Search Results for “minorities in the u.s.”

General Education Foundation Courses

A. Oral Communication:

Student Learning Outcome: Students should be able to deliver messages appropriate to their audience, purpose, and context.

Performance Indicators – Students should be able to:

Perform verbal and nonverbal communication behaviors that illustrate the competency of an effective communicator.
Support and organize their ideas in a coherent manner.

Required: 1 Course
G-CM 130 Interpersonal Communication
G-CM 140 Public Speaking
G-CM 218 Business and Professional Communication

B. Written Communication & Information Literacy

Student Learning Outcome for Written Communication: Students should be able to write with skill and clarity.

Performance Indicators – Students should be able to:

Produce writing that shows an awareness of audience.
Support their ideas with appropriate details and examples.
Coherently organize their writing.
Produce writing that shows careful attention to craft.

Student Learning Outcome for Information Literacy: Students should be able to demonstrate ethical and efficient use of information.

Performance Indicators – Students should be able to:

Show that they can find appropriate sources.
Show that they can evaluate the reliability of sources.
Use information from sources appropriately in their work.

Required: 4 Courses
G-EN 110 College Composition I
G-EN 111 College Composition II
and:
Students pursuing a Bachelor of Arts are required to take Spanish and one Language Intensive (LI) course in their major department. Students pursuing a Bachelor of Science are required to take two Language Intensive courses with at least one LI course in the student’s major department.

Language Intensive – Oral and Written Communication

Student Learning Outcome for Oral Communication: Students should be able to clearly voice a coherent message.

Performance Indicators – Students should be able to:

Show that they can speak clearly and audibly.
Support their ideas with appropriate research.

Speaking Component

(1) Informal oral communication exercises should be used frequently in the LI classroom. Most often, these will consist of required participation in small-group and class discussions. LI instructors can make even routine student participation in class discussions and activities into helpful oral communication exercises simply by (a) raising students’ consciousness about the variety of signals they send when they speak informally in class, and (b) helping students eliminate their careless habits in speech and delivery.

(2) At least one formal oral presentation should be included in the LI course. The presentation, probably brief, may be delivered to part or all of the class, or some other audience. It may derive from a formal writing assignment, recast for oral delivery.

Student Learning Outcome for Written Communication: Students should be able to write with skill and clarity.

Performance Indicators – Students should be able to:

Produce writing that shows an awareness of audience.
Demonstrate effective participation in the writing process.
Coherently organize their writing.
Produce writing that shows careful attention to craft.

Writing Component

(1) Informal writing assignments should be frequent, perhaps one per class session, but certainly one per week. Most informal writing activities are in the “writing to learn” mode; that is, they are intended to push students to read, think about, and interpret course material more carefully and deeply than they otherwise might do. From a handful of basic, informal writing models, such as journals and microthemes, LI instructors can improvise an almost endless array of specific informal writing activities.

(2) Formal writing assignments should be substantial (but the meaning of “substantial” depends upon the course and the exact nature of the assignment). There should be at least one formal, polished piece of writing. Whenever possible, LI instructors should give formal assignments in stages, confer with students over drafts, and allow ample time for revision(s).

Courses designated as Language Intensive:

G-AR 310 Art History I
G-AR 311 Art History II
BA 475 Business Strategy & Policy
CI 455 Teaching-Learning Process
G-CM 130 Interpersonal Communication
G-CM 218 Business & Professional Communication
G-CM 221 Intercultural Communication
CM 220 Special Topics in Popular Culture
CM 475A Senior Seminar in Service in the Community
CM 475B Senior Seminar in Career Exploration
EE 303 Reading/Language Arts I
G-EN 210L Masterpieces of World Literature (4 hours)
G-EN 220L Contemporary World Literature (4 hours)
G-EN 255L American Literature II (4 hours)
G-EN 270L Fiction (4 hours)
EN 313 Expository Writing
G-EN 370L Poetry (4 hours)
EN 475B Senior Project in English
G-HI/TE 333 Technology & Society
HI 475 Senior Thesis
MA 475 Senior Project in Mathematics
ML 385 Advanced Level Composition and Conversation
NS 300 Research Methods
NS 475 Senior Research
G-TH 265 Topics in Dramatic Literature
G-TH 385 Theatre History & Dramatic Literature I
TH 475 Senior Theatre Capstone
PE 304 Theories, Principles, and Leadership of Coaching
PE 445 Readings and Research for Health Science
G-PR 104L Ethics (4 hours)
G-PR 106L Spiritual Pathways
G-PS 215 Global Peace Studies
PS 475 Senior Thesis
PY 450 History and Systems of Psychology
PY 475 Senior Thesis
SO 475 Senior Thesis
TE 475 Senior Project

C. Mathematics

Student Learning Outcome: Students will be able to reason about and solve quantitative problems from a wide array of contexts.

Performance Indicators – Students should be able to:

1. Identify a quantitative problem (Understand the problem.)
2. Use mathematical processes to solve the problem (Devise and implement a plan.)
3. Evaluate the solution for reasonableness and/or implications for further study. (Look back at your solution.)

Required: 3-4 hours chosen from the following:
G-MA 105 College Algebra
G-MA 106 Pre-Calculus
G-MA 111 Calculus I
G-MA 123 Discrete Mathematics
G-MA 153 Principles of Geometry
G-MA 201 Survey of Mathematics
G-BA 220 Business Applied Statistics
G-MA 221 Elementary Applied Statistics

D. Religion/Beliefs/Values

Student Learning Outcome: Students should be able to answer fundamental religious or philosophical questions.

Performance Indicators – Students should be able to:

Develop answers relative to alternative religious/philosophical perspectives.
Explain their position on religious or philosophical issues.

Required: 3-4 hours chosen from the following:
G-PR 101 God and People in Ancient Israel: Hebrew Bible Foundations
G-PR 102 Jesus: New Testament Foundations
G-PR 104 Ethics
*G-PR 104L Ethics (LI if taken as G-PR104L for 4 hours)
*G-PR 106L Spiritual Pathways: Transformation, Compassion, and Vocation
G-PR 107 Critical Thinking
G-PR 201 Introduction to Philosophy
G-PR 202 Christian Traditions
G-PR 203 Science and Religion
G-PR 204 Peacemaking: Religious Perspectives
G-PR 215 History of Philosophy
G-PR 302 Religion and Politics
G-PR 306 World Religions
G-PR 310 Religion and Law
G-PR 350 Philosophy of Religion
G-PR 360 Modern Logic

E. Wholeness/Health/Fitness

Student Learning Outcome: Students should be able to identify optimal behaviors that promote lifelong personal health.

Performance Indicators – Students should be able to:

Develop a personal strategy for health and fitness emphasizing the physical domain.
Illustrate the relationship between personal behaviors and lifelong health and wellness.

Required: 1 course
G-PE 150 Concepts in Holistic Health
G-HS/PE 190 Social & Behavioral Determinants of Health

F. Global/Intercultural Experience

Student Learning Outcome: Students should be able to understand they live in a world of diverse cultures.

Performance Indicators – Students should be able to:

Identify social, cultural, religious, or linguistic differences.
Explain how values and contributions of diverse societies affect individual experiences.

Required: 3 hours+ chosen from the following:
G-BA 342IT International Business (Travel required)
G-CI 251 Introduction to Education Practicum
G-CI 333 Intercultural Education
*G-CM 221 Intercultural Communication
G-EN 210 Masterpieces of World Literature
*G-EN 210L Masterpieces of World Literature (LI if taken as G-EN 210L for four hours)
G-EN 220 Contemporary World Literature
*G-EN 220L Contemporary World Literature (LI if taken as G-EN 220L for four hours)
*G-HI/TE 333 Technology and Society
G-ML 108 Spanish Level I
G-ML 109 Spanish Level II
G-ML 208 Spanish Level III
G-ML 209 Spanish Level IV
G-ML 350 Junior Year Abroad
G-MU 210 Introduction to World Music
G-PR 306 World Religions
G-PS 130 Principles of Geography
*G-PS 215 Global Peace Studies
G-SO 202 Minorities in the U.S.

+Students completing a Bachelor of Arts degree must take G-ML 108 Level I Spanish for three hours as well as three additional hours in the Global/Intercultural Experience Foundation. These students will be required to take only one Language Intensive (LI) course.

College Seminars

In the seminar series, students will demonstrate (1) that they have explored traditional Church of the Brethren values; (2) that they understand service-learning and can complete a service project; (3) that they can make informed ethical decisions in personal and professional situations; and (4) that they have investigated career options in the fields of study. In addition, the various seminars address the following goals.

G-ID 101 Academic Community Essentials (ACE) Seminar: Students will show that they have learned about college life, create a degree plan, and practice good study skills, critical thinking, and conflict resolution.
G-ID 201 Sophomore Seminar: Students will complete a service project, develop a career plan, and show that they have explored internship options.
Senior Capstone Experience: Students will complete a senior project, as designed by department faculty.

2023|08 General Education, Catalog 23-24|

Communication Program

Purpose Statement

The mission of the communication department is to prepare competent communicators by providing students a foundation in communication theory and practice that will enhance their personal, civic, and professional lives.

Students who complete the communication major can expect to develop

the ability to express audience-centered messages clearly in both speaking and writing.
confidence and competence in speaking encounters whether for public presentations or for building interpersonal and professional relationships.
strategies for overcoming communication barriers.
media literacy including knowledge about how media are created and how media affect how we communicate.

Students who complete the digital media major with the communication emphasis will develop competence in

the ability to express audience-centered messages clearly in both speaking and writing.
obtaining still images, audio, and video, and combining these media with text to tell stories effectively.
designing, laying out, and publishing content online and in print.
media literacy including knowledge about how media are created and how media affect how we communicate.

Communication Major

G-CM 120 Introduction to Human Communication (3 hours)
*G-CM 130 Interpersonal Communication (3 hours)
CM 135 Media Writing (3 hours) or CM 235 Magazine & Feature Writing (3 hours)
G-CM 140 Public Speaking (3 hours)
CM 210 Podcasting (3 hours)
G-AR 220 Graphic Design for non-art majors (3 hours)
*CM 220 Special Topics in Popular Culture (3 hours)
*G-CM 221 Intercultural Communication (3 hours)
G-MA 221 Elementary Applied Statistics (4 hours)
CM 240  Gender Communication (3 hours)
CM 305  Editing (3 hours)
CM 310 Public Relations and Social Media Campaigns (3 hours)
*EN 313  Advanced Expository Writing (3 hours)
CM 315 Media Production (2 hours)
CM 325  Conflict Communication (3 hours)
CM 330  Persuasion and Social Influence (3 hours)
CM 340  Web Design I (3 hours)
CM 375  Junior Seminar in Communication (1 hour)
*CM 475A Senior Seminar in Service in the Community (2 hours)
*CM 475B Senior Seminar in Career Exploration (1 hour)

Total: 55 hours

Digital Media Major

All students completing the digital media major must complete the core courses (25 credit hours). They will then elect to complete the courses in either the communication or the visual design emphasis.

Core Courses
AR 130 Design Software (2 hours)
AR 205 Video Editing & Production (2 hours)
AR 230 Graphic Design I (3 hours)
CM 330 Persuasion and Social Influence (3 hours)
AR 335 Design Software II (3 hours)
CM 340/AR 340 Web Design I (3 hours)
CM 360 Videography I (3 hours)
CM 440/AR 440 Web Design II (3 hours)
CM 410 Videography II (3 hours)

Total: 25 hours

Choose one area of emphasis:

Communication Emphasis
G-CM 120 Introduction to Human Communications (3 hours)
CM 135 Media Writing (3 hours) or CM 235 Magazine & Feature Writing (3 hours)
CM 210 Podcasting (3 hours)
CM 220 Special Topics in Popular Culture (3 hours)
*G-CM 221 Intercultural Communication (3 hours)
CM 305 Editing (3 hours)
EN 315 Expository Writing (3 hours)
CM 315 Media Production (2 hours)
CM 310 Public Relations and Social Media Campaign (3 hours)
CM 375 Junior Seminar (1 hour)
*CM 475A Senior Seminar in Service in the Community (2 hours)
*CM 475B Senior Seminar in Career Exploration (1 hour)

Total: 30 hours (major total is 55 hours)

OR:

Visual Design Emphasis
AR 103 Elementary Design (3 hours)
AR 203 Photography I (2 hours)
AR 235 Graphic Design II (3 hours)
AR 260 UX/UI Prototyping (2 hours)
AR 265 UX/UI Application (2 hours)
AR 303 Photography II (3 hours)
AR 320 Typography/Logo Branding (2 hours)
AR 330 Graphic Design III (3 hours)
AR 333 Commercial Photography I (3 hours)
AR 475G Graphic Design IV (3 hours)
AR 470A Graphic Design Senior Show (1 hour)
AR 470B Graphic Design Senior Show (1 hour)

Total: 28 hours (major total is 53 hours)

Suggested Supporting Courses for either emphasis
BA 221 Marketing
BA 322 Advertising and Promotion
BA 327 Consumer Behavior
BA 427 Marketing Research
ET 101 Creativity and Innovation

Competency Exam

Students who plan to major in communication, or the communication emphasis of the digital media major, must pass a writing competency exam. This exam will be offered in the spring semester, before pre-enrollment for the fall. Transfer students will take the exam early in their first semester at the college. Students who fail the exam may re-take it after participating in guided study and practice of writing.

SOCIAL JUSTICE AND ADVOCACY

Purpose Statement

Students selecting the major in Social Justice and Advocacy are demonstrating their commitment to building stronger communities by learning how they can use communication and knowledge about social problems to help bring about social, cultural, environmental, and political changes. This is an interdisciplinary major which draws from courses that help a student learn about social issues and problems impacting those on the margins of society, and provide students with the communication tools necessary to address these issues. The major is designed to be partially completed through the general education curriculum, which allows a student to pursue additional studies through minors or another major.

Students who complete the Social Justice and Advocacy major can expect to

be an engaged and civic-minded member of their community.
identify social problems facing our communities.
advocate for the needs of those on the margins of society.

Social Justice and Advocacy Major

Foundation Course (3 hours)

Choose one:
G-CM 120 Introduction to Human Communication (3 hours)
G-SO 101 Introduction to Sociology (3 hours)

Communication and Advocacy Courses (20 hours)

*G-CM 130 Interpersonal Communication (3 hours)
G-CM 140 Public Speaking (3 hours)
CM 310 Public Relations & Social Media Campaigns (3 hours)
CM 325 Conflict Communication (3 hours)
CM 330 Persuasion and Social Influence (3 hours)
AR 345 Art as Community & Social Practice (2 hours)
Choose one:
CM 135 Media Writing (3 hours)
CM 235 Magazine and Feature Writing (3 hours)
*EN 313 Expository Writing (3 hours)
EN 420 Creative Writing (3 hours)

Social Issues Courses (12 hours)

SO 206 Social Problems (3 hours)
SO 275 Criminal Justice (3 hours)
SO 355 Juvenile Delinquency (3 hours)
SO 365 Social Work in American Society (3 hours)

Race/Ethnicity/Gender Literacy and Justice Courses (15 hours)

G-SO 202 Minorities in the U.S. (3 hours)
*G-PS 215 Global Peace Studies (3 hours)
*G-CM 221 Intercultural Communication (3 hours)
CM 240 Gender Communication (3 hours)
Choose one:
G-EN 222 Native American Literature (3 hours)
G-EN 225 African American Literature (3 hours)
G-EN 235 Selected Topics in Literature: Borderland (3 hours)

Senior Capstone Courses (3 hours)

*CM 475A Senior Seminar in Service in the Community (2 hours)
*CM 475B Senior Seminar in Career Exploration (1 hour)

Total: 53 hours

Recommended General Education Courses

G-AR 220 Graphic Design for Non-Art Majors (3 hours)
G-HI 237 Topics in Social History (3 hours)
G-HS 190 Social and Behavioral Determinants of Health (3 hours)
G-ML 108 Spanish I (3 hours)
G-NS 141 Environmental Science (4 hours)
G-PR 204 Peacemaking: Religious Perspectives (3 hours)
G-PS 125 International Relations (3 hours) or
G-PS 102 United States Government (3 hours)

Communication Minor

A minor in communication consists of G-CM 120 Introduction to Human Communication (3 hours), and any other 17 hours of communication courses. CM 315 Media Production may make up no more than four hours of coursework in the minor.

Storytelling Minor

Students selecting the minor in Storytelling are combining courses to be able to tell the stories of individuals, organizations, and communities. Storytelling is a skill that can enhance nearly any major as it will prepare students to share the information from their major with audiences in a meaningful way. This interdisciplinary minor draws upon courses in communication, English, theatre, and art.

Student Learning Objectives

A student who completes the minor in Storytelling should be able to

tell stories—regardless of the content—with a clear beginning, middle, and end.
tell stories in oral, written, and visual formats.
tell the stories of individuals, organizations, and communities in engaging ways.

Required Classes (19 hours total)
G-CM 140 Public Speaking (3 hours)
G-TH 160 Acting I (3 hours)
AR 203 Photography I (2 hours)
AR 205 Video Editing & Production (2 hours)
CM 210 Podcasting (3 hours)
CM 235 Magazine & Feature Writing (3 hours)
Choose one:
*EN 313 Advanced Expository Writing (3 hours)
EN 420 Creative Writing (3 hours)

Elective Supporting Courses (not required)
G-AR 101 Drawing I (2 hours)
G-TH 125 Film and Culture (3 hours)
CM 305 Editing (3 hours)
CM 315 Media Production (1 hour)
CM 360 Videography I (3 hours)
TH 365 Stage and Technical Direction (2 hours)
TH 410 Theatre Seminar (2 hours)
CM 410 Videography II (3 hours)

2023|Catalog 23-24, Communication|

Teacher Education Program

The academic program offered by the Department of Curriculum and Instruction is essential for achieving the college’s mission of developing whole persons through scholarship, participation, and service. It also reflects the heritage of the college and the Church of the Brethren, which includes a dedication to a liberal arts education and values that promote ethical behavior, non-violence and peace, a simple lifestyle, and a dedication to serving others.

The primary focus of the Department of Curriculum and Instruction is on the preparation of education professionals. Teacher education at McPherson College has long been one of the foundational cornerstones on which the institution was established.

Licensure Disclosure

The Teacher Education Program at McPherson College is accredited by the Kansas State Department of Education (900 SW Jackson Street, Topeka, Kansas 66612); and by the Council for the Accreditation of Educator Preparation (CAEP), www.caepnet.org. This accreditation covers the Teacher Education Program at McPherson College; however, the accreditation does not include individual education courses that the institution offers to P-12 educators for professional development, relicensure, or other purposes.

McPherson College prepares future teachers for licensure in the state of Kansas. The program requirements may not meet licensure requirements for other states. Students planning to seek teacher licensure outside of Kansas are strongly encouraged to meet with the McPherson College Licensure Officer to discuss future plans. McPherson College Teacher Education Program has not made a determination as to whether our program’s curriculum meets the state’s educational requirements for the following states: Alabama, Alaska, Arizona, Arkansas, California, Colorado, Connecticut, Delaware, Florida, Georgia, Hawaii, Idaho, Illinois, Indiana, Iowa, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, New York, North Carolina, North Dakota, Ohio, Oklahoma, Oregon, Pennsylvania, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, and Wyoming.

Mission Statement

The mission of the Teacher Education Program of McPherson College is to develop service-oriented educators who effectively blend the art and science of teaching.

Goals, Objectives, and Dispositions

Goal I: The candidate has the knowledge bases necessary to be an effective teacher in her/his field.

To accomplish this goal, the service-oriented educator will:

Objectives:

Acquire a broad liberal arts knowledge base.
Demonstrate proficiency in his/her major area of licensure.
Acquire effective strategies of teaching in all appropriate content areas and for all learners.
Recognize how students learn and develop.

Disposition: Appreciate the connections between various areas of knowledge and commit to continuous learning.

Goal II: The candidate can apply effective teaching strategies to meet the needs of all learners.

To accomplish this goal, the service-oriented educator will:

Objectives:

Use appropriate best practices for specific content areas and for diverse learners.
Reflect upon his/her teaching and analyze the practices.
Demonstrate understanding and use of formative and summative assessments and make modifications based on them.
Provide motivational techniques based on students’ developmental and environmental needs.

Disposition: Value and respect students’ varied talents and abilities and project enthusiasm for teaching all learners.

Goal III: The candidate fosters relationships and collaborates with school constituencies. To accomplish this goal, the service-oriented educator will:

Objectives:

Communicate effectively in both written and oral formats and through the use of technology
Solicit input from students, parents, colleagues, and the greater community.
Act on information received from stakeholders.

Disposition: Value the many ways in which people seek to communicate and encourage various modes of communication.

The Teacher Education Program at McPherson College focuses on three major levels of licensure. The following are lists of the levels and the programs.

6-12 Licensure Section
Biology, Chemistry, English, English for Speakers of Other Languages, History and Government, Mathematics, High-Incidence Special Education, Speech/Theatre

K-6 Licensure Section
Elementary Education, English for Speakers of Other Languages, High-Incidence Special Education

PK-12 Licensure Section
Art, Health, Music, Physical Education, Spanish

As a student at McPherson College preparing to become a teacher, you will be asked to prove your competency with the guidance of instructors in the Department of Curriculum and Instruction and the content area departments. Course assessments, a portfolio, and interviews are a few of the instruments developed that will help you demonstrate your abilities. McPherson College is currently collecting data on different aspects of student performance. Numerous experiences are provided as observers, aides, tutors, and as participants in student teaching experiences. Those seeking licensure at all levels begin their professional work by the sophomore year and continue with incremental and sequential scheduling of their professional growth.

Admission Procedures

Procedures for admittance into the Teacher Education Program and Student Teaching are outlined in detail in the Advisor/Advisee Handbook and/or the Policies and Procedures Manual. These handbooks are available in the Department of Curriculum and Instruction. College advisors also have copies of these handbooks. The handbook is also available online. Candidates should read the handbook or consult their advisors for a detailed account of admission requirements and procedures. The student is ultimately responsible for meeting admissions protocol and enrolling in courses.

Admission to the Teacher Education Program

As a general rule, the Teacher Education Board reviews candidates for admittance into the Teacher Education Program two times during an academic year, once each semester. Requirements for acceptance into the Teacher Education Program include, but are not exclusive of,

Minimum of C in G-EN 110 College Composition I
Minimum of C in G-EN 111 College Composition I
Minimum of C in college level math
Minimum of C in G-CI 150 Introduction to Education
Recommendation from Student Life
A GPA of 2.5

Practica at McPherson College

Research has proven that multiple and varied practical experiences are of utmost importance in an effective teacher education program. For that reason, students in the Teacher Education Program have the requirement of completing a minimum of two practica prior to student teaching. However, students are encouraged to participate in more than those two. The first practicum occurs early in the student’s professional education course sequence. This practicum is primarily an observation/aide situation. The second practicum occurs later in the professional sequence and requires students to take more initiative in the actual classroom responsibilities including teaching multiple lessons.

Students are required to do one of the practicum experiences in an urban setting. Arrangements have been made for the first practicum to be completed in Wichita, Chicago, or other ethnically diverse setting. Transfer students or students with extenuating circumstances may choose to complete one of the other sessions in an urban setting. This will further enhance the program and give students a broader understanding of the entire educational enterprise. Students are placed in both grade- and content-appropriate practicum settings. It is the student’s responsibility to secure travel arrangements to the practica sites. Any expenses that are incurred are also the responsibility of the student.

All practica must be approved by the Department of Curriculum and Instruction.

Service Component

In keeping with the mission of the college and the Teacher Education Program, future teachers are expected to complete a service component as part of their program. During the student’s college career s/he must complete and document 100 hours of service prior to completing the program. Transfer students must complete 25 hours per year.

There are many possibilities for service-oriented activities. Opportunities will occasionally be made available through the Curriculum and Instruction Department. In addition, students are encouraged to seek out experiences that will be self- satisfying. For further explanation or clarification, contact any member of the Teacher Education Board.

Student Teaching at McPherson College

Student teaching is considered the capstone experience in the professional education sequence for future teachers. It is to be done after other professional coursework is completed. In cooperation with a K-12 school system, McPherson College strives to make this experience as beneficial as possible for all parties involved. Student teaching is a complete semester experience. It is offered for variable credit hours depending on the level and the experiential need of the student and the licensure area being sought. Being given the privilege to student teach is not automatic. The Teacher Education Board carefully screens all applicants for their suitability. As a general rule, the Department of Curriculum and Instruction begins the application for the student teaching process two times during an academic year. Deadlines are September 15 and February 15. Late applications are not accepted.

The prospective student teacher at McPherson College is expected to have:

the personality and character traits required of a teacher;
a strong liberal arts education;
solid professional skills;
successful practica experiences with practitioners in the field.

Before a student can student teach she/he must have:

gained full acceptance into the Teacher Education Program;
secured favorable recommendations from her/his major professor, professor of a language intensive course, one professor in teacher education, Student Life, and two supportive professionals in education;
achieved a cumulative grade point average of 2.5;
provided proof of liability insurance;
signed an Inquiry Form;
provided an up-to-date health form.

After all forms have been submitted, the student will present a professional portfolio to the Teacher Education Board. Ultimate decisions concerning student teaching will be made by that Board. A primary indicator of meeting the goals of the Teacher Education Program is the development of a portfolio. McPherson College students planning to become teachers develop portfolios during stages of their professional course work. These portfolios are designed to meet the overall goals of:

The candidate has the knowledge bases necessary to be an effective teacher in her/his field.
The candidate can apply effective teaching strategies to meet the needs of all learners
The candidate fosters relationships and collaborates with school constituencies.

These portfolios include copies of units and lesson plans, reflective journals, other significant evidences of knowledge, application, and collaboration, scores of standardized assessment tools, and other documentation.

In order to defray costs, a student teaching fee will be assessed during that semester.

Student Responsibility

Students are ultimately responsible for following procedures and proper sequencing of events leading to professional development and licensure. It is important for students who plan to enter the Teacher Education Program at McPherson College to contact the chair of the program and/or the appropriate advisor.

Licensure in Kansas

According to Kansas regulations, those seeking licensure in Kansas must pass the Professional Knowledge section of the Principles of Learning and Teaching (PLT) with a score of 160; candidates must also take a test in their particular content area. The passing scores for each content test are listed in the Advisor/Advisee Handbook. Requirements for licensure to teach in the public schools, either elementary or secondary, vary from state to state. Students who plan to certify in a state other than Kansas should, upon enrollment, consult the chair of teacher education or the state in which they plan to teach to make sure that they are enrolled in a program that is appropriate. See Licensure Disclosure statement above.

In the state of Kansas, teaching is considered to be a profession. Therefore, the Kansas State Department of Education has a Professional Practices Commission to exercise disciplinary and advisory functions over those requesting licensure or working as a certified professional. Teacher licensure can be denied, suspended, or revoked for both felony and non-felony actions.

McPherson College is in compliance with the federal Title II reporting guidelines.

ESOL Licensure Program

The ESOL Licensure Program prepares student for KSDE ESOL endorsement at the K-6 or 6-12 grade levels. This 15 credit hour program is geared to educators wishing to work with culturally and linguistically diverse students, but will also enhance the teaching skills of those in the regular classroom.

The ESOL licensure courses can be taken in conjunction with the core courses or, for those seeking licensure only, can be taken as a stand-alone program.

Elementary Education Major

K-6 Licensure

Requirements

Along with the General Education requirements, the following is a suggested sequence; the academic advisor and/or Curriculum and Instruction faculty will assist the individual student to develop the optimal sequencing of courses.

Freshman year:
G-PY 101 Introduction to Psychology (3 hours)
G-CI 150 Introduction to Education (3 hours)
SE 210 Introduction to Infants, Children & Youth with Special Needs (3 hours)

Sophomore year:
CI 220 Principles and Strategies of Teaching (3 hours)
G-CI 251 Introduction to Education Practicum (1 hour)
G-EE 210 Children’s Literature (3 hours)
G-CI 333 Intercultural Education (2 hours)
PY 204 Child and Adolescent Development (3 hours)
CI 232 Educational Technology (2 hours)

Junior Year:
CI 426/PE 426 Methods for Teaching PE and Health in Elem. & Sec. (2 hours)
*CI 455 Teaching-Learning Process (3 hours)
EE 230 Methods for Teaching Mathematics in the Elementary School I (3 hours)
EE 303 Reading/ Language Arts I (4 hours)
EE 306 Methods for Teaching Science in the Elem. School (3 hours)
EE 307 Methods for Teaching Math in the Elementary School II (3 hours)
EE 309 Methods for Teaching Social Studies in the Elem. School (3 hours)
EE 301/AR 358 Methods for Teaching Art in the Elem. School (1 hour)
EE 304/MU 370 Methods for Teaching Music in the Elem. School (1 hour)
EE 375 Elementary Ed. Practicum and Seminar (1-4 hours)
*EE 444 Reading/Language Arts II (3 hours)

Senior Year:
EE 465 Student Teaching in the Elementary School (6 or 12 hours)
CI 476 Professional Seminar in Education (2 hours)

Note: Courses with a * indicate Language Intensive course.

6-12 Licensure

Requirements

Along with the general education requirements and the academic requirements for the specific content area, the following is a suggested sequence; the academic advisor and Curriculum and Instruction faculty will assist the individual student to develop the optimal sequencing of courses.

Freshman year:
G-PY 101 Introduction to Psychology (3 hours)
G-CI 150 Introduction to Education (3 hours)

Sophomore year:
G-CI 333 Intercultural Education (2 hours)
PY 204 Child and Adolescent Development (3 hours)
SE 210 Intro to Infants, Children and Youth with Special Needs (3 hours)
CI 220 Principles and Strategies of Teaching (3 hours)
G-CI 251 Intro to Education Practicum (1 hour)
CI 232 Educational Technology (2 hours)

Junior Year:
*CI 455 Teaching-Learning Process (3 hours)
CI 4xx Secondary Methods for Academic Majors (3 hours)
CI 315 Reading in the Content Field (2 hours)
CI 351 Secondary Education Practicum and Seminar (2 hours)

Senior year:
CI 475 Student Teaching (6 or 12 hours)
CI 476 Professional Seminar in Education (2 hours)

Note: Courses with a * indicate Language Intensive course.

PK-12 Licensure

Requirements

Along with the general education requirements and the academic requirements for the specific content area, the following is a suggested sequence; the academic advisor and Curriculum and Instruction faculty will assist the individual student to develop the optimal sequencing of courses.

Freshman year:
G-PY 101 Introduction to Psychology (3 hours)
G-CI 150 Introduction to Education (3 hours)
SE 210 Intro to Infants, Children & Youth with Special Needs (3 hours)

Sophomore year:
G-CI 333 Intercultural Education (2 hours)
PY 204 Child and Adolescent Development (3 hours)
G-CI 251 Intro to Education Practicum (1 hour)
CI 220 Principles and Strategies of Teaching (3 hours)
CI 232 Educational Technology (2 hours)

Junior Year:
Methods for Teaching Art, Music or PE in Elem. Schools (2-3 hours)
(Those seeking licensure in Spanish take one Methods class (CI 404)
CI 351 Secondary Ed. Practicum and Seminar (1 hour)
EE 375 Elementary Ed. Practicum and Seminar (1 hour)
*CI 455 Teaching-Learning Process (3 hours)
Methods for Teaching Art, Music or PE in Sec. Schools (2-3 hours)
CI 315 Reading in the Content Field (2 hours)

Senior Year:
CI 475 Student Teaching in the Secondary School (6 or 12 hours)
EE 465 Student Teaching in the Elementary School (6 or 12 hours)
CI 476 Professional Seminar in Education (2 hours)

Note: Courses with a * indicate Language Intensive course.

English for Speakers of Other Languages (K-6) Licensure

Requirements

Same professional education requirements as for K-6 license, plus:

EN 230 Linguistics (2 hours)
EN 335 Advanced English Grammar (2 hours)
G-SO 202 Minorities in the U.S. (3 hours)
CI 428 Methods for Teaching ESL in the Elem. and Sec. Schools (3 hours)

English for Speakers of Other Languages (6-12) Licensure

Requirements

Same professional education requirements as for 6-12 licensure in other fields, plus:

EN 230 Linguistics (2 hours)
EN 335 Advanced English Grammar (2 hours)
G-SO 202 Minorities in the U.S. (3 hours)
CI 428 Methods for Teaching ESL in the Elem. and Sec. Schools (3 hours)

Special Education Licensure

Through a joint effort with the Kansas Independent Colleges Association (KICA), McPherson College offers an Adaptive Special Education program. Students who participate in this program will graduate with licensure in High Incidence Special Education (intellectual disability, learning disabilities, behavior disorders, and other health impairments) at the K-6 and 6-12 levels.

High Incidence Special Education: Courses Required for all levels:

SPED 310 Foundations for Special Education (4 hours)
SPED 315 General Methods for Special Education Services (4 hours)
SPED 345 Behavioral Management (2 hours)
SPED 499 Capstone Issues (1 hour)

Courses Required for Level K-6:

SPED 321 Grades K-6 Methods for Special Needs (5 hours)
SPED 431 Grades K-6 Clinical Experience (Student Teaching) (6 hours)
(OR)
*SPED 433 Grades K-6 Internship (4-6 hours)
*Those already holding special education licensure

Courses required for Level 6-12:

SPED 361 Grades 6-12 Methods for Special Needs (5 hours)
SPED 471 Grades 6-12 Clinical Experience (Student Teaching) (6 hours)
(OR)
* SPED 473 Grades 6-12 Internship (4-6 hours)
* Those already holding special education licensure

Optional:
SPED 220 Field Experience in Services for Student with Special Needs (1 hour)
SPED 320 Beginning American Sign Language (2 hours)
SPED 322 Intermediate American Sign Language (2 hours)
SPED 678 Topics in Special Education (1 hour)

2023|Catalog 23-24, Curriculum & Instruction|

English Program

Purpose Statement

The English department commits itself to developing graduates who can read critically and communicate effectively and who understand the changing nature of language.

The department achieves this purpose when its graduates

- demonstrate an ability to accomplish various purposes through effective communication–oral, written, and electronic;
- demonstrate an understanding of ways in which aspects of culture such as history, religion and social norms are reflected in literature;
- demonstrate an ability to analyze literary texts;
- demonstrate a knowledge of research tools and strategies, especially in literature, and the critical and ethical use of appropriate documentation;
- demonstrate knowledge of the structure of English, of the Standard American dialect, of both traditional and modern grammars, and of the nature of language.

English Major

Core Requirements

G-EN 222 Native American Literature (3 hours) or G-EN 225 African American Literature (3 hours) or G-EN 235 Topics in Literature: Borderland: Literature of the U.S./Mexican Border (3 hours)
EN 250 American Literature I (3 hours)
*G-EN 255 American Literature II (3 hours)
EN 300 Survey of British Literature (3 hours)
*EN 313 Advanced Expository Writing (3 hours)
EN 335 Advanced English Grammar (2 hours)
EN 355 Linguistics and History of English (2 hours)
EN 375 Junior Seminar in English (2 hours)
EN 475A Seminar in English (1 hour)
*EN 475B Seminar in English (1 hour)
*G-EN 210 Masterpieces of World Literature (3 hours) or *G-EN 220 Contemporary World Literature (3 hours)
G-EN 270 Fiction (3 hours) or G-EN 370 Poetry (3 hours) or EN 420 Creative Writing (3 hours)
EN 388 Internship (3 hours) OR an approved equivalent experience

Total: 32 hours

Complete 7 elective hours in English from the following list:

G-CM 120 Intro. to Human Communication (3 hours)
CM 135 Media Writing (3 hours) or CM 235 Feature Writing (3 hours)
G-EN 222 Native American Literature (3 hours)
G-EN 225 African American Literature (3 hours)
EN 315 Practicum in Journal Production (1-2 hours)
CM 305 Editing (3 hours)
*G-EN 210 Masterpieces of World Literature (3-4 hours)
*G-EN 220 Contemporary World Literature (3-4 hours)
G-EN 235 Topics in Literature (3 hours) (may be taken more than once if topic differs)
EN 320 Young Adult Literature (2 hours)
EN 350 Theory & Practice of Tutoring Writing (1 hour)
*G-EN 370 Poetry (3-4 hours)
*G-EN 270 Fiction (3-4 hours)
*G-TH 385 Theatre History & Dramatic Literature I or *G-TH 390 Theatre History & Dramatic Literature II (3 hours)
EN 420 Creative Writing (3 hours)
EN 445 Readings and Research in English (2-4 hours)

III. Complete the following supporting courses:

Communication course(s) (3 hours)
G-ML 109 Spanish Level II (3 hours), or the equivalent in some natural language

Major total: 45 hours

Requirements for teaching licensure (6-12) in English

I. Complete the following courses:

G-EN 222 Native American Literature (3 hours) or G-EN 225 African American Literature (3 hours) or G-EN 235 Topics in Literature: Borderland: Literature of the U.S./Mexican Border
EN 335 Advanced English Grammar (2 hours)
EN 320 Young Adult Literature (2 hours)
EN 350A Theory and Practice of Tutoring Writing (1 hours)
EN 355 Linguistics and History of English (2 hours)
*G-EN 370 Poetry (3 hours) or *G-EN 270 Fiction (3 hours) or EN 420 Creative Writing (3 hours)
*G-EN 210 Masterpieces of World Literature or *G-EN 220 Contemporary World Literature (3 hours)
EN 250 American Literature I (3 hours)
*G-EN 255 American Literature II (3 hours)
EN 300 Survey of British Literature (3 hours)
*EN 313 Advanced Expository Writing (3 hours)
EN 375 Junior Seminar in English (1 hour)
EN 475A Seminar in English (1 hour)
*EN 475B Seminar in English (1 hour)

II. Complete the following supporting courses:

CM 135 Media Writing (3 hours) or CM 235 Feature Writing (3 hours)
G-ML 109 Spanish Level II (3 hours), or the equivalent in some natural language (3 hours)
CI 417 Methods for Teaching English and Language Arts in the Secondary School (3 hours)

Other courses required by the Curriculum & Instruction Department for licensure.

Students must take the Praxis II examination: English Language, Literature, and Composition: Content Knowledge.

Competency Exam

Students who plan to major in English must pass a writing competency exam. This exam will be offered in the fall semester. Transfer students will take the exam early in their first semester at the college. Students who fail the exam may re-take it after participating in guided study and practice of writing.

English for Speakers of Other Languages (6-12) Endorsement

Requirements

Same professional education requirements as for 7-12 endorsement in other fields, plus:

G-CI 333 Intercultural Education Seminar (2 hours)
EN 335 Advanced English Grammar (2 hours)
EN 355 Linguistics and History of English (2 hours)
G-SO 202 Minorities in the U.S. (3-4 hours)
CI 428 Methods for Teaching English as a Second Language (3 hours)
CI 475 Student Teaching/Practicum (6-12 hours)
CI 476 Professional Seminar in Education (2 hours)

Student teaching/practicum is to include ESL experience; for those already certified, student teaching/practicum is four credit hours.

Note: Non-native speakers of English must contact the Department of Curriculum and Instruction regarding proficiency requirements.

English Minor

A minor in English consists of 18 hours of courses with an EN prefix chosen from the list of courses in the English major and must include courses in both literature and writing (or grammar/linguistics). G-EN 110 College Composition I and G-EN 111 College Composition II do not count as part of the 18 hours for the minor.

Minor in Writing

This minor is available to students majoring in any area. No more than six hours can be counted also as requirements for the student’s major. Senior project courses are available only to students majoring in the relevant subject. Students using the senior project to complete the minor are advised to consult with the senior project director.

Pick 18 hours from the following:

G-EE 210 Children’s Literature (3 hours)
EE 303 Reading Language Arts I (3 hours)
CI445 Teaching Learning Process (3 hours)
CM 135 Media Writing (3 hours)
CM 305 Editing (3 hours)
CM 315 Media Production (1–3 hours)
CM 475A Senior Seminar in Service in the Community (2 hours)
CM 475B Senior Seminar in Career Exploration (1 hour)
G-EN 270 Fiction (3 hours)
EN 313 Advanced Expository Writing (3 hours)
G-EN 370 Poetry (3 hours)
EN 420 Creative Writing (3 hours)
*G-PR 106L Spiritual Pathways (3 hours)
PR 431 Topics in Religious & Theological Studies (3 hours)
PR 432 Topics in Philosophy (3 hours)
EN 475 A & B Seminar in English (1 hour each)
G-HI 236 Topics in Social History (3 hours)
G-HI 237 Topics in Political History (3 hours)
HI/PS 475 Senior Thesis (3 hours)
NS 475 Senior Research (2 hours)
SO/PY 475 Senior Seminar/Thesis (2 hours)

In consultation with the course instructor, a student may propose to English faculty a course or practicum experience not listed here as an option for the writing minor. To count for the minor, the writing experience must be an individual, rather than a group, project.

2023|Catalog 23-24, English|

Spanish Program

Purpose Statement

The Department of Modern Languages commits itself to the teaching of a second language. Equally important in second language acquisition is the development and nurturing of intercultural awareness and sensitivity.

The department achieves its goals when its graduates

Communicate effectively using interpersonal, interpretive, and presentation skills in Spanish.
Demonstrate an ability to interact effectively with Spanish-speaking cultures, showing an understanding of different cultural perspectives and products.
Demonstrate knowledge of the nature of language and language acquisition.

Spanish Major

Requirements

Emphasis 1:

G-ML108 Level I Spanish (3 hours)
G-ML109 Level II Spanish (3 hours)
G-ML208 Level III Spanish (3 hours)
G-ML209 Level IV Spanish (3 hours)
ML350 Immersion Experience (12 hours – the equivalent of a semester abroad)
ML384 Intermediate-Level Composition and Conversation (3 hours)
*ML385 Advanced-Level Composition and Conversation (3 hours)
ML475 Senior Seminar (2 hours)

The following courses may be taken abroad:

ML308 Spanish Language Literature (3 hours or equivalent)
ML458 Structure of the Spanish Language (2 hours or equivalent, such as advanced grammar)

Total: 32 hours

Emphasis 2:

G-ML108 Level I Spanish (3 hours)
G-ML109 Level II Spanish (3 hours)
G-ML208 Level III Spanish (3 hours)
G-ML209 Level IV Spanish (3 hours)
ML350 Immersion Experience (4 hours – at least 3 weeks immersion)
ML384 Intermediate-Level Composition and Conversation (3 hours)
*ML385 Advanced-Level Composition and Conversation (3 hours)
ML475 Senior Seminar (2 hours)
ML308 Spanish Language Literature (3 hours)
ML458 Structure of the Spanish Language (2 hours or equivalent, such as advanced grammar)

A minimum of 9 credit hours approved by the department and selected from culture studies courses, such as the following:

G-ML370 Service Learning Opportunity (1-4 hours)
*G-CI333 Intercultural Education Seminar (2 hours)
G-CM221 Intercultural Communication (3 hours)
G-SO202 Minorities in the U.S. (3 hours)
*G-PS215 Global Peace Studies (3 hours)
G-PS130 Principles of Geography (3 hours)
*G-PR106 Spiritual Pathways: Transformation, Compassion, and Vocation (3 hours)
G-PR306 World Religions (3 hours)
Courses in a language other than English or Spanish (3-9 hours)

Required Supporting Courses:

EN230 Linguistics (2 hours)

Total: 40 hours

Students who can demonstrate language proficiency (via a placement exam) may be waived from enrolling in G-ML108 and G-ML109.

All students seeking a B.A. degree are required to enroll for one semester of Spanish. Students who have had zero to one year of high school Spanish will be placed in Spanish I. Students who have had two to three years of high school Spanish will be placed in Spanish II. Students who have had four to six years of high school Spanish may be waived from the Spanish language requirement if they can demonstrate language proficiency via written and oral examination.

Teaching Licensure in Spanish (PK-12)

The requirements for teaching licensure in Spanish are specified in the Curriculum and Instruction Department listing. They include the major in Spanish and professional education requirements.

Spanish Minor Requirements

A minimum of 18 semester hours, including at least 6 hours beyond G-ML209 Level IV Spanish.

Note: The following courses may be counted toward fulfillment of the 18 semester hours:

G-ML 108 Level I Spanish (3 hours)
G-ML 109 Level II Spanish (3 hours)
G-ML 208 Level III Spanish (3 hours)
G-ML 209 Level IV Spanish (3 hours)

English for Speakers of Other Languages (6-12) Licensure

Requirements

The requirements for teaching licensure in English as a Second Language are specified in the Curriculum and Instruction Department listing and in the English Department listing.

2023|Catalog 23-24, Modern Languages|

Philosophy & Religion Program

Purpose Statement

The Department of Philosophy and Religion offers courses that train students to think logically, grapple with the most important ethical issues facing humanity, and critically reflect upon philosophical and religious traditions that for millennia have deeply shaped how human beings have understood their lives as a whole in relationship to all that exists. In so doing, students will rationally analyze their own worldviews, while at the same time understanding more deeply and with greater empathy the worldviews of others. Travel courses offered through the program superbly complement the rest of the curriculum for this purpose. The department offers a Philosophy and Religion: Pre-Law major and a traditional Philosophy and Religion major. It also offers a Philosophy and Religion minor and a Peace Studies minor.

Philosophy and Religion: Pre-Law Major

Data indicate that students of philosophy and religion consistently score highly on the LSAT (Law School Admissions Test) and possess high rates of admission to law school. By combining the study of philosophy, religion, and law, this unique major furnishes students with outstanding preparation for law school. The major teaches skills in logical reasoning, analysis and synthesis of texts, inference to the best explanation from a set of data, persuasive public speaking, and constructive writing—skills whose practice constitute the core of what lawyers do. The major explores highly provocative, hot-button philosophical and religious issues at the heart of current legal discourse in the United States.

Students who complete the Philosophy and Religion: Pre-Law major should demonstrate the ability to:

Critically engage the Western philosophical tradition as it addresses fundamental questions about the nature of reality, the meaning of our experience, and the purpose of life.
Understand the world’s major religious traditions and the diverse ways each is interpreted, with a special emphasis on how these traditions help shape both the human experience of the world around us and our response to it.
Engage in logical reasoning: deductive, inductive, and abductive.
Articulate how the American legal system works.
Score well on the LSAT (Law School Admissions Test).

Required Philosophy and Religion Courses (39 hours)

G-PR 101 God and People in Ancient Israel: Hebrew Bible Foundations (3 hours) or G-PR 102 Jesus: New Testament Foundations (3 hours)
G-PR 104L Ethics (4 hours)
G-PR 107 Critical Thinking (3 hours)
G-PR 201 Introduction to Philosophy (3 hours)
G-PR 203 Science and Religion (3 hours)
G-PR 215 History of Philosophy (3 hours)
G-PR 302 Religion and Politics (3 hours)
G-PR 306 World Religions (3 hours)
G-PR 310 Religion and Law (3 hours)
G-PR 360 Modern Logic (3 hours)
PR 375B Junior Seminar: LSAT Prep (3 hours)
PR 432 Philosophy of Law (3 hours)
PR 475 Senior Seminar/Thesis (2 hours)

Required Supporting Courses (15 hours)
G-CM 140 Public Speaking (3 hours)
BA 215 Business Law (3 hours)
SO 275 Criminal Justice (3 hours)
CM 325 Conflict Communication (3 hours)
CM 330 Persuasion and Social Influence (3 hours)

Total: 54 hours

Philosophy and Religion Major

The practical benefits of the Philosophy and Religion major are many. It provides students with an ultimate set of transferable skills that they can apply to nearly any profession. These skills include critical thinking and reasoning, solid oral and written communication, and understanding and empathy across widely diverse cultures. This major enables students to move directly into the job market after graduation, taking positions in writing, publishing, event planning, humanitarian assistance, government, management, museums, the arts, hospitality, the service industry, and many other fields. The major prepares students to pursue graduate study/professional school in philosophy, religious studies, theology, ministry, business (particularly international business), counseling, social work, education, journalism, and several other disciplines. Whatever their career path, students will find their study of philosophy and religion empowering them to live with a deeper sense of purpose, a surer sense of their vocation, and greater appreciation for values such as peacemaking, stewardship, and service that contribute to the well-being of the world.

Students who complete the Philosophy and Religion major should demonstrate the ability to:

Critically engage the Western philosophical tradition as it addresses fundamental questions about the nature of reality, the meaning of our experience, and the purpose of life.
Understand the world’s major religious traditions and the diverse ways each is interpreted, with a special emphasis on how these traditions help shape both the human experience of the world around us and our response to it.
Engage in logical reasoning: deductive, inductive, and abductive.
Bring the study of philosophy and religion to bear on their quest to understand the meaning and purpose of their own lives.

Core Courses (33 hours)

G-PR 101 God and People in Ancient Israel: Hebrew Bible Foundations (3 hours) or G-PR 102 Jesus: New Testament Foundations (3 hours)
G-PR 106L Spiritual Pathways (3 hours)
G-PR 107 Critical Thinking (3 hours)
G-PR 201 Introduction to Philosophy (3 hours)
G-PR 215 History of Philosophy (3 hours)
G-PR 302 Religion and Politics (3 hours) or G-PR 310 Religion and Law (3 hours)
G-PR 306 World Religions (3 hours)
G-PR 350 Philosophy of Religion (3 hours)
G-PR 360 Modern Logic (3 hours)
PR 375A Junior Seminar: Philosophy and Religion (1 hour)
PR 431 Islamic Traditions (3 hours) or PR 432 Philosophy of Law (3 hours)
PR 475 Senior Seminar/Thesis (2 hours)

Electives (9-10 hours from the following)

G-PR 102 Jesus: New Testament Foundations (3 hours) or G-PR 101 God and People in Ancient Israel: Hebrew Bible Foundations (3 hours)
G-PR 104 or G-PR 104L Ethics (3 hours if G-PR 104; 4 hours if G-PR 104L)
G-PR 202 Christian Traditions (3 hours)
G-PR 203 Science and Religion (3 hours)
G-PR 204 Peacemaking: Religious Perspectives (3 hours)
G-PR 302 Religion and Politics (3 hours)
G-PR 310 Religion and Law (3 hours) or G-PR 302 Religion and Politics (3 hours)
PR 432 Philosophy of Law (3 hours) or PR 431 Islamic Traditions (3 hours)

Total: 42-43 hours

Philosophy and Religion Minor

The minor comprises 18 hours of coursework.

Requirements

G-PR 106L Spiritual Pathways (3 hours)
G-PR 201 Introduction to Philosophy (3 hours)
plus a minimum of 12 more hours of any courses with a PR prefix.

Peace Studies Minor

Peace Studies is an interdisciplinary field of study that seeks understanding of the causes of human conflict and violence. It then strives to develop methods for resolving conflicts nonviolently and for promoting peace through justice at all levels of human society and in human relationships with the natural environment. The minor can complement any number of majors, for example, Political Science, History, or Environmental Stewardship, especially for those students seeking to couple their major field and professional training to values of social justice and peacemaking.

Students who complete a minor in Peace Studies should demonstrate the ability to:

Understand some of the most important causes and consequences of interpersonal, societal, and international conflict and violence.
Understand a variety of methods for conflict resolution and peacemaking that address these causes and promote the well-being of human communities and of the planet on which we live.

The minor comprises 18 hours of coursework.

Core Courses (12 hours)

G-PS 125 International Relations (3 hours)
G-PR 204 Peacemaking: Religious Perspectives (3 hours)
G-PS 215 Global Peace Studies (3 hours)
CM 325 Conflict Communication (3 hours)

Electives (at least 6 hours from the following)

G-PR 104 Ethics or G-PR 104L Ethics (3 hours if G-PR104; 4 hours if G-PR104L)
G-NS 141 Environmental Science (4 hours)
G-ET 201 Social Entrepreneurship (3 hours)
G-SO 202 Minorities in the U.S. (3-4 hours)
SO 206 Social Problems (3-4 hours)
G-CM 221 Intercultural Communication (3 hours)
CM 240 Gender Communication (3 hours)
G-PR 302 Religion and Politics (3 hours)
NS 404 Environmental Ethics (2 hours)

2023|Catalog 23-24, Philosophy & Religion|

Psychology Program

Purpose Statement

The psychology program commits itself to developing majors with pre- professional training and non-majors with basic knowledge of and skills in psychology. The program achieves this purpose when its students:

have acquired knowledge and skills requisite for entry into selected professions, especially pre-professional careers in the behavioral sciences
have acquired knowledge and skills requisite for entry into graduate programs in psychology and related fields
have bridged the gap between theory and practice through internships
can critically analyze human and nonhuman behavior through exposure to psychological theories and research methods
have enhanced their sensitivity and appreciation of diversity and inclusion issues by studying cultural expectations and approaches to psychological adjustment different from their own

In addition to preparing its majors, psychology contributes to the general education program and serves other majors.

Students who wish to double major in psychology and sociology need have only one emphasis.

Psychology Major

Core Requirements (41 hours)

G-PY 101  Introduction to Psychology (3 hours)
PY 204 Child and Adolescent Development (3 hours)
PY/SO 303  Social Psychology (3 hours)
PY 305 Abnormal Psychology (3 hours)
PY/SO 308  Counseling (3 hours)
PY/SO 335  Research Methods I (4 hours)
PY 336  Research Methods II (4 hours)
PY/SO 375  Junior Seminar (1 hour)
PY 405  Personality Theories (3 hours)
PY 415  Learning, Memory, and Cognition (3 hours)
*PY 450  History and Systems of Psychology (3 hours)
PY/SO 474  Scientific Writing for the Behavioral Sciences (2 hours)
*PY/SO 475 Senior Seminar/Thesis (2 hours)
G-MA 221 Elementary Applied Statistics (4 hours)

Child Development Emphasis (12 hours)

PY 254 Parent-Child Relations (3 hours)
PY 354 Child Development and Social Policy (3 hours)
PY 454 Applied Behavior Analysis and Youth (3 hours)
PY 470 Developmental Psychopathology (3 hours)

Health and Human Services Emphasis (12 hours)

SO 260 Introduction to Human Services (3 hours)
SO 365 Social Work in American Society (3 hours)
PY 430 Health Psychology (3 hours)
SO 470 Social Gerontology (3 hours)

Total: 53 hours

Recommended courses for Students interested in Human Services careers

PY/SO 210  Human Sexuality (3 hours)
G-SO 101  Introduction to Sociology (3 hours)
G-SO 202  Minorities in the U.S. (3-4 hours)
SO 206  Social Problems (3-4 hours)
G-SO 246  Marriage and Family (3-4 hours)

As much practical experience in human service placements as possible.

Psychology Minor

Requirements (12 hours + 6 elective hours)

G-PY 101 Introduction to Psychology (3 hours)
PY 204 Child and Adolescent Development (3 hours)
PY/SO 303 Social Psychology (3 hours)
PY 305 Abnormal Psychology (3 hours)

Additional Psychology elective to total 18 hours

2023|Catalog 23-24, Psychology|

Sociology Program

Purpose Statement

The sociology program commits itself to developing majors with pre-professional training and non-majors with basic knowledge of and skills in sociology. The program achieves its purpose when its students:

have acquired knowledge and skills requisite for entry into selected professions, especially pre-professional careers in the behavioral sciences
have acquired knowledge and skills requisite for entry into graduate programs in sociology and related fields
can critically analyze their society through exposure to sociological theories and research methods
have bridged the gap between theory and practice through internships
have enhanced their sensitivity to others by studying customs, beliefs, and practices that are different from their own

In addition to preparing its majors, sociology contributes to the general education program and serves other majors. Students who wish to double major in sociology and psychology need have only one emphasis.

Sociology Major

Core Requirements (39 hours)

G-SO 101 Introduction to Sociology (3 hours)
SO 206 Social Problems (3 hours)
G-SO 202 Minorities in the U.S. (3 hours)
SO/PY 303 Social Psychology (3 hours)
SO 320 Urban Sociology (3 hours)
SO/PY 335 Research Methods I (4 hours)
SO/PY 336 Research Methods II (4 hours)
SO/PY 375 Junior Seminar (1 hour)
SO 401 Sociological Theory (4 hours)
SO 450 Sociology Proseminar (3 hours)
SO/PY 474 Scientific Writing for the Behavioral Sciences (2 hours)
*SO/PY 475 Senior Seminar/Thesis (2 hours)
G-MA 221 Elementary Applied Statistics (4 hours)

Criminal Justice Emphasis (12 hours)

SO 275  Criminal Justice (3 hours)
SO 355  Juvenile Delinquency (3 hours)
SO 455  Police and Law Enforcement (3 hours)
SO 460  Correctional Institutions (3 hours)

Health and Human Services Emphasis (12 hours)

SO 260  Introduction to Human Services (3 hours)
SO 365  Social Work in American Society (3 hours)
PY 430  Health Psychology (3 hours)
SO 470 Social Gerontology (3 hours)

Total: 51 hours

Recommended supporting courses

PY/SO 308  Counseling (3 hours)
G-BI 101  Principles of Biology (4 hours)
EC 201  Elementary Economics: Macro (3 hours)
G-PS 101  Historical Introduction to Politics (3 hours)
G-PS 102  U.S. Government (3 hours)
G-PY 101  Introduction to Psychology (3 hours)
*G-TE 333  Technology and Society (3 hours)
Foreign Language

Recommended courses for Students interested in Human Services careers

PY/SO 210  Human Sexuality (3 hours)
PY/SO 308  Counseling (3 hours)
G-SO 246  Marriage and Family (3-4 hours)
As much practical experience in human service placements as possible

Sociology Minor

Requirements

G-SO 101  Introduction to Sociology (3 hours)
SO 206  Social Problems (3-4 hours)
SO 401  Sociological Theory (4 hours) or SO 450  Sociology Proseminar (3 hours)
SO/PY 303  Social Psychology (3 hours)
SO/PY 335  Research Methods I (4 hours)

Total: 18 hours

Social Work

McPherson College has well prepared its students majoring in the Behavioral Sciences for entrance into the Master of Social Work (M.S.W.) degree programs. The pre-professional program at McPherson College commits itself to fostering student learning in career-oriented liberal arts so that students are prepared for community service and/or graduate study in social work. Students who have acquired knowledge and skills requisite for entry into the field of social services and graduate social work education demonstrate proficient knowledge, understanding, and application of psychological and sociological theories and concepts.

