

students interested in allied health careers, this course

covers in detail the function of the human body on

the molecular, cellular and organismal levels. Emphasis

is placed on the integrated relationship of cells and

organs. Laboratory experiments examine body function

through direct and computer-assisted measurements

of blood chemistry, heart function, lung capacity and

various other parameters.

BIO 382: HISTOLOGY *

Three hours of lab each week; Credit: 3 hours;

Prerequisite: “C” or better in BIO 380; Offered spring

semester of odd years.

This medical-based lab-only course concen trates on

the characteristics, composition, and functions of

human tissues and organs. In addi tion, students will

differentiate between healthy and pathological samples.

The sources of study will be prepared slides and

computer imagery.

BIO 410: IMMUNOLOGY*


Credit: 4 hours; Prerequisite: BIO 350 or Permission of

the Instructor; Offered spring semester of odd years.

Immunology is the study of the immune system, a

protective network of cells, secretions, tissues and

organs. This course will examine the immune system

as it functions in health and disease, emphasizing an

experimental approach. Special consideration will be given

to the role of the immune system in infectious disease,

autoimmunity, transplantation, and cancer. Laboratory

exercises will introduce common immunological

techniques employed in healthcare, industry, and research.

BIO 430: ETHOLOGY: ANIMAL BEHAVIOR

Three hours lecture each week; Credit: 3 hours; Pre-

requisites: “C” or better in BIO 101and 1 other advanced

Biology course.

Ethology strives to use evolutionary principles as a

foundation for exposing students to a number of

behavioral approaches. The course will emphasize the

history, genetic mechanisms, and evolution of animal

behavior. Topics include methodology and techniques

used by behavioral scientists in research; behavioral

ecology as it relates to social and environmental

processes; the evolution of behavior patterns and social

processes; and the neurophysiology and endocrinology

controlling behavioral patterns.

BIO 431: BIOGEOGRAPHY

Three hours lecture each week; Credit: 3 hours;

Pre requisite: “C” or better in BIO 101 and 1 other

advanced Biology course.

Biogeography is the integrative study of the historical

and present distributions of plants and animals.

Topics include vicariance, dispersal theory, island

biogeography, and natural and anthropogenic

disturbance events. Population genetics and applied

biogeography are also explored in relation to various

endangered species recovery programs.

BIO 440: EVOLUTIONARY BIOLOGY

Three hours lecture each week; Credit: 3 hours; Prerequisites:

senior standing in the Biology Major or Minor; “C” or better

in BIO 101 and 2 other biology courses; Offered each fall.

A study of organic evolution by means of natural

selection. Topics covered include origin of the

cosmos and prebiotic evolution, types of selection,

population genetics, isolating mechanisms and

speciation, evolution of sex, modes of reproduction,

rates of evolution, and extinction. Students investigate

evolutionary trends within the major groups of

organisms, including humans.

BIO 450: CELL BIOLOGY *


Credit: 4 hours Prerequisite: “C” or better in BIO 101; Pre-/

co-requisite: CHE 111-112 or permission of the instructor;

Rec ommended: BIO 350; Offered spring semester of even

years.

Cell Biology focuses on the structure and function

of cells. It examines the molecular processes that are

fundamental to life, including molecular genetics,

metabolism, cell signaling, cell division, and

differentiation. Laboratory experiments illustrate the

techniques that are currently used to study cells and

include staining, cell fractionation, immunological

detection methods, and DNA/protein gel electrophoresis.


152

BIO 460: GENETICS *


Credit: 4 hours; Prerequisite:“C” or better in BIO 101;

Pre-/co-requisite: CHE 111-112 or permission of the

instructor; Recom mended: BIO 350; Offered fall semester

Genetics is the study of genes and how the information

that they encode specifies phenotype. A review of

classical Mendelian genetics and cytogenetics lays

the foundation for exploring chromosome structure,

molecular biology, recombinant DNA techniques, and

population genetics. In laboratory, students arrange

crosses between fruit flies, examine gene expression in

bacteria, and manipulate DNA molecules.

BIO 480: BIOLOGY LABORATORY ASSISTANT

Credit: 3 hours; Prerequisite: junior or senior in Biology

and permission of faculty sponsor.

This course offers the student hands-on experience

in managing an instructional science laboratory. The

laboratory assistant will aid the course instructor in

preparing laboratory experiments, helping students

conduct their experiments, and maintaining the

laboratory. In addition, the student may be expected

to help prepare and grade quizzes, offer supplemental

instruction to students during the lab session, and

be available outside of the lab period for tutoring

as needed. Open to excep tional Biology juniors and

seniors at the instructor’s discretion. May be used to

satisfy the required pre-professional experience.

BIO 490/491: BIOLOGY INTERNSHIP I and II




professional situations.

The senior internship is designed to give the student

work experience that is as close to actual employment

as possible. No more than six (6) semester hours toward

the baccalaureate degree can consist of internship/

cooperative education credit.

Note: Any student who has not completed her

learning agreement for her internship by the last day to

drop will be assigned a W for the internship experience

for that semester.

BIO 492/493/494: DIRECTED STUDY







educational experience.

A contract of expectations by the student and by the

supervising faculty member(s) must be approved by the

advisor, the Division Chair and the Registrar prior to

registration. No more than 6 semester hours toward

the baccalaureate degree can consist of independent

study credit.

BIO 495: SPECIAL TOPICS IN BIOLOGY

Credit: 1-4 hours




BIO 499: INDEPENDENT RESEARCH

IN BIOLOGY

Credit: 3 hours; Prerequisite: junior or senior standing and

permission of the sponsoring faculty member

The student, with the assistance of a faculty sponso,

will plan and conduct a small research project following

standard scientific methods. Interested students should

approach a desired sponsor among the biology faculty

with a proposal for a research project.

Enrollment will be limited, and students will be

selected on the basis of GPA, (Minimum of 3.0 in

and out of major) interest in the topic, and potential

for successful completion of the project. Requires

at least 120 hours of work during the semester. The

culmination will be an oral and written report on

the project. May be used to satisfy the required pre-

professional experience.

* denotes lab fee


153

fACULty

Roger L. Ashby (2000) Assistant Professor of Political

Science and of Business Administration – B.A.,

M.A., Virginia Polytechnic Institute and State

University;J.D.,StetsonUniversityCollegeofLaw;Ph.D. candidate, Virginia Polytechnic Institute and State

University

Ramchandra Athavale (2008) Intructor in Business

Administration-B.S.,UniversityofNewOrleans;M.S.,NorthCarolinaStateUniversity

Kamlesh T. Mehta (2006) Lilly Bitting Farish Professor

of International Business and Marketing, Program

Coordinator–M.B.A.,EmporiaStateUniversity;D.B.A.,UnitedStatesInternationalUniversity

bUSineSS AdminiStrAtion

The Business Administration Program at Peace

College offers quality professional Bachelor of Arts in

Business Administration and Bachelor of Science in

Business Administration degrees with concentrations

in international business, management, and marketing.

Underlyingtheundergraduatedegreeprogramisasolidcore of business courses, which help prepare students for

the significant managerial positions in the 21st century.

The curriculum emphasizes analytical tools needed to

solve the intricate problems in the contexts of turbulent

environment, increasing globalization, and revolutionary

technological advancements facing today’s organizations.

Students are prepared for graduate studies in most phases

of business.

tHe miSSion

The mission of the Business Administration Program at

Peace College supports the Mission and the Strategic Plan

of the College. Therefore, the mission of the Business

Administration Program is to provide exceptional,

innovative, and social-responsibility based programs. The

programs prepare the students with the core competencies

and skills necessary to manage and lead the workforce and

with the fundamental knowledge required for the pursuit of

graduate studies in a highly turbulent global environment.

The commitment of our dedicated faculty, staff, and

bUSineSS AdminiStrAtion divis ion of organizat iona l Studies

154

administrators is to enhance the knowledge base and to

encourage life-long learning that empowers women in

the Business Administration Program and is consistent

with the traditions of excellence, integrity, liberal arts

education, and community.

bUSineSS AdminiStrAtion mAJor

The business administration major provides students

with a strong core of business knowledge in the

areas of economics, accounting, finance, marketing,

management, and strategic policy. In addition to

the core, students must have a focus in a specific

content area wiht a declared major or minor or with

a fifteen-hour business concentration in marketing or

management.

bACHeLor of ArtS reqUirementS

Liberal Education Curriculum 50 hoursSee the Catalog for a full description of Peace Passport

Business Administration Major Courses 47 hours

General Electives 30 hours

Total Hours for the B.A. in Business Administration 125 hours

BUSINESS ADMINISTRATION CORE COURSES 30 HOURSBUS200 PrinciplesofManagement 3ECO 212 Macroeconomics 3BUS215 Marketing 3BUS221 PrinciplesofAccountingI** 4BUS222 PrinciplesofAccountingII4BUS/LEA312 LeadershipinOrganization 3 orBUS/LEA316 EthicalLeadership 3BUS390 ProductionandOperationsMgmt. 3BUS415 CorporateFinance 3BUS480 BusinessPolicy 3BUS490 InternshipinBusiness 3

**Studentsmustearna“C”orbetterinBUS221,AccountingI,beforetakingBUS222.

bACHeLor of SCienCe reqUirementS

The Bachelor of Science in Business Administration

degree provides the foundation of knowledge required

to pursue graduate studies in business and prepares

the students with skills and competencies in the

respective functional areas of Business Administration.

The degree emphasizes a quantitative focus and the

curriculum is aligned to the national standards for

Business Education.

Liberal Education Curriculum 50 hoursSee the Catalog for a full description of Peace Passport

Business Administration Major Courses 47 hours


Total Hours for the B.S. in Business Administration 125 hours

BUSINESS ADMINISTRATION

CORE COURSES 45 HOURS BUS200 PrinciplesofManagement 3ECO212 Macroeconomics 3BUS215 Marketing 3BUS221 PrinciplesofAccountingI 4BUS222 PrinciplesofAccountingII 4BUS270 BusinessLaw 3BUS/LEA312 LeadershipinOrganization 3

orBUS/LEA316 EthicalLeadership 3BUS335 ManagementInfoSystems 3BUS/HRM355 StrategicHumanResourcesMgmt 3BUS390 ProductionOperationsMgmt 3BUS415 CorporateFinance 3BUS430 InternationalBusinessEnterprise 3BUS480 BusinessPolicy 3BUS490 InternshipinBusiness 3MAT231 Business Calculus 3

Students are encouraged to pursue a concentration by selecting appropriate business courses as part of their requirements for the General Electives.

The Business Program offers concentrations in International Business, Management, and

Marketing. Please refer to the detailed course offerings in the section on Concentrations.

INTERNSHIP

Students who double-major must complete an

internship in Business, unless their internship in

the other discipline clearly includes business-related

elements (e.g., management, marketing, finance,

accounting, entrepreneurship, business, etc.). Students

must obtain approval from the Business program

coordinator prior to the registration and completion

of an internship for another major in order to receive

anexemptionfromBUS490.Suchanexemptionwillfulfill the internship requirement and will count only

for three credits toward one of the majors.


155

B. CONCENTRATION 15 HOURS

Select any 15 hours from one of the following

concentrations OR a declared double major. The

courses that meet the requirements of the General

Education curriculum or Business Core curriculum

will not count toward the requirements for the

concentrations.

1. INTERNATIONAL BUSINESS

The International Business concentration is for students

in the Business Program. The students in non-business

programs cannot pursue this concentra tion, but are

urged to pursue the minor in Global Studies. Students

are encouraged to pursue inter national travel and

experience as part of this concentration. Select a total

of 15 credits from the list below for the International

Business concentration. Courses that meet the Liberal

Education Curriculum requirements will not be

counted toward requirements for International Business

Concentration or Global Studies Minor. At least six

credits must be from the list of courses designated as

BUSinthebusinessfield.

BUS101-110 SpotlightinBusinessANT214 Cultural AnthropologyANT315 Globalization, People & CultureANT368 American Ethnic RelationsBUS301-310 AdvancedSpotlightinBusinessBUS420 GlobalMarketingBUS430 Int’l.BusinessEnterpriseBUS440 GlobalOperationsBUS445 CrossCulturalMgmt.CHD342 Spanish for Public Health ProfessionalsCOM301 Intercultural Comm.COM410 International Comm.HIS399 World Since 1945HIS319 Europe in the Twentieth CenturyHIS331 Women in the Western WorldHRE/PSY395 Int’l. Perspectives on WorkLAS/HIS363 Latin American StudiesPSC301 Foreign PolicyREL214 World ReligionsSPA/LAS 105 Hispanic DocumentarySPA216 Spanish for BusinessSPA306 Hispanic Culture & Civ. (II)

Spotlight Courses (Max 3 Credits)*

Any Special Topics Course*

Any Foreign Language Course (non English) (Max 3 credits)

* Only courses with international contents are accepted.

Students are advised to seek approval prior to registration.

**Courses that meet the Liberal Education Curriculum

requirements will not be counted toward requirements for

international business concentration or global studies minor.

2. MANAGEMENT

Business management must be understood in the

context of organizations and how those organizations

are shaped by the external environment. This con-

centration is designed for students who want a greater

understanding of current business practices and who

want the challenge of formulating effective competitive

strategy using a rigorous and analytical approach.

BUS101-110 SpotlightinBusinessBUS250 PersonalInvestingBUS280 PersonalFinanceBUS295 SpecialTopicsBUS301-310 AdvancedSpotlightinBusinessBUS425 MarketingManagementBUS430 InternationalBusinessBUS440 GlobalManagementBUS445 CrossCulturalManagementBUS495 SpecialTopicsCOM 332 Organizational CommunicationCOM 445 Gender IssuesHRE 380 Organizational DevelopmentHRE 399 International Perspectives on WorkHRE 400 Performance ManagementLEA 301/302 Group Process and Group DynamicsPPA/BUS270 BusinessLawPSY/HRE 370 Industrial & Organizational PsychologySPA 216 Spanish for Business

3. MARKETING

The utilization of knowledge of consumer behavior in

the development of marketing requires the successful

application of the principles of behavior. These

principles draw heavily from the field of psychology

and are, in fact, a subset of the theories of behavior

in general. Students choosing this concentration will

develop an in-depth knowledge of both marketing and

psy chology and will be able to apply this knowledge

to particular marketing situations. Students complet-

ing this concentration will be prepared for careers

in marketing research, brand management, political

polling, marketing communications, and other fields

where an understanding of human behavior is essential.


156

BUS101-110 SpotlightinBusinessBUS295 SpecialTopicsBUS300 MarketingResearchBUS301-310 AdvancedSpotlightinBusinessBUS322 AdvertisingBUS327 ConsumerBehaviorBUS345 PersonalSellingBUS420 GlobalMarketingBUS425 MarketingManagementBUS430 InternationalBusinessBUS440 GlobalManagementBUS445 CrossCulturalManagementBUS495 SpecialTopicsCOM 440 Mass Media Law and EthicsPSY 330 Social PsychologyPSY 362 Attitudes and Social Influence

bUSineSS AdminiStrAtion minor 18 houRS

Required courses:

BUS200PrinciplesofManagement 3

BUS215Marketing 3

BUS221PrinciplesofAccounting I 3

PlusanythreeadditionalBusinessAdmin(BUS)or Economics (ECO) courses 9

gLobAL StUdieS minor

18 houRS

Course requirements

(only for students in non-Business programs) **

The Global Studies Minor is for students in non-

business programs. The students in the business pro-

gram cannot pursue this minor, but are urged to pursue

the concentration in International Business. Students

are encouraged to pursue international travel and

experience as part of this minor. The Global Studies

Minor is interdisciplinary and draws upon the resources

and course offerings from various programs across

campus. The interdisciplinary nature of this minor will

make it feasible for any student to pursue it without

basic knowledge and course work in the business field.

Courses that meet the Liberal Education Curriculum

requirements will not be counted toward requirements

for inter national business concentration or global

studies minor. Select a total of any 18 credits from the

list below for the Global Studies Minor.

BUS101-110 SpotlightinBusinessANT 214 Cultural AnthropologyBUS301-310 AdvancedSpotlightinBusinessANT 315 Globalization, People & CulturesBUS420 GlobalMarketingBUS430 InternationalBusinessEnterpriseBUS440 GlobalOperationsBUS445 CrossCulturalManagementCHD 342 Spanish for Public Health ProfessionalsCOM 301 Intercultural CommunicationCOM 410 International CommunicationHIS 399 World Since 1945HIS 319 Europe in 20th CenturyHIS 331 Women in Western WorldHRE/PSY 395 International Perspectives on WorkLAS/HIS 363 Latin American StudiesPSC 301 Foreign PolicyREL 214 World ReligionsSPA/LAS 105 Hispanic DocumentarySPA 216 Spanish for BusinessSPA 306 Hispanic Culture and Civilization (II)

Spotlight courses (maximum three credits) *

* Only courses with international contents are accepted.

Students are advised to seek approval prior to registration.

**Courses that meet the Liberal Education Curriculum

requirements will not be counted toward requirements for

international business concentration or global studies minor.

RECOMMENDED SCHEDULE OF COURSES

After the completion of the Liberal Education

requirements during their Freshmen and Sophomore

years, a suggested program of study for the remainder

of the course requirements for the Bachelor of Arts in

Business Administration degree is shown below.

Freshmen Year

Fall

LEA101 Introduction to Leadership

LEA102 Introduction to Leadership-Lab

Spring

LEA101 Introduction to Leadership

LEA102 Introduction to Leadership-Lab


157

Sophomore Year

Fall

ECO211 Microeconomics

BUS200IntroductiontoManagement*

Spring

ECO212 Macroeconomics

BUS221AccountingI

*BUS/HRE100-IntroductiontoBusinessandwork is not Required nor does it substitute BUS200-PrinciplesofManagement.

Junior Year

Fall

BUS222AccountingII

BUS215Marketing

BUS390OperationsMgmt.&Research

BUS312LeadershipinOrganizationor

BUSxxxConcentrationCourse

Spring

BUS390OperationsMgmt.&Research

BUS415CorporateFinance


BUS316EthicalLeadership

Senior Year

Fall

BUS480BusinessPolicy&Strategy(Only For Graduating Seniors)

BUS490Internship

BUSxxx ConcentrationCourse

Spring

BUS480BusinessPolicy&Strategy

(Only For Graduating Seniors)

BUS490Internship


Note: Please consult your academic advisor for

guidance if you plan to deviate from the above

recommended sequence of courses.

bUSineSS AdminiStrAtion CoUrSeS

BUS/HRE 100: INTRODUCTION TO

BUSINESS AND WORK

Three hours each week; Credit: 3 hours; Offered every

semester

This course is designed to introduce the student to the

business world and its activities, characteristics, and

priorities, as well as appro priate and effective worker

behavior. Students will learn how human behavior

impacts organiza tional behavior and results. The course

covers fundamental understanding of the business

environment, work structure, and successful conduct

in organizations that many students may not yet have

fully experienced. New employees who arrive equipped

with an appreciation of the competitive pressures,

globalization, diversity, changing technology, and other

critical traits of the contemporary workplace will have

a huge advantage over others less prepared. Students

in this course will be given the foundations of human

relations and basic business skills and knowledge to

apply in the organizational setting.

BUS 101-110 SPOTLIGHT COURSE

(Selected Topic) IN BUSINESS

Credit: 1 hour

The spotlight courses in business are one-hour credit

academic experiences that will expose students to

current topics and new ideas related to business. The

purpose of the spotlight courses is to examine a topic

from numerous perspectives that would open student

minds to innovative thinking. The emphasis is on the

breadth of topics not addressed in other business classes

and developing student interest for specialization

within business.

BUS 200: PRINCIPLES OF MANAGEMENT


semester

This course concerns the management of organizations

in a competitive environment. Regardless of the goals

of the organization whether for-profit or for-benefit

managers are required to understand the forces external

to the firm that structure decisions. This course

examines the different elements that shape mana-

gerial discretion and the tools that organizations use

to survive their environments. The philos ophy of this

course is that management must be understood within

the context of organizations and how organization

environments shape the practice of management.


158

BUS 215: MARKETING


semester

This course demonstrates the role of marketing in the

organization, explores the relationship of marketing

to other functions, and helps students learn to

make marketing decisions in the context of general

management. The course shows how effective marketing

builds on a thorough understanding of buyer behavior to

create value for customers. Students learn how to control

the elements of the marketing mix-including product

policy, channels of distribution, communication, and

pricing-to satisfy customer needs profitably.

BUS 221: PRINCIPLES OF ACCOUNTING I

Three hours each week; Credit: 4 hours; Offered

every semester

The ability to understand financial informa tion is critical

to anyone who wants to invest in stock, apply for a loan,

or evaluate the profitability of a business. In this course,

students will learn how to record business transactions,

prepare financial statements and analyze financial data.

Students will be prepared to do basic bookkeep ing for a

small service-oriented or retail business.

BUS 222: PRINCIPLES OF ACCOUNTING II


Prerequisite: C or better in BUS 221; Offered every semester

The majority of business sales are generated by

corporations.InthiscontinuationofBUS221,students will be able to record basic transactions of

partnerships and corporations. Emphasis is given to

developing critical thinking about complex financial

data and ratio analysis. Students will also be introduced

to basic managerial accounting terminology and cost-

volume-profit analysis.

BUS 250: PERSONAL INVESTING


Any business or economics class or permission of the

instructor; Offered fall semester, odd years

The study of financial markets for individual investors.

Strategies for investments, equity portfolios and debt

financing will be presented. Financial options available

to individuals and families will be discussed.

BUS 270: BUSINESS LAW

Three hours each week; Credit: 3 hours; Offered when

needed

This course addresses the legal and ethical issues

confronting the business manager. This course

addresses the legal system, legal processes, and several

areas of substantive commercial law relevant to

management decisions. In addition, it discusses the

developing recognition of legal and ethical issues,

and their managerial implications. The concepts

studied in this course include product liability, the

administrative legal process of regulation, antitrust,

and the contract as the fundamental legal instrument

of global commercial relations.

BUS 280: PERSONAL FINANCE

Three hours each week; Credit 3 hours; Prerequisites: Any

business or economics class or permission of the instructor;

Offered fall semester

An introduction to personal finance. Topics include

household budgeting, banking services, insurance,

income taxes, consumer credit and time value of

money. Emphasis will be placed on helping students

understand and make decisions about buying health

and life insurance, buying a home, making car

payments, creating a budget and paying personal

income tax. Course will use basic textbook on “Personal

Finance” supplemented with guest speakers.

BUS 295: SPECIAL TOPICS IN BUSINESS

Credit: 1-4 hours; Prerequisites: Permission of the Instructor




BUS 301-310: ADVANCED SPOTLIGHT

COURSES IN BUSINESS Credit: 1 hour; Prerequisites

BUS 200 or BUS 215 or Permission of the Instructor

The purpose of the advanced spotlight courses in business

is to provide students an opportunity to learn the breadth

and/or depth on a topic of interest or of current value

in the business field. The spotlight courses will provide

student an opportunity to exchange ideas, share thoughts,

and engage in a stimulating, intellectual discussion on a

particular topic of significance to companies, customers,

governments, citizens, and the society-at-large at local,

regional, national, and global levels.


159

BUS 322: ADVERTISING

Three hours each week; Credit: 3 hours; Prerequisite: BUS

215; Offered spring semester

This course examines the creation of an advertising

strategy, and explores the planning and execution of

advertising and related promotional functions. Among

the topics discussed are setting advertising objectives and

budget, media strategy, creative strategy, and measuring

advertising effectiveness. It also evaluates controversies

surrounding advertise ment effectiveness measurement,

and reviews legal issues, including privacy, deception,

and advertisement substantiation. The course emphasizes

the management of advertising campaigns, expenditures,

and the integration of advertising efforts as part of the

total marketing program.

BUS 327: CONSUMER BEHAVIOR


BUS 215; Offered fall semester, odd years

This course provides an overview of current knowledge

about consumer behavior. Basic behavioral science

and specific techniques used in marketing practice are

covered. Course topics include focus group interviews

and qualitative research, survey analysis, sensory and

perceptual analysis, attitude analysis, value analysis, and

psychographics. The approach is not mathematical, but

is technical. The course is directed at students preparing

for positions in brand management, advertising, and

marketing research.

BUS 300: MARKETING RESEARCH


BUS 215 and STA 201; Offered fall semester, even years

This course considers the gathering of marketing-

related data from individuals and organizations,

with particular emphasis on inte grating problem

formulation, research design, and sampling so as

to yield the most valuable informa tion. Statistical

approaches to improve marketing decision making

in such areas as strategic market ing, advertising,

pricing, sales force management, sales promotions,

new products, and direct marketing are examined. The

development, implementation, and use of quantitative

models are emphasized.

BUS 301-310 ADVANCED SPOTLIGHT COURSE

(Selected Topic) IN BUSINESS

Credit: 1 hour; Prerequisites: BUS200 or BUS215 or

Permission of the Instructor

The advanced spotlight courses in business are one-

hour credit academic experiences that allow students

to enhance their knowledge, skills, competencies,

and attitudes related to business. The purpose of

the spotlight courses is to examine a topic in greater

depth than other business courses allow or to provide

knowledge of specialization on a topic within business.

BUS/LEA 312: LEADERSHIP IN

ORGANIZATIONS: THEORY AND PRACTICE


LEA 101-102 or permission of the instructor











facilitating effective leadership so that the organization



BUS/LEA 316: ETHICAL LEADERSHIP:

THEORY AND PRACTICE


LEA 101-102 or permission of the instructor

This course will explore the ethical and moral

responsibilities of leadership. Students will study the

moral obligations of leaders and followers and how

leaders shape the moral environment of institutions

and other formal and informal organizations. The

course will also address the public and private morality

of leaders, as well as how leaders convey values through

language, symbolic actions, and as role models. In

order to prepare students for their various career paths,

ethical issues related to leadership within a variety of

contexts will be examined.


160

BUS/COM/HRE 332: ORGANIZATIONAL

COMMUNICATION

Three hours each week; Credit: 3 hours

This course describes the role and importance of

organizational communication within the evolving

social context. The goal is to examine current business

practices, while at the same time, offering a thorough

consideration of the history, theory and research on

communication and organizations.

BUS 335: MANAGEMENT INFORMATION

SYSTEMS


BUS200, STA201, CIS100; Offered Fall Semester

The topics covered in this course include an

introduction to the use of computers and information

for problem solving and decision making in

management environments; introduction to

essential computer technology, information systems

development methodology, and management of

computer and information as strategic resources; and

spreadsheet and database applications for management

and theory of database management systems.

BUS 345: PERSONAL SELLING

Three hours each week; Credit: 3 hours; Prerequisites: BUS

215; Offered fall semester, even years; Approved as an

Advanced Writing Course.

The focus of this course is to develop the ability to

accurately identify the customer’s needs and deliver the

appropriate solution using relationship-building skills and

the application of modern sales automation technology to

adapt to ever-changing market conditions. The objective

of this course is to develop an in-depth understanding of

the theories, functions, and workings of the sales function

in organizations. This course discusses the strategic and

tactical aspects of the sales function. The course blends

theory and practice and is intended for students whose

careers will require them to be deeply involved with

sales promotion decisions, either as line managers or as

consultants. This course meets the requirement for an

Advanced Writing Course. Therefore, emphasis will be

placed on learning professional writing in the context of

the course content and will include writing of reports,

papers, briefs, summaries, post scripts, and others.

BUS 350: SIFE (STUDENTS IN FREE

ENTERPRISE) TEAM SUPPORT

Credit: none; Prerequisites: permission of the

instructor;aprerequisitecourseforBUS450Students enrolled in this course will support the

SIFE team in defining, researching, docu menting,

and completing projects. The intent of this course

is to replicate an entry-level position in a consulting

firm. In this course students will be exposed to, and

develop an understanding of, the leadership and project

management techniques they will need before being

promoted to SIFE positions of responsibility

BUS 355: STRATEGIC HUMAN RESOURCE

MANAGEMENT


BUS200, ECO211 or ECO212; Offered Spring Semester

Strategic Human Resources Management (SHRM)

will integrate theories and practices in the management

and explore the linkages between business strategy

and human resources. The topics covered in this

course include human capital theory, human resource

planning, contemporary “best practices” in HR,

compensation, staffing, labor-management resources,

work system design, performance management,

training, equal opportunity employment, outsourcing,

and change management. This course covers domestic

and international issues, as well as organizational

change and development.

BUS 360: MANAGERIAL ACCOUNTING


222; Offered when needed

The application of cost analysis to manage ment problems.

While financial accounting focuses on the external

interpretation of financial reports, this course emphasizes

internal reporting to assist managers. Planning and

control techniques, basis cost analysis, capital budgeting,

activity-based management, using both quantitative and

behavioral applications are covered.


161

BUS 390: PRODUCTION AND OPERATIONS

MANAGEMENT


200, 215, 221, and CIS 100; Offered spring semester

An introduction to production and opera tions

management that covers manufacturing, services,

and experiences. The course addresses the strategies

available in the operations function, the identification

of operations problems, and their solutions. The topics

covered in this course include product design and

planning issues, capacity and location planning, facility

layout, intermediation, technology, and strategic plan-

ning for the operations function.

BUS 415: CORPORATE FINANCE


BUS 200, BUS 222, ECO 212, and STA 201; Offered

every semester

This course serves as an introduction to business

finance, financial management and investments.

Students in this course will analyze corporate financial

policy, including capital structure, cost of capital,

dividend policy, and related issues The primary

objective is to provide a framework, concepts, and tools

for analyzing financial decisions based on fundamental

principles of modern financial theory. The approach is

rigorous and analytical.

BUS 420: GLOBAL MARKETING


BUS 215; Offered spring semester, even years

Company survival and growth in the coming years will

require a move toward global marketing with its many

potential rewards and risks. This course examines the

challenge of entering and operating effectively in foreign

markets. This course examines the challenge of leading

a company in today’s global business environment.

With a focus on the design and management of inter-

organizational systems, the class considers constraints

and opportunities facing a firm that wishes to distribute

its products or services overseas.

BUS 425: MARKETING MANAGEMENT


215; Offered fall semester, odd years

An introduction to the managerial techniques used in

planning and conducting marketing programs in the

for-profit and for-benefit segments of the economy.

This courses covers concepts, methods, and applications

of decision modeling to address marketing issues such

as market segmentation and positioning, new product

development, and advertising response and budgeting.

Usesadvancedtechniquestomodelmarketingdecisionproblems facing marketing managers to ensure

optimum outcomes for the firm and its managers.

BUS 430: INTERNATIONAL

BUSINESS ENTERPRISE


200, BUS 215, ECO 211; Offered spring semester.

Discuss how and why countries differ. Review the

economics and politics of international trade and

investment.Understandthefunctionsandformsoftheglobal monetary system. Examine the strategies and

structures of international businesses. Assess the special

roles of an international business’ various functions.

BUS 440: GLOBAL OPERATIONS


BUS 200, junior or senior standing, or permission of the

instructor; Offered once yearly or as needed

The current trends discussed in this course are the

globaliza tion, outsourcing, and interdependency of

nations for economic, political, and strategic reasons.

The course emphasizes international management

operations, functions, cross-border negotiations and

communications, global alliances, multi-country

affiliate structures, policies and procedures, sources

of global staffing and training, global strategy

formulations, and practices of international,

multinational, and global corporations. T

BUS 445: CROSS-CULTURAL MANAGEMENT


BUS 200, junior or senior standing, or permission of the

instructor; Offered once yearly or as needed

This course emphasizes the impact of cultural

differences around the world on the success and failure

of a firm and vice versa. It will address management

styles across cultures and the characteristics of a

global manager cadre. Topics covered include business

protocols, cultural taboos, cultures of different

countries, global managers as change agents, global

workforce diversity, impact of technology on cultures,

intercultural sensitivity, interactions with people of

different ethnic and religious backgrounds, expatriate

issues, the role of the global manager, and the influence

of global companies on people and cultures.


162

BUS 450: STUDENTS IN FREE

ENTERPRISE (SIFE) Credit: 3 hours; Prerequisites:

BUS 350 and permission of the instructor

The SIFE course offers students the oppor tunity to

develop leadership, teamwork and communication

skills through learning, practicing, and teaching the

principles of free enterprise. SIFE students learn

by participating in educa tional outreach projects,

including market economics, entrepreneurship,

personal and financial success, and business ethics.

SIFE students apply the business concepts learned in

the classroom to real-world problems.

BUS 480: BUSINESS POLICY


Graduating Senior standing required and completion of

BUS 200, 215, 221, 222, BUS312 or BUS316, BUS390,

BUS415, and ECO 212; Offered spring semester.

A company attains a competitive position when the

configuration of its product mix and service activities

generates superior value for customers. The challenge of

formulating effective competitive strategy is to balance

the opportunities and risks associated with dynamic

and uncertain changes in industry attractiveness

and competitive position. This course helps students

develop skills for formulating strategy. This the

capstone course for all students seeking a degree in

Business Administration.

BUS 490/491: BUSINESS INTERNSHIP I AND II

Credit: 1 to 6 hours;

Prerequisites: BUS 200, 215, 221, 222, ECO 211, and

two 300 or higher level business courses

This course is an employment experience with a local

business in support of the business management

program. Academic credit must be earned in the same

semester in which the Internship was conducted. No

more than 6 (six) semester hours toward a baccalaureate

degree can consist of internship/cooperative education

credit. Note: Any student who has not completed her



for that semester.

BUS 492/493/494: DIRECTED STUDY

Three hours each week; variable credit; Prerequisites: junior

or senior status and permission of the Program Coordinator

A course addressing a specific topic or problem of

interest to a student, designed collaboratively by the

student and faculty members, resulting in a paper,

report, critiqued performance or production, or other

assessable evidence of value added to the student’s





six (6)) semester hours toward the baccalaureate degree


BUS 495: SPECIAL TOPICS IN BUSINESS

Credit: 1-4 hours; Prerequisites: Permission of the Instructor

A course in which content may vary from term to term




163

fACULty

Catherine H. Banks (1994) Associate Professor

ofChemistry–B.A.,WittenbergUniversity;Ph.D.,VanderbiltUniversity;Postdoctoralwork,Texas A&MUniversity

CHemiStry minor 23-24 houRS

Required courses:

CHE 111-112 8

CHE 211-212 8

Two additional course from the following:

BiochemistryCHE350 4

Quantitative Analysis(NCSU:CH315;Meredith:CHE350) 4

Inorganic Chemistry(NCSU:CH402-laborary-optional) 1

Qualitative Organic Analysis (NCSU428) 3

Independent research 3

CHE 492-495 or 300/400 level course approved by chemistry faculty

CHemiStry CoUrSeS

CHE 111-112: GENERAL CHEMISTRY *


Credit: 4 hours; Prerequisite: two years of high school

algebra for CHE 111, CHE 111 with at least a “C”

average for CHE 112; Recommended: high school chemistry

This course will introduce the fundamental principles of

chemistry, matter, and the changes that matter undergoes.

You will use demonstra tions and laboratory experiments

to obtain a clear understanding of the material presented.

Topics related to your major and to environmental issues

will show you the chemistry around you.

CHemiStry div is ion of Ar ts and Sc iences

164

CHE 211-212: ORGANIC CHEMISTRY *


Credit: 4 hours; Prerequisite: CHE 112 with at least a

“C” average

Organic chemistry is a systematic study of carbon

compounds. This course provides a foundation for

further studies of biology, chemistry, and biochemistry.

You will study the types of organic compounds and

their reactions and uses in everyday life.

CHE 295: SPECIAL TOPICS IN CHEMISTRY

Credit: 1-4 hours.




CHE 350: BIOCHEMISTRY

Credit 4 hours; Prerequisite: CHE 211 with a grade of “C”

or better; Three hour lecture and one hour problem session

each week

Biochemistry is the study of the molecules and

chemical reactions of life. You will use the principles and

language of chemistry to explain biology at the molecular

level. The major types of biomolecules will be studied, as

well as their use in metabolism and bioenergetics.

CHE 490/491: CHEMISTRY INTERNSHIP I and II


with minor in chemistry

You will obtain an in-depth work experience that is

designed to apply your chemical knowledge and skills

to real-world professional situations. This junior/senior

internship is designed to give you experience that is as

identical as possible to actual employment. No more

than six semester hours toward the baccalaureate degree

can be earned. You must complete a learning agreement

for the internship by the last day to drop or you will be

assigned a W for the experience that semester.

CHE 492/493/495: DIRECTED STUDY


In this course, you and the instructor will design

a study of a specific topic or problem of interest,

which will result in a paper, report or production, or

other products that can be evaluated. A contract of

expectations between you and the instructor will be

needed and must be approved by your advisor, by the

division chair, and by the Registrar prior to registration.

No more than six credit hours toward the baccalaureate

degree can be earned.

CHE 495: SPECIAL TOPICS IN CHEMISTRY

Credit: 1-4 hours content.

Course content will vary from semester to semester

depending upon the need and interest shown for

various topics related to your major field of study.

These topics may include environ mental chemistry and

other timely topics.

* Denotes lab fee

CHemiStry div is ion of Ar ts and Sc iences

165

fACULty

Marnie Arkenberg (2007) Assistant Professor of Child

Development–B.S.,UniversityofNebraskaatOmaha;M.A.,UniversityofNebraska;Ph.D.,PennsylvaniaStateUniversity

Whitney Jenkins Cain (1996) Assistant Professor

of Child Development, Coordinator of Child

DevelopmentProgram–B.A.,UniversityoftheSouth;M.A.,BostonUniversity;Ph.D.,NorthCarolinaStateUniversity

Korrel W. Kanoy (1981) Professor of Psychology

and Child Development – B.A., summa cum laude,

UniversityofRichmond;M.A.,Ph.D.,UniversityofTennessee at Knoxville

CHiLd deveLopment

The Child Development major (CHD) reflects Peace’s

mission to prepare women “for ethical lives of purpose,

leadership, and service”. The major is designed for

students who wish to study children (infancy through

adolescence) and the major family, cultural, peer, school,

and neighborhood contexts in which they interact.

Students in the major gain a strong background in the

social and behavioral sciences related to child development

through a focused study of children and the contexts

in which they develop, as well as through opportunities

for supervised and independent research and field study

relevant to children’s development. Together, these

opportunities encourage students to link theories and

research so that they can effectively tackle challenges

facing today’s children and their families. The major

is excellent preparation for work in a variety of settings

serving children and their families, as well as for graduate

study in selected social science and professional fields (e.g.,

social work, allied health fields, education, public policy).