All accredited graduate programs in social work require a four-year bachelor’s degree for admission. The pre-social work student should plan the liberal arts program to include courses in arts and humanities, social and behavioral sciences, and biological sciences. Although the pre-social work student may choose a major in any field, a strong knowledge of human services, personality theory, counseling, and social problems is strongly recommended. The B.S. in psychology or sociology, with the health and human services emphasis, is recommended.

M.S.W. programs require evidence of relevant paid/volunteer work experience related to human services organizations. The pre-social work student should therefore be prepared to complete at least one internship or field experience related to community/social services. (The College’s Career Connections program is highly recommended.)

The M.S.W. Degree prepares graduates for advanced social work practices in one of three areas—clinical social practice with individuals, families, and groups; social work administration/community practice aimed at social service administration and social policy development; and school social work. With such diverse professional practice concentrations, it is difficult to outline a generic program to prepare all pre-social work students for admission to these practice areas. Students should counsel with the pre-social work advisor to help them identify the type of professional program they are considering, and to assist them in developing a plan for completing the graduate admission requirements of that program or field.

Although M.S.W. programs differ in admissions requirements, the following courses, in addition to the major, are recommended for students interested in entering the social work profession at the graduate level:

PY 405  Personality Theories (3 hours)
PY/SO 308  Counseling (3 hours)
SO 206  Social Problems (3-4 hours)

Courses in the Health & Human Services Emphasis:

SO 260  Introduction to Human Services (3 hours)
SO 365  Social Work in American Society (3 hours)
PY 430  Health Psychology (3 hours)
SO 470  Social Gerontology (3 hours)
PY/SO 388  Career Connections (1-12 hours)
PY/SO 295/495  Field Experience (1-4 hours)

2023|Catalog 23-24, Sociology|

Sociology Course Descriptions

G-SO 101 Introduction to Sociology

3 hours
An introduction to the general field of sociology and its principle subdivisions; the nature of culture; the socialization of the individual; the character and behavior of social groups; social organization and institutions; social interaction, deviant behavior and social change. (Fall, Interterm)

G-SO 202 Minorities in the U.S.

3-4 hours
An exploration of the problems faced by physical, cultural, economic, and behavioral minority groups in American society; the causes and consequences of prejudice, stereotypes, and discrimination; the nature of minority-majority group interaction; current crises and possible solutions; and some comparison with similar situations in other countries. (Fall, Spring)

SO 206 Social Problems

3-4 hours
A study of contemporary American and world social problems, including prostitution, drug addiction, poverty, sexism, racism, and war. (Spring)

G-SO 246 Marriage and Family

3-4 hours
This course explores the institution of marriage and family in American society from a sociological perspective. Topics covered include socialization, dating, courtship, marriage, parenting, dysfunctions, divorce and remarriage. Family dynamics and major social changes affecting the family are discussed. The course allows the individual to explore her/his own marriage and family attitudes and experiences. (Interterm)

SO 260 Introduction to Human Services

3 hours
An introduction to the history, theory, practice, and trends in human services. The goals, functions, and organization of human services are examined in the context of contemporary social problems; a historical survey of human services is presented as a background against which current efforts can be viewed; major theories, techniques, and methods that govern helping efforts are covered; a description of consumers of human services, and the strategies both consumers and service providers initiate to overcome barriers to effective service delivery, are discussed. Career opportunities in the human services field are also explored. (Spring)

SO 275 Criminal Justice

3 hours
An introduction to the field of criminology and the American criminal justice system. Emphasis is placed upon the nature of crime, and trends and theories of crime along with components and functions of the criminal justice system including police, courts, and corrections. (Spring)

SO/PY 303 Social Psychology

3 hours
A study of the individual as he/she is affected by other persons. Topics covered include: interpersonal relations, social learning, conformity and individuality, attitudes, groups and organizations, and others. Discussion and involvement methods are emphasized. Prerequisite: G-PY 101 and PY 204 or G-SO 101 and G-SO 202. (Spring)

SO/PY 308 Counseling

3 hours
A study of the theory and practice of counseling including a survey of the various systems of psychotherapy (person-centered therapy, psychoanalysis, behavioral therapy, cognitive-behavioral therapy, etc.) and learning, through role-play, of skills needed to be a helper. Prerequisite: PY 405 or instructor consent. (Spring)

SO 320 Urban Sociology

3 hours
A study of the development of modern cities, theories of urban growth, and urban problems and policies. Topics include urbanization, urban renewal, economic restructuring and globalization, international migration, culture and politics of urban places, gentrification, crime and poverty, and ecological patterns of land use. Prerequisite: G-SO 101 or instructor consent. (Fall)

SO/PY 335 Research Methods I

4 hours
The basic research methods course for behavioral science majors. Correlational, survey, and case study techniques, basic experimental design, research ethics, and general professional conduct of empirical investigation are studied. Lecture, laboratory, and practical field exercises are used as learning methods. Prerequisite: G-MA 221. Concurrent enrollment is acceptable. (Fall)

SO/PY 336 Research Methods II

4 hours
The second of the two basic research methods courses for behavioral science majors. Relatively advanced scientific research designs and statistical analyses are studied. SPSS, a statistical package, is used for most of the work in the course. Prerequisites: G-MA 221 and SO/PY 335. (Interterm)

SO 355 Juvenile Delinquency

3 hours
A comprehensive examination of juvenile delinquency and the juvenile justice system. An emphasis on the causes of juvenile delinquency; its relation to family, school, peers, and society; treatment of juvenile delinquents; and criminal proceedings and the family court. (Fall)

SO 365 Social Work in American Society

3 hours
An introduction to the social work movement, profession, and practice in the United States. The course examines the social welfare policies and client populations that engage social workers, and explores the social work practice settings that range from child maltreatment and health care to work with older adults and corrections. Social issues are raised and case examples are presented to give insight into the clients and issues for which social workers initiate advocacy and social change through leadership positions in American society. Career opportunities in the social work profession are also explored. (Fall)

SO/PY 375 Junior Seminar

1 hour
Several topics and issues are examined in a seminar format. These include ethical practices and concerns as they relate to research and clinical work, the development and execution of basic and applied research, and career development and related matters. Students work toward developing appropriate research topics for their senior theses and may explore internship opportunities. (Spring)

SO 401 Sociological Theory

4 hours
A review and analysis of historical sociological theory including the masters of sociology: Durkheim, Weber, Marx, Pareto, Veblen, and others. Prerequisite: Six hours in sociology. (Spring, even years)

SO 425 Deviant Behavior

3 hours
This course exposes the student to the perspectives, principles, issues and research findings of the deviant behavior field. Topics covered include: poverty, substance abuse, prostitution, violent behavior, family violence, mental disorders, crime and social control. Prerequisite: SO 206, SO/PY 335 or instructor consent. (Fall)

SO 435 Special Topics in Behavioral Sciences

3 hours
This course explores topics not normally found in regular offerings allowing students the opportunity to explore and grow their sociological imagination as well as their knowledge of theory and research methods.

SO 450 Proseminar in Sociology

3 hours
An advanced-level seminar to integrate the information learned in earlier sociology courses. The goal is to bring full circle the sociological knowledge of students who are about to graduate. The course will explore a number of enduring sociological issues, including the meaning of sociology, the purpose of sociology and the effect sociology has on the world. Prerequisite: Upper division majors/minors only or instructor consent. (Spring, odd years)

SO 455 Police and Law Enforcement

3 hours
An analysis of the evolution of police, the police system, and the police role. Organization and jurisdiction of local, state, and federal law enforcement agencies along with philosophical and ethical issues surrounding their role are discussed. (Fall, even years)

SO 460 Correctional Institutions

3 hours
An exploration of the historical and philosophical development of correctional systems with an emphasis on categories of inmates, treatment policies and their effectiveness, staff organization and training and their relation to the criminal justice system, and problems associated with correctional practices and procedures. (Fall, odd years)

SO 470 Social Gerontology

3 hours
A comprehensive introduction to an emerging field dealing with the social aspects of human aging. The course covers major areas of theory, research, social policy, and practice that impact older adults, and discusses the strengths and contributions that elders bring to their peers, families, and communities. The historical overview of aging in the United States, as well as the human and social meanings behind longevity population shift, is also explored. Also examined are social issues and psychological perspectives and strategies, as well as political and economic situations that produce undesirable outcomes as well as promote well-being in later life. Career options in the field of social gerontology are also explored. (Fall, even years)

SO/PY 474 Scientific Writing for the Behavioral Sciences

2 hours
This course is intended to help students develop the skills needed for writing research reports in the social sciences. It is a research-based course in which students learn to synthesize what they have read and present it as a scientific review of the literature; these are the primary goals. Thus, it focuses on how to apply social science theories and research methods to the writing of the senior research proposal. This course also provides students with the opportunity to prepare papers for regional conferences in sociology and psychology. Research manual required. Prerequisite: Junior or senior standing in the Behavioral Sciences. (Fall)

SO/PY 475 Senior Seminar/Thesis

2 hours (Language Intensive)
This is the culminating or capstone course for behavioral science majors. Coordinated guidance is given on the preparation of the Senior Thesis. Discussion of current topics in sociology and psychology is combined with guidance on practical matters such as application to graduate study, developing a career, and so on. Prerequisite: Junior or senior standing in the Behavioral Sciences. (Spring)

SO 495 Field Placement

1-4 hours
Practical experience working in an established social agency, mental health clinic, or correctional institution. Supervision and direction given on the job by the agency personnel. College personnel visit and give consultation.

Special Course Options
295/495 Field Experience (1-4 hours)
297 Study Abroad (12-16 hours)
299/499 Independent Study (1-4 hours)
388 Career Connections (3-10 hours)
445 Readings and Research (1-4 hours)

2023|Catalog 23-24, Sociology|

General Education Foundation Courses

A. Oral Communication:

Student Learning Outcome: Students should be able to deliver messages appropriate to their audience, purpose, and context.

Performance Indicators – Students should be able to:

Perform verbal and nonverbal communication behaviors that illustrate the competency of an effective communicator.
Support and organize their ideas in a coherent manner.

Required: 1 Course
G-CM 130 Interpersonal Communication
G-CM 140 Public Speaking
G-CM 218 Business and Professional Communication

B. Written Communication & Information Literacy

Student Learning Outcome for Written Communication: Students should be able to write with skill and clarity.

Performance Indicators – Students should be able to:

Produce writing that shows an awareness of audience.
Support their ideas with appropriate details and examples.
Coherently organize their writing.
Produce writing that shows careful attention to craft.

Student Learning Outcome for Information Literacy: Students should be able to demonstrate ethical and efficient use of information.

Performance Indicators – Students should be able to:

Show that they can find appropriate sources.
Show that they can evaluate the reliability of sources.
Use information from sources appropriately in their work.

Required: 4 Courses
G-EN 110 College Composition I
G-EN 111 College Composition II
and:
Students pursuing a Bachelor of Arts are required to take Spanish and one Language Intensive (LI) course in their major department. Students pursuing a Bachelor of Science are required to take two Language Intensive courses with at least one LI course in the student’s major department.

Language Intensive – Oral and Written Communication

Student Learning Outcome for Oral Communication: Students should be able to clearly voice a coherent message.

Performance Indicators – Students should be able to:

Show that they can speak clearly and audibly.
Support their ideas with appropriate research.

Speaking Component

(1) Informal oral communication exercises should be used frequently in the LI classroom. Most often, these will consist of required participation in small-group and class discussions. LI instructors can make even routine student participation in class discussions and activities into helpful oral communication exercises simply by (a) raising students’ consciousness about the variety of signals they send when they speak informally in class, and (b) helping students eliminate their careless habits in speech and delivery.

(2) At least one formal oral presentation should be included in the LI course. The presentation, probably brief, may be delivered to part or all of the class, or some other audience. It may derive from a formal writing assignment, recast for oral delivery.

Student Learning Outcome for Written Communication: Students should be able to write with skill and clarity.

Performance Indicators – Students should be able to:

Produce writing that shows an awareness of audience.
Demonstrate effective participation in the writing process.
Coherently organize their writing.
Produce writing that shows careful attention to craft.

Writing Component

(1) Informal writing assignments should be frequent, perhaps one per class session, but certainly one per week. Most informal writing activities are in the “writing to learn” mode; that is, they are intended to push students to read, think about, and interpret course material more carefully and deeply than they otherwise might do. From a handful of basic, informal writing models, such as journals and microthemes, LI instructors can improvise an almost endless array of specific informal writing activities.

(2) Formal writing assignments should be substantial (but the meaning of “substantial” depends upon the course and the exact nature of the assignment). There should be at least one formal, polished piece of writing. Whenever possible, LI instructors should give formal assignments in stages, confer with students over drafts, and allow ample time for revision(s).

Courses designated as Language Intensive:

G-AR 310 Art History I
G-AR 311 Art History II
BA 475 Business Strategy & Policy
CI 455 Teaching-Learning Process
G-CM 130 Interpersonal Communication
G-CM 218 Business & Professional Communication
G-CM 221 Intercultural Communication
CM 220 Special Topics in Popular Culture
CM 475A Senior Seminar in Communication Research
CM 475B Senior Project in Communication
EE 303 Reading/Language Arts I
G-EN 210L Masterpieces of World Literature (4 hours)
G-EN 220L Contemporary World Literature (4 hours)
G-EN 255L American Literature II (4 hours)
G-EN 270L Fiction (4 hours)
EN 313 Expository Writing
G-EN 370L Poetry (4 hours)
EN 475B Senior Project in English
G-HI 333 Technology & Society
HI 475 Senior Thesis
MA 475 Senior Project in Mathematics
ML 385 Advanced Level Composition and Conversation
NS 300 Research Methods
NS 475 Senior Research
G-TH 265 Topics in Dramatic Literature
G-TH 385 Theatre History & Dramatic Literature I
TH 475 Senior Theatre Capstone
PE 380 History & Philosophy of Health, PE, Sport
PE 445 Readings and Research for Health Science
G-PR 104L Ethics (4 hours)
G-PR 106L Spiritual Pathways
G-PS 215 Global Peace Studies
PS 475 Senior Thesis
PY 450 History and Systems of Psychology
PY 475 Senior Thesis
SO 475 Senior Thesis
G-TE 333 Technology & Society
TE 475 Senior Project

C. Mathematics

Student Learning Outcome: Students will be able to reason about and solve quantitative problems from a wide array of contexts.

Performance Indicators – Students should be able to:

1. Identify a quantitative problem (Understand the problem.)
2. Use mathematical processes to solve the problem (Devise and implement a plan.)
3. Evaluate the solution for reasonableness and/or implications for further study. (Look back at your solution.)

Required: 3-4 hours chosen from the following:
G-MA 105 College Algebra
G-MA 106 Pre-Calculus
G-MA 111 Calculus I
G-MA 123 Discrete Mathematics
G-MA 153 Principles of Geometry
G-MA 201 Survey of Mathematics
G-BA 220 Business Applied Statistics
G-MA 221 Elementary Applied Statistics

D. Religion/Beliefs/Values

Student Learning Outcome: Students should be able to answer fundamental religious or philosophical questions.

Performance Indicators – Students should be able to:

Develop answers relative to alternative religious/philosophical perspectives.
Explain their position on religious or philosophical issues.

Required: 3-4 hours chosen from the following:
G-PR 101 Old Testament-Hebrew Bible: God and People in Ancient Israel
G-PR 102 Jesus: New Testament Foundations
G-PR 104 Ethics
*G-PR 104L Ethics (LI if taken as G-PR104L for 4 hours)
*G-PR 106L Spiritual Pathways: Transformation, Compassion, and Vocation
G-PR 107 Critical Thinking
G-PR 201 Introduction to Philosophy
G-PR 202 Christian Traditions
G-PR 203 Science and Religion
G-PR 204 Peacemaking: Religious Perspectives
G-PR 206 Religion and Environmental Stewardship
G-PR 302 Religion and Politics
G-PR 304 The Church of the Brethren and Beyond: The Christian Church Serves Our World
G-PR 306 World Religions

E. Wholeness/Health/Fitness

Student Learning Outcome: Students should be able to identify optimal behaviors that promote lifelong personal health.

Performance Indicators – Students should be able to:

Develop a personal strategy for health and fitness emphasizing the physical domain.
Illustrate the relationship between personal behaviors and lifelong health and wellness.

Required: 1 course
G-PE 150 Concepts in Holistic Health
G-PE 170 Personal & Community Health
G-HS/PE 190 Social & Behavioral Determinants of Health

F. Global/Intercultural Experience

Student Learning Outcome: Students should be able to understand they live in a world of diverse cultures.

Performance Indicators – Students should be able to:

Identify social, cultural, religious, or linguistic differences.
Explain how values and contributions of diverse societies affect individual experiences.

Required: 3 hours+ chosen from the following:
G-BA 342IT International Business (Travel required)
G-CI 251 Introduction to Education Practicum
G-CI 333 Intercultural Education
*G-CM 221 Intercultural Communication
G-EN 210 Masterpieces of World Literature
*G-EN 210L Masterpieces of World Literature (LI if taken as G-EN 210L for four hours)
G-EN 220 Contemporary World Literature
*G-EN 220L Contemporary World Literature (LI if taken as G-EN 220L for four hours)
*G-HI 333 Technology and Society
G-ML 108 Spanish Level I
G-ML 109 Spanish Level II
G-ML 208 Spanish Level III
G-ML 209 Spanish Level IV
G-ML 350 Junior Year Abroad
G-MU 210 Introduction to World Music
G-PR 306 World Religions
G-PS 130 Principles of Geography
*G-PS 215 Global Peace Studies
G-SO 202 Minorities in the U.S.
*G-TE 333 Technology and Society

+Students completing a Bachelor of Arts degree must take G-ML 108 Level I Spanish for three hours as well as three additional hours in the Global/Intercultural Experience Foundation. These students will be required to take only one Language Intensive (LI) course.

College Seminars

In the seminar series, students will demonstrate (1) that they have explored traditional Church of the Brethren values; (2) that they understand service-learning and can complete a service project; (3) that they can make informed ethical decisions in personal and professional situations; and (4) that they have investigated career options in the fields of study. In addition, the various seminars address the following goals.

G-ID 101 Academic Community Essentials (ACE) Seminar: Students will show that they have learned about college life, create a degree plan, and practice good study skills, critical thinking, and conflict resolution.
G-ID 201 Sophomore Seminar: Students will complete a service project, develop a career plan, and show that they have explored internship options.
Senior Capstone Experience: Students will complete a senior project, as designed by department faculty.

2022|08 General Education, Catalog 22-23|

Teacher Education Program

The academic program offered by the Department of Curriculum and Instruction is essential for achieving the college’s mission of developing whole persons through scholarship, participation, and service. It also reflects the heritage of the college and the Church of the Brethren, which includes a dedication to a liberal arts education and values that promote ethical behavior, non-violence and peace, a simple lifestyle, and a dedication to serving others.

The primary focus of the Department of Curriculum and Instruction is on the preparation of education professionals. Teacher education at McPherson College has long been one of the foundational cornerstones on which the institution was established.

Licensure Disclosure

The Teacher Education Program at McPherson College is accredited by the Kansas State Department of Education (900 SW Jackson Street, Topeka, Kansas 66612); and by the Council for the Accreditation of Educator Preparation (CAEP), www.caepnet.org. This accreditation covers the Teacher Education Program at McPherson College; however, the accreditation does not include individual education courses that the institution offers to P-12 educators for professional development, relicensure, or other purposes.

McPherson College prepares future teachers for licensure in the state of Kansas. The program requirements may not meet licensure requirements for other states. Students planning to seek teacher licensure outside of Kansas are strongly encouraged to meet with the McPherson College Licensure Officer to discuss future plans. McPherson College Teacher Education Program has not made a determination as to whether our program’s curriculum meets the state’s educational requirements for the following states: Alabama, Alaska, Arizona, Arkansas, California, Colorado, Connecticut, Delaware, Florida, Georgia, Hawaii, Idaho, Illinois, Indiana, Iowa, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, New York, North Carolina, North Dakota, Ohio, Oklahoma, Oregon, Pennsylvania, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, and Wyoming.

Mission Statement

The mission of the Teacher Education Program of McPherson College is to develop service-oriented educators who effectively blend the art and science of teaching.

Goals, Objectives, and Dispositions

Goal I: The candidate has the knowledge bases necessary to be an effective teacher in her/his field.

To accomplish this goal, the service-oriented educator will:

Objectives:

Acquire a broad liberal arts knowledge base.
Demonstrate proficiency in his/her major area of licensure.
Acquire effective strategies of teaching in all appropriate content areas and for all learners.
Recognize how students learn and develop.

Disposition: Appreciate the connections between various areas of knowledge and commit to continuous learning.

Goal II: The candidate can apply effective teaching strategies to meet the needs of all learners.

To accomplish this goal, the service-oriented educator will:

Objectives:

Use appropriate best practices for specific content areas and for diverse learners.
Reflect upon his/her teaching and analyze the practices.
Demonstrate understanding and use of formative and summative assessments and make modifications based on them.
Provide motivational techniques based on students’ developmental and environmental needs.

Disposition: Value and respect students’ varied talents and abilities and project enthusiasm for teaching all learners.

Goal III: The candidate fosters relationships and collaborates with school constituencies. To accomplish this goal, the service-oriented educator will:

Objectives:

Communicate effectively in both written and oral formats and through the use of technology
Solicit input from students, parents, colleagues, and the greater community.
Act on information received from stakeholders.

Disposition: Value the many ways in which people seek to communicate and encourage various modes of communication.

The Teacher Education Program at McPherson College focuses on three major levels of licensure. The following are lists of the levels and the programs.

6-12 Licensure Section
Biology, Chemistry, English, English for Speakers of Other Languages, History and Government, Mathematics, High-Incidence Special Education, Speech/Theatre

K-6 Licensure Section
Elementary Education, English for Speakers of Other Languages, High-Incidence Special Education

PK-12 Licensure Section
Art, Health, Music, Physical Education, Spanish

As a student at McPherson College preparing to become a teacher, you will be asked to prove your competency with the guidance of instructors in the Department of Curriculum and Instruction and the content area departments. Course assessments, a portfolio, and interviews are a few of the instruments developed that will help you demonstrate your abilities. McPherson College is currently collecting data on different aspects of student performance. Numerous experiences are provided as observers, aides, tutors, and as participants in student teaching experiences. Those seeking licensure at all levels begin their professional work by the sophomore year and continue with incremental and sequential scheduling of their professional growth.

Admission Procedures

Procedures for admittance into the Teacher Education Program and Student Teaching are outlined in detail in the Advisor/Advisee Handbook and/or the Policies and Procedures Manual. These handbooks are available in the Department of Curriculum and Instruction. College advisors also have copies of these handbooks. The handbook is also available online. Candidates should read the handbook or consult their advisors for a detailed account of admission requirements and procedures. The student is ultimately responsible for meeting admissions protocol and enrolling in courses.

Admission to the Teacher Education Program

As a general rule, the Teacher Education Board reviews candidates for admittance into the Teacher Education Program two times during an academic year, once each semester. Requirements for acceptance into the Teacher Education Program include, but are not exclusive of,

Practica at McPherson College

Research has proven that multiple and varied practical experiences are of utmost importance in an effective teacher education program. For that reason, students in the Teacher Education Program have the requirement of completing a minimum of two practica prior to student teaching. However, students are encouraged to participate in more than those two. The first practicum occurs early in the student’s professional education course sequence. This practicum is primarily an observation/aide situation. The second practicum occurs later in the professional sequence and requires students to take more initiative in the actual classroom responsibilities including teaching multiple lessons.

Students are required to do one of the practicum experiences in an urban setting. Arrangements have been made for the first practicum to be completed in Wichita, Chicago, or other ethnically diverse setting. Transfer students or students with extenuating circumstances may choose to complete one of the other sessions in an urban setting. This will further enhance the program and give students a broader understanding of the entire educational enterprise. Students are placed in both grade- and content-appropriate practicum settings. It is the student’s responsibility to secure travel arrangements to the practica sites. Any expenses that are incurred are also the responsibility of the student.

All practica must be approved by the Department of Curriculum and Instruction.

Service Component

In keeping with the mission of the college and the Teacher Education Program, future teachers are expected to complete a service component as part of their program. During the student’s college career s/he must complete and document 100 hours of service prior to completing the program. Transfer students must complete 25 hours per year.

There are many possibilities for service-oriented activities. Opportunities will occasionally be made available through the Curriculum and Instruction Department. In addition, students are encouraged to seek out experiences that will be self- satisfying. For further explanation or clarification, contact any member of the Teacher Education Board.

Student Teaching at McPherson College

Student teaching is considered the capstone experience in the professional education sequence for future teachers. It is to be done after other professional coursework is completed. In cooperation with a K-12 school system, McPherson College strives to make this experience as beneficial as possible for all parties involved. Student teaching is a complete semester experience. It is offered for variable credit hours depending on the level and the experiential need of the student and the licensure area being sought. Being given the privilege to student teach is not automatic. The Teacher Education Board carefully screens all applicants for their suitability. As a general rule, the Department of Curriculum and Instruction begins the application for the student teaching process two times during an academic year. Deadlines are September 15 and February 15. Late applications are not accepted.

The prospective student teacher at McPherson College is expected to have:

the personality and character traits required of a teacher;
a strong liberal arts education;
solid professional skills;
successful practica experiences with practitioners in the field.

Before a student can student teach she/he must have:

gained full acceptance into the Teacher Education Program;
secured favorable recommendations from her/his major professor, professor of a language intensive course, one professor in teacher education, Student Life, and two supportive professionals in education;
achieved a cumulative grade point average of 2.5;
provided proof of liability insurance;
signed an Inquiry Form;
provided an up-to-date health form.

After all forms have been submitted, the student will present a professional portfolio to the Teacher Education Board. Ultimate decisions concerning student teaching will be made by that Board. A primary indicator of meeting the goals of the Teacher Education Program is the development of a portfolio. McPherson College students planning to become teachers develop portfolios during stages of their professional course work. These portfolios are designed to meet the overall goals of:

The candidate has the knowledge bases necessary to be an effective teacher in her/his field.
The candidate can apply effective teaching strategies to meet the needs of all learners
The candidate fosters relationships and collaborates with school constituencies.

These portfolios include copies of units and lesson plans, reflective journals, other significant evidences of knowledge, application, and collaboration, scores of standardized assessment tools, and other documentation.

In order to defray costs, a student teaching fee will be assessed during that semester.

Student Responsibility

Students are ultimately responsible for following procedures and proper sequencing of events leading to professional development and licensure. It is important for students who plan to enter the Teacher Education Program at McPherson College to contact the chair of the program and/or the appropriate advisor.

Licensure in Kansas

According to Kansas regulations, those seeking licensure in Kansas must pass the Professional Knowledge section of the Principles of Learning and Teaching (PLT) with a score of 160; candidates must also take a test in their particular content area. The passing scores for each content test are listed in the Advisor/Advisee Handbook. Requirements for licensure to teach in the public schools, either elementary or secondary, vary from state to state. Students who plan to certify in a state other than Kansas should, upon enrollment, consult the chair of teacher education or the state in which they plan to teach to make sure that they are enrolled in a program that is appropriate. See Licensure Disclosure statement above.

In the state of Kansas, teaching is considered to be a profession. Therefore, the Kansas State Department of Education has a Professional Practices Commission to exercise disciplinary and advisory functions over those requesting licensure or working as a certified professional. Teacher licensure can be denied, suspended, or revoked for both felony and non-felony actions.

McPherson College is in compliance with the federal Title II reporting guidelines.

ESOL Licensure Program

The ESOL Licensure Program prepares student for KSDE ESOL endorsement at the K-6 or 6-12 grade levels. This 15 credit hour program is geared to educators wishing to work with culturally and linguistically diverse students, but will also enhance the teaching skills of those in the regular classroom.

The ESOL licensure courses can be taken in conjunction with the core courses or, for those seeking licensure only, can be taken as a stand-alone program.

Elementary Education Major

K-6 Licensure

Requirements

Along with the General Education requirements, the following is a suggested sequence; the academic advisor and/or Curriculum and Instruction faculty will assist the individual student to develop the optimal sequencing of courses.

Freshman year:
G-PY 101 Introduction to Psychology (3 hours)
G-CI 150 Introduction to Education (3 hours)
SE 210 Introduction to Infants, Children & Youth with Special Needs (3 hours)

Sophomore year:
CI 220 Principles and Strategies of Teaching (3 hours)
G-CI 251 Introduction to Education Practicum (1 hour)
*G-EE 210 Children’s Literature (3 hours)
G-CI 333 Intercultural Education (2 hours)
PY 204 Child and Adolescent Development (3 hours)
CI 232 Educational Technology (2 hours)

Junior Year:
CI 426/PE 426 Methods for Teaching PE and Health in Elem. & Sec. (2 hours)
*CI 455 Teaching-Learning Process (3 hours)
EE 230 Methods for Teaching Mathematics in the Elementary School I (3 hours)
EE 303 Reading/ Language Arts I (4 hours)
EE 306 Methods for Teaching Science in the Elem. School (3 hours)
EE 307 Methods for Teaching Math in the Elementary School II (3 hours)
EE 309 Methods for Teaching Social Studies in the Elem. School (3 hours)
EE 301/AR 358 Methods for Teaching Art in the Elem. School (1 hour)
EE 304/MU 370 Methods for Teaching Music in the Elem. School (1 hour)
EE 375 Elementary Ed. Practicum and Seminar (1-4 hours)
*EE 444 Reading/Language Arts II (3 hours)

Senior Year:
EE 465 Student Teaching in the Elementary School (6 or 12 hours)
CI 476 Professional Seminar in Education (2 hours)

Note: Courses with a * indicate Language Intensive course.

6-12 Licensure

Requirements

Along with the general education requirements and the academic requirements for the specific content area, the following is a suggested sequence; the academic advisor and Curriculum and Instruction faculty will assist the individual student to develop the optimal sequencing of courses.

Freshman year:
G-PY 101 Introduction to Psychology (3 hours)
G-CI 150 Introduction to Education (3 hours)

Sophomore year:
G-CI 333 Intercultural Education (2 hours)
PY 204 Child and Adolescent Development (3 hours)
SE 210 Intro to Infants, Children and Youth with Special Needs (3 hours)
CI 220 Principles and Strategies of Teaching (3 hours)
G-CI 251 Intro to Education Practicum (1 hour)
CI 232 Educational Technology (2 hours)

Junior Year:
*CI 455  Teaching-Learning Process (3 hours)
CI 4xx  Secondary Methods for Academic Majors (3 hours)
CI 315  Reading in the Content Field (2 hours)
CI 351  Secondary Education Practicum and Seminar (2 hours)

Senior year:
CI 475 Student Teaching (6 or 12 hours)
CI 476 Professional Seminar in Education (2 hours)

Note: Courses with a * indicate Language Intensive course.

PK-12 Licensure

Requirements

Along with the general education requirements and the academic requirements for the specific content area, the following is a suggested sequence; the academic advisor and Curriculum and Instruction faculty will assist the individual student to develop the optimal sequencing of courses.

Freshman year:
G-PY 101 Introduction to Psychology (3 hours)
G-CI 150 Introduction to Education (3 hours)
SE 210 Intro to Infants, Children & Youth with Special Needs (3 hours)

Sophomore year:
G-CI 333 Intercultural Education (2 hours)
PY 204 Child and Adolescent Development (3 hours)
G-CI 251 Intro to Education Practicum (1 hour)
CI 220 Principles and Strategies of Teaching (3 hours)
CI 232 Educational Technology (2 hours)

Junior Year:
Methods for Teaching Art, Music or PE in Elem. Schools (2-3 hours)
(Those seeking licensure in Spanish take one Methods class (CI 404)
CI 351  Secondary Ed. Practicum and Seminar (1 hour)
EE 375  Elementary Ed. Practicum and Seminar (1 hour)
*CI 455  Teaching-Learning Process (3 hours)
Methods for Teaching Art, Music or PE in Sec. Schools (2-3 hours)
CI 315 Reading in the Content Field (2 hours)

Senior Year:
CI 475 Student Teaching in the Secondary School (6 or 12 hours)
EE 465 Student Teaching in the Elementary School (6 or 12 hours)
CI 476 Professional Seminar in Education (2 hours)

Note: Courses with a * indicate Language Intensive course.

English for Speakers of Other Languages (K-6) Licensure

Requirements

Same professional education requirements as for K-6 license, plus:

EN 230  Linguistics (2 hours)
EN 335  Advanced English Grammar (2 hours)
G-SO 202 Minorities in the U.S. (3 hours)
CI 428  Methods for Teaching ESL in the Elem. and Sec. Schools (3 hours)

English for Speakers of Other Languages (6-12) Licensure

Requirements

Same professional education requirements as for 6-12 licensure in other fields, plus:

EN 230  Linguistics (2 hours)
EN 335  Advanced English Grammar (2 hours)
G-SO 202 Minorities in the U.S. (3 hours)
CI 428  Methods for Teaching ESL in the Elem. and Sec. Schools (3 hours)

Special Education Licensure

Through a joint effort with the Kansas Independent Colleges Association (KICA), McPherson College offers an Adaptive Special Education program. Students who participate in this program will graduate with licensure in High Incidence Special Education (intellectual disability, learning disabilities, behavior disorders, and other health impairments) at the K-6 and 6-12 levels.

High Incidence Special Education: Courses Required for all levels:

SPED 310 Foundations for Special Education (4 hours)
SPED 315 General Methods for Special Education Services (4 hours)
SPED 345 Behavioral Management (2 hours)
SPED 499 Capstone Issues (1 hour)

Courses Required for Level K-6:

SPED 321 Grades K-6 Methods for Special Needs (5 hours)
SPED 431 Grades K-6 Clinical Experience (Student Teaching) (6 hours)
(OR)
*SPED 433 Grades K-6 Internship (4-6 hours)
*Those already holding special education licensure

Courses required for Level 6-12:

SPED 361 Grades 6-12 Methods for Special Needs (5 hours)
SPED 471 Grades 6-12 Clinical Experience (Student Teaching) (6 hours)
(OR)
* SPED 473 Grades 6-12 Internship (4-6 hours)
* Those already holding special education licensure

Optional:
SPED 220 Field Experience in Services for Student with Special Needs (1 hour)
SPED 320 Beginning American Sign Language (2 hours)
SPED 322 Intermediate American Sign Language (2 hours)
SPED 678 Topics in Special Education (1 hour)

2022|Catalog 22-23, Curriculum & Instruction|

English Program

Purpose Statement

The English department commits itself to developing graduates who can read critically and communicate effectively and who understand the changing nature of language.

The department achieves this purpose when its graduates

- demonstrate an ability to accomplish various purposes through effective communication–oral, written, and electronic;
- demonstrate an understanding of ways in which aspects of culture such as history, religion and social norms are reflected in literature;
- demonstrate an ability to analyze literary texts;

demonstrate a knowledge of research tools and strategies, especially in literature, and the critical and ethical use of appropriate documentation;
demonstrate knowledge of the structure of English, of the Standard American dialect, of both traditional and modern grammars, and of the nature of language.

English Major

Requirements

I. Complete the following courses:

G-EN 222 Native American Literature (3 hours) OR
G-EN 225 African American Literature (3 hours) OR
G-EN 235 Topics in Literature: Borderland: Literature of the U.S./Mexican Border (3 hours)
EN 250 American Literature I (3 hours)
*G-EN 255 American Literature II (3 hours)
EN 300 Survey of British Literature (3 hours)
*EN 313 Advanced Expository Writing (3 hours)
EN 335 Advanced English Grammar (2 hours)
EN 355 Linguistics and History of English (2 hours)
EN 375 Junior Seminar in English (2 hours)
EN 475A Seminar in English (1 hour)
*EN 475B Seminar in English (1 hour)
*G-EN 210 Masterpieces of World Literature, OR
*G-EN 220 Contemporary World Literature (3 hours)
G-EN 270 Fiction (3 hours), OR
G-EN 370 Poetry (3 hours), OR
EN 420 Creative Writing (3 hours)
EN 388 Internship (3 hours) OR an approved equivalent experience

II. Complete 7 elective hours in English. These may include additional hours in English and American literature, as well as the following courses:

G-CM 120 Intro. to Human Communication (3 hours)
CM 135 Media Writing (3 hours)
G-EN 222 Native American Literature (3 hours)
G-EN 225 African American Literature (3 hours)
EN 315 Practicum in Journal Production (1-2 hours)
CM 305  Editing (3 hours)
*G-EN 210 Masterpieces of World Literature (3-4 hours)
*G-EN 220 Contemporary World Literature (3-4 hours)
G-EN 235 Topics in Literature (3 hours) (may be taken more than once if topic differs)
EN 320  Young Adult Literature (2 hours)
EN 350  Theory & Practice of Tutoring Writing (1 hour)
*G-EN 370 Poetry (3-4 hours)
*G-EN 270 Fiction (3-4 hours)
*G-PA 385 Performing Arts History & Literature I or
*G-PA 390 Performing Arts History & Literature II (3 hours)
EN 420  Creative Writing (3 hours)
EN 445  Readings and Research in English (2-4 hours)

III. Complete the following supporting courses

Communication courses (3 hours)
Spanish Level II, or the equivalent in some natural language

Requirements for teaching licensure (6-12) in English

I. Complete the following courses:

G-EN 222 Native American Literature (3 hours) OR
G-EN 225 African American Literature (3 hours) OR
G-EN 235 Topics in Literature: Borderland: Literature of the U.S./Mexican Border
EN 335  Advanced English Grammar (2 hours)
EN 320  Young Adult Literature (2 hours)
EN 350 A Theory and Practice of Tutoring Writing (1 hours)
EN 355 Linguistics and History of English (2 hours)
*G-EN 370 Poetry (3 hours), OR
*G-EN 270 Fiction (3 hours), OR
EN 420 Creative Writing (3 hours)
*G-EN 210 Masterpieces of World Literature, or
*G-EN 220 Contemporary World Literature (3 hours)
EN 250 American Literature I (3 hours)
*G-EN 255  American Literature II (3 hours)
EN 300 Survey of British Literature (3 hours)
*EN 313  Advanced Expository Writing (3 hours)
EN 375  Junior Seminar in English (1 hour)
EN 475A Seminar in English (1 hour)
*EN 475B   Seminar in English (1 hour)

II. Complete the following supporting courses:

CM 135 Media Writing (3 hours)
G-ML 109 Spanish Level II, or the equivalent in some natural language (3 hours)
CI 417 Methods for Teaching English and Language Arts in the Secondary School (3 hours)

Other courses required by the Curriculum & Instruction Department for licensure.

Students must take the Praxis II examination: English Language, Literature, and Composition: Content Knowledge.

Competency Exam

Students who plan to major in English must pass a writing competency exam. This exam will be offered in the fall semester. Transfer students will take the exam early in their first semester at the college. Students who fail the exam may re-take it after participating in guided study and practice of writing.

English for Speakers of Other Languages (6-12) Endorsement

Requirements

Same professional education requirements as for 7-12 endorsement in other fields, plus:

G-CI 333  Intercultural Education Seminar (2 hours)
EN 335  Advanced English Grammar (2 hours)
EN 355 Linguistics and History of English (2 hours)
G-SO 202 Minorities in the U.S. (3-4 hours)
CI 428  Methods for Teaching English as a Second Language (3 hours)
CI 475  Student Teaching/Practicum (6-12 hours)
CI 476  Professional Seminar in Education (2 hours)

Student teaching/practicum is to include ESL experience; for those already certified, student teaching/practicum is four credit hours.

Note: Non-native speakers of English must contact the Department of Curriculum and Instruction regarding proficiency requirements.

English Minor

A minor in English consists of 18 hours of courses with an EN prefix chosen from the list of courses in the English major and must include courses in both literature and writing (or grammar/linguistics). G-EN 110 and G-EN 111 do not count as part of the 18 hours for the minor.

Minor in Writing

This minor is available to students majoring in any area. No more than six hours can be counted also as requirements for the student’s major. Senior project courses are available only to students majoring in the relevant subject. Students using the senior project to complete the minor are advised to consult with the senior project director.

Select 18 cr. hrs from the following:

G-EE 210 Children’s Literature (3 hours)
EE 303 Reading Language Arts I (3 hours)
CI445 Teaching Learning Process (3 hours)
CM 135 Media Writing (3 hours)
CM 305 Editing (3 hours)
CM 315 A & B Journalism Practica (1–3 hours)
CM 475 A Sr. Seminar in Communication Research (2 hours)
CM 475 B Sr. Project in Communication (1 hour)
G-EN 270 Fiction (3 hours)
EN 313 Advanced Expository Writing (3 hours)
EN 315 Practicum in Journal Production (1–4 hours)
G-EN 370 Poetry (3 hours)
EN 420 Creative Writing (3 hours)
G-PR 106L Spiritual Pathways (3 hours)
PR 431 Topics in Religious & Theological Studies (3 hours)
PR 432 Topics in Philosophy (3 hours)
EN 475 A & B Seminar in English (2 hours)
G-HI 236 Topics in Social History (3 hours)
G-HI 237 Topics in Political History (3 hours)
HI/PS 475 Senior Thesis (3 hours)
NS 475 Senior Research (2 hours)
SO/PY 475 Senior Seminar/Thesis (2 hours)

In consultation with the course instructor, a student may propose to English faculty a course or practicum experience not listed here as an option for the writing minor. To count for the minor, the writing experience must be an individual, rather than a group, project.

2022|Catalog 22-23, English|

Spanish Program

Purpose Statement

The Department of Modern Languages commits itself to the teaching of a second language. Equally important in second language acquisition is the development and nurturing of intercultural awareness and sensitivity.

The department achieves its goals when its graduates

Communicate effectively using interpersonal, interpretive, and presentation skills in Spanish.
Demonstrate an ability to interact effectively with Spanish-speaking cultures, showing an understanding of different cultural perspectives and products.
Demonstrate knowledge of the nature of language and language acquisition.

Spanish Major

Requirements

Emphasis 1:

A minimum of 32 semester hours, including:

G-ML108 Level I Spanish (3 hours)
G-ML109 Level II Spanish (3 hours)
G-ML208 Level III Spanish (3 hours)
G-ML209 Level IV Spanish (3 hours)
ML350 Immersion Experience (12 hours – the equivalent of a semester abroad)
ML384 Intermediate-Level Composition and Conversation (3 hours)
*ML385 Advanced-Level Composition and Conversation (3 hours)
ML475 Senior Seminar (2 hours)

The following courses may be taken abroad:

ML308 Spanish Language Literature (3 hours or equivalent)
ML458 Structure of the Spanish Language (2 hours or equivalent, such as advanced grammar)

Emphasis 2:

A minimum of 32 semester hours, including:

G-ML108 Level I Spanish (3 hours)
G-ML109 Level II Spanish (3 hours)
G-ML208 Level III Spanish (3 hours)
G-ML209 Level IV Spanish (3 hours)
ML350 Immersion Experience (4 hours – at least 3 weeks immersion)
ML384 Intermediate-Level Composition and Conversation (3 hours)
*ML385 Advanced-Level Composition and Conversation (3 hours)
ML475 Senior Seminar (2 hours)
ML308 Spanish Language Literature (3 hours)
ML458 Structure of the Spanish Language (2 hours or equivalent, such as advanced grammar)

A minimum of 9 credit hours approved by the department and selected from culture studies courses, such as the following:

G-ML370 Service Learning Opportunity (1-4 hours)
*G-CI333 Intercultural Education Seminar (2 hours)
G-CM221 Intercultural Communication (3 hours)
G-SO202 Minorities in the U.S. (3 hours)
*G-PS215 Global Peace Studies (3 hours)
G-PS130 Principles of Geography (3 hours)
*G-PR106 Spiritual Pathways: Transformation, Compassion, and Vocation (3 hours)
G-PR306 World Religions (3 hours)
Courses in a language other than English or Spanish (3-9 hours)

Required Supporting Courses:

EN230 Linguistics (2 hours)

Students who can demonstrate language proficiency (via a placement exam) may be waived from enrolling in G-ML108 and G-ML109.

All students seeking a B.A. degree are required to enroll for one semester of Spanish. Students who have had zero to one year of high school Spanish will be placed in Spanish I. Students who have had two to three years of high school Spanish will be placed in Spanish II. Students who have had four to six years of high school Spanish may be waived from the Spanish language requirement if they can demonstrate language proficiency via written and oral examination.

Teaching Licensure in Spanish (PK-12)

The requirements for teaching licensure in Spanish are specified in the Curriculum and Instruction Department listing. They include the major in Spanish and professional education requirements.

Spanish Minor Requirements

A minimum of 18 semester hours, including at least 6 hours beyond G-ML209 Level IV Spanish.

Note: The following courses may be counted toward fulfillment of the 18 semester hours:

G-ML 108 Level I Spanish (3 hours)
G-ML 109 Level II Spanish (3 hours)
G-ML 208 Level III Spanish (3 hours)
G-ML 209 Level IV Spanish (3 hours)

English for Speakers of Other Languages (6-12) Licensure

Requirements

The requirements for teaching licensure in English as a Second Language are specified in the Curriculum and Instruction Department listing and in the English Department listing.

2022|Catalog 22-23, Modern Languages|

Psychology Program

Purpose Statement

The psychology program commits itself to developing majors with pre- professional training and non-majors with basic knowledge of and skills in psychology. The program achieves this purpose when its students:

have acquired knowledge and skills requisite for entry into selected professions, especially pre-professional careers in the behavioral sciences
have acquired knowledge and skills requisite for entry into graduate programs in psychology and related fields
have bridged the gap between theory and practice through Internships

In addition to preparing its majors, psychology contributes to the general education program and serves other majors.

Students who wish to double major in psychology and sociology need have only one emphasis.

Psychology Major

Requirements

G-PY 101  Introduction to Psychology (3 hours)
PY 204  Child and Adolescent Development (3-4 hours)
PY/SO 303  Social Psychology (3 hours)
PY 305  Abnormal Psychology (3-4 hours)
PY/SO 308  Counseling (3 hours)
PY/SO 335  Research Methods I (4 hours)
PY 336  Research Methods II (4 hours)
PY/SO 375  Junior Seminar (1 hour)
PY 405  Personality Theories (3 hours)
PY 415  Learning, Memory, and Cognition (3 hours)
*PY 450  History and Systems of Psychology (3 hours)
PY/SO 474  Scientific Writing for the Behavioral Sciences (2 hours)
*PY/SO 475 Senior Seminar/Thesis (2 hours)
G-MA 221 Elementary Applied Statistics (4 hours)

Child Development Emphasis

PY 254 Parent-Child Relations (3 hours)
PY 354 Child Development and Social Policy (3 hours)
PY 454 Applied Behavior Analysis and Youth (3 hours)
PY 470 Developmental Psychopathology (3 hours)

Health and Human Services Emphasis

SO 260 Introduction to Human Services (3 hours)
SO 365 Social Work in American Society (3 hours)
PY 430 Health Psychology (3 hours)
SO 470 Social Gerontology (3 hours)

Recommended courses for Students interested in Human Services careers

PY/SO 210  Human Sexuality (3 hours)
G-SO 101  Introduction to Sociology (3 hours)
G-SO 202  Minorities in the U.S. (3-4 hours)
SO 206  Social Problems (3-4 hours)
G-SO 246  Marriage and Family (3-4 hours)

As much practical experience in human service placements as possible

Psychology Minor

Requirements

G-PY 101  Introduction to Psychology (3 hours)
PY 204  Child and Adolescent Development (3-4 hours)
PY/SO 303  Social Psychology (3 hours)
PY 305  Abnormal Psychology (3-4 hours)

Electives to total 18 hours

2022|Catalog 22-23, Psychology|

Sociology Program

Purpose Statement

The sociology program commits itself to developing majors with pre-professional training and non-majors with basic knowledge of and skills in sociology. The program achieves its purpose when its students:

have acquired knowledge and skills requisite for entry into selected professions, especially pre-professional careers in the behavioral sciences
have acquired knowledge and skills requisite for entry into graduate programs in sociology and related fields
can critically analyze their society through exposure to sociological theories and research methods
have bridged the gap between theory and practice through internships
have enhanced their sensitivity to others by studying customs, beliefs, and practices that are different from their own

In addition to preparing its majors, sociology contributes to the general education program and serves other majors. Students who wish to double major in sociology and psychology need have only one emphasis.

Sociology Major

Requirements

G-SO 101 Introduction to Sociology (3 hours)
SO 206 Social Problems (3-4 hours)
G-SO 202 Minorities in the U.S. (3-4 hours
SO/PY 303 Social Psychology (3 hours)
SO 320 Urban Sociology (3 hours)
SO/PY 335 Research Methods I (4 hours)
SO/PY 336 Research Methods II (4 hours)
SO/PY 375 Junior Seminar (1 hour)
SO 401 Sociological Theory (4 hours)
SO 450 Sociology Proseminar (3 hours)
SO/PY 474 Scientific Writing for the Behavioral Sciences (2 hours)
*SO/PY 475 Senior Seminar/Thesis (2 hours)
G-MA 221 Elementary Applied Statistics (4 hours)
39-41 hours

Criminal Justice Emphasis

SO 275  Criminal Justice (3 hours)
SO 355  Juvenile Delinquency (3 hours)
SO 455  Police and Law Enforcement (3 hours)
SO 460  Correctional Institutions (3 hours)
12 hours

Health and Human Services Emphasis

SO 260  Introduction to Human Services (3 hours)
SO 365  Social Work in American Society (3 hours)
PY 430  Health Psychology (3 hours)
SO 470 Social Gerontology (3 hours)
12 hours

Recommended supporting courses

PY/SO 308  Counseling (3 hours)
G-BI 101  Principles of Biology (4 hours)
EC 201  Elementary Economics: Macro (3 hours)
G-PS 101  Historical Introduction to Politics (3 hours)
G-PS 102  U.S. Government (3 hours)
G-PY 101  Introduction to Psychology (3 hours)
*G-TE 333  Technology and Society (3 hours)
Foreign Language

Recommended courses for Students interested in Human Services careers

PY/SO 210  Human Sexuality (3 hours)
PY/SO 308  Counseling (3 hours)
G-SO 246  Marriage and Family (3-4 hours)
As much practical experience in human service placements as possible

Sociology Minor

Requirements

G-SO 101  Introduction to Sociology (3 hours)
SO 206  Social Problems (3-4 hours)
SO 401  Sociological Theory (4 hours) or
SO 450  Sociology Proseminar (3 hours)
SO/PY 303  Social Psychology (3 hours)
SO/PY 335  Research Methods I (4 hours)
18 hours required

Social Work

McPherson College has well prepared its students majoring in the Behavioral Sciences for entrance into the Master of Social Work (M.S.W.) degree programs. The pre-professional program at McPherson College commits itself to fostering student learning in career-oriented liberal arts so that students are prepared for community service and/or graduate study in social work. Students who have acquired knowledge and skills requisite for entry into the field of social services and graduate social work education demonstrate proficient knowledge, understanding, and application of psychological and sociological theories and concepts.

All accredited graduate programs in social work require a four-year bachelor’s degree for admission. The pre-social work student should plan the liberal arts program to include courses in arts and humanities, social and behavioral sciences, and biological sciences. Although the pre-social work student may choose a major in any field, a strong knowledge of human services, personality theory, counseling, and social problems is strongly recommended. The B.S. in psychology or sociology, with the health and human services emphasis, is recommended.

M.S.W. programs require evidence of relevant paid/volunteer work experience related to human services organizations. The pre-social work student should therefore be prepared to complete at least one internship or field experience related to community/social services. (The College’s Career Connections program is highly recommended.)

The M.S.W. Degree prepares graduates for advanced social work practices in one of three areas—clinical social practice with individuals, families, and groups; social work administration/community practice aimed at social service administration and social policy development; and school social work. With such diverse professional practice concentrations, it is difficult to outline a generic program to prepare all pre-social work students for admission to these practice areas. Students should counsel with the pre-social work advisor to help them identify the type of professional program they are considering, and to assist them in developing a plan for completing the graduate admission requirements of that program or field.

Although M.S.W. programs differ in admissions requirements, the following courses, in addition to the major, are recommended for students interested in entering the social work profession at the graduate level:

PY 405  Personality Theories (3 hours)
PY/SO 308  Counseling (3 hours)
SO 206  Social Problems (3-4 hours)

Courses in the Health & Human Services Emphasis:

SO 260  Introduction to Human Services (3 hours)
SO 365  Social Work in American Society (3 hours)
PY 430  Health Psychology (3 hours)
SO 470  Social Gerontology (3 hours)
PY/SO 388  Career Connections (1-12 hours)
PY/SO 295/495  Field Experience (1-4 hours)

2022|Catalog 22-23, Sociology|

Sociology Course Descriptions

G-SO 101 Introduction to Sociology

3 hours
An introduction to the general field of sociology and its principle subdivisions; the nature of culture; the socialization of the individual; the character and behavior of social groups; social organization and institutions; social interaction, deviant behavior and social change. (Fall, Interterm)

G-SO 202 Minorities in the U.S.

3-4 hours
An exploration of the problems faced by physical, cultural, economic, and behavioral minority groups in American society; the causes and consequences of prejudice, stereotypes, and discrimination; the nature of minority-majority group interaction; current crises and possible solutions; and some comparison with similar situations in other countries. (Fall, Spring)

SO 206 Social Problems

3-4 hours
A study of contemporary American and world social problems, including prostitution, drug addiction, poverty, sexism, racism, and war. (Spring)

SO/PY 210 Human Sexuality

3 hours
A study of female roles, male roles, values, life adjustments, sexual identities, religion, language, and behavior differences based on cultural, educational and socioeconomic factors related to human sexuality. Course uses lectures, audio- visuals, discussions, guest resource persons, assigned readings, and projects or papers to present information. Prerequisite: sophomore standing or higher or instructor consent. (Spring)

G-SO 246 Marriage and Family

3-4 hours
This course explores the institution of marriage and family in American society from a sociological perspective. Topics covered include socialization, dating, courtship, marriage, parenting, dysfunctions, divorce and remarriage. Family dynamics and major social changes affecting the family are discussed. The course allows the individual to explore her/his own marriage and family attitudes and experiences. (Interterm)

SO 260 Introduction to Human Services

3 hours
An introduction to the history, theory, practice, and trends in human services. The goals, functions, and organization of human services are examined in the context of contemporary social problems; a historical survey of human services is presented as a background against which current efforts can be viewed; major theories, techniques, and methods that govern helping efforts are covered; a description of consumers of human services, and the strategies both consumers and service providers initiate to overcome barriers to effective service delivery, are discussed. Career opportunities in the human services field are also explored. (Spring)

SO 275 Criminal Justice

3 hours
An introduction to the field of criminology and the American criminal justice system. Emphasis is placed upon the nature of crime, and trends and theories of crime along with components and functions of the criminal justice system including police, courts, and corrections. (Spring)

SO 285/PE 285 Sociological Implications of Sport & Recreation

2 hours
A study of the interrelationships of sport and society.

SO/PY 303 Social Psychology

3 hours
A study of the individual as he/she is affected by other persons. Topics covered include: interpersonal relations, social learning, conformity and individuality, attitudes, groups and organizations, and others. Discussion and involvement methods are emphasized. Prerequisite: G-PY 101 and PY 204 or G-SO 101 and G-SO 202. (Spring)

SO/PY 308 Counseling

3 hours
A study of the theory and practice of counseling including a survey of the various systems of psychotherapy (person-centered therapy, psychoanalysis, behavioral therapy, cognitive-behavioral therapy, etc.) and learning, through role- play, of skills needed to be a helper. Prerequisite: PY 405 or instructor consent. (Spring)

SO 320 Urban Sociology

3 hours
A study of the development of modern cities, theories of urban growth, and urban problems and policies. Topics will include urbanization, urban renewal, economic restructuring and globalization, international migration, culture and politics of urban places, gentrification, crime and poverty, and ecological patterns of land use. Prerequisite: G-SO 101 or instructor consent. (Fall)

SO/PY 335 Research Methods I

4 hours
The basic research methods course for behavioral science majors. Correlational, survey, and case study techniques, basic experimental design, research ethics, and general professional conduct of empirical investigation are studied in a team- taught format. Lecture, laboratory, and practical field exercises are used as learning methods. Prerequisite: G-MA 221. Concurrent enrollment is acceptable. (Fall)

SO/PY 336 Research Methods II

4 hours
The second of the two basic research methods courses for behavioral science majors. Relatively advanced scientific research designs and statistical analyses are studied. SPSS, a statistical package, is used for most of the work in the course. Prerequisites: G-MA 221 and SO/PY 335. (Interterm)

SO 355 Juvenile Delinquency

3 hours
A comprehensive examination of juvenile delinquency and the juvenile justice system. An emphasis on the causes of juvenile delinquency; its relation to family, school, peers, and society; treatment of juvenile delinquents; and criminal proceedings and the family court. (Fall)

SO 365 Social Work in American Society

3 hours
An introduction to the social work movement, profession, and practice in the United States. The course examines the social welfare policies and client populations that engage social workers, and explores the social work practice settings that range from child maltreatment and health care to work with older adults and corrections. Social issues are raised and case examples are presented to give insight into the clients and issues for which social workers initiate advocacy and social change through leadership positions in American society. Career opportunities in the social work profession are also explored. (Fall)

SO/PY 375 Junior Seminar

1 hour
Several topics and issues are examined in a seminar format. These include ethical practices and concerns as they relate to research and clinical work, the development and execution of basic and applied research, and career development and related matters. Students work toward developing appropriate research topics for their senior theses and may explore internship opportunities. (Spring)

SO 401 Sociological Theory

4 hours
A review and analysis of historical sociological theory including the masters of sociology: Durkheim, Weber, Marx, Pareto, Veblen, and others. Prerequisite: Six hours in sociology. (Spring, even years)

SO 425 Deviant Behavior

3 hours
This course exposes the student to the perspectives, principles, issues and research findings of the deviant behavior field. Topics covered include: poverty, substance abuse, prostitution, homosexuality, violent behavior, family violence, mental disorders, crime and social control. Prerequisite: SO 206, SO/PY 335 or instructor consent. ( Fall)

SO 435 Special Topics in Behavioral Sciences

3 hours
This course explores topics not normally found in regular offerings allowing students the opportunity to explore and grow their sociological imagination as well as their knowledge of theory and research methods.

SO 450 Proseminar in Sociology

3 hours
An advanced-level seminar to integrate the information learned in earlier sociology courses. The goal is to bring full circle the sociological knowledge of students who are about to graduate. The course will explore a number of enduring sociological issues, including the meaning of sociology, the purpose of sociology and the effect sociology has on the world. Prerequisite: Upper division majors/minors only or instructor consent. (Spring, odd years)

SO 455 Police and Law Enforcement

3 hours
An analysis of the evolution of police, the police system, and the police role. Organization and jurisdiction of local, state, and federal law enforcement agencies along with philosophical and ethical issues surrounding their role will be discussed. (Fall, even years)

SO 460 Correctional Institutions

3 hours
An exploration of the historical and philosophical development of correctional systems with an emphasis on categories of inmates, treatment policies and their effectiveness, staff organization and training and their relation to the criminal justice system, and problems associated with correctional practices and procedures. (Fall, odd years)

SO 470 Social Gerontology

3 hours
A comprehensive introduction to an emerging field dealing with the social aspects of human aging. The course covers major areas of theory, research, social policy, and practice that impact older adults, and discusses the strengths and contributions that elders bring to their peers, families, and communities. The historical overview of aging in the United States, as well as the human and social meanings behind longevity population shift, is also explored. Also examined are social issues and psychological perspectives and strategies, as well as political and economic situations that produce undesirable outcomes as well as promote well- being in later life. Career options in the field of social gerontology are also explored. (Fall, even years)

SO/PY 474 Scientific Writing for the Behavioral Sciences

2 hours
This course is intended to help students develop the skills needed for writing research reports in the social sciences. It is a research-based course in which students learn to synthesize what they have read and present it as a scientific review of the literature; these are the primary goals. Thus, it focuses on how to apply social science theories and research methods to the writing of the senior research proposal. This course also provides students with the opportunity to prepare papers for regional conferences in sociology and psychology. Research manual required. Prerequisite: Junior or senior standing in the Behavioral Sciences. (Fall)

SO/PY 475 Senior Seminar/Thesis

2 hours (Language Intensive)
This is the culminating or capstone course for behavioral science majors. Coordinated guidance is given on the preparation of the Senior Thesis. Discussion of current topics in sociology and psychology is combined with guidance on practical matters such as application to graduate study, developing a career, and so on. Prerequisite: Junior or senior standing in the Behavioral Sciences. (Spring)

SO 495 Field Placement

1-4 hours
Practical experience working in an established social agency, mental health clinic, or correctional institution. Supervision and direction given on the job by the agency personnel. College personnel visit and give consultation.

Special Course Options
295/495 Field Experience (1-4 hours)
297 Study Abroad (12-16 hours)
299/499 Independent Study (1-4 hours)
388 Career Connections (3-10 hours)
445 Readings and Research (1-4 hours)

2022|Catalog 22-23, Sociology|

General Education Foundation Courses

A. Oral Communication:

Student Learning Outcome: Students should be able to deliver messages appropriate to their audience, purpose, and context.

Performance Indicators – Students should be able to:

Perform verbal and nonverbal communication behaviors that illustrate the competency of an effective communicator.
Support and organize their ideas in a coherent manner.

Required: 1 Course
G-CM 130 Interpersonal Communication
G-CM 140 Public Speaking
G-CM 218 Business and Professional Communication

B. Written Communication & Information Literacy

Student Learning Outcome for Written Communication: Students should be able to write with skill and clarity.

Performance Indicators – Students should be able to:

Produce writing that shows an awareness of audience.
Support their ideas with appropriate details and examples.
Coherently organize their writing.
Produce writing that shows careful attention to craft.

Student Learning Outcome for Information Literacy: Students should be able to demonstrate ethical and efficient use of information.

Performance Indicators – Students should be able to:

Show that they can find appropriate sources.
Show that they can evaluate the reliability of sources.
Use information from sources appropriately in their work.

Required: 4 Courses
G-EN 110 College Composition I
G-EN 111 College Composition II
and:
Students pursuing a Bachelor of Arts are required to take Spanish and one Language Intensive (LI) course in their major department. Students pursuing a Bachelor of Science are required to take two Language Intensive courses with at least one LI course in the student’s major department.

Language Intensive – Oral and Written Communication

Student Learning Outcome for Oral Communication: Students should be able to clearly voice a coherent message.

Performance Indicators – Students should be able to:

Show that they can speak clearly and audibly.
Support their ideas with appropriate research.

Speaking Component

(1) Informal oral communication exercises should be used frequently in the LI classroom. Most often, these will consist of required participation in small-group and class discussions. LI instructors can make even routine student participation in class discussions and activities into helpful oral communication exercises simply by (a) raising students’ consciousness about the variety of signals they send when they speak informally in class, and (b) helping students eliminate their careless habits in speech and delivery.

(2) At least one formal oral presentation should be included in the LI course. The presentation, probably brief, may be delivered to part or all of the class, or some other audience. It may derive from a formal writing assignment, recast for oral delivery.

Student Learning Outcome for Written Communication: Students should be able to write with skill and clarity.

Performance Indicators – Students should be able to:

Produce writing that shows an awareness of audience.
Demonstrate effective participation in the writing process.
Coherently organize their writing.
Produce writing that shows careful attention to craft.

Writing Component

(1) Informal writing assignments should be frequent, perhaps one per class session, but certainly one per week. Most informal writing activities are in the “writing to learn” mode; that is, they are intended to push students to read, think about, and interpret course material more carefully and deeply than they otherwise might do. From a handful of basic, informal writing models, such as journals and microthemes, LI instructors can improvise an almost endless array of specific informal writing activities.

(2) Formal writing assignments should be substantial (but the meaning of “substantial” depends upon the course and the exact nature of the assignment). There should be at least one formal, polished piece of writing. Whenever possible, LI instructors should give formal assignments in stages, confer with students over drafts, and allow ample time for revision(s).

Courses designated as Language Intensive:

G-AR 310 Art History I
G-AR 311 Art History II
BA 475 Business Strategy & Policy
BI 391 Evolution
CI 455 Teaching-Learning Process
G-CM 130 Interpersonal Communication
G-CM 218 Business & Professional Communication
G-CM 221 Intercultural Communication
CM 220 Special Topics in Popular Culture
CM 475A Senior Seminar in Communication Research
CM 475B Senior Project in Communication
G-EE 210 Children’s Literature
EE 303 Reading/Language Arts I
G-EN 210L Masterpieces of World Literature (4 hours)
G-EN 220L Contemporary World Literature (4 hours)
G-EN 255L American Literature II (4 hours)
G-EN 270L Fiction (4 hours)
EN 313 Expository Writing
G-EN 370L Poetry (4 hours)
EN 475B Senior Project in English
G-HI 333 Technology & Society
HI 475 Senior Thesis
G-MA 290 History of Mathematics
MA 475 Senior Project in Mathematics
ML 385 Advanced Level Composition and Conversation
NS 300 Research Methods
NS 475 Senior Research
G-TH 265 Topics in Dramatic Literature
G-TH 385 Theatre History & Dramatic Literature I
TH 475 Senior Theatre Capstone
PE 380 History & Philosophy of Health, PE, Sport
PE 445 Readings and Research for Health Science
G-PR 104L Ethics (4 hours)
G-PR 106L Spiritual Pathways
G-PS 215 Global Peace Studies
PS 475 Senior Thesis
PY 450 History and Systems of Psychology
PY 475 Senior Thesis
SO 475 Senior Thesis
G-TE 333 Technology & Society
TE 475 Senior Project

C. Mathematics

Student Learning Outcome: Students should be able to use mathematical concepts.

Performance Indicators – Students should be able to:

Demonstrate understanding by performing accurate computations.
Apply algorithms to solve problems.

Required: 3-4 hours chosen from the following:
G-MA 105 College Algebra
G-MA 106 Pre-Calculus
G-MA 111 Calculus I
G-MA 123 Discrete Mathematics
G-MA 153 Principles of Geometry
G-MA 201 Survey of Mathematics
G-BA 220 Business Applied Statistics
G-MA 221 Elementary Applied Statistics

D. Religion/Beliefs/Values

Student Learning Outcome: Students should be able to answer fundamental religious or philosophical questions.

Performance Indicators – Students should be able to:

Develop answers relative to alternative religious/philosophical perspectives.
Explain their position on religious or philosophical issues.

Required: 3-4 hours chosen from the following:
G-PR 101 Old Testament-Hebrew Bible: God and People in Ancient Israel
G-PR 102 Jesus: New Testament Foundations
G-PR 104 Ethics
*G-PR 104L Ethics (LI if taken as G-PR104L for 4 hours)
*G-PR 106L Spiritual Pathways: Transformation, Compassion, and Vocation
G-PR 107 Critical Thinking
G-PR 201 Introduction to Philosophy
G-PR 202 Christian Traditions
G-PR 203 Science and Religion
G-PR 204 Peacemaking: Religious Perspectives
G-PR 206 Religion and Environmental Stewardship
G-PR 302 Religion and Politics
G-PR 304 The Church of the Brethren and Beyond: The Christian Church Serves Our World
G-PR 306 World Religions

E. Wholeness/Health/Fitness

Student Learning Outcome: Students should be able to identify optimal behaviors that promote lifelong personal health.

Performance Indicators – Students should be able to:

Develop a personal strategy for health and fitness emphasizing the physical domain.
Illustrate the relationship between personal behaviors and lifelong health and wellness.

Required: 1 course
G-PE 150 Concepts in Holistic Health
G-PE 170 Personal & Community Health
G-HS/PE 190 Social & Behavioral Determinants of Health

F. Global/Intercultural Experience

Student Learning Outcome: Students should be able to understand they live in a world of diverse cultures.

Performance Indicators – Students should be able to:

Identify social, cultural, religious, or linguistic differences.
Explain how values and contributions of diverse societies affect individual experiences.

Required: 3 hours+ chosen from the following:
G-BA 342IT International Business (Travel required)
G-CI 251 Introduction to Education Practicum
G-CI 333 Intercultural Education
*G-CM 221 Intercultural Communication
G-EN 210 Masterpieces of World Literature
*G-EN 210L Masterpieces of World Literature (LI if taken as G-EN 210L for four hours)
G-EN 220 Contemporary World Literature
*G-EN 220L Contemporary World Literature (LI if taken as G-EN 220L for four hours)
*G-HI 333 Technology and Society
*G-MA 290 History of Mathematics
G-ML 108 Spanish Level I
G-ML 109 Spanish Level II
G-ML 208 Spanish Level III
G-ML 209 Spanish Level IV
G-ML 350 Junior Year Abroad
G-MU 210 Introduction to World Music
G-PR 306 World Religions
G-PS 130 Principles of Geography
*G-PS 215 Global Peace Studies
G-SO 202 Minorities in the U.S.
*G-TE 333 Technology and Society

+Students completing a Bachelor of Arts degree must take G-ML 108 Level I Spanish for three hours as well as three additional hours in the Global/Intercultural Experience Foundation. These students will be required to take only one Language Intensive (LI) course.

College Seminars

In the seminar series, students will demonstrate (1) that they have explored traditional Church of the Brethren values; (2) that they understand service-learning and can complete a service project; (3) that they can make informed ethical decisions in personal and professional situations; and (4) that they have investigated career options in the fields of study. In addition, the various seminars address the following goals.

G-ID 101 Academic Community Essentials (ACE) Seminar: Students will show that they have learned about college life, create a degree plan, and practice good study skills, critical thinking, and conflict resolution.
G-ID 201 Sophomore Seminar: Students will complete a service project, develop a career plan, and show that they have explored internship options.
Senior Capstone Experience: Students will complete a senior project, as designed by department faculty.

2021|08 General Education, Catalog 21-22|

Teacher Education Program

The academic program offered by the Department of Curriculum and Instruction is essential for achieving the college’s mission of developing whole persons through scholarship, participation, and service. It also reflects the heritage of the college and the Church of the Brethren, which includes a dedication to a liberal arts education and values that promote ethical behavior, non-violence and peace, a simple lifestyle, and a dedication to serving others.

The primary focus of the Department of Curriculum and Instruction is on the preparation of education professionals. Teacher education at McPherson College has long been one of the foundational cornerstones on which the institution was established.

Licensure Disclosure

The Teacher Education Program at McPherson College is accredited by the Kansas State Department of Education (900 SW Jackson Street, Topeka, Kansas 66612); and by the Council for the Accreditation of Educator Preparation (CAEP), www.caepnet.org. This accreditation covers the Teacher Education Program at McPherson College; however, the accreditation does not include individual education courses that the institution offers to P-12 educators for professional development, relicensure, or other purposes.

McPherson College prepares future teachers for licensure in the state of Kansas. The program requirements may not meet licensure requirements for other states. Students planning to seek teacher licensure outside of Kansas are strongly encouraged to meet with the McPherson College Licensure Officer to discuss future plans. McPherson College Teacher Education Program has not made a determination as to whether our program’s curriculum meets the state’s educational requirements for the following states: Alabama, Alaska, Arizona, Arkansas, California, Colorado, Connecticut, Delaware, Florida, Georgia, Hawaii, Idaho, Illinois, Indiana, Iowa, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, New York, North Carolina, North Dakota, Ohio, Oklahoma, Oregon, Pennsylvania, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, and Wyoming.

Mission Statement

The mission of the Teacher Education Program of McPherson College is to develop service-oriented educators who effectively blend the art and science of teaching.

Goals, Objectives, and Dispositions

Goal I: The candidate has the knowledge bases necessary to be an effective teacher in her/his field.

To accomplish this goal, the service-oriented educator will:

Objectives:

Acquire a broad liberal arts knowledge base.
Demonstrate proficiency in his/her major area of licensure.
Acquire effective strategies of teaching in all appropriate content areas and for all learners.
Recognize how students learn and develop.

Disposition: Appreciate the connections between various areas of knowledge and commit to continuous learning.

Goal II: The candidate can apply effective teaching strategies to meet the needs of all learners.

To accomplish this goal, the service-oriented educator will:

Objectives:

Use appropriate best practices for specific content areas and for diverse learners.
Reflect upon his/her teaching and analyze the practices.
Demonstrate understanding and use of formative and summative assessments and make modifications based on them.
Provide motivational techniques based on students’ developmental and environmental needs.

Disposition: Value and respect students’ varied talents and abilities and project enthusiasm for teaching all learners.

Goal III: The candidate fosters relationships and collaborates with school constituencies. To accomplish this goal, the service-oriented educator will:

Objectives:

Communicate effectively in both written and oral formats and through the use of technology
Solicit input from students, parents, colleagues, and the greater community.
Act on information received from stakeholders.

Disposition: Value the many ways in which people seek to communicate and encourage various modes of communication.

The Teacher Education Program at McPherson College focuses on three major levels of licensure. The following are lists of the levels and the programs.

6-12 Licensure Section
Biology, Chemistry, English, English for Speakers of Other Languages, History and Government, Mathematics, High-Incidence Special Education, Speech/Theatre

K-6 Licensure Section
Elementary Education, English for Speakers of Other Languages, High-Incidence Special Education

PK-12 Licensure Section
Art, Health, Music, Physical Education, Spanish

As a student at McPherson College preparing to become a teacher, you will be asked to prove your competency with the guidance of instructors in the Department of Curriculum and Instruction and the content area departments. Course assessments, a portfolio, and interviews are a few of the instruments developed that will help you demonstrate your abilities. McPherson College is currently collecting data on different aspects of student performance. Numerous experiences are provided as observers, aides, tutors, and as participants in student teaching experiences. Those seeking licensure at all levels begin their professional work by the sophomore year and continue with incremental and sequential scheduling of their professional growth.

Admission Procedures

Procedures for admittance into the Teacher Education Program and Student Teaching are outlined in detail in the Advisor/Advisee Handbook and/or the Policies and Procedures Manual. These handbooks are available in the Department of Curriculum and Instruction. College advisors also have copies of these handbooks. The handbook is also available online. Candidates should read the handbook or consult their advisors for a detailed account of admission requirements and procedures. The student is ultimately responsible for meeting admissions protocol and enrolling in courses.

Admission to the Teacher Education Program

As a general rule, the Teacher Education Board reviews candidates for admittance into the Teacher Education Program two times during an academic year, once each semester. Requirements for acceptance into the Teacher Education Program include, but are not exclusive of,

Minimum of C in G-EN111
Minimum of C in college level math
Minimum of C in G-CI150
Recommendation from Student Life
A GPA of 2.5
Minimal acceptable score on department-approved general knowledge exam.

Practica at McPherson College

Research has proven that multiple and varied practical experiences are of utmost importance in an effective teacher education program. For that reason, students in the Teacher Education Program have the requirement of completing a minimum of two practica prior to student teaching. However, most students are encouraged to participate in more than those two. The first practicum occurs early in the student’s professional education course sequence. This practicum is primarily an observation/aide situation. The second practicum occurs later in the professional sequence and requires students to take more initiative in the actual classroom responsibilities. In fact, students are required to practice actual instructional activities.

Students are required to do one of the practicum experiences in an urban setting. Arrangements have been made for the first practicum to be completed in Wichita, Chicago, or other ethnically diverse setting. Transfer students or students with extenuating circumstances may choose to complete one of the other sessions in an urban setting. This will further enhance the program and give students a broader understanding of the entire educational enterprise. Students are placed in both grade- and content-appropriate practicum settings. It is the student’s responsibility to secure travel arrangements to the practica sites. Any expenses that are incurred are also the responsibility of the student.

All practica must be approved by the Department of Curriculum and Instruction.

Service Component

In keeping with the mission of the college and the Teacher Education Program, future teachers are expected to complete a service component as part of their program. During the student’s college career s/he must complete and document 100 hours of service prior to completing the program. Transfer students must complete 25 hours per year.

There are many possibilities for service-oriented activities. Opportunities will occasionally be made available through the Curriculum and Instruction Department. In addition, students are encouraged to seek out experiences that will be self- satisfying. For further explanation or clarification, contact any member of the Teacher Education Board.

Student Teaching at McPherson College

Student teaching is considered the capstone experience in the professional education sequence for future teachers. It is to be done after other professional coursework is completed. In cooperation with a K-12 school system, McPherson College strives to make this experience as beneficial as possible for all parties involved. Student teaching is a complete semester experience. It is offered for variable credit hours depending on the level and the experiential need of the student and the licensure area being sought. Being given the privilege to student teach is not automatic. The Teacher Education Board carefully screens all applicants for their suitability. As a general rule, the Department of Curriculum and Instruction begins the application for the student teaching process two times during an academic year. Deadlines are September 15 and February 15. Late applications are not accepted.

The prospective student teacher at McPherson College is expected to have:

the personality and character traits required of a teacher;
a strong liberal arts education;
solid professional skills;
successful practica experiences with practitioners in the field.

Before a student can student teach she/he must have:

gained full acceptance into the Teacher Education Program;
secured favorable recommendations from her/his major professor, professor of a language intensive course, one professor in teacher education, Student Life, and two supportive professionals in education;
achieved a cumulative grade point average of 2.5;
provided proof of liability insurance;
signed an Inquiry Form;
provided an up-to-date health form.

After all forms have been submitted, the student will present a professional portfolio to the Teacher Education Board. Ultimate decisions concerning student teaching will be made by that Board. A primary indicator of meeting the goals of the Teacher Education Program is the development of a portfolio. McPherson College students planning to become teachers develop portfolios during stages of their professional course work. These portfolios are designed to meet the overall goals of:

The candidate has the knowledge bases necessary to be an effective teacher in her/his field.
The candidate can apply effective teaching strategies to meet the needs of all learners
The candidate fosters relationships and collaborates with school constituencies.

These portfolios include copies of units and lesson plans, reflective journals, other significant evidences of knowledge, application, and collaboration, scores of standardized assessment tools, and other documentation.

In order to defray costs, a student teaching fee will be assessed during that semester.

Student Responsibility

Students are ultimately responsible for following procedures and proper sequencing of events leading to professional development and licensure. It is important for students who plan to enter the Teacher Education Program at McPherson College to contact the chair of the program and/or the appropriate advisor.

Licensure in Kansas

Those seeking licensure in Kansas must pass the Professional Knowledge section of the Principles of Learning and Teaching (PLT) with a score of 160; candidates must also take a test in their particular content area. The passing scores for each content test are listed in the Advisor/Advisee Handbook. Requirements for licensure to teach in the public schools, either elementary or secondary, vary from state to state. Students who plan to certify in a state other than Kansas should, upon enrollment, consult the chair of teacher education or the state in which they plan to teach to make sure that they are enrolled in a program that is appropriate. See Licensure Disclosure statement above.

In the state of Kansas, teaching is considered to be a profession. Therefore, the Kansas State Department of Education has a Professional Practices Commission to exercise disciplinary and advisory functions over those requesting licensure or working as a certified professional. Teacher licensure can be denied, suspended, or revoked for both felony and non-felony actions.

McPherson College is in compliance with the federal Title II reporting guidelines.

ESOL Licensure Program

The ESOL Licensure Program prepares student for KSDE ESOL endorsement at the K-6 or 6-12 grade levels. This 15 credit hour program is geared to educators wishing to work with culturally and linguistically diverse students, but will also enhance the teaching skills of those in the regular classroom.

The ESOL licensure courses can be taken in conjunction with the core courses or, for those seeking licensure only, can be taken as a stand-alone program.

Elementary Education Major

K-6 Licensure

Requirements

Along with the General Education requirements, the following is a suggested sequence; the academic advisor and/or Curriculum and Instruction faculty will assist the individual student to develop the optimal sequencing of courses.

Freshman year:
G-PY 101 Introduction to Psychology (3 hours)
G-CI 150 Introduction to Education (3 hours)
SE 210 Introduction to Infants, Children & Youth with Special Needs (3 hours)

Sophomore year:
CI 220 Principles and Strategies of Teaching (3 hours)
G-CI 251 Introduction to Education Practicum (1 hour)
*G-EE 210 Children’s Literature (3 hours)
G-CI 333 Intercultural Education (2 hours)
PY 204 Child and Adolescent Development (3 hours)
CI 232 Educational Technology (2 hours)

Junior Year:
CI 426/PE 426 Methods for Teaching Health in Elem. & Sec. (1 hour)
*CI 455 Teaching-Learning Process (3 hours)
EE 230 Methods for Teaching Mathematics in the Elementary School I (3 hours)
EE 303 Reading/ Language Arts I (4 hours)
EE 306 Methods for Teaching Science in the Elem. School (3 hours)
EE 307 Methods for Teaching Math in the Elementary School II (3 hours)
EE 309 Methods for Teaching Social Studies in the Elem. School (3 hours)
EE 301/AR 358 Methods for Teaching Art in the Elem. School (1 hour)
EE 304/MU 370 Methods for Teaching Music in the Elem. School (1 hour)
EE 305/PE 305 Methods for Teaching Phys Ed in the Elem. School (1 hour)
EE 375 Elementary Ed. Practicum and Seminar (1-4 hours)
*EE 444 Reading/Language Arts II (3 hours)

Senior Year:
EE 465 Student Teaching in the Elementary School (6 or 12 hours)
CI 476 Professional Seminar in Education (2 hours)

6-12 Licensure

Requirements

Along with the general education requirements and the academic requirements for the specific content area, the following is a suggested sequence; the academic advisor and Curriculum and Instruction faculty will assist the individual student to develop the optimal sequencing of courses.

Freshman year:
G-PY 101 Introduction to Psychology (3 hours)
G-CI 150 Introduction to Education (3 hours)

Sophomore year:
G-CI 333 Intercultural Education (2 hours)
PY 204 Child and Adolescent Development (3 hours)
SE 210 Intro to Infants, Children and Youth with Special Needs (3 hours)
CI 220 Principles and Strategies of Teaching (3 hours)
G-CI 251 Intro to Education Practicum (1 hour)
CI 232 Educational Technology (2 hours)

Junior Year:
*CI 455  Teaching-Learning Process (3 hours)
CI 4xx  Secondary Methods for Academic Majors (3 hours)
CI 315  Reading in the Content Field (2 hours)
CI 351  Secondary Education Practicum and Seminar (2 hours)

Senior year:
CI 475 Student Teaching (6 or 12 hours)
CI 476 Professional Seminar in Education (2 hours)

PK-12 Licensure

Requirements

Along with the general education requirements and the academic requirements for the specific content area, the following is a suggested sequence; the academic advisor and Curriculum and Instruction faculty will assist the individual student to develop the optimal sequencing of courses.

Freshman year:
G-PY 101 Introduction to Psychology (3 hours)
G-CI 150 Introduction to Education (3 hours)
SE 210 Intro to Infants, Children & Youth with Special Needs (3 hours)

Sophomore year:
G-CI 333 Intercultural Education (2 hours)
PY 204 Child and Adolescent Development (3 hours)
G-CI 251 Intro to Education Practicum (1 hour)
CI 220 Principles and Strategies of Teaching (3 hours)
CI 232 Educational Technology (2 hours)

Junior Year:
Methods for Teaching Art, Music or PE in Elem. Schools (2-3 hours)
(Those seeking licensure in Spanish take one Methods class (CI 404)
CI 351  Secondary Ed. Practicum and Seminar (1 hour)
EE 375  Elementary Ed. Practicum and Seminar (1 hour)
*CI 455  Teaching-Learning Process (3 hours)
Methods for Teaching Art, Music or PE in Sec. Schools (2-3 hours)
CI 315 Reading in the Content Field (2 hours)

Senior Year:
CI 475 Student Teaching in the Secondary School (6 or 12 hours)
EE 465 Student Teaching in the Elementary School (6 or 12 hours)
CI 476 Professional Seminar in Education (2 hours)

English for Speakers of Other Languages (K-6) Licensure

Requirements

Same professional education requirements as for K-6 license, plus:

EN 230  Linguistics (2 hours)
EN 335  Advanced English Grammar (2 hours)
G-SO 202 Minorities in the U.S. (3 hours)
CI 428  Methods for Teaching ESL in the Elem. and Sec. Schools (3 hours)

English for Speakers of Other Languages (6-12) Licensure

Requirements

Same professional education requirements as for 6-12 licensure in other fields, plus:

EN 230  Linguistics (2 hours)
EN 335  Advanced English Grammar (2 hours)
G-SO 202 Minorities in the U.S. (3 hours)
CI 428  Methods for Teaching ESL in the Elem. and Sec. Schools (3 hours)

Special Education Licensure

Through a joint effort with the Kansas Independent Colleges Association (KICA), McPherson College offers an Adaptive Special Education program. Students who participate in this program will graduate with licensure in High Incidence Special Education (intellectual disability, learning disabilities, behavior disorders, and other health impairments) at the K-6 and 6-12 levels.

High Incidence Special Education: Courses Required for all levels:

SPED 310 Foundations for Special Education (4 hours)
SPED 315 General Methods for Special Education Services (4 hours)
SPED 345 Behavioral Management (2 hours)
SPED 499 Capstone Issues (1 hour)

Courses Required for Level K-6:

SPED 321 Grades K-6 Methods for Special Needs (5 hours)
SPED 431 Grades K-6 Clinical Experience (Student Teaching) (6 hours)
(OR)
*SPED 433 Grades K-6 Internship (4-6 hours)
*Those already holding special education licensure

Courses required for Level 6-12:

SPED 361 Grades 6-12 Methods for Special Needs (5 hours)
SPED 471 Grades 6-12 Clinical Experience (Student Teaching) (6 hours)
(OR)
* SPED 473 Grades 6-12 Internship (4-6 hours)
* Those already holding special education licensure

Optional:
SPED 220 Field Experience in Services for Student with Special Needs (1 hour)
SPED 320 Beginning American Sign Language (2 hours)
SPED 322 Intermediate American Sign Language (2 hours)
SPED 678 Topics in Special Education (1 hour)

2021|Catalog 21-22, Curriculum & Instruction|

English Program

Purpose Statement

The English department commits itself to developing graduates who can read critically and communicate effectively and who understand the changing nature of language.

The department achieves this purpose when its graduates

- demonstrate an ability to accomplish various purposes through effective communication–oral, written, and electronic;
- demonstrate an understanding of ways in which aspects of culture such as history, religion and social norms are reflected in literature;
- demonstrate an ability to analyze literary texts;

demonstrate a knowledge of research tools and strategies, especially in literature, and the critical and ethical use of appropriate documentation;
demonstrate knowledge of the structure of English, of the Standard American dialect, of both traditional and modern grammars, and of the nature of language.

English Major

Requirements

I. Complete the following courses:

G-EN 222 Native American Literature (3 hours) OR
G-EN 225 African American Literature (3 hours) OR
G-EN 235 Topics in Literature: Borderland: Literature of the U.S./Mexican Border (3 hours)
EN 250 American Literature I (3 hours)
*G-EN 255 American Literature II (3 hours)
EN 300 Survey of British Literature (3 hours)
*EN 313 Advanced Expository Writing (3 hours)
EN 335 Advanced English Grammar (2 hours)
EN 355 Linguistics and History of English (2 hours)
EN 375 Junior Seminar in English (2 hours)
EN 475A Seminar in English (1 hour)
*EN 475B Seminar in English (1 hour)
*G-EN 210 Masterpieces of World Literature, OR
*G-EN 220 Contemporary World Literature (3 hours)
G-EN 270 Fiction (3 hours), OR
G-EN 370 Poetry (3 hours), OR
EN 420 Creative Writing (3 hours)
EN 388 Internship (3 hours) OR an approved equivalent experience

II. Complete 7 elective hours in English. These may include additional hours in English and American literature, as well as the following courses:

G-CM 120 Intro. to Human Communication (3 hours)
CM 135 Media Writing (3 hours)
G-EN 222 Native American Literature (3 hours)
G-EN 225 African American Literature (3 hours)
EN 315 Practicum in Journal Production (1-2 hours)
CM 305  Editing (3 hours)
*G-EN 210 Masterpieces of World Literature (3-4 hours)
*G-EN 220 Contemporary World Literature (3-4 hours)
G-EN 235 Topics in Literature (3 hours) (may be taken more than once if topic differs)
EN 320  Young Adult Literature (2 hours)
EN 350  Theory & Practice of Tutoring Writing (1 hour)
*G-EN 370 Poetry (3-4 hours)
*G-EN 270 Fiction (3-4 hours)
*G-PA 385 Performing Arts History & Literature I or
*G-PA 390 Performing Arts History & Literature II (3 hours)
EN 420  Creative Writing (3 hours)
EN 445  Readings and Research in English (2-4 hours)

III. Complete the following supporting courses

Communication courses (3 hours)
Spanish Level II, or the equivalent in some natural language

Requirements for teaching licensure (6-12) in English

I. Complete the following courses:

G-EN 222 Native American Literature (3 hours) OR
G-EN 225 African American Literature (3 hours) OR
G-EN 235 Topics in Literature: Borderland: Literature of the U.S./Mexican Border
EN 335  Advanced English Grammar (2 hours)
EN 320  Young Adult Literature (2 hours)
EN 350 A Theory and Practice of Tutoring Writing (1 hours)
EN 355 Linguistics and History of English (2 hours)
*G-EN 370 Poetry (3 hours), OR
*G-EN 270 Fiction (3 hours), OR
EN 420 Creative Writing (3 hours)
*G-EN 210 Masterpieces of World Literature, or
*G-EN 220 Contemporary World Literature (3 hours)
EN 250 American Literature I (3 hours)
*G-EN 255  American Literature II (3 hours)
EN 300 Survey of British Literature (3 hours)
*EN 313  Advanced Expository Writing (3 hours)
EN 375  Junior Seminar in English (1 hour)
EN 475A Seminar in English (1 hour)
*EN 475B   Seminar in English (1 hour)

II. Complete the following supporting courses:

CM 135 Media Writing (3 hours)
G-ML 109 Spanish Level II, or the equivalent in some natural language (3 hours)
CI 417 Methods for Teaching English and Language Arts in the Secondary School (3 hours)

Other courses required by the Curriculum & Instruction Department for licensure.

Students must take the Praxis II examination: English Language, Literature, and Composition: Content Knowledge.

Competency Exam

Students who plan to major in English must pass a writing competency exam. This exam will be offered in the fall semester. Transfer students will take the exam early in their first semester at the college. Students who fail the exam may re-take it after participating in guided study and practice of writing.

English for Speakers of Other Languages (6-12) Endorsement

Requirements

Same professional education requirements as for 7-12 endorsement in other fields, plus:

G-CI 333  Intercultural Education Seminar (2 hours)
EN 335  Advanced English Grammar (2 hours)
EN 355 Linguistics and History of English (2 hours)
G-SO 202 Minorities in the U.S. (3-4 hours)
CI 428  Methods for Teaching English as a Second Language (3 hours)
CI 475  Student Teaching/Practicum (6-12 hours)
CI 476  Professional Seminar in Education (2 hours)

Student teaching/practicum is to include ESL experience; for those already certified, student teaching/practicum is four credit hours.

Note: Non-native speakers of English must contact the Department of Curriculum and Instruction regarding proficiency requirements.

English Minor

A minor in English consists of 18 hours of courses with an EN prefix chosen from the list of courses in the English major and must include courses in both literature and writing (or grammar/linguistics). G-EN 110 and G-EN 111 do not count as part of the 18 hours for the minor.

Minor in Writing

This minor is available to students majoring in any area. No more than six hours can be counted also as requirements for the student’s major. Senior project courses are available only to students majoring in the relevant subject. Students using the senior project to complete the minor are advised to consult with the senior project director.

Select 18 cr. hrs from the following:

G-EE 210 Children’s Literature (3 hours)
EE 303 Reading Language Arts I (3 hours)
CI445 Teaching Learning Process (3 hours)
CM 135 Media Writing (3 hours)
CM 305 Editing (3 hours)
CM 315 A & B Journalism Practica (1–3 hours)
CM 475 A Sr. Seminar in Communication Research (2 hours)
CM 475 B Sr. Project in Communication (1 hour)
G-EN 270 Fiction (3 hours)
EN 313 Advanced Expository Writing (3 hours)
EN 315 Practicum in Journal Production (1–4 hours)
G-EN 370 Poetry (3 hours)
EN 420 Creative Writing (3 hours)
G-PR 106L Spiritual Pathways (3 hours)
PR 431 Topics in Religious & Theological Studies (3 hours)
PR 432 Topics in Philosophy (3 hours)
EN 475 A & B Seminar in English (2 hours)
G-HI 236 Topics in Social History (3 hours)
G-HI 237 Topics in Political History (3 hours)
HI/PS 475 Senior Thesis (3 hours)
NS 475 Senior Research (2 hours)
SO/PY 475 Senior Seminar/Thesis (2 hours)

In consultation with the course instructor, a student may propose to English faculty a course or practicum experience not listed here as an option for the writing minor. To count for the minor, the writing experience must be an individual, rather than a group, project.

2021|Catalog 21-22, English|

Spanish Program

Purpose Statement

The Department of Modern Languages commits itself to the teaching of a second language. Equally important in second language acquisition is the development and nurturing of intercultural awareness and sensitivity.

The department achieves its goals when its graduates

Communicate effectively using interpersonal, interpretive, and presentation skills in Spanish.
Demonstrate an ability to interact effectively with Spanish-speaking cultures, showing an understanding of different cultural perspectives and products.
Demonstrate knowledge of the nature of language and language acquisition.

Spanish Major

Requirements

Emphasis 1:

A minimum of 32 semester hours, including:

G-ML108 Level I Spanish (3 hours)
G-ML109 Level II Spanish (3 hours)
G-ML208 Level III Spanish (3 hours)
G-ML209 Level IV Spanish (3 hours)
ML350 Immersion Experience (12 hours – the equivalent of a semester abroad)
ML384 Intermediate-Level Composition and Conversation (3 hours)
*ML385 Advanced-Level Composition and Conversation (3 hours)
ML475 Senior Seminar (2 hours)

The following courses may be taken abroad:

ML308 Spanish Language Literature (3 hours or equivalent)
ML458 Structure of the Spanish Language (2 hours or equivalent, such as advanced grammar)

Emphasis 2:

A minimum of 32 semester hours, including:

G-ML108 Level I Spanish (3 hours)
G-ML109 Level II Spanish (3 hours)
G-ML208 Level III Spanish (3 hours)
G-ML209 Level IV Spanish (3 hours)
ML350 Immersion Experience (4 hours – at least 3 weeks immersion)
ML384 Intermediate-Level Composition and Conversation (3 hours)
*ML385 Advanced-Level Composition and Conversation (3 hours)
ML475 Senior Seminar (2 hours)
ML308 Spanish Language Literature (3 hours)
ML458 Structure of the Spanish Language (2 hours or equivalent, such as advanced grammar)

A minimum of 9 credit hours approved by the department and selected from culture studies courses, such as the following:

G-ML370 Service Learning Opportunity (1-4 hours)
*G-CI333 Intercultural Education Seminar (2 hours)
G-CM221 Intercultural Communication (3 hours)
G-SO202 Minorities in the U.S. (3 hours)
*G-PS215 Global Peace Studies (3 hours)
G-PS130 Principles of Geography (3 hours)
*G-PR106 Spiritual Pathways: Transformation, Compassion, and Vocation (3 hours)
G-PR306 World Religions (3 hours)
Courses in a language other than English or Spanish (3-9 hours)

Required Supporting Courses:

EN230 Linguistics (2 hours)

Students who can demonstrate language proficiency (via a placement exam) may be waived from enrolling in G-ML108 and G-ML109.

All students seeking a B.A. degree are required to enroll for one semester of Spanish. Students who have had zero to one year of high school Spanish will be placed in Spanish I. Students who have had two to three years of high school Spanish will be placed in Spanish II. Students who have had four to six years of high school Spanish may be waived from the Spanish language requirement if they can demonstrate language proficiency via written and oral examination.

Teaching Licensure in Spanish (PK-12)

The requirements for teaching licensure in Spanish are specified in the Curriculum and Instruction Department listing. They include the major in Spanish and professional education requirements.

Spanish Minor Requirements

A minimum of 18 semester hours, including at least 6 hours beyond G-ML209 Level IV Spanish.

Note: The following courses may be counted toward fulfillment of the 18 semester hours:

G-ML 108 Level I Spanish (3 hours)
G-ML 109 Level II Spanish (3 hours)
G-ML 208 Level III Spanish (3 hours)
G-ML 209 Level IV Spanish (3 hours)

English for Speakers of Other Languages (6-12) Licensure

Requirements

The requirements for teaching licensure in English as a Second Language are specified in the Curriculum and Instruction Department listing and in the English Department listing.

2021|Catalog 21-22, Modern Languages|

Psychology Program

Purpose Statement

The psychology program commits itself to developing majors with pre- professional training and non-majors with basic knowledge of and skills in psychology. The program achieves this purpose when its students:

have acquired knowledge and skills requisite for entry into selected professions, especially pre-professional careers in the behavioral sciences
have acquired knowledge and skills requisite for entry into graduate programs in psychology and related fields
have bridged the gap between theory and practice through Internships

In addition to preparing its majors, psychology contributes to the general education program and serves other majors.

Students who wish to double major in psychology and sociology need have only one emphasis.

Psychology Major

Requirements

G-PY 101  Introduction to Psychology (3 hours)
PY 204  Child and Adolescent Development (3-4 hours)
PY/SO 303  Social Psychology (3 hours)
PY 305  Abnormal Psychology (3-4 hours)
PY/SO 308  Counseling (3 hours)
PY/SO 335  Research Methods I (4 hours)
PY 336  Research Methods II (4 hours)
PY/SO 375  Junior Seminar (1 hour)
PY 405  Personality Theories (3 hours)
PY 415  Learning, Memory, and Cognition (3 hours)
*PY 450  History and Systems of Psychology (3 hours)
PY/SO 474  Scientific Writing for the Behavioral Sciences (2 hours)
*PY/SO 475 Senior Seminar/Thesis (2 hours)
G-MA 221 Elementary Applied Statistics (4 hours)

Child Development Emphasis

PY 254 Parent-Child Relations (3 hours)
PY 354 Child Development and Social Policy (3 hours)
PY 454 Applied Behavior Analysis and Youth (3 hours)
PY 470 Developmental Psychopathology (3 hours)

Health and Human Services Emphasis

SO 260 Introduction to Human Services (3 hours)
SO 365 Social Work in American Society (3 hours)
PY 430 Health Psychology (3 hours)
SO 470 Social Gerontology (3 hours)

Recommended courses for Students interested in Human Services careers

PY/SO 210  Human Sexuality (3 hours)
G-SO 101  Introduction to Sociology (3 hours)
G-SO 202  Minorities in the U.S. (3-4 hours)
SO 206  Social Problems (3-4 hours)
G-SO 246  Marriage and Family (3-4 hours)

As much practical experience in human service placements as possible

Psychology Minor

Requirements

G-PY 101  Introduction to Psychology (3 hours)
PY 204  Child and Adolescent Development (3-4 hours)
PY/SO 303  Social Psychology (3 hours)
PY 305  Abnormal Psychology (3-4 hours)

Electives to total 18 hours

2021|Catalog 21-22, Psychology|

Sociology Program

Purpose Statement

The sociology program commits itself to developing majors with pre-professional training and non-majors with basic knowledge of and skills in sociology. The program achieves its purpose when its students:

have acquired knowledge and skills requisite for entry into selected professions, especially pre-professional careers in the behavioral sciences
have acquired knowledge and skills requisite for entry into graduate programs in sociology and related fields
can critically analyze their society through exposure to sociological theories and research methods
have bridged the gap between theory and practice through internships
have enhanced their sensitivity to others by studying customs, beliefs, and practices that are different from their own

In addition to preparing its majors, sociology contributes to the general education program and serves other majors. Students who wish to double major in sociology and psychology need have only one emphasis.

Sociology Major

Requirements

G-SO 101 Introduction to Sociology (3 hours)
SO 206 Social Problems (3-4 hours)
G-SO 202 Minorities in the U.S. (3-4 hours
SO/PY 303 Social Psychology (3 hours)
SO 320 Urban Sociology (3 hours)
SO/PY 335 Research Methods I (4 hours)
SO/PY 336 Research Methods II (4 hours)
SO/PY 375 Junior Seminar (1 hour)
SO 401 Sociological Theory (4 hours)
SO 450 Sociology Proseminar (3 hours)
SO/PY 474 Scientific Writing for the Behavioral Sciences (2 hours)
*SO/PY 475 Senior Seminar/Thesis (2 hours)
G-MA 221 Elementary Applied Statistics (4 hours)
39-41 hours

Criminal Justice Emphasis

SO 275  Criminal Justice (3 hours)
SO 355  Juvenile Delinquency (3 hours)
SO 455  Police and Law Enforcement (3 hours)
SO 460  Correctional Institutions (3 hours)
12 hours

Health and Human Services Emphasis

SO 260  Introduction to Human Services (3 hours)
SO 365  Social Work in American Society (3 hours)
PY 430  Health Psychology (3 hours)
SO 470 Social Gerontology (3 hours)
12 hours

Recommended supporting courses

PY/SO 308  Counseling (3 hours)
G-BI 101  Principles of Biology (4 hours)
EC 201  Elementary Economics: Macro (3 hours)
G-PS 101  Historical Introduction to Politics (3 hours)
G-PS 102  U.S. Government (3 hours)
G-PY 101  Introduction to Psychology (3 hours)
*G-TE 333  Technology and Society (3 hours)
Foreign Language

Recommended courses for Students interested in Human Services careers

PY/SO 210  Human Sexuality (3 hours)
PY/SO 308  Counseling (3 hours)
G-SO 246  Marriage and Family (3-4 hours)
As much practical experience in human service placements as possible

Sociology Minor

Requirements

G-SO 101  Introduction to Sociology (3 hours)
SO 206  Social Problems (3-4 hours)
SO 401  Sociological Theory (4 hours) or
SO 450  Sociology Proseminar (3 hours)
SO/PY 303  Social Psychology (3 hours)
SO/PY 335  Research Methods I (4 hours)
18 hours required

Social Work

McPherson College has well prepared its students majoring in the Behavioral Sciences for entrance into the Master of Social Work (M.S.W.) degree programs. The pre-professional program at McPherson College commits itself to fostering student learning in career-oriented liberal arts so that students are prepared for community service and/or graduate study in social work. Students who have acquired knowledge and skills requisite for entry into the field of social services and graduate social work education demonstrate proficient knowledge, understanding, and application of psychological and sociological theories and concepts.

All accredited graduate programs in social work require a four-year bachelor’s degree for admission. The pre-social work student should plan the liberal arts program to include courses in arts and humanities, social and behavioral sciences, and biological sciences. Although the pre-social work student may choose a major in any field, a strong knowledge of human services, personality theory, counseling, and social problems is strongly recommended. The B.S. in psychology or sociology, with the health and human services emphasis, is recommended.

M.S.W. programs require evidence of relevant paid/volunteer work experience related to human services organizations. The pre-social work student should therefore be prepared to complete at least one internship or field experience related to community/social services. (The College’s Career Connections program is highly recommended.)

The M.S.W. Degree prepares graduates for advanced social work practices in one of three areas—clinical social practice with individuals, families, and groups; social work administration/community practice aimed at social service administration and social policy development; and school social work. With such diverse professional practice concentrations, it is difficult to outline a generic program to prepare all pre-social work students for admission to these practice areas. Students should counsel with the pre-social work advisor to help them identify the type of professional program they are considering, and to assist them in developing a plan for completing the graduate admission requirements of that program or field.

Although M.S.W. programs differ in admissions requirements, the following courses, in addition to the major, are recommended for students interested in entering the social work profession at the graduate level:

PY 405  Personality Theories (3 hours)
PY/SO 308  Counseling (3 hours)
SO 206  Social Problems (3-4 hours)

Courses in the Health & Human Services Emphasis:

SO 260  Introduction to Human Services (3 hours)
SO 365  Social Work in American Society (3 hours)
PY 430  Health Psychology (3 hours)
SO 470  Social Gerontology (3 hours)
PY/SO 388  Career Connections (1-12 hours)
PY/SO 295/495  Field Experience (1-4 hours)

2021|Catalog 21-22, Sociology|

Sociology Course Descriptions

G-SO 101 Introduction to Sociology

3 hours
An introduction to the general field of sociology and its principle subdivisions; the nature of culture; the socialization of the individual; the character and behavior of social groups; social organization and institutions; social interaction, deviant behavior and social change. (Fall, Interterm)

G-SO 202 Minorities in the U.S.

3-4 hours
An exploration of the problems faced by physical, cultural, economic, and behavioral minority groups in American society; the causes and consequences of prejudice, stereotypes, and discrimination; the nature of minority-majority group interaction; current crises and possible solutions; and some comparison with similar situations in other countries. (Fall, Spring)

SO 206 Social Problems

3-4 hours
A study of contemporary American and world social problems, including prostitution, drug addiction, poverty, sexism, racism, and war. ( Spring)

SO/PY 210 Human Sexuality

3 hours
A study of female roles, male roles, values, life adjustments, sexual identities, religion, language, and behavior differences based on cultural, educational and socioeconomic factors related to human sexuality. Course uses lectures, audio- visuals, discussions, guest resource persons, assigned readings, and projects or papers to present information. Prerequisite: sophomore standing or higher or instructor consent. (Spring)

G-SO 246 Marriage and Family

3-4 hours
This course explores the institution of marriage and family in American society from a sociological perspective. Topics covered include socialization, dating, courtship, marriage, parenting, dysfunctions, divorce and remarriage. Family dynamics and major social changes affecting the family are discussed. The course allows the individual to explore her/his own marriage and family attitudes and experiences. (Interterm)

SO 260 Introduction to Human Services

3 hours
An introduction to the history, theory, practice, and trends in human services. The goals, functions, and organization of human services are examined in the context of contemporary social problems; a historical survey of human services is presented as a background against which current efforts can be viewed; major theories, techniques, and methods that govern helping efforts are covered; a description of consumers of human services, and the strategies both consumers and service providers initiate to overcome barriers to effective service delivery, are discussed. Career opportunities in the human services field are also explored. (Spring)

SO 275 Criminal Justice

3 hours
An introduction to the field of criminology and the American criminal justice system. Emphasis is placed upon the nature of crime, and trends and theories of crime along with components and functions of the criminal justice system including police, courts, and corrections. (Spring)

SO 285/PE 285 Sociological Implications of Sport & Recreation

2 hours
A study of the interrelationships of sport and society.

SO/PY 303 Social Psychology

3 hours
A study of the individual as he/she is affected by other persons. Topics covered include: interpersonal relations, social learning, conformity and individuality, attitudes, groups and organizations, and others. Discussion and involvement methods are emphasized. Prerequisite: 6 hours in the behavioral sciences or instructor consent. (Spring)

SO/PY 308 Counseling

3 hours
A study of the theory and practice of counseling including a survey of the various systems of psychotherapy (person-centered therapy, psychoanalysis, behavioral therapy, cognitive-behavioral therapy, etc.) and learning, through role- play, of skills needed to be a helper. (Spring)

SO 320 Urban Sociology

3 hours
A study of the development of modern cities, theories of urban growth, and urban problems and policies. Topics will include urbanization, urban renewal, economic restructuring and globalization, international migration, culture and politics of urban places, gentrification, crime and poverty, and ecological patterns of land use. ( Fall)

SO/PY 335 Research Methods I

4 hours
The basic research methods course for behavioral science majors. Correlational, survey, and case study techniques, basic experimental design, research ethics, and general professional conduct of empirical investigation are studied in a team- taught format. Lecture, laboratory, and practical field exercises are used as learning methods. Prerequisite: G-MA 221. Concurrent enrollment is acceptable. (Fall)

SO/PY 336 Research Methods II

4 hours
The second of the two basic research methods courses for behavioral science majors. Relatively advanced scientific research designs and statistical analyses are studied. SPSS, a statistical package, is used for most of the work in the course. Prerequisites: G-MA 221 and SO/PY 335. (Interterm)

SO 355 Juvenile Delinquency

3 hours
A comprehensive examination of juvenile delinquency and the juvenile justice system. An emphasis on the causes of juvenile delinquency; its relation to family, school, peers, and society; treatment of juvenile delinquents; and criminal proceedings and the family court. (Fall)

SO 365 Social Work in American Society

3 hours
An introduction to the social work movement, profession, and practice in the United States. The course examines the social welfare policies and client populations that engage social workers, and explores the social work practice settings that range from child maltreatment and health care to work with older adults and corrections. Social issues are raised and case examples are presented to give insight into the clients and issues for which social workers initiate advocacy and social change through leadership positions in American society. Career opportunities in the social work profession are also explored. (Fall)

SO/PY 375 Junior Seminar

1 hour
Several topics and issues are examined in a seminar format. These include ethical practices and concerns as they relate to research and clinical work, the development and execution of basic and applied research, and career development and related matters. Students work toward developing appropriate research topics for their senior theses and may explore internship opportunities. (Spring)

SO 401 Sociological Theory

4 hours
A review and analysis of historical sociological theory including the masters of sociology: Durkheim, Weber, Marx, Pareto, Veblen, and others. Prerequisite: Six hours in sociology. (Spring, even years)

SO 425 Deviant Behavior

3 hours
This course exposes the student to the perspectives, principles, issues and research findings of the deviant behavior field. Topics covered include: poverty, substance abuse, prostitution, homosexuality, violent behavior, family violence, mental disorders, crime and social control. Prerequisite: SO 206, SO/PY 335 or instructor consent. ( Fall)

SO 430 Topics in Behavioral Sciences

3 hours
This course explores topics not normally found in regular offerings allowing students the opportunity to explore and grow their sociological imagination as well as their knowledge of theory and research methods. (Fall)

SO 450 Proseminar in Sociology

3 hours
An advanced-level seminar to integrate the information learned in earlier sociology courses. The goal is to bring full circle the sociological knowledge of students who are about to graduate. The course will explore a number of enduring sociological issues, including the meaning of sociology, the purpose of sociology and the effect sociology has on the world. Prerequisite: Upper division majors/minors only or instructor consent. (Spring, odd years)

SO 455 Police and Law Enforcement

3 hours
An analysis of the evolution of police, the police system, and the police role. Organization and jurisdiction of local, state, and federal law enforcement agencies along with philosophical and ethical issues surrounding their role will be discussed. (Fall, even years)

SO 460 Correctional Institutions

3 hours
An exploration of the historical and philosophical development of correctional systems with an emphasis on categories of inmates, treatment policies and their effectiveness, staff organization and training and their relation to the criminal justice system, and problems associated with correctional practices and procedures. (Fall, odd years)

SO 470 Social Gerontology

3 hours
A comprehensive introduction to an emerging field dealing with the social aspects of human aging. The course covers major areas of theory, research, social policy, and practice that impact older adults, and discusses the strengths and contributions that elders bring to their peers, families, and communities. The historical overview of aging in the United States, as well as the human and social meanings behind longevity population shift, is also explored. Also examined are social issues and psychological perspectives and strategies, as well as political and economic situations that produce undesirable outcomes as well as promote well- being in later life. Career options in the field of social gerontology are also explored. (Fall, even years)

SO/PY 474 Scientific Writing for the Behavioral Sciences

2 hours
This course is intended to help students develop the skills needed for writing research reports in the social sciences. It is a research-based course in which students learn to synthesize what they have read and present it as a scientific review of the literature; these are the primary goals. Thus, it focuses on how to apply social science theories and research methods to the writing of the senior research proposal. This course also provides students with the opportunity to prepare papers for regional conferences in sociology and psychology. Research manual required. (Fall)

SO/PY 475 Senior Seminar/Thesis

2 hours (Language Intensive)
This is the culminating or capstone course for behavioral science majors. Coordinated guidance is given on the preparation of the Senior Thesis. Discussion of current topics in sociology and psychology is combined with guidance on practical matters such as application to graduate study, developing a career, and so on. (Spring)

SO 495 Field Placement

1-4 hours
Practical experience working in an established social agency, mental health clinic, or correctional institution. Supervision and direction given on the job by the agency personnel. College personnel visit and give consultation.

Special Course Options
295/495 Field Experience (1-4 hours)
297 Study Abroad (12-16 hours)
299/499 Independent Study (1-4 hours)
388 Career Connections (3-10 hours)
445 Readings and Research (1-4 hours)

2021|Catalog 21-22, Sociology|

General Education Foundation Courses

A. Oral Communication:

Student Learning Outcome: Students should be able to deliver messages appropriate to their audience, purpose, and context.

Performance Indicators – Students should be able to:

Perform verbal and nonverbal communication behaviors that illustrate the competency of an effective communicator.
Support and organize their ideas in a coherent manner.

Required: 1 Course
G-CM 130 Interpersonal Communication
G-CM 140 Public Speaking
G-CM 218 Business and Professional Communication

B. Written Communication & Information Literacy

Student Learning Outcome for Written Communication: Students should be able to write with skill and clarity.

Performance Indicators – Students should be able to:

Produce writing that shows an awareness of audience.
Support their ideas with appropriate details and examples.
Coherently organize their writing.
Produce writing that shows careful attention to craft.

Student Learning Outcome for Information Literacy: Students should be able to demonstrate ethical and efficient use of information.

Performance Indicators – Students should be able to:

Show that they can find appropriate sources.
Show that they can evaluate the reliability of sources.
Use information from sources appropriately in their work.

Required: 4 Courses
G-EN 110 College Composition I
G-EN 111 College Composition II
and:
Students pursuing a Bachelor of Arts are required to take Spanish and one Language Intensive (LI) course in their major department. Students pursuing a Bachelor of Science are required to take two Language Intensive courses with at least one LI course in the student’s major department.

Language Intensive – Oral and Written Communication

Student Learning Outcome for Oral Communication: Students should be able to clearly voice a coherent message.

Performance Indicators – Students should be able to:

Show that they can speak clearly and audibly.
Support their ideas with appropriate research.

Speaking Component

(1) Informal oral communication exercises should be used frequently in the LI classroom. Most often, these will consist of required participation in small-group and class discussions. LI instructors can make even routine student participation in class discussions and activities into helpful oral communication exercises simply by (a) raising students’ consciousness about the variety of signals they send when they speak informally in class, and (b) helping students eliminate their careless habits in speech and delivery.

(2) At least one formal oral presentation should be included in the LI course. The presentation, probably brief, may be delivered to part or all of the class, or some other audience. It may derive from a formal writing assignment, recast for oral delivery.

Student Learning Outcome for Written Communication: Students should be able to write with skill and clarity.