Students who are particularly interested in the sciences

and/or who look forward to health related graduate

degrees or professions may support their interests further

through pursuing the Bachelor of Science degree in CHD.

CHiLd deveLopment divis ion of organizat iona l Studies

166

bACHeLor of ArtS in CHiLd

deveLopmentLiberal Education Curriculum 50 hours For a full description see Peace Passport section of this catalog

Child Development Major Courses 33-34 hours


Total Hours for the B.A. in Child Development 125 hours

CHiLd deveLopment Core

CoUrSeS 14 HoUrSCHD 310: Child Development 4CHD 300: Research Methods 3CHD 300-L: Developmental Methods Lab 1CHD 374: Developmental Theory 3CHD 470: Senior Seminar in Child Development 3

Choose 6 Child Development Electives 18-20 hoursCHD 312: Adolescent Development 3CHD 315: Lifespan Development 3CHD 342: Spanish for Public Health 3CHD 345: Cross-Cultural Development 4CHD 354: Child, Family, and Youth Services 3 CHD 360: Family Systems 4CHD 392: Psychobiology 3CHD 400: Social & Emotional Development 3CHD 401: Speech, Language, & Literacy 3CHD 402: Children’s Thinking 3CHD 410: Assessment and Intervention 3

bACHeLor of SCienCe in CHiLd

deveLopmentLiberal Education Curriculum 50 hours For a full description see Peace Passport section of this catalog

Child Development Major Courses 52-54 hours


Total Hours for the B.S. in Child Development 125 hours

CHiLd deveLopment Core

CoUrSeS 14 HoUrSCHD 310: Child Development 4CHD 300: Research Methods 3CHD 300-L: Developmental Methods Lab 1CHD 374: Developmental Theory 3CHD 470: Senior Seminar in Child Development 3

Choose 6 Child Development Electives 18-20 hoursCHD 312: Adolescent Development 3CHD 315: Lifespan Development 3CHD 342: Spanish for Public Health 3CHD 345: Cross-Cultural Development 4CHD 354: Child, Family, and Youth Services 3 CHD 360: Family Systems 4CHD 392: Psychobiology 3CHD 400: Social & Emotional Development 3CHD 401: Speech, Language, & Literacy 3CHD 402: Children’s Thinking 3

Choose 2 Laboratory Science Courses 8 hours ANT 430: Observational Methods 4BIO 350: Microbiology 4BIO 380: Anatomy & Physiology 4BIO 381: Human Physiology 4BIO 410: Immunology 4BIO 460: Genetics 4CHE 211 – 212: Organic Chemistry 4CHE 350: Biochemistry 4

Mathematics Course 3 hoursSTA 301: Statistics II 3

Science or Social Science at the 300-or 400 level 3 hoursANT 320: Human Ecology 3ANT/PSY 325: Primate Behavior 3ANT 370: The Female of the Species 3BIO 430: Ethology: Animal Behavior 3CHD/PSY 392: Psychobiology 3PSY 380: Cognition 3PSY 382: Learning 3

Choose 1 Professional Writing Course 3 hoursENG/COM 309: Article & Essay Writing 3ENG/COM 341: Professional Writing 3PSC 425: Grant Writing 3

CHiLd deveLopment minor 18 HrS

Required courses:CHD 310 Child Development 4CHD 360 Family Systems 4CHD 345 Cross Cultural Developmetn 4Elective courses:Two CHD Electives 6


167

CHiLd deveLopment CoUrSeS

CHD/PSY 300: RESEARCH METHODS Three

lecture hours each week; two laboratory hours each week;

Credit 4 hours; Prerequisites: PSY 101, STA 201 &

grammar competency exam check-off. This course has been

approved as an advanced writing composition course.

This course meets the advanced writing requirement and

will help you understand the basic elements of behavioral

research. Just what are independent and dependent

variables? What is meant by correlational research? How

do psychologists recruit participants? Not only will this

course help you learn how to read and understand a

professional journal article, it will also help you evaluate

common research findings that are reported in the news.

Students will have the opportunity to review an area

of psychology in-depth and design a research proposal.

Emphasis will be placed on learning scientific writing

in the context of the behavioral sciences as well as the

accurate use of American Psychological Association

(APA) writing style.

CHD/PSY 300-L: DEVELOPMENTAL METHODS

LABORATORY One hour each week; Credit: 1 hour;

Corequisite: CHD/PSY 300. This course will help you

understand how we study development. You will learn

about the different methods used to study changes

in behavior over time, the special considerations

needed for working with children, and how we study

individuals who can’t yet tell us what they know. You

will learn about different developmental designs, how

to collect, analyze, and interpret developmental data,

and how to tell others about your research findings.

Taking this course will help you better understand

how research about development is conducted and

you’ll be able to view scientific research findings with

a more critical eye. You will also have the opportunity

to design a developmental study as part of the course

requirements.

CHD/PSY 310: CHILD DEVELOPMENT


PSY 101. This course explores our biological, cogni-

tive, and socio-emotional development from con-

ception through middle childhood. For example,

we’ll examine how biology and the environment

interact to influence children’s development through

topics such as the impact of environ mental toxins on

prenatal development and the influence of poverty

on intelligence. To under stand how children develop

cognitively, we’ll explore theories focused on the

ways that children come to understand the world

around them. We’ll gain insight into our own socio-

emotional development by learning about children’s

emotional worlds, parenting styles, and the influence

of temperament on relationships. Through in- and out-

of-class work, we’ll focus on a range of topics that will

help you as a profes sional, parent, or both.

CHD/PSY 310-L: CHILD DEVELOPMENT

SERVICE LABORATORY Eighteen hours over the

semester; Credit: 1 hour; Corequisite: CHD/PSY 310.

This laboratory experience provides students with

real-world opportunities to observe class learning and

material while they provide service in a not-for-profit

community setting.

CHD/PSY 312: ADOLESCENT DEVELOPMENT


PSY 101. “ You don’t have to suffer to be a poet.

Adolescence is enough suffering for anyone.”–John

Ciardi. It seems like we wake up one morning and our

parents have lost their minds, our bodies are doing

things completely beyond our control, and no one

understands any of it! What’s going on? In one word:

Adolescence. Through in-class work and hands-on

projects, we’ll explore the many physical, cognitive, and

emotional changes occurring during adolescence, as

well as current social phenomena that are influential in

teens’ development

CHD/PSY 315: LIFE-SPAN DEVELOPMENT


PSY 101. This course helps you understand how people

develop and change throughout their lives. Whether

your goal is to be a professional, a parent, a partner,

or all three, knowledge of what others experience at

different ages will make you more effective in your

interactions with them. We will study topics that

range from brain growth during prenatal development

and attachment in infants to whether there really is a

mid-life crisis and fear of aging. You will be asked to


168

apply what you’re learning in group work, projects, or

papers. For example, you may explore your attachment

style as an adult and try to understand how your

childhood attachment pattern and your relationships

with significant others now affect your ability to form

effective relationships.

CHD342: SPANISH FOR PUBLIC HEALTH

PROFESSIONALS Three hours each week; Credit: 3

hours; Prerequisite: SPA 211; This is a CCE course

This course is designed to prepare CHD majors to

work with Spanish-speaking children and families in

a variety of settings. Through in-class exercises and

out-of-class experiences, students focus on improving

their communication skills with native Spanish

speakers, as well as better enhancing their cultural

awareness of our community’s growing Hispanic

population. Additionally, the course has three focus

areas matching the three CHD major concentrations

(health professions, human services, and education)

so that students focus on Spanish terminology that is

most relevant to their interests and their future career

settings.

CHD 345: CROSS-CULTURAL DEVELOPMENT


CHD/PSY 310; This is a CCE course. What might

you be like if you had grown up in another culture?

Would you have a cell phone and an iPod? Would

you commune with the spirits? Would you be

celebrating your 10th wedding anniversary this year?

In this course we will examine the wide variation in

human development and how that variation affects an

individual’s physical, cognitive, and socio-emotional

growth. We will investigate such topics as whether

infant massage helps children develop motor skills

early, whether puberty exists among all cultures, and

how body image is both similar and different across

cultures. This course is designed to help you develop

a sense of the wide range of possible developmental

conditions, and to give you a greater understanding of

how and why people think and behave differently in

different cultures. In addition this course is designed to

help you to see how your own culture has helped shape

your thoughts and actions.

CHD 345-L: CROSS-CULTURAL

DEVELOPMENT LABORATORY Eighteen hours

over the semester; Credit: 1 hour; Corequisite: CHD

345; This is a CCE course. This laboratory experience

provides students with real-world opportunities to

observe class learning and material while they provide

service in a not-for-profit community setting.

CHD 354: CHILD, FAMILY, AND

YOUTH SERVICES Three hours each week; Credit:

3 hours; Prerequisite: CHD/PSY 310; This is a CCE

course. What might you be like if you had grown up

in another culture? Would you have a cell phone and

an iPod? Would you commune with the spirits? Would

you be celebrating your 10th wedding anniversary this

year? In this course we will examine the wide variation

in human development and how that variation affects

an individual’s physical, cognitive, and socio-emotional

growth. We will investigate such topics as whether

infant massage helps children develop motor skills

early, whether puberty exists among all cultures, and

how body image is both similar and different across

cultures. This course is designed to help you develop

a sense of the wide range of possible developmental

conditions, and to give you a greater understanding of

how and why people think and behave differently in

different cultures. In addition this course is designed to

help you to see how your own culture has helped shape

your thoughts and actions.

CHD 360: FAMILY SYSTEMS

Three hours each week; Credit: 3 hours; Prerequisite: CHD/

PSY 310. This course examines family influences on

human development. Throughout the term, we will

continually remind ourselves that contem porary families

are highly diverse and develop in highly diverse settings.

Consequently, our study will reflect this diversity. Some

of the specific topics we’ll explore include characteristics

of divorced and step-families, gay and lesbian parenting,

single parenting, and the influence of poverty on family

functioning. After you’ve completed this course, you

will have more knowledge of children’s development

in general and influences on familial development in

particular; you will also have more clearly developed

skills in reading and critically evaluating research; and,

finally, you will have a clearer appreciation for the

multiple sources of influence on family functioning


169

CHD 360-L: FAMILY SYSTEMS LABORATORY

Eighteen hours over the semester; Credit: 1 hour;

Corequisite: CHD 360. This laboratory experience

provides students with real-world opportunities to

observe class learning and material while they provide

service in a not-for-profit community setting.

CHD 363: RESEARCH SPOTLIGHT Fifteen hours

during the semester; Credit: 1 hour; Prerequisite: CHD/PSY

310. Students enrolled in this course will partici pate in

a research project focused on an aspect of children and/

or family development and func tioning. Through the

project, students will have the opportunity to practice

skills such as devel oping research measures, recruiting

participants, interviewing participants, transcribing

data, analyzing data, and presenting findings to outside

constituents.

CHD 365-370: SPOTLIGHT COURSES Fifteen

hours during the semester; Credit: 1 hour; Spotlight courses

focus on enhancing knowl edge, skills, and attitudes

related to children’s development by examining specific

topics in depth or by examining a timely topic within

child development. Spotlight courses may be offered in

a weekend workshop, as a series of evening classes, or

in other flexible formats. Examples of spotlight courses

include ESL training, conflict resolution with children

and families, and focused research projects.

CHD 374: DEVELOPMENTAL THEORY


PSY 101. This course introduces students to a variety

of theories examining human development. We will

investigate the “major players” in the field such as

Piaget, Vygotsky, and Bronfenbrenner, along with the

major perspectives such as Ethological, Sociocultural,

and Dynamic Systems Theories. You will leave the

course with an understanding of distinct views of

development, the ways in which these views can be

integrated, as well as the way these views play out in

our day-to-day lives and social institutions.

CHD/PSY 392: PSYCHOBIOLOGY Three hours

each week; Credit: 3 hours; Prerequisites: PSY 101 &

BIO 101. This course is designed to introduce the

topic of Developmental Psychobiology. Developmental

Psychobiology encompasses the biological, behavioral,

evolutionary, and ecological foundations of human

growth and development. Thus, in course students

will examine the wide variation in human development

and how that variation affects an individual’s physical,

cognitive, and socio-emotional growth throughout the

lifespan.

CHD 400: SOCIAL & EMOTIONAL

DEVELOPMENT Three hours each week; Credit: 3

hours; Prequisite: CHD/PSY 310, 312, or 315 . “Parents,

teach your children to express them selves. Teach them

to be in touch with their emotions, to speak honestly

to people, and to maintain integrity and stick by their

principles. . . . But don’t expect them to succeed in

business.” –-Jeffrey Bryant. How do we teach these

processes and what are their purposes? This course pro-

vides students with an overview of the transactional

processes involved in children’s experience of emotions,

emotional understanding, and emotion regulation

abilities. In the course, we will explore how changes

in children’s views of self, views of the social world,

emotional experience, emotional understanding, and

emotion regulation occur with maturation and with

life experience. We will pay special attention to social

influences, particularly parental influences, on children’s

construction of self- and world-views and on emotional

experience.

CHD 401: SPEECH, LANGUAGE, & LITERACY


CHD 310. Language is central to the human

experience. It arises in all cultures, and can be learned

effortlessly by any child. In fact, children can’t

resist it – deprive them of language, and they will

invent their own. In this course, we will discuss the

acquisition of the sounds of language, the meaning of

language, and the structure of phrases and sentences.

We will examine the acquisition of English, as well

as the acquisition of other spoken languages and

sign languages. We will discuss both the process of

acquisition and the competing theoretical explanations

of that process. Particular emphasis will be placed

on discovering the mechanisms children possess that

enable them to learn language, and the resulting impact

of those mechanisms on languages themselves.


170

CHD 402: CHILDREN’S THINKING Three hours

each week; Credit: 3 hours; Prerequisites: CHD 310. In

this course you will examine how children think and

learn. Theories concerned with children’s cognition will

be discussed, as will major findings on the development of

perception, language, memory, conceptual understanding,

problem solving, reading, writing, mathematics, and

understanding of the social world. We will focus on the

interactions between children and their environment

and on how thinking and learning change with age and

experience.

CHD 410: ASSESSMENT AND INTERVENTION

Three hours each week; Credit: 3 hours; Prerequisite: CHD/

PSY 310, 312, or 315. In this course students have

the opportunity to learn more about a wide variety of

assessment techniques and instruments. After taking the

course, students can expect to be familiar with various

developmental screening tools and proce dures determining

physical, cognitive, and socio-emotional exceptionalities.

Additionally, students will examine environmental scanning

as an assessment technique so that they are able to evaluate

child environments such as homes and schools. Class

time and projects will also focus on issues related to the

assessment of children from diverse backgrounds, as well as

appropriate and effective non-clinical intervention strategies

and early intervention programs for children.

CHD 470: SENIOR SEMINAR IN CHILD

DEVELOPMENT Three hours each week; Credit: 3 hours;

Prerequisite: Second Semester Junior or Senior CHD Major.

This course is designed as a capstone experience, which

means that its purpose is to both unify and provide a

broader context for knowledge about the field of children’s

development gained throughout the undergraduate

years. To engage in this process, students will explore

connections between themselves and the field of child

development, as well as the rest of the world and the field.

CHD 490/491: INTERNSHIP Credit: 1–6 hours;

Prerequisites: CHD/PSY 310, junior or senior status.

The child development internship provides you with

an opportunity to integrate the in- and out-of-class

learning you have gained through your major coursework

in a hands-on setting directly related to your child

development special ization. For each one-hour of

academic credit you wish to earn, you will complete 40

“work hours” in an approved educational, human service,

or health setting. Your time at the setting is likely to

include educational and training experiences, such as

readings, workshops, seminars, and/or research. You will

have oppor tunities for structured reflection about your

internship through a biweekly class.

CHD 492/493/494: DIRECTED STUDY

Credit: 2-4 hours; Prerequisite: junior or senior status and

permission of the instructor. Do girls and boys demonstrate

aggression differently? What strategies encourage

children’s narratives? How can parents facilitate children’s

understanding of emotion? These are examples of the

topics that you could explore through independent study.

After identifying your area of interest, you will work

collaboratively with a faculty member to develop a paper,

report, or critiqued presentation. A contract of expecta-

tions by the student and by the supervising faculty

member(s) must be approved by the advisor, the division

chair, and the Registrar prior to registra tion. No more

than six semester hours toward the baccalaureate degree


CHD 495: SPECIAL TOPICS IN CHILD

DEVELOPMENT Three hours each week; Credit: 3 hours;

Prerequisite: CHD/PSY 310. The content of this course

changes as students and faculty develop interests in

particular areas related to child and family functioning.

Examples of such topics include current legisla tion

related to children’s development, the history and

theory of play, and cross-cultural theories of children’s

development.

CHD 499: SENIOR THESIS IN CHILD

DEVELOPMENT Three hours each week; Credit: 3

hours; Prerequisites: CHD/PSY 300 and permission of the

instructor. Are you interested in research and/or graduate

school? If so, the Senior Thesis in Child Development

offers you an opportunity to ask and answer your own

original empirical questions about how children think,

how they interact in their social world, how culture or

family contributes to developmental outcomes, or other

questions. In this course you will work closely with a

faculty advisor in the development of a research project

that you will conduct. At the conclusion of the course

you will have a completed thesis that you could submit

for publication.


171

fACULty

Roger W. Christman (2000) Instructor in

Communication, Coordinator of Communi cation

Program–B.A.StateUniversityofNewYorkatStonyBrook;M.Ed.,UniversityofLouisville

Earl Croasmun (2005) Instructor in Communication –

B.S.,WestVirginiaUniversity;M.A.,SouthwestMissouriStateUniversity;A.B.D.,UniversityofTexas-Austin

Teresa L. Holder (1998) Professor of Communication,

Chair of Division of Organizational Studies – B.A.,

TennesseeTempleUniversity;M.A.,IndianaStateUniversity;Ph.D.,OhioUniversity

David McLennan (1995) Professor of Communication

andPoliticalScience–B.A.,M.A.,UniversityofVirginia;Ph.D.,UniversityofTexasatAustin

Lynn Owens (2008)- Assistant Professor of

Communication-B.A..,UniversityofPennsylvania;M.A.,NorthwesternUniversity;Ph.D.,UniversityofNorth Carolina at Chapel Hill

CommUniCAtion

The Communication major helps prepare you for

graduate school or a wide ranging choice of career paths,

including corporate communication or public relations,

non-profit administration, sales, journalism, media

production, or general commu nication management.

CommUniCAtion mAJor


Communication Major Courses 36-38 hours


Total Hours for the B.A. in Communication 125 hours

CommUniCAtion divis ion of organizat iona l Studies

172

COMMUNICATION CORE COURSES

15 HOURS

COM 201 Introduction to Media Studies

COM 210 Business Communication

COM 212 Interpersonal Communication

COM 470 Communication Senior Seminar

COM 490 Communication Internship

COMMUNICATION CONCENTRATIONS 24-26 HOURS

With the help of your academic advisor, you will create

a focus within your major by choosing one of the

following three concentrations: Public Relations, Mass

Communication, or Communica tion Studies.

1. PUBLIC RELATIONS 26 HOURS

COM 330 Introduction to Public Relations 3

COM 430 Public Relations Cases & Campaigns 3

COM 235 Writing for the Media I 4

COM 260 Desktop Editing and Publishing 3

COM 335 Writing for the Media II 4

COM 350 Media Production I 3

+6 additonal credits

A student should choose two courses from the

following:

COM 260 Desktop Publishing and Editing 3


COM 332 Organizational Communication 3


COM 370 Principles of Persuasion 3

COM 435 Political Campaign Communication 3

COM 440 Mass Media Law and Ethics 3

COM 450 Media Production II 3

2. MASS COMMUNICATION 26 HOURS

COM 235 Writing for the Media I 4

COM 260 Desktop Editing and Publishing 3

COM 335 Writing for the Media II 4


COM 450 Media Production II 3

COM 460 Media and Society 3

+6 additonal credits

A student should choose two courses from

the following:


COM 330 Introduction to Public Relations 3

COM 332 Organizational Communication 3


COM 370 Principles of Persuasion 3

COM 435 Political Campaign Communication 3

COM 440 Mass Media Law and Ethics 3

COM 455 Media and Politics 3

CommUniCAtion minor 18 houRS

Required courses:

COM 210 Business Communication 3

COM 212 Interpersonal Communication 3

Plus 12 additional hours of Communication or

communication-related courses (including COM and

THE) at the 300 or 400 level.

AdvertiSing minor 19 houRS

Required courses*:

ADE 240 Typography I 3

ADE 350 Typography II 3

BUS215Marketing 3

BUS322Advertising 3

COM 106 Newspaper 1


COM 370 Persuasion 3

*Students majoring in Business Administration,

Communication, or Graphic Design cannot double-

count courses in their major with those in the Advertising

Minor and must get approval of the minor coordinator in

selecting appropriate substitute courses. Some appropriate

substitute courses may be ADE 365 Imaging, ADE 460

DesignfortheScreen,BUS327ConsumerBehavior,COM 410 International Communication, and PSY 362

Attitudes and Social Influence.


173

CommUniCAtion CoUrSeS

COM 101: PUBLIC SPEAKING


The ability to compose and deliver an effective speech

to an audience will enable you to succeed personally

and professionally. In this course, you will learn how to

overcome the nervousness or “stage-fright” that everyone

experiences when asked to speak in public. You will also

develop your analytical thinking by learning how to analyze

an audience and write a speech for that audience using

effective informational and persuasive strategies. You will

practice effective verbal and non-verbal techni ques that will

help you comfortably deliver the message in any situation.

COM 105, 106-405, 406: STUDENT NEWSPAPER

PUBLICATION I AND II

Credit: 1 hour

Put your growing communication skills into practice,

have your work published, add to your portfolio, and

have an impact on the college community – that’s what

this course is all about. Students organize themselves

into a working staff that publishes regular issues of the

student newspaper, The Peace Times. There’s a lot to

do, and staff members do it.

COM 170: INTRODUCTION TO

MEDIA PRODUCTION

Three hours each week; Credit 3 hours

Digital storytelling is a powerful tool used by many

organizations and businesses to persuade an audience in

how they think, how they feel, and what they will do.

Learn the fundamental elements in creating a media

project effectively. From the script to the screen, you’ll

learn the basics of creating a video of your own. During

the course, you’ll learn how to tell a story visually while

learning basic techniques in operating digital cameras,

lighting and sound equipment, and post production

non-linear computer editing


MEDIA STUDIES


This is the big picture, a broad overview of the many

media that make up “the media.” The subject matter is

as familiar as our car radio and as fresh as last night’s

Web surfing. Examining the Internet, magazines,

Hollywood moviemaking and lots of other industries,

the course is aimed at consumers and potential

practitioners of the media. Various perspectives,

including historical, cultural, legal, and economic, are

explored.

COM/ENG 210: BUSINESS COMMUNICATION


Prerequisite: COM 101

Superior communication skills will help you stand out

in the workplace. In this course, you’ll develop the

written and oral communication skills needed for a

business environment. Topics in clude: understanding

your audience, how commu nication style can help or

hinder your interaction with others, writing strategies,

resume writing, selection interviewing, report writing,

and oral presentations.

COM/HRE 212: INTERPERSONAL

COMMUNICATION


Within your family, work, and personal rela tionships,

communication often determines how satisfied and

effective these relationships become. The abilities to

speak clearly, listen effectively, and handle conflict

cooperatively are among the skills you will learn and

practice in this course.

You will learn a great deal about your

communication attitudes and skills, as well as how the

communi cation behaviors of others with whom we

have relationships impact our thoughts and feelings.

COM 235: WRITING FOR THE MEDIA I

Four hours each week; Credit: 4 hours

Good writing is fundamental to any commu nication

enterprise, as it is for almost any under taking in our

information society. In this course, you will learn to

recognize and apply different kinds of media writing,

from print journalism to broadcast journalism to public

relations. Also emphasized are key concepts such as

accuracy, objectivity, and attribution.

COM 250: PHOTO JOURNALISM



Digital photography is a malleable and integral part

of multimedia. Once an image is captured in digital

form, it can be manipulated and used relatively easily

and quickly in various ways – from family snapshots to


174

newspaper pho tographs to web site illustrations. This

course will introduce you to the basic hardware and

software required and to several of the many uses digital

photographs can be put to, and it will help you develop

an eye for composing and producing powerful images.

COM 260: DESKTOP PUBLISHING

AND EDITING



The little-known but hugely important role of the copy

editor is the focus of this hands-on course. Somebody

has to take the jumble of photos, graphics, and text and

turn them into an eye-catching publication, and that’s

just what the copy editor does – all while correcting

spelling, checking facts, and writing headlines. In this

course, you will learn contemporary design princi ples

and how to apply them with publication software,

strengthen your command of grammar, and become

familiar with Associated Press style

COM 295: SPECIAL TOPICS

IN COMMUNICATION

Credit: 1-4 hours

Watch for these occasionally offered topics-based

seminars offered by the Communication Department.

COM 301: INTERCULTURAL

COMMUNICATION



What does it mean to be polite? How do you show

respect? How do I know if you like me? The answers to

these questions vary depending on where you live. How

does language reflect and define the culture of a society?

Even within our own culture, differences such as race,

class, and gender create subcultures that create com-

plexity and sometimes, confusion.

In this course, we’ll discuss cross-cultural encounters

and ways to bridge the gap.

COM/ENG 309: ARTICLE AND ESSAY WRITING

Three hours each week; Credit: 3 hours. This course has been

approved for advanced writing credit.

In this course, you’ll develop your skills in non-fiction

writing, including: profiles, essays, opinion pieces,

investigative reports, interviews, personal narratives,

etc. During the semester, you’ll apply principles for

analyzing the inter action between subject matter,

purpose, audience, and language.


PUBLIC RELATIONS



Public Relations is a broad field and touches

every industry. This survey course will give you an

introduction and overview of the field of PR, including

the history, theory, principles, and how PR fits in as an

important function in organizations

COM/BUS/HRE 332: ORGANIZATIONAL

COMMUNICATION


Since we spend so much time at work, the workplace

plays a significant role in each of our lives. How do

organizations make decisions? What is organizational

culture? How do you under stand and navigate office

politics? In this course, we’ll examine theoretical

perspectives that offer answers to these questions.

COM 335: WRITING FOR THE MEDIA II

Four hours each week; Credit: 4 hours;


This is the opportunity to raise those basic skills

developed in part one (COM 235) of the writing

sequence to a higher level. In part two, you’ll function

like a real reporter to produce substantive articles

of publishable quality. The assignments are more

demanding, and emerging concepts such as computer-

assisted reporting and civic journalism are addressed.

COM/ENG 341: PROFESSIONAL WRITING

Three hours each week; Credit: 3 hours.

This course has been approved for advanced writing credit.

This course will help you develop your writing skills

for professional settings, including special ized

documents, technical writing and editing, and

publication management.


175

COM 350: MEDIA PRODUCTION I


Before you say “Lights, Camera, Action!” you need

to understand what’s required in pro ducing a video.

In this class, we will learn the pre-production and

production elements that go into creating a media

product. From budgeting, scriptwriting, storyboarding,

camera operation, lighting, sound design, and

directing, you will experience the process of creating a

movie before it goes to the editor. Later, in COM 450,

you’ll learn how to edit and complete your story

COM 370: PERSUASION



We live in a world where people constantly try

to influence, to think, and to behave in certain

ways. Advertisers, salespeople, and even our friends

attempt to persuade us; some successfully and others

unsuccessfully. In this course, you will learn about

theories and research that helps explain why some

persuasion is successful and other persuasion is not.

You will also practice using persuasive techniques

and strategies in creating written, spoken, and visual

messages as you develop text used in advertising, public

relations, or political campaigns.

COM 410: INTERNATIONAL

COMMUNICATION


The rapid spread of communication technol ogies has paved

the way for globalization, a modern-day phenomenon

that sparks geopolitical wrangling and radical activism.

Does interna tional communication foster freedom

and cross-cultural understanding or does it promote

a new kind of imperialism through which developed

nations exploit the Third World? These and other timely

issues, such as mass media’s role in spurring national

development, are addressed in this research course.

COM 415: CONFLICT RESOLUTION


During this course, you will gain an under standing of

how your family and individual conflict style impacts

your relationships with others, both in the workplace

and at home. This course provides a survey of conflict

theory and research, as well as practical applications in

getting along with others.

COM 430: PUBLIC RELATIONS CASES

AND CAMPAIGNS


Prerequisite COM 330.

This course will give you the opportunity to do

professional client work with organizations in

the community. This capstone course combines

collaborative learning model with service learning,

allowing you to work with a small team to address a

communication-related problem or opportunity. You’ll

see your efforts and ideas make a difference.

COM/PSC 435: POLITICAL

CAMPAIGN COMMUNICATIONS


Have you ever thought about running for political

office? Working on a political campaign? How about

just wondering about how some people get elected and

others do not. This course will help you understand

electoral politics from an “insider’s perspective.”

You will learn and prac tice all of the skills used by

candidates and campaign consultants in running and

participating in successful campaigns. You will learn

how to create a campaign plan, construct effective

mes sages (advertisements, speeches, and web pages)

used in campaigns, and how the media play such an

important role in political campaigns.

Even if you never run for office, you will leave this

course with a better understanding of how political

campaigns work.

COM 440: MASS MEDIA LAW AND ETHICS


The two overarching questions asked in this course

are: What can communicators do, and what should

theydo?TheUnitedStates’fundamentalbeliefinfreeexpression is enshrined in the First Amendment, but

knowing when, how, and to what degree the press can

be restricted is clarified only through the examination

of key legal precedents.

Students in this course will study landmark cases

such as Times v. Sullivan and Gitlow v. New York,

but then go on to develop an understanding of

the ethical responsibilities that accompany the

constitutional protections.


176

COM 445: GENDER ISSUES IN

THE WORKPLACE


Do women have difficulty getting credit for their

contributions in the workplace? In this course, we’ll

address some of the key issues you’ll face in your work

life as a woman. In particular, we examine the way

language and gender stereotypes may prevent you from

being heard or promoted in the workplace.

COM 450: MEDIA PRODUCTION II



Now that you have the footage in the can, what do you

do? In this class, we will learn how to assemble all of

the video, stills, graphics, special effects, transitions,

natural sounds, and music into a media production

extraordinaire. We use the industry-leading software

Final Cut to create effective storytelling and output the

finished product onto DVD and the internet.

COM/PSC 455: MEDIA AND

AMERICAN POLITICS


Often called the “Fourth Estate,” the modern mass

media strongly influence our attitudes and beliefs about

government and politics. In addition, the media—the

internet, newspapers, radio, and television—are also

influenced by politicians and government officials. In

this course, you will learn more about the complex

interaction that defines the relationship between media

and politics. If you are interested in topics like media

bias, freedom of the press, imbedded journalists, or

many other topics that touch on media and politics,

this course will help you, whether you are an aspiring

journalist, future elected official, or concerned citizen.

COM 460: MEDIA AND SOCIETY


Do you believe that television violence leads to a more

violent society? How about advertis ing’s effect on

buying behavior? Do you wonder why there is no music

on commercial radio worth listening to? These and

other questions are considered in this course. You will

examine controversial topics related to media’s effect on

the society in which you live. You will understand how

legal, economic, and political systems often control

what you watch, read, and hear in the media. The

goal of the course is to make you a more thoughtful

consumer of media messages and, if you have a goal to

work in the industry, to be more intentional in your

work as you understand the influence of this always-

changing and growing influence on society.

COM 470: SENIOR SEMINAR

Credit: 1 hour; Prerequisite: senior standing

What will life be like when you’re working full time

in your field? This capstone seminar will help you

prepare for graduation and the transition to your

first job. Topics for the seminar include resume and

portfolio development, selection interviewing, and

professional development.

COM 490: COMMUNICATION INTERNSHIP


This course will help you gain in-depth work

experience by applying classroom knowledge and skills

to real-world professional situations.

No more than six semester hours of internship credit

can be applied toward the baccalaureate degree.

Note: If you have not completed your internship

learning agreement by the last day to drop, you will be

assigned a “W” for that semester.

COM 492/493/494: DIRECTED STUDY


This course will give you the opportunity to explore

a topic of your choice in depth. Your independent

project, in cooperation with a faculty sponsor, will

produce a paper, critiqued performance, or production.

A contract of expec tations by the student and by

the supervising faculty member(s) must be approved

by the advisor, the division chair, and the Registrar

prior to registration. No more than six (6) semester

hours toward the baccalaureate degree can consist of

independent study credit.

COM 495: SPECIAL TOPICS IN

COMMUNICATION

Credit: 1-4 hours

Watch for special topic-based seminars, which are offered

periodically by the Communi cation Department.


177

CompUter informAtion

SyStemS CoUrSeS

CIS 295: SPECIAL TOPICS IN INFORMATION

SYSTEMS AND SERVICES



academic department, student demand, or the interests

of the faculty member. Frequently, the course topic

is an introduction to presentation software using

PowerPoint or an introduction to spreadsheets using

Excel.

CompUter informAtion SyStemS divis ion of Ar ts and Sc iences

178

fACULty

Roger L. Ashby (2000) Assistant Professor of Business

Administration and of Political Science – B.A., M.A.,

C.A.G.S.,VirginiaPolytechnicInstituteandStateUniversity,J.D.,StetsonUniversityCollegeofLaw;Ph.D.candidate,VirginiaPolytechnicInstituteandStateUniversity

eConomiCS CoUrSeS

ECO 211: PRINCIPLES OF MICROECONOMICS

Three hours each week; Credit: 3 hours. Analysis of

individual market processes under conditions of pure

competition, monopoly, and imperfect competition.

Demand and marginal utility analysis. Supply and costs

of production. Elasticity. Consequences of government

regula tion of markets. Applications of microeconomic

theory to current social problems.

ECO 212: PRINCIPLES OF MACROECONOMICS


ECO 211. A brief survey of aggregate demand and

aggregate supply, followed by an analysis of the role of

consumption, investment and government spending in

establishing full employment equilibrium. Fiscal and

monetary policy, business cycles and economic growth.

ECO 295: SPECIAL TOPICS IN ECONOMICS



academic department, student demand, or the interests


ECO 490/491: ECONOMICS INTERNSHIP I and II












that semester.

ECO 492/493/494: DIRECTED STUDY













ECO 495: SPECIAL TOPICS IN ECONOMICS



academic department, student demand or the interests


eConomiCS div is ion of organizat iona l Studies

179

fACULty

Tyi-Sanna Jones (2008) Assistant Professor in

Special Education – B.S., North Carolina A&T

StateUniversity;M.S.,UniversityofKansas;Ph.D.,UniversityofNevadaatLasVegas

Tom Oppewal (2009) Associate Professor of Education

and Education Department Chair- B.A., Calvin

College;M.Ed.,MurrayStateUniversity;Ed.D.,UniversityofVirgina

Robin Vincent (2006) Instructor in Elementary

Education– B.S., M.Ed., Meredith College

Carolann Wade (2006) College Liaison, Coordinator

for Elementary Education, Instructor in Elementary

Education– B.S., Atlantic Christian College; M.Ed.,

EastCarolinaUniversity

edUCAtion

The program leading to teacher licensure is under revision to

reflect new state standards. Please check with the Education

Chair for specific requirements.

Peace College offers two options for students interested

in teaching:

•EducationMajoratPeaceCollegeleadingtoduallicensure in Elementary Edu cation (K-6) and Special

Education: General Curriculum (K-12).

•Licensureonlyprogram,forcandidateswhohaveearned a Baccalaureate degree, lead ing to dual licensure

in Elementary Edu cation (K-6) and Special Education:

General Curriculum (K-12).

edUCAtion divis ion of organizat iona l Studies

180

Elementary Education & Special

Education: General Curriculum

Our innovative program undergraduate program in

the state that prepares students for licensure in both

Elementary Education (K-6) and Special Educa tion:

General Curriculum (K-12). Interested candidates

must apply to the Education Division (see “Program

Admission Requirements” below). It is recom-

mended that students apply during their freshman

or sophomore year, given that the program takes two

years for completion. Once accepted in the program,

students enroll as a cohort and together take classes

which integrate special education and elementary

education content.

Education Major Requirements

Applicants must score 1100 (minimally) on the SAT or

pass Praxis I Reading, Math, and Writing portions. If

SAT Verbal scores are 550 (minimally), you are exempt

from the Reading and Writing sections of the Praxis. If

SAT Math scores are 550 (minimally), you are exempt

from the Praxis Math section. Register for Praxis I tests

on-line registration (www.ets.org/praxis).

1. Achieve cumulative GPA of 2.5 or higher in

your college coursework at the time of

program entry. Maintain a 2.5 GPA

throughout the program.

2.EarnaCorbetterinEDU200. 3. Complete an application to the program

(available from program offices).

4. Complete a satisfactory interview with the

Education faculty and write an acceptable

essay as part of the application process.

5. Pass Praxis I by March 1st of junior year.

edUCAtionLiberal Education Curriculum 50 hoursSee the full description of requirements in the Peace Passport.

EDUCATION MAJOR COURSES 50 HOURS

GENERAL ELECTIVES 25 HOURS

TOTAL HOURS FOR B.A. IN EDUCATION 125 HOURS

REqUIRED EDUCATION COURSES 52 HOURS Prerequisite (for Degree-seeking students only)

EDU200:EarlyFieldExperienceforProspectiveTeachers

education courses 50 hours

EDU250:ExceptionalitiesinEducation 3EDU302:LiteracyMethods 3EDU303:SocialStudies&ArtsMethods 3EDU304:MathematicsMethods 3EDU305:Science&HealthfulLivingMethods 3EDU306:InstructionalTechnology 2EDU321:Twenty-firstCenturyTeachingandLearning 3

EDU325:EffectivePrograms&LearningStrategies 3EDU330:PracticumI-SpecialEducation 1EDU331:PracticumII-ElementaryEducation 1EDU351:ClassroomOrganization&Management 3EDU402:DiagnosticReadingandAssessment 3EDU452:IntegratedCurriculumandInstruction 4EDU496:StudentTeachingandSeminar 15

LiCenSUre-onLy progrAm

Dual Licensure: Elementary Education & Special

Education: General Curriculum

A licensure-only evening program is offered for

students who have graduated with a Baccalaureate

degree from an accredited college or university with

a minimal 2.5 GPA. The licensure-only program

prepares candidates for licensure in both Elementary

Education (K-6) and Special Education: General

Curriculum (K-12).