Performance Indicators – Students should be able to:

Produce writing that shows an awareness of audience.
Demonstrate effective participation in the writing process.
Coherently organize their writing.
Produce writing that shows careful attention to craft.

Writing Component

(1) Informal writing assignments should be frequent, perhaps one per class session, but certainly one per week. Most informal writing activities are in the “writing to learn” mode; that is, they are intended to push students to read, think about, and interpret course material more carefully and deeply than they otherwise might do. From a handful of basic, informal writing models, such as journals and microthemes, LI instructors can improvise an almost endless array of specific informal writing activities.

(2) Formal writing assignments should be substantial (but the meaning of “substantial” depends upon the course and the exact nature of the assignment). There should be at least one formal, polished piece of writing. Whenever possible, LI instructors should give formal assignments in stages, confer with students over drafts, and allow ample time for revision(s).

Courses designated as Language Intensive:

G-AR 310 Art History I
G-AR 311 Art History II
BA 475 Business Strategy & Policy
BI 391 Evolution
CI 455 Teaching-Learning Process
G-CM 130 Interpersonal Communication
G-CM 218 Business & Professional Communication
G-CM 221 Intercultural Communication
CM 220 Special Topics in Popular Culture
CM 475A Senior Seminar in Communication Research
CM 475B Senior Project in Communication
G-EE 210 Children’s Literature
EE 303 Reading/Language Arts I
G-EN 210L Masterpieces of World Literature (4 hours)
G-EN 220L Contemporary World Literature (4 hours)
G-EN 255L American Literature II (4 hours)
G-EN 270L Fiction (4 hours)
EN 313 Expository Writing
G-EN 370L Poetry (4 hours)
EN 475B Senior Project in English
G-HI 333 Technology & Society
HI 475 Senior Thesis
G-MA 290 History of Mathematics
MA 475 Senior Project in Mathematics
ML 385 Advanced Level Composition and Conversation
NS 300 Research Methods
NS 475 Senior Research
G-TH 265 Topics in Dramatic Literature
G-TH 385 Theatre History & Dramatic Literature I
TH 475 Senior Theatre Capstone
PE 380 History & Philosophy of Health, PE, Sport
PE 445 Readings and Research for Health Science
G-PR 104L Ethics (4 hours)
G-PR 106L Spiritual Pathways
G-PS 215 Global Peace Studies
PS 475 Senior Thesis
PY 450 History and Systems of Psychology
PY 475 Senior Thesis
SO 475 Senior Thesis
G-TE 333 Technology & Society
TE 475 Senior Project

C. Mathematics

Student Learning Outcome: Students should be able to use mathematical concepts.

Performance Indicators – Students should be able to:

Demonstrate understanding by performing accurate computations.
Apply algorithms to solve problems.

Required: 3-4 hours chosen from the following:
G-MA 105 College Algebra
G-MA 106 Pre-Calculus
G-MA 111 Calculus I
G-MA 123 Discrete Mathematics
G-MA 153 Principles of Geometry
G-MA 201 Survey of Mathematics
G-BA 220 Business Applied Statistics
G-MA 221 Elementary Applied Statistics

D. Religion/Beliefs/Values

Student Learning Outcome: Students should be able to answer fundamental religious or philosophical questions.

Performance Indicators – Students should be able to:

Develop answers relative to alternative religious/philosophical perspectives.
Explain their position on religious or philosophical issues.

Required: 3-4 hours chosen from the following:
G-PR 101 Old Testament-Hebrew Bible: God and People in Ancient Israel
G-PR 102 Jesus: New Testament Foundations
G-PR 104 Ethics
*G-PR 104L Ethics (LI if taken as G-PR104L for 4 hours)
*G-PR 106L Spiritual Pathways: Transformation, Compassion, and Vocation
G-PR 107 Critical Thinking
G-PR 201 Introduction to Philosophy
G-PR 202 Christian Traditions
G-PR 203 Science and Religion
G-PR 204 Peacemaking: Religious Perspectives
G-PR 206 Religion and Environmental Stewardship
G-PR 302 Religion and Politics
G-PR 304 The Church of the Brethren and Beyond: The Christian Church Serves Our World
G-PR 306 World Religions

E. Wholeness/Health/Fitness

Student Learning Outcome: Students should be able to identify optimal behaviors that promote lifelong personal health.

Performance Indicators – Students should be able to:

Develop a personal strategy for health and fitness emphasizing the physical domain.
Illustrate the relationship between personal behaviors and lifelong health and wellness.

Required: 1 course
G-PE 150 Concepts in Holistic Health
G-PE 170 Personal & Community Health

F. Global/Intercultural Experience

Student Learning Outcome: Students should be able to understand they live in a world of diverse cultures.

Performance Indicators – Students should be able to:

Identify social, cultural, religious, or linguistic differences.
Explain how values and contributions of diverse societies affect individual experiences.

Required: 3 hours+ chosen from the following:
G-BA 342IT International Business (Travel required)
G-CI 251 Introduction to Education Practicum
G-CI 333 Intercultural Education
*G-CM 221 Intercultural Communication
G-EN 210 Masterpieces of World Literature
*G-EN 210L Masterpieces of World Literature (LI if taken as G-EN 210L for four hours)
G-EN 220 Contemporary World Literature
*G-EN 220L Contemporary World Literature (LI if taken as G-EN 220L for four hours)
*G-HI 333 Technology and Society
*G-MA 290 History of Mathematics
G-ML 108 Spanish Level I
G-ML 109 Spanish Level II
G-ML 208 Spanish Level III
G-ML 209 Spanish Level IV
G-ML 350 Junior Year Abroad
G-MU 210 Introduction to World Music
G-PR 306 World Religions
G-PS 130 Principles of Geography
*G-PS 215 Global Peace Studies
G-SO 202 Minorities in the U.S.
*G-TE 333 Technology and Society

+Students completing a Bachelor of Arts degree must take G-ML 108 Level I Spanish for three hours as well as three additional hours in the Global/Intercultural Experience Foundation. These students will be required to take only one Language Intensive (LI) course.

College Seminars

In the seminar series, students will demonstrate (1) that they have explored traditional Church of the Brethren values; (2) that they understand service-learning and can complete a service project; (3) that they can make informed ethical decisions in personal and professional situations; and (4) that they have investigated career options in the fields of study. In addition, the various seminars address the following goals.

G-ID 101 Academic Community Essentials (ACE) Seminar: Students will show that they have learned about college life, create a degree plan, and practice good study skills, critical thinking, and conflict resolution.
G-ID 201 Sophomore Seminar: Students will complete a service project, develop a career plan, and show that they have explored internship options.
Senior Capstone Experience: Students will complete a senior project, as designed by department faculty.

2020|08 General Education, Catalog 20-21|

Teacher Education Program

The academic program offered by the Department of Curriculum and Instruction is essential for achieving the college’s mission of developing whole persons through scholarship, participation, and service. It also reflects the heritage of the college and the Church of the Brethren, which includes a dedication to a liberal arts education and values that promote ethical behavior, non-violence and peace, a simple lifestyle, and a dedication to serving others.

The primary focus of the Department of Curriculum and Instruction is on the preparation of education professionals. Teacher education at McPherson College has long been one of the foundational cornerstones on which the institution was established.

Teacher Education Program

The Teacher Education Program at McPherson College is accredited by the Kansas State Department of Education (900 SW Jackson Street, Topeka, Kansas 66612); and by the Council for the Accreditation of Educator Preparation (CAEP), www.caepnet.org. This accreditation covers the Teacher Education Program at McPherson College; however, the accreditation does not include individual education courses that the institution offers to P-12 educators for professional development, relicensure, or other purposes.

Mission Statement

The mission of the Teacher Education Program of McPherson College is to develop service-oriented educators who effectively blend the art and science of teaching.

Goals, Objectives, and Dispositions

Goal I: The candidate has the knowledge bases necessary to be an effective teacher in her/his field.

To accomplish this goal, the service-oriented educator will:

Objectives:

Acquire a broad liberal arts knowledge base.
Demonstrate proficiency in his/her major area of licensure.
Acquire effective strategies of teaching in all appropriate content areas and for all learners.
Recognize how students learn and develop.

Disposition: Appreciate the connections between various areas of knowledge and commit to continuous learning.

Goal II: The candidate can apply effective teaching strategies to meet the needs of all learners.

To accomplish this goal, the service-oriented educator will:

Objectives:

Use appropriate best practices for specific content areas and for diverse learners.
Reflect upon his/her teaching and analyze the practices.
Demonstrate understanding and use of formative and summative assessments and make modifications based on them.
Provide motivational techniques based on students’ developmental and environmental needs.

Disposition: Value and respect students’ varied talents and abilities and project enthusiasm for teaching all learners.

Goal III: The candidate fosters relationships and collaborates with school constituencies. To accomplish this goal, the service-oriented educator will:

Objectives:

Communicate effectively in both written and oral formats and through the use of technology
Solicit input from students, parents, colleagues, and the greater community.
Act on information received from stakeholders.

Disposition: Value the many ways in which people seek to communicate and encourage various modes of communication.

The Teacher Education Program at McPherson College focuses on three major levels of licensure. The following are lists of the levels and the programs.

6-12 Licensure Section
Biology, Chemistry, English, English for Speakers of Other Languages, History and Government, Mathematics, High-Incidence Special Education, Speech/Theatre

K-6 Licensure Section
Elementary Education, English for Speakers of Other Languages, High-Incidence Special Education

PK-12 Licensure Section
Art, Health, Music, Physical Education, Spanish

As a student at McPherson College preparing to become a teacher, you will be asked to prove your competency with the guidance of instructors in the Department of Curriculum and Instruction and the content area departments. Course assessments, a portfolio, and interviews are a few of the instruments developed that will help you demonstrate your abilities. McPherson College is currently collecting data on different aspects of student performance. Numerous experiences are provided as observers, aides, tutors, and as participants in student teaching experiences. Those seeking licensure at all levels begin their professional work by the sophomore year and continue with incremental and sequential scheduling of their professional growth.

Admission Procedures

Procedures for admittance into the Teacher Education Program and Student Teaching are outlined in detail in the Advisor/Advisee Handbook and/or the Policies and Procedures Manual. These handbooks are available in the Department of Curriculum and Instruction. College advisors also have copies of these handbooks. The handbook is also available online. Students should read the handbook or consult their advisors for a detailed account of admission requirements and procedures.

Admission to the Teacher Education Program

As a general rule, the Teacher Education Board reviews candidates for admittance into the Teacher Education Program two times during an academic year, once each semester. Requirements for acceptance into the Teacher Education Program include, but are not exclusive of,

Minimum of C in G-EN111
Minimum of C in college level math
Minimum of C in G-CI150
Recommendation from Student Life
A GPA of 2.5
Minimal acceptable score on department-approved general knowledge exam.

Practica at McPherson College

Research has proven that multiple and varied practical experiences are of utmost importance in an effective teacher education program. For that reason, students in the Teacher Education Program have the requirement of completing a minimum of two practica prior to student teaching. However, most students are encouraged to participate in more than those two. The first practicum occurs early in the student’s professional education course sequence. This practicum is primarily an observation/aide situation. The second practicum occurs later in the professional sequence and requires students to take more initiative in the actual classroom responsibilities. In fact, students are required to practice actual instructional activities.

Students are required to do one of the practicum experiences in an urban setting. Arrangements have been made for the first practicum to be completed in Wichita, Chicago, or other ethnically diverse setting. Transfer students or students with extenuating circumstances may choose to complete one of the other sessions in an urban setting. This will further enhance the program and give students a broader understanding of the entire educational enterprise. Students are placed in both grade- and content-appropriate practicum settings. It is the student’s responsibility to secure travel arrangements to the practica sites. Any expenses that are incurred are also the responsibility of the student.

All practica must be approved by the Department of Curriculum and Instruction.

Service Component

In keeping with the mission of the college and the Teacher Education Program, future teachers are expected to complete a service component as part of their program. During the student’s college career s/he must complete and document 100 hours of service prior to completing the program. Transfer students must complete 25 hours per year.

There are many possibilities for service-oriented activities. Opportunities will occasionally be made available through the Curriculum and Instruction Department. In addition, students are encouraged to seek out experiences that will be self- satisfying. For further explanation or clarification, contact any member of the Teacher Education Board.

Student Teaching at McPherson College

Student teaching is considered the capstone experience in the professional education sequence for future teachers. It is to be done after other professional coursework is completed. In cooperation with a K-12 school system, McPherson College strives to make this experience as beneficial as possible for all parties involved. Student teaching is a complete semester experience. It is offered for variable credit hours depending on the level and the experiential need of the student and the licensure area being sought. Being given the privilege to student teach is not automatic. The Teacher Education Board carefully screens all applicants for their suitability. As a general rule, the Department of Curriculum and Instruction begins the application for the student teaching process two times during an academic year. Deadlines are September 15 and February 15. Late applications are not accepted.

The prospective student teacher at McPherson College is expected to have:

the personality and character traits required of a teacher;
a strong liberal arts education;
solid professional skills;
successful practica experiences with practitioners in the field.

Before a student can student teach she/he must have:

gained full acceptance into the Teacher Education Program;
secured favorable recommendations from her/his major professor, professor of a language intensive course, one professor in teacher education, Student Life, and two supportive professionals in education;
achieved a cumulative grade point average of 2.5;
provided proof of liability insurance;
signed an Inquiry Form;
provided an up-to-date health form.

After all forms have been submitted, the student will present a professional portfolio to the Teacher Education Board. Ultimate decisions concerning student teaching will be made by that Board. A primary indicator of meeting the goals of the Teacher Education Program is the development of a portfolio. McPherson College students planning to become teachers develop portfolios during stages of their professional course work. These portfolios are designed to meet the overall goals of:

The candidate has the knowledge bases necessary to be an effective teacher in her/his field.
The candidate can apply effective teaching strategies to meet the needs of all learners
The candidate fosters relationships and collaborates with school constituencies.

These portfolios include copies of units and lesson plans, reflective journals, other significant evidences of knowledge, application, and collaboration, scores of standardized assessment tools, and other documentation.

In order to defray costs, a student teaching fee will be assessed during that semester.

Student Responsibility

Students are ultimately responsible for following procedures and proper sequencing of events leading to professional development and licensure. It is important for students who plan to enter the Teacher Education Program at McPherson College to contact the chair of the program and/or the appropriate advisor.

Licensure in Kansas

Those seeking licensure in Kansas must pass the Professional Knowledge section of the Principles of Learning and Teaching (PLT) with a score of 160; candidates must also take a test in their particular content area. The passing scores for each content test are listed in the Advisor/Advisee Handbook. Requirements for licensure to teach in the public schools, either elementary or secondary, vary from state to state. Students who plan to certify in a state other than Kansas should, upon enrollment, consult the chair of teacher education or the state in which they plan to teach to make sure that they are enrolled in a program that is appropriate.

In the state of Kansas, teaching is considered to be a profession. Therefore, the Kansas State Department of Education has a Professional Practices Commission to exercise disciplinary and advisory functions over those requesting licensure or working as a certified professional. Teacher licensure can be denied, suspended, or revoked for both felony and non-felony actions.

McPherson College is in compliance with the federal Title II reporting guidelines.

ESOL Licensure Program

The ESOL Licensure Program prepares student for KSDE ESOL endorsement at the K-6 or 6-12 grade levels. This 15 credit hour program is geared to educators wishing to work with culturally and linguistically diverse students, but will also enhance the teaching skills of those in the regular classroom.

The ESOL licensure courses can be taken in conjunction with the core courses or, for those seeking licensure only, can be taken as a stand-alone program.

Elementary Education Major

K-6 Licensure

Requirements

Along with the General Education requirements, the following is a suggested sequence; the academic advisor and/or Curriculum and Instruction faculty will assist the individual student to develop the optimal sequencing of courses.

Freshman year:
G-PY 101 Introduction to Psychology (3 hours)
G-CI 150 Introduction to Education (3 hours)
SE 210 Introduction to Infants, Children & Youth with Special Needs (3 hours)

Sophomore year:
CI 220 Principles and Strategies of Teaching (3 hours)
G-CI 251 Introduction to Education Practicum (1 hour)
*G-EE 210 Children’s Literature (3 hours)
G-CI 333 Intercultural Education (2 hours)
PY 204 Child and Adolescent Development (3 hours)
CI 232 Educational Technology (2 hours)

Junior Year:
CI 426/PE 426 Methods for Teaching Health in Elem. & Sec. (1 hour)
*CI 455 Teaching-Learning Process (3 hours)
EE 230 Methods for Teaching Mathematics in the Elementary School I (3 hours)
*EE 303 Reading/ Language Arts I (4 hours)
EE 306 Methods for Teaching Science in the Elem. School (3 hours)
EE 307 Methods for Teaching Math in the Elementary School II (3 hours)
EE 309 Methods for Teaching Social Studies in the Elem. School (3 hours)
EE 301/AR 358 Methods for Teaching Art in the Elem. School (1 hour)
EE 304/MU 370 Methods for Teaching Music in the Elem. School (1 hour)
EE 305/PE 305 Methods for Teaching Phys Ed in the Elem. School (1 hour)
EE 375 Elementary Ed. Practicum and Seminar (1-4 hours)
EE 444 Reading/Language Arts II (3 hours)

Senior Year:
EE 465 Student Teaching in the Elementary School (6 or 12 hours)
CI 476 Professional Seminar in Education (2 hours)

6-12 Licensure

Requirements

Along with the general education requirements and the academic requirements for the specific content area, the following is a suggested sequence; the academic advisor and Curriculum and Instruction faculty will assist the individual student to develop the optimal sequencing of courses.

Freshman year:
G-PY 101 Introduction to Psychology (3 hours)
G-CI 150 Introduction to Education (3 hours)

Sophomore year:
G-CI 333 Intercultural Education (2 hours)
PY 204 Child and Adolescent Development (3 hours)
SE 210 Intro to Infants, Children and Youth with Special Needs (3 hours)
CI 220 Principles and Strategies of Teaching (3 hours)
G-CI 251 Intro to Education Practicum (1 hour)
CI 232 Educational Technology (2 hours)

Junior Year:
*CI 455  Teaching-Learning Process (3 hours)
CI 4xx  Secondary Methods for Academic Majors (3 hours)
CI 315  Reading in the Content Field (2 hours)
CI 351  Secondary Education Practicum and Seminar (2 hours)

Senior year:
CI 475 Student Teaching (6 or 12 hours)
CI 476 Professional Seminar in Education (2 hours)

PK-12 Licensure

Requirements

Along with the general education requirements and the academic requirements for the specific content area, the following is a suggested sequence; the academic advisor and Curriculum and Instruction faculty will assist the individual student to develop the optimal sequencing of courses.

Freshman year:
G-PY 101 Introduction to Psychology (3 hours)
G-CI 150 Introduction to Education (3 hours)
SE 210 Intro to Infants, Children & Youth with Special Needs (3 hours)

Sophomore year:
G-CI 333 Intercultural Education (2 hours)
PY 204 Child and Adolescent Development (3 hours)
G-CI 251 Intro to Education Practicum (1 hour)
CI 220 Principles and Strategies of Teaching (3 hours)
CI 232 Educational Technology (2 hours)

Junior Year:
Methods for Teaching Art, Music or PE in Elem. Schools (2-3 hours)
(Those seeking licensure in Spanish take one Methods class (CI 404)
CI 351  Secondary Ed. Practicum and Seminar (1 hour)
EE 375  Elementary Ed. Practicum and Seminar (1 hour)
*CI 455  Teaching-Learning Process (3 hours)
Methods for Teaching Art, Music or PE in Sec. Schools (2-3 hours)
CI 315 Reading in the Content Field (2 hours)

Senior Year:
CI 475 Student Teaching in the Secondary School (6 or 12 hours)
EE 465 Student Teaching in the Elementary School (6 or 12 hours)
CI 476 Professional Seminar in Education (2 hours)

English for Speakers of Other Languages (K-6) Licensure

Requirements

Same professional education requirements as for K-6 license, plus:

EN 230  Linguistics (2 hours)
EN 335  Advanced English Grammar (2 hours)
G-SO 202 Minorities in the U.S. (3 hours)
CI 428  Methods for Teaching ESL in the Elem. and Sec. Schools (3 hours)

English for Speakers of Other Languages (6-12) Licensure

Requirements

Same professional education requirements as for 6-12 licensure in other fields, plus:

EN 230  Linguistics (2 hours)
EN 335  Advanced English Grammar (2 hours)
G-SO 202 Minorities in the U.S. (3 hours)
CI 428  Methods for Teaching ESL in the Elem. and Sec. Schools (3 hours)

Special Education Licensure

Through a joint effort with the Kansas Independent Colleges Association (KICA), McPherson College offers an Adaptive Special Education program. Students who participate in this program will graduate with licensure in High Incidence Special Education (intellectual disability, learning disabilities, behavior disorders, and other health impairments) at the K-6 and 6-12 levels.

High Incidence Special Education: Courses Required for all levels:

SPED 310 Foundations for Special Education (4 hours)
SPED 315 General Methods for Special Education Services (4 hours)
SPED 345 Behavioral Management (2 hours)
SPED 499 Capstone Issues (1 hour)

Courses Required for Level K-6:

SPED 321 Grades K-6 Methods for Special Needs (5 hours)
SPED 431 Grades K-6 Clinical Experience (Student Teaching) (6 hours)
(OR)
*SPED 433 Grades K-6 Internship (4-6 hours)
*Those already holding special education licensure

Courses required for Level 6-12:

SPED 361 Grades 6-12 Methods for Special Needs (5 hours)
SPED 471 Grades 6-12 Clinical Experience (Student Teaching) (6 hours)
(OR)
* SPED 473 Grades 6-12 Internship (4-6 hours)
* Those already holding special education licensure

Optional:
SPED 220 Field Experience in Services for Student with Special Needs (1 hour)
SPED 320 Beginning American Sign Language (2 hours)
SPED 322 Intermediate American Sign Language (2 hours)
SPED 678 Topics in Special Education (1 hour)

2020|Catalog 20-21, Curriculum & Instruction|

English Program

Purpose Statement

The English department commits itself to developing graduates who can read critically and communicate effectively and who understand the changing nature of language.

The department achieves this purpose when its graduates

demonstrate an ability to accomplish various purposes through effective communication–oral, written, and electronic;
demonstrate an understanding of ways in which aspects of culture such as history, religion and social norms are reflected in literature;
demonstrate an ability to analyze literary texts;
demonstrate a knowledge of research tools and strategies, especially in literature, and the critical and ethical use of appropriate documentation;
demonstrate knowledge of the structure of English, of the Standard American dialect, of both traditional and modern grammars, and of the nature of language.

English Major

Requirements

I. Complete the following courses:

G-EN 222 Native American Literature (3 hours) OR
G-EN 225 African American Literature (3 hours) OR
G-EN 235 Topics in Literature: Borderland: Literature of the U.S./Mexican Border (3 hours)
EN 250 American Literature I (3 hours)
*G-EN 255 American Literature II (3 hours)
EN 300 Survey of British Literature (3 hours)
*EN 313 Advanced Expository Writing (3 hours)
EN 335 Advanced English Grammar (2 hours)
EN 355 Linguistics and History of English (2 hours)
EN 375 Junior Seminar in English (2 hours)
EN 430 History and Structure of English (2 hours)
EN 475A Seminar in English (1 hour)
*EN 475B Seminar in English (1 hour)
*G-EN 210 Masterpieces of World Literature, OR
*G-EN 220 Contemporary World Literature (3 hours)
G-EN 270 Fiction (3 hours), OR
G-EN 370 Poetry (3 hours), OR
EN 420 Creative Writing (3 hours)
Internship (3 hours) OR an approved equivalent experience

II. Complete 7 elective hours in English. These may include additional hours in English and American literature, as well as the following courses:

G-CM 120 Intro. to Human Communication (3 hours)
CM 135 Media Writing (3 hours)
G-EN 222 Native American Literature (3 hours)
G-EN 225 African American Literature (3 hours)
EN 315 Practicum in Journal Production (1-2 hours)
CM 305  Editing (3 hours)
*G-EN 210 Masterpieces of World Literature (3-4 hours)
*G-EN 220 Contemporary World Literature (3-4 hours)
G-EN 235 Topics in Literature (3 hours) (may be taken more than once if topic differs)
EN 320  Young Adult Literature (2 hours)
EN 350  Theory & Practice of Tutoring Writing (1 hour)
*G-EN 370 Poetry (3-4 hours)
*G-EN 270 Fiction (3-4 hours)
*G-PA 385 Performing Arts History & Literature I or
*G-PA 390 Performing Arts History & Literature II (3 hours)
EN 420  Creative Writing (3 hours)
EN 445  Readings and Research in English (2-4 hours)

III. Complete the following supporting courses

Communication courses (3 hours)
Spanish Level II, or the equivalent in some natural language

Requirements for teaching licensure (6-12) in English

I. Complete the following courses:

G-EN 222 Native American Literature (3 hours) OR
G-EN 225 African American Literature (3 hours) OR
G-EN 235 Topics in Literature: Borderland: Literature of the U.S./Mexican Border
EN 335  Advanced English Grammar (2 hours)
EN 320  Young Adult Literature (2 hours)
EN 350 A Theory and Practice of Tutoring Writing (1 hours)
EN 355 Linguistics and History of English (2 hours)
*G-EN 370 Poetry (3 hours), OR
*G-EN 270 Fiction (3 hours), OR
EN 420 Creative Writing (3 hours)
*G-EN 210 Masterpieces of World Literature, or
*G-EN 220 Contemporary World Literature (3 hours)
EN 250 American Literature I (3 hours)
*G-EN 255  American Literature II (3 hours)
EN 300 Survey of British Literature (3 hours)
*EN 313  Advanced Expository Writing (3 hours)
EN 375  Junior Seminar in English (1 hour)
EN 475A Seminar in English (1 hour)
*EN 475B   Seminar in English (1 hour)

II. Complete the following supporting courses:

CM 135 Media Writing (3 hours)
G-ML 109 Spanish Level II, or the equivalent in some natural language (3 hours)
CI 417 Methods for Teaching English and Language Arts in the Secondary School (3 hours)

Other courses required by the Curriculum & Instruction Department for licensure.

Students must take the Praxis II examination: English Language, Literature, and Composition: Content Knowledge.

Competency Exam

Students who plan to major in English must pass a writing competency exam. This exam will be offered in the fall semester. Transfer students will take the exam early in their first semester at the college. Students who fail the exam may re-take it after participating in guided study and practice of writing.

English for Speakers of Other Languages (6-12) Endorsement

Requirements

Same professional education requirements as for 7-12 endorsement in other fields, plus:

G-CI 333  Intercultural Education Seminar (2 hours)
EN 335  Advanced English Grammar (2 hours)
EN 355 Linguistics and History of English (2 hours)
G-SO 202 Minorities in the U.S. (3-4 hours)
CI 428  Methods for Teaching English as a Second Language (3 hours)
CI 475  Student Teaching/Practicum (6-12 hours)
CI 476  Professional Seminar in Education (2 hours)

Student teaching/practicum is to include ESL experience; for those already certified, student teaching/practicum is four credit hours.

Note: Non-native speakers of English must contact the Department of Curriculum and Instruction regarding proficiency requirements.

English Minor

A minor in English consists of 18 hours of courses with an EN prefix chosen from the list of courses in the English major and must include courses in both literature and writing (or grammar/linguistics). G-EN 110 and G-EN 111 do not count as part of the 18 hours for the minor.

Minor in Writing

This minor is available to students majoring in any area. No more than six hours can be counted also as requirements for the student’s major. Senior project courses are available only to students majoring in the relevant subject. Students using the senior project to complete the minor are advised to consult with the senior project director.

Select 18 cr. hrs from the following:

G-EE 210 Children’s Literature (3 hours)
EE 303 Reading Language Arts I (3 hours)
CI445 Teaching Learning Process (3 hours)
CM 135 Media Writing (3 hours)
CM 305 Editing (3 hours)
CM 315 A & B Journalism Practica (1–3 hours)
CM 475 A Sr. Seminar in Communication Research (2 hours)
CM 475 B Sr. Project in Communication (1 hour)
G-EN 270 Fiction (3 hours)
EN 313 Advanced Expository Writing (3 hours)
EN 315 Practicum in Journal Production (1–4 hours)
G-EN 370 Poetry (3 hours)
EN 420 Creative Writing (3 hours)
G-PR 106L Spiritual Pathways (3 hours)
PR 431 Topics in Religious & Theological Studies (3 hours)
PR 432 Topics in Philosophy (3 hours)
EN 475 A & B Seminar in English (2 hours)
G-HI 236 Topics in Social History (3 hours)
G-HI 237 Topics in Political History (3 hours)
HI/PS 475 Senior Thesis (3 hours)
NS 475 Senior Research (2 hours)
SO/PY 475 Senior Seminar/Thesis (2 hours)

In consultation with the course instructor, a student may propose to English faculty a course or practicum experience not listed here as an option for the writing minor. To count for the minor, the writing experience must be an individual, rather than a group, project.

2020|Catalog 20-21, English|

Spanish Program

Purpose Statement

The Department of Modern Languages commits itself to the teaching of a second language. Equally important in second language acquisition is the development and nurturing of intercultural awareness and sensitivity.

The department achieves its goals when its graduates

Communicate effectively using interpersonal, interpretive, and presentation skills in Spanish.
Demonstrate an ability to interact effectively with Spanish-speaking cultures, showing an understanding of different cultural perspectives and products.
Demonstrate knowledge of the nature of language and language acquisition.

Spanish Major

Requirements

Emphasis 1:

A minimum of 32 semester hours, including:

G-ML108 Level I Spanish (3 hours)
G-ML109 Level II Spanish (3 hours)
G-ML208 Level III Spanish (3 hours)
G-ML209 Level IV Spanish (3 hours)
ML350 Immersion Experience (12 hours – the equivalent of a semester abroad)
ML384 Intermediate-Level Composition and Conversation (3 hours)
*ML385 Advanced-Level Composition and Conversation (3 hours)
ML475 Senior Seminar (2 hours)

The following courses may be taken abroad:

ML308 Spanish Language Literature (3 hours or equivalent)
ML458 Structure of the Spanish Language (2 hours or equivalent, such as advanced grammar)

Emphasis 2:

A minimum of 32 semester hours, including:

G-ML108 Level I Spanish (3 hours)
G-ML109 Level II Spanish (3 hours)
G-ML208 Level III Spanish (3 hours)
G-ML209 Level IV Spanish (3 hours)
ML350 Immersion Experience (4 hours – at least 3 weeks immersion)
ML384 Intermediate-Level Composition and Conversation (3 hours)
*ML385 Advanced-Level Composition and Conversation (3 hours)
ML475 Senior Seminar (2 hours)
ML308 Spanish Language Literature (3 hours)
ML458 Structure of the Spanish Language (2 hours or equivalent, such as advanced grammar)

A minimum of 9 credit hours approved by the department and selected from culture studies courses, such as the following:

G-ML370 Service Learning Opportunity (1-4 hours)
*G-CI333 Intercultural Education Seminar (2 hours)
G-CM221 Intercultural Communication (3 hours)
G-SO202 Minorities in the U.S. (3 hours)
*G-PS215 Global Peace Studies (3 hours)
G-PS130 Principles of Geography (3 hours)
*G-PR106 Spiritual Pathways: Transformation, Compassion, and Vocation (3 hours)
G-PR306 World Religions (3 hours)
Courses in a language other than English or Spanish (3-9 hours)

Required Supporting Courses:

EN230 Linguistics (2 hours)

Students who can demonstrate language proficiency (via a placement exam) may be waived from enrolling in G-ML108 and G-ML109.

All students seeking a B.A. degree are required to enroll for one semester of Spanish. Students who have had zero to one year of high school Spanish will be placed in Spanish I. Students who have had two to three years of high school Spanish will be placed in Spanish II. Students who have had four to six years of high school Spanish may be waived from the Spanish language requirement if they can demonstrate language proficiency via written and oral examination.

Teaching Licensure in Spanish (PK-12)

The requirements for teaching licensure in Spanish are specified in the Curriculum and Instruction Department listing. They include the major in Spanish and professional education requirements.

Spanish Minor Requirements

A minimum of 18 semester hours, including at least 6 hours beyond G-ML209 Level IV Spanish.

Note: The following courses may be counted toward fulfillment of the 18 semester hours:

G-ML 108 Level I Spanish (3 hours)
G-ML 109 Level II Spanish (3 hours)
G-ML 208 Level III Spanish (3 hours)
G-ML 209 Level IV Spanish (3 hours)

English for Speakers of Other Languages (6-12) Licensure

Requirements

The requirements for teaching licensure in English as a Second Language are specified in the Curriculum and Instruction Department listing and in the English Department listing.

2020|Catalog 20-21, Modern Languages|

Psychology Program

Purpose Statement

The psychology program commits itself to developing majors with pre- professional training and non-majors with basic knowledge of and skills in psychology. The program achieves this purpose when its students:

have acquired knowledge and skills requisite for entry into selected professions, especially pre-professional careers in the behavioral sciences
have acquired knowledge and skills requisite for entry into graduate programs in psychology and related fields
have bridged the gap between theory and practice through Internships

In addition to preparing its majors, psychology contributes to the general education program and serves other majors.

Students who wish to double major in psychology and sociology need have only one emphasis.

Psychology Major

Requirements

G-PY 101  Introduction to Psychology (3 hours)
PY 204  Child and Adolescent Development (3-4 hours)
PY/SO 303  Social Psychology (3 hours)
PY 305  Abnormal Psychology (3-4 hours)
PY/SO 308  Counseling (3 hours)
PY/SO 335  Research Methods I (4 hours)
PY 336  Research Methods II (4 hours)
PY/SO 375  Junior Seminar (1 hour)
PY 405  Personality Theories (3 hours)
PY 415  Learning, Memory, and Cognition (3 hours)
*PY 450  History and Systems of Psychology (3 hours)
PY/SO 474  Scientific Writing for the Behavioral Sciences (2 hours)
*PY/SO 475 Senior Seminar/Thesis (2 hours)
G-MA 221 Elementary Applied Statistics (4 hours)

Child Development Emphasis

PY 254 Parent-Child Relations (3 hours)
PY 354 Child Development and Social Policy (3 hours)
PY 454 Applied Behavior Analysis and Youth (3 hours)
PY 470 Developmental Psychopathology (3 hours)

Health and Human Services Emphasis

SO 260 Introduction to Human Services (3 hours)
SO 365 Social Work in American Society (3 hours)
PY 430 Health Psychology (3 hours)
SO 470 Social Gerontology (3 hours)

Recommended courses for Students interested in Human Services careers

PY/SO 210  Human Sexuality (3 hours)
G-SO 101  Introduction to Sociology (3 hours)
G-SO 202  Minorities in the U.S. (3-4 hours)
SO 206  Social Problems (3-4 hours)
G-SO 246  Marriage and Family (3-4 hours)

As much practical experience in human service placements as possible

Psychology Minor

Requirements

G-PY 101  Introduction to Psychology (3 hours)
PY 204  Child and Adolescent Development (3-4 hours)
PY/SO 303  Social Psychology (3 hours)
PY 305  Abnormal Psychology (3-4 hours)

Electives to total 18 hours

2020|Catalog 20-21, Psychology|

Sociology Program

Purpose Statement

The sociology program commits itself to developing majors with pre-professional training and non-majors with basic knowledge of and skills in sociology. The program achieves its purpose when its students:

have acquired knowledge and skills requisite for entry into selected professions, especially pre-professional careers in the behavioral sciences
have acquired knowledge and skills requisite for entry into graduate programs in sociology and related fields
can critically analyze their society through exposure to sociological theories and research methods
have bridged the gap between theory and practice through internships
have enhanced their sensitivity to others by studying customs, beliefs, and practices that are different from their own

In addition to preparing its majors, sociology contributes to the general education program and serves other majors. Students who wish to double major in sociology and psychology need have only one emphasis.

Sociology Major

Requirements

G-SO 101 Introduction to Sociology (3 hours)
SO 206 Social Problems (3-4 hours)
G-SO 202 Minorities in the U.S. (3-4 hours
SO/PY 303 Social Psychology (3 hours)
SO 320 Urban Sociology (3 hours)
SO/PY 335 Research Methods I (4 hours)
SO/PY 336 Research Methods II (4 hours)
SO/PY 375 Junior Seminar (1 hour)
SO 401 Sociological Theory (4 hours)
SO 450 Sociology Proseminar (3 hours)
SO/PY 474 Scientific Writing for the Behavioral Sciences (2 hours)
*SO/PY 475 Senior Seminar/Thesis (2 hours)
G-MA 221 Elementary Applied Statistics (4 hours)
39-41 hours

Criminal Justice Emphasis

SO 275  Criminal Justice (3 hours)
SO 355  Juvenile Delinquency (3 hours)
SO 455  Police and Law Enforcement (3 hours)
SO 460  Correctional Institutions (3 hours)
12 hours

Health and Human Services Emphasis

SO 260  Introduction to Human Services (3 hours)
SO 365  Social Work in American Society (3 hours)
PY 430  Health Psychology (3 hours)
SO 470 Social Gerontology (3 hours)
12 hours

Recommended supporting courses

PY/SO 308  Counseling (3 hours)
G-BI 101  Principles of Biology (4 hours)
EC 201  Elementary Economics: Macro (3 hours)
G-PS 101  Historical Introduction to Politics (3 hours)
G-PS 102  U.S. Government (3 hours)
G-PY 101  Introduction to Psychology (3 hours)
*G-TE 333  Technology and Society (3 hours)
Foreign Language

Recommended courses for Students interested in Human Services careers

PY/SO 210  Human Sexuality (3 hours)
PY/SO 308  Counseling (3 hours)
G-SO 246  Marriage and Family (3-4 hours)
As much practical experience in human service placements as possible

Sociology Minor

Requirements

G-SO 101  Introduction to Sociology (3 hours)
SO 206  Social Problems (3-4 hours)
SO 401  Sociological Theory (4 hours) or
SO 450  Sociology Proseminar (3 hours)
SO/PY 303  Social Psychology (3 hours)
SO/PY 335  Research Methods I (4 hours)
18 hours required

Social Work

McPherson College has well prepared its students majoring in the Behavioral Sciences for entrance into the Master of Social Work (M.S.W.) degree programs. The pre-professional program at McPherson College commits itself to fostering student learning in career-oriented liberal arts so that students are prepared for community service and/or graduate study in social work. Students who have acquired knowledge and skills requisite for entry into the field of social services and graduate social work education demonstrate proficient knowledge, understanding, and application of psychological and sociological theories and concepts.

All accredited graduate programs in social work require a four-year bachelor’s degree for admission. The pre-social work student should plan the liberal arts program to include courses in arts and humanities, social and behavioral sciences, and biological sciences. Although the pre-social work student may choose a major in any field, a strong knowledge of human services, personality theory, counseling, and social problems is strongly recommended. The B.S. in psychology or sociology, with the health and human services emphasis, is recommended.

M.S.W. programs require evidence of relevant paid/volunteer work experience related to human services organizations. The pre-social work student should therefore be prepared to complete at least one internship or field experience related to community/social services. (The College’s Career Connections program is highly recommended.)

The M.S.W. Degree prepares graduates for advances social work practices in one of three areas—clinical social practice with individuals, families, and groups; social work administration/community practice aimed at social service administration and social policy development; and school social work. With such diverse professional practice concentrations, it is difficult to outline a generic program to prepare all pre-social work students for admission to these practice areas. Students should counsel with the pre-social work advisor to help them identify the type of professional program they are considering, and to assist them in developing a plan for completing the graduate admission requirements of that program or field.

Although M.S.W. programs differ in admissions requirements, the following courses, in addition to the major, are recommended for students interested in entering the social work profession at the graduate level:

PY 405  Personality Theories (3 hours)
PY/SO 308  Counseling (3 hours)
SO 206  Social Problems (3-4 hours)

Courses in the Health & Human Services Emphasis:

SO 260  Introduction to Human Services (3 hours)
SO 365  Social Work in American Society (3 hours)
PY 430  Health Psychology (3 hours)
SO 470  Social Gerontology (3 hours)
PY/SO 388  Career Connections (1-12 hours)
PY/SO 295/495  Field Experience (1-4 hours)

2020|Catalog 20-21, Sociology|

Sociology Course Descriptions

G-SO 101 Introduction to Sociology

3 hours
An introduction to the general field of sociology and its principle subdivisions; the nature of culture; the socialization of the individual; the character and behavior of social groups; social organization and institutions; social interaction, deviant behavior and social change. (Fall, Interterm)

G-SO 202 Minorities in the U.S.

3-4 hours
An exploration of the problems faced by physical, cultural, economic, and behavioral minority groups in American society; the causes and consequences of prejudice, stereotypes, and discrimination; the nature of minority-majority group interaction; current crises and possible solutions; and some comparison with similar situations in other countries. (Fall, Spring)

SO 206 Social Problems

3-4 hours
A study of contemporary American and world social problems, including prostitution, drug addiction, poverty, sexism, racism, and war. ( Spring)

SO/PY 210 Human Sexuality

3 hours
A study of female roles, male roles, values, life adjustments, sexual identities, religion, language, and behavior differences based on cultural, educational and socioeconomic factors related to human sexuality. Course uses lectures, audio- visuals, discussions, guest resource persons, assigned readings, and projects or papers to present information. Prerequisite: sophomore standing or higher or instructor consent. (Spring)

G-SO 246 Marriage and Family

3-4 hours
This course explores the institution of marriage and family in American society from a sociological perspective. Topics covered include socialization, dating, courtship, marriage, parenting, dysfunctions, divorce and remarriage. Family dynamics and major social changes affecting the family are discussed. The course allows the individual to explore her/his own marriage and family attitudes and experiences. (Interterm)

SO 260 Introduction to Human Services

3 hours
An introduction to the history, theory, practice, and trends in human services. The goals, functions, and organization of human services are examined in the context of contemporary social problems; a historical survey of human services is presented as a background against which current efforts can be viewed; major theories, techniques, and methods that govern helping efforts are covered; a description of consumers of human services, and the strategies both consumers and service providers initiate to overcome barriers to effective service delivery, are discussed. Career opportunities in the human services field are also explored. (Spring)

SO 275 Criminal Justice

3 hours
An introduction to the field of criminology and the American criminal justice system. Emphasis is placed upon the nature of crime, and trends and theories of crime along with components and functions of the criminal justice system including police, courts, and corrections. (Spring)

SO 285/PE 285 Sociological Implications of Sport & Recreation

2 hours
A study of the interrelationships of sport and society.

SO/PY 303 Social Psychology

3 hours
A study of the individual as he/she is affected by other persons. Topics covered include: interpersonal relations, social learning, conformity and individuality, attitudes, groups and organizations, and others. Discussion and involvement methods are emphasized. Prerequisite: 6 hours in the behavioral sciences or instructor consent. (Spring)

SO/PY 308 Counseling

3 hours
A study of the theory and practice of counseling including a survey of the various systems of psychotherapy (person-centered therapy, psychoanalysis, behavioral therapy, cognitive-behavioral therapy, etc.) and learning, through role- play, of skills needed to be a helper. (Spring)

SO 320 Urban Sociology

3 hours
A study of the development of modern cities, theories of urban growth, and urban problems and policies. Topics will include urbanization, urban renewal, economic restructuring and globalization, international migration, culture and politics of urban places, gentrification, crime and poverty, and ecological patterns of land use. ( Fall)

SO/PY 335 Research Methods I

4 hours
The basic research methods course for behavioral science majors. Correlational, survey, and case study techniques, basic experimental design, research ethics, and general professional conduct of empirical investigation are studied in a team- taught format. Lecture, laboratory, and practical field exercises are used as learning methods. Prerequisite: G-MA 221. Concurrent enrollment is acceptable. (Fall)

SO/PY 336 Research Methods II

4 hours
The second of the two basic research methods courses for behavioral science majors. Relatively advanced scientific research designs and statistical analyses are studied. SPSS, a statistical package, is used for most of the work in the course. Prerequisites: G-MA 221 and SO/PY 335. (Interterm)

SO 355 Juvenile Delinquency

3 hours
A comprehensive examination of juvenile delinquency and the juvenile justice system. An emphasis on the causes of juvenile delinquency; its relation to family, school, peers, and society; treatment of juvenile delinquents; and criminal proceedings and the family court. (Fall)

SO 365 Social Work in American Society

3 hours
An introduction to the social work movement, profession, and practice in the United States. The course examines the social welfare policies and client populations that engage social workers, and explores the social work practice settings that range from child maltreatment and health care to work with older adults and corrections. Social issues are raised and case examples are presented to give insight into the clients and issues for which social workers initiate advocacy and social change through leadership positions in American society. Career opportunities in the social work profession are also explored. (Fall)

SO/PY 375 Junior Seminar

1 hour
Several topics and issues are examined in a seminar format. These include ethical practices and concerns as they relate to research and clinical work, the development and execution of basic and applied research, and career development and related matters. Students work toward developing appropriate research topics for their senior theses and may explore internship opportunities. (Spring)

SO 401 Sociological Theory

4 hours
A review and analysis of historical sociological theory including the masters of sociology: Durkheim, Weber, Marx, Pareto, Veblen, and others. Prerequisite: Six hours in sociology. (Spring, even years)

SO 425 Deviant Behavior

3 hours
This course exposes the student to the perspectives, principles, issues and research findings of the deviant behavior field. Topics covered include: poverty, substance abuse, prostitution, homosexuality, violent behavior, family violence, mental disorders, crime and social control. Prerequisite: SO 206, SO/PY 335 or instructor consent. ( Fall)

SO 430 Topics in Behavioral Sciences

3 hours
This course explores topics not normally found in regular offerings allowing students the opportunity to explore and grow their sociological imagination as well as their knowledge of theory and research methods. (Fall)

SO 450 Proseminar in Sociology

3 hours
An advanced-level seminar to integrate the information learned in earlier sociology courses. The goal is to bring full circle the sociological knowledge of students who are about to graduate. The course will explore a number of enduring sociological issues, including the meaning of sociology, the purpose of sociology and the effect sociology has on the world. Prerequisite: Upper division majors/minors only or instructor consent. (Spring, odd years)

SO 455 Police and Law Enforcement

3 hours
An analysis of the evolution of police, the police system, and the police role. Organization and jurisdiction of local, state, and federal law enforcement agencies along with philosophical and ethical issues surrounding their role will be discussed. (Fall, even years)

SO 460 Correctional Institutions

3 hours
An exploration of the historical and philosophical development of correctional systems with an emphasis on categories of inmates, treatment policies and their effectiveness, staff organization and training and their relation to the criminal justice system, and problems associated with correctional practices and procedures. (Fall, odd years)

SO 470 Social Gerontology

3 hours
A comprehensive introduction to an emerging field dealing with the social aspects of human aging. The course covers major areas of theory, research, social policy, and practice that impact older adults, and discusses the strengths and contributions that elders bring to their peers, families, and communities. The historical overview of aging in the United States, as well as the human and social meanings behind longevity population shift, is also explored. Also examined are social issues and psychological perspectives and strategies, as well as political and economic situations that produce undesirable outcomes as well as promote well- being in later life. Career options in the field of social gerontology are also explored. (Fall, even years)

SO/PY 474 Scientific Writing for the Behavioral Sciences

2 hours
This course is intended to help students develop the skills needed for writing research reports in the social sciences. It is a research-based course in which students learn to synthesize what they have read and present it as a scientific review of the literature; these are the primary goals. Thus, it focuses on how to apply social science theories and research methods to the writing of the senior research proposal. This course also provides students with the opportunity to prepare papers for regional conferences in sociology and psychology. Research manual required. (Fall)

SO/PY 475 Senior Seminar/Thesis

2 hours (Language Intensive)
This is the culminating or capstone course for behavioral science majors. Coordinated guidance is given on the preparation of the Senior Thesis. Discussion of current topics in sociology and psychology is combined with guidance on practical matters such as application to graduate study, developing a career, and so on. (Spring)

SO 495 Field Placement

1-4 hours
Practical experience working in an established social agency, mental health clinic, or correctional institution. Supervision and direction given on the job by the agency personnel. College personnel visit and give consultation.

Special Course Options
295/495 Field Experience (1-4 hours)
297 Study Abroad (12-16 hours)
299/499 Independent Study (1-4 hours)
388 Career Connections (3-10 hours)
445 Readings and Research (1-4 hours)

2020|Catalog 20-21, Sociology|

General Education Foundation Courses

A. Oral Communication:

Student Learning Outcome: Students should be able to deliver messages appropriate to their audience, purpose, and context.

Performance Indicators – Students should be able to:

Perform verbal and nonverbal communication behaviors that illustrate the competency of an effective communicator.
Support and organize their ideas in a coherent manner.

Required: 1 Course
G-CM130 Interpersonal Communication
G-CM140 Public Speaking
G-CM218 Business and Professional Communication

B. Written Communication & Information Literacy

Student Learning Outcome for Written Communication: Students should be able to write with skill and clarity.

Performance Indicators – Students should be able to:

Produce writing that shows an awareness of audience.
Support their ideas with appropriate details and examples.
Coherently organize their writing.
Produce writing that shows careful attention to craft.

Student Learning Outcome for Information Literacy: Students should be able to demonstrate ethical and efficient use of information.

Performance Indicators – Students should be able to:

Show that they can find appropriate sources.
Show that they can evaluate the reliability of sources.
Use information from sources appropriately in their work.

Required: 4 Courses
G-EN110 College Composition I
G-EN111 College Composition II
and:
Students pursuing a Bachelor of Arts are required to take Spanish and one Language Intensive (LI) course in their major department. Students pursuing a Bachelor of Science are required to take 2 Language Intensive courses with at least one LI course in the student’s major department.

Language Intensive – Oral and Written Communication

Student Learning Outcome for Oral Communication: Students should be able to clearly voice a coherent message.

Performance Indicators – Students should be able to:

Show that they can speak clearly and audibly.
Support their ideas with appropriate research.

Speaking Component

(1) Informal oral communication exercises should be used frequently in the LI classroom. Most often, these will consist of required participation in small group and class discussions. LI instructors can make even routine student participation in class discussions and activities into helpful oral communication exercises simply by (a) raising students’ consciousness about the variety of signals they send when they speak informally in class, and (b) helping students eliminate their careless habits in speech and delivery.

(2) At least one formal oral presentation should be included in the LI course. The presentation, probably brief, may be delivered to part or all of the class, or some other audience. It may derive from a formal writing assignment, recast for oral delivery.

Student Learning Outcome for Written Communication: Students should be able to write with skill and clarity.

Performance Indicators – Students should be able to:

Produce writing that shows an awareness of audience.
Demonstrate effective participation in the writing process.
Coherently organize their writing.
Produce writing that shows careful attention to craft.

Writing Component

(1)Informal writing assignments should be frequent, perhaps one per class session, but certainly one per week. Most informal writing activities are in the “writing to learn” mode; that is, they are intended to push students to read, think about, and interpret course material more carefully and deeply than they otherwise might do. From a handful of basic, informal writing models, such as journals and microthemes, LI instructors can improvise an almost endless array of specific informal writing activities.

(2) Formal writing assignments should be substantial (but the meaning of “substantial” depends upon the course and the exact nature of the assignment.) There should be at least one formal, polished piece of writing. Whenever possible, LI instructors should give formal assignments in stages, conference with students over drafts, and allow ample time for revision(s).

Courses designated as Language Intensive:

G-AR310 Art History I
G-AR311 Art History II
BA 475 Business Strategy & Policy
BI 391 Evolution
CI 455 Teaching Learning Process
G-CM130 Interpersonal Communication
G-CM218 Business & Professional Communication
G-CM221 Intercultural Communication
CM220 Special Topics in Popular Culture
CM 475A Senior Seminar in Communication Research
CM 475B Senior Project in Communication
G-EE210 Children’s Literature
EE 303 Reading/Language Arts I
G-EN210L Masterpieces of World Literature (4 hours)
G-EN220L Contemporary World Literature (4 hours)
G-EN255L American Literature II (4 hours)
G-EN270L Fiction (4 hours)
EN 313 Expository Writing
G-EN370L Poetry (4 hours)
EN 475B Senior Project in English
G-HI333 Technology & Society
HI 475 Senior Thesis
G-MA290 History of Mathematics
MA 475 Senior Project in Mathematics
ML 385 Advanced Level Composition and Conversation
NS 300 Research Methods
NS 475 Senior Research
G-TH265 Topics in Dramatic Literature
G-TH385 Theatre History & Dramatic Literature I
TH 475 Senior Theatre Capstone
PE 380 History & Philosophy of Health, PE, Sport
PE 445 Readings and Research for Health Science
G-PR104L Ethics (4 hours)
G-PR106L Spiritual Pathways
G-PS215 Global Peace Studies
PS 475 Senior Thesis
PY 450 History and Systems of Psychology
PY 475 Senior Thesis
SO 475 Senior Thesis
G-TE 333 Technology & Society
TE 475 Senior Project

C. Mathematics

Student Learning Outcome: Students should be able to use mathematical concepts.

Performance Indicators – Students should be able to:

Demonstrate understanding by performing accurate computations.
Apply algorithms to solve problems.

Required: 3-4 hours chosen from the following:
G-MA105   College Algebra
G-MA106 Pre-Calculus
G-MA111   Calculus I
G-MA123 Discrete Mathematics
G-MA153   Principles of Geometry
G-MA201   Survey of Mathematics
G-BA220 Business Applied Statistics
G-MA221   Elementary Applied Statistics

D. Religion/Beliefs/Values

Student Learning Outcome: Students should be able to answer fundamental religious or philosophical questions.

Performance Indicators – Students should be able to:

Develop answers relative to alternative religious/philosophical perspectives.
Explain their position on religious or philosophical issues.

Required: 3-4 hours chosen from the following:
G-PR101 Old Testament-Hebrew Bible: God and People in Ancient Israel
G-PR102    Jesus: New Testament Foundations
G-PR104   Ethics
*G-PR104L Ethics (LI if taken as G-PR104L for 4 hours)
*G-PR106L Spiritual Pathways: Transformation, Compassion, and Vocation
G-PR107    Critical Thinking
G-PR201     Introduction to Philosophy
G-PR202   Christian Traditions
G-PR203   Science and Religion
G-PR204 Peacemaking: Religious Perspectives
G-PR206 Religion and Environmental Stewardship
G-PR302 Religion and Politics
G-PR304  The Church of the Brethren and Beyond: The Christian Church Serves Our World
G-PR306    World Religions

E. Wholeness/Health/Fitness

Student Learning Outcome: Students should be able to identify optional behaviors that promote lifelong personal health.

Performance Indicators – Students should be able to:

Develop a personal strategy for health and fitness emphasizing the physical domain.
Illustrate the relationship between personal behaviors and lifelong health and wellness.

Required: 1 course
G-PE150 Concepts in Holistic Health
G-PE170 Personal & Community Health

F. Global/Intercultural Experience

Student Learning Outcome: Students should be able to understand they live in a world of diverse cultures.

Performance Indicators – Students should be able to:

Identify social, cultural, religious, or linguistic differences.
Explain how values and contributions of diverse societies affect individual experiences.

Required: 3 hours+ chosen from the following:
G-BA 342IT International Business (Travel required)
G-CI 251 Introduction to Education Practicum
G-CI 333     Intercultural Education
*G-CM 221 Intercultural Communication
G-EN 210 Masterpieces of World Literature
*G-EN 210L Masterpieces of World Literature (LI if taken as G-EN210L for four hours)
G-EN 220 Contemporary World Literature
*G-EN 220L Contemporary World Literature (LI if taken as G-EN220L for four hours)
*G-HI 333   Technology and Society
*G-MA 290   History of Mathematics
G-ML 108   Spanish Level I
G-ML 109 Spanish Level II
G-ML 208   Spanish Level III
G-ML 209 Spanish Level IV
G-ML 350 Junior Year Abroad
G-MU 210 Introduction to World Music
G-PR 306     World Religions
G-PS 130     Principles of Geography
*G-PS 215 Global Peace Studies
G-SO 202   Minorities in the U.S.
*G-TE 333 Technology and Society

+Students completing a Bachelor of Arts degree must take G-ML108 Level I Spanish for three hours as well as three additional hours in the Global/Intercultural Experience Foundation. These students will be required to take only one Language Intensive (LI) course.

College Seminars

In the seminar series, students will demonstrate (1) that they have explored traditional Church of the Brethren values; (2) that they understand service- learning and can complete a service project; (3) that they can make informed ethical decisions in personal and professional situations; and (4) that they have investigated career options in the fields of study. In addition, the various seminars address the following goals.

G-ID101 Academic Community Essentials (ACE) Seminar: Students will show that they have learned about college life, create a degree plan, and practice good study skills, critical thinking, and conflict resolution.
G-ID201 Sophomore Seminar: Students will complete a service project, develop a career plan, and show that they have explored internship options.
Senior Capstone Experience: Students will complete a senior project, as designed by department faculty.

2019|08 General Education, Catalog 19-20|

Teacher Education Program

The academic program offered by the Department of Curriculum and Instruction is essential for achieving the college’s mission of developing whole persons through scholarship, participation, and service. It also reflects the heritage of the college and the Church of the Brethren, which includes a dedication to a liberal arts education and values that promote ethical behavior, non-violence and peace, a simple lifestyle, and a dedication to serving others.

The primary focus of the Department of Curriculum and Instruction is on the preparation of education professionals. Teacher education at McPherson College has long been one of the foundational cornerstones on which the institution was established.

Teacher Education Program

The Teacher Education Program at McPherson College is accredited by the Kansas State Department of Education (900 SW Jackson Street, Topeka, Kansas 66612); and by the National Council for the Accreditation of Teacher Education (NCATE), www.ncate.org (now known as Council for the Accreditation of Educator Preparation (CAEP), www.caepnet.org). This accreditation covers the Teacher Education Program at McPherson College; however, the accreditation does not include individual education courses that the institution offers to P-12 educators for professional development, relicensure, or other purposes.

Mission Statement

The mission of the Teacher Education Program of McPherson College is to develop service-oriented educators who effectively blend the art and science of teaching.

Goals, Objectives, and Dispositions

Goal I: The candidate has the knowledge bases necessary to be an effective teacher in her/his field.

To accomplish this goal, the service-oriented educator will:

Objectives:

Acquire a broad liberal arts knowledge base.
Demonstrate proficiency in his/her major area of licensure.
Acquire effective strategies of teaching in all appropriate content areas and for all learners.
Recognize how students learn and develop.

Disposition: Appreciate the connections between various areas of knowledge and commit to continuous learning.

Goal II: The candidate can apply effective teaching strategies to meet the needs of all learners.

To accomplish this goal, the service-oriented educator will:

Objectives:

Use appropriate best practices for specific content areas and for diverse learners.
Reflect upon his/her teaching and analyze the practices.
Demonstrate understanding and use of formative and summative assessments and make modifications based on them.
Provide motivational techniques based on students’ developmental and environmental needs.

Disposition: Value and respect students’ varied talents and abilities and project enthusiasm for teaching all learners.

Goal III: The candidate fosters relationships and collaborates with school constituencies. To accomplish this goal, the service-oriented educator will:

Objectives:

Communicate effectively in both written and oral formats and through the use of technology
Solicit input from students, parents, colleagues, and the greater community.
Act on information received from stakeholders.

Disposition: Value the many ways in which people seek to communicate and encourage various modes of communication.

The Teacher Education Program at McPherson College focuses on three major levels of licensure. The following are lists of the levels and the programs.

6-12 Licensure Section
Biology, Chemistry, English, English for Speakers of Other Languages, History and Government, Mathematics, Psychology, High-Incidence Special Education, Speech/Theatre

K-6 Licensure Section
Elementary Education, English for Speakers of Other Languages, High-Incidence Special Education

PK-12 Licensure Section
Art, Health, Music, Physical Education, Spanish

As a student at McPherson College preparing to become a teacher, you will be asked to prove your competency with the guidance of instructors in the Department of Curriculum and Instruction and the content area departments. Course assessments, a portfolio, and interviews are a few of the instruments developed that will help you demonstrate your abilities. McPherson College is currently collecting data on different aspects of student performance. Numerous experiences are provided as observers, aides, tutors, and as participants in student teaching experiences. Those seeking licensure at all levels begin their professional work by the sophomore year and continue with incremental and sequential scheduling of their professional growth.

Admission Procedures

Procedures for admittance into the Teacher Education Program and Student Teaching are outlined in detail in the Advisor/Advisee Handbook and/or the Policies and Procedures Manual. These Handbooks are available in the Department of Curriculum and Instruction. College advisors also have copies of these handbooks. The handbook is also available online. Students should read the handbook or consult their advisors for a detailed account of admission requirements and procedures.

Admission to the Teacher Education Program

As a general rule, the Teacher Education Board reviews candidates for admittance into the Teacher Education Program two times during an academic year, once each semester. Signs are posted on college buildings and announcements are made in campus communications and classes. Requirements for acceptance into the Teacher Education Program include, but are not exclusive of,

Practica at McPherson College

Research has proven that multiple and varied practical experiences are of utmost importance in an effective teacher education program. For that reason, students in the Teacher Education Program have the requirement of completing a minimum of two practica prior to student teaching. However, most students are encouraged to participate in more than those two. The first practicum occurs early in the student’s professional education course sequence. This practicum is primarily an observation/aide situation. The second practicum occurs later in the professional sequence and requires students to take more initiative in the actual classroom responsibilities. In fact, students are required to practice actual instructional activities.

Students are required to do one of the practicum experiences in an urban setting. Arrangements have been made for the first practicum to be completed in Wichita, Chicago, or other ethnically diverse setting. Transfer students or students with extenuating circumstances may choose to complete one of the other sessions in an urban setting. This will further enhance the program and give students a broader understanding of the entire educational enterprise. Students are placed in both grade- and content-appropriate practicum settings. It is the student’s responsibility to secure travel arrangements to the practica sites. Any expenses that are incurred are also the responsibility of the student.

All practica must be approved by the Department of Curriculum and Instruction.

Service Component

In keeping with the mission of the college and the Teacher Education Program, future teachers are expected to complete a service component as part of their program. During the student’s college career s/he must complete and document 100 hours of service prior to completing the program. Transfer students must complete 25 hours per year.

There are many possibilities for service-oriented activities. Opportunities will occasionally be made available through the Curriculum and Instruction Department. In addition, students are encouraged to seek out experiences that will be self- satisfying. For further explanation or clarification, contact any member of the Teacher Education Board.

Student Teaching at McPherson College

Student teaching is considered the capstone experience in the professional education sequence for future teachers. It is to be done after other professional coursework is completed. In cooperation with a K-12 school system, McPherson College strives to make this experience as beneficial as possible for all parties involved. Student teaching is a complete semester experience. It is offered for variable credit hours depending on the level and the experiential need of the student and the licensure area being sought. Being given the privilege to student teach is not automatic. The Teacher Education Board carefully screens all applicants for their suitability. As a general rule, the Department of Curriculum and Instruction begins the application for the student teaching process two times during an academic year. Deadlines are September 15 and February 15. Late applications are not accepted. Signs are posted on college buildings and announcements are made in campus communications and classes.

The prospective student teacher at McPherson College is expected to have:

the personality and character traits required of a teacher;
a strong liberal arts education;
solid professional skills;
profitable laboratory experiences with practitioners in the field. Before a student can student teach she/he must have:
gained full acceptance into the Teacher Education Program;
secured favorable recommendations from her/his major professor, professor of a language intensive course, one professor in teacher education, Student Life, and two supportive professionals in education;
achieved a cumulative grade point average of 2.5;
provided proof of liability insurance;
signed an Inquiry Form;
provided an up-to-date health form.

After all forms have been submitted, the student will participate in an interview with the Teacher Education Board. Ultimate decisions concerning student teaching will be made by that Board. A primary indicator of meeting the goals of the Teacher Education Program is the development of a portfolio. McPherson College students planning to become teachers develop portfolios during stages of their professional course work. These portfolios are designed to meet the overall goals of:

The candidate has the knowledge bases necessary to be an effective teacher in her/his field.
The candidate can apply effective teaching strategies to meet the needs of all learners
The candidate fosters relationships and collaborates with school constituencies.

These portfolios include copies of units and lesson plans, reflective journals, other significant evidences of knowledge, application, and collaboration, scores of standardized assessment tools, and other documentation.

In order to defray costs, a student teaching fee will be assessed during that semester.

Student Responsibility

Students are ultimately responsible for following procedures and proper sequencing of events leading to professional development and licensure. It is important for students who plan to enter the Teacher Education Program at McPherson College to contact the chair of the program and/or the appropriate advisor.

Licensure in Kansas

Those seeking licensure in Kansas must pass the Professional Knowledge section of the Principles of Learning and Teaching (PLT) with a score of 160; candidates must also take a test in their particular content area. The passing scores for each content test are listed in the Advisor/Advisee Handbook. Requirements for licensure to teach in the public schools, either elementary or secondary, vary from state to state. Students who plan to certify in a state other than Kansas should, upon enrollment, consult the chair of teacher education or the state in which they plan to teach to make sure that they are enrolled in a program that is appropriate.

In the state of Kansas, teaching is considered to be a profession. Therefore, the Kansas State Department of Education has a Professional Practices Commission to exercise disciplinary and advisory functions over those requesting licensure or working as a certified professional. Teacher licensure can be denied, suspended, or revoked for both felony and non-felony actions.

McPherson College is in compliance with the federal Title II reporting guidelines.

ESOL Licensure Program

The ESOL Licensure Program prepares student for KSDE ESOL endorsement at the K-6, 6-12, or PreK-12 grade levels. This 15 credit hour program is geared to educators wishing to work with culturally and linguistically diverse students, but will also enhance the teaching skills of those in the regular classroom.

The ESOL licensure courses can be taken in conjunction with the core courses or, for those seeking licensure only, can be taken as a stand-alone program.

Elementary Education Major

K-6 Licensure

Requirements

Along with the General Education requirements, the following is a suggested sequence; the academic advisor and/or Curriculum and Instruction faculty will assist the individual student to develop the optimal sequencing of courses.

Freshman year:
G-PY 101 Introduction to Psychology (3 hours)
G-CI 150 Introduction to Education (3 hours)
SE 210 Introduction to Infants, Children & Youth with Special Needs (3 hours)

Sophomore year:
CI 220 Principles and Strategies of Teaching (3 hours)
G-CI 251 Introduction to Education Practicum (1 hour)
*G-EE 210 Children’s Literature (3 hours)
G-CI 333 Intercultural Education (2 hours)
PY 204 Child and Adolescent Development (3 hours)
CI 232 Educational Technology (2 hours)
EE 230 Mathematics Content for Elementary Teachers (3 hours)

Junior Year:
CI 426/PE 426 Methods for Teaching Health in Elem. & Sec. (1 hour)
*CI 455 Teaching-Learning Process (3 hours)
*EE 303 Reading/ Language Arts I (4 hours)
EE 307 Methods for Teaching Math in the Elementary School (3 hours)
EE 306 Methods for Teaching Science in the Elem. School (3 hours)
EE 309 Methods for Teaching Social Studies in the Elem. School (3 hours)
EE 301/ AR 358 Methods for Teaching Art in the Elem. School (1 hour)
EE 304/ MU 370 Methods for Teaching Music in the Elem. School (1 hour)
EE 305/ PE 305 Methods for Teaching Phys Ed in the Elem. School (1 hour)
EE 375 Elementary Ed. Practicum and Seminar (1-4 hours)
EE 444 Reading/Language Arts II (3 hours)

Senior Year:
EE 465 Student Teaching in the Elementary School (6 or 12 hours)
CI 476 Professional Seminar in Education (2 hours)

6-12 Licensure

Requirements

Along with the general education requirements and the academic requirements for the specific content area, the following is a suggested sequence; the academic advisor and Curriculum and Instruction faculty will assist the individual student to develop the optimal sequencing of courses.

Freshman year:
G-PY 101 Introduction to Psychology (3 hours)
G-CI 150 Introduction to Education (3 hours)

Sophomore year:
G-CI 333 Intercultural Education (2 hours)
PY 204 Child and Adolescent Development (3 hours)
SE 210 Intro to Infants, Children and Youth with Special Needs (3 hours)
CI 220 Principles and Strategies of Teaching (3 hours)
G-CI 251 Intro to Education Practicum (1 hour)
CI 232 Educational Technology (2 hours)

Junior Year:
*CI 455  Teaching-Learning Process (3 hours)
CI 4xx  Secondary Methods for Academic Majors (3 hours)
CI 315  Reading in the Content Field (2 hours)
CI 351  Secondary Education Practicum and Seminar (2 hours)

Senior year:
CI 475 Student Teaching (6 or 12 hours)
CI 476 Professional Seminar in Education (2 hours)

PK-12 Licensure

Requirements

Along with the general education requirements and the academic requirements for the specific content area, the following is a suggested sequence; the academic advisor and Curriculum and Instruction faculty will assist the individual student to develop the optimal sequencing of courses.

Freshman year:
G-PY 101 Introduction to Psychology (3 hours)
G-CI 150 Introduction to Education (3 hours)
SE 210 Intro to Infants, Children & Youth with Special Needs (3 hours)

Sophomore year:
G-CI 333 Intercultural Education (2 hours)
PY 204 Child and Adolescent Development (3 hours)
G-CI 251 Intro to Education Practicum (1 hour)
CI 220 Principles and Strategies of Teaching (3 hours)
CI 232 Educational Technology (2 hours)

Junior Year:
Methods for Teaching Art, Music or PE in Elem. Schools (2-3 hours)
(Those seeking licensure in Spanish take one Methods class (CI 404)
CI 351  Secondary Ed. Practicum and Seminar (1 hour)
EE 375  Elementary Ed. Practicum and Seminar (1 hour)
*CI 455  Teaching-Learning Process (3 hours)
Methods for Teaching Art, Music or PE in Sec. Schools (2-3 hours)
CI 315 Reading in the Content Field (2 hours)

Senior Year:
CI 475 Student Teaching in the Secondary School (6 or 12 hours)
EE 465 Student Teaching in the Elementary School (6 or 12 hours)
CI 476 Professional Seminar in Education (2 hours)

English for Speakers of Other Languages (K-6) Licensure

Requirements

Same professional education requirements as for K-6 license, plus:

EN 230  Linguistics (2 hours)
EN 335  Advanced English Grammar (2 hours)
G-SO 202 Minorities in the U.S. (3 hours)
CI 428  Methods for Teaching ESL in the Elem. and Sec. Schools (3 hours)

English for Speakers of Other Languages (6-12) Licensure

Requirements

Same professional education requirements as for 6-12 licensure in other fields, plus:

EN 230  Linguistics (2 hours)
EN 335  Advanced English Grammar (2 hours)
G-SO 202 Minorities in the U.S. (3 hours)
CI 428  Methods for Teaching ESL in the Elem. and Sec. Schools (3 hours)

Special Education Licensure

Through a joint effort with the Kansas Independent Colleges Association (KICA), McPherson College offers an Adaptive Special Education program. Students who participate in this program will graduate with licensure in High Incidence Special Education (intellectual disability, learning disabilities, behavior disorders, and other health impairments) at the K-6 and 6-12 levels.

High Incidence Special Education: Courses Required for all levels:

SPED 310 Foundations for Special Education (4 hours)
SPED 315 General Methods for Special Education Services (4 hours)
SPED 345 Behavioral Management (2 hours)
SPED 499 Capstone Issues (1 hour)

Courses Required for Level K-6:

SPED 321 Grades K-6 Methods for Special Needs (4 hours)
SPED 331 Grades K-6 Field Experience (1 hour)
SPED 431 Grades K-6 Clinical Experience (Student Teaching) (6 hours)
(OR)
*SPED 433 Grades K-6 Internship (4-6 hours)
*Those already holding special education licensure

Courses required for Level 6-12:

SPED 361 Grades 6-12 Methods for Special Needs (4 hours)
SPED 371 Grades 6-12 Field Experience (1 hour)
SPED 471 Grades 6-12 Clinical Experience (Student Teaching) (6 hours)
(OR)
* SPED 473 Grades 6-12 Internship (4-6 hours)
* Those already holding special education licensure

Optional:
SPED 220 Field Experience in Services for Student with Special Needs (1 hour)
SPED 320 Beginning American Sign Language (2 hours)
SPED 322 Intermediate American Sign Language (2 hours)
SPED 678 Topics in Special Education (1 hour)

2019|Catalog 19-20, Curriculum & Instruction|

English Program

Purpose Statement

The English department commits itself to developing graduates who can read critically and communicate effectively and who understand the changing nature of language.

The department achieves this purpose when its graduates

demonstrate an ability to accomplish various purposes through effective communication – oral, written, and electronic – and to help others achieve them;
demonstrate an understanding of ways in which aspects of culture such as history, religion and social norms are reflected in literature;
demonstrate an ability to analyze literary texts;
demonstrate a knowledge of research tools and strategies, especially in literature, and the critical and ethical use of appropriate documentation;
demonstrate knowledge of the structure of English, of the Standard American dialect, of both traditional and modern grammars, and of the nature of language.

English Major

Requirements

I. Complete the following courses:

EN 230 Linguistics (2 hours)
EN 250 American Literature I (3 hours)
*G-EN 255 American Literature II (3 hours)
*EN 313 Advanced Expository Writing (3 hours)
EN 335 Advanced English Grammar (2 hours)
EN 340 British Literature I (3 hours)
EN 345 British Literature II (3 hours)
EN 375 Junior Seminar in English (2 hours)
EN 430 History and Structure of English (2 hours)
EN 475A Seminar in English (1 hour)
*EN475B Seminar in English (1 hour)
*G-EN 210 Masterpieces of World Literature, OR
*G-EN 220 Contemporary World Literature (3 hours)
G-EN 270 Fiction (3 hours), OR
G-EN 370 Poetry (3 hours, OR
EN 420 Creative Writing (3 hours)

II. Complete 7 elective hours in English. These may include additional hours in English and American literature, as well as the following courses:

G-CM 120 Intro. to Human Communication (3 hours)
CM 305  Editing (3 hours)
*G-EN 210 Masterpieces of World Literature (3-4 hours)
*G-EN 220 Contemporary World Literature (3-4 hours)
G-EN 235 Topics in Literature (3 hours) (may be taken more than once if topic differs)
EN 320  Young Adult Literature (2 hours)
EN 350  Theory & Practice of Tutoring Writing (1 hour)
*G-EN 370 Poetry (3-4 hours)
*G-EN 270 Fiction (3-4 hours)
*G-PA 385 Performing Arts History & Literature I or
*G-PA 390 Performing Arts History & Literature II (3 hours)
EN 420  Creative Writing (3 hours)
EN 445  Readings and Research in English (2-4 hours)

III. Complete the following supporting courses

Communication courses (3 hours)
Spanish Level II, or the equivalent in some natural language

Requirements for teaching licensure (6-12) in English

I. Complete the following courses:

EN 230  Linguistics (2 hours)
EN 335  Advanced English Grammar (2 hours)
EN 430  History and Structure of English (2 hours)
EN 320  Young Adult Literature (2 hours)
*G-EN 370 Poetry (3 hours), OR
*G-EN 270 Fiction (3 hours), OR
EN 420 Creative Writing (3 hours)
*G-EN 210 Masterpieces of World Literature, or
*G-EN 220 Contemporary World Literature (3 hours)
EN 250 American Literature I (3 hours)
*G-EN 255  American Literature II (3 hours)
EN 340  British Literature I (3 hours)
EN 345  British Literature II (3 hours)
*EN 313  Advanced Expository Writing (3 hours)
EN 375  Junior Seminar in English (1 hour)
EN 475A Seminar in English (1 hour)
*EN475B   Seminar in English (1 hour)

II. Complete the following supporting courses:

Journalism courses (3 hours)
G-ML 109 Spanish Level II, or the equivalent in some natural language
CI 417 Methods for Teaching English and Language Arts in the Secondary School (3 hours)

Other courses required by the Curriculum & Instruction Department for licensure.

Students must take the Praxis II examination: English Language, Literature, and Composition: Content Knowledge.

Competency Exam

Students who plan to major in English must pass a writing competency exam. This exam will be offered in the fall semester. Transfer students will take the exam early in their first semester at the college. Students who fail the exam may re-take it after participating in guided study and practice of writing.

English for Speakers of Other Languages (6-12) Endorsement

Requirements

Same professional education requirements as for 7-12 endorsement in other fields, plus:

G-CI 333  Intercultural Education Seminar (2 hours)
EN 230  Linguistics (2 hours)
EN 335  Advanced English Grammar (2 hours)
G-SO 202 Minorities in the U.S. (3-4 hours)
CI 428  Methods for Teaching English as a Second Language (3 hours)
CI 475  Student Teaching/Practicum (6-12 hours)
CI 476  Professional Seminar in Education (2 hours)

Student teaching/practicum is to include ESL experience; for those already certified, student teaching/practicum is four credit hours.

Note: Non-native speakers of English must contact the Department of Curriculum and Instruction regarding proficiency requirements.

English Minor

A minor in English consists of 20 hours of English courses chosen from the list of courses in the English major and must include courses in both literature and writing. G-EN 110 and G-EN 111 do not count as part of the 20 hours for the minor.

2019|Catalog 19-20, English|

Spanish Program

Purpose Statement

The Department of Modern Languages commits itself to the teaching of a second language. Equally important in second language acquisition is the development and nurturing of intercultural awareness and sensitivity.

The department achieves its goals when its graduates

Communicate effectively using interpersonal, interpretive, and presentation skills in Spanish.
Demonstrate an ability to interact effectively with Spanish-speaking cultures, showing an understanding of different cultural perspectives and products.
Demonstrate knowledge of the nature of language and language acquisition.

Spanish Major

Requirements

Emphasis 1:

A minimum of 32 semester hours, including:

G-ML108 Level I Spanish (3 hours)
G-ML109 Level II Spanish (3 hours)
G-ML208 Level III Spanish (3 hours)
G-ML209 Level IV Spanish (3 hours)
ML350 Immersion Experience (12 hours – the equivalent of a semester abroad)
ML384 Intermediate-Level Composition and Conversation (3 hours)
*ML385 Advanced-Level Composition and Conversation (3 hours)
ML475 Senior Seminar (2 hours)

The following courses may be taken abroad:

ML308 Spanish Language Literature (3 hours or equivalent)
ML458 Structure of the Spanish Language (2 hours or equivalent, such as advanced grammar)

Emphasis 2:

A minimum of 32 semester hours, including:

G-ML108 Level I Spanish (3 hours)
G-ML109 Level II Spanish (3 hours)
G-ML208 Level III Spanish (3 hours)
G-ML209 Level IV Spanish (3 hours)
ML350 Immersion Experience (4 hours – at least 3 weeks immersion)
ML384 Intermediate-Level Composition and Conversation (3 hours)
*ML385 Advanced-Level Composition and Conversation (3 hours)
ML475 Senior Seminar (2 hours)
ML308 Spanish Language Literature (3 hours)
ML458 Structure of the Spanish Language (2 hours or equivalent, such as advanced grammar)

A minimum of 9 credit hours approved by the department and selected from culture studies courses, such as the following:

G-ML370 Service Learning Opportunity (1-4 hours)
*G-CI333 Intercultural Education Seminar (2 hours)
G-CM221 Intercultural Communication (3 hours)
G-SO202 Minorities in the U.S. (3 hours)
*G-PS215 Global Peace Studies (3 hours)
G-PS130 Principles of Geography (3 hours)
*G-PR106 Spiritual Pathways: Transformation, Compassion, and Vocation (3 hours)
G-PR306 World Religions (3 hours)
Courses in a language other than English or Spanish (3-9 hours)

Required Supporting Courses:

EN230 Linguistics (2 hours)

Students who can demonstrate language proficiency (via a placement exam) may be waived from enrolling in G-ML108 and G-ML109.

All students seeking a B.A. degree are required to enroll for one semester of Spanish. Students who have had zero to one year of high school Spanish will be placed in Spanish I. Students who have had two to three years of high school Spanish will be placed in Spanish II. Students who have had four to six years of high school Spanish may be waived from the Spanish language requirement if they can demonstrate language proficiency via written and oral examination.

Teaching Licensure in Spanish (PK-12)

The requirements for teaching licensure in Spanish are specified in the Curriculum and Instruction Department listing. They include the major in Spanish and professional education requirements.

Spanish Minor Requirements

A minimum of 18 semester hours, including at least 6 hours beyond G-ML209 Level IV Spanish.

Note: The following courses may be counted toward fulfillment of the 18 semester hours:

G-ML 108 Level I Spanish (3 hours)
G-ML 109 Level II Spanish (3 hours)
G-ML 208 Level III Spanish (3 hours)
G-ML 209 Level IV Spanish (3 hours)

English for Speakers of Other Languages (6-12) Licensure

Requirements

The requirements for teaching licensure in English as a Second Language are specified in the Curriculum and Instruction Department listing and in the English Department listing.

2019|Catalog 19-20, Modern Languages|

Psychology Program

Purpose Statement

The psychology program commits itself to developing majors with pre- professional training and non-majors with basic knowledge of and skills in psychology. The program achieves this purpose when its students:

have acquired knowledge and skills requisite for entry into selected professions, especially pre-professional careers in the behavioral sciences
have acquired knowledge and skills requisite for entry into graduate programs in psychology and related fields
have bridged the gap between theory and practice through Internships
meet State Department of Education standards for certification in the area of psychology (applies to candidates for teacher certification in psychology)

In addition to preparing its majors, psychology contributes to the general education program and serves other majors.

Teaching licensure is available in this area. Students who wish to double major in psychology and sociology need have only one emphasis.

Psychology Major

Requirements

G-PY 101  Introduction to Psychology (3 hours)
PY 204  Child and Adolescent Development (3-4 hours)
PY/SO 303  Social Psychology (3 hours)
PY 305  Abnormal Psychology (3-4 hours)
PY/SO 308  Counseling (3 hours)
PY/SO 335  Research Methods I (4 hours)
PY 336  Research Methods II (4 hours)
PY/SO 375  Junior Seminar (1 hour)
PY 405  Personality Theories (3 hours)
PY 415  Learning, Memory, and Cognition (3 hours)
*PY 450  History and Systems of Psychology (3 hours)
PY/SO 474  Scientific Writing for the Behavioral Sciences (2 hours)
*PY/SO 475 Senior Seminar/Thesis (2 hours)
G-MA 221 Elementary Applied Statistics (4 hours)

Psychology majors seeking 6-12 teaching licensure may substitute Student Teaching in the Secondary School (CI 475) for Senior Seminar/Thesis (PY 475).Students seeking special education licensure may use the Adaptive Special education program as their required emphasis.

Child Development Emphasis

PY 254 Parent-Child Relations (3 hours)
PY 354 Child Development and Social Policy (3 hours)
PY 454 Applied Behavior Analysis and Youth (3 hours)
PY 470 Developmental Psychopathology (3 hours)

Health and Human Services Emphasis

SO 260 Introduction to Human Services (3 hours)
SO 365 Social Work in American Society (3 hours)
PY 430 Health Psychology (3 hours)
SO 470 Social Gerontology (3 hours)

Recommended courses for Students interested in Human Services careers

PY/SO 210  Human Sexuality (3 hours)
G-SO 101  Introduction to Sociology (3 hours)
G-SO 202  Minorities in the U.S. (3-4 hours)
SO 206  Social Problems (3-4 hours)
G-SO 246  Marriage and Family (3-4 hours)

As much practical experience in human service placements as possible

Psychology Minor

Requirements

G-PY 101  Introduction to Psychology (3 hours)
PY 204  Child and Adolescent Development (3-4 hours)
PY/SO 303  Social Psychology (3 hours)
PY 305  Abnormal Psychology (3-4 hours)

Electives to total 18 hours

2019|Catalog 19-20, Psychology|

Sociology Program

Purpose Statement

The sociology program commits itself to developing majors with pre-professional training and non-majors with basic knowledge of and skills in sociology. The program achieves its purpose when its students:

have acquired knowledge and skills requisite for entry into selected professions, especially pre-professional careers in the behavioral sciences
have acquired knowledge and skills requisite for entry into graduate programs in sociology and related fields
can critically analyze their society through exposure to sociological theories and research methods
have bridged the gap between theory and practice through internships
have enhanced their sensitivity to others by studying customs, beliefs, and practices that are different from their own

In addition to preparing its majors, sociology contributes to the general education program and serves other majors. Students who wish to double major in sociology and psychology need have only one emphasis.

Sociology Major

Requirements

G-SO 101 Introduction to Sociology (3 hours)
SO 206 Social Problems (3-4 hours)
G-SO 202 Minorities in the U.S. (3-4 hours
SO/PY 303 Social Psychology (3 hours)
SO 320 Urban Sociology (3 hours)
SO/PY 335 Research Methods I (4 hours)
SO/PY 336 Research Methods II (4 hours)
SO/PY 375 Junior Seminar (1 hour)
SO 401 Sociological Theory (4 hours)
SO 450 Sociology Proseminar (3 hours)
SO/PY 474 Scientific Writing for the Behavioral Sciences (2 hours)
*SO/PY 475 Senior Seminar/Thesis (2 hours)
G-MA 221 Elementary Applied Statistics (4 hours)
39-41 hours

Criminal Justice Emphasis

SO 275  Criminal Justice (3 hours)
SO 355  Juvenile Delinquency (3 hours)
SO 455  Police and Law Enforcement (3 hours)
SO 460  Correctional Institutions (3 hours)
12 hours

Health and Human Services Emphasis

SO 260  Introduction to Human Services (3 hours)
SO 365  Social Work in American Society (3 hours)
PY 430  Health Psychology (3 hours)
SO 470 Social Gerontology (3 hours)
12 hours

Recommended supporting courses

PY/SO 308  Counseling (3 hours)
G-BI 101  Principles of Biology (4 hours)
EC 201  Elementary Economics: Macro (3 hours)
G-PS 101  Historical Introduction to Politics (3 hours)
G-PS 102  U.S. Government (3 hours)
G-PY 101  Introduction to Psychology (3 hours)
*G-TE 333  Technology and Society (3 hours)
Foreign Language

Recommended courses for Students interested in Human Services careers

PY/SO 210  Human Sexuality (3 hours)
PY/SO 308  Counseling (3 hours)
G-SO 246  Marriage and Family (3-4 hours)
As much practical experience in human service placements as possible

Sociology Minor

Requirements

G-SO 101  Introduction to Sociology (3 hours)
SO 206  Social Problems (3-4 hours)
SO 401  Sociological Theory (4 hours) or
SO 450  Sociology Proseminar (3 hours)
SO/PY 303  Social Psychology (3 hours)
SO/PY 335  Research Methods I (4 hours)
18 hours required

Social Work

McPherson College has well prepared its students majoring in the Behavioral Sciences for entrance into the Master of Social Work (M.S.W.) degree programs. The pre-professional program at McPherson College commits itself to fostering student learning in career-oriented liberal arts so that students are prepared for community service and/or graduate study in social work. Students who have acquired knowledge and skills requisite for entry into the field of social services and graduate social work education demonstrate proficient knowledge, understanding, and application of psychological and sociological theories and concepts.

All accredited graduate programs in social work require a four-year bachelor’s degree for admission. The pre-social work student should plan the liberal arts program to include courses in arts and humanities, social and behavioral sciences, and biological sciences. Although the pre-social work student may choose a major in any field, a strong knowledge of human services, personality theory, counseling, and social problems is strongly recommended. The B.S. in psychology or sociology, with the health and human services emphasis, is recommended.

M.S.W. programs require evidence of relevant paid/volunteer work experience related to human services organizations. The pre-social work student should therefore be prepared to complete at least one internship or field experience related to community/social services. (The College’s Career Connections program is highly recommended.)

The M.S.W. Degree prepares graduates for advances social work practices in one of three areas—clinical social practice with individuals, families, and groups; social work administration/community practice aimed at social service administration and social policy development; and school social work. With such diverse professional practice concentrations, it is difficult to outline a generic program to prepare all pre-social work students for admission to these practice areas. Students should counsel with the pre-social work advisor to help them identify the type of professional program they are considering, and to assist them in developing a plan for completing the graduate admission requirements of that program or field.

Although M.S.W. programs differ in admissions requirements, the following courses, in addition to the major, are recommended for students interested in entering the social work profession at the graduate level:

PY 405  Personality Theories (3 hours)
PY/SO 308  Counseling (3 hours)
SO 206  Social Problems (3-4 hours)

Courses in the Health & Human Services Emphasis:

SO 260  Introduction to Human Services (3 hours)
SO 365  Social Work in American Society (3 hours)
PY 430  Health Psychology (3 hours)
SO 470  Social Gerontology (3 hours)
PY/SO 388  Career Connections (1-12 hours)
PY/SO 295/495  Field Experience (1-4 hours)

2019|Catalog 19-20, Sociology|

Sociology Course Descriptions

G-SO 101 Introduction to Sociology

3 hours
An introduction to the general field of sociology and its principle subdivisions; the nature of culture; the socialization of the individual; the character and behavior of social groups; social organization and institutions; social interaction, deviant behavior and social change. (Fall, Interterm)

G-SO 202 Minorities in the U.S.

3-4 hours
An exploration of the problems faced by physical, cultural, economic, and behavioral minority groups in American society; the causes and consequences of prejudice, stereotypes, and discrimination; the nature of minority-majority group interaction; current crises and possible solutions; and some comparison with similar situations in other countries. (Fall, Spring)

SO 206 Social Problems

3-4 hours
A study of contemporary American and world social problems, including prostitution, drug addiction, poverty, sexism, racism, and war. ( Spring)

SO/PY 210 Human Sexuality

3 hours
A study of female roles, male roles, values, life adjustments, sexual identities, religion, language, and behavior differences based on cultural, educational and socioeconomic factors related to human sexuality. Course uses lectures, audio- visuals, discussions, guest resource persons, assigned readings, and projects or papers to present information. Prerequisite: sophomore standing or higher or instructor consent. (Spring)

G-SO 246 Marriage and Family

3-4 hours
This course explores the institution of marriage and family in American society from a sociological perspective. Topics covered include socialization, dating, courtship, marriage, parenting, dysfunctions, divorce and remarriage. Family dynamics and major social changes affecting the family are discussed. The course allows the individual to explore her/his own marriage and family attitudes and experiences. (Interterm)

SO 260 Introduction to Human Services

3 hours
An introduction to the history, theory, practice, and trends in human services. The goals, functions, and organization of human services are examined in the context of contemporary social problems; a historical survey of human services is presented as a background against which current efforts can be viewed; major theories, techniques, and methods that govern helping efforts are covered; a description of consumers of human services, and the strategies both consumers and service providers initiate to overcome barriers to effective service delivery, are discussed. Career opportunities in the human services field are also explored. (Spring)

SO 275 Criminal Justice

3 hours
An introduction to the field of criminology and the American criminal justice system. Emphasis is placed upon the nature of crime, and trends and theories of crime along with components and functions of the criminal justice system including police, courts, and corrections. (Spring)

SO 285/PE 285 Sociological Implications of Sport & Recreation

2 hours
A study of the interrelationships of sport and society.

SO/PY 303 Social Psychology

3 hours
A study of the individual as he/she is affected by other persons. Topics covered include: interpersonal relations, social learning, conformity and individuality, attitudes, groups and organizations, and others. Discussion and involvement methods are emphasized. Prerequisite: 6 hours in the behavioral sciences or instructor consent. (Spring)

SO/PY 308 Counseling

3 hours
A study of the theory and practice of counseling including a survey of the various systems of psychotherapy (person-centered therapy, psychoanalysis, behavioral therapy, cognitive-behavioral therapy, etc.) and learning, through role- play, of skills needed to be a helper. (Spring)

SO 320 Urban Sociology

3 hours
A study of the development of modern cities, theories of urban growth, and urban problems and policies. Topics will include urbanization, urban renewal, economic restructuring and globalization, international migration, culture and politics of urban places, gentrification, crime and poverty, and ecological patterns of land use. ( Fall)

SO/PY 335 Research Methods I

4 hours
The basic research methods course for behavioral science majors. Correlational, survey, and case study techniques, basic experimental design, research ethics, and general professional conduct of empirical investigation are studied in a team- taught format. Lecture, laboratory, and practical field exercises are used as learning methods. Prerequisite: G-MA 221. Concurrent enrollment is acceptable. (Fall)

SO/PY 336 Research Methods II

4 hours
The second of the two basic research methods courses for behavioral science majors. Relatively advanced scientific research designs and statistical analyses are studied. SPSS, a statistical package, is used for most of the work in the course. Prerequisites: G-MA 221 and SO/PY 335. (Interterm)

SO 355 Juvenile Delinquency

3 hours
A comprehensive examination of juvenile delinquency and the juvenile justice system. An emphasis on the causes of juvenile delinquency; its relation to family, school, peers, and society; treatment of juvenile delinquents; and criminal proceedings and the family court. (Fall)

SO 365 Social Work in American Society

3 hours
An introduction to the social work movement, profession, and practice in the United States. The course examines the social welfare policies and client populations that engage social workers, and explores the social work practice settings that range from child maltreatment and health care to work with older adults and corrections. Social issues are raised and case examples are presented to give insight into the clients and issues for which social workers initiate advocacy and social change through leadership positions in American society. Career opportunities in the social work profession are also explored. (Fall)

SO/PY 375 Junior Seminar

1 hour
Several topics and issues are examined in a seminar format. These include ethical practices and concerns as they relate to research and clinical work, the development and execution of basic and applied research, and career development and related matters. Students work toward developing appropriate research topics for their senior theses and may explore internship opportunities. (Spring)

SO 401 Sociological Theory

4 hours
A review and analysis of historical sociological theory including the masters of sociology: Durkheim, Weber, Marx, Pareto, Veblen, and others. Prerequisite: Six hours in sociology. (Spring, even years)

SO 425 Deviant Behavior

3 hours
This course exposes the student to the perspectives, principles, issues and research findings of the deviant behavior field. Topics covered include: poverty, substance abuse, prostitution, homosexuality, violent behavior, family violence, mental disorders, crime and social control. Prerequisite: SO 206, SO/PY 335 or instructor consent. ( Fall)

SO 430 Topics in Behavioral Sciences

3 hours
This course explores topics not normally found in regular offerings allowing students the opportunity to explore and grow their sociological imagination as well as their knowledge of theory and research methods. (Fall)

SO 450 Proseminar in Sociology

3 hours
An advanced-level seminar to integrate the information learned in earlier sociology courses. The goal is to bring full circle the sociological knowledge of students who are about to graduate. The course will explore a number of enduring sociological issues, including the meaning of sociology, the purpose of sociology and the effect sociology has on the world. Prerequisite: Upper division majors/minors only or instructor consent. (Spring, odd years)

SO 455 Police and Law Enforcement

3 hours
An analysis of the evolution of police, the police system, and the police role. Organization and jurisdiction of local, state, and federal law enforcement agencies along with philosophical and ethical issues surrounding their role will be discussed. (Fall, even years)

SO 460 Correctional Institutions

3 hours
An exploration of the historical and philosophical development of correctional systems with an emphasis on categories of inmates, treatment policies and their effectiveness, staff organization and training and their relation to the criminal justice system, and problems associated with correctional practices and procedures. (Fall, odd years)

SO 470 Social Gerontology

3 hours
A comprehensive introduction to an emerging field dealing with the social aspects of human aging. The course covers major areas of theory, research, social policy, and practice that impact older adults, and discusses the strengths and contributions that elders bring to their peers, families, and communities. The historical overview of aging in the United States, as well as the human and social meanings behind longevity population shift, is also explored. Also examined are social issues and psychological perspectives and strategies, as well as political and economic situations that produce undesirable outcomes as well as promote well- being in later life. Career options in the field of social gerontology are also explored. (Fall, even years)

SO/PY 474 Scientific Writing for the Behavioral Sciences

2 hours
This course is intended to help students develop the skills needed for writing research reports in the social sciences. It is a research-based course in which students learn to synthesize what they have read and present it as a scientific review of the literature; these are the primary goals. Thus, it focuses on how to apply social science theories and research methods to the writing of the senior research proposal. This course also provides students with the opportunity to prepare papers for regional conferences in sociology and psychology. Research manual required. (Fall)

SO/PY 475 Senior Seminar/Thesis

2 hours (Language Intensive)
This is the culminating or capstone course for behavioral science majors. Coordinated guidance is given on the preparation of the Senior Thesis. Discussion of current topics in sociology and psychology is combined with guidance on practical matters such as application to graduate study, developing a career, and so on. (Spring)

SO 495 Field Placement

1-4 hours
Practical experience working in an established social agency, mental health clinic, or correctional institution. Supervision and direction given on the job by the agency personnel. College personnel visit and give consultation.

Special Course Options
295/495 Field Experience (1-4 hours)
297 Study Abroad (12-16 hours)
299/499 Independent Study (1-4 hours)
388 Career Connections (3-10 hours)
445 Readings and Research (1-4 hours)

2019|Catalog 19-20, Sociology|

General Education Foundation Courses

A. Oral Communication:

Student Learning Outcome: Students should be able to deliver messages appropriate to their audience, purpose, and context.

Performance Indicators – Students should be able to:

Perform verbal and nonverbal communication behaviors that illustrate the competency of an effective communicator.
Support and organize their ideas in a coherent manner.

Required: 1 Course
G-CM130 Interpersonal Communication
G-CM140 Public Speaking
G-CM218 Business and Professional Communication

B. Written Communication & Information Literacy

Student Learning Outcome for Written Communication: Students should be able to write with skill and clarity.

Performance Indicators – Students should be able to:

Produce writing that shows an awareness of audience.
Support their ideas with appropriate details and examples.
Coherently organize their writing.
Produce writing that shows careful attention to craft.

Student Learning Outcome for Information Literacy: Students should be able to demonstrate ethical and efficient use of information.

Performance Indicators – Students should be able to:

Show that they can find appropriate sources.
Show that they can evaluate the reliability of sources.
Use information from sources appropriately in their work.

Required: 4 Courses
G-EN110 College Composition I
G-EN111 College Composition II
and:
Students pursuing a Bachelor of Arts are required to take Spanish and one Language Intensive (LI) course in their major department. Students pursuing a Bachelor of Science are required to take 2 Language Intensive courses with at least one LI course in the student’s major department.

Language Intensive – Oral and Written Communication

Student Learning Outcome for Oral Communication: Students should be able to clearly voice a coherent message.

Performance Indicators – Students should be able to:

Show that they can speak clearly and audibly.
Support their ideas with appropriate research.

Speaking Component

(1) Informal oral communication exercises should be used frequently in the LI classroom. Most often, these will consist of required participation in small group and class discussions. LI instructors can make even routine student participation in class discussions and activities into helpful oral communication exercises simply by (a) raising students’ consciousness about the variety of signals they send when they speak informally in class, and (b) helping students eliminate their careless habits in speech and delivery.

(2) At least one formal oral presentation should be included in the LI course. The presentation, probably brief, may be delivered to part or all of the class, or some other audience. It may derive from a formal writing assignment, recast for oral delivery.

Student Learning Outcome for Written Communication: Students should be able to write with skill and clarity.

Performance Indicators – Students should be able to:

Produce writing that shows an awareness of audience.
Demonstrate effective participation in the writing process.
Coherently organize their writing.
Produce writing that shows careful attention to craft.

Writing Component

(1)Informal writing assignments should be frequent, perhaps one per class session, but certainly one per week. Most informal writing activities are in the “writing to learn” mode; that is, they are intended to push students to read, think about, and interpret course material more carefully and deeply than they otherwise might do. From a handful of basic, informal writing models, such as journals and microthemes, LI instructors can improvise an almost endless array of specific informal writing activities.

(2) Formal writing assignments should be substantial (but the meaning of “substantial” depends upon the course and the exact nature of the assignment.) There should be at least one formal, polished piece of writing. Whenever possible, LI instructors should give formal assignments in stages, conference with students over drafts, and allow ample time for revision(s).

Courses designated as Language Intensive:

G-AR310 Art History I
G-AR311 Art History II
BA 475 Business Strategy & Policy
BI 391 Evolution
CI 455 Teaching Learning Process
G-CM130 Interpersonal Communication
G-CM218 Business & Professional Communication
G-CM221 Intercultural Communication
CM 475A Senior Seminar in Communication Research
CM 475B Senior Project in Communication
G-EE210 Children’s Literature
EE 303 Reading/Language Arts I
G-EN210L Masterpieces of World Literature (4 hours)
G-EN220L Contemporary World Literature (4 hours)
G-EN255L American Literature II (4 hours)
G-EN270L Fiction (4 hours)
EN 313 Expository Writing
G-EN370L Poetry (4 hours)
EN 475B Senior Project in English
G-HI333 Technology & Society
HI 475 Senior Thesis
IT 475 Senior Projects in Information Tech.
G-MA290 History of Mathematics
MA 475 Senior Project in Mathematics
ML 385 Advanced Level Composition and Conversation
NS 300 Research Methods
NS 475 Senior Research
G-PA265 Script Analysis
G-PA385 Performing Arts History & Literature I
G-PA390 Performing Arts History & Literature II
PA 475 Senior Projects in Performing Arts
PE 380 History & Philosophy of Health, PE, Sport
PE 445 Readings and Research for Health Science
G-PR104L Ethics (4 hours)
G-PR106L Spiritual Pathways
G-PS215 Global Peace Studies
PS 475 Senior Thesis
PY 450 History and Systems of Psychology
PY 475 Senior Thesis
SO 475 Senior Thesis
G-TE 333 Technology & Society
TE 475 Senior Project

C. Mathematics

Student Learning Outcome: Students should be able to use mathematical concepts.

Performance Indicators – Students should be able to:

Demonstrate understanding by performing accurate computations.
Apply algorithms to solve problems.

Required: 3-4 hours chosen from the following:
G-MA105   College Algebra
G-MA111   Calculus I
G-MA123 Discrete Mathematics
G-MA153   Principles of Geometry
G-MA201   Survey of Mathematics
G-BA220 Business Applied Statistics
G-MA221   Elementary Applied Statistics

D. Religion/Beliefs/Values

Student Learning Outcome: Students should be able to answer fundamental religious or philosophical questions.

Performance Indicators – Students should be able to:

Develop answers relative to alternative religious/philosophical perspectives.
Explain their position on religious or philosophical issues.

Required: 3-4 hours chosen from the following:
G-PR101 Old Testament-Hebrew Bible: God and People in Ancient Israel
G-PR102    Jesus: New Testament Foundations
G-PR104   Ethics
*G-PR104L Ethics (LI if taken as G-PR104L for 4 hours)
*G-PR106L Spiritual Pathways: Transformation, Compassion, and Vocation
G-PR107    Critical Thinking
G-PR201     Introduction to Philosophy
G-PR202   Christian Traditions
G-PR203   Science and Religion
G-PR204 Peacemaking: Religious Perspectives
G-PR206 Religion and Environmental Stewardship
G-PR304  The Church of the Brethren and Beyond: The Christian Church Serves Our World
G-PR306    World Religions

E. Wholeness/Health/Fitness

Student Learning Outcome: Students should be able to identify optional behaviors that promote lifelong personal health.

Performance Indicators – Students should be able to:

Develop a personal strategy for health and fitness emphasizing the physical domain.
Illustrate the relationship between personal behaviors and lifelong health and wellness.

Required: 1 course
G-PE150 Concepts in Holistic Health
G-PE170 Personal & Community Health

F. Global/Intercultural Experience

Student Learning Outcome: Students should be able to understand they live in a world of diverse cultures.

Performance Indicators – Students should be able to:

Identify social, cultural, religious, or linguistic differences.
Explain how values and contributions of diverse societies affect individual experiences.

Required: 3 hours+ chosen from the following:
G-BA 342IT International Business (Travel required)
G-CI251 Introduction to Education Practicum
G-CI333     Intercultural Education
*G-CM221 Intercultural Communication
G-EN210 Masterpieces of World Literature
*G-EN210L Masterpieces of World Literature (LI if taken as G-EN210L for four hours)
G-EN220 Contemporary World Literature
*G-EN220L Contemporary World Literature (LI if taken as G-EN220L for four hours)
*G-HI333   Technology and Society
*G-MA290   History of Mathematics
G-ML108   Spanish Level I
G-ML109   Spanish Level II
G-ML208   Spanish Level III
G-ML209   Spanish Level IV
G-ML350   Junior Year Abroad
G-PR306     World Religions
G-PS130     Principles of Geography
*G-PS215 Global Peace Studies
G-SO202   Minorities in the U.S.
*G-TE333 Technology and Society

+Students completing a Bachelor of Arts degree must take G-ML108 Level I Spanish for three hours as well as three additional hours in the Global/Intercultural Experience Foundation. These students will be required to take only one Language Intensive (LI) course.

College Seminars

In the seminar series, students will demonstrate (1) that they have explored traditional Church of the Brethren values; (2) that they understand service- learning and can complete a service project; (3) that they can make informed ethical decisions in personal and professional situations; and (4) that they have investigated career options in the fields of study. In addition, the various seminars address the following goals.

G-ID101 Academic Community Essentials (ACE) Seminar: Students will show that they have learned about college life, create a degree plan, and practice good study skills, critical thinking, and conflict resolution.
G-ID201 Sophomore Seminar: Students will complete a service project, develop a career plan, and show that they have explored internship options.
Senior Capstone Experience: Students will complete a senior project, as designed by department faculty.

2018|08 General Education, Catalog 18-19|

Teacher Education Program

The academic program offered by the Department of Curriculum and Instruction is essential for achieving the college’s mission of developing whole persons through scholarship, participation, and service. It also reflects the heritage of the college and the Church of the Brethren, which includes a dedication to a liberal arts education and values that promote ethical behavior, non-violence and peace, a simple lifestyle, and a dedication to serving others.

The primary focus of the Department of Curriculum and Instruction is on the preparation of education professionals. Teacher education at McPherson College has long been one of the foundational cornerstones on which the institution was established.

Teacher Education Program

The Teacher Education Program at McPherson College is accredited by the Kansas State Department of Education (900 SW Jackson Street, Topeka, Kansas 66612); and by the National Council for the Accreditation of Teacher Education (NCATE), www.ncate.org (now known as Council for the Accreditation of Educator Preparation (CAEP), www.caepnet.org). This accreditation covers the Teacher Education Program at McPherson College; however, the accreditation does not include individual education courses that the institution offers to P-12 educators for professional development, relicensure, or other purposes.

Mission Statement

The mission of the Teacher Education Program of McPherson College is to develop service-oriented educators who effectively blend the art and science of teaching.

Goals, Objectives, and Dispositions

Goal I: The candidate has the knowledge bases necessary to be an effective teacher in her/his field.

To accomplish this goal, the service-oriented educator will:

Objectives:

Acquire a broad liberal arts knowledge base.
Demonstrate proficiency in his/her major area of licensure.
Acquire effective strategies of teaching in all appropriate content areas and for all learners.
Recognize how students learn and develop.

Disposition: Appreciate the connections between various areas of knowledge and commit to continuous learning.

Goal II: The candidate can apply effective teaching strategies to meet the needs of all learners.

To accomplish this goal, the service-oriented educator will:

Objectives:

Use appropriate best practices for specific content areas and for diverse learners.
Reflect upon his/her teaching and analyze the practices.
Demonstrate understanding and use of formative and summative assessments and make modifications based on them.
Provide motivational techniques based on students’ developmental and environmental needs.

Disposition: Value and respect students’ varied talents and abilities and project enthusiasm for teaching all learners.

Goal III: The candidate fosters relationships and collaborates with school constituencies. To accomplish this goal, the service-oriented educator will:

Objectives:

Communicate effectively in both written and oral formats and through the use of technology
Solicit input from students, parents, colleagues, and the greater community.
Act on information received from stakeholders.

Disposition: Value the many ways in which people seek to communicate and encourage various modes of communication.

The Teacher Education Program at McPherson College focuses on three major levels of licensure. The following are lists of the levels and the programs.

6-12 Licensure Section
Biology, Chemistry, English, English for Speakers of Other Languages, History and Government, Mathematics, Psychology, High-Incidence Special Education, Speech/Theatre

K-6 Licensure Section
Elementary Education, English for Speakers of Other Languages, High-Incidence Special Education

PK-12 Licensure Section
Art, Health, Music, Physical Education, Spanish

As a student at McPherson College preparing to become a teacher, you will be asked to prove your competency with the guidance of instructors in the Department of Curriculum and Instruction and the content area departments. Course assessments, a portfolio, and interviews are a few of the instruments developed that will help you demonstrate your abilities. McPherson College is currently collecting data on different aspects of student performance. Numerous experiences are provided as observers, aides, tutors, and as participants in student teaching experiences. Those seeking licensure at all levels begin their professional work by the sophomore year and continue with incremental and sequential scheduling of their professional growth.

Admission Procedures

Procedures for admittance into the Teacher Education Program and Student Teaching are outlined in detail in the Advisor/Advisee Handbook and/or the Policies and Procedures Manual. These Handbooks are available in the Department of Curriculum and Instruction. College advisors also have copies of these handbooks. The handbook is also available online. Students should read the handbook or consult their advisors for a detailed account of admission requirements and procedures.

Admission to the Teacher Education Program

As a general rule, the Teacher Education Board reviews candidates for admittance into the Teacher Education Program two times during an academic year, once each semester. Signs are posted on college buildings and announcements are made in campus communications and classes. Requirements for acceptance into the Teacher Education Program include, but are not exclusive of,

Practica at McPherson College

Research has proven that multiple and varied practical experiences are of utmost importance in an effective teacher education program. For that reason, students in the Teacher Education Program have the requirement of completing a minimum of two practica prior to student teaching. However, most students are encouraged to participate in more than those two. The first practicum occurs early in the student’s professional education course sequence. This practicum is primarily an observation/aide situation. The second practicum occurs later in the professional sequence and requires students to take more initiative in the actual classroom responsibilities. In fact, students are required to practice actual instructional activities.

Students are required to do one of the practicum experiences in an urban setting. Arrangements have been made for the first practicum to be completed in Wichita, Chicago, or other ethnically diverse setting. Transfer students or students with extenuating circumstances may choose to complete one of the other sessions in an urban setting. This will further enhance the program and give students a broader understanding of the entire educational enterprise. Students are placed in both grade- and content-appropriate practicum settings. It is the student’s responsibility to secure travel arrangements to the practica sites. Any expenses that are incurred are also the responsibility of the student.

All practica must be approved by the Department of Curriculum and Instruction.

Service Component

In keeping with the mission of the college and the Teacher Education Program, future teachers are expected to complete a service component as part of their program. During the student’s college career s/he must complete and document 100 hours of service prior to completing the program. Transfer students must complete 25 hours per year.

There are many possibilities for service-oriented activities. Opportunities will occasionally be made available through the Curriculum and Instruction Department. In addition, students are encouraged to seek out experiences that will be self- satisfying. For further explanation or clarification, contact any member of the Teacher Education Board.

Student Teaching at McPherson College

Student teaching is considered the capstone experience in the professional education sequence for future teachers. It is to be done after other professional coursework is completed. In cooperation with a K-12 school system, McPherson College strives to make this experience as beneficial as possible for all parties involved. Student teaching is a complete semester experience. It is offered for variable credit hours depending on the level and the experiential need of the student and the licensure area being sought. Being given the privilege to student teach is not automatic. The Teacher Education Board carefully screens all applicants for their suitability. As a general rule, the Department of Curriculum and Instruction begins the application for the student teaching process two times during an academic year. Deadlines are September 15 and February 15. Late applications are not accepted. Signs are posted on college buildings and announcements are made in campus communications and classes.

The prospective student teacher at McPherson College is expected to have:

the personality and character traits required of a teacher;
a strong liberal arts education;
solid professional skills;
profitable laboratory experiences with practitioners in the field. Before a student can student teach she/he must have:
gained full acceptance into the Teacher Education Program;
secured favorable recommendations from her/his major professor, professor of a language intensive course, one professor in teacher education, Student Life, and two supportive professionals in education;
achieved a cumulative grade point average of 2.5;
provided proof of liability insurance;
signed an Inquiry Form;
provided an up-to-date health form.

After all forms have been submitted, the student will participate in an interview with the Teacher Education Board. Ultimate decisions concerning student teaching will be made by that Board. A primary indicator of meeting the goals of the Teacher Education Program is the development of a portfolio. McPherson College students planning to become teachers develop portfolios during stages of their professional course work. These portfolios are designed to meet the overall goals of:

The candidate has the knowledge bases necessary to be an effective teacher in her/his field.
The candidate can apply effective teaching strategies to meet the needs of all learners
The candidate fosters relationships and collaborates with school constituencies.

These portfolios include copies of units and lesson plans, reflective journals, other significant evidences of knowledge, application, and collaboration, scores of standardized assessment tools, and other documentation.

In order to defray costs, a student teaching fee will be assessed during that semester.

Student Responsibility

Students are ultimately responsible for following procedures and proper sequencing of events leading to professional development and licensure. It is important for students who plan to enter the Teacher Education Program at McPherson College to contact the chair of the program and/or the appropriate advisor.

Licensure in Kansas

Those seeking licensure in Kansas must pass the Professional Knowledge section of the Principles of Learning and Teaching (PLT) with a score of 160; candidates must also take a test in their particular content area. The passing scores for each content test are listed in the Advisor/Advisee Handbook. Requirements for licensure to teach in the public schools, either elementary or secondary, vary from state to state. Students who plan to certify in a state other than Kansas should, upon enrollment, consult the chair of teacher education or the state in which they plan to teach to make sure that they are enrolled in a program that is appropriate.

In the state of Kansas, teaching is considered to be a profession. Therefore, the Kansas State Department of Education has a Professional Practices Commission to exercise disciplinary and advisory functions over those requesting licensure or working as a certified professional. Teacher licensure can be denied, suspended, or revoked for both felony and non-felony actions.

McPherson College is in compliance with the federal Title II reporting guidelines.

Elementary Education Major

K-6 Licensure

Requirements

Along with the General Education requirements, the following is a suggested sequence; the academic advisor and/or Curriculum and Instruction faculty will assist the individual student to develop the optimal sequencing of courses.

Freshman year:
G-PY 101 Introduction to Psychology (3 hours)
G-CI 150 Introduction to Education (3 hours)
SE 210 Introduction to Infants, Children & Youth with Special Needs (3 hours)

Sophomore year:
CI 220 Principles and Strategies of Teaching (3 hours)
G-CI 251 Introduction to Education Practicum (1 hour)
*G-EE 210 Children’s Literature (3 hours)
G-CI 333 Intercultural Education (2 hours)
PY 204 Child and Adolescent Development (3 hours)
CI 232 Educational Technology (2 hours)
EE 230 Mathematics Content for Elementary Teachers (3 hours)

Junior Year:
CI 426/PE 426 Methods for Teaching Health in Elem. & Sec. (1 hour)
*CI 455 Teaching-Learning Process (3 hours)
*EE 303 Reading/ Language Arts I (4 hours)
EE 307 Methods for Teaching Math in the Elementary School (3 hours)
EE 306 Methods for Teaching Science in the Elem. School (3 hours)
EE 309 Methods for Teaching Social Studies in the Elem. School (3 hours)
EE 301/ AR 358 Methods for Teaching Art in the Elem. School (1 hour)
EE 304/ MU 370 Methods for Teaching Music in the Elem. School (1 hour)
EE 305/ PE 305 Methods for Teaching Phys Ed in the Elem. School (1 hour)
EE 375 Elementary Ed. Practicum and Seminar (1-4 hours)
EE 444 Reading/Language Arts II (3 hours)

Senior Year:
EE 465 Student Teaching in the Elementary School (6 or 12 hours)
CI 476 Professional Seminar in Education (2 hours)

6-12 Licensure

Requirements

Along with the general education requirements and the academic requirements for the specific content area, the following is a suggested sequence; the academic advisor and Curriculum and Instruction faculty will assist the individual student to develop the optimal sequencing of courses.