Classes are generally held on Tuesday and Thursday

evenings. Once accepted, students enroll as a cohort

and together take classes which integrate special

education and elementary education content.

Licensure Program Admission Requirements

1. Achieve cumulative GPA of 2.5 or higher in your

Baccalaureate degree and maintain a 2.5 GPA

throughout the program.

2. Complete an application to the program (available

from program offices).


181

3. Complete a satisfactory interview with the

Education faculty and write an acceptable essay

on-site as part of the application process.

Additional Information

For additional program-related information refer to the

Peace College Education Program Handbook on the

Education Division website. Applications and other

information can be obtained by visiting the Education

website (www.peace.edu) or calling 919-508-2291.

Offices are located on the second floor of Main and our

mailing address is: Education Division, Peace College,

15 East Peace Street, Raleigh, NC 27604-1194.

edUCAtion CoUrSeS

EDU 200: EARLY EXPERIENCES FOR PROSPECTIVE TEACHERS

Credit: 1 hour; Prerequisite for admission to the Education

Program for degree-seeking students (may be waived for

licensure-only students) This course is designed to

provide an introduction to a career as a teacher and

become acquainted with the innovative blended

licensure program in elementary and special education.

Candidates spend sixteen hours in a classroom

observing instructional practices and environments.

Students will engage in reflective activities that will

focus on the conceptual framework of the teacher

education program and current trends in the field of

education. Candidates meet for ten seminars arranged

around specific topics such as standards and traits

of effective teaching, diversity, technology, and the

standard course of study.

EDU 250: EXCEPTIONALITIES IN EDUCATION

Credit: 3 hours. Prerequisite: EDU 200; for education

majors only in conjunction with EDU 302, EDU 303,

EDU 306 and EDU 351; or permission of department

chair.

This course is a general introduction to the

characteristics of exceptional learners and their

education. It focuses on terminology, etiology,

characteristics, interventions and programs for students

with special needs. The course focuses on fundamental

background knowledge of the field of special education

as well as current information on how students with

disabilities are served within the inclusive schools.

EDU 302: LITERACY METHODS

Credit: 3 hours. Prerequisite: For education majors only

in conjunction with EDU 250, EDU 303, EDU 306 and

EDU 351 or permission of the department chair.

This course gives an overview of research based literacy

instruction. Students learn the various parts of a

balanced literacy program. Concentration is given to

assessment driven instruction and lesson planning.

EDU 303: SOCIAL STUDIES & ARTS METHODS




This course addresses the major social studies concepts

for the elementary learner. Students evaluate a variety

of instructional materials for teaching social studies.

Students learn how to implement effective instruction

in social studies and integrate social studies concepts

with the arts.

EDU 304: MATHEMATICS METHODS

Credit: 3 hours. Prerequisite: For education majors only;

EDU 250, EDU 302, EDU303, EDU 351, EDU 306; or

permission of the department chair.

This is an exploration of the processes of learning

mathematics concepts through the eyes of a young

learner. Students study, practice, and demonstrate

the elements of a comprehensive elementary school

mathematics program and become familiar with

management strategies for its implementation. An

emphasis is placed on constructarist based assessment-

informed instruction.

EDU 305: SCIENCE AND HEALTHFUL LIVING

METHODS

Credit: 3 hours. Prerequisite: For education majors only;

EDU 250, EDU 302, EDU303, EDU 351, EDU 306; or


This course examines the processes of learning to

investigate science, as well as specific science content

for the elementary teacher. Students study, practice,

and demonstrate scientific inquiry and become familiar

with management strategies for its implementation

and assessment. Students study the current health and

health risks of elementary students and learn ways to

integrate the NC Healthful Living curriculum into the

instructional day.


182

EDU 306: INSTRUCTIONAL TECHNOLOGY




This course focuses on integrating effective

instructional technology throughout the curriculum to

support effective instruction and assessment. Students

will begin to develop a technology portfolio based

upon the North Carolina technology standards. In

future coursework, the portfolio will be updated and

strengthened. Completed portfolios are due upon

completion of licensure requirements.

EDU 321: 21st CENTURY TEACHING AND

LEARNING

Credit: 3 hours. Prerequisite: EDU 304, EDU 305,

EDU 325, and EDU 330; and Licensure Only students in

conjunction with EDU 331, EDU 402 and EDU 452 or


This course provides methodology and techniques for

exploring topics in education and writing secondary

research. Students will write an in-depth research paper

on a selected content area. The independent research

project will be completed under the supervision of

Peace faculty. The course will also address professional

requirements of the education program and the NC

teacher licensure requirements.

EDU 325: EFFECTIVE PROGRAMS

AND LEARNING STRATEGIES


EDU 303, EDU 306 and EDU 351; or permission of the

department chair.

The course covers the following areas in working with

students with disabilities: 1) an overview of the process

and procedures for providing special education services,

2) current advances in instructional and assistive

technology, 3) preparation of IEP’s. Learning strategies

in literacy, language arts and math will be applied to

the development of a math unit for middle grades in

special education.

EDU 330: PRACTICUM I-SPECIAL EDUCATION

Credit: 1 hour. Prerequisite: EDU 250, EDU 302,

EDU 303, EDU 351 and EDU 306; or permission of the

department chair.

During this field experience, students spend 45 hours

in a middle or high school under the direction of a

trained special education partner teacher. Practicum

students will be at their partner school the equivalent

of one full day per week. In addition to a weekly

schedule, students will attend several school meetings

and events before and after school hours.


183

EDU 331: PRACTICUM II-ELEMENTARY ED

Credit: 1 hour. Prerequisite: EDU 250,EDU 302,

EDU 303, EDU 304, EDU 305, EDU 306, EDU 325,

EDU 330 and EDU 351 for Education major seniors or

EDU 250, EDU 302, EDU 303, EDU 304, EDU 325,

EDU 330 and EDU 351 for Licensure Only students or


Students spend 45 hours in an elementary school under

the direction of a trained partner teacher. Practicum

students will be at their school the equivalent of one

full day per week. In addition to a weekly schedule,

students will attend several school meetings and events

before and after school hours.

EDU 351: CLASSROOM ORGANIZATION AND

MANAGEMENT

Credit: 3 hours. Prerequisite: EDU 200; For education

majors only in conjunction with EDU 250, EDU 302,

EDU 303 and EDU 306 or permission of Department

Chair.

Students will gain an understanding of classroom

management strategies found to be effective in general

curriculum settings for students with disabilities.

This includes a theoretical foundation, application

activities involving case studies, various forms of

behavioral assessment and data collection techniques,

and strategies in positive behavioral support, cognitive

behavior management, self-management strategies,

conflict/stress management, and anger management.

Students apply this content to case studies

EDU 402: DIAGNOSTIC READING AND

ASSESSMENT


EDU 325 and EDU 330 for education major seniors;

EDU 303, EDU304, EDU 325 and EDU 330 for

Licensure Only students or permission of the department

chair.

This course provides an overview of a variety

of assessment techniques in order to determine

instructional content, procedures, and documentation

of student learning and progress in grades K-12. The

course is designed to prepare students to select and

interpret formal and informal assessment instruments

and techniques. Students are required to administer a

basic reading inventory (BRI) during their practicum

and/or student teaching internship.

EDU 452: INTEGRATED CURRICULUM AND

INSTRUCTION*

Credit: 4 hours. Prerequisite: Prerequisite: EDU 304,

EDU 305, EDU 325 and EDU 330 for education major

seniors; EDU 303, EDU304, EDU 325 and EDU 330

for Licensure Only students or permission of the department

chair.

InEDU452,candidatescreateanintegratedunitof study emphasizing the development of lessons

that meet the needs of diverse learners and formative

assessment data to drive future instruction. Candidates

integrate mathematics and literacy with science, social

studies, arts and technology to design a balanced unit

of study. Candidates implement their instructional

unit during student teaching.

EDU 496: STUDENT TEACHING & SEMINAR


EDU 401 and EDU 452 for education major seniors and

Licensure Only students or permission of Department Chair.

Candidate will student teach for 15 weeks in public

school setting; splitting the elementary and special

education experiences. This course is required to earn

a license to teach in the public school classroom. Both

a clinical teacher and a college supervisor will plan

the observation and teaching schedule for the student

teacher, leading to an assumption of total responsibility

for instruction and for other tasks normally performed

by the clinical teacher. Student teachers are required

to work in the assigned classrooms for the en tire

day during the 15 week student teaching experience.

They adhere to the public school’s schedule, not

Peace College’s calendar, and are not excused during

college breaks. Seminars convene on campus in the

late afternoon. The purpose of these seminars is for

reflection on practice and addressing topics relevant to

the role of educators.


184

fACULty

Corinne Andersen (2004) Associate Professor of

English–B.A.withhighdistinction,IndianaUniversityatBloomington;M.A.,Ph.D.UniversityofIllinoisatUrbana-Champaign

Sally B. Buckner (1970) Professor Emerita of English

–A.B.magnacumlaude,UniversityofNorthCarolinaatGreensboro;M.A.,NorthCarolinaStateUniversity;Ph.D.,UniversityofNorthCarolinaatChapelHill

Charles Duncan (1998) Professor of English– B.A., M.A.,

UniversityofSouthFlorida;Ph.D.,FloridaStateUniversity

Carol B. Hiscoe (1992) Associate Professor of English

–B.A.,M.A.,NorthCarolinaStateUniversity;Ph.D.,DukeUniversity

Eliza Laskowski (2008) Lecturer in English – B.A., The

UniversityoftheSouth;M.A.,UniversityofAlabama;Ph.D.,TheUniversityofNorthCarolinaatChapelHill

Wade Newhouse (2006) Assistant Professor of

English–B.A.,UniversityofNorthCarolinaat ChapelHill;M.A.,NorthCarolinaStateUniversity;Ph.D.,BostonUniversity

Bes Stark Spangler (1982) Professor Emerita of English

– B.A., cum laude, Atlantic Christian College; M.A.T.,

DukeUniversity;Ph.D.,UniversityofNorthCarolinaatChapel Hill

Janet Leonard Wester (1971) Professor Emerita of

English – A.A., magna cum laude, Louisburg College;

A.B., M.A., magna cum laude, D.Ed., North Carolina

StateUniversity;Furtherstudy,UniversityofNorthCarolinaatChapelHill,UniversityofNewHampshire,DukeUniversity

engLiSH mAJor


English Major 36 hours


Total Hours for the B.A. in English 125 hours

engLiSH divis ion of Ar ts and Sc iences

185

ENGLISH MAJOR CORE COURSES 9 HOURS

200 level courses:English 220 World Literature Before 1700 3English 212 British Literature After 1700 3English 216 American Literature After 1700 3

Additional hours required in English at the 200-

300 level: 21 (15 of the 21 hours must be completed at

the 300 level)

Other Required English Courses:English 470 Senior: seminar/capstone class 3Eng. 490/491 Pre-Professional Experience 3TOTALHOURS36

engLiSH minor 18 houRS

Required courses:

At least 18 hours of ENG courses in the

following configuration:200 level courses 6-9 300 and 400 level courses 9-12

Writing minor for

engLiSH mAJorS 18 houRS

(English 112 and 312 fulfill Essential Writing Skills Requirement) 6

Choose from combined ENG/COM classes:ENG 205 Introduction to Creative Writing 3ENG/COM 210Business Communication 3COM 235 Writing for the Media I 3COM 260 Desktop Publishing 3ENG 305 Creative Writing 3ENG/COM 309 Article and Essay Writing 3COM 335 Writing for the Media II 3ENG/COM 341 Professional Writing 3

engLiSH CoUrSeS

ENG 100: FUNDAMENTALS OF WRITING


A course designed to prepare the student for college-

level composition through intensive practice in writing,

editing and revising sentences and paragraphs. Students

are placed in this course based on SAT/ACT scores and

previous grades in English. Satisfactory completion of

the course is required before entry into English 112.

Successful completion of English 112 is a pre requisite

for all English courses above the 100 level.

ENG 104: ENGLISH PRACTICUM


additional credit

Students enrolled in literature classes may earn an

additional credit for a field practicum to explore the

literary sites of a major metropolis such as Washington,

New York or Boston. Pre-assigned readings will be

discussed in one session before leaving, in several sessions

during the trip, and in one session upon returning.

Students will keep a log of the trip or write a paper.

ENG 108: FULL FRAME DOCUMENTARY

FILM FESTIVAL


additional credit Students go to four days of film showings

at the annual Full Frame Documentary Film Festival.

ENG 112: COMPOSITION


A one-semester course in writing that emphasizes

organization and effective expression of ideas, expository

and argumentative modes of essay writing, conventions

of standard written English, analytical and interpretive

reading skills, and use of evidence from written literature

of various kinds. A specific research project is assigned.

ENG 147: LITERARY MAGAZINE PUBLICATION

Credit: 1 hour/year; Students may repeat this course for

additional credit

A course in which student editor(s) and students

design and produce the Prism. Responsibilities include

organization of staff, establishment of procedures and

standards, solicitation of student contributions of

prose, poetry, and artwork, and work with layout and

desktop publishing.

ENG 205: INTRODUCTION TO

CREATIVE WRITING


permission of the instructor. A writing workshop

emphasizing poetry and short fiction. Parallel reading

includes contem porary works and current periodicals.

Student writing will be analyzed in class and in

individual conferences. A portfolio of creative work is

required.


186

ENG/COM 210: BUSINESS COMMUNICATION

Three hours each week; Credit: 3 hours; Prerequisite: COM 101

This course is designed to help students develop written

and oral communication skills needed for a business

environment. Topics include understanding your

audience, under standing communication style, writing

strategies, resume writing, selection interviewing,

report writing, and oral presentation.

ENG 211: BRITISH LITERATURE BEFORE 1800

Three hours each week; Credit: 3 hours; Prerequisite: ENG 112

An introduction to major works of British literature

from its beginnings through the eighteenth

century, including such figures as Chaucer, Spenser,

Shakespeare, Milton, Pope, and Swift.

ENG 212: BRITISH LITERATURE AFTER 1700

Three hours each week; Credit: 3 hours; Prerequisite: ENG 112.

An examination of British literature from 1700 until the

present, focusing on theme and ideology within literary,

historical and cultural contexts. The course treats various

genres, with emphasis on poetry and fiction.

ENG 214: STUDIES IN FICTION


An introduction to novels and short fiction by

representative English, American, and continental

authors, illustrating the evolution of fiction as a

genre. The formal elements of fiction are examined in

historical contexts.

ENG 216: AMERICAN LITERATURE AFTER 1700


An introduction to the works and authors of American

literature from 1700 to the present. The course

examines works within their historical, cultural, and

literary contexts.

ENG 220: WORLD LITERATURE BEFORE 1700

Three hours each week; Credit: 3hours; Prerequisite: ENG

112; This is a CCE course

This course provides an introduction to world literature

from its ancient beginnings through 1700 C.E. An

emphasis will be placed on genre or literary style, as well

as the beliefs and practices of the cultures that produced

these important literary works. Several overarching

themes, such as the journey, cross-cultural encounters,

and the definition of love, are explored in an attempt to

discover more about ourselves and the human condition.

ENG 221: WORLD LITERATURE AFTER 1700

Three hours each week; Credit: 3hours; Prerequisite: ENG

112; This is a CCE course

This course provides an introduction to literature from

1700 forward. An emphasis will be placed on genre

or literary style, as well as the beliefs and practices of

the cultures that produced these important literary

works. Several overarch ing themes, such as colonialism,

women’s rights, and the meeting of East and West,

are explored in an attempt to discover more about

ourselves and the human condition.

ENG 295: SPECIAL TOPICS IN ENGLISH

Credit: 1-4 hours




ENG 305: CREATIVE WRITING

Three hours each week; Credit: 3 hours; Prerequisite: ENG

205; Offered on demand

Extensive practice in writing fiction and/or poetry,

building on the information and practice obtained in

Introduction to Creative Writing. Reading literature and

critiquing one another’s work in workshop settings are

essential elements of the course. Students will prepare a

portfolio of creative work in either fiction or poetry.

ENG/COM 309: ARTICLE AND ESSAY WRITING



Study of and practice in writing non-fiction: profiles,

essays, opinion pieces, investigative reports, interviews

and/or personal narratives. Students will use rhetorical

strategies and principles appropriate to subject matter,

purposes, audience and language.

ENG 310/THE 310: THE MODERN THEATRE


The Modern Theatre acquaints the students with the

diverse state of the theatrical enterprise in the Western

world since World War II. The course surveys dramatic

literature,theory,history,andpracticefromtheUnitedKingdomandtheUnitedStatesbeginningwiththelandmark production of John Osborne’s Look Back in

Anger at the Royal Court Theatre in London, England,

and moves right up to the present day.


187

ENG 312: ADVANCED COMPOSITION


This course has been approved for advanced writing credit.

An upper-level writing course designed to focus on

style and complexity of development. The theme

or topic of the course may vary, but the emphasis

will be on the development of mature writing styles.

The course will offer practice in writing non-fiction:

profiles, essays, opinion pieces, investigative reports,

interviews, and/or personal narratives. Students will use

rhetorical strategies, principles, and standards of proof

appropriate to subject matter, audience, and language

ENG 322: SHAKESPEARE #


Prerequisite: a 200-level literature course

A study of nine Shakespeare plays, including at least

one from each of the main genres–history, comedy,

tragedy and romance.

ENG 327: THE SEVENTEENTH CENTURY


Prerequisite: a 200-level literature course .

A study of selected British writers of the seventeenth

century in the context of ideological, cultural, religious,

and social influences, as well as literary developments.

ENG 336: THE BRITISH NOVEL IN THE

NINETEENTH CENTURY



A study of the nineteenth-century British novel,

including six to seven works from such authors

as Austen, Shelley, the Brontes, Dickens, Collins,

Thackeray, Gaskell, Eliot, Trollope, Hardy, and Wilde.

ENG 338: TWENTIETH-CENTURY FICTION



A study of significant fiction (short stories and/or

novels) primarily focused on British and American

authors, with additional world authors. Depending

on the instructor, the course may be organized

thematically and/or geographically.

ENG/COM 341: PROFESSIONAL WRITING #



Study of written communication in industrial and

technological organizations, emphasizing specialized

documents, technical editing, and publication

management. Intensive practice in preparing documents

according to appropriate principles of writing and design.

ENG 352: AFRICAN-AMERICAN LITERATURE



A study of African-American writers from the beginnings

to the present and their relationship to American

culture and history, including figures such as Wheatley,

Douglass, Chesnutt, Dunbar, DuBois, Hughes, Hurston,

Wright, Baldwin, Morrison, and Walker.

ENG 354: SOUTHERN AMERICAN LITERATURE



A study of major Southern writers, empha sizing those

of the 1920s Renascence, and contemporary writers.

ENG 356: THE AMERICAN NOVEL #



A study of the American novel, including eight to

nine works by authors such as Hawthorne, Melville,

Crane, Twain, James, Cather, Wharton, Fitzgerald,

Hemingway, Faulkner, and Nabokov.

ENG 358: TWENTIETH-CENTURY POETRY

A course that examines important movements in

twentieth-century poetry and their late nineteenth-

century influences. Emphasis will be placed on

French symbolism, Latin American modernismo and

vanguardism, and various trends in North American

poetry. The basic objectives for this course will be to

understand the literary, cultural and historical contexts

of important poems and discover new techniques for

reading, responding to and writing about poetry.

ENG 372: ADVANCED GRAMMAR


An in-depth study of grammar, with attention given to

etymology.


188

ENG 374: THE IMAGE OF WOMEN


This course examines the expression of women’s

experiences and perspectives in various forms: poetry,

the short story, the essay, the mani festo, autobiography,

and the visual arts, with a focus on literature. Topics

covered include the search for identity, gynocentrism,

first, second, third wave, and third world feminism.

ENG 375: LITERARY THEORY

Three hours each week; Credit: 3 hours; Prerequisite: one or

more 200-level literature courses

A survey of major developments in literary and critical

theories. Allowing for some attention to historical

perspectives, the course primarily focuses on twentieth

and twenty-first century theories.

ENG 377/THE 377: DRAMATIC THEORY

AND CRITICISM


Students investigate the ways cultural, societal, and

political dynamics have informed and continue to

inform dramatic theory, criticism, and practice.

Students acquire a theoretical vocabulary and become

conversant in the most prevalent and influential ideas

of dramatic theory and forms.

ENG 378: CHILDREN’S LITERATURE

Three hours each week; Credit: 3 hours elective credit;

Preequisite: a 200-level literature course or permission

of the instructor

An introduction to literature written for children,

focusing on the British-American tradition that evolved

from Alice in Wonderland and including additional

works chosen from world literature.

ENG 379: WOMEN’S AUTOBIOGRAPHIES


English 200-level course

A course that examines excerpts from memoirs and

autobiographies by women, as well as three or more

complete autobiographies, noting the significance of

historical, political, social, and cultural influences on

the ways in which women perceive and write about

their lives.

ENG 382: CRITICAL APPROACHES TO FILM

(Replacing ENG 282: Introduction to Film)

An introduction to the basic vocabulary of film studies

as well as various models of film theory, including, but

not limited to: deconstruction, psychoanalysis, and

feminism. The primary emphasis is on feature length,

narrative fiction films, but attention is also paid to

documentaries and experimental films. Questions about

the cinematic representation of class, race, and gender

are explored. The course content may vary from term-

to-term by focusing on a particular theme or issue.


dr. CHArLeS dUnCAn AUtHor of tWo bookS AboUt AfriCAn-AmeriCAn AUtHor CHArLeS W. CHeSnUtt.

189

ENG 390/391: A LITERARY TOUR OF THE

BRITISH ISLES

Credit: 2-3 hours; Prerequisite: one or more 200-level

English course, preferably British Literature This twenty-

three-day trip allows students to experience first-hand the

settings, inspirations, and culture of British literature.

ENG/COM 392: FOR AND ABOUT WOMEN:

STUDIES IN THE BRITISH ISLES

Credit: 3 hours; summer offering

This three-week travel course to Britain, Wales, and

Scotland uses women’s studies as a focus for studying

British leaders, history, and culture. The course emphasizes

experiential learning through the use of interactive journal

writing, readings with group discussion, and independent

study geared toward each student’s interest.

ENG 395: LITERARY TEXTS AND CONTEXTS

Three hours each week; Credit: 3 hours, Prerequisite:

ENG 112; English 200-level course [Students may

repeat this course with different themes]

The course will encourage intellectual development in

students by focusing on a theme or issue chosen for its

cross-textual interest and its likely appeal and importance

to the Peace student. (For example: “The Making and

Breaking of Bad Marriages,” “The History of the Breast,”

“Domination and the Persuasive Voice,” “Limitation,

Denial and the Escalation of Anger,” etc.) Class members

will study a variety of texts regarding the thematic focus

and will also examine social, cultural, political, scientific,

or philosophical contexts as appropriate. Substan tial,

significant participation in group or class discussions

will move students beyond mere fact-finding and

indiscriminate acceptance of all attitudes as equally valid.

Students will be encouraged instead to value informed

self-reflection, evaluation, and critique.

ENG 470: SENIOR SEMINAR

Credit: 3 hours; Prerequisites: a “C” or better in coursework

in the major, senior status

Students will read and respond to a selected list of

literary works focused on a particular theme, genre, or

author, in scheduled class meetings for the first half of

the semester. During the second half of the semester,

class meetings may alternate with conferences. In class,

students will give focused responses to the reading a

ssignments, demonstrate competency in various forms

of composition, complete a work ing bibliography, and

write a comprehensive essay on a subject derived from

the readings. At term’s end, students will deliver to the

English faculty substantive oral presentations based on

their critical research.

ENG 490/491: ENGLISH INTERNSHIP I and II


An in-depth work experience designed to apply classroom

knowledge and skills to real-world professional situations.

The senior internship is designed to give the student

work experience that is as close to actual employment

as possible. No more than 6 semester hours toward

the baccalaureate degree can consist of internship/

cooperative education credit. Note: Any student who has

not completed her learning agreement for her internship

by the last day to drop will be assigned a W for the

internship experience for that semester.

ENG 492/493/494: DIRECTED STUDY



of interest to a student, designed collaboratively by the

student and a faculty member(s), and resulting in a

paper, report, or critiqued performance or production, or


educational experience. A contract of expecta tions by the

student and by the supervising faculty member(s) must

be approved by the advisor, the Division Chair, and the

Registrar prior to registration. No more than 6 semester



ENG 495: SPECIAL TOPICS IN ENGLISH

Credit: 1-4 hours

A course whose content may vary from term-to-term



ENG 499: RESEARCH IN ENGLISH

Credit: 1-4 hours

In collaboration with a faculty sponsor students

will conduct a research project, generally, but not

necessarily, resulting in an essay suitable for formal

presentation. Interested students should consult

with an English faculty member before registering.

Registration will be limited on the basis of a minimum

of a 3.0 GPA in major, viability of proposed topic, and

potential for successful completion.


190

fACULty

Chuck Johnson (2007) Lecturer in French – B.A.,

Ph.D.,UniversityofNorthCarolinaatChapelHill;M.A.,UniversityofNorthCarolinaatGreensboro

Emilie Patton de Luca (1974) Professor Emerita of

French–A.B.,M.A.T.,Ph.D.,UniversityofNorthCarolina at Chapel Hill; Further study, Sorbonne,

Ecole du Louvre, Institute Britannique, Paris, France;

UniversitaItalianaperStranieri,Perugia,Italy

frenCH CoUrSeS

Students are placed in French according to the results

of a placement test and in consultation with the foreign

language faculty. Students who place in the French

211 course (first semester inter mediate level) fulfill

the general college foreign language requirement by

completing this course with a C or better. Students

placing in French 212 fulfill the requirement at this

level and may receive 3 hours of credit for 211, if a

C or better is earned in French 212. Students placing

beyond 212 may receive credit for both 211 and

212 by earning a C or better in an advanced course.

Many resources are offered to help students achieve

proficiency in French. French courses, with the

frenCH divis ion of Ar ts and Sc iences

191

exception of FRE 330 French Literature in Film in

Translation, are taught in the target language.

A modern language lab, the Greg and Mary Ann

Poole Global Learning Center, offers multiple resources

for language practice and makes available movies, music,

and satellite broadcasts, in addition to computers which

feature CD-ROM, and Internet access. Students are able

to work with material in both digital and analog formats

and can easily move back and forth between the two.

The Global Learning Center provides a variety of venues

for learning and allows direct instructor communication

with each console.

French, international study, and travel abroad

programs are also available.

In exceptional cases, students may register for a

French course higher or lower than the level into which

they placed on the language placement exam, but only

with the written approval of a French faculty member

at Peace. Such placement may require a re-taking of the

appropriate foreign language placement test.

FRE 101/102: BEGINNING FRENCH I and II


A beginning course for college students: conversation,

grammar, reading and introduction to aspects of

French culture.

FRE 211 INTERMEDIATE FRENCH I


A review of French grammar in a commu nicative context

and further development of listening, speaking, and

writing skills. Reading and an introduction to French

literature and the cultures of the Francophone world.

FRE 212: INTERMEDIATE FRENCH II


A review of French grammar in a commu nicative context

and further development of listening, speaking, and

writing skills. Reading and an introduction to French

literature and the cultures of the Francophone world.

FRE 295: SPECIAL TOPICS IN FRENCH

Credit: 1-4 hours




After taking the available French courses at Peace College,

a student may wish to take courses through Cooperating

Raleigh Colleges at Meredith College, North Carolina

State University, St. Augustine College and Shaw

University. These courses are free of charge to Peace

College students. Advisers will help in selection of courses.

frenCH divis ion of Ar ts and Sc iences

192

fACULty

John L. Crossno (1969) Associate Professor of History

–B.A.,DukeUniversity;M.A.,UniversityofNorthCarolinaatChapelHill;Furtherstudy,DukeUniversity,UniversityofNorthCarolinaatChapelHill,NorthCarolina State Archives Institute for Advanced Researchers

Valerie Gordon Hall (1989) Professor of History,

Coordinator of History and Political Science Program,

Chair of Division of Humanities – B.A., M.A.,

AberdeenUniversity;M.A.,UniversityofNorthCarolinaatChapelHill;Ph.D.,UniversityofLondon

HiStory

In majoring in History, you will find that you are

deepening your understanding of the past and also

acquiring the means to better understand the problems

of today’s world. You will find yourself doing research,

very often with original documents (‘primary sources’),

so you will also develop your abilities in research,

analysis, and writing. No matter what career you later

pursue, these skills will be invaluable.

HiStory mAJor

Liberal Education curriculum 50 hoursFor a full description see Peace Passport section of this catalog

History Major 33 hours


Total Hours for the B.A. in History 125 hours

HiStory divis ion of Ar ts and Sc iences

193

HISTORY MAJOR COURSES CORE COURSES 15 HOURS

HIS 101 Western Civilization I 3

HIS 102 Western Civilization II 3

HIS201USHistoryI 3

HIS202USHistoryII 3

Note: Peace’s Liberal Education guidelines require one

of these courses; those 3 hours are not counted here in

the ‘Core Courses.’.

History 300 The Historian’s Science and Art 3

History 470 Senior Research Seminar 3

ELECTIVE COURSES (42 HOURS)

History majors are encouraged to use their elective

hours to either create a minor or to take additional

courses in history or allied disciplines.

Concentration 18 hours

The history major requires a concentration. Of the 18

hours in the concentration, 15 hours of history must

be taken at the 300 hundred level or higher. 6 hours

must be in courses allied to the discipline of history, as

approved by the history faculty. These must be taken at

the 300 level or higher.

1. WESTERN EUROPE CONCENTRATIONSelect four courses from: 12

HIS 301 Ancient Egyptian Civilization

HIS 315 Europe in the Renaissance and Reformation

HIS 319 Europe in the 20th Century

HIS 321 Britain in the 19th and 20th Centuries

HIS 324 Germany since 1871

HIS329Russia/SovietUnioninthe20thCenturyHIS 332 Marriage and Family in the Western World

HIS 399 The World Since 1945

Periodically new courses will appear with the

designation HIS 495.

Students may choose History courses through the

Cooperating Raleigh Colleges: Meredith College;

NorthCarolinaStateUniversity;St.AugustineCollege;andShawUniversity.Thesearefreeofchargeandarea good supplement to the offerings at Peace College.

Advisers will help in the selection of courses and with

the process of registration.

Select two courses from other disciplines at Peace: 6

ADE 170 and 180 Art History Survey I and II

ADE 260 Twentieth Century Art

ADE 370 Art and Culture

ADE 380 Women in the Visual Arts

ENG 211 & 212 British Literature I and II

ENG 220 & 221 World Literature I & II

ENG 322 Shakespeare

ENG 336 The British Novel in the 19th Century

ENG 338 Twentieth-Century Fiction

ENG 358 Twentieth-Century Poetry

ENG 374 The Image of Women in Fiction

REL 325 Religion in America

SPA 312 Literature of Spain

THE 204 The Modern Theatre



2. THE UNITED STATES AND THE AMERICAS CONCENTRATION

Select four courses from: 12

HIS 331 Women in the Western World since 1700

HIS 341 The American Revolution

HIS 348 The South since 1865

HIS 351 North Carolina History

HIS/ANT 365 From the Olmecs to the Aztecs

HIS 377 The Vietnam War

HIS 399 The World since 1945

Periodically new courses will appear with the

designation HIS 495

Students may choose History courses through the

Cooperating Raleigh Colleges: Meredith College;

NorthCarolinaStateUniversity;St.AugustineCollege;ShawUniversity.Thesecoursesarefreeofcharge

and are a good supplement to the offerings of Peace

College. Advisers will help in the selection of courses

and the process of registration.

Select two courses from other disciplines at Peace: 6

(check for prerequisites)

ADE Art History Survey II

ADE 260 20th Century Art


194

ADE 370 Art and Culture

ADE 380 Women in the Visual Arts


ANT 368 American Ethnic Relations

ENG 215 & 216 American Literature

ENG 352 African-American Literature

ENG 354 Southern-American Literature

ENG 356 The American Novel

SPA 214 Introduction to Spanish and Spanish American

Literature

SPA 302 and 306 Hispanic Culture and Civilization I

and II

SPA305/LASHispanicVoicesintheUnitedStatesSPA 312 Current Issues in Hispanic Countries

PSC 301 American Foreign Policy


PSC 370 American Constitutional Law

*Courses taken to fulfill Liberal Education require ments may not be used to satisfy

concentration requirements.

3. INDIVIDUALIZED CONCENTRATION 18

With the prior approval of the History faculty,

the student majoring in History may pursue a

concentration around a theme of her own design.

As with the two other History concentrations,

no more than 6 semester hours may be

drawn from disciplines allied to History.

HiStory minor

18 houRS

A maximum of 9 semester hours of History below

the 300 level. One of these courses must be Western

Civilization. A minimum of 9 semester hours of

History must be taken at the 300 or 400 level. The

History faculty strongly recommends that the student

include History 300 (‘The Historian’s Science and Art’)

in her coursework in the minor. Of the 18 semester

hours, 12 must be taken at Peace College. Students

who have received advanced placement credit in

History should carefully note this requirement.

HiStory CoUrSeS

HIS 101: HISTORY OF WESTERN

CIVILIZATION I


A knowledge of the history of Western civilization is

essential to understanding our culture. In this course,

you will examine the political, economic, religious,

and social history of Europe from its roots in the

ancient civilizations of the Near East until the 1600s

c.e. You will also gain valuable research and writing

skills through the preparation of a research paper and

through essay examinations.

HIS 102: HISTORY OF WESTERN

CIVILIZATION II

Three hours each week: Credits: 3 hours

This is the follow-up course to the History of Western

Civilization I. In this course, you will examine the

political, economic, religious, and social history of Europe

from the 1600s to the present. You will also gain valuable

research and writing skills through the preparation of a

research paper and through essay examinations.

HIS 201/202: HISTORY OF THE UNITED STATES


Affords students an opportunity to gain an understanding

ofthehistoryoftheUnitedStatesessentialforAmericancitizenship. The course endeavors to recount and

explain the development of American democracy. It

examines ideas, institutions and processes that affected

the achievements of the American people. It focuses

on decisions that reflected national goals and directed

national purposes; on people who made these decisions;

and on problems in foreign policy, growth of capitalism,

political practices, social behavior and conflicting ideals.

HIS 295: SPECIAL TOPICS IN HISTORY

Credit: 1-4 hours




HIS 300: THE HISTORIAN’S SCIENCE AND ART


6 semester hours survey-level HIS courses and


195

acceptance in the HIS major; Offered every year

Required of all history majors, this course should be

taken in the junior year. The course trains you in the

methods of historical research and writing: finding,

analyzing and using both primary sources (“eye-

witness” documents) and secondary sources (the “expert

testimony” of historical literature), and presenting

the results of research in both narrative and analytical

writing. The course also surveys historiography–the

history of the writing of history.

HIS 301: ANCIENT EGYPTIAN CIVILIZATION


HIS 101-102, the equivalent, or permission of the

instructor; Offered alternate years

This course examines the civilization of ancient Egypt

from its prehistoric origins and into the period in

which Egypt was a province of the Roman Empire.

The course deliberately uses the word “civilization”

in its broadest sense in that it treats ancient Egyptian

politics, religion, society, intellectual life and arts as an

integrated whole.

HIS 315: EUROPE IN THE RENAISSANCE AND

REFORMATION

Three hours each week; Credit: 3 hours. Prerequisite:

History 101 or History 102, or the equivalent, or

permission of the instructor; Offered alternate years

It is probably safe to say that the Renaissance and the

Reformation were the most important transformations

that the Western European ‘mind’ experienced between

the 1300’s and the 1600’s. In this course, you will

explore those two developments. The basic premise of

this course is that the Renaissance and the Reformation

can be better understood if we pay some attention

to the economic, social, and political contexts that

gave them birth. For that reason, you are going to

“encounter” kings and queens, wealthy businessmen

and poor folk almost as often as you examine the lives

and works of thinkers, artists, and theologians. This

“encounter” will develop using the style of learning

that the Renaissance recommended: that is to say, you

will do a good amount of reading, seeing, hearing, and

analyzing primary-source materials.

HIS 319: EUROPE IN THE

TWENTIETH CENTURY #




This course traces the history of Europe through what

was perhaps the bloodiest century in the history of

Western civilization, from the turn of the 20th century

to the present. Political developments—political theory

and practice, diplomacy, wars and conflicts—provide the

framework for surveying social and cultural trends as well.

HIS 321: BRITAIN IN THE NINETEENTH AND

TWENTIETH CENTURIES #


HIS 102 or permission of the instructor; Offered spring semester

The history of Britain is particularly relevant to students

intheUnitedStatesbecauseofthemanypoliticalandcultural links between the two nations. In this course,

you will examine the politics, economics, and culture of

Britain in the nineteenth century when she was at the

height of her power, and in the twentieth century when

she lost much of her earlier predominance. You will also

gain valuable practice in research and writing through

the preparation of a 15 page paper

HIS 324: GERMANY SINCE 1871 #




This course traces the history of Germany and the role it

has played in European and global developments since

German’s unification in 1871. Although the course

focuses on the political history of Germany, it gives some

attention also to Germany’s economic and social history

and its traditions in intellectual life and fine arts.

HIS 329: RUSSIA/THE SOVIET UNION IN THE

TWENTIETH CENTURY #




This course explores the history of Russia/the Soviet

UnionandtheroleithasplayedinEuropean,Asianand global developments in the 20th century. Although


196

the course focuses primarily upon Russian/Soviet

political theory and practice, the nature of Soviet

communism impels an interweaving of economic, social,

ethnographic, intellectual and artistic develop ments.

HIS 331: WOMEN IN THE WESTERN WORLD:

1700 TO THE PRESENT



instructor; Offered fall semester, odd years

Untilabout30yearsago,thehistoryofwomenwaslargely ignored by professional historians. In this

course, you will redress this situation by studying

women’s lives over the period 1700 to the present.

You will see how, largely through their own efforts,

women have risen from powerlessness and inequality

to achieve a position that at least approaches political,

economic, and social equality with men. You will also

learn valuable research and writing skills through the

preparation of a 15-page paper.