Freshman year:
G-PY 101 Introduction to Psychology (3 hours)
G-CI 150 Introduction to Education (3 hours)

Sophomore year:
G-CI 333 Intercultural Education (2 hours)
PY 204 Child and Adolescent Development (3 hours)
SE 210 Intro to Infants, Children and Youth with Special Needs (3 hours)
CI 220 Principles and Strategies of Teaching (3 hours)
G-CI 251 Intro to Education Practicum (1 hour)
CI 232 Educational Technology (2 hours)

Junior Year:
*CI 455  Teaching-Learning Process (3 hours)
CI 4xx  Secondary Methods for Academic Majors (3 hours)
CI 315  Reading in the Content Field (2 hours)
CI 351  Secondary Education Practicum and Seminar (2 hours)

Senior year:
CI 475 Student Teaching (6 or 12 hours)
CI 476 Professional Seminar in Education (2 hours)

PK-12 Licensure

Requirements

Along with the general education requirements and the academic requirements for the specific content area, the following is a suggested sequence; the academic advisor and Curriculum and Instruction faculty will assist the individual student to develop the optimal sequencing of courses.

Freshman year:
G-PY 101 Introduction to Psychology (3 hours)
G-CI 150 Introduction to Education (3 hours)
SE 210 Intro to Infants, Children & Youth with Special Needs (3 hours)

Sophomore year:
G-CI 333 Intercultural Education (2 hours)
PY 204 Child and Adolescent Development (3 hours)
G-CI 251 Intro to Education Practicum (1 hour)
CI 220 Principles and Strategies of Teaching (3 hours)
CI 232 Educational Technology (2 hours)

Junior Year:
Methods for Teaching Art, Music or PE in Elem. Schools (2-3 hours)
(Those seeking licensure in Spanish take one Methods class (CI 404)
CI 351  Secondary Ed. Practicum and Seminar (1 hour)
EE 375  Elementary Ed. Practicum and Seminar (1 hour)
*CI 455  Teaching-Learning Process (3 hours)
Methods for Teaching Art, Music or PE in Sec. Schools (2-3 hours)
CI 315 Reading in the Content Field (2 hours)

Senior Year:
CI 475 Student Teaching in the Secondary School (6 or 12 hours)
EE 465 Student Teaching in the Elementary School (6 or 12 hours)
CI 476 Professional Seminar in Education (2 hours)

English for Speakers of Other Languages (K-6) Licensure

Requirements

Same professional education requirements as for K-6 license, plus:

EN 230  Linguistics (2 hours)
EN 335  Advanced English Grammar (2 hours)
G-SO 202 Minorities in the U.S. (3 hours)
CI 428  Methods for Teaching ESL in the Elem. and Sec. Schools (3 hours)

English for Speakers of Other Languages (6-12) Licensure

Requirements

Same professional education requirements as for 6-12 licensure in other fields, plus:

EN 230  Linguistics (2 hours)
EN 335  Advanced English Grammar (2 hours)
G-SO 202 Minorities in the U.S. (3 hours)
CI 428  Methods for Teaching ESL in the Elem. and Sec. Schools (3 hours)

Special Education Licensure

Through a joint effort with the Kansas Independent Colleges Association (KICA), McPherson College offers an Adaptive Special Education program. Students who participate in this program will graduate with licensure in High Incidence Special Education (intellectual disability, learning disabilities, behavior disorders, and other health impairments) at the K-6 and 6-12 levels.

High Incidence Special Education: Courses Required for all levels:

SPED 310 Foundations for Special Education (4 hours)
SPED 315 General Methods for Special Education Services (4 hours)
SPED 345 Behavioral Management (2 hours)
SPED 499 Capstone Issues (1 hour)

Courses Required for Level K-6:

SPED 321 Grades K-6 Methods for Special Needs (4 hours)
SPED 331 Grades K-6 Field Experience (1 hour)
SPED 431 Grades K-6 Clinical Experience (Student Teaching) (6 hours)
(OR)
*SPED 433 Grades K-6 Internship (4-6 hours)
*Those already holding special education licensure

Courses required for Level 6-12:

SPED 361 Grades 6-12 Methods for Special Needs (4 hours)
SPED 371 Grades 6-12 Field Experience (1 hour)
SPED 471 Grades 6-12 Clinical Experience (Student Teaching) (6 hours)
(OR)
* SPED 473 Grades 6-12 Internship (4-6 hours)
* Those already holding special education licensure

Optional:
SPED 220 Field Experience in Services for Student with Special Needs (1 hour)
SPED 320 Beginning American Sign Language (2 hours)
SPED 322 Intermediate American Sign Language (2 hours)
SPED 678 Topics in Special Education (1 hour)

2018|Catalog 18-19, Curriculum & Instruction|

English Program

Purpose Statement

The English department commits itself to developing graduates who can read critically and communicate effectively and who understand the changing nature of language.

The department achieves this purpose when its graduates

demonstrate an ability to accomplish various purposes through effective communication – oral, written, and electronic – and to help others achieve them;
demonstrate an understanding of ways in which aspects of culture such as history, religion and social norms are reflected in literature;
demonstrate an ability to analyze literary texts;
demonstrate a knowledge of research tools and strategies, especially in literature, and the critical and ethical use of appropriate documentation;
demonstrate knowledge of the structure of English, of the Standard American dialect, of both traditional and modern grammars, and of the nature of language.

English Major

Requirements

I. Complete the following courses:

EN 230 Linguistics (2 hours)
*EN 250 American Literature I (3 hours)
*G-EN 255 American Literature II (3 hours)
*EN 313 Advanced Expository Writing (3 hours)
EN 335 Advanced English Grammar (2 hours)
EN 340 British Literature I (3 hours)
EN 345 British Literature II (3 hours)
EN 375 Junior Seminar in English (2 hours)
EN 430 History and Structure of English (2 hours)
EN 475A Seminar in English (1 hour)
*EN475B Seminar in English (1 hour)
*G-EN 210 Masterpieces of World Literature, OR
*G-EN 220 Contemporary World Literature (3 hours)
G-EN 270 Fiction (3 hours), OR
G-EN 370 Poetry (3 hours, OR
EN 420 Creative Writing (3 hours)

II. Complete 7 elective hours in English. These may include additional hours in English and American literature, as well as the following courses:

G-CM 120 Intro. to Human Communication (3 hours)
CM 305  Editing (3 hours)
*G-EN 210 Masterpieces of World Literature (3-4 hours)
*G-EN 220 Contemporary World Literature (3-4 hours)
G-EN 235 Topics in Literature (3 hours) (may be taken more than once if topic differs)
EN 320  Young Adult Literature (2 hours)
EN 350  Theory & Practice of Tutoring Writing (1 hour)
*G-EN 370 Poetry (3-4 hours)
*G-EN 270 Fiction (3-4 hours)
*G-PA 385 Performing Arts History & Literature I or
*G-PA 390 Performing Arts History & Literature II (3 hours)
EN 420  Creative Writing (3 hours)
EN 445  Readings and Research in English (2-4 hours)

III. Complete the following supporting courses

Communication courses (3 hours)
Spanish Level II, or the equivalent in some natural language

Requirements for teaching licensure (6-12) in English

I. Complete the following courses:

EN 230  Linguistics (2 hours)
EN 335  Advanced English Grammar (2 hours)
EN 430  History and Structure of English (2 hours)
EN 320  Young Adult Literature (2 hours)
*G-EN 370 Poetry (3 hours), OR
*G-EN 270 Fiction (3 hours), OR
EN 420 Creative Writing (3 hours)
*G-EN 210 Masterpieces of World Literature, or
*G-EN 220 Contemporary World Literature (3 hours)
*EN 250  American Literature I (3 hours)
*G-EN 255  American Literature II (3 hours)
EN 340  British Literature I (3 hours)
EN 345  British Literature II (3 hours)
*EN 313  Advanced Expository Writing (3 hours)
EN 375  Junior Seminar in English (1 hour)
EN 475A Seminar in English (1 hour)
*EN475B   Seminar in English (1 hour)

II. Complete the following supporting courses:

Journalism courses (3 hours)
G-ML 109 Spanish Level II, or the equivalent in some natural language
CI 417 Methods for Teaching English and Language Arts in the Secondary School (3 hours)

Other courses required by the Curriculum & Instruction Department for licensure.

Students must take the Praxis II examination: English Language, Literature, and Composition: Content Knowledge.

Competency Exam

Students who plan to major in English must pass a writing competency exam. This exam will be offered in the fall semester. Transfer students will take the exam early in their first semester at the college. Students who fail the exam may re-take it after participating in guided study and practice of writing.

English As a Second Language (6-12) Endorsement

Requirements

Same professional education requirements as for 7-12 endorsement in other fields, plus:

G-CI 333  Intercultural Education Seminar (2 hours)
EN 230  Linguistics (2 hours)
EN 335  Advanced English Grammar (2 hours)
G-SO 202 Minorities in the U.S. (3-4 hours)
CI 428  Methods for Teaching English as a Second Language (3 hours)
CI 475  Student Teaching/Practicum (6-12 hours)
CI 476  Professional Seminar in Education (2 hours)

Student teaching/practicum is to include ESL experience; for those already certified, student teaching/practicum is four credit hours.

Note: Non-native speakers of English must contact the Department of Curriculum and Instruction regarding proficiency requirements.

English Minor

A minor in English consists of 20 hours of English courses chosen from the list of courses in the English major and must include courses in both literature and writing. G-EN 110 and G-EN 111 do not count as part of the 20 hours for the minor.

2018|Catalog 18-19, English|

Spanish Program

Purpose Statement

The Department of Modern Languages commits itself to the teaching of a second language. Equally important in second language acquisition is the development and nurturing of intercultural awareness and sensitivity.

The department achieves its goals when its graduates

Communicate effectively using interpersonal, interpretive, and presentation skills in Spanish.
Demonstrate an ability to interact effectively with Spanish-speaking cultures, showing an understanding of different cultural perspectives and products.
Demonstrate knowledge of the nature of language and language acquisition.

Spanish Major

Requirements

Emphasis 1:

A minimum of 32 semester hours, including:

G-ML108 Level I Spanish (3 hours)
G-ML109 Level II Spanish (3 hours)
G-ML208 Level III Spanish (3 hours)
G-ML209 Level IV Spanish (3 hours)
ML350 Immersion Experience (12 hours – the equivalent of a semester abroad)
ML384 Intermediate-Level Composition and Conversation (3 hours)
*ML385 Advanced-Level Composition and Conversation (3 hours)
ML475 Senior Seminar (2 hours)

The following courses may be taken abroad:

ML308 Spanish Language Literature (3 hours or equivalent)
ML458 Structure of the Spanish Language (2 hours or equivalent, such as advanced grammar)

Emphasis 2:

A minimum of 32 semester hours, including:

G-ML108 Level I Spanish (3 hours)
G-ML109 Level II Spanish (3 hours)
G-ML208 Level III Spanish (3 hours)
G-ML209 Level IV Spanish (3 hours)
ML350 Immersion Experience (4 hours – at least 3 weeks immersion)
ML384 Intermediate-Level Composition and Conversation (3 hours)
*ML385 Advanced-Level Composition and Conversation (3 hours)
ML475 Senior Seminar (2 hours)
ML308 Spanish Language Literature (3 hours)
ML458 Structure of the Spanish Language (2 hours or equivalent, such as advanced grammar)

A minimum of 9 credit hours approved by the department and selected from culture studies courses, such as the following:

G-ML370 Service Learning Opportunity (1-4 hours)
*G-CI333 Intercultural Education Seminar (2 hours)
G-CM221 Intercultural Communication (3 hours)
G-SO202 Minorities in the U.S. (3 hours)
*G-PS215 Global Peace Studies (3 hours)
G-PS130 Principles of Geography (3 hours)
*G-PR106 Spiritual Pathways: Transformation, Compassion, and Vocation (3 hours)
G-PR306 World Religions (3 hours)
Courses in a language other than English or Spanish (3-9 hours)

Required Supporting Courses:

EN230 Linguistics (2 hours)

Students who can demonstrate language proficiency (via a placement exam) may be waived from enrolling in G-ML108 and G-ML109.

All students seeking a B.A. degree are required to enroll for one semester of Spanish. Students who have had zero to one year of high school Spanish will be placed in Spanish I. Students who have had two to three years of high school Spanish will be placed in Spanish II. Students who have had four to six years of high school Spanish may be waived from the Spanish language requirement if they can demonstrate language proficiency via written and oral examination.

Teaching Licensure in Spanish (PK-12)

The requirements for teaching licensure in Spanish are specified in the Curriculum and Instruction Department listing. They include the major in Spanish and professional education requirements.

Spanish Minor Requirements

A minimum of 18 semester hours, including at least 6 hours beyond G-ML209 Level IV Spanish.

Note: The following courses may be counted toward fulfillment of the 18 semester hours:

G-ML 108 Level I Spanish (3 hours)
G-ML 109 Level II Spanish (3 hours)
G-ML 208 Level III Spanish (3 hours)
G-ML 209 Level IV Spanish (3 hours)

Teaching Licensure in English as a Second Language (ESL)

Requirements

The requirements for teaching licensure in English as a Second Language are specified in the Curriculum and Instruction Department listing and in the English Department listing.

2018|Catalog 18-19, Modern Languages|

Psychology Program

Purpose Statement

The psychology program commits itself to developing majors with pre- professional training and non-majors with basic knowledge of and skills in psychology. The program achieves this purpose when its students:

understand themselves, others, and how individuals interact within social systems
have acquired knowledge and skills requisite for entry into selected professions, especially pre-professional careers in the behavioral sciences
have acquired knowledge and skills requisite for entry into graduate programs in psychology and related fields
have bridged the gap between theory and practice through Internships
meet State Department of Education standards for certification in the area of psychology (applies to candidates for teacher certification in psychology)

In addition to preparing its majors, psychology contributes to the general education program and serves other majors.

Teaching licensure is available in this area. Students who wish to double major in psychology and sociology need have only one emphasis.

Psychology Major

Requirements

G-PY 101  Introduction to Psychology (3 hours)
PY 204  Child and Adolescent Development (3-4 hours)
PY/SO 303  Social Psychology (3 hours)
PY 305  Abnormal Psychology (3-4 hours)
PY/SO 308  Counseling (3 hours)
PY/SO 335  Research Methods I (4 hours)
PY 336  Research Methods II (4 hours)
PY/SO 375  Junior Seminar (1 hour)
PY 405  Personality Theories (3 hours)
PY 415  Learning, Memory, and Cognition (3 hours)
*PY 450  History and Systems of Psychology (3 hours)
PY/SO 474  Scientific Writing for the Behavioral Sciences (2 hours)
*PY/SO 475 Senior Seminar/Thesis (2 hours)
G-MA 221 Elementary Applied Statistics (4 hours)

Psychology majors seeking 6-12 teaching licensure may substitute Student Teaching in the Secondary School (CI 475) for Senior Seminar/Thesis (PY 475).Students seeking special education licensure may use the Adaptive Special education program as their required emphasis.

Child Development Emphasis

PY 254 Parent-Child Relations (3 hours)
PY 354 Child Development and Social Policy (3 hours)
PY 454 Applied Behavior Analysis and Youth (3 hours)
PY 470 Developmental Psychopathology (3 hours)

Health and Human Services Emphasis

SO 260 Introduction to Human Services (3 hours)
SO 365 Social Work in American Society (3 hours)
PY 430 Health Psychology (3 hours)
SO 470 Social Gerontology (3 hours)

Recommended courses for Students interested in Human Services careers

PY/SO 210  Human Sexuality (3 hours)
G-SO 101  Introduction to Sociology (3 hours)
G-SO 202  Minorities in the U.S. (3-4 hours)
SO 206  Social Problems (3-4 hours)
G-SO 246  Marriage and Family (3-4 hours)

As much practical experience in human service placements as possible

Psychology Minor

Requirements

G-PY 101  Introduction to Psychology (3 hours)
PY 204  Child and Adolescent Development (3-4 hours)
PY/SO 303  Social Psychology (3 hours)
PY 305  Abnormal Psychology (3-4 hours)

Electives to total 18 hours

2018|Catalog 18-19, Psychology|

Sociology Program

Purpose Statement

The sociology program commits itself to developing majors with pre-professional training and non-majors with basic knowledge of and skills in sociology. The program achieves its purpose when its students:

understand the dynamic relation between the individual and society
have acquired knowledge and skills requisite for entry into selected professions, especially pre-professional careers in the behavioral sciences
have acquired knowledge and skills requisite for entry into graduate programs in sociology and related fields
can critically analyze their society through exposure to sociological theories and research methods
have bridged the gap between theory and practice through internships
have enhanced their sensitivity to others by studying customs, beliefs, and practices that are different from their own

In addition to preparing its majors, sociology contributes to the general education program and serves other majors. Students who wish to double major in sociology and psychology need have only one emphasis.

Sociology Major

Requirements

G-SO 101 Introduction to Sociology (3 hours)
SO 206 Social Problems (3-4 hours)
G-SO 202 Minorities in the U.S. (3-4 hours
SO/PY 303 Social Psychology (3 hours)
SO 320 Urban Sociology (3 hours)
SO/PY 335 Research Methods I (4 hours)
SO/PY 336 Research Methods II (4 hours)
SO/PY 375 Junior Seminar (1 hour)
SO 401 Sociological Theory (4 hours)
SO 450 Sociology Proseminar (3 hours)
SO/PY 474 Scientific Writing for the Behavioral Sciences (2 hours)
*SO/PY 475 Senior Seminar/Thesis (2 hours)
G-MA 221 Elementary Applied Statistics (4 hours)

Criminal Justice Emphasis

SO 275  Criminal Justice (3 hours)
SO 355  Juvenile Delinquency (3 hours)
SO 455  Police and Law Enforcement (3 hours)
SO 460  Correctional Institutions (3 hours)

Health and Human Services Emphasis

SO 260  Introduction to Human Services (3 hours)
SO 365  Social Work in American Society (3 hours)
PY 430  Health Psychology (3 hours)
SO 470 Social Gerontology (3 hours)

Recommended supporting courses

PY/SO 308  Counseling (3 hours)
G-BI 101  Principles of Biology (4 hours)
EC 201  Elementary Economics: Macro (3 hours)
G-PS 101  Historical Introduction to Politics (3 hours)
G-PS 102  U.S. Government (3 hours)
G-PY 101  Introduction to Psychology (3 hours)
*G-TE 333  Technology and Society (3 hours)
Foreign Language

Recommended courses for Students interested in Human Services careers

PY/SO 210  Human Sexuality (3 hours)
PY/SO 308  Counseling (3 hours)
G-SO 246  Marriage and Family (3-4 hours)
As much practical experience in human service placements as possible

Sociology Minor

Requirements

G-SO 101  Introduction to Sociology (3 hours)
SO 206  Social Problems (3-4 hours)
SO 401  Sociological Theory or
SO 450  Sociology Proseminar (3-4 hours)
SO/PY 303  Social Psychology (3 hours)
SO/PY 335  Research Methods I (4 hours)
18 hours required

Social Work

McPherson College has well prepared its students majoring in the Behavioral Sciences for entrance into the Master of Social Work (M.S.W.) degree programs. The pre-professional program at McPherson College commits itself to fostering student learning in career-oriented liberal arts so that students are prepared for community service and/or graduate study in social work. Students who have acquired knowledge and skills requisite for entry into the field of social services and graduate social work education demonstrate proficient knowledge, understanding, and application of psychological and sociological theories and concepts.

All accredited graduate programs in social work require a four-year bachelor’s degree for admission. The pre-social work student should plan the liberal arts program to include courses in arts and humanities, social and behavioral sciences, and biological sciences. Although the pre-social work student may choose a major in any field, a strong knowledge of human services, personality theory, counseling, and social problems is strongly recommended. The B.S. in psychology or sociology, with the health and human services emphasis, is recommended.

M.S.W. programs require evidence of relevant paid/volunteer work experience related to human services organizations. The pre-social work student should therefore be prepared to complete at least one internship or field experience related to community/social services. (The College’s Career Connections program is highly recommended.)

The M.S.W. Degree prepares graduates for advances social work practices in one of three areas—clinical social practice with individuals, families, and groups; social work administration/community practice aimed at social service administration and social policy development; and school social work. With such diverse professional practice concentrations, it is difficult to outline a generic program to prepare all pre-social work students for admission to these practice areas. Students should counsel with the pre-social work advisor to help them identify the type of professional program they are considering, and to assist them in developing a plan for completing the graduate admission requirements of that program or field.

Although M.S.W. programs differ in admissions requirements, the following courses, in addition to the major, are recommended for students interested in entering the social work profession at the graduate level:

PY 405  Personality Theories (3 hours)
PY/SO 308  Counseling (3 hours)
SO 206  Social Problems (3-4 hours)

Courses in the Health & Human Services Emphasis:

SO 260  Introduction to Human Services (3 hours)
SO 365  Social Work in American Society (3 hours)
PY 430  Health Psychology (3 hours)
SO 470  Social Gerontology (3 hours)
PY/SO 388  Career Connections (1-12 hours)
PY/SO 295/495  Field Experience (1-4 hours)

2018|Catalog 18-19, Sociology|

Sociology Course Descriptions

G-SO 101 Introduction to Sociology

3 hours
An introduction to the general field of sociology and its principle subdivisions; the nature of culture; the socialization of the individual; the character and behavior of social groups; social organization and institutions; social interaction, deviant behavior and social change. (Fall, Interterm)

G-SO 202 Minorities in the U.S.

3-4 hours
An exploration of the problems faced by physical, cultural, economic, and behavioral minority groups in American society; the causes and consequences of prejudice, stereotypes, and discrimination; the nature of minority-majority group interaction; current crises and possible solutions; and some comparison with similar situations in other countries. Prerequisite: Course not open to first semester freshmen. Second semester freshmen by instructor consent. (Fall, Spring)

SO 206 Social Problems

3-4 hours
A study of contemporary American and world social problems, including prostitution, drug addiction, poverty, sexism, racism, and war. ( Spring)

SO/PY 210 Human Sexuality

3 hours
A study of female roles, male roles, values, life adjustments, sexual identities, religion, language, and behavior differences based on cultural, educational and socioeconomic factors related to human sexuality. Course uses lectures, audio- visuals, discussions, guest resource persons, assigned readings, and projects or papers to present information. Prerequisite: sophomore standing or higher or instructor consent. (Spring)

G-SO 246 Marriage and Family

3-4 hours
This course explores the institution of marriage and family in American society from a sociological perspective. Topics covered include socialization, dating, courtship, marriage, parenting, dysfunctions, divorce and remarriage. Family dynamics and major social changes affecting the family are discussed. The course allows the individual to explore her/his own marriage and family attitudes and experiences. (Interterm, Spring)

SO 260 Introduction to Human Services

3 hours
An introduction to the history, theory, practice, and trends in human services. The goals, functions, and organization of human services are examined in the context of contemporary social problems; a historical survey of human services is presented as a background against which current efforts can be viewed; major theories, techniques, and methods that govern helping efforts are covered; a description of consumers of human services, and the strategies both consumers and service providers initiate to overcome barriers to effective service delivery, are discussed. Career opportunities in the human services field are also explored. (Spring)

SO 275 Criminal Justice

3 hours
An introduction to the field of criminology and the American criminal justice system. Emphasis is placed upon the nature of crime, and trends and theories of crime along with components and functions of the criminal justice system including police, courts, and corrections. (Spring)

SO 285/PE 285 Sociological Implications of Sport & Recreation

2 hours
A study of the interrelationships of sport and society.

SO/PY 303 Social Psychology

3 hours
A study of the individual as he/she is affected by other persons. Topics covered include: interpersonal relations, social learning, conformity and individuality, attitudes, groups and organizations, and others. Discussion and involvement methods are emphasized. Prerequisite: 6 hours in the behavioral sciences or instructor consent. (Spring)

SO/PY 308 Counseling

3 hours
A study of the theory and practice of counseling including a survey of the various systems of psychotherapy (person-centered therapy, psychoanalysis, behavioral therapy, cognitive-behavioral therapy, etc.) and learning, through role- play, of skills needed to be a helper. (Spring)

SO 320 Urban Sociology

3 hours
A study of the development of modern cities, theories of urban growth, and urban problems and policies. Topics will include urbanization, urban renewal, economic restructuring and globalization, international migration, culture and politics of urban places, gentrification, crime and poverty, and ecological patterns of land use. ( Fall)

SO/PY 335 Research Methods I

4 hours
The basic research methods course for behavioral science majors. Correlational, survey, and case study techniques, basic experimental design, research ethics, and general professional conduct of empirical investigation are studied in a team- taught format. Lecture, laboratory, and practical field exercises are used as learning methods. Prerequisite: G-MA 221. Concurrent enrollment is acceptable. (Fall)

SO/PY 336 Research Methods II

4 hours
The second of the two basic research methods courses for behavioral science majors. Relatively advanced scientific research designs and statistical analyses are studied. SPSS, a statistical package, is used for most of the work in the course. Prerequisites: G-MA 221 and SO/PY 335. (Interterm)

SO 355 Juvenile Delinquency

3 hours
A comprehensive examination of juvenile delinquency and the juvenile justice system. An emphasis on the causes of juvenile delinquency; its relation to family, school, peers, and society; treatment of juvenile delinquents; and criminal proceedings and the family court. (Fall)

SO 365 Social Work in American Society

3 hours
An introduction to the social work movement, profession, and practice in the United States. The course examines the social welfare policies and client populations that engage social workers, and explores the social work practice settings that range from child maltreatment and health care to work with older adults and corrections. Social issues are raised and case examples are presented to give insight into the clients and issues for which social workers initiate advocacy and social change through leadership positions in American society. Career opportunities in the social work profession are also explored. (Fall)

SO/PY 375 Junior Seminar

1 hour
Several topics and issues are examined in a seminar format. These include ethical practices and concerns as they relate to research and clinical work, the development and execution of basic and applied research, and career development and related matters. Students work toward developing appropriate research topics for their senior theses and may explore internship opportunities. (Spring)

SO 401 Sociological Theory

4 hours
A review and analysis of historical sociological theory including the masters of sociology: Durkheim, Weber, Marx, Pareto, Veblen, and others. Prerequisite: Six hours in sociology. (Spring, even years)

SO 425 Deviant Behavior

3 hours
This course exposes the student to the perspectives, principles, issues and research findings of the deviant behavior field. Topics covered include: poverty, substance abuse, prostitution, homosexuality, violent behavior, family violence, mental disorders, crime and social control. Prerequisite: SO 206, SO/PY 335 or instructor consent. ( Fall)

SO 430 Topics in Behavioral Sciences

3 hours
This course explores topics not normally found in regular offerings allowing students the opportunity to explore and grow their sociological imagination as well as their knowledge of theory and research methods. (Fall)

SO 450 Proseminar in Sociology

3 hours
An advanced-level seminar to integrate the information learned in earlier sociology courses. The goal is to bring full circle the sociological knowledge of students who are about to graduate. The course will explore a number of enduring sociological issues, including the meaning of sociology, the purpose of sociology and the effect sociology has on the world. Prerequisite: Upper division majors/minors only or instructor consent. (Spring, odd years)

SO 455 Police and Law Enforcement

3 hours
An analysis of the evolution of police, the police system, and the police role. Organization and jurisdiction of local, state, and federal law enforcement agencies along with philosophical and ethical issues surrounding their role will be discussed. (Fall, even years)

SO 460 Correctional Institutions

3 hours
An exploration of the historical and philosophical development of correctional systems with an emphasis on categories of inmates, treatment policies and their effectiveness, staff organization and training and their relation to the criminal justice system, and problems associated with correctional practices and procedures. (Fall, odd years)

SO 470 Social Gerontology

3 hours
A comprehensive introduction to an emerging field dealing with the social aspects of human aging. The course covers major areas of theory, research, social policy, and practice that impact older adults, and discusses the strengths and contributions that elders bring to their peers, families, and communities. The historical overview of aging in the United States, as well as the human and social meanings behind longevity population shift, is also explored. Also examined are social issues and psychological perspectives and strategies, as well as political and economic situations that produce undesirable outcomes as well as promote well- being in later life. Career options in the field of social gerontology are also explored. (Fall, even years)

SO/PY 474 Scientific Writing for the Behavioral Sciences

2 hours
This course is intended to help students develop the skills needed for writing research reports in the social sciences. It is a research-based course in which students learn to synthesize what they have read and present it as a scientific review of the literature; these are the primary goals. Thus, it focuses on how to apply social science theories and research methods to the writing of the senior research proposal. This course also provides students with the opportunity to prepare papers for regional conferences in sociology and psychology. Research manual required. (Fall)

SO/PY 475 Senior Seminar/Thesis

2 hours (Language Intensive)
This is the culminating or capstone course for behavioral science majors. Coordinated guidance is given on the preparation of the Senior Thesis. Discussion of current topics in sociology and psychology is combined with guidance on practical matters such as application to graduate study, developing a career, and so on. (Spring)

SO 495 Field Placement

1-4 hours
Practical experience working in an established social agency, mental health clinic, or correctional institution. Supervision and direction given on the job by the agency personnel. College personnel visit and give consultation.

Special Course Options
295/495 Field Experience (1-4 hours)
297 Study Abroad (12-16 hours)
299/499 Independent Study (1-4 hours)
388 Career Connections (3-10 hours)
445 Readings and Research (1-4 hours)

2018|Catalog 18-19, Sociology|

General Education Foundation Courses

A. Oral Communication:

Student Learning Outcome: Students should be able to deliver messages appropriate to their audience, purpose, and context.

Performance Indicators – Students should be able to:

Perform verbal and nonverbal communication behaviors that illustrate the competency of an effective communicator.
Support and organize their ideas in a coherent manner.

Required: 1 Course
G-CM130 Interpersonal Communication
G-CM140 Public Speaking
G-CM218 Business and Professional Communication

B. Written Communication & Information Literacy

Student Learning Outcome for Written Communication: Students should be able to write with skill and clarity.

Performance Indicators – Students should be able to:

Produce writing that shows an awareness of audience.
Demonstrate effective participation in the writing process.
Coherently organize their writing.
Produce writing that shows careful attention to craft.

Student Learning Outcome for Information Literacy: Students should be able to demonstrate ethical and efficient use of information.

Performance Indicators – Students should be able to:

Show that they can find appropriate sources.
Show that they can evaluate the reliability of sources.
Use information from sources appropriately in their work.

Required: 4 Courses
G-EN110 College Composition I
G-EN111 College Composition II
Students pursuing a Bachelor of Arts are required to take Spanish and one Language Intensive (LI) course in their major department. Students pursuing a Bachelor of Science are required to take 2 Language Intensive courses with at least one LI course in the student’s major department.

Language Intensive – Oral and Written Communication

Student Learning Outcome for Oral Communication: Students should be able to clearly voice a coherent message.

Performance Indicators – Students should be able to:

Show that they can speak clearly and audibly.
Support their ideas with appropriate research.

Speaking Component

(1) Informal oral communication exercises should be used frequently in the LI classroom. Most often, these will consist of required participation in small group and class discussions. LI instructors can make even routine student participation in class discussions and activities into helpful oral communication exercises simply by (a) raising students’ consciousness about the variety of signals they send when they speak informally in class, and (b) helping students eliminate their careless habits in speech and delivery.

(2) At least one formal oral presentation should be included in the LI course. The presentation, probably brief, may be delivered to part or all of the class, or some other audience. It may derive from a formal writing assignment, recast for oral delivery.

Student Learning Outcome for Written Communication: Students should be able to write with skill and clarity.

Performance Indicators – Students should be able to:

Produce writing that shows an awareness of audience.
Demonstrate effective participation in the writing process.
Coherently organize their writing.
Produce writing that shows careful attention to craft.

Writing Component

(1)Informal writing assignments should be frequent, perhaps one per class session, but certainly one per week. Most informal writing activities are in the “writing to learn” mode; that is, they are intended to push students to read, think about, and interpret course material more carefully and deeply than they otherwise might do. From a handful of basic, informal writing models, such as journals and microthemes, LI instructors can improvise an almost endless array of specific informal writing activities.

(2) Formal writing assignments should be substantial (but the meaning of “substantial” depends upon the course and the exact nature of the assignment.) There should be at least one formal, polished piece of writing. Whenever possible, LI instructors should give formal assignments in stages, conference with students over drafts, and allow ample time for revision(s).

Courses designated as Language Intensive:

G-AR310 Art History I
G-AR311 Art History II
BA 324 Organizational Behavior
BA 339 Human Resource Management
BA 475 Business Strategy & Policy
BI 391 Evolution
CI 455 Teaching Learning Process
G-CM130 Interpersonal Communication
G-CM218 Business & Professional Communication
G-CM221 Intercultural Communication
CM 475 Senior Seminar in Communications
G-EE210 Children’s Literature
EE 303 Reading/Language Arts I
G-EN210L Masterpieces of World Literature (4 hours)
G-EN220L Contemporary World Literature (4 hours)
G-EN255L American Literature II (4 hours)
G-EN270L Fiction (4 hours)
EN 313 Expository Writing
EN 475B Senior Seminar
G-EN370L Poetry (4 hours)
G-HI333 Technology & Society
HI 475 Senior Theses
IT 475 Senior Projects in Information Tech.
G-MA290 History of Mathematics
MA 475 Senior Project in Mathematics
ML 385 Advanced Level Composition and Conversation
NS 300 Research Methods
NS 475 Senior Research
G-PA265 Script Analysis
G-PA385 Performing Arts History & Literature I
G-PA390 Performing Arts History & Literature II
PA 475 Senior Projects in Performing Arts
PE 380 History & Philosophy of Health, PE, Sport
PE 445 Readings and Research for Health Science
G-PR104L Ethics (4 hours)
G-PR106L Spiritual Pathways
G-PS215 Global Peace Studies
PS 475 Senior Thesis
PY 450 History and Systems of Psychology
PY 475 Senior Thesis
SO 475 Senior Thesis
G-TE 333 Technology & Society
TE 475 Senior Project

C. Mathematics

Student Learning Outcome: Students should be able to use mathematical concepts.

Performance Indicators – Students should be able to:

Demonstrate understanding by performing accurate computations.
Apply algorithms to solve problems.

Required: 3-4 hours chosen from the following:
G-MA105   College Algebra
G-MA111   Calculus I
G-MA153   Principles of Geometry
G-MA201   Survey of Mathematics
G-BA220 Business Applied Statistics
G-MA221   Elementary Applied Statistics

D. Religion/Beliefs/Values

Student Learning Outcome: Students should be able to answer fundamental religious or philosophical questions.

Performance Indicators – Students should be able to:

Develop answers relative to alternative religious/philosophical perspectives.
Explain their position on religious or philosophical issues.

Required: 3-4 hours chosen from the following:
G-PR101 Hebrew Bible: God and People in Ancient Israel
G-PR102    Jesus: New Testament Foundations
*G-PR104 Ethics (LI if taken as G-PR104L for 4 hours)
G-PR106    Spiritual Pathways: Transformation, Compassion, and Vocation (LI if taken as G-PR106L for four hours)
G-PR107    Critical Thinking
G-PR201     Introduction to Philosophy
G-PR202   Christian Traditions
G-PR203   Science and Religion
G-PR204 Peacemaking: Religious Perspectives
G-PR206 Religion and Environmental Stewardship
G-PR306    World Religions
*G-PR391 Evolution
G-PA125     Film and Culture

E. Wholeness/Health/Fitness

Student Learning Outcome: Students should be able to identify optional behaviors that promote lifelong personal health.

Performance Indicators – Students should be able to:

Develop a personal strategy for health and fitness emphasizing the physical domain.
Illustrate the relationship between personal behaviors and lifelong health and wellness.

Required: 2 hours chosen from the following:
G-PE150 Concepts in Holistic Health
G-PE170 Personal & Community Health

F. Global/Intercultural Experience

Student Learning Outcome: Students should be able to understand they live in a world of diverse cultures.

Performance Indicators – Students should be able to:

Identify social, cultural, religious, or linguistic differences.
Explain how values and contributions of diverse societies affect individual experiences.

Required: 3 hours+ chosen from the following:
G-CI251     Introduction to Education Practicum
G-CI333     Intercultural Education Seminar
*G-CM221 Intercultural Communication
*G-EN210 Masterpieces of World Literature (LI if taken as G-EN210L for four hours)
*G-EN220 Contemporary World Literature (LI if taken as G-EN220L for four hours)
G-HI210    Topics in World History
*G-HI333   Technology and Society
*G-MA290   History of Mathematics
G-ML108   Spanish Level I
G-ML109   Spanish Level II
G-ML208   Spanish Level III
G-ML209   Spanish Level IV
G-ML350   Junior Year Abroad
G-PR306     World Religions
G-PS130     Principles of Geography
*G-PS215 Global Peace Studies
G-SO202   Minorities in the U.S.
*G-TE333 Technology and Society

+Students completing a Bachelor of Arts degree must take G-ML108 Level I Spanish for three hours as well as three additional hours in the Global/Intercultural Experience Foundation. These students will be required to take only one Language Intensive (LI) course.

College Seminars

In the seminar series, students will demonstrate (1) that they have explored traditional Church of the Brethren values; (2) that they understand service- learning and can complete a service project; (3) that they can make informed ethical decisions in personal and professional situations; and (4) that they have investigated career options in the fields of study. In addition, the various seminars address the following goals.

G-ID101 Academic Community Essentials (ACE) Seminar: Students will show that they have learned about college life, create a degree plan, and practice good study skills, critical thinking, and conflict resolution.
G-ID201 Sophomore Seminar: Students will complete a service project, develop a career plan, and show that they have explored internship options.
Junior Seminar: Working closely with faculty in their fields, students will show that they have explored professional and service options and have fulfilled other objectives as determined by department faculty.
Senior Capstone Experience: Students will complete a senior project, as designed by department faculty.

2017|08 General Education, Catalog 17-18|

Teacher Education Program

The academic program offered by the Department of Curriculum and Instruction is essential for achieving the college’s mission of developing whole persons through scholarship, participation, and service. It also reflects the heritage of the college and the Church of the Brethren, which includes a dedication to a liberal arts education and values that promote ethical behavior, non-violence and peace, a simple lifestyle, and a dedication to serving others.

The primary focus of the Department of Curriculum and Instruction is on the preparation of education professionals. Teacher education at McPherson College has long been one of the foundational cornerstones on which the institution was established.

Teacher Education Program

The Teacher Education Program at McPherson College is accredited by the Kansas State Department of Education (120 East 10th Street, Topeka, Kansas 66612); and by the National Council for the Accreditation of Teacher Education (NCATE), www.ncate.org. This accreditation covers the Teacher Education Program at McPherson College; however, the accreditation does not include individual education courses that the institution offers to P-12 educators for professional development, relicensure, or other purposes.

Mission Statement

The mission of the Teacher Education Program of McPherson College is to develop service-oriented educators who effectively blend the art and science of teaching.

Goals, Objectives, and Dispositions

Goal I: The candidate has the knowledge bases necessary to be an effective teacher in her/his field.

To accomplish this goal, the service-oriented educator will:

Objectives:

Acquire a broad liberal arts knowledge base.
Demonstrate proficiency in his/her major area of licensure.
Acquire effective strategies of teaching in all appropriate content areas and for all learners.
Recognize how students learn and develop.

Disposition: Appreciate the connections between various areas of knowledge and commit to continuous learning.

Goal II: The candidate can apply effective teaching strategies to meet the needs of all learners.

To accomplish this goal, the service-oriented educator will:

Objectives:

Use appropriate best practices for specific content areas and for diverse learners.
Reflect upon his/her teaching and analyze the practices.
Demonstrate understanding and use of formative and summative assessments and make modifications based on them.
Provide motivational techniques based on students’ developmental and environmental needs.

Disposition: Value and respect students’ varied talents and abilities and project enthusiasm for teaching all learners.

Goal III: The candidate fosters relationships and collaborates with school constituencies. To accomplish this goal, the service-oriented educator will:

Objectives:

Communicate effectively in both written and oral formats and through the use of technology
Solicit input from students, parents, colleagues, and the greater community.
Act on information received from stakeholders.

Disposition: Value the many ways in which people seek to communicate and encourage various modes of communication.

The Teacher Education Program at McPherson College focuses on three major levels of licensure. The following are lists of the levels and the programs.

6-12 Licensure Section
Biology, Chemistry, English, English for Speakers of Other Languages, History and Government, Mathematics, Psychology, High-Incidence Special Education, Speech/Theatre

K-6 Licensure Section
Elementary Education, English for Speakers of Other Languages, High-Incidence Special Education

PK-12 Licensure Section
Art, Health, Music, Physical Education, Spanish

As a student at McPherson College preparing to become a teacher, you will be asked to prove your competency with the guidance of instructors in the Department of Curriculum and Instruction and the content area departments. Course assessments, a portfolio, and interviews are a few of the instruments developed that will help you demonstrate your abilities. McPherson College is currently collecting data on different aspects of student performance. Numerous experiences are provided as observers, aides, tutors, and as participants in student teaching experiences. Those seeking licensure at all levels begin their professional work by the sophomore year and continue with incremental and sequential scheduling of their professional growth.

Admission Procedures

Procedures for admittance into the Teacher Education Program and Student Teaching are outlined in detail in the Advisor/Advisee Handbook or the Policies and Procedures Manual. These Handbooks are available in the Department of Curriculum and Instruction. College advisors also have copies of these handbooks. The handbook is also available online. Students should read the handbook or consult their advisors for a detailed account of admission requirements and procedures.

Admission to the Teacher Education Program

As a general rule, the Teacher Education Board reviews candidates for admittance into the Teacher Education Program two times during an academic year, once each semester. Signs are posted on college buildings and announcements are made in campus communications and classes. Requirements for acceptance into the Teacher Education Program include, but are not exclusive of,

Practica at McPherson College

Research has proven that multiple and varied practical experiences are of utmost importance in an effective teacher education program. For that reason, students in the Teacher Education Program have the requirement of completing a minimum of two practica prior to student teaching. However, most students are encouraged to participate in more than those two. The first practicum occurs early in the student’s professional education course sequence. This practicum is primarily an observation/aide situation. The second practicum occurs later in the professional sequence and requires students to take more initiative in the actual classroom responsibilities. In fact, students are required to practice actual instructional activities.

Students are required to do one of the practicum experiences in an urban setting. Arrangements have been made for the first practicum to be completed in Wichita or other ethnically diverse setting. Transfer students or students with extenuating circumstances may choose to complete one of the other sessions in an urban setting. This will further enhance the program and give students a broader understanding of the entire educational enterprise. Students are placed in both grade- and content-appropriate practicum settings. It is the student’s responsibility to secure travel arrangements to the practica sites. Any expenses that are incurred are also the responsibility of the student.

All practica must be approved by the Department of Curriculum and Instruction.

Service Component

In keeping with the mission of the college and the Teacher Education Program, future teachers are expected to complete a service component as part of their program. During the student’s college career s/he must complete and document 100 hours of service prior to completing the program. Transfer students must complete 25 hours per year.

There are many possibilities for service-oriented activities. Opportunities will occasionally be made available through the Curriculum and Instruction Department. In addition, students are encouraged to seek out experiences that will be self- satisfying. For further explanation or clarification, contact any member of the Teacher Education Undergraduate Council.

Student Teaching at McPherson College

Student teaching is considered the capstone experience in the professional education sequence for future teachers. It is to be done after other professional coursework is completed. In cooperation with a K-12 school system, McPherson College strives to make this experience as beneficial as possible for all parties involved. Student teaching is a complete semester experience. It is offered for variable credit hours depending on the level and the experiential need of the student and the licensure area being sought. Being given the privilege to student teach is not automatic. The Teacher Education Board carefully screens all applicants for their suitability. As a general rule, the Department of Curriculum and Instruction begins the application for the student teaching process two times during an academic year. Deadlines are generally in mid-September and mid-March. Signs are posted on college buildings and announcements are made in campus communications and classes.

The prospective student teacher at McPherson College is expected to have:

the personality and character traits required of a teacher;
a strong liberal arts education;
solid professional skills;
profitable laboratory experiences with practitioners in the field. Before a student can student teach she/he must have:
gained full acceptance into the Teacher Education Program;
secured favorable recommendations from her/his major professor, professor of a language intensive course, one professor in teacher education, Student Life, and two supportive professionals in education;
achieved a cumulative grade point average of 2.5;
provided proof of liability insurance;
signed an Inquiry Form;
provided an up-to-date health form.

After all forms have been submitted, the student will participate in an interview with the Teacher Education Board. Ultimate decisions concerning student teaching will be made by that Board. A primary indicator of meeting the goals of the Teacher Education Program is the development of a portfolio. McPherson College students planning to become teachers develop portfolios during stages of their professional course work. These portfolios are designed to meet the overall goals of:

The candidate has the knowledge bases necessary to be an effective teacher in her/his field.
The candidate can apply effective teaching strategies to meet the needs of all learners
The candidate fosters relationships and collaborates with school constituencies.

These portfolios include copies of units and lesson plans, reflective journals, other significant evidences of knowledge, application, and collaboration, scores of standardized assessment tools, and other documentation.

In order to defray costs, a student teaching fee will be assessed during that semester.

Student Responsibility

Students are ultimately responsible for following procedures and proper sequencing of events leading to professional development and licensure. It is important for students who plan to enter the Teacher Education Program at McPherson College to contact the chair of the program and/or the appropriate advisor.

Licensure in Kansas

Those seeking licensure in Kansas must pass the Professional Knowledge section of the Principles of Learning and Teaching (PLT) with a score of 160; candidates must also take a test in their particular content area. The passing scores for each content test are listed in the Advisor/Advisee Handbook. Requirements for licensure to teach in the public schools, either elementary or secondary, vary from state to state. Students who plan to certify in a state other than Kansas should, upon enrollment, consult the chair of teacher education or the state in which they plan to teach to make sure that they are enrolled in a program that is appropriate.

In the state of Kansas, teaching is considered to be a profession. Therefore, the Kansas State Department of Education has a Professional Practices Commission to exercise disciplinary and advisory functions over those requesting licensure or working as a certified professional. Teacher licensure can be denied, suspended, or revoked for both felony and non-felony actions.

McPherson College is in compliance with the federal Title II reporting guidelines.

Elementary Education Major

K-6 Licensure

Requirements

Along with the General Education requirements, the following is a suggested sequence; the academic advisor and/or Curriculum and Instruction faculty will assist the individual student to develop the optimal sequencing of courses.

Freshman year:
G-PY 101 Introduction to Psychology (3 hours)
G-CI 150 Introduction to Education (3 hours)
SE 210 Introduction to Infants, Children & Youth with Special Needs (3 hours)

Sophomore year:
CI 220 Principles and Strategies of Teaching (3 hours)
G-CI 251 Introduction to Education Practicum (1 hour)
*G-EE 210 Children’s Literature (3 hours)
G-CI 333 Intercultural Education (2 hours)
PY 204 Child and Adolescent Development (3 hours)
CI 232 Educational Technology (2 hours)
EE 230 Mathematics Content for Elementary Teachers (3 hours)

Junior Year:
CI 426/PE 426 Methods for Teaching Health in Elem. & Sec. (2 hours)
*CI 455 Teaching-Learning Process (3 hours)
*EE 303 Reading/ Language Arts I (4 hours)
EE 307 Methods for Teaching Math in the Elementary School (2 hours)
EE 306 Methods for Teaching Science in the Elem. School (2 hours)
EE 309 Methods for Teaching Social Studies in the Elem. School (2 hours)
EE 301/ AR 358 Methods for Teaching Art in the Elem. School (2 hours)
EE 304/ MU 370 Methods for Teaching Music in the Elem. School (2 hours)
EE 305/ PE 305 Methods for Teaching Phys Ed in the Elem. School (2 hours)
EE 375 Elementary Ed. Practicum and Seminar (1-4 hours)
EE 444 Reading/Language Arts II (2 hours)

Senior Year:
EE 465 Student Teaching in the Elementary School (6 or 12 hours)
CI 476 Professional Seminar in Education (2 hours)

6-12 Licensure

Requirements

Along with the general education requirements and the academic requirements for the specific content area, the following is a suggested sequence; the academic advisor and Curriculum and Instruction faculty will assist the individual student to develop the optimal sequencing of courses.

Freshman year:
G-PY 101 Introduction to Psychology (3 hours)
G-CI 150 Introduction to Education (3 hours)

Sophomore year:
G-CI 333 Intercultural Education (2 hours)
PY 204 Child and Adolescent Development (3 hours)
SE 210 Intro to Infants, Children and Youth with Special Needs (3 hours)
CI 220 Principles and Strategies of Teaching (3 hours)
G-CI 251 Intro to Education Practicum (1 hour)
CI 232 Educational Technology (2 hours)

Junior Year:
*CI 455  Teaching-Learning Process (3 hours)
CI 4xx  Secondary Methods for Academic Majors (3 hours)
CI 315  Reading in the Content Field (2 hours)
CI 351  Secondary Education Practicum and Seminar (2 hours)

Senior year:
CI 475 Student Teaching (6 or 12 hours)
CI 476 Professional Seminar in Education (2 hours)

PK-12 Licensure

Requirements

Along with the general education requirements and the academic requirements for the specific content area, the following is a suggested sequence; the academic advisor and Curriculum and Instruction faculty will assist the individual student to develop the optimal sequencing of courses.

Freshman year:
G-PY 101 Introduction to Psychology (3 hours)
G-CI 150 Introduction to Education (3 hours)
SE 210 Intro to Infants, Children & Youth with Special Needs (3 hours)

Sophomore year:
G-CI 333 Intercultural Education (2 hours)
PY 204 Child and Adolescent Development (3 hours)
G-CI 251 Intro to Education Practicum (1 hour)
CI 220 Principles and Strategies of Teaching (3 hours)
CI 232 Educational Technology (2 hours)

Junior Year:
Methods for Teaching Art, Music or PE in Elem. Schools (2-3 hours)
(Those seeking licensure in Spanish take one Methods class (CI 404)
CI 351  Secondary Ed. Practicum and Seminar (1 hour)
EE 375  Elementary Ed. Practicum and Seminar (1 hour)
*CI 455  Teaching-Learning Process (3 hours)
Methods for Teaching Art, Music or PE in Sec. Schools (2-3 hours)
CI 315 Reading in the Content Field (2 hours)

Senior Year:
CI 475 Student Teaching in the Secondary School (6 or 12 hours)
EE 465 Student Teaching in the Elementary School (6 or 12 hours)
CI 476 Professional Seminar in Education (2 hours)

English for Speakers of Other Languages (K-6) Licensure

Requirements

Same professional education requirements as for K-6 license, plus:

EN 230  Linguistics (2 hours)
EN 335  Advanced English Grammar (2 hours)
G-SO 202 Minorities in the U.S. (3 hours)
CI 428  Methods for Teaching ESL in the Elem. and Sec. Schools (3 hours)

English for Speakers of Other Languages (6-12) Licensure

Requirements

Same professional education requirements as for 6-12 licensure in other fields, plus:

EN 230  Linguistics (2 hours)
EN 335  Advanced English Grammar (2 hours)
G-SO 202 Minorities in the U.S. (3 hours)
CI 428  Methods for Teaching ESL in the Elem. and Sec. Schools (3 hours)

Special Education Licensure

Through the joint effort of the Associated Colleges of Central Kansas (ACCK), McPherson College offers an Adaptive Special Education program. Students who participate in this program will graduate with licensure in High Incidence Special Education (intellectual disability, learning disabilities, behavior disorders, and other health impairments) at the K-6 and 6-12 levels.

High Incidence Special Education: Courses Required for all levels:

SPED 310 Foundations for Special Education (4 hours)
SPED 315 General Methods for Special Education Services (4 hours)
SPED 345 Behavioral Management (2 hours)
SPED 499 Capstone Issues (1 hour)

Courses Required for Level K-6:

SPED 321 Grades K-6 Methods for Special Needs (4 hours)
SPED 331 Grades K-6 Field Experience (1 hour)
SPED 431 Grades K-6 Clinical Experience (Student Teaching) (6 hours)
(OR)
*SPED 433 Grades K-6 Internship (4-6 hours)
*Those already holding special education licensure

Courses required for Level 6-12:

SPED 361 Grades 6-12 Methods for Special Needs (4 hours)
SPED 371 Grades 6-12 Field Experience (1 hour)
SPED 471 Grades 6-12 Clinical Experience (Student Teaching) (6 hours)
(OR)
* SPED 473 Grades 6-12 Internship (4-6 hours)
* Those already holding special education licensure

Optional:
SPED 220 Field Experience in Services for Student with Special Needs (1 hour)
SPED 320 Beginning American Sign Language (2 hours)
SPED 322 Intermediate American Sign Language (2 hours)
SPED 678 Topics in Special Education (1 hour)

2017|Catalog 17-18, Curriculum & Instruction|

English Program

Purpose Statement

The English department commits itself to developing graduates who can read critically and communicate effectively and who understand the changing nature of language.

The department achieves this purpose when its graduates

demonstrate an ability to accomplish various purposes through effective communication – oral, written, and electronic – and to help others achieve them;
demonstrate an understanding of ways in which aspects of culture such as history, religion and social norms are reflected in literature;
demonstrate an ability to analyze literary texts;
demonstrate a knowledge of research tools and strategies, especially in literature, and the critical and ethical use of appropriate documentation;
demonstrate knowledge of the structure of English, of the Standard American dialect, of both traditional and modern grammars, and of the nature of language.

English Major

Requirements

I. Complete the following courses:

EN 230 Linguistics (2 hours)
*EN 250 American Literature I (3 hours)
*G-EN 255 American Literature II (3 hours)
*EN 313 Advanced Expository Writing (3 hours)
EN 335 Advanced English Grammar (2 hours)
EN 340 British Literature I (3 hours)
EN 345 British Literature II (3 hours)
EN 375 Junior Seminar in English (2 hours)
EN 430 History and Structure of English (2 hours)
EN 475A Seminar in English (1 hour)
*EN475B Seminar in English (1 hour)
*G-EN 210 Masterpieces of World Literature, or
*G-EN220 Contemporary World Literature (3 hours)

II. Complete 7 elective hours in English. These may include additional hours in English and American literature, as well as the following courses:

G-CM 120 Intro. to Human Communication (3 hours)
CM 305  Editing (3 hours)
*G-EN 210 Masterpieces of World Literature (3-4 hours)
*G-EN 220 Contemporary World Literature (3-4 hours)
G-EN 235 Topics in Literature (3 hours) (may be taken more than once if topic differs)
EN 320  Young Adult Literature (2 hours)
EN 350  Theory & Practice of Tutoring Writing (1 hour)
*G-EN 370 Poetry (3-4 hours)
*G-EN 270 Fiction (3-4 hours)
*G-PA 385 Performing Arts History & Literature I or
*G-PA 390 Performing Arts History & Literature II (3 hours)
EN 420  Creative Writing (3 hours)
EN 445  Readings and Research in English (2-4 hours)

III. Complete the following supporting courses

Communication courses (3 hours)
Spanish Level II, or the equivalent in some natural language

Requirements for teaching licensure (6-12) in English

I. Complete the following courses:

EN 230  Linguistics (2 hours)
EN 335  Advanced English Grammar (2 hours)
EN 430  History and Structure of English (2 hours)
EN 320  Young Adult Literature (2 hours)
EN 420  Creative Writing, or
*G-EN 370 Poetry, or
*G-EN 270 Fiction (3 hours)
*G-EN 210 Masterpieces of World Literature, or
*G-EN 220 Contemporary World Literature (3 hours)
*EN 250  American Literature I (3 hours)
*G-EN 255  American Literature II (3 hours)
EN 340  British Literature I (3 hours)
EN 345  British Literature II (3 hours)
*EN 313  Advanced Expository Writing (3 hours)
EN 375  Junior Seminar in English (1 hour)
EN 475A Seminar in English (1 hour)
*EN475B   Seminar in English (1 hour)

II. Complete the following supporting courses:

Journalism courses (3 hours)
G-ML 109 Spanish Level II, or the equivalent in some natural language
CI 417 Methods for Teaching English and Language Arts in the Secondary School (3 hours)

Other courses required by the Curriculum & Instruction Department for licensure.

Students must take the Praxis II examination: English Language, Literature, and Composition: Content Knowledge.

Competency Exam

Students who plan to major in English must pass a writing competency exam. This exam will be offered in the spring semester, before pre-enrollment for the fall. Transfer students will take the exam early in their first semester at the college. Students who fail the exam may re-take it after participating in guided study and practice of writing.