HIS 332: MARRIAGE & FAMILY IN THE

WESTERN EXPERIENCE, ANCIENT TO EARLY

MODERN #


HIS 101 or 102, their equivalent, or permission of the


In this course, you will test the premise that “the family

is the basis of all civilization,” by tracing the patterns

of marriage, family, love, and sexuality that existed

from the ancient cultures of the Mediterranean and

Western Europe, through Western Europe’s Medieval,

Renaissance, and Reformation eras.

HIS 348: THE HISTORY OF THE SOUTH

SINCE 1865


3 semester hours survey-level HIS (HIS 202 is preferred);

Offered alternate years

This course examines the factors that have made the

SouthadistinctivepartoftheUnitedStates,fromthe end of the Civil War to the present. In doing so,

the course treats geo graphic, socio-economic, ethnic,

political, and cultural developments in the region.

HIS 351: NORTH CAROLINA HISTORY


3 semester hours survey-level HIS (HIS 201 or 202 are

preferred); Offered alternate years

This course traces the history of North Carolina from

its colonial beginnings to the present. The course treats

the political, social, economic, ethnic, and religious

evolution of the state and its people.

HIS/ANT 365: FROM THE OLMECS TO THE

AZTECS: ANCIENT CULTURES OF MEXICO

AND CENTRAL AMERICA

Three hours each week; Credit: 3 hours; Offered alternate

academic years

Based on archaeological and ethnohistorical sources,

this course is an overview of societal evolution in the

Mesoamerican culture area, focusing on such cultures

as the Olmec, Teotihuacano, Zapotec, Mixtec, Toltec,

Maya and Aztec. Special attention will be paid to

mechanisms involved in the rise and fall of these

cultures, including acculturation, diffusion, syncretism

and cultural ecology. In addition, students will examine

the lives of some contemporary descendants of these

ancient cultures (modern Maya, etc.).

HIS 377: THE VIETNAM WAR

Three hours each week; Credit: 3 hrs; Offered alternate

academic years

The ‘Vietnam War’ of the 1960’s and 1970’s affected the

history of more than one country. In this course, you

will trace the origins of the Vietnam War, the events

of the war itself (including the policy decisions that

shaped those events), and the effects of the war both on

Vietnamese society and also on American society.

HIS 399: THE WORLD SINCE 1945 #


HIS 101-102, the equivalent, or permission of the instructor;

Offered fall semester, even years; This is a CCE course

It is increasingly important in this era of globalization

for people to understand the cir cumstances of nations

world-wide. In this course, you will examine the

development of countries in all parts of the globe in the

period stretching from 1945 to the present. You will

study the relationships between the different cultures,


197

the changing power structures in the world, and the

problems of development, particularly in the non-

western world. You will thus understand the roots of

many of the problems facing the world today. You will

also learn valuable research and writing skills through

the preparation of a 15-page paper.

HIS 470: SENIOR SEMINAR

Three hours each week; Credit: 3 hours; Prerequisite: HIS 300

This course is limited to history majors in their senior

year. It is a follow-on course from HIS 300, the methods

class, which students take in their junior year. In HIS

470, students will conduct research in both archival

and secondary materials and will, on the basis of their

research, write a 25-page paper. The course is designed

to teach students research methods in the discipline of

history and to improve their writing and analytical skills.

HIS 490/491: HISTORY INTERNSHIP I and II



classroom knowledge and skills to real-world professional

situations. The senior internship is designed to give

the student work experience that is as close to actual

employment as possible. No more than six (6) semester


internship/cooperative education credit. Note: Any

student who has not completed her learning agreement

for her internship by the last day to drop will be assigned

a W for the internship experience for that semester.

HIS 492/493/494: DIRECTED STUDY









must be approved the advisor, the division chair and

the Registrar prior to registration. No more than six

(6) semester hours toward the baccalaureate degree can

consist of independent study credit.

HIS 495: SPECIAL TOPICS IN HISTORY

Credit: 1-4 hours




# Writing Intensive Course


198

fACULty

Kathy Corley ’02 (2003) Senior Instructor in Human

Resources and Business Admin istration, Coordinator

of Human Resources Program – B.A., Peace College,

summa cum laude; M.B.A., with honors, Meredith

College; Senior Professional in Human Resources

(SPHR) certification, Human Resources Certifica tion

Institute; Global Professional in Human Resources

(GPHR)

Heather A. Lee (1998) Associate Professor of Human

Resources–B.S.,FloridaStateUniversity;M.S.,Ph.D.,NorthCarolinaStateUniversity;SeniorProfessionalin Human Resources (SPHR) certification, Human

Resources Certifi cation Institute

Jennifer Lindberg McGinnis ’01, ’03 (2007) Assistant

Professor in Leadership Studies and Human Resources

– B.A., Peace College, summa cum laude; M.S., Ph.D.,

NorthCarolinaStateUniversity

HUmAn reSoUrCeS mAJor

Liberal Education Curriculum 50 hours

For a full description see Peace Passport section of this catalog

Human Resources Major Courses *38 hours


Total Hours for B.A. in Human Resources 125 hours

As a human resource management (HRM) major, in

addition to courses in human resources, you will also

have classes in psychology, communi cation, business,

leadership, and other academic disciplines. The options

in the field of HR are so varied that there is something

for the student with interests in marketing, management,

training, or quantitative skills. Site visits, internships,

mentor ing with HR professionals, attendance at confer-

ences, and scholarships dedicated for HR majors move

you beyond classroom learning and better prepare you

for work in the many areas of HRM.

HUmAn reSoUrCeS divis ion of organizat iona l Studies

199

HUMAN RESOURCES CORE COURSES

HRE 200 HR Management 3

PSY 300 Research Methods & Lab 4

HRE 300 Employee Selection & Lab 4

HRE 341Foundations of Training & Development 3

HRE 334 Employment Law 1

HRE 400 Performance Management & Client Lab 4

HRE 420 Compensation & Benefits & Project Lab 4

HRE 480 Senior Seminar 3

Human Resources Electives (Choose 12 hours; at

least 6 hours must be HRE coursework)

BUS/HRE100IntroductiontoBusinessandWork 3

HRE/COM 212 Interpersonal Communication 3

BUS221PrinciplesofAccounting1 3

HRE/LEA 301-302 Group Process and Lab 4

LEA/BUS316EthicsandLeadership 3

HRE 321 Affirmative Action 1

HRE/COM 332 Organizational Communication 3

HRE 336 HR Games and PHR Prep 1

HRE 337 Mergers and Acquisitions 1

HRE/LEA 344 Emotional IQ 1

HRE 380 Organizational Development 3

HRE/PSY 399 International Perspectives on Work 3

HRE 440 HR Applications 3

Students who double-major must complete an

internship in Human Resources unless their internship

in the other discipline clearly includes industrial/

organizational psychology-related ele ments (e.g.,

research, data collection, systems design, etc.) or

relevant business-related elements (e.g., management,

payroll, insurance, pension, etc.). Students must obtain

approval from the Human Resources coordinator prior

to the completion of the other internship in order to

receive an exemption form HRE 490.

HUmAn reSoUrCeS minor

18 houRS

Required courses:

HRE 200 Human Resource Management* or

PSY 370 I/O Psychology 3

HRE 300: Employee Selection and Lab 4

Plus 11 additional HRE hours at the 300 level and above

*Notes: HRE 490 can be counted only once for the

minor.

Students must maintain a “C” average or better in all

major and minor courses.

HUmAn reSoUrCeS CoUrSeS

HRE/BUS 100: INTRODUCTION TO BUSINESS

AND WORK

Three class hours each week; Credit: 3 hours;

Offered every semester

What lasts forty years or 83,200 hours? That’s the

average time a woman is in the full-time workforce,

more if no time-off is taken for childrearing. In this

course, you will learn how human behavior impacts

organizational behavior and results. The course

covers fundamental under standing of the business

environment, work structure, and successful conduct in

organizations that will give you a huge advantage over

others less prepared. You will be given the foundations

of human relations and basic business skills and

knowledge to apply in the organizational setting.

HRE 200: HUMAN RESOURCE MANAGEMENT



Human Resources Management (HRM) is a functional

area of every business with the goal of attracting and

retaining the best and brightest employees. It is also

a key business skill set like marketing, information

technology and account ing. If you are considering a

career in business and/or becoming an HR professional,

it is impor tant to learn about recruiting, training

and developing employees, managing performance

and careers, and ensuring that workers are happy and

successful. This course will review these topics and help

you learn about the important contributions that HRM

makes in business.


200

HRE/COM 212: INTERPERSONAL

COMMUNICATION



Within your family, work, and personal relationships,

communication often determines how satisfied and

effective these relationships become. The abilities to

speak clearly, listen effectively, and handle conflict

cooperatively are among the skills you will learn and

practice in this course. You will learn a great deal about

your communication attitudes and skills, as well as how

the communication behaviors of others with whom we

have relationships impact our thoughts and feelings.

HRE 300: EMPLOYEE SELECTION

with APPLICATION LAB

Three class hours each week; Credit: 3 hours; Prerequisites:

HRE 200 or PSY 370, or permission of the instructor;

Offered every fall

Managers in all departments are responsible for selecting

new employees and making decisions about promoting

employees. Additionally, re cruiting is the most popular

entry-level job in Human Resources. In this course,

you will learn both the practical aspects of recruiting

and hiring employees and the research and theory on

which these practices are based. You will get hands-on

experience exploring on-line resources, planning a job

analysis, and making a hiring decision. This course will

develop your knowledge of interviewing principles and

provide interview skill practice to aid you in becoming

a savvier applicant and interviewer. In addition to

interviews, you will also learn how employment tests,

work samples, simulations, and assessment centers are

constructed and used in employee decisions.

HRE/LEA 301: GROUP PROCESS AND

GROUP DYNAMICS

Three class hours per week; Credit: 3 hours; Prereq uisites:

LEA 101-102; Co-requisite: HRE/LEA 302

A process of working with others to accomplish


of groups and teams. The purpose of this course is

to provide students with the knowledge and skills

necessary to lead and work effectively in groups and

teams. This course will explore theory, practice, and

research in group process, including group dynamics,

group roles, teamwork, diversity, decision-making, and

visioning and goal setting.

HRE/LEA 302: GROUP PROCESS LABORATORY

Two laboratory hours each week; Credit: 1 hour; Pass-fail

grading; Co-requisite HRE/LEA 301

This laboratory will provide students with the

opportunity to practice group process techniques and

to experience the various challenges that groups and

teams face on a regular basis. Self-assessment and peer

feedback will be a major component of this laboratory.

HRE 310-339: SPOTLIGHT COURSES

Human Resources majors are required to take one course

from each of the three areas.

Spotlight courses are one-credit-hour academic

experiences that allow you to enhance your knowledge,

skills, and attitudes related to Human Resources current

issues and practices. The pur pose of spotlight courses is

to examine a topic in greater depth than other courses

allow or to expose you to a specialized or current topic

within the field of Human Resources. These courses may

be offered in formats different from weekly meetings.

-HRE321–UnderstandingAffirmativeAction- HRE 334 – Employment Law Basics

- HRE 335 – Employee Relations

- HRE 336--HR Games and PHR Prep

- HRE 337 – Mergers and Acquisitions

- HRE/LEA 344 – Emotional Intelligence

HRE/BUS/COM 332 ORGANIZATIONAL

COMMUNICATION


Since we spend so much time at work, the workforce

plays a significant role in each of our lives. How do

organizations make decisions? What is organizational

culture? How do you understand and navigate office

politics? In this course, we’ll examine theoretical

perspectives that offer answers to these questions.


201

HRE 341: FOUNDATIONS OF TRAINING AND

DEVELOPMENT

Three class hours each week; Credit: 3 hours; Prerequisites:

COM 101 and HRE 200 or PSY 370; Offered every fall

Do you think that training adults is just like training

children and students in school? Training professionals have

learned that adults have different needs than children. In

this course you will learn how to develop training programs

relevant to adults’ immediate needs and learning styles.

You will get practice designing and facili tating a training

session for other students. The skills you learn in this

course will prepare you to facilitate orientation and

training programs in a business or organization.

HRE 380: ORGANIZATIONAL DEVELOPMENT

Three class hours each week; Credit: 3 hours; Prerequisite:

HRE 200 or PSY 370; Offered every spring

How do organizations grow and change to become

more profitable, serve more clients, or become an

employer of choice? This course offers you an in-

depth look at the processes involved in improving

organizational performance by making organization-

wide changes. You will learn about organizational

change as it relates to improving performance, the

techniques for effectively introducing changes in

organizations, and for overcoming resistance to change.

A field project in an organization will allow you to

apply your knowledge and skills.

HRE/PSY 399: INTERNATIONAL PERSPECTIVES

ON WORK

Eight 1.5-hour classes prior to a two-week trip abroad; Credit: 3

hours; Prerequisites: PSY 101, BUS/HRE 100, or COM 212

This trip course introduces you to differences between

theUnitedStatesandothercountriesregardingissues of gender in the work place, as well as work-

life balance. You will be prepared for the trip through

readings on the issues and countries to be visited, as

well as guest speaker presen tations. We will visit a

minimum of three companies abroad and interview

managers and employees in the companies on the

issues. You will be expected to maintain a journal and

write a comparative analysis paper using the readings

and knowledge gained from the trip and interviews.

HRE 400: PERFORMANCE MANAGEMENT

& CLIENT LAB

Four class hours each week; Credit: 4 hours; Prerequisite:

HRE 200 or PSY 370, STA 201 and junior status; Offered

every spring

Every employee has his/her performance evaluated and

every supervisor evaluates someone’s performance. This

course is designed to provide you with an in-depth study

of performance management (PM) in an organiza tion. You

will understand why effective perfor mance management

is critical, develop the skills to give feedback to employees,

and learn how to develop a performance appraisal system.

A required team project allows students to enter a local

organization and evaluate their performance management

system against the criteria taught in class. You should leave

the course possessing a set of “tools” which can be used in

effective performance management

HRE 420: COMPENSATION AND BENEFITS

& PROJECT LAB

Four class hours each week; Credit: 4 hours, Co-requisite or

Prerequisite: HRE 200 or PSY 370, STA 201 and junior

status; Offered every spring. Without fair and attractive

compensation and benefit systems, organizations would

not be able to attract and retain the best employees.

Strategic and creative compensation systems give com-

panies a competitive edge. You will learn the different

types of compensation that employees receive, innovative

strategies for paying employees, required and optional

benefits plans, and the legal, regulatory, and ethical

environments in which compensation administration

occurs. You will not only understand why an effective

compensation and benefit program will give companies

a competitive advantage, you will also learn the

fundamental skills to design, implement, and evaluate

such tactics to achieve this advantage.

HRE 440: HR APPLICATIONS

Three class hours each week; Credit: 3 hours; Prerequisite:

HRE 200 or PSY 370 and junior status; Offered every fall

You will review and be tested on the HR body of

knowledge as measured by the SHRM Learning System for

the PHR/SPHR Certification Exam. You will study each

functional area of HR and take a mock certification exam.

Strategies for preparation for the PRH exam include study

for the HR Games and admission of at least two teams

(six students) in the competition. In addition, you will

apply knowledge and skills through professional service via

projects and collaborations with SHRM, the Peace affiliate

of SHRM and the Raleigh affiliate of SHRM.


202

HRE 480: SENIOR SEMINAR

Three class hours each week; Credit: 3 hours; Prerequisite: Human Resources major and senior status; Offered every fall. Senior seminar serves as the summary or capstone experience

for HR majors. You will complete a portfolio of your work

in human resources, participate in mock interviews, and

assess your career readiness skills. The course will provide

preparation for you to assume the role of a professional by

covering ethical issues, strategic issues, current topics relevant

to the field, and career guidance. You will study for and

take a “mock” PHR certification exam that covers the

nationally recognized body of HR knowledge in the field.

HRE 490/491: HUMAN RESOURCES

INTERNSHIP I and II

Credit: 3 or 6 hours; Prerequisite: HRE 200, junior or senior status, or permission of the instructorInternships give you the opportunity to work in an

actual Human Resources department. You will have

a chance to put the knowledge and skills you have

learned in your courses into practice and see how they

work. Interns develop employee handbooks, interview

candidates for jobs, screen applications, do reference

checks, coordinate benefits open-enrollment processes,

and many other Human Resource projects. You will

spend a minimum of 120 hours in the workplace

to earn 3 credit hours. We encourage you to have at

least two internships (6 credit hours) so that you get

experience with two different employers. You can take

up to 15 semester hours of internship/ cooperative

education credit toward the baccalaureate degree.

HRE 492/493/494: DIRECTED STUDY

Credit: 2-4 hours; Prerequisite: junior or senior statusA course of study addressing a specific topic or problem






the student and by the super vising faculty member(s)

must be approved by the Division Chair and by the

Provost prior to registration. No more than 4 semester



HRE 495: SPECIAL TOPICS IN HUMAN RESOURCES

Credit: 1-4 hours; Students may repeat this course once with

different content





203

fACULty

Mercedes Guijarro-Crouch (1999) Associate Professor

ofSpanish–B.A.,UniversidaddeSevilla;M.A.,UniversityofHouston;Ph.D.,UniversityofNorthCarolina at Chapel Hill

Laura G. Vick (1990) Professor of Anthropology –

B.A.,M.A.,Ph.D.,UniversityofNorthCarolinaatChapel Hill

LAtin AmeriCAn StUdieS CoUrSeS

LAS/SPA 105: HISPANIC DOCUMENTARY

FILM SERIES

Credit: 1 hour

A course that will expose students to historical,

environmental, and sociopolitical conflicts of Spain

and Latin American through documentary films.

Each documentary will be introduced by a reading

assignment to put the films in context. Students

will be responsible for attending at least one of the

documentaryfilmsofferedbytheDuke/UNCLatinAmerican Film Series (Fall Semester).

LAS/ANT/IDS/SPA 260: INTRODUC TION TO


One hour each week; Credit: 1 hour; This is a CCE course


participation in the summer program in Mérida,



linguistics, and ethnology will be high lighted as


especially the Yucatan. Topics will include geography,


and literature, and special customs (past and present);

students will attend lecture/discussions, complete short


LAS 295: SPECIAL TOPICS IN LATIN

AMERICAN STUDIES

Credit: 1-4 hours




LAS/SPA/IDS 305: HISPANIC VOICES IN THE

UNITED STATES


course

An introduction to the history and cultures of Hispanic

communitiesintheUnitedStatesfromthefirstSpanishexplorations and settlements to the present through the

use of literary texts, films, and other art forms. Some

reading knowledge of Spanish needed. Does not satisfy

General Education requirement for foreign languages.

LAS/ANT/SPA 360: CROSS-CULTURAL SEMINAR

IN MEXICO

An immersion experience in Mexico; Credit: 2 hours;

Prerequisite: foreign language and/or anthropology

background, permission of the instructor

A living experience in Yucatan, Mexico which is

designed to highlight cross-cultural differences and

to help participants learn how to adapt to a foreign

culture. Through background readings, group

discussions, written reaction, a journal, “debriefing”

sessions and an essay exam, students will explore

topics of cross-cultural training within a Mexican

setting. There will be special emphasis on the cultural

considerationsthatarepartofU.S.-Mexicanrelationsand on the many aspects of non-western culture which

are a part of everyday life in Yucatan. Visits to homes,

neighborhood walks, interviews with Mexicans, and

meetings with Mexican students are a vital part of the

course. This course emphasizes an immersion living

experience rather than extensive travel and touring.

LAS/ANT/IDS/SPA 361: MEXICAN CULTURE

AND CIVILIZATION

Three weeks in the summer: 3 hours


Mexico with special emphasis on Yucatan, the Mayan

civilization, and the continuing Maya presence in

Mexico. This course will cover history, archaeolo-

gy, anthropology, and the arts, and will include field


assignments will involve hands-on experiences and, in


a journal and take an essay exam. Stu dents live in a


in Mérida (Yucatan). Students are selected on the basis of

academic achievement, and citizenship. Does not satisfy

general education require ments in Foreign Language

LAtin AmeriCAn StUdieS divis ion of Ar ts and Sc iences

204

LAS/HIS 363: INTRODUCTION TO LATIN

AMERICAN STUDIES


HIS 101-102 or HIS 201-202

An interdisciplinary introduction to Latin America

with a historical framework. Areas covered include

geography, history, anthropology, political science,

literature, art and music.

LAS/ANT/HIS 365: FROM THE OLMECS TO THE

AZTECS: THE PREHISTORY OF

MEXICO AND CENTRAL AMERICA


214, ANT 218, ANT/LAS/SPA 260, ANT/IDS/LAS/SPA

361, or permission of the instructor; Offered spring semester,

even years

In this course, students get the opportunity to study

the prehistory and early history of a very exciting

and important non-western culture area, one that

played an important part in world history but is

seldom covered adequately in history textbooks.

Course material is based on archaeological and

ethnohistorical sources, and students will learn about

the evolution and important roles of societies such as

the Olmec, Teotihuacano, Zapotec, Mixtec, Toltec,

Maya, and Aztec.

Special attention will be paid to mechanisms

involved in the rise and fall of these cultures, as well as

to the principal cultural ac com plishments, including

art and architecture. In addition, students will examine

the lives of some contemporary descendants of these

ancient cultures. At course end, students will have

gained an appreciation for the roles these cultures

played in terms of world history and greater respect for

the modern descendants of these cultures.

LAS/ANT 401: CONTEMPORARY

MAYA CULTURE

Three hours each week; Credit: 3 hours; Offered alternate

academic years; This is a CCE course

Based on ethnographic data, this course explores

a contemporary “third world” nonwestern culture

area – that of today’s Maya people. Students will,

through their readings and discussion, engage in an

inductive exercise aimed at understanding the overall

social organization and culture of the Maya societies

presented in class.

LAS 490/491: LATIN AMERICAN STUDIES

INTERNSHIP I and II








internship/cooperative education credit.

Note: Any student who has not completed her



for that semester.

LAS 492/493/494: INDEPENDENT STUDY













LAS 495: SPECIAL TOPICS IN LATIN

AMERICAN STUDIES

Credit: 1-4 hours




LAtin AmeriCAn StUdieS divis ion of Ar ts and Sc iences

205

fACULty

Felicia Mainella (2003) Associate Professor of

Leadership Studies, Coordinator of Leadership Studies

Program–B.S.,UniversityofEvansville,M.A.,BowlingGreenStateUniversity,Ph.D.,UniversityofMaryland


Professor of Leadership Studies and Human Resources

– B.A., Peace College, summa cum laude; M.S., Ph.D.,

NorthCarolinaStateUniversity

LeAderSHip StUdieS Co-mAJor



Leadership Studies Co-Major Courses 31 hours


Students should use elective hours to com plete the

requirements for their required double major in any other

major offered at Peace College.

Total Hours for the B.A. with Co-Major in Leadership Studies 125 hours

The purpose of the Leadership Studies co-major is to

develop leadership capacity in Peace women so that

they may be prepared to assume positions of leadership

in their chosen fields. The Leadership Studies program

both comple ments and supplements the required double

major and the rest of the curriculum at Peace College.

The major is interdisciplinary in nature, and focuses on

developing leadership knowledge, skill and attitudes.

Leadership students will have ample opportunities to

study, practice and reflect on leadership practices, both

their own and those of other people.

LeAderSHip StUdieS divis ion of organizat iona l Studies

206

A. LEADERSHIP STUDIES CORE COURSES 15 HOURS

LEA 101 Introduction to Leadership 3

LEA 102 Introduction to Leadership Laboratory 1

LEA 200 Self and Community 1

LEA 201 Contexts of Leadership 3

LEA 301 Group Process and Group Dynamics 3

LEA 302 Group Process Laboratory 1

LEA 402 Leadership Senior Seminar 1

LEA 403 Leadership Transitions Coaching 1

B. LEADERSHIP ELECTIVES 12 HOURS

Students must take 3 hours in Area I and Area II and 6

hours in Area III.

Area I: Gender and Cultural Awareness (3 hours)

SOC 368 American Ethnic Relations 3

BUS430InternationalBusinessesEnterprise 3

ENG 220 or ENG 221 World Literature 3

ENG 374 The Image of Women in Fiction 3

LAS 363 Introductions to Latin American Studies 3

HIS 331 Women in the Western World 3


COM 445 Gender in the Workplace 3

PSY/SOC 220 Gender Roles 3

BUS445Cross-CulturalManagement* 3

PSY 375 Human Sexuality 3

ANT 214 Cultural Anthropology 3

ANT 315 Globalization, People, and Culture 3

Area II: Management Competencies (3 hours)

BUS200IntrotoManagement 3

BUS/COM/HRE332OrganizationalCommunication3

HRE/PSY 370 Industrial and Organizational Psychology 3

BUS450StudentsinFreeEnterprise 3

HRE 200 Human Resource Management 3

HRE 300 Recruitment and Selection 3

HRE 341 Training and Development 3

HRE 400 Performance Management 3

BUS445Cross-CulturalManagement* 3* Students can only count this course for one area

Area III: Leadership: Theory and Practice (6 hours)

LEA 311 Political Leadership: Theory and Practice 3

LEA 310 Leadership and Social Change 3

BUS/LEA312LeadershipinOrganizations:Theory and Practice 3

BUS/LEA316Ethics&Leadership:Theory and Practice 3

LEA 313 Women Leading for Rights and Recognition 3

C. SPOTLIGHT COURSES 5 HOURS

Students will complete five 1-credit courses

D. EXPERIENTIAL REqUIREMENTS

Leadership studies majors will be active participants

in the Peace College community. Students may

fulfill this requirement by accomplishing one of the

following activities:

a.) holding a campus leadership position,

including, but not limited to, an elected position

within student government, holding an office in

a club or campus organization, or serving as a

student representative to a campus-wide group.

b.) being an active and vital participant in college

activities in such a way as to contribute to the

overall betterment of the group or the college.

Example of such activities might include being an

active participant in PSGA sponsored events that

improve the educational or cultural atmosphere on

campus (e.g., helping to plan the Martin Luther

King celebration) or actively working within a club

or group over the period of the academic year.

Students who double major in Leadership Studies are

exempt from completing an internship as long as the

internship for their other major incorporates at least

one leadership-related learning outcome. The program

coordinator for Leadership Studies will assist you in

developing an appropriate leadership learning outcome.


207

LeAderSHip minor 18 houRS

LEA 101 Introduction to Leadership 3

LEA 102 Introduction to Leadership Lab 1

LEA 201 Contexts of Leadership 3

LEA 301 Group Process and Facilitation 3

LEA 302 Group Process and Facilitation Lab 1

LEA 402 Leadership Senior Seminar 1

LEA 403 Leadership Transitions Coaching 1

Theory and Practice Elective 3

LEA 310 Leadership and Social Change

LEA 311 Political Leadership

LEA/BUS312LeadershipinOrganizations LEA/BUS316Ethics&Leadership

LEA 313 Women Leading for Rights

and Recognition

Spotlight Courses 2

Students will complete two 1-credit spotlight courses

LeAderSHip StUdieS CoUrSeS

LEA 101: INTRODUCTION TO LEADERSHIP

Three lecture hours per week; Credit: 3 hours;

Corequisite: LEA 102

This course is designed to provide an introduction into

the many issues, concepts, and theories involved in the

study of leadership. The course will explore traditional

and contemporary leadership theories and models, with

a major emphasis on understanding oneself as a leader.

LEA 102: INTRODUCTION TO

LEADERSHIP LABORATORY

Weekend retreat; Credit: 1 hour; Pass-Fail grading;

Corequisite: LEA 101

LEA 102, the laboratory accompanying LEA 101,

is focused on self-awareness and team-building.

During the laboratory, students explore the impact of

leadership behavior on others, examine their interests

and personality character istics, and create plans for

future leadership development.

LEA 200: SELF IN COMMUNITY

Credit: 1 hour

The purpose of this course is to provide a springboard

for students’ self-discovery within the broader

community. A major focus is for students to recognize

the vital role that volunteers play in communities

and for them to begin dis covering how they can

incorporate community service and philanthropy

into their everyday lives, both during and after their

college experience. The course is designed to encourage

students to address community needs through regular

service at a local community agency and to provide a

structured setting for students to reflect on their service

experiences.

LEA 201: CONTEXTS OF LEADERSHIP

Three lecture hours per week; Credit 3 hours;

Prerequisite: LEA 101-102; Corequisite: LEA 202

It has become clear that to understand and study

leadership that we have to pay close attention to the

contextual factors that can influence the leadership

process. Some of the words accoiated witht he word

‘context’ include: environment, purpose, perspective,

culture, situation, background, location, and

surroundings. In this seminar course we will examine

how leadership is shaped by the context in which it is

practiced. The first part of this course will cover the

historical and modern views of leadership. We will then

focus on leadership in regards to gender and cultural

differences. The last section of this course will examine

leadership within specific contexts. Some of the possible

contexts to be explored include: politics, sports, higher

education, non-profit organizations, religion, military,

law, entertainment industry, performing arts, etc.

LEA/HRE 301: GROUP PROCESS

AND DYNAMICS

Three lecture hours per week; Credit 3 hours;

Prerequisite: LEA 101-102; Co-requisite: LEA/HRE 302

As a process of working with others to accomplish


of groups and teams. The purpose of this course is to

provide students with the knowledge and skills necessary

to lead and work effectively in groups and teams.

This course will explore theory, practice, and research

in group process, including group dynamics, group

roles, teamwork, diversity, decision-making, conflict

resolution, motivation, and visioning and goal setting.


208

LEA/HRE 302: GROUP PROCESS LABORATORY

Two laboratory hours per week; Credit: 1 hour;

Pass-fail grading; Co-requisite LEA/HRE 301

This laboratory will provide students with the

opportunity to practice group process techniques and

to experience the various challenges that groups and

teams face on a regular basis. Self-assessment and peer

feedback will be a major component of this laboratory.

LEA 310: LEADERSHIP AND SOCIAL CHANGE:

THEORY AND PRACTICE


Prerequisites: LEA 101-102 or permission of the instructor

This course will examine leadership in relation to social

movements and the role leaders play in changing the

values and systems, which support oppression. This

course applies concepts from systems theory, servant

leadership, liberation education, deep ecology, and

feminism to the challenges faced in social movements.

LEA 311: POLITICAL LEADERSHIP:

THEORY AND PRACTICE



This course will examine leadership in relation to

contemporary American politics and explore the role

political leaders play in shaping policy and implementing

change. In this course, students examine various theories

of political leadership and examine several contemporary

case studies of women in political roles.

LEA 312: LEADERSHIP IN ORGANIZATIONS:

THEORY AND PRACTICE













facilitating effective leader ship so that the organization



LEA 313: WOMEN LEADING FOR RIGHTS

AND RECOGNITION


Prerequisites: LEA 101 and 102

The point of this course is to focus on theories and

practices of leadership from a female perspective. The

theoretical basis for the course emerges from the work

of the Women’s Ways of Knowing Collective that

emerged in the mid-1980s and that culminated, from

a leadership studies viewpoint, in the publication of

Belenky, Bond, and Weinstock’s 1997 work A tradition

that has no name: Nurturing the development of

individuals, families and communities. In this book

they explore at length the theory of Developmental

Leadership - a distinctively female and dialogic mode

of leadership.

This course will also include a volume on women’s

leadership around the world and use this as a take-off

point for considering the special challenges that women

as leaders face today. At all times, we will keep the focus

on women’s leadership to promote and advance human

rights and to gain recognition for their role in building

a more humane, caring, and learning-centered society.

LEA 316: ETHICS AND LEADERSHIP:

THEORY AND PRACTICE


Prerequisite: LEA 101-102 or permission of the instructor

This course will explore the ethical and moral

responsibilities of leadership. Students will study the

moral obligations of leaders and followers and how

leaders shape the moral environment of institutions

and other formal and informal organizations. The

course will also address the public and private morality

of leaders, as well as how leaders convey values through

language, symbolic actions, and as role models. In

order to prepare students for their various career paths,

ethical issues related to leadership within a variety of

contexts will be examined.


209

LEA 320-349: SPOTLIGHT COURSES

Credit: 1 hour; Prerequisites: LEA 101-102

or permission of the instructor

Spotlight courses are one-hour credit academic

experiences that allow students to enhance their

knowledge, skills and attitudes related to leadership.

The purpose of spotlight courses is to examine a topic

in greater depth than other leadership courses allow or

to expose the student to a specialized or cutting edge

topic within leadership.

LEA 402: LEADERSHIP SENIOR SEMINAR

Credit: 1 hour for senior LEA majors and minors

Prerequisites: LEA 101-102, 201-202, and 301-302

This final laboratory is designed to do a summative

assessment of personal leadership experience and will

include analyzing the knowledge, skills, and attitudes

developed in the major. It will result in a leadership

portfolio that documents the student’s experience.

These assessments will be targeted at community

involvement, careers and/ or graduate study.

LEA 403: LEADERSHIP

TRANSITIONS COACHING

One credit course for senior Leadership majors and minors

Co-requisite: LEA 402; Prerequisites:LEA 101-102, 201-

202, and 301-302

This course will examine the impact of coaching on

leadership, careers, and personal development. Students

will examine various theories of coaching, engage in

coaching outside of the classroom, and reflect on issues

related to their transition from the leadership program

into graduate school or full-time work. Experiential

learning, lectures, readings, coaching, and individual

work are designed to help students move toward

meaningful and purposeful career and life choices.

LEA 490/491: LEADERSHIP INTERNSHIP I and II




situations. The junior-senor internship is designed to

give the student work experience that is as close to actual







LEA 492/493/494: DIRECTED STUDY













LEA 495: SPECIAL TOPICS IN LEADERSHIP

Credit: 1 to 4 hours





210

LiberAL StUdieS divis ion of Ar ts and Sc iences

fACULty

Scott McElreath (2001) Associate Professor of

Philosophy–B.A.,M.A.,UniversityofMarylandatCollegePark;Ph.D.,UniversityofRochester

LiberAL StUdieS mAJor



Liberal Studies Core Courses 34-37 hours


Total Hours for the B.A. in Liberal Studies 125 hrs

The Liberal Studies Program includes all faculty and

courses in the following disciplines: English, Fine Arts,

Foreign Language, History, Mathematics, Natural

Sciences, Philosophy, Religion, and Social Sciences.

The Liberal Studies Major is an interdis ciplinary

program which ensures the flexibility needed in today’s

market. It offers both breadth and depth. Together

with your advisor and other appropriate members of

the faculty, you will craft your curriculum to fit your

individual needs and interests.

A. LIBERAL STUDIES CORE COURSES 34-37 HOURS

This section ensures breadth in the student’s program

2 courses each from any 3 Liberal Studies areas 8-20

1 course each from any 4 other Liberal Studies areas

12-13

Liberal Studies Junior Seminar LST 380 1

Liberal Studies Senior Seminar LST 470 3

LIBERAL STUDIES AREAS:

• ENGLISH

• FINE ARTS

• FOREIGNLANGUAGES• HISTORY

• MATHEMATICS

• NATURALSCIENCES• PHILOSOPHY/RELIGION

• SOCIAL SCIENCES

No course that is taken by a student to fulfill a Liberal

Education Requirement can be used by that student to

fulfill the Liberal Studies core.

Additionally, a lower-level course taken to prepare a

student for a Liberal Education requirement cannot

count toward the Liberal Studies core.

B. ELECTIVES 38-41 HOURS

Students must use electives to complete a minor (18-22

hours) or concentration (24 hours). This requirement

ensures that students achieve depth in their program.

Students may count core courses toward their minor

or concentration. Students may also do their minor

or concentration either in a Liberal Studies area or in a

non-Liberal Studies area.

Minor: The requirements for a minor are listed on page

73 of this catalog.

Concentration: Concentrations (24 hours) offer more

depth. They are the best option for students wishing to

go to graduate school in a particular field. In that event,

students are advised to take more than the 24 hours

required for the concen tration. Examples are listed below.

Please note that the following list is not exhaustive.

• ANTHROPOLOGY

• MUSIC• BIOLOGY

• PHILOSOPHY

• COMMUNICATION• POLITICAL SCIENCE

• ENGLISH

• PSYCHOLOGY

211

• FRENCH

• RELIGION

• HISTORY

• SPANISH

• HUMANRESOURCES • VISUALARTS• MATHEMATICS

Concentrations are more flexible than minors. They can

be composed of courses from two or more disciplines,

focused upon a common theme. Some examples are

listed below. Please note that the list is not exhaustive.

• ENVIRONMENTALSTUDIES• EVOLUTIONARYSTUDIES• LATINAMERICANSTUDIES• INTERNATIONALSTUDIES• WOMEN’SSTUDIES

Other Electives:

Students may use their remaining elective hours in any

way they choose. Some students choose to do a second

minor. Some, who have ac cumulated extra hours, do a

second concentration.

LiberAL StUdieS CoUrSeS

LST 295: SPECIAL TOPICS IN

LIBERAL STUDIES

Credit: 1-4 hours




LST 380: LIBERAL STUDIES JUNIOR SEMINAR

Credit: 1 hour; Prerequisite: junior or senior status; Offered

spring semester

You will distinguish rhetorical and explana tory

statements from rational arguments and develop the

skills required to think critically about any issue that

may arise in your academic, professional, or personal

endeavors. You will practice identifying, interpreting,

and evaluating arguments of the sort found in books,

journal articles, speeches, newspaper editorials, letters

to the editor, magazine articles, and scientific reports.

LST 470: LIBERAL STUDIES SENIOR SEMINAR

Credit: 3 hours; Prerequisites: senior status;

Offered spring semester

You will examine selected topics from the perspectives

of multiple disciplines. You will take two essay exams,

write two research papers, and either do a service-

learning activity or write a short paper on service. In

class, you will openly discuss the issue for the day,

analyze “pro” and “con” positions on the issue, and

participate in paper workshops. You will improve your

ability to apply useful ways of asking questions, to

gather information, to evaluate evidence, to understand

the world, and to confront moral problems.

LST 490/491: LIBERAL STUDIES INTERNSHIP I

and II




professional situations. The senior intern ship is



6 semester hours toward the baccalaureate degree can

consist of internship/cooperative education credit.




that semester.