English As a Second Language (6-12) Endorsement

Requirements

Same professional education requirements as for 7-12 endorsement in other fields, plus:

G-CI 333  Intercultural Education Seminar (2 hours)
EN 230  Linguistics (2 hours)
EN 335  Advanced English Grammar (2 hours)
G-SO 202 Minorities in the U.S. (3-4 hours)
CI 428  Methods for Teaching English as a Second Language (3 hours)
CI 475  Student Teaching/Practicum (6-12 hours)
CI 476  Professional Seminar in Education (2 hours)

Student teaching/practicum is to include ESL experience; for those already certified, student teaching/practicum is four credit hours.

Note: Non-native speakers of English must contact the Department of Curriculum and Instruction regarding proficiency requirements.

English Minor

A minor in English consists of 20 hours of English courses chosen from the list of courses in the English major and must include courses in both literature and writing. G-EN 110 and G-EN 111 do not count as part of the 20 hours for the minor.

2017|Catalog 17-18, English|

Psychology Program

Purpose Statement

The psychology program commits itself to developing majors with pre- professional training and non-majors with basic knowledge of and skills in psychology. The program achieves this purpose when its students:

understand themselves, others, and how individuals interact within social systems
have acquired knowledge and skills requisite for entry into selected professions, especially pre-professional careers in the behavioral sciences
have acquired knowledge and skills requisite for entry into graduate programs in psychology and related fields
have bridged the gap between theory and practice through Internships
meet State Department of Education standards for certification in the area of psychology (applies to candidates for teacher certification in psychology)

In addition to preparing its majors, psychology contributes to the general education program and serves other majors.

Teaching licensure is available in this area. Students who wish to double major in psychology and sociology need have only one emphasis.

Psychology Major

Requirements

G-PY 101  Introduction to Psychology (3 hours)
PY 204  Child and Adolescent Development (3-4 hours)
PY/SO 335  Research Methods I (4 hours)
PY/SO 303  Social Psychology (3 hours)
PY 305  Abnormal Psychology (3-4 hours)
PY 415  Learning, Memory, and Cognition (3 hours)
PY 336  Research Methods II (4 hours)
PY/SO 375  Junior Seminar (1 hour)
PY 405  Personality Theories (3 hours)
PY/SO 308  Counseling (3 hours)
*PY 450  History and Systems of Psychology (3 hours)
PY/SO 474  Scientific Writing for the Behavioral Sciences (2 hours)

Sciences

*PY/SO 475 Senior Seminar/Thesis (2 hours)
G-MA 221 Elementary Applied Statistics (4 hours)

Psychology majors seeking 6-12 teaching licensure may substitute Student Teaching in the Secondary School (CI 475) for Senior Seminar/Thesis (PY 475).

Child Development Emphasis

PY 254 Parent-Child Relations (3 hours)
PY 354 Child Development and Social Policy (3 hours)
PY 454 Applied Behavior Analysis and Youth (3 hours)
PY 470 Developmental Psychopathology (3 hours)

Health and Human Services Emphasis

SO 260 Introduction to Human Services (3 hours)
SO 365 Social Work in American Society (3 hours)
PY 430 Health Psychology (3 hours)
SO 470 Social Gerontology (3 hours)

Students seeking special education licensure may use the Adaptive Special education program as their required emphasis.

Recommended courses for Students interested in Human Services careers

PY/SO 210  Human Sexuality (3 hours)
G-SO 101  Introduction to Sociology (3 hours)
G-SO 202  Minorities in the U.S. (3-4 hours)
SO 206  Social Problems (3-4 hours)
G-SO 246  Marriage and Family (3-4 hours)

As much practical experience in human service placements as possible

Psychology Minor

Requirements

G-PY 101  Introduction to Psychology (3 hours)
PY 204  Child and Adolescent Development (3-4 hours)
PY/SO 303  Social Psychology (3 hours)
PY 305  Abnormal Psychology (3-4 hours)

Electives to total 18 hours

2017|Catalog 17-18, Psychology|

Sociology Program

Purpose Statement

The sociology program commits itself to developing majors with pre-professional training and non-majors with basic knowledge of and skills in sociology. The program achieves its purpose when its students:

understand the dynamic relation between the individual and society
have acquired knowledge and skills requisite for entry into selected professions, especially pre-professional careers in the behavioral sciences
have acquired knowledge and skills requisite for entry into graduate programs in sociology and related fields
can critically analyze their society through exposure to sociological theories and research methods
have bridged the gap between theory and practice through internships
have enhanced their sensitivity to others by studying customs, beliefs, and practices that are different from their own

In addition to preparing its majors, sociology contributes to the general education program and serves other majors. Students who wish to double major in sociology and psychology need have only one emphasis.

Sociology Major

Requirements

G-SO 101 Introduction to Sociology (3 hours)
SO 206 Social Problems (3-4 hours)
G-SO 202 Minorities in the U.S. (3-4 hours
SO/PY 303 Social Psychology (3 hours)
SO 320 Urban Sociology (3 hours)
SO/PY 335 Research Methods I (4 hours)
SO/PY 336 Research Methods II (4 hours)
SO/PY 375 Junior Seminar (1 hour)
SO 401 Sociological Theory (4 hours)
SO 450 Sociology Proseminar (3 hours)
SO/PY 474 Scientific Writing for the Behavioral Sciences (2 hours)
*SO/PY 475 Senior Seminar/Thesis (2 hours)
G-MA 221 Elementary Applied Statistics (4 hours)

Criminal Justice Emphasis

SO 275  Criminal Justice (3 hours)
SO 355  Juvenile Delinquency (3 hours)
SO 455  Police and Law Enforcement (3 hours)
SO 460  Correctional Institutions (3 hours)

Health and Human Services Emphasis

SO 260  Introduction to Human Services (3 hours)
SO 365  Social Work in American Society (3 hours)
PY 430  Health Psychology (3 hours)
SO 470 Social Gerontology (3 hours)
45-47 Required

Recommended supporting courses

PY/SO 308  Counseling (3 hours)
G-BI 101  Principles of Biology (4 hours)
EC 201  Elementary Economics: Macro (3 hours)
G-PS 101  Historical Introduction to Politics (3 hours)
G-PS 102  U.S. Government (3 hours)
G-PY 101  Introduction to Psychology (3 hours)
*G-TE 333  Technology and Society (3 hours)
Foreign Language

Recommended courses for Students interested in Human Services careers

PY/SO 210  Human Sexuality (3 hours)
PY/SO 308  Counseling (3 hours)
G-SO 246  Marriage and Family (3-4 hours)
As much practical experience in human service placements as possible

Sociology Minor

Requirements

G-SO 101  Introduction to Sociology (3 hours)
SO 206  Social Problems (3-4 hours)
SO 401  Sociological Theory or
SO 450  Sociology Proseminar (3-4 hours)
SO/PY 303  Social Psychology (3 hours)
SO/PY 335  Research Methods I (4 hours)
18 hours required

Social Work

McPherson College has well prepared its students majoring in the Behavioral Sciences for entrance into the Master of Social Work (M.S.W.) degree programs. The pre-professional program at McPherson College commits itself to fostering student learning in career-oriented liberal arts so that students are prepared for community service and/or graduate study in social work. Students who have acquired knowledge and skills requisite for entry into the field of social services and graduate social work education demonstrate proficient knowledge, understanding, and application of psychological and sociological theories and concepts.

All accredited graduate programs in social work require a four-year bachelor’s degree for admission. The pre-social work student should plan the liberal arts program to include courses in arts and humanities, social and behavioral sciences, and biological sciences. Although the pre-social work student may choose a major in any field, a strong knowledge of human services, personality theory, counseling, and social problems is strongly recommended. The B.S. in psychology or sociology, with the health and human services emphasis, is recommended.

M.S.W. programs require evidence of relevant paid/volunteer work experience related to human services organizations. The pre-social work student should therefore be prepared to complete at least one internship or field experience related to community/social services. (The College’s Career Connections program is highly recommended.)

The M.S.W. Degree prepares graduates for advances social work practices in one of three areas—clinical social practice with individuals, families, and groups; social work administration/community practice aimed at social service administration and social policy development; and school social work. With such diverse professional practice concentrations, it is difficult to outline a generic program to prepare all pre-social work students for admission to these practice areas. Students should counsel with the pre-social work advisor to help them identify the type of professional program they are considering, and to assist them in developing a plan for completing the graduate admission requirements of that program or field.

Although M.S.W. programs differ in admissions requirements, the following courses, in addition to the major, are recommended for students interested in entering the social work profession at the graduate level:

PY 405  Personality Theories (3 hours)
PY/SO 308  Counseling (3 hours)
SO 206  Social Problems (3-4 hours)

Courses in the Health & Human Services Emphasis:

SO 260  Introduction to Human Services (3 hours)
SO 365  Social Work in American Society (3 hours)
PY 430  Health Psychology (3 hours)
SO 470  Social Gerontology (3 hours)
PY/SO 388  Career Connections (1-12 hours)
PY/SO 295/495  Field Experience (1-4 hours)

2017|Catalog 17-18, Sociology|

Sociology Course Descriptions

G-SO 101 Introduction to Sociology

3 hours
An introduction to the general field of sociology and its principle subdivisions; the nature of culture; the socialization of the individual; the character and behavior of social groups; social organization and institutions; social interaction, deviant behavior and social change. (Fall, Interterm)

G-SO 202 Minorities in the U.S.

3-4 hours
An exploration of the problems faced by physical, cultural, economic, and behavioral minority groups in American society; the causes and consequences of prejudice, stereotypes, and discrimination; the nature of minority-majority group interaction; current crises and possible solutions; and some comparison with similar situations in other countries. Prerequisite: Course not open to first semester freshmen. Second semester freshmen by instructor consent. (Fall, Spring)

SO 206 Social Problems

3-4 hours
A study of contemporary American and world social problems, including prostitution, drug addiction, poverty, sexism, racism, and war. ( Spring)

SO/PY 210 Human Sexuality

3 hours
A study of female roles, male roles, values, life adjustments, sexual identities, religion, language, and behavior differences based on cultural, educational and socioeconomic factors related to human sexuality. Course uses lectures, audio- visuals, discussions, guest resource persons, assigned readings, and projects or papers to present information. Prerequisite: sophomore standing or higher or instructor consent. (Spring)

G-SO 246 Marriage and Family

3-4 hours
This course explores the institution of marriage and family in American society from a sociological perspective. Topics covered include socialization, dating, courtship, marriage, parenting, dysfunctions, divorce and remarriage. Family dynamics and major social changes affecting the family are discussed. The course allows the individual to explore her/his own marriage and family attitudes and experiences. (Interterm, Spring)

SO 260 Introduction to Human Services

3 hours
An introduction to the history, theory, practice, and trends in human services. The goals, functions, and organization of human services are examined in the context of contemporary social problems; a historical survey of human services is presented as a background against which current efforts can be viewed; major theories, techniques, and methods that govern helping efforts are covered; a description of consumers of human services, and the strategies both consumers and service providers initiate to overcome barriers to effective service delivery, are discussed. Career opportunities in the human services field are also explored. (Spring)

SO 275 Criminal Justice

3 hours
An introduction to the field of criminology and the American criminal justice system. Emphasis is placed upon the nature of crime, and trends and theories of crime along with components and functions of the criminal justice system including police, courts, and corrections. (Spring)

SO 285/PE 285 Sociological Implications of Sport & Recreation

2 hours
A study of the interrelationships of sport and society.

SO/PY 303 Social Psychology

3 hours
A study of the individual as he/she is affected by other persons. Topics covered include: interpersonal relations, social learning, conformity and individuality, attitudes, groups and organizations, and others. Discussion and involvement methods are emphasized. Prerequisite: 6 hours in the behavioral sciences or instructor consent. (Spring)

SO/PY 308 Counseling

3 hours
A study of the theory and practice of counseling including a survey of the various systems of psychotherapy (person-centered therapy, psychoanalysis, behavioral therapy, cognitive-behavioral therapy, etc.) and learning, through role- play, of skills needed to be a helper. (Spring)

SO 320 Urban Sociology

3 hours
A study of the development of modern cities, theories of urban growth, and urban problems and policies. Topics will include urbanization, urban renewal, economic restructuring and globalization, international migration, culture and politics of urban places, gentrification, crime and poverty, and ecological patterns of land use. ( Fall)

SO/PY 335 Research Methods I

4 hours
The basic research methods course for behavioral science majors. Correlational, survey, and case study techniques, basic experimental design, research ethics, and general professional conduct of empirical investigation are studied in a team- taught format. Lecture, laboratory, and practical field exercises are used as learning methods. Prerequisite: G-MA 221. Concurrent enrollment is acceptable. (Fall)

SO/PY 336 Research Methods II

4 hours
The second of the two basic research methods courses for behavioral science majors. Relatively advanced scientific research designs and statistical analyses are studied. SPSS, a statistical package, is used for most of the work in the course. Prerequisites: G-MA 221 and SO/PY 335. (Interterm)

SO 355 Juvenile Delinquency

3 hours
A comprehensive examination of juvenile delinquency and the juvenile justice system. An emphasis on the causes of juvenile delinquency; its relation to family, school, peers, and society; treatment of juvenile delinquents; and criminal proceedings and the family court. (Fall)

SO 365 Social Work in American Society

3 hours
An introduction to the social work movement, profession, and practice in the United States. The course examines the social welfare policies and client populations that engage social workers, and explores the social work practice settings that range from child maltreatment and health care to work with older adults and corrections. Social issues are raised and case examples are presented to give insight into the clients and issues for which social workers initiate advocacy and social change through leadership positions in American society. Career opportunities in the social work profession are also explored. (Fall)

SO/PY 375 Junior Seminar

1 hour
Several topics and issues are examined in a seminar format. These include ethical practices and concerns as they relate to research and clinical work, the development and execution of basic and applied research, and career development and related matters. Students work toward developing appropriate research topics for their senior theses and may explore internship opportunities. (Spring)

SO 401 Sociological Theory

4 hours
A review and analysis of historical sociological theory including the masters of sociology: Durkheim, Weber, Marx, Pareto, Veblen, and others. Prerequisite: Six hours in sociology. (Spring, even years)

SO 425 Deviant Behavior

3 hours
This course exposes the student to the perspectives, principles, issues and research findings of the deviant behavior field. Topics covered include: poverty, substance abuse, prostitution, homosexuality, violent behavior, family violence, mental disorders, crime and social control. Prerequisite: SO 206, SO/PY 335 or instructor consent. ( Fall)

SO 430 Topics in Behavioral Sciences

3 hours
This course explores topics not normally found in regular offerings allowing students the opportunity to explore and grow their sociological imagination as well as their knowledge of theory and research methods. (Fall)

SO 450 Proseminar in Sociology

3 hours
An advanced-level seminar to integrate the information learned in earlier sociology courses. The goal is to bring full circle the sociological knowledge of students who are about to graduate. The course will explore a number of enduring sociological issues, including the meaning of sociology, the purpose of sociology and the effect sociology has on the world. Prerequisite: Upper division majors/minors only or instructor consent. (Spring, odd years)

SO 455 Police and Law Enforcement

3 hours
An analysis of the evolution of police, the police system, and the police role. Organization and jurisdiction of local, state, and federal law enforcement agencies along with philosophical and ethical issues surrounding their role will be discussed. (Fall, even years)

SO 460 Correctional Institutions

3 hours
An exploration of the historical and philosophical development of correctional systems with an emphasis on categories of inmates, treatment policies and their effectiveness, staff organization and training and their relation to the criminal justice system, and problems associated with correctional practices and procedures. (Fall, odd years)

SO 470 Social Gerontology

3 hours
A comprehensive introduction to an emerging field dealing with the social aspects of human aging. The course covers major areas of theory, research, social policy, and practice that impact older adults, and discusses the strengths and contributions that elders bring to their peers, families, and communities. The historical overview of aging in the United States, as well as the human and social meanings behind longevity population shift, is also explored. Also examined are social issues and psychological perspectives and strategies, as well as political and economic situations that produce undesirable outcomes as well as promote well- being in later life. Career options in the field of social gerontology are also explored. (Fall, even years)

SO/PY 474 Scientific Writing for the Behavioral Sciences

2 hours
This course is intended to help students develop the skills needed for writing research reports in the social sciences. It is a research-based course in which students learn to synthesize what they have read and present it as a scientific review of the literature; these are the primary goals. Thus, it focuses on how to apply social science theories and research methods to the writing of the senior research proposal. This course also provides students with the opportunity to prepare papers for regional conferences in sociology and psychology. Research manual required. (Fall)

SO/PY 475 Senior Seminar/Thesis

2 hours (Language Intensive)
This is the culminating or capstone course for behavioral science majors. Coordinated guidance is given on the preparation of the Senior Thesis. Discussion of current topics in sociology and psychology is combined with guidance on practical matters such as application to graduate study, developing a career, and so on. (Spring)

SO 495 Field Placement

1-4 hours
Practical experience working in an established social agency, mental health clinic, or correctional institution. Supervision and direction given on the job by the agency personnel. College personnel visit and give consultation.

Individualized Courses Available

295/495 Field Experience (1-4 hours)
299/499 Independent Study (1-4 hours)
388 Career Connections (1-12 hours)
445 Readings and Research (1-4 hours)

2017|Catalog 17-18, Sociology|

General Education Foundation Courses

A. Oral Communication: Students will (1) demonstrate effective oral presentation skills, (2) adapt messages to specific audiences, (3) practice effective listening, (4) organize messages in a coherent and meaningful way, and (5) determine appropriate channels for message delivery.

Required: 1 Course
G-CM 130 Interpersonal Communication
G-CM140 Public Speaking
G-CM218 Business and Professional Communication

B. Written Communication & Information Literacy: Students will (1) write with skill and express complex ideas with clarity and (2) demonstrate that they understand and can use techniques of locating, retrieving, and evaluating information.

Required: 4 Courses
G-EN 110 College Rhetoric I
G-EN 111 College Rhetoric II
2 Language Intensive (LI) courses with at least one LI course in the student’s major department.

Speaking Component

(1) Informal oral communication exercises should be used frequently in the LI classroom. Most often, these will consist of required participation in small group and class discussions. LI instructors can make even routine student participation in class discussions and activities into helpful oral communication exercises simply by (a) raising students’ consciousness about the variety of signals they send when they speak informally in class, and (b) helping students eliminate their careless habits in speech and delivery.

(2) At least one formal oral presentation should be included in the LI course. The presentation, probably brief, may be delivered to part or all of the class, or some other audience. It may derive from a formal writing assignment, recast for oral delivery.

Writing Component

(1)Informal writing assignments should be frequent, perhaps one per class session, but certainly one per week. Most informal writing activities are in the “writing to learn” mode; that is, they are intended to push students to read, think about, and interpret course material more carefully and deeply than they otherwise might do. From a handful of basic, informal writing models, such as journals and microthemes, LI instructors can improvise an almost endless array of specific informal writing activities.

(2) Formal writing assignments should be substantial (but the meaning of “substantial” depends upon the course and the exact nature of the assignment.) There should be at least one formal, polished piece of writing. Whenever possible, LI instructors should give formal assignments in stages, conference with students over drafts, and allow ample time for revision(s).

G-AR310    Art History I
G-AR311    Art History II
BA339        Human Resource Management
BA475        Business Strategy & Policy
BI391         Evolution
CI455         Teaching Learning Process
G-CM130    Interpersonal Communication
G-CM218    Business & Professional Communication
G-CM221    Intercultural Communication
CM475        Senior Seminar in Communications
G-EE210    Children’s Literature
EE303        Reading/Language Arts I
G-EN210L Masterpieces of World Literature (4 hours)
G-EN220L Contemporary World Literature (4 hours)
EN250L       American Literature I (4 hours)
G-EN255L   American Literature II (4 hours)
G-EN270L   Fiction (4 hours)
EN313        Expository Writing
G-EN370L   Poetry (4 hours)
HI475        Senior Theses
IT475         Senior Projects in Information Tech.
G-MA290    History of Mathematics
MA475        Senior Project in Mathematics
G-PR106 Spiritual Pathways
G-NS100L   Science and Society (4 hours)
NS300        Research Methods
NS475        Senior Research
G-PA385    Performing Arts History & Literature I
G-PA390    Performing Arts History & Literature II
PA475        Senior Projects in Performing Arts
PE380        History & Philosophy of Health, PE, Sport
G-PR102 Jesus: New Testament Foundations
G-PR104L Ethics (4 hours)
G-PS215    Global Peace Studies
PY450        History and Systems of Psychology
PY/SO475 Senior Thesis
G-TE333    Technology & Society
TE475        Senior Project

C. Mathematics: Students will demonstrate that they understand and can use mathematical properties, processes, and symbols.

Required: 3-4 hours chosen from the following:
G-MA105   College Algebra
G-MA111   Calculus I
G-MA201   Survey of Mathematics
G-MA220/G-BA220 Business Applied Statistics
G-MA221   Elementary Applied Statistics
G-MA153   Principles of Geometry

D. Religion/Beliefs/Values: Students will (1) demonstrate that they have examined their personal philosophy of life and can articulate their position on religious or philosophical issues; and (2) demonstrate an understanding of how values are formed, transmitted, and revised.

Required: 3-4 hours chosen from the following:
G-PR101   Hebrew Bible: God and People in Ancient Israel
*G-PR102 Jesus: New Testament Foundations
*G-PR104 Ethics
G-PR106 Spiritual Pathways: Transformation, Compassion, and Vocation
G-PR107 Critical Thinking
G-PR201     Introduction to Philosophy
G-PR202   Christian Traditions
G-PR203   Science and Religion
G-PR204 Peacemaking: Religious Perspectives
G-PR206 Religion and Environmental Stewardship
*G-PR391 Evolution
G-PR401     World Religions
G-PA125     Film and Culture

E. Wholeness/Health/Fitness: Students will (1) develop a personal strategy for life-long health and fitness, with an emphasis on the physical domain; (2) demonstrate an understanding of the reciprocal nature of the cognitive, affective, and physical domains; and (3) demonstrate an understanding of the principles of wellness, both interventive and preventive.

Required: 2 hours chosen from the following:
G-PE150 Concepts in Holistic Health
G-PE170 Personal & Community Health

F. Global/Intercultural Experience: Students will (1) demonstrate a broad cultural view of humankind; and (2) show that they understand the interconnected global environment.

Required: 3 hours+ chosen from the following:
G-CI251     Introduction to Education Practicum
G-CI333     Intercultural Education Seminar
*G-CM221 Intercultural Communication
*G-EN210 Masterpieces of World Literature
*G-EN220 Contemporary World Literature
G-ET201: Entrepreneurship on the Horizon
G-HI210     International Travel Study in World History
G-MA290   History of Mathematics
G-ML108   Spanish Level I
G-ML109   Spanish Level II
G-ML208   Spanish Level III
G-ML209   Spanish Level IV
G-ML350   Junior Year Abroad
G-PS130     Principles of Geography
*G-PS215 Global Peace Studies
G-SO202   Minorities in the U.S.
*G-TE333 Technology in Society
G-PR401     World Religions

+Students completing a Bachelor of Arts degree must take G-ML108 Level I Spanish for three hours as well as three additional hours in the Global/Intercultural Experience Foundation. These students will be required to take only one Language Intensive (LI) course.

College Seminars

In the seminar series, students will demonstrate (1) that they have explored traditional Church of the Brethren values; (2) that they understand service- learning and can complete a service project; (3) that they can make informed ethical decisions in personal and professional situations; and (4) that they have investigated career options in the fields of study. In addition, the various seminars address the following goals.

G-ID 101 Academic Community Essentials (ACE) Seminar: Students will show that they have learned about college life, create a degree plan, and practice good study skills, critical thinking, and conflict resolution.
G-ID 201 Sophomore Seminar: Students will complete a service project, develop a career plan, and show that they have explored internship options.
Junior Seminar: Working closely with faculty in their fields, students will show that they have explored professional and service options and have fulfilled other objectives as determined by department faculty.
Senior Capstone Experience: Students will complete a senior project, as designed by department faculty.

2016|08 General Education, Catalog 16-17|

Teacher Education Program

The academic program offered by the Department of Curriculum and Instruction is essential for achieving the college’s mission of developing whole persons through scholarship, participation, and service. It also reflects the heritage of the college and the Church of the Brethren, which includes a dedication to a liberal arts education and values that promote ethical behavior, non-violence and peace, a simple lifestyle, and a dedication to serving others.

The primary focus of the Department of Curriculum and Instruction is on the preparation of education professionals. Teacher education at McPherson College has long been one of the foundational cornerstones on which the institution was established.

Teacher Education Program

The Teacher Education Program at McPherson College is accredited by the Kansas State Department of Education (120 East 10th Street, Topeka, Kansas 66612); and by the National Council for the Accreditation of Teacher Education (NCATE), www.ncate.org. This accreditation covers the Teacher Education Program at McPherson College; however, the accreditation does not include individual education courses that the institution offers to P-12 educators for professional development, relicensure, or other purposes.

Mission Statement

The mission of the Teacher Education Program of McPherson College is to develop service-oriented educators who effectively blend the art and science of teaching.

Goals, Objectives, and Dispositions

Goal I: The candidate has the knowledge bases necessary to be an effective teacher in her/his field.

To accomplish this goal, the service-oriented educator will:

Objectives:

Acquire a broad liberal arts knowledge base.
Demonstrate proficiency in his/her major area of licensure.
Acquire effective strategies of teaching in all appropriate content areas and for all learners.
Recognize how students learn and develop.

Disposition: Appreciate the connections between various areas of knowledge and commit to continuous learning.

Goal II: The candidate can apply effective teaching strategies to meet the needs of all learners.

To accomplish this goal, the service-oriented educator will:

Objectives:

Use appropriate best practices for specific content areas and for diverse learners.
Reflect upon his/her teaching and analyze the practices.
Demonstrate understanding and use of formative and summative assessments and make modifications based on them.
Provide motivational techniques based on students’ developmental and environmental needs.

Disposition: Value and respect students’ varied talents and abilities and project enthusiasm for teaching all learners.

Goal III: The candidate fosters relationships and collaborates with school constituencies. To accomplish this goal, the service-oriented educator will:

Objectives:

Communicate effectively in both written and oral formats and through the use of technology
Solicit input from students, parents, colleagues, and the greater community.
Act on information received from stakeholders.

Disposition: Value the many ways in which people seek to communicate and encourage various modes of communication.

The Teacher Education Program at McPherson College focuses on three major levels of licensure. The following are lists of the levels and the programs.

6-12 Licensure Section
Biology, Chemistry, English, English for Speakers of Other Languages, History and Government, Mathematics, Psychology, High-Incidence Special Education, Speech/Theatre

K-6 Licensure Section
Elementary Education, English for Speakers of Other Languages, High-Incidence Special Education

PK-12 Licensure Section
Art, Health, Music, Physical Education, Spanish

As a student at McPherson College preparing to become a teacher, you will be asked to prove your competency with the guidance of instructors in the Department of Curriculum and Instruction and the content area departments. Course assessments, a portfolio, and interviews are a few of the instruments developed that will help you demonstrate your abilities. McPherson College is currently collecting data on different aspects of student performance. Numerous experiences are provided as observers, aides, tutors, and as participants in student teaching experiences. Those seeking licensure at all levels begin their professional work by the sophomore year and continue with incremental and sequential scheduling of their professional growth.

Admission Procedures

Procedures for admittance into the Teacher Education Program and Student Teaching are outlined in detail in the Advisor/Advisee Handbook or the Policies and Procedures Manual. These Handbooks are available in the Department of Curriculum and Instruction. College advisors also have copies of these handbooks. The handbook is also available online. Students should read the handbook or consult their advisors for a detailed account of admission requirements and procedures.

Admission to the Teacher Education Program

As a general rule, the Teacher Education Board reviews candidates for admittance into the Teacher Education Program two times during an academic year, once each semester. Signs are posted on college buildings and announcements are made in campus communications and classes. Requirements for acceptance into the Teacher Education Program include, but are not exclusive of,

Minimum of C in G-EN111
Minimum of C in college level math
Minimum of C in G-CI150
Sign of support from Student Life
A GPA of 2.3 (2.5 for transfer students)
Successful completion of the C-BASE.

Practica at McPherson College

Research has proven that multiple and varied practical experiences are of utmost importance in an effective teacher education program. For that reason, students in the Teacher Education Program have the requirement of completing a minimum of two practica prior to student teaching. However, most students are encouraged to participate in more than those two. The first practicum occurs early in the student’s professional education course sequence. This practicum is primarily an observation/aide situation. The second practicum occurs later in the professional sequence and requires students to take more initiative in the actual classroom responsibilities. In fact, students are required to practice actual instructional activities.

Students are required to do one of the practicum experiences in an urban setting. Arrangements have been made for the first practicum to be completed in Wichita or other ethnically diverse setting. Transfer students or students with extenuating circumstances may choose to complete one of the other sessions in an urban setting. This will further enhance the program and give students a broader understanding of the entire educational enterprise. Students are placed in both grade- and content-appropriate practicum settings. It is the student’s responsibility to secure travel arrangements to the practica sites. Any expenses that are incurred are also the responsibility of the student.

All practica must be approved by the Department of Curriculum and Instruction.

Service Component

In keeping with the mission of the college and the Teacher Education Program, future teachers are expected to complete a service component as part of their program. During the student’s college career s/he must complete and document 100 hours of service prior to completing the program. Transfer students must complete 25 hours per year.

There are many possibilities for service-oriented activities. Opportunities will occasionally be made available through the Curriculum and Instruction Department. In addition, students are encouraged to seek out experiences that will be self- satisfying. For further explanation or clarification, contact any member of the Teacher Education Undergraduate Council.

Student Teaching at McPherson College

Student teaching is considered the capstone experience in the professional education sequence for future teachers. It is to be done after other professional coursework is completed. In cooperation with a K-12 school system, McPherson College strives to make this experience as beneficial as possible for all parties involved. Student teaching is a complete semester experience. It is offered for variable credit hours depending on the level and the experiential need of the student and the licensure area being sought. Being given the privilege to student teach is not automatic. The Teacher Education Board carefully screens all applicants for their suitability. As a general rule, the Department of Curriculum and Instruction begins the application for the student teaching process two times during an academic year. Deadlines are generally in mid-September and mid-March. Signs are posted on college buildings and announcements are made in campus communications and classes.

The prospective student teacher at McPherson College is expected to have:

the personality and character traits required of a teacher;
a strong liberal arts education;
solid professional skills;
profitable laboratory experiences with practitioners in the field. Before a student can student teach she/he must have:
gained full acceptance into the Teacher Education Program;
secured favorable recommendations from her/his major professor, professor of a language intensive course, one professor in teacher education, Student Life, and two supportive professionals in education;
achieved a cumulative grade point average of 2.5;
provided proof of liability insurance;
signed an Inquiry Form;
provided an up-to-date health form.

After all forms have been submitted, the student will participate in an interview with the Teacher Education Board. Ultimate decisions concerning student teaching will be made by that Board. A primary indicator of meeting the goals of the Teacher Education Program is the development of a portfolio. McPherson College students planning to become teachers develop portfolios during stages of their professional course work. These portfolios are designed to meet the overall goals of:

The candidate has the knowledge bases necessary to be an effective teacher in her/his field.
The candidate can apply effective teaching strategies to meet the needs of all learners
The candidate fosters relationships and collaborates with school constituencies.

These portfolios include copies of units and lesson plans, reflective journals, other significant evidences of knowledge, application, and collaboration, scores of standardized assessment tools, and other documentation.

In order to defray costs, a student teaching fee will be assessed during that semester.

Student Responsibility

Students are ultimately responsible for following procedures and proper sequencing of events leading to professional development and licensure. It is important for students who plan to enter the Teacher Education Program at McPherson College to contact the chair of the program and/or the appropriate advisor.

Licensure in Kansas

Those seeking licensure in Kansas must pass the Professional Knowledge section of the Principles of Learning and Teaching (PLT) with a score of 160; candidates must also take a test in their particular content area. The passing scores for each content test are listed in the Advisor/Advisee Handbook. Requirements for licensure to teach in the public schools, either elementary or secondary, vary from state to state. Students who plan to certify in a state other than Kansas should, upon enrollment, consult the chair of teacher education or the state in which they plan to teach to make sure that they are enrolled in a program that is appropriate.

In the state of Kansas, teaching is considered to be a profession. Therefore, the Kansas State Department of Education has a Professional Practices Commission to exercise disciplinary and advisory functions over those requesting licensure or working as a certified professional. Teacher licensure can be denied, suspended, or revoked for both felony and non-felony actions.

McPherson College is in compliance with the federal Title II reporting guidelines.

Elementary Education Major

K-6 Licensure

Requirements

Along with the General Education requirements, the following is a suggested sequence; the academic advisor and/or Curriculum and Instruction faculty will assist the individual student to develop the optimal sequencing of courses.

Freshman year:
G-PY 101 Introduction to Psychology (3 hours)
G-CI 150 Introduction to Education (3 hours)
SE 210 Introduction to Infants, Children & Youth with Special Needs (3 hours)

Sophomore year:
CI 220 Principles and Strategies of Teaching (3 hours)
G-CI 251 Introduction to Education Practicum (1 hour)
*G-EE 210 Children’s Literature (3 hours)
G-CI 333 Intercultural Education (2 hours)
PY 204 Child and Adolescent Development (3 hours)
CI 232 Educational Technology (2 hours)
EE 230 Mathematics Content for Elementary Teachers (3 hours)

Junior Year:
CI 426/PE 426 Methods for Teaching Health in Elem. & Sec. (2 hours)
*CI 455 Teaching-Learning Process (3 hours)
*EE 303 Reading/ Language Arts I (4 hours)
EE 307 Methods for Teaching Math in the Elementary School (2 hours)
EE 306 Methods for Teaching Science in the Elem. School (2 hours)
EE 309 Methods for Teaching Social Studies in the Elem. School (2 hours)
EE 301/ AR 358 Methods for Teaching Art in the Elem. School (2 hours)
EE 304/ MU 370 Methods for Teaching Music in the Elem. School (2 hours)
EE 305/ PE 305 Methods for Teaching Phys Ed in the Elem. School (2 hours)
EE 375 Elementary Ed. Practicum and Seminar (1-4 hours)
EE 444 Reading/Language Arts II (2 hours)

Senior Year:
EE 465 Student Teaching in the Elementary School (6 or 12 hours)
CI 476 Professional Seminar in Education (2 hours)

6-12 Licensure

Requirements

Along with the general education requirements and the academic requirements for the specific content area, the following is a suggested sequence; the academic advisor and Curriculum and Instruction faculty will assist the individual student to develop the optimal sequencing of courses.

Freshman year:
G-PY 101 Introduction to Psychology (3 hours)
G-CI 150 Introduction to Education (3 hours)

Sophomore year:
G-CI 333 Intercultural Education (2 hours)
PY 204 Child and Adolescent Development (3 hours)
SE 210 Intro to Infants, Children and Youth with Special Needs (3 hours)
CI 220 Principles and Strategies of Teaching (3 hours)
G-CI 251 Intro to Education Practicum (1 hour)
CI 232 Educational Technology (2 hours)

Junior Year:
*CI 455  Teaching-Learning Process (3 hours)
CI 4xx  Secondary Methods for Academic Majors (3 hours)
CI 315  Reading in the Content Field (2 hours)
CI 351  Secondary Education Practicum and Seminar (2 hours)

Senior year:
CI 475 Student Teaching (6 or 12 hours)
CI 476 Professional Seminar in Education (2 hours)

PK-12 Licensure

Requirements

Along with the general education requirements and the academic requirements for the specific content area, the following is a suggested sequence; the academic advisor and Curriculum and Instruction faculty will assist the individual student to develop the optimal sequencing of courses.

Freshman year:
G-PY 101 Introduction to Psychology (3 hours)
G-CI 150 Introduction to Education (3 hours)
SE 210 Intro to Infants, Children & Youth with Special Needs (3 hours)

Sophomore year:
G-CI 333 Intercultural Education (2 hours)
PY 204 Child and Adolescent Development (3 hours)
G-CI 251 Intro to Education Practicum (1 hour)
CI 220 Principles and Strategies of Teaching (3 hours)
CI 232 Educational Technology (2 hours)

Junior Year:
Methods for Teaching Art, Music or PE in Elem. Schools (2-3 hours)
(Those seeking licensure in Spanish take one Methods class (CI 404)
CI 351  Secondary Ed. Practicum and Seminar (1 hour)
EE 375  Elementary Ed. Practicum and Seminar (1 hour)
*CI 455  Teaching-Learning Process (3 hours)
Methods for Teaching Art, Music or PE in Sec. Schools (2-3 hours)
CI 315 Reading in the Content Field (2 hours)

Senior Year:
CI 475 Student Teaching in the Secondary School (6 or 12 hours)
EE 465 Student Teaching in the Elementary School (6 or 12 hours)
CI 476 Professional Seminar in Education (2 hours)

English for Speakers of Other Languages (K-6) Licensure

Requirements

Same professional education requirements as for K-6 license, plus:

EN 230  Linguistics (2 hours)
EN 335  Advanced English Grammar (2 hours)
G-SO 202 Minorities in the U.S. (3 hours)
CI 428  Methods for Teaching ESL in the Elem. and Sec. Schools (3 hours)

English for Speakers of Other Languages (6-12) Licensure

Requirements

Same professional education requirements as for 6-12 licensure in other fields, plus:

EN 230  Linguistics (2 hours)
EN 335  Advanced English Grammar (2 hours)
G-SO 202 Minorities in the U.S. (3 hours)
CI 428  Methods for Teaching ESL in the Elem. and Sec. Schools (3 hours)

Special Education Licensure

Through the joint effort of the Associated Colleges of Central Kansas (ACCK), McPherson College offers an Adaptive Special Education program. Students who participate in this program will graduate with licensure in High Incidence Special Education (intellectual disability, learning disabilities, behavior disorders, and other health impairments) at the K-6 and 6-12 levels.

High Incidence Special Education: Courses Required for all levels:

SPED 310 Foundations for Special Education (4 hours)
SPED 315 General Methods for Special Education Services (4 hours)
SPED 345 Behavioral Management (2 hours)
SPED 499 Capstone Issues (1 hour)

Courses Required for Level K-6:

SPED 321 Grades K-6 Methods for Special Needs (4 hours)
SPED 331 Grades K-6 Field Experience (1 hour)
SPED 431 Grades K-6 Clinical Experience (Student Teaching) (6 hours)
(OR)
*SPED 433 Grades K-6 Internship (4-6 hours)
*Those already holding special education licensure

Courses required for Level 6-12:

SPED 361 Grades 6-12 Methods for Special Needs (4 hours)
SPED 371 Grades 6-12 Field Experience (1 hour)
SPED 471 Grades 6-12 Clinical Experience (Student Teaching) (6 hours)
(OR)
* SPED 473 Grades 6-12 Internship (4-6 hours)
* Those already holding special education licensure

Optional:
SPED 220 Field Experience in Services for Student with Special Needs (1 hour)
SPED 320 Beginning American Sign Language (2 hours)
SPED 322 Intermediate American Sign Language (2 hours)
SPED 678 Topics in Special Education (1 hour)

2016|Catalog 16-17, Curriculum & Instruction|

English Program

Purpose Statement

The English department commits itself to developing graduates who can read critically and communicate effectively and who understand the changing nature of language.

The department achieves this purpose when its graduates

demonstrate an ability to accomplish various purposes through effective communication – oral, written, and electronic – and to help others achieve them;
demonstrate an understanding of ways in which aspects of culture such as history, religion and social norms are reflected in literature;
demonstrate an ability to analyze literary texts;
demonstrate a knowledge of research tools and strategies, especially in literature, and the critical and ethical use of appropriate documentation;
demonstrate knowledge of the structure of English, of the Standard American dialect, of both traditional and modern grammars, and of the nature of language.

English Major

Requirements

I. Complete the following courses:

EN 230 Linguistics (2 hours)
*EN 250 American Literature I (3 hours)
*G-EN 255 American Literature II (3 hours)
*EN 313 Advanced Expository Writing (3 hours)
EN 335 Advanced English Grammar (2 hours)
EN 340 British Literature I (3 hours)
EN 345 British Literature II (3 hours)
EN 375 Junior Seminar in English (1 hour)
EN 430 History and Structure of English (2 hours)
EN 475 Seminar in English (2 hours)
*G-EN 210 Masterpieces of World Literature, or
*G-EN220 Contemporary World Literature (3 hours)

II. Complete 7 elective hours in English. These may include additional hours in English and American literature, as well as the following courses:

G-CM 120 Intro. to Human Communication (3 hours)
CM 305  Editing (3 hours)
*G-EN 210 Masterpieces of World Literature (3-4 hours)
*G-EN 220 Contemporary World Literature (3-4 hours)
G-EN 235 Topics in Literature (3 hours) (may be taken more than once if topic differs)
EN 320  Young Adult Literature (2 hours)
EN 350  Theory & Practice of Tutoring Writing (1 hour)
*G-EN 370 Poetry (3-4 hours)
*G-EN 270 Fiction (3-4 hours)
*G-PA 385 Performing Arts History & Literature I or
*G-PA 390 Performing Arts History & Literature II (3 hours)
EN 420  Creative Writing (3 hours)
EN 445  Readings and Research in English (2-4 hours)
*CM 475  Seminar in Communication (2 hours)

III. Complete the following supporting courses

Communication courses (3 hours)
Spanish Level II, or the equivalent in some natural language

Requirements for teaching licensure (6-12) in English

I. Complete the following courses:

EN 230  Linguistics (2 hours)
EN 335  Advanced English Grammar (2 hours)
EN 430  History and Structure of English (2 hours)
EN 320  Young Adult Literature (2 hours)
EN 420  Creative Writing, or
*G-EN 370 Poetry, or
*G-EN 270 Fiction (3 hours)
*G-EN 210 Masterpieces of World Literature, or
*G-EN 220 Contemporary World Literature (3 hours)
*EN 250  American Literature I (3 hours)
*G-EN 255  American Literature II (3 hours)
EN 340  British Literature I (3 hours)
EN 345  British Literature II (3 hours)
*EN 313  Advanced Expository Writing (3 hours)
EN 375  Junior Seminar in English (1 hour)
EN 475  Seminar in English (2 hours)

II. Complete the following supporting courses:

Journalism courses (3 hours)
G-ML 109 Spanish Level II, or the equivalent in some natural language
CI 417 Methods for Teaching English and Language Arts in the Secondary School (3 hours)

Other courses required by the Curriculum & Instruction Department for licensure.

Students must take the Praxis II examination: English Language, Literature, and Composition: Content Knowledge.

Competency Exam

Students who plan to major in English must pass a writing competency exam. This exam will be offered in the spring semester, before pre-enrollment for the fall. Transfer students will take the exam early in their first semester at the college. Students who fail the exam may re-take it after participating in guided study and practice of writing.

English As a Second Language (6-12) Endorsement

Requirements

Same professional education requirements as for 7-12 endorsement in other fields, plus:

G-CI 333  Intercultural Education Seminar (2 hours)
EN 230  Linguistics (2 hours)
EN 335  Advanced English Grammar (2 hours)
G-SO 202 Minorities in the U.S. (3-4 hours)
CI 428  Methods for Teaching English as a Second Language (3 hours)
CI 475  Student Teaching/Practicum (6-12 hours)
CI 476  Professional Seminar in Education (2 hours)

Student teaching/practicum is to include ESL experience; for those already certified, student teaching/practicum is four credit hours.

Note: Non-native speakers of English must contact the Department of Curriculum and Instruction regarding proficiency requirements.

English Minor

A minor in English consists of 20 hours of English courses chosen from the list of courses in the English major and must include courses in both literature and writing. G-EN 110 and G-EN 111 do not count as part of the 20 hours for the minor.

2016|Catalog 16-17, English|

Psychology Program

Purpose Statement

The psychology program commits itself to developing majors with pre- professional training and non-majors with basic knowledge of and skills in psychology. The program achieves this purpose when its students:

understand themselves, others, and how individuals interact within social systems
have acquired knowledge and skills requisite for entry into selected professions, especially pre-professional careers in the behavioral sciences
have acquired knowledge and skills requisite for entry into graduate programs in psychology and related fields
have bridged the gap between theory and practice through Internships
meet State Department of Education standards for certification in the area of psychology (applies to candidates for teacher certification in psychology)

In addition to preparing its majors, psychology contributes to the general education program and serves other majors.

Teaching licensure is available in this area. Students who wish to double major in psychology and sociology need have only one emphasis.

Psychology Major

Requirements

G-PY 101  Introduction to Psychology (3 hours)
PY 204  Child and Adolescent Development (3-4 hours)
PY/SO 335  Research Methods I (4 hours)
PY/SO 303  Social Psychology (3 hours)
PY 305  Abnormal Psychology (3-4 hours)
PY 415  Learning, Memory, and Cognition (3 hours)
PY 336  Research Methods II (4 hours)
PY/SO 375  Junior Seminar (1 hour)
PY 405  Personality Theories (3 hours)
PY/SO 308  Counseling (3 hours)
*PY 450  History and Systems of Psychology (3 hours)
PY/SO 474  Scientific Writing for the Behavioral Sciences (2 hours)

Sciences

*PY/SO 475 Senior Seminar/Thesis (2 hours)
G-MA 221 Elementary Applied Statistics (4 hours)

Psychology majors seeking 6-12 teaching licensure may substitute Student Teaching in the Secondary School (CI 475) for Senior Seminar/Thesis (PY 475).

Child Development Emphasis

PY 254 Parent-Child Relations (3 hours)
PY 354 Child Development and Social Policy (3 hours)
PY 454 Applied Behavior Analysis and Youth (3 hours)
PY 470 Developmental Psychopathology (3 hours)

Health and Human Services Emphasis

SO 260 Introduction to Human Services (3 hours)
SO 365 Social Work in American Society (3 hours)
PY 430 Health Psychology (3 hours)
SO 470 Social Gerontology (3 hours)

Students seeking special education licensure may use the Adaptive Special education program as their required emphasis.

Recommended courses for Students interested in Human Services careers

PY/SO 210  Human Sexuality (3 hours)
G-SO 101  Introduction to Sociology (3 hours)
G-SO 202  Minorities in the U.S. (3-4 hours)
SO 206  Social Problems (3-4 hours)
G-SO 246  Marriage and Family (3-4 hours)

As much practical experience in human service placements as possible

Psychology Minor

Requirements

G-PY 101  Introduction to Psychology (3 hours)
PY 204  Child and Adolescent Development (3-4 hours)
PY/SO 303  Social Psychology (3 hours)
PY 305  Abnormal Psychology (3-4 hours)

Electives to total 18 hours

2016|Catalog 16-17, Psychology|

Sociology Program

Purpose Statement

The sociology program commits itself to developing majors with pre-professional training and non-majors with basic knowledge of and skills in sociology. The program achieves its purpose when its students:

understand the dynamic relation between the individual and society
have acquired knowledge and skills requisite for entry into selected professions, especially pre-professional careers in the behavioral sciences
have acquired knowledge and skills requisite for entry into graduate programs in sociology and related fields
can critically analyze their society through exposure to sociological theories and research methods
have bridged the gap between theory and practice through internships
have enhanced their sensitivity to others by studying customs, beliefs, and practices that are different from their own

In addition to preparing its majors, sociology contributes to the general education program and serves other majors. Students who wish to double major in sociology and psychology need have only one emphasis.

Sociology Major

Requirements

G-SO 101 Introduction to Sociology (3 hours)
SO 206 Social Problems (3-4 hours)
G-SO 202 Minorities in the U.S. (3-4 hours
SO/PY 303 Social Psychology (3 hours)
SO 320 Urban Sociology (3 hours)
SO/PY 335 Research Methods I (4 hours)
SO/PY 336 Research Methods II (4 hours)
SO/PY 375 Junior Seminar (1 hour)
SO 401 Sociological Theory (4 hours)
SO 450 Sociology Proseminar (3 hours)
SO/PY 474 Scientific Writing for the Behavioral Sciences (2 hours)
*SO/PY 475 Senior Seminar/Thesis (2 hours)
G-MA 221 Elementary Applied Statistics (4 hours)

Criminal Justice Emphasis

SO 275  Criminal Justice (3 hours)
SO 355  Juvenile Delinquency (3 hours)
SO 455  Police and Law Enforcement (3 hours)
SO 460  Correctional Institutions (3 hours)

Health and Human Services Emphasis

SO 260  Introduction to Human Services (3 hours)
SO 365  Social Work in American Society (3 hours)
PY 430  Health Psychology (3 hours)
SO 470 Social Gerontology (3 hours)
45-47 Required

Recommended supporting courses

PY/SO 308  Counseling (3 hours)
G-BI 101  Principles of Biology (4 hours)
EC 201  Elementary Economics: Macro (3 hours)
G-PS 101  Historical Introduction to Politics (3 hours)
G-PS 102  U.S. Government (3 hours)
G-PY 101  Introduction to Psychology (3 hours)
*G-TE 333  Technology and Society (3 hours)
Foreign Language

Recommended courses for Students interested in Human Services careers

PY/SO 210  Human Sexuality (3 hours)
PY/SO 308  Counseling (3 hours)
G-SO 246  Marriage and Family (3-4 hours)
As much practical experience in human service placements as possible

Sociology Minor

Requirements

G-SO 101  Introduction to Sociology (3 hours)
SO 206  Social Problems (3-4 hours)
SO 401  Sociological Theory or
SO 450  Sociology Proseminar (3-4 hours)
SO/PY 303  Social Psychology (3 hours)
SO/PY 335  Research Methods I (4 hours)
18 hours required

Social Work

McPherson College has well prepared its students majoring in the Behavioral Sciences for entrance into the Master of Social Work (M.S.W.) degree programs. The pre-professional program at McPherson College commits itself to fostering student learning in career-oriented liberal arts so that students are prepared for community service and/or graduate study in social work. Students who have acquired knowledge and skills requisite for entry into the field of social services and graduate social work education demonstrate proficient knowledge, understanding, and application of psychological and sociological theories and concepts.

All accredited graduate programs in social work require a four-year bachelor’s degree for admission. The pre-social work student should plan the liberal arts program to include courses in arts and humanities, social and behavioral sciences, and biological sciences. Although the pre-social work student may choose a major in any field, a strong knowledge of human services, personality theory, counseling, and social problems is strongly recommended. The B.S. in psychology or sociology, with the health and human services emphasis, is recommended.

M.S.W. programs require evidence of relevant paid/volunteer work experience related to human services organizations. The pre-social work student should therefore be prepared to complete at least one internship or field experience related to community/social services. (The College’s Career Connections program is highly recommended.)

The M.S.W. Degree prepares graduates for advances social work practices in one of three areas—clinical social practice with individuals, families, and groups; social work administration/community practice aimed at social service administration and social policy development; and school social work. With such diverse professional practice concentrations, it is difficult to outline a generic program to prepare all pre-social work students for admission to these practice areas. Students should counsel with the pre-social work advisor to help them identify the type of professional program they are considering, and to assist them in developing a plan for completing the graduate admission requirements of that program or field.

Although M.S.W. programs differ in admissions requirements, the following courses, in addition to the major, are recommended for students interested in entering the social work profession at the graduate level:

PY 405  Personality Theories (3 hours)
PY/SO 308  Counseling (3 hours)
SO 206  Social Problems (3-4 hours)

Courses in the Health & Human Services Emphasis:

SO 260  Introduction to Human Services (3 hours)
SO 365  Social Work in American Society (3 hours)
PY 430  Health Psychology (3 hours)
SO 470  Social Gerontology (3 hours)
PY/SO 388  Career Connections (1-12 hours)
PY/SO 295/495  Field Experience (1-4 hours)

2016|Catalog 16-17, Sociology|

Sociology Course Descriptions

G-SO 101 Introduction to Sociology

3 hours
An introduction to the general field of sociology and its principle subdivisions; the nature of culture; the socialization of the individual; the character and behavior of social groups; social organization and institutions; social interaction, deviant behavior and social change. (Fall, Interterm)

G-SO 202 Minorities in the U.S.

3-4 hours
An exploration of the problems faced by physical, cultural, economic, and behavioral minority groups in American society; the causes and consequences of prejudice, stereotypes, and discrimination; the nature of minority-majority group interaction; current crises and possible solutions; and some comparison with similar situations in other countries. Prerequisite: Course not open to first semester freshmen. Second semester freshmen by instructor consent. (Fall, Spring)

SO 206 Social Problems

3-4 hours
A study of contemporary American and world social problems, including prostitution, drug addiction, poverty, sexism, racism, and war. ( Spring)

SO/PY 210 Human Sexuality

3 hours
A study of female roles, male roles, values, life adjustments, sexual identities, religion, language, and behavior differences based on cultural, educational and socioeconomic factors related to human sexuality. Course uses lectures, audio- visuals, discussions, guest resource persons, assigned readings, and projects or papers to present information. Prerequisite: sophomore standing or higher or instructor consent. (Spring)

G-SO 246 Marriage and Family

3-4 hours
This course explores the institution of marriage and family in American society from a sociological perspective. Topics covered include socialization, dating, courtship, marriage, parenting, dysfunctions, divorce and remarriage. Family dynamics and major social changes affecting the family are discussed. The course allows the individual to explore her/his own marriage and family attitudes and experiences. (Interterm, Spring)

SO 260 Introduction to Human Services

3 hours
An introduction to the history, theory, practice, and trends in human services. The goals, functions, and organization of human services are examined in the context of contemporary social problems; a historical survey of human services is presented as a background against which current efforts can be viewed; major theories, techniques, and methods that govern helping efforts are covered; a description of consumers of human services, and the strategies both consumers and service providers initiate to overcome barriers to effective service delivery, are discussed. Career opportunities in the human services field are also explored. (Spring)

So 275 Criminal Justice

3 hours
An introduction to the field of criminology and the American criminal justice system. Emphasis is placed upon the nature of crime, and trends and theories of crime along with components and functions of the criminal justice system including police, courts, and corrections. (Spring)

SO 285/PE 285 Sociological Implications of Sport & Recreation

2 hours
A study of the interrelationships of sport and society.

SO/PY 303 Social Psychology

3 hours
A study of the individual as he/she is affected by other persons. Topics covered include: interpersonal relations, social learning, conformity and individuality, attitudes, groups and organizations, and others. Discussion and involvement methods are emphasized. Prerequisite: 6 hours in the behavioral sciences or instructor consent. (Spring)

SO/PY 308 Counseling

3 hours
A study of the theory and practice of counseling including a survey of the various systems of psychotherapy (person-centered therapy, psychoanalysis, behavioral therapy, cognitive-behavioral therapy, etc.) and learning, through role- play, of skills needed to be a helper. (Spring)

SO 320 Urban Sociology

3 hours
A study of the development of modern cities, theories of urban growth, and urban problems and policies. Topics will include urbanization, urban renewal, economic restructuring and globalization, international migration, culture and politics of urban places, gentrification, crime and poverty, and ecological patterns of land use. ( Fall)

SO/PY 335 Research Methods I

4 hours
The basic research methods course for behavioral science majors. Correlational, survey, and case study techniques, basic experimental design, research ethics, and general professional conduct of empirical investigation are studied in a team- taught format. Lecture, laboratory, and practical field exercises are used as learning methods. Prerequisite: G-MA 221. Concurrent enrollment is acceptable. (Fall)

SO/PY 336 Research Methods II

4 hours
The second of the two basic research methods courses for behavioral science majors. Relatively advanced scientific research designs and statistical analyses are studied. SPSS, a statistical package, is used for most of the work in the course. Prerequisites: G-MA 221 and SO/PY 335. (Interterm)

SO 355 Juvenile Delinquency

3 hours
A comprehensive examination of juvenile delinquency and the juvenile justice system. An emphasis on the causes of juvenile delinquency; its relation to family, school, peers, and society; treatment of juvenile delinquents; and criminal proceedings and the family court. (Fall)

SO 365 Social Work in American Society

3 hours
An introduction to the social work movement, profession, and practice in the United States. The course examines the social welfare policies and client populations that engage social workers, and explores the social work practice settings that range from child maltreatment and health care to work with older adults and corrections. Social issues are raised and case examples are presented to give insight into the clients and issues for which social workers initiate advocacy and social change through leadership positions in American society. Career opportunities in the social work profession are also explored. (Fall)

SO/PY 375 Junior Seminar

1 hour
Several topics and issues are examined in a seminar format. These include ethical practices and concerns as they relate to research and clinical work, the development and execution of basic and applied research, and career development and related matters. Students work toward developing appropriate research topics for their senior theses and may explore internship opportunities. (Spring)

SO 401 Sociological Theory

4 hours
A review and analysis of historical sociological theory including the masters of sociology: Durkheim, Weber, Marx, Pareto, Veblen, and others. Prerequisite: Six hours in sociology. (Spring, even years)

SO 425 Deviant Behavior

3 hours
This course exposes the student to the perspectives, principles, issues and research findings of the deviant behavior field. Topics covered include: poverty, substance abuse, prostitution, homosexuality, violent behavior, family violence, mental disorders, crime and social control. Prerequisite: SO 206, SO/PY 335 or instructor consent. ( Fall)

SO 450 Proseminar in Sociology

3 hours
An advanced-level seminar to integrate the information learned in earlier sociology courses. The goal is to bring full circle the sociological knowledge of students who are about to graduate. The course will explore a number of enduring sociological issues, including the meaning of sociology, the purpose of sociology and the effect sociology has on the world. Prerequisite: Upper division majors/minors only or instructor consent. (Spring, odd years)

SO 455 Police and Law Enforcement

3 hours
An analysis of the evolution of police, the police system, and the police role. Organization and jurisdiction of local, state, and federal law enforcement agencies along with philosophical and ethical issues surrounding their role will be discussed. (Fall, even years)

SO 460 Correctional Institutions

3 hours
An exploration of the historical and philosophical development of correctional systems with an emphasis on categories of inmates, treatment policies and their effectiveness, staff organization and training and their relation to the criminal justice system, and problems associated with correctional practices and procedures. (Fall, odd years)

SO 470 Social Gerontology

3 hours
A comprehensive introduction to an emerging field dealing with the social aspects of human aging. The course covers major areas of theory, research, social policy, and practice that impact older adults, and discusses the strengths and contributions that elders bring to their peers, families, and communities. The historical overview of aging in the United States, as well as the human and social meanings behind longevity population shift, is also explored. Also examined are social issues and psychological perspectives and strategies, as well as political and economic situations that produce undesirable outcomes as well as promote well- being in later life. Career options in the field of social gerontology are also explored. (Fall, even years)

SO/PY 474 Scientific Writing for the Behavioral Sciences

2 hours
This course is intended to help students develop the skills needed for writing research reports in the social sciences. It is a research-based course in which students learn to synthesize what they have read and present it as a scientific review of the literature; these are the primary goals. Thus, it focuses on how to apply social science theories and research methods to the writing of the senior research proposal. This course also provides students with the opportunity to prepare papers for regional conferences in sociology and psychology. (Fall)

SO/PY 475 Senior Seminar/Thesis

2 hours (Language Intensive)
This is the culminating or capstone course for behavioral science majors. Coordinated guidance is given on the preparation of the Senior Thesis. Discussion of current topics in sociology and psychology is combined with guidance on practical matters such as application to graduate study, developing a career, and so on. (Spring)

SO 495 Field Placement

1-4 hours
Practical experience working in an established social agency, mental health clinic, or correctional institution. Supervision and direction given on the job by the agency personnel. College personnel visit and give consultation.