LST 492/493/494: INDEPENDENT STUDY








the student and by the super vising faculty member(s)



6 semester hours toward the baccalaureate degree can


LST 495: SPECIAL TOPICS IN LIBERAL

STUDIES

Credit: 1-4 hours




LiberAL StUdieS divis ion of Ar ts and Sc iences

212

fACULty

Ann Bingham (2004) Assistant Professor of

Mathematics–B.A.,ArcadiaUniversity;M.S.,Ph.D.,LehighUniversity

Ellen A. Birch (1998) Instructor in Mathematics –

B.S.,M.Ed.,NorthCarolinaStateUniversity

Archie L. Ritchie (1968) Professor Emeritus

of Mathematics – B.S., M.A., Appalachian State

University;FutherStudy:UniversityofFlorida;NorthCarolinaStateUniversity,VanderbiltUniversity

Jean Adair Robertson (1982) Associate Professor of

Mathematics – B.S. magna cum laude, Pembroke State

University;M.S.,NorthCarolinaStateUniversity;Furtherstudy,NorthCarolinaStateUniversity

mAtHemAtiCS minorMAT 241Calculus with Analytic Geometry I 4MAT 242Calculus with Analytic Geometry II 4MAT 341Calculus with Analytic Geometry III 4STA 301Statistics II 3Two additional mathematics courses at the 200 5-6level or above

mAtHemAtiCS And

StAtiStiCS CoUrSeS

MAT 097: INTERMEDIATE ALGEBRA

Three hours each week; Credit: 3 hours institutional credit;

Offered each semester; Does not count as credit toward

meeting graduation requirements


College Algebra (MAT111). You will achieve a better

understanding of the mathematics you will need for use

in all disciplines, improve your understanding of the

basic mathematical concepts of algebra and geometry,

improve your mathematical skills, and explore familiar

concepts using different techniques.

MAT 111: COLLEGE ALGEBRA

Three hours each week; Credit: 3 hours; Offered each

semester. You will study real numbers, solving equa tions and

inequalities, algebraic functions, graphing functions, and

inverse functions.

You will also learn to model using linear, quadratic,

cubic, and quartic functions. You will have an

introduction to probability and counting methods.

Note: MAT 111 is also offered with workshop, which

meets five hours per week with 3 hours credit

mAtHemAtiCS And StAtiStiCS divis ion of Ar ts and Sc iences

213

MAT 112: PRE-CALCULUS MATHEMATICS


semester; Prerequisite: MAT 111, placement by testing, or

permission of the instructor

You will study exponential and logarithmic functions,

trigonometric functions, trigonometric identities and

equations, applications of trigono metry, and systems

of equations.

Note: MAT 112 is also offered with work shop, which

meets five hours per week with 3 hours credit

MAT 202: FINITE MATH

Three hours each week; Credit: 3 hours; Prerequisites: MAT

111-112, the equivalent as evidenced by placement results,

or permission of the instructor: Offered fall semester

You will study selected topics in finite mathe-

matics, including set operations, Venn diagrams,

elementary probability, counting techniques (including

permutations and combinations), matrices, solving

systems of equations, linear pro gramming, and

mathematics of finance.

MAT 231: BUSINESS CALCULUS

Three hours each week; Credit: 3 hours; prerequisit: MAT

111 and MAT 112 or the equivalent as determined by the

mathematics faculty member teaching the class.

You will study limits, derivatives, and integrals of

algebraic, trigonometic, exponential, and logarithmic

functions. You will learn how to apply the techniques

of calculus to important processes in business and the

social sciences. Your knowledge of the calculus will be

useful in understanding business applications.

MAT 241: CALCULUS WITH ANALYTIC

GEOMETRY I

Five hours each week; Credit: 4 hours; Prerequisite: MAT

111-112, placement by testing, or permission of the

instructor; Offered fall semester

You will study limits, derivatives, and anti derivatives of

algebraic, trigonometric, exponen tial, and logarithmic

functions. You will also study the application of

calculus to graphing functions, the fundamental

theorem of calculus, and definite integrals.

MAT 242: CALCULUS WITH ANALYTIC

GEOMETRY II

Five hours each week; Credit: 4 hours; Prerequisite:

MAT 241 or equivalent; Offered spring semester

You will study the applications of the definite integral

in areas, volumes, and surface areas. You will also study

inverse trigonometric functions, hyperbolic and inverse

hyperbolic functions, including their derivatives and

integrals, tech niques of integration, indeterminate

forms, improper integrals, infinite series, tests of

convergence, polar coordinates, and conic sections.

MAT 341: MULTIPLE VARIABLE CALCULUS

Five hours each week; Credit: 4 hours; Prerequisite:

MAT 242 or equivalent; Offered fall semester

You will study parametric equations, vectors, solid

analytic geometry, functions of several variables,

vector-valued functions, partial deriva tives and their

applications, multiple integrals, elementary differential

equations, and Green’s and Stoke’s theorems.

STA 201: INTRODUCTION TO STATISTICS

Three hours each week; Credit: 3 hours; Prerequisite: A

grade of C or better in MAT 111 or MAT 112 or MAT

202, placement by testing, or permission of the instructor;

Offered each semester and each summer

You will be introduced to statistical concepts, including

elementary probability, frequency distribution, random

variables, binomial and normal distributions, confidence

intervals, hypothesis testing and linear regression.

STA 301: STATISTICS II

Three hours each week; Credit: 3 hours; Prerequisite: STA

201 or permission of instructor

You will examine relationships between two variables

using parametric and nonparametric statistics: graphical

techniques, simple linear regression and correlation

methods, experiment design and sampling. Other

topics will include confidence intervals and hypothesis

testing with graphics in multiple samples and/or

variables cases: tests for means/proportions of two

independent groups, analysis of variance for completely

randomized design, contingency table analysis,

correlation, single and multiple linear regression; design

of experiments with randomized blocks, factorial design

and analysis of covariance. Application of these topics

will be drawn from business, economics, the social

sciences, biology and other areas. Students will use

statistical analysis technology.

mAtHemAtiCS And StAtiStiCS divis ion of Ar ts and Sc iences

214

fACULty

Milton Ruben Laufer (2001) Phoenix Professor of

Fine Arts, Associate Professor of Music Performance

–B.M.,UniversityofMichigan;M.M.,withhonors,RiceUniversity;D.M.A.,RiceUniversity.Furtherstudy, Moscow Conservatory; Eastman School of

Music; Fulbright Scholar in Madrid, Spain

James S. Smith (1978) Associate Professor of Music

Performance, Director of Vocal & Choral Activities – B.M.,

St. Andrews Presbyterian College; M.M., West Virginia

University;Furtherstudy,WestVirginiaUniversity,UniversityofGeorgia,WestminsterChoirCollege,SmithCollege,OberlinCollege,IndianaUniversity

Virginia L. Vance (1974) Associate Professor of Music

Performance, Coordinator of Music Performance

Program – B.M. cum laude, Salem College; M.M., Yale

University;SpecialStudywithAntonHeiller,Hochschulefur Musik, Vienna, Austria, as Fulbright Scholar; Further

study,McGillUniversity,DePaulUniversity

mUSiC performAnCe mAJor



Music Major Courses 62-65 hours


Total Hours for the B.A. in Music Performance

125 hours

mUSiC performAnCe divis ion of Ar ts and Sc iences

215

The Bachelor of Arts in Music Performance degree

is intended for students who desire to become

professional musicians; it will prepare students for

further study in graduate school or enable them to

establish their own private studios.

Students who desire to major in music must audition

for the music faculty for acceptance and placement

in the music degree program. In the BA in Music

Performance major, students take a significant number

of music courses during their first two years. In

addition to applied lessons in their chosen instruments,

music majors are enrolled in courses that include music

theory, music history, aural skills, and ensemble work.

Each performance major must have a 2.0 average in

music courses taken during the first two years at Peace

College in order to remain a candidate for the BA in

Music Performance degree. Exceptions require the

approval of the music faculty.

MUSIC MAJOR COURSES

Music Theory 12MUS161,162,261,262

Aural Skills 4MUS163,164,263,264

Conducting 2MUS388

Music History 3MUS282(MUS281mustbeselectedasFine

Arts requirement)

Practicum Musicum 3MUS386**

Senior Seminar 3MUS486**

Applied 16

Students take a 2-hr. course each semester in

their chosen instrument

Performance Class 8MUA190-491Allmusicmajorsenrollin

a Performance Class each semester

Junior Recital 1MUS385**35-minuterecital

Senior Recital 1MUS485**50-minuterecital

Ensemble 4

A minimum of 4 semesters is required:

voicemajors–MUS206keyboardmajors–MUS220(2semesters)

&MUS106(2semesters)instrumentalists–MUS235(2semesters)

&MUS106(2semesters)

Keyboard, Vocal, or Symphonic Literature 3

MUS381,MUS382,orMUS383Students choose one based on their primary instrument

Diction 3MUA387requiredofvoicemajorsonly

Choir 2MUS106requiredofnon-voice

majors for two semesters only

Piano 2MUA111requiredofnon-keyboard

majors - minimum of 2 semesters to pass the piano proficiency requirement

** Combined courses satisfy Pre-Professional

Requirement

mUSiC minor 18 houRS

Required courses:

MUS161MusicTheoryI 3

MUS162MusicTheoryII3

MUS181MusicHistoryI3

or

MUS161MusicTheoryI 3

MUS181MusicHistoryI3

MUS182MusicHistoryII 3

Plus additional applied courses, ensembles, or an

additional semester of either Music History or Music

Theory to total a minimum of 18 hours for a minor

in Music.

mUSiC CoUrSeS

The offerings of the Music Department are focused

both on the professional training of musicians and on

the important role that music can play in the lives of all

our students. Courses marked with an asterisk (*) are

provided at an additional charge.


216

MUA 100: VOICE CLASS *

Two hours each week; Credit: 1 hour

Introduction to vocal technique for students who have

had no previous voice instruction. Examines breathing

techniques and tone production in a class that meets

twice weekly.

MUA 101: VOICE *

One half hour lesson each week; Credit: 1 hour (for non-

majors); Students may repeat this course for additional credit.

A study of vocal principles. Material from standard

vocal literature best suited to the student’s capabilities.

MUA 102: VOICE *

One-hour lesson each week; Credit: 2 hours

(for non-majors); Students may repeat this course for

additional credit. A study of vocal principles. Material

from standard vocal literature best suited to the

student’s capabilities.

MUA 103, 104, 203, 204, 303, 304,

403, 404: VOICE *

One hour lesson each week; Credit: 2 hours (for music

majors); Prerequisites: courses must be taken in sequence.

Simultaneous enrollment in Performance Class is required.

A study of vocal principles, with emphasis on vocal

technique. Repertoire selected from classical vocal

literature, including art songs and arias in various

languages from the Baroque to twentieth century.

MUA 110: CLASS PIANO *


Beginning group piano for students with no piano

experience. An introduction to the fundamentals of

music and keyboard playing in an informal group

setting. Required for music majors with no keyboard

experience. Open to non-music majors.

MUA 111: PIANO *

One half -hour lesson each week; Credit: 1 hour (for

non-majors, or majors needing to pass piano proficiency);

Students may repeat this course for additional credit.

Assigned repertoire and related activities are chosen

according to the individual level of advancement.

Students with no piano experience should enroll in

ClassPianoMUA110.

MUA 112: PIANO *

Credit: 2 hours (for non-majors, or majors needing to pass

piano proficiency); Students may repeat this course for

additional credit.

Assigned repertoire and related activities are chosen

according to the individual level of advancement.

Students with no pianistic expe rience should enroll in

ClassPianoMUA110.

MUA 113, 114, 213, 214, 313, 314,

413, 414: PIANO *




An intensive study addressing all aspects of pianistic

development. Repertoire includes repre sentative music

spanning the Baroque period to present day.

MUA 122: ORGAN *

One-hour lesson each week; Credit: 2 hours (open to all

students); Students may repeat this course for additional

credit. Previous organ study is not essential.

Assigned repertoire is chosen from level of

advancement of individual. For beginning organ

students, previous piano study is required. Consult

the instructor for more information.

MUA 123, 124, 223, 224, 323,

324, 423, 424: ORGAN *




Fundamental organ principles and techniques are

taught in the study of organ music of all periods

from Baroque to contemporary. Correct playing of

church services and organ accompaniments is stressed.

Adaptation is made to the musical ability and previous

training of the individual student.

MUA 131: WOODWINDS *

One-half hour lesson each week; Credit: 1 hour

(for non-music majors); Students may repeat this course

for additional credit. Previous study is not essential.

Assigned repertoire is chosen according to the individual

level of advancement.


217

MUA 132: WOODWINDS *



for additional credit.

Previous study is not essential. Assigned repertoire is

chosen according to the individual level of advancement.

MUA 133, 134, 233, 234, 333, 334, 433, 434:

WOODWINDS *




An intensive study addressing all aspects of musical

and technical development. Repertoire includes

representative music, both solo and orchestral,


MUA 141: STRINGS *






MUA 142: STRINGS *






MUA 143, 144, 243, 244, 343, 344,

443, 444: STRINGS *








MUA 151: BRASS *






MUA 152: BRASS *

One-hour lesson each week; Credit: 2 hours (for non-music




MUA 153, 154, 253, 254, 353, 354,

453, 454: BRASS *


majors); Prerequisites: Courses must be taken in sequence.






MUA 171: PERCUSSION *






MUA 172: PERCUSSION *

One-hour lesson each week; Credit: 2 hours (for non-music




MUA 173, 174, 273, 274, 373, 374,

473, 474: PERCUSSION *








MUA 190, 191, 290, 291, 390, 391, 490, 491:

PERFORMANCE CLASS

1 hour each week; Credit: 1 hour (music majors must enroll

in this course each semester)

A “trial bench” for performance activities in a master-

class setting. All important aspects of performing (style,

interpretation, stage presence, etc.) will be addressed

and student participation is required.


218

MUS 106: PEACE COLLEGE CHOIR

One and a half hours each week; Credit: 1 hour; students

may repeat this course for additional credit. Piano majors

must complete two semesters of choir.

Open to all students. This group sings for Chapel

services and special concerts.

MUS 161-162: MUSIC THEORY I - II

Three hours each week; Credit: 3 hours each

A study of the harmonic vocabulary of the Common

Practice period (1600-1900), emphasizing the musical

language of the seventeenth, eighteenth, and nineteenth

centuries. Written work involves four-voice partwriting,

with emphasis on triadic structure, non-harmonic

tones, modulation, and harmonization of melodic lines.

MUS 163-164: AURAL SKILLS I - II


A course that concentrates on ear-training through

exercises in sightsinging, melodic dictation, and

keyboard skills. This class must be taken in conjunction

with Theory I-II.

MUS 180: MUSIC APPRECIATION


An introductory course to acquaint the student with

music as an important element of Western culture and

to increase the student’s capacity for listening to music

intelligently. Designed for non-music majors.

MUS 206: PEACE CHAMBER SINGERS

Three hours each week; Credit: 1 hour; Students may repeat

this course for additional credit.

Open to all students by audition. A select group of

fifteen to eighteen singers who represent the college

both on and off campus. Performance of works from all

style periods.

MUS 220: PIANO IN ENSEMBLE SETTINGS

Credit: 1 hour (for music majors); one hour class each week.

Piano majors are required to enroll in Ensemble for two

semesters. In addition, piano majors must complete at least

two semesters of a vocal ensemble. Students may repeat this

course for additional credit.

This course will focus on how pianists approach

accompanying, chamber music, and the concerto

literature. A wide range of repertoire will be studied in

a primarily experiential manner. Includes piano duet,

piano duo, vocal and instrumental accompaniment,

orchestral and choral accompaniment, chamber music,

and the solo concerto literature.

MUS 235: ORCHESTRA AND INSTRUMENTAL

ENSEMBLE

One-hour class each week; Credit: 1 hour (for music

majors). Instrumental majors are required to enroll in MUS

235 for two semesters. In addition, instrumental majors

must complete at least two semesters of a vocal ensemble.


This course will focus on the instrumentalist’s role in

orchestral and chamber music settings. A wide range

of literature and instrumental combinations will be

studied in a primarily experiential manner. Includes

participation in orchestra and chamber ensembles.

MUS 261-262: MUSIC THEORY III - IV

Three hours each week; Credit: 3 hours each

AcontinuationofMUS161-162,includingstudyof seventh chords, altered chords, and more complex

harmonic structures of the nineteenth century. Also

included is a study of eighteenth century counterpoint,

including the composition of an original invention, and

a study of form and analysis of larger works from the

Common Practice period.

MUS 263-264: AURAL SKILLS III - IV

Two hours each week; Credit: 1 hour each

AcontinuationofMUS163-164,withtheadditionofharmonic dictation and keyboard transposition. This

coursemustbetakeninconjunctionwithMUS261-262.

MUS 281-282: MUSIC HISTORY AND

LITERATURE SURVEY

Three hours each week; Credit: 3 hours each; Prerequisite:

courses must be taken in sequence; Offered fall, even years;

spring, odd years

Two courses which will examine musical developments

from Ancient Greece to 1800, and then 1800 to present

day respectively. Key stylistic developments will be

viewed in context with changing social and political

climates, and with regard to the various cultures in

which they developed. Intensive activities will include

both written papers and oral presentations, as well as

score analysis (the application of skills learned in theory).


219

MUS 295: SPECIAL TOPICS IN MUSIC

Credit: 1-4 hours




MUS 381: KEYBOARD LITERATURE


MUS 281-282

An intensive study of literature written for the solo

keyboard from its inception and development to the

present day. Includes an exploration of lower level

repertoire suitable for teaching.

MUS 382: VOCAL LITERATURE


MUS 281- 282

An intensive study of literature written for voice from

the beginning of Western civilization to the present

day. Includes an exploration of lower level repertoire

suitable for teaching.

MUS 383: SYMPHONIC LITERATURE


MUS 281- 282 An intensive study of literature written for

orchestra from the seventeenth century to the present day.

MUS 385: JUNIOR RECITAL

Credit: 1 hour; in conjunction with applied lessons and

MUS 386 Practicum Musicum

A public recital in the spring semester of the junior year

with a duration of at least 35 minutes. The selection

and preparation of repertoire will be supervised by the

applied instructor. The student will work on all other

aspects of this recital (programs and extensive research

for program notes, biography, publicity materials,

advertising, recording, stage set-up and lighting) in

conjunctionwithMUS386PracticumMusicum.

MUS 386: PRACTICUM MUSICUM


Students will learn the principles and practice of digital

audio recording in a practical setting. This will include

basic acoustics, and physics of sound, microphone

technology, basic signal processing, dynamics

processing, digital editing, critical listening, live stereo

recording, multi-track overdubbing, mastering, and the

use of related hardware and software.

Students will also learn basic music publishing and

arranging techniques as well as the use of related

software. These topics are merged into a final audio

CD which will showcase the student’s engineering and

musical abilities.

Students will use skills acquired as part of this course

in orchestrating all aspects of recording their Junior

and Senior Recitals and in creating a professional audio

portfolio.

MUS 387: DICTION


Students will learn diction as it is applied by vocalists.

Required for vocal majors and recommended for

pianists interested in vocal coaching. Emphasis is

placed on Italian, French, and German diction.

MUS 388: CONDUCTING

Two hours each week; Credit: 2 hours

This course is an introduction to choral and

instrumental conducting. It is designed to meet the

National Association of Schools of Music requirement

that all undergraduate music majors have at least one

course in conducting.

The course content is appropriate for all music

majors, including instrumental, vocal, and

composition. The course will include posture

and patterns, release, dynamic, and articulation

gestures, use of the baton, functions of the left hand,

subdivisions, tempo changes, and a variety of other

pertinent topics.

MUS 389: EUROPEAN CONCERT TOUR FOR

CHAMBER SINGERS

Credit: 3 hours

Every three years the Music Department offers a

16-18 day trip to Europe for the Chamber Singers,

during which the students have the opportunity

to perform concerts in historic sites. Typically, 7-8

concerts are scheduled throughout the tour. Planned

group activities include professionally guided tours

of cities, visits to art museums, and attendance at

theatrical productions and concerts.


220

MUS 485: SENIOR RECITAL

Credit: 1 hour; in conjunction with applied lessons and

MUS486SeniorSeminarApublicrecitalinthespring semester of the senior year with a duration of

at least 50 minutes. The selection and preparation of

repertoire will be supervised by the applied instructor.

The student will work on all other aspects of this recital

(programs and extensive research for program notes,

biography, publicity materials, advertising, recording,

stageset-upandlighting)inconjunctionwithMUS486 Senior Seminar.

MUS 486: SENIOR SEMINAR


This capstone course continues and builds upon

foundationslaidinMUS386PracticumMusicum.BasicskillslearnedinandappliedinMUS386willbe reinforced at a higher level of mastery, detail, and

professionalism. Materials completed will include a

professional resume, vita, biography, publicity photos,

publicity materials, portfolio, and a professional

level CD demo recording self-produced and digitally

editedinhouse(inconjunctionwithMUS485SeniorRecital). The student will emerge from this course with

the skills and knowledge necessary for making a living

through teaching, private studio, self-marketing, or

furthering her education in graduate school.

MUS 492/493/494: INDEPENDENT STUDY













MUS 495: SPECIAL TOPICS IN MUSIC

Credit: 1-4 hours A course whose content may vary

from term to term according to the needs of the academic


faculty member.

* Denotes special fees


221

fACULty


Philosophy–B.A.,M.A.,UniversityofMarylandatCollegePark,Ph.D.,UniversityofRochester

pHiLoSopHy CoUrSeS

PHL 201: INTRODUCTION TO PHILOSOPHY

Credit: 3 hours

You will embark on an introductory survey of many

of the main philosophical issues in contemporary

Western thinking. You will discuss current and

historical philosophers as you examine the following

topics: logic, religion, knowl edge, the mind, the self,

free will, and ethics.

PHL 212: CRITICAL THINKING

Credit: 3 hours

Arguments are used both to persuade people and to

establish the truth about a topic. You will consider

these different uses of arguments and examine in detail

the methods for distinguishing good arguments from

those that are not good.

PHL 295: SPECIAL TOPICS IN PHILOSOPHY

Credit: 1-4 hours




PHL/REL 320: PHILOSOPHY OF RELIGION

Credit: 3 hours; No prerequisites

You will examine many of the traditional philo sophical

questions about religion. These include questions

about God’s existence, the com pat ibility of science and

religion, the relation ship between religion and morality,

miracles, life after death, and faith.

PHL 400: SENIOR INTERDISCIPLINARY

ETHICS SEMINAR

Credit: 3 hours; No prerequisites; Offered each semester

You will study the relationship among religion, ethics,

and the professional world. You will examine ethical

theories and contemporary moral problems as you learn

how to create your own good moral arguments on both

personal and professional topics.

PHL 490/491: PHILOSOPHY INTERNSHIP I and II












that semester.

PHL 492/493/494: INDEPENDENT STUDY













PHL 495: SPECIAL TOPICS IN PHILOSOPHY

Credit: 1-4 hours




pHiLoSopHy divis ion of Ar ts and Sc iences

222

fACULty

Susan M. Fisher (1990) Associate Professor of

Physical Education, Department Manager of Physical

Education–B.S.,StateUniversityofNewYorkCollegeatCortland;M.A.,UniversityofNorthCarolinaatChapelHill;Ed.D.UniversityofNorthCarolinaatGreensboro

Elizabeth K. Wright (2001) Assistant Professor in

Physical Education, Dance Company Director – B.A.,

NorthCarolinaStateUniversity;M.F.A.,Universityof North Carolina at Greensboro; C.M.A., Laban/

Bartenieff Institute of Movement Studies

Off-campus locations:

GypsyDivers-SCUBA

pHySiCAL edUCAtion CUrriCULUm

The objectives of the physical education curriculum

are to encourage and develop lifelong interest in

physical activity while promoting physical fitness,

health and wellness.

The department offers activities that emphasize lifetime

sports skills, dance, fitness/conditioning, and theory

courses in health-related topics.

All students must enroll in PEH 100, Lifetime Fitness

and Wellness, as two of the three required credit

hours in Physical Education. A student enrolls in

the course based on the aerobic activity she chooses.

Non-traditional-age students (age 23+) may take the

credit-by-examination option and challenge the PEH

100 graduation require ment. As described on page 43

of this catalog, a student may notify the Registrar’s

Office within the first ten days of the semester in which

the exam will be taken. The student will not receive

credit or a grade for the course, but if the exam is

passed, the student will be exempt from this general

education requirement. The student then chooses from

a variety of activity courses to complete the three hour

requirement. A maximum of eight activity courses can

be taken for credit toward graduation. Participation

on an athletic team and in the Peace College Dance

Company fulfills the activity course requirement.

Courses marked with an asterisk (*) are provided at an

additional charge.

Students may enroll in physical education activity

courses on a pass/fail basis after the three-hour general

education requirement is completed. Students may re-

take any one-hour activity course on a pass/fail basis

with the permission of the instructor.

pHySiCAL edUCAtion, HeALtH, And dAnCe division of Art and Sciences

223

fitneSS LeAderSHip minor

21 houRS

Beginning in the Spring 2009 semester students

will have the opportunity to obtain certification as

either a personal trainer or a group exercise leader

via completion of this Fitness Leadership Minor.

Health and fitness clubs, YMCAs, and other health

service providers require credible certification of their

employees. The culminating experience is a one-

hour practicum which the student is responsible for

arranging, in consultation with a faculty member and/

or the career center Students interested in graduate

study in Exercise and Sport Science may obtain some

undergraduate core classes required in these programs.

Students are urged to contact a PEH faculty member as

soon as she knows she would like to pursue this minor

so that she can plan her schedule appropriately.

Credit Hours 18 hours

PEH 205 Introduction to Exercise and Sport Science 3

PEH 200 Care & Prevention of Athletic Injuries 3

PEH 210 Methods of Group Exercise Instruction: Pre-Req; any 100 level PEH course plus PEH 205.

InitiallythiscoursewouldbetakenatNCSUwhereitisoffered every semester. This course required for students

seeking group exercise leader certification. 2

PEH 211 Strength Training and Conditioning: pre-req; any 100 level PEH course plus PEH 205. Initially this

coursewouldbetakenatNCSUwhereitisofferedevery semester. This course required for students

seeking Personal Trainer certification. 2

PEH 300 Nutrition for Health, Fitness, & Sport: Pre-req. BIO 101 or CHE 111 3

PEH 310 Principles of Exercise Science: Pre-req; PEH 100, BIO 101, and PEH 205 3

PEH 350 Exercise Assessment and Programming: Pre-req PEH 310 3

PEH 410 Practicum Experience: A 10 week practical experience with a fitness specialist within the

Triangle area. 1

Three, one-hour Elective Activity Courses 3 hours

Students select three of the following one-hour courses

beyond the PEH Liberal Education requirement (a

minimum of four one-hour courses)

PEH 110, PEH 112, PEH 119, PEH 123, PEH 136,

PEH 137, PEH 139, PEH 140, PEH 154

Students may count one season of athletic team

participation or one year of PCDC participation as

one of these elective hours

dAnCe minor

The Dance Minor commences Fall 2010 and is a

20-22 hour course of study. The minor requires

13-14 core hours to lay a movement, creative, and

intellectual foundation and an additional 7-8 hours to

support a specific focus such as: 1) Choreography and

Performance, 2) Studio Teaching , or 3) Pre-Dance

Therapy. However, the focus may be flexible to meet

an individual student’s interest. An alternate focus or

course substitutions within the established courses of

study must be approved by the Dance faculty.

The Choreography and Performance focus gives

the student additional experience in moving,

performing, and creating, It would also strengthen

her marketability within and understanding of the

discipline as well as preparing her should she apply to a

graduate program in Dance. The Studio Teaching focus

gives her additional study in movement technique,

performing, and choreography, as well as supplemental

skills to ensure success as a business owner. Dance

studio owners need to understand the art of dance and

the art of running a dance studio. Studios have become

more sophisticated businesses and their owners need

to have a broader knowledge base to stay competitive.

Being a good dancer is no longer sufficient.

A student interested in Dance Therapy must complete

a graduate degree to become a Dance Therapist. There

are two ways in which a student at Peace College could

prepare for such a program: 1) Major in PSY or CHD

and minor in DAN, Choreography and Performance

focus; 2) Complete a minor in DAN with a focus in

Pre-Dance Therapy.


224

REQUIREDCOURSES: 13-14

Theory and Creative Process:


or Dance History Course 3

DAN 205 Dance Composition 2

Somatic Practices: 2

(choose 2)

PEH 136 Yoga I

PEH 137 Yoga II

PEH 154 Pilates

Movement Technique & Performance: 6-7

(distributed as follows)

PEH 225 Social Dance or PEH 226 African (1)

PEH 127 Intermediate Modern, PEH 128

Intermediate Jazz, or Intermediate Ballet (2)

PEH 220 Peace College Dance Company (2)

Improvisation (1-2)

Performance and choreography focus: 7-8

PEH 127, 128, or Intermediate Ballet

PEH 220 Peace College Dance Company

THE 220 Stagecraft

PSC 425 Grant Writing

Art, Music, or Theater Appreciation Survey/History

Course

Additional Choreography or Composition

Studio teaching focus: 7-8

PEH 127, 128, or Intermediate Ballet

PEH 220 Peace College Dance Company

COM 170 Media Production 1

COM 212 Interpersonal Communication

PEH 200 Care & Prevention of Athletic

Injuries

THE 220 Stagecraft or THE 101 Theater Participation

BUS215MarketingorBUS322AdvertisingLEA 201 Contexts of Leadership or LEA 312

Leadership in Organizations

Additional Choreography or Composition

Pre-Dance therapy focus: 7-8 Option 1: Psychology or child development major with dance minor, focus in performance and choreography

Option 2: Minor in DAN with Pre-Dance Therapy focus

THE 220 Stagecraft

PSY 315 Lifespan Development

PSY 355 Exceptional Psychology

PSY 392 Psychobiology

BIO 380 Anatomy & Physiology

PSY 340 Personality OR PSY 350 Abnormal

Psychology

Additional Choreography/Composition

pHySiCAL edUCAtion, HeALtH,

And dAnCe CoUrSeS

CUrriCULUm tHeory



Dance Appreciation explores dance as an artistic,

religious, cultural, and social form. You will examine

dance in the context of its four main purposes: religious/

ritual, world/folk, social, and theatrical (artistic &

entertainment) as well as the over-riding influence of

power in each realm. You will explore these different

realms of dance by reading, discussing, actively

experiencing, and watching them. You will attend one

professional dance performance with the class and then

will see another of your choice. Your choice can be

anything from a free modern or belly dance performance

to a full Broadway production. In addition, you have

the opportunity to observe dance classes, rehearsals,

and participate in other dance forms. A paper on a

dance topic of your choice can integrate either your

major or your personal interests. At the end of this

course you will have developed your own definition of

dance and should be able to answer questions such as

What is Bharatanatyam? Why did folk dances develop?

Why do pointe shoes fall apart so quickly? What is

the significance of Soul Train? This course satisfies the

Liberal Education Fine Art course requirement.

DAN 205: DANCE COMPOSITION


Interested in making your own dances? This course is

designed for the beginning choreographer. Through

short studies you will work on movement vocabulary

and abstraction, leading into motif and development.


225

Major historical and contemporary choreographers

from Petipa to Cunningham to Liz Lerman and Bill

T. Jones are examined in terms of their compositional

styles. Exploration of the elements of dance help

to shape the final compositional project. Live

performances and videos of significant choreographic

merit will be discussed for their relevance to the course.

At the conclusion of this course, you will have a host

of tools including the use of time, space, energy,

abstraction, motif and development, basic form, and

design, to create your own artistically significant dance.

PEH 100: LIFETIME FITNESS AND WELLNESS


Lecture material covers a variety of wellness topics

including physical fitness, nutrition, weight management,

stress management, and disease prevention. The

interaction and interdependency of these aspects to

total health and well-being is studied and discussed. The

student registers for the course according to the aerobic

activity in which she chooses to participate. Activity

choices include water exercise, fitness walking, aerobic

dance, jogging and fitness swimming.

PEH 200: CARE & PREVENTION OF

ATHLETIC INJURIES

Three hours each week; Credit: 3 hours; Prerequisite: PEH

100 or permission of the instructor

This course is for any student interested in healthcare

careers (nursing, sports medicine, and physical therapy)

as well as others interested in injury prevention and

rehabilitation. The course emphasizes procedures in

emergency situations, injury evaluation, and basic

treatment techniques. Students receive CPR and First

Aid certification. Class sessions consist of lecture,

demonstration, and hands-on practical application in

class and in the training room.

PEH 295: SPECIAL TOPICS IN

PHYSICAL EDUCATION

Credit: 1-4 hours

The content of this course may vary from term-to-term


student demand, or the interests of the instructor.

In PEH 295, courses are often activity courses not

regularly offered, or they may be courses that do not

contain the rigor required of a 400-level course.

PEH 300: NUTRITION FOR HEALTH, FITNESS,

AND SPORT

Three hours each week; Credit: 3 hours; Prerequisite: BIO

101 or CHE 111 This course is designed for students

who have an interest in nutrition as it impacts general

health, and physical performance for various levels and

types of exercise and sport training. Course content

includes the basic elements of nutrient digestion,

absorption, and function. Topics discussed and studied

include exercise metabolism, energy balance, temperature

regulation, body composition, and weight management.

Popular nutritional literature is critically evaluated.

PSY/PEH/IDS 362: WOMEN IN THEIR BODIES


Minimum sophomore standing or permission of instructor

Traditional feminine socialization impedes the

development of physical skill and self-confidence in girls

and women due to the dominant message that female

bodies are valuable for their appearance as opposed to

their function. As such, women are taught to objectify

their bodies and to use them as a way to gain approval,

status, and power—however tentative and fleeting

those benefits may be. In this interdisciplinary seminar,

we discuss theory and research on the psychological

ramifications of women’s bodily objectification, such

as chronic body shame and appearance anxiety. We

also discuss cultural and structural barriers to women

developing their physical potential (historically as well

as in present times). We will explore the paradoxical

relationships between femininity and strength by

critically evaluating topics such as women’s competitive

body building and the heterosexual objectification of

women athletes in the popular media. The course will

also address the psychological and physical benefits of

women living in their bodies utilizing a combination of

classroom discussion and experiential activities.

PEH 490/491: PHYSICAL EDUCATION

INTERNSHIP I and II








internship/cooperative education credit.


226

PEH 492/493/494: DIRECTED STUDY










and the Registrar prior to registration. No more than six


consist of independent study credit. Note: Any student

who has not completed her learning agreement for her

internship by the last day to drop will be assigned a W

for the internship experience for that semester.

PEH 495: SPECIAL TOPICS IN

PHYSICAL EDUCATION

Credit: 1-4 hours



student demand or the interests of the faculty member.

ACTIVITY COURSES (PHYSICAL EDUCATION)

Students may re-take any one-hour activity course on

a pass/fail basis with the per mission of the instructor.

Students may enroll in activity courses on a pass/fail

basis after the one-hour minimum Liberal Education

requirement has been fulfilled.

PEH 110: WATER EXERCISE

Credit: 1 hour A physical conditioning class in which

students further apply the principles of health-related

fitness training introduced in PEH 100. A variety of

water activities will be used for the purpose of enhancing

all aspects of physical fit ness. Students do NOT need to

be able to swim in deep water to participate in this class.

PEH 111: BEGINNING SWIMMING

Two hours each week; Credit: 1 hour; Offered fall semester

For non-swimmers and/or anyone not com fortable in

deep water. Students learn water adjustment skills and

how to maneuver the body in a buoyant environment

and are introduced to basic stroke technique. The

primary objective is that the student be able to survive

and support herself in deep water for a minimum of

five minutes.

PEH 112: INTERMEDIATE SWIMMING

Two hours each week; Credit: 1 hour; offered spring semester.

Must be comfortable and able to maintain flotation

in deep water. Learn and/or improve stroke technique

for front crawl, back crawl, breaststroke, sidestroke,

and elementary back stroke. Swimming for fitness is

included as individual ability allows.

PEH 118: CROSS TRAINING

Two hours each week; Credit: 1 hour; completion of PEH

100 recommended

A physical conditioning class in which students further

apply the principles of health-related fitness training

learned in PEH 100. Aerobic activities include fitness

walking, jogging, use of aerobic exercise equipment.

Strength training includes use of weight machines and

free weights.

PEH 119: STRENGTH TRAINING


A physical conditioning class focusing on the

principles and practice of strength and resistance

exercise. Technique and progression for use of different

modalities of strength training is covered.

PEH 123: AEROBIC CONDITIONING

Credit: 1 hour; completion of PEH 100 recommended

A physical conditioning class in which students further

apply the principles of health-related fitness training

learned in PEH 100. Participants exercise to music for

the purpose of developing cardiovascular endurance,

strength, and flexibility.

PEH 131: BEGINNING GOLF *


Learn the most important elements of the game of golf:

basic rules, etiquette, swing fundamentals, and fun!

Class travels to a driving range and par-3 facility for

approximately half of the class sessions. Culminating

experience is participation in a 9-hole faculty/staff/

student “fun” tournament on a regulation-size golf

course. Clubs are provided.

PEH 134: BEGINNING TENNIS


Rules, scoring, history, and skill development of the

forehand, backhand, volley and serve. For students with

little or no previous tennis experience.


227

PEH 135: INTERMEDIATE TENNIS

Two hours each week; Credit: 1 hour;

Prerequisite: Physical Education 134 or comparable skill

Review of the forehand, backhand, volley, and serve.

Introduction to the lob, overhead, drop shot and approach

shot. Emphasis on strategy and doubles play. Beginning

tennis or prior tennis lessons/experience required.

PEH 136: YOGA I

Three hours each week for half a semester; Credit: 1 hour

An introduction to the basic principles of Yoga, an

integrated system of education of the body, mind, and

spirit. The student will focus on the physical aspects of

the practice and deepening body awareness.

PEH 137: YOGA II

Three hours each week for half a semester; Credit: 1 hour,

Prerequisite: Satisfactory completion of Yoga I (“B” grade or

higher) AND permission of the instructor

A continuation of PEH 136, building on the concepts,

strength, and flexibility gained in that course.

The focus of this course is challenging the student to

deepen her practice of asanas (steady poses) and pranayama

(breathing) as she develops her personal yoga practice.

PEH 138 FENCING *

Two hours each week; Credit 1 hour

The sport has been described as “chess with muscles,”

suggesting that complicated strategy lies behind the

thrusts and parries that punctuate a duel. A sport

that combines strength, agility, stamina, finesse,

and mental strategy!! Fencers of today employ a

strange combination of archaic and modern customs;

combatants still salute before a match and wear the

traditional white uniforms and masks.

PEH 139: CYCLING

Credit: 1 hour

Students will learn and put into practice cycling skills

necessary to enjoy and participate safely in trail and

some road cycling. Proper bike fit, styles of bikes, road-

riding laws and skills, basic bike maintenance, and

indoor training will be covered and practiced. The class

will meet Friday afternoons at 2pm. There will be two

Saturday rides.

PEH 140: JOGGING

Two hours each week; Credit: 1 hour; completion of

PEH 100 recommended

A physical conditioning class in which students

further apply the principles of health-related fitness

training learned in PEH 100. Participant’s goal is to

improve cardiovascular endurance sufficiently to jog

continuously for a minimum of three miles. Strength

and flexibility training are also included.

PEH 147: KARATE I*

Three hours each week; Credit: 1 hour (½ semester)

Introduction to the American Karate system for the purpose

of improving flexibility, balance, muscular strength,

muscular coordination and cardiovascular fitness.

Application of simple karate techniques and ability to

defend oneself in an attack situation.

PEH 148: KARATE II*

Two hours each week: Credit: 1 hour (½ semester)

This course is an extension of Karate I. The student

expands into the intermediate levels of the American

Karate System for the purpose of improving flexibility,

balance, muscular strength, movement coordination, and

cardiovascular fitness.

PEH 154: PILATES


An introduction to the Fundamentals and Exercises

of Pilates Matwork. Based on the work of Joseph

H. Pilates, students learn this integrated system

of movement, breath, and experiential anatomical

awareness to increase core body strength, flexibility,

and range of motion.

PEH 156: INTRODUCTION TO BADMINTON

Two hours each week; Credit: 1 hour; offered spring semester

A fast-paced racquet sport that is easier to learn than

tennis. Learn techniques for serving, drop shots,

smashes, overhead and underhand clears. This is an

Olympic sport with broad inter national popularity. It’s

also a fun way to get in shape!


228

ACtivity CoUrSeS (dAnCe)

PEH 121: BEGINNING MODERN DANCE

Three hours each week for half a semester; Credit: 1 hour

An introduction to beginning modern tech nique.

Students gain an understanding of the elements of

dance (body, space, time, movement, and energy) and

how these elements relate to modern dance technique.

The history of early modern dance to the 1950s and its

cultural context are also covered.

PEH 122: BEGINNING JAZZ DANCE


An introduction to beginning jazz technique. Students

will learn basic theory, technique, alignment, grace, and

musicality. Jazz history and its cultural context are covered.

PEH 124: BALLET I


An introduction to classical ballet. Students will learn

technique, alignment, coordination, grace, and musicality.

Ballet history and its cultural context are also covered.

PEH 127: INTERMEDIATE

MODERN TECHNIqUE

Three hours each week for half a semester; Credit: 1 hour;

Prerequisite: PEH 121 or permission of the instructor

A continuation of PEH 121, focusing on intermediate

technique. Basic composition/cho re ography and

improvisation are introduced. The history of modern

dance from the 1950s to the present day and its

cultural context are also covered.

PEH 128: INTERMEDIATE JAZZ DANCE


A continuation of PEH 122, focusing on intermediate

technique. Current trends in jazz dance and theory are

also covered.

PEH 225: SOCIAL DANCE

Two hours each week; Credit; 1 hour; This is a CCE course

This course covers some American ballroom and Latin

dances, including specific dances, etiquette, and proper

positioning. Students learn the basic steps of the

dances, as well as the historical and cultural context of

each dance. A final paper or project exploring another

social or folk dance integrates the student’s cultural

interest to this course.

PEH 226 African Dance *

Two hours each week; Credit 1 hour; This is a CCE course.

Become immersed in a new cultural form while getting

a great workout. This course introduces students to the

dances of West Africa. You will learn the movement

vocabulary and technique of many of the cultural, social

and ritual dances from several different countries in

Africa. What better way to learn about a culture than

to embody its stories and movement? The classes will be

accompanied with traditional and contemporary African

music. This class can help you fulfill a PEH activity

requirement and carries one point of the cross-cultural

requirement (a total of 5 points are required).

off-CAmpUS ACtivity CLASSeS

Gypsy Divers – SCUBA

PEH 117: SCUBA DIVING *

Four hours each week; Credit: 1 hour; offered 1st half of fall

semester, 2nd half of spring semester

Basic principles of scuba diving are introduced and

discussed. Students practice these principles through

a variety of pool activities designed to promote

knowledge of diving safety while building familiarity

and comfort with diving equipment and its use. Basic

swimming skills and good health are required.

dAnCe

PEH 220: PEACE COLLEGE DANCE COMPANY

Six hours each week plus other scheduled rehearsal times.

Credit: 2 credit hours per academic year. Credit hours

earned are equivalent to activity course credit.

The PCDC is open to all students by audition. Students

will improve technique and performance quality

by studying dance in many forms with faculty and

guest artists. On- and off-campus appearances may

be required. Apprentice positions are available.

Apprentices perform in a more limited role, have

minimal time commitments, and do not receive credit.


229

teAm SportS

PEH 230: TENNIS TEAM

Credit: 1 hour; Prerequisite: permission of the instructor;

Students may repeat this course for additional credit. Credit

is awarded in the spring semester.

Credit hours earned are equivalent to activity courses

credit. Credit will be awarded on a Pass/Fail basis. A

letter grade will be given if the credit is being applied

as the third required hour in physical education.

Students who do not finish out the season will receive a

W (withdrawn). Practice and competition. Additional

practice hours required.

PEH 240: SOCCER TEAM



hours earned are equivalent to activity courses credit.

Credit will be awarded on a Pass/Fail basis. A letter grade

will be given if the credit is being applied as the third

required hour in physical education. Students who do not

finish out the season will receive a W (withdrawn). Practice

and competition. Additional practice hours required.

PEH 250: CROSS COUNTRY TEAM



Credit hours earned are equivalent to activity courses credit.

Credit will be awarded on a Pass/Fail basis. A letter grade

will be given if the credit is being applied as the third

required hour in physical education. Students who do not

finish out the season will receive a W (withdrawn). Practice

and competition. Additional practice hours required.

PEH 260: VOLLEYBALL TEAM




Credit will be awarded on a Pass/Fail basis. A letter

grade will be given if the credit is being applied as the

third required hour in physical education. Students

who do not finish out the season will receive a W

(withdrawn). Practice and competition. Additional


PEH 270: BASKETBALL TEAM



is awarded in the spring semester. Credit hours earned are

equivalent to activity courses credit.







PEH 280: SOFTBALL TEAM










*Denotes special fees


230

fACULty

Roger L. Ashby (2000) Assistant Professor of Political

Science and of Business Administration – B.A.,

M.A., Virginia Polytechnic Institute and State

University;J.D.,StetsonUniversityCollegeofLaw;Ph.D. candidate, Virginia Polytechnic Institute and

StateUniversity

Marguerite Creel (2005) Assistant Professor of

Political Science, – B.A., cum laude, Middlebury

College;M.P.A.,UniversityofNewOrleans;D.P.A.,UniversityofSouthernCalifornia

David McLennan (1995) Professor of Communi cation

andPoliticalScience;–B.A.,M.A.,UniversityofVirginia;Ph.D.,UniversityofTexasatAustin

poLitiCAL SCienCe mAJor



Political Science Major Courses 36 hours


Total Hours for the B.A. in Political Science 125 hours

If you’re interested in political science or how

policy is made, the Political Science program at Peace

College–located in the heart of North Carolina’s capital

city–is for you. As a political science major, you will

take courses in public policy, politics, economics,

communication, history, and other academic

disciplines. You can elect a concentration in Political

Studies, Pre-Law, or Public Policy, depending upon

your interests and goals.

Since you’ll be studying just blocks from local,

state, and federal government offices, you will have

the oppor tunity to learn from and intern with policy

analysts, journalists, and political leaders in the judicial,

legisla tive, and executive branches of state government.

poLitiCAL SCienCe divis ion of Ar ts and Sc iences

231

I. POLITICAL SCIENCE CORE COURSES 15 HOURS

PSC 201 American Government 3

PSC 202 State & Local Government 3

ECO 211 Microeconomics 3

ECO 212 Macroeconomics 3

PSC 480 Political Science Capstone* 3

II. CONCENTRATION

A student may elect one of three options: (A) the

Political Studies option, (B) the Pre-Law option, or (C)

the Public Policy option:

A. Political Studies Concentration 21 hours

A student should take 7 of the following courses:

PSC 210 Public Administration 3

PSC 270 Law & the Legal System 3

PSC 301 Foreign Policy 3


PSC 320 Public Policy 3

PSC 321 Public Policy Analysis 3

PSC 370 Constitutional Law 3

PSC 425 Grant Writing 3

PSC 435 Political Campaign Communication 3

COM/PSC 455 Media & American Politics 3

PSC 460 Contemporary Political Topics* 3


LEA 311 Political Leadership 3

B. Pre-Law Concentration 21 hours

A student should take the following 5 courses (15 hours):




COM 440 Mass Media Law & Ethics 3

PSC 470 Contemporary Legal Topics* 3

A student should choose 2 of the following courses (6 hours):










C. Public Policy Concentration 21 hours

A student should take the following 5 courses (15 hours):





PSC 260 Political Economy 3

A student should choose 2 of the following courses (6 hours):





COM 440 Mass Media Law & Ethics 3





* designates new courses as of spring 2006


232

poLitiCAL SCienCe minor

18 houRS

PSC 201 American Government 3

Plus 5 additional PSC courses 15

poLitiCAL SCienCe CoUrSeS

PSC 201: AMERICAN GOVERNMENT


All of us are affected every day by what the federal

government does. As an American citi zen, you need

to know how it is organized and how it works. In this

course, you will learn about the history, constitutional

basis, structure, and processes of American government.

You will learn about the effects that the media, interest

groups, political parties, and public opinion have on

the government. You will also begin to learn how to

analyze particular types of policies (such as foreign

policy, environmental policy, and economic policy) in

a systematic way. If you decide to major in political

science (PSC), this course is the pre-requisite for

all other PSC courses. In any event, you will leave

the course as a better-informed citizen, with a solid

foundation for future studies in politics, policy,

business, and law.

PSC 202: STATE AND LOCAL GOVERNMENT


Prerequisite: PSC 201 or permission of the instructor

Americans tend to be more familiar with the federal

government than with state and local governments,

although these latter governments affect most of us

more directly on a daily basis. As a companion course

to PSC 201 (American Government), this course will

help you under stand the different types of local and

state government institutions, how these institutions

interact with the federal government, how laws that

affect you on a daily basis are passed, and how you,

as an average citizen, can influence local and state

government through advocacy, inter acting with local

and state officials, and voting. At the end of this course,

which is required of all PSC majors, you will have a

more thorough understanding of municipal, county,

and state government, including how the court system

works at all of these levels. You may even be inspired to

run for local or state office after taking the course!

PSC 210: INTRODUCTION TO PUBLIC

ADMINISTRATION

Three hours each week; Credit: 3 hour;


The way that most of us experience what government

(federal or state) does on a daily basis is through some

administrative agency, such as the IRS or the DMV.

Such agencies implement the laws passed by legislatures

and carry out the orders of executives, and the way

they do this can have important effects on individuals

and groups in our society. In this course, you will learn

how administrative agencies fit into the American

governmental system, how they are organized, and how

and how well they function. As part of your learning

experience, you will engage in in-class simulations

and role-playing exercises that bring to life some

administrative processes. If you decide to major in

political science (PSC), you will leave this course better

prepared for courses in all of the concentration areas.

Even if you major in another area, this course will help

prepare you for careers in government or business.

PSC 260: POLITICAL ECONOMY FOR

PUBLIC POLICY



Think of any area of public policy (such as crime, foreign

policy, social security, or health care), and you will notice

that both politics and economics would be involved in

discussing what is being done (or what should be done)

in that policy area. In this course, you will learn how

economics applies to making decisions about public

policy. You will also learn how to use basic economic

analysis to evaluate policy choices, and you will see how

politics may affect the choices you might make. You

can take this course even if you have not previously

had an economics course. If you decide to major in

political science (PSC), this course is a required course

for the public policy and the political communication

concentrations. Even if you do not major in PSC, this

course would be particularly valuable to persons working

in government and business.


233

PSC 270: INTRODUCTION TO LAW AND

THE LEGAL SYSTEM

Three hours each week; Credit: 3 hours; Prerequisite: PSC


The judiciary is one of the three branches of our

constitutional system. How it and the under lying

legal system operate is important to all of us. In this

course, you will get an overview of American law and

the American legal system. You will learn what the law

is, what it does, where it is found, and how it impacts

individuals and society. You will also learn about many

specific legal topics, such as contracts, torts, and the

criminal law. If you plan to major in political science

(PSC), this course is required for the political science

concentration. If your future plans include law school,

this course is highly recommended. Even if you do

not major in PSC or do not plan a career in law, you

will find the course helpful in everyday life and as

background for careers in business and government

PSC 301: AMERICAN FOREIGN POLICY



Now, more than ever, our safety and prosperity depend

upon our relationships with other nations, friendly

and unfriendly, around the world. In this course, you

will examine the policies of the past in light of the

conditions of the present and our aspirations for the

future. You will learn about and critically examine

the various theories of foreign policy and interna-

tional relations. You will also learn about the practical

politics of foreign policy. In class, you will assume the

role of a member of the President’s National Security

Council, providing advice on specific foreign policy

problems that are “in the news” at the time, an exercise

that allows you to bring together theory and practical

politics in a simulated real-world setting. If you plan

to major in political science (PSC), this course is

required for the public policy concentration and highly

recommended for the other concentra tions. The course

is beneficial to you as an informed citizen, even if you

do not plan to major in PSC.

PSC 302: COMPARATIVE POLITICAL SYSTEMS


201 or permission of the instructor; This is a CCE course

We live in a global environment. We speak of the

“global economy” and refer to “geopolitics.” In such

a world, we need to know as much as possible about

other political systems. In this course, you will learn

about governmental systems in Western Europe, Latin

America, Asia, Africa, and other parts of the world.

You will compare various forms of democracy with our

govern ment, and you will compare democracy with

non-democratic forms of government. You will use social

science techniques to assess the feasibility of democracy

in places where it has never existed and in places where

it is just beginning to take root. If you major in political

science (PSC), this course is required for the political

science and global studies concentrations and is recom-

mended for the others. If you do not plan to major in

PSC, the course is valuable in helping to expand your

understanding of other cultures and governments.

PSC 320: INTRODUCTION TO PUBLIC POLICY



Public policy is what government decides to do or not

to do about perceived public problems. Because we read

newspapers, watch television, listen to radio, and surf the

internet, we are all aware of some of the problems on the

agenda from time to time. A partial list might include capital

punishment, abortion, terrorism, taxes, and the economy.

Who decides what policy is? How is policy made? In this

course, you will examine the policy process and deal with

selected areas of domestic policy. In doing so, your point

of view will be that of the observer or the person having a

stake in the policy decisions made, not of the policy analyst.

You will engage in informal debates, as part of a task force,

about specific policy issues. If you are a political science

(PSC) major, this course is required for the public policy

concentration. It is recommended for the political

science and political communication concentrations. If

you do not major in PSC, this course would benefit you

if you plan a career in business or government.


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PSC 321: INTRODUCTION TO POLICY ANALYSIS



Legislators, executives, judges, and adminis trators need

policy advice on a routine basis. This advice comes

from policy analysts, the “professionals” who analyze

policy problems trying to find workable solutions.

In this course, you not only get a glimpse inside the

world of the policy analyst—you actually get to “do”

some policy analysis. Your point of view in this course

is that of the analyst. You will learn the techniques of

policy analysis and do policy briefs and briefings under

simulated real-world conditions of limited resources

and time constraints. If you are a political science

(PSC) major, this course is required for the public

policy concentration. It is also a good elective for

anyone who has previously taken PSC 320 and, even if

you do not major in PSC, it is a good choice for you if

you plan a career in government.

PSC 370: AMERICAN CONSTITUTIONAL LAW



TheU.S.Constitutionistheveryfoundationofourgovernment. The way in which this docu ment is

interpreted determines, to a large degree, what the

relationship between the government and the governed

will be. In this course, you will learn about the

Constitution and about the major cases the Supreme

Court has decided in inter preting Constitutional

provisions. You will learn about the various theories

concerning how the Constitution should be

interpreted. You will also learn about the powers of

national and state governments; about the powers of

the various branches of the federal government, and

about how the Constitution protects the rights and

liberties of individual citizens and organizations. In

class, you will play the role of Constitutional lawyers

representing one side of a case actually before the

Supreme Court during the term. Then later, you will

play the role of a Supreme Court Justice having to

decide that same case. If you plan to major in political

science (PSC), this course is required for the political

science concentration and is recommended for the

public policy concentration. This course will be very

valuable to anyone who plans to attend law school.

PSC 425: GRANT WRITING

Three hours each week; Credit: 3 hours; Prerequisite: none

The grantsmanship process, from foundation research

and donor cultivation to the writing of a proposal

for submission, is dependent on the successful

development of connections between the not-for-profit,

private, and public sectors. In this class, students will

apply the skills and knowl edge needed to complete the

important elements of a grant proposal, including the

cover letter, summary statement, statement of problem

or need, goals and objectives, methodology, evaluation,

the budget, and future funding.

Information for these sections will be gleaned from

multiple sources, requiring students to research

demographic, social, and economic data. Students

will learn the typical questions that funders ask within

professional and civic contexts. Emphasis will be placed

on the development of an appreciation for persuasive

argument and analysis.

PSC/COM 435: POLITICAL

CAMPAIGN COMMUNICATION



Have you ever thought about running for political

office or about working on a political campaign?

Or have you ever just wondered how some people

get elected and others do not. This course will help

you understand electoral politics from an “insider’s

perspective.” You will learn and practice all of the

skills used by candidates and campaign consultants in

running and participating in successful campaigns. You

will learn how to create a campaign plan, construct

effective messages–advertisements, speeches, and web

pages–used in campaigns, and how the media play such

an important role in political campaigns. Even if you

never run for office, you will leave this course with a

better understanding of how political campaigns work.

PSC/COM 455: MEDIA AND

AMERICAN POLITICS



Often called the “Fourth Estate,” the modern mass

media strongly influence our attitudes and beliefs about

government and politics. In addition, the media—the


235

internet, newspapers, radio, and television—are also

influenced by politicians and government officials. In

this course, you will learn more about the complex

interaction that defines the relationship between media

and politics. If you are interested in topics like media

bias, freedom of the press, embedded journalists, or

many other topics that touch on media and politics,

this course will help you whether you are an aspiring

journalist, future elected official, or concerned citizen.

PSC 490, 491: POLITICAL SCIENCE

INTERNSHIP I and II












PSC 492/493/494: DIRECTED STUDY








A contract of expectations by the student and by


by the advisor, the Division Chair and the Registrar




PSC 495: SPECIAL TOPICS IN

POLITICAL SCIENCE

Credit: 1-4 hours





236

fACULty

Mark W. Cushman (2004) Lecturer in Psychology –

B.A.,EckerdCollege;M.A.,Ph.D.,MiamiUniversity,Ohio


and Child Development– B.A., summa cum laude,


Kayce L. Meginnis-Payne (2000) Associate Professor

of Psychology, Coordinator of Psychology Program

–B.A.,UniversityofNorthCarolinaatChapelHill;Ph.D.,UniversityofTennessee

Betty S. Witcher (1999) Associate Professor of

Psychology–B.A.,TexasA&MUniversity;M.A.,Ph.D.,UniversityofNorthCarolinaatChapelHill

pSyCHoLogy

Psychology—the study of human behavior and the

mind—helps students develop skills in critical thinking,

research methods, scientific writing, ethical decision-

making, oral presentations, and socio-cultural awareness.

Students majoring in psychology can choose between the

Bachelor of Science (B.S.) Degree and the Bachelor of

Arts (B.A.) Degree.

The B.A. in Psychology is a great option for students who

have a strong interest in the wide range of subfields in

psychology. Students who choose this degree often go on

to pursue careers in counseling, mental health, education,

business, law, public policy, advertising, marketing,

consulting, community relations, and personnel. In

order to focus their application of Psychology, students

completing the B.A. are re¬quired to complete a minor,

a double-major, or a concentration. Concentra¬tions

give students specialized knowledge and skills in one

of three main areas: 1) Experimental psychology, 2)

Clinical/Counseling psychology, or 3) Develop¬mental

psychology. Psychol¬ogy courses taken to complete a

concentration also count toward the completion of the

major.

The B.S. in Psychology offers excellent preparation

for careers in science. Students who choose this

degree typically pursue graduate study in experimental

psychology or in health-related fields such as physical

therapy, rehabilitation counseling, and nursing.

Students majoring in psychology may “double-count”

nine credit-hours toward the completion of a second

major or six credit-hours toward the completion of a

minor. Students who double-major must complete

an internship in psychology unless their internship in

the other discipline clearly includes psychology-related

elements (e.g. research, data collection, con¬sulting,

counseling, etc.). Students must obtain approval from

the Psychology internship coordinator prior to the

completion of the other internship in order to receive an

exemption from PSY 490.

pSyCHoLogy divis ion of organizat iona l Studies

237

b.A. in pSyCHoLogy



Psychology Major Courses 31-32 hours


Total Hours for the B.A. in Psychology 125 hours

B.A. PSYCHOLOGY MAJOR COURSES

PSY 101 General Psychology 3*


Experimental Elective (choose 1): 3PSY 325 Primate Behavior PSY 380 Cognitive Psychology PSY 384 Human Perception PSY 382 Learning PSY 392 Psychobiology

Developmental Elective (choose 1): 3-4PSY 310 Child Development & LabPSY 312 Adolescent Development PSY 315 Life Span Development PSY 322 Psychology of Adulthood & Aging

Social/Applied Elective (choose 1): 3PSY 330 Social Psychology PSY 340 Personality Psychology PSY 362 Attitudes and Social Influences PSY 365 Health Psychology PSY 370 Industrial and Organizational Psychology

Clinical Elective (choose 1): 3PSY 350 Abnormal Behavior PSY 352 Counseling Theories and Techniques PSY 355 Psychology of Exceptional Individuals

Other Required Courses: PSY 470 Senior Seminar in Psychology 3

Psychology Electives 8-12*

* If students use PSY 101 to meet one of their social

science requirements in the liberal educa tion program,

an additional psychology elective is needed to complete

the 31-credit hours within psychology.

expeRiMeNtal CoNCeNtRatioN 15 hours

Students interested in teaching and researching

psychology should consider the Experimental

Concentration. This concentration helps prepare

students for graduate study by helping them further

develop skills in research, writing, data analysis and

data interpretation. Students have the opportunity

to focus this concentration on their content area of

interest (i.e. Social Psychology, Adolescent Psychology,

Cognitive Psychology, Industrial-Organizational

Psychology, Psychology of Women, etc.).

Choose at least two Advanced Research ExperiencesPSY 395 Psychology Research IPSY 396 Psychology Research IISTA 301 Statistics IIPSY 480 Honors Thesis in Psychology

Choose at least one Professional Writing Course:ENG/COM 309 Article and Essay Writing ENG/COM 341 Professional WritingPSC 425 Grant Writing

Choose at least one additional Experimental Course:PSY 325 Primate BehaviorPSY 380 CognitionPSY 382 Learning PSY 384 Human Perception PSY 390 Psychobiology

Choose one course relevant to proposed area of graduate study


238

CliNiCal/CouNSeliNg

CoNCeNtRatioN 15 hours

Students interested in pursuing a career in the

helpingprofessions or a career in teaching and

researching applied psychology should consider the

Clinical/Counseling Concentration. This concentration

helps students develop skills in assessment, diagnosis,

and therapy and also furthers skill development in data

collection and data analysis. Students who complete

this concentration are often interested in pursing

graduate studies in Clinical Psychology, Counseling

Psychology, Rehabilitation Counseling, Marriage &

Family Therapy, Social Work, and School Counseling.

Choose at least one Advanced Research Experience

PSY 395 Psychology Research I

PSY 396 Psychology Research II

STA 301 Statistics II

PSY 480 Honors Thesis in Psychology

Choose at least one special populations course

PSY 322 The Psychology of Adulthood & Aging

PSY 355 Exceptional Individuals

CHD 410 Assessment & Intervention

Other required courses

PSY 350 Abnormal Behavior

PSY 352 Counseling Theories & Techniques

PSY 491 Psychology Internship II

deveLopmentAL ConCentrAtion

16 hours Students interested in teaching, researching or consulting

in the area of child and adolescent psychology should

consider the Developmental Concentration. This

concentration helps prepare students for graduate study

by helping them increase their knowledge of child

and adolescent development and their skills in data

collection and data analysis. Students who complete this

concentration are often interested in pursing graduate

studies in Developmental Psychology, School Psychology,

Social Work, and Education.

Choose at least one Advanced Research Experience

PSY 395 Psychology Research I

PSY 396 Psychology Research II


PSY 480 Honors Thesis in Psychology

Other required courses

PSY 310 Child Development

PSY 355 Exceptional Individuals

Six hours of courses in Child Development

b.S . in pSyCHoLogy



Psychology Major Courses 34-35 hours

Additional Math & Science Requirements 19-21 hrs


Total Hours 125 hours

B.S. PSYCHOLOGY MAJOR COURSES

PSY 101 General Psychology 3*


Experimental Elective (choose 2): 6

PSY 380 Cognitive Psychology

PSY 382 Learning

PSY 384 Human Perception PSY 392 Psychobiology

Social/Applied Elective (choose 2): 6

PSY 330 Social Psychology

PSY 340 Personality Psychology

PSY 362 Attitudes and Social Influences

PSY 365 Health Psychology

PSY 370 Industrial and Organizational Psychology

Clinical or Developmental Elective (choose 1): 3-4

PSY 310 Child Development & Lab

PSY 312 Adolescent Development


239

PSY 315 Life Span Development

PSY 322 Psychology of Adulthood & Aging


PSY 352 Counseling Theories and Techniques

PSY 355 Psychology of Exceptional Individuals

Other Required Courses:

PSY 470 Senior Seminar in Psychology 3

Psychology Electives 8-12*

* If students use PSY 101 to meet one of their social

science requirements in the liberal educa tion program,

an additional psychology elective is needed to complete

the 34-credit hours within psychology.

Additional Math & Science Requirements

Additional Mathematics requirement (choose 1): 3


MAT 241 Calculus with Analytic Geometry I

MAT 231 Business Calculus

Natural Science Requirement 10-12

(choose 3; at least 1 with lab):

Any course in Biology, Chemistry, or Physics, or select

courses in Anthropology (ANT 216, ANT 320, ANT

420 or ANT 430) above the requirement in the liberal

education program.

Social Science Requirement (choose 1): 3

Any course in Sociology or select courses in

Anthropology (does not include ANT 216, ANT 320,

ANT 420, or ANT 430) above the requirement in the

liberal education program or a social science course

approved by Psychology advisor.

Professional Writing Requirement (choose 1): 3

ENG/COM 309 Article and Essay Writing

ENG/COM 341 Professional Writing

PSC 425 Grant Writing

pSyCHoLogy minor

18 houRS

Students minoring in Psychology may “double-count”

up to 6 credit hours from their major toward their

minor in Psychology.

RequiRed CouRSeS:

PSY 101 General Psychology 3

One course from three of the four major areas 9-10

expeRiMeNtal aRea:

PSY 325 Primate Behavior

PSY 380 Cognitive Psychology

PSY 382 Learning and Motivation

PSY 384 Human Perception PSY 392 Psychobiology

developMeNtal aRea:

PSY 310 Child Development

PSY 312 Adolescent Development

PSY 315 Lifespan Development

PSY 322 Psychology of Adulthood & Aging

SoCial/applied aRea:

PSY 330 Social Psychology

PSY 340 Personality Psychology

PSY 362 Attitudes and Social Influence

PSY 365 Health Psychology

PSY 370 Industrial and Organizational Psychology

CliNiCal aRea:


PSY 352 Counseling Theories

PSY 355 Psychology of Exceptional Individuals

Psychology Electives (any other PSY courses) 6


240

pSyCHoLogy CoUrSeS

PSY 101: GENERAL PSYCHOLOGY

(HONORS OPTION)


Does what you eat impact your brain function? Is

it damaging to spank your children? Are you really

independently minded, or do others influence you

more than you think? These are just a few of the many

real-life questions addressed in General Psychology.

Through read ings, lectures, discussions, and in-class

activities, you will study the many different ways

psychologists study human behavior and the mind.

General Psychology will help you better understand

yourself and be prepared to live with, work with, and

understand others.

PSY/SOC 220: GENDER ROLES


Does being male or female affect your behavior in

school or work or in relationships? Are you treated

differently because you are a woman? This course will

help you develop a framework for thinking about

gender and the way it impacts your life. Topics such

as gender and family relationships, the biology of

gender, and discrimination and harassment will be

discussed. To help you learn about gender, you will

read recent research studies, contemporary legal cases,

and historical documents, and you will view films.

Throughout the course, you can expect to have lively

debates and to be challenged to explore the impact of

your own beliefs and the assumptions of your culture

on gender role development.

CHD/PSY 300: RESEARCH METHODS

Three lecture hours each week; two laboratory hours each

week; Credit 4 hours; Prerequisites: PSY 101, STA 201 &

grammar competency exam check-off. This course has been

approved as an advanced writing composition course.

This course meets the advanced writing requirement and

will help you understand the basic elements of behavioral

research. Just what are independent and dependent

variables? What is meant by correlational research? How

do psychologists recruit participants? Not only will this

course help you learn how to read and understand a

professional journal article, it will also help you evaluate

common research findings that are reported in the news.

Students will have the opportunity to review an area

of psychology in-depth and design a research proposal.

Emphasis will be placed on learning scientific writing

in the context of the behavioral sciences as well as the

accurate use of American Psychological Association

(APA) writing style.

PSY/CHD 310: CHILD DEVELOPMENT

Three hours each week; Credit: 3 hours; Prerequisite: PSY 101

Have you ever wondered how certain foods and drugs

influence children’s development during the prenatal

period? Or how infant personality and parenting

style interact to create a certain kind of parent-child

relationship? What makes certain children popular,

while others are rejected? This course will introduce

you to biological, cognitive, and social-emotional

development during childhood. Through in- and out-

of-class work, you’ll focus on a range of topics that will

help you parent your own future children or work with

children in a professional setting.

PSY/CHD 310-L: CHILD DEVELOPMENT

SERVICE LABORATORY

One hour each week; Credit: 1 hour; Corequisite: PSY 300

This course will help you understand how we study

development. You will learn about the different

methods used to study changes in behavior over time,

the special considerations needed for working with

children, and how we study individuals who can’t yet

tell us what they know. You will learn about different

developmental designs, how to collect, analyze, and

interpret developmental data, and how to tell others

about your research findings. Taking this course

will help you better understand how research about

development is conducted and you’ll be able to

view scientific research findings with a more critical

eye. You will also have the opportunity to design a

developmental study as part of the course requirements.

PSY/CHD 312: ADOLESCENT DEVELOPMENT


This course explores the physical, cognitive, and

socio-emotional development of adolescents. Class

readings, activities, and discussions are directed toward

enhancing students’ understand ing of current theory

and research, as well as contemporary issues related to

adolescents’ development. In the course, students are

challenged to examine these perspectives for application

to future theory and practice. Opportunities for

observation and/or participa tion in community settings

are a required component of this course.


241

PSY/CHD 315: LIFE-SPAN DEVELOPMENT


Whether your goal is to be a professional, a parent, a

partner, or maybe all three, knowledge of what people

experience at different ages will help you to be more

effective in your professional and personal interactions.

This course will explore a variety of topics throughout

the lifespan, such as prenatal brain growth, infant

attachment, adolescent sexuality, whether or not people

really have a “mid-life crisis”, and fear of aging. You

will be asked to apply what you’re learning in group

work, projects, and papers. You will also be asked to

make connections across the lifespan. For example,

you might be asked to investigate how your childhood

attachment patterns have impacted your ability to form

effective relationships as an adult.

PSY 322: THE PSYCHOLOGY OF

ADULTHOOD & AGING


Who is old? Which psychological processes change

after an individual reaches her biological maturation,

and which do not? This course focuses on changes

and continuities in psychological development after

adolescence. We will consider both theory and research

concerning adult development and aging in the

physical, cognitive, and socio-emotional domains. We

will also evaluate what it means to age successfully

versus unsuccessfully. Thus, we will consider outcomes

ranging from optimal aging to average or usual aging,

to diseased aging. The class will combine lectures and

discussions with projects that students will present

during course meetings.

PSY/ANT 325: PRIMATE BEHAVIOR


Prerequisite: ANT 216 or permission of the instructor

Did you know that the study of nonhuman primates

– prosimians, monkeys, and apes – can help you

understand your own evolution as a species and provide

insights into why you behave as you do? Selected primate

species are studied in depth in order to understand how

genetics, the environment, and troop traditions influence

the kinds of behaviors exhibited. Students will also study

key primatological studies (naturalistic and experimental),

understand the way such studies are conducted, and, by

the end of the course, be able to evaluate these studies

and relate the results to their own lives. Through readings,

lectures, videos, computerized labs, and discussion,

students will learn why primatological studies are

conducted and what scientists have learned as a result.

PSY 330: SOCIAL PSYCHOLOGY (Honors Option)


How do your stereotypes of other people change their

behavior? What techniques are successful in influencing

others’ behavior? Why are some relationships successful

while others end in conflict? And what determines

whether people will be helpful or aggressive? Social

psychologists examine how behavior is affected by the

presence of other people and by the specific situation.

Classic problems throughout history (e.g., obedi ence in

Nazi Germany) and modern issues (e.g., prejudice by

teachers) will be studied in this course. You will have the

opportunity to apply many of the topics to your life and

the lives of others around you.

PSY 340: PERSONALITY PSYCHOLOGY


Who are you and how are you unique from others?

Would you describe yourself as cautious or thrill-

seeking? Introverted or extroverted? Flexible or rigid?

Understandingyourownpersonalitycanhelpyoufunction more productively in work and romantic

relationships.Understandingvariationsinpersonalityallows you to predict other people’s behavior so that

you know what to expect from them.

This course examines the different ways that personality

can be conceptualized (e.g., psychodynamic, motiva-

tional, biological, or cognitive). Through class

discussions, readings, activities, and class projects, the

parts of personality, how personality is organized, how

personality develops, and the influence of personality

on behaviors will be studied.

PSY 350: ABNORMAL BEHAVIOR


Did you know that almost one in two people will

be directly affected by a psychological disorder

such as anxiety, depression, alcohol dependence or

schizophrenia? It’s very likely that you already know a

friend or family member who is struggling with one

of these disorders, or possibly you have struggled with

one of these disorders yourself. Through readings,

lectures, discussions, and in-class activities, this course

will help you better understand the description, causes,

and treatments of the most common psychological

disorders. Even those students who have never had


242

experiences with psychological disorders will gain

useful strategies for stress management, coping with

automatic negative thoughts, and maintaining good

mental health over the course of their lifetime.

PSY 352: COUNSELING THEORIES

AND TECHNIqUES

Three hours each week: Credit: 3 hours; Prerequisite:

PSY 101 and junior or senior status or permission of the

instructor If you are interested in relationships, com-

munication, helping techniques, and interpersonal self-

evaluation, this course is for you! Counseling Theories

is designed to help you improve problem-solving skills,

“people skills,” and your ability to use feedback for

self-reflection and growth. Through readings, in-class

discussions, and written reflections, you will develop a

working knowledge of the counseling process. Through

the use of role-plays and simulated interviews, you will

develop the necessary skills to conduct an initial clinical

interview, build a therapeutic relationship, and inspire

change. Skills such as listening, assessing, empathizing,

reflecting, questioning, reframing, challenging,

summarizing, and goal-setting will be emphasized.

PSY 355: PSYCHOLOGY OF EXCEPTIONAL

INDIVIDUALS

Three hours each week: Credit: 3 hours; Prerequisite: PSY 101

Maybe you know someone who is living with

ADD, mental retardation, a hearing impairment or

autism. This course provides an overview of human

exceptionality and will help you understand the many

types of exceptionality, what causes them, how they

influence behavior, and what types of services are

most helpful. You will examine research, legislation,

controversial topics, and current trends related to the

field. You will also examine common attitudes and

stereotypes toward people with exceptionalities. In

addition to assigned readings, you will learn about

exceptionalities through site visits to organizations

serving exceptional individuals.

PSY 362: ATTITUDES AND SOCIAL INFLUENCE

Three hours each week: Credit: 3 hours; Prerequisite: PSY 101

What do advertisers, friends and cult leaders have in

common? Why do you buy things you don’t need?

Why do you sometimes do things you don’t want to

just because someone else asked you? Everyday you

are confronted with attempts by others to change your

behavior. In this course you will examine the process of

influencing others. This process starts with understanding

your attitudes, how those attitudes relate to behavior, and

how attitudes can be changed. This course blends a study

of past research regarding attitudes and social influence

with practical applications for both persuading others

and resisting the persuasion of others. Ethical issues are

also discussed regarding the use of social influence both

in terms of extreme examples (e.g., Jonestown) and the

everyday use of persuasive techniques. Assignments focus

on identifying and developing persuasive techniques.

PSY/PEH/IDS 362: WOMEN IN THEIR BODIES


Minimum sophomore standing or permission of instructor

Traditional feminine socialization impedes the

development of physical skill and self-confidence in girls

and women due to the dominant message that female

bodies are valuable for their appearance as opposed to

their function. As such, women are taught to objectify

their bodies and to use them as a way to gain approval,

status, and power—however tentative and fleeting

those benefits may be. In this interdisciplinary seminar,

we discuss theory and research on the psychological

ramifications of women’s bodily objectification, such

as chronic body shame and appearance anxiety. We

also discuss cultural and structural barriers to women

developing their physical potential (historically as well

as in present times). We will explore the paradoxical

relationships between femininity and strength by

critically evaluating topics such as women’s competitive

body building and the heterosexual objectification of

women athletes in the popular media. The course will

also address the psychological and physical benefits of

women living in their bodies utilizing a combination of

classroom discussion and experiential activities.

PSY 365: HEALTH PSYCHOLOGY


Who recovers most successfully following an injury? What

are the factors that influence whether a person follows

“doctor’s orders?” Health psychologists are concerned with

under standing the link between psychological well-being

and how people stay healthy, why they become ill, and

how they respond when they do become ill. In this course,

you will study specific behaviors that affect your health

and why you may continue to engage in behaviors that are

unhealthy (e.g., smoking), while avoiding behaviors that

are healthy (e.g., exercise). Specific illnesses such as heart

disease and cancer are discussed while in the context of

psychological factors such as stress and social support.