Individualized Courses Available

295/495 Field Experience (1-4 hours)
299/499 Independent Study (1-4 hours)
388 Career Connections (1-12 hours)
445 Readings and Research (1-4 hours)

2016|Catalog 16-17, Sociology|

Foundation Courses

A. Oral Communication: Students will (1) demonstrate effective oral presentation skills, (2) adapt messages to specific audiences, (3) practice effective listening, (4) organize messages in a coherent and meaningful way, and (5) determine appropriate channels for message delivery.

Required: 1 Course
G-CM 130 Interpersonal Communication
G-CM140 Public Speaking
G-CM218 Business and Professional Communication

B. Written Communication & Information Literacy: Students will (1) write with skill and express complex ideas with clarity and (2) demonstrate that they understand and can use techniques of locating, retrieving, and evaluating information.

Required: 4 Courses
G-EN 110 College Rhetoric I
G-EN 111 College Rhetoric II
2 Language Intensive (LI) courses with at least one LI course in the student’s major department.

Speaking Component

(1) Informal oral communication exercises should be used frequently in the LI classroom. Most often, these will consist of required participation in small group and class discussions. LI instructors can make even routine student participation in class discussions and activities into helpful oral communication exercises simply by (a) raising students’ consciousness about the variety of signals they send when they speak informally in class, and (b) helping students eliminate their careless habits in speech and delivery.

(2) At least one formal oral presentation should be included in the LI course. The presentation, probably brief, may be delivered to part or all of the class, or some other audience. It may derive from a formal writing assignment, recast for oral delivery.

Writing Component

(1)Informal writing assignments should be frequent, perhaps one per class session, but certainly one per week. Most informal writing activities are in the “writing to learn” mode; that is, they are intended to push students to read, think about, and interpret course material more carefully and deeply than they otherwise might do. From a handful of basic, informal writing models, such as journals and microthemes, LI instructors can improvise an almost endless array of specific informal writing activities.

(2) Formal writing assignments should be substantial (but the meaning of “substantial” depends upon the course and the exact nature of the assignment.) There should be at least one formal, polished piece of writing. Whenever possible, LI instructors should give formal assignments in stages, conference with students over drafts, and allow ample time for revision(s).

G-AR310    Art History I
G-AR311    Art History II
BA339        Human Resource Management
BA475        Business Strategy & Policy
BI391         Evolution
CI455         Teaching Learning Process
G-CM130    Interpersonal Communication
G-CM218    Business & Professional Communication
G-CM221    Intercultural Communication
CM475        Senior Seminar in Communications
G-EE210    Children’s Literature
EE303        Reading/Language Arts I
G-EN210L   World Literature I (4 hours)
G-EN220L   World Literature II (4 hours)
EN250L       American Literature I (4 hours)
G-EN255L   American Literature II (4 hours)
G-EN270L   Fiction (4 hours)
EN313        Expository Writing
G-EN370L   Poetry (4 hours)
HI475        Senior Theses
IT475         Senior Projects in Information Tech.
G-MA290    History of Mathematics
MA475        Senior Project in Mathematics
G-ML209    Spanish II
G-NS100L   Science and Society (4 hours)
NS300        Research Methods
NS475        Senior Research
G-PA385    Performing Arts History & Literature I
G-PA390    Performing Arts History & Literature II
PA475        Senior Projects in Performing Arts
PE380        History & Philosophy of Health, PE, Sport
G-PR102    Intro. to New Testament
G-PR104    Ethics (4 hours)
G-PS215    Global Peace Studies
PY450        History and Systems of Psychology
PY/SO475 Senior Thesis
G-TE333    Technology & Society
TE475        Senior Project

C. Mathematics: Students will demonstrate that they understand and can use mathematical properties, processes, and symbols.

Required: 3-4 hours chosen from the following:
G-MA105   College Algebra
G-MA111   Calculus I
G-MA201   Survey of Mathematics
G-MA220/G-BA220 Business Applied Statistics
G-MA221   Elementary Applied Statistics
G-MA153   Principles of Geometry

D. Religion/Beliefs/Values: Students will (1) demonstrate that they have examined their personal philosophy of life and can articulate their position on religious or philosophical issues; and (2) demonstrate an understanding of how values are formed, transmitted, and revised.

Required: 3-4 hours chosen from the following:
G-PR101     Introduction to Hebrew Bible
*G-PR102 Introduction to New Testament
*G-PR104 Ethics
G-PR201     Introduction to Philosophy
G-PR202     History of Christianity
G-PR203: Science and Religion
*G-PR391 Evolution
G-PR401     World Religions
G-PA125     Film and Culture

E. Wholeness/Health/Fitness: Students will (1) develop a personal strategy for life-long health and fitness, with an emphasis on the physical domain; (2) demonstrate an understanding of the reciprocal nature of the cognitive, affective, and physical domains; and (3) demonstrate an understanding of the principles of wellness, both interventive and preventive.

Required: 2 hours chosen from the following:
G-PE150 Concepts in Holistic Health
G-PE170 Personal & Community Health

F. Global/Intercultural Experience: Students will (1) demonstrate a broad cultural view of humankind; and (2) show that they understand the interconnected global environment.

Required: 3 hours+ chosen from the following:
G-CI251     Introduction to Education Practicum
G-CI333     Intercultural Education Seminar
*G-CM221 Intercultural Communication
*G-EN210 World Literature I
*G-EN220 World Literature II
G-ET201: Entrepreneurship on the Horizon
G-HI210     International Travel Study in World History
G-MA290   History of Mathematics
G-ML108   Spanish Level I
G-ML109   Spanish Level II
G-ML208   Spanish Level III
G-ML209   Spanish Level IV
G-ML350   Junior Year Abroad
G-PS130     Principles of Geography
*G-PS215 Global Peace Studies
G-SO202   Minorities in the U.S.
*G-TE333 Technology in Society
G-PR401     World Religions

+Students completing a Bachelor of Arts degree must take G-ML108 Level I Spanish for three hours as well as three additional hours in the Global/Intercultural Experience Foundation. These students will be required to take only one Language Intensive (LI) course.

College Seminars

In the seminar series, students will demonstrate (1) that they have explored traditional Church of the Brethren values; (2) that they understand service- learning and can complete a service project; (3) that they can make informed ethical decisions in personal and professional situations; and (4) that they have investigated career options in the fields of study. In addition, the various seminars address the following goals.

G-ID 101 Academic Community Essentials (ACE) Seminar: Students will show that they have learned about college life, create a degree plan, and practice good study skills, critical thinking, and conflict resolution.
G-ID 201 Sophomore Seminar: Students will complete a service project, develop a career plan, and show that they have explored internship options.
Junior Seminar: Working closely with faculty in their fields, students will show that they have explored professional and service options and have fulfilled other objectives as determined by department faculty.
Senior Capstone Experience: Students will complete a senior project, as designed by department faculty.

2015|08 General Education, Catalog 15-16|

Teacher Education Program

The academic program offered by the Department of Curriculum and Instruction is essential for achieving the college’s mission of developing whole persons through scholarship, participation, and service. It also reflects the heritage of the college and the Church of the Brethren, which includes a dedication to a liberal arts education and values that promote ethical behavior, non-violence and peace, a simple lifestyle, and a dedication to serving others.

The primary focus of the Department of Curriculum and Instruction is on the preparation of education professionals. Teacher education at McPherson College has long been one of the foundational cornerstones on which the institution was established.

Teacher Education Undergraduate Licensure Program

Mission Statement

The mission of the Teacher Education Undergraduate Licensure Program of McPherson College is to develop service-oriented educators who effectively blend the art and science of teaching.

Goals, Objectives, and Dispositions

Goal I: The candidate has the knowledge bases necessary to be an effective teacher in her/his field.

To accomplish this goal, the service-oriented educator will:

Objectives:

Acquire a broad liberal arts knowledge
Demonstrate proficiency in his/her major area of
Acquire effective strategies of teaching in all appropriate content areas and for all
Recognize how students learn and develop.

Disposition: Appreciate the connections between various areas of knowledge and commit to continuous learning.

Goal II: The candidate can apply effective teaching strategies to meet the needs of all learners.

To accomplish this goal, the service-oriented educator will:

Objectives:

Use appropriate best practices for specific content areas and for diverse learners.
Reflect upon his/her teaching and analyze the pr
Make modifications based on assessments and reflective
Provide motivational techniques based on students’ developmental and environmental needs.

Disposition: Value and respect students’ varied talents and abilities and project enthusiasm for teaching all learners.

Goal III: The candidate fosters relationships and collaborates with school constituencies. To accomplish this goal, the service-oriented educator will:

Objectives:

Communicate effectively in both written and oral formats and through the use of technology
Solicit input from students, parents, colleagues, and the greater community.
Act on information received from stak

Disposition: Value the many ways in which people seek to communicate and encourage various modes of communication.

The Teacher Education Program at McPherson College focuses on three major levels of licensure. The following are lists of the levels and the programs.

6-12 Licensure Section
Biology, Chemistry, English, English as a Second Language, History and Government, Mathematics, Psychology, Special Education, Speech/Theatre

K-6 Licensure Section
Elementary Education, English as a Second Language, Special Education

PK-12 Licensure Section
Art, Health, Music, Physical Education, Spanish

As a student at McPherson College preparing to become a teacher, you will be asked to prove your competency with the guidance of instructors in the Department of Curriculum and Instruction and the content area departments. Course assessments, a portfolio, and interviews are a few of the instruments developed that will help you demonstrate your abilities. McPherson College is currently collecting data on different aspects of student performance. Numerous experiences are provided as observers, aides, tutors, and as participants in student teaching experiences. Those seeking licensure at all levels begin their professional work by the sophomore year and continue with incremental and sequential scheduling of their professional growth.

Admission Procedures

Procedures for admittance into the Teacher Education Program and Student Teaching are outlined in detail in the Advisor/Advisee Handbook or the Policies and Procedures Manual. These Handbooks are available in the Department of Curriculum and Instruction. College advisors also have copies of these handbooks. Students will be given a copy of the handbook during the process of applying to the Teacher Education program. Students should read the handbook or consult their advisors for a detailed account of admission requirements and procedures.

Admission to the Teacher Education Program

As a general rule, the Teacher Education Undergraduate Council reviews candidates for admittance into the Teacher Education Program two times during an academic year, once each semester. Signs are posted on college buildings and announcements are made in campus communications and classes. Requirements for acceptance into the Teacher Education Program include, but are not exclusive of,

Minimum of C in G-EN111
Minimum of C in college level math
Minimum of C in G-CI150
Sign of support from Student Life
A GPA of 2.3 (2.5 for transfer students)
Successful completion of the C-BASE a GPA of 2.3 (2.5 for transfer students) and successful completion of the C-BASE.

Practica at McPherson College

Research has proven that multiple and varied practical experiences are of utmost importance in an effective teacher education program. For that reason, students in the Teacher Education Program have the requirement of completing a minimum of two practica prior to student teaching. However, most students are encouraged to participate in more than those two. The first practicum occurs early in the student’s professional education course sequence. This practicum is primarily an observation/aide situation. The second practicum occurs later in the professional sequence and requires students to take more initiative in the actual classroom responsibilities. In fact, students are required to practice actual instructional activities.

Students are required to do one of the practicum experiences in an urban setting. Arrangements have been made for the first practicum to be completed in Wichita or other ethnically diverse setting. Transfer students or students with extenuating circumstances may choose to complete one of the other sessions in an urban setting. This will further enhance the program and give students a broader understanding of the entire educational enterprise. Students are placed in both grade- and content-appropriate practicum settings. It is the student’s responsibility to secure travel arrangements to the practica sites. Any expenses that are incurred are also the responsibility of the student.

All practica must be approved by the Department of Curriculum and Instruction.

Service Component

In keeping with the mission of the college and the Teacher Education Program, future teachers are expected to complete a service component as part of their program. During the student’s college career s/he must complete and document 100 hours of service prior to completing the program. Transfer students must complete 25 hours per year.

There are many possibilities for service-oriented activities. Opportunities will occasionally be made available through the Curriculum and Instruction Department. In addition, students are encouraged to seek out experiences that will be self- satisfying. For further explanation or clarification, contact any member of the Teacher Education Undergraduate Council.

Student Teaching at McPherson College

Student teaching is considered the capstone experience in the professional education sequence for future teachers. It is to be done after other professional coursework is completed. In cooperation with a K-12 school system, McPherson College strives to make this experience as beneficial as possible for all parties involved. Student teaching is a complete semester experience. It is offered for variable credit hours depending on the level and the experiential need of the student and the licensure area being sought. Being given the privilege to student teach is not automatic. The Teacher Education Undergraduate Council carefully screens all applicants for their suitability. As a general rule, the Department of Curriculum and Instruction begins the application for the student teaching process two times during an academic year. These procedures generally between the first and second week in September and February. Signs are posted on college buildings and announcements are made in campus communications and classes.

The prospective student teacher at McPherson College is expected to have:

the personality and character traits required of a teacher;
a strong liberal arts education;
solid professional skills;
profitable laboratory experiences with practitioners in the field. Before a student can student teach she/he must have:
gained full acceptance into the Teacher Education Program;
secured favorable recommendations from her/his major professor, professor of a language intensive course, one professor in teacher education, and two supportive professionals in education;
achieved a cumulative grade point average of 2.5;
provided proof of liability insurance;
signed an Inquiry Form;
provided an up-to-date health form.

After all forms have been submitted, the student will participate in an interview with the Teacher Education Undergraduate Council. Ultimate decisions concerning student teaching will be made by that Council. A primary indicator of meeting the goals of the Teacher Education Program is the development of a portfolio. McPherson College students planning to become teachers develop portfolios during stages of their professional course work. These portfolios are designed to meet the overall goals of:

The candidate has the knowledge bases necessary to be an effective teacher in her/his field.
The candidate can apply effective teaching strategies to meet the needs of all
The candidate fosters relationships and collaborates with school

These portfolios include copies of units and lesson plans, reflective journals, other significant evidences of knowledge, application, and collaboration, scores of standardized assessment tools, and other documentation.

In order to defray costs, a student teaching fee will be assessed during that semester.

Student Responsibility

Students are ultimately responsible for following procedures and proper sequencing of events leading to professional development and licensure. It is important for students who plan to enter the Teacher Education Program at McPherson College to contact the chair of the program and/or the appropriate advisor.

Licensure in Kansas

Those seeking licensure in Kansas must pass the Professional Knowledge section of the Principles of Learning and Teaching (PLT) with a score of 160; candidates must also take a test in their particular content area. The passing scores for each content test are listed in the Advisor/Advisee Handbook. Requirements for licensure to teach in the public schools, either elementary or secondary, vary from state to state. Students who plan to certify in a state other than Kansas should, upon enrollment, consult the chair of teacher education or the state in which they plan to teach to make sure that they are enrolled in a program that is appropriate.

In the state of Kansas, teaching is considered to be a profession. Therefore, the Kansas State Department of Education has a Professional Practices Commission to exercise disciplinary and advisory functions over those requesting licensure or working as a certified professional. Teacher licensure can be denied, suspended, or revoked for both felony and non-felony actions.

McPherson College is in compliance with the federal Title II reporting guidelines.

Elementary Education Major

K-6 Licensure

Requirements

Along with the General Education requirements, the following is a suggested sequence; the academic advisor and/or Curriculum and Instruction faculty will assist the individual student to develop the optimal sequencing of courses.

Freshman year:
G-PY 101 Introduction to Psychology (3 hours)
G-CI 150 Intro to Education (3 hours)
SE 210 Intro to Infants, Children & Youth with Special Needs (3 hours)

Sophomore year:
CI 220 Principles and Strategies of Teaching (3 hours)
G-CI 251 Intro to Education Practicum (1 hour)
*G-EE 210 Children’s Literature (3 hours)
G-CI 333 Intercultural Education (2 hours)
PY 204 Child and Adolescent Development (3 hours)
CI 232 Educational Technology (2 hours)
EE 230 Mathematics Content for Elementary Teachers (3 hours)

Junior Year:
CI 426/PE 426 Methods for Teaching Health in Elem. & Sec. (2 hours)
*CI 455 Teaching-Learning Process (3 hours)
*EE 303 Reading/ Language Arts I (4 hours)
EE 307 Methods for Teaching Math in the Elementary School (2 hours)
EE 306 Methods for Teaching Science in the Elem. School (2 hours)
EE 309 Methods for Teaching Social Studies in the Elem. School (2 hours)
EE 301/ AR 358 Methods for Teaching Art in the Elem. School (2 hours)
EE 304/ MU 370 Methods for Teaching Music in the Elem. School (2 hours)
EE 305/ PE 305 Methods for Teaching Phys Ed in the Elem. School (2 hours)
EE 375 Elementary Ed. Practicum and Seminar (1-4 hours)
EE 444 Reading/Language Arts II (2 hours)

Senior Year:
EE 465 Student Teaching in the Elementary School (6 or 12 hours)
CI 476 Professional Seminar in Education (2 hours)

6-12 Licensure

Requirements

Along with the general education requirements and the academic requirements for the specific content area, the following is a suggested sequence; the academic advisor and Curriculum and Instruction faculty will assist the individual student to develop the optimal sequencing of courses.

Freshman year:
G-PY 101 Introduction to Psychology (3 hours)
G-CI 150 Introduction to Education (3 hours)

Sophomore year:
G-CI 333 Intercultural Education (2 hours)
PY 204 Child and Adolescent Development (3 hours)
SE 210 Intro to Infants, Children and Youth with Special Needs (3 hours)
CI 220 Principles and Strategies of Teaching (3 hours)
G-CI 251 Intro to Education Practicum (1 hour)
CI 232 Educational Technology (2 hours)

Junior Year:
*CI 455  Teaching-Learning Process (3 hours)
CI 4xx  Secondary Methods for Academic Majors (3 hours)
CI 315  Reading in the Content Field (2 hours)
CI 351  Secondary Education Practicum and Seminar (2 hours)

Senior year:
CI 475 Student Teaching (6 or 12 hours)
CI 476 Professional Seminar in Education (2 hours)

PK-12 Licensure

Requirements

Along with the general education requirements and the academic requirements for the specific content area, the following is a suggested sequence; the academic advisor and Curriculum and Instruction faculty will assist the individual student to develop the optimal sequencing of courses.

Freshman year:
G-PY 101 Introduction to Psychology (3 hours)
G-CI 150 Introduction to Education (3 hours)
SE 210 Intro to Infants, Children & Youth with Special Needs (3 hours)

Sophomore year:
G-CI 333 Intercultural Education (2 hours)
PY 204 Child and Adolescent Development (3 hours)
G-CI 251 Intro to Education Practicum (1 hour)
CI 220 Principles and Strategies of Teaching (3 hours)
CI 232 Educational Technology (2 hours)

Junior Year:
Methods for Teaching Art, Music or PE in Elem. Schools (2-3 hours)
(Those seeking licensure in Spanish take one Methods class (CI 404)
CI 351  Secondary Ed. Practicum and Seminar (1 hour)
EE 375  Elementary Ed. Practicum and Seminar (1 hour)
*CI 455  Teaching-Learning Process (3 hours)
Methods for Teaching Art, Music or PE in Sec. Schools (2-3 hours)
CI 315 Reading in the Content Field (2 hours)

Senior Year:
CI 475 Student Teaching in the Secondary School (6 or 12 hours)
EE 465 Student Teaching in the Elementary School (6 or 12 hours)
CI 476 Professional Seminar in Education (2 hours)

English As A Second Language (K-6) Licensure

Requirements

Same professional education requirements as for K-6 license, plus:

EN 230  Linguistics (2 hours)
EN 335  Advanced English Grammar (2 hours)
G-SO 202 Minorities in the U.S. (3 hours)
CI 428  Methods for Teaching ESL in the Elem. and Sec. Schools (3 hours)

English As A Second Language (6-12) Licensure

Requirements

Same professional education requirements as for 6-12 licensure in other fields, plus:

EN 230  Linguistics (2 hours)
EN 335  Advanced English Grammar (2 hours)
G-SO 202 Minorities in the U.S. (3 hours)
CI 428  Methods for Teaching ESL in the Elem. and Sec. Schools (3 hours)

Special Education Licensure

Through the joint effort of the Associated Colleges of Central Kansas (ACCK), McPherson College offers an Adaptive Special Education program. Students who participate in this program will graduate with licensure in Adaptive Special Education (intellectual disability, learning disabilities, behavior disorders, and other health impairments) at the K-6 and 6-12 levels.

Adaptive Special Education: Courses Required for all levels:

SPED 310 Foundations for Special Education (4 hours)
SPED 315 General Methods for Special Education Services (4 hours)
SPED 345 Behavioral Management (2 hours)
SPED 499 Capstone Issues (1 hour)

Courses Required for Level K-6:

SPED 321 Grades K-6 Methods for Special Needs (4 hours)
SPED 331 Grades K-6 Field Experience (1 hour)
SPED 431 Grades K-6 Clinical Experience (Student Teaching) (6 hours)
(OR)
*SPED 433 Grades K-6 Internship (4-6 hours)
*Those already holding special education licensure

Courses required for Level 6-12:

SPED 361 Grades 6-12 Methods for Special Needs (4 hours)
SPED 371 Grades 6-12 Field Experience (1 hour)
SPED 471 Grades 6-12 Clinical Experience (Student Teaching) (6 hours)
(OR)
* SPED 473 Grades 6-12 Internship (4-6 hours)
* Those already holding special education licensure

Optional:
SPED 220 Field Experience in Services for Student with Special Needs (1 hour)
SPED 320 Beginning American Sign Language (2 hours)
SPED 322 Intermediate American Sign Language (2 hours)
SPED 678 Topics in Special Education (1 hour)

2015|Catalog 15-16, Curriculum & Instruction|

English Program

Purpose Statement

The English department commits itself to developing graduates who can read critically and communicate effectively and who understand the changing nature of language.

The department achieves this purpose when its graduates

demonstrate an ability to accomplish various purposes through effective communication — oral, written, and electronic— and to help others achieve them;
demonstrate knowledge of the histories of literatures and of how those histories evolve;
demonstrate an ability to analyze literary texts;
demonstrate a knowledge of research tools and strategies, especially in literature, and the critical and ethical use of appropriate documentation; demonstrate knowledge of the structure of English, of the Standard American dialect, of both traditional and modern grammars, and of the nature of language;

English Major

Requirements

I. Complete the following courses:

EN 230 Linguistics (2 hours)
*EN 250 American Literature I (3 hours)
*G-EN 255 American Literature II (3 hours)
*EN 313 Advanced Expository Writing (3 hours)
EN 335 Advanced English Grammar (2 hours)
EN 340 British Literature I (3 hours)
EN 345 British Literature II (3 hours)
EN 375 Junior Seminar in English (1 hour)
EN 430 History and Structure of English (2 hours)
EN 475 Seminar in English (2 hours)
*G-EN 210 World Literature I, or
*G-EN220 World Literature II (3 hours)

II. Complete 7 elective hours in English. These may include additional hours in English and American literature, as well as the following courses:

G-CM 120 Intro. to Human Communication (3 hours)
CM 305  Editing (3 hours)
*G-EN 210 World Literature I (3-4 hours)
*G-EN 220 World Literature II (3-4 hours)
G-EN 235 Topics in Literature (3 hours) (may be taken more than once if topic differs)
EN 320  Young Adult Literature (2 hours)
EN 350  Theory & Practice of Tutoring Writing (1 hour)
*G-EN 370 Poetry (3-4 hours)
*G-EN 270 Fiction (3-4 hours)
*G-PA 385 Performing Arts History & Literature I or
*G-PA 390 Performing Arts History & Literature II (3 hours)
EN 420  Creative Writing (3 hours)
EN 445  Readings and Research in English (2-4 hours)
*CM 475  Seminar in Communication (2 hours)

III. Complete the following supporting courses

Communication courses (3 hours)
Spanish Level II, or the equivalent in some natural language

Requirements for teaching licensure (6-12) in English

I. Complete the following courses:

EN 230  Linguistics (2 hours)
EN 335  Advanced English Grammar (2 hours)
EN 430  History and Structure of English (2 hours)
EN 320  Young Adult Literature (2 hours)
EN 420  Creative Writing, or
*G-EN 370 Poetry, or
*G-EN 270 Fiction (3 hours)
*G-EN 210 World Literature I, or
*G-EN 220 World Literature II (3 hours)
*EN 250  American Literature I (3 hours)
*G-EN 255  American Literature II (3 hours)
EN 340  British Literature I (3 hours)
EN 345  British Literature II (3 hours)
*EN 313  Advanced Expository Writing (3 hours)
EN 375  Junior Seminar in English (1 hour)
EN 475  Seminar in English (2 hours)

II. Complete the following supporting courses:

Journalism courses (3 hours)
G-ML 109 Spanish Level II, or the equivalent in some natural language
CI 417 Methods for Teaching English and Language Arts in the Secondary School (3 hours)

Other courses required by the Curriculum & Instruction Department for licensure.

Students must take the Praxis II examination: English Language, Literature, and Composition: Content Knowledge.

Competency Exam

Students who plan to major in English must pass a writing competency exam. This exam will be offered in the spring semester, before pre-enrollment for the fall. Transfer students will take the exam early in their first semester at the college. Students who fail the exam may re-take it after participating in guided study and practice of writing.

English As a Second Language (6-12) Endorsement

Requirements

Same professional education requirements as for 7-12 endorsement in other fields, plus:

G-CI 333  Intercultural Education Seminar (2 hours)
EN 230  Linguistics (2 hours)
EN 335  Advanced English Grammar (2 hours)
G-SO 202 Minorities in the U.S. (3-4 hours)
CI 428  Methods for Teaching English as a Second Language (3 hours)
CI 475  Student Teaching/Practicum (6-12 hours)
CI 476  Professional Seminar in Education (2 hours)

Student teaching/practicum is to include ESL experience; for those already certified, student teaching/practicum is four credit hours.

Note: Non-native speakers of English must contact the Department of Curriculum and Instruction regarding proficiency requirements.

English Minor

A minor in English consists of 20 hours of English courses chosen from the list of courses in the English major and must include courses in both literature and writing. G-EN 110 and G-EN 111 do not count as part of the 20 hours for the minor.

2015|Catalog 15-16, English|

Psychology Program

Purpose Statement

The psychology program commits itself to developing majors with pre- professional training and non-majors with basic knowledge of and skills in psychology. The program achieves this purpose when its students:

understand themselves, others, and how individuals interact within social systems
have acquired knowledge and skills requisite for entry into selected professions, especially pre-professional careers in the behavioral sciences
have acquired knowledge and skills requisite for entry into graduate programs in psychology and related fields
have bridged the gap between theory and practice through Internships
meet State Department of Education standards for certification in the area of psychology (applies to candidates for teacher certification in psychology)

In addition to preparing its majors, psychology contributes to the general education program and serves other majors.

Teaching licensure is available in this area. Students who wish to double major in psychology and sociology need have only one emphasis.

Psychology Major

Requirements

G-PY 101  Introduction to Psychology (3 hours)
PY 204  Child and Adolescent Development (3-4 hours)
PY/SO 335  Research Methods I (4 hours)
PY/SO 303  Social Psychology (3 hours)
PY 305  Abnormal Psychology (3-4 hours)
PY 415  Learning, Memory, and Cognition (3 hours)
PY 336  Research Methods II (4 hours)
PY/SO 375  Junior Seminar (1 hour)
PY 405  Personality Theories (3 hours)
PY/SO 308  Counseling (3 hours)
*PY 450  History and Systems of Psychology (3 hours)
PY/SO 474  Scientific Writing for the Behavioral Sciences (2 hours)

Sciences

*PY/SO 475 Senior Seminar/Thesis (2 hours)
G-MA 221 Elementary Applied Statistics (4 hours)

Psychology majors seeking 6-12 teaching licensure may substitute Student Teaching in the Secondary School (CI 475) for Senior Seminar/Thesis (PY 475).

Child Development Emphasis

PY 254 Parent-Child Relations (3 hours)
PY 354 Child Development and Social Policy (3 hours)
PY 454 Applied Behavior Analysis and Youth (3 hours)
PY 470 Developmental Psychopathology (3 hours)

Health and Human Services Emphasis

SO 260 Introduction to Human Services (3 hours)
SO 365 Social Work in American Society (3 hours)
PY 430 Health Psychology (3 hours)
SO 470 Social Gerontology (3 hours)

Students seeking special education licensure may use the Adaptive Special education program as their required emphasis.

Recommended courses for Students interested in Human Services careers

PY/SO 210  Human Sexuality (3 hours)
G-SO 101  Introduction to Sociology (3 hours)
G-SO 202  Minorities in the U.S. (3-4 hours)
SO 206  Social Problems (3-4 hours)
G-SO 246  Marriage and Family (3-4 hours)

As much practical experience in human service placements as possible

Psychology Minor

Requirements

G-PY 101  Introduction to Psychology (3 hours)
PY 204  Child and Adolescent Development (3-4 hours)
PY/SO 303  Social Psychology (3 hours)
PY 305  Abnormal Psychology (3-4 hours)

Electives to total 18 hours

2015|Catalog 15-16, Psychology|

Sociology Program

Purpose Statement

The sociology program commits itself to developing majors with pre-professional training and non-majors with basic knowledge of and skills in sociology. The program achieves its purpose when its students:

understand the dynamic relation between the individual and society
have acquired knowledge and skills requisite for entry into selected professions, especially pre-professional careers in the behavioral sciences
have acquired knowledge and skills requisite for entry into graduate programs in sociology and related fields
can critically analyze their society through exposure to sociological theories and research methods
have bridged the gap between theory and practice through internships
have enhanced their sensitivity to others by studying customs, beliefs, and practices that are different from their own

In addition to preparing its majors, sociology contributes to the general education program and serves other majors. Students who wish to double major in sociology and psychology need have only one emphasis.

Sociology Major

Requirements

G-SO 101 Introduction to Sociology (3 hours)
SO 206 Social Problems (3-4 hours)
G-SO 202 Minorities in the U.S. (3-4 hours
SO/PY 303 Social Psychology (3 hours)
SO 320 Urban Sociology (3 hours)
SO/PY 335 Research Methods I (4 hours)
SO/PY 336 Research Methods II (4 hours)
SO/PY 375 Junior Seminar (1 hour)
SO 401 Sociological Theory (4 hours)
SO 450 Sociology Proseminar (3 hours)
SO/PY 474 Scientific Writing for the Behavioral Sciences (2 hours)
*SO/PY 475 Senior Seminar/Thesis (2 hours)
G-MA 221 Elementary Applied Statistics (4 hours)

Criminal Justice Emphasis

SO 275  Criminal Justice (3 hours)
SO 355  Juvenile Delinquency (3 hours)
SO 455  Police and Law Enforcement (3 hours)
SO 460  Correctional Institutions (3 hours)

Health and Human Services Emphasis

SO 260  Introduction to Human Services (3 hours)
SO 365  Social Work in American Society (3 hours)
PY 430  Health Psychology (3 hours)
SO 470 Social Gerontology (3 hours)
45-47 Required

Recommended supporting courses

PY/SO 308  Counseling (3 hours)
G-BI 101  Principles of Biology (4 hours)
EC 201  Elementary Economics: Macro (3 hours)
G-PS 101  Historical Introduction to Politics (3 hours)
G-PS 102  U.S. Government (3 hours)
G-PY 101  Introduction to Psychology (3 hours)
*G-TE 333  Technology and Society (3 hours)
Foreign Language

Recommended courses for Students interested in Human Services careers

PY/SO 210  Human Sexuality (3 hours)
PY/SO 308  Counseling (3 hours)
G-SO 246  Marriage and Family (3-4 hours)
As much practical experience in human service placements as possible

Sociology Minor

Requirements

G-SO 101  Introduction to Sociology (3 hours)
SO 206  Social Problems (3-4 hours)
SO 401  Sociological Theory or
SO 450  Sociology Proseminar (3-4 hours)
SO/PY 303  Social Psychology (3 hours)
SO/PY 335  Research Methods I (4 hours)
18 hours required

Social Work

McPherson College has well prepared its students majoring in the Behavioral Sciences for entrance into the Master of Social Work (M.S.W.) degree programs. The pre-professional program at McPherson College commits itself to fostering student learning in career-oriented liberal arts so that students are prepared for community service and/or graduate study in social work. Students who have acquired knowledge and skills requisite for entry into the field of social services and graduate social work education demonstrate proficient knowledge, understanding, and application of psychological and sociological theories and concepts.

All accredited graduate programs in social work require a four-year bachelor’s degree for admission. The pre-social work student should plan the liberal arts program to include courses in arts and humanities, social and behavioral sciences, and biological sciences. Although the pre-social work student may choose a major in any field, a strong knowledge of human services, personality theory, counseling, and social problems is strongly recommended. The B.S. in psychology or sociology, with the health and human services emphasis, is recommended.

M.S.W. programs require evidence of relevant paid/volunteer work experience related to human services organizations. The pre-social work student should therefore be prepared to complete at least one internship or field experience related to community/social services. (The College’s Career Connections program is highly recommended.)

The M.S.W. Degree prepares graduates for advances social work practices in one of three areas—clinical social practice with individuals, families, and groups; social work administration/community practice aimed at social service administration and social policy development; and school social work. With such diverse professional practice concentrations, it is difficult to outline a generic program to prepare all pre-social work students for admission to these practice areas. Students should counsel with the pre-social work advisor to help them identify the type of professional program they are considering, and to assist them in developing a plan for completing the graduate admission requirements of that program or field.

Although M.S.W. programs differ in admissions requirements, the following courses, in addition to the major, are recommended for students interested in entering the social work profession at the graduate level:

PY 405  Personality Theories (3 hours)
PY/SO 308  Counseling (3 hours)
SO 206  Social Problems (3-4 hours)

Courses in the Health & Human Services Emphasis:

SO 260  Introduction to Human Services (3 hours)
SO 365  Social Work in American Society (3 hours)
PY 430  Health Psychology (3 hours)
SO 470  Social Gerontology (3 hours)
PY/SO 388  Career Connections (1-12 hours)
PY/SO 295/495  Field Experience (1-4 hours)

2015|Catalog 15-16, Sociology|

Sociology Course Descriptions

G-SO 101 Introduction to Sociology

3 hours
An introduction to the general field of sociology and its principle subdivisions; the nature of culture; the socialization of the individual; the character and behavior of social groups; social organization and institutions; social interaction, deviant behavior and social change. (Fall, Interterm)

G-SO 202 Minorities in the U.S.

3-4 hours
An exploration of the problems faced by physical, cultural, economic, and behavioral minority groups in American society; the causes and consequences of prejudice, stereotypes, and discrimination; the nature of minority-majority group interaction; current crises and possible solutions; and some comparison with similar situations in other countries. Prerequisite: Course not open to first semester freshmen. Second semester freshmen by instructor consent. (Fall, Spring)

SO 206 Social Problems

3-4 hours
A study of contemporary American and world social problems, including prostitution, drug addiction, poverty, sexism, racism, and war. ( Spring)

SO/PY 210 Human Sexuality

3 hours
A study of female roles, male roles, values, life adjustments, sexual identities, religion, language, and behavior differences based on cultural, educational and socioeconomic factors related to human sexuality. Course uses lectures, audio- visuals, discussions, guest resource persons, assigned readings, and projects or papers to present information. Prerequisite: sophomore standing or higher or instructor consent. (Spring)

G-SO 246 Marriage and Family

3-4 hours
This course explores the institution of marriage and family in American society from a sociological perspective. Topics covered include socialization, dating, courtship, marriage, parenting, dysfunctions, divorce and remarriage. Family dynamics and major social changes affecting the family are discussed. The course allows the individual to explore her/his own marriage and family attitudes and experiences. (Interterm, Spring)

SO 260 Introduction to Human Services

3 hours
An introduction to the history, theory, practice, and trends in human services. The goals, functions, and organization of human services are examined in the context of contemporary social problems; a historical survey of human services is presented as a background against which current efforts can be viewed; major theories, techniques, and methods that govern helping efforts are covered; a description of consumers of human services, and the strategies both consumers and service providers initiate to overcome barriers to effective service delivery, are discussed. Career opportunities in the human services field are also explored. (Spring)

So 275 Criminal Justice

3 hours
An introduction to the field of criminology and the American criminal justice system. Emphasis is placed upon the nature of crime, and trends and theories of crime along with components and functions of the criminal justice system including police, courts, and corrections. (Spring)

SO 285/PE 285 Sociological Implications of Sport & Recreation

2 hours
A study of the interrelationships of sport and society.

SO/PY 303 Social Psychology

3 hours
A study of the individual as he/she is affected by other persons. Topics covered include: interpersonal relations, social learning, conformity and individuality, attitudes, groups and organizations, and others. Discussion and involvement methods are emphasized. Prerequisite: 6 hours in the behavioral sciences or instructor consent. (Spring)

SO/PY 308 Counseling

3 hours
A study of the theory and practice of counseling including a survey of the various systems of psychotherapy (person-centered therapy, psychoanalysis, behavioral therapy, cognitive-behavioral therapy, etc.) and learning, through role- play, of skills needed to be a helper. (Spring)

SO 320 Urban Sociology

3 hours
A study of the development of modern cities, theories of urban growth, and urban problems and policies. Topics will include urbanization, urban renewal, economic restructuring and globalization, international migration, culture and politics of urban places, gentrification, crime and poverty, and ecological patterns of land use. ( Fall)

SO/PY 335 Research Methods I

4 hours
The basic research methods course for behavioral science majors. Correlational, survey, and case study techniques, basic experimental design, research ethics, and general professional conduct of empirical investigation are studied in a team- taught format. Lecture, laboratory, and practical field exercises are used as learning methods. Prerequisite: G-MA 221. Concurrent enrollment is acceptable. (Fall)

SO/PY 336 Research Methods II

4 hours
The second of the two basic research methods courses for behavioral science majors. Relatively advanced scientific research designs and statistical analyses are studied. SPSS, a statistical package, is used for most of the work in the course. Prerequisites: G-MA 221 and SO/PY 335. (Interterm)

SO 355 Juvenile Delinquency

3 hours
A comprehensive examination of juvenile delinquency and the juvenile justice system. An emphasis on the causes of juvenile delinquency; its relation to family, school, peers, and society; treatment of juvenile delinquents; and criminal proceedings and the family court. (Fall)

SO 365 Social Work in American Society

3 hours
An introduction to the social work movement, profession, and practice in the United States. The course examines the social welfare policies and client populations that engage social workers, and explores the social work practice settings that range from child maltreatment and health care to work with older adults and corrections. Social issues are raised and case examples are presented to give insight into the clients and issues for which social workers initiate advocacy and social change through leadership positions in American society. Career opportunities in the social work profession are also explored. (Fall)

SO/PY 375 Junior Seminar

1 hour
Several topics and issues are examined in a seminar format. These include ethical practices and concerns as they relate to research and clinical work, the development and execution of basic and applied research, and career development and related matters. Students work toward developing appropriate research topics for their senior theses and may explore internship opportunities. (Spring)

SO 401 Sociological Theory

4 hours
A review and analysis of historical sociological theory including the masters of sociology: Durkheim, Weber, Marx, Pareto, Veblen, and others. Prerequisite: Six hours in sociology. (Spring, even years)

SO 425 Deviant Behavior

3 hours
This course exposes the student to the perspectives, principles, issues and research findings of the deviant behavior field. Topics covered include: poverty, substance abuse, prostitution, homosexuality, violent behavior, family violence, mental disorders, crime and social control. Prerequisite: SO 206, SO/PY 335 or instructor consent. ( Fall)

SO 450 Proseminar in Sociology

3 hours
An advanced-level seminar to integrate the information learned in earlier sociology courses. The goal is to bring full circle the sociological knowledge of students who are about to graduate. The course will explore a number of enduring sociological issues, including the meaning of sociology, the purpose of sociology and the effect sociology has on the world. Prerequisite: Upper division majors/minors only or instructor consent. (Spring, odd years)

SO 455 Police and Law Enforcement

3 hours
An analysis of the evolution of police, the police system, and the police role. Organization and jurisdiction of local, state, and federal law enforcement agencies along with philosophical and ethical issues surrounding their role will be discussed. (Fall, even years)

SO 460 Correctional Institutions

3 hours
An exploration of the historical and philosophical development of correctional systems with an emphasis on categories of inmates, treatment policies and their effectiveness, staff organization and training and their relation to the criminal justice system, and problems associated with correctional practices and procedures. (Fall, odd years)

SO 470 Social Gerontology

3 hours
A comprehensive introduction to an emerging field dealing with the social aspects of human aging. The course covers major areas of theory, research, social policy, and practice that impact older adults, and discusses the strengths and contributions that elders bring to their peers, families, and communities. The historical overview of aging in the United States, as well as the human and social meanings behind longevity population shift, is also explored. Also examined are social issues and psychological perspectives and strategies, as well as political and economic situations that produce undesirable outcomes as well as promote well- being in later life. Career options in the field of social gerontology are also explored. (Fall, even years)

SO/PY 474 Scientific Writing for the Behavioral Sciences

2 hours
This course is intended to help students develop the skills needed for writing research reports in the social sciences. It is a research-based course in which students learn to synthesize what they have read and present it as a scientific review of the literature; these are the primary goals. Thus, it focuses on how to apply social science theories and research methods to the writing of the senior research proposal. This course also provides students with the opportunity to prepare papers for regional conferences in sociology and psychology. (Fall)

SO/PY 475 Senior Seminar/Thesis

2 hours (Language Intensive)
This is the culminating or capstone course for behavioral science majors. Coordinated guidance is given on the preparation of the Senior Thesis. Discussion of current topics in sociology and psychology is combined with guidance on practical matters such as application to graduate study, developing a career, and so on. (Spring)

SO 495 Field Placement

1-4 hours
Practical experience working in an established social agency, mental health clinic, or correctional institution. Supervision and direction given on the job by the agency personnel. College personnel visit and give consultation.

Individualized Courses Available

295/495 Field Experience (1-4 hours)
299/499 Independent Study (1-4 hours)
388 Career Connections (1-12 hours)
445 Readings and Research (1-4 hours)

2015|Catalog 15-16, Sociology|

Financial Aid

Over 95 percent of McPherson College students receive financial assistance each year from McPherson College scholarships and awards, federal and state programs, work-study programs, and educational loans.

McPherson College has a financial aid awarding policy that considers a variety of factors including academic achievement, participation in co-curricular activities, and financial need. The college’s goal is to award enough financial assistance to provide incentive, recognition, and access.

Financial Aid Application Process

To be considered for and receive financial aid, students should take the following steps:

Submit their Application for Admission and academic transcripts to McPherson College. Students must be admitted to McPherson College in order to be considered for aid.
Submit the Free Application for Federal Student Aid (FAFSA). McPherson College’s priority deadline for FAFSA submissions is March 1 each year. McPherson College’s federal school code is 001933.
Review their Student Aid Report (SAR) and verification documentation to the Financial Aid Office. Students whose Free Application for Federal Student Aid (FAFSA) is selected by the Department of Education for verification must complete the Verification Worksheet (Dependent, Independent) and submit official tax transcripts from the IRS for the student and/or parents/spouse. If supporting schedules are required, the college will ask for them separately.
Await receipt of their Financial Aid Award Notice, which the college prepares and mails, usually within 3–5 working days after their financial aid record is complete.
Follow the instructions enclosed with the Financial Aid Award Notice by the date indicated to acknowledge acceptance of awards.
Complete the required application/promissory note if taking advantage of student loan opportunities.
Complete entrance interview if borrowing Direct or Perkins loans.

Financial Aid Calendar

October 1 – Application process begins. Free Application for Federal Student Aid (FAFSA)
November 1 – Financial Aid Award Notification begins for admitted students
March 1 – Priority Deadline for Financial Aid. Offers of aid after this date will be extended only as funds remain available.
April 1 – FAFSA submission deadline for Kansas Comprehensive Grant

Scholarships and Awards

Every student meeting McPherson College’s admission standards is eligible for a Merit Award, as long as they are enrolled full-time. In addition to the Merit Award, qualifying students may receive additional scholarship assistance based on academic achievement, co-curricular participation, demographic characteristics, leadership qualities, and major areas of interest. A financial aid calculator and detailed information about institutional awards and scholarships are available at www.mcpherson.edu/admissions/financial-aid.

Endowed Scholarship Funds

The endowed scholarships and loan funds listed below have been established through personal generosity and a desire on the part of the donors to assist future generations of students in attending McPherson College. The college is grateful for these endowed gifts, which provide a permanent expression of love and support for the college and for the students who will benefit from this kindness. These gifts fund the existing McPherson College Scholarship and Grant Program.

Unrestricted Endowed Scholarship Fund

The McPherson College Endowed Scholarship Fund with no specific restrictions for awarding has been established in memory or honor of the following individuals:

Restricted Endowed Scholarships

Scholarship funds with specific restrictions have been established in memory or honor of the following individuals and organizations. These gifts fund the McPherson College Scholarships and Grants that have been awarded to students who meet the criteria as a part of our ongoing scholarship program.

Work Study and Employment

All students may apply for on-campus jobs, but students qualifying for the Federal College Work Study program are given priority. These jobs include clerical assistants, maintenance workers, housekeeping, resident assistants, admissions assistants, athletic event staff, etc.

Off-campus employment is usually available to students. The community of McPherson normally enjoys an unemployment rate far below the national average, and there are many requests for part-time student help. The Career Services Offices posts notices of available positions for both on- and off-campus jobs online at https://mcphersoncollegecareerservices.wordpress.com/.

Other Sources of Financial Assistance

Veteran’s Benefits may be used to attend McPherson College. For information on eligibility and to obtain application materials, students should contact the Veteran’s Administration by phone at 1-888-442-4551 or online at http:www.gibill.va.gov.

Local service agencies such as Kiwanis, Rotary, Lions, PEO, AAUW and others have funding available for qualified students. Inquire with these agencies for scholarship forms.

Other forms of financial aid may also be available. Please contact the Financial Aid Office for further information.

2017|03 Financial Information, Catalog 17-18|

Financial Aid

Over 95 percent of McPherson College students receive financial assistance each year from McPherson College scholarships and awards, federal and state programs, work-study programs, and educational loans.

McPherson College has a financial aid awarding policy that considers a variety of factors including academic achievement, participation in co-curricular activities, and financial need. The college’s goal is to award enough financial assistance to provide incentive, recognition, and access.

Financial Aid Application Process

To be considered for and receive financial aid, students should take the following steps:

Submit their Application for Admission and academic transcripts to McPherson College. Students must be admitted to McPherson College in order to be considered for aid.
Submit the Free Application for Federal Student Aid (FAFSA). McPherson College’s priority deadline for FAFSA submissions is March 1 each year. McPherson College’s federal school code is 001933.
Review their Student Aid Report (SAR) and verification documentation to the Financial Aid Office. Students whose Free Application for Federal Student Aid (FAFSA) is selected by the Department of Education for verification must complete the Verification Worksheet (Dependent, Independent) and submit signed copies of the principal pages of their 2009 Federal Income Tax Returns. Dependent students must also submit parents’ returns. If supporting schedules are required, the college will ask for them separately.
Await receipt of their Financial Aid Award Notice, which the college prepares and mails, usually within 3–5 working days after their financial aid record.
Follow the instructions enclosed with the Financial Aid Award Notice by the date indicated to acknowledge acceptance of awards.
Complete the required application/promissory note if taking advantage of student loan opportunities.
Complete entrance interview if borrowing Direct or Perkins loans.

Financial Aid Calendar

January 1 – Application process begins. Free Application for Federal Student Aid (FAFSA)
February 15 – Financial Aid Award Notification begins for current and admitted students only
March 1 – Priority Deadline for Financial Aid. Offers of aid after this date will be extended only as funds remain available.
April 1 – FAFSA receipt deadline for Kansas Comprehensive Grant

Scholarships and Awards

Every student meeting McPherson College’s admission standards is eligible for a Merit Award. In addition to the Merit Award, qualifying students may receive additional scholarship assistance based on academic achievement, co-curricular participation, demographic characteristics, leadership qualities, and major areas of interest. A financial aid calculator and detailed information about institutional awards and scholarships are available at www.mcpherson.edu/admissions/financial-aid.

Endowed Scholarship Funds

The endowed scholarships and loan funds listed below have been established through personal generosity and a desire on the part of the donors to assist future generations of students in attending McPherson College. The college is grateful for these endowed gifts, which provide a permanent expression of love and support for the college and for the students who will benefit from this kindness. No additional scholarship applications are required. These gifts fund the existing McPherson College Scholarship and Grant Program.

Unrestricted Endowed Scholarship Fund

The McPherson College Endowed Scholarship Fund with no specific restrictions for awarding has been established in memory or honor of the following individuals:

Restricted Endowed Scholarships

Scholarship funds with specific restrictions have been established in memory or honor of the following individuals and organizations. These gifts fund the McPherson College Scholarships and Grants that have been awarded to students who meet the criteria as a part of our ongoing scholarship program.

Work Study and Employment

All students may apply for on-campus jobs, but students qualifying for the Federal College Work Study program are given priority. These jobs include clerical assistants, maintenance workers, housekeeping, resident assistants, admissions assistants, athletic event staff, etc.

Off-campus employment is usually available to students. The community of McPherson normally enjoys an unemployment rate far below the national average, and there are many requests for part-time student help. The Career Services Offices posts notices of available positions for both on- and off-campus jobs online at www.mcpherson.edu/careers/opportunities.asp.

Other Sources of Financial Assistance

Veteran’s Benefits may be used to attend McPherson College. For information on eligibility and to obtain application materials, students should contact the Veteran’s Administration by phone at 1—888-442-4551 or online at http:www.gibill.va.gov.

Local service agencies such as Kiwanis, Rotary, Lions, PEO, AAUW, federated women’s clubs and others have funding available for qualified students. Inquire with these agencies for scholarship forms.

Other forms of financial aid may also be available. Please contact the Financial Aid Office for further information.

2016|03 Financial Information, Catalog 16-17|

Financial Aid

Over 95 percent of McPherson College students receive financial assistance each year from McPherson College scholarships and awards, federal and state programs, work-study programs, and educational loans.

McPherson College has a financial aid awarding policy that considers a variety of factors including academic achievement, participation in co-curricular activities, and financial need. The college’s goal is to award enough financial assistance to provide incentive, recognition, and access.

Financial Aid Application Process

To be considered for and receive financial aid, students should take the following steps:

Submit their Application for Admission and academic transcripts to McPherson College. Students must be admitted to McPherson College in order to be considered for aid.
Submit the Free Application for Federal Student Aid (FAFSA). McPherson College’s priority deadline for FAFSA submissions is March 1 each year. McPherson College’s federal school code is 001933.
Review their Student Aid Report (SAR) and verification documentation to the Financial Aid Office. Students whose Free Application for Federal Student Aid (FAFSA) is selected by the Department of Education for verification must complete the Verification Worksheet (Dependent, Independent) and submit signed copies of the principal pages of their 2009 Federal Income Tax Returns. Dependent students must also submit parents’ returns. If supporting schedules are required, the college will ask for them separately.
Await receipt of their Financial Aid Award Notice, which the college prepares and mails, usually within 3–5 working days after their financial aid record.
Follow the instructions enclosed with the Financial Aid Award Notice by the date indicated to acknowledge acceptance of awards.
Complete the required application/promissory note if taking advantage of student loan opportunities.
Complete entrance interview if borrowing Direct or Perkins loans.

Financial Aid Calendar

January 1 – Application process begins. Free Application for Federal Student Aid (FAFSA)
February 15 – Financial Aid Award Notification begins for current and admitted students only
March 1 – Priority Deadline for Financial Aid. Offers of aid after this date will be extended only as funds remain available.
April 1 – FAFSA receipt deadline for Kansas Comprehensive Grant

Scholarships and Awards

Every student meeting McPherson College’s admission standards is eligible for a Merit Award. In addition to the Merit Award, qualifying students may receive additional scholarship assistance based on academic achievement, co-curricular participation, demographic characteristics, leadership qualities, and major areas of interest. A financial aid calculator and detailed information about institutional awards and scholarships are available at www.mcpherson.edu/admissions/financial-aid.

Endowed Scholarship Funds

The endowed scholarships and loan funds listed below have been established through personal generosity and a desire on the part of the donors to assist future generations of students in attending McPherson College. The college is grateful for these endowed gifts, which provide a permanent expression of love and support for the college and for the students who will benefit from this kindness. No additional scholarship applications are required. These gifts fund the existing McPherson College Scholarship and Grant Program.

Unrestricted Endowed Scholarship Fund

The McPherson College Endowed Scholarship Fund with no specific restrictions for awarding has been established in memory or honor of the following individuals:

Restricted Endowed Scholarships

Scholarship funds with specific restrictions have been established in memory or honor of the following individuals and organizations. These gifts fund the McPherson College Scholarships and Grants that have been awarded to students who meet the criteria as a part of our ongoing scholarship program.

Work Study and Employment

All students may apply for on-campus jobs, but students qualifying for the Federal College Work Study program are given priority. These jobs include clerical assistants, maintenance workers, housekeeping, resident assistants, admissions assistants, athletic event staff, etc.

Off-campus employment is usually available to students. The community of McPherson normally enjoys an unemployment rate far below the national average, and there are many requests for part-time student help. The Career Services Offices posts notices of available positions for both on- and off-campus jobs online at www.mcpherson.edu/careers/opportunities.asp.

Other Sources Of Financial Assistance

Veteran’s Benefits may be used to attend McPherson College. For information on eligibility and to obtain application materials, students should contact the Veteran’s Administration by phone at 1—888-442-4551 or online at http:www.gibill.va.gov.

Local service agencies such as Kiwanis, Rotary, Lions, PEO, AAUW, federated women’s clubs and others have funding available for qualified students. Inquire with these agencies for scholarship forms.

Other forms of financial aid may also be available. Please contact the Financial Aid Office for further information.

2015|03 Financial Information, Catalog 15-16|

Search results for: minorities in the u.s.

Need a new search?

A. Oral Communication:

B. Written Communication & Information Literacy

Speaking Component

Writing Component

C. Mathematics

D. Religion/Beliefs/Values

E. Wholeness/Health/Fitness

F. Global/Intercultural Experience

College Seminars

Purpose Statement

Communication Major

Digital Media Major

Competency Exam

SOCIAL JUSTICE AND ADVOCACY

Purpose Statement

Social Justice and Advocacy Major

Communication Minor

Storytelling Minor

Licensure Disclosure

Mission Statement

Goals, Objectives, and Dispositions

Admission Procedures

Admission to the Teacher Education Program

Practica at McPherson College

Service Component

Student Teaching at McPherson College

Student Responsibility

Licensure in Kansas

ESOL Licensure Program

Elementary Education Major

K-6 Licensure

Requirements

6-12 Licensure

Requirements

PK-12 Licensure

Requirements

English for Speakers of Other Languages (K-6) Licensure

Requirements

English for Speakers of Other Languages (6-12) Licensure

Requirements

Special Education Licensure

High Incidence Special Education: Courses Required for all levels:

Courses Required for Level K-6:

Courses required for Level 6-12:

Purpose Statement

English Major

Core Requirements

Complete 7 elective hours in English from the following list:

Requirements for teaching licensure (6-12) in English

Competency Exam

English for Speakers of Other Languages (6-12) Endorsement

Requirements

English Minor

Minor in Writing

Purpose Statement

Spanish Major

Requirements

Emphasis 1:

Emphasis 2:

Required Supporting Courses:

Teaching Licensure in Spanish (PK-12)

Spanish Minor Requirements

English for Speakers of Other Languages (6-12) Licensure

Requirements

Purpose Statement

Philosophy and Religion: Pre-Law Major

Philosophy and Religion Major

Philosophy and Religion Minor

Peace Studies Minor

Purpose Statement

Psychology Major

Core Requirements (41 hours)

Recommended courses for Students interested in Human Services careers

Psychology Minor

Requirements (12 hours + 6 elective hours)

Purpose Statement

Sociology Major

Core Requirements (39 hours)