243

PSY/HRE 370: INDUSTRIAL AND

ORGANIZATIONAL PSYCHOLOGY


How do psychologists apply their research findings

to improve what happens in the work place? How do

organizations pick the best employees, motivate those

employees to work harder, help them manage work

stress, and reward them effectively when they perform

well? This course will help you examine how your job

performance relates to how satisfied you are with your

job and what your future employers could do to increase

your job satisfaction. You will review current research

articles in the field and learn strategies that you can apply

to current and future organizations where you work.

PSY 375: HUMAN SEXUALITY


Prerequisite: PSY 101 and junior or senior status or


If you think you already know everything there is to

know about the “birds and the bees,” fasten your seatbelt

for a wild ride through human sexuality! The more

knowledge you have about your body, your sexual and

reproductive func tioning, and the factors that influence

sexual development, such as gender roles, beauty

expectations, and fertility, the more likely you will be

able to maintain your own sexual health. This course

will explore controversial topics such as sex education,

abortion, sexual orientation, and sexual coercion. The

course is recommended for upper-level students.

PSY 380: COGNITIVE PSYCHOLOGY


Can you rely on your memory to be accurate? Is it

possible to have too much information to learn to be

able to remember it? What infor mation do you use

when trying to solve a problem? Why are children able

to learn language quickly, while adults struggle with the

sametask?Understandinghowourmentalprocessesworkisthebasicgoalofcognitivepsychology.Under-standing how we think can be of special interest to

those pursuing fields of education, business, and law.

PSY 382: LEARNING


People in education, mental health, and business need

to understand how others learn new information and

how to motivate them to work harder. You will learn

various concepts and techniques that will help you

understand how we learn everything from fears to new

concepts in a class. You’ll also understand the many

different types of motivation, what helps to keep us

motivated once we’ve already accomplished something,

and how to motivate someone who appears not to care.

You will examine theories and research findings related

to motivation and then apply that information by

creating learning and motivation programs for yourself

(e.g., how to exercise more) and to others (e.g., how to

get kids to do their homework)

PSY 384: HUMAN PERCEPTION

Three hours each week; Credit: 3-hours; Prerequisite: PSY

101

Have you ever wondered how we “see the trees” or

“hear the birds sing” on a beautiful day? This course

will introduce you to the ways you gather sensory

information and it will explore how your brain

processes this information to produce your perception

of the world. Through readings, demonstrations, and

lectures, you will learn about the basic components of

the human sensory system and how your perceptions

are built. This course will emphasize the application of

these perceptual principles towards an understanding of

your “real world” sensory environment.

PSY/CHD 392: PSYCHOBIOLOGY


PSY 101 & BIO 101.

This course is designed to introduce the topic of

Developmental Psychobiology. Developmental

Psychobiology encompasses the biological, behavioral,

evolutionary, and ecological foundations of human

growth and development. Thus, in course students

will examine the wide variation in human development

and how that variation affects an individual’s physical,

cognitive, and socio-emotional growth throughout the

lifespan. T

PSY 395: PSYCHOLOGY RESEARCH I


Prerequisite: PSY 300 or BUS 300

Have you ever wondered why people shop? Do people

use shopping as a way to define themselves? Are you

interested in understanding what leads children to

perform well in school? How much does a child’s


244

emotional well-being affect performance?

This course allows you to answer questions about

human behavior by conducting research in our psychology

lab. You will form hypotheses about human behavior,

collect data to test your hypotheses, and then learn how to

analyze the data. You will work closely with a psychology

professor and a small group (usually 4-6 students) to

conduct a study. In addition to gaining valuable research

skills, you will also experience more independence and

professionalism. Rather than taking notes and tests, we

work as a team to design our study, collect data, analyze

the results and disseminate our findings.

PSY 396: PSYCHOLOGY RESEARCH II


In Psychology Research II, you have the opportunity to

continue working on a study that you started in Psychology

Research I (see PSY 395 description). In addition, you may

serve as a research assistant to the professor by helping to

teach the other students about the research project, how to

collect the data, how to code videos of human interaction,

or how to analyze the data.

PSY 470: SENIOR SEMINAR IN PSYCHOLOGY


Prerequisites: Psychology major, PSY 300 + Lab, senior status

Senior Seminar is an opportunity for students to take what

they have learned in their other psychology courses and

integrate those concepts before graduating. The content

in this course focuses on current topics in the field of

psychology. In addition, students have the opportunity

to practice or develop skills impor tant to success in the

workplace (e.g., developing and presenting a PowerPoint

presentation). Finally students will have the opportunity to

prepare for their job search – they will develop their resume,

participate in mock interviews, and create a portfolio

showcasing their college work.

PSY 480: HONORS THESIS IN PSYCHOLOGY


Prerequisite: PSY 300 and permission of the instructor

Have you ever thought about going to graduate school?

If so, this is the course for you! You will work one-on-one

with a psychology faculty member to design a research study

and carry it out, much the same as you will do in graduate

school. You will be expected to submit your research to a

student or professional conference and make a presentation

at the conference if your work is accepted (which it will

be – we’ve never had a Peace student paper rejected!).

Seniors who can work independently and who want to

be challenged should take this course. The research skills

you will gain in this class will make you a very attractive

applicant to a graduate program or make you competitive

for entry-level research positions in the professional world.

PSY 490/491: PSYCHOLOGY

INTERNSHIP I and II

Credit: 1-6 hours; Prerequisite: PSY 101;

second semester of junior year or permission of instructor

Is psychology a practical major? Absolutely! And this course

is your opportunity to see how you might use psychology

in your future career. The psychology internship is designed

to provide you with an opportunity to gain real-life work

experience in a psychology-related field. This experience

will help you evaluate future job opportunities and develop

professional contacts in the community. After obtaining

approval from the psychology internship coordinator, you

will complete 40 “work hours” for every 1-hour of academic

credit desired. You will also obtain whatever education and

training is necessary to complement your work experience,

including readings, workshops, seminars, and/or research.

Reflection on your internship experiences will be aided by a

bi-weekly internship class.

PSY 492/493/494: DIRECTED STUDY

Credit: 2-4 hours;

Prerequisite: junior or senior status and permission

of the instructor

This course is designed to allow students to pick a particular

area of interest and to work collaboratively with a faculty

member. This course typically results in a paper, report,

critiqued performance or production, or other assessable

evidence of value added to the student’s educational

experience. Prior to registration, the advisor, the Division

Chair, and the Registrar must approve a contract of

expectations by the student and by the supervising faculty

member(s). No more than 6 semester hours toward the

bacca laureate degree can consist of independent study credit.

PSY 495: SPECIAL TOPICS IN PSYCHOLOGY

Credit: 1-4 hours

Psychology and the law, positive psychology, and cultural

psychology are just a few of the possible topics that this

course can cover. The content of this course usually changes

as students and faculty develop interests in new and

developing fields of psychology.


245

fACULty

Robert Lee Carter (2007) Lecturer in Religion—B.A.,

FurmanUniversity,M.Div.andTh.M.SoutheasternBaptistTheologicalSeminary,Ph.D.,UniversityofNorth Carolina at Chapel Hill

Ashley Griffith (2008) Instructor in Religion—

B.A.,DavidsonCollege;M.Div.,DukeUniversity

reLigion minor 18 houRS

Required courses:

REL 200 Introduction to Biblical Literature 3

REL 214 World Religions 3

REL Electives 12

(6 hours of which must be 300 or 400 level)

In a world where religion plays so central a role in

social, political, and economic events, as well as in the

lives of communities and individ uals, there is a critical

need for ongoing reflection upon and understanding of

religious traditions, texts, practices, issues, questions,

and values. The academic study of religion seeks an

understanding of the variety of ways the religious

dimension of life has been experienced and expressed

in different historical eras and in different cultures.

Courses in this area of study cover the beliefs, practices,

sacred literature, and expressions of the great religious

traditions of the world.

reLigion CoUrSeS

REL 200: INTRODUCTION TO RELIGION

Three hours each week; Credit: 3 hours; Meets the General

Education Requirement. This course is a basic study of

the human condition. It is a course that pursues an

under-standing of our own humanness, its nature,

needs, and capabilities, by analyzing and evaluating

one of the most pervasive and influential aspects of

human life–religion. Students will evaluate the ways

that religion influences human history and defines the

person (e.g., as free and responsible) in relation to the

world,toothers,andtotheUltimate.

reLigion divis ion of Ar ts and Sc iences

246

REL 210: INTRODUCTION TO THE BIBLE

Three hours each week; Credit: 3 hours; Meets the General

Education Requirement. This course will be a historical-

critical intro duction to the Bible as literature, as

narrative, as philosophy, as history, as revelation,

and as myth. In surveying the entire canon of the

Bible, students will also be exposed to methods of

interpretation and to the historical issues involved in

Biblical studies.

REL 214: WORLD RELIGIONS

Three hours each week; Credit: 3 hours; Meets the

General Education Requirement. This course is a survey

of six of the world’s major faith traditions, with focus

upon the belief systems and values inherent in each

religion. Readings from sacred texts and research into

the philosophical underpinnings of each tradition will

be included. This course is meant to introduce students

to the complex nature of religious studies and to raise

appreciation for the multivalent character of religious life.

PHL/REL 320: PHILOSOPHY OF RELIGION

Credit: 3 hours; No prerequisites. You will examine

many of the traditional phil osophical questions

about religion. These include questions about God’s

existence, the compatibility of science and religion, the

relationship between religion and morality, miracles,

life after death, and faith.

REL 322: EARLY CHRISTIANITY

Three hours each week; Credit: 3 hours; Prerequisite: REL

210 or permission of the instructor. This course will cover

the first 600 years of the development of Christianity, with

special emphasis on the historical context of the Early

Church and the issues that gave rise to New Testament

literature. Close attention will be paid to the rituals,

preaching, and role of women in the Early Church.

REL 324: WOMEN AND RELIGION


REL 200, 210, or 214. An introduction to the

contemporary re search, writings, and experience of

Christian, Jewish, and, to a lesser extent, Buddhist

and Islamic women. This course will cover critiques of

women’s religious thought and practice and women’s

creative alternatives to the traditions. The course will

examine the historical uses of religion by American

women to test our theoretical perspectives.

REL 325: RELIGION IN AMERICA


REL 200, 210, or 214. This course examines a variety

of ways of being religious in the North American

context. Rather than attempt to cover all religious

groups, we will focus on diverse and creative forms

of religious expressions and transformation in the

American culture. Particular attention will be paid to

the interaction of religion and culture in America.

REL 490/491: RELIGION INTERNSHIP I and II


An in-depth work experience designed to apply classroom

knowledge and skills to real-world professional situations.

The senior intern ship is designed to give the student

work experience that is as close to actual employment as

possible. No more than six (6) semester hours toward the

baccalaureate degree can consist of internship/cooperative

education credit. Note: Any student who has not

completed her learning agreement for her internship by

the last day to drop will be assigned a W for the internship

experience for that semester.

REL 492/493/494: DIRECTED STUDY



of interest to a student, designed col laboratively by




educa tional experience. A contract of expectations by


must be approved by the advisor, the division chair, and

the Registrar prior to registration. No more than six



REL 495: SPECIAL TOPICS IN RELIGION

Credit: 1-4 hours




After taking the available Religion courses at Peace College, a student

may wish to take courses through Cooperating Raleigh Colleges at

Meredith College, North Carolina State University, St. Augustine College

and Shaw University. These courses are free of charge. Faculty will help

in selection of courses.

reLigion divis ion of Ar ts and Sc iences

247

fACULty

Vanessa Tinsley (2006) Lecturer in Sociology – B.A.,

M.A.,CaseWesternReserveUniversity;Ph.D.,DukeUniversity

SoCioLogy CoUrSeS

SOC 101: INTRODUCTION TO SOCIOLOGY


A general introduction to the study of society and the

social causes and consequences of human behavior. The

course will orient the student to the general principles

and processes of human interaction and will provide

her with a beginning understanding of the unique

sociological perspective on social life. Constructed to

serve as a foundation for further work in the discipline.

SOC/PSY 220: GENDER ROLES


This course provides an in-depth examination of the

evolving roles of men and women as they are located in

a historical and cultural context. The impact of various

institutions on males and females such as politics,

economics, religion, education, and family will be

explored. The course will focus on current research

findings about male-female differences and why these

differences exist. The role of gender stereotyping and

socialization will be examined. Special topics relevant to

college students—such as achievement motivation and

violence in male-female relationships—will be addressed.

SOC/ANT/IDS 368: AMERICAN ETHNIC

RELATIONS

Credit: 3 hours; Prerequisite: SOC 101, ANT 214 or


An upper-level social science course examining the

dynamics of racial and ethnic relations as well as the social

structures that give rise to racial and ethnic differentiation.

Care will be given to depict the racial and ethnic landscape

intheUnitedStatesaswellasthenecessaryhistoricaland cross-cultural comparisons necessary for a fuller

understanding of the often combative social groups which

confront each other in North American society. Although

the course content is important for social science majors,

it also is meant to serve non-majors for whom this

information will be professionally useful.

SoCioLogy division of Ar ts and Sc iences

248

fACULty



Rosa Ibanez (2008) Instructor in Spanish – B.A.,

UniversityofSalamanca(Spain);M.A.,UniversityofNorth Carolina at Chapel Hill

Teresa Vargas (2001) Instructor in Spanish – B.A.,

M.A.,FloridaStateUniversity

SpAniSH mAJor



Spanish Major Courses 30-32 hours*Required hours vary based on study abroad completion

General Electives 43-45 hours*Required hours vary based on study abroad completion

Total Hours for the B.A. in Spanish 125 hours

Spanish speakers now form the largest minority

groupintheUnitedStates,andthegrowingHispanicpresence in North Carolina is affecting almost every

aspect of life–from health and education to industry,

banking, and human resources. There is a tremendous

need in employment of all kinds for people with

knowledge of Spanish and an understanding of the

cultural concerns important to functioning effectively

in a diverse workplace. In addition, a major in Spanish

which entails extensive reading and writing, a serious

engagement with literature, and many opportunities

for critical thinking analysis offers many of the

benefits generally ascribed to students in Liberal

Studies. Extended study of Spanish can help provide

an important link to the development of an awareness

of and appreciation for cultural, ethnic, and linguistic

diversity. Further, learning a foreign language helps

one better understand and appreciate her/his native

language, and knowledge of a romance language can

be a powerful vocabulary aid for students’ mastery of

reading in English. The Spanish major at Peace includes

both practical and pre-professional components, and

offers several courses which provide an intentional

preparation for graduate study in Spanish.

The prospects for employment for students with

a major in Spanish are excellent. Options include:

teaching K-12 (foreign language licen sure in North

Carolina is K-12 rather than middle school, high

school, etc.); teaching ESL (with some additional

training); working in private sector agencies where

a knowledge of Spanish is important; working for

a state or federal agency (the F.B.I. recruits actively

at conferences for Spanish teachers); working with

business, banking, and industry; working with

museums and cultural centers, the Peace Corps,

teaching overseas, etc. In addition, a major in Spanish

prepares students for graduate study, which can lead

to employment at community colleges, four-year

colleges and universities or, with very strong language

preparation and specific training, for a career in

translation services.



for language practice and makes available movies,

music, satellite broad casts, and computers which

feature CD-ROM, DVD, and Internet access. In

addition, the Peace Library has two special collections

in Spanish, and the Spanish department has a strong

collection of tapes, CDs, videos and DVDs. The

Spanish major allows students to emphasize courses

in literature or to select courses with a more practical

dimension. Strong reading, composition, and speaking

skills will be required for the major, and students will

be tested for proficiency according to the ACTFL

rating scale.

Foreign study is an integral part of foreign language

SpAniSH div is ion of Ar ts and Sc iences

249

learning, and students who are not bilingual or lack a

strong Hispanic heritage background will be required

to experience a minimum of one semester or two

summers in a Spanish-speaking country. To acquire

superior language proficiency, it is recommended that

students majoring in Spanish spend a year abroad.

Approved courses from overseas study may be applied

toward the Spanish major. Opportunities for honors

work, domestic travel, and attendance at foreign

language professional meetings are available. Peace has

chapters of two national Honor Societies for students

of Spanish: Sigma Delta Mu and Sigma Delta Pi.

SPANISH MAJOR REqUIREMENTS:

1. Maintain a 2.5 GPA

2. Earn a C or better in SPA courses

3. Study abroad for at least one semester

a.Those students who cannot fulfill the study

abroad requirement and who are not

bilingual or lack a strong Hispanic heritage

background will need to complete between 18-

21 hours of Spanish electives and reduce the

numbers of general electives to 36-39 hours.

b.Those students who cannot fulfill the study abroad

requirement and who are bilingual or have a strong

Hispanic heritage background will need to complete

15-18 hours of Spanish electives and reduce the

number of general electives to 39-42 hours

SPANISH MAJOR CORE COURSES 18 HOURS

SPA 213 Intermediate Conversational Spanish 3

SPA 215 Reading for Debate & Composition 3

SPA 302 Hispanic Culture & Civilization I 3

or

SPA 306 Hispanic Culture& Civilization II

SPA 313 Advanced Conversational Spanish

(may be taught in an immersion setting) 3

SPA 314 Advanced Grammar & Composition 3

SPA 470 Senior Seminar 3

SPANISH ELECTIVES 12-14 HOURSStudents who study abroad need 12-14 elective credits; Requirements for students who do not study abroad will vary from 15-18 or 18-21; consult with your advisor to determine individual requirements

Choose 4 or more additional courses from:

SPA 302 or SPA 306 3

SPA/LAS305HispanicVoicesintheU.S. 3

SPA 312 Current Issues in Hispanic Culture 3

SPA 316 Spanish for Business 3

SPA/LAS/ANT 361 Mexican Culture & Civilization 3

SPA 412 Problems in Spanish Translation 3

* SPA 214 or equivalent in Spanish is the Liberal

Education Requirement for Spanish majors.

Additional courses may be selected for the study

abroad experience.

SpAniSH minor 18 houRS

Required courses:

SPA 213 3

SPA 214 3

SPA 215 3

Plus 9 additional hours in any other Spanish courses

above 212. Students must maintain a “C” average or

better in all minor courses.

SpAniSH CoUrSeS

Entering students are placed in Spanish courses

according to the results of a placement test and in

consultation with the full-time foreign language

faculty. In addition, heritage-language speakers (in

Spanish) should schedule an appointment with the

head of Spanish/Latin American Studies to discuss

placement considerations. To meet Liberal Education

Core requirements at Peace, a student must complete

three hours of Foreign Language at the level of her

placement. A student may not place out of the

requirement and may not satisfy the rquirement

by taking a lower level than that of her placement.

Many resources are offered to help students achieve

proficiency in Spanish, and advanced level courses

(with the exception of some cross-listed courses) are

taught in Spanish. In exceptional cases, students may

register for a Spanish or French course higher or lower

than the level into which they placed on the language

placement exam, but only with the written approval

of a full-time Spanish or French faculty member at

Peace. Such placement may require a re-taking of the

appropriate foreign language placement test.




250

for language practice and makes available movies, music,

and satellite broadcasts, in addition to computers which

feature CD-ROM, and Internet access. Students are able

to work with material in both digital and analog formats

and can easily move back and forth between the two.

The Global Learning Center provides a variety of venues

for learning and allows direct instructor communication

with each console.

International study and travel abroad programs are

also available and Peace sponsors two foreign study

programs in Mexico.

SPA 101: BEGINNING SPANISH I


An introductory course for college students:

conversation, grammar, reading and introduction to

aspects of Hispanic culture.

SPA 102: BEGINNING SPANISH II


An introductory course for college students:

conversation, grammar, reading and introduction to

aspects of Hispanic culture.

SPA 104: INTRODUCTORY SPANISH FOR THE

WORKPLACE

This course is an Introductory Spanish Course

designed with pragmatic, communicative and

interactive activities through which you will learn

vocabulary and grammar points in work-related

contexts such as law, healthcare, business and social

services to converse with Spanish-speaking clients

and/or employees and gain some cultural insights..

No previous experience with the Spanish language is

necessary.

SPA/LAS 105: HISPANIC DOCUMENTARY

FILM SERIES

Credit: 1 hour This course will expose students to

historical, environmental, and socio-political conflicts

of Spain and Latin America through documentary

films. Each documentary will be introduced by

a reading assignment to put the films in context.

Students will be responsible for attending at least one

ofthedocumentaryfilmsofferedbytheDuke/UNCLatin American Film Series (fall semester).

SPA 211: INTERMEDIATE SPANISH I


Prerequisite: SPA 102 or 103 or placement for SPA 211

Grammar review and further development of listening,

speaking and writing. Reading and an introduction to

the cultural diversity of the Spanish-speaking world. A

“C” or higher grade is required to pass this course.

SPA 212: INTERMEDIATE SPANISH II


Prerequisite: SPA 210 or placement for SPA 212

Grammar review and further development of listening,

speaking and writing. Reading and an introduction to

the cultural diversity of the Spanish-speaking world.

SPA 213: CONVERSATIONAL SPANISH


SPA 212 or placement test; Co-requisite: SPA 215 or


Spanish conversation at the intermediate level, which

will provide intensive oral practice for a small group of

students. Practice with both structured and spontaneous

conversation plus listening practice and writing exercises.

SPA 214: INTRODUCTION TO SPANISH

AND SPANISH AMERICAN LITERATURE

Three hours each week; Credits: 3 hours; Prerequisite: SPA 215

or permission of the Coordinator of the Spanish Program

An introduction to Spanish and Spanish American

literature with literary analysis and a study of the various

genres: short story, novel, poetry, drama and essay.

SPA 215: READING FOR DEBATE

AND COMPOSITION


Prerequisite: SPA 212 or placement test:

Co-requisite: SPA 213 or permission of the instructor

A course to improve both reading and writing in

Spanish through literary texts, this class will help to

prepare students for advanced work in grammar and

composition and for courses in literature.

SPA/LAS/ANT 260: INTRODUCTION TO


One hour each week; Credit: 1 hour; This is a CCE

course This course is designed to prepare students

for participation in the summer program in Mérida,



251


linguistics, and ethnology will be highlighted as


especially the Yucatan. Topics will include geography,


and literature and special customs (past and present).

Students will attend lecture/discussions, complete short


SPA 295: SPECIAL TOPICS IN SPANISH

Credit: 1-4 hours




SPA 302: HISPANIC CULTURE

AND CIVILIZATION I


SPA 213 and SPA 215 or permission of the instructor; This

is a CCE course Study of historical, social, political,

economic, and cultural aspects of the Iberian Peninsula

and Latin American countries previous to the 19th

century. The course will move from the Iberian

Peninsula to the Americas and vice versa.

SPA/LAS/IDS 305: HISPANIC VOICES

IN THE UNITED STATES #


course

An introduction to the history and cultures of Hispanic

communitiesintheUnitedStatesfromthefirstSpanishexplorations and settlements to the present through the

use of literary texts, films, and other art forms. Some

reading knowledge of Spanish needed. Does not satisfy

General Education requirement for foreign languages.

SPA 306: HISPANIC CULTURE

AND CIVILIZATION II


Prerequisites: SPA 213 and SPA 215 or permission

of the instructor; This is a CCE course

Emphasizes the connections, interchanges, continuities/

discontinuities and relationships that form the Iberian

and Latin American cultures from the 19th century

to the present. The course will move from the Iberian

Peninsula to the Americas and vice versa.

SPA 312: CURRENT ISSUES IN

HISPANIC COUNTRIES

Three hours each week, Credit 3 hours,

Prerequisite SPA 214 or equivalent.

A study of current issues that affect Latin American

and Spain nowadays. The instructor will select topics

from literature, the arts, current news, politics and

economy of those countries; in order to understand the

development of cultural and historical institutions in

Latin America and Spain.

SPA 313: ADVANCED CONVERSATION


Prerequisite: successful completion of SPA 213

or permission of the instructor

A course in conversational Spanish designed to foster

a high degree of functional use of Spanish and a

comfortable command of some of the more sophisticated

forms of language. Offered either over the course of a

semester or in an immersion setting.

SPA 314: ADVANCED GRAMMAR

AND COMPOSITION

Three hours each week; Credit: 3 hours; Prerequisites

SPA 213 and SPA 215 or permission of the instructor

A course to give students practice with grammatical

structures and the opportunity to develop composition skills

SPA 316: SPANISH FOR BUSINESS


SPA 213 or SPA 215 or permission of the instructor

A course designed to develop the cross-cultural

awareness and language skills that are needed to

maintain successful communication

SPA/LAS/ANT 360: CROSS-CULTURAL

SEMINAR IN MEXICO

An immersion experience in Mexico; Credit: 2 hours;

Prerequisite: foreign language and/or anthropology

background, permission of the instructor

A living experience in Yucátan, Mexico, which is

designed to highlight cross-cultural differences and

to help participants learn how to adapt to a foreign

culture. Through background readings, group

discussions, written reaction, a journal, “debriefing”

sessions and an essay exam, students will explore

topics of cross-cultural training within a Mexican

setting. There will be special emphasis on the cultural


252

considerationsthatarepartofU.S.-Mexicanrelationsand on the many aspects of non-western culture

which are a part of everyday life in Yucátan. Visits

to homes, neighborhood walks, interviews with

Mexicans, and meetings with Mexican students are

a vital part of the course. This course emphasizes an

immersion living experience rather than extensive

travel and touring.

SPA/LAS/ANT/IDS 361: MEXICAN CULTURE

AND CIVILIZATION

Three weeks in the summer; Credit: 3 hours


Mexico with special emphasis on the Yucátan, the

Mayan civilization, and the continuing Maya presence

in Mexico. This course will cover history, archaeology,

anthropology, and the arts, and will include field


assignments will involve hands-on experiences and in


a journal and take an essay exam. Students live in a


in Mérida (Yucátan). Students are selected on the basis

of academic achievement and citizenship.

Does not satisfy general education require ments for

foreign languages.

SPA 412: PROBLEMS

IN SPANISH TRANSLATION


Prerequisite: SPA 214 and permission of the instructor

A course designed to provide students with a practical

introduction to the fields of Spanish-to-English and

English-to-Spanish translation. By extension, the course

will present the broader themes of translating and

interpreting. This course is not designed to produce

translators, but rather to give students an appreciation

for the language skills and discipline required for

effective translation and for the dynamics of literature,

culture, history, and politics which impact translation.

SPA 470: SENIOR SEMINAR IN SPANISH


“B” or better average in Spanish, senior status

A seminar with assigned readings and dis cussion in

which each student researches a topic in Spanish,

shares findings with the class in weekly meetings and

writes a comprehensive paper which will be evaluated

by the seminar instructor and another faculty member

in Spanish. Readings by women writers. Emphasis on

women’s issues. Taught in Spanish.

SPA 490/491: SPANISH INTERNSHIP I and II












that semester.

SPA 492/493/494: INDEPENDENT STUDY








A contract of expectations by the student and by


by the advisor, the Division Chair and the Registrar




SPA 495: SPECIAL TOPICS IN SPANISH

Credit: 1-4 hours

A course whose content may vary from term to

term according to the needs of the academic

department, student demand, or the interests of

the faculty member.


253

fACULty

Jennifer Becker (2006) Assistant Professor in Theatre,

Dance,andLiberalEducation–B.A.,UniversityofCaliforniaatSantaCruz;M.F.A.,NewYorkUniversity

Kenny Gannon (1995) Associate Professor of Theatre

–B.A.,SamfordUniversity;M.M.,ConverseCollege;Ph.D.,LouisianaStateUniversity

Eliza Laskowski (2008) Lecturer in English – B.A.,

TheUniversityoftheSouth;M.A.,UniversityofAlabama;Ph.D.,TheUniversityofNorthCarolinaatChapel Hill

Wade Newhouse (2006) Assistant Professor of English

–B.A.,UniversityofNorthCarolinaatChapelHill;M.A.,NorthCarolinaStateUniversity;Ph.D.,BostonUniversity

tHeAtre mAJor

Lib ed 50 HoUrS

Required Courses: 20*

THE 210 Introduction to Acting 3

THE 270: Introduction to Scenic Design 3

THE 350 Theatre History I: Greek to French Neoclassical I 3

THE 351 Theatre History II: Restoration to Today 3

THE 101-102, 201-202, 301-302, or 401-402 THE Theatre Participation 4

THE 470 Senior Seminar 3**

**Paired with THE 402 Theatre Participation 1

Choose 19 hours from 42 hours below:

THE 101-102, 201-202, 301-302, 401-402 THE Theatre Participation 4

THE 104 Theatre Practicum 1

THE 204 International Theatre Practicum 2-3

THE 212 Acting II 3

THE 312 Acting III 3

THE 412 Acting IV 3

THE/ENG 310 Modern Theatre 3

THE/ENG 318 Non-Shakespearean English

Drama to 1660 3

THE/ENG 319 American Drama 3

THE/ENG 322 Shakespeare 3

THE/ENG 330 Women Onstage

THE 370 Introduction to Lighting Design 3

THE 377 Dramatic Theory and Criticism 3

THE 480 Stage Management 3

Electives: 36-39 hours

*THE 103 taken as part of Lib Ed core

tHeAtre minor 18 houRS

Requirements:

THE 210 Introduction to Acting 3

THE 270 Introduction to Scenic Design 3

THE 350 Theatre History I or THE 351 Theatre History II 3

THE 101-102 Theatre Participation 1

8 additional hours in Theatre courses

tHeAtre divis ion of Ar ts and Sc iences

254

tHeAtre CoUrSeS

THE 101 or 102: THEATRE PARTICIPATION

Credit: 1-2 hours; Prerequisite: permission of the instructor

Theatre Participation allows the student to gain

practical experience through work on a theatre

production at Peace College. Work areas include sets,

costumes, acting, sound, lighting, stage management

and properties. Students work closely with the theatre

director to ensure that tasks are completed on or

ahead of schedule to guarantee the highest quality

production. Theatre Participation requires a significant

investment of time and energy.

THE 103: INTRODUCTION TO THE THEATRE

Three hours each week; Credit: 3 hours (2 hours lecture, one

hour laboratory)

Introduction to Theatre challenges students to

interpret, criticize and appreciate the roles theatre plays

in society through positive comparisons to television

and film. From theatre’s ritual origins to modern

musicals, from controversies surrounding the NEA to

the applicability of acting lessons to everyday life, this

course provides a first step toward a deeper awareness of

theatre’s enduring significance.

THE 104: THEATRE PRACTICUM

Credit: 1 hour; Prerequisite: permission of the instructor

Students travel to New York where they see plays,

musicals, attend seminars and take backstage tours.

Extra fees and costs involved.

THE 201 or 202: THEATRE PARTICIPATION

Credit: 1-2 hours; Prerequisite: permission of the instructor.


practical experience through work on a Theatre



and properties. Students work closely with the Theatre





THE 204: INTERNATIONAL THEATRE

PRACTICUM: THE LONDON THEATRE


Students will travel to London and surrounds for 8-12

days of intense theatre going, seminars, workshops and

platforms. Students will attend plays and performances

at a variety of venues including, but not limited to, the

Royal National Theatre, the English National Opera,

the Royal Shakespeare Company, the Royal Court

Theatre, the Globe Theatre Company, the Old Vic,

the Young Vic, West End productions, pub theatre,

off West End and a variety of other venues depending

upon scheduling and availability. Students will study

plays and performances in advance of the trip. Students

will receive informal instruction from the instructor

before and after performances. Students will keep a

travel journal that will include reviews of performances.

Extra fees and costs involved.

THE 210: INTRODUCTION TO ACTING


Introduction to Acting focuses on the beginning

development of intuitive and creative performance

technique primarily through daily exercises and

improvisation. Exercises concentrate on centering,

sensing, focusing, freeing, speaking, and feeling and

doing. The goal is to create a strong ensemble that

is fearless and an environment that is physically

challenging to motivate breakthroughs in the actor’s

understanding of craft and performance.

THE 212: ACTING II

Three hours each week; Credit: 3 hours; Prerequisite: THE 210

Students continue building technique through daily

exercises and by synthesizing skills obtained in THE

210 Introduction to Acting for scene work and

techniques for auditions. Students will learn how to

prepare, rehearse and perform scenes and monologues.

Students will also begin to learn the techniques

necessary for successful auditions.


255

THE 270: INTRODUCTION TO SCENIC

DESIGN Credit: 3 hours; Prerequisites: THE 101and

THE 350, 351 or 310

Introduction to scenic design introduces the student

to the technical aspects of theater and teaches how

scenic design is a fundamental “character” in any play.

Students will execute a well-conceived scenic design for

an assigned play and learn how to draft, create models,

and do simple renderings to help communicate their

design ideas.

THE 295: SPECIAL TOPICS IN THEATRE





THE 301-302: THEATRE PARTICIPATION






and properties. Students work closely with the Theatre





THE 310/ENG 310: THE MODERN THEATRE


The Modern Theatre acquaints the students with the

diverse state of the theatrical enterprise in the Western

world since World War II. The course surveys dramatic

literature,theory,history,andpracticefromtheUnitedKingdomandtheUnitedStatesbeginningwiththelandmark production of John Osborne’s Look Back in

Anger at the Royal Court Theatre in London, England

and moves right up to the present day.

THE 312: ACTING III

Three hours each week; Credit: 3 hours; Prerequisite: THE

212. The achievement of “style” in acting depends

upon analysis of how plays are rooted in form, content,

language, and historical period. Students will be

guided along the path from intention to performance

where the specific requirements of a style create a

living, breathing, emotional reality of a particular

time and place. Students begin the task of translating

stylistic period elements in a way that modern

audiences can clearly understand. Style work will

connect directly to PCT productions.

THE/ENG 318: NON-SHAKESPEAREAN DRAMA

TO 1660 Credit: 3 hour; Prerequisite: a 200-level

literature course. THE 318 surveys important genres

and authors of Medieval and Renaissance drama in

England until the Restoration in 1660. Students will

develop an understanding of the relationship between

the native English theatrical forms of the thirteenth

to fifteenth centuries and the plays developed during

and after Shakespeare’s lifetime in the sixteenth

and seventeenth centuries, including the works of

playwrights such as Christopher Marlowe, Ben Jonson,

Beaumont and Fletcher, Thomas Middleton, and

John Webster. The cultural, literary, and historical

significance of individual texts will be emphasized.

THE/ENG 319: AMERICAN DRAMA

Credit: 3 hours; Prerequisite 200-level literature course

A study of popular and influential American plays

and playwrights from the end of the 19th century

to the present day, emphasizing the relationship

between developments in American history and

stylistic innovation in the written texts and theatrical

productions of them.

THE/ENG 322: SHAKESPEARE

Three hours each week; Credit: 3 hours; Prerequisite: a

200-level literature course. A study of nine Shakespeare

plays, including at least one from each of the main

genres–history, comedy, tragedy and romance.


256

THE/ENG 330: WOMEN ONSTAGE

Three hours each week; Credit: 3 hours; Prerequisite: a 200-

level literature course. This course is not yet approved

and is being taught for the second time this fall as

ENG 395.

THE 350: THEATRE HISTORY I: GREEK TO

FRENCH NEOCLASSICAL

Credit: 3 hours. The myriad of theatrical events and

experiences open to us have their roots in the theatre

we have inherited--2500 years of western theatre and

nearly 2000 years of Asian theatre. What are these

many kinds of theatre, and where did they come from?

These are the questions that Theatre History I and II

address. Theatre History I examines the origins of

theatre, the ways historians reconstruct the elements of

theatre, and recent historical approaches to the study of

theatre. From there the class moves on to cover eight

epochs in theatre history starting Greek and Roman

antiquity and moving forward chronologically through

French Neoclassical theatre.

THE 351: THEATRE HISTORY II:

RESTORATION TO TODAY

Credit: 3 hours. The myriad of theatrical events and

experiences open to us have their roots in the theatre

we have inherited--2500 years of western theatre and

nearly 2000 years of Asian theatre. What are these

many kinds of theatre, and where did they come from?

These are the questions that Theatre History I and II

address. Theatre History II begins with study of the

theatre of the English Restoration in 1660 and moves

forward chronologically to the present day.

THE 370: INTRO TO LIGHTING DESIGN

Credit: 3 hours; Prerequisites: THE 270

Introduction to Lighting Design introduces the student

to the technical aspects of theater and teaches how

lighting design is a fundamental “character” in any play.

Students will create a well conceived lighting design for

an assigned play and learn to how to draft and execute

lighting plots.

THE 377/ENG 377: DRAMATIC THEORY AND

CRITICISM


Students investigate the ways cultural, societal and

political dynamics have informed and continue to

inform dramatic theory, criticism, and practice.

Students acquire a theoretical vocabulary and become

conversant in the most prevalent and influential ideas

of dramatic theory and forms.

THE 401-402: THEATRE PARTICIPATION






and properties. Students work closely with the theatre





THE 412: ACTING IV

Three hours each week; Credit 3 hours; Prerequisite: THE

312. The achievement of “style” in acting depends

upon analysis of how plays are rooted in form, content,

language, and historical period. Students will be

guided along the path from intention to performance

where the specific requirements of a style create a

living, breathing, emotional reality of a particular

time and place. Students begin the task of translating

stylistic period elements in a way that modern

audiences can clearly understand. Style work will

connect directly to PCT productions.


257

THE 470: SENIOR SEMINAR*

Credit 3 hours; Permission of instructor/advisor

THE 470 Senior Seminar embodies the capstone

experience for theatre majors. Students demonstrate

their ability to apply their skills and knowledge to

the work of the theatre, present and defend a written

analysis of their work, preparation and experience,

and evaluate their work against contract goals and

professional standards. In consultation with theatre

faculty, senior students design a performance project

which will establish preparedness for graduation,

graduate study or work in professional theatre. The

course requires the student to prove the ability to

connect their course of study to performance or design

work in a production.

*Paired with THE 402 Theatre Participation 1hr

THE 480: STAGE MANAGEMENT

Credit: 3 hours; Prerequisite: THE 202 and THE 370

Students will receive hands-on experience as a Stage

Manager leading a Peace College Theater production.

Students will manage rehearsals, props, actors and

production. Class requires that the student commit to

five nights a week during the rehearsal of a production

and meetings with the instructor once a week during

normal school hours.

THE 492/493/494: INDEPENDENT STUDY











six (6)) semester hours toward the baccalaureate degree


THE 495: SPECIAL TOPICS IN THEATRE

Credit: 1-4 hours





258

peACe CoLLegeAdminiStrAtive offiCeS

259

offiCe of tHe preSident

Debra M. Townsley (2010) President – A.A., Northern

Virginia Community College; B.S.B.A., American

University;M.B.A.,GeorgeWashingtonUniversity;M.A.,UniversityofVermont;Ph.D.,UniversityofVermont

Sandy M. Briscar (2004) Vice President for Market-

ing and College Relations and Special Assistant to the

President–B.A.,NorthCarolinaStateUniversity;Accredited, Public Relations Society of America

Ashley Griffith (2008) William C. Bennett Chaplain—

B.A.,DavidsonCollege;M.Div.,DukeUniversity

Gale Ashby (1999) Executive Secretary to the President

offiCe of tHe provoSt

Debbie Cottrell (2006) Provost – B.S., Baylor

University;M.A.,Ph.D.,UniversityofTexasatAustin

Kelley L. Mills (2007) Executive Assistant to the

Provost–B.A.,UniversityofNorthCarolinaatChapelHill;M.P.A.,UniversityofNorthCarolinaatGreensboro

Joann Clark (2008) Program Assistant for Education

Division

Lyle Sheppard (2008) Program Coordinator for

InternationalStudies–B.A.,TheUniversityofNorthCarolina at Charlotte; M.A., Appalachian State

University

offiCe of tHe regiStrAr

Mary VanMatre (2003) Registrar – B.A., Tulane

University;CCNA,MCSE,A+

LaTonya Lee (2008) Assistant to the Registrar

ACAdemiC ServiCeS

Jerry Neusell (2008) Associate Dean for Advising and

Retention-B.A.,NewYorkUniversity,M.S.FordhamUniversity,Ph.D.CityUniversityofNewYork

Dawn Dillon ‘86 (1999) Director of the First Year

Adventure– A.A., Peace College; B.A., North Carolina

StateUniversity;M.Ed.,UniversityofSouthCarolina at Columbia

Barbara Efird (1996) Director of Career Services –

B.S., Canisius College; M.Ed., North Carolina State

University;NCC,NCCC,LPC

Heather Yokeley ’02 (2002) Coordinator for Learning

Services, Instructor in Adventures – B.A., Peace College;

M.Ed.NorthCarolinaStateUniversity

LibrAry

Anne Burke (2009) Director of the Library – B.A.,

GeorgetownUniversity;M.A.T.,ManhattanvilleCollege;M.S.L.I.S,SyracuseUniversity

Kimberly Hocking (1998) Public Services Librarian,

Instructor in Computer Information Systems – B.A.,

cum laude, Canisius College; M.L.S., magna cum laude,

StateUniversityofNewYorkatBuffalo

Diane Jensen (1998) Technical Services Librarian –

B.A.,magnacumlaude,TowsonStateUniversity;M.A.,magnacumlaude,UniversityofMaryland;M.L.S.,NorthCarolinaCentralUniversity

informAtion teCHnoLogy

Joel Faison (1999) Associate Vice President for

Information Technology and Telecommunications –

B.B.A.,NorthCarolinaCentralUniversity;CCNP,MCSE, Master CNE

Maurice Hardrick (1998) Network Engineer – A.A.S.,

National Education Center; A.A.S., Wake Technical

Community College, CNA, CNE

Wanda Flowers (1995) Database Administrator

Robert Hill (2008) ERP Systems Analyst – B.S.,

PfeifferUniversity

StUdent deveLopment

Intercollegiate athletics, residence life, housing, student

activities, clubs and organizations, community service,

student life, chaplain’s office, spiritual life, counseling,

health services, orienta tion, student handbook, judicial

affairs, campus security.

Candice Johnston (2006) Dean of Students – B.A.,

M.A.,AppalachianStateUniversity;Ed.D.,Texas TechUniversity

Betty Ivy (2006) Executive Assistant to the Dean – B.A.,

summacumlaude,ShawUniversity;M.B.A.,Universityof Phoenix


260

Heather Campbell (2006) Assistant Dean of Students

forSuccessandRetention–B.A.,WingateUniversity;M.A.,AppalachianStateUniversity

Julie Lawson (2007) Director of Leadership and Service

–B.A.,M.A.,AppalachianStateUniversity

Dawn Dillon ’86 (1999) Director of Residence

Life– A.A., Peace College; B.A., North Carolina State

University;M.Ed.,UniversityofSouthCarolina at Columbia

Cameron Hill (2008) Director of Student Engagement

–B.A.,UniversityofNorthCarolinaatChapelHill;M.Ed.,UniversityofSouthCarolina

Anne Smithson (2010) Medical Director, Student

HealthServices--B.A.,B.S.,UniversityofNorthCarolinaatChapelHill;M.D.,UniversityofVirginia

Lisa Allred Draper (2007) Director of Counseling

Center--B.A.,WakeForestUniversity;M.S.W.UniversityofNorthCarolinaChapelHill

Michele Fana Fountain (2007) Director of the

Disability Resource Center – B.A.., Florida State

University;M.Ed.,UniversityofMississippi

Mari Lippig (2007) College Nurse – RN BS.,

International Training hospital, Ireland

Kelly Johnson (2004) Director of Athletics, Head

Coach Women’s Basketball - B.S., M.Ed., East

CarolinaUniversity

Jerry Nuesell, Head Cross Country Coach - B.A., New

YorkUniversity,M.S.FordhamUniversity,Ph.D.CityUniversityofNewYork

Vacant () Head Soccer Coach and Athletic Recruiting

Coordinator – B.A., Barton College

Shana Patterson (2007) Assistant Soccer Coach – B.S..,

Barton College

Charlie Dobbins (1999) Softball Coach – B.A., Roger

WilliamsUniversity

Charlie Biddlecome (2004) Assistant Softball Coach –

B.S.,UniversityofWisconsin

Kevin Daniels (2009) Head Volleyball Coach – B.S.,

Mount Olive College

Michelle Simonson (2008) Assistant Basketball Coach –

B.A., Peace College

Lyndee Sargent (2008) Athletic Trainer – B.S., Liberty

University;LAT,ATC

Wendy Jones (2007) Senior Woman Administrator/

Sports Information Director - B.A., Agnes Scott College;

M.A.,EastCarolinaUniversity

John Wieland (2004) Director of Security – A.S.,

Johnston Technical College; B.S., St. John’s

University;BoardCertifiedProtectionProfessional;Certified Fraud Examiner

Carmine Cenatiempo (2001) Captain

Ebrima Jobe (2001) Security Officer

Mahmud Mansaray (2001) Security Officer

Imran Ramnarine (2001) Security Officer

Charles Williams (2001) Security Officer

John Botner (2004) Security Officer

Darrell Evans (2004) Security Officer

Timothy Jessup (2004) Security Officer – A.S.,

AmericusUniversity

John Anspach (2005) Security Officer

Amy Nevarez (2006) Security Officer

Michael Brown (2005) Administration/Investigation

Michael John (2008) Security Officer BA., Lehman

College

Genille Goldson (2008)–Assistant Director of Residence

Life-B.A.,UniversityofNorthCarolinaatWilmington,M.Ed.,NorthCarolinaStateUniversity

Shannon Alford (2010)–Resident Director- B.A.,

MethodistUniversity

Vacant, AmeriCorp Vista

Cori Goldstein, Counselor


261

AdmiSSionS And finAnCiAL Aid

Matthew Green (2006) Dean of Enrollment – B.S.,

Mount Olive College

Audrey Ward (2010) Director of Admissions – A.A.,

PeaceCollege;B.A.,UniversityofNorthCarolinaatChapelHill;M.A.,UniversityofColoradoatBoulder;M.B.A.,UniversityofColoradoatBoulder(1997)

Jenny Peacock ’03 (2004) Associate Director of

Admissions•B.A.,PeaceCollege

Allison Keelor (2006) Associate Director of Operations

EnrollmentCoordinator–B.A.,OhioUniversity

Hannah Ivey ’08 (2008) Admissions Counselor B.A.,

Peace College

Crystal Justice-DeGroot (2007) Admissions Counselor

– B.A., The College of Wooster

Lara Lee King ’07 (2007) Campus Guest Coordinator –

B.A., Peace College

Angela Kirkley (2000) Director of Financial Aid – A.A.,

Wake Technical Community College; Further studies:

UniversityofNorthCarolinaatCharlotte

Shawn Henderson (2001) Assistant Director of

FinancialAid•B.A.,ShawUniversity;MBAStrayerUniversity

Courtney Lindsey Frye ’05 (2008) Financial Aid

Advisor B.A., Peace College

mArketing And CoLLege reLAtionS

Sandy M. Briscar (2004) Vice President for Marketing

and College Relations and Special Assistant to the

President–B.A.,NorthCarolinaStateUniversity;Accredited, Public Relations Society of America

Mike Hobbs (2003) Director of Communications –

B.S.,AppalachianStateUniversity

Rebecca Dole (2007) Communications Specialist –

B.A., Emory & Henry College

Rebecca Leggett (1984) Director of Visitor Services –

B.A.,cumlaude,Gardner-WebbUniversity;GraduateStudy:UniversityofNorthCarolinaatGreensboro

Chad Young (2009) ARAMARK Director of Campus

Dining Services

Sarah Heenan ’08(2008) Bookstore Manager -B.A.,

Peace College

Randy Bass (2003) Manager of Housekeeping and

Grounds

Millie Vick (1980) Supervisor of Housekeeping

Maggie Green (2000) Assistant Supervisor of

House keeping

Phyllis Cooper (1980) Housekeeping Staff

Ida Mangum (1998) Housekeeping Staff

Samantha Yarborough (2002) Housekeeping Staff

Claudia Ardon (2006) Housekeeping Staff

Sheron Giddens (2008) Housekeeping Staff

John Tate (2008) Housekeeping Staff

deveLopment And ALUmnAe AffAirS

Julie Ricciardi (2008), Executive Director of

Development and Alumnae Affairs- B.A., Purdue

University

Tonita Few (2004) Director of Donor Relations

A.A.,StrayerUniversity;B.B.A.StrayerUniversity

Lauren Gerber (2006) Director of Operations &

CampaignCommunications•A.A.S.,StateUniversityof New York, College of Technology, at Alfred; B.S.,

StateUniversityofNewYorkatBrockport

Karen Nolan (2001) Director of Gift Planning – B.S.,

Barton College

Meghan McCleery ‘95 (2000) Director of Alumnae

Affairs–A.A.,PeaceCollege;B.A.,UniversityofNorthCarolina at Wilmington

Maria Geddis (2005) Gift Records Manager (database)

– South Florida Community College, Avon Park

Carol Grossi (2009) Alumnae Affairs Coordinator

Brooks Murphrey (2008) Reunion Coordinator- B.A.,

Salem College


262

finAnCe And AdminiStrAtion

Bookstore, Buildings and Grounds, Dining Hall

Services, Environmental Services

Craig Barfield (2000) Vice President for Finance and

Administration–B.A.,UniversityofNorthCarolinaatChapel Hill, Certified Public Accountant

Susan Childs(2002)Controller–B.S.,UniversityofNorthCarolinaatWilmington;M.S.Universityof North Carolina at Wilmington; Certified Public

Accountant

Larry Griffin (1985) Assistant Controller – B.S., North

CarolinaStateUniversity;CertifiedPublicAccountant

Gary Jones (2008) Student Accounts Manager –

A.A., Wake Technical Community College; B.A.,

NorwichUniversity

Sandy Blevins (2009) Cashier

Sue Lambert (1992) Accountant, Accounts Payable –

B.S., Meredith College

Kate Trimble (1999) Associate Vice President for

Human Resources – B.A., Agnes Scott College; M.A.,

UniversityofIllinoisatChampaign-Urbana;SeniorProfessional in Human Resources

Lauren Holmes (2000) Human Resources Coordinator

and Payroll


263

Cheryl Brown(2005)DirectorofFacilities•B.S.M.E,NorthCarolinaStateUniversity

James Griffin (2006) Maintenance Tech

Larry McDuffie (2006) Maintenance Tech

Pete Sandford (2007) Maintenance Tech

James Ballentine (2002) Office Services Assistant,

Mailroom Coordinator

fACULty

Corinne Andersen (2004) Associate Professor of English

–B.A.,IndianaUniversity;M.A.,Ph.D.,UniversityofIllinois,Champaign-Urbana

Marnie Arkenberg (2007) Assistant Professor of Child

Development–B.S.,M.A.,UniversityofNebraskaatOmaha;Ph.D.,PennsylvaniaStateUniversity

Roger L. Ashby (2000) Assistant Professor of Business

Administration and of Political Science – B.A., M.A.,

C.A.G.S. Virginia Poly technic Institute and State

University;J.D.StetsonUniversityCollegeofLaw;Ph.D. candidate, Virginia Polytechnic Institute and

StateUniversity

Ramchandra Athavale (2008) Intructor in Business

Administration-B.S.,UniversityofNewOrleans;M.S.,NorthCarolinaStateUniversity

Catherine H. Banks (1994) Associate Professor of

Chemistry–B.A.,WittenbergUniversity;Ph.D,VanderbiltUniversity;Postdoctoralwork,Texas A&MUniversity

Jennifer Becker (2006) Assistant Professor in Theatre,

Dance,andLiberalEducation–B.A.,UniversityofCaliforniaatSantaCruz;M.F.A.,NewYorkUniversity

Ann Bingham (2004) Assistant Professor of

Mathematics–B.A.,ArcadiaUniversity;M.S., Ph.D.,LehighUniversity

Ellen Birch (1998) Instructor in Mathematics – B.S.,

M.Ed.,NorthCarolinaStateUniversity

Lisa A. Bonner (1988) Professor of Biology; Division

Chair, Arts and Sciences – A.S., with honors, Motlow

State Community College; B.S., M.S., magna cum

laude,MiddleTennesseeStateUniversity;Ph.D.magnacumlaude,MississippiStateUniversity

Whitney Jenkins Cain (1996) Associate Professor

in Child Development, Coordinator of the Child

DevelopmentProgram–B.A.,UniversityoftheSouth;M.A.,BostonUniversity;Ph.D.,NorthCarolina StateUniversity

Robert Lee Carter (2007) Lecturer in Religion—B.A.,

FurmanUniversity,M.Div.andTh.M.SoutheasternBaptistTheologicalSeminary,Ph.D.,UniversityofNorth Carolina at Chapel Hill

Roger Christman (2000) Instructor in Communi-

cation, Coordinator of Communication Program – B.A.,

StateUniversityofNewYorkatStonyBrook;M.Ed.,UniversityofLouisville

Kathy Corley ’02 (2002) Senior Instructor in Human

Resources, Coordinator of Human Resources Program

– B.A., summa cum laude, Peace College; M.B.A., with

honors, Meredith College; Senior Professional in Human

Resources (SPHR) certification, Human Resources

Certification Institute

Marguerite Creel (2005) Assistant Professor of Political

Science – B.A., cum laude, Middlebury College; M.P.A.,

UniversityofNewOrleans;D.P.A.,UniversityofSouthern California

Earl Croasmun (2005) Instructor in Communication

–B.S.,WestVirginiaUniversity;M.A.,SouthwestMissouriStateUniversity;Ph.D.,UniversityofTexasat Austin

John L. Crossno (1969) Associate Professor of

History–A.B.,DukeUniversity;M.A.,UniversityofNorth Carolina at Chapel Hill; Further study, Duke

University,UniversityofNorthCarolinaatChapelHill, North Carolina State Archives Institute for

Advanced Researchers

Mark Cushman (2004) Lecturer in Psychology – B.A.,

EckerdCollege;M.A.,Ph.D.,MiamiUniversity,Ohio

Charles Duncan (1998) Professor of English – B.A.,

M.A.,UniversityofSouthFlorida;Ph.D.,FloridaStateUniversity

Susan M. Fisher (1990) Associate Professor of Physical

Education, Manager of Physical Education – B.S., State

UniversityofNewYorkatCortland;M.A.,UniversityofNorthCarolinaatChapelHill;Ed.D.,UniversityofNorth Carolina at Greensboro

AdminiStrAtive offiCeS And fACULty of peACe CoLLege

264

Kenny C. Gannon (1995) Associate Professor of Theatre

–B.A.,SamfordUniversity;M.M.,ConverseCollege;Ph.D.,LouisianaStateUniversity



Valerie Gordon Hall (1989) Professor of History,

Coordinator of History and Political Science Program

–B.A.,M.A.,AberdeenUniversity;M.A.,UniversityofNorthCarolinaatChapelHill;Ph.D.,UniversityofLondon

Carol Hiscoe (1992) Associate Professor of English –

B.A.,M.A.,NorthCarolinaStateUniversity;Ph.D.,DukeUniversity

Teresa L. Holder (1998) Professor of Communication,

Division Chair,Organizational Studies – B.A., Tennessee

TempleUniversity;M.A.,IndianaStateUniversity;Ph.D.,OhioUniversity

Rosa Ibanez (2008) Instructor in Spanish – B.A.,

UniversityofSalamanca(Spain);M.A.,UniversityofNorth Carolina at Chapel Hill

Chuck Johnson (2007) Lecturer in French – B.A.,

Ph.D.,UniversityofNorthCarolinaatChapelHill;M.A.,UniversityofNorthCarolinaatGreensboro

Tyi-Sanna Jones (2008) Assistant Professor in

Special Education – B.S., North Carolina A&T

StateUniversity;M.S.,UniversityofKansas;Ph.D.,UniversityofNevadaatLasVegas


and Child Development; – B.A., summa cum laude,


Milton Ruben Laufer (2001) Phoenix Professor of

Fine Arts, Associate Professor of Music Performance

–B.M.,UniversityofMichigan;M.M.,withhonors,andD.M.A.,RiceUniversity.Furtherstudy,MoscowConservatory; Eastman School of Music; Fulbright

Scholar in Madrid, Spain

Heather A. Lee (1998) Associate Professor of Human

Resources–B.S.,FloridaStateUniversity;M.S.,Ph.D.,NorthCarolinaStateUniversity;SeniorProfessional

in Human Resources (SPHR) certification, Human

Resources Certifi cation Institute

Denielle Emans (2004) Assistant Professor of Graphic

Design; Program Coordinator for Art and Desgin – B.A,

UniversityofNorthCarolinaatChapelHill;M.G.D.,NorthCarolinaStateUniversity


Professor in Leadership Studies and Human Resources

– B.A., Peace College, summa cum laude; M.S., North

CarolinaStateUniversity

Felicia C. Mainella (2003) Associate Professor of

Leadership Studies, Coordinator of Leadership Studies

Program–B.S.,UniversityofEvansville,M.A.,BowlingGreenStateUniversity,Ph.D.,UniversityofMaryland


Philosophy–B.A.,UniversityofMarylandatCollegePark,M.A.,UniversityofMarylandatCollegePark,M.A.,UniversityofRochester,Ph.D.,University of Rochester

David McLennan (1995) Professor of Communi cation

andPoliticalScience–B.A.,M.A.,UniversityofVirginia;Ph.D.,UniversityofTexasatAustin

Kayce Meginnis-Payne (2000) Associate Professor of

Psychology, Coordinator of Psychology Program – B.A.,

UniversityofNorthCarolinaatChapelHill;Ph.D.,UniversityofTennessee.

Kamlesh T. Mehta (2006) Lilly Bitting Farish Professor

of International Business and Marketing, Coordinator

of the Business Administration Program – M.B.A.,

EmporiaStateUniversity;D.B.A.,UnitedStatesInternationalUniversity

Vincent Melomo (2001) Assistant Professor of

Anthropology – B.A., Honors, History, Adelphi

University;M.A.,Ph.D.,Anthropology,BinghamtonUniversity(SUNY)

Patrick Myer (1994) Associate Professor of Biology

–B.S.cumlaude,UniversityofNorthCarolinaatWilmington;M.S.,LouisianaStateUniversity;Ph.D.,UniversityofTennessee

Wade Newhouse (2006) Assistant Professor of English –

B.A.,UniversityofNorthCarolinaatChapel Hill;M.A.,NorthCarolinaStateUniversity;Ph.D.,BostonUniversity

fACULty of peACe CoLLege

265

Tom Oppewal (2009) Associate Professor of Education

and Department Chair of Education- B.A., Calvin

College;M.Ed.,MurrayStateUniversity;Ed.D.,UniversityofVirgina

Carolyn J. Parker (1982) Associate Professor of Art and

Design–B.S.,UniversityofNorthCarolinaatChapelHill;B.F.A.,magnacumlaude,M.F.A.,UniversityofNorth Carolina at Greensboro; Further study, Parsons

School of Design, Paris and Sireuil, France; Vermont

Studio Center; Resident Artist at the Michael Karolyi

Foundation, Vence, France

Jean Adair Robertson (1982) Associate Professor of

Mathematics – B.S., magna cum laude, Pembroke State

University;M.S.,NorthCarolinaStateUniversity;Furtherstudy,NorthCarolinaStateUniversity

James S. Smith (1978) Associate Professor of Music

Performance, Director of Vocal & Choral Activities

– B.M., St. Andrews Presbyterian College; M.M.,

WestVirginiaUniversity;Furtherstudy,WestVirginiaUniversity,UniversityofGeorgia,WestminsterChoirCollege, Smith College, Oberlin College

Vanessa Tinsley (2006) Lecturer in Sociology –

B.A.,M.A.,CaseWesternReserveUniversity;Ph.D.,DukeUniversity

Virginia L. Vance (1974) Associate Professor of Music

Performance, Coordinator of Music Performance

Program – B.M., cum laude, Salem College; M.M., Yale

University;StudywithAntonHeiller,HochschűlefurMusik, Vienna, Austria, as Fulbright Scholar

Teresa Vargas (2001) Instructor in Spanish – B.A.,

M.A.,FloridaStateUniversity

Laura G. Vick (1990) Professor of Anthropology;

Ragland Professor of International Studies – B.A., M.A.,

Ph.D.,UniversityofNorthCarolinaatChapelHill

Robin Vincent (2006) Instructor in Teacher Edu cation

– B.S., M.Ed., Meredith College

Carolann Wade (2006) Wake County Public School

System Liaison for Peace College Teacher Education –

B.S.,BartonCollege;M.Ed.,EastCarolinaUniversity;M.Ed.,NorthCarolinaStateUniversity

Patricia L. Weigant (1986) Associate Professor of

Biology, Coordinator of Biology Program – B.S., M.S.,

OklahomaStateUniversity;Ph.D.,UniversityofNorthCarolina at Chapel Hill

Betty S. Witcher (1999) Associate Professor of

Psychology – B.A., magna cum laude, Texas A&M

University;M.A.,Ph.D.,UniversityofNorthCarolinaatChapel Hill

Joseph R. Wolf (1995) Professor of Biology; Faculty

Moderator–B.A.,summacumlaude,UniversityofLouisville;Ph.D.,UniversityofKentucky;Post-DoctoralFellow,UniversityofColoradoHealthSciencesCenter

Beth Wright (2001) Assistant Professor in Physical

Education, Dance Company Director – B.A., North

CarolinaStateUniversity;M.F.A.,UniversityofNorthCarolina at Greensboro; C.M.A., Laban/ Bartenieff

Institute of Movement Studies

fACULty And StAff emeriti

Sally B. Buckner (1970) Professor Emerita of English

–A.B.,magnacumlaude,UniversityofNorthCarolinaatGreensboro;M.A.,NorthCarolinaStateUniversity;Ph.D.,UniversityofNorthCarolinaatChapelHill

Emilie Patton de Luca (1974) Professor Emerita of

French–A.B.,M.A.T.,Ph.D.,UniversityofNorthCarolina at Chapel Hill; Further study, Sorbonne,

Ecole du Louvre, Institute Britannique, Paris, France;

UniversitaItalianaperStranieri,Perugia,Italy

Archie L. Ritchie (1968) Professor Emeritus of

Mathematics−B.S.,M.A.,AppalachianStateUniversity;Furtherstudy:UniversityofFlorida;NorthCarolinaStateUniversity;VanderbiltUniversity

Bes Stark Spangler (1982) Professor Emerita of English

– B.A., cum laude, Atlantic Christian College; M.A.T.,

DukeUniversity;Ph.D.,UniversityofNorthCarolinaatChapel Hill

George Alexander Thomas (1965) Chaplain Emeritus

–A.B.,UniversityofNorthCarolinaatChapelHill;M.Div., Th.M., Princeton Theological Seminary; Further

study,DukeUniversityDivinitySchool;Universityof North Carolina at Chapel Hill; Mansfield College,

OxfordUniversity


266

Janet Leonard Wester (1971) Professor Emerita of

English – A.A., magna cum laude, Louisburg College;

A.B., M.A., magna cum laude, D.Ed., North Carolina

StateUniversity;Furtherstudy,UniversityofNorthCarolinaatChapelHill,UniversityofNewHampshire,DukeUniversity

peACe CoLLege boArd of trUSteeS

(2009-2010)

Officers:

Chair: Todd A. Robinson, Raleigh (2004)

Vice Chair: Beth Chadwick Cherry ‘72, Wilmington (2008)

Secretary: Debra M. Townsley , President

Treasurer: Craig M. Barfield, Vice President for

Finance and Administration

Terms expiring 2010:

Fred D. Crisp Jr., Raleigh (2007)

Patricia Bagley Daniels, Vero Beach, Fla. (2004)

Susan Watkins Davis ‘86, Raleigh (2004)

H. Terry Hutchens, Fayetteville (2007)

W. Robert Newell, Winston-Salem (2003)

Willard G. Ross, Raleigh (2007)

Dr. Donald J. Stedman, Chapel Hill (2004)

Sue Donathan White ‘72, Greensboro (2004)


Gerald A. Jeutter Jr., Raleigh (2008)

J. Frederick Kelly Jr., Raleigh (2008)

Steven C. Lilly, Raleigh (2008)

J. Stuart Phoenix, Raleigh (2008)

Charles M. (Terry) Reeves III, Raleigh (2005)

Sen. A. B. Swindell IV, Nashville (2005)

William M. White, Raleigh (2005)


Mary-Kathryn Adcock, Bald Head Island (2009)

Fay Jackson Anderson ‘54, Raleigh (2006)

Mary Davis Martin Betts ‘67, Rocky Mount (2005)

Patricia Gerrick, Chapel Hill (2006)

Donna Fulk Haddock ‘72, Durham (2006)

William R. McNeal, Raleigh (2006)

R. Donavon Munford Jr., Raleigh (2009)

Linda Quarles, Raleigh (2009)

Lee Adams Rast ‘75, Atlanta, Ga. (2009)

Ex Officio:

Karen Sinclair ‘80, Raleigh, President, Alumnae Association

Betty Ray McCain, Wilson, Chair, Peace College of Raleigh Foundation

Carolyn Maness ‘74, Raleigh, Chair, Board of Visitors

Rev. Dr. Edward A. McLeod Jr., Raleigh, Pastor/Head of Staff, First Presbyterian Church


267

Honorary:

Betsy Bunting Boddie ‘46, Rocky Mount (1998)

Josephine Beatty Chadwick ‘43, Wilmington (1998)

Elizabeth Averill Harkey ‘38, Charlotte (1998)

Sara Jo Allen Manning ‘58’60, Raleigh (2009)

Peter J. Meehan, Chapel Hill (2009)

W. Trent Ragland Jr., Raleigh (1993)

Marian Dyer Ross, Raleigh (2009)

Carol Carson Sloan, Raleigh (2004)

O. Temple Sloan, Raleigh (2004)

Perry A. Sloan, Durham (1992)

Philip R. Tracy, Raleigh (2009)

Sherry Cameron Worth ‘64, Raleigh (2009)

( ) Indicates date of appointment

peACe CoLLege boArd of viSitorS

Officers:

Chair: Carolyn “Lyn” Maness ’74, Raleigh

Immediate-Past Chair: Pam Pace Heavner ’76, Chapel Hill

Secretary: TBD

teRMS expiRiNg 2010:

Fred Ammons, Raleigh

Kevin Anderson, Raleigh

The Reverend Elizabeth McNair Ayscue ’75, Albemarle

Sandra Broadhurst Brooks ’58, Greenville

Mary Beth Tucker Cowper ’72, Wilmington

Laura “Sissy” Grantham ’81 Lumberton

Mary Paris Templeton ’66, North Myrtle Beach, SC

Sue Denning Teachey ’58, Wallace

Mae Omie Hobby Mosely ’54, Wilmington

Kathy Reese Teague ’71, Raleigh


Lynn Kendrick Erdman ’75, Charlotte

Mary Laraine “Larry” Young Hines, Raleigh

Mary Anne Jobe ’54, Raleigh

Mary W. Kehaya, Raleigh

Jean Marie McCormick ’84, Lumberton

Kaye Crews Manikowski ’76, Atlanta, GA

Kaye Gooden Morgan ’72, Wrightsville Beach

Carolyn Bond Morrison ’62, Raleigh

Jeff B. Neelon, Lumberton

Susan Craft Quinn ’74, Warsaw

Joyce White, Raleigh

Judy Purvis Williams ’68, Raleigh


Kelly Key Gaines ’82, Greensboro

Phillip Hamilton, Lumberton

Joan Crutchfield King ’67, Beaufort

Cindy Pinkston McDowell ’87, Charlotte

Sean Peace, Cary

Jacqueline Perry Straub ’90, Cary

tHe peACe CoLLege of rALeigH foUndAtion, inC. 2008-2009

Officers

Chair: Betty Ray McCain, Wilson

Vice Chair: Walton K. Joyner Sr., Raleigh

Secretary: Laura Carpenter Bingham ‘77, President

Treasurer: Craig M. Barfield, Vice President for Finance and Administration

Terms expiring in 2010

Julia Weskett Powers Beasley ‘44, Raleigh

Dr. Benjamin E. Fountain Jr., Cary

Walton K. Joyner Sr., Raleigh

Sandra L. Long, Cary

Nancy Langley Raynor, Raleigh

William W. Smith, Goldsboro


Kenneth B. Gwynn, Raleigh

Jacquelin Quesenbery Jeutter ‘50, Waynesboro, Va.

Betty Ray McCain, Wilson

James M. Sell, Clemmons

H. Jerome Young III, Raleigh


Barbara Hoffman Curtis ‘66, Raleigh

Annabelle Lundy Fetterman, Clinton

Honorary

Dr. Albert G. Edwards, Raleigh

W. Trent Ragland Jr., Raleigh

Ex Officio

Todd A. Robinson, Raleigh, Chair, Board of Trustees

peACe CoLLege boArdS

268

tHe ALUmnAe ASSoCiAtion SLAte of nomineeS (2009-2010)

President: Karen Sinclair ’80 (Raleigh)

President-elect: Rae Marie Hall Czuhai ’85 (Raleigh)

Immediate Past President: Carolyn Hollis Dickens ’72

(Raleigh)

Secretary: Stephanie Fountain Bynum ’72 (Cary)

Student Representative: Vacant

At-large 2008-2010

DevonUmsteadBrewer’00(Raleigh)Margaret Taylor Robison’77 (Wilmington)

Susan Herring ’72 (Kinston)

Sharon Jones Stone ’01 (Surf City)

Jean Gardner Huie ’49 (Raleigh)

Ginger Lancaster Shields ’77 (Raleigh)

Jane Ammons Gilchrist ’86 (Raleigh)

Vacant

At-large 2009-2011

Elizabeth “Libby” Mason Smith ’77 (Raleigh)

Wendy Cox Winslow ’83 (Wilson)

Jessica Coscia ’01 (Raleigh)

Janice “Jan” Winston Herring ’79 (Hawaii)

Kim Campbell Huddle ’90 (New Bern)

Jenny McNeill Purvis ’02 (Raleigh)

Jackie Jones Whitfield ’71 (Concord)

Ernie Clodfelter Meletiou ’57 (Davidson)

pArentS’ CoUnCiL (2008-2009)

Co-Chairs: David and Kit Adcock- Bald Head Island, NC

Kyle and Beth Allen- Cary, NC

Donna Augustono- Knightdale, NC

Lawrence and Wilma Bethea- Raleigh, NC

Kenny and Bonnie Biggs- Lumberton, NC

Johnson and Fordham Britt- Lumberton, NC

Ronald and Lorna Dailey- Cary, NC

Denny and Susan Dennis- Raleigh, NC

Flonnie Godwin- Greenville, NC

Joey and Lydia Hines- Wilmington, NC

Co-Vice Chairs: Mitchell and Cynthia Hunt- Greensboro, NC

Giuseppe and Monica Luongo- Fayetteville, NC

Rodney and Elizabeth Maddox- Raleigh,NC

Mike and Sarah Packard- Wilson, NC

Robert and Terri Pilkington- Wilson, NC

Larry and Cynthia Price- Rose Hill, NC

Jonathan and Charnae Rogers- Raleigh, NC

Chuck and Suzanne Seeger- Greensboro, NC

Walt and Nancy Spruill- Manteo, NC

Ashley and Jane Story- Raleigh, NC

Adrian and Robin West- Hillsborough, NC

John and Julie Wilkins- Hickory, NC

peACe CoLLege boArdS

269

titLe i i nC inStitUtion LeveL SUrvey

Please complete the following questions about your institute of higher education. Your answers can be edited anytime up

to the state deadline.

1.) Please complete the following demographic questions about yourself and institution (*).

Institution Name Peace College

Respondent Name Carolyn Morrison

Respondent Title Interim Director of Teacher Education

Respondent Phone Number (919) 508-2294

Respondent Fax Number (919) 508-2326

Respondent E-mail Address [email protected]

Respondent Address 1 15 East Peace Street

Respondent Address 2

Respondent City Raleigh

Respondent State NC

Respondent Zip Code 27604-1194

2.) Please specify the cohort start and end years (e.g. 1999-2000).

Cohort Start Year 2008

Cohort End Year 2009

3.) Please complete the following questions as accurately as possible.

3a) Number of students enrolled in teacher preparation programs 50

3b) Total # of regular and alternative students in programs of supervised student teaching 18

4.) Supervising faculty includes all persons having faculty status, who were assigned to provide supervision/

evaluation of student teaching. Complete the following questions as accurately as possible.

4a) Total # of full-time faculty in professional education that supervise student teachers 4

4b) Total # of part-time faculty, employed full-time by IHE, that supervise student teachers 0

4c) Total # of part-time faculty, not otherwise employed by IHE, that supervise student teachers 2

4d) Total # of supervising faculty for the teacher preparation program 5

4e) Student to faculty ratio (divide 3b by 4d; may use a decimal) 3.6

5.) Please complete the following questions as accurately as possible.

5a) Average # of hours per week required of student participation in supervised teaching 30

5b) Total # of required weeks of supervised student teaching 10

5c) Total # of hours required 300

6.) Is the program approved/accredited by the state? YES

7.) Is your teacher preparation program currently under designation as low-performing by the state? NO

Appendix

270

StUdent Work experienCe reqUeSt And AppLiCAtion

propoSed Work experienCe Credit for:

_____________________________________________

(nAme of CoUrSe or progrAm)

Complete a copy of this application for each course you are requesting credit in the form of work experience. A

maximum of 9 elective hours can be earned by a student. The application will serve as the cover sheet for each course

application. Complete the following letters along with appropriate documentation.

• Employer Letter: a letter, signed performance report, and/or equivalent documentation from an employer or

supervisor familiar with your job or assignment is required for each period submitted for evaluation. All items

must be dated. The letter and/or documents must verify the length of time worked, specific duties performed

and quality of work performed. These items must demonstrate competency in each of the objectives listed on

course syllabus. Increasing levels of difficulty in job performance must be demonstrated. Please attach a job

description where applicable.

• Student Letter: description of work experience and special skills: Attach one or more pages describing your

activities, skills and responsibilities on this job assignment.

• New knowledge gained

• New skills learned

• Performance levels, e.g.,

• Describe specific activities performed

• Prior skills used

• Entry, advanced

Include a closing paragraph summarizing how this experience contributed to your professional growth and how it is

related to the course for which you are requesting credit.

Students should meet the following parameters and complete application form.

A critical part of the evaluation for prior work experience is the necessary documentation describing and

substantiating the request for consideration.

This documentation must include:

• Job assignment descriptions

• Performance reports or employer/supervisor letters attesting to the dates of employment/assignments

• Specific duties and quality of work performed

This documentation may include but are not limited to:

• Certifications, awards

• Artistic endeavors

• Military records, separation papers

• Proposals, reports, schematics

• Community service

• Licenses, diplomas, certificates

• Membership in professional organizations

Appendix

271

• Volunteer work

• Journals

• Publications

• Travel

• Seminars, workshops, conventions, conferences

• Letters of commendations

Documentation must provide evidence that the performance objective on the syllabi have been met.

Requests received without documentation will not be considered for evaluation.

To be considered for full prior work experience credit, such experience must have been at increasingly rigorous levels

of learning equivalent to the level of difficulty associated with college course work.

In addition, the experience must show progress from routine to complex and with increasing responsibility. Part-time

experience will be considered for credit on a proportional basis.

Documentation must be provided for each objective on the course syllabus. Work experience will be measured against

course objectives, practices and standards to determine whether “applied” course requirements have been met.

Please complete the back of this form and attach all documentation.

Appendix

272

StUdent informAtion

Name _____________________________________________________________________________

Program ___________________________________________________________________________

Current Address _____________________________________________________________________

__________________________________________________________________________________

Current Phone ___________________________ Email Address _______________________________

Date of Employment/Assignment ________________ Job Title ________________________________

Student Signature _________________________________________ Date______________________

experienCe informAtion

Name of Employer ___________________________________________________________________

Address of Employer _________________________________________________________________

__________________________________________________________________________________

Name of Supervisor __________________________________________________________________

Supervisor’s Phone___________________________________________________________________

to be CompLeted by progrAm direCtor

Date Evaluation Completed ____________________________________________________________

Comments:

Additional Instructor or Program Director Signature __________________________________________

____Uponreviewofworkexperiencestudentisgranted_____workexperiencecreditsforrequiredcourse.

____ Documentation for work experience credit is incomplete, therefore student is denied credit.

Signature/Title/Name of Education Department Evaluator _____________________________________

Appendix

ACADEMIC CATALOG - William Peace University

Documents

Transcript of ACADEMIC CATALOG - William Peace